Intervention Design, Content and Characteristics for Eight Youth HIV Prevention Interventions included in Systematic Review
Project Name
Curriculum and/or
Intervention Details
Intervention
Development and/or
Adaptation
Adaptation of two USHAPS [HIV/AIDS Use of Amazing
Prevention Study]32 Alternatives and Project based curricula,
KwaZulu/Natal
Northland curricula and Amazing Alternatives,
media-campaign with and Project Northland
drama
HealthWise34
Mpondombili
Project 33
US-based curricula, Life Participatory adaptation
Skills Training and
process involving target
TimeWise, focused on population; qualitative
risk reduction &
research and feedback
positive leisure time
activities
15 session curriculum Compiled/adapted from
focused on Dual
diverse curricula in USA
Protection and altering and SA; input to 18
gender role norms
month process from
teachers, nurses and
students
Population Council, 6 module curriculum
specially designed for
Adolescent
context, age & socioLivelihoods35
cultural group
SATZ 31
Locally developed
curriculum for
knowledge and skills on
sexual behavior and
financial literacy
Sexual Health EducationDesigned using
curriculum
Intervention Mapping
method, with curriculum
advisor, teachers,
research team
Theoretical
Framework
Duration
Theories of health 2 months
behavior change:
social learning theory,
social inoculation,
cognitive learning
theory
Human Development One school
Theory;
year (Grade
Multidirectional
8) plus
Influences (MDI)
booster
sessions in
Grade 9
Empowerment
4 months
Theory: individual
(Zimmerman) and
group levels (Freire)
Not explicit;
livelihoods support
framework
6 months
Intervention Mapping 2-3 months
protocol to develop
theory and evidencebased health
promotion; social
learning theory, with
cultural adaptation
Adaptation of Stepping Community
6-8 weeks
Stepping Stones 11 Stepping Stones
curriculum for group- Stones curriculum
Development and
based learning; gender developed in Uganda
Process of Change
transformative
(Freire)
Emphasis on role of
Training and feedback
Systems Theory;
One school
Tshwane Peer
peer educator to raise for peer educators; no
emphasis on
year;
Education and
curriculum
empowering peer
embedded in
Support Programme awareness, mobilize
36
youth & facilitate
educators
schools
change in group norms
IMAGE –
Intervention with
Microfinance fir
AIDS and Gender
Equity12,13
Combined intervention
of group-based
microfinance with
gender & HIV training
curriculum, Sisters for
Life
Intensity:
Number &
Frequency of
Sessions
10 units, 30
minutes each
Booster
Sessions
How Delivered: Teaching Where
Method
Delivered
Who Delivered:Process Evaluation
Intervention
Personnel
N
Participatory learning with
interactive techniques,
including vignettes, drama
and media
Classrooms;
Grade 9 Life
Orientation
period
Teachers and
Peer Leaders
12 lessons in
Y: 6 booster Teacher-led participatory
Grade 8,
lessons in
learning with learner
delivered over Grade 9
workbooks;
2-3 class periods
Classrooms
Teachers; Youth Ongoing support for
Development teachers and workshops
Specialists for throughout year 40
comm’ty
outreach
Weekly one
N
hour sessions
over 16 weeks
Participatory learning via
role playing, group
exercises, modeling of HIV
preventive behaviors
Classroom,
Peer educators,
Grades 9-10
Teachers,
Guidance or
Nurses
Life Orientation
periods
Weekly sessions N
over x month
implementation
Group-based learning with Out-of-school,; Older peer
facilitation by young adult community
facilitators
program mentors
venues, such as
community
halls
Teacher led sessions, along Life Orientation Teacherwith learner workbooks
classes
implemented
curriculum
Focus groups and in-depth
interviews
Participatory group-based On school
learning, led by trained peer premises, after
facilitators; role play,
hours.
drama, critical reflection
Peer Education in
Classrooms; classrooms: included HIV intermittent
awareness via plays,
sessions plus
speakers, art, AIDS Days; peer education
classroom lectures
offices
Researchers monitor
implementation; qualitative
research
16 lessons over N
25-55 periods
(location
dependent)
Thirteen 3 hour N
group sessions;
approximately
50 hours total
Peer educators N
responsible for
determining
program at
school level
Adapted group gender & Participatory
12-15 months Every 2 weeks
HIV curriculum, plus
Learning and Action
micro-lending to
women’s groups for
small business devm’t
N
10 one hour sessions of
Community
Sisters for Life for women venues
in microfinance
intervention, followed by
community mobilisation
Trained
facilitators,
slightly older
peers
Peer educators,
with support
from post-grad
group
facilitators &
teachers
Trained peer
facilitators, all
women from
community
Staff visits, observation,
formal monitoring system
in place
Member of Work Group
was present at each lesson;
in-depth interviews with
key personnel: peer
educators, teachers,
nurses41
Process Evaluation: Staff
observed classrooms,
maintained informal
contact with teachers;
qualitative data collection
Focus group discussions
with peer educators and
teachers
In-depth and key informant
interviews with women
participants, FGDs with
loan group members;
observations & diaries42
Table 3: Additional Material