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Collaboration between midwives and traditional birth attendants for maternal and child healthcare is a challenge in rural South African communities due to the absence of a guiding framework. To address this, this study sought to develop and validate an inclusive framework informed by the Donabedian structure–process–outcome (SPO) framework for collaboration between these healthcare professionals. Method: Key stakeholders were invited to participate in a co-creation workshop to develop the framework. Twenty (20) participants were purposively sampled based on their maternal and child healthcare expertise. A consensus design using the nominal group technique was followed. Results: Participants identified the components needed in the framework, encompassing (i) objectives, (ii) structures, (iii) processes, and (iv) outcomes. Conclusion: This paper will contribute to the development of an inclusive healthcare framework, providing insights for stakeholders, policymakers, and practitioners seeking to improve maternal and child healthcare outcomes in resource-constrained, rural settings. Ultimately, the proposed framework will create a sustainable and culturally sensitive model that optimises the strengths of midwives and TBAs and fosters improved healthcare delivery to rural South African communities. [ABSTRACT FROM AUTHOR]

Background: Sex workers in South Africa face various forms of structural and interpersonal violence, including police violence, exclusion from health services, and stigmatization and marginalization within their communities. In an attempt to counteract the harmful health effects of criminalization and exclusion, risk-reduction workshops are a key component of HIV prevention programs globally. This paper offers a critical investigation of Creative Space workshops – a South African model of risk-reduction workshops for sex workers – taking place in Soweto, Johannesburg. Drawing on Paulo Freire's work, the paper explores the potential of these workshops to contribute to the empowerment, health and well-being of sex workers. Objectives: The aim of this paper is to investigate the social and psychological effects of peer-led risk-reduction workshops for sex workers in Soweto, South Africa, with a particular focus on the ways in which they might contribute to community empowerment. Methods: This paper is based on in-depth interviews and focus group discussions with 32 sex workers conducted as part of a 20-month ethnographic study (December 2015 to July 2017). Data was analyzed combining inductive thematic analysis with a theoretical frame based on Freire's theory of community empowerment. Results: Peer-led risk-reduction workshops can serve as a 'safe space' for sex workers and distribute empowering forms of knowledge, particularly regarding health issues and rights. However, divisions between different groups of sex workers and between sex workers and non-sex workers counteract the potential benefits of the workshops. Conclusions: Peer-led sex worker programs are likely to be more empowering when they are committed to raising critical consciousness and creating solidarity, and embedded in community action, focusing on common issues such as institutionalized racism, livelihood insecurity, and lack of access to safe and secure housing. Such actions would have positive outcomes on health and well-being. [ABSTRACT FROM AUTHOR]

Social exclusion is a pervasive phenomenon in the lives of visually impaired individuals. This paper discusses the causes of exclusion as well as strategies for dealing with it. The qualitative in-depth interviewing design was used for the study. Convenience and purposive sampling methods were used in order to select the most relevant participants in the study. Thirty visually impaired individuals from Kwa-Nobuhle Township in the Nelson Mandela Bay Metropolitan Municipality, together with twenty Community Development Workers from the Department of Cooperative Governance and Traditional Affairs (COGTA), participated in the study, which took place from June to November 2020. The findings of the study revealed that the causes of exclusion were a lack of independence, a lack of adequate education and skills, a lack of reasonable accommodation, and a lack of community awareness. Potential empowerment strategies for minimising the exclusion of the visually impaired individuals were also presented. They included awareness campaigns, increasing platforms for information sharing, workshops and trainings, improved monitoring and evaluation, and the establishment of more rehabilitation centres for visually impaired individuals. [ABSTRACT FROM AUTHOR]

The Creative Change Laboratory (CCoLAB) was conceived as an immersive learning space in which young people from the Western Cape province of South Africa could develop unconventional solutions to problems in their communities. Unlike most art-activism projects, CCoLAB harnessed a wide range of expressive forms (visual art, interactive drama, narrative writing and photography/videography) to identify, analyse and respond to social justice challenges. In many ways, CCoLAB was an experiment, asking what could be achieved if an art-activism project was held over a long period and was not constrained by a focus on just one theme/topic. Over eight months, CCoLAB's twenty collaborators were exposed to different ways of thinking and doing activism, culminating in the development of original creative prototypes. Many of the final artworks spoke to the nuances of sexuality, gender and health, exploring topics such as sexual- and gender-based violence, the everyday challenges facing queer and trans youth, and physical, mental and emotional wellbeing. Drawing on artworks produced during the project, facilitator/collaborator reflections, and audio and visual recordings made during the process, this paper investigates the benefits and challenges of long-term, well-resourced art-activism interventions. [ABSTRACT FROM AUTHOR]

This research is based on case studies of seven district teacher development centres (DTDCs) in the KwaZulu-Natal province of South Africa. The paper describes the perceptions of selected teachers regarding professional learning and development experiences at these centres. The purpose of the study was to determine the role centres play in supporting teachers' learning and development as stipulated in the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) policy in South Africa. The study employed a qualitative research approach in which semi-structured interviews, observation, document analysis and field notes were used to generate data from six centre managers, two librarians, two ICT specialists and 46 teachers at the centres. Findings from the study indicated that the DTDCs create an ideal opportunity for teachers' professional learning with the presence of computer, science laboratories and libraries. However, the study noted that teachers seldom used these resources. Teachers used the centres mainly for professional development activities such as workshops and meetings. Our study concludes that at present, the centres are not supporting the full vision of the policy, and the potential of DTDCs to enhance teacher learning and development remains largely untapped. [ABSTRACT FROM AUTHOR]

This paper presents empirical and methodological findings from an art-based, participatory process with a group (n  = 16) of adolescent and young advisors in the Western Cape Province of South Africa. In a weekend workshop, participants reflected on their participation in 12 years of health and development-related research through theatre, song, visual methodologies and semi-structured interviews. Empirical findings suggest that participants interpreted the group research encounter as a site of empowerment, social support and as a socio-political endeavour. Through song, theatre and a mural illustration, they demonstrated that they value 'unity' in research, with the aim of ameliorating the conditions of adolescents and young people in other parts of South Africa and the continent. Methodological findings document how participants deployed art-based approaches from South Africa's powerful history of activism, including the struggle against apartheid, the fight for anti-retroviral therapy and more recent social movements towards decolonization. [ABSTRACT FROM AUTHOR]

