Developmental Implications of HIV Prevention During Adolescence

Dinaj-Koci, Veronica; Chen, Xinguang; Deveaux, Lynette; Lunn, Sonja; Li, Xiaoming; Wang, Bo; Braithwaite, Nanika; Marshall, Sharon; Gomez, Perry; Stanton, Bonita

doi:10.1177/0044118x12456028

Cited by 13 publications

(16 citation statements)

References 23 publications

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“…We speculate that this enduring effect may result from increases in parent and adolescent communication about sex. Furthermore, as previous results [18, 19] have shown, the current findings reveal that receipt of the grade-6 HIV-prevention intervention conferred lasting benefits regarding condom-use skills. By the beginning of grade-10 youth who had received FOYC have higher skills and knowledge.…”

Section: Discussionsupporting

confidence: 85%

“…As previously reported [18,19], at baseline in grade-10, prior to receipt of either BFOOY or HFLE, those youth who had attended schools receiving FOYC in grade-6 (N=530) exhibited higher condom-use skills, HIV/AIDS knowledge, and condom-use self-efficacy than youth in schools not receiving FOYC (N=1579). In terms of improvements in HIV-prevention skills, youth who had not been exposed to FOYC in grade-6 demonstrated greater positive change as a result of receipt of BFOOY.…”

Section: Resultssupporting

confidence: 54%

“…Males exhibited significantly higher condom-use skills and condom-use self-efficacy and females show higher HIV/AIDS knowledge. For all youth, condom-use skills, HIV/AIDS knowledge, condom-use self-efficacy, and condom-use intention displayed significant increases with time [18, 19]. Significant main effects for intervention showed that compared to youth who received both FOYC and BFOOY, WW+BFOOY had significantly lower condom use skills, HIV/AIDS knowledge, condom use self-efficacy and intention and WW+HFLE had lower HIV/AIDS knowledge.…”

Section: Resultsmentioning

confidence: 99%

“…Subsequently, the Bahamian government implemented a randomized, controlled trial of a version of FOYC+CImPACT modified for older youth [Bahamian Focus on Older Youth (BFOOY)] involving all grade-10 classes in eight government high schools with periodic follow-up over two years[17,18]. Through the beginning of grade-12, youth who received BFOOY with CImPACT exhibited higher HIV/AIDS knowledge, condom-use skills, and self-efficacy and marginally higher consistent condom-use [6].…”

Section: Introductionmentioning

confidence: 99%

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Adolescent HIV Risk Reduction in the Bahamas: Results from Two Randomized Controlled Intervention Trials Spanning Elementary School Through High School

et al. 2015

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To address global questions regarding the timing of HIV-prevention efforts targeting youth and the possible additional benefits of parental participation, researchers from the USA and The Bahamas conducted two sequential longitudinal, randomized trials of an evidence-based intervention spanning the adolescent years. The first trial involved 1360 grade-6 students and their parents with three years of follow-up and the second 2564 grade-10 students and their parents with two years of follow-up. Through grade-12, involvement in the combined child and parent-child HIV-risk reduction interventions resulted in increased consistent condom-use, abstinence/protected sex, condom-use skills and parent-child communication about sex. Receipt of the grade-6 HIV-prevention intervention conferred lasting benefits regarding condom-use skills and self-efficacy. Youth who had not received the grade-six intervention experienced significantly greater improvement over baseline as a result of the grade-10 intervention. The HIV-risk reduction intervention delivered in either or both grade-6 and grade-10 conferred sustained benefits; receipt of both interventions appears to confer additional benefits.

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Section: Discussionsupporting

confidence: 85%

Section: Resultssupporting

confidence: 54%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Adolescent HIV Risk Reduction in the Bahamas: Results from Two Randomized Controlled Intervention Trials Spanning Elementary School Through High School

et al. 2015

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“…However, if instead of controlling for baseline differences between the two groups in grade 10 (since the differences did result from prior exposure among one group to the intervention), the youth receiving both interventions (e.g. FOYC in grade 6 and BFOOY in grade 10) displayed both a carryover effect from the FOYC and an additional boost from BFOOY, and thus demonstrated the highest scores six months post-intervention in condom-use skills (Dinaj-Koci et al, 2012). These data provide support for the importance of continued teaching of the curriculum in grade 6, but also suggests that the second exposure in grade 10 to the curriculum serves a useful and valuable purpose: it has a significant impact on youth who missed the grade 6 exposure and serves to effectively boost the skills of the youth who did receive FOYC back in grade 6.…”

