HIV/AIDS has emerged as the leading cause of death in South Africa, with young people being the most affected. Awareness of HIV/AIDS is quite high, yet prevalence rates have not stabilised and are still climbing. Lack of sexual behavioural change among young people is a major factor which explains why prevalence rates are still on the increase among this population. Sexual behaviour change is influenced by perceptions and attitudes, most notably perceived susceptibility. Information on the psychological factors that affect perceived susceptibility can provide an important base for the development of programmes aimed at reducing further transmission among young people. A survey, using a self-administered, anonymous questionnaire with close-ended questions to collect data, was conducted among Grade 11 learners (n = 318) in Rini, Grahamstown, South Africa. One of the constructs (namely Perceived Susceptibility) in the Health Belief Model informed the data collection. The data generated were first analysed descriptively, providing percentages for responses. Secondly cross-tabulations were calculated. The results showed that knowledge about HIV/AIDS is sufficient, young people receive accurate and non-conflictual messages about sex and HIV/AIDS, they are not discriminatory towards People Living With HIV/AIDS, they have adequate access to healthcare and their perceived susceptibility to HIV/AIDS is high. All these are factors which are favourable and conducive for positive sexual behavioural change. However, the study also found that there was little behaviour change among young people especially regarding regular condom use and decreased sexual activity.

AIDS is a serious South African health problem, with HIV infection in KwaZulu-Natal being at the local epidemic's forefront. Adolescents in this province are at additional risk because of their lifestyles. Information on existing risky behaviour and its psychosocial concomitants can provide an important base for educational interventions aimed at reducing further transmission. This study aims to provide baseline information on knowledge, attitudes and reported behaviour, relating to HIV/AIDS, among adolescents in KwaZulu-Natal. A survey, using an anonymous, self-administered questionnaire with closed-ended questions to collect data, was conducted among standard eight Zulu-speaking students (N = 1511) in five parts of the province. The theoretical framework that informed data collection was drawn from the Health Belief Model and Bandura's Social Cognitive Theory. The data generated were first analysed descriptively, providing percentages for responses to individual items. Secondly, cross-tabulations were calculated for relevant items using three independent biographical variables, namely: Locality (rural/peri-urban), gender and students' reports of sexual activity. The results showed inadequate knowledge concerning HIV/AIDS to provide a foundation for developing healthier attitudes. Although most students acknowledged the disease's severity, few reported feeling personally susceptible, denying the immediacy of the threat. Additionally, cues to action and the perceived benefits of adopting preventive behaviours were not influential. Barriers preventing condom use were not primarily logistical, with personal concerns being the main barriers to change. Furthermore, perceived self-efficacy in preventive behaviours was low. Recommendations regarding areas for future research, as well as considerations which will enhance the effectiveness of risk reducing interventions among similar populations, are provided.

