Magister Scientiae (Physiotherapy) - MSc(Physio) / Physiotherapists are increasingly treating peole living with HIV/AIDS. However, there is little information which has been reported on their attitudes in providing treatment to people with HIV/AIDS or what facilitates positive attitudes. The aim of this study was to determine attitudes of physiotherapists towards treating people living with HIV/AIDS in Botswana. / South Africa

The HIV and AIDS crisis can be presented as a socio-ecological issue, with an ever-increasing impact on both human beings and the environment. Teaching about socio-ecological issues and the consideration of individual capabilities has become crucial within HIV and AIDS education programmes. Issues of deforestation, land degradation and other environmental problems have worsened since the advent of HIV and AIDS, especially in developing countries. The My Future is My Choice (MFMC) programme has been identified as an important HIV and AIDS education initiative that caters for young people in Namibian secondary schools (Grades 8-12). One of the themes within the programme (Facing HIV and AIDS) is highlighted in this study. This study was constituted as a case study of one school in rural Omuthiya, in the Oshikoto region. The study investigated the opportunities for the integration of a focus on socio-ecological issues and risks, within the MFMC education programme. The study also investigated the way in which the program develops learners‟ capabilities to respond to HIV and AIDS related socio-ecological issues and risks/vulnerabilities. The study also presents the constraints and enabling factors influencing the implementation of the programme. This study used a qualitative, interpretive case study methodology. The research methods included the analysis of eight documents and nineteen semi-structured interviews, with the Programme Coordinator, the Programme Facilitator, the School Principal and with the programme participants. The analysis also included two focus group discussions with a group of learners; and two classroom observations; and the learners' submissions (reflection sheets). Convenience sampling was used, and ethical issues were taken into consideration throughout the study. The study revealed the following as key findings:  The aims and objectives of the HIV and AIDS education programme can enhance and constrain the development of capabilities, as well as opportunities and challenges for the integration of a focus on socio-environmental issues and risks as additional learning content.  Teaching and learning methods that are participatory and rooted within the learner centered approach can make the integration of HIV and AIDS inherent socio-environmental issues and risks into the MFMC education programme possible.  The values and beliefs inherent within the MFMC education programme stand as opportunities for the successful development of capabilities in the education programme. The study concluded by recommending that capabilities within the MFMC programme be developed through teaching learners about their rights, respect for human dignity, and the right to health and to living the life free from discriminatory practices, as a moral entitlement of each and every individual. While teaching learners about their right to health and the importance of healthy diets, this study found that the programme could include learning about food production and handling practices for the benefit of those living with HIV and AIDS, while caring for the environment. Another recommendation was that future research should consider actively involving young people in decision-making with regard to the programme, as this will allow them to choose and decide on what knowledge and skills they need and want to acquire. The study further explained that this will promote the programme participants‟ sense of agency, and their freedom to choose what they value being and doing as an important element in enhancing learner capabilities. Ultimately, this will also enable the learners to acquire the necessary skills and knowledge they need in order to respond to the socio-ecological problems they face in their communities.

Against the backdrop of the growing problem of AIDS orphans in South Africa and greater sub-Saharan Africa, this qualitative enquiry examines the lives of three South African orphaned children living with HIV / AIDS in a children's home in Cape Town. It aims to generate rich, child-centred descriptions of some of the significant experiences of the children's lives. Drawings, dialogue and narrative were employed to generate the primary data. This was supplemented by collateral interviews and other relevant records, e.g. medical and biographical. Existential-phenomenological theory informed the approach to data collection and analysis. Each child produced a series often to twelve impromptu drawings over a period often weeks. These drawings and transcripts of the children's verbal descriptions of their drawings were extensively analysed. Significant themes for each participant as well as themes common to all three were identified. Some of the central themes emerging include loss, abandonment, death, disease awareness and coping. The children's ability to develop adaptive coping mechanisms and resilience in the face of traumatic loss and terminal illness was a particularly outstanding feature of the findings. Recommendations are made regarding future research to address the lack of qualitative, child-focused investigations as well as appropriate interventions for addressing the psychosocial needs of orphaned children living with HIV/AIDS.

