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Healthy relationship education using applied academics: a solution to decreasing teen dating violence among high school students

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Healthy relationship education using applied academics: a solution to decreasing teen dating violence among high school students

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Content 1
Healthy Relationship Education Using Applied Academics
A Solution to Decreasing Teen Dating Violence Among High School
Students
Capstone Project
Sherill Carrington
University of Southern California
Suzanne Dworak-Peck School of Social Work
DSW Program
Dr. Michael Rank, SOWK 725 Professor
August 2023
2
Acknowledgments
This project would not have been possible without the support of many people. I want to
thank several professors for their guidance, patience, encouragement, and assistance throughout
my doctoral journey. Thanks to Dr. Harry Hunter for reassuring me that I had the skill and will to
succeed as a student twelve years out of the classroom in a virtual learning environment. Thank
you, Dr. Michael Rank, for your constructive feedback and recommendations for my Capstone
project details during the last phase of my doctoral journey and preparation of the Capstone
report. Dr. Terrance Fitzgerald, affectionately known as Dr. “T.” Thank you for incorporating
music into our class discussions. It was a great way to get started. Thank you for teaching me to
create conversations that stimulated and inspired my audience. Thank you, Dr. Jane James, for
encouraging me to assess a situation that allows me to think through. I greatly thank my
colleague and friend, Ericia Turner, Charlotte Mecklenburg School District Athletic Executive
Director. Thank you for taking this journey with me to empower high school students to impact
change. We make an incredible team and make great things happen. I can count on you for
encouragement. I would be remiss if I did not thank the person who motivated me to go to school
and do the work I was passionate about. Thank you, Odette Sigler, for being there for me when I
thought I was “being there for you.” Finally, I wish to thank my husband and son, Darryl
Carrington and Darryl Carrington II, better known as “Chuka,” for their patience and support
when I needed an additional set of eyes to read my papers or an audience when I presented, to
provide “real” feedback. I love you both With All My Heart And No One Else.
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TABLE OF CONTENTS Page Number
I. Executive Summary 5
• Implementation Plan and Action Steps 9
III. Abstract 10
III. Positionality Statement 10
IV . Problem of Practice 12
• Literature Review 14
• Non-Academic Attributes and Academic Performance at School 14
• Engagement: Behavioral, Cognitive, and Emotional 15
• Dispositions 16
• Social and Emotional Skills 16
• Peer Components Effects 17
V . Conceptual Framework 18
VI. Project Description 20
▪ Solution Landscape 24
VII. Methodology 25
• Project Outcomes 27
VIII. Implementation Plan 28
• Financial Plan Summary 30
• Method for Assessment 31
• Challenges 31
• Ethical Considerations and Applying Design Justice Principles 32
IX. Conclusion and Implications 33
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X. References 35

XI. Appendices 43
• Figure 1. Four-Level Social Ecological Model 43
• Figure 2. Methodological Framework- Human-Centered Design 45
• Exhibit 1. Design Criteria 46
• Figure 3. Theory of Change 49
• Exhibit 2. Logic Model 50
• Figure 4a. Capstone Prototype Educational Module Healthy Relationship 51
• Figure 4b. Capstone Prototype Educational Module Healthy
Digital Relationship 52

• Figure 4c. Capstone Prototype Educational Module Bystander
Intervention 53

• Figure 5. Figure 5. QR Code provided to CMS high school students
to access Healthy Relationship Educational Modules on the
Gameplan Platform 54

• Exhibit 3. Healthy Relationship Educational Modules Completed 55

• Exhibit 3. Healthy Relationship Educational Modules Completed (cont.) 56
• Exhibit 3. Healthy Relationship Educational Modules Completed (cont.) 57
• Figure 6. Marketing Efforts of Healthy Relationship Education Modules
via news media outlets 58

• Figure 7. Healthy Relationship Educational Modules promotional efforts
to high school students 59

• Exhibit 4. Capstone Project Line Item Budget 60

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I. Executive Summary
Decreasing the number of dating violence incidents among high school teens can prevent
harmful lifelong consequences and significant health problems. Teenagers who engage in
unhealthy behaviors with a partner in a romantic relationship can take on negative interactions,
including manipulation or actions that demonstrate control over one's partner. These behaviors
can manifest in various physical, emotional, and sexual harm methods. Teen dating violence
(TDV) is the physical, psychological, sexual, or emotional aggression within a dating
relationship of teens (ages 12-18), regardless of gender, sexual orientation, socioeconomic
standing, ethnicity, religion, or culture (Khubchandani et al., 2017). TDV can occur in person or
digitally, including multiple texts or displaying erotic images of a partner on social media. TDV
is a significant health problem and is the most prevalent type of youth violence, affecting youth
regardless of age, race, gender, socioeconomic status, or sexual orientation (CDC, 2019). TDV's
causation of health problems varies and can include chronic diseases, environmental health
problems, infectious diseases, injuries, emergencies, and other health threats (CDC, 2021).
Teens with a history or who have experienced dating violence (DV) are likely to exhibit
antisocial behaviors that encourage tobacco, drug, and alcohol use, depression and anxiety, and
the consideration of suicide (Teen Dating Violence, 2018). Behaviors such as teasing and name-
calling are known to many teens as "normal" in a relationship. Still, for many teens, these
behaviors turn abusive and progress into significant types of violence that are physical and
sexual. Unhealthy relationships experienced as a teen can interrupt emotional development and
contribute to other long-term adverse effects (Wallace, 2020).
Every year, nearly eight percent of high school students experience abuse (Gordon,
2020). In addition, approximately 1.5 million high school students nationwide have suffered
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physical violence in a single year from a partner they were in a relationship with. One in every
11 females and one in every 14 male high school students report experiencing physical dating
violence. Additionally, one in every eight females and one in every 26 male teens, ages 15 - 18,
report having experienced sexual dating violence (LoveisRespect.org, 2015). TDV is extremely
common in LGTQ relationships. Fifty percent of Lesbian, Gay, Bisexual, Transgender, and
Queer (LGBTQ) individuals were victims of abuse by a dating partner. Eighty-nine percent of
trans teens report undergoing physical dating violence, and 61% have been sexually coerced
(Nisbett, 2020). These incidents of dating abuse are detrimental to the well-being of our future.
Dating abuse can occur at any time and to anyone. TDV has an impact that swells
throughout communities. Abuse does not happen in a vacuum. Emotional, psychological, sexual,
verbal, digital, and financial abuse are forms of dating violence. Surprisingly, many young
people have no idea what abuse is, and even if they did, they might not know how to handle it.
The Center for Disease Control (CDC) Youth Risk Behavior Survey (YRBS) is a school-based
survey conducted nationally with students in grades nine to 12 questions about health-related
behaviors that contribute to unintentional violence and injuries, alcohol, tobacco, other drug use,
and sexual behaviors. Results from the YRBS, conducted with teens ages 13 to 18 in grades 9
through 12, revealed that 14% of girls were sexually violated in a dating experience compared to
8% of boys (YOUTH RISK BEHAVIOR SURVEY DATA SUMMARY & TRENDS REPORT
2 0 0 7-2 0 1 7, n.d.)—nearly eight percent of teens who date experience physical abuse each
year. In addition, over 81% of high school counselors report not having protocols to address
adolescent dating violence (ADV) (Khubchandani et al., 2017). These numbers are more than
just statistics. They represent an epidemic.
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The American Academy of Social Work & Social Welfare (AASWSW) Grand Challenge
to Build Healthy Relationships to End Violence focuses on initiatives championing social
progress through universal and targeted interventions that bolster interpersonal relationships and
reduce violence more broadly. The Grand Challenge encourages scalable interventions that
address social, emotional, and strength in relationships that improve society's understanding of
social ecology. (Research About Healthy Marriage and Relationship Education, 2019). The
Capstone presented links the AASWSW's Grand Challenge to Build Healthy Relationships to
End Violence by implementing healthy relationship educational modules among high school
students through an eLearning delivery platform. Almost half of the students who experienced
dating violence said the abuse occurred on school grounds. For example, in one recent school
year, about 4,000 occurrences of sexual assault and 800 rapes and attempted rapes occurred in
our nation's public high schools (Teenage Dating Violence Statistics in 2022 (Eye Opening),
2020).
The Capstone Project Healthy Relationship Modules implements a human-centered
approach that engages students in academic subjects that apply to real-life experiences. The
theoretical knowledge learned teaches students real solutions to relevant problems (Author,
2020). The modules are hosted on the Gameplan platform. High school students will access the
units via their phones or Chromebooks. It is a technical device that resonates with most teens and
technology they find essential. Gameplan is a delivery platform tool for eLearning content that
helps meet students where they are. Gameplan's delivery platform incorporates teaching and
learning by integrating technology, information, and communication technologies into traditional
classroom teaching. Students will learn to recognize healthy relationships' characteristics and
positive aspects, which include mutual respect, consent, loyalty, trust, and shared interests.
8

Healthy Relationship Educational Module program effectiveness will demonstrate
increased student knowledge around dating violence, changed attitudes, increased bystander
behaviors, and reduced dating violence perpetration and victimization incidents. The ultimate
goal of educating teens about dating violence prevention is to stop teen dating violence before it
begins.
The theory of change demonstrates steps taken to decrease the risk of future dating
violence among high school teens and illustrates how and why the desired change is likely to
happen. Mapping out the program or change initiative (its activities or interventions) describes
how evolution leads to a culture of healthy relationships. Causal linkages will show each
outcome in a logical connection to all the others, as well as chronological flow and feedback
loops. These strategies and directional change provide a framework for checking the progress of
the work to stay focused on the goal.
Capstone's Educational Module project aims to decrease the risk and occurrences of
dating violence among teens ages 15 – 18 through delivering healthy relationship educational
modules and active learning activities. The modules and active learning strategies are influenced
by teens and developed by Charlotte community partners and Charlotte Mecklenburg School
(CMS) administrators. The immediate outcomes will show an increased knowledge of healthy
relationships among teens. Using the information learned will help teens make intelligent
relationship choices and avoid risky behaviors. The decision-making and relationship-building
skills learned can spill over into other relationships with parents, peers, and teachers. The
universal idea will show that educating high school students on identifying and maintaining
healthy relationships through eLearning content incorporating active learning strategies will
9

reinforce understanding healthy behaviors through methods commonly used and resonate with
teens.
Healthy Relationship Educational Modules’ Capstone project’s proposed solution aligns
with national best practices of TDV prevention strategies based on strategies that help eliminate
negative abuse behaviors across multiple relationships and into adulthood.
Implementation Plan and Action Steps
Healthy Relationship Educational Modules will be implemented and executed within
CMS District starting in ninth-grade homeroom classes during the first 90 days of the school
year, alongside the current Title IX training required for all high school students as directed by
the CMS Board of Directors. In addition, CMS is a Title IX-funded school that must implement
in-service programs that educate all district employees and students on district policies and
regulations that respond to sex discrimination and sexual harassment and protect young people
from all forms of gender discrimination. Results of a student's progress are accessed by teachers
and or by a generated report forwarded by Gameplan before the end of each academic quarter. In
addition, student progress will be included in Title IX training.
The Healthy Relationship Educational modules aim to make academic content more
relevant, resulting in a sense of interconnectedness to learning. Students learn to see the world
through ecological, economic, and social lenses. Students gain a better appreciation and
understanding of the world around them. Instruction becomes interdisciplinary, and lessons are
inquiry-based.

