PYC2605 Tutorial 101

PYC2605/101/3/2016
Tutorial letter 101/3/2016

HIV/Aids care and counselling
PYC2605
Semesters 1 & 2
Department of Psychology
IMPORTANT INFORMATION:
Please activate your myUnisa and myLife e-mail addresses and ensure you
have regular access to the myUnisa module site PYC2605-2016-S1 or S2.
Note: This is an online module, and therefore your module is available on myUnisa.
However, in order to support you in your learning process, you will also receive all the
material that is on myUnisa in printed format.
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CONTENTS
1. INTRODUCTION.......................................................................................................................... 3
1.1 TO GET STARTED… .................................................................................................................. 4
2. OVERVIEW OF THIS MODULE: PYC2605 ................................................................................. 4
2.1 Purpose........................................................................................................................................ 4
2.2 Outcomes..................................................................................................................................... 5
3. LECTURERS AND CONTACT DETAILS .................................................................................... 5
3.1 Lecturers ...................................................................................................................................... 5
3.2 Department of Psychology ........................................................................................................... 5
3.3 University ..................................................................................................................................... 6
4. MODULE-RELATED RESOURCES ............................................................................................ 6
4.1 Prescribed books ......................................................................................................................... 6
4.2 Learning units on myUnisa ........................................................................................................... 7
4.3 Joining myUnisa ........................................................................................................................... 7
4.4 Other resources – Printed support materials ................................................................................ 8
5. HOW TO STUDY THIS MODULE ONLINE.................................................................................. 8
5.1 What does it mean to study fully online? ...................................................................................... 8
5.2 The myUnisa tools you will use .................................................................................................... 8
6. STUDENT SUPPORT SERVICES FOR THE MODULE .............................................................. 9
6.1 Tutorial offerings at Unisa ............................................................................................................ 9
7. MODULE-SPECIFIC STUDY PLAN ............................................................................................ 9
7.1 Syllabus: What to study for the exams ........................................................................................11
8. MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING ...................................13
9. ASSESSMENT ...........................................................................................................................13
9.1 Assessment plan .........................................................................................................................13
9.2 How the assignments contribute to the year mark .......................................................................14
9.3 Assignment numbers and closing dates ......................................................................................14
9.4 Assignments and learning ...........................................................................................................15
9.5 Submission of assignments .........................................................................................................15
9.6 Feedback and commentaries on assignments.............................................................................16
9.7 Repeat students: Do they have to submit assignments again?....................................................16
9.8 General assignment guidelines ...................................................................................................16
10 EXAMINATION ..........................................................................................................................16
10.1 Examination admission ..............................................................................................................16
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10.2 Examination period .....................................................................................................................16

10.3 FI concession students................................................................................................................17
10.4 Basic information about the paper ...............................................................................................17
10.5 Format of the examination paper .................................................................................................17
10.6 Previous examination papers ......................................................................................................17
10.7 Tutorial letter with information on the examination.......................................................................18
10.8 Assessment and marking policy ..................................................................................................18
11 LETTER OF DECLARATION .....................................................................................................18
12 FREQUENTLY ASKED QUESTIONS .........................................................................................19
14 SECOND SEMESTER ASSIGNMENTS .....................................................................................31
Please note: Formal tuition in this course will be conducted in English only. Where capacity
exists, and upon request, individual discussions will be conducted in any preferred South
African language.
Formele onderrig in hierdie kursus word slegs in Engels aangebied. Waar die kapasiteit
bestaan, en op versoek, sal individuele besprekings met studente gevoer word in enige
verkose Suid-Afrikaanse taal.
1. INTRODUCTION
Dear Student
We are pleased to welcome you to HIV/Aids care and counselling. We hope that you will find the
module interesting and that it will empower you to make a contribution in the fight against HIV. We
further hope that the module will equip you with the necessary skills to help people infected with HIV
and their loved ones to realise that there is life beyond an HIV positive diagnosis.
Students often wonder who their co-students on a course are. Well, our student population for this
module in HIV and Aids care and counselling consists of individuals from all walks of life who care
enough to try and make a difference in the midst of the epidemic. Our students are lay counsellors,
psychologists, nurses, educators and teachers, faith workers, doctors, homemakers and people
infected with HIV who are interested to know more about the disease and its management.
We shall do our best to make your study of this module successful. You will be well on your way to
success if you start studying early in the semester and resolve to do the assignment(s) early and with
enthusiasm. This module is offered in two semester periods of fifteen weeks each. Please make
sure for which semester you are registered and follow the instructions for that specific semester. Also
note that the assignments for Semester 1 and Semester 2 are not the same.
Tutorial Letter 101 contains important information about the scheme of work, resources and
assignments, instructions on the preparation and submission of the assignments, as well as the
assessment criteria. This tutorial letter also provides all the information you need with regard to the
prescribed study material and other resources and how to obtain it. Please obtain the prescribed
material as soon as possible. We urge you to read this Tutorial Letter carefully and to keep it at hand
to revisit important information.
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1.1 TO GET STARTED…
This module is presented in a brand new online format and we hope that it will enrich your learning
experience. Although it is an online course, we prefer to call it a “blended” approach because we also
try to accommodate our students who do not have constant access to the internet. All the material
that is presented online will also be printed and send to all our students. You do not have to let us
know how you prefer to study. You will automatically have access to the learning units on myUnisa,
and you will also receive the printed material. If you do not have regular access to the internet,
please try to access myUnisa on a regular basis to experience our rich learning environment.
To get you started, go to the website https://my.unisa.ac.za and login with your student number and
password. You will see PYC2605-16-S1/S2 in the row of modules in the blocks across the top of the
webpage. Remember to also look in the “More Sites” tab if you cannot find your module in the blocks
at the top. Click on the module you want to open. It will take you to the welcome page for PYC2605.
After familiarising you with the contents of the welcome page, click on the LEARNING UNITS tab on
the left hand side to access the electronic learning units.
As said above, in addition to the online learning units, you will receive this tutorial letter and a printed
copy of the online study materials of your module (called MO001). These printed materials are
exactly the same as the online learning units and it contains nothing more or nothing less. We
provide all the web links to YouTube videos and other material that we used in the printed document
as well, so that you have it available to visit some of these sites when you have internet access.
(Please note that all links to the internet are for enrichment purposes only and no assignment or
exam questions will be based on internet resources like YouTube videos).
All the learning units are available in pdf format on myUnisa (the files will automatically open in pdf
format). You are welcome to save these files onto your computer. You can then work directly on your
computer and you will have access to all the web links if you are connected to the internet. To work
directly from the pdf files is often faster – especially if myUnisa is slow or offline.
Apart from Tutorial Letter 101, you will also receive other tutorial letters during the semester. We will
post these letters on myUnisa and it is therefore important to go to myUnisa from time to time. If your
myLife e-mail address is activated, you will get an e-mail notification of tutorial letters that are posted
on myUnisa. (Tutorial letters will be posted under “Official study material”).
Please note that your lecturers cannot help you with missing study material. Please contact the
Department of Despatch at despatch@unisa.ac.za or you can send an sms to No 43579.
2. OVERVIEW OF THIS MODULE: PYC2605
Students who successfully complete this module will be able to demonstrate competence relating to
a large variety of topics associated with HIV and Aids education, care and counselling.
2.1 Purpose
The purpose of this module is to empower you with the necessary knowledge, skills and attitudes to:
 Manage your own life in the risky environment posed by the HIV epidemic. That is, to help you
in discovering how you can protect yourself from the virus, or alternatively if you are HIV
positive, how to live positively and how to curtail the effects of the virus on your life;
 Enable you to assist other people in your community by helping them to manage their lives in
the HIV and Aids environment, by facilitating a process of behaviour change, or by curtailing
the effects of HIV on their lives.
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2.2 Outcomes
For this module, there are several outcomes that we hope you will be able to accomplish by the end
of the course:
 Outcome 1: Apply your newly gained knowledge and skills to keep yourself healthy and safe in
an HIV and Aids environment.
 Outcome 2: Disseminate correct and relevant information on HIV and Aids within your
community to prevent HIV infection; and facilitate the breakdown of negative attitudes,
stereotypes and misconceptions about HIV and Aids in your community.
 Outcome 3: Do basic counselling to support people living with HIV and Aids.
 Outcome 4: Care for people living with HIV and Aids – especially in the home-based-care
environment; and care for yourself as caregiver to prevent burnout.
 Outcome 5: Be an advocate for the legal and ethical rights of people living with HIV or Aids.
You will recognise these outcomes in your syllabus and study programme.
3. LECTURERS AND CONTACT DETAILS
3.1 Lecturers
You are welcome to contact your lecturers by e-mail, telephone or on myUnisa. All queries about the
content of this module should be directed to us. Remember to always have your course code
(PYC2605) and your student number ready when making an enquiry. We offer various Aids courses
in the Department and without the course code we cannot assist you. When you e-mail us, always
write the course code (PYC2605), your student number and a brief title in the subject line.
Building & Office

Name of Lecturer Telephone number E-mail address
No
Mrs Helena Erasmus Theo van Wijk (012) 429-2823 erasmhc@unisa.ac.za
(Module Leader) 5-110
Ms Keit Shirinda-Mthombeni Theo van Wijk (012) 429-8317 shirik@unisa.ac.za
(Psychology) 5-39
Mr Fana Simelane Theo van Wijk (012) 429-4438 simelfz@unisa.ac.za
(Psychology) 5-43
3.2 Department of Psychology
All queries of an administrative nature should be directed to the module secretary. Her contact
details are as follows:
Name of Administrative Building & Telephone E-mail address

Personnel Office No number
MsTidie Sekhaulela Theo van Wijk (012) 429-8088 sekhapt@unisa.ac.za

(Administrative Officer) 5-98
We really like to meet our students, but please make an appointment beforehand. We do not want to
disappoint you if we are not available when you arrive.
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3.3 University
If you need to contact Unisa about matters not related to the content of this module, please consult
the brochure my Studies @ Unisa. In this document you will find the contact details of various
administrative departments. Lecturers cannot assist you with administrative queries and telephone
numbers and we will refer you to this brochure. If you did not receive this document, you can find it
on myUnisa under the ‘Resources’ option.
To assist you we provide some of the contact details that you may need below:
General Unisa telephone number 012 429 3111
Online address: http://my.unisa.ac.za
Unisa website: http://www.unisa.ac.za
Examinations: exams@unisa.ac.za
Aegrotat and special examinations: aegrotats@unisa.ac.za
Study information: study-info@unisa.ac.za
4. MODULE-RELATED RESOURCES
4.1 Prescribed books
Your prescribed textbook for this module is:

