Developmentally-based AIDS/HIV Education

A growing number of health and education professionals argue that AIDS/HIV education curricula should be developmentally-based. They suggest the principles of developmental psychology be used to design curricula based on the sequentially ordered ways children of different ages understand AIDS. Relying on findings of research on development of children's conceptions of illness, a specific developmentally-based approach to educating school-age children about AIDS/HIV is presented in this paper. For each of three major age groups, the paper describes general characteristics for children's thought processes, ways in which children assimilate information about various aspects of AIDS, and implications for educating children about causes, prevention, and fear of AIDS. The focus of AIDS/HIV education can move from reducing fear in the younger group, to identifying and differentiating causes and noncauses of AIDS in the intermediate groups, to articulating strategies for AIDS prevention in the older group.     

Implementing HIV/AIDS Education: Impact of Teachers' Training on HIV/AIDS Education in Bangladesh

School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers’ training, the districts were divided into control and intervention areas and the teachers’ ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.Key words: Course curriculum, Health education, HIV and AIDS, Teachers training, Youth, Bangladesh     

生活技能为基础的学校预防艾滋病专题教育效果评价

目的通过对部分试点学校开展以生活技能为基础的预防艾滋病专题教育效果的评估，探讨该方法的可行性。方法2004年4～7月在北京市西城区和河南省新乡市8所中学对462名学生开展以生活技能教育为基础的学校预防艾滋病专题教育，并用定性问卷和定性的学习体会评价教育效果。结果开展专题教育前，在学校学过有关HIV／AIDS知识学生的比例在不同年级和不同地区之间差异有统计学意义，初中（63．8％）高于高中（52．5％），北京市西城区（80.6％）高于河南省新乡市（41．6％）。高中生看过有关描写性行为的书刊、录像、影碟制品的比例（34．9％）高于初中（11．4％）。教育后，艾滋病3条传播途径的正确回答率由教育前的70．3％提高到92．7％，学生对日常生活不传播艾滋病知识的正确回答率由教育前的55．2％～83．5％提高到93．2％～96．9％．对如何避免艾滋病的正确回答率由教育前44．5％～77．7％提高到72．7％～95．9％；教育后，学生对艾滋病病毒感染者和婚前性行为的态度发生了转变，愿意与HIV／AIDS感染者同班学习的比例由教育前的32．8％上升为58．9％。结论在中学开展生活技能为基础的预防艾滋病专题教育非常有效，应推广这种参与式的教育模式，同时要调动社会和家庭的力量创造有利于青少年预防艾滋病的良好氛围。     

贵州省部分学校《学校预防艾滋病教育材料包》使用效果评估

目的评价《学校预防艾滋病教育材料包》(以下简称《材料包》)在中学教师开展预防艾滋病健康教育活动中的作用以及对学生艾滋病相关知识、态度、行为的影响,为开展以《材料包》为基础的学校预防艾滋病专题教育提供建议和支持。方法2006年11月对贵州省4所配发《材料包》的学校学生进行问卷调查和个人深入访谈。结果实验组学生艾滋病基本知识得分高于对照组,差异有统计学意义。实验组学生对艾滋病病毒感染者/艾滋病病人及艾滋病致孤儿童的正向态度好于对照组。实验组学生对烟、酒、玩电脑游戏的认同态度得分低于对照组,对于烟、酒、玩电脑游戏的拒绝技能得分高于对照组,差异有统计学意义。结论《材料包》教学有效地提高了中学生艾滋病相关知识水平,促进了学生对艾滋病病毒感染者和艾滋病病人态度的转变和学生拒绝技能的培养。     

AIDS/HIV Articles Published in Selected Professional Health Journals: 1981–1990

ABSTRACT: Journals from five professional associations were reviewed to determine the response to AIDS/HIV in their journal: Association for the Advancement of Health Education (AAHE) and Journal of Health Education; American College Health Association (ACHA) and Journal of American College Health; American Public Health Association (APHA) and American Journal of Public Health; American School Health Association (ASHA) and Journal of School Health, and the Society for Public Health Education (SOPHE) and Health Education Quarterly. The project posed the following questions: 1) How many articles on AIDS/HIV were published in the selected journals during the 10-year period from 1981 through 1990? 2) What types of articles were published during the period, such as editorials, recommendations, guidelines, and research? and 3) What approaches were shown effective in changing knowledge, attitudes, and behavior? The first article appeared in 1984; 239 articles were published in the five journals reviewed. Each journal devoted at least one entire issue to AIDS/HIV. The articles were categorized as either applied (43.9%) or data-based (56.1 %). Since most articles with a research focus did not include pretest and posttest measurements, it proved difficult to determine the most effective methods for changing knowledge, attitudes, and behavior. Evaluation methods that assess the effectiveness of interventions in changing knowledge, attitudes, and behavior are needed.     

农民工子弟学校与公立学校初中学生艾滋病教育现状分析

目的 比较农民工子弟学校与公立学校学生预防艾滋病知识、态度、行为现状和生活技能教育需求,为农民工子弟学校开展学生预防艾滋病生活技能教育提供科学依据.方法 采用横断面调查方法,对北京市农民工子弟学校471名学生与公立学校448名学生进行问卷调查.结果 农民工子弟学校学生艾滋病知识知晓率低于公立学校学生,一般知识的知晓率仅为56.7%;对艾滋病病毒感染者和病人的态度比公立学校学生宽容,但对不良诱惑的拒绝能力低于公立学校学生;农民工子弟学校学生对预防艾滋病健康教育的需求虽高于公立学校学生,但对预防艾滋病生活技能要素的认识模糊.结论 在农民工子弟中应及时、广泛、深入开展预防艾滋病健康教育.     

湖南永顺县艾滋病防治健康教育效果评价

目的对永顺县开展的艾滋病防治健康教育进行效果评价。方法针对不同人群采取不同形式开展健康教育,随机选取200名吸毒人员、600名娱乐场所从业人员(CSW)8、00名学生及800名村民为样本,调查健康教育前后的艾滋病防治知识、态度、行为(KAP)。结果吸毒人员、CSW、学生及村民艾滋病防治知识知晓率分别从健康教育前的9.5%、25.0%、70.5%、48.5%提高到98%、79.5%、94.5%、85.0%;最近一次性行为安全套使用率分别从健康教育前的6.5%、70.5%、0、4.5%提高到64.0%、94.0%、3.5%、88.0%;艾滋病自愿咨询检测(VCT)的接受率和对艾滋病朋友的友善态度的比例前后也有较大提高。结论永顺开展的艾滋病防治健康教育对提高艾滋病防治知识和改变高危行为具有一定的效果。     

Parents' Attitudes and Beliefs About HIV/AIDS Prevention with Condom Availability in New York City Public High Schools

ABSTRACT: In 1991, the New York City Board of Education expanded HIV/AIDS education to include condom availability in every public high school. The evaluation was designed to examine the impact of the program on students and monitor changes in parent's knowledge, attitudes, and beliefs. Findings are reported from the first wave of data from the parent survey, 716 parents from 12 randomly chosen NYC high schools and 81 parents from 12 focus groups held at six of the schools. Sixty-nine percent of parents believed students should be able to receive condoms at school, although nearly half felt they should have the right to keep their children from doing so. Most believed making condoms available would result in safer sex practices among students who were sexually active. Data suggest parents support the school's role in reducing HIV/AIDS transmission among adolescents and believe making condoms available represents an acceptable component of an HIV/AIDS prevention program.     

The Delivery of Primary Health Care in American Public Schools, 1890–1980

There is considerable concern in the United States today about the health of this nation's school children. Various plans, including the direct delivery of primary health care in the public schools, are being suggested. School health care in the United States traditionally has stressed health inspection, assessment, and first aid. However, school health programs that delivered primary health care, including dental care, always have existed, though they represented a distinctly minority tradition. Since the 1960s, the number and scope of these programs have expanded. At the present time new approaches to delivering primary health care in the public schools are being attempted. Other proposals are emerging from the federal government and from private foundations.     

Teacher Characteristics and the Inclusion of Sex Education Topics in Grades 6–8 and 9–11

The project purpose was to determine whether selected personal characteristics of health science teachers of school grades 6-8 and 9-11 were related to 1 measure of sex education teaching performance--the inclusion of topics within the instructional unit. The study population was limited to 269 health science teachers in public schools in Indiana, with 94 teaching within grades 6-8 and 175 teaching in grades 9-11. Some significant relationships were established between the teacher characteristic variables and the 60 sex education topics. None of the teacher characteristics variables were consistently related to the inclusion of the topics when considering the topics as a group, although significance was found more frequently at the 9-11 grade than at the 6-8 grade level. More significant relationships were established for the variable erotophila-erotophobia (persons who associate primarily positive emotions with sexuality are considered erotophilics, and individuals associating primarily negative emotions with sex are classified as erotophobics) than for any other teacher characteristic. Erotophilic individuals more often included the birth control topics within sex education instruction. For the teachers in grades 9-11, those with the master's degree in health education were more likely than those without the advanced degree to include sexual behavior-related topics.     

AIDS/HIV Education for Preservice Elementary Teachers

Professional preparation programs should provide future elementary teachers opportunities to develop competence in dealing with school-related AIDS issues. Curriculum writers and instructors of preservice elementary teachers could be more effective if they were aware of this groups' beliefs about school-related AIDS issues. A survey was conducted to assess the beliefs and opinions of preservice elementary teachers about school-related AIDS issues. Subjects (n = 157) generally agreed they would eventually have a child with AIDS in their classroom and agreed AIDS education should be included in the elementary grades, yet a substantial number did not believe they understood the basics about AIDS. Less than one-third indicated they knew how to clean up blood or body fluids safely. About one-third indicated they would feel personally threatened to teach a student with AIDS. These results are reflected in recommended AIDS educational content and resources for preservice elementary teachers and future research in this area.     

Leeds Undergraduate Medical Education Conference, 7–8 July 1995

The Leeds Undergraduate Medical Education Conference (LUMEC) was held on 7–8 July 1995. This conference, devoted entirely to undergraduate medical education, was unique in that it was organized entirely by four medical students. It attracted a wide and enthusiastic audience and excellent speakers. Professor Charles George (Chairman, Education Committee, General Medical Council) spoke about Tomorrow's Doctors , Dr Mark Bailey (Part-chairman, Medical Students' Committee of the British Medical Association) responded with 'Today's Students on Tomorrow's Doctors ', and Dr Fleur Fisher (Ethics, Science and Information Division, British Medical Association) focused on the central place of ethics and communication skills in medicine. Professor Sam Leinster (Director of Medical Studies, Liverpool University) and Professor Tim de Dombal (Director, Clinical Information Science Unit, Leeds University) debated the need for new technology and radical change in the curriculum. Finally, Dr Stella Lowry (International Divislon, British Medical Association) considered the assessment of staff and Mrs Joy Crosby (Curriculum Facilitator, Dundee Medical School) discussed the assessment of students. Discussions focused on a variety of areas, including the need for change, the control of the money available for leaching and the problems of assessment.     

艾滋病流行对卫生监督的挑战

目的探讨卫生监督在防治艾滋病流行中所面临的问题和挑战。方法采用回顾性总结的方法，找出问题，提出相应对策。结果从法制化、规范化和专业化的角度，充分发挥卫生监督力量有效预防控制艾滋病的流行。结论积极、主动参与艾滋病的健康促进、健康宣教工作，加强法制建设和自身建设，提高执法水平，有效预防控制艾滋病的流行。     

Growing Older With HIV/AIDS: New Public Health Challenges

At present, the health care infrastructure is ill-equipped to handle the unique treatment and care needs of HIV-positive older adults.The long-term effects of antiretroviral use are still being discovered and have been associated with a number of comorbidities. Stigma presents challenges for those in need of services and health care, and can significantly affect mental health and treatment adherence.The training of elder service providers and health care providers in meeting the needs of HIV-positive older adults, including gay and transgender people, is needed as the population ages. HIV-related and antigay stigma should be challenged by social marketing campaigns. Continued research and key policy changes could greatly improve health outcomes for HIV-positive elderly persons by increasing access to treatment and support.THE ADVENT OF ANTIRETROVIral medications (ARVs) has enabled HIV-positive people to live increasingly longer lives. Those in the developed world who begin highly active antiretroviral treatment (HAART) at an initial CD4 count above 200 can expect to live well into their 70s.1Worldwide the leading cause of death among people living with HIV/AIDS is tuberculosis.2 In the United States tuberculosis is very rare. Less than one third of deaths among people with HIV/AIDS in the United States are now attributed to diseases traditionally associated with HIV infection, such as Kaposi’s sarcoma.3 Liver disease and cardiovascular disease, both associated with long-term use of ARVs, are leading causes of mortality among older people living with HIV.Longer life expectancy is already evident; by 2015 more than half of the HIV-positive population in the United States will be aged 50 years and older.4 Most older adults living with HIV/AIDS were infected in youth or middle age; only 1 in 9 new HIV infections in the United States occurs among people aged 50 years and older.5Aging with HIV/AIDS presents biomedical complexities only now beginning to reveal themselves. Higher rates of comorbidities are among the more severe biomedical issues facing older adults with HIV/AIDS.6 Widespread cognitive impairment among people on treatment of a long time could be caused by “chronic HIV-driven inflammation in an aging brain.”7^(p1) Answers to critical research questions regarding how HIV medications interact with medications to treat other conditions are still in the nascent stages. In this article, we examine what we know about growing older with HIV/AIDS, identify gaps in knowledge, and provide recommendations to enable public health professionals to better treat and care for the burgeoning population of HIV-positive older adults, and reduce infections among older adults.     

健康教育提升外出农民工人群艾滋病防治知识效果研究

目的探讨健康教育对安乡县外出农民工人群艾滋病防治知识影响效果。方法利用外出农民工返乡过年的机会,开展为期2个月的艾滋病防治知识的健康教育,干预前后随机问卷调查,评价干预效果;用EpiData3.0软件资料录入,SPSS13.0软件统计分析。结果艾滋病防治知识知晓率由干预前的63.9%（166/260）提高到干预后的85.4%（239/280）,艾滋病歧视态度由干预前的25.0%（65/260）降低到干预后的17.5%（49/280）,干预前婚外性行为发生率为35.8%（93/260）,干预后婚外性行为意愿发生率降低为20.0%（56/280）,干预前婚外性行为安全套使用率为64.5%（60/93）,干预后安全套意愿使用率提高到87.9%（246/280）;以上差异均有统计学意义。较高文化程度、感知艾滋病危害及具有高危行为自我控制能力是减少婚外性行为和促进安全套使用的保护因素。结论利用农民工春节返乡机会,开展艾滋病防治知识健康教育取得了明显效果,健康教育是提高农民工艾滋病防治知识和意识、改变高危行为的有效方式。     

农村妇女预防HIV/AIDS健康教育近期效果评估

目的:评估河北省迁西县农村地区妇女预防HIV/AIDS健康教育干预的近期效果。方法:采用定性与定量调查相结合的方法对比干预前后农村妇女获得HIV/AIDS防治知识的途径、防治知识知晓率及相关态度和意愿,分析评价干预效果。结果:终末调查时干预组和对照组听周围人介绍HIV/AIDS知识的比例分别为54.58%和23.85%(P<0.05)。干预组知晓预防艾滋病母婴传播(PMTCT)的比例上升19.58个百分点(P<0.05),知晓蚊虫叮咬和共用马桶不会传播的比例分别升高42.09和29.17个百分点(P<0.05),知晓"四免一关怀"政策的比例上升了49.16个百分点(P<0.05),较对照组上升幅度更大。结论:农村妇女预防HIV/AIDS健康教育有效,同伴教育是农村预防HIV/AIDS的一种适宜健康教育方式。