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Health Promotion Practice
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Assessing HIV Prevention Provider Knowledge of Behavior Science Theory: Building on Existing Intuitive Experience

Alice A. Gandelman, MPH

Community Prevention Intervention Section at the California STD/HIV Prevention Training Center and California STD/HIV Prevention Training Center in Berkeley, California

Stacy A. Vogan, MPH

California STD/HIV Prevention Training Center in Berkeley, California, svogan{at}dhs.ca.go

M. Margaret Dolcini, PhD

Center for AIDS Prevention Studies, University of California in San Francisco, California

Behavioral science theory is recommended as a basis for prevention programs, yet many STD/HIV prevention providers have little academic background in this area and see no relevance of theory to their work. This study assessed STD/HIV prevention providers’ intuitive insight about behaviors. Comparisons of behavioral determinants from providers "common sense" theories with determinants identified in formal theories are made through the use of Theoretical Domains, a teaching tool designed to enhance the understanding and use of behavioral science in planning and implementing interventions. Understanding how to effectively apply behavior change concepts, combined with prevention providers’ basic, intuitive knowledge can enhance understanding, communication, and skills exchange between providers and researchers. Building capacity in local communities begins with a participatory process of community members, prevention providers, and researchers working together as equal partners. Better translation of research into practice using theory-based interventions will benefit the field of STD/HIV prevention.

Key Words: STD/HIV prevention • behavioral science theory • intuitive knowledge • behavioral determinants • theoretical domains • technology exchange • translation

Health Promotion Practice, Vol. 6, No. 3, 299-307 (2005)
DOI: 10.1177/1524839904263671
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R. C. Veniegas, U. H. Kao, R. Rosales, and M. Arellanes
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[Abstract] [Full Text] [PDF]