Educational/school Psychology in the Pursuit of Human Well-being
naraginti amareswaran asked:
Educational/School Psychology in the Pursuit of Human Well-Being
Introduction
Now we are living in the technological modern world. With the help of science and technology we have developed in all fields. India is a developing country. We have lot of human resources after China. But the literacy rate is very low when compared to other developed and developing countries in the world. India is a rich country, but Indians are poor. With the help of science and technology and by utilizing all sources in the proper way it is possible to India to become a developed country in the world. In the modern world people living with high tension. The student in schools and colleges are also living with high tension because of heavy competitions. It is necessary to introduce psychology as a general subject in all the classes both at school and college levels. Yoga and meditation is also necessary for each and every one in the world.
Definition of Education
Ø Education is the learning of human souls to what is best, and making what is best out of them?
– John Ruskin
Ø Education is a weapon, whose effect depends on who holds it is his hands and at whom it is aimed.
– Joseph Stalin
The word education is derived from the Latin educare, meaning “to raise”, “to bring up”, “to train”, “to rear”. Education means the gradual process of acquiring knowledge. Education is a preparation for life. Education is also defined as the profession of teaching (especially at a school or college or university).
Importance of Education
India is a union comprised of twenty eight states and seven Territories. The Constitution provides directives regarding the development of education throughout the country. The areas in which the respective central and state governments have domain have been identified in the Constitution as the central list, state list and concurrent list. Until the late 1970s, school education had been on the state list, which meant that states had the final say in the management of their respective school systems. However, in 1976, education was transferred to the concurrent list through a constitutional amendment, the objective being to promote meaningful educational partnerships between the central and state governments. Today, the central government establishes broad education policies for school curricula development and management practices. These serve as guidelines for the states.
Generally, at the start of a very young age, children learn to develop and use their mental, moral and physical powers, which they acquire through various types of education. Education is commonly referred to as the process of learning and obtaining knowledge at school, in a form of formal education. However, the process of education does not only start when a child first attends school. Education begins at home. One does not only acquire knowledge from a teacher; one can learn and receive knowledge from a parent, family member and even an acquaintance. In almost all societies, attending school and receiving an education is extremely vital and necessary if one wants to achieve success.
Educational Psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms “educational psychology” and “school psychology” are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
Uses of Educational Psychology
For finding Individual differences and Disabilities
Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman’s general intelligence), multiple factors (as in Sternberg’s triarchic theory of intelligence and Gardner’s theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness.
For Social, Moral and Cognitive Developemnt
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.
For example, educational psychologists have researched the instructional applicability of Jean Piaget’s theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget’s most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.
Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget’s views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.
Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people’s belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.
Psychology and Teacher
Teacher is a national builder. He has a power to change the world through education. According to our Indians teacher is a third god. Teacher plays a prominet role in the development of society. Educational Psychology is a main subject in teacher education at D.Ed., B.Ed., and M.Ed. levels. It is necessary for each and every teacher to know about psychology. Becausse it is necessary to know the behaviour of the students in the class. Teacher has different roles like father, advisor, councellor, administrator and well wisher. The future of any country is in the hands of teachers. So it is necessary to give importance for teacher education. So our government introduced psychology subject in teacher education curriculum.
After undergoing the course, the student teacher
1) Explains psychology and its relationship with Education.
2) Classifies different branches of psychology and explains their significance.
3) Explains the importance of heredity and environment and its influences in educational process.
4) Explains the different aspects of the development of the child.
5) Explains the growth and human beings and their behaviour.
6) Describes the individual aspects of the development of the child.
7) Explains the primary needs of the children.
8) Explains the secondary needs of the children.
9) Explains the theories of learning and the factors influencing learning.
10) Explains the concept of socialization.
11) Explains the different types of learning.
12) Understands the concept of motivation and the steps to be taken to motivate the children.
13) Explains attention and its uses.
14) Develops skill of observation, listening, responding and understanding.
15) Describes memory, remembering and forgetting and identifies conditions of good memory.
16) Describes the effects of different methods used for learning process.
17) Explains thinking process and its uses-perception, conception, apperception for different ages.
18) Explains the role of creativity and its development.
19) Explains the meaning of intelligence and understands the changing concept of intelligence.
20) Enhances personality development of pupils.
21) Describes the mental hygiene and mental health.
22) Understands exceptional children and their significance.
23) Practices guidance and counseling for school pupils.
Conclusion
Educational psychology is an application of the principles of psychology for effective learning and modification of behaviour on desirable dimensions. Knowledge of educational psychology makes a teacher effective in motivating the pupils in their learning. In short it is an inseparable part of strategy in education. Education gives knowledge, wealth and health. Education is a solution for all types of problems in the society. Through education only it is possible overall development of a person in the society. Through education it is easy to know about behavour of the students and persons in the society with the help of psychology. So it is necessary to study psychology all persons in the society in the modern world. Educational Psychology helps the overall development of the student.
References
1. Educational psychology a cognitive view by Asubel, D.P.
2..Element of educational psychology by Bhatia, H.R.
3. Psychology applied to teaching by Bichler, R.F.
4. Educational psychology by Cole, E.C. and Bruce, W.F.
5. http:/ www.google.com
*****
Create a video blog…instantly.
Educational/School Psychology in the Pursuit of Human Well-Being
Introduction
Now we are living in the technological modern world. With the help of science and technology we have developed in all fields. India is a developing country. We have lot of human resources after China. But the literacy rate is very low when compared to other developed and developing countries in the world. India is a rich country, but Indians are poor. With the help of science and technology and by utilizing all sources in the proper way it is possible to India to become a developed country in the world. In the modern world people living with high tension. The student in schools and colleges are also living with high tension because of heavy competitions. It is necessary to introduce psychology as a general subject in all the classes both at school and college levels. Yoga and meditation is also necessary for each and every one in the world.
Definition of Education
Ø Education is the learning of human souls to what is best, and making what is best out of them?
– John Ruskin
Ø Education is a weapon, whose effect depends on who holds it is his hands and at whom it is aimed.
– Joseph Stalin
The word education is derived from the Latin educare, meaning “to raise”, “to bring up”, “to train”, “to rear”. Education means the gradual process of acquiring knowledge. Education is a preparation for life. Education is also defined as the profession of teaching (especially at a school or college or university).
Importance of Education
India is a union comprised of twenty eight states and seven Territories. The Constitution provides directives regarding the development of education throughout the country. The areas in which the respective central and state governments have domain have been identified in the Constitution as the central list, state list and concurrent list. Until the late 1970s, school education had been on the state list, which meant that states had the final say in the management of their respective school systems. However, in 1976, education was transferred to the concurrent list through a constitutional amendment, the objective being to promote meaningful educational partnerships between the central and state governments. Today, the central government establishes broad education policies for school curricula development and management practices. These serve as guidelines for the states.
Generally, at the start of a very young age, children learn to develop and use their mental, moral and physical powers, which they acquire through various types of education. Education is commonly referred to as the process of learning and obtaining knowledge at school, in a form of formal education. However, the process of education does not only start when a child first attends school. Education begins at home. One does not only acquire knowledge from a teacher; one can learn and receive knowledge from a parent, family member and even an acquaintance. In almost all societies, attending school and receiving an education is extremely vital and necessary if one wants to achieve success.
Educational Psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms “educational psychology” and “school psychology” are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
Uses of Educational Psychology
For finding Individual differences and Disabilities
Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman’s general intelligence), multiple factors (as in Sternberg’s triarchic theory of intelligence and Gardner’s theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness.
For Social, Moral and Cognitive Developemnt
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.
For example, educational psychologists have researched the instructional applicability of Jean Piaget’s theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget’s most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.
Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget’s views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.
Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people’s belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.
Psychology and Teacher
Teacher is a national builder. He has a power to change the world through education. According to our Indians teacher is a third god. Teacher plays a prominet role in the development of society. Educational Psychology is a main subject in teacher education at D.Ed., B.Ed., and M.Ed. levels. It is necessary for each and every teacher to know about psychology. Becausse it is necessary to know the behaviour of the students in the class. Teacher has different roles like father, advisor, councellor, administrator and well wisher. The future of any country is in the hands of teachers. So it is necessary to give importance for teacher education. So our government introduced psychology subject in teacher education curriculum.
After undergoing the course, the student teacher
1) Explains psychology and its relationship with Education.
2) Classifies different branches of psychology and explains their significance.
3) Explains the importance of heredity and environment and its influences in educational process.
4) Explains the different aspects of the development of the child.
5) Explains the growth and human beings and their behaviour.
6) Describes the individual aspects of the development of the child.
7) Explains the primary needs of the children.
8) Explains the secondary needs of the children.
9) Explains the theories of learning and the factors influencing learning.
10) Explains the concept of socialization.
11) Explains the different types of learning.
12) Understands the concept of motivation and the steps to be taken to motivate the children.
13) Explains attention and its uses.
14) Develops skill of observation, listening, responding and understanding.
15) Describes memory, remembering and forgetting and identifies conditions of good memory.
16) Describes the effects of different methods used for learning process.
17) Explains thinking process and its uses-perception, conception, apperception for different ages.
18) Explains the role of creativity and its development.
19) Explains the meaning of intelligence and understands the changing concept of intelligence.
20) Enhances personality development of pupils.
21) Describes the mental hygiene and mental health.
22) Understands exceptional children and their significance.
23) Practices guidance and counseling for school pupils.
Conclusion
Educational psychology is an application of the principles of psychology for effective learning and modification of behaviour on desirable dimensions. Knowledge of educational psychology makes a teacher effective in motivating the pupils in their learning. In short it is an inseparable part of strategy in education. Education gives knowledge, wealth and health. Education is a solution for all types of problems in the society. Through education only it is possible overall development of a person in the society. Through education it is easy to know about behavour of the students and persons in the society with the help of psychology. So it is necessary to study psychology all persons in the society in the modern world. Educational Psychology helps the overall development of the student.
References
1. Educational psychology a cognitive view by Asubel, D.P.
2..Element of educational psychology by Bhatia, H.R.
3. Psychology applied to teaching by Bichler, R.F.
4. Educational psychology by Cole, E.C. and Bruce, W.F.
5. http:/ www.google.com
*****
Create a video blog…instantly.
History of Education
Steve asked:
Education and Stone Age
The History of Education goes way back when Adam set his foot on this earth and passed his knowledge on to the generation followed by him. Education thus in Simple words is passing of already discovered knowledge to another generation. Education as a science cannot also be separated from the educational traditions that existed before. Knowledge was actually the natural outcome of an individual while fighting the battle of survival and the transfer of this understanding to the newcomers originated the phenomenon of Education in general. The transfer of knowledge gradually evolved into distinct cultures and oral language was developed into Symbols as well as pictures to further enhance the process of handing over.
When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc, formal education, and schooling, eventually followed.
