Online Program

Evaluating AMP!, an arts-based, multiple intervention, peer-education HIV/AIDS prevention program for youth

Monday, November 4, 2013

Amanda Houpt, MPH (c), Department of Health Behavior, UNC Gillings School of Global Public Health, Carrboro, NC
Megan Nelson, MPH (c), Department of Health Behavior, UNC Gillings School of Global Public Health, Chapel Hill, NC
Stephanie Finkbeiner, MPH (c), Health Behavior, UNC Gillings School of Global Public Health, Chapel Hill, NC
Susan Kirtz, MPH (c), Health Behavior, UNC Gillings School of Global Public Health, Chapel Hill, NC
Background: Among the public health approaches to prevention of HIV/AIDS, interventions using theater and performing arts to convey information about social norms, peer norms and protective health behaviors are among the most innovative. However, few formal evaluations have been conducted to explore their effectiveness. One intervention, AMP!, is an Arts-based, Multiple intervention, Peer-education program created by the UCLA Art|Global Health Center to educate high school youth about sexual health. AMP! is designed to inform teens about high-risk behaviors associated with HIV transmission, reduce stigma towards people living with HIV/AIDS, and increase the rate of testing for HIV and other STIs. Using a structured approach, we developed a plan for evaluating this innovative, arts-based initiative that can be used in geographically diverse communities. Methods: We used the CDC Evaluation Framework to identify stakeholders, describe the program's guiding theory, describe the focus of the evaluation, identify evaluation methods and indicators, plan for data analysis and interpretation, and plan for disseminating results. Results: Using a quasi-experimental study design and a mixed methods approach to data collection, the AMP! Evaluation Plan addresses the process and outcomes of the program on both the high school student participants and the undergraduate student performers who deliver the intervention's main components. Conclusion: Theater-based HIV prevention interventions offer a creative approach to working with youth. Weak or non-existent evaluations of these programs limit our understanding of whether and how these programs can achieve their objectives. Only through rigorous evaluation and dissemination can researchers validate and replicate these innovative interventions.

Learning Areas:

Conduct evaluation related to programs, research, and other areas of practice
Planning of health education strategies, interventions, and programs

Learning Objectives:
Discuss theater-based approaches to HIV/AIDS prevention in a high school setting. Describe the components of the CDC Evaluation Framework. Analyze how to apply these components to an innovative theater-based intervention.

Keyword(s): Evaluation, Reproductive Health

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: Creating the Evaluation Plan for the AMP! intervention was an integral part of my masters project. In addition to this, I worked with a team of MPH students from UNC Gillings School of Global Public Health to conduct a literature review on theater-based HIV/AIDS prevention interventions in schools; create evaluation instruments for AMP!, and create an HIV/AIDS training for undergraduate performers. Before starting my MPH, I co-authored three interpersonal violence prevention curricula targeted at youth.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.