“The child can remember your voice”: parent–child communication about sexuality in the South African context

Vilanculos, Esmeralda; Nduna, Mzikazi

doi:10.2989/16085906.2017.1302486

Cited by 16 publications

(16 citation statements)

References 24 publications

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“…The local experience of programme developers contributed to the cultural acceptance of activities and scenarios used. that open discussions between parents/caregivers and adolescents about sex are often taboo in rural areas of KwaZulu-Natal where the programme was implemented (Bastien, Kajula, & Muhwezi, 2011;Kuo et al, 2016;Vilanculos & Nduna, 2017), requiring sensitive approaches in programmes with this aim. In response, the number of sessions was decreased, and curriculum materials were adjusted to be simpler and more responsive to cultural norms.…”

Section: Discussionmentioning

confidence: 99%

Development and formative evaluation of a family-centred adolescent HIV prevention programme in South Africa

Visser

Thurman

Spyrelis³

et al. 2018

Evaluation and Program Planning

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Preventing HIV among young people is critical to achieving and sustaining global epidemic control. Evidence from Western settings suggests that family-centred prevention interventions may be associated with greater reductions in risk behaviour than standard adolescent-only models. Despite this, family-centred models for adolescent HIV prevention are nearly non-existent in South Africa - home to more people living with HIV than any other country. This paper describes the development and formative evaluation of one such intervention: an evidence-informed, locally relevant, adolescent prevention intervention engaging caregivers as co-participants. The programme, originally consisting of 19 sessions for caregivers and 14 for adolescents, was piloted with 12 groups of caregiver-adolescent dyads by community-based organizations (CBOs) in KwaZulu-Natal and Gauteng provinces. Literature and expert reviews were employed in the development process, and evaluation methods included analysis of attendance records, session-level fidelity checklists and facilitator feedback forms collected during the programme pilot. Facilitator focus group discussions and an implementer programme workshop were also held. Results highlighted the need to enhance training content related to cognitive behavioural theory and group management techniques, as well as increase the cultural relevance of activities in the curriculum. Participant attendance challenges were also identified, leading to a shortened and simplified session set. Findings overall were used to finalize materials and guidance for a revised 14-week group programme consisting of individual and joint sessions for adolescents and their caregivers, which may be implemented by community-based facilitators in other settings.

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Section: Discussionmentioning

confidence: 99%

Development and formative evaluation of a family-centred adolescent HIV prevention programme in South Africa

Visser

Thurman

Spyrelis³

et al. 2018

Evaluation and Program Planning

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“…There may therefore still be an opportunity to turn these conversations towards sexual health and protection from HIV; respondents reported having discussed HIV prevention with 35 of 100 parents named as social contacts. Past parent–adolescent communication research in SSA has shown that most communication is limited and fear based,26 27 49 but that interventions can successfully improve levels of sexual health communication and shift content towards risk-reduction messaging 50 51. Work to extend this approach to young adults might be worth consideration, with the proviso that changing parent–child communication modalities once the children are themselves adults may be difficult.…”

Section: Discussionmentioning

confidence: 99%

“…Within SSA, constraining sexual norms, with a focus on virginity and associated respectability,22 23 are often key drivers of sexual behaviour 24. Parental discussion is typically limited by strong taboos 25–27. Peers are thus presumed to be the primary source of sex advice.…”

Section: Introductionmentioning

confidence: 99%

Sources of social support and sexual behaviour advice for young adults in rural South Africa

et al. 2018

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IntroductionWhile young people in sub-Saharan Africa (SSA) are at greatest risk of HIV acquisition, uptake of HIV prevention interventions among them has been limited. Interventions delivered through social connections have changed behaviour in many settings, but not to date in SSA. There is little systematic evidence on whom young SSA adults turn to for advice. We therefore conducted an exploratory cross-sectional study from whom young rural South Africans received support and sexual behaviour-specific advice.MethodsWe asked 119 18–34 year olds in rural KwaZulu-Natal about the important people in their lives who provided emotional, informational, financial, physical, social or other support. We also asked whether they had discussed sex or HIV prevention with each contact named. We used descriptive statistics and logistic regression to analyse support and advice provision patterns.ResultsRespondents named 394 important contacts, each providing a mean of 1.7 types of support. Most contacts were relatives, same-gender friends or romantic partners. Relatives provided most informational, financial and physical support; friends and partners more social support and sexual advice. Respondents reported discussing sexual matters with 60% of contacts. Sources of support changed with age, from friends and parents, towards siblings and partners.DiscussionSexual health interventions for young adults in rural South Africa may be able to harness friend and same-generation kin social ties through which sex is already discussed, and parental ties through which other forms of support are transmitted. The gender-segregated nature of social connections may require separate interventions for men and women.

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“…In many African countries, cultural norms and values make it taboo to discuss sexuality with parents at home, and parents themselves are reluctant to discuss sexuality with their children because they feel that they do not have adequate information [ 9 – 12 ]. Even when parents discuss sex with their children at home, it is often one-sided and prohibitive rather than knowledge-providing [ 13 , 14 ]. Children are afraid that their parents will suspect them of doing something “wrong” when they ask questions about sex [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study

Ito

Madeni²,

Shimpuku

2022

Reprod Health

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Background In many African countries, cultural norms and values hinder conversations about sexuality among adolescents and their parents. Currently, there are no sex education classes in the curriculum at schools in Tanzania. Even when sex education is provided, the content is often abstinence-oriented, and there is a lack of in-depth instruction and exploration on the topic. To help overcome this, peer education is encouraged. After implementing peer-based adolescent education via a non-profit organization, this study aims to (1) identify students’ and peer educators’ perceptions of adolescent education and (2) identify the changes that occur as a result of adolescent education with peer educators. Methods This was a qualitative descriptive study using focus group discussions (FGDs). Secondary school students, including peer educators as well as students who received adolescent education, were asked about their perception of peer-based adolescent education. The FGDs were conducted in Swahili with the support of local collaborators. Data were transcribed and translated into English and Japanese. Content analysis was conducted to merge the categories and subcategories. Results A total of 92 students (57 girls and 35 boys) were included from three urban and three rural secondary schools where peer education was being implemented. Six FGDs were conducted for girls and four for boys, for a total of 10 FGDs. The students had both positive and negative perceptions of peer-based adolescent education. Both the peer educators and the other students felt that they gained more confidence through the process, based on the conversations they had and the trusting relationship that formed as a result. The peer educators were also successful in eliciting behavioral changes, and the students shared their sex-related knowledge with other peers as well. Conclusion The peer education process helped students gain confidence in teaching their peers and elicit behavioral changes. Adult supervision for peer educators is suggested.

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“The child can remember your voice”: parent–child communication about sexuality in the South African context

Cited by 16 publications

References 24 publications

Development and formative evaluation of a family-centred adolescent HIV prevention programme in South Africa

Development and formative evaluation of a family-centred adolescent HIV prevention programme in South Africa

Sources of social support and sexual behaviour advice for young adults in rural South Africa

Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study

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