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: 8 What is your risk?

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

8 What is your risk? - Evaluating risk behaviours

Purpose

Students will become more familiar with risk behaviours by classifying them as: No Risk; Low Risk; High Risk. They also need to evaluate their personal level of susceptibility based on their own risk behaviours.

What the teacher does

1. Decide how to teach this activity:

a) Hand out an activity sheet to each student and have them follow the instructions (you may have to clarify the three categories of risk).
b) Write each activity on the blackboard and have students discuss. Then you write NR, LR, HR next to each activity (no hand-out sheets are required). Place the continuum for “What is your risk” on the blackboard and let students visualize where they would put their “X”. DO NOT HAVE THEM WRITE THEIR ANSWERS ON PAPER OR ON THE BLACKBOARD.
c) Select two teams and two captains (peer leaders) - give one sheet to each - team 1 has questions 1 to 8 and team 2 has 9 to 16. Team captains read each activity and then take a vote - the winner is the team with the most correct answers. Have students draw the continuum for “What is your risk” on a sheet of paper and then decide where they are on the continuum. Do not let them write in their “X” - ask them to think about where they would put it.

2. Give the students the correct answers, and make sure that students place the correct answers in their sheets.

1) NR Using toilets in a public washroom
2) NR Touching or comforting someone living with AIDS
3) HR Having sex without a condom
4) LR Having oral sex (without semen in the mouth)
5) NR Kissing (dry kissing)
6) HR Having sex using the same condom more than once
7) HR Sharing needles for injection drug use
8) NR Swimming with an HIV-infected person
9) HR Sharing needles for ear piercing or tattooing
10) NR Abstaining from sexual intercourse
11) NR Going to school with an HIV-infected person
12) HR Cutting the skin with a knife used by others
13) NR Being bitten by a mosquito
14) NR Giving blood
15) LR Having sex using a condom properly
16) NR Eating food prepared by an HIV-infected person

3. Answers for “What is your risk?” are private and need not be discussed.

What should be done by parent(s)
(if there is a parents’ guide)

Review the activity with their child (if each student has his/her own activity sheet).