Perceptions of Peer to Peer HIV/AIDS Education

Sweifach, Jay; LaPorte, Heidi Heft

doi:10.1300/j499v07n02_08

Cited by 5 publications

(5 citation statements)

References 29 publications

(27 reference statements)

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“…Community sensitization campaigns and peer‐to‐peer education have high potential for raising community awareness and combating stigma at a community level (Sayson & Meya, 2001; Selikow, Ahmed, Flisher, Mathews, & Mukoma, 2009; de Souza, 2009; Sweifach & LaPorte, 2007). Furthermore, family‐based interventions can also contribute to dispelling internalized stigma within the family through open discussion about HIV and related adversities (Betancourt, Meyers‐Ohki, Stevenson, et al., 2011, Betancourt, Meyers‐Ohki, Stulac, et al., 2011, Betancourt, McBain, in press, Betancourt, Rubin‐Smith, 2011).…”

Section: Discussionmentioning

confidence: 99%

Annual Research Review: Mental health and resilience in HIV/AIDS‐affected children – a review of the literature and recommendations for future research

Betancourt

Meyers-Ohki²,

Charrow

et al. 2012

Child Psychology Psychiatry

170

143

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Background To date, research on mental health in HIV-affected children (children who have an HIV-positive caregiver or live with the virus themselves) has focused on risk factors associated with the disease. However, simultaneous identification of factors that contribute to resilience in the face of risks is also needed. A greater understanding of modifiable protective processes that contribute to resilience in the mental health of children affected by HIV can inform the design of interventions that bolster naturally-occurring supports and contribute to early prevention or better management of risks. Methods We reviewed the recent literature on mental health and resilience in children and adolescents affected by HIV/AIDS. Literature searches of PsycInfo and PubMed were conducted during July-December 2011 consistent with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. Qualitative and quantitative studies were included for review if primary research questions pertained to mental health and coping or protective processes in children and families affected by HIV/AIDS. All studies subject to full review were evaluated for quality using a modified Systematic Assessment of Quality in Observational Research (SAQOR) rating system. Results 171 unique studies were returned from online searches of the literature and bibliography mining. Of these, 29 were evaluated as pertaining directly to mental health and resilience in families and children living with HIV/AIDS. Eight studies presented qualitative analyses. Ten quantitative studies examined individual resources contributing to child resilience and four quantitative studies looked at family-level resources. Ten studies also investigated community-level interactions. Four presented findings from resilience-focused interventions. Conclusions There is a clear need for rigorous research on mental health and resilience in HIV-affected children and adolescents. The evidence base would greatly benefit from more standardized and robust approaches to thinking about resilience from an ecological perspective inclusive of resources at multiple levels and their interactions.

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Section: Discussionmentioning

confidence: 99%

Annual Research Review: Mental health and resilience in HIV/AIDS‐affected children – a review of the literature and recommendations for future research

Betancourt

Meyers-Ohki²,

Charrow

et al. 2012

Child Psychology Psychiatry

170

143

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“…The preferred course delivery strategies include learner-centred approaches that promote practical, engaging and entertaining activities for the students to derive maximum benefit from such a course. The aspect of peer education and youth groups/clubs did not come up in this study, yet other studies, by Norton and Mutonyi (2007), Jacob, Mosman, et al (2007), Sweifach and laPorte (2006) and Ergene et al (2005) found this to be a very important and effective way of teaching or learning about HIV/ AIDS. This indicates the need for further studies of HIV/AIDS curriculum interventions in Swaziland.…”

Section: Conclusion and Recommendationsmentioning

confidence: 58%

“…That is probably why Jackson (2002) considers Africa a 'Continent in Crisis' and declares HIV/AIDS as a historical, fundamental threat to human development. Although advances in the prevention and treatment of HIV/AIDS have been made, the reality is that in the absence of a cure, preventive measures brought about chiefly through education, can mitigate the impact of the disease (Robson and Kanyanta 2007;Sweifach and laPorte 2006;World Bank 2006;Dube 2005). Education is therefore perceived to be an effective 'social vaccine' for HIV/AIDS and the single most powerful weapon against HIV transmission (World Bank 2006;United Nations 2006;Kelly 2000).…”

Section: Introductionmentioning

confidence: 99%

HIV/AIDS education: what works for Swaziland University students?

