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EDUCATION
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1
A Teaching Guide
For Secondary Schools
WORLD HEALTH
ORGANIZATION
aod
UNTIED NATIONS
EDUCATIONAL. SCIENTIFIC AND CULTURAL
ORGANIZATION
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Education to Prevent
AIDS/STDs
in the Pacific
A TEACHING GUIDE
for secondary schools
A Product oi a Regional Workshop
Jointly Organized by
-
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united Nations
EDUCATIONAL. SCIENTIFIC AND CULTURAL
ORGANIZATION
WORLD HEALTH
ORQAMZATION
■
JW
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S
. Revised
1991
II
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L ■
■
The materials in this uolume ore the
responsibility of the groups which produced
them in the Regional Workshop on the
Deuelopment of Instructional Matenals on
AIDS education, 3-20 January 1989, and the
presentation of the materials here does not
represent formal WHO/GPA or (Jnesco
endorsement
I
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This book is the product of the Regional Workshop on
the Development of Instructional Materials on AIDS
Education held in Suva, Fiji, from 3 to 20 January 1989.
The workshop was a collaborative activity of the World
Health Organization's Global Programme on AIDS and
Unesco in school health promotion to prevent AIDS and
other STD. Hence, many of the suggestions are based
on the "WHO/Unesco Guide for School Health
Education to Prevent AIDS and Other Sexually
Transmitted Diseases'.
Thirteen participants from Fiji, Western Samoa, Tonga,
Marshall Islands, and Vanuatu, as well as the University
of the South Pacific, took part in developing the
materials with the assistance of resource persons from
WHO and Unesco.
Preface
The purpose of the workshop was to develop prototype
instructional materials on AIDS for possible adaptation
and use in secondary schools in the Pacific-island
nations. This Teaching Guide and a separate Guide for
Teacher Training were produced. This Teaching Guide
has two sections. The first section provides a general
background, purpose, resources, and suggestions for
teaching about AIDS/STD in the school setting. The
second section is a compilation of lesson plans
suggesting specific activities for teaching.
It is hoped that educators, curriculum developers,
teacher educators and teachers will find these materials
useful to initiate and expand efforts to introduce and
conduct AIDS education in their schools in order to
assist in the prevention of AIDS in the region. Until there
is a cure or vaccine for AIDS, education is the only
way.
‘v;
TEACHER'S GUIDE
INTRODUCTION
PURPOSE
Programme Goals and Sub-Goals
CONTEXT
CLASSROOM ENVIRONMENT
TEACHING MATERIALS
Suggested Background Knowledge
v
4
5
5
5
7
7
7
7
...
Age Level
Focus
.....................................
Values
How to Use the Matehals
8
8
Language ....— —
Grouping
ADDITIONAL BACKGROUND AND RESOURCES
FOR TEACHERS
— AIDS: Frequently Asked Questions
Common STD - Symptoms and Effects
AIDS Glossary
...................
8
9
19
20
LESSON PLANS
Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Transmission
HIV Antibody Positive - What Next? ........
.
Protection-------------------------------- - -.....
Cultural Values About Sexual Expression
.
Personal Values About Sexual Expression
Community Values About HIV/AIDS... -... Sexual Life and Social Responsibility
Values Towards Those Infected with HIV/AIDS/STD-----Decision Making --------
How To Say 'No' ....................................
Safer Sex-------------------------------- --- —
Talking to Parents About STD/AIDS .—
Talking About STD/AIDS......................
Alcohol, Drugs and HIV/AIDS ..............
Self Awareness and Self Esteem------My Friends and Me .................. -............
29
41
45
55
59
61
63
65
73
79
85
95
.. . 97
10
<- >?■
TEAC - ER’S GU DL
The need to
educate schoo,
students on
AIDS is beyoni
kJ question.
The subject of AIDS should be
taught before adolescents and
young adults become sexually
active.
CT
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vl
Effective
Xt.
education can
is
lead to
responsible
behaviour to
prevent the
spread of AIDS in the Pacific
region.
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A worldwide effort can stop A DS
I
INTRODUCTION
The subject of AIDS has bombarded us through the media in the past few
years.
Fortunately, the Pacific has so far been spared the physical
psychological and social effects that AIDS has created in other pans of the
world. However, there is no cause for comolacency, when we consider the
nature of this worldwide epidemic and that HIV infection and AIDS are already
with us here in the Pacific. AIDS is deadly, there is no cure for it. and there is no
vaccine against the Human Immunodeficiency Virus (HIV) which causes AIDS
The World Health Organisation (WHO) estimates that there are now more than
/00.000 cases of AIDS worldwide, and over five million persons are
u.. infected
with HIV. As of 1 June 1990, the cumulative global total of 263,051
_ I cases of
AIDS was officially reported to WHO from 156 countries.
It is recognised that the prevention of AIDS cannot be left to medical
personnel alone. Each of us must act responsibly. Until there is a cure or
vaccine against AIDS, the only measure to prevent AIDS is through education
leading to responsible behaviour. The United Nations Educational Scientific
and Cultural Organization (Unesco) and World Health Organization are very
conscious of the urgent need to provide educational authorities with information
and suggestions on the contnbution that education of young people and their
teachers can and snould make to AIDS prevention. Hence, a WHO/Unesco
sponsored regional workshop hosted by the Fiji Government, was organized in
January 1989. The purpose of the workshop was to produce materials which in
the long term, would assist in preventing the spread of HIV and in controlling
AIDS in the Pacific-island countnes.
But why teach AIDS In schools? Isn't AIDS only a disease of
homosexuals and intravenous drug users? The answer is No' AIDS is caused
by HIV, the human immunodeficiency virus, and can be transmitted through
unprotected sexual contact with an infected person, through infected blood and
from an infected mother to her unborn child. Persons affected could be male or
female, of any ethnicity and colour, homosexual, bisexual or heterosexual,
adults and children. The virus knows no geographical boundaries, and
certainly the Pacific Islands are not 'immune' to this virus.
In order to encourage responsible behaviour, the subject of AIDS should
be taught before adolescents and young adults become sexually active. While
we do not assume that all school students are sexually active, we know that
most will be in the future. What we also know is that many adolescents are
already sexually active - as evidenced by the increasing incidence of teen
pregnancy and STD (sexually transmitted diseases) in adolescents in the
Pacific region. While the chance of becoming infected when maintaining
celibacy or a mutually faithful relationship is very small, urbanization,
rural-urt>an migration, video, films, magazines, rock music, and tourism, all of
which impact all Pacific Island cultures, may influence young people's sexual
behaviour. The traditional social structures for forming stable relationships and
controls on sexual behaviour may no longer operate in such movements and
influences.
1
1
I
Introduction
I
One of the most important charactenstics of AIDS is its long incubation /
period - from time of first infection with HIV to the onset of symptoms of AIDS. .
During this time a person may not be aware he or she is infected but he or she
is infectious and can transmit the virus to others. From numerous studies
conducted in the U.S. we know that the incubation period ranges from 2 to at
least 10 years. Hence, a person diagnosed with AIDS in his early 20's may
have become infected while still in his teens. Therefore the need to educate
school students about AIDS and its transmission and prevention is beyond
question. The subject of AIDS is too important for students not to learn about it.
Effective AIDS education is not, however, a simple matter of giving out
health information. While accurate information is essential, young people also
need the opportunity to develop skills in making responsible decisions about
their own sexual behaviour. AIDS education should enable each individual to
clarify his values, to assume new life-styles if necessary, to raise questions
about the responsibility people have toward others, and thus be able to combat
the AIDS threat through responsible behaviour.
t
AIDS education in the school environment should also present the human,
social and ethical dilemmas raised by the pandemic. For instance, such
education should serve to combat discrimination against certain individuals
who are presumed to be at risk or against people with AIDS or HIV carriers.
(One reason for the fear, discrimination and hysteria related to AIDS may be the
failure of education so far to inform people how AIDS is not spread and the
failure to explore the social and ethical issues involved.)
An important factor in the successful teaching and learning of anything is
the cultural acceptance of the subject and approaches employed, especially on
topics related to sex. If, for example, use of words for certain body parts is
prohibited in schoois, even basic facts and information on prevention and
spread of AIDS would be difficult to teach, much less changing sexual
behaviours and changing established attitudes related to AIDS. Hence, the
challenge is to develop effective and acceptable instructional materials which
not only inform and educate, but also foster more humane attitudes related to
the disease to prevent discrimination, stigmatizing and even ostrasizing of
individuals infected with HIV and people with AIDS.
Most of the countries in the region have seen a need to educate the young
in schools about AIDS and have requested WHO to collaborate in the planning
of their national AIDS prevention and control programmes. Unesco, being th©
United Nations agency with responsibility for developing education, and WHO
through its Global Programme on AIDS, have officially agreed to collaborate in
the worldwide effort to prevent and control the spread of AIDS. The regional
workshop which produced these materials was an example of this
collaboration. The major aim of the workshop was to produce prototyp®
instructional materials on AIDS prevention and control and on social and ethical
issues related to AIDS for use in schools, teacher training and youth
2
Introduction
programmes. Countries in the region can adapt (or adopt) the prototype
instructional materials that are contained in this booklet to suit their own
requirements.
It is hoped that these prototype materials will contribute toward preventing
and stopping the spread of HIV and AIDS in the Pacific.
introduction
',S
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PURPOSE
The purpose of school-based education about AIDS and STD is to ora
and control the
ths spread of HIV and STD and to raise levels of understand
c^out the problems associated with HIV and STD infections. (Because Hl\S
_____________ _
...
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sexually transmitted, and responsible sexual behaviours
..J can prevent STD, t\
AIDS prevention programme encompasses other STD as well.)
|
The goal and sub-goals of the programme will be the same everywhere.
Programme Goal
To promote behaviour which prevents the transmission of HIV and other /
STD.
Learning Objectives:
Students completing the programme will:
f
be sole to make inform
from AIDS and STD;
understand the nature of HIV and STD and their transmission;
understand the symptoms of HIV infection. AIDS and STD and be aole to
seek appropriate mecical care;
© be aole to value their own health and relationships free from AIDS and
STD;
F
§
F'
® be cole to behave personally and socially in ways that eliminate the nsk
of spreading HIV and STD infection;
© reject biased information and myths relating to HIV and STD infections;
© develop positive attitudes towards those affected by HIV and STD.
CONTEXT
■
Education about AIDS and STD could occur within one of the following
subject areas:
1.
2.
3.
4.
Sexual health care;
Sexuality education;
Population education;
Health education;
4
Introduction
)
5. Family life education;
6. Personal development/living skills;
7. Biology/general science;
8. Social Sciences;
9. Civics/political science/current affairs/cultural affairs;
10. Religious/philosophical education.
It could also occur in any other appropriate subject area or be integrated
across a number of subject areas and school levels.
CLASSROOM ENVIRONMENT
Preventive education about AIDS and STDs will be more effective in an
environment which is congruent with the goals of the programme and where
relationships between teachers and students are positive.
1
An environment based on respect and trust in which teachers and students
alike can share opinions and feelings will facilitate growth in knowledge and
skills and the exploration of values.
The physical environment in which teaching occurs can promote positive
outcomes from the programmes. A physical environment which promotes
interaction is important for the use of participatory teaching methods. For
example, a room arranged with the chairs in a circle will encourage people to
talk to each other because they can easily see each other's faces.
The establishment of a good classroom atmosphere is largely the
responsibility of individual educators, and the school pnncipal. A well-trained
teacher will be able to analyze in advance whether an environment is
conducive to achieving the goals of the programme and to create that
environment if it is lacking.
TEACHING MATERIALS
These are prototype materials and are not intended to be a complete
programme. It is hoped that each country will use and adapt the matenais and
add other instructional materials to meet its particular needs.
Suggested Background Knowledge
Specific teaching about AIDS and STD will be most effective when each
student has a basic understanding of
O
infectious diseases
human anatomy/physiology
human sexual behaviour
5
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Introduction
For example, background knowledge required :
1.
Reproductive system :
•■f
1
Peans
Ma’e :
Female :
Testes
Prostate gland
Penis
Ovaries
Oviducts (Fallopian tuoes) 1
Uterus
Vagina
Vulva
■
Functions
Production of sperm
cells
Production of mature ova
(egg cells)
Production of
seminal fluids
Accomodation of embryo/feetus
dunng pregnancy
Semen ejaculation
Expulsion of foetus at birth
Production of vaginal fluid
2.
Body changes during puberty :
Physical •
reproductive organs begin to function
e.g., menstruation, ’wet dreams'
hormonal changes
masturbation
Emotional -
’ ups and downs’
interest in opposite sex
interest in sex
Social
peer influence
‘ generation gap’
3. Defence/lmmune System
skin
blood
white blood cells
antibodies
vaccine and vaccination
4.
Infectious Diseases - " Germs’
bacteria
virus
fungi
6
Transmission
airborne
water borne
shanng contaminated items
human contact
Age Level
These materials have been aimed at a Form 4/1 Oth Grade secondary level.
They can be adapted either up or down, as each educational system decides
on the most appropriate time and place to teach about AIDS and STD.
Research and literature regarding education about drugs, sexuality and
population issues indicate that education prior to the onset of risk behaviours is
most appropriate.
Focus
These matenals teach about AIDS and STD within the context of sexuality
and usually refer to AIDS itself as a sexually transmitted disease. Those who
prepared these prototype materials felt that the most likely method for
transmission of HIV in the Pacific was sexual, rather than IV drug use, as in
some other parts of the world. There is enough information about the risk
factors for people who are infected with HIV in the Pacific that definitely suoports
this feeling. Therefore, the teaching strategies include information aoout AIDS,
and then focus on the development of skills in the areas of sexuality and
relationships, as they relate to preventing the transmission of HIV and STD. For
example, the activity How to Say "No" helps students to resist pressure from
fellow students to engage in sexual activity.
Values
These materials are not intended to promote sexual activity among young
people, but rather to promote responsible decision-making and behaviour,
especially the decision to postpone sexual relations until adulthood.
How To Use The Materials
The teaching materials consist of a series of topics, presented as lesson
plans for teachers. Student worksheets are attached where necessary. Some
of the lessons also include optional activities. The sample posters included
should be enlarged and adapted for actual classroom use, or possibly made
into transparencies.
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Introduction
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Language
In some activities teachers may choose to use
suggested that if certain words in the local language local langu*
scientific words should be used.
9 9 are object^
Grouping
F-rh OH
^Ct'vi les can be conducted in either mixed or sinqie sex
Each educational system or school must decide what is most-------- -- gr«
appropriate?
important to consider, however, that in a number of the activities
'if onlv
limited°UP IS
th9 ran9S °f 0pini0nS
'
aCt,V,t,eS1 on|- /yr Siand values expressed could be
Additional Background And Resources For Teachers
AIDS: Frequently Asked Questions
Common STDs - Symptoms and Effects
AIDS Glossary
the ba-klovsrV bO°kl0t’ Undarstand,ng AIDS, is found in the pocket
the back cover to use in an optional activity in Lesson 12. Other teaching nn,
and resources are suggested as part of the relevant lesson plans. ~ ~
AIDS : FREQUENTLY ASKED QUESTIONS
GENERAL QUESTIONS
What is AIDS?
AIDS stands for Acquired Immune Deficiency Syndrome. Clinical AIDS is a
medical condition in which the body’s immune system - its natural defence
against disease and infection - is seriously weakened. The person becomes
vulnerable to diseases - opportunistic infections ■ the body would fight off if the
immune system were functioning normally. The most common of these
infections are PCP (Pneufnocystis Carinii Pneumonia) and a form of cancer
called Kaposi's Sarcoma.'
Clinical AIDS requires medical diagnosis and usually requires periodic
hospitalization.
AIDS is caused by a virus, the Human Immunodeficiency Virus (HIV).
What is HIV?
HIV or the Human Immunodeficiency Virus is a retrovirus which infects the white
blood cell, the T4 helper cell which normally fights off infection to the human
body.
What is the spectrum of HIV Infection and illness?
AIDS diagnosis - Those people suffering from fully developed AIDS symptoms.
The immune system is impaired and the person has one or more specified
opportunistic infections.
HIV symptomatic - Those people who are HIV and antibody positive and who
have developed a mild form of the disease with symptoms such as unexplained
weight loss, enlarged glands, night sweats which persist for 3 months or more,
and neorologic symptoms which are manifested as memory loss and other
impairments.
HIV asymptomatic - Those people who show evidence of HIV infection only
through laboratory testing, i.e. those people whose blood tests ’positive" for
antibodies of HIV and are well.
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NOTE:
In all cases a person must be assumed to be infectious
virus. on ' from the moment of infection
inTecI‘ous - capable of passing •
It
is
AIDSmv?m?etn?rr,Stin?UiSh betWeen infecti°n w,
th HIV (formerly known asV
miuo virus) and clinical AIDS.
bU‘
s^neTs^nd/TA’L^
well people will progress t|
diagno^eda^ca^^the v^CswiB 9“"es,s
up 10
»< well
personJI
WS' Th«* estimate
may wen increase^9,,™ “
S1
another is not automatic. An additional 30°/ oHh^ 07 5(390 °f infeCtion f
ZtPmhmatiC infeCtiOn t0 ^-Ptomatic infechon
m3y m°Ve fror
3 ShOft penod of
whilst others may take
take months
months to
to y^aT
years
the asymptomatic f*
*
people will necessahly progress
I
What is the ” window" period?
I
?
The window period is the time
produce
y takes t f
r-^
- measurable quantities of antibodies after mf°nths’that th0 bod
the serum (blood) se'roconverts^TXnq^
11 * the tim
the serum (blood)
antibodies to being ’positive’ for Hfv’antihnrt.X
...............
blood indicates that
HIV. In
other laboratory tests.
o
b
9 negative’ for HI' .
I
What is the incubation period of the virus?
I*
3
person to person. It mav^
development of the acute (flu-llkal illno«
(01 up to a numoer o? yeaS Svee „
— a< symptoms e
' “la'"cuba“on Pe"°d vanes IronPenod between infection and the
''rnaV?9 ",9 'on9 dor™"'
illnesses such as pneumoCTstis Mnna nn.
9 , 9
01 AIDS-'eiatec '
a» persons intected with
w,i,I
infection.
What type of virus is HIV, the AIDS virus?
aTw’s ' S'™±Sa,eH^^TnS a" 9n2y™’ “,led
mnone
10 inie9rate with the genetic matenei (Dnaj of the cell it invades
™the daau*
lifelong.
tran-p.a.. wmc j E
9hter C8,,e'
%9
Th,
rap,i<:a,9s' H,V alS0 'eP'icate °aad'nX. ,oun
ror thls reason infection with HIV is believed to b
10
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Which cells does HIV infect?
/
/
A type of white blood cell called a T4+ lymphocyte is infected by HIV.
The white blood cells known as lymphocytes form a major part of the human
immune system. There are two main types of lymphocytes: 8 and T
lymphocytes. B lymphocytes respond to invasion by bacteha and some viruses
by producing antibodies (proteins that bind to organisms and aid in their
destruction). T lymphocytes are responsible for immunity to organisms that live
inside cells (viruses, fungi) and for killing cancer cells. T lymphocytes in turn
comprise two major populations. The T8+ cells (or T-suppressor cells) are
responsible for switching off an immune reaction before it goes too far.
Chronic infection with HIV leads to a decrease in the number and function of
T4+ cells. As the number of these cells decreases, infected people develop a
wide range of infections that would normally be controlled by these cells. When
the level of these cells reaches a critically low level the person becomes
susceptible to life threatening opportunistic infections and cancers. It is the
development of these that is diagnostic of clinical AIDS.
What is the HIV antibody test?
This is a blood test to determine whether there are antibodies to HIV in the
blood. More than one test may be used. All blood submitted for antibody
testing is screened by a test called an ELISA test.
Blood which tests positive on this screening test is then submitted to
confirmatory testing (including a repeat ELISA and then the Western Blot) to
give a definite result. There is a very high correlation between a negative (Ab-)
or positive (Ab+) result with absence or presence of HIV in the body. A test
called an antigen test, for detecting fragments of the virus itself is expensive and
is not at present widely available.
When should counselling and testing be done?
Antibodies to HIV (which is what the test looks for) usually form in the body
between 2-4 weeks, after exposure to the virus. If someone is womed about
possible infection, he/she can be counselled and tested immediately but shoukd
be retested later because a definitive presence of HIV antibodies may not yet be
detected. However a patient tested at this stage can be counselled about his or
her risks and informed about the necessary preventive precautions/behaviours
to follow. Occasionally, measurable quantities of antibodies take longer to form,
and retesting at 3 months after possible infection is advisable.
Where can you get HIV counselling and a blood test?
This can be done by your local doctor, by an STD (Sexually Transmitted
Diseases) Clinic at a leading hospital or at a specialist clinic, health centre or
hospital laboratory designated by the Ministry of Health. All counselling and
tests are free and confidential. Trained counsellors should be available for
pre-and post-test counselling.
11
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wnat are the symptoms of AIDS?
symptoms of whlZmay be^lD^coUd be'T CatUt'On becausa broad, general
Moreover, symptoms do not automatically weC^lt is^o^'h^^ C0ndlti0ris-
Iron, a dormant infection with no symptoms to Pecom.ng senousiy i“ 9°
9M
AIDS is a general oodi^svndromn'r^5 SUC*! 33 3 C°ld' measles or mumps,
persistent and unexplained by any otnT^reascn^'0”'0"1' S)'mp,oms mus' b«
cpS;:' aXVs pmmZbvtoL0'’3?9'3 PerS°n'S
* ^'"0
neither sensible no d’Xb e a's menM eXo^™
even a person is Iniected id
1
1
I
mOm",g' 50 ,his *
be assoGiated with infection by HIV
FnS pSnS
swollen lymph glands in the neck, armpits or groin
raoid weight loss (at least 10% of’the body we'iqht)
ciarrhoea, fevers, chills, drenching night sweats, dry coughing
S peS.
JSiVe? temP°rary il,ness (Perhaps like 'flu or. '
glandular fever)
-*..J stage may
°ne °r
W6ekS after infection and
rr
How do you catch AIDS?
ii.
r.
You d-2 catch AIDS^you catch the virus, HIV, which can cause AIDS. So the
proper question is - How do you become infected with HIV?
Any oracT'CQ whict illcws the transfer of mfected blood, sen
from an mfected
flui'
?rson into the bloodstream of an other
ir/ecrcr. Ereaxs in ftb!.S?J7 n__nlay,be“
caused b* sucb injunes as cuts, abrasions,
a ours* o.'ood vessel, sores and ulcers.
i
bi
HIV is transmitted In three major ways:
|)
H’)
iii/
''ni^adpers^an5^ Th?9is th^most effective
infected blood goes straight into the X
(
'™m a"
transrmssion since
N-a
im
when blood, semen and vaginal fluid from an
through openings or tear in the vaoina nr
Person pass
bloodstream of the sexual partner.9
™ 3nd 30t int0 ths
S'"
n
uterus, or during childbirth!8 th9 V'mS t0 her ljnbom batl> either in the
H
<py '"i^n or cexua,
and under norma, condosX SST’,h8
12
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What is 'safer sex’?
Safer sex is any.sexual practice which reduces the risk of infected blood, semen
or vaginal secretions passing into the bloodstream of another person during
sexual activity, e.g. the use of concom.
What is ’safe sex'?
I
oare sex refers to practices or behaviours which ensure that no risk of infection
exists.
'
1
People who do not engage in sexual intercourse before they are marned and who
are faithful to their partner after marriage (provided their partner has benaved
similarly) are not at risk of contracting HIV by sexual means. A person who does
not encage in sexual activity and does not share intravenous neeoles/synnges
n.as virtually no cnance of contracting HIV.
y
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Can you get infected by breast milk?
.here are many reported cases of placental and pennatai transmission. There
are three documented accounts of post-natal transmission, prcoaoiy via breast
miik. The World Health Organization’s recommendation is that breastfeeding by
the biological mother should continue to be the feeding method of choice,
.'respective of her HIV infection status. This general recommendation is aimed
onmariiy at women in developing countnes. In affluent Western countries, wnere
settle feeding options are more satisfactory, an HIV-infected mother would oe
sou.nsei'ec aocut breast versus settle feecing options.
Can you get infected from menstrual blood?
Menstrual blood from HIV infected people contains the virus. The level of
nfectivity of the matenal decends upon the flow and freshness of the menstrual
mood.
Can you get infected by intimate kissing?
Mo, not if saliva only is transferred. Saliva - like other body fluids such as sweat
and tears - has been shown to carry HIV but not in sufficient concentration for
nfecticn to take place. Current research indicates HIV may be inactivated by
saliva. However, if blood is present and there are cuts or breaxs in the skin of the
mouth, penis or vagina, then there is a possibility of infection.
Can you get infected by household contact such as kissing or
hugging, coughing, or sneezing, or by sharing toilet seats,
glasses, cutlery, towels, books or other implements?
No. You cannot be infected by general environmental contact. It would be
unwise, however, to share razor blades or toothbrushes as fresh blood might be
present and able to pass through cuts or breaks in your skin. To date, this is only
a theoretical concern as no cases have been reported to occur in this manner.
1 3
13:
spas, h^
Can you get infected in
swimming
po
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Si
saunas?
1
No. Bleach, chlorine and salt water will destroy the virus.
Can you get infected at the dentist’s
electrolysis, acupuncture or tattooing? or by ear-pi^
nose Z'punct^eZ sWnn?aLXUau^to“ndhea“h
aismfectant or boil in water for twenty minu es? Vn. <tb
9Ui\
°ther CQ A
s~^s^n^-hU.iOri^x:/^
-CT.- "sav
Vi'y
prick'n9 yourself on
on a hypodermic<
say by standing on it or otherwise
skin?
n it or otherwise piercing the
the air for anye'en^onim^ ^lart^wor^er^^^^18
Peen exposed t°
patients have a very high safety record Onlv an^ ° deal ^irectly Wlth '^ected
veto from a used need?e or sy^TeonOsX ST"
3
diSb'nOf°ect:dh;Ch may be in,ec,ed is SP'1'. Pow can the area be
Oromary household bleach will quickly kill the virus.
Can you get infected by blood
products?
y
a transfusion or by blood
^odd~
aVu?'
t
9
h
e
s
s,°;
H
b
;?
o
a
d
„^xx
o
;
a
p
u
ir
s
not at risk ot infaction Between
3 declara,iQn ,raI they are
infection and this is why governments h, May '985’ 'h9ra "as a "sk
encourage counsellino for oannia h
aVe cornrnanc6d campaigns to
1980
and
1985.
9
P
P
Wh
°
rec0lved
blood transfusions between
1980 and 1985.
s^ceX toewsy?,ranSmi,,ed d'—
make you mor®
HIV/AIDS needs to be <“"s^ered primarily as a sexualfy transmissible disease
sexualfy transmissible disease
The behaviours that place
1
a
person
at
nsk
of
other
STD also place him/her at
nsk of HIV infection.
14
There is some evidence that the presence of genital ulcers (e.g. as with herpes)
can create an entry point for HIV into the bloodstream. This appears to be a
more relevant concern where levels of hygiene are low and where the
prevalence of other STD is high.
Are some racial groups less susceptible to HIV infection
and/or AIDS?
F'om all scientific evidence, it does not appear that certain racial groups are
less susceptible. Therefore, it must be assumed that everyone is at equal nsk.
How do babies get HIV infection?
If their mothers are infected, babies may become infected during pregnancy or
at oirth. There is some evidence that the virus may be transmissible in breast
milk. Children are not at risk in play or in the usual home or playground
activities.
What is the prostitute's role in the spread of HIV?
Restitutes (male and female) are at nsk because of their many possible sexual
contacts. This is particularly true if the level of virus infection is significantly high
among sexually active persons to begin with. The likelihood of infection
increases markedly if the prostitute is a drug user who shares needles.
How can you limit the chance of infection?
2y avoiding the transfer of infected blood, semen or vaginal secretions. Aoart
from aostmence. safe sex ano safer sex are the most effective methcos of
orotection we nave. It is strongly recommended that condoms be used with
every sexual contact and especially when the sexual history of your partner is
unknown to you. Ejaculation of semen into the mouth should be avoided in
case there are cuts or sores in the mouth through which infected semen may
pass.
What is the history of HIV and AIDS?
Several hypotheses have been proposed but to date it is not known where the
virus originated.
ANTIBODY POSITIVE QUESTIONS
What does a positive result to the antibody test mean?
To be HIV antibody positive (Ab+) means that a person's blood has produced
antibodies to HIV and that it must be assumed the person is carrying the virus.
He/she must be considered infectious (i.e. capable of passing the virus on to
others) from the moment of infection. Semen, blood and vaginal secretions are
the body fluids capable of carrying the virus and infecting others.
I
15
J
I
1
Any possibility of these fluids getting into the bloodstream of another,
must be avoided. Safer sex, especially the use of condoms and no sn^
intravenous needles or syringes, are essential for the protection of se»
others.
Can Ab+ people have sex?
Yes. Sex includes a wide variety of very safe intimate activities that A
p easureaoie and stimulating for both people, such as caressing, muti*
masturoaticn, massage, etc. However, to ensure that seropositive mdividuX
co not reinfect tnemselves and do not infect others, they should practice
sex. Practicing safe sex means not allowing blood, semen or vaginal flui J
even the smallest amounts, to enter another person's body. This means thj
even if an infected person always uses a condom properly during vaginal ■
anal or oral intercourse, he/she is still putting him/herself and his/her partner B
some risk since concerns may not provide full protection against the possib®
snaring of the infected body fluids. Although there is very little evidence of H®
transmission from oral sex. if a person has a cut in the mouth or open sore, it 0
possible for infected semen that is ejaculated into the mouth to get into tlw
biccd stream. Therefore, concoms or some other barrier teenmque is alway®
recommenced to ensure safe sex.
®
Should Ab+ people have sex with other Ab+ people witho
precautions?
No. Reinfection s likely to weaken the immune system further. Since HIV c
mutate, the mtected person mignt pick up another, pernacs more camagi
strain.
Can someone be infected by an Ab+ person?
Yes. but by specific means only, such an unprotected sexual intercourS'
(without a condom) or sharing needles with them. A person cannot becon
m'ected by casual, social contact.
Is transmission of HIV by Ab+ people automatic?
No. There are some recorded cases of one partner remaining uninfect'
despite regular sexual contact. However, in other cases, transmission of vir
has been known to occur with only one exposure to the virus. The risk
transmission is extremely high without strict safeguards and avoidance of tl
possibility of transferring infected blood, semen or vaginal secretions.
Can you tell when people are Ab+?
No - not by looking at them. Many Ab+ people look and feel perfectly well
may not even know they are infected themselves.
1 6
-•
Will Ab+ People die ?
Ab+ status may not be a death sentence. However, current figures indicate that
up to 50% of Ab+ people will go on to develop clinical AIDS, w ic is
i
threatening condition.
Are Ab+ people a danger in the workplace?
Mn Tha virus is transmitted by sexual contact or sharing needles and syringes.
If blc-d is spilled in an accident it should be wiped clean with bleach using
"□^ workplace hygiene practices. Anyone w.th cuts or breaks tn the sk,n
should avoid direct contact with blood.
Can an Ab+ person
donate blood, semen or organs safely?
No. The blood, semen and organs of Ab+ people are considered infectious to
others.
Wil! a person be Ab+ for life?
I
Vac it must be assumed so. The antibodies themselves, of course are not
Xfu!. They are produced by the body and indicate the presence of the vims.
Once Ab+, a person is considered infectious for life.
I
Can you develop immunity to the virus?
At this stage, no one has, as far as is known.
What can Ab+ people do to look after their health?
The, can avoid contact with infectious .nness,^ ^eci^y WJ,
from avoiding further
and av0,dance of drug use (including
S’d^gVsXs aicbhof and cigarettes) are recommended. Ab.
Ab+ peopfe
people
may also be eligible for participation in drug trials where such drugs are
avaiiaole.
Do I report Ab+ people?
No. In some countries HIV Ab+ status is
diseases. In other countries it is not.
