Abstract Book Vol. 2 [International Conference on AIDS (14th: 2002: Barcelona, Spain)]

XIV International AIDS Conference

Abstracts ThPeF7944-ThPeF7948 579

ThPeF7944 Intervention mapping for school-based sex
education and HIV information in Senegal
G. Tiendrebeogo1, M.S. Meijer2, H.P. Schaalma2. 1Royal Tropical Institute,
mauritskade 63, p.o. box 95001, 1090 ha, amsterdam, The Netherlands;
2Maastricht University, Maastricht, The Netherlands
Background: Study to understand students' behavior with regard to condom use
in order to elicit components of an AIDS prevention program for the Senegalese
school system. In most French-speaking African countries, AIDS interventions
do not yet look up-stream at psychosocial factors determining sexual behavior. School-based AIDS interventions have mainly been focused on a transfer of
knowledge and risk communication. Effects of such interventions are limited. In
contrast, successful projects developed in some English-speaking African countries suggest the importance of using psychosocial theories aiming at changing
behavior to design interventions (personal risk perception, peer influences, selfefficacy and life skills).
Methods: The review is based on information derived from a two-round Senegalese behavioral survey among students (BSS, 1997-1998). According to the
Intervention Mapping framework (Bartholomew K, Parcel G, Kok, G. 1998), factors analyzed included students' knowledge, personal risk perception, attitudes
and social influences, self-efficacy and skills with regard condom use.
Results: Variables associated with inconsistent condom use: 1) Students' lack of
self-efficacy and skills regarding communication with the sexual partner about using condoms or delaying sexual activities. 2) Students perception of themselves
as being "invulnerable" or not at risk. 3) Partner's refusal to use condoms. 4)
Inadequacy of students' ability or willingness to seek help. 5) Lack of accurate
knowledge about STIs and AIDS. 6) Decreasing confidence in the effectiveness
of condoms against HIV and unwanted pregnancy.
Conclusion: Although accurate knowledge needs to be passed on, programs
should focus on self-risk perception, self-efficacy and skills regarding communication and help seeking behaviors. Planning tools such as the Intervention Mapping
framework can help to design effective data and theory-based programs.
Presenting author: georges tiendrebeogo, mauritskade 63, p.o. box 95001, 1090
ha, amsterdam, The Netherlands, Tel.: [phone], Fax: [phone], Email: [email protected]
ThPeF7945 Let's speak clearly" School workshops with
teenagers in Buenos Aires conurbation (Argentina)
F.L. Volz, M. Albores. AcaSf Civil Asociation, Castro Barros 1463 (1640)
Martinez, Argentina
Issues: Issues related to HIV/AIDS and sexuality depend on the good disposition of teachers and community agents at schools because they are not the
focus of public policies. Students' motivation depends on how these topics are
approached.
Our proposal intends to:
Promote human health considering the social context.
Raise awareness of the fact that a better health is a human right.
Develop preventive activities that will help young people beyond the school.
Description: Information on its own is not sufficient to modify people's behavior.
So we must work on doubts and fears young people may have about sexuality.
Our Prevention Center has implemented informative and reflective workshops in
public schools. The great majority of the population belongs to low social classes.
We carry out meetings in which we make use of triggering games that will allow
us to talk about issues the group may have.
Workshop coordinators together with students work gradually on correct information so doubts, fears and prejudices about AIDS and sexuality disappear.
Lessons learned: The feedback in all the activities we have developed is highly
positive. None of the institutions had information about sanitary centers so we
have designed a resources list that was published in schools. To modify behavior
it is indispensable to recognize and throw light on doubts and myths teenagers
have on sexuality and HIV/AIDS. A lot of youngsters do not finish school, so it
is important to give these workshops as early as possible and in a context that
ensures continuity.
The State has to create an articulation with NGOs specialized on these topics.
Recommendations: There should be an articulation between the health system
and other institutions that carry out unspecific preventive activities. Training of
health agents is vital as reference and orientation for population. It is necessary
to include gender perspective. Focus on prevention should imply the concentration on everyday situations
Presenting author: Flavia Volz, Castro Barros 1463 (1640) Martinez, Argentina,
Tel.: [phone], E-mail: [email protected]
ThPeF7946 Support to HIV+children in public schools in the
city of Sao Paulo

