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Browsing HSRC Research Outputs by Subject "PEER EDUCATION PROGRAMMES"

Now showing items 1-9 of 9

Ensuring an optimal environment for peer education in South African schools: goals, systems, standards and policy options for effective learning

Bibliographic Title: Swartz, S., Deutsch, C., Moolman, B., Arogundade, E., Isaacs, D. & Michel, B. (2016) Ensuring an optimal environment for peer education in South African schools: goals, systems, standards and policy options for effective learning. African Journal of AIDS Research. 15(4):359-366. http://hdl.handle.net/20.500.11910/10442
Output Type: Journal Article
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Ensuring an optimal environment for peer education in South African schools: policy options for healthy and effective learning

Bibliographic Title: Swartz, S. & Moolman, B. (2015) Ensuring an optimal environment for peer education in South African schools: policy options for healthy and effective learning. (HSRC Policy Brief, March). http://hdl.handle.net/20.500.11910/2043
Output Type: Policy briefs
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High school students' knowledge and experience with a peer who committed or attempted suicide: a focus group study

Bibliographic Title: Shilubane, H.N., Ruiter, R.A.C., Bos, A.E.R., Reddy, P.S. & Van den Borne, B. (2014) High school students' knowledge and experience with a peer who committed or attempted suicide: a focus group study. BMC Public Health. 14(1):Online. http://hdl.handle.net/20.500.11910/2114
Output Type: Journal Article
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Measuring change in vulnerable adolescents: findings from a peer education evaluation in South Africa

Bibliographic Title: Swartz, S., Deutsch, C., Makoae, M., Michel, B., Harding, J.H., Garzouzie, G., Rozani, A., Runciman, T. & Van der Heijden, I. (2012) Measuring change in vulnerable adolescents: findings from a peer education evaluation in South Africa. Sahara J: Journal of Social Aspects of HIV/AIDS. 9(4):242-254. http://hdl.handle.net/20.500.11910/3188
Output Type: Journal Article
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"Opening locked doors": evaluating peer education in schools in the Western Cape province: a mixed methods longitudinal study

Bibliographic Title: Swartz, S., Bhana, A., Moolman, B., Arogundade, E., Solomon, J.-.P., Timol, F. & Vawda, M. (2014) "Opening locked doors": evaluating peer education in schools in the Western Cape province: a mixed methods longitudinal study. (Final draft report submitted to the Centre for Peer Education, Health and Education Training and Technical Assistance Services (HETTAS), 14 February). http://hdl.handle.net/20.500.11910/2783
Output Type: Research report-client
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Peer education: opening doors in the lives of young people

Bibliographic Title: Swartz, S. (2014) Peer education: opening doors in the lives of young people. HSRC Review. 12(2):28-29. http://hdl.handle.net/20.500.11910/2352
Output Type: Journal Article
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School climate, an enabling factor in an effective peer education environment: lessons from schools in South Africa

Bibliographic Title: Moolman, B., Essop, R., Makoae, M., Swartz, S. & Solomon, J-P. (2020) School climate, an enabling factor in an effective peer education environment: lessons from schools in South Africa. South African Journal of Education. 40(1):1-10. http://hdl.handle.net/20.500.11910/15187
Output Type: Journal Article
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South Africa's peer education programmes: mapping and fieldwork plan

Bibliographic Title: Ward, C., Van der Heijden, I.J., Mhlambi, T., Selota, M., Thani, G., Panday, S. & Bhana, A. (2007) South Africa's peer education programmes: mapping and fieldwork plan. (Interim report for UNICEF, December). http://hdl.handle.net/20.500.11910/5693
Output Type: Research report-client
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'Think for yourself - Think for tomorrow': Exploring the impact of peer-led HIV intervention and psychosocial support groups for vulnerable youth in South Africa

Bibliographic Title: Swartz, S., Van der Heijden, I., Runciman, T., Makoae, M., Rozani, A., Dube, N., Makiwane, M. & Bhana, A. (2010) 'Think for yourself - Think for tomorrow': Exploring the impact of peer-led HIV intervention and psychosocial support groups for vulnerable youth in South Africa. (Report prepared for the Harvard School of Public Health and the Centre for the Support of Peer Education). http://hdl.handle.net/20.500.11910/4198
Output Type: Research report-client
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