ERIC Number: ED448118
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
EveryBody[TM]: Preventing HIV and Other Sexually Transmitted Diseases among Young Teens.
EveryBody is a curriculum that emphasizes prevention of human immunodeficiency virus (HIV) and other sexually transmitted diseases (STDs) among early adolescents. It fosters active learning and facilitates communication about HIV/STD prevention and promotes safer behaviors. EveryBody incorporates current research on adolescent development so it can meet students where they are. Its abstinence-based approach promotes risk elimination as the safest way to prevent HIV/STD infections, endorsing risk reduction as an important component of HIV/STD prevention strategies. Lessons and activities promote development, internalization, and use of prevention-related skills and knowledge, commitment to lifelong health, self-efficacy, hope for the future, and courage. EveryBody aims to prevent interconnected high-risk behaviors and encourage interconnected protective behaviors. The curriculum addresses relevant psychosocial issues such as the experience of fear and anger in the context of HIV/STD prevention. It examines anger as an uncomfortable emotion and guides students to see that such emotions do not necessitate self-destructive risk taking. Six chapters include: (1) "Developmental Issues"; (2) "Teaching EveryBody"; (3) "Recommended Sequences for EveryBody Activities"; (4) "Information about HIV and AIDS"; (5) "Information on STDs"; and (6) "Information on Alcohol and Other Drugs." Twenty-four activities are included. (SM)
Descriptors: Acquired Immune Deficiency Syndrome, Comprehensive School Health Education, Early Adolescents, Health Promotion, Secondary Education, Secondary School Students, Sexual Abstinence, Sexually Transmitted Diseases
RAD Educational Programs, P.O. Box 1433, Carbondale, CO 81623; Tel: 970-963-1727; Tel: 800-936-4443 (Toll Free); Fax: 970-963-2037 ($35 plus $6.50 shipping and handling).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A