4.2 Unit Nine - HIV/AIDS

RATIONALE

The HIV/AIDS scourge is most prevalent in the 15 to 45 years age group to which the student teachers belong. There is a notable gap between knowledge and behaviour with particular reference HIV/AIDS, hence the need for a life skills oriented approach to facilitate and reinforce behaviour change even among student teachers and to prepare them to equip their future pupils with the life skills required. They will be expected to be role models who will provide a good example and guidance to their pupils.

UNIT OBJECTIVES

By the end of this unit, student teachers should be able to:

1. Identify their level of knowledge, beliefs, attitudes and practices concerning HIV/AIDS.

2. Explain HIV/AIDS transmission and the role of the individual, family and community in its prevention.

3. Explain and highlight the rights of children and the problems of the girl child in relation to HIV/AIDS.

4. Identify cultural and social practices that may promote or prevent the spread of HIV/AIDS.

5. Explain the socio-economic and political implications of HIV/AIDS to the individual, family, community and nation.

6. Identify the needs of people with HIV/AIDS and ways of helping them.

7. Explain the possible consequences of personal behaviour and life styles in relation to HIV/AIDS.

8. Continually assess their own life styles and goals and display appropriate life skills in view of the HIV/AIDS pandemic.

9. Facilitate the acquisition of appropriate life skills in student teachers and school children with reference to HIV/AIDS.

TOPIC ONE

TRANSMISSION AND PREVENTION OF HIV/AIDS

Objectives

By the end of the lesson, students should be able to:

1. Identify their level of knowledge, beliefs, attitudes, and practices concerning HIV/AIDS.

2. Explain HIV/AIDS transmission and prevention

3. State Life skills critical for avoiding or preventing the spread of AIDS.

4. Describe and counteract dangerous myths concerning HIV transmission and prevention

5. Identify and risk taking behaviour, the reasons for such behaviour and the effects in relation to HIV/AIDS

6. Recognize risk situations and develop strategies on how to cope with them.

7. Examine critically the process of choice and decision making in relation to HIV/AIDS and identify the most healthy choices.

ACTIVITY ONE

BRAINSTORMING HIV/AIDS

Brainstorming the level of knowledge, beliefs, attitudes and practices concerning HIV/AIDS.

Life Skills to be developed

Self awareness, decision making, and critical thinking.

Materials

Statement cards, flash cards, chalk board.

Time: 30 minutes

Procedure

1. Tutor places cards labelled AGREE, DISAGREE, NOT SURE in three different corners of the room.

2. Tutor reads and flashes a statement card and tells students to make quick decisions and move to the corner of their choice.

3. While in the comers of their choice, student teachers and tutor discuss the reasons for the choice.

4. After the discussion, tutor asks students to change their positions if they so wish.

5. Tutor repeats steps 3 and 4 with other statement cards.

6. In plenary, tutor summarizes the salient points on each of the statements given.

SAMPLE FLASH CARD STATEMENTS (i) HIV/AIDS is a disease in which the body’s defence mechanism against infection has been damaged. (ii) HIV/AIDS is curable in the early stages but not in the later stages. (iii) HIV can be transmitted through sexual intercourse with an infected person. (iv) HIV can be transmitted by sharing facilities such as toilets, glasses and sheets. (v) Insects (e.g. mosquitoes) transmit HIV/AIDS. (vi) There is no danger in sharing razors with others (vii) HIV/AIDS can be transmitted by an infected mother to her baby during pregnancy or at birth. (viii) You can get HIV/AIDS by donating blood. (ix) HIV/AIDS can be transmitted by bewitching. (x) It is dangerous to play sports with people who are HIV+ (xi) If a person tests positive for the HIV they are infectious for the rest of their life. (xii) If a person tests positive to the virus that causes AIDS it means that the person has AIDS. (xiii) It is possible to avoid the virus that causes AIDS by getting married. (xiv) Even if people test negative once for HIV, it is possible they have the virus. (xv) You cannot get or transmit HIV/AIDS if you use a condom during sexual intercourse. (xvi) Asking a partner to use a condom shows lack of trust. (xvii) You can get HIV/AIDS if you have one boy/girl friend. (xviii) You can’t get HIV if you are a virgin (xix) HIV/AIDS education is a waste of money and other resources. (xx) If a person has TB or chronic diarrhoea, it means that s/he has HIV/AIDS (xxi) It is okay to have sexual intercourse with a girl below 15 years of age because she is free from HIV/AIDS.