This study focuses on Indian secondary school youths’ understanding of sexual violence in their community in the age of HIV and AIDS, and the contribution that participatory video can make to address sexual violence. South Africa, apart from having the highest HIV prevalence in the world, also has the highest incidence of sexual violence. South African society often appears complacent about the high levels of sexual violence. In the Indian community, especially among the youth, sexual violence is also cause for concern. Much effort and energy has been expended in educating learners about sexual violence and HIV and AIDS with the objective of raising awareness of the dangers of engaging in risky sexual behaviour, and ultimately to empower and influence positive behaviour change. Because HIV prevalence in the Indian population is on the rise, Indian youth’s particular vulnerability is the reason for focusing on how they understand sexual violence in the age of AIDS. Besides the paucity of research on Indian youth and sexual violence, the methodologies which have been used produced research which is descriptive in nature and hence a methodological shift from traditional methodologies to a participatory visual methodology which has the potential for critically engaging the Indian youth on the issues of sexual violence, could contribute to research which has a social change focus. This qualitative research therefore uses a visual participatory methodology within a critical research paradigm, to explore and contribute to addressing the problem of sexual violence in the age of HIV and AIDS. The participants in the study, a sample of 20 Indian learners (10 boys and 10 girls), from a secondary school in Durban which has predominantly Indian learners, was purposively selected from Grade 11 classes. Participatory video enabled them to voice how they understand sexual violence and in doing so move towards reflecting on their own agency. The theory of triadic influence with its three streams, i.e. cultural attitudinal, social normative and intrapersonal, was used to make meaning of the findings. It also provided a frame for a fourth path, namely the preventive intervene. While participatory video enabled exploring Indian youths’ understanding of sexual violence in their community in the age of AIDS, it at the same time enabled them to reflect on, and perhaps begin to disrupt their understanding of the cultural attitudinal, social normative and the intrapersonal influences and how these influence their thinking about sexual violence. Two a priori themes were established prior to the analysis, to respond to how Indian youths understand sexual violence in the age of AIDS, and how participatory video can address sexual violence. The findings suggest that their understanding of sexual violence stems from a culture of concealment in which veiling sexual violence is the norm; that the vulnerability of youth increases as the experience of pressure from peers to engage in sexual violence increases; and that sexual violence is traumatising. The use of participatory video increased the youths’ reflexivity and created a space for them to explore how to take action. The findings imply that addressing sexual violence with Indian youth should begin with interrogating the cultural norms of masculinities and femininities, and the cultural practices rooted in traditional structures of the family and community which perpetuate gender disparities and the restriction of the autonomy of women and girls. Addressing issues of vulnerability and sexual violence should be the focus of all school and community interventions to ensure learners’ well-being and ability to resist negative peer pressure. These interventions should encourage self-reflection and raise social awareness through active participation and in so doing bring about social change in the Indian community. Vigorous participatory interventions which draw on the voices of the Indian youth as agents of social change in addressing sexual violence in the age of HIV and AIDS, is therefore urgent. The significance of this study as research as intervention is useful in enabling the exploration - with the Indian youth - of how cultural and religious norms, gender disparity, Indian masculinities and femininities, and social peer pressure feed into youth’s understanding of sexual violence and at the same time getting them to begin rethinking, challenging and disrupting these understandings where necessary. The study demonstrates that engaging youth affords them an opportunity to draw from their own experiences and through their own voices and actions create knowledge through participatory video, thereby making a contribution to visual methodologies and research around sexual violence and HIV and AIDS in their world.

Human Immuno Virus (HIV) and Acquired Immuno Deficiency Syndrome (AIDS) have formed part of the South African landscape since the first report in 19831and today South Africa is reported to be the country with the highest number of people living with HIV/AIDS in the World2. This state of affairs, in combination with South Africa’s high sexual crime rate resulted in a general public out-cry with calls for the government and the legislature to enact laws to stem the spread of HIV/AIDS3. Government and the legislature finally responded by way of promulgating the criminal law (sexual Offences and related matters) Amendment Act4 (hereinafter the sexual Offences Act). The Sexual Offences Act inter alia provides for the compulsory testing of alleged offenders of sexual crimes5 This treatise will show that chapter five of the sexual Offences Act, indirectly criminalises HIV/AIDS, and that this is not desirable. It will be submitted that the criminalisation of HIV is against the stated UNAIDS policy 6 It is finally submitted in this treatise that South Africa should repeal all provisions in its law that directly or indirectly criminalises HIV/AIDS transmission and instead follow both and is a deterrent to public health methods of curbing the epidemic, while at the same time exacerbates the spread of the epidemic by forcing people who are HIV positive not to openly come out. It will be argued in the use of criminal law against the transmission of HIV creates stigma and is also an attack on individual human rights. The study will also show that the supposed marginalised persons, such as women and children are not protected by the use of criminal law in the prevention of HIV transmission, contrary to the arguments of the proponents of those who support the use of criminal law. The study will show that far from protecting these marginalised groups of people, criminalisation of HIV transmission, does in fact hurt them the UNAIDS policy and the South African development corporation (SADC) Model Law on HIV and AIDS.

