Airhihenbuwa, C. O., DiClemente, R. J., Wingood, G. M., & Lowe, A. L. (1992). HIV/AIDS education and prevention among African-Americans: A focus on culture. AIDS Education and Prevention, 4(3), 267-276.
— This paper describes African-American cultural values and mores, which may be related to risk-taking behavior. Includes a review of the literature.
Ashery, R. S. (1992). Program development for community AIDS outreach. In Clinical Report Series. National Inst. on Drug Abuse (DHEW/PHS): Rockville, Md. ERIC Document Reproduction Service Number ED 359 462.
— The National Institute on Drug Abuse (NIDA) has developed training and technical assistance services to train indigenous outreach workers hired by NIDA's national Acquired Immune Deficiency Syndrome (AIDS) outreach demonstration research projects. It presents issues, technical approaches, and alternative action plans for a variety of AIDS outreach projects. The AIDS Policy and Procedure Problem Resolution Model, the Workshop Problem Analysis and Resolution Instrument, and the NIDA Directory of Outreach and Demonstration Research Projects by state and city are provided.
Bernstein, D. T.& Roaman, C. A. (1987). 1987 AIDS education plan. California: San Francisco Community Coll. District. ERIC Document Reproduction Service Number ED 293 605.
— An outline is presented of the San Francisco Community College District's plan for informing students about Acquired Immune Deficiency Syndrome (AIDS). Included are brief profiles of the epidemiology of AIDS, the history of AIDS education in the district, and district characteristics. The plan offers guidelines for curriculum and course development, programs for populations with special needs, personnel and administrative policies, special safety provisions, and educational events. Addenda include a guide to organizing an AIDS Awareness Week, district guidelines and policy statements, and an AIDS Education Office sample budget.
Black, R., Klein, C. (1988). AIDS policies and resources for community colleges. Sacramento, California: California Community Colleges,. Office of the Chancellor. ERIC Document Reproduction Service Number ED 303 192.
— This report was developed to assist California community college districts in developing policies and educational programs to prevent the further spread of Acquired Immune Deficiency Syndrome (AIDS).
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Brown, W. J. (1991). An AIDS prevention campaign: Effects on attitudes, beliefs, and communication behavior. American Behavioral Scientist, 34(6), 666-78.
— This article reports on the effect of AIDS education on college students. It lists reasons for underestimating personal risk: illusions of invulnerability, the long incubation period of AIDS, drugs and sexual experimentation, underestimating partners' risky sexual behaviors, and acquaintance rape. It concludes that increasing knowledge will not necessarily promote prevention and finds a strong relationship between personal concern and AIDS-related interpersonal communication.
Butcher, A. H., & others. (l991). HIV-related sexual behaviors of college students. Journal of American College Health, 40(3), 115- 18.
— This study explored the prevalence of behavioral risk factors for human immunodeficiency virus (HIV) infection in heterosexual college students, examining whether safer sex was practiced on a campus that offered aggressive HIV education. Results indicated dangerous links between alcohol use and high-risk sexual activities, a connection that prevention efforts must stress.
Carraway, C.T. (1988). A case study of the California community colleges' AIDS policies, guidelines, and services for students, faculty and staff. Ed.D. Dissertation, Nova University. ERIC Document Reproduction Service Number ED 297 829.
— This article identifies the current AIDS policies, educational programs, and services for students, faculty, and staff in the 106 California community colleges; predicts the impact AIDS education and related services are likely to have on the colleges; recommends appropriate action for the Los Angeles Community College District; and develops an AIDS resource guide. An extensive literature review, a 69-item bibliography, a guide to information and organizational resources, and the survey instrument are included.
Cochran, S. D., & Mays, V. M. (1993). Applying social psychological models to predicting HIV-related sexual risk behaviors among African-Americans. Journal of Black Psychology, 19(2), 142-54. Note: This is part of a special issue with the title "Psychosocial Aspects of AIDS Prevention among African Americans."
— This article highlights difficulties inherent in applying existing models of attitude-behavior relationships to Acquired Immune Deficiency Syndrome (AIDS) risk behavior of African Americans. The relevant determinants of African-American risk behaviors may not be captured by these social psychological models that may ignore uniquely African-American issues.
