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      School Curriculum and HIV/AIDS: A Study of District Swat

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      Clinical Social Work and Health Intervention

      Journal of Clinical Social Work and Health Intervention

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          Abstract

          This study was performed in District Swat Khyber Pakhtunkhwa Pakistan. It aimed to underline the problem of school level health education and specifically the insufficiency of contents related to HIV (Human Immune Virus)/AIDS (Acquired Immune Deficiency Syndrome) in the curriculum taught at school resulting in unawareness of students concerning basic information on HIV/AIDS. This study is both qualitative and quantitative in nature whereas simple random sampling (SRS) and proportional allocation method were used for selection of samples. Textual analysis of school books was carried out to note down the relevant general information (sufficiency and deficiency) with reference to HIV/AIDS. A textual analysis of selected 8 books of grades 9 and 10 was conducted to interpret the presence of textbook matter discussing HIV/AIDS in current school books. Results of the data analysis proved that school syllabus and books are incomplete in respect to the contents for awareness on HIV/AIDS. In addition, a total of 150 respondents were selected from grades 9 and 10, students of male government schools of the area and data regarding HIV awareness was collected through questionnaire. Most of the respondents were found to be unfamiliar with prevention and mode of transmission of HIV/ AID.

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          Evaluation of health promotion in schools: a realistic evaluation approach using mixed methods

          Background Schools are key settings for health promotion (HP) but the development of suitable approaches for evaluating HP in schools is still a major topic of discussion. This article presents a research protocol of a program developed to evaluate HP. After reviewing HP evaluation issues, the various possible approaches are analyzed and the importance of a realistic evaluation framework and a mixed methods (MM) design are demonstrated. Methods/Design The design is based on a systemic approach to evaluation, taking into account the mechanisms, context and outcomes, as defined in realistic evaluation, adjusted to our own French context using an MM approach. The characteristics of the design are illustrated through the evaluation of a nationwide HP program in French primary schools designed to enhance children's social, emotional and physical health by improving teachers' HP practices and promoting a healthy school environment. An embedded MM design is used in which a qualitative data set plays a supportive, secondary role in a study based primarily on a different quantitative data set. The way the qualitative and quantitative approaches are combined through the entire evaluation framework is detailed. Discussion This study is a contribution towards the development of suitable approaches for evaluating HP programs in schools. The systemic approach of the evaluation carried out in this research is appropriate since it takes account of the limitations of traditional evaluation approaches and considers suggestions made by the HP research community.
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            HIV/AIDS Knowledge and Sexual Behavior Among High School Students

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              Cultural and social aspects of HIV/AIDS sex education in secondary schools in Nigeria.

              This is an exploratory study to examine the social and cultural determinants of the teaching of HIV/AIDS sex education among secondary school teachers in Eastern Nigeria. The research analyses how teachers perceive passing their knowledge of HIV/AIDS prevention measures to their students in the context of their cultural and social norms, which restrict open discussion of sex. This is a qualitative study based on in-depth interviews with 60 teachers drawn from secondary school teachers in Eastern Nigeria, supplemented with five focus group discussions, and content analysis of teachers' lesson preparatory notes. The findings show a high level knowledge of HIV/AIDS preventive measures among teachers. However, teachers are not passing on this knowledge because of cultural and social inhibitions. In addition, teachers have not been receiving adequate training and motivation on information, education and communication for HIV/AIDS sex education. The situation calls for serious policy intervention.
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                Author and article information

                Journal
                Clinical Social Work and Health Intervention
                cswhi
                Journal of Clinical Social Work and Health Intervention
                2222386X
                20769741
                March 30 2019
                March 18 2019
                March 30 2019
                March 18 2019
                : 10
                : 1
                : 11-22
                Article
                10.22359/cswhi_10_1_02
                © 2019

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

                Psychology, Social & Behavioral Sciences

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