Lecture - training "AIDS - the plague of our century"

Municipal educational institution

average comprehensive school village Tolsty

Chelyabinsk regionVarna district

Lecture – training

Cherepanova N.A.

deputy Director of VR

2007

Lecture – training “AIDS – the plague of our century”

for students in grades 10-11

Goal: to consolidate knowledge about the routes of HIV transmission and the impossibility of infection through household means. Create the prerequisites for removing prejudice against communicating with HIV-positive people.

Tasks:

Tasks in the area submissions	Tasks in the area relations	Tasks in the area behavioral intentions
Form correct ideas about the routes of transmission of HIV infection. Debunk myths about the everyday route of HIV infection. To form an idea of ​​the possibility of giving birth to a healthy child by an HIV-infected mother.	Strengthen awareness of the possibility of HIV infection as negative consequences injection drug use and risky sexual behavior.	Strengthen intentions not to expose yourself to the risk of HIV infection, despite pressure from informal reference groups or sexual partners.

Equipment: posters relevant to the topic, brochures, cards, test questions, media equipment for showing videos.

Progress of the event:

The event begins with the screening of videos on HIV and AIDS.

Teacher: Today everyone knows the phrase: “AIDS is the plague of our century,” but what will we say tomorrow? And while we have this “today”, let’s talk, let’s communicate.

I suggest starting communication with a small “Yes” - “No” test.

(children stand in 2 columns with eyes closed, questions are asked (see Appendix 1), if the child answers “Yes”, he remains in place; if he answers “No”, he takes a step to the right.)

After conducting a short test, I see that you do not yet have full knowledge of why AIDS is dangerous.

And please answer the questions:

• How is HIV different from AIDS? Give a definition using your associations.

(children's answers)

• What is HIV and what is AIDS? Is this the same thing or are we talking about different things?

(children's answers)

Correct answer:

HIV – disease HIV infection	AIDS - the last stage of the disease
B – virus I – immunodeficiency H – human The virus enters the blood and infects lymphocytes. The immune system weakens and then disappears completely. Man is open to all diseases. Then they talk about AIDS.	C – syndrome P – acquired I – immune D - deficiency

• In the last century, everyone kept saying: “AIDS is the plague of the 20th century.” Now everyone is saying: “AIDS is the plague of our century.” Justify.

(children's answers)

Now let's play association. Make sculptures of bodies that AIDS patients could create to warn people about the danger (possibly dividing children into groups).

(the game “Create a sculpture” is played)

In 1983, scientists in France and then the United States made a discovery. They discover under a microscope an unknown virus that causes a fatal disease - AIDS.

They say that under a microscope the virus that causes the development of AIDS. It looks like a bright tropical flower, attracting the eye with a riot of colors and unusual shapes. Love also lives in our souls in the form of a flower. Filling us with unbridled feelings, tenderness and the most unexpected sensations. That’s why it’s so difficult and scary when the roots of both flowers are intertwined.

But these are all beautiful words, and now I want to ask you a question: “When and where did the terrible disease AIDS come to us?”

(children's answers)

About 30 years have passed since then, when rumors began to reach from remote African settlements about an incomprehensible deadly disease that was killing people in the prime of life. These villages were located near a lake with a sonorous and beautiful name “Victoria”. And since then, more and more people with the terrible diagnosis of AIDS are dying in the world.

Today, there are more than 35 million people in the world living with HIV or AIDS.

9 out of 10 do not know that they are infected. 7,000 young people become infected every day. Scientists have calculated that by 2020, in 23 countries most susceptible to the spread of HIV/AIDS, there will be more than 40 million orphans under the age of 15. The Chelyabinsk region ranks 7th in Russia, per 1000 people. – account for 316 people. Infected with HIV or suffering from AIDS.

(As of November 12005, 16,469 patients were identified in Chel. region,

Children under one year old – 944

Children from 1 to 15 years old – 120 people.

From 15 to 17 years old – 826 people.

Men – 11883

Women – 4586

Students of technical schools - more than 140 people.

Studying institutes - more than 130 people.

Chelyabinsk ranks 1st among cities with a population of over a million (6 people per 1000), more than 6 thousand people.

2nd place Magnitogorsk – 2 thousand people.

3rd place Zlatoust – more than 400 people.

4th place Kopeisk

5th place Korkino

90% of people are under 30 years old. How older man, the faster the disease progresses.

90% are infected intravenously,

27% sexually.

More than 1,500 HIV-infected children are born per year.

Why do you think there are so many of them?

(The reproductive function of the sick person becomes ill last)

Who is there more, sick women or men?

(Previously, there was one girl for every 4 men, but the risk of a woman getting infected from a man is greater than vice versa)

Now let's talk about the most important thing.

How can you get infected?

The immunodeficiency virus is found in almost all body fluids, but only 4 of them pose a danger of infection. This:

• Blood
• Sperm
• Vaginal discharge
• Mother's milk

The virus is transmitted in 3 ways:

1. Blood to blood contact

Risky behavior:

· Using a contaminated syringe or needle to inject drugs.

· Ear piercing, piercing or tattooing with unsterile needles.

