The "Teach HADITHI" teacher training intervention to reduce classroom HIV- related stigma in Kenya

“Teach HADITHI”教师培训干预措施旨在减少肯尼亚课堂上与艾滋病毒相关的耻辱

• 批准号: 9929848
• 负责人: Rachel Christine Vreeman
• 金额: $ 16.24万
• 依托单位: ICAHN SCHOOL OF MEDICINE AT MOUNT SINAI
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-05-15 至 2021-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9929848
• 关键词: AIDS/HIV problem; Address; Adolescent; American; Area; Attitude; Belief; Caregivers; Child; Chronic Disease; Climate; Communities; Conceptions; Disclosure; Disease Management; Educational Curriculum; Educational Intervention; Educational process of instructing; Elements; Emotional; Empathy; Enrollment; Environment; Evaluation; Feeling; Film; Focus Groups; Goals; Group Interviews; HIV; HIV Infections; HIV-infected adolescents; Health Professional; Home environment; Hour; Intervention; Intervention Studies; Kenya; Knowledge; Learning; Life; Measurement; Measures; Mental Health; Modeling; Multimedia; Neighborhoods; Outcome; Persons; Physical shape; Primary Schools; Qualitative Methods; Questionnaires; Randomized; Reporting; Research; Resources; Review Literature; School Teachers; Schools; Secondary Schools; Shapes; Standardization; Stigmatization; Structure; Teacher Professional Development; Techniques; Training Programs; Universities; Work; Youth; base; behavioral health; cognitive interview; cohesion; community partnership; control trial; coping; experience; group intervention; health care availability; improved; innovation; knowledge base; medication compliance; novel; peer; physical conditioning; social; social stigma; teacher; treatment adherence

PROJECT SUMMARY: For HIV-infected children and adolescents in resource-limited settings, HIV/AIDS- related stigma (H/A stigma) shapes every aspect of their HIV management, from medication adherence to decisions about HIV disclosure. Youth report that H/A stigma in schools, manifest through teacher attitudes and actions as well as limitations in the curriculum, shapes the beliefs of their peers and their own feelings about HIV, and often hurts their HIV management. We do not know the most effective strategies to reduce the H/A stigma these youth experience. The long-term goal of our research team is to provide evidence to improve chronic disease management among HIV-infected children and adolescents in resource-limited settings. The purpose of this proposal is to evaluate whether an innovative, film-based, multimedia teacher training curriculum intervention would decrease Kenyan teachers' negative attitudes and beliefs about HIV and reduce the H/A stigma in their teaching and classrooms. This work will take place through a long-standing academic partnership between Kenyan and North American universities called the Academic Model Providing Access to Healthcare (AMPATH), where we also maintain long-standing community partnerships. The specific aims for this study are to: Aim 1: Assemble a multimedia teacher training curriculum package, focused on HIV and H/A stigma and adapted for maximum cultural relevance, curricular cohesion, and impact among Kenyan primary and secondary school teachers. Aim 2: Assess the impact of the Teach HADITHI intervention on Kenyan teachers' attitudes, beliefs, and knowledge about HIV and the level of HIV-related stigma among teachers. Exploratory Aim 3: Examine whether HIV-infected children and adolescents in classrooms with teachers who have received the Teach HADITHI intervention report less perceived, enacted, or internalized stigma compared to those in classrooms with teachers who have not. To develop and modify the teacher training package, we will utilize qualitative approaches, including focus groups and cognitive interviews with subject matter experts. To assess efficacy, we will conduct a cluster randomized control trial, randomizing by school. All teachers within the intervention schools will go through a teacher training intervention that includes viewing locally created films capturing the stigma experiences of HIV-infected Kenyan children and structured interactions with an HIV-infected adolescent content expert and a health care professional. The control schools will have no training intervention. We will evaluate all teachers, both intervention and control, on their knowledge, attitudes and beliefs related to persons living with HIV using a standardized questionnaire given 6 months apart. We will also conduct an exploratory evaluation of HIV-infected youth enrolled in both AMPATH and in the participating schools, measuring the H/A stigma they have perceived, experienced, or internalized during the six months following the intervention. This research will significantly impact our understanding of community strategies to reduce H/A stigma impacting HIV-infected children and adolescents.

