Power Through Choices
The program was developed for use with youth in various out-of-home care settings, such as family foster homes, kinship foster care, residential group homes, transitional living centers, and juvenile justice facilities. The program was evaluated with youth living in residential group homes across Oklahoma, California, and Maryland.
Healthy Teen Network
1501 Saint Paul Street, Suite 124
Baltimore, MD 21202
Email: capacitybuilding@healthyteennetwork.org
Phone: 443-216-1355
Power Through Choices provides a fidelity monitoring checklist and a post-session facilitator feedback form.
Last updated in 2023
The data presented on this page reflects responses from the program’s developer or distributor to a program component checklist that asked them to report on the individual components within their TPP program. The same program component checklist was sent to the developer or distributor of every active TPP program with evidence of effectiveness. The program component table provides data on seven types of program components including content, delivery mechanism, dosage, staffing, format, environment, and intended population characteristics; whether the component was present or optional in the program; whether the component is considered to be core to the program; and the lesson number or activity where the component can be found in the program. For more details, refer to the FAQ.
Category | Component | Core Component | Component present | Notes | Lesson number(s) / activities where present |
---|---|---|---|---|---|
Content | Substance use - Abstinence | No | |||
Content | Other | ||||
Content | Volunteering/civic engagement | No | |||
Content | Spirituality | No | |||
Content | Morals/values | No | |||
Content | Identity development | No | |||
Content | Social support/capital | Yes | Yes (both versions) | Lesson 2,6,7,8,9 | |
Content | Social influence/actual vs. perceived social norms | No | |||
Content | Social competence | Yes | Yes (both versions) | Lesson 2 | |
Content | Parenting skills | No | |||
Content | Normative beliefs | Yes | Yes (both versions) | Lessons 1,2,7,8,9,10 | |
Content | Leadership | No | |||
Content | Gender roles | No | |||
Content | Gender identity | Yes | Yes (current version) | Lesson 3 | |
Content | Cultural values | No | |||
Content | Connections with trusted adults | Yes | Yes (both versions) | Lessons 2,6,7 | |
Content | Conflict resolution/social problem solving | No | |||
Content | Communication skills | Yes | Yes (both versions) | Lesson 2 | |
Content | Child development | No | |||
Content | Boundary setting/refusal skills | Yes | Yes (both versions) | Lesson 2 | |
Content | Vocational/skills training | No | |||
Content | Supplemental academic services | No | |||
Content | School engagement | No | |||
Content | Graduating from high school | No | |||
Content | College preparation | No | |||
Content | Alternative schooling | No | |||
Content | Self-regulation | Yes | Yes (both versions) | Lesson 2,6,8,9,10 | |
Content | Self-esteem | No | |||
Content | Self-efficacy/empowerment | Yes | Yes (both versions) | Lessons 1,2,6,7,8,9,10 | |
Content | Resilience | No | |||
Content | Personal vulnerability | Embedded in communication practice but not covered explicitly | Lesson 2,8,9 | ||
Content | Motivational interviewing | No | |||
Content | Mindfulness | No | |||
Content | Meditation | No | |||
Content | Goal setting | Yes | Yes (both versions) | Lesson 9,10 | |
Content | Empathy | Embedded in scenarios but not covered explicitly | Lesson 2,8,9 | ||
Content | Cognitive behavioral therapy (CBT) | No | |||
Content | Brain development and emotions | No | |||
Content | Values and sexuality | Yes | Yes (both versions) | Lesson 1,2,8,9 | |
Content | Social media, texting and online interactions | No | |||
Content | Substance use - Other drugs | No | |||
Content | Maternal health | No | |||
Content | Contraception - Pills, patches, rings, and shots | Yes | Yes (both versions) | Lesson 4 | |
Content | Contraception - Other | Yes | Yes (both versions) | Lesson 4 | |
Content | Contraception - Long-acting reversible contraceptives | Yes | Yes (both versions) | Lesson 4 | |
Content | Contraception - Condoms | Yes | Yes (both versions) | Lessons 4,5,6 | |
Content | Anatomy/physiology | Yes | Yes (both versions) | Lesson 3 | |
Content | Substance use cessation | No | |||
Content | Reproduction | Yes | Yes (both versions) | Lesson 3 | |
Content | Risk of STIs and Pregnancy | Yes | Yes (both versions) | Lesson 5 |
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- Make healthy, positive choices related to sexual behavior.
- Build condom and contraceptive knowledge and skills.
- Develop and practice effective communication skills.
- Learn how to access available resources.
- Introduction to PTC: Introduce curriculum, assess participants’ knowledge regarding pregnancy prevention and sex education, and demonstrate role playing.
- Making Choices Clear: Help participants to build assertiveness and communication skills related to sexual activity.
- Adolescent Reproductive Health Basics: Increase knowledge of male and female reproductive anatomy, the process of fertilization and conception, and the menstrual cycle.
- Increasing Contraceptive Knowledge: Increase knowledge about contraceptive methods.
- Understanding STIs and HIV and How to Reduce Your Risk: Increase knowledge and understanding of STI/HIV transmission and prevention.
- Practice Makes Perfect: Discuss the level of risk associated with various sexual behaviors, use role playing to demonstrate the importance of dual methods, and learn condom use skills.
- Using Resources to Support Your Choices: Discuss ways to improve communication about contraception with foster parents, guardians, and group home staff members; learn how to access local sexual and reproductive health resources.
- Making Choices that Fit Your Lifestyle: Develop a plan for avoiding unwanted pregnancies and STIs, set short- and long-term goals, and identify choices needed to attain goals.
- Creating the Future You Want: Identify planning involved in practicing positive sexual behaviors, outline individual choices involved in sexual decision making, and discuss abstinence as a viable choice.
- Plan + Prepare + Practice = POWER: Reinforce themes and messages of the curriculum.
- When working with young people who may have been victims of sexual abuse or rape, as well as youth who struggle to define appropriate boundaries, it is important for the safety of the youth and of your staff that no adult be left alone with a youth at any time.
- Utilizing a team of two facilitators allows the team to better reflect the potential diversity of the youth being served.
Evidence by Outcome Domain and Study
Citation | Details |
---|---|
Oman, R. F., Vesely, S. K., Green, J., Fluhr, J., Williams, J. (2016). Short-term impact of a teen pregnancy-prevention intervention implemented in group homes. Journal of Adolescent Health, 59(5), 584-591. |
This study did not meet the review's screening criteria |
Covington, R.D., Goesling, B., Clark Tuttle, C., Crofton, M., Manlove, J., Oman, R.F., Vesely, S. (2016). Final impacts of the POWER Through Choices program. Mathematica Policy Research. Oman, R. F., Vesely, S. K., Green, J., Clements-Nolle, K., Lu, M. (2018). Adolescent pregnancy prevention among youths living in group care homes: A cluster randomized controlled trial. American Journal of Public Health, 108(S1), pp. S38-S44. Oman, R.F., Vesely, S.K., Green, J., Fluhr, J., Williams, J. (2016). Short-term impact of a teen pregnancy-prevention intervention implemented in group homes. Journal of Adolescent Health, 59, 584–591. |
The program was evaluated in a cluster randomized controlled trial involving 885 youth recruited from 44 residential group homes in California, Maryland, and Oklahoma. The study randomly assigned clusters of youth to a treatment group receiving the 10 sessions of the POWER Through Choices program or to a control group that did not receive the program but had access to other community and group home services. Data for the study were collected before the program (baseline), immediately after the program, and six and 12 months after the end of the program. This study focused on data collected at the six- and 12-month follow-ups. |