· Donor blood transfusion

1. Sexual

Risky behavior:

· Sexual contact (vaginal, oral, anal) without a condom.

1. Vertical: infection of the fetus from an infected mother

Maybe:

· During pregnancy

· During childbirth

· While breastfeeding

The virus can be detected approximately 2-6 months after infection. And infection occurs within a few hours to 72 hours.

All donors are observed for 6 months. The monthly cost of HIV treatment so that the AIDS stage does not develop is 1.5-2 thousand dollars.

We often hear the words “at risk”. Please answer what these words mean and who belongs to this group?

(children's answers)

Correct answer: A risk group is a certain category of people who are more likely than anyone else to become infected with a dangerous disease due to their behavior. The “risk group” includes drug addicts, prostitutes, and homosexuals.)

Is it possible to become infected through household means? (children's answers)

Correct answer: No.

The virus is not transmitted:

u When kissing, through saliva (it takes several liters of saliva to become infected)

u When shaking hands, coughing, sneezing

u With hugs, through sweat, tears, food prepared by an HIV-infected person

u For mosquito and other insect bites

u When sharing a toilet, shower, basin, cutlery

How many sexually transmitted diseases do you think there are? (26 diseases)

Which of them are the most common and dangerous? (syphilis, gonorrhea, AIDS, chlamydia, hepatitis B, C)

B – abstinence

B – fidelity

P - condom

Now let's do another test and check what you remember.

Your task is to distribute the proposed cards into 3 groups:

No risk	Low risk	High risk
Kiss on my cheek Swimming in the pool Patient care, infected with AIDS Mosquito bite Living with someone with HIV Bedbug bite	Injection in a medical institution Sex life in marriage Using a toothbrush Deep kiss Ear piercing	Oral sex Blood transfusion Sexual intercourse while using a drug Tattooing

AIDS Prevention Training

“We defended ourselves! And you?"

Teacher-psychologist MBOU "Komsomolskaya Secondary School No. 1"

Komsomolsky district, Chuvash Republic

Melnikova Nadezhda Aleksandrovna

Purpose of the lesson: provide basic information for training participants about how HIV/AIDS is and is not transmitted. Teach to avoid situations in which you can become infected with HIV/AIDS.

Equipment:

Board; - Whatman paper;

Scotch; - scissors;

Markers of two colors;

A ring, matches, and an elephant for the game.

- inscriptions “high risk”, “low risk”, “no risk”

Progress of the lesson:

1. Greeting.

Hello! I am glad to see you. Today we will conduct a training about AIDS. Today you will learn how to protect yourself from a terrible disease, interesting games will be played.

To work successfully, we need to get to know you. And we will do this with the help of the exercise “I share...”

Exercise “I share...”

Task : introduce participants to each other and get to know them yourself.

2. Acceptance of rules.

Before continuing the lesson, I suggest that you develop rules for working in a group. You will name in a circle the rules that you would like to be observed in the group, and I will write them down on whatman paper.

3. Main part.

Mini-lecture

Task : introduce the topic of the lesson.

And now some information about AIDS.The first case of this strange disease was registered in 1978. Later, scientists gave it the name AIDS and discovered the virus (HIV) that causes it. It is still unknown where HIV/AIDS came from. Some believe that it first appeared in monkeys, others believe that it was artificially created by people.

One thing is certain:HIV/AIDS is a deadly disease for which there is no cure or vaccine . The epidemic is rapidly spreading throughout all countries andcontinents. Young people aged 14 to 29 years suffer the most from this disease.

Today in the world more than40 million people .

Every minute in the world approximately11 people become infected with HIV.

Almost 300 thousand HIV-infected people are officially registered in Russia, but it is assumed that there are at least three times more.

80% of HIV-infected people in Russia are young people aged 14 to 29 years.

There are 312 people infected with HIV in Chuvashia

This is official statistics data. But, most likely, there are many more people infected with HIV. Many people live with HIV without even knowing it. They did not take tests and, accordingly, are not registered anywhere.

So, we learned the not very pleasant truth. Now let’s find out the degree of your awareness. The exercise is called "Live Diagram"

Live Diagram Exercise

Tasks: find out the level of awareness of participants on this issue.

Instructions:

All participants line up without touching each other and close their eyes. The presenter formulates a series of statements. If the participant agrees with the statement, he takes a step forward; if he disagrees, he takes a step back; if he does not know the answer, he remains in place.

The statements could be, for example:

HIV and AIDS are one and the same.

You can become infected with HIV by sharing utensils with someone who is HIV-infected.

It is possible to determine whether a person has HIV by a person's appearance.

Injecting drug use is the only way to become infected with HIV.

HIV is transmitted through blood-sucking insects.

If a person has become infected with HIV, the test will immediately show the presence of the virus in his body.

To protect yourself, you can get vaccinated against HIV.

HIV is completely curable.

If you knew exactly the information that corresponds to the statements, you would stay in line. But, as we see, everyone ended up in different places. And now the next exercise.

Exercise "Party"

Task: make the group understand how quickly HIV infection spreads;explain that a person’s health largely depends on his behavior.