This study explores, through digital storytelling, the experiences of HIV- and AIDS-related stigma of rural community secondary school learners. HIV- and AIDS-related stigma is seen as an impediment to a proficient response to HIV and AIDS in communities, also rural communities, and requires addressing. The rural community in which the research is undertaken is particularly hard hit by HIV and AIDS. Learners’ experiences of HIV- and AIDS related stigma could therefore inform how school and community could engage with HIV- and AIDS-related stigma and how they could address it in a constructive way. The study attempts to respond to two research questions: What can digital storytelling reveal about secondary school learners’ experiences of HIV- and AIDS-related stigma in schools in a rural community? How can digital storytelling enable secondary school learners in school in a rural community to take action to address stigma? This qualitative study is positioned within a critical paradigm, and employs a community-based participatory research strategy. Twelve Grade 8 and 9 male and female learners aged 15 to 18 years, from two secondary schools in rural Vulindlela district of KwaZulu-Natal, South Africa, who experienced, witnessed or heard about HIV- and AIDS-related stigma participated. Digital storytelling, a visual participatory method, was used to generate the data, and this was complemented by group discussion and written pieces completed by the participants in reflection sessions. The thematic analysis of the data made use of participatory analysis: the analysis of the digital stories was done by the participants while the overarching analysis was done by the researcher. This study, located in the field of the Psychology of Education, is informed by the theoretical framework of symbolic interactionism. In terms of the experienced stigma, it was found that living with HIV and AIDS and the related stigma is perceived as a ‘hardship’. The stigma is experienced on many levels: in the family, at school, and from friends and members of the community. It has an impact on the individual on an intrapersonal and interpersonal level. The young person is caught up in a vicious cycle of silent suffering since there are no reliable and trustworthy people with whom he or she can share these challenges. Some so-called traditional beliefs and customs such as not talking about sex, and practices like virginity testing, also fuel HIV- and AIDS-related stigma. The use of derogatory terms and the severe criticism of early sexual debut along with the gossiping which is used to spread the stigmatising statements further complicate the hardship experienced by young people. Digital storytelling was found to not only enable the learners’ voices to be heard but also to enable their taking charge of the stigma and thus create the space for critical participation in this research. The implications for the study are that the pervasive stigma that young people experience should be addressed at every level of the community. The stakeholders such as the families, school, educators, the King (Inkosi) and Chiefs (Indunas) of the area, relevant departments with that of Education taking the lead, must work hand-in-hand with the affected young people. Such collaboration may allow for the identification of the problem, for reflection on it, and also for the addressing of it. HIV- and AIDS-related stigma, while it has changed since the emergence of HIV, still is an issue that many HIV-positive individuals have to contend with. This stigma is, however, contextual and how the individual is stigmatised fits in with the language, meaning and thought that a community constructs around stigma. While digital storytelling enables the uncovering of particular stories of stigma that learners experience in the context of a school in a rural community, the digital storytelling in and of itself enables a change in the language, meaning and thought around stigma in its drawing on the specifics of the stigma as experienced in the community. Also, digital storytelling is about sharing stories about, and experiences of HIV- and AIDS-related stigma and how these stories can be used as part of the solution. If such stories can be told, people can spread them just as gossip is spread, but in this case such spreading would work towards positive social change. I claim that in order to confront the challenges raised by the perpetuation of stigma, efforts must involve the communities and must tap into their own experiences of perpetuating or enduring stigmatisation. Suggestions by the very same people from the community who are at the front line of perpetuating and /or suffering the stigma must be considered. This may also become one way of instantly communicating the research findings back to the community involved in the research. Using digital storytelling can ensure getting self-tailored, contextual, specific views on how HIV- and AIDS-related stigma is experienced but also how it could be addressed.

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In the San Bernardino City Unified School District, Positive Prevention: HIV/STD Prevention Education for California Schools Grades 7-12, Second Edition (Positive Prevention) by Clark & Ridley (2000) is used as the curriculum for ninth grade. In evaluating the curriculum, it is of key importance to first determine if this curriculum is being taught as it was designed, or with fidelity. Fidelity is affected by the comfort, confidence, competence and commitment of the personnel presenting the curriculum.

This study identified factors influencing the practice of HIV prevention behaviours amongst Tanzania youths. Structured interviews with in-school youths (n=222) and out-of school youths (n=150); and focus groups discussions with 25 youths were conducted to collect data. Although the level of HIV/AIDS awareness was 97.6% and 58.5% of the youths had positive attitudes towards HIV prevention, only 50.8% practised at least one mode of HIV prevention. Factors which promoted HIV prevention practices included positive attitudes towards specific preventive behaviours and the individual’s self-efficacy to enact such behaviours. The barriers against the practice of HIV prevention behaviours included the lack of comprehensive knowledge about HIV/AIDS and HIV prevention, socio-economic issues such as unemployment, influx of mobile populations, loss of cultural values, negative social norms, peer pressure, alcohol abuse and the lack of adequate HIV preventive services. / Health Studies / M.A. (Public Health)

