Mod4d SRH

Basic Course on Peer Education
MODULE 4: Adolescent Sexual and Reproductive Health

SESSION 4D– Sexual and Reproductive Health
FACILITATION GUIDE
Adolescents, whether they are married or unmarried, and engage in heterosexual or homosexual acts, face potentially serious physical, social and
economic consequences from unprotected sex. Some of these consequences include sexually transmitted infections for both males and females, too
early pregnancy and unsafe abortion for females, health risks to babies, and social costs to adolescent mothers. In addition, sexual abuse, coercion and
rape are tragic realities that affect young people. They also result in problems such as unwanted pregnancy and sexually transmitted infections, including
HIV, in addition to having long-lasting psychological consequences.1
This session allows participants to explore ways to prevent early pregnancy, sexually transmitted infections including HIV, and sexual violence.
SESSION OBJECTIVE:
At the end of this session, participants are able to explain ways to prevent unwanted pregnancy, STI and HIV transmission, and sexual violence.
SESSION ACTIVITIES: 4.5 hours

Activity Content/Topic Key Message Materials Duration
No. Title (Minutes)
4D.1 Yes to abstinence, yes Family planning and modern One way to prevent pregnancy is by Samples and/or pictures of
to family planning, contraception practicing abstinence. However, if a modern contraceptives 40
too! couple want to have sex but do not want (pills, injectable, implant,
(Discussion, role to make a baby, they need to know how IUD), fact sheet on
play) to about the modern methods of contraceptives
contraception.
4D.2 Choices and decisions Pregnancy and unsafe To prevent unplanned pregnancy, it is very Copy of scenarios 30
around pregnancy abortion important that young people have good
(Discussion, role- information and make careful and well
play) -informed choices.
4D.3 Information about STI as a consequences of STIs are something that no one wants to Scarf or any piece of cloth, 40
1
World Health Organization (WHO). Orientation Programme on Adolescent Health for Health-care Providers: Handout. 2006: C-9 to C-11.
Developed for Y-PEER Pilipinas, May 31, 2016
Teresita Elegado, Consultant
Activity Content/Topic Key Message Materials Duration
No. Title (Minutes)
Sexually Transmitted unprotected sex, types of happen to them. Therefore it is important 3 soft toys or balls, fact
Infections (STIs) STIs, their common signs and to know how to prevent STIs. sheet on STI
(Games, discussion, symptoms, prevention
role-play)
4D. 4 Information about Basic information about HIV HIV is transmitted through various Fact sheet on HIV 40
HIV and AIDs including modes of behaviors. To prevent HIV, people need to
(Discussion, role- transmission and prevention have good information about prevention
play) measures and treatment.
4D.5 Saying “no” to sex Different ways to say “no” to Saying ‘No’ to sex requires motivation, Flipchart papers, marker 30
until I am ready sex making a stand and skill.
(Role-play,
discussion)
4D. 6 Condom How to use condom When used correctly and consistently, Condoms (at least 1 piece 30
demonstration and condoms are a reliable method to prevent per person), carrots,
practice the spread of STIs and HIV and to prevent cucumbers or bananas to
(Demonstration and unplanned pregnancy. use for condom
return demonstration
demonstration)
4D.7 Respectful and Forms of sexual violence, the It is important that everyone is aware of Flipchart papers, markers, 60
responsible sexual importance of consent, their sexual responsibilities. Otherwise, copy of Rights and Respect
relationships responsibilities in sexual people can get hurt. scenarios
relationships
TOTAL TIME 270

ACTIVITY GUIDE:
PARTICIPATION REFLECTION GENERALIZATION APPLICATION

3D.1 Yes to abstinence, yes to family planning, too! (40 minutes)
1. Start by explaining that one way to prevent Ask participants: Consequences of Sexual Intercourse Divide the class into five
pregnancy is by practicing abstinence. This is the (WHO): groups. Assign each group
method that most parents and churches want for What myths or reservations do a method of contraception
young unmarried people. However, if a couple you have about family planning Pregnancy often results when young (abstinence, condom, pill,
want to have sex but do not want to make a baby, or contraceptive methods? people have sexual intercourse, because injectable, IUD).
they need to know how to choose and use a they do not think of the consequences of
modern method of contraception. What do people in your this important event. Using the fact sheet, ask
2. Explain the different methods and how they work community reason why they do each group to determine
using the Family Planning and Contraception Fact not want to adopt a Young people might be physically ready to what could be the main
Sheet [see Resources for Facilitator pages 15-22] contraceptive method? have sexual intercourse, but they usually advantages and
to help you. Include a brief description about how are not psychologically ready. disadvantages of the
each works, where you get them, how much they contraception method
cost, and if you need medical help to use them. As Young people are not often prepared to assigned to it.
you explain, pass samples around the circle for use protection to guard themselves
them to look at (if you don’t have samples, you against pregnancy or STIs. Like in TV talk show, ask
may show the pictures of these contraceptives, each group to explain the
using the fact sheets provided). For additional information, see Resources advantages and
3. Explain that while most methods of contraception for Facilitator, page 14. disadvantages of the
only prevent pregnancy, condoms are effective at assigned contraceptive
preventing pregnancy and also preventing the People are often reluctant to promote method.
spread of sexually transmitted infections (STIs). condoms or provide family planning
4. Emphasize that this session aims to provide advice to young unmarried people for fear
accurate information and not to give advice on that it will encourage sexual activity.
what methods to use. For advice, they might need
to see a professional family planning counsellor. Evidence from other countries show that
young people who received education on
Adapted from “Information about contraception” and sex and family are more likely to delay
“Family planning chat show,” Creating Connections: sexual initiation, have fewer sexual
Life skills for adolescents. UNICEF; March 2015: 58-59 partners, and are more likely to use
protective measures when they become
sexually active.
3D.2. Choices and decisions around pregnancy (30 minutes)
1. Explain that if a couple has had sex without using Ask the following: To avoid unplanned pregnancy, people Assign groups of three.
contraception, it is possible that the woman will need to have access to good information

