Promoting Health Among Teens! Comprehensive Abstinence and Safer Sex Intervention
Loretta Sweet Jemmott, Ph.D., R.N., F.A.A.N. and John B. Jemmott III, Ph.D., and Konstance McCaffree, Ph.D.
The program was designed for various community settings for small groups of youth in an urban setting (although can be adapted for larger groups and non-urban settings). It has been evaluated in an after-school (Saturday), community-based setting in a low-income community, and in community-based organizations in rural areas.
Program Contact Information
Email: sales@etr.org
Phone: (800) 321-4407
Website: https://www.etr.org/ebi/programs/promoting-health-among-teens-comprehensive/
Training Contact Information
Kelly Gainor, M.Ed.
ebptraining@etr.org
Website: https://www.etr.org/ebi/programs/promoting-health-among-teens-comprehensive/
Promoting Health Among Teens! Comprehensive provides fidelity logs and pre- and post-tests.
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 | Yes | Yes (both versions) | Module 2, Activity A (64) | |
Content | Other | ||||
Content | Other | ||||
Content | Other | ||||
Content | Volunteering/civic engagement | No | |||
Content | Spirituality | No | |||
Content | Morals/values | Yes | Yes (both versions) | Module 3, Activity B (94) | |
Content | Identity development | No | |||
Content | Social support/capital | No | |||
Content | Social influence/actual vs. perceived social norms | Yes | Yes (both versions) | Module 1, Activity D (45) | |
Content | Social competence | No | |||
Content | Parenting skills | No | |||
Content | Normative beliefs | Yes | Yes (both versions) | Module 3, Activity B (94) | |
Content | Leadership | No | |||
Content | Gender roles | No | |||
Content | Gender identity | No | |||
Content | Cultural values | Yes | Yes (both versions) | Module 3, Activity B (94) | |
Content | Connections with trusted adults | Yes | Yes (both versions) | Module 4, Activity C (123) | |
Content | Conflict resolution/social problem solving | Yes | Yes (both versions) | Module 8, All Activities (197) | |
Content | Communication skills | Yes | Yes (both versions) | Module 8, All Activities (197) | |
Content | Child development | No | |||
Content | Boundary setting/refusal skills | Yes | Yes (both versions) | Module 8, All Activities (197) | |
Content | Substance use cessation | No | |||
Content | Substance use - Other drugs | No | |||
Content | Substance use - Alcohol | No | |||
Content | Substance use - Abstinence | No | |||
Content | Brain development and substance use | No | |||
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 | No | |||
Content | Self-esteem | No | |||
Content | Self-efficacy/empowerment | Yes | Yes (both versions) | Module 8, All Activities (197) | |
Content | Resilience | No | |||
Content | Sexual health | Yes | Yes (both versions) | Throughout | |
Content | STIs - Treatment | No | |||
Content | STIs - Screening | No | |||
Content | STIs - Prevention | Yes | Yes (both versions) | Module 5, Activity C (142) | |
Content | STIs - Information | Yes | Yes (both versions) | Module 5, Activity C (142) | |
Content | Sexual risk reduction | No | |||
Content | Sexual risk discontinuation | Yes | Yes (both versions) | Module 7, Activity B (180) | |
Content | Sexual risk avoidance | Yes | Yes (both versions) | Module 2, Activity D (83) | |
Content | Sexual orientation | No | |||
Content | Contraception - Long-acting reversible contraceptives | No | |||
Content | Contraception - Pills, patches, rings, and shots | No | |||
Content | Contraception - Other | No | |||
Content | Maternal health | No |
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- Module 1: "Getting to Know You" provides an introduction to the curriculum, sets up the theme of proud and responsible behavior, and asks participants to identify short-term and long term goals and dreams.
- Module 2: Exploring and Expressing Sexual Feelings
- Module 3: "The Consequences of Sex: HIV Infection" increases awareness of participants' vulnerability to HIV infection and help increase knowledge about HIV/AIDS.
- Module 4: "A Plan to Reduce the Consequences of Sex" introduces problem-solving technique called STOP, THINK and ACT, and begins to build negotiation and refusal skills for abstinence and condom use.
- Module 5: "The Consequences of Sex: STD Infection" focuses on increasing knowledge about STDs and to increase feelings of vulnerability to STDs.
- Module 6: "The Consequences of Sex: Pregnancy" has a pregnancy prevention focus, while also addressing knowledge and attitudes about methods of contraception.
- Module 7: "STD/HIV Vulnerability" increases feelings of vulnerability to HIV and increasing skills to advocate for abstinence and safer sex.
- Module 8: "Risky Sexual Behavior and Content Review" focusing on reinforcing STD and HIV knowledge and attitudes.
- Module 9: "Sexual Responsibility: Abstinence Skills" the focus is on abstinence and targeting attitudes and skills to delay sexual activity.
- Module 10: "Sexual Responsibility: Condom Use Skills" focuses on how to use a condom and attitudes about condom use.
- Module 11: "Enhancing Sexual Responsibility Skills" continues to focus on negotiation skills and attitudes to support abstinence and safer sex.
- Module 12: "Role-Plays: Refusal and Negotiation Skills" introduces a negotiation technique called S.T.O.P and provides opportunities for the participants to practice using the negotiation skills they have acquired throughout the program.
It is highly recommended that educators who plan to teach Promoting Health Among Teens! receive research-based professional development to prepare them to effectively implement and replicate the curriculum with fidelity for the intended target group.
