Information-motivation-behavioral skills model-based HIV risk behavior change intervention for inner-city high school youth
Information-motivation-behavioral skills model-based HIV risk behavior change intervention for inner-city high school youth
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DOI：
10.1037//0278-6133.21.2.177
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发表时间：
2002-03-01
影响因子：
4.2
通讯作者：
Misovich, SJ
中科院分区：
文献类型：
--
作者：
Fisher, JD;Fisher, WA;Misovich, SJ
本研究评估了3种以理论为基础、以学校为基础的艾滋病预防干预措施对城区少数民族高中生艾滋病预防知识、动机、行为技能和行为水平的影响。它涉及一项准实验对照试验，比较了4所城市高中(N=1,532，主要是9年级学生)基于课堂的、基于同伴的以及基于课堂和同伴的综合艾滋病毒预防干预措施与护理标准控制条件。在干预12个月后，基于课堂的干预导致艾滋病毒预防行为的持续变化。这篇文章讨论了为什么在12个月的随访中，两种涉及同伴的干预措施都不如基于课堂的干预有效，更普遍地，提出了一组可能的基于同伴的干预效果的限制条件。
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.