become pregnant. How do you feel about the about how babies are made and how to Choose one of the
2. The following symptoms might indicate that a discussion? prevent pregnancy. To prevent unplanned scenarios [see Materials
pregnancy has taken place: A missed period (this pregnancy, partners need to remain for Facilitator, page 11]
is the most obvious sign, but does not always What questions do you have in abstinent or use a reliable method of and read it aloud to the
mean a woman is pregnant), nausea and vomiting, mind? contraception. group. The scenarios are a
sore breasts, increased urination and tiredness. situation in which a girl or
3. Pregnancy tests can be bought from the pharmacy What are your reflections? Remember, pregnancy can occur inside boy needs to have access
and carried out at home. They test whether a and outside of marriage. To prevent to information about
woman is pregnant by measuring the chemicals in What important things did you unplanned pregnancy, it is very important conception and/or
the urine. In some places, women can also go to learn from this activity? that young people have good information pregnancy.
the local health clinic for a pregnancy test. At the and make careful and well -informed
clinic, the nurse or doctor will do a blood or urine choices. Sometimes we might have to give Explain that it is one thing
test to see whether the woman is pregnant. If a information to our friends, just as we have to give information, and
woman is pregnant, she and her partner should practiced in this activity. another thing to give
seek advice from a health professional about how advice to someone about
to look after herself to keep herself and her baby It can be a hard thing to talk to our what is right or wrong for
healthy. friends about issues related to sexual them. In the upcoming
4. Sometimes women become pregnant without relationships. We may be afraid of saying role-play the task will be to
planning to. This may be because she and her the wrong thing or afraid that they will give accurate information,
partner did not have information about how judge us. It takes courage to talk about but not to give advice.
babies are made. Discuss with the group, what these matters. It is more appropriate to Their job is to help them
might be some implications of unplanned help a friend think deeply about a decision think about what they
pregnancy? Ideas might include: than to tell them what to do. This deep COULD do, rather than
● Having to tell family and friends thinking might reveal the need to involve what they SHOULD do.
● Having to leave school early to have the baby a trusted adult or a health professional.
● Stigma from the community (particularly if the First, ask each group to
couple is not married) think of what kind of
● Having to find out how to look after herself and information the character
her baby during pregnancy in the scenario needs. Ask
● Having health implications (particularly if she is them to think of at least
younger than 20 which is the three pieces of
recommended minimum age for first pregnancy) information, based on the
5. Explain that sometimes, women seek an abortion information that was
which is performed in the Philippines even though provided in earlier
it is against the law. During an abortion, the fetus activities. This must
(unborn baby) is removed. Give the group some include information about
information about the health risks of illegal reproduction, abstinence
abortion: and methods of
contraception.
If abortion is not done by skilled staff under sterile
conditions then the woman is at risk of injury or Then, ask each group to
infection and this can lead to death. Receiving an perform a role-play in
abortion from someone who is not suitably which one person in the
qualified has led to people becoming seriously ill or group to be the girl/boy
dying. Women may also try to induce abortion who needs information,
themselves by a variety of methods. This is highly the other person is his/her
risky to the mother’s health. It is important that friend. It is the friend's job
women are aware of the dangers of unsafe to give the information in a
abortion. supportive and
non-judgmental way.
Adapted from “Choices and decisions around
pregnancy,” “Informing a friend roleplay,” and Watch the role-plays and
“What are the deeper concerns?” Creating discuss: Are the friends
Connections: Life skills for adolescents. UNICEF; giving accurate
March 2015: 60-62. information based on the
knowledge from the
beginning of the session?
Provide coaching. Ask: are
the questions useful to
promote deeper thinking
about what they COULD
do, and what the
consequences of those
choices may be?
3D.3. Information about Sexually Transmitted Infections (STIs) (40 minutes)
1. Begin with the Blindfold Trust Game. Explain that Ask what they see as the key In sexual relationships, people often rely Organize the group into
in this game they will get a chance to think about messages in the game. on trust rather than on condoms. They pairs.
both trust and responsibility towards those who trust that their partner never has or never
trust you. Ask them to name some ways in will have sex with anyone else, and so Explain that one person in
2. Organize people into pairs. Give each pair a scarf which trust is important in they think they do not need to use a the pair will play a
or piece of cloth. relationships? Is trust enough to condom. However, people can break their character who does not
3. One person wears the scarf as a blindfold. Their protect people from HIV and promises, and trust does not stop have any information
partner is to take them for a walk around the other STIs? infection. Condoms do stop the about STIs. The other
room, holding them by the elbow and guiding transmission of infections. Remind person is a friend who has
them so they do not bump into anything. After 3 participants that for trust to be effective good knowledge. The first
or 4 minutes, ask them to stop and swap. in relationships, both partners must be character starts the
4. Stop the game. Ask them what it is like when you 100% trustworthy, and both must know role-play by asking –
cannot look after yourself by using your eyes. that they are not carrying HIV or any other “What is an STI?” The
5. Discuss that if we are blind about the STIs. second character provides
consequences of unprotected intercourse we may a simple explanation about
find ourselves in a negative situation. It is STIs are something that no one wants to STIs and HIV and then
important to spread the message that abstinence happen to them. Therefore it is important gives information about a
or condoms are the best methods to avoid the to know how to prevent STIs. The best condom, using the
spread of STIs (including HIV) and unintended ways to prevent STIs are a) by practicing information they have
pregnancy. It is important to spread this message How do you feel about the abstinence; b) by having sexual learned in this session.
(as we do in this game) so that people are able to discussion? intercourse with only one trusted partner
make good decisions and avoid negative and c) by always using a condom every Have some pairs practice
consequences. What questions do you have in time we have sexual intercourse. the role-play at once.
6. Explain that STIs are infections spread through mind?
sexual contact. You are going to play a game to
remind them that STIs can be spread easily if What are your reflections?
people to not take appropriate measures to
prevent them. What important things did you
7. Organize players into a circle. Explain that three learn from this activity?
toys (or balls) will be tossed around the circle. As
people throw the toy, they must call out the name
of the person they are throwing to. They should
try to keep the turns evenly spread between
people.
8. Hold up one toy that is easy to remember. Ask
them to remember if they get a turn of this toy.
Restart the game and let it continue for one or
two minutes.
9. At the end of this time, ask all those who have
caught the special toy to step forward.
10. Explain that if this person-to- person throw was
to represent the person-to- person contact of
sexual intercourse without a condom, then if the
first person had HIV or an STI, it could have been
passed from person to person and very quickly
spread to all those others.
11. Use the STI Fact Sheet [see Resources for
Facilitator, page 21] provided to give further
information about STIs. Include information
about prevention, common symptoms and
treatment.
Adapted from “The blindfold trust game,”

