Client/Program/Organizational Fit

Program–client fit

“We have youth who’ve aged-out of the. . . system, so they’re living in the building but they’ve aged out so it’s not really—they’re not really youth anymore, they can make their own choices now that they’re 18, 19. But then with the juveniles who work with the juvenile system, maybe we can make it available to them.” (Context: Agency provides care for both younger and older adolescents, but those over 18 years make their own health care decisions so they could seek testing outside of the system.)

“I think parts of the organization can because like, okay, one part we’re working with grandparents raising grandchildren so I’m not—I don’t think they’ll be open about their grandkids being tested for HIV.” (Context: Agency works with grandparents who are raising their grandchildren and believe grandparents would want more control over the decision to be tested.)

Program fit

“[We are] a youth community center in the community, [youths should] be able to get it there, you know, because of the time they [providers] work with youth services, things like that, like sexual awareness and things.”

“. . . almost definitely would not offer this as a service just because we don’t offer health [services].”

Organizational fit

“… definitely not [provide SIT] as like something we would do at our office because that’s just—yeah, we’re not the type of agency that does services.” (Context: Agency provides no direct services.)

“…but there would certainly be pushback for HIV rapid testing to happen in schools and that just wouldn’t happen.”

“I think my agency would never give it because we bill for the services.”

Agency Dissemination Roles

Direct provider role

“We would probably just present it as an option among many options...”

“The way that we would incorporate this into our center would be to have our facilitators present this as an option with a very, very clear caveat of, you know, we want you to talk with an adult that you trust about this test, about the result of the test.”

Referral role

“We’ve had some students who’ve been reluctant to go to a clinic for a pregnancy test. And are like I’m just gonna go buy one at Walgreens and then I’ll let you know. And they do for the most part. So I’m hoping that we would be able to encourage the same with this as well.”

Education role

[participant A to participant B] “Okay, but you’d be willing to educate youth about it? And to educate other youth to educate other youth about it?” [Participant B responds] “Absolutely. And we would as well. Yeah, absolutely. . . we would certainly do that. We certainly provide the education and we’d even talk about a video or how it works and what it looks like; absolutely.”

“I could see us integrating information on how the testing is done and kind of the steps that go along with the testing into our education because we talk about what getting tested for. . . sexually transmitted infection.”

Education and referral

“When we do health education. . . we talk about HIV or this is a place you can go to get tested. . . you can go to Walgreen’s and get this. . . . We want to offer all options to adolescents.”

“Schools could have it [education and referral] through a classroom. It could happen through small group discussions that are facilitated by certified counselors. . . then that is. . . a referral process to community based organizations that may offer the opportunity.”

“I think it would have to be integrated as part of our health classes.”