HIV and/or AIDS awareness among adolescents in a South African at-risk rural community

Background: The devastating effects of HIV and/or AIDS are widely documented. Despite ongoing efforts to address the challenges associated with the pandemic, the impact on children orphaned because of the disease, as well as on adolescents, remains problematic. More specifically, orphaned adolescents living in poverty are particularly vulnerable and are often exposed to, for example, emotional and physical abuse and transactional sexual exploitation. Against this background, the importance of informed awareness among adolescents is continually emphasised, yet the outcomes of awareness campaigns require ongoing research.Objectives: The main objective of this study was to explore HIV and/or AIDS awareness among adolescents living in a rural community in South Africa, in the Chris Hani District of the Eastern Cape Province. Sixteen adolescents (aged 12–24) who had lost one or both of their parents because of HIV and/or AIDS-related reasons were purposefully selected to participate in the study.Method: For this qualitative investigation, we implemented a descriptive case study design. Semi-structured individual interviews, observation and field notes were used to collect and document data, and inductive thematic analysis was completed using the software programme Atlas.ti 7.Results: The three themes that were identified relate to HIV and/or AIDS awareness, disclosure of parents’ HIV and/or AIDS status and experiences of adolescents surrounding the death of their parents. Adolescents of the community viewed HIV and/or AIDS as an infectious disease that can lead to death; however, this can be prevented by avoiding at-risk sexual behaviour. Schools and family members were the main sources of information regarding HIV and/or AIDS to the participants. Even though parents tended not to disclose their HIV and/or AIDS status, adolescents became aware of their parents’ status when reading about this on their parents’ medical report cards or when being told about the status by others following the death of their parents. For adolescents, their parents’ deaths were associated with the parents being chronically ill or showing visible signs of deterioration such as weight loss.Conclusion: The study concludes that even though current campaigns and informative interventions have seemingly succeeded in ensuring HIV and/or AIDS awareness among adolescents – also those in remote areas – continued educational campaigns are important. Such initiatives may prove to be beneficial by focusing on ways that parents can discuss HIV and/or AIDS-related issues with their children and disclose an HIV-positive status

The Relationship between coping with HIV&AIDS and the asset-based approach

The descriptive purpose of this study was to explore and describe the manner in which a South African informal settlement community is coping with HIV&AIDS, by relying on existing assets and local resources. The intervention-related purpose was to explore how an activist intervention research approach might facilitate change and empower an informal settlement community in relation to community members’ ways of coping with HIV&AIDS. Theoretically the study conceptualised asset-based coping, thus adding to available literature on the asset-based approach and coping. The practical value lies in documenting an example of one community’s coping with HIV&AIDS, which may inform other communities during future capacity building initiatives. Furthermore, the study provides methodological knowledge concerning the potential value of employing activist intervention research within the context of coping with HIV&AIDS. The conceptual framework of the study constituted the HIV&AIDS pandemic, coping theory and the asset-based approach. I followed a qualitative research approach guided by an interpretivist epistemology. I employed an instrumental case study design, applying PRA (Participatory Reflection and Action) principles. I purposefully selected the case (a South African informal settlement community and primary school through which I entered the community), as well as the participants (educators, community members and other stakeholders of the community). Data collection consisted of an intervention (focus groups combined with workshops that relied on PRA informed techniques), interviews, observation, a field journal and visual data collection techniques. Four prominent themes emerged subsequent to inductive data analysis. The community experienced certain challenges and stressors within the context of HIV&AIDS. Besides general challenges like poverty, unemployment and at-risk sexual behaviour, community members displayed vulnerability with regard to HIV&AIDS and identified challenges when supporting other people living with HIV&AIDS. Various assets and potential assets were identified in and around the community, upon which the community might rely in coping with the challenges associated with HIV&AIDS. Thirdly, the community displayed certain trends in coping with HIV&AIDS, relying on community-based coping to deal with being infected with HIV or living with AIDS, coping with other community members living with HIV&AIDS, or caring for children orphaned due to HIV&AIDS. Finally, participants’ active involvement in the intervention research resulted in unchanged-, as well as changed coping strategies. Based on the findings, I conceptualised the construct asset-based coping, defining it as the ability to deal with challenges, by identifying and mobilising existing assets, as well as external resources available. I proposed asset-based coping as one possibility of coping with HIV&AIDS. In terms of research methodology, I combined research and intervention in an innovative manner, by developing and employing an activist intervention research approach. Active participation and their role as research partners enabled educators to experience increased levels of self-worth, take agency and be empowered in the context of community-based coping with HIV&AIDS.Thesis (PhD (Educational Psychology))--University of Pretoria, 2007.Educational Psychologyunrestricte

Formative evaluation of the STAR intervention : improving teachers’ ability to provide psychosocial support for vulnerable individuals in the school community

The article describes the pilot phase of a participatory reflection and action (PRA) study. The longitudinal investigation explores teachers’ ability to provide psychosocial support within the context of HIV/AIDS following an asset-based intervention. The study ensued from our desire to understand and contribute to knowledge about the changed roles of teachers due to adversity in the community, specifically in relation to HIV/AIDS and education. The supportive teachers, assets and resilience (STAR) intervention was facilitated from November 2003 to October 2005 and consisted of the research team undertaking nine field visits and facilitating 20 intervention sessions (2–3 hours each), and 12 post-intervention research visits have been conducted to date. Ten female teachers were selected for participation through random purposeful sampling at a primary school in an informal settlement outside Port Elizabeth, South Africa. Data-generation included PRA activities, observation, informal interactive interviews, and focus group discussions. The data were analysed by means of inductive thematic analysis. We found that the teachers did not view vulnerability as being related to children or HIV/AIDS in isolation, but rather that their psychosocial support to children and the school community was inclusive across a spectrum of vulnerabilities and services. We argue that teachers who are inclined to provide such support will fulfil this role irrespective of understanding policy or receiving training. We contend that teachers are well-positioned to manage school-based psychosocial support in order to create relevant and caring spaces for vulnerable individuals in the school community.We thank the following institutions for financially supporting the project: Education, Training and Development Practises, Sector Education and Training Authority (ETDP SETA) (2003–2004); ABSA Foundation (2004); M&SS Trust (2005); NRF dissertation award (2007); University of Pretoria Research Development Programme (2007–2009); The Foschini Group (2008–2009); Albert Wessels Funding; Toyota (2008); University of Pretoria, Department of Community Engagement (2008–2010); and National Research Foundation (NRF) Rated Researchers Incentive Funding (2009–current).http://www.nisc.co.za/journals?id=1gv201

The pedagogy of indigenous knowledge as a social construct

In hierdie artikel word daar in die eerste plek gepoog om inheemse kennis as sosiale konstruk te verklaar, waarna die waarde daarvan vir die opvoedingspraktyk toegelig word. Inheemse kennis (IK) begrond dikwels leerders se eerste ervarings en verbind sodanige ervarings, deur spontane konsepvorming, met wetenskaplike verskynsels. IK dien ook as primêre leerorganiseerder vir verdere konseptualisering en skematisering. Die uitsluiting van inheemse kennis uit formele kurrikula is gewoonlik nie doelbewus nie, en die daadwerklike insluiting daarvan in leermateriaal kan ’n waardevolle bydrae lewer om as skakel tussen bestaande kennis en nuwe inligting te dien. Die erkenning van plaaslike bevolkings se inheemse kennis in kurrikula bemagtig nie net die kurrikuleerder nie, maar ook leerders wat op die inligting aangewese is. Aangesien inheemse kennis verweef is met die sosiale konstrukte van die samelewing, is deelnemende navorsingstrategieë gepas om hierdie kennis met die oog op kurrikulumontwikkeling te versamel, te kwantifiseer en te verifieer.This article explains indigenous knowledge, firstly as a social construct, and subsequently in terms of the value it holds for educational practice. Indigenous knowledge (IK) often constitutes the basis of learners’ first experiences and links such experiences, via spontaneous conceptualisation, with scientific phenomena. IK also serves as the primary organiser of learning, with a view to further conceptualisation and schematisation. The exclusion of indigenous knowledge from formal curricula is usually not intentional, and its actual inclusion in learning material can make a valuable contribution towards linking existing knowledge and new information. The article claims that the indigenous knowledge of local populations should be acknowledged to empower curriculum developers and learners. Seeing that indigenous knowledge is interwoven with the social constructs of society, participatory research strategies are suggested to gather, quantify and verify information for curriculum development purposes.http://www.satnt.ac.zaam201

An attractive choice : education researchers’ use of participatory methodology

Participatory methodologies are often favoured in education research. This study aimed to determine collaborative partnership trends between education researchers and teachers in order to understand the use of participatory theory and practice in education studies. Seven symposium presentations by education scholars from various higher education institutions were analysed using trend analysis from a community of practice theoretical framework. It emerged that participatory methodology denotes various characteristics which indicate favourable use by education researchers. Partnerships between education researchers and teachers share common goals, are contextual in nature, have a process-oriented emphasis and foreground knowledge exchange and the development of knowledge networks. In addition, collaborative partnerships between education researchers and teachers appear to be directed by an overarching philosophy of ‘care’.http://www.unisa.ac.za/default.asp?Cmd=ViewContent&ContentID=20128am2013gv201

Forensic patients in the emergency department : who are they and how should we care for them?

BACKGROUND : Patients who suffer violent, crime related injuries are likely to seek medical assistance in emergency departments. Forensic patients may not disclose the cause of their injuries leading to the impairment of evidence. We explored healthcare providers’ perceptions of forensic patients and how they should be cared for. METHOD : The perceptions of physicians and nurses regarding the profiles and care of forensic patients were explored in three urban emergency departments. The data were collected through a talking wall and analysed collaboratively, with the participants, using content analysis. RESULTS : Healthcare providers in emergency departments differentiated between living and deceased forensic patients. Healthcare providers identified living forensic patients as victims of sexual assault, assault, gunshots and stab wounds, and abused children. Deceased patients included patients that were dead on arrival or died in the emergency departments. Healthcare providers acknowledged that evidence should be collected, preserved and documented. CONCLUSION : Every trauma patient in the emergency department should be treated as a forensic patient until otherwise proven. If healthcare providers are unable to identify forensic patients and collect the evidence present, the patients’ human right to justice will be violated.University-based Nursing Education of South Africa (UNEDSA), funded by the ELMA foundation of South Africa, the Vice-Chancellor’s Grant (University of Pretoria) and the National Research Fund (Vulnerable Discipline Developing Health Science Research Grant).http://www.elsevier.com/locate/aaen2019-09-01hj2017Nursing Scienc

Taking note of obstacles research partners negotiate in long-term higher education community engagement partnerships

This article describes the challenges that teachers negotiated in a rural school (thwarted by rurality in an emerging-economy context) to remain partners in a long-term research project. We use the generative theory of rurality to theoretically locate the challenges and thematic analysis of six years' Participatory Reflection and Action (PRA) data with South African teachers (n ¼ 9) in a rural school. Insights may contribute to knowledge about partnerships with marginalised-school partners. Knowing which obstacles teacher-partners had to overcome to continue in a project, may inform the conceptualisation and implementation of enduring partnerships.A grant from the National Research Foundation (NRF) for the Flourishing Learning Youth (FLY) project (Grant Number: 82620.CEC12091412827).http://www.elsevier.com/locate/tatehb2016Educational Psycholog

Teachers addressing HIV&AIDS-related challenges resourcefully

Teachers, in their relationship with children and their families, face challenges related to cumulative risk, including HIV&AIDS. In this paper we use Sense of Coherence to explain why teachers are able to address such barriers by using assets. We explore the way that teachers (N=28) in four South African schools opted to tackle the cumulative risk associated with HIV&AIDS, following participation in an asset-based intervention (STAR – Supportive Teachers Assets and Resilience). Data sources include six years’ longitudinal Participatory Reflection and Action (PRA) data. Observation-in-the-context-of-interaction data was documented in research diaries, field notes, visually as photographs and audiovisual recordings. Informal conversational interviews, unstructured face-to-face interviews and focus group interviews were audio-recorded and transcribed. In the thematic analysis HIV&AIDS-related barriers emerged as a socio-economic challenge that teachers addressed by mobilising identified resources. Teachers’ experiences of barriers were interwoven with narratives of confronting barriers by establishing school-based support structures. This study provides empirical evidence for the theoretical supposition that schools are well placed to function as intersections of care and support in communities by theorising that teachers’ use of asset-based competencies results in their experiencing eustress (rather than distress) when faced with HIV&AIDS-related barriers, as they feel equipped to mediate the effects of ongoing HIV&AIDS-related risk.http://www.saches.co.za/sare.htmlgv201

Utilising PRA to develop a postgraduate qualification in visual impairment studies

This article reports on the study that focused on the utilisation of a Participatory Reflection and Action (PRA) methodology in order to develop a postgraduate qualification in visual impairment studies. The broader project aims to create ways in which learners with visual impairment can be included in South African schools. In lieu of this, it has therefore come to our attention that teachers of these learners in full service schools (FSS) and special needs schools may require appropriate education and training so as to effectively work with learners with visual impairment. For our exploration, we followed a case study design and utilised PRA approach as the main data generation source in the five provinces that were involved in the study. The sample involved 255 teachers in full service and special needs schools and 50 expert stakeholders in the field of visual impairment. To most teachers, being involved in PRA-based workshops was somewhat new, thus, our study found that teachers have varying views in terms of them (teachers) being part of PRAbased workshops. Although most of them commend the process of these workshops, others feel that there could be an opportunity for improvement.European Union (EU) and Department of Higher Education and Training (DHET).https://www.journals.ac.za/sajhe/indexEducational Psycholog

Teachers' understanding and implementation of the National Curriculum for Physical Development in the reception year

This study explored Grade R teachers‟ understanding and implementation of early childhood physical development practices, based on the Revised National Curriculum Statement (RNCS). A case study, which entailed a focus group discussion, non-participant observations and document analysis of Grade R was conducted at a pre-primary school. Taxonomic and thematic analyses revealed that participants understood early physical development as a precursor to academic functioning. Teaching practices offered varying opportunities to learn within a whole-school approach to Physical Education (PE). Participants perceived various shortcomings in terms of non-specificity, participative versus quality performance approach, lack of age appropriate norms, irregularities with certain aspects of the Grade R curriculum and insufficient guidance for teachers. Participants reported limited reliance on the RNCS to inform their implementation of physical development practices. Further research is recommended, focusing on engaging critically with the physical development section of the RNCS for Grade R and comparing teaching practices in varying contexts. Additionally, there is a need for teacher training in early childhood PE, as well as assistance and dissemination of informationhttp://academic.sun.ac.za/sajrsper/gv201