Holistic Health Recovery Program for Injection Drug Users (HHRP)

Investigators: S. Kelly Avants, PhD, Arthur Margolin, PhD, Mary Helen Usubiaga, MD, Cheryl Doebrick, PhD

HOLISTIC HEALTH RECOVERY PROGRAM FOR INJECTION DRUG USERS is a 12-session, manual-guided, group therapy intervention delivered over six weeks. This risk reduction and health promotion intervention is appropriate for use with drug users in a substance abuse treatment program, and it was designed to specifically address the special needs of HIV-negative and status unknown injection drug users (IDUs). HHRP is based on the Information-Motivation-Behavioral Skills (IMB) model of HIV prevention through behavioral change and uses cognitive remediation components to facilitate learning and retention of IMB treatment components. The primary goals of this intervention are harm reduction, health promotion, and improved quality of life. More specific objectives include abstinence from illicit drug use or from sexual risk behaviors, reduced drug use, reduced risk of HIV infection, and improved medical, psychological, and social functioning. The HHRP program includes session topics such as: reaching your goals; health care participation; reducing the harm of injection drug use; harm reduction with latex; negotiating harm reduction with partners; preventing relapse to risky behavior; healthy lifestyle choices; introduction to the 12-steps; overcoming stigma; motivation for change; emotional and spiritual healing; and healthy social relationships and activities. Click here to view more detailed information on this program.

Holistic Health Recovery Program for Injection Drug Users Living with HIV (HHRP+)

Investigators: S. Kelly Avants, PhD, Arthur Margolin, PhD, Lara A. Warburton, PhD, Keith A. Hawkins, PsyD, Julia Shi, MD

HOLISTIC HEALTH RECOVERY PROGRAM FOR INJECTION DRUG USERS LIVING WITH HIV is a 12-session, manual-guided, group therapy intervention delivered over six weeks. This risk reduction and health promotion intervention is appropriate for use with drug users in a substance abuse treatment program, and it was designed to specifically address the special needs of HIV-positive injection drug users (IDUs). HHRP+ is based on the Information-Motivation-Behavioral Skills (IMB) model of HIV prevention through behavioral change and uses cognitive remediation components to facilitate learning and retention of IMB treatment components. The primary goals of this intervention are harm reduction, health promotion, and improved quality of life. More specific objectives include abstinence from illicit drug use or from sexual risk behaviors, reduced risk for HIV transmission, reduced drug use, and improved medical, psychological, and social functioning. The HHRP+ program includes session topics such as: reaching your goals; health care participation; reducing the harm of injection drug use; harm reduction with latex; negotiating harm reduction with partners; preventing relapse to risky behavior; healthy lifestyle choices; introduction to the 12-steps; overcoming stigma; motivation for change; moving beyond grief; and healthy social relationships and activities. Click here to view more detailed information on this program.

Honoring Ancient Wisdom and Knowledge: Prevention and Cessation (HAWK)

Investigators: Shobana Raghupathy, April Lea Go Forth

American Indians and Alaskan Natives (AI/ANs) have some of the highest rates of substance use compared to other ethnic groups. The problem is particularly acute among Indian youth in reservations and remote rural areas and has been attributed to factors such as poverty, low cost and easy availability. The HAWK2 intervention is a multimedia, computer-based drug prevention program for Native youth in upper elementary and middle schools. The intervention uses engaging features such as games, animations, and video clips to impart substance abuse prevention knowledge and skills training. The development of this intervention was a collaborative process involving the participation of community experts, research scientists, school teachers and practitioners as well as Native youth. The intervention was sponsored by the National Institute of Drug Abuse. HAWK2 consists of seven lessons of 25-30 minutes each, with a total exposure time of 3.5 hours. Teachers have the flexibility to integrate the lessons into an existing health curriculum or to implement them as separate units over several weeks. Each session includes video segments that demonstrated refusal skills, conflict resolution, negotiation skills, coping skills, assertive communication, and relaxation techniques. Problem solving exercises allow participants to walk through different scenarios, identify problems, consider alternative responses, practice behavioral responses, and solve problems. Animations were used to convey Native American tales and legends that illustrate the positive impact of empowerment. Interactive quizzes, polls, and learning exercises were developed to reinforce prevention program content during and at the end of each lesson. The program is distributed on USB drive. A student (or a group of students) can view the program content on any computer and can self-administer the intervention. To run the program you will need computer with a USB drive and Speakers or Headphones (for privacy).