Despite legislative and policy commitments to participatory water governance in South Africa, and some remarkable achievements, there has been limited progress to improve the water infrastructure servicing in marginalized rural communities. Around five million South Africans still do not have access to safe water. This paper seeks to understand and advance processes to engage multisectoral stakeholders to respond to lack of safe water as a community-nominated health priority in rural South Africa. We engaged representatives from Mpumalanga Department of Health (MDoH), rural communities, other government departments and non-governmental organisations (NGOs) to cooperatively generate, interpret and act on evidence addressing community-nominated priorities. A series of participatory workshops were conducted where stakeholders worked together as co-researchers to develop shared accounts of the problem, and recommendations to address it. Consensus on the problem, mapping existing planning and policy landscapes, and initiating constructive dialogue was facilitated through group discussions in a collective learning process. Community stakeholders nominated lack of safe water as a local priority public health issue and generated evidence on causes and contributors, and health and social impacts. Together with government and NGO stakeholders, this evidence was corroborated. Stakeholders developed a local action plan through consensus and feasibility appraisal. Actions committed to behavioural change and reorganization of existing services, were relevant to the needs of the local community and were developed with consideration of current policies and strategies. A positive, collective reflection was made on the process. The greatest gain reported was the development of dialogue in 'safe spaces' through which mutual understanding, insights into the functioning of other sectors and learning by doing were achieved. Our process reflected willingness and commitment among stakeholders to work together collectively addressing local water challenges. Location in an established public health observatory helped to create neutral, mediated spaces for participation. [ABSTRACT FROM AUTHOR]

This qualitative study aimed to provide family caregivers with an independent platform to reflect on and identify their needs in the role of dementia caregiver. Thirty caregivers were interviewed using a semi-structured approach, and data analysis followed a reflective thematic analysis method. The study revealed that Black African caregivers in townships require sufficient information and orientation to dementia-specific services, psychoeducation on dementia as a disease and its behavioural manifestations, as well as practical skills to manage the disease process. Caregivers expressed the need for in-depth, accessible education to boost their confidence and resilience in handling the challenges of dementia caregiving. They also proposed community initiatives to raise awareness, promote knowledge, and facilitate early detection and diagnosis of dementia. Additional needs included informational and educational workshops, resources like transportation services and helplines, day care facilities, media campaigns, and collaboration with the government for funding and policy change. New caregivers were advised to seek comprehensive education, support, and services while preserving the dignity of their family members with dementia. Remarkably, the identified needs and community initiatives aligned with the priority areas outlined by ADI for a National Dementia Plan, which South Africa currently lacks. The study highlights the importance of developing a National Dementia Plan in South Africa through collaboration among stakeholders, including communities, policy-makers, and multidisciplinary healthcare teams, while ensuring that individuals and families affected by dementia have a voice. [ABSTRACT FROM AUTHOR]

Background: The discontinuation of "Mother-Baby Friendly" accreditation, coupled with the impact of the COVID-19 pandemic, has contributed to reduced breastfeeding rates observed in parts of South Africa. Consequently, the Child, Youth and School Health cluster of the National Department of Health, with support from the World Health Organization and United Nations Children's Fund, organised a Mother-Baby Friendly initiative revitalisation workshop. Methods: Held in Johannesburg, South Africa, on June 29–30, 2022, the workshop brought together local and international breastfeeding promotion experts to engage on issues related to the revitalisation of the Mother-Baby Friendly Initiative. The workshop included presentations and group sessions aimed at setting expectations, evaluating the Ten Steps to Successful Breastfeeding, and developing actionable revitalisation strategies. Results: Inadequate monitoring of the Mother-Baby Friendly Initiative implementation and adherence to the Ten Steps was identified as a major implementation bottleneck. Participants identified steps ten (coordinating discharge so that parents and their infants have timely access to ongoing support and care), five (supporting mothers to initiate and maintain breastfeeding and manage common difficulties), and two (ensuring that staff have sufficient knowledge, competence, and skills to support breastfeeding) of the Baby-Friendly Hospital Initiative as the most difficult to implement. Step seven (enabling mothers and their infants to remain together and to practise rooming-in 24 h a day) was the least difficult to implement. Workshop participants identified the following proposed solutions to revitalise breastfeeding promotion: strengthening capacity building and mentorship, improving monitoring and accountability measures, and certification of facilities meeting the initiative's standards. Conclusion: Current breastfeeding policies and practices must be evaluated by the National Department of Health in collaboration with provincial and private representatives of the initiative to effectively revitalise the Mother-Baby Friendly Initiative. Moreover, an integrative monitoring framework must be developed through stakeholder engagement, role clarification, and ownership. While collaboration between the private and public sectors is required to promote training and communication within healthcare facilities and communities. [ABSTRACT FROM AUTHOR]

Teaching is one of the most stressful occupations, with high stress and burnout levels of teachers necessitating intervention. This is especially relevant for South African teachers tasked with additional responsibilities of dealing with HIV/AIDS issues, as well as attending to normal curricula duties. A burnout prevention intervention, based on Paulo Freire’s adult educational approach, using transpersonal psychology techniques, was introduced to HIV/AIDS coordinator teachers (n = 27) at high-risk schools in the Western Cape, South Africa, who attended six three-hour weekly workshops. This paper presents the bottom-up thematic analyses of the group, as well as individual global analysis (n = 10) of the qualitative data, derived from focus group interviews and workshop evaluations after the intervention, providing insights into the experiences of workshop participants and their teaching contexts. The mind map of one participant is illustrated. The findings of the study confirmed that transpersonal practices (TP) presented in psychoeducation workshops were helpful in mediating stress and burnout in the work and personal contexts of teachers dealing with HIV/AIDS. TP offer practical applications of right brain emotional and social intelligence practices that could be incorporated into care and wellness school programmes for teachers vulnerable to stressors related to HIV/AIDS. [ABSTRACT FROM PUBLISHER]

Introduction: Multipurpose prevention technologies (MPTs) simultaneously prevent HIV, other sexually transmitted infections, and/or unintended pregnancy. Key gatekeepers, [healthcare providers (HCPs) and key stakeholders] require proactive engagement before product implementation. This manuscript identifies HCP demand creation strategies, key stakeholder considerations for the adoption of MPTs in South Africa. Methods: Formative research was conducted in three districts in three South African provinces (July to November 2022). Nurses initiating oral PrEP at facility and mobile study sites participated in 4-hour participatory workshops, exploring HIV prevention, including MPTs, demand creation strategies, and preferred MPTs training packages. Activities were observed, transcribed, and thematically analysed. Five online in-depth interviews (IDIs) with Key informants (KIs) (National/district programme implementers and technical leads) and one in person, exploring key programmatic and policy considerations for MPT adoption. IDIs were approximately 40 min long, audio recorded, transcribed, and thematically analysed. Results: Twenty-one Professional Nurses completed workshops: 19 female. Six IDIs were conducted with 4 Facility Managers, 1 NDoH representative and 1 DoH Provincial Deputy Director. All participants were females, aged 30-60+ years with >10 years' in SRH/HIV policy/advocacy/research. Community conversations and information at the clinic were the best MPT demand creation methods among HCPs. KIs identified five considerations for future MPT implementation: HCP training; demand creation and messaging; existing PrEP policy amendments; preparing users for additional choice; and sustaining MPT provision. Conclusion: Contraceptive implant and oral PrEP implementation lessons learned should be proactively considered when preparing for MPT introduction. HCP training and demand creation are of particular importance before MPT introduction. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present the unique challenges faced by postgraduate students, which require specific practices to ensure study completion. Narrative inquiry was used as a methodological framework to uncover current realities within postgraduate studies and practices for previously disadvantaged students in South Africa. Arguments were tabled based on first-hand experiences among the two postgraduate students and their supervisor. The two postgraduate students narrated personalised learning in this article at different levels of study. The research project resulted in the designing of personalised learning strategies, using the open educational practice (PLUOEP) model, where each student discussed open educational resources (OERs). This model enabled both students to take control of their learning by setting their own goals, making choices about their learning activities, and reflecting on their progress. In this study, the level of autonomy and agency allowed students to develop a positive mindset and belief in their ability to succeed. This article discusses how students' individual beliefs and expectations about themselves influenced their behaviour and ultimately led to the realisation of concrete beliefs and expectations. The lessons from this study described how learning was owned by two postgraduate students who tailored their learning to their individual needs and interests. The study found that there is a lack of knowledge and understanding of OER. The study proposes training and workshops for postgraduate students. Students confirmed the sense of ownership and empowerment in their studies and practices. The study recommends adopting OER in the transformation of postgraduate studies and practices as having a "potential" to decolonise teaching and learning. [ABSTRACT FROM AUTHOR]

South Africa's legal framework on sexual and reproductive health (SRH) care for teenagers is complex. On the one hand, the law protects their right to make decisions regarding reproduction e e.g. giving girls of any age the right to terminate a pregnancy, and allowing adolescents to consent to receive contraception from age 12. On the other hand, the Sexual Offences Act sets the age of consent to sex at 16 years, and requires mandatory reporting of anyone younger. These contradictory obligations mean that nurses, doctors and counsellors are expected to provide care, and counsel teenagers about their choices, but also report and enforce the law. They must therefore make judgments about inherently moral issues: should teenagers be having sex, and what services should they receive? Based on in-depth interviews at 28 healthcare facilities conducted in 2012, and data from workshops on the 'conflicting laws' held in 2014, the paper uses the theoretical framework of street-level bureaucracy to understand barriers to nurses providing SRH care for teenagers in South Africa, and the implication that this has for adolescents' SRH. The paper argues that nurses' adaptation of the law is a response to significant structural constraints, moral discomfort, and poor understanding of the law e all taken against an ethical framework that emphasizes quality, responsive patient care. The result is uneven implementation that undermines SRH information, access to services, and ultimately increases risks for teens. [ABSTRACT FROM AUTHOR]

Twenty years after apartheid was formally abolished it continues to shape South African society. Its legacy persists over and above interest in it as a perverse phenomenon. We therefore find it timely, as part of our introduction to this special issue, to review some important studies of the economic aspects, and particularly some newer research by young scholars. Since so much about the apartheid system remains unexamined, Economic Research Southern Africa (ERSA) organized a workshop in March 2013 to bring together people who work on the economics of apartheid. This special issue is partly the result of papers presented at this workshop or collaborations developed there. [ABSTRACT FROM PUBLISHER]

Comprehending praxis is a critical step in developing interventions that can have a real-world impact on people's lives. In this paper, we reflect on the lessons learned in the development of a curriculum for young people living in informal settlements in eThekwini, who are exposed to numerous vulnerabilities, including HIV-related risks associated with precarious urban livelihoods. Behavioural interventions have not led to commensurate reductions in HIV incidence, and the impact of these approaches remains regulated by numerous contextual conditions affecting those participating. Our collaborative project tested the impact of implementing a combination of the well-tested gender transformation intervention, Stepping Stones, with a new livelihood transformation curriculum, Creating Futures, among young people in eThekwini's informal settlements. Creating Futures was grounded in the theory and practice of sustainable livelihoods, but equally in the experience of the multi-disciplinary project team members who have conducted both research and development work among youth in the eThekwini area. Our approach was founded on the work of Doug Kirby, and we are indebted to him for his inputs. His logical model approach ensured that the team remained orientated to specific curriculum outcomes. Analysis of the results at 12 months post-baseline indicates positive livelihood outcomes. [ABSTRACT FROM AUTHOR]

The social work programs of the University of Fort Hare, East London, South Africa, and Minnesota State University, Mankato, United States, began using various technologies in 2007 to facilitate interaction. This project included conducting practicum supervision and seminars via videoconferencing (using Breeze, Adobe Connect, and Skype) and developing peer e-mail and Facebook partnerships to link students from both continents. This paper explores the benefits to participating students who engaged the structured use of technology to expand their social work and cultural knowledge while also developing international friendships. As technology continues to advance, social work educators must be on the forefront of connecting students by bridging the hemispheres through the use of technology. [ABSTRACT FROM AUTHOR]

The article presents information related to the workshop "Liberation Struggles in Southern Africa: New Perspectives," which was held at the Centre for African Studies, University of Cape Town (UCT) in Cape Town, South Africa in September 2008. The workshop was attended by about 40 scholars. The speakers at the workshop include Gary Baines of Rhodes University and Vladimir Shubin of the Institute for African Studies in the Russian Academy of Sciences.

