Towards a unified theory for HIV/AIDS counselling

The paper explores the introduction of an unified theory for HIV/AIDS counselling. To date the provision of HIV/AIDS counselling has been largely based upon the behavioural theory of counselling. This theory has been adopted by WHO/GPA and its main aims have been the prevention of HIV infection and the psychosocial support for those already infected. It is argued that future counselling interventions should be redirected from a disease-centred approach to a person centred approach. This redirection can be facilitated by the adoption of the self concept as the central measure for evaluating change. It is argued that various ideas should be selected from the behavioural, psychoanalytical and humanistic theories of counselling. These ideas should be amalgamated into a unified theory which provides the theoretical foundation upon which a comprehensive counselling intervention can be based.     

The importance of levels of knowledge in developing a unified theory for HIV/AIDS counselling: A comparison of two culturally different samples

This paper qualitatively compares the responses concerning knowledge about HIV/AIDS prevention methods that were obtained from two cross-culturally different samples of students who were of a sexually active age. Canadian and Zimbabwean education students were sampled. The responses are presented and analyzed with the main purpose of placing the findings in the context of Balmer's (1991) proposal of a unified theory for HIV/AIDS counselling. The major focus of this paper is on HIV/AIDS infection prevention strategies. The differences in responses across the two groups sampled suggest that it would be important to begin individual and group-based prevention strategies with exploration of individual levels of knowledge. Finally, implications for research are discussed.     

Systemic theory in counselling people with HIV disease

Since HIV disease became a pressing medical and social problem over a decade ago, there have been significant advances in the care and treatment of those who have been infected with the virus. Psychological counselling is a cornerstone of some programmes designed to provide support and care. The emphasis has been on preventing the spread of HIV infection, obtaining informed consent for an HIV test and psychological support in counselling. This paper addresses the provision of psychological support for people with HIV disease in the context of a systemic theoretical framework.     

RESEARCH SECTION: The acceptability of psychosocial support interventions for children orphaned by HIV/AIDS: an evaluation of teacher ratings

The AIDS epidemic has created many orphans around the globe. A majority of these orphans live in sub‐Saharan Africa. Children orphaned by HIV/AIDS face many daunting challenges in their struggle to cope with life. The issues they face due to the loss of their parent(s) include poverty, the stigma associated with HIV/AIDS and stress. This study carried out by Morgan Chitiyo of Southern Illinois University Carbondale, Darlington Changara of Midlands AIDS Caring Organisation and George Chitiyo of Tennessee Technological University discusses how different psychosocial and educational interventions have been developed to help the children to overcome these challenges. However, few of the interventions have been empirically tested to determine their efficacy. The authors set out to evaluate the treatment acceptability of a psychosocial support programme using a group of teachers who had received training and were participating in the implementation of the programme across their schools. Findings from the study indicate high acceptability ratings of the programme.     

Proposing an instructional framework for children with HIV/AIDS

HIV and AIDS infections are becoming an increasing problem all over the world. The education systems of developing countries are particularly burdened with the increased occurrence of the disease among children. The central nervous system is one of the major are as of the body that HIV/AIDS affects. Because scholastic performance is linked closely to the functioning of the brain, it is important to know which areas of the brain are affected by the virus and how the illness manifests, in order to provide an appropriate educational programme for these children. By understanding the weaknesses of HIV/AIDS children within the educational system, educators can focus on their strengths in order to provide these children with a well-structured and effective education. In this article, two researchers from the University of Pretoria, Dr Drienie (H) Naudé, Professor of Educational Psychology, and Dr Resia (E) Pretorius, senior lecturer in the Department of Anatomy, suggest that the receptive language abilities of children with AIDS and HIV infection might be less affected than their expressive and non-verbal skills. From this information, the authors propose an instructional delivery framework for children with HIV/AIDS. Specific recommendations focus on reading, arithmetic/mathematics, handwriting instruction and the use of computers. The aims of this programme are to assist teachers who might be confronted with the learning needs of children with HIV/AIDS and to promote a multidisciplinary approach to understanding the educational needs of this growing population of children.     

高校HIV/AIDS健康教育的意义与方法

了解高校HIV／AIDS健康教育的意义,掌握具体的教学方法,加强在大学生人群中开展HIV／AIDS知识的宣传,发挥大学生在HIV／AIDS防治工作中的作用,对控制AIDS的流行具有重要的现实意义。     

Can we have a unified theory of quality?

This paper examines a number of concepts of quality from Plato to Taguchi. That there is no generally accepted theory has led researchers to report various problems and adopt various devices to get round this difficult situation. Governmental concern with accountability and its implications in the current 'quality debate' are considered and a simple theory to meet all cases is proposed.     

HIV/AIDS educators: The challenges and issues for Namibian bachelor of education students

The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Teachers are the impetus for the success of the course. As such, research was undertaken to understand the knowledge, attitudes, and concerns of Namibian Bachelor of Education students in order to be effective HIV/AIDS educators. Findings determine a gap in knowledge about HIV/AIDS-related issues. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV/AIDS education.     

