UNIT 1 BASIC FACTS ABOUT STIS INCLUDING HIV AND AIDS
UNIT 2 HIV TESTING AND COUNSELLING
UNIT 3 GENDER AND HIV AND AIDS
UNIT 4 HOME BASED CARE AND SUPPORT
UNIT 5 PEACEFUL CONFLICT RESOLUTION
UNIT 6 INTERPERSONAL RELATIONSHIPS
UNIT 7 EFFECTIVE COMMUNICATION ON HIV AND AIDS
UNIT 8 SUPPORTING THE LESS PRIVILEGED
UNIT 9 DRUG AND SUBSTANCE USE AND ABUSE
UNIT 10 PEER GUIDANCE AND COUNSELLING
UNIT 11 DECISION MAKING AND PROBLEM SOLVING
UNIT 12 STRESS AND ANXIETY
UNIT 13 SELF ESTEEM AND ASSERTIVENESS
UNIT 14 PHYSICAL AND PSYCHOLOGICAL CHANGES DURING ADOLESCENCE
UNIT 15 SEX AND SEXUALITY
UNIT 16 PLANNING
UNIT 1 BASIC FACTS ABOUT SEXUALLY TRANSMITTED INFECTIONS (STIs) INCLUDING HIV AND
AIDS WRITTEN BY ZIKOMO MASESE BANDA
FACTORS THAT INFLUENCE THE YOUTH TO HAVE SEXUAL RELATIONSHIPS
Peer pressure
Lack of information about the dangers of sexual relationships
Desire for sexual experimentation
Curiosity
Physical and emotional changes during adolescence
Cultural pressures
CONSEQUENCES OF SEXUAL RELATIONSHIPS
Sexually transmitted infections
Unwanted pregnancies
School dropout
Early marriages
WHAT ARE SEXUALLY TRANSMITTED INFECTIONS
These are infections that can be transmitted through body contact during
unprotected sex between an infected person and a healthy one.
COMMON SEXUALLY TRANSMITTED INFECTIONS
Gonorrhoea
Syphilis
Herpes
Hepatitis
Candidiasis
PROBLEMS ASSOCIATED WITH HIV AND AIDS
Absenteeism from work and school
Reduction in productivity
Congestion in hospitals
Poverty
Discrimination
School dropout
Orphanhood
Loss of skilled personnel
WAYS OF MANAGING PROBLEMS ASSOCIATED WITH HIV AND AIDS
Encouraging people to go for HTC
Seeking early treatment
Introducing home based care units
Sensitising people on income generating activities
Sensitising people on showing love and care to the patient
Forming HIV and AIDS groups for easy access to basic needs and support
Providing guidance and counselling
Establishing orphanage centres
MODES OF TRANSMISSION OF SEXUALLY TRANSMITTED INFECTIONS INCLUDING HIV AND AIDS
Unprotected sexual intercourse with an infected person
Transfusion of contaminated blood
Common usage of contaminated or unsterilized sharp tools
Mother to child
EFFECTS OF SEXUALLY TRANSMITTED INFECTIONS INCLUDING HIV AND AIDS
Destruction of body organs
Miscarriages
Cervical cancer
Ectopic pregnancy
Baby born blind
PREVENTION OF STIs INCLUDING HIV AND AIDS
Having protected sex by using condoms properly
Abstinence from casual sexual intercourse
Being faithful to uninfected partner
HIV testing and counselling
Improving genital hygiene
UNIT 2 HIV TESTING AND COUNSELLING
THE ROLE OF HTC TO THE INDIVIDUAL, FAMILY AND COMMUNITY
To an individual;
Knowing one’s HIV status results in positive behavioural change whether one is
infected or not.
A person who is tested negative for HIV still undergoes counselling to maintain his
or her negative status
The one who is tested positive also receives counselling and is encouraged to
protect himself or herself.
The one tested positive is also advised to seek medical, social and psychological
support from health practitioners, religious leaders and others around.
To the family
Knowing the status of the infected and affected member helps care givers to play a
supportive role.
To the community
Knowing the status of the infected and affected member helps care givers to play a
supportive role.
THE KEY FACTORS OF HTC
The purpose of HIV test is to detect antibodies to HIV
These antibodies are produced when a virus or bacteria infects the body. It takes
three to six months after exposure to HIV for a test to detect these antibodies.
