a sourcebook of hiv/aids prevention programs volume 2

The Jerusalem AIDS Project, Israel 91learners to ask questions and share their views, educators get a feel for theirlearning needs.I speak with my classes in an open way and I give them [the learners] the feeling they canask every question they want.They [the students] are encouraged to talk about their own experiences in a dialogue. Thisway, we create dynamic lessons like a ping-pong game.JAIP ImplementersAnother important aspect of JAIP is the humanizing of HIV/AIDS,which is done by inviting people living with HIV/AIDS to talk withlearners about their experiences. Program implementers have found thatmeeting with people with the disease also increases learners’ acceptanceThey hear my personal story of how I got infected and how I live with it now. To see a personinfected by HIV, who is close to them by age is enough to make them respect individuals’rights and decrease stigma.JAIP Implementerof and respect for them.The program also promotes (but does not provide) HIV testing. It providesinformation about where learners can get condoms and how to usethem. It operates a free HIV/AIDS hotline, which provides informationand counseling. Following a successful pilot, the hotline service was extendedWe teach then to raise the issue of STIs with their partners; we teach them to insist on safesex; we teach them to have open and honest talks with partners before having sex.JAIP Implementerto the Internet in 2006. Young people, who are very active users of theInternet in Israel, can use it for live chats with hotline counselors.The program uses a wide variety of methods to deliver its messages. Theseinclude group discussions, lectures, printed materials, videos, dramas, songs,games, and cartoons.ComponentsThe JAIP program includes six components:• AIDS education in schools(c) The International Bank for Reconstruction and Development / The World Bank