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WELLBEING: HIV AND AIDS, PREVENTION
AND CARE:
Model Practice for education and prevention
1 A strong education and prevention program is vital to the management of HIV and AIDS in the workplace. Though data remains limited, preliminary analysis in sub-Saharan Africa suggests that the financial impact of HIV and AIDS to an organization exceeds the cost of a prevention program. In other words, a strong HIV and AIDS education and prevention program is both a moral obligation and a good business practice.
2 Education and prevention programs take many forms and each Center must determine what is technically and culturally appropriate for its particular task and risk environment. Most education and prevention programs begin with an assessment of the local problem, followed by campaigns to increase awareness, and to improve disease prevention and care for sufferers.
3 A program for HIV and AIDS awareness in the workplace can be planned
and implemented through one dedicated coordinator or a small group of
coordinators. This might take the form of a step-by-step program for
all staff, coupled with an additional specialized program for managers
that focuses on their specific responsibilities (note that there is an
excellent film on this issue available through UNAIDS).
Basic elements
4 The basic elements of an effective
education and prevention program include:
(a) ongoing communication of well defined, well understood and consistently
applied HIV and AIDS policies and practices;
(b) vigorous provision of on-going, updated formal and informal education
for all staff;
(c) access to condoms on a consistent basis;
(d) voluntary access to HIV and AIDS diagnosis with counseling; and
(e) counseling and support services for staff and families, including
trained peer educators on site.
Additional provisions
5 In areas where there is high-risk
of disease, or in instances when employees travel to high-risk regions,
additional components of an education and prevention program are necessary
and should be made available:
(a) condoms;
(b) information about where to find post-exposure prophylaxis (PEP) kits,
if needed;
(c) information on the basic principles for avoiding and controlling
workplace infection; and
(d) information on how to obtain safe blood in a given region, in an
emergency.
Content of education programs
6 The specific content
and delivery of education programs will differ from region to region
depending on HIV and AIDS risk and on the existing knowledge base within
the employee community. In most cases, the design of education programs
most likely should begin with a needs assessment.
7 As HIV and AIDS discussions involve personal issues, there is a need
to be sensitive to what is culturally acceptable and understandable to
target groups within the Center. The piloting of HIV and AIDS educational
activities and materials is a good first step in the design and feedback
process.
Good Practice
Alert Analyze the region/culture
For a specific geographic region, analyze:
• what access people have to medical information about HIV and AIDS;
• what myths and prejudices are common;
• what sensitivities and cultural practices exist that might contribute
to a high rate of HIV infection.
8 Additionally, Centers need to identify HIV and AIDS educational resources in the community that are capable of delivering accurate information with all due respect to cultural sensitivities. Medical doctors are one such source. In large metropolitan areas, HIV and AIDS education consultants are growing in number and professionalism. In other areas, general health services, NGOs, church groups, etc., are developing improved HIV and AIDS educational strategies and programs. A number of international consultants also provide HIV and AIDS education services.
9 The following section draws heavily on information provided by the
international consulting firm, Family Health International (FHI). FHI
suggests the following core issues be covered in formal and informal
education programs:
(a) what organization policy or position exists on HIV and AIDS,
(b) how HIV is and is not transmitted,
(c) why there is no risk of casual transmission of HIV,
(d) how to prevent the spread of HIV,
(e) how to respond to a co-worker with HIV or AIDS,
(f) how to assess personal risk and formulate behavioral change plans,
(g) what benefits are available to employees and family members with
HIV and AIDS,
(h) what confidentiality and privacy requirements are defined,
(i) where to go for help, additional information, and counseling.
10 HIV and AIDS educational materials and messages may be communicated in a variety of formats:
- formal lectures;
- work group training sessions;
- dramas and skits;
- videotape presentations;
- posters;
- brochures; and
- pamphlets.
Good Practice
Maximum impact will be achieved
if educational messages and prevention activities are delivered in a
complementary, regular and updated manner.
11 Information documents such as posters, leaflets and brochures must be widely available and highly visible in the workplace, so that all staff members know what information is available and where to get it.
12 Finally, an important element in successful education programs is the use of local consultants and peer educators where possible. Local consultants can relate to particular fears prevalent in local communities and credibly dispel persistent and pernicious myths about HIV and AIDS (e.g. imported condoms are purposefully damaged to spread HIV).
13 The use of trained peer educators has also proven an important component of effective HIV and AIDS education programs. Peers, by definition, are similar in age, background, experience and interests, and people are more likely to listen and follow advice from peers. For example, peer educators have been useful in initiating condom distribution programs.
Condom distribution and prevention counseling
14 Condom
distribution must be done as part of an education program. Employees
who are well informed about the use of condoms are less likely to be
offended by their sudden appearance in the workplace.
15 Centers need to decide whether to provide free condoms (both female and male) or to charge a small fee for condoms to acknowledge their value. Peer educators have proven particularly valuable in initiating condom distribution programs.
16 Prevention counseling and family support services should also be available and well publicized. If handled correctly, this will serve to:
- provide a safe opportunity for people to learn their HIV status;
- encourage people to initiate and sustain behavioral change; and
- assist people in obtaining referrals for additional medical and preventive care.
Counseling services are likely to require the assistance of HIV and AIDS service providers or consultants in the community.
© CGIAR Gender & Diversity
Program 2006