Psychological aspects of work at school to prevent HIV-AIDS diseases among students. Prevention of HIV infection in educational institutions HIV infection activities at school

HIV prevention action plan

with the school staff

for the 2019/2020 academic year

	Event	Dates	Responsible
	Round table “Prevention of HIV infection by promoting a healthy lifestyle”		Deputy Director for VR Denisenko L.N.
	Questionnaire “What do you know about HIV infection”		Teacher-organizer Konovalova O.N.
	Meeting with a health worker “Routes of infection”		Deputy Director for VR Denisenko L.N.
	Single information hour "Lesson for life"		Class teachers
	Seminar workshop “Prevention of HIV infection at school”		Deputy Director for VR Denisenko L.N.
	Competition program “Together against AIDS”		Teacher-organizer Konovalova O.N.
	Press conference "Problems of HIV infection"		Deputy Director for VR Denisenko L.N.
	Sportlandia "We are for a healthy lifestyle"		Sivoded L.M.
	Game "Labyrinth"		Social teacher Shaton I.N.
	Watching a video "Stop - AIDS"		Deputy Director for VR Denisenko L.N.
		1 time per year	Head teacher Serzhan N.V.

Deputy Director

for educational work L.N. Denisenko

State institution APPROVED

Education "Soltanovskaya Secondary School Director

school" Rechitsa district N.V. Serzhan

HIV prevention action plan

with students for the 2019/2020 academic year

	Event	Dates	Responsible
	Class hours as part of the Youth Health Week. Health. Lifestyle"		Class teachers 1-11 grades
	Holding Health Days	2nd Saturday of the month	Sivoded L.M. Konovalova O.N.
	Meeting with a health worker "Ways of infection"		Deputy Director of VR Denisenko L.N.
	Action "Youth against AIDS": Single information hour “Lesson for life”; Poster competition “No to AIDS!”; Questionnaire “Do we know about AIDS?”; Dispute “Together against AIDS”; Game "Mosaic"; Thematic disco “Youth against AIDS”	26.11 - 01.12.2019	Deputy Director for VR Denisenko L.N. Teacher-organizer Konovalova O.N. Social teacher Shaton I.N. Class teachers
	Creative task "Letter to my peer"
	Role-playing game “Whose side?”		Deputy Director of VR Denisenko L.N.
	Situational game "What is the problem?"		Teacher-organizer Konovalova O.N.
	Creative task "Mini-essay"		Konovalova O.N.
	Sportlandia "We are for a healthy lifestyle"		Teacher of physical education and sports Sivoded L.M.
	AIDS Remembrance Day: "Candle of Memory" campaign		Teacher-organizer Konovalova O.N.
	Conducting film lectures and video screenings on this topic	1 time per month	Deputy Director of VR Denisenko L.N.
	Passing a medical examination	1 time per year	Deputy Director of VR Denisenko L.N.

To increase the effectiveness of preventive work in the field of HIV/AIDS, it is of great importance to take into account the specifics of the methods, means and forms that will be used in this work. They constitute the active, practice-oriented side of the holistic preventive process and together form a system of work that is adequate to the goals and objectives of prevention. It should also be noted that methods, means and forms of preventive activities are closely interrelated.

HIV/AIDS prevention methods are aimed primarily at creating conditions for school youth to acquire the necessary knowledge, skills and abilities to protect themselves and those around them from HIV infection. These are a kind of ways of influencing a person’s consciousness, will, feelings, and behavior in order to develop in him norms of socially valuable behavior, actions and deeds that can protect him from HIV infection. They are the way to achieve the goal in the fight against HIV infection.

Practice has accumulated a large arsenal of preventive work methods. All of them can be successfully used in the system of working with youth. However, in this collection we offer only those that have been tested and are suitable for implementation in mass practice of working with school youth of different age groups.

In preventive work on the problem of HIV/AIDS, we propose to use those methods that will, first of all, contribute to the formation of knowledge, beliefs, views, concepts, ideas among participants in the preventive process about AIDS not only as a disease, but also as a phenomenon caused by social reasons: unfavorable the atmosphere of public life, the lack of sufficient awareness among young people about AIDS, the ways of spreading HIV infection, the low level of moral culture and culture of sexual relations.

The formation of consciousness in the preventive process is achieved in various ways. However, in our opinion, the most effective in the field of HIV/AIDS prevention are story, conversation, explanation, clarification, lecture, and work with literature. An effective method of persuasion is example. Each of the above methods has its own specific use and can be used in combination with others.

For younger schoolchildren, as well as for teenagers, the most common method in the field of HIV/AIDS prevention is storytelling. With its help, schoolchildren can be provided with reliable information about the disease, rules of personal hygiene, and standards of moral behavior that will help protect themselves from HIV infection. The story about HIV/AIDS should help equip schoolchildren with the necessary knowledge in this area and develop positive moral feelings (empathy, mercy) towards people who have become its victims. During the story, the organizer of preventive activities can also use methods of explanation, dialogue, figurative example, which will activate schoolchildren to develop images of moral behavior, a healthy lifestyle, and evoke a desire to imitate positive experience.

For these purposes, the collection recommends the story “What is AIDS” for practical use. It is important for the organizer of preventive work to remember that its duration cannot exceed twenty minutes, and the information must be brief, accessible and emotionally rich. During the story, you can use visual material available in the collection.

For teenagers who already have some knowledge about the problem of HIV/AIDS, in our opinion, conversation is an effective method. The conversation involves the participation of both parties - the organizer of preventive work and schoolchildren. It is problematic in nature and is characterized by the fact that it provides an opportunity to listen to the opinions of all participants in the preventive process.

The conversation recommended in the collection, “What you need to know about HIV/AIDS,” not only aims to equip schoolchildren with knowledge on this issue, but also requires their personal activity in searching for standards of moral and self-preserving behavior. Organizers of preventive work must take into account that not a single issue that is proposed for discussion or has aroused interest among the audience should be left without attention. At the same time, the norms of ethics and culture of communication must be observed here, because the conversation concerns the intimate aspects of a person’s life. To conduct a conversation, an atmosphere of trusting, emotional comfort is required. The conversation should in no way turn into a lecture, since the latter very often, especially among adolescents, can cause opposition, a desire to act contrary to what the organizer of preventive work tried to convince them of.

A story, an explanation, a conversation prepares for a more complex method of prevention - a lecture. We recommend it for preventive purposes for high school students. The lecture is a more complex logical construction and requires a scientific, theoretical generalization of the material, evidence in its presentation, and argumentation.

During a lecture on HIV/AIDS prevention, issues such as the history of the spread of the epidemic, hypotheses of the occurrence of the disease, routes of transmission of the virus, the difference between HIV and AIDS, precautionary measures, experience in maintaining health, the formation of knowledge about a healthy lifestyle, etc. can be covered.

The methods of preventive work in the field of HIV/AIDS discussed above mainly provide the initial stage of prevention. When carrying out preventive measures at school, it is also advisable to include a game.

The game is both a form and a method of preventive work. Its effectiveness lies in the fact that it puts participants in the preventive process in an active subject position. It brings pleasure to schoolchildren of any age. At the same time, in a game situation, it is easier to assimilate information about HIV/AIDS, possible actions and actions are modeled, and “choice situations” made by participants in game preventive activities are analyzed. The game also develops in schoolchildren confidence in their actions and behavior, which cannot lead to HIV infection. It also allows, through game situations, to understand and realize the feelings that people susceptible to this disease may experience, and therefore to develop the skills of socially acceptable behavior, feelings of mercy, compassion and humanity towards HIV-infected people.

It should be noted that the games offered in the collection can also be used for diagnostic purposes. They allow us to assess the level of knowledge of schoolchildren in this area, the degree of their awareness of ways to protect themselves from HIV infection.

For younger schoolchildren, the collection offers outdoor games “Between the Fires” and “Ali Baba and the Forty Thieves.” With their help, the organizer of preventive work in an informal play situation will be able to strengthen personal hygiene skills that can protect children from HIV infection. Games will not only attract children's attention to the problem of HIV/AIDS, but also identify those issues that will need to be focused on in future preventive activities.

A large range of gaming material is offered for high school students. Thus, the game “Risk of Infection” is a universal technology in the field of preventive work on the problem of HIV/AIDS, since it can be used not only after the lecture, but also instead of it. Here, during the game situation, the acquired knowledge about HIV/AIDS, the routes of transmission of HIV infection, the degree of risk of infection in one way or another is consolidated, and a conscious choice of one or another behavior is formed by high school students.

Role-playing game "Whose side?" aims to equip schoolchildren with knowledge, skills and habits of safe behavior in relation to HIV infection. Playing certain roles (“provocateurs”, “defenders”, “undecided youth”), schoolchildren during gaming activities are in a situation of choosing in favor of or dangerous behavior, entailing an irresponsible lifestyle, non-compliance with moral standards and, as a consequence, HIV infection -infection, or safe, based on moral values, knowledge of preventive measures. It provides an opportunity to reveal a person’s individuality, its uniqueness, and allows a high school student to develop confidence in their actions, as well as the opportunity to understand the feelings of others. Creative tasks can be used to provide feedback after the game.

The game "Chain Reaction" allows students to clearly demonstrate the possible speed of spread of HIV infection through the main routes (through various types of sexual contacts, through the virus entering the blood, from mother to child). It is designed to alert high school students and make them think about behavior that could lead to HIV infection.

The introduction of situational games is effective for preventive purposes. They are based on the analysis of simulated plots, stories that present a problematic situation. Thus, a set of situational tasks for analysis is given in the appendix of the collection. They can be supplemented and modified. Prevention participants themselves can also be involved in drawing up problem situations. However, here they should be given a clear instruction that these situations should reflect the social phenomena underlying the spread of infection, cases of risky behavior in relation to HIV/AIDS.

To highlight the problem of relationships with HIV-infected and AIDS patients, we propose to use the game training “Labyrinth”. Its goal is to develop a humane attitude among young people towards HIV-infected people. During the game, students can feel the situation of an HIV-infected person, the attitude towards him - both with understanding and with disdain. Naturally, after the game, the organizer of preventive work should conduct a conversation or analyze existing approaches to communicating with people who, for one reason or another, have become victims of AIDS.

However, it is indisputable that it is impossible to do without diagnosing the level of knowledge of students (at the initial stage of the educational process), as well as identifying the effectiveness of ongoing preventive work on the problem of HIV/AIDS. In this regard, we suggest using one of the diagnostic methods - questioning. It can be carried out at the initial and final stages of preventive work. Questionnaires can also be used to check the effectiveness of preventive work carried out among school youth.

