dc.contributor.author
Lindner, Mary
dc.date.accessioned
2018-06-07T21:20:59Z
dc.date.available
2007-09-02T00:00:00.649Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/7770
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-11969
dc.description
Front Page
Table of Content
LIST OF FIGURES X
LIST OF TABLES XI
SUMMARY XIV
PROLOGUE XV
ACKNOWLEDGEMENTS XVI
ABBREVIATIONS XIX
FOREWORD XX
CHAPTER 1 INTRODUCTION 1
CHAPTER 2 PSYCHOSOCIAL CAUSES OF UNSAFE HEALTH BEHAVIOUR OF SOUTH AFRICAN
CHILDREN AND ADOLESCENTS 9
2.1 Introduction 9
2.2 HIV/AIDS Epidemic and its Impacts on the South African Society 9
2.3 Factors Contributing to the Transmission of HIV among Children and
Adolescents in South Africa 12
2.3.1 Psychosocial Risk Factors Effecting the Development of Health Behaviour
The Starting Point 13
2.3.2 Selected Sociodemographic Risk Factors Poverty and Malnutrition 15
2.3.3 The Sexual Abuse of Children in South Africa - Harmed Health 16
2.3.4 Sexual Behaviour of South Africa s Young People Complexity of Risks
18
2.3.4.1 Sexual Debut 19
2.3.4.2 Condom Use 19
2.3.4.3 Sexual Partnership and Age Mixing 20
2.3.4.4 Access to Information 20
2.3.4.5 Specific Historically-Based Factors 21
2.4 Learning Processes to Enhance Health - The Application of the Social
Cognitive Theory by Bandura (1986) 21
2.4.1 The Research Model and Underlying Assumptions 24
2.4.2 Depiction of Research Variables 27
2.4.2.1 Knowledge of HIV/AIDS 27
2.4.2.2 Global Self-Esteem 29
2.4.2.3 Perceived Self-Efficacy 31
2.4.2.4 Intergender Communication 32
2.4.2.5 Social Responsibility 33
2.5 Conclusion 34
CHAPTER 3 LIFE SKILLS INTERVENTIONS ON HIV/AIDS IN SOUTH AFRICA 36
3.1 Introduction 36
3.2 Sub-Saharan School-Based Life Skills Initiatives on HIV/AIDS with Pre-
Adolescents 36
3.2.1 The Tanzanian Evaluation 39
3.2.2 The Ugandan Evaluation 40
3.2.3 The Kenyan Evaluation 40
3.3 A Case of a School Based Life Skills Programme on HIV/AIDS in South
Africa 45
3.4 Factors Influencing the Implementation at School Level 46
3.4.1 Minimal Resources in Public Schools 47
3.4.2 Work-overstrain and Attrition of Teachers 47
3.4.3 Resistance to Teach about Condom Use 48
3.4.4 School Atmosphere and Violence Levels 49
3.5 Conclusion 50
CHAPTER 4 A NEEDS ANALYSIS FOR HEALTH INTERVENTIONS CASE STUDY OF KAYAMANDI
53
4.1 Introduction 53
4.2 The History and Geographical Development of Kayamandi 53
4.2.1 The Establishment of a Township Structure (1930s until mid-1980s) 54
4.2.2 Migration and Population Growth (1989 until 2004) 55
4.3 Sociodemographic Conditions 57
4.3.1 Ethnic Diversity and Cultural Heritage 57
4.3.2 Age Structure 58
4.3.3 Marital Status and Family Units 58
4.3.4 Employment Status and Income Level 59
4.3.5 Housing Conditions 61
4.4 Health Status of the Population 62
4.4.1 Incidence of Disease 62
4.4.2 Diarrhoea and Sanitation Models 63
4.4.3 Malnutrition among Children 64
4.4.4 Undetected Disease Prevalence HIV and TB 65
4.5 Crime Rate 66
4.5.1 Crime against Women and Children 67
4.5.1.1 Domestic Violence 67
4.5.1.2 Rape and Child Sexual Abuse 67
4.5.2 Indications for High Crime Dispersal 68
4.6 Educational Status of the Population 69
4.7 Existing Infrastructure 70
4.7.1 Health Sector 70
4.7.2 Educational Sector 71
4.7.2.1 The Case of Ikaya Primary School 71
4.7.3 Public Institutions 73
4.7.4 Social Service Sector 73
4.7.5 Informal Business Sector 74
4.7.6 Community and Recreational Sector 75
4.7.7 Religious Institutions 75
4.8 Conclusion 75
CHAPTER 5 RESEARCH IN THE CONDITIONS OF A DEVELOPING COUNTRY AIMS AND
CHALLENGES 78
5.1 Introduction 78
5.2 Psychosocial Research in the Conditions of a Developing World 78
5.3 Aims, Objectives, and Ethics of the Study 80
5.3.1 Research Objectives 80
5.3.2 Ethics 81
5.3.3 Duration of Research 81
5.3.4 Population 82
5.4 The Procedures of Selecting Communities and Primary Schools 82
5.4.1 A Brief Comparison of the Selected Communities 83
5.4.2 The Selected Primary Schools 84
5.5 Negotiation Access for Psychosocial Research in a Semi-urban Setting in
South Africa 85
5.5.1 Approval for Research at Provincial Level 86
5.5.2 Negotiation Procedures at Community Level 86
5.5.3 Negotiation Procedures at School Level 87
5.5.4 Negotiations with Parents 88
5.6 Unanticipated Events Resulting Limitations 89
5.6.1 First Phase Armed Robbery 89
5.6.2 Second Phase Tight Research Schedule 89
5.6.3 Third Phase Restructuring Process at Nomlinganiselo Primary School
90
5.6.4 Fourth Phase Changes in Research Design and Staff 90
5.7 Conclusion 91
CHAPTER 6 METHODOLOGY OF THE STUDY 92
6.1 Introduction 92
6.2 Methods of the Needs Analysis 92
6.2.1 Sampling 93
6.2.2 Description of the Instrument 93
6.2.3 Data Collection Procedure 94
6.2.4 Data Analysis 96
6.2.5 Limitations and Strategies to Guarantee Data Correctness 96
6.3 Methods of the Process Evaluation 97
6.3.1 Documenting the Intervention 97
6.3.2 Reports by Health Promotion Trainers 97
6.3.3 Learners Report 98
6.3.3.1 Description of the Instrument 98
6.3.3.2 Data Collection Procedure and Analysis of Data 98
6.3.3.3 Limitations 99
6.3.4 Participant Observations 99
6.3.4.1 Description of the Instrument 100
6.3.4.2 Data Collection Procedure 101
6.3.4.3 Data Analysis 101
6.3.4.4 Analysis of Instrument 101
6.3.4.5 Limitations and Strategies to Guarantee Data Correctness 102
6.4 Methods of the Outcome Evaluation 103
6.4.1 Questionnaire 104
6.4.1.1 Variables and Hypotheses 105
6.4.1.2 Sampling 106
6.4.1.3 Description of the Instrument 106
6.4.1.4 Considerations about the Language Applied 108
6.4.1.5 Data Collection Procedure 108
6.4.1.6 Data Analysis and Analysis of Instrument 109
6.4.1.7 Limitations and Strategies to Guarantee Data Correctness 110
6.4.2 Opinion Poll among the Intervention Group 111
6.4.2.1 Description of the Instrument 112
6.5 Conclusion 112
CHAPTER 7 IMPLEMENTATION PROCESS - THE CHILD MIND PROJECT 113
7.1 Introduction 113
7.2 The Child Mind Project Planning and Implementation Strategies 114
7.2.1 Background of the Study 114
7.2.2 Coordination Structures 115
7.2.3 Community-wide Implementation Procedures 118
7.3 The Learning Programme 119
7.3.1 The Underlying Pedagogical Concept 119
7.3.2 Intervention Phases and Topics Covered 121
7.3.3 Presentation Methods and Applied Language 126
7.3.4 Educational Material and Supplementary Teaching Material 128
7.3.5 Programme Performance Creating a Safe Classroom 129
7.4 Involvement of HPTs, the Class Teacher and Parents 130
7.4.1 HPT Training and Preparation of Lessons 130
7.4.2 Involvement of the Class Teacher 131
7.4.3 Parents Collaboration 131
7.5 Special Influences and Events during the Pilot Study 133
7.5.1 Outcomes of the Secret Box 133
7.5.2 Cases of Sexual Abuse in the Intervention Group 133
7.5.3 Corporal Punishment as a Pedagogical Approach at Ikaya Primary School
135
7.6 Conclusion 136
CHAPTER 8 ASSESMENT OF THE PROGRAMME BY HEALTH PROMOTION TRAINERS AND
LEARNERS 138
8.1 Introduction 138
8.2 Results of the HPTs Report 138
8.2.1 Analysis of the Data by the Project Documentation 139
8.2.1.1 The Quality of Relations the Classroom Setting 140
8.2.1.2 The Suitability of Applied Methods and Quality of Teaching 141
8.2.1.3 Perceived Changes in the Children s Behaviour 143
8.2.2 Analysis of Data by the HPT s Report 144
8.2.2.1 Assessment of the HPTs Self-Confidence 144
8.2.2.2 Assessment of Suitability of the Methods 145
8.2.2.3 The Link between the HPTs Assessed Self-Confidence and the
Suitability of the Applied Methods 146
8.3 Results of Learners Reports 149
8.3.1 Learners General Attitude towards the Life Skills Programme 149
8.3.2 Comfort with Programme Content and Methods 151
8.3.3 Relations within the Classroom Setting 152
8.4 Evaluating Social Behaviour of Four Children 153
8.4.1 Participant (A) - Observation Results 154
8.4.2 Participant (B) - Observation Results 155
8.4.3 Participant (C) - Observation Results 156
8.4.4 Participant (D) - Observation Results 158
8.4.5 Summary of Results of Participant Observation 159
8.5 Conclusion 161
CHAPTER 9 RESULTS OF THE OUTCOME EVALUATION 164
9.1 Introduction 164
9.2 Effects of the Programme Regarding Individual Protective Variables 164
9.2.1 Comparison between Intervention Group and Control Group regarding
Sociodemographic Variables 165
9.2.2 Changes of the Psychological and Social Research Variables 167
9.2.3 Examining of the Variable of Knowledge of HIV/AIDS 169
9.2.4 Selected Quantitative Learning Results of Knowledge of HIV/AIDS 176
9.3 A Descriptive Analysis of particular Segments of the Learning Model and
Outcomes Regarding HIV/AIDS 182
9.3.1 Findings of Health-related Intentions 183
9.3.2 HIV/AIDS and Sex Education: Potential Steps and Findings 185
9.3.3 Selected Outcomes regarding Attitudes towards and Knowledge of HIV/AIDS
186
9.3.3.1 Testing Attitudes towards an HIV-positive Child 186
9.3.3.2 Testing Knowledge on HIV/AIDS in Booster Session 187
9.4 Results of the Opinion Poll 188
9.5 Conclusion 189
CHAPTER 10 DEVELOPING AN UNDERSTANDING OF THE EVALUATION OF THE PROXIMAL AND
DISTAL CONTEXT 192
10.1 Introduction 192
10.2 Ethnic Diversity and Cultural Heritage 192
10.3 Physical Environment Prevailing Risks to Health 193
10.3.1 Risky Health Conditions and Child Diseases 194
10.3.2 Lack of Security and Violence against Children 196
10.4 Insight into Family Structures and Realities 198
10.5 Existing Educational System 200
10.6 Conditions in Kayamandi: Strengths and Challenges 202
10.6.1 Demands for Structural Changes 202
10.6.2 Strengthening the Support of Families 203
10.6.3 Demands for the Improvement of the Educational System 204
10.7 Children s Analysis of their Demands 207
10.8 Conclusion 208
CHAPTER 11 DISCUSSION ON RESEARCH FINDINGS 211
11.1 Introduction 211
11.2 The Need for Health-Promoting Interventions with Children in the Case
Study Community 212
11.3 The Applicability of the Coordination Structure 213
11.3.1 The Functioning of the Intersectoral Educational Cooperation Model
213
11.3.2 The Effects of Networking with the Community 214
11.4 The Incorporation of HPTs, Class Teacher and Parents 215
11.4.1 The Class Teacher Inputs on Project and School Level 216
11.4.2 The HPTs An Opportunity for Educational Support? 217
11.4.3 Parents on Board A Both-Sided Support System 218
11.5 The Efficacy of the Applied Topics and Methods 219
11.6 The Necessity of Creating a Place of Emotional Safety for Children 221
11.6.1 Children s Interpersonal Relations Developing Social Competencies
221
11.7 Research Gaps Considerations regarding Learning Outcomes on the
Individual Level 222
11.7.1 Considerations to the Social Cognitive Theory the Individual s
Interactions with the Wider Physical Environment 223
11.8 Key Recommendations 225
11.8.1 Recommendations regarding further Investigations 225
11.8.2 Recommendations regarding Life Skills Programmes on AIDS and Sex
Education 226
11.9 Conclusion 226
EPILOGUE 228
REFERENCES 229
APPENDICES A - K APPENDICES A - K
APPENDIX A CHECKLIST FOR CASUAL OBSERVATION 253
APPENDIX B QUESTIONNAIRE FOR FIELD INTERVIEW 254
APPENDIX C HEALTH PROMOTION TRAINERS REPORT 256
APPENDIX D CHECKLIST FOR PARTICIPANT OBSERVATION 257
APPENDIX E ORIGINAL QUESTIONNAIRE 259
APPENDIX F REVISED QUESTIONNAIRE 268
APPENDIX G COMMITMENTS AND RULES FOR LEARNERS AND EDUCATORS 275
APPENDIX H GROUP STATISTICS (t-test) 276
APPENDIX I CORRELATION BETWEEN GENDER AND THE EVALUATION VARIABLES WITHIN THE
INTERVENTION GROUP (IG) 277
APPENDIX J PEARSON CORRELATION REGARDING AGE OF SAMPLES - INTERVENTION GROUP
278
APPENDIX K MULTIPLE COMPARISONS FOR KNOWLEDGE SCALE 2 INTERVENTION GROUP
(IG) 281
ZUSAMMENFASSUNG DER FORSCHUNGSERGEBNISSE 282
ERKLAERUNG (Declaration) 286
dc.description.abstract
Approximately two-thirds of the world's population infected with HIV lives in
Southern Africa. The factors contributing to this epidemic spread of HIV in
South Africa are listed at the beginning of the study. Although the need for
increased and early prevention is beyond dispute, the vast majority of
prevention efforts are directed at young people and adults. However this study
focuses on a school-based Life Skills Programme dealing with HIV/AIDS and sex
education (Child Mind Project) for pre-adolescent children (10-11 years of
age) from a township in Stellenbosch in South Africa's Western Cape Province.