Learning Points

· AIDS is caused by HIV.

· HIV/AIDS is an infection which attacks and damages the body’s defence mechanism and makes it too weak to fight infection. AIDS is the end result of the breakdown of the body’s defence mechanisms which makes it vulnerable to a combination of illnesses.

· AIDS is one of the sexually transmitted infections (S.T.I). In addition, the presence of an STI increases the risk of catching HIV.

· You cannot tell whether somebody has HIV/AIDS just from their appearance. A blood test taken at officially recognized centres is the only reliable indicator.

· A person is said to be having AIDS when s/he has characteristic signs and symptoms of the disease.

· There are many diseases with characteristics similar to those of AIDS e.g. Tuberculosis (T.B), meningitis, diarrhoea, etc.

· HIV is mainly transmitted through sexual contact with an infected person. It is also transmitted through receiving infected blood, being cut/pierced with unsterilised instruments such as needles, syringes, and razors that have been in contact with the blood of an infected person and from a mother to her baby. Women with the HIV virus have about a 50% chance of giving birth to a baby with the virus.

· There is no known cure for AIDS at the moment, although some drugs in current use can relieve some of the signs and symptoms and prolong life.

· It is possible to avoid catching HIV/AIDS or infecting others by abstaining, sticking to one faithful partner or being assertive and saying No in situations of risk.

· Where people find they cannot avoid sexual contact, they should practice safer sex by using protectors/condoms..

Hints

· Give a chance to each participant to state why he/she make that choice.

· Encourage participants to be influenced by their own feelings and not those of their friends.

· Choose statements (or create new ones) which you think are the most relevant to bringing out the knowledge, beliefs, myths, attitudes and practices of the students concerning HIV. Avoid too many statements of the same type as the activity can drag on for too long.

· Prepare enough flash cards, statement cards.

Extension Activity

Ask students to:

1. List down at least three main ways HIV/AIDS can be transmitted.

2. List down at least three ways in which HIV/AIDS can not be transmitted.

3. Explain how life skills such as assertiveness, negotiation, peer resistance etc. are related to AIDS prevention at individual and community level.

ACTIVITY TWO

BARANTAGA GAME

Life Skills to be developed

Critical thinking, decision making, negotiation.

Materials

Statement pieces of paper, chalk board.

Time: 30 minutes

Procedure

1. Choose 2 students and inform them in secret that they have a disease called Barantaga which is spread by bodily contact. Each time they shake hands with someone they tell him or her “Barantaga, pass it on”. You could be the third one infected to show that you are part of the situation.

2. Inform the class that there is a competition to see who is the most popular. The more people one shake hands with the more points they get. The one with the most points is the winner. Each time you shake hands you must whisper something to them. If anyone tells you to pass something on you must do so.

3. When you see that the disease has spread to nearly everyone, stop the game and ask the following questions:

(i) How many times did each of you shake hands?
(ii) How many have Barantaga?
(iii) Can someone explain to the others about Barantaga?
(iv) Why was it so easy for people to get Barantaga?
(v) Who is the winner?

Figure

4. Educate your class that Barantaga is a disease that is spread by bodily contact. When you play the game again, 2 students in the group will already have Barantaga.

5. Students choose a statement pieces of paper. All the cards say. “I hope you enjoy the game” except three pieces of paper.

A You have Barantaga. But you don’t care. Try and convince others to shake hands with you.

B You don’t have Barantaga. But you are determined to win the competition. Try and convince others to shake hands with you.

C You have Barantaga. You are not happy. Don’t try to convince others but don’t refuse to shake hands with others.

6. Tell the students to play the same game.

7. After a few minutes, stop the game and divide the students into groups. Giver each group the following questions.

(i) How did you feel playing the game this time?
(ii) Did your behaviour change? How? Why?
(iii) How did you feel when you got Barantaga this time?
(iv) Did you still try to shake peoples’ hands? Why?
(v) How is this connected with HIV/AIDS?

Learning Points

· People must develop life skills such as critical thinking, decision making and negotiation in Relationships to enable them avoid the risk of being infected with the HIV.

· It is possible to avoid catching HIV/AIDS or infecting others by abstaining, sticking to one faithful partner or being assertive and saying No in situations of risk.

· Where people find they cannot avoid sexual contact, they should practice safer sex by using protectors/condoms.

· The more sexual partners you have, the greater the risk of being infected by one of them.

· The more partners your partner has, the greater the risk you will be infected.

· Apart from protecting yourself and your partner, you can also help to protect others against HIV/AIDS by making sure they know the facts and can practise the life skills to avoid spreading the infection.

· If infected with HIV/AIDS, one has a responsibility not to pass it on to others but, when some people know they have HIV/AIDS they react differently -fear, denial, or even a determination to infect others.

Hints

· Make it very clear that Barantaga is an imaginary disease which does not exist. It has been used to provoke the students into thinking about their behaviours. You cannot catch HIV/AIDS through handshaking

· Make sure that the game is played twice. The second time is directed at the students assessing their own behaviour in a situation of risk.

· Read current books on sexually transmitted life infections including HIV/AIDS.

Extension Activity

1. Ask the students to write down life situations/scenarios related to HIV/AIDS transmission and prevention in their local community in which they have to think critically and make appropriate choices and decisions.

TOPIC TWO

SOCIAL AND CULTURAL PRACTICES THAT PROMOTE OR PREVENT HIV/AIDS

Objectives

By the end of the topic students should be able to:

1. Identify cultural practices which contribute to the spread or prevention of HIV/AIDS

2. Demonstrate life skills to overcome practices that promote the spread of HIV/AIDS.

3. Explain the meaning of the term negotiation and its application in every day life, especially in relation to HIV/AIDS

4. Identify some common principles which promote effective negotiation.

5. Identify positive and negative influences from peers..

6. Put into practice different ways of resisting peer pressure.

ACTIVITY ONE

SMALL GROUP DISCUSSION ON CULTURAL PRACTICES

Life Skills to be developed

Peer/social pressure resistance, assertiveness, decision making, critical thinking.

Materials

Case study about Musa and Rehema paper, pens/pencils.

Time: 30 minutes

Procedure

1. Divide students into four group and give each group the following case study:

At the age of sixteen, Musa is strong, active and still at school. His elder brother dies leaving Rehema, the widow, 3 children, a car, cattle and a well stocked shop. During the last funeral rites, the elders decide that Musa should inherit the widow, children and the property.

2. Give two of the groups the (A) questions and the other two the (B) questions [write the questions on a large sheet of paper] for discussion.

A (i) If you were Musa what would you do?

(ii) What problems are you likely to face?

(iii) How would you deal with the problems?

B (i) If you were Rehema what would you do?

(ii) What problems are you likely to face?

(iii) How would you deal with the problems?

3. In plenary, each group presents its findings for discussion.

4. Tutor summarizes the issues of inheritance.

5. Students brainstorm on other cultural practices that may promote or prevent the spread of HIV/AIDS. Tutor writes down the practices on the board.

Learning Points

· Inheritance of widows can promote spread of HIV/AIDS
· The need for critical thinking on the part of the widow and the inheriting in-law.
· The need to pay attention to the children’s rights so that they are not abused.
· The development of life skills to cope with cultural pressures.

