Focus on the Future

Investigators: Richard Crosby, PhD, Ralph J. DiClemente, PhD, Richard Charnigo, PhD, Gregory Snow, Adewale Troutman, MD

FOCUS ON THE FUTURE, a one-to-one, single session intervention, administered by a lay health advisor, is culturally appropriate for use among young (aged 18-29 years) heterosexual African American men newly diagnosed with a sexually transmitted infection (STI). Based on the behavioral skills model, this one hour long program consists of a personalized discussion, presentation of basic STI/HIV/AIDS and safer sex information, and condom use skills practice. For each individual participant, the FOCUS ON THE FUTURE health facilitator initiates a discussion about the disproportionate HIV/AIDS burden experienced by African American men (illustrated using large posters); condom negotiation skills; and any questions, problems, and concerns the men may have regarding safer sex with their partners. The health facilitator also conducts a demonstration of available condom and lubricant varieties and correct condom and lubrication use. Throughout the session, the advisor encourages the individual to feel good about using condoms, to experience condoms as being compatible with sexual pleasure, to equate condom use with an investment in his future, and to actively protect himself from obtaining a future STI. Men are encouraged to use condoms that they feel fit them well and provide them with a sense of security. Participants receive pocketsize vials of water-based lubricants as well as 12 or more condoms of their choice from a broad selection of brands and sizes. Click here to view more detailed information on this program.

Food Stamp Program Quality Control Database, 2000

Investigators: Mathematica Policy Research Inc. for the U.S. Department of Agriculture Food and Nutrition Service

The Food Stamp Program (FSP) is the largest of domestic food and nutrition assistance programs administered by the U.S. Department of Agriculture's Food and Nutrition Services (FNS). During fiscal year 2000, the FSP served and average of 17.2 million persons per month, paying out almost $15.0 billion in food stamps throughout the year. The characteristics of food stamp households and the level of FSP participation change over time in response to economic and demographic trends, and to legislative changes in eligibility requirements. To track these changes and measure their effect on the FSP, FNS relies on data from the QC database, which is an edited version of the FSP Quality Control (FSPQC) database. The FSPQC database contains detailed demographic, economic, and FSP eligibility information for a nationally representative sample of 46,963 FSP units. The FSPQC data are generated from monthly quality control (QC) reviews of FSP cases that are conducted by state FSP agencies to assess the accuracy of eligibility determinations and benefit calculations for the state's FSP caseload. These data, which are produced annually, are ideal for tabulations of the characteristics of food stamp units and for simulating the impact of various reforms to the FSP on current FSP sites.

Fulton County Descriptive Study, A Subset of the JOBS Child Outcome Study, 1992-1994 (The JOBS Descriptive Study)

Investigators: Kristin A. Moore, Martha J. Zaslow, Mary Jo Coiro, & Suzanne M. Miller

The JOBS Child Outcomes Study is a longitudinal investigation of the life circumstances and development of young children (ages 3 to 5 year at baseline) in families receiving Aid to Families with Dependent Children whose mothers were randomly assigned to one of three groups (Human Capital Development, Labor Force Attachment, Control) to test strategies to reduce welfare dependency and promote self-sufficiency. The data were collected as part of an evaluation of the Job Opportunities and Basic Skills (JOBS) Training Program. The evaluation was conducted by the Manpower Demonstration Research Corporation; The Child Outcomes substudy of the parents and children was conducted by Child Trends, Inc. The Fulton County Descriptive Study, the subject of this data set, was a subset of the JOBS Child Outcomes Study sample and only took place in Fulton County, Georgia. Its purpose was to describe the participants in one site soon after random assignment. The study gathered information about child outcomes and intervening maternal, familial, and child processes related to cognitive development, safety and health, problem behavior and emotional well-being, and social development.

Fundamentals of Program Adaptation

Investigators: Charles Klein & J.J. Card

This two and a half hour course outlines everything you need to know to adapt a proven program in a new implementation context. The fundamentals of program adaptation are covered in four online modules: 1. Understanding Program Adaptation 2. Selecting a Program to Adapt 3. Evaluation 4. Getting Your Organization Ready Topic include program adaptation versus replication and reinvention, key factors for successful adaptations, conducting needs assessments, examining program logic models and core elements, selecting the right program, adaptation program models and content, and organizational preparation for program implementation. Each module includes instructive video and quizzes. The course also includes a number of tools, links, readings, and resources, such as worksheets, checklists, and evaluation materials.

