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首页> 美国卫生研究院文献>SAHARA J : Journal of Social Aspects of HIV/AIDS Research Alliance >Addressing adolescents’ risk and protective factors related to risky behaviours: Findings from a school-based peer-education evaluation in the Western Cape
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Addressing adolescents’ risk and protective factors related to risky behaviours: Findings from a school-based peer-education evaluation in the Western Cape

机译：解决青少年的风险和与风险行为相关的保护因素：西开普省基于学校的同伴教育评估的结果

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>Background: Peer-education programmes aim to bring about attitudinal and behavioural changes in their target audience. In the South African educational context, peer education is a favoured approach in dealing with issues such as HIV and AIDS, sexual decision-making and substance misuse. Given the reliance on peer-education programmes in the educational system, it is important to establish how well they are working. This study aims to assess the effect of an extensive, structured, time-limited, curriculum-based, peer-led educational programme on first-year high school learners in public schools in the Western Cape Province of South Africa. >Method: The curriculum called ‘Listen Up’ addresses issues such as supporting peers, sexual decision-making, healthy relationships, HIV risk, alcohol misuse and unwanted pregnancy in seven structured sessions. The programme targeted adolescents in Grade 8 growing up in what are considered to be risky environments in public schools in the Western Cape during 2012 and 2013. The intervention was evaluated based on 10 scales sourced from published literature related to the outcome indicators of future orientation, sensation-seeking, self-efficacy in sexual relations, HIV transmission knowledge, HIV prevention knowledge, HIV attitudes, sexual attitudes, decision-making, healthy relationships and social support. Descriptive statistics were used to analyse demographic and community characteristics and analyses of variance were used to detect differences between groups. The surveys were administered to a total of 7709 learners across three waves of the study in 27 peer intervention schools and eight control schools. >Results: Immediately post intervention, statistically significant differences were noted for the intervention schools when compared to their baseline levels on measures of future orientation, self-efficacy in sexual relations, knowledge regarding HIV transmission, knowledge regarding HIV prevention and knowledge in terms of healthy relationships. Comparing baseline values with results collected between five and seven months post intervention, statistically significant results were noted for self-efficacy in sexual relations and knowledge regarding HIV transmission. >Conclusion: The findings of this study suggest that peer-education can improve adolescents’ self-efficacy in sexual relations as well as knowledge regarding the transmission of HIV and therefore can contribute to the prevention of HIV transmission among adolescents.
机译：>背景：同伴教育计划旨在使目标受众的态度和行为发生变化。在南非的教育背景下，同伴教育是处理诸如艾滋病毒和艾滋病，性决策和滥用毒品等问题的一种较受青睐的方法。考虑到教育系统中对同伴教育计划的依赖，重要的是确定它们的运行状况。这项研究旨在评估广泛的，结构化的，有时间限制的，基于课程的，由同伴主导的教育计划对南非西开普省公立学校一年级初中学习者的影响。 >方法：名为“听”的课程在七个结构化的课程中解决了诸如支持同伴，性决策，健康关系，艾滋病毒风险，滥用酒精和意外怀孕等问题。该计划针对2012年至2013年在西开普省公立学校中处于危险环境中成长的8年级青少年。干预措施是根据10种量表进行评估的，这些量表来自已出版的与未来取向指标相关的文献，寻求感觉，性关系中的自我效能感，HIV传播知识，HIV预防知识，HIV态度，性态度，决策，健康的关系和社会支持。描述性统计数据用于分析人口和社区特征，方差分析用于检测群体之间的差异。在27个同伴干预学校和8个控制学校的三波研究中，共对7709名学习者进行了调查。 >结果：干预后，干预学校与未来水平，性关系自我效能，艾滋病毒传播知识，艾滋病毒预防知识相比，与基线水平相比，在统计学上有显着差异和健康关系方面的知识。将基线值与干预后5到7个月收集的结果进行比较，发现在性关系方面的自我效能和有关HIV传播的知识具有统计学意义的结果。 >结论：该研究的结果表明，同伴教育可以提高青少年在性关系上的自我效能以及有关HIV传播的知识，因此可以有助于预防HIV在青少年之间的传播。

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