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Catherine Mathews - One of the best experts on this subject based on the ideXlab platform.

  • factors associated with teachers implementation of hiv AIDS Education in secondary schools in cape town south africa
    Aids Care-psychological and Socio-medical Aspects of Aids\ hiv, 2006
    Co-Authors: Catherine Mathews, H Boon, Alan J Flisher, H P Schaalma
    Abstract:

    This study investigated the factors influencing whether high school teachers implemented HIV/AIDS Education. The independent variables included constructs derived from expectancy value theories, teachers' generic dispositions, their training experience, characteristics of their interactive context and the school climate. We conducted a postal survey of 579 teachers responsible for AIDS Education in all 193 public high schools in Cape Town. Questionnaires were completed and returned by 324 teachers (56% response rate) from 125 schools. Many teachers (222; 70%) had implemented HIV/AIDS Education during 2003, and female teachers were more likely to have implemented than males (74% vs. 58%). The teacher characteristics associated with teaching HIV/AIDS were previous training, self-efficacy, student-centeredness, beliefs about controllability and the outcome of HIV/AIDS Education, and their responsibility. The existence of a school HIV/AIDS policy, a climate of equity and fairness, and good school-community relations were the school characteristics associated with teaching HIV/AIDS. These findings demonstrate the value of teacher training and school policy formulation. They also demonstrate the value and importance of interventions that go beyond a sexual health agenda, focussing on broader school development to improve school functioning and school climate.

  • participation of the school community in AIDS Education an evaluation of a high school programme in south africa
    Aids Care-psychological and Socio-medical Aspects of Aids\ hiv, 1994
    Co-Authors: L Kuhn, Malcolm Steinberg, Catherine Mathews
    Abstract:

    An AIDS Education programme was developed and evaluated in a high school in a socio-economically disadvantaged, urban, African area in South Africa. The programme, which addressed the whole school community, aimed to raise awareness about AIDS using a variety of Educational methods and operating through a number of channels. Students and teachers were actively involved in its design and implementation. Students' knowledge of and attitudes towards AIDS prevention were investigated before and after the AIDS programme, and compared to a neighbouring school, in which no AIDS Education was conducted. The programme greatly improved student knowledge of HIV transmission and prevention. It increased levels of acceptance of people with AIDS and had a small impact on behavioural intentions. The process of involving the school community in the design of the AIDS Education programme is discussed.

Haribondhu Sarma - One of the best experts on this subject based on the ideXlab platform.

  • impact of teachers training on hiv AIDS Education program among secondary school students in bangladesh a cross sectional survey
    PLOS ONE, 2017
    Co-Authors: Haribondhu Sarma, Mohammad Ashraful Islam, Jahidur Rahman Khan, Kamal Ibne Amin Chowdhury, Rukhsana Gazi
    Abstract:

    Background In 2007, the Government of Bangladesh incorporated a chapter on HIV/AIDS into the national curriculum for an HIV-prevention program for school students. For the efficient dissemination of knowledge, an intervention was designed to train the teachers and equip them to educate on the topic of HIV/AIDS. The present study intended to understand the impact of this intervention by assessing the knowledge, attitudes and behaviours related to HIV/AIDS, among the targeted students. Methods A cross-sectional survey was conducted with the students at randomly selected schools from two adjacent districts. Considering exposure to intervention, one district was assigned for intervention and the other as a control. In total, 1,381 students, aged 13–18 years (or above) were interviewed, 675 from the control areas and 706 from the intervention areas. Univariate and bivariate analyses were performed on the collected data. Results A significantly higher proportion (p<0.001) of students in the intervention areas attended HIV/AIDS classes, demonstrated better knowledge and fewer misconceptions regarding the transmission and prevention of HIV. The same was derived regarding their attitude towards people living with HIV, as a higher proportion (p<0.001) responded positively, compared to the control groups of the study. Additionally, multinomial logistic regression analysis showed that students in intervention area were more likely to have good knowledge on HIV transmission (OR 2.71, 95% CI 1.74–4.22) and prevention (OR 2.15, 95% CI 1.41–3.26) compared to the students in the control areas. Conclusions The training programme needs to be scaled up, since it is likely to have an impact among students; we have witnessed that the interventions particularly helped increase HIV/AIDS knowledge among students and positively change the students’ attitudes towards HIV/AIDS.

  • implementing hiv AIDS Education impact of teachers training on hiv AIDS Education in bangladesh
    Journal of Health Population and Nutrition, 2013
    Co-Authors: Haribondhu Sarma, Elizabeth Oliveras
    Abstract:

    School-based HIV/AIDS Education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS Education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers’ training, the districts were divided into control and intervention areas and the teachers’ ability, skill, and their participation in HIV/AIDS Education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS Education that suggest the need to provide teachers with more support in terms of training and logistics.

Douglas Kirby - One of the best experts on this subject based on the ideXlab platform.

  • sex and hiv AIDS Education in schools
    BMJ, 1995
    Co-Authors: Douglas Kirby
    Abstract:

    As British and American societies have become increasingly concerned about sexual risk-taking behaviour among adolescents, they have increasingly looked towards schools to address and possibly limit such behaviour. Schools are the one institution that young people regularly attend; they are geared towards increasing students' knowledge and improving their skills; and they are especially well fitted to educate young people about subjects such as sexuality, in which different concepts should be taught at different developmental stages. On the other hand, conditions in schools may not be ideal: class time is limited, teachers are often not trained in handling sensitive subjects, and considerable controversy surrounds the teaching of some subjects. What light can be thrown on these issues by the evidence on sex Education in schools? When studies such as the two articles in this week's issue (pp 414, 417)1 2 evaluate the effectiveness of sex Education programmes by measuring their impact on behaviour they apply standards that are not applied to most other school subjects. Most school teaching is evaluated by assessing its impact on knowledge and not on behaviour outside the classroom. Thus when research on sex Education programmes uses outcomes …

  • school based programs to reduce sexual risk behaviors a review of effectiveness
    Public Health Reports, 1994
    Co-Authors: Douglas Kirby, L Short, Janet L Collins, Deborah L Rugg, Lloyd J Kolbe, M Howard, B Miller, F Sonenstein, L S Zabin
    Abstract:

    This review was undertaken in recognition of the mounting public health and social problems associated with adolescent sexual behavior and the importance of basing school-affiliated programs designed to reduce sexual risk-taking behavior on sound research. The authors were commissioned by the Division of Adolescent and School Health within the Centers for Disease Control and Prevention, Public Health Service, to review carefully the research on these programs and to assess their impact on behavior. The authors identified 23 studies of school-based programs that were published in professional journals and measured program impact on behavior. They then summarized the results of those studies, identifying the distinguishing characteristics of effective programs, and citing important research questions to be addressed in the future. Not all sex and AIDS Education programs had significant effects on adolescent sexual risk-taking behavior, but specific programs did delay the initiation of intercourse, reduce the frequency of intercourse, reduce the number of sexual partners, or increase the use of condoms or other contraceptives. These effective programs have the potential to reduce exposure to unintended pregnancy and sexually transmitted disease, including HIV infection. These programs should be replicated widely in U.S. schools. Additional research is needed to improve the effectiveness of programs and to clarify the most important characteristics of effective programs.

  • six school based clinics their reproductive health services and impact on sexual behavior
    Family Planning Perspectives, 1991
    Co-Authors: Douglas Kirby, Cynthia Waszak, Julie Ziegler
    Abstract:

    Summary An evaluation of the reproductive health programs of six diverse school-based clinics measured the impact of the clinics on sexual behavior and contraceptive use. All six clinics served low-income populations; at five of them, the great majority of the students served were black. An analysis of student visits by type of care given found that these clinics were not primarily family planning facilities; rather, they provided reproductive health care as one component of a comprehensive health program. Student survey data collected in the clinic schools and nearby comparison schools (four sites) or collected both before the clinic opened and two years later (two sites) indicated that the clinics neither hastened the onset of sexual activity nor increased its frequency. The clinics had varying effects on contraceptive use. Providing contraceptives on site was not enough to significantly increase their use; in only one of the three sites that did so were students in the clinic school significantly more likely than students in the comparison school to have used birth control during last intercourse. However, condom use rose sharply at one clinic school that had a strong AIDS Education program and was located in a community where AIDS was a salient issue. At another clinic school, where pregnancy prevention was a high priority and staff issued vouchers for contraceptives, the use of condoms and pills was significantly higher than in the comparison school. A third clinic school-which focused on high-risk youth, emphasized pregnancy prevention and dispensed birth control pills-recorded a significantly higher use of pills than its comparison school. Although the data suggest that the clinics probably prevented small numbers of pregnancies at some schools, none of the clinics had a statistically significant effect on school-wide pregnancy rates.

