Archive for April, 2010

HIV / AIDS is the global problem of the new era of science and technology, and we should know that the problem is the widespread AIDS challenge to human survival. Children and young people need to work with the knowledge, attitudes, values and skills that help them address these challenges and support them in a healthy way of life decisions, how they grow it will be equipped. Education is delivered through schools one of the ways in which children helped to meet those challenges and such decisions.

The provision of information about HIV (transmission, risk factors, such as to avoid infection) is necessary but not sufficient to lead to healthy behavior changes. Programs to provide accurate information, to compensate for the myths and misinformation reported, often improvements in knowledge and attitudes, but this is poorly correlated with changes in behavior in relation to risk-taking behavior and desirable results. Education can be effective in the difficult task of achieving and sustaining behavior change on HIV / AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear, that the Company or a demonstrated commitment to justice. School policy must ensure that every child and young people has the right to life education, especially if such training is essential for the survival and the prevention of HIV infection.

HIV infection is one of the most important issues facing today, children of school age. You see fear, if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.

It is estimated that 40 million people worldwide are living with HIV or AIDS, at least a third of them are young people aged 15-24. In 1998, infected more than 3 million young people worldwide have been, including 590 000 children under 15. More than 8,500 infected children and adolescents with HIV every day. 50 In many countries over% of all infections among 15-24 year old, who is expected to develop AIDS in a period of several months, more than 10 years and above.

Studies have shown the enormous impact of HIV and AIDS have focused on the education sector and the quality of education provided, to the south, especially in certain regions of the world such as Africa, the Sahara. Consequences of the AIDS epidemic and a probable decrease of demand for education, coupled with absenteeism and an increase in the number of orphans and school leavers, especially girls. Girls are socially and economically vulnerable to conditions that force people to accept the risk of HIV infection in order to survive. A decline in the education of girls have a serious negative impact on the progress made in the last decade towards the establishment of a proper education for girls and women. Reduced number of classes or schools, a shortage of teachers and other staff and shrinking resources for educational systems all impair the prospects for education.

Effective HIV / AIDS education and prevention in all schools for all children, so that no one left ignorant needed. But in many places, schools are concerned about the provision of sex education or discussions of sexuality because of cultural requirements of protecting minors from sexual experiences. Women often lack the necessary skills to communicate their concerns with their sexual partners and the conduct of the practice that reduce the risk of infections, such as the use of condoms, which is often dominated by men.

The school can either be a place that practices discrimination, prejudice and undue fear, that the Company or a demonstrated commitment to justice. School policy must ensure that every child and young people the right to HIV / AIDS education has, especially if such training is essential for the survival and the prevention of HIV infection.

A review of UNAIDS (1997) of 53 studies that evaluated prevent the effectiveness of programs for HIV infection and related health problems among young people concluded that sex education does not lead programs to earlier or increased sexual activity among young people, seems, in fact the opposite be true. 22 reported that HIV and / or sexual health education either delayed the start of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and sexually transmitted rates. 27 studies reported that HIV / AIDS and sexual health increased nor decreased sexual activity, pregnancy or STD.

The review concluded that interventions in schools is an effective way to reduce risks are associated with conduct HIV / AIDS / STD in children and adolescents.

There are three main objectives for this paper to education to integrate effectively with the HIV / AIDS and other impediments to health aspects associated with it.

These are as follows:

Objectives:

1) Health education with emphasis on HIV / AIDS prevention.

2) Raising awareness on HIV / AIDS among teachers and learners.

3) stimulation of mutual support and HIV / AIDS counseling in schools.

The focus of the paper is to give importance to the HIV / AIDS prevention with health education on awareness of all the students and their teachers and also provide the framework for HIV / AIDS education for all.

Need of HIV / AIDS education:

In the field, such as HIV / AIDS prevention, individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in addressing these problems and health problems, a healthy approach to HIV / AIDS and sex education more effective and works as a teaching knowledge alone. T

There are many studies indicating that the provision of information on topics like sex, sexually transmitted diseases (STDs) and HIV (transmission, risk factors, such as to avoid infection) is necessary but not sufficient for the healthy behavioral change (Hubley, 2000) result. Programs to provide accurate information, to compensate for the myths and misinformation reported, often improvements in knowledge and attitudes, but that is poorly correlated with changes in behavior in relation to risk-taking behavior and desirable outcomes (Gatawa 1995, UNAIDS 1997a). HIV / AIDS with health education can be effective change in the difficult task of achieving and maintaining performance.

Health education with HIV / AIDS is widely applicable:

These problems mainly concern men and women, and older children and adolescents, both in this age group and younger children, a broader range of health problems, can play in the formation of a crucial role in the sustainable prevention and management. Health education, which plays with HIV / AIDS programs have an important role in the prevention of infections. This is done through the promotion of knowledge of areas such as symptoms, transmission, and behavior that are particularly relevant to many infections in each community, attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits, skills such as behavior to avoid the likely cause an infection, to encourage others to change unhealthy habits to communicate messages about infections to family, colleagues and members of the community (WHO, 1996).

