This group of pages describes a number of activities that can be used to educate young people about HIV infection and AIDS. The activities are designed for use with groups of young people and aim to be effective by involving young people. The activities are suitable for use with a wide range of young people. They may be adapted slightly for younger and older age groups.

There are four basic types of activity :

1. HIV and AIDS - the facts

Three Statements about AIDS

Aims

To distinguish between facts and misinformation about HIV and AIDS.

What you will you need ?

Chairs in a circle. Small pieces of paper, pens. Large sheets of paper. Time about 30-45 minutes depending on the size of the group.

What you do ?

Hand out 3 small pieces of paper to each group member and ask them to write on each one some statement they have heard about HIV or AIDS (this need not be something they agree with).
Collect in the small pieces of paper and deal them out at random.
Divide the group members into two roughly equal groups.
Distribute a large sheet of paper to each group with headings 'AGREE', 'DISAGREE' and 'DON'T KNOW' on it. Ask group members to sort their small pieces of paper into each of these columns, reaching agreement on where each statement should be placed.
When they have done this (about 20 minutes probably), both groups should be asked to justify their decisions to the main group as a whole. So group members must be prepared to say why they made the choices they did.

Facilitate a discussion of the scientific, medical and social issues raised by the statements and where they are placed.
Likely outcomes
By having to defend the decisions made, the group will have a chance to begin to distinguish facts from prejudice and misinformation. Your own interventions will help consolidate understanding.

The AIDS Quiz :

1. Does HIV only affect gay people?
Yes
No
Only gay men
Only gay women

2. Approx. how many people are infected with HIV world wide?
3.5 million
25 million
40 million

3. How can you tell if somebody has HIV or AIDS?
Because of the way they act
They look tired and ill
You cannot tell

4. Can you get AIDS from sharing the cup of an infected person?
No
Yes
Only if you don't wash the cup.

5. Which protects you most against HIV infection?
Contraceptive Pills
Condoms
Spermicide Jelly

6. What are the specific symptoms of AIDS?
A rash from head to toe
You look tired and ill.
There are no specific symptoms of AIDS

7. HIV is a…
Virus
Bacteria
Fungus

8. Can insects transmit HIV?
Yes
No
Only mosquitoes

9. Is there a cure for AIDS?
Yes
Only available on prescription
No

10. When is World AIDS Day held?
1st January
1st June
1st December

11. Is there a difference between HIV and AIDS?
Yes
No
Not very much

12. Approximately what percentage of those infected with HIV are women?
19%
50%
74%

13. Worldwide, what is the age range most infected with HIV?
0-14 years old
15-24 years old
25-34 years old

14. Is it possible to prevent a women infected with HIV from having an infected baby?
Yes
No
Only is she takes a special drug

15. Are extra large condoms....
Wider
Longer
Both

Quiz Questions Answer Sheet :
No
40 million
You cannot tell
No
Condoms

There are no specific symptons of AIDS
Virus
No
No
1st December
Yes
50%
15-24 years old
Only if she takes a special drug
Both

2-HIV and AIDS - transmission

This page describes two activities, Transmission Runaround, and Condom Leaflet, which help group members to learn about the transmission of HIV

Transmission Runaround

Aims :

To assess levels of awareness of how HIV is transmitted. To encourage group members to think about a variety of transmission routes.

What you will need ?

A reasonably spacious room, to allow for free movement.

A copy of Transmission Runaround 'True/False Sheet' for yourself and the answer sheet. Two large sheets of paper clearly marked 'STRONGLY AGREE' and 'STRONGLY DISAGREE'. Pins.

Time - up to 60 minutes depending on the number of statements used and the size of the group.

What you do ?

Put up the 'STRONGLY AGREE' and 'STRONGLY DISAGREE' sheets on the wall at opposite ends of the room.
Explain to the group as a whole that you will read out a series of statements, one at a time. Each person is to think about whether they agree or disagree with it, and move to the appropriate side of the room. It is all right to stay in the middle if they are uncertain.
Read the first statement. Once everyone has moved to their chosen place, ask members to choose one person near them and discuss why they are standing where they are.
Now ask people to choose one person standing as far away from them as possible, and to discuss the statement with them, explaining why each has chosen to be where they are.
Repeat the procedure with as many statements as time allows.
Re-assemble as a group and, going round the group, ask each individual to identify one piece of information they are confused or unclear about. Ask members of the group to clarify the issues involved and intervene yourself where necessary.
Likely outcomes
At the end of the exercise, it will be clear what areas of uncertainty remain. Individuals will have had a chance to think about ways of transmitting HIV, and to discuss these with other group members. It will also be clear that transmission routes for HIV are very specific e.g. It is not 'sex' that transmits the virus, but unprotected sex involving penetration. People can sometimes become quarrelsome during this exercise so you may need to intervene to settle disputes.

True / False Question Sheet :

You can become infected with HIV by sleeping around.
Injecting drugs will give you HIV.
You can get HIV from toilet seats.
If you are fit and healthy you won't become infected with HIV.
Married people don't become infected with HIV.
If you stick with one partner you won't become infected with HIV.
Women are safe from HIV as long as they use a contraceptive.
You can become infected with HIV from sharing toothbrushes.
If you have sex with people who look healthy, you won't become infected with HIV.
If you only have sex with people you know, you won't become infected with HIV.
Anal sex between two men is more risky than anal sex between a man and a woman.
You can become infected with HIV from kissing.
A man can become infected with HIV if he has oral sex with a woman.
A woman can become infected with HIV if she has oral sex with a man.
Condoms can stop you becoming infected with HIV.

True / False Answer Sheet :

Sleeping around is not in itself risky, but having unprotected sex with an infected person is. By using condoms properly and by avoiding sex with penetration, you can substantially reduce the risk of infection.
Only if the needle or syringe previously has been contaminated with HIV.
There are no known cases of HIV infection via toilet seats.
It does not matter how healthy or unhealthy you are, if you engage in risky activities you stand a chance of being infected.
This depends on the partners involved, what they did before they met, whether either has unprotected sex outside of the marriage or injects drugs using contaminated equipment. Marriage by itself offers no guarantees of safety.

As for No 5.

Only condoms offer women protection against HIV, and even condoms cannot offer complete safety. Other forms of contraception do not offer protection from HIV.
There is no evidence of transmission via this route, but it is sensible not to share toothbrushes for general health reasons.
Most people with HIV will look perfectly healthy. Looks are therefore a useless way of assessing risk.
Knowing someone well offers no reliable guide to whether or not they have HIV infection.
Anal sex is equally risky regardless of whether it takes place between two men or a man and a woman.
There is no evidence of transmission in this way, although kissing when there are sores or cuts in the mouth may pose some risk.
HIV is present in cervical and vaginal secretions as well as in (menstrual) blood, so there is the possibility of transmission this way.
HIV is present in semen so there is a possibility of transmission in this way.
Condoms used properly will help to prevent transmission of HIV from an infected partner to an uninfected partner. Condoms are not 100% safe though. Use a lubricant which is water based, as oil based lubricants can weaken the condom. When buying condoms check the 'sell by' date.
Condom Leaflet
Aims :

To consolidate awareness about the correct use of condoms.

What you will need ?

Chairs in a circle; a packet of condoms; something to demonstrate putting the condom on, such as a vegetable; paper and pens. If you have not demonstrated condom use before then it can be helpful to practice before. The information on the using condoms page may be useful.

Time : up to 60 minutes, depending on the size of the group.

What you do ?

Explain that participants will be producing leaflets or posters on how to use a condom correctly. You are going to show them and they are going to take notes.
Hand out paper and pens.
Demonstrate condom use on the vegetable or whatever else you have.
Ask each participant, or small groups of 3 or 4, to design a poster or leaflet showing people of their age how to use a condom.
Discuss the finished products and pin them up.
Likely Outcomes
Some of the techniques associated with condom use will be clarified, and a series of resources will have been produced which can be used with other groups, or left to provoke discussion and debate.

3-Attitudes to HIV and AIDS.

This page describes two activities, Ten Differences, and Talking About Prejudice, which help group members to learn about and understand different attitudes to HIV and AIDS .

Ten Differences

Aims :

This exercise encourages individuals to think clearly about the effects of prejudice on other people's lives.

What you will need ?

Chairs in a circle

Copies of the 'Build a Character Questionnaire' - allow for one between 4 or 5 people Paper and pens for each group member

Time : about 60 minutes, depending on the size of the group.

What you do ?

Ask participants to divide into groups of 4 or 5, and hand out pens and one ' Build a Character Questionnaire' to each group
Ask groups to complete the questionnaire, thus building a character. Allow about 10 minutes for this.
Ask the small groups to imagine that their character is infected with HIV and to list 10 ways in which life will be different for the character because of this. Allow 10-15 minutes for this
Reassemble the group as a whole and ask each individual to say briefly whether anything unexpected occurred to them and how they felt whilst doing this exercise.
Likely outcomes
This exercise sparks off lively discussion about prejudice. It can help identify any prejudiced beliefs which the group find it hard to let go of, and which require more thought and discussion.

Build a character questionnaire :

Name : ………………………………

Age : ………………………………...

Male / Female (Circle)

Who does ....…………. live with ?

(Parents, Relations, Other adults, Other young people)

Who are ….....………….. friends ? ……………………....………………………………………….

Does ….....…….. have a girl/boy friend ? Yes/No (circle).

If yes what is their name ?………………………………....

Does ………………...………………………… have a job ?

Yes/No (circle) If so what is it doing ? ……………...…..

What does ...……………………do during leisure time ?

(sport, clubs, visit friends, listen to music, spend time with family) ..……………………………………………………………….

What is ……………………………………………,
favourite music …………………………………,
favourite food ………………………...…………,
favourite TV programme ……………………....

Talking about Predjudice

Aims :

To encourage thought and discussion about prejudice and stereotyping. To examine the scapegoating of different minority groups and negative reactions towards HIV and AIDS.

What you will need ?

Large sheets of paper and pens. Time -about 35-45 minutes, depending on the size of the group.

What you do ?

Ask the participants to divide into groups of four or five and give each group a large piece of paper and some pens.
Each group should then be asked to write a word in the centre of the paper. Half of the groups should write the word 'Prejudice' and the other half the word 'AIDS'.
The groups are then asked to brainstorm as many words as they can which they associate with the title word. These words should be written in clusters around the title word.
Bring the whole group back together. Those groups who were allocated the word 'AIDS' should go through the words they came up with during their brainstorm. These words should be written up clearly for all the participants to see. When this is completed, the process should be repeated for the word 'Prejudice'.
Encourage the participants to look for any similarities and draw parallels between the two lists.
Useful questions to pose might include

What stereotypes do people associate with HIV and AIDS and prejudice against different groups?
What media reporting do people find helpful and unhelpful?
Which groups are most likely to experience prejudice?
How are countries in other parts of the world portrayed in reports on HIV and AIDS?
What does prejudice play in talking about HIV and AIDS?

Likely Outcomes
In England, the participants may come up with words such as 'stereotypes', 'media', and 'racism'. With the facilitator's help participants will begin to draw parallels between some processes which underpin beliefs about HIV and AIDS, and prejudice.
4-Focusing on sex and HIV.
This page describes two activities, Talking About Sex and Negotiating Sex.

Talking about sex
Aims
To dispel embarrassment and to come up with words and phrases the group will be happy to use to talk about sex. This exercise may work best if the small groups are single sex, so ask the group before proceeding.

What you will need ?

Chairs in a circle. Large sheets of paper and pens.

Time : about 30 - 40 minutes, depending on the size of the group.

What you do ?

Divide the whole group into smaller groups of 3 or 4.
Give each group a pen and a large sheet of paper.
Ask the small groups to brainstorm on words about sex for a few minutes, writing down phrases and words they know, and any feelings or thoughts which the word brings up.
Back in the main group, discuss how the brainstorm made participants feel. Compare lists of words. Do not insist on a contribution from everyone, as some may find it difficult to overcome their initial embarrassment.
Back in the main group, compare notes. The aim is to find words or phrases which are clear, easily understood, and non-offensive for future group use when talking about sex.
Likely outcomes
This exercise may help the group to overcome embarrassment and agree on words which are clear, easily understood and non-offensive when talking about sex.

Negotiating Sex
Aims
This exercise will help to enable young people to find ways of saying if, when and how they want to have sex when someone is encouraging them to do so.

What you will need ?

Chairs in a circle. A worksheet with examples of things people might say if they're going to encourage a partner to have sex. An example is available on this page but you may need to alter it to suit your group. Pens and paper. Time- about 40 -60 minutes, depending on the size of the group.

What you do ?

Ask the group to split into small groups of 3 or 5. Give each group pens and paper.
Each group should then brainstorm phrases and sentences which people use when trying to persuade a partner to have sex. Allocate copies of the "Persuading a partner to have sex' worksheet to those groups who need ideas. Each group should aim to have about ten statements. Allow 10-15 minutes for this.
Ask the group to break into pairs. Each pair needs to nominate 'A' and 'B' partners.
'A' partners should start off by being the person who wants to have sex, and should read the first of their ten statements. Partner 'B' should then reply giving a reason why they do not want sex.
Partner 'A' continues until all the statements have been read, and partner 'B' has responded to them. This takes between 15-20 minutes.
When all the statements have been read, the partners exchange roles.
Ask the group to come back together and ask them how it felt when responding to the 'persuading' statements.
Useful questions to pose might include:
Was it difficult to think of responses?
How did it feel to be refusing all the time?
Are there other ways to challenge someone effectively?
Some 'pairs' may be happy to act out their roles in front of the rest of the group, although no one should be forced to do so. This encourages further discussion.
Likely Outcomes
Young people will have had a chance to experience refusing sex with a partner (or future partner), as well as being refused or turned down. Young people who have not had a sexual relationship will find this exercise as useful as those who already have.

Negotiating sex worksheet
Persuading a partner to have sex

"I'll be very careful."
"If you really loved me you would."
"I haven't got AIDS so you've no need to worry."
"I've got some condoms now, so there's no excuse not to."
"Everyone else is doing it."
"I'll buy you something nice if you let me do it."
"I'm really turned on now - if we don't go the whole way I will be in agony!"
"There are names for people like you who lead others on."

The greatest benefit will be obtained by combining activities in a short programme over a number of lessons. How you combine activities will depend on your experience and your group, as well as on the time available.

Getting started

In order to get the most out of these activities you might need to think about the context in which you will be working on HIV/AIDS, and also about working with groups, and some further information to help you with this is provided

Before you start work on HIV/AIDS
HIV/AIDS is a potentially sensitive subject and discussion about it can provoke strong views as well as highlighting the need for additional information. People working with young people need to be aware of the legal and cultural context in which they operate and how it might support their plans and affect young people.

Check out your own attitudes and values;
Check out your knowledge;
Check out what institutional, local or national policies and laws offer guidance and affect teaching around HIV/AIDS;
Check out what support or expertise there is within your institution or locality;
Reflect on the local culture and community attitudes towards HIV/AIDS and how that will affect what you aim to achieve and do.
There is a lot of information on this website (www.avert.org) which you can use to learn more about HIV/AIDS.
Starting HIV/AIDS work with groups
Effective teaching and learning involves open discussion, interaction between teachers and learners, and critical evaluation of points of view as well as the acquisition of new knowledge. In order to engage with groups in this kind of learning and on a potentially sensitive subject like HIV/AIDS, you need to think about how to make the group a safe place for you and young people to talk and interact together. You can think about the following:

Advantages and disadvantages of working in single-sex and mixed sex groups;
Agreeing ground rules with a group on confidentiality, behaviour, challenging and disagreeing with others, asking personal questions and so on;
Check out what institutional, local or national policies and laws offer guidance and affect teaching around HIV/AIDS;
Deciding if young people will be able to opt-out of activities if they want to;
Looking Back On The Programme
However a session or programme went it can be helpful to reflect on it to see what you can learn for future work and about your own skills.

It can be helpful to get feedback from the group. One way of doing this is to provide some sheets of paper on which young people can write one of the following before they leave the room :

Something that I've learnt
Something that I've enjoyed
Something that could have been better.

You can also reflect on your own experience, and it can be helpful to use the following questions :

Did everyone seem to understand what was going on and the information that was made available ?
Did anyone find the exercise upsetting or offensive? What can be done to avoid this ?
Which group members seemed most at ease, and why ?
Did anyone ask a question you had difficulty answering ?