| Literature DB >> 23886280 |
Winnie Wing-Yan Yuen1, William Chi-Wai Wong, Catherine So-Kum Tang, Eleanor Holroyd, Agnes Fung-Yee Tiwari, Daniel Yee-Tak Fong, Weng Yee Chin.
Abstract
BACKGROUND: Female sex workers (FSWs) are often considered as the vector, if not reservoir, of HIV and other sexually transmitted infections. Building upon the existing evidence on the role of psychological health in sexual health, the aim of this protocol is to describe a trial investigating the effectiveness of the Personal Resilience and Enrichment Programme (PREP), a resilience-promoting intervention that targets at psychological well-being i.e. self-esteem, self-efficacy and coping, to facilitate adaptation and ultimately safe sexual practices among FSWs, which could be an innovative strategy in controlling the spread of these infections.Entities:
Mesh:
Year: 2013 PMID: 23886280 PMCID: PMC3733820 DOI: 10.1186/1471-2458-13-683
Source DB: PubMed Journal: BMC Public Health ISSN: 1471-2458 Impact factor: 3.295
Figure 1Proposed model of individual resources in predicting HIV risk behaviours.
Programme Outline of PREP
| 1. Starting out | Goal-setting, encouraging awareness and expression of emotions in reaction to events |
| 2. Empowering interpretation | Emotion management, identifying negative thoughts and generating helpful thoughts |
| 3. Effective problem-solving | Exploring effective coping strategies, practicing problem-solving with case scenarios |
| 4. Who am I? | Recognising their roles, giving each other affirmation |
| 5. The unique self | Identifying successful experiences and their strengths, expressing gratitude to others |
| 6. Preparing for the future | Exploring obstacles and using their resources to deal future challenges |
Process evaluation of PREP
| 1. To ensure intervention is developed based on relevant theory. | Literature review was conducted; intervention is based on resilience framework. | |
| 2. To ensure “dose” across is adequately described. | Participants in intervention arm will received 6 one-hour sessions and each session one-to-three week apart; field note of each session and service received by the participants will be recorded. | |
| 3. To ensure group facilitator acquires the skills and sustains over time. | Use standardized training manuals and materials for training; role playing the sessions; external quality assurance through bi-weekly meeting with investigative team throughout the study. | |
| 4. To ensure intervention delivered adheres to treatment protocol and minimize differences within intervention. | Use of an intervention manual; facilitator will take field notes of the session; Helpers will rate the adherence with a checklist; have member of investigative team to observe selected sessions; record any protocol deviations. | |
| 5. To minimise contamination between intervention and control conditions. | Advise participants not to disclose the condition they are in; conduct interviews with selected participants in control group to ensure they do not receive treatment; train the staff of NGOs the rationale of the two conditions. | |
| 6. To ensure participants understand the information provided in the sessions and they are able to perform the skills learnt. | Use of active questioning to assess their understanding; record their attendance; rate their involvement in each session by group facilitator, participants and/or session helper; Use discussion role-play to ensure participants’ understand the contents. | |
| 7. To ensure participants utilise the skills introduced in the intervention sessions. | Use of homework to encourage they use their skills between sessions; discuss how they have used the skills in daily life in sessions. |