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## Breadcrumb

            -  Evidence and Innovation 
            -  Teen Pregnancy Prevention Evidence Review 
            -  Programs 
            -           Making Proud Choices!      

# Making Proud Choices!

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

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

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:ETRPhone: 1-800-321-4407Website: https://www.etr.org/store/curricula/making-proud-choices/

For training and support, please contact:Professional Learning ServicesETRPhone: 1-800-321-4407Website: https://www.etr.org/ebi/training-ta/

#### Pagination

-  Previous page‹‹ 
-           Page 4        

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/).

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

http://www.etr.org/ebi/programs/making-proud-choices/

### 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.*