A Qualitative Study on Community-Based Culture and Arts Education in School Based on Socially Engaged Art

Evidence-based research has highlighted the need for exploring factors that support the mental health of men who have sex with men living with HIV/AIDS (MSMLWH), and environmental influences that promote their resilience to HIV/AIDS. This exploratory study utilized a community-based participatory research approach to investigate barriers and facilitators to promoting resilience to HIV/AIDS, specifically among racial and ethnic minority, middle-aged and older MSMLWH, a population that continues to be significantly impacted by HIV/AIDS today. This collaborative, qualitative study recruited participants who identified as racial or ethnic minority MSMLWH, were aged 40 or older, and resided in Ontario, Canada. Participants (n = 24) discussed in their interviews barriers and facilitators to promoting resilience to HIV/AIDS, which they recognized from their lived experiences. Utilizing thematic analysis, themes related to barriers and facilitators to promoting resilience to HIV/AIDS were identified. Themes related to identified barriers included: (1) language proficiency, (2) racism, (3) pernicious norms in North American gay culture, and (4) HIV stigma. Themes related to identified facilitators included: (1) compartmentalization, (2) perseverance, and (3) community-based health and social services. This article discusses the implications of the study’s findings, particularly on how they may influence the development of future services for racial and ethnic minority, middle-aged and older MSMLWH.

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“You are not alone”: a qualitative study to explore barriers to ART initiation and implications for a proposed community-based youth treatment club among young adults newly diagnosed with HIV in South Africa

AIDS Care ◽

10.1080/09540121.2020.1861179 ◽

2020 ◽

pp. 1-10

Author(s):

Maria F. Nardell ◽

Yeonsoo Sara Lee ◽

Elzette Rousseau ◽

Robin Julies ◽

Portia Klaas ◽

...

Keyword(s):

South Africa ◽

Young Adults ◽

Qualitative Study ◽

Newly Diagnosed ◽

Community Based ◽

Art Initiation ◽

Youth Treatment ◽

Barriers To Art Initiation

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Confronting the traditional system: a qualitative study on the challenges to school based restorative practices policy implementation

Contemporary Justice Review ◽

10.1080/10282580.2021.1931844 ◽

2021 ◽

pp. 1-23

Author(s):

Brett A. Hall ◽

A.J. Keeney ◽

D.W. Engstrom ◽

P. Brazzel

Keyword(s):

Qualitative Study ◽

Policy Implementation ◽

Restorative Practices ◽

Traditional System ◽

System A ◽

School Based

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School-based vision screening in Quetta, Pakistan: a qualitative study of experiences of teachers and eye care providers

BMC Public Health ◽

10.1186/s12889-021-10404-9 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Stevens Bechange ◽

Munazza Gillani ◽

Emma Jolley ◽

Robina Iqbal ◽

Leena Ahmed ◽

...

Keyword(s):

Qualitative Study ◽

Screening Programme ◽

Public Health Problem ◽

Care Hospital ◽

Vision Screening ◽

Care Providers ◽

Eye Care ◽

Training Experience ◽

Screening Guidelines ◽

School Based

Abstract Background Visual impairment in children is a significant public health problem affecting millions of children globally. Many eye problems experienced by children can be easily diagnosed and treated. We conducted a qualitative study with teachers and optometrists involved in a school-based vision screening programme in Quetta district of Pakistan to explore their experiences of training, vision screening and referrals and to identify factors impacting on the effectiveness of the programme. Methods Between April 2018 and June 2018, we conducted semi-structured in-depth interviews with 14 teachers from eight purposefully selected schools with high rates of inaccurate (false positive) referrals. Interviews were also conducted with three optometrists from a not-for profit private eye care hospital that had trained the teachers. Interviews were audio recorded and professionally transcribed. NVIVO software version 12 was used to code and thematically analyze the data. Results Findings suggest that the importance of school-based vision screening was well understood and appreciated by the teachers and optometrists. Most participants felt that there was a strong level of support for the vision screening programme within the participating schools. However, there were a number of operational issues undermining the quality of screening. Eight teachers felt that the duration of the training was insufficient; the training was rushed; six teachers said that the procedures were not sufficiently explained, and the teachers had no time to practice. The screening protocol was not always followed by the teachers. Additionally, many teachers reported being overburdened with other work, which affected both their levels of participation in the training and the time they spent on the screening. Conclusions School-based vision screening by teachers is a cost-effective strategy to detect and treat children’s vision impairment early on. In the programme reviewed here however, a significant number of teachers over referred children to ophthalmic services, overwhelming their capacity and undermining the efficiency of the approach. To maximise the effectiveness and efficiency of school-based screening, future initiatives should give sufficient attention to the duration of the teacher training, experience of trainers, support supervision, refresher trainings, regular use of the screening guidelines, and the workload and motivation of those trained.

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