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II. Abstract
Over 1.5 million high school boys and girls in the U.S. are physically harmed yearly by someone
they are romantically involved. Teen dating violence (TDV) is a form of intimate partner
violence (IPV) by a partner in a close relationship against the other. Teens experience dating
violence at a rate higher than any different demographics, and the violence can occur in person,
online, or on social media. As the leading social and public health issue, TDV varies in different
forms of violence, including physical, sexual, mental, and emotional abuse or violence in a
dating relationship among adolescents. Marginalized groups (e.g., racial/ethnic minorities,
females, and sexual minority youths) experience this pervasive form of violence at a higher rate.
Violence in high school often spills over to school sports. Athletes are usually known or
perceived as the offender of self-esteem boost turned aggressive. As violence continues, a few
schools provide educational interventions, and fewer have primary prevention TDV programs as
required courses. As a result, many schools make it difficult for students to come forward. Title
IX of the Federal Civil Rights Act partners with schools to implement consequences against
individuals accused of sexual misconduct. Educating teens on healthy relationship behaviors
using applied academics is critical to preventing further violence.
III. Positionality Statement
As an African-American woman raised in a family with both parents and two siblings in a
middle-class neighborhood in Kansas City, Missouri, I lived and went to school around people
who did not look like me. Often, I was reminded that me and my family were not accepted as
members of their community. This form of victimization was a dose of reality that the likelihood
of someone in my family would find it difficult to detach one’s identity from our experience.
That violence I experienced as a youth created childhood trauma that followed my sister into
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adulthood. Community is both a feeling and a set of relationships among people. Community
members have a sense of trust, belonging, safety, and caring for each other. As a result, we
realized who was and wasn’t part of the community. Unfortunately, my sister was exposed to the
difficulties of belonging at all costs. She was emotionally abused in her relationship for over 20
years. Fast forward 56 years later, I am raising a 17-year-old 6'3" black male athlete in the same
setting. Consistent with being the only black family in the neighborhood, white neighbors accept
him with open arms. However, when he leaves his community, he will be submersed in the
stereotypical ideologies that feed the negative perception and assumptions society has defined for
young black men. My husband believed it necessary to talk to our son about "what to do" if
stopped by the police. The likelihood of that happening increases when he leaves his
neighborhood and drives away with a blonde-haired, blue-eyed girl in the passage side of his
white Mercedes. Teaching our son that 'no means no' even if she says yes is vital to his future
dreams of playing basketball at the collegiate level and coming home to his family every night.
Even worse, as his parents, we worry about the outcome of a night of hanging out with his
friends. My son is a survivor of cyberbullying during his first dating relationship. He was in the
seventh grade, and she was in the eighth grade. She was also his first Caucasian girlfriend. She
invited him to see a Spiderman movie but instructed him to arrive alone. He informed her that his
parents were his driver and would join them at the movie. She was upset and responded that she
was no longer interested in seeing Spiderman and would not be at the show. Later that evening,
he saw a post on her social media that read, "I was going to make Darryl a man" tonight, but I
couldn't because of his parents." After reading the post, he looked at me with confusion. At that
moment, I realized the feeling of victimization in dating partner relationships could happen in a
teen's life and to anyone. Social biases influence how society perceives survivors of teen dating
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violence, and stereotypes often create barriers to caring for and supporting victims of abuse for
whom humanity feels this abuse is warranted. Educating teens on healthy relationship behaviors
using applied academics in high school is critical to preventing future violence.
IV. Problem of Practice
As many as 50 percent of teens have been involved in physical dating violence regardless
of gender. Emotional abuse in teen relationships is even more common, affecting up to 90
percent of young adults (Orchowski, 2021). TDV is an adverse childhood experience (ACE) that
affects millions of young people in the United States (CDC, 2020) and is a form of intimate
partner violence (IPV). Between 10% and 40% of high school teens experience physical or
sexual dating violence, often in person, online, or through technology (Dating Violence
Prevention | Youth.gov, 2019). As the leading social and public health issue, TDV can happen
regardless of race, religion, socioeconomic standing, ethnicity, religion, or culture (Teen Dating
Violence Awareness, 2017).
As teens develop emotionally, they are heavily motivated by experiences in their
relationships. Healthy relationship behaviors can positively affect a teen's emotional
development. Abusive, unhealthy, or violent relationships can have severe consequences and
short- and long-term adverse effects on a developing teen. TDV is associated with damaging
outcomes, including poor health and mental health, use of alcohol and drugs, eating disorders,
truancy, and dropout. Although risk factors exist for those impacted by dating violence, teens are
not to blame for being victims of violent relationships (Orchowski, Ph.D., 2021).
Forty-three percent of dating violence cases occurred in a school building or grounds
(Murphy, 2020). However, few schools have written policies governing safety, security, and
intervention with students experiencing dating violence. The U.S. Department of Education
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administers multiple federal programs designed to improve school safety, address critical areas
of need for improving the conditions for learning and school climate, and improve access to
systems of support for schools, such as mental health services, trauma, violence prevention,
social-emotional and behavioral learning, school climate, and school emergency management
planning (Safe School Environments, 2020).
Many states have passed legislation to address dating abuse in schools. Unfortunately,
school district failure to take action is far too common despite the statutory duty to ensure the
safety of all students during school hours and at school-sponsored events. Schools in many states
are responsible for teaching about teen dating violence, and other states are coming on board
with similar legislation. Whether or not they have these requirements, school leaders must be
aware of the problem and realize that even if it occurs off school grounds, it may be brought into
the school environment. Title IX – Public Law, 92-318 of the Education Amendments 1972,
protects students from gender discrimination in curricular and extracurricular programs. In
Charlotte Mecklenburg School (CMS) District in Charlotte, North Carolina, under the guidance
of the Chief of Staff, the Title IX Office school administrators focus on creating a safe,
welcoming, and harassment-free environment for all, including students, staff, and faculty– of
CMS. The CMS Title IX Office complies with state and federal laws prohibiting discrimination,
sexual harassment, and retaliation (Lessons, n.d.). If students experience or witness violence or
intimidation, they are asked to file a Title IX complaint with the District. However, despite these
measures, students in attendance at the August 10, 2021, board meeting called for revising Title
IX policies based on handling the reported rapes and sexual assaults at its high schools.
Although research on teen dating violence (TDV) has occurred for several decades,
destructive dating relationship behavior remains a public health concern. The solution to
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stopping teen dating violence before it begins is implementing healthy relationship education that
addresses the negative consequences of unhealthy behaviors and teaches effective
communication, conflict resolution skills, and characteristics of healthy relationships.
Dating violence prevention programs are effective when students solve problems based
on real-world, relevant issues. Applied academics is theoretical knowledge supporting practical
applications. Accessing educational modules on an eLearning platform allows learning to
connect all students, including student influencers (i.e., athletes, student council officers, club
officers, etc.) and vulnerable high-risk youth (i.e., school dropouts and truant youth). Educating
students through technology is not limiting but offers several unique advantages.
Literature Review
This section outlines two research works of literature. The first is on the associations
between non-academic attributes and academic performance at school. The second is on peer
composition effects at school. This literature is general because very little research has focused
on peer non-academic attribute composition. While individual student attributes are not the
primary focus of the Capstone Project, this literature is well-established and provides a context
for interest in their peer composition effects.
Non-Academic Attributes and Academic Performance at School
During adolescence, peers are a significant source of information for appropriate,
inappropriate, and unacceptable behaviors in their intimate relationships (Ellis & Dumas, 2018).
Research shows that peer-on-peer peer engagement practices can affect student outcomes
indirectly through various interactions, such as teachers' expectations, choices of instructional
methods, academic culture, and violent behaviors and techniques (Shao & Kang, 2022).
However, little research has examined the associations between school peers' non-academic
15

attributes and academic performance. This research is an essential gap in the literature because
findings suggest that school peers influence student attitudes, aspirations, and outcomes,
including behavior, academic performance, educational aspirations, and drug use (Bassey, 2020).
Peer influences impact a range of student attitudes. Strong evidence indicates that peers shape
adolescents’ prosocial and antisocial behaviors (Laursen & Veenstra, 2021). They may
contribute to student outcomes indirectly through various mechanisms, such as academic culture,
teachers' expectations, disciplinary climate, and choices of instructional practices (Palardy,
2019). Students' non-academic attributes, such as engagement, characteristics, and social and
emotional skills, are associated with various outcomes—including academic performance. The
relationships students cultivate with others are prominent in several of these areas. Positive
interpersonal relationships enhance individuals’ enthusiasm for learning (Mercer and Dörnyei,
2020), which benefits sustainable learning success and self-confidence. This section outlines a
literature review on peer composition effects at school. This literature review is general because
very little research has focused on peer non-academic attribute composition.
Over the past 40 years, a large body of research that intersects with education,
economics, psychology, and other social sciences has documented a range of non-academic
attributes that impact educational or life outcomes. This review focuses on three non-academic
qualities or skills that research suggests are most critical to academic performance at school:
engagement, social and emotional skills, and dispositions.
Engagement: Behavioral, Cognitive, and Emotional
Engagement at school is a multifaceted construction typically consisting of three major
components: behavioral, cognitive, and emotional engagement (Delfino, 2019).

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Behavioral engagement refers to student behavior and conduct at school related to compliance
with norms, adhering to school rules, and exhibiting problem behaviors (Olivier et al., 2020).
Cognitive engagement connects to efforts and strategies used to learn and develop
academic skills, particularly on diverse content and skills that are difficult to master (Pohl,
2020). Emotional engagement incorporates positive and negative reactions to teachers,
classmates, academics, and school. This behavior builds connections and influences a
willingness to do the work (Ljubin-Golub et al., 2018). Of the three forms of engagement,
emotional engagement is the weakest link with academic outcomes.
Dispositions
Research has linked student dispositions (e.g., self-efficacy, sense of belonging, hope,
and purpose) with academic performance. Self-efficacy is perhaps the most extensively studied
of these. It is associated with motivation, educational choices, and achievement. The sense of
belonging to which students feel acknowledged, valued, and supported in the school social
environment is associated with student grades (Allen, 2022). Hope or optimism about the future
is related to various other dispositions and educational outcomes (Krafft et al., 2021). It predicts
achievement even after controlling for other factors, such as intelligence, grades, and self-
esteem. A sense of purpose is related to a stable intention to accomplish something personally
meaningful and has perceived impacts beyond oneself (Berns-Zare, 2019). It is associated with
student achievement,
Social and Emotional Skills
Interpersonal or social skills include a variety of skills, many of which center around
communication or facilitate gainful collaboration. As indicated in this review, non-academic
skills tend to be interconnected.
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Peer Components Effects
The second literature review focuses on school peers influencing student attitudes,
aspirations, and outcomes, including behavior, academic performance, and educational
aspirations (Chen et al., 2023). Peer effects in a school environment affect students’ teaching.
Intelligent, hard-working students can affect their peers through knowledge spillovers and their
influence on academic and disciplinary standards in the classroom. Peer composition affects
numerous ways individual actions and views can be shaped by friends, acquaintances, and the
broader social environment (Pratschke & Abbiati, 2020). In the research literature, school
composition effects are conceptualized as individuals’ attitudes become increasingly influential
in making inferences about the attitudes of their peers (Seddig, 2019).
The associations between peer engagement and student outcomes are due to direct peer
interactions at school or indirect methods such as teacher and school practices that tend to be
attributed to peer design courses (Palardy, Rumberger 2019). Within the theoretical literature on
child and adolescent development, peer design creation at school can be considered a social or
environmental factor within Bronfenbrenner's (1979) ecological framework based on the
ecological systems theory’s most accepted explanation regarding the influence of social
environments on human development. The associations between peer composition and student
outcomes are based on peer interactions at school or indirect mechanisms such as teacher and
school practices that tend to be associated with specific peer composition measures (Palardy,
2020). Much is written about incorporating students’ interests into classroom instruction to drive
student motivation and deepen engagement (Odum et al., 2021). Peer composition may influence
various developmental outcomes. The literature on compositional effects focuses on theoretical
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and empirical work describing mechanisms through which school peer composition affects
individual results.
The two literature reviews provide a context of interest regarding the Capstone Project’s
learning approach, aimed to influence and encourage connectivity to real-world experience and
what interests them and peer composition effects that apply to peer involvement.
When academic studies make real-world connections to what students like to do, student
interest deepens, and they willingly spend time thinking, discussing, and imagining meaningfully
(Kang, 2021). This context of interest in both reviews benefits developing and implementing the
Capstone Project Healthy Relationship Education Modules that promote TDV prevention.
V. Conceptual Framework
Prevention requires identifying factors that influence violence. The conceptual
framework of choice is a four-level social-ecological model (individual, relationship,
community, and societal). It will provide an understanding of violent behavior and the effect of
potential prevention strategies. Stopping dating violence before it begins is the goal of dating
violence prevention. Urie Bronfenbrenner's Ecological Framework for Human Development uses
socioecological models to define human development. In his initial theory, Bronfenbrenner
proposed that the ecological system in which growth occurs understands human development.
Bronfenbrenner, a Russian-born American psychologist, is best known for using a contextual
framework to understand human development better. Broffenbrenner first suggested the
socioecological framework in the 1970s as an ecological systems theory and was later redefined
by McLeroy as a framework to promote health-related behavioral change (De Gree, 2022).
Aggression is complex and results from a combination of multiple influences on behavior.
19

Providing prevention strategies for individuals to relate to those around them will explain why
people experience violence.
Besides helping to clarify the complex interaction between individual, relationship,
community, and societal factors, the social-ecological framework provides an understanding of
the range of factors that protect teens from experiencing dating violence (Centers for Disease
Control and Prevention, 2021). Moreover, the overlapping elements illustrate their influence at
every level. See Figure 1.
The first level of the social-ecological framework, the individual, promotes attitudes,
beliefs, and behaviors that prevent violence. Specific approaches include conflict resolution and
life skills training, social-emotional learning, safe dating, and healthy relationship skill programs
(Centers for Disease Control and Prevention, 2021). Protective factors include personal
achievement, caring about school, and feeling safe and connected.
In the second level, factors associated with a person's closest social circle- friends,
partners, and family- influence behavior and impact their experience. Prevention strategies at this
level include parenting or family-focused prevention programs, mentoring, and peer programs
designed to strengthen parent-child communication and promote positive peer norms, problem-
solving skills, and healthy relationships (Centers for Disease Control and Prevention, 2021).
The third level focuses on factors that improve communities' social and physical
conditions by creating safe places where people work, live, learn, and play. For example, change
in communities with high incidents of violence (e.g., neighborhood poverty, residential
segregation, instability, high density of alcohol outlets) (Centers for Disease Control and
Prevention, 2021).
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The fourth level, societal, includes cultural and social norms that support a way to resolve
conflicts. Additional societal factors include the educational, health, economic, and social
policies that help maintain social and economic differences among societal groups. For example,
strategies presented at this level have factors that encourage societal norms that guard against
violence and strengthen education and employment opportunities, household financial security,
and other policies that affect the structural determinants of health (Centers for Disease Control
and Prevention, 2021).
VI. Project Description
The Capstone project's mission is to decrease the risk and occurrences of dating violence
among teens in high school by delivering healthy relationship information that helps students
understand the reasons for studying the subject matter and capitalizes on the student's natural
learning inclinations and problem-solving approaches that they use well beyond the classroom
and throughout their lives. The healthy relationship educational modules using applied
academics and active learning strategies are influenced by the beneficiaries and developed by
Charlotte community partners and CMS administrators. The immediate outcomes will allow
students to see both the theory and application of the subject manner. Teens will have an
increased knowledge of healthy relationships. Using the information learned will demonstrate
behavior changes that help youth develop skills to make intelligent relationship choices and
avoid risky behaviors. The decision-making and relationship-building skills learned through this
programming can also spill over into other relationships with parents, peers, and teachers. The
universal idea will show that educating high school students on identifying and maintaining
healthy relationships through eLearning content incorporating active learning strategies will
21

reinforce understanding healthy behaviors through methods commonly used and resonate with
teens.
The foundation for which the educational modules were created allows students to avoid
boring lectures and pointless tests and focus on real-world applications that will benefit them and
their lives. Students gain a level of understanding that superseded anything they retain from a
few chapters of text. Students will gain a previously-unrecognized interest in learning to do
(Author, 2020). Students develop hands-on skills and experiences that will be invaluable in high
school into adulthood.
The Theory of Change (ToC) demonstrates the steps taken to decrease the risk of future
dating violence among high school teens and illustrates how and why the desired change is likely
to happen. The ToC model (Figure 2) demonstrates critical elements and strategies that adopt
change for each transformation phase. The model represents a road map for change that
documents and describes the change experience for high school teens using educational modules
that focus on real-world situations.
Mapping out the program or change initiative (its activities or interventions) describes
how evolution leads to a culture of healthy relationships. The current situation that indicates
needed change is that TDV affects millions of young people in the U.S. and is a form of IPV. It
can be a precursor or risk factor for partner violence in adulthood if left unaddressed.
Healthy relationship education, using applied academics and active learning strategies,
modules effectively improves adolescent populations' knowledge, attitudes, and behaviors. The
efficacy of the module content increases knowledge about dating violence, changing attitudes,
increasing bystander behaviors, and reducing incidents of dating violence perpetration and
victimization.
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Educating teens on stopping teen dating violence before it begins during an individual's
preteen and teen years, young people should be taught the skills to form positive, healthy
relationships with others. The healthy relationship educational modules, using applied
academics, effectively advocate healthy relationships and prevent behaviors of dating violence
among teens that can last into adulthood. TDV prevention methods that have been scientifically
investigated use a group format. TDV prevention programs focus on attitudes about violence,
gender stereotyping, conflict management, and problem-solving skills. The curriculum often
includes activities to increase awareness and dispel myths about violence in relationships
(Prevention Programs | Youth.gov, 2019).
The resources needed to test and implement the Capstone project are collaboratively
developed with the stakeholder workgroup of representatives from Community Partners,
nonprofit agencies, CMS, UNC Charlotte Title IX Administration, and student advocates.
Measuring a student's understanding of the topic of each educational module is based on
attitude and belief assessment of teens' perception of healthy or unhealthy behaviors that
demonstrate varying conditions of healthy relationships, cyberbullying prevention, and bystander
prevention. Assessment takes place before and after completing the educational modules.
Respondents select the best choice to describe their ideas or experiences.
The Capstone project's educational module proposed solution to preventing dating
violence is based on learning the theoretical knowledge that supports practical applications. The
tasks aligned with the logic model and the theory of change prioritize engagement and
authenticity. Education is implemented along a continuum through inquiry, projects, and
projects. Output activities in the logic model involve collecting data to create community TDV
23

prevention programs that bring awareness and educate peers on healthy relationships and the
warning signs of abuse.
The prototype is an educational module that uses applied academics. Healthy
Relationships, Healthy Digital Relationships, and Bystander Prevention are educational modules
that use practical application and theory so that behaviors are responses to real-world situations.
The Healthy Relationship Education module teaches teens the characteristics of healthy and
unhealthy relationships (see Figure 4a). The Healthy Digital Relationship education module
teaches students the different forms of bullying, its consequences, and how to be safe online (see
Figure 4b). The Bystander Prevention Education module teaches teens how and when to help in
difficult situations safely, early, and effectively (see Figure 4c). The educational modules are
hosted on the Gameplan platform. Students can access the content with their P.C.s, laptops,
tablets, iPads, or mobile devices.
The proposed Capstone Project solution addresses AASWSW's Grand Challenge to Build
Healthy Relationships to End Violence by implementing healthy relationship educational
modules using applied academics to high school students through an eLearning delivery
platform. Learning that integrates technology, information, and communication technologies into
traditional classroom teaching allows students to learn anytime, anywhere. Besides conventional
teaching methods, an interactive form of learning makes learning engaging for students (Lynch,
2022).
A student's likelihood of success is defined based on the student's demonstration of
applying what they've learned in a subject area to newly encountered situations in another.
Students realize how their classwork relates to real life based on "informal learning." Knowing
that happens outside of formal requirements for school is driven by student interests. It occurs in
24

