Making Proud Choices!
Making Proud Choices! was designed to be implemented in a variety of community settings, including schools or community-based organizations. The program was evaluated in schools and in an after-school, community-based setting.
For curriculum, materials, and pricing information, please contact:
For training and support, please contact:
Professional Learning Services
|Category||Component||Core Component||Component present||Notes||Lesson number(s) / activities where present|
|Content||Volunteering/civic engagement||Yes||Yes (both versions)||Module 1 Activity D (41)|
|Content||Morals/values||Yes||Yes (both versions)||Module 5 Activity C (126), Module 6 Activity D (157)|
|Content||Identity development||No||Optional||Appendix A (266)|
|Content||Social influence/actual vs. perceived social norms||Yes||Yes (both versions)||Module 5 Activity C (126), Module 6 Activity D (157)|
|Content||Normative beliefs||Yes||Yes (both versions)||Module 1 Activity C (37), Activity D (41); Module 5 Activity C (126), Module 6 Activity D (157)|
|Content||Cultural values||Yes||Yes (both versions)||Module 5 Activity C (126), Module 6 Activity D (157)|
|Content||Connections with trusted adults||No||No|
|Content||Conflict resolution/social problem solving||Yes||Yes (both versions)||Module 4 Activity A (93), Activity B (96); Module 7 Activity E (182), Module 8 All Activities (197)|
|Content||Communication skills||Yes||Yes (both versions)||Module 4 Activity A (93), Activity B (96); Module 7 Activity E (182), Module 8 All Activities (197)|
|Content||Boundary setting/refusal skills||Yes||Yes (both versions)||Module 7 Activity E (182), Module 8 All Activities (197)|
|Content||Substance use cessation||No||No|
|Content||Substance use - Other drugs||No||No|
|Content||Substance use - Alcohol||No||No|
|Content||Substance use - Abstinence||No||No|
|Content||Brain development and substance use||No||No|
|Content||Supplemental academic services||No||No|
|Content||Graduating from high school||No||No|
|Content||Self-efficacy/empowerment||Yes||Yes (both versions)||Module 1 Activity D (41)|
|Content||Personal vulnerability||Yes||Yes (both versions)||Module 7 Activity E (182), Module 8 All Activities (197)|
|Content||Risk of STIs and Pregnancy||Yes||Yes (both versions)||Module 2 All Activities (57), Module 3 All Activities (77), Module 4 Activity C (100), Activity D (102); Module 5 Activity A (112), Activity B (121), Activity C (126); Module 6 Activity A (138), Optional Activity B (143), Activity D (157)|
|Content||STIs - Screening||Yes||Yes (both versions)||Module 5 Activity A (112)|
|Content||STIs - Prevention||Yes||Yes (both versions)||Module 5 Activity A (112)|
|Content||STIs - Information||Yes||Yes (both versions)|
|Content||Sexual risk reduction||Yes||Yes (both versions)||Module 2 All Activities (57), Module 3 All Activities (77), Module 4 All Activities (93); Module 5 Activity A (112), Activity B (121), Activity C (126); Module 6 Activity A (138), Optional Activity B (143), Activity D (157)|
|Content||Sexual risk avoidance||Yes||Yes (both versions)||Module 2 Activity D (70), Module 4 Activity C (100)|
|Content||Sexual orientation||No||Optional||Appendix A (266)|
|Content||Sexual health||Yes||Yes (both versions)||Throughout|
|Content||Contraception - Pills, patches, rings, and shots||Yes||Yes (both versions)||Module 6, Activity C (145)|
|Content||Contraception - Condoms||Yes||Yes (both versions)||Module 5, Activity D (129); Module 7, Activity A (166), Activity B (170), Activity C (173), Activity D (176)|
|Content||Contraception - Long-acting reversible contraceptives||Yes||Yes (both versions)||Module 6, Activity C (145)|
|Content||Contraception - Other||Yes||Yes (both versions)||Module 6, Activity A (138), Activity C (145)|
|Content||Puberty/development||No||Optional||Appendix A (249)|
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.
- Be able to use highly participatory and interactive skills.
- Be able to work with youth and relate to them and their life circumstances.
- Believe in the teens and believe in their resilience.
- Have a comprehensive understanding of adolescent development; the developing sexual needs of youth; and the relevance of HIV/AIDS, STDs, and pregnancy for youth.
The curriculum package consists of:
- Facilitator curriculum
- Activity set (role-play cards and posters)
- Student workbooks (classroom set of 30)
- Six curriculum DVDs:
- Tanisha & Shay
- The Hard Way
- Nicole’s Choice
- The Subject Is: HIV
- The Subject Is: STDs
- Wrap it Up and Condom Use Animation
- One seat for an interactive virtual curriculum training for the facilitator
The distributor also provides access to a table of contents, an optional LGBTQ supplement, and sample lesson on its website: http://www.etr.org/ebi/programs/making-proud-choices/.
Specific recommendations related to implementing the program with fidelity are as follows:
- Facilitators should deliver the curriculum modules in the order presented.
- Delivery of the intervention must be highly participatory.
- Making Proud Choices! was designed to be used with small groups ranging from six to 12 participants (but can be implemented with larger groups with increased staffing, see Allowable adaptations).
It is highly recommended that educators who plan to teach Making Proud Choices! receive research-based professional development to prepare them to effectively implement and replicate the curriculum with fidelity for the intended group.
Training on Making Proud Choices! is available through ETR’s Professional Learning Services. Training options include a two-day Training of Educators with follow-up support, as well as interactive virtual training options.
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/).
Cole et al, 2022
The program was evaluated using a cluster randomized controlled trial involving male and female youth recruited from 15 high schools in Mobile, Alabama; Detroit, Michigan; St. Louis, Missouri; and Cincinnati, Ohio. Schools were randomly assigned in each of three years to a treatment group that received the Making Proud Choices! Program or a control group that received business-as-usual services. Surveys were administered immediately before the program (baseline), and six months after the end of the program.
Jemmott et al. 1998
|The program was evaluated in a randomized controlled trial involving middle school students in Philadelphia, PA. Students were randomly assigned to either a treatment group that received the program or to a control group that received a general health-promotion curriculum on diet, exercise, cancer awareness, and smoking. Both the control and intervention programs were delivered outside of regular school hours over two consecutive Saturdays. Surveys were administered immediately before the program (baseline), immediately after the program, and three, six, and 12 months after the program.
The study found that three months after the program ended, adolescents participating in the intervention were less likely to report having had unprotected sexual intercourse in the previous 3 months, and reported a lower frequency of unprotected sexual intercourse.
The study also examined program impacts on measures of condom use consistency. Findings for these outcomes were not considered for the review because they did not meet the review evidence standards. Specifically, findings were reported only for subgroups of youth defined by sexual activity at follow up. The study also examined program impacts on attitudes toward abstinence, as well as condom use knowledge, skills, and beliefs. Findings for these outcomes were not considered for the review because they fell outside the scope of the review.