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CONCURRENT MULTIPLE PARTNERS AND TRANSACTIONAL SEX
The multiple, concurrent sexual partnerships and transactional sex are probably the key drivers of the HIV and AIDS epidemic. Transactional sex is defined as sex for money or other items (UAC 2007). Concurrency in sexual relations involves complex chains of interconnected partners that place an entire network at risk. (Epstein 2005). Concurrent relationships are believed to be riskier than the patterns of serial monogamy or one-time casual and commercial sexual encounters (Shelton, Halperin, Nantulya, Potts, Gayle & Holmes 2004). It has been observed that multiple concurrent partnerships can overlap for months or years (Wilson & Epstein 2004).
As previously mentioned, young women have disproportionately higher HIV prevalence rates compared to men of similar age groups (Poulsen & Wright 2007). This is usually attributed to age-mixing in sexual relationships between older men and young women. The power imbalances and socioeconomic issues that prevail in cross-generational and transactional sexual relationships put young women at high risk of HIV and AIDS (Dunkle, Jewkes & Brown 2004). Relationships with older men limit their power to negotiate for safe sex; particularly if it is transactional sex (Weissman, Cocker & Sherburne 2006). Besides, older men have higher rates of HIV infection compared with young men (Gregson, Nyamukapa & Garnett 2002).
In addressing cross-generational and transactional sex, focus must be put on the power and economic inequities that foster these relationships (Weissman, Cocker & Sherburne 2006).
The complexity of cross-generational and transactional sex calls for innovative educational programmes. It is imperative to provide skills-based HIV and AIDS and sexual education programmes to increase knowledge, awareness and risk prevention. Addressing concurrence should be a core component of the educational intervention. Effective programmes that address partner reduction and promote fidelity to one sexual partner are greatly needed. The medium of television, with its edutainment aspects, has potential to address these issues effectively.
URBAN YOUTH AND ACCESSIBILITY TO HIV AND AIDS EDUCATION
Some of the urban youth drop out of schools early and some never attend school at all. Some of the young women leave their villages to avoid early marriages but they have limited education and limited access to employment (Hakkert & Ralph 2007). Attractions of urban areas and slum life can become dangerous to them (UN-Habitat 2007). Many influences can drive them into early sexual intercourse yet they have poor negotiation skills and irrational decision making (Hartell 2005). They come to see their bodies as one of their few marketable assets (World Bank 2006). Even when they get some education, there is no transition from school to work (ILO 2005). Within these circumstances, many young women are likely to face sexual harassment, abuse, and psychological violence. Having no knowledge or power to protect themselves, they are at increased risk of HIV and AIDS.
The challenge of accessing accurate information in Uganda is exemplified by the findings of a 2001 survey done by the Bureau of Statistics (UBOS). The survey revealed that 13 percent of Ugandan women and 5 percent of men do not know any method of avoiding HIV and AIDS. Sixty nine percent of girls and 83 percent of boys aged 15-19 indicated that they knew condoms would protect them from HIV and AIDS, but out of that number, only 32 percent of the girls and 64 percent of the boys said they know how to obtain them. As rapid urbanization, westernization and mobility continue to erode traditional social networks, the youth are left with fewer socio-cultural institutions to guide them. It is therefore imperative to equip them with social skills required to deal with day-to-day challenges (Kelly 2000). The major challenges that require life skills include making responsible choices about sexual partners and marriage, choosing careers, selecting peers and deciding on suitable forms of leisure and entertainment. This is particularly important given that the age at first sex in Uganda is estimated at 15 years for girls and 17 years for boys (MoH 2006). In terms of HIV and AIDS awareness however, many of the urban youth are hard to reach.
THE HARD TO REACH URBAN YOUTH
High illiteracy levels among the youth complicate the provision of relevant HIV and AIDS education (Muyinda, Nakuya, Pool & Whitworth 2004). This category of youths include school-drop-outs and street children. Being out of school is likely to drive them into risky behaviors such as sex, excessive drinking and drug abuse.
