Theory of Change

Presentation
By
Ugochi Ndubuisi
Theory-Based Risk-Reduction Programs

• 78 Undergraduates Women
• Selected from the pre-screen interview
• Excluded: Being Married, frequent recent use of condoms, pregnant
• Three groups
• Information-Motivation-Behavioral Skills (IMB)
• Information Only Intervention (INFO)
• Wait List Control (WLC)
• Each group condition contained two facilitators and graduate student
 • Information • Risk Behavior
Measurement of • STD knowledge • With or without
Assessment questionnaire condoms
• Motivation • Process measure
• The Attitudes • Peer influence
Towards Condoms
• Personal impact,
sexual experience,
risks, safety
• Behavior skills
• Role-playing real
situation
Information Only Intervention (INFO)

• 150 min. Informational

Session about STD
transmission, consequences,
prevention, and treatment.
• Formal
• Straightforward questions
and answer
• No personalization
Information-Motivation-Behavioral Skills (IMB)
• 150 min. session that used the five therapeutic principles of the
motivational-enhancement approach
• expressed empathy
• increased awareness of the discrepancy between stated safety goals
and actual risk behavior
• avoided argumentation
• “rolled” with resistance
• supported self-efficacy.
• Role-play
• Personal stories
• Gave personal feedback
Wait List Control (WLC)

• Received no intervention
until after follow-up
survey.
• After the follow-
up survey, the
WLC group
had an informational
session, similar to the
one the INFO group held.
Results and Interpretations

• 82 college women were

invited, 78 accepted to
participate. Of the 78 only 70
attended the post-test while
67 completed the 2-month
follow-up survey.
• Dropouts did not skew data.
• No differences were found
for condom usage during
vaginal sex or oral sex.
• The IMB group managed
to reduce the number of
partners but did not
improve attitudes for
condoms and condom use.
• Felt condom use less
effective
• INFO and IMB group
improved on STD
knowledge.
• Didn’t increase
assertiveness and
negotiation.
• Due to being one
session.
• Found that participants in long term
relationships in all groups did not find
a use for condoms.
• Personal experience
• Fidelity
Future
Development
• Multiple sessions.
• More time for education
• Address STDs long term
consequence.
• Asymptomatic
• Addressing misconception of
monogamy.
• Encourage positive attitudes
towards condom use.
• Encourage negotiation and
assertiveness.
References

1. Jaworski BC, Carey MP. Effects of a brief, theory-based STD-prevention program for female college
students. J Adolesc Health. 2001 Dec;29(6):417-25. doi: 10.1016/s1054-139x(01)00271-3. PMID:
11728891; PMCID: PMC2423731. Jaworski, B. C., & Carey, M. P. (2001). Effects of a brief, theory-
based STD-prevention program for female college students. The Journal of adolescent health :
official publication of the Society for Adolescent Medicine, 29(6), 417–425.
https://doi.org/10.1016/s1054-139x(01)00271-3
2. Fisher C. M. (2011). Are Information, Motivation, and Behavioral Skills Linked with HIV-Related
Sexual Risk among Young Men Who Have Sex with Men?. Journal of HIV/AIDS & social
services, 10(1), 5–21. https://doi.org/10.1080/15381501.2011.549064