healthy people 2020 - Society for Public Health Education

friday | november 5
✯ Conference Abstracts ✯
Application of ADAPT-ITT: Adapting an Evidence-based HIV
Prevention Intervention for Incarcerated African American
Adolescent Females.
Teaniese Latham, MPH, University of Georgia; Jessica Sales, PhD, Emory
University; Lorin Boyce, MA, Rollins School of Public Health, Emory
University; Tiffaney Renfro, MSW, Rollins School of Public Health, Emory
University; Gina Wingood, ScD, MPH, Rollins School of Public Health,
Emory University; Ralph DiClemente, PhD, Rollins School of Public Health,
Emory University
background: African-American adolescent females are disproportionately
impacted by the HIV epidemic. Adolescent female detainees are
currently the fastest growing population of incarcerated adolescents. The
threat for HIV risk is compounded by recidivism; juveniles establish a
cycle of incarceration, freedom, and incarceration which increases their
risk. Currently, there are no evidence-based interventions (EBI) for this
vulnerable subgroup. Thus, interventions specifically tailored for this
subgroup are urgently needed. Effective interventions that reduce HIV
risk behaviors remain one of the most powerful tools in curbing the HIV
epidemic. Theoretical Basis: Theory of Gender and Power; Social Cognitive
Theory Methods: The selected intervention (Horizons) was adapted
using a coordinated and systematically guided adaptation process based
on the ADAPT – ITT framework.
intervention: The purpose of the project was to adapt an evidencebased
HIV prevention intervention for African-American adolescent
females and to optimize its appropriateness and efficacy for African-
American adolescent females detained at a youth detention center.
Horizons was adapted using a coordinated and systematically guided
adaptation process based on the ADAPT – ITT framework.
partnerships: Georgia Department of Juvenile Justice, Centers for Disease
Control and Prevention Implications for Practice: Using this prescriptive
method for adapting Horizons for incarcerated young girls proved to be
a time and cost effective method. Moreover, using the ADAPT-ITT process
helped maintain fidelity to the core elements of the intervention while making
relevant and acceptable changes for this specialized population.
Empowering Our Spirit: Adapting Evidence-Based Practices
And Utilizing Community Paraprofessionals to Prevent
Apache Youth Suicide Attempts.
Authors: Kristin Lake, MPH, Johns Hopkins University Center for American
Indian Health; Lauren Tingey, MPH, MSW; Allison Barlow, MA, MPH;
Francene Larzelere-Hinton, BS; Lavita Tessay; Mary Cwik, PhD
background: Suicide attempts are a major source of morbidity among
young people, especially American Indian (AI) youth. The White Mountain
Apache Tribe (WMAT) has suffered from youth suicide death rates
significantly higher than U.S. All Races and AI/AN rates, and experienced
an annual attempt incidence rate of 3.5% in 2007, 70% of which occurred
among youth. Despite clear need for psychiatric services, only 21% of
Apache youth attempters received treatment. Theoretical Basis: The
WMAT partnered with Hopkins to employ community-based participatory
(CBPR) research methods to inform intervention development for
Apache youth who have attempted suicide. Preliminary data indicate
Apache youth attempters have high alcohol/drug use, family and close
friends who have attempted or died from suicide, and high drop-out
rates. Taking into account local data and protective factors identified by
focus groups with community members, Tribal partners selected two
evidence-based interventions rooted in Cognitive-Behavioral Theory
and designed to modify youth’s suicidal thoughts and behaviors, coping
and emotion-regulation skills. Intervention: Selected interventions were
adapted with community input and included two significant changes: the
use of Apache paraprofessionals (“Natural Helpers”) to deliver interventions
in the youth’s home and inclusion of a family member in the intervention
administration. In the first intervention, “New Hope,” Natural
Helpers meet with youth and family members soon after hospital discharge
to watch a locally-produced video and complete a short workbook.
The video demonstrates the impact of an attempt and includes Apache
elders emphasizing that life is sacred. Natural Helpers discuss the video
with the youth and family member, develop a safety plan, use problemsolving
and motivational techniques to reinforce positive aspects of
treatment, and screen the youth for suicide severity. The second intervention,
“Re-Embracing Life,” is a 9-session life skills curriculum intended
to supplement outpatient mental health treatment and delivered over a
three month period. Curriculum content includes coping skills, conflict
management, communication skills, and safety planning.
evaluation measures and results: A pilot trial of both interventions
is currently underway with 30 youth and families. Evaluation measures
include multiple existing scales and locally-adapted assessments measuring
changes in self-reported depression, treatment-seeking and coping
skills behaviors, and attitudes and knowledge of treatment. New Hope and
Re-Embracing Life are adapted evidence-based interventions developed
to reduce future suicidal behaviors among Apache youth. Unique aspects
of these interventions, particularly the empowerment and capacity development
of Apache paraprofessionals, are potential solutions to challenges faced
by AI tribes and other rural and disadvantaged communities.
concurrent sessions b2
Room: Colorado I-J
challenges in health education:
building professional identity
How We Got Here: A Brief History of the Health Education
Credentialing Process.
Michele Pettit, PhD, MPH, CHES, Health Education and Health Promotion,
University of Wisconsin-La Crosse
Professional preparation, continuing education, and credentialing represent
cornerstones of the health education profession. The latter process represents
the focus of this session. Specifically, the purpose of this session is to provide
a historical account and current scope of the health education credentialing
process. Key leaders (e.g., Helen Cleary, Peter Cortese, Elena Sliepcevich,
etc.) and events involved in shaping the health education credentialing process
will be highlighted. The First Bethesda Conference (1978), Role Specification
for Entry-Level Health Educators, National Conference for Institutions
Preparing Health Educators (1981), and Second Bethesda Conference
(1986) represent a few of the key events that will be highlighted. Historical
underpinnings associated with development of the National Commission
for Health Education Credentialing, Inc. (1988) and Certified Health Education
Specialist (CHES) credential will be presented. Moreover, reasons for
initially pursuing a competency-based certification for health educators in
lieu of other credentialing options (e.g., licensure) will be discussed. This
session will conclude with an overview of recent contributions to the health
education credentialing process namely, the Competencies Update Project
and ensuing emergence of the Master Certified Health Education Specialist
(MCHES) credential. Discussions regarding the future direction of the
health education credentialing movement will follow.
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sophe conference ✯ november 4-6, 2010