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1.
The human immunodeficiency virus (HIV), the virus that leads to acquired immunodeficiency syndrome (AIDS), has been a part of American society for over two decades. Today, HIV/AIDS touches all demographic groups, including young children. It is for this reason that child care providers need to be informed about HIV/AIDS and related policies that impact their work with young children. The purpose of this study was to examine child care providers' use of different HIV/AIDS information sources in relationship to their knowledge about HIV/AIDS and their response to common childhood behaviors and classroom situations involving an HIV-infected child. Results suggest that different types of information sources are associated with different aspects of providers' knowledge about and response to pediatric HIV/AIDS. Implications for the planning and delivery of HIV/AID training involving child care providers are discussed. 相似文献
2.
This article analyses discontinuities between local, national and international discourse in the fields of education, protection of children, and child labor, using Benin, Namibia and Swaziland as case studies. In Benin, child abuse and child labor are related to poverty, whereas in Namibia and Swaziland they are also interrelated with HIV/AIDS. In these countries, the notion of childhood is seen as continuous with adulthood, and the change from education to work is not abrupt and age-determined, but a smooth transition. The international discourse defines children in binary terms (child or adult), and promotes free and compulsory education for children, without recognizing the direct and indirect costs of education. Projects based on an international discourse may have little relevance in a poverty context where it is natural to make children work to ensure food safety. Local communities consider children from a logic of community survival; the external aid agencies consider them from a logic of individual children's rights. There is a need to find a bridge between these two interpretations of childhood. 相似文献
3.
Despite recent progress in meeting the goals of the Education for All agenda, certain groups of young people are particularly
vulnerable to exclusion and underachievement, including children with HIV/AIDS, children living in poverty, and children with
disabilities. HIV/AIDS has reduced many young people’s rights to access education, to live a full and healthy life, and to
have a life as a child. This article focuses on attempts to continue to empower young people to protect themselves from HIV
by exploring the dynamics around HIV-related education in schools, in particular by examining the role that young people’s
knowledge can play in improving curricula and thus reducing HIV/AIDS rates. The authors draw on qualitative research in a
total of eight schools in Kenya, Tanzania, and South Africa. Preliminary findings suggest that pupil consultation and dialogue
can be used to inform thinking on the curriculum for HIV education. 相似文献
4.
Lalor K 《Child abuse & neglect》2004,28(4):439-460
OBJECTIVE: This article reviews the English-language literature on child sexual abuse in sub-Saharan Africa (SSA). The focus is on the sexual abuse of children in the home/community, as opposed to the commercial sexual exploitation of children. METHODS: English language, peer-reviewed papers cited in the Social Sciences Citation Index (SSCI) are examined. Reports from international and local NGOs and UN agencies are also examined. RESULTS: Few published studies on the sexual abuse of children have been conducted in the region, with the exception of South Africa. Samples are predominantly clinical or University based. A number of studies report that approximately 5% of the sample reported penetrative sexual abuse during their childhood. No national survey of the general population has been conducted. The most frequent explanations for the sexual abuse of children in SSA include rapid social change, AIDS/HIV avoidance strategies and the patriarchal nature of society. Child sexual abuse is most frequently perpetrated by family members, relatives, neighbors or others known to the child. CONCLUSIONS: There is nothing to support the widely held view that child sexual abuse is very rare in SSA-prevalence levels are comparable with studies reported from other regions. The high prevalence levels of AIDS/HIV in the region expose sexually abused children to high risks of infection. It is estimated that, approximately.6-1.8% of all children in high HIV-incidence countries in Southern Africa will experience penetrative sexual abuse by an AIDS/HIV infected perpetrator before 18 years of age. 相似文献
5.
HIV and AIDS infections are becoming an increasing problem all over the world. The education systems of developing countries are particularly burdened with the increased occurrence of the disease among children. The central nervous system is one of the major are as of the body that HIV/AIDS affects. Because scholastic performance is linked closely to the functioning of the brain, it is important to know which areas of the brain are affected by the virus and how the illness manifests, in order to provide an appropriate educational programme for these children. By understanding the weaknesses of HIV/AIDS children within the educational system, educators can focus on their strengths in order to provide these children with a well-structured and effective education. In this article, two researchers from the University of Pretoria, Dr Drienie (H) Naudé, Professor of Educational Psychology, and Dr Resia (E) Pretorius, senior lecturer in the Department of Anatomy, suggest that the receptive language abilities of children with AIDS and HIV infection might be less affected than their expressive and non-verbal skills. From this information, the authors propose an instructional delivery framework for children with HIV/AIDS. Specific recommendations focus on reading, arithmetic/mathematics, handwriting instruction and the use of computers. The aims of this programme are to assist teachers who might be confronted with the learning needs of children with HIV/AIDS and to promote a multidisciplinary approach to understanding the educational needs of this growing population of children. 相似文献
6.