项目摘要：针对艾滋病毒感染的儿童和青少年在资源有限的环境中，艾滋病毒/艾滋病 - 相关的污名（H/A污名）塑造了他们的艾滋病毒管理的各个方面，从依从性到 关于艾滋病毒披露的决定。青年报告说，学校的污名，通过教师的态度表现出来 课程中的行动以及局限性，塑造了同龄人的信念和自己的感受 关于艾滋病毒，经常伤害他们的艾滋病毒管理。我们不知道减少最有效的策略 H/A污名这些青年经历。我们研究团队的长期目标是提供证据以改善 在资源有限的环境中，艾滋病毒感染的儿童和青少年的慢性疾病管理。这 该建议的目的是评估是否是创新的，基于电影的，多媒体的教师培训 课程干预将减少肯尼亚教师对艾滋病毒的负面态度和信念 他们的教学和教室中的H/A污名。这项工作将通过长期的学者进行 肯尼亚与北美大学之间的合作伙伴关系称为学术模式，可访问 医疗保健（Ampath），我们还保持了长期的社区伙伴关系。具体目标 这项研究是：AIM 1：组装一个多媒体教师培训课程，重点是HIV和H/A 污名和改编，以最大程度的文化相关性，课程凝聚力和肯尼亚主要的影响 和中学老师。目的2：评估圣十字教学干预对肯尼亚的影响 教师对艾滋病毒的态度，信念和知识以及教师中与艾滋病毒相关的污名水平。 探索目的3：检查与教师的教室中的艾滋病毒感染的儿童和青少年是否与老师 已经收到了圣训的教学干预报告，较少感知，颁布或内在的污名 与没有教室的教室里的老师相比。开发和修改教师培训 包装，我们将利用定性方法，包括焦点小组和对主题的认知访谈 物质专家。为了评估功效，我们将进行一项群集随机对照试验，并通过学校随机进行。 干预学校中的所有教师都将进行教师培训干预措施，包括查看 本地制作的电影捕捉了艾滋病毒感染的肯尼亚儿童和结构化的污名化经历 与感染HIV的青少年内容专家和医疗保健专业人员的互动。控制学校 将没有培训干预。我们将评估所有干预和控制的老师 使用标准化问卷给出的知识，态度和信念与患有艾滋病毒的人有关6 相隔几个月。我们还将对两者的艾滋病毒感染的青年进行探索性评估 在参与的学校中，测量他们感知，经验丰富或内在化的H/A污名 在干预后的六个月内。这项研究将极大地影响我们对 减少影响HIV感染的儿童和青少年的H/A污名的社区策略。

项目成果

Perspectives of education sector stakeholders on a teacher training module to reduce HIV/AIDS stigma in Western Kenya.

• DOI: 10.1186/s12889-021-11331-5
• 发表时间: 2021-06-30
• 期刊: BMC public health
• 影响因子: 4.5
• 作者: Chory A;Nyandiko W;Beigon W;Aluoch J;Ashimosi C;Munyoro D;Scanlon M;Apondi E;Vreeman R
• 通讯作者: Vreeman R

Multi-media teacher training and HIV-related stigma among primary and secondary school teachers in Western Kenya.

肯尼亚西部中小学教师的多媒体教师培训和与艾滋病毒相关的耻辱。

• DOI: 10.1080/09540121.2022.2119473
• 发表时间: 2023
• 期刊: AIDS care
• 影响因子: 1.7
• 作者: Nyandiko,Winstone;Chory,Ashley;Baum,Aaron;Aluoch,Josephine;Ashimosi,Celestine;Scanlon,Michael;Martin,Roxanne;Wachira,Juddy;Beigon,Whitney;Munyoro,Dennis;Apondi,Edith;Vreeman,Rachel
• 通讯作者: Vreeman,Rachel

A systematic review of interventions to reduce HIV-related stigma among primary and secondary school teachers.

• DOI: 10.1080/09540121.2021.1960264
• 发表时间: 2022-01
• 期刊: AIDS care
• 影响因子: 1.7
• 作者: Martin R;Ashimosi C;Nyandiko W;Chory A;Aluoch J;Scanlon M;Vreeman R
• 通讯作者: Vreeman R

Social Stigma Related to COVID-19 Disease Described by Primary and Secondary School Teachers and Adolescents Living With HIV in Western Kenya.

• DOI: 10.3389/fpubh.2021.757267
• 发表时间: 2021
• 期刊: Frontiers in public health
• 影响因子: 5.2
• 作者: Chory A;Nyandiko W;Ashimosi C;Aluoch J;Martin R;Biegon W;Munyoro D;Apondi E;Vreeman R
• 通讯作者: Vreeman R