School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 4. Care and support: 8 Support for responsible behaviour - How to show support for someone who has made healthy decisions

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

8 Support for responsible behaviour - How to show support for someone who has made healthy decisions

Purpose

It is important to encourage young people to support peers who: value abstinence, have made the decision to use a condom, or show tolerance and compassion to people with AIDS.

What the teacher does

1. Decide how to teach this activity:

a) Provide an activity sheet for each student and have them work individually or in pairs to complete the activity.
b) Read the four situations to the students and have them decide on support statements that they can make (only one activity sheet is needed).
c) Divide the students into small groups and give one activity sheet to each group. Have the group decide on one or more support statements for each situation.

2. Ask students to read their support statements. Suggestions for each story are provided below.

· Story A - A decision not to have sex
“I really think you made a good decision. If he really loved you he wouldn’t pressure you like that.”
· Story B - No sex without a condom
“That must have been a tough decision but I think you made the right one - with AIDS and STD you can never be sure.”
· Story C - To go to the candy store or not
“Look, people live with, eat, touch and hug people with AIDS and there hasn’t been one reported case of transmission this way. We have nothing to worry about. I’d like to go.”
· Story D - Who do you support
“You’re taking a chance with AIDS around. I hope you know what you’re doing.”

3. Take up the questions in “Teacher asks”. Suggested answers are provided below.

1) Why do many young people feel it is not “cool” to support healthy decisions?

· It is “cool” to take risks - even those that involve health and safety
· Some people need to be “macho” to draw attention to themselves
· Some young people need to show they are brave and courageous to enhance their self-esteem. They need to understand that being responsible is a way of being brave and courageous.

2) What difficulties might you have if you support healthy behaviours?

· Others might put you down or not agree with you
· You might be laughed at
· You might be excluded from the group.

3) How might you overcome these problems?
Take a good risk. Stand up for healthy behaviours. Realize that you are helping and supporting others, maybe even saving a life.

What the peer leader (s) does:

Peer leaders can:

· Act as a model for positive support in the classroom
· Be in charge of a small group
· Volunteer answers
· Read situations to students.