Table 1 IMARA-SA Curriculum
Theory | Selected IMARA-SA Activities |
|---|---|
Individual Factors | |
 Knowledge, attitudes, beliefs, skills about HIV, STI, PrEP, HTC | Facts of HIV/AIDS/STI/PrEP/HTC; Prevalence for adolescent girls and young women; PrEP education video; Perceived vulnerability; Personal risk triggers (e.g., people, places, feelings) and risk plans; Demonstrate and practice condom use; De-mystifying HIV testing; Importance of regular HTC and PrEP where appropriate to risk behavior. |
 Mental health | Destigmatize mental health; Links between mental health problems and HIV-risk behavior; Recognize how feelings trigger risk taking; Teach healthy coping strategies; Recognize the value of the body; Substance use and risk taking; Referrals for counseling |
Social Factors | |
 Family context  Geographically constrained networks | Importance of strong FC-AGYW relationships, open and positive communication, and FC monitoring for AGYW mental health and reduced HIV/STI-risk; FC-AGYW warmth and positive interactions; Create personalized monitoring plans; Teach and practice effective communication with FC and family; Discuss risk in the context of neighborhood and sexual networks. |
Structural Factors | |
 Gender dynamics  Partner relationships  HIV/AIDS stigma & discrimination | Expectations of women; Media images; Healthy and unhealthy relationships; intimate partner violence; Gender-role expectations and stereotypes; Impact of gender dynamics on HIV/STI risk; Implications of age discrepant partners and concurrent partnerships (e.g., the added importance of HTC and PrEP); Assertive communication with partners and peers; Changes in community norms to reduce stigma toward HIV/AIDS, PrEP, and HTC. |