Education and religion:
Initially the most popular mode of education in various regions of the world was religion. The religious priests not only taught religion but also the principles of writing, the sciences, mathematics, and architecture. The regions like Egypt, India and China are popular for the propagation of education through religious scholars. The basis of formal education were really strong in religions like Christianity, Islam, Hinduism and Jewish. All of the religions incorporated their sacred worship places as a mode of extending their knowledge and learning about the realities of life.
Education in Greece and Rome
Romans and Greek serves as one of the origin of formal education as the ancient Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. The renowned names in the Greek philosophy include legends like Socrates, Plato, and Aristotle. The main focus of these philosophers in the beginning was grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. Later The Greek philosopher Socrates wanted to discover and teach universal principles of truth, beauty, and goodness. Socrates believed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic Method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts.
He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Where as Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. Quintilian, another influential Roman educator who lived in the 1st century ad, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive.
Famous Methods of Education:
Montessori’s methods of early childhood education have become internationally popular. She developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment.Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills The work of.
American philosopher and educator John Dewey was especially influential in the U.S. and other countries in the 20th century. Dewey criticized educational methods that simply amused and entertained students or were overly vocational. He advocated education that would fulfill and enrich the current lives of students as well as prepare them for the future. The activity program of education, which derived from the theories of Dewey, stressed the educational development of the child in terms of individual needs and interests. It was the major method of instruction for most of the 20th century in elementary schools of the United States and many other countries.
The work of Swiss psychologist Jean Piaget had a major impact on educational theory in the early 20th century, particularly in Europe. Piaget wrote extensively on the development of thought and language patterns in children. He examined children’s conceptions of number, space, logic, geometry, physical reality, and moral judgment. Piaget believed that children, by exploring their environment, create their own cognitive, or intellectual, conceptions of reality.
By continually interacting with their environment, they keep adding to and reshaping their conceptions of the world. Piaget asserted that human intelligence develops in stages, each of which enhances a person’s understanding of the world in a new and more complex way.
Education till today has come along way and here we have just highlight some landmark developments in this yonder as today education is defined as a formal system of learning based on schools, colleges and universities.
For more information about History of Education visit: www.360career.com
href=’http://kansieo.com/’>Caffeinated Content
Education and Stone Age
The History of Education goes way back when Adam set his foot on this earth and passed his knowledge on to the generation followed by him. Education thus in Simple words is passing of already discovered knowledge to another generation. Education as a science cannot also be separated from the educational traditions that existed before. Knowledge was actually the natural outcome of an individual while fighting the battle of survival and the transfer of this understanding to the newcomers originated the phenomenon of Education in general. The transfer of knowledge gradually evolved into distinct cultures and oral language was developed into Symbols as well as pictures to further enhance the process of handing over.
When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc, formal education, and schooling, eventually followed.
Education and religion:
Initially the most popular mode of education in various regions of the world was religion. The religious priests not only taught religion but also the principles of writing, the sciences, mathematics, and architecture. The regions like Egypt, India and China are popular for the propagation of education through religious scholars. The basis of formal education were really strong in religions like Christianity, Islam, Hinduism and Jewish. All of the religions incorporated their sacred worship places as a mode of extending their knowledge and learning about the realities of life.
Education in Greece and Rome
Romans and Greek serves as one of the origin of formal education as the ancient Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. The renowned names in the Greek philosophy include legends like Socrates, Plato, and Aristotle. The main focus of these philosophers in the beginning was grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. Later The Greek philosopher Socrates wanted to discover and teach universal principles of truth, beauty, and goodness. Socrates believed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic Method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts.
He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Where as Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. Quintilian, another influential Roman educator who lived in the 1st century ad, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive.
Famous Methods of Education:
Montessori’s methods of early childhood education have become internationally popular. She developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment.Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills The work of.
American philosopher and educator John Dewey was especially influential in the U.S. and other countries in the 20th century. Dewey criticized educational methods that simply amused and entertained students or were overly vocational. He advocated education that would fulfill and enrich the current lives of students as well as prepare them for the future. The activity program of education, which derived from the theories of Dewey, stressed the educational development of the child in terms of individual needs and interests. It was the major method of instruction for most of the 20th century in elementary schools of the United States and many other countries.
The work of Swiss psychologist Jean Piaget had a major impact on educational theory in the early 20th century, particularly in Europe. Piaget wrote extensively on the development of thought and language patterns in children. He examined children’s conceptions of number, space, logic, geometry, physical reality, and moral judgment. Piaget believed that children, by exploring their environment, create their own cognitive, or intellectual, conceptions of reality.
By continually interacting with their environment, they keep adding to and reshaping their conceptions of the world. Piaget asserted that human intelligence develops in stages, each of which enhances a person’s understanding of the world in a new and more complex way.
Education till today has come along way and here we have just highlight some landmark developments in this yonder as today education is defined as a formal system of learning based on schools, colleges and universities.
For more information about History of Education visit: www.360career.com
Hiv/aids and Education
sarita asked:
HIV/AIDS is the global issue of new era of science and technology and we should know that the problem of widespread AIDS is challenge for human survival. Children and young people need to be equipped with the knowledge, attitudes, values and skills that will help them face these challenges and assist them in making healthy life-style choices as they grow. Education delivered through schools is one of the ways through which children can be helped to face these challenges and make such choices.
Providing information about HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change. Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes. Education can be effective in the more difficult task of achieving and sustaining behavior change about HIV/AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity.School policies need to ensure that every child and adolescent has the right to life education; particularly when that education is necessary for survival and avoidance of HIV infection.