Go Grrrls

Investigators: Craig W. LeCroy, MSW, PhD, & Janice Daley, MSW

Go Grrrls is a program designed to promote healthy psychosocial development in female adolescents. Building a foundation of information and skills that related to middle school females is a core feature of the program. The program is not just a pregnancy prevention program but a program about empowering adolescent females with pregnancy prevention as one core part. All of the units in the program work together to create the context and motivation for taking actions that can prevent teen pregnancy. The program has been delivered to girls in grades six through nine and is expected to occur as a series of 8 units held outside of traditional school hours. The 8-unit curriculum covers six topics related to female adolescent development: being a girl in today's society (gender role identity), establishing a positive self-image, establishing independence, making and keeping friends, when it all seems like too much (learning to obtain help and find access to resources), and planning for the future. Sessions are expected to last 90-120 minutes and occur once per week. They are made up of groups of 6-11 female adolescents, led by two group facilitators with appropriate interest, background knowledge (e.g., social work or psychology), and past experience working with young people. The sessions include didactic instruction, class discussion, group exercises, completion of worksheets, role-playing, and weekly journal assignments. The Go Grrrls program materials include a Go Grrrls curriculum guide for group leaders and a Go Grrrls workbook for use by group attendees. In addition, the program developers offer one-day trainings for group leaders on topics such as an introduction to Go Grrrls and female adolescent development, being a group leader, and advanced topics related to leading a Go Grrrls group. Click here to view more detailed information on this program.

Group Cognitive-Behavioral Treatment for Phobic/Anxious Children (GCBT)

Investigators: Wendi Silverman, PhD

GCBT is a child-focused treatment intervention with parental involvement, for children with overanxious disorder, social phobia, and avoidant disorder. The key therapeutic procedure in this intervention is exposure to anxious-phobic objects or events, with contingency management and self-control training as additional therapeutic strategies. In the group format, these strategies are generally sequenced between education and application with the parent receiving training on a specific strategy and applying it to the child, then the child receiving training and applying the strategy him or herself. A randomized clinical trial conducted in 1999 evaluated the therapeutic efficacy of this program versus a wait-list control condition. The study found that 64% of the children in GCBT were recovered at posttreatment (i.e., no longer met primary diagnoses) compared with 13% of the children in the control condition. In addition, 82% of the participants showed clinically significant improvement at posttreatment compared with only 9% in the control condition. An improvement was also observed for ratings of disorder severity and for child- and parent-completed questionnaire measures. A consistent trend for treatment gains was found at the 3-month and 6-month follow-ups. Additionally, participants who were not recovered continued to show improvement into the 12-month follow-ups. The pattern for all of the child- and parent-completed measures similarly indicated a continued reduction in degree and severity of anxious symptoms from posttreatment to the 3-month follow-up, with improvements maintained at 6 and 12 months. Click here to view more detailed information on this program.

Growth of American Families, 1960

Investigators: Arthur A. Campbell, Pascal K. Whelpton, and John E. Patterson

This study gathered data on topics such as births and miscarriages, sterility, the use of contraception, and the desired and expected number of children from 3,322 women. The sample consisted of white wives, nonwhite wives, and white women no longer married. One important purpose of this study was to see how well married women interviewed in 1955 (DAAPPP Data Set No. 41) had predicted the number of children that women like themselves would have in the 1955- 60 period. This study also explored more thoroughly certain topics that received only brief attention in the 1955 survey, e.g., a couple's ability to have children and their success in using contraceptives. For the first time, some data on family planning attitudes and practices of nonwhite couples were obtained. Note for users of DAAPPP Data Sets #01-B1DAAPPP data sets 01 through B1 are comprised of a User's Guide, SPSS syntax files (*.SPS or *.SPX) and raw data files only. Most of these datasets contain SPSS syntax files that use Job Control Language (JCL) from 1980s versions of SPSS-X. Because the syntax is old, the syntax files require editing to conform to the current syntax standards used by SPSS/Windows or SPSS/Unix. If you require technical assistance in using or editing these syntax files, please contact Sociometrics' Data Support Group at 800.846.3475 or socio@socio.com.