Instructions:

The host explains to the group members that in a few minutes each of them will be at the party. He emphasizes that HIV is not transmitted through handshakes, but they will all shake hands to symbolize unprotected sex or injecting drugs with a shared syringe. Everyone can do three handshakes. The host says that there are two people at the party who are infected with HIV. HIV-infected people will shake hands with other party participants in the same way, but after shaking hands, they will make a sign that is noticeable only to those whose hands they shook, for example, snapping their fingers or scratching their palm. The one who was given the secret sign passes it on to everyone at the next contact.

The presenter asks those who were not given the secret sign to raise their hands. Usually there are no such people in the group.

“Now we have clearly seen how “HIV infection is spreading very quickly. At first we had only two people with HIV, but now almost everyone is infected with this virus. Why did this happen, and what could we do to avoid infection? (student answers )

Conclusion:“When we find ourselves in a risky situation, we can behave differently: we can stop and avoid infection, or we can move on, guided by the principle “we don’t care anymore,” “why should I be the only one who suffers,” or “maybe it will blow over.”

Energizer – “Ring” (10 min)

Task: relieving tension in the group.

Instructions:

Each participant is given a match. The leader puts a ring on his match and hands-free passes it to the person standing next to him, who must also pass the ring to the next person without the help of his hands, and so on until the ring reaches the leader.

Exercise “Body Fluids”

Task: Help the group understand and remember which body fluids contain HIV.

Instructions:

The facilitator tells the group members that they have already seen how quickly HIV infection can spread, and explains that in order to protect themselves from infection, everyone should know how HIV is transmitted and how it is not. The group is asked to list all possible human body fluids (not just those in which HIV may be present). After all the liquids are listed and written on the board or Whatman paper, the facilitator asks which of them, in the opinion of the participants, may contain HIV. First, the liquids that participants name are marked, then, in a different color, liquids in which HIV is actually present in a concentration sufficient to be dangerous to humans. The facilitator tells the group about the main routes of transmission of HIV infection through the marked liquids.

Exercise “Risk Assessment”

Task: Tell the group about the existing degrees of risk and in which situations the risk may be high and in which it may be low.

Instructions:

The facilitator tells the group that now that the main routes of HIV transmission have been identified, they need to understand in what situations this can happen to the participants themselves.

If a person correctly assesses the risk, it is easier for him to protect himself and his loved ones. All group members are given cards, each of which describes a situation. Participants are given time to think about the situations described. The presenter invites each participant to attach the cards he received to the appropriate level on the poster. By attaching a card, each participant must explain why he made this particular choice. If necessary, the leader corrects the participants.

Sexual contact without a condom

High

Sharing a syringe to inject drugs

High

Sexual contact while under the influence of drugs or alcohol

High

Using non-sterile tattoo instruments

High

Using a Shared Razor

High

Blood transfusion:

In compliance with the rules of collection, storage and transportationblood

- Without following the rules of collection, storage and transportationblood

Short

High

Various cosmetic procedures, tattooing, piercing in compliance with the rules and in a special salon

Low/No

Injections in medical institutions

Low/No

Insect bites

No

Bitesanimals

No

Using someone else's toothbrush

No

Sharing cooking utensils

No

Caring for people with AIDS

No

Hugs with an HIV-infected person

No

Friendly kiss (“on the cheek”)

No

love kiss

No

Traveling on public transport with an HIV-infected person

No

Attending school with an HIV-infected student

No

Visiting a swimming pool, bathhouse, sauna together with an HIV-infected person

No

Massage

No

Touching clothes

No

Handshake

No

Use of public restrooms

No

Drinking from public drinking sources

No

Energizer – “Elephant”

Task: relieving tension in the group.

Instructions:

The presenter takes a soft toy, holding it between his chin and chest, and passes it to another participant without using his hands. This continues until the toy reaches the leader.

Now we know how you can become infected with HIV and we must learn to protect ourselves and loved ones from this disease. And the following exercise will help us with this. The exercise is called “Help me make a decision”

Exercise “Help me make a decision”

Task: When analyzing situations related to abstinence, think about how decisions are made by the group members themselves.

Instructions:

The facilitator lists three ways to protect against HIV infection during sexual intercourse (abstinence, fidelity, use of a condom) and tells the group that he wants to discuss the topic of abstinence with them. The facilitator asks the participants how they understand the word “abstinence.” Analyzing and summarizing the children’s answers, the leader leads the group to the conclusion that abstinence is understood as a delay in the first sexual contact or a temporary refusal of sexual contacts. The presenter invites the children to figure out what a person gains and what he loses during abstinence. He asks participants to take cards with written situations.

The facilitator divides the large group into mini-groups and invites them to discuss each situation. Situations are brought up for general discussion. In conclusion, the facilitator should try, together with the group, to list the signs that indicate that a person is ready to enter into a sexual relationship, make an informed decision and protect himself from possible negative consequences.

Against abstinence

For abstinence

You can lose a close friend/girlfriend.

There is no need to be afraid of possible infection with STIs, including HIV/AIDS.

They will laugh at me, I will be the most retarded.

Helps avoid unwanted pregnancy; the decision to have a child will be made consciously when the time comes.

It's bad for your health.

Love is not only based on sex.

This is unnatural.

