A dissertation submitted in partial fulfilment of the requirements for the degree of Masters of Arts in the Department of Psychology at the University of Zululand, South Africa, 1994. / AIDS is a major world wide problem with, the incidence and prevalence of the disease increasing at an alarming rate, affecting people regardless of their economic status, educational level, ethnicity, age, occupation or gender. Although initially perceived as affecting deviant subgroups in communities such as prostitutes, the fastest growing population in the AIDS epidemic especially in Africa consist of heterosexual men and women. In Africa the incidence represents over half the reported number of AIDS cases in the world.Almost all African countries are developing countries, which will make it very difficult for these countries to afford any future vaccine developed against AIDS. Thus AIDS education will continue to play a major role in the prevention of HIV-infection and AIDS. In South Africa the majority of people belong in poorer communities where violence, poverty, lack of education and unemployment are perceived as being relatively more problematic in etiology and prevention than AIDS. Most AIDS prevention programmes in South Africa have been relatively ineffective and simplistic in approach and methodology. The programmes that are needed are those that go beyond provision of knowledge, motivate and empower people to change risk behaviour and are designed to be self-supportive/ sustaining and effective. An educational psychological experiment was conducted to investigate the effect of learning through teaching about AIDS prevention. A pre-and post-test group method was used within a nested experimental design.Subjects were randomly divided into three groups. Group 1 experienced both passive and active learning, group 2 experienced only active learning and group 3 experienced only passive learning.. Scales which assessed subj ects' knowledge of AIDS, sexual attitudes and AIDS prevention practices were administered. The data- obtained on all variables were analyzed by means of simple one way and repeated measures analyses of variance ( ANOVA ) for nested experimental design followed by Tukey's HSD statistic for multiple comparisons. Pre-treatment base-line data indicated that the sample was relatively knowledgeable about AIDS. The results indicated that passive and active learning combined was better than either active or passive learning alone. This dissertation also revealed that it is practically feasible to implement this programme in any organization which includes educational systems. Ideally everyone should be equipped with enough information to educate others about HIV-infection and AIDS. It is neither possible nor desirable to leave all AIDS awareness and support initiatives to experts and professionals. Everyone needs to be actively involved in AIDS education.

A dissertation submitted to the Faculty of Education in fulfilment requirement for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2001. / This study investigated the attitudes of teachers towards sexuality "and HIV/AIDS education in Mthatha schools. The objectives were threefold. First, the study intended to determine the attitudes of educators towards the inclusion of sexuality education. Second, it investigated whether the attitude of educators has an impact on their teaching of sexuality education. Third, it wanted to determine if there are gender-related differences in the attitudes of educators towards the inclusion of sexuality education in the curriculum. A purposive sampling method was used and 56 (27 female and 29 male) Mthatha teachers were selected. Permission to conduct the research was requested and obtained from the District Director of the Department of Education in Mthatha. A questionnaire was used to collect data. It was delivered to the targeted respondents together with a request and short briefing about the study. The researcher also provided them with information to ensure that ethical guidelines were followed. The questionnaires were collected after a week for some and two weeks for others. With the help of a statistician the analysis was made. The cases showed mixed feelings and inconsistencies on certain issues, but were generally supportive of the idea of teaching sexuality and related aspects in schools. That is, teachers held positive attitudes. However, while females seemed to have assumed that good courses would be delivered when introduced, men provided a critique based on past experience. The males were concerned that past development programmes did not live up to expectations, they were ineffective but expensive, and did not contain the relevant topics. They suggested that any HIV and AIDS and sexuality education programmes developed should be conducted with more purpose and should be effective.

The HIV/AIDS epidemic remains a large threat for developing countries, es- pecially for Sub-Saharan Africa. To be able to fight the epidemic, we need to understand the socio-economic drivers of it to distinguish the groups of people at the highest risk of the HIV. We performed an econometric analysis using logistic regression dealing with the relationship between education and several HIV connected factors - HIV status, HIV knowledge and sexual behavior - based on a large sample from 21 Sub-Saharan African countries from Demographic and Health Survey data collection from years 2008-2014. The education ap- pears to be non-lineary correlated with the HIV status as people with primary and secondary education are at the highest risk of being HIV positive. These results can be nevertheless influenced by e.g. survivorship bias as the education appears to have a positive effect on both HIV knowledge and protective sexual behavior. It is thus advised to promote education in the Sub-Saharan Africa. At the same time, it is needed to target the help primary to the groups at the highest risk of being HIV positive to prevent further spread of HIV and to help families of the HIV positive individuals. Moreover, we found that there is no significant difference in the correlation between education and HIV status between...

A dissertation submitted to the Faculty of Education in fulfilment requirement for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2005. / The aim of the study was to conduct a formative investigation into the effectiveness of "Wildfire" as a preventative intervention for HIV/AIDS. "Wildfire" is an experiential activity-based psycho-educational workshop/game that guides participants through the process of 'exposure' to HIV/AIDS, voluntary counseling and testing (VCT). It stimulates discussions and active reflections while imparting knowledge and information that goes beyond preventative awareness campaigns. The target population was Grade 9 learners. A representative sample of rural and township school contexts in the East London area of the Eastern Cape constituted the sites for intervention. The schools selected constituted a convenience sample and learner participation was voluntary, depending on parental permission. A total of 104 learners participated, 95 in the "Wildfire" intervention and 9 in the control group. The methodology applied included a pre- and post-test questionnaire, behavioural observations and verbal responses during the intervention, as well as focus-group notes arising from the debriefing after "Wildfire". The findings indicated that "Wildfire" was an effective and powerful psycho-educational tool for mediating an in-depth understanding of issues around HIV/AIDS and personal vulnerability for adolescents. The triangulation of methods provided evidence that the intended learnings of "Wildfire" were internalized to both group and individual levels. Furthermore, these points of planned learning were sustained over time. "Wildfire" provided psycho-social, emotional and cognitive 'maps' for individuals about how quickly HIV/AIDS can be spread, how to manage 'exposure* and how to treat those infected with the virus. The study was situated within practices of primary health care and prevention of HIV/AIDS. Its relevance to answering research needs and corroborating current research findings has been discussed. The utility of the study for practical purposes, was that it informed the current and future practices of an NGO and provided information for the Education Department which could enrich the effectiveness of its current HIV/AIDS education in a cost-effective way.

AIDS education for adolescents has become a major concern. Not only are adolescents one of the fastest growing groups of individuals becoming infected with HIV, they are also one of the most challenging groups to reach with this vitally important information. Although previous studies have found that the content of an AIDS educational curriculum is important, they also show that teachers' presentation styles have a significant impact upon the effectiveness of lessons about AIDS. This study of twelve health and physical education teachers teaching about AIDS, looked at how their perceptions and attitudes about the task at hand influenced their teaching strategies. The study found that these twelve teachers had a variety of concerns about their roles as AIDS educators, and that their concerns impacted their level of commitment to teaching about AIDS. Through classroom observations and in-depth interviews, three distinct categorizations of commitment by the teachers were found: teachers who were "enthusiastically committed", teachers who were "unenthusiastically committed" and teachers who were "uncommitted". / Thesis / Master of Arts (MA)

This thesis presents the findings of a small-scale, qualitative study of attitudes toward AIDS and AIDS education campaigns in the village of Sota in central Benin. Through a language ideology framework, this study reviews the overlap and disparity between AIDS discourse and other systems of meaning in Sota, particularly rumors and religious beliefs. The portrait that emerges from this analysis of the social construction of AIDS by multiple discourses suggests that the impact of AIDS education may be limited only in part because the intended recipients fail to understand the information being provided. More importantly, the context and underlying assumptions of educational presentations about HIV/AIDS are not formulated in ways that are compatible with, or directly meaningful to, lived experience.

Submitted in partial fullfillment of the requirements of a Masters degree in Clinical Psychology University of Zululand, 2003. / Research shows that prevention campaigns have been successful in raising awareness about AIDS and even in teaching people how to protect themselves, i.e. "Abstain, Be Faithful, Condomise" where they have failed dismally is in convincing people especially the youth of today as to how to apply it. The aim of the study was to investigate qualitatively the sexual practices of adolescents in relation to sexually transmitted diseases and acquired immuno-deficiency syndrome. The study investigated the determinants of condom using behaviour amongst school going adolescents, in the Durban and Verulam metropolitan region of Kwa-Zulu Natal. The motivation for the study was contexualised within the preventative health model which views the consistent and correct use of condoms as a primary strategy in preventing the spread of STD's and HIV/AIDS. In South Africa the health promotion campaigns focusing on safe sex practices and condom use have met with limited success as evidenced in this study. The sexual behaviour of adolescents is a key factor in influencing HIV transmission and sexually transmitted diseases. The reason for this behaviour is that most youths are inconsistent condom users and those who become sexually active at an early stage, run a greater risk to being exposed to HIV and STD's, both because of multiple partners and increased episodes of unprotected sex. The results indicate that on a very superficial level, South African adolescents possess good knowledge about transmission and prevention. The reason for this is that in order to produce behavioural changes, education programmes on sex and AIDS should include cognitive and behavioural skills training, addressing interpersonal problem solving, planning and assertive communication. Furthermore the under-resourced health sector, inaccessible health facilities, poor education and preventative measures do not empower the youth to make health choices responsibly It is envisaged that the recommendations from the research would ensure that existing health facilities are accessible to the youth today. Family planning clinics which are decentralised and offer a youth day programme in respect of sexuality education and proper use of contraceptives and condoms, ensuring full confidentiality. It is further hoped that this research would show that prevention and education messages are more effectively conveyed to the youth in South Africa, emphasising cognitive and behavioural skills training, with the co-operation and co-ordinated efforts of all departments and non governmental organisation, as well as by those infected themselves.

Thesis (MDram)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: HIV/AIDS has escalated into a global health pandemic. Africa has emerged as the most severely affected continent with more than half of the world’s HIV infected population residing in Sub-Saharan Africa. Consequently various awareness campaigns have been launched in attempts to stifle the rapid spread of the pandemic. Much emphasis has been placed on communication as effective strategy specifically when it has a participatory and community-based approach which offers education through alternative ways of responding to HIV/AIDS in order to reach and involve the individual target audience. The value of entertainment as an effective intervention tool through which to inform and educate is of major importance. Theatre is widely implemented as a tool when attempting problem solving and group and/or individual behaviour-change. Lucky, the Hero! an HIV/AIDS Educational Theatre intervention initiative was launched by The Africa Centre for HIV/AIDS Management after research established that alarmingly low levels of HIV/AIDS knowledge existed amongst the predominantly Afrikaans speaking farm workers communities of the Western Cape region as media campaigns had not successfully reached them due to geographical isolation and illiteracy. Theoretical guidelines for the development process and implementation of Lucky, the Hero! are provided: how it came about; its content and messages; and the intricacies of how the show was rolled out to audiences. The specific results and findings of such an Educational Theatre intervention campaign in the Breede River Valley during September 2007 are discussed, as well as how successful the practical implementation of the intervention has been in terms of its theoretical base and initial purpose. Lucky, the Hero! was found to be overall successful in achieving its aims and proved to be entertaining and educational. It improved general knowledge of HIV infection amongst participants and motivated intentions towards positive behaviour change. Over 2000 participants were also tested during the 14-day intervention. Theatre as intervention tool proved to be effective in this specific instance as most participants agreed that educational theatre was an appropriate method to positively influence HIV/AIDS related behaviour in the community. They also expressed the wish to see the performance again and said they would encourage others to see it. Although the evaluation methods served their purpose in proving that theatre was an effective tool in HIV/AIDS education and provided basic information and results about HIV/AIDS and the intervention strategy method and campaign, a multi-integrated approach needs to be considered. The latter should include follow up interventions focusing on ongoing HIV/AIDS education and training in order to achieve feasible and sustainable long term results. / AFRIKAANSE OPSOMMING: MIV/VIGS het in ’n globale pandemie ontwikkel met Afrika die kontinent wat die ergste geraak word. Meer as die helfte van die wêreld se bevolking wat die MIV-virus het, bevind hulle in sub-Sahara Afrika. Gevolglik is verskeie bewusmakingsveldtogte van stapel laat loop in ’n poging om die snelle verspreiding van die pandemie te probeer stuit. Kommunikasie as doeltreffende strategie geniet veral aansien, spesifiek wanneer ’n interaktiewe, gemeenskapsgebaseerde aanslag gevolg word om so individuele teikengroepe op te voed en deur middel van alternatiewe MIV/VIGS aksie te betrek. Heelwat klem word geplaas op die waarde van vermaaklikheid as doeltreffende intervensiemeganisme met die doel om in te lig en op te voed. Die teater word wyd as meganisme geïmplementeer ten opsigte van probleemoplossing en die verandering van groeps- en/of individuele gedrag. Lucky, the Hero!, ’n MIV/VIGS Opvoedkundige Teaterintervensie-inisiatief, is deur die Afrika Instituut vir MIV/VIGS Bestuur van stapel laat loop nadat navorsing daarop gedui het dat die kennisvlakke van plaaswerkersgemeenskappe in Wes-Kaapland oor dié pandemie ontstellend laag is. Weens geografiese isolasie en ongeletterdheid het veldtogte in die media oor MIV/VIGS bitter min impak op dié gemeenskappe gemaak. In die hoofstukke wat volg, word teoretiese riglyne vir die ontwikkelingsproses en toepassing van Lucky, the Hero! bespreek – hoe dit gebeur het; die inhoudelikheid daarvan tesame met boodskappe, asook die ingewikkeldhede rondom die wyse waarop dié opvoering aan gehore gebring is. Die spesifieke resultate en bevindinge van so ’n Opvoedkundige Teaterintervensieveldtog in die Breederiviervallei gedurende September 2007 word gemeld, asook die sukses van die praktiese implementering van dié intervensie in terme van sy teoretiese grondslag en aanvanklike doelwitte. In die geheel is bevind dat Lucky, the Hero! suksesvol was in die bereiking van sy doelwitte en dat dit vermaaklik en opvoedkundig van aard was. Dit het algemene kennis rondom MIV-infeksie onder deelnemers verbeter en voornemens teenoor positiewe gedragsverandering gestu. Meer as 2000 deelnemers is ook tydens die intervensie van twee weke getoets. Teater as intervensiemeganisme het in dié spesifieke instansie geblyk doeltreffend te wees aangesien die meerderheid deelnemers saamgestem het dat opvoedkundige teater ’n gepaste metode is om MIV/Vigs-verwante gedrag in die gemeenskap positief te beïnvloed. Ook wou hulle die opvoering graag weer kyk en sou ander mense aanraai om dit te gaan kyk. Hoewel die evalueringsmetodes hulle doel gedien en bewys het dat teater ’n doeltreffende meganisme ten opsigte van MIV/VIGS-opvoeding is en basiese inligting en resultate omtrent MIV/VIGS en die intervensiestrategiemetode en -veldtog opgelewer het, behoort ’n multi-geïntegreerde benadering egter oorweeg te word – een wat opvolgintervensies insluit wat gefokus is op voortgesette MIV/VIGSopvoeding en opleiding met die oog op haalbare en volhoubare langtermyn resultate.