17
reportable like other infectious
ANTIBODY NEGATIVE QUESTIONS
What does a negative result to the antibody test
mean?
your blood has
• There is no <
your blood test has been done
ion, and if you have had r~ you Can
canfeel
feelconfident
confidentabout
aboutthe
the result
-cwev- —z
' /OU
Ay!.’;'4Q''
t y' pecple test negative even though they have been
■■'SC‘ca ....... .. Virus- Th,s
Tnis IS
is rar
rare* and
and snouldn't
shouldn't cause unnecessa^ wor7
'
r. ‘
How can I stay Ab-?
™s ca" M
Pv avoiding the tranemissian
semen or vagmal secretions to or from any person wnose sexual
-V ^;TCT„'° ycu' cr wh°
08 in c=m«:
wmwn. at high nsk o
- '.HL T kAbs(!:"8ncs «" sale tw Practices both provide means °f
t'.r;
me rlsk 01 in,ecP»". "n.ie safer sax practices reduce the risk o
1
I
ip
I
fete
ili
11
s
I
I
1 3
4
Il
COMMON STDs *- SYMPTOMS AND KID'DOTS
(OF
NON-SPECIFIC
GENITAL
INFECTION
( N.G.U
FUiksir
^)V[D).
DRIP FROM PENIS.
MALE: TINGLING SENSATION WHEN URINATING.
MAYBE NO SYMPIOMS.
INFERTILITY
USUALLY NO SIGNS AT ALL.
FEMALE: SOMETIMES DISCHARGE, PELVIC PAINS,
AND
CHLAMYDIA
)
PELVIC PAINS OR ABNORMAL BLEEDING.
MALE:
DISCHARGES, BURNING URINATION.
(MAYBE NO INITIAL SYMPTOMS.)
GONORRHOEA
FEMALE:
MALE:
BLISTERS, PAINFUL SORES,
PAINFUL GLANDS IN GROIN.
AS FOR MALES.
PAINFUL URINATION.
FEMALE:
SYPHILIS
HARD EDGED ULCERS IN GENITAL AREA.
NON ITCHY RASH ON LIMBS. OFTEN NO SYMPTOMS.
HEPATITIS B
H.I.V.ff INFECTION
f-
USUALLY NO SIGNS AT ALL
SOMETIMES DISCHARGE, PELVIC PAIN
ABNORMAL BLEEDING
GENITAL
HERPES
•Sil
i.u.
iL<!i‘\i‘i;: (:v'
SeMually
INITIALLY FEEL OFF COLOUR’, JAUNDICE.
VOMITING AND NAUSEA. OFFEN NO SYMPTOMS.
NIGHT SWEATS, WEIGHT-LOSS, FATIGUE, DIARRHOEA
SWELLINGS IN LYMPH GLANDS. OFTEN NO SYMPTOMS.
Iran tmisslble
ditease
j m n. _
cu
INFERTILITY
REPEATED OCCURRENCES
DISFIGUREMENT,
INSANITY, DEATH.
PERMANENT LIVER DAMAGE
DEATH
WtAKLNING Of- IMMUNE SYSILM
RESULIING IN OPPOHIUNISIIC
INEECIIONS - AIDS, DEA1H
..
„um_„
-Eli
j
1 J
'
!
f
I
AIDS GLOSSARY
aids
I
An acronym from the abbreviation A.I.D.S. A shortening
of the full term - Acquired Immune Deficiency Syndrome.
(See Categories). A group of symptoms and signs
caused by the Human Immunodeficiency Virus (HIV).
aids test
There is no test for AIDS. However this is a test for HIV
antibody. A laboratory test done on a small sample of a
person’s blood to detect the presence or absence of HIV
These
antibodies
indicate wnether an
antibodies.
------ ----------individual has been exposed to the virus. Now in place
in all Australian blood banks to screen donated blood.
ANAL
INTERCOURSE
The sexual activity which involves the penis being
inserted into the anus/bacK passage.
ANTIBODIES
Substances produced by white bleed ceils in response
to antigens. They fight off bacteria, viruses and other
organisms which attack our bodies and cause oisease.
In the case of HIV, antibodies prccuceo oy the booy are
not effective in neutralizing the virus. These antibodies
serve as markers for the presence of. or exposure to
HIV.
ANTIBODY
POSITIVE
Means a person has been exocseo to HIV (see
Transmission) and that their .mmune system has
deveioced antiboaies to it. An HIV antibody test will give
a positive result for the presence of HIV anticccies. The
person may look and feel perfectly well out ;s potentially
infectious and can pass the virus on to others.
ANTIGEN
Invading micro-organisms (such as harmful bacteria,
fungi, viruses, parasites or other foreign matter) possess
specific, unique charactenstics whicn are "recognized
by the immune system as alien substances m the oody.
This ability to "recognize" substances which are strange
to the structure of the body triggers a defensive reaction
against the "foreign bodies".
ANUS
The external opening of the bowel.
I
I
ARC
AIDS-Related Complex/Condition.
A term for the
possible combination of conditions experienced by
people with symptomatic HIV infection. This term is no
longer used in AIDS literature but you may still come
across it from time to time. (See Classifications)
20
AJDS Glossary
AZT
An abbreviation for the drug azidothymidine,
recently called zidovudine.
B-CELL
A lymphocyte which matures in the bone marrow,
produces antibodies to pathogens.
BACTERIA
Often called germs, these are single-cell organisms,
visible only unoer a microscope. They can usually be
treated with antibiotics.
BISEXUAL
Pecp.'e who engage in sexual activities with pecole of
both sexes.
7^
CARRIER
A person who appears well but is capable of transmitting
an infection to another person.
Carriers have no
outward signs or symptoms of the virus they are carrying
but are infectious.
J
Bi
S
M
Manifestations of HIV infection are I
IB
CLASSIFICATIONS From 1988 there is a new classification system for HIV
related illness.
classified into 4 mutually exclusive groups:
GROUP I: Acute infection (snort-lived flu symptoms scon
after contact with the virus) before test resorts snow tbe
person to be antibody positive.
I
ft
k
I
B
GROUP II: Asymptomatic infection (no symotcms), test
results snow the person to be antibocy positive.
GROUP III: Persistant generalized iymphacenopathy
(swollen glands).
-
j"?
h 3
GROUP IV: Other diseases e.g. constitutional and r
neurological
cancers.
diseases,
seconcary
infections
and
CELIBACY
Abstention from sexual activity.
CERVIC
The narrow lower section of the uterus, half of which
projects into the upper third of the vagina. The csrvival
canal connects the uterine cavity with the vagina,
allowing passage of sperm into the uterus. The opening
to the cervival canal is called the cervical os.
CHASTITY
Most commonly refers to abstention from sexual activity
before marriage. May refer to abstinence from all sexual
intercourse (virginity or celibacy).
21
It
AIDS Glossary
-
COITUS
Sexual intercourse,
copulation.
CONDOM
(Rubber)
A latex contraceptive shaped like a deflated balloon. It
is unrolled onto the erect penis to form a earner. The tip
of the condom catcnes the semen. It is a reiiaole
contraceptive when used properly and protects agamsi
sexually transmissible diseases. Also known as french
letters, sheaths or rubbers, they can be bcugnt at most
chemists and many other places including
supermarkets.
CONTACT
TRACING
Finding and talking to the partners of peoole wno have
been diagnosed as having a sexually transmissible
disease. Since many STD have no symptoms, contacts
may be unaware of an infection but may need treatment.
They may agree to testing to see if they also nave an
infection.
COPULATION
Coitus, sexual intercourse, making love, having sex.
DMA
Deoxyribonucleic acid, the
chromosomes; genetic matenal.
EJACULATION
making
love,
having
sex,
nucleoDrotem
of
The discharge of semen from the penis wren the male
experiences orgasm or climax resulting from sexual
stimulation and excitement.
EPIDEMIOLOGY
’ r of how disease is distributed in peculation
The study
groups and
u... of the factors which influence its distribution.
EJECTION
The lengthening and hardening of the penis as a
consequence of stimulation and sexual excitement.
FIDELITY
Refers to being faithful to one's chosen or given sexual
partner(s) and having sexual intercourse only with
i
that/those partner(s).
HAEMOPHILIA
An inherited condition which mainly affects men. The
condition involves a reduced capacity for the blood to
clot due to a deficiency of Factor VIII. Consequently an
otherwise minor accident can be dangerous because
the person continues to bleed. Most bleeding occurs
internally.
-
f
22
AIDS Glossary
HEPATITIS
There are several types of hepatitis virus whio
cause disease m humans. Infection with any he^
virus can result in mild illness that is often undetectat.
However more severe forms of illness, even deatn,
result m some cases. Chronic infection with hepatitis;
virus also exposes the individual to a nigher risk
developing liver cancer.
\
The three main types of hepatitis virus are transmittea
differently:
Type A through the faecal-oral route.
Type 3 through sexual intercourse by the
introduction of infected seminal fluids, bleed and
bleed products and snaring of needles and synnges.
• Ncn A Non 3, and Type 3, througn mfecied diced
arc ciccc products.
I
I
J
HERPES
There are two major types of neroes simoiex virus
(Types I and II) >n humans. Seme heroes viruses cause
cold sores and some cause genital neroes. Genital
herpes is a common opportunistic infection in people
with AIDS.
HETEROSEXUAL
Persons wno are attracted to rr.emoers of the oooosite i I
sex and. if they have sex, co so exclusively with an
opposite-sex partner.
HIV
Human Immunodeficiency Virus.
The virus which
causes AIDS and renders the human immune system
deficient ana unaole to resist opportunistic infections.
Sometimes in this manual the wcrcs AIDS virus are
used to mean HIV. HIV is more scientifically correct.
*
f
HOMOSEXUAL
People who are sexually attracted towards memoers of
their own sex and, if they have sax, oo so with a partner
i■
of the same sex.
IMMUNE
DEFICIENCY
When a person's immune system cannot satisfactorily r
protect the body, resulting in an increased susceptibility ■
to various infections.
IMMUNE
SUPPRESSION
Occurs when the ability of an individual to resist or ' \
overcome infection has been severely reduced due to
drug treatment, diseases or frequent infections.
u
23
l
a
tis
AIDS Glossary
IMMUNE
SYSTEM
The body's defence system against attack by bacteria,
viruses, harmful food suostances and some proteins. It
consists of cells which, among other things, produce
circulating substances called antibodies. Antibodies
can recognize materials or agents as foreign and then
attempt to neutralize or eliminate them without injury to
the host's tissues.
INCIDENCE
The number of new cases in a survey population
reported over a specified period of time.
INFECTIOUS
A person is infectious when they have been infected
with a pathogen, like HIV, and are caoaoie of
transmitting that pathogen to another person. In all
categories of HIV infection a person is considered
infectious for life.
INCUBATION
PERIOD
The time between infection with a disease-causing
organism and the onset of the visioie signs and
symptoms of the disease.
IV NEEDLES
Intravenous needles. Needles used to inject drugs
directly into the bloodstream. They are inserted into
veins.
KAPOSI'S
SARCOMA
A rare cancer -- a tumor of the walls of biood vessels. It
also affects the lining of internal organs. It aopears as
pink to purple painless spots usually on the skin but also
on internal organs. It is one of the opportunistic
diseases to which people with AIDS are prone.
KS
See Kaposi’s Sarcoma.
LYMPH
GLANDS
These are small nodes which usually contain large
numoers of white blood cells. Agents of infection may
be gathered around these areas so they become battle
grounds. Infections can therefore cause swelling of
these glands.
LYMPHOCYTES
A class of white blood cells responsible for regulation of
the immune system. Divided into B-ceils (which produce
antibodies) and T-Cells (which stimulate cells that
directly fight the invaders and stimulate the S-cells to
produce specialised antibodies to join the battle against
"foreign bodies").
3
a
3
is
I
I
?4
1
\
AJDS Glossary
masturbation
oeenU?|lsaraM,i';a,i?n by 'he s,™ulation
genitals.
Mutual masturbation involvesof one's
stimuli
another person's genitals.
MONOGAMOUS
RELATIONSHIP
W^re the two people
people in
in that
that relationship
relationship confine th
sexual acuvity to that relationship exclusively.
h\
OPPORTUNISTIC
infections
Organisms which cause infection in individuals with =
impaired immune system (See POP).
an
ORAL SEX
PARASITE
PATHOGEN
PENIS
PNEUMOCYSTIS
CAR1NII
pneumonia
(POP)
PREGNANCY
PREVALENCE
PREVENTIVE
MEASURES
A sexual activity which involves the mouth
making
contact with another person's gen.tals or anus
The
contact may include kissing, sucking or licking.
An organism that lives in/on and solely from another
Lee, mites and fungi are ail parasites wnich may live in
on
lrom humans and
coirg so
A living micro-organism or virus capable of
producing a
disease.
The male external organ of unnaticn and
coouiation.
Cnj of the opportunistic infections seen in
■ mmune-suppressed people. It is caused by a very
common air-borne organism wnich is normally I
des.royed by healthy immune systems. It is the most
I
common opportunistic infection seen in peooie with
AIDS m Australia.
In relation to AIDS, p
----pregnancy
is considered unwise for
a woman wno is HIV antibody positive. Pregnancy may
hasten development of the disease, The baoy of a HIV
antibody positive mother can be infected with HIV in the
womo, or during birth.
I
i
A measure of how common or widespread a disease is
m the community or population group.
Measures aimed at stopping the spread of HIV from
person to person. As an AIDS vaccine is not yet i
available the only preventive measure is J
social/educational action. Such action is aimed both at 9
helping people understand and adopt ways of behaving, i
wnich reduce the risk of, or do not allow transmission of,' |
25
■/
I AIDS Glossary
I
the virus, and at setting up conditions in the community
which facilitate the choice of healthier behaviour such as
’safer sex".
I
s own
ulating ■ i
p h c r.i i s c u o u s
When referring to sexual behaviour it means that a
person does not confine sexual activity exclusively to a
relationship with one person. The term usually has
negative overtones and is commonly used wren making
critical moral judgments aoout other people’s sexual
behaviour.
RNA
Ribonucleic acid. The genetic code contained in the
DNA is transcribed into RNA in orcer to display the
coded functions.
SAFE SEX
Between an infected person and his/her partner, any
intimate activity where body parts are not inserted insice
the other person and where no blood, semen or vaginal
fluids enter the body. And any intimate activity between
two faithful, monogamous partners wno are certain of
their monogamy since 1380 wren the virus first
appeared in this region.
NOTE: Consistent concom use among sexually active
ceocie is strongly recommenoeo, however, since
concerns can break or can be used .moroeeriy, trey
may not provide complete protection against virus
transmission. Condoms are not consicerec 100% sate.
SAFER SEX
Proper use of condoms every time dunng vaginal, anal
and oral sex to reduce the chance of getting olccd,
semen and vaginal fluids into the bccy and any other
sexual practices which reduce the chance of snaring
these booy fluids.
i
e their
id
vith an
naking Hl
The
I
Hl
then
ive m,
hause
5
:ng a
I
n
.n
ver/
Tally
mcst
with
9 for
may
'• HIV
the
■
M
r
I;
ij
d
11
H
1
SAFER USE
e is
rom
yet
is
i at
/mg,
of.
SEMEN
Those IV needle/synnge drug administration techniques
which reduce the nsk of transmitting HIV. Safer use
refers to intravenous drug users not snaring neeoles
and syringes or any IV equipment such as water filters
and spoons. If sharing is unavoidable, decontaminating
synnges with bleach or alcohol solutions before reusing
is recommended.
The cream-coloured liquid which is emitted from the
penis when a man ejaculates. It is made up of sperm
and seminal fluid.
26
I
AIDS Glossary
SEROCONVERSION When an individual who is HIV antibody negative
becomes HIV antibody positive after exposure to the
virus i.e. blood serum has converted from negative to
positive. During this precess the person may suffer an
acute dlness. In the case of HIV infection the symptoms
may be those of flu and/or swollen glands. Sometimes
no symptoms are experienced.
SEXUAL
INTERCOURSE
The physical union associated with
with sexual
sexual stimulation,
stimulation,
whicn usually but not exclusively involves oenetration of
or by,
by. the sexual organs (see COITUS). I..
In vagina! :
intercourse the male penis iq
incar»aH
i_
is insened in the female
vagina; in oral intercourse the lips, mouth and tongue
e used, in anal intercourse the anus is penetrated.
SEXUALITY
The total of an individual's sexual maxe-up. It includes I
mnented and acquired factors such as physique, {
attitudes, values, experiences and preferences.
It
j
especially includes the feelings of satisfaction or n
dissatisfaction which an individual has aocut being male il.
cr female and aoout his/her personal sexual behaviour iF
and sex life.
h';
STD
An abbreviation of the term Sexually Transmissible v’j
Disease,
Any disease wmen may oe passed on }’|
sexually.
SYNDROME
A set of symptoms and signs resulting 'rem a single Q
cause, or so commonly occurmg together that a definite
pattern is apparent.
T-HELPER CELLS
Also called T4 cells. These are one type of lymonocyte
(a group of white blood cells) that heios in defending
against disease by initiating antibody production. In $
people wan AIDS, T-Helper cells are so depleted that '..-1
the immune system no longer fights off disease and ; j
■
opportunistic infections can occur.
TRANSMISSION
The spread of infectious pathogens from one person to
another.
The most common methods of HIV
transmission in Australia are Oy allowing infected biocd,
semen ana vsgirai flu+d into the body dunng sex and by
allowing infected blood into the body by snaring IV drug
use equipment.
27
AIDS Glossary
Ae
/ne
/3 to
/ an
'
jms
UNSAFE SEX
See SAFER SEX
UTERUS
Also called the womb. 7he uterus is a thick-wai'ed.
pear-snaoeo hollow muscu.ar organ whicn lies centrally
in the pelvic cavity at the end of the vagina. It nourishes
and protects the cevelooir.c ‘cetus curing pregnane/.
Menstrual material end bleed oaveiop here and. in the
essence of a fertilised egg, are usually discharged once
a month (menstruation, periods).
VACCINE
A sucstance which contains antigen of an organism. In
the vaccinated person, it stimulates active immunity and
future protection against infection by that organism.
VAGINA
The closed oassage that connects the vuiva with the
uterus. It :s lined with eouhelium, lying on connective
tissue ana a powerful muscle layer whicn enaoles the
vagina to expand easily dunng sexual intercourse and
cniiebirtn. It .s one pan of a women's bccy associated
with sexual activity. This is where the penis is usually
msenea during sexual intercourse. It thus receives the
seminal ‘luid produced at ejaculation by the man. It has
its own •seif-cleaning" mecnamsm, and tne acidity of
vaginal secretions protects it from infection. Also Known
as tne birtn canal because it is the passage tnreugn
wmen the oaoy is pushed dunng binn.
VD
Abbreviation for Venereal Disease. It means the same
as Sexually Transmissible Disease. The latter term is
more readily understood and has replaced the term VD.
The wore “Venereal" is taken from "Venus' the Roman
goddess of love.
VIRUS
An extremely small organism visible only through an
electron microscope. Viruses cause a wice vanety of
diseases in humans. They do not respond to treatment
with antibiotics.
VULVA
A woman's external sexual organs.
res
on,
i of,
nai
iaie
gue
ses
j e.
It
or
■a;e
our
I
o:e
on
Me
:e
-g
In
"a:
■.no
to
iV
:d.
oy
-g
!
WINDOW
’ i a person may be infected with
PERIOD The pencd of time when
HIV,'but before antibodies have been formed. This
penod is usually two to three weeks and is rarely longer
than three months. The virus is in the blood and may be
detected by an antigen test, but an antibody test will be
negative.
28
I
I
Lesson Plans
IS'i
I
V
t
lesson
■'-T
AIDS /STD
-?•
■
I
I
ransmtsswn
What To Do
I.
Introductory Activity
Three alternatives are provided only one is necessary. Allow 5-10
minutes to complete this before
moving to the main activity. Leave
written responses on blackboard.
These are not to be corrected by the
teacher. The purpose is to begin
discussion and to establish the level
of student awareness of AIDS.
Objectives
The students should be able
to understand and:
Alternative A:
define STD
explain that AIDS is an
STD
Describe the nature of
AIDS and the effect of HIV
on the immune
system
explain how AIDS/HIV is
transmitted/not transmitted
1. Draw the following diagram on
the boards
AIDS
2. Have each student copy this
onto the centre of a blank sheet.
Prerequisite
3. Tell students to write anything
they have heard about AIDS at
the ends of the radiating lines,
(or words they associate with it
e.g. virus.)
Basic knowledge of the
human body, in particular
reproductive system
immune/blood system
<
4. Invite responses from class and
record them on blackboard.
Activity
Alternative B :
I Group Discussion
II Lecture
1. Have each student write down
on a sheet of paper three things
they know about AIDS.
What You Need
2. Collect papers and redistribute
to different students.
?
Charts (samples provided)
Sample Lecture
Student's Worksheet
1
JL
3. Have students read out
responses while you record key
points on blackboard.
29
lesson 1
i
I
Alternative C:
Chart 2
I
1
Divide class into small groups of
four/five students.
2
Ask each group to discuss and
agree on the three most
important things they know about
AIDS.
You Can Catch HIV
■ (the AIDS Virus Through :
Chart 3
3. Ask a group representative to
read out the three points while
you record on blackboard.
II.
AIDS is Not Spread by :
Main Activity
1. If available, show a video on
AIDS and discuss it.
2. If unable to use video,
commence lecture (See Sample
Lecture on page 32), referring to
points students have raised in
the introductory activity. Use
enlarged versions of the five
charts provided as illustrations.
Chart 4
HIV and the Body s
Defence System
Chart 5
Chart 1
Gonorrhea
Herpes
AI D S'
Anyone Can Catch HIV
(the AIDS Virus )
Syphilis
STDs
— Chlamydia
I
Genital Warts
Others
30
j
lesson 1
3.
Review the basic ways HIV/AIDS is spread:
9 Unprotected sexual intercourse with an infected person.
9 Sharing IV drug needles with an infected person.
Injection of contaminated blood products.
9
P^e9^a^,
^anSt'Je
5.
Point out, therefore, that you are at risk of becoming infected if
you have sex with someone who is infected or share dnjq
needles with someone who is infected. Since you can't be
sure who is infected, your chance of coming into contact with
the virus increases with the number of sex partners you have
Any exchange of infected blood, semen, or vaginal fluid can
spread the virus and place you at great risk.
,Ai^st,ud®nts *° name b'gh risk behaviours (when you can't
tell by looking if a person is infected). Write the list on the
ooard, e.g:
Unsafe/High Risk Behaviours
I
Sharing drug needles and syringes.
* t Anal sex with or without a condom.
Vaginal sex without a condom.
Any type of unprotected sexual intercourse (vaginal
anal, oral) between two men or a man and a woman
where one partner is infected.
Ask students to name safe or low risk behaviours and list
them on the board.
Safa/Low Risk Behaviour
Not having sex.
Sex with one mutually faithful, uninfected partner.
Not shooting drugs.
Sexual activities that do not involve penetration or
exchange of body fluids.
finish.
Alternative/Additional Activity!
Video and class discussion. ■
Examples of videos
------- > are:
a)
"AIDS and the South Pacific" from Family Planninq
Federation of Australia, Inc.
b)
"AIDS, a Worldwide Effort Will Stop If - WHO
Teaching Notes
i
Refer to resources in Teachers Guide.
Sample charts should be enlarged for classroom use.
' cphe - sochaha^,
31
Korarnangaia
<3angalore -
)o)
t ou ail nave neard about airc?
<
i
i
tog
’s thauo™
Activity
that you ZuTm
just did WsThe'n we hUr ot Aids"’3"''™”’"'
!
whantThow toT T at’ou, ,his nsw a"d 'erribte to®°n wnat it is, how it is spread, and how it is not spread.
I
Why all this attention on this condition called AIDS?
1.
2.
3.
There is no cure for AIDS.
There is no vaccine against it.
Most people who get it will die.
h
It was not even heard of ten years ago, but now, it has reached S'
»
almnAf^ ^'H9 Sta" world-wid9 and has spread so rapidly thm
ptz:" x'x;n ,he worid a™
hi’h
“
t0/ery conservativ9 estimates, there are over 500 000
reported and unreported cases of AIDS in different parts of'the
^thl’ pnd'hlS/l9ur9 cou,d riS0 ,0 2-3 million in less than 10 years,
iaset
thSr9 ’S 03059 forconcern since the number oMIDS *
f3 9 S'S increas,ng steadily. We cannot be complacent when we
his/her Jam'ilJVn^the
What H d°eS t0 the p9rson w'th AIDS>
e aS H n
community where he/she lives. We want to keep AIDS out of our country and stop its spread in the Pacific if
we do, it will contribute to the world-wide effort to stop it.
’ y
Now let us team more about it
(chart 1
7
? m°f! 'T™" roul8
I
„fl 1
I
m-.n., 1 sreiore AIDS is usually classified as an STD. There era?
PaciHc^PsomeothVr d'S9359s now affecting People of the Soutt^
nan L,' S
0th9r 9xamPlas are: syphilis, gonorrhoea heroeil
e^o^X^n
t0 P- 19 f°r S~^l
AIDS stands for Acquired Immune Deficiency Syndrome It l<* al
e"’s'ohfLb,7ha? down a part 01 lhs 'W* 'mXT de^^l
.t
h
h Person ""d AIDS can get a vanetv of unusual <
Me threatening illnesses that most healthy people don't cat it ,1'
wry senous disease AIDS Is caused bv a vZ tZ? ^,'2-- '
■
J
ai.u Dicco oi someone eise intecteo witn the virus
Here are some ways that might happen:
1
1.
The Human Immunodeficiency Virus (HIV) can be passed
between sexual partners engaging in either vaginal, anal, or
oral intercourse, especially when there are breaks in the
skin.
2.
HIV can enter the blood stream directly when IV drug users
share needfes. There is also a concern of the possibility that
HIV may be transmitted by people sharing needles for
tattooing or ear piercing without sterilizing them properly.
3.
In the past, some people have become HIV infected from
blood transfusions, or from special blood products for people
with disease like hemophilia. Now, in some parts of the
world donations are screened and tested, and the blood
supply is safe. This may not be true in all of the Pacific. The
medicines for people with hemophilia are pasteurized
(heat-treated) to destroy the virus.
4.
Women infected with HIV can pass the virus to newborn
children. The children are infected before birth, when the
virus moves from the mother's blood into that of the baby or
during birth.
i
1
|
,
_________
j CHART 3
These are the ways we know that HIV is transmitted. We know it is
NOT spread by casual contact. Even transmission by saliva
(kissing, for example), sweat or tears, is highly unlikely. In all the
cases reported in the United States (more than 130,000 as of
June, 1990) we have never seen such transmission. You might
occasionally read about cases where this is claimed to have
happened, but on closer investigation, none of these claims has
been true?
Fortunately, AIDS is a difficult condition to get These are some of
the things you can do that will not expose you to HIV (the AIDS
Virus).
I
1.
You cannot get HIV infection by touching or hugging
someone, sharing food or dirnks, or riding buses.
2.
You cannot get it from drinking fountains.
3.
You cannot get it by sharing telephones, paper or pencils.
4.
You cannot get it from someone coughing or sneezing on
you.
lesson 1
CHART 4
ack the body s defence system, as shown in the diag^m (Chart
The HIV slowly destroys the white blood cells (wbc) which
Xr H
WbCS ,n th0 bcdy and ther9 are not enough toS
other germs coming in. Thus, new diseases will develop and a
person will not be able to resist them.
hnHJheref°rt mak6S “ easy
easy forother
for other diseases
diseases to
to take
take hold
hold in
in the
the
body by weakening the defence system.
i
When a person is infected by HIV, his/her body reacts bv
hinnH0'!19 Ch®m,cal substances known as antibodies7 When the i
tb °9° resence of^iv" '
SUbstanc«
"how !
Presence of HIV, as we say the person is HIV entihnriu :
CHART 5
A person IS said to be HIV anifb
antibo
dy negative
nenyive if
he/she has
has not i
ddv
if he/she
blood 4s< "•
hSU hix^i
homonsexual activity, other people ge't* as\3e
11
sexualj
™!kWOmehn children- babies, IV drug users, and even S0m9 H
teenagers have become sick with AIDS. In some parts of thaJj
worid many of the people with AIDS are homosexual^ bisexual
en, whereas in other countries almost all of the people with AID'S *!
S:x 'h„7gh hK9,8rosexuai
X- «n bti
^;xdl9ss 01 —j
34
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CO
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CP
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II
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u)
O
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3
Q
YOU CAN CATCH HIVJ
(THE AIDS VIRUS)
through:
I
!fj
infected
blood
mfeffied
mother
Chart-2
36
IV !S NOT SPREAD &y:
1
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I
/
INSECTS
JGGiNG
I
SHARED UTENSIIS
SWIMMING TOOLS
! ii
I
£>
COUGH/
I
I £oijghing& sneezing
I
Chart - 3
37
HIV ANP THE BODY'S
DEFENCE SYSTEM
NO MIV
HIV Attacks
2
I
(0 Whils Blood Ce%
©-HIV b'
/t
fa6"
J- V
MIV
Germs
O
0© t
(Tl®
V
•■u______
o
<<■
r®/
o
W.A
W'
i White blood cellsi
ATter
Inmune System Destroyed
destroy germs • I
a ,U IVpattaches
, itself to uJh i v<z
Wood (jelb, enterf,
and I
"in?® luces,
'•i ether cells I
* I
3 White- blood cells
s
lo$e jn-KZction t „
fighting role and >
looses noihr^ot fo
germS/ leading To
inactions/ AIPS.
38
1
I
39
<
I
AIDS
lesson
....
1
■
I
i
i
’I’
TX
< *'
i
L
What T oD o
I
From notes in AIDS: Frequently
Asked Questions, p. 12, summarize
the symptoms of AIDS.
2.
Read or distribute the following case
study.
3.
In small groups, have students
discuss questions/issues.
4.
Distribute flow chart to students or
put on overhead projector. Explain
each step in the flow chart - i.e., all
the possible outcomes of HIV
infection. "How does Tui’s illness fit
into this chart?* Discuss and
summarise with whole class.
i g c t I v e
I
IB
1
i
I
1.
students should be
uDle to describe some of the
oossiole symptoms of HIV
Action and the possible
:-:comes of HIV infection.
Prerequisite
Knowledge
transmission.
of
HIV
Activity
f
Case Study/Discussion
CASE STUDY
What You Need
Tui works at one of the resort hotels
during the week, and returns to his village
on the weekends. He sometimes has
intimate sexual contact with visiting
tourists. He does not use condoms.
Flow Chart, "Possible
Outcomes of HIV Infection".
B
1
I
On one of his weekend visits, his mother
notices that he seems to have the flu, but
he is well again on his fallowing visit
Tui begins to feel very tired much of the
time. He has a cough which doesn’t go
away, and he notices some swelling
under his arms, and in his groin. He goes
to see the doctor, who, after questioning
him carefully, asks him if he will have-an
,
■
itAApHr. - SOCHAKAX^
. .
41
[t " i
Koramangala
Bangalore *
iV/.J
lesson 2
HIV antibody Test. When Tul goes back to see the doctor, he is'
told that he has tested positive - that is, that he has been exposed
to HIV, (the AIDS virus). The doctor explains to Tui what this I
means - how the disease might progress, and that he should tell
his partners and use condoms in any future sexual contact.
i
I
Tui is frightened and ashamed. He does not tell his family, or
o
anyone else. For some months he stays fairly well, and continues
to work. He visits the doctor regularly. He starts losing weight.
weight,
and is often too sick to work. His doctor recommends that he tell
I........................
nis
family what is happening, as the doctor is very concerned that WTui might die.
On ons of his next visits, Tui shows the doctor the purplish raised
blotches which have begun to appear on his skin. He is feelingG i
very sick, he has a form of cancer called Kaposi's sarcoma. There: 9
is no drug treatment for AIDS available in Tui’s country. The*Bl
doctor believes that Tui is dying, and asks him if he wishes to goto;®
a hospital, or home to his village.
i H
1 } I
TIQN
©
What is the first symptom of HIV infection that Tui has?
©
How do you think that Tui contracted HIV?
©
Can you tell if a person has been infected with HIV (the AIDS
virus) by looking at him/her?
©
In the story, how did you know that Tui was developing full
AIDS?
I
■
-
e
Why is Tui frightened? Who could he talk to?
©
If Tui chooses to go to the hospital, what might happen?
©
If Tui goes home, what might happen?
©
What would you choose?
©
How could Tui’s family and friends help and support him?
