The support needs of South African educators affected by HIV and AIDS.
In a qualitative study of 77 South African educators, participants were asked to explain how they are affected by HIV and AIDS and how they would best like to be supported in response to this. The term 'affected' refers to educators who have colleagues, learners or loved ones who are HIV-positive or...
| Publicado en: | African Journal of AIDS Research (AJAR) Vol. 8; no. 2; pp. 231 - 243 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=43899238&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 43899238 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 16085906 R93 jtl: African Journal of AIDS Research (AJAR) issn: 16085906 maglogo: N pubinfo: dt: 2009 vid: 8 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 43899238 10.2989/AJAR.2009.8.2.11.863 ppf: 231 ppct: 12 formats: tig: atl: The support needs of South African educators affected by HIV and AIDS. aug: au: Theron, Linda affil: School of Education Sciences, Faculty of Humanities, North-West University, Vaal Triangle Campus, PO Box 1174, 1900 Vanderbijlpark, South Africa su: Africa Qualitative research Needs assessment Psychological resilience HIV AIDS research sug: subj: Qualitative research Needs assessment Africa Psychological resilience HIV AIDS research keyword: coping ecosystemic needs assessment qualitative research resilience theory social support teachers coping ecosystemic needs assessment qualitative research resilience theory social support teachers ab: In a qualitative study of 77 South African educators, participants were asked to explain how they are affected by HIV and AIDS and how they would best like to be supported in response to this. The term 'affected' refers to educators who have colleagues, learners or loved ones who are HIV-positive or who have died from HIV-related illnesses, or those who teach children orphaned by AIDS or learners who are vulnerable because of a parent's or caregiver's HIV status. Their responses endorse current theory regarding support for educators in the context of the epidemic, but their needs for support also include forms of 'ecosystemic compassion': that is, a longing for the school management, learners' parents, learners, and colleagues to have compassion for their HIV-related predicaments. Because the latter need was pronounced among those educators caring for an ill HIV-positive loved one, this study introduces the importance of researchers' and stakeholders' sensitivity to the possibility of differentiated support, according to how educators are affected by HIV. Many of the participants' calls for support were at odds with policy-facilitated demands on educators to function as pillars of support to vulnerable learners and communities in the age of HIV and AIDS. The findings provide a caveat with regard to educators who require support — notwithstanding the expectation that they function as ecosystemic agents of support. Finally, the educators' calls for support should be tempered by resilience theory, which suggests that while it is important to support HIV-affected educators, the choice of supports should not stymie educators' agency or discourage educators' active participation in the support process. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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