everyday life (WHAT IS PLACE-BASED EDUCATION and WHY DOES IT MATTER?
GETTING SMART in Partnership with EduInnovation & Teton Science Schools, n.d.). Students
gain indispensable knowledge, skills, and beliefs, including proficiency in core academic
content, critical thinking and problem-solving, collaboration, effective communication, self-
directed learning, and an academic mindset.
Solution Landscape
School-based prevention programs can reach many students before or after school hours.
However, a culture shift can occur for students in a school-based program. Several programs are
illustrated for their effectiveness in preventing or reducing teen dating violence and other related
outcomes. For example, Safe Dates, a program for middle and high school students to avoid
dating violence, focused on changing adolescent norms on dating violence and gender roles,
improving relationship resolution skills, promoting the need to seek help and awareness of
community resources for dating violence, encourage help-seeking by victims and perpetrators,
and develop peer help-giving skills.
One Love Foundation teaches young people about healthy and unhealthy relationships
while empowering them to know and prevent abuse and learn how to love better (One Love
Foundation, 2017). One Love Foundation engages teens through interactive learning, peer-to-
peer discussions, relationship-invoking films, and activities with life-altering conversations about
healthy and unhealthy relationships.
Real Talk Dating Abuse Prevention program is a dating abuse intervention for youth ages
15-19, which uses motivational interviewing to change self-reported dating abuse perpetration
(Real Talk - a Resource Guide for Educating Teens on Healthy Relationships | OVC, 2012).
25

Material for Real Talk includes a facilitator's guide on TDV with healthy relationships awareness
activity ideas for schools and communities.
School-based prevention dating violence programs for high school students impact teen
dating violence knowledge and attitudes. The Capstone Project Healthy Relationship Educational
Modules will allow students to learn based on an educational style of learning that resonates with
them and real-world experiences. This form of education will enable students to understand the
importance of addressing dating violence before it affects individuals in a relationship.
VII. Methodology
The Capstone project presented will implement a human-centered approach using design
thinking principles. Human-centered design is an innovative problem-solving process that
consists of three phases: inspiration, ideation, and implementation. See Figure 3. The inspiration
phase puts teens at the center of the work, inspires and empowers young people with the
opportunity to have their voices heard, and supports how they receive information and help
change the culture. In addition, teens and community partners will be inspired to create access to
education that cultivates healthy creative behaviors, social consciousness, and a shift in beliefs
and former ideologies.
The Ideation phase provides opportunities for designing and prototyping the information
students will learn. It focuses on motivating and challenging students to connect what they learn
in the world to their experience and what interests them. The educational modules make the
academic content relevant, participatory, and concrete. Students will absorb the information
learned and apply it in their lives. Finally, when the outcomes demonstrate their effectiveness in
the Implementation phase, school districts will be interested in implementing the educational
modules throughout the District based on grade level and a continuum of learning. The program's
26

success will require continuous updates on the process (IDEO, 2019). Focus on the student
means focusing on the learner and the need for a healthy culture rather than the structured
analysis of the curriculum content — though both are necessary (Positive Behavior Strategies:
An Approach for Engaging and Motivating Students, 2021). Establishing a framework for
continuous learning is essential for youth and adults to stay relevant and thrive in these
exponential times (Tschepe, 2018).
The research will provide insight into the contributing factors that aid in prevention
strategies that help decrease the risk of future dating violence among high school teens ages 15-
18. Students will look to their environment to guide their understanding of the structural
approach to power and powerlessness. High School students engaging in the Capstone project of
focus will learn healthy relationship behaviors and the warning signs of abuse through applied
academics.
CMS High School students will complete educational modules, healthy relationships,
digital relationships, and bystander intervention, starting in ninth-grade homeroom classes during
the first 90 days of school, alongside the current Title IX training required for all high school
students as directed by the CMS Board of Directors. The modules are hosted on the Gameplan
delivery platform that can be downloaded to a student's phone or school-provided technical
device (e.g., Chromebook, iPad, etc.). Teachers will access the results of the student's progress
and or a generated report provided by Gameplan administrators before the end of each academic
quarter. In addition, student progress will encompass the progress alongside Title IX training
outcomes.
Patterns of social interaction learned throughout life may predict future violent behavior
in intimate relationships. Community partners, nonprofit agencies, and student advocates will
27

assist with the creation of educational modules and active learning strategies. For example,
partners will include CMS Athletic Executive Director Ericia Turner, Associate Professor of
Social Work at Johnson C. Smith University, Stephanie McKinney, Title IX District Director,
Title lX Administrator of CMS, and Dr. Annelise Mennicke, Associate Professor, UNC Charlotte
School of Social Work – Health and Human Services. Student advocates would include Social
Worker Interns from Mecklenburg County Community Support Services Prevention and
Intervention Program, Ivie Teem, and the UNC Charlotte Women Studies Program Interns,
Blake Burnham and Trent Hayes.
Project Outcomes
The planned outcomes anticipated from high school teens receiving and engaging in
healthy relationship education modules will decrease the risk of future dating violence among
high school teens. Teens will identify abusive behaviors, manage conflict, and engage in
respectful relationships. The Capstone project violence prevention strategy allows learning to
occur through theory, correlating the ideology learned with real-world experience and then using
the knowledge acquired to solve problems. Studies have shown that students who learn
theoretical principles, methods, and skills in isolation without practice do not transfer these skills
and knowledge to real-life situations. Although "learning to know" and "learning to do, will
assist with building skills for healthy relationships among teen dating partners. The interactive
and engaging information strategy for the educational modules takes the theoretical knowledge
learned and supports the practical application that encourages healthy behavior skills while
building self-esteem to recognize abusive behaviors and reject abusive partners.
The healthy relationships education modules implementation during the Title IX training
for high school students, beginning the fall 2023-2024 school year, was communicated to
28

Charlotte and surrounding communities in the Charlotte Observer Newspaper on June 19, 2023
(Della Costa, 2023). CMS Title IX Administrator Mary Webb told the Charlotte Observer
Newspaper they were "boosting Title IX training" for high school students with supplemental
curriculum and modules. CMS asks parents to review the supplemental curriculum and provide
feedback by June 30, 2023. High school students will engage in additional training that includes
healthy relationship educational modules starting Fall 2023-2024 during the Title IX Training
during the first 90 days of the school year.
VIII. Implementation Plan
In partnership with CMS’ district athletic department, local student-athletes were
encouraged by coaches to complete all three healthy relationship modules by accessing a QR
code (Figure 5) that would capture their information to monitor their activity and results. A
sampling of 258 high school student-athletes, grades 9
th
– 12
th
, were administered a pre and
posttest before and after learning the design and measures of relationship knowledge and
attitudes to evaluate a relationship. Student-athletes could complete the educational modules
during practice or on their own. A comparison of students’ pretest and posttest scores showed
slight gains in knowledge about relationships (see Exhibit 3).
The Capstone's Healthy Relationship Educational Modules project will be implemented
in the first ninety days of the CMS school year. Marketing of the Educational Modules will begin
in June 2023, starting with the community. Various news outlets will describe the purpose of
adding additional learning opportunities and associated goals (see Exhibit 4). Parents of CMS
students will receive an email with information on the learning objectives and the option for
parents to opt out of their child's participation. Students will be informed of the educational
29

modules via social media campaigns and informational posters in school bathrooms and high-
traffic areas in the school’s building (see Exhibit 5).
CMS is the second-largest school district in North Carolina, located in Charlotte, North
Carolina, with over 147,000 students. Charlotte's school district is the seventeenth-largest school
district in the nation. In addition, CMS provides academic instruction to more than 140,406
students, grades kindergarten through 12th grade, in 180 schools.
(https://www.wfae.org/people/ann-doss-helms, 2021). For the 2022 school year, 35 public high
schools serve 44,780 students in the Charlotte-Mecklenburg School District. Enrollment of
minority students is 72% of the student body (majority Black), more than the North Carolina
public high school average of 51% (majority Black) (https://www.wfae.org/people/ann-doss-
helms, 2021). In CMS, nearly 20% of students live in poverty, and 70+ schools are classified as
high-poverty and high-minority. Multiple studies confirm the significant impact that poverty and
trauma can have on learning.
The average annual household income in CMS is $100,062, while the median is $72,986
annually. Residents aged 25 to 44 earn $80,007, while those between 45 and 64 have a median
wage of $78,201. People younger than 25 and those over 65 make less, at $41,138 and $51,746,
respectively (Sechopoulos, 2022).
Healthy Relationship Educational Modules will be promoted before the start of the school
year via social media and be implemented and executed within Charlotte Mecklenburg School
(CMS) District starting in ninth-grade homeroom classes during the first 90 days of the school
year, alongside the current Title IX training required for all high school students as directed by
the CMS Board of Directors. In addition, CMS is a Title IX-funded school that must implement
in-service programs that educate all district employees and students on district policies and
30

regulations that respond to sex discrimination and sexual harassment and protect young people
from all forms of gender discrimination. Results of a student's progress are accessed by teachers
and or by a generated report forwarded by Gameplan before the end of each academic quarter.
The student's progress will be included in Title IX training.
Financial Plan Summary
At the summary level, the Healthy Relationships Module Capstone Project operating
expenses will cost an estimated $47,935.99 in the first year of implementation. Coca-Cola
Consolidated funds all costs associated with developing and implementing the educational
modules through a $150,000 grant starting in the 2023-2024 calendar year.
CMS High School Students will be administered the Healthy Relationship Educational
Modules starting the first 90 days of the school year, alongside the current Title IX training in
ninth-grade homeroom. The first year of operation will be from January 2023 to December 2023.
Expenses for the expansion start-up year total an estimated $78,935.99. The cost associated with
Teens for Courage and Healthy Educational Module Programming includes hiring a part-time
staff member, healthy relationship educational modules, Teens for Courage Summit annual event
costs, and marketing and awareness efforts. The Teens for Courage Healthy Relationship Module
programming budget is detailed in Exhibit 6 in the appendices.
Since the pandemic, many CMS high schools have continued to offer online access to
school work, allowing the ability to stay connected with students and fellow educators. For
example, the healthy relationships curriculum modules have an interactive online portal. On the
portal, teachers can remain in contact with their students to seek additional support or ask
questions anonymously.