Organization of preventive work in the field of HIV/AIDS involves the use of various public events. These include actions, discos, theatrical performances, quizzes, poster competitions, drawings, and propaganda teams, which are distinguished by their focus on the mass, collective, creative nature of youth participation in the fight against AIDS. Therefore, in the collection you will find a script for the children's fairy tale "The Grasshopper" for elementary school, and a script for the themed disco "Youth Against AIDS" for high school students.

One should not think, however, that the materials offered in the collection must be used exactly as they are described. The options presented here can, if necessary, be easily modified, supplemented with others, improved, based on one’s own experience, collective creativity and the real situation.

Practical materials

for working with primary schoolchildren

Story "What is AIDS"

To equip children with primary knowledge about AIDS as a disease.

Tasks:

1. Introduce the history of the spread of the disease in the world

2. Give information about the concepts of “virus”, “AIDS”, “prevention”.

3. Explain how the virus is not transmitted.

4. Introduce the rules of behavior with HIV-infected and AIDS patients in society.

Plan:

1. Medical history.

3. Rules of behavior of society with HIV-infected people and people with AIDS.

4. Summing up.

Materials:

Paper, pencils.

1. Medical history.

AIDS is a disease that can affect both adults and children. More than 30.6 million people have already fallen ill with this disease, including 1.1 million children. AIDS is caused by a virus. A virus is a very small organism that can cause various diseases. It penetrates the body, lives in the blood and interferes with special cells to protect a person.

This virus is transmitted only from person to person, so this disease most often affects adults who do not follow the rules of hygiene to be healthy. A person who has the AIDS virus in his body is called HIV-infected.

AIDS is an incurable disease. They die from it. Scientists have not yet come up with a cure for it, therefore, in order not to become infected, it is necessary to practice prevention.

Prevention –it is a system of knowledge and rules of behavior that can protect you from AIDS. A child can also become infected if he does not follow these rules, including the rules of personal hygiene.

Let's talk about them. Be sure to brush your teeth with your own brush and do not share it with anyone. When walking outside, do not pick up or touch discarded needles, blades, syringes and other objects that can cut or injure you, because they may be contaminated with the AIDS virus.

If you play with each other, then do not fight, do not bite, do not scratch, as your friend may be sick and through drops of blood and wounds on the skin can transmit the disease to you. If you see that a person, your friend, is bleeding, immediately call an adult and do not wipe it yourself.

2. Ways by which the human immunodeficiency virus is not transmitted.

However, the virus is not transmitted when you shake a person’s hand, pet an animal, ride a bus, trolleybus, tram, subway, visit a swimming pool, go to the library and borrow books, have lunch in a canteen, etc.

3. Rules of conduct for society with HIV-infected people and people with AIDS.

Just by being close to someone who is HIV-infected or has AIDS, do not be afraid, you cannot become infected with this disease. You can calmly give him your books, pens, notebooks, a ball, sit at the same desk with him, swim in the pool and ride in the same transport. There is no need to be afraid of children who have been infected by the AIDS virus. Sick people should be treated with kindness, be merciful and attentive towards them.

4. Summing up.

After the story, students are asked to draw how the AIDS virus is not transmitted; then they show the drawings and tell them what they show and why.

Games

Target:

To consolidate knowledge about personal hygiene measures that can protect children from contracting HIV infection.

Location	The game can be played while walking in the fresh air or during a physical education lesson.
Number of participants	At least 10.
Time	15 – 20 minutes.
Necessary materials	Ball.
Game description	2 people are selected from among the participants who stand at the edges of the site and play the role of “viruses”. The remaining participants in the game scatter around the site. “Viruses” throw the ball, trying to hit one of the participants on the court. The participant who was hit by the ball becomes infected and joins the “viruses”. If a participant on the court catches the ball, then he must name the rule of personal hygiene, then it is considered that he has avoided infection. Participants on the site are not allowed to leave the site.
Notes for the presenter

NOTE. This game is played after the story “What is AIDS”.

Outdoor game "Ali Baba and the Forty Thieves"

Target:

Reinforce knowledge about the need to observe personal hygiene measures.

Scenario of the children's fairy tale "Grasshopper"

Characters:

Grasshopper

Centipede

Materials:

Stump, hammer.

(The grasshopper squats near the stump, hitting it with a hammer.)

Leading:

Grasshopper jumped out

From the grass to the hummock.

The Grasshopper knocked

With a ringing hammer.

Hammer here and there...

(The grasshopper stops knocking and listens.)

Who bends a blade of grass?

(Notices the limping Zhuk, who comes to the front of the stage.)

A beetle is climbing, a beetle is climbing,

Groaning and moaning...

Oh, Grasshopper, help me out,

It’s awkward to ask!

I don’t know where or how

The horseshoe burst.

I can’t live without horseshoes:

This is how corns are baked.

Neither work, nor walk,

At least scream in pain...

Grasshopper:

This matter is not a problem!

Raise your leg!

Like this! Here!

Be patient a little!

(The grasshopper pantomimes the treatment of a beetle.)

Hammer here and there...

Get a horseshoe, Beetle!

(The Beetle grabs the Grasshopper’s hand, shakes it gratefully and cheerfully crawls away. The Mosquito flies in.)

Leading:

The mosquito is right there!

Mosquito:

Flew in for five minutes.

I, Mosquito, am the most unhappy of all,

I was completely confused!

I broke it, as if it were a sin,

A sharp needle!

(Komar pronounces the last two lines with a confidential intonation.)

Old ox skin

It was very strong!

Grasshopper(indignantly):

Let him not ask me

Who sucks someone else's blood!

For such people I will never

Didn't waste any effort!

You are from my forge

Get out quickly!

(The mosquito flies away.)

Leading:

Here comes the Centipede!

Centipede:

Oh, Grasshopper, help!

The leg was cracked a little.

I was left without a leg.

Grasshopper:

A leg is a leg, but which one?

Centipede:

It seems like the forties!

Grasshopper:

Knock, knock, knock, knock!

This is our work!

(Accepted for treatment.)

The leg is intact again.

Centipede:

No more limping!

(He bows low to the Grasshopper and leaves.)

Grasshopper:

My hammer plays

The anvil is singing!

(Knocks with a hammer.)

(Beetle and Centipede together.)

The Grasshopper helps everyone,

Help comes quickly!

Leading:

You, dear guys, have watched this little production. And so I have a question for you: did the Grasshopper help everyone? (after a response from the audience) Did he do the right thing? Maybe we should have helped Komarik after all and explained to him what he was doing wrong? (dialogue with the audience)

And among people, adults and children, there are many sick, infirm and weak. And we should all try to help them, feel sorry for them and protect them. Sick people should be treated with kindness and compassion.

You've probably heard about a disease called AIDS. It is a disease that affects both adults and children all over the world. AIDS is caused by a virus. A virus is a very small organism that can cause various diseases, including AIDS. It penetrates the human body and prevents special cells from protecting it.

This virus is transmitted from person to person, so this disease often affects adults who do not follow the rules of behavior in order to be healthy. AIDS is an incurable disease. They die from it. Scientists have not yet come up with drugs to cure it. Therefore, in order not to become infected, it is necessary to engage in prevention. You must follow the rules of personal hygiene: brush your teeth with your own brush and do not change with anyone. When walking outside, do not pick up or touch discarded needles, blades, syringes and other objects that can cut or inject yourself, as they may be contaminated with the virus.

A child cannot become infected simply by being close to someone with AIDS, who may be your friend. You can calmly give him your books, pens, notebooks, a ball, sit at the same desk with him, swim in the pool and ride public transport. There is no need to be afraid of children who have been infected by the AIDS virus. They must be pitied and protected.

Practical materials

for working with teenagers

Conversation "What you need to know about HIV/AIDS"

Target:

Equip students with knowledge about AIDS as a disease. Introduce the basic concepts of the problem.

1. Draw students’ attention to the problem of HIV/AIDS. Familiarize yourself with the history of the disease.

2. Provide information about the routes of infection with the human immunodeficiency virus and the possibility of infection.

3. Equip students with methods and means of HIV/AIDS prevention.

1. Statistical information.

2. Basic concepts on the problem of HIV/AIDS. History of the origin of HIV.

Progress:

1. Statistical information.

AIDSis a disease that can affect both adults and children. Currently, HIV infection is registered in all countries of the world. Belarus today ranks third among the CIS countries (after Ukraine and Russia) in terms of the number of people infected with HIV. More than 30.6 million people have already fallen ill with this disease, including about 1.1 million children. This is a disease in which the body's immune (defense) system is affected, when it becomes unable to fight various infections. Having become infected with this disease, a person is sick for a long time (5-10 years) and goes through several stages of its manifestation, the last of which is designated AIDS and ends in death.

2. Basic concepts on the problem of HIV/AIDS. History of the origin of HIV.

Abbreviation AIDS

AIDS is caused by a virus called HIV – human immunodeficiency virus. Viruses are living organisms that are so small that they cannot be seen with the naked eye. Human immunodeficiency virus (HIV) – This is a virus that is transmitted from an infected person to a healthy person and affects the body’s defense system. Sometimes it takes several years before a person infected with the immunodeficiency virus (HIV) shows the first signs of illness. A person whose body has been infected by the virus does not feel it and looks completely healthy. However, it poses a danger to others.

Where did HIV come from?According to the American scientist Robert Gallo, one of the researchers whose name is associated with the discovery of the causative agent of AIDS, HIV arose a very long time ago and spread in groups of the indigenous population of Africa isolated from the outside world. Economic development of territories, expansion of contacts, and colonization of Africa contributed to the spread of the virus to other continents. The AIDS virus is characterized by great variability. Over time, from a harmless virus it turned into a very aggressive pathogen that still keeps the whole world in fear.

3. Routes of infection with the human immunodeficiency virus.

The largest amount of the virus in an infected person is contained in the blood, seminal, vaginal and cerebrospinal fluids, and breast milk.

Virus transmitted three main ways:

sexually;

through unsterile syringes and needles, when using drugs together;

when using piercing objects if they are contaminated with the blood of a person who has this virus;

from mother to unborn or newborn baby during childbirth or breastfeeding.

As a result of many years of observations of numerous household contacts of HIV-infected and AIDS patients, it was found that Human immunodeficiency virus is not transmitted:

through handshakes;

when using cutlery and bedding;

when using writing instruments and household utensils;

when using a swimming pool, shower, public toilet;

in public transport;

animals, insects, including blood-sucking ones;

by airborne droplets during communication;

when caring for a patient with AIDS.

4. Basic preventive measures.

Knowing the main routes of transmission of HIV infection, a person should:

observe the rules of personal hygiene: use a personal toothbrush, razor, manicure accessories, etc.;

do not try or touch drugs: even a single injection of a drug can lead to infection with the human immunodeficiency virus;

When piercing your ears, use only sterile instruments;

Avoid early sexual relations, as this can lead to HIV infection, sexually transmitted diseases and unwanted pregnancy.

