Health Improvement Project for Teens (HIP Teens)

Developers

Dianne Morrison-Beedy, Ph.D., R.N., W.H.N.P.-B.C.

Program Summary

The Health Improvement Project for Teens (HIP Teens) is a brief, evidence-based, theoretically-driven, sexual risk reduction intervention designed to reduce sexual risk behavior among adolescent girls. The four small group sessions (total time: 8 hours) are delivered by trained facilitators with a focus on positive youth development and motivational interviewing. Participants receive information on HIV and risk reduction, practice communication, negotiation and decision-making skills, identify triggers to risk behavior, increase motivation to reduce risk, and develop risk reduction strategies. Additional 90-minute booster sessions are delivered three and six months after the program and continue to build upon interpersonal and self-management skills learned in the initial sessions.

Intended Population

HIPTeens was designed for sexually active adolescent females, ages 15-19. It was evaluated with teens recruited from youth development centers, adolescent health service centers, and school-based centers in upstate New York.

Program Setting

The program designed to be delivered in multiple settings. The program was evaluated with participants recruited from youth development centers, adolescent health service centers, and school-based centers.

Contact and Availability Information

Dianne Morrison-Beedy, PhD, RN, WHNP-BC, FAANP, FNAP, FAAN
HIP4Change, LLC
4201 W. McKay Ave.
Tampa, FL 33609
Ph: 813-230-3335
Email: hip4change@gmail.com
Website: www.hip4change.com

Sample of Curriculum Available for Review Prior to Purchase

Yes

Languages Available

English

Monitoring and Evaluation Tools

Monitoring and evaluation tools available

Yes

Monitoring and evaluation tool usage required

Information about available monitoring and evaluation tools (if applicable)

HIP Teens provides two fidelity assessments for content and process, and outcome measures on knowledge, motivation and attitudes, skills, and behavioral outcome measures.

Program Components and Core Components

Last updated in 2024

The data presented on this page reflect responses from the program’s developer or distributor to a program component checklist that asked them to report on the individual components within their TPP program. The same program component checklist was sent to the developer or distributor of every active TPP program with evidence of effectiveness. The program component table provides information on seven types of program components including content, delivery mechanism, dosage, staffing, format, context, and intended population characteristics; whether the component was present or optional in the program; whether the component is considered to be core to the program; and the lesson number or activity where the component can be found in the program.

In the drop-down menu below, under “Has component,” there are four options that indicate a component as present in the program: (1) “Yes” indicates that the component is present in at least one version of the program (whether that be the program version that was evaluated, the current version, or both versions); (2) “Yes (both versions)” indicates that the component is present in both the evaluated version of the program and the current version of the program; (3) “Yes (current version)” indicates that the component is present in the current, but not the evaluated, version of the program; and (4) “Yes (evaluated version)” indicates that the component is present in the evaluated version of the program, only. Note that for dosage components, the dosage itself is described in the Notes when available.

Category	Component	Core Component	Component present	Lesson number(s) / activities where present
Content	Resilience	No	No
Content	Other		No
Content	Volunteering/civic engagement		No
Content	Spirituality		No
Content	Morals/values		Yes (both versions)	Session 1, pg. 6-8
Content	Identity development		No
Content	Social support/capital	Yes	Yes (both versions)
Content	Social influence/actual vs. perceived social norms	No	No
Content	Social competence	Yes	Yes (both versions)	Session 1, pg. 19, Session 2, pg. 37-39; Session 4, pg. 58
Content	Parenting skills	No	No
Content	Normative beliefs	No	No
Content	Leadership	No	No
Content	Sex roles	No	No
Content		No	No
Content	Cultural values	No	No
Content	Connections with trusted adults	Yes	Yes (both versions)
Content	Conflict resolution/social problem solving	Yes	Yes (both versions)	Session 1, pg. 19, Session 2, pg. 37-39; Session 4, pg. 58
Content	Communication skills	Yes	Yes (both versions)	Session 1, pg. 19, Session 2, pg. 37-39; Session 4, pg. 58
Content	Child development	No	No
Content	Boundary setting/refusal skills	Yes	Yes (both versions)	Session 2, pg. 37-38; Session 4, pg. 58
Content	Substance use cessation		No
Content	Substance use - Other drugs		No
Content	Substance use - Alcohol		Yes (both versions)	Session 3, pg. 42-43
Content	Substance use - Abstinence		Yes (both versions)
Content	Brain development and substance use		No
Content	Vocational/skills training		No
Content	Supplemental academic services		No
Content	School engagement		No
Content	Graduating from high school		No
Content	College preparation		No
Content	Alternative schooling		No
Content	Self-regulation	Yes	Yes (both versions)	Session 3, pg. 42-43
Content	Self-esteem	No	No
Content	Self-efficacy/empowerment	Yes	Yes (both versions)	Session 2, pg. 31-33
Content	Personal vulnerability	No	No
Content	Reproduction	No	No
Content	STIs - Prevention	Yes	Yes (both versions)	Session 1, pg. 13-14, Session 2, pg. 34-35
Content	STIs - Information	Yes	Yes (both versions)	Session 1, pg. 9-11, 13
Content	Sexual risk reduction	Yes	Yes (both versions)	Session 2, pg. 27-33
Content	Sexual risk discontinuation	Yes	Yes (both versions)	Session 2, pg. 27
Content	Sexual risk avoidance	Yes	Yes (both versions)	Session 2, pg. 29
Content	Sexual orientation	No	No
Content	Sexual health	Yes	Yes (both versions)	Session 3, pg. 41
Content	Risk of STIs and Pregnancy	Yes	Yes (both versions)	Session 1, pg. 9-11
Content	Contraception - Other	Yes	Yes (current version)	Workbook
Content	Anatomy/physiology	No	Optional
Content	Contraception - Condoms	Yes	Yes (both versions)	Session 2, pg. 34-35, Session 3, pg. 44-49
Content	Contraception - Long-acting reversible contraceptives	Yes	Yes (current version)	Workbook
Content	Maternal health	No	No
Content	Puberty/development	No	Optional

