PYC2615/101/3/2024

Tutorial Letter 101/3/2024

HIV/AIDS Care and Counselling

PYC2615

Semester 1 and 2

Department of Psychology

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, PYC2615-2024-S1/S2, as well as your group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 3
2 MODULE OVERVIEW .................................................................................................................. 4
2.1 Purpose ........................................................................................................................................ 4
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 5
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 5
4.1 Lecturer(s) .................................................................................................................................... 5
4.2 Department ................................................................................................................................... 5
4.3 University ...................................................................................................................................... 6
5 RESOURCES ............................................................................................................................... 6
5.1 Prescribed book(s) ........................................................................................................................ 6
6 STUDENT SUPPORT SERVICES ................................................................................................ 7
6.1 First-Year Experience Programme ................................................................................................ 7
7. STUDY PLAN ............................................................................................................................... 8
8 HOW TO STUDY ONLINE .......................................................................................................... 15
8.1 What does it mean to study fully online? ..................................................................................... 15
9. ASSESSMENT ........................................................................................................................... 15
9.1 Assessment criteria..................................................................................................................... 15
9.2 Assessment plan ........................................................................................................................ 16
9.3 Assessment due dates ................................................................................................................ 16
9.4 Submission of assessments ........................................................................................................ 16
9.4.1 Types of assignments and descriptions ......................................................................................... 17
9.5 The assessments ........................................................................................................................ 18
9.6 The examination ......................................................................................................................... 18
9.6.1 Moodle proctoring ....................................................................................................................... 18
10. ACADEMIC DISHONESTY ........................................................................................................ 19
10.1 Plagiarism ................................................................................................................................... 19
10.2 Cheating ..................................................................................................................................... 19
10.3 For more information about plagiarism, follow the link below: ..................................................... 19
11. STUDENTS LIVING WITH DISABILITIES .................................................................................. 19
12. IN CLOSING ............................................................................................................................... 19

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1 INTRODUCTION

Dear Student

Unisa is a comprehensive open distance e-learning (CODeL) higher education institution. The
comprehensiveness of our curricula encapsulates a range of offerings, from strictly vocational to
strictly academic certificates, diplomas and degrees. Unisa's "openness" and its distance
eLearning character result in many students registering at Unisa who may not have had an
opportunity to enrol in higher education. Our CODeL character implies that our programmes are
carefully planned and structured to ensure success for students ranging from the under-
prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery ranging from
blended learning to fully online. As a default position, all post graduate programmes are offered
fully online with no printed study materials, while undergraduate programmes are offered in a
blended mode of delivery where printed study materials are augmented with online teaching
and learning via the learner management system – myUnisa. In some instances, undergraduate
programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the University.
Unisa's commitment to serving humanity and shape futures combined with a clear appreciation
of our location on the African continent, Unisa's graduates have distinctive graduate qualities
which include.
• independent, resilient, responsible and caring citizens who are able to fulfil and serve in
multiple roles in their immediate and future local, national and global communities
• having a critical understanding of their location on the African continent with its histories,
challenges and potential in relation to globally diverse contexts
• the ability to critically analyse and evaluate the credibility and usefulness of information
and data from multiple sources in a globalised world with its ever-increasing information
and data flows and competing worldviews
• how to apply their discipline-specific knowledge competently, ethically and creatively to
solve real-life problems
• an awareness of their own learning and developmental needs and future potential

PYC2615 is offered online (all information is available via the Internet) and we use myUnisa as
our virtual campus. This is an online system that is used to administer, document and deliver
educational material to you and support engagement with you. Information on the tools that will
be available to engage with the lecturer and fellow students to support your learning will be
communicated via myUnisa.

You are encouraged to log into the module site on myUnisa regularly (that is, at least twice per
week).

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities for this module. Visit the website for PYC2615 on myUnisa frequently. The
myUnisa site for your module is PYC2615-24-S1 (first semester) or PYC2615-24-S2 (second
semester).

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A special word of welcome to PYC2615

We hope that you will find the module interesting and that it will empower you to contribute to
the global fight against HIV/AIDS. We further hope that the module will equip you with the
necessary skills to help people living with the HIV virus and their loved ones to realise that there
is life beyond living with HIV.

Tutorial Letter 101 contains important information, including the purpose of the module, your
lecturers, the prescribed book, the syllabus of the module and the assessments. We urge you to
read this Tutorial Letter carefully and keep it at hand to revisit important information. You will be
well on your way to success if you start studying early in the semester and resolve to do the
assessment(s) early and with enthusiasm. Therefore, obtain the prescribed material as soon as
possible.

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities that include the assessments for this module. Visit the website for PYC2615
on myUnisa frequently. The website for first semester students is PYC2615-24-S1 and for
second semester students PYC2615-24-S2 (see Section 1.1 below for detailed instructions).

We recommend that you:

 Plan your learning journey using a calendar on myUnisa.
 Stay in contact with your lecturers and e-tutors for academic support.
 Commit to access and read your module specific information on myUnisa.
 Discuss and form peer learning groups.

An electronic declaration letter will be emailed to your myLife e-mail address after your
successful completion of PYC2615, provided that there is not a financial block on your
academic record. The declaration letter reflects the PYC2615 syllabus and DOES NOT endorse
you as a trained or registered counsellor, nor is it equivalent to a certificate in counselling.

We wish you every success with your studies!

2 MODULE OVERVIEW

2.1 Purpose

The purpose of this module is to equip students with the necessary knowledge, understanding,
skills, attitudes and values required for care and counselling in the African context of HIV/AIDS.
The module’s specific focus on care and counselling will equip students to care for themselves
and manage their own lives in the risky environment posed by the AIDS epidemic; to care for
and counsel people in their communities in a culturally sensitive way, aimed at general
wellbeing, preventing risky behaviour, and facilitating the breakdown of negative attitudes,
stereotypes and misconceptions; and to support people in their communities to manage the
effect of HIV on their lives.

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2.2 Outcomes

For this module, you will have to master several outcomes:

 Specific outcome 1: Demonstrate an understanding of the basics of HIV in terms of its

history, effect on the immune system, transmission, prevention, related symptoms and
diseases, diagnosis and management specifically in an African context.
 Specific outcome 2: Demonstrate the ability to analyse strategies to prevent the spread
of HIV in Africa, with specific reference to contributing factors such as poverty, age, gender and
culture.
 Specific outcome 3: Demonstrate an understanding of the application of basic
counselling principles and skills to HIV-related case studies within various contexts.
 Specific outcome 4: Demonstrate the ability to design and develop strategies on how to
care for and support people living with HIV infection or AIDS..
 Specific outcome 5: Demonstrate an ability to conduct HIV/AIDS care and counselling in
an ethical manner with special emphasis on respect for the human rights and dignity of all
people.

3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter, in terms of which the university has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African epistemologies
and philosophies. All of these will be phased in at both programme and module levels, and as a
result of this, you will notice a marked change in the teaching and learning strategy
implemented by Unisa, together with the way in which the content is conceptualised in your
modules. We encourage you to embrace these changes during your studies at Unisa in a
responsive way within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturer for this module is Dr HC Erasmus:

Department: Psychology
Telephone: 012 429 2823
E-mail: [email protected]

The other lecturer on this module:

Ms Tebogo Mokoena [email protected] / 012 429 6566

Contact the administrative officer for administrative matters related to PYC2615:

Ms Tidie Sekhaulela [email protected].

4.2 Department

You can contact the Department of Psychology as follows:

Telephone number: 012 429 6934
E-mail: [email protected]

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4.3 University

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence

5 RESOURCES

5.1 Prescribed book(s)

All the assessments are based on the prescribed book, and there are no recommended books
or electronic reserves (e-reserves) for PYC2615. Your prescribed textbook for this module is:
Van Dyk, A., Tlou, E., & Van Dyk, P. (2017). HIV and AIDS education, care and
counselling: A multicultural approach (6th ed.).

5.2 Library services and resources

The Unisa Library offers a range of information services and resources. The library has created
numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides :
 For brief information on the library, go to https://www.unisa.ac.za/library/libatglance
 For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
 Frequently Asked Questions, visit
https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
 For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature Search Request (on your research topic) service,
visit
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support.
 For library training for undergraduate students, visit
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training
 Lending Services
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Lending-services
 Services for Postgraduate students -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
 Support and Services for students with disabilities -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-special-
needs
 Library Technology Support -https://libguides.unisa.ac.za/techsupport
 Finding and using library resources and tools -http://libguides.unisa.ac.za/Research_skills
 A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

Technical problems encountered in accessing library online services:[email protected]
General library-related queries: [email protected]
Queries related to library fines and payments: [email protected]
Interlibrary loan service for postgraduate students: [email protected]
Literature Search Service: [email protected]
Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

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6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:
 Toll-free landline: 0800 00 1870 (Select option 07 for myModules)
 E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link:
https://dtlsqa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: [email protected]
Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university, and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.

