“I have undergone some metamorphosis!” The Impact of REds on South African Educators Affected by the Hiv/Aids Pandemic. A Pilot Study

Theron, Linda

doi:10.1080/14330237.2008.10820169

Cited by 10 publications

(5 citation statements)

References 31 publications

(33 reference statements)

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“…Following participation in REds, most participants shifted towards more resilient associations. This reflects the results of REds piloting in particular (Esterhuizen 2007;Esterhuizen et al 2006;Mabitsela 2009;Theron 2008) and of other intervention studies in general (Brink 2008;Ryff & Singer 2005;Stanton, Parsa & Austenfeld 2005), suggesting that participatory interventions, tailored to participant needs, enable. In summary, therefore, supported teachers appear less vulnerable.…”

Section: Discussionmentioning

confidence: 53%

“…Therefore, we used an intervention research design to test and refine REds (Strydom, Steyn & Strydom 2007). Accordingly, REds was piloted in two communities in 2006 (Esterhuizen 2007;Esterhuizen, Mabitsela & Theron 2006;Theron 2008) and fine-tuned. In 2007, this improved version of REds was implemented in ten teacher communities in three South African provinces, with volunteer participants.…”

Section: S87mentioning

confidence: 99%

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Visual methodology to build a resilient ‘communitas’

Theron

Geyer

Strydom

et al. 2010

Education as Change

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Resilient Educators' (REds) is a group intervention programme designed to empower teachers affected by the HIV/AIDS pandemic, and is research in progress. In 2007, 99 participants from various primary and high schools from three South African provinces were involved in a community-based intervention.A one-group pre-test, post-test design was utilised to explore participant associations of HIV/AIDS. Visual data were collected in the form of drawings: participants drew symbols of their perception of the pandemic and explained the meaning of their artefacts either in writing, or by speaking about them. A qualitative comparison of these visual data suggested that most participants had altered their associations. Prior to participation in REds, most participants projected disempowering associations. Following their participation, most participant projections suggested some self-empowerment and community-mindedness, although some participants still made associations with death and grief. We conclude that there are signs of the establishment of 'communitas'.

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Section: Discussionmentioning

confidence: 53%

Section: S87mentioning

confidence: 99%

Visual methodology to build a resilient ‘communitas’

Theron

Geyer

Strydom

et al. 2010

Education as Change

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“…Crossley (2003), mentions transformation perceptions reported by cancer patients as often being the result of the treatment process. There is an increasing awareness that attitude and perception shape good functioning, particularly in difficult circumstances (Theron, 2008). According to Baumeister and Vohs (2005) and Kaminer (2006), individuals have to revise and make sense of a happening and find potential benefits in that happening in order to facilitate positive perceptions.…”

Section: Discussionmentioning

confidence: 99%

Cancer Patients' Illness Experiences During a Group Intervention

Venter

2008

Journal of Psychology in Africa

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Cancer Patients' Illness Experiences 549-560 The study used secondary data analysis to explore cancer patients' illness experiences during a listening group intervention. Participants were 12 patients (age range 22 to 62 years in age; males = 4; females = 8) . Data were analysed using qualitative content analysis. Analysis of the data yielded twelve prevalent themes namely, support, perspectives and experiences in medical context, perspectives on life and death, emotional experiences, religiosity, role of knowledge and information pertaining to cancer, finances, concern for others, loss, desire for survival, humour, and physical symptoms. A framework suggesting possible moderating factors that could influence cancer patients' illness experiences and outcomes are proposed. The results of the study emphasise how stressful and complex living with cancer can be. However, many cancer patients developed alternative perspectives on life which also seem to bring about personal growth. It is suggested that further research regarding the development of a survivorship care programme within the South African context be undertaken.

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“…There are also examples of endeavours along the lines of participatory research which have resulted in the enablement of HIV-affected educators (Mitchell, De Lange, Moletsane, Stuart & Buthelezi, 2005;Ferreira, 2007;De Lange, 2008;Theron, 2008;Theron, Geyer, Strydom & Delport, 2008).…”

Section: Ecosystemic Support As a Resilience-promoting Resourcementioning

confidence: 99%

The support needs of South African educators affected by HIV and AIDS

Theron

2009

African Journal of AIDS Research

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In a qualitative study of 77 South African educators, participants were asked to explain how they are affected by HIV and AIDS and how they would best like to be supported in response to this. The term 'affected' refers to educators who have colleagues, learners or loved ones who are HIV-positive or who have died from HIV-related illnesses, or those who teach children orphaned by AIDS or learners who are vulnerable because of a parent's or caregiver's HIV status. Their responses endorse current theory regarding support for educators in the context of the epidemic, but their needs for support also include forms of 'ecosystemic compassion': that is, a longing for the school management, learners' parents, learners, and colleagues to have compassion for their HIV-related predicaments. Because the latter need was pronounced among those educators caring for an ill HIV-positive loved one, this study introduces the importance of researchers' and stakeholders' sensitivity to the possibility of differentiated support, according to how educators are affected by HIV. Many of the participants' calls for support were at odds with policyfacilitated demands on educators to function as pillars of support to vulnerable learners and communities in the age of HIV and AIDS. The findings provide a caveat with regard to educators who require support-notwithstanding the expectation that they function as ecosystemic agents of support. Finally, the educators' calls for support should be tempered by resilience theory, which suggests that while it is important to support HIV-affected educators, the choice of supports should not stymie educators' agency or discourage educators' active participation in the support process.

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“I have undergone some metamorphosis!” The Impact of REds on South African Educators Affected by the Hiv/Aids Pandemic. A Pilot Study

Cited by 10 publications

References 31 publications

Visual methodology to build a resilient ‘communitas’

Visual methodology to build a resilient ‘communitas’

Cancer Patients' Illness Experiences During a Group Intervention

The support needs of South African educators affected by HIV and AIDS

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