Multi-media teacher training and HIV-related stigma among primary and secondary school teachers in Western Kenya

Nyandiko, Winstone; Chory, Ashley; Baum, Aaron; Aluoch, Josephine; Ashimosi, Celestine; Scanlon, Michael; Martin, Roxanne; Wachira, Juddy; Beigon, Whitney; Munyoro, Dennis; Apondi, Edith; Vreeman, Rachel C.

doi:10.1080/09540121.2022.2119473

Cited by 2 publications

(12 citation statements)

References 29 publications

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“…The PLCs were spouses/partners, children of PLH, family members, friends, religious leaders, and community members. In 3 studies [25,31,33], school teachers were the intervention recipients while in another study [30], all consenting adults in households were targeted.…”

Section: Actors and Sites Of Interventionsmentioning

confidence: 99%

“…Three of the included studies were conducted in South Africa [25][26][27], two in Zimbabwe [28,29], two in Kenya [30,31], one in Ethiopia [32], and one in Malawi [33]. All studies were conducted within the community but in different settings.…”

Section: Study Location and Settingsmentioning

confidence: 99%

“…All studies were conducted within the community but in different settings. Four studies were conducted in homes of people living with HIV [27,29,30,32], three in schools [25,31,33], and two in unspeci ed settings within the community [26,28].…”

Section: Study Location and Settingsmentioning

confidence: 99%

“…Studies employed 3 different design: a randomized controlled trial design was used in 5 studies [27,[29][30][31][32], a pre-test and post-test design in three [25,26,33], and mixed methods in one [28]. Studies involved both male and female participants of a various categories.…”

Section: Study Design and Participantsmentioning

confidence: 99%

“…People Living with HIV (PLH) were involved in 6 studies [26-29, 31, 32]. Among the 6 studies that involved PLHA, 2 reported involving adolescents [29,31]. Educators/teachers were involved in three studies [25,31,33].…”

Section: Study Design and Participantsmentioning

confidence: 99%

See 4 more Smart Citations

Community-Based Interventions that are Effective against HIV-Related Stigma. A Systematic Review of Evidence in Sub-Saharan Africa.

kimera,

Alanyo,

Irumba

et al. 2024

Preprint

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Background HIV-related stigma remains a key barrier to the attainment of the UNAIDS global goal of ending AIDS by 2030. Due to the social and contextual nature of HIV-related stigma, community-based interventions may be more effective. In this review we synthesized evidence on features of community-based interventions that have been reported to be effective against HIV-related stigma in Sub-Saharan Africa. Methods We searched MEDLINE, EMBASE, CINAHL, Psych INFO, and Web of science in July 2023. We also searched Google Scholar and reference lists of all selected studies. Included studies were randomized controlled trials, mixed methods studies, as well as pre-test and post-test studies that evaluated the effectiveness of a community-based intervention to reduce HIV-related stigma in the general population or among specific groups. Data extraction was done using a pre-designed and pre-tested form. Framework thematic analysis was used to qualitatively synthesize intervention characteristics of included studies. Results A total of nine journal articles were included, largely with some concerns regarding methodological quality. Most studies involved People Living with HIV (PLH) alone as intervention recipients and as intervention implementers. Community members with unknown HIV status were involved in only 2 studies. The intervention strategies were largely information sharing through workshops and training as well as individualized counselling. In few studies, additional support in form of referrals, nutritional supplements, and adherence support was provided to PLH during the interventions. Most studies were judged to be of moderate to high cost except in 3 where the intervention implementers were PLH within the community, volunteering in the home-based support approach. The involvement of community members in the design of intervention strategies was not seen in all the studies. Conclusion Community-based interventions against HIV-related stigma have been multifariously developed in sub-Saharan Africa. However, comprehensive strategies involving the stigmatized and the ‘stigmatizers’ in a social change approach are lacking. The application of strategies without involvement of community members in their design takes away a sense of community responsibility and this threatens sustainability of such interventions. The HIV-competent framework can act as a benchmark for future design of realistic community-based interventions against HIV-related stigma.

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Section: Actors and Sites Of Interventionsmentioning

confidence: 99%

Section: Study Location and Settingsmentioning

confidence: 99%

Section: Study Location and Settingsmentioning

confidence: 99%

Section: Study Design and Participantsmentioning

confidence: 99%

Section: Study Design and Participantsmentioning

confidence: 99%

See 3 more Smart Citations

Community-Based Interventions that are Effective against HIV-Related Stigma. A Systematic Review of Evidence in Sub-Saharan Africa.

kimera,

Alanyo,

Irumba

et al. 2024

Preprint

View full text Add to dashboard Cite

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Perspectives of education sector stakeholders on a teacher training module to reduce HIV/AIDS stigma in Western Kenya

et al. 2021

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Background For adolescents living with HIV (ALWH), school may be the most important but understudied social sphere related to HIV stigma. Teachers are role models in the classroom and within the community, and their attitudes and behavior towards people living with HIV may have critical psychosocial and treatment ramifications. Altering teachers’ knowledge, attitudes and beliefs (K/A/B) about HIV could reduce the stigmatizing content within their teaching, classrooms and school, improving the environment for ALWH. Methods We developed a one-day teacher training module to enrich teacher K/A/B that included lecture presentations, HIV films and educational animation, structured instructions for teacher role play scenarios, and a question-and-answer session facilitated by a trained ALWH peer educator. We also conducted key informant interviews with education sector subject matter experts (SMEs), including education officers, county commissioners and head teachers to review and provide feedback on the teacher training module. Results We assembled an adolescent community advisory board and recruited 50 SMEs to review the training module and provide feedback. All SME participants stressed the importance and need for interventions to reduce stigma in the classroom, highlighting their own experiences observing stigmatizing behaviors in the community. The participants perceived the training as culturally relevant and easy to understand and had minor suggestions for improvement, including using image-based resources and brighter colors for ease of reading. All participants thought that the training should be expanded outside of the schools, as all people in a community have a role in the reduction of HIV stigma, and offered suggestions for other settings for implementation. Conclusion Data from interviews with education sector stakeholders demonstrate that our process for developing a culturally appropriate multi-media intervention to reduce HIV stigma in the schools was feasible.

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Multi-media teacher training and HIV-related stigma among primary and secondary school teachers in Western Kenya

Cited by 2 publications

References 29 publications

Community-Based Interventions that are Effective against HIV-Related Stigma. A Systematic Review of Evidence in Sub-Saharan Africa.

Community-Based Interventions that are Effective against HIV-Related Stigma. A Systematic Review of Evidence in Sub-Saharan Africa.

Perspectives of education sector stakeholders on a teacher training module to reduce HIV/AIDS stigma in Western Kenya

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