Incorporating AIDS Content across the BSW Curriculum

Abstract

The article presents an attempt to incorporate AIDS education throughout the undergraduate social work curriculum. A two-tiered model of AIDS education is developed. The first stage focuses on students as a sexually active, at-risk group and provides information for their personal use. Building upon this base, the model proceeds to educate students as compassionate, ethical professionals prepared to provide services to people with AIDS. A number of learning exercises are discussed that can be integrated into the social work curriculum.     

The efficacy of educational movies on AIDS knowledge and attitudes among college students

University students from five classes were randomly assigned to seeing either a movie on AIDS or a movie on first aid. Six weeks later, both groups of students filled out a questionnaire measuring their knowledge of AIDS, attitudes toward AIDS, and attitudes toward homosexuals. In general, the differences between the two groups on the knowledge and attitudes measures were slight. In particular, there was little effect on social attitudes. The showing of one educational movie on AIDS (particularly the movie that was used in this experiment) appears to be insufficient to educate students on this issue.     

Changing aids‐ and fertility‐related behavior: The effectiveness of sexual education

A questionnaire was used to access the effectiveness of a ten‐week university course on human sexuality in changing students' AIDS‐ and fertility‐related behavior. The students' knowledge and behavior were evaluated (1) early in the class before there were any discussions or readings about sexual behavior, AIDS, or birth control and (2) three months later—approximately one month after completing the class. A randomly selected control group of students who did not take the class on sexuality was given the questionnaire at the same two points in time. Compared to the control group, the experimental group showed significant increases in knowledge about the likelihood of contracting the virus from one act of vaginal intercourse. The experimental group also reported increased worry about contracting AIDS from their sexual activity, while the control group did not. Further, compared with the control group, the experimental group increased certain cautious behaviors, such as being more selective in their choice of sexual partners and asking their partners more questions about their AIDS‐related behavior. However, the course did not lead students to: 1) significantly increase their use of the condom or other forms of contraception, 2) decrease their number of sexual partners, or 3) spend a longer time getting to know new partners before engaging in sexual activity. Implications for sexual education are discussed.     

Understanding heterosexual Chinese college students' intention to adopt safer sex behaviors

This study aimed to examine Chinese college students' safer sex behaviors and to explore whether or not the Theory of Reasoned Action would be useful in understanding AIDS/HIV‐prevention behaviors of Chinese students. A total of 455 Chinese college students (161 males and 267 females) in Hong Kong participated in the study. Results revealed that 24% of the students were sexually active during the surveyed year, with only 38.2% of them reporting regular condom use. About one third of the students intended to experiment with casual sex in the future, but only 64% would use condoms regularly if they were to have future casual sexual encounters. Results indicated that the Theory of Reasoned Action was most applicable in understanding Chinese college students’ intention to use condoms in future casual sexual encounters, rather than in current and future regular sexual activities. Specifically, students who intended‐to use condoms in future casual sex encounters tended to have accurate AIDS/HIV information, show little prejudice against people with AIDS/HIV, demonstrate greater concern about contracting AIDS/HIV, feel confident in condom use, and have positive attitudes toward safer sex behaviors. Gender disparity was also noted in the pattern of associations between safer sex behaviors and various psychological variables. Limitations of the present study and implications for future research were also discussed.     

Determinants Influencing Male Condom use Among University Students in Portugal

ABSTRACT. A self-administered questionnaire was carried out among university students in Portugal, with the aim to examine determinants influencing male condom use, according to the information–motivation–behavioral skills model (J. Fisher & Fisher, 1992). Students’ levels of information, motivation, and behavioral skills regarding preventive sexual behavior (male condom use) were ascertained and were used to determine their association with condom use among 880 male and 1,807 female students aged 18 to 35 years old. Although 86.9% of respondents indicated that they used a condom during their first sexual intercourse, only 32.8% used a condom always during sexual intercourse in the last 12 months. Most young people, especially women, had a good level of information regarding HIV/AIDS transmission/prevention. They also showed reasonable positive attitudes and had positive subjective norms and intentions toward HIV/AIDS preventive behaviors. Men presented a higher perceived difficulty and a lower perceived effectiveness of HIV/AIDS preventive behavior, therefore reporting higher risk acceptance. A path analysis revealed that preventive sexual behavior did not depend directly on information level but on motivation and behavioral skills (especially among men). Information about HIV prevention/transmission was not significantly associated with condom use. The finding that motivation and behavioral skills were the strongest determinants of condom use suggested that these may be important factors in effective sexually transmitted infection-prevention programs.     

