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Keepin' it R.E.A.L. Mother-Adolescent HIV Prevention Program

An Evidence-Based Practice

Description

Two HIV prevention interventions were administered to mothers and their 11-14 year-old children. Participants were recruited from the Boys & Girls Clubs of Metro Atlanta and were predominantly African American. One intervention group received an intervention based on Social Cognitive Theory (SCT), and the other intervention group received an intervention based on Life Skills Program (LSK) based on problem behavior theory. Each intervention group met seven times for two-hours over a 14-week period and were compared to a control group, which met once.

For the SCT intervention, mothers and adolescents attended sessions which included lectures, exercises, and discussions on HIV transmission and protection, sexual decision-making and contraceptives, living with HIV, communication skills, and values.

Mothers and adolescents in the LSK intervention attended session which included relaxation and reflection exercises, along with discussions about high-risk behaviors, such as parenting problems and issues, smoking, alcohol and drug use, violence, and early sexual intercourse.

For the control group, participants attended a one-hour HIV prevention session, which consisted of a 20-minute videotape regarding HIV transmission and prevention, followed by a discussion on risk and prevention.

Goal / Mission

The goals of this intervention were to delay initiation of sexual intercourse for youth who are not sexually active, encourage the use of condoms among sexually active youth, and enhance communication about sex between youths and their mothers.

Impact

Keepin' It R.E.A.L. teen participants increased their condom-use during sexual activity while maternal participants reported feeling more comfortable when discussing sexual issues with their teens.

Results / Accomplishments

The primary analyses showed no difference among groups in abstinence rates for adolescents. However, adolescents in the LSK group demonstrated an increase in the condom use rate (p<0.05). Those in the SCT and control groups scored higher on HIV knowledge than those in the life skills group. Mothers across all groups showed substantial increases over time in comfort talking about sex and self-efficacy (p<0.05). Regarding HIV knowledge, mothers in the SCT group scored significantly higher than those in the LSK and control groups (p<0.05).

About this Promising Practice

Organization(s)
Emory University and Boys & Girls Clubs of Metro Atlanta
Primary Contact
Ken Resnicow, Ph.D
Department of Health Behavior and Health Education
867 SPH I
1415 Washington Heights
Ann Arbor, Michigan 48109
(734) 647-0212
kresnic@umich.edu
https://sph.umich.edu/faculty-profiles/resnicow-ke...
Topics
Health / Adolescent Health
Health / Family Planning
Organization(s)
Emory University and Boys & Girls Clubs of Metro Atlanta
Source
Nursing Research
Date of publication
Jan 2006
Date of implementation
1996
Geographic Type
Urban
Location
Atlanta
For more details
http://www.ncbi.nlm.nih.gov/pubmed/16439928
Target Audience
Teens
Additional Audience
African Americans

Related Promising Practices

  1. Healthy Love
  2. HIV Prevention Intervention for African American Adolescent Girls
  3. HIV/STD Risk Reduction Interventions for African American and Latino Adolescent Girls
  4. Becoming a Responsible Teen (BART)
  5. Girls Inc. Preventing Adolescent Pregnancy

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Related Content for: Keepin' it R.E.A.L. Mother-Adolescent HIV Prevention Program

An Evidence-Based Practice meets the following HCI criteria:

  1. The program description includes at a minimum: the sponsoring organization, program goals, program implementation steps, and outcomes that have demonstrated program success in achieving the program goal in one or more localities.
  2. The results from an evaluation of the program include quantitative measures showing improvement in the outcome(s) of interest after the implementation of the program (i.e. increase in smoking cessation, not just the delivery of a smoking cessation program). The outcome measure(s) is/are compared at relevant time periods before and after the intervention or program implementation. Alternatively, the evaluation study compares the outcome(s) between an intervention group and an appropriate control group.
  3. The study is of peer-review quality and presents numbers in a scientific manner; measurements of precision and reliability are included (e.g. confidence intervals, standard errors), results from statistical tests show a significant difference or change in the outcome measure(s), and relevant point estimates and p-values are presented. Note: if the results from an evaluation of a program are presented in a scientific manner and the outcome measure is improved compared to the baseline measurement or the control group but the difference is not statistically significant, the practice is classified as effective and not evidence-based.
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