This type of health education, focusing with HIV / AIDS prevention on the development of knowledge, attitudes, values and skills (including life skills, such as inter-personal skills, critical and creative thinking, decision making and self-knowledge) necessary to make and to act on the most appropriate and positive health decisions. Health in this context extends to include the physical health to psychosocial and environmental health issues.

This approach makes use of student centered and participatory methods, give participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and skills they need to avoid risky and unhealthy situations and adopt sustainable practice and healthier way of life.

HIV / AIDS – a critical need for health education:

HIV / AIDS is an area where the scale and impact of the problem is that the urgency of the implementation of preventive measures, including health education, is critical. Health education programs are increasingly used as means to achieve for children and young people to help stop the spread of this epidemic, paralyzing adopted. Studies from African countries show that children aged 5-14 have the lowest prevalence of HIV infection. Under the age of 5 years, they are vulnerable to mother-child transmission and after they become sexually active, the infection rate is rising rapidly – especially for girls (Kelly, 2000). Children aged 5-14 must be achieved in this critical phase in their life and provide the “window of hope” in the spread of HIV / AIDS.

Education and health, which varies with HIV / AIDS prevention behavior:

There is now strong evidence of a growing number of studies, health education on HIV / AIDS prevention in the right context applied, change the behavior – the behavior in sensitive and difficult areas in which knowledge-based health education has failed.

For example, sexuality and HIV education-USA:

This study was performed in four schools in New York City 9 and 11 Grade (867 students) in intervention (AIDS prevention) and control classes (no AIDS-prevention program carried out). The program for the correction of facts focuses on AIDS to assess teaching cognitive skills risk of transmission, increasing knowledge about AIDS prevention resources, changing perceptions of risk behavior, clarification of personal values, understanding external influences, and pedagogical skills to run and delay / or consistent condom . use An evaluation carried out three months after the end of the program found that the intervention group, the following positive behavioral outcomes when compared to the control group: decrease showed in dealing with partners at high risk of increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).

HIV / AIDS prevention, Nigeria:

Health education programs are implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among high school students. A study to evaluate such a program was conducted, 223 students who receive comprehensive sexual health education with 217 controls. Students in the intervention group received six weekly sessions lasting 2-6 hours, with activities such as lectures, film shows, role-play stories, songs, debates, essays, and a demonstration of the proper use of condoms. After the intervention students were in the intervention group a greater understanding and increased tolerance of people with AIDS compared with controls. The average number of sexual partners in the intervention group also decreased, while the control group showed a slight increase. The program was successful in increasing condom use (Fawole et al., 1999) mentioned studies show that health education that will change with HIV / AIDS prevention, the behavior of students in particular young people.

Method of implementing health education, with HIV / AIDS prevention:

Although there are strong indications that HIV / AIDS prevention is effective when used properly, and supports this approach and implemented to achieve this success on a larger, nationwide scale is one of the biggest challenges to overcome.

To be effective, HIV / AIDS prevention programs must address the following areas:

• Insure a win-win, that these messages:

Talking and teaching lead to reproductive health and HIV / AIDS is not seen in earlier initiation of sex or promiscuity. The evidence suggests that skills programs based implementation, carried out in an atmosphere of free discussion of all issues is likely to lead to young people delay the initiation of the transport and reducing the frequency of sexual intercourse and the number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).

• Provide support for teachers: The lack of support for the implementation of the new programs is one of the most important factors for success. For most teachers the content and methods of HIV / AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential, both teachers to support their work and their personal lives as HIV / AIDS is also affected teachers. Adequate support, training, practice and takes time to get the teachers to facilitate both the advantages and in-service training and workshops, reflection and develop their own attitudes, and motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which often focus solely on information (Gatawa 1995 Gachuhi 1999). In addition, sufficient time and must be given an appropriate place in the curriculum so that all pupils have access to HIV / AIDS prevention have.

• Start early: As with the young people have programs for children at an early age to be aligned with developmentally appropriate messages before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Since younger children are generally not sexually active, these programs address the building blocks for a healthy lifestyle and avoid risks, rather than the very specific issues of sexual relations and HIV / AIDS, which will be gradually introduced to programs for older age groups. But the large number and different age groups of children in primary schools is an enduring challenge, especially when it comes to sensitive issues. Active and self-directed learning, which can usually in education to overcome these classroom management problems to some extent is helpful.

• providing a supportive environment: Schools need strong policies and a healthy environment in relation to the behavior of the students have to each other, teachers and school staff. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999 Lowens et al. 1996). Programs have this potential problem by training and supporting teachers address so that they become role models rather than neutral or negative numbers in terms of sexual behavior.

• Respond to local needs have: many of the models for HIV / AIDS prevention have been developed in the western, developed countries. The available data from developing countries, although more limited than the studies from non-developing support skills-based health education for HIV / AIDS and reproductive health (Hubley, 2000). The main problem is that all programs are implemented they are shaped to become the local socio-cultural norms, values and religious beliefs live up to, and need to ongoing monitoring (Kirby et al 1994, UNAIDS 1999 Kinsman et al belong. 1999).

Elements of health education for HIV / AIDS prevention:

Reviews of school HIV / AIDS prevention programs (23 studies in the U.S. (Kirby et al. 1994), 37 in other countries (in 1999 reported UNAIDS) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have the following identified common characteristics successful programs:

1st Focus required on a few specific behavioral goals (eg, delay the initiation of sexual intercourse or protection), the knowledge, attitude and skill objectives.

2nd Delivery of basic, accurate information that changes relevant to the behavior, particularly the risks of unprotected intercourse and methods of avoiding unprotected sexual intercourse. 3rd Reinforcement of clear and appropriate values for individual values and group norms to strengthen against unprotected sex.

4th Modeling and practice in communication and negotiation skills particularly, and other related “life skills”.

5th Use of social learning theories as the basis for the program development.

6th Addressing social influences on sexual behavior, including the important role of the media and peers.

7th to achieve use of participatory activities (games, role plays, group discussions etc.) to personalize the information aims to explore attitudes and values, and practical exercises.

8th Extensive training for teachers / implementers to enable them to master the basic information about HIV / AIDS and practice safe and with life skills training methods.

9th Support for reproductive health and HIV / STD prevention programs by the school authorities, decision and policy-makers and the general public.

10th Evaluation (eg of outcomes, design, implementation, sustainability, school, student and community support), so that programs can be improved and successful practice is encouraged.

11th Age-appropriateness, targeting students in different ages and stages of development with the appropriate messages to young people. For example, a goal of targeting younger students, which could not be sexually active to delay the initiation of sexual intercourse, while could be the sexually active students, the focus in order to reduce the number of sexual partners and using condoms.

12th Gender sensitive, for both boys and girls.

Conclusions:

Education and Health, offers HIV / AIDS prevention an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to adopt to avoid risks and behavior healthier lifestyle. The scope of health education means that it can be applied to a variety of areas, particularly sexually transmitted diseases and HIV / AIDS prevention, but also violence, drug abuse, unwanted situations such as early pregnancy, and all areas in which knowledge and attitudes play a crucial role in promoting a healthy lifestyle for children and young people grow into the 21st Century. We can be in the following items-• The constitutional rights of learners and educators sum must be protected equally.

• There should be no duty to disclose HIV / AIDS status.

• No HIV-positive students or teachers should be discriminated against.

• Learners must receive education about HIV / AIDS and abstinence in the context of life-skills education as part of the integrated curriculum.

• The educational institutions should ensure that learners acquire age and context of the knowledge and skills to enable them in a way that they act to protect against infection.

• Educators need to deal more knowledge and skills in dealing with HIV / AIDS and should be trained to provide guidance on HIV / AIDS.

Proposals for consequences for policy and programs:

required • Male and female condom promotion efforts to detect, identify and address gender issues including sexual and other forms of violence that inhibit the use of condoms.

• to incorporate HIV / AIDS, peer education and sex education for young people that issues of equality within its framework should be encouraged. Such programs should have a better understanding of how standards in order to increase masculinity and femininity associated with potentially risky sexual behavior, and help the youth start thinking about how to work the equal and responsible relationship.

• Voluntary counseling and testing (VCT) services should be covered, the risk of violence and other negative consequences in the evaluation of different approaches to disclosure. For example, patients can choose the consultant-mediated disclosure if this would help minimize negative consequences to be given.

• Both men and women should be in the prevention of mother-child be Transmission (PMTCT) programs involved. Antenatal services can educate men about sexuality, fertility and the prevalence of HIV awareness, and sense of responsibility. This would avoid the strengthening of the belief that women are solely responsible for the pregnancy and the transmission of HIV to the child.

• Community Home Based Care (CBBC) approaches need special efforts are to promote the role of men as caregivers in the family and community, and offer appropriate support and guidance to enable the participation of men. At the very least, such programs should recognize that reliance on “home care” is currently largely dependent on “Women’s care”.

References:

1st Fawole, IO, Asuzu, MC, Oduntan, SO, Brieger, WR (1999). A school AIDS education program for secondary school pupils in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.

2nd Gachuhi, D. (1999). The impact of HIV / AIDS on education systems in the eastern and southern Africa and the response of education systems to HIV / AIDS: Life Skills programs.

3rd Gatawa, B. G. (1995). Zimbabwe: AIDS education for schools. Case Study. UNICEF Harare, Zimbabwe.

4th Hubley, J. (2000). Interventions to influence youth sexual behavior and AIDS / STD goal oriented. Leeds Health Education Database, April 2000.

5th Kelly, M. J. (2000). Continuous training on its head: aspects of the school in a world with HIV / AIDS. Current Issues in Comparative Education. 3 (1).

6th Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). The implementation of a comprehensive AIDS education for schools in Masaka District, Uganda. AIDS CARE, 11 (5): 591-601.

7th Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behavior: a review of effectiveness. Public Health Reports, 109 (3): 339-361.

8th Lowens, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).

9th UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: an update review.

10th UNAIDS (1997b). Learning and teaching about AIDS in school. UNAIDS technical update, October 1997.

11th Walter, H. & Vaughan, R. (1993). AIDS risk reduction in a multiethnic sample of urban high school students. JAMA, 270 (6): 725-730.

12th WHO (1996). Prevention of HIV / AIDS / STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.