Vision of You

Developers

Kim Hartzler-Weakley, Ph.D.

Program Summary

Vision of You is an online, self-paced sexuality education program that aims to reduce sexual activity and the number of sexual partners, increase contraceptive use, and prepare participants for adulthood. It is designed for youth ages 13 to 19. It includes content on healthy relationships, life skills, communication skills, and adolescent development. The online curriculum is interactive and includes games, videos, quizzes, character scenarios, and reflection questions.

Intended Population

Vision of You was designed for youth ages 13 to 19. The program was evaluated with rural youth between the ages of 14 to 17.

Program Setting

Vision of You is delivered online and was evaluated as an online curriculum.

Contact and Availability Information

For curriculum, materials, and pricing information, please contact:
There is an online form on the Vision of You website for requesting pricing information: https://www.visionofyouinfo.org/pricing 

For training and support, please contact:
sexedva@jmu.edu

Sample of Curriculum Available for Review Prior to Purchase
Yes
Languages Available
English
Monitoring and Evaluation Tools
Monitoring and evaluation tools available
No
Monitoring and evaluation tool usage required
No
Program Core Components

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 Boundary setting/refusal skills Yes Yes (both versions) Lesson 2: Communication Style, Lesson 4: What is Consent, Yes Means Yes
Content Child development No No
Content Communication skills Yes Yes (both versions) Lesson 2: Communication Styles, Lesson 3: Difficult Conversations, Lesson 4: What is Consent, Yes Means Yes
Content Conflict resolution/social problem solving No Yes (both versions) Lesson 3: Trust, Difficult Conversations, overarching scenario questions and avatar goal setting
Content Connections with trusted adults Yes Yes (both versions) Lesson 3: Trust, Difficult Conversations
Content Cultural values No No
Content Gender identity Yes Yes (both versions) Lesson 1: Understanding Identities
Content Gender roles No Yes (both versions) Lesson 1: Understanding Identities, History of Family, My Identity
Content Leadership No No
Content Normative beliefs No Yes (both versions) Lesson 3: Assumptions, Difficult Conversations, Lesson 4: What is Consent, Yes Means Yes
Content Parenting skills No No
Content Social competence No No
Content Social influence/actual vs. perceived social norms No No
Content Social support/capital No Yes (both versions) Lesson 3: Trust
Content Identity development Yes Yes (both versions) Lesson 1: My Identity, Lesson 9: My Timeline
Content Morals/values No Yes (both versions) Lesson 4: Consent
Content Spirituality No No
Content Volunteering/civic engagement No No
Content Other No Clinic Visit - Content about going to your first sexual health clinic appointment, process for gynecological and male annual exam, questions and concerns for LGBTQ youth, STI screenings, exam equipment names and definitions
Delivery mechanism Method: Peer-to-peer No No
Delivery mechanism Method: Anonymous question box No Yes (evaluated version) Clinic Visit - Content about going to your first sexual health clinic appointment, process for gynecological and male annual exam, questions and concerns for LGBTQ youth, STI screenings, exam equipment names and definitions
Delivery mechanism Method: Artistic expression No No
Delivery mechanism Method: Assessment/survey No Yes (both versions) Each lesson contains a set of questions with a "Gateway Quiz" that students need to answer correctly before moving forward.
Delivery mechanism Method: Booster session No No
Delivery mechanism Method: Case management No No
Delivery mechanism Method: Cognitive behavioral therapy (CBT) No No
Delivery mechanism Method: Demonstration No Yes (both versions) Lesson 5: Anatomy, Lesson 7: Methods of Protection, Lesson 8: Clinic Visit
Delivery mechanism Method: Discussion/debrief No No
Delivery mechanism Method: Family session No No
Delivery mechanism Method: Game Yes Yes (both versions) All lessons
Delivery mechanism Method: Home visiting No No
Delivery mechanism Method: Homework assignment No No
Delivery mechanism Method: In-session assignment No No
Delivery mechanism Method: Introduction No Yes (both versions) While the program is self-paced, each lesson begins with an introduction of the content coming.
Delivery mechanism Method: Lecture No No
Delivery mechanism Method: Motivational interviewing No No
Delivery mechanism Method: Music No No
Delivery mechanism Method: Parent-focused activity No No
Delivery mechanism Method: Public service announcement No No
Delivery mechanism Method: Reading Yes Yes (both versions) All lessons include some reading for activities
Delivery mechanism Method: Role play/Practice Yes Yes (both versions) All lessons
Delivery mechanism Method: Self-guided activity Yes Yes (both versions)
Delivery mechanism Method: Service learning No No
Delivery mechanism Method: Slide show No No
Delivery mechanism Method: Social media No No
Delivery mechanism Method: Spiral learning Yes Yes (both versions) An overarching component through all lessons
Delivery mechanism Method: Storytelling No No
Delivery mechanism Method: Text message No No
Delivery mechanism Method: Video Yes Yes (both versions) All lessons incorporate use of live action videos as well as animations
Delivery mechanism Method: Other No No
Program Objectives

