Process evaluation of school-based peer education for HIV prevention among Yemeni adolescents

In 2005, a survey was conducted among all the 27 high schools of Aden, which revealed low levels of knowledge on major prevention measures, and a high level of stigma and discrimination towards people living with HIV (PLWH). The results served as a baseline for implementing a school-based peer education intervention for HIV prevention in the 27 schools of Aden. In 2008, and after 3 years of implementation, a quasi-experimental evaluation was conducted, which revealed that the peer education intervention has succeeded in improving HIV knowledge and skills; and in decreasing stigmatization of PLWH. This process evaluation aims to give a deeper understanding of the quasi-experimental evaluation which was conducted in the 27 high schools of Aden, and to highlight the factors that facilitated or inhibited school peer education in such a conservative Muslim setting. Qualitative methodologies were pursued, where 12 focus group discussions and 12 in-depth interviews were conducted with peer educators, targeted students, school principals, social workers, and parents of peer educators. Results revealed that school-peer education was well received. There was an apparent positive effect on the life skills of peer educators, but the intervention had a lesser effect on targeted students. Key enabling factors have been the high quality of training for peer educators, supportive school principals, and acceptance of the intervention by parents. These findings are important for improving the life skills and peer education intervention at the school level, and in better planning and implementation of life skills and peer programmes at a national scale.     

Measuring change in vulnerable adolescents: Findings from a peer education evaluation in South Africa

Introduction: In the context of poverty and HIV and AIDS, peer education is thought to be capable of providing vulnerable youth with psychosocial support as well as information and decision-making skills otherwise limited by scarce social and material resources. As a preventative education intervention method, peer education is a strategy aimed at norms and peer group influences that affect health behaviours and attitudes. However, too few evaluations of peer-led programmes are available, and they frequently fail to reflect real differences between those who have been recipients of peer education and those who have not. This article reports on an evaluation of a pilot peer-led intervention, entitled Vhutshilo, implemented on principles agreed upon through a collaborative effort in South Africa by the Harvard School of Public Health and the Centre for the Support of Peer Education (the Rutanang collaboration). Vhutshilo targeted vulnerable adolescents aged 14–16 years living in some of South Africa's under-resourced communities. Methodology: The research design was a mixed-method (qualitative and quantitative), longitudinal, quasi-experimental evaluation. Tools used included a quantitative survey questionnaire (n?=?183) and semi-structured interviews (n?=?32) with beneficiaries of peer education. Surveys were administered twice for beneficiaries of peer education (n?=?73), immediately after completion of the programme (post-test) and 4 months later (delayed post-test), and once for control group members (n?=?110). The three main methodological limitations in this study were the use of a once-off control group assessment as the baseline for comparison, without a pre-test, due to timing and resource constraints; a small sample size (n?=?183), which reduced the statistical power of the evaluation; and the unavailability of existing tested survey questions to measure the impact of peer education and its role in behaviour change. Findings: This article reports on the difficulties of designing a comprehensive evaluation within time and financial constraints, critically evaluates survey design with multi-item indicators, and discusses six statistically significant changes observed in Vhutshilo participants out of a 92-point survey. Youth struggling with poor quality education and living in economically fraught contexts with little social support, nonetheless, showed evidence of having greater knowledge of support networks and an expanded emotional repertoire by the end of the Vhutshilo programme, and 4 months later. At both individual and group level, many with low socio-economic status showed great improvement with regard to programme indicator scores. Conclusion: For the poorest adolescents, especially those living in the rural parts of South Africa, peer education has the potential to change future orientation, attitudes and knowledge regarding HIV and AIDS, including an intolerance for multiple concurrent partnerships. When well organised and properly supported, peer education programmes (and the Vhutshilo curriculum, in particular) provide vulnerable youth with opportunities to develop psychosocial skills and informational resources that contribute to the changing of norms, attitudes and behaviours. However, the article also flags the need for effective peer education evaluations that take into account limited financial resources and that possess tested indicators of programme effectiveness.     