HIV infection is one of the major problems facing school-age children today. They face fear if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.
It is estimated that 40 million people, worldwide, are living with HIV or have AIDS, at least a third of these are young people aged 15-24. In 1998 more than 3 million young people worldwide became infected including 590,000 children under 15. More than 8,500 children and young people become infected with HIV each day. In many countries over 50% of all infections are among 15-24 years old, who will likely develop AIDS in a period ranging from several months to more than 10 years.
Studies have shown the enormous impact HIV and AIDS have on the education sector and the quality of education provided, particularly in certain regions of the world such as Sub Saharan Africa. Consequences of the AIDS epidemic include a probable decrease in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop out, especially among girls. Girls are socially and economically more vulnerable to conditions that force people to accept risk of HIV infection in order to survive. A decrease in education for girls will have serious negative effects on progress made over the past decade toward providing an adequate education for girls and women. Reduced numbers of classes or schools, a shortage of teachers and other personnel, and shrinking resources for educational systems all impair the prospects for education.
Effective HIV/AIDS education and prevention is needed in all schools for all children so that no one is left ignorant. Yet in many places schools are apprehensive about providing *** education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. Women often lack skills needed to communicate their concerns with their sexual partners and to practice behaviors that reduce their risk of infection, such as condom use, which is often controlled by men.
The school can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity. School policies need to ensure that every child and adolescent has the right to HIV/AIDS education; particularly when that education is necessary for survival and avoidance of HIV infection.
A UNAIDS review (1997) of 53 studies which assessed the effectiveness of programs to prevent HIV infection and related health problems among young people concluded that *** education programs do not lead to earlier or increased sexual activity among young people, in fact the opposite seems to be true. 22 reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and STD rates. 27 studies reported that HIV/AIDS and sexual health neither increased nor decreased sexual activity, pregnancy or STD.
The review concluded that school based interventions are an effective way to reduce risk behaviors associated with HIV/AIDS/STD among children and adolescents.
There are three main objectives for this paper to integrate the education effectively with the HIV/AIDS preventions and other health aspects related with it.
These are as follows:
Objectives:
1) Health education focusing on HIV/AIDS prevention.
2) Raising awareness about HIV/AIDS among educators and learners.
3) Stimulate peer support and HIV/AIDS counseling in schools.
The main focus of the paper is to give the importance to the HIV/AIDS precaution with the health education raising the awareness about it among all the students as well as their teachers also and provide the supportive environment for the HIV/AIDS education for all.
Need of HIV/AIDS education:
In area such as HIV/AIDS prevention individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in tackling these issues and health problems, a healthy approach to HIV/AIDS and *** education works, and is more effective than teaching knowledge alone. T
here are numerous studies indicating that providing information about issues such as sex, STDs (Sexually Transmitted Diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change (Hubley, 2000). Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes (Gatawa 1995, UNAIDS 1997a). HIV/AIDS with health education can be effective in the more difficult task of achieving and sustaining behavior change.
Health education with HIV/AIDS is widely applicable:
This problems largely affecting men and women as well as older children and adolescents, both this age group and younger children also face a wider range of health problems where education can play a vital role in sustainable prevention and management. Health education with HIV/AIDS programs plays a vital role in preventing infections. This is done through promoting knowledge of areas such as symptoms, transmission, and behaviors that are specifically relevant to many infection in each community; attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits; skills such as avoiding behaviors that are likely to cause infection, encourage others to change unhealthy habits, communicate messages about infection to families, peers and members of the community (WHO, 1996).
This kind of health education with HIV/AIDS prevention focuses upon the development of Knowledge, Attitudes, Values, and Skills (including life skills such as inter-personal skills, critical and creative thinking, decision making and self awareness) needed to make and act on the most appropriate and positive health-related decisions. Health in this context extends beyond physical health to include psycho-social and environmental health issues.
This approach utilizes student centered and participatory methodologies, giving participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and to practice the skills they need to avoid risky and unhealthy situations and adopt and sustain healthier life styles.
HIV/AIDS – a critical need for health education:
HIV/AIDS is an area where the scale and impact of the problem is such that the urgency of implementing preventative measures, including health education, is critical. Health education programs are being increasingly adopted as means of reaching children and young people to help halt the spread of this crippling epidemic. Studies from African countries show that children between the ages of 5 and 14 have the lowest prevalence of HIV infection. Below the age of 5 they are susceptible to mother to child transmission and after they become sexually active, the rate of infection increases rapidly – especially for girls (Kelly, 2000). Children aged 5-14 need to be reached at this critical stage in their lives and offer the ‘window of hope’ in stopping the spread of HIV/AIDS.
Health Education with HIV/AIDS prevention Does Change Behavior:
There is now strong evidence from an increasing number of studies that health education HIV/AIDS prevention applied in an appropriate context, changes behavior – including behavior in sensitive and difficult areas where knowledge based health education has failed.
For example: Sexuality and HIV education –USA:
This study was implemented in 4 schools in New York City with 9th and 11th grade students (867 students), in intervention (AIDS prevention program) and control classes (no AIDS prevention program). The program focused on correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, increasing knowledge of AIDS-prevention resources, changing perceptions of risk-taking behavior, clarifying personal values, understanding external influences and teaching skills to delay *********** and/or consistently use condoms. An evaluation carried out three months after the end of the program found that the intervention group showed the following positive behavioral outcomes when compared with the control group: decrease in *********** with high risk partners, increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).
HIV/AIDS prevention-Nigeria:
Health education programs are being implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among secondary school students. A study to evaluate one such program was conducted comparing 223 students who received comprehensive sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays and a demonstration of the correct use of condoms. Following the intervention, students in the intervention group showed a greater knowledge and increased tolerance of people with AIDS compared to the control. The mean number of sexual partners also decreased in the intervention group, while the control group showed a slight increase. The program was also successful in increasing condom use (Fawole et al., 1999) Above mentioned studies shows that health education with HIV/AIDS prevention does change the behavior of students especially adolescents.
Method for implementing Health Education with HIV/AIDS prevention:
Although there is strong evidence that HIV/AIDS prevention is effective when properly applied and supported, implementing this approach and achieving this success on a larger, countrywide scale is one of the greatest challenges to be faced.
To be effective, HIV/AIDS prevention programs must address the following areas:
•Reassure stakeholders that these messages are beneficial:
Talking and teaching about reproductive health and HIV/AIDS issues does not result in earlier initiation of *** or promiscuity. The evidence suggests that well implemented skills-based programs, conducted in an atmosphere of free discussion of all the issues, is likely to lead to young people delaying the initiation of *********** and reducing the frequency of *********** and number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).
•Provide support to teachers: The lack of support for implementation of new programs is one of the most important factors affecting success. For most teachers both the content and methods of HIV/AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential to assist teachers both in their work and also their personal lives since HIV/AIDS is, of course, also affecting teachers. Sufficient support, training, practice and time needs to be available to teachers, in both pre- and in-service training sessions and workshops, to facilitate reflection and development of their own attitudes, and to motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which are often focused on information alone (Gatawa 1995, Gachuhi 1999). In addition, sufficient time and an appropriate place must also be given in the curriculum so that all students have access to HIV/AIDS prevention.
•Start early: As well as targeting adolescents, programs need to be targeted at children at an early age, with developmentally appropriate messages, before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Because younger children are generally not sexually active, these programs will address the building blocks for healthy living and avoiding risk, rather than the very specific issues related to sexual relationships and HIV/AIDS which are progressively introduced to programs for older ages. However, the large number and diverse age range of children within primary schools is an enduring challenge, especially when addressing sensitive issues. Active and self-directed learning methods which are commonly used in education can be helpful in overcoming these classroom management issues to some extent.
•Provide a supportive environment: Schools need to have strong policies and a healthy supportive environment in terms of behavior of students towards each other, teachers and school personnel. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999, Lowensen et al. 1996). Programs need to address this potential problem by training and supporting teachers, so that they can become role models rather than neutral or adverse figures in relation to sexual behavior.
•Respond to local needs: Many of the models for HIV/AIDS prevention have been developed in western, developed countries. The available evidence from developing countries, although more limited in scope than the studies from non-developing countries, supports skills-based health education for HIV/AIDS and reproductive health (Hubley, 2000). The main issue is that wherever programs are to be implemented they must be shaped to meet the local socio-cultural norms, values and religious beliefs, and need to include ongoing monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).
Elements of a Health Education for HIV/AIDS prevention:
Reviews of school-based HIV/AIDS prevention programs (23 studies in the USA (Kirby et al. 1994), 37 other countries (reported in UNAIDS 1999) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have identified the following common characteristics of successful programs:
1.Focus on a few specific behavioral goals, (such as delaying initiation of *********** or using protection), which requires knowledge, attitude and skill objectives.
2.Provision of basic, accurate information that is relevant to behavior change, especially the risks of unprotected *********** and methods of avoiding unprotected ***********. 3.Reinforcement of clear and appropriate values to strengthen individual values and group norms against unprotected ***.
4.Modeling and practice in communication and negotiation skills particularly, as well as other related “life skills”.
5.Use of Social Learning theories as a foundation for program development.
6.Addressing social influences on sexual behaviors, including the important role of media and peers.
7.Use of participatory activities (games, role playing, group discussions etc.) to achieve the objectives of personalizing information, exploring attitudes and values, and practicing skills.
8.Extensive training for teachers/implementers to allow them to master the basic information about HIV/AIDS and to practice and become confident with life skills training methods.
9.Support for reproductive health and HIV/STD prevention programs by school authorities, decision and policy makers, as well as the wider community.
10.Evaluation (e.g. of outcomes, design, implementation, sustainability, school, student and community support) so that programs can be improved and successful practices encouraged.
11.Age-appropriateness, targeting students in different age groups and developmental stages with appropriate messages that are relevant to young people. For example one goal of targeting younger students, who are not yet sexually active, might be to delay the initiation of intercourse, whereas for sexually active students the emphasis might be to reduce the number of sexual partners and use condoms.
12.Gender sensitive, for both boys and girls.
Conclusions:
Health Education with HIV/AIDS prevention offers an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to help them avoid risk taking behavior and adopt healthier life styles. The scope of health education means that it can be applied to a wide range of areas, especially STDs and HIV/AIDS prevention, but also including violence, substance abuse, unwanted situations such as early pregnancy and all areas where knowledge and attitudes play a critical role in promoting a healthy lifestyle for children and young people growing up in the 21st century. We can sum it in following points- •The constitutional rights of learners and educators must be protected equally.
•There should not be compulsory disclosure of HIV/AIDS status.
•No HIV positive learner or educator may be discriminated against.
•Learners must receive education about HIV/AIDS and abstinence in the context of life- skills education as part of the integrated curriculum.
•Educational institutions should ensure that learners acquire age and context appropriate knowledge and skills to enable them to behave in ways that will protect them from infection.
•Educators need more knowledge of, and skills to deal with HIV/AIDS and should be trained to give guidance on HIV/AIDS.
Suggestions for implications for policies and programmes:
•Male and female condom promotion efforts need to recognize, identify and address gender issues including sexual and other forms of violence, that inhibit condom use.
•HIV/AIDS, peer education, and *** education programmes for adolescents that incorporate gender equality issues into their framework should be fostered. Such programmes should enable a better understanding of how norms related to masculinity and femininity may increase risky sexual behaviour, and help young people begin thinking about how to work towards equal and responsible relationships.
•Voluntary Counselling and Testing (VCT) services should take into account the risk of violence and other adverse consequences when evaluating different approaches to disclosure. For example, patients can be given the choice of counsellor-mediated disclosure if that would help minimise adverse consequences.
•Both men and women should be involved in Prevention of Mother to Child Transmission (PMtCT) programmes. Antenatal services can educate men about sexuality, fertility and HIV prevalence to raise their awareness and sense of responsibility. This would avoid reinforcing the belief that women alone are responsible for pregnancy and for HIV transmission to the infant.
•Community Home Based Care (CBBC) approaches need to include a special effort to promote the role of men as care-givers in the family and community, and to provide adequate support and guidance to enable male participation. At the very least, such programmes should acknowledge that reliance on “home care” is, at present, largely reliance on “women’s care”.
References:
1.Fawole, I.O., Asuzu, M.C., Oduntan, S.O., Brieger, W.R. (1999). A school-based AIDS education program for secondary school students in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.
2.Gachuhi, D. (1999). The impact of HIV/AIDS on education systems in the Eastern and Southern Africa region and the response of education systems to HIV/AIDS: Life Skills Programs.
3.Gatawa, B.G. (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe.
4.Hubley, J. (2000). Interventions targeted at youth aimed at influencing sexual behavior and AIDS/STDs. Leeds Health Education Database, April 2000.
5.Kelly, M.J. (2000). Standing education on its head: Aspects of schooling in a world with HIV/AIDS. Current Issues in Comparative Education. 3(1).
6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). Implementation of a comprehensive AIDS education program for schools in Masaka District, Uganda. AIDS CARE, 11(5): 591-601.
7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3): 339-361.
8.Lowensen, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).
9.UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: a review update.
10.UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical update, October 1997.
11.Walter, H. & Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of urban high school students. JAMA, 270(6): 725-730.
12.WHO (1996). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.
Caffeinated Content
HIV/AIDS is the global issue of new era of science and technology and we should know that the problem of widespread AIDS is challenge for human survival. Children and young people need to be equipped with the knowledge, attitudes, values and skills that will help them face these challenges and assist them in making healthy life-style choices as they grow. Education delivered through schools is one of the ways through which children can be helped to face these challenges and make such choices.
Providing information about HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change. Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes. Education can be effective in the more difficult task of achieving and sustaining behavior change about HIV/AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity.School policies need to ensure that every child and adolescent has the right to life education; particularly when that education is necessary for survival and avoidance of HIV infection.
HIV infection is one of the major problems facing school-age children today. They face fear if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.
It is estimated that 40 million people, worldwide, are living with HIV or have AIDS, at least a third of these are young people aged 15-24. In 1998 more than 3 million young people worldwide became infected including 590,000 children under 15. More than 8,500 children and young people become infected with HIV each day. In many countries over 50% of all infections are among 15-24 years old, who will likely develop AIDS in a period ranging from several months to more than 10 years.
Studies have shown the enormous impact HIV and AIDS have on the education sector and the quality of education provided, particularly in certain regions of the world such as Sub Saharan Africa. Consequences of the AIDS epidemic include a probable decrease in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop out, especially among girls. Girls are socially and economically more vulnerable to conditions that force people to accept risk of HIV infection in order to survive. A decrease in education for girls will have serious negative effects on progress made over the past decade toward providing an adequate education for girls and women. Reduced numbers of classes or schools, a shortage of teachers and other personnel, and shrinking resources for educational systems all impair the prospects for education.
Effective HIV/AIDS education and prevention is needed in all schools for all children so that no one is left ignorant. Yet in many places schools are apprehensive about providing *** education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. Women often lack skills needed to communicate their concerns with their sexual partners and to practice behaviors that reduce their risk of infection, such as condom use, which is often controlled by men.
The school can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity. School policies need to ensure that every child and adolescent has the right to HIV/AIDS education; particularly when that education is necessary for survival and avoidance of HIV infection.
A UNAIDS review (1997) of 53 studies which assessed the effectiveness of programs to prevent HIV infection and related health problems among young people concluded that *** education programs do not lead to earlier or increased sexual activity among young people, in fact the opposite seems to be true. 22 reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and STD rates. 27 studies reported that HIV/AIDS and sexual health neither increased nor decreased sexual activity, pregnancy or STD.
The review concluded that school based interventions are an effective way to reduce risk behaviors associated with HIV/AIDS/STD among children and adolescents.
There are three main objectives for this paper to integrate the education effectively with the HIV/AIDS preventions and other health aspects related with it.
These are as follows:
Objectives:
1) Health education focusing on HIV/AIDS prevention.
2) Raising awareness about HIV/AIDS among educators and learners.
3) Stimulate peer support and HIV/AIDS counseling in schools.
The main focus of the paper is to give the importance to the HIV/AIDS precaution with the health education raising the awareness about it among all the students as well as their teachers also and provide the supportive environment for the HIV/AIDS education for all.
Need of HIV/AIDS education:
In area such as HIV/AIDS prevention individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in tackling these issues and health problems, a healthy approach to HIV/AIDS and *** education works, and is more effective than teaching knowledge alone. T
here are numerous studies indicating that providing information about issues such as sex, STDs (Sexually Transmitted Diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change (Hubley, 2000). Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes (Gatawa 1995, UNAIDS 1997a). HIV/AIDS with health education can be effective in the more difficult task of achieving and sustaining behavior change.
Health education with HIV/AIDS is widely applicable:
This problems largely affecting men and women as well as older children and adolescents, both this age group and younger children also face a wider range of health problems where education can play a vital role in sustainable prevention and management. Health education with HIV/AIDS programs plays a vital role in preventing infections. This is done through promoting knowledge of areas such as symptoms, transmission, and behaviors that are specifically relevant to many infection in each community; attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits; skills such as avoiding behaviors that are likely to cause infection, encourage others to change unhealthy habits, communicate messages about infection to families, peers and members of the community (WHO, 1996).
This kind of health education with HIV/AIDS prevention focuses upon the development of Knowledge, Attitudes, Values, and Skills (including life skills such as inter-personal skills, critical and creative thinking, decision making and self awareness) needed to make and act on the most appropriate and positive health-related decisions. Health in this context extends beyond physical health to include psycho-social and environmental health issues.
This approach utilizes student centered and participatory methodologies, giving participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and to practice the skills they need to avoid risky and unhealthy situations and adopt and sustain healthier life styles.
HIV/AIDS – a critical need for health education:
HIV/AIDS is an area where the scale and impact of the problem is such that the urgency of implementing preventative measures, including health education, is critical. Health education programs are being increasingly adopted as means of reaching children and young people to help halt the spread of this crippling epidemic. Studies from African countries show that children between the ages of 5 and 14 have the lowest prevalence of HIV infection. Below the age of 5 they are susceptible to mother to child transmission and after they become sexually active, the rate of infection increases rapidly – especially for girls (Kelly, 2000). Children aged 5-14 need to be reached at this critical stage in their lives and offer the ‘window of hope’ in stopping the spread of HIV/AIDS.
Health Education with HIV/AIDS prevention Does Change Behavior:
There is now strong evidence from an increasing number of studies that health education HIV/AIDS prevention applied in an appropriate context, changes behavior – including behavior in sensitive and difficult areas where knowledge based health education has failed.
For example: Sexuality and HIV education –USA:
This study was implemented in 4 schools in New York City with 9th and 11th grade students (867 students), in intervention (AIDS prevention program) and control classes (no AIDS prevention program). The program focused on correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, increasing knowledge of AIDS-prevention resources, changing perceptions of risk-taking behavior, clarifying personal values, understanding external influences and teaching skills to delay *********** and/or consistently use condoms. An evaluation carried out three months after the end of the program found that the intervention group showed the following positive behavioral outcomes when compared with the control group: decrease in *********** with high risk partners, increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).
HIV/AIDS prevention-Nigeria:
Health education programs are being implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among secondary school students. A study to evaluate one such program was conducted comparing 223 students who received comprehensive sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays and a demonstration of the correct use of condoms. Following the intervention, students in the intervention group showed a greater knowledge and increased tolerance of people with AIDS compared to the control. The mean number of sexual partners also decreased in the intervention group, while the control group showed a slight increase. The program was also successful in increasing condom use (Fawole et al., 1999) Above mentioned studies shows that health education with HIV/AIDS prevention does change the behavior of students especially adolescents.
Method for implementing Health Education with HIV/AIDS prevention:
Although there is strong evidence that HIV/AIDS prevention is effective when properly applied and supported, implementing this approach and achieving this success on a larger, countrywide scale is one of the greatest challenges to be faced.
To be effective, HIV/AIDS prevention programs must address the following areas:
•Reassure stakeholders that these messages are beneficial:
Talking and teaching about reproductive health and HIV/AIDS issues does not result in earlier initiation of *** or promiscuity. The evidence suggests that well implemented skills-based programs, conducted in an atmosphere of free discussion of all the issues, is likely to lead to young people delaying the initiation of *********** and reducing the frequency of *********** and number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).
•Provide support to teachers: The lack of support for implementation of new programs is one of the most important factors affecting success. For most teachers both the content and methods of HIV/AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential to assist teachers both in their work and also their personal lives since HIV/AIDS is, of course, also affecting teachers. Sufficient support, training, practice and time needs to be available to teachers, in both pre- and in-service training sessions and workshops, to facilitate reflection and development of their own attitudes, and to motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which are often focused on information alone (Gatawa 1995, Gachuhi 1999). In addition, sufficient time and an appropriate place must also be given in the curriculum so that all students have access to HIV/AIDS prevention.
•Start early: As well as targeting adolescents, programs need to be targeted at children at an early age, with developmentally appropriate messages, before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Because younger children are generally not sexually active, these programs will address the building blocks for healthy living and avoiding risk, rather than the very specific issues related to sexual relationships and HIV/AIDS which are progressively introduced to programs for older ages. However, the large number and diverse age range of children within primary schools is an enduring challenge, especially when addressing sensitive issues. Active and self-directed learning methods which are commonly used in education can be helpful in overcoming these classroom management issues to some extent.
•Provide a supportive environment: Schools need to have strong policies and a healthy supportive environment in terms of behavior of students towards each other, teachers and school personnel. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999, Lowensen et al. 1996). Programs need to address this potential problem by training and supporting teachers, so that they can become role models rather than neutral or adverse figures in relation to sexual behavior.
