Effective peer education in HIV: defining factors that maximise success
Steven M. Lambert A , Joseph Debattista B F , Aleksandar Bodiroza C , Jack Martin D , Shaun Staunton A and Rebecca Walker EA School of Medicine, The University of Queensland, Brisbane, Qld 4072, Australia.
B Metro North Hospital & Health Service, Brisbane, QLD 4000, Australia.
C United Nations Population Fund, Cairo, Egypt.
D Secretariat of the Pacific Communities, Suva, Fiji.
E Youth Affairs Council of Western Australia, Perth, WA 6000, Australia.
F Corresponding author. Email: joseph_debattista@health.qld.gov.au
Sexual Health 10(4) 325-331 https://doi.org/10.1071/SH12195
Submitted: 16 November 2012 Accepted: 22 April 2013 Published: 3 June 2013
Abstract
Background: Peer education is considered an effective health promotion and education strategy, particularly to populations traditionally resistant to conventional forms of health information dissemination. This has made it very applicable to HIV education and prevention, where those who are affected or at risk are often amongst the most vulnerable in society. However, there still remains uncertainty as to the reasons for its effectiveness, what constitutes an effective methodology and why a consistent methodology can often result in widely variable outcomes. Method: Between 2008 and 2010, three separate reviews of peer education were undertaken across more than 30 countries in three distinct geographical regions across the globe. The reviews sought to identify determinants of the strengths and weaknesses inherent in approaches to peer education, particularly targeting young people and the most at-risk populations. Results: By assessing the implementation of peer education programs across a variety of social environments, it was possible to develop a contextual understanding for peer education’s effectiveness and provide a picture of the social, cultural, political, legal and geographic enablers and disablers to effective peer education. Several factors were significant contributors to program success, not as strategies of methodology, but as elements of the social, cultural, political and organisational context in which peer education was situated. Conclusion: Contextual elements create environments supportive of peer education. Consequently, adherence to a methodology or strategy without proper regard to its situational context rarely contributes to effective peer education.
Additional keywords: sexual and reproductive health, strategy, young people.
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