Section: Namibiamentioning

confidence: 99%

A quarter-century of HIV prevention intervention efforts among children and adolescents across the globe

Stanton

2014

Health Psychology and Behavioral Medicine

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In 1988 a group of pediatricians, developmental, clinical, child and social psychologists, anthropologists and health educators began researching in Baltimore, Maryland on an HIV prevention intervention, Focus on Youth. Over the next 25 years the questions being addressed by Focus on Youth, reflected those of the global HIV research experience. During the first phase, the questions being addressed by the broader research community included: Can HIV risk behaviors be purposefully impacted by behavioral interventions? If so, how do successful interventions differ from those that are not effective? Are theory-based interventions more likely to be effective than information-only based interventions? Can theories be translated into culturally and developmentally appropriate interventions including those that are appropriate for children and adolescents? Should parents be involved--and if so, how? During its next phase, the Focus on Youth team increasingly became concerned with a disturbing reality. A large number of interventions had been developed and some had been shown to have evidence of impact. But virtually all of these interventions had been conducted in the USA or Europe. The questions facing researchers included: With the global burden of HIV disproportionately impacting Low and Middle Income Countries (LMIC), especially those in southern Africa, the Caribbean and parts of Asia, what is known about the effectiveness of western-based interventions in these culturally, racially and economically disparate settings? With the exciting proliferation of interventions, federal agencies in the USA and international agencies including UNAIDS realized the importance of assessing the research portfolio and developing metrics of effectiveness. The questions during this phase included: What is an “effective” intervention? How are effective interventions implemented in a new setting? This phase merged with the next phase as researchers and public health workers realized that the dissemination to a new community of an intervention developed and found to be effective in one community requires change. The central questions during this time included: What changes or kinds of changes can be made to an intervention without undermining its effectiveness? What aspects of an intervention cannot be changed without potentially undermining its effectiveness? What constitutes a “change”? Who should be involved in this decision-making? These efforts culminated in our current phase, one focused on implementation. We must learn more about the factors that allow an intervention to survive and thrive and selectively target these critical factors. The main objective of this paper is to review our experiences and lessons learned in developing, implementing, and evaluating Focus on Youth in a wide range of socio-cultural settings over the past a quarter of century.

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Teachers’ Patterns of Implementation of an Evidence-Based Intervention and Their Impact on Student Outcomes: Results from a Nationwide Dissemination over 24-Months Follow-Up

Stanton

2015

AIDS Behav

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More information is needed about factors influencing real-life implementation and program impact of interventions effective in controlled study conditions. Ongoing national implementation of an evidence-based HIV prevention program targeting grade 6 students in The Bahamas offers the opportunity to examine patterns of implementation and relate them to student outcomes. Data were collected from 208 grade 6 teachers, 75 grade 7 teachers and 4,411 grade 6 students followed over two years. Mixed-effects modeling analysis examined the association of teachers’ patterns of implementation with student outcomes. High quality program implementation in grade 6 (high implementation dosage and fidelity) was significantly related to student outcomes six and 18 months post-intervention. Quality of implementation of the booster session in grade 7 was also significantly related to student outcomes in grade 7. Quality of delivery of the brief booster session a year after initial implementation is important in maintaining or resetting the student outcome trajectory.

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Developmental Implications of HIV Prevention During Adolescence

Cited by 13 publications

References 23 publications

Adolescent HIV Risk Reduction in the Bahamas: Results from Two Randomized Controlled Intervention Trials Spanning Elementary School Through High School

Adolescent HIV Risk Reduction in the Bahamas: Results from Two Randomized Controlled Intervention Trials Spanning Elementary School Through High School

A quarter-century of HIV prevention intervention efforts among children and adolescents across the globe

Teachers’ Patterns of Implementation of an Evidence-Based Intervention and Their Impact on Student Outcomes: Results from a Nationwide Dissemination over 24-Months Follow-Up

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