Abstract. This article focuses on the study of the psychological difficulties of 322 HIV/AIDSaffected children and evaluated differences among various groups in psychological difficulties. On
this basis, the article analyzes the need for psychological counseling of HIV/AIDS-affected
children, assesses the relationship between children’s psychological difficulties of learning and the
need for psychological counseling for learning as well as gender differences in the need for
psychological counseling when facing difficulties in study, expectations of HIV/AIDS-affected
children on the form and method of psychological counseling. The study’s results provide an
important basis to help psychologists propose appropriate measures to meet the need of
HIV/AIDS-affected children to help them overcome the difficulties arising in learning.
11 trang |
Chia sẻ: thanhle95 | Lượt xem: 124 | Lượt tải: 0
Bạn đang xem nội dung tài liệu HIV/AIDS - Affected children’s need for psychological counseling in response to difficulties in learning, để tải tài liệu về máy bạn click vào nút DOWNLOAD ở trên
165
HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1075.2017-0186
Educational Sciences, 2017, Vol. 62, Iss. 12, pp. 165-175
This paper is available online at
HIV/AIDS-AFFECTED CHILDREN’S NEED FOR PSYCHOLOGICAL COUNSELING
IN RESPONSE TO DIFFICULTIES IN LEARNING
Pham Van Tu
Faculty of Social Work, Hanoi National University of Education
Abstract. This article focuses on the study of the psychological difficulties of 322 HIV/AIDS-
affected children and evaluated differences among various groups in psychological difficulties. On
this basis, the article analyzes the need for psychological counseling of HIV/AIDS-affected
children, assesses the relationship between children’s psychological difficulties of learning and the
need for psychological counseling for learning as well as gender differences in the need for
psychological counseling when facing difficulties in study, expectations of HIV/AIDS-affected
children on the form and method of psychological counseling. The study’s results provide an
important basis to help psychologists propose appropriate measures to meet the need of
HIV/AIDS-affected children to help them overcome the difficulties arising in learning.
Keywords: Psychological counseling, need for counseling, psychological counseling for learning,
HIV/AIDS-affected children.
1. Introduction
The right to assess to education of children in general and HIV/AIDS-affected children in
particular has received special attention from the Communist Party of Vietnam and the Vietnamese
Government so that to assist this group of children may integrate better at school. The national action
plan for HIV/AIDS-affected children to 2010 and by 2020 of the Ministry of Labor, Invalids and
Social Affairs has underlined the right to education of this group [18]. Article 10 of the Education Act
2005 states that: " Educational institutions are prohibited from performing the following actions to
HIV-positive people: Refusal to accept HIV-infected students; taking disciplinary actions against
students and/or expelling students from schools because they are infected with HIV” [9]. Although the
right to education has been specified in the law, HIV/AIDS-affected children have difficulty in
attending classes together with non-HIV infected children. Many parents do not easily agree on their
children studying with HIV-infected children, although this act violates the law. This is one of the
factors causing pressure on the education sector in ensuring the right to education for HIV/AIDS-
affected children. In our study, HIV/AIDS-affected children who face psychological difficulties were
children in their transitional period from primary school to junior high school. Being affected by
HIV/AIDS makes them more venerable to stigmatization and discrimination in learning. As a result,
they were unable to solve their psychological difficulties in learning but they need psychological
counseling.
There is a research on related issues from authors Cooper, Risley, Drake & Bundy (2007) showing
that in classes, the children affected by HIV/AIDS are stigmatized and discriminated. Their teachers
Received: November 17, 2017. Revised: December 21, 2017. Accepted: December 23, 2017.
Contact: Pham Van Tu, e-mail address: tupv@hnue.edu.vn
Pham Van Tu
166
and classmates are insensitive to the needs of them. Thus, these children are vulnerable, ashamed and
have deteriorated health which affects to their attendance frequency. Outside the classes and schools,
the HIV affected-children have difficulties in accessing entertainment activities in comparison with
their peers [4]. The authors Bezuidenhoudt (Namibia University), Elago (Namibia University Science
and Technology), Kalenga (Namibia University), Salome Klazen (Namibia University Science and
Technology), Nghipondoka (Namibia University) and Ashton (Namibia University) concentrated on
psychological effects of HIV/AIDS viruses to the people living with it and their caregivers. Another
research has also shown the effects on the children affected by HIV/AIDS which are feelings of fear,
worry, sometimes blaming on themselves because they don’t understand their living circumstances,
feeling the burden on their shoulders, angry or careless, poor learning or drop out etc. [2]
Another research on 800 children including 400 ones living with HIV/AIDS and 400 other
without HIV/ AIDS by Ravikumar and Sampathkumar (2012) found out that the children living with
HIV/AIDS have more social, emotional and educational problems than those without HIV/AIDS. Girls
and children living with HIV/AIDS in rural areas have more social and emotional problems than boys
and children living in urban areas [15]. A study on the needs of HIV/AIDS affected children in
Scotland by Cree (2009, granted by the AIDS Foundation Elton John) revealed that the more people
infected by HIV, the more children affected by HIV obviously. Thus, the direct and non-direct policies
on HIV and services for children need to meet the requirements of them [5]. Results of Mhaka-
Mutepfa’s study (2010) on 105 orphaned children and AIDS, HIV/AIDS affected children (50
elementary and 55 secondary students), 49 boys and 56 girls (average age 13.2) showed that orphans
can get educational support in the form of fees from cathedral and civil organizations as well as social
welfare funds, or medical and material assistance [10].
The Community-Based HIV/AIDS Relief Program of PWDS-Alliance and India offers direct services
to AIDS affected-children such as psychological support, health care, food and nutritional supports,
economic and educational supports [16].
In Vietnam, there are some related researches. The typical one is Nguyen Thi Phuong Trang’s
study (2010) on psychological counseling needs of children affected by HIV/AIDS (orphans) living in the
center for at-risk children in Da Nang City (Hy Vong Village). This shows that this group of children has
the most difficulties in learning. The counseling expectation level of these children is much higher than the
rate of the children who don’t want to be counseled [17]. Another group of authors Nguyen Van Cư, Pham
Van Tu (2012) confirmed that HIV affected-children meet a lot of psychological difficulties including
psychological difficulties in learning. Based on that conclusion, the authors evaluated their counseling
needs to solve these problems. They also studied the difficulties encountered by children affected by
HIV/AIDS when participating in inclusive education [6, 7]. With similar researching orientation, an article
entitled “The needs and the responses of health care for children who are infected and affected by
HIV/AIDS in Soc Son district, Hanoi” by Phan Van Tuong, Pham Thi Hong and Nguyen Nguyen Ngoc
(2012) has identified the needs and responses for HIV affected-children. They also found out some barriers
affecting the fulfillment of their needs as well as counseling needs of those children [19].
There have been several investigations on psychological counseling on coping with learning
difficulties for students, particularly HIV affected-children (Pham Thanh Binh, Pham Thanh Binh,
Pham Thanh Dang Hoa, et al., Nguyen Thi Mui, Nguyen Thi Thanh Hong, Nguyen Thi Hai Thien,
Tran Van Thanh, Do Thi Hanh Phuc, Nguyen Thi Hang Phuong, Nguyen Thi Phuong Trang, Women
Research Center, Hanoi National University, Dinh Thi Hong Van) [3, 8, 11-14, 17, 20]. Accordingly,
HIV/AIDS-affected children’s need for psychological counseling when facing difficulties in learning
167
it is advised that these kinds of students should be supported by counselors when they are under
pressure and family expectations. In addition, areas that they have the most difficulties are
concentrating ability, applying knowledge to do exercises because of over-load knowledge; they can’t
understand and remember what they learn in classes. (Pham Thanh Binh, Duong Dieu Hoa et al., Do
Thi Hanh Phuc) [3, 8, 12].
From above mentioned studies, there are obviously some international and Vietnamese studies
related to the difficulties of HIV/AIDS affected-children’s lives, including learning difficulties. There
are also some studies mentioning psychological counseling needs of those children but they are not
systematic and deep enough. This article will discuss the psychological counseling needs of
HIV/AIDS affected-children who have learning difficulties.
2. Content
2.1. Research methods
This study was conducted on a sample of 332 HIV/AIDS-affected children aged 10 to 16. The
main method was survey with two data collection tools: questionnaires combined with in-depth
interviews to explore psychological difficulties in studying of HIV/AIDS-affected children and the
need for psychological counseling of this group of children in learning.
2.2. Basic concepts
Basic concepts used in this study include:
- Psychological counseling: the process of psychological assistance based on positive interaction
between the counselor and the client (individuals, families or groups). Counselors use professional
knowledge and skills to understand clients’ feelings, thoughts and behaviors, help clients recognize
their problems, resources and potentials in order to solve their problems effectively by themselves.
