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Rational Emotive Digital Storytelling Therapy for Improving HIV/AIDS Knowledge and Risk Perception Among Schoolchildren: A Group Randomized Trial

  • Bernedeth N. Ezegbe
  • Chiedu Eseadi
  • Moses Onyemaechi EdeEmail author
  • Janet N. Igbo
  • Anthonia Aneke
  • Amuche Nnamani
  • Gloria C. Ugwu
  • Amada U. Ugwoezuonu
  • Ebizie Elizabeth
  • Kelechi R. Ede
  • Ngozi H. Chinweuba
  • Augustina O. Ede
Article
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Abstract

HIV/AIDS has remained a public health issue affecting both children and adults. Children including those in school settings are known to be at risk of contracting HIV/AIDS from numerous avenues which they may not have the knowledge. This study examined the effectiveness of rational emotive digital storytelling therapy (REDStory) on HIV/AIDS knowledge and risk perception among Nigerian schoolchildren. The design of the study was a group randomized trial design. A total of eighty schoolchildren participated in the study. For the collection of data, we utilized the HIV Knowledge Questionnaire (Carey and Schroder in AIDS Educ Prev 14:174–184, 2002) and the Perceived Risk of HIV Scale (Napper et al. in AIDS Behav 16(40):1075–1083, 2012). To analyze the collected data, we employed ANOVA with repeated-measures and t test statistics. The study post-treatment results showed that the REDStory intervention significantly improved the degree of knowledge and perception of risk of HIV/AIDS among the schoolchildren in the treatment group in comparison to those in the waitlisted control group. In addition, follow-up results showed that the schoolchildren in the treatment group maintained the significant effect which the REDStory intervention had on them with regard to improved knowledge and risk perception of HIV/AIDS. The study outcomes implies that the application of REDStory for improving knowledge and perception of risk of HIV/AIDS among Nigerian schoolchildren is beneficial and therefore warrants further clinical utility and adaptation.

Keywords

Digital storytelling HIV/AIDS REDStory REBT Knowledge Risk perception Schoolchildren Social media 

Notes

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  • Bernedeth N. Ezegbe
    • 1
  • Chiedu Eseadi
    • 2
  • Moses Onyemaechi Ede
    • 2
    Email author
  • Janet N. Igbo
    • 2
  • Anthonia Aneke
    • 2
  • Amuche Nnamani
    • 3
  • Gloria C. Ugwu
    • 2
  • Amada U. Ugwoezuonu
    • 2
  • Ebizie Elizabeth
    • 2
  • Kelechi R. Ede
    • 4
  • Ngozi H. Chinweuba
    • 2
  • Augustina O. Ede
    • 2
  1. 1.Department of Social Science Education, Faculty of EducationUniversity of NigeriaNsukkaNigeria
  2. 2.Department of Educational Foundations, Faculty of EducationUniversity of NigeriaNsukkaNigeria
  3. 3.Department of Arts Education, Faculty of EducationUniversity of NigeriaNsukkaNigeria
  4. 4.Department of Agricultural Science Education, Faculty of EducationDelta State UniversityAbrakaNigeria

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