Van Dyk, A.C. (2012 or 2013). HIV and Aids: Education, Care and Counselling (5th ed.). Cape
Town: Pearson Education.
Please note: The prescribed book is not included in your study package and it is also not available
on myUnisa. You have to buy the prescribed book from one of our official booksellers (see my
Studies @ Unisa).
Code of Ethics: Please note that the prescribed book is authored by Unisa employees. The Unisa
School Tuition Committee has considered the ethical implication of prescribing the book (as informed
by the Unisa Code of Ethics and Conduct) and has approved it. The ethical clearance is based on the
following principles: The process of prescribing the book is transparent and impartial; the book is
peer reviewed; published by a recognised international academic publisher; forms part of a study
package containing a wraparound guide; is the best book available on the market - given the learning
outcomes of the module, contextualisation, Africanisation, appropriate language level and the
expertise of the author; and it is prescribed at various other higher education institutions.
Your textbook will introduce you to a wide range of aspects regarding HIV and Aids. You will get the
most recent and updated information on the fundamental facts about HIV and Aids. This includes
information on the virus, the immune system, HIV testing, antiretrovirals and vaccines. The book will
further prepare you to offer education, counselling and care in the HIV and Aids context. It will
engage you in discussions about behaviour change, safer sex practices, self-awareness and
attitudes, traditional African beliefs and customs, basic counselling skills, cross-cultural counselling,
pre- and post-HIV test counselling, orphan care, bereavement counselling, home-based care and
many more.
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Please consult the list of official booksellers and their addresses listed in my Studies @ Unisa. If you
cannot locate the book in the bookshop, please always ask a shop attendant to help you. There may
be more copies available in the store room. If the book is not available, ask the shop
attendant to order the book for you immediately.
If you prefer to buy the e-book, go to: http://shop.pearson.co.za and type the title of the book
(or part of it, e.g. “education, care and counselling”) in the search box.
We include a picture of the cover to make it easier to recognise the book.
If you have any difficulties in obtaining books from these booksellers, please contact the Prescribed
Book Section as soon as possible at telephone number 012 429-4152 or email address
vospresc@unisa.ac.za.
Note: Please do not use any previous edition of the prescribed book (such as the 4th or 2008 edition)
since the information is outdated. Please appreciate the fact that the Aids field is not a static field and
that things are constantly changing as new research comes to light – especially in terms of virology,
antiretrovirals, testing and treatment protocols and policies. The book is regularly updated to bring
you the latest information and research. The exam paper will also be based on the latest edition of
the book – in this case, the 5th (2012/2013) edition.
4.2 Learning units on myUnisa
The learning units on myUnisa (or the printed copy of the online learning units) are your guide
through the syllabus. It is therefore important to start with the learning units and follow the
instructions carefully.
There are many links to Open Electronic Resources (OERS) like YouTube videos to illustrate certain
concepts to you (e.g. the working of the immune system). It is a lot of fun and very educational to
watch all the links in the learning units, but please do not get carried away. Time yourself and make
sure that you have enough time to work through the syllabus.
You will find the following module-related material on myUnisa:

 Introduction (read this first)
 Syllabus
 Learning Units 1 to 23
But let’s talk about how to join myUnisa.
4.3 Joining myUnisa
If you have access to a computer that is linked to the internet, you can quickly access resources and
information at the University. The myUnisa learning management system is Unisa's online campus
that will help you to communicate with your lecturers, with other students and with the administrative
departments of Unisa – all through the computer and the internet.
You can start at the main Unisa website, http://www.unisa.ac.za, and then click on the myUnisa
orange block. This will take you to the myUnisa website. To go to the myUnisa website directly, go to
https://my.unisa.ac.za. When you are on the myUnisa website, click on the “Claim UNISA Login” in
the column on the left side of the screen. You will then be prompted to give your student number to
claim your initial myUnisa as well as myLife login details.
Please consult the publication my Studies @ Unisa which you received with your study material for
more information on PYC2605_Tut Letter 101_2016.
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4.4 Other resources – Printed support materials
Because we want you to be successful in this online module, we also provide you with the study
materials in printed format. This will allow you to read the study materials, even if you are not online.
These printed study materials will be sent to you at the beginning of the semester (i.e. MO001).The
printed copy of the learning units will give you the chance to do a lot of the studying of this module
WITHOUT having to go to the internet or to an internet cafe. This will save you money, of course, and
you will be able to take as much time as you need to read - and to re-read - the materials and to do
the activities.
As said before, it is important that you log into myUnisa regularly (at least every 2 weeks), even if you
decide to mostly study offline, to check if there are any announcement, to participate in the
Discussion forum and to do other online activities as requested. Note that you can also set up your
myLife email so that you receive the Announcement e-mails on your cell phone.
We hope that this system will help you to succeed in this online module by giving you extra ways to
study the materials and practice with all of the activities and assignments.
REMEMBER, THE PRINTED SUPPORT MATERIALS ARE A BACK-UP TO EVERYTHING THAT

IS FOUND ONLINE, ON MYUNISA. THERE ARE NO EXTRA THINGS THERE. IN OTHER
WORDS, YOU SHOULD NOT WAIT FOR THE PRINTED SUPPORT MATERIALS TO ARRIVE TO
START STUDYING.
5. HOW TO STUDY THIS MODULE ONLINE
5.1 What does it mean to study fully online?
An online module is a module that is designed for online study. This means that all your study
materials are designed to be online on myUnisa. The online design allowed us to enrich your learning
tremendously by integrating videos, illustrations, pictures, photos, case studies and stories into your
study material. These additional materials (videos etc.) can only be accessed online and will not be
printed. If you prefer to study mostly from the printed material, we recommend that you nonetheless
go online to look at some of the videos and other material for enrichment purposes.
To study online also means that you can submit all your assignments online. We encourage students
who prefer to study offline to also make use of this function to submit assignments online instead of
making use of the postal services.
Please visit this module site regularly. It is our only “face-to-face” contact opportunity with you and it
creates a great way for students to interact and to get to know each other.
5.2 The myUnisa tools you will use
All of the information about myUnisa tools is located on the myUnisa website for this module. Play
around with your myUnisa tools by clicking on them to see what they have to offer.
We will use the following myUnisa tools during the semester:
 Announcements: From time to time we will draw your attention to important matters via an
announcement. You will also receive an e-mail notification of important announcements.
 Schedule: Please consult the Schedule about important dates and events such as examination
dates and assignment submission dates. This will assist you in planning your own schedule
and managing your timelines so that you can keep up with all the learning activities.
 Prescribed books: We use a prescribed book for this module. You will find the name of the
prescribed book as well as the names of the official Unisa booksellers here.
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 Official study material: Here you can access all the official study material in electronic format,
for example the tutorial letters and old examination papers.
 Syllabus: Here you will find a summary of your syllabus.
 Learning Units: This is your study guide which will guide you through the prescribed book. We
strongly advise you to make use of this useful tool and look at some of the videos and pictures
we provide.
 Discussion forums: We will use discussion forums to share and explore important issues
around HIV and Aids, discuss the content of the work and to get to know each other. We will
alert you about the discussions via announcements.
 Blogs: This is your space to reflect about your feelings about and experiences with HIV and
Aids in general.
 Additional resources: All material additional to the official study material can be accessed
here. The learning units in pdf format will also be available here. If you do not want to study
online all the time (e.g. when Unisa’s system is slow), you are welcome to download these files
onto your computer. Most of the links will work and you will be able to watch the videos (if you
are connected to the internet at home, off course).
 Assignments: Here you can submit your assignments as well as monitor your results.
 Glossary: If you do not understand a specific concept, consult the glossary (or list of
definitions). We provide the definitions of the most important concepts in four languages,
namely English, Afrikaans, Northern Sotho and isiZulu.
We hope that you will find the online environment an exciting new experience.
6. STUDENT SUPPORT SERVICES FOR THE MODULE
For information on the various student support systems and services available at Unisa (e.g. student
counselling, tutorial classes, e-tutors, language support), please consult the publication my Studies
@ Unisa, which you will receive with your study material. If you have any special needs and need
special examination arrangement please note that you have to apply to the Registrar Academic in
writing. See my Studies @ Unisa for more information.
6.1 Tutorial offerings at Unisa
Please be informed that, with effect from 2013, Unisa offers online tutorials (e-tutoring) to students
registered for certain modules, including PYC2605. Once you have been registered for the module,
you will be allocated to a group of students with whom you will be interacting during the tuition period
as well as an e-tutor who will be your tutorial facilitator. Thereafter you will receive an sms informing
you about your group, the name of your e-tutor and instructions on how to log onto myUnisa in order
to receive further information on the e-tutoring process.
Online tutorials are conducted by qualified e-tutors who are appointed by Unisa and are offered free
of charge. All you need to be able to participate in e-tutoring is a computer with internet connection. If
you live close to a Unisa regional centre or a Telecentre contracted with Unisa, please feel free to
visit any of these to access the internet. E-tutoring takes place on myUnisa where you are expected
to connect with other students in your allocated group. It is the role of the e-tutor to guide you through
your study material during this interaction process. For you to get the most out of online tutoring, you
need to participate in the online discussions that the e-tutor will be facilitating.
7. MODULE-SPECIFIC STUDY PLAN
Use your my Studies @ Unisa brochure for general time management and planning skills.
In this section we will explain to you how to reach the outcomes of this module as stated in Section 2
in this tutorial letter. Each part of the prescribed book coincides with a specific outcome. To make it
easier for you, we have divided the work into three sections.
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The first section (Section A) is compulsory for all students and consists of all the theory and
information you need to become a competent counsellor or caregiver in the HIV and Aids field. You
then have to choose between Section B (guidance track) and Section C (care track). This means that
you do not have to study all the chapters in your prescribed book.
In a nutshell, your syllabus consists of the following chapters in the prescribed book:
SECTION A (COMPULSORY SECTION): Chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 21 and
22;
AND
SECTION B: (GUIDANCE TRACK): Chapters 10, 16 and 18;
OR
SECTION C: (CARE TRACK): Chapters 17, 19 and 20.
Your syllabus (and outcomes) are summarised in Table 1.
Table 1: Your syllabus in a nutshell

Learning Unit Title Study category
or Chapter
Part 1 – Fundamentals about HIV and Aids (Outcome 1)
1 HIV and Aids: A brief history Compulsory
2 HIV and the immune system Compulsory
3 Transmission and Prevention Compulsory
4 HIV-associated symptoms and diseases Compulsory
5 HIV tests Compulsory
6 Antiretroviral therapy Compulsory
Part 2 – Education and empowerment (Outcome 2)
7 Theories of behaviour change Compulsory
8 Aids education Compulsory
9 Changing unsafe practices Compulsory
10 Aids education for school children Guidance Track
11 Aids education in traditional Africa Compulsory
Part 3 – HIV Counselling (Outcome 3)
12 Counselling principles and skills Compulsory
13 HIV counselling and testing Compulsory
14 Ongoing counselling Compulsory
15 Bereavement counselling Compulsory
16 Spiritual counselling and the meaning of life Guidance Track
Part 4 - Care and Support (Outcome 4)
17 Home- and community-based care Care Track
18 Orphans and vulnerable children Guidance Track
19 Infection control Care Track
20 Care and nursing principles Care Track
21 Care for the caregiver Compulsory
Part 5 – Legal and policy issues (Outcome 5)
22 Aids and the law (Only selected sections) Compulsory
23 Aids in the workplace Compulsory
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7.1 Syllabus: What to study for the exams
We strongly recommend that you read every prescribed chapter in its entirety to get a complete
picture before you study the demarcated sections for the examinations. Although there will be no
exam questions on the sections marked Recommended reading, not for examination purposes, it will
help you to understand the Sections you have to study for examination purposes better if you read
through the recommended sections. Study the introductions of all the prescribed chapters.
Read the conclusions of every chapter and try to answer the questions in the section Test your
understanding. There will be no direct questions on tables and figures, but please look at these as it
would greatly enhance your understanding of the work.
Section A: Compulsory section
Chapter 1: HIV and Aids: A brief history

Section 1.1 The birth of a new epidemic. Study for examination purposes.
Section 1.2 The origin of HIV. Study for examination purposes.
Section 1.3 The global Aids epidemic. Study for examination purposes.
Section 1.4 The world’s response. Study for examination purposes.
Chapter 2: HIV and the immune system

