School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 4. Care and support: 2 The story of two communities - Two communities react differently to someone with AIDS

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

2 The story of two communities - Two communities react differently to someone with AIDS

Purpose

It is important for young people to feel what it is like to be discriminated against. This can be at least partially accomplished by reflecting on comments made by a person living with AIDS. This is a true story -only the names have been changed.

What the teacher does

1. Decide how to teach this activity:

a) Provide each student with an activity sheet and have the students work individually or in pairs to complete the activity.
b) Read the comments and actions from community A and community B once. Read them a second time and have the students individually decide on the three most hurtful and three most helpful and to explain why they chose those three. Ask the students to write a couple of sentences about how they feel about community A and about community B. (Only one activity sheet needed.)

2. Ask students to identify the three most hurtful and the three most helpful comments and to explain their choices. Then ask them about their feelings about community A and community B.

3. Finally, discuss the question at the end of the activity. Answers are suggested below.

Why do you think there was such a difference between the two communities?

· Ignorance about transmission in community A
· Fear on the part of a large group of people
· Education programme in community B
· Peers supporting Ryando

What should be done by parent(s)
(if a Parents’ Guide is used)

This would be an excellent activity for students to take home to their parents. Students could compare their 3 answers for each community with those that their parents selected. (Students could read the comments if parents are unable to read.)