Wyman's Teen Outreach Program®
Blueprints Program Rating: Promising
A nine month program that engages high school students in a minimum of 20 hours of community service learning annually with weekly meetings. The goal is to reduce rates of teen pregnancy, course failure, and academic suspension.
- Academic Performance
- Sexual Risk Behaviors
- Teen Pregnancy
- Civic Responsibility/Education
- Leadership and Youth Development
- School - Individual Strategies
- Skills Training
- Social Emotional Learning
- Community (e.g., religious, recreation)
- Residential Facility
Continuum of Intervention
- Universal Prevention (Entire Population)
- Early Adolescence (12-14) - Middle School
- Late Adolescence (15-18) - High School
- Male and Female
- All Race/Ethnicity
- : Promising
- : Promising
- : Promising
- : 2.2-2.3
Program Information Contact
- Original Developer: Brenda Hostetler
- Current Owner/Purveyor: Wyman Center
Brief Description of the Program
Wyman's evidence-based Teen Outreach Program® (TOP®) is a positive youth development program designed to build teens’ educational success, life and leadership skills, and healthy behaviors and relationships. As a result, teens are better able to navigate challenges during the teenage years—a time when decisions matter.
TOP is designed to meet the developmental needs of middle (6th-8th grades) and high school (9th-12 grades) teens in a variety of settings, including in school, after-school, through community organizations or in systems and institutional settings. Curriculum topics include: emotion management, problem-solving, decision-making, goal-setting, health and wellness, healthy decision making, self-understanding, social identity, empathy, communication, relationships and community.
See: Full Description
Two studies assessed the effect of the Teen Outreach Program® on the three different problem behaviors (Allen et al, 1997; Allen and Philliber, 2001):
- The risk of pregnancy among Teen Outreach participants was 41% and 53% as large as the comparison group. The effect was larger among those who were already parents than among non-parents.
- The risk of course failure was 42% and 60% as large as the comparison group, respectively. The program was only successful for females. Also, minorities and those with prior academic suspensions benefitted more from the program than did whites and those without suspensions.
- The risk of academic suspension was 39% and 52% as large as the comparison group, respectively.
Studies with No Effects
- Walsh-Buhi et al., (2016) found that, at follow-up, compared to the control group, participants in the intervention group showed no significant improvements in risky sexual behaviors overall.
- Robinson et al. (2016) reported no significant effects on initiation of sexual intercourse or use of birth control.
- Bull et al. (2016) found no effects overall but in comparison to the control condition, the intervention condition showed significantly fewer pregnancies for Hispanic participants only.
Results provided by gender (male/female) and race (black/white/Hispanic/other). Bull et al. (2016) found a program effect only for Hispanic participants.
Risk and Protective Factors
- School: Low school commitment and attachment
- Individual: Academic self-efficacy, Problem solving skills, Prosocial behavior*, Prosocial involvement*, Skills for social interaction
- School: Opportunities for prosocial involvement in education*
- Neighborhood/Community: Opportunities for prosocial involvement*, Rewards for prosocial involvement
*Risk/Protective Factor was significantly impacted by the program.
Training and Technical Assistance
Teen Outreach Program® Facilitator Training is designed for those who will directly deliver TOP® to teens. The primary goal of this training is to prepare facilitators to begin their TOP® club(s) and to know where they can access additional information and support. Those supervising the implementation of TOP® may also benefit from attending so they are clear on the messages delivered in training.
TOP® Facilitator Training Content includes:
- An orientation to TOP® including program history, core goals and principles, key outcomes, the TOP® fidelity model and an overview of how and why TOP® gets results
- An introduction to the TOP® Changing Scenes Curriculum© and the modeling of two lessons
- A review of Community Service Learning principles and practice building a service learning project with a group
- Coaching and practice on facilitating sensitive subject matter
- Values neutral facilitation
- A review of the experiential learning cycle and multiple intelligence theory with practice integrating both into lessons and service learning
- An overview of operational, sequencing and routine considerations for planning a TOP® club
- Teams of two to three training participants will prepare and practice facilitating a TOP® lesson
- Consistent modeling, by trainers, of techniques for group engagement, processing learning, and integrating the three core components of TOP®
The TOP® Facilitator Training does not include:
- Adolescent development
- Group or classroom management
- Positive discipline strategies
It is highly recommended that providers select facilitators with experience and proven skills working with teens. Wyman operates under the assumption that providers will hold their own staff orientations and trainings specific to the population they serve and the settings in which their programs operate.
Training Certification Process
The TOP® Training of Trainers is designed for those who will deliver the TOP® Facilitator Training in their network. The primary goal of this 5-day training is to prepare trainers to be able to deliver the content and approach of the TOP® Facilitator Training and to share where additional information and support may be found. Those supervising TOP® trainers may also benefit from attending so they are clear on the messages delivered in the training.