Eller, V. M., & others. (1991). Preventing AIDS tomorrow through education today. Raleigh, North Carolina: North Carolina State Dept. of Community Colleges. ERIC Document Reproduction Service Number ED 351 059.
— North Carolina Department of Community Colleges developed a course entitled "Preventing AIDS (Acquired Immune Deficiency Syndrome) Tomorrow through Education Today." This instructional manual details the components and activities of the course, which was designed for faculty to use with college students, business and industry employees, and community members.
Fennell, R., & Kerr, D. L. (1991). Teaching collegiate AIDS prevention programs: A statewide training workshop. Paper presented at the Annual Meeting of the American College Personnel Association, Atlanta, GA. ERIC Document Reproduction Service Number ED 336 670.
— Teaching Collegiate AIDS (Acquired Immune Deficiency Syndrome) Prevention Programs (TCAPP) is a 3-day education workshop which educates and trains student development professionals, college faculty, other university personnel, and students on how to provide HIV (Human Immunodeficiency Virus)/AIDS.
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Ford, D. S., & Goode, C. R. (1994). African-American college students' health behaviors and perceptions of related health issues. Journal of American College Health, 42(5),206-10.
— A study of African American college students compared students' hearth-related behaviors with their perceptions of corresponding health issues. Students had low smoking rates but higher alcohol consumption. Most students did not practice good nutrition or daily physical activity. Over half managed stress well, and three-quarters were sexually active.
Goertzel, T. G., & Bluebond-Langner, M. (1991). What is the impact of a campus AIDS education course? Journal of American College Health, 40(2), 87-92.
— Students at Rutgers University completed a one-semester interdisciplinary course on Acquired Immune Deficiency Syndrome (AIDS). Questionnaires administered before and after the course assessed changes in AIDS-related knowledge, attitudes, and behaviors. Results showed that sexual behaviors did not change significantly.
The HIV epidemic and community colleges: A report to the legislature in response to senate concurrent resolution 79. (1990). Sacramento, California: California Community Colleges,. Office of the Chancellor. ERIC Document Reproduction Service Number ED 315 128.
— This report provides a brief epidemiological background on the Human Immune Deficiency Virus epidemic, a summary of actions taken by the Board of Governors and the Chancellor's Office, results of a survey of the colleges regarding their Acquired Immune Deficiency Syndrome (AIDS) policies and programs, and general conclusions and recommendations.
Kaplan, S.J. (1995). Participatory action research: A creative response to AIDS prevention in diverse communities. Convergence, 28(1), 38-56.
— For minority groups disproportionally affected by AIDS, participatory action research provides a model for collaboration between health care workers and communities to identify barriers to prevention unique to the community and to facilitate participation in the design and delivery of interventions.
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Keeling, R. P. (1993). Campuses confront AIDS: Tapping the vitality of caring and community. Educational Record, 74(1), 30-36.
— In response to needs created by the acquired immune deficiency syndrome (AIDS) epidemic, colleges and universities have struggled to develop or redesign policies and services to promote behavioral change. Effective institutional response requires comprehensive policy, services and referral, and education and prevention focusing on identity and self-esteem.
Kross, C. S. (1991). Assessing Riverside Community College nursing student attitudes toward exposure to AIDS/HIV-positive patients. Ed.D. Practicum, Nova University. ERIC Document Reproduction Service Number ED 349 047.
— All students enrolled in RCC's associate degree nursing program were surveyed to assess their attitudes toward exposure to Acquired Immune Deficiency Syndrome/Human Immunodeficiency Virus (AIDS/HIV) positive patients in a hospital setting. The study report includes a literature review, recommendations for future action, the survey instrument, data tables, and narrative responses.
Kross, C. S. (1991). Development of guidelines related to Riverside Community College nursing student mandatory assignment to AIDS patients in the clinical setting. Ed.D. Practicum, Nova University. ERIC Document Reproduction Service Number ED 349 048.
— The purpose of this study was to develop Associate Degree Nursing Program guidelines for Riverside Community College (RCC), in California, regarding mandatory nursing student assignment to Acquired Immune Deficiency Syndrome (AIDS) patients, and student refusal of such assignments in a clinical setting. The study report includes the "Policy for Student Assignment to AIDS/HIV-Seropositive Clients," which was approved by 75% of RCC's nursing faculty, a literature review, recommendations, the survey instruments, and narrative responses.