These are all called preventative measures..

5. Summing up. Game "Risk of Infection".

Carrying out the game "Risk of Infection".

Conversation “If there is an HIV-infected person nearby...”

Target:

To form ethical standards for students’ attitude towards HIV-infected people and AIDS patients.

1. Introduce students to examples of the negative attitude of society surrounding people towards HIV-infected and AIDS patients.

2. Model situations of communication and interaction of a student with HIV-infected people.

4. Summing up.

Progress:

1. The problem of negative attitudes towards people living with HIV and AIDS.

Today in the Republic of Belarus more than 2,000 people have been identified as infected with HIV. Of these, 18 are children. However, our society is not yet ready for the fact that people infected with HIV live among us. It is difficult to perceive that they are not dangerous under ordinary living conditions. Society, unfortunately, does not always show mercy to them.

If the population is poorly informed about the routes of HIV transmission, then people with HIV and AIDS will be seen as a dangerous source of infection. Such a person, as well as members of his family, may be artificially isolated from society: they will try not to come to their home, the most ridiculous rumors may be spread about them, even accusing the patient and his family of creating a threat to others. There may be calls for forced isolation of an AIDS patient. At the same time, people who are well informed about HIV/AIDS quickly and willingly respond to requests for help and support for AIDS patients and their families. Such people think about their behavior, seeing what HIV infection leads to.

2. Situations of attitude towards HIV-infected and AIDS patients.

Here is a typical example of the attitude towards an HIV-infected patient:

“In one of the hospitals, during many operations, an eight-year-old girl was infected with the human immunodeficiency virus. This became clear only when she was in Moscow. When the treatment was completed, the doctors called the orphanage where she was raised, asking them to take her from the hospital. However, when they found out that the girl was HIV-infected, the management refused to take her back in. With great difficulty, the doctors managed to find a boarding school where she could continue her studies.

The girl left the hospital happy: she was tired of doctors, she wanted to go to school with friends. When she left, she gave away all her toys.

However, the girl did not have to study at the boarding school. She was placed in a hospital box where not a single person had entered for several months. The girl was served food through a small window, and she only saw the hands serving the food. She lived in boxing, like a little animal in a cage, until the Moscow hospital called her for another examination.

Instead of a cheerful, kind child, they brought a feral creature to Moscow, whose psyche took a long time to recover..."

In our republic, an HIV-infected child was not accepted into school. Before this, he was deprived of the opportunity to attend kindergarten.

There are other examples that show that adults infected with HIV were forced to quit their jobs or leave their hometown due to hostile attitudes towards them.

Why did people do this to HIV-infected people?

How do you think such people should be treated?

3. Game training "Labyrinth".

Game training "Labyrinth" is being conducted (see practical materials for working with high school students). After the end of the game, it is necessary to give each participant the opportunity to express their feelings.

4. Summing up.

An HIV-infected person does not threaten anyone in everyday life. You can live in the same room with him, eat from the same dishes, sit at the same desk. You cannot become infected by shaking hands, friendly hugs and kisses, in transport, or from insect or animal bites.

AIDS patients need help and support. It is necessary to understand that these are, first of all, people. Like everyone else, they have feelings, needs, hopes. To help such a person, you need to remain a friend.

Games

Outdoor game "Between the lights"

Strengthen knowledge of HIV/AIDS prevention measures.

Location	The game can be played while walking in the fresh air, during a physical education lesson, and outside of school hours.
Number of participants	At least 10.
Time	15 – 20 minutes.
Necessary materials	Ball.
Game description	2 people are selected from among the participants who stand at the edges of the site and play the role of “viruses”. The remaining participants in the game scatter around the site. “Viruses” throw the ball, trying to hit one of the participants on the court. The participant who was hit by the ball becomes infected and joins the “viruses”. If a participant on the court catches the ball, he must name a measure to prevent HIV/AIDS ( observe the rules of personal hygiene: use a personal toothbrush, razor, manicure accessories, etc.; do not try or touch drugs: even a single injection of a drug can lead to infection with the human immunodeficiency virus; When piercing your ears, use only sterile instruments; avoid having early sexual relations, as this can lead to HIV infection, sexually transmitted diseases and unwanted pregnancy), then it is considered that he has avoided infection. Participants on the site are not allowed to leave the site.
Notes for the presenter	The game ends when half of the participants remain on the court.

Note. Before playing the game, it is necessary to discuss information about HIV/AIDS prevention measures with students.

Outdoor game "Blinkers"

Demonstrate the possibility of spreading HIV infection.

Location	The game can be played in the classroom or while walking outdoors.
Number of participants	Not less than 10.
Time	10 – 15 min.
Necessary materials	Chairs. Their number should be half the number of participants.
Game description	A group of children is divided into two equal parts: “residents” and “viruses”. “Residents” sit on chairs in a circle facing each other. Behind each of the “residents” there becomes a “virus”. The presenter is in a circle formed by the “residents”. He blinks at one of the “residents”. If the “resident” manages to jump up, then he is not infected and remains healthy. If the “virus” grabs him, then the “resident” becomes infected and is able to infect others. He attaches himself to one of the "viruses". The game ends when half of the "residents" are infected.
Notes for the presenter	1. If the game is played outdoors, then “residents” can sit on the grass or play while standing. 2. After the end of the game, you should summarize, repeating the routes of transmission of HIV infection and AIDS prevention measures.

Business game "Risk of infection"

To consolidate students' knowledge about the routes of transmission of HIV infection.

Location	Classroom.
Number of participants	20 – 30.
Time	45 – 60 minutes.
Necessary materials	Two sets of cards (Appendix 1 and Appendix 3).
Game description	The presenter lays out 4 sector cards on the table or floor: “High risk”, “Low risk”, “No risk”, “I don’t know” (Appendix 3). The presenter distributes to the game participants all the cards that indicate: types of social behavior; common items; biological body fluids; empty card. Participants in the game are given 2 to 3 minutes to think whether what is indicated on the card they received refers to a high, low risk of contracting HIV infection, or not. The presenter invites participants to place their cards on the sector card that, in his opinion, most reflects the degree of risk of infection. If the participant is not familiar with any concept or does not know where to place the card, then he is asked to put it in the “I don’t know” sector. The empty card remains with the player. The presenter examines and explains the cards placed in each of the 4 sectors in the following sequence: “I don’t know”; "High risk"; "Low risk"; "No risk." The player with a blank card is asked to come up with a situation that poses a high, low, or no risk of contracting HIV infection. The situation should not duplicate those already discussed. Sector cards are laid out randomly. Participants speak in turns without interrupting each other.
Notes for the presenter	Before the start of the game, the leader stipulates the following rule, which is mandatory for both the leader and the game participants: creating and maintaining a trusting atmosphere among the game participants.

Practical materials

for working with high school students

Lecture "AIDS and its prevention"

Raise the level of awareness and education of high school students on the problem of HIV/AIDS.

1. To acquaint students with the problem of the spread of HIV infection in the world.

2. Provide information about the ways the virus spreads and preventive measures.

3. Form a humane attitude towards HIV-infected and AIDS patients.

1. Basic concepts of AIDS and HIV.

3. Hypotheses about the origin of the AIDS virus.

4. Stages of the disease.

7. The degree of risk of contracting HIV infection. Risk group.

8. Preventive measures.

9. HIV - people infected and suffering from AIDS and the ethics of relationships with them.

1. Basic concepts of AIDS and HIV.

AIDS – acquired immunodeficiency syndrome. This disease is caused by the human immunodeficiency virus (HIV). The human immunodeficiency virus weakens the immune system, causing the body to lose its ability to resist various diseases. The term AIDS denotes the final stage of HIV infection, which is characterized by damage to the human immune system, against the background of which concomitant diseases of the lungs, gastrointestinal tract, and brain develop. The disease ends in death.

Abbreviation AIDS means: Acquired Immunodeficiency Syndrome.

Human immunodeficiency virus (HIV)affects living cells (lymphocytes) and develops in them. Living cells are used as an “incubator” in which viruses divide and multiply. The dimensions of HIV are very small: about 100 thousand viral particles can fit on a line 1 cm long. The virus causes a slow-acting disease with a long latent (incubation) period (from the moment of infection to the appearance of signs of the disease). Therefore, having penetrated the human body, HIV does not manifest itself in any way at first. It takes months and sometimes years for AIDS to develop.

2. Epidemiological situation in the Republic of Belarus.

Currently, HIV infection is registered in almost all countries of the world. According to the UN AIDS Program and the World Health Organization (WHO), as of December 31, 1997, there were 30.6 million people living with HIV in the world, of which 5.8 million became infected during 1997, including 590 thousand. children. Every day, 16 thousand people become infected around the world. There are already 8.2 million orphans who have lost their parents to AIDS.

In terms of the number of identified HIV-infected people, Belarus today ranks third among the CIS countries after Ukraine and Russia. But what has been revealed is only the tip of the iceberg. Until 1996, 113 cases of HIV infection were registered in Belarus, as of December 31, 1996 there were 1134, as of December 31, 1997 – 1787, as of August 1, 1998 – 2140. Most cases occur in the Gomel region. This is due to the spread of HIV infection among syringe drug addicts in the cities of Svetlogorsk and Zhlobin.

3. Hypotheses about the origin of the AIDS virus.

The new disease was first reported on July 5, 1981, in the American weekly Morbidity and Mortality Daily Reports. Naturally, the emergence of a new virus has given rise to numerous hypotheses about its origin.

According to some scientists, the virus is of monkey origin. Viruses very similar in their genetic structure to HIV have been isolated from monkeys from Africa. How could transmission of a related monkey virus to humans occur? Many tribes in Central Africa hunt monkeys and consume their internal organs and blood for food. Infection with the monkey virus could occur when cutting a carcass through lesions on the hunter’s skin or by consuming raw meat or monkey brains.

Scientists express the opinion that overcoming the species barrier could have occurred as a result of mutation of the monkey virus as a consequence of radiation exposure. In 1950–1960, nuclear weapons were tested, and a sharp increase in background radiation occurred in the equatorial zone of the globe. The impact of natural background radiation, which is very high in areas where uranium ores occur in some areas of Africa, cannot be ruled out.

According to another version, expressed by a number of scientists, HIV is artificially created. Back in 1969, the Pentagon developed a program to create bacteriological weapons capable of suppressing the human immune system. In one of the US research centers, new types of viruses were obtained using genetic engineering from viruses isolated from African animals. The tests were carried out on prisoners serving life sentences in exchange for release at the end of the experiment. Perhaps their release contributed to the spread of HIV infection among the population.