Thesis (M.A.(Social Work)) --University of Limpopo, 2006 / The problem of alcohol and other drugs abuse as well as HIV/AIDS exists globally. This problem does not, spare any institution. It occurs even in primary schools. It cuts across the colour, creed, age and ethnicity lines. The high rate of infection and death of youth in South Africa has devastating consequences, which in turn has led to a destruction of individuals, families and communities. In other words, HIV/AIDS poses a serious threat to the health and welfare of South Africans. Heightened concern about the damage brought by alcohol and other drugs as well as HIV/AIDS has led researchers, educators, social service providers and health service providers to develop an array of diversified programmes to discourage the youth from engaging in unprotected sex and abusing drugs and alcohol. However the problems persist despite measures suggested in a plethora of research studies, reports and inquiries that have been mounted towards alleviating them. An investigation of knowledge on HIV/AIDS and substance abuse was conducted among Grade 6 & 7 learners from three different primary schools in Sefateng Village, Motsepe, Bogalatladi; and Mafise. The ages of respondents ranged from 12 to 16 years of age. The findings in the study shows that primary school learners indulge in sexual activities and use of substances from as early as 12 years of age.

<p>The aim of the study was to investigate secondary school students´ preferences and experiences towards HIV/AIDS- education. A cross- sectional study was carried out in Dodoma region on five different secondary schools. Data was collected by a self-administered questionnaire, which was completed by 380 informants. The sample was made from the independent variables; gender, school location and school ownership. The result showed that 93 % of the students thought they need more information about HIV/AIDS. Only 51 % of the students felt that they had enough knowledge about HIV/AIDS to protect themselves from being infected by the virus. Half of all the students felt that there is a lack of support from the school to students living with HIV/AIDS. The students selected teachers, parents and doctor or health worker as the key persons in the HIV/AIDS- education. The conclusion is that there is a need of more information about HIV/AIDS among secondary school students. To reach out with the message to the students, the key persons have to interact and struggle towards the same goal. Further research should have a qualitative approach to examine secondary school students´ preferences and experiences towards HIV/AIDS- education.</p>