High school teachers' experiences of dealing with learners made vulnerable by HIV and AIDS
- Tame-Gwaxula, Sindiswa Ruby, De Lange, Naydene
- Authors: Tame-Gwaxula, Sindiswa Ruby , De Lange, Naydene
- Date: 2014
- Subjects: Educational counseling , High school teachers , HIV-positive persons -- Care , Communicable diseases in children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/2959 , vital:20377
- Description: The HIV and AIDS pandemic have become not only a health concern but educational and social concern as well. According to Beyers and Hay (2011, p. 99) many school-going children are not only affected by HIV but a large number of adolescents are also either HIV positive or have AIDS. Other researchers argue that education should act as a vaccine against new HIV infections (Kendall and O’Gara, 2007, p. 6). This argument comes with the expectation that all teachers are willing and ready to work with learners made vulnerable by HIV and AIDS; without considering the lived realities of the teachers in relation to HIV and AIDS. While many teachers make a difference in the lives of affected and infected learners through the way in which they deal with the learners concerned, some may not take up the challenge to assist the learners, while others might unknowingly and unintentionally do harm. This study, therefore, aimed at exploring high school teachers’ experiences of working with learners made vulnerable by HIV and AIDS in order to generate guidelines to assist teachers to effectively deal with vulnerable learners in their classrooms.
- Full Text:
- Date Issued: 2014
- Authors: Tame-Gwaxula, Sindiswa Ruby , De Lange, Naydene
- Date: 2014
- Subjects: Educational counseling , High school teachers , HIV-positive persons -- Care , Communicable diseases in children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/2959 , vital:20377
- Description: The HIV and AIDS pandemic have become not only a health concern but educational and social concern as well. According to Beyers and Hay (2011, p. 99) many school-going children are not only affected by HIV but a large number of adolescents are also either HIV positive or have AIDS. Other researchers argue that education should act as a vaccine against new HIV infections (Kendall and O’Gara, 2007, p. 6). This argument comes with the expectation that all teachers are willing and ready to work with learners made vulnerable by HIV and AIDS; without considering the lived realities of the teachers in relation to HIV and AIDS. While many teachers make a difference in the lives of affected and infected learners through the way in which they deal with the learners concerned, some may not take up the challenge to assist the learners, while others might unknowingly and unintentionally do harm. This study, therefore, aimed at exploring high school teachers’ experiences of working with learners made vulnerable by HIV and AIDS in order to generate guidelines to assist teachers to effectively deal with vulnerable learners in their classrooms.
- Full Text:
- Date Issued: 2014
An exploration of the experiences of the leaders of mentored community-based organisations in the Eastern Cape
- Authors: Symes, Camilla Anne
- Date: 2007
- Subjects: Community organization -- South Africa -- Eastern Cape , AIDS (Disease) -- Patients -- Care , HIV-positive persons -- Care
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:16148 , http://hdl.handle.net/10948/615 , Community organization -- South Africa -- Eastern Cape , AIDS (Disease) -- Patients -- Care , HIV-positive persons -- Care
- Description: The potential of community-based organisations (CBOs) to provide lasting solutions in the field of Human Immune Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) has long been recognised. As interest in the role of CBOs has increased, so have attempts to build their capacity and increase their stability and sustainability. Capacity-building initiatives which aim to strengthen CBOs as if they were identical to formal, more established organisations have often proved ineffective, and even at times destructive, because they have ignored the very differences that make CBOs potentially the most effective agents of development change at community level. This study is a qualitative exploration of a new mentoring-based approach to CBO capacity-building, which is currently being used extensively with CBOs in the Eastern Cape of South Africa. The research is inductive, beginning with an exploratory, descriptive and contextual study of the personal experiences and perceptions of CBO leadership team members from four sample CBOs which have graduated from the Barnabas Trust mentoring programme. Data was collected using a combination of face-to-face unstructured interviews and focus group discussion, with the objective of exploring the subjects’ experiences and their perceptions of the impact of the Barnabas Trust mentoring programme on the sustainability of their organisations. The insights and findings arising from the research process are then applied as the basis for a series of recommendations for the adaptation of the Barnabas trust mentoring approach and materials. The findings of this study appear to show that the mentoring-based approach has been an effective strategy for capacity-building towards sustainability for the CBOs in the sample, bringing positive change at the individual, organisational and community levels.
- Full Text:
- Date Issued: 2007
- Authors: Symes, Camilla Anne
- Date: 2007
- Subjects: Community organization -- South Africa -- Eastern Cape , AIDS (Disease) -- Patients -- Care , HIV-positive persons -- Care
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:16148 , http://hdl.handle.net/10948/615 , Community organization -- South Africa -- Eastern Cape , AIDS (Disease) -- Patients -- Care , HIV-positive persons -- Care
- Description: The potential of community-based organisations (CBOs) to provide lasting solutions in the field of Human Immune Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) has long been recognised. As interest in the role of CBOs has increased, so have attempts to build their capacity and increase their stability and sustainability. Capacity-building initiatives which aim to strengthen CBOs as if they were identical to formal, more established organisations have often proved ineffective, and even at times destructive, because they have ignored the very differences that make CBOs potentially the most effective agents of development change at community level. This study is a qualitative exploration of a new mentoring-based approach to CBO capacity-building, which is currently being used extensively with CBOs in the Eastern Cape of South Africa. The research is inductive, beginning with an exploratory, descriptive and contextual study of the personal experiences and perceptions of CBO leadership team members from four sample CBOs which have graduated from the Barnabas Trust mentoring programme. Data was collected using a combination of face-to-face unstructured interviews and focus group discussion, with the objective of exploring the subjects’ experiences and their perceptions of the impact of the Barnabas Trust mentoring programme on the sustainability of their organisations. The insights and findings arising from the research process are then applied as the basis for a series of recommendations for the adaptation of the Barnabas trust mentoring approach and materials. The findings of this study appear to show that the mentoring-based approach has been an effective strategy for capacity-building towards sustainability for the CBOs in the sample, bringing positive change at the individual, organisational and community levels.
- Full Text:
- Date Issued: 2007
Stigma syndemics & symbolic (isms) in the context of HIV: ways of knowing in health care
- Authors: Naidoo, Joanne Rachel
- Subjects: Stigma (Social psychology) , HIV-positive persons -- Care , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/55010 , vital:48778
- Description: The negating effect of stigma on health outcomes has been widely established. Described as a hidden burden of disease, stigma significantly influences the inequities in health. The seminal work of Sociologist, Erving Goffman’s initially published in 1963 continue to underpin our current understanding of stigma as socially influenced through the symbolic interactions of everyday experiences that influences behaviour. Within the context of HIV, stigma remains a barrier in ending the epidemic and is associated with diminished health outcomes, health seeking patterns and poor quality of life. The significant advances in HIV treatment, has increased the life expectancy of people living with HIV, and has shifted the management of HIV as a manageable chronic illness. However the negative stigma outcomes experienced by people living with HIV remains. Moreover, the interactions of other syndemics (that is the co-existence of another disease/s, or social factors) further contributes to the stigma experienced by people living with HIV. This may refer to the co-existence of TB, depressive or other mental health disorder, younger woman, pregnancy, and occupations or work type industry, such as mini-bus taxi drivers, sex workers to name a few syndemics. Central to the health are the values and attributes of caring, towards the restorative process for sustained health and improved wellbeing. To enable care, there is a need for health care professionals to know how to care. Patterns of Knowing or Ways of Knowing developed by nurse theorist Barbra Carper (1975, 1978) and extended by Chinn and Kramer (2008) has become widely applied in nursing and health professions education and training. Ways of knowing acknowledges five inter related facets (empirical, ethical, personal, aesthetic and emancipatory) inherent in the provision of holistic care. The lecture will reflect on the syndemics associated with HIV related stigma, and the symbolic interactions with health care; in the provision of health care and in education and training of health care professionals. This will be framed against ways of knowing, how health care professionals know how to care, the inherent and learnt symbolic meanings in how care is provided, and its potential to demystify and eliminate the perpetuated HIV related stigma.
- Full Text:
- Authors: Naidoo, Joanne Rachel
- Subjects: Stigma (Social psychology) , HIV-positive persons -- Care , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/55010 , vital:48778
- Description: The negating effect of stigma on health outcomes has been widely established. Described as a hidden burden of disease, stigma significantly influences the inequities in health. The seminal work of Sociologist, Erving Goffman’s initially published in 1963 continue to underpin our current understanding of stigma as socially influenced through the symbolic interactions of everyday experiences that influences behaviour. Within the context of HIV, stigma remains a barrier in ending the epidemic and is associated with diminished health outcomes, health seeking patterns and poor quality of life. The significant advances in HIV treatment, has increased the life expectancy of people living with HIV, and has shifted the management of HIV as a manageable chronic illness. However the negative stigma outcomes experienced by people living with HIV remains. Moreover, the interactions of other syndemics (that is the co-existence of another disease/s, or social factors) further contributes to the stigma experienced by people living with HIV. This may refer to the co-existence of TB, depressive or other mental health disorder, younger woman, pregnancy, and occupations or work type industry, such as mini-bus taxi drivers, sex workers to name a few syndemics. Central to the health are the values and attributes of caring, towards the restorative process for sustained health and improved wellbeing. To enable care, there is a need for health care professionals to know how to care. Patterns of Knowing or Ways of Knowing developed by nurse theorist Barbra Carper (1975, 1978) and extended by Chinn and Kramer (2008) has become widely applied in nursing and health professions education and training. Ways of knowing acknowledges five inter related facets (empirical, ethical, personal, aesthetic and emancipatory) inherent in the provision of holistic care. The lecture will reflect on the syndemics associated with HIV related stigma, and the symbolic interactions with health care; in the provision of health care and in education and training of health care professionals. This will be framed against ways of knowing, how health care professionals know how to care, the inherent and learnt symbolic meanings in how care is provided, and its potential to demystify and eliminate the perpetuated HIV related stigma.
- Full Text:
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