There is no need to be afraid that you will be judged “for debauchery”

Possible situations for discussion:

A. Vitya and Alena met at a disco and started dating. After a while, they went to a disco together, danced all the slow dances, and then Vitya took Alena home and kissed her. Vitya had girls before, but for Alena this kiss was the first in her life. When Alena told her friends about Vita, they asked if she was going to have sex with him. Alena didn’t know what to answer, because most of her friends already had sexual relationships with guys. She is thinking: if Vitya invites her to start a sexual relationship, should she agree to it or wait. What advice do you have for Alena?

B. Anton asked his friend Misha for advice. He has been dating a girl named Nina for several months. He likes her and they spend a lot of time together. But when Anton started talking to Nina about sex, she said that she loved him, but was not ready for sex yet. Anton doesn’t know why Nina refuses to have sex with him, and doesn’t understand what he should do. What do you think Misha can advise Anton?

IN. Masha and Igor have been in love with each other for a long time. They see each other often and dream of a future together. They had not yet had sexual relations, and they had not even talked about it with each other, but finally the moment had come to discuss this issue frankly. What do you think they should say to each other?

4.Final part

Exercise “Interesting – Useful”

Task: find out what new, interesting and useful training participants learned and what conclusion they drew.

Instructions:

Each training participant expresses their opinion about the training, telling what they liked, what they didn’t, what was most important for them, what new things they learned, what conclusions they drew.

Target:

• raising awareness of issues related to HIV/AIDS;
• development and development of skills to prevent HIV infection in adolescents.

Tasks:

• find out the level of awareness of adolescents on the problem;
• provide reliable information about the routes of HIV transmission, HIV testing, safe behavior, and opportunities to prevent infection;
• develop skills in adolescents to prevent HIV infection;
• check the level of information absorption.

Materials and equipment: chalk, Whatman paper, multi-colored markers, felt-tip pens, A-4 paper, pens for each participant; computer, projector; video manual for teenagers, teachers, parents “Drug Addiction” (Center for Practical Psychology “Catharsis”), VCR, TV; folders for participants with handouts (questionnaires, information sheets, booklets).

Lesson plan

Stage number	Time		Duration
		Introduction
		Acquaintance
		Participants' expectations
		Acceptance of group rules
		Assessing the Group's Awareness Level
		Updating the problem. Game "Leaflet with a secret"
		Demonstration of a video clip
		Information block(Start)	20-25 minutes
		Game "Degree of Risk"
		Coffee pause
		Information block (continued) Game "Controversial Statements"
		Practicing practical skills Game "Chair"
		The concept of group pressure
		Game "Responsible Decision"
		Shutdown

Outline

Introduction (5 minutes)

This stage can be carried out in any convenient form, but it sets the tone for subsequent work. Therefore, at this stage, the coach must create a democratic, inviting atmosphere. It’s good if the presenter talks about his professional activities, personal expectations and wishes regarding the upcoming work. It is not recommended to limit yourself to statements like: “My name is...”.

Introduction (10 minutes)

Game "My name is..."

Target: prepare the group for the upcoming working together and create the appropriate environment and mood.

The group sits in a circle. The first participant writes his name and something else related to the name on whatman paper. For example: “My name is Maxim, but my friends usually call me Max.” Each subsequent participant does the same. After the last participant writes his name, the Whatman paper is hung on the wall and remains there throughout the lesson.

Expectations of participants (10 minutes)

At this stage, participants' expectations should be clarified using circular questions (e.g., “What do you want to gain/learn from this seminar?”).

After all participants talk about their expectations, the presenter must inform them of the daily routine.

Acceptance of group rules (10 minutes)

Assessing the group's awareness level (10 minutes)

For this purpose, a questionnaire is used containing closed questions on the topic “HIV/AIDS” ( Annex 1).

Updating the problem (15 minutes)

Game "Leaflet with a secret"

1. The presenter distributes cards to all participants in the game. It is announced in advance that anyone who receives a card should not show it to others.

2. Group members are invited to “get to know” each other. The dating ritual is organized as follows. Each of the participants must approach his friend, greeting him with a certain phrase: “Hello, I am the most interesting person, because I…” (names his hobby: “I cross-stitch”, “I study Japanese”, “I stand on my head in the morning”, etc.). The name of the person the participant “met” is written down on a piece of paper. The winner is the one who “met the most people.”

3. Say the following: “The dating process you depicted is very similar to what happens in ordinary life with each of us every day. We all meet, get to know and communicate with many different people every day.”

After this, those participants who have a minus on their card are invited to the center of the audience. The presenter says that these group members had a sad role, they portrayed people who were HIV carriers.

Question to the group: “Have you noticed anything unusual in the behavior of the “infected”?

4. Group members are asked to determine, using their notes, whether they have “met” “virus carriers.”

5. Then the presenter asks those participants who had a plus on their card to stand to the left of the “carriers”. It is reported that “plus signs” depict people who are very attentive to their health and careful in their behavior. Despite the fact that many “pluses” were introduced to “cons,” they did not become infected with the virus due to compliance with numerous rules.

