AIDS and Women--Changing Epidemic: Staying on Top as a Health Educator.

Autor/in	Ahmed, Christine
Titel	AIDS and Women--Changing Epidemic: Staying on Top as a Health Educator.
Quelle	(1996), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Acquired Immune Deficiency Syndrome; Behavior Change; Females; Health Behavior; Health Education; Health Promotion; Models; Program Development; Safe Sex; Secondary Education; Sexually Transmitted Diseases; Womens Education + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Health behaviour; Gesundheitsverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Analogiemodell; Programmplanung; Sekundarbereich; Sexual transmitted disease; Geschlechtskrankheit; 'Women''s education'; Frauenbildung
Abstract	There are too few HIV/AIDS research, prevention, and treatment efforts for women, though 13 percent of U.S. AIDS cases involve women. There is also a paucity of knowledge about how AIDS affects women uniquely. HIV infection is currently moving to younger cohorts and from men to women. The four known transmission routes are blood products, intravenous drugs, perinatal transmission, and sexual intercourse. Because there is no vaccine or treatment for HIV/AIDS, researchers are focusing on behavior. The health belief model has been used to help understand behavior. Components of the health belief model that apply to prevention efforts include: (1) person factors (individual knowledge, attitudes, and beliefs); (2) perceived severity of the HIV/AIDS problem and the possibility of denial; (3) perceived susceptibility to HIV/AIDS; (4) perceived benefits of practicing safe behaviors; and (5) barriers to HIV/AIDS preventive action. The best methods for impacting preventive behavior, called "cues to action," include individualized communication, small group presentations, and educational drama. Planners need to know their audiences and understand the information audience members will believe and use. Educators should be very specific in explaining risk behaviors, offer options for intimate activity, build skills for practicing preventive behaviors, and enhance perceptions of risk by using appropriate media. (Contains 26 references). (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC