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## Breadcrumb

            -  Evidence and Innovation 
            -  Teen Pregnancy Prevention Evidence Review 
            -  Programs 
            -           Be Proud! Be Responsible! Be Protective!      

# Be Proud! Be Responsible! Be Protective!

- Program Information
- Program Overview
- Program Description
- Program Component Table
- Program Implementation

- Research Evidence
- Reviewed Studies
- Study Characteristics
- Study Findings

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).

http://www.etr.org/ebi/programs/be-proud-be-responsible-be

Program component data is not available.

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.

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.

http://www.etr.org/ebi/programs/be-proud-be-responsible-be-protective/

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/).

https://programsupport.etr.org/
http://www.etr.org/ebi/training-ta/

                        - 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

### Evidence by Outcome Domain and Study

#### 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.*