SKILLS FOR HEALTHY RELATIONSHIPS A Program about Sexuality, AIDS and other STD
Item
- Title
-
SKILLS
FOR
HEALTHY
RELATIONSHIPS
A Program about Sexuality, AIDS and other STD - extracted text
-
__ V
SKILLS
FOR
HEALTHY
RELATIONSHIPS
A Program about Sexuality, AIDS and other STD
PARENT/GUARDIAN GUIDE 1991
Acc. No.
ClassCode :
3* 03
DOCUMENTATION
CENTRE
Z
INSA^
3
I
Social Program Evaluation Group
Queen's University at Kingston
INTERNATIONAL SERVICES ASSOCIATION
5/1, BENSON CROSS ROAD,
BENSON TOWN, BANGALORE-560 046.
v :3536633, 3536299.
FAX: 91-80-3536633.
PARENT/GUARDIAN GUIDE
TABLE OF CONTENTS
PAG
A.
Introduction
1
B.
Rationale for Parent Involvement
2
C.
Program Goals
2
D.
Why Young People Need Information and Help
3
1. They can contract HIV and STD
2. They lack accurate, up-to-date information
3. They need to develop skills
3
3
3
Helping to Protect your Son or Daughter
4
E.
1. Provide information and help develop positive
attitudes and skills
2. Be willing to discuss sexuality, AIDS and
and other STD
3. Participate in the Program Activities
4
4
6
F.
Resources
7
G.
Program Evaluation
9 •
I
SOCHARA
Community Health
Library and Information Centre (CLIC)
Community Health Cell
85/2, 1 §1 Kfaio—
Bengaluru - 560 068
Tel (080) 25531518 email . ciic@sochara org
www.sochara.org •
I
\
PARENT/GUARDIAN GUIDE
A. Introduction
AIDS* has been evident in Canada since the early 1980s.
At this
time, there is no vaccine for HIV** nor cure for AIDS even though
We must
it is a major health problem throughout the world.
recognize that an effective education program to prevent health
risk behaviours is essential to combat this deadly disease. Such
a program in the schools needs the support of students' families as
well as public health nurses and doctors.
A recant research study shows that a substantial proportion of
Canadian youth would prefer to receive their information about sex
from a parent or guardian (King et al, 1988). That same research
study found that young people prefer to learn about AIDS in school
or from a doctor or nurse.
This Parent/Guardian Guide will help you help your son or daughter
effectively complete a program designed to teach Grade 9 students
more about AIDS, other sexually transmitted disease (STD) and
sexuality. As well as providing you with additional information
about the program, it gives you opportunities to help your son or
daughter get the most out of the program.
The program gives accurate, up-to-date information about HIV/AIDS
and other STD, and it will assist students to develop and refine
the skills and attitudes needed to maintain a healthy lifestyle.
Together, parents and the school can help build a sense of
confidence and self-worth in young people so that they will be
motivated to use these skills and maintain these attitudes
consistently in their everyday lives.
Acquired Immune Deficiency Syndrome
Human Immunodeficiency Virus, causes AIDS
2
PARENT/GUARDIAN GUIDE
B.
Rationale for Parent Involvement
Canadian students are in school less than 13 percent of the total
year. If a school is to make a difference, it must receive support
The success of a program is increased when it is
from the home.
The
supported at home while it is studied in the classroom,
student is more likely to be influenced by those parts of the
princioles and beliefs learned and
program that support the principles
Parents or guardians play an important
reinforced in the home.
j-Qle
in
helping
build
their
son
or
daughter s
social
skills,
decision-making strategies and self-esteem.
This program is intended to complement the education process going
on at home. Your involvement and support are especially important
for your son or daughter.
C.
Program Goals
1)
2,_ your sonn or daughter accurate information about
To give
HIV/AIDS and other sexually transmitted disease.
2)
To help young people delay starting to have sexual
intercourse by providing them with opportunities to
develop social skills that help them maintain their
standards and beliefs.
3)
To ensure that when young people begin to have sexual
intercourse they know how to protect themselves from
HIV/AIDS and other sexually transmitted disease.
4)
To discourage young people from experimenting with alcohol
and drugs.
5)
To provide names and telephone numbers of places to
contact for more information or help regarding AIDS and
other sexually transmitted disease.
6)
To develop compassion and non-discriminatory attitudes.
7)
To provide support for responsible behaviours.
3
PARENT/GUARDIAN GUIDE
D. Why Young People Need Information and Help
1. They can contract HIV and STD
However, several factors
Most young Canadians are very healthy,
Their sense of being
put them at risk for HIV infection and AIDS,
About one fifth of the
invulnerable is one of these factors.
, It can take 10
to 30 years 2of
age.
livingliving
with AIDS
persons
witn are
aiuo20die
-----years or longer for the symptoms of AIDS to appear.
This means
that some of these people were infected while in their teens;
nevertheless, perhaps because very few of the Canadians living with
AIDS are teenagers, adolescents often believe they are immune.
declaring independence and experiencing
Adolescence is a time of
For many it is a time to experiment.
It is also
greater freedom,
to question and even resist traditional values.
a time for some
health-risking behaviours some of which can
Some adolescents adopt
result in HIV/AIDS and other STD.
2 . They lack accurate, up-to-date information
Young people are often at risk for contracting HIV/AIDS because
they do not have enough up-to-date accurate information, They need
this information to make decisions that will affect their health,
Many young people report that friends are a frequent source of
health-related information.
If even some of this information about
AIDS and other STD is wrong or based on myth, it puts the young
for information at further
people who rely mainly on their peers
risk.
3. They need to develop skills
Most young people have personal standards that would reduce their
risk for HIV/AIDS, and they have made the decision not to
They require communication and
assertiveness skills to maintain those standards and resist peer
It is necessary for them to practise and refine these
pressure.
participate in risky behaviours.
parent/guardian guide
4
skills if they are to use them effectively in real life situations.
E. Helping to Protect your Son or Daughter
Here are a number of ways you can help your son or daughter remain
free of HIV/AIDS and other sexually transmitted infections.
1.
Provide information; help develop positive attitudes and skills
You can provide information to your son or daughter
about HIV/AIDS
If necessary, you can refer your son or daughter to
other sources of information/help.
(Addresses of some of these
sources are listed in the Resources section of this Guide.)
and other STD.
You can also help your son or daughter develop positive attitudes
such as being compassionate and non-discriminatory and skills
including keeping informed and not engaging in health-risk
behaviours.
2.
Be willing to discuss sexuality, AIDS and other STD
a.
Set the atmosphere for discussion
The
step in setting a positive atmosphere for discussing
sexuality, sex, HIV/AIDS and other STD with your son or daughter is
to be certain that you know enough about HIV, AIDS and other STD
to be comfortable and confident.
Assure your son or daughter that it is okay to ask questions about
any topic. Accept that you may not know the answers to all of the
questions.