“Information about Sexually Transmitted Infections
(STIs)” and “Teaching a friend about STIs and HIV,”
Creating Connections: Life skills for adolescents.
UNICEF; March 2015: 72, 74-75.
3D.4. Information about HIV (40 minutes)

1. Use the HIV and AIDS fact sheet [see Resources for How do you feel about the HIV is transmitted through various Ask the rest of the pairs to
Facilitator, pages 22-23] provided to provide basic discussion? behaviors. To prevent HIV, people need to talk about HIV.
and learn information about HIV and AIDS. Make have good information about prevention
sure you include information about means of What questions do you have in and treatment. Explain that one person in
transmission, prevention and treatment. mind? the pair will play a
2. Explain that many people do not get this When giving information about character who does not
information and therefore do not know about HIV What are your reflections? prevention of HIV, the following ‘ABC’ have any information
or how to prevent it. This means that they are model is useful: about HIV. The other
vulnerable to becoming infected with HIV. What important things did you A = Abstinence from sex person is a friend who has
Communities are sometimes judgmental towards learn from this activity? B = Be mutually faithful (having a mutual good knowledge. The first
people living with HIV and their families. This monogamous relationship) character starts the
leads to stigma and discrimination. This is bad C = Correct and consistent use of condoms role-play by asking –
because it hurts people and sometimes prevents “What is HIV?” The second
people from accessing life-saving help. character provides a
simple explanation about
Adapted from “Information about HIV” and HIV and then gives
“Teaching a friend about STIs and HIV,” Creating information about a
Connections: Life skills for adolescents. UNICEF; condom, using the
March 2015: 73, 74-75 information they have
learned in this session.
Have the pairs practice the

role-play at once.
3D.5. Saying “no” to sex until I am ready (30 minutes)
Tell the group to imagine that they have decided that Ask: Saying ‘No’ to sex requires motivation, Ask two volunteers to act
they want to say ‘No’ to sex. Tell them to think of all  Which ways worked well to making a stand and skill. out a second situation
the places and situations where they might be in keep to your decision about proposed at the beginning
danger of having sex because someone is proposing delaying sex? People have sex for different reasons, so of the activity. Ask them to
them.  Which ways used by the they need different ways to avoid sex. try using a few of the ways
proposer were difficult to of refusal you just
Divide the group into pairs. Give each pair two of the resist? Examples of assertive discussed.
situations to role-play. Start with the fist situation.  Which were the best ways to ways of saying no include:
One person should try to persuade the other one to resist them? ■ You refuse politely. Discuss with the whole
have sex, using any ways they wish. The person who Share the following examples of ■ You can give a reason for your refusal group how well the actors
wants to say ‘No’ should use strong ways to keep to saying ‘I do not want to have sex (this doesn’t mean you have to apologize). resisted pressure.
his or her decision to abstain. yet’: ■ You walk away.
 I have made a decision to ■ You give an alternative.
The pairs now change over and roleplay the second abstain from sex until I am ■ You disagree with the other person.
situation, with the person who wanted to abstain older and ready. ■ You take the offensive.
playing the one who wants to have sex, and vice  I would like you to respect my ■ You avoid the situation.
versa. This allows them both to practice being strong views.
in saying no.  Abstinence is the only 100%
effective way to avoid
Bring everyone together and watch some of the role- pregnancy, STI and HIV
plays, choosing different situations. For example, the infection. What would happen
female wants to have sex and the male does not, and if I got pregnant or an STI or
vice versa; people of different ages; the pair love HIV?
each other, or they have just met, or money is  I want to protect my life until I
offered. am ready to have a baby.
 I think premarital sex is wrong.
Adapted from “Saying “No” to sex until I am ready,” I will feel guilty if I go against
Sexuality and Life-Skills: Participatory activities on my beliefs.
sexual and reproductive health with young people.  I have an ambition in life.
IHHA, 2008:67-68 and “Saying ‘no’ role play,”Youth Having a baby or getting sick
Peer Education Toolkit: Training of Trainers’ Manual. would stop me from getting to
UNFPA, 2006: 74. where I want to be.
 My parents have so much
hope for me and I do not want
to fail them.
3D.6. Condom demonstration and practice (30 minutes)
1. Point out that Philippine data shows that 1 in 3 How do you feel about the When used correctly and consistently, Divide the group into two
young people are choosing to have sex before discussion? condoms are a reliable method to prevent teams. If you have equal
marriage. It is important that if they choose to the spread of STIs and HIV and to prevent numbers of male and
have sex they know about condoms as a means of What questions do you have in unplanned pregnancy. female participants,