The version is based on the coincidence of the completion of the experiment on the development of this type of bacteriological weapon and the appearance of the first cases of AIDS among homosexuals, namely in the USA and the countries of Central Africa. However, there is no convincing objective or documentary evidence to support it yet.

4. Stages of the disease.

During the course of the disease caused by the human immunodeficiency virus, There are several stages:

First stage –absence of clinical manifestations of HIV infection. This stage lasts from 2 to 15 years. It is called HIV infection. A person can look and feel healthy and still transmit the infection to others.

The second stage is Pre-AIDS.Characterized by the appearance of the first symptoms of the disease: enlarged lymph nodes; weight loss; fever; weakness.

Third stage - AIDS. Lasts from several months to 2 years and ends in death. Characterized by the development of severe, life-threatening diseases caused by fungi, bacteria, and viruses.

5. Routes of transmission of HIV infection.

HIV does not live in animals. For its vital activity and reproduction, it needs human cells, therefore it cannot be transmitted from animals to humans. This position was proven by American scientists working in a monkey nursery. In experiments on rats, mice, baboons and cats, it was never possible to get infected. Therefore, you can only become infected with the virus that causes AIDS from the person who is the source of HIV infection.

In an HIV-infected person, the virus content in different fluids is not the same. The largest amount of virus sufficient to infect another person is found in the blood, semen, vaginal secretions, cerebrospinal fluid, and breast milk of an HIV-infected person. Therefore, we can talk about three ways of transmitting HIV infection:

sexual;

parenteral (virus enters the blood);

vertical (from an HIV-infected mother to a child during pregnancy, childbirth, feeding).

6. Ways by which HIV infection is not transmitted.

HIV infection is not transmitted:

with friendly hugs and kisses;

through handshakes;

when using school supplies, a computer, cutlery, outerwear;

through sanitary equipment, when using a swimming pool, shower;

in public transport;

insects, including blood-sucking ones;

through industrial and home furnishings;

by airborne droplets.

HIV infection is also not transmitted through having a regular sexual partner or through sexual contact using a condom. You cannot become infected while caring for a sick person.

7. The degree of risk of contracting HIV infection. Risk group.

There are people who are at high risk of becoming infected with HIV. It depends on the person’s behavior, which determines the degree of risk: having a large number of sexual partners; sexual intercourse without a condom; carrying out sexual intercourse in the presence of sexually transmitted diseases; the use of the same needles and syringes by several people when injecting drugs intravenously. Because to "vulnerable groups" include :

drug addicts;

homosexuals;

prostitutes;

persons with promiscuous sexual relations.

The current situation in the world shows that each of us belongs to the “risk group” if the basic rules of personal behavior are not followed.

8. Preventive measures.

Sexual route of infection. A person who does not have sexual intercourse and does not inject drugs has a zero risk of contracting HIV. Therefore, when deciding to engage in early sexual relations, think:

1. Do you need it now?

2. Does your age allow it?

3. Are you ready to become a mother (father) and take responsibility for your behavior?

In addition to pleasure and self-affirmation, early sexual relations can lead to unwanted pregnancy, infection with sexually transmitted diseases, and AIDS. Do you need this?

However, if you have already thought about your decision and are ready to consciously begin sexual activity, only using a condom will allow you to avoid unwanted pregnancy, infection with sexually transmitted diseases and AIDS. Condom is a dense latex bag that is placed on a man’s erect penis before sexual intercourse. A condom prevents sperm from entering a woman's vagina during sexual intercourse. When used correctly, latex condoms have been found to be an effective means of protection against sexually transmitted diseases, HIV infection and unwanted pregnancy.

How to use a condom?

Use a new condom every time you have sex. Never reuse the same condom.

Squeeze the narrow tip of the condom (sperm collection reservoir) with your fingers to remove air.

Put on a condom before sexual intercourse, when the penis is in a state of arousal, rolling the condom from end to base.

After ejaculation, immediately remove the penis, holding the condom by the base. Then, carefully, so as not to spill the contents, remove the condom and tie it in a knot.

Do not use oil-based lubricants (vegetable oil, petroleum jelly, baby cream) as they destroy the material from which the condom is made.

Store condoms in a cool, dry place.

Do not use a condom if the packaging is torn, or if the lubricant of the condom has dried out and it has become brittle, dry, and sticky to the touch.

The condom is most effective in combination with spermicides - agents that destroy sperm.

There are other safe forms of sexual communication that exclude HIV infection: kissing, hugging, looking at any part of the body, stroking, massage, masturbation.

Parenteral route (virus enters the blood).A large group of AIDS patients and HIV carriers are syringe drug addicts. In most cases, in such groups, the drug is administered intravenously with one syringe, followed by transferring it to each other. HIV infection is facilitated by the use of an infected drug or common items during its preparation (tampons, utensils). As soon as at least one HIV-infected person appears among drug addicts, after some time members of the group (about 70% within 2–3 years) become HIV-infected.

Addiction– a disease characterized by an irresistible craving for drugs that cause euphoria (excitement) in small doses, and stupefaction in large doses, drug-induced sleep. The consequences are lack of control of behavior (this leads to promiscuity), the possibility of contracting HIV infection, and, as a result, death. Therefore, it is better not to succumb to peer pressure, not to try, and especially not to use drugs.

Those who already have a history of drug use should use only individual syringes and needles and do not lend them.

In addition, you should only pierce your ears in beauty salons, get tattoos in special salons, and also have your own personal hygiene items: razors, manicure accessories. The possibility of infection in medical institutions is minimal.

Vertical route of infection.Infection of a child from an HIV-infected mother occurs when the virus passes from mother to fetus during pregnancy, childbirth and breastfeeding. Therefore, the decision to have a child is made by the HIV-infected woman herself, who must think about the consequences and make the right decision. Doctors are doing everything possible to ensure that the child is born uninfected. The probability of having an HIV-infected child is 35–50%.

9. HIV-infected and AIDS patients and ethics of relationships with them.

AIDS is not only a medical problem, as it leads to various social consequences and creates problems both for HIV-infected people themselves, and for their relatives, friends, and for all people who are in one way or another connected with them.

HIV-infected people need help and support.

10. Legal aspects of the HIV/AIDS problem.

Issues of the spread of HIV infection are addressed by a number of legislative acts of the Republic of Belarus.

Thus, the Criminal Code of the Republic of Belarus provides for punishment in the form of imprisonment for a term of up to five years for knowingly placing another person at risk of contracting AIDS; imprisonment for a term of up to eight years for infecting another person with AIDS by a person who knew that he had this disease.

The Law of the Republic of Belarus “On State Benefits for Families Raising Children” provides for a pension benefit for children infected with HIV and AIDS under 16 years of age.

The laws “On Health Care of the Republic of Belarus” and “On the Sanitary Well-Being of the Population of the Republic of Belarus” guarantee:

provision of free medicines for the treatment of AIDS;

provision of treatment in any medical institution;

preventing the dismissal of HIV-infected persons from employment, refusal to hire, educational institution, or child care institution;

the right of citizens to a medical examination, including an anonymous one; The medical institution is obliged to ensure the security and confidentiality of the examination.

Practical lesson "We and AIDS"

Contribute to further improvement of knowledge about AIDS and measures for its prevention.

1. Intensify interest in the problem of AIDS prevention.

2. To form a student’s ideological position in a game situation.

1. Statement of the problem.

2. Game "Whose side?"

1. Statement of the problem.

We always think: this disaster - HIV infection - can happen to anyone, just not me, just not my friends. Let them talk about it, but it doesn’t concern me. We know that AIDS is a deadly disease; We know how to get infected and how not to. But this is perceived as another rule that needs to be known. Nothing more, because it won’t affect me.

But AIDS is a real threat, it is death that suddenly looks into your eyes and says: “You are mine.” Therefore, the motto of the lesson is the following words: “Do not think that this will not affect you, do not think that this deadly disease cannot change your life just because it is you and it will bypass you.”

For a person, probably, the main thing today is to have the right to choose. But in order to make a choice, you must be a literate person, because it is ignorance that destroys people.

2. Game "Whose side?"

Now we will play a game with you that will demonstrate to you that ignorance can be destructive to a person.

(The role-playing game “Whose Side?” is being played.)

The proposed game has two possible outcomes:

1. The “provocateurs” won: This is natural, this is often the case. As Socrates said: “It is always easier to go to the bottom.” It’s easier not to know, not to think about tomorrow.

2. The “defenders” won: This is natural, since norms and rules dominate us, so the side that is “correct” is more often chosen. However, if viruses were more assertive, young people would follow them, as most often happens in life.

3. Discussion of the game. Reflection.

At the end of the game, it is necessary to discuss and find out why each of the participants made this or that decision, and then organize a collective discussion of those feelings and sensations that overwhelm the players (the organizer of preventive work can also express his opinion and become an active participant in reflection).

The lesson can be completed by writing a “Letter to my peer.” On a piece of Whatman paper, using markers, colored pencils, and paints, students will write (draw) a call to their peers on how to protect themselves from AIDS.

NOTE. The lesson is conducted if students have basic knowledge about HIV/AIDS.

Practical lesson "HIV-infected among us"

Teach etiquette and ways of interacting with HIV-infected people.

1. Model the personal behavior of participants in a game situation when communicating with people infected with HIV.

2. Demonstrate ways to interact with people with AIDS.

1. Statement of the problem.

3. Discussion of the game results.

1. Statement of the problem.

People's reaction to the emergence of a new life-threatening disease depends on the environment in which they are raised, the level of culture, education, and life experience.

Imagine the situation: someone finds out that they have contracted AIDS. He immediately faces many questions:

– How to cope with a hopeless situation?

– Who should I report this to and how?

– What about family and friends? and many others.

The experience of many countries shows that where society is focused on treating HIV-infected people or people with AIDS as ordinary patients, and not outcasts, they receive maximum care and attention from others. All this helps them get rid of the fear of being “erased out” from life.

Think about why people sympathize and communicate with patients with cancer and hepatitis, but at the same time knowing that the AIDS virus is not transmitted through everyday contact (by shaking hands, friendly kisses, through dishes and cutlery, air, water, food, etc.) d.), avoid communication with HIV-infected people, and, unfortunately, urgently require their isolation from others.

Maybe it's ignorance, or maybe it's fear? How does a sick person feel in a situation of isolation, rejection and, conversely, help and support?

2. Game training "Labyrinth".

Game training "Labyrinth" is being conducted. After the end of the game, it is necessary to give each participant the opportunity to express their feelings, feelings, and thoughts.

3. Discussion of the training results.

A person always needs to feel significant, needed, to feel the love and care of loved ones. This is necessary for a healthy person, but what about terminally ill people? To say to him: “Hello, how are you, how are you?”, to smile is nothing for you, but for him it is the warmth and hope that we all so need.

4. Carrying out the creative task "Blot".

The creative task "Blot" is being carried out.

At the end of the lesson, each participant in the educational process expresses his position on the problem of communication with HIV-infected and AIDS patients.

Creative tasks

"Unfinished Sentences"

Summarize the knowledge gained on the problem of HIV/AIDS. Give each participant in the educational process the opportunity to express their opinion on the problem posed.

Materials:

Blackboard, chalk or sheets of paper (in this case, the task is carried out as a mini-essay).

Formulation of the problem. For example, “What would you do if: a) you met someone who was HIV-positive? b) your friend turned out to be HIV-infected?” Students must complete the sentences below.

The board is divided into two halves. The first half records participants' statements that might have occurred prior to the educational process on HIV/AIDS. On the second - after classes on HIV/AIDS prevention.

Related information.

GBOU Lipetsk region

special boarding school in Gryazi

Educational hour

"Prevention of HIV/AIDS in primary school."

Teacher of group 2:

Kosykh E.A.

Target: According to age, give knowledge about HIV/AIDS, modes of transmission, precautions when contacting HIV-infected people.

Tasks:

Provide objective information about HIV/AIDS.

Develop skills of responsibility for your behavior.

Develop neatness, hygiene skills, and willpower.

Progress of the lesson.

I. Brainstorming exercise

Target : to activate attention, activity, perception, learn about children’s knowledge about HIV/AIDS.

Children are shown the entry: HIV/AIDS.

Educator: Tell me, what do you associate this recording with? What do you feel? What do you want to say? (As a rule, students name the words “illness, hospital, bad, medicine, virus, grief, sadness, sympathy, death...”, the leader writes down the words in a chaotic order, names his own if the class is silent)

Educator: Well done! I see you already know something. Now let’s try to decipher this recording and find out more about the disease.

II. A story about HIV/AIDS.

The presenter deciphers the inscriptions with explanations. (Annex 1)

B-virus; I-immunodeficiency ; H-man

C-syndrome; P-acquired ; I-immuno ; D-deficiency

Educator. Children, you love magical stories.

(The story is accompanied by illustrations. Appendix 2.)

The story that I will tell you happened to ordinary children in an ordinary city. It was a sunny summer day. Dina and Timur were rollerblading in the yard. Suddenly Timur twisted his leg and fell. A sharp pain pierced my leg, and my knee became covered with droplets of blood. Timur felt his head spin. A moment later, the world around him disappeared, and he himself found himself in an unknown kingdom. The kingdom was called"HUMAN ORGANISM". The brain, heart, lungs, liver, stomach and many other organs lived and worked in this kingdom. Each organ did its job, but could not do without the help of another inhabitant of this kingdom. The heart could not work without the lung, the liver without the heart, and the brain without the stomach. Timur knew that human organs are interconnected by multiple blood vessels through which blood flows.“How do they hear and feel each other?” Timur walked and thought and did not notice how he got to the place where the blood vessels were damaged.

He recognized this place. It was his broken knee.What was going on here! An army of soldiers in red and white uniforms worked here. Some soldiers were of higher rank - large, others small. There were many wounded among them. Red soldiers delivered oxygen, white soldiers fought and protected the body from microbial enemies that penetrated through damaged skin.When the battle ended, Timur approached the commander-in-chief of the army and said admiringly:- What a brave and huge army! Please tell us about your soldiers.“Well, okay,” answered the stern general. - These red soldiers -red blood cells, red blood cells. They contain iron in their backpacks and deliver oxygen to the body. But those brave soldiers are white blood cells, and among them are the bravest defenders of the body

T lymphocytes.

They create a shield against diseases called immunity.As soon as enemies appear, our defenders are right there.-But then, a few years ago, the general continued, frowning his brows, a formidable enemy of the human body appearedHIV - AIDS virus. When this evil enemy enters the human body, it penetrates into

T-lymphocytes multiply there and damage them. Many of the T lymphocytes sag. Since the human body is without protection, germs and bacteria that enter it can be fatal.“Are there really no drugs against HIV?” Timur was frightened.- It’s sad, but there are still no drugs that could destroy HIV. The cunning HIV can live quietly in the body, not do its evil deed, and not reveal itself for several years. When the immune system becomes so weak that the body can no longer fight various diseases, it occurs.AIDS -acquired immunodeficiency syndrome.“If I hurt my knee until it bleeds, can I get HIV?” Timur asked.- No, for this you need the HIV-infected blood of another person to get into your wound.“I know how someone else’s blood can enter the human body,” exclaimed the little interlocutor, through contaminated medical instruments, and also when someone else’s blood is transfused for various diseases.“That’s right, young man,” answered the commander-in-chief. Unfortunately, some people take drugs - these substances are very harmful to the body. When using drugs, people often share syringes and needles, so they become infected.There are several more important rules that must be followed to protect yourself from contracting HIV. Never pick up discarded needles, syringes, blades or other objects that can prick or cut you in a hallway, on the street, or in a park. These items

an HIV-infected person could use it, and if you get injured, you will introduce the immunodeficiency virus into the blood.

Do children get HIV? – the boy asked.- Some children may actually have HIV. If a mother has HIV, then, sometimes, it is transmitted to the child at birth, through breastfeeding.

Can you get HIV from animals?

HIV cannot be transmitted to humans from animals. Cats, dogs, monkeys and other animals have their own immunodeficiency viruses, but they are not dangerous to humans. After all, the human immunodeficiency virus needs only human body cells to live, feed and reproduce. So don't be afraid! You will never get HIV infection from animals. You can only become infected with HIV from an HIV-infected person.- How can you understand that a person has HIV?- You won't be able to find out right away. A person feels well for a long time after infection. Only special blood tests can show the presence of HIV. Anyone can become infected with HIV, and this does not mean that they are bad or special.

There are ways to protect yourself from HIV, and you can do it too.

I advise you:
- beware of getting someone else’s blood on your skin, especially if it is damaged, or in your eyes.- do not touch other people’s syringes and needles lying on the street.- remember that all medical injections (injections) must be made with disposable instruments.

It's time to part ways. Good bye, my friend! And be healthy! - said the good commander.A few seconds later, Timur opened his eyes and saw Dina in front of him, who was treating his wound with green paint.“Dina, I want to tell you about a kingdom,” Timur suggested enthusiastically.

Educator: Did you like the story? Now let's play the game "Rain" with you.

III. Game "Rain".

Goal: relieve tension, develop group cohesion.

The group members stand in a circle, one after another, and place their open palms on the back of the person in front. With light touches, each participant imitates drops of beginning rain. Drops fall more often, the rain becomes stronger and turns into downpour. Large streams flow down the back.

IV. Game "True or false".

Purpose: to test knowledge about the information received.

Educator: Attention! Now we will play a game. I will read you the correct and incorrect sentences. If in your opinion the sentences are correct, you clap your hands; if not, you don’t clap. Ready? Attention! Let's start!

1. Looking at a person, can you immediately determine whether he has HIV? "-"

2.Do children not get AIDS? "-"

3.Shaking handsHIV positive person, will you get this disease? "-"

4.Nothing can kill HIV once it enters the body. "+"

5.You can become infected through the notebook in which you wroteHIV-infected person. "-"

6.A person can become infected with HIV by piercing their ears. «+»

7. There are cures for AIDS. «-»

8.There is a blood test that determines whether you are infected with HIV. «+»

9.HIV is transmitted through pets. «-»

10.HIV is transmitted through dishes and food. «-»

11.You can become infected through mosquito bites. «-»

12. You can get infected if you hugHIV-infected person "-"

13. People who use drugs can become infected. «+»

14.You can get infected by swimming in a pool withAn HIV-infected person. "-"

15.You can become infected ifHIV-infected people cough and sneeze. "-"

16.If you are healthy, then you cannot become infected with HIV. "-"

17.You can be friends withHIV-infected person and not become infected “+”

Educator: Well done! And now the advice of Dr. Aibolit, who recommends:

To protect yourself from HIV, follow these rules.

1. Follow the rules of personal hygiene. (Children must say the rules)

2.Never pick up syringes or other medical equipment that you find.

3. Make sure that medical workers give injections, vaccinations, and blood tests only with disposable syringes.

4.If you accidentally get injured while playing outside, treat the wound with hydrogen peroxide, medical alcohol, and brilliant green. Tell your parents.

5.Never come into contact with other people's blood.

Educator: And the last thing I wanted to tell you: the red ribbon has become a symbol of the fight against AIDS. This symbol was proposed by American artist Frank Moore in 1991. A red ribbon is pinned to clothing. The more people wear a red ribbon, the more heard the voice of those who demand attention to the problem of AIDS will be heard. Now we will try to make these red loops.

Applications

Annex 1

IN- virus

AND- immunodeficiency

Ch- person

Annex 1

WITH - syndrome

P - acquired

AND - immuno

D - deficit

Appendix 2

Appendix 3

Advice from Dr. Aibolit

To protect yourself from HIV, follow these rules:

Appendix 3

Contents of the problem and justification for the need to create a program

The program “Comprehensive measures for the prevention of drug addiction, smoking, alcoholism, AIDS at school” was developed in connection with the situation in the city, district and, in general, in Russia, caused by the increase in the spread and use of narcotic, toxic drugs, alcoholic beverages, tobacco products, which poses a threat to human health and safety. The prevalence of these phenomena among children and adolescents is of particular concern. To prevent the occurrence of negative phenomena, it is necessary to begin preventive work in kindergartens and schools from an early stage. The family and school must be united in resolving this issue. Teacher - students - parents - this is the triangle on which the main work of the school is based. One of the main problems of the educational process of the school is the employment of students outside of school hours as the most effective part in the prevention of a healthy lifestyle and the prevention of crime.

The vast majority of people begin to smoke, drink alcohol, and use drugs at school age, so effective measures to prevent drug addiction, smoking, and alcoholism at school will help many avoid this form of addiction.

Justification of the need to organize preventive work in school

After studying the forecast of the drug situation, the number of people suffering from AIDS, sexually transmitted diseases, and the number of teenagers smoking in Russia, the cause-and-effect relationships of the development of these phenomena in society were established.

The main reasons for the occurrence and spread of these phenomena are as follows:

• Insufficient number of sports and leisure facilities in the city.
• Increase in crime among teenagers and young adults.
• Problematic relationships of minors and youth with others.
• Mass introduction of minors and youth to alcohol.
• Lack of effective interaction between institutions dealing with the problem of drug addiction in the city.

Purpose of the program: providing conditions to reduce the growth of abuse of tobacco products, alcoholic beverages, and narcotic substances among adolescents. Promotion of healthy lifestyles.

Program objectives:

• create a comprehensive system of measures aimed at eliminating smoking, drug addiction, and alcoholism on and off school grounds;
• to form a positive attitude among students towards a healthy lifestyle;
• improve the system for preventing the consumption of drugs, tobacco, and alcoholic beverages;
• provide students with objective information about the consequences of drug addiction, smoking, alcoholism and develop an understanding of their negative impact;
• to form in students a negative attitude towards smoking, alcohol, and drugs.

The positive result of our work depends on the union of all teachers, students, parents, psychologists, social educators, and the administrative apparatus of the school. Therefore, the main task is to expand cooperation between school employees and other government agencies, ensuring communication between the school and centers, committees, departments, and public associations for the purpose of effective interaction and successful work.

Preventive work at school involves communication with city institutions:

– Center for Medical Prevention;

– Center for Family Problems – Kordey;

- Center of children's creativity;

– Educational institutions of the city.

The program involves the use of various forms of preventive work on drug addiction, alcoholism, smoking, AIDS, and the spread of sexually transmitted diseases.

– viewing video materials, films:

a) with medical workers of city institutions;

b) with law enforcement officials;

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School-based interventions to prevent HIV, sexually transmitted infections and adolescent pregnancy

Do school-based interventions prevent HIV, sexually transmitted diseases and pregnancy? That's the question researchers from the University of York, the South African Medical Research Council and Stellenbosch University asked in a Cochrane review published this week.

Sexually active adolescents in some countries, especially girls, are at high risk of contracting HIV and other sexually transmitted infections (STIs); at the same time, early, unwanted pregnancy can have a significant impact on the lives of young people. School-based sexual and reproductive health programs are widely accepted as an approach to reduce high-risk behavior, given the critical role the school environment plays in youth development. Curriculum-based sexuality education programs are popular in many countries and, while there is some evidence that they can improve knowledge and reduce self-reported risk taking, this review estimated the number of young people who contracted STIs, including HIV, and also the number of teenage pregnancies.

A group of independent authors included eight cluster-randomized trials involving more than 55,000 participants in total to evaluate the impact of school-based interventions. The authors included trials conducted in sub-Saharan Africa, Latin America and Europe; Six trials assessed school-based interventions, while two trials assessed incentive-based programs aimed at encouraging students to remain in school.

"Education programs alone, as currently delivered, are likely to have no impact on the number of young people infected with HIV, other STIs or pregnancy rates," said Dr Amanda Mason-Jones from the University of York. the review's lead author, "especially if condoms and contraceptives or other health services are not readily available to young people."

This review found that in studies that provided incentives such as free school uniforms or small cash payments to young people who stay in school, there was no definite change in HIV infections; one study found a decrease in other STIs , and overall there was a significant reduction in teenage pregnancy, although higher quality evidence is needed to confirm this.

“Previous studies have focused only on outcomes reported by study participants. Our review is the first review and meta-analysis to include only measured biological outcomes,” continued Dr. Mason-Jones. “It is clear that further high-quality research is needed in this area so that decision-makers can be better informed about the best way to keep young people, especially girls, in education longer. Schools or subsequent education and training settings can provide a supportive environment for information and advice on healthy relationships, but this must be combined with appropriate health services that meet the needs of young people and help improve their life chances.”

The Cochrane review was coordinated by the Cochrane Infectious Diseases Group (CIDG), based at the Liverpool School of Tropical Medicine. The Cochrane Infectious Diseases Group has been active since 1994, led by Professor Paul Garner, and supported by more than 600 authors from 52 countries.

Read the full Cochrane review here.

russia.cochrane.org

Activities to implement the State HIV Prevention Program

educational institution "State secondary school No. 3 of Zelva"

on the implementation of the State HIV Prevention Program for 2013-2015 in the Grodno region

Organizing the school's participation in annual sociological research to obtain objective information on the progress of the HIV/AIDS epidemic process, identify the conditions and prerequisites for the spread of HIV, and assess the impact of preventive activities on the epidemic situation of HIV infection

Organization and maintenance of an advisory telephone for school students on the prevention of HIV infection, drug addiction, sexually transmitted infections

June, August, December /Annually/

Coverage of HIV/AIDS prevention issues in extracurricular activities in educational institutions through the website, the newspaper “RIMT”, information stands:

— Routes of transmission of HIV infection, drug addiction, sexually transmitted infections

— Familiarization of teachers and parents with the results of the survey, informing parents of students about the possibility of medical testing of their children in health care institutions for drug use

SPPS specialists, class teachers of grades 1-11

Ensuring the implementation of HIV prevention programs in schools

Deputy Director for Educational Work,

Hear a report on the implementation of the State HIV Prevention Program for 2013-2015 at the Pedagogical Council

Organization of work in an educational institution for a volunteer youth team working under the “peer teaches peer” program to prevent HIV infection:

— clarification of the lists of volunteer team members

School director, deputy director for educational work

Development and implementation of a set of activities within the framework of the World AIDS Campaign and World AIDS Day:

Information and cultural campaign “Message”, including the action

Conducting information and classroom hours on HIV/AIDS in educational institutions

From 29.11 to 03.12.2013;

From 01.12 to 03.12.2014;

Coverage of issues related to the prevention of HIV/AIDS and sexually transmitted infections on:

during individual conversations

Carrying out the “Healthy Summer” campaign at a school health camp, including issues of HIV prevention

Head of the school camp

Educational psychologist, social educator

Ensuring the participation of students in informational and educational film-video events on HIV/AIDS

Teacher-psychologist, social teacher, teacher-organizer

Participation in regional events:

— online conferences “Know to Live”

— flash mob “Your life is in your hands”

sch3zelva.schools.by

HIV prevention program at school

The Russian Ministry of Health, the Russian Ministry of Education and Science and the Russian Ministry of Communications held the All-Russian campaign “Stop HIV/AIDS,” in which our college took part. The following events were held as part of the campaign:

1. Preparation, graduation and distribution among full-time and part-time students:

• reminders on the prevention of HIV infections;
• newspapers "Student's Bulletin";

2. Class hour “You don’t need to be afraid - you need to know!”;

3. Training on harm reduction and HIV prevention.

Reminder on HIV prevention

HIV infection is a disease caused by the human immunodeficiency virus - an anthroponotic infectious chronic disease characterized by a specific lesion of the immune system, leading to its slow destruction until the formation of acquired immunodeficiency syndrome (AIDS), accompanied by the development of opportunistic infections (infections caused by opportunistic microorganisms when affected by immune system) and secondary malignant neoplasms.

How to determine that a person is infected with HIV?

From the third month from the moment of infection, antibodies, protective bodies, specifically directed only against HIV, appear in the blood of an HIV-infected person. These antibodies to HIV remain as long as there is HIV in the blood, that is, until the end of life. An HIV test shows the presence of antibodies in the body.

How is HIV transmitted?

1. Sexually.

– when preparing and using injecting drugs together;

– when using non-sterile surgical instruments, syringes, needles;

– during transfusion of infected blood or its components, transplantation of donor organs that have not been tested for HIV.

3. From mother to child:

– during pregnancy, childbirth and breastfeeding.

Prevention of HIV infection must be carried out comprehensively in relation to the sources of the virus, mechanisms, routes and factors of transmission, as well as susceptible populations, including persons from vulnerable groups of the population.

1. Activities carried out regarding the source of HIV infection:

– timely detection and diagnosis of HIV infection;

– specific therapy with antiretroviral drugs as prescribed by a doctor (including preventive chemotherapy in pregnant women);

– referral of injection drug users to drug addiction treatment;

– a ban on entry and deportation of HIV-infected foreign citizens in the manner established by the legislation of the Russian Federation reduces the number of sources of infection in the country.

2. Measures regarding mechanisms, routes and factors of transmission:

– disinfection and sterilization of medical instruments and equipment in medical institutions, as well as equipment and instruments in hairdressing salons, beauty salons, piercing and tattoo salons, the use of disposable instruments;

– ensuring and monitoring the safety of medical procedures;

– use of barrier methods of contraception;

– examination of blood donors and any other donated materials for the presence of antibodies to HIV at each donation of donated material and discarding infected donated material. Lifelong exclusion of HIV-infected people and those positive for ELISA (enzyme-linked immunosorbent assay) during a reference study from donating donor material.

– preventing the child’s contact with the mother’s biological fluids should be combined with the administration of ARV drugs and is achieved:

during childbirth during planned cesarean section in HIV-infected women;

After childbirth, by replacing breastfeeding of a child of an HIV-infected mother with artificial feeding;

At the request of an HIV-infected woman, she can be provided with assistance to prevent unwanted pregnancy.

3. Measures regarding susceptible populations:

– contact persons for HIV infection are persons who had the opportunity to become infected based on known mechanisms, routes and factors of transmission of the infectious agent. Establishing the fullest possible circle of people who had contact with an HIV-infected person makes it possible to inform about methods and means of protection against HIV infection during pre-test counseling and examination for HIV infection;

– training in safe behavior in terms of HIV infection is the main measure for the prevention of HIV infection among contact persons and the population;

– carrying out preventive chemoprophylaxis. For emergency prevention of the disease, people at risk of contracting HIV infection are prescribed antiretroviral drugs, including: newborns of HIV-infected mothers; healthcare workers and other persons injured while providing assistance to HIV-infected persons; citizens for whom there is reason to believe that there has been contact that has resulted in a risk of HIV infection.

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Prevention lesson with students in grades 2-4 “Primary prevention of HIV/AIDS in primary school”

Primary prevention of HIV/AIDS

in primary school

for students in grades 2-4

Target: according to age, provide knowledge about HIV/AIDS, modes of transmission of HIV infection, contacts with HIV-infected people;

Develop skills in taking responsibility for your health.

Tasks: provide objective information about HIV/AIDS;

Teach children how to interact with HIV-infected people.

Equipment: cards with the inscriptions “HIV/AIDS”, “HIV”, “AIDS”

Exercise "Brainstorming"

Target: activate attention, activity, perception, learn about experience

children (general knowledge) about HIV/AIDS

Card No. 1 is glued to the middle of the board.

Leading: Tell me, what do you associate this recording with? What do you feel?

Children name the words “illness, hospital, virus, grief, sadness, regret, death...”, the leader writes down the named words in a chaotic order,

Calls his own if the class is silent.

Leading: Well done! I see you know something. Now let’s try to decipher this inscription and learn more about the disease, learn how to prevent infection and communicate with people with AIDS.

A story about HIV/AIDS, historical background.

On the board there are cards pasted one under the other with the first letters of the words: HIV, AIDS, which the presenter will decipher during the story.

If the children do not understand the decoded words, the presenter interprets them.

B – virus C-syndrome

I – immunodeficiency P-acquired

H – human. I-immuno

Leading: HIV is the initial stage of infection, and AIDS is the presence of several chronic diseases - the final stage.

This disease was first identified in the United States when a group of people were admitted to the hospital with pneumonia and were diagnosed with several chronic diseases.

In the 70s, a new infectious disease was identified. In many countries around the world, AIDS has become an epidemic. This disease can put humanity at risk of extinction within 10-20 years.

AIDS is a deadly disease that modern medicine is not yet able to cure. The causative agent of the disease is

A specific virus called HIV.

Viruses entering the bloodstream destroy the human body’s defenses, which makes it defenseless against other diseases. Diagnosis, i.e. Only a doctor can determine whether a person is sick or not through a blood test.

AIDS is transmitted through blood, through male and female body secretions, and also from a pregnant woman to her child.

A very alarming and dangerous situation is developing in our country. The total number of infected people is 1% of the country's population (that's 400,000 people) and the spread is spreading. This virus can infect anyone. It doesn't matter who you are or where you live.

There is no cure for HIV. The only person who can protect you from AIDS is yourself! Knowledge and careful behavior are the best defense against the spread of this virus.

Game "Facts and Fiction"

Target: testing knowledge from the information received.

Leading: Attention! Now we will play a game. I will read you the correct and incorrect sentences. If, in your opinion, the sentences are correct, you clap your hands; if not, you do not clap. Attention! started.

Is it possible to determine whether a person has AIDS by his appearance? (-)

Only men can become infected with AIDS.(-)

Children do not get AIDS.(-)

By shaking the hand of a person with AIDS, you will become infected with this disease.(-)

Nothing can kill the AIDS virus once it enters the body.(+)

You can become infected with AIDS through a notebook in which an HIV-infected person wrote.(-)

A person can become infected with AIDS by donating blood.(+)

You can get AIDS by getting your ear pierced.(+)

If you are healthy, you cannot get AIDS. (-)

A person who uses drugs can become infected with AIDS. (use syringes)(+)

There are cures for AIDS. (-) (there are medicines that support the patient, but do not cure)

There is a blood test that determines whether you are infected with the AIDS virus.(+)

Is AIDS transmitted through pets? (-)

Is AIDS transmitted through dishes and food? (-)

Is it possible to get infected through mosquito bites? (-) (mosquitoes drink your blood and don’t live long)

Is it possible to become infected with HIV when you receive a vaccination or injection? (+)

Is it possible to get infected if you hug someone with AIDS?(-)

Is it possible to become infected while swimming in a pool with an infected person?(-)

If patients with AIDS cough or sneeze, can they get AIDS from them? (-) (there is a small amount of infection in the patient’s saliva, which does not threaten us)

Is it possible to be friends with infected people and not get infected?(+)

Advice from Doctor Aibolit

Leading: Well done! And now the advice of Dr. Aibolit, who advises: “To protect yourself from HIV infection, follow these rules:

Follow the rules of personal hygiene.

Never pick up syringes or other medical devices found on the street.

Make sure that medical workers give injections and vaccinations, and blood tests only with a disposable syringe.

If you accidentally get injured while playing outside, treat the wound with hydrogen peroxide, preferably alcohol, and anoint it with brilliant green. Tell your parents.

Never come into contact with the blood of other people.

Game "Finish the sentences"

Target: checking the learned material and attitude towards AIDS patients.

Leading: Attention! Let's start!

AIDS can be contracted through……..

An infected person with HIV is determined using…….

What does not exist against HIV......

You can become infected with a disease...

People with AIDS should be treated...

HIV is……, AIDS is…..

Leading: Well done! You did a very good job! Your knowledge will help you protect yourself from the spread of the virus. In high school you will learn a lot more about the disease AIDS. Wish you luck!

Project work to prevent the spread of HIV infection (AIDS) among students during their studies.

In the early 1980s, articles began to appear in medical journals describing symptoms of the disease found among homosexuals, as well as drug addicts who shared syringes. The problem has managed to attract much more attention than any of the recent diseases. Acquired immunodeficiency syndrome, better known as AIDS, threatens the lives of a large part of humanity.

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“Project work to prevent the spread of HIV infection (AIDS) among students during the period of study.”

Project work to prevent the spread of HIV infection (AIDS) among students during their studies.

GBOU "Ikshurma cadet boarding school named after K.S. Baykiev" Sabinsky municipal district of the Republic of Tatarstan

Author of the project: Angelina Solovyeva, 8th grade student of the State Budgetary Educational Institution “Ikshurma Cadet Boarding School named after K.S. Baikiev” Head: Makanova M.M., teacher of the State Budgetary Educational Institution “Ikshurma Cadet Boarding School named after K.S. Baikiev”

Fig.1 Model of extracurricular activities in high school……………..5

Project implementation timeline………………………………………………………6

Action plan for project implementation……………………….7-10

Expected results of the project………………………..11

The HIV and AIDS epidemic was first discussed more than 20 years ago.

The total number of HIV-positive citizens of Russia by mid-2016 reached 1,062,476 people. Almost 26 thousand of them died.

According to the Federal AIDS Center, in 2016 there were 628 thousand people infected with HIV registered at the dispensary – 75% of the total number of Russians living with HIV. 243 thousand patients received antiretroviral therapy this year. However, only 29% of registered persons diagnosed with HIV were covered by treatment.

In the first half of 2016, AIDS centers reported 51.1 thousand new cases of HIV among Russian citizens, excluding those identified anonymously and foreign citizens - 3.9% more than in the same period in 2015. Since 2005 Until 2015, an annual increase in the incidence of HIV infection was recorded by an average of 10% per year.

Also, over 6 months of this year, 12.9 thousand HIV patients died in the Russian Federation - 7.5% more than in the same period in 2015.

The average incidence rate in Russia in 2016 was 34.9 cases per 100 thousand population. The most new cases of HIV were recorded:

In the Kemerovo region (122.4 new cases of HIV infection per 100 thousand population),

Irkutsk region (80.2),

Sverdlovsk region (78.6),

Tomsk region (74.7),

Chelyabinsk region (73.0).

Another indicator – the prevalence of HIV infection in the middle of the year – amounted to 570.9 per 100 thousand population of Russia. The most affected include:

Sverdlovsk region (registered 1592.6 people living with HIV per 100 thousand population),

Irkutsk region (1591.5),

Kemerovo region (1568),

Samara region (1412.6),

Orenburg region (1183.7).

Among people who were first diagnosed in 2016, 52.8% were infected through drug use with unsterile equipment, 44.5% through heterosexual contact, 1.5% through homosexual contact, 1.1% infected from mothers during pregnancy , childbirth and breastfeeding. At the same time, cases of HIV infection during the provision of medical care are still being recorded. During the first half of the year, 5 cases of suspected infection were registered in Russian hospitals due to the use of non-sterile medical instruments.

Health has been and remains one of the main values ​​in human life. Every child wants to be strong, cheerful, energetic. Run without getting tired, ride a bike, swim, play with the kids outside, don’t get sick. But, unfortunately, a healthy lifestyle does not yet occupy first place in the hierarchy of human needs and values ​​in our society. But if we teach children from school age to appreciate,

protect and strengthen your health, if parents demonstrate a healthy lifestyle by personal example, then we can hope that the future generation will be healthier and more developed not only physically, but also personally, intellectually, spiritually.

Knowledge about the structural features, functions and vital activity of the human body is organically combined with the problem of health and physical development. It is well known that the picture of the health of the younger generation is catastrophic. The increase in incidence according to some indicators is so high that it causes great concern for the fate and health of the nation. A task that is still

resolved weakly and haphazardly - this is the promotion of a healthy lifestyle. At the same time, human health is an enduring value. The priority direction of social and pedagogical assistance should be medical and pedagogical education of parents and children, with the aim of developing a healthy lifestyle.

It is difficult to argue with the statement that health is the basis for a person’s comprehensive development and success. A person is healthy, he is cheerful, he works fruitfully, he has enough strength for self-development, personal life, and career growth. A person has no health, he seems to be marking time in his development and social life in the same place, gradually losing what he had.

It is for the successful future of our children at school age that we should lay the foundations of health, form the correct idea of ​​health and a healthy lifestyle.

Thus, the focus of this project on the moral, physical and mental health (improvement) of a growing person is determined by modern requirements of personal development.

The project of familiarization with the human body and health includes

itself the following components:

Value-based - the formation of a value-based attitude towards human life, responsibility for one’s life, respect for other people’s life and health, motivationally -

Developmental – the formation in a child of an active position aimed at self-development (for health, for a happy life);

Practical - practical implementation and application of what has been learned.

The implementation of the project will help to develop a child’s value-based attitude towards their health and life.

Goal and objectives of the project:

The main goal of the Project is to stabilize and reduce the level of HIV infection.

— formation of schoolchildren’s knowledge on the problem of HIV/AIDS and safety skills

— education in young people of values ​​and behavior patterns that contribute to the prevention of HIV infection.

-formation of healthy lifestyle ideas among students, prevention

further spread of HIV infection due to active

preventive interventions, training and education programs;

-creating conditions for the formation of a positive attitude towards oneself and

- formation of responsible behavior skills in students;

-informing students about help services for HIV-infected people;

organizing activities to prevent HIV infection;

Design solution (main ideas of the project, reflecting its novelty)

Education and development of the individual, formation of a system of knowledge and skills, value orientations, moral and ethical relations, ensuring the individual’s responsibility for the state of his health.

The novelty and relevance of the project lies in the development of a modern system of extracurricular health activities at school, uniting children, their parents and teachers.

Extracurricular event for middle and high school students on the topic: “HIV/AIDS - myth and reality”

Podolskaya Irina Aleksandrovna, teacher of Russian language and literature, KSU Secondary School No. 4, Semey, East Kazakhstan region.
Announcement.
Summary of extracurricular activities for middle and high school students. The work will be of interest to class teachers for conducting thematic class hours and exercises on HIV prevention in school settings. The use of ICT will make the lesson interesting, visual, and, if necessary, instantly obtain the necessary information. Attention was paid to creating and maintaining a friendly, trusting atmosphere throughout the lesson; the event was held taking into account the age characteristics of the students. The prepared material: memos, booklets will allow you to provide the missing information, develop skills of resistance to peer pressure and safe behavior skills.
Target.
Raising students' awareness of the spread of the HIV/AIDS epidemic in the world and in Kazakhstan.
Tasks.
1. Focus students’ attention on the fact that protecting human rights helps prevent the spread of HIV.
2. Provide reliable information about the routes of transmission of HIV/AIDS.
3. Help students develop the skills to determine the degree of risk for HIV infection.
4. Develop a responsible attitude towards your own safety and the safety of others, relatives and friends.
Type of activity- extracurricular activity.
Children's acquired skills: developing skills to work in a group, expanding students' vocabulary, independent goal setting, independent search and processing of information, self-assessment, formulation of conclusions.
Work organization: exercise “Point”, test “Myth or reality”, conversation, reflection.

