Can financial education and social support enhance the effectiveness of an adolescent HIV prevention program? Evidence from the Siyakha Nentsha program in KwaZulu Natal
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Can financial education and social support enhance the effectiveness of an adolescent HIV prevention program? Evidence from the Siyakha Nentsha program in KwaZulu Natal

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May 2010

May 2010

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  • Among those who attended at least one available session* Stat sig change from R1 to R2 for that group
  • ArmplusNo diff at R1, sig diff at R2

Can financial education and social support enhance the effectiveness of an adolescent HIV prevention program? Evidence from the Siyakha Nentsha program in KwaZulu Natal Can financial education and social support enhance the effectiveness of an adolescent HIV prevention program? Evidence from the Siyakha Nentsha program in KwaZulu Natal Presentation Transcript

  • Can financial education and social support enhance the effectiveness of an adolescent HIV prevention program?Evidence from the Siyakha Nentsha program in KwaZulu-Natal
    Kelly Hallman, Eva Roca, Kasthuri Govender, Emmanuel Mbatha,
    Rob Pattman, DeeviaBhana, Mike Rogan, and Hannah Taboada
    Countdown to 2015: Challenging orthodoxies related to SRH and HIV 
    London May 17, 2010
  • Setting
    Semi-rural KwaZulu Natal
    Poverty and income inequality
    Unemployment
    Early pregnancy
    Early school leaving
    HIV
  • Formative research: vulnerabilities associated with adolescent HIV risk behaviors
    Living in poverty
    Social isolation
    Orphaning
    Source: Hallman 2004, 2005, 2008a, 2008b, 2008c
  • Poorer more likely to sexually debut earlier
    Ever had sex: 14-16 year-olds
    Poor
    Non-poor
    Source: Hallman 2005, 2008a
  • Those with less social capital
    more likely to experience forced sex
    Ever forced sex:14-16 year-old females
    Source: Hallman 2008a, 2008b
  • Orphans have more
    economically-motivated sexual encounters
    Ever traded sex: sexually debuted 14-16-year-olds
    Source: Hallman 2008a, 2008c
  • Possible protective factors
    Education
    Hope for the future
    Access to financial services and social grants
    Social support
  • Purpose
    Improve functional capabilities and well-being of adolescents at high risk for:
    HIV and STIs teenage pregnancy parenthood
    school dropout loss of one or both parents
    lack of knowledge of further employment and training opportunities
  • Program Methods and Sample
    Intervention
    Evidence-based
    In-school
    Multi-sectoral
    Participatory
    Intensive – multi-session
    Accredited
  • Randomization
    HIV education, social support + financial capabilities
    HIV education and social support
    Delayed intervention
  • Some very early results
  • How powerful do you feel?
    Males Females
  • Awareness of social grants
    Males Females
  • Very or somewhat confident know how to use a condom correctly
    Males * Females
  • Have drugs or alcohol affected your sexual decisionmaking in the last 12 months?
    Males * Females
  • Partner reduction-mean # in last year
    Males Females
  • Summary
    Females feel more powerful
    More awareness of social grants
    More confidence in condom use
    Sexual behavior less influenced by drugs/alcohol
    Partner reduction among males
  • “It’s different, in school we learn mathematics and biology but here we learn things that we can use in the future.”
    - female age 16
  • Participant views
    “….. I didn’t understand about HIV and AIDS before
    but now I do. I didn’t learn that in school.”
    –female age 20 years
    “It changed my attitude, because I know how to use a condom and I know how to trust my partner and I know how to advise my partner, when we are sitting together and talking about, how to have sexual intercourse and I know even to advise the community as a whole about HIV/AIDS…”–male age 22 years
  • What the learners say about the program
    It is good for young people like me because it teaches about things that happen in real life. Respecting and honoring the life you have and people around you and know that you have a precious life.
    I can express my ideas to others.
    I can plan for the future
    Steps necessary to pursue my goals
    To make a plan and stick to it.
    It made me realize I had a bright future
    What happens now determines my future
    I failed this grade but didn’t give up
    It builds my self-esteem
    I am confident
    Isihlanguprlogramme is teaching us a lot. We as young people need to be familiar with what is going on in our lives. It is a very good programme.
    How important it is to plan for everything you intend to do
    I have now decided to study and finish school first, rather than planning for family although I have on baby already
    To be prepared for any challenges or circumstances that may ever come
    In order to have a brighter future it starts now and plan what you are going to do with your life
    Knowing everything made me become more assertive
    I am planning high and also work hard to achieve my goals
  • Selected resources
    Hallman, K. 2008a.“Researching the determinants of vulnerability to HIV amongst adolescents,” IDS Bulletin, 39(5), November 2008.
    Hallman, K. 2008b, in press. “Social exclusion: The gendering of adolescent HIV risks in KwaZulu-Natal, South Africa,” in J. Klot and V. Nguyen eds., The Fourth Wave: An Assault on Women - Gender, Culture and HIV in the 21st Century. Social Science Research Council and UNESCO.
    Hallman, K. 2008c, under review. "Orphanhood Type and Sexual Debut: A panel study from KwaZulu-Natal, South Africa," Economic Development and Cultural Change.
    Bruce, J. and Hallman, K. 2008. “Reaching the girls left behind,” Gender & Development, 16(2): 227-245.
    Hallman, K. 2007. “Nonconsensual sex, school enrollment and educational outcomes in South Africa,” Africa Insight (special issue on Youth in Africa), 37(3): 454-472.
    Hallman, K. Genderedsocioeconomic conditions and HIV riskbehavioursamongyoung people in South Africa. 2005. African Journal of AIDS Research 4(1): 37–50.Abstract: http://www.popcouncil.org/projects/abstracts/AJAR_4_1.html
  • Much more analysis to come
    Some promising indications already
    More disaggregation
    Age, orphan status, household poverty, personal assets, etc.
    More outcomes
    Aspirations, financial beliefs and behaviors, gender attitudes, partner violence, empowerment
    Regressions
    Round 3?
  • Thank you!
    Our funders: DFID via the ABBA RPC
    & ESRC/Hewlett Joint Scheme