STRATEGY FOR LECTURE ON HIV TO SCHOOL STUDENTS

Based on my work with schools in India, I have developed the following talk "HIV/AIDS crises in India". My approach is to first get the students to relax, become involved and willing to think for themselves. The message is kept simple, basic, and connected with their life experiences through examples.

I do not try to rush through the material in order to provide all possible information on HIV in one talk. My goal is to make the talk exciting and fun. I consider it very important to involve the teachers and the principal so that the school will invite other speakers on a regular basis.

FORMAT:

I request a two hours time slot for each lecture. In addition, I try to reach about 15 minutes earlier so that I can speak to the principal/coordinator to get a feeling for their commitment and the school's environment and priorities. Each school has its own sociology and dynamics, and I have found it helpful to get a sense of it in order to estimate their commitment and how best I can empower them.

I keep the length of the lecture between 45 minutes to an hour. The second hour is for questions. In schools (and in some colleges) I request the students to write the questions on a piece of paper and hand them to me. I have found that they are much more willing to ask troubling questions anonymously.

While I have developed a whole set of slides that can de displayed using an overhead projector or as a powerpoint presentation using a LCD projector, I mostly choose to NOT use them, unless I know before hand that the school possesses good audio-visual capabilities. While not using prepared material may cause some loss in the impact, my reasons for this choice are

(A) Many schools do not have an adequate setup for projection.

(B) The students spend too much time looking at the screen and trying to read it, and loose interest after some time if the facilities are not very good.

(D) I adapt the talk to the audience and their response during it

(E) I frequently ask the audience questions or seek their opinions to keep them involved

(F) I simplify the language to reach the students, and do not try to rush the talk.

GOALS:

The approach I take is to not treat the students as if they are a potential problem, rather I request their help in stopping the spread of HIV/AIDS. The sales pitch is that India needs their help and I am simply here to provide them with information in order for them to become effective communicators. Thus the talk has three goals:

(A) To provide information and insight to empower them to protect themselves.

(B) To have them understand the message and to spread it to others

(C) To see HIV within the context of societal problems affecting their lives and to provide them with tools to make changes in behavior

OUTLINE OF THE TALK

Since I develop the talk on the spot, I do not have a rigid outline. I try to cover the following topics.

(A) What is HIV and AIDS and its global impact. What could the unchecked spread of HIV/AIDS mean for each one of us , our families, and the nation if its spread is not stopped. (Its origin is usually addressed in the questions section of the talk)

(B) How HIV effects the body (focus is on destruction of the immune system rather than on OI)

(D) Why HIV does not spread by casual contact. (Using examples I provide insight to "irrational fears". This is to counter confusion in their minds caused by news of doctors refusing to touch patients. I show them how to deal with irrational fears -- proper knowledge and strength in numbers)

(E) Transmission of HIV through blood contact (transfusions, unsterilized needles and medical instruments, sharing needles in IV drug use, tattoos). I make a link to corruption as an underlying cause and distinguish it from accidental spread and from the lack of resources in rural areas. I ask them to use disposable syringes every time and to break/bend them after use.

(F) Explain what is risky sex. Stress the need to make responsible decisions -- pleasure of sex on one hand and disease, trauma, pregnancy on the other.

(G) Emphasize the need to use condoms during any sexual activity with partners whose sexual history is unknown. Explain what this implies in the context of marriage, boyfriend/girlfriend, and casual relationship. In the US link this life skill to the use of seat belts.

(H) Stress on the lack of vaccine or cure, and thus the need to understand "zero second chance" allowed.

(I) Highlight some of the most common risks (sex with prostitutes or servants, parties where alcohol and drugs are being used, partners forcing/enticing them into having sex)

(J) Emphasize that young adults are especially vulnerable to risky behaviors during the years of transition from school to college (new freedom, friends, environment, stresses, and lack of family supervision). Stress the need for them to start thinking on their own and before getting into risky situations.

(K) Appeal to their idealism and spirit of social responsibility to spread the message

(L) Take a pledge to honor the message and spread it by singing the national anthem

THE BASIC MESSAGE

(A) Delay start of sexual activity

(B) Minimize the number of sexual partners after becoming sexually active

(D) Avoid alcohol and drugs

(E) Dont cheat yourself or others

(F) Help yourself and help educate others

(G) Work hard to make India proud

ISSUES TACTFULLY LEFT FOR THE QUESTIONS SESSION

(A) Understanding of the origin of HIV

(B) Details of oral, vaginal, and anal sex

CREATE PEER GROUPS

(A) Identify those more aware and showing signs of maturity, experience

(B) Ask if they would be willing to learn more and help spread the word as peer educators

Rajan Gupta