Group participants are asked to remember possible ways of spreading AIDS (blood transfusion, injection, sexual contact) and methods of its prevention (use of disposable medical instruments, caution when choosing a sexual partner and use of condoms)

6. “Noughts” depict healthy people who don’t care about their health. “Noughts” must carefully review the list of those with whom they managed to “get acquainted.” Those “zeros” in the list of which there are “minuses” go into the group of “virus carriers”, since when communicating with a virus carrier, a person who is careless about his health has every chance of becoming sick.

7. Group discussion on the following questions:

• Why does a person who uses drugs have every chance of becoming HIV-infected?
• Why do family members of drug addicts have an increased risk of developing AIDS?
• How to explain the fact that 80–90% of AIDS patients are drug addicts?
• Can someone who tried drugs only once out of curiosity get AIDS?
• Can one sample of a drug be considered “forgivable”: after all, with a single sample a person may not get sick?

It is concluded that AIDS is the real price that a person who decides to become acquainted with drugs can pay.

8. A story about the situation with HIV/AIDS in Yeniseisk.

Demonstration of a video clip (5 minutes)

The film is “The Truth First Hand.” On the connection between drug addiction and the spread of HIV infection.

Information block (20 – 25 minutes)

This stage can be started by answering questions from questionnaires that have caused widespread confusion. The main report is structured as a lecture – computer presentation (Appendix 2).

Game “Degree of Risk” (10 minutes)

Target: consolidate the information received by independently assessing the risk of contracting HIV infection through various forms of sexual activity and household contacts.

A line is drawn on the floor - the RISK line. At one end there is a card with the inscription “High risk”, at the other - “No risk”; the “Small Risk” card is placed closer to the middle of the line.

Each participant is given a card with a situation of contact with an HIV-infected person: a kiss on the cheek; caring for people with AIDS; injection in a medical facility; Mosquito bite; oral sex; multiple sexual relations; sex life in marriage; ear piercing; blood transfusion; living in the same room with an AIDS patient; using someone else's toothbrush; tattooing; swimming in the pool; hugging someone with AIDS; sexual intercourse with a drug user; using a public toilet; deep kiss; bed bug bite.

Each participant, in turn, reads the inscription on his card and places it on that part of the RISK line that, in his opinion, most accurately reflects the degree of risk of contracting HIV, characterized by the entry on the card. Errors are discussed. The correct “risk line” is being built.

Tea/coffee break (15 minutes)

Information block (continued).

Game “Controversial Statements” (20 minutes)

Target: This game, in addition to providing information, allows each participant to clarify their views on the problem of HIV/AIDS, to make them less discriminatory, and physical activity during the game helps restore the group’s attention.

Materials: 4 sheets of paper, on each of which one of the following statements is written: “I completely agree,” “I agree, but with reservations,” “I completely disagree,” “I don’t know/not sure.”

Place the prepared statement sheets on four sides of the room. The presenter reads out several controversial statements related to the problem of HIV/AIDS, one at a time. After the statement is made, the participants must immediately disperse and stand at the sheets on which their point of view is reflected. Participants are asked to explain why they selected these statements. After hearing different points of view, participants can choose sheets with statements that are more relevant to them now.

Controversial statements:

• Compulsory HIV testing is the only way to contain the spread of infection;
• An HIV-infected woman should not give birth to children;
• All HIV-infected people must be isolated;
• HIV infection is a punishment for homosexuality, drug addiction, and sexual promiscuity;
• HIV-infected children should not attend sports clubs;
• It is not fair that the state does not have enough money for pensions for old people, but huge sums are spent on treating HIV-infected people;
• Sex education should promote safe sex;
• A drug addict can die from AIDS;
• The state should ban marriage for HIV-infected citizens.

Discussion:

• What feelings did you have as you thought about these questions?
• Was it easy to express your point of view in front of all participants, especially when you found yourself in the minority?
• Was it easy to change your point of view?

Practicing practical skills.

The purpose of this stage is for participants to gain practical experience of responsible behavior in situations of choice. This is done using a combination of brainstorming and role-playing techniques.

Game "Chair" (10 minutes)

The volunteer sits on a chair. The group must persuade him to move to another chair by any means, but without the use of physical force, of course.

Discussion:

• What methods did those who tried to force the player to move to another chair resort to?

Concept of group pressure (10 minutes)

Say the following: “Trying to force another person to do something without explanation true reasons, but only through accusations, flattery, references to other people, etc., are called pressure. It is especially difficult to resist pressure from a group of people, i.e. group pressure, since a person usually strives to be a member of a group and to conform to the norms and values ​​of this group.

Quite often we cannot resist group pressure and the pressure of one person, and we give in, although we do not want this at all (for example, take drugs, smoke or have sexual intercourse). It turns out that this is not our decision, in fact, but other people push us around. It is very important to be able to recognize a situation when they are trying to put pressure on you and be able to resist it. In order to make your own decisions, and not those imposed by another person or group of people.”

The slide “Types of group pressure” is demonstrated and discussed ( Appendix 3).

Game “Responsible Decision” (20 minutes)

The coach invites the participants to split into two teams. The task is given:

• first team: come up with and write down as many arguments as possible in favor of unprotected sexual contact;
• second team: come up with and write down as many arguments as possible for refusing this proposal.

The presenter describes the situation: a young man and a girl study together at the institute. They have been dating for two months. They feel good together, but the girl doubts that the time has come for a closer relationship.

Within 7 minutes, teams come up with arguments. After which each team chooses a volunteer. The first team representative will play a role young man, persuading his girlfriend to start sexual relations and not use a condom. The representative of the second team will play the role of the girl who objects to him. Volunteers sit in the center of the circle and discuss the situation, citing the arguments developed in the first stage (7 minutes).

Discussion:

• Is the situation you just saw possible in life?
• If this were actually happening, how would this conversation end?
• Would this somehow affect the future relationship of this couple?
• What other problems related to sexual relationships do young people experience?

Shutdown (10 minutes)

At this stage, you need to summarize the work done. You can find out how participants learned the information using a questionnaire ( Annex 1). You can also conduct the “Feelings” exercise: the facilitator asks each participant to say what feelings this activity caused them. If possible, you can give souvenirs to the most active participants and distribute folders with information materials to everyone.

Literature

1. Prevention of teenage drug addiction. Skills of confrontation and resistance to the spread of drug addiction: A visual and methodological manual / S. B. Belogurov, V. Yu. Klimovich. – 2nd ed., stereotype. – M.: Center “Planetarium”, 2004. – 96 p.
2. I want to conduct a training: A manual for a beginning trainer working in the field of HIV/AIDS prevention, drug addiction and sexually transmitted infections / E. Yashina, D. Kamaldinov and others - 2nd ed., stereotype. – M.: State Unitary Enterprise “Medicine for You”, 2003. – 206 p.

Lesson with training elements. Topic: “HIV/AIDS – let’s stop the counter.”

Description: I propose a lesson scenario with elements of training on the prevention of HIV infection. This material will be useful for teachers, class teachers, psychologists, social workers and parents. Aimed at ages 14 and up.
Target: informing about ways to spread and prevent HIV/AIDS.
Tasks:
- form ideas about HIV/AIDS;
- inform about ways to spread and prevent HIV/AIDS;
- teach how to assess situations in risk areas and take precautions.
Participants: pupils and students of educational institutions.
Time spending: 60 minutes.
Equipment: cards with situations, cards for collecting signatures, cards for the game “Chain Reaction”, stickers, risk level signs, tape, counter layout.
Lesson plan:
1. Greeting.
2. Show the video.
3. Information block.
4. “5 seconds” exercises.
5. Information block.
6. Exercise " Dangerous situation»
7. Exercise “Steppe Fire”.
8. Exercise “Chain reaction”.
9. Reflection.
10. Watching a movie.

(Throughout the entire lesson, a special counter will count the number of people who could become infected with HIV during this time. After each exercise, as a result of gaining new knowledge, the counter will slow down. At the end of the lesson, the counter will stop, which will mean stopping the spread of HIV infections as a result of awareness and safe behavior of people.)

Progress of the lesson:
(The counter begins to count the number of infected; the counter is monitored by a volunteer who changes the numbers on it every 10 seconds. There is a slide with the name of the topic on the screen.)
1. Greeting
- Good afternoon! I am very glad to see you all here, my name is Elena Aleksandrovna Bezrukova, a teacher and organizer of the direction for the prevention of asocial phenomena at the Center for Social Adaptation of Youth. The topic of our lesson today is “HIV/AIDS – stop the counter.” To begin with, I suggest you watch the video.
2. Show the video.
(Display of a video about how the problem of HIV/AIDS cannot be treated indifferently,
since this can affect everyone)
- Pay attention to the HIV meter, a little later I will explain to you what the constantly changing numbers on it mean.
3. Information block.
- The problem we are addressing today is not new. The efforts of all progressive humanity are aimed at combating the Human Immunodeficiency Virus, which is the causative agent of AIDS!
- What are HIV and AIDS?
(participant responses)
- More than 20 years ago, an epidemic of the most terrible and incomprehensible viral disease of our time - AIDS - began in the world.
- AIDS stands for acquired immunodeficiency syndrome and is a fatal disease for which there are currently no treatments. AIDS is the final stage of development of HIV infection, that is, the human immunodeficiency virus.
-Where did this virus come from?
(participant responses)
- There are two versions: according to the first, the virus has always lived in the blood of the indigenous people of Africa, but once it got into the blood of white people, it changed and became deadly. According to the second, it was created in a secret laboratory.
- Some scientists believe that the HIV virus was transmitted from monkeys to humans around 1926. Doctors first discovered people with HIV symptoms in 1980. And already in 1981, more than 20 states reported the presence of an AIDS epidemic in their countries. Therefore, 1981 is considered to be the year of discovery of this disease. The human immunodeficiency virus itself was isolated from the lymph node of an AIDS patient in 1983.
- HIV attacks the cells of the human immune system, making them unable to protect the body from diseases. Now let's try to figure out how this happens.
(Slide with a diagram of HIV penetration into a cell)
- A virus cell “deceptively” penetrates a human blood cell, rewrites information, takes possession of the cell and destroys it. After this, the virus cells multiply and it begins to infect other cells of the immune system.
- Cell infection occurs within 12 hours. That is, after contact with an HIV-infected person, a person can infect other people within 12 hours. By infecting others, he is unaware of the presence of the virus himself.
- If suddenly a situation occurred in which there was a risk of contracting HIV infection, it is necessary within 3 days after this, preferably earlier, to contact the AIDS center, where a specialist will find out how high the probability of infection is and, if necessary, prescribe a course of medications, calculated for a month. This procedure reduces the chances of transmitting the virus.
- The duration of HIV infection from the moment of infection to the development of the final stage (AIDS itself) is up to 10-12 years. The AIDS disease itself lasts from 6 months to 3 years. In order to extend the years of life for HIV-infected people, antiretroviral therapy is offered, thanks to which they can support their body and live a long and happy life.
4.Exercise “5 seconds”
- I offer you an exercise called “5 seconds.” Now I will count to five. Every time I say the number five, I will point to one of you and you will stand up. So, one, two, three, four, five - it's you! (Participant stands up). One, two, three, four, five - it's you! (Participant stands up).
(The presenter will repeat until all participants are standing.)
Question for discussion:
- How do you think this exercise is related to the topic of the lesson?
Conclusion:
-Look. This is how many people became infected with HIV during the time I was counting.
- One person in the world becomes infected every five seconds. That's why it's important to know everything about how HIV is transmitted and how to avoid it.