South African mathematics teachers in the Senior Phase (Grades 8 and 9) were introduced to the pedagogical tool, meaning equivalence reusable learning objects (MERLO), as a formative assessment (FA) strategy to promote and support teachers’ professional growth in using FA practices in the classroom. The cultural-historical activity theory (CHAT) and meta-didactical transposition (MDT) were used to frame the evolution process of teachers’ praxeologies. In this study we used qualitative participatory action research that encompassed 3 phases: pre-MERLO phase, MERLO workshop and post-MERLO phase. The study was conducted in the northeast of Pretoria in the Tshwane district in the Gauteng province, South Africa. Twelve Senior Phase mathematics teachers were purposively sampled in 6 public schools before the workshop training. During the workshop training, only 5 teachers participated due to the COVID-19 outbreak. The data collection techniques included pre- and post-interviews, workshop training sessions, classroom observations, field notes, teachers’ reflective journals, teachers’ lesson plans, learners’ workbooks and learners’ worksheets, and data were analysed using thematic analysis. The findings reveal that the teachers acquired adequate knowledge and skills to effectively structure and integrate the lesson plan of teachers’ didactical praxeologies as FA activities into their mathematics classrooms. The findings also reveal that the learners showed more interest and motivation, were actively involved, developed a deeper understanding of mathematics content, and showed increased autonomy in learning. Future research could involve implementing MERLO in all South African provinces and introducing MERLO to other emerging countries. However, the findings of this study are based on a limited sample of teachers and schools, and the recommendation is that, for future studies, more teachers should be involved in the MERLO professional development. [ABSTRACT FROM AUTHOR]

This paper examines the potential for Participatory Rural Appraisal techniques to contribute to community development and empowerment in a deprived rural community in the Eastern Cape Province in South Africa. A series of participatory workshops was undertaken in which various new techniques were used to identify people-environment relationships and, in particular, the community perception of the value and problems relating to the river and riparian zone. The workshops led to the community taking positive action to address the problems identified. The study indicates the value and role of participatory research among disempowered communities in rural Africa. [ABSTRACT FROM AUTHOR]

This article describes the processes of transforming an in-person group-based intervention to promote uptake of PrEP among young woman in South Africa to an online interactive "workshop" during the COVID-19 pandemic. Beginning in person and continuing virtually, we used a step-by-step participatory approach with multiple stakeholder groups to develop nine activities to increase knowledge about, as well as motivation and intention to take PrEP, and to address gender-based barriers to PrEP. Activities were informed by our theoretical framework and formative work with young women ages 18–25. We demonstrate how we developed a gender-enhanced online PrEP workshop that was interactive, group-based, and in accordance with elements of established successful intervention design; why WhatsApp emerged as the most accessible application for the young women in our workshop; and how an intervention with a hybrid approach—alternating between chat box and live sessions—combined with verbal, written, and emoji-based communication enabled interaction among participants. [ABSTRACT FROM AUTHOR]

Information on several papers discussed at a workshop held December 13-15, 2011 at the Centre for African Studies at the University of Cape Town in Cape Town, South Africa on the conventional disciplinary and academic frameworks in Africa is presented. Topics include knowledge and language formations, popular culture, and the importance of conversation. The workshop featured several speakers including Deputy Vice Chancellor Crain Soudien, theorists Gayatri Spivak and Anthony Bogues.

Campus sexual violence risk reduction and resistance interventions have been developed and tested among female students in the global North and proven effective. Evidence-based interventions to prevent sexual violence tested amongst female students in the global South and in South African campuses are lacking. We present preliminary evidence of promise of Ntombi Vimbela! (NV!), a sexual violence prevention intervention piloted amongst first year female students in eight purposively selected campuses in South Africa. Focus group discussions were conducted with 118 female students who participated in NV! workshops. Most students found the content of NV! relevant and reported having experienced its positive effects. They perceived that NV! empowered them with skills to assess and deal with sexual assault risky situations. NV! changed their attitudes and beliefs about gender, shifted their acceptance of rape myths and beliefs, improved communication skills, enhanced self-esteem, and confidence to defend oneself in risky sexual assault situations. Few participants were unsure whether they will be able to use the skill in real life. These findings indicate a range of short-term positive outcomes which we anticipate would reduce the risk of sexual assault among first year female students. This suggests that NV! should be subject to further evaluation. [ABSTRACT FROM AUTHOR]

This study aims at establishing how vegetables can be commercialized to improve rural livelihoods in the Eastern Cape province of South Africa. A structured questionnaire was used to obtain primary data from 120 multi-purposive selected smallholder vegetable farmers. Descriptive statistics, Household Commercialization Index (HCI) and Tobit model were used for analysis. The results indicated that 70% of the selected farmers derive their income mainly from vegetable sales. In addition, the present study found that the average household commercialization index was 47%. Furthermore, socioeconomic, environmental, and institutional factors were found to be the driving forces behind the commercialization of smallholder farmers in the study area. The study recommends that education training and workshops conducted by the government to strengthen farmers' knowledge and entrepreneurship skills to improve commercialization and participation in markets must be held more often. The study further recommends that there must be an increase in advisory personnel availability to disseminate information and assist farmers in fighting pests and disease attacks. [ABSTRACT FROM AUTHOR]

