School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 4. Care and support: 4 What could you do?

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

4 What could you do? - Compassion for two people with AIDS

Purpose

It is important to know of ways to be compassionate and when and how to help.

What the teacher does

1. Decide on a method to teach this activity:

a) Provide each student with an activity sheet and have them complete the activity individually or in pairs.
b) Write the stories on the blackboard and have the students complete the activity individually or in pairs (only one activity sheet needed).
c) Place the students in small groups and give each group one activity sheet. The groups must reach a consensus on the ways to help Minori and Dwari.

2. Allow the students to suggest other ways of being compassionate. Have them place these in the blank spaces on the “Helping heart”.

3. Ask for suggestions for ways to help with Minori’s heart and Dwari’s heart. Ask students to explain their choice.

4. Answer the question under “Teacher asks”. Suggested answers are provided below.

What would be most difficult for you if a friend or relative of yours had AIDS?
Responses will vary but they may include: the death of a loved one; the pain and depression many will experience; the loss of health and vitality; the changes in appearance; the loss of control of bodily functions
What would be most difficult for the person with AIDS?
Responses may include: acting naturally; sharing emotions (laughing, crying); celebrating special days without showing despair.

What the peer leader(s) does

Peer leaders could help by:

· Putting the activity on the blackboard
· Being in charge of a small group
· Volunteering answers to various questions

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

This would be an excellent activity for students to take home and complete with parents. Students could pick their 4 “helps” and parents could do the same and they could explain to each other why they chose the ones they did.