About this item:

400 Views | 411 Downloads

Author Notes:

Corresponding Author: Lisa M. Gargano, Ph.D, Address: 1462 Clifton Road NE, Room 446, Atlanta, GA 30322, Phone: 404-712-2225, Fax: 404-712-2557, lgargan@emory.edu

We would like to thank Dr. Ketty M. Gonzalez, District Health Director for the East Central Health District, school district, schools that assisted us in our focus groups and schools that participated in our interventions.


Research Funding:

This project is funded by the Centers for Disease Control and Prevention grant 5UO1IP000413.

Dr. Painter was also supported by grant Award Number T32AI074492 from the National Institute of Allergy and Infectious Disease, National Institutes of Health.

Dr. Sales was supported by grant K01 MH085506 from the National Institutes of Mental Health.


  • child/adolescent health
  • curriculum
  • immunization
  • school health
  • theory
  • Adolescent
  • Age Factors
  • Child
  • Faculty
  • Georgia
  • Health Knowledge, Attitudes, Practice
  • Humans
  • Parents
  • School Health Services
  • Self Efficacy
  • Sex Factors
  • Socioeconomic Factors
  • Vaccination

Development, Theoretical Framework, and Evaluation of a Parent and Teacher–Delivered Intervention on Adolescent Vaccination


Journal Title:

Health Promotion Practice


Volume 15, Number 4


, Pages 556-567

Type of Work:

Article | Post-print: After Peer Review


The Advisory Committee on Immunization Practices recommended immunization schedule for adolescents includes three vaccines (tetanus, diphtheria, and acellular pertussis [Tdap]; human papillomavirus [HPV] vaccine; and meningococcal conjugate vaccine [MCV4]) and an annual influenza vaccination. Given the increasing number of recommended vaccines for adolescents and health and economic costs associated with nonvaccination, it is imperative that effective strategies for increasing vaccination rates among adolescents are developed. This article describes the development, theoretical framework, and initial first-year evaluation of an intervention designed to promote vaccine acceptance among a middle and high school–based sample of adolescents and their parents in eastern Georgia. Adolescents, parents, and teachers were active participants in the development of the intervention. The intervention, which consisted of a brochure for parents and a teacher-delivered curriculum for adolescents, was guided by constructs from the health belief model and theory of reasoned action. Evaluation results indicated that our intervention development methods were successful in creating a brochure that met cultural relevance and the literacy needs of parents. We also demonstrated an increase in student knowledge of and positive attitudes toward vaccines. To our knowledge, this study is the first to extensively engage middle and high school students, parents, and teachers in the design and implementation of key theory-based educational components of a school-based, teacher-delivered adolescent vaccination intervention.

Copyright information:

© 2014 Society for Public Health Education.

Export to EndNote