McLeod, M., & Ziel, J. (1989). Community colleges and the HIV virus: Moral imperatives. Community/Junior College Quarterly of Research and Practice, 13(1), 11-22.
— This article considers the ethical and legal implications of the Acquired Immune Deficiency Syndrome epidemic for community colleges, suggests methods of risk reduction, and urges colleges to develop policies regarding infectious diseases that protect the infected and uninfected, minimize institutional liability, promote cooperation with other agencies, and provide community leadership.
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Morales, Julio. (1995). Gay Latinos and AIDS: A framework for HIV/AIDS prevention curriculum. Journal of Gay and Lesbian Social Services, 2 (3-4), 89-105.
— This article provides a theoretical framework for developing a culturally sensitive AIDS prevention curriculum for gay and bisexual Latino men.
Pilkey, M. (Producer). (1996, April 30). Service learning: A community strategy for HIV prevention. Washington, DC: Community College Satellite Network. Program Guide. ERIC Document Reproduction Service Number ED 394 613.
— This two-part document provides the teleconference program and a transcript of remarks made during the event, including discussions of such topics as the role of community colleges in providing leadership to help halt the spread of AIDS, the behavioral foundations of health, model community college programs aimed at HIV/AIDS prevention, and the role of service learning in such programs.
Porter, J. R., & Schwartz, L. B. (1993). Experiential service-based learning: An integrated HIV/AIDS education model for college campuses. Teaching Sociology, 21(4), 409-15.
— This article reports on an approach to teaching the sociology of acquired immune deficiency syndrome (AIDS) by combining coursework with weekly volunteer work in an AIDS agency. Concludes with a discussion of the benefits of experiential learning and five guidelines for establishing similar community service programs.
Rimmerman, C. A. (1993). AIDS and community action: Developing a pedagogical strategy. Paper presented at the annual meeting of the American Political Science Association, Washington, D.C. ERIC Document Reproduction Service Number ED 365 612.
— This paper provides an overview and critique of a team-taught, senior level, interdisciplinary college course entitled "AIDS: Challenges and Crises." The paper includes a curriculum proposal rooted in the idea of critical education for citizenship. The specific course focuses on the formulation of and responses to AIDS within three communities, the global, U.S. policy, and the art and theater communities. The curriculum proposal was intended to develop a course that allowed students to link learning outside the classroom in the form of community action or service with learning inside the classroom through reading and discussion.
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Rochlin, J. T. (1991). Experiencing an epidemic: The development of an AIDS education program for community college students in Maryland. Ed.D. Dissertation, Nova University. ERIC Document Reproduction Service Number ED 337 204.
— This article identifies AIDS programs and policies in place at the 17 community colleges in Maryland; assesses community college students' knowledge about the spread and prevention of AIDS, opinions about AIDS-related issues, and at-risk behavior patterns; and suggests ways in which other AIDS education programs could be developed. An extensive literature review is provided, along with survey instruments, titles of distributed pamphlets, and a description of the AIDS education program.
Rodriguez, M., & others. (1995-1996). Teaching our teachers to teach: A SIECUS study on training and preparation for HIV/AIDS prevention and sexuality education. Sexuality Information and Educational Council of the United States Report 28(2). ERIC Document Reproduction Service Number ED 392 752.
— This study looked at whether teacher education programs at 169 institutions offered courses designed to prepare preservice teachers to teach health education, sex education, and Human Immunodeficiency Virus/Acquired Immune Deficiency System (HIV/AIDS) prevention education. Recommendations based on the findings include augmenting the number of sexuality and HIV/AIDS courses offered; improving course requirements for health, sexuality, and HIV/AIDS prevention education; expanding the scope of courses; and enriching teacher certification requirements.
Sankaran, G., & others. (1993). A multi-component model for HIV/AIDS prevention education on the college campus. Health Educator. 25(1), 33-40.
— This article describes an approach to building a multidimensional HIV/AIDS prevention education model for college campuses based on surveys of students' and faculty members' knowledge and attitudes about HIV/AIDS. The model emphasizes education, campus health services, campus environment, counseling and support services, and campus community coalitions.