:■
42
i
I
lesson 2
I
POSSIBLE OUTCOMES OF HIV INFECTION
EXPOSURE TO HIV
INFECTION WFTH HIV
NO INFECTION
SEROCONVERSION (wti»n Hrv antbodwi develop)
> SYMPTOMATIC
HEALTHY
ARC
DEATH
LIVING WITH ARC
AIDS
DEATH
LIVING WITH AIDS
43
I I
AIDS/STD
1
n
What To 0 o
- V -S '1
1.
Ask students to suggest ways of
protection against HIV infection.
2.
Write responses on blackboard and
discuss.
3.
Divide class into groups of four or
five.
4.
Give each group Case Study 1 or 2
to discuss for ten minutes.
5.
Ask each group to present a
summary of their discussion.
6.
Lead the class to arrive at a
consensus on the best ways for
personal protection. (See Teacher's
Notes.)
7.
Introduce the issue of compulsory
testing for HIV as a means of
national protection by discussing
Case Study 3 with the whole class.
8.
Issue Worksheet 1 to review the first
two topics to be completed before
the next lesson.
: HF
i£
I J T
i
P
I 1
7
Bl
i
Objectives
-e students should be
co a to:
■ describe ways
- make decisions
• practice behaviour
that will protect against HIV
infection
Prerequisite
Knowledge of transmission
of HIV/AIDS.
Teaching Notes
a)
Three case studies are provided. It
is suggested that for a small class,
use one.
b)
You might use the following
information:
Activity
Brainstorming
Group Discussions
What You Need
Information on Protection Methods
Copies of Case Studies
(see pages 47,48 and 49)
Worksheet 1
Because many people are healthy
carriers of HIV (the AIDS Virus) and
do not know they are infectious, it
has been hard to stop the spread of
the disease. Serious illness caused
45
1
lesson 3
by HIV infection may develop after a long incubation period - it can
he tims'1,7 T7 he'Wee" ,he 'i™ 4
and
the time he or she actually gets sick. With AIDS, this might take
anywhere from several weeks to ten years or more and9
sometimes not even then.
Since you can see now that AIDS is not easy to get, and
since you know the ways people can get it, what can
people do to make sure they don't get it?
Two simple rules:
I.
Think carefully about whether you v ' ‘ '
want to have sex with
someone else. Abstinence is 100% effective
------- j in preventing
the sexual transmission of HIV.
If you wish to decide to have sex. don't take any body fluids
into your body during any kind of sexual intercourse. Use
condoms (rubbers) as they are able to stop HIV (the AIDS
virus) when used correctly.
II.
Don t share needless for IV drugs or tattoos or ear-piercing,
ever Don’t let someone use a skin-piercing instrument on '
you if it has not been boiled for twenty minutes or stenlized.
Remember that you cannot tell just by looking at someone whether
T.h u.T T bGen exP°sed ,0 the virus. Some people infected
with HIV look and feel ver/ healthy. Your best bet
is to follow
these two prevention guidelines all the time.
J
I
Altornative/Additional Activities:
1.
Talk by a health educator/worker.
2.
Videos
i)
AIDS and the South Pacific" and class
discussion.
ii) Better Safe" and class discussion.
(Both available from the Family Planning Federation of
Australia, Inc. or your national population education project.)
3.
Crossword puzzle (p. 51)
46
1
1
r
|i
lesson 3
CASE STUDY 1
FINE AND SEMA
Fine is a 16 year old girl whose parents are very staunch
members of the Roman Catholic Church. She is a member of the
youth group which 19 year old Serna has recently joined. Serna
has taken her horhe a number of times at the end of the meetings.
Serna's parents and brothers are going away for the weekend and
he wants Fine to go with him to his house after the meeting. Fine
doesn't want to go because she doesn't want to lie to her parents
and she doesn't feel that she is ready for sex. Serna becomes
more and more insistent.
Questions:
1.
If you were Fine what would you say?
2.
Comment on Serna’s actions.
3.
Comment on Fine's reluctance to give in.
4.
How would you like the story to end? Give reasons.
5.
How can Fine and Serna each protect themselves from
getting AIDS or another STD?
47
lesson 3
CASE STUDY 2
SOLA COMES HOME
Twenty-one year old Sola has just come home from America
where he had used IV drugs for a short while six years ago.
Sola's family holds a big welcome function to which most of the
village is invited.
At the function, Sola meets many young people among whom are
some who attend the high school in town. These students have
learnt about STD and AIDS.
In time, Sola developed friendships with students, Tagi and Mata,
and had sex with each of them.
Questions:
1.
What should Sola, Tagi and Mata have done to protect
themselves from catching an STD?
2.
Is it possible that one of them could be infected with HIV?
Give reasons.
3.
Suppose Sola knew he was HIV positive, what should he
have done?
4.
Comment on this statement: You don't just catch HIV, you let
someone give it to you.
48
lesson 3
I
CASE STUDY 3
A COUNTRY'S DECISION
Safito is a small island country whose main industry is tourism. As
a resoonse to the world concern on AIDS, the Safito government
has decided to make blood testing lor HIV compulsory for its
people and all tourists and other overseas travellers coming into
and going out of Safito.
Questions:
1. Do you think the Government's action is justified?
Give reasons.
2. How effective would this be as a preventive measure?
3.
What effect will the Government's decision have on the tourist
industry?
4. What do you think the Government mighVshould do to those
identified as HIV antibody positive? e.g. isolate, counsel, etc.
5
The Minister for Health in the Cabinet strongly suggests for the
HIV positive people to be isolated on an island. Comment on
this suggestion.
6. How would you react if your country chose to do the same?
49
a
lesson 3
i
STUDENT WORKSHEET 1
A
List four ways of protecting yourself from HIV;
1.
I
2.
3.
4.
B
Giva four possible ways by which HIV is transmitted:
1.
2.
1
3.
I
4.
50
lesson 3
CROSSWORD PUZZLE
III
!
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n-
I :
I
£4
1
■
CLUES
ACROSS
1.
It can da you good and harm.
2.
This is necessary in a marriage.
5.
A body fluid of males.
8.
Fever causes you to feel like this.
9.
At present AIDS has no
10.
HIV (the AIDS virus) is most commonly transmitted by this
method.
11. A person may regret not saying this.
12. This virus causes AIDS (abbreviated).
13.
Body fluid that can transmit virus and other germs.
15.
No one knows the----- of HIV (the AIDS virus).
!■> (
51
- SOCHARAX^
Koramangala
(CLicv i^
L
lesson 3
16.
This STD kills.
18
A man with gonorrhoea may have this in his urine.
19.
These cause diseases.
22.
The best way of getting AIDS information to the public.
24.
You will not catch HIV (the AIDS.virus) if you
27.
Sexually transmitted disease (abbreviation).
28.
The part of the woman's body that receives the sperm
during sexual intercourse. It is also called the birth canal.
29.
The blood of a haemophiliac person normally is unable to
do this.
30.
This is also a part of the body's defence system.
blood.
DOWN
1.
HIV (the AIDS virus) may do this to a person's blood cells.
3.
Having no sex will probably keep a person
catching HIV (the AIDS virus).
4.
Blood cells that defend us.
6.
Contaminated
from
could transmit HIV (the AIDS virus).
>
7.
Using a condom can
9.
Another name for these is 'rubbers'.
14.
Having many sexual partners increases the
STD/AIDS.
17.
Our
— system is destroyed when we have AIDS.
18.
A
can transmit the virus to her unborn child.
20.
The best person to see when one has STD/AIDS.
21.
One international organisation that is actively involved in
the effort to prevent and control HIV (the AIDS virus).
23.
Anyone can
24.
Making responsible decisions is important when going on a
25.
This causes herpes as well as AIDS.
26.
Homosexual men are sometimes called this.
the transmission of STD.
of getting
HIV (the AIDS virus).
52
lesson 3
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Values
n
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■ -'v
What Ta J2_Q
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1' - ; '' \ \\\
■
Introduce the topic by telling the
students that in every society there
are certain values that are accepted
by most members. These have
come down over a long time and are
acceptable to the majority. These
values are an important influence on
individual behaviours, including
one's sexual behaviour.
1.
i
i active-
Ask the students to name high and
low risk sexual behaviours for AIDo
(see Teaching Notes). List on the
2.
--e students should be
a to explore the values of
•-a culture in reference to
duality. AIDS. HIV. and
sa:er sex - e. g., use of
soncoms.
board:
AIDS
Hiah-Risk
□rereauisite
Knowledge of STD, AIDS,
HIV, safer sex practices.
A c t i v i
3.
Have students group these
behaviours according to whether
Discussion
What You Need
culture.
Sexual Behaviours
Paper
Pencil
Board
55
SSE3
J.
lesson 4
4.
Summarize the students' responses on the board,
discussing reasons
especially if there are differences of
opinions.
5.
Construct a grid on the board: ■
Low Risk
Acceptable
High Risk
i
I
! Unacceptable
I
------ ---------------------- —________________ ___
6.
Fill m the blocks according to the risks and acceptability.
7.
Are there any behaviours in the no/low risk group which
are culturally unacceptable? Discuss these - e q
condom use, masturbation, (lesbianism if it's on students
8.
Ask students to consider the
oossibility that some of the
behaviours listed as i-----unacceptable by the culture, sucn as.
pre-mantal or extra-marital
—-I sex, are happening. Why
might this be?
9.
1
10.
11.
Then ask, what behaviours are
acceptable to the culture
and have low-risk of HIV/STD infection?
-------- > How can theso
behaviours be encouraged?
ii
i
Remind the students that HIV infection can lead to AIDS
C0.u:ags s,ud0n,s t0 think about their own and the
community s reactions to AIDS.
56
i
i
lesson. 4
Teaching N o t e 9 :
I
1
1I
1
■
Some behaviours may be:
Hiqh-risK
Low risK
I
Sex with prostitute
Hugging
Extra-marital sex with
partner whose sexual
history is uncertain.
Kissing
Pre-marital sex with partner
whose sexual history is
uncertain.
Masturbation
Mutual monogamy
Use of condoms and
and spermicide
with nonoxynol 9
Polygamy
Multiple sexual partners
1
1
I1
Unprotected sex
Abstinence
Sexual intercourse
(unprotected)
Celibacy
Anal intercourse
(unprotected)
5
Rape
Sharing IV needles
drug use, tattoo,
ear-piercing
Whatever -high-risk’ behaviours are mentioned, point out that
S a™ onVhigh nsK when at tost one of the poop e^ol,ed »
becatto oiTheTatur? oTm
usuatty difficuh to know
wh?“s inleeted with HIV. and hence the behaviour nm be ns^
because anXQna_Qmild be infected or anyone could hav had
sexual relXTpreviously with someone who ts mfected
(unknowingly).
57
Values
lesson
■^S
'-.oatt
n
What To Dp
■
y".-.
1.
©
Introduce the lesson by reading the
following story to the ciass.
’’Mosese and Lisa like each other
and are often seen together. There
is talk they are also having sex."
n
TT
2.
Objective?
The students should be
able to
Write the following questions on the
blackboard or show on an overhead
projector:
a) Is it O.K. for Usa and Mosese to
have sex?
clarify their values in
relation to deciding when
to have sexual
intercourse.
b) When is it O.K. for Usa and
Mosese to have sex?
c) When might their parents think
develop awareness of
the extent to which
various people/grouos
influence their values
and decisions about
sexual behaviour.
it’s O.K ?
i
i
d) When might you as their friend
think it’s O.K.?
e) When might their religion think
it’sO.K.?
Prerequisite
()
Previous discussion of
cultural values in reference
to sexuality, STD/HIV and
safer sex.
(Lesson 4)
3.
Divide the class into small
discussion groups (4-6) to
consider/discuss the questions.
After 15-20 minutes, ask each
person to rank the order in which the
people listed in c-f (above) would
influence their own decisions to
have sex.
4.
Ask the students to discuss the
differences between their own
opinion and the opinion of others
whom they think are important.
Activity
Small group discussions.
w h
When might their school think it's
O.K.?
t You Need
Paper
Pencil
Blackboard
Adaptad from: Aids and olhar STDs’, New South Wales Department of Education, Australia.
59
■■■Bl
lesson 5
-LlJXou VaveWtowardSPOnS'b''iti0S
behav
-xua<
(a) Yourself
(b) Parents
(c) Religion
(d) Boy/girl friend
(e) Community?"
Leaching Note;
Additional Activities:
A good video to show
a South Pacific Dram
of Australia. Inc.
60
!es_scn 15 "Better Safe
sponsored by Family Planning Federation
i
•
Values
lesson
n___
What T q o o
Read the situation below:
The Ministry of Health has disclosed to
the Cabinet that there have been two
identified and confirmed HIV positive
cases in the country.
Present the task:
I
What measures (actions) is the
Government going to take In
response to this information?
Suggestion for Role Play
Objective
1.
Select seven volunteers to act as
Cabinet Ministers and give them
separate roles. (See Worksheet on
Roles - next page.)
2.
Have them form a middle circle. The
rest of the class will serve as
audience and can offer
comments/contributions if asked.
3.
Continue session for whole class
period and attempt to get some
consensus on a plan of action.
4.
Review and discuss plan in whole
group. Ask, "How would the
community react to such a plan?"
"What would be the problem in
implementing the plan?" Discuss
reactions.
The students should be able
to evaluate their own and the
community’s reactions to
HIV/AIDS.
Prerequisite
Knowledge of AIDS/HIV/STD
Activity
Role Play (Mock Parliament)
What You Need
Papers
Pens
Worksheet on Roles
(P-62 )
Teaching Notes
1.
You may want to assign roles to
groups of students to engage the
whole class in the discussion.
2.
Each group should appoint a
secretary/recordar and a moderator
(speaker) to control floor discussion.
Adapted from: Ereyqntipq a Qf!sts: AIDS and Famify Planning Work, Inttmatonai planned Parenthood
Federation, London. 1988
61
i
lesson 6
agr.BMw
i
WORKSHEET
ROLES
1.
■You don't really believe that it's a big problem.
2.
You think that its the prostitutes and loose women that will
cause the problem to spread more HIV.
f
3.
You think it's not only prostitutes or loose women - it's loose
practices e.g., having many sex partners.
4.
You think the schools should teach sex education and that
condoms should be supplied Iree at schools and clinics for
those who want them.
5.
You are concerned - but you are an important member of the
local church which has very conservative views about sex
education and contraception.
6.
You think the two cases should be isolated.
7.
You believe all sexual contacts of the two cases should be
identified and tested for HIV.
62
lesson
n
____
aY; ‘-5,;’-ff?",y.f;
What To D o
I
1.
I
I
i
WORKSHEET
Q b I e c I I v e
The students should be
able to evaluate sexual life
in
terms
of
social
responsibilities.
SITUATIONS
a)
Thomasese is married with four
children. His job as a lawyer (or
legal advisor for village matters)
often takes him to the capital for long
periods. For the past three years
he's been sleeping occasionally
with Jenta, a city prostitute.
b)
Likus and Benta are considering
marriage. They both occasionally
sleep with other partners, unknown
to each other.
c)
Larry has just returned from college
overseas. His family has arranged
for him to marry Harriet who has
been his high school girlfriend.
d)
Langani did not want any
commitments. He picks up girls from
the streets and he never sees a girt
twice. He hopes, to marry one day
and settle down.
>
e)
Tanya and Timmy have been faithful
to each other ever since marriage
five years ago. They plan to have
four children and already have two.
Prerequisite
Knowledge of STD, HIV,
Sexuality, Safer Sex.
Activity
Whole group/small group
discussions.
W hat You
Introduce the topic by pointing out
that people often engage m
behaviours without considering how
those behaviours might affect others
- e.g., "I can smoke if I want to. It’s
my life." Read aloud short case
situations (below) or pass them out
on a worksheet:-
Need
Worksheet
63
I
5
ISSSCTl, £
..
..... ................ .......
"■
2.
• rtsr:---.
I
sterns7 haV9 'ead each
lh9 si,ual|O"s above, ask
What social responsibility does each of these people
have to
a) him/herself?
b) the other person also involved?
to children (if any)?
d) to family?
e) to community?
c)
For example:
I
I
i
l0WsrS"Sibi"'ieS 3 manied man havi"= a" a"oif have
What responsibility does
a prostitute have to her clients?
