by Cecile Mbesse, University of Yaounde I, Yaounde, Cameroon
The victims of HIV/AIDS have no age limit or sex distinction. The training of the students of CETIC Ngoa-Ekelle has had the objective of making them actors in the fight against this disease within their community. The participants have identified and defined the problems related to HIV/AIDS and other STDs and their reproductive health, thanks to the knowledge they have gained from this training. In doing so, the cartography of risk and vulnerability has been realized. Youths have always been the most high-risk and vulnerable group. Information, educative talks, and debate have permitted the participants to become conscious of the need for change in their risky attitudes if they are to reduce the high number of sero-positivity occurrences in their community. This change of attitude, however, is confronted by a number of obstacles, such as the prevalence of pornography on television, in films, and on the Internet, and indecent dressing styles. Support from institutions, organizations, and associations is therefore an urgent imperative, particularly at this moment when everyone is concerned about and exposed to this pandemic disease. The students of CETIC Ngoa-Ekelle will become members of the Health Club and Scout Club in their college. A call has already been made for those who are sexually active to abstain, to adhere to a single and non-contaminated partner, to always properly use protection when unsure of a partnerâ€TMs status, and to voluntarily be tested for HIV/AIDS in the various health centres.
Introduction
A health and social for some years now, HIV/AIDS has become one of the major preoccupations of the contemporary world. Considering the extent of damage the pandemic has caused the world over, it feature among the most pressing problems in the world today, along with
* War;
* The fight against poverty;
* The fight against terrorism, xenophobia, and racism; and
* Environmental degradation;
* These are just a few of the major challenges facing the international community.
In Africa, particularly in sub-Saharan Africa, HIV/AIDS is spreading at a terrifying rate, ravaging whole villages and leaving many children as orphans. Cameroon is by no means exempt from this epidemic. Cameroon has shown its concern for the health of its population through its policies on the fight against poverty and the establishment, with the support of the IMF and World Bank, of the PPTE. The PPTE is a national committee for the fight against HIV/AIDS, whose task is to organize, consider, and follow up on all actions taken to combat this illness in association with all the social partners at both the national and international levels.
Statistics from the PPTE show that the prevalence of HIV/AIDS is high among youth, at about 12%. It is urgently important, therefore, to enlarge the sphere of action to schools, from the primary to post-secondary levels, which constitute the mainstay of the nation. This is why the fight against HIV/AIDS was brought to schools like CETIC Ngoa-Ekelle.
The program at CETIC Ngoa-Ekelle was supported by UNICEF through CNLS and under the coordination of INS, and was organized in various stages.
Stage I
This stage consisted of identifying problems related to HIV/AIDS and other STDs among youths.
* Sphere of communication: CETIC Ngoa-Ekelle
* Communicating group: Health club
* Communicating target: Students (70 participants)
* Specific objectives: To familiarize the youth with knowledge on HIV/AIDS and other STDs in order to identify their risk factors and vulnerability
The participants permitted us to produce a risk and vulnerability chart that outlines the causes for this higher prevalence of HIV/AIDS and other STDS among youth (Table 1).
Table 1. Causes of the high prevalence of HIV/AIDS and other STDS among youth
Timeframe Behavioural causes Non-behavioural causes
Immediate Unprotected sex; sex with infected partners; direct contact by transfusion or contaminated materials Rape; homosexuality; incest; paedophilia; assimilation (media); nightclubs
Secondary Premature sex; poor usage of condoms; indiscriminate sex; use of contaminated objects / poorly treated STD Sexual harassment; troubled homes; separated homes / orphans; suppression of children; irresponsible parentage
Long term Alcoholism, tobacco, drugs, prostitution, juvenile delinquency, pornographic films, indecent dressing, stubbornness Ignorance; lack of dialogue; non-respect of hygiene; bad advice from elders and friends
At the end of the day, the participants can now identify the problems related to HIV/AIDS and other STDs and their vulnerability inside and outside the school environment.
Despite knowledge of the above, a number of problems still exist among youth:
* The rate transmission within the youth population (15-25 years) is still high;
* The proportion of youths with high-risk behaviours is still despite large; and
* The general stigmatization of persons living with HIV/AIDS by the public causes them to shy away from tests and generally refuse to admit the possibility of having the disease.
Stage II
The purpose of this stage was to identify the vulnerable groups and the institutions, organizations, and associations within this sphere of communication by areas and levels of intervention.
The objective was to censor the vulnerable group primarily concerned, so that both the secondary and tertiary participants could also help them change their social behaviours.
An investigation was made in the form of educative talks, and the information obtained is shown below (Table 2).
