Sex education through the public school system has been identified by the Centers for Disease Control and Prevention as an excellent vehicle by which HIV prevention education can be presented to students, thereby decreasing the rate of HIV infection among young men who have sex with men (YMSM). However, YMSM continue to be at high risk for HIV infection in the United States despite educational efforts to prevent infection. The purpose of this qualitative study using a phenomenological approach was to explore what impact school-based HIV prevention education had on YMSM in the past, and what effect that education has had on their current sexual behaviors. The theoretical foundation for this study was the health belief model. Individual 1-hour interviews were conducted with 13 YMSM (ages 21-35) who received HIV prevention education in California. Interviews were analyzed for common themes using a phenomenological approach. Results of this study suggest that participants were not utilizing safer techniques taught in the school HIV prevention education because there was a lack of curriculum consistency, LGBTQ content, and classroom management, and the impact of stigma and homophobia on YMSM. These results support the health belief model. Findings support that positive social change can be achieved by providing standardized, all-inclusive, non-judgmental, HIV prevention education program, in a classroom environment where it is safe to receive same-sex sexual information. This should decrease the number of HIV+ test results among YMSM.

The purpose of this qualitative study was to explore and describe how the developmental asset framework could be used to conceptualise HIV/AIDS message framing. LoveLife media messages (as gain-framed HIV/AIDS prevention messages) were purposefully sampled. Qualitative content analysis allowed loveLife media messages to be analysed through coding, categorisation and memoing. The analysis process revealed core values and developmental assets portrayed in gain-framed HIV/AIDS prevention messages. Core values identified included, love, respect (portrayed least), dignity (portrayed most) and responsibility. Internal assets identified included, achievement motivation, school engagement, responsibility, integrity, restraint, honesty, planning and decision making, resistant skills, personal power, sense of purpose, self-esteem and positive view of personal future., External assets identified included, family support and positive family communication. Responsibility and personal power, were portrayed most and honesty together with family support, and positive family communication, least. Broadcast messages portrayed the most developmental assets and outdoor messages the least. Correlations were found between core values love, dignity, and responsibility, and the identified developmental assets. Insight was gained into three potential roles developmental assets could play in framing HIV/AIDS prevention messages. Firstly, developmental assets could serve as a source of enablement to make youth aware of strengths they could utilise to foster well-being. Secondly, developmental assets could direct incorporation of positive psychology principles in designing HIV/AIDS prevention messages. Lastly, the study revealed that the developmental asset framework could be used in conjunction with the theory of message framing in designing HIV/AIDS prevention messages. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Die Dissertation beschäftigt sich mit den Vorstellungen von Krankheit, Behinderung und HIV/AIDS in KwaZulu-Natal, Südafrika. Besonderer Augenmerk liegt dabei auf den kulturellen Wurzeln und sozialen Repräsentationen von Behinderung und HIV/AIDS. Die Ergebnisse der Studie zeigen dass die sozialen Interpretationen von Beeinträchtigung erheblich dazu beitragen dass Menschen mit Behinderungen in KwaZulu-Natal einem hohen HIV-Ansteckungsrisiko ausgesetzt sind und gleichzeitig dafür sorgen dass diese Menschen kaum Zugang zu Aufklärung und medizinischer Versorgung haben. Die Studie geht bei der Analyse über den Blickwinkel Behinderung hinaus und beleuchtet südafrikanische Gesellschaftsverhältnisse auf makrokultureller, mikrokultureller und individueller Ebene. Die Studie schließt mit einem Ausblick auf Veränderungsmögichkeiten im südafrikanischen Kontext. / The study focuses on the interweaving patterns of stigmatisation between disability and HIV/AIDS in KwaZulu-Natal, South Africa. The study was designed to understand the cultural roots of non-medical representations of disability and HIV/AIDS. The results show strong evidence that the way in which people are prone to think about and respond to disability and HIV/AIDS exposes people with disability to a particularly high risk of infection while simultaneously decreasing access to treatment and care. While unfolding hidden meanings and notions about disability and HIV/AIDS, the study analyses both phenomena on a macrocultural, microcultural and individual level. The study concludes with key messages emerging from the empirical research as well as from historical and policy analysis. Through this, it attempts to provide some guidance for transformation.

