Formative evaluation of the STAR intervention : improving teachers’ ability to provide psychosocial support for vulnerable individuals in the school community

dc.contributor.authorFerreira, Ronel
dc.contributor.authorEbersohn, L. (Liesel)
dc.contributor.emailronel.ferreira@up.ac.zaen_US
dc.date.accessioned2012-02-10T12:08:28Z
dc.date.available2012-02-10T12:08:28Z
dc.date.issued2011
dc.description.abstractThe article describes the pilot phase of a participatory reflection and action (PRA) study. The longitudinal investigation explores teachers’ ability to provide psychosocial support within the context of HIV/AIDS following an asset-based intervention. The study ensued from our desire to understand and contribute to knowledge about the changed roles of teachers due to adversity in the community, specifically in relation to HIV/AIDS and education. The supportive teachers, assets and resilience (STAR) intervention was facilitated from November 2003 to October 2005 and consisted of the research team undertaking nine field visits and facilitating 20 intervention sessions (2–3 hours each), and 12 post-intervention research visits have been conducted to date. Ten female teachers were selected for participation through random purposeful sampling at a primary school in an informal settlement outside Port Elizabeth, South Africa. Data-generation included PRA activities, observation, informal interactive interviews, and focus group discussions. The data were analysed by means of inductive thematic analysis. We found that the teachers did not view vulnerability as being related to children or HIV/AIDS in isolation, but rather that their psychosocial support to children and the school community was inclusive across a spectrum of vulnerabilities and services. We argue that teachers who are inclined to provide such support will fulfil this role irrespective of understanding policy or receiving training. We contend that teachers are well-positioned to manage school-based psychosocial support in order to create relevant and caring spaces for vulnerable individuals in the school community.en_US
dc.description.librariangv2012en
dc.description.sponsorshipWe thank the following institutions for financially supporting the project: Education, Training and Development Practises, Sector Education and Training Authority (ETDP SETA) (2003–2004); ABSA Foundation (2004); M&SS Trust (2005); NRF dissertation award (2007); University of Pretoria Research Development Programme (2007–2009); The Foschini Group (2008–2009); Albert Wessels Funding; Toyota (2008); University of Pretoria, Department of Community Engagement (2008–2010); and National Research Foundation (NRF) Rated Researchers Incentive Funding (2009–current).en_US
dc.description.urihttp://www.nisc.co.za/journals?id=1en_US
dc.identifier.citationRonél Ferreira & Liesel Ebersöhn (2011): Formative evaluation of the STAR intervention: improving teachers’ ability to provide psychosocial support for vulnerable individuals in the school community, African Journal of AIDS Research, 10:1, 63-72.en_US
dc.identifier.issn1608–5906 (print)
dc.identifier.issn1727–9445 (online)
dc.identifier.other10.2989/16085906.2011.575549
dc.identifier.urihttp://hdl.handle.net/2263/18092
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.rights© NISC (Pty) Ltd.en_US
dc.subjectAsset-based approachen_US
dc.subjectCapacity-buildingen_US
dc.subjectIntervention researchen_US
dc.subjectParticipatory reflection and actionen_US
dc.subjectPsychosocial supporten_US
dc.subjectSchool childrenen_US
dc.subject.lcshResilience (Personality trait) in children -- South Africaen
dc.subject.lcshTeacher-student relationships -- South Africaen
dc.subject.lcshAIDS (Disease) -- Counselingen
dc.subject.otherSTAR interventionen
dc.titleFormative evaluation of the STAR intervention : improving teachers’ ability to provide psychosocial support for vulnerable individuals in the school communityen_US
dc.typePostprint Articleen_US

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