a sourcebook of hiv/aids prevention programs volume 2

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Programa de Educación Afectivo Sexual (PEAS), the Dominican Republic 19(73 percent) of a country’s secondary-school students. Implementation ofthe program varies widely across schools, suggesting that merely trainingteachers in HIV/AIDS curricula is not enough: program officials mustensure that teaching is monitored and teachers are able to access support,receive ongoing training, and provide input into program development.Annex 1.1PEAS Attainment of Impact BenchmarksBENCHMARKATTAINMENT/COMMENTS1. Identifies and focuses on specific sexual health goals Program focuses on preventing STIs and HIV/AIDS, as wellas reducing the risk of teenage pregnancy.2. Focuses narrowly on specific behaviors that lead to sexual Changes in adolescent sexual behavior are major objectivehealth goalsof program.3. Identifies and focuses on sexual psychosocial risk and Program provides instruction on sexual psychosocial riskprotective factors that are highly related to each of these behaviors, particularly with regard to STIs and HIV/AIDS.behaviors4. Implements multiple activities to change each of the Program uses a variety of methods, including lectures, caseselected risk and protective factorsanalyses, group discussions, experience sharing, and audiovisualpresentations.5. Actively involves youth by creating a safe social environment Partial. Activities take place under the supervision ofteachers. Peer education has yet to be fully implemented.6. Employs a variety of teaching methods designed to involve Formal class-based instruction is combined with participatoryparticipants and have them personalize the informationchild-led activities.7. Conveys clear message about sexual activity and condom or Program promotes both sexual abstinence and condom use.contraceptive use and continually reinforces that message8. Includes effective curricula and activities appropriate to the Activities are integrated into national secondary-schoolage, sexual experience, and culture of participating students curriculum. Education is designed for specific grade/agegroups, becoming increasingly complex and dealing morewith HIV/AIDS in upper grades. Program designed on thebasis of staff experience with and knowledge gained aboutyouth in the Dominican Republic.9. Increases knowledge by providing basic, accurate Information provided by program is based on national andinformation about the risks of teen sexual activity andinternational research.methods of avoiding intercourse or using protectionagainst pregnancy and STIs.10. Uses some of the same strategies to change perceptions Partial. See benchmark 5.of peer values, to recognize peer pressure to have sex, andto address that pressure11. Identifies specific situations that might lead to sex, unwanted Curriculum includes case studies, role-play, andsex, or unprotected sex and identifies methods of avoiding dramatizations that encourage participants to developthose situations or getting out of themproblem-solving skills.12. Provides modeling of and practice with communication, Partial. Although program stresses importance of negotiatingnegotiation, and refusal skills to improve both skillsskills, its focus is on imparting knowledge rather thanand self-efficacy in using those skillsbuilding these skills.(c) The International Bank for Reconstruction and Development / The World Bank
20 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2Annex 1.2Program ContactsCristina Molina/Arisa Hernández (Program Coordinators)Sexual Affective Education Program (PEAS)Avenida Maximo Gomez. Numero 18. Santo Domingo, Dominican Republic.Postal Address: Apartado Postal 1481, Santo Domingo, RepublicaDominicana.Tel: (809) 688 9700 ext. 2120-2124Fax: (809) 689 8688 or (809) 682 0788Notes1. The survey was administered during the last phase of teacher training. The impactof the program on teachers could thus not be measured.2. The LQAS method was initially developed in the 1920s for quality control ofindustrial production. In the mid-1980s the methodology was adapted and appliedto the field of public health. Since then it has been used to develop baseline studiesand to monitor and evaluate public health programs in Africa, Asia, EasternEurope, and Latin America. In health systems the “lot” is a certain control area ofa health program, such as a supervision area. The LQAS method uses small sizes ofrandom samples to precisely and quickly identify the priorities within a supervisionarea and across several supervision areas in a certain geographical area.3. The training was based on two publications, Evaluation of Community HealthPrograms, Manual and Workbook for the Participant: Use of LQAS for Surveys andRegular Monitoring and Evaluation of Community Health Programs Facilitator Guide:Using the LQAS for Surveys and Regular Monitoring.4. The data-collection methodology consisted of two self-administered questionnaires,one for students, the other for teachers. The questionnaires reflected the indicatorsselected by the teaching team working under SEE/COPRESIDA and a nationalconsultant hired by COPRESIDA. The questionnaires were reviewed and improvedfollowing consultation with technical staff of the teaching department ofSEE/COPRESIDA. They were tested with students and teachers of the EnedinaPuello Renvil School (Liceo Madre Vieja Sur) located in San Cristóbal province,which was not selected in the study sample.ReferencesSEE. 2006. PEAS Training Statistics 2001/2005. PEAS Program, Santa Domingo,Dominican Republic.USAID (U.S. Agency for International Development). 2002. AIDS in the DominicanRepublic. Washington, DC.(c) The International Bank for Reconstruction and Development / The World Bank
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Table A.1: Overview of Programs in
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236 Indexcivil society organization
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238 IndexGhana AIDS Commission (GAC
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240 Indexmaterialsin ELPE Program (
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242 IndexOlatunde, Bunmi, 203Oren,
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244 IndexRapid Results Initiative (
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246 Indexmaterials needed by teache
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ECO-AUDITEnvironmental Benefits Sta
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