scholarly journals ALAT BANTU EDUKASI DAN INTERVENSI SEBAGAI UPAYA PERWUJUDAN INKLUSIVITAS BAGI ANAK DENGAN HIV DAMPINGAN DARI ORGANISASI SOSIAL KOMUNITAS X

2021 ◽  
pp. 719
Author(s):  
Ardelia Widyasti Putri Maharsi ◽  
Josephine Hendrianti ◽  
Monalysa Ginting ◽  
Vionny Damayanti Sirait ◽  
Weny Savitri Sembiring
Keyword(s):  
Social Organization ◽  
Peer Support ◽  
Support Group ◽  
Needs Analysis ◽  
Comprehensive Understanding ◽  
Proper Understanding ◽  
Community Program ◽  
Community Needs ◽  
Peer Support Group ◽  
Made In

Children with HIV still get discrimination and negative stigma from the community. It shows that the principle  of inclusiveness in Indonesia is still hard to achieve. This condition has also become the concern of X  community as a social organization that assists children with HIV. X community still faces challenges in  realizing inclusiveness in society. Discrimination still exists by various parties to children with HIV due to the  lack of a comprehensive understanding of HIV. Needs analysis through interviews, observations, and  questionnaires to the community and X community needs to be done to see the gap that causes the principle of  inclusiveness for children with HIV has not been achieved. The needs analysis was followed up with creating  educational aids and implementation of interventions to provide a proper understanding of the HIV issue. Thus,  discrimination by the community is reduced, and caregivers are assisted in caring for children with HIV.  Educational aids are made in two forms: podcasts published through Spotify and content posted through  Instagram. The intervention was carried out in the form of a sharing session conducted in conjunction with the  routine X community program, namely Peer Support Group (Kelompok Dukungan Sebaya), by discussing topics  considered necessary based on the needs analysis. The evaluation of psychoeducation and intervention shows  that various follow-ups are still needed to achieve inclusiveness for children with HIV.  Keberadaan anak dengan HIV mendapat diskriminasi dan stigma negatif dari lingkungan sosial sehingga  perwujudan prinsip inklusivitas di Indonesia masih sulit tercapai. Kondisi ini turut menjadi perhatian komunitas  X sebagai komunitas sosial yang mendampingi anak dengan HIV. Meskipun komunitas X menjadi wadah yang  menaungi anak dengan HIV bukan berarti tidak mengalami tantangan dalam mencapai inklusivitas masyarakat.  Pada kenyataannya, diskriminasi tetap ada dan dilakukan oleh berbagai pihak kepada anak dengan HIV akibat  kurangnya pemahaman yang komprehensif mengenai HIV. Analisis kebutuhan melalui wawancara, observasi,  maupun kuesioner terhadap masyarakat dan pihak komunitas X dilakukan untuk melihat kesenjangan yang  menyebabkan prinsip inklusivitas terhadap keberadaan anak dengan HIV belum dapat dicapai. Analisis  kebutuhan ditindaklanjuti dengan pembuatan alat bantu edukasi dan pelaksanaan intervensi yang bertujuan  memberi pemahaman yang tepat terhadap isu HIV. Dengan demikian diskriminasi yang dilakukan masyarakat  berkurang dan pelaku rawat terbantu dalam pengasuhan anak dengan HIV. Alat bantu edukasi dibuat dalam dua  bentuk, yaitu podcast melalui platform Spotify dan konten-konten melalui media sosial Instagram. Intervensi  dilakukan dalam bentuk sharing session yang dilakukan bersamaan dengan program rutin komunitas X yaitu  Kelompok Dukungan Sebaya (KDS) dengan membahas topik-topik yang dianggap penting berdasarkan analisis  kebutuhan. Evaluasi dari psikoedukasi dan intervensi yang telah dilakukan menunjukkan masih diperlukannya  berbagai tindak lanjut untuk mencapai inklusivitas terhadap anak dengan HIV.  

