¡Cuídate! - INACTIVE
The program is designed for and has been evaluated in school and community-based settings.
Evidence-Based Product Specialist
ETR
100 Enterprise Way, Suite G300
Scotts Valley, CA 95066
Phone: 1-800-321-4407
Website: http://www.etr.org/ebi/programs/cuidate/
Health Education Training Coordinator
ETR
1333 Broadway, Suite P110
Oakland, CA 94612
Phone: 510-858-0995
Website: http://www.etr.org/ebi/programs/cuidate/
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 only possible response option was “Yes”, and the dosage is described in the Notes when available. For more details, refer to the FAQ. 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.
Program component data is not available.
- Influence attitudes, behavioral and normative beliefs, and self-efficacy regarding HIV risk-reduction behaviors, specifically abstinence and condom use, by incorporating the theme of ¡Cuídate! (i.e. taking care of oneself, one’s partner, family, and community).
- Highlight cultural values that support safer sex, and reframe cultural values that are perceived as barriers to safer sex.
- Emphasize how cultural values influence attitudes and beliefs in ways that affect HIV risk-associated sexual behavior.
- Introduction and Overview
- Building Knowledge about HIV, STDs and Pregnancy
- Understanding Vulnerability to Pregnancy, STDs and HIV Infection
- Attitudes and Beliefs About Pregnancy, STDs, HIV and Safer Sex
- Building Condom Use Skills
- Building Negotiation and Refusal Skills
iCuidate! also includes the development of an Advisory Board made up of community members, which can provide unique insight to the target population.
- Support staff can include members of the community, current staff members of the implementing agency, or peer advisors/mentors.
- The Advisory board should be comprised of community members with insights into the needs of targeted youth.
Formal training is highly recommended for educators who plan to teach iCuidate! to prepare them to effectively implement and replicate the curriculum with fidelity for the intended participants.
Training on ¡Cuídate! is available through ETR's Professional Learning Services. Training options include a 2-day Training of Educators with follow-up support. Visit http://www.etr.org/ebi/training-ta/types-of-services/training-of-educators/ for more information or submit a Training & TA Request Form.
- Facilitator Curriculum
- Curriculum DVD and CD set
- ¡Cuidate! Take Care of Yourself
- Demasiado Joven
- Sofia & Miguel: Condom Negotiation
- Music CD - Activity Set
- A printable activity set (on CD)
The distributor also provides access to a table of contents and a sample lesson on their website: http://www.etr.org/ebi/programs/cuidate/
Program Structure:
- In the original research study, the program was conducted in two sessions (3 modules per session) within a 1-week period. It would be feasible to deliver more sessions (e.g., 3 sessions with 2 modules per session, over a 3-week period or 6 sessions with 1 module per session, over a 6-week period). It is recommended that there be a minimum of two sessions to allow sufficient time for participants to process the information presented.
Program Participants:
- In the original research study, groups included boys and girls. Both girls and boys responded favorably to the group mix, saying they were interested in what the other sex thought. Single gender groups might also be effective. Group size should be large enough to provide interaction among participants, and to allow all youth to practice skills. Larger groups may be feasible if more than one facilitator is available.
- Age range of participants is 13 to 18 years. In the original research study, a diverse age range did not create difficulties. You may decide to include a similar age range or restrict groups to a specific age range.
Program Facilitators:
- Facilitators able to work with youth and demonstrate correct condom use techniques: Professionals and community workers can effectively deliver the ¡Cuídate! program. They should be comfortable with youth and in discussing sexual issues.
Program Activities:
- Use of role-plays and scenarios to demonstrate and emphasize specific points included in the program and to allow participants to practice skills learned: Specifics of role-plays can be changed to address the age, sexual experience, language, race/ethnicity and sexual orientation of the group.
- Use of music and videos relevant to your population or community: Several places in the program allow flexibility in choosing music or videos to reinforce important messages or themes in the program.
Program Language:
- Sessions may be conducted in either English or Spanish. It is recommended that the program be conducted in only one language because switching languages when youth are NOT bilingual can interrupt the group dynamic.
Citation | High-Quality Randomized Trial | Moderate-Quality Randomized Trial | Moderate-Quality Quasi-Experiment | Low Study Rating | Did Not Meet Eligibility Criteria |
---|---|---|---|---|---|
Villarruel et al. 2006 |
✓ | ||||
Mueller et al. 2009 |
✓ | ||||
Larson et al. 2014 |
✓ | ||||
Serowoky et al. 2015 |
✓ | ||||
Abt Associates 2015c Kelsey et al. 2016a Kelsey et al. 2016b |
✓ | ||||
Espada et al. 2017 |
✓ |
Citation | Setting | Majority Age Group | Majority Racial/Ethnic Group | Gender | Sample Size |
---|---|---|---|---|---|
Villarruel et al. 2006 |
After school | 14 to 17 | Hispanic or Latinx of any race | Youth of any gender | 684 |
Mueller et al. 2009 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Larson et al. 2014 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Serowoky et al. 2015 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Abt Associates 2015c Kelsey et al. 2016a Kelsey et al. 2016b |
After school | 14 to 17 | Hispanic or Latinx of any race | Youth of any gender | 2022 |
Espada et al. 2017 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Evidence by Outcome Domain and Study
Citation | Sexual Activity | Number of Sexual Partners | Contraceptive Use | STIs or HIV | Pregnancy |
---|---|---|---|---|---|
Villarruel et al. 2006 |
|
|
|
n.a. | n.a. |
Mueller et al. 2009 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Larson et al. 2014 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Serowoky et al. 2015 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Abt Associates 2015c Kelsey et al. 2016a Kelsey et al. 2016b |
|
n.a. |
|
|
|
Espada et al. 2017 |
n.a. | n.a. | n.a. | n.a. | n.a. |
Citation | Details |
---|---|
Villarruel et al. 2006 |
The program's evidence of effectiveness was first established in a randomized controlled trial involving Latino adolescents recruited from three neighborhood high schools and community-based organizations in Philadelphia. About half the study participants were randomly selected for a treatment group that was offered the eight-hour intervention over two consecutive Saturdays. The other participants were assigned to a control group that received a general health promotion curriculum on diet, exercise, and substance use. Surveys were administered immediately before the program (baseline), immediately after the program, and three, six and 12 months after the program ended. |
Mueller et al. 2009 |
This study did not meet the review's screening criteria |
Larson et al. 2014 |
This study did not meet the review's eligibility criteria |
Serowoky et al. 2015 |
This study did not meet the review's eligibility criteria |
Abt Associates 2015c Kelsey et al. 2016a Kelsey et al. 2016b |
A subsequent study by a separate group of researchers evaluated the program when implemented on a broader scale and with a more broadly-defined target population. The study used a randomized controlled trial involving adolescents recruited from schools and community-based organizations across three states (Arizona, California, and Massachusetts). Study participants were randomly assigned to either a treatment group that was offered the program during school or as part of an afterschool program, or to a control group that received their regular school curriculum and (in some sites) a healthy lifestyle curriculum or other after-school activities. Surveys were administered before random assignment (baseline), and six and 18 months after study enrollment. |
Espada et al. 2017 |
This study did not meet the review's screening criteria |