Family/media approach to HIV prevention: Results with a home-based, parent-teen video program.

Abstract

We describe the first study with a home-based HIV prevention video program for parents and young teenagers. The objectives of the program are to inform parents and teenagers about the causes and prevention of HIV infection and other sexually transmitted diseases, to increase family problem-solving skills, and to increase teen problem-solving and assertiveness skills. The objectives pertain to the goals of increasing skills needed to help teenagers avoid or manage high-risk behaviors and situations. Forty-five families with at least one 12- to 14-year-old were randomly assigned to either experimental (receive video program) or control (no video) conditions in a pretest-posttest design. After 6 months (Follow-Up 1), the experimental and control families were reassessed. The control families next received the video program, and the control families were assessed again (Follow-Up 2). The results indicate increases in parent and teen knowledge and skills only with video viewing. Approaches to improving the video program, particularly with teenagers, are discussed.

Intervention Mapping as a Participatory Approach to Developing an HIV Prevention Intervention in Rural African American Communities

“…Although there are a number of HIV prevention programs that involve both caregivers and youth (e.g. Chen et al, 2009; DiIorio et al, 2006; Stanton et al, 2004; Winett et al, 1992); most target only mothers or fathers, or they seek to improve sexual health outcomes only in one gender (Dancy, Crittenden & Freels, 2006; DiIorio et al, 2006; Gong et al, 2009; Hutchinson, Jemmott, Jemmott, Braverman, & Fong, 2003). Few are culturally-tailored for African American parents, and those that are focus on low-income or urban families (Dancy et al, 2006; McCormick et al, 2000).…”

HIV-AIDS prevention videotapes: A review of empirical findings

“…Winett et al (1992Winett et al ( , 1993 found that a theoretically-based skills training videotape intervention resulted in significant changes in prevention-related behavioral skills. Adolescents and their parents both improved performance on skills role-play assessment measures of assertiveness and problem solving, with gains maintained six months after the intervention.…”

“…However, four studies have tested HIV prevention videotapes developed on the basis of theoretical principles. Three of the four theory-based videotapes were derived from Bandura's (1986Bandura's ( , 1989Bandura's ( , 1994 & Flora, 1993;Winett et al, 1992Winett et al, , 1993), and one study tested an HIV antibody testing promotion videotape based on Tversky's (1972, 1979) Prospect Theory (Kalichman & Coley, 1995). Thus, most tests of HIV-AIDS prevention videotapes have not been grounded in conceptual models of behavior change and have not tested basic theoretical principles.…”

“…No treatment or delayed treatment control groups do, however, test videotape effects without the confounds noted above. Solomon and DeJong (1989) and Winett et al (1992) provide examples of no intervention and delayed intervention control conditions, respectively. These studies show that videotapes do influence certain outcomes relevant to HIV prevention.…”

“…One exception to the problem of disjoint videotapes and measures is offered by Solomon and DeJong (1989) in a study that derived AIDS-related knowledge test items directly from tape content. Winett et al (1992Winett et al ( , 1993 also linked assessments to intervention components by using standardized role-play behavioral enactment measures to evaluate skills training vide-otapes. Thus, HIV prevention videotape studies that test theoretical principles also tend to match outcome measures to videotape elements.…”