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close this bookSchool Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)
View the document(introduction...)
View the documentAcknowledgments
View the documentIntroduction
View the document1. The programme
View the document2. Teaching methods
View the document3. The classroom atmosphere
View the document4. Peer leaders
View the document5. Participation of parents and family members
View the document6. Test items for student evaluation
View the document7. Questions on HIV/AIDS/STD
close this folderUnit 1. Basic knowledge on HIV/AIDS/STD
View the document(introduction...)
View the document1 HIV/AIDS/STD basic questions and answers - What is HIV/AIDS/STD?
View the document2 Looking into AIDS - Fun test on HIV/AIDS/STD
View the document3 HIV/AIDS/STD - What do they mean? - Definitions of HIV/AIDS/STD
View the document4 How a person gets HIV - Information on transmission
View the document5 You can’t get AIDS by... - Ways HIV is not transmitted
View the document6 What do you believe? - Short test on transmission
View the document7 What would you do? - Case studies on transmission
View the document8 What is your risk? - Evaluating risk behaviours
View the document9 Are you at risk (part 1)
View the documentAre you at risk (part 2)
View the documentAre you at risk (part 3) - Evaluating risk behaviours and accumulated risks
View the document10 Protect yourself against AIDS - Information sheet on protection
View the document11 Dear Doctor Sue - Letters on protection
View the document12 Which is safer? - Evaluating ways of protection
View the document13 What happens with HIV infection? - Information on signs and symptoms
View the document14 How do you know if you have HIV/AIDS? - Case studies on signs and symptoms
View the document15 Testing for HIV - Basic information on testing
View the document16 Test: What you know about testing - Short test on testing for HIV
View the document17 AIDS help - Who? Where? - Where help can be found
View the document18 You be the doctor - Case studies on drug use
View the document19 Are you a responsible person? - Behavioural intent questions on personal responsibility
close this folderUnit 2. Responsible behaviour: delaying sex
View the document(introduction...)
View the document1 Reasons to say NO - Reasons for delaying sex
View the document2 To delay or not to delay (a, b) - Case Study - Reasons for and against sex
View the document3 “Lines” and more “lines” - Pressure to have sex
View the document4 Guidelines: help to delay sex - Help for delaying sex
View the document5 What to do? - Case studies on sex for delaying sex
View the document6 Affection without sex? - Alternatives to sexual intercourse
View the document7 What’s next? - Ranking physical activities
View the document8 Am I assertive? - Definition of passive, aggressive, and assertive behaviours
View the document9 Who’s assertive? - Case studies - types of behaviours
View the document10 Assertive messages - Four steps to assertive behaviour
View the document11 Your assertive message (class) - Four steps to assertive behaviour
View the document12 Your assertive message (individual) - Four steps to assertive behaviour
View the document13 Responding to persuasion (demonstration) - How to refuse, delay, bargain
View the document14 Responding to persuasion (class activity) - How to refuse, delay, bargain
View the document15 Responding to persuasion (individual) - How to refuse, delay, bargain
View the document16 You decide - Activity on gender differences
View the document17 Dealing with threats and violence - Case study on violence in dating
View the document18 Being assertive every day - Take-home activity on being assertive
close this folderUnit 3. Responsible behaviour: protected sex
View the document(introduction...)
View the document1 The condom - Information about the condom
View the document2 Arguments people use against using condoms - How to deal with a partner who is negative about condom use
View the document3 How to use a condom - Humorous explanation about condom use
View the documentCondom practice - Students practice putting a condom on a model
View the document5 No to unprotected sex (demonstration) - How to be assertive with someone who doesn’t want to use a condom
View the document6 No to unprotected sex (class participation) - How to be assertive with someone who doesn’t want to use a condom
View the document7 No to unprotected sex (individual participation) - How to be assertive with someone who doesn’t want to use a condom
close this folderUnit 4. Care and support
View the document(introduction...)
View the document1 Who discriminates? - Definition and case studies
View the document2 The story of two communities - Two communities react differently to someone with AIDS
View the document3 Why compassion? - Explores reasons for compassion
View the document4 What could you do? - Compassion for two people with AIDS
View the document5 How to’s of care giving - Information on how to care for someone with AIDS
View the document6 How to keep yourself safe - Precautionary care for someone who is looking after someone with AIDS
View the document7 What do you know? - Two tests to determine what students know about caregiving
View the document8 Support for responsible behaviour - How to show support for someone who has made healthy decisions
View the document9 Compassion, tolerance and support - Showing support outside the classroom

7 What do you know? - Two tests to determine what students know about caregiving

Purpose

To review and check information on caregiving (Unit 4 - Activity 5).

What the teacher does

1. Decide how to teach this activity:

a) Provide an activity sheet for each student and have them complete the activity following the instructions.

b) Put test 1 on the blackboard and read test 2. The students decide on the correct answer for each test (only one activity sheet is needed).

c) Place students in small groups and provide one activity sheet for each group. They decide as a group which are the correct answers.

Note: Tests 1 and 2 may be done as a team competition. The class can be divided into two teams with captains and half the questions can be given to team 1 and half to team 2. If small groups are used, they can do both tests and the group with the highest score is the winner.

2. Give the students the correct answers. These are provided below:

Test about caregiving - matching

· A good caregiver is one who is a...
d) friend and companion

· A person with AIDS who has “sweats”, vomiting or diarrhoea needs...
c) extra fluids

· To stop nausea and vomiting it is best to give...
f) small meals with little fat

· For a person who is in bed a lot you should...
h) change their sleeping position

· As a good caregiver you should also...
b) look after yourself

· You may encourage people who are sad and depressed to express their feelings if they...
a) become angry or cry

· People who are ill need to do...
g) what they can for themselves

· The most important skill in being a good caregiver is to...
e) really listen

True - false statements

1) Latex or rubber gloves should be used when touching body fluids.
True

2) Injection needles should be put in a plastic bag.
False: in a plastic or metal box

3) Thermometers can be used more than once without washing.
False: wash with soap and water every time

4) The most important thing in looking after yourself is to wash your hands with soap and warm water.
True

5) There have been no HIV infections from living in the same house as a person who has HIV infection or AIDS.
True

6) Soiled things should be put in a paper bag and then put in the garbage.
False: double plastic bag

7) It is very important to cover sores, cuts and rashes.
True

8) You should wash the bathroom with bleach solution that is 1 part bleach to 20 parts water.
False: 1 part bleach to 10 parts water

3. Have students total their scores for Test 1 and Test 2 and look up their rating score (at the end of the activity).

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

This activity is part of the Parents’ Guide and after doing Unit 4 - Activity 5, students and parents could do the test to see how much they remember. (If reading ability is a problem, students could read the questions and possible answers to their parents.)