Elementary School-based HIV prevention education Essay

human immunodeficiency virus- streak is important if the global efforts to eradicate aid epidemic go out be realistic. A school based programme is besides necessity as most school age children ar adolescents and new human immunodeficiency virus infection (incidence) is common among adolescents of school age and providing such with stripe fosterage empowers them towards personal protection. Further much, it is important as school students are more burning to learn new information and the school is a veritable highway to reach large population of young sight (Wilson, 2010).There are two major packages bespeakd in HIV prevention tuition in schools namely the abstinence and comprehensive packages. The abstinence package is bound in that it only emphasises benefits of delaying sex till marriage without emphasis on how to protect students if he or she chooses to fork over sex. The comprehensive turn up promotes detain sex initiation while it also educates on signifi brush o ffce of preventative use. There are various ways a teacher green goddess add HIV raising to wellness classroom curriculum.Consideration in adding HIV education to health classroom curriculum Adding an HIV prevention school curriculum demands a plowation of existing local guidelines and law that directs the type and scope of HIV prevention or sex education that peck be minded(p) in that locality. The cultural consideration is also important as there are usually cultural differences regarding issues that can be compulsorily part of HIV prevention education, for instance, human sexual activity.A sound cognisance of prevailing cultural and religious beliefs allows HIV prevention education to sensitively, yet efficiently handle issues in such a manner that does not contradict or conflict the existing value of young school age learners. There is also need to consider state of students as some students in endemic areas are already infected with HIV and this will influence the appr oach adopted. Family life and sexuality of students is another issue. HIV prevention education should address individuals of all sexualities. head start pointThe starting point is talking to the students and allowing them to gather up questions. It is important to ask them what they expect from the programme and assess their present knowledge so as to know where to concentrate and where their present knowledge is limited. (Wilson, 2010). Cross curricular approach This ensures that it is not only the scientific basis of HIV transmission that is structu crimson into the curriculum but also the social aspect of HIV/ aid . The curriculum should involve real life situation including AIDS awareness and not just biological and medical facts about HIV virus. put forward for instance the biological knowledge of the disease will not avail the student to negotiate condom use and hence the need to question vital issues likes sexuality and drug use as well as relationships in the curriculum (Danny etal, 2009). mobile learning approach This implies students are allowed to participate, involve and use the given information as well as harbor them. Providing information about HIV prevention alone is not effective. diligent participation can be via role play and group trim . This allows for skill building such as how to say No to Sex.Here, the teacher may explain how HIV is transmitted, the various signs and symptoms and how HIV is not transmitted. A medical specialist may also be invited to give health talk on the subject matter. The teacher may demonstrate these by showing pictures of those already infected, the various means of transmission and non-transmission. Films and posters of those infected can also be shown in class. Teachers also gives examples of high seek behaviour using charts and students are later asked to give examples (Danny etal, 2009).Active learning is a useful means of imparting young people and inculcating in them HIV prevention and social ski lls. Take for instance the teacher gives behavioural cards to students having divided them into groups of 5s and ask students to assign the behavioural cards to the corresponding risk sign and discuss just like the teacher had earlier explained . Active learning makes HIV prevention education to be fun and enjoyable. On a discussion of abstinence for instance, after the teacher might go defined the concept and the associated myths and facts, students then discuss why young people may want to construct sex (Wilson, 2010)The use of quizzes, drama and AIDS games This allows for assessment of what students have learned and gives them opportunity to put into practice, the information given to them. In HIV prevention game, colored pebbles are given to students with more colours given to a student than the other and the students are afterwards asked to trade the colored pebbles with one another. At the end of the game, those with more of red pebbles are regarded as HIV infected and tho se with more of blue have used condom while those with more of yellow are regarded to have abstained.This whole exercise makes the process a fun and enjoyable. References Wilson, S. N (2010). sex activity Education Our Current Status, and an Agenda for 2010 Family Planning Perspectives Volume 32, Number 5, kinfolk/October 2000 Retrieved on August 20, 2010 from http//alanguttmacherinstitute. com/pubs/journals/3225200. html Danny etal (2009). AIDS/HIV Education for Preservice wide-eyed Teachers Journal of School Health Volume 60, Issue 6, pages 262265, August 1990 Retrieved on August 20, 2010 from http//onlinelibrary. wiley. com/doi/10. 1111/j. 1746-1561. 1990. tb05930. x/abstract