AMP!: A Cross-Site Analysis of the Effects of a Theater-based Intervention on Adolescent Awareness, Attitudes, and Knowledge about HIV

AMP! (Arts-based, Multiple component, Peer-education) is an HIV intervention developed for high school adolescents. AMP! uses interactive theater-based scenarios developed by trained college undergraduates to deliver messages addressing HIV/STI prevention strategies, healthy relationships, and stigma reduction towards people living with HIV/AIDS. 

We used a pre-test/post-test, control group study design to simultaneously assess intervention effect on ninth grade students in an urban county in California (N = 159) and a suburban county in North Carolina (N = 317). In each location, the control group received standard health education curricula delivered by teachers; the intervention group received AMP! in addition to standard health education curricula. Structural equation modeling was used to determine intervention effects. The post-test sample was 46 % male, 90 % self-identified as heterosexual, 32 % reported receiving free or reduced lunch, and 49 % White. 

Structural models indicated that participation in AMP! predicted higher scores on HIV knowledge (p = 0.05), HIV awareness (p = 0.01), and HIV attitudes (p = 0.05) at the post-test. Latent means comparison analyses revealed post-test scores were significantly higher than pre-test scores on HIV knowledge (p = 0.001), HIV awareness (p = 0.001), and HIV attitudes (p = 0.001). 

Further analyses indicated that scores rose for both groups, but the post-test scores of intervention participants were significantly higher than controls (HIV knowledge (p = 0.01), HIV awareness (p = 0.01), and HIV attitudes (p = 0.05)). 

Thus, AMP!'s theater-based approach shows promise for addressing multiple adolescent risk factors and attitudes concerning HIV in school settings.

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By:  Taggart T1, Taboada A2, Stein JA2, Milburn NG3, Gere D2, Lightfoot AF4,5.

• 1Department of Health Behavior, Gillings School of Global Public Health, University of North Carolina at Chapel Hill (UNC), 302 Rosenau Hall, CB #7440, Chapel Hill, NC, 27599-7440, USA. ttaggart@email.unc.edu.
• 2Art & Global Health Center, University of California, Los Angeles (UCLA), Los Angeles, CA, USA.
• 3Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles (UCLA), Los Angeles, CA, USA.
• 4Department of Health Behavior, Gillings School of Global Public Health, University of North Carolina at Chapel Hill (UNC), 302 Rosenau Hall, CB #7440, Chapel Hill, NC, 27599-7440, USA.
• 5Center for Health Promotion and Disease Prevention, University of North Carolina at Chapel Hill (UNC), Chapel Hill, NC, USA. 
• Prev Sci. 2016 Apr 8.

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Dress Nicer = Know More? Young Children’s Knowledge Attribution and Selective Learning Based on How Others Dress

This research explored whether children judge the knowledge state of others and selectively learn novel information from them based on how they dress. 

The results indicated that 4- and 6-year-olds identified a formally dressed individual as more knowledgeable about new things in general than a casually dressed one (Study 1). 

Moreover, children displayed an overall preference to seek help from a formally dressed individual rather than a casually dressed one when learning about novel objects and animals (Study 2). 

These findings are discussed in relation to the halo effect, and may have important implications for child educators regarding how instructor dress might influence young students’ knowledge attribution and learning preferences.

Below:  Mean Proportion of Trials Choosing the Formally Dressed Individual Across Studies

Full article at:  http://goo.gl/uOEWz2

By:  Kyla P. McDonald, Lili Ma

Department of Psychology, Ryerson University, Toronto, Ontario, Canada

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Effects of Peer Education Intervention on HIV/AIDS Related Sexual Behaviors of Secondary School Students in Addis Ababa, Ethiopia: A Quasi-Experimental Study

Background

Worldwide, about 50% of all new cases of HIV occur in youth between age 15 and 24 years. Studies in various sub-Saharan African countries show that both out of school and in school adolescents and youth are engaged in risky sexual behaviors.

School-based health education has been a cornerstone of youth-focused HIV prevention efforts since the early 1990s. In addition, peer-based interventions have become a common method to effect important health-related behavior changes and address the HIV/AIDS pandemic. Thus, the aim of this study was to evaluate efficacy of peer education on changing HIV related risky sexual behaviors among school youth in Addis Ababa, Ethiopia.

Results

When the pre and post intervention data of each group were compared, comprehensive Knowledge of HIV  and willingness to go for HIV counseling and testing showed significant differences among intervention group students during post intervention period. Moreover, students in the intervention group were more likely to use condoms during post intervention period compared to students of the control group.

Conclusion

Despite short follow up period, students in the intervention group demonstrated positive changes in HIV related comprehensive knowledge and showed better interest to go for HIV testing in the near future. Furthermore, positive changes on risky sexual behaviors were reported from the intervention group. Implementing secondary school targeted peer education by allocating appropriate amounts of resources (money, man power, materials and time) could play significant role to prevent and control HIV/AIDS among school youth.

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By: Takele Menna^1*, Ahmed Ali² and Alemayehu Worku²

• *Corresponding author: Takele Menna admetakele@gmail.com

¹St Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia

²School of Public Health, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia