One Love: A Program Evaluation

Sexual assault (SA) and intimate partner violence (IPV) are prevalent issues, particularly among adolescents. In the United States, rates of SA and IPV vary significantly based on gender identity, with higher rates reported among women and non-heterosexual individuals. The Navajo Nation reports particularly high rates of unwanted sexual contact. Adolescents often engage in risky behaviors due to peer pressure and lack of sexual health education, leading to issues with consent and healthy relationships. The One Love program, a national non-profit initiative, aims to end relationship abuse by equipping youths with the necessary skills and resources to recognize and address unhealthy relationships. The Whitehorse High School in Montezuma Creek, Utah, predominantly serving Navajo students, faces challenges related to SA and IPV. Limited resources and cultural barriers contribute to underreporting and inadequate prevention efforts. This Doctor of Nursing Practice (DNP) project utilized the CDC Program Evaluation Framework, involving steps such as assessing context, describing the program, developing evaluation questions, gathering evidence, drawing conclusions, and making decisions based on findings. The evaluation involved extensive review of the One Love program's materials, virtual meetings with stakeholders, and interviews with educators and coordinators. Data was collected through surveys and interviews to assess the program's feasibility, usability, and stakeholder satisfaction. The One Love program was found to be well-designed and engaging, with extensive resources available for education. The program's train-the-trainer model and evidence-based approach were highlighted as key strengths. Stakeholders expressed satisfaction with the program, though challenges such as obtaining parental consent and navigating school policies were noted. The program's effectiveness in raising awareness about healthy relationships and its potential for customization to fit cultural contexts were emphasized. The One Love program is a valuable tool for educating youth about healthy relationships and preventing SA and IPV. Its evidence-based approach, customizable curriculum, and strong stakeholder support make it a promising initiative for implementation in schools, particularly those serving culturally diverse populations. Continued evaluation and adaptation of the program will ensure its effectiveness and sustainability.

1 One Love: A Program Evaluation Yikanee B. Sampson, Julie P. Gee College of Nursing: The University of Utah NURS 7702: DNP Scholarly Project II May 8, 2025 1 2 Abstract Background: Sexual assault (SA) and intimate partner violence (IPV) are prevalent issues, particularly among adolescents. In the United States, rates of SA and IPV vary significantly based on gender identity, with higher rates reported among women and non-heterosexual individuals. The Navajo Nation reports particularly high rates of unwanted sexual contact. Adolescents often engage in risky behaviors due to peer pressure and lack of sexual health education, leading to issues with consent and healthy relationships. The One Love program, a national non-profit initiative, aims to end relationship abuse by equipping youths with the necessary skills and resources to recognize and address unhealthy relationships. Local Problem: The Whitehorse High School in Montezuma Creek, Utah, predominantly serving Navajo students, faces challenges related to SA and IPV. Limited resources and cultural barriers contribute to underreporting and inadequate prevention efforts. Methods: This Doctor of Nursing Practice (DNP) project utilized the CDC Program Evaluation Framework, involving steps such as assessing context, describing the program, developing evaluation questions, gathering evidence, drawing conclusions, and making decisions based on findings. Interventions: The evaluation involved extensive review of the One Love program's materials, virtual meetings with stakeholders, and interviews with educators and coordinators. Data was collected through surveys and interviews to assess the program's feasibility, usability, and stakeholder satisfaction. Results: The One Love program was found to be well-designed and engaging, with extensive resources available for education. The program's train-the-trainer model and evidence-based approach were highlighted as key strengths. Stakeholders expressed satisfaction with the 2 3 program, though challenges such as obtaining parental consent and navigating school policies were noted. The program's effectiveness in raising awareness about healthy relationships and its potential for customization to fit cultural contexts were emphasized. Conclusion: The One Love program is a valuable tool for educating youth about healthy relationships and preventing SA and IPV. Its evidence-based approach, customizable curriculum, and strong stakeholder support make it a promising initiative for implementation in schools, particularly those serving culturally diverse populations. Continued evaluation and adaptation of the program will ensure its effectiveness and sustainability. Keywords: Sexual assault, intimate partner violence, program evaluation, One Love, adolescent health, relationship abuse prevention. 