 | The 131st Annual Meeting (November 15-19, 2003) of APHA |
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| The 131st Annual Meeting (November 15-19, 2003) of APHA |
Patricia J. Kelly, PhD, MPH, RN, Department of Familly Nursing, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, TX 78229-3900, 210-735-5522, kellyp@uthscsa.edu and Esther Peralez-Dieckmann, MA, South Texas Health Research Center, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, TX 78229.
Adolescent girls in the juvenile justice system (JJS) have a variety of behaviors that put their present and future health at risk. High rates of childhood sexual abuse, substance use, sexual risk behaviors, and Chlamydia infection form a constellation of problems that are generally not addressed by JJS, school, or STD clinic providers. Because many of these girls do not attend school or use clinical services, locating prevention programs in the JJS presents an important and underused way to reach this population. Girl Talk-2, an HIV/STD prevention program, used principles of feminist and social learning theories to develop a six-hour peer-led gender-specific curriculum targeting STD/HIV knowledge, attitudes and behaviors. Peer educators were local college students, who led participants through role plays and small group discussions on the differences between sex and sexuality, communication skills, attitudes about sexual assault, and sexual risks and responsibilities. A control curriculum presented similar material in a standard lecture/video format. Pre and post-program knowledge of and attitudes toward sexual behaviors and partner violence were compared using standardized instruments; ANOVA analysis of 54 girls (28 in the intervention group, 26 in the control group) in the pilot study found similar knowledge change in both groups, but greater change in self-efficacy and positive attitudes about protection in the intervention group (p=.05). Multivariate analysis of 300 girls will be available for presentation, along with comparison of baseline and six-month follow-up Chlamydia testing as a biological marker for unsafe sexual behaviors. Girls in the intervention group and peer educators showed high interest and enthusiasm for content and processes; support of facility staff varied. Process evaluation suggests that implementing a successful research intervention protocol in the JJS is feasible if attention is paid to work with both administrative and line staff.
Learning Objectives:
Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.