Abstracts Vol. 1 [International Conference on AIDS (11th: 1996: Vancouver, Canada)]

Tu.D.2807 - Tu.D.281 I

Tuesday July 9, 1996

writing the programme and piloting it twice in five schools tensions between these principles emerged and compromises were necessary in order to resolve them.
Results: The theoretical starting point, stemming from empirical research, combined the
most recent social psychological cognitive models with sociological interpretations of young
people's sexual behaviour; in particular symbolic interactionism, phenemonology and feminism. A sex education programme informed by these theories had to be modified to take
more account of pupils' current experience and understanding, expectations and relationships withir the 'assroom, teachers' values and limited curriculum time. In certain important respects current health education orthodoxy conflicts with research findings on effective interventions, as does the requirement for an intervention that could be replicated
nationally at " Itively low cost.The need to standardise the programme for research purposes creates hr ther difficulties in achieving the other three principles.
Lessons Learned: Although theoretically-based programmes are widely called for, the
process of developing such programmes which are also practical to deliver involves
acknowledging the socio-cultural context in which the intervention is to take place.
Whether the compromises necessary leave the programme sufficiently theoretically
informed to have an impact on behaviour can only be ascertained through a rigorous outcome evaluation.
Daniel Wight, MRC Medical Sociology Unit, 6 Lilybank Gardens, Glasgow GI 2 8RZ,
Scotland.Tel.014 I 357 3949, Fax. [phone], E-mail [email protected]
Tu.D.2807
PREVENTING HIV INFECTION AND RELATED DISCRIMINATION:THE ROLE OF
TEACHERS' UNIONS
Fouilloux, Monique, Jones, J.T. Bahri, S.*** *Education International, Brussels, Belgium;
**WHO/HPR/HER Geneva, Switzerland; **UNESCO, Paris, FRA
Issue: Schools could play a significant role in preventing HIV infection, if they implemented
education that enables students to delay initiation of sexual intercourse, use condoms when
they become sexually active, and practice behaviours that protect them f-rom infection.To
successfully implement such education, teachers must have the knowledge and skill to participate in the development of HIV-related school policies, curricula and training.
Project: Education International (El) is an international trade secretariat for the education
sector:. Its membership totals 256 unions in 141 I countries and represents over 18 million
workers in education. In July, 1995, El, WHO and UNESCO jointly convened a global conference on school health and HIV/AIDS prevention for over 300 leaders of teachers'
unions.The conference focused on ways in which teachers' unions could use their unique
capacities to strengthen school health and HIV prevention efforts.
Results: Leaders of teachers' unions recommended essential content to be included in HIVrelated school health polices, curricula and training for school personnel.They delineated
specific roles that El and teachers' unions should play to help strengthen school health and
HIV/AIDS prevention efforts, including advocating for legislation which would protect teachers who teach about controversial issues, investing the unions' human and financial
resources in educating its leadership and membership about HIV/AIDS, and developing a
code of professional ethics to protect students and school personnel from sexual abuse.
