ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05926.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05927.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

ABSTRACT:A growing number of health and education professionals argue that AIDS/HIV education curricula should be developmentally‐based. They suggest the principles of developmental psychology be used to design curricula based on the sequentially ordered ways children of different ages understand AIDS. Relying on findings of research on development of children's conceptions of illness, a specific developmentally‐based approach to educating school‐age children about AIDS/HIV is presented in this paper. For each of three major age groups, the paper describes general characteristics for children's thought processes, ways in which children assimilate information about various aspects of AIDS, and implications for educating children about causes, prevention, and fear of AIDS. The focus of AIDS/HIV education can move from reducing fear in the younger group, to identifying and differentiating causes and noncauses of AIDS in the intermediate groups, to articulating strategies for AIDS prevention in the older

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05928.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05929.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

ABSTRACT:Professional preparation programs should provide future elementary teachers opportunities to develop competence in dealing with school‐related AIDS issues. Curriculum writers and instructors of preservice elementary teachers could be more effective if they were aware of this groups' beliefs about school‐related AIDS issues. A survey was conducted to assess the beliefs and opinions of preservice elementary teachers about school‐related AIDS issues. Subjects (n = 157) generally agreed they would eventually have a child with AIDS in their classroom and agreed AIDS education should be included in the elementary grades, yet a substantial number did not believe they understood the basics about AIDS. Less than one‐third indicated they knew how to clean up blood or body fluids safely. About one‐third indicated they would feel personally threatened to teach a student with AIDS. These results are reflected in recommended AIDS educational content and resources for preservice elementary teachers and future research in

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05930.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05931.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

ABSTRACT:This paper describes the conceptualization, development, planning, and implementation of a new professional preparation course entitled “AIDS/HIV Education: Issues and Strategies.” The 15‐week, campuswide course was offered through the Dept. of Health Science Education at the University of Florida during spring semester 1990. Though universities have been identified as providers of preservice education for future teachers and health professionals, current activities often have been deemed inadequate to meet the needs of those charged with providing AIDS/HIV education. This course was implemented to address an array of issues related to HIV education, ranging from epidemiological and biomedical information and educational strategies to examination of personal and ethical issues surrounding the disease. Delivery of a successful course and student reaction are discussed, along with recommendations for programs considering similar educational efforts. A detailed planned information packet is available from the au

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05932.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

ABSTRACT:Grade‐related similarities and differences in AIDS knowledge and attitudes were assessed in 441 fifth, seventh, and tenth graders from one school district. Grade level was a significant variable (p<.01) on 53% of items. Grade‐related differences in knowledge were apparent when students responded to questions tapping information not covered widely in the media and in attitudes when personal engagement in behavior was implied. Cognitive and emotional factors related to developmental milestones were postulated to account for these differences. These findings need to be considered in planning and implementing AIDS prevention programs, especially as education is begun for younger child

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05933.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

ABSTRACT:Effective curricula should influence knowledge levels of all students, including high‐risk populations. In this study, a modified version of the National Adolescent Student Health Survey was administered to a group of eighth and 10th grade students (N = 3,803) exposed to a curriculum designed to improve AIDS and STD knowledge levels. The analysis examined the influence of gender, ethnicity, alcohol use, and sexual activity as they related to AIDS and STD knowledge. Findings indicated poor knowledge scores on STD items, with no significant differences on group comparisons. Comparisons of AIDS knowledge scores indicated significant differences based on gender, ethnicity, and behavior. Females scored higher than males, whites scored higher than blacks, and abstainers from sexual activity and alcohol scored higher than their active counterparts. Results suggest current educational efforts are not equally effective. Future educational initiatives should be sensitive to group membershi

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05934.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1990.tb05935.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY