Adolescent Health Research Unit, University of Cape Town, Cape Town 7700, Republic of South Africa.
Health Educ Res. 2011 Jun;26(3):563-71. doi: 10.1093/her/cyq064. Epub 2010 Nov 15.
Characteristics of learners who become peer educators are rarely explored despite the potential relevance to the success of peer education programmes. Fifteen high schools selected to implement peer education HIV prevention programmes in South Africa were recruited. A total of 2339 Grade 10 learners were surveyed and comparisons were made between socio-demographic characteristics, key skills, school experience and sexual behaviour of those students who had volunteered or been chosen by teachers to be peer educators (n = 295) and their fellow students (n = 2044), the potential recipients of the programme. On most of the socio-demographic variables, school experiences, aspirations, sexual debut and use of condoms at last sex or whether they had been tested for HIV status, there were no significant differences between the two groups. Volunteers and teacher-chosen peer educators tended to be younger than their classmates (16.19 versus 16.52, P < 0.0001), score higher on a goal-orientation scale (3.27 versus 3.15, P =< 0.0001) and had more access to basic resources [electricity (97.9% versus 94.0%, P = 0.006), a bicycle (41.9% versus 32.7%, P = 0.004) or car (50.2% versus 41.0%, P = 0.005)]. Further research is needed to explore specific peer educator characteristics and recruitment and selection approaches that are associated with effective HIV prevention interventions.
尽管学习者成为同伴教育者的特点可能与同伴教育计划的成功相关,但很少有人对此进行探讨。在南非,选择了 15 所高中来实施同伴教育艾滋病毒预防计划。对 2339 名 10 年级学生进行了调查,并比较了那些自愿或被老师选为同伴教育者(n=295)和他们的同学(n=2044)的社会人口特征、关键技能、学校经历和性行为。在大多数社会人口变量、学校经历、愿望、首次性行为和上次性行为时使用避孕套,或者他们是否接受过艾滋病毒检测,这两组之间没有显著差异。志愿者和教师选择的同伴教育者往往比他们的同学年轻(16.19 岁对 16.52 岁,P<0.0001),目标导向得分更高(3.27 对 3.15,P<0.0001),并且更容易获得基本资源[电(97.9%对 94.0%,P=0.006)、自行车(41.9%对 32.7%,P=0.004)或汽车(50.2%对 41.0%,P=0.005)]。需要进一步研究,以探讨与有效的艾滋病毒预防干预措施相关的特定同伴教育者特征和征聘及选拔方法。