乡镇中学生开展艾滋病性病知识同伴教育效果评估

目的探讨针对乡镇中学生采取同伴教育措施预防艾滋病的策略。方法在广东省珠江三角洲某市,随机选择2所乡镇中学,共征募并培训20名同伴教育员在校开展同伴教育工作,组织开展多种形式的艾滋病知识宣传活动。在干预前后用相同的调查表对学生进行问卷调查。结果干预前后(相隔6个月)分别调查192名和191名在校中学生,艾滋病知识总知晓率从干预前的22.92%提高到干预后的66.49%(P<0.05);最近半年有性行为的比例从干预前的18.23%下降到干预后的9.95%(P<0.05);最近一次性生活中采取安全措施的比例从干预前的52.71%增加到干预后的94.74%(P<0.05)。结论在乡镇中学生中开展同伴教育活动能显著提高中学生对艾滋病知识的知晓率,减少对艾滋病的歧视,减少危险性行为,对发挥中学生在控制艾滋病蔓延的作用具有重要作用。     

The effect of HIV/AIDS awareness and support initiatives on the perceived risk of HIV infection among head teachers in Ugandan schools

ABSTRACT

In response to higher perceived risks of HIV infection in the education sectors, many sub-Sahara African countries have school- and community-based HIV/AIDS awareness (SCBHA) and school-based HIV/AIDS support (SBHS) initiatives. Using ordinal logistic and Rasch scaling, this study utilizes the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) data to predict the strength and direction of the associations between school- and community-based initiatives and the perceived risk of HIV infection reported by head teachers. Findings indicate SCBHA and SBHS significantly predict the odds of the perceived risk of HIV/AIDS infection. Sociodemographic and contextual factors confound some of the associations.     

Opportunities for technology-based HIV prevention programming among high school students in Cape Town,South Africa

One in three new cases of HIV in South Africa is among adolescents. Given that adolescents are particularly affected, scalable, and cost-effective prevention programs are urgently needed. This study aims to identify opportunities to integrate technology into youth HIV prevention efforts. In 2012, 1107 8th–11th graders completed a paper-and-pencil survey. Respondents were enrolled in one of three public high schools in Langa, a lower income community in Cape Town, South Africa. Eighty-nine percent of respondents have used text messaging (SMS) and 86% have gone online. If an HIV prevention program was offered online, 66% of youth would be somewhat or extremely likely to access it; slightly fewer (55%) felt the same about SMS-based programming. In comparison, 85% said they would be somewhat or extremely likely to access a school-based HIV prevention program. Interest in Internet- (60%) and SMS-based (54%) HIV prevention programming was similar for youth who had a self-appraised risk of HIV compared to youth who appraised their risk to be lower, as it was for youth who were tired of hearing messages about HIV prevention. Technology use is common – even among high school students who live in lower income communities. At the same time, these data reveal that it is not uncommon for youth to be tired of hearing messages about HIV prevention, and many of the typical topics key to HIV prevention have low interest levels among youth. HIV prevention researchers need to be mindful of the extent of existing programming that youth are exposed to. Technology-based programming may be especially amenable to meeting these requirements because of its novelty especially in developing countries, and because interactive functionality can be easily integrated into the program design. Given the preference for school- and Internet-based programming, it seems that a hybrid approach is likely feasible and acceptable.     

职校学生预防艾滋病同伴教育干预的过程评价及结果分析

目的探索适应于职业技术学校(职校)学生的同伴教育模式。方法采用观察法和问卷调查的方式,对同伴教育实施过程进行评价。结果同伴教育者培训后,艾滋病知识和态度得分明显提高(P<0.01)。过程中目标人群参与率接近100%,参与者对同伴教育者教学质量评分均高于4.5分(5分制),对同伴教育方法的喜欢程度评分为4.67分。学生担任同伴教育者在现场控制、培训深度等方面还存在不足。结论同伴教育的方式适用于职校的艾滋病健康教育。     

HIV/AIDS through the lens of Christianity: Perspectives from a South African urban support group

HIV is one of the most obscure viruses that humankind has had to face in recent times. Compounding this obscurity are often contesting perspectives on what it means to be HIV infected, and these perspectives are largely constituted by people's rationalisation of complex situations or experiences. Using qualitative research methods and ethnography in particular, this paper reflects on a broad understanding of what it means to live with HIV in the context of Christianity, using research participants' perspectives in an urban support group setting. Two fundamental patterns are evident in this paper: (1) as support group members rationalise their HIV infection, they continuously construct and reconstruct their identities; and (2) support group members rationalise their HIV infection to enhance their coping abilities, using Christianity and the Bible in particular, as a reference. Whilst rationalising HIV infection, three viewpoints emerge. The first viewpoint perceives HIV infection as an affliction by Satan; the second viewpoint sees it as originating from God; while the last viewpoint interprets HIV infection as a negotiated settlement between God and Satan. The paper is intended to trigger debate, and hopefully also to seek and provide answers from various sectors of society, and religious communities in particular, in order to help other HIV positive people in similar situations better manage their HIV condition.     