In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which
these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these
books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In
this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse
across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS.
We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select
for their curricula so as to read books about HIV/AIDS critically in the classroom.
Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York.
Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education.
She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005).
Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia
University. Her research interests include transmediation and multimodality in literacy education, content area literacies,
and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000).
M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.” 相似文献
7.
Contemporary early childhood teachers are facing new challenges as children who test HIV positive or who have AIDS enter the
classroom. Providing appropriate health care and educational programs for these children is a major concern of teachers. This
article presents a brief discussion of guidelines and issues that might be addressed in an in-service for teachers in general
education to prepare them for a student with HIV or AIDS in their classrooms. 相似文献
8.
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. 相似文献
9.
《Early education and development》2013,24(4):363-378
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. 相似文献
10.
The article interrogates current international development constructs of childhood, rights, vulnerability, and schooling in light of the daily experiences of two Malawian children affected by HIV/AIDS. It aims to better understand how development efforts targeted at these children function in practice, and suggests that current development discourses and frameworks may sometimes operate to make the lives of vulnerable children and communities harder and less secure. New frameworks for international HIV/AIDS development programming are needed that conceptualize the child and community as part of global educational, social, political, and economic systems that can fuel inequality as well as improve life experiences. 相似文献
11.
Tabatabai Minou 《Asia Pacific Education Review》2006,7(2):229-235
After war and armed conflicts, the child victims of these events need protection and reintegration. In reality, the physical
and psychic consequences of wars on children persist for some time after the war. In this regard, we must prepare the reintegration
of these children into society. To reintegrate these children, we must think of both a general course of rehabilitation followed
by special rehabilitation according to the child’s needs. In this respect, initially, we must initiate psychosocial help to
restore the psychological and social development of children and to mitigate the harmful effects of wars. We noted that the
content of psychosocial assistance for the child victims of war depends primarily on their particular needs and cultures and
their traditions. General rehabilitation must thus rest on the capacity of the children to overcome the difficult conditions
in the aftermath of wars. In this regard, the communities, the families, the schools, the teachers and the children themselves
must take part in the process of curing these children and their support. Here, we can use certain possible models of creative
therapy. For example, the cultural media such as arts of interpretation and arts visual as well as the accounts of the children
themselves, the creative word can decrease the psychological problems of the child victims of war and facilitate their rehabilitation
in the community. 相似文献
12.
13.
Nancy Feldman PhD Mary Barron Diane CArol Holliman Shelley Karliner Uta M. Walker 《Journal of Teaching in Social Work》2013,33(2):119-133
The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content. 相似文献
14.
This paper examines young South African school children’s understanding of HIV/AIDS. Based on ethnographic work in two schools in Greater Durban, it explores the impact of HIV/AIDS on the ways in which gender and sexuality are articulated against the backdrop of race and class specific contexts. The first part of the paper examines the children’s discourses of sex, sexuality and HIV/AIDS. We show that young children’s meanings of sex, sexuality and are not straightforward and are actively produced and defined through a range of social processes. These processes shape the extent to which young children experience sexuality within discourses of fear and pleasure. Young children’s meanings of HIV/AIDS are explored in the second part of the paper. Here we show how their knowledge of HIV/AIDS is socially structured through class/race and gender and these forms of social relations provide the framing and reference points for children’s constructions of meanings around HIV/AIDS. We finish the paper by raising some theoretical and practical/political questions about the implications of what we have found for HIV/AIDS education in South Africa. 相似文献
15.
With the increased occurrence of HIV and AIDS among children, the education system of countries is particularly burdened as these children survive into adulthood and beyond, as anti-retroviral regimens are increasingly effective in prolonging life. One of the most challenging problems presented to educators, when confronted with the growing HIV/AIDS school population, is the planning of education programmes based on these children's information-processing strengths, but also taking into account HIV/AIDS related cognitive restraints. An education-focused response to the HIV/AIDS pandemic requires a clear understanding of medical and neuropsychological effects of HIV/AIDS-related illness on cognition and residual learning difficulties, as well as a clear understanding of the educational needs of these learners. The impact of medical conditions such as HIV encephalopathy or encephalitis (also know as the AIDS dementia complex), subcortical dementia, cranial calcifications, non-Hodgkin's lymphomas (NHL), cerebrovascular disease, progressive multifocal leucoencephalopathy (PML), white matter disease, toxoplasmosis, syphilis, meningitis and ophthalmic problems leading to educational difficulties are discussed. From this information we propose an instructional delivery framework for children with HIV/AIDS and argue the importance of addressing the educational needs of this growing population of children. A broad multidisciplinary approach is essential if we are to understand the complexity of the pandemic and respond to it. 相似文献
16.