Sukati

Vilakati

Esampally

2010

Educational Research

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Background: HIV/AIDS poses a major threat to development and poverty alleviation, particularly in Sub-Saharan Africa. Education has been declared an effective preventative approach and the single most powerful weapon against HIV transmission. However, there is a paucity of research on the type of education required, the appropriate teaching/learning methods, and generally how such education influences change of attitudes and behaviour on the part of the students. Purpose: In the context of Swaziland, a country with the highest HIV prevalence rate at 42.6%, this study explores how students at the University of Swaziland perceive an HIV/AIDS course. The students' comments cover the course content, the teaching/learning methods used in the course, the regulations governing the course, and the impact of the course. Sample and design: A sample of 15 students was randomly selected from all the year 1 Faculty of Agriculture students to form focus group 1. Another sample of 15 was randomly selected from year 3 students who were enrolled on a new programme to form focus group 2. Of the 15 invited students in each focus group, 11 (seven males and four females) attended the focus group 1 meeting, and 12 (eight females and four males) attended the focus group two meeting. A pilottested and pre-prepared interview schedule was used during the focus group interviews to collect information on the students' perceptions. This data was analysed using themes. Results: The findings reveal that the perceptions of the two groups were very similar. The students identified some topics that they felt were treated in great depth, and other topics, particularly dealing with traditional healers, that they felt should be added to the course content. They further criticised the excessive use of the lecture method in teaching the course and recommended that more visual materials, presentations by HIV-positive people and workers, as well as site visits to relevant places should be encouraged to make the course more interesting and give it greater educational value. Overall, the students felt that the course had been effective in changing their attitudes and behaviour. The students cited numerous benefits that they had derived from this course and recommended that it should be offered to all first-year students at the university. Conclusions and recommendations: This small scale study suggests that providing HIV/AIDS education is an important intervention in changing the attitudes and behaviour of university students and in combating the spread of HIV. It further stresses the importance of engaging all the relevant stakeholders, particularly the students, in working out the content of such a course.

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“…Open communication, and in home discussion about HIV can help lessen the internalized stigma that may exist within families [13,40–43]. Community level interventions include campaigns and social support groups that will increase awareness about stigma within the larger communities [14,41–44]. …”

Section: Hiv-specific Challenges To Psychosocial Well Beingmentioning

confidence: 99%

Promoting a Combination Approach to Paediatric HIV Psychosocial Support

Amzel

Toska

Lovich

et al. 2013

Aids

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Ninety percent of the 3.4 million HIV-infected children live in sub-Saharan Africa. Their psychosocial well being is fundamental to establishing and maintaining successful treatment outcomes and overall quality of life. With the increased roll-out of antiretroviral treatment, HIV infection is shifting from a life-threatening to a chronic disease. However, even for paediatric patients enrolled in care and treatment, HIV can still be devastating due to the interaction of complex factors, particularly in the context of other household illness and overextended healthcare systems in sub-Saharan Africa. This article explores the negative effect of several interrelated HIV-specific factors on the psychosocial well being of HIV-infected children: disclosure, stigma and discrimination, and bereavement. However, drawing on clinical studies of resilience, it stresses the need to move beyond a focus on the individual as a full response to the needs of a sick child requires support for the individual child, caregiver-child dyads, extended families, communities, and institutions. This means providing early and progressive age appropriate interventions aimed at increasing the self-reliance and self-acceptance in children and their caregivers and promoting timely health-seeking behaviours. Critical barriers that cause poorer biomedical and psychosocial outcomes among children and caregiver must also be addressed as should the causes and consequences of stigma and associated gender and social norms. This article reviews interventions at different levels of the ecological model: individual-centred programs, family-centred interventions, programs that support or train healthcare providers, community interventions for HIV-infected children, and initiatives that improve the capacity of schools to provide more supportive environments for HIV-infected children. Although experience is increasing in approaches that address the psychosocial needs of vulnerable and HIV-infected children, there is still limited evidence demonstrating which interventions have positive effects on the well being of HIV-infected children. Interventions that improve the psychosocial well being of children living with HIV must be replicable in resource-limited settings, avoiding dependence on specialized staff for implementation. This paper advocates for combination approaches that strengthen the capacity of service providers, expand the availability of age appropriate and family-centred support and equip schools to be more protective and supportive of children living with HIV. The coordination of care with other community-based interventions is also needed to foster more supportive and less stigmatizing environments. To ensure effective, feasible, and scalable interventions, improving the evidence base to document improved outcomes and longer term impact as well as implementation of operational studies to document delivery approaches are needed.

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Perceptions of Peer to Peer HIV/AIDS Education

Cited by 5 publications

References 29 publications

Annual Research Review: Mental health and resilience in HIV/AIDS‐affected children – a review of the literature and recommendations for future research

Annual Research Review: Mental health and resilience in HIV/AIDS‐affected children – a review of the literature and recommendations for future research

HIV/AIDS education: what works for Swaziland University students?

Promoting a Combination Approach to Paediatric HIV Psychosocial Support

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