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40 Developmental Assets for Youth (ages 12 -18 years) pdf
Child Trends- Contraceptive Use in Teens pdf
Child Trends- Effective Intervention to Reduce Teen Pregnancypdf
Fact Sheet- Forced Sex in Young Adult Women pdf
Their Hearts and Hopes Have to Get to the Top Too pdf

Let Passion Lead

Get Back Up, Nick Vujicic

40 Developmental Assets for Youth (ages 12 -18 years)


Commitment to Learning

21. Achievement Motivation—Young person is motivated to do well in school.
22. School Engagement—Young person is actively engaged in learning.
23. Homework—Young person reports doing at least one hour of homework every school day.
24. Bonding to school—Young person cares about her or his school.
25. Reading for Pleasure—Young person reads for pleasure three or more hours per week.


Contraceptive Use Patterns Across Teens' Sexual Relationships


By Emily Holcombe, B.A., David Carrier, J.D., Jennifer Manlove, Ph.D.,
and Suzanne Ryan, Ph.D.

MANY TEENS REPORT INCONSISTENT CONTRACEPTIVE USE n Teens reported that they or their partners always used contraceptives in 59 percent of their relationships (See Figure 1). However, they reported that they did not use any contraceptives at all in one-quarter (24 percent) of their relationships and that they used contraceptives inconsistently in 17 percent of their relationships. TEENS' CONTRACEPTIVE USE PATTERNS VARY ACROSS SEXUAL RELATIONSHIPS n As teens became involved in a larger number of relationships, they were more likely to report never using contraceptives and were less likely to report always using contraceptives. For example, teens who were involved in only one relationship were more likely to have always used contraceptives and were less likely to have never used contraceptives in that relationship than were teens who reported multiple relationships (See Figure 2).

For teens who had been involved in two or more sexual relationships, more than one-half reported that how consistently they used contraceptives varied across these relationships (analyses not shown here). For example, in one relationship, a teen may have used contraception every time that the teen had sex with his or her partner, but the teen may have only used contraception some of the time or not at all in another relationship. This pattern suggests that characteristics of the teens' various partners may be associated with teens' own contraceptive use and consistency.


Lessons from Experimental Evaluations of Programs and Interventions

Victoria Ball, B.A. & Kristin A. Moore, Ph.D. May 2008

The reproductive health of American adolescents has been, and continues to be, a matter of serious concern. America's teen birth rate – already the highest among developed nations1,2 – is again on the rise, and rates of sexually transmitted diseases among American teens are very high.3,4 As such, the development and identification of effective interventions to help youth avoid negative reproductive health outcomes is of great importance.

To identify programs that work and isolate the components of programs that contribute to programs' success, we have synthesized findings from the Child Trends database of experimental evaluations of social interventions for children and youth - LINKS.5 LINKS currently includes more than 50 programs whose effects on reproductive health have been experimentally evaluated. An analysis of these programs revealed the following themes:

Many different types of programs have been shown to positively affect reproductive health outcomes. Not only school- and community-based sex education programs, but also clinic-based programs, youth development programs, service-learning programs, early childhood programs, and programs for young mothers have been found to improve reproductive health outcomes. (See table.)
Comprehensive sex education can improve adolescent reproductive health. Of the 21 comprehensive sex education programs that have been experimentally evaluated, 11 had a significant positive impact on the behavior of the youth studied or important subgroups of the sample.
High-quality, intensive early childhood interventions can positively affect reproductive health outcomes later in life. The long-term impacts on reproductive health of two early childhood programs – the Carolina Abecedarian Program and the High/Scope Perry Pre-School Program – have been experimentally evaluated. Both programs had positive impacts years after the programs ended. Abecedarian participants were found less likely to become teen parents and Perry Pre-School participants had fewer non-marital births. Additionally, the Nurse-Family Partnership – a program providing assistance to young mothers – was found to have long-term impacts on the children of mothers involved in the program. These children had fewer sexual partners over a decade after services were provided to their mothers.



By Emily Holcombe, B.A., Jennifer Manlove, Ph.D., and Erum Ikramullah, B.A./B.S.

Nearly one in five young adult women in the U.S. experience forced sexual intercourse. This Fact Sheet uses
nationally representative data to describe the types of force used during forced sexual intercourse. Variations in
rates of forced sexual intercourse by race/ethnicity, socioeconomic status, and sexual history are also examined.

Almost 1 in 5 young adult women have experienced forced sexual intercourse.

Approximately 18% of women aged 18-24 report having experienced forced sexual intercourse at least once in their lives.

Forced sex was defined as either responding "not voluntary" to the following question about first sexual intercourse: "Would you say then that this first vaginal intercourse was voluntary or not voluntary, that is, did you choose to have sex of your own free will or not?" or responding "yes" to the following question: "Have you ever been forced by a male to have vaginal intercourse against your will?" (See Figure 1). The data file does not include information about the number of instances of forced sex.


Their Hearts and Hopes Have to get to the Top too

By Katherine Larson Ph.D. and Magda Neil, M.S. October 2010

Educators as Dream Builders – The ALAS Way

As with all of us, positive action requires intentions and intentions require imagining possibilities.

Hopefulness is an Essential Prerequisite to School Success
Every accomplishment, every invention, every achievement by humankind began with imagining a possibility. One cannot feel hopeless and still imagine life affirming possibilities. One cannot feel hopeless and also sidestep fears and limiting beliefs. One cannot feel hopeless and at the same time make transformational changes in their life's trajectory. Yet, we ask … no, we require, our highest risk students to do just that. We ask them to make transformational changes in their lives and school achievement while paying little or no attention to their hopefulness and ability to envision and embrace such possibilities.

Too Much Focus on What Schools Do … Not Enough Focus on Who They Are
School reform and dropout prevention efforts have essentially ignored or failed to understand that students must believe that success is possible for them as an individual in order to embrace the change required to succeed. Current minimal success in increasing graduation rates of high risk students reflects a narrow emphasis on WHAT we do in schools instead of HOW we do it and WHO we are. Unfortunately, we have over looked the connection between changing students' test scores and changing their hearts and minds.

Help Students Dreams
The ALAS intervention model assumes from the outset that as equally important as academic learning is helping each youth change his or her thinking patterns and life outlook to reflect optimism and a belief in their own ability to create and fulfill a positive life. In the ALAS model we believe that a student's personal transformation is a reflection of participating in a school setting where all individuals are supported and dedicated to living their own dreams and desires!

Building Personal Assets and Self-Mastery is as Important as Building Knowledge
To help students build dreams and motivation, the ALAS program dedicates special efforts and strategies that build a student's optimism and empowered belief in their own life's future. Achieving a great life requires highest-risk students to begin to imagine and internalize possibilities for themselves that are different from what they and even others around them might imagine now. Core to the ALAS model is building student resilience through our ALAS Resilience Builder© program which specifically develops a sense of personal empowerment by teaching personal asset skills such as persistence, optimism, social problem solving, anger management, self-control, long term goal setting and management of the subconscious mind. Thus, ALAS is a comprehensive intervention which works to reach the hearts of students as well as to instill new behavior patterns and build support within their contexts of influence: their family, school and community.


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