School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 1. Basic knowledge on HIV/AIDS/STD: 12 Which is safer?

School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)

Unit 1. Basic knowledge on HIV/AIDS/STD

		(introduction...)
		1 HIV/AIDS/STD basic questions and answers - What is HIV/AIDS/STD?
		2 Looking into AIDS - Fun test on HIV/AIDS/STD
		3 HIV/AIDS/STD - What do they mean? - Definitions of HIV/AIDS/STD
		4 How a person gets HIV - Information on transmission
		5 You can’t get AIDS by... - Ways HIV is not transmitted
		6 What do you believe? - Short test on transmission
		7 What would you do? - Case studies on transmission
		8 What is your risk? - Evaluating risk behaviours
		9 Are you at risk (part 1)
		Are you at risk (part 2)
		Are you at risk (part 3) - Evaluating risk behaviours and accumulated risks
		10 Protect yourself against AIDS - Information sheet on protection
		11 Dear Doctor Sue - Letters on protection
		12 Which is safer? - Evaluating ways of protection
		13 What happens with HIV infection? - Information on signs and symptoms
		14 How do you know if you have HIV/AIDS? - Case studies on signs and symptoms
		15 Testing for HIV - Basic information on testing
		16 Test: What you know about testing - Short test on testing for HIV
		17 AIDS help - Who? Where? - Where help can be found
		18 You be the doctor - Case studies on drug use
		19 Are you a responsible person? - Behavioural intent questions on personal responsibility

12 Which is safer? - Evaluating ways of protection

Purpose

Students need to know ways of protecting themselves but they also need to know that some ways are better than others.

What the teacher does

1. Decide how to teach this activity

a) Hand out a copy of the activity sheet and instruct the students to do the activity individually, in pairs or in small groups.
b) Write the different activities on the blackboard and discuss the answers with the class as a whole or have the students do it on paper at their desks (only one sheet needed).
c) Put the students in small groups and hand out one sheet to each group.

2. Read and explain each of the “Protection against HIV/STD” methods.

3. Explain the “How?” of this activity, perhaps giving an example on the blackboard.

4. Have the students decide on the proper ranking and any problems with these methods of protection.

5. Discuss the correct ranking and problems. These are listed below.

SAFEST

Method	Problem(s)
Abstinence:	this is difficult for a person’s whole life
Kissing, etc.:	becomes risky only if blood, vaginal secretions, semen are exchanged
Condom:	if not used properly, it may break
One partner:	your partner may be already infected and not know it; partner must be 100% faithful
History:	many lie to have sex, are unwilling to tell everything
Few partners:	sex with one infected partner is enough to become infected with HIV
Get tested:	both partners need to be tested; you can get infected (e.g. by not being faithful) after being tested; one test is not enough

LEAST SAFE