6.1 First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is
also true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated open
distance and e-learning institution, and it is very different from face-to-face/contact institutions. It
is a mega university, and all our programmes are offered through either blended learning or fully
online learning. It is for this reason that we thought it necessary to offer first-time students
additional/extended support to help them seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. We, therefore, offer a specialised student support
programme to students enrolling at Unisa for the first time – this is Unisa’s First-Year
Experience (FYE) Programme, designed to provide you with prompt and helpful information
about services that the institution offers and how you can access information. The following FYE
services are currently offered:

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 FYE Website Email Support
www.unisa.ac.za/FYE [email protected]

FYE1500
Post
Registration myUnisa; Study
Orientation Referrals to Skills; Academic &
other support Digital Literacies;
services i.e. etc
Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication
from the SRU, please check your myLife inbox regularly.

7. STUDY PLAN

Each part of the prescribed book corresponds with a specific outcome.

The syllabus for this module is included below.
Important note! How to work with the table below:
Take your prescribed book and a pencil. Now, following the syllabus, clearly indicate the parts
that should be studied and those that should not be studied. First, we indicated complete
sections that should be studied - clearly mark this in your prescribed book. Next, we indicated
the sections or parts thereof that should not be studied, followed by activities, enrichments,
figures, tables, etcetera, that should not be studied – cross these out in your prescribed book.
Finally, a detailed indication of which glossary words, definitions and notes found in the margins
of the prescribed book that should be studied are included in the learning units.

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PYC2615 HIV/AIDS Care and Counselling: Syllabus

