Evaluating HIV Prevention Interventions

Mantell, Joanne E.; DiVittis, Anthony T.; Auerbach, Marilyn I.

doi:10.1007/978-1-4899-1840-6

Cited by 25 publications

(14 citation statements)

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“…Computer searches using Medline, PsycInfo, and Cinahl identified studies that evaluated adolescent risk reduction interventions that (a) were published before February 2003, (b) included adolescents 11 to 18 years old; (c) used a RCT design; and (d) measured sexual behavior outcomes. We limited our review to RCTs because this design eliminates many threats to internal validity (55), and improves the ability to infer causation to the intervention for effects observed (56). We examined RCTs to determine if they contained components tailored to the unique developmental needs of adolescents.…”

Section: Developmentally-appropriate Features Of Adolescent Sexual Risupporting

confidence: 42%

Developmentally appropriate sexual risk reduction interventions for adolescents: Rationale, review of interventions, and recommendations for research and practice

Pedlow¹,

Carey²

2004

ann. behav. med.

172

156

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Context-Despite awareness of the need to design developmentally-appropriate sexual risk reduction interventions for adolescents, limited information exists to identify the aspects of intervention design or content that make an intervention "developmentally appropriate." Objectives-(a)To clarify the rationale for designing developmentally-appropriate interventions, (b) to review randomized controlled trials (RCTs) of adolescent sexual risk reduction interventions, (c) to identify developmentally-appropriate strategies, (d) to examine the relationship between developmental appropriateness and sexual risk outcomes, and (e) to provide recommendations for research.Study Selection-Studies (n = 24) published before 2003 that evaluated a risk reduction intervention, sampled adolescents, used a RCT study design, and evaluated sexual behavior outcomes.Results-Content analysis indicated that the interventions tested were often tailored to the cognitive level of adolescents, as indicated by the use of exercises on decision-making, goal-setting and planning, and concrete explanation of abstract concepts. Interventions also addressed the social influences of risky sex such as peer norms and provided communication skills training. Overall, the interventions tested in RCTs were more effective in delaying the onset of sexual activity than in promoting abstinence among sexually-active youth. Interventions with booster sessions were effective in reducing sexual risk behavior. The use of process measures, linked with developmental constructs, was rare. However, improvements in sexual communication skills and perceived norms for safer sex were associated with reductions in sexual risk outcomes.Conclusions-Developmental transitions during adolescence influence sexual behavior, and need to be considered when developing and evaluating risk reduction interventions for youth. Future research should assess process measures of key developmental constructs as well as risk behavior and biological outcomes.

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Section: Developmentally-appropriate Features Of Adolescent Sexual Risupporting

confidence: 42%

Developmentally appropriate sexual risk reduction interventions for adolescents: Rationale, review of interventions, and recommendations for research and practice

Pedlow¹,

Carey²

2004

ann. behav. med.

172

156

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“…Data suggest that "safe sex" is not considered a high priority among IDUs [8][9][10]. Mantell et al [11] agree on the need to implement programs aimed at reducing harms associated with drug injection and sexual behaviors [11]. Therefore, harm reduction programs must be adapted to the changing reality of drug users [7], and it is misleading to assume that a change in 1 type of behavior will automatically bring about a change in the other.…”

supporting

confidence: 40%

“…Interventions aimed at effectively modifying behavior require an understanding of the models that best explain human behavioral changes and of how to use the best methodological techniques for working with the variables in such models. Health professionals must also be able to use this knowledge to design, implement, and evaluate the intervention programs [11,12].…”

mentioning

confidence: 47%

Cognitive and Behavioral Change in Health Care Professionals after Training in the Treatment of Injection Drug Users

Insúa

Moncada²

2003

CLIN INFECT DIS

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A training program was implemented for 56 health care professionals who work with injection drug users (IDUs) in Spain. The aims were to change health care professionals' concepts of drug treatment for IDUs and increase the knowledge required to implement effective drug treatment programs and train professionals who would in turn train other professionals, thus creating a network. Follow-up was carried out at 8 months. All of the professionals had little prior experience in designing and implementing risk reduction programs. At the end of the training program, all thought that they had increased their knowledge; had gained the skills required to design, implement, and evaluate harm reduction programs for IDUs; and felt qualified to train colleagues from other treatment centers. After 1 year, they had trained 676 health care professionals. The program is appropriate with regard to the aims sought and the target population for which it was designed. The effectiveness of a network-building strategy was also validated.

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“…This is applicable not only to health education in general, 29 ,3 0 but also to specific priority areas such as HIV/ AIDS intervention, 31 and youth health promotion programmes. 3 2,3 3 Proper formative evaluation is also indispensable in health learning materials design for culturally diverse audience groups.…”

Section: Introductionmentioning

confidence: 46%

A grading model for media appropriateness and cultural sensitivity in health education

Hugo

2000

Journal of Audiovisual Media in Medicine

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Many forms of media used in health education today have only a limited effect in promoting a healthy lifestyle. One of the reasons for this is the lack of formative assessment instruments to identify weak points in the media that are used. Another problem is the insufficient attention paid to different socio-cultural variables in choosing suitable media for particular audiences in a culturally diverse society. This article presents a model for grading media appropriateness and cultural sensitivity in health education. The model is based on the interaction between three cornerstones, namely the principles of health education, appropriate media and technology, and socio-cultural sensitivity. A strong point of this model is its flexibility, because it can be combined with other instruments for formative assessment of different health learning materials.

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Evaluating HIV Prevention Interventions

Cited by 25 publications

References 0 publications

Developmentally appropriate sexual risk reduction interventions for adolescents: Rationale, review of interventions, and recommendations for research and practice

Developmentally appropriate sexual risk reduction interventions for adolescents: Rationale, review of interventions, and recommendations for research and practice

Cognitive and Behavioral Change in Health Care Professionals after Training in the Treatment of Injection Drug Users

A grading model for media appropriateness and cultural sensitivity in health education

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