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  4. Health Improvement Project For Teens (HIP Teens)

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
No
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 Core Components

Last updated in 2023

The data presented on this page reflects 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 data on seven types of program components including content, delivery mechanism, dosage, staffing, format, environment, 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. For more details, refer to the FAQ.

Category Component Core Component Component present Notes Lesson number(s) / activities where present
Content Boundary setting/refusal skills Yes Yes (both versions) Session 2, pg. 37-38; Session 4, pg. 58
Content Child development No No
Content Communication skills Yes Yes (both versions) Session 1, pg. 19, Session 2, pg. 37-39; Session 4, pg. 58
Content Conflict resolution/social problem solving Yes Yes (both versions) Session 1, pg. 19, Session 2, pg. 37-39; Session 4, pg. 58
Content Connections with trusted adults Yes Yes (both versions)
Content Cultural values No No
Content Gender identity No No
Content Gender roles No No
Content Leadership No No
Content Normative beliefs No No
Content Parenting skills No No
Content Social competence Yes Yes (both versions) Session 1, pg. 19, Session 2, pg. 37-39; Session 4, pg. 58
Content Social influence/actual vs. perceived social norms No No
Content Social support/capital Yes Yes (both versions)
Content Identity development No
Content Morals/values Yes (both versions) Session 1, pg. 6-8
Content Spirituality No
Content Volunteering/civic engagement No
Content Other No
Delivery mechanism Method: Anonymous question box No
Delivery mechanism Method: Artistic expression No
Delivery mechanism Method: Assessment/survey Yes (both versions) Session 2, pg. 25
Delivery mechanism Method: Booster session Yes (both versions) Booster Sessions 1 + 2
Delivery mechanism Method: Case management No
Delivery mechanism Method: Cognitive behavioral therapy (CBT) No
Delivery mechanism Method: Demonstration Yes (both versions) Session 3, pg. 47-49
Delivery mechanism Method: Discussion/debrief Yes (both versions) All Sessions
Delivery mechanism Method: Family session No
Delivery mechanism Method: Game Yes (both versions) Session 4, pg. 59-62
Delivery mechanism Method: Home visiting No
Delivery mechanism Method: Homework assignment Yes (both versions) Session 1, pg. 21; Session 3, pg. 53
Delivery mechanism Method: In-session assignment Yes (both versions) Session 2, pg. 23
Delivery mechanism Method: Introduction Yes (both versions) Session 1, Manual Pg. 3-4
Delivery mechanism Method: Lecture Yes (both versions) Sessions 1-2, pg. 34-35
Delivery mechanism Method: Motivational interviewing Yes (both versions) Session 2, pg. 31-33
Delivery mechanism Method: Music No
Delivery mechanism Method: Parent-focused activity Yes (both versions) Take home activities in workbook
Delivery mechanism Method: Peer-to-peer Optional Peer facilitators have been trained for community college interventions
Delivery mechanism Method: Public service announcement No
Delivery mechanism Method: Reading Yes (both versions) Booster Sessions 1 + 2
Delivery mechanism Method: Role play/Practice Yes (both versions) Session 1, pg. 20-21
Delivery mechanism Method: Self-guided activity Yes (both versions) Booster Sessions 1 + 2
Delivery mechanism Method: Service learning No
Delivery mechanism Method: Slide show Yes (both versions) All sessions
Delivery mechanism Method: Social media No
Delivery mechanism Method: Spiral learning Yes (both versions) Session 2, pg. 37-39; Session 3, pg. 51-52
Delivery mechanism Method: Storytelling No
Delivery mechanism Method: Text message No
Delivery mechanism Method: Video Yes (both versions) Session 2, pg. 37-39; Session 3, pg. 51-52; Session 4, pg. 58
Delivery mechanism Method: Other Yes (both versions) Interactive games and video role plays
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.

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 include a per diem and travel expenses for the trainer(s).
Program Materials and Resources
The HIP Teens implementation program package includes 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 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.
Fidelity
Specific fidelity benchmarks and monitoring protocols, and a detailed logic model are included in the implementation program package.  HIP Teens training includes 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 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.
KEY
Evidence Indication
Favorable findings
Two or more favorable impacts and no unfavorable impacts, regardless of null findings
Potentially favorable findings
At least one favorable impact and no unfavorable impacts, regardless of null findings
Indeterminate findings
Uniformly null findings
Conflicting findings
At least one favorable and at least one unfavorable impact, regardless of null findings
Potentially unfavorable findings
At least one unfavorable impact and no favorable impacts, regardless of null findings
Unfavorable findings
Two or more unfavorable impacts and no favorable impacts, regardless of null 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

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.

Notes

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.