Adult Identity Mentoring (Project AIM)
- Overview of the Curriculum
- Unique Features of the Curriculum
- Theoretical Framework
- Ordering and Training Information
- Evaluation Fact Sheet
Overview of the Curriculum
Project AIM is a group-level youth development intervention designed to reduce HIV risk behaviors among middle school youth. Core elements must be maintained without alteration to ensure program effectiveness. Project AIM core elements include:
- Engage youth in thinking about a positive possible future self.
- Look ahead to the future as successful adults.
- Envision a positive future self.
- Set goals and plans to achieve a positive future as an adult.
- Articulate the specific details of a positive future self.
- Engage youth in present actions to achieve future success.
- Develop skills to achieve effective communication.
- Identify their strengths and the resources needed for future success.
- Experience success to reinforce youths' positive future selves.
- Encourage youth to safeguard the future through risk reduction.
- Develop strategies to safeguard the likelihood of a positive future self through risk reduction and a balance of their future possible positive and negative selves.
Project AIM consists of ten 50-minute sessions delivered to groups of 10 to 20 youth. The intervention is divided into four parts.
- Unit 1: Legacy, Role Models, and Peers (three sessions). Uses group discussions and interactive activities to encourage youth to explore their personal interests, social surroundings, and what they want to become as an adult. Youth also identify people in their lives who may be barriers or supporters to their successful adulthood. Young adults from the community who are on their road to success are invited to speak with youth.
- Unit 2: Self-Projection: Expanding Visions of Possible Selves (two sessions). Youth envision themselves in a future career and connect current behavior with success as an adult through activities such as completing a career interest inventory, developing business cards and resumes, and participating in interviews.
- Unit 3: Self-Expression Through Work: Development of Possible Self (two sessions). Engages youth in role-plays around communication and small group activities involving planning and decision-making.
- Unit 4: Skills of Fulfilling Positive Future Possible Selves (three sessions). Provides the opportunity for youth to think about their future in terms of milestones to accomplish goals and overcome potential obstacles they may encounter in life.
Unique Features of the Curriculum
Replicating Effective Programs (REP) is a CDC-initiated project that identifies HIV/AIDS prevention interventions with demonstrated evidence of efficacy. REP supports the original researchers in developing a user-friendly package of materials designed for prevention providers. Project AIM is one the REP interventions and is the product of extensive collaboration among researchers, educators, providers, community agencies, and youth. Project AIM has been field tested in two community-based settings, including a church setting, by non-research staff with African American and Latino youth. Therefore, this intervention package is appropriate for implementation in community settings by agency staff serving African American and Latino youth. With minor adaptation, the intervention package also may be appropriate for youth of other races or ethnicities living in low-income neighborhoods.
Project AIM is based on the Theory of Possible Selves, which proposes that individuals are motivated in their present life by mental images of possible future selves, and that a person’s motivation is determined by a balance of positive and negative ways people see themselves in the future. Individuals who are able to imagine both possible positive and negative futures are more likely to work toward their life goals and achieve future success. Project AIM seeks to help adolescents develop positive images of their future selves. Project AIM encourages students to articulate their future goals and think about how risky behavior choices might jeopardize their path toward achieving those goals.
Ordering and Training Information
Ordering: Per youth, the program costs $14.90. The implementation kits (including two facilitator manuals, a poster, a CD-ROM, and delivery kit) cost $240. There is a licensing fee for distribution purposes for one to three years which is negotiated on a case-by-case basis. Youth-specific materials and facilitator materials are available at a cost by contacting Leslie Clark, Ph.D., MPH, University of Southern California, Children’s Hospital Los Angeles, firstname.lastname@example.org.
Training: Program staff from agencies adopting Project AIM attend a 2- or 3-day training in which they learn about the intervention objectives, why it works, and how to conduct the program in their setting. They also have the opportunity to practice intervention delivery skills, and identify agency-specific intervention strategies. Facilitators must be certified to implement Project AIM. A two to three day training session costs $2,500 to $4,500 plus travel arrangements depending on the size of the training.
Evaluation Fact Sheet
Project AIM is a school-based program for middle school students designed to promote abstinence, delay the initiation of sex, and decrease the intention to engage in sex for the purpose of reducing HIV risk behaviors. To accomplish this, the program seeks to help adolescents form their "adult identity" by helping them to articulate their future goals and think about how risky behavior choices might jeopardize their path toward achieving those goals.
At a 19-week follow-up, AIM students were significantly more likely than control students to report having abstained from intercourse during the follow-up period and to report the intention to remain abstinent for the next nine months. At the one-year follow-up, AIM students were no longer more likely to report an intent to remain abstinent. Male AIM students were significantly more likely than male control students to report having abstained from sex during the one-year follow-up period; however, this difference was not observed among female students.
Examining just those students who were virgins at baseline, at both the 19-week and the one-year follow-up, AIM students were more likely than control students to still be virgins. This trend was marginally significant at the 19-week follow-up, but was no longer significant at the one-year follow-up.
In a random assignment study, students from 20 classes were assigned to receive the AIM program or a standard health education curriculum. Two hundred forty-eight 7th graders at a suburban middle school in the southeastern United States served as the study sample for this investigation. The vast majority of students (98%) were African American. Students were randomly assigned, by health class, to either the treatment group or the control group. Students assigned to the treatment group received the AIM intervention during their health class twice a week for six weeks. The AIM intervention was led by two trained African American graduate students. Students assigned to the control group received the standard health education curriculum.
All students completed baseline surveys before the intervention began. Students completed follow-up surveys 19 weeks after baseline and again one year later.
- Clark, L.F., Miller, K.S., Nagy, S.S., Avery, J., Roth, D.L., Liddon, N., & Mukherjee, S. (2005). Adult identity mentoring: Reducing sexual risk for African-American seventh grade students. Journal of Adolescent Health, 37, 337.e1-3337.e10.