Norr Kathleen F, Norr James L, Kaponda Chrissie Pn, Kachingwe Sitingawawo I, Mbweza Ellen Md
Afr J AIDS Res. 2007 Nov;6(3):239-49. doi: 10.2989/16085900709490420.
This report describes the implementation and short-term results of a peer group intervention for HIV prevention on the HIV-related attitudes, knowledge and behaviours of primary school teachers in Malawi. The intervention, based on the social-cognitive learning model, took place in 2000 at two teacher training colleges with a distance-learning programme. Primary school teachers attending a final six-week training session before certification volunteered to participate. Group leaders were teachers selected by each group, and after training they facilitated the peer group intervention. The teachers completed a pre-test and post-test questionnaire. The 286 trainee teachers whose pre- and post-test samples could be matched, largely reported positive changes in their HIV-prevention-related knowledge, attitudes, self-efficacy, behaviour change and condom-use intentions. However, at post-test immediately after the intervention they did not show a higher level of perceived-risk, a greater hope that people could change their high-risk sexual behaviour, or greater agreement that persons infected with HIV should be allowed in public places. This research demonstrates the feasibility of an HIV-prevention intervention for primary school teachers during their training. The Malawi Ministry of Education has since made the programme available to over 90 per cent of all trainee teachers through an NGO.
本报告描述了一项针对马拉维小学教师开展的预防艾滋病毒同伴群体干预措施的实施情况及短期效果，该干预措施涉及教师对艾滋病毒的态度、知识和行为。这项基于社会认知学习模型的干预措施于2000年在两所设有远程学习项目的教师培训学院开展。参加认证前最后六周培训课程的小学教师自愿参与。组长由每个小组选出的教师担任，培训后他们协助开展同伴群体干预。教师们完成了一份前测和后测问卷。286名前后测样本能够匹配的实习教师，大多报告称在与预防艾滋病毒相关的知识、态度、自我效能、行为改变和使用避孕套意图方面有积极变化。然而，在干预后立即进行的后测中，他们并未表现出更高的风险认知水平，对于人们能够改变其高风险性行为也没有抱以更大的希望，对于允许艾滋病毒感染者进入公共场所也没有更强烈的认同。这项研究证明了在小学教师培训期间开展预防艾滋病毒干预措施的可行性。此后，马拉维教育部通过一个非政府组织，已将该项目推广至超过90%的实习教师。
