How Effective is Peer Education in Addressing Young People’s Sexual and Reproductive Health Needs in Developing Countries?
Identifieur interne : 004122 ( Istex/Corpus ); précédent : 004121; suivant : 004123How Effective is Peer Education in Addressing Young People’s Sexual and Reproductive Health Needs in Developing Countries?
Auteurs : Neil Price ; Sarah KnibbsSource :
- Children & Society [ 0951-0605 ] ; 2009-07.
English descriptors
- KwdEn :
- Adolescent health, Aids care, Aids education, Aids pandemic, Aids prevention, Behaviour, British youth council, Credibility, Critical review, Development agencies, Development studies, Dominant rationales, Drug users, Economic factors, Educator, Effective tools, Family planning, Gender, Gendered power relations, Health education journal, Health education research, Health interventions, Health promotion, Impact assessment, International conference, Journal compilation, Knibbs, Latin america, Little evidence, Major determinants, Many peer educators, Millennium development goals, National bureau, National bureau children society, Neil price, Other power relations, Participatory, Peer, Peer counsellors, Peer education, Peer education interventions, Peer education practice, Peer education programme, Peer education programmes, Peer educators, Power relations, Problematic approach, Process evaluation, Programme, Reproductive, Reproductive health, Reproductive health programmes, Reproductive life, Role models, Sarah knibbs, Sexual health, Sexual issues, Shiner, Simplistic model, Social context, Social dynamics, Social groups, Social relations, Social science, Status groups, Swansea university, Theoretical basis, Young adolescents, Young involvement, Young participation, Young people, Young women, Youth participation.
- Teeft :
- Adolescent health, Aids care, Aids education, Aids pandemic, Aids prevention, Behaviour, British youth council, Credibility, Critical review, Development agencies, Development studies, Dominant rationales, Drug users, Economic factors, Educator, Effective tools, Family planning, Gender, Gendered power relations, Health education journal, Health education research, Health interventions, Health promotion, Impact assessment, International conference, Journal compilation, Knibbs, Latin america, Little evidence, Major determinants, Many peer educators, Millennium development goals, National bureau, National bureau children society, Neil price, Other power relations, Participatory, Peer, Peer counsellors, Peer education, Peer education interventions, Peer education practice, Peer education programme, Peer education programmes, Peer educators, Power relations, Problematic approach, Process evaluation, Programme, Reproductive, Reproductive health, Reproductive health programmes, Reproductive life, Role models, Sarah knibbs, Sexual health, Sexual issues, Shiner, Simplistic model, Social context, Social dynamics, Social groups, Social relations, Social science, Status groups, Swansea university, Theoretical basis, Young adolescents, Young involvement, Young participation, Young people, Young women, Youth participation.
Abstract
This review article questions the assumptions at the core of peer education interventions adopted in young people’s sexual and reproductive health programmes in developing countries. Peer education is a more complex and problematic approach than its popularity with development agencies and practitioners implies. Its rise to prominence is more indicative of the desire to find effective tools to address the HIV/AIDS pandemic, than of peer education’s proven effectiveness. The often simplistic model of social relations that underlies peer education interventions leads to the reinforcement of gendered power relations, and a failure to take account of the social dynamics of poverty. The dominant rationales for peer education are examined and contested. In spite of the mismatch between rhetoric and experience, the appeal of the approach remains powerful, stemming largely from the objective of engaging young people in health interventions in a way that increases their autonomy and capacity.
Url:
DOI: 10.1111/j.1099-0860.2008.00175.x
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ISTEX:C843CF05C2CF93FAA0E80E778D9C4DE0C1B759E2Le document en format XML
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Peer education is a more complex and problematic approach than its popularity with development agencies and practitioners implies. Its rise to prominence is more indicative of the desire to find effective tools to address the HIV/AIDS pandemic, than of peer education’s proven effectiveness. The often simplistic model of social relations that underlies peer education interventions leads to the reinforcement of gendered power relations, and a failure to take account of the social dynamics of poverty. The dominant rationales for peer education are examined and contested. 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E‐mail: n.l.price@swansea.ac.uk</affiliation></author><author xml:id="author-0001"><persName><forename type="first">Sarah</forename><surname>Knibbs</surname></persName><affiliation>Khmer HIV/AIDS NGO Alliance (KHANA), Phnom Penh, Cambodia<address><country key="KH"></country></address></affiliation></author><idno type="istex">C843CF05C2CF93FAA0E80E778D9C4DE0C1B759E2</idno><idno type="ark">ark:/67375/WNG-NCSDMS19-J</idno><idno type="DOI">10.1111/j.1099-0860.2008.00175.x</idno><idno type="unit">CHSO175</idno><idno type="toTypesetVersion">file:CHSO.CHSO175.pdf</idno></analytic><monogr><title level="j" type="main">Children & Society</title><title level="j" type="alt">CHILDREN AND SOCIETY</title><idno type="pISSN">0951-0605</idno><idno type="eISSN">1099-0860</idno><idno type="book-DOI">10.1111/(ISSN)1099-0860</idno><idno type="book-part-DOI">10.1111/chso.2009.23.issue-4</idno><idno type="product">CHSO</idno><idno type="publisherDivision">ST</idno><imprint><biblScope unit="vol">23</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="291">291</biblScope><biblScope unit="page" to="302">302</biblScope><biblScope unit="page-count">12</biblScope><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="2009-07"></date></imprint></monogr></biblStruct></sourceDesc></fileDesc><profileDesc><abstract xml:lang="en" style="main"><p>This review article questions the assumptions at the core of peer education interventions adopted in young people’s sexual and reproductive health programmes in developing countries. 