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One of the most effective human services that the state of Arizona offers in aiding young adults suffering from AIDS is the promotion of unwavering support and understanding coming from loved ones of the AIDS victims.  The Arizona AIDS Project espouses this kind of service because of the fact that young ones who have AIDS need an unconditional psychological support, which can only be given by the victim’s family.  According to Centers for Disease Control & Prevention Division of HIV/AIDS Prevention, Arizona has a total of 6074 AIDS victims (Arizona Department of Health Services, 2007a), in which Maricopa County got the highest share of 4165 cases (Arizona Department of Health Services, 2007b). Within this staggering numbers are 36 victims under the age of 2 to twelve, and 55 cases under the age of 13 to 19. Having this figure is alarming, thus it is of necessity that service systems regarding AIDS among youth should be addressed passionately and reinforced firmly.All persons require the means necessary to meet basic human needs, including safe housing, adequate food, and access to primary health care. For persons whose immune systems are weakened by HIV, these essentials become a matter of life and death. HIV-related illness, chronic in nature, is typically characterized by alternating periods of good and bad health. From time to time, many persons with HIV or AIDS require income support, home care, mental health care and support, drug treatment, case management for the coordination of assistance, or other social supports.Before we can begin to identify necessary enhancements within service systems and supportive environments, however, we must reframe the context in which we think about the problems of children and HIV disease. There are six critical issues. First, we must move beyond the medical model as our exclusive reference point for children living in families with HIV. Second, we must work with the broad family system, rather than with the individual alone, as the locus of support efforts. Third, we must understand the needs of HIV-affected children within the context of their general social and cognitive development, from infancy through young adulthood. Fourth, we must apply what is known about resilience—how some children are able to achieve competency while living in extremely disadvantaged circumstances—to our programmatic response to children affected by HIV. Fifth, we must recognize that the needs of these children and their families reflect significant cultural and religious diversity. Finally, we must require that all services be designed to meet the needs of these children and families rather than demanding that children fit into existing categorical structures. Only within this revised frame of reference can we hope to enhance the effectiveness of “helping” systems for children affected by HIV disease and their families (Centers for Disease Control & Prevention Division of HIV/AIDS Prevention, 2006).Throughout the early course of HIV disease in America, the medical community has been the primary agent of intervention and treatment. In the case of HIV-affected children, however, there are several reasons to involve other systems in the early development of support and intervention. Perhaps most important is the fact that, because these children are not themselves ill, they have remained virtually invisible to the medical system. Second, although children affected by HIV need support and may need clinical intervention, the focus must be on normative development, competence, coping, and resilience. Although the medical system may have the first opportunity to ask about the presence of affected children within families of infected patients, early support for these children will likely need to come from such community-based resources as schools, recreational organizations, and faith communities. When clinical intervention is required, therapeutic services for AIDS-affected children may be most appropriately delivered by community mental health professionals.This necessary change in perspective—from illness to well-being and from medical to mental health and community support services—actually has its roots within our evolving understanding of HIV disease. Early in the course of this epidemic in America, the medical community and AIDS patients themselves focused on managing the process of “dying of AIDS”. More recently, as we have come to understand this disease as a chronic illness progressing over a period of ten to twelve years, the emphasis for infected persons has become “living with AIDS”. For children affected by HIV, we must adopt an even more positive objective: “surviving AIDS” and continuing to grow in ways that promote a positive adulthood.Switching to a reference point that emphasizes wellness and community support for children affected by HIV does not deny the importance of the medical system as the primary provider of services for HIV-infected family members, or as one of the first systems with sufficient information to ask about the presence of affected children in infected families. Nor does it deny the powerful role of a trusted medical adviser in helping patients feel comfortable in seeking help from others, or the critical “whole family” approach of pediatric practice. It does, however, force us to move beyond the easy and exclusive reliance on the medical community to meet the needs of all persons living in families with HIV (Forbes, pp.83-87).For the young child, cognitive, language, and emotional development generally occurs within the circle of immediate family or consistent caregivers, and parental and sibling relationships are extremely important. As children become preschoolers, their social world generally expands to include other youngsters in play environments. Starting school represents a major transition, as children enter the teachers’ world, and the circle of peer acquaintances expands. During this period, children make great cognitive and social gains and begin to develop their expressive and physical competencies through the arts and sports. By the end of elementary school, peer relationships have grown in impact and import, and the children face the transition to intermediate school, where their circle of friends and educational adults (teachers, coaches, activity leaders) expands again. Adolescence marks yet another transition, physiologically with maturation of the body and the emergence of sexuality, and cognitively as children become able to engage in more abstract thinking. School pressures increase, some youths become employed, and the struggle between dependence upon and independence from family and friends reaches a new intensity.While the pacing of children through these periods of growth and change may vary according to individual, cultural, and environmental circumstances (including living with HIV disease), all children have a common set of basic needs such as vital physical aids like food, clothing and safe home; a nurturing parents or caregivers; a healthy environment like school and playground; a means of expressing oneself through arts or any medium; to be a part of group; and to have a responsibility through caring for someone or something (Daigle, pp. 121-133).Responsive social systems working with children in families with HIV must find ways to identify these fundamental conflicts and create opportunities for children to be children. This responsibility may fall on the educational, juvenile justice, recreational, and faith communities because children’s early behavioral indications of family disruption due to HIV disease may first be evident there.The issue of excellent family care and understanding of their loved who is a victim of AIDS is the major focus of organizations in Arizona in order to help youth that is suffering from AIDS. These organizations help the victims’ families in educating how they can guide their sons or daughters in coping with the disease, and likewise, they help the victim in facing their illness. The Arizona AIDS Project also extend their assistance through ensuring that government and other aspects of community participate in the recuperation of the adolescent victim in terms of his/her psychological and spiritual state.References:(Arizona Department of Health Services2007a, 2007b; Centers for Disease Control ; Prevention Division of HIV/AIDS Prevention, 2006; Daigle, 1999; Fleisher, 1998; Forbes, 1996; Hombs, 1992; Rubenstein, Eisenberg, ; Gostin, 1996)Arizona Department of Health Services (2007a). Arizona Statistics.   Retrieved August 16, 2007, from http://www.azdhs.gov/phs/hiv/pdf/2007_STATE_OF_ARIZONA.pdfArizona Department of Health Services (2007b). Prevalence and Incidence by County.   Retrieved August 16, 2007, from http://www.azdhs.gov/phs/hiv/pdf/2007_COUNTIES.pdfCenters for Disease Control ; Prevention Division of HIV/AIDS Prevention (2006). HIV/AIDS Surveillance Report.   Retrieved August 16, 2007, from http://www.cdc.gov/hiv/stats/hasrlink.htmDaigle, B. (1999). HIV Homecare Handbook: Sudbury, Mass. Jones ; Bartlett Publishers, Inc.Fleisher, M. S. (1998). Dead End Kids: Gang Girls and the Boys They Know: Madison, Wis. University of Wisconsin Press.Forbes, A. (1996). Kids With AIDS: New York Rosen Publishing Group.Hombs, M. E. (1992). AIDS Crisis in America: A Reference Handbook: Santa Barbara, Calif. ABC-CLIO.Rubenstein, W. B., Eisenberg, R., ; Gostin, L. O. (1996). The Rights of People Who Are HIV Positive: The Authoritative ACLU Guide to the Rights of People Living With HIV Disease and AIDS: Carbondale Southern Illinois University Press.

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