Health Education to Prevent HIV/AIDS & STIs - Department of ...

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Department of Education TVET Division HIV/AIDS & STI Teacher Guide Figure 1 Bridge Model (Peace Corps, 2001) Draw this bridge on the board. Ask students in pairs to brainstorm which life skills will help people travel to a healthy life style. They write these on scrap paper and make a bridge on the board. For example, • Self awareness • Communication • Decision making • Strong values • Critical analysis • Assertiveness • Goal setting • Empathy • Problem solving • Self esteem • Self confidence • Conflict resolution & managing emotions • Correct use of male and female condom Say, “Abstinence, faithfulness and using condoms correctly are all life skills to protect yourself against HIV/AIDS and STIs” c. Conclusion: (15 mins) Quiz In pairs students answer these questions. i) True or false. Women with HIV always give HIV to their babies (False) ii) True or false. Women with HIV should never breast feed. (False) iii) True or false. ART can prevent parent to child transmission. (True) iv) True or false. Breast milk is better than powered milk. (True) v) True or false. If you get infected blood on your skin you could become HIV positive (False) Students should read the rest of the section on life skills and complete the Self Study tasks. 60
Department of Education TVET Division HIV/AIDS & STI Teacher Guide Learning outcome 3: Demonstrate how to resist pressure to have unsafe sex Lesson 16 By the end of this lesson students can… 3.1 Demonstrate negotiation skills for safe sex Resources: Role play negotiation case studies written out on cards (enough for one case study for each pair) a. Introduction: (5 mins) Yes! No! game In pairs the students face each other. One can only say “yes!” and the other can only say “no!”. Using only these words they have to persuade their friend to change their word….by begging, shouting, cajoling. Say, “Negotiating safer sex is very important to protect yourself from HIV/AIDS and STIs and unplanned pregnancy. You can also negotiate to avoid other risks, like drinking home brew. Try to make a decision that both of you can accept…” • “Let’s do….instead” • “I won’t do that, but maybe we could do…” • “What would make both of us happy” • “I don’t feel like doing that now, why don’t we….” b. Main Activity: (30 mins) Read the Jim and Elly role play from the Resource Book. Ask students in pairs to role play what happens next. How can Elly persuade Jim to use a condom Ask several pairs to demonstrate their role plays. Q: How do good negotiators use their voices Q: Which options do negotiators offer Q: How do good negotiators use their body language c. Conclusion: (25 mins) Distribute these negotiation case studies among the groups. Ask them to role play these and be prepared to show the role play to others showing negotiation techniques. Participants should give each other positive and constructive feedback on their body language and speech. Role play 1 Your friend wants you to skip school to go and drink home brew. He says all of your friends are going. You got caught last month off the school grounds and don’t want to get caught again. Negotiate with your friend. 61
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