ABSTRACT
BACKGROUND: High rates of mental illness and addictions are well documented among youth in Nicaragua. Limited mental health services, poor mental health knowledge and stigma reduce help-seeking. The Mental Health Curriculum (MHC) is a Canadian school-based program that has shown a positive impact on such contributing factors. This pilot project evaluated the impact of the MHC on mental wellness and functioning among youth in Leon, Nicaragua. METHODS: High school and university students (aged 14-25 years) were assigned to intervention (12-week MHC; n = 567) and control (wait-list; n = 346) groups in a non-randomized design. Both groups completed measures of mental health knowledge, stigma and function at baseline and 12 weeks. Multivariate analyses and repeated measures analyses were used to compare group outcomes. RESULTS: At baseline, intervention students showed higher substance use (mean difference [MD] = 0.24) and lower perceived stress (MD = -1.36) than controls (p < 0.05); there were no other group differences in function. At 12 weeks, controlling for baseline differences, intervention students reported significantly higher mental health knowledge (MD = 1.75), lower stigma (MD = 1.78), more adaptive coping (MD = 0.82), better lifestyle choices (MD = 0.06) and lower perceived stress (MD = -1.63) (p < 0.05) than controls. The clinical significance as measured by effect sizes was moderate for mental health knowledge, small to moderate for stigma and modest for the other variables. Substance use also decreased among intervention students to similar levels as controls (MD = 0.03) (p > 0.05). CONCLUSIONS: This pilot investigation demonstrates the benefits of the MHC in a low-and-middle-income youth population. The findings replicate results found in Canadian student populations and support its cross-cultural applicability.
ABSTRACT
PIP: This article reports a study on the health-related language and literacy skills of mothers living in a rural Mexican town. Aiming to help fill the gap between research on maternal schooling and health and that on reading and literacy, the researchers apply a particular theory of literacy and schooling to understand the health-related language and literacy skills of mothers living in a rural Mexican town. Overall, the study showed that 1) there was wide variation in performance on all the skills measured; 2) there were significant correlations between oral language skills and reading skills; 3) scores on a decontextualized language task correlated with skills on the health-related listening, reading, and speaking tasks; 4) length of schooling was a significant predictor of the ability to provide decontextualized noun definitions, to understand spoken health messages, and to understand printed health messages, but at all levels of schooling there was wide variation in women's reading abilities; and 5) childhood schooling was not a significant predictor of women's health-interview speaking skills, although the control variable of adult socioeconomic status did not predict this ability. Research involving the relationship between decontextualized language and critical feminist consciousness is suggested.^ieng
Subject(s)
Child Welfare , Education , Educational Status , Models, Theoretical , Mothers , Rural Population , Americas , Demography , Developing Countries , Economics , Family Characteristics , Family Relations , Health , Latin America , Mexico , North America , Parents , Population , Population Characteristics , Research , Social Class , Socioeconomic FactorsABSTRACT
PIP: The introduction to this article on the participatory learning approach to literacy and social change known as REFLECT locates the origins of the approach in the philosophy of Paulo Freire and notes that REFLECT was developed by ACTIONAID in pilot projects in Uganda, Bangladesh, and El Salvador and is now used in 25 countries by 90 groups. REFLECT considers gender equity integral to social change, analyzes the causes of inequalities, creates a process for examining social stratification, addresses conflict as a reality, is an evolving process that embraces innovation, recognizes the importance of individual transformation, and seeks an equitable practice of power at all levels in the process. The article describes how REFLECT sessions are conducted and how they result in women's increased mobility, increased participation in family and community, and changes in the gender division of labor. Examples show how REFLECT sensitizes men as well as women to gender issues, especially if the implementing agency is gender-aware. The article then contrasts the "primer method" of literacy training promoted by the "Women in Development" model to REFLECT's "Gender and Development" (GAD) approach that links literacy to empowerment, raises community consciousness of women's subordination, and creates local-global links. The article concludes by discussing ways to strengthen the GAD/feminist approach in REFLECT, given the fact that it is possible to avoid gender issues in most discussions.^ieng
Subject(s)
Developing Countries , Education , Human Rights , Interpersonal Relations , Social Change , Teaching , Women , Africa , Africa South of the Sahara , Africa, Eastern , Americas , Asia , Bangladesh , Central America , Economics , El Salvador , Latin America , North America , Research , UgandaABSTRACT
PIP: According to a United Nations Children's Fund (UNICEF) report, which evaluated progress toward fulfillment of the 29 recommendations of the Childhood Pact signed in 1993 by 22 of Brazil's 27 provincial governors, large-scale vaccination programs have been successful while attempts to improve education have not. The pact covered the rights of children and adolescents, the reduction of infant mortality, and improved health and education services. Massive vaccination efforts have eradicated polio from Brazil and reduced measles from 23,000 cases in 1992 to 124 cases in 1993 and 14 cases, to date, in 1994. However, 77% of primary school students are over the expected age for their educational level; plans to increase literacy among adolescents who lack primary education were frustrated, and teacher's strikes in many states cut into their time with students. In 1993, classes were suspended in 10 states to protest poor salaries and a lack of respect for teachers, another issue to be addressed by the pact. Provision of lunches for at least 180 days of the year in order to prevent malnutrition and boost school attendance in the poorest areas was also in the pact, but 17 of the 22 states which signed the pact have yet to do implement lunch programs. UNICEF, the executive secretary of the pact, has released a document, "Expectations for 1995-1998," suggesting renewal of the pact in combination with other measures to ensure the survival and development of Brazil's children.^ieng