This study explores secondary school children’s constructions of care and support provided for ‘vulnerable’ schoolchildren in the age of HIV and AIDS. The study attempts to respond to the following two research questions: What are secondary school children’s constructions of care and support in a rural school context in the age of HIV and AIDS? How can the use of participatory arts-based research enable agency in the lives of ‘vulnerable’ secondary school children in a rural school context in the age of HIV and AIDS? The provision of care and support for ‘vulnerable’ school children is of key concern in South African schools since the number of ‘vulnerable’ children is rising because of the increase in the prevalence of HIV and AIDS, which renders many school children ‘vulnerable’. Schools are mandated by departmental policy to provide care and support to ‘vulnerable’ school children, but they are challenged in their implementation of this policy, which leaves ‘vulnerable’ school children inadequately cared for and supported. The input from school children is often not drawn upon, and this hampers the effectiveness of the provision of care and support. This qualitative study is positioned within a critical paradigm, and employs a participatory arts-based research methodology in its intention to take an approach based on the notion of research as intervention. Twenty Grade 11 male and female school children aged 16 to 21, from two secondary schools in the rural Vulindlela district in KwaZulu-Natal, were purposively selected, using inclusion criteria. The Life Orientation teachers assisted in identifying participants from the school register of ‘vulnerable’ schoolchildren. This did not mean that they were living with HIV or AIDS, but that they were ‘vulnerable’, and at risk of dropping out of school. The study made use of a multimodal approach of data generation with the school children, in which several visual methods, such as drawing, photovoice, and collage, as well as reflective free writing, were used in a participatory way as modes of inquiry, representation, and dissemination. The ethics of research with ‘vulnerable’ school children made the dictum, “do the most good” through the research important, and hence the use of the strategy of research as intervention. The data analysis involved two levels – that of the school children’s own analysis of their visual artifacts, and my overarching thematic analysis, using Tesch’s (1990) open coding. Informed by the theoretical frameworks of Bronfenbrenner’s (1979) bio-ecological systems theory and Giddens’s (1984) structuration theory, the findings show that care and support in schools is constructed as a reciprocal relationship, and they point to the importance of school children’s own agency in the provision of care and support. The findings show that school children construct themselves as both visible and invisible in relation to care and support in school, in that they receive care and support but are overlooked in terms of being able to offer input on how care and support should be provided. Furthermore, the findings indicate that school children perceive the school to be an environment that enables but also constrains the provision of care and support: the infrastructure, the safety and security, and the instructional spaces in the school do provide the basics for care and support, but the overt and covert discrimination by school children and teachers, the challenge of putting policies into practice, and the overall fragmented provision of care and support in the school are constraining. Another emerging finding from this study is that secondary school children construct themselves as being included in the strengthening of care and support in rural schools. The use of visual arts-based methods enabled the exploration of how ‘vulnerable’ school children construct care and support in a rural school; the findings also indicated how the use of visual arts-based research contributed to making a difference in the lives of ‘vulnerable’ school children: it was a joyful experience; it leveraged multiple literacies; it contributed to cooperation, collaboration, and collective construction of knowledge; and, in encouraging thought about the issue, it raised critical awareness of, and solutions to, providing care and support in the school. The findings also pointed out how the visual artifacts could be disseminated in the school, and how this could influence the well-being of the community. The findings have implications for how schools provide care and support for ‘vulnerable’ school children. The findings could be engaged with by schools and the Department of Basic Education as a tool to accomplish strengthening the provision of care and support in rural schools, so that care and support are socially and culturally embedded, and to inform policy making through an approach that can be described as being from the ground up.

M. Tech. / Since year zero of the HIV/AIDS pandemic, homosexuality has been linked to HIV/AIDS (Hooper; 2000). HIV positive homosexual individuals, therefore, are exposed to double stigmatisation; that of being homosexual and of being infected with HIV/AIDS. Taking into account the link between psyche, neural and immunological function, the above statement directly impacts the pathophysiology and prognosis of HIV/AIDS (Forrest and Kanbus; 2004) (De Kooker; 2002). This study examines the psychological and emotional states of the subjects, which are influenced, not only by their disease state but also by social stigmatisation. The aim of the study is to obtain a comprehensive homoeopathic symptom picture of HIV positive homosexual males within a South African context, compare this to existing homoeopathic symptom pictures, discuss HIV/AIDS in terms of miasmatic theory and consider possible homoeopathic treatment options for HIV/AIDS. This is a qualitative pilot study. Fourteen HIV positive homosexual males, of varying race, were recruited through Caritas Care and interviewed in Gauteng. The participants were between the ages of twenty and fifty and in stage one to three of HIV infection. Six of the participants were on antiretroviral therapy, eight not. The participants were interviewed using set questionnaires and underwent a physical examination. The interview transcripts were analysed and compared to each other then commonalities extracted to obtain a composite symptom picture. The composite symptom picture was compared to existing genus epidemicus symptom pictures and existing nosode proving pictures. The composite symptom picture was analysed using Cara Pro computerized repertorisation to determine possible treatment options. This computer programme affords the user access to multiple repertories simultaneously for rubric selection, and then analyses the case allowing for the use of different strategies. The composite symptom picture was also analysed in terms of miasmatic characteristics. The study concludes that the composite symptom picture partially matches existing HIV/AIDS genus epidemicus symptom pictures and nosode proving pictures. The composite symptom picture exhibits prominent themes of mental and emotional restlessness, generalized weakness, rebelliousness, desire for control and a desire for warmth. Possible treatment options are indicated. The include the remedies Sepia, Apis mellifica, Bryonia alba, Iodium and Natrum carbonicum but particularly of the Flouratum mineral group remedies such as Calcarea fluorica and Acidum flouricum. The study indicates that HIV/AIDS is emerging as a new miasm exhibiting characteristics of the Sycotic and Tuberculinic miasms. / Dr. L. Solomon Dr. T. Blake

