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| Teaching/Learning Helps for Doing AIDS Education with Teens | Teens, Computers, and HIV/AIDS Education | AIDS Daily Summaries--Discussion Starters | Resources | CAM Now on Internet! |
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Dear Network Members:
This Focus Paper continues our attention to the issue of HIV/AIDS and teens. Youth continue to be one of the fastest growing segments of our population being exposed to HIV. Focus Papers 27 & 28 provide information useful in reaching out to young adults.
This paper includes teaching and learning helps for doing HIV/AIDS education with teens. It includes methods and programs designed to address the issues of HIV in ways that are a appropriate to teens. In addition, discussion starters taken from the "AIDS Daily Summaries" of the Centers for Disease Control, video and printed material resources are included in this paper.
Because many teens are frequent users of computers, we have included information on how teens can utilize their computers to gain accurate HIV information and talk with other teens about their concerns.
With this Focus Paper, we officially annouce that CAM is now accessible via the Internet. This provides the opportunity for persons who have access to various electronic gateways to access the resources of the Computerized AIDS Ministries (CAM) Resources Network through "telneting" or FTPing via your local carrier. This means that more of you can be on CAM at one time than ever before. It means that for many of the users of CAM the cost of accessing CAM is only a local call.
n the next few months you will be able to access HIV/AIDS information through our world wide web pages. We are currently developing our web pages. As we do, we welcome your comments related to their ease of use, additional information you would like to see available through our pages and how helpful they are to you.
Our Focus Papers in the coming months will deal with the issues of HIV/AIDS in racial/ethnic communities. These areas comprise some of the fastest growing segments of HIV infection in the United States.
Grace & Peace,
Cathie Lyons
Associate General Secretary
Charles Carnahan
Executive for HIV/AIDS Ministries
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Does the following comment sound familiar?
"The teens in my youth group are asking hard and pointed questions about HIV and AIDS, but their eyes glaze over when they think someone is 'preaching at them.' What can I do?"
Perhaps you have asked this question yourself! You want to participate in creative and responsible education with teens, but you wonder, "How best can I do it?" You know that lecture is one acceptable teaching method, but, if overused, youth (and everyone else!) get bored and tune out.
This Focus Paper suggests interactive teaching/learning methods to help you reach certain learning goals in AIDS education with teens. Many of the methods also are appropriate for adult education. The format is set up so that the learning goal is mentioned first and methods follow. Most of these techniques help set up a discussion. The methods can also be used to achieve learning goals other than the ones under which they are listed.
GOALS AND METHODS
This list of goals and methods is not exhaustive. Choose methods you think will be appropriate for your youth group, adapting and changing them as needed. In crafting a plan of AIDS education, you are limited only by your imagination!
Note: Generally, younger youth benefit from more active teaching methods, while older teens and adults are more able to engage ideas through interactive exercises that do not require as much movement.
Goal 1: To Examine Attitudes and Dispel Myths and Stereotypes
* Bumper Stickers:
Invite learners to report on actual bumper stickers,
billboards, posters, graffiti, or newspaper, magazine,
television ads they have seen about AIDS. Ask them to
deal with myths, stereotypes, or attitudes about persons
with HIV/AIDS or the infection itself revealed in these
media. You might also invite the youth to make their own
bumper sticker/poster. Discuss what the art and words say,
what it says about a person who would display it for the
public to see, what effect it has on others who read it, if
it is factually accurate, and so on. Outrageous comments are
ok, because you will debrief.
* How Much of What You Know Is True:
Invite students to write down or call out what they assume
are facts about HIV/AIDS. (This could be done as a relay.)
Compare assumptions with current information and allow
anyone to challenge anyone else's assumptions. This can be
coupled with hands-on research, rather than having all
information provided.
* How Many of You:
Examine attitudes or stereotypes on two levels--overt and
interior. Begin with the overt level. An example of a
question which deals with the overt level is, "How many of
you would play a contact sport with an HIV positive
classmate?" Then move the question to the interior level of
the overt question. An example of a question addressing an
interior level of the question above would be "Are you
fearful of infection through contact?" or " Does the
attitude of school administrators and teachers support such
interaction or not?" Ask for reasons for and feelings behind
responses.
* Role Reversal:
Use a real story or a case study dealing with HIV/AIDS.
Discuss it or act it out with characters assuming a role or
value they would not typically take. For example, role play
a scene in which a student and leader reverse roles in
discussing the student's at-risk behavior. Debrief new
insights, attitudes, feelings, values.
* OK, Not OK and Opinion Polling/Surveys:
Brainstorm and list values and behaviors that affect or are
affected by HIV/AIDS (no discussion yet). Invite students to
vote ok or not ok to each one. You can post opinion signs
around the room and ask students to move to the sign that
most clearly indicates their opinion. Note who agrees,
disagrees, or isn't sure about the issues and use their
responses to discuss their opinions. (When everyone or
nearly everyone agrees, explore reasons. Unanimity of
opinion can have many different reasons for agreement.) You
can develop any questionnaire for an opinion poll or survey.
* Trigger Words (meaning and intent):
List or invite students to list, without comment, words or
phrases that are often associated with HIV/AIDS. Be willing
to stretch the limits of acceptable language, at least
briefly. The point of this exercise is to assess the way
words and phrases label, characterize, identify, and
potentially wound the person to whom they are directed and
the person who utters them. Examine the list and discuss
which terms pull an internal trigger, which ones stereotype,
which ones are vulgarisms, what was their intent, and so on.
Discuss why persons use these words and what can be done to
raise awareness and sensitivity in language and attitudes.