Sheer, V. C., & Cline, R. J. (1994). The development and validation of a model explaining sexual behavior among college students: Implications for AIDS communication campaigns. Human Communication Research, 21(2), 280-304.
— This article examines explanations for college students' risky sexual behavior (placing them at higher than average risk for HIV infection). It tests a model of factors influencing college students' sexual behavior. It also finds that sexual motives driven by concern for health have only an indirect effect on condom use and that interpersonal influence from sexual partners both facilitates and inhibits safer sexual behavior.
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Turner, J.C., & others. (1993). Reduction in sexual risk behaviors among college students following a comprehensive health education intervention. Journal of American College Health, 41(5), 187-93.
— Researchers studied college students' sexual behavior and the association of a comprehensive health education program with subsequent sexual risk behavior modifications. Pre- and post- intervention surveys indicated the intervention created short-term reduction in sexual risk behaviors, but the reduction varied according to gender.
Update:Mortality attributable to HIV infection among persons aged 25-44 years
— United States, 1994. (1996. February 16). Morbidity and Mortality Weekly Report, 45(6), 121-125.
— During the 1980s, human immunodeficiency virus (HIV) infection, the cause of acquired immunodeficiency syndrome (AIDS), emerged as a leading cause of death in the United States. In 1993, HIV infection became the most common cause of death among persons aged 25
— 44 years. This report updates national trends in deaths caused by HIV infection in 1994, which continue to increase.
Van Newkirk, J. C. (1988). The crucial ingredients in this AIDS education formula: Community support. American School Board Journal, 75(2), 33-34.
— This article describes the City of York (Pennsylvania) School System's development of a K-12 AIDS curriculum using an advisory committee comprised of school administrators, teachers, non-instructional staff, health care professionals, and college students. The program gained wide community acceptance because of accurate, complete newspaper coverage and because parents were consulted about course outlines and films used in the courses.
Wenger, N. S., Greenberg, J. M., Hilborne, L.E., Kusseling, F., Mangotich, M., Shapiro, M. F. (1992). Effects of HIV antibody testing and AIDS education on communication about HIV risk and sexual behavior. Annals of Internal Medicine, 117(11), 905-11.
— This is a randomized, controlled trial in college students which found that heterosexual university students who received education about HIV infection plus HIV testing had increased communication with sexual partners about the risk for HIV infection after six months.
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Wingood, G. M., & others. (1993). A pilot study of sexual communication and negotiation among young African-American women: Implications for HIV prevention. Journal of Black Psychology, 19(2), 190-203. Note: This is part of a special issue with the title "Psychosocial Aspects of AIDS Prevention among African Americans."
— Focus groups were conducted with African-American women aged 18 to 25 years to explore communications about Acquired Immune Deficiency Syndrome (AIDS) and barriers to negotiation of condom use. Findings suggest that prevention tailored to African-American women should emphasize training in sexual negotiation, conflict resolution, and refusal skills.
Winter, G. M., & others. (1991). Recommendations and strategies for addressing comprehensive health issues on two-year college campuses. Albany, New York: State University of New York, Two-Year College Development Center. ERIC Document Reproduction Service Number ED 338 276.
— The following issues and recommendations are discussed: (1) the State Education Department should strongly encourage prevention education on sexually transmitted and other communicable diseases and develop a course to cover specific health issues; (2) to address the need for two-year colleges to expand their mission to reflect community needs, it was recommended that two-year colleges become an educational resource for prevention and wellness behavior; (3) a statewide committee be convened to formulate a universal policy; (4) the need for increased awareness of multicultural aspects of community health; (5) for a proactive approach to combating substance abuse and violence on campus; and (6) to protect the rights of those inflected with the AIDS virus.
Yep, G. A. (1993). HIV prevention among Asian-American college students: Does the health belief model work? Journal of American College Health, 41(5), 199-205.
— Researchers studied the predictive utility of the health belief model in relation to prevention of HIV infection among Asian-American college students. Surveys of 141 students indicated that perceived severity and barriers to preventive action were significant predictors of the adoption of HIV-preventive behaviors in that population.
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