Training on Promoting Health Among Teens! is available through ETR's Professional Learning Services. Visit http://www.etr.org/ebi/training-ta/types-of-services/training-of-educators/ for more information or submit a Training & TA Request Form (http://www.etr.org/solutions/professional-development/training-ta-request-form/).
- Facilitator Curriculum
- Activity Set (handouts, role plays, posters)
- Six curriculum DVDs: Tanisha & Shay, The Hard Way, Nicole's Choice, The Subject is: HIV (Safer Sex), The Subject is: Puberty (Compr), The Subject is: STDs (Safer Sex), Wrap it Up & Condom Use Animation
- Student workbooks (classroom set of 30)
The distributor also provides access to a table of contents and sample lesson on their website: http://www.etr.org/ebi/programs/promoting-health-among-teens-comprehensive/
The developer has noted several allowable adaptations:
- The 12 modules can be delivered in different ways (e.g. two modules per day for six days, one module per day for 12 days).
- The program can be used with youth older than 14, as long as the group sessions are separated by age.
- Groups can be larger than 6 to 10 youth, as long as additional facilitators are used.
- Groups can be single gender or mixed gender.
- Facilitators of different ethnic and professional backgrounds are appropriate, so long as the facilitators have strong facilitation skills and experience working with teens.
- Peer educators are allowed, as long as they are paired with an adult.
- If integrating the curriculum into the school classrooms and not having enough time to implement the program, providers should consider using the Promoting Health Among Teens! In School Curriculum version. It is divided into shorter sessions, but maintains the fidelity of the curriculum.
- Teens of different racial and ethnic groups may participate.
- Changing the names and settings of the situations in the role plays to reflect the culture of the participants is appropriate.
Citation | High-Quality Randomized Trial | Moderate-Quality Randomized Trial | Moderate-Quality Quasi-Experiment | Low Study Rating | Did Not Meet Eligibility Criteria |
---|---|---|---|---|---|
Jemmott, J. B.,III, Jemmott, L. S., Fong, G. T. (2010). Efficacy of a theory-based abstinence-only intervention over 24 months: A randomized controlled trial with young adolescents. Archives of Pediatrics Adolescent Medicine, 164(2), 152-159. |
✓ | ||||
Martin, S., Hill, A., Nye M., Hollman-Billmeier, K. (2015) Evaluation of Alaska Promoting Health Among Teens, Comprehensive Abstinence and Safer Sex (AKPHAT) in Alaska. Institute of Social and Economic Research, University of Alaska Anchorage. |
✓ |
Citation | Setting | Majority Age Group | Majority Racial/Ethnic Group | Gender | Sample Size |
---|---|---|---|---|---|
Jemmott, J. B.,III, Jemmott, L. S., Fong, G. T. (2010). Efficacy of a theory-based abstinence-only intervention over 24 months: A randomized controlled trial with young adolescents. Archives of Pediatrics Adolescent Medicine, 164(2), 152-159. |
After school | 13 or younger | African American or Black | Youth of any gender | 409 |
Martin, S., Hill, A., Nye M., Hollman-Billmeier, K. (2015) Evaluation of Alaska Promoting Health Among Teens, Comprehensive Abstinence and Safer Sex (AKPHAT) in Alaska. Institute of Social and Economic Research, University of Alaska Anchorage. |
After school | 14 to 17 | American Indian or Alaska Native | Youth of any gender | 302 |
Evidence by Outcome Domain and Study
Citation | Details |
---|---|
Jemmott, J. B.,III, Jemmott, L. S., Fong, G. T. (2010). Efficacy of a theory-based abstinence-only intervention over 24 months: A randomized controlled trial with young adolescents. Archives of Pediatrics Adolescent Medicine, 164(2), 152-159. |
The study evaluated the program with a randomized controlled trial involving middle school students in a low-income African American community in the northeastern United States. Adolescents participating in the study were randomly assigned to either a control group that received an 8-hour general health-promotion program, or to one of four treatment groups, each receiving one of the following interventions: (1) an 8-hour abstinence-only intervention; (2) an 8-hour safer sex-only intervention; (3) an 8-hour comprehensive abstinence and safer sex intervention; or (4) a 12-hour comprehensive abstinence and safer sex intervention. The study administered surveys immediately before the intervention (baseline) and at follows-ups conducted 3, 6, 12, 18, and 24 months after baseline. The effectiveness of each intervention was assessed relative to the control group. |
Martin, S., Hill, A., Nye M., Hollman-Billmeier, K. (2015) Evaluation of Alaska Promoting Health Among Teens, Comprehensive Abstinence and Safer Sex (AKPHAT) in Alaska. Institute of Social and Economic Research, University of Alaska Anchorage. |
A subsequent study by a separate group of researchers used a randomized controlled trial to evaluate the Alaska Promoting Health Among Teens, Comprehensive Abstinence and Safer Sex (AKPHAT) program, an adaptation of the PHAT-Comprehensive program. The study adapted the PHAT-Comprehensive program to: (1) use peer educators to deliver the program instead of adult facilitators, (2) serve a different target population of older youth in rural areas, (3) use talking circles and talking sticks, and (4) use fingers rather than a penis model in the condom demonstrations module. The study involved 302 Alaskan Native youth recruited from four non-profit organizations serving youth in Alaska. Adolescents participating in the study were randomly assigned to either a treatment group that received the AKPHAT program or a control group that received the standard services available to youth in their schools and communities. The study administered surveys before the program started (baseline), and again immediately, three, six, and 12 months after the end of the program. |