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

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Department of Education TVET Division HIV/AIDS & STI Teacher Guide Lesson 22 By the end of this lesson students can… 1.1 Describe the situations when people who are affected with HIV are harmed by stigma and discrimination 1.2 Describe situations when people who are infected with HIV are harmed by stigma and discrimination 1.3 Explain the negative consequences of stigma and discrimination on people affected or infected by HIV Resources: Statement on the board before the lesson begins, picture of bridge model, scrap paper (enough for 2 for each student), case studies written onto butcher paper or photocopied from book (enough for 2 case studies between 4 students) a. Introduction: (10 mins) Write this sentence on the board: How do people infected and affected by HIV/AIDS feel when they are being stigmatised Ask students to work in pairs for 5 mins and list words or phrase which describe how PLWHA would feel. E.g. The sooner I die the better, no one cares about me, lonely, rejection Make a list of these words and phrases with the class. Say, “PLWHA should not feel out of place when meeting with people who are not infected and affected. It is a Christian duty to make them welcome.” Now choose one student to start the lesson with the prayer they wrote for their self study task. b. Main Activity: (30 mins) Stigma and discrimination case studies In groups of 4 (mixed sex if possible) ask students to read two of the case studies. Say, “How would you feel if you were the person in the case study What would you do if you were there” Case study 1 One of the teachers at your school has been sick recently. They recover and return to class but the rumour is that this teacher has got HIV. Some of your peers in the dorm decide that they won’t go to that teacher’s class until the Headteacher sacks them. What will you do Case study 2 Matthew’s uncle has contracted HIV. He has started to work with the local Provincial AIDS Committee and sharing his story. When he comes to Matthew’s village he walks over to hug him and share buai but Matthew backs away. His uncle is upset but tries not to show it. Later that night he notices that the cutlery he has used has 78
Department of Education TVET Division HIV/AIDS & STI Teacher Guide been thrown in the rubbish pit and his usual bed is not in the house. Instead it is in the haus win. If you were a member of this family what would you do Case study 3 You are playing volleyball and one of your team mates leaps for the ball and smashes their head open. It is bleeding a lot. No-one goes to help and you hear someone mutter about AIDS. What will you do Case study 4 You are on the PMV with your mates and having a great time. One of the women on the bus complains about the noise and your best friend yells out, “Shut up, AIDS meri”. All your friends laugh. What will you do Ask groups to give their answers to the questions and discuss these with them. Remind them that a Christian would not show fear or stigmatise someone because of their sickness. Jesus ministered to the sick. c. Conclusion: (20 mins) The Bridge Model Draw a picture of a bridge on the board. On one side draw pictures of your students. One the other draw pictures labelled PLWHA. Say, “The model of a bridge binds the positive healthy life style with religious beliefs, education success, better sustainable livelihood and cultural beliefs. How can we build a bridge between us and PLWHA” Ask the students to write words of love and care for PLWHA person in a Christian and Melanesian Culture and stick them between the people to make a bridge. For example, words like; I still love you, God will forgive your sins, you are useful, wanbel stap, we are with you. etc. Finally, ask students to read the section in their Resource Book and complete the Self Study tasks. Thank them for their thoughtfulness and empathy. 79
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