The failure of the communication media to reach the uneducated youth can also be attributed to technical factors. Government and private health organizations use standard health education materials to convey HIV and AIDS messages (Kalina, Bessie & Nyanzi 2005).
Occasionally, these materials are published in languages other than the mother languages of the target youth. Due to high illiteracy levels, many youths cannot access these materials (Albright, Kendra & Kawooya 2005). Innovative use of large mobile television screens in urban areas is likely to offer opportunities to reach this category of youth and divert the youth from the commercial oriented media that intensify the sex urge.
In conclusion, developers of televised HIV and AIDS programmes ought to bear in mind the context of the urban youth so as to address their unique challenges. The developers have to be mindful of the psycho-social and development issues of the youth. Given that many of the youth drop out of school and have no accessibility to HIV and AIDS information, television could be used to reach them.
CHAPTER 1
INTRODUCTION TO THE RESEARCH STUDY
1.1 THE AIM OF THIS CHAPTER
1.2 INTRODUCTION
1.3 RATIONALE
1.4 STATEMENT OF THE RESEARCH PROBLEM
1.5 THE PURPOSE OF THE STUDY
1.6 DELIMITATIONS
1.7 EPISTEMOLOGICAL COMMITMENT AND PARADIGMATIC PERSPECTIVE
1.8 METHODOLOGICAL APPROACH
1.9 RESEARCH METHODOLOGY AND DESIGN
1.10 SIGNIFICANCE OF THE STUDY
1.11 ANTICIPATED CHALLENGES
1.12 OUTLINE AND ORGANISTION OF THE INQUIRY
CHAPTER 2
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
2.2 THE PREVALENCE AND INCIDENCE OF HIV AND AIDS IN UGANDA
2.3 UNDERSTANDING THE YOUTH IN THE CONTEXT OF HIV AND AIDS AND URBANISATION
2.4 URBAN YOUTH AND THE MEDIA
2.5 URBAN YOUTH, SEXUAL SOCIALISATION AND HIV AND AIDS EDUCATION
2.6 TELEVISION EDUTAINMENT FOR HIV AND AIDS PREVENTION
2.7 CONCLUSION
CHAPTER 3
DESIGNING AND CONDUCTING THE EMPIRICAL RESEARCH
3.1 THE AIM OF THE CHAPTER
3.2 INTRODUCTION
3.3 PARADIGMATIC APPROACH
3.4 RESEARCH DESIGN AND METHODOLOGY
3.5 DATA ANALYSIS AND INTERPRETATION
3.6 QUALITY CRITERIA
3.7 ETHICAL CONSIDERATIONS
3.8 CLOSING REMARKS
CHAPTER 4
FINDINGS FROM THE STUDY
4.1 AIM OF THE CHAPTER
4.2 INTRODUCTION
4.3 TELEVISED HIV AND AIDS EDUCATION DRAMA AND SUBMINIMAL CUTS
4.4 HIV AND AIDS MESSAGES IN COMMERCIAL TELEVISION SOAPS
4.5 KEY INFORMERS’ ASSESSMENT OF TELEVISED HIV AND AIDS EDUCATIONAL PROGRAMMES
4.6 APPLYING INSIGHTS GENERATED BY THE STUDY OF TELEVISED HIV AND AIDS EDUCATIONAL PROGRAMMES
4.7 CONCLUSIONS
CHAPTER 5
SYNTHESIS, FINDINGS AND RECOMMENDATIONS
5.1 THE AIM OF THE CHAPTER
5.2 SYNTHESIS
5.3 PRESENTATIONS OF FINDINGS ACCORDING TO RESEARCH QUESTIONS
5.4 DISCUSSION OF FINDINGS
5.5 RECOMMENDATIONS
5.6 POSSIBLE CONTRIBUTIONS OF THE STUDY
5.7 POSSIBLE LIMITATIONS OF THE STUDY
5.8 FINAL REMARKS
REFERENCES
