Prevalence of HIV/AIDS among Iranian Prisoners: A Review Article

Background: Worldwide, prisoners are more at risk of being infected by human immunodeficiency virus (HIV) as well as hepatitis C and B in comparison with other risk groups. The combination of acquired immune deficiency syndrome (AIDS), addiction and prison are factors that threaten the health of our society. Influence of risky behaviors is so common on transmission of AIDS into prisoners’ bodies. This study used available information and reports to investigate the prevalence of HIV in Iranian prisons.Methods: The following review of documents available in national and foreign databases, a total of 26 studies were investigated and required information was extracted from both the full papers and abstracts.Findings: The selected studies differed methodologically in their sampling method and data collection tools. Within the 26 studies analyzed, there was a combined study cohort of 39707 people in whom HIV prevalence varied between 0% and 24.40%.Conclusion: In this study, HIV prevalence ranged widely among the prisoners, and in most of these studies, the rate in Iran was higher than that of other countries. The prevalence of disease was highest among intravenous drug users. Unless proper preventive and control plans among risk groups such as prisoners are not implemented in a timely and suitable manner, the risk of infection in the broader society will increase

A survey of the effective factors in students’ adherence to university dress code policy, using the theory of reasoned action

Introduction: Recognizing the determinants of behavior plays a major role in identification and application of effective strategies for encouraging individuals to follow the intended pattern of behavior. The present study aimed to analyze the university students’ behaviors regarding the amenability to dress code, using the theory of reasoned action (TRA). Methods: In this cross sectional study, 472 students were selected through multi-stage random sampling. The data were collected using a researcher-made questionnaire whose validity was confirmed by specialists. Besides, its reliability was confirmed by conducting a pilot study revealing Cronbach’s alpha coefficients of 0.93 for attitude, 0.83 for subjective norms, 0.94 for behavioral intention and 0.77 for behavior. The data were entered into the SPSS statistical software and analyzed using descriptive and inferential statistics (Mann-Whitney, correlation and regression analysis). Results: Based on the students’ self-reports, conformity of clothes to the university’s dress code was below the expected level in 28.87% of the female students and 28.55% of the male ones. The mean scores of attitude, subjective norms, and behavioral intention to comply with dress code policy were 28.78±10.08, 28.51±8.25 and 11.12±3.84, respectively. The students of different colleges were different from each other concerning TRA constructs. Yet, subjective norms played a more critical role in explaining the variance of dress code behavior among the students. Conclusion: Theory of reasoned action explained the students’ dress code behaviors relatively well. The study results suggest paying attention to appropriate approaches in educational, cultural activities, including promotion of student-teacher communication

The effects of a peer-led training program on female students’ self-esteem in public secondary schools in Shiraz

Introduction: Low self-esteem in adolescence is one of the risk factors for negative outcomes in important domains of adulthood life. Due to the lack of trials based on modern methods of teaching in the field of self-esteem, this study aimed to investigate the effects of a peer-led training program on female second graders’ self-esteem in public secondary schools in Shiraz. Methods: The present study is an educational controlled trial. 223 public school female students in the second grade were selected with the Multistage random cluster sampling method. The selected Schools were assigned randomly to experimental and control groups. The data were collected before, one and six weeks after an intervention in the control and experimental group, using Pope’s 5-scale test of self-esteem with Cronbach’s alpha reliability of 0.85. The educational intervention in the experimental group was a peer-led approach, using discussion techniques in small groups (the group work, role play and group play) and a 5-volume training manual. The data were analyzed through SPSS, version 14, using Mann-Whitney test, Chi-square test, Wilcoxon and repeated measure Analysis of Variance (ANOVA). Results: The results showed that the mean of total self-esteem scores and the sub-scales (except for family self-esteem) in the experimental groups compared to that in the control groups, one and six weeks after the peer-led based approach intervention was significantly different (p<0.001). Before the intervention, the mean for self-esteem in the experimental groups was 51.80±13.91 but in the first post-test and second post-test the mean increased to 73.72±12.94, and 69.48±12.63, respectively. Before the educational intervention, the frequency distribution of females’ self-esteem in the experimental and control groups did not differ significantly from each other (p=0.340). But during one and six weeks after the intervention, a significant increase was observed between the two groups (p<0.001). Conclusion: The results of this study suggest that peer education is an effective way to promote self-esteem in adolescents. Providing opportunities such as a peer-led approach can help adolescents to acquire practical ways to increase their self-esteem