Prime Time
Renee E. Sieving, PhD, RN, FAAN, FSAHM, Michael D. Resnick, PhD, FSAHM, Ann W. Garwick, PhD RN, FAAN, Linda H. Bearinger, PhD, RN, FAAN, FSAHM, Kara J. Beckman, MA, Jennifer A. Oliphant, MPH, EdD, Shari Plowman, MPH, Kayci R. Rush, MSW, Barbara J. McMorris, PhD, Annie-Laurie McRee, PhD, and Sandra L. Pettingell, PhD.
Prime Time, an 18-month youth development program, was created by researchers from the University of Minnesota Prevention Research Center to prevent pregnancy among vulnerable teens. Prime Time combines one-on-one case management and peer educator groups, delivered in tandem. The program seeks to build skills, confidence, motivation, and supportive relationships that every teen needs to succeed, with a focus on responsible sexual health behaviors. Prime Time was designed for use by health clinics.
Prime Time is designed for vulnerable adolescent girls 13 to 18 years old. The program was tested with teenage girls who were sexually active and met at least one risk criteria for teenage pregnancy (such as treatment for a sexually transmitted disease or aggressive and violent behavior), and who were seeking services from school- or community-based clinics.
Prime Time was designed for use by health clinics. The program was evaluated with youth recruited fromschool-based clinics and community-based clinics.
Sociometrics Corporation
1580 W. El Camino Real, Suite 8
Mountain View, CA 94040
Ph: 650-949-3282
Email: socio@socio.com
Website: https://www.socio.com/products/pasha-prime-time
Prime Time offers a health screening survey and scoring tool, a baseline survey and follow-up survey, and a group session report for peer educators. The health screening survey and group session reports for peer educators are mandatory, but the baseline survey and follow-up surveys are not.
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 | Anatomy/physiology | No | Yes (both versions) | Just In Time Peer Educator Session 2 | |
| Content | Other | ||||
| Content | Volunteering/civic engagement | Yes | Yes (both versions) | Case Management Tool Kit Section 5\, Topic 2 | |
| Content | Spirituality | No | |||
| Content | Morals/values | Yes | Yes (both versions) | Case Management Tool Kit Section 2 | |
| Content | Identity development | Yes | Yes (both versions) | Case Management Tool Kit Section 1 | |
| Content | Social support/capital | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topics 1-3 Just In Time Peer Educator weekly homework "Show What You Know" | |
| Content | Social influence/actual vs. perceived social norms | Yes | Yes (both versions) | Just In Time Peer Educator Sessions 8 and 10 | |
| Content | Social competence | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topics 3,4,6 and 7 | |
| Content | Parenting skills | Yes | Yes (both versions) | Case Management Tool Kit Section 7 | |
| Content | Normative beliefs | No | |||
| Content | Leadership | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 2 and Section 5, "Ending Phase" Just In Time Peer Educator Sessions 1, 15 & 16 | |
| Content | Gender roles | No | Yes (both versions) | Just in Time Peer Educator Session 8 | |
| Content | Gender identity | No | |||
| Content | Cultural values | No | |||
| Content | Connections with trusted adults | Yes | Yes (both versions) | Case Management Tool Kit Overview, Sections 2, 3, 5 and 7 Just In Time weekly homework "Show What You Know" | |
| Content | Conflict resolution/social problem solving | Yes | Yes (both versions) | Case Management Tool Kit Overview & Sections 5 and 7 Just In Time Peer Educator Session 1 | |
| Content | Communication skills | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topics 1, 3, 5 and 6 Just In Time Peer Educator Session 1 | |
| Content | Child development | No | |||
| Content | Boundary setting/refusal skills | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topics 3, 4, 5 and 7 Just in Time Peer Educator Session 5 | |
| Content | Substance use cessation | No | Yes (both versions) | Case Management Section 5, Topic 4 | |
| Content | Substance use - Other drugs | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 4 Just in Time Peer Educator Session 6 | |
| Content | Substance use - Alcohol | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 4 Just in Time Peer Educator Session 6 | |
| Content | Substance use - Abstinence | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 4 Just in Time Peer Educator Session 8 | |
| Content | Brain development and substance use | No | |||
| Content | Vocational/skills training | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 2 | |
