Strong: Building Healthy Teen Relationships Evaluation Summary
SCIENCE-BASED PROGRAMS AND ADAPTATIONS Prepared by Healthy Teen Network and ACT For Youth.
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Transcript of SCIENCE-BASED PROGRAMS AND ADAPTATIONS Prepared by Healthy Teen Network and ACT For Youth.
SCIENCE-BASED PROGRAMS AND ADAPTATIONSPrepared by Healthy Teen Network and ACT
For Youth
Clarifying the Terms
A program, intervention, and curriculum are terms that describe a written set of structured, sequenced activities with specific implementation instructions.
Science-based, evidence-based, and research-based are terms used to indicate that the program (or intervention or curriculum) was rigorously evaluated to change sexual risk-taking behavior over time.
Why Use Science-Based Programs?
We refer to science-based programs as SBP
SBP are effective in changing sexual risk-taking behavior when implemented as designed, or implemented with fidelity
Behavior changes vary program to program
There are different “lists” of SBP
Lists of SBPs
Doug Kirby: Emerging Answers www.thenationalcampaign.org/EA2007
CDC: EBIs (Evidence-Based Interventions) www.effectiveinterventions.org
National Campaign: What Works 2009 www.thenationalcampaign.org/resources/pdf/
pubs Advocates For Youth: Science and Success
www.advocatesforyouth.org/index
How Do You Choose the Right One?
Your choice should be based on the following:
Assessment of youth population Behaviors Protective factors Risk factors Desired outcomes for youth
Organizational resources and capacity to implement the program as designed
Community readiness for program
How Do You Narrow Your Options?
What you need to know about the program:
Main messages Program costs Length and duration Intended program audience Program setting Group size Evaluation results and
expected outcomes
Popular Programs
Making Proud Choices (MPC)
Making A Difference (MAD)
Reducing the Risk Safer Choices Becoming a
Responsible Teen (BART)
Teen Outreach Program
Cuidate! SiHLE Focus on Youth Children’s Aid
Society Carrera Program
Get Real About AIDS
Program Adaptations
Like a Good Recipe …
The program activities reflect the behavior change theory
… you don’t want to mess with the core ingredients
You want it to taste good each time it’s made
A good program has a recipe that has to be followed closely, so that the outcome is the same each time
Core Components
Content
Pedagogical
Implementation
Core Components form the foundation of the program
Content components are what’s taught
Pedagogical components are the methods used in teaching the content
Implementation components are the logistics of conducting the program (setting, numbers of youth, facilitator training, etc.)
Green Light Adaptations
Go ahead! Adaptations that can be made without compromising the curriculum
Update factual material Change wording of behavioral messages to
match young people’s culture, developmental age and sexual experience
Change learning activities or instructional methods to reflect youth’s culture, developmental age or sexual experience
Yellow Light Adaptations
Caution! May compromise core components; seek support from professionals with expertise
Substitute the video with one that fits priority population
Change sequence of activities Add activities to address additional risk and
protective factors
Red Light Adaptations
STOP! They will significantly compromise or diminish the core components
Substantially shorten programs Reduce activities that allow youth to personalize
information Reduce activities that allow youth to practice
skills Reduce efforts in classroom management Eliminate risk and protective factors Fail to repeat and reinforce key behavioral
messages
QUESTIONS?
CONTACT US:
ACT for Youth607-255-7736www.actforyouth.net
Healthy Teen Network410-685-0410
www.healthyteennetwork.org
Resources
Program selection worksheet:http://www.actforyouth.net/documents/Program%20Selection%20Worksheet5.pdf
Green-Yellow-Red Light Adaptations:http://www.actforyouth.net/documents/ETR%20Adaptation%20guide.pdf
Planning for Evidence-Based Programming:http://www.actforyouth.net/?psbaGTO