Table 2. Information obtained from participants on vulnerable groups and those who should help to protect them
Vulnerable groups Institutions, organizations, and associations Social and political leaders
Outstanding students (class heads, class monitors, club presidents, award winners); sexually active youths (prostitutes, delinquents); consumers of drugs, alcohol, and cigarettes; orphans and abandoned children Parents; educators; government ministries; UNESCO and Unicef; CNLS and Camnafaw Presidents of parties; religious leaders; leaders of syndicates; human rights groups
Stage III
Table 2 was based on the analysis of the behavioural and non-behavioural causes of the vulnerability in the youths (Table 1). This was an occasion to familiarize the participants with life-skills learning methods. Outlining the obstacles that hamper changes of behaviour helps the students to better understand and assimilate actions that will lead to improved social behaviour.
Here, each and every one formulated an aptitude that was developed in the course of this training, and the many questions from all angles greatly helped in this talk.
Stage IV
This stage concerned actions to undertake beside institutions, organizations and associations. The students found that these groups should mobilize themselves in order to encourage other students to change their behaviour and to encourage the other secondary and tertiary agents named above to become more involved. Possible actions are as follows:
* Reinforce work against poverty, which is one of the main factors that creates vulnerability;
* Set up vaccination programs at a small cost — or even free — in schools;
* Create employment by recruiting graduates early;
* Provide drugs and help in health centres at a low cost;
* Reinforce measures that fight against the trafficking of narcotics;
* Intensify the political fight against pornographic materials that enter the country;
* Take care with nightclubs and cinemas that give access to youth under 18 years and late at night;
* Create permanent programs on sexual education within the mass media; and
* Discourage women (especially young girls) from engaging in indecent behaviour.
International organizations can offer logistical and financial support to the state programs that fight poverty. They should intensify permanent programs that follow up on and evaluate the national actions of institutions.
Political leaders can intervene to create expanded programs of sensitization, information, and education on the fight against HIV/AIDS and other STDs.
Trade union leaders can intensify actions to promote safe behaviour among men and on the importance of health in their families.
Religious leaders can contribute to a strategic view of the national committee for the fight against HIV/AIDS and to mobilizing managers, teachers, and parents, who can then talk with their children.
Teachers have been approached through this project in a clear and direct manner. A call for a better respect of themselves and of their students, through the following:
* Females should wear decent attire;
* Teachers — especially male teachers — should stop harassing young female students and behave like responsible parents; and
* Teachers should use decent language before students.
* Teachers should be correct and objective when punishing students, as some students feel frustrated and humiliated, and the consequence is that they lose interest in attending lessons.
Parents should engage in more dialogue with their children, establish a mutual and confident climate, and increase support of their childrenâ€TMs studies.
Stage V
This stage focused on promoting healthy behaviours, such as practising abstinence, using condoms if sexually active, and being faithful to a healthy partner.
To make students understand the interest they have in changing their behaviour, we listed negative impacts of their behaviours on their health, their studies, and on society. For instance, they understand that sexy clothes and excessive makeup may expose them to harassment and rape, so the promotion of decent attire is recommended.
Alcoholic students, smokers, and delinquents expose themselves to drug consumers, paedophiles, thieves, and others. This may lead to such things as unwanted pregnancy, HIV/AIDS and other STDs, loss of self-control, and social marginalization. This is why it is important to practise self-responsibility through such things as diligence in their lessons, sobriety, and membership in groups as Health Clubs or Scout Clubs.
Stage VI
Communication objectives differ according to the persons involved (e.g., vulnerable groups, institutions, organizations, associations, leaders, and the general public). The aim of this stage was to understand the potential for communication to help change behaviour and to help individuals be well-informed and meet their objectives. We listed some objectives:
* Always inform oneself, to stay well informed;
* Understand individual and collective risk;
* Always have on oneself condoms when leaving home; and
* Have the presence of mind to seek rapid medical attention if you think you may have been infected with HIV/AIDS or another STD.
To achieve this, groups should create a dialogue with young people, ensure a comfortable climate for asking questions, and lift taboos on sexuality. Similarly, religious and traditional leaders should lift taboos and adapt to the local circumstances. Leaders should also make condoms available and accessible for everyone. Table 3 shows a communication strategy based on the above.
