Overburden, Stigma, and Perceived Agency: Teachers as HIV Prevention Educators in Urban Zambia

Henning, Margaret; Khanna, Sunil K.

doi:10.3934/publichealth.2016.2.265

Cited by 4 publications

(9 citation statements)

References 12 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…16% expressed a fear of stigma from taking ARVs at home/work. Henning & Khanna [13] Qualitative data. Fear of stigma, overburdened educators, and lack of agency support were common themes in educational interviews.…”

Section: Hiv/aids-related Stigma -Negative Experiences and Silencementioning

confidence: 99%

“…Henning & Khanna [13] Qualitative data. Before programs are implemented it is important to understand educators perceptions of HIV.…”

Section: Hiv Educationmentioning

confidence: 99%

“…It is also important to consider the impact of HIV/ AIDS on educational systems since schools can be used to implement HIV prevention and education programs. Henning & Khanna [13] recently conducted qualitative interviews to obtain a better understanding of the burden placed on the Zambian school system due to HIV/ AIDS. Overall there was a fear of stigma, the teachers felt overburdened, and a lack of agency support was felt [13].…”

Section: Hiv Educationmentioning

confidence: 99%

“…Henning & Khanna [13] recently conducted qualitative interviews to obtain a better understanding of the burden placed on the Zambian school system due to HIV/ AIDS. Overall there was a fear of stigma, the teachers felt overburdened, and a lack of agency support was felt [13]. Robson & Sylvester [12] also investigated the impact of HIV/AIDS in schools.…”

Section: Hiv Educationmentioning

confidence: 99%

“…It is important to understand educators' perceptions of HIV before implementing prevention or testing programs, since the programs will be affected if educators have a fear of stigma or feel overburdened [13]. Henning and colleagues have suggested that teachers be trained as HIV educators [14].…”

Section: Suggestions For Effective Hiv Education Programsmentioning

confidence: 99%

See 4 more Smart Citations

Stigma Remains a Significant Barrier to HIV Knowledge and Treatment in Zambia

A¹,

L²,

S³

2019

J Fam Med Dis Prev

View full text Add to dashboard Cite

Background: Despite high HIV prevalence in Zambia, which lies within the heart of sub-Saharan Africa, early implementation of public policy and programs to effectively manage the burden of disease has insured consistently high testing rates. Zambian strategies to combat the HIV/AIDS crisis employ governmental support for HIV testing and public education and can serve as models for neighboring countries to advance the development of effective testing and treatment initiatives. Although these testing programs have proven highly successful, stigma and gaps in public knowledge continue to hamper access to treatment. Through this review of the current literature, we sought to better understand HIV-specific educational programs, the impact of HIV-related stigma, and the cultural components that influence patient care. Methods: Literature searches were conducted in multiple databases including the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Academic Search Complete, and the U.S. National Library of Medicine through the National Institutes of Health (Medline/PubMed). The search terms were structured to include all text of each article rather than restricting the search to titles or keywords. While these search criteria resulted in identification of 38 peer-reviewed articles, the inclusion criteria (HIV prevention, community education, HIV knowledge and stigma) led to the exclusion of all except 22 articles. Their findings are described here. Results: Individuals who reported negative experiences with health workers perceived HIV-related stigma was common. The fear of involuntary status disclosure while filling prescriptions for anti-retroviral medications led to higher levels of perceived stigma and treatment refusal. Observation of stigma and bullying experienced by people living with HIV/AIDS in the educational system increased fear in both teachers and students. Conclusions: Cultural and religious considerations were found to be important in stigma reduction. In sum, collaboration with key community leaders, church elders, and politicians were seen as vital in strengthening HIV programs. We propose using train-the-trainer models to empower teachers, particularly women, to become HIV educators and reduce stigma.

show abstract

Section: Hiv/aids-related Stigma -Negative Experiences and Silencementioning

confidence: 99%

“…Henning & Khanna [13] Qualitative data. Before programs are implemented it is important to understand educators perceptions of HIV.…”

Section: Hiv Educationmentioning

confidence: 99%

Section: Hiv Educationmentioning

confidence: 99%

Section: Hiv Educationmentioning

confidence: 99%

Section: Suggestions For Effective Hiv Education Programsmentioning

confidence: 99%

See 3 more Smart Citations

Stigma Remains a Significant Barrier to HIV Knowledge and Treatment in Zambia

A¹,

L²,

S³

2019

J Fam Med Dis Prev

View full text Add to dashboard Cite

show abstract

HIV-Related Stigma Shapes Research Participation for Youth Living With HIV in Kenya

Gillette

Naanyu

Nyandiko

et al. 2023

J Int Assoc Provid AIDS Care

View full text Add to dashboard Cite

Introduction: HIV stigma affects medication adherence, psychosocial outcomes, and clinical management for youth living with HIV (YLWH). We explored the impact of HIV stigma on research participation, to inform the ethical engagement of this vulnerable group. Methods: We interviewed 40 YLWH, 20 caregivers, and 39 subject matter experts (SMEs); transcripts were analyzed by HK and EG, with emerging themes confirmed by JA and AC. Results: All categories of participants identified the impacts of stigma on YLWH research participation, suggesting implementing privacy protections, considering recruitment locations carefully, and developing supportive relationships with YLWH. SMEs suggested that YLWH experience uniquely high risks from stigma due to the compounding effects of developmental challenges and transitionary life period. Accidental HIV disclosure and subsequent stigma were identified as a risk of research participation; some viewed the creation of community through research as a benefit. Conclusion: Participants provided insights into stigma-related considerations for research with YLWH, which may guide engagement protocols.

show abstract

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

et al. 2021

View full text Add to dashboard Cite

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.

show abstract

Overburden, Stigma, and Perceived Agency: Teachers as HIV Prevention Educators in Urban Zambia

Cited by 4 publications

References 12 publications

Stigma Remains a Significant Barrier to HIV Knowledge and Treatment in Zambia

Stigma Remains a Significant Barrier to HIV Knowledge and Treatment in Zambia

HIV-Related Stigma Shapes Research Participation for Youth Living With HIV in Kenya

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

Contact Info

Product

Resources

About