Adult Identity Mentoring (Project AIM)
Project AIM is designed to be implemented with groups of youth in-school or in a community-based setting. The program's evaluation was set in middle school health education classrooms in Bessemer, Alabama.
Children’s Hospital Los Angeles, Division of Adolescent Medicine
5000 Sunset Blvd, 7th floor
5000 Sunset Blvd., 7th floor
Los Angeles, CA 90027
|Category||Component||Core Component||Component present||Notes||Lesson number(s) / activities where present|
|Content||Identity development||Yes||Yes (both versions)||Session 1 manual pages 5, 12-17; Session 4 manual pages 43, 49-51, 54; Session 5 manual pages 57, 62-65; Session 6 manual 75-87; Session 8 manual 99, 104-109; Session 10 manual pages 129, 135-137, 139; Session 11 manual pages 143-148, 151|
|Content||Social support/capital||Yes||Yes (both versions)||Session 4, manual pages 43-54|
|Content||Social influence/actual vs. perceived social norms||No|
|Content||Social competence||Yes||Yes (both versions)||Session 9, manual pages 113-127|
|Content||Leadership||Yes||Yes (both versions)||Session 1, manual 5 pages 12 - 14|
|Content||Connections with trusted adults||Yes||Yes (both versions)||Session 1 manual page 14; Session 4, manual pages 43-51; Session 5 manual page 64; Session 7 manual page 95; Session 10 manual page 137;|
|Content||Conflict resolution/social problem solving||No|
|Content||Communication skills||Yes||Yes (both versions)||Session 9, manual page 113-127|
|Content||Boundary setting/refusal skills||Yes||Yes (both versions)||Session 9, manual page 113 - 127|
|Content||Substance use cessation||No|
|Content||Substance use - Other drugs||No|
|Content||Substance use - Alcohol||No|
|Content||Substance use - Abstinence||No|
|Content||Brain development and substance use||No|
|Content||Vocational/skills training||Yes||Yes (both versions)||Session 6 manual pages 75-78, 84-85|
|Content||Supplemental academic services||No|
|Content||Graduating from high school||Yes||Yes (both versions)||Session 5 manual pages 57, 62-64; Session 6 manual pages 77-78, 84-86; Session 7 manual 89-97 Session 8 pages 99-103, 110; Session 11 manual pages 143, 149-150, 152|
|Content||Self-esteem||Yes||Yes (both versions)||Session 6 manual pages 75, 79-80, 87|
|Content||Self-efficacy/empowerment||Yes||Yes (both versions)||Session 2 manual pages 19, 25-29; Session 6 manual pages 75, 79-80, 87|
|Content||STIs - Treatment||No|
|Content||STIs - Screening||No|
|Content||STIs - Prevention||No|
|Content||STIs - Information||No|
|Content||Sexual risk reduction||No|
|Content||Sexual risk discontinuation||No|
|Content||Sexual risk avoidance||No|
|Content||Contraception - Condoms||No|
|Content||Contraception - Long-acting reversible contraceptives||No|
|Content||Contraception - Other||No|
|Content||Contraception - Pills, patches, rings, and shots||No|
Project AIM is based on the Theory of Possible Selves, which states that a person’s motivation is determined by a balance of positive and negative ways people see themselves in the future. Individuals who are able to imagine both possible positive and negative futures are more likely to work toward their life goals and achieve future success. This twelve-session program is divided into four parts:
Part 1: Youth are encouraged to explore their personal interests, social surroundings, and what they want to become as an adult. Youth explore the idea of who in their lives may be barriers or supporters towards their successful adulthood. Guest speakers who are young adults on their road to success are invited to present during this part of the program.
Part 2: Youth envision themselves in a future career and connect current behavior directly to possible success as an adult. Hands on activities are included in this part of the program such as developing business cards and resumes, completing a career interest inventory, and participating in job interviews.
Part 3: Youth are engaged in role play and small group activities around communication, planning, and decision-making.
Part 4: Youth have the opportunity to think about their future in terms of milestones to accomplish goals and overcome potential obstacles they may encounter in life.
The program consists of three main content elements:
- Future Thinking
Engage youth in thinking about a positive possible future self.
- Present Action
Engage youth in present actions to achieve future success.
- Safeguarding One’s Future
Encourage youth to safeguard the future through risk reduction.
The intervention requires two skilled and trained facilitators. Facilitators must have completed formal pre-service training prior to delivering the program. No specific degree or years of experience is required. The most important characteristics needed are their abilities to relate, interact, and connect positively to the youth. The facilitators direct intervention sessions, guiding the participants through the content of Project AIM. They should have a strong connection with the youth experience, be knowledge of adolescent development, and be culturally competent.
In addition to the facilitators, agencies implementing Project AIM will need a part-time project manager/supervisor to oversee and coordinate all planning, monitoring, and evaluation activities associated with the program.
