Be Proud! Be Responsible! Be Protective! - INACTIVE
Be Proud! Be Responsible! Be Protective! aims to reduce unprotected sex among sexually active, pregnant and parenting teens by affecting knowledge, beliefs, and intentions related to condom use and sexual behaviors. It also addresses the impact of HIV/AIDS on pregnant women and their children, the prevention of disease during pregnancy and the postpartum period, and special concerns of young mothers. The program consists of eight 60-minute modules focusing on behavioral attitudes, expectations, negotiation and problem solving skills, self-efficacy, and feelings of maternal protectiveness.
The program is designed for pregnant and parenting teens in grades 7-12. It has been evaluated with African American and Latino youth.
The program was designed for and evaluated in a classroom-based setting in middle and high schools (grades 7-12).
Program Contact Information
Email: sales@etr.org
Phone: (800) 321-4407
Website: https://www.etr.org/ebi/programs/be-proud-be-responsible-be-protective/
Training Contact Information
Kelly Gainor, M.Ed.
ebptraining@etr.org
Website: https://www.etr.org/ebi/programs/be-proud-be-responsible-be-protective/
ETR provides an implementation manual that includes fidelity benchmarks, a logic model, and core copmponents.
Last updated in 2024
The data presented on this page reflect responses from the program’s developer or distributor to a program component checklist that asked them to report on the individual components within their TPP program. The same program component checklist was sent to the developer or distributor of every active TPP program with evidence of effectiveness. The program component table provides information on seven types of program components including content, delivery mechanism, dosage, staffing, format, context, and intended population characteristics; whether the component was present or optional in the program; whether the component is considered to be core to the program; and the lesson number or activity where the component can be found in the program.
In the drop-down menu below, under “Has component,” there are four options that indicate a component as present in the program: (1) “Yes” indicates that the component is present in at least one version of the program (whether that be the program version that was evaluated, the current version, or both versions); (2) “Yes (both versions)” indicates that the component is present in both the evaluated version of the program and the current version of the program; (3) “Yes (current version)” indicates that the component is present in the current, but not the evaluated, version of the program; and (4) “Yes (evaluated version)” indicates that the component is present in the evaluated version of the program, only. Note that for dosage components, the dosage itself is described in the Notes when available.
Some of the components identified are noted as core components of the evidence-based program, but this does not necessarily mean that these components have been rigorously tested and show evidence of effectiveness. Most often developers denoted components as core based on theory or experience in the field. Click here for the list of evidence-based components.
For more details about program components, refer to the FAQ page.
Category | Component | Core Component | Component present | Notes | Lesson number(s) / activities where present |
---|---|---|---|---|---|
Content | Boundary setting/refusal skills | Yes | Yes (both versions) | Module, 8, page 167 | |
Content | Child development | No | |||
Content | Communication skills | No | |||
Content | Conflict resolution/social problem solving | No | |||
Content | Connections with trusted adults | No | |||
Content | Cultural values | Yes | Yes (both versions) | Module 5, page 97 | |
Content | Gender identity | No | |||
Content | Gender roles | Yes | Yes (both versions) | Module 5, page 113 | |
Content | Leadership | No | |||
Content | Normative beliefs | Yes | Yes (both versions) | Module 5, page 113 | |
Content | Parenting skills | No | |||
Content | Social competence | No | |||
Content | Social influence/actual vs. perceived social norms | Yes | Yes (both versions) | Module 7, page 159 | |
Content | Social support/capital | No | |||
Content | Identity development | No | |||
Content | Morals/values | No | |||
Content | Spirituality | No | |||
Content | Volunteering/civic engagement | No | |||
Content | Other | No | |||
Content | Other | No | |||
Content | Other | No | |||
Delivery mechanism | Method: Peer-to-peer | No | |||
Delivery mechanism | Method: Anonymous question box | No | |||
Delivery mechanism | Method: Artistic expression | No | |||
Delivery mechanism | Method: Assessment/survey | No | |||
Delivery mechanism | Method: Booster session | No | |||
Delivery mechanism | Method: Case management | No | |||
Delivery mechanism | Method: Cognitive behavioral therapy (CBT) | No | |||
Delivery mechanism | Method: Demonstration | Yes | Yes (both versions) | Module 7, page 149 | |
Delivery mechanism | Method: Discussion/debrief | Yes | Yes (both versions) | Module 1, page 41 | |
Delivery mechanism | Method: Family session | No | |||
Delivery mechanism | Method: Game | Yes | Yes (both versions) | Module 3, page 70 | |
Delivery mechanism | Method: Home visiting | No | |||
Delivery mechanism | Method: Homework assignment | No | |||
Delivery mechanism | Method: In-session assignment | Yes | Yes (both versions) | Module 6, page 139 | |
Delivery mechanism | Method: Introduction | Yes | Yes (both versions) | Module 1, page 30 | |
Delivery mechanism | Method: Lecture | Yes | Yes (both versions) | Module 2, page 55 | |
Delivery mechanism | Method: Motivational interviewing | No | |||
Delivery mechanism | Method: Music | No | |||
Delivery mechanism | Method: Parent-focused activity | No | |||
Delivery mechanism | Method: Public service announcement | No | |||
Delivery mechanism | Method: Reading | ||||
Delivery mechanism | Method: Role play/Practice | Yes | Yes (both versions) | Module 5, page 103 | |
Delivery mechanism | Method: Self-guided activity | Yes | Yes (both versions) | Throughout | |
Delivery mechanism | Method: Service learning | No | |||
Delivery mechanism | Method: Slide show | ||||
Delivery mechanism | Method: Social media | No | |||
Delivery mechanism | Method: Spiral learning | Yes | Yes (both versions) | Module 6, page 117 | |
Delivery mechanism | Method: Storytelling | ||||
Delivery mechanism | Method: Text message | No |
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Be Proud! Be Responsible! Be Protective! is an adaptation of Be Proud! Be Responsible!. The program aims to reduce unprotected sex among sexually active, pregnant and parenting teens by affecting knowledge, beliefs, and intentions related to condom use and sexual behaviors (e.g. frequency of intercourse). The program also addresses the impact of HIV/AIDS on pregnant women and their children, the prevention of disease during pregnancy and the postpartum period, and special concerns of young mothers.
