"To Take the Information Down to the People": Life Skills and HIV/AIDS Peer Educators in the Durban Area.
The failure to consider the effectiveness of existing measures as a relevant part of the context of AIDS is evident not only through its absence from the literature. It is also apparent from discussions with health and education practitioners working in Durban, the site of this study. Many of them f...
| Publicado en: | African Studies Vol. 61; no. 1; pp. 169 - 192 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jul2002
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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=hlh&AN=6736040&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 6736040 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00020184 35L jtl: African Studies issn: 00020184 maglogo: N pubinfo: dt: Jul2002 vid: 61 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 6736040 10.1080/00020180220140127 ppf: 169 ppct: 23 formats: fmt: @attributes: type: P size: 212KB tig: atl: "To Take the Information Down to the People": Life Skills and HIV/AIDS Peer Educators in the Durban Area. aug: au: James, Deborah su: HIV AIDS Peer counseling South Africa Durban (South Africa) sug: subj: South Africa Durban (South Africa) HIV AIDS Peer counseling ab: The failure to consider the effectiveness of existing measures as a relevant part of the context of AIDS is evident not only through its absence from the literature. It is also apparent from discussions with health and education practitioners working in Durban, the site of this study. Many of them feel that a lack of research into the effects of their programmes means they are destined to work with little sense of how, and to what extent, they are succeeding in influencing AIDS-related behaviour. Although compendia of effective AIDS intervention models do exist and are debated in various fora, on-the-ground practitioners point out that their hectic schedules and the stringent conditions set by individual funders impede broader collaboration, thus limiting the extent to which they can learn from each other's and their own experiences. While each separate life skills peer education programme has to give an account of its activities to its own specific funders, there is little external or independent assessment of the broader, overall impact of these efforts. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of African Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: African Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2002 holdings: @attributes: islocal: N |
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