A psychoeducational approach for prevention of burnout among teachers dealing with HIV/AIDS in South Africa

Teaching is one of the most stressful occupations, with high stress and burnout levels of teachers necessitating intervention. This is especially relevant for South African teachers tasked with additional responsibilities of dealing with HIV/AIDS issues, as well as attending to normal curricula duties. A burnout prevention intervention, based on Paulo Freire’s adult educational approach, using transpersonal psychology techniques, was introduced to HIV/AIDS coordinator teachers (n?=?27) at high-risk schools in the Western Cape, South Africa, who attended six three-hour weekly workshops. This paper presents the bottom-up thematic analyses of the group, as well as individual global analysis (n?=?10) of the qualitative data, derived from focus group interviews and workshop evaluations after the intervention, providing insights into the experiences of workshop participants and their teaching contexts. The mind map of one participant is illustrated. The findings of the study confirmed that transpersonal practices (TP) presented in psychoeducation workshops were helpful in mediating stress and burnout in the work and personal contexts of teachers dealing with HIV/AIDS. TP offer practical applications of right brain emotional and social intelligence practices that could be incorporated into care and wellness school programmes for teachers vulnerable to stressors related to HIV/AIDS.     

Ensuring an optimal environment for peer education in South African schools: Goals,systems, standards and policy options for effective learning

Peer education has long been seen as a key health promotion strategy and an important tool in preventing HIV infection. In South African schools, it is currently one of the strategies employed to do so. Based on both a recent research study of peer education across 35 schools and drawing on multiple previous studies in South Africa, this paper examines the key elements of peer education that contribute to its effectiveness and asks how this aligns with current educational and health policies. From this research, it summarises and proposes shared goals and aims, minimum standards of implementation and reflects on the necessary infrastructure required for peer education to be effective. In light of these findings, it offers policy recommendations regarding who should be doing peer education and the status peer education should have in a school’s formal programme.     

预防艾滋病关爱HIV感染者师资培训效果评价

目的　深入探讨学校开展艾滋病(AIDS)预防教育的途径和方法。方法　对81名骨干教师进行2 0学时以预防AIDS、关爱艾滋病病毒(HIV)感染者为主题的培训,通过前后问卷比较作近期效果评价。结果　受训者知识有较大提高,态度发生正向转变,但不同地区受训者提高幅度差异有显著的统计学意义(P <0 0 5 ) ;伴随知识提高、态度转变,对学校健康教育需求相应增加。结论西北地区更需加大以关爱HIV感染者为主题、TOT(Trainingoftrainers)模式为主的师资培训力度。     

Factors associated with teachers' implementation of HIV/AIDS education in secondary schools in Cape Town, South Africa

This study investigated the factors influencing whether high school teachers implemented HIV/AIDS education. The independent variables included constructs derived from expectancy value theories, teachers' generic dispositions, their training experience, characteristics of their interactive context and the school climate. We conducted a postal survey of 579 teachers responsible for AIDS education in all 193 public high schools in Cape Town. Questionnaires were completed and returned by 324 teachers (56% response rate) from 125 schools. Many teachers (222; 70%) had implemented HIV/AIDS education during 2003, and female teachers were more likely to have implemented than males (74% vs. 58%). The teacher characteristics associated with teaching HIV/AIDS were previous training, self-efficacy, student-centeredness, beliefs about controllability and the outcome of HIV/AIDS education, and their responsibility. The existence of a school HIV/AIDS policy, a climate of equity and fairness, and good school-community relations were the school characteristics associated with teaching HIV/AIDS. These findings demonstrate the value of teacher training and school policy formulation. They also demonstrate the value and importance of interventions that go beyond a sexual health agenda, focussing on broader school development to improve school functioning and school climate.     

Poverty and HIV/AIDS in South Africa: an empirical contribution

This study sets out to establish and explain the empirical link between HIV/AIDS and poverty using data collected by the 1998 South African Demographic and Health Survey (SADHS). Analysis is restricted to women of reproductive age (15 – 49 years). The results indicate an increased risk of HIV infection among the poor, due to poverty-related characteristics of low education and low knowledge of the means of avoiding HIV infection, as opposed to the non-poor. Moreover, the poor and the less educated were found to be more likely not to use condoms than the non-poor. The results do not, however, provide the reasons for these relations and as such further research is required. One possible explanation was financial dependence on their partners, as it was found that women who received money from their partners, as well as those who came from households where hunger was a common phenomenon, were more likely not to use condoms because their partners disliked condoms, than those who did not receive money from their partners. The results also hinted at the intricacy of the poverty-HIV/AIDS relationship, so that it was not only low socio-economic status that increased susceptibility to HIV infection but also high socio-economic status.     

Suicidal ideation and behaviour among persons seeking HIV testing in peri-urban areas of Cape Town,South Africa: a lost opportunity for suicide prevention

Suicidal ideation and behaviour (SIB) are among the psychiatric sequela of HIV/AIDS. Few studies have however examined the prevalence and correlates of SIB among persons seeking HIV testing. We set out to document the prevalence and correlates of SIB among people seeking HIV testing in peri-urban areas of Cape Town, South Africa (SA). A cross-sectional research design was used to recruit a sample (n?=?500) of individuals seeking HIV testing. Self-report measures were used to assess two-week prevalence of SIB as well as life-time prevalence of suicide attempt. A structured clinical interview was used to assess common mental disorders (CMDs). Regression analysis was used to determine if CMD and socio-demographic variables predicted suicidal ideation. The mean age of the sample was 36 years, 51.6% were female and 46.6% were unemployed. The two-week prevalence of suicidal ideation was 24.27% while the two-week prevalence of suicide attempt and suicide plans was 2.8%. Suicidal ideation was not associated with age, gender, employment status, family income or household food insecurity. CMDs were significantly associated with suicidal ideation; individuals with depressive disorders were approximately 5.5 times more likely to report suicidal ideation, while those with generalised anxiety disorder, trauma-related disorders and alcohol use disorder were approximately 7, 4.7 and 2.8 times more likely to report suicidal ideation, respectively. Results suggest that persons seeking HIV testing may be a well-delineated group of persons at risk of suicide in this region of SA. Contact with the health care system during HIV testing provides an opportunity for targeted suicide prevention interventions in what appears to be a high risk group.     

江西省大中专学校艾滋病性病健康教育工作分析

目的 了解江西省大中专学校艾滋病性病健康教育工作开展状况,为制定江西省在大中专学校艾滋病性病健康教育计划提供依据。方法 于1999年12月对来自江西省56所大中专学校的艾滋病性病健康教育教师进行问卷调查,用 Epi-Info软件进行统计分析。结果 （1）全省共有 110所大中专院校,在接到培训班通知后,有 64所学校派出健康教育教师参加培训。（2）在接受调查的56所学校,有16所学校未开展任何形式的艾滋病性病健康教育活动;开展了艾滋病性病健康教育的学校,也仅为艾滋病基本知识的宣传活动;忽视了安全行为、消除歧视等方面的教育。（3）大部分健康教育教师只了解表浅的艾滋病知识;96.4％的教师愿意接受培训并在学校开展艾滋病性病健康教育工作。结论 江西省仍有部分大中专学校的艾滋病性病健康教育工作尚未开展,部分学校领导对艾滋病性病健康教育工作未引起足够重视;开展了艾滋病性病健康教育的学校,也仅停留在一般的宣传活动形式上;江西省的艾滋病性病健康教育工作还有待加强。     

Engaging HIV-positive clients in care: acceptability and mechanisms of action of a peer navigation program in South Africa

Antiretroviral therapy (ART) could curtail the HIV epidemic, but its impact is diminished by low uptake. We developed a peer navigation program to enhance engagement in HIV care, ART adherence, and behavioral prevention. In preparation for a randomized controlled trial, the program was piloted over four months at two primary health clinics in South Africa’s North West Province. Newly diagnosed, HIV-positive clients met regularly with navigators to address barriers to care, adherence, and prevention. To assess program acceptability and feasibility and characterize the mechanisms of action, we surveyed 25 clients who completed navigation services and conducted interviews with 10 clients, four navigators, and five clinic providers. Clients expressed near universal approval for the program and were satisfied with the frequency of contact with navigators. HIV stigma emerged as a primary driver of barriers to care. Navigators helped clients overcome feelings of shame through education and by modeling how to live successfully with HIV. They addressed discrimination fears by helping clients disclose to trusted individuals. These actions, in turn, facilitated clients’ care engagement, ART adherence, and HIV prevention efforts. The findings suggest peer navigation is a feasible approach with potential to maximize the impact of ART-based HIV treatment and prevention strategies.     

