Adapting an eHealth HIV/STI Prevention Program for Implementation among Foster Youth

项目摘要/摘要 寄养青少年是青少年中的一个弱势群体，有很高的性传播风险。 感染(性传播感染)，包括艾滋病毒。据估计，寄养家庭的青少年患性病的风险是确诊的3倍 与不在关怀中的青春相比。寄养家庭青少年独特的成长经历--以 具有挑战性的社会环境，包括不稳定、与照顾者的依恋中断以及不利的童年 经验--造成这些健康差距的原因。这一社会背景，以及神经发育和 青春期常见的生物变化，使寄养的年轻人面临特别高的感染风险 艾滋病毒/性传播疾病。为发展量身定做的艾滋病毒/性传播感染预防计划可以降低这种风险，因此获得 这些方案对于在寄养中心的青少年中预防艾滋病毒/性传播感染至关重要。然而，由于他们短暂的社会地位 在此背景下，寄养青年无法获得一致和准确的艾滋病毒/性传播感染预防信息。目的 这项研究旨在通过以下方式解决寄养青年在获得量身定制的艾滋病毒/性传播感染预防计划方面的差距：(1) 调整循证电子健康艾滋病毒/性传播感染预防计划，用于寄养青少年(研究 目标1和2)、(2)确定方案执行的可能障碍和促进者(研究目标 3)，以及(3)提供培训，以促进拟议的F31 PI成为一名 艾滋病毒预防方面的独立研究科学家。建议的研究方法是基于 执行研究综合框架，将用于提供混合方法的信息 程序改编、可用性测试以及确定障碍和促进者的方法 实施。为了适应eHealth HIV/STI预防干预，本研究将利用系统的、 与青年咨询委员会接触的参与性方法，以纳入适合发展的内容 改编。为了阐明个人和内部层面对计划实施的障碍和促进者，这 研究将使用问卷对主要利益攸关方(例如，社会工作者、寄养青少年、寄养父母)进行抽样 附属于寄养系统。这项研究将填补获取循证电子健康艾滋病毒/性传播感染方面的空白 针对艾滋病毒/性传播感染风险较高的边缘化和流动青年人口的预防方案 收购。这项拟议的研究实现了NOT-MH-20-035的目标，“为发展量身定制的艾滋病毒 青少年和青壮年预防和护理研究“，通过定制艾滋病毒/性传播感染预防计划 为寄养和实施科学中的青年确定障碍和方案促进者 实施。通过与拟议的正式培训活动协调进行这项F31研究， 拟议的F31 PI将接受严格的培训，成为一名独立的研究科学家 以下领域：(1)实施科学研究方法；(2)定性内容分析；(3)定量 实施科学研究中使用的技能；(4)青春期性健康；和(5)专业发展 技能(例如，手稿准备和演示技能)。

Project Summary/Abstract Youth in foster care are a vulnerable group of adolescents at high risk of acquiring sexually transmitted infections (STIs), including HIV. Youth in foster care are estimated to have 3 times the risk of a diagnosed STI compared to youth not in care. The unique developmental experience of youth in foster care–marked by a challenging social context including instability, disrupted attachments with caregivers, and adverse childhood experiences–contributes to these health disparities. This social context, along with the neurodevelopment and biological changes common during adolescence, place foster youth at particularly high risk of acquiring HIV/STIs. Developmentally tailored HIV/STI prevention programs can reduce this risk, therefore access to such programs is critical for preventing HIV/STIs among youth in foster care. However, due to their transient social context, foster youth lack access to consistent and accurate HIV/STI prevention information. The purpose of this study is to address this gap in access to a tailored HIV/STI prevention program for foster youth by: (1) adapting an evidence-based eHealth HIV/STI prevention program for use with youth in foster care (Research Aims 1 and 2), (2) identifying possible barriers and facilitators to the program’s implementation (Research Aim 3), and (3) providing training to facilitate the proposed F31 PI’s ultimate career goal of becoming an independent research scientist in HIV prevention. The proposed study methods are grounded in the Consolidated Framework for Implementation Research, which will be used to inform a mixed methods approach to program adaptation, usability testing, and identification of barriers and facilitators to implementation. To adapt the eHealth HIV/STI prevention intervention, this study will utilize systematic, participatory methods engaging a Youth Advisory Board to incorporate developmentally appropriate adaptations. To elucidate individual- and inner-level barriers and facilitators to program implementation, this study will use questionnaires to sample key stakeholders (e.g., social workers, foster youth, foster parents) affiliated with the foster care system. This study will fill a gap in access to evidence-based eHealth HIV/STI prevention programs for a marginalized and mobile population of youth at heightened risk of HIV/STI acquisition. This proposed study implements the goals of NOT-MH-20-035, “Developmentally Tailored HIV Prevention and Care Research for Adolescents and Young Adults,” by tailoring an HIV/STI prevention program for youth in foster care and conducting implementation science to identify barriers and facilitators to program implementation. Through conducting this F31 study in coordination with proposed formal training activities, the proposed F31 PI will gain rigorous training towards becoming an independent research scientist in the following areas: (1) implementation science research methods; (2) qualitative content analysis; (3) quantitative skills used in implementation science research; (4) adolescent sexual health; and (5) professional development skills (e.g., manuscript preparation and presentation skills).