DISCUSSION, CONCLUSION and RECOMMENDATION 131
5.6 SEX EDUCATION and HIV/AIDS PROGRAMMES
5.6.2 Professional Services
As indicated in Tables 22a and 22b both male and female respondents in this study have been positively impacted by the school's programme. This concurs with the finding of a study by Love life (2002),where, after a school programme most (77%) reported that condoms could be used to prevent HIV/AIDS; indicated that they had changed their own behaviour to avoid HIV/AIDS;44% reported having talked to their parents about HIV/AIDS;and 20% reported having been tested for HIV/AIDS.
demands on their limited resources. They are therefore not in a position to attend to the crisis of every school in the area they service.
5.6.2.1 The availability of the Services
All the respondents indicated that since the school psychologist has to fulfill many tasks she is not readily available to them. Only learners in crisis and 'problem' learners are attended to by the school psychologist.
5.7.3 Respondents' use of professional services in the community Table 5.23 indicates respondents' use of the community's professional services.
Table 5.23
Distribution of respondents according to their use of professional services in the community
use of Male Male Female Female Total Total
professional Number % Number % Number %
services in the (row) (row %)
community
~es 18 30 20 33 38 63
No 12 20 10 17 22 37
As is evident in Table 5.23,the majority of respondents and/or their families have used the services of a social worker in respect of their family problems.
5.7.3 School Social Workers
Table 5.24 reflects respondents view on the need for school social workers.
Table 5.24
Distribution of respondents according to their view on the need for social workers
Need for school Male Male Female Female Total Total
social workers Number % Number % Number %
(row) (row%)
Yes 23 38 30 50 53 88
No 7 12 0 0 7 12
As is evidentin Table 5.24 88% of the respondents wanted a school social worker to be attached to the school. School social workers are the link between the home, the school, and the community. As members of the educational team, school social workers promote and support students' academic and social success by providing specialized services to regular and special education students.(special-ed-careers.org)
Access to a school worker would assist adolescents with learning difficulties to clarify their attitudes, beliefs, and concerns about various issues, including HIV/AIDS,that may be troubling them.
Access to counselling on HIV/AIDS issues is vital, as it helps both troubled and infected learners to talk about their problems and to obtain information about their conditions, and how they could live positively with the disease and with those around them who are infected.
5.7.4 Type of Service that would be expected from a School Social Worker
Table 5.25 indicates respondents' expectation in respect of the type of service that is offered by a school social worker.
Table 5.25
Distribution of respondents according to their view on the type of service that is offered by a school social worker
rrypes of Male Male Female Female Total Total
social work Number % Number % Number %
service (row) (row %)
Individual 30 50 30 50 60 100
~ounselling
proup 25 42 23 38 48 80
ITherapy
~ommunity 16 27 20 33 36 60
Work
As is evident from Table 5.25 all respondents expect individual counselling from a school social worker. The majority of the respondents was in receipt of professional social work services from community social workers and hence was aware of such services.80% of the respondents expected group therapy; the school had previously used the services of student social workers who had provided group therapy to a number of learners.
5.6.3 Respondents Suggestions on a School Programmes The following suggestions were made by the respondents.
• HIV/AIDS Programmes
The majority of the respondents requested that the school have more programmes on HIV/AIDS e.g. films and shows (acts by guest groups) highlighting HIV/AIDS, display of books and posters on HIV/AIDS, and being able to talk more openly about HIV/AIDS.
• Specialised Educators.
The majority of the respondents stated that all schools, from primary school onwards, need to have specialised HIV/AIDS coordinators or educators. They found that some of the educators appeared to be uncomfortable about discussing and teaching certain topics related to sexuality and HIV/AIDS.
• Resource Programmes
The majority of the respondents requested the provisionof televisions in the institutions so that learners could view the programmes "Buddies", and other relevant HIV/AIDS educational programmes.
• Other Methods
It is the respondents' view that the ideal educator should use humour and other techniques to help learners relax and participate in discussions. Respondents also suggested that educators use more interactive methods such as role playing, small group discussions and more presentations from guest speakers/groups.
• HIV positive people as Quest speakers
The majority of the respondents suggested that since many adolescents with learning disabilities are unaware of the true extent of HIV/AIDS, persons who have been infected should be invited to come in and talk to the learners at school. Ten percent of the respondents stated that have been exposed to infected persons or knew of someone who had died of HIV/AIDS.
• Peer education
Although respondents did not know the concept ofpeer education, they mentioned that it would be good if the learners at school taught one another about what they had learnt about HIV/AIDS.
• School Social Work Services
The majority of the respondents stated that learners needed counselling whenever necessary. Presently, community social work services were only accessed when a crisis arose or when the counselor needed to access them. Respondents also noted the following:
- Professionals who are responsible for these services at school do not have sufficient time to help learners who are in need of counseling.
- There are no workshops where learners can freely interact to discuss issues. The HIV/AIDS/sex education programme is conducted during class lessons which is of limited duration.
- Counselling is not taken seriously: structured times are not set aside for counseling where learners could freely access the service.
- Respondents stated that educators do not openly discuss personal issues with them. There could be various reasons for this, amongst others, time constraints, the lack of parental involvement and hence
their not being able to obtain the necessary parental permission to do so.
• Religion and Culture
The majority of the respondents stated that religion is very important and must be taught at home and promoted at school; schools should encourage the inclusion of different religious groups in their programmes. In this way values in respect of different aspects of life could be promoted.