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Comprehensive HIV education

Comprehensive HIV education

It is important that a session featuring an educator with HIV be part of a comprehensive HIV education program. In order to make the most of the session, students need information in advance, and time to process afterward. The session itself may have an emotional impact which can help students absorb the technical prevention information they have been given

In 1994 Kirby and Associates conducted an examination of the relationship between HIV/AIDS, adolescent sexual behaviors and sex education curriculum used in secondary schools. Content analysis revealed several important characteristics. Effective programs include the following characteristics:

  • Include a narrow focus on reducing sexual risk-taking behaviors that may lead to HIV/STD infection or unintentional pregnancy. Behavior goals are limited and specific, such as delay of initiation of intercourse or using protection.
  • Use social learning theories as a foundation for program development. These programs go beyond the cognitive level and focus on recognizing social influences, changing individual values, changing group norms and building social skills.
  • Employ a variety of teaching methods to involve the participants and have them personalize the information. Experimental classroom and homework activities included in small group discussions, games or simulations, role-playing, written rehearsal, verbal feedback and coaching, visiting or telephoning family planning clinics and interviewing parents. Several curricula also used peer educators or videos of characters who resembled the students.
  • Provide basic, accurate information about risks or unprotected intercourse and methods of avoiding unprotected intercourse. The information should focus on basic facts needed to make behaviorally relevant decisions.
  • Include activities that address social pressures on sexual behaviors. Such pressures include media and social factors.
  • Reinforce clear and appropriate values and messages to strengthen individual values and group norms against unprotected sex.
  • Provide modeling and practice communication and negotiation skills.
  • Provide training for individuals implementing the program.
 

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