Respeto/Proteger - INACTIVE

Inactive Reason
This program is inactive because it is not currently available for implementation.
Developers
Deborah Koniak-Griffin, Ed.D., R.N.C., F.A.A.N., Janna Lesser, R.N., Ph.D., Barbara Kappos, M.S.W., and Jerry Tello
Program Summary
Respeto/Proteger is a culturally rooted couple-focused and asset-based HIV prevention program developed through a community-academic partnership project for young Latino parents. The 12-hour curriculum builds on feelings of parental protectiveness while integrating cultural teaching as motivation to reduce risky sexual behavior. HIV-related content includes HIV awareness, understanding vulnerability to HIV infection, disease prevention, condom use skills and sexual negotiation skills. Parental protectiveness is fostered through specially designed discussions and writing activities that integrate traditional or cultural teachings. The facilitation is based on the use of an espejo (mirror) process of teaching using strategies such as storytelling and reflection. The role of the facilitators is to be not only teachers and guides but also role models and nurturers. The program is delivered to small groups of couples in community and clinic settings.
Intended Population
The program was designed for and tested with young Latino parents, ages 14 to 24, with children who are at least three months of age.
Program Setting

The program is designed for and evaluated in community-based settings, including community-based organizations and health centers.

Contact and Availability Information
Janna Lesser, PhD, RN
Center for Community-Based Health Promotion with Women & Children
7703 Floyd Curl Drive
School of Nursing
UT Health Science Center at San Antonio
San Antonio, TX 78229-3900
Ph: 210-845-3764
Sample of Curriculum Available for Review Prior to Purchase
No
Languages Available
English, Spanish
Program Components and Core Components

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.

Program component data is not available.

Program Objectives
The program seeks to prevent HIV among young Latino parents by increasing feelings of parental protectiveness and the emotional attachment between a parent and a child to positively affect parental behavior.
Program Content
Respeto/Proteger is a six session curriculum focused on HIV prevention. The core components of the program are organized as follows:
  • Session I: Understanding Each Other. This session is intended to establish the sentiments of parental protectiveness among the participants and demonstrate how these sentiments relate to family health and safety. Discussion topics include taking responsibility, being a role model, and goals for the future.
  • Session II: Male/Female Relationships. This session focuses on respectful and healthy behavior within a relationship through discussion and storytelling. It also provides an introduction to STDs and HIV.
  • Session III: The Life Cycle/Young Parenthood. This session deals with the consequences of actions, and asks participants to contemplate how contracting a disease such as HIV would affect their families. It includes a guest lecture by an HIV-positive parent.
  • Session IV: Barriers to condom use and other safe practices are discussed in the context of gender roles and cultural norms. Participants are divided by gender. This session also covers HIV transmission and testing procedures.
  • Session V: This session focuses on the decision-making process and uses a game to explore high- versus low-risk behaviors. Through a video and group discussion, this session also covers violence and substance abuse. 
  • Session VI: During the final session, participants revisit the personal goals they identified in Session I and discuss the actions they must take to achieve these goals. They also draft and share a letter to their child discussing their aspiration for the child’s future.

Community and academic partners integrated HIV prevention strategies into Respeto/Proteger based on Social Cognitive Theory, the Theory of Reasoned Action, and concepts from the theory of gender and power with strategies from El Joven Noble and Con Los Padres programs.

Program Methods
The program is delivered using the espejo (mirror) process of instruction, which emphasizes group discussion and sharing of personal experiences, small group discussion, videos, and guest speakers.
Program Structure and Timeline

The program is delivered in six 2-hour sessions.

Staffing
The program requires two trained facilitators, one male and one female. Preferably at least one facilitator has experience working with population and one has a health care background.
Staff Training
A three day training is required to implement Respeto/Proteger. Jerry Tello and Janna Lesser provide the training for a cost of $20,000.
Program Materials and Resources
The program curriculum, facilitator manual, and evaluation instrument are provided at training.
Additional Needs for Implementation
None specified
Fidelity
None specified
Technical Assistance and Ongoing Support
Technical assistance is available through the developer.
Allowable Adaptations
Allowable adaptations are not available for this program.
Adaptation Guidelines or Kit
No
Reviewed Studies
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. 2008

 		✓

Lesser et al. 2009

Koniak-Griffin et al. 2011

 		✓
Study Characteristics
Citation Setting Majority Age Group Majority Racial/Ethnic Group Gender Sample Size

Koniak-Griffin et al. 2008

 		n.a. n.a. n.a. n.a. n.a.

Lesser et al. 2009

Koniak-Griffin et al. 2011

 		After school 18 or 19 Hispanic or Latinx of any race Youth of any gender

336
Study Findings

Evidence by Outcome Domain and Study

Citation Sexual Activity Number of Sexual Partners Contraceptive Use STIs or HIV Pregnancy

Koniak-Griffin et al. 2008

 		n.a. n.a. n.a. n.a. n.a.

Lesser et al. 2009

Koniak-Griffin et al. 2011

 		n.a. n.a. Conflicting evidence n.a. n.a.
KEY
Evidence Indication
Favorable findings
Two or more favorable impacts and no unfavorable impacts, regardless of null findings
Potentially favorable findings
At least one favorable impact and no unfavorable impacts, regardless of null findings
Indeterminate findings
Uniformly null findings
Conflicting findings
At least one favorable and at least one unfavorable impact, regardless of null findings
Potentially unfavorable findings
At least one unfavorable impact and no favorable impacts, regardless of null findings
Unfavorable findings
Two or more unfavorable impacts and no favorable impacts, regardless of null findings
Note: n.a. indicates the study did not examine any outcome measures within that particular outcome domain, or the study examined outcome measures within that domain but the findings did not meet the review evidence standards.
Detailed Findings
Citation Details

Koniak-Griffin et al. 2008

Lesser et al. 2009

Koniak-Griffin et al. 2011

This study evaluated the program with a randomized controlled trial involving high-risk mothers and fathers recruited from community-based locations in Los Angeles County, California. Couples were randomly assigned to either a treatment group that was offered the program or to a control group that received a 90-minute didactic HIV prevention curriculum. Surveys were administered immediately before the intervention (baseline), immediately after the intervention, and at follow-ups conducted three, six, and 12 months after the program ended.

In one set of longitudinal analyses, the study found that across the baseline, three-month follow-up, and six-month follow-up, the proportion of males and females who reported having had sex without a condom in the past three months declined by a statistically significantly greater amount for the treatment group than for the control group. In a separate set of analyses that incorporated the 12-month follow-up, the study found that while there were favorable treatment effects observed through the 6-month period, there was an unfavorable effect of the intervention by the 12 month period, where there was a statistically significantly higher rate of unprotected sex among the treatment group.

Notes

Some study entries may include more than one citation because each citation examines a different follow-up period from the same study sample, or because each citation examines a different set of outcome measures on the same study sample. A blank cell indicates the study did not examine any outcome measures within the particular outcome domain or the findings for the outcome measures within that domain did not meet the review evidence standards.

Information on evidence of effectiveness is available only for studies that received a high or moderate rating. Read the description of the review process for more information on how these programs are identified.