Assessing HIV Prevention Provider Knowledge of Behavior Science Theory: Building on Existing Intuitive Experience

Abstract

Behavioral science theory is recommended as a basis for prevention programs, yet many STD/HIV prevention providers have little academic background in this area and see no relevance of theory to their work. This study assessed STD/HIV prevention providers’ intuitive insight about behaviors. Comparisons of behavioral determinants from providers “common sense” theories with determinants identified in formal theories are made through the use of Theoretical Domains, a teaching tool designed to enhance the understanding and use of behavioral science in planning and implementing interventions. Understanding how to effectively apply behavior change concepts, combined with prevention providers’ basic, intuitive knowledge can enhance understanding, communication, and skills exchange between providers and researchers. Building capacity in local communities begins with a participatory process of community members, prevention providers, and researchers working together as equal partners. Better translation of research into practice using theory-based interventions will benefit the field of STD/HIV prevention.

Keywords

STD/HIV prevention behavioral science theory intuitive knowledge behavioral determinants theoretical domains technology exchange translation

References

Brookfield, S. (1995). Adult learning: An overview. Retrieved August 11, 2003 from www3.nl.edu/academics/cas/ace/facultypapers/StephenBrookfield_AdultLearning.cfm

Buchanan, D. R. (1994). Reflections on the relationship between theory and practice. Health Education Research, 9, 295-314.

Centers for Disease Control and Prevention . (1999). Compendium of HIV prevention interventions with evidence of effectiveness. Atlanta, GA: Author.

Centers for Disease Control and Prevention . (2002). Diffusion of effective behavioral interventions for HIV prevention - Technology transfer project. Atlanta, GA: Author.

Clarke, G. N. (1995). Improving the transition from basic efficacy research to effectiveness studies: Methodological issues and procedures. Journal of Consulting and Clinical Psychology, 63, 718-725.

Connell, R. W. (1987). Gender and power: Society, the person, and sexual politics. Stanford, CA: Stanford University Press.

Cross, K. P. (1981). Adults as learners. San Francisco: Jossey-Bass.

DiClemente, R. J. , & Wingood, G. M. (1995). Randomized controlled trial of an HIV sexual risk-reduction intervention for young African-American women. Journal of the American Medical Association, 274(16), 1271-1276.

Dolcini, M. M. , Canin, L. , Gandelman, A. , & Skolnik, H. (in press). Theoretical domains: A heuristic for teaching behavioral theory in HIV/STD prevention courses. Journal of Health Promotion Practice.

10.

Fishbein, M. , Bandura, A. , Triandis, H. , Kanfer, F. A. , Becker, M. H. , & Middlestat, S. E. (1991). Factors influencing behavior and behavior change: Theorists’ workshop. Washington, DC: Centers for Disease Control and Prevention.

11.

Fishbein, M. , Middlestadt, S. E. , & Hitchcock, P. J. (1994). Using information to change sexually transmitted disease-related behaviors: An analysis based on the theory of reasoned action. In Preventing AIDS: Theories and methods of behavioral interventions (pp. 61-78). New York: Plenum.

12.

Freudenberg, N. , Eng, E. , & Flay, B. (1995). Strengthening individual and community capacity to prevent disease and promote health: In search of relevant theories and principles. Health Education Quarterly, 22(3), 290-306.

13.

Gandelman, A. (2000). Reinforcing the bridge: How behavioral and social science volunteers are a critical link between science and practice. The Linkage, (summer), 1, 4-5.

14.

Gandelman, A. , & Meegan, A. (2001) [Washington state HIV prevention behavioral intervention training needs assessment]. Unpublished data.

15.

Gandelman, A. , Rietmeijer, C. , Coury-Doniger, P. , & Freeman, A. (1998, October). STD/HIV prevention training center behavioral intervention training needs assessment. Paper presented at the Educator-Trainer Network National Meeting, Atlanta, GA.

16.

Glanz, K. , Lewis, F. M. , & Rimer, B. K. (Eds.). (2002). Health behavior and health education: Theory research and practice (3rd ed.). San Francisco: Jossey-Bass.

17.

Glasgow, R. E. , Lichtenstein, E. , & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy to effectiveness transition. American Journal of Public Health, 93(8), 1261-1267.

18.

Green, L. W. , & Mercer, S. (2001). Can public health researchers and agencies reconcile the push from funding bodies and the pull from communities? American Journal of Public Health, 91, 1926-1929.

19.

Institute of Medicine . (2001). No time to lose - Getting more from HIV prevention. Washington, DC: National Academies Press.

20.

Kegeles, S. M. , Hays, R. B. , & Coates, T. J. (1996). Mpowerment project: A community-level HIV prevention intervention for young gay men. American Journal of Public Health, 86(8), 1129-1136.

21.

Kelly, J. A. , Somlai, A. M. , DiFranceisco, W. J. , Otto-Salaj, L. L. , McAuliffe, T. L. , Hackl, K. L. , et al. (2000). Bridging the gap between the science and service of HIV prevention: Transferring effective research-based HIV prevention interventions to community AIDS service providers. American Journal of Public Health, 90(7), 1082-1088.

22.

Lauby, J. , Smith, P. J. , Stark, M. , Person, B. , & Adams, J. (1998). A community-level HIV prevention intervention for inner city women: Results of the women and infants demonstration trial. Unpublished report.

23.

McLeroy, K. R , Stecker, A. B. , Simons-Morton, B. , Goodman, R. M. , Gottlieb, N. , & Burdine, J. N . (1993). Social science theory in health education: Time for a new model? Health Education Resources, 8, 305-312.

24.

Minkler, M. , Blackwell, A. G. , Thompson, M. , & Tamir, H. (2003) Community-based participatory research: Implications for public health funding. American Journal of Public Health, 93(8), 1210-1213.

25.

Minkler, M. , Wallerstein, N. , & Hall, B. (2002). Community-based participatory research for health. San Francisco: Jossey-Bass.

26.

National Institutes of Health . (1997, February 11-13). Interventions to prevent HIV risk behaviors (NIH Consensus Statement). Available at http://consensus.nih.gov/cons/104/104_htm

27.

Oldenburg, B. , Hardcastle, D. M. , & Kok, G. (1997). Diffusion of innovations. In K. Glanz , F. M. Lewis , & B. K. Rimer (Eds.), Health behavior and health education: Theory, research, and practice (2nd ed., pp. 270-286). San Francisco: Jossey-Bass.

28.

Schilling, R. F. , El-Bassel, N. , Hadden, B. , & Gilbert, L. (1995). Skills-training groups to reduce HIV transmission and drug use among methadone patients. Social Work, 40(1), 91-101.

29.

Van Ryan, M. V. , & Heaney, C. A. (1992). What’s the use of theory? Health Education Quarterly, 19(3), 315-330.

30.

Weinstein, N. , & Nicolich, M. (1993). Correct and incorrect interpretations of correlations between risk perceptions and risk behaviors. Health Psychology, 12, 235-245.

31.

Wingood, G. M. , & DiClemente, R. J. (2000). Application of the theory of gender and power to examine HIV-related exposures, risk factors, and effective interventions for women. Health Education and Behavior, 27(5), 539-565.