Growth of American Families: Married Women, 1955

Investigators: Arthur A. Campbell, Pascal K. Whelpton, and John E. Patterson

The Survey Research Center of the University of Michigan gathered data from married women on topics such as births and miscarriages, sterility, the use of contraception, and the desired number of children. One of the main purposes of the study was to gather information that would help to improve forecasts of numbers of births in the U.S. Interviews were conducted with 2,713 white married women aged 18 to 39, living with their husbands or temporarily separated due to the husband's service in the armed forces. The sample was restricted to white women due to the researchers' limited resources for the field work. Young single women also were interviewed to determine their ideas on marriage and desired family size. The data on the single women are archived as DAAPPP Data Set No. 42. Note for users of DAAPPP Data Sets #01-B1DAAPPP data sets 01 through B1 are comprised of a User's Guide, SPSS syntax files (*.SPS or *.SPX) and raw data files only. Most of these datasets contain SPSS syntax files that use Job Control Language (JCL) from 1980s versions of SPSS-X. Because the syntax is old, the syntax files require editing to conform to the current syntax standards used by SPSS/Windows or SPSS/Unix. If you require technical assistance in using or editing these syntax files, please contact Sociometrics' Data Support Group at 800.846.3475 or socio@socio.com.

Growth of American Families: Single Women, 1955

Investigators: Arthur A. Campbell, Pascal K. Whelpton, and John E. Patterson

A survey of 254 young single women aged 18 to 24 was conducted to determine ideas on marriage and desired family size. The gathered data enable comparisons to be made between the study's sample of single women and the sample of married women (DAAPPP Data Set No. 41). The single women were asked a large number of open-ended questions that were more exploratory than hypothesis- testing in purpose. The interview inquired about girlfriends' family-building probabilities, best age for marriage, ideal number of children, and other marriage and family-related issues. The sample was restricted to white women due to the researchers' limited resources for field work. Note for users of DAAPPP Data Sets #01-B1DAAPPP data sets 01 through B1 are comprised of a User's Guide, SPSS syntax files (*.SPS or *.SPX) and raw data files only. Most of these datasets contain SPSS syntax files that use Job Control Language (JCL) from 1980s versions of SPSS-X. Because the syntax is old, the syntax files require editing to conform to the current syntax standards used by SPSS/Windows or SPSS/Unix. If you require technical assistance in using or editing these syntax files, please contact Sociometrics' Data Support Group at 800.846.3475 or socio@socio.com.

HIV/AIDS Prevention Practitioner Institute (HPPI)

Investigators: Josefina J. Card & Diana Dull Akers

The HIV/AIDS Prevention Practitioner Institute (HPPI) was created to empower HIV prevention professionals facing programmatic challenges and health disparities on the front line of the epidemic. HPPI consists of five interactive, multimedia, computer-delivered courses (and accompanying texts). The courses are designed to increase HIV health professionals' capacity to plan, evaluate, and sustain scientifically effective, culturally competent HIV prevention interventions. Each course in the multimedia HPPI series includes a video course guide, video segments with practitioners, quizzes, glossaries, workbook activities, and interactive learning exercises. Course 1: Developing a Program Model. defines and reviews the elements that make up a program model, explains how program models are used and what is involved in creating a program model, guides you through the specific steps for developing a program model and assessing its strength, and finally, explores strategies for assessing and improving the strength of your program model. Course 2: Program Replication and Adaptation. This course walks you through the steps required to select and adapt effective programs successfully. In particular, it addresses the following questions: 1. How do you identify effective programs? 2. How do you decide whether to replicate a program, and, if so, which one? 3. If necessary, how do you adapt a program to better meet the needs of your target population and setting? Course 3: Understanding Process Evaluation. This course focuses on strategies to assess an intervention program to see what is working and what is not, to determine what factors contribute to success or failure, and to refine the ways a program is im plemented. The course defines process evaluation, identifies key questions process evaluati on can answer, identifies uses of process evaluation findings, explains the steps necessary to conduct a process evaluation, and describes how a process evaluation can contribute to an outcome evaluation. Course 4: Understanding Outcome Evaluation. This course focuses on the most scientific way to determine if your program is having the desired positive impact on program participants' knowledge, attitudes, beliefs, skills, intentions, behaviors, or health status outcomes, such as prevention of HIV or sexually transmitted infection (STI). This course will help you: 1) Identify key research questions that can be answered by an outcome evaluation; 2) Understand the similarities and differences between outcome and process evaluations; 3) Understand the benefits of conducting outcome evaluations; 4) Implement the steps necessary to conduct a basic outcome evaluation; and 5) Understand why a comparison group is essential to outcome evaluation. Course 5: Creating Culturally Competent Programs. This course focuses on culture, cultural identity, and the importance of striving for cultural competence in your HIV prevention program. The course explores strategies for bringing cultural competence goals to bear on HIV/AIDS prevention program planning, implementation and evaluation processes.