| Content | Supplemental academic services | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 2 | |
| Content | Graduating from high school | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 2 | |
| Content | College preparation | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 2 | |
| Content | Alternative schooling | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 2 | |
| Content | Self-regulation | Yes | Case Management Tool Kit Section 5, Topic 5 | ||
| Content | Self-esteem | No | |||
| Content | Self-efficacy/empowerment | Yes | Yes (both versions) | Case Management Tool Kit Sections 1, 5 and 7 Just in Time Peer Educator skills activities (throughout curriculum) | |
| Content | Resilience | Yes | Yes (both versions) | Case Management Tool Kit Section 1, Just in Time Peer Educator reflections (throughout curriculum) | |
| Content | Personal vulnerability | No | |||
| Content | Risk of STIs and Pregnancy | Yes | Yes (both versions) | Just in Time Peer Educator Sessions 6 and 7 | |
| Content | STIs - Prevention | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 5 Just in Time Peer Educator Session 7 | |
| Content | STIs - Information | Yes (both versions) | Just in Time Peer Educator Session 7 | ||
| Content | Sexual risk reduction | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 6 Just in Time Peer Educator Sessions 6 and 7 | |
| Content | School engagement | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 2 | |
| Content | Sexual risk discontinuation | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 5 Just in Time Peer Educator Sessions 6 and 7 | |
| Content | Sexual risk avoidance | No | The Prime Time program is for sexually active youth | ||
| Content | Sexual orientation | No | Yes (both versions) | Case Management Tool Kit Section 5, Topic 5 | |
| Content | Sexual health | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 5 Just in Time Peer Educator Session 2 | |
| Content | Contraception - Pills, patches, rings, and shots | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 5; Just in Time Peer Educator Session 6 | |
| Content | Contraception - Condoms | Yes | Yes (both versions) | Case Management Toolkit Section 5, Topic 5; Just In Time Peer Educator Session 5 | |
| Content | Contraception - Long-acting reversible contraceptives | Yes | Yes (both versions) | Case Management Tool Kit Section 5, Topic 5; Just In Time Peer Educator Session 6 | |
| Content | Contraception - Other | Yes | Yes (both versions) | Case Management Section 5, Topic 5; Just in Time Peer Educator Session 6 | |
| Content | Puberty/development | Yes | Yes (both versions) | Just in Time Peer Educator Session 3 | |
| Content | Reproduction | Yes | Yes (both versions) | Just in Time Peer Educator Session 3 |
The Prime Time intervention seeks to reduce sexual risk behaviors, violence involvement, and school disconnection among sexually active female adolescents at elevated risk for early pregnancy. It aims to achieve this goal by engaging teens through one-on-one case management in tandem with training and employment as peer health educators.
The program's main targeted outcomes are:
- Fewer sexual partners
- Consistent condom and hormonal contraceptive use
- Reduced interpersonal aggression & violence
- Increased school connectedness
- Reduced school misbehavior & dropout
The conceptual model for the Prime Time intervention was informed by principles of positive youth development, social cognitive theory, and findings from the Prime Time pilot study, which was conducted with a multiethnic, high-risk group of urban adolescent girls.
The intervention model consists of two main components:
Case Management
- One-on-one interactions with each participant cover the following core topics: 1) developing emotional skills; 2) building skills and expectations for healthy relationships; 3) enhancing motivation and skills for responsible sexual behavior; and 4) promoting positive family, school and community involvement.
- Case managers’ counseling around responsible sexual behavior is guided by principles of motivational interviewing (MI), a directive, client-centered counseling style for eliciting behavior change by helping individuals explore and resolve ambivalence.
- Trained case managers conduct monthly visits for 18 months, aiming to cover all of the core topics during each 6-month interval.
Just in Time Peer Educator Program (Training and Group Teaching Practicum)
- The peer educator program consists of a 16-session training and an optional 7-session group teaching practicum. The training follows a standard sex education and life skills curriculum.
- The peer educator program emphasizes opportunities for participants to develop caring relationships with peers and adults, and build skills and expectations for healthy relationships and pro-social family, school, and community involvement.
- During the training, participants are expected to complete peer educator contacts with peers, parents, and family members. A contact is defined as a 15-minute conversation on any topic that has been covered in training. With each contact, teens record date, length of peer contact, relationship to peer (friend/family/other), topics covered, and perceived effect on peer. Teens are paid for up to 50 peer educator contacts completed during the training ($5 per contact).
- After the training, teens may complete a group teaching practicum. The practicum follows a 7-session curriculum that involves teaching an existing group of elementary or high school students.
- Teens begin the practicum by choosing a topic from the peer educator training curriculum that they will teach as a group. They develop a lesson plan based on the topic selected and practice the skills they will use in teaching another group of young people. In subsequent sessions, participants teach the topic to a group of teens, evaluate their teaching methods and make changes before teaching a second group session. In the last session, teens reflect on their teaching experience and consider how their new skills can be applied to other areas of their lives.
- Peer educators receive $6 for attending each practicum session.
Prime Time case management involves client-centered counseling guided by principles of positive youth development and motivational interviewing (MI). Case management also involves assisting youth in developing positive relationships, and accessing appropriate resources within their families, schools, and communities.
Prime Time peer educator program relies on peer-to-peer learning and employs an empowerment health education approach that makes learners’ interests central to the process and engages learners as active participants. Program methods include group-based discussion, modeling, individual and group teaching and learning. Through their weekly peer educator contacts, participants personalize their learning of program topics. This learning is reinforced through required documentation and payment for these contacts.
The Prime Time program is organized as follows:
Case Management:
- Trained case managers conduct monthly visits for 18 months
- Case management visits, typically 1-2 hours in length, occur in community locations that are convenient for individual teens.
- All core topics are covered during each six months of a teen's active involvement.
- Participants receive $10 for each monthly visit completed.
Just In Time Peer Educator program (Training and Group Teaching Practicum):
- The training is organized into 16 sessions; an optional post-training group teaching practicum consists of 7 sessions.
- Peer educator groups take place in convenient locations and include 8-12 teens who are also involved in case management.
- In community clinic settings, peer educator groups are conducted weekly, as 2-hour training sessions. Transportation is provided.
- In school clinic settings, peer educator groups are offered as a for-credit course during the school day, with five 45-minute sessions per week for 9 weeks.
- Each peer educator group is co-facilitated by 2 case managers.
- Participants receive $5 for each peer and family contact, up to 50 contacts. If the group teaching practicum is offered, participants receive $6 for each practicum session they attend.
Implementation of Prime Time requires the following types of staff:
Prime Time Program Coordinator: Sets up the program, ensures case managers are trained, plans and oversees youth enrollment in the program, provides ongoing clinical supervision and support to Prime Time case managers, acts as liaison between clinic staff and Prime Time case managers, manages program logistics, monitors program implementation.
Prime Time Case Managers: Program case management and peer educator groups are led by case managers, who may be health educators, social workers or other youth workers experienced working with teens from diverse cultural backgrounds. To ensure substantive monthly visits with all participants, full-time case managers’ caseloads include a maximum of 25 teens.
The developer is equipped to provide training and ongoing technical assistance to groups that meet three criteria:
- Ready access to youth-serving clinics;
- Evidence that collaborating clinics provide youth-friendly sexual & reproductive health services;
- Evidence that collaborating clinics offer youth development programs (beyond office visits), or have an active partnership with an organization that provides youth development programs for the clinic.
Pre-service training and ongoing support for program implementation are required, to ensure that staff receive training on core principles and components of the Prime Time model and are sufficiently supported to expertly implement the Prime Time programs.
