 | School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.) |
 |  | (introduction...) |
| | Acknowledgments |
| | Introduction |
| | 1. The programme |
| | 2. Teaching methods |
| | 3. The classroom atmosphere |
| | 4. Peer leaders |
| | 5. Participation of parents and family members |
| | 6. Test items for student evaluation |
| | 7. Questions on HIV/AIDS/STD |
|  | 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 |
| | Unit 2. Responsible behaviour: delaying sex |
| | (introduction...) |
| | 1 Reasons to say NO - Reasons for delaying sex |
| | 2 To delay or not to delay (a, b) - Case Study - Reasons for and against sex |
| | 3 “Lines” and more “lines” - Pressure to have sex |
| | 4 Guidelines: help to delay sex - Help for delaying sex |
| | 5 What to do? - Case studies on sex for delaying sex |
| | 6 Affection without sex? - Alternatives to sexual intercourse |
| | 7 What’s next? - Ranking physical activities |
| | 8 Am I assertive? - Definition of passive, aggressive, and assertive behaviours |
| | 9 Who’s assertive? - Case studies - types of behaviours |
| | 10 Assertive messages - Four steps to assertive behaviour |
| | 11 Your assertive message (class) - Four steps to assertive behaviour |
| | 12 Your assertive message (individual) - Four steps to assertive behaviour |
| | 13 Responding to persuasion (demonstration) - How to refuse, delay, bargain |
| | 14 Responding to persuasion (class activity) - How to refuse, delay, bargain |
| | 15 Responding to persuasion (individual) - How to refuse, delay, bargain |
| | 16 You decide - Activity on gender differences |
| | 17 Dealing with threats and violence - Case study on violence in dating |
| | 18 Being assertive every day - Take-home activity on being assertive |
| | Unit 3. Responsible behaviour: protected sex |
| | (introduction...) |
| | 1 The condom - Information about the condom |
| | 2 Arguments people use against using condoms - How to deal with a partner who is negative about condom use |
| | 3 How to use a condom - Humorous explanation about condom use |
| | Condom practice - Students practice putting a condom on a model |
| | 5 No to unprotected sex (demonstration) - How to be assertive with someone who doesn’t want to use a condom |
| | 6 No to unprotected sex (class participation) - How to be assertive with someone who doesn’t want to use a condom |
| | 7 No to unprotected sex (individual participation) - How to be assertive with someone who doesn’t want to use a condom |
| | Unit 4. Care and support |
| | (introduction...) |
| | 1 Who discriminates? - Definition and case studies |
| | 2 The story of two communities - Two communities react differently to someone with AIDS |
| | 3 Why compassion? - Explores reasons for compassion |
| | 4 What could you do? - Compassion for two people with AIDS |
| | 5 How to’s of care giving - Information on how to care for someone with AIDS |
| | 6 How to keep yourself safe - Precautionary care for someone who is looking after someone with AIDS |
| | 7 What do you know? - Two tests to determine what students know about caregiving |
| | 8 Support for responsible behaviour - How to show support for someone who has made healthy decisions |
| | 9 Compassion, tolerance and support - Showing support outside the classroom |
6 Affection without sex? - Alternatives to sexual intercourse
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Purpose |
It is unreasonable to expect young people not to show affection (both physical and emotional) during this stage of their lives. It is important to provide alternative activities for those who wish to delay sex. |
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What the teacher does |
Special concern:
· Students may suggest some physical activities during this exercise that may be difficult to talk about, i.e. oral sex, masturbation, petting with or without clothes, body rubbing with or without clothes.
· Be prepared to use local slang with the students.
1. Decide how to teach this strategy.
a) Form pairs or small groups in the classroom and provide each pair/group with one activity sheet.b) Draw the activity on the board and have students work in pairs or small groups to complete the task.
2. Look at ways of showing affection.
Ask the students to look at the list of ways of showing affection shown in the first heart. Then have them discuss in pairs or small groups other ways of showing affection. Their suggestions may be written on the blackboard and the class may discuss together whether or not they are safe and acceptable (i.e. do not put a person at risk for HIV/AIDS/STD). When agreement has been reached on this, the students may write in the second heart their preferred suggestions for ways of showing affection without sex. You might expect some of the more physical affections to include: touch on the shoulder; kissing; open-mouth kissing; petting while clothed (above and below the waist); mutual masturbation; body-to-body rubbing (clothed and without clothing); oral sex, etc. Students may use quite a different language in trying to express these physical affections.
3. Ask the following questions:
a) Why is it important for young people to show affection without sex?It is important because it: promotes healthy communication; reduces the chance of HIV/STD; reduces the risk of pregnancy; promotes respect for self and partner; reduces the risk of unwanted sex; provides acceptance, warmth and touch to another person and yourself.
b) Is it important to discuss this topic with a partner? Why or why not?
Yes, but it might cause embarrassment or it might end a relationship.
c) What would make it easier to discuss this with a partner?
If there was respect, trust and openness in both people; if it was discussed before being in an emotional and sexual situation.
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