Hot, Healthy, and Keeping it Up!

Investigators: Kyung-Hee Choi, Steve Lew Eric Vittinghoff, Joseph Catania, Donald Barrett & Thomas Coates

This program is a three-hour, single session, culturally appropriate intervention for use with homosexual Pacific Islander and/or Asian men. The intervention is designed to increase positive ethnic and sexual identity in order to help participants acknowledge HIV risk behaviors by discussing negative experiences of being both Asian or Pacific Islander and homosexual (e.g., lack of social support, racism, homophobia). Guided by the Health Belief Model, the theory of reasoned action, and social cognitive theory, facilitators use interactive and group process techniques to address the following four intervention components: 1) development of positive self-identity and social support; 2) safer sex education; 3) eroticizing safer sex; and 4) negotiating safer sex. Of the 258 participants in the original evaluation, most were about 29 years old, Chinese, college-educated, immigrants. Most had been tested for HIV and had reported multiple partners in the three months prior to the intervention. Results of the evaluation indicate that intervention participants were significantly more knowledgeable about HIV-risk reduction, were significantly more motivated about addressing risk, had significantly fewer partners, and were significantly less likely to report unprotected anal intercourse than counterparts in the control group at three-month follow-up. (Choi et al., 1996). Click here to view more detailed information on this program.

Human Sexuality - Values & Choices: A Values-Based Curriculum for 7th and 8th Grades

Investigators: Search Institute

Developed for use in 7th and 8th grade classrooms, this program aims to reduce teenage pregnancy by promoting seven core values that support sexual abstinence and healthy social relationships: equality, self-control, promise-keeping, responsibility, respect, honesty, and social justice. The curriculum including 15 student lessons and 3 adult-only sessions is distinguished by: 1) an emphasis on parent-child communication; and 2) the use of a standardized, video-assisted format. Participants gain mastery through role plays, group discussions, and behavioral skills exercises. Following a field test in nine schools, program participants showed a greater understanding of the risks associated with early sexual involvement, and they expressed increased support for postponing sexual activity, as compared to a control group of their peers. Click here to view more detailed information on this program.

ICD Survey: Employing Disabled Americans, 1986

Investigators: International Center for the Disabled

Louis Harris and Associates, Inc. conducted the 1986 ICD Survey: Employing Disabled Americans for the International Center for the Disabled (ICD) in New York, in cooperation with the National Council on the Handicapped in Washington, DC., with major sponsorship from the Presidents Committee on Employment of Individuals with Disabilities. For the study, 921 employers of disabled Americans were interviewed about a variety of work and non-work issues. Four groups of business persons were interviewed: equal employment officers, chief executive officers, department heads/line managers, and top management personnel. Employers were questioned about their attitudes and experiences regarding employment of persons with disabilities, the impact of job discrimination, and differences between disabled and non- disabled employees. The Employers' study focused on several aspects of work and disability including: opinions and barriers to hiring persons with disabilities, workplace policies, comparisons between non- disabled and disabled employees, and suggestions for improving occupational environments, policies, and hiring practices. The study also assessed what employers' believed must be done to enable the disabled to participate fully in the occupational life of the nation. The employers' study includes 158 variables and 921 cases.