F.B.W. Lima, R.M. Marcondes, L.R.C. Rodrigues, T.C.R. Pinto, F. Mesquita.
Education department of City of Sdo Paulo, Av Afonso mariano fagundes, 472
ap 32, Sad Paulo/SP, CEP 04054-000, Brazil
Issues: There are approximately3,500 children living in the city of Sao Paulo, at
school age. The city's public education system, through its program of prevention
and the integration of HIV+ person, provides support to the families of those children and promote not only the integration of children into the school everyday life

but also keeps full track of their situation.This program is joint effort with the City's
Health department.
Description: School principals and teachers are advised in relation to keep secrecy of HIV+ diagnostics, forms of treatment including the several ways of combining medicines. A routine has been established and must be complied with in
case the school has an HIV+ student: they are supposed to welcome the child's
family members as a partner in the treatment, talk to the child's doctor in order
to contribute for the success of adhering to the treatment, to advise the patients
about his achievements/drawbacks at school, whenever they feel necessary to
clarify his doubts.
Lessons learned: HIV -related learning disturbs have been detected in time to
provide early medical intervention as well as to readjust the medicine regimen.
Proximity to the doctor and health service in a joint work has made the child's
family members to feel safer and more comfortable. The program in addtion to
ensuring the rigth to Education contributes to improve the quality of live of these
children.
Recommendations: The child must be aware of HIV diagnosis as soon as possible. Children that go to school, even when they're very young, compare their
routine to other children's and realize there are differences. They question teachers in order to comfirm something they are suspicious of, when they start the
literacy process they are able to read bills and notices posted on the walls of
health centers, which in Sao Paulo are specific for AIDS.
Presenting author: WILMA LIMA, Av Afonso mariano fagundes, 472 ap 32, Sa6
Paulo/SP, CEP 04054-000, Brazil, Tel.: [phone], Fax: [phone],
E-mail: [email protected]
ThPeF7947 Peer education on healthy lifestyle for young
people in Ukraine
L. Andrushchak', N. Leshchuk2, L. Khodakevich3, N. Vasiyukova2. 1UN office,
1, Klovskiy uzviz, UN office, 02021, Kiev, Ukraine; 2Academy of Pedagogical
Science, Kiev, Ukraine; 3UN Consultant, Moscow, Russian Federation
Issues: Young people are especially vulnerable to HIV/STI and drugs. The majority of teenagers in Ukraine do not have appropriate knowledge of healthy lifestyle
while 11% start sexual activities at the age of 14 and 5% consider marijuana or
hashish not to be hazardous for their health. Health education is not a traditional
or obligatory part of the curriculum in schools.
Descriptions: The country wide Programme in Ukraine is aimed at training 12-18
years old teenagers as peer educators on healthy lifestyle, including prevention of
drugs, tobacco and alcohol addiction, HIV/STI and teenager pregnancy. The Programme is implemented stepwise and it includes training of pedagogues-trainers
(the professionals broad range), who in their turn train peer leaders for their educational work both at schools and in out-of-school establishments.
Lesson learned: For the first time in Ukraine peer education on healthy lifestyle
is being implemented within the government school system. The training is based
on the six specially developed Modules, involving interactive methods of education. During the one and half year of the Programme implementation 606 trainers
have been trained and in 9 regions started work with teenagers. Special courses
for Pedagogical Universities and Institutes for Postgraduate Education have been
developed. The Ukrainian Association of Pedagogues-trainers was established
with a special branch of teenagers.
Recommendations: 1. Practice has shown, that peer education is a very promising approach for Ukraine that needs to be further developed and widely integrated
into the work with young generation.
2. The Ukrainian Association of Pedagogues-trainers will improve the skills of
pedagogues and teenagers in the peer education, information exchange, and further distribution of the experience in Peer education approach on promotion of
healthy lifestyle for capacity development and sustainability of the Programme.
Presenting author: Lidia Andrushchak, 1, Klovskiy uzviz, UN office, 2021, Kiev,
Ukraine, Tel.: [phone], Fax: [phone], E-mail: [email protected].
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ThPeF7948 Overcoming the challenges of HIV/AIDS
programming for in school youths in Africa: The
Nigerian experience
O. Clement. 2 Aibu Street,Off Bode Thomas Street, Surulere, Lagos, Nigeria
Issues: There has been a growing awareness of the magnitude of the impact
of HIV/AIDS vis-a-vis the segments of the population most at risk. Intervention
programs for in-school youths have met with several challenges such as lack of
political will, funds, motivation, facilities and sustainability issues.
Description: The HOPE worldwide Nigeria's HIV/AIDS prevention program for
In-school youths in six tertiary Institutions in Lagos State, Nigeria is sponsored by
United States Agency for International Development through Family Health International. The project, took cognizance of the fact that both School Authorities and
Students have to work together to be effective. In our role as facilitators, we con
stituted project Advisory Committee made up of key officers of the student union
government and office of the Deans of Student Affairs. This committee provides
the political will needed to effectively reach the students. Through this committee,
students are identified, selected and trained as Peer Health Educators (PHEs). In
each school, the PHEs were constituted into Anti-AIDS clubs and their club activities supported. The schools also donated space for the establishment of resource
centers that will also serve as meeting point for the PHEs. We also established