Agatha Lowe - One of the best experts on this subject based on the ideXlab platform.

  • hiv AIDS Education and prevention among african americans a focus on culture
    Aids Education and Prevention, 1992
    Co-Authors: Collins O Airhihenbuwa, Ralph J Diclemente, Gina M Wingood, Agatha Lowe
    Abstract:

    African-Americans have emerged as the "second wave" of the AIDS epidemic. Epidemiologic evidence indicates that African-Americans adults as well as adolescents have a disproportionately higher risk of AIDS and human immunodeficiency virus (HIV) infection. While programs designed to increase self-protective behaviors are urgently needed to avert a further increase in HIV infection among this population, there is little understanding of African-American sociocultural factors that may influence the acceptance of HIV information and the adoption of HIV-preventive behaviors. This paper describes African-American cultural values and mores which may be related to risk-taking behavior. Barriers to the effective dissemination of HIV prevention Education are identified and strategies that may be effective in surmounting these barriers and implementing culturally-appropriate HIV behavioral modification programs are described.

John Kinsman - One of the best experts on this subject based on the ideXlab platform.

  • evaluation of a comprehensive school based AIDS Education programme in rural masaka uganda
    Health Education Research, 2001
    Co-Authors: John Kinsman, Jessica Nakiyingi, A Kamali, Lucy M Carpenter, Maria A Quigley, Robert Pool, James A G Whitworth
    Abstract:

    A 19 activity extracurricular school-based AIDS Education programme lasting 1 year was conducted in rural southwestern Uganda using specially trained teachers, and was evaluated using mutually supportive quantitative and qualitative methods. In total, 1274 students from 20 intervention schools and 803 students from 11 control schools completed questionnaires at baseline, and their classes were followed up. In addition, 93 students from five of the intervention schools participated in 12 focus group discussions. The programme had very little effect--seven of the nine key questionnaire variables showed no significant increase in score after the intervention. Data from the focus group discussions suggest that the programme was incompletely implemented, and that key activities such as condoms and the role-play exercises were covered only very superficially. The main reasons for this were a shortage of classroom time, as well as teachers' fear of controversy and the unfamiliar. We conclude that large-scale comprehensive school-based AIDS Education programmes in sub-Saharan Africa may be more completely implemented if they are fully incorporated into national curricula and examined as part of life-skills Education. This would require teachers to be trained in participatory teaching methods while still at training college.

  • implementation of a comprehensive AIDS Education programme for schools in masaka district uganda
    Aids Care-psychological and Socio-medical Aspects of Aids\ hiv, 1999
    Co-Authors: John Kinsman, S Harrison, Jane F Kengeyakayondo, E Kanyesigye, S Musoke, Jag Whitworth
    Abstract:

    As part of a large IEC (Information, Education and Communication)/STD intervention trial, a 19-lesson, comprehensive school-based AIDS Education programme was implemented and evaluated in 50 primary and 16 secondary schools in 12 parishes of Masaka District, Uganda. A series of three teacher-training and evaluation workshops spread over a year was held in each parish, between which teachers implemented the programme in the classroom. One hundred and forty-eight teachers were trained and about 3,500 students were subsequently exposed to the programme. Both teachers and students responded positively, which suggests that this type of programme has much to offer young people who attend school. However, some problems were encountered: language, programme content, community resistance to teaching about condoms, and several practical issues. Proposed solutions include flexibility with the English language policy, alternative approaches to role play activities, targeting influential individuals with information about the need for young people to learn about safer sex, and a parallel community-based IEC programme to facilitate community acceptance of the need for the programme. In addition, implementation may be incomplete unless comprehensive AIDS Education is fully incorporated into the curriculum, and properly examined. These findings are placed in the context of other life skills/AIDS Education programmes being introduced both in Uganda and elsewhere in Africa.