- Facilitator Handbook (Curriculum)
- Implementation Manual and Technical Assistance Guide
- Monitoring and Evaluation Guide
- Posters (a total of 5; Sessions 1, 2, 3, 9, & 11)
- Career Puzzle Pieces (Session 5)
- Role-Play Scenario cards & Communication Style cards (Session 9)
- Directory of Images (Session 8)
- Project AIM CD (Project AIM Stationary, Positive & Negative sheets, Individual Interview Guide, Letter of Recommendation template, Directory of Images, My
Personal Business Cards template, Certificates of Accomplishments, & Monitoring & Evaluation Guide forms)
Project AIM Licensing Requirements
All agencies who implement Project AIM must sign a license agreement, granting them the right to implement and/or adapt Project AIM under the terms outlined by CHLA. All agencies must sign this contract prior to having facilitators trained and implementing Project AIM. An associated annual license fee for each site must be paid as part of the licensing agreement.
Most of the materials required to deliver Project AIM are included in the Project AIM package. There are, however, some materials that must be ordered and purchased that are not part of the Project AIM package. These are AIM related items that reinforce the core elements and are integral parts of Project AIM.
There are a total of five items that must be purchased for each individual youth participating in Project AIM. The first three items can be ordered and purchased from the AIM Service Center. They consist of:
- Youth workbooks
- Key Chains (Session 2)
- Portfolios (Session 12)
The next two items can be ordered from The Career Game website. For more information on how to order the booklets and Web Ticket, go to www.careergame.com to purchase:
- Career Game Explorer booklet (Session 5)
- Web Ticket (Session 5)
The following office supplies are not included in the package and will need to be acquired before implementing Project AIM. These should be included within your budget:
- Easels with Newsprint Pads
- Markers (non-permanent)
- 4-5 calculators
- White/Colored Paper
- Certificate Paper (for Certificate of Accomplishment)
- Business Card Stock (for youth business cards)
- Hole Puncher (hole punch self-confidence cards)
Facilitators also need access to a computer and a printer with the ability to access the internet and print materials from a CD disk or downloadable website.
Project AIM is designed to take place either in or near the community of the target population. The program should ideally be conducted in a youth-friendly space, such as venues where youth currently congregate (e.g., recreation centers, after-school programs). The space should be big enough to accommodate 2 facilitators and youth comfortably to allow for group discussion as well as individual and group activities. The most ideal room set-up is a U shape.
The developer has provided several guidelines, monitoring forms, and tools for providers to help them implement Project AIM with fidelity. These may be accessed at: http://www.chla.org/ProjectAIM. Additional specifications from the developer include:
- The lessons must be facilitated in the order described in the manual.
- All program agencies should have an attendance policy/expectation in place. It is recommended that youth attend at least 9 out of the 12 sessions. If a participant misses sessions 5 and 6, he or she must make up those sessions before moving on with the other lessons. This can be done in a one-on-one session with the facilitator.
- The recommended guideline for the spacing of sessions is that they be held twice a week, with a minimum of 2 days in between sessions to allow enough time for facilitators to complete out of session tasks and for youth to process what they are learning, draw conclusions and invest in their goals.
Facilitators are required to attend a 3 day training conducted through the AIM Service center or other approved trainers, prior to implementing the program. It is recommended that the project manager/supervisor also attend the training to familiarize him or herself with the intervention. The training is based on the theory, approach, research findings and core elements underlying Project AIM and on the content of the Facilitator’s Handbook.. Training participants have the opportunity for hands-on practice of program activities.
After the formal training, participants are expected to practice the intervention activities before implementing with youth. The practice sessions are intended to give facilitators an opportunity to spend time learning the intervention before implementing with youth. During these sessions, facilitators should practice managing behavior and conflict, and become comfortable delivering the program to youth. Project managers/supervisors and/or other staff members may want to observe the practice sessions, give facilitators feedback, and use the Project AIM fidelity checklist found in the Monitoring and Evaluation Guide to evaluate the practice session.
The AIM Service Center at Children's Hospital Los Angeles (CHLA) provides consultation and technical assistance. Their services include:
- Helping providers adapt Project AIM for a variety of settings and to ensure cultural and linguistic appropriateness.
- Supporting grant development and report generation
- Helping agencies develop mechanisms for monitoring and evaluating Project AIM
- Assisting in strategic planning and operation protocols
Clark et al. 2005
|The program was evaluated in a cluster randomized controlled trial involving seventh graders in a suburban middle school in the southeastern United States. Out of 20 seventh-grade health education classes offered during the academic year, 11 were randomly selected to receive the AIM intervention and 9 were randomly selected for a control group that followed the standard curriculum. Student surveys were administered one week before the start of the intervention (baseline) and approximately three and 12 months after the intervention ended.
The study found that approximately three months after the intervention ended, adolescents participating in the intervention were significantly less likely to report having had sexual intercourse. At the time of the second follow-up conducted 12 months after the intervention ended, males participating in the intervention were significantly less likely to report having had sexual intercourse. The study found no statistically significant program impacts on sexual intercourse for other study groups at the time of the 12-month survey.
The study also examined program impacts on participants' intentions to have sex. Findings for that outcome were not considered for the review because they fell outside the scope of the review.