 | 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 |
9 Compassion, tolerance and support - Showing support outside the classroom
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Purpose |
Compassion, tolerance and support mean little to young people unless they are given the opportunity to actually practise these behaviours in everyday situations. |
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What the teacher does |
1. Read the list “Am I really compassionate?”, to the students. Ask if they have other suggestions and add these to the list.
2. Have the students choose one from the list or make up one of their own. Then have them fill out their “Action plan” (sections 1,2 and 3; section 4 will be completed after the action plan is carried out).
3. Set a date (two weeks will probably be enough) for completing the action plan and reporting back, in section 4, “Summary of what happened and my feelings”. This section might include: how I felt; how the person I helped felt; what I did; how I did it; did it feel artificial or real - why; would I do it again; were there things I would do differently, etc.
3. Collect the summaries when finished and check to see that they were completed. Invite the students to discuss their experiences in class.
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What the teacher does |
Teachers should work with peer leaders to develop their action plan before the class so that these plans can be used as an example.
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