What responsibility does a client have to a prostitute?
What responsibilities do
men and women have to each
other?
3.
Ask students how the threat of AIDS and other STD in the
Pacific might
affect
their
d' ™
WS °"
,h8views
of each of
4.
oAh^^T WhaJ SCm9 of th9 consequences would be if any
of the people in the situations contracted AIDS or other STD.
64
4
lesson
____________________
n
11
3
Activity 1
1
IM
.5
ifc
1.
Divide the class into small groups.
2.
Hand out Worksheet, "Sione's
Story".
3.
Read story out loud. Ask students to
individually rank the characters from
1-4, 1 being the best behaved and 4
the worst. Groups then have 15
minutes to reach a consensus on a
ranking of the characters in the
story.
□ b I e c 11 v e
The students should be
able to :
• clarify their own values
about AIDS-related
issues.
■ develop a sensitivity for
people with AIDS or HIV
infection.
-
What To D q
4.
In the whole class, share and
discuss the different groups'
ranking, and any difference which
may have ansen in the group
discussions.
I
■
■
$
-
Prerequisite
I
Knowledge of HIV/STD
transmission.
Activity
Values clarification
i
What You Need
• Copies of worksheet for
students - "Sione's
Story".
Handout, "Social Aspects
of AIDS Prevention and
Control"
Worksheet, "Poor
Understanding"
65
V J
I a
lesson 8
Activity 1
WORKSHEET
SKLNH’s STORY
j
Sione and Mele live ii2-----a coastal town. Sione is a 19 year old hoy <
Six years ago when he was r -- overseas he was in an accident aiJd1
as a result of a blood transfusion he is rHIV Stones girlfriend is Mele, who now
is 19antibody positive to the J
Sione and Mele's T
re ationship is also a sexual one.
I
i
I
Sione has known that he is r ■"
He is angry and frightened. ^'body positive for about 3 months !
. h® has no' '0,d
of his antibody '
status. Nor has he told his boss
’ bGSS ,n Ihe local store in which he '
works.
He Ilves at home with his mother who Is
very ashamed of Sione
bemg HIV antibody positive
She has urged him not to tell
anyone, including Mele,
siXinroccas^onX^th9 an^.^bopen’d "sZT
us-ng contraception, and goes to see ^r Sorfo X on
status0" Me'le tens thedocVr^r
h9 kn°WS °f his antibody
she is in a sexual relationshio within95
°n th9 pil1 becausa
Mele that her boyfriend is antihnH S
9;. The d°ctordoes not tell
that she coulcconZt tht ' n \P0S't,V9’ a,,hou9h h9 r9a'^s
(Doctors are legacy' eojired to??
SeX Wi,h
patients in many countries and assu™ thatthT/s Ihec^e
-Tyou rpX'^hX? to0T 'b ,0 A,! bei"9
who you approve of
behaviour you least support.
'
9h-™r
being
e'n9 ths
1,19 character whose
Sione
Mele
Sione’s Murn
The doctor
Adapted from 'AIDS and Other STDs'
New South Wales Department of
education, Australia.
66
■-^SSF-
►
lesson 8
w
w
j. J
A c t i v i t y 2
; I
CASE STUDY
w h 3 t To Do
1 s
w
1.
arS
I
-W
IinchaZjUStle^ned ’hat a ,n0nd' wh0 is a classmate, has
AIDS. Although AIDS is not transmitted by casual contact a
group of parents of students in the class has demanded that
this fnend be prevented from attending school. Many of your
o.her classmates are avoiding and even rejecting him. These
are also fnends of yours and expect you to support them.
■
i
i
i.
0
IQ&I
What would you do?
2.
:
■
Read the following case study:
Facilitate the discussion by asking:
What are your options? What are some possible
consequences of these options?
For example.
I J
"fl
a) Join your friends
I
I ; >
/
- Possible consequences:
b) Refuse to join your friends
\
I
>
i
- Possible consequences:
;
c) Do nothing - be neutral:
■
- Possible consequences:
Lifi
d) Attempt to change your friends' actions
J f
■’1
- Possible consequences:
■>
3.
Ask students to consider individually. "What would you do?"
a) Are you willing to accept the consequences?
£I
I
b) Would you be willing to publicly take a stand?
C> yoi?Ur deCIS'on consistent w'th what your conscience tells
67
lesson 8
" —me rear of 'catching' AIDS has
resulted in many cases of c scrimmation and isolation of HIV
positive individuals and people
c
with AIDS. Those affected
rave lost jobs, been den
Tec access to public places including
schools, lest
-J "friends'
u
■ and ’'ave besn socially isolated In
r- nn^5,
haV9 beSn den'ed basic human ri9hts But
no one regu.res more supped and love than a person w.th
M I L/ O .
5.
Nov< read the handout. 'Social Aspects of AIDS Prevention
^aaiSt HIV n^r0/GPHA]Tand diSCUSS why discrimination
against HIV positive individuals and people with AIDS is
mnumane and will not he|p prevent the spread of AIDS
g
Show the Australian-produced video,
"Does Dracula Have
AiDS?' if available.
C n
J
lesson 8
©7
©©?O^©L
i
T
:-2i AIDS prevention and control programmes throughout the world
s-'cte in suostantially different epidemiological, social, economic and political
-cements. However, they have been faced with a similar range of complex
■ • _■ issues, involving screening, employment, housing, access to health care
c'O senooling.
i
- -e light of the experience of national programmes to date, as well as current
• -cwieoge about HIV infection and AIDS, WHO/GPA wishes to draw attention to
• ? roilowing social aspects of AIDS prevention and control:
AIDS prevention and control strategies can be implemented effectively and
-c:ently and evaluated in a manner that respects and protects human rights.
2. There is no public health rationale to justify isolation, quarantine, or any
e scnminatory measures based solely on the fact that a person is suspected or
■.'own to be HIV infected. The modes of HIV transmission are limited (sex,
olood, mother-to-child). HIV spreads almost entirely through identifiable
oenaviours and specific actions which are subject to individual control. In most
■■.stances, the active participation of two people is required for HIV transmission,
such as in sexual intercourse and in sharing contaminated needles or syringes.
However, spread of HIV can also be prevented through the health system (e.g.
by ensuring the safety of blood, blood products, artificial insemination and
organ transplantation, and preventing re-use of needles, syringes and other
skin-piercing or invasive equipment without proper sterilisation).
HIV infection is not spread through casual contact, routine social contact in
schools, the workplace or public places, nor through water or food, eating
utensils, coughing or sneezing, insects, toilets or swimming pools.
Accordingly, an AIDS prevention and control strategy should include:
providing information and education to the general public, to persons with
behaviours that place them at risk of HIV infection (risk behaviour groups),
and to HIV infected persons;
counselling of HIV infected persons;
ensuring the safety of blood and blood products, skin piercing practices
and other invasive procedures.
In accordance with this strategy, persons suspected or known to be HIV infected
should remain integrated within society as much as possible and be helped to
assume responsibility for preventing HIV transmission to others. Exclusion of
persons suspected or known to be HIV infected would be unjustified in public
health terms and would seriously jeopardize educational and other efforts to
prevent the spread of HIV. Furthermore, discriminatory measures create
additional problems and cause unnecessary human suffering.
69
f
I
lesson 8
The avoidance of discrimination against persons known, or
suspected to be HIV infected Is important for AIDS prevention and
control.
Failure to prevent such discrimination may endanger
public health.
3. Testing for the purpose of determining an individual's HIV-infection status
should involve informed consent and counselling and should ensure
confidentiality. Determination of an individual's HIV-infection status may occur
through medical examination for suspected HIV-related illness, voluntary testing
programmes, screening of blood donors, or in other settings.
The Global Programme on AIDS has already published criteria for
HIV-screening programmes which emphasise the need to consider carefully the
public health rationale for such screening as well as to address explicitly the
technical, operational, economic, social, legal and ethical issues inherent in
screening programmes.
This statement is available in lea/let form from WHO/GPA and may be updated on the basis of additional
experience with AIDS prevention and control programmes wortdvride. and as additional knowledge about HIV
infection and AIDS becomes available.
Sourca:
AIDS Action Issue 2 March 1988
Optional Activity
DISCUSSION/VALUES
CLARIFICATION
What To Dp
1.
Divide class into groups.
2.
Hand out discussion starters in Toor Understanding" (on following page).
For 10 minutes, have each group go over and talk about the issues, then
get back into whole group.
3.
Share group's views on questions:
What do you think about these situations?
Why do people react in these ways?
Will these reactions help control the spread of HIV?
Teaching Notes
Note that a person with HIV who has unprotected sexual intercourse may
expose him or herself to the virus and thus be reinfected. Reinfection
contributes to more rapid progression towards an AIDS diagnosis. Condoms
protect HIV-infected people too.
Also note that it is the rare exception, certainly not the rule, that HIV-infected
people do not behave responsibly. Nearly all HIV-infected people are
responsible and avoid transmission.
You may use/adapt the ..situation in the handout, "Poor Understanding", or
create local..:Sftu^onV^We; famjJiar to the students.
70
&
lesson 8
WORKSHEET
POOR UNDERSTANDING
--g ‘oi'cwing situations ara intended as discussion starters. They raise major
23-es m HIV control which we will need to address before we can make any
c'cgress in slewing the spread of the epidemic.
A young woman returns to her village from studying abroad. As she walks .
in the village people shout at her “AIDS! AIDSI* Her father insists that she
gets an AIDS test before she lives in the family home. The test is positive.
5
A rural mother says that they should test everyone and separate those who
are positive. If she herself is positive they should shoot her so that she
doesn't give AIDS to her husband and children.
A group of politicians see a video showing a person dying of AIDS and
make a policy that everyone should be tested and those carrying the virus
should be locked up.
Three school boys with haemophilia are HIV positive. Parents keep their
children away from school and harass the boys until they are forced to
leave school.
The colleagues of a woman whose husband has AIDS refuse to work with
her. She is sacked.
A man is told that he has AIDS. His family tells the hospital to look after
■ him and refuses to visit him. He is so angry and despairing that he sets out
to infect as many people as he can.
Adapted from:
Preventing a Crisis: AIDS ard Famtb/ P'arnirQ WofK Intarnational Planned
Parenthood Federation. London, 1988.
Z. 7 'CPHE . SOCHARAX^A
( ;• (
Kchamangala
!qatore
71
I
i'
4
Decision Making
lesson
u
________________________ ‘
Activity 1
What To P Q
i.
!i
Read the following situation to
the whole group.
?!
i
F
Moana and Pita
'i.OS
Moana and Pita have been going
around for a few months and are
quite fond of each other. On their
way home one night after the
movies they started talking about
whether they should have sexual
intercourse.
I
i
i
I
I
Objectives
The students should be
able to make responsible
decisions about sex.
2.
Ask
Group 1 to list as many
reasons as they can think of
why Pita might choose not to
have sex with Moana.
Prerequisite
Knowledge of transmission,
protection, symptoms of
STD/AIDS.
Group 2 to list as many
reasons as they can think of
why Moana might choose not
to have sex with Pita.
Activity
Need
3.
Large sheet of
newsprint/paper
Felt tip pen
Crayon for each group
4 Situation Cards (for
Alternative Activity)
Adapted from:
1
s;
Small groups of not more
than five followed by whole
group. If there are more
than 4 groups give 2 groups
the same task. Single or
mixed sex groups as
dictated by local conditions.
What You
f
*
Group 3 to list as many
reasons as they can of why
Pita might choose to have sex
with Moana.
*
Group 4 to list as many
reasons as they can think of
why Moana might choose to
have sex with Pita.
If a group is having difficulty in
compiling their list, assist by
asking a question, e.g., "Do you
think she might choose to have
sex because she feels everyone
else is doing it"?
P'gvent'rg a Crsiy AIDS and FarwN- Planning Work. Intornalional Plannod
Parenthood Federation, London, 1988.
73
I
1
lesson 9
4.
When groups are finished ask groups 1 and 2 (choose not to
have sex) to place their lists beside each other. If there are
any major omissions (see Resource) you may wish to add to
them.
5.
Discuss
the similarities between the male and female lists.
the differences between male and female lists - are they
real or are they imagined?
the pressures on Pita and Moana to say 'no'.
the reasons why Pita and Moana might find it difficult to
say 'no'.
the possible consequences of saying 'no'.
6.
Ask Groups 3 and 4 (choose to have sex) to place their lists
beside each other.
7.
Discuss
ths similarities between the male and female lists.
the differences between the male and female lists - are
they real or imagined?
-
do they reflect the fact that a woman, not a man, can
become pregnant?
the pressure on Pita and Moana to say ’yes.'
the reasons each might find it difficult to say 'yes.'
the possible consequences for each of them of having sex
for some of the listed reasons, e.g. so Pita won't drop her.
Teaching Notes
Localise the situation and characters, e.g. after a dance,
village festival or celebration, etc.
This £'.‘.>ity can be important because
it provides a vehicle for discussing the issues involved in
decisions about sexual involvement.
it implies that sexual activity involves making decisions
and needn't just happen.
it reinforces those who, for reasons of personal values,
<'
decide not to have sex and yet shows that for some there
may be what they feel are valid reasons for having sex.
74
lesson 9
■
it can be helpful to some teenagers to learn that not
'everyone is doing it'.
•
it reinforces the idea that each opportunity where there is
a possibility of sex, a decision can be made for that
occasion.
•
if possible subtly put across what might be the •'best’’
decision to make.
Resource
The following are examples of lists that some groups may have
come up with.
Reasons why either png pf them might choose npt tQ have
because s/he believes it is important to wait until marriage,
1.
2.
because s/he doesn't know whether s/he cares enough for
the other person.
3.
because s/he doesn’t know whether the other person cares
enough for him/her.
4.
for religious reasons.
5.
s/he doesn't feel s/he is ready to have sex yet.
6.
because s/he doesn't want sex on that particular occasion.
7.
because s/he doesn't want to have sex with that person.
8.
because s/he is afraid that he/she might only be interested in
her/him in a sexual way and not for other reasons.
9.
fear of pregnancy.
10. fear of infection, e.g. AIDS.
11.
fear of not being able to do it.
12. fear of what his/her parent/s would say if they found out.
Adapted from:
Deciding and Choosing. Education Unit, Family Planning
Association, Auckland Branch (Inc.), Auckland, 1985.
75
I
lesson 9
Reasons why either one of them might Choose to have
1.
s/he wants to show her/his love.
2.
for pleasure.
3.
because s/he wants to have sex with him/her on that
particular occasion.
s/he thinks it will make their relationship better.
4.
5.
to have/father a child.
6.
for curiosity.
7.
to feel adult.
8.
to rebel.
9.
to prove that s/he is a 'real' woman/man.
10. to
do what s/he thinks everyone else is doing.
11. to do what others tell her/him to do.
12.
13.
because s/he thinks her/his partner
doesn't.
will drop her/him if s/he
because s/he has paid for the movies and he/she feels
he/she has to pay up.
14. formoney.
76
I
lesson 9
Alternative Activity
!
What To Do
i.
Give each group a situation card (see below). Each group
should fiave someone to record important points.
2.
Ask participants to read their card, think about answers to the
questions and then talk about their situation and responses
with others in the group. Note important points.
3.
Have groups in turn explain the situation and their
responses.
Resource
SITUATION 1
<
Josephine has been going around with Simo for seven months.
She enjoys his company but doesn’t want to have sex with him.
One evening Simo insists that she has sex with him or else he will
drop her.
1.
2.
If you were in Josephine's situation what would you do?
What do you think of Simo pressuring Josephine this way?
SITUATION
2
Kalin and Lakin have been finding that they have been becoming
more and more sexually aroused when they are together. Each
privately is thinking that before things go any further something
needs to be sorted out between them.
1. What do you think they should do?
SITUATION 3
Taratai does not believe in sex before marriage. His girlfriend
thinks that he is very old fashioned and says that if he is genuinely
fond of her he should forget his beliefs and have sex.with her.
r
I
1. What alternatives are open to Taratai?
2. What could be the consequences of each?
77
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lesson 9
II
SITUATION 4
The group of guys Joe goes around with have been putting a lot of
pressure on him to have sex with his girlfriend. They reckon he's
not man enough if he doesn't. Joe and his girlfriend have decided
they don't want to be sexually involved yet.
1.
What could Joe do about this situation?
2.
What could be the consequences of each choice?
3.
What could Joe say to get his friends to stop pressuring him?
I
I
T e aching Notes
Situations and Characters can be further localised.
If time permits the following could be used:
1.
Cover one situation at a time with all groups.
2.
Share 2 situations at a time with the groups.
i
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1
.
78
Communication
lesson
■■
What To D Q
1.
Divide the class into small, single
sex groups of three or four.
2.
Have each group prepare a list of all
the common lines that members
have ever heard or heard of that are
used to pressure people to have
sex.
i
Objective
n
I
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i
The students should be
able to:
Suggested lines
"Everyone else does it."
be aware of the lines
often used by young
men/women to pressure
young women/men into
sexual activity.
"You're the only person I've ever
done this with."
"You might as well do it - I'll tell
everyone you did anyway."
practice assertive
responses to these
pressures.
"This is the way to prove you really
love me."
be aware of potentially
risky situations.
"You got me all excited, now it's up
to you to do something about it."
Prerequl?lt9
"Nobody will know about it."
Knowledge of transmission,
protection, symptoms and
effects of STD.
"You don't think I've got AIDS or
something, do you?"
Activity
Group discussion, whole
class discussion.
What You Need
Newsprint
Felt-tip pen
Adhesive
Handouts-Script One and
Script Two.
Adapted from:
3.
Ask each group to read out its list
and then display them around the
room.
4.
Divide the class into pairs but not
" "" necessarily female and male. One
of the partners selects a line from
any of the lists and the other devises
an effective negative response.
5.
Allow 10-15 minutes for the pairs to
take turns practising their responses
to the lines and keeping a note of
them.
Deeding and Choosing (Inc.), Education Unit, Family Planning Association, Auckland
Branch, Auckland, 19SS.
79
lesson 10
6.
tAhSekJragCehgProui° Se'eCt
parlicular|y interesting response to share with
— < p
7.
'm-.
or boz
8.
Review the lesson - Stress that it is not always easy to say ’No’ to
la^Wto vPouC'a"y t0 3 friend' " iS alS° not always easy when a ,riend
9.
Give out homework:
-
Handout Script One and Script Two (p. 81 & 82).
Ask the class to read the two scnpts carefully and note down:
(a)
the responses that should be avoided.
(b)
the responses that should be used.
10.
In the next class review and discuss the homework.
11.
Or, as an alternative to the homework (9 & 10 above), have 2 students a
2n ,a 9ir' rcS pl.a^ by reading Script One and then have another pair
role play, using Script Two. Then discuss the responses which should be
avoided and those which should be used. (See Teaching Notes below).
*
Teaching Notes
l
SCRIPT ONE
Mele fell into some traps by:
being indefinite to start with, not starting by saying 'No'.
-
giving excuses instead of a firm refusal.
-
feeling guilty.
about baing late) instead of sticking to
sayl7^g^,,^fo’al, th9 questions
■
’
-
?S.S5?rnS?.d and gav? in’ WOU":I bS careluL Having
I
a" «’*■
apologizing.
f
SCRIPT
TWO
Mele used these skills to let Feleti know she meant 'No'.
she definitely refused from the beginning.
she made no excuses or apologies.
"rm
(|ik0 ' "l meant it wh0n 1 said I loved you" I m glad about that ) but she then repeated her refusal.
she did not get angry or irritated or upset.
80
i 1.
lesson 10
HANDOUT
;
■
SCRIPT ONE
FELETI : C'mon! Let me go all the way. I really like you and I know you like
me.
MELE :
Um -1 don't know. I don't know if I'm ready for it.
FELETI: Please - you know I'll be careful.
MELE :
Yes, but -1 don't know.
I've got to be home soon.
FELETI : Come on - you have a lot of time.
MELE :
I know that but -1 still don't know. I'm not sure if I should. I'm not sure
if I'm ready for it.
FELETI: What's wrong? Don't you trust me?
MELE :
Yes I do trust you
but
FELETI : You don't like me. Is that it?
MELE :
I
I
1
You know I like you
I'm sorry.
FELETI: if you loved me as much as I love you you'd say yes.
MELE :
I do love you - I'm just not sure what I want.
FELETI: You really want to say 'Yes’. You just think I'll think youhre easy if you
say 'Yes'.
MELE :
No, it's not that. You're wrong about that
FELETI: Well there’s no good reason why you shouldn’t say yes is there?
MELE:' I guess not
FELETI: Well - come on. What are we waiting for?
81
lesson 10
handout
SCRIPT TWO
FELETI : C’mon. let me go all the
MELE :
, rea„y lika /ou and , know
I know you like me and I like you too but I don't want to. I don't feel
ready for it.
FELETI: Please - you know I'll be careful.
MELE:
No - I don't want to.
FELETI : I meant it when I said I loved you.
MELE :
FELETI: So your answer's 'No' is it?
MELE :
Yes, it is.
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82
i
lesson 10
S3
Additional/AIternative Activity
b
What To Do
1.
Introduce the activity by discussing why it might be difficult to
say ’No' at different times.
2.
Invite students to describe a situation in which they really
wanted to say 'No' to someone and didn't.
3.
Ask students to think about why it was so hard to say 'No', list
these reasons on the board and discuss some of them.
4.
Suggest to students that the way in which they say 'No' will
have an influence on the way the comment is received.
Present some hints for saying ’No':
Clearly say 'No' and avoid half-hearted responses like
"Weil, I don't think so".
s.
J’, ’
I
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■
Give reasons for saying ’No'.
■
Tell the other person what you would rather do instead.
Use humour.
Divide the group into pairs and indicate that each person will
take turns as being the 'asker* and the 'responded.
5.
The pairs can then take turns asking the following types of
questions. Ask your partner to:
go somewhere with you.
have a cigarette.
let you copy his/her homework project.
meet you at the cassava patch after her parents have
gone to bed.
The responder could use the following statement stem to frame a
response:-
"No, I don't want to because
but I would like to
Adapted from:
"AIDS and Other STDs"
Now South Wales Department of Education Australia.
83
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i*
F
lesson 10
6.
Conclude with whole class discussion.
Some points to be emphasised are:
being prepared
- having thought about
develops.
a response before a situation
being aware of a non-verbal behaviour.
9
-
lesson.
i'
Communiccition
___
—MWW—
A ct ivi ty 1
3
What To Do
Objective
n
The students should be
able to:
- understand the need for
good communication in
relationships.
i.
Hand out copies of Worksheet 1 and
read aloud.
2.
Divide class into small groups.
3.
Ask groups to discuss the questions
on the worksheet.
4.
After 10-15 minutes, ask each group
to report back to whole class with 3
or 4 of the major issues discussed in
their groups.
I
understand the necessity
of discussing safer sex
with a partner.
to consider the difficulties
of discussing the use of
condoms with a sexual
partner.
Ere requisite
Knowledge of transmission,
symptoms of, and protaction
from STDs.
Activity
Paired, small group, and
class discussions.
What You Need
Worksheets 1 and 2.
85
lesson 11
WORKSHEET 1
SAFER SEX
BALE AND WAQA
Bale and Waqa both work in the same organization. After going
on their first date some time ago their relationship has developed
to the point where they both feel very attracted to each other and
are thinking about becoming sexually involved. There is a
number of issues that each of them is considering. Bale for
example, is worried about contraception and the possibility of
pregnancy. Waqa is aware that both he and Bale have been in
previous sexual relationships and he is worried about AIDS.
a)
What issues about contraception do you think Bale might be
considering?
I
b)
What alternatives does she have?
c)
What might she want to discuss with Waqa?
I
I
Wgqa
a)
Why would Waqa be worried about AIDS?
b)
Do you think he could discuss this with Bale?
C)
How do you think he should approach Bale about this?
t
Bale and Waqa (Both)
a)
How could they find out about 'safer sex'?
I
I
b)
How could they practice ’safer sex'?
SB
lesson 11
I
A c t i v i t y 2
What To
i.
]
D o
A quick question and answer revision of ways to prevent the
transmission of STD/AIDS (e.g. no sexual intercourse, mutual
monogamy or use of condoms).
I
0
Emphasize the need for everyone to adopt safer sexual
practices if they are sexually active.
2.
Ask class to consider some of the factors which might make it
difficult to discuss using condoms with a partner (e.g.
embarrassment, lack of information, not knowing partners
well). Spend some time in whole group discussion
considenng some of these.
3.
Distribute Worksheet 2 to continue Bale and Waqa story.
4.
Ask students in pairs, to discuss and complete worksheet.
5.
Share balloons/scripts with whole class.
y
T e aching Notes
ri.
In co-ed schools, a possible approach here could be to have
discussions in single sex pairs or groups.
2.
It is important that class members know what a condom looks
like. If your school has a contraceptive kit, there will be a
sample in this. Show the condom unrolled.
i
3.
With younger group or groups where many of the people are
not sexually active, it may be necessary to point out that these
situations may not be relevant to them all at present but
something they could encounter in the future.
4.
The same activity could be used to help young people
practice telling a partner that they have a sexually transmitted
disease.
i
I
5.
The handout, "Talking About Using Condoms" can be given
out after the activity or ideas from it suggested to participants
if they are having idfficulty.
6.
Depending on the needs of students, it may be appropriate to
discuss proper use of condoms.
87
r, 7
■
:
lesson 11
A c t i v i t y 2
W h at To Do
A quick question and answer revision of ways to prevent the
transmission of STD/AIDS (e.g. no sexual intercourse, mutual
monogamy or use of condoms).
Emphasize the need tor everyone to adopt safer sexual
practices if they are sexually active.
2.
Ask class to consider some of the factors which might make it
difficult to discuss using condoms with a partner (e.g.
embarrassment, lack of information, not knowing partners
well). Spend some time in whole group discussion
considering some of these.
3.
Distribute Worksheet 2 to continue Bale and Waqa story.
4.
Ask students in pairs, to discuss and complete worksheet.
5.
Share balloons/scripts with whole class.
I
Teaching N o t e s
j
1.
In co-ed schools, a possible approach here could be to have
discussions in single sex pairs or groups.
2.
It is important that class members know what a condom looks
like. If your school has a contraceptive kit. there will be a
sample in this. Show the condom unrolled.
3.
With younger group or groups where many of the people are
not sexually active, it may be necessary to point out that these
situations may not be relevant to them all at present but
something they could encounter in the future.
4.
The same activity could be used to help young people
practice telling a partner that they have a sexually transmitted
disease.
5.
The handout. "Talking About Using Condoms" can be given
out after the activity or ideas from it suggested to participants
if they are having idfficulty.
6.
Depending on the needs of students, it may be appropriate to
discuss proper use of condoms.
1
87
I
FV
lesson 11
WORKSHEET 2
SAFER SEX
WAQA AND BALE (continued)
Waoa has deeded to ask Bale if he will use a condom. She thinks this is the
best option, both to prevent pregnancy, and to protect against STD.
What do you think might be said if:
a)
Waqa feels O.K. about using condoms?
b)
Waqa feels uncomfortable about using condoms?
Fill m the balloons to show a possible script for (a) and (b). (Add
more balloons
if necessary).
a.
W.gQa ???!$ Q K, about using condoms
A
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r
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88
lesson 11
r
,
1
WaQa feels uncomfortabls about using condoms.
J
A
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U
v
A
L" w
<7
89
1:
a
lesson 11
HANDOUT I
TALKING ABOUT USING CONDOMS
It can be really hard to talk about using a condom even with
someone you know well. Here are some ways other people have
tried.
"No condom, no sex'.
I look after myself so I use condoms".
"Let's talk about this (not using condoms) again when we're
married.
I'm not on the pill so it's condoms or nothing".
I've got this (show condoms). O.K.?"
Use this (show condom) for protection".
These are little lifesavers’.
The new condoms feel like silk ".
s a condom OK with you?"
"I'd only have sex with someone who cared enough to use
protection".
My doctor said everyone ought to use condoms and I agreo".
I ve thought about it and I've decided to always use condoms".
"We can use my condoms if you haven't got any".
SOURC&
i
STD R«sourc« Kit, Tba Education Unit. Family Planning Association (Inc.)
Auckland Branch, Auckland, 1985.
90
lesson 11
1
USE OF CONDOM
I
,ccm checklist
C.-ecK exciry date of condoms.
Co not carry condoms around in wallets or store in the glove box of a car
cor a long time. Heat may damage the latex.
Put on the condom before sexual intercourse.
Se careful not to snag the condom with the rings or fingernails.
Expel air from the tip of the condom.
Unroll the condom onto the erect penis and make sure it goes all the way
to the base of the penis.
—T
8.
9.
If additional lubricant is necessary, use only water-based ones (e g. KY
Jelly, Lubafax. Use a spermicide with non-oxynol-9 for added protection.)
After ejaculation, withdraw penis as soon as possible to prevent leakage.
Hold onto the rim of the condom.
Condoms should only ba used once.
I
91
1
I
I
lesson I
_________________________________
_ ______________________
Communication
■ I
_____
Acti vi ty 1
au’CE
What To D q
.......
i.
Ask two students to volunteer to sit in
the centre of a circle formed by the
other students. Ask them to role play
the roles of parent and teenager.
2.
Start by asking the teenager to bring
up his/her getting a bad grade on a
test. (This will be easier for the
student to discuss than talking about
a sexual matter and will act as a
warm-up exercise.)
3.
Ask the rest of the students for input
as to what they think the parents or
teenager might/should say.
4.
Ask the student to role play how they
might go about using a pamphlet on
AIDS which they were given at
school (remember to let the rest of
the class have input) to talk to their
parents about AIDS.
Objectives
The students should be able
to:
express some reasons
why it can be dificult to talk
with their parents about
personal and/or sexual
things.
develop skills to enable
them to discuss STD/AIDS
with their parents.
I
Knowledge of AIDS/STD transmission, symptoms and
protection.
Activities
Ask the students:
- Role play
- Reflection activity
1.
What was the easiest subject to talk
about? Why?
2.
What was the most difficult subject to
talk about? Why?
3.
What kinds of things (cultural taboos,
embarrassment, fear) make it dificutt
or easy to talk to parents?
4.
Would these types of discussions be
typical for teenagers to have with
their parents?
Activity 1 - Nothing
Activity 2 - Copies of
Reflection Worksheet with
questions concerning how
comfortable they are
talking to their parents
about sexual matters.
Optional Activity - Booklet,
"Undorstandlng AIDS"
found in pocket of back
cover.
93
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I
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lesson 12
A c t i v i t y2
i
What To Do
1.
Ask the students to fill cut the Worksheet (below).
2.
Assure them that their responses will be confidential.
3.
When they are ffinished
'
ask the students if they have any
general comments about
—their
----- answers or the exercise.
WORKSHEET
RELFECTION
1.
moDorTfSl^? am L,alking ab0Ut S9xual maners with my
mother? father? grandmother? grandfather?
7
2.
^*culd I like to be able to better communicate with my parents
about problems I have? How could I accomplish this?
3.
How would my parents react if I had an STD?
4.
How would my parents react if I had AIDS?
5.
WS Xie? STOTen,S ’° kn°" and unders,and
I
5.
sXan^DS?' my Paren’S Wan'ed ,0 ,a,k 10 ma a*™'
Optional Activity
W-Jia t To Dp
i.
Adapt (keeping in imind
'
what would be culturally acceptable)
and reproduce the booklet
m. »o=ket
in r
booklet or pamphlet.
"far
2.
ih°"il '0
3.
Sscuss them5 reP0'1 baCk
4.
Have students make suggestions on how to improve
communication with parents about AIDS.
94
’•’ter
paren,s' reac,ions “X
r
Communication
lesson
]
Activity 1
Y/ h a I T o D o
1.
Ask students to consider the
question: "What are some things
that might make it difficult to tell
someone that you have STD/AIDS?"
2.
Brainstorm and write responses on
the blackboard. Some possible
responses follow, and teachers may
want or need to start the discussion
with these if students have trouble
generating some of their own:
fear of rejection from partner
0 t? I e c t i v e s
guilt about having possibly
infected the other person
The students should be
able to
-
discuss STD and AIDS
and the issues that
surround them.
-
identify local
information/service
centres.
scared of parents finding out
embarrassment
3.
Discuss all responses.
4.
