Implementing peer support in secondary schools: facing the challenges

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Risk behaviour of primary school learners in a disadvantaged community - a situation analysis

The prevalence of substance use and high-risk sexual behaviour of 460 primary school learners, from four schools in a historically disadvantaged urban area, was investigated. It was found that 14% of the primary school learners in this study currently used alcohol, 4% smoked marihuana, 3% sniffed solvents, 9% used over-the-counter medicines and 2% used illegal drugs. Of the 24% of learners that reported being sexually experienced, only 40% protected themselves from HIV / AIDS and 35% used birth control measures. Furthermore, the learners indicated that they did not experience high levels of support from their families and friends and many of them were exposed to substance abuse in their homes. The majority of the learners were of the opinion that substance use and sexual activity were inappropriate behaviour for their age group. Recommendations are made for prevention strategies aimed at primary school learners. (South African Journal of Education: 2003 23 (1): 58-64

An intervention for boys aimed at the prevention of violence against women – qualitative outcome

Programmes designed to empower women in an attempt to eradicate violence against them address only one side of the coin. To promote respectful gender relationships, it is also necessary to change the destructive perceptions of masculinity commonly found among men and boys. The 12-session Hero Empathy Programme was implemented for Grade 5 boys at 10 primary schools in low-resourced communities in South Africa (age range: 10–13 years; black = 100%). The aim was to expose all the Grade 5 boys in those schools to alternative perspectives on masculinity and respectful gender relationships. Before the intervention, focus group discussions were held with the boys to gain an understanding of their conceptualisations and experiences in their communities. Focus group discussions held after the intervention explored changes in the boys’ gender perspectives and behaviour. After the intervention, boys questioned gender stereotypes, respected girls more, showed less violence towards girls and accepted a positive perspective of masculinity, which is to be strong and to provide for and protect the family. The intervention showed promise with regard to its ability to promote respectful gender relationships from a young age. To enhance sustainability and have an effect on the social norms of communities, the intervention should be widely implemented.http://siba-ese.unisalento.it/index.php/cpgphj2024PsychologySDG-05:Gender equalit

‘I went for rehab many times and it never worked, but the harm reduction process has given me renewed hope’. Perceptions on the effectiveness of harm reduction and community-based opioid substitution therapy

DATA AVAILABILITY STATEMENT : The data that support the findings of this study are available from University of Pretoria. Restrictions apply to the availability of these data, which were used under license for this study. Data are available from the author(s) with the permission of University of Pretoria.ISSUE ADDRESSED : The accessibility of opioid substitution therapy (OST), one of the recommended treatments for opioid dependence, remains low. This study sought to explore the perceived effectiveness of OST from the perspectives of peer outreach workers and OST clients in a community-based harm reduction programme. METHODS : The research was done within the Community-Oriented Substance Use Programme (COSUP) in Tshwane, South Africa. Fifteen peer educators (13 males and 2 females) took part in two focus group discussions. Thereafter, there were semistructured interviews in which 15 OST clients (11 males and 4 females) participated. A convenience cross-sectional study was used. Interviews were audio-recorded. Using thematic analysis, themes were examined to evaluate how OST and the harm reduction approach were perceived to contribute to the improved health status of people with opioid dependence. RESULTS : Peer outreach workers and COSUP clients significantly endorsed OST as an effective treatment for opioid dependence. Participants perceived greater effectiveness of OST compared to abstinence-centred inpatient rehabilitation programmes. However, there were sentiments that more community education on OST was needed to motivate people with opioid dependence to access services and to address misconceptions about OST. CONCLUSIONS : There is a lack of multi-level and multi-sectoral engagement of various stakeholders in opioid dependence services, needed to accelerate utilisation of OST services. SO WHAT? The research unpacks the need for an integrated approach to service use optimisation, and the need to evaluate the role that increased awareness and community education on harm reduction strategies can play in enhancing the utilisation of OST services.http://wileyonlinelibrary.com/journal/hpjaam2024Family MedicinePsychologySDG-03:Good heatlh and well-bein

University students’ mental health and emotional wellbeing during the COVID-19 pandemic and ensuing lockdown

The COVID-19 pandemic and ensuing lockdown had a profound effect on human life. This research explores the influence of COVID-19-related experiences on the emotional wellbeing and mental health of South African university students 3 months into the pandemic. Research data were obtained from an online survey completed by 5074 students. Students reported difficulties in coping with psychological challenges during the lockdown: 45.6% and 35.0% reported subjective experiences of anxiety and depression, respectively. Students scored low on the mental health continuum. Hierarchical stepwise multiple regression analyses showed that some different dimensions predicted emotional difficulties or wellbeing and mental health – confirming the two continuum theory of Keyes. Students’ serious discomfort during lockdown, difficulty adjusting academically and feeling socially isolated contributed most to emotional difficulties. Females, students in their early years of study and students residing in informal settlements were most at risk of experiencing emotional difficulties. Mental health was most predicted by students’ hopefulness. Social, academic, spiritual and physical wellbeing and positive coping strategies influenced both emotional difficulties and mental health. The research serves to alert university authorities to students’ emotional wellbeing, especially of first-year students and students with limited resources. The results could assist university psychological services to provide appropriate support services to enhance students’ adjustment and promote their mental health amid a public health crisis.http://journals.sagepub.com/home/saphj2022Education InnovationPsycholog

Development of structured support groups for HIV-positive women in South Africa

Women living with HIV in a stigmatising community need support to cope with their HIV status. In a process of action research, a structured support group programme was designed to meet the needs of women to cope with their diagnosis and interpersonal relationships. The emphasis was on identifying their needs and developing programme material to address those needs through group participation and interaction. The programme was pilot-tested at two sites located in two townships in Tshwane, South Africa. Feedback after each session made it possible to adjust the programme to the needs of the participants. In a formative evaluation, audio-taped sessions, process notes of facilitators, and experiences of the participants were used to identify therapeutic elements, the value of the groups and the problems in the implementation process. Women reported benefit from participation in the support groups. A 10-session structured programme to be used in support groups addressing the most important needs of HIV-positive women was developed.Keywords: support groups, HIV-positive women, South AfricaRésuméLes femmes vivant avec le VIH dans une communauté stigmatisante ont besoin de soutien afin de faire face à leur statut de VIH.Au cours du processus de la recherche active, un programme de groupe de soutien structuré a été conçu avec le but de répondre aux besoins de ces femmes pour qu'elles puissent faire face au diagnostic et aux relations personnelles. L'important était d'identifier les besoins et de développer le matériel nécessaire au programme afin d'aborder ces besoins à travers la participation et l'interaction du groupe. Des essais pilotes du programme ont été fait dans deux sites situés dans deux banlieues à Tshwane, Afrique du Sud. La réaction au bout de chacune des sessions a permis une adaptation du programme aux besoins des participants. Durant l'évaluation formative les enregistrements de sessions, les notes du processus des animateurs et les expériences personnelles des participants ont été employé dans le but de relever les éléments thérapeutiques, l'importance de groupes et les problèmes émergeant de l'exécution du processus. Les femmes ont signalé que la participation aux groupes de soutien a été rentable. Un programme structuré, ayant dix sessions, a été aménagé pour être utilisé dans les groupes de soutien avec le but d'aborder les besoins les plus importants des femmes séropositives.Mots clés: groupes de soutien, femmes séropositives, Afrique du Sud SAHARA J (Journal of Social Aspects of HIV/AIDS Research Alliance) Vol. 2(3) 2005: 333-34

Learner-to-teacher bullying as a potential factor influencing teachers’ mental health

Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed for this research. Additionally, the potential effect that learner-to-teacher bullying may have on teachers’ experience of mental health was investigated using the Hospital Anxiety and Depression Questionnaire. In a convenience sample consisting of 153 public secondary school teachers in the Tshwane area, 62.1% of the teachers reported exposure to verbal bullying, 34.6% to physical bullying, 27% to indirect bullying, and 6.6% to cyber bullying. Mann-Whitney U Tests were performed and indicated significant differences in teachers’ mean anxiety and depression scores across the four types of learner-to-teacher bullying. Learner-to-teacher bullying can result in negative emotions, disempowerment, low morale, and low motivation of various roleplayers in the school system. It is thus of vital importance to protect teachers, create adequate resources to eliminate learner-to-teacher bullying, and work towards improving teachers’ mental health.Keywords: anxiety; depression; high school teachers; learner-to-teacher bullying; quantitative research; workplace bullyin

The emotional wellbeing of lay HIV counselling and testing counsellors

The HIV testing, treatment and care programme of the South African public healthcare system depends on HIV counselling and testing (HCT) that is primarily delivered by lay counsellors. Lay counsellors are expected to educate clients about HIV/AIDS, advocate behaviour change, convey test results and support those infected and affected to cope with the emotional and social challenges associated with HIV/AIDS. This research focuses on the emotional wellbeing of lay HCT counsellors because this influences the quality of services they provide. A mixed methods approach was used. The emotional wellbeing, level of burnout, depression and coping style of 50 lay HCT counsellors working at the City of Tshwane clinics were assessed. Additionally, five focus group discussions were conducted. The results showed that HCT counsellors reported average emotional wellbeing, high levels of emotional exhaustion and depression. They had a sense of personal accomplishment and positive coping skills. The results revealed that they may have difficulty dealing with clients’ emotional distress without adequate training and supervision. This creates a dilemma for service delivery. In the light of the important role they play in service delivery, the role of the lay HCT counsellor needs to be reconsidered. HCT should develop as a profession with specific training and supervision to develop their emotional competencies to conduct effective counselling sessions.http://www.tandfonline.com/loi/raar202017-01-31hb201

An expressive art group intervention for sexually abused adolescent females

OBJECTIVE : South Africa has a high prevalence of sexual abuse of children and adolescents. Among the numerous adverse consequences of sexual abuse is the difficulty survivors may experience in developing a positive self-esteem and maintaining positive relationships. In a low resource setting, an expressive art group intervention tailored for female adolescents who have been sexually abused was implemented and its value explored. METHOD : Six adolescents met for ten weekly sessions which included expressive art activities, followed by reflective group discussions. The value of the intervention was explored using a qualitative research design with limited quantitative data. RESULTS : The participants reported that the group intervention relieved their sense of isolation and contributed to their ability to express emotions and develop self-awareness. Participants reported more positive self-esteem and improved interpersonal closeness. The intervention helped participants to find new meaning in painful experiences which contributed to personal growth. CONCLUSIONS : The group dynamics, expressive art activities and reflective group discussions contributed to the therapeutic value of the intervention. The expressive art group intervention showed value as an alternative therapeutic strategy in a low resource setting for female adolescents that have experienced sexual abuse. An experimental design could follow to confirm the effectiveness of the intervention.http://www.tandfonline.com/loi/rcmh202016-12-31hb2016Psycholog

Fostering collective responsibility in prevention and ending gender-based violence issues

Gender-based violence is a major health, social, and human rights issue in the global context. It knows no social or economic boundaries and has devastating effects mostly on women and girls of all socio-economic backgrounds in developed and developing countries. Decreasing violence against women and girls requires a community-based, multi-pronged approach, and sustained engagement with multiple stakeholders.The rationale of the special issue is to emphasize the community and contextual aspects which are drivers of violence against women with the aim to understand the broader context and to contribute to cultural and community level prevention efforts.  A specific focus of the papers in the issue is how to enhance community agency and collective responsibility in ending violence against women