31

Methods for Assessment
Over sixty-five percent of students are visual learners, especially those with varying
needs (Rudnicka, 2022). Most online courses use videos, infographics, presentations, etc., as the
primary learning format. Students will retain much of their visual learning to memory, allowing
for the retention of information. Visuals lock the message deep in the learner’s memory. Visuals
enable the learner to pull up and review the message (Ware, 2020). The educational modules are
equipped with tools and quizzes to assess student progress. Tools to collect data and test
understanding will teach students to recognize unhealthy or abusive relationship signs and
encourage healthy behavior skills. Outcomes will create protective factors supporting healthy
and positive youth development. Teens will learn to disagree in respectful and healthy ways.
Teens will have the skills to openly discuss and agree on the type of activity they participate in.
Teens connect new information and experiences to their prior knowledge and experiences taught
by applied academics, allowing them to build or construct new knowledge and understandings.
Challenges
Challenges relevant to the study's population include an 18% increase in domestic
violence calls to the Charlotte Mecklenburg Police Department compared to March 2019 (Foard,
2020). On July 21, 2021, the Charlotte Mecklenburg police department reported that Sexual
assault cases involving victims under 18 were up 93% from last year in the Charlotte Community
(Norcross & Harris, 2021). With a surge in violence and a call to action for police reform and
racial justice, one may question the success of a program focusing on healthy relationship
education that impacts TDV.
Healthy Relationship Educational Modules teach learners they are accountable and
challenged to learn information about activities and events in society. However, concerns around
32

this form of learning raise ethical issues that may cause (a) inadequate (informed) student choice,
(b) bias in what is covered, (c) lack of adequate debriefing, (d) personal exposure in class and
community, (e) issues of deception, (f) role behavior being personalized (by self and others), (g)
the negative impact of feedback (planned or spontaneous), and (h) the degree of "boundedness"
of experiential activities These problems are not inevitable, but with instructor awareness can be
lessened (Bradford, 2018). To minimize individuals' ethical concerns, students can review the
educational topics to determine the amount of participation they want to be involved in.
The educational modules will create a shift of perspective that places every learner at its
center, structures the system to build appropriate supports around them, and acknowledges the
need to adapt and alter to meet the needs of all learners. Content development and
implementation included an array of learner perspectives, beliefs, thoughts, and ideologies.
Community partners, experts, and student input helped create educational modules teens use.
High levels of school support enhance the development of a supportive group process and
attitudinal and behavioral changes among participants.
Ethical Consideration and Applying Design Justice Principles
Information and interactive activities are assessed annually to ensure that information is
inclusive and speaks to all students' real-world experiences, not to exclude or form barriers for
learners. Students who do not have access to technology are provided with a technical device
(e.g., Chromebook, iPad, MiFi, etc.) to access the modules. Enlisting teen partners at
participating high schools offers peer influences of support, including direct interactions, which
may contribute to student outcomes indirectly. Peer support consists of peer tutoring, facilitation
of various engagement and awareness campaigns, and mentorship, which eliminates barriers for
marginalized students and helps to create paths for additional students with a broader range of
33

obstacles. However, accommodations alone are not enough to achieve inclusion. Meeting
students where they are based on their feedback creates pathways that help and support many
learners, not just those who need or want accommodations (Collier, 2020).
Investing in prevention now results in better outcomes and cost savings later.
IX. Conclusion and Implications
Healthy Relationship educational modules using applied academics are learning that
applies an educational process where students learn by connecting the application of skills and
theories. This innovative approach helps students connect what they learn with real-world
experiences that prepare them for adulthood.
An individual's beliefs, values, interests, and identities play an integral role in inferences
shaping a learner's experiences at home and in their communities. Paying attention to the cultural
nature of learning is critical to the quality of every learner's educational background (National
Academies, 2018).
Learning by doing is when students are engaged in solving real-world problems that are
relevant to what’s going on in society. Developing solutions to relevant issues is a measure of
success when this form of education occurs outside the classroom. When students understand the
impact of the topic of focus and its adverse effects on their community, students themselves are
affected by members of that same community, and learning acquires a depth inhibited by the
limitations of textbooks and study guides (Author, 2020). The Capstone Project’s impact on the
ecosystem is to encourage students to love learning by using real-life experiences that connect
them with the community and empower them to find healthy, positive solutions to relevant
problems.
34

Implications of unqualified instructors teaching the educational modules via applied
learning methods can lead to unprecedented disruption in students' academic performance,
persistent and critical low self-esteem, and decreased motivation for self-development.
Implementing practices that help teachers educate individual learning styles, address adversity,
and support resilience can enable students to find positive pathways to adulthood. This integrated
approach supports the whole student in schools and classrooms that function coherently and
consistently to build strong relationships and learning communities; support social, emotional,
and cognitive development; and provide a system of support as needed for healthy growth,
productive relationships, and academic progress (Darling-Hammond et al., 2020).
The CMS District impact report will communicate the Capstone Project's outcomes
yearly. The information will include student progress and achievements that acknowledge
positive shifts in behavior. Student engagement activities promoting national and local
relationship observances, such as Domestic Violence Awareness Month, Teen Dating Violence
Awareness and Prevention Month, Sexual Assault Awareness Month, etc., will be shared at the
local and district levels via public service announcements (PSA) and various social media and
print news outlets. These activities bring awareness to important aspects of healthy relationship
education and the warning signs of abuse.
Healthy Relationship Educational Modules create learning opportunities that encourage
and challenge students to connect what they learn in the real world and what interests them as
they learn about healthy relationships and the warning signs of abuse.

35

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43

Appendices

Figure 1. Four-level Social-Ecological Model

THE SOCIAL ECOLOGICAL MODEL
Level Influences Strategy Activities

Individual

Factors that
increase risky
behaviors such as
alcohol/drug use,
negative
attitudes/beliefs
that support sexual
violence

Promote attitudes,
beliefs, and
behaviors that
support respect
and non-violence.
Teens engage in
curriculum and
active learning
activities that
promote healthy
relationships and
encourage
individuals to
challenge violence,
thoughts of self-
doubt, control
anger, etc.

Relationship

Relationships with
peers and dating
partners can
influence the risk
of sexual violence.
Promote healthy
relationship
behaviors that
create and
maintain healthy
relationships,
including managing
feelings and
Peer or bystander
activities give
teens tools to
reject or intervene
when they witness
behaviors that
support violence,
threatening
behavior,
44

communicating
healthily.
harassment, or
abusive/violent
acts.

Community

Factors that
increase the risk of
cultural norms
include individual
relationships with
schools and
neighborhoods.

Promote a culture
challenging
unhealthy
processes or
policies—
especially for those
who have suffered
or witnessed
violence at home
or in their
neighborhoods.
Promote
boundaries,
consent, and safe
practices in dating
relationships.

Societal

Significant macro-
level factors
influence sexual
violence, such as
religious or
cultural beliefs
and societal
norms, that cause
delays in support
to obtain service.

Promote social
norms and policies
that support the
difference in
ideologies, rights,
and healthy
relationships.
Increase funding
for prevention
activities in
schools, for
example, creating
a program that
provides reasons
to promote
prevention efforts.
(CDC, 2022)

45

Figure 2. Methodological Framework
Human Center Design

(What Is Human-Centered Design | Userpeek.com, 2020)

46

Exhibit 1. Design Criteria

Norm:
Unhealthy dating relationship behaviors among high school students aged 15-18 in
Charlotte Mecklenburg Schools may increase the risk of future dating violence.
CRITERIA WIDER OPPORTUNITY SPACE
MUST ● Access to P.C.s, laptops, tablets,
iPads, and mobile devices
● Vital I.T. infrastructure and the
deployment of Gameplan
delivery platform
● Access educational modules
● Access student progress (e.g.,
scores, time spent, attempts,
common mistakes, ask for
student opinions, discuss ideas,
and answer student questions,
etc.) in real-time,
●
● Learners can take courses or watch
video tutorials wherever they are
● Interactive lessons and simulations
help entice learners, maintain
attention to the topic, and make
learning an enjoyable experience
● Teachers/instructors will update
access to all class subjects to access
student progress in real-time
● CMS technology department create a
delivery platform to eliminate or
decrease cost from a third party
(Gameplan)
COULD ● Reproduce educational modules
for other academic areas of
focus
● Students decide on the pace or
sequence of their learning and the
47

● Revise/update educational
module materials as needed
● Unstable/low connectivity
● Students may not be tech-savvy,
reluctant to adapt to eLearning
technologies, or technically
ready to participate in webinars
or download recordings.
● Keep the human touch of face-
to-face learning while also
enjoying the flexibility of online
learning.
● Lack of physical proximity may
result in a loss of context and
classroom instruction nuance.
material they cover at any given
time.
● Have a fundamental understanding
of technology – practice, and
planning.
● Spend time on a subject matter
outside of class.
● Provide module training to cover
access to learning content, take
assessments, and communicate with
teachers/instructors.
● Teachers/instructors try to hold
everyone’s attention In a virtual
setting.
SHOULD ● Be aware of technical issues like
security, network, and
bandwidth glitches.
● Content is designed to be task-
oriented and bite-sized so that
learners can learn based on their
level of engagement.
● Find tech support from software
providers.
● Students help teachers create module
content to include interactive
situations.
● Students collaborate with peer
learners outside of class, school, or
48

● Blend student learning styles
and needs. Good fit for various
learners
●

community via social media to post
thoughts and videos.
● P.C.s, laptops, tablets, and mobile
devices are going to evolve. Devices
will become capable of facilitating
the most cutting-edge app
experiences.

WON’T ● Can’t guarantee signal strength
and stability of the connection to
access modules
● I can’t immediately contact
teachers/ instructors and receive
quick feedback.
● Obtain resources and tools to assure
connectivity (including portable Mifi
device).
● Include teacher/instructor real-time
notification to answer questions.