Program Objectives

The program seeks to reduce sexual risk behaviors among sexually-active adolescent girls by increasing knowledge of HIV/STIs, increasing motivation to reduce sexual-risk, and providing behavioral skill development, such as negotiation, communication, decision-making, and condom use skills. By the end of the intervention, participants have developed and practiced a broad menu of risk reduction strategies.

Program Content

This evidence-based intervention is theoretically-driven by the Information - Motivation - Behavioral Skills (IMB) model. Participants receive information about HIV and risk reduction, increase readiness to reduce risk behaviors, and practice interpersonal and self-management skills to reduce sexual risk behaviors and increase condom use.

Component 1: Intervention Sessions. The 4 sessions cover the following topics:
● Session 1: Adolescents identify values and develop future time perspective, learn about HIV and risk reduction, analyze their own relationships and behaviors, and skills practice and role play with assertive communication and negotiation.
● Session 2: Participants discuss the risks involved in sexual activity, learn about safer versus less safe behaviors, increase motivation to reduce risk, develop strategies for behavior change and communication through role plays, and identify a menu of choices that may lead to healthier sexual behavior such as abstinence and condom use.
● Session 3: Participants discuss the role of goal setting in changing behavior, receive information and practice correct condom use, build upon communication skills through video clip role plays and how to identify triggers than can lead to unsafe sexual behaviors.
● Session 4: Adolescents identify long-term life goals, practice using assertive communication, review important risk reduction information from previous sessions, discuss plans and motivation for avoiding risks and achieving healthy behaviors.

Component 2: Booster Sessions. These 90-minute sessions are designed as "reunion" sessions for the groups and intended to reinforce program messages and skills.

Program Methods

The sessions involve games, interactive group activities, video clips, and role plays, that progress from practicing basic skills to more complex topics, building social norms and drawing on participants' experiences. Methods are continually reviewed.

Program Structure and Timeline

HIP Teens is provided over four 2-hour sessions or eight 1-hour sessions, although some organizations have conducted two half day programs. The two 90-minute booster sessions are administered in small groups at three and six months after the end of the intervention.

Staffing

The most important characteristic of being a successful HIP Teens facilitator is a commitment to helping participants without being judgmental. Trained facilitators implementing this program should be same gender and may be from a variety of ethnicities, ages, and backgrounds.

Staff Training

Training is provided by HIP4Change, LLC. It consists of: an online HIP University and a face-to-face, hands on training. HIP University is offers the first phase of training online to familiarize facilitators with the theoretical underpinnings of the intervention as well as motivational interviewing concepts. The in-person training consists of facilitators working through the intervention components, practicing motivational interviewing, and developing an in-depth understanding of the intervention and its components. It is conducted by the developer, Dr. Morrison-Beedy, and HIPTeens members. Training costs also provides a per diem and travel expenses for the trainer(s).

Program Materials and Resources

The HIP Teens implementation program package provides an Intervention Manual, fidelity assessments, evaluation measures, handouts, PowerPoint slides, materials to complete all HIP Teens activities, male and female condoms, condom demonstration models, and relevant video clips. Participant workbooks such as take-home activities are also available. Materials are updated regularly. The HIP4Change website houses additional information for implementation and planning (e.g. logic models, intervention component details, external resources).

