This study aimed to determine the effects of family structure and functioning on basic psychological need fulfilment, life goals and aspirations of adolescents in a South African setting. Participants were 457 adolescent learners (Mage = 16.31, SD = 1.45, females = 54%, coloured = 56%) selected from four public schools in the Western Cape, South Africa. The adolescents completed the Family Assessment Device, Aspirations Index and Psychological Needs Scales. Results following multiple regression analysis suggested that a two-parent family structure predicted higher satisfaction of basic psychological needs and higher pursuit of extrinsic goals among adolescents than did a one -parent family structure. Family functioning determined pursuit of intrinsic goals by adolescents from one-parent families.

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ResearchInterprofessional education (IPE) is a process that prepares professionals, through collaborative learning and diverse fieldwork experiences, to work in partnership with communities to meet the multifaceted needs of society.[1] It is a process that assists in providing the knowledge, skills and values needed by health professionals to collaborate effectively with other health professionals as they serve families and communities. IPE allows health professionals to overcome the lack of knowledge of basic concepts in collaboration and issues facing other professions.[2] Preparing future healthand social-care professionals to work together with future colleagues would assist in fostering interprofessional collaboration in the clinical setting. [3] IPE is viewed as a collaborative approach to the development of healthcare students as future interprofessional team members, and their viewpoint is based on an understanding that complex health and social challenges are best addressed by interprofessional teams.[4] However, starting an IPE programme poses unique challenges that may not be encountered when starting a more traditional, discipline-specific programme.In South Africa (SA), promising developments towards transforming health professionals' education are taking place, indicating a positive shift to IPE opportunities.[5] These developments include moving away from discipline-focused faculties to health sciences faculties that include at least two or more allied health disciplines; integration of interprofessional core courses in the undergraduate health professions curricula, which are commonly developed around health, primary healthcare, health promotion and ethics; and moving away from the teaching hospital to the teaching platform, which includes hospitals, clinics and communities. In other words, these developments comprise application of this concept to all levels of care and the extension of collaboration among faculties in the provinces, where clinical platforms are shared with provincial health authorities.Various strategies are used to implement IPE and practice, including the world café methodology. [4,6] The world café process is based on seven key design principles: setting the context and understanding why groups are being brought together; creating a hospitable space that encourages trust; exploring questions that are relevant to real-life situations faced by the group; encouraging participation and connecting diverse perspectives; collectively considering the different perspectives; and, finally, sharing collective discoveries. Thus, the world café can allow the collective intelligence of a group to emerge and increase people's capacity for effective action in the pursuit of common aims. This approach has been shown to assist students in engaging with IPE. [7] This article describes the views of students with regard to the use of the world café methodology to learn about interprofessionalism in healthcare professionals. Methods Research settingA world café is conducted once per academic term...

Children orphaned by AIDS continue to display lower levels of psychosocial well-being. While HIV-related stigma has been identified as a risk factor for healthy psychosocial development, there remains an inadequate understanding of orphaned children's experiences and perceptions of HIV-related stigma and its impact on their psychosocial well-being. This study explored children orphaned by AIDS perceptions and experiences of HIV-related stigma and how it has affected their psychosocial wellbeing. This study used a qualitative exploratory descriptive design. Thirteen participants between 8 and 17 years of age were purposively selected. Data was collected using individual open-ended face-to-face interviews, observations and field notes. Data was transcribed and analysed using a thematic analysis. Three key themes emerged, (1) children's experiences of stigma and discrimination; (2) children's perceptions of HIV-related stigma; (3) and the psychosocial well-being of children orphaned by AIDS. Children were highly perceptive and experienced HIV-related stigma as a result of their association with parental HIV/ AIDS, regardless of their own HIV status. Experiences and perceptions of HIV-related stigma were identified to negatively impact the psychological and emotional well-being, social well-being, perceived social support, self-concept and self-esteem, and future orientation of orphaned children. This qualitative study contributes towards an understanding of orphaned children's experiences and perceptions of HIV-related stigma and how it may affect their psychosocial well-being, which is useful for informing future research and policies and programmes guided towards ensuring the well-being of children orphaned or made vulnerable by AIDS.

HIV-related stigma has negatively impacted the psychosocial well-being of children who have been orphaned by AIDS-related causes. Response to reducing stigma and ensuring child well-being is hindered by the limited understanding of HIV-related stigma and how it affects the psychosocial well-being of children. Due to the call for a comprehensive understanding of HIV-related stigma, this study aimed to develop a model to understand the manner in which HIV-related stigma affects the psychosocial well-being of children orphaned by AIDS. The study implemented a mixed method, exploratory, sequential design within a theory generative approach that included concept development, statement development, model description, and model evaluation. The developed model indicated that HIV-related stigma is embedded in social interaction and mediated by children orphaned by AIDS response to stigma. HIV-related stigma and maladaptive coping strategies collectively affect several domains of child psychosocial well-being and elevate psychosocial distress. This is the first model to provide a child-centred understanding of HIV-related stigma and its consequences for psychosocial well-being. The model may be used to guide future research and inform the development of appropriate interventions.