adequate preventative education models, which can provide effective intervention, cannot come to fruition using social psychology theoretical theories alone. It is for this reason that it is of critical importance that once models on a social issue, such as HIV prevention, have been designed, they must go through a complex procedure of feedback and revision (Deutsch & Horstein, 1975). The information provided by social psychology researchers is merely a starting point for discussions between the researchers and the principal parties who will be responsible for ensuring the methods discussed are then developed into effective educational programs appropriate for use with target populations (Schneider, Gruman & Coetts, 2012).
Another factor …show more content…
Social learning theory is one of the frameworks most consistently used in successful programs (Card et al., 2007). Social learning theory states that children learn to behave through observation and social interaction as well as through verbal instruction. An effective behavioral intervention program for safe sex and HIV prevention would thus focus on teaching youth self-efficacy, enabling them to have confidence in their ability to take action in diverse and complex situations (Card et al., 2007). In order to maintain positive health behaviors in the face of social pressures to behave differently, peer education has focused on life skills programs that can teach children and youth how to cope with the internal aspects of social life, including decision making, self-control, and stress-reduction (Card et al., 2007). Life skills and social skills programs mediated by peer facilitators replicate the natural …show more content…
Since the discovery of HIV/AIDS, increasing efforts have been made around the globe to prevent the risk of new infections, and social psychology has played a critical role in the development of behavior modification and intervention programs (Schneider, Gruman, & Coutts, 2012). Yet applying social research to real world settings is no easy task. Collaboration between social psychologists, outreach groups, and target populations must be conducted in order to ensure that the theories developed through scientific research hold value in the real world (Schneider, Gruman, & Coutts, 2012). Since globally, adolescents represent the subgroup at highest risk for HIV infection, and because they also represent the group most amenable to change, equipping young people with knowledge and life skills has been globally recognized as one of the most effective approaches to HIV prevention (UN, 2003). The advantages of training youth to be peer educators for the prevention of HIV infection among adolescents cannot be undermined. Youth bring a level of expertise with regards to their social and cultural conditions that are invaluable. Youth also bring new perspectives and can influence theoretical outcomes in new and unexpected ways. The participatory mechanisms for services can be tailored by youth in ways that are more appropriate, responsive,
Another factor …show more content…
Social learning theory is one of the frameworks most consistently used in successful programs (Card et al., 2007). Social learning theory states that children learn to behave through observation and social interaction as well as through verbal instruction. An effective behavioral intervention program for safe sex and HIV prevention would thus focus on teaching youth self-efficacy, enabling them to have confidence in their ability to take action in diverse and complex situations (Card et al., 2007). In order to maintain positive health behaviors in the face of social pressures to behave differently, peer education has focused on life skills programs that can teach children and youth how to cope with the internal aspects of social life, including decision making, self-control, and stress-reduction (Card et al., 2007). Life skills and social skills programs mediated by peer facilitators replicate the natural …show more content…
Since the discovery of HIV/AIDS, increasing efforts have been made around the globe to prevent the risk of new infections, and social psychology has played a critical role in the development of behavior modification and intervention programs (Schneider, Gruman, & Coutts, 2012). Yet applying social research to real world settings is no easy task. Collaboration between social psychologists, outreach groups, and target populations must be conducted in order to ensure that the theories developed through scientific research hold value in the real world (Schneider, Gruman, & Coutts, 2012). Since globally, adolescents represent the subgroup at highest risk for HIV infection, and because they also represent the group most amenable to change, equipping young people with knowledge and life skills has been globally recognized as one of the most effective approaches to HIV prevention (UN, 2003). The advantages of training youth to be peer educators for the prevention of HIV infection among adolescents cannot be undermined. Youth bring a level of expertise with regards to their social and cultural conditions that are invaluable. Youth also bring new perspectives and can influence theoretical outcomes in new and unexpected ways. The participatory mechanisms for services can be tailored by youth in ways that are more appropriate, responsive,