HIV and Sexually Transmitted Infection Prevention Intervention in the Northwest Territories
|Study Design:||Intervention Model: Single Group Assignment
Masking: None (Open Label)
Primary Purpose: Prevention
|Official Title:||An Arts-based HIV and Sexually Transmitted Infection Prevention Intervention With Northern and Indigenous Youth in the Northwest Territories: Study Protocol for a Non-randomised Cohort Pilot Study|
- HIV knowledge (Questionnaire) [ Time Frame: 12 month follow up ]Brief HIV Knowledge Questionnaire
- Sexually Transmitted Infections knowledge (Questionnaire) [ Time Frame: 12 month follow up ]Sexually Transmitted Disease Knowledge Questionnaire
- Self-esteem (scale) [ Time Frame: 12 month follow up ]Self-esteem scale
- safer sex self-efficacy (Scale) [ Time Frame: 12 month follow up ]Safer Sex Self-Efficacy Scale
- cultural connectedness (Scale) [ Time Frame: 12 month follow up ]Awareness of Connectedness Scale
|Study Start Date:||October 2015|
|Estimated Study Completion Date:||June 2017|
|Estimated Primary Completion Date:||June 2017 (Final data collection date for primary outcome measure)|
participants will complete the FOXY intervention
This study will evaluate an arts-based HIV prevention program, Fostering Open eXpression among Youth (FOXY) in the NWT, Canada that works with Northern and Indigenous youth to promote sexual health and reduce exposure to HIV/STI. FOXY explores sexual health, HIV/STIs, sexuality and healthy relationships with young women in the NWT. The program's goal is to use arts-based methods and peers to facilitate education and foster more open expression and communication regarding sexual health and sexuality. FOXY uses arts-based approaches in program delivery; for example, drama techniques are used to facilitate discussion and learning about healthy relationships and making positive choices in realistic sexual scenarios.
Introduction: Indigenous youth are disproportionately represented in new HIV infection rates in Canada. Current and historical contexts of colonization and racism, disconnection from culture and land, as well as intergenerational trauma resulting from the legacy of residential schools are social drivers that elevate exposure to HIV among Indigenous peoples. Peer-education and arts-based interventions are increasingly used for HIV prevention with youth. Yet limited studies have evaluated longitudinal effects of arts-based approaches to HIV prevention with youth. The authors present a rationale and study protocol for an arts-based HIV prevention intervention with Northern and Indigenous youth in the Northwest Territories (NWT), Canada.
Methods & Analysis: This is a multi-centre non-randomised cohort pilot study using a pre-test/post-test design with a 12-month follow-up. The target population is Northern and Indigenous youth in eighteen communities in the NWT. The aim is to recruit 150 youth using venue-based sampling at secondary schools. Participants will be involved in an arts-based intervention, Fostering Open eXpression among Youth (FOXY). Participants will complete a pre-test, post-test survey directly following the intervention, and a 12-month follow up. The primary outcome is new or enhanced HIV knowledge, and secondary outcomes to include: new or enhanced STI knowledge, and increased self-esteem, resilience, empowerment, safer sex self-efficacy, and cultural connectedness. Mixed effects regression analyses will be conducted to evaluate pre- and post-test differences in outcome measurement scores.
Ethics and Dissemination: This study has received approval from the HIV Research Ethics Board at the University of Toronto (REB: 31602).
Please refer to this study by its ClinicalTrials.gov identifier: NCT02743026
|Contact: Carmen Logie, PhD||647 454 email@example.com|
|University of Toronto, Factor-Inwentash Faculty of Social Work||Recruiting|
|Toronto, Ontario, Canada, M5S 1V4|
|Contact: Carmen Logie, PhD 647 454 4203 firstname.lastname@example.org|
|Principal Investigator: Carmen Logie, PhD|
|Sub-Investigator: Candice Lys, MA|
|Principal Investigator:||Carmen Logie, PhD||University of Toronto|