Be Proud! Be Responsible! Be Protective! draws on two theoretical frameworks:
- Social Cognitive Theory, which states that individual learning is influenced by person factors, behavior and environmental influences; and
- the Theory of Reasoned Action, which is focused on individual motivation. According to this theory, what a person intends to do is a good predictor of what they will actually do.
The program covers core content through eight sessions:
- Module 1: Introduction to HIV and AIDS and Their Relationship to Teen Motherhood
- Module 2: Building Knowledge about HIV and Unplanned Pregnancy
- Module 3: Understanding Vulnerability to HIV Infection and Unplanned Repeat Pregnancy
- Module 4: Understanding Vulnerability to HIV Infection and Unplanned Repeat Pregnancy (Part 2)
- Module 5: Attitudes and Beliefs about HIV, AIDS, and Safer Sex
- Module 6: Attitudes and Beliefs about HIV, AIDS, and Safer Sex (Part 2)
- Module 7: Building Condom Use Skills
- Module 8: Building Negotiation and Refusal Skills
Through these sessions, the program provides participating teen mothers with medically accurate and factually correct information on HIV/STDs and pregnancy prevention. It also addresses behavioral attitudes/outcome expectancies, builds negotiation and problem-solving skills, builds self-efficacy and confidence in skills (e.g., positive reinforcement, support, constructive feedback) and focuses on enhancing feelings of maternal protectiveness (including educating youth about the effects of HIV on child and family and the strengths and challenges of early parenting).
The program was evaluated with professional nurses serving as facilitators, but trained educators and social workers may implement the program. Facilitators should have experience working with pregnant/parenting teens and familiarity with the issues that affect sexual risk-taking in this population.
One facilitator is needed for groups of 5 to 15 participants to enhance quality of interactive and skill-building activities.
Developers also suggest that staff demonstrate a caring and supportive attitude, be highly participatory, and use interactive skills.
It is highly recommended that educators who plan to teach Be Proud! Be Responsible! Be Protective! receive research-based professional development to prepare them to effectively implement and replicate the curriculum with fidelity for the intended target group.
Training on Be Proud! Be Responsible! Be Protective! is available through ETR's Professional Learning Services. Visit http://www.etr.org/ebi/training-ta/types-of-services/training-of-educators/ for more information or submit a Training & TA Request Form (http://www.etr.org/solutions/professional-development/training-ta-request-form/).
The Be Proud! Be Responsible! Be Protective! kit comes with 1) Facilitator Curriculum; 2) Activity set (posters, role plays, interactive cards); and 3) six curriculum DVDs:
- Tanisha & Shay
- The Subject Is: HIV
- The Subject Is: STDs
- He Said He Loved Me
- Baby Talk
- Wrap It Up & Condom Use Animation
The distributor also provides access to a table of contents and sample lesson on their website: http://www.etr.org/ebi/programs/be-proud-be-responsible-be-protective/
The program requires the use of a DVD player and TV monitor.
Additional adaptation guidance for Be Proud! Be Responsible! Be Protective! can be found on ETR’s Program Success Center website: http://www.etr.org/ebi/programs/be-proud-be-responsible-be-protective/
- The program may be implemented in a larger group setting, but participants should be divided into groups of 6 to 8 for some activities and the small groups should be brought together to share their discussions and results.
- The program can be implemented in community settings, such as youth-serving agencies.
Agencies can structure the program sessions in the following four ways:
- Eight days of approx. one hour per day
- Four days of approx. two hours per day
- Two days of approx. four hours per day
- One day (Saturday) for approx. eight hours, plus time for serving lunch and snacks
Citation | High-Quality Randomized Trial | Moderate-Quality Randomized Trial | Moderate-Quality Quasi-Experiment | Low Study Rating | Did Not Meet Eligibility Criteria |
---|---|---|---|---|---|
Koniak-Griffin et al. 2003 |
✓ |
Citation | Setting | Majority Age Group | Majority Racial/Ethnic Group | Gender | Sample Size |
---|---|---|---|---|---|
Koniak-Griffin et al. 2003 |
In school: High school | 14 to 17 | Hispanic or Latinx of any race | Young women | 497 |
Evidence by Outcome Domain and Study
Citation | Sexual Activity | Number of Sexual Partners | Contraceptive Use | STIs or HIV | Pregnancy |
---|---|---|---|---|---|
Koniak-Griffin et al. 2003 |
n.a. |
|
|
n.a. | n.a. |
Citation | Details |
---|---|
Koniak-Griffin et al. 2003 |
The program was evaluated in a cluster randomized controlled trial involving four schools in Los Angeles County. The participating schools were randomly assigned to either a treatment group that implemented the intervention or a control group that implemented a general health promotion program, for a period of one year. Assignment status switched the following year. Study surveys were administered immediately before the intervention; immediately after the intervention ended; and three, six, and twelve months after the intervention ended. |