This paper will outline the programme in extensive detail. Furthermore the
quantitative and qualitative instruments of the needs analysis, process
evaluation and outcome evaluation will be presented in detail along with their
results. One example is a questionnaire which was evaluated as part of a semi-
experimental control group design with four specific measurement points. In
comparing the pre-testing with the post-testing, the results of this
instrument provide evidence of the clear effects it has in terms of increasing
the children s knowledge of HIV and AIDS. Unfortunately these effects from the
prevention programme are not very sustainable, as two follow-up studies have
demonstrated. The reasons behind this lack of sustainability will be discussed
in the context of socio-economic and socio-cultural aspects of the children's
lives, and prospects for additional prevention measures will be offered at the
end of the study.
de
dc.description.abstract
Im suedlichen Afrika leben ca. zweidrittel aller weltweit mit dem HI-Virus
infizierten Menschen. Welche Faktoren diese epidemische Ausbreitung des HI-
Virus in Suedafrika beguenstigt haben, wird am Anfang der Untersuchung
eroertert. Obwohl die Notwendigkeit verstaerkter und fruehzeitiger Praevention
unstrittig ist, werden vorwiegend praeventive Anstrengungen mit Jugendlichen
und Erwachsenen unternommen. Die vorliegende Studie befasst sich hingegen mit
einem Life Skills Programm ueber HIV/AIDS und Sexualaufklaerung (Child Mind
Project) fuer Kinder im Grundschulalter in einem Elendsviertel der Stadt
Stellenbosch in der West Kap Provinz von Suedafrika. Das Programm wird in der
Arbeit umfassend skizziert. Des Weiteren werden die quantitativen und
qualitativen Instrumente der Bedarfsanalyse, der Prozessevaluation und der
Ergebnisanalyse in Ihren Resultaten ausfuehrlich vorgestellt. Als Beispiel, es
wurde ein Fragebogen im Rahmen eines quasi-experimentellen
Kontrollgruppendesigns mit vier Messzeitpunkten evaluiert. Die Ergebnisse
dieses Instruments belegen für den Vergleich von Pre-Test und Post-Test
deutliche Effekte hinsichtlich eines Zugewinns an Wissen im Bereich von HIV
und AIDS bei den Kindern. Leider sind diese Effekte des Praeventionsprogrammes
nicht sehr nachhaltig, wie zwei weitere Follow-Up-Messungen zeigen. Die
Ursachen dieser mangelnden Nachhaltigkeit werden im Bezug auf die
soziooekonomischen und soziokulturellen Besonderheiten der Lebenssituation der
Kinder diskutiert, woraus Perspektiven fuer weitere Praeventionsanstrengungen
am Ende der Studie abgeleitet werden.
de
dc.rights.uri
http://www.fu-berlin.de/sites/refubium/rechtliches/Nutzungsbedingungen
dc.subject
Primary School
dc.subject
Child Mind Project
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung
dc.title
Evaluation Study on the Effects of the Child Mind Project
dc.contributor.firstReferee
Prof. Dr. Dieter Kleiber
dc.contributor.furtherReferee
Prof. Dr. Leslie Swartz
dc.contributor.furtherReferee
Prof. Dr. Gudrun Ehlert
dc.date.accepted
2006-11-27
dc.date.embargoEnd
2007-09-07
dc.identifier.urn
urn:nbn:de:kobv:188-fudissthesis000000003193-6
dc.title.subtitle
A School-Based Life Skills Programme on HIV/AIDS and Sex Education at a
Primary School in a South African Semi-Urban Environment (Kayamandi,
Stellenbosch)
dc.title.translated
Evaluationsstudie über die Effekte des "Child Mind Projects"
de
dc.title.translatedsubtitle
Ein schulisches Lebenskompetenztraining über HIV/AIDS und Sexualerziehung an
einer Grundschule in einem südafrikanischen halburbanen Milieu (Kayamandi,
Stellenbosch)
de
refubium.affiliation
Erziehungswissenschaft und Psychologie
de
refubium.mycore.fudocsId
FUDISS_thesis_000000003193
refubium.mycore.transfer
http://www.diss.fu-berlin.de/2007/596/
refubium.mycore.derivateId
FUDISS_derivate_000000003193
dcterms.accessRights.dnb
free
dcterms.accessRights.openaire
open access
