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## Breadcrumb

            -  Evidence and Innovation 
            -  Teen Pregnancy Prevention Evidence Review 
            -  Programs 
            -           Becoming a Responsible Teen (BART) - INACTIVE      

# Becoming a Responsible Teen (BART) - INACTIVE

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

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

Becoming a Responsible Teen (BART) is an HIV prevention curriculum developed for African American adolescents, that is based on ethnic pride and can be delivered in non-school, community-based settings. BART consists of eight sessions, which are 1.5 to 2 hours each. The program uses interactive group discussions and role plays that have been created by teens.

Although the focus of Becoming a Responsible Teen is HIV/AIDS prevention, the curriculum includes topics and activities relevant to teen pregnancy prevention. Teens learn to clarify their own values about sexual decisions and pressures as well as practice skills to reduce sexual risk-taking. These include correct condom use, assertive communication, refusal techniques, self-management, and problem solving. Also, abstinence is woven throughout the curriculum and is discussed as the best way to prevent HIV infection and pregnancy.

The program was designed to be implemented in non-school settings, including after school or in health clinics. It was evaluated in community-based organizations, health clinics, high schools, and correctional facilities.

http://www.etr.org/ebi/

Program component data is not available.

                        - Increasing knowledge of HIV transmission and prevention.
                        - Changing attitudes toward HIV prevention and safer sex.
                        - Changing perceptions of risk and social norms regarding HIV.
                        - Increasing behavioral intent to avoid behaviors that could lead to contracting HIV.
                        - Clarifying values about sexual decisions and pressures.
                        - Increasing skills to reduce sexual risk-taking including, correct condom use, assertive communication, refusal techniques, self-management, and problem solving. 

                        - Information that increases adolescents’ knowledge and their awareness of risk.
                        - Training in the skills adolescents need to translate the information into action.
                        - Opportunities to practice and receive corrective feedback and using the skills in a safe environment before they face the challenges of using them in risky situations.
                        - Social support to help make the desired behaviors the norm in the social environment.
                        - Knowledge and attitudes about HIV, how drugs and alcohol use may influence sexual decision making, and condom use.
                        - Skills and self-efficacy related to condom use, preventing risky situations, problem solving, and communication.
                        - Perception of risk related to HIV transmission and living with HIV.
                        - Social/peer norms about HIV prevention, safer sex, and promoting the use of effective (assertive) communication.
                        - Behavioral beliefs and goal-setting.
                        - Connectedness to culture.
                        - Values about preventing HIV, promoting safer sex, and communicating with a partner about safer sex.
                        - Communication with parents or other adults.

The program logic model can be found on ETR's website: http://www.etr.org/ebi/programs/becoming-a-responsible-teen/.

BART program structure includes the following:
                        - The program is delivered in 8 weekly 90-120-minute sessions. 
                        - When focusing on skill development, participants may be separated by gender. 
                        - The program should be implemented in a non-school setting. 
                        - Parental consent and support should  be obtained prior to delivering the program.

Two co-leaders, one male and one female, should facilitate the classes. Providers should select program leaders who are as similar to youth as possible and have credibility with youth.

Core intervention materials are the Leader's Guide, Student Workbooks, and The Monster DVD from Scenarios USA.

None specified

http://www.etr.org/ebi/programs/becoming-a-responsible-teen/

                        - Two-day Training of Educators (TOE)—the learning process includes pre-work, skill-based instruction and post-training follow-up support.
                        - Four-day Training of Trainers (TOT)—available for seasoned trainers who have experience in delivering the intervention. Completion entitles participants to use ETR’s research-based training designs to conduct TOEs for their organization or designated affiliate group. TOT attendees who have completed the four-day TOT are eligible to attend a condensed TOT course on additional EBIs.

In-depth adaptation guidelines and tools are available through ETR at the following link: http://www.etr.org/ebi/programs/becoming-a-responsible-teen/.

Examples of allowable adaptations include updating statistics or facts; lengthening skills-based classes beyond 90-minutes without cutting the number of classes; and tailoring the content (e.g. for visual learners or particular gender or racial/ethnic groups).

### 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.*