Study the whole chapter for examination purposes.
There will be no questions on the enrichment box The genes of HIV on page 30.
Chapter 3: Transmission and prevention

Also study Section 19.1 of Chapter 19 on page 368-369 in your prescribed book.
Chapter 4: HIV-associated symptoms and diseases

Section 4.1 The CD4+T cell count, viral load and stages of infection. Study for examination
purposes.
Section 4.2 The stages of HIV infection. Study for examination purposes.
Section 4.3 Symptoms of HIV infection in children. Recommended reading (not for exams).
Section 4.4 Prevention of opportunistic infections. Study for examination purposes. Note that the
focus will be on tuberculosis prophylaxis on pages 77 to 78.
Section 4.5 Tuberculosis. Study for examination purposes. There will be no exam questions on
The diagnosis of TB on pages 81 to 82 and The treatment of TB on pages 83 to 84.
You have to study ‘Resistance to anti-tuberculosis drugs’ on pages85 to 87.
Section 4.6 Sexually transmitted infections. Study for examination purposes, but note that you do
not have to know the specific causes, symptoms and treatment of the STIs.
Chapter 5: HIV tests

Chapter 6: Antiretroviral therapy

Section 6.1 Clinical assessment. Study for examination purposes.
Section 6.2 Goals of antiretroviral therapy. Study for examination purposes.
Section 6.3 Classes of ARVs and their mechanisms of action. Study for examination purposes.
Section 6.4 ARVs available in Southern Africa. Recommended reading (not for exams).
Section 6.5 Guidelines for the use of ART. Study for examination purposes. However, there will be
no exam questions on The use of ART in patients with TB, Use of ART in patients with
hepatitis B or ART for children on pages 116 to 118.
Section 6.6 Adverse effects of ART. Study for examination purposes.
Section 6.7 How to know if ART is effective. Study for examination purposes.
Section 6.8 When to change treatment. Study for examination purposes.
Section 6.9 The development of drug-resistant viruses. Study for examination purposes.
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Section 6.10 Adherence to antiretroviral therapy. Study for examination purposes.
Section 6.11 Prevention of MTCT of HIV. Study for examination purposes.
Section 6.12 Post-exposure prophylaxis after occupational exposure. Study for examination
purposes.
Section 6.13 PEP after rape or sexual assault. Study for examination purposes.
Chapter 7: Theories of behaviour change

Chapter 8: Aids education

Chapter 9: Changing unsafe practices

Chapter 11: Aids education in traditional Africa

Chapter 12: Counselling principles and skills

Chapter 13: HIV counselling and testing

Chapter 14: Ongoing counselling

Section 14.1 Emotional impact of HIV infection. Recommended reading (not for exams).
Section 14.2 Psychological challenges. Study for examination purposes.
Section 14.3 Disclosure. Study for examination purposes.
Section 14.4 Counselling special groups. There will be no examination questions on Counselling
women/couples on pregnancy on pages 304 to 307 (Recommended reading only).
Study the rest of Section 14.4 for examination purposes (from pages 307 to 312).
Section 14.5 Ethical concerns in counselling. Study for examination purposes.
Go to Chapter 20 and study Section 20.1 (Promotion of health and positive living) and Section 20.2
(Nutrition) on pages 388 to 393.
Chapter 15: Bereavement counselling

Chapter 21: Care for the caregiver
Chapter 22: Aids and the law
Section 22.1 The constitution and the legal framework. Study the first part of this section about
the constitution and the rights of people for examination purposes.
Section 22.2 The basic rights of people living with HIV and Aids. Study for examination
purposes.
Section 22.3 National HIV counselling and testing guidelines. Study for examination purposes.
Section 22.4 Health Professions Council ethical guidelines. Only those who chose the Care
Track should study this section for examination purposes. Guidance Track
students: Ignore
Section 22.5 Aids and employment: Code of good conduct. Study for examination purposes.
Section 22.6 National policy for learners and educators. Only students who chose the Guidance
Track should study this section for examination purposes. Care Track students:
Ignore.
Section 22.7 Women’s rights. Study for examination purposes.
Section 22.8 The rights of children. Study for examination purposes.
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Chapter 23: Aids in the workplace

NOTE: CHOOSE ONLY ONE SECTION – EITHER SECTION B OR C
Section B: Guidance Track
Students who chose the guidance track must do the following chapters in addition to Section A.
Chapter 10: Aids education for school children

Chapter 16: Spiritual counselling and the meaning of life

Chapter 18: Orphans and vulnerable children

OR
Section C: Care Track
Students who chose the care track must do the following chapters in addition to Section A.
Chapter 17: Home- and community-based care

Chapter 19: Infection control

Chapter 20: Care and nursing principles

8. MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING
There are no practicals or group visits for this module.
9. ASSESSMENT
9.1 Assessment plan
Two assignments have been set for this module. You will find the assignments in Section 13 (First
Semester) and Section 14 (Second Semester) of this tutorial letter. Assignments 01 and 02 consist of
15 and 20 multiple choice questions respectively. Assignment 01 is compulsory to obtain examination
admission, but we strongly advise you to also do Assignment 02 to obtain a higher year mark. Note
that you do not have to pass the assignments to gain examination admission – but you have to
submit them. Because your assignments count towards your year mark, it is in your own best
interest to try your best to gain good marks in both assignments.
Your assignments must reach us by the closing date. Please note that there are NO further
opportunities to gain examination admission and NO EXTENTION will be given.
Multiple choice questions are marked by computer. Please note that we adjust the marks to
accommodate the effect of ‘blind guessing’ or ‘random guessing’ by subtracting a fraction of the
marks for each incorrect answer. We base our decision on the statistical analysis of the answers, but
practice has shown that we usually deduct 1 mark for every 4 or 6 incorrect answers.
13
Please answer all the questions (unfortunately the computer cannot distinguish between ‘wrong
answers’ and ‘answers left open’.)
However, to assist our students, we will not use this system in the examinations. In the
examination you will thus only loose marks for wrong answers, and we will not correct for guessing
(or as students like to call it, “negative marking”.
Computation of your assignment marks: Please do not phone or e-mail us to complain that your
marks are wrongly computed! First use your basic arithmetic skills to work out your marks, or ask
someone to help you. For example: Assignment 01 has 15 questions. If you have 5 questions wrong
(and we deduct 1 mark for each 4 questions that you have wrong) your mark will be 15 minus 5
minus 1. This gives you a mark of 9 out of 15. Your percentage for this assignment will thus be 60%
(or (9 ÷ 15) X 100 = 60). (My sincere apologies to students who feel insulted by this explanation - but
we are inundated by calls from students who do not understand this basic computation).
Please note that although students may work together when preparing assignments, each student
must complete and submit his or her own individual assignment. It is unacceptable for students
to submit identical assignments on the basis that they worked together. That is copying (a form of
plagiarism) and none of these assignments will be marked. Furthermore, you may be penalised or
subjected to disciplinary proceedings by the university. Please do not use your myUnisa Discussion
forum to get the answers to questions. You are welcome to debate and reason about questions and
then to arrive at the correct answer in this way.
9.2 How the assignments contribute to the year mark
In this module the year mark counts 20% and the examination 80% of the final mark. Both
Assignments 01 and 02 count towards the year mark. Please note that you should obtain a sub-
minimum of 40% in the examination for the year mark to count. You need 50% to pass the
examinations.
Computation of your year mark: If you have 12/15 (or 80%) for Assignment 01 and 15/20 (or 75%)
for Assignment 02, your year mark will be 16/20. This is computed as follows: Both assignments
count 10 marks each towards the year mark. For Assignment 01 you will get [(80÷100) X 10] = 8; and
for Assignment 02, [(75÷100) X 10] = 7.5, which adds up to a year mark of 15.5, rounded to 16.
9.3 Assignment numbers and closing dates
Assignments are numbered consecutively per module, starting from 01. For this module you have
two assignments, namely Assignment 01 and Assignment 02.
Each assignment has its own unique number. Please make sure that you fill in the correct unique
number for each assignment on myUnisa or on the mark reading sheet. The computer identifies all
assignments by the unique number. Also, do not forget to fill in your student number. For detailed
information on and requirements for assignments, as well as instructions for the use of mark reading
sheets, consult my Studies @ Unisa.
The assignment numbers, unique numbers and due dates for your assignments are tabled below. It
is very important that you submit your assignments in the semester that you are registered for. If you
are registered for the second semester (exam date October/November) and you submit your
assignments in the first semester, your assignments will not be marked and it will get lost in the
system. Spare yourself the heartache and frustration of not getting examination admission by making
sure that you submit your assignments correctly (in the semester that you are registered for).
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FIRST SEMESTER 2016
Assignment Number Unique number Closing date

01 894874 24 March 2016
02 743313 18 April 2016
SECOND SEMESTER 2016

01 871717 24 August 2016
02 698533 21 September 2016
9.4 Assignments and learning
Assignments are seen as part of the learning material for this module. As you do the assignment,
study the reading texts, consult other resources, discuss the work with fellow students or tutors or do
research, you are actively engaged in learning. Looking at the assessment criteria given for each
assignment will help you to understand what is required of you more clearly.
For students attending tutorial sessions, or who have e-tutors, tutors may also set additional tasks
and give feedback in class.
9.5 Submission of assignments
We strongly recommend that you submit your assignments electronically via myUnisa. Postal strikes
can create havoc! One of the great advantages myUnisa offers is that your assignment is
immediately delivered to the Assignment Section at Unisa so that you do not have to agonise as to
whether your assignment has arrived safely, and you also no longer have to worry about postal
delays. If you submit your assignments through the postal system, you need to check regularly on
myUnisa if your assignment has been received by Unisa and captured on the system. Assignments
may not be submitted by fax or e-mail (it will be deleted). For detailed information and requirements
as far as assignments are concerned, see the brochure my Studies @ Unisa that you received with
your study material.
To submit an assignment via myUnisa:

 Go to myUnisa.
 Log in with your student number and password.
 Select the module.
 Click on assignments in the menu.
 Click on the assignment number you want to submit.
 Follow the instructions on the screen.
Please note that you will find answers to all your assignment-related enquiries (e.g. whether or not
the University has received your assignment or the date on which an assignment was returned to
you) on myUnisa. You can also address these questions to the Assignment Section at
assign@unisa.ac.za. Please do not contact your lecturers to find out if we have received your
assignments – we unfortunately do not have that information.
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9.6 Feedback and commentaries on assignments
You will receive the correct answers automatically for multiple choice questions. Feedback or
commentaries on compulsory assignments will be posted on myUnisa. The tutorial letter number will
be 201, 202, etcetera.
We usually look at the statistical analysis of your answers (it is done by computer and send to us by
the Assignment Section) and we respond to this analysis by explaining questions carefully if we see
that you have battled with them. It also gives us insight to improve our questions for future use.
As soon as you have received the feedback, please check your answers. The assignments and the
commentaries on these assignments constitute an important part of your learning and should help
you to be better prepared for the next assignment and the examination.
9.7 Repeat students: Do they have to submit assignments again?
It is expected from a repeat student to submit all assignments again. Students will not obtain
examination admission without the submission of assignments.
9.8 General assignment guidelines
Please take note of the following important guidelines before you submit your assignments:
 Remember to use the correct student and unique numbers.
 Read the instruction on how to complete multiple choice questions on myUnisa or on a mark
reading sheet in my Studies @ Unisa.
 Students who do not have access to the internet must complete their assignments on the mark
reading sheet provided with your study material. Take note of the following important
information:
Use only an HB pencil (not a ‘pacer’) and mark your answers clearly and distinctly.
 Mark as follows [-]
 If you mark a block incorrectly, make sure that the mark is erased properly.
 Do not staple your mark reading sheet to any document.
Your assignments are in Section 13 (First Semester) and Section 14 (Second Semester) at the end
of this tutorial letter.
10 EXAMINATION
Use your my Studies @ Unisa brochure for general examination guidelines and examination
preparation guidelines.
10.1 Examination admission
You gain admission to the examinations by submitting BOTH Assignment 01 and 02 on time. Note
that you do not have to pass the assignments to gain examination admission – you have to submit
them.
10.2 Examination period

