Formative evaluation of the STAR intervention : improving teachers’ ability to provide psychosocial support for vulnerable individuals in the school community

摘要

The article describes the pilot phase of a participatory reflection and action (PRA) study. The longitudinal investigationexplores teachers’ ability to provide psychosocial support within the context of HIV/AIDS following an asset-basedintervention. The study ensued from our desire to understand and contribute to knowledge about the changed rolesof teachers due to adversity in the community, specifically in relation to HIV/AIDS and education. The supportiveteachers, assets and resilience (STAR) intervention was facilitated from November 2003 to October 2005 and consistedof the research team undertaking nine field visits and facilitating 20 intervention sessions (2–3 hours each), and 12post-intervention research visits have been conducted to date. Ten female teachers were selected for participationthrough random purposeful sampling at a primary school in an informal settlement outside Port Elizabeth, SouthAfrica. Data-generation included PRA activities, observation, informal interactive interviews, and focus groupdiscussions. The data were analysed by means of inductive thematic analysis. We found that the teachers did notview vulnerability as being related to children or HIV/AIDS in isolation, but rather that their psychosocial support tochildren and the school community was inclusive across a spectrum of vulnerabilities and services. We argue thatteachers who are inclined to provide such support will fulfil this role irrespective of understanding policy or receivingtraining. We contend that teachers are well-positioned to manage school-based psychosocial support in order tocreate relevant and caring spaces for vulnerable individuals in the school community.