The topic of the study is The Impact of HIV/AIDS and STIs in Secondary Schools in the Limpopo Province. The impact of HIV/AIDS and STDs on educators and learners in secondary schools is problematic. These epidemics are associated with an increase in absenteeism, requests for time off, emotional problems, changes in attitudes, overload on the side of teachers, unexpected deaths, increasing demands being made on medical aid schemes, as well as disability and malfunctioning of people and structures. The standard of education is deteriorating because of these diseases. Similarly, there is the need for managing the effects of these epidemics. This study employs participatory action research. The quantitative method is utilized in the study. The questionnaire is used as an instrument of measurement. The most important findings are as follows: • There is an increase in absenteeism for both learners and educators. • Learners’ performance is deteriorating. • Participation of learners in sport and extra-mural activities is decreasing. • Teachers’ productivity is deteriorating. • Depression is taking its toll both among learners and educators. • There is a high rate of dropouts. / Dr. M.C. van Loggerenberg

M.Cur. / The researcher's occupation as medical services manager at a packaging company regularly brings her into contact with the occupational health nurses employed at the factories. She has become aware that the occupational health nurses often become involved in ethical dilemmas with regards to the handling of HIV -positive people at the workplace in that the interests of the HIV -positive conflict with the interests of the employer. The occupational health nurse finds him/herself acting as intermediary and advocate between the two parties, namely the employer and the HIV -positive person. In spite of the provision of legal norms and ethical standards to regulate the interests of the HN -positive person in the workplace, no guidelines exist as to how these norms and standards should be operasionalised during interaction between the HIV -positive person, the occupational health nurse and the employer. The occupational health nurse is therefore uncertain how to act professionally within laid-down ethical standards with the HIV -positive person at the workplace. The purpose of this study is to describe guidelines and criteria for the operasionalisation of ethical standards for the occupational health nurse regarding the HIV -positive person in the workplace. This objective is obtained through the following aims: • Researching and describing literature with specific reference to current legal and ethical frameworks within the occupational health context regarding interaction with the HNpositive person in the workplace in order to formulate these ethical standards; • Researching and describing problems and solutions for the following target groups regarding the ethical aspects regarding the HN -positive person in the workplace: Occupational health nurses The HN -positive person in the workplace. The design of the research is qualitative, explorative and descriptive. The research was carried out by studying the occupational health nurses and HN -positive people employed by the packaging company countrywide. The occupational health nurses who were involved were obtained from a purposive test sample. The HN -positive people were chosen by making use of a quota test sample. Data obtained from the occupational health nurses was gathered by means of a workshop, and the data from the HN -positive people was obtained through personal interviews. The results of the research identified certain problems and solutions which were experienced by both target groups. These problems and solutions are divided into four sub-categories to illustrate how individual, organisational, health and family-systems are influenced. In order to assist the occupational health nurses to ethically handle the HIV -positive person in the workplace, guidelines and criteria were drawn up for the operasionalisation of the ethical standards. Additional research themes were identified through the study, the goal being to further improve the ethical handling of the HIV-positive person in the workplace, and to give better support to the HIV positive person.

Magister Philosophiae - MPhil / The aim of this study was to establish a new understanding of the epidemiology of HIV/AIDS at the municipal level, but at the same time upholding the anonymity of the HIV infected and AIDS sufferers. Innovative research techniques such as the use of GIS (geographic information systems) as a research tool contributed to disclosing the patterns of the HIV pandemic in the Nelson Mandela Metropole that were not obvious or visible before. GIS involved geographic maps that detect the spatial relationship between HIV prevalence rates and vectors that drive the pandemic. / South Africa