(Der Pluijm, 2017)

49

Figure 3. Theory of Change

(Annie E. Casey Foundation, 2022)

50

Exhibit 2. Logic Model

(Ontario Mentoring Coalition, 2023)

51

Figure 4a. Capstone prototype educational modules on the Gameplan eLearning delivery
platform – Healthy Relationships

https://360.articulate.com/review/content/a7b52b19-5a60-4fa5-aab8-
f38b9639af6f/review

52

Figure 4b. Capstone prototype educational modules on the Gameplan eLearning delivery
platform – Healthy Digital Relationships

https://360.articulate.com/review/content/96b51ca1-8ed6-4737-a5af-
f8f3d15b35fc/review

53

Figure 4c. Capstone prototype educational modules on the Gameplan eLearning delivery
platform – Bystander Intervention

https://360.articulate.com/review/content/6cd8da3c-3c27-437b-a6e4-
b58263e6e49d/review

54

Figure 5. QR Code provided to CMS high school students to access Healthy Relationship
Educational Modules on the Gameplan Platform

55

Exhibit 3. Healthy Relationship Educational Modules Completed

School Full Name Email_Id Grade_Level Sport1 Gender Course_Title Course Status (group) Completed_Date
David W. Butler High School AddieSchell 1226addie@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 17:21
David W. Butler High School AddieSchell 1226addie@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 17:10
David W. Butler High School AddieSchell 1226addie@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:50
David W. Butler High School AlexandraPascarella alexpasc0804@icloud.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:43
David W. Butler High School AlexandraPascarella alexpasc0804@icloud.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:39
David W. Butler High School AlexandraPascarella alexpasc0804@icloud.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:30
David W. Butler High School AlexWright Alexjwright04@gmail.com Freshman Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:43
David W. Butler High School AlexWright Alexjwright04@gmail.com Freshman Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:40
David W. Butler High School AlexWright Alexjwright04@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:30
David W. Butler High School AllieGrogan allie.grogan05@gmail.com Senior Lacrosse - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/19/2023 16:20
David W. Butler High School AniyahWallace niyahjai.707@gmail.com Junior Cheer & Spirit Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 11:07
David W. Butler High School AshleighLambert ashleigh0518@icloud.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:33
David W. Butler High School AshleighLambert ashleigh0518@icloud.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:30
David W. Butler High School AshleighLambert ashleigh0518@icloud.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:28
David W. Butler High School AshleyTate ashley.tate1204@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:43
David W. Butler High School AshleyTate ashley.tate1204@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:37
David W. Butler High School AshleyTate ashley.tate1204@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:30
David W. Butler High School BenPfaller benp59163@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:33
David W. Butler High School BenPfaller benp59163@gmail.com Freshman Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:23
David W. Butler High School BenPfaller benp59163@gmail.com Freshman Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:18
David W. Butler High School BrycenChandler ninjabry613@gmail.com Freshman Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 3/1/2023 20:04
David W. Butler High School BrycenChandler ninjabry613@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/22/2023 17:52
David W. Butler High School CamilaUriarte Camieu07@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 16:31
David W. Butler High School chloeross sisterchlo7@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 19:34
David W. Butler High School chloeross sisterchlo7@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 19:31
David W. Butler High School chloeross sisterchlo7@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 19:27
David W. Butler High School EbonyJones Ebony082006@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:38
David W. Butler High School EbonyJones Ebony082006@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:33
David W. Butler High School EbonyJones Ebony082006@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:29
David W. Butler High School GracieClemmer graciemclemmer@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:49
David W. Butler High School GracieClemmer graciemclemmer@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:44
David W. Butler High School GracieClemmer graciemclemmer@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:34
David W. Butler High School IzabelleMendez Izzymendez13@icloud.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:45
David W. Butler High School IzabelleMendez Izzymendez13@icloud.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:41
David W. Butler High School IzabelleMendez Izzymendez13@icloud.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:34
David W. Butler High School JackMoran jpmoran03@gmail.com Freshman Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:44
David W. Butler High School JackMoran jpmoran03@gmail.com Freshman Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:39
David W. Butler High School JackMoran jpmoran03@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:33
David W. Butler High School JessicaRalda jessicaralda.jr@yahoo.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 3/1/2023 19:12
David W. Butler High School JessicaRalda jessicaralda.jr@yahoo.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 3/1/2023 19:09
David W. Butler High School JessicaRalda jessicaralda.jr@yahoo.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 3/1/2023 19:06
David W. Butler High School JohnathanBurch Burchjohnathan226@gmail.com Freshman Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:45
David W. Butler High School JohnathanBurch Burchjohnathan226@gmail.com Freshman Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:40
David W. Butler High School JohnathanBurch Burchjohnathan226@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:31
David W. Butler High School KaitlynSemm Kaitlynsemm@icloud.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:45
David W. Butler High School KaitlynSemm Kaitlynsemm@icloud.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:39
David W. Butler High School KaitlynSemm Kaitlynsemm@icloud.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:33
David W. Butler High School KarolinaTaylor karolinahtaylor@icloud.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:50
David W. Butler High School KarolinaTaylor karolinahtaylor@icloud.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:45
David W. Butler High School KarolinaTaylor karolinahtaylor@icloud.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:35
David W. Butler High School KatieMcManus Katherinerose.mcmanus@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 17:03
David W. Butler High School KatieMcManus Katherinerose.mcmanus@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:58
David W. Butler High School KatieMcManus Katherinerose.mcmanus@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:52
David W. Butler High School KelleyRobinson kelleybelly111@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 3/1/2023 20:23
David W. Butler High School KelleyRobinson kelleybelly111@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 3/1/2023 20:02
David W. Butler High School KelleyRobinson kelleybelly111@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 3/1/2023 19:08
David W. Butler High School KennedyDraper 123itsmekennedy@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 3/1/2023 19:52
David W. Butler High School KennedyDraper 123itsmekennedy@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 3/1/2023 19:41
David W. Butler High School KennedyDraper 123itsmekennedy@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 3/1/2023 19:13
David W. Butler High School KylieSingleton kyliersingleton1221@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:54
David W. Butler High School KylieSingleton kyliersingleton1221@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:49
David W. Butler High School KylieSingleton kyliersingleton1221@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:42
David W. Butler High School LillianJohnson lilliliza05@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/25/2023 18:56
David W. Butler High School LillianJohnson lilliliza05@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 3/3/2023 12:17
David W. Butler High School MadelynDrulard maddrulard@icloud.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:34
David W. Butler High School MadelynDrulard maddrulard@icloud.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:31
David W. Butler High School MadelynDrulard maddrulard@icloud.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:28
David W. Butler High School MatthewPhillips mattmattphillips2002@gmail.com Freshman Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:40
David W. Butler High School MatthewPhillips mattmattphillips2002@gmail.com Freshman Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:36
David W. Butler High School MatthewPhillips mattmattphillips2002@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:28
David W. Butler High School MckenzieTaylor mckenzietaylor190825@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 5/4/2023 1:19
David W. Butler High School MckenzieTaylor mckenzietaylor190825@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 5/3/2023 13:11
David W. Butler High School MckenzieTaylor mckenzietaylor190825@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 5/3/2023 13:03
David W. Butler High School MckenzieTaylor mckenzietaylor190825@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/28/2023 19:58
David W. Butler High School MckenzieTaylor mckenzietaylor190825@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/28/2023 19:48
David W. Butler High School MckenzieTaylor mckenzietaylor190825@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/28/2023 14:46
David W. Butler High School NicoleTan nicole22tan22@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 3/3/2023 23:45
David W. Butler High School NicoleTan nicole22tan22@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 3/3/2023 23:41
David W. Butler High School NicoleTan nicole22tan22@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 3/3/2023 23:37
David W. Butler High School NoahSwett Noah.b.swett@gmail.com Freshman Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 3/6/2023 19:27
David W. Butler High School NoahSwett Noah.b.swett@gmail.com Freshman Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 3/6/2023 17:32
David W. Butler High School NoahSwett Noah.b.swett@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 3/6/2023 17:19
David W. Butler High School NylahThurmond Nylahthurmond@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 3/3/2023 21:45
David W. Butler High School NylahThurmond Nylahthurmond@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 3/3/2023 21:41
David W. Butler High School NylahThurmond Nylahthurmond@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 3/3/2023 21:38
David W. Butler High School PhoebeEdwards phoebeedwards29@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:49
David W. Butler High School PhoebeEdwards phoebeedwards29@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:44
David W. Butler High School PhoebeEdwards phoebeedwards29@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:34
David W. Butler High School rileycreech rileycreech05@gmail.com Freshman Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:33
56

Exhibit 3. Healthy Relationship Educational Modules Completed (continued)