- Demand for psychological counseling: eagerness to seek psychological support of individuals or
groups when encountering psychological difficulties in cognition, attitudes and behaviors in decision
making and implementation. Clients cannot overcome such difficulties by themselves so they need to
share their problems with a psychologist for assistance in finding and implementing the best solution
to their problems.
- HIV/AIDS-affected children: including HIV-positive children and children at high risk of HIV
infection (i.e. children having parent(s) dying of HIV/AIDS, children living with parents or caregivers
infected with HIV, drug-abused children, sexually abused children, children of gender workers and
drug users, children who are victims of human trafficking, street children, orphans; children living in
social protection centers and reformatories) [1].
- HIV/AIDS-affected children’s psychological difficulties in learning: the shortage of
psychological qualities which are necessary for learning activities, hindering learning activities.
- Demand on psychological counseling for learning of HIV/AIDS-affected children: HIV/AIDS-
affected children’s desire to be supported psychologically when they encounter difficulties in learning.
They have a need to share their problems with psychologists to help resolve difficulties in learning
with the most effective way based on exploiting their potentials and mobilizing surrounding resources
to solve the difficulties in learning.
Pham Van Tu
168
2.3. Research results
Psychological difficulties in learning and the need for psychological counseling in learning of
HIV/AIDS- affected children
Learning is always an important activity in personality development of HIV/AIDS- affected
children at adolescence. The most common manifestations of learning that can lead to the need for
psychological counseling are scientific management of time, grade pressure, exam stress, preoccupation
with identifying personal strengths and weaknesses in learning. Besides, children also face difficulties in
forming learning habits and improving learning skills, for example, how to understand lectures, pay
attention to lectures, exchange knowledge with their teachers and friends, apply gained knowledge to
solve exercises, remember the content learned in class, speak boldly to contribute to lectures, combine
hearing and taking notes, etc.
a) HIV/AIDS-affected children’s expressions of psychological difficulties in learning
To evaluate HIV/AIDS-affected children’s expression of psychological difficulties in learning, we
conducted a survey with 322 HIV/AIDS-affected children. They were asked about their expressions of
psychological difficulties in learning, including 7 different expressions. The results are shown in the
following table:
Table 1. HIV/AIDS-affected children’s expressions of psychological difficulties in learning
Expressions of psychological
difficulties in learning
Mean SD
Percentage
Not
difficult
(1)
Somewhat
difficult
(2)
Difficult
(3)
Very
difficult
(4)
1. Concentrating on lectures in
class
1.88 0.85 37.6 41.8 15.8 4.8
2. Understanding lectures 2.08 0.92 29.7 41.8 19.4 9.1
3. Confidentially exchanging
knowledge with teachers and
friends
1.99 0.99 39.4 31.5 19.4 9.7
4. Making use of obtained
knowledge to solve exercises
2.02 0.92 31.5 44.2 14.5 9.7
5. Remembering contents of
lectures in classroom
1.91 0.87 37.0 41.2 15.8 6.1
6. Speaking boldly to
contribute to lectures
1.96 1.02 41.8 32.7 12.7 12.7
7. Combining hearing and
taking notes
1.76 0.92 52.1 25.5 17.0 5.5
Group mean 1.94 0.69
Note: Lowest point = 1, Highest point = 4; higher point means more psychological difficulties children have
Table 1 showed that, in general, HIV/AIDS-affected children faced medium psychological
difficulties in learning (mean=1.94). Among 7 expressions of HIV/AIDS-affected children’s
psychological difficulties in learning, the most difficulty lay in "understanding lectures" (mean =
2.08). There were many reasons for having difficulty in understanding lectures: inability to join group
learning due to preoccupation with earning money for the family, limited learning ability, inability to
HIV/AIDS-affected children’s need for psychological counseling when facing difficulties in learning
169
understand lectures, etc. Thus, both subjective and objective factors caused HIV/AIDS-affected
children’s difficulty in "understanding lectures".
The next difficulty was difficulty in "applying learnt knowledge to solve exercises" at the mean of
2.02.
The third common difficulty was difficulty in "being confident on exchanging knowledge with
teachers and friends" (mean = 1.99), and the last one was difficulty in "combining hearing to and
taking notes" (mean = 1.76). Interviews with children revealed that they usually practiced taking notes
while listening to lectures. As a result, this activity posed less difficulty for children.
Expressions of psychological difficulties in learning are shown in the following chart:
1.6
1.65
1.7
1.75
1.8
1.85
1.9
1.95
2
2.05
2.1
Tập trung
nghe giảng
Hiểu bài
giảng
Tự tin trao
đổi kiến thức
Vận dụng
kiến thức
Ghi nhớ nội
dung học
Mạnh dạn
phát biểu
xây dựng bài
Phối hợp
nghe và ghi
chép
1.88
2.08
1.99
2.02
1.91
1.96
1.76
Chart 1. Level of HIV/AIDS-affected children’s psychological difficulties in learning (mean)
Differences in assessment of HIV/AIDS-affected children in psychological difficulties
After learning about the differences in assessment of HIV/AIDS-affected children in
psychological difficulties, we obtained the following results (Table 2):
Table 2. Differences in assessment of HIV/AIDS-affected children in psychological difficulties
Difference in means (d) between
two groups of subjects
Psychological difficulties in learning
Male
and
female
(d1)
Living with
family and
living in
center
(d2)
HIV-positive
and HIV-
high-risk
children
(d3)
1. Concentrating on class lectures 0.35
**
2. Understanding lectures 0.25
***
0.61
***
0.33
*
3. Being confident in exchanging knowledge with
teachers and friends
0.38
***
4. Making use of learnt knowledge to solve exercises 0.26
***
5. Remembering learnt contents 0.16
*
6. Speaking boldly to contribute to lectures
7. Combining hearing and taking notes
Group mean 0.19
***
0.55
**
0.33
**
Note: The table indicates only statistically significant indexes
with d
*
when P < 0.5; d
**
when P<0.01, d
***
when P<0.001.
Concentrating
to class lectures
Understa-
nding
lectures
Being confident on
exchanging
knowlegd with
teachers and
friends
Taking use of
learnt
knowledge to
solve
Rememb-
ering learnt
contents
Speaking boldly
to build
lectures
Combining
hearing to and
recording
lectures
Pham Van Tu
170
- In terms of gender: The results in the above table showed that there were statistically significant
differences in the expressions of psychological difficulties in learning between boys and girls
(difference in means = 0.19, P <0.001). Boys faced more difficulties than girls, especially in
“understanding lectures”, “being confident in exchanging knowledge with teachers and friends” and
“making use of learnt knowledge to solve exercises” with the difference in means between boys and
girls being 0.25, 0.38 and 0.26, respectively.
- In terms of living places, i.e. children living with their families and children living in social
protection centers: there was a significant difference between the two groups of children. Children
living with families faced more psychological difficulties than children living in the centers with the
different in means being 0.55 (P <0.01).
- In terms of groups, i.e. HIV-positive children and HIV-high-risk ones: there was a significant
difference in psychological difficulties in learning, in which HIV-positive children had more
psychological difficulties in learning than HIV-high-risk children with the difference in means being
0.33 (P <0.001).
It can be concluded that HIV/AIDS-affected children in general faced moderate psychological
difficulties in learning. There was a significant difference of psychological difficulties in learning
between boys and girls, between children living with their family and children living in the social
protection centres, and between HIV-positive children and HIV-high-risk children.
Psychological difficulty is not an element of the need for psychological counseling in learning of
HIV/AIDS-affected children. When children actually face psychological difficulty in learning, the
most important factor encouraging them to seek consultation is their need of psychological counseling.
So, how is HIV/AIDS-affected children’s demand on psychological counseling in learning showed?
b) HIV/AIDS-affected children’s need for psychological counseling in learning when facing
difficulties in learning
The need for psychological counseling of HIV/AIDS-affected adolescents derived from learning
activities at school. Children in our sample mainly learnt at junior high school so their learning
activities reflected characteristics of learning activities of junior high school age. Problems that may
lead to children’s needs for psychological counseling in learning were family expectations, heaviness
of learning content, lack of effective and synchronous learning methods, knowledge gap during
learning, changing teaching and learning forms, etc. In addition, requirements in learning became
increasingly higher, learning tasks were more difficult, children did not want to be inferior to their
friends, being stigmatized, discriminated against because of being infected with HIV/AIDS. These are
the reasons that cause psychological pressure to children. This psychological pressure led to
psychological difficulties in learning.
The changes in contents, forms, methods and means in learning activities of HIV/AIDS-affected
children during their transitional period from primary school to junior high school had caused
problems which required help from their teachers, experienced people and psychological counselors to
address their psychological difficulties in learning, helping them learn better and overcome difficulties
at school.
HIV/AIDS-affecte