Health Improvement Project for Teens (HIP Teens)

Dianne Morrison-Beedy, Ph.D., R.N., W.H.N.P.-B.C.
Program Summary
The Health Improvement Project for Teens (HIPTeens) 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


See above.
Sample of curriculum available for review prior to purchase
Adaptation guidelines or kit available
Languages available
Program Core Components
Category Component Core Component Component present Notes 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 Gender roles No No
Content Gender identity 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 We provide curriculum that is inclusive but does not provide content that is specific to sexual orientation
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 We have provided this for refugee resettlement participants but it is not in the current version and is 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) We provide information about LARCs 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, including 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 including 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 to ensure that the activities and content are culturally and developmentally appropriate, LGBTQ-inclusive, trauma-informed, and medically accurate.
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.


The most important characteristic of being a successful HIPTeens 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.

Program Materials and Resources
The HIPTeens implementation program package includes an Intervention Manual, fidelity assessments, evaluation measures, handouts, PowerPoint slides, materials to complete all HIPTeens activities, male and female condoms, condom demonstration models, and relevant video clips.  Participant workbooks including take-home activities are also available.  Materials are updated regularly and include medically-accurate, culturally and developmentally appropriate, LGBTQ-inclusive information for participants.  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.
Specific fidelity benchmarks and monitoring protocols, and a detailed logic model are included in the implementation program package.  HIPTeens training includes specific attention to maintaining fidelity across the sessions.
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 include a per diem and travel expenses for the trainer(s).
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., 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.
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 women 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

Favorable evidence Potentially favorable evidence Potentially favorable evidence n.a. n.a.
Detailed Findings
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.


Some study entries may include more than one citation because each citation examines a different follow-up period from the same study sample, or because each citation examines a different set of outcome measures on the same study sample. A blank cell indicates the study did not examine any outcome measures within the particular outcome domain or the findings for the outcome measures within that domain did not meet the review evidence standards.

Information on evidence of effectiveness is available only for studies that received a high or moderate rating. Read the description of the review process for more information on how these programs are identified.