Vision of You aims to reduce sexual activity and the number of sexual partners, increase contraceptive use, and prepare participants for adulthood by educating them on adolescent development, healthy relationships, life skills, and communications skills. The program also provides content on sexually transmitted infections, contraception, reproductive health and pregnancy, and clinic visits.

Program Content

The program includes the following nine units:

  1. Identity: The unit includes content on future orientation, self-identity, and influences of peers and the media.
  2. Healthy relationships: This unit includes content on self-efficacy, support mechanisms, communication about sex, and how to negotiate safer sex or refuse sex.
  3. Talking with adults: This unit includes content on developing strong social support mechanisms and open communication with adults about sex.
  4. Consent: This unit includes content on developing skills to enhance sex refusal and self-efficacy, self-control techniques, and identifying situational factors and making decisions to take protective action.
  5. Anatomy: This unit includes content on adolescent development, reproduction, reproductive anatomy, human sexual responses, reproductive health, and pregnancy.
  6. Sexually transmitted infections: This unit includes content on self-efficacy, safe sex, perceived susceptibility and severity of sexually transmitted infections, and cues to action.
  7. Methods of protection: This unit includes content on skills on how to refuse sex, self-efficacy, perceived benefits and barriers of protection, how to negotiate condom use and use a condom, and attitudes toward condom use.
  8. Clinic visit: This unit includes a virtual clinic visit video, information on gynecological and male annual exams, equipment used during exams, STI screenings, and questions and concerns for LGBTQ youth.
  9. Thinking forward: This unit includes content on promoting optimism for the future and creating structure for future goals.
Program Methods

The program is delivered through an interactive online curriculum that uses games, videos, quizzes, character scenarios, and reflection questions.

Program Structure and Timeline

The curriculum includes nine 45-minute units, for a total of 6.75 hours of programming. It is intended to be completed over four to six weeks. Participants work their way through the online curriculum at their own pace but, ideally, participants will complete the program in no fewer than three sittings.

Staffing

Staff implementing the program will need to maintain an instructor account and share access to the Vision of You program with students.

Staff Training

Staff offering Vision of You are required to take a training course on the components of the program, allowable adaptations, the role of an askable adult, and responding to student questions.

Program Materials and Resources

Participants need a computer with internet access and their own email address.

Additional Needs for Implementation

Personal headphones are recommended to watch videos and participate in games with sound.

Fidelity

Vision of You is intended to be completed over four to six weeks. It should be completed independently and can be done in a variety of settings, including school, community-based settings, and at home.

Technical Assistance and Ongoing Support

Contact sexedva@jmu.edu for training and support.

Allowable Adaptations

Allowable adaptations are listed below:

