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AIDS Affected Children

AIDS Affected Children. Access to Education. It is important to note that AIDS affected children are constantly excluded from education both from inside and outside of the classroom.

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AIDS Affected Children

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  1. AIDS Affected Children Access to Education

  2. It is important to note that AIDS affected children are constantly excluded from education both from inside and outside of the classroom

  3. Education plays a vital role in the well-being of children. It offers them a chance for their future as well as developmental stimuli.

  4. The Global Orphan Project (1999) estimated in Thailand that there are 34,372 children under the age of 14 that had lost their mothers due to AIDS as of January 1999. • An additional 57,049 children have mothers that are currently suffering from an AIDS related illness and are facing hardships due to this. Lastly, • A more worrying figure of 420,731 children under the age of 14 are living with mothers that are HIV positive but asymptomatic

  5. The Impact of HIV/AIDS on communities: • The labor pool is reduced, particularly for agricultural labor and for skilled labor, including health workers and teachers. • Poverty increases • Infrastructure deteriorates • Access to health care and education is reduced

  6. Mortality is elevated • The community has fewer resources to marshal for mutual aid • Communities suffer a general loss of resilience • Vulnerable children are cared for by vulnerable families and reside in vulnerable communities.

  7. Psychosocial Problems • Children frequently experience psychological distress • They experience numerous separations from parents, changes in the nature and predictability of emotional nurturing • There are typically months or years of stress, suffering or depression before a parent dies

  8. AIDS and HIV infection present theadditional stressors that stem from discrimination, stereotyping, and social ostracism. • Concerns about loss, disruptions in routine and contact with peers • AIDS affected children may experience stress due to the knowledge that nothing in life is permanent or constant. They have witnessed thing’s that would not normally be experienced by young children • Economic hardship

  9. It is important to note that not all AIDS affected children experience psychological disturbances…..many are very resilient and are able to cope and sometimes thrive in adverse conditions

  10. Issues Affecting Attendance • AIDS Stigma- schools may be influenced by communities perceptions of HI/AIDS and refuse entry • Economic hardship- families may be unable to pay fees/children are often required to find employment at an early age • Children sometimes assume the role of caregiver for an ailing parent • Children orphaned by AIDS are often the first to be denied education when their extended families cannot afford to educate them

  11. Issue Impacting on Learning • Children frequently exhibit behavioral problems • Grief and depression may be evident or they may be expressed through behavioral problems • Many teachers misunderstand or misinterpret these and punish sometimes harshly • Many teachers still have a fear of contagion or have made a moral judgment on the child or their family

  12. Many teachers do not have the skills to help children experiencing problems so these children tend to be left alone • Loneliness and lack of friendship is a major problem for these children. They are being deprived the emotional support at a time when it is most needed

  13. Tools to Assess Impact Psychological Instruments • Depression Inventories • Self-esteem Inventories • Children’s behavioral checklist (Thai Youth Checklist) • Generic Life Skills Tests

  14. Child Needs Assessment Tool Kit-This tool kit was developed by The Task Force for Child Survival and Development at the request of the Early Child Development Team of the World Bank, to assist organizations in assessing the needs of children in areas heavily impacted by the HIV/AIDS epidemic. • Most importantly a multi-sectoral approach must be undertaken involving many key actors and PHAs in communities to identify and assist children in difficult circumstances

  15. Conclusion Interventions should: • Utilize a resilience paradigm that points to what should be added to children's lives to give them better tools for coping with diverse, stressful settings. • While not ignoring the social circumstances that make modern life more difficult for children, a resilience paradigm emphasizes more careful efforts to improve the conditions that most directly affect a child's ability to cope such as effective parenting and early efforts to increase learning.

  16. It is evident that prevention strategies and approaches must be reviewed and rethought. Central to these strategies is the involvement of youth, schools and communities. • Involving youth in the development and implementation of projects is essential to their success. No longer can youth been seen as merely part of the problem - they are also the solution.

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