This module is offered in a semester period of fifteen weeks. This means that if you are registered
for the first semester, you will write the examination in May/June and the supplementary examination
will be written in October/November of the same year. If you are registered for the second semester
you will write the examination in October/November and the supplementary examination will be
written in May/June of the next year.
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The Examination Section will provide you with information regarding the examination in general,
examination venues, examination dates and examination times. Please make sure early in the
semester that you have these details. If you do not know your examination date or venue, please
contact the examination department (see my Studies @ Unisa for details). Your lecturers will
unfortunately not be able to help you with this. .
10.3 FI concession students
If you are a final year student who failed PYC2605 (and you need to pass only one or two modules to
obtain your degree) you may qualify for an FI concession (Final year concession). If you qualify and if
you are granted an FI Concession, it will be communicated to you via your myLife@unisa e-mail
address. It is therefore important to activate this e-mail address and to access it on a regular basis.
Please do not contact your lecturers to ask for an FI concession. We are not allowed to grant FI
concessions. Unisa will identify the students who qualify and Unisa will communicate it to you.
10.4 Basic information about the paper
The examination paper in HIV and Aids care and counselling is a two-hour paper. The paper consists
of 70 multiple choice questions and the paper is marked out of 70. These marks are converted to a
mark out of 80. The other 20 points come from your year mark (see Section 9.2 above).
The examination paper will be in English only. Given the fact that the prescribed book is available
only in English, as well as your familiarity with the HIV and Aids terminology in English, we hope that
this will not inconvenience you. Please use the glossary on myUnisa to assist you.
10.5 Format of the examination paper
The examination paper covers the whole syllabus, as explained in Section 7 above.
The examination paper is divided into three sections:

 Section A (60 questions) is compulsory and should be answered by all students. This section
is based on your prescribed book HIV and Aids: Education, Care and Counselling (2012/2013).
See Section 7.1 above for compulsory chapters in the book to study.
 Section B (10 questions) should only be answered by students who chose the GUIDANCE
TRACK. (See Section 7.1 above for chapters to study for the Guidance Track);
OR
 Section C (10 questions) should only be answered by students who chose the CARE TRACK.
(See Section 7.1 above for chapters to study for the Guidance Track).
Exam Tip: Students frequently ask how we (or rather the computer) know whether they have
completed Section B or C. Please note that the exam has been set in such a way that the correct
alternatives to the questions in Section B and C are precisely the same. For example, if the answer
to Question 65 in the Guidance Track is (3), then the answer to Question 65 in the Care Track will
also be (3). If you studied both tracks, this information may be very helpful!
10.6 Previous examination papers

Previous examination papers are available on myUnisa.
Serious warning: Our exam pass rate was very low in 2014. It came to our attention that many
students did not work through the prescribed book, but only worked out old examination papers.
Almost none of the questions from previous papers were asked in 2014 (and the same goes for the
2016 examination papers). Please do not make this mistake. It is a good idea to work out old exam
papers as revision after you have studied the prescribed material.
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10.7 Tutorial letter with information on the examination
To help you in your preparation for the examination, we will provide detailed information on the exam
paper in Tutorial Letter 102/2016 which you will receive soon. We will explain the general structure of
multiple choice questions, as well as the different types of questions that can be asked. We also give
helpful tips on how to choose the correct answer. Tutorial Letter 102/2016 will also contain an
example exam paper for you to complete when you prepare for the examination. We suggest that
you set yourself a 2 hour mock exam situation without any distractions to answer all the questions
without using the prescribed book. Mark your own paper to see how you have done (the answers are
provided at the back of Tutorial Letter 102/2016).
10.8 Assessment and marking policy
Your examination paper is set by your lecturers, but it is marked by computer (since it is multiple
choice questions). The module leader takes the responsibility to make sure that the correct answers
go to the examination section. We always study the statistical analysis of your results to make sure
that our assessment was fair and reliable, and we make adjustments if necessary.
We do not adjust the examination marks to accommodate the effect of ‘blind guessing’ or ‘random
guessing.’ Please try to answer all the questions. If you leave questions out, you will lose marks.
‘Intelligent guessing’, where you use your knowledge to eliminate some of the alternatives before
guessing the answer from the remaining alternatives, is acceptable and even advisable. The chance
of selecting the correct alternative with intelligent guessing is much bigger than with blind guessing.
Computation of your exam mark: If you have a mark of 50 out of 70 for the exam paper, you have
71.4%. This mark is computed to a mark out of 80, which means that you have 57.1 marks out of 80.
This is calculated as follows: (71.4÷100) X 80 = 57.1. If you add your year mark (let’s say it is 14 out
of 20) to this mark, your final mark for the examination is 71%.
Please note that you must obtain a sub-minimum of 40% in the examination for your year mark to
count. For example, if you receive 38% in the examination, your year mark of 14 (see example
above) will not count, and your final mark will be 38%.
To pass the examination you need a minimum of 50%.
11 LETTER OF DECLARATION
After successful completion of this course, you will automatically (and free of charge) receive an
official Declaration Letter from the University, declaring that you have successfully completed a six
month theoretical course in HIV and Aids care and counselling at the University of South Africa. The
syllabus you followed will be printed on this Declaration Letter. Declaration letters will be posted
automatically to all students who pass the module six to eight weeks after you have received your
official examination results. Please note that this letter of declaration DOES NOT endorse you as a
trained or registered counsellor, nor is it equivalent to a certificate in counselling.
Make a few copies of the Declaration Letter immediately. This letter will UNDER NO
CIRCUMSTANCES be replaced or re-issued. Make sure that you receive your declaration letter by
following two simple steps:
 Make sure that Unisa has your most recent postal address. We will send your Declaration
Letter to the address that you registered with Unisa. If your address changed, please notify
Unisa (not the Psychology Department) to change your address on the student system (follow
the instructions in my Studies @ Unisa to change your address).
 Make sure that all outstanding fees are paid. If your study fees are in arrears, Unisa will
unfortunately not release your exam results, and we will not be able to issue the Declaration
Letter either.
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Please note that we do not issue certificates for this course.
DO NOT:
 Do not phone/e-mail us and ask for a certificate. This is not a certificate course and we do not
issue certificates. You will only receive a declaration letter.
 Do not phone/e-mail us and ask for a copy of the declaration letter. Declaration Letters will
UNDER NO CIRCUMSTANCES be replaced. If you lose you Declaration Letter, please use your
official Unisa results.
12 FREQUENTLY ASKED QUESTIONS
The my Studies @ Unisa brochure contains the most relevant study information and will probably
answer all your questions.
Please let us know what you think of our online module. If you have any comments or suggestions on
how to improve the module, please e-mail your suggestions to the module leader
erasmhc@unisa.ac.za.
Best wishes with all the hard work! Your assignments follow.
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13 FIRST SEMESTER ASSIGNMENTS
FIRST SEMESTER 2016

01 894874 24 March 2016
02 743313 18 April 2016
ASSIGNMENT 01 – FIRST SEMESTER

(Multiple choice questions)
Note: This assignment is compulsory. You have to submit it before the closing date to gain
admission to the examinations. Please do your best to submit this assignment via myUnisa to assure
that we definitely receive it (the postal system cannot be trusted). Submit your assignment before the
closing date to allow yourself enough time should myUnisa be offline or very busy. This assignment
contributes 10 marks to your year mark. The assignment consists of 15 multiple choice questions.
This assignment is based on Learning Units (and corresponding chapters in the prescribed book)
1 to 8.
QUESTION 1
It is widely accepted that HIV originated through interspecies transmission (from primates to humans)
that occurred at some time around the 1930's. What is the most likely theory of how this happened?
(1) The virus was most probably transmitted from primates to hunters where the hunter was bitten
or cut while hunting or butchering the animals.
(2) It is well known that the people in equatorial West-Africa had sex with the primates in the early
1990s.
(3) Green monkeys were often kept as pets by children in Africa, and they bit or scratched the
children and transmitted the virus in this way to humans.
(4) Monkey kidneys were used to develop vaccines for polio and the contaminated vaccines
introduced the HI virus into the human population.
QUESTION 2
How would you explain to a client what is meant by 'immune deficiency'?
(1) The HI virus in your body is immune to any deficiencies caused by the syndrome.
(2) Your immune system can no longer protect your body against infections from outside.
(3) The HI virus is deficient because it is a retrovirus.
(4) Your immune system is so deficient that it can only produce new viruses.
QUESTION 3
How do the dendritic cells warn the lymphocytes (B and T cells) that they should mobilise to protect
the body against an organic invader such as a virus? The dendritic cells
(1) swallow the virus and then carry it to the lymphocytes, which then destroy both the dendritic
cells and the virus.
(2) surround the virus, grab an antigen from it and display it like a ‘banner of war’ in order to
mobilise the lymphocytes.
(3) surround the virus and render it inactive until the lymphocytes find it and kill it.
(4) swallow the virus and, when the dendritic cells die, the virus dies with them, thus warning
lymphocytes about the presence of the foreign antigens in the process.
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QUESTION 4
Although HIV is present in many body fluids, the concentration of HIV is particularly high in some,
such as (a) ____, while it is relatively low in others, such as (b) ____.
(1) (a) blood; (b) semen

(2) (a) saliva; (b) tears
(3) (a) sweat; (b) vaginal fluids
(4) (a) vaginal fluids; (b) urine
QUESTION 5
Why are people with STIs (sexually transmitted infections) particularly vulnerable to HIV infection?
(1) People with STIs have very low antibody counts and this opens the ‘gates of the immune
system’ for all kinds of opportunistic diseases, including HIV, to attack them.
(2) STIs cause genital inflammation which attracts numerous immune cells with CD4+T cell
receptors to the site of infection.
(3) Enzymes such as integrase occur in the genital area, and serve as ‘taxis’ that transport the
virus from an infected to an uninfected person and integrate it into the CD4+T cells.
(4) People with STIs are very promiscuous and they will therefore also be exposed to HIV.
QUESTION 6
The asymptomatic latent phase of HIV infection is characterised by the following:
(1) The person is HIV positive, has already sero-converted, has no symptoms of HIV infection, and
can infect sex partners.
(2) The person is HIV positive, has not yet sero-converted, has latent symptoms of HIV infection,
and cannot infect sex partners.
(3) The person is HIV positive, has already sero-converted, has an array of minor symptoms and
can infect sex partners.
(4) The person is still HIV negative, has not yet sero-converted, has no symptoms of HIV infection,
and cannot infect sex partners.
QUESTION 7
Opportunistic infections and diseases, such as tuberculosis, often attack people with Aids. An
opportunistic infection
(a) is caused by pathogens which usually do not attack a healthy immune system.
(b) is always characterised by fever, weight loss and diarrhoea.
(c) is characterised by both a high viral count and a high CD4+T cell count.
(d) takes the 'opportunity' to attack a deteriorated immune system.
The correct answer is:

(1) (b) and (c)
(2) (a) and (d)
(3) (a), (c) and (d)
(4) (a), (b), (c) and (d)
QUESTION 8
The two factors that determine the accuracy of a blood test are sensitivity and specificity. The
sensitivity of an HIV antibody test refers to its ability to
(a) pick up very low levels of antibodies.