THE PROCESS OF HTC
The client is first counselled. This is known as pre-test counselling.
The client is tested on a sample of blood to detect antibodies for HIV
The client undergoes post-test counselling
The client is told of the test results
HIV TEST RESULTS
A test can be HIV negative or HIV positive
If the test is HIV negative, it probably means that you are not infected.
If the test is HIV positive, it means that one is infected with HIV.
BARRIERS TO HTC
Scarce testing facilities
The stigma of HIV infection
Lack of information
Perception of low risk
Lack of confidentiality
Transportation problems
Fear of test results
WAYS OF OVERCOMING BARRIERS TO HTC
Encouraging people to be open and take AIDS as any other disease
Sensitising people on the importance of HTC
Publicising all the HTC centres in the area
Establishing more HTC centres throughout the country
Seeking counselling
UNIT 3 GENDER AND HIV AND AIDS
HOW GENDER ROLES ARE IMPARTED BY THE SOCIETY
Culture and societies influence the roles, behaviours, attitudes and activities
that men and women display in the society.
This influence comes from parents, elders, teachers and peers. Other influences are
from media, language, music and religion. By how toys and tasks are distributed by
parents at home.
TERMS ASSOCIATED WITH GENDER
Sex roles
A biological or natural role performed by either a male or female that needs to be
recognised and respected. For example, child bearing is for females, fathering a
child is for males.
Gender stereotype
Expectation of what females should do which is different from males
Gender equality
Treating both males and females equally
Gender equity
The principle of fair treatment
Gender bias
Discriminatory attitudes, beliefs based on social beliefs about males’ and females’
roles
Gender inequality
Treatment that favours one sex over another
REASONS WHY MORE FEMALES THAN MALES ARE INFECTED WITH AND AFFECTED BY HIV AND AIDS
Some females do not have reliable sources of income and depend on males for their
financial support
More females do not negotiate for safer sex
Females take care of the sick and orphans
They maintain the home
They participate in community work
Their biological make up makes them more vulnerable to contracting HIV which leads
to AIDS These reasons increase their chances of contracting HIV which leads to
AIDS.
FACTORS THAT PROMOTE GENDER ROLES IN THE SOCIETY
Culture
Religion
Family values
Mass media
Migration
UNIT 4 HOME BASED CARE AND SUPPORT
Home based care and support refers to the provision of medical, psychological,
nutritious, spiritual and emotional support to a patient at home or in the
community.
WHAT HOME BASED CARE AND SUPPORT INVOLVES
Home based care and support is carried out at the home of the patient, or his or
her guardian's home.
It involves the provision of nutritional, emotional, psychological and spiritual
support to a person suffering from HIV and AIDS related diseases or any other long
illness.
PROBLEMS ASSOCIATED WITH HOME BASED CARE AND SUPPORT
inadequate knowledge on nutritious foods
inadequate knowledge on how to take care of the patient
lack of finances to buy required materials
lack of basic resources
inadequate supply of drugs
lack of conducive environment for the patient
lack of follow up by medical personnel
stigmatisation
inadequate psychological, emotional and spiritual support by the community
WAYS OF MANAGING PROBLEMS ASSOCIATED WITH HOME BASED CARE AND SUPPORT
training the care providers on how to take care of the patient
lobbying for financial support from well-wishers
mobilising the community for help in establishing drug revolving fund
providing a conducive environment by cleaning the surrounding and digging pit
latrines
persuading medical personnel to visit the patients as frequently as possible
intensifying psychological, emotional and spiritual support for the patient
IMPORTANCE OF HOME BASED CARE AND SUPPORT
proper care is provided to the infected and affected person in a familiar
environment
it is cost effective (it reduces costs for guardians and medical personnel
it allows more people to be involved in caring for the patient
it reduces overcrowding in hospitals
it helps family members and community to accept the epidemic
it gives chance to guardians to do other activities while looking after the patient
it relieves the government of the pressure it faces on the number of health
personnel, bed space and shortage of drugs
UNIT 5 PEACEFUL CONFLICT RESOLUTION
As people live together in a school, community or family they are bound to be
involved in conflicts or disagreements because they have different interests,
opinions, beliefs and views.
