101 ways to say I love you without having sex

Objectives:
· To make the participants aware of alternatives to sexual intercourse for showing love. To foster positive self-esteem, self-respect, and self-control in a peer group in regard to abstinence.

Target group:
· Secondary school students, community groups

Group size:
· 10 - unlimited number of participants.

Time:
· 15 minutes

Materials:
· Flip-chart paper / poster paper, marking pens (See Appendix I: AIDS Action Plan)

Preparation:
· Distribute flip chart paper and pens to the participants or, when having a race, hang two sets of flipchart paper on the wall (use two sheets of paper so that the pens will not bleed through to the wall).

Directions:
1. Students are asked to respond in writing to the question: "If you and your girlfriend or boyfriend had decided to postpone sexual intercourse, how would you let the other person know that you loved her or him?" After the students have written their answers to the question, ask for a few volunteers to share their answers with the class. Some of these answers can then be discussed. Written answers should be collected and transferred to a large chart placed in a prominent place in the classroom as a reminder.

2. Have a race between two teams to write as many answers to the same question as they can within a 2 - 5 minute time limit. Then read the two lists to everyone. The lists should be kept and used as posters in the classroom.

From: Iowa Public Schools, U.S.A.

Prevent AIDS concentration

Objective:
· For target group to identify / recall / review vocabulary or other information and to check for understanding.

Target Group:
· Students of all levels

Group Size:
· 6-50 people

Time:
· 15 minutes

Materials:
· 18-20 cards (scrap paper), crayons, markers, blackboard ledge, tape or pocket chart.

Preparation:
· On half of the cards/paper, draw a picture related to AIDS, e.g., needles, condoms, two people holding hands, etc., and on the other half of the cards write a word or phrase that corresponds to the picture. The cards can be made in advance or made by the participants. (See Appendix III for sample cards).

Directions:
· Place cards face-down against the blackboard, propped on the ledge or in a pocket chart.

· Number and letter the cards so that they can be easily identified.

· Divide the group into two teams.

· Each team takes turns asking to see a pair of cards.

· The facilitator turns the cards over each turn. If they match, the team asking gets the cards and a point; if they don't match, the cards are turned face down again and it is the other team's turn.

· Continue playing until all the cards are matched. The team with the most points wins.

Variation 1:
· In order for the team that matches the cards to gain a point, the team must answer a question related to the cards that they matched, i.e., if the cards matched are a picture of a condom and the word "condom", the facilitator can ask, "Does a condom help to prevent AIDS?"

Variation 2:
· Instead of the cards being pictures and vocabulary words, the cards could be questions and answers or sentences cut into two halves.

Good health concentration

Objectives:
· Participants will learn that maintaining good health is the best way to fight disease. Participants will teach other participants while playing this game.

Target Group:
· Primary school students.

Group Size:
· 6 students per group suggested.

Time:
· 20 minutes

Materials:
· Health concentration cards. (See Appendix IV)

Preparation:
· Make 10 to 15 pairs of matching cards which show activities that promote good health. Write half sentences or phrases concerning good health and disease prevention on each card in a pair. (Each pair will have the complete sentence or phrase when together). Place different color designs or numbers on the backs of the cards. Note: The game will be more successful if prefaced by some instruction in good health practices, how some illnesses are communicable, methods to prevent diseases and ways to promote wellness.

Directions:
A. Divide students into groups of six, three students per team.

B. Place a set of labeled cards, number side up, on a table top in view of all of the students in the group.

C. The first player selects a card by calling a number or pointing to the card. The card is turned over and then the player must find the card with the corresponding or matching picture and information on it. When the cards are matched the player must then read the complete information on good health and disease prevention printed on each card out loud to the other players.

D. Each team should select the order in which team members play. Each player can consult with teammates if necessary.

E. When all of the cards are matched the game is over.

F. Bring all of the students back together in a large group and have the students share some of the ways good health can help prevent disease.

By Greg Carl, U.S. Peace Corps Volunteer

Go fish (for a cure)

Objectives:
· Players learn how some illnesses are communicable, some methods to prevent disease and ways to promote wellness.

Target Group:
· Primary school students [Secondary school students may also enjoy this game]

Group Size:
· 4 to 6 players per group. Players may play individually or they may play as two teams.

Time:
· 20 - 30 minutes

Materials:
· Communicable disease cards and prevention/cure cards. (See Appendix V)

Preparation:
· One set of communicable disease cards (14 cards) and one set of prevention/cure cards (28-32 cards). To help students distinguish the sets of cards from one another a different color design may be placed on the backs of the cards in each set. Students must receive some instruction on general communicable diseases before playing this game. Note: For younger students, do not use cards for STDs or HIV. For students in Primary 5 and 6 you may include a card for HIV but may want to refrain from including any prevention/cure cards. For students in secondary schools you may add cards for STDs and HIV along with prevention cards (or cure cards in the case of some STDs).

Directions:
· All of the communicable disease cards are dealt to the players. Three of the prevention/cure cards are dealt to every player, the rest are placed in a pile on the table. The players must first try to find prevention techniques or cures for the diseases that they have in their hands. The first player will ask any other player if she has a particular cure or prevention technique in her possession. If the player asked has the desired card in her hand, she must surrender it to the person who has asked for it. If she does not have the desired card she will tell the player who has asked for it to "go fish". If a player who asks for a card gets a match, she lays the corresponding cards on the table and may then ask for another card. When a match is not made it is the next player's turn. When a player has found cures or prevention techniques for all of her diseases and has prevention/cure cards left in her possession, she may then try to match these with disease cards in other players' hands. The player or the team with the most matching pairs when the disease cards are exhausted is the winner.

By Greg Carl, U.S. Peace Corps Volunteer

Suggested matches

German Measles
i. Isolate the person infected to keep the disease from spreading. Avoid visiting.
ii. Treat according to the symptoms. Intervene by taking antibiotics and drinking plenty of liquids.

Chicken Pox
i. Separate infected person until pox vanish, rest until fever disappears and keep the body clean.
ii. Alert! Don't come in contact with infected persons.

Influenza
i. Get plenty of sleep.
ii. Cover when sneezing or coughing. Don't share handkerchiefs.

Conjunctivitis
i. Don't allow flies to light near your eyes.
ii. Daub eyes with beeswax or use medicinal eyedrops.

Tuberculosis
i. Get vaccinated with B.C.G. regularly.
ii. Separate infected persons in a special room. Avoid visiting.

HIV
i. No cure!
ii. Use condoms every time you have sex.

Pneumonia
i. Eat food rich in calories.
ii. Treat by giving antibiotics through injection into muscles of the body.

Typhoid
i. Build resistance, use the vaccine made from the typhoid virus.
ii. Take medicine according to the symptoms such as fever, aches and pains, nervousness, and itching.

Cholera
i. Foods must be thoroughly cooked. Cover food to prevent flies from lighting on it.
ii. Use the vaccine made from the cholera virus to prevent the spread of the disease.
Notice: Do not give the preventative vaccine to persons already infected.

Filariasis
i. Prevent mosquito bites.
ii. Help destroy mosquito larvae and prevent mosquitoes from breeding.

Malaria
i. Prevent mosquito bites.
ii. Help destroy mosquito larvae and prevent mosquitoes from breeding.

Dengue Fever
i. Prevent mosquito bites.
ii. Help destroy mosquito larvae and prevent mosquitoes from breeding.

Diphtheria
i. Build resistance by giving 2-3 month old children the vaccine that also prevents whooping cough and tetanus.

Additional Playing Cards
i. Get plenty of rest.
ii. Vitamins
iii. Wash your hands before eating and after using the toilet.
iv. In order to prevent the spread of this disease, notify others in your community.

Eliminating barriers to individual AIDS prevention

Objective:
· To look for solutions to barriers in personal AIDS prevention.

Target Group:
· Upper secondary school students and adults

Materials:
· Blackboard and chalk, flip charts and markers (optional)

Preparation:
· None necessary.

Directions:
1. Identify Barriers to use of AIDS Prevention Methods

Write the following AIDS sex and drug risk-reduction precautions on the chalkboard:
· Sexual abstinence
· Avoid exchange of body fluids by using condoms
· Careful selection of partners then monogamous relationships
· Don't use drugs
· Avoid sharing of drug needles and syringes.

Ask participants to identify barriers or reasons why people do not utilize AIDS prevention. Possible barriers to the strategies listed above might be:
· Inability of a couple to resist peer pressure to be sexually active
· Belief that sex is not pleasurable with a condom
· Embarrassment in getting condoms

Write all ideas on the blackboard.

2. Prioritizing Barriers

Once all the barriers have been listed on the board, ask the participants to select what they think are the five most important barriers to the use of AIDS prevention methods.

The most important barrier is given five points, and so on to one point for the least important. If the group is small this can be done through group discussion.

Variation:
· If the group is large, break into smaller groups. Each group should prioritize the list. After about ten minutes, groups reconvene and share their lists. Total the points groups have given to each barrier to determine order of priority.

3. Finding Solutions to Eliminating Barriers

Divide the group into five groups and one of the top five barriers assigned to each group. Through discussion, the groups are to create solutions for eliminating the barrier assigned to them. They may write their solutions on flip charts. Solutions should be imaginative.

4. Discussion of Solutions

A spokesperson for each group should report the created solutions to the entire class. These solutions, as well as other possible solutions from the rest of the group, should be discussed.

From: The Ohio Public Schools AIDS Manual

What is safe?

Objectives:
· To assess what a group already knows about AIDS. To provide additional information when necessary.

Target Group:
· Students, all levels, community groups.

Group Size:
· 20 to 30 people

Time:
· 10 -15 minutes

Materials:
· Flip-chart paper, colored marking pens (preferably a different color for each group).

Preparation:
· Verbally prepare the group by saying, "You already know how the AIDS virus is spread, don't you? Tell me. Ask "How is it prevented?" Most groups will have the basic answers already.

Directions:
1. Divide participants into groups of about 10 people each.

2. Give each group a large sheet of flip-chart paper and a marker.

3. Tell the participants, "You have one minute to write as many things as you can that are safe."

4. At the end of one minute, each group must pass the paper to the next group.

5. New groups must add to what is already on the list. They may not write anything which is already on the list.

6. Keep passing the lists around until time is up.

Read the lists aloud if you like. Groups can decide if the answers are correct or not or just read for fun. Hang all of the lists on the wall for reading at leisure.

Variation 1:

Safety Relay
· Form two teams of up to 12 people on each team. Team members must form a line, one person behind the other.
· Hang a piece of newsprint on the wall for each team.
· Team members must run to the paper, write one thing that is safe, then run back and hand the pen to the next person.
· The first team to finish wins.

Variation 2:

Large Group Safety Relay
· Make only two groups of 10 people each. The rest of the audience watches or can call out suggestions.
· The teams form as above in variation # 1, running to write on the flip-chart paper.
· Both teams read their answers aloud. The audience decides if they are correct or not.
· The team which finishes first and has no wrong answers wins.

General Variation:

Substitute another message for safety, for instance:
· How can you say "I love you" without having sex?
· What would you tell your friend about how to protect her or himself?
· What are the new messages about AIDS, i.e., social issues?

Give prizes to as many participants as possible. Suggestions:
· Candy stapled to AIDS information cards or brochures.
· AIDS information card or brochure taped to a condom.

By Jo Young, U.S. Peace Corps
Volunteer

Games to reduce the fear of condoms

Objective:
· To reduce the discomfort level with condoms; to ask questions about AIDS in a fun way.

Target Group:
· Level 5 and 6 primary school students, secondary school students and adults.

Time:
· 15 minutes each game. Time will vary with the number of condoms passed around and the time in between questions.

Materials:
· Condoms, questions or messages on small pieces of paper, a radio/tape player.

Preparation:
· Unroll condoms, place one question inside condom, blow up like a balloon.

CONDOM TIME BOMB

Directions:
· Have the participants stand in a circle. An inflated condom with a question inside is passed from player to player while music is being played. When the music stops, the player holding the condom must sit on it, burst it, and read the message or question. If there is a question in the condom, the player must answer the question, e.g. "What are three ways that you can prevent AIDS?" (See sample questions)

CONDOM BALL/CONDOM VOLLEYBALL

Directions:
· Divide the group of students into two teams and have them sit on opposite sides of the room. Place a string down the center of the room above the students heads. Have the students play volleyball with an inflated condom with a message or a question inside. Each side is permitted only three hits to get the condom over the string and into the other team's territory. The students may not leave their seats in order to hit the condom. If a student leaves his/her seat, the opposing team will earn an extra point. Before a team can score a point, the team must burst the condom and read or answer the question inside.

CONDOM CORNER GOAL

Directions:
· Have the students number off into two teams but have them remain sitting in their assigned seats. Place wastebaskets or some other form of goal in the four corners of the room. Each team is assigned two corners for goals. Toss two different color condoms or two different pictures drawn on them to the students. Each team is assigned one of these condoms and each condom has a message or a question inside. The teams must then try to hit their condom into the other team's goal. Students must not leave their seats in order to hit the condoms. The team which scores a goal must burst the condom, read the message or answer the question inside before a point is scored. The team with the most goals is the winner.

Sample Questions

Who can get the AIDS virus?
Anyone can get the virus if they participate in risk behaviors or are born of an infected mother.

Can people get the AIDS virus from animals and plants?
No.

Where does the AIDS virus live?
It lives in white blood cells in the blood and in semen and vaginal fluids.

Can we protect ourselves from AIDS?
Yes! We can say no to IV drugs, wait to have sex until we are ready for a mutually monogamous relationship or use condoms every time we have sex.

Other Suggestions for Activities with Condoms

· When playing board games, use different colored condom packets as markers
· When talking to adult groups, use condom packets as tokens for correct answers
· Condom over-and-under relay
· Condom water balloon toss
· Pass the condom (similar to pass the orange)
· Don't let it fall to the ground