(b) detect HIV positivity and not give false negative results.
(c) distinguish specific antibodies from other cross-reacting, non-specific antibodies.
(d) demonstrate HIV negativity and not give false positive results.
21
(1) (c) and (d)
(2) (a) and (b)
(3) (a) and (c)
(4) (b) and (d)
QUESTION 9
Why is the availability of the Rapid HIV antibody test especially useful in rural and resource poor
communities?
(1) The Rapid test detects the HI virus itself in the blood and does not have to rely on antibodies.
(2) The results are usually available within 10 minutes which means that the client does not have
to come back again for the results.
(3) The Rapid test has a 100% reliability and specificity, making a second confirmatory test
unnecessary.
(4) The test can be used as a home-test by clients, which therefore makes pre- and post-HIV test
counselling unnecessary.
QUESTION 10
Why do we use a combination of three antiretroviral drugs (also called ‘triple therapy’ or HAART)
instead of only one drug (or single-drug regimes)?
(a) It is less expensive in the long run.

(b) It is more effective in reducing viral loads, because different kinds of medication interfere with
the replication of viruses in different ways.
(c) It decreases the chances of the virus becoming drug resistant.
(d) It is more effective in reducing viral loads, because of the higher dosages involved.

(1) (a), (b), (c) and (d)
(2) (a) and (d)
(3) (b) and (d)
(4) (b) and (c)
QUESTION 11
Anti-retroviral therapy has four primary goals: The therapeutic goal is to
(1) improve the quality of the HIV positive person’s life.

(2) reduce the HIV viral load as much as possible.
(3) reduce HIV-related sickness and death and to reduce the impact of HIV transmission in the
community.
(4) improve immune functioning, reduce opportunistic infections and delay the onset of Aids.
QUESTION 12
The post-exposure prophylaxis protocol for occupational exposure to HIV-infected blood is as follows:
If the baseline HIV test is negative and the healthcare worker access help within (a)____ after the
incident, a (b)____ course of ARVs should be offered.
(1) (a) 24 hours; (b) 28-day

(2) (a) 48 hours; (b) 30-day
(3) (a) 2 hours; (b) 60-day
(4) (a) 72 hours; (b) 28-day
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QUESTION 13
According to Bandura’s theory, individuals with a high self-efficacy
(1) will be more inclined to change their sexual behaviour because they have a self-driven external
locus of control.
(2) will not change their sexual behaviour because a high self-efficacy was identified by many
researchers as an obstacle to behavioural change.
(3) will be more inclined to change their sexual behaviour because they believe in their ability to
adopt the required behaviour.
(4) will not change their sexual behaviour because they feel so self-efficient that they do not realise
the need to change their behaviour in the first place.
QUESTION 14
Which one of the following people is in the pre-contemplation phase of behaviour change according
to the Transtheoretical Model?
(1) Maboe knows about the dangers of Aids, but he believes that it will never happen to him.
(2) Lebo is considering the advantages and the disadvantages of using condoms, but she is not
sure yet if it is worth the trouble to use condoms.
(3) John is seriously thinking of changing his behaviour and to be faithful to his girlfriend. He even
said no to sex with random women on a couple of occasions now.
(4) Puleng has decided to use condoms every time she has sex. She is very proud of herself
because she consistently used condoms now for the past six months.
QUESTION 15
It can be very helpful for a facilitator to introduce an ‘icebreaker’ at the beginning of a training
session. What is the role of an 'icebreaker'?
(1) Icebreakers relax participants by making fun of them.

(2) Icebreakers force silent members to take the lead in the group discussions.
(3) Icebreakers help learners to learn and practise new behaviour.
(4) Icebreakers help to break down some of the barriers that often exist between people.
END OF ASSIGNMENT 01
ASSIGNMENT 02 – FIRST SEMESTER

Note: This assignment is compulsory. You have to submit it before the closing date to gain admission to
the examinations. Please do your best to submit this assignment via myUnisa to assure that we definitely
receive it (the postal system cannot be trusted). Submit your assignment before the closing date to allow
yourself enough time should myUnisa be offline or very busy. This assignment contributes 10 marks to
your year mark. The assignment consists of 20 multiple choice questions.
The first 15 questions are based on Chapter 9, Chapters 11-15 and Chapters 21-23 of your prescribed
book. The last 5 questions are based on the track you chose, e.g. the guidance tract (Chapters 10, 16 and
18) or the care track (Chapters 17, 19 and 20).
23
QUESTION 1
June is a sex worker and she is HIV positive. Is it dangerous for her to have sex with men who are
also HIV infected?
(1) Yes, because she can be reinfected with another strain of the virus.
(2) No, because she is already HIV infected herself.
(3) Yes, because her CD4+T count is very low due to the virus in her blood.
(4) No, because many sex workers in Africa have developed immunity to HIV infection.
QUESTION 2
According to the traditional African worldview, ancestors form a very important and intrinsic part of
the daily lives of traditional Africans. Ancestors are seen as
(1) vindictive spirits with only one purpose: to punish their people with illness and death if they
misbehave.
(2) supreme beings who have withdrawn themselves from human beings.
(3) benevolent spirits who preserve the honour and the traditions of the tribe.
(4) good but powerless beings who cannot protect their people against evil and destructive forces.
QUESTION 3
According to Mbiti, traditional African beliefs are based on principles such as
(1) independence
(2) the interest of the individual
(3) union with one’s own rational being
(4) the survival of the community
QUESTION 4
One day, in one of their counselling sessions, Mary says to Thandiwe: 'Thandiwe, I feel as if I must
give my permission before you make any contributions to our discussions, and maybe we should talk
about it.' Mary used the advanced communication skill of (a) ____, which is a useful skill when (b)
____.
(1) (a) information sharing; (b) a session is directionless and no progress is being made
(2) (a) advanced empathy; (b) diversity between the counsellor and client gets in the way of
counselling
(3) (a) self-disclosure; (b) trust between counsellor and client seems to be a problem
(4) (a) immediacy; (b) dependency seems to interfere with the helping process
QUESTION 5
You counselled your HIV positive client, Pete, on the importance of disclosing his HIV status to his
wife. Pete, however, refuses to tell his wife that he is HIV positive because he does not feel ready to
do so yet. By allowing Pete to make his own decision to not tell his wife that he is HIV positive at this
stage, according to the person-centred approach, you demonstrate which of the following aspects of
respect?
(1) The realisation that the principle of unconditional positive regard is not possible in practice.
(2) A willingness to give up your values in order to put Pete’s values first.
(3) The ability to deny to Pete the fact that his decision upsets you.
(4) The willingness to understand Pete’s decision, even though you do not agree with it.
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QUESTION 6
During the counselling session, your client shares with you the reasons why he thinks it is necessary
for him to take an HIV test. However, he says that, at the same time, these are the very same
reasons why he does not want to go for the test. According to Egan, in which one of the following
responses would you, as the counsellor, be demonstrating basic empathy?
(1) I so understand your confusion. I felt the same way when I had to go for my test.
(2) You feel unsure about whether or not to take the test because you are frightened about what
the results may be?
(3) I understand that you feel afraid, but don't you think it would be better to get it over and done
with? Then at least you would know for sure.
(4) The confusion you are experiencing about whether or not to take the test is to be expected and
is a natural part of the process.
QUESTION 7
Pre-HIV test counselling is compulsory in South Africa. What do you say to a client who says the
following to you: 'I don’t want to be counselled. Just do the test and get it over with.'
(1) The law of the land is above all and unfortunately I may not test you without counselling you
first. I promise I will do my job as well as possible, but you will have to bear with me.
(2) I understand your hesitation, but I can get into serious trouble if I test you without pre-test
counselling. Please make my job easier, otherwise I will have to refuse to test you and I really
don’t want to do that!
(3) I will test you, but please sign this form to indicate your aggression and your refusal to be
counselled. Please roll up your sleeve so that I can draw the blood.
(4) I sense that you have reservations about counselling. Did you have a bad counselling
experience in the past? Can we perhaps talk about it for a while before I do the test?
QUESTION 8
A male university lecturer, aged 31, consults a counsellor for pre-test counselling. The lecturer has
been in a monogamous relationship for two years. Prior to this he had two male partners and they did
not always use codoms. He has been feeling very tired lately and is worried that he may be HIV
positive. The counsellor’s reaction is as follows: 'This was a very stupid thing to do, but it is not too
late if you start practising safer sex now. Tiredness is, anyway, not necessarily a symptom of HIV
infection.' Is this a good or a bad response, and why?
(1) It is a good response, because the counsellor puts the lecturer at ease about his symptoms and
she gives him good advice about practising safer sex.
(2) It is a bad response, because the counsellor passes judgement on his behaviour and she does
not take his symptoms seriously.
(3) It is a good response, because the counsellor shows empathy by acknowledging the lecturer's
feeling that he knows he did a stupid thing.
(4) It is a bad response, because the counsellor should concentrate on his positive behaviour by
acknowledging the fact that he is currently in a monogamous relationship.
QUESTION 9
For a parent to disclose his or her HIV positive status to a child is a very difficult thing to do. How
would you, as a counsellor, facilitate the process of disclosure?
(a) Help the parent to deal with his or her feelings of guilt and shame first.
(b) Explain to the parent that disclosure is not a once-off experience. Tell the child only what he or
she needs to know and build on that as the need comes up.
(c) Allow children to participate in grieving and discuss the situation with the child – this leaves the
child with less unfinished business to manage after the parent's death.
(d) Plan for the child’s future, but do not share the plans of who is going to take care of the child
after the parent’s death with the child, since this will lead to the child experiencing untimely grief
and depression.
25
(1) (b) and (d)
(2) (a) and (d)
(3) (a), (b) and (c)
(4) (a), (b), (c) and (d)
QUESTION 10
During the post-test counselling session, you have to share with your client the news that he is HIV
positive. Your client is devastated at the result and, during the session, you become convinced that
he is a definite suicide risk. You decide that the situation calls for a crisis intervention. Which one of
the following statements below describes a correct crisis intervention?
(1) The actual issue is the crisis situation itself, rather than your client’s emotional reaction to it.
You therefore directly tackle any false beliefs or fears your client may have about a positive
diagnosis.
(2) You regard the situation as being very serious and recommend to your client that he continues
seeing you for counselling on an ongoing basis.
(3) You give your client the space to be his own source of support and assistance so that you do
not disempower him.
(4) You take charge of the session, and provide your client with advice and direction in an
empathic manner, since he is in no state to think clearly himself.
QUESTION 11
Typical manifestations of normal grief behaviour may include some of the following behaviours,
feelings, physical sensations and cognitions:
(1) Sleep and appetite disturbances, dreams of the deceased, crying, sadness, anxiety, loneliness,
helplessness.
(2) Hollowness in the stomach, tightness in the chest, weakness of muscles, disbelief, confusion,
pre-occupation.
(3) Avoidance patterns, yearning, anger, dry throat, over sensitivity, sense of depersonalisation,
hallucination.
(4) All of the above.
QUESTION 12
One of the techniques used to facilitate the bereavement process is cognitive restructuring. The
assumption/s behind cognitive restructuring is/are that
(a) our emotions and feelings are influenced by what we think about.
(b) we should get rid of negative or destructive thoughts.
(c) we should adopt healthier and life-affirming thoughts.
(1) (a)
(2) (b)
(3) (b) and (c)
(4) (a), (b) and (c)
QUESTION 13
In which one or more of the following situations would you advise a health care worker to adhere to
‘universal blood and body fluid precautions’?
(a) Mary is dressing the open wound of an HIV positive patient.
(b) John, a dentist assistant, is cleaning the mouth of a patient after draining an abscess that
formed in the patient’s mouth.
(c) Puleng is a nurse in a Tuberculosis hospital where she handles the sputum of patients who
often cough up blood.
(d) Juan is giving an HIV positive patient with malaria (who has a fever and is sweating profusely)
a sponge bath to try and get his temperature down.
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(1) Mary and Juan, because both their patients are HIV positive.
(2) Mary, because she is exposed to the blood of an HIV positive person.
(3) Mary, John and Puleng, because they are exposed to body fluids requiring universal
precautions, regardless if the patient is HIV positive or not.
(4) Juan, because HIV positive patients with malaria are ten times more likely to transmit the HI
virus due to the very high viral load in the blood of HIV positive people with malaria.
QUESTION 14
Occupational stress and burnout are very serious issues in the health care professions. Employers
and organisations should offer their employees professional supervision and mentoring to assist
them to cope with their work. There are, however, important differences between the terms
‘mentoring’ and ‘supervision’. A good mentor should
(a) be in a hierarchical managerial position in the organisation where the caregiver works.
(b) also evaluate the quality of the work of the caregiver on a regular basis.
(c) be involved in a supportive and equal relationship with the caregiver.
(d) help caregivers to re-evaluate their expectations and performance goals.

(1) (c) and (d)
(2) (a) and (b)
(3) (a), (b) and (c)
(4) (a), (b), (c) and (d)
QUESTION 15
Prison A refuses to provide medical treatment for inmates who are HIV positive, while Prison B
refuses to provide information on HIV and to distribute condoms. Which basic human rights applying
to all citizens are infringed upon by Prison A and Prison B?
(1) Prison A: the right not to be unfairly discriminated against; Prison B: the right to bodily,
psychological and educational integrity
(2) Prison A: the right of access to healthcare services; Prison B: the right to information and safer
sex
(3) Prison A: the right to bodily and psychological integrity; Prison B: the right not to be unfairly
discriminated against
(4) Prison A: the right to healthcare and support services; Prison B: the right to bodily and
psychological integrity
NOTE: If you have chosen the GUIDANCE TRACK, do Section B, Questions 16 to 20. If you have
chosen the CARE TRACK, go to Section C and answer Questions 16 to 20.
Please note: You do not have to indicate your choice between Section B or Section C because the
correct alternatives are the same for equivalent questions. (This means that the answer to
Question 16 of Section B will be the same as the answer to Question 16 of Section B.)
27
SECTION B: GUIDANCE TRACK
QUESTION 16
Teachers who work with children in the intermediate school phase (Grades 4 to 6) should take their
cognitive developmental skills into account when they devise Aids educational programmes. The
main purpose of Aids education in this school phase should be to:
(a) develop their ability to think scientifically and to establish a good knowledge of HIV and Aids
prevention.
(b) rectify misconceptions about HIV and Aids.
(c) prevent the formation of prejudice.
(d) help the children to identify concrete causes of HIV and Aids.

(1) (a) and (d)
(2) (b), (c) and (d)
(3) (b)and (c)
(4) (b) and (d)
QUESTION 17
Adolescents are often very self-absorbed or egocentric. Adolescent egocentricity manifests in two
ways, namely (a) imaginary audience and (b) personal fable. Which one of the following adolescents
illustrates the imaginary audience form of egocentrism?
(1) Susan is so afraid of Aids that she thinks of nothing else and she imagines that she has all the
symptoms of Aids.
(2) Peter believes that he and his problems are so unique that nobody else could have the same
experiences.
(3) Tulani is so self-conscious that he believes that he is the focus of everyone else’s attention.
(4) Tseko is so self-centered that he gossips or tells fables about other children in his school who -
in his opinion - have Aids.
QUESTION 18
Should the fact that people do not immediately die from HIV and Aids, be explained to children in the
foundation school phase (Grade 1 to Grade 3)?
(1) Yes, but reasons or explanations for this will be above their capacity of understanding and
should therefore not be given.
(2) No, it should not be explained to children in this phase because they are unable to comprehend
the reasons for it.
(3) No, it should not be explained to children in this phase because it will make them even more
scared of the HI virus.
(4) Yes, but they should also be given a better understanding of how the virus works because it will
make other aspects of the disease more comprehensible to them.
QUESTION 19
Teachers who work with children in the foundation or junior primary school phase (Grade 1 to Grade
3) should include the following aspects in their Aids education and life skills programmes:
(1) Give a lecture about the dangers of drug use and specify the dangers of ecstasy and
marijuana.
(2) Address the children’s fears about Aids and warn them to be careful because children of their
age can contract Aids.
(3) Teach children general safety consciousness, such as wearing safety belts and why they
should not play with fire.
(4) Encourage the children to feel positive about their own bodies, but make it very clear that sex is
something to be ashamed of and something that belongs to adults.
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QUESTION 20
One of the most important developmental tasks of adolescents is to develop a personal value
system. In order to develop such a system they have to
(1) learn to accept the rules of society without challenging them.

(2) question existing values and decide which values are acceptable to them.
(3) achieve the ability to think in abstract terms and therefore be able to align their views with those
of society.
(4) accept rules even though these rules may not seem especially useful to them.
NOTE: If you have chosen the CARE TRACK, do Section C, Questions 16 to 20.
Please note: You do not have to indicate your choice between Section B or Section C
because the correct alternatives are the same for equivalent questions. (This means that the
answer to Question 16 of Section B will be the same as the answer to Question 16 of Section
B.)
SECTION C: CARE TRACK
QUESTION 16
Home-based care is often the best way to look after someone with Aids. Which one of the following,
however, highlight(s) the potential problems associated with home-based care?
(1) Patients are often very poor and they cannot afford to pay the home-based caregivers for their
services.
(2) Owing to all the unknown home-based caregivers in the home, the patient has no privacy, and
the one thing that is important for the Aids patient, is isolation.
(3) Families often do not want home-based caregivers in their homes because of stigma,
ignorance and superstition.
(4) Many home-based caregivers are afraid of looking after Aids patients because of a lack of
knowledge and fear that they might become infected themselves, and they only do it for the
money.
QUESTION 17
Aids makes demands on the local community and society at large that cannot be met by hospitals
alone. How would you develop a home-based care programme in a rural community in KwaZulu-
Natal?
(1) Compile a community profile to establish the extent of HIV infection in the community.
(2) Make sure that you exclude community leaders from your preliminary profiling of the
community, because research has shown that politics hinders health programme development.
(3) Put together a multidisciplinary team consisting of professional caregivers and community
volunteers to offer a comprehensive care service to patients with Aids.
(4) Appoint volunteer workers to take over the tasks of the primary caregivers, who are usually the
mothers and grandmothers, because they are usually not trained to care for Aids patients and
might unintentionally do more harm than good.
29
QUESTION 18
Volunteers play a very important role in home-based-care programmes. Which of the following
statements are true in terms of the selection of volunteers?
(1) Volunteers should be selected and used in a community where they fit best in terms of their
personalities, qualities, expertise and interest.
(2) Volunteers should be used where they are needed. We are coping with a crisis and there is no
time to place volunteers in terms of their personalities, qualities, expertise and interest.
(3) There should be no selection procedure for volunteers. Health care professionals and
communities should be thankful for all the help they can get, and they should therefore not be
choosy.
(4) The only prerequisite for a volunteer worker is that he or she should be able to read and write.
QUESTION 19
Health care workers should wear safety glasses or face shields when they (a) ____. It is therefore
advisable to wear protective glasses during procedures such as (b) ____.
(1) (a) perform procedures where there is potential contact with blood; (b) drawing blood or starting
an intravenous line
(2) (a) come into contact with instruments or other material that could have been used on an HIV
positive person; (b) cleaning instruments or handling dressings
(3) (a) perform procedures where there is a potential threat of blood or body fluid splashing into
their eyes; (b) dental procedures or childbirth
(4) (a) perform general patient care; (b) giving an injection or measuring blood pressure
QUESTION 20
The purpose of palliative care is to
(1) alleviate a patient’s suffering by terminating all medical treatment to bring death and thus relief
to the patient as soon as possible.
(2) provide relief from pain and other distressing symptoms, without hastening or postponing
death.
(3) take care of the physical needs of the patient, because the patient is too sick to care about
psychological or spiritual needs.
(4) do anything in one’s power to preserve life and therefore to try new anti-retroviral medications
and other therapies to try and save the patient’s life.
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14 SECOND SEMESTER ASSIGNMENTS
SECOND SEMESTER 2016

01 871717 24 August 2016
02 698533 21 September 2016
ASSIGNMENT 01 – SECOND SEMESTER

Note: This assignment is compulsory. You have to submit it before the closing date to gain admission
to the examinations. Please do your best to submit this assignment via myUnisa to assure that we
definitely receive it (the postal system cannot be trusted). Submit your assignment before the closing
date to allow yourself enough time should myUnisa be offline or very busy. This assignment contributes
10 marks to your year mark. The assignment consists of 15 multiple choice questions.
This assignment is based on Learning Units (and corresponding chapters in the prescribed book) 1 to 8.
QUESTION 1
Which HI virus type is predominant in Southern Africa?
(1) HIV 1 Subtype B

(2) HIV 1 Subtype C
(3) HIV 2 Subtype B and C in combination
(4) HIV 2 Subtype C
QUESTION 2
How do viruses (including HIV) reproduce?
(1) Viruses can reproduce in any warm and humid environment; the cells of the virus divide to form
new viruses.
(2) Viruses reproduce in the open air; they cannot reproduce in anaerobic conditions.
(3) Viruses ‘inject’ their genetic material into a living cell and then use the cell to reproduce more
viruses.
(4) Viruses first kill cells, then enter them and then use the remains of the cell as ‘food’ for the new
viruses.
QUESTION 3
The HI virus uses different enzymes to help it to reproduce. The role of the enzyme reverse
transcriptase, is to
(1) help the HI virus to attach to the CD4+T cell’s receptors.

(2) enable the new viral RNA and viral proteins to merge and bud from the cell membrane.
(3) assist fusion of viral DNA and CD4+T cell DNA.
(4) transform viral RNA into viral DNA.
31
QUESTION 4
Jacob is a teenage boy who has heard a lot about HIV transmission from his friends. However,
because there are so many myths about how HIV is transmitted, it is difficult for him to distinguish
between fact and myth. As a health-care worker, you ask him to compile examples of facts and
myths about transmission. Jacob gave a correct answer by stating that transmission of HIV through
(a) ____ is a fact, while transmission of HIV through (b) ____ is a myth.
(1) (a) coughing or sneezing; (b) handshaking or hugging

(2) (a) unprotected sex; (b) breastmilk
(3) (a) contact with infected blood; (b) mosquito bites
(4) (a) swimming pools; (b) blood transfusions
QUESTION 5
Research has established that _____ for 4 to 6 months is the optimal feeding type for all babies,
irrespective of their HIV status.
(1) formula feeding

(2) mixed feeding
(3) exclusive breastfeeding
(4) breastfeeding with no solids, but with water and juice
QUESTION 6
Health workers in Africa often find the syndromic management approach for STI (sexually transmitted
infection) treatment in Africa more practical than the diagnostic management approach. The following
are some of the disadvantages of the diagnostic management approach in resource-poor settings in
Africa:
(a) Laboratories with sophisticated techniques and facilities need to be acquired to diagnose the
specific STI.
(b) Over-treating patients, who may receive more drugs than they actually need.
(c) Patients with asymptomatic STI infections do not get treated at all.
(d) STIs often go untreated because it is often not possible for patients who reside far from clinics
to return for test results and treatment at a later stage.