Pre-Service training: Designed to be informative and interactive, a 3-day pre-service training covers 1) principles and practices in promoting positive youth development; 2) a detailed review of manualized Prime Time case management guidelines including an explanation of core case management topics, as well as practice and feedback in implementing motivational interviewing and other case management strategies; 3) discussion of foundations of case management practice such as building trusting relationships with teens, establishing rapport with teens’ families, confidentiality and mandated reporting; 4) a detailed review of the Just In Time peer educator curriculum and materials, including practice and feedback in implementing selected peer educator program activities; and 5) staff responsibilities in completing program implementation monitoring tools.
Location and timing of pre-service training is negotiated with individual groups.
Booster trainings and program technical assistance: Specific topics, frequency, and locations of booster training and technical assistance sessions are tailored to address site-specific needs. At a minimum, formal booster training/technical assistance sessions are completed quarterly during program implementation.
Both pre-service training and structured ongoing support for program implementation are offered through the University of Minnesota Prevention Research Center (UMN PRC) on a fee-for-service basis.
Prime Time provides the following materials for implementation:
- Prime Time Case Management Guidelines
- Just In Time Peer Educator Program Curriculum
- Program Implementation Monitoring Tools
- Original Participant Outcomes Evaluation Instrument
Providers interested in implementing Prime Time should meet the following criteria:
- Ready access to youth-serving clinics;
- Evidence that collaborating clinics provide youth-friendly sexual & reproductive health services;
- Evidence that collaborating clinics offer youth development programs (beyond office visits), or have an active partnership with an organization that provides youth development programs for the clinic.
As part of the evaluation of Prime Time, case managers use an information system to track and monitor aspects of program implementation such as case management topics covered, number and length of monthly case management visits, peer educator program sessions offered and core activities completed, and peer educator contacts documented by individual participants.
The developer offers tools for monitoring implementation of Prime Time case management and peer educator programs.
UMN PRC provides structured ongoing support and technical assistance in implementing Prime Time case management and peer educator programs. Booster trainings and program technical assistance sessions are tailored to address site-specific needs.
The developer notes that omitting the 7-session Peer Educator Group Teaching Practicum is an allowable adaptation.
Evidence by Outcome Domain and Study
| Citation | Details |
|---|---|
Sieving, R. E., McMorris, B. J., Beckman, K. J., Pettingell, S. L., Secor-Turner, M., Kugler, K., Garwick, A. W., Resnick, M. D., Bearinger, L. H. (2011). Prime time: 12-month sexual health outcomes of a clinic-based intervention to prevent pregnancy risk behaviors. Journal of Adolescent Health, 49(2), 172-179. Sieving, R. E., McRee, A.-L., McMorris, B. J., Beckman, K. J., Pettingell, S. L., Bearinger, L. H., Garwick, A.W., Oliphant, J.A., Plowman, S., Resnick, M.D. Secor-Turner, M. (2013). Sexual health outcomes at 24 months for a clinic-linked intervention to prevent pregnancy risk behaviors. JAMA Pediatrics, 167(4), 333-340. Sieving, R. E., McRee, A., Secor-Turner, M., Garwick, A. W., Bearinger, L. H., Beckman, K. J., McMorris, B. J., Resnick, M. D. (2014). Prime time: Long-term sexual health outcomes of a clinic-linked intervention. Perspectives on Sexual and Reproductive Health, 46(2), 91-100. |
This study evaluated the program using a randomized controlled trial involving sexually active adolescent females recruited from four school- and community-based clinics in Minneapolis and St. Paul, Minnesota. Participants were randomly assigned to either a treatment group that received the 18-month Prime Time intervention or a control group that received usual clinic services. The study collected data with surveys administered before random assignment (baseline) and at 6, 12, 18, 24, and 30 months after the baseline survey. The study found that 30 months after the start of the program, students in the treatment group were statistically significantly more likely to report having been abstinent in the past six months. The study found no statistically significant impacts on the number of sexual partners in the last six months. The study also examined program impacts on measures of condom use and contraceptive use. Findings for these outcomes were not considered for the review because they did not meet the review evidence standards. Specifically, findings were reported only for subgroups of youth defined by sexual activity at follow-up. In addition, the study examined program impacts on measures of relational aggression and physical violence perpetration and victimization. Findings for these outcomes were not considered for the review because the outcomes fell outside the scope of the review. |