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*Centre for Development Studies, Swansea University, Swansea SA2 8PP, UK, Tel.: (44) 01792 295877; Fax: (44) 01792 295682. E‐mail: <email>n.l.price@swansea.ac.uk</email></correspondenceTo><linkGroup><link type="toTypesetVersion" href="file:CHSO.CHSO175.pdf"></link></linkGroup></publicationMeta><contentMeta><unparsedEditorialHistory>Accepted for publication 17 May 2008</unparsedEditorialHistory><countGroup><count type="figureTotal" number="0"></count><count type="tableTotal" number="0"></count></countGroup><titleGroup><title type="main">How Effective is Peer Education in Addressing Young People’s Sexual and Reproductive Health Needs in Developing Countries?</title><title type="shortAuthors">Neil Price and Sarah Knibbs</title><title type="short">Peer Education and Sexual and Reproductive Health</title></titleGroup><creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#a1" corresponding="yes"><personName><givenNames>Neil</givenNames><familyName>Price</familyName></personName></creator><creator creatorRole="author" xml:id="cr2" affiliationRef="#a2"><personName><givenNames>Sarah</givenNames><familyName>Knibbs</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="a1" countryCode="GB"><unparsedAffiliation>Centre for Development Studies, Swansea University, Swansea, UK</unparsedAffiliation></affiliation><affiliation xml:id="a2" countryCode="KH"><unparsedAffiliation>Khmer HIV/AIDS NGO Alliance (KHANA), Phnom Penh, Cambodia</unparsedAffiliation></affiliation></affiliationGroup><abstractGroup><abstract type="main" xml:lang="en"><p>This review article questions the assumptions at the core of peer education interventions adopted in young people’s sexual and reproductive health programmes in developing countries. Peer education is a more complex and problematic approach than its popularity with development agencies and practitioners implies. Its rise to prominence is more indicative of the desire to find effective tools to address the HIV/AIDS pandemic, than of peer education’s proven effectiveness. The often simplistic model of social relations that underlies peer education interventions leads to the reinforcement of gendered power relations, and a failure to take account of the social dynamics of poverty. The dominant rationales for peer education are examined and contested. In spite of the mismatch between rhetoric and experience, the appeal of the approach remains powerful, stemming largely from the objective of engaging young people in health interventions in a way that increases their autonomy and capacity<b>.</b></p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>How Effective is Peer Education in Addressing Young People’s Sexual and Reproductive Health Needs in Developing Countries?</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>Peer Education and Sexual and Reproductive Health</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>How Effective is Peer Education in Addressing Young People’s Sexual and Reproductive Health Needs in Developing Countries?</title></titleInfo><name type="personal"><namePart type="given">Neil</namePart><namePart type="family">Price</namePart><affiliation>Centre for Development Studies, Swansea University, Swansea, UK</affiliation><affiliation>E-mail: n.l.price@swansea.ac.uk</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Sarah</namePart><namePart type="family">Knibbs</namePart><affiliation>Khmer HIV/AIDS NGO Alliance (KHANA), Phnom Penh, Cambodia</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-6N5SZHKN-D">article</genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><place><placeTerm type="text">Oxford, UK</placeTerm></place><dateIssued encoding="w3cdtf">2009-07</dateIssued><edition>Accepted for publication 17 May 2008</edition><copyrightDate encoding="w3cdtf">2009</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><extent unit="figures">0</extent><extent unit="tables">0</extent></physicalDescription><abstract>This review article questions the assumptions at the core of peer education interventions adopted in young people’s sexual and reproductive health programmes in developing countries. Peer education is a more complex and problematic approach than its popularity with development agencies and practitioners implies. Its rise to prominence is more indicative of the desire to find effective tools to address the HIV/AIDS pandemic, than of peer education’s proven effectiveness. The often simplistic model of social relations that underlies peer education interventions leads to the reinforcement of gendered power relations, and a failure to take account of the social dynamics of poverty. The dominant rationales for peer education are examined and contested. In spite of the mismatch between rhetoric and experience, the appeal of the approach remains powerful, stemming largely from the objective of engaging young people in health interventions in a way that increases their autonomy and capacity.</abstract><relatedItem type="host"><titleInfo><title>Children & Society</title></titleInfo><genre type="journal" authority="ISTEX" authorityURI="https://publication-type.data.istex.fr" valueURI="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</genre><identifier type="ISSN">0951-0605</identifier><identifier type="eISSN">1099-0860</identifier><identifier type="DOI">10.1111/(ISSN)1099-0860</identifier><identifier type="PublisherID">CHSO</identifier><part><date>2009</date><detail type="volume"><caption>vol.</caption><number>23</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>291</start><end>302</end><total>12</total></extent></part></relatedItem><identifier type="istex">C843CF05C2CF93FAA0E80E778D9C4DE0C1B759E2</identifier><identifier type="ark">ark:/67375/WNG-NCSDMS19-J</identifier><identifier type="DOI">10.1111/j.1099-0860.2008.00175.x</identifier><identifier type="ArticleID">CHSO175</identifier><accessCondition type="use and reproduction" contentType="copyright">© 2008 The Author(s). 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