Goal 2: To Learn About Means of HIV Transmission and Prevention
* Mapping:
Use poster paper or a long sheet of butcher paper to draw
out a "map" of how HIV infection can travel. Brainstorm a
variety of means and situations in which persons can
transmit the infection and draw a map of the many courses it
can take. Talk about the complexity of the map. Rather than
make a flat map, you could use the various points in your
study area to make a relief map, inviting persons to walk to
a site and explain its significance in the route of the map.
* Resource Persons:
Invite health care professionals or other knowledgeable
people to present information to the group. Leave time for a
question and answer session.
* Video:
Show a video that would appeal to teens which reveals the
facts about HIV/AIDS. (See Resources.)
* Electronic Information Networks:
If you have teens in your group who enjoy calling electronic
information services (bulletin boards) or surfing the
Internet, ask them to see what kinds of information they can
find out about HIV/AIDS and report back to the group. Tell
them how to call CAM, the Computerized AIDS Ministries
bulletin board service sponsored by Health and Welfare
Ministries of The United Methodist Church (see related
article). The sysop of CAM and many of the participants on
it will be glad to help teens with their questions. CAM
also has a special forum for youth.
* Quiz Game:
Prepare questions and answers about HIV/AIDS. Assign two or
more teams who will compete in a quiz game. Ask a question
to one team, which may consult with all on the team and then
put forth an agreed-upon answer. If the answer is wrong,
the next team gets a chance. Determine the method of
scoring. Another variation might be to make an anonymous
survey of your congregation or a group of teens in your
church, if you have a larger group. The survey would ask
questions about facts about AIDS and attitudes related to
AIDS ministry. Then set up the quiz game like "Family Feud,"
where participants are to figure out what the top answer(s)
were to a question. After the top answer to the question is
found out, then ask the whole group if they think it is the
right answer to the question and why. In the case of AIDS
facts, make sure they are given the right answer. In the case, of
attitudes toward ministry, you may want to flag certain responses
for later discussion.
Goal 3: To Discuss Diverse Opinions
* Buzz Session:
Drop a very hot topic in the group and let the opinions fly.
Sources for the "hot topic" may be from articles in the
local newspaper or national magazines, something which has
been on TV, or statements you have heard people make.
Another source for "hot topics" are the AIDS Daily News
Summaries published by the Centers for Disease Control.
These are abstracts of top news and journal articles about
AIDS from around the world. Some actual examples of articles
in the box on the next page. Current summaries can be
downloaded from Computerized AIDS Ministries. Debrief
afterward.
* TV Show:
Create your own TV show, such as a take off on the Bundies
or Roseanne's family. Create the characters to take opposing
views on an issue and deal with them in the way that the TV
characters might. Discuss the script and interaction
afterward.
* The World According to...:
Invite each person to assume some measure, focus, or world
view from which to examine an issue. For example, that
measure could be the identity, value system, and beliefs of
a famous character, real or fictional, or the perspective of
a publication, such as Rolling Stone, Time, Sassy, YSB,
Sports Illustrated. Ask students to discuss or act out an
issue from their chosen perspective. Then examine changes in
perception. Discuss the impact of a person's world view on
that or other issues.
* Fishbowl Discussion:
Have a few students sit or stand in the center of the other
students, who observe the action or discussion of the center
group. At the conclusion of the fish bowl, participants and
observers debrief what they did and saw. For example,
provide a controversial issue, such as whether an HIV
positive teen should participate in contact sports or
activities, and allow a few persons to debate.
Goal 4: To Learn About and Work with Cultural Diversity
* Cultural Relativity:
Each culture or social system values certain
attitudes, beliefs, processes, and hierarchies. Take an
issue related to HIV/AIDS, such as community support, and
examine how that issue would look to a variety of cultures
or social systems. Discuss discoveries and examine how new
insights to another's way of thinking changes or enhances
your own way of thinking. Inviting students to temporarily
assume the values of another culture or system and think in
those terms personalizes the learning more.
* Be Ambassadors:
The members of the group are ambassadors from a place that
you describe and are going to another place that you
describe. Create a scene that allows for creative tension
and various values. Then ask the ambassadors to play their
roles in dialogue with others from other origins. Have them
keep in mind both their origins and their destinations. For
example, upper class persons have an ambassadorial exchange
or summit meeting with persons from high-risk urban areas
about halting the transmission of HIV among teens.
* Do You Have to... to...?:
First brainstorm attitudes, values, stereotypes, and facts
about how different races, cultures, or social systems
address (or are addressed by) a particular issue, such as
engaging in unprotected or protected sex. Then apply the
"Have to" formula to examine the issue. Deal with issues
that are open-ended, if possible. For example, "Do you have
to be a wimp to use a condom or dental dam?" or "Do you have
to prove you're daring to impress your date?" or "Do you
have to have sex to keep your boyfriend?"
Goal 5: To Think About Values and Making Choices
* Case Study:
Present open-ended anecdotes that lend themselves to a
variety of decisions. Brainstorm options and ask your
learners to identify all the choices. Discuss the pros,
cons, and potential consequences of each choice. Cases can
also be done actively as role plays.
* Danger or Opportunity:
At least two people invent a dialogue that suggests alternate dangers
and opportunities in a situation. Other group members can help
Person 1 with ideas. Person 2 alternates comments between "Oh, that's
good" and "Oh, that's bad." For example:
Person 1: "I'm really attracted to Bob."
Person 2: "Oh, That's good."
Person 1: "No, that's bad; he hasn't noticed me."
Person 2 "Oh, that's bad."