This piece features the voices of sex worker participants in a collaborative project between the African Centre for Migration and Society (ACMS) at the University of the Witwatersrand and the Sisonke National Sex Workers Movement in South Africa. The ACMS and Sisonke envisioned the Izwi Lethu newsletter project as an opportunity for researchers to learn more about sex workers' lived experiences and for activists to gather stories to inform their work promoting social justice. The newsletter partnership began in 2015 and continued until Sisonke took over in 2019, fulfilling the newsletter's tagline 'a newsletter by sex workers for sex workers.' But did the collaboration help Sisonke promote social justice or benefit the participants? The authors brought together Izwi Lethu writers who are still active in Sisonke to reflect on the project. While this discussion and critique of the transcript were meant to take place in person, as in Izwi Lethu workshops, the global pandemic limited meetings. Revision of the discussion was still collaborative, conducted over the phone, e-mail, and WhatsApp. The discussion reveals some of the successes, challenges, and unintended consequences of the use of creative writing to promote social justice and the collaboration of researchers and activists. [ABSTRACT FROM AUTHOR]

This paper explores the meanings attached to gay sexuality through the self-labelling practices of a group of young gay-identified students in focus group and individual interviews in Johannesburg, South Africa. These meanings include constructs of the dynamics surrounding safe sex negotiation and risk related to “top-bottom” subject positioning as well as the erotics of power and desire that are imbued in these practices and positioning. Using performativity theory as a theoretical tool of analysis, I argue that constructs of “top-bottom” subjectivities can be seen to meet certain erotic needs for LGBTI youth, including reasons related to physical safety for LGBTI people living in dangerous spaces. The performance of “bottom” identities in sexual intimacy and behaviour is further deployed in the expression and performance of power that the participants construct as erotic. The implications for sexual health intervention include understanding the gendered performance influences of sexual behaviour including safe sex, exploring creative ways that practices of sexual health can be engaged with this population group in a way that accommodates the erotic pleasure interfaced with sexual identity identifications and performances of “bottom” identities. [ABSTRACT FROM AUTHOR]

Introduction and aim: Social and health disparities persist in Sweden despite a high quality and universally accessible welfare system. One way of bridging social gaps is through social innovations targeting the most vulnerable groups. The South African Philani model, a social innovation for peer support aimed at pregnant women and mothers of young children, was adapted to the local context in southern Sweden. This study aimed to document and analyze the process of adapting the Philani model to the Swedish context. Methods: Eight semi-structured interviews and three workshops were held with eleven stakeholders and peer supporters in the implementing organization and its steering committee. The data were analyzed using thematic analysis. Results: The analysis resulted in five main themes and fifteen sub-themes representing different aspects of how the peer support model was contextualized. The main themes described rationalizations for focusing on social determinants rather than health behaviors, using indirect mechanisms and social ripple effects to achieve change, focusing on referring clients to established public and civil society services, responding to a heterogeneous sociocultural context by recruiting peer supporters with diverse competencies, and having a high degree of flexibility in how contact was made with clients and how their needs were met. Conclusion: The South African Philani model was contextualized to support socially disadvantaged mothers and expectant mothers among migrant communities in Sweden. In the process, adaptations of the intervention's overall focus, working methods, and recruitment and outreach strategies were motivated by the existing range of services, the composition of the target group and the conditions of the delivering organization. This study highlights various considerations that arise when a social innovation developed in a low- or middle-income context is implemented in a high-income context. [ABSTRACT FROM AUTHOR]

The article explores the role of food in community work undertaken from a psychoanalytic perspective in South Africa. It focuses on the contexts of community work where food is provided as part of a task such as a support group, a project or a workshop. It also relates the author's experience at a community centre in the town of Manenberg in Cape Town where he was involved in a subsequent trauma counselling.

Introduction: Younger professional nurses are the future of the nursing profession and they receive the baton from older and retired nurses to continue the profession in good light. Ubuntu is an African philosophy that is embedded in caring ethics and it is viewed as a core value of the nursing profession and is highly valued by older nurses. Objective:We explored the perceptions of retired nurses on factors that prevent younger professional nurses from applying the ethos of Ubuntu in professional care. Methods: In this study, we explored the factors that prevent younger professional nurses from applying the ethos of Ubuntu in professional care. In this qualitative explorative study, data were collected during focus group discussions in a workshop held with 40 retired nurses in a province in South Africa. The transcripts were analyzed following the six steps outlined by Braun and Clarke (2006). Results: Based on the perceptions of the retired nurses two main themes emerged as factors that prevent the younger professional nurses from applying the ethos of Ubuntu in their professional practice; 1) Motivation to practice Ubuntu in nursing, 2) Lack of political will to recognize nursing. Conclusion: Retired nurses felt that Ubuntu could be applied in nursing care if these factors are addressed by both nurses and stakeholders. [ABSTRACT FROM AUTHOR]

Evidence from middle-income countries indicates high and increasing prevalence of dementia and need for services. However, there has been little investment in care, treatment or support for people living with dementia and their carers. The Strengthening Responses to Dementia in Developing Countries (STRiDE) project aims to build both research capacity and evidence on dementia care and services in Brazil, Indonesia, India, Jamaica, Kenya, Mexico and South Africa. This article presents the Theory of Change (ToC) approach we used to co-design our research project and to develop a strategic direction for dementia care, treatment and support, with stakeholders. ToC makes explicit the process underlying how a programme will achieve its impact. We developed ToCs in each country and across the STRiDE project with researchers, practitioners, people living with dementia, carers and policymakers at different levels of government. This involved (1) an initial ToC workshop with all project partners (43 participants); (2) ToC workshops in each STRiDE country (22–49 participants in each); (3) comparison between country-specific and overall project ToCs; (4) review of ToCs in light of WHO dementia guidelines and action plan and (5) a final review. Our experiences suggest ToC is an effective way to generate a shared vision for dementia care, treatment and support among diverse stakeholders. However, the project contribution should be clearly delineated and use additional strategies to ensure appropriate participation from people living with dementia and their carers in the ToC process. [ABSTRACT FROM AUTHOR]