•Respond to local needs: Many of the models for HIV/AIDS prevention have been developed in western, developed countries. The available evidence from developing countries, although more limited in scope than the studies from non-developing countries, supports skills-based health education for HIV/AIDS and reproductive health (Hubley, 2000). The main issue is that wherever programs are to be implemented they must be shaped to meet the local socio-cultural norms, values and religious beliefs, and need to include ongoing monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).
Elements of a Health Education for HIV/AIDS prevention:
Reviews of school-based HIV/AIDS prevention programs (23 studies in the USA (Kirby et al. 1994), 37 other countries (reported in UNAIDS 1999) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have identified the following common characteristics of successful programs:
1.Focus on a few specific behavioral goals, (such as delaying initiation of *********** or using protection), which requires knowledge, attitude and skill objectives.
2.Provision of basic, accurate information that is relevant to behavior change, especially the risks of unprotected *********** and methods of avoiding unprotected ***********. 3.Reinforcement of clear and appropriate values to strengthen individual values and group norms against unprotected ***.
4.Modeling and practice in communication and negotiation skills particularly, as well as other related “life skills”.
5.Use of Social Learning theories as a foundation for program development.
6.Addressing social influences on sexual behaviors, including the important role of media and peers.
7.Use of participatory activities (games, role playing, group discussions etc.) to achieve the objectives of personalizing information, exploring attitudes and values, and practicing skills.
8.Extensive training for teachers/implementers to allow them to master the basic information about HIV/AIDS and to practice and become confident with life skills training methods.
9.Support for reproductive health and HIV/STD prevention programs by school authorities, decision and policy makers, as well as the wider community.
10.Evaluation (e.g. of outcomes, design, implementation, sustainability, school, student and community support) so that programs can be improved and successful practices encouraged.
11.Age-appropriateness, targeting students in different age groups and developmental stages with appropriate messages that are relevant to young people. For example one goal of targeting younger students, who are not yet sexually active, might be to delay the initiation of intercourse, whereas for sexually active students the emphasis might be to reduce the number of sexual partners and use condoms.
12.Gender sensitive, for both boys and girls.
Conclusions:
Health Education with HIV/AIDS prevention offers an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to help them avoid risk taking behavior and adopt healthier life styles. The scope of health education means that it can be applied to a wide range of areas, especially STDs and HIV/AIDS prevention, but also including violence, substance abuse, unwanted situations such as early pregnancy and all areas where knowledge and attitudes play a critical role in promoting a healthy lifestyle for children and young people growing up in the 21st century. We can sum it in following points- •The constitutional rights of learners and educators must be protected equally.
•There should not be compulsory disclosure of HIV/AIDS status.
•No HIV positive learner or educator may be discriminated against.
•Learners must receive education about HIV/AIDS and abstinence in the context of life- skills education as part of the integrated curriculum.
•Educational institutions should ensure that learners acquire age and context appropriate knowledge and skills to enable them to behave in ways that will protect them from infection.
•Educators need more knowledge of, and skills to deal with HIV/AIDS and should be trained to give guidance on HIV/AIDS.
Suggestions for implications for policies and programmes:
•Male and female condom promotion efforts need to recognize, identify and address gender issues including sexual and other forms of violence, that inhibit condom use.
•HIV/AIDS, peer education, and *** education programmes for adolescents that incorporate gender equality issues into their framework should be fostered. Such programmes should enable a better understanding of how norms related to masculinity and femininity may increase risky sexual behaviour, and help young people begin thinking about how to work towards equal and responsible relationships.
•Voluntary Counselling and Testing (VCT) services should take into account the risk of violence and other adverse consequences when evaluating different approaches to disclosure. For example, patients can be given the choice of counsellor-mediated disclosure if that would help minimise adverse consequences.
•Both men and women should be involved in Prevention of Mother to Child Transmission (PMtCT) programmes. Antenatal services can educate men about sexuality, fertility and HIV prevalence to raise their awareness and sense of responsibility. This would avoid reinforcing the belief that women alone are responsible for pregnancy and for HIV transmission to the infant.
•Community Home Based Care (CBBC) approaches need to include a special effort to promote the role of men as care-givers in the family and community, and to provide adequate support and guidance to enable male participation. At the very least, such programmes should acknowledge that reliance on “home care” is, at present, largely reliance on “women’s care”.
References:
1.Fawole, I.O., Asuzu, M.C., Oduntan, S.O., Brieger, W.R. (1999). A school-based AIDS education program for secondary school students in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.
2.Gachuhi, D. (1999). The impact of HIV/AIDS on education systems in the Eastern and Southern Africa region and the response of education systems to HIV/AIDS: Life Skills Programs.
3.Gatawa, B.G. (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe.
4.Hubley, J. (2000). Interventions targeted at youth aimed at influencing sexual behavior and AIDS/STDs. Leeds Health Education Database, April 2000.
5.Kelly, M.J. (2000). Standing education on its head: Aspects of schooling in a world with HIV/AIDS. Current Issues in Comparative Education. 3(1).
6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). Implementation of a comprehensive AIDS education program for schools in Masaka District, Uganda. AIDS CARE, 11(5): 591-601.
7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3): 339-361.
8.Lowensen, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).
9.UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: a review update.
10.UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical update, October 1997.
11.Walter, H. & Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of urban high school students. JAMA, 270(6): 725-730.
12.WHO (1996). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.
Caffeinated Content