Hints

· The tutor should prepare the case studies on papers before hand.
· Tutor should monitor the group discussions.
· Tutor should not show bias.
· It may be better sometimes to have single sex groups to discuss these issues.

Extension Activity

1. Students explore examples of practices that may promote or prevent spread of HIV/AIDS in their communities.

ACTIVITY TWO

NEGOTIATING

Life Skills to be developed

Critical thinking, negotiation, decision making, assertiveness.

Materials

Copies of Jane’s letter, paper, pens and pencils.

Time: 30 minutes

Procedure

1. Tutor reads the following letter to the students:

Dear Auntie, I am a 15 year old girl. I always used to get a lift to school from an old man who comes from my home area. Last week he stopped the car before we reached school and said I must pay him for the lifts. I had no money so he made me have sex with him. What do I do now Auntie? I have always been told that in our culture you must marry the first man you have sex with. But I don’t love him and I never wanted to have sex with him. Now I have started having some vaginal discharge. I think it is AIDS. Please help me. Jane

2. Ask the groups to discuss the following questions:

(i) Why did Jane accept the lifts from the old man?

(ii) What cultural issues are shown in this story?

(iii) What were the potential danger points which ended in the girl being raped? Why did Jane not realise they were danger points?

(iv) How do you think Jane could have avoided this situation? How easy is it?

(v) How do you think she could have saved herself?

3. Groups present their answers to the plenary for further discussion.

Learning Points

· Some people take advantage of cultural norms for their own selfish ends.
· Students and pupils need to develop their life skills to cope with potentially dangerous situations

Hint

· Tutor should bring out the relationship between cultural norms and life skills and how life skills can be developed in this.

Extension Activity

1. Prepare a role play where a young person has to use appropriate negotiating skills with our elder person.

PERSONAL BEHAVIOUR AND LIFE STYLES IN RELATION TO HIV/AIDS

Objectives

By the end of the topic, students should be able to:

1. Explain the possible consequences of personal behaviour and life styles in relation to HIV/AIDS.

2. Set realistic, personal goals for themselves, particularly in areas of keeping themselves safe and healthy.

3. Put into practice the life skills needed to achieve those goals.

4. Identify the choices and decisions they make each day and what influences them.

5. Identify and risky situations and behaviours that minimise the risk.

ACTIVITY ONE

CHOOSING APPROPRIATE BEHAVIOURS

Life Skills to be developed

Negotiation, self awareness, decision making, resistance to peer and society pressure.

Materials

Copies of case studies, large sheets of paper, markers, chalk board. 15 cards each of Red, Blue and Green.

Time: 40 minutes

Procedure

1. Ask students to pick one card (red, blue or green. Divide the class into groups according to the colour they have chosen.

2. Give each group a situation and ask them to prepare a role play.

A. Naigaga (30 yrs) is married to a junior civil servant in Kampala. They have 3 children and they find great difficulty in making ends meet. Naigaga works in a bank. Her manager offers to promote her to manager if she agrees to make love to him. (If she agrees) her husband finds out later.

B. Maggie is in S2. Her parents have great difficulty in paying for the school fees and she doesn’t have any nice clothes to wear, so her fellow students laugh at her. One day, she meets an older man who is already married. He is very nice to Maggie and for the first time she begins to enjoy life and have some good things of her own. After giving her several dresses, the man asks her to go with him to a lodge.

C. John is quite a shy person in S4. Recently a young widow has befriended him saying that John is like a son to her. She often gives him a little money to go to school with. One day, she invites him to her house. When John enters the house, he finds her sitting on the couch, almost naked.

3. Students present their role plays.

4. After each role play discuss with the students:

(i) What would be the reasons for accepting the offers in each situation?
(ii) What would be the reasons for saying no.
(iii) What would be the most important factors to consider in making that decision?
(iv) What pressures did the each person face? How easy was it resist them.

5. Explain to the students that there is no simple answer to each of the situations. Even in terms of negotiations, the person being pressurized can either refuse (and stick to his/her refusal), delay the decision (by changing the subject, etc) or bargain (by negotiating a more acceptable alternative. In some cases the best solution is to withdraw as quickly as possible (or run away).

6. Ask the students to draw in cartoon style examples of refusing, delaying or negotiating in each of the above situations.

7. Students show and explain their cartoons for discussion.

Learning Points

· Economic well-being is a very important part of life skills. Youth, parents and communities must do their best to ensure that the basic necessities are covered as far as possible.

· Sometimes our wish for immediate gain (or acceptance of favours) can lead to dangerous situations).

· Negotiating skills go hand in hand with assertiveness, critical and creative thinking.

· People need to predict risky or dangerous situation and avoid them.

· People need to appreciate and value what they are and what they have.

Hints to the Tutor

· It is very important that the tutor does not moralize or take a position in these situations. S/he should rather ensure that the students’ real feelings come out first, by playing devil’s advocate if necessary. Economic pressures should not be underestimated.

· In looking at negotiating strategies, the Tutor should also ensure that all possibilities are covered.

· The tutor could also find other situations for the students depending on the most pressing issues in that community.

Extension Activity

1. Ask the students to imagine other situations where one might either refuse, delay or negotiate and present them in cartoon form.

TOPIC FOUR

AIDS AND GENDER

Objectives

By the end of the topic, students will be able to:

1. List the specific pressures and risks facing men and women in relation to HIV/AIDS.

2. Identify gender stereotypes and myths and explain why they are false or true.

3. List ways in which women and girls can overcome the specific problems facing them in relation to HIV/AIDS.

ACTIVITY ONE

BRAINSTORMING ON STEREOTYPES AND MYTHS

Life Skills to be developed

Resistance to peer and society pressure, empathy, assertiveness.

Materials

Questionnaire handout.

Time: 30 minutes

Procedure

1. Give the following questionnaire to the students and ask them to fill in A if they agree, D if they disagree, and? if they are not sure against each of the statements. Tell them that you are not interested in who gives what answer but rather to find out what the group thinks as a whole.

WHAT DO YOU THINK? (i) Girls are more likely to get HIV than boys. (ii) Girls get themselves into trouble because they are always wanting men to give them money. (iii) Girls wearing mini dresses or who put on a lot of make up are asking to be raped. (iv) Girls who carry condoms are prostitutes. (v) Below the age of 18, the sexual organs of a girl are not fully developed and can easily tear. (vi) When a girl/woman says no, she really means yes. (vii) It is wrong for a girl to refuse a man when he wants to make love. (viii) To have sex with a girl below the age of 18 is defilement and is against the law. (ix) If a girl accepts a man’s gifts/drinks, it means she has accepted to have sex with the man. (x) Rape is usually carried out by a relative or a friend, not a stranger.

2. Divide the students into single sex groups (girls together and boys together) and ask them to discuss their answers and come to a group consensus where possible.

3. Each group presents its answers to the plenary for discussion.

Learning Points

· Girls are 6 times more likely to get HIV than boys between the ages of 10 and 24.

· Stereotypes about girls (and boys) may have an element of truth but they are not helpful in understanding why people behave the way they do.

· The sexual organs of a girl are not fully developed before the age of 18. She therefore runs a much greater risk of tearing the lining of the vagina, thereby exposing herself to HIV/AIDS.

· The law in Uganda states that having sex with a person below the age of 18 years is defilement and can be punishable by the courts.

· Parents must talk to their children about AIDS and how to avoid it.

· If an HIV positive woman becomes pregnant, her condition tends to deteriorate.

· Women in marriages are especially vulnerable as their socialization, and the general expectations of society, make it impossible for her to raise the question of her own protection in the light of her husband’s infidelity. This needs to be brought into the open.

· Some other factors leading to women being more vulnerable to HIV infection include:

· women have less access to education and therefore jobs

· women often do jobs that cannot be evaluated economically. Even where a woman generates an income this is in many instances taken away from her.

· socialization from birth has meant that women tend to be less assertive and less self-reliant.

· Women have the same right as men to determine when, whether, why and with whom they express their sexuality. Sexual and social relationships between women and men must be governed by principles of equity, non-coercion and mutual respect and responsibility.

Hints

· You can use the questionnaire to explore attitudes, discuss stereotypes and their origin (e.g. socialization) and also ensure that the students have correct factual information (e.g. that girls are more liable to get HIV/AIDS than boys, and that sex below 18 is defilement according to the law).

· While emphasizing the gender aspect of AIDS, it is important not to make the boys feel that they are somehow not involved. It can be discussed with regard to their feelings about girls etc. rather than being a sermon on gender.

Extension Activity

1. Ask the students to write songs, plays and poems related to gender and HIV/AIDS.

ACTIVITY TWO

GROUP DISCUSSIONS ON THE SITUATION OF WIVES

Life Skills to be developed

Self awareness, empathy, assertiveness.

Materials

Poster of a woman washing clothes, chalk board.

Time: 30 minutes

Procedure

1. Show the students a large picture of a woman washing clothes. She is holding the trousers of her husband in one hand, and in the other she is pulling a condom out of the back pocket.

2. Divide the students into single sex groups again to discuss the following questions:

(i) Does the man love his wife?
(ii) What should the woman do in this situation?
(iii) How can the woman protect herself against HIV/AIDS?

3. Students give their answers in the plenary for discussion.

4. Ask the students ‘suppose the trousers belonged to the woman’s son (or daughter), what should she do as a mother?’

5. Ask students to identify other situations where a man/boy or woman/girl is especially at risk and discuss how such situations can be dealt with.

Learning Points

· Women in marriages are especially vulnerable as their socialization, and the general expectations of society, make it impossible for her to raise the question of her own protection in the light of her husband’s infidelity. This needs to be brought into the open.

· Men also have a personal and social responsibility, for their sexual behaviour and fidelity for their behaviours affect the lives and well being of their spouses and children.

· Parents also need to be open with their children about love and sex.

Extension Activity

1. Ask the students to discuss the consequences of personal behaviour and life styles with their families and communities in relation to HIV/AIDS.

Figure

ACTIVITY THREE

SEXUAL HARASSMENT IN THE GUISE OF FRIENDSHIP

Life Skills to be developed

Assertiveness, resistance to peer/society pressure, decision making.

Materials

Case study of a letter to SYFA, chalk board, large sheets of paper, markers.

Time: 30 minutes

Procedure

1. Divide the class into groups and ask each group to read the letter to SYFA from Sara below:

I am in P7 and my classmate, Agatha, is a great friend of mine. She has a brother called Mukama in S2 at Ibanda Senior Secondary School. I often got to do homework with Agatha at her home and Mukama usually assists us. He is good at Mathematics and Science. But these days, he has started showing an interest in me and even Agatha says there is nothing wrong in him being my boyfriend. But I want him as a friend not a boy friend. I appreciate his help but my first aim is to become a doctor. Please, what should I do? Sara. Figure

2. Ask each group to reply to the letter emphasising the kind of negotiation skills that Sara could use.

3. Each group presents their reply in the plenary for further discussion.

Learning Points

· A girl can be a friend to a boy without necessarily having sexual relationships.
· A girl should be assertive and know what to do in case of problems like Sara did.
· Students should have a goal in life and build confidence in themselves.
· Parents should be talking to their children about such issues.

Hints

· Reply should show empathy.
· Tutor should be conversant with guidance and counselling skills.

Extension Activity

1. Ask students to discuss with their families about personal behaviour and enlist their help in thinking critically.

TOPIC FIVE

SOCIO-ECONOMIC AND POLITICAL IMPLICATIONS OF HIV/AIDS

Objectives

By the end of the topic, the students should be able to:

1. Identify the socio-economic and political implications of HIV/AIDS with regard to the individual, family and community

2. Describe some of the life styles that promote the spread of HIV/AIDS and how they can be altered.

3. Identify the qualities of good friendship and explore the importance of good friends.

4. Examine their fears and anxieties about HIV/AIDS and PWAs and how they can overcome them.

5. Explain the concept of positive pressure and ways of helping and supporting each other.

6. Explain the importance of counselling and community based health care for PWAs

7. Adopt and practise healthy life styles.

ACTIVITY ONE

COPING WITH AIDS

Life Skills to be developed

Coping with stress and emotion, empathy, self awareness.

Materials

Copies of stories of Isaac paper, pens/pencils.

Time: 30 minutes

Procedure

1. Divide the class into groups and give each group a copy of the story of Isaac. Ask them to read the story below and on the next page and answer the questions that follow:

A story: Isaac Isaac was a married man with two children. He had a well paying job, many friends, relatives, a fleet of cars, and all the wealth you can imagine. In the month of June, 1994, Isaac fell sick and was treated. The sickness resisted for some time and Isaac decided to take blood test. Doctors told him that he was HIV positive. After the results, Isaac begun to keep aloof. His friends and the wife begun to suspect that something had gone wrong with Isaac. Isaac tried to share his secret first with a close relative who was shocked and cut off all contact with him. As a result, Isaac was afraid to tell his wife and children, which made the atmosphere in the home very tense. However, with time, the sickness intensified. Isaac finally told his family and made a will. By this time, much of the money was spent in visiting local doctors in search of a cure and he also became too weak to work. He started selling some of his properties. The wife and relatives did all they could to save Isaac’s life but in vain. Finally, he died.

2. Questions.

(i) How do you think Isaac got HIV/AIDS? Do you think this is common?

(ii) Why do you think Isaac’s relative cut off the relationship? Was he justified?

(iii) How did Isaac getting HIV/AIDS affect him and his family?

(iv) List the positive and negative steps which Isaac took for his own benefit and that of the family?

(v) How do you think Isaac’s wife and children felt? Why were they able to continue helping Isaac until he died?

(vi) What are the needs for people who have HIV/AIDS?

3. In plenary, each group discusses their findings.

Learning Points

· We need to think of the consequences of our actions and life styles.

· Reactions from family and friends are a very important issue. Love and understanding are vital in the care and management of PWAs. While people may feel an instinctive emotional rejection, they have to try and overcome it.

· Importance of positive living for PWA’s

· Importance of making a will even for people without HIV/AIDS

· Taking a test for HIV/AIDS helps us to get the right treatment and support and to plan for our lives and families.

Hint

· Loss of parents due to HIV/AIDS is a sensitive matter and should be handled with care.

Extension Activity

1. Students identify and describe programmes assisting infected and affected persons in their communities.

ACTIVITY TWO

HOW DO WE FEEL ABOUT AIDS?

Life Skills to be developed

Coping with stress and emotion, empathy, friendship formation.

Materials

None.

Time: 30 minutes

Procedure

1. Whole class brainstorm on the following questions.

· What would you do if you discovered that:

(i) Your best friend is HIV+?
(ii) A family member is HIV+?
(iii) Your boyfriend/girlfriend is HIV+?
(iv) You are HIV+?

· In (iv) above, what would you want from friends, neighbours etc?

2. Tutor writes answers on the chalk board and tries to find some commonalities in the answers for discussions.

Learning Points

· People have varied feelings towards people with AIDS but should try to be positive.
· Need for empathy
· Importance of positive living
· Determining one’s status by taking an HIV test.

Hints

· One question should be handled at a time.
· Topic is sensitive to those who could be infected or affected.

Extension Activity

1. Investigate and describe how HIV/AIDS counsellors carry out their work.

ACTIVITY THREE

FILM/VIDEO SHOW ABOUT HIV/AIDS

Objectives

By the end of the lesson student teachers should be able to:

1. Explain the possible consequences of personal behaviour and life styles in relation to HIV/AIDS.

2. Examine their own life styles and goals

3. Identify and put into practice appropriate life skills in view of HIV/AIDS pandemic.

Life Skills to be developed

Effective communication, decision making, problem solving.

Materials

Video machine and tape.

Time: 40 minutes

Procedure

1. Shows the film to students. Tell the students to note down issues raised concerning HIV/AIDS using the following guiding questions:

(i) What do you learn from the film?
(ii) What life styles are portrayed in the film?
(iii) From the film, what personal behaviour put you at risk of catching HIV/AIDS?
(iv) From the film, what personal behaviour prevent you from catching HIV/AIDS?
(v) What life skills do we learn from the film show?

2. At the end of the show, tutor and students discuss the film in general.

3. Tutor highlights and summarises the salient points in the film.

Learning Points

· The effect of HIV/AIDS on an individual is reflected in the family, the community and the nation as a whole.

· There is need to improve on socio-economic status of the people in the country in order to minimise further spread of HIV/AIDS.

· Some of the socio-economic and Political implications of HIV/AIDS on individual, family, community and nation include: Orphans, widows, widowers, stigmatization, loss of friends/relatives, loss of jobs, reduced man power;

Labour force adversely affected, reduced production; de-population and national programmes affected.

· Ways of coping with the socio-economic and political implications of HIV/AIDS include:

· Encourage female education
· Parents to talk to their children about sex and AIDS.
· Encourage correct and proper use of the condom (protectors).
· Encourage income generating and recreational activities for women and youths.
· Encourage the development of Health Club in schools and colleges and communities.
· Encourage life skills related to positive behaviour like peer pressure resistance, decision making, negotiation skills, assertiveness, coping with stress/emotions, friendship formation, Problem solving, self awareness and effective communication.

· It is easier for the HIV/AIDS virus to pass from a man to a woman than it is from a woman to a man.

· Some women who are HIV positive may pass the virus to their babies.

· Sometimes girls are defiled by men or boys and can be infected by HIV

· Tutor should encourage student teachers to use formal, non formal, and informal education in promoting behaviour change in view of HIV/AIDS endemic.

Hints

· Prepare the room for the film/video show in advance and ensure power supply.

· Film/video tapes can be obtained from video libraries; UNICEF, DMO’s office; Health Education Division, Ministry of Health.

· You may show the film in the evening if it takes more than one hour.

· Tutor identifies and collects different films/videos about HIV/AIDS e.g. Ndiwulira and Gampisi by Bakayimbira dramactors; The Lutaya film; and “It is not easy”.

· Tutor should view the films before the lesson while noting down the main points. S/he should also note the life skills and lifestyles portrayed.

Extension Activities

1. Ask students to choose one way of showing good friendship to a close friend and put it into practice at home.

2. Ask students to write a motto or slogan about caring for people with HIV/AIDS.

3. Ask students to find out how people affected with HIV/AIDS are being supported.

4. Ask students to think about the qualities of good friendship within family life and the community.

5. Ask students to write a code of friendship to display in class.

6. Ask students to write scenarios or stories about a lonely child who finds a new friend in the community.

Community Service

1. Through school health clubs, construct plays, playlets, poems, songs, stories about HIV/AIDS. Write, rehearse and act to the community and/or rest of the school. Discuss with the community members to bring out the salient points about HIV/AIDS and the life skills required to continue to lead healthy lives.

2. Through the school health club, identity people with AIDS (PWAs) to talk to the school and community about their experiences.

3. Students carry out a survey on personal behaviour and life styles of the people in their local community.

4. Students identify and explain how people affected with HIV/AIDS are helped or supported in the community.