Person 1: "No, that's good, because I think Jim is going to
ask me out."
Person 2: "Oh, that's good."
Person 1: "No, that's bad; I hear he's into some wild
stuff."
Person 2: "Oh, that's bad."
And so on. Then examine the options.
* Personal Stories:
Ask the group if they have encountered the kind of choices
or decisions you are discussing and invite them to talk
about their own experience. Be sure to protect individual's
privacy and feelings. Other creative ways to tell stories
are to put them to rap or music lyrics or poetry.
* Someday...:
Dream of the future. Help students dream of the
future--theirs or others'. Set the context for this idea by
having students think about the present and past, then with
or without a given set of circumstances (such as becoming
infected with HIV), look to the future. Another variation is
to imagine the future if certain events or conditions are
not present.
Goal 6: To Teach and Model Compassion
* Come and See:
Firsthand experience is usually more compelling and
memorable. If a visit, for example, to an AIDS ministry or
services site is not possible, use simulation games to
recreate a similar exposure. Then debrief the activity.
* Ideal Endings:
Use news articles or other stories or experiences about ways
and means persons have dealt with persons with HIV/AIDS.
Reveal most of the details, but not the end of the story.
Ask learners to make up their ideal ending and discuss them.
You can also compare the ideal endings to the actual ending
of the story and discuss findings. You can also act out,
pantomime, or prepare a human frieze to illustrate the
ending. Surprise endings, such as those directly opposite to
all expectations, can be substituted for ideal endings.
* Interpreting Pictures:
Cut out pictures from the newspaper or magazines and mount
them on construction paper. Ask learners to make up a story
about the person, based on how he or she looks, what is
happening, and so on. Several students can weave a
continuous story about the same photo or each person can
have his or her own. Imagine how Jesus Christ would model
compassion for the person in the circumstances of the story.
Students could also "become" that person in the picture and
act out or tell their "own" story.
* Worship:
The Bible teaches us to give thanks in all circumstances,
which means that any teaching or learning event can also be
an occasion for worship. Bring prayer and faith commitment
to the teaching context. Teens can offer sentence prayers,
create litanies, read Scripture, write or state faith
affirmations, offer confession, and commit themselves to
some form of ministry.
Goal 7: To Cultivate Empathy
* Experience and Change Session:
Provide opportunity for learners to directly experience or
simulate an experience common in persons with HIV/AIDS, such
as multiple losses (like "The HIV Loss Exercise" on page 63
of To the Point: AIDS, which is listed in the Resource
section). After the exercise, talk about changes in
perception, attitudes, assumptions, information.
* I Care, but I Can't Help:
Ask students to invent or to brainstorm all the reasons (or
excuses) they have heard for why they or others cannot help
someone affected by HIV/AIDS. Reasons can run from sublime
to ridiculous; answers that are extreme and outrageous
enough to become humorous are often the best discussion
starters. Talk about how an honest assessment of those
reasons influences your sense of empathy. You may wish to
use this exercise along with the story of the Good Samaritan
in Luke.
* Create or Examine Rituals:
Rituals, whether formal or informal, recognized or
unconscious, are those actions that are usually done in the
same setting most of the times that setting presents itself.
We do not have to recognize or name the ritual as such. For
example, if you usually go out to lunch or dinner for your
birthday, that is a ritual. Examine the rituals in place in
your community that foster hospitality or empathy for
persons who need some form of community support. Are they
sufficient? Are they known about by the persons who need to
know? If such rituals are not in place, create your own.
Goal 8: To Study the Bible and Do Theological Reflection
* Scavenger Hunt:
Challenge the group to use the Bible by having a directed
search. Provide Bible study resources, such as concordances.
Invite teens to team up and try to be the first to find
passages or references to certain subjects. Clues could
be left at various relevant places in the church to make the
hunt more active.
* Skits:
Act out Bible stories, concepts, parables retold in modern
terms, and so on. Afterward discuss what learnings,
insights, changed ideas, students had. Choose stories you
can link to concerns about AIDS, such as healings of people
and showing love and compassion to those in need.
* Tracing Ripples:
Use Biblical laws or principles to examine the extent of
their effect (trace the ripples) when taken seriously (then
or now) or to examine the cultural impact (then or now).
Using the laws regarding purity in Leviticus 13 and 14, for
example, What does the law say literally (on the surface)?;
for the one with a "leprous disease"? for the workload on
your pastor? for the responsibility of your church
community? After discussing this passage, you may also want
to look at one about Jesus and people with leprosy.
* Identify With Characters:
Persons can often see themselves in Bible stories or other
stories. Give them the opportunity to verbalize or to act
out how they think they would feel or act in the situation
that a story character faced.
* Then and Now:
Sometimes adults take for granted that teens know how something was
used in the past without considering the youths' shorter
span of years. Comparing how Grandma did things with how
younger students do things can be quite illuminating. In Bible
study, compare how life was in ancient days with the present. The
significance of many Biblical stories is enhanced when teens
realize the differences in time and mode of travel, terrain,
climate, social customs, religious observances, family
structure, importance of church or synagogue. For example,
examine what it means that Jesus was willing to touch sick
people or to heal on the Sabbath.
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TEENS, COMPUTERS, AND HIV/AIDS EDUCATION
by Nancy A. Carter
Note: If you are not "computer literate," you may not understand
some of the more technical parts of this article, but teens who
"surf the net" will understand. Just share this with them!
Many teenagers and older children enjoy using computers,
especially playing computer games. More and more are also
discovering the "Information Super Highway," which includes the
Internet; large information services such as America Online,
CompuServe, Prodigy, and Delphi; and smaller electronic bulletin
board systems (BBSs). Most of the young people on the super
highway are boys, but, as more schools introduce both boys and
girls to computers and modems, more girls will go online.