  • Offering adaptations or accommodations to meet accessibility needs or provide opportunities for participants to complete the program with a supporting adult. This can include support in reading text, typing assistance, identifying interactive components to click on, or explaining activities and games.
  • Skipping videos or activities that make participants uncomfortable for whatever reason. When skipping videos or activities, it is recommended that a teacher talk through the content covered in the video or activity. The instructor will need to allow a video to play on mute or enter a response for the student to advance content.
  • Providing participants with a list of resources or places to go for further information about the topics.
  • Offering the program outside of a classroom setting and providing options to talk with a supportive adult (such as a case manager or counselor).
  • Giving students twice as much time to complete the program due to an individualized education program, personal issue, or heavy workload.
  • Moving on from games, including Playing it Safe, STI Eliminator, Circle of Connection, Common Myths, Consent Get Some, Female Anatomy Jigsaw Puzzle, Male Anatomy Jigsaw Puzzle, and Say What?, without a high (or assigned) score.
  • Adapting games so they are in person and with peers instead of computer based. For example, scenarios can be presented by a facilitator and turned into a group activity in the classroom.
  • Allowing schools to bring in physical examples of methods of protection for students to look at (with parent permission).
  • Allowing a knowledgeable health care or mental health professional to provide participants with an anonymous question box link or phone number to answer questions.
  • Having class discussions after each lesson.
  • Adding a lesson on the effects of alcohol on the body. For example, the school can bring a speaker to discuss alcohol safety after completing content on consent.

The following adaptations are not permitted:

  • Omitting lessons or activities.
  • Removing videos or parts of videos without a teacher talking through the content. 
  • Using only one lesson out of the entire program. 
  • Forcing participants to share their answers with the whole class, their parents, or their teacher.
Adaptation Guidelines or Kit
Yes
Reviewed Studies
Citation High-Quality Randomized Trial Moderate-Quality Randomized Trial Moderate-Quality Quasi-Experiment Low Study Rating Did Not Meet Eligibility Criteria

Dainis 2021

 		✓
Study Characteristics
Citation Setting Majority Age Group Majority Racial/Ethnic Group Gender Sample Size

Dainis 2021

 		Alternative school, Community-based organization, Correctional facility 14 to 17 White Youth of any gender

626
Study Findings

Evidence by Outcome Domain and Study

Citation Sexual Activity Number of Sexual Partners Contraceptive Use STIs or HIV Pregnancy

Dainis 2021

 		Indeterminate evidence Potentially favorable evidence Potentially favorable evidence n.a. n.a.
KEY
Evidence Indication
Favorable findings
Two or more favorable impacts and no unfavorable impacts, regardless of null findings
Potentially favorable findings
At least one favorable impact and no unfavorable impacts, regardless of null findings
Indeterminate findings
Uniformly null findings
Conflicting findings
At least one favorable and at least one unfavorable impact, regardless of null findings
Potentially unfavorable findings
At least one unfavorable impact and no favorable impacts, regardless of null findings
Unfavorable findings
Two or more unfavorable impacts and no favorable impacts, regardless of null findings
Note: n.a. indicates the study did not examine any outcome measures within that particular outcome domain, or the study examined outcome measures within that domain but the findings did not meet the review evidence standards.
Detailed Findings
Citation Details

Dainis 2021

The program was evaluated using a randomized controlled trial involving young men and women recruited from nontraditional education settings in several rural regions in Virginia. The settings included juvenile detention centers, alternative schools, night school programs, Community Services Board Programs, and programs of third-party service providers. Youth were randomly assigned to either a treatment group that received the Vision of You program or a control group that had the option of taking part in a healthy eating program called Eat, Move, Win. Surveys were administered immediately before the program (baseline), immediately after program completion (five to six weeks after baseline for the control group), three months after the program ended (about four months post-baseline for the control group), and nine months after the program ended (or about 10 months post-baseline for the control group). Study authors report findings only for the follow-up that took place nine months after the program ended.



The study found that nine months after the program ended, youth participating in the program were significantly less likely to report having had vaginal intercourse without using a condom or birth control in the past three months (effect size = -0.41). Nine months after the program ended, youth participating in the program also reported having significantly fewer sexual partners in the past three months than youth in the control group did (effect size = -0.19). The study did not find statistically significant differences between the groups in the likelihood of having had any vaginal intercourse in the past three months.



The study also examined program impacts on a measure of future orientation. This outcome fell outside the scope of the review.

Notes

Some study entries may include more than one citation because each citation examines a different follow-up period from the same study sample, or because each citation examines a different set of outcome measures on the same study sample. A blank cell indicates the study did not examine any outcome measures within the particular outcome domain or the findings for the outcome measures within that domain did not meet the review evidence standards.

Information on evidence of effectiveness is available only for studies that received a high or moderate rating. Read the description of the review process for more information on how these programs are identified.