Academic literature on the topic 'MIV/VIGS'

Family members as well as informal caregivers are increasingly bearing the responsibility of taking care of persons diagnosed with HIV/AIDS (UNAIDS, 2000:5). The intensity of the caregiving process and the variety of stressors caregivers are exposed to (Uys, 2002:101-102; De Figueiredo & Turato, 2001:637-640; Flaskerud, Carter & Lee, 2000:128), have been well researched and documented. In this study, the salutogenic perspective was used to determine the sense of coherence of a group of eight informal caregivers. This perspective serves as one of the theories within the movement of positive psychology, where the focus is on the origins of psychological well-being. The results of the Sense of Coherence Scale (SOC) and the analysis of semi- structured interviews revealed a number of general resistance resources that have a positive influence on the caregivers’ sense of coherence, as well as their psychological well-being. These results may lead to the development of a psycho-educational program which will assist caregivers in maintaining their psychological well-being in spite of the stressors associated with caregiving. Opsomming Versorging van persone gediagnoseer met MIV/VIGS word toenemend die verantwoordelikheid van die pasiënte se familielede en informele versorgers (UNAIDS, 2000:5). Die intensiteit van die versorgingstaak, en die verskeidenheid stressore waaraan versorgers blootgestel word, is reeds goed nagevors en gedokumenteer (Uys, 2002:101-102; De Figueiredo & Turato, 2001:637-640; Flaskerud, Carter & Lee, 2000:128). In hierdie studie is die salutogene perspektief aangewend om die koherensiesin van ‘n groep bestaande uit agt informele versorgers te ondersoek. Hierdie perspektief dien as een van die teorieë binne die beweging van die positiewe sielkunde waar gefokus word op die oorsprong van psigologiese welstand. Die resultate van die Sense of Coherence Scale (SOC) en die ontleding van semigestruktureerde onderhoude het ‘n aantal algemene weerstandshulpbronne aan die lig gebring wat ‘n positiewe invloed gehad het op die versorgers se koherensiesin, asook hul psigologiese welstand. Hierdie resultate mag lei tot die samestelling van ‘n program wat versorgers sal help met die handhawing van hul sielkundige welstand te midde van die stressore wat met die versorgingstaak gepaardgaan.

Health promotion is regarded as the cornerstone of good health. It is the action expected from individuals and families in order to better their own health situation. Health promotion is an art and science (Edelman & Mandle, 2002:16) that is integrated into the primary health care to reduce existing health problems. The purpose of the research on which this article is reporting, was to explore and describe the health promotion needs of families with adolescents orphaned by human immunodeficiency virus or acquired immune deficiency syndrome (HIV/AIDS). The research was located within a qualitative paradigm that is both exploratory and descriptive. Eight families who were purposely selected participated in the research process. Qualitative methods, such as group interviews and field notes were utilised to collect data. The health promotion needs of the families with adolescents orphaned by HIV/AIDS were explored and described. Tesch’s analysis process, which entails a series of steps, was followed (Creswell, 2003:192). Themes, categories and subcategories that form the central focus of health promotion needs emerged during the data analysis. These themes,categories and subcategories are used to develop guidelines for health promotion. Opsomming Die bevordering van gesondheid is die hoeksteen van gesondheid. Dit is die aksie wat van individue en familie verwag word, sodat hulle hul eie gesondheidstoestand kan verbeter. Die bevordering van gesondheid is ‘n kuns en ‘n wetenskap, wat geïntegreer is in primêre gesondheidsorg, om bestaande gesondheidsprobleme te verminder (Edelman & Mandle, 2002:16). Die doel van die navorsing, waarna in hierdie artikel verwys word, was om uit te vind wat die gesondheidsorgbehoeftes van families, met adolessente wat wees gelaat is as gevolg van menslike immunogebrek virus of verworve immuungebrek sindroom (MIV/VIGS), is, en dit te beskryf. Die navorsing was binne die raamwerk van ‘n kwalitatiewe paradigma, wat eksplorerend en beskrywend is. Agt families, wat vir die doel geselekteer is, het aan die navorsing deelgeneem. Kwalitatiewe metodes, soos groepsonderhoude en veldnotas, is gebruik om data in te samel. Die gesondheidsorg-behoeftes van die families, met adolessente wat wees gelaat is as gevolg van MIV/VIGS, is ondersoek en beskryf. Tesch se analiseproses, wat uit ‘n aantal stappe bestaan, is gevolg (Creswell, 2003:192). Temas, kategorieë en sub- kategorieë, wat die sentrale fokus van die gesondheidsorgbehoeftes vorm, het uit die data-analise na vore gekom. Hierdie temas, kategorieë en sub-kategorieë, is gebruik om riglyne te ontwikkel vir gesondheidsbevordering.

The white church and black needs: Is there still salt left in the salt cellar? Remarks on the involvement of the white church with the HIV/Aids pandemic in South Africa. There are reasons why the churches in the white community of South Africa are not really concerned or involved in the HIV/Aids pandemic, which is primarily ravaging the Black community. This may, however, be regarded as the "shibolet" for the credibility of the church. The article emphasises the need for the (White) church to listen in three directions: to understand its own identity, to listen (again) to the will of the Lord, and to listen to the needs of the Black community (especially in terms of HIV/Aids). Then the church should become involved. This involvement must be above else in the local communities, in the practical ways, which are indicated, in the area of short-term help, but also empowerment and liberation.

Prayers in the worship service and HIV/Aids It seems as if most churches are still – to a great extent – not seriously involved in the problems of the HIV/Aids pandemic, and that prayers in the worship service for people suffering from HIV/Aids are few or even totally absent. The extent of the pandemic is overwhelming, especially in Sub-Saharan Africa. The needs and the suffering of Aids patients in terms of the physical, psychological and social aspects of their lives are likewise radical. The stigmatisation of Aids is far-reaching among all the population groups and forms the source of degradation and loneliness experienced by HIV-positive people. Churches should thus bring this suffering before God in prayer. Prayer is a communicative action in the worship service, but it is much more than communication; it is communion with the almighty God. In his communion with people praying to Him, God gives them strength to bring about a change of heart and attitude towards those for whom they are praying. Guidelines are suggested for focusing on HIV/Aids too in the elements of doxology, thanksgiving, humbling and prayers during the worship service. The conclusion arrived at implies that occasional worship-service prayers focusing on HIV/Aids can have a definite influence on the congregation’s attitude towards, their involvement with, and their active care for people suffering from HIV/Aids.