Learning Unit 1: HIV and AIDS: A brief history
Study Chapter 1: All sections, except for Section 1.1.1.
Important note on Section 1.2.1 (pp. 7-9):
Study the first paragraph up to just before Figure 1.2. Further on, all you
need to know and study the following summary for Section 1.2.1 of your
prescribed book:
What is the origin of HIV? An ancestor of the HIV-1 group M virus. This
virus has probably been transmitted through interspecies transmission,
from a chimpanzee to a hunter, when the hunter was either bitten while
hunting or cut while butchering the animal. This event happened around
the 1930s, a time when primates were often hunted for bush meat in
equatorial West Africa.
There are different groups of HIV (e.g. groups M, N, O and P) as well as
different subtypes of HIV, which predominates in different parts of the
world. The Group M viruses, which forms part of HIV Type 1, dominates
the current AIDS epidemic. However, HIV-1 subtype C is currently the
dominant virus in South Africa (and other countries in Southern Africa,
such as Zimbabwe, Malawi and Botswana)
Do not study Enrichment: The history of Pneumocystis jiroveci pneumonia.
Section 1.1.1
Figure 1.2
Enrichment: Statistics on HIV and AIDS
Enrichment: SA National HIV Prevalence and Incidence report (Do read this
report to understand the concept).
Enrichment: TAC court case against Rath and the South African
Government
Enrichment: Announcement by the South African Minister of Health, Dr
Aaron Motsoaledi, 10 May 2016
Table 1.1
Learning Unit 2: HIV and the immune system
Study Chapter 2: All sections, except Section 2.2.6 and some exceptions indicated
in the boxes below.
Important note on Section 2.1.3.1: Phase 1
Study the introduction. Then read the remainder of this section (pp. 29 to 32)
but only study the summary below:
A cell consists of an outer membrane and an inner membrane. Between
these two membranes are various organelles. The inner membrane (also
called the core membrane or nucleus membrane) contains the inner core
of the cell which consists of the cell’s genetic material (genome). The
genetic material of each cell, contains the unique genetic code of the
organism it belongs to. This genetic code manufactures unique proteins
for each species. To identify a pathogen, the immune system does not
look at the pathogen’s complete genetic code, but only at the unique
proteins of the pathogen. These proteins are called antigens or antibody-
generating proteins. Once the antigen has been identified, the body can
effectively kill the pathogen it belongs to.
When a specific pathogen has previously entered your body, the body will
remember this pathogen because it stores information on previously
detected antigens in the memory cells of the immune system. When such
a pathogen is detected, the memory T cells and memory B cells activate
the immune response that is needed to kill the identified pathogen.
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 Because of this immunity, you will not get sick.
However, if (a) a pathogen enters your body, (b) the innate immune
system cannot kill the pathogen, and (c) no information about the
pathogen’s antigen can be found in the memory cells, your body first has
to develop an immune response to kill the new pathogen. Because you do
not have immunity, you will get sick while your body develops a sufficient
immune response against the new pathogen. This will take approximately
12 days.
To enable the immune system to identify a pathogen, the antigen of the
pathogen should be presented to the immune system. This is the task of
cells that belong to the innate (inherited) immune system, namely antigen-
presenting cells (APCs). The dendritic cells and macrophages act as
APCs that engulf and process pathogens. The APCs then present
epitopes (parts of antigens) to the T cells. The most important APC is the
dendritic cells which present dendritic cells to both CD4+T cells and
CD8+T cells. Dendritic cells occur in the lymphatic system and, in non-
lymphoid tissue including, as Langerhans cells, the mucous membrane of
the vaginal tract. Which is important to know when studying the HI virus.
Important note on Section 2.1.3.4:
Only the first paragraph as well as the definitions of active and passive
immunity (Glossary words) should be studied from the prescribed book.
Important note on Section 2.2.4.2 Steps of infection and replication:
Read Steps 1 to 7 on pages 41 and 42 and then study Steps 1 to 7 as
presented in the blue box on page 43. Know which enzyme is involved in
which step and then also study Step 7 on page 42.
Important note on Section 2.2.5.1
Leave out Section 2.2.5.1 and only study the following summary:
HIV changes rapidly because:
(1) When HI viruses reproduce (or make) new viruses, they make
‘mistakes’ because they have no ‘proof reading’ mechanism to make sure
that the new viruses are perfect. These ‘mistakes’ can be called mutations.
These mutations of HIV are reproduced and they form new strains of the
virus.
(2) Viruses often combine with each other (e.g. when two different strains
enter the same cell) to form a new recombined virus.
Important note on Sections 2.2.5.2
Leave out Section 2.2.5.2 and only study the following summary:
Although you do not need to study the HIV groups and subtypes, it is
important to know that there are various groups and subtypes of HIV (see
Chapter 1). Why is that? For the purpose of vaccine development. A
vaccine developed against one HIV subtype, will not work for another HIV-
subtype which complicates the development of HIV vaccines. Different
world regions will have to use different HIV vaccines, unless researchers
can manage to develop a vaccine that targets a greater diversity of HIV
subtypes.
Do not study Enrichment: The immune system in pictures (compulsory to watch).
Figures 2.1 – 2.7. (Note: Figure 2.1 is though a nice summary of the work
and the principle in Figure 2.3 should be understood.)
Figure 2.5 and Figure 2.7: Questions could be asked on the content of the
blue boxes associated with these figures.
Enrichment: The genes of HIV.
Enrichment: HIV infection in pictures (compulsory to watch).
Section 2.2.6
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Learning Unit 3: Transmission and prevention