(1) (a) and (d)
(2) (a)
(3) (b) and (c)
(4) (a), (b) and (d)
QUESTION 7
HIV counselling and testing (HCT) clinics should use TB checklists and refer patients with symptoms
to their nearest TB treatment clinic. Which of the following symptoms would you include in your TB
checklist?
(a) swollen glands; (b) anaemia; (c) diarrhoea; (d) persistent coughing; (e) enlarged liver; (f) weight
loss; (g) shingles; (h) shortness of breath; (i) malaise; (j) oral thrush; (k) loss of appetite; (l) recurrent
herpes infections; (m) night sweats and fever; (n) coughing blood.
(1) (a), (d), (f), (h), (j), (m) and (n)

(2) (b), (c), (d), (e), (f), (h), (i), (k), (m) and (n)
(3) (d), (f), (h), (i), (k), (m) and (n)
(4) (b), (d), (f), (g), (j), (l) and (m)
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QUESTION 8
Mary is worried about her HIV status because she has two sex partners. The result of her ELISA
antibody test is negative. This result can mean any of the following:
(a) Mary has not been infected with HIV.

(b) No antibodies against HIV have been found in Mary’s blood.
(c) Mary may be infected with HIV, but antibodies against the virus have not yet formed.
(d) Mary is in the ‘window period.’

(1) (a) and (b)
(2) (b) and (d)
(3) (c) and (d)
(4) (a), (b), (c) and (d)
QUESTION 9
After the discovery of HIV, the great search for a test to diagnose HIV began. The first kits for
antibody testing became available in April
(1) 1983
(2) 1985
(3) 1987
(4) 1994
QUESTION 10
The anti-retroviral class, Protease Inhibitors, disturb the life cycle of the HI virus by interfering with
the (a)___ enzyme. Interference with this enzyme (b)___.
(1) (a) protease; (b) prevents the virus from changing its RNA into proviral DNA
(2) (a) reverse transcriptase; (b) prevents the virus from changing its RNA into proviral DNA
(3) (a) protease; (b) prevents the formation and release of new HI viruses from the infected cells
(4) (a) integrase; (b) prevents the formation and release of new HI viruses from the infected cells
QUESTION 11
It is recommended by the World Health Organisation that an HIV-infected pregnant woman with a
CD4+T cell count < 350 cells/mm3 should receive
(1) lifelong antiretroviral treatment to prevent mother-to-child transmission as well as for her own
health.
(2) AZT, Nevirapine and TDF from 14 weeks of pregnancy onwards.
(3) antiretroviral prophylaxis to prevent mother-to-child transmission.
(4) treatment for TB and other opportunistic infections.
QUESTION 12
One of the principles of behaviour change is that the counsellor should be absolutely specific about
the behaviour that needs to be changed. It is therefore important to identify the action, target, context
and time of the behaviour that you want to change. The important conceptual difference between
BUYING a condom and USING a condom refers to the _____ of the behaviour.
(1) action
(2) target
(3) context
(4) time
33
QUESTION 13
Mabel read an article about Aids in the November edition of Love Life and realised that she may be
at risk from contracting HIV, but that she has the ability to change the situation. She made a New
Year’s resolution to ask her boyfriend to always use condoms - starting on the first day of January.
Which one or more of the principles of behaviour change do you recognise in Mabel’s decision to
change her behaviour?
(a) Recognition of the need to change.

(b) Intention to perform a specific behaviour.
(c) Self-efficacy.
(d) A realistic perception that there are more obstacles to behaviour change than benefits and that
the road ahead will be difficult.

(1) (c)
(2) (a) and (b)
(3) (a), (b) and (c)
(4) (a), (b), (c) and (d)
QUESTION 14
Daisy is in the behavioural labelling stage of the Aids Risk Reduction Model. Daisy’s behaviour is
shaped by factors such as:
(1) seeking information on how to modify her behaviour.

(2) believing that being infected by HIV is undesirable.
(3) what her friends think of the new behaviour, and the social support she gets for the new
behaviour.
(4) Both (1) and (2) above.
QUESTION 15
According to your prescribed book, which one or more of the following HIV and Aids group facilitators
has/have the qualities of a good and successful facilitator?
(1) Jan helps her group to discover how much they already know, and build upon their experiences
by involving them in their own learning.
(2) May found that participants often remember the wrong answers that group members gave, and
therefore prefers to give the group all the necessary information and only then allow them to
ask questions.
(3) April remains as objective as possible, but when it comes to negative attitudes towards people
with Aids, she imposes her very strong opinions on the participants and tries to force them into
agreeing with her that negative attitudes are harmful.
(4) All three of the facilitators are good because each one has something to contribute to the
learning process.
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ASSIGNMENT 02 – SECOND SEMESTER

Note: This assignment is compulsory. You have to submit it before the closing date to gain
admission to the examinations. Please do your best to submit this assignment via myUnisa to
assure that we definitely receive it (the postal system cannot be trusted). Submit your assignment
before the closing date to allow yourself enough time should myUnisa be offline or very busy. This
assignment contributes 10 marks to your year mark. The assignment consists of 20 multiple
choice questions.
The first 15 questions are based on Chapter 9, Chapters 11-15 and Chapters 21-23 of your
prescribed book. The last 5 questions are based on the track you chose, e.g. the guidance tract
(Chapters 10, 16 and 18) or the care track (Chapters 17, 19 and 20).
QUESTION 1
It is very important for Aids counsellors to know the terminology of sex practices practised by their
clients. If your client has oral-penile contact or oral sex performed on a male partner, it is called
(1) anilingus
(2) cunnilingus
(3) fellatio
(4) femilingus
QUESTION 2
Dancing, singing, rituals and ceremonies are often used in traditional African communities for healing
or educational purposes. Should these forms of dramatisation be encouraged by Aids educators?
(1) Yes, it should be encouraged, because dramatisation helps people to overcome their anxiety
and to express their emotions.
(2) No, it should be discouraged, because dramatisation distracts people’s attention from the real,
serious issues of Aids.
(3) Yes, it should be encouraged, because dramatisation helps people to relax and to forget the
serious realities of Aids.
(4) No, it should be discouraged, because dramatisation discourages people from accepting and
integrating threatening issues into their own personal reality.
QUESTION 3
During the counselling session, your client discloses to you that he/she is HIV positive and explains
that the reason for not telling you before was because he/she was afraid of your response. According
to Egan, in which one of the following responses listed below would you, as the counsellor,
demonstrate basic empathy?
(1) You felt afraid to tell me that you are HIV positive, because you feared that I would reject you.
(2) I know how you feel!
(3) Do I understand you correctly if I say that you are HIV positive and that you did not want to tell
me because you were afraid of my response?
(4) When did you find out that you were HIV positive?
35
QUESTION 4
When and how should referral of clients take place within the Aids context?
(a) Referral should be arranged in such a way that the client does not feel rejected.
(b) In cases of psychopathology or severe depression, it may be necessary to refer the client to a
clinical psychologist.
(c) Referral should be arranged if a counsellor no longer wants to be responsible for the client.
(d) Referral should be arranged if the client needs additional helpers (e.g. spiritual or financial).

(1) (b) and (c)
(2) (b) and (d)
(3) (a) and (c)
(4) (a), (b) and (d)
QUESTION 5
A counsellor who works at a health clinic for sex workers shows her clients unconditional positive
regard when she
(1) respects and accepts her clients as they are, irrespective of their values, work and sexual
preferences.
(2) accepts her clients' uniqueness as human beings but judges them for the work they do in order
to help them to change their ways.
(3) respects and accepts her clients as they are by putting aside her own Christian values and
beliefs.
(4) is ‘there for her clients’ by always taking their side and acting as their advocate.
QUESTION 6
One of the differences between a Western counsellor and a traditional African healer is that the
traditional healer (a) ____, while the Western counsellor (b) ____.
(1) (a) bases his help on common sense, scientific evidence and logic; (b) uses intuition and
symbols in her counselling
(2) (a) is mainly directive in his approach and gives his clients advice on what to do; (b) is non-
directive and expects her clients to take responsibility for their own decisions
(3) (a) makes his clients feel good about themselves by placing emphasis on individuality and self
concept; (b) emphasises the unity between her, her parents and her community
(4) (a) gives attention to his clients’ feelings and thoughts through introspection; (b) follows a more
holistic approach and emphasises the unity of the body and mind
QUESTION 7
Maria’s HIV test results turned out to be positive. She felt a sense of relief when the counsellor
shared the news with her during a post-test counselling session. Which one of the following
statements best explains Maria’s reaction?
(1) Maria’s reaction is abnormal and she is definitely in denial and not ready to accept her HIV
positive status.
(2) Maria is displaying quite a normal reaction to her test results - perhaps this puts into
perspective some of the unexplained symptoms that she often gets; also, now she does not
have to live with the uncertainty any longer.
(3) Maria’s reaction is very abnormal - no one has ever reacted this way to an HIV positive test
result.
(4) Maria’s reaction is not unusual for a person suffering from post-traumatic stress syndrome.
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QUESTION 8
If a parent has to tell a child that the child is HIV positive, which of the following principles apply?
(1) Disclosure is an ongoing process that may last for years, and the parent does not have to tell
the child everything at once.
(2) To withhold information from the child will later be experienced by the child as lying. It is
therefore better to give the child all the information about the condition at once.
(3) If a child is still very young (e.g. pre-school) and asks difficult questions, it is better to lie to the
child about certain issues than to confuse the child with complex answers.
(4) Parents experience so much fear and guilt about their child’s HIV positive status, that a parent
is not the ideal person to disclose the child’s status to the child.
QUESTION 9
The symptoms of depression can be categorised as affective, physiological, cognitive and
behavioural. Physiological symptoms of depression include (a)___, while behavioural symptoms of
depression include (b)___.
(1) (a) pessimistic beliefs about the future, suicidal thoughts, negative thinking and concentration
problems; (b) sadness, unhappiness, worthlessness, anxiety and apathy
(2) (a) neglect of personal appearance, crying, social withdrawal and slow or reduced speech; (b)
pessimistic beliefs about the future, suicidal thoughts, negative thinking and concentration
problems
(3) (a) loss of appetite and weight, sleep disturbance, loss of libido, disrupted menstrual cycle in
women and constipation; (b) neglect of personal appearance, crying, social withdrawal and
slow or reduced speech
(4) (a) sadness, unhappiness, worthlessness, anxiety and apathy; (b) pessimistic beliefs about the
future, suicidal thoughts, negative thinking and concentration problems
QUESTION 10
Which one of the following recommendations would most effectively help the bereaved person to
cope with his/her loss?
(1) Counsellors should be more direct with their bereaved clients and provide them with solutions
to their problems, so that they do not get stuck in the grief process.
(2) Clients should be encouraged to make a major-life change during the grief process, like moving
to another town or changing their jobs, since this will help them to reinvest their emotional
energy.
(3) While cautioning clients against the ‘rebound’ effect, counsellors should encourage their clients
to relocate emotionally by making new friends and even finding new partners with time.
(4) Clients should not be encouraged to mark the anniversaries of their loved ones’ deaths,
because this will slow the rate at which they are successfully able to work through the mourning
process.
QUESTION 11
Juan recently found out that he is HIV positive. He also realised that he has done a lot of wrong
things in his life. He promised God that he will never have sex again and go to church and charity
events if God will cure him from HIV. In which of the Kübler-Ross stages of bereavement is Juan?
(1) Denial
(2) Bargaining and guilt
(3) Sadness and depression
(4) Resolution and acceptance
37
QUESTION 12
An example of a body fluid that requires universal precautions, is (a)___, while (b)___ do/does not
require any special precautions.
(1) (a) blood; (b) cerebrospinal (CSF) fluid