Lately the media has carried scary information about sexual
harassment, abuse, and pornography on the Internet. When
children and teens are using online services, adults should
monitor them, not so much to be nosey or interfere with their
privacy, but just enough to make sure they are safe. Some of the
guidelines for them would include not giving out their address
(post office box numbers are usually OK) or phone numbers to
people on line who are strangers and reporting to you and the
operator of the electronic information system any notes sent to
them which are obscene, make sexual advances, or harass. Let
them know they can talk to you about any note they see which
makes them feel uncomfortable, about which they have questions,
and which they enjoyed or found interesting. At the dinner table
or during informal conversations in youth groups, in addition to
asking, "How was your day at school?," you might also ask "How
was your day on the Internet?" Now you may not understand
everything a teen tells you about her or his computer adventures,
but keep the channels open.
Health and Welfare Ministries, General Board of Global
Ministries, The United Methodist Church makes available a free
BBS called CAM--Computerized AIDS Ministries. On it, people can
find loads of information about HIV/AIDS and AIDS ministry. CAM
also has a special private Youth forum, where teens and a few
adult staff and volunteers, can write to each other but not be
seen by other adults. It also has a special Youth library, with
files on teens and young adults and AIDS.
In order to call CAM, a person needs: (1) a personal computer;
(2) a modem for the computer, preferably a fast modem; (3) a
telephone line into which the modem can be plugged; and (4) a
communications (or terminal emulation) program, such as Procomm,
Ripterm, Quick-Link, Telex, or PCAnywhere. When calling CAM, set
the communications program for no parity, 8 bit word length, and
1 stop bit. CAM supports any common speed up to 14.4 bps. It
has ASCII, ANSI, and RIP graphics. Soon it will also support an
America- On- Line- type environment for those who download a
special communications program called "The Client" from CAM. CAM
primarily offers public forums, libraries of files, and
electronic (private) mail (e-mail). It does not offer "live chat"
or teleconferences.
Call CAM directly by dialing 1-212-222-2135 or 1-800-542-5921.
The first number has two lines (or nodes) and can usually be
accessed immediately. The 800 number has only one node, which
means it is often busy. Anyone calling the 800 line should be
prepared for a number of "automatic redials" before connecting.
Usually CAM's least busy times are early in the morning, during
business hours, and up to midmorning on weekends (eastern time).
Heaviest use is between 8:00 pm and 1:00 am eastern time. CAM
"shuts down" for clean up and back up about 2:00 am and comes
back online about 3:30 am each day. During both cleanup or if
maintenance is being done to CAM, CAM's lines will return a busy
signal.
You can also reach CAM via major online services such as
Compuserve, America on Line, and Prodigy by using their Internet
services, FTP, Telnet, and World Wide Web. (Not all of the major
services have all of these services.) To do this you must know
CAM's domain name:
hwbbs.gbgm-umc.org
From some systems, if you are telneting, you may need to use
CAM's IP address:
198.139.157.121
When you call CAM for the first time and it asks for your "user-id,"
type NEW for new user. CAM will ask you some questions,
which are kept confidential, concerning your name, church or
organization affiliation, address, age, etc. You will also then
choose your user-id and a password. You may use your real name
or a "handle" for your user-id. After you complete the
questions, CAM will tell you that you have e-mail. Read it. It
will also have rules for you to read. Write sysop e-mail about
who you are, why you want to be on CAM, and agree to the rules.
If you are 21 or under and want to be in the youth forum, ask
sysop to give you this forum. After you have written such a
note, usually you will be approved for full access to CAM within
48 hours.
Even with partial access, you will be able to begin to learn
about HIV/AIDS and ministry. You will be able to read in public
forums such as AIDS101 and Ministry, for example. Also you will
be able to read any files in the library ending with .txt or .doc
or asc. by "listing" them online. Some libraries to check out
that relate to this Focus paper are AIDS101, Daily, Educate,
Focus, Stories, and Youth.
After you are approved for full access, you will see more forums
and libraries and you will be able to not only read forums but
write in them. You will also be able to download any file to
your computer in addition to reading files online. You may want
to download camfiles.zip, a list of all of CAM's files as of the
date posted. You also will want to go both to the bbshelp forum
and library for helps on how to use CAM and where you can find
the information you need.
CAM is an exciting way to learn about HIV/AIDS and HIV/AIDS
ministry. You may learn through reading and/or writing in the
forums, through private mail, and/or downloading information from
the library. Some people use all of these methods. Others use
only one. You choose the ways that you want to use to
participate on CAM. Call CAM today!
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AIDS DAILY SUMMARIES--DISCUSSION STARTER EXAMPLES
The Centers for Disease Control and Prevention (CDC) National
AIDS Clearinghouse makes available the following information as a
public service only. Providing this information does not
constitute endorsement by the CDC, the CDC Clearinghouse, or any
other organization. Reproduction of this text is encouraged;
however, copies may not be sold, and the CDC Clearinghouse should
be cited as the source of this information. Copyright 1995,
Information, Inc., Bethesda, MD
"Celebrities Have Abandoned the AIDS Ribbon"
Baltimore Sun (04/04/95) P. 3D; Robinson, Gaile
Many celebrities have stopped wearing the red ribbon that
symbolizes AIDS awareness. For example, Jeremy Irons, the first
celebrity to wear the ribbon at the 1992 Tony Awards in New York,
no longer wears it. The AIDS ribbon was only a passing fashion
trend for some people, says Michael Anketell, chairman of
California Fashion Friends of AIDS Project Los Angeles. He has
recently heard excuses including, "It doesn't match my gown" from
past wearers. Others say the red ribbon has gotten lost among
the other ribbons--pink for breast cancer and lavender for abused
women. For those closest to the cause, however, the ribbon has
become a painful reminder of a disease with no cure and no signs
of abatement. "The ribbon just doesn't have the meaning it once
had," adds Anketell.
