Thesis (Ph.D.)-Universtiy of KwaZulu-Natal, Durban, 2008. / Full text also available online. Scroll down for electronic link.

Thesis (M.Ed. (Curriculum Studies))--University of Pretoria, 2008. / Includes bibliographical references.

Thesis (M.Ed.(Opvoedkundige Sielkunde))-Universiteit van Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Dissertation (Ed.D.)--University of Toledo, 2009. / Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Education Degree in Educational Administration and Supervision." Bibliography: leaves 92-99.

D.Ed. / HIV/AIDS presents a major challenge in South Africa. HIV/AIDS was officially diagnosed as a disease in South Africa since the early 1980’s. Initially people did not want to acknowledge the existence of HIV/AIDS. In South Africa there are many people living with HIV and some are already dying of AIDS-related diseases. This study investigated the perceptions of learners, educators, and Department of Education officials on the influence of HIV/AIDS in schools in informal settlements. The aim of this study was firstly, to establish what the perceptions were of learners, educators and Departmental officials about the influence that HIV/AIDS has on the education sector; secondly, to describe how the research would be undertaken; thirdly, to establish ways how to integrate HIV/AIDS issues in the curriculum that will provide specific skills and information to help avoid risky and immoral sexual behaviour and to reduce the spread of HIV and other STI’s; and ultimately, to strive towards achieving a tendency to promote abstinence. The naturalistic research design was used to establish what these perceptions were of the influence HIV/AIDS have on learners, educators, and Department of Education officials. Focus group interviews and discussions, observations and field notes were the data sources. The focus group discussions were tape-recorded for transcriptions. Transcriptions were studied and analysed; different colours were used for decoding and clustering of the findings, in order to identify themes and categories. The findings of this study confirm that the respondents from the education sector, more specifically the learners, the educators, and the officials in service of the Department of Education, are aware of the enormous influence that HIV/AIDS have on education in general and schools more specifically. The findings also represent the daunting challenge that South Africa as a society has. The influence stemmed from different dimensions as represented in the categories and themes that were identified, but they are all interrelated. The most serious challenge that South Africa faces in this era of HIV/AIDS however, is still poverty. South Africa is a country of widespread and persistent poverty and therefore deep inequalities exist. Poverty and HIV/AIDS are interrelated. Poverty provides the context for AIDS and AIDS exacerbates poverty. Poor households are more likely to feel the impact of AIDS resulting in an increase in the extent of poverty. Poverty and the HIV/AIDS epidemic are two of the most devastating diseases ever to hit South Africa. The influence thereof is now beginning to sink in among most communities. Already the influence of living with HIV/AIDS in the midst of poverty is being felt in hundred of thousands of house¬holds across the country. Education is a sector central to human development. Increasing evidence of HIV/AIDS will reduce the capacity of learners to attend school and to learn. Expansion of enrolments and improvement of teaching will be eroded by staff losses and reduced institutional efficiency. All this is experienced at the time when the Department of Education has rationalised teacher-training colleges and very few students register for a teaching degree at higher institutions of learning. Current shortages of educators in the schools as a result of HIV/AIDS compromise the quality of education in our country and undermine the fundamental objectives of ensuring that there are sufficient numbers of skilled people in the economy. The significance of this study is situated in breaking the silence, making participants talk about the subject of HIV/AIDS openly. This in itself is a major breakthrough in any research that has thus far been undertaken, and the facts that were uncovered and discussed in the interviews contribute hugely to the body of scientific knowledge on this monstrous disease. The further contribution of this thesis is to be found in the written up findings, conclusions, recommendations and the suggestions provided in Chapter 5 that will inculcate abstinence and ultimately enforce disclosure of one’s status. It is the researchers’ belief that this study will further help to mitigate the influence of HIV/AIDS within the education sector and throughout the Republic of South Africa.

In response to the crisis created by the HIV and AIDS pandemic in this country, South African education departments are demanding that educators play a significant role in creating awareness amongst children and adults alike. This task is challenging for teachers who are already working under the pressure of demanding workloads. In order to achieve the intended outcome of AIDS awareness, training of highly efficacious teachers is required. The education module, PSED201, Issues in School and Society, offered as part of a BEd degree for in-service mathematics and science teachers at the Nelson Mandela Metropolitan University, provides one such training opportunity. This study investigates the impact of this module on the self-efficacy of 128 teachers with respect to their role as HIV and AIDS educators. Both quantitative and qualitative methods were used and data were collected by means of questionnaires and interviews. The results suggest that there has been an improvement in all four areas of teacher self-efficacy examined in this research. As such, it may be concluded that an important outcome of this intervention has been achieved. As highly efficacious teachers are more likely to influence the behaviour of their learners, the findings of this research should make a meaningful contribution to the debate around AIDS education in South African schools.

D.Cur. (Psychiatric Nursing) / Malawi has a population of 9 million people with AIDS the leading cause of death in the age group of 20 • 40. The HIV prevalence rate, estimated at 23% in urban areas and 8% in rural areas, is one of the highest in the world (AIDSEC, 1994: I). Evaluation of counselling practices showed poor results with counsellors feeling ineffective and inadequate. Patients are mostly tested on medical indication but testing is increasingly refused by patients who do not see the benefit of knowing their HIV status. The counselling practice as it is known in the Western world is a foreign concept for patients living in rural Malawi. The high stigma of AIDS complicates support of the patients. The goal of this research study is to describe a model of counselling that would meet the needs of an AIDS patient in a rural community in Malawi. A qualitative research design that is explorative, descriptive and contextually specific to rural Malawi was used for the study. In order to describe a counselling model it was important to understand the illness experience of HIV reactive patients. The patients are seen in group context congruent with the African culture and therefore the experience of the primary care giver of AIDS patients is also examined. The experience of counsellors of AIDS patients is explored as the other major factor in the phenomenon examined. In the first phase of the study in-depth phenomenological interviews were conducted with identified groups. Focus interviews were conducted with a hundred AIDS patients to identify the needs and resources of the patients and to compile a demographic profile. Focus group discussions were conducted with counsellors for more complete comprehension. Data analysis and a literature control were undertaken. In the second phase of the study theory generation was used in order to develop a counselling model for AIDS patients and guidelines for implementing the model were generated. Based on the results of the analysis the major concept enable was identified as the essence of a model for counselling AIDS patients in rural Malawi.

No description available.

Recent reports suggest that human immunodeficiency virus (HIV), the virus causing AIDS, may cause autonomic nervous system (ANS) dysfunction. ANS abnormalities on cardiovascular reflex tests have been demonstrated in HIV+ persons, persons infected with HIV, who have signs of illness or have used intravenous drugs. In this study the cardiovascular reflex function of 11 HIV+ homosexual or bisexual males meeting the Centers for Disease Control criteria for absence of illness was compared to that of 11 uninfected homosexual or bisexual males of similar ages. Somatic, depression and fatigue differences between groups were assessed using an ANS symptom checklist, the Beck Depression Inventory (BDI) and the Profile of Mood States (POMS). Six of the 11 HIV+ subjects were impaired on the cardiovascular reflex tests. Differences on the BDI and POMS were not attributable to a depressive mood or despair, but rather to presence of mild symptoms of HIV infection and fatigue.

Thesis (MA(Counselling Psychology))-University of Pretoria, 2006. / Abstract in English. Includes bibliographical references.