Table 3. Communication strategy, including messages and channels:
Communication strategy Groups Channels
Information, education, persuasion, reinforcement, teaching of life-skills Vulnerable students and young school groups Role-playing; theatre; sketches; posters and leaflets
Sexual training lessons, sexual education, and follow-up with children Teachers and parents Lessons; dialogue; debates; sessions in native language; parentsâ€TM associations; newspapers and the mass media
Promotion of improved behaviours and development of the use of condoms and anti-retroviral drugs Religious leaders (of young religious activities) and political leaders (including traditional rulers) Christian associations; biological studies; catechism; Koranic schools; sermons; television, radio, and newspapers; meetings
Stage VII
The objective of this stage was to certify that messages produced corresponded to the participantsâ€TM expectations and were adopted through their comprehension. In this way, studentsâ€TM proposal, the following questionnaire has been established:
1. Have you ever had sexual intercourse?
2. Have you ever had non-protected sexual intercourse?
3. Have you ever had sexual intercourse with more than one partner?
4. Have you ever had sexual intercourse just for money?
5. Have you ever had sexual intercourse with an adult?
6. Have you ever been infected with an STD?
7. Have you ever felt a pain while urinating?
8. Have you ever had vaginal itches?
9. Have you ever smoked at school? In your neighbourhood?
10. Have you ever drunk alcohol?
11. Have you ever done a screening test?
12. Do you frequent nightclubs?
13. Do you frequent video clubs?
14. Are you conscious of the vulnerability of youth to HIV/AIDS and other STDs?
We collected these questionnaires with the age and sex of the respondents. We then reinforced the following:
* Let us consider this snail with its shell. It helps to protect itself against bad weather and helps it to live longer. Like a snail, then, let us protect ourselves against HIV/AIDS and other STDs by wearing as a cover abstinence-fidelity-condoms;
* Stop unprotected sexual intercourse;
* Let us block the way to drugs, tobacco, and alcohol in our community;
* Stop cheating, idleness, and associating with bad company, which constitute one of the factors of vulnerability;
* AIDS spares nobody;
* Say no to prostitution;
* HIV/AIDS cannot be read from appearance, so get a voluntary screening test;
* Teachers and adults, say no to sexual harassment of students and to blackmail; and
* Teachers and adults, say yes to parental responsibility, which will help prevent delinquency and child prostitution.
Stage VIII
At the end of this project, a micro-communication plan from CETIC Ngoa-Ekelle was elaborated (Table 4):
Table 4. Communication plan elaborated at CETIC Ngoa-Ekelle
Communication objectives Strategies Messages Channels
Reach young people Sensitization Information to educate on healthy attitudes Posters; educative talks; games; music
Let youth become actors of sensitization Training of peer educators; training in the classroom No one is spared by AIDS — itâ€TMs an obligatory fight for everyone Sketches; poems; leaflets; educative talks
To give up risky behaviours Learning of life skills; expansion of training among clubs No to narcotics; no to prostitution; no to bad company Sketches; poems; music; images; talks; all clubs
Encourage the wearing of condoms Make condoms available; Learning of life skills; learning the use of condoms No to unprotected sexual intercourse; yes to abstinence; letâ€TMs stay away from undesired pregnancy; AIDS kills Demonstrations; sketches; images; talks; all clubs
Large diffusion of actions towards teachers and other clubs Training outside Health Club; creation of educative talks Our peer education passes through us; information and good training; no to sexual harassment of students Educative talks; dialogues; conferences; presence of a sensitatization plaque
General conclusion
During this training, many observations were made, both positive and negative.
Negative observations
* Poor thought at a general level has been a restrictive factor to a good assimilation of the topics examined. Because of this, we ought to be patient and full of tolerance, persuasion, modesty,and delicacy to help participants to better understand and to be in harmony.
* We have to be very shrewd and have a sense of humour, to use simple and correct language in order to capture attention, because we do not forget that we are dealing with noisy, young, inquisitive students.
* A major problem was attendance. At the beginning, we had 70 enthusiastic students. At times, though, we had to run after them when the sessions were to begin. By the end, the number of participants was 50 to 60, but they had become conscientious.
* The problem of attendance was at times justified because some students had been forbidden by their religious conviction.
* Sometimes while talking, we could see boys stigmatizing the girls, behaving as opponents.
* We had a lack of active support from some teachers.
* We faced ignorance and scepticism in some, and shyness in others.
* We had difficulties in sensitizing the leaders of other clubs (except the Scout Club and the Theatre Club).
Positive observations
* The youths learned effectively.
* Students have been engaged to integrate their life skills in daily life.
* We saw improved relations with their mates and teachers, including more responsibility.
* There was an increase in the number of condom users.
* There was an increase in the number of visitors to the infirmary taking place.
* The setting up of a Health Club attracted the students in great numbers.
* Drawings were conceived and created for display at the school.
* Sketches, rallying songs, and poems were created.
* Students want to obtain their certificate of completion, in order to show their peers and parents how engaged they are now.
In summary, we can express our happiness for helping to lift taboos and for helping to make the youths ready and engaged to teach their peers. Our expectations have been more than fulfilled. It would be good to see similar actions now on the national and international levels.
Loading ...
Leave a Reply