protection against STIs and unplanned pregnancy. mind? consider making single-sex
2. Explain that in this activity, participants will work teams. Ask two volunteers
in pairs to practice the correct use of a condom. What are your reflections? (participants
Use your judgement to determine whether to run or co-facilitators) to hold
this activity in same-sex. For some participants, What important things did you the two penis models.
this may be preferred. learn from this activity? Explain that these
3. Demonstrate the correct use of a condom using a volunteers will serve as
cucumber, carrot or banana. judges and that they will
4. Make sure that the condom demonstration determine whether others
includes the following steps: have completed the
● Check the expiration date on the condom exercise correctly.
packet.
● Once the penis is erect, open condom package Tell the teams that each
with your fingers (do not use your teeth, or a member will briefly
sharp object, because you might accidentally demonstrate correct
break the condom!) condom use. In turn, each
● Squeeze the tip of condom with your fingers and participant should open a
place the rolled condom on head of penis. condom package, put the
● Hold the tip of condom and unroll until penis is condom on the model, and
completely covered. then remove it. The
● After ejaculation, while the penis is still erect, winning team is the first to
hold condom at base of penis and carefully have everyone complete
remove the condom without spilling any semen. the task. Lots of cheering
● Wrap the condom in tissue, or tie it in a knot and encouragement make
and throw it away. this exercise fun.
● Use a new condom for every act of intercourse.
5. Organize people into pairs and give each pair two When the relay is over, ask
condoms. the judges if everyone
6. Ask each person in the pair to demonstrate the correctly demonstrated
correct use of the condom. They should assume how to open the package
that they are providing this demonstration to and put on and take off
someone who has never seen a condom before. the condom.
7. Ask for a volunteer or two to show how they could
teach a friend about what condoms are, and how Again, go over the correct
they can protect against HIV and STI transmission. steps of condom use and
summarize the steps on a
flip chart:
Adapted from “Condom demonstration and practice,” ■ Check the expiry date
Creating Connections: Life skills for adolescents. printed on the package.
UNICEF; March 2015: 73-74. ■ Open the package
carefully so that the
condom does not tear. Do
not unroll
the condom before putting
it on.
■ Squeeze the tip of the
condom, so that you leave
a centimeter of empty
space
at the top for semen.
■ Still holding the tip,
unroll the condom until it
covers the entire erect
penis.
■ After ejaculation, pull
the penis out before
erection is lost, holding the
rim of
the condom to prevent
spilling.
■ Dispose of the condom
in a safe place.
Also mention the

importance of storing
condoms properly in a
cool, dry place.
Adapted from “Condom

relay race,” Youth Peer
Education Toolkit: Training
of Trainers’ Manual.
UNFPA, 2006: 75.
3D.7. Respectful and responsible sexual relationships (60 minutes)
1. Remind the group that some kinds of violence are It is important that everyone is aware of Refer to the list of sexual
sexual in nature. This is when someone is their sexual responsibilities. When we are responsibilities from the
physically or psychologically scared, shamed or not aware of our sexual responsibilities or previous activity. Read
hurt in a sexual way. This includes forms of when we do not observe them, people aloud one of the scenarios
unwanted sexual touching, name-calling, and can get hurt. provided [see Materials for
homophobic bullying. In its extreme form it Facilitator, pages 12-13].
includes forced sexual acts such as touching sexual Ask participants to discuss
parts of the body without permission, and rape in pairs:
[for more information, see fact sheet on sexual
violence on page 24]. ● Which sexual
2. Remind the group that when it comes to sexual responsibilities should the
relationships, it is important to make sure that character(s) in the
both partners give consent to any sexual activities. scenarios remember?
One way we can avoid problems, including ● What should the
different forms of sexual violence is to ensure that character(s) do to behave
all people understand their sexual responsibilities. in a responsible way?
Ask participants to work in groups of four or five Explain that some people
people. Their job is to write a list of responsibilities in believe that if they have
sexual relationships. These responsibilities should strong feelings and desires
apply to both males and females. then this means it is
acceptable for force a
woman or a man to have
After five minutes ask one group to read their list. sex with them. But this is
Ask others to add any additional responsibilities. against the law. Strong
Develop a combined list of sexual responsibilities. people control their
You may need to add in some that the group have desires and understand
not thought of (some examples are below). the importance of
respecting other people’s
Sexual responsibilities include: rights.
● The responsibility to respect your partner and their
wishes and needs. It is important for people
● The responsibility to not put your partner at risk of to be aware of and
diseases or unwanted pregnancy. practice their sexual
● The responsibility to stop as soon as your partner responsibilities.
asks you to.
● The responsibility to look after your health and the
health of your partner.
● The responsibility to not pressure your partner to
do things they do not want to do.
● The responsibility to consider the consequences of
your actions (e.g. unwanted pregnancy if no
contraception is used).
● The responsibility to protect the privacy of your
partner (not to talk about your partner behind their
back).
Explain that when people are not responsible in

sexual relationships this can harm
people’s reputations or lead to unwanted pregnancy,
transmission of STIs, sexual harassment or sexual
abuse which are serious offences.
Adapted from “Respectful and responsible sexual

relationships” and “Remembering responsibilities in
sexual relationships,” Creating Connections: Life skills
for adolescents. UNICEF; March 2015: 73, 74-75.

MATERIALS FOR FACILITATOR
ACTIVITY 4D.2 Choices and decisions around pregnancy
SCENARIOS

ACTIVITY 4D.7 Respectful and responsible sexual relationships
Rights and respect scenarios

RESOURCES FOR FACILITATOR
Consequences of Sexual Intercourse2

 Pregnancy often results when young people have sexual intercourse, because they do not think of the consequences of this important event.
 Young people might be physically ready to have sexual intercourse, but they usually are not psychologically ready.
 Young people are not often prepared to use protection to guard themselves against pregnancy or STIs.
Health risks to adolescent mothers

Too early pregnancy
• Pregnant adolescents are more likely to suffer from eclampsia and obstructed labor than women who became pregnant in their 20s (pelvis has
not yet fully developed)
• Obstructed labor may lead to OBSTETRIC FISTULA (a hole between the vagina and the bladder or rectum; woman constantly leaks urine or feces,
smells offensive and often ostracized by family and community)
Unsafe abortion:
• If pregnancy occurs outside marriage, there are social sanctions.
• Induced abortion often seems the only way of avoiding public shame and rejection.
• Adolescents are likely to obtain clandestine, illegal and unsafe abortions.
Health risks to the baby:

• Babies born to young adolescent mothers also face more health risks than babies of older women.
• Babies of adolescent mothers are more likely to have low birth weight, run a higher risk of being premature and have a higher rate of perinatal
mortality.
• “Children having children” (barely out of childhood, adolescent mothers do not have the parenting skills needed to raise a child.
Social costs of pregnancy to adolescent mothers:

• Rejected by family and community
• Often unable to continue schooling
• Less chance of finding employment
• If employed, her income is likely to be low
• Poverty results to poor health making them even less able to cope
2
WHO. Orientation Programme on Adolescent Health for Health-care Providers: Handout New Modules. 2012: C-10 to C-11.
Fact sheet:Family Planning & Contraception3
Family planning is the practice of controlling the number of children one has and the intervals between their births, particularly by means of
contraception.
Contraception includes a range of methods or devices used to prevent pregnancy. This means it can assist with family planning (prevention or and/or
spacing of pregnancies).
Different contraceptive methods give different levels of protection against pregnancy and/or STIs.
Some methods of contraception (condoms) also help prevent sexually transmitted infections (STIs) including HIV if they are used every time a couple has
sex.
3
UNICEF. Creating Connections: Life skills for adolescents. March 2015. 64-69.
Fact sheet: Sexually Transmitted Infections (STIs)
What are STIs?

Sexually Transmitted Infections (STIs) is a name given to a number of infections which can be transmitted by Sexual Intercourse and other forms of
sexual activity. STIs are passed between people as blood, semen, vaginal fluids and other body fluids. There are more than 30 different STIs. HIV (Human
Immunodeficiency Virus) is one STI that many people have heard of.
Prevention
The most effective for a person to make sure they not get infected with, or transmit, an STI is to not to have sexual intercourse (practice abstinence) or
to have sexual intercourse only within a long-term relationship with an uninfected partner who only has sex with you and with no one else. Male
condoms, when used correctly, are highly effective in reducing the transmission of HIV and many other STIs.
Common signs and symptoms

STIs can cause pain, discomfort and period problems. If they are not treated, some STIs can cause other long term physical health issues, such as
problems with fertility (being able to have children. There are many different STIs and it is not necessary to know exactly what each one is (this is the job
of a nurse or doctor). However, some common signs of an STI include:
● itching
● pain
● rashes
● leaking/discharge from the vagina or penis
● burning when you urinate
● sores
If a person has engaged in sexual activity and has any of these symptoms, they should get an STI test.
With some STIs, people don’t always show symptoms, but the STI will still be causing harm to your body if it’s not treated. This means that if a person is
sexually active, they should have regular sexual health checks.
Diagnosis and treatment

Most STIs can be cured with medicines. A doctor or nurse can check whether a person has an STI. This is called testing. If a person has had unprotected
sex, they should get tested. If they have no STI, they will be happy. If they do have an STI have one, they will get the right medicine. They will also get
advice about how to make sure they do not pass HIV to someone else.

Fact sheet:HIV and AIDS
What is it?
Human Immunodeficiency Virus (HIV) is a virus that weakens the immune system. A person infected with HIV is said to be HIV-positive. HIV infection
causes Acquired Immunodeficiency Syndrome (AIDS). AIDS develops in the late stages of HIV infection. People who are HIV positive will develop AIDS
8-10 years after infection if left untreated. However, with treatment, people living with HIV can live long and healthy lives.
Transmission
The HIV virus lives in four body fluids: blood, semen, vaginal discharge and breast milk. HIV must be transmitted from a HIV positive person to another
person’s body for them to get infected. Transmission can occur by:
● unprotected anal, vaginal and – to a lesser extent – oral sex with someone infected with HIV
● sharing of needles and injecting equipment with someone infected with HIV
● transmission from an infected mother to her baby during pregnancy, birth or breastfeeding
● exposure to infected blood i.e. through blood transfusions (although blood safety measures have largely reduced this risk in most settings)
HIV is not an airborne virus. This means that you cannot get infected by talking to, sitting near, hugging or shaking hands with someone with HIV. HIV
cannot be transmitted through the bite of a mosquito or other insects.
Prevention
Because the HIV is transmitted through bodily fluids such as blood, semen, breast milk and vaginal discharge, prevention relies on avoiding contact with
another person's bodily fluids. The likelihood of transmission of HIV can be reduced by …
● Abstain (don’t have sexual intercourse / don’t inject drugs)

● Correctly and consistently use a condom (male or female condom) and lubricant when having intercourse Using sterile equipment if injecting
drugs
● Limit to one sexual partner who is also only having sex with you (and is not already positive)
● Get tested regularly, including testing and treatment for STIs
● Know your HIV status – so if positive you take treatment
● Undergo male circumcision
Post-exposure prophylaxis (PEP) is a course of anti-HIV medication that can be prescribed to prevent HIV infection within 72 hours of potential exposure
to HIV. It is taken for 28 days with the aim of reducing the chance of HIV infection.