Break the class into small groups of
four or five. Give each group a
piece of paper with one of the
following words on it:
Prerequisite
Parents
Friends
Sexual Partner
Doctor
Priest/Minister
Teacher
Knowledge on AIDS/STD
transmission, symptoms
and protection.
Activity
1. Small group discussion
Brainstorming exercise
Ask each group to discuss and
record why a man/woman who is
HIV positive:
2. Case Study
Should tell that person
Should not tell that person
5.
It is O.K. if the group is split in their
decisions as long as they give
reasons to back their answers.
What You Need
Newsprint
Felt Pens
Chalk
Blackboard
6.
95
After fifteen minutes of group work
have a group presentation and
general discussion.
lesson 13
Q
Activity 2
What Tq Dp
1.
Break into small groups again to discuss the Case Study
(below).
2.
If there is time, share the small group reactions in the targe
group.
3.
Show the video, 'Better Safe’ from the Family Planning
Federation of Australia, Inc. or the office of the Unesco
Regional Adviser for Population Education in the Pacific,
Suva, Fiji.
4.
Invite the local doctor or nurse from the STD clinic to discuss
STDs and treatment services.
CASE STUDY
JOE'S STORY
Joe and Benny were two high school boys. Joe had gone away tothe capital for the Easter weekend. Three days after he returned,
Joe started complaining of having a "burning sensation* when hei
urinatect He told his friend Benny about it and both were worried \
but did not want to tell anybody about it.
After a lengthy discussion,, the two boys concluded that Joe had ?
contracted an STD. They did not know where la go tor help; The j
local doctor was a friend of both their families. They did not know \
where other focal treatment centres were focated.^';-;- r:-^ ■1
Joe lived in agony for the next few days and Benny suggested all j
the home remedies that he heard had worked with other friends of i
his, but they did not work for Joe.
J
Discussion:
1.
What da you think Jog stiouid do?
2.
Whare are your local treatment centres?
3.
What is Joe’s responsibility to hirnseIt? to others?
4.
Where can you get information on STD/AIDS?
96
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lesson. JL
'
Alcohol and Drugs
___
I
Activity 1
J
>
- T 1
"What Arg Drugs?
1.
Display the World Health
Organisation's definition of a drug.
I
'any substance which, when
taken Into the body, alters the
function of the body physically
and psychologically.'
i
2.
Ask students to brainstorm a list of
'drugs'.
3.
Write the list on the board (list
should include alcohol, tobacco,
medications, caffeine,
over-the-counter drugs, e.g.
codeine, as well as illegal
substances such as heroin, cocaine
and marijuana).
4.
Discuss these points:
Q b I a c t i v a s
The students should be
able:
to develop an awareness
that alcohol and other
drugs can put them at
nsk with HIV/AIDS
to make responsible
decisions about alcohol
and drug use.
We are a drug using society.
I
We choose to use or not to use
drugs.
Prerequisite
Knowledge on AIDS/STDs
transmission, symptoms
and protection.
5.
Discuss the fact that all drugs affect
the physical function of the body.
Some drugs are useful, for example
those medically presenbed. All
drugs however, can cause problems
for the users and their families.
6.
Ask which drug listed in 3 (above)
are harmful or illegal.
7.
Discuss why some teenagers use
alcohol and other harmful drugs.
Accept all responses.
Teaching Mota?;
Questions and Answers.
Ask, how the harmful drugs are used
(i.e. smoking, drinking, injecting).
97
lesson 14
8.
Ask students to list some common effects on people who use
alcohol and other harmful drugs.
Possible Responses:
a
b
c
d
e
f
g
h
J
k
I
light head, feel good
drowsiness
giddiness, silly behaviour
nausea, dizziness
slurred speech
aggressive behaviour
loud voice
unusual behaviour
loss of inhibition (less consideration for privacy,
modesty, values, responsibility)
slower reaction/response time
false sense of confidence
poor judgement (e.g. driving faster)
9.
Ask for some common consequences e.g. accidents, harm
others and self, etc.
10.
Ask the students why some teenagers use drugs.
Possible Responses:
a
b
c
d
e
f
11.
to experiment
to feel good
peer pressure - friends urging
to escape from personal problems like loneliness,
rejection, etc.
to act adult
to have an excuse to do something they wouldn't do if
sober - e.g. have sex, rob, burglarize, vandalize, etc.
Ask the students to describe their responsibility to their
parents, friends, and community in relation to the use of
harmful drugs. In addition to oneself, who else is hurt?
Activity 2
Discuss these case studies in small groups:
1.
A friend's mother is supposed to give you and some other
kids a ride home in her car after the school play. You think
she has been drinking. What would you do?
98
lesson 14
L
2.
Two good friends of yours have started to smoke marijuana.
How would you try to convince them to stop? If they don’t
stop, what do you do?
3.
You are invited to a party at a friend's house. Your friend tells
you that there won't be any adults there, and some of the kids
have said they’d bring some beer. What do you do? If you
decided not to go to the party, what could you do instead?
4.
Soma friends of yours have been trying to get you to smoke
cigarettes.’ But you know it’s bad for you and you really don't
want to do it. How would you tell them no? What activities
could you suggest to your friends instead of smoking?
A c t i v i t V 3 CASE STUDIES
Read the two case studies and discuss the questions.
1.
Mere meets Mosese at a night club and thought he was
handsome. After several drinks, Mosese asks Mere to leave
with him and both go to a hotel where they have unprotected :
sex.
What risks did Mere and Mosese take?
What influence did alcohol have?
What did they have to gain?
Were these worth the risk?
How would their future be affected if Mere became pregnant
or .either contracted HIV from Mosese who might have been
infected?
Viliame goes to a party where everyone, Including some of
his friends, are drinking beer:? A friend Introduces him
J
someone who was shooting cocaine (Into a vein), who
encourages Viliame to try itr Viliame was too drunk to realize «
what he was doing, but he let the IV drug user show him how
..:^!£^4o usa the needle^5«“:iMa^^»&s^-:. .
.. is
2.
•4 •
What risks did Viliame take?
What did he have to gain?
Was this gain worth the risk? ' '
What would you have done?
Activity 4
In groups of 5-6, discuss these questions and present your
findings to the whole group.
1.
What role do you think alcohol and drugs play in sexual
decisions and behaviours?
2.
3.
What dangers do drugs and alcohol create?
What advice would you give young people about drinking
and sexual relationships?
99
i
lesson 14
IV drug use is very high-risk for contracting HIV.
4.
What advice would you give a young person about needle
use and drugs?
5.
Why is having unprotected sex with a IV drug user risky? Or
having sex with someone who has had sex with an IV drug
user?
6.
Would you use drugs if a friend asked or dared you?
TEACHING NOTES
ALCOHOL & OTHER DRUGS
QUESTIONS & ANSWERS
Any questions about alcohol and other drugs? We hope we
can answer them here.
By the way, these are some of the most commonly asked
questions by kids.
Q:
Is homebrew like fruit Juice?
A:
No. A bottle of homebrew has the same amount of alcohol as
a can of beer. It tastes like fruit juice because it is made up of
similar ingredients: fruit juices and sugar. But unlike fruit
juice or soda pop, it contains alcohol. So do yourself a favour
and stick to fruit juice. It tastes just as sweet, but it's a lot
better for you. Besides, it's legal.
Adapted from
k
.
Helping Your Students Say HQ To Alcohol and Other Drugs. Teachers’
Guide. U.S. Department d Health and Human Resources. Pubic Health
Services.
-■■■".......................................
100
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lesson 14
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Q:
Is beer safer than wine or liquor such as whiskey?
A:
No way! A bottle of beer, a glass of wine, a 1.5 ounce “shot” of whiskey,
and a 12-ounce bottle of wine cooler all have about the same amount of
alcohol. So. if anyone tells you beer isn't as bad as "hard liquor" like
whiskey or vodka or gin, they just don't know what they’re talking about.
Q:
Why are kids starting to drink?
A:
Some kids believe that the only'way to fit in with a group is to do wnat they
think other kids are doing, like drinking. Most kids are into other stuff, such
as sports, reading, dancing, skateboarding, bike riding, photography,
writing stories, talking on the phone, studying hard, acting, drawing,
whipping up incredible desserts, doing odd jobs around the house.... Well,
you get the picture!
Some kids think that drinking is a way of proving they're grown-up. But
that's not true either. For one thing, lots of adults don't drink. For another,
staying healthy, making discoveries, and learning new things is really
proving you’re mature - and smart! ■ Smart kids don't drink or use other
drugs.
Q:
Why do you call alcohol a drug?
A:
Because it affects your brain and body. Like many drugs, your body may
need more and more alcohol to get the same “high" feeling. And if you
drink more and more, your body begins to need alcohol. That means you
get hooked on it. And that's not good.
Q:
Is alcohol safer than other drugs?
A:
Many adults have an occasional drink, but young people's bodies are still
growing and forming. Even small amounts can harm the brain, liver and
how you move. In other words, you might fall off your skateboard. Or even
worse!
Q:
What are some of the effects of smoking marijuana (also called
pot, grass, weed)?
A:
Some immediate physical effects of smoking marijuana are a faster
heartbeat, bloodshot eyes, and a dry mouth and throat. Marijuana also
makes it harder to do things which require concentration, swift reactions,
and coordination, such as speaking in front of the classroom, hitting a
softball, or jumping rope.
.
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101
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lesson 14
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Q:
What Is cocalne/crack?
A:
Cocaine is a very strong stimulant to the central nervous system, including
the brain. Crack is a form of cocaine that has been chemically changed so
that it can be smoked. Both forms of the drug are addictive and make your
body crave more of the drug. Most people who use cocaine do not realize
that they are becoming hooked, even when they are unable to stop using
the drug. Serious physical side effects include irregular heartbeat,
seizures, and heart attacks, even when used for the first time.
Q:
If you drink, use other drugs, or have any kind of problem that’s
bothering you, what can you do about It?
A:
Everyone needs help from time to time. After all, we're only human. And
getting help when you need it can make you feel better. Some people
think it’s a sign of weakness to ask for help. In fact, it's a sign of courage!
So where do you start?
1
I
■f
Remember, people who admit to themselves they have a problem want
to do something about it. They want to make the problem go away. That’s
good.
!
So, first, talk about whatevehs on your mind. Find someone you feel
comfortable talking to:- a friend, a teacher, a parent or other relative, or
your family doctor. Sometimes problems seem to work themselves out
when you talk about them. And sometimes, talking makes you realize your
problems aren't as hopeless as you might think.
I
If you're drinking or using other drugs to help solve your problems, stop.
And if you can't stop, ask for help. You'll do yourself a favour.
I
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Suggestion :
A video on drug use can be shown at the beginning or end of this session.
1 02
Self Esteem
lesson
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Activity 1
■
-...
Self Esteem
-A
1.
Write on the board the words SELF
ESTEEM.
2.
Ask the students to define what it is
and write down their answers on the
board.
3.
Add to the students' answers the
following definitions:
Objectives
The students should be
able to:
favourable opinion of oneself.
define self esteem.
self respect, self worth, self
concept, the feelings a person
has about the person he/she
believes him/herself to be.
realise the importance of
self-esteem and its
relationship to behaviour.
- discuss the role of self
esteem in AIDS
prevention and
development of
responsible behaviour.
how you feel about yourself.
how much you like yourself.
4.
Prerequisite
Knowledge of transmission
of AIDS and STDs.
Activity
Class discussion
Introspection
103.
Ask the question - What factors build
up positive self esteem and what
factors hinder them?
!
!
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lesson 15
Activity 2
Self Esteem
The South Pacific Games Gold Medal
i.
Have students draw on a piece of paper a South Pacific Games Gold
Medal chart with six equal parts.
2.
Number each part from 1-6 and have them fill in each part following these
instructions.
Part 1 - Write down three words whicn best describe your best qualities,
behaviour and character.
Part 2 - Write down one value in your life that you would never change.
Part 3 • Write down your most valuable material possession.
Part 4 - Write down your greatest personal achievement in life.
Part 5 • Write down the names of three people that make you happy and
make you feel good about yourself.
Part 6 - Write down one thing that you would like to do for one year with a
guaranteed success .....
3.
After the students complete the exercise, ask them to share the information
in pairs.
4.
At the end of this activity, ask students how they felt about themselves.
5.
Share some of the information it they wish to. Each student now has a
South Pacific Games gold medal reflecting their achievement on self
esteem and image of themselves.
1 04
f
lesson 15
-HI ■
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Activity 3
Fine/Good Qualities
Have students draw or trace their hand showing their five fingers on a
sneet of paper.
2.
Give the following instructions:
In pairs, write on three fingers three positive or good qualities and
behaviour about yourself.
Ask your partner to write down 2 positive or good qualities and behaviour
he/she finds in you. Each finger now will be filled with all the good
qualities about yourself..
In pairs, ask students to share the information with each other.
Ask for volunteers to share their information with the class.
1 05
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lesson 15
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Teaching Notes
.'/'"at ;s Self Esteem
Self esteem is how you feel about you ■ how much you like yourself. It
changes constantly depending on what happens to you in your relationships
with others.
» may be
u.ow/negative
high/positive
A person with low self esteem doesn't think much of him/herself. He/she
feels unloved by other people. A person with high self esteem is happy with
' im/herself as a person. This does not mean that he/she brags to others or
nows off. Rather a person with generally high self esteem feels OK about
him/herself.
Self esteem is influenced by:
parents
friends
brothers and sisters
:eachers
bosses
workmates
fact by everyone with whom we come in contact.
it is also influenced by:
the environment we are in - whether it is a caring place to live/work, or cold
and impersonal;
the weather - many people find that the weather is an important influence
on how they feel, both about themselves and others;
what a person is doing on a particular day. It is difficult to maintain your
level of self esteem on boring, nothing to do days;
the media - many people try to live up to the stereotypes of behaviour and
appearance presented in the media. If they are unable to achieve this it
may negatively influence their esteem.
A-’npled from: Parsonal Davslopment Unit
NSW Oapt of Education
March 1986
1 06
r
lesson 15
c
We can also influence our own self esteem by:accepting ourselves more:
0
getting to know ourselves better;
©
being more positive about what we do well;
0
acknowledging (but not worrying about) what we don't do well and trying
to improve in that area, if that is what we want to do;
©
being more aware of how we feel and expressing those feelings to others.
It is important to have a high self esteem because people who like themselves
are likely to:
□
Q
Q
©
O
see themselves as being liked and worthy;
be more accepted by their fnends;
behave in socially acceptable ways;
have a sense of purpose;
be attractive to other people:
generally live happy and productive lives;
have responsible sexual behaviour to protect him/herself from HIV/AIDS
in'ection.
I
I
lesson
Friends
Activity 1
f
My Friends and Me
I
1.
Have students write down a list of
the five qualities that they most
admire in a friend, then brainstorm a
list of friendship features.
2.
Divide the class into groups of at
least four. On a sheet of newsprint,
have group members draw three
concentric circles representing
levels of friendship (e.g. close
friends, friends and acquaintances).
Q b j 9 q t I v e s
The students should be
able to:
identify who their real
friends are.
recognise the influence
of others on personal
behaviour.
P-r
Discuss different kinds of friends e.g.
best friends, classmates,
team-mates and the qualities that
characterize these different levels of
friendship.
r e q y | ^ | t e
Knowledge on AIDS/STDs
transmission, symptoms
and protection.
Write qualities in the appropriate
circle.
3.
AC t I V I t V
Have small groups report back to the
class group.
Group Work
Discussion
Some points to consider in
discussion:
What You Need
Do friends encourage you to do
things that would cause harm?
Newsprint
Felt pens
Do friends always help when
there is a problem?
109
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/
lesson 16
S^HBSiSSEa;.
Activity 2
Responsible/Irresponsible
i.
Have students discuss the following situations in small groups and try to
form a consensus as to where on the continuum the decision best fits.
’’Friends”
(a) Mere is spending the night at Ana s house. Ana is 17, and her parents
are away for the weekend. Mere notices the well-stocked liquor bar
and suggests that they make themselves a drink.
Responsible
Irresponsible
l______
____________ I
(b) Ana refuses, knowing her parents would not approve.
Responsible
Irresponsible
I________
____________ i
(c) Mere begins to tease Ana for being a coward and even offers to take
the blame if they were caught.
Responsible
1______
Irresponsible
1 10
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