Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte
Main Campus, Dapitan City Registration No. 62Q17082

Graduate School INSTITUTIONAL LEVEL

PaHIValo 101 Seminar: Core Messages on STI, HIV and AIDS

Theme: “Know your status.”
08:00 AM – 12:00 PM, May 8, 2019 (Wednesday)
Audio-Visual Hall, JRMSU Main Campus
Participants: Senior High School Students – Grade 12 (STEM Track)

INTRODUCTION

The Philippines is currently experiencing a rapid rise in HIV infections for the last
10 years. The local scenario reflects a rapidly evolving HIV epidemic which calls for a
corresponding urgent response. Much effort are currently exerted by different
government agencies led by the Department of Health (DOH) and partners of health
sector response particularly the Community Based Organizations (CBO) towards halting
and reversing the epidemic. One of the key strategies is in reaching key populations
affected, such as the youth, by the epidemic in the community through awareness
campaign or information dissemination.
SEMINAR DESIGN
This seminar is intended to address the increase of cases by providing information
on STI, HIV and AIDS, HIV testing services and building active linkage with health
facility for the continuum of prevention, treatment, care and support services for the key
affected population (KAP). This seminar provides instructions, guides, situational
analysis and structured experiential learning on various issues concerning the sexual
health.

This seminar also involved active referral to a health facility, health-related

concerns of the youth will be addressed, treatment can be provided earlier and
prevention promoted that could lead to an improved os sustained quality of life.
GENERAL OBJECTIVE
To empower and enable the youth to understand and change behavior towards
reduction of risk associated with STI, HIV and AIDS.
SPECIFIC OBJECTIVES

At the end of the seminar, participants will have the following knowledge and
skills in relation to STI, HIV and AIDS 101 on:

1. Brief and correct education on the basics of STI and HIV prevention, transmission
and treatment;
2. The levels of risk to sexually transmitted infections (STI) or HIV infection of
various activities that the youth engaged themselves;
3. Sexually-related concepts that can be shared through their peers, friends and
families
4. Different challenges especially on stigma and discrimination that face the youth
population in addressing the HIV epidemic;
5. Laws affecting the HIV response among the youth population

SEMINAR OUTLINE
Session Plan Session Plan Content Time
Alloted

Pre-Session Plan Introductory Session and Overview of Seminar 5m

Session Plan I Latest evidence and HARP Registry on HIV and AIDS 15m

Session Plan II Safer Sex Self Rating 10m

Session Plan III STI Matching Exercise 10m

Session Plan IV HIV Carousel and STI, HIV and AIDS 101 1h30m

Session Plan V Condom Lineup Activity 10m

Session Plan VI Condom Demonstration 20m

Session Plan VII OPEN FORUM 20m

Pre-Session Plan INTRODUCTION Miss ALMORADO
Learning Objectives:

At the end of the session, the participants will be able to:

1. Become acquainted with each other and with the staff involved in the
training
2. Gain insights and understanding on the scope and content of the
seminar
3. Clarify the objectives of the seminar and his/her expectations from it

Session Plan I HIV EPIDEMIC Miss PACATANG

Learning Objectives:

At the end of the session, the participants will be able to:

1. Understand the growing HIV epidemic in the Philippines and how it

affects the YOUTH population
2. Appraise up-to-date evidence on the HIV epidemic and the YOUTH-
specific response to the epidemic
Materials

 Slide Presentation on the latest epidemiological data

(Source: Latest results of the integrated HIV Behavioral and Serological Survey
and the latest HIV and AIDS Registry of the Philippines form the Department of
Health
 Papers and Pen
Process

1. Ask the participants to rank the state of HIV epidemic in the Philippines from 1 to
10, with one being the least alarming and ten being the most alarming.
2. Ask them to briefly explain the basis of the rank they have provided.
3. Present the latest epidemiological data on the HIV situation in the country.
4. Explain the importance for the youth and the rest of the key affected population
(KAP) to know the facts about the epidemic. Underscore that any response to the
HIV epidemic, “knowing your epidemic” is always important.
Session Plans II-VI STI, HIV and AIDS 101
Mr. LOPEZ, Ms. BUADO, Mr. ARELLANO, Ms. WEBSTER, Ms. DAYMIEL, Ms. KAT

In this session, the most recent evidence on HIV will be discussed, from
transmission to treatment, and it will be assessed vis-à-vis perceptions of risk and
vulnerability to HIV infection. This would underline how science and evidence are often
trumped by stigma and fear, the main architects of misconceptions. It must be noted,
however, that while this module contains the most up-to-date evidence on the virus,
accelerating headways in the evidence on HIV and its treatment may easily render
current knowledge obsolete. It is therefore important to remain updated with the latest
medical and scientific developments on HIV.

 Session Plan II Safer Sex Self Rating

 Session Plan III STI Matching Exercise
 Session Plan IV HIV Carousel and STI, HIV and AIDS 101
 Session Plan V Condom Lineup Activity
 Session Plan VI Condom Demonstration

Learning Objectives

At the end of the session, the participants will be able to:

1. Assess their own risks relative to STIs and HIV based on their pre-
existing knowledge of and the latest evidence on STIs and HIV
2. Distinguish different signs and symptoms of sexually transmitted
infections, including HIV, based on the following: their causes, modes
of transmission, means of prevention and known treatment.
3. Differentiate and identify the levels of risks to sexually transmitted
infections or HIV infection of various activities.
4. Outline correct use of condoms and lubricant
5. Identify commonly held norms that weaken safer sex practices and the
techniques that can be used to counter them.
Session Plan II SAFER SEX SELF RATING
Materials

 Pens
 Metacards

Process

 At the start of the session, explain to the participants that the exercise is an
introduction to the subsequent discussions on STIs, including HIV. The aim of the
exercise is for the participants to assess the level of safety of their own sexual
activities in relation to STIs.
 Distribute one metacard and a pen to each of the participants. Ask participants to
rate between one to five how safe their sexual activities in the past month were,
with one being the “least safe” and five being the “safest”.
 Instruct the participants to write on the metacard their self-rating and think why
they gave themselves that rating.
 Once they finish answering, ask for volunteers to share their ratings and
explanation.
 Identify commonalities and divergences, especially instances where same sexual
activities are rated differently. Probe conflicting explanations.
 Conclude the session by underlining the following:
a. Assessing one’s sexual behavior stems from personal perceptions of safety and
risk, which sometimes are not based on evidence or facts;
b. Sexual behaviors are located in certain contexts, and although they may appear
similar, these situations can affect how one appreciates risks and safety.
 Explain that the succeeding sessions present evidence on STIs, including HIV,
which should inform one’s assessment of risks and safety. Tell the participants to
keep their self-rating cards because they will need it again.
Session Plan III STI MATCHING EXERCISE
Materials

 Materials containing syndromes, causes, modes of transmission, signs and

symptoms, and treatment of various STIs
 Pictures depicting the symptoms of the STIs

Process

1. Start by asking the participants to define “STI” and to provide examples of STIs.
After the discussion, ensure that everyone has a common understanding of
the definition of STIs: “Sexually transmitted infections” refer to infections
that are spread through the transfer of organisms (such as bacteria, virus or
protozoa) from person to person by means of sexual contact.
Mention that older terms such as ‘venereal disease’ (VD) and ‘sexually
transmitted diseases’ (STDs) are no longer used because they feel to caption
the idea that some STIs are asymptomatic.
2. Explain that for this exercise, the participants will be asked to match STIs
according to their common syndromes.
Divide the participants into five groups, with each group assigned with one
syndrome:
1. Genital Discharge
2. Genital Ulcers
3. Genital Warts
4. Parasitic Infestations
5. Asymptomatic STIs
3. Review the syndromes one by one. Ask each group to explain: what for them is
the meaning of the particular STI symptom or sign assigned to them.
4. Based on the symptoms assigned to them, ask each group to go through a mix of
metacards that show other signs or symptoms of STIs, their possible causes, modes
of transmission, and treatment, as well as pictures that illustrate some of the
aforementioned syndromes.
5. Ask them to collect the metacrds and pictures that they think correspond with the
syndrome assigned to them. Instruct them to post their metacards on the wall or
the white board according to the arrangement below. Give the participants 5
minutes to finish the task.
6. Once everyone is done, encourage all the participants to take a look at the resulting
matrix. Ask if there are metacards or pictures that they think are misplaced and
should be transferred to a different syndrome or cluster.
7. Discuss the basic evidence on the STI syndromes. Move the metacards and the
pictures if necessary to reflect the correct information.
8. Discuss the EIGHT Core STI messages to close the discussion:
o Every sexual activity is an opportunity for a variety of infections.
o Co-infection and multiple infections are common.
o Some infections may present signs and symptoms, others may not.
o If you have STI and are sexually active, you have exposed your partners.
o Even if you don’t have signs and symptoms, you are still infectious,
o Diagnosis and treatment of all partners is imperative to avoid re-infection.
o Avoid self-medication. Always seek appropriate diagnosis and treatment
from physicians.
o Complete the treatment. Non-compliance may result to a more complicated
and expensive treatment.
Session Plan IV HIV Carousel and STI, HIV and AIDS 101
Materials

 Metacards for the HIV carousel

 Slides for the HIV and AIDS 101
 Whiteboard and pens
 Participant handout

Methodology

 Group Activity (HIV Carousel)

 Lecture-Plenary Discussion (Inputs)

Process:

1. Begin the session by referring back to the responses related to HIV as an

asymptomatic STI in the previous exercise. Ask the participants to define ‘HIV and
AIDS’ to assess the knowledge level of the participants on HIV and AIDS.
2. Probe the responses by asking which of them could be based on misconceptions
and which ones are based on existing evidence.
3. Proceed to the group activity, the ‘HIV Carousel’.
 Divide the particpants into 5 groups
 Point to the participants the three “stations” in room.
 Posted in each “station” are three questions:
o How is HIV transmitted?
o What are the body fluid that contain HIV?
o How is HIV infection prevented?
4. Distribute metacards to the groups and instruct them to go around the stations.
Ask them to provide at least 2 answers per question.
5. Once all of the groups have finished providing their answers in all three stations,
present inputs on HIV and AIDS 101 (may refer to slide presentation). Make sure
the definition of HIV, AIDS and window period is clear to the participants.
6. During the discussion on the inputs, refer to their definition of HIV and AIDS and
their answers in the HIV carousel to correct misconceptions. Highlight that the
body of medical and scientific evidence on HIV and AIDS is rapidly developing,
and it is crucial to continuously update information on HIV and AIDS.
7. Emphasize the role of the youth in providing right information to their peers as
well as in providing a support or buddy system for those who want to get tested.
Discuss the advantages of HIV testing that the youth must know. Ask them what
they think are the disadvantages of HIV testing and how they can respond to these
challenges.
8. Connect with the next session by telling participants that the next session will give
them better understanding the risks associated with STI and HIV which should
encourage one to get tested.
Session Plan V CONDOM LINE-UP ACTIVITY
Materials

 Metacards with procedures on using condoms

 Slide presentation (optional)
 White board and pen
 Participants’ Handout

Methodology

 Brainstorming
 Group activity

Process

1. Start the session by asking the participants what are the advantages of using
condom aside from preventing STI and HIV?
 Write answers on the white board.
 Tell participants to note their answers as these may be useful in negotiating
for its use to be tackled in the next sessions.
2. Create 5 groups. Shuffle each set of metacards/flashcards to ensure that they are
not in order, and then give each group a set.
3. Instruct them to discuss the correct procedure in using condoms and arrange the
metacards in the right order.
4. Once finished, ask the groups to discuss their work. Check for corrections or
modifications.
5. Asl the participants to share what they learned. Gather insights on how this
procedure can be negotiated with sexual partners.

STEP-BY STEP PROCEDURES IN USING CONDOMS AND LUBRICANTS CORRECTLY

1. Talk about using condoms and lubricant with your partner.

2. Check the date of expiry.
3. Open the packet carefully.
4. Find the correct unrolling side.
5. For increased sensation, add a little lubricant on the penis before putting the
condom on.
6. Pinch the tip of the condom gently to remove air.
7. Roll down condom to the base of the penis,
8. Add water-based lubricant.
9. Penetrative sex.
 10. Check regularly if condom is still in place.
11. After ejaculation, withdraw penis while still erect.
12. Remove condom carefully and dispose properly.

Promotion of condom use is not compatible with the promotion of sexual abstinence
and mutual monogamy. Each presents a responsible approach to disease prevention. To
suggest that abstinence and mutual monogamy are the only approaches to be advocated
for STI prevention is to ignore the realities of millions of people in need of practical and
significant protection condoms afford. Anyone having intercourse other than in a
mutually faithful relationship should be strongly encouraged to use a condom.
Session Plan V CONDOM DEMONSTRATION
Materials

 Dildo or penis models

 Water-based lubricant
 Condoms
 Baby oil, shampoo or other commonly used oil-based lubricant

Methodology

 Group Activity
 Demonstration

Process

1. Distribute several condoms and lubricants to each participant.

2. Ask the participants to check the packet and its content. Encourage them to
describe the condom – how it smells, how it feels, and how it tastes.
3. Using the step-by-step procedure above, demonstrate the process using the dildo
or penis model.
4. Remove the condom from the dildo or penis model once down, and then tie up
the condom to show how it should be properly disposed.
5. Discuss some alternative ways of putting on the condom. Demonstrate, if possible,
how to put it using one’s mouth.
6. Talk about lubricants. Ask what kind of lubricants that they commonly use and
distinguish the water-based lubricant from oil-based lubricant.
7. To demonstrate the possible effect of oil-based lubricant, make a condom balloon.
Ask for a volunteer to put a small amount of baby oil on the condom balloon and
then rub it using his or her finger. Once it bursts, explain to the participants that
friction and oil can damage the condom.
8. Discuss access to condoms and lubricants and ask them where condoms and
lubricant can be bought. Encourage them to share their preferred types of condom
and lubricant and why.
9. Ask them to identify reasons why the YOUTH population refuses to use condom
and how they can respond to these claims.
10. Close the session with a summary of these arguments against condoms and
possible counter-arguments.
Important Points In Using Condoms

 Mention information that condoms should be properly stored to avoid tears and
that condom beyond its expiry date should not be used.
 Do not keep condoms in a tight pocket or in a wallet for a long period – it is too
hot and should be stored in a cool, dark, dry place away from sunlight, moisture,
heat and insects/animals.
 Do not use condoms if packages are ripped or have a hole in them or are dry, dirty,
brittle, yellowed and sticky or damaged.
 Share with the participants that condoms should be rolled down the penis only
when the penis is erect. Do not unroll a condom to check for tears before putting
it on.
 Warn against opening condoms using their teeth, as it may accidentally break the
condom. Use the perforated side instead. Before tearing the packet, push the
condom to the opposite side to make sure that the condom won’t rip.
 Once open, gently push out the condom from the packet.
 Always use water-based lubricant. Explain that oil-based lubricants such as baby
oils, shampoos and lotion will cause the condom to break.
 Do not try to wash and re-use the condoms. Keep plenty of fresh condoms
available and dispose of them properly.