Subject(s)
Adolescent , Child Development , Child Health Services , Child , Education , Health Planning , Infant Mortality , School Health Services , United Nations , Vaccination , Age Factors , Americas , Biology , Brazil , Delivery of Health Care , Demography , Developing Countries , Health , Health Services , Immunization , International Agencies , Latin America , Longevity , Maternal-Child Health Centers , Mortality , Organization and Administration , Organizations , Population , Population Characteristics , Population Dynamics , Primary Health Care , South America , Survival RateABSTRACT
PIP: The determinants of the severity of childhood malnutrition among a low income population in Cali, Colombia in 1974-76 were examined. Sections are devoted to the welfare maximization and household production model and methodology, the data set, the empirical results, the policy implications, and conclusions. The nutritional health of each preschooler is produced within the household with goods and time inputs (food, environmental sanitation, medical care, time invested in child care, and breastfeeding), and is conditioned by the state of household production technology (mother's literacy as a dummy variable -- version 1, and mother's level of schooling -- version 2) as well as by each child's sex, birth order, age, household size, and sociocultural setting. Constraints are total available income and time available (dummy variable). Reinhardt's version of the translog function is used to represent the production process. Household survey data were made available from a pilot study of a maternal and child health program (PRIMOPS) and includes 421 preschool children and 280 households, and food expenditure data for 197 children and 123 households. The main finding is that teaching Third World mothers to read holds the greatest promise of permanently improving the nutritional status of preschool children. The linear regression results show that the determinants of short-term nutritional status as reflected in weight for age (w/a) are the duration of breastfeeding, literacy, 1-3 years of schooling, and the available food in the household. The levels of significance are higher for version 2, but significance is achieved only with the lower levels of schooling. Birth order is statistically significant but weak and negative; i.e., higher birth orders are at higher risk of malnutrition. Long-term nutritional status is statistically significantly influenced by educational level, birth order, and food available, where older preschoolers are likely to experience stunting but not necessarily wasting. The last born suffers the most nutritionally. The proportion of time spent in child rearing vs. employment results needs further clarification. Breastfeeding effects are largely short term. Of the factors affecting children's nutritional status, the data show that food transfer approaches are not the most cost-effective means for solving chronic malnutrition. Implementing literacy programs would be a more successful strategy and lasts a lifetime. Breastfeeding must be for at least 4 months and preferably a year to show a significant improvement in nutrition, and does not eliminate the risk of malnutrition. Smaller families produce healthier children. A mother, who works part time or greater, increases income potential to provide for nutritional need; income and other factors such as literacy are critical determinants of preschool nutritional well being as supported by the findings of Wolfe and Behrman.^ieng
Subject(s)
Birth Order , Breast Feeding , Child Nutritional Physiological Phenomena , Child Welfare , Education , Educational Status , Family Characteristics , Health Planning , Nutrition Disorders , Poverty , Research , Americas , Colombia , Developing Countries , Disease , Economics , Family Relations , Health , Infant Nutritional Physiological Phenomena , Latin America , Nutritional Physiological Phenomena , Social Class , Social Planning , Socioeconomic Factors , South AmericaABSTRACT
PIP: This Resolution sets forth Regulations to Guatemala's Literacy Law relating to administrative organization and functions and procedures for the execution of literacy programs. It provides that literacy programs are to be afforded to illiterate persons resident in the country with the following priority: a) persons aged 15-30; b) persons aged 31-45; and c) persons over age 45. Persons who know only one language are entitled to be instructed in that language. Bilingual persons may choose the language of instruction. Persons who are in a state of migration are to be provided with special literacy instruction. Further provisions of the Resolution describe the basic instruction included in literacy programs, the organizations and persons who are to provide instruction, the requirements that individual instructors must meet, and specific details of the organization and administration of the National Literacy Committee and other entities involved in literacy programs.^ieng
Subject(s)
Education , Government Programs , Legislation as Topic , Organization and Administration , Americas , Central America , Developing Countries , Guatemala , Latin America , North AmericaABSTRACT
PIP: This Decree sets forth Guatemala's National Education Law. Among the guiding principles of the Law are the following: a) human beings have an inherent right to education, and the state is required to provide this education; and b) education must be provided with respect to the dignity of human beings and in fulfillment of human rights. To this end, the Decree describes the various levels of education in Guatemala, including primary education, pre-primary education, and secondary education. It also enumerates the obligations that the state undertakes with respect to education. Among these are: a) the provision of free and compulsory education for all children up to a level to be set by future decree; b) the provision of education free from any kind of discrimination; c) the provision of literacy programs as a matter of urgency; and d) the creation of programs of support and protection for mothers before and after giving birth. In addition, the Decree obligates parents to send their children to school.^ieng
Subject(s)
Child , Education , Human Rights , Legislation as Topic , Mothers , Public Policy , Adolescent , Age Factors , Americas , Central America , Demography , Developing Countries , Family Characteristics , Family Relations , Guatemala , Latin America , North America , Parents , Population , Population CharacteristicsABSTRACT
PIP: Soap operas have their roots in 18th century English romance novels. These evolved into serialized radio dramas. In their current form, they were developed primarily to attract large audiences in order to sell consumer products. Hence the name soap which refers to the soap manufacturers who commonly advertise on such programs. In the world of soap operas there are 2 kinds. Those that function primarily to entertain and sell consumer products, and those that primarily entertain, but infuse positive social messages. The former are found everywhere, but are the only kind in America. The latter are found exclusively in developing countries. American soap operas have conveyed pro-social messages in the past, but they differ fundamentally from pro-development soap operas in their theoretical foundations. American soap operas are created by people who want to sell consumer goods. Development soap operas are created by people who want to convey pro-social messages that will aid their country's development. Both must be popular in order to be successful, but the former lack moral coherency, are unrealistic, erode values, and are created through a process of a theoretical development; while the latter have moral coherency, are realistic, promote values, and are created through a process of theoretical development. The 1st pro-development soap opera was Ven Conmigo (Come With Me) and was produced in Mexico between 1975-76. Its primary purpose was to increase adult literacy. During the year it ran, applicants at adult literacy centers rose by 600,000 or 63% compared to 7% the year before, and 2% the year after. The 2nd pro-development soap opera was Acompaname (Accompany Me) and it primary purpose was to promote family planning. It ran from 1977-78 and during that time the number of family planning adopters rose by 560,000 and contraceptive sale sin Mexico rose sharply. The question of what are pro-social messages and who should control them must be answered by each country in its effort to increase development.^ieng
Subject(s)
Advertising , Developing Countries , Education , Family Planning Services , Marketing of Health Services , Social Change , Television , Americas , Communication , Developed Countries , Economics , Latin America , Mass Media , Mexico , North America , United StatesABSTRACT
PIP: This Order determines the structure of the Haiti National Office of Community Education and Literacy. Among the functions of the Office are the following: 1) to give concrete form, by means of an operational plan, to the government's national policy relating to literacy and community education; 2) to formulate and organize literacy and community education programs; 3) to coordinate, evaluate, and frame all public and private literacy and community education plans; 4) to supervise national, bilateral, and multilateral projects of community development and literacy; 5) to manage financial grants made by the state or other bodies for the exclusive objectives of community development and literacy; and 6) to plan and implement any special literacy campaign that the government declares to be urgent and timely within the framework of its policy of raising the living standard of the masses. Further provisions of the Order set forth the functions of various departments within the Organization, among other things.^ieng
Subject(s)
Education , Health Planning , Legislation as Topic , Organization and Administration , Social Change , Americas , Caribbean Region , Developing Countries , Economics , Haiti , Latin America , North AmericaABSTRACT
PIP: This Resolution sets forth Regulations for literacy and postliteracy activities undertaken by students in Peruvian higher education institutions. One major objective of the Resolution is to direct and organize the participation of students in higher education institutions in giving priority attention to persons between the ages of 15 and 40 who have not had access to the educational system. Among other things, the Resolution provides that educational services in literacy and postliteracy programs are free and that students in higher education institutions must participate in these programs in order to receive a degree. Further provisions of the Resolution describe the characteristics of literacy and postliteracy programs, the curriculum of such programs, and administrative rules.^ieng
Subject(s)
Education , Legislation as Topic , Americas , Developing Countries , Latin America , Peru , South AmericaABSTRACT
This Decree sets forth the departments of the General Directorate of Adult Education of Colombia and their functions. Among the departments is the Department of Community Cultural Development and Literacy. Its duties include proposing strategies for the execution of plans and programs of community cultural development and literacy and participating in the orientation of the design and application of curricula relevant for informal programs of literacy and basic social training.
