A dissertation submitted in partial fulfilment of the requirements for the degree Doctor of Philosophy in Community Psychology in the Department of Psychology University of Zululand, 2006. / This study was aimed at improving knowledge, attitude and practices of teachers, parents and learners on HIV/AIDS issues in Mthatha schools in Eastern Cape. The specific objective was to promote mental health in the form of improved family communication about HIV/AIDS issues and also to promote the value of psychological interventions among Xhosa families in the Eastern Cape. The target population was drawn among teachers and families of the learners in two schools (urban and rural) in the Mthatha district of Eastern Cape. All participants were given an HTV/AIDS life skills intervention programme for about nine weeks. Quantitative data was collected from a structured questionnaire and qualitative data from a focus group interview. The findings revealed a general improvement in HIV/AIDS knowledge, attitude and practices. Teachers seemed to be more knowledgeable than parents and learners with regard to HIV/AIDS issues. Learners manifested resistance to change in their practices though all participants preferred abstinence or safer sex than the use of condom. Learners seemed resistant to change sexual practices though all participants preferred abstinence or safer sex above condom usage.

Abstract The purpose of this study is to describe and to compare the university students’ attitudes (knowledge, feelings and behaviour) towards HIV/AIDS (Human Immune Deficiency Virus/ Acquired Immune Deficiency Syndrome) in Finland and in Kenya and to find explanatory factors associated with the sexual risk behaviour. For educators, managers and experts in health care and education the results will provide an opportunity to deepen their knowledge and awareness of students’ sexual behaviour. These results may also be used for planning an educational programme for youngsters and young adults in order to promote healthy sexual behaviour. This study is focused on the viewpoint of preventive health care and sexual health promotion. The study is a comparative research with quantitative and qualitative methods. The study group consists of 525 first year students (411 Finnish and 114 Kenyan students) of Oulu University of Applied Sciences, Oulu University and the University of Helsinki in Finland and of MOI University in Kenya. The response rate was 87.5%. The results concerning the attitudes towards HIV/AIDS of the students showed that the Finnish and Kenyan students had a good level of knowledge concerning HIV and AIDS. Most of the information had been obtained from TV, campaigns, newspapers, and information packages. The role of the health care professionals was very small in both countries. The most negative attitudes were found towards homosexuality (25.8% of the respondents) and intravenous drugs users (59.5%). The result showed that the level of knowledge did not have an effect on the level of their beliefs and prejudices of the students. It was common for the respondents to be single during their first study year. No influence was found between the students’ knowledge and the number of their sex partners or the frequency of the sexual activity. Almost the same number of students who reported using prevention always or almost always identified both HIV correctly (43.4%) and incorrectly (45.7%). The situation concerning AIDS was similar. The age and the importance of religion of the students had influence on the use of prevention. / Tiivistelmä Tutkimuksen tarkoituksena on kuvata ja verrata kenialaisten ja suomalaisten korkeakouluopiskelijoiden asenteita (tietoja, tunteita ja käyttäytymistä) HIV/AIDSia (Immuunikatovirus/ Hankittu immuunipuutos-oireyhtymä) kohtaan ja löytää seksuaalista riskikäyttäytymistä selittäviä tekijöitä. Terveydenhuollon ja terveysalan hallinnon ja koulutuksen asiantuntijoille tutkimustulokset antavat mahdollisuuden tutustua ja syventää HIV/AIDSia koskevaa tietouttaan ja tietoisuuttaan. Tuloksia voidaan hyödyntää ennaltaehkäisevän terveydenhuollon suunnittelussa ja koulutuksessa edistämään nuorten ja nuorten aikuisten terveellistä seksikäyttäytymistä. Tutkimuksen lähtökohta on ennaltaehkäisevä toiminta ja erityisesti seksuaaliterveyden edistäminen. Tutkimus on vertaileva tutkimus. Aineisto kerättiin strukturoituja ja avoimia kysymyksiä sisältävällä kyselylomakkeella. Tutkimukseen vastasi yhteensä 525 ensimmäisen lukuvuoden korkeakouluopiskelijaa, 411 suomalaista ja 114 kenialaista opiskelijaa. Vastausprosentti oli 87,5 %. Tulokset osoittivat sekä kenialaisilla että suomalaisilla korkeakouluopiskelijoilla olevan hyvät tiedot HIV/AIDSista. Tärkeimpiä opiskelijoiden nimeämiä tietolähteitä olivat TV, kampanjat, sanomalehdet ja informaatiopaketit. Perheen ja terveydenhuoltohenkilöstön rooli tiedon lähteenä oli vähäinen molemmissa maissa. Negatiivisimmat asenteet kohdistuivat homoseksuaalisuutta ja laskimon sisäisiä huumeiden käyttäjiä kohtaan. Kenialaisten opiskelijoiden ennakkoasenteet HIV/AIDSia kohtaan olivat muita opiskelijoita voimakkaammat ja negatiivisemmat. Tulokset osoittivat, että tiedon laadulla ei ollut merkitystä opiskelijoiden ennakkoasenteisiin. Tulokset osoittivat myös, että ensimmäisen vuoden korkeakouluopiskelijoilla ei ole paljon seksisuhteita. Opiskelijoiden HIV/AIDS-tiedoilla ei ollut yhteyttä seksipartnereiden määrään tai seksuaaliseen aktiivisuuteen. Oikealla tai väärällä HIV/AIDS-tiedolla ei ollut vaikutusta ehkäisyn käyttöön. Lähes sama määrä opiskelijoita, jotka kertoivat käyttävänsä ehkäisyä aina tai lähes aina, määritteli HIVin oikein ja väärin. Tilanne oli samanlainen koskien AIDSia. Oikealla tai väärällä HIV/AIDSia koskevalla tiedolla ei ollut myöskään vaikutusta ennakkoasenteiden voimakkuuteen. Tutkimustulosten perusteella HIV/AIDSin ennaltaehkäisyssä ei pelkkä HIV/AIDS tietotason kohottaminen riitä, vaan on syytä käyttää uusia ja monipuolisia lähestymistapoja.

In this study the impact of the UNISA HIV/AIDS training programme on participants' learning and involvement in their respective communities was explored. The UNISA HIV/AIDS programme comprises Modules 1, 2 and 3. Module 1 focuses on orientation and background to HIV/AIDS Care and Counselling, Module 2 on HIV/AIDS counselling skills and Module 3 on train the trainer in HIV/AIDS education and counselling. This study focused only on Modules 1 and 2. Kirkpatrick's model of evaluating education and training programmes was used as a framework to evaluate the programme. Participants for the study consisted of 116 students who attended the UNISA HIV/AIDS Module 2 workshops between December 2005 and December 2006. The study was conducted in two phases, the first phase during the workshops, where participants were asked to indicate both quantitatively and qualitatively how they experienced Module 1 and Module 2 as well as what they learnt in the two modules. The participants' involvement in HIV/AIDS work prior and post Module 2 training as well as the aspects of the programme that are being applied within their work in the community was assessed during the second phase of the study, which took place during 2007. The results of the study indicate that the programme has successfully equipped participants with the necessary HIV/AIDS information and skills. The programme has further empowered participants to engage in HIV/AIDS education and counselling in their communities. Participants' attitudes towards the disease and towards those infected and affected by HIV/AIDS were challenged, resulting in less stigmatization and discrimination. The programme further challenged participants to start adopting health protective behaviours. The present study concludes that for HIV/AIDS programmes to be effective, they need to include, amongst other things, a well-researched basic HIV/AIDS factual information section, a component on attitudes and one on skills (particularly linked to behaviour change). These should be presented in an interactive way, engaging the participants in active learning. / Psychology / D. Litt. et Phil. (Psychology)

In this study the impact of the UNISA HIV/AIDS training programme on participants' learning and involvement in their respective communities was explored. The UNISA HIV/AIDS programme comprises Modules 1, 2 and 3. Module 1 focuses on orientation and background to HIV/AIDS Care and Counselling, Module 2 on HIV/AIDS counselling skills and Module 3 on train the trainer in HIV/AIDS education and counselling. This study focused only on Modules 1 and 2. Kirkpatrick's model of evaluating education and training programmes was used as a framework to evaluate the programme. Participants for the study consisted of 116 students who attended the UNISA HIV/AIDS Module 2 workshops between December 2005 and December 2006. The study was conducted in two phases, the first phase during the workshops, where participants were asked to indicate both quantitatively and qualitatively how they experienced Module 1 and Module 2 as well as what they learnt in the two modules. The participants' involvement in HIV/AIDS work prior and post Module 2 training as well as the aspects of the programme that are being applied within their work in the community was assessed during the second phase of the study, which took place during 2007. The results of the study indicate that the programme has successfully equipped participants with the necessary HIV/AIDS information and skills. The programme has further empowered participants to engage in HIV/AIDS education and counselling in their communities. Participants' attitudes towards the disease and towards those infected and affected by HIV/AIDS were challenged, resulting in less stigmatization and discrimination. The programme further challenged participants to start adopting health protective behaviours. The present study concludes that for HIV/AIDS programmes to be effective, they need to include, amongst other things, a well-researched basic HIV/AIDS factual information section, a component on attitudes and one on skills (particularly linked to behaviour change). These should be presented in an interactive way, engaging the participants in active learning. / Psychology / D. Litt. et Phil. (Psychology)