South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers' skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL) that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training. [ABSTRACT FROM AUTHOR]

Health promotion (HP) capacity of staff and institutions is critical for health-promoting programmes to address social determinants of health and effectively contribute to disease prevention. HP capacity mapping initiatives are the first step to identify gaps to guide capacity strengthening and inform resource allocation. In low-and-middle-income countries, there is limited evidence on HP capacity. We assessed collective and institutional capacity to prioritize, plan, deliver, monitor and evaluate HP within the South African Department of Health (DoH). A concurrent mixed methods study that drew on data collected using a participatory HP capacity assessment tool. We held five 1-day workshops (one national, two provincial and two districts) with DoH staff (n =  28). Participants completed self-assessments of collective capacity across three areas: technical, coordinating and systems capacity using a four-point Likert scale. HP capacity scores were analysed and presented as means with standard deviations (SDs). Thematic analysis of verbatim transcripts of audio-recorded group discussions that provided rationale and evidence for scores were conducted using deductive and inductive codes. At all levels, groups revealed that capacity to develop long-term, sustainable HP interventions was limited. We found limited collaboration between national and provincial HP levels. There was limited monitoring of HP indicators in the health information system. Coordination of HP efforts across different sectors was largely absent. Lack of capacity in budgeting emerged as a major challenge, with few resources available to conduct HP activities at any level. Overall, the capacity mean score was 2.08/4.00 (SD = 0.83). There is need to overcome institutional barriers, and strengthen capacity for HP implementation, support and evaluation within the South African DoH. [ABSTRACT FROM AUTHOR]

In South African high schools, many learners have limited support in making career related decisions to prepare them for the world of work after school. An important early transition for career-related decision-making is at the end of Grade 9 when learners are expected to decide which subjects they will select for the last phase of high school. Grade 9 is also the juncture where adolescents may decide to exit their formal schooling and enter the labor market. To support Grade 9 learners in making informed career-related decisions, this study examined the effectiveness of a group-based career guidance intervention implemented in eight secondary schools located in resource-constrained communities in the Western Cape, South Africa. The intervention aimed to improve learners' career decision-making readiness and aid in making subject choices and subsequent career choices. The intervention consisted of interest assessment conducted in a group-format with the learners, after which a workshop was facilitated to share relevant information pertaining to their interests, other career attributes and pending subject choices. The results of this study demonstrate a significant impact of early adolescents' career adaptability and ability to engage in the career decision-making process. These results show promise in the implementation of group-based career intervention, supporting learners to make informed decisions in relation to their career paths. [ABSTRACT FROM AUTHOR]

Clinical guidelines are used to translate research findings into evidence‐based clinical practice but are frequently not comprehensively adopted by health workers (HWs). HIV and infant feeding guidelines were revised by the World Health Organization to align feeding advice for HIV‐exposed and unexposed infants, and these were adopted in South Africa in 2017. We describe an innovative, team‐based, mentoring programme developed to update HWs on these guidelines. The intervention was underpinned by strong theoretical frameworks and aimed to improve HWs' attitudes, knowledge, confidence, and skills about breastfeeding in the context of HIV. On‐site workshops and clinical mentoring used interactive participatory methods and a simple low‐tech approach, guided by participants' self‐reported knowledge gaps. Workshops were conducted at 24 participating clinics over three sessions, each lasting 1–2 hr. Evaluation data were collected using a self‐administered questionnaire. Of 303 participating HWs, 249/303 (82.2%) attended all workshops. Achieving high workshop attendance was challenging and "catch‐up" sessions were required to achieve good coverage. Common knowledge gaps identified included antiretroviral therapy adherence monitoring during breastfeeding and management of viral load results (173 participants), management of breast conditions (79), and advice about expressing and storing breastmilk (64). Most participants reported all their knowledge gaps were addressed and anticipated that their practice would change. We describe a feasible, sustainable approach to updating HWs on HIV and infant feeding guidelines and improving skills in breastfeeding counselling in resource‐constrained settings. This approach could be adapted to other topics and, with further evaluation, implemented at scale using existing resources. [ABSTRACT FROM AUTHOR]

Structural interventions for HIV prevention are typically complex and evaluation should include measurement of implementation. In a trial of a structural intervention for HIV prevention in Botswana we trained teachers to use an audio-drama about gender violence and HIV (BVV). We measured the use of BVV by the trained teachers, and the factors related. In three-day workshops we trained guidance teachers in primary and secondary schools to use the 8-episode BVV audio-drama, that covers gender, gender violence and HIV. One to two years later, two interviewers visited schools and administered an electronic questionnaire to the head teacher and to the BVV-trained teacher. Most teachers (70%, 72/103) had used the BVV materials and reported a positive response from students. Primary school teachers were less likely to have used BVV (adjusted odds ratio (ORa) 0.24, 95% cluster adjusted confidence interval (CIca) 0.07-0.88). Teachers in schools with a working MP3 player were more likely to have used BVV (ORa 3.75, 95% CIca 1.11-12.70). Implementation was much lower in one district (ORa 0.12, 95% CIca 0.04-0.36), related to language constraints. The main difficulty was lack of time, especially in primary schools. These findings could inform rollout of the BVV programme in schools. Abbreviations: BVV: Beyond Victims and Villains audio-drama; CI: Confidence interval; OR: Odds ratio [ABSTRACT FROM AUTHOR]

This article describes the development of the Community Health clinic model for Agency in Relationships and Safer Microbicide Adherence intervention (CHARISMA), an intervention designed to address the ways in which gender norms and power differentials within relationships affect women's ability to safely and consistently use HIV pre-exposure prophylaxis (PrEP). CHARISMA development involved three main activities: (1) a literature review to identify appropriate evidence-based relationship dynamic scales and interventions; (2) the analysis of primary and secondary data collected from completed PrEP studies, surveys and cognitive interviews with PrEP-experienced and naïve women, and in-depth interviews with former vaginal ring trial participants and male partners; and (3) the conduct of workshops to test and refine key intervention activities prior to pilot testing. These steps are described along with the final clinic and community-based intervention, which was tested for feasibility, acceptability, and preliminary effectiveness in Johannesburg, South Africa. [ABSTRACT FROM AUTHOR]

