Marseille 2007
| Abstract #279 - Resilient Educators (REds) can educators be supported to cope with the impact of the HIV/AIDS pandemic. A South African study | ||||
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Session: 6.87: Posters A (Poster) on Monday in Chaired by Authors: Presenting Author: Dr Linda Theron - North-West University, South Africa |
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| Additional Authors: Dr Linda Theron, | ||||
| Aim: Although the extent of the impact of the HIV/AIDS pandemic on educators has been questioned (Bennell, 2005), South African educators in the Vaal Triangle requested assistance to cope resiliently with the impact of the pandemic on them as educators. Resilient Educators (REds) was compiled in response. REds is a multidisciplinary support program (sponsored by the South African National Research Foundation and North-West University) aimed at empowering educators affected by the HIV and Aids pandemic. The programme is multifaceted and addresses educator coping skills, resilience, educator rights and caring for the infected. In 2006 REds was implemented at 2 schools in the Vaal Triangle as a pilot study to research whether it could provide effective, responsible empowerment for affected educators. In 2007 it is being implemented at schools in the North-West, Free State and Mpumumalanga provinces of South Africa. This paper aims to discuss the impact of REds and its lessons for future interventions with educators. | ||||
| Method / Issue: Action research was followed in 2006. REds was implemented weekly over 9 weeks by 2 educational psychology masters students. Implementation occurred in ordinary school contexts in Zamdela and Sharpeville (South African townships) with 2 groups of volunteers (n=20). The research was framed by a multiple pre-test, post-test mixed methods design. Prevailing ethical guidelines (De Vos, 2001; Leedy & Ormrod, 2005) were strictly adhered to. Potential communication difficulties were facilitated by the presence of a student who could translate. | ||||
| Results / Comments: Research results show educators can be supported to cope better with the impact of the pandemic: o Participants reported improved coping skills and greater knowledge. o This participant perception was confirmed by post-testing and qualitative interviews. o The communities from which these participants came reported indirect empowerment. Research results also showed that one-off interventions would be irresponsible. Participants requested further regular interventions (i.e. once every 3 months). North-West University (Vaal Triangle Faculty) is currently considering means of providing ongoing support. The research is ongoing: REds is being implemented in Mpumulanga, the Free State and North-West province in 2007. | ||||
| Discussion: Research results sugegsted that one-off interventions would be irresponsible. Participants requested further regular interventions (i.e. once every 3 months). North-West University (Vaal Triangle Faculty) is currently considering means of providing ongoing support. The research is ongoing: REds is being implemented in Mpumulanga, the Free State and North-West province in 2007. There were distinct lessons from the implementation of REds. These include (amongst others) the necessity of contextual / community co-operation; the need for a related referral network; the need for a translated programme; the need for school management support. | ||||
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