SiHLE
SiHLE - Sisters, Informing, Healing, Living, Empowering - is a peer-led, group-level, social-skills training intervention designed to reduce sexual risk behaviors among African-American female teenagers who are at high risk of HIV. In addition to HIV prevention, the program addresses relationships, dating, and sexual health within the specific context of the female African-American teenage experience. The program draws upon both cultural and gender pride to give participants the skills and motivations to avoid HIV and other STDs.
The program was designed for and evaluated in community-based organizations and health clinics.
Sociometrics Corporation
1580 W. El Camino Real, Suite 8
Mountain View, CA 94040
Ph: 650-949-3282
Email: socio@socio.com
Website: https://www.socio.com/products/pasha-sihle-health-workshops-for-young-black-women
Currently no formal training offered
Sociometrics offers the evaluation instruments used in the original implementation of the program and the Prevention Minimum Evaluation Data Set, a generic questionnaire that can be adapted to suit most prevention programs.
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 | School engagement | No | |||
Content | Anatomy/physiology | No | |||
Content | Other | No | |||
Content | Volunteering/civic engagement | No | |||
Content | Spirituality | Yes | Yes (both versions) | Sessions 1 & 4 | |
Content | Morals/values | No | |||
Content | Identity development | Yes | Yes (both versions) | Sessions 1 & 4 | |
Content | Social support/capital | Yes | Yes (both versions) | Sessions 3 & 4 | |
Content | Social influence/actual vs. perceived social norms | Yes | Yes (both versions) | Sessions 1 & 4 | |
Content | Social competence | Yes | Yes (both versions) | Sessions 3 & 4 | |
Content | Parenting skills | No | |||
Content | Normative beliefs | No | |||
Content | Leadership | No | |||
Content | Gender roles | No | |||
Content | Gender identity | No | |||
Content | Cultural values | Yes | Yes (both versions) | Sessions 1 & 4 | |
Content | Connections with trusted adults | No | Yes (both versions) | Sessions 1 & 4 | |
Content | Conflict resolution/social problem solving | Yes | Yes (both versions) | Sessions 3 & 4 | |
Content | Communication skills | Yes | Yes (both versions) | Session 3 & 4 | |
Content | Child development | No | |||
Content | Boundary setting/refusal skills | Yes | Yes (both versions) | Session 3 | |
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 | No | |||
Content | Supplemental academic services | No | |||
Content | Graduating from high school | No | |||
Content | College preparation | No | |||
Content | Alternative schooling | No | |||
Content | Self-regulation | No | Yes (both versions) | Session 4 | |
Content | Self-esteem | No | |||
Content | Self-efficacy/empowerment | Yes | Yes (both versions) | Session 1 | |
Content | Resilience | No | |||
Content | Sexual health | Yes | Yes (both versions) | Sessions 1 & 4 | |
Content | STIs - Treatment | Yes | Yes (both versions) | Sessions 2 & 4 | |
Content | STIs - Screening | Yes | Yes (both versions) | Sessions 2 & 4 | |
Content | STIs - Prevention | Yes | Yes (both versions) | Sessions 2 & 4 | |
Content | STIs - Information | Yes | Yes (both versions) | Sessions 2 & 4 | |
Content | Sexual risk reduction | Yes | Yes (both versions) | Sessions 2 & 4 | |
Content | Sexual risk discontinuation | Yes | Yes (both versions) | Sessions 2 & 4 | |
Content | Sexual risk avoidance | Yes | Yes (both versions) | Sessions 1 & 4 | |
Content | Personal vulnerability | No | |||
Content | Maternal health | No | |||
Content | Contraception - Condoms | Yes | Yes (both versions) | Session 2 & 4 | |
Content | Contraception - Long-acting reversible contraceptives | No | |||
Content | Contraception - Other | No | |||
Content | Contraception - Pills, patches, rings, and shots | No | |||
Content | Reproduction | No |
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- Developing assertive communication skills to demonstrate care for their partners and to negotiate abstinence or safer sex behaviors (particularly condom use and involvement of partners in decision-making)
- Building proper condom use skills (including learning how to place a condom on a partner) and positive attitudes, norms and self-efficacy about consistent condom use
- Understanding of characteristics of healthy and unhealthy relationships and the triggers that make negotiating safer sex challenging for teens, and
- Empowerment and self-efficacy, based on cultural and gender pride
The program is delivered in four sessions that are each four hours long. The ideal group size is 10 to 12 participants with one adult and two peer facilitators.
The program must be delivered in community-based settings, not in school or during school hours.
The program requires the use of one adult and two peer facilitators, all of whom should be African American and female. Peer facilitators should be between 18- and 21-years-old who, ideally, have gone through the SiHLE program. There are specific roles for the adult and peer facilitators described in the facilitator's manual.
The following program materials are available through the distributor:
- User's Guide
- SiHLE Facilitators Manual
- Photocopy masters of posters
- Participant Handbook
- Photocopy masters of additional handouts, the SiHLE Jeopardy game, session evaluations
- 50 Domestic violence brochures
- Prevention Minimum Evaluation Data Set (PMEDS)
- Local Evaluator Consultant Network Directory
- Original Evaluation Instruments
While a free sample curriculum is not available, providers may purchase an automatic digital download of the user’s guide to review program components, core competencies for facilitators, and scientific evidence of effectiveness. If providers decide to purchase the program, the price of the download is deducted.
Evidence by Outcome Domain and Study
Citation | Details |
---|---|
DiClemente, R. J., Wingood, G. M., Harrington, K. F., Lang, D. L., Davies, S. L., Hook, E. W., et al. (2004). Efficacy of an HIV prevention intervention for African American adolescent girls: A randomized controlled trial. JAMA: Journal of the American Medical Association, 292(2), 171-179. Wingood, G. M., DiClemente, R. J., Harringon, K. F., et al. (2006). Efficacy of an HIV prevention program among female adolescents experiencing gender-based violence. American Journal of Public Health, 96, 1085-1090. Sales, J. M., Lang, D. L., Hardin, J. W., DiClemente, R. J., Wingood, G. M. (2010). Efficacy of an HIV prevention program among African American female adolescents reporting high depressive symptomatology. Journal of Women's Health, 19(2), 219-227. |
The program's evidence of effectiveness was first established in a randomized controlled trial involving sexually active African American females recruited from four community health agencies in the southern United States. Study participants were randomly assigned to either a treatment group that received the intervention or a control group that received a general health promotion intervention on nutrition and exercise. Surveys were administered immediately before the intervention and at follow- ups conducted 6 and 12 months after the intervention. Biological testing for chlamydia, gonorrhea, and trichomonas was also conducted. |
DiClemente, R. J., Wingood, G. M., Rose, E., Sales, J. M., Crosby, R. A. (2010). Evaluation of an HIV/STD sexual risk-reduction intervention for pregnant african american adolescents attending a prenatal clinic in an urban public hospital: Preliminary evidence of efficacy. Journal of Pediatric and Adolescent Gynecology, 23(1), 32. |
|
Klein, C. H., Card, J. J. (2011). Preliminary efficacy of a computer-delivered HIV prevention intervention for African American teenage females. AIDS Education and Prevention, 23(6), 564-576. |
This study evaluated an adapted version of the SiHLE program with a randomized controlled trial involving African American female adolescents in the San Francisco Bay Area. The adapted "Multimedia" version of the program comprised two one-hour sessions delivered individually by computer. Study participants were randomly assigned to either a treatment group that received the intervention or to a control group that received a general health education session. Surveys were administered immediately before random assignment (baseline) and three months after baseline.The study examined changes in rates of sexual risk behaviors between the baseline and three-month follow-up surveys. However, the study did not test for differences in these outcomes between the treatment and control groups. The study also examined measures of condom-use self-efficacy, knowledge, sexual-communication self-efficacy. Findings for these outcomes were not considered for the review because they fell outside the review of the review. |
Danielson, C. K., McCauley, J. L., Jones, A. M., Borkman, A. L., Miller, S., Ruggiero, K. J. (2013). Feasibility of delivering evidence-based HIV/STI prevention programming to a community sample of african american teen girls via the internet. AIDS Education and Prevention, 25(5), 394-404. |