MIV/VIGS is 'n mediese toestand wat verreikende gevolge vir die individu en sy omgewing inhou. Dit het 'n direkte fisiologiese impak, asook diverse psigososiale en neurologiese gevolge op die persoon (Lowenthal, 1997). Die mees algemene enkele neurologiese komplikasie van VIGS staan bekend as VIGS-demensiekompleks (VDK) (Cournos&Bakalar, 1999). VDK word gekenmerk deur kognitiewe en motoriese disfunksie sowel as gedragsveranderinge en gemoedsversteurings of affekversteurings in verskillende grade (Price, 1996). Ten spyte van die waardevolle literatuur reeds beskikbaar oor die neurologiese, kognitiewe, motoriese en psigologiese impak van VDK, is daar steeds beperkte data oor die gevolglike invloed daarvan op kommunikasievaardighede en die individu se ervaring daarvan (Zuniga, 1999). Om hierdie rede blyk daar 'n gaping te wees in die effektiewe doelgerigte behandeling van hierdie afwyking (Druck, 2002). Die doel van hierdie studie is om ondersoek in te stel na die individu met VDK se subjektiewe siekte-ervaring met betrekking tot moontlike kommunikasiepatologie, sowel as om die rol van die spraak-taalterapeut met betrekking tot individue met VDK te definieer. Daar is van 'n enkelgevallestudie, nie-eksperimentele, beskrywende opnameontwerp gebruik gemaak. Die navorsingsdeelnemer se narratiewe is ontlok deur middel van natuurlike gesprekvoering en 'n oudiobandopname is daarvan gemaak. Die narratief is getranskribeer en die volgende drie metodes is gebruik om dit volledig en omvattend te analiseer: 1.)Plotanalise, 2.) Strukturele storie-analise volgens Labov (1982) se strukturele benadering, en 3.) Holistiese inhoudsanalise. Uit die plotanalise het dit duidelik geword dat die betrokke narratief regessief van aard is. Tydens die bespreking van die meta-narratiewe het verskeie aspekte van hierdie individu met VDK se persoonlike siekte-ervaring na vore gekom wat betref die invloed daarvan op haar vermoë om steeds haar lewenskwaliteit te handhaaf deur aan haar alledaagse lewensaktiwiteite te kan deelneem. Die ICFkomponente is as raamwerk gebruik om die verkreë inligting op 'n sinvolle wyse voor te stel. Dit wil verder voorkom of die siekte-ervaring nie tot spesifieke aspekte van menslike funksionering, onder andere kommunikasiefunksies, beperk kan word nie. Die ervaring van haar kommunikasieprobleme maak deel uit van haar algehele siekte-ervaring wat binne die konteks van haar alledaagse lewensaktiwiteite en deelname daarin plaasvind. Die identifikasie en analise van die temas het dit verder duidelik gemaak dat narratiewe 'n effektiewe metode is om insig te verkry in die individu met VDK se konteks en ervaring daarvan. 'n Geheelbeeld van die individu se funksionele vaardighede, konteks en emosionele ervarings en behoeftes is verkry, sonder om haar bloot te stel aan formele toeste en evalueringsinstrumente wat haar onbevoeg en minderwaardig kan laat voel. Die verkreë resultate impliseer ook dat die individu met VDK se siekte-ervaring sentraal is tot sy of haar mate van deelname aan alledaagse lewensaktiwiteite asook ervaring van kwaliteit van lewe. Die waarde van narratiewe in die terapeutiese behandelingsproses het ook in hierdie studie duidelik geword. Narratiewe kan suksesvol aangewend word om 'n verbeterde insig in die individu met VDK se lewe en behoeftes te verkry. ENGLISH : HIV/AIDS is a medical condition that has far-reaching consequences for the individual and his or her environment. It has a direct physiological impact, as well as diverse psychological and neurological effects on the individual (Lowenthal, 1997). The most common single neurological complication of AIDS is known as AIDS Dementia Complex (ADC) (Cournos&Bakalar, 1999). ADC is associated with cognitive and motor dysfunction as well as behavioural changes and mood disorders of different degrees (Price, 1996). Despite all the valuable literature already available on the neurological, cognitive, motor and psychological impact of ADC, there is still limited data on the consequential influence thereof on the communication skills and the individual's experience and treatment of this (Zuniga, 1999). Therefore there seems to be a gap in the effective goal-directed treatment of this disorder. (Druck, 2002). The aim of this study is to investigate the subjective illness experience of the individual with ADC in terms of possible communication difficulties, and to define the role of the speech-language therapist in this regard. A single case study, non-experimental, descriptive research design was used. The research participant’s narrative was elicited by means of natural conversation and recorded on audio tape. The narrative was transcribed and analysed, using the following three methods: 1.) Plot analysis, 2.) Structural story analysis according to Labov’s (1982) structural approach, and 3.) Holistic content analysis. According to the plot analysis this was a regressive narrative. During the discussion of the meta-narratives, different aspects of the research participant's personal illness experience were identified as regards the influence thereof on her ability to maintain her quality of life through participating in everyday living activities. The ICF components were used as framework to present the results obtained in a meaningful manner. It also became apparent that the illness experience cannot be isolated to specific human functions, such as communication. The experience of her communication problems is part of her complete illness experience, which takes place in the context of her everyday living activities and participation therein. The identification and analysis of themes also indicated that the narrative is an effective method to gain insight into the individual’s context and experience thereof. A holistic view could be obtained of the individual’s functional skills, context and emotional experience and needs, without subjecting her to formal tests and evaluation instruments which might leave her feeling incompetent and inferior. The results obtained imply that the individual with ADC’s illness experience is central to the extent to which he or she participates in everyday life activities as well as to the quality of life experienced. The value of narratives in the therapeutic treatment process also became apparent. Narratives can successfully be applied to gain better insight into the life and needs of the individual living with ADC. / Dissertation (M (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / unrestricted

Over the years, growing concerns were raised about the serious effect that HIV stigma has on the global HIV and AIDS-prevention response, with appeals to regard HIV stigma reduction as one of the most important factors that need to be addressed in any HIV-prevention strategy. Studies have found scant evidence of comprehensive community-based approaches to reduce stigma, as few of the existing strategies address the community, but maintain the focus mainly on behaviour change in the individual. This research study is a follow-up study to two other studies. The first study focused on people living with HIV (PLWH) and nurses in health care settings; and the second was a trans-disciplinary, comprehensive, community-based HIV stigma reduction and wellness-enhancement intervention that involved PLWH and people living close to them (PLC). This HIV stigma-reduction community “hub” network intervention was specifically planned as an intervention for the community, targeting PLWH and their community members who live in the same ward in the Tlokwe municipality in the North West Province of South Africa. The objectives of the study were to explore, describe and determine whether an HIV stigma-reduction community “hub” network intervention in a South African urban area will make a difference in the HIV stigma experiences of PLWH, as well as related stigmatisation by their community; to describe the implementation of this intervention; and to determine the change in depression and psychosocial well-being of PLWH and their community before and after the intervention. The HIV stigma-reduction community “hub” network intervention defines a “hub” as a two-person mobiliser team consisting of a PLWH and a non-infected PLC who are inhabitants of the same community and functions from a “hub” in the community. The strategy is based upon the involvement of PLWH and PLC, as community mobilisers, who share their knowledge and who mobilise and empower their own community to reduce HIV stigma. A convergent parallel mixed-method design with a single case pre-test post-test design for the quantitative data, and an interpretive description approach for the qualitative data were utilised. The sample for this study included PLWH recruited through accessibility sampling as well as community members living in the same municipal ward through random voluntary sampling. Valid measures were used to determine and describe whether the HIV stigma-reduction community “hub” network intervention will affect change in the HIV stigma experiences of PLWH, the perceived stigmatisation by their community, as well as the depression and psychosocial well-being of both PLWH and the community. A sub-sample of both groups was selected by means of purposive voluntary sampling for the qualitative part of the study, consisting of in-depth interviews about stigma experiences of PLWH, as well as stigmatisation of the community toward PLWH. For the description of the HIV stigma-reduction community “hub” network intervention, a holistic single-case study design was used. Participants were recruited according to accessibility, during the various community activities, with no differentiation between PLWH and people of unknown HIV status residing in that community. Findings indicate that the HIV stigma-reduction community “hub” network intervention, as planned and implemented, was successful in initiating the onset of changes in a community through the PLWH and PLC, as community mobilisers were active in the community “hub” network to mobilise their own communities towards HIV stigma reduction, sharing their knowledge and mobilising and empowering their own community. Changes were observed on an individual and social level. Recommendations focus on using and strengthening the present community intervention, adjusting some of the scales used in this study and ensuring stronger collaboration between health and social disciplines to address the various manifestations and to change the contexts of HIV stigma. It is furthermore recommended that future HIV stigma-reduction interventions give special attention to addressing aspects of psychosocial well-being. / PhD (Psychology), North-West University, Potchefstroom Campus, 2015

Over the years, growing concerns were raised about the serious effect that HIV stigma has on the global HIV and AIDS-prevention response, with appeals to regard HIV stigma reduction as one of the most important factors that need to be addressed in any HIV-prevention strategy. Studies have found scant evidence of comprehensive community-based approaches to reduce stigma, as few of the existing strategies address the community, but maintain the focus mainly on behaviour change in the individual. This research study is a follow-up study to two other studies. The first study focused on people living with HIV (PLWH) and nurses in health care settings; and the second was a trans-disciplinary, comprehensive, community-based HIV stigma reduction and wellness-enhancement intervention that involved PLWH and people living close to them (PLC). This HIV stigma-reduction community “hub” network intervention was specifically planned as an intervention for the community, targeting PLWH and their community members who live in the same ward in the Tlokwe municipality in the North West Province of South Africa. The objectives of the study were to explore, describe and determine whether an HIV stigma-reduction community “hub” network intervention in a South African urban area will make a difference in the HIV stigma experiences of PLWH, as well as related stigmatisation by their community; to describe the implementation of this intervention; and to determine the change in depression and psychosocial well-being of PLWH and their community before and after the intervention. The HIV stigma-reduction community “hub” network intervention defines a “hub” as a two-person mobiliser team consisting of a PLWH and a non-infected PLC who are inhabitants of the same community and functions from a “hub” in the community. The strategy is based upon the involvement of PLWH and PLC, as community mobilisers, who share their knowledge and who mobilise and empower their own community to reduce HIV stigma. A convergent parallel mixed-method design with a single case pre-test post-test design for the quantitative data, and an interpretive description approach for the qualitative data were utilised. The sample for this study included PLWH recruited through accessibility sampling as well as community members living in the same municipal ward through random voluntary sampling. Valid measures were used to determine and describe whether the HIV stigma-reduction community “hub” network intervention will affect change in the HIV stigma experiences of PLWH, the perceived stigmatisation by their community, as well as the depression and psychosocial well-being of both PLWH and the community. A sub-sample of both groups was selected by means of purposive voluntary sampling for the qualitative part of the study, consisting of in-depth interviews about stigma experiences of PLWH, as well as stigmatisation of the community toward PLWH. For the description of the HIV stigma-reduction community “hub” network intervention, a holistic single-case study design was used. Participants were recruited according to accessibility, during the various community activities, with no differentiation between PLWH and people of unknown HIV status residing in that community. Findings indicate that the HIV stigma-reduction community “hub” network intervention, as planned and implemented, was successful in initiating the onset of changes in a community through the PLWH and PLC, as community mobilisers were active in the community “hub” network to mobilise their own communities towards HIV stigma reduction, sharing their knowledge and mobilising and empowering their own community. Changes were observed on an individual and social level. Recommendations focus on using and strengthening the present community intervention, adjusting some of the scales used in this study and ensuring stronger collaboration between health and social disciplines to address the various manifestations and to change the contexts of HIV stigma. It is furthermore recommended that future HIV stigma-reduction interventions give special attention to addressing aspects of psychosocial well-being. / PhD (Psychology), North-West University, Potchefstroom Campus, 2015

This research is aimed at the needs of counsellors working with children infected and affected by HIV/AIDS. A lack of sufficient guidelines for this field has been identified in the relevant literature. This shortage has been confirmed by experienced counsellors working with children. To reach the required goal a number of objectives were set. This included setting up a theoretical framework by way of a literature study as well as consultation with experts in the field; studying the developmental needs of children in the mid childhood phase and how these needs are influenced by HIV/AIDS; the need for guidance of children affected by AIDS as well as the role that counsellors can play in this regard. An empirical study was undertaken during which focus group interviews were held with a group of lay counsellors as well as a group of trained counsellors. Ten participants took part in the focus groups. Applied research was undertaken as the researcher aimed at establishing the true needs of counsellors working in the field. The empirical data showed the following: Ø Counsellors feel that they have a specific role to play during the therapy with AIDS-affected children. Ø Counsellors have definite views on the needs of children affected by AIDS. Ø Counsellors have listed specific skills and training needed by therapists working with these children. Ø Counsellors have listed definite shortcomings and needs that they experience in their work with AIDS-affected children. The basic need for the establishing of a protocol to be used in guidance of children infected and affected by AIDS was one of the key findings of the study. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work and Criminology / Unrestricted

AFRIKAANS: Die doel van hierdie studie was om te beskryf op welke wyse ek, in samewerking met die deelnemers aan my studie, ‘n MIV&VIGS-skoolplan ontwikkel het. Die behoefte aan ‘n gestruktureerde MIV&VIGS-skoolplan het ontstaan tydens ‘n omvattende navorsingsprojek, waarvan hierdie studie deel uitmaak en waartydens laerskoolonderwysers die behoefte uitgespreek het om MIV&VIGS-geïnfekteerde en -geaffekteerde kinders beter te ondersteun. Ek het my studie vanuit ‘n interpretivistiese benadering onderneem en my navorsingsproses verdeel in drie fases, wat onderlê is deur deelnemende aksienavorsingsbeginsels. ‘n Gevallestudie is as navorsingsontwerp gebruik. Agt laerskoolonderwysers, in ‘n informele nedersettingsgemeenskap binne die Nelson Mandela Metropool, is by wyse van gerieflikheid geselekteer. Deur die verloop van hierdie studie het ek ‘n multi-metodiese benadering geïmplementeer. Gedurende Fase 1 het ek eerstens relevante verwante studies binne die omvattende navorsingsprojek tematies ge-analiseer, om deelnemers se idees en behoeftes betreffende ‘n MIV&VIGS-skoolplan te identifiseer. Tweedens het ek gedurende ‘n eerste veldbesoek twee fokusgroepbesprekings gefasiliteer, om te bepaal wat deelnemers se bestaande kennis met betrekking tot die Departement van Onderwys se Nasionale MIV&VIGS-Beleid was; wat hulle onderliggende rasionaal vir die ontwikkeling van die MIV&VIGS-skoolplan was; wat die moontlike inhoud van ‘n MIV&VIGS-skoolplan sou behels; asook hoe en deur wie die MIV&VIGS-skoolplan aangewend en benut sou kon word. Hierna het ek die rou data getranskribeer en op tematiese wyse ge-analiseer en geïnterpreteer. Ek het voortdurend gebruik gemaak van observasies, wat vasgelê is in die vorm van veldnotas, asook foto’s. Vir Fase 2 het ek tydens ‘n tweede veldbesoek ‘n deelnemende aksienavorsingswerkswinkel gefasiliteer. Gedurende hierdie werkswinkel is die inhoud van die MIV&VIGS-skoolplan verfyn en gefinaliseer. Vervolgens het Fase 3 die dokumentering van die MIV&VIGS-skoolplan behels, in die vorm van ‘n formele dokument en ‘n plakkaat. Tydens my derde veldbesoek, met die bekendstelling van die skool as Resource and Support Centre in die gemeenskap, is die MIV&VIGS-skoolplan in tweeledige vorm (plakkaat en formele dokument) aan die skoolhoof oorhandig. Die gebruik van ‘n navorsingsjoernaal het my in staat gestel om deurgaans my persoonlike opinies, reflektiewe gedagtes en indrukke van my navorsingstudie aan te teken. Tydens data-analise het ek drie temas geïdentifiseer. Eerstens is die onderliggende rasionaal vir ‘n MIV&VIGS-skoolplan bepaal, waar verbandhoudende subtemas aangedui het dat onderwysers hulle kennis en vaardighede wou oordra na ander skole in die omgewing ter ondersteuning van die breër gemeenskap; dat die oordrag van kennis en vaardighede om geïnfekteerde en geaffekteerde kinders in die klaskamer meer effektief te ondersteun ’n behoefte was; en dat die behoefte verder bestaan het om kennis en vaardighede te dokumenteer in die vorm van ‘n MIV&VIGS-skoolplan. Tweedens is die deelnemers se verwagtinge met betrekking tot ‘n MIV&VIGS-skoolplan gepeil, waar moontlike fundamentele beginsels vir ‘n MIV&VIGS-skoolplan en die implementering van ‘n MIV&VIGS-skoolplan, as subtemas geïdentifiseer is. Derdens is die moontlike inhoud van ‘n MIV&VIGS-skoolplan bepaal. Die subtemas wat voorgekom het, was die identifisering en verwysing van geïnfekteerde en geaffekteerde kinders, asook ondersteuning aan hierdie kinders. Op grond van die bevindinge van my studie kan die gevolgtrekking gemaak word dat deelnemende aksienavorsing ‘n moontlike wyse is waarop ‘n MIV&VIGS-skoolplan, in samewerking met onderwysers, ontwikkel kan word. ENGLISH: The purpose of this study was to describe the manner in which I, in collaboration with the participants of the study, developed an HIV&AIDS school plan. The need for a structured HIV&AIDS school plan stemmed from a broad research project of which this study forms part and during which the participating educators expressed the need to support HIV&AIDS infected and affected children more efficiently. I approached the study from an interpretivist perspective, underpinned by action research principles, and divided the research process into three phases. I implemented a case study as research design and selected eight primary school teachers in an informal settlement community in the Nelson Mandela Metropole, by means of convenience sampling. Throughout this study, I followed a multi-methodical approach. During Phase 1, I conducted an analysis of the transcripts of related studies within the broad research project, in order to identify the participants’ needs and ideas, concerning an HIV&AIDS school plan. Secondly, I facilitated two focus group discussions during a first field visit, in an attempt to determine the teachers’ existing knowledge concerning the Department of Education’s National HIV&AIDS Policy; what the underlying rational for the development of an HIV&AIDS school plan could be; what the possible content of such a plan could entail; and how and by whom such a plan would be utilised and used in the classroom. I transcribed the focus group discussions and thematically analysed and interpreted the raw data. Throughout, I made use of observations, captured in the form of field notes and photographs. For Phase 2, I facilitated a participatory action research workshop during a second field visit. During this workshop we finalised the content of the school’s HIV&AIDS plan. The third phase entailed the documentation of the HIV&AIDS school plan, in the form of a formal document and a poster. During my third field visit, at the launch of the school as a Resource and Support Centre in the community, I presented the schools’ principal with the HIV&AIDS school plan, in the form of the formal document and poster. I continuously relied on a research journal to document my personal opinions, reflective thoughts and impressions of the study. Subsequent to the data analysis I completed, three themes emerged. Firstly, the underlying rational for an HIV&AIDS school plan were determined, with sub-themes indicating that educators wanted to transfer their knowledge and skills to other schools in the area to support the wider community; that teachers wanted to transfer their knowledge and skills to support infected and affected children more effectively, and that the need existed for knowledge and skills to be documented in the form of an HIV&AIDS school plan. Secondly, the participants’ expectations of an HIV&AIDS school plan were determined, with the fundamental principles of an HIV&AIDS school plan and the implementation of the plan as related sub-themes. The third main theme indicated the possible content of an HIV&AIDS school plan. This theme comprises sub-themes relating to the identification, referral and support of infected and affected children. Based on the findings of my study, I can conclude that participatory action research might be used to develop an HIV&AIDS school plan, in collaboration with teachers. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The Resilient Educators support programme (REds) for HIV and AIDS affected educators was initiated by the University of the Northwest in 2006, following a research project in 2005 that highlighted the need for a support programme that addresses the challenges of educators affected by HIV and AIDS, as existing support structures were found to be inadequate. The REds programme is implemented in phases, and after the completion of each phase, the programme is modified to meet the needs of a broader audience of educators. Since 2006, the REds programme has been implemented by independent researchers in four South African provinces, Gauteng, Mpumalanga, the Northwest province and the Free State. This round of implementation included a comparison group, to allow researchers to compare data. The 2009 implementation of the REds programme was aimed at gathering comparative data to prove that the programme has a positive impact on the quality of life and resilience of educators. This was done in order to provide to the greater REds programme the opportunity to generalise the findings of the programme, and implement it on a national level. The goal of this study was to evaluate the effectiveness of the 2009 version of the REds programme to enhance the quality of life and resilience of HIV and AIDS affected educators in Gauteng. For the purpose of this research study, the researcher used applied and evaluative research. The mixed methods research approach was used, followed by the concurrent triangulation design. The qualitative and quantitative data carried the same weight in the results of the study, and the data sets were merged in the interpretation to produce well-validated conclusions. When comparing the pre- and post-test results, both the quantitative and qualitative data were used to prove or disprove the hypothesis. For the quantitative part of the study, the researcher made use of a quasi-experimental design namely the comparison group pre-test-post-test design. For the qualitative part of the study, the researcher used a collective case study design. Quantitative data was collected through two group administered standardised questionnaires, the Professional Quality of Life Screening (ProQol) and the Resilience Scale for Adults (RSA). Qualitative data was collected by using a narrative, drawings and observations. Pre-test data was collected from the experimental and comparison groups prior to exposure to the REds programme. The experimental group participated in the programme and afterwards, both the experimental and comparison groups participated in a post-test. The participants were recruited from the Diepsloot Combined School and the Emfundiswene Primary School in Alexandra, Johannesburg, Gauteng, by using non-probability volunteer sampling. The quantitative empirical research findings in the experimental group data showed minimal differences between the pre- and post-test data for the ProQol test, and trivial differences in the RSA screening. The comparison group data also showed minimal differences, but the differences were in a downward trend. When comparing the experimental and comparison group findings, the experimental group’s results were slightly more positive than the comparison group, but not enough to draw valid conclusions. However, the qualitative findings showed that the participants in the experimental group found that the programme addressed their support needs as HIV and AIDS affected educators and they felt empowered with knowledge and skills that they lacked, thus making them more resilient. The researcher did not mark any changes in the comparison group data, thus indicating that they did not feel empowered. The researcher hypothesised the following: If the Resilient Educators support programme (REds) were implemented among HIV and AIDS affected educators, their quality of life and resilience will be increased. Conclusions drawn from the qualitative research findings indicated that the REds programme met the support needs of HIV and AIDS affected educators, as the experimental group indicated that they felt empowered and the comparison group did not indicate this. The quantitative data results were not significant enough to prove or disprove the proposed hypothesis, and thus the researcher recommends that the reasons for the insignificant test results from the questionnaires be investigated. AFRIKAANS : Die Resilient Educators Support Programme (REds), ’n ondersteunings program vir MIV-en VIGS-geaffekteerde opvoeders, is in 2006, deur die Noordwes-Universiteit ontwikkel. Die projek spruit uit navorsing wat in 2005 gedoen is en getoon het dat die uitdagings wat MIV-en VIGS-geaffekteerde opvoeders in die gesig staar nie aangespreek word deur die huidige ondersteuningstrukture nie, en dat daar ’n daadwerklike behoefte aan ’n ondersteuningsprogram bestaan. Die REds-program word in fases geïmplementeer, en in elke fase, word die program heraangepas om aan die behoeftes van ’n breër teikengehoor van opvoeders te voldoen. Sedert die begin van die projek in 2006, is die REds-program deur verskeie onafhanklike navorsers, in vier Suid Afrikaanse provinsies, Gauteng, Mpumalanga, Noordwes en die Vrystaat geïmplementeer. Die 2009-implementering van die REds-program, het ’n vergelykende groep ingesluit, wat navorsers instaat stel om die data wat ingesamel word te vergelyk met ’n groep wat nie ’n intervensie ontvang het nie. Die 2009-implementering van die REds-program se doel was om vergelykbare data in te samel, en sodoende te bewys dat die program ‘n positiewe impak op die lewensgehalte en veerkragtigheid van opvoeders het. Die doel van hierdie studie was om te evalueer hoe doeltreffend die 2009-weergawe van die REds-program die lewenskwaliteit en veerkragtigheid van MIV-en VIGS geaffekteerde opvoeders in Gauteng verbeter. Vir die doeleindes van hierdie navorsing het die navorser toegepaste en evaluerende navorsing benut. Die gemengdemetode-navorsingsbenadering en die samewerkende triangulasie-ontwerp is benut. Die kwantitatiewe en kwalitatiewe data dra ewe veel gewig in die resultate van die studie. Datastelle is ook saamgevoeg tydens die interpretasie daarvan ten einde deeglik gestaafde gevolgtrekkings te maak. Tydens die vergelyking van die voor- en na-toetsresultate, is die kwantitatiewe en kwalitatiewe data benut om die hipotese te bewys of te weerlê. Vir die kwantitatiewe deel van die studie het die navorser ‘n kwasieksperimentele ontwerp, genaamd die groep-vergelykende voor-toets-na-toetsontwerp benut. Die kwalitatiewe deel van die studie is gedoen met behulp van die kollektiewe gevallestudie-ontwerp. Kwantitatiewe data is verkry deur twee groepgeadministreerde gestandaardiseerde vraelyste, die Professional Quality of Life Screening (ProQol) en die Resilience Scale for Adults (RSA), te gebruik. Kwalitatiewe data is ingesamel deur gebruik te maak van ’n narratief, tekeninge en observasies. Voor-toets-data is ingesamel by die eksperimentele en vergelykende groep. Die eksperimentele groep het die die REdsprogram deurloop en beide groepe het daarna deelgeneem aan die na-toets. Die deelnemers van die Diepsloot gekombineerde skool en die Emfundiswene laerskool in Alexandra, Johannesburg is by wyse van ’n nie-waarskynlikheids steekproeftrekking gekies, deur van die vrywillige steekproeftegniek gebruik te maak. Die kwantitatiewe navorsingsbevindinge van die eksperimentele groep het minimale verskille tussen die voor- en na-toets-data getoon vir die ProQol-toets, en niksbeduidende verskille is opgemerk in die RSA-toets. Die vergelykende groep se data het ook minimale verskille tussen die voor- en na-toets getoon, maar hierdie veranderings was negatief. In ’n vergelyking tussen die eksperimentele en vergelykende groep se resultate, is bevind dat die eksperimentele groep se uitslae meer positief van aard was as die van die vergelykende groep. Hierdie verskil is egter so klein dat geen werklilke gevolgtrekkings gemaak kan word nie. Desnieteenstaande het die kwalitatiewe bevindinge getoon dat die program wel aan die eksperimentele groep se ondersteuningsbehoeftes voorsien het. Die deelnemers het aangedui dat hulle bemagtig is met die kennis en vaardighede wat hul benodig om hul veerkragtigheid te verhoog. Die navorser het egter geen veranderinge in die vergelykende groep se data waargeneem nie, wat dus beteken dat die vergelykende groep nie bemagtig is nie. Die navorser het die volgende hipotese geformuleer: Indien die Resilient Educators support program (REds) onder MIV-en VIGS-geaffekteerde opvoeders geïmplimenteer word, sal hul lewenskwaliteit en veerkragtigheid verbeter. Gevolgtrekkings gemaak na gelang van die kwalitatitewe navorsingsbevindinge toon aan dat die REds-program wel die ondersteuningsbehoeftes van die opvoeders aanspreek, aangesien die eksperimentele groep aangedui het dat hulle bemagtig voel, in teenstelling met die vergelykende groep wat nie bemagtig voel nie. Die kwantitatiewe navorsingsbevindinge was egter van so ’n aard dat die navorser dit nie kon benut om die hipotese waar of vals te bewys nie. Na gelang van hierdie bevinding beveel die navorser onder andere aan dat die rede(s) vir die niksseggende kwantitatiewe toetsresultate verder ondersoek word. / Dissertation (MSW)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

ENGLISH : The purpose of this study was to determine the role of fear for HIV/AIDs in adolescents’ sexual choices. Theories which informed the study included developmental theory, decisionmaking theory, as well as emotion theory. In this survey study a mixed-method questionnaire was designed, piloted and then implemented with 252 purposefully selected Grade 11, Afrikaans learners (127 boys and 125 girls), aged 16 to 17 years in one high school in Gauteng. Data was analysed quantitatively and qualitatively. It was found that adolescents link several emotions with HIV&AIDS: fear, concern and caution. Another finding was that adolescents reportedly made safe sexual choices. Therefore, it was concluded that adolescents fear for HIV&AIDS positively impacted on their safe sexual choices. AFRIKAANS : Die doel van hierdie studie was om te bepaal welke rol vrees vir MIV&VIGS speel in adolessente se seksuele keuses. Teorieë wat die studie ingelig het was ontwikkelingsteorie, besluitnemingsteorie en emosie-begronde teorieë. Die navorsingsontwerp van hierdie studie was ‘n opname studie. ‘n Gemengde metode vraelys is ontwerp, geloods, aangepas en geïmplementeer met. 252 graad 11, Afrikaanse leerders (127 seuns en 125 dogters), tussen die ouderdom van 16 en 17 jaar, wat doelgerig geselekteer is vanuit een hoërskool in Gauteng. Vraelysdata is kwantitatiewe en kwalitatiewe geanaliseer. Daar is bevind dat adolessente MIV/VIGS verbind met die emosies: vrees, bekommernis en versigtigheid. Verder blyk dit dat adolessente veilige seksuele keuses maak. Die gevolgtrekking is gemaak dat adolessente se vrees vir MIV&VIGS positief korreleer met hul veilige seksuele keuses. / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted

Thesis (MSc (Psychology))--Stellenbosch University, 2008. / As part of the South African government’s strategy to support those with HIV/AIDS and their relatives, HIV/AIDS service points have been established at Public Health Facilities. An increasing number of HIV-positive children and their caretakers receive treatment here. Indirectly the paediatric patients’ uninfected caretakers and the adult patients’ children also come into contact with the Public Health System during visits. The HIV-positive and uninfected children and caretakers form a heterogeneous HIV/AIDS-affected population, which may experience particular fears due to their particular circumstances. Circumstance-particular coping strategies may be necessary. Children do, however, also experience normative childhood fears and their coping strategies display developmental characteristics. Direct and indirect learning experiences furthermore may contribute to children’s experience of fear. The participants were 40 HIV/AIDS-affected children (M = 9.4 years; HIV-positive = 30.0%) and their caretakers (N = 34; M = 36.7 years; HIV-positive = 76.5%) who had been in contact with the Public Health System of the Western Cape Province, South Africa. There were five sub-objectives. Regarding the children the objectives were to consider, against the background of normative literature, whether the target group was a special population regarding their (1) fears and (2) coping strategies. Furthermore the objective was (3) to get to know the children’s world through their learning experiences. Concerning the caretakers the objectives were to explore their personal (4) fears and (5) coping strategies. In addition the caretakers’ perceptions about their children’s fears and coping strategies were gathered. The study was explorative and a mixed methodological research model was used. Data were gathered through individual interviews. The children also completed the Goodenough-Harris Drawing Test (GHD) and the caregivers a demographic questionnaire. Data were analysed by using a combination of qualitative and quantitative strategies. The children reported normative childhood fears, mainly of wild animals. A substantial minority of the children reported fears connected to crime, an unsafe transport system, death, illness, and HIV/AIDS and special circumstances were therefore identified. The children’s coping strategies were circumstance-specific and problem-focused avoidance reported most. Living in a modern society these children’s fears have also been influenced by for instance television. The fears and coping strategies reported by the children and their care-takers’ perceptions thereof, concurred. The caretakers’ personal fears mainly were connected to psycho-social needs and social roles, which stand central during adulthood. Specifically fears about the children’s welfare were reported most. The caretakers reported crime and animalrelated fears similar to their children. A search for social support as well as preventative action were the coping strategies that were reported most. A noteworthy preventative-action strategy seemed to be healthy eating habits, given the controversy about natural products being used as HIV/AIDS treatment within the South African context. The findings were integrated within a systems-theoretical framework. The fears and coping strategies of the HIV/AIDSaffected children and their caretakers were interpreted to be the result of an interaction between their personal characteristics and their social environment.

The positive diagnosis of HIV impacts the lives and the relationships of both people living and HIV and AIDS (PLHA) and their partners. This could be the result of the PLHA experiencing stigmatisation from the side of his or her partner, or associated stigmatisation experienced by the partner due to living with the PLHA. The literature review makes it clear that limited research has been conducted on interventions to reduce HIV stigma in PLHA and their partners and this subsequently forms the focus of this study. The study describes the effect of a community-based HIV stigma reduction intervention on PLHA and their partners through a case study method. In addition, it explores and describes the lived experiences of these two groups during and after an intervention in both an urban and a rural setting of the North West Province, South Africa. A qualitative holistic multiple case study design and interpretive descriptive approach through in-depth interviews was used to implement and evaluate the intervention. Purposive voluntary sampling was conducted to access PLHA, and snowball sampling to reach their partners. The case record included multiple sources. Document analysis and open coding was used for analysis of the case records and open coding for the in-depth interviews. No real differences were noted between the urban and rural groups. It was evident from both the case study and the expressed experiences of participants that the intervention was successful. Follow-up interventions with PLHA and partners are suggested, as well as implementations that involve other cultural groups in other provinces of South-Africa. Such implementations could be useful to evaluate the sustainability of the intervention in various cultural groups. The intervention could further be included in educational programmes offered in health care settings or NGO‘s to nurses, health care workers and volunteers to train people in HIV-stigma reduction programmes. / MCur, North-West University, Potchefstroom Campus, 2014

Pas de résumés / No abstract