Lesson
3
Recognizing Obstacles to AIDS Prevention
Lesson
3
Once we come to an understanding of high risk behavior and of the obstacles to preventing this behavior, we should develop the strategies to help us overcome these obstacles. As we practice examining, discussing, and negotiating the way we conduct our lives, we gain greater control over our lives.
1. Students will review the most important AIDS prevention strategies and reasons why we don’t readily adopt them.
2. They will examine ways of overcoming obstacles.
3. They will gain insight into some of the difficulties experienced in purchasing condoms.
4. They will learn the proper way to use condoms.
1. Students will practice listening, speaking, reading and writing.
2. They will analyze complex social situations and practice problem solving.
3. They will practice use of the future modal "would."
4. They will prepare a short demonstration speech.
5. They will practice use of prepositions of place.
Begin the lesson by inviting a few students to read from their homework. Pay particular attention to their responses to question a) above: What are the most important AIDS prevention strategies? Divide the board into two parts. On the left half of the board, list the AIDS prevention strategies. Ask students to add to the list. Make sure the following are included in some form:
AIDS Prevention Strategies
a) avoid sexual intercourse, or if you do have intercourse,
b) avoid exchange of body fluids by using condoms the right way every time;
c) select partners carefully, reduce the number of partners;
d) don’t use drugs, but if you do,
e) avoid sharing of drug needles and syringes.
(10 minutes)
Now ask students to identify the most important obstacles to AIDS prevention, or reasons why people do not utilize the AIDS prevention strategies. For example, what are the reasons why many couples don’t practice sexual abstinence, and what keeps them from using condoms? Remind students that these obstacles were identified in their homework, question b) "what strategies are most difficult to adopt?" and "Why?" Put these on the board. (10 minutes) Obstacles to prevention strategies could include:
Obstacles to Prevention Strategies (explain "obstacles")
a) inability to resist pressure to be sexually active;
b) embarrassment talking about sexual matters with a partner;
c) belief that sex is not pleasurable with condom use;
d) embarrassment buying or getting condoms;
e) not knowing how to use condoms properly;
f) not knowing that a person may look and feel fine and yet have had HIV and been capable of infecting others for years before s/he gets sick;
g) fear of ridicule or rejection by a partner who does not support the idea of practicing safe behaviors;
h) low self-esteem, depression, no sense of a future worth living for self or family;
i) laws prohibiting needle possession or needle exchange programs;
j) not knowing how to clean needles (see Appendix I).
Prioritizing Obstacles
Once all of the obstacles have been listed on the chalkboard, have students choose the five most important obstacles to utilization of HIV prevention methods for a group of people such as this class. (5 minutes)
Finding Solutions to Eliminating the Obstacles
Divide the class into five groups. Assign one of the five major obstacles to each group. Through discussion, the groups are to create solutions for eliminating the obstacle assigned to them. Students should use their imagination in creating solutions. Possible solutions might be to prepare young people to resist pressure to be sexually active, enable people to increase their comfort level in purchasing condoms through role playing, instruct people in the proper method for using condoms. Encourage each group to come up with as specific and detailed a solution to their obstacle as they can in the 10 minutes allotted.
Discussion of Solutions
Have a spokesperson for each group report his or her group’s solution to the entire class. Discuss the solutions and ask for other possible solutions from other class members. Note solutions on board next to obstacles. (10 minutes)
Anticipating an Uncomfortable Situation:
Buying Condoms
First explain to students that this exercise is about protection that they need now if they are sexually active or will need when they decide to have sex; and while that might not be for a long time, it is important information that they will need sometime.
Next ask students to write how they imagine they would feel if they were involved in a relationship, and prior to intercourse a partner took out a condom and suggested they use it. Explain that their responses will not be collected.
Tell students that in studies of young people, both males and females reported that when a partner suggested condom use, they felt it demonstrated caring and they liked the person better for this. Ask students if their own responses were similar or different from this research. Tell students, you should feel good about buying condoms. You are protecting yourself, your partner, your family, and your future.
Next, ask students to write a description of the following situation:
Imagine that you are going to a pharmacy or clinic to buy or ask for latex condoms.
Now imagine:
1. What would you say to the pharmacist or clinic employee?
2 What would it feel like?
3. Why would you feel that way?
The instructor can use this as an opportunity to review the future conditional modal, would + simple form of the main verb.
(10
minutes)
Ask students if they think thinking about the future helps us deal with it more effectively? Will it make the actual buying of condoms any easier? Remind the class that our ability to think ahead enables us to prepare for the future.
1) Put the following on the board: write directions to the pharmacy or clinic closest to the school or to your home. Explain that accurately giving and receiving directions and knowing how to get and properly use condoms are both very important skills in modern society. (The instructor should review the prepositions of place, from, to in, on, at, next to, across from, in front of, behind, etc.)
2) Hand out How to Use a Condom. Ask students to prepare a short demonstration speech. If this might be too embarassing for students, the instructor can assign each student one step in the How to Use a Condom process. The class can then work together to present the steps in proper order.
3) Hand out the Role Play, A Failure In Communication. Ask the class to read it for homework and try to learn what caused the failure.
Role Play
A Failure In Communication (Click here
for copy-ready handout.)
SITUATION:
You and your boyfriend (girlfriend) have been going out for a while. From the beginning you touched and kissed a lot. On his (her) birthday, you are alone and feel very close. You begin kissing and touching and feeling excited. Your boyfriend (girlfriend) wants to have sex with you, but you want to tell him (her) that you are not ready.
FRIEND: Why are you stopping now?
YOU: Wait. I’m not sure I’m ready.
FRIEND: It isn’t my birthday every day, you know.
YOU: Yeah, I know.
FRIEND: There’s no reason to wait. It will mean even more now. What’s the difference, now or later?
YOU:
Well, I’m not sure.
FRIEND: I thought this was what we both wanted.
YOU: Do you love me?
FRIEND: Yes, and sex is part of love. Right?
YOU: I guess you’re right.
(They stop talking and go back to kissing--this direction should only be read.)
What happened? Make a list of things the character "You" might do or say differently to be effective and get what s/he wants. Everyone should understand that the failure of "You" in the role play was a failure to clearly and firmly say NO.