Take advantage of such an opportunity to learn with
your son or daughter.
b.
Guidelines for a successful discussion
Set the scene; select a quiet time when you and your son or
daughter have time to talk.
f \
PARENT/GUARDIAN GUIDE
5
Take advantage of the opportunities presented by television,
newspapers and magazines to begin a discussion.
It is often easier to talk when each of you is doing something
together, such as travelling in a car, washing dishes» or some
other small chore.
Consider having a number of ’’little" discussions rather than
one "big" talk. Avoid
7
trying to cover all the issues or topics
in a single discussion.
When you ask questions, be sure they are impersonal and nonthreatening .
Listen carefully and calmly. Ask for and listen to opinions.
Try to avoid pressing points or
daughter.
n preaching"
to your son or
Let it be known that it is acceptable to take a "time out" to
leave a topic.
Try to answer questions honestly, When discussing AIDS and
other STD, difficult topics such as homosexuality, drugs,
sexual intimacy and death may also arise..
rSome questions' may
mean that you have to take "time out" to_ find
proper
-- _1 the proper
answer. Ask for time so that you can both think about the
question. Bring up new information or the answer in your next
discussion.
Recognize that it is okay to change an earlier
answer if necessary.
Suggest looking for the correct
information together.
Be patient in your discussion. You can come back to a topic
later.
Sometimes the discussion may not go in the direction you
expected. Teenagers, like adults, have mood swings: today they
may be uncomfortable with a topic they discussed openly with
you yesterday. In such a case, continue the discussion at a
different time. When a topic cannot be discussed, make certain
that your son or daughter knows of other reliable information
sources.
Look for a discussion opportunity now.
Be available,
interested and supportive.
Don't put it off.
PARENT/GUARDIAN GUIDE
c.
6
Discuss sensitive sexuality issues
Discussion about sexual matters gives parents the opportunity
to
issues with adolescents and help a son or
daughter learn and appreciate the facts.
Open discussion of
principles, beliefs and attitudes will enable parents to provide
talk about sensitive
information, guidance, and support in these matters.
Well-informed young people are usually comfortable talking about
sexuality and are the ones who tend to H
delay
their sexual
pIav
t-hoir
experiences. Often, the young people who are not informed are the
ones who experiment to find out about their sexuality.
Parents can discuss with young people some of the many ways of
expressing affection, caring and love that do not involve sexual
intercourse. Emphasize that they must protect themselves against
sexually transmissible infections when they decide to have sex.
The proper use of a condom and spermicide is the surest protection
against AIDS and other STD during sexual intercourse,
the
deserve
opportunity
to
develop
positive,
Young people
health-enhancing
attitudes about sexuality and love.
3.
Participate in the Program Activities
Show an interest in the Program your son or daughter is studying at
school.
Ask about today's or a recent lesson.
He/she can tell you
about the communication and social skills included in the Program.
The Program, Skills for Healthy Relationships, which your son
son or
daughter will be experiencing in class, is a 20-hour program with
Your son or daughter has received a
student manual which contains those activities (see the list on
a total of 31 activities.
Twenty-five of these activities will be completed in
Six activities will be homework assignments for your son or
page 10) .
class.
daughter to complete with you.
At the end of this
PARENT/GUARDIAN GUIDE
7
Guide you will find two copies of each of the six activities- -one
for you (labelled Activities 1 to 6) and one for your son or
daughter (labelled Activities 4, 13,
13 , 14, 24, 30 and 31, according
to the sequence the students follow in class).
The names of the
activities are as follows:
1. Knowing the Facts
2 . Assessing Assertiveness
3 . Practising Assertiveness
4 . Comparing Viewpoints
5. When Someone Has HIV/AIDS
6 . Actions Against AIDS
Simply cut out your son or daughter's activities to remove them so
that he or she can complete them while you are doing yours. Try to
complete the activities as soon as possible after the time the
teacher assigns them for homework or at your earliest convenienc
Your involvement in these activities with your son or daughter is
completely voluntary. However, we strongly recommend that you do
the activities together since it will give you a chance to express
your values and beliefs, reinforce responsible behaviours and
interact closely with your son or daughter. The results of your
activities are confidential.
They will not be handed in or
discussed in class. If you and your son or daughter are not able
to complete the activities together, he or she will not be
penalized in any way.
Both you and your son or daughter should benefit from the open
communication that results from your quality one-to-one time
together during these activities.
F.
Resources
We have included brochures with this Guide to give you accurate,
up-to-date information about HIV/AIDS and other STD.
Below is a
list of resources for additional information.
PARENT/GUARDIAN GUIDE
Sources of accurate MDS-related
information include:
•
Federal Centre f__
for AIDS
Health and Protection Branch
Health and Welfare Canada
301 Elgin Street
Ottawa, Ontario
KIA 0L2
Provincial Ministry/Department
of Health
Local Health Department/Public
Health Nurse
Health Professionals (e.g., doctors,
nurses)
Local AIDS Organizations
AIDS Information Phone-In Line
Local Clergy
Local Library
Th. resources listed below ar. available from the:
National AIDS Clearinghouse
Canadian Public Health Association
1565 Carling Avenue, Suite #400
Ottawa, Ontario K1Z 8R1
Phone; (613) 725-3769
Fax:
(613) 725-9826
by^a parent'guide* entit'leT
Jgogumentw/Nee^to^
parents,’
Parents
.------- 1
A
a video
video accompanied
ac.--
tcp Kngw About AIDS:
——■■ -1 ~—I abqut AIDS .
AIPS in the 'qn'szrlhe New facts of Life
(see pocket)
P^-aha^t_AIDS_and Adolescents
A five page fact sheet published by
Health and Welfare Canada.
It includes a list of references.
th« Adolescent
transmissior^and preca^ions".
AIDS' te3tin*'
Sexually Tranqinjtted Disease (see pocket)
Wgmen and AIDS (see pocket)
STD
PARENT/GUARDIAN GUIDE
9
AIDS; Everyone zs Concern: AU2g_and the HIV Antibody Test
A 1989 brochure published by~Health
--- 1 and Welfare Canada.
G.
Program Evaluation
As part of the evaluation of the Program,
you may be asked to
participate in an interview in order to obtain
your reaction to
this part of the Program.
If your name
is drawn in the random
sample, the evaluators on our team would
greatly appreciate your
involvement in the interview so that the Program
can be improved or
refined for other students.
Refaranca
King, A.J.C., Beazley, R.P.,
R.P., r
Warren, W. K. , Hankins, C.A.z
Robertson, A.S., & Radford, J.L. ( 1988 ) .
Canada Youth and AIDS
Study.
Kingston, Ontario:
Social Program Evaluation
------ 1 Group,
Queen's University.
Thank you for your cooperation.
PARENT/GUARDIAN GUIDE
10
SKILLS FOR HEALTHY RELATIONSHIPS
PROGRAM ACTIVITIES
V
*
1
2
3
4
ACTIV^LTX._NAME
UNIT 1
TRANSMISSION
(3.5 hours)
Program V ideo and Questions
Estimating Risk
Evaluating Responsibility
Talking to Your Parent/Guardian - Knowing the Facts
UNIT 2 - RESPONSIBLE BEHAVIOUR:
5
6
7
8
9
10
!1
12
13
14
ABSTINENCE
(5.5 hours)
Considering Abstinence
Affection Is In
Personal Rights
Assertiveness Defined
Practising Assertiveness
Enhancing Your Assertive Message
Responding to Persuasion
Assertive Behaviour Day-to-Day (Action Ilan)
Talking to Your Parent/Guardian - Assessing Assertiveness
Talking to Your Parent/Guardian - Practising Assertiveness II
EVALUATION (.5 hour)
UNIT 3 - RESPONSIBLE BEHAVIOUR:
15
16
17
18
19
20
21
22
23
24
SAFER SEX
hours)
Getting to Know Yourself (Action Plan)
Condom Sense (A Test About Condoms)
Attitudes About Condoms I
Attitudes About Condoms II
Getting a Condom
The Line-up
Condom Practice
Communicating About Condoms
Considering Responsible Sex
Talking to Your Parent/Guardian - Comparing Viewpoints
UNIT 4 - HEALTH-ENHANCING SUPPORTS
25
26
27
28
29
30
31
(6.0
(4.0 hours)
Equality for All I
Equality for All H
Compassion
Support for Responsible Behaviour
Action Flan: Compassion. Tolerance and Support
Talk to Your Parent/Guardian - When Someone You Know has AIDS
Falk to Your Parent/Guardian - Action Against AIDS
EV ALU A I ION (.5 hour)
TRANSMISSION (TALKING WITH YOUR SON/DAUGHTER)
ACTlVltY
KNOWING THE FACTS
EEHl!
Fortunately, HIV infection can be prevented. HIV is not something that one can pick up casually.
Knowing what behaviours are not safe and acting on this information can reduce the risk of getting
HTV to practically zero. That means that learning as much as one can about HIV/AIDS helps one
separate fact from rumour and myth.
In this activity, you and your son/daughter will complete a fact or fiction quiz to rate your present
knowledge about HIV/AIDS.
SET
i.
On your own, complete the Fact or Fiction Quiz by responding to each statement and circling
either T (true) or F (false). In the space below each statement, write a brief explanation for your
answer.
2.
Your son/daughter has a copy of the Fact or Fiction Quiz in their guide and will complete
it on their own. Check with your son/daughter to make sure they have completed their
quiz. When they have, compare your answers. If there is a difference of opinion on an answer,
discuss your explanation for the answer and decide on a common response.
3.
Compare your final answers with the answer sheet provided. Total your number of correct
answers and determine your knowledge score using the key below.
10 » You have accurate information.
i 7-9 » Your information is fair but could improve.
4-6 » Check the accuracy of your information source.
0-3 « You need to get more accurate information.
4.
Complete the Follow-up with your son/daughter.
I
AttlVltv
y
GO
1
Fact or Fiction Quiz
T
F
1.
AIDS and HIV are the same thing.
T
F
2.
AIDS cannot be cured.
T
F
3.
Sexual intercourse is the only way HTV can be transmitted from one person to
another.
F
T
| 4.
I
I
You can get AIDS by giving blood.
I
I
T
F
5.
A person must have symptoms before he or she can give AIDS to someone else.
I
T
F
6.
The condom is not very effective for preventing transmission of HTV.
T
F
7.
AIDS is a "gay"’ disease.
T
F
8.
Going to school with a classmate who has HTV/AIDS puts you at risk for HIV/AIDS>
T
F
9.
There is a test for AIDS.
I
J
T
F
10. Sexually transmitted diseases (STD) are a serious health problem among young
people.
FOLLQWU
1.
Name 3 sources of accurate and up-to-date information about AIDS and other STD.
2.
Write down any unanswered questions that you and your son/daughter discussed and be
prepared to share these questions in class tomorrow.
9
AttivltV
yk 1 >
Fact or Fiction Quiz Solutions
1.
FALSE
AIDS is caused by a virus called HIV. HTV infects and causes damage to the
immune system which may progress to a serious life threatening illness such as
certain kinds of cancer or pneumonia- A person has AIDS when he/she develops
illnesses or opportunistic infections as a result of a damaged immune system.
TRUE
There is no cure or vaccine for AIDS.
FALSE
Although most cases of HIV have been sexually transmitted, HIV can also be
transmitted through sharing needles, from mother to newborn and
3.
by injection of infected blood or blood products.
FALSE
4.
There is no risk involved in donating blood in Canada. All equipment is
sterilized, used only one time, and then destroyed.
FALSE
5.
A person may have no symptoms and yet be intectea witnmv anu uc auic
transmit the virus to others. Since the time from HIV infection to developing
AIDS may be as short as a few months or as long as 11 years or more, this is a very
serious reason for concern.
z—a
6.
FALSE
The condom is one of the best ways to prevent sexual transmission
of HIV.athough it is not 100% effective. Condom failure may
occur if the condom is used improperly or the condom breaks. /
7.
FALSE
AIDS is not a "gay" or male homosexual disease. It is a
Q
viral disease. Anyone who engages in unsafe sexual behaviour or
shares needles for any reason can become infected with HIV.
Behaviours, not membership in a group, transmit HTV.
8.
FALSE
9.
FALSE
HTV is not transmitted by casual contact Casual contact includes such behaviours
as shaking hands, hugging, social kissing, crying, coughing, sneezing, or contact
with such items as doorknobs, toilet seats, telephones, towels, dishes, glasses, etc.
test to detect HIV antibodies, not AIDS. A positive HIV antibody blood
There is a
test does i
HTV, have developed HIV antibodies and are capable of transmitting HIV to
others. HTV antibodies can take anywhere from two weeks to six months (or
longer) to develop. Therefore during this period someone could have acquired
HIV, be capable of transmitting HIV, but not test positive as they have not yet
developed HTV antibodies.
10. TRUE
Sexually transmitted diseases (STD) are common among young people. The
highest rate of infection occurs in females 15 to 19 years of age.
3
I \
ABSTINENCE (TALKING WITH YOUR SON/DAUGHTER)
ASSESSING ASSERTIVENESS
READY
In class, your son/daughter has been learning assertive behaviour to help him/her communicate
directly, honestly and appropriately. Characteristics of assertive behaviour include expressing your
feelings, needs and ideas; and standing up for your personal rights in ways that do not violate the
rights of others.
Acting assertively should reinforce good feelings about yourself and, therefore, improve your
self-confidence.
Assertive behaviour should not be confused with aggressive behaviour, the aim of which is usually
to dominate and achieve a goal at the expense of others. On die other hand, when you act passively
you avoid conflict by ignoring your wishes and going along with what others want
In this activity you and your son/daughter will assess how assertive each of you is now and consider
ways you can improve your assertive behaviour.
SET
1.
On your own, complete the AiMsa Your Afftrtivmisi Questionnaire and rate your total score
according to the key. Complete question 1 of the Follow-up with your son/daughter.
/ >
Activity
Assess Your Assertiveness Questionnaire
How assertive are you? Circle the number beside each statement that corresponds to where you feel
you belong on the following continuum.
1
.J
2
3
NOT ME
4
5
SOMEWHAT ME
ME
NOT ME
1. I let people know when they are acting unfairly.
Ml
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
2. I mike decisions without difficulty.
3. I find it easy to say "no" to a salesperson.
4. I tell people who are always late that I do not like to be kept waiting.
5. I say what I think during a discussion.
6. I remind people who have borrowed something from me to return it
After a reasonable time.
7. If someone continually irritates me in some
way, I ask the person
to stop the behaviour that bothers me.
8. I look directly at the person I
am talking to.
9. Ido not let my friends talk
me into thing, I do not want to do.
10. I do not feel hurt when someone disagrees
with what I say or do.
11. I speak assertively to a person who cuts into a line-up.
12. When I am
TOTAL SCORE (Parent/Guardian)
2
Total your score and rate it according to the key provided.
12-29
You need to work on your Assertive skills.
30-39
40-49
Good start-keep at it
Getting close.
50-60
Well done - you are assertive!
FOLLOW-UP
1.
Decide on three changes in your behaviours you can
situations.
2.
Compare your total score with your son/daughter's. Explain why you placed each statement
w ere you dtd on the continuum. Ask your son/daughter to explain higher answers
Discuss ways that both of you can become more assertive.
3
[[ABSTINENCE (TALKING WITH YOUR SON/DAUGHTER)
ACTIVITY
.3
PRACTISING ASSERTIVENESS II
esegi
Your son/daughter has been role playing assertive behaviour in class to help reduce anxiety and give
him/her the confidence and courage to try assertiveness in everyday situations.
The sequence of steps to deliver an assertive message are listed below with an example of a script
used in class.
Action Scenario:
Jon and Jim are good friends. Jon has a part-time Job after school and has lent money to Jim on
previous occasions. Lately Jon has noticed that Jim is becoming slower to pay money back. Jon
decides to discuss this matter with Jim after schooL
Sequence of Steps
i
Sample Script
1. EXPLAIN YOUR FEELINGS.
I feel as if I am taken advantage of
2. DESCRIBE THE BEHAVIOUR/
PROBLEM.
when I Und you money and don't get
it back right away.
3. RECOGNIZE THE OTHER
PERSON'S FEELINGS.
I understand that you may be short
of money at times, but...
4. MAKE A SPECIFIC
REQUEST.
I would like it better if when you
borrow money I get it back as soon as possible.
5. ASK FOR FEEDBACK
What do you think about what I Just
said?
6. LISTEN AND SUMMARIZE.
What you're saying is you can understand why
I want the money returned more quickly.
1/ agreement is reached
7. ACCEPT
Thanks, I appreciate your understanding.
1
k
ACTIVITY
Body language and voice quality can be used to enhance the assertive message.
These include such things as maintaining eye contact; minimizing gestures; assuming an
3
open body position; using normal voice level, projection and tone.
In this ictivity your son/daughter is asked to practise the skills he/she has learned for delivering an
assertive message with you.
SET
fl
1.
z With your son/daughter read the Action Scenarios and help your son/daughter select hstfl
situations that he/she would like to respond to by delivering an assertive message. You art to
listen and agree with your soris/daughter's assertive message. You may not always reach
agreement when you are assertive; however, in the early stages of learning this skill, it is best to
start with agreement
3.
Use the Ajwrtter Mtuagt Task Card to check off each step your child follows correctly while
delivering the assertive message. After he/she delivers the first assertive message, provide
feedback on the steps that were done well and make suggestions for improvement After the
second assertive message similar feedback should be provided.
4.
When he/»he has practised delivering two assertive messages, provide feedback on hisAier
ability to enhance the assertive message using nonverbal qualities of communications. Use the
Enhancing an Autrtwt Mestagt Task Card to rate each nonverbal quality.
5. Complete the Follow-up together.
6.
Optional: You may want to help your
son/daughter to role play an assertive
message in response to one of the action
scenarios. You can provide
feedback on how well the
sequence of steps are
followed and how the
nonverbal qualities reinforce
the message.
2
I \
/
JI
k
ACTIVITY
Action Scenarios
3
A friend wants to borrow your homework for the third time this week and you don't want to lend
1.
it You decide to tell him/her that you will not lend your homework.
Someone you do not want to go out with is the first person to ask you to a dance. You decide to
2.
decline the invitation.
Your teacher has made a mistake in jading your exam. You decide to ask hinVher to reevaluate
3.
the section of the exam.
Your two best friends are smoking cigarettes and are trying hard to persuade you to join them.
4.
You really hate smoking. You decide to tell them that you want them to stop pressuring you to
join in with them.
Your boyfriend/girlfriend is trying to convince you to come over to his/her place as his/her parents
aren't at home. You really don't think it is a good idea. You decide to tell your friend that you do
5.
not want to visit when his/her parents are away.
Your boyfriend/girlfriend is using a number of lines (e.g. “if you loved me you would") to get you
6.
to have sex. You're not really ready for sex, but you really don't want to lose your boyfriend/
girlfriend. You decide to tell him/her that you are not ready to have sex and plan to wait
FOLLOW-UP
1.
How successful did you feel your son/daughtefs assertiveness was?
2.
What did he/she find most difficult? What skills does he/she say
need practise.
3.
What does he/she say about
a. being assertive with his/her peers?
b. difficulties he/she anticipates when being assertive with peers?
c. the skills he/she feels are most important in being assertive with peers?
3
ACTIVITY
^3 V
Assertive Message Task Card
STEPS
1.
EXPLAIN
SOUNDS LIKE
YES
NO
I feel-
YOUR FEELINGS
2.
DESCRIBE
When I...
THE BEHAVIOUR/
PROBLEM
3.
RECOGNIZE
I unden tand/ap predate—
1
THE OTHER
PERSON'S
FEELINGS
4.
MAKE A
I
I would like—
specihc
REQUEST
5.
ASK FOR
What do you think about—
FEEDBACK
6.
LISTEN AND
SUMMARIZE
What you're saying is—
I
If agreement is reached
7.
ACCEPT
Thanks. I appreciate —
I
I
WHAT WENT WELL:
I
SUGGESTIONS FOR IMPROVEMENT:
4
k
ACTIVITY
3
Enhancing an Assertive Message Task Card
BODY LANGUAGE
(CIRCLE YOUR RATING)
some of the time
most of the time
seldom
•
maintains eye contact
1
2
3
•
uses appropriate
gestures for emphasis
1
2
3
•
sits or stands tall
1
2
3
•
maintains open body
1
2
3
1
2
3
seldom
some of the time
1
2
3
1
2
3
1
2
3
1
2
3
I
posture
I
respects personal
•
space
VOICE QUALITY
•
speaks in a calm,
even voice
•
projects voice
clearly
I •
I
I
varies voice tone
•
uses pauses for
emphasis
most of the time
k
J
activity
.4,
COMPARING VIEWPOINTS
ready
»pi. 0(
is important for voun$z
-l* .«!. «h„. Th. M
’P
' “’°“ghU "d
dtol) _
with their ciuldre:
ta., md, „
prov(d„ „ r_.
opportunity for you and your son/daughter to
heh^o^
“
SET
°W" ““ ■”'1
•«»nd. u y„ Utah you, !0X"XZ
X
wayou
anyr.
resp^,
SX“X»^7X^yb"“ with your
,Q“ wn/daughter«y
w. „*
4. Complete the Follow-up together.
1
! \
Acnvrrv
L.
GO
Fact or Fiction Quiz
T
F
1. AIDS and HIV are the same thing.
T
F
2. AIDS cannot be cured.
i
T
F
| 3. Sexual intercourse is the only way HIV can be transmitted from one person to
another.
T
F
14. You can get AIDS by giving blood.
I
T
F
5. A person must have symptoms before he or she can give AIDS to someone else.
T
F
' 6. The condom is not very effective for preventing transmission of HIV.
I
i_________________________________________
T
F
i 7. AIDS is a “gay" disease.
T
F
8. Going to school with a classmate who has HTV/AIDS puts you at risk for HTV/AIDS.
T
F
9. There is a test for AIDS.
T
F
10. Sexually transmitted diseases (STD) are a serious health problem among young
people.
FOLLOW-UP
1. Name 3 sources of accurate and up-to-date information about AIDS and other STD.
2. Write down any unanswered questions that you and your parenKs)/guardian(s) discussed and be
prepared to share these questions in class tomorrow.
2
<
ACTIVftY
^4.
Fact or Fiction Quiz Solutions
1.
FALSE
AIDS Is caused by a virus called HIV. HIV Infects and causes damage to the
immune system which may progress to a serious life threatening illness such as
certain kinds of cancer or pneumonia. A person has AIDS when he/she develops
illnesses or opportunistic infections as a result of a damaged immune system.
2. TRUE
There is no cure or vaccine for AIDS.
3. FALSE
Although most cases of HIV have been sexually transmitted, HIV can also be
transmitted through sharing needles, from mother to newborn and
by injection of infected blood or blood products.
4. FALSE
There is no risk involved in donating blood in Canada. All equipment Is
sterilized, used only one time, and then destroyed.
5. FALSE
A person may have no symptoms and yet be infected with HIV and be able to
transmit the virus to others. Since the time from HTV infection to developing
AIDS may be as short as a few months or as long as 11 years or more, this is a very
serious reason for concern.
6. FALSE
The condom is one of the best ways to prevent sexual transmission
of HTV,athough it is not 100% effective. Condom failure may
occur if the condom is used improperly or the condom breaks. /
7. FALSE
AIDS is not a "gay* or male homosexual disease. It is a
viral disease. Anyone who engages in unsafe sexual behaviour or
shares needles for any reason can become infected with HTV.
Behaviours, not membership in a group, transmit HTV.
8. FALSE
HTV is not transmitted by casual contact Casual contact includes such behaviours
as shaking hands, hugging, social kissing, crying, coughing, sneezing, or contact
with such items as doorknobs, toilet seats, telephones, towels, dishes, glasses, etc.
FALSE
There is a test to detect HTV antibodies, not AIDS. A positive HTV antibody blood
test does not mean you have AIDS, but means you have been exposed to
HTV, have developed HTV antibodies and are capable of transmitting HTV to
others. HIV antibodies can take anywhere from two weeks to six months (or
longer) to develop. Therefore during this period someone could have acquired
HTV, be capable of transmitting HIV, but not test positive as they have not yet
developed HTV antibodies.
9.
10. TRUE
Sexually transmitted diseases (STD) art common among young people. The
highest rate of infection occurs in females 15 to 19 years of age.
3
TRANSMISSION (TALKING WITH PARENTS/GUARDIAN(S))
ACTIVITY
k4 >
KNOWING THE FACTS
Fortunately, HIV infection can be prevented. HIV is not something you can pick up casually.
You have to do certain things to get it Knowing what behaviours are not safe and acting on this
information can reduce the risk of getting HTV to practically zero. That means that learning as
much as you can about HIV/AIDS will help you separate fact from rumour and myth.
In this activity, you and your parent(s)/guardian(s) will complete a fact or fiction quiz to rate your
present knowledge about HTV/AIDS.
SET
1.
On your own, complete the Fact or Fiction Quiz by responding to each statement and circling
either T (true) or F (false). In the space below each statement write a brief explanation for your
answer.
2.
Your parenHs)/guardian(s) have a copy of the Fact or Fiction Quiz in their guide and will complete
it on their own. Check with your parent(s)/guardian(s) to make sure they have completed their
quiz. When they have, compare your answers. If there is a difference of opinion on an answer,
discuss your explanation for the answer and decide on a common response.
3.
Compare your final answers with the answer sheet provided. Total your number of correct
answers and determine your knowledge score using the key below.
10 ■ You have accurate information.
7-9 ■ Your information is fair but could improve.
4-6 « Check the accuracy of your information source.
0-3 ■ You need to get more accurate information.
4.
Complete the Follow-up with your parent(s)/guardum(s).
1
ACTIVITY 1
.6J
V
FOLLOW-UP
1. List personal benefits you might gain by volunteering to help with a community "Action against
AIDS'* project
2. If you feel strongly about any of these actions, you might wish to work on a plan to cany out a
way to contribute your support
VOLUNTEER
3
[health-enhancing SUPPORTS (SON/DAUGHTER)
JACTIVITYk
.5,
WHEN SOMEONE HAS HIV/AIDS
The best protection against HIV/AIDS is to avoid behaviours that put you at risk. However, this
should not translate into avoiding people living with HIV/AIDS. The disease will not be stopped if
we shun people living with AIDS. People living with AIDS may experience fear and anxiety about
their fatal disease. We need to understand and show compassion to help those infected.
In this activity, you and your son/daughter will learn about some of your beliefs as well as things to
say or do when someone you know has HIV/AIDS.
SET
1.
On your own, read In My Opinion.,, and respond to each statement by circling D (disagree) or
A (agree). Compare your results with the scoring key provided and with your son/daughter
responses to the same statements.
2.
Complete the Follow-up together.
HEALTH-ENHANCING SUPPORTS (SON/DAUGHTER)
ACTIVITY
,5.
WHEN SOMEONE HAS HIV/AIDS
The best protection against HIV/AIDS is to avoid behaviours that put you at risk. However, this
should not translate into avoiding people living with HIV/AIDS. The disease will not be stopped if
we shun people living with AIDS. People living with AIDS may experience fear and anxiety about
$
V
their fatal disease. We need to understand and show compassion to help those infected.
In this activity, you and your son/daughter will learn about some of your beliefs as well as things to
say or do when someone you know has HIV/AIDS.
*
SET
i.
i
On your own, read In My Opinion... and respond to each statement by circling D (disagree) or
A (agree). Compare your results with the scoring key provided and with your son/daughter
responses to the same statements.
2.
Complete the Follow-up together.
1
/
8
J
k
ACTIVITY
.5,
FOLLOW-UP
Answer the questions related to the following scenario:
8
8
I
j
Jim is a popular high school junior who has been diagnosed with AIDS. He became ill in
October and was absent from school for several weeks. When he returned to school, he was
tired, but ready to continue his classes. Because he was well known at school, his absence
i
was noticed by other students. He has told people that he has AIDS.
i
1. List words to describe how you think someone who leams he/she is HIV positive or has AIDS
would feel.
2. Do you think Jim should be allowed to continue to attend school? Explain your answer.
i
3. If Jim stays at school, are any special arrangements needed? What do you think about his using
the same cafeteria, gym, locker room and bathroom as other students?
4.
State three things you could do to support Jim. The following list may provide some
ideas, but feel free to add your own.
• call and ask to come for a visit
• go for a walk together
• touch each other
• ask him/her questions
• listen to music together
_
• talk about current events and the news
• talk about the future, tomorrow, next week, next year
• encourage him/her to make decisions
• offer to help
• cry and laugh together
• talk about the illness
• sit quietly together
• accept anger
5.
I)
Letl chingt the story a bit Imagine that Jim became sick in the summer, and people were not
aware of his illness. He returned to school in the fall, looking perfectly healthy. He did not tell
anyone he had AIDS. Do you think this would be okay? Explain your answer.
1
ACTIVITY
In My Opinion...
Circle the symbol (D, A) for each statement below that is most like what you think.
Disagree
Agree
1.
People get infected with HTV because they
are being punished for their wrong actions.
D
A
2.
Students living with HIV Infection should
not be permitted in school.
D
A
3.
People living with AIDS do not deserve our
help and support
D
A
4.
It is best to stop being friends with someone
who is living with HTV/AIDS.
D
A
5.
Good people cannot get AIDS.
D
A
I
If you circled:
D (disagree) -your beliefs show understanding.
A (agree)
• you lack an understanding about HTV
and AIDS.
ACTIVITY
k
V
Action Against AIDS
Amount of
money
allotted
s
sponsor a series of TV advertisements.
.s
• sponsor a series of radio advertisements.
s
i • write letters to your elected representatives to legislate an HIV/AIDS prevention
program; (you'll require letterhead and postage).
s
• provide honorariums and travel expenses for guest speakers to visit area
schools.
s
S
iS
make a donation to AIDS research.
• make a donation to a community library for new resource books on AIDS.
• sponsor an AIDS awareness week with posters and prizes.
I
$
$
'S
• start up an AIDS hotline.
• hire a part-time worker to analyze the accuracy of media coverage about AIDS.
• hire a part-time worker to work at a local AIDS centre.
other ideas:
S
'$
i
's
|5
2
)
J
ACTIVITY 1
HEALTH ENHANCING SUPPORTS (SON/DAUGHTER)
ACTION AGAINST AIDS
Everyone is affected by the AIDS crisis. There is the pain and suffering of those infected, the cost of
human lives, the costs of health care and lost productivity. Some people feel that the problem is so
big there is nothing one person can do that will make a difference, or that someone else will take care
of the problem. Other people may feel they must do something or would like to do something but
aren't sure what is needed. In this activity you and your son/daughter will consider a variety of
actions you could take to contribute to the fight against AIDS.
SET
1. With your son/daughter, read Action Against AIDS, a list of actions that promote an
AIDS-free lifestyle. Add any additional ideas you may have.
2. Imagine that you are a member of a committee that has just received $10,000 to spend on HTV/
AIDS prevention projects in your community. You and your son/daughter are asked to
select five items from the list of Action Against AIDS and designate a portion of money from your
$10,000 grant for each. When you have finished be sure that all $10,000 is spent
3. Complete the Follow-up together.
/
ABSTINENCE (TALKING WITH PARENT(S)/GUARDIAN(S))
1ACTIVITYk
J3
ASSESSING ASSERTIVENESS
READY
In class, you have been learning assertive behaviour to help you communicate directly, honestly and
appropriately. Characteristics of assertive behaviour include expressing your feelings, needs and
ideas; and standing up for your personal rights in ways that do not violate the rights of others.
Acting assertively should reinforce good feelings about yourself and, therefore, improve your
self-confidence.
Assertive behaviour should not be confused with aggressive behaviour, the aim of which is usually
to dominate and achieve a goal at the expense of others. On the other hand, when you act passively
you avoid conflict by ignoring your wishes and going along with what others want
In this activity you and your parentis)/guardian(s) will assess how assertive each of you is now and
consider ways you can improve your assertive behaviour.
SET
1.
On your own, complete the Assess Your AsiertwrruM Qutstioimairt and rate your total score
according to the key. Complete question 1 of the Follow-up with your parenKs)/guardian(s).
X
I SS33
1ACTIVITY
J3
Assess Your Assertiveness Questionnaire
How assertive arc you? Circle the number beside each statement that corresponds to where you feel
you belong on the following continuum.
1
2
NOT ME
3
4
5
SOMEWHAT ME
ME
NOT ME
ME
1. I let people know when they are acting unfairly.
1
2
3
4
5
2. I make decisions without difficulty.
1
2
3
4
5
3. I find it easy to say "no" to a salesperson.
1
2
3
4
5
1
2
3
4
5
5. I say what I think during a discussion.
1
2
3
4
5
6. I remind people who have borrowed something from me to return it
after a reasonable time.
1
2
3
4
5
7. If someone continually irritates me in some way, I ask the person
to stop the behaviour that bothers me.
1
2
3
4
5
1
2
3
4
5
9. I do not let my friends talk me Into things I do not want to do.
1
2
3
4
5
10. I do not feel hurt when someone disagrees with what I say or do.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
4.
8. I look directly at the person I am talking to.
12. When I am speaking, I object if someone interrupts me.
TOTAL SCORE (STUDENT) -
2
JACTIVITY
Total your score and rate it according to the key provided.
12-29
30-39
You need to work on your assertive skills.
Good start - keep at it
40-49
Getting close.
50-60
Well done - you are assertive!
J3
F/
FOLLOW-UP
L Decide on three changes in your behaviours you can make to become more usertive in everyday
situations.
2. Compare your total score with your parentis)/guardian(s). Explain why you placed each statement
where you did on the continuum. Ask your parenKs)/guardian(s) to explain their answers.
Discuss ways that both of you can become more assertive.
/A
ACTIVITY
ABSTINENCE (TALKING WITH PARENT(S)/GUARDIAN(S))
14
PRACTISING ASSERTIVENESS II
READY
You have been role playing assertive behaviour in class to help reduce anxiety and give you the
confidence and courage to try assertiveness in everyday situations.
The sequence of steps to deliver an assertive message are listed below with an example of a script
used in class.
Action Scenario:
Jon and Jim are good friends. Jon has a part-time job after school and has lent money to Jim on
previous occasions. Lately Jon has noticed that Jim is becoming slower to pay money back. Jon
decides to discuss this matter with Jim after school.
Sample Script
Sequence of Steps
X
1. EXPLAIN YOUR FEELINGS.
I fetl ai if I am taken advantage of
2. DESCRIBE THE BEHAVIOUR/
PROBLEM.
when I lend you money and don't get
it back right away.
3. RECOGNIZE THE OTHER
PERSON'S FEELINGS.
I understand that you may be short
of money at times, but~.
4. MAKE A SPECIFIC
REQUEST.
I would like it better if when you
borrow money I get it back as soon as possible.
5. ASK FOR FEEDBACK
What do you think about what I just
said?
6. LISTEN AND SUMMARIZE.
What you're saying is you can understand why
I want the money returned more quickly.
If agreement is reached
7. ACCEPT
Thanks, I appreciate your understanding.
1
I
J
ACTIVITY
Body language and voice quality can be used to enhance the assertive message.
14
These include such things as maintaining eye contact minimizing gestures; assuming an
open body position; using normal voice level,, projection and tone.
In this activity you are asked to practise the skills you have learned for delivering an assertive
message with your parentis)/ guardian(s).
1.
Make sure that both you and your parent(s)/guardian(s) understand the purpose of each step in the
sequence of steps to deliver a message. You may find it useful to reread the scripts which you
developed in class with your parentis)/ guardian(s).
2.
With your parent(s)/guardian(s) read the Action Scenarios and select two situations that you would
like to respond to by delivering an assertive message. Your parent(s)/guardian(s) are to listen and
agree with your assertive message. You may not always reach agreement when you are assertive;
however, in the early stages of learning this skill it is best to start with agreement
3.
Your parent(s)/guaxdian(s) will use the Aaoertive Message Task Card to check off each step
you follow correctly as you deliver your assertive message. After delivering the first assertive
message, your parentfsl/guardianis) will provide you with feedback on the steps that were done
well and make suggestions for improvement After the second assertive message similar feedback
should be provided.
4.
When you have practised delivering two assertive messages your parenKs)/guardian(s) will
provide you with feedback on your ability to enhance your assertive message using nonverbal
qualities of communications. Your parenKs)/guardian(s) will use the Enhancing an Astertwc
Messagt Took Card to rate each nonverbal quality.
5.
Complete the Follow-up with your parenKs)/guardian(s).
6.
Optional: Your parent<s)/guardian(s) may want
to role play an assertive message in
response to one of the action
scenarios. You can provide
Z
feedback on how well the
//
sequence of steps are
followed and how the
nonverbal qualities reinforce
the message.
2
AACTIVITYk 1
Action Scenarios
A friend wants to borrow your homework for the third time this week and you don't want to lend
1.
it You decide to tell him/her that you will not lend your homework.
Someone you do not want to go out with is the first person to ask you to a dance. You decide to
2.
decline the invitation.
Your teacher has made a mistake in grading your exanu You decide to ask him/her to reevaluate
3.
the section of the exam.
Your two best friends are smoking cigarettes and are trying hard to persuade you to join them.
You really hate smoking. You decide to tell them that you want them to stop pressuring you to
4.
join in with them.
5. Your boyfriend/girlfriend is trying to convince you to come over to his/her place as his/her parents
aren't at home. You really don't think it is a good idea. You decide to tell your friend that you do
not want to visit when his/her parents are away.
6. Your boyfriend/girlfriend is using a number of lines (e.g. *if you loved me you would*) to get you
to have sex. You're not really ready for sex, but you really don't want to lose your boyfriend/
girlfriend. You decide to tell him/her that you are not ready to have sex and plan to wait
FOLLOW-UP
1. How did you feel about being assertive to your parentis)/ guardian(s)?
2.
What did you find most difficult? What skills do you need to practise?
3.
a. Do you think you could be assertive with your peers?
b. What difficulties do you anticipate when being assertive with your peers-
X
c. What skills do you feel are most important in being assertive with your peers?
3
ACTIVITY
J4
Assertive Message Task Card
STEPS
1.
2.
SOUNDS LIKE
EXPLAIN
YOUR FEELINGS
I feeL-
DESCRIBE
THE BEHAVIOUR/
When I—
YES
NO
k
PROBLEM
3.
RECOGNIZE
I understand/appreciate—
THE OTHER
PERSON'S
FEELINGS
4.
MAKE A
I would like—
SPECIFIC
REQUEST
5.
ASK FOR
FEEDBACK
What do you think about..
6.
LISTEN AND
SUMMARIZE
What you're saying is—
If agreement is reached
7.
ACCEPT
Thanks. I appreciate —
WHAT WENT WELL:
I
SUGGESTIONS FOR IMPROVEMENT:
4
ACTIVITY
Enhancing an Assertive Mess ageTask Card
BODY LANGUAGE
•
maintains eye contact
•
uses appropriate
(CIRCLE YOUR RATING)
seldom
some of the time
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
seldom
some of the time
1
2
3
1
2
3
1
2
3
1
2
3
most of the time
gestures for emphasis
•
sits or stands tall
•
maintains open body
posture
•
respects personal
space
VOICE QUALITY
•
speaks in a calm,
even voice
•
projects voice
dearly
•
•
varies voice tone
uses pauses for
emphasis
X
most of the time
________________________
41ACTIVITY
[isAFER SEX (TALKING WITH YOUR PARENT(S|/GUARDIAN(S))||W
ii
24I
COMPARING VIEWPOINTS
READY
The topic of: sex is often difficult for parenKs)/guardlan(s) to discuss with their children. However, it
is important for young people and parenKs)/guardian(s) to discuss critical issues such as sexuality
with each other. The following activity provides an opportunity for you and your parentis)/
guardian(s) to explore thoughts and feelings about sexual behaviours.