We investigated the impact of an eclectic framework for combining theoretical conceptual practice models on occupational therapists' theoretical reasoning using concurrent mixed methods with repeated measures and grounded theory designs. Study participants (n = 9) attended two workshops to review select occupational therapy theoretical conceptual practice models and learn how to use the eclectic framework. We assessed skills in eclectic combination of theoretical conceptual practice models using the Theory Application Assessment Instrument. The skills improved significantly [χ2(2, 9) = 7.09, p =.02], a finding that was corroborated by the qualitative findings indicating that the eclectic framework may potentially help improve theoretical reasoning among occupational therapists. [ABSTRACT FROM AUTHOR]

Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a University of Technology in South Africa, in order to determine if academics are structuring them in a way that enables student learning. A qualitative case study is used where the learning outcomes from 33 study guides are reviewed using illustrative verbs derived from Bloom’s Taxonomy. Results indicate that 9% of all the learning outcomes are unclear, 10% are unobservable and 23% are unmeasurable. A key recommendation is to provide regular workshops to assist academics in reviewing their learning outcomes using the illustrative verbs derived from Bloom’s Taxonomy, thereby ensuring that their learning outcomes promote student learning. [ABSTRACT FROM AUTHOR]

Purpose: Nation states in both the Global North and South have debated the human rights and liberatory function as opposed to the dependency and economically viable function of social protection policy. This article is an attempt to advance empirical knowledge in the field of social protection policy and poverty alleviation. Method: Using participatory action methodology, I present evidence from 11 women who were involved in an arts and craft economic development cooperative in a community named Bhambayi in KwaZulu-Natal, South Africa. Results: Underscored by the asset-based community development and sustainable livelihood frameworks, this article presents three themes: positive contributions to human capacity development, supportive intersectoral collaboration, and striving for economic self-reliance. Conclusions: This article proposes fresh strategies for women who find themselves outside the circle of secure economic livelihoods to move beyond short-term and survival strategies and work toward economic inclusion. [ABSTRACT FROM AUTHOR]

In South Africa, health promotion related to HIV/AIDS has been characterised as a component of public health prevention. It has heavily utilised global health ideology to construct promotional messages that rely on neoliberal models of individual, responsible health citizenship. However, after nearly 30 years of public health messaging, there have been only minor shifts in the country’s HIV prevalence rates; it has become apparent that there is disconnect between policy, programmes, and target audiences. Debates about where this disconnect occurs tend to focus on the role of problems in biomedical knowledge translation or with structural inequalities that lead to health inequity. As debates increase, artists involved in health have emerged to address an additional reason: audience interpellation. In this article, I interrogate relationships between health promotion ideology and processes of interpellation. I suggest that disconnect between the two has roots in the tone of programming, the ways sociality is constructed within health promotion, and the kind of subject which global prevention programmes seek to constitute. Using a case study, I illustrate how public health ideology is made actionable through arts practice. While conventional health promotion programmes address populations in a way that allows individuals to distance themselves, members of South Africa’s arts sector have worked to integrate prevention and care in a way that bolsters interpellation through making messagespersonal. The case study presents one performance but is informed by my broader research with over 20 theatrical groups conducted during 18 months of fieldwork. Analysis of the production reveals that artists act as mediators between population-level public health messages and individuals through the embodied technologies of applied theatre. However, I argue that artists also create space for participants to reimagine configurations of care, responsibility, and intimacy within health practices. [ABSTRACT FROM PUBLISHER]

The article outlines the recommendations of the International Research Diagnostic Criteria 1 Temporomandibular Disorders (RDC/TMD) Consortium Network for criterion improvements for all TMDs. Priority areas for future advancements include arthritis, myofascial pain, and headache attributed to TMD. Workgroup recommendations are presented.

South Africa has been experiencing an epidemic of gender-based violence (GBV) for a long time and in some rural communities health workers, who are trained to care for those infected with HIV, are positioned at the forefront of addressing this problem, often without the necessary support. In this article, we pose the question: How might cultural production through media making with community health workers (CHWs) contribute to taking action to address GBV and contribute to social change in a rural community? This qualitative participatory arts-based study with five female CHWs working from a clinic in a rural district of South Africa is positioned as critical research, using photographs in the production of media posters. We offer a close reading of the data and its production and discuss three data moments: CHWs drawing on insider cultural knowledge; CHWs constructing messages; and CHWs taking action. In our discussion, we take up the issue of cultural production and then offer concluding thoughts on ‘beyond engagement’ when the researchers leave the community. [ABSTRACT FROM AUTHOR]

Strengthening primary health care is a national priority in South Africa, in order to improve quality of care and health outcomes, reduce inequity and to pave the way for National Health Insurance. The World Health Organization and World Health Assembly both recommend the inclusion of a primary care doctor with postgraduate training in Family Medicine in the primary healthcare team. Currently, medical practitioners without postgraduate training, and those who may need re-orientating and upskilling for the future re-engineered primary care system, are the largest pool of doctors in South Africa. Most of these doctors are of an age and at a stage in their careers where it is unlikely that they will train to be a family physician. This article reports on a national process to design a Postgraduate Diploma in Family Medicine which will meet the learning needs of primary care doctors in both the public and private sectors as they prepare for the future. A year-long process included two national stakeholder workshops, a survey of learning needs and two additional expert workshops before consensus could be reached on the design of the new diploma programme. The future roles and competencies required of primary care doctors, learning outcomes congruent with these roles, and an educational design, which could be delivered at scale commensurate with the national need by all of the relevant higher education institutions, were envisaged during this process. The design of this diploma, presented here, will now be developed into a revised or new programme by the higher education institutions, and implemented from 2016 onwards. [ABSTRACT FROM AUTHOR]