Equipment: multimedia installation, computer, interactive whiteboard, presentation for the event, magnetic board, camera.
Equipment: posters, memos and booklets; colored paper - A4 format, felt-tip pens, tape, colored magnets; for reflection: red satin ribbons, red thread (skein or less).
Office decoration: book exhibition, newspaper, posters.

Preliminary work:
- collage competition “We are for a healthy lifestyle”;
- preparation and design of the book exhibition “Myth and Reality”;
- recording songs about a healthy lifestyle;
- the material for this event should be formatted in Microsoft Office Word, Microsoft Office PowerPoint 2007.
Role of the teacher: advises, directs and coordinates activities in groups; prepares a summary and presentation of the event, diplomas for active participants and winners of the “We are for a healthy lifestyle” competition, information about the event, photo report; holds a line where active students are summed up and rewarded.

Progress of the event

Positive attitude to work. Students, entering the office, stand in a large circle near the blackboard.

Good morning, excuse me...

This role-playing game shows how quickly HIV/AIDS is spreading.
Before the start of the lesson, the teacher asks 3 students to play the role of HIV-infected people, but they must keep the assignment secret. During the game, students should pinch lightly, sneeze, but very carefully, offer a piece of candy, etc. Ask 3-4 students to constantly cough or sneeze during this game.

Progress of the game:
1. Greeting.
2. All students stand up, forming a circle.
3. The teacher invites the students to shake hands, hug, or maybe send a kiss.
Game time is 2 minutes.
After the allotted time has passed, the teacher asks 3 students who played the role of infected people to go to the middle, and then 3 students who played the role of people with colds.

Conversation.
- What did the handshake symbolize in our game?
Answer: symbolizes the transmission of HIV infection.
- Do you think HIV/AIDS is transmitted through a handshake?
Answer: The infection is not transmitted through a handshake.
- Is there a risk of getting infected by sneezing, kissing, or if we are scratched by an HIV-infected person?
Answer: almost impossible, since infection occurs through blood, that is, blood must get into the wound.
- Is it possible to distinguish someone who is HIV-infected from someone who has a cold?
Answer: no, it is impossible to determine this by external signs.
Teacher. Thank you everyone, take your jobs.
Thanks to our (calls students by name) who agreed to play such a difficult role. You, of course, must understand that the distribution of roles was conditional, symbolic, and with the end of the game lost its meaning.
- They also say that you can get infected by kissing, but if during the kiss you swallow a kilogram of infected saliva... ( The children's reaction is always amazing.)
Teacher.
- What do you think a handshake meant in our game?
Answer: in our game, a handshake signified the transmission of HIV infection.
Teacher.
- Is it possible to become infected with HIV/AIDS by shaking hands?
The students' answers were surprising. 90% of students answered: “Yes.”
Teacher.
- Although, everyone knows that the infection is not transmitted through a handshake, infection occurs along the chain very quickly, but most often infection occurs through blood. You clearly saw how quickly you can become infected during the game.
I suggest you read the memo.

Facts and figures
The source for most of the figures was the UNAIDS Report on the Global AIDS Epidemic, published in 2006.
Teacher.
- Every minute there are 11 new HIV-infected people in the world,
- 5 people die from AIDS,
- 15.2 million children have lost a mother or both parents due to AIDS,
- children under 15 account for one sixth of all AIDS deaths in the world,
- economic losses by 2020 will amount to more than 20% of GDP in the countries most affected by AIDS.

Exercise "Point"

Work in small groups. The teacher suggests choosing colored magnets: red, blue, green, yellow.
Once students have chosen their magnet colors, students are grouped into groups by color. They take their jobs. On the tables, everything is prepared in advance for collaboration: a sheet of paper and markers, tape and scissors.
Exercise. Discuss the questions and prepare your justification answers.
1. Where does trouble come from?
2. How can infection with HIV/AIDS affect the life of an individual, a family of the entire society?
Preparation time: 10 minutes.
Students work in groups. The results of the discussion are recorded or students create a poster or cluster. Each group independently decides on the form of defense of its answer.
Teacher observes. Controls time. You can turn on the timer.
Since I haven’t used a timer at events yet, it will be interesting for them, and will allow them to focus on solving a common task and become more organized.

Each group, at the end of the time, presents the results of its work; for this, during the work, it selects one speaker. Groups present the results of their groups in turn: “red table”, “blue table”, “green table”, “yellow table”.
The groups display their work on a magnetic board using magnets of the color they have chosen. This will allow the teacher to sum up the results after the lesson, thoughtfully analyze how the groups worked, draw conclusions, and outline/adjust further ways of educational work.
Then, when the works are hung, the speakers voice the answers prepared by the group; group members can add or answer questions that may have arisen during the discussion.
Conclusions and generalizations. Results of the exercise.

Exercise-game “Colored stripes”

Target: fostering a humane attitude towards HIV-infected people.
Task: understand what a person may feel if they are infected with HIV.
With the consent of the students, red and green stripes are attached to the forehead and one student has a yellow stripe.
Those who do not want to take part in this game will become observers of the task and will take part in the discussion of the game that took place. I didn’t have such students in my class, everyone was interested.
The teacher needs to think about which student he will attach a yellow stripe to, since he will be an “isolated student”, and this should not affect his emotional state after the game.
After the game, the teacher should specially highlight/thank this student and explain to all students that he was randomly selected.
Game objectives:
- all actions are performed silently,
- you must unite in groups according to the color that you have become a carrier of,
- you can help other students find their group, but all actions must be performed silently, you can use signs and gestures.
The task completion time is 2-3 minutes.

Conversation at the end of the game:
Questions for all students:
- How did you find your group?
- How did your group treat the student with the yellow stripe?
- Why didn’t any of you offer to stay in the group?
- Would you like to have a member of your group who is not like everyone else?
Questions for the student with the yellow stripe:
- How did you feel when no one wanted to take you into the group?
Answer: I didn’t understand why they showed me that I wasn’t in their group.
- How did you feel every time your friends told you “no”?
Answer: I felt offended, everyone was laughing and rejoicing, my mood began to deteriorate, I felt offended.
-Which group refused you a more tactful form?
Answer: it’s hard to say, no one rudely refused, but didn’t explain anything, everyone pointed to the forehead, but for the first time for a minute I didn’t realize that it was because of the different color of the strip.
- Which group would you like to become a member of?
Answer: where R.
Questions for the whole class:
- How often do you experience anxiety?
Answer: often.
- Can such a situation arise in relation to HIV-infected people?
Answer: Yes, a lot has been written about this, talked about in various programs.
Teacher. One participant in the exercise turned out to be “not like everyone else.” This situation can be applied to HIV-infected people.
- And if “such” a student came to study in our class, how would you behave?
Student answers.
Only one student said that he would not shake hands with him.
Conclusion-quote:

Observations made during this exercise.
The student (I don’t specifically mention his name in this material) surprised me a little. He is a sympathetic, kind student with a healthy sense of humor. I noticed that during preparation for this event, he studied many popular articles, asked questions, received consultations from his doctor, and together with his mother took part in making a collage. This is all well and good, but it caught my attention. Task: observe the student, try to figure out why he is so interested in this question, what worries him so much.

Test "Myth or reality"

Students must quickly answer the following questions: Not really, justify your answer.

If necessary, the teacher explains the answers. Do not rush students to answer. We should not play games, we should teach children to value their lives, the lives of loved ones, and all those around us.

Feedback. Summarizing.
- What new things did you learn by answering the questions and doing the exercise?
- Will the knowledge gained be useful to you?
- What questions do you have on this topic?
If questions arise, the teacher explains, informs, clarifies. If questions require more accurate information, then equipment is installed in the office and the teacher/students can, without leaving the office, go online to obtain the necessary information.
- Guys, you studied this topic on your own, using materials from booklets, formulate your conclusions using your notes.
If desired, the student can justify the selected statement or quoted material.
Conclusions:

Teacher.
Today we had a serious and very important conversation. I hope that the information received will help you think about the importance of a healthy lifestyle.

Reflection

Guys, today we learned that infection occurs through blood, and I invite you, passing a red thread, similar to blood flowing through our veins, to tell everyone what this event gave us, what new things we learned.
Students, taking the thread in their hands, share their knowledge, questions, and impressions.
Teacher. Thank you all for your work. I hope that, having acquired knowledge, we will worry less without obvious reasons about our lives and the lives of people close to us. Now we know exactly where trouble can come from. Remember that only decency, moral purity and a conscious attitude towards your health will protect you/us from AIDS.
Remember! AIDS doesn't sleep! I invite you to get acquainted with the works that were prepared during preparation for our event.

Role of the teacher:
- presents diplomas of 1,2,3 degrees for prepared collages;
- distributes booklets and leaflets to all participants “We are for a healthy lifestyle”, “How infection occurs”;
- provides instructions on the preliminary task for the next lesson “We are against drugs”;
- proposes, united in groups, to write memos for middle and high school students “What can you do to fight AIDS/drugs”, distributes a sample memo.

Students exchange first impressions and take photographs.

Literature
1. Almukhambetov B.A., Ishchanova M.A., Dorozhkina L.A. and others. HIV/AIDS and education. Information collection for specialists of educational management organizations. Almaty, 2004. – 61 p.
2.Dorozhkina L.A., Demeuova M.E., Baysugurova V.Yu. etc. Guide for teachers on HIV/AIDS prevention in school settings. – Almaty, 2004. – 108 p.
3.Dorozhkina L.A., Baysugurova V.Yu., Bekbatyrova G.T. Plotnikova M.M. Guidelines for the prevention of HIV infection for teachers of pedagogical colleges. Kazakhstan Association for Sexual and Reproductive Health, Almaty. – 2004. – 108 p.
4. Ishchanova M.A., Dorozhkina L.A., Plotnikova M.M. Information collection on HIV prevention for school leaders and teachers. - Almaty. 2007. – 72 p.
5. Plotnikova M.M., Ryazanova G.L., Kalinich N.F. A guide for teachers on the issue of AIDS and its prevention (the use of interactive teaching methods in school). For teaching teenagers 11-18 years old in general education and vocational technical schools. - Almaty. Kazakhstan Association for Sexual and Reproductive Health (KMPA), 2002. – 96 p. Oral journal script for grades 7-9