Featured Grant OpportunitySchool Emergency Response to Violence (Project SERV) (Funding Opportunity) 

Featured Grant OpportunityShare with Youth: NOAA Student Opportunities Database

Featured Grant OpportunityShort Courses in Social Determinants of Health for Research Education in Nursing Research (Funding...

Featured Grant OpportunityComprehensive Partnerships to Advance Cancer Health Equity (CPACHE) Program (Funding Opportunity)

Featured Grant OpportunityRisk and Protective Factors of Family Health and Family Level Interventions (Funding Opportunity)

Featured Grant OpportunityPersonnel Development to Improve Services and Results for Children with Disabilities--Doctoral...

Featured Grant OpportunityStanding Announcement for Tribal Title IV-E Plan Development Grants (Funding Opportunity)

Featured Grant OpportunityProviding Research Education Experiences to Enhance Inclusivity for a Diverse Substance Use and...

Featured Grant OpportunityFY 2024 Research on School-Based Hate Crimes (Funding Opportunity)

Featured Grant OpportunityChallenge America (Funding Opportunity)

Featured Grant OpportunityResearch and Evaluation on Firearm Violence and Mass Shootings (Funding Opportunity)

Featured Grant OpportunityNational Juvenile Court Data Archive (Funding Opportunity)

Featured Grant OpportunityGraduate Research Fellowship (Funding Opportunity)

Featured Grant OpportunityCommunity Programs for Outreach and Intervention with Youth and Young Adults at Clinical High Risk...

Featured Grant OpportunityPrint and Disseminate Child Victims and Witnesses Support Materials (Funding Opportunity)

## Breadcrumb

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

# Be Proud! Be Responsible!

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

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

The program is designed to be implemented in a variety of settings, including schools or youth-serving community-based organizations. It was evaluated in a community-based setting.

Nancy Gonzalez-Caro, MPHEvidence-Based Product SpecialistETR100 Enterprise Way, Suite G300Scotts Valley, CA 95066Phone: 1-800-321-4407Website: http://www.etr.org/ebi/programs/be-proud-be-responsible/Cody Sigel, MPH, CHESHealth Education Training CoordinatorETR1333 Broadway, Suite P110Oakland, CA 94612Phone: 510-858-0995Website: http://www.etr.org/ebi/programs/be-proud-be-responsible/

#### Pagination

-  Previous page‹‹ 
-           Page 3        
-  Next page›› 

Be Proud! Be Responsible! aims to help participants change behaviors that place them at risk for HIV and other STDs, delay the initiation of sex among sexually inexperienced youth, reduce unprotected sex among sexually active youth, and help youth make proud and responsible decisions about their sexual behaviors.

The program seeks to achieve these objectives by:
                        - Increasing participant knowledge about HIV, AIDS and other STDs
                        - Affecting participant beliefs in value of safer sex and abstinence
                        - Increasing confidence in ability to negotiate safer sex and to use condoms correctly, improve condom use and negotiation skills
                        - Improving intentions to practice safer sex

                        - Module 1:  Introduction to HIV and AIDS
                        - Module 2:  Building Knowledge about HIV
                        - Module 3:  Understanding Vulnerability to HIV Infection
                        - Module 4:  Attitudes and Beliefs about HIV, AIDS, and Safer Sex
                        - Module 5:  Building Condom Use Skills
                        - Module 6:  Building Negotiation and Refusal Skills
                        - HIV, etiology, transmission, and prevention
                        - Prevention strategies – negotiation, condom use, problem solving

The six session curriculum addresses the following types of core behavioral beliefs and outcome expectancies:
                        - Goals and Dreams Beliefs : The belief that unprotected sex can interfere with one's goals and dreams for an education and career. In Session 1, participants engage in a goals and dreams activity and discuss obstacles to their 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 sexually transmitted diseases, including HIV/AIDS. This belief is incorporated throughout the curriculum.
                        - Partner Reaction Beliefs : The belief that one's boyfriend/girlfriend will not approve of condom use and will react negatively to it. This belief may prevent a person from negotiating condom use. In Sessions 5 and 6, participants learn and practice how to 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 and ruin the mood. Therefore, they are less likely to use condoms during sexual intercourse. In Sessions 5 and 6, 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. 

Be Proud! Be Responsible!**is designed to be implemented in six 50-minute modules, but can be implemented in a variety of formats. For example, in community settings, it can be implemented in a 2-day format (2.5 hours each day), a 6-day format (50 minutes each day) or on a single day (Saturday). The program is designed to be delivered to a group of 6 to 8 adolescents.

Facilitators must be trained adults and be well-versed in highly participatory and interactive skills and in working with youth. Facilitators should be able relate to participants and their life circumstances. 

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

The program requires the use of a TV monitor and DVD player.

Fidelity benchmarks, a logic model, and monitoring and evaluation tools are available for providers to implement the program with fidelity.Additional adaptation guidance for Be Proud, Be Responsible! can be found on ETR’s Program Success Center website: http://www.etr.org/ebi/programs/be-proud-be-responsible/

It is highly recommended that educators who plan to teach Be Proud, Be Responsible! 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! is available through ETR's Professional Learning Services. Training options include a 2-day Training of Educators with follow-up support. 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/

Specific characteristics of this program may be altered without changing the effectiveness of the program. Adaptations are allowed in consultation with the developer, if they do not alter the core components of the program.
                          - Number of days to deliver the modules and order in which modules are delivered (the program should be completed within a 2 week time frame)
                          - Deletion or replacement of modules or activities 
                          - Age of participants (in classes with diverse age groups, group students into similar age ranges); 
                          - Group size (ideally 6-12 youth per group). Larger groups will require additional facilitators. 
                          - Interactive activities

### 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.*