TOP® Training of Trainers content includes:
- A complete modeling of the TOP® Facilitator Training (first 2.5 days). This is intended to demonstrate a clear set of expectations, training lessons, and messages for the training they will deliver. See the TOP® Facilitator Training overview for a list of content covered in this section.
- A review of the schedule and content of the TOP® Facilitator Training with self-evaluation of those areas where participants feel confident and where additional training or support may be needed.
- An exercise to examine leadership styles of participants and the impact of those styles on their approach to being a trainer.
- A review of the logic models for TOP® and for the TOP® Facilitator Training.
- An overview of the roles and responsibilities for each level of the National Network.
- An introduction to TOPnetOnline - the website designed to support networking with Wyman, partners, providers and facilitators, to provide access to helpful information and resources, and to collect data from teens and facilitators that demonstrate fidelity and informs technical assistance and support.
- Group discussion on training techniques, adult learning, training do’s and don’ts, and group management strategies for training.
- Teams of two to three training participants will prepare and practice leading a TOP® Facilitator Training Lesson.
- A discussion of next steps including the training test, which is emailed to participants the week following training.
- New trainers are provided with all training lesson plans, background information for self-study, access to TOPnet Online materials, and two coaching calls – one before their first Facilitator Training and one afterward.
TOP® Training of Trainers content does not include the following and these can be addressed with individual partner technical assistance:
- Specific partner contract and MOU discussions
- Research and evaluation strategies for partners
- Group planning time for teams from partner organizations
It is highly recommended that partners select trainers with experience and proven skills in facilitation and training adults. Wyman operates under the assumption that partners will hold their own staff orientations and trainings specific to planning and organizing their network of TOP® trainers, providers and clubs.
Brief Evaluation Methodology
The efficacy of the Teen Outreach Program has been typically studied using quasi-experimental designs. In these designs, students at each studied site were divided into Teen Outreach program groups and comparison groups. Youth in each group filled out confidential questionnaires within the first few weeks of the program/academic year and the last few weeks of the program/academic year. Data collected included sociodemographic characteristics, whether they had ever caused a pregnancy or been pregnant, whether they had failed any courses in the prior school year, and whether they had been suspended academically in the prior school year. The post-test changed the reference time period to the program/academic year itself. To determine the efficacy of the Teen Outreach program, the post-test data were compared across the two groups, controlling for past behaviors and individual characteristics.
Walsh-Buhi et al., (2016) tested the program using a cluster randomized trial of 28 public schools in 12 nonmetropolitan Florida counties. The schools were paired on structural and demographic characteristics and randomized into the intervention or control groups. A total of 7,667 students across two cohorts participated in the program. Primary outcomes regarding sexual activity included ever having had sex, recent sex, recent risky sex, and intention to have risky sex. Participants were assessed at baseline in the fall of the school year and at follow-up the next spring, approximately 9 months after baseline, with a 62% retention rate.
Robinson et al. (2016) evaluated the program in a community setting. The researchers randomly assigned 4769 youth from Louisiana and 966 youth from Rochester to the intervention and control conditions. The youth were recruited through convenience sampling methods. Measures of sexual initiation and use of birth control were collected through self-reports at baseline and immediately after the intervention period. In Louisiana the control condition received no programming, and in Rochester the control condition received a work-readiness intervention.
Bull et al. (2016) examined subjects from eight Boys & Girls clubs in Denver over 4 years. The control condition consisted of TOP programming alone, and the intervention condition consisted of TOP programming plus the text message supplement. Participants completed self-report measures at baseline and immediately at program completion.
Peer Implementation Sites
Director, Teen Outreach Program
1401 LaSalle Lane, Suite 220
St. Louis, MO 63104
Program Performance Officer
Children’s Services Council of Palm Beach County
2300 High Ridge Road
Boynton Beach, FL 33426
Allen, J., Kupermind, G., Philliber, S., & Herre, K. (1994). Programmatic prevention of adolescent problem behaviors: The role of autonomy, relatedness, and volunteer service in the Teen Outreach program. American Journal of Community Psychology, 22(5), 617-639.
Allen, J. P. & Philliber, S. (2001). Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the Teen Outreach program. Journal of Community Psychology, 29(6), 637-655.
Allen, J., Philliber, S., Herrling, S., & Kuperminc, G. (1997). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach. Child Development, 64(4), 729-742.
Allen, J., Philliber, S., & Hoggson, N. (1990). School-based prevention of teen-age pregnancy and school dropout: Process evaluation of the national replication of the Teen Outreach program. American Journal of Community Psychology, 29(4), 505-523.
Devine, S., Bull, S., Dreisbach, S., & Shlay, J. (2014). Enhancing a teen pregnancy prevention program with text messaging: Engaging minority youth to develop TOP® plus text. Journal of Adolescent Health, 54(3), S78-S83.