"HIV Prevention Strategies" is a great example of a paper on virus. HIV is a global health menace and its eradication requires a cross and multi-perspective approach. Its eradication takes a center stage in the UN Millennium Development Goal (MDG) 6 that seeks to provide a framework for its total combat alongside malaria and other diseases established as global disasters. Reducing HIV and AIDS through prevention is a viable strategy employable to combat the vice’ hence the significance of RHAP. Q 1 The Social Cognitive Theory tries to explain an individual’ s behavior as a function of his or her environment and personal factors.
Its constructs used in the construction of the RHAP included observation learning, expectancies, self-efficacy, and reinforcement (Boutin-Foster et al. 442) As for the expectation construct, there was a focus on the anticipated outcomes of the music on the targeted students. The use of hip-hop that is a form of music embraced by many youths would attract a large number of their target after which they were to be educated on a better way of living other than the sexual explicit as portrayed by the music.
As for observational learning, the target was to provide visual displays of young, attractive artists. By portraying the young artists embraced as role models by the students, the aim was to discourage the notion of sexual prowess as the key to success (Boutin-Foster et al. 443). It is near impossible to ensure reinforcement through using negative perceptions and notions. However, using hip-hop music to reach out to the youth and pass out the message would ensure that the message passed through a medium that the youth embraced.
In this case, there would be no glorification of money, sex, and luxurious life but other forms of success. The students were also to portray self-efficacy in aspiring to achieve more self-sustaining goals in life. By showing a lack of a link between success, sex, drugs, and mobster life, the music brought new approaches to the life of the students (Boutin-Foster et al 443). Q 2 The concept of reciprocal determinism asserts that there exists a reciprocal and dynamic relationship and or link between any individual, their environment, and their behavior.
The majority of the youth in the U. S. embrace hip-hop. However, the fact that this form of music explicitly displays erotic scenes and luxurious lives directly influences the youths sexually or morally. There is a social environment created that promotes sharing of music by the audience including the misconceptions that it comes along with (Boutin-Foster et al 443) Being that hip-hop is a determinant of the youth's behavior, perceptions, and way of life, it has absolute applicability in the RHAP approach for HIV prevention, as it will also readily win the attention of the youth.
The notion is that the individual, his/her behavior, and the immediate environment all have extricable linkage. Q 3 It is imperative to acknowledge the diversity in the target audience in terms of learning speed, perception, and attitude. As such, the Constructivist Theory of Learning would be consistent in RHAP besides SCT and SST. The theory embraces practical learning by acknowledging the self-autonomy of each of the audience not only by focusing on their social environment but also on the practical involvement of the audience.
For instance, the proponents for the intervention must also establish site visits for the target audience in various places such as museums, hospitals, national statistical bureaus for health records, and testimonials by victims of HIV/AIDS. From there, such youths would make their own observation and come up with their own analyses and decision regarding the vice.
ReferencesBoutin-Foster, Carla., McLaughlin, Nadine., Gray, Angela., Ogedegbe, Anthony., Hageman, Ivan., Knowlton, Courtney., Rodriguez, Anna and Beeder, Ann. “Reducing HIV and AIDS through Prevention (RHAP): A Theoretically Based Approach for Teaching HIV Prevention to Adolescents through an Exploration of Popular Music.” Journal of Urban Health: Bulletin of the New York Academy of Medicine, Vol. 87. No. 3 (2010): 440-451.