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Montauk, Susan L.; Scoggin, David M.
doi: 10.1111/j.1746-1561.1989.tb04728.xpmid: 2796305
ABSTRACT: Family Medicine resident physicians gave a slide show of information on AIDS to fifth and sixth grade students and their teachers. Throughout the program, students were encouraged to ask questions, which were recorded and categorized. Information on the presentation process, program content, and nature of the questions asked is presented. Through this pilot program, physicians in residency were trained and placed in a setting which allowed them to discuss AIDS with young people. Teachers were exposed to knowledge and techniques useful to their future role as educators concerning AIDS. The use of residents as co‐educators in public school classrooms was shown to be an asset in the sometimes difficult, but necessary task of educating this age group about AIDS. More importantly, a unique insight into student perceptions was gained through the careful examination of 400 student questions about AIDS and other sexuality related issues.
doi: 10.1111/j.1746-1561.1989.tb04729.xpmid: 2796306
ABSTRACT: Concepts related to the design and implementation of AIDS education programs in schools are presented. For each concept, the rationale and implications for auricular planning are described and health education research priorities are outlined. Teachers can make a major contribution in preventing HIV transmission among youth, perhaps the single largest contribution of any professional group. To do so, however, may require letting go of familiar roles and assuming a redefined and expanded role. Improvements in the theory base for school health education provide guidelines that can be used by teachers to clarify and reinforce curriculum efforts and to adapt to this new role.
Kerr, Dianne L.; Allensworth, Diane D.; Gayle, Jacob A.
doi: 10.1111/j.1746-1561.1989.tb04731.xpmid: 2796307
ABSTRACT: The self‐reported HIV education needs of teachers, PTA presidents, school administrators, school nurses, school board members, school counselors, and physicians (N = 2,855) were investigated. Resources, policy, training, and knowledge needs were assessed. Greatest reported needs for HIV resources included books, pamphlets, journal articles, films, and videos. More than half the respondents needed information on how to promote school health education programs as well as information on how to coordinate school‐based HIV education programs with community, health, religious, and youth agencies. Respondents also indicated a need for model HIV policies on confidentiality, grade level appropriate HIV education, attendance for infected staff and students, and handling blood or body fluids. Training needs included updates on homosexuality and bisexuality, sexually transmitted diseases, risk behaviors for HIV transmission, intravenous drug use, death and dying, safer sex practices, and communicating about HIV with a sexual partner. Knowledge about HIV generally was high, but gaps were apparent regarding effects of HIV on the brain, transmission issues, prevention practices, and HIV antibody testing. Eighty‐seven percent believed schol‐based health education is effective in preventing the spread of HIV. Respondents felt primary responsibility for conducting HIV education should rest with teachers (36%), parents (27%), and school nurses (26%).
Ross, Michael W.; Caudle, Chris; Taylor, Julie
doi: 10.1111/j.1746-1561.1989.tb04732.xpmid: 2796308
ABSTRACT: Educational efforts to prevent the spread of AIDS require a combination of accurate information and the application of that information to personal behavior. In this preliminary study, a scale was developed to evaluate the social and interpersonal skills of adolescents in AIDS‐related and non‐AIDS‐related interactions. The instrument was administered to 101 Australian students in grades 10 and 11 of an urban high school. Findings indicate ratings of AIDS‐related activities of the adolescents were not significantly different from their other social activities, suggesting levels of comfort and assertiveness among adolescents in AIDS‐related activities can be modified. Students felt most anxious about problems with sexually transmitted diseases or drug use, suggesting difficulty in dealing with the possible public disclosure of these stigmatized conditions. Data suggest both individual and group scores among adolescents may improve on the five dimensions of the scale following interventions to promote social and interpersonal skills designed to apply knowledge obtained from AIDS education.
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