"Survey Finds Students at Risk for STDs"
Washington Post (Health) (04/04/95) P. 7; Boodman, Sandra G.
A recent survey of 1,000 female college students conducted
by the American Social Health Association found that nearly one
quarter of them has never had a pelvic exam. While 85 percent
said they were sexually active, almost 50 percent said they did
not use a form of contraception, such as a condom, which would
protect them from sexually transmitted diseases, including AIDS.
The survey also found that 25 percent of the women had been
forced to have sex at least once.
"Across the USA: Arkansas/North Carolina/Oregon"
USA Today (04/06/95) P. 10A
In Smackover, Ark., a school guidance counselor who upset
parents by showing two AIDS-related videos to their children has
been suspended without pay for the remainder of the school year.
The school board ruled he was insubordinate. In other
AIDS-related news, a professor at Campbell University in North
Carolina will receive $325,000 and reinstatement to his job.
The ruling comes two years after "John Doe" was dismissed
because he has AIDS and was considered a risk to students.
Finally, in Lake Oswego, Ore., a project designed to teach
junior high school students how to buy and use condoms has
received praise AIDS educators. The program, however, has been
criticized by some parents. Participation in the program, which
begins next fall, requires parental approval.
"Rapper's AIDS Death May Teach Others"
St. Louis Post-Dispatch (04/07/95) P. 15C; Freeman, Gregory
AIDS is an issue that has largely been ignored by the rap
community, in part because of homophobia and the "macho" image
that rap portrays, writes Gregory Freeman in the St. Louis
Post-Dispatch. Rapper Eazy E's death forces another community to
look closely at the frightening prospect of AIDS. The death of
tennis star Arthur Ashe, the HIV diagnosis of basketball great
Magic Johnson, and the AIDS diagnosis of champion diver Greg
Louganis have forced the sports world to confront the disease.
The death of Eazy E, whose real name is Eric Wright, may have an
impact on young people who did not feel as close to someone like
Magic Johnson. Wright's death has triggered interest in AIDS
among minority teenagers in St. Louis, said Erise Williams,
executive director of Blacks Assisting Blacks Against AIDS. The
death of Eric Wright should make it clear that AIDS is an equal
opportunity killer, writes the author. Hopefully, it will make
some people realize the danger of having multiple sex partners,
something that too many rap groups glamorize, Freeman concludes.
"From Dying Teens, Words to Live By"
Boston Globe (04/06/95) P. 61; Koch, John
"In Our Own Words: Teens and AIDS," a short documentary
comprising the testimony of five HIV-infected young people,
emphasizes that anyone--regardless of race, age, gender, or
color--can get HIV. The five young people offer their stories to
caution and teach other teenagers. "No sexual experience is
worth having HIV for the rest of your life," says Kerry Carson,
the host of the film. Carson, 22, died in January, five weeks
after the documentary was completed. She contracted HIV from her
second sexual partner at age 15. Two more of the five have also
died from AIDS. They are Pedro Zamora, who was featured on MTV's
"The Real World," and David Kamens, who spoke of the loneliness
and lack of support he experienced. Jeanne Blake, the writer and
producer of the film, feels the young people can reach their
peers more effectively than adults, who are often inhibited by
the anxiety and fear they feel around children when discussing
AIDS, sex, and death.
"Getting Hip to AIDS"
Boston Globe (04/14/95) P. 11; Jackson, Derrick Z.
In the United States, protecting a friend from AIDS is
becoming a rite of friendship, writes columnist Derrick Z.
Jackson in the Boston Globe. Young people speak openly about
protecting themselves in a way they would not have three years
ago, he notes. "I've gone on my bicycle over to a friend's
house to give him a condom so he's protected," said one high
school student who was interviewed after an advance screening of
the video, "In Our Own Words: Teens and AIDS." Several
teenagers said it was the best video they had ever seen about
AIDS. "All the people in the film were our age...They were up-front
about how they got AIDS," noted another student. Many
AIDS activists had hoped that teens would pay more attention to
the disease when basketball great Magic Johnson revealed he was
HIV-positive. Most of the students, however, said there was no
major upsurge in protected sex because Johnson was still the
most valuable player in the NBA All-Star Game and played in the
Olympics.
"Girl, 13, Sentenced in an AIDS Hoax"
New York Times (04/21/95) P. A16
The 13-year-old girl who called seven former hospital
patients and told them they were HIV-positive has been sentenced
to five years' probation and therapy. On Wednesday, Tammy Lynn
Esckilsen pleaded guilty to taking confidential data from a
computer and placing harassing telephone calls. The judge,
however, said that all charges will be dropped if Esckilsen
successfully completes probation. The girl's mother, an
employee at University Medical Center, said she took her
daughter to work because she could not find anyone to care for
her. She did not want to leave her unsupervised because of her
history of drug use, truancy, and shoplifting. Under the
probation, Esckilsen must go to school, not leave a residential
treatment center without permission, and abide by a 6 p.m.
curfew when she returns home. Related Story: Philadelphia
Inquirer (04/12) P. A17
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RESOURCES
by Nancy A. Carter
Advocates for Youth. A Youth Leader's Guide to Building Cultural
Competence. Washington, D.C.: Advocates for Youth, 1994.
This training guide focuses on African-American and Hispanic
cultural issues around HIV/AIDS education.
Address: Advocates for Youth, 1025 Vermont Avenue, NW, Suite 200,
Washington, D. C. 20005. Phone: 202-347-5700.
Affirming Persons--Saving Lives.
Affirming Persons-- Saving Lives is 1,000-page curriculum
published by the United Church of Christ. It confronts the AIDS
crisis in a context of "core Christian values: self-giving love,
healthy self-esteem and respect for others." The curriculum has
lesson plans for all ages with factual information appropriate
for each age group. The package includes two videos: "Learning
About AIDS" is a basic primer on HIV transmission and prevention;
". . . In the Day of Adversity" tells the stories of several
people living with HIV or AIDS.
Phone: United Church of Christ AIDS Ministry Office, 216-736-3271.
Benson, Dennis. Creative Bible Studies: Matthew--Acts. Loveland, Co:
Group Books, 1985.
This book contains 401 experiences to help youth get inside the
scriptures. Some of these, such as the experience described for
Matthew 8:1-4, the healing of the man with leprosy, can be
adapted to relate to HIV/AIDS. Youth are invited to put make-up
on each others face or hand, if the face is too threatening, to
simulate leprosy and then some questions and activities are
suggested. One way this could be adapted is for them to simulate
KS, Kaposi's sarcoma, the purple lesions some people with AIDS
get on the bodies. This exercise can be a very powerful one, so
adequate time for debriefing should be allowed.
CDC National AIDS Clearinghouse.
The CDC National AIDS Clearinghouse is the nation's reference,
referral, and distribution service for HIV/AIDS-related
information. The Clearinghouse collects, catalogs, processes,
stocks, and distributes materials and information on HIV
infection to organizations and people working in the field of
HIV/AIDS. Spanish/English bilingual reference specialists are
available. You can call them and ask them for ordering
information or describe the kinds of resources you are interested
in and they will help you. All calls are completely
confidential.
Address: CDC National AIDS Clearinghouse, P.O. Box 6003,
Rockville, MD 20849-6003. Phone: 800-458-5231; Deaf Access/TDD:
800-243-7012 (Telephone hours: 9:00 am--7:00 pm, EST) Fax:
301-738-6616
Dane, Barbara O. And Carol Levine, editors. AIDS and the New Orphans.
Westport, CT: Auburn Books, 1994.
The focus of this book is on the United States. Articles
specifically focused on teens are "Adolescents and Parental Death
from AIDS" and "Programs for Children and Adolescents."
Hein, Karen. AIDS: Trading Fears for Facts--A Guide for Teens.
Fairfield, OH: Consumer Reports Books, 1993, Third Edition.
For high school students. Gives basic factual information.
How to Talk to Your Children About AIDS. New York: Siecus, updated 1993.
Available in English or Spanish.
This 15-page brochure provides parents with guidelines of
discussing AIDS with children. Specific conversation guidelines
are given for infants and toddlers, preschool children, young
children, preteens, and teens. More than one half million copies
of this brochure have been distributed since its first
publication. Single copy, free; please send a self-addressed
stamped business envelope; 2-49 copies, $1.00 each; with a
graduated scale of prices up to multiples of 1,000 copies for
$400 per thousand.
Address: Sex Information and Education Council of the US, 130
West 42nd Street, New York, NY 10036; Phone: 212-819-9770.
Hynson, Diana and Carmen M. Gaud. To the Point: Confronting Youth
Issues--AIDS. Nashville: Abingdon Press, 1993. English and Spanish
in the same book.
This important resource offers practical ways to talk to teens
and adults about AIDS in a biblical and theological context. It
also contains leader's guides for using Magic Johnson's book (see
below).
Telephone: Cokesbury, 800-679-1789.
Johnson, Earvin "Magic." What You Can Do to Avoid AIDS. San Francisco:
Chronicle Books, 1992. English or Spanish. Audio cassette (English only).
Written especially for a teenage audience but also opens with a
message to parents. Contains several personal stories from young
people. The book To the Point above contains a leader's guide for
using Magic Johnson's book with youth.
Levine, Carol. Editor. A Death in the Family: Orphans of the HIV Epidemic.
New York: United Hospital Fund of New York, 1993.
This book gives an overview of the needs of children and
adolescents who have become "AIDS orphans" in the United States.
Included also are first-hand narratives from children,
adolescents and other family members as they describe in their
own words the issues they face.
LeShan, Eda. Learning to Say Good-by When a Parent Dies. New York:
McMillan Publishing Company, 1976.
Written for older children in simple, direct language, this book
discusses the questions, fears, and fantasies older children may
have about a parent who has died. The book is also excellent for
teachers or parents because it gives many insights into what the
children may be experiencing. It can help parents to know how to
work through their own or their children's grief.
Making Connections: Facing AIDS. Geneva, Switzerland: World Council
of Churches, 1994.
Written and/or put together by young people for young people.
The book contains information on "Theology Amidst AIDS" and
"Making Connections/Stopping AIDS." It also contains a number of
educational activities. Titles of Activities include: HIV/AIDS
Crossword, Wordsearch, De- Find' Em, Pictures, Virus Attack, HIV
Transmission Card Game, Risky Business Card Game, Sentence Stems,
But Why Game, Relationships Runaround, Role Play, and Bible Study
Ideas.
Address: Youth Team, WCC, PO Box 2100, 1211 Geneva 2, Switzerland.
