Developing and Implementing a Group Skill Training Intervention to Reduce HIV/AIDS Risk Among Sexually Active Adolescents in Detention

The Social Context of Sexual Health and Sexual Risk for Urban Adolescent Girls in the United States

“…In another example of this line of research, Wingood et al (2002, p. 433) found that “women who are more dissatisfied with their body image may be at a greater risk for unintended pregnancy, sexually transmitted infections (STIs), and HIV infection.” Identifying such links between sexual health and sexual risk opens new avenues for prevention opportunities. However, more research is needed that reflects the diversity of young people's experiences and incorporates their perspectives (Baldo, 1996; Fullilove, Barksdale, & Fullilove, 1996; Guthrie et al, 1996; Hoffman & Futterman, 1996; Richey, Gillmore, Balassone, Gutierrez, & Hartway, 1997). …”

On the Sidelines of Guidelines: Further Thoughts on the Fit Between Clinical Guidelines and Social Work Practice

“…Even when careful assessment suggests a particular intervention, practitioners and researchers must often compromise the ideal model in applied settings for reasons of feasibility. For instance, although between-session practice is known to be important in maximizing social skill development, giving homework assignments to adolescents in juvenile detention was rejected as a viable strategy in the TAKE 5 group intervention because pilot tests showed there were insufficient opportunities for implementing assignments in the natural environment, and few youth followed through with them (Richey et al, 1997). The compromise entailed programming more face-toface practice of youths'real-life situations in group sessions and a private and public pledge by each participant for behavior change after training.…”

“…One recent example may serve to illustrate this point. The TAKE 5 Project was a federally funded experimental study that compared the relative efficacy of three brief interventions to reduce HIV/AIDS risk among 396 heterosexually active African American and European American adolescents sampled in urban public health clinics and a county juvenile detention facility (Richey, Gillmore, Balassone, Gutierrez, & Hartway, 1997). Project staff spent considerable time developing intervention components that were theoretically and empirically grounded (Balassone, Baker, Gillmore, Morrison, & Dickstein, 1993).…”

“…Project staff spent considerable time developing intervention components that were theoretically and empirically grounded (Balassone, Baker, Gillmore, Morrison, & Dickstein, 1993). This was especially evident in the group skill-training condition that embodied careful and explicit intervention programming based on social learning and social cognitive theories and principles, the theory of reasoned action, operant generalization principles, problem-solving models, and group social work practice principles (Richey et al, 1997). Group training procedures explicitly incorporated specific strategies that have support in the empirical literature, such as the use of metaphor, shaping principles, behavioral rehearsal, positive reinforcement, and game formats (Gillmore et al, 1997).…”

Effective HIV Prevention Interventionsfor Adolescents and Young Adults

“…as effective as r&ltisession programs where-relationships can be established and information, motivation, and behavioral skills can be addressed (Richey et al, 1997).…”