STD
Teaching Outline
and Resource Guide
HEALTH AND WELLNESS
STD
Teaching Outline
and Resource Guide
August, 2000
ISBN #0-7785-0705-x
3rd Edition HEALTH AND WELLNESS
Introduction
Awareness is vital to prevent Sexually Transmitted Diseases (STD).
This guide has been developed to assist educators involved in the
presentation of basic STD information to students and similar
groups. The information compiled in this guide is intended to
support the efforts of educators to increase awareness of STD.
For additional information and/or assistance contact the Sexual
Health Program at your local Public Health Centre.
Acknowledgement
Alberta Health and Wellness gratefully acknowledges the
contribution of individuals from the Regional Health Authorities
who participated in the revision of the STD Teaching Outline and
Resource Guide.
Permission is granted for non-commercial reproduction.
Additional copies are available from your Regional Health Authority.
Ask for publication # SX16.
Table of Contents
T a b l e
TEACHING CONTENT 1
DISEASE INFORMATION 17
o f
Bacterial vaginosis 17
Chlamydia 18
C o n t e n t s
Crabs 19
Genital herpes 20
Genital warts 22
Gonorrhea 24
Hepatitis B 26
HIV Infection 28
Non-gonococcal urethritis (NGU) 30
Mucopurulent cervicitis (MPC) 31
Scabies 32
Syphilis 33
Trichomoniasis 34
Yeast 35
STUDENT LEARNING ACTIVITIES 37
RESOURCES 49
GLOSSARY 59
TRANSPARENCY MASTERS 65
Teaching Content
Concepts
Using this Guide
Learning Objectives
Teaching Tips
Ground Rules
Order of Instruction
Concepts
T e a c h i n g
STD and other communicable diseases have been with us since ancient
times and they remain a major worldwide public health problem. Once
called venereal disease (VD), the term STD is used now to reflect a broader
scope of disease. The term (STI) or sexually transmitted infection is also used
in some of the literature.
Health is considered both a right and a desirable state in our society.
Communicable (infectious) diseases such as STD pose a threat to the health
C o n t e n t
of both individuals and communities. STD cause numerous physical,
emotional and social problems. Undetected and untreated STD can
produce serious long-term complications that affect an individual’s physical
and emotional health.
Reducing new cases of STD can be achieved through the combined efforts
of individuals, health professionals, communities and government working
together to:
• increase each person’s knowledge of STD
• encourage individuals to make appropriate personal decisions
to avoid or reduce the spread of STD
• provide adequate diagnosis and treatment of STD
• improve comprehensive education programs, resources and
services to communities
• enforce legislation related to STD under Alberta’s Public
Health Act
To make informed decisions that will protect their health, people need:
• knowledge of STD
• an awareness of risky behaviours so that they can begin
developing prevention skills
• to develop skills and increase knowledge of prevention methods
• easy access to appropriate community resources
1 STD Teaching Outline and Resource Guide
Using this guide
T e a c h i n g
The STD Teaching Outline and Resource Guide is a comprehensive resource
that can be adapted for use with a variety of learners.
The content of the guide assumes that students have a prior understanding
of the following:
• the structure and basic functions of the male and female
reproductive systems
C o n t e n t
• germ theory (including how germs are transmitted)
• the physical and emotional maturation process
• human sexuality and self-awareness
• the decision-making process
• their own value system as well as the values of those
who live in their community
Experience and research has shown that STD information is most effectively
taught within the context of a sexuality or health curriculum.
Before the topic of STD is introduced within a school setting, parents
should be offered the opportunity to hear, see and discuss the material
intended for their children. Reviewing the resources often facilitates
positive discussion among family members. The comments of parents often
make STD education more effective.
2 STD Teaching Outline and Resource Guide
Learning
T e a c h i n g
Objectives
After learners have completed the program outlined in this guide,
they will be able to:
• identify reasons why learning about STD is important
• define what a sexually transmitted disease is
C o n t e n t
• list the most common STD
• describe STD as communicable diseases
• define transmission of STD
• explain the cause of STD (germ theory)
• identify the most common symptoms and signs
of STD
• recognize that STD often have no symptoms
and signs
• discuss the physical and psychological long term effects of STD
• describe testing methods and disease management
• acknowledge the importance of confidential diagnosis and
treatment of STD
• describe the rationale for partner notification
• know where help is available in your community
• list risk behaviours for acquiring STD
• identify choices and methods of STD prevention
• identify common myths and misconceptions about STD
• describe the social impact of STD
3 STD Teaching Outline and Resource Guide
Teaching Tips
T e a c h i n g
Creating a more comfortable learning atmosphere for the educator and
the learners helps everyone to focus on the positive aspects of human
sexuality and encourages healthy personal decision making.
Those who teach sexuality courses say they have had the most success
when they:
• are aware of their own attitudes and values about sexuality
C o n t e n t
• remain open and sensitive to the attitudes and values of the
learners
• use ground rules consistently
• try not to label any view as right or wrong
• freely admit, “I don’t know the answer to that question, but I can
find out.”
• provide factual, reliable and current information
• observe cultural differences
• accept street language but take the opportunity to teach correct
terminology
• invite participation through discussion or by devoting time to
questions
• know other sources of information and refer learners
appropriately
• accept that it is okay for everyone to be occasionally embarrassed
when talking about sexuality
• use humour appropriately
4 STD Teaching Outline and Resource Guide
Ground Rules
T e a c h i n g
Using ground rules helps to create an atmosphere of trust and comfort
for you and your learners