The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable
solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system
plays a key role in delivering a comprehensive response to the disease at the national level. Moreover, in order to be effective,
governments must work in collaboration with parents, religious leaders, and community members. This article describes eight
key issues that must be addressed to establish a successful HIV/AIDS education curriculum. It also provides examples of best
practices from three countries. First, HIV education in schools should adopt a human rights perspective and address stigma
and discrimination against people living with HIV (PLHIV). Second, gender issues should be fully integrated into messages
about the disease and the whole community should be sensitized on this topic. Third, national curricula must be designed in
respect of religious perspectives; the most successful ones will include religious leaders in the process. Fourth, the language
and content used in designing education materials for schools must be culturally sensitive, as local traditions can influence
the transmission of HIV; those developing curricula should explore the best ways to incorporate positive traditions into formal
education initiatives. Fifth, governments are responsible for providing comprehensive and adapted messages about the disease
to children and youth in school settings; they must develop a national strategic policy on it and establish specific measures
established to protect PLHIV. Sixth, the family plays the primary role in providing information to children on sexuality and
HIV-related issues, even if parents and children sometimes find it hard to talk about. Parents must be informed so they can
play a more active role in educating their children in this area. Seventh, teachers and administrators are central to effective
HIV education; as they often complement parents’ roles, they need to be trained at pre- and in-service levels on these issues,
including sexuality. Finally, children and young adults should learn about sexuality and HIV and AIDS at various stages throughout
their development. It is crucial to adapt the content to the age and knowledge level of the target group. 相似文献
17.
《Africa Education Review》2013,10(2):247-266
Abstract This article focuses on the need for expanded stakeholder involvement as a means of enhancing the Botswana Department of Secondary Education (DSE) HIV and AIDS strategic plan. Research has indicated that the effects of HIV and AIDS on the supply of and demand for education are considerable. Using a questionnaire and interviews, the research has established that the current DSE HIV and AIDS strategic plan lacks comprehensive strategies for preventing HIV spread in schools. Furthermore, the study has shown that there is limited external stakeholder involvement. The study, therefore, has explored how greater success could be realized. The study has concluded that the strategic plan can be improved through expanded external stakeholder involvement at all the stages of the strategic plan. In order to enhance the DSE strategic plan, a stakeholder involvement model is presented. 相似文献
18.
Brad Rothrock 《Religious education (Chicago, Ill.)》2013,108(2):241-244
The second decade of AIDS demands a response of new and creative efforts for HIV/AIDS prevention education and ministering to persons affected by and living with HIV/AIDS. Jewish and Christian theological and faith‐based arguments are presented to support the call to educate for prevention and the call to minister. The need to network and collaborate with public health for more effective programs is also outlined. 相似文献
19.
John S. Murray 《Journal of Early Childhood Teacher Education》2019,40(1):3-18
ABSTRACTSince 2016, over 32 million children have been displaced from their homes mostly the result of war and conflict. For many children under the age of 8, a life of war and conflict is all they know. They have grown up in a world where bombings, gunfire, death, and destruction are the norm. This experience places young children at heightened risk for adverse and long-term psychosocial consequences such as anxiety, depression, social withdrawal, and posttraumatic stress disorder. Schools have been found to be the ideal setting for providing interventions to address the psychosocial needs of child refugees. As such, it is important that early childhood educators understand the complex needs of child refugees. The purpose of this article is to describe the psychosocial effects of war and conflict on infant and school-aged child refugees globally and help early childhood educators to recognize interventions that may be needed by these children. Recommendations for early childhood teacher educators are also included. 相似文献
20.
L.A. Gray R.P. Devadas O. Vijayalakshmi G. Kamalanathan 《International journal for the advancement of counseling》1999,21(3):207-219
The purpose of the study was to determine the attitudes of Hindu students from a government women's college of South India toward people with AIDS, to assess their beliefs about HIV/AIDS, to determine their knowledge level about HIV/AIDS and to determine how they gain information about HIV/AIDS. The sample consisted of four hundred female students at a government funded Women's University in Southern India who participated in an AIDS survey research project. Participants completed a survey asking about their knowledge, attitudes and beliefs about HIV/AIDS. Results indicated that a majority of the participants learned about HIV/AIDS from reading material while some learned about HIV/AIDS from school classes, and only a few learned from family members. Thirty-nine percent had never communicated to any one about HIV/AIDS. The results indicated that the majority of Indian women in this study did not know about explicit sexual behaviors which transmit the virus. The study also showed that those Indian women university students, by and large, are accepting of people with AIDS but still have fears of getting HIV/AIDS. This data suggest a need to increase educational efforts at the university. It was suggested that counselors take responsibility for helping this population of Indian women become self advocates, particularly in a society which permits men to have multiple sexual relationships. Educators and counselors working with this population must initiate programs that impart accurate and specific knowledge to these female college students and begin to address the multiple psychosocial issues related to HIV/AIDS. 相似文献