Genderdysforie en ASS

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Tatiana Brandsma ◽  
Kirsten Visser
Keyword(s):  
Peer Support ◽  
Support Group ◽  
Autism Spectrum ◽  
Gender Variance ◽  
Medical Interventions ◽  
Peer Support Group ◽  
And Gender ◽  
Gender Presentation ◽  
Adolescents With Asd

There is a growing interest in the co-occurrence of autism spectrum disorder (ASD) and gender dysphoria (GD). Research has shown that people with ASD show more gender variance than people without ASD. Due to the difficulties associated with ASD (limited social skills, problems in information processing and difficulty with change), regular GD treatment does not seem to be adequately equipped for this specific group. In this study we want to gain insight into the clinical needs of adolescents with ASD and GD and their parents. We are conducting a pilot study to the effects of a specific peer support group for adolescents with ASD and GD on quality of life. A pre-posttest design is used. Prior to the start of the support group, during each meeting and at the end of the support group, the adolescents fill out several short questionnaires. The ASD and Gender support group consists of nine monthly meetings for the adolescents, covering topics such as autism and gender-related needs, psychoeducation on medical interventions, environmental factors, gender expression and practicing gender presentation skills. Simultaneously, parents can follow the parent meetings. Currently, three rounds of the peer support group have started (each round with about 10-12 adolescents).

scholarly journals Peer support for adolescent girls living with scoliosis: finding a digital community

2022 ◽  
Vol 9 (1) ◽  
pp. 10-11
Author(s):  
Marie Vigouroux ◽  
Kristina Amja ◽  
Richard B. Hovey
Keyword(s):  
Peer Support ◽  
Support Group ◽  
Adolescent Girls ◽  
Structured Interviews ◽  
Future Directions ◽  
Level Of Involvement ◽  
Philosophical Hermeneutic ◽  
Peer Support Group ◽  
Digital Community ◽  
The Individual

Introduction : Scoliosis in a condition where a curve develops in the spine. Adolescent girls affected by scoliosis are significantly more likely to require treatment such as bracing or surgery than their male counterparts. Curvy Girls is a peer support group for adolescent girls with scoliosis that allows them to engage with each other in a safe environment. Objectives : This study endeavours to explore the experiences of adolescent girls living with scoliosis who are Curvy Girls members and understand how this peer support group has affected their experience. Approach : Sixteen participants were recruited through a senior board member of Curvy Girls. Data was gathered through semi-structured interviews with open-ended questions, transcribed verbatim, and analyzed using an applied philosophical hermeneutic approach, a practice of uncovering insights from transformational conversation. Findings : We found that the participants’ sense of belonging to Curvy Girls did not depend on their level of involvement with the group. Whether they were leaders in their in-person local group, or simply following the organization on social media, seeing themselves represented allowed the participants to feel like they belonged to the group. Future Directions : These findings may help clinicians, healthcare professionals, and peer support organisations deepen their understanding of the perspectives of this specific population. This transformed understanding could lead to the instauration of care and services that are better adapted to this population’s needs, resulting in lessening the burden of the condition on the individual and their support system.  

Leveraging Facebook as a Peer-Support Group for Students

2014 ◽  
pp. 195-212
Author(s):  
Joni Salminen
Keyword(s):  
Peer Support ◽  
Support Groups ◽  
Support Group ◽  
Social Issues ◽  
Drop Out ◽  
The Internet ◽  
Technology Barriers ◽  
Peer Support Group ◽  
Teacher Needs ◽  
User Friendly

This chapter reports the use of Facebook in a Digital Marketing course in a Finnish university as a peer-support group for a course consisting of 80 marketing students. It identifies seven types of student-/teacher-generated content: (1) course-related posts, (2) substance-related posts, (3) course feedback, (4) course recommendations, (5) event posts, (6) job posts, and (7) business-related posts. It also discusses educators’ problems of using social media as a course support. For example, there is a risk of artificial communication if participation is required but motivation for posting is purely extrinsic. Commercial social networks may be useful in education because they are user-friendly, easy to adopt, and involve less friction than systems isolated from students’ day-to-day usage of the Internet. Peer support frees teachers’ time, but it needs to be devised correctly for students to participate. In practice, the teacher needs to invest time and effort in providing interesting content and guidance. More than technology, barriers of peer support relate to social issues and expertise – the students must differ in their substantive knowledge so that peer support is possible, and students must feel comfortable to ask for and provide help. Interestingly, the drop out of students in the group can be kept low even after the course by posting interesting content. In this sense, the group may demonstrate stronger ties than peer support groups that dissolve after the course.

Sign in / Sign up

Export Citation Format

Share Document