Gender differences in barriers to alcohol and other drug treatment in Cape Town, South Africa

Objective: The study aimed to identify gender differences in barriers to alcohol and other drug (AOD) treatment use among disadvantaged communities in Cape Town; South Africa. The Behavioral Model of Health Services Utilization was used as an analytic framework. Method: A case-control design was used to compare 434 individuals with AOD problems from disadvantaged communities who had accessed treatment with 555 controls who had not accessed treatment on a range of variables. Logistic regression procedures were employed to examine the unique profile of variables associated with treatment utilization for male and female participants. Results: Few gender differences emerged in terms of the pattern of variables associated with AOD treatment use. Greater awareness of treatment options and fewer geographic access and affordability barriers were strongly associated with an increased likelihood of AOD treatment use for both men and women from disadvantaged communities. However; while similar types of barriers to treatment were reported by men and women; these barriers had a greater impact on treatment utilization for women compared to men. Conclusion: Compared to men; women from disadvantaged communities in South Africa do not have equal access to AOD treatment. Recommendations on how to reduce these barriers and ways to improve AOD treatment use among women from disadvantaged communities in South Africa are provided

Exploring High School Learners' Perceptions of Bullying

Objective:Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Method: Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous; voluntary self-report questionnaire. Results: Factors identified as most frequently interfering with their schoolwork included classmates not listening in class; feeling overwhelmed by schoolwork; teacher absenteeism; and verbal fighting. When asked specifically about bullying; 40of learners indicated that they frequently experienced bullying at school - although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore; although the majority of learners indicated they thought teachers considered bullying a problem; few felt there was anything that school staff could do to counteract bullying effectively. Conclusions: These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour

Translating Research into Policy: The case of Orphans and Vulnerable Children in South Africa

Policies are often developed without taking into account social science research findings and recommendations; despite the plethora of such research studies. This is largely because researchers and policy makers often work in isolation; yet if they worked synergistically they could have a significant impact on implementing interventions known to work to improve the lives of populations. Several approaches have been advanced to encourage policy makers to take heed of scientific findings and to urge scientists to take into account the needs of policy makers in designing their research agenda.This paper aims to illustrate how policy has been informed using the case study of the Orphans and Vulnerable Children project in South Africa. It further highlights the successes and challenges encountered thus far with this project. In some countries; particularly those of the north; there has been major progress in bridging this gap between research and policy; however; in developing countries much remains to be done