Effective peer education in HIV: defining factors that maximise success

Lambert, Steven M., Debattista, Joseph, Bodiroza, Aleksandar, Martin, Jack, Staunton, Shaun and Walker, Rebecca (2013) Effective peer education in HIV: defining factors that maximise success. Sexual Health, 10 4: 325-331. doi:10.1071/SH12195

Author Lambert, Steven M.
Debattista, Joseph
Bodiroza, Aleksandar
Martin, Jack
Staunton, Shaun
Walker, Rebecca
Title Effective peer education in HIV: defining factors that maximise success
Journal name Sexual Health   Check publisher's open access policy
ISSN 1448-5028
Publication date 2013-01
Sub-type Article (original research)
DOI 10.1071/SH12195
Open Access Status
Volume 10
Issue 4
Start page 325
End page 331
Total pages 7
Place of publication Collingwood, VIC, Australia
Publisher C S I R O Publishing
Collection year 2014
Language eng
Formatted abstract
Background: Peer education is considered an effective health promotion and education strategy, particularly to populations traditionally resistant to conventional forms of health information dissemination. This has made it very applicable to HIV education and prevention, where those who are affected or at risk are often amongst the most vulnerable in society. However, there still remains uncertainty as to the reasons for its effectiveness, what constitutes an effective methodology and why a consistent methodology can often result in widely variable outcomes.

Method: Between 2008 and 2010, three separate reviews of peer education were undertaken across more than 30 countries in three distinct geographical regions across the globe. The reviews sought to identify determinants of the strengths and weaknesses inherent in approaches to peer education, particularly targeting young people and the most at-risk populations.

Results: By assessing the implementation of peer education programs across a variety of social environments, it was possible to develop a contextual understanding for peer education's effectiveness and provide a picture of the social, cultural, political, legal and geographic enablers and disablers to effective peer education. Several factors were significant contributors to program success, not as strategies of methodology, but as elements of the social, cultural, political and organisational context in which peer education was situated.

Conclusion: Contextual elements create environments supportive of peer education. Consequently, adherence to a methodology or strategy without proper regard to its situational context rarely contributes to effective peer education.
Keyword Sexual and reproductive health
Young people
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Medicine Publications
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