Impact Evaluation of Teen Outreach, 1984-1989

Investigators: Association of Jr. Leagues International

Teen Outreach began in 1978 as a collaborative effort between the Danforth Foundation and the St. Louis Public Schools. Its original goal was to prevent early pregnancy and to keep teens in school. In 1981, the Junior League of St. Louis assumed a major role in promoting and funding the Teen Outreach program. The Stewart Mott Foundation funded a 3-year national replication in 1983; and by 1987, a second 3-year national replication effort began under the direction of the Association of Junior Leagues International, in cooperation with the American Association of School Administrators. The number of Teen Outreach sites has increased from 9 in the 1984-85 school year to 60 in 1988-89 throughout the U.S. and Canada. The program uses a combination of small group discussion strategies and provides volunteer service in the community for its participants. Although the curriculum and volunteer service are the core components of the program and are shared by all sites, variations within these two components exist. Emphasis in curriculum topics differ between sites; some sites offer Teen Outreach as an after school activity while others offer it during school hours; some sites offer school credit for participation while others do not; and the number of classroom hours or volunteer hours are not necessarily the same between sites. The minimum standards at Teen Outreach sites are that students should meet for 1 hour per week for a year and that each student should perform a minimum of 1 hour per week of volunteer work.

Infant Health and Development Program (IHDP): An Early Intervention Program for Low Birth Weight Premature Infants

Investigators: Craig T. Ramey, PhD, Donna M. Bryant, PhD, Joseph Sparling, PhD & Barbara H. Wasik, PhD

The Infant Health and Development Program (IHDP) was developed to enhance the cognitive, behavioral, and health status of low birth weight (LBW), premature infants. Between birth of a premature child and the age of three, program families received: 1) pediatric follow-up, 2) home visits, 3) parent support groups, and 4) a systematic educational program provided in specialized child developmental centers. The purpose of this early intervention program is to prevent later developmental problems. As such the child is the primary intervention target, although a parent (or other primary caregiver) is an essential participant in various program components. The IHDP curriculum is both center and home-based and includes activities to foster child functioning and enhance primary care giver child-rearing skills. At the end of the program, an experimental evaluation showed that IHDP had positively impacted cognitive and motor skills in participating children, particularly those from the most at-risk families and those who had been born at the "heavier" side of the low birth weight range (2001 to 2500 grams). Click here to view more detailed information on this program.

Infant Stimulation and Physical Therapy: An Early Intervention Program for Children with Spastic Diplegia

Investigators: Frederick B. Palmer, MD, Bruce K. Shapiro, MD, & Marilee C. Allen, MD

The Infant Stimulation and Physical Therapy program was developed to address both cognitive and motor developmental areas for children with mild to severe spastic diplegia, a form of cerebral palsy. This program is an early intervention program that lasts a full year and incorporates both an infant stimulation curriculum for the first six months, followed by neurodevelopmental physical therapy for the remaining six months. The Infant Stimulation and Physical Therapy program is both center and home-based. Parents (or primary caregivers) meet bi-weekly for one-hour sessions at a clinic for twelve months where they receive training in the daily home implementation of the program. During the first six months of the program, parents or primary caregivers meet with a child development therapist and receive infant stimulation training structured around checklists and specific behavioral objectives. During the second six months of the program, parents or primary caregivers meet with a physical therapist and receive physical therapy training that are also structured around checklists and specific behavioral objectives. Click here to view more detailed information on this program.

Information-Motivation-Behavioral Skills HIV Prevention Program (IMB)

Investigators: Jeffrey Fisher, William A. Fisher, Stephen J. Misovich, & Angela D. Bryan

The goal of the Information-Motivation-Behavioral Skills HIV Prevention Program (IMB Program) is to reduce high school students' risk of HIV infection. Program objectives include positively influencing students' HIV prevention knowledge, attitudes and norms, increasing students' levels of HIV prevention behavioral skills, and increasing students' levels of HIV preventive behavior. The intervention involves a four-session classroom component to be conducted by trained high school teachers. The IMB Program is based on the Information, Motivation and Behavioral Skills (IMB) model of health behavior change, which assumes that information, motivation and behavioral skills are the fundamental determinants of HIV preventive behavior. An evaluation of the curriculum offered in three intervention formats (classroom-based only, peer-based only, and combination classroom and peer-based delivery) was conducted by the Center for Health/HIV Intervention and Prevention in 1999. Participants were 1,577 students in four inner-city high schools in Connecticut (61% African-American, 28% Hispanic-American, 11% Caucasian, mixed or "other.") The classroom-based HIV prevention education component effectively promoted risk reduction behavior change in these urban high school settings at one year post-intervention. Click here to view more detailed information on this program.