Why there’s a need for a Sample Session?
Within This Series Sample includes:
- Facilitator Introduction
- Program Framework Overview
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Series Design & Research Foundation
- Facilitator Getting Started Instruction
- Session 1
- Part of Session 2
- Some Safety and Self Defense Content
1. It lowers the barrier to starting
Many facilitators (parents, mentors, educators, ministry leaders) hesitate because they’re unsure how to begin. The sample session removes that friction by showing exactly what a real session looks like—flow, tone, timing, and expectations—before they ever commit to Session 1.
2. It builds facilitator confidence - Not every facilitator is trained, experienced, or comfortable leading sensitive conversations. The sample session functions like a rehearsal. It lets them practice the rhythm of discussion, activities, and engagement in a low-pressure way.
3. It sets the culture and tone - LTAM isn’t fear-based, preachy, or lecture-heavy. The sample session establishes:
- A safe, respectful environment
- How conversations are handled
- How girls are encouraged to speak and think
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This prevents misunderstandings and misapplication later.
4. It aligns everyone on the purpose of the series - Before diving into self-worth, boundaries, or safety, the sample session clarifies why the series exists: awareness, prevention, empowerment, not survivor labeling or trauma mining.
5. It helps facilitators assess readiness - The sample session allows facilitators to:
- Gauge group maturity
- Adjust pacing
- Decide if they need to adapt delivery (smaller groups, more discussion, more structure)
Bottom line: - The sample session protects the integrity of the program. It ensures LTAM is delivered as intended, wisely, safely, and effectively, while empowering facilitators to lead with confidence instead of guesswork.
How Let’s Talk About Me (LTAM) Fits Across Implementation Settings
Let’s Talk About Me (LTAM) is intentionally designed as a setting-flexible, prevention-focused educational program that can be implemented with fidelity across schools, community organizations, and ministry-based environments as well as the home. While the delivery context may vary, the core learning objectives, evaluation framework, and instructional safeguards remain consistent.
1. Implementation in Schools - Where LTAM Fits in the School Day
LTAM integrates seamlessly into existing school structures without displacing core academic instruction. Common placement options include:
- Advisory or homeroom periods
- Health education or wellness courses
- SEL blocks or character education periods
- Electives or enrichment programs
- After-school or extended learning programs
Why LTAM Works in Schools
- Aligns with SEL, Health Education, and Safe Schools standards
- Addresses non-academic barriers to learning (peer pressure, safety concerns, emotional stress)
- Uses non-disclosure, skills-based evaluation aligned with district ethics and privacy policies
- Supports attendance, focus, engagement, and school climate goals
School-Specific Safeguards
- No personal disclosures required
- No student risk labeling
- Data collected in aggregate, de-identified form
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Facilitator-led, trauma-informed instruction
- LTAM functions as a prevention-focused educational support that strengthens the social-emotional and decision-making skills necessary for academic engagement and student well-being.
2. Implementation in Community Organizations Where LTAM Fits in Community Settings
LTAM is well-suited for organizations that serve youth outside the traditional school day, including:
- Youth development programs
- After-school and summer programs
- Mentoring organizations
- Nonprofit prevention initiatives
- Girls’ empowerment or leadership groups
Why LTAM Works in Community Organizations
- Modular session design allows flexible scheduling
- Scenario-based learning is highly effective in group settings
- Supports organizational goals related to youth safety, empowerment, and prevention
- Complements mentoring and wraparound services without replacing them
Community Organization Benefits
- Strengthens protective factors for at-risk populations
- Provides a structured, evidence-informed curriculum
- Supports grant reporting with built-in evaluation tools
- Enhances staff capacity with facilitator guides and fidelity tools
- LTAM provides a structured prevention curriculum that equips youth with practical safety, boundary, and decision-making skills in a supportive, community-based environment.
3. Implementation in Ministries and Faith-Based Settings
Where LTAM Fits in Ministry Contexts LTAM can be implemented within ministries while maintaining its educational and prevention focus, including:
- Youth group programming
- Girls’ ministries
- Faith-based after-school programs
- Community outreach initiatives
- Parachurch or nonprofit ministry partners
Why LTAM Works in Ministries
- Values-aligned focus on self-worth, responsibility, respect, and care for others
- Emphasizes wise decision-making, accountability, and seeking trusted guidance
- Can be delivered as a standalone educational series or alongside existing youth programming
- Maintains grant-eligible structure when used in publicly funded initiatives
Important Distinction for Ministries - LTAM:
- Is an educational prevention program, not religious instruction
- Does not require theological teaching to be effective
- Can be offered with or without faith-based discussion, depending on funding source
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However, scriptural-based study worksheets are available free for download
- LTAM equips youth with practical life skills that support wise choices, personal safety, and healthy relationships, reinforcing values of respect, responsibility, and care for self and others.
4. Consistency Across All Settings - Regardless of implementation setting, LTAM maintains:
✔ The same core learning outcomes
✔ The same prevention-focused instructional design
✔ The same trauma-informed, non-disclosure safeguards
✔ The same evaluation and reporting framework
✔ The same standards alignment
✔ This ensures program fidelity, grant compliance, and comparable outcomes, while allowing organizations to meet youth where they are.
5. Why This Multi-Setting Fit Strengthens Grants - Funders and districts view cross-setting adaptability as a strength because it:
- Expands reach without increasing cost
- Supports sustainability beyond a single site
- Allows collaboration between schools, nonprofits, and ministries
- Increases community-level protective impact
