Process evaluation of school-based peer education for HIV prevention among Yemeni adolescents

Datos Bibliográficos

ID2177668
AutoresButhaina Al-Iryani (Maastricht University, autor de correspondencia), Huda Basaleem (0000-0002-7353-5140), Khaled Al-Sakkaf, Khaled Al‐Sakkaf (0000-0003-4872-2785), Gerjo Kok (0000-0002-3501-4096), Bart Van Den Borne (0000-0001-6248-4707)
Año2013
Volumen10
Número1
Páginas1-10
Fecha de publicación2013-06-18
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSAHARA-J Journal of Social Aspects of HIV/AIDS (JOURNAL)
Identificadores de la revistaISSN: 1729-0376 • E-ISSN: 1813-4424
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17290376.2012.745294
PMID23777570
PMCIDPMC3914420
OpenAlexW2157928482
IdiomaEN
Citas recibidas4
Referencias citadas15

In 2005, a survey was conducted among all the 27 high schools of Aden, which revealed low levels of knowledge on major prevention measures, and a high level of stigma and discrimination towards people living with HIV (PLWH). The results served as a baseline for implementing a school-based peer education intervention for HIV prevention in the 27 schools of Aden. In 2008, and after 3 years of implementation, a quasi-experimental evaluation was conducted, which revealed that the peer education intervention has succeeded in improving HIV knowledge and skills; and in decreasing stigmatization of PLWH. This process evaluation aims to give a deeper understanding of the quasi-experimental evaluation which was conducted in the 27 high schools of Aden, and to highlight the factors that facilitated or inhibited school peer education in such a conservative Muslim setting. Qualitative methodologies were pursued, where 12 focus group discussions and 12 in-depth interviews were conducted with peer educators, targeted students, school principals, social workers, and parents of peer educators. Results revealed that school-peer education was well received. There was an apparent positive effect on the life skills of peer educators, but the intervention had a lesser effect on targeted students. Key enabling factors have been the high quality of training for peer educators, supportive school principals, and acceptance of the intervention by parents. These findings are important for improving the life skills and peer education intervention at the school level, and in better planning and implementation of life skills and peer programmes at a national scale

Family medicine · Focus group · Health education · Life skills · Medical education · Peer education · Psychiatry · Public health · Sociology · Adolescent Sexual and Reproductive Health · HIV, Drug Use, Sexual Risk · HIV/AIDS Research and Interventions · Medicine · Nursing · Psychology