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Sexual Behavioural Change for HIV Where Have Theories Taken

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Sexual Behavioural Change for HIV Where Have Theories Taken Sexual behavioural change for HIV: Where have theories taken us? Joint United Nations Programme on HIV/AIDS UNICEF • UNDP • UNFPA • UNDCP UNESCO • WHO • WORLD BANK The text was written by Rachel King UNAIDS/99.27E (English original, June 1999) © Joint United Nations Programme on HIV/AIDS (UNAIDS) The designations employed and the presentation of the 1999. All rights reserved. This document, which is not a for- material in this work do not imply the expression of any mal publication of UNAIDS may be freely reviewed, quoted, opinion whatsoever on the part of UNAIDS concerning the reproduced or translated, in part or in full, provided the legal status of any country, territory, city or area or of its source is acknowledged. The document may not be sold or authorities, or concerning the delimitation of its frontiers used in conjunction with commercial purposes without and boundaries. prior written approval from UNAIDS (Contact: UNAIDS Information Centre). UNAIDS – 20 avenue Appia – 1211 Geneva 27 – Switzerland Tel.: (+41 22) 791 46 51 – Fax : (+41 22) 791 41 65 e-mail: [email protected] – http://www.unaids.org Sexual behavioural change for HIV: Where have theories taken us? Joint United Nations Programme on HIV/AIDS UNICEF • UNDP • UNFPA • UNDCP UNESCO • WHO • WORLD BANK UNAIDS Geneva, Switzerland 1999 TABLE OF CONTENTS Abbreviations........................................................................................................................... 4 Introduction.............................................................................................................................. 5 I. Theories and models of behavioural change ..................................................................... 6 (A) Focus on individuals ......................................................................................... 6 (B) Social theories and models .............................................................................. 8 (C) Structural and environmental ........................................................................... 10 (D) Constructs alone and transtheoretical models................................................. 11 II. Key approaches to behavioural change for HIV ............................................................... 13 (A) Approaches aimed aimed at individual level behavioural change .................. 13 Information, education and communication .................................................... 13 Testing and counselling.................................................................................... 16 Conclusion ........................................................................................................ 17 (B) Community-level interventions......................................................................... 17 Social influence and social network interventions............................................ 17 Outreach interventions ..................................................................................... 19 School-based interventions .............................................................................. 19 Condom promotion and social marketing ....................................................... 20 Community organizing, empowerment and participatory action research...... 20 Policy level interventions .................................................................................. 22 Conclusion ........................................................................................................ 22 III. Examples of the impact of theory-driven interventions ................................................. 24 (A) Women ............................................................................................................. 24 Sex workers....................................................................................................... 26 Conclusion ........................................................................................................ 26 (B) Men................................................................................................................... 27 Men having sex with men (MSM) ..................................................................... 27 Heterosexual men............................................................................................. 28 Conclusion ........................................................................................................ 28 (C) Youth................................................................................................................. 28 Conclusion ........................................................................................................ 30 (D) Injecting drug users .......................................................................................... 30 Conclusions....................................................................................................... 31 IV. Challenges........................................................................................................................... 32 (A) Design/context issues....................................................................................... 32 (B) Gender.............................................................................................................. 33 (C) Changing epidemic .......................................................................................... 33 (D) Null findings ..................................................................................................... 33 V. Conclusions .......................................................................................................................... 35 3 References................................................................................................................................ 37 Tables........................................................................................................................................ 45 Table 1: Overview of most frequently used theories of human behaviour.................... 47 Table 2: Models and theories tested through research or reviews................................ 48 Table 3: Models and theories used to guide interventions ........................................... 50 Table 4: Summary of theories and models by population group .................................. 55 ABBREVIATIONS ARRM AIDS risk reduction model CT Counselling and testing for HIV HBM Health belief model IDU Injecting drug user ILOM Indigenous leader outreach model MSM Men who have sex with men PAR Participatory action research RCT Randomized controlled trial SCT Social cognitive theory STD Sexually transmitted disease(s) SW Sex worker(s) TASO The AIDS Support Organization, Uganda THE Tools for health and empowerment UAI Unprotected anal intercourse 4 INTRODUCTION models as a great number of them have been propelled by the urgency to do anything to slow the epidemic, particularly in resource- poor settings. The primary intention of this Today, in 1999, interventions to stem the review was to look as broadly as possible at all spread of HIV throughout the world are as interventions in order to identify what has varied as the contexts in which we find them. worked in the enormous variety of situations Not only is the HIV epidemic dynamic in addressed. However, this would have implied terms of treatment options, prevention strate- analysing retroactively all prevention pro- gies and disease progression, but sexual grammes to define their theoretical founda- behaviour, which remains the primary target tions, which was not feasible within the scope, of AIDS prevention efforts worldwide, is wide- time and resources of this project. ly diverse and deeply embedded in individual desires, social and cultural relationships, and This review thus focused primarily on the fol- environmental and economic processes. This lowing types of reports: makes prevention of HIV, which could be an essentially simple task, enormously complex • sexual behavioural change interventions involving a multiplicity of dimensions. for HIV explicitly mentioning their theoret- ical approach Either implicitly or explicitly nearly all preven- • studies testing theoretical models of tion interventions are based on theory. Most behavioural change rely on the assumption that giving correct • and reviews on impact of behavioural information about transmission and preven- changes interventions. tion will lead to behavioural change. Yet research has proven numerous times that education alone is not sufficient to induce Additional examples of developing countries behavioural change among most individuals. projects were used to balance the observa- Thus, second-generation interventions were tions and conclusions drawn from the above developed based on individual psychosocial sources in order to compensate for the lack of and cognitive approaches that educate indi- tested models in these countries. viduals in practical skills to reduce their risk for HIV infection (Kalichman, 1997). More recent- Most of the studies cited in this report include ly, social researchers have come to realize that control or comparison situations and behav- because complex health behaviours such as ioural outcomes. Reports that included only sex take place in context, socio-cultural fac- knowledge and attitudes outcomes were tors surrounding the individual must be con- excluded. Also included were some interven- sidered in designing prevention interventions. tions that used constructs from a variety of Finally,
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