David W. Butler High School rileycreech rileycreech05@gmail.com Freshman Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:31
David W. Butler High School rileycreech rileycreech05@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:28
David W. Butler High School SarahSimpson Sesarah070@gmail.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:39
David W. Butler High School SarahSimpson Sesarah070@gmail.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:35
David W. Butler High School SarahSimpson Sesarah070@gmail.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 16:28
David W. Butler High School VictoriaAmaechi vicckkyamaechi@icloud.com Freshman Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 2/21/2023 22:36
David W. Butler High School VictoriaAmaechi vicckkyamaechi@icloud.com Freshman Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 22:31
David W. Butler High School VictoriaAmaechi vicckkyamaechi@icloud.com Freshman Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/21/2023 22:21
East Mecklenburg High School ameliadelaney 7amelia.ad@gmail.com Sophomore Volleyball - WomenFemale Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 23:17
East Mecklenburg High School ameliadelaney 7amelia.ad@gmail.com Sophomore Volleyball - WomenFemale Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 20:59
East Mecklenburg High School ameliadelaney 7amelia.ad@gmail.com Sophomore Volleyball - WomenFemale Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 18:10
East Mecklenburg High School AnnaRuzga annaruzga@gmail.com Freshman Soccer - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:16
East Mecklenburg High School AnnaRuzga annaruzga@gmail.com Freshman Soccer - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 17:35
East Mecklenburg High School CaitlinFowler tanksmydog56@gmail.com Freshman Volleyball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/28/2023 18:12
East Mecklenburg High School CaitlinFowler tanksmydog56@gmail.com Freshman Volleyball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/28/2023 18:02
East Mecklenburg High School CaitlinFowler tanksmydog56@gmail.com Freshman Volleyball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/28/2023 17:59
East Mecklenburg High School EahnnaWoodson eahnna3@gmail.com Freshman Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:42
East Mecklenburg High School EahnnaWoodson eahnna3@gmail.com Freshman Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:33
East Mecklenburg High School EahnnaWoodson eahnna3@gmail.com Freshman Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:25
East Mecklenburg High School ellazimmerman ellakzimmerman@gmail.com Senior Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 18:04
East Mecklenburg High School ellazimmerman ellakzimmerman@gmail.com Senior Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 17:55
East Mecklenburg High School ellazimmerman ellakzimmerman@gmail.com Senior Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 17:49
East Mecklenburg High School GabbyKirwan gabbykirwan@gmail.com Junior Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:27
East Mecklenburg High School GabbyKirwan gabbykirwan@gmail.com Junior Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:17
East Mecklenburg High School GabbyKirwan gabbykirwan@gmail.com Junior Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:03
East Mecklenburg High School GenevaGervais genevaggervais@gamil.com Freshman Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 3:06
East Mecklenburg High School GenevaGervais genevaggervais@gamil.com Freshman Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 2:56
East Mecklenburg High School GenevaGervais genevaggervais@gamil.com Freshman Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 18:11
East Mecklenburg High School KatherineDodrill kjdodrill@icloud.com Freshman Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:15
East Mecklenburg High School KatherineDodrill kjdodrill@icloud.com Freshman Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 23:45
East Mecklenburg High School KatherineDodrill kjdodrill@icloud.com Freshman Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 23:39
East Mecklenburg High School KatieDrogaris katiedrogaris@gmail.com Junior Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:54
East Mecklenburg High School KatieDrogaris katiedrogaris@gmail.com Junior Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:46
East Mecklenburg High School KatieDrogaris katiedrogaris@gmail.com Junior Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:40
East Mecklenburg High School KelseyDiggs kelseykm8805@gmail.com Senior Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 22:53
East Mecklenburg High School KelseyDiggs kelseykm8805@gmail.com Senior Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 22:38
East Mecklenburg High School KelseyDiggs kelseykm8805@gmail.com Senior Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 22:10
East Mecklenburg High School OyukyLozada Alanis laoyuky938@gmail.com Sophomore Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:17
East Mecklenburg High School OyukyLozada Alanis laoyuky938@gmail.com Sophomore Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 0:05
East Mecklenburg High School OyukyLozada Alanis laoyuky938@gmail.com Sophomore Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 23:40
East Mecklenburg High School SalemLotharp salemlotharp1218@gmail.com Sophomore Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 23:29
East Mecklenburg High School SalemLotharp salemlotharp1218@gmail.com Sophomore Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 23:24
East Mecklenburg High School SalemLotharp salemlotharp1218@gmail.com Sophomore Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 23:17
East Mecklenburg High School TayloreHouston tayloreoliviaa@gmail.com Senior Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:38
East Mecklenburg High School TayloreHouston tayloreoliviaa@gmail.com Senior Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:29
East Mecklenburg High School TayloreHouston tayloreoliviaa@gmail.com Senior Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:26
East Mecklenburg High School ZaniahField niahshay811@icloud.com Junior Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:16
East Mecklenburg High School ZaniahField niahshay811@icloud.com Junior Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 1:05
East Mecklenburg High School ZaniahField niahshay811@icloud.com Junior Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 23:38
East Mecklenburg High School ZyaDunlap 12495470@student.cms.k12.nc.us Freshman Softball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 12:03
East Mecklenburg High School ZyaDunlap 12495470@student.cms.k12.nc.us Freshman Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:54
East Mecklenburg High School ZyaDunlap 12495470@student.cms.k12.nc.us Freshman Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:49
Hopewell High School BlakeMcDowell mcdowellblake88@icloud.com Senior Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 18:30
Hopewell High School JordonBrooks jmbrooks921@icloud.com Senior Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 18:28
Hopewell High School KeniyaRingwall keniyaringwall@gmail.com Freshman Volleyball - WomenFemale Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 3:35
Hopewell High School KeniyaRingwall keniyaringwall@gmail.com Freshman Volleyball - WomenFemale Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 3:25
Hopewell High School KeniyaRingwall keniyaringwall@gmail.com Freshman Volleyball - WomenFemale Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 20:45
Julius L. Chambers High School AdrianGonzalez-Garcia adriangon13@icloud.com Junior Soccer - Men Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 5/11/2023 3:10
Julius L. Chambers High School DerekReynolds dkreynoldsss20@gmail.com Junior Football Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/28/2023 10:45
Julius L. Chambers High School ErnestGoodridge ernest8g@gmail.com Senior Track & Field - MenMale Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/28/2023 3:54
Julius L. Chambers High School ErnestGoodridge ernest8g@gmail.com Senior Track & Field - MenMale Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/28/2023 3:37
Julius L. Chambers High School ErnestGoodridge ernest8g@gmail.com Senior Track & Field - MenMale Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/28/2023 3:27
Julius L. Chambers High School Hethpatel hethjpatel08@gmail.com Freshman Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 18:11
Julius L. Chambers High School Hethpatel hethjpatel08@gmail.com Freshman Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 18:04
Julius L. Chambers High School Hethpatel hethjpatel08@gmail.com Freshman Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 17:59
Julius L. Chambers High School JaionaMartin jaiona.martin17@gmail.com Senior Cheer & Spirit Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/28/2023 22:43
Julius L. Chambers High School JaionaMartin jaiona.martin17@gmail.com Senior Cheer & Spirit Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/28/2023 22:33
Julius L. Chambers High School JaionaMartin jaiona.martin17@gmail.com Senior Cheer & Spirit Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/28/2023 21:49
Myers Park High School AnjaliNagappan 9866987922@student.cms.k12.nc.us Freshman Cross Country Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/29/2023 1:03
Myers Park High School AnjaliNagappan 9866987922@student.cms.k12.nc.us Freshman Cross Country Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/29/2023 0:52
Myers Park High School AnjaliNagappan 9866987922@student.cms.k12.nc.us Freshman Cross Country Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/29/2023 0:47
Myers Park High School CharlotteBritt brittcharlotte5@gmail.com Junior Track & Field - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 14:25
Myers Park High School CharlotteBritt brittcharlotte5@gmail.com Junior Track & Field - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 14:16
Myers Park High School CharlotteBritt brittcharlotte5@gmail.com Junior Track & Field - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 14:11
Myers Park High School ClaireDixon cdixon0828@gmail.com Sophomore Track & Field - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 17:56
Myers Park High School ClaireDixon cdixon0828@gmail.com Sophomore Track & Field - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 17:49
Myers Park High School ParkerStroman parkerstroman1103@gmail.com Sophomore Track & Field - MenMale Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 13:43
North Mecklenburg High School AmariahStewart 8712039@student.cms.k12.nc.us Sophomore Basketball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/21/2023 1:39
North Mecklenburg High School AmariahStewart 8712039@student.cms.k12.nc.us Sophomore Basketball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:57
North Mecklenburg High School AmariahStewart 8712039@student.cms.k12.nc.us Sophomore Basketball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:50
North Mecklenburg High School aprilthompson 12638790@student.cms.k12.nc.us Freshman Basketball - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:56
North Mecklenburg High School aprilthompson 12638790@student.cms.k12.nc.us Freshman Basketball - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:47
North Mecklenburg High School aprilthompson 12638790@student.cms.k12.nc.us Freshman Basketball - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:40
North Mecklenburg High School CharlotteCoyour 9843177266@student.cms.k12.nc.us Sophomore Basketball - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 21:03
North Mecklenburg High School CharlotteCoyour 9843177266@student.cms.k12.nc.us Sophomore Basketball - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:51
North Mecklenburg High School CharlotteCoyour 9843177266@student.cms.k12.nc.us Sophomore Basketball - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:42
North Mecklenburg High School GisselleTeran Espinoza terangisselle927@gmail.com Sophomore Soccer - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 20:16
North Mecklenburg High School JakiyahFleming 7966363619@student.cms.k12.nc.us Freshman Basketball Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 21:03
North Mecklenburg High School JakiyahFleming 7966363619@student.cms.k12.nc.us Freshman Basketball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:53
North Mecklenburg High School JakiyahFleming 7966363619@student.cms.k12.nc.us Freshman Basketball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:46
57

Exhibit 3. Healthy Relationship Educational Modules Completed (continued)

