Experiences and effects of HIV-related stigma among youth living with HIV/AIDS in Western Uganda: A photovoice study

Abstract

HIV-related stigma has been identified as a significant stressor affecting Quality of Life of Youth Living With HIV/AIDS (YLWHA). Gaining a contextualized understanding of how this stigma is experienced by YLWHA in Western Uganda is crucial in addressing it in this group and setting. In this study, we explored the lived experiences of YLWHA with HIV-related stigma. Photovoice was used to gain insight into the lived experiences of HIV-related stigma in 11 YLWHA (15-19 years), purposively selected from a hospital-based peer support group. Group interview transcripts, notes and photographs were subjected to phenomenological hermeneutic analysis. Encounters with enacted, anticipated and internalized stigmas and their myriad sequels were prevalent in the photos and narratives of participants. Our findings were categorized and presented in 5 main themes that were identified through the analysis: being devalued, experiencing fear, experiencing injustices, feeling lonely, and lacking future perspectives. HIV-related stigmas were experienced in various socio-ecological domains but predominantly in homes and schools that ought to be supportive surroundings for youths. A multilevel approach, targeting the entire society where the root causes of stigma can be found and specific contexts like schools and homes where youth are confronted with stigma on a daily basis is proposed for a wholistic intervention.

The prevalence of depression among adolescent with HIV/AIDS: a systematic review and meta-analysis

“…The higher prevalence rates of opportunistic infections among adolescents with HIV possibly increase the risks of depression are reported in several prior studies [ 39 ]. The other potential reason is that adolescents with HIV are at greater risk to experience stigma, discrimination, social association, or marginalization when compared with the general population which is linked with a greater risk of depression among the exposed individuals [ 40 ]. The higher prevalence rates of mental disorders that possibly increasing the risk of depression among adolescents could be the other possible reason for the observed differences [ 41 ].…”

Care and support for youth living with HIV/AIDS in secondary schools: perspectives of school stakeholders in western Uganda

“…Considering the community readiness model [38], we hold that school communities by default need to be ready to receive and support YLWHA rather than instituting supportive measures following in-school disclosures. Since HIV is prevalent in this locality [6] and it is a highly stigmatized condition [18], schools should be at a high level of readiness regardless of any disclosures. Regrettably, our findings seem to place these schools at the level of vague awareness [39] in which they are concerned about the health issuesin this case care and support needs for YLWHA -but the motivation to address them is low.…”

“…Research on Ugandan secondary schools has shown that YLWHA are particularly vulnerable to HIV-related stigma, abuse, poor nutrition, mental and physical health difficulties, and poverty [6,[16][17][18][19][20][21]. Additionally, YLWHA often come from households that are economically challenged due to a high burden of healthcarerelated costs and loss of income due to ill or deceased adult members [17].…”

“…Additionally, YLWHA often come from households that are economically challenged due to a high burden of healthcarerelated costs and loss of income due to ill or deceased adult members [17]. As a consequence of the above, decline in school enrollment, attendance, and academic progress have been conspicuous effects of HIV among YLWHA, with significant consequences on other life domains too [17,18,22]. The contextual and multidimensional nature of the challenges outlined above requires a localized involvement of the key school stakeholders to spur support around such vulnerable students.…”

“…This framework provides for social settings to make right choices as intrinsic components of a durable and sustainable HIV/AIDS strategy [33]. While building HIV/ AIDS competence is a long term process prone to hinderances such as HIV stigma [18], community tensions [34] as well as lack of knowledge, skills, and resources [35], evidence is available to suggest that HIV/ AIDS competence yields positive results such as more care and support and improved quality of life of those afflicted [27]. We theorized that schools which deliberately develop care and support strategies for YLWHA have high potential of becoming HIV/AIDS-care and support competent schools .…”