At the beginning of our lesson, I drew your attention to the HIV counter. The changing numbers on it indicate the number of people infected in the world during the time the class is in progress. Of course, these are approximate figures. Every time you receive any information, the counter will count down more and more slowly.
5. Information block.
All statistical information is displayed on the slide.
- Currently, more than 50 million HIV-infected people are registered in the world. In Russia, the first HIV-infected person was identified in 1987. Total number Russians infected with HIV registered in Russian Federation as of November 1, 2015, amounted to 986,657 people. In the Russian Federation in 2015, men still predominated among HIV-infected people (63.0%), most of them became infected through drug use. By November 1, 2015, more than 364 thousand women infected with HIV were registered in Russia, who were mainly infected through sexual contact with men. But this is only official statistics, which, according to virologists, can be safely multiplied by two, since the majority of carriers of the pathogen are not even aware of their infection.
- According to the Voronezh Regional Clinical Center for Prevention and Control of AIDS, as of December 1, 2015, the number of people living with HIV/AIDS in the territory Voronezh region- 1853. The number of new cases of HIV infection in 2015 among residents of the Voronezh region is 499. In the Borisoglebsk urban district, according to official data, 50 people are registered.
- The virus knows no geographical restrictions: there is not a single country in the world that does not have people with AIDS.
- You can become infected with HIV in three ways:
(Slide: ways of HIV infection)
1. Through blood (including all cases of contact between the blood of an HIV-infected person and a healthy person).
2. Sexually. There are couples in which one of the partners is HIV-positive and the other is HIV-negative; they are called discordant.
3. From mother to child (during fetal development, birth, breastfeeding). Today, medicine knows quite a lot about how to prevent the transmission of HIV from mother to child. HIV-infected women can give birth to healthy, uninfected children.
- The HIV virus cannot live outside the human body. Therefore he dies:
1. If it comes into contact with the skin after 20 minutes (it is killed by bacteria);
2. If it enters the digestive system, it dies from hydrochloric acid and enzymes;
3. A 50-70 percent alcohol solution kills in a few seconds;
4. Boiling kills instantly;
5. Disinfectants (bleach) - instantly;
6. When heated to 56°C, it dies in 30 minutes.
- Thus, HIV is not transmitted:
(Slide: how HIV is not transmitted)
when shaking hands or hugging someone infected with HIV;
when coughing and sneezing, kissing;
when using household items shared with an HIV-infected person (dishes, bedding, bathtubs);
in public transport;
through animals, when bitten by insects (mosquitoes, fleas, ticks and lice).
Cannot be transmitted through air or water.
Therefore, communication, living, and friendship with an HIV-infected person are completely safe if you follow all the rules of hygiene.
6. Exercise “Dangerous situation”
(On the stand there is a Whatman paper with the inscriptions: high risk and safe situations.)
- Now I suggest you split into three groups. To do this, we will now calculate by 1-2-3.
(Division into groups)
- Before you are cards describing situations, you need to assess the degree of risk in each life situation and attach the card under the appropriate inscription: situations of high risk of infection and safe situations, explaining your choice.
- You can consult for 3 minutes, then one representative from the group comes out in turn, reads out the situation and assigns it to the appropriate level of risk.
(After the group has conferred, one representative comes out, reads out the situation and answers what level of risk they attributed it to)
List of situations:
Life situation
(print each situation on a separate card)
Sexual contact without a condom High
Sharing a syringe to inject drugs High
Visiting a sauna with a person living with HIV No
Using non-sterile tattoo instruments High
Using a shared razor High
Blood transfusion in compliance with the rules for blood collection, storage and transportation No
Blood transfusion without following the rules for blood collection, storage and transportation High
Various cosmetic procedures, tattooing, piercing in accordance with the rules and in a special salon No
Injections in medical institutions subject to compliance with the rules No
Blood donation subject to rules No
Insect bites No
Animal bites No
Shared cooking utensils No
Caring for people with AIDS
(HIV cannot be transmitted through things, touch, living with an HIV-infected person is safe if you follow personal hygiene rules) No
Hugs with an HIV-infected person, touching No
Kiss
(saliva contains too few virus cells; for infection through saliva it is necessary to exchange 3 liters of saliva at a time) No
Traveling on public transport with an HIV-infected person No
Attending school with an HIV-infected student No
Visiting a swimming pool with an HIV-infected person
(HIV is not transmitted through water) No
Sexual contacts under drug or alcohol intoxication High
Handshake
(safe in the absence of open wounds in healthy and infected people) No
Use of public restrooms
(HIV cannot live outside the human body) No
Drinking from public drinking sources No
Issues for discussion:
- After we examined situations of possible risk of contracting HIV infection, has your opinion about the attitude towards HIV-infected people changed? How?
- Would you stop communicating with your friends if you found out that they are carriers of the virus? Why?
8. Exercise “Steppe Fire”
IN Everyday life We usually don’t think about what could happen to us in certain situations, how dangerous it would seem that the actions taken by others can be. Let's check this using the following exercise as an example.
- Listen to the instructions carefully. Now I will distribute cards to each of you. What is written on the card must be kept secret. Everyone needs to collect three signatures on their card (on the side where there is no inscription).
(Cards are distributed according to the number of participants: 3 participants receive red cards, 3 participants receive green cards with the inscription: “Don’t participate in the game. Don’t talk to anyone. Don’t sign anyone’s cards and don’t let others sign their card”; the rest are given yellow cards.)
After execution:
- Stand up, those who had red cards. (Stands up) Sorry, but your tests showed that you have HIV infection.
- Those who have the signatures of these participants on the card stand up. (They stand up) You are at risk of infection and must now get tested.
- Stand up, those who have the signatures of the participants who are already standing (Stand up) You are also at risk of infection.
- Now insert those who collected the signatures of those who are already standing. Continue the process until all participants stand up, except those who are not participating in the game.
- Now look who had the green cards. This means that you managed to avoid infection. Tests have shown that you do not have HIV infection. You can sit down.
Issues for discussion:
- How do those who had red cards feel now?
- How does the group feel towards them?
- What did all the participants think about those who did not take part in the game?
- What do you think about them now?
- How do people feel who learned that abstaining from contact protected them from HIV infection?
- How do those participants feel who signed or allowed HIV-infected people to sign?
Conclusion:
- This is just a game. Of course, all band members are healthy. But now you understand how, unnoticed, you can find yourself in a situation where HIV infection may be almost inevitable. Maybe this experience will help you in difficult situations when you have to give up what everyone you know is doing.
9. Chain Reaction Game
- For the next exercise, I will give you cards; you must not show anyone what is written on the back.
(Each student draws a card, 2 of them are “virus” (with the inscription: “shake hands with the players, and after shaking hands, tap the victim on the shoulder 2 times”) and “defense” (with the inscription: “shake hands with the players, and the one whom if you want to save, show “class” when shaking hands), and the rest -
“civilians” (with the inscription: “shake hands with other players”).
- Two cards say “virus” and “protection”, the rest are “civilians”.
- “You are peaceful residents of the city of N. During the day, all residents of the city work and study, and when evening comes, everyone goes to a party where they contact each other. You can walk around and shake hands.
(Participants move to the music and shake hands for a minute)
The party is over. Today in our city the “virus” infected a person through a wound during a fight with an HIV-infected person.
(If the same person was chosen by “virus” and “defense”, then the presenter says that the “virus” tried to infect civilians, but the defense saved 1 (2) people.
According to this principle, the game will continue, but the cause of infection will be different. When half the city is “infected,” the game can be finished.)
Possible causes: infection as a result of unprotected sexual intercourse; as a result of using one injection game; as a result of tattooing with non-sterile instruments; from mother to child during breastfeeding; transfusion of infected blood; for piercing in non-specialized salons; when cut through razors, as a result of drug use.
Issues for discussion:
- Do you think the problem of HIV/AIDS can affect any person? Why?
- Should we be indifferent to this problem?
Conclusion:
- Those people who think that it cannot happen to me are wrong. The problem of HIV cannot be treated indifferently.
10. Reflection
- Today we talked about the problem of HIV/AIDS, expanded our knowledge about this disease, and I invite you to write on stickers and attach to whatman paper what the lesson gave us, what new things we learned.
- Let's now see what you wrote.
(The presenter reads who wrote what)
- Analyzing what you wrote, we can conclude: you managed to learn the rules of safe behavior, which means you can avoid contracting HIV infection. Therefore, our HIV counter can be stopped! And now let’s conclude, how can we stop this “counter” of HIV-infected people?
(It is necessary to lead a correct lifestyle and adhere to the recommendations of doctors; know about the ways in which HIV is transmitted; avoid sexual contact with little-known people, as well as people at risk; do not use other people’s personal hygiene items.)
(Slide with slogan)
- Slogan “Everything is in your hands!” should become the norm of life for every person!
- And now we offer you another video to watch.