NDERLYING PERCEPTIONS AND ATTITUDES THAT INFLUENCE SEXUAL BEHAVIOUR

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Governmental initiatives

Nigeria like many other countries around the world, initially responded to the HIV/AIDS epidemic with denial and little action (Kanki in Adeyi et al 2006:7). The Nigerian Government paid little or no attention to the prevention of HIV-infection (Umeh & Ejike 2004:339). From the time that the first case of AIDS was reported in 1986, it has taken Nigeria 12 years before a control policy was formulated. The slowness to respond to the looming crises occurred in spite of the reality of the epidemic as demonstrated by patients in hospitals, and by the communities, and in spite of the Government’s proposed ‘commitment’ to the war against AIDS.

The reason why educational initiatives have become vital

UNAIDS (2002:8), in a report on AIDS and education, stated that the Millennium Development Goals for Education cannot be achieved without urgent attention to HIV/AIDS. This report is corroborated by Kelly (2000b:24) who states that HIV/AIDS appears to be in the ascendancy and have virtually overcome education, swamping it with a range of problems. Kelly (2000b:24) continued by stating that “…the school in an AIDS-infected world cannot be the same as the school in the AIDS-free world”. Similarly, UNICEF (2000:10) stated that “….although HIV/AIDS affects all sectors, its most profound effects are concentrated in the education sector”. The mass media also regularly reports on the impact of HIV/AIDS on education and schooling, for example, a leading commentator stated that “….the educational systems in Africa will collapse unless we change our understandings of the pandemic and how we in education respond to it “(Coombe 2002:2).

Educational initiatives to address the situation

The Federal Ministry of Education, in its policy statement (National Policy on HIV/AIDS 2002:12), proposed a national sexuality curriculum for upper primary, junior secondary and senior secondary schools, as well as for tertiary institutions in Nigeria, as a way of militating the epidemic. The policy also stipulated that the Government would, from time to time, disseminate appropriate HIV-related information by means of education and communication (IEC) materials targeted at both in-school and out-of-school adolescents. The Government also intends to promote safer sex that advocates abstinence, mutual fidelity and the use of condoms in its tertiary institutions.

Non-governmental initiatives

There has been a tremendous effort on the part of the non-governmental organizations (NGOs) in Nigeria to implement HIV-preventive programmes, especially among adolescent students. One such NGO initiative is Action Health Incorporated (AHI) which was established in 1989. Their main focus is primarily on adolescents, both in-school and out-of-school. The AHI has the backing of internal bodies and international organizations for its funding. Their aim is to eradicate the HI-virus amongst adolescents, and to positively influence teenage behaviour with the aim of reducing teenage pregnancies, HIV/AIDS and other sexually transmitted infections.

Available statistics and reports

According to an HIV/AIDS policy fact sheet, Nigeria has the third highest number of people estimated to be living with HIV/AIDS in the world (3.6 million at the end of 2003), after South Africa and India (Kaiser Family Foundation 2005:1). Since the first case of AIDS in Nigeria was reported in 1986, the epidemic has spread rapidly. The prevalence rate among adults has increased from 1.8% in 1991 to 4.5% in 1996, and to 5.0% in 2003 (FMOH 2005:1). The Nigerian National HIV/AIDS Response Review (2001-2004:1) stated that young people between the ages of 20 and 29 years are affected the most. UNFPA (United Nations Fund for Political Activities 2003:1) agrees with this statement, but adds that in some parts of the country there is a higher prevalence among the 15 to 19 age group.

TABLE OF CONTENTS :

• CHAPTER ONE INTRODUCTORY ORIENTATION
  • 1.1 INTRODUCTION
  • 1.2 PROBLEM ANALYSIS
    • 1.2.1 Realisation of the problem
    • 1.2.2 Exploration of the problem
  • 1.3 PROBLEM STATEMENT
  • 1.4 RESEARCH AIMS
  • 1.5 RESEARCH QUESTIONS
  • 1.6 RESEARCH METHODS
    • 1.6.1 Literature study
    • 1.6.2 Empirical study
  • 1.7 SIGNIFICANCE OF THE STUDY
  • 1.8 EXPLANATION OF THE CONCEPTS
    • 1.8.1 Adolescence
    • 1.8.2 HIV
    • 1.8.3 AIDS
    • 1.8.4 Attitude
    • 1.8.5 Perception
    • 1.8.6 Prevention methods
  • 1.9 DEMARCATION OF THE STUDY
  • 1.10 THE PROGRAMME
• CHAPTER TWO THE FACTORS THAT CONTRIBUTE TOWARD THE NIGERIAN ADOLESCENT STUDENTS’ VULNERABILITY, AND INITIATIVES TO ADDRESS THIS VULNERABILITY
  • 2.1 INTRODUCTION
  • 2.2 CONTRIBUTORY FACTORS TO VULUNERABILITY
    • 2.2.1 Definition of ‘vulnerability’
    • 2.2.2 Cultural factors

• CHAPTER THREE UNDERLYING PERCEPTIONS AND ATTITUDES THAT INFLUENCE SEXUAL BEHAVIOUR
  • 3.1 INTRODUCTION
  • 3.2 PERCEPTIONS
    • 3.2.1 The formation of perceptions
    • 3.2.1.2 Peer group pressure
  • 3.3 ATTITUDES
    • 3.3.1 Attitude formation
    • 3.3.1.1 The affective component of an attitude
    • 3.3.1.2 The behavioural component of an attitude
    • 3.3.1.3 The cognitive component of an attitude
    • 3.3.2 Factors influencing the strength/depth of attitudes
  • 3.4 PREVENTION METHODS
    • 3.4.1 Abstinence
    • 3.4.2 Condoms
  • 3.5 NIGERIAN ADOLESCENTS’ PERCEPTIONS AND ATTITUDES CONCERNING HIV/AIDS AND THE USE OF CONDOMS
  • 3.6 CHANGES IN BEHAVIOUR
    • 3.6.1 The AIDS Risk-reduction Model
      • 3.6.1.1 Labelling
      • 3.6.1.2 Commitment
      • 3.6.1.3 Enactment
    • 3.6.2 The Health Belief Model (HBM)
    • 3.6.3 The Social Cognitive Theory
    • 3.6.4 The Adolescent Decision-making Model
    • 3.6.5 The Theory of Reasoned Action (TRA)
    • 3.6.6 The Diffusion of Innovation Theory
    • 3.6.7 A Piagetian Cognitive Developmental Perspective combined with the Intuitive Theories
    • 3.6.8 The Transtheoretical Model (Stages of Change)
• CHAPTER FOUR THE RESEARCH DESIGN
  • 4.1 INTRODUCTION
  • 4.2 THE RESEARCH PROBLEM
  • 4.3 THE AIMS OF THE EMPIRICAL INVESTIGATION
  • 4.4 THE RESEARCH DESIGN
  • 4.5 QUANTITATIVE RESEARCH
• CHAPTER 5 FINDINGS FROM THE EMPIRICAL INVESTIGATION
• CHAPTER SIX
  • CONCLUSIONS OF THE RESEARCH
  • REFERENCES
  • 1 ANNEXURE A
  • 2 ANNEXURE B
  • 3 SIMPLE STATISTICS
  • 4 CRONBACH COEFFICIENT ALPHA
  • 5 QUESTIONNAIRE

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EXPLORING NIGERIAN ADOLESCENT STUDENTS’ PERCEPTIONS OF HIV/AIDS AND THEIR ATTITUDES TO PREVENTION METHODS: A PSYCHO OF EDUCATIONAL PERSPECTIVE