Quackenbush, Marcia and Mary Nelson with Kay Clark, Editors. The AIDS
Challenge: Prevention Education for Young People. Santa Cruz, CA:
Network Publications, 1988.
A collection of articles related to HIV education of children and
adolescents in classroom and religious settings.
PCI Catalogue of AIDS Educational Materials.
This catalog lists HIV educational materials for children and
teens available from PCI, including some of the books and videos
listed in this bibliography. PCI sells T-Shirts, posters,
buttons, displays, curriculum materials, books, and videos.
Caution: some of the resources, such as Spread the Word, can be
purchased for substantially less elsewhere (ECUFILM sells it for
$24.95; PCI for $169.00!).
Address: PCI Educational Publishing, 5221 McCullough Ave., San
Antonio, TX 78212. Phone: 1-800-594-4263; 210-824-5949; FAX: 210-824-8055.
Resource Pack on Sexual Health and AIDS Prevention.
A colorful book promoting the exchange of information and
educational experiences about the health and rights of "socially
apart" or "disadvantaged" youth. Free to groups in developing
countries; $10.00 in the United States.
Address: AHRTAG, Farringdon Point, 29-35 Farringdon Road, London
EC1M3JB, UK.
Sanchez, Gail Jones. Let's Talk About Sex and Loving. Milpitas, CA:
Empty Nest Press, 1994.
Reviewed in Siecus Report (Feb.-March, 1995), this book is
recommended by Erica C. Neuman as a resource for family sexuality
education. It gives information to parents on how to talk to
children about sex and also has material to read/be read by
children of various age levels. She faults the book for tending
to perpetuate gender stereotypes.
Schaefer, Dan and Christine Lyons. How Do We Tell the Children?:
Helping Children Cope When Someone Dies. 1986; rpt. New York:
Newmarket Press, 1988.
This book is a step-by-step guide to talking about death with
children from age two through the teen years. It gives insights
into what children think and understand, how they feel, and how
adults can help them cope with those feelings. It also has a 16-page
crisis guide that outlines the points in the book and contains
sample "scripts" to help parents talk about life situations such
as terminal illness, suicide, and AIDS.
Shelp, Earl and Ronald H. Sunderland. AIDS and the Church: The Second
Decade. Revised and Enlarged. Louisville, KY: Westminster/John Knox
Press, 1992.
One of the best-known basic resources on AIDS and the church.
This book contains factual information about HIV/AIDS, an
exploration of suffering, disease and healing in the Bible,
perspectives on AIDS ministries and examples of ministry.
Telephone: Cokesbury 800-679-1789.
White, Ryan and Marie Cunningham. My Own Story (1991; rpt. New York:
Penguin Books, 1992).
The moving account of Ryan White, the United Methodist teenager
who made the news when he insisted on going to school after he
was diagnosed as HIV positive. The New York Times Book Review
said the book is: "a powerful tale, of Ryan White's life and
death, of the news' media's often losing struggle to cope with
complex issues, of the growing power of celebrity, of a family's
struggle to rise above a tragedy that is, after all, nearly
beyond words" (May 12, 1991). This book is for ages 10 and up.
This edition contains an afterward, telling about Ryan's death
and his family's life after his death.
Yarber, William L. STDS and HIV: A Guide for Today's Young Adults.
Instructor's Guide. Reston, VA: American Alliance for Health, 1993.
Address: American Alliance for Health, Physical Education,
Recreation and Dance, 1900 Association Drive, Reston, VA 22091.
Phone: 1-800-321-0789.
PAMPHLETS, BROCHURES AND POSTERS
AIDS: A Covenant to Care. English or Spanish.
A statement to let it be known your church welcomes people with
HIV/AIDS. It is free except for postage and handling and can be
ordered in two sizes:
bulletin inserts (English #5072, Spanish #5074 Spanish)
posters (English #5073, Spanish #5074).
Address: The Service Center, General Board of Global Ministries,
7820 Reading Road, Caller No. 1800, Cincinnati, OH 45222-1800.
SCRIPTOGRAPHIC BOOKLETS
These are easy-to-read booklets with lots of illustrations.
A Christian Response to AIDS. Order #46300.
Lo que todos deben saber sobre el SIDA. Order #14308.
Making Responsible Choices about Sex. Order #18788.
What Everyone Should Know about AIDS. Order #14274.
What Every Teenager Should Know about Peer Pressure. Order #18820.
Address: All Scriptographic Booklets are available from Channing
L. Bete Co., Inc., South Deerfield, MA 01373. Phone: 800-628-7733.
Why We Care. Geneva, Switzerland: World Council of Churches and the
Lutheran World Federation.
A leaflet about AIDS and youth, available in English, German,
Spanish, French, and Portuguese. Write to the Youth Team, see
address in the description of Making Connections above.
VIDEO CASSETTES ABOUT HIV/AIDS
For films listed as available from ECUFILM, contact Ecufilm, 810 12th
Ave. South, Nashville, TN 37203; Phone: 800-251-4091.
AIDS Wise, No Lies.
This 22-minute video designed for younger audiences presents a
series of ten vignettes about young people of various backgrounds
and cultures whose lives have been affected by AIDS. A study
guide is available.
Address: New Day Films, 121 West 27th Street, Suite 902, New
York, NY 10001; Phone: 212-645-8210
Common Threads: Stories from the Quilt. Sale: About $20.00.
A 79-minute color video, narrated by Dustin Hoffman, original
music by Bobby McFerrin, that won the 1989 Academy Award for best
feature documentary. The stories cover an Olympic athlete, an 11-year
old suburban boy, and an inner-city married man. All profits
raised through the sale of this video go to The NAMES Project.
The video may also be available from an area AIDS education
organization or for rental from your local video store.
Address: The NAMES Project, 2362 Market Street, San Francisco, CA
94114-9926; Phone: 415-863-5511.
"I Have AIDS"--A Teenager's Story. Sale: $12.00, including a free
teacher's guide.
This award-winning 30-minute video is a 3-2-1 CONTACT Extra that
was produced by Children's Television Workshop. It shows Ryan
White talking with eight-twelve-year-olds about his feelings
about having AIDS and giving information about AIDS.
Address: The National AIDS Information Clearinghouse, P.O. Box
6003, Department G, Rockville, MD 20850; Phone: 800-458-5231.
I'm Not Afraid of Me. Rental, $48.00; Sale $360.
A 28 minute video which tells the true story of a young Native
American women and daughter and AIDS. The promotional
description says the video says they have"a heartwarming...
realistic... optimistic... loving relationship and that the video
dispels stigma and stereotypes.
Address: Shenandoah Film Productions, 538 G. St., Arcata, CA
95521. Phone: 707-822-1030; FAX 707-822-5334.
Philadelphia. Sale: About $30.00
This 1993 film, rated PG-13, earned a number of Academy Award
nominations and Oscars for Tom Hanks, as best actor, and Bruce
Springsteen for his song, "Streets of Philadelphia." Tom Hanks
plays a gay lawyer who is diagnosed with AIDS and fired by his
law firm. Denzel Washington plays the lawyer that helps him take
legal action. This video is available for rental from most video
stores and may also be purchased.
Spread the Word. Rental $20, sale $24.95. ECUFILM
A 27-minute video that gives AIDS information and is a discussion
starter for adolescents and young adults. The book To the Point,
available from Cokesbury contains a leader's guide for using this
video with youth. Check your annual conference video library.
Threads of Love: A Tapestry of Remembrance.** English or Spanish
A moving ten-minute video produced by Health and Welfare
Ministries, GBGM, UMC, about the NAMES Project AIDS Memorial
Quilt, showing the quilt and individual panels made in
remembrance of persons who have died from AIDS.
Address: HIV/AIDS Ministries Network, Room 330, 475 Riverside
Drive, New York, NY 10115. Phone: 212-870-3870; FAX: 212-749-2641;
Internet: ccarnaha@gbgm-umc.org
Unconditional Love. Rental: $18.00; Sale: $24.95. ECUFILM.
A 30 minute video about the HIV/AIDS ministry of St. Paul's
United Methodist Church in Rodundo Beach, CA. A major part of
their ministry is a food pantry.
Why We Care: About AIDS. Rental: $18.00; Sale: $29.95. ECUFILM
Three vignettes in a 30 minute video which reveal forms of
discrimination against those perceived to have HIV/AIDS. One
vignette shows an inner city ministry in Baltimore.
What You Should Know--Young People & AIDS. Video package. Sale:
$195.00 from Channing L. Bete.
Each package includes one videotape, one leader's guide, 50
Scriptographic booklets on which the video is based, and color
poster. See address and phone number above for Channing L. Bete.
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COMPUTERIZED AIDS MINISTRIES (CAM) IS NOW ON THE INTERNET!
Now you can not only reach CAM by calling us directly via computer and modem at 212-222-2135 or 800-542-5921, you can reach us via the Internet. If you subscribe to an online service which offers telnet, FTP (File Transfer Protocol), and/or World Wide Web (WWW), you can connect with CAM with these methods. The domain name for CAM is hwbbs.gbgm-umc.org. (Do not type the period after "org.") Telnet: Telnet allows you to do most all of things you can do on CAM if you were to call directly and sign on. From some systems, you may have to type CAM's IP address 198.139.157.121 instead of its domain name. FTP: If you want to download files, FTP is the most reliable means of getting them. CAM allows FTP both by user ID and anonymous FTP. Those calling via anonymous FTP do not have access to all libraries but do have access to all key AIDS and religious libraries. WWW: CAM is just developing its World Wide Web pages. The WWW is a fast growing network of "home pages" where users can browse and read material, see photographs and even hear sound or see video clips. You can reach CAM's library from the WWW. Also on CAM's home pages you can read stories of people with AIDS and information on the Covenant to Care program. One part of CAM's pages which is under development are memorial pages for people who have died of HIV/AIDS. It will be an online "Quilt" which will include words, photos of loved ones and of their quilt panels. Internet E-mail: In addition, those who are full members of CAM can now both send and receive Internet e-mail. To ask more questions about CAM or the HIV/AIDS Ministries Network, send e-mail to aidsmin@gbgm-umc.org. We can be reached via voice at: 212-870-3870.
Note: The CAM BBS no longer exists. Find CAM and information about its e-mail discussion group at: http://gbgm-umc.org/cam/
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The red ribbon and globe is a symbol of UNAIDS's Global AIDS Program, http://www.unaids.org.
HIV/AIDS Ministries Network Focus Papers are a publication of the Health and Welfare Ministries , General Board of Global Ministries, The United Methodist Church, Room 330, 475 Riverside Drive, New York, NY 10115. Phone: 212-870-3909. FAX: 212-749-2641. E-MAIL: aidsmin@gbgm-umc.org. Focus Papers, unless otherwise noted, may be quoted, reproduced and distributed with credit being given to Health and Welfare Ministries and the authors. These focus papers were written several years ago there some information is outdated.
The HIV/AIDS Ministries Network is a network of United Methodists and others who care about the global HIV/AIDS pandemic and those whose lives have been touched.