Transcript Finding and Using HIV Prevention Research to Develop Programs Jeffrey Bernstein, MS Ellen Goldstein, MA Center for AIDS Prevention Studies University of California San Francisco.

Finding and Using HIV
Prevention Research
to Develop Programs
Jeffrey Bernstein, MS
Ellen Goldstein, MA
Center for AIDS Prevention Studies
University of California San Francisco
Take Home Message

HIV prevention research is more than just
evidence-based interventions.

Using research for program design is an
ongoing, full-agency activity.

Using research findings and methods can
lead to more specific, successful programs.
What is HIV prevention research?





Epidemiological data
Basic behavioral science
Behavioral change theory
Evidence-based programs
Evaluation methods
Epidemiology
Describes the number of people (i.e., prevalence
of disease or behavior)
 35%
of Latino MSM CSW in the neighborhood are
HIV+
 20% of IDUs in your community have used NEP
So What?
 If you knew that a segment of the community had
not tested, you might want to increase outreach for
your testing program.
Basic Behavioral Science
Studies to understand mechanisms by which
behaviors are acquired
Depression
is a co-factor in transmission.
Traditional gender roles in young people are
associated with higher sexual risk behavior.
So What?
 If you knew this, you might want to train your case
managers to assess for depression and make
appropriate referrals.
Behavioral Change Theory
Describes how behaviors change

Health Belief Model: Perceived susceptibility;
perceived severity; perceived benefits of behavior;
perceived barriers of the behavior.
So What?
 A program would want to include elements that
help clients address all four areas.
Evidence-based Programs
Rigorously evaluated interventions

Example: Popular Opinion Leader or
MPowerment
So What?


New programs can replicate efficacy of
model programs.
New grants can be written to fund model
programs at the agency.
Evaluation Methods
Techniques for understanding people and programs

Example: Formative, process, outcome, or impact
evaluations conducted at the agency.
So What?
 An agency’s own data can be used by agency staff
to develop new programs, modify existing
programs, or discontinue outdated programs.
Activity: Use it or Lose it
Using the Research
in Program Design
Additional Information


Epidemiology
40% of all new HIV cases here are among
MSM between the ages of 30-35.
A recent behavioral surveillance study
showed that 60% of MSM reported drug use
(speed, crystal, crack,) during their last
episode of UAI.
Additional Information

Basic behavioral science
Persons who experience incidents of sexual
abuse during childhood and adolescence are at
a significantly higher risk of mental health
problems and HIV risk behavior. A study of
adult gay and bisexual men found that those
who had been abused were much more likely
to engage in unprotected anal intercourse and
injection drug use.
Additional Information
Behavioral change theory
 Stages of Change theory is based on the
premise that behavior change occurs in
stages. Movement through the stage varies
from person to person and group to group.
The process is not linear and often includes
relapse.
[Pre-contemplation, contemplation,
preparation; action, maintenance]
Additional Information
Evidence-based programs


The 1999 CDC Compendium includes
interventions for MSM. (See handout)
Do any of these look useful? Or not?
Additional Information

Evaluation methods
You have just received funding to do a
formative evaluation – a series of 3 focus
groups to ask members of the population
about their program needs. What questions
might you want to include in the focus
group guide?
Where do you find
the research?
Where can you find research?
www.caps.ucsf.edu
Where can you find research?

CTAP brochure
Visit our website for a list of
California and National resources in
English and Spanish

 www.caps.ucsf.edu/CTAP
Criteria for evaluating what you find

Does the research resonate what you
already know about your clients/
community (through your experience or
because you did your own research)?

Does the research answer a question
you have about your clients/ community
that you can confirm with your
community?
Criteria: Evaluated Programs

Is it feasible in your agency setting?

Is there buy-in from all parts of the agency?

Are there adequate resources committed?

Is there staff training?

What other resources in the community are
available for this need?
Take Home Message

HIV prevention research is more than just
evidence-based interventions.

Using research for program design is an
ongoing, full-agency activity.

Using research findings and methods can
lead to more specific, successful programs.