|School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)|
|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|
|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 cant 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|
|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 Whats next? - Ranking physical activities|
|8 Am I assertive? - Definition of passive, aggressive, and assertive behaviours|
|9 Whos 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|
|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 doesnt want to use a condom|
|6 No to unprotected sex (class participation) - How to be assertive with someone who doesnt want to use a condom|
|7 No to unprotected sex (individual participation) - How to be assertive with someone who doesnt want to use a condom|
|Unit 4. Care and support|
|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 tos 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|
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.
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.
5) There have been no HIV infections from living in the same house as a person who has HIV infection or AIDS.
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.
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.)