SET
1. On your own, respond to the questions in the Go section, first, with your own ideas and.
second, as you think your parentis)Zguardian(s) would answer.
2. Your parenHs)/guardian(s) will Interview you and write their responses to the questions.
3.
If you feel comfortable doing so, discuss with your parenHsl/guardianfs) any responses to those
questions you answered differently.
4. Complete the Follow-up with your parent(s)/guardUn(s).
I
7
o
ex
k
ACTIVITY
24
I
GO
Fill in the blanks as follows:
a. your own ideas
b. what you think your parent(s)/guardian(s) thinks
c. what your parentfs)/guardian(s) actually thinks
1. How should teenagers show affection to someone they love?
a.
What I think:
b.
What I think my parent(s)/guardian(s) think:
c.
What my paient(s)/guaidian(s) actually think
2. Should two adolescents have sex if they love each other and plan to marry? Why or why not?
What I think
b.
What I think my parent(s)/guardlan(») think:
c.
What my parent<a)/guardlan(s) actually think:
3. For teenagers who axe sexually active, what are the best ways to protect themselves against HTV
transmission?
a.
What I think
b.
What I think my parentiskguardian!s) think
a
What my partnKs)/guardlan(s) actually think
!
i
ACTIVITY
24
4. What should parent(s)/guardian(s) do to help their child avoid HTV infection?
1
a.
What I think:
b.
What I think my parenKs)/guardian(s) think:
c.
What my parent(s)/guardian(s) actually think:
FOLLOW-UP
1. DIscum with your pirtnt(j)/guurdLin(j) similarities and differences between how you thought
they would respond to the questionnaire and how they actually did respond.
1 Aak your parent(s)/guardian(s) to recall teenage experiences related to relationships with others.
Compare their past challenges, concerns and fears with those you face today.
A
3
HEALTH-ENHANCING SUPPORTS (PARENT(S}/GUARDIAN(S))
ACTIVITY
1
30
WHEN SOMEONE HAS HIV/AIDS
The best protection against HTV7AIDS is to avoid behaviours that put you at risk. However, this
should not translate into avoiding people living with HTV/AIDS. The disease will not be stopped If
we shun people living with AIDS. People living with AIDS may experience fear and anxiety about
their fatal disease. We need to understand and show compassion to help those infected.
In this activity, you and your parent(s)/guardian(s) will learn about some of your beliefs as well as
things to say or do when someone you know has HTV/AJDS.
SET
1. On your own, read bi My Opinion... and respond to each statement by circling D (disagree) or
A (agree). Compare your results with the scoring key provided and with your parentis)/
guardlantsKs responses to the same statements.
2. Complete the Follow-up with your parent(s)/guxrdiin(s).
r
s
ACTIVITY
1
30
In My Opinion
Circle the symbol (D, A) for each statement below that is most like what you think.
I
I
Disagree
Agree
1.
People get infected with HIV because they
are being punished for their wrong actions.
D
A
L
Students living with HIV Infection should
not be permitted in school.
D
A
3.
People living with AIDS do not deserve our
help and support
D
A
4.
It Is best to stop being friends with someone
who is living with HTV/AIDS.
D
A
5.
Good people can't get AIDS.
D
A
I
If you circled:
D (disagree) - your beliefs show understanding.
A(agree)
- you lack an understanding about HTV
and AIDS.
4
I
k
2
and
ACTIVITY
FOLLOW-UP
30
1
Answer the questions related to the following scenario:
Jim Is a. popular high school junior who has been diagnosed with AIDS. He became 111 in
October and was absent from school for several weeks. When he returned to school, he was
tired, but ready to continue his classes. Because he was well known at school, his absence
was noticed by other students. He has told people that he has AIDS.
1. List words to describe how you think someone who learns he/she is HTV positive or has AIDS
would feet
2. Do you think Jim should be allowed to continue to attend school? Explain your answer.
3. If Jim stays at school, are any special arrangements needed? What do you think about his using
the same cafeteria, gym, locker room and bathroom as other students?
4. State three things you could do to support Jim. The following list may provide some
ideas, but feel free to add your own.
• call and ask to come for a visit
• go for a walk together
• touch each other
• ask him/her questions
• listen to music together
• talk about current events and the news
• talk about the future, tomorrow, next week, next year
• encourage him/her to make decisions
• offer to help
• cry and laugh together
• talk about the illness
• sit quietly together
• accept anger
X
5. Let's change the story a bit Imagine that Jim became sick in the summer, and people were not
aware of his illness. He returned to school In the fall, looking perfectly healthy. He did not tell
anyone he had AIDS. Do you think this would be okay? Explain your answer.
*
HEALTH ENHANCING SUPPORTS (PARENT!S)/GUARDIAN(S))
JACTIVITYk
131
ACTION AGAINST AIDS
READY
Everyone is affected by the AIDS crisis. There is the pain and suffering of those infected, the cost of
human lives, the costs of health care and lost productivity. Some people feel that the problem is so
big there is nothing one person can do that will make a difference, or that someone else will take care
of the problem. Other people may feel they must do something or would like to do something but
aren't sure what is needed. In this activity you and your parentfs)/guardian(s) will consider a variety
of actions you could take to contribute to the fight against AIDS.
SET
1.
With your parcnt(s)/guardian(s), read Action Against AIDS, a list of actions that promote an
AIDS-free lifestyle. Add any additional ideas you may have.
2.
Imagine that you are a member of a committee that has just received $10,000 to spend on HTV/
AIDS prevention projects in your community. You and your parent(s)/guardian(s) are asked to
select five items from the list of Action Against AIDS and designate a portion of money from your
$10,000 grant for each. When you have finished be sure that all $10,000 is spent
3.
Complete the Follow-up with your parentisl/guardianis).
I
J
k
ACTIVITY
1
GO
31
Action Against AIDS
Amount of
money
allotted
IS
L.
• sponsor a series of TV advertisements.
!S
• sponsor a series of radio advertisements.
IS
• write letters to your elected representatives to legislate an HIV/AIDS prevention
program; (you'll require letterhead and postage).
1$
• provide honorariums and travel expenses for guest speakers to visit area
schools.
1$
• make a donation to AIDS research.
;S
I • make a donation to a community library for new resource books on AIDS.
$
• sponsor an AIDS awareness week with posters and prizes.
$
• start up an AIDS hotline.
$
• hire a part-time worker to analyze the accuracy of media coverage about AIDS.
1$
• hire a part-time worker to work at a local AIDS centre.
other ideas:
?
S
$
V
$
d$
$
2
ACTIVITY
31
FOLLOW-UP
1.
List personal benefits you might gain by volunteering to help with a community "Action against
AIDS'* project
2.
%
If you feel strongly about any of the actions against AIDS you considered, you could follow
through with the action(s) in your conununity.
I
<
*
VOLUNTEER
%
3
___
- Media
15883.pdf
Position: 756 (9 views)