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The extensive progress that has been made in HIV/AIDS prevention and treatment has been unable to quell the risk among 13 to 24 year olds in the United States. As such, prevention efforts directed towards this age group have been well researched. Focusing on college students as a representative segment of this risk population, many education efforts have been attempted with varying success. Theories of HIV/AIDS learning match well with the successful pieces of past education programs, and therefore provide a framework for creating a new teaching module. Incorporating both theoretical and practical information from past research, a new HIV/AIDS teaching module was created for incorporation into a university classroom. A new method of teaching HIV/AIDS was developed by adding the creativity, energy, and humor that has been advocated in the research and yet has been missing in many previous programs. The new approach presents information to a high-risk age group in a manner that is both easy for instructors to teach, and effective and interesting for students to experience.
Contents: Introduction, What is AIDS?, Let s Unite in Our Efforts to Fight AIDS, Love your Life, Fight AIDS, Love Your Life, Don t Even Consider Getting AIDS, If There is Life, There is Hope, Have Empathy Towards Other, Knowing Our Bodies, A Closely-knit Family can Easily Fight AIDS, NIT-NOI Goes to the Doctor, Meet in the Middle, We Don t Want to Contract AIDS, AIDS is Preventable, AIDS is a Danger to Life and Society, Protect Yourself from AIDS, Leading a Good Life that is Free from AIDS, Happy Family, Free from AIDS, Healthy Practices can Prevent AIDS, Reason and its Application will Save your from AIDS, Self-control can Prevent One from Contracting AIDs, Leading an Ethical Life Helps Prevent AIDS.
This critical interpretivist case study explored students' experiences of an HIV/AIDS service learning module run in the School of Psychology at the University of KwaZulu-Natal. The study was originally initiated in response to a request from CHESP to evaluate this module. It has since become an independent study with the purpose of exploring the kind of learning (HIV specific) that students gained from the module. A number of studies have attempted to explore students' experiences of service learning through students' evaluations, or have focused on the effects of the community intervention on the community. These are often of a quantitative nature and do not engage with students' experiences on a deeper level. They also tend to focus on measuring students' knowledge and understandings of HIV/AIDS. The objective of this study was to qualitatively explore whether students had experienced a genuine engagement in the service learning module, focusing on their level of reflection on their identities, their understandings of self and other, and their understandings of their own location within the HIV/AIDS epidemic.
For teachers looking to lead the way in shifting attitudes about HIV and AIDS, this helpful resource offers the information needed to effectively raise awareness in students. Beginning with a general background of HIV and AIDS education, the guide covers sociocultural factors, actions to combat HIV and AIDS, resilient coping strategies, healthy school environments, and more. Emphasizing the creative use of limited resources, this is an essential manual for teachers looking to easily and adequately expose their students to the pressing issues of HIV and AIDS.
A unique multi-media teaching kit for those instructing clients, staff, and students about HIV/AIDS. HIV/AIDS has rapidly emerged as one of the greatest threats to human health in the 21st century. In the absence of a cure, prevention remains a crucial strategy for reducing its impact. It is critically important to understand not only the science of the disease, but also the behavioral and sociocultural influences that both facilitate and prevent the spread of HIV. In a concise and convenient format The Complete HIV/AIDS Teaching Kit provides a multidisciplinary approach to teaching the biomedical, social, psychological, and behavioral aspects of HIV transmission, prevention and treatment--offering readers a full understanding of the disease. Helpful teaching tools like learning objectives, key medical and science terms, discussion questions, and quizzes are just a few of the resources included in the text to make counseling clients, leading group discussions, teaching students, or offering outreach in your community more accessible and effective. The CD Includes: PowerPoint slides In-classroom learning activities Supplemental homework assignments Recommended reading lists Web resources And much more! Use the companion volume, Tools for Building Culturally Competent HIV Prevention Programs to answer all your questions about program structure, effectiveness, goals, recruitment, evaluation, and more.
This document is a resource guide designed for teachers, youth leaders, and health educators as a practical and relevant approach to integrating information on Acquired Immune Deficiency Syndrome (AIDS) into their existing courses. The curriculum is written in language appropriate for teenagers, junior college students, and the young adult community. It is divided into four sections. Section 1, The Curriculum, discusses reasons for teaching about AIDS, how to use the curriculum, guidelines for teaching high school students about AIDS, basic information on AIDS, and safe and unsafe sexual activities. A sample lecture is provided. Section 2, Teaching Plans, contains an introduction and seven plans which present different approaches to teaching about AIDS in the classroom: (1) The Basic AIDS Unit: A One-Class Module; (2) Public Response to AIDS; (3) Civil Rights Issues and AIDS; (4) Epidemics and AIDS; (5) Sexually Transmitted Diseases and AIDS; (6) The AIDS Virus; and (7) Pursuing a Medical Mystery--The Story of AIDS. Section 3 provides teaching materials, including six worksheets and a test. Section 4 contains background materials on AIDS. In addition to worksheets and teaching plans covering the medical, social, and legal aspects of AIDS, the guide provides suggestions for talking about sexuality in the classroom, troubleshooting tips for teachers, staying updated on AIDS information, and AIDS resource listings. (NB)
HIV/AIDS has been named the Sub Saharan disease. In countries that have achieved significant declines in HIV prevalence, young people have registered the biggest behavioural changes. It means they hold the keys not only to our understanding of the epidemic, but more importantly, to the efforts required to stem the tide of infections. However, the majority of young people are ignorant of how to prevent transmission, have low compliance to condom use, which is in some cases accentuated by misconceptions about HIV/AIDS transmission and have insufficient knowledge regarding transmission and avoidance behaviours. As such, consensus on feasible preventive interventions target young people, particularly those in schools. It is on this premise that the book unlocks the key pillars in effective HIV/AIDS education policies and practices.The study has drawn upon the experiences of selected Urban Schools in Malawi to explore the needs of young people in classroom, the extent to which the classroom practices respond to the needs, and the factors influencing these using questionnaires, interviews, lesson observations, and document analysis. Malawi typically represents most Sub Saharan African countries in terms of challenges faced by education systems. Given the similar cultural settings of the people of Sub Saharan Africa, the findings and recommendations of the study generalises to the education systems of Sub Saharan Africa to a greater extent. The book shows the need for open discussion climates on HIV/AIDS issues despite a conservative cultural and religious adult world that is not open. It has also identified a need for explicit and accurate knowledge on HIV/AIDS issues, opportunities to acquire behavioural skills for HIV prevention, and involvement of external speakers in classroom HIV/AIDS education.Current classroom practice does not address the pupils‘ needs adequately. Factors influencing this can be linked to lack of policies responsive to culture and religion, ineffective and inadequate teaching policy guidelines, and lack of a policy prioritising HIV/AIDS education. The findings suggest that in future, effective HIV/AIDS Education needs to be informed by the pupils’ needs. To address these needs, support from the wider society and related policies, coupled with appropriate management and classroom practice will be required. The book is therefore an indispensable tool for education systems in Sub Saharan Africa. It provides an effective model for the development of effective HIV/AIDS policies and practices in HIV/AIDS education curricula.