HIV/AIDS is a pandemic as well as an international problem. Since 1998 HIV/AIDS has been responsible for 11,3 million deaths. Opsomming MIV/VIGS (Menslike Immuniteitsgebreksvirus/Verworwe Immuniteitsgebreksindroom) is ’n pandemie asook ’n internasionale probleem. Sedert 1998 was MIV/VIGS verantwoordelik vir 11,3 miljoen sterftes. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Efforts to stem the tide of the Human immunodeficiency virus (HIV) and Acquired immune deficiency syndrome (AIDS) pandemic in Africa emphasise the necessity that learners should be able to make informed decisions. Although learners in Zimbabwe’s schools are taught about HIV and AIDS, the extent of their knowledge needed to be determined. The major objective was to assess the knowledge of secondary school learners in Harare, Zimbabwe, about HIV and AIDS. Structured interviews were conducted with 75 Grade 8 (Form 1) secondary school learners from four schools in Harare.Most learners had obtained their HIV and AIDS knowledge from schools, but some did so from their parents, community activities, the radio or television. No learner had commenced with sexual activities and all had heard about HIV, but not all knew what HIV was, and even fewer could define AIDS. Less than one-third of the learners could mention the three most important HIV preventive measures. Most learners were willing to undergo voluntary counselling and testing (VCT), but few had done so. As no learner had commenced sexual activities, opportunities existed to empower Grade 8 (Form 1) learners with adequate HIV and AIDS knowledge. Generally the learners’ HIV and AIDS knowledge levels were high but some misconceptions existed. Schools should engage with radio and television programmes to address misconceptions about HIV and AIDS. Learners should be enabled to access VCT services. More effective HIV prevention education in Zimbabwe’s schools, could enable more youth to remain HIV negative.OpsommingPogings om die Menslike Immuniteitsgebrekvirus (MIV) en Verworwe immuniteits-gebreksindroom (VIGS) pandemiese golf in Afrika te stuit, beklemtoon die noodsaaklikheid dat leerders ingeligte besluite moet kan neem. Alhoewel leerders in Zimbabwe se skole onderrig word oor MIV en VIGS, behoort die omvang van die kennis vasgestel te word. Die hoofdoelwit was om sekondêre skool leerders van Harare, Zimbabwe, se MIV en VIGS kennis te bepaal. Gestruktureerde onderhoude is gevoer met 75 Graad 8 (Vorm 1) sekondêre skool leerders van vier skole in Harare.Die meeste leerders het hulle MIV and VIGS kennis by skole opgedoen terwyl ‘n paar dit van hulle ouers, gemeenskapsaktiwiteite, die radio en televisie gekry het. Geen leerders het met seksuele aktiwiteite begin nie, almal het van MIV gehoor, maar nie almal het geweet wat MIV is nie, en nog minder kon VIGS definieer. Minder as een-derde kon die drie belangrikste MIV voorkomende maatreëls noem. Die meeste leerders was gewillig om vrywillige berading en toetsing (VBT) te ondergaan, maar min het dit reeds gedoen.Aangesien geen leerder seksueel aktief was nie, bestaan geleenthede om Graad 8 (Vorm 1)leerders te bemagtig om ingeligte besluite te neem. Oor die algemeen was die leerders se MIV en VIGS kennisvlakke hoog, maar wanopvattings het bestaan Skole behoort saam te werk met radio en televisie programme ten einde wanopvattings aan te spreek. Leerders moet in staat gestel word om VBT dienste te benut. Doeltreffender MIV en VIGS voorligting in Zimbabwe se skole, kan meer jong mense in staat stel of HIV negatief te bly.

Small and Medium Enterprises (SMEs) are likely to feel the impact of an HIV/AIDS epidemic through reduced productivity and an increased percentage of absenteeism; staff turnover; recruitment and training costs; cost of employee benefits; and poor staff morale. One of the interventions is to implement an HIV/AIDS policy and programme, yet a literature search showed that psychological studies of SMEs in implementing an HIV/AIDS policy and programme are limited. The present study utilised the model of the theory of planned behaviour (Ajzen, 1988, 1991), which is an extension of the theory of reasoned action (Fishbein & Ajzen, 1975; Ajzen & Fishbein, 1980). The intention to implement an HIV/AIDS policy and programme was predicted by the theory of planned behaviour constructs such as attitude, subjective norm and perceived behavioural control. The theory of planned behaviour was found to have limited use in assessing behavioural intention of SMEs in implementing an HIV/AIDS policy and programme. Opsomming Die uitwerking van die MIV/VIGS pandemie op Klein en Medium Sake-ondernemings sal tot gevolg hê ’n afname in produktiwiteit; ’n toename in personeelafwesigheid, personeelomset, personeelwerwing en –opleidingskoste, personeelvoordele; en swak personeel moraal tot gevolg hê. Een manier om die probleem aan te spreek is om ’n MIV/VIGS beleid en program te implimenteer. Navorsing toon dat psigologiese studies van klein en medium sakeondernemings om ’n HIV/VIGS beleid en program te implimenteer, beperk is. Hierdie navorsing steun op die teorie van planmatige gedrag (Ajzen, 1988; 1991), wat ’n verlenging is van die teorie van beredeneerde optrede (Fishbein & Ajzen, 1975; Ajzen & Fishbein, 1980). Die oogmerk met die implimentering van ’n MIV/VIGS beleid en program is bepaal deur die teorie van planmagtige gedrag soos waargeneem in houding, subjektiewe norme en waargenome gedragskontrole. Die resultate toon dat die teorie van planmagtige gedrag nuttig is om die gesindhede van werknemers in klein en medium sake-ondernemings te bepaal met die implimentering van ’n MIV/VIGS beleid en program.

Background: Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (HIV and AIDS) remain a serious threat to population health and economic well-being of individuals in conflict societies. Sub-Saharan Africa (SSA) is overwhelmingly affected by HIV and is the region with the highest number of armed conflicts worldwide.Aim: The research aimed at exploring and describing the perceptions of the refugees at Humulani Village in Ba-Phalaborwa municipality, Limpopo province, about HIV and AIDS.Objectives: The objectives included determining the gender perceptions about HIV and AIDS and also providing recommendations for ways to increase the refugees understanding of this disease.Methods: The approach used for the research was quantitative. The target population of the study was all the refugees at Humulani Village. The sample comprised both men (n = 78) and women (n = 122) who participated by completing questionnaires. The sample of the refugees consisted of different ethnic groups from Mozambique, Nigeria, Ghana and Zimbabwe. The questionnaire consisted of two sections, section A contained the biographic data and section B interrogated the refugees’ knowledge of HIV.Results: The findings of the study revealed that the participants had low levels of knowledge regarding HIV which could be attributed to their believing the myths about HIV and AIDS.Conclusion: The HIV-infected refugee population in Limpopo may continue to grow unless the unique needs of the refugees, such as strengthening the reproductive health services, maternal and child care and family planning, improving the educational and socio-economic status, are not addressed.Agtergrond: Menslike immuniteitsgebrekvirus (MIV) en verworwe immuniteitsgebrek-sindroom (vigs) bly ’n ernstige bedreiging vir die gesondheid van die bevolking, asook die ekonomiese welstand van individue in konflik-samelewings. Sub-Sahara Afrika (SSA) word oorweldigend deur MIV geraak en is die streek met die hoogste aantal gewapende konflikte wêreldwyd.Doelwitte: Die navorsing het ten doel gehad om vlugtelinge te Humulani dorpie in Ba-Phalaborwa munisipaliteit, Limpopo provinsie, se persepsies oor MIV en vigs te ondersoek en beskryf. Die doelwitte het die bepaling van geslagspersepsies oor MIV en vigs ingesluit, asook om aanbevelings te bied vir maniere om die vlugtelinge ’n beter begrip van MIV en vigs te gee.Metode: ’n Kwantitatiewe benadering tot hierdie navorsing is gevolg. Die teikenpopulasie van die studie was al die vlugtelinge te Humulani dorpie. Die steekproef het uit beide manlike (n = 78) en vroulike (n = 122) deelnemers bestaan wat vraelyste voltooi het. Die steekproef vlugtelinge was van verskillende etniese groepe afkomstig: Mosambiek, Nigerië, Ghana en Zimbabwe. Die vraelys het twee afdelings gehad: Afdeling A het die biografiese data bevat en Afdeling B het die vlugtelinge se kennis van MIV ondersoek.Resultate: Die bevindinge van die studie het onthul dat die deelnemers oor lae kennisvlakke rakende MIV beskik – dit kan toegeskryf word aan hul geloof in die mites aangaande MIV en vigs.Gevolgtrekking: Die populasie van MIV-besmette vlugtelinge in Limpopo mag steeds groei indien daar nie aandag geskenk word aan die unieke behoeftes van die vlugtelinge nie, soos die versterking van voortplantingsgesondheidsdienste, gesinsbeplanning, en moeder- en kindersorg, asook die verbetering van hul opvoedkundige en sosio-ekonomiese welstand.

The status of older adults in Africa occupies a small but rapidly expanding share of the global literature on ageing. The human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) pandemic has generated a new focus on the changing role of the elderly in communities that have been affected. In sub-Saharan Africa, where millions are projected to be infected with HIV and about two million deaths are recorded annually amongst the traditionally productive adults, such loss of parents and breadwinners means children and the elderly have had to take up unusual responsibilities. A literature review on the elderly and HIV and AIDS provided the data analysed for this article. Access to databases was mainly via EBSCO (www.ebsco.co), which allowed searches in major databases and search engines useful in an academic setting for finding and accessing articles in health and health-related academic journals, repositories and archived reports. Results showed that the AIDS pandemic has direct and indirect effects which have manifested in a set of interrelated social, economic and psychological dimensions that could ultimately impact on the health and well-being of the elderly. It is concluded that more needs to be done to articulate the knowledge base of the impact of HIV and AIDS in order to inform social, economic and political policies for the purpose of alleviating the problems that the pandemic is wreaking on the elderly African population.OpsommingDie status van ouer volwassenes in Afrika beklee’n klein, maar vinnig groeiende deel van die globale verouderings literatuur. Die menslike immuniteitsgebreksvirus (MIV) en verworwe immuniteitsgebreksindroom (VIGS) pandemie het ‘n nuwe fokus op die veranderende rol van bejaardes in die gemeenskap wat deur VIGS beïnvloed word, gegenereer. In sub-Sahara Afrika waar na beraming miljoene geïnfekteer word met MIV, met sowat twee miljoen sterftes jaarliks gerekordeer onder die tradisoneel produktiewe volwassenes, word daar van die kinders en bejaardes verwag om ongewone verantwoordelikhede op hulle te neem as gevolg van die verlies aan ouers of broodwinners. ‘n Literatuuroorsig wat handel oor bejaardes en MIV en VIGS het die geanaliseerde data voorsien vir hierdie artikel. Toegang tot die databasis was meestal deur EBSCO (www.ebsco.co) wat soektog toegelaat het tot groot databasisse en soekenjins wat bruikbaar in die akademiese opset is en die vind van artikels aangaande gesondheid, gesondheidverwante akademiese joernale en argief verslae. Bevindings toon dat die VIGS pandemie direkte en indirekte effekte het. Hierdie effekte manifisteer in ‘n stel sosiaal verwante, ekonomiese en psigologiese dimensies wat ten einde ‘n impak op die gesondheid en welstand van bejaardes het. Daar is tot die gevolgtrekking gekom dat meer gedoen moet word om die kennis basis van MIV en VIGS te artikuleer om die sosiale, ekonomiese en politiese beleid in kennis te stel, om sodoende die resulterende probleme van MIV en VIGS op die bejaarde Afrika populasie te verlig.

This study is aimed at exploring the psychosocial needs and problems experienced by black African women with HIV/AIDS and their families. In order to address these needs and problems it is necessary to determine what HIV/AIDS is, how it is transmitted and what the reasons may be for African women’s vulnerability to acquire HIV. Since the family members of the African woman with HIV/AIDS is also affected by the appearance of the illness it is important to look at needs and problems that may arise in the family. Addressing both the needs of the African woman with HIV/AIDS and that of the family members is of great importance, since these problems cannot be separated and addressed individually. The research methodology applied in this study was firstly defined, after which the various literature chapters followed with descriptions of important concepts and the discussion of HIV/AIDS related aspects. The above-mentioned provide the necessary background and knowledge whereby insight of the needs and problems experienced by African women with HIV/AIDS and their families is possible, as well as how these needs can be addressed. Research findings were schematically r4epresented and thoroughly discussed to determine if there were any comparisons with the assumptions of the study that indicate that African women with HIV/AIDS and their families experience financial- and psychosocial problems because of HIV/AIDS, and serious pressure is placed on them because of these problems. Some guidelines for HIV-counselling were also compiled by integrating the literature study, the research findings and experience in practice. These guidelines show that there are various problems in the different phases of HIV-counselling, that demand specific knowledge and insight from the counsellor in addressing these needs. Lastly a general summary, conclusions and recommendations were made with reference to relevant findings of the study. It was found that specific sexual behaviour among African men and women promote the rapid spread of HIV, and that African men and women should be empowered to prevent the spreading of HIV through relevant information. It also seemed that social welfare organisations are not visible in affected communities and should promote the services they deliver by introducing these services into the affected communities.
Dissertation (MA (Social Work))--University of Pretoria, 2002.
Social Work and Criminology
unrestricted

Thesis (MA (Afrikaans and Dutch))—University of Stellenbosch, 2005.
The question about how the reader persona is realised in HIV/AIDS documents, how readers appreciate this persona, as well as what effect it has on the eventual text appreciation occurred as a direct result of Claatje ter Hoeven’s study, “Auteurs- en lezersrollen in wervende tekste: Drie deelstudies naar personae in Zuid-Afrikaanse bankbrochures” (2002).

AFRIKAANS: In hierdie navorsing is die implementering van lewensvaardigheidsopleiding as MIV/VIGS¬ voorkoming in skole gemoniteer en geëvalueer. Die projek is geïnisieer deur 'n gesamentlike komitee van die Departemente van Nasionale Gesondheid, Onderwys en Welsyn en 'n aantal nie-regeringsorganisasies met die doel om die verspreiding van MIV/VIGS onder die jeug te voorkom. Die projek het behels dat twee onderwysers per skool landswyd deur 'n stelsel van afwaartse kommunikasie opgelei is om MIV/VIGS- en lewensvaardigheidsopleiding vir leerders in skole aan te bied en om die skool as geheel by die programimplementering te betrek. In hierdie navorsing is die opleiding van die onderwysers en programimplementering in twee onderwysdistrikte gemoniteer. Die navorsing het deur onderskeie fases verloop wat daartoe bygedra het dat die teoretiese onderbou vir die gemeenskapsielkunde ondersoek is, die leemtes van die tradisionele benaderings aangedui is en die sisteemteorie as onderliggende epistemologiese raamwerk vir die gemeenskapsielkunde aanbeveel word. Lewensvaardigheidsprogramme as voorkomende intervensies is ondersoek en die voorkomende benadering is geïnterpreteer in terme van die sisteemteoretiese uitgangspunt. Die uitdagings gekoppel aan MIV/VIGS-voorkoming en die evaluering van bestaande programme is bespreek. Riglyne uit die literatuur vir die ontwikkeling en implementering van MIV/VIGS-voorkomingsprogramme in skole word ook bespreek. Die aanduiding is dat daar nog nie in Suid-Afrika programme geïmplementeer is wat bygedra het tot 'n grootskaalse sosiale veranderingsproses wat daarop gerig is om die verspreiding van MIV/VIGS te voorkom nie. Gemeenskapsintervensies as terug- en vooruitvoerprosesse het nog nie daartoe bygedra om selfreguleringsprosesse in groot dele van die gemeenskap te fasiliteer nie. Dit kan moontlik toegeskryf word aan individuele en gemeenskapsprosesse intern tot die gemeenskap wat verandering in hierdie verband teenwerk. Die proses van program-implementering is ook bestudeer aan die hand waarvan die implementering van die program in die skole bestudeer kon word. Die programmonitering is gedoen deur 'n aksienavorsingsproses te implementeer wat gestrek het oor die periode van twee jaar. Dit het behels dat elke fase van die implementeringsproses geëvalueer is en daar terugvoering gegee is wat gebruik kon word in die implementering van die volgende fase van programimplementering. Die opleiding van onderwysers is eerstens deur deelnemende waameming en terugvoer van die opgeleide onderwysers tydens twee opleidingsessies waaraan 34 onderwysers deelgeneem het, geëvalueer. Daama is die vordering met programimplementering ondersoek deur onderhoude met die opgeleide onderwysers in 24 skole te voer. Die terugvoer uit die onderhoude was dat daar prosesse intern en ekstern tot die skoolsisteem is wat programimplementering benadeel. Hierna is verdere intervensies geïmplementeer om van die prosesse wat programimplementering benadeel, te probeer verminder. Die intervensies het onder andere beoog om al die rolspelers in die skoolsisteem, die leerders, al die onderwysers, die ouers en die skoolhoofde by die programimplementering te betrek. Hierdie fase van die implementeringsproses is gemoniteer deur vyf skole in die area as gevallestudies te bestudeer met die doel om die betekenisse wat die onderskeie rolspelers aan die program en programimplementering heg, te ondersoek. Die moniteringsproses is begin deur 'n situasie-ontleding te doen waarin die hoë risikogedrag van leerders ondersoek is en terugvoering aan die ondenvysers gegee is oor die behoeftes van leerders wat in die lewensvaardigheidsprogramme aangespreek kan word. Dit het daartoe bygedra dat konteksspesifieke programme ontwikkel kon word. Die programimplementering en waargenome uitkoms van die programme is ondersoek in onderhoude met die opgeleide onderwysers en die skoolhoofde en fokusgroepbesprekings met die leerders en ander personeellede. Na die implementering van intervensies het dieselfde groep leerders weer die vraelys wat in die situasie-ontleding as voormeting ingevul het, as nameting ingevul. Uit die twee vraelyste is die hoë risikogedragspatrone en verandering in gedragspatrone van die leerders ondersoek. Die programevaluering is gedoen vanuit die ekosistemiese verwysingsraamwerk met komponente van die sosiale konstruksionisme ingesluit. Deur die gebruik van kwalitatiewe en kwantitatiewe navorsingsmetodes aanvullend tot mekaar, kon verskillende prosesse in die gemeenskap ondersoek word, elk op 'n gepaste vlak van ontIeding. Die betekenisse wat die onderskeie rolspelers aan die program geheg het, is deur beskrywende data ondersoek, terwyl gedragspatrone van groter groepe leerders deur metings en statistiese ontleding ondersoek is. Deur data van verskillende rolspelers met verskillende data-insamelingsmetodes te integreer kon 'n geheelbeeld van prosesse in die skoolgemeenskap gekry word. Die resultate van die navorsmg dui aan dat daar tydens die moniteringstydperk slegs beperkte programimplementering in die skole plaasgevind het. In enkele skole is enkele Voorligtingperiodes gebruik om die programinhoud aan te bied. Die implementering het egter nie verder as die inisiëringsfase gevorder nie. Die organisasie en struktuur van die skoolsisteem het dit vir die meerderheid onderwysers nie moontlik gemaak om die program te implementeer nie en ten spyte van die onderskeie intervensies het daar nie verandering in die organsisasie en struktuur van die skoolsisteem ter ondersteuning van die programimplementering plaasgevind nie. Hierdie bevinding word verduidelik deur die prosesse wat programimplementering teenwerk te ontleed in terme van Bateson (1979) se orde van logiese tipering waarin hoër-orde prosesse laer-orde prosesse kan reguleer. Hoër-orde prosessse wat geïdentifiseer is wat die programimplementering benadeel het, was onder andere die volgende: • Die gebrek aan deelname van ander onderwysers weens gebrek aan kennis oor MIV/VIGS en betekenisse wat hulle aan hul rol as onderwysers heg. • Die skoolhoof se gebrek aan betrokkenheid, omdat dit nie moontlik was om die groot aantal gestelde doelwitte in die skool te bereik met die beperkte hulpbronne nie. Die struktuur van die skool was nie sodanig dat dit verandering in die organisasie moontlik maak nie. • Beperkte ondersteuning vanuit die Onderwysdepartment, weens die projekbestuur se hoë werkslading en min ondervinding in die implementering van programme. Meervoudige doelwitte vanuit die Departement van Onderwys, baie veranderings wat gelyktydig geïmplementeer word, gepaard met die vermindering van hulpbronne, dra by tot 'n skoolsisteem wat nie die kapasiteit het om verandering te implementeer nie. • Prosesse in die makrokonteks dra ook by tot die gebrek aan programimplementering. Die onderwysklimaat, gekenmerk deur 'n gebrekkige kultuur van onderrig en leer, lae motiveringsvlakke, gebrek aan dissipline en 'n eksterne lokus van beheer waardeur die onderskeie rolspelers nie aktief is in die oplos van probleme nie, maar 'n ingesteldheid het dat hulle hulp van buite-instansies nodig het, kan die programimplementering benadeel. Hoewel die grootste deel van die gemeenskap bewus is van die MIV/VIGS-epidemie, is daar gemeenskapsprosesse wat die voorkoming daarvan teenwerk. Die passiewe klimaat in die gemeenskap rakend MIV/VIGS kon ook die proses van programimplementering benadeel. Wat hieruit blyk, is dat die reëls of sosiale betekenisse onderliggend aan gedrag op elke vlak van ontleding nog nie verander het nie en dat daar 'n verskeidenheid hoër-orde prosesse is wat die program impIementering kan benadeel. Na 'n implemeteringstydperk van twee jaar het daar nie statisties beduidende verandering in die leerders se gedragspatrone plaasgevind nie. In die nameting het die leerders meer kennis van MIV/VIGS gehad, maar daar was nie 'n beduidende vermindering in hoë risikogedragpatrone nie. In drie van die vyf skole was daar 'n verhoging in gerapporteerde seksuele aktiwiteit en 'n tendens in die rigting van meer onverantwoordelike gedrag ten opsigte van kondoomgebruik en meervoudige seksuele maats. Die moontlikheid van meer openlikheid in die rapportering van gedrag moet egter in ag geneem word. Daar word weer aangedui dat die gedragspatrone van leerders nie verander het nie, omdat die reëls of betekenisse onderliggend aan die gedragsprosesse nie verander het tydens die intervensies nie. Aanbevelings word gemaak om die programimplementering te verbeter veral in terme van die volgende: • verandering in hoër-orde prosesse veral in terme van die onderwysklimaat en prosesse in die onderwyssisteem, veral ten opsigte van doelwitte en hulpbronvoorsiening; • die implementeringstrategie waarin deelname uit die gemeenskap belangrik om gedeelde betekenisse te vorm; en • die vlak van programintervensie om ook reëls onderliggend aan gedrag en hoër-orde leerprosesse in te sluit. In die navorsmgsproses het ook teoretiese insigte ontwikkel wat bygedra het tot die ontwikkeling van 'n teoretiese onderbou vir gemeenskapsintervensies en metodologiese ontwikkeling in terme van die integrering van veelvuldige navorsingsmetodes binne die sisteemteoretiese verwysingsraamwerk. ENGLISH: This research monitored and evaluated life skills training in the prevention of HIVIAIDS in schools. The project was initiated by a joint committee of the Departments of National Health, Education and Welfare with the object of preventing the spread of HIV I AIDS among young people. In terms of the project two teachers per school countrywide were trained by means of a top-down communication system to present HIVIAIDS and life skills training to school learners and to involve the school as a whole in the implementation of the programme. The research monitored the teacher training and programme implementation in two educational districts. The research was conducted in different phases, involving an investigation of the theoretical foundation for community psychology, an indication of the gaps in traditional approaches, and the recommendation of system theory as the underlying epistemological framework for community psychology. Life skills programmes as preventive interventions were investigated and the preventive approach was interpreted in terms of the system-theoretical perspective. The challenges linked to HIVIAIDS prevention and the evaluation of existing programmes are discussed, as are guidelines from the literature for the development and implementation of HIVIAIDS prevention programmes in schools. Programmes have evidently not yet been introduced in South Africa to bring about a large-scale social change process aimed at the prevention of HIV/AIDS. Community. interventions in the form of feedback and feed-forward processes have not yet helped to facilitate self-regulation in large parts of the community. This can possibly be ascribed to individual and community processes in the community itself which oppose change in this regard. The programme implementation process was also studied on the basis of which the implementation of the programme in schools could be examined. Programme monitoring was carried out by means of action research that extended over the two-year period. This meant that each phase of the implementation process was evaluated and the resultant feedback used in the next phase of the programme implementation. First the training of teachers was evaluated on the basis of participatory observation and feedback from the trained teachers during two training sessions attended by 34 teachers. Progress with programme implementation was then investigated by conducting interviews with the trained teachers in 24 schools. The feedback from the interviews was that processes internal and external to the school system were inhibiting programme implementation. Subsequently, further interventions took place in an attempt to reduce these inhibiting processes. The main aim of the interventions was to involve all the role players in the school system ¬the learners, all the teachers, the parents and the school principals - in the programme implementation. This phase of the implementation process was monitored by examining five schools in the area as case studies to determine the meaning the various role players attached to the programme and to its implementation. The monitoring process began with a situation analysis involving the investigation of the high-risk behaviour of the learners and providing feedback to the teachers on learner needs that could be addressed in the life skills programmes. This contributed to the development of context-specific programmes. The programme implementation and the observed outcomes of the programmes were investigated through interviews with the trained teachers and the school principals, and through focus group discussions with the learners and other members of staff. Following the implementation of the interventions the same group of learners again filled in the questionnaire as a pot-measurement; this was the questionnaire they had filled in earlier as a pre-measurement step in the situation analysis. The high-risk behaviour patterns of the learners and changes in these behaviour patterns could be investigated on the basis of the two questionnaires. The programme evaluation was done from an ecosystemic framework that included components of social constructionism. Through the use of complementary qualitative and quantitative research methods, different processes in the community could be investigated, each on an appropriate level of analysis. The meaning attached to the programme by the various role players was investigated by means of descriptive data, while the behaviour patterns of larger groups of learners were investigated on the basis of measurements and statistical analysis. By integrating the data of different role players with different data-collection methods, an overall view of processes in the school community could be obtained. The research results indicated that during the monitoring period only limited programme implementation took place in the schools. In a few schools a few guidance periods were used for the presentation of the programme content. However, the implementation did not progress further than the initiation phase. The organisation and structure of the school system made it impossible for most teachers to implement the programme and, despite the various interventions, no changes took place in the school system to promote programme implementation. This finging is explained by analyzing the processes that oppose programme implementation in terms of Bateson's (1979) order of logical typing in which higher order processes can regulate lower order processes. Identified higher order processes that inhibited programme implementation included the following: • The limited participation of other teachers because of their lack of knowledge of HIV/AIDS and the meaning they attached to their role as teachers. • The limited involvement of the school principal because of the impossibility of achieving the large number of goals set in the school with inadequate resources. The school structure did not lend itself to any changes. • Limited support from the Department of Education because of the project management’s high work load and limited experience in the implementation of programmes. The multiple objectives of the Department of Education, the many changes implemented simultaneously, together with a reduction in resources, contributed to a school system that did not have the capacity to implement further change. • Macro-context processes also contributed to the lack of programme implementation. The educational climate, characterised by a defective culture of teaching and learning, low motivation levels, lack of discipline and an external locus of control whereby the various role players were not active in problem solving, but whose disposition suggested that they needed help from external institutions, also helped inhibit programme implementation. Although most of the community were aware of the HIV / AIDS epidemic, certain community processes militated against the combating of the scourge. The passive climate in the community regarding HIV / AIDS further undermined the programme implementation process. What emerges from this is that the rules or social meaning underlying behaviour on every level of analysis have not changed yet and that various higher order processes can inhibit the programme implementation. After an implementation period of two years no statistically significant change in the learners' behaviour patterns had taken place. In the post-measurement the learners demonstrated more knowledge of HIV / AIDS, but there was not a significant reduction in their high-risk behaviour patterns. Learners in three of the five. schools reported an increase in sexual activity and a trend towards more irresponsible behaviour in condom use and multiple sexual partners. However, the possibility of greater openness in behaviour reporting should be taken into account. It was again indicated that the behaviour patterns of learners had not changed, as the rules or meanings underlying their behaviour processes had not changed during the interventions. Recommendations are made for improving programme implementation, especially in terms of the following: • a change in higher order processes particularly in respect of the educational climate and processes in the education system, especially concerning objectives and resource provision; • a the implementation strategy in which community participation is important in developing shared meanings; • a raising the level of programme intervention by including rules underlying behaviour and higher order learning processes. The research process also led to the development of theoretical insights that contributed to the construction of a theoretical foundation for community interventions and methodological development in terms of the integration of multiple research methods within the system-theoretical reference framework.
Thesis (PhD (Psychology))--University of Pretoria, 2007.
Psychology
unrestricted

Thesis (MPhil)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: This study investigates the meaning of responsible news coverage of the HIV/Aids epidemic with references to Die Burger en The Star. Even though the numbers of HIV positive people are escalating in our country, the media still persist in addressing HIV/Aids news in exactly the same way as any other news, which means that journalists are still detached observers who simply reflect the news of the day. This study emphasizes that the limited success of HIV prevention campaigns should urge the South African society to re-evaluate our approach to addressing HIV/Aids. It is also important to convince the media of its responsibility towards more ethical practices and especially towards greater involvement in this subject. Greater involvement will necessitate the press to re-evaluating some conventional practices as detachment and objectivity. Within this context greater involvement and activism do not have to be synonyms. With greater involvement one would like to emphasize the need for the media to take a few steps closer to the realities of HIV/Aids in order to be able to have a deeper understanding of the complexities of this disease. If one would like to see a difference in the spreading and impact of HIV/Aids on the South African community it is very important that the media will be included in the efforts against HIV/Aids. The media are a powerful and influential institution, which shape the minds and ideas of the society. The majority of South Africans are dependent on the media for most of their information - including HIV/Aids information. The greater involvement and responsibility requires pro-activity of the media and could facilitate the establishment of a better informed, well empowered and involved civil society who would themselves also be prepared to take ownership of HIVand Aids in the South African community.
AFRIKAANSE OPSOMMING: In hierdie studie word ondersoek ingestel na wat verantwoordelike mediadekking met betrekking tot MIVNigs sou beteken met spesifieke verwysings na enkele uitgawes van Die Burger en The Star. Onafhanklik van die groeiende epidemie in Suid-Afrika kies die meeste publikasies om MIVNigs nuusdekking steeds soos enige ander nuus te hanteer. Dit beteken dat joernaliste die oogmerk van objektiwiteit nastreef en dus as onbetrokke waarnemers die gebeure van die dag aan die publiek weergee. Hierdie studie beklemtoon die omvang van die MIVNigs krisis en die beperkte sukses van voorkomingsinisiatiewe in Suid-Afrika wat gevolglik ook die media noodsaak om konvensionele joernalistiek praktyke in heroënskou te neem. Indien 'n mens 'n verandering in die verspreiding en impak van MIVNigs op die Suid-Afrikaanse samelewing wil sien, is dit veral nodig om ook die media in die stryd teen MIVNigs te betrek. Die media is 'n invloedryke instelling en die grootste deel van die publiek se inligting - ook oor MIVNigs - word op die inhoud van dagblaaie gebaseer. Dit beklemtoon die verantwoordelikheid wat op die media rus om verantwoordelike en etiese nuusdekking aan die kwessie te gee. Vir die media om optimaal tot die stryd teen MIVNigs by te dra, is dit egter nodig dat die media self betrokke raak en proaktiewe nuusdekking sal nastreef. Met 'n meer betrokke media word nie noodwendig aktivisme bedoel nie, maar dit vra eerder dat die media 'n paar tree nader aan MIVNigs sal gee sodat die epidemie in sy totaliteit beter verstaan kan word. Met so 'n benadering kan die media bydrae tot die vestiging van 'n ingeligte, bemagtige en betrokke gemeenskap wat self ook eienaarskap van MIVNigs begin neem.

Not only in South-Africa, but worldwide, HIVIAIDS is a morbidity that increases on a daily basis. Currently, it can be seen as the hugest health dilemma in the world. The implications of the Aids pandemic on community structures are distressful. It is estimated that just as many people will die of Aids as from any other cause. A positive HIV test result has an enormous impact on the life of the person. A person's whole life changes the very moment he is informed that he is HIV positive. The person who is diagnosed with HIV as well as the people around him need to make life-changing decisions. These decisions should be made to deal with demands of HIV in an effective manner. According to people with HIVIAIDS from different communities, negative responses from fellow community members have a far more negative impact on them than having to deal with the positive HIV-status itself. It therefore is essential that a supporting environment be established in which in people living with HIVIAIDS can be accepted. To be able to understand and manage the situation better it is necessary to establish which processes made it possible for people to disclose their positive HIVIAIDS-status and what the experience of a person was after disclosure. The study established which processes were present to enable him to disclose and what support systems are necessary for people to disclose a positive HIVIAIDSstatus. A case study was used.
Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.

Thesis (MA)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The levels of self-efficacy for specific HIV/aids-preventive behaviour patterns for high school pupils from a previously disadvantaged community were measured. Self-efficacy can be described as an individual's perception about his/her ability to perform certain actions effectively in a specific situation. For this purpose, the Sexual Self-Efficacy Questionnaire of Kasen, Vaughan and Walter (1992) was administered. A group of 227 pupils from the Macassar High School were involved in the study. The results showed that the Macassar adolescents display low self-efficacy in areas essential for HIV/aids prevention. The adolescents were especially uncertain about their ability to refuse sexual interaction where potential sexual partners are familiar or desirable and after alcohol or drugs were used. Furthermore, the Macassar adolescents showed low self-efficacy for dealing with sensitive issues concerning a sexual partner and for purchasing condoms in a shop. Regarding gender differences, the results showed that boys display lower self-efficacy than girls in relation to the behaviour patterns that where examined. Those adolescents with lower self-efficacy for refusing sexual intercourse, were also more likely to have had sexual intercourse. Regarding condom use, the results suggested that boys that are sexually active and do not use condoms, display low self-efficacy for the correct, consistent use of condoms. The role what the relationship between self-efficacy and behaviour should play in the development of HIV/aids-preventive interventions, is accentuated in the study. The emphasis must be on the building of self-effective thoughts, associated social and self-handling skills, and especially the development of programmes aimed at changing social cognitions.
AFRIKAANSE OPSOMMING: Die self-effektiwiteitsvlakke vir spesifieke MIV/vigs-voorkomende gedragskeuses of -patrone onder hoërskoolleerlinge uit "n histories benadeelde gemeenskap is bepaal. Self-effektiwiteit kan omskryf word as "n individu se oordeeloor sy/haar vermoë om sekere aksies doeltreffend in "n spesifieke situasie te kan uitvoer. Vir dié doel is die Seksuele Self-effektiwiteitsvraelys van Kasen, Vaughan en Walter (1992) gebruik. "nGroep van 2271eerlinge van die Macassar Hoërskool is by die studie betrek. Volgens die resultate het die Macassar-adolessente lae self-effektiwiteit getoon in areas wat onontbeerlik is vir MIV/vigs-voorkoming. Die adolessente was veralonseker oor hul vermoë om seksuele omgang te weier in situasies waar potensiële seksuele maats toenemend bekend of begeerlik is en ook nadat alkoholof dwelms gebruik is. Verder toon die Macassar-adolessente lae self-effektiwiteit wat betref hul vermoë om sensitiewe aspekte van "n seksuele maat te hanteer en om kondome by "n winkel te koop. Wat geslagsverskille betref toon die resultate dat seuns laer self-effektiwiteit het as meisies wat betref die gedragskeuses of -patrone wat ondersoek is. Dit blyk ook dat respondente wat lae self-effektiwiteit getoon het vir die weiering van seksuele omgang, juis meer geneig was om seksueel aktief te wees. Ten opsigte van konsekwente kondoomgebruik, blyk dit dat seuns wat seksueel aktief is en nie van kondome gebruik maak nie, lae self-effektiwiteit getoon het juis vir die korrekte en konsekwente gebruik van kondome. Die studie beklemtoon die rol wat die verhouding tussen self-effektiwiteit en gedrag in die ontwikkeling van MIV/vigs-voorkomingsintervensies behoort te speel. Die fokus moet lê op die opbou van selfeffektiewe denke, gepaardgaande sosiale en selfhanteringsvaardighede, en veral die ontwikkeling van programme gemik op veranderinge in sosiale kognisies.

Thesis (MA)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The human immune deficiency virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) have already reached a magnitude in Southern Africa which can hardly be addressed by the existing structures. HIV counselling is considered to be an important preventative and supportive strategy in the battle against HIV. In recent years therefore, urgent attempts have been made to provide HIV/AIDS counselling services throughout South Africa. The researcher had a firsthand experience of such an attempt as manager of HIV counselling services for a NGO working in a peri-urban community. She realised that although the ideal outcome and aims of HIV counselling have been widely documented, very little research has been done on the implementation of these principles in health systems with limited resources. It was thought that a meaningful contribution could be made to the development of HIV counselling services in a specific South African community by critically exploring current HIV counselling services in such a community. This exploration entailed the following: • reviewing the literature on HIV counselling; • clarifying the goal of HIV counselling; • clarifying behaviour change as an outcome of HIV counselling; • exploring the influence of the Stellenbosch context on the content and outcome of HIV counselling; and; • exploring to what extent the goals of HIV counselling (as prescribed by international and national literature) are pursued in the Stellenbosch context. The ecological model and an action research method were used to direct this study. The researcher used her position and experience as manager of the HIV counselling services within a non-governmental organisation to access sources of information. Direct and participatory observations were utilised to gather information regarding the implementation of HIV counselling services in the community. The model of Raeburn and Seymour (1979) and specifically the overview phase have been used as a framework to organise the data and to describe the HIV counselling system in the specific community. The researcher concluded that the theoretical principles that were identified as prerequisites for effective HIV counselling services were often irreconcilable with the management skills, context, infrastructure and aims of the primary health services within the district. It was highlighted that a systemic understanding of the impact of the environment should be considered when future models and outcomes are formulated and implemented. Finally, alternative suggestions for the management, the formulation of outcomes and the utilisation of personnel in HIV counselling in this specific community were discussed.
AFRIKAANSE OPSOMMING: Die Menslike Immuniteitsgebreksvirus (MIV) en Verworwe Immuniteitsgebreksindroom (Vigs) in Suider-Afrika het reeds 'n omvang bereik wat beswaarlik deur die bestaande strukture aangespreek kan word. MIV-berading word beskou as 'n belangrike voorkomende en ondersteunende strategie in die stryd teen MIV. In die laaste paar jaar is dringende pogings dus aangewend om MIV-beradingsdienste in die hele Suid Afrika beskikbaar te stel. Die navorser het eerstehandse ervaring gehad van hierdie inisiatief as bestuurder van MIV -beradingsdienste vir 'n nie-regeringsorganisasie wat werksaam is in 'n semilandelike gemeenskap. Alhoewel die ideale uitkoms en doel van MIV -berading wyd gedokumenteer is, het sy besef dat baie min navorsing gedoen is oor die implementering van hierdie beginsels in gesondheidsisteme met beperkte bronne. Daar is geredeneer dat 'n betekenisvolle bydrae gemaak kan word tot die ontwikkeling van MIV -beradingsdienste binne 'n spesifike Suid-Afrikaanse gemeenskap deur die huidige MIV -beradingsdienste in so 'n gemeenskap krities te verken. Hierdie verkenning het die volgende behels : • literatuur oor MIV -berading te bestudeer; • MIV-berading se doelwitte te verhelder; • gedragsverandering as uitkoms van MIV -berading te verhelder; • te eksploreer hoe die Stellenbosch konteks die inhoud en uitkoms van MIV -berading beïnvloed; en • te eksploreer tot watter mate die doelwitte van MIV -berading ( soos voorgeskryf deur internasionale en nasionale literatuur) in die Stellenbosch konteks nagestreefword. Die ekologiese model en 'n aksienavorsingsmetode is gebruik om die ondersoek te rig. Die navorser het haar posisie en ervaring as bestuurder van MIV -beradingsdienste binne 'n nie-regeringsorganisasie gebruik om toegang te verkry tot inligting. Direkte en deelnemende waarneming is gebruik om inligting in te samel rakende die implementering van MIV -beradingsdienste in die gemeenskap. Die model van Raeburn en Seymour ( 1979) en spesifiek die oorsigfase is gebruik as 'n raamwerk om data te organiseer en die MIV -beradingsisteem in die spesifieke gemeenskap te beskryf. Die navorser het tot die gevolgtrekking gekom dat die teoretiese beginsels wat geïdentifiseer is as essensiële voorvereistes vir effektiewe MIV -beradingsdienste in soveelopsigte onversoenbaar is met die bestuursvaardighede, konteks, infrastruktuur en doelwitte wat binne die spesifieke primêre gesondheidsdienste geld. Dit is beklemtoon dat In sistemiese verstaan van die invloed van die omgewing en die inagneming van die sisteem belangrik is wanneer toekomstige doelwitte geformuleer en modelle geïmplementeer word. Alternatiewe voorstelle vir die bestuur van beradingsdienste, die formulering van uitkomsdoelwitte en die benutting van personeel in hierdie dienste is ten slotte bespreek.

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, 2011.
Educational Psychology
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