Lessons Learned: Many teachers' unions are helping schools strengthen school health programmes and efforts to prevent prevent HIV infection and related discrimination. However,
there are also many teachers' unions that require technical support to build such capacities,
especially in Asia and Latin America.The content recommendations and roles delineated at
the conference will help teachers, as well as other interested persons, to participate as full
and active partners in developing HIV-related school policies, curricula and training.
Jack-E Jones, WHO/HPR/HER 20 Avenue Appia, CH-121 I, Geneva 27, Switzerland Tel: [phone] Fax: [phone] email: jonesj(e)who.ch
Tu.D.2808
WHAT LEADERS OF TEACHERS' UNIONS THINK ABOUT THE ADEQUACY WITH
WHICH STUDENTS AND TEACHERS ARE INFORMED ABOUT HIV/AIDS PREVENTION; AND WHAT THEY ARE DOING ABOUT IT
Jones, JackT.* Fouilloux, M.,** Saldari, L.*** WHO/HPR/HEP Geneva, Switzerland;
**Education International, Brussels, Belgium; ***UNESCO, Paris, FRA
Objective: To determine what leaders of teachers' unions in Afrlica, Asia, Europe, Latin
America and North America think about the adequacy with which students and teachers
are informed about HIV/AIDS and related discrimination; and the extent to which their
unions are involved in developing HIV/AIDS-related school policies, curricula and training.
Method: Education International (El) is an international trade secretariat for the education
sector. Its membership totals 256 unions in 14 I countries and represents over 18 million
workers in education. In 1994-95, El, in collaboration with WHO and UNESCO, conducted
a survey of its affiliate unions by mail. Ninety-two organizations responded to survey
Results: About 33% of the respondents thought that students and teachers were adequately informed about HIV/AIDS in their countries. Unions in Europe, Africa and North America
were most apt to report positively with almost half of the unions in Europe reporting that
their students and teachers were adequately informed. About 66% of the respondents
reported that they worked with their ministries of education and health to develop
HIV/AIDS-related policies, curricula, or training. Unions in Asia were the least likely to
report collaborative efforts in policy development. Less than half of the teachers' unions in
all regions except North America reported working with their ministries on the development of curricula and materials. Unions in Asia and Europe were less likely than unions in
other regions to work with their ministries in developing HIV-related training. About 33% of
all respondents reported that their unions had a policy that supports teaching students
about HIV or that addresses HIV-related discrimination. Almost all unions reporting from
North America had such policies.
Discussion and Conclusions: The majority of respondents did not believe that teachers and
students are adequately informed about HIV/AIDS. Many unions are working with their
respective ministries of education and health to develop HIV-related policies, curricula and
training but the extent to which this occurs varies considerably from region to region.
Teachers' unions, public health agencies and education agencies, especially in Asia and Latin
America, should be encouraged to work together and to increase their efforts to develop
prevention policies and programmes.
JackT. Jones, WH)/HPR/HER 20 Avenue Appia, CD-121 I Geneva 27, Switzerland Tel: [phone]I 2582 fax: [phone] emnail: ionesjdtwho.ch