Experiences of HIV/AIDS Counselors in Zimbabwe and Their Perceptions on the State of HIV/AIDS Counseling in Zimbabwe

This study investigated Zimbabwean counselors' experiences of providing HIV/AIDS counseling and their perceptions about the state of HIV/AIDS counseling in Zimbabwe. The participants were a diverse group of counselors, 30 through 59 years of age, who provided counseling services to HIV/AIDS clients. Participants thought HIV/AIDS counselors in Zimbabwe received minimal support and supervision and were undertrained. They identified that the first sessions with clients were the most difficult. They also found it problematic to work with couples who were serodiscordant (one partner who is HIV positive and the other HIV negative) and couples wanting children. The later stages of the counseling process were also found to be challenging. Though the participants acknowledged they had negative psychological experiences when counseling HIV/AIDS clients, they also expressed feelings of satisfaction and fulfillment in their work.     

HIV/AIDS传播的动力学模型及其分析

建立了含有常微分方程和偏微分方程的方程组来描述的模型。考虑了垂直感染、AIDS病人具有传染性、发病年龄、AIDS病人有可能恢复到潜伏期这些因素,利用系统方程,直接推出：当AIDS引起死亡率变化时,社会总人口衰减。利用泛函分析方法和有界线性算子半群理论分析了系统的适定性问题。     

Addressing educational needs of children with HIV/AIDS

With the increased occurrence of HIV and AIDS among children, the education system of countries is particularly burdened as these children survive into adulthood and beyond, as anti-retroviral regimens are increasingly effective in prolonging life. One of the most challenging problems presented to educators, when confronted with the growing HIV/AIDS school population, is the planning of education programmes based on these children's information-processing strengths, but also taking into account HIV/AIDS related cognitive restraints. An education-focused response to the HIV/AIDS pandemic requires a clear understanding of medical and neuropsychological effects of HIV/AIDS-related illness on cognition and residual learning difficulties, as well as a clear understanding of the educational needs of these learners. The impact of medical conditions such as HIV encephalopathy or encephalitis (also know as the AIDS dementia complex), subcortical dementia, cranial calcifications, non-Hodgkin's lymphomas (NHL), cerebrovascular disease, progressive multifocal leucoencephalopathy (PML), white matter disease, toxoplasmosis, syphilis, meningitis and ophthalmic problems leading to educational difficulties are discussed. From this information we propose an instructional delivery framework for children with HIV/AIDS and argue the importance of addressing the educational needs of this growing population of children. A broad multidisciplinary approach is essential if we are to understand the complexity of the pandemic and respond to it.     

Archetypal narratives in career counselling: a chaos theory application

This paper seeks to extend previous work on narrative career counselling by considering the role of plot within clients’ narratives. Seven archetypal narratives derived from the work of Booker (2004) are introduced that represent systems of meaning to provide insight into how individuals interpret their experience. These plots can be understood within the Chaos Theory of Careers (CTC) in terms of the attractors contained within the client narratives. Identifying the plots provides new insights into the nature of career development difficulties and how client stories may be reformulated.     

Moral Development,HIV/AIDS Knowledge,and Attitude toward HIV/AIDS among Counseling Students in the United States

People living with HIV/AIDS will likely require services from mental health professionals to address the complex psychosocial effects of the illness. In the United States, counseling students are not likely to be well prepared to serve clients affected by HIV/AIDS, and little is known about their HIV-related knowledge and attitudes. The present study assessed the moral development, HIV/AIDS knowledge, and attitudes toward HIV/AIDS among a national sample of counseling students in the United States. Results indicated that students held biases toward people living with HIV/AIDS and that their attitudes toward HIV/AIDS were inversely related to their level of moral development.     

对同性恋者的歧视加重非洲艾滋病危机

令人震惊的陈述——医护工作者羞辱HIV呈阳性的同性恋患者：“他死了,我想,他的死部分是由于走投无路。”     

HIV/AIDS School-based Education in Selected Asia-Pacific Countries

This paper describes findings from a recent UNAIDS-funded study of how education systems in selected countries in East Asia, South East Asia and the Pacific are responding to HIV/AIDS-related education. Data were collected by means of postal questionnaire and key informant interviews in Brunei, Cambodia, China, Indonesia, Malaysia, Mongolia, Myanmar, the Philippines, Papua New Guinea, Thailand and Vietnam. Sources of information varied but included ministries, non-governmental organisations and other interested bodies. Findings suggest that the education provided is largely information-based, but with a developing emphasis on life-skills such as assertiveness and negotiation. Specific sexual practices are rarely discussed in the region's schools, except in a somewhat mechanistic way, focusing mainly on human reproduction and anatomy. However, those countries most affected by the epidemic are beginning to re-think their approaches. An increasing openness about sexual and drug injecting practices, and how to communicate these issues with young people, is beginning to become apparent.