Study Chapter 3: Introduction and Sections 3.1 to 3.5.
Important note on Sections 3.2 and 3.2.1
Study Section 3.2 and Section 3.2.1 up to the recommendations (p.57). Do
not study these recommendations and also not the first paragraph following
the recommendations. Continue to study the risk of HIV infection from
blood transfusions (last paragraph on p. 57) as well as the key to safe blood
supply (p. 58). Do not study the last two paragraphs of this section
(between the last bullet on p. 58 and Section 3.2.2) but continue to study
Section 3.2.2.
Important note on Section 3.2.3
Study this section, except for the examples of accidents (bullets on p. 59)
and the last paragraph (the note to health care workers). Do not study
Enrichment: Hepatitis B or HIV: Which is more infectious? But study the
FAQs on page 61.
Important note on Section 3.3
Section 3.3.1: Study the first paragraph (do not study the bullets) and study
the Enrichment: Re-infection with HIV should be avoided (p. 63).
Section 3.3.2: Study the first paragraph (stop before the bullets) and study
Glossary: HIV-exposed (p. 63).
Section 3.3.3: Study only the first paragraph
Section 3.3.3.1: Leave this section out but study the summary below as well
What is exclusive breastfeeding? (p. 64)
Summary:
The duration of breastfeeding affects the baby’s risk for HIV infection. The
best time-span to breastfeed any baby, not only babies affected by HIV, is
six months.
It is best that mothers on ARVs for HIV-infection breastfeed their babies
exclusively until they are 6 months old. The mother should then continue
breastfeeding for another 6 months while introducing complementary
foods. When the baby is 12 months old, breastfeeding can be stopped but
it should be a gradual process taking place over one month.
The chances that babies of mothers who are HIV-infected but not on ART
will get HIV-infected, are the lowest if they are exclusively breastfed.
However, the mother should start ART as soon as possible.
Section 3.3.3.2: Study the first two paragraphs as well as the Conditions for
safe replacement (formula) feeding up to the conditions for commercial
infant formula milk (the bullets). Do not study these conditions, but study
why mixed feeds bad for the baby. (p. 65) and the FAQs on p. 66. Do not
study Heat-treated, expressed breastmilk but study Health for mother and
baby (p. 67).
Section 3.3.3.4: Do not study
Do not study Enrichment: Hepatitis B or HIV: Which is more infectious?
Enrichment: Methods and devices used for VMMC
Enrichment: Did you know the following about microbicides?
Enrichment: What is the difference between PEP and nPEP?
CAPRISA 004 (second half to the end of Section 3.5.2.2)
Strategies for making vaccines (second half to the end of Section 3.5.2.4)
Learning Unit 4: HIV-associated Symptoms and Diseases
Study Chapter 4: Sections 4.1 - 4.2, 4.4 - 4.6 (4.6;.4.6.1; 4.6.9; 4.6.10).
Note on Section 4.2.3:
Do not study the last 7 bullets in this section. Instead, study the additional
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 symptoms included below.

Additional symptoms
 Fungal infections (e.g. cracks or splits on the lips and in the corner of
the mouth.)
 Fungal infections of the nails.
 Oral ulcers that recur (two or more episodes in the last six months).
 Skin infections of various kinds.
Do not study Figure 4.1: Do not study but understand the figure and the note next to it.
Figure 4.2: Do not study but have to understand.
Section 4.2.4 Exclude the last two symptoms/bullets.
Section 4.2.5 Exclude the following symptoms: Cytomegalovirus infection;
CNS toxoplasmosis; Extrapulmonary cryptococcosis down to Lymphoma;
Atypical disseminated leishmaniasis down to the last bullet.
Enrichment: YouTube videos.
Table 4.1
Section 4.3
Enrichment: Immune status in children.
Section 4.4.2.1 but know the meaning of HIV-exposed (Glossary).
Section 4.4.2.2
Section 4.4.2.3 after Table 4.3
Enrichment: Prevention and management of opportunistic infections.
Section 4.4.3.1
Section 4.4.3.2 after the first paragraph
Enrichment: A change in the measles vaccination schedule.
Section 4.5.4 but study the note on p. 110
Enrichment: How to do a tuberculin skin test and how to interpret the results.
Enrichment: More information on TB.
Section 4.5.7
Section 4.5.8 the 2nd paragraph (DOTS).
Enrichment: Does DOTS really work?Table 4.4
FAQs at the end of Section 4.5 (but study the FAQ before section 4.5)
Enrichment: STI management guidelines.
Sections 4.6.2 to 4.6.8 (study the FAQs following Section 4.6.8)
Learning Unit 5: HIV tests
Study Chapter 5: All sections.
Do not study Figure 5.1: Nice summary of chapter
Enrichment: How a rapid home test is done (p. 133)
Figure 5.2: Read for enrichment only
Figures 5.4 to 5.6 Nice section summaries
Learning Unit 6: Antiretroviral therapy
Study Chapter 6: Sections 6.1 – 6.3, 6.5; 6.7– 6.14
Do not study Fig. 6.2: Must understand.
Table 6.1 (it is, though, a nice summary of the text)
Section 6.4
Table 6.2
Table 6.3
ART abbreviations and Glossary (margin p. 155)
Section 6.5.3.2: Text after formula to end of Table 6.4
Section 6.5.3.3 and Table 6.5
Section 6.5.3.4 down to Table 6.6, but study Support for children to adhere
to ART.
Section 6.5.4
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Table 6.7 (study the note next to the table)