3 4 One Love: A Program Evaluation Problem Description Most sexual assaults (SA) and intimate partner violence (IPV) occur by the time an individual turns 18 years old (source). In the United States (U.S.), the rates are reported of SA and IPV from 21% up to 75% based on gender identity (43% for heterosexual women and 20% for heterosexual men) (Mennicke, et al., 2021). Navajo people living on or near the Navajo Nation 56% of women and 25% of men have experienced unwanted sexual contact (Navajo Nation Division of Behavioral and Mental Health Services, 2019). Due to the shortage of resources from behavioral health and law enforcement and the costs associated with the two, the violence on the Native American reservations may be underreported (Dunphey, 2024; Russek, 2023). Adolescents seeking peer approval and acceptance may engage in activities like accepting bets or contests when prompted to seek ‘second base’ or other sexual engagement challenges and other risky behaviors that may cause issues with consent (Casa California, n.d.; American Academy of Pediatrics [AAP], 2023). Students with low self-esteem may remove their confidence to ask about healthy relationships, contraceptives, discussion about adoption, abortion or keeping a child, and reproductive anatomy (Casa California, n.d.; AAP, 2023). Students are subjected to a social context non-conductive to the discussion of sex, sexuality, healthy sexual agency, sexual pleasure (over risk concerns), and sexual health limiting disclosure, development of romantic and sexual relationships and behavior (Casa California, n.d.; AAP, 2023). Limited sexual knowledge and sexual health misinformation may be met with reactive instead of proactive skills for safe and pleasurable sexual experiences (Hubach et al., 2019). Programs that promote healthy relationships and empowerment to help reduce SA and 4 5 IPV have been introduced into high schools across the U.S. One Love is a national non-profit program to end relationship abuse and equip and empower youths with the resources, skills, and tools to become aware of signs of unhealthy relationships and how to end the abuse (One Love Foundation, 2025). This DNP project aims to evaluate the One Love program with the prospect of implementing it at Whitehorse High School in Montezuma Creek, Utah. Available Knowledge There are numerous programs, including social-emotional learning initiatives, that teach preventive strategies for IPV among teenagers, such as those offered by the U.S. Centers for Disease Control and Prevention (CDC) (2024). The most successful programs are those that extend beyond six months and are offered to younger children and adolescents, as the risk of bystander approach and sexual education becomes less effective by 1.5% each year with increasing age (Burton et al., 2023). Programs have been ineffective for several reasons including lack of cultural engagement and culturally trained educators lack of discussing gender roles and gender equity specific to the cultural context (Burton et al., 2023; Hubach et al., 2019; Kettrey & Marx, 2019; Kimberly & Hardman, 2020; Schubert, 2015; Niolin et al., 2017; Orchowski et al., 2023; Rosenman et al., 2020; Waterman et al., 2022; Wright et al., 2020; Zapp et al., 2021). Another reason for ineffective programs are those programs that discuss heteronormative relationships without having non-binary or transgendered discussions, despite these individuals having higher risks of unhealthy relationships than heterosexual students (Basile et al., 2016; Beaujolais, 2023; Burton et al., 2023; Vogl, 2020; Edwards et al., 2020, 2021, 2022; Basile et al., 2023; Kettrey et al., 2023; Lee et al., 2021; Mennicke et al., 2021; Orchowski et al., 2023; Duley et al., 2017; Park & Kim, 2023; Rosenman et al., 2020; Siller et al., 2021; Waterman et al., 2022; Wright et al., 2020). Discussions about SA and IPV may be 5 6 limited due to religious beliefs, comfort level about the topic, gender role beliefs, and cultural aspects may limit acceptance and interventions (Edwards et al. 2022; Herbitter, 2022). Siller et al. (2021) found that a Native American implemented sexual assault prevention course using a gymnasium or large space limited honest and thorough discussions. It was recognized that gender-specific groups create a more trustworthy atmosphere for sharing concerns and practicing prevention efforts (such as female-only groups with a female instructor and male-only groups with a male instructor). This is essential information for implementing a sexual assault/intimate partner violence program. The CDC (2024) recommends several strategies and specific approaches to prevention, including the bystander approach, men as allies, empowerment training, healthy and safe dating, and intimate relationship skills, which have been reported to be successful. The One Love program is an evidence-based initiative that builds upon the CDC's IPV prevention efforts and incorporates culturally responsive best practices (One Love Foundation, 2025a). Other successful approaches for IPV and SA programs include the use of outside teachers and a provider champion for adolescents (Orchowski et al., 2023). Those who teach the program require confidence, training, and inclination to address SA and IPV prevention (Edwards et al., 2021). Along with these approaches, it is essential to assess and support a program with environmental protections that include safety and monitoring policies in schools (Edwards et al., 2021). It is crucial to provide students with resources, such as public health responses to IPV and SA (Vogl, 2020; Edwards et al., 2021; Mennicke et al., 2021), as well as training that equips them with knowledge about media literacy, sexting, and sex scripts (Herbitter et al., 2022). Along with the curriculum, there are specific legal requirements in Utah for implementing a sexual education curriculum that must be met (HB274 Health Education 6 7 Amendments, 2022). Interagency networking with the school district can ensure that the policies are utilized and maintained by the program educators. As emphasized earlier, the literature encourages the implementation of SA and IPV prevention programs due to the risk of increasing assault and violence nationwide (Basile et al., 2016; Niolin et al., 2017) Rationale The Johns Hopkins Evidence-Based Practice (JHEBP) model guided the critical appraisal of research (Dang et al., 2022) about SA and IPV prevention techniques that have been implemented. The evidence was synthesized to determine the current state of knowledge on SA and IPV programs and to identify areas for improvement in SA prevention projects for future endeavors. The JHEBP stakeholder analysis and communication tool will facilitate the effective use of time and key messages during interviews with Whitehorse High School stakeholders about their goals and concerns, as well as those who have successfully implemented the ‘One Love’ program. The JHEBP action planning tool was initiated for the project, with future planning to create a specifically tailored version for Whitehorse High School implementation. Because this project was a program evaluation, the Centers for Disease Control and Prevention (CDC) Program Evaluation Framework was employed (2024). There are six evaluation steps: • Assess the context • Describe the program • Focus the evaluation question and design • Gather credible evidence • Generate and support conclusions • Act on findings 7 8 The use of the model is described below. While the framework was followed, it was modified due to the time constraints of the project timeline Specific Aims The purpose of this Doctor of Nursing (DNP) evidence-based project is to conduct a program evaluation of the One Love program’s effectiveness in educating young people to identify and know what to do when they see the signs of an unhealthy relationship in their own or their friends’ lives at Grand County High School, and determine its effectiveness and assess feasibility, usability, and stakeholder satisfaction. A secondary aim is to consider translating the program for use at Whitehorse High School, which predominantly Navajo students attend. Methods Context This program evaluation is targeted for potential implementation in a rural community near the Navajo Nation at Whitehorse High School, which is co-joined with a junior high school, with most of the students being Navajo. The high school serves residents in other areas, including Aneth, Utah, Bluff, Utah, and Red Mesa, Utah, and consists of 304 students in grades 7-12. Forty percent of the students are female, and 99% of the students are minority students (Niche.com, 2024). Within this rural area, the nearest hospital is 45 miles from Montezuma Creek. There is a federally qualified health center (FQHC) with six primary care providers that serve the area. The population of Montezuma Creek is 272 people. The primary stakeholder of the program evaluation is the Whitehorse High School superintendent's assistant, who has asked questions about programs such as One Love and has sought to identify the safety of introducing a program to the school. Another stakeholder is a sexual assault coordinator recently hired by a federally qualified community health center (CHC) in Montezuma Creek, UT, who is interested in introducing the program into this community 8 9 within San Juan County. The timing of introducing other programs or classes may compete with the One Love program evaluation and, ultimately, its implementation at Whitehorse High School. Intervention(s) To explore the One Love program, a modified CDC Program Evaluation Framework uses the six evaluation steps. The first step was to assess context, which involves understanding the program's environment, including cultural, historical, and social factors that may influence the evaluation. This step was evaluated as discussed in the above sections and, importantly, considers the cultural and social factors influencing relationship violence among young people, including those residing on the Navajo Reservation, and involves collecting program literature and meeting with One Love experts. The second step was to describe the program, particularly in terms of readiness to intervene and improve attitudes toward dating abuse. Again, this step involved appraising the website and meeting with stakeholders. The third step was to develop evaluation questions to answer and design the evaluation approach. Gathering credible evidence, the fourth step involves collecting data to answer the evaluation questions. The fifth step was to create conclusions based on the collected data. Lastly, the sixth step involved acting on the findings in decision-making, for example, by implementing the program at Whitehorse High School. Phase One aligns with steps one and two of the CDC evaluation framework. To collect data, including from the One Love website, emails were sent to the Whitehorse High School superintendent and the assistant superintendent. A virtual meeting with the Whitehorse assistant superintendent to introduce a sexual assault program to Whitehorse School at Montezuma Creek, UT. Additionally, this phase included a meeting with