North Mecklenburg High School KameronSmith 12562334@student.cms.k12.nc.us Sophomore Basketball - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/21/2023 0:32
North Mecklenburg High School KameronSmith 12562334@student.cms.k12.nc.us Sophomore Basketball - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:54
North Mecklenburg High School KameronSmith 12562334@student.cms.k12.nc.us Sophomore Basketball - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:44
North Mecklenburg High School LisaIlunga 5172286969@student.cms.k12.nc.us Freshman Basketball - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 21:03
North Mecklenburg High School LisaIlunga 5172286969@student.cms.k12.nc.us Freshman Basketball - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:53
North Mecklenburg High School LisaIlunga 5172286969@student.cms.k12.nc.us Freshman Basketball - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:44
North Mecklenburg High School MenaJohnson 5628635979@student.cms.k12.nc.us Freshman Basketball - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 21:02
North Mecklenburg High School MenaJohnson 5628635979@student.cms.k12.nc.us Freshman Basketball - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:51
North Mecklenburg High School MenaJohnson 5628635979@student.cms.k12.nc.us Freshman Basketball - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:42
North Mecklenburg High School MorganMoffatt 12581469@student.cms.k12.nc.us Freshman Basketball - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:54
North Mecklenburg High School NiaDavis 12393529@student.cms.k12.nc.us Sophomore Basketball - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:52
North Mecklenburg High School NiaDavis 12393529@student.cms.k12.nc.us Sophomore Basketball - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 20:44
Olympic High School AleighaHunt aleighahunt039@gmail.com Freshman Softball Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 12:50
Olympic High School AleighaHunt aleighahunt039@gmail.com Freshman Softball Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 12:47
Olympic High School LaurenStone LaurenStone7122@gmail.com Junior Wrestling Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/22/2023 16:12
Palisades High School MicahVanFossen mvanfossen47@gmail.com Freshman Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 2/22/2023 17:47
Providence High School AllieReed 12512198@student.cms.k12.nc.us Sophomore Dance Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:55
Providence High School JayKnepp 8632971@student.cms.k12.nc.us Senior Soccer - Men Placeholder Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 12:01
Providence High School JayKnepp 8632971@student.cms.k12.nc.us Senior Soccer - Men Placeholder Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:52
Providence High School RaySmith r8664504@gmail.com Senior Golf - Men Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:49
Providence High School RebeccaVitorino 8917495397@student.cms.k12.nc.us Junior Select your sport Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:57
Rocky River High School AngelUrena angelurena140@gmail.com Junior Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 17:11
Rocky River High School AngelUrena angelurena140@gmail.com Junior Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 17:03
Rocky River High School AngelUrena angelurena140@gmail.com Junior Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 17:00
Rocky River High School breylinburgos burgosbreylin@gmail.com Freshman Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:09
Rocky River High School breylinburgos burgosbreylin@gmail.com Freshman Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:57
Rocky River High School breylinburgos burgosbreylin@gmail.com Freshman Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:41
Rocky River High School BrysonMiller 12469767@student.cms.k12.nc.us Freshman Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 19:52
Rocky River High School BrysonMiller 12469767@student.cms.k12.nc.us Freshman Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 19:45
Rocky River High School CalebNieves calebnieves10@outlook.com Freshman Wrestling Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:51
Rocky River High School CalebNieves calebnieves10@outlook.com Freshman Wrestling Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:43
Rocky River High School CalebNieves calebnieves10@outlook.com Freshman Wrestling Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:38
Rocky River High School CamrynLucas atvmip@icloud.com Sophomore Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:19
Rocky River High School CamrynLucas atvmip@icloud.com Sophomore Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:41
Rocky River High School CamrynLucas atvmip@icloud.com Sophomore Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:37
Rocky River High School CavonReid clreid011@gmail.com Junior Football Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:24
Rocky River High School CavonReid clreid011@gmail.com Junior Football Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:12
Rocky River High School CavonReid clreid011@gmail.com Junior Football Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:08
Rocky River High School DustinPrunty dpruntz@yahoo.com Graduate Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:45
Rocky River High School DustinPrunty dpruntz@yahoo.com Graduate Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:36
Rocky River High School DustinPrunty dpruntz@yahoo.com Graduate Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:29
Rocky River High School JaylanByrd Jaybyrd5291@icloud.com Junior Football Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 20:05
Rocky River High School JaylanByrd Jaybyrd5291@icloud.com Junior Football Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 19:45
Rocky River High School JaylanByrd Jaybyrd5291@icloud.com Junior Football Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 19:40
Rocky River High School KennethFuller kshawn8266@gmail.com Junior Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 17:40
Rocky River High School KennethFuller kshawn8266@gmail.com Junior Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 16:12
Rocky River High School KennethFuller kshawn8266@gmail.com Junior Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 16:02
Rocky River High School KeseanSpencer keseanspencer6@gmail.com Sophomore Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:51
Rocky River High School NicholasMcCanna 8561149@studnet.cms.k12.nc.us Freshman Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 20:24
Rocky River High School RamonHenry jun.jun106@icloud.com Freshman Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:18
Rocky River High School RamonHenry jun.jun106@icloud.com Freshman Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:07
Rocky River High School RamonHenry jun.jun106@icloud.com Freshman Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:53
Rocky River High School RobbieCruz cruzrobbie142@gmail.com Junior Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:20
Rocky River High School RobbieCruz cruzrobbie142@gmail.com Junior Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:39
Rocky River High School RobbieCruz cruzrobbie142@gmail.com Junior Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:31
Rocky River High School Sean-MichaelShaw shawsean571@gmail.com Sophomore Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 13:12
Rocky River High School Sean-MichaelShaw shawsean571@gmail.com Sophomore Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:46
Rocky River High School Sean-MichaelShaw shawsean571@gmail.com Sophomore Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/20/2023 12:38
Rocky River High School SedeckaGriffin sedecka8@gmail.com Sophomore Baseball Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 19:35
Rocky River High School SedeckaGriffin sedecka8@gmail.com Sophomore Baseball Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 18:05
Rocky River High School SedeckaGriffin sedecka8@gmail.com Sophomore Baseball Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/26/2023 15:54
West Charlotte High School AmyaBurton amyab4766@gmail.com Freshman Football Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 6:26
West Charlotte High School AmyaBurton amyab4766@gmail.com Freshman Football Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 6:18
West Charlotte High School DashantiCathey dashanticathey@icloud.com Junior Cheer & Spirit Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 5/9/2023 19:14
William A. Hough High School AmeliaAmadio aamadio0116@gmail.com Sophomore Swimming & Diving - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/28/2023 0:38
William A. Hough High School AnnaHorstmann anna.horstmann00@icloud.com Sophomore Soccer - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/28/2023 22:30
William A. Hough High School CarsonWest carson.west.j@gmail.com Freshman Swimming & Diving - Men Male Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:41
William A. Hough High School CarsonWest carson.west.j@gmail.com Freshman Swimming & Diving - Men Male Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:38
William A. Hough High School CarsonWest carson.west.j@gmail.com Freshman Swimming & Diving - Men Male Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 11:35
William A. Hough High School DarbyCampbell darbyc07@gmail.com Senior Soccer - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 17:00
William A. Hough High School GraceRainey graceannrainey@icloud.com Senior Swimming & Diving - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 18:35
William A. Hough High School GraceRainey graceannrainey@icloud.com Senior Swimming & Diving - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 18:29
William A. Hough High School GraceRainey graceannrainey@icloud.com Senior Swimming & Diving - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 18:26
William A. Hough High School MarissaVarshine mvarshine0706@gmail.com Junior Swimming & Diving - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 18:03
William A. Hough High School RileyPickels rapickels@gmail.com Freshman Soccer - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/26/2023 20:21
William A. Hough High School SydneyBoone-McDougall sydney.b0114@gmail.com Junior Swimming & Diving - Women Female Healthy Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 23:16
William A. Hough High School SydneyBoone-McDougall sydney.b0114@gmail.com Junior Swimming & Diving - Women Female Bystander Intervention - Jamie Kimble Foundation For Courage Completed 4/27/2023 23:06
William A. Hough High School SydneyBoone-McDougall sydney.b0114@gmail.com Junior Swimming & Diving - Women Female Healthy Digital Relationships - Jamie Kimble Foundation For Courage Completed 4/27/2023 23:02
58

Figure 6. Marketing efforts of Healthy Relationship Educational Modules via news media
outlets

(Staff, 2023)

59

Figure 7. Healthy Relationship Educational Modules promotional efforts to high school
students

Social Media Post of occurrences Educational posters hung in school bathrooms
And education to bring awareness of heavy traffic hallways before and during
implementation dates
dates

60

Exhibit 4. Capstone Project Line Item Budget

2023 Year Operations Activities for First Full Year Volume of Activities Potential Costs/Revenue (time, purchases, etc)
Revenue
4500 Grant Income
4520 Grants - Coca Cola Bottling Company 25,000.00
4521 Grants - Atrium Health 5,000.00
3 year grant@ $5,000 a
year starting in 2022 -
health and mental well-
being among youth grant
4523 Grants - UPS 7,500.00
2nd year of funding $7500 -
healthy relationship
community grant
4525 Grants - Sisters of Mercy of North Carolina 30,000.00
4525 Grants - Carolina Panthers 10,000.00
Total 4500 Grant Income $ 77,500.00
4700 Hosted Event Income
4750 Teens for Courage Summit 10,000.00 Carowinds amusement park which is the title sponsor at $10k a year annual event total cost
4756 PRIDE Awareness event
600.00
educational events and activities hosted
by the Courage Clubs promoted by
LGBTQi Teens during the community
hosted annually by
ShareCharlotte
event participation is
sponsored by Shared
Charlotte for booth space Total 4700 Hosted Event Income $ 10,600.00
Total Revenue $ 88,100.00
Expenditures
5000 Curriculum
5010 Programming for Courage Clubs - Health
Relationship Educational Toolkit 30,000.00
Programming and toolkit of information provided to eight new schools where there are Courage Club school year list of
activites and event
cost of programming and
toolkit is $400 per school.
Total 5000 Curriculum $ 30,000.00
5200 Awareness
5211 DV Club Support 8,000.00 Start up year (8 clubs). First year of operation (16 clubs total). Courage Club activation support @ $1k
5212 Teens for Courage Summit at Carowinds 8,000.00
5213 Courage Club Swag 5,000.00 heavily promote the Courage Clubs during the schools year promote Courage Clubs five times a year (start of school year, October (DVAM), February (TDVAM), TFC Summit and end of school - Summer awareness
Total 5200 Awareness $ 21,000.00
5210 Marketing $ 10,000.00
social media, posters,
content updates (3)
5300 Operating Expenses
5300 Program Staff - Operations 28,275.00 Part time staff
5310 FICA Taxes 9,153.00
5320 Insurance 2,107.99 liability insurance
5321 Website, Development and Maintenance 7,500.00
TFC website yearly updates, Instagram and TikTok cost
cost for development and
launch of new Teens for
Courage website ($4500
first year)
5322 Copies & Postage 500.00
5323 Mileage Reimbursement 400.00
Total 5300 Operating Expenses $ 47,935.99
Total Expenditures $ 78,935.99
Net Operating Revenue $ 244,535.99
branded plastic wrist bracelets, tumblers , t-shirts and sweatshirts,
Teens for Courage and Healthy Educational Module Programming Budget
3 year grant@ $50,000 a year starting in 2022 - youth educational community grant
1 year grant - outreach and services to underserved populations
1 year grant - healthy youth and families across the carolinas

Abstract (if available)

Abstract Over 1.5 million high school boys and girls in the U.S. are physically harmed yearly by someone they are romantically involved. Teen dating violence (TDV) is a form of intimate partner violence (IPV) by a partner in a close relationship against the other. Teens experience dating violence at a rate higher than any different demographics, and the violence can occur in person, online, or on social media. As the leading social and public health issue, TDV varies in different forms of violence, including physical, sexual, mental, and emotional abuse or violence in a dating relationship among adolescents. Marginalized groups (e.g., racial/ethnic minorities, females, and sexual minority youths) experience this pervasive form of violence at a higher rate. Violence in high school often spills over to school sports. Athletes are usually known or perceived as the offender of self-esteem boost turned aggressive. As violence continues, a few schools provide educational interventions, and fewer have primary prevention TDV programs as required courses. As a result, many schools make it difficult for students to come forward. Title IX of the Federal Civil Rights Act partners with schools to implement consequences against individuals accused of sexual misconduct. Educating teens on healthy relationship behaviors using applied academics is critical to preventing further violence.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Carrington, Sherill (author)

Core Title Healthy relationship education using applied academics: a solution to decreasing teen dating violence among high school students

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2023-08

Publication Date 09/05/2023

Defense Date 07/24/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag bystander prevention,cyberbullying,educational modules,healthy relationships,high school teens,OAI-PMH Harvest,teen dating violence prevention

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Rank, Michael G. (committee chair), James, Jane (committee member), Turner, Ericia (committee member)

Creator Email sherill_carrington@yahoo.com,sherillc@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113303096

Unique identifier UC113303096

Identifier etd-Carrington-12314.pdf (filename)

Legacy Identifier etd-Carrington-12314

Document Type Capstone project

Format theses (aat)

Rights Carrington, Sherill

Internet Media Type application/pdf

Type texts

Source 20230906-usctheses-batch-1091 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu