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Program Design

To address the health behavior problem among Nigerian youths effectively, the program design will incorporate various evidence-based behavior change methods and practical applications. Drawing on the theoretical frameworks, such as the Social and Behavior Change Communication (SBCC) and Diffusion of Innovations theory, the intervention aims to deliver targeted and contextually appropriate solutions.

One key component of the program design is peer education, which aligns with the Diffusion of Innovations theory and has proven to be effective in promoting long-term behavior changes among high-risk HIV groups (He et al., 2020). Trained peer educators, who share similar characteristics with the target population, will facilitate learning sessions, group activities, and discussions that address knowledge gaps, attitudes, and misconceptions about HIV prevention, as well as promote positive social norms and protective behaviors.

The program design will also incorporate school-based sexual and reproductive health education tailored to the needs and cultural sensitivities of the target population. This component includes interactive lessons on HIV transmission, prevention methods, and the importance of early diagnosis and treatment. The curriculum will also address barriers to adopting protective behaviors, such as lack of self-efficacy or gender norms, providing youths with the knowledge and skills necessary to make informed decisions about their sexual health.

Furthermore, the intervention will engage local communities and stakeholders in the development and implementation processes, ensuring that the program is culturally relevant, acceptable, and sustainable. Community engagement initiatives may include involving religious leaders, parents, and local organizations in the planning process and promoting positive social norms through public awareness campaigns, intergenerational dialogues, and capacity-building efforts.

Pre-Testing within Program Production

The pre-testing phase is a vital component of the program production process, aimed at assessing the intervention’s relevance, effectiveness, and acceptability before full-scale implementation. This phase ensures that the program is tailored to address the unique needs and challenges faced by the target population and adheres to local cultural sensitivities.

During this phase, the program materials, activities, and training resources will undergo a preliminary evaluation involving members of the planning group, including teachers, health professionals, peer educators, and community representatives. They will review the materials for clarity, coherence, and consistency with the program’s objectives and context.

Additionally, feedback from the target population will be collected through interviews, focus groups, or surveys, verifying the program’s relevance and appropriateness, particularly concerning cultural issues and comprehension abilities. This feedback will inform refinements and adjustments to the intervention before further implementation and scale-up.

The pre-testing phase may also include conducting pilot implementations in selected schools, which provides a valuable opportunity for real-world assessment of the intervention’s practical aspects, such as logistics, resource allocation, and potential barriers to success. Insights from this pilot can guide further refinements and adaptations, ensuring that the school-based HIV prevention program is optimally designed, effective, and sustainable for addressing the health behavior problem among Nigerian youths.