Testing
It is important to ensure an early diagnosis. This will enable early treatment and care needed to stay well. Commonly used blood tests detect the
presence of antibodies produced by the immune system in response to HIV infection.
Generally, it is recommended to wait three months after possible exposure before being tested for HIV. This is because there is a ‘window period’ of 3 to
12 weeks where the antibodies cannot be detected. During this period, a person is highly infectious and should therefore take measures to prevent any
possible transmission.
HIV tests are available in many healthcare settings such as a sexual health clinic, doctor’s surgery, hospital or private clinic. In many countries, there are
also places to get an HIV test in the local community.
Treatment
There is no cure for HIV infection. However, HIV positive people treated with a combination of ‘antiretroviral’ drugs can live long and healthy lives.
Antiretroviral drugs must be taken every day for the rest of the person’s life. This treatment stops HIV from replicating and allows the immune system to
strengthen and fight other infections more effectively. Treatment can also reduce the risk of HIV transmission.

Fact sheet: Sexual Violence
Sexual violence is defined as a sexual act committed against someone without that person’s consent. There are many different kinds of sexual violence.
Sometimes they involve contact and sometimes they do not.
Sexual harassment is using impolite, pornographic words, or sending sexual messages or images by text or internet, or engaging in unwanted sexual
behaviors towards another such as intentionally touching them or commenting on their bodies so as to make them uncomfortable or embarrassed in
their daily activities. Sometime it can seem to those who do it to be only a harmless joke. However, it is a form of violence that is hurtful and harmful.
Sexual abuse is the term we use when adults interfere sexually with children. This may or may not include rape. This is also a serious crime.
Rape (or also called sexual forcing): is when a victim does not consent but is forced, threatened or lured to have sexual relations. Although rape is more
commonly done by males toward females, sometimes men rape boys or other men, and sometimes females force sex with men. This is a serious crime.
Rape can also occur in marriage. Men are not entitled to force their wives to have sex or to physically threaten or to beat them. This is also against the
law.
Sometimes heavy drinking is associated with abuse and rape. This is still a crime. Men should be aware that they could become more aggressive is they
get drunk and should make sure they drink in moderation so as not to cause harm to others.
Victims: It can be hard for the victims to seek help or to tell anyone if they have been sexually abused or raped. They often feel shame or think that it
must be their fault. This can affect them badly. However, these crimes are not the fault of the victim. If this has happened to you or to someone you
know, try to find someone to trust with the story. This might be a family member, a health worker or a teacher. If you know of this happening and you
want some help on where to go, you are welcome to talk privately with one of the facilitators after the session.


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Basic Course on Peer Education

MODULE 4: Adolescent Sexual and Reproductive Health

SESSION ACTIVITIES: 4.5 hours

Developed for Y-PEER Pilipinas, May 31, 2016

PARTICIPATION REFLECTION GENERALIZATION APPLICATION

Developed for Y-PEER Pilipinas, May 31, 2016

Adapted from “The blindfold trust game,”

3D.4. Information about HIV (40 minutes)

Have the pairs practice the

Developed for Y-PEER Pilipinas, May 31, 2016

Also mention the

Adapted from “Condom

Explain that when people are not responsible in

Adapted from “Respectful and responsible sexual

Developed for Y-PEER Pilipinas, May 31, 2016

ACTIVITY 4D.2 Choices and decisions around pregnancy

Developed for Y-PEER Pilipinas, May 31, 2016

Developed for Y-PEER Pilipinas, May 31, 2016

Consequences of Sexual Intercourse2

Health risks to adolescent mothers

Health risks to the baby:

Social costs of pregnancy to adolescent mothers:

What are STIs?

Common signs and symptoms

Diagnosis and treatment

Developed for Y-PEER Pilipinas, May 31, 2016

● Abstain (don’t have sexual intercourse / don’t inject drugs)

Developed for Y-PEER Pilipinas, May 31, 2016

Developed for Y-PEER Pilipinas, May 31, 2016

Developed for Y-PEER Pilipinas, May 31, 2016

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