Additional Needs for Implementation

The program requires the use of a computer to display slides and videos and flip charts or other writing surface.

Fidelity

Specific fidelity benchmarks and monitoring protocols, and a detailed logic model are provided in the implementation program package. HIP Teens training provides specific attention to maintaining fidelity across the sessions.

Technical Assistance and Ongoing Support

Purchasers of the program should contact the developer (Dianne Morrison-Beedy, Ph.D., R.N., W.H.N.P.-B.C., hip4change@gmail.com) for more information.

Allowable Adaptations

Adaptations that address different populations would be allowable. The developer also indicates that booster sessions may be eliminated, but the effect of doing so is currently unknown.

Adaptation Guidelines or Kit

Yes

Reviewed Studies

Citation	High-Quality Randomized Trial	Moderate-Quality Randomized Trial	Moderate-Quality Quasi-Experiment	Low Study Rating	Did Not Meet Eligibility Criteria
Morrison-Beedy et al. 2013a Morrison-Beedy et al. 2013b

Study Characteristics

Citation	Setting	Majority Age Group	Majority Racial/Ethnic Group	Gender	Sample Size
Morrison-Beedy et al. 2013a Morrison-Beedy et al. 2013b	After school	14 to 17	African American or Black	Young female	639

Study Findings

Evidence by Outcome Domain and Study

Citation	Sexual Activity	Number of Sexual Partners	Contraceptive Use	STIs or HIV	Pregnancy
Morrison-Beedy et al. 2013a Morrison-Beedy et al. 2013b				n.a.	n.a.

KEY

Evidence Indication

Favorable findings

Potentially favorable findings

Indeterminate findings

Conflicting findings

Potentially unfavorable findings

Unfavorable findings

Note: n.a. indicates the study did not examine any outcome measures within that particular outcome domain, or the study examined outcome measures within that domain but the findings did not meet the review evidence standards.

Detailed Findings

Citation Details

Citation	Details
Morrison-Beedy et al. 2013a Morrison-Beedy et al. 2013b	The program was evaluated with a randomized controlled trial involving sexually active girls recruited from youth development centers, adolescent health service centers, and school-based centers in New York. About half the participants were randomly assigned to receive the intervention and half were assigned to a health promotion control condition that received general health information on nutrition, breast health, and anger management. Researchers administered surveys immediately before random assignment (baseline) and at three, six, and 12 months after the intervention. The study found that six months after the intervention ended, adolescents participating in the intervention reported a significantly lower rate of vaginal sex, a lower frequency of vaginal sex, a lower rate of unprotected vaginal sex, and fewer sexual partners. The study found no statistically significant program impacts on the frequency of unprotected vaginal sex. In addition, the study found no statistically significant program impacts on sexual behavior outcomes at the time of the follow-ups conducted three and 12 months after the intervention ended. The study also examined program impacts on measures of pregnancy, sexually transmitted infection, and unprotected sex with a 'steady' partner and 'non-steady' partner. Findings for pregnancy and sexually transmitted infection were not considered for this review because the measures were assessed for only about half (51 percent) of the study sample. Findings for the measures of unprotected sex with a steady and non-steady partner were not considered for the review because they fall outside the scope of the review.

Morrison-Beedy et al. 2013a

Morrison-Beedy et al. 2013b

The program was evaluated with a randomized controlled trial involving sexually active girls recruited from youth development centers, adolescent health service centers, and school-based centers in New York. About half the participants were randomly assigned to receive the intervention and half were assigned to a health promotion control condition that received general health information on nutrition, breast health, and anger management. Researchers administered surveys immediately before random assignment (baseline) and at three, six, and 12 months after the intervention.

The study found that six months after the intervention ended, adolescents participating in the intervention reported a significantly lower rate of vaginal sex, a lower frequency of vaginal sex, a lower rate of unprotected vaginal sex, and fewer sexual partners. The study found no statistically significant program impacts on the frequency of unprotected vaginal sex. In addition, the study found no statistically significant program impacts on sexual behavior outcomes at the time of the follow-ups conducted three and 12 months after the intervention ended.

The study also examined program impacts on measures of pregnancy, sexually transmitted infection, and unprotected sex with a 'steady' partner and 'non-steady' partner. Findings for pregnancy and sexually transmitted infection were not considered for this review because the measures were assessed for only about half (51 percent) of the study sample. Findings for the measures of unprotected sex with a steady and non-steady partner were not considered for the review because they fall outside the scope of the review.

Language directly from the program model developer or authors.

Breadcrumb

Health Improvement Project for Teens (HIP Teens)