How peer conversations about HIV/AIDS media messages affect comprehension and beliefs of young South African women

Most existent research on the effects of interpersonal discussions about health campaign messages is based on surveys. In this study, we analysed actual conversations about an HIV/AIDS poster to find out possible effects. Young South African women in 59 dyads (n?=?118) participated in conversations about a deliberately puzzling HIV and AIDS poster that cautioned the target group to be faithful to one sexual partner. We measured their comprehension of the poster and beliefs about the message, before and after the conversations. Overall, actual comprehension (AC) was low, and we observed a large discrepancy between actual and perceived comprehension. In general, conversations did not improve AC. It proved to be even more probable that a correct interpretation before a conversation turned into an incorrect interpretation than the other way around. However, having a well-informed conversation partner increased the chance of acquiring adequate subsequent comprehension. We found, in general, that conversations did not decrease undesirable beliefs. One important undesirable belief even became reinforced after the conversations. Conversations among peers might be valuable in health campaigns, but our study shows that intended positive effects do not automatically follow.     

Negative stereotypes examined through the HIV and AIDS discourse: qualitative findings from white young people in Johannesburg,South Africa

Previous studies reporting perceptions of HIV and AIDS by white youth in South Africa suggest both explicit and implicit racial stereotypes and negative attitudes. This paper contributes to the literature on the discourse of racial stereotypes found in discussions about HIV and AIDS. The study was conducted in the suburb of Edenvale, north-east of Johannesburg, South Africa. Three focus group discussions were held with mixed-sex, white middle-class participants aged 16 to 24. Key findings show stereotypes related to cultural knowledge and group character of black youth. Participants spoke negatively of ignorance, illiteracy, traditionalism, backwardness and lack of civilisation among black youth. Black youth were negatively represented as relying on ancestors and traditional healers for guidance. Participants reasoned that black young males were sexually irresponsible and promiscuous, and were spreading HIV intentionally. Thus it is imperative that contemporary HIV prevention interventions in South Africa address and dispel stereotypes reproducing racist discourses.     

Male circumcision for HIV prevention: female risk compensatory behaviour in South Africa

South Africa promotes male circumcision (MC) as an HIV prevention method and implemented a national plan to scale-up MC in the country from 2012 to 2016. Literature has suggested that female risk compensatory behaviours (RCBs) are occurring in countries where these programmes have been implemented. Behaviours such as decreased condom use, concurrent sexual partners and sexual activity during the circumcision wound-healing period have the potential to jeopardise the campaigns’ objectives. Literature has shown that directly providing women with MC information results in correct knowledge however, previous studies have not directly sought women’s views and ideas on engagement with the information. This study aims to identify and explore female RCBs in relation to MC campaigns in South Africa, and to identify interventions that would result in greater female involvement in the campaigns. Snowball sampling was used to conduct twelve qualitative vignette-facilitated semi-structured interviews with women residing in a municipal housing estate in Durban, Kwa-Zulu Natal, South Africa. Interviews were audio-recorded, verbatim transcribed and analysed using framework analysis. MC knowledge and understanding varied, with some participants mistaking MC as direct HIV protection for females. Despite a lack in knowledge, the majority of women did not report signs of RCBs. Even with a lack of evidence of RCBs, misinterpretation of the MC protective effect has the potential to lead to RCBs; a concept acknowledged in the literature. Several women expressed that MC campaigns are directed to males only and expressed a keenness to be more involved. Suggested interventions include couple counselling and female information sessions in community clinics. Exploring women’s attitude towards involvement in MC campaigns fills in a research knowledge gap that is important to international health, as women have a vital role to play in reducing the transmission of HIV.     

The social construction of identity in HIV/AIDS home-based care volunteers in rural KwaZulu-Natal,South Africa

Home-based care volunteer (HBCV) identity and how it is shaped was the main focus of the study. Fifteen HBCVs were interviewed about their work and personal life stories and then interviewed reflectively using a narrative interviewing style. Specific attention was paid to contextual meta-narratives and social field narratives in understanding the women's stories. Findings indicate that social field narratives of the women's stories were dominated by negative aspects of gender, poverty and socio-political factors. These were seen to coincide with the ‘feminisation of responsibility’ in this context effectively coercing the women into agency which manifested as their home-based care work. Meta-narratives influencing the women's lives were dominated by stories of communal motherhood, aspirations to service-oriented work and religious beliefs and commitment. The question of how it is possible for women who are seemingly constrained by oppressive narratives to voluntarily engage in community participation was answered in the women's personal life stories about being compassionate, hopeful, helpful and ambitious and having initiative. These characteristics collectively pointed to personal agency. Exploring connections between the different aspects of identity and context revealed that the women made sense of their community participation through their personal identities as strong and loving mothers. Connections between volunteer personal identity, agency and volunteer group identity were explored to make sense of the link between HBCV identity and volunteerism. The mother identity, encompassing personal agency (strength or power) and love (the meta-narrative of communal motherly love), was salient in influencing community participation of the group.