For them to live together peacefully, they need to learn to resolve these conflicts
peacefully.
WAYS OF RESOLVING CONFLICTS PEACEFULLY
Negotiation
Negotiation is a process where people who are involved in conflicts come together
and talk to each other about the conflict.
Mediation
Mediation is a process where two persons who are in conflict involve a third person
to help them come up with the solution to the problem. This person is called a
mediator.
Arbitration
Arbitration a process similar to mediation, however, the third person that is
involved is called an arbitrator. The arbitrator acts like a judge as he or she
gives the final judgement as to who is right and who is wrong.
WAYS OF OVERCOMING BARRIERS TO PEACEFUL CONFLICT RESOLUTION
not being prejudiced or discriminatory
being tolerant
respecting other people's ideas, customs and beliefs
being patient
dealing with an issue objectively and transparently
being assertive
promoting justice
promoting gender equality
accepting one's mistakes
BARRIERS TO PEACEFUL CONFLICT RESOLUTION
prejudice
intolerance
discrimination
gender inequality
pride
bribery
UNIT 6 INTERPERSONAL RELATIONSHIPS
Interpersonal relationship is interaction between and among people.
TYPES OF INTERPERSONAL RELATIONSHIPS
Relationships within the family
Relationships among peers
Relationships among juniors and seniors
Relationships between males and females
FACTORS THAT MAY ENHANCE RELATIONSHIPS
love
empathy
economic status
respect
effective communication
politeness
tolerance
care
gender sensitivity
observation of human rights
honesty
cooperation
FACTORS THAT DESTROY RELATIONSHIPS
envy
dishonesty
gossip
jealousy
poverty
violence
sexual harassment
poor communication
rudeness
disrespect
unfulfilled promises
gender inequality
theft
lies
property grabbing
change of status
witchcraft
abuse of human rights
UNIT 7 EFFECTIVE COMMUNICATION ON HIV AND AIDS
FACTORS THAT ENHANCE EFFECTIVE COMMUNICATION ON HIV AND AIDS
choice of channel of communication
choice of language
audience to be communicated
SKILLS THAT PLAY AN IMPORTANT ROLE IN EFFECTIVE COMMUNICATION ON HIV AND AIDS
tolerance
patience
empathy
negotiation
BARRIERS TO EFFECTIVE COMMUNICATION ON HIV AND AIDS MESSAGES
illiteracy
lack of knowledge
gender bias
low self esteem
poor channel of communication
age
religion
language used
social status of the one delivering the message as well as the one receiving it
stress and anxiety
noise
WAYS OF OVERCOMING BARRIERS TO EFFECTIVE COMMUNICATION ON HIV AND AIDS MESSAGES
appropriate words to be used when communicating
mutual respect between the sender and receiver
appropriate channel of communication
avoiding prejudice
being objective
improvement of literacy levels
respect for other people’s cultures
being knowledgeable on HIV and AIDS
UNIT 8 SUPPORTING THE LESS PRIVILEGED
THE LESS PRIVILEGED
The less privileged are people who lack opportunities or advantages enjoyed by
other members in communities.
These include
orphans
the aged
the physically and mentally challenged
street children
widows
the sick Needs of the less privileged
NEEDS OF THE LESS PRIVILEGED
food
shelter
clothes
soap
beddings
medication
educations
spiritual and moral support
love
care
protection
WAYS OF ASSISTING THE LESS PRIVILEGED
be provided with adequate and nutritious food
be provided with reasonable clean home
be provided with adequate clothes
be provided with washing and bathing soap
be provided with blankets
be provided with adequate medical attention
be provided with adequate spiritual and moral support
be provided with adequate education that would empower them with suitable skills to
be used
be trained to be able to engage in some income generating activities so that they
can be economically independent
they also need to be loved and cared for
UNIT 9 DRUG AND SUBSTANCE USE AND ABUSE
MISCONCEPTIONS ASSOCIATED WITH THE USE AND ABUSE OF DRUGS AND SUBSTANCES
Drugs and substances make a person intelligent
Drugs make person forget his or her problems
Drugs are fashionable and that it is primitive not to use drugs and substances
Drugs make a person feel energetic when doing work or studying
SITUATIONS WHICH PROMOTE ABUSE OF DRUGS AND SUBSTANCES
Culture
Poverty
Unemployment
Loneliness
Negative peer pressure
Culture
Some cultures tolerate the use of substances such as alcohol and chamba during
ceremonies such as weddings and funerals.
Poverty and unemployment
These make boys and girls start taking drugs and substances in order to forget
their problems. As a result, they may engage in unprotected sex thereby contracting
STIs including HIV and AIDS.
Loneliness
Sometimes loneliness can influence some people to start taking drugs and
substances.
Negative peer pressure
Some youths may abuse drugs and substances because they see others doing the same.
HOW ABUSE OF DRUGS AND SUBSTANCES CAN EXPOSE THE YOUTH TO HIV AND AIDS
engaging themselves in an unprotected sexual intercourse because of loss of self
control
using unsterilized needles to inject each other
UNIT 10 PEER GUIDANCE AND COUNSELLING
Peer guidance and counselling is where members of the same age group come together
to help one another solve their problems.
The youth who are empowered have high self esteem and are able to stand for their
rights.
While they may empowered by their parents and teachers, it is necessary that youths
of the same age, class, group or school listen to and help each other on how to
address the everyday challenges.
Youths must assist one another by finding solutions to their own problems by
sharing experiences on how some of them addressed similar challenges.
This can be done through narrating the stories, sharing health talks, one-to-one
talks, debates, songs, poems and drama
CHALLENGES THAT THE YOUTH ENCOUNTER
sexual abuse
drug and substance abuse
orphanhood
Sexual abuse
It is very common these days to hear that young people are sexually abused by
adults. These adults may take advantage of the youth by offering them rewards such
as money and gifts.
In schools, some teachers who are not responsible enough may promise girls and boys
high grades in exchange for sexual favours.
This puts the youth at risk of contracting STIs including HIV and AIDS. It is
therefore important that the youth resist and report such incidences.
Drug and substance abuse
Due to negative peer pressure, some learners indulge in drug and substance abuse.
Alcohol and chamba make it difficult for one to say “no” to premarital sex which
contributes to teenage pregnancies, STIs including HIV and AIDS, school drop outs
and finally death.
Orphanhood
Orphans usually suffer grief and confusion. This is worsened by prejudice and
social exclusion which may lead to dropping out of school and lack of health care.
The resulting poverty and lack of support can expose them to risks such as
contracting HIV and AIDS.
WAYS OF ADDRESSING CHALLENGES THAT THE YOUTH ENCOUNTER
By training the youth to think positively
By training the youth to have a sense of belonging
By training the youth to stand firm for their rights
By accepting situations in which they are
By finding positive ways of improving their situations
UNIT 11 DECISION MAKING AND PROBLEM SOLVING
SITUATIONS THAT MAY REQUIRE DECISION MAKING AND PROBLEM SOLVING SKILLS
Adolescence
Sexual relationships
Peer pressure
Cultural practices
Conflicts with parents
Conflicts among youths
Adolescence
This is the time when youths undergo physical, emotional and psychological changes.
They begin to search for their identity.
Sexual relationships
Due to physical and psychological changes, youths become curious to know the
physical changes of the opposite sex. In addition to this, they become sexually
attracted to members of the opposite sex.
Peer pressure
This is the influence by members of the same age group to behave in a particular
way. Peer pressure may have both positive and negative effects.
Culture practices
Some cultural practices can lead to the spread of STIs including HIV and AIDS
because they encourage young people to indulge themselves in risky behaviours such
as early sex and drug and substance abuse. Such cultural practices are initiation
ceremonies, chokolo, fisi, kusasa fumbi and mbirigha.
EFFECTS OF WRONG DECISION MAKING AND PROBLEM SOLVING
Situation
Effects on the youth
Adolescence
Youth indulge themselves in immoral behaviours leading to contraction of STIs
including HIV and AIDS.
Sexual relationship
Unwanted pregnancies
Abortion
Drop out of school
Contraction of STIs including HLV and AIDS
Negative peer pressure
Leading to drug and substance abuse
Crime
Suicide
Contraction of STIs including HIV and AIDS
Unwanted pregnancies
Culture practice
Forced marriages
Early marriages
Contraction of STIs including HIV and AIDS.