A descriptive analysis of students seeking HIV antibody testing at a university health service.

The authors describe 255 students who voluntarily sought human immunodeficiency (HIV) antibody testing at a university health center. Fifty-nine percent of the students were women, their average age was 22.6 years, and they had low reported rates of unintended pregnancy and sexually transmitted diseases (STDs). Nearly one third of the students had been previously tested for HIV. Approximately 40% of students described sexual activities that placed them at some risk for HIV infection and other sexual problems, such as unintended pregnancy and STDs. None of the students expected that their HIV test results would be positive, and that proved to be the case. Results of this study are discussed with a view to the role of HIV testing and counseling in campus AIDS programming.     

Effects of a peer-led AIDS intervention with university students

Acquired immune deficiency syndrome (AIDS) has become a major health threat to university students. This study evaluated a peer-led AIDS intervention program with university students (1) increase knowledge of human immunodeficiency virus (HIV) transmission and infection; (2) change attitudes to reflect scientific information on AIDS-related facts; and (3) change behavioral intentions to correspond with safer sexual practices. Subjects were students (N = 142) from four undergraduate classes and were predominantly female (65%), white (82%), and sexually active (86%). A non-equivalent control group design was used, with two classes receiving the intervention and two classes receiving no information. For the intervention, peer educators presented AIDS-related information, modeled ways to use condoms safely and ways to discuss condom use with sexual partners, and led discussions on HIV infection and use with sexual partners, and led discussions on HIV infection and AIDS, relationships, sexuality, and condom use. A questionnaire was administered to assess differential changes in AIDS-related knowledge, attitudes, and behavioral intentions between the intervention and control groups. The results showed significant improvements among intervention subjects on the knowledge, attitudes, and behavioral intentions scales compared with the control group.     

What is the impact of a campus AIDS education course?

To meet a graduation requirement at a state university, 225 students took a 1-semester interdisciplinary course on AIDS. In addition to lectures, readings, and recitation sections, all the students participated in three small-group discussions of their feelings on AIDS-related issues. Students in other courses at the same university served as controls. Anonymous questionnaires were administered before and after the course to assess changes in knowledge, attitudes, and behaviors related to AIDS. When compared with the control group, students in the course had become more knowledgeable about the disease, less fearful of AIDS, and less homophobic. They perceived the AIDS epidemic as more severe than they did before the course, but they were more likely to believe that effective preventive measures were possible. They were also more likely to believe that others in their peer group were taking action to prevent HIV infection. There was no significant increase in either the experimental or the control group in the students' belief that they were personally vulnerable to AIDS, nor was there any statistically significant change in AIDS-related sexual or drug-abuse behaviors.     

College students' knowledge and health beliefs about AIDS: implications for education and prevention

A questionnaire designed to measure the application of the dimensions of the Health Belief Model (HBM) to AIDS prevention and to practicing safer sex was administered to 139 undergraduates aged 22 years and under. Students generally had good knowledge about the facts of AIDS, which was consistent with other studies. We found an important difference between students' beliefs about practicing safer sex to prevent AIDS depending on whether their level of knowledge was high or low. The HBM posits that all of its dimensions must be present in order for belief to be followed by action. However, students with low knowledge indicated that the perceived barriers to practicing safer sex were higher than did students with high knowledge about AIDS. These results suggest that special efforts need to be made to teach students with low knowledge more about AIDS and that the barriers to safer sex can and should be overcome. There were no differences between students known to be sexually active compared with those who may or may not have been sexually active. One explanation was a possibly high number of students in the group identified as "perhaps sexually active" who actually were sexually active. Similarly, there were no differences between college students who did or did not know someone with AIDS, but this may have been due to the small number of students who did know such a person. Students' preferences for the format and methodology of AIDS education also were presented. In general, the students preferred small-group discussions and formats such as movies or panel discussions where they could remain "anonymous."(ABSTRACT TRUNCATED AT 250 WORDS)     

Do videotapes improve knowledge and attitudes about AIDS?

Three popular videotapes were assessed for their effectiveness in improving knowledge and attitudes about acquired immune deficiency syndrome (AIDS). One hundred forty-four university students completed knowledge and attitude questionnaires and then watched either an AIDS or a control tape. Half the students completed posttest questionnaires immediately after seeing the tape, and half were tested 1 month later. Students who viewed an AIDS tape showed increased knowledge at immediate and 1-month posttesting (p less than .01); the amount of increase declined over the month, however (p = .012). Students who saw two of the AIDS tapes showed an increase in compassion toward people with AIDS when tested immediately after the tape (p less than .01); but 1 month later, only those students who had viewed a third AIDS tape showed an increase in compassion (p less than .01). The AIDS tapes failed to bring about improvements in attitudes toward preventive behavior. The authors concluded that tapes about AIDS can lead to modest changes in knowledge and perhaps in attitudes; more significant changes, however, probably depend on multimedia interventions that include guided discussions as well as audiovisual and other components.     

Teaching a Module on HIV and AIDS for Social Work Students—Strategies,Content and Outcome

This paper outlines the author's experience of teaching a module on HIV and AIDS to social work students over several years at Brunel University. She argues that the relevance of the subject matter for social work students has not changed since the module was first introduced 18 years ago. Similar to their previous counterparts, current students still experience a range of emotions, feelings, fears and uncertainties about their competence and skills in responding to the issues presented by individuals infected and affected by HIV and AIDS. The paper describes the aims, curriculum, teaching strategies, assignment and evaluation of the module. Additionally, the paper discusses the learning environment in which the module is taught, and the strategies used to enable students to confront fears, prejudices, improve their knowledge base and gain skills for working with service users infected and affected by HIV and AIDS. In concluding, the paper emphasises the continued implications and observed benefits of this subject for social work students.     

Student and faculty knowledge, attitudes, and behaviors related to AIDS: implications for health educators

Results of a random survey of university faculty and students regarding their knowledge, behavior, and attitudes concerning AIDS are reported. The majority of faculty and students held enlightened views of AIDS. Faculty, however, tended to be better informed than students in a number of areas. These findings are consistent with results of surveys of students at two other universities. Implications for health educators are discussed.     

Condom use among Latino college students

Recent reports indicate that Latinos, the largest racial/ethnic minority group in the United States, are disproportionately affected by HIV and AIDS. College health professionals, therefore, should understand current sexual behaviors and risk factors among Latino youth. The authors assessed students' condom use at their most recent sexual encounter by using data from those students who reported oral, vaginal, or anal sex during the last 30 days. Fewer than half of recently sexually active Latino students had used condoms during their last oral (4.9%), vaginal (41.3%), or anal (27.8%) sexual encounter. Predictors of condom use varied according to the type of sexual activity. Findings from this exploratory study offer current information about condom use and sexual behaviors among Latino college students and suggest that prevention interventions and messages should be tailored to students' gender and types of sexual activity.     

Using peer educators for a classroom-based AIDS program

Frustration over their inability to reach sizable numbers of students for an AIDS education and prevention program, even after employing peer educators, prompted the staff of the SHS to devise a classroom-based program. Sixty-five faculty members gave permission for the presentations, and the students represented a captive audience for the SHS-certified peer educators. Students have given very little indication of resenting this intrusion and have, in fact, been very positive in their response. Our initial evaluation of the first 2 years of the program indicates a need for greater recruitment efforts among students to serve as peer educators and among faculty to participate. It is also evident that we need to refine our evaluative tools, especially in regard to measuring behavioral changes, through use of a pretest-posttest design.     

AIDS and college health: knowledge, threat, and prevention at a northeastern university

We performed secondary analyses on data originally collected by telephone from a random sample of 294 undergraduates from a large northeastern university to examine students' knowledge about acquired immunodeficiency syndrome (AIDS) and the students' reactions to the health threat posed by human immunodeficiency virus (HIV). Our findings indicated that students are reasonably well informed about AIDS, are aware of the recommended precautions for avoiding HIV infection, and are fearful that the virus may spread within the student population. These data also show that students are reluctant to change their sexual behavior unless the threat of infection is personalized. The implications of our findings for future research are briefly discussed.     

Sexual Behavior Among College Students in the AIDS Era

The sexual behavior of a 1988 midwestern college sample was compared to a highly similar 1982 sample to determine the impact of the AIDS epidemic. Contrary to expectations, sexual activity increased over the six-year period. More students in the 1988 sample had engaged in intercourse. They had also had more partners for intercourse and more lifetime intercourse experience. Age of first intercourse remained unchanged, however. Attitudes for both sexes became more permissive and males also perceived their parents to have become more permissive. A continuing double-standard was suggested. There were increases in contraceptive frequency, in contraception at last intercourse, and use of more sophisticated contraceptive methods. Increased condom use did not appear to be AIDS-induced, as there was no increase in use from first to last intercourse. Students sexual, contraceptive, and verbal behavior suggested no obvious concern about AIDS.     

'All red in the face': students' views on school-based HIV/AIDS and sexuality education

School-based HIV/AIDS and sexuality education is a fraught area, the site of struggles around moral values, knowledge, the nature of childhood and adolescence and pedagogy. The dominant discourses on HIV/AIDS and sexuality education in Australian secondary schools, as evident in policy documents, are currently predominantly libertarian and therapeutic, championing the need for 'openness' in the interests of the students' emotional maturity and social responsibility and their good health. However, Policy does not always translate readily into practice. This article draws upon a study involving focus group discussions with Australian senior high school students concerning their responses to the school-based HIV/AIDS and sexuality education programmes in which they have taken part and other sources of knowledge about HIV/AIDS. The article focuses in detail upon the students' valorizing of openness, trust and expertise in the face of the embarrassment, their perception of surveillance and their fears of lack of confidentiality that characterize their experience of HIV/AIDS and sexuality education. It is concluded that the nature of the teacher-adolescent relationship tends to work against the achievement of the objectives of such education.     

An impact evaluation of student teacher training in HIV/AIDS education in Zimbabwe

Zimbabwe introduced a nation-wide program to teach AIDS education in 1994. This paper evaluates changes in student teachers' level of knowledge about transmission, symptoms and prevention of STDs and HIV/AIDS; their attitude towards persons living with AIDS; and their sensitivity to the impact of the epidemic and to discussing and teaching about these issues. There was an increase in knowledge of HIV prevention and in teachers' ability to discuss reproductive health and sexual issues. However, as students were exposed to other HIV material outside the programme, not all of this change is due to the programme. Course attendance needed to be enforced and the curriculum needed to be updated with student participation. Peer educators and participatory techniques are needed to get students to internalise positive attitudes and behaviour. The education materials need to address the lack of female empowerment in making decisions and negotiating for safer sex.     

Students at St. Joseph's College: Why they are Survivors

Abstract

The 1985–86 academic year was the year of the ACHA Task Force on AIDS, and it also was the first year in which the Northwestern University mental health staff conducted psychotherapy with students wherein AIDS was an issue. We might consider this a “baseline year.” In order to document the first step along what is certain to become a long road ahead, the author reviews the 21 out of 800 cases where the issue of AIDS was discussed, even minimally. Seven cases were summarized to illustrate the spectrum of AIDS concerns and therapist interventions. The review of cases revealed a tendency to split the knowledge of risk from the apprehension of the meaning and emotional significance of one's behavior. This disavowal tended to occur in therapists also.

The psychological, medical, and psychiatric literature on AIDS was reviewed in order to provide a context for the case review. The author examines some of the psychotherapeutic and psychoeducational issues faced by therapists in their work with students during this developing epidemic and the concomitant consciousness raising that is occurring.     

AIDS and Social Work: Curricula Development in an Epidemic

Abstract

The need for skilled social workers in the AIDS epidemic cannot be ignored. New graduates and current social work students need to understand complex biopsychosocial, ethical and political issues in order to provide effective, timely and appropriate services to persons with AIDS and their significant others. This article describes a framework for developing comprehensive, versatile curricula which adequately prepare students to confront the unprecedented challenges created by this epidemic.