The roll-out of Anti-retroviral Therapy in South Africa has enabled perinatally HIV infected children to reach the adolescent phase. It is important to acknowledge that the psycho-social experiences of perinatally HIV infected children differ from other adolescents. This study explored the psychosocial experiences of perinatally HIV infected adolescents residing in Child and Youth Care Centres in Pretoria. Using qualitative interpretive-descriptive methodology, the sample consisted of eight perinatally HIV infected adolescents, two social workers and ten child and youth care workers from two Child and Youth Care Centres. Data was collected using semi-structured in-depth interviews with perinatally HIV positive adolescents and two focus groups were held with child and youth care workers and social workers. The use of these two data collection methods enhanced the reliability and trustworthiness of the data. Using social constructionism as the key conceptual framework, there were four key themes and subthemes that distilled from the interviews and focus groups. The results revealed that perinatally HIV infected adolescents have difficulties discussing their status and that they used blocking as a coping strategy to avoid the subject. Disclosure was difficult for the adolescents as they were acutely aware of stigma and discrimination. With regards to adherence to medication there was lack of self-efficacy as the adolescents relied mostly on Child and Youth care workers and social workers. Finally in both Child and Youth Care centres, lack of on-going disclosure and discussion about HIV hindered the availability of psychosocial support services. This study concludes that child and youth care centres should develop programs which focus on support topics such as sexuality, disclosure and self-esteem. The Department of Social development should implement psychosocial support training specifically for Child and Youth care workers and Social workers working with perinatally HIV positive children. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.

Patriarchal male power is a fundamental issue that explains the reason for gender-based violence (GBV) as well as societies acceptance of it. Social and cultural forces shape behaviour in society. A patriarchal mindset and power relations influence behaviour towards GBV as a means of controlling women in society. These societal norms are reflected in schools, which are supposed to be havens of safety but seem to allow for and perpetuate societal GBV, increasing girls’ risk of being sexually abused at school and making school unsafe sites. Even though extensive intervention and prevention strategies have been legislated and implemented, statistics indicate that the prevalence of GBV and HIV/AIDS have not decreased in adolescents. Policies and strategies are currently still failing to help youth be less vulnerable to GBV. This study worked with adolescents, aiming to place them at the centre of the problem and of the solution, by conducting research in two rural schools in KwaZulu-Natal. The participants were grade 9 learners (adolescents) attending these schools, who were given the opportunity to explore problems regarding GBV experienced in their schools and to find possible solutions that they can implement themselves in order to curb or address GBV in their schools. A qualitative approach was used, working in a critical paradigm, allowing the participants to be a voice of change in a socially destructive situation. A purposive sample of 30 learners (boys and girls) provided information-rich data. The methodology used was participatory video, and learners simulated examples of GBV at school as well as solutions to them. The research process of producing the participatory videos was an intervention in itself. Three themes emerged from the findings, indicating that: girls’ bodies are sites for GBV in unsafe schools; men who are stereotypically seen as the protectors of society are in fact the perpetrators of GBV through low-level sexual harassment, intimate partner violence and educator sexual misconduct; and learners have a sound understanding of how to address GBV in school and show agency by clearly indicating their disapproval, reporting misconduct, speaking out about the problem in assembly and forming support groups to provide invaluable assistance to each other. This has implications for dealing with learners’ safety at school, and recommendations are made regarding learners’ safety. These include involving the whole community, and endorsing a “safe school” plan with effective school policies and adequate safety and security measures to protect learners (and, more specifically, girls). In order to address patriarchy, recommendations include supportive educator involvement, guidelines for educator misconduct, school counsellor involvement, appropriate sex education and workshops on appropriate male behaviour. Although learners had a sound understanding of what can be done to address GBV in school, it is also recommended that parents, police and health care providers become more involved and that educational programmes, such as peer education, are incorporated. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This descriptive survey was carried out to gather information that could be used to assist in the development of an HIV/AIDS educational program as a way to promote adolescents' health and prevent diseases in the United Arab Emirates. The study examines the knowledge, attitudes, beliefs and sources of information of high school students in Sharjah city regarding HIV/AIDS. Anonymous questionnaire with five sections: demographics, HIV/AIDS knowledge, sources of information, attitudes and beliefs was administered to 12th grade high school students from four schools in Sharjah. Analysis of findings showed that 87 percent of students knew that AIDS affects the body's immune system and 68 .5 percent knew that it is not inherited .The majority of students were aware of relationship between drug abuse and HIV/AIDS. However, students lacked information in some areas as HIV/AIDS transmission routes. There was generally a negative attitude towards HIV/AIDS infected people. This was shown in students' responses to some statements that AIDS was "a punishment for those infected for their immoral acts". Moreover, students expressed unwillingness to live with HIV/AIDS infected people. Students were positive in applying prevention, facilitating proper treatment for the diseased and believed that HIV/AIDS education in schools is a necessity. Their HIV/AIDS sources of information were mainly from written materials (journals, newspapers and books). It was concluded that, generally, students in this study had a good knowledge, and some positive attitudes about AIDS. However, the concerns they expressed in relation to their fears of sharing, or living with HIV/AIDS infected individuals, and some of their beliefs, need to be addressed more in the education prevention programs. Students need to be more knowledgeable about HIV/AIDS prevention. They indicated desires for more knowledge, especially as they become aware of the increasing risk of HIV/AIDS among adolescents in the Emirates. / Thesis (M.Cur.)-University of Natal, Durban, 2002