WAYS OF RESOLVING CONFLICTS AMONG THE YOUTHS AND PARENTS
the provision of guidance and counselling
another person initiating a friendly discussion in which the parent and the youth
will discuss their problems
both sides or one of them accepting ideas from the other side
the parent and youth having the spirit of putting oneself into another’s situation
THE IMPORTANCE OF DECISION MAKING AND PROBLEM SOLVING WHEN RESOLVING CONFLICTS
AMONG THE YOUTHS AND PARENTS
Decision making helps a person to analyse an issue and think critically about it in
order to solve a given problem
Promoting the ability to resist situations that may lead to problems
Helping one to avoid delinquency
Helping individuals to concentrate on productive activities
UNIT 12 STRESS AND ANXIETY
SITUATIONS THAT MAY LEAD TO STRESS AND ANXIETY
child abuse
too much work
death of a loved one
adolescence
academic failure
divorce
teenage pregnancy
poverty
bullying
teasing
unfaithfulness
EFFECTS OF STRESS AND ANXIETY
suicide
prostitution
abortion
mental confusion
depression
theft
alcohol and drug abuse
violence
school drop out
WAYS OF MANAGING STRESS AND ANXIETY
having enough rest
playing games
exercising
seeking counselling
talking and interacting with people
learning to relax properly both mentally and physically
watching television
listening to music
reading
UNIT 13 SELF ESTEEM AND ASSERTIVENESS
FACTORS THAT PROMOTE HIGH SELF ESTEEM
constructive criticism
accepting guidance and counselling
awareness of oneself
avoiding gender stereotyping
avoiding religion stereotyping
avoiding tribal stereotyping
avoiding disability stereotyping
rewards
success in one’s plans
supportive school and home environment
CHARACTERISTICS OF PEOPLE WITH HIGH SELF ESTEEM
self awareness
facing challenges positively
thinking critically
enjoying work
having direction and purpose in life
being an ambitious
avoiding conflicts
CHARACTERISTICS OF PEOPLE WITH LOW SELF ESTEEM
fear of facing challenging situations
showing aggressiveness as a defence mechanism
counting on others to think on one’s behalf
lack of critical thinking
fear of making mistakes
not enjoying work
lacking direction or purpose in life
IMPORTANCE OF ASSERTIVENESS
avoiding social problem
avoiding health problem such as STIs including HIV and ALDS
achieving set goals
promoting one’s identity
getting more of what one wants
feeling good about oneself
HOW SELF ESTEEM PROMOTES ASSERTIVENESS
high self esteem promotes assertiveness in that it makes one stand firm in
achieving one’s goal in life
UNIT 14 PHYSICAL AND PSYCHOLOGICAL CHANGES DURING ADOLESCENCE
MEANING OF PUBERTY AND ADOLESCENT AND ADOLESCENT
Puberty
Puberty is a period when boys and girls reach the age when their physical features
begin to change from the body of a child to that of an adult.
Adolescence
Adolescence is a period in a person’s life between childhood and adulthood.
Adolescent
Adolescent is a young person between childhood and adulthood.
PHYSICAL AND PSYCHOLOGICAL CHANGES IN BOYS AND GIRLS DURING ADOLESCENCE
Changes in boys
Physical changes
Psychological changes
Growing taller and heavier. The hands and shoulders become bigger and stronger.
The penis and testes increase in size
The penis becomes erect more often and there may be wet dreams
The skin becomes oily and pimples grow on the face
Hairs grows around pubic area, in the armpits and eventually on the face and chest
Producing sperm
The voice becomes deeper
They prefer to be treated like adults and want to make their own decisions
They develop more self confidence. They do not like to be forced to do things they
do not want to do
They develop sexual feelings and start getting excited on seeing a girl
Interest in girls increases and start to taking extra care on how they look
There are frequent changes in their mood and sensitive to their appearance
They develop increased sensitivity to failure
They become more sensitive to remarks from adults and peers about the changes
Changes in girls
Physical changes
Psychological changes
Grow faster. The hips get wider and the breasts start to grow
The skin becomes oily and pimples develop on the face
Hair grows around vagina and the armpits
They develop sexual feelings and start getting excited on seeing a boy
Interest in boys increases and start to taking extra care on how they look
They experience first menstruation period
Enlargement of the labia and clitoris
Ovaries get bigger and developed
voice becomes soft
They develop more self confidence and do not like to do things they do not want
They prefer to be treated like adults and want to make their own decisions
They become sensitive to remarks from adults and peers about the changes
Frequent changes in their mood occur
They become increasingly sensitive to failure
Sexual curiosity – desire to know more about sexual organs especially of opposite
sex
Keen on reading books concerning sex and other social activities
Desire for independence from parents and other adults
Feeling of love and hate
The physical changes in boys and girls during adolescence tend to influence their
psychological changes.
