This study examined traditional Shona beliefs and practices in light of HIV/AIDS in the rural communities of the Chipinge District in Zimbabwe. The focus of the study was to examine selected Shona traditional beliefs and practices, and evaluate how they respond to the HIV/AIDS threat. The study aimed to examine the traditional beliefs and practices that people in Chipinge rural communities still practise, have stopped practising, or have modified due to the encroachment of HIV/AIDS into the communities’ socio-moral space. It also aims to discuss the traditional beliefs and practices that are safe and those that expose people to HIV infection, in addition to the communities’ knowledge about HIV/AIDS. Grounded in the traditional Shona religious landscape, and from a phenomenological perspective, the study utilised a qualitative survey research design. Using purposive and snowball sampling procedures, 72 study participants, knowledgeable in the Shona people’s traditional beliefs and practices, were selected. The study used non-scheduled structured interviews and a questionnaire, with both closed and open-ended questions, to gather data from the participants. Most participants defined HIV/AIDS as a blend of sexually transmitted infections (STIs) that take time to treat. They believed that AIDS results from ‘pollution’ caused by sexual intercourse with ‘unclean’ women, while a few attributed it to having unprotected sex with an infected partner. Results show that kuputsa (pledged or child marriage), barika (polygamy), and kugara nhaka (wife inheritance) are harmful marriage practices that expose people to HIV infection. As old habits die hard, the study suggests modifications to such marriage practices, where people willing to be involved should take an HIV antibody test. Given that information about HIV/AIDS is communicated through posters and pamphlets written in English, it would benefit the community, if the Ministry of Health and Child Care could provide information in the Ndau language. / Thesis (PhD)--University of Pretoria, 2017. / University of Pretoria Postgraduate Bursary / Old Testament Studies / PhD / Unrestricted

Understanding why, when, and with whom women engage in opportunities for HIV & AIDS education is critical in exploring the extent to which popular education strategies promote transformational learning among women in Malindi, Kenya. Three central questions animate this research: a) What do rural women who participate in HIV & AIDS popular education programs learn about HIV & AIDS, b) through what range of pedagogical practices and theories does their learning occur, and c) how does this learning contribute to transformative changes that improve women's health, at both individual (e.g., beliefs, behaviour) and communal levels (e.g., group actions)? Employing a qualitative research design, face-to-face interviews, and document analysis of secondary sources enabled a rich and in-depth exploration of specific learnings and actions among Kenyan women. Qualitative analysis of eight semi-structured interviews reveals three dimensions of transformative learning among adult women in Malindi, including a) striving towards openness, b) culture of support, and c) connected knowing. These inter-related themes outline the potential for Kenyan women's HIV & AIDS education to move beyond instrumental, and communicative, to more empowering transformative learning. / Thesis (Master, Education) -- Queen's University, 2010-09-13 15:18:43.535

The primary aim of this study was to explore the manner in which contextual factors influence the implementation of HIV&AIDS programmes in schools, by investigating the lived-experiences of teachers who were responsible for the implementation of such programmes. The findings of this study mainly add to the vast body of knowledge on the implementation of the school’s curriculum. In addition to this, the study highlights the manner in which educational policy can become a workable instrument by setting parameters for the development of an HIV&AIDS school policy, and for effective implementation of an HIV&AIDS programmes in schools. Furthermore, this study will contribute to addressing the barriers that negatively influence HIV&AIDS programme delivery in schools. Another outcome of this study could be the possible improvement of the training of teachers and curriculum developers. The conceptual framework of the study dealt with the following: a description of the HIV&AIDS pandemic (as a background), the impact of the pandemic in the South African context, expectations and responsibilities of schools and teachers with regard to the implementation of HIV&AIDS programmes, and theories that underpin behaviour change, and form the basis of HIV&AIDS prevention programmes. The important role of the school as a societal agent, and its important role in the prevention of HIV&AIDS infection, emerged clearly in this study. The study was conducted according to a qualitative research approach, guided by the interpretivist and constructivist epistemologies. An instrumental case study design was utilised, during which semi-structured interviews, as the main data collection strategy, were conducted with purposively selected participants from three schools (cases). The individual semi-structured interviews were supplemented with observations, a reflective journal and visual data collection and documentation strategies. Four prominent themes emerged subsequent to an inductive data analysis that was done, namely: teachers’ perceptions and experiences of the HIV&AIDS programme, managerial factors in the school, societal and community influences, and HIV&AIDS as a topic in the school subject Life Orientation. These identified and structured themes broadly categorised the empirical findings that were related to the primary and secondary questions of this study. Although the implementation of HIV&AIDS programmes in schools was made compulsory, the study indicated that schools were not adhering to this requirement, due to factors such as a lack of sound management practices in schools, insufficient training of teachers and school managers, uninvolved stakeholders, and the lived-experiences of teachers with regard to the HIV&AIDS programme. Based on the findings of this study, recommendations were made with regard to the role that the Department of Education, school management, teachers and the community can fulfil, in order to improve the implementation of HIV&AIDS programmes in schools. This study also provides a suggested framework for developing and implementing an HIV&AIDS policy for schools, in an effort to prevent HIV&AIDS infection. / Thesis (PhD)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

The purpose of this study was to explore the use of sandplay psychotherapy, as intervention technique, in overcoming a language barrier, whilst supporting a young vulnerable child emotionally. An empirical study of limited extent was undertaken, which was qualitative by nature and conducted from the interpretivist paradigm. An in-depth case study was used as research design, whilst educational psychological assessment, intervention and re-assessment, observation, interviews, analysis of documentation, field notes and visual data (photographs) were employed as data collection methods. A young Sotho-speaking girl, who resides in an institution for children who are infected with and affected by HIV&AIDS, who had been made vulnerable by various circumstances (death of primary caregivers, emotional difficulties, and being infected with HIV&AIDS), was selected as the primary participant in the study. The findings of the empirical study are supported by relevant literature with regard to the main concepts guiding the study, namely, sandplay psychotherapy, vulnerable children, and language barriers. The findings were, firstly, that sandplay psychotherapy supported the primary participant emotionally, and, secondly, sandplay psychotherapy was an effective technique for overcoming a language barrier. A further finding was that the emotional healing that appeared to take place had a positive effect on the relationships and communication skills of the primary participant. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / MEd / unrestricted

Magister Public Health - MPH / The study had an observational, descriptive, cross sectional design. The sample consisted of 205 participants selected through convenience sampling. All students who presented for HIV testing during the colleges’ HIV Counselling and Testing campaign in December 2011 were asked to complete a self-administered closed-ended questionnaire voluntarily. The data was analysed with EPI Info versions 3.5.1. A frequency analysis was conducted for all the variables such as demographics, risk perception to HIV, knowledge of HIV, HIV testing behaviour. The association between HIV knowledge, risk perception and risk behaviours were assessed for gender differences. Chi-square analysis was conducted to determine the association between the main variable of interest HIV risk behaviour and each other explanatory variable (demographics, HIV knowledge, risk perception etc). Results were discussed using the theory of planned behaviour.

Text in English / Even though the prevalence of HIV has declined, South Africa continues to have a large number of people who are infected with HIV. Most communities still have to deal with the effects of HIV and AIDS on orphans and vulnerable children. One way of mitigating the effects of HIV and AIDS is strengthening families and communities to provide stable care to orphans. However, most families do not have the capacity to provide sufficient care to orphans hence the need for external support from the community and civil society organisations, in this instance provided through the loveLife goGogetter programme. The findings proved that the goGogetters relied on the support they received through the relationships and networks established in the community to enable them to provide effective service to orphans. The study demonstrated the importance of community networks in providing for the basic needs of orphans. / Social Work / M.A. (Social Behaviour Studies in HIV/AIDS)

Even though the prevalence of HIV has declined, South Africa continues to have a large number of people who are infected with HIV. Most communities still have to deal with the effects of HIV and AIDS on orphans and vulnerable children. One way of mitigating the effects of HIV and AIDS is strengthening families and communities to provide stable care to orphans. However, most families do not have the capacity to provide sufficient care to orphans hence the need for external support from the community and civil society organisations, in this instance provided through the loveLife goGogetter programme. The findings proved that the goGogetters relied on the support they received through the relationships and networks established in the community to enable them to provide effective service to orphans. The study demonstrated the importance of community networks in providing for the basic needs of orphans. / Social Work / M.A. (Social Behaviour Studies in HIV/AIDS)