Information-motivation-behavioral skills model-based HIV risk behavior change intervention for inner-city high school youth.
This study assessed the effects of 3 theoretically grounded, school-based HIV prevention interventions on inner-city minority high school students' levels of HIV prevention information, motivation, behavioral skills, and behavior. It involved a quasi-experimental controlled trial comparing classroom-based, peer-based, and combined classroom- and peer-based HIV prevention interventions with a standard-of-care control condition in 4 urban high schools (N = 1,532, primarily 9th-grade students). At 12 months postintervention, the classroom-based intervention resulted in sustained changes in HIV prevention behavior. This article discusses why both of the interventions involving peers were less effective than the classroom-based intervention at the 12-month follow-up and, more generally, suggests a set of possible limiting conditions for the efficacy of peer-based interventions.
Fisher
Jeffrey D
JD
Center for HIV Intervention and Prevention, Department of Psychology, University of Connecticut, Storrs 06269-1020, USA. jfisher@uconnvm.uconn.edu
Fisher
William A
WA
Bryan
Angela D
AD
Misovich
Stephen J
SJ
D000293:Adolescent; D000328:Adult; D003237:Connecticut; D005260:Female; D015658:HIV Infections / Q000523:psychology*; D006266:Health Education / Q000379:methods*; D006801:Humans; D008297:Male; D017145:Models, Educational; D009042:Motivation; D010379:Peer Group; D011204:Poverty Areas; D012044:Regression Analysis; D012309:Risk-Taking; D021841:Safe Sex; D012572:School Health Services