ssertion, and cognitive abilities associated with postponing sexual activity.
Termed "Project Playback," the program provided inner city students in the seventh and eighth grade with nine 90 minute-long classroom sessions. In addition interested parents participated in two family sessions conducted in the evening.
Group facilitators were assisted by high school students who were trained as peer leaders and acted chiefly as animators in illustrating the skill areas which were presented to the subjects through a structured learning approach. It was predicted that students who participated in the project would score significantly higher on measures of communication, assertion, and cognitive skills need to avoid at-risk behavior in comparison to similar subjects who were given no special classroom training. Of equal interest were the possible influences of certain psychological, academic, and demographic factors on the experimental students' abilities to learn cognitive/coping skills for avoiding teen pregnancy.
To determine if the treatment effects differed among a number of independent variables, the following factors were analyzed: self esteem, locus of control, trait anxiety, academic ac
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