Subject(s)
Consultants , Education , Health Planning , Legislation as Topic , Organization and Administration , Americas , Colombia , Developing Countries , Latin America , South AmericaABSTRACT
This Accord constitutes a Commission to Coordinate and Promote the National Plan for the Development of Adult Education. The Commission is composed of representatives of various private and public agencies and has as its basic objective the coordination of all forces, plans, and programs of the Government in the area of adult education. One of the goals of the National Plan for the Development of Adult Education is the eradication of the high incidence of illiteracy in Honduras.
Subject(s)
Adult , Education , Health Planning , Legislation as Topic , Organization and Administration , Age Factors , Americas , Central America , Demography , Developing Countries , Honduras , Latin America , North America , Population , Population CharacteristicsABSTRACT
This Decree approves the Plan of Operations entered into by the Government of Honduras and the UN Children's Fund (UNICEF) with respect to women and children for the years 1987-91. The general objective of the Plan is to monitor and improve the situation of women and children in Honduras by means of providing the following services: 1) early attention to and development of children; 2) basic services for rural women and children; and 3) intersectoral social planning and promotion of infancy. Among the specific services to be provided are literacy training and adult education for women, infant nutrition, and programs of social support for women and children. Further provisions of the Decree set forth the details of the Plan for the year 1987, as well as provisions on past agreements between the Government of Honduras and UNICEF, monitoring and evaluation, and the contributions of the Government of Honduras and UNICEF, among other things. UNICEF's contribution is US$1,465,000.
Subject(s)
Child , Education , Health Planning , Infant Nutritional Physiological Phenomena , International Cooperation , Legislation as Topic , Public Policy , Rural Population , Social Welfare , United Nations , Adolescent , Age Factors , Americas , Central America , Demography , Developing Countries , Economics , Health , Honduras , International Agencies , Latin America , North America , Nutritional Physiological Phenomena , Organization and Administration , Organizations , Population , Population CharacteristicsABSTRACT
PIP: This document reprints sections of Bolivia's National Rehabilitation and Development Plan for 1984-87. The plan identifies Bolivia's greatest problem as the low growth rate of its productive population and calls for a redistribution of population in accordance with the optimal exploitation of the country's natural resources. A further objective, contingent upon a substantial improvement in the nutrition and health of the population, is to improve the country's educational system. The growth rate of the population must be increased in accordance with a strategy that allows productivity to increase even faster. The required changes in demographics include a rapid increase in life expectancy at birth, an increase in agriculturally-oriented immigration, and moderate urban growth. Specific policies include providing education to increase literacy, promoting breast feeding and health as well as the rights of women, eliminating sex discrimination in formal education, reducing mortality, influencing migration and population settlements, and promoting agricultural technology. Specific health initiatives should lead to increased accessibility to medical care, research to identify health problems related to specific populations, promotion of breast feeding, promotion of community participation in provision of health services, development of sanitation programs, and promotion of sex education to reduce the incidence of unsafe abortion.^ieng
Subject(s)
Advertising , Breast Feeding , Delivery of Health Care , Economics , Education , Family Planning Policy , Health Planning Guidelines , Population Density , Population Dynamics , Social Change , Americas , Bolivia , Demography , Developing Countries , Emigration and Immigration , Health , Infant Nutritional Physiological Phenomena , Latin America , Marketing of Health Services , Nutritional Physiological Phenomena , Population , Public Policy , South AmericaABSTRACT
PIP: This paper reports on the development of birth planning in Cuba and strategies that are relevant to nurses in the communities of Cuba. Cuba reduced its crude birth rate by 40% from 1964-75 without formal family planning programs and resources. By 1975, Cuba had achieved the lowest birth rate in Latin America (21/1000) except Barbados (19/1000). By 1978, Cuba's crude birth rate declined to a low of 15.3/1000. The demographic transition in Cuba has been a process of equalization by: 1) community participation to ensure basic human rights for everyone, 2) increasing the status of women while providing child care centers, 3) providing equal availability of health care services including contraceptive services, sterilization, and abortion, and 4) focusing on individual birth choice, not on limiting population growth. Emphasis in Cuba for reducing fertility has been put on literacy, education, and infant mortality. The illiteracy rate in 1961 decreased from 20% to 4%. Infant mortality decreased from 38.8/1000 live births in 1970 to 22.3/1000 in 1978. 1/3 of Cuban women were participating fully in the labor force in 1978. Polyclinics have been established as preventive care medical centers throughout Cuba and health care is free. Family planning options are integrated into routine primary health care at polyclinics and assure equal access to the total Cuban population. Abortion is freely available and increased to 61/1000 in 1976. The implications for nursing are that: 1) the traditional work of nurses places them in a key position to help extend basic human rights beyond current levels, 2) nurses can initiate discussions of birth planning with women and men in a variety of settings, and 3) nurses can increase case-finding related to birth planning needs both in health care classes or within established groups in the community.^ieng