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Training & Technical Assistance
The Heritage Method® for Abstinence Education is a process model that is followed when the program is replicated at various sites. Prior to teaching students, new Heritage Educators are required to complete the basic training modules summarized below. Training modules are presented at our annual training and via DVDs, available through the Heritage Corporate Office. Educators must pass a knowledge-based test at the conclusion of training. Included in the basic training is the program rationale, the importance of program delivery, foundational program concepts, school-based and community-based curricula, all curricula, and program policies and procedures. The rationale for program development, training, implementation, monitoring and evaluation are described in the training section beginning on page 10, Program Theory and Methodology (Rationale): Trans-theoretical Behavior Change Mode, Emotional Intelligence, Social Learning Theory, Social Intelligence, An Authoritative Approach to Abstinence Education, Miller’s Typologies, Adolescent Brain Research, The Importance of Role Play (“Wiring and firing”), Predictors of Sexual Behavior (Stan Weed, PhD), Utilizing Data Feedback for Program and Implementation Improvement, and Levels of Intervention (Stan Weed, PhD). The importance of program delivery is featured in Training in Program Presentation beginning on page 14: Presentation Skills and Leadership Skills. Foundational Program Concepts are described in the training section beginning on page 15: The Sexual Revolution, Secondary Virginity, Cultural Influences, The History of Marriage, Healthy Marriage, The Benefits of Marriage, Marriage Preparation, Healthy Family Formation, The Importance of Fathers, Engaging Male Participants, and Condom Efficacy. Training in Program Curricula is described beginning on page 19: Instruction in Heritage School-based Programs, Instruction in Heritage Community-based Programs, and Instruction in presenting the heritage/medical institute sexually transmitted diseases DVD. Program Policies and Procedures are described in the training section beginning on page 20: Heritage Personnel Policies and Procedures, Heritage Abstinence Education Program Policies and Procedures, Research Ethics, Confidentiality, Data Security and Misconduct, Reporting Suspected Abuse, Technological Support Systems, and Evaluation Processes. Fidelity to plan regarding outcomes is described in document Z, Proposed Topic and Purpose, and in document 16, Heritage Keepers® Program Documentation Worksheets. The program methodology is based on positively impacting adolescent cognition and affect for the purpose of increasing abstinence from sexual activity outside of marriage among adolescents. In addition, Heritage representatives engage the system in which the adolescents live by providing related programs for parents, community leaders and the media. School-based and community-based curricula is summarized in documents R, Heritage Keepers® Abstinence Education I & II Summaries, document T, Heritage Keepers® Life Skills I – V Summaries, document U, Heritage Community Services Parent Manual Summary, document V, Heritage Community Services Faith Manual Summary, document W, Heritage Community Services (High Definition) Media Component. Training is clearly paramount in The Heritage Method® for Abstinence Education. In addition to completing the required training modules, Heritage Educators observe an experienced Heritage Educator teaching students, and they mock teach in front of their Regional Director and fellow Educators before teaching in the classroom. Their peers provide feedback relevant to the Educator’s program knowledge and presentation skills. Most adolescent program participants are evaluated for the purpose of determining program effect for 1) Educator improvement, 2) program improvement, and 3) analysis and reporting for the program funding agency. Heritage Educators are required to participate in mandatory Continuing Education sessions provided by the Corporate Office. Training modules that become outdated are archived, and where opportunities for improvement are present, modules are updated or new ones are developed. As research related to the theory and methodology of the Heritage program becomes available, additional modules are developed for continuing education modules, which are then integrated into the Heritage training program. Furthermore, monitoring and evaluation are of great importance in the effective replication of The Heritage Method® for Abstinence Education. Please see document Q, Sample Site Evaluation for Educator Feedback and Professional Development and document 3, Heritage Community Services Evaluations Processing Summary. We are implemented a fidelity-to-plan based on topics presented in each session at each site. Please see document 16, Heritage Keepers® Program Documentation Worksheets. Finally, we are aware of the importance of dosage and have created a mechanism for monitoring dosage for every student in every class at every site. Please see document 3, Heritage Community Services Evaluation Processing Procedure Summary |
The foundational theoretical basis for the program is a psycho/physio/sociological approach to teaching abstinence education, which is integrated throughout program development, training, implementation, monitoring, evaluation, feedback and improvement processes. LowerContent |
