Document 2230
 DOCN  M94A2230
 TI    The role of multi-theoretical frameworks in developing educational
       programs to reduce HIV transmission.
 DT    9412
 AU    Shtarkshall RA; Braun School of Public Health and Community Medicine,
       Hebrew; University, Jerusalem, Israel.
 SO    Int Conf AIDS. 1994 Aug 7-12;10(1):351 (abstract no. PD0011). Unique
       Identifier : AIDSLINE ICA10/94370345
 AB    BACKGROUND AND PURPOSE: Much of the development of educational programs
       to reduce the risk of HIV transmission is based on a theoretical
       framework or on uni-dimensional conceptualizations. The purpose of this
       paper is to focus on a missing link in the study and development of
       educational programs--the transformation of behavioral theories into
       educational principles and to show that a multi-theoretical and
       multi-dimensional formulations of education is useful in the development
       of such preventive programs. METHODS: The methods used are theoretical
       and qualitative analysis of educational programs to reduce the risk of
       HIV transmission. These methods allow the identification of the explicit
       and implicit behavioral theories underlying educational programs to
       reduce the risk of HIV transmission. It is also possible to examine the
       connections between the behavioral theories and the educational
       principles determining the educational practices and to determine
       whether the links are strong, weak, or missing. RESULTS AND DISCUSSION:
       The results presented in this paper will focus on the presentation of
       several general issues underlying educational efforts to reduce the risk
       of HIV transmission: (1) the need to utilize both risk behavior
       (individual) and at-risk (group) characterizations in preventive
       efforts; (2) the issue of motivation in the development of educational
       programs and the utilization of both primary and secondary motivations,
       and integration egoistic and altruistic ones; (3) The need to go beyond
       safer sex to responsible sex in order to increase the effectiveness of
       the educational preventive programs. A graphic multi-dimensional model
       will be presented in order to demonstrate its usefulness in the
       derivation of the educational principles and methods.
 DE    *Health Education  Human  HIV Infections/*PREVENTION &
       CONTROL/TRANSMISSION  Motivation  *Program Development  Risk Factors
       Sex Behavior  MEETING ABSTRACT

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