Youth Only Program Survey Forms

Youth Only Program Survey Forms
Baseline Survey Forms
Parent Baseline Forms:
Youth Only Consent Form pages 1-3
Contact Record Form
Background Info Form
Youth Baseline Forms:
Youth Only Consent Form page 4
Youth Baseline Survey
Youth Core Baseline Survey

6 Month Survey Forms:
Parent 6mos Forms:
Follow Up Contact Record Form
Youth 6mos Forms:
Youth 6mos Survey
Youth Core 6mos Survey

Family Program Survey Forms

Family Program Survey Forms
Baseline Surveys:
Parent Baseline Forms:
Family Consent Form pages 1-3
Contact Record Form
Parent Baseline Survey
Youth Baseline Forms:
Family Consent Form page 4
Youth Baseline Survey
Youth Core Baseline Survey

6 Month Surveys:
Parent 6mos Forms:
Follow Up Contact Record Form
Parent 6 Month Survey
Youth 6mos Forms:
Youth 6mos Survey
Youth 6mos Core Survey

Blank Excel Form for Year End Data

Here is a blank Excel form for keeping track of your participants, hours served, demographics, etc. We will be merging these files, so please use this format. Thanks.
Blank Excel Reporting Form

Replication Manual Part IV: Evaluation

To read the full narrative of the evaluation theory, click here Part IV: Evaluation.

LOGIC MODEL

View the Impact Model for Care to Wait that explains how Care to Wait expects to impact youth and families.

View the Logic Model for Care to Wait that explains risk or resiliency factors targeted by the program and the measures used to evaluate program effects.

View the Outcome/Activity Chart that shows how each activity is related to an outcome objective.

Logic Model Narrative

The logic model is based on empirical research and processes from several theories (in bold) that document the following :

Biological forces associated with puberty, especially testosterone levels, relate to interest in sex, and earlier puberty is related to age of first coitus. These findings have implications for both our intervention and evaluation: The program needs to normalize sexual interest in adolescents but also teach teens how to channel these feelings in ways that are not risky, and the evaluation needs to assess pubertal development because it is likely to affect key outcome variables. Prepubertal youth are less interested in sex, and so abstinence is less a matter of behavior than attitudes and intentions. Also, teens who begin dating earlier initiate sex earlier because of opportunity for sexual experimentation, although pubertal development likely contributes to interest in both dating and sex.

Certain personality traits are related to earlier sexual behavior, especially impulsivity or risk taking. Initiation of sex is delayed when youth are high in self-efficacy beliefs and have a clear sense of their future, perhaps because they realize concretely what they have to lose by becoming a parent too early in life. Social learning theory indicates that self-efficacy beliefs are a key mechanism underlying achievement, good decision making, and self-regulation, and these behaviors in turn are consistently related to avoidance of high-risk behavior. Teens will be taught concrete behavioral skills to assess risks and make good decisions, adopted from the health belief model; regulate their behavior, based on social learning approaches in which youth are taught to focus on long-term rewards and self-distraction methods; and ways to develop a stronger sense of competence, based on previous success in doing so with the DARE to be You model.

In families marked by open communication, parents more often convey their values and attitudes toward sex, which along with religiosity is another form of social control. Adolescents who perceive that their parents disapproved of teens' sexual activity are less likely to be sexually active.

Parent monitoring is consistently related to delayed sex. For example, poor parental monitoring is directly related to risky sexual behavior as well as to association with deviant peers. Various family processes appear to be interrelated and predispose teens toward abstinence: parent involvement and warmth, teen self-disclosure that is related to parent monitoring, and open communication. Information about effective parent monitoring—as opposed to permissiveness or intrusiveness—and practice with it is hypothesized to increase open communication and parent awareness of the teens’ friends and whereabouts. These changes in turn will increase the abstinence rate of the intervention group. We will assess peer orientation because affiliation with deviant peers is implicated in various risky or antisocial behaviors.

Health belief models emphasize the role of risk assessment, evaluation of potential outcomes, and decision making. For teens, this means that peer refusal skills are likely to be essential in dealing with peer pressure to engage in risky behavior. In previous studies, conformity to peer pressure predicted risk behaviors such as sexual activity and substance use. The DTBY program is expected to increase adolescents’ decision-making skills such that they will (a) more accurately assess the risks of early sex (as well as substance use), (b) be less likely to endorse risk-taking cognitions and behaviors, and (c) dissociate themselves from deviant peers.

This logic model is the basis for program goals and objectives, informs the curriculum, and guides the selection of evaluation measures. The Outcomes/Activity Chart details specifically which curriculum activities are designed to influence each of the parent and teen outcomes.

Webinars

Here are links to all the webinars to date.
Webinar I
Webinar 2
Webinar 3
Webinar 4
Webinar 5
Webinar 6
Webinar 7
Webinar 8
Webinar 9?
Webinar 10
Webinar 11
Webinar 12
Webinar 13
Webinar 14
Webinar 15
Webinar 15- Strength Based Learning
Webinar 16

Family Relationship Codes for Surveys

Atttachment IV a Relationship Codes

01 mother
02 father
03 spouse
06 aunt
07 uncle
08 cousin
09 sister
10 brother
11 sister-in-law
12 brother-in-law
13 friend
14 boss
15 co-worker
16 self
17 boyfriend
18 girlfriend
19 therapist/counselor
20 ex-spouse
21 acquaintance
22 mother-in-law
23 father-in-law
24 grandmother
25 grandfather
26 niece
27 nephew
28 step-mom
29 step-dad
30 father of child
31 daughter-in-law
32 son-in-law
33 child
34 neighbor
35 parents
36 lawyer
37 doctor
38 grandparents
39 mother's friend
40 friend's husband
42 foster mom
43 foster dad
44 pastor/religious aff.
45 other

Site Training Schedules and Followup Up

Hi to all of you in Garrett County Maryland; Miami, Florida; and Eastern Shore of Virginia.

Renee, David and I all enjoyed meeting and working with your highly motivated and energetic teams. We are so excited to see that the next six months will bring.

Now we have the final three implementation training sessions scheduled:

North Eastern Colorado in Fort Morgan, January 20-23rd.
Pueblo Colorado, February 10-13rd
Northern New Mexico, February 17-20th

We look forward to working with all of you.

Jan