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Characteristics of Effective

HIV Education Programs

Characteristics of Effective Sexuality and HIV

Education Programs
The curricula of the most effective programs share
characteristics. These programs:
Focus on reducing one or more sexual behaviors that lead
to unintended pregnancy or sexually transmitted infections,
including HIV.
Deliver and consistently reinforce a clear message about
abstaining from sexual activity and/or using condoms or
other forms of contraception. This appears to be one of
the more important characteristics distinguishing effective
from ineffective programs.

Characteristics (cont.)
Provide basic, accurate information about the risks of teen
sexual activity and about ways to avoid intercourse or to
use methods of protection against pregnancy and sexually
transmitted infections.
Include activities that address social pressures that
influence sexual behavior.
Provide examples of and practice with communication,
negotiation, and refusal skills.
Incorporate behavioral goals, teaching methods, and
materials that are appropriate to the age, sexual
experience, and culture of the students.

Characteristics (cont.)
Employ teaching methods designed to involve participants
and have participants personalize the information.
Are based on theoretical approaches that have been
demonstrated to influence other health-related behaviors
and identify specific important sexual antecedents to be
Select teachers or peer leaders who believe in the program
and then provide them with adequate training.
Last a sufficient length of time (i.e., more than a few hours).
(Kirby, D., 2001)

Qualities of An Effective
Sexuality Educator

Qualities in An Effective Sexuality Educator

1. S/He has achieved a healthy attitude to her/his own sexuality.
2. S/He has the quality of empathy, which we interpret as
sensitivity and respect for the attitudes, values and feelings
of other persons.
3. S/He is well informed about human sexuality through reading,
participating in workshops and courses and is able to
incorporate this information in her/his teaching.
4. S/He can communicate warmly and effectively both verbally
and non-verbally with her/his audience.

Qualities (cont.)
5. S/He finds the role of sexuality educator satisfying and
6. S/He is able to safeguard with strict confidentiality, private
and personal material communicated to her/him.
7. S/He is able to relate to her/his audience in an open and
honest manner, while maintaining an appropriate
professional attitude.
8. S/He can create a supportive climate in the group, which
can enable members to express their true feelings and
honest opinions without fear of rejection or censure.

Qualities (cont.)
9. S/He must consider both male and female viewpoints.
10. S/He helps students understand and tolerate differing
ethical attitudes about sex, resulting from religion,
family heritage and environment.
11. S/He assures audience that past sexual behaviour does
not determine future behaviour.

Behaviours To Avoid

Don't dominate the discussion.

Don't relinquish your adult role.

Don't "interrogate" your audience.

Don't impose your own value system.

Don't feel that you must give your opinion.

Don't discuss your own sexual behaviour, nor ask the

audience to reveal theirs.

Don't allow audience nervousness or uneasiness to

end discussion.

Don't try to pre-determine the types of questions that

will be asked.