Making Proud Choices!

Making Proud Choices! draws on three theories of change: (1) social cognitive theory, (2) the theory of reasoned action, and (3) the theory of planned behavior. This framework relies on the concept of self-efficacy or perceived behavioral control beliefs (beliefs about the ability to conduct the behavior). The framework also relies on the outcome expectancies (beliefs about the consequences of the behaviors). The curriculum uses trauma-informed approaches and is inclusive of LGBTQI+ youth.

The curriculum and core content address four types of behavioral beliefs and outcome expectancies:

• Goals and dreams beliefs—the belief that unprotected sex can interfere with one’s goals and dreams for education and a career. In Session 1, the participants engage in a goals and dreams activity and discuss obstacles to goals and dreams. Having unprotected sex is listed and discussed as an obstacle. This belief is also incorporated throughout the curriculum.
• Prevention beliefs—the belief that condoms can reduce the risk of pregnancy, STDs, and HIV/AIDS. This belief is incorporated throughout the curriculum.
• Partner-reaction beliefs—the belief that one’s boyfriend/girlfriend would not approve of condom use and will react negatively to it. This belief might prevent a person from negotiating condom use. In Sessions 7 and 8, participants learn how to get out of a risky situation, set physical limits, and use negotiation and refusal skills to communicate with their partners about safer sex.
• Hedonistic beliefs—the belief that condom use interferes with sexual pleasure. For example, many people believe that condoms reduce physical sensations during sexual activity or ruin the mood. Therefore, people are less likely to use condoms during sexual intercourse. In Sessions 7 and 8, youth learn that sex is still fun and pleasurable when a condom is used and are taught how to incorporate this belief into role-play scenarios.

The curriculum modules cover the following topics:

• Module 1. “Getting to Know You and Steps to Making Your Dreams and Goals Come True” introduces the curriculum, sets up the theme of proud and responsible behavior, establishes group rules, and asks participants to identify short-term and long-term goals and dreams.
• Module 2. “The Consequences of Sex: HIV Infection” includes information on HIV etiology, transmission, and prevention, as well as myths about HIV.
• Module 3. “Attitudes and Beliefs About HIV and Condom Use” includes two videos on HIV transmission risk and interactive discussion about the videos.
• Module 4. “Strategies for Preventing HIV Infection: Stop, Think, and Act,” introduces participants to problem-solving skills through role-plays using the “Stop, Think, and Act” framework for decision making.
• Module 5. “The Consequences of Sex: STDs and Correct Condom Use” introduces myths and facts about STD transmission. Module 5 includes a condom demonstration by the facilitator and participant practice of condom application with a penis model. The module explores attitudes about condom use. The key theme of the module is that participants can protect themselves against STDs by correctly using condoms every time they have sex.
• Module 6. “The Consequences of Sex: Pregnancy” introduces myths and facts about pregnancy, includes a demonstration of birth control methods, and explores attitudes about contraception. The key theme of the module is that participants can protect themselves against pregnancy and STDs by correctly using condoms along with another birth control method every time they have sex.
• Module 7. “Developing Condom Use Skills and Negotiation Skills” teaches participants negotiation skills to address partner pressure and discusses ways to make condoms pleasurable.
• Module 8. “Enhancing Condom Use Skills and Negotiation Skills” further teaches problem-solving and negotiation skills to participants using the “SWAT” technique (say no effectively, state why, propose an alternative, and talk it out) in role-plays.