Archive for the ‘Uncategorized’ Category

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Erin’s Law (Child Abuse Prevention) Case Study



The Mary Black Foundation

Program Name: CONNECT (Implementation of Erin’s Law)
Funding: No funding, but mandated by South Carolina Legislature
Problem Being Solved: 

Implementing Erin’s Law as set forth in the laws by the South Carolina Legislature and within the Comprehensive Health Act of South Carolina (SC Board of Education)

Curricula Used:

Love Notes 2.1 EBP model

Curricula Benefits:

“It is an evidence-based model that ‘moves the needle’.” Love Notes EBP is one curriculum that meets the needs of multiple standards and indicators (Erin’s Law and Domestic Violence) within the SC Comprehensive Health Act.

Target Audience: 9th Grade Students
Audience  Demographics: 74% White; 20% Black or African American; 6% Hispanic or Latino. 14% poverty rate.
Location of instruction: High School Health Classes
Length of Instruction (number of sessions and hours per session):

A total of at least 12.5 hours (750 minutes) during a student’s high school of reproductive health education and pregnancy prevention education.

Also, age-appropriate information on sexual abuse and assault awareness and prevention is part of this requirement.


Certain teachers as stated by The Comprehensive Health Education Act are trained specifically to teach Love Notes 2.1 EBP.

Each school is asked to train teachers in the curriculum to help with sustainability and continuity of the programming.

Student Workbooks: Students are given and use the workbook as part of the instruction.
Incentives to students: Required for all 9th graders. None
Unique Implementation:

Spartanburg County is able to meet all of the requirements of Erin’s Law and Domestic Violence Act within the South Carolina Comprehensive Health Act.  The curriculum helps students navigate issues within these two areas.

Teachers at the schools facilitate the curriculum with the students.

Challenges: Unfunded mandate
Tips: Learn more about using Love Notes to meet the Erin’s Law requirements from this webinar.
Download this Case Study HERE

 4-H Extension Case Study



University of Maryland Extension

Program Name: 4-H Program
Funding: Internal + County Council grant to prevent domestic violence
Curricula used: Relationship Smarts Plus 4.0; abridged
Curricula benefits: This curriculum provides plenty of games and other experiential learning activities that do not rely solely on lecture to have an impact. Even if a class is not particularly attentive, the experiential elements always draw back in the majority of participants. The curriculum is also easy to adapt for use in a variety of settings / time constraints, while still achieving measurable improvements in students’ knowledge / attitudes.
Target Audience: 8th Grade Health Class
Audience Demographics: 90% African American, 10% hispanic; age 13-14 middle income
Class size: 16-20 Students
Location of Instruction: Middle School Classroom
Length of Instruction: 4 Sessions (75 Minutes each); Used Lessons 1, 2, 3, 6, and 13
Instructor Training: Instructors from the UME faculty were trained by a Dibble Master Trainer in February 2019.
Utilization of teacher and student materials: Utilized pre-made RQ 4.0 handouts that supplement instruction in the majority of sessions.
Program Recruitment Process: School principal welcomes UME 4-H program into various grades to teach character development, home economics, and other enrichment programs. At the end of 2018, teachers and students agreed to implement RQ 4.0.
Incentives: No explicit incentives were used. Teachers were given some respite during the period UME faculty was present.
Tips:  There were some challenges with the different grades. 8th and 9th grade can be a sweet spot of implementation for RQ 4.0 due to the relative inexperience of this age group with real dating. 8th grade maturity is significantly different even in 9th grade. Classroom management skills on the instructor’s part are more essential to the success of an 8th grade class than high-school classes. An understanding with the teacher whose room you are in that they are expected to assist with this is useful.

Linking the issues discussed in RQ back to friendships can help open up the conversation so more people feel comfortable.