Abstract #129  -  Tangible Skill Building and HIV-Youth Intervention
Authors:   Presenting Author:   Dr. Jill Hanass-Hancock - University of KwaZulu-Natal
Additional Authors:
Aim: Interventions in impoverished circumstances will likely be more successful if they respond to the perceived needs of adolescents rather than preaching preconceived ideas. Skills such as reading and the opportunity to express oneself might resonate more with adolescents’s priorities than knowledge about HIV. This study evaluated the community project Vukuzakhe, that builds capacity amongst children and their caregivers through literacy and community theatre and indirectly addresses HIV issues. Literacy was one of the key priorities identified by youth in the area. The literacy and community theater approach are driven by the idea of letting youngsters express themselves through free writing and self created drama pieces. In this way the project achieves active participation of the community rather that passive listening.
Method / Issue: Adolecents (n=100) aged 11-18 years, from control and intervention groups participated in this evaluation. A bilingual reading test, a cross-sectional survey and focus group discussions. were conducted to assess pupils’ literacy level, their knowledge, attitudes towards HIV, their sexual behaviour as well as socio-psychological factors. Content analysis (NVIVO) and quantitative analysis (SPSS, Stata) using Chi-Scare, bivariate analysis and regression analysis were conducted.
Results / Comments: The intervention group had a significantly higher reading ability (P=0.000, P=0.002) and a more positive attitude towards condom use (P=0.047) and abstinence (P=0.07) particularly if they had participated in reading clubs. Sexual debut for the intervention group was also delayed (P=0.05). Participants of the intervention reported less sexual activity (P=0.047). Focus groups showed that adult and youth programme participants felt empowered by the project. Vukuzakhe stimulated discussions at home about school work, future and HIV/AIDS. The project was particularly well received because it was addressing tangible needs needs like illiteracy and poverty, besides HIV. Additionally the study produced evidence on social networks. The study explored the influence of interventions, peer groups as well as caregivers on adolescent knowledge, attitudes, and behaviour. The study revealed that open lines of communication between child and caretakers, as well as less contact with deviant peers, increased confidence to practise safer sex (P=0.026, P=0.036). Better relationships between caregivers and children also improved their attitude towards people living with HIV (P=0.05). Caregivers felt particularily empowered to engage with their children through learning reading and writing in the Vukuzakhe intervention. Children who felt more at ease to discuss delicate topics like HIV with their caregiver, felt four times more agency to practise safer sex than the comparison group.
Discussion: Addressing tangible needs of adolescents is an opportunity to open lines of communication and increase acceptance of abstinence, condom use and safer sexual practises. HIV messages often do not target the needs of young people who live in empoverished circumstances. The integration of HIV programs in other projects that address poverty and improve education seems to be a way forward. Thus interventions which address illiteracy, poverty and relationship building should be more highly considered as a basis for including HIV interventions.
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