Il est généralement admis que l’éducation constitue une des stratégies les plus efficaces pour lutter contre le VIH/SIDA et diminuer sa transmission (Gallant et Matika-Tyndale, 2004). À cet effet, plusieurs pays d’Afrique subsaharienne ont inclus des programmes d’éducation au VIH/SIDA dans leur curriculum scolaire afin de contrer l’épidémie (ADEA, 2007). Cependant, l’efficacité de ces programmes éducatifs demeure incertaine. Par exemple, les objectifs des programmes éducatifs, tels que la transmission de connaissances relatives au VIH/SIDA, ou la diminution des comportements sexuels risqués, ne sont pas toujours atteints (Matika-Tyndale, 2009; Oshi, D., Nakalema, S. et Oshi, L, 2005). Le succès d’un programme de lutte et de prévention en milieu scolaire peut être lié aux contenus d’enseignement traités en classe par les enseignants (Ahmed et al., 2009). Les contenus traités dépendent en partie des représentations et des connaissances des enseignants par rapport au(x) sujet(s) qu'ils enseignent et pour des sujets aussi délicats que le VIH/SIDA et la sexualité, cette relation est particulièrement importante. Par exemple, en Afrique du Sud, malgré l’existence d’une politique nationale sur le VIH et l’inclusion des sujets relatifs au VIH/SIDA dans le curriculum scolaire, la mise en oeuvre du programme de lutte et de prévention peut être compromise par la résistance des enseignants à parler de certains sujets controversés (Ahmed et al. 2009; Mathews et al., 2006). Notre étude, menée dans la région de Cape Town en Afrique du Sud, visait à mieux comprendre les relations entre les caractéristiques socioprofessionnelles des enseignants, leurs connaissances, leurs représentations à l’égard de l’éducation relative au VIH/SIDA et les contenus d’enseignement abordés dans le cours life-orientation dédié à l’éducation relative au VIH/SIDA. Au total, 71 enseignants du cours life-orientation provenant de 18 écoles secondaires ont participé à cette étude. Les enseignants ont rempli un questionnaire portant sur leurs caractéristiques socioprofessionnelles (âge, genre, expérience d’enseignement, niveau enseigné et expérience personnelle avec le VIH/SIDA), leurs connaissances, différentes composantes de leurs représentations (attitudes, norme sociale perçue et contrôle comportemental perçu) et les contenus d’enseignement qu’ils abordent en classe. iv Les résultats des analyses des données ainsi recueillies montrent que la norme sociale perçue est la seule composante des représentations reliée aux contenus d’enseignement abordés en classe par l’enseignant. Les attitudes des enseignants envers l’éducation relative au VIH/SIDA sont plutôt favorables, mais plusieurs d’entre eux manifestent des lacunes par rapport à leurs connaissances sur les modes de transmission et de prévention du VIH/SIDA. Par ailleurs, plusieurs croient que le manque de formation et le manque de matériel sont des obstacles à leur enseignement. Les expériences personnelles avec le VIH/SIDA sont associées à des attitudes plus positives chez les enseignants et l’expérience d’enseignement du cours life-orientation est reliée aux connaissances relatives au VIH/SIDA et au contrôle comportemental perçu de l’enseignant. Nos résultats suggèrent également que certains contenus d’enseignement spécifiques de l’éducation relative au VIH/SIDA, tel que l’utilisation des condoms, semblent être particulièrement controversés et source de malaise pour les enseignants. Nos résultats donnent également des pistes de recherches futures s’intéressant à l’amélioration de l’enseignement relatif au VIH/SIDA, notamment au sujet du besoin de formation et de matériel pédagogique supplémentaire, ainsi qu’au sujet de l’influence des membres de la société sur l’enseignement effectué en classe. Notre recherche montre également l’importance de distinguer, en recherche, les différents contenus d’enseignement, plutôt que de considérer de façon globale l’éducation relative au VIH/SIDA. / It is generally accepted that education is one of the most effective ways to fight against HIV and reduce its transmission (Gallant et Matika-Tyndale, 2004). Many African countries have thus included HIV/AIDS related topics in school curricula, in hopes of countering the epidemic (ADEA, 2007). However, the efficiency of HIV/AIDS related education programs remains uncertain, as certain programs do not seem to succeed in increasing students’ knowledge of HIV/AIDS (Oshi et al., 2005) or changing their behavior (Matika-Tyndale, 2009). In this regard, several studies show that teachers are key players in determining the success of program implementation (Mathews et al., 2006). Studies show that teachers responsible for HIV/AIDS education sometimes feel fear and discomfort with certain topics, which can seem contradictory to their own values and beliefs (Ahmed et al., 2009; Mathews et al., 2006). For example, in South Africa, despite a national policy on HIV and the inclusion of topics related to HIV / AIDS in the life-orientation learning area, implementation of such subjects may be compromised by resistance from teachers to talk about certain topics (Mathews et al., 2006; Ahmed et al., 2009). Our study was designed to gain a greater understanding of the relationships between South African life-orientation teachers’ personal and psychosocial characteristics and their teaching practices. The investigated characteristics include age, gender, teaching experience, level taught, personal experience with HIV/AIDS as well as teacher knowledge, attitudes, perceived social norms and perceived behavioral control. In total, 71 questionnaires were completed and returned (44 % response rate) from 18 secondary schools. Perceived social norm proved to be the only psychosocial characteristic associated with teaching practices. Teachers had generally positive attitudes towards HIV/AIDS education, although knowledge gaps and lack of training, material and resources were problems for many of them. Personal experience with HIV/AIDS was associated with more positive attitudes amongst teachers, and years of experience teaching life-orientation was associated with higher levels of HIV/AIDS knowledge and perceived behavioral control. Our findings show that HIV/AIDS education is vi not a value-free experience and support the need for ongoing teacher training and additional materials for teachers. Furthermore, our findings highlight the importance of studying HIV/AIDS related topics individually and suggest that HIV/AIDS interventions should also focus on dialogue between schools, teachers and community members, and the impact of social norm on teaching practices.

HIV infection is escalating among African-American heterosexual women in alarming rates. African-American women are 23 times as likely to be infected with the AIDS virus as white women. African-American women account for 72% of new HIV cases among women in 29 states. The risk of contracting HIV virus is highest in African-American communities, which inevitably places African-American women at higher risk than other populations of women. The purpose of this study was to advance knowledge regarding what is unknown about risky sexual behaviors among African-American heterosexual women by giving them the “voice” to share their own personal experiences in their natural environments. I examined participants’ perceptions of risk for contracting HIV/AIDS in relationships with male partners. This qualitative research design focused on a constant comparative analysis. I conducted one focus group [four members and one recorder] along with seven individual interviews, of African-American heterosexual women involved in the Women In Motion [WIM] HIV/AIDS prevention program. The following three health behavior frameworks were examined as a means of understanding the limitations of existing models of sexual risk behaviors among African-American women: The Health Belief Model (HBM), the Transtheoretical Change Model, and the Black feminist perspective. Gaps in the literature included insufficient knowledge of how cultural taboos and myths influence sexual decision-making. An overview of the findings of this study has been explicated under the following three main headings: (1) Observation, (2) Interpretation, and (3) Application. The results of the study are discussed under the following three main categories 1) Understanding Sexual Decision-Making, 2) Understanding Intimacy, and 3) Understanding HIV/AIDS Prevention With Male Partners. In conclusion, sexual decision-making in this inquiry became an all encompassing construct based on African-American women’s perceptions of how they viewed the paradox of sexual needs in intimate relationships with male partners and the risk of contracting HIV/AIDS.

Aims: The study was aimed at exploring adolescents‟ level of knowledge of HIV/AIDS and the influence this knowledge has on their sexual behaviour. Methods: In total, 20 in- depth interviews were conducted from a group of 20 (both males and females) secondary school learners. The interviews were audio taped with consent from participants. Results: The results of the study showed that participants possess basic knowledge of HIV/AIDS, including methods of prevention and transmission. No serious misconceptions about modes of transmission of HIV were found in this study. Although, participants reported condom use, no sexual intercourse with multiple concurrent partners and no intergenerational sexual relationships, the findings revealed some risk factors such as early sexual debuts, early dating, multiple sexual partnerships. Conclusions: The aforesaid sexual behaviours and the sexual activeness among learners is a cause for angst. Thus, these findings highlighted the need for a comprehensive approach to sexual reproductive health education by all interested parties in order to enhance and sustain behaviour change among young people. / Health Studies / M.A. (Public Health)

Thesis (MBA (Business Management))--Stellenbosch University, 2008. / The government has identified the need to transform the South African economy from one that is primarily resource based to one that is knowledge-based and has formulated a 10 year plan in order to accomplish this objective. The plan involves the creation and funding of five theme-specific consortium-based centres of competence that focus on the five top national health priorities, linked to the growth of the local pharmaceutical industry. This research study proposed that if collaboration and communication between academic researchers and the biotechnology industry in South Africa was improved it would lead to an increase in the development of innovative products for HIV/AIDS prevention and treatment. The objective of the study was the development of a strategy for a centre of competence for HIV research and development that brings together academic researchers and industry in a public private partnership and that will enable the proposal to be tested. Centre of competence programmes in both developed and developing countries, including Sweden, Austria and Estonia, were reviewed. The success factors for the various programmes were discussed. The strategic planning analysis began by considering the mandate of the CoC for HIV R&D. The requirements and expectations of the DST in establishment of the centres of competence were examined. An analysis of the external environment relevant to the South African biotechnology industry was then performed. This involved a detailed macro-environmental analysis in which political, economic, social, technological and environmental factors were considered. It was followed by an analysis of the current biotechnology industry in South Africa. The industry’s dominant economic features were identified as were its future driving forces. In a competitive environment analysis the South African biotechnology industry was found to be extremely competitive. Two industry issues, price controls and access to capital, were identified and discussed. The industry key success factors identified included access to large and sustained capital, attracting and retaining talented employees, an efficient and high quality regulatory authority, continued government support, productive and appropriate partnerships and skilled intellectual property management. An internal environment analysis was performed which identified competencies and resource strengths of the CoC for HIV R&D, including the high level of academic research in the HIV/AIDS field and expertise in clinical trials of HIV/AIDS products. Competitive deficiencies and resource weaknesses identified included shortages of skills and talent and the lack of co-ordination for funding of HIV/AIDS research. The analysis of the internal environment continued with the examination of the internal value chain of the CoC for HIV R&D. This consisted of discovery, pre-clinical development and clinical development stages. Gaps in the value chain were identified, including the lack of facilities for high-throughput screening of compounds for anti-HIV activity, lack of pre-clinical testing facilities and lack of manufacturing plants capable of producing products for use in clinical trials. The results of the external and internal environment analysis were used in a SWOC analysis and a number of strategies were identified to capitalise on opportunities and to address challenges. A subsequent competitive strength assessment identified a competitive advantage in the formation of the CoC for HIV R&D. In addition a number of strategic issues facing the centre were identified and ways to address or manage the issues were proposed. The strategic planning process was completed by the selection of a strategic approach for the CoC for HIV R&D. The study concluded that a PPP of public and private organisations operating under a corporate strategy of related diversification developed and implemented by the CoC for HIV R&D, would be suitable for testing the Proposal. The study’s conclusion also highlighted the need to ensure that the CoC for HIV R&D receives a long term commitment of funding from public sources, and that is managed by an experienced team with strong leadership skills. Important strategies emerging from the study and specifically from the SWOC analysis were development of a national HIV research plan and funding of the highest priority projects; focusing research funding on research with greatest potential for generation of HIV/AIDS products; and establishment of new technology platforms to fill gaps in the value chain. Finally, a number of recommendations were made for implementation of the results of this study or as the basis for further study.

Aims: The study was aimed at exploring adolescents‟ level of knowledge of HIV/AIDS and the influence this knowledge has on their sexual behaviour. Methods: In total, 20 in- depth interviews were conducted from a group of 20 (both males and females) secondary school learners. The interviews were audio taped with consent from participants. Results: The results of the study showed that participants possess basic knowledge of HIV/AIDS, including methods of prevention and transmission. No serious misconceptions about modes of transmission of HIV were found in this study. Although, participants reported condom use, no sexual intercourse with multiple concurrent partners and no intergenerational sexual relationships, the findings revealed some risk factors such as early sexual debuts, early dating, multiple sexual partnerships. Conclusions: The aforesaid sexual behaviours and the sexual activeness among learners is a cause for angst. Thus, these findings highlighted the need for a comprehensive approach to sexual reproductive health education by all interested parties in order to enhance and sustain behaviour change among young people. / Health Studies / M.A. (Public Health)

The rising rates of high-risk behaviours, such as substance abuse, unsafe sexual practices and violence in South African schools, have accentuated the need for intervention and prevention programmes in the education system. High-risk behaviour is related to changes and uncertainties at community level. The traditional values and behavioural codes are undermined and there is no corrective action from the community to control this behaviour. This study describes the need for support of adolescents, who are in a state of development and change and whose abilities are increasingly being tested by stress factors from a rapidly changing environment. To meet these needs for support, an experimental peer support programme was implemented in schools. Peer support involves the provision of information about healthy lifestyles and high-risk behaviour, such as substance abuse, crime and HIV/AIDS-related aspects. Through peer support, healthy lifestyles can be modelled, and a forum for the discussion of problems established. Peer supporters can assist their peers in dealing with problems and a context can be created in which new and healthier behavioural patters can develop. Peer support is important because educators and teachers are unable to manage the large number of learners who are experiencing problems and schools offer limited professional psychological support to learners. The objectives mainly entailed the prevention of high-risk behaviour related to HIV/AIDS, crime and substance abuse, as well as the enhancement of learners’ psychological well-being and the social climate in schools. The peer support system was implemented in four experimental schools and four similar schools served as a control group. The schools involved were selected by means of a stratified sampling method. A total amount of 2045 respondents between the ages of 12 and 21 years participated in this study. The peer support system was evaluated in terms of a pre and post-measurement in order to determine the impact of the system on the schools and learners in the schools, and to determine whether the set objectives have been achieved. The hypothesis was that the peer support system would have a positive effect in reducing high-risk behaviour and improving the psychological well-being of learners. A questionnaire was used as a pre and post-measurement tool to determine whether there had been significant changes and/or improvements regarding high-risk behaviour, crime, school climate and psychological well-being in the school system. The experimental and control school communities were compared. Significant differences were found between the experimental group and the control group in terms of behavioural problems in the school, school climate, high-risk sexual behaviour and psychological well-being. Learners’ perception of problem behaviour in the school remained unchanged in the experimental group, whilst the control group’s measurements became statistically significantly (p<0,05) more negative over time. A statistically significant difference at the 5% significance level was found between the control group’s pre and post-measurements regarding learners’ experience of the school climate. The control group’s experience had become more negative at post-measurement, whilst the experimental group’s experience had remained unchanged over time. A statistically significant difference was found between the experimental and control groups (p<0,001) in respect of the level of sexual experience. The number of sexually experienced learners in the control group had increased at post-measurement, whilst the level of learners’ sexual experience had remained constant in the experimental group. Furthermore, a significant increase (p<0,001) was found in the level of sexual activity among the control group during the last 30 days, but not in the experimental group. This implicates that the intervention has had a preventative effect that counters the normal tendency of increased sexual activity with age. More than 60% of learners viewed their friends as sexually experienced. The perceived group norm for the experimental group remained the same over 18 months, whereas a significant increase (p<0,001) was found in the control group. No decrease was found in the psychological well-being of learners in the experimental group at post-measurement, whereas that of the control group had decreased significantly (p<0,05). No statistically significant differences were found for substance abuse and personal control of risk among learners. Although many other variables could play a role in these changes, the conclusion can be made that the peer support system probably had a preventative effect in schools. The study further indicates that approximately two thirds of all learners had been aware of the system and about 40% had used it. The peer system was generally evaluated as positive and the biggest problems were related to the implementation and organization of the system, as well as the confidentiality of information. Recommendations have been made regarding the improvement of project implementation. If enhanced co-operation from school staff can be obtained during implementation of the intervention, the peer support system could function better and a bigger impact in schools could be achieved. In conclusion, it is important that intervention programmes be promoted efficiently in schools in order to facilitate optimal functioning. / Dissertation (MA (Research Psychology))--University of Pretoria, 2006. / Psychology / unrestricted