265875 Teen Pregnancy Prevention Education in California: Adapting Curricula to Fit the Local Context

Monday, October 29, 2012

Abigail Arons, MPH , Bixby Center for Global Reproductive Health, University of California, San Francisco, San Francisco, CA
Claire Brindis, DrPH , Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA
Jan Malvin, PhD , Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA
For several decades, the California Office of Family Planning (OFP) has funded local agencies throughout the state to provide education and outreach to prevent adolescent pregnancy and improve adolescent sexual health. Teen Pregnancy Prevention (TPP) grantees are required to provide medically accurate, age-appropriate, culturally inclusive sexuality education, while adhering to the state Education Code, which stipulates specific topics and skills to be included. To better understand how grantees implemented curricula, evaluators at the University of California, San Francisco (UCSF) conducted in-depth telephone interviews with 129 program coordinators in 2008. Qualitative data were analyzed for content, themes, and representative quotations; quantifiable responses were tallied across interviews. TPP grantees provided education in a variety of settings, including public schools (80%), alternative and continuation schools (71%), recreation centers (48%), and juvenile justice facilities (34%). While 60% of agencies implemented recognized national curricula, such as Reducing the Risk (18%), Safer Choices (11%), and Streetwise to Sexwise (10%), many agencies used self-developed curricula (25%), or a combination of multiple curricula (14%). Program staff often modified curricula to ensure that the material was appropriate, relevant, and accurate. Common adaptations to existing curricula included: tailoring material by participant age, maturity, and risk factors; modifying teaching styles and activities to better fit participants' needs; and updating lessons to reflect current scientific data. Results describing the most common modifications to sex education curricula reflected grantees' challenges in meeting state requirements and maintaining fidelity to a curriculum, while providing up-to-date, accessible, pertinent, and quality sexual health information to youth.

Learning Areas:
Administer health education strategies, interventions and programs
Assessment of individual and community needs for health education
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Public health or related education

Learning Objectives:
1. List 3 requirements for TPP grantees providing prevention education in California. 2. Identify common modifications to curricula as implemented by TPP grantees. 3. Describe challenges TPP grantees faced in implementing evaluated curricula for local high risk youth throughout the state.

Keywords: Teen Pregnancy Prevention, Health Education Strategies

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have contributed to the statewide evaluation of the teen pregnancy prevention (TPP) program for several years and have led special sub-studies within the evaluation focusing on sexuality education curricula and implementation.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

Back to: 3294.0: PRSH Posters: Sex Ed