Background: South African alcohol-serving establishments (i.e., shebeens) offer unique opportunities to reduce HIV risks among men who drink. Purpose: To test an individual- and a social structural-level HIV prevention intervention for men who drink in shebeens. Methods: Twelve matched pairs of township neighbourhoods were randomized to receive either (i) an HIV prevention intervention (guided by Social Action Theory) to reduce sexual risk and increase risk reduction communication in social networks, or (ii) an attention-matched control intervention that focused on the prevention of relationship violence. At the individual level, the interventions delivered skills building workshops focused on sexual risk reduction. At the social structural level, the intervention aimed to increase conversations about safer sex among men in the shebeens, distributed small media and implemented community educational events. Individual-level outcomes were assessed by following the workshop cohorts for 1 year (N = 984), and community-level outcomes were examined through cross-sectional community surveys conducted for 1 year in the shebeens (N = 9,678). Results: Men in the HIV prevention workshops demonstrated greater condom use, more HIV prevention-oriented conversations and greater perceptions of safer sex norms than men in the comparison workshops. Changes at the community level demonstrated significant differences in condom use, although the pattern was not consistent over time. Conclusions: Multi-level interventions that target men who drink in South African shebeens may help reduce risks for HIV and other sexually transmitted infections. [ABSTRACT FROM AUTHOR]

The article offers information on several articles published related to nurses, learning programs and resources available to them, and their role in the healthcare industry. Topics discusses include a European study which states that a better-educated nursing workforce can reduce unnecessary deaths, informatics resources available for nurses, and resources of the online health and wellness centre http://www.GrowYourWellness.com, that help nurses improve their own wellness.

Information about the Gendering New Institutions Workshop held at the University of Manchester from November 7-8, 2013 is presented. Topics include formal processes of institutional change, Constitution for post-apartheid South Africa and devolution of powers by Scottish Parliament. The workshop featured several notable people including Sheila Meintjes, Alice Brown and Valerie Oosterveld.

Despite three decades of public health promotion based on the scientific explanation of HIV/AIDS, alternative explanations of the disease continue to circulate. While these are seen as counter-productive to health education efforts, what is rarely analysed is their plurality and their tenacity. This article analyses the ‘AIDS myths’ collected by African HIV/AIDS workplace peer educators during an action research project. These beliefs about HIV/AIDS are organised, in this article, around core ideas that form the basis of ‘folk’ and ‘lay theories’ of HIV/AIDS. These constitute non-scientific explanations of HIV/AIDS, with folk theories drawing on bodies of knowledge that are independent of HIV/AIDS while lay theories are generated in response to the disease. A categorisation of alternative beliefs about HIV/AIDS is presented which comprises three folk theories — African traditional beliefs, Christian theology, and racial conspiracy — and three lay theories, all focused on avoiding HIV infection. Using this schema, the article describes how the plausibility of these alternative theories of HIV/AIDS lies not in their scientific validity, but in the robustness of the core idea at the heart of each folk or lay theory. Folk and lay theories of HIV/AIDS are also often highly palatable in that they provide hope and comfort in terms of prevention, cure, and the allocation of blame. This study argue that there is coherence and value to these alternative HIV/AIDS beliefs which should not be dismissed as ignorance, idle speculation or simple misunderstandings. A serious engagement with folk and lay theories of HIV/AIDS helps explain the continued circulation of alternative beliefs of HIV/AIDS and the slow uptake of behavioural change messages around the disease. [ABSTRACT FROM PUBLISHER]

The workshop entitled "HIV comes to the party" presented the science of HIV and how it leads to autoimmune disease (AIDS). The process was interactive, using role play and model war games, followed by a "surprise party" demonstrating HIV transmission. The workshops were presented in groups of 30-40 learners from Grades V to Grade XI during which metaphors, role play and 'street speak" were used. The purpose of the study was to determine the extent to which basic knowledge on the science of HIV/AIDS was retained after a peer educational initiative. A quantitative descriptive research design was employed. It was hypothesized that through the described HIV /AIDS peer education initiative, learners would assimilate and retain knowledge of the basic science of HIV and the progression to AIDS. A systematic random sample of 458(9%) was drawn from the population of 4848 learners who participated in the workshops. The learners were assessed in terms of a questionnaire: before the workshop, immediately after the workshop and a year later. There was an improvement in the mean scores: Quiz 1=7.8 (p<0.01), Quiz 2= 7.98 (p<0.01) and a year later 8.3. (p=<0.01). Interactive and peer-led groups using street talk and role play to teach HIV/AIDS is recommended as an option to teach the basic science of HIV/AIDS. [ABSTRACT FROM AUTHOR]

This study reports on mentoring as a form of professional support for South African Physical Sciences teachers coping with curriculum reforms. Using a case study method, we investigated two cases of mentoring. The first case explored a traditional mentoring relationship between a novice teacher and a more experienced and competent teacher whom we referred to as a ‘keystone species’ of the profession. The second case described a more collaborative form of mentoring between two experienced teachers who exploited each others’ strengths in overcoming some of the deficiencies in their practice. The findings of the case study suggest that mentoring although complex does provide a viable means through which professional development efforts can be consolidated, and may be considered as an alternative to the cascade model of in-service training consisting of short one-shot workshops that assumes a ‘one size fits all’ approach that has been common practice in South Africa. [ABSTRACT FROM PUBLISHER]

Background: World-wide, rural clinical training of undergraduate medical students is looking to transform learning experiences, calling for the adoption of innovative approaches that create spaces for curriculum renewal and new ways of thinking. In order for these teaching models to gain acceptance and credibility among the relevant academic communities, it is critical that they be studied and evaluated. Aim: This article describes an innovative rural education intervention and a concomitant, intentional process that was adopted to establish a research framework within which the intervention will be evaluated. Methods: Key role-players participated in a one-day workshop aimed at developing the framework. A collaborative, structured process that moved through three phases of deliberation and reflection was followed. Results: The documentation and raw data generated during the workshop was used to generate the framework that will serve as a blueprint for ensuring the study and evaluation of the educational innovation. Conclusion: Establishing an educational research framework, by adopting a consultative and collaborative process, provides a vehicle for encouraging a culture of critical accountability that seeks to discern evidence of good practice in the training of health care workers in a rural context. [ABSTRACT FROM AUTHOR]