This is because at this stage the sex hormones called testosterone in boys and
oestrogen in girls are being produced. These hormones influence their emotional
behaviour.
UNIT 15 SEX AND SEXUALITY
Sex refers to one’s reproductive system which differentiates males from females.
Sexuality is the total expression of who one is as a human being whether male or
female.
SOURCES OF INFORMATION ON SEX AND SEXUALITY
Parents
Mass media
Peers
Community
Religion
Parents
Parents are an important source of information from which children learn about sex
and sexuality. As parents teach children about accepted codes of conduct and
behaviour, they learn about sex and sexuality
Mass media
Mass media such as television, radios, newspapers and magazines contribute a lot to
information on sex and sexuality.
Peers
Peers is another important source of information from which children learn about
sex and sexuality. They acquire knowledge about males and females. In addition,
they learn about their roles as they play and work together at school and home.
Community
Children learn a lot about sex and sexuality by observing what goes on in their
community. They also learn through interaction with the members of the community
during initiation ceremonies.
Religion
Religion is another source of information to children on sex and sexuality. It
teaches different principles of moral behaviour. As children learn about these
moral principles they also acquire information about sex and sexuality.
MISCONCEPTION ABOUT SEX AND SEXUALITY
having sex while standing cannot make a girl become pregnant
having sex only once cannot make a girl pregnant
the size of girl’s breasts increases if touched frequently by males
CONSEQUENCES OF MISINFORMATION ON SEX AND SEXUALITY
increasing the possibility of contracting STIs including HIV and AIDS
disrespecting parents and elders
lawlessness in the society
IMPORTANCE OF HAVING APPROPRIATE INFORMATION ON SEX AND SEXUALITY
it may help the youth to cope with problems that come with adolescence
it may help the youth to avoid getting involved in sexual relationships which may
lead to contracting of HIV and AIDS
UNIT 16 PLANNING
Planning is the process of setting guidelines for oneself to achieve intended goals
or objectives. A plan in a self disciplining guideline to ensure that activities
are carried out efficiently.
STAGES IN THE PLANNING PROCESS
Planning involves many stages. Some of the steps are:
Identifying goals
Outlining activities one wants to do
Organising resources
After the goals have been identified, you think of the resources that you need to
achieve your goals. These may include human, material, time, monetary resources.
This needs skills such as decision making, creative thinking and critical thinking.
Choosing course of action
Selecting alternative ways of achieving your goals by choosing what activity to do.
Implementing the plan
Translating the plan into action or doing the activity using the resources
available.
Monitoring
This is making a follow up to see the progress of the activity to do
Evaluation
Assessing what has been done. You actually judge whether the activity is being done
according to your plan.
THE IMPORTANCE OF PLANNING
it helps to save time
it helps to save money
it helps to save materials
achievement of goals
it is easy to follow the procedures
it helps to check and judge whether what was planned has been done
it helps to monitor how the activity is being done
it helps in obtaining and using resources wisely
it helps to avoid contracting STIs including HIV and AIDS
it helps an individual living with HIV and AIDS to avoid spreading it to other
individuals including the unborn child
it helps individuals living with HIV and AIDS to provide for the future of their
children including making a wall
SITUATIONS THAT REQUIRE PLANNING
choice of career
marriage
family
business
safe motherhood
SITUATIONS THAT CAN CHANGE PLANS
Dropping out of school
Early marriages
Peer pressure
Rainfall patterns’
Stress and anxiety
Natural disasters
Death
Lack of resources
Unplanned pregnancies
Illnesses
Conflicting activities
REFERENCES
MIE (2008) Life Skills Teacher’s Guide for Standard 7, Domasi; MIE. MIE (2008) Life
Skills Learner’s Book for Standard 7, Domasi; MIE.