This study is a qualitative ethnographic investigation of how teenagers in Kampala, Uganda, who read the HIV/AIDS publication aimed at adolescents, Straight Talk, negotiate HIV/AIDS messages. It seeks to establish to what extent these secondary school teenagers accept the key messages (known as ABC; Abstain, Be faithful or use a Condom) and understand the factual aspects of the messages about HIV/AIDS, its process of transmission and prevention. It also seeks to probe how the lived realities of the teenagers affect their particular negotiations of the HIV/AIDS messages. It includes a focus on how proximity to HIV/AIDS, gender and family economic disposition might affect teenagers, negotiation of the HIV/AIDS meanings. To investigate the respondents’ reception of HIV/AIDS messages, the study employed focus groups that consisted of two stages, namely the ‘news game’ and group discussions. In the ‘news game’ stage (Philo, 1990; Kitzinger, 1993) the teenage participants were required to produce a version of a one-page copy of an HIV/AIDS newspaper targeting teenagers. In the second stage of the focus group a structured discussion probed the teenagers’ negotiation of the HIV/AIDS media messages. In the news game, the teenagers on the whole reproduced the key Straight Talk HIV/AIDS messages ‘Abstain, Be faithful or use a Condom’ and also images showing the effects of HIV/AIDS but featured fewer images depicting the factual aspects of HIV/AIDS process of transmission and risky behaviour. In the structured discussion that followed the news game, it was evident that not all the teenagers necessarily believed the messages they produced. In spite of producing the ABC Straight Talk messages, some of them were uncertain and confused about the absolute safety of the condom because of fears that they were either porous, expired or would interfere with sexual pleasure. Secondly, though many of the teenagers in the study reproduced images that showed that they consider marriage as desirable and talked about their desire to abstain from sex till marriage, a considerable number think abstinence is not achievable due to competing values. Thirdly, the participant teenagers could differentiate between HIV and AIDS but many did not realise that with the advent of anti-retroviral drugs even people who have AIDS can look normal. In spite of repeating the Straight Talk message that “no one was safe” and being aware of the risky behaviour that their fellow teenagers get involved in, the teenagers seemed to think that their age cohort is safe from HIV and it is the adults who are likely to infect them. The study findings further indicate that the teenagers’ lived experience at times influence their negotiation of HIV/AIDS media messages. This was probed in terms of economic standing, gender and proximity to HIV/AIDS. In relation to gender one surprising discovery was that certain girls in the study feared getting pregnant more than getting HIV/AIDS. The study finally suggests that these findings are of significance for designing future media initiatives in relation to HIV/AIDS.