(2) (a) vomit containing visible blood; (b) faeces and urine
(3) (a) nasal secretions; (b) saliva and tears
(4) (a) wound secretions; (b) amniotic fluid
QUESTION 13
Which one of the following steps may help Andrew to manage his stress and burnout?
(1) He should re-evaluate his belief in his own abilities, strive to achieve his performance goals
even if they are unrealistically high, and he must lower his standards.
(2) He should learn to trust and accept the knowledge he already has, rather than further
pressurise himself to attend the additional refresher and training courses.
(3) He must learn how to draw firm boundaries between himself and his clients so that he can
remain unaffected should one of them die.
(4) He should be encouraged to nurture himself as much as possible by ensuring that he gets
enough exercise and rest and takes time to do things that he really enjoys.
QUESTION 14
Dudu felt sick, and visited her local clinic. On the clinic’s wall was a written notice stating that all
patients coming for treatment were expected to give their consent for an HIV test. This practice is
(1) illegal, because not all people can read.

(2) legal, because it is the patients’ responsibility to ensure that they take notice of all written
notices in hospitals and clinics.
(3) illegal, because although the hospital ensured Nomsa’s informed consent through the notice,
they did not ask her to sign a consent form.
(4) legal, because the patients are formally informed about the tests by the notice.
QUESTION 15
According to the Sterilisation Act of 1998, a woman of (a)_____ years or older can consent to
sterilisation and the husband’s consent is (b)_____.
(1) (a) 18 (b) required

(2) (a) 18 (b) not required
(3) (a) 21 (b) required
(4) (a) 21 (b) not required
NOTE: If you have chosen the GUIDANCE TRACK, do Section B, Questions 16 to 20. If you have
chosen the CARE TRACK, go to Section C and answer Questions 16 to 20.
Please note: You do not have to indicate your choice between Section B or Section C because the
correct alternatives are the same for equivalent questions. (This means that the answer to
38
PYC2605/101
SECTION B: GUIDANCE TRACK
QUESTION 16
Young children (grades 1 to 3) have an overwhelming fear of Aids, because
(1) they can already grasp the consequences of HIV infection and what the virus can do to their
bodies.
(2) although they can already comprehend that Aids is not a punishment for sin, they find it difficult
to understand how one can prevent infection.
(3) they have a good understanding of how sex and drug usage can cause Aids, but find it difficult
to deal with it emotionally.
(4) they see disease in rather vague, supernatural and imaginative terms due to the level of their
emotional development.
QUESTION 17
Spiritual counsellors should consider a child’s development stage when talking to the child about
death. For example, when a young school child’s parent dies (early primary school), the counsellor
should
(1) explain to the child that it was God’s will to take the parent away and that the child should
accept this.
(2) explain religion to the child in terms of abstract forms to help the child not to feel guilty about
the parent’s death.
(3) explain to the child that the illness and death of the parent was not punishment for a
wrongdoing.
(4) use symbols to explain the death of the parent to the child because children of this age respond
better to concrete examples.
QUESTION 18
If you are a Christian counsellor, how would you counsel HIV positive clients from other religions,
such as Muslims or Buddhists?
(a) Stress the importance of and reverence for life.

(b) Encourage people to partake in purification rituals, to meditate and/or restructure their lives.
(c) Urge them to convert to Christianity or be doomed.
(d) Explain to them that religion is not important and that they should rather concentrate on medical
and psychological aspects of the disease.

(1) (a) and (c)
(2) (a) and (b)
(3) (c)
(4) (b) and (d)
QUESTION 19
A child’s fundamental need for transcendence is deprived due to HIV and Aids when the child
(1) has no understanding of its place in the larger context of spirituality or religion.
(2) loses autonomy and control over its destiny and when he or she has no choice regarding home,
family structure or marital status.
(3) is deprived from school and when there is a loss of inquisitiveness and connection with the
wider world outside of the immediate culture.
(4) loses its family home and when there is a general decline into a state of physical poverty.
39
QUESTION 20
The fundamental need for transcendence will be fulfilled by
(1) allowing children to experience and express their independence and to honour the rights of
children.
(2) providing the child unconditionally with a family home, adequate nutritious food, clothing and
primary health care.
(3) adults who provide life skills, insight and guidance to build a child’s knowledge of his or her
family and community.
(4) adults who inculcate in children a sense of wonder at the larger world and who encourage
cultural and religious practices.
NOTE: If you have chosen the CARE TRACK, do Section C, Questions 16 to 20.
Please note: You do not have to indicate your choice between Section B or Section C because
the correct alternatives are the same for equivalent questions. (This means that the answer to
SECTION C: CARE TRACK
QUESTION 16
It is very difficult to decide when to stop active treatment and to begin to prepare a patient and his or
her family for dying. When does palliative care usually begin?
(a) When medical treatment is no longer effective.

(b) When the patient with Aids does not want to continue with treatment.
(c) When the side-effects of treatment outweigh the benefits.
(d) When there is no reasonable chance of improvement.

(1) (b) and (d)
(2) (a) and (c)
(3) (b), (c) and (d)
(4) (a), (b), (c) and (d)
QUESTION 17
Garth started to abuse alcohol and to smoke heavily when his doctor told him that he is HIV positive.
Is it necessary for him to stop the habit?
(1) Yes, it is necessary, because alcohol abuse and smoking mask the signs of opportunistic
infections, and might lead to a situation where his infections are not diagnosed and treated in
time.
(2) No, it is not necessary, because he is infected anyway and to stop his habits will cause him too
much stress, which is not good for his health.
(3) Yes, it is necessary, because alcohol and cigarettes have been linked to the suppression of the
immune system by lowering of the CD4+T cell count, as well as to an increase in secondary
infections and illnesses such as pneumonia.
(4) No, it is not necessary, because alcohol interacts very well with some of the medications that
the doctor will prescribe for him to decrease the spread of infection in the body.
40
PYC2605/101
QUESTION 18
Anne’s daughter, who is three years old, has a severe chronic illness and is bedridden as a result.
The health care professional who visits Anne and her daughter at home gives Anne the following
advice: 'A bedridden child should be held in someone’s lap as often as possible.' Do you agree with
this advice?
(1) Yes. It will help with the digestion of the child’s food and it will prevent constipation.
(2) Yes. It will improve the child’s circulation and give her the love and attention she needs.
(3) No. It will spoil her rotten and the last thing a mother needs is a spoiled, sick child.
(4) No. To be picked up all the time by other people will result in chronic pain.
QUESTION 19
Some degree of mental confusion or dementia is common among people with Aids because of the
effect of the HI virus on the brain. How would you care for a patient who has problems with memory
loss, concentration, confusion and disorientation?
(1) Keep the patient’s room or home structured, avoid unnecessary changes, place familiar things
like photographs around the patient and keep a light on at night.
(2) Talk about the distant past, and when the patient is confused, or has the facts wrong, argue
with the patient until he or she has all the facts straight.
(3) Challenge the patient’s delusions with reality because if you play along or ignore the delusions,
the patient will become more confused and disorientated.
(4) Be very patient and talk to the person as though he or she is a child - that is the only way that a
confused person will feel cared for.
QUESTION 20
Diarrhoea is one of the most common problems in patients with HIV infection and Aids. The
difference between acute and chronic diarrhoea is that acute diarrhoea (a) ___, while chronic
diarrhoea (b) ___.
(1) (a) is when a person has three or more loose or watery stools per day;
(b) is when a person has six or more loose or watery stools per day
(2) (a) can be treated by prescribing a proper diet and a rehydration fluid;
(b) has to be treated with an appropriate antibiotic, loperamide or codeine
(3) (a) is seldom associated with nausea and vomiting;
(b) is almost always associated with nausea and vomiting
(4) (a) lasts for less than two weeks;
(b) usually lasts for more than two weeks
41

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PYC2605/101/3/2016

Tutorial letter 101/3/2016

10.2 Examination period .....................................................................................................................16

2. OVERVIEW OF THIS MODULE: PYC2605

3. LECTURERS AND CONTACT DETAILS

Building & Office

3.2 Department of Psychology

Name of Administrative Building & Telephone E-mail address

MsTidie Sekhaulela Theo van Wijk (012) 429-8088 sekhapt@unisa.ac.za

General Unisa telephone number 012 429 3111

Online address: http://my.unisa.ac.za

Unisa website: http://www.unisa.ac.za

Aegrotat and special examinations: aegrotats@unisa.ac.za

Study information: study-info@unisa.ac.za

4.1 Prescribed books

Your prescribed textbook for this module is:

We include a picture of the cover to make it easier to recognise the book.

4.2 Learning units on myUnisa

You will find the following module-related material on myUnisa:

But let’s talk about how to join myUnisa.

4.3 Joining myUnisa

REMEMBER, THE PRINTED SUPPORT MATERIALS ARE A BACK-UP TO EVERYTHING THAT

5. HOW TO STUDY THIS MODULE ONLINE

5.1 What does it mean to study fully online?

5.2 The myUnisa tools you will use

6. STUDENT SUPPORT SERVICES FOR THE MODULE

6.1 Tutorial offerings at Unisa

7. MODULE-SPECIFIC STUDY PLAN

SECTION B: (GUIDANCE TRACK): Chapters 10, 16 and 18;

SECTION C: (CARE TRACK): Chapters 17, 19 and 20.

Your syllabus (and outcomes) are summarised in Table 1.

Table 1: Your syllabus in a nutshell

7.1 Syllabus: What to study for the exams

Section A: Compulsory section

Chapter 1: HIV and Aids: A brief history

Chapter 2: HIV and the immune system

Chapter 3: Transmission and prevention

Chapter 4: HIV-associated symptoms and diseases

Chapter 5: HIV tests

Chapter 6: Antiretroviral therapy

Chapter 7: Theories of behaviour change

Chapter 8: Aids education

Chapter 9: Changing unsafe practices

Chapter 11: Aids education in traditional Africa

Chapter 12: Counselling principles and skills

Chapter 13: HIV counselling and testing

Chapter 14: Ongoing counselling

Chapter 15: Bereavement counselling

Chapter 23: Aids in the workplace

NOTE: CHOOSE ONLY ONE SECTION – EITHER SECTION B OR C

Section B: Guidance Track

Chapter 10: Aids education for school children

Chapter 16: Spiritual counselling and the meaning of life

Chapter 18: Orphans and vulnerable children

Section C: Care Track

Chapter 17: Home- and community-based care

Chapter 19: Infection control

Chapter 20: Care and nursing principles

8. MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING