"Building Your Life (BYL) is a school-based, community-oriented, multiple-risk reduction and prevention program that prepares students for real-life situations by improving their ability to think carefully, offering them a stronger support system, and clarifying their personal values," says Susan R. Levy, PhD, director of the Center for Health Promotion and Disease Prevention Research. "Our hope is that the program will encourage abstinence, help kids understand and resist early sexual activity, and help them avoid substance abuse."

BYL was inaugurated at UIC in 1996 under the direction of Arlisha Kennedy. For ten years, Kennedy had been devoting her time to projects aimed at fostering adolescent communication, decision-making, and self-esteem. At UIC, she and Levy developed the BYL curriculum based on previous experimentally proven programs directed at preventing early sexual behavior, teenage pregnancy, substance abuse, and sexually transmitted diseases (STDs), while enhancing decision and communication skills and knowledge about puberty, reproductive anatomy, and STDs, including HIV and AIDs. As students in grades five through eight progress through the four-year program, the curriculum reinforces and builds on information and skills taught in the earlier grades.

Data collected from 907 fifth graders prior to exposure to BYL indicated the students had disturbingly low levels of accurate knowledge about their bodies and reproductive organs. For example, only 15.8 percent knew the function of testicles, and only 11.7 percent knew the function of ovaries.

"This fifth grade information clearly demonstrates the need for programs like BYL to dispel myths and equip students with accurate, vital knowledge and necessary skills to face life’s tough issues and situations," Levy says.

BYL is free to participating Chicago public shools and assists them in fulfilling the state mandate for sexuality and AIDS education. Currently in Chicago, 6,000 children are enrolled in BYL and, since 1995, twenty-eight schools have been involved. The schools are located primarily within one geographic area. This ensures that children throughout the community are receiving the program even if they move to another school within the community. "We're very happy with the program," Kennedy says. "We’re always reaching out to do a little bit more and make it better."

Five health educators and one project director are involved in the teaching process. Each classroom receives an introductory session, twelve standardized lessons, and a graduation ceremony. Each of the educators holds a master’s degree in education, health education, or public health. On Mondays, the health educators meet at UIC to talk about events of the past week and lessons to be given in the week ahead.

"We’re giving the students knowledge for risk reduction and skills they need to keep themselves safe," says Darryl Rader, program manager and senior health educator. "After a day’s work, you’re drained but very satisfied if at least one student has benefited from the information."

Most health educators stay in the same school over time. "The kids love the educators and look forward to seeing them,_continuing their relationships with them, and using them as role models," Levy says.

Material used to evaluate the program curriculum and its implementation is gathered from students, health educators, classroom teachers, school administrators, and parents.

An important aspect of BYL deals with fears and misunderstandings surrounding HIV/AIDS, as well as students’ attitudes toward people living with AIDS (PWAs). The HIV/AIDS curriculum includes role playing that encourages students to consider what they would do if a friend had AIDS, or if they themselves tested positive.

"This helps kids think on a more personal level about how to cope with those scenarios," says research specialist Roxana Chen, MPH. "At the same time,_ they learn ways to protect themselves from HIV/AIDS, and that helps decrease their fears of acquiring the disease."

The curriculum has changed students’ attitudes about PWAs. Prior to taking part in BYL, 48.7 percent of eighth graders surveyed strongly agreed with the statement that they would be willing to go to class with a PWA. After completing the curriculum, 62.2 percent strongly agreed with the statement.

Major funding for BYL comes from the Gabriella and Paul Rosenbaum Foundation and the Paul and Gabriella Rosenbaum Foundation. The Polk Brothers Foundation and the Prince Family Trust have recently begun to support BYL. Together they now donate about $500,000 per year.

"We’re very proud of it on so many levels," says Madge Goldman. She and her sister Edith Leonian preside over the two Rosenbaum foundations. "Susan [Levy] and Arlisha [Kennedy] looked at the subject in a concentrated way, then put together a curriculum that gives the best program the best chance of achieving its aims."

"Our kids take this program very seriously," says Sandra Lewis, EdD, principal of the Harold Washington Elementary School, located on South University Avenue. "It teaches them correct terminology and critical thinking skills. When I ask the kids, they say they feel really good about it. I see that in the way they respond to each other with more respect. They have a better sense of self and greater self-esteem. Building Your Life is a consistent, systematic program organized formally with a curriculum and trained people. I’m very appreciative of having it in my school."

Contributed by Janice Rosenberg