Tu.D.2809
EVALUATION OFTHEATRE IN EDUCATION (TIE) IN HIV AND AIDS -A SURVEY OF
SCHOOL TEACHERS IN NOTTINGHAMSHIRE
Denman, Susan Davis P Pearson JCG Madeley RJ Unlversity of otin:5ha.,tn.r,
England *Nottingham Community Health (NHS) Tirust, Nottiha,,nar
Issue: The preparation of teachers, their acceptance of!E andiatir g t rnpl'i{tU
may influence the wider impact of the innovation in s ls.
Project: The aim of"Someone Like You" is to provide [yeir olds with an opso t.n
explore relationshps and communication in relation to HIV and AIDS. A school tehce
attends the progrmre as observei The full evaluation of the programme inc uded r cn
trolled pre and post testing of the pupils and focused group diisrsHealt,-tor
Journal, 54(1):3-17, 1995).The teachers were surveyed by self completed queonriteto
determine their perceptions of the educational value of the rogrm e and oss' the
effectiveness of the programme's implementation.
Results: Three hundred and eighty (380) children, aged13,years, ttrdi, s
participated in the play and workshops. All 16 teacher contaeis complcted ar d c tsi I ed
the questionnaire '100% response rate).The play and workso were hhly etale to
the teachers in content and process.Two thirds (n=10) stated that the per rc.,!r
keeping with their school's Sex Education policies. Three quares (n ) accurty tmated that knowledge levels had been raised. Less than half (n- 7) thouht tht Ifil had
been enhanced. Despite the short timsescalte, which will have prevented hofr- nte
grating "Someone Like You" into their curricula, most (n 15) reported beintict th
the length of notice given of the tour and its timing in the school yer (n II).hmllrit
(n -13) would have welcomed the provision of a follow ontehinpack e I'sthnl
the teacher respondents felt that their confidence had improved in pproa.hirthe;,,of
HIV with children in school.
Lessons learned: TIE projects on HIV and AIDS should allow arn ur o r.rttfor
the preparatory stages. School based training for teachers should be pr ovd t teictr
packages produced to support teachers in the planning and implemertato ffoow
activties.
Susan Denman, Department of Public Health Medicne. Medical Fctt, uen', d l
Centre, Nottingham, NG7 2UH.Tel: [phone] I Fax: [phone] I 6. Email:
Sue.Denman@No -tingham.ac.uk.
Tu.D.28 10
DEVELOPING A MULTIDIMENSIONAL MODEL OF HIV/AIDS EDUCATION FOR
SOCIAL WORK STUDENTS
Weiner Adele P Vurzweiler School of Social Wor k, YeshIva Un versity NewYor,' C ity New
York, USA
Issue: Social workers deal with HIV/AIDS in most if not_- prIc'ce scttinas. 5c, neccr f,'
social supports and coordination of a multitude of services reqires that soal workerhave the knowledge and professional skills to work with this populrlon.
Project: Over the last ten years, a model of incorporating course content )n IliAIDS
throughout the social work curriculum has been developed. It begins witannrt rhi,
of the basic knowledge of HIV/AIDS that is necessary for all social woiri'sd tie'sv
eral courses, in the five major curricula areas (Social Work Method Hu- B ao the
Social Environment, Policy, Research and Fleld).The model culmats with an cfor
those students who need specialized expertise in working wisth HIV/AIEDS. Searvei riIca -i
strategies and exercises have been developed to facilitate this proces'. Trouhot he
cational process students are encouraged to reflect onter fe s a tons ate
deal with a difficult topic.
Results: The inclusion of course content throughout the soctalork cu-ricui iaber
endorsed by both faiculty and students. While there wasitaeluctanceorth t the
faculty to teaching this content because of their concerns about'c of kn ' tis
was alleviated by providing faculty with materials that miht be ppropite fot-errpcc
courses (journal articles, films, projects, etc.). Because of the attempt to nc.cte ctr
faculty in this project, while students may not get contet in evercourseth rreorting that it is in some classes.The students in the specialized course ve onsstt! rprted growth in their knowledge base and comfort with worlwtipeoplef tt
HIV
Lessons learned: Many fiaculty and students acknowled'e the ned for hs tr bt
because of fear, igrnorance, or stigma will not seek it outoor on.Acoa 'eCr
vidual faculty member can help alleviate these concersnd rese the a, tCor
tent taught within the curriculum.
Adele Weiner, Wuizweiler School of Social WorkYeshiv r,st.
500 West 185th S reet, NYC, NY I10033 Phone: (2 I2Z 960 0808 Fa: (1!)-()2
E-mail: [email protected]
Tu.D.281 I
IMPACT OF HIV/AIDS CLINICAL TRAINING: INCREASING PRIMARY CARE
PROVIDERS FOR THE COMMUNITY
Gates erry D, Nyquist, J. G, Katsuf-akis K Lha f. A. M. AH PC AI[S Edu itr i i.'
Training Center University of Southern California School of Medec
Issue: Can the nureber of primary care protessionals prov ic-stirs cice c se.,lin
underserved) people living with HIV/AIDS withir, r" bclinical training program?
Project: The Pacific AETC established intensive week lon' HIV/AID lin
mary care provide-s.The intent is to increase the numbers of professc
asymptomatic carc in the community Post trainn esluaston data ws iatered c
tured telephone interview following a mailing fiom a sample of I00 pariSepaits isleoxr
mately 6 months after program completion.
Results: Our sample group reported caring for approximatein 5 H HIViAIDS pterii s.
34% asymptomatic, 38.5% symptomatic, and 27.5% with AIDS. At the o s
ticipants accounted for approximately 20% of the oIt
and i0% of the care of all persons with AIDS in the community Partc ic
higher percentage of females than was found in the HIV/AIDS co t,,.,
and more Bltcks (Ptt vs 19%) ard Asians (7% vs 2% pt nts MUtic pi se cc
PA/NPs were earinic for- a sig.iihant seedier- of DIViAIUS paStits. t;'t t~erl't beiri

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