Section 6.5.5: Study only the first paragraph, the first sentence of 2nd
paragraph, and the glossary.
Enrichment: Additional information on ART
Section 6.6 up to before Section 6.6.1 should be studied
Table 6.8
Section 6.7: Do not study the 1st paragraph; only the 2nd paragraph.
Section 6.8: The 3rd paragraph and the note.
Enrichment: Resistance testing
Figure 6.3: DO Not study but use to understand resistance.
Section 6.11.1: Study only the first two sentences to understand the basic
principle of infant prophylaxis. Study the FAQs at the end of the section.
Learning Unit 7: Theories of Behaviour Change
Study Chapter 7: All sections.
Do not study Figure 7.1: Nice summary of theories.
Enrichment: Partners for Prevention.
Learning Unit 8: AIDS education
Study Chapter 8: All sections.
Do not study Enrichment: Icebreakers for workshops.
Learning Unit 9: Changing Unsafe Practices
Study Chapter 9: All sections
Do not study Figure 9.2
Enrichment: How are condoms tested?
Figure 9.4
Learning Unit 10: AIDS education for School Children
Study Chapter 10:
Sections 10.1 to 10.4 (1st paragraph)
Section 10.4.5
Section 10.4.7: Only the last paragraph after the enrichment
Sections 10.5 to 10.7 up to before Section 10.7.1
Section 10.7.5
Enrichment: Culture and the self
Section 10.7.7
Sections 10.8 to 10.11
Do not study Sections 10.4.1 to 10.4.4
Sections 10.4.6 to 10.4.7
Enrichment: HIV and AIDS have affected the lives of many South African
schoolchildren (study the paragraph after the enrichment)
Sections 10.7.1 to 10.7.4
Section 10.7.6 up to before the enrichment box
Enrichment: Additional reading material: CAPS documents
Learning Unit 11: AIDS Education in Traditional Africa
Study Chapter 11: All sections
Do not study Enrichment: Films that illustrate AIDS in SA
Learning Unit 12: Counselling Principles and Skills
Study Chapter 12: All sections
Do not study Enrichment: The duty to warn or protect third parties from harm.
Figure 12.2: It is however a nice summary of the work.
Enrichment: Cross-cultural vs. multicultural (read for enrichment only).

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Learning Unit 13: HIV Counselling and Testing
Study Chapter 13: All sections
Learning Unit 14: Ongoing Counselling
Study Chapter 14
All sections (with some exceptions - see below).
Chapter 20:
Sections 20.1 and 20.2.
Do not study Chapter 14:
Section 14.2.1 up to before Section 14.2.1.1
Enrichment: Progressive muscle relaxation technique
Enrichment: Alison’s story
Section 14.4.1
Chapter 20: Sections 20.3 to 20.6
Learning Unit 15: Bereavement Counselling
Study Chapter 15: All sections
Learning Unit 16: Spiritual Counselling and the Meaning of Life
Study Chapter 16: All sections
Learning Unit 17: Community and home based care (CHBC)
Study Chapter 17: Sections 17.1 to 17.4; Section 17.7
Chapter 19: Sections 19.1 to 19.3
Do not study Chapter 17: Sections 17.5 and 17.6; Sections 17.8 to 17.12
Chapter 19: Sections 19.4 to 19.14
Learning Unit 18: Orphans and Vulnerable Children
Study Chapter 18: All sections
Do not study Enrichment: The rights of children
Learning Unit 19: Care for the Caregiver
Study Chapter 21: All sections in Chapter 21
Learning Unit 20: AIDS and the Law
Study Chapter 22:
Sections 22.1 to 22.2
Sections 22.7 to 22.8
Do not study Sections 22.3 to 22.6
Enrichment: Resources for children.
Learning Unit 21: AIDS in the Workplace
Study Chapter 23:
Sections 23.1 to 23.2.
The portions of Section 23.3 to 23.5 as indicated in the block.
Section 23.3: Study the first paragraph and first set of bullets.
Section 23.4: Study the first paragraph, the first set of bullets and the
glossary.
Section 23.5: Study the first paragraph, not the bullets. However, read
through the bullets to gain an understanding of the type of questions to
ask in order to assess the needs and strengths in the workplace.
Sections 23.6 and 23.7
Section 23.8 the first paragraph up to before the bullets.
Do not study Enrichment: Guidelines for managing HIV and TB in the workplace
(However, do read this if you are or want to become a Wellness
Practitioner).
Sections 23.9 to 23.10

