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close this bookSchool Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)
close this folderUnit 1. Basic knowledge on HIV/AIDS/STD
View the document(introduction...)
View the document1 HIV/AIDS/STD basic questions and answers - What is HIV/AIDS/STD?
View the document2 Looking into AIDS - Fun test on HIV/AIDS/STD
View the document3 HIV/AIDS/STD - What do they mean? - Definitions of HIV/AIDS/STD
View the document4 How a person gets HIV - Information on transmission
View the document5 You can’t get AIDS by... - Ways HIV is not transmitted
View the document6 What do you believe? - Short test on transmission
View the document7 What would you do? - Case studies on transmission
View the document8 What is your risk? - Evaluating risk behaviours
View the document9 Are you at risk (part 1)
View the documentAre you at risk (part 2)
View the documentAre you at risk (part 3) - Evaluating risk behaviours and accumulated risks
View the document10 Protect yourself against AIDS - Information sheet on protection
View the document11 Dear Doctor Sue - Letters on protection
View the document12 Which is safer? - Evaluating ways of protection
View the document13 What happens with HIV infection? - Information on signs and symptoms
View the document14 How do you know if you have HIV/AIDS? - Case studies on signs and symptoms
View the document15 Testing for HIV - Basic information on testing
View the document16 Test: What you know about testing - Short test on testing for HIV
View the document17 AIDS help - Who? Where? - Where help can be found
View the document18 You be the doctor - Case studies on drug use
View the document19 Are you a responsible person? - Behavioural intent questions on personal responsibility

Are you at risk (part 3) - Evaluating risk behaviours and accumulated risks

What the teacher does

1. It is important for young people to think about and visualize their personal level of vulnerability (susceptibility). The continuum from left to right in part 3 allows students to determine their own risk.

2. Ask students to think about the risk activities they take - How many risk activities? How risky is each one? How often do they take them? Do they use protection? Do they use protection all the time?

3. After allowing them a few minutes to think about these questions, ask them to decide on a point on the continuum where they think they are. Notice that they cannot sit in the middle.

4. If the age level you are teaching is quite young, the risk level will probably be quite low for the majority of students. Therefore, it is important to have them think about and visualize where they might be five years from now. Questions you might ask:

Do you think you might be in a relationship? Is there a chance it might involve sexual intercourse? Would you use condoms if it did? Consistently? Would you be assertive and insist on their use if your partner did not want to use them? Would you ever use injection drugs? Then ask them to think about and visualize where they would put their “X”.

5. This exercise is very important since “behaviour intent” often influences how we will actually act in the future.

6. Discuss the answers to the question under “Teacher asks”.

At what other times in your life would it be important to think about your personal risk of getting HIV/STD?

The best times to review your risk are when you decide to make changes in your sexual or drug behaviours.

What the peer leader(s) does (if used)

· They could be leaders in each of the small groups in part 1 and 2.
· They could be recorders and reporters for the small group decisions.
· They could hand out and collect materials.