the One Love Youth Prevention 9 10 Coordinator/Educator from Moab, UT, who works at the Seek Haven. Seek Haven provides advocacy and supportive services to sexual assault victims. Phase Two, aligned with the CDC framework, steps three and four, involves developing evaluation questions and collecting data to answer them, respectively. A meeting was scheduled with the Youth Prevention Coordinator/Educator from Moab, UT, to obtain information on Utah schools (10 schools were identified) that have implemented the One Love program and to contact them, along with other stakeholders. Also, emails were sent to a sexual assault prevention coordinator at Montezuma Creek CHC, sexual assault educators (n=2), sexual assault nurse examiners (n=2), a behavioral health director for sexual prevention is for San Juan County and a One Love educator in Moab UT requesting information and/or a meeting about the One Love program. The emails provided an opportunity to answer via email or to reflect on their thoughts to discuss during the verbal interview. Questions included, but were not limited to, knowledge of the One Love program, funding availability, resources needed, feasibility, usability, and challenges to program implementation adoption. Ultimately, the evaluation addressed the useability and satisfaction of the program. Phase Three consisted of conducting interviews, one with the Youth Prevention Coordinator/Educator and the Sexual Prevention educator at the CHC. Lastly, Phase Four, which aligns with steps five and six of the CDC framework, consisted of developing conclusions and recommendations for decision-making. Study of Interventions The program evaluation involved a thorough review of the One Love website and data collected from face-to-face and virtual discussions with participating stakeholders. Stakeholder participants worked in San Juan and Grand counties. The expected outcomes were to receive 10 11 adequate information to draw evidence-based conclusions and use evaluation results to inform decision-making on whether to implement the One Love program at Whitehorse High School. Virtual meetings were scheduled with the assistant superintendent from Whitehorse High School and the Youth Prevention Coordinator/Educator in Moab, UT; the One Love program was discussed, information was shared about the program, and there was an agreement to work towards obtaining consent from parents for 6-12 grades to introduce the program in the high school. A 60-minute semi-structured interview, with questions derived from the CDC program evaluation checklist (Appendix A), was scheduled with the Youth Prevention Coordinator/Educator to gather information about the program. Additionally, ten identified high school emails were sent to the principals, vice principals, or activities program coordinators at the schools (Appendix B). Lastly, data was collected from the Sexual Prevention educator at the CHC in Moab, UT, via a 60-minute semi-structured interview. The expected outcomes are to explore and gain information about the program, resources, feasibility, and usability. Measures Measures used for the program evaluation included three virtual meetings scheduled for 60 minutes, as described above. Ten emails were sent to schools identified that had implemented the One Love program. Feasibility, usability, and program satisfaction, as appropriate, were addressed with stakeholders. Data was retrieved from the One Love Foundation website. Analysis All interviews were conducted using an online meeting format that had voice recording capabilities and automated live written transcription. The questions were open-ended. The Youth Prevention Coordinator/Educator interview was not placed into themes, but answers were 11 12 summarized in table format (Appendix A). The Sexual Prevention Educator’s interview was categorized to identify common themes. There were no responses from the 10 high schools. Ethical Considerations The University of Utah deemed this Doctor of Nursing Practice (DNP) initiative as a quality improvement initiative and, therefore, exempted it from institutional review board oversight. There were no conflicts of interest concerning this project. Results The One Love website review showed it to be extensive, well-designed and provided many resources for education. The One Love Foundation was founded in 2015 in honor of Yeardly Love, who died in 2010 of an abusive relationship. It initially began targeting college students but has since opened education to 4th grade through college. The primary goals were noted as 1) bringing awareness to the prevalence of relationship abuse and 2) ending relationship abuse by empowering young people to observe healthy and unhealthy relationships and establishing prevention education in communities. One Love uses a train-the-trainer program and hosts free workshops. Some settings include classes, gyms, and clubs like athletic teams, Greek life, leadership training, and youth development organizations. There are a multitude of videos, educational PDF files, and PowerPoint for educational and advocacy purposes. Information is presented in English, Spanish, and Chinese, tailored to the appropriate age level. The One Love website clearly shows statistics of the program and its success. Since the program's inception in 2014, there have been 3.2 million participants, 53,000 volunteers and educators trained to lead workshops, and 534 student leaders across the nation. The meeting with Whitehorse High School's assistant superintendent was felt to be receptive to the implementation of the One Love program; however, they determined not to pursue implementation at this time. No responses were obtained from the 10 high schools. The 12 13 Youth Prevention Coordinator/Educator and the Sexual Prevention Educator both agreed to interview. The interview with the Youth Prevention Coordinator/Educator consisted of a list of questions (Appendix A). The primary outcomes of the program were identified as knowing and recognizing the 10 signs of healthy and unhealthy relationships. Program activities were described to meet these program outcomes. Also, One Love has the trainer model, which was expressed as very important for program dissemination. A question was asked about funding and resources (feasibility of program implementation), and it was conveyed that there are sufficient resources to support the initiation and continuation of this project via an annual grant that pays for a full-time employee dedicated to sexual assault prevention. Additionally, two educators and a coordinator, supported by this grant, will fully implement the One Love program. Other costs, such as printers, video equipment, and any other expenses, are added to the costs in their grant requests annually (Table 1). The interview with the Sexual Prevention Educator consisted of semi-structured questions (Appendix B) to explore the One Love program. There was seven key themes noted, with one addressing intergenerational trauma. The theme expressed that many youths did not know what a healthy relationship was, as shown by "…because they've seen it with their grandparents, and also with their aunts and their uncles. it's just like a generational thing where these unhealthy behaviors be they become the norm in these families, and they're like, 'I didn't know that was not right.” Another theme was challenges with school district policies and access, which were revealed as difficult to overcome in order to educate. This was supported by the comment, "We only do them during the lunchtime because we don't have any access. We don't have that ability to get into the classrooms because of all of these barriers because it's classroom time." Cultural sensitivity was also important, especially for the youth on the reservation. This 13 14 was noted by “they use wording and a lot of the kids here on the reservations don't understand what is being asked...” and “We really try to make it culturally sensitive, and then also, we try to direct this just to determining our targeted audiences, and I think that's important." Table 2 displays themes. Discussion Summary The purpose of this project was to conduct a program evaluation of the One Love program designed for young people to learn to identify and know what to do when they see the signs of an unhealthy relationship in their own or their friends’ lives and determine its effectiveness and assess feasibility, usability, and stakeholder satisfaction. A secondary aim is to consider the program for use at Whitehorse High School, which is attended by predominantly Navajo students. Key findings that align with the project's purpose include that the One Love program raises awareness among youth about healthy and unhealthy relationships. Importantly, this project can be customized to the target audience, considering cultural views, education level, understanding of the material, and the comfort level of the material for students and instructors, thereby addressing program usability. The program is evidence-based, with extensive data shared among and for users and potential users of the program, as per the Youth Prevention Coordinator and the One Love Foundation. The program has sufficient resources available for implementation and sustainability (feasibility) per the Youth Prevention Coordinator/Educator, and the One Love Educator in Grand County works with new educators to successfully implement the program in other locations. See Appendix C for Seek Haven information. Sustainability is supported by grant funding; most of the educational materials are free and provided by the CHC. Barriers exist with 14 15 the implementation of this program, such as the approval of the program by the superintendent and assistant superintendent of Whitehorse High School, who were initially interested but then stopped responding. Additionally, obtaining written consent from parents promptly to implement the program, as well as the availability of time and space to teach the One Love program, present as barriers. Regarding program satisfaction, the primary stakeholders are generally satisfied with the program, and the Youth Coordinator is sending surveys to assess parent satisfaction. Interpretation The One Love program evaluation revealed several key insights. The program's activities, including workshops and a film-based curriculum, were effective in raising awareness among youth about healthy and unhealthy relationships. The train-the-trainer model was particularly impactful in disseminating the program. The findings align with existing literature on IPV and SA prevention programs, which emphasize the importance of culturally sensitive materials and the involvement of trained educators. The program's evidence-based approach and success in the Moab schools support its effectiveness. The program has the potential to significantly improve students' understanding of healthy relationships, thereby reducing instances of IPV and SA. The involvement of stakeholders and educators ensures a comprehensive approach to prevention. The lack of response from the 10 high schools may be due to a lack of interest. The initial interest from Whitehorse High School's administration did not translate into implementation, highlighting potential barriers in stakeholder engagement. The program is supported by grant funding, which covers the costs of educators and materials. The strategic trade-off involves balancing the need for comprehensive education with the logistical constraints of school schedules and policies. 15 16 Limitations The primary limitation was implementing the program in Whitehorse with the current administration. The lack of responses from the 10 high schools also limits the breadth of the evaluation. Ultimately, stakeholder engagement at Whitehorse was challenging to overcome. Conclusions The One Love program is a valuable tool for educating youth about healthy relationships and preventing IPV and SA. Its evidence-based approach and customizable curriculum make it adaptable to different contexts. The program's sustainability is supported by ongoing grant funding and the availability of free educational materials from the One Love Foundation. The involvement of dedicated SA educators further ensures the continued success of this initiative. The program has the potential to be implemented in other schools and communities, particularly those with similar cultural contexts. The train-the-trainer model facilitates widespread dissemination. The findings suggest that culturally sensitive, evidence-based programs are effective in preventing IPV and SA. The following steps include addressing the barriers to implementation at Whitehorse High School, engaging more stakeholders, and exploring additional funding opportunities. Continued evaluation and adaptation of the program will ensure its effectiveness and sustainability. 16 17 References American Academy of Pediatrics (2023). For teens: How to make healthy decisions about sex. Published by healthychilren.org. Retrieved from https://www.healthychildren.org/English/ages-stages/teen/dating-sex/Pages/MakingHealthy-Decisions-About-Sex.aspx CASA California. (n.d). Sexual decision-making among teens. 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The Effectiveness of MaleTargeted Sexual Assault Prevention Programs: A Meta-Analysis. Trauma, Violence, & Abuse, 21(5), 859–869. https://doi.org/10.1177/1524838018801330 Zapp, D., Buelow, R., Soutiea, L., Berkowitz, A., & DeJong, W. (2021). Exploring the Potential Campus-Level Impact of Online Universal Sexual Assault Prevention Education. Journal of Interpersonal Violence, 36(5–6), NP2324–NP2345. https://doi.org/10.1177/0886260518762449 23 24 Tables Table 1 Youth Coordinator Interview Question Summary What do you see as the The main outcomes focus on main outcomes of the student learning and program? behavioral changes related to healthy relationships. What do you see as the main activities of the program? Which of the activities and outcomes are most important to you? (to retain involvement and support) What do you see as the most important evaluation questions at this time? The main activities involve workshops that use film-based curriculum and discussions. Achieving the grant's required outcomes (reaching 300 students and showing positive changes in survey results) appears crucial. Quote(s) “…One Love has their own series of seven outcomes that they hope for students to walk away with and my grant kind of just follows with those seven outcomes. I don't know if I can verbatim give you the seven if I look it up, but one is knowing and spotting the signs of healthy and unhealthy relationships” “One Love has the trainer model. So, anybody can sign up for the One Love program and they have their intro courses and workshops online for people to sign up and learn and therefore be able to teach the One Love curriculum to other youth groups...one Love is mainly produced off of film-based workshops and I think they have about 13 films." “The workshops often begin with foundational lesson plans, such as "knowing and spotting the 10 signs of a healthy and unhealthy relationship." "So a part of my grant requirements is needing to reach 300 students with one love curriculum and we measure that by the surveys... I think that's really the only quote physical outcome that's required for this position and my grant." “… for that personal sense for my grant I have to have those surveys to prove those outcomes to be able to show a increase or hopefully not but a decrease in understanding on those required outcomes.” The most important questions “Are there changes in people due to the revolve around the activities and outputs? of course, if I'm effectiveness of the program in understanding your question correctly, of achieving its learning course, in the ideal sense, and this is outcomes. hopefully I'll have a better response with my data that soon to come once I finish my 24 25 Do you have preferences The program uses both regarding the types of quantitative (survey data) and data that are collected? qualitative (observations and tailoring of lesson plans) data. There seems to be a preference for paper surveys due to school policies. What resources (e.g., time, funds, evaluation expertise, access to respondents, and access to policymakers) might you contribute to this evaluation effort? In what parts or steps of this evaluation would you want to be involved? All or just some specific ones? The interviewee can contribute access to respondents (students) and data (survey results). The interviewee expresses willingness to share data and lesson plans, indicating involvement in data collection and providing context. workshop series at the elementary here, where I'll be able to reflect on the presurveys that they filled out before I started my lessons to the post surveys to see if any changes have occurred." "So, I think that varies per school because I've heard of other One Love educators who use digital. So, they'll have a QR code for students to scan and fill out the survey. But the Grand County schools have a strict no phone policy. and computer access is only limited due for lesson plans and whatnot. So, I only do paper and surveys, which I personally prefer." “… sufficient resources to support initiation and continuation of this project via an annual grant that pays for a full-time employee dedicated to Sexual Assault prevention and two educators and a coordinator supported by this grant to fully implement the One Love program”. "So, just briefly, I will send you an email kind of listing everything thus far that I've talked about on my specific grant requirements and out requirements for one Love and their outcomes. I'll share the survey, the pre and post with you so you know what that looks like. And then I will share my personal lesson plans in comparison to one Love's personal or one Love's lesson plans." 25 26 Table 2 Sexual Prevention Educator at the CHC in Moab Key Themes Importance of Education and "I think kids are getting educated on healthy relationships and Awareness on Healthy learning skills. I think then that's the main thing is learning Relationship these skills of how to prevent it, what can you do, what can you say?" Addressing Intergenerational Trauma Challenges with School District Policies and Access: Importance of Culturally Sensitive and Accessible Materials Value of Evidence-Based Programs "And then also just bringing that level of awareness up. And I think also just lowering that stigma of that guys don't do that and opening the doors or just being kind in general." "Spreading the awareness and bringing that level of awareness up and then also educating about healthy relationships." I think a lot of things that we do hear when we listen to our students when they're talking about is, they didn't know what a healthy relationship is because it's kind of like generational, it's that intergenerational trauma like they don't know any better because they've never seen any better." "…because they've seen it with their grandparents and also with their aunts and their uncles. it's just like a generational thing where these unhealthy behaviors be they become the norm in these families and they're like, 'I didn't know that was not right.'" "We only do them during the lunchtime because we don't have any access. We don't have that ability to get into the classrooms because of all of these barriers because it's classroom time." "You're taking class time and that requires legislation approval and we only have so many vendors on their I don't know what website he said, but it's a state website. And he said, 'We do have these vendors that have been approved to come in and to do these classes.' "I think when we're going to survey, we need to keep it as simple as possible." "We really try to make it culturally sensitive and then also, we try to direct this just to determining our targeted audiences, and I think that's important." "they use wording and a lot of the kids here on the reservations don't understand what is being asked and so they just kind of mark whatever." "So when Sandra shared the one Love that is evidence-based. So I was telling Rick about that curriculum and he was like do 26 27 Desire for Collaboration and Advocacy Program Activities Focus on Discussion and Interaction you think we should change to that curriculum? and I suggested that we should because there they have the evidence to back up their curriculum whereas the bystander intervention there's no evidence there that it does say there's evidence but it's very low" "I would use it to show and if we're going to propose something to do the DOJ that's my next thing is to propose to the department of justice" "So I'm thinking of going working with the Navajo Nation now." "I think what skill you would need is a lot of interactions with others, collaborating, networking because you'll need to network with other organizations so that you can go in we have to connect with the school." "I think a lot of it it brings discussion. Yeah. I think that's what I like about it is that we were able to question the program is able to allow an interaction like a discussion with the students." "Where the bystander intervention is we're just talking and talking and talking." 27 28 Figure 1 Appendix A CDC Question Guideline for Youth Prevention Coordinator/Educator 28 29 Appendix B Semi-Structured Questions for Sexual Prevention Educator 1. What concerns that what you think parents might say or what they have told you already about student education regarding sexual assault and intimate partner violence prevention? 2. Who do you think would benefit from evaluating the one love program and how do you think they would use it? 3. What do you like about One Love Program? 4. What do you see as the main outcomes of the One Love program? 5. How rigorous must the design be? 29 30 Appendix C Seek Haven PowerPoint 30 31 31 32 32 33 33 34 34 35 35 36 36