Developmentally-based AIDS/HIV education.
J Sch Health
; 60(6): 256-61, 1990 Aug.
Article
en En
| MEDLINE
| ID: mdl-2232728
ABSTRACT
PIP: A growing number of health and education professional argue that AIDS/HIV education curricula should be developmentally-based. They suggest the principles of developmental psychology be use 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 the 3 major age groups (young, intermediate, and older), the paper describes general characteristics for children's though processes, ways in which children assimilate information about various aspects of AIDs, and implications for educating children about causes, prevention, and fear of AIDS. With maturity, though processes change from an egocentric viewpoint of self to an integration of self and others, from focusing only on external events to distinguishing between external and internal domains, from the inability to differentiate between cause and effect to complex causal reasoning, and from absolute thinking to relativistic thinking. These characteristics are evident in their knowledge about AIDS. While younger children define AIDS on terms of an external event and cannot articulate a cause for AIDS, children at the intermediate age level define AIDS by specific symptoms, attribute its cause to an external agent, and perceive AIDS as occurring in more general groups of people. Older children define a specific illness as a syndrome, perceive the causes of AIDS to include sex and drugs, and have a more complex understanding of the consequences of AIDs. The focus of AIDS/HIV education can move from reducing fear in the younger group thought reassurance from authority figures about their nonvulnerability, to identifying and differentiating causes and noncauses of AIDS in the intermediate groups by providing them with a list of noncauses, and to articulate strategies for AIDS prevention in the older group through detailed explanations of modes of transmission and prevention behavior. (author's modified).
Palabras clave
Acquired Immunodeficiency Syndrome--prevention and control; Age Factors; Behavior; Biology; Child Development; Curriculum; Demographic Factors; Diseases; Education; Educational Activities; Educational Technics; Health Education; Hiv Infections--prevention and control; Models, Theoretical; Population; Population Characteristics; Primary Schools; Psychological Factors; Recommendations; Research Methodology; Schools; Secondary Schools; Viral Diseases
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Colección:
01-internacional
Base de datos:
MEDLINE
Contexto en salud:
2_ODS3
Problema de salud:
2_enfermedades_transmissibles
Asunto principal:
Servicios de Salud Escolar
/
Infecciones por VIH
/
Educación en Salud
/
Síndrome de Inmunodeficiencia Adquirida
/
Curriculum
Tipo de estudio:
Prognostic_studies
Límite:
Adolescent
/
Child
/
Child, preschool
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
J Sch Health
Año:
1990
Tipo del documento:
Article