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8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

Studying fully online modules differs completely from studying some of your other modules at
Unisa.
 All your study material and learning activities for online modules are designed to be
delivered online on myUnisa.
 All your assessments must be submitted online on or before the closing date. This means
that you will do all your activities and submit all your assessments on myUnisa. In other
words, you may NOT post your assessments to Unisa.
 All communication between you and the University happens online. Lecturers will
communicate with you via e-mail and SMS, and use the Announcements, Discussion
Forums and the Question and Answer tools on myUnisa. You can also use all of these
platforms to ask questions and contact your lecturers.
9. ASSESSMENT
9.1 Assessment criteria

 The history of the HI virus, its discovery and its origin in Africa, and how stereotyping and
discrimination marginalised HIV-infected people, are described.
 The effects of HIV on the immune system are explained.
 The conditions under which HIV is transmitted together with contributing factors are
explained.
 The principles of behavioural, biomedical and structural interventions to prevent the spread
of HIV as applied to an African context, are described.
 Aids-related symptoms and diseases relevant to Africa are described.
 The various HIV tests are known, and the implications of test results are explained.
 The functioning of ARVs, the importance of adherence and strategies to improve ARV
adherence within disempowered communities, are understood.
 Theories of behaviour change and the need to move beyond individualised Western
theories to include social theories and models of behaviour change relevant to collectivistic
communities and African ways of knowing are recognised.
 Theoretical principles of behaviour change are applied in various scenarios related to
harmful behaviour.
 Develop age-appropriate life skills programmes for school children from various cultural
backgrounds to address HIV, TB and STIs prevention.
 African beliefs and perceptions of health, illness and sexuality and the implications of
these beliefs for HIV-prevention programmes are discussed.
 Basic counselling skills are applied.
 A distinction between counselling, from a Western epistemological paradigm, and the
traditional African perspectives on health, illness and healing is drawn to provide practical
guidelines on multicultural counselling.
 Principles of HIV counselling and testing (HCT) and possible challenges related to HCT
are discussed.
 Basic counselling principles and skills for HIV-related issues such as ongoing,
bereavement and spiritual counselling are applied.
 Basic principles of community and home-based care are identified and applied.
 The rights and needs of children and support options for orphans and other vulnerable
children in the African context are discussed.
 Promote the principles of health and positive living to people in communities affected by
HIV.
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 A self-care plan for counsellors to prevent burnout is developed.
 Basic human rights, according to the South African Constitution, are applied to people
living with HIV.
 The rights of women and children, according to the South African Bill of Rights, are applied
to people living with HIV.
 The impact of HIV in the workplace is discussed.
 The principles for developing HIV policies and wellness programmes in the workplace are
applied.

9.2 Assessment plan

 To complete this module, you will be required to submit two assessments.

 The assessments should be completed online on myUnisa.
 It will be available on the myUnisa site for PYC2615 under Assessments.
 To gain admission to the examination, you are required to submit one assignment before
the final date for admission to the examination.
 Your assignments will comprise of MCQs.
 The assignment weighting for the module is 20%.
 You will receive examination information via the myModules sites. Watch out for
announcements on how the examination for PYC6215 will be conducted.
 The examination will be a closed-book, timed, online, non-venue based MCQ exam.
 The examination will count 80 % towards the final module mark.

9.3 Assessment due dates

Start working on your assessments as soon as you register for the module.
Semester 1
Assignment Due date and time Proctoring
1 2 April 2024 @ 21:00 None
2 26 April 2024 @ 21:00 Moodle proctoring

Semester 2
Assignment Due date and time Proctoring
1 2 September 2024 @ 21:00 None
2 27 September 2024 @ 21:00 Moodle proctoring

9.4 Submission of assessments

 Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. We use myUnisa as our virtual campus.
 The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document, and deliver educational
material to students and support engagement between academics and students.
 The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the
myModules 2024 button to access the online sites for the modules that you are registered
for.
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 The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system.
 Please access the announcements on your myModules site regularly, as this is where your
lecturer will post important information to be shared with you.
 When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will
see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some tests, others written assessments, some
forum discussions, and so on. All assessments must be completed on the assessment
shells available on the respective module platforms.
 To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter (Tutorial
Letter 101) and are only made available online. You must therefore access the quiz online
and complete it online where the quiz has been created.
 It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone find it
difficult to navigate the Online Assessment tool on the small screen and often struggle to
navigate between questions and successfully complete the quizzes. In addition, cell
phones are more vulnerable to dropped internet connections than other devices. If at all
possible, please do not use a cell phone for this assessment type.

 For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules
site of the modules that you are registered for. Before you finalise the upload, double
check that you have selected the correct file for upload. Remember, no marks can be
allocated for incorrectly submitted assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

 Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
 Mandatory assignments
- If not submitted, the student gets no mark for this item.
 Compulsory assignments
- If not submitted, the result on the student’s academic record will be absent.
 Optional assignments
– You are encouraged as a student to do optional assignments so that they may benefit
your learning.

I. Elective assignments
a. the student is given a choice of which assignments within an identified group to submit,
only the best result(-s), the number of which is specified in advance, will contribute
towards the year mark.
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b. elective assignments must also be grouped into an elective group.
c. for the student to select which assignment to submit, the elective assignments must be
grouped together. For such an elective group, relevant information must be provided to the
student, such as how many of the assignments must be submitted and how many of
the assignment marks should be combined into the year mark.
d. The selection criteria define how marks received for assignments in an elective group are
to be combined into the year mark. Three different criteria may be used for calculating the
year mark:
The best mark should be used, or
If the student submits fewer than the required number of assignments per group or no
assignment in a group, a mark of 0% will be used.
0% is awarded to all non-submitted or unmarked assessments. A best mark is then
calculated from all items.

II. Mandatory assignments

a. contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to this
assignment when the final mark for the module is calculated.

III. Compulsory Assessment

a. when not submitted, the student will fail a Continuous Assessment module but will be
shown as absent from the examination in the case of other modules.

IV. Optional assignments – You are encouraged as a student to do optional assignment so

that it may benefit your learning.

9.5 The assessments

As indicated in section 9.2, you need to complete two assessments for this module. Details on
the assessments will be made available on the myUnisa module site.

There are no assignments included in this tutorial letter. The assignments will be made
available to you on myModules for this module. The due dates are under Section 9.3.

9.6 The examination

The full syllabus presented under Section 7 will be covered during the examination.
Examination information and details on the format of the examination will be made available to
you online via the myUnisa site. Look out for information that will be shared with you by your
lecturer and e-tutors (where relevant) and for communication from the university. Note that
Moodle proctoring (discussed under Section 9.6.1) will be used during the examination.

9.6.1 Moodle proctoring

Since 2020 Unisa has conducted all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin,
Moodle Proctoring, the Invigilator App and IRIS. These tools will authenticate your identity and
flag suspicious behaviour to ensure the credibility of students’ responses during assessments.
This module makes use of moodle proctoring.

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The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop
camera. Students must ensure their camera is activated in their browser settings prior to their
assessments.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceedings.

10. ACADEMIC DISHONESTY

10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:
 Copying and pasting from any source without acknowledging the source.
 Not including references or deliberately inserting incorrect bibliographic information.
 Paraphrasing without acknowledging the original source of the information.

10.2 Cheating

Cheating includes, but is not limited to, the following:

 Completing assessments on behalf of another student, copying the work of another
student during an assessment, or allowing another student to copy your work.
 Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
 Submitting corrupt or irrelevant files, forms part of examination guidelines
 Buying completed answers from so-called “tutors” or internet sites (contract cheating).

10.3 For more information about plagiarism, follow the link below:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11. STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.

If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact [email protected] to discuss the assistance that you
need.

12. IN CLOSING

Do not hesitate to contact us via e-mail if you experience problems with the content of this
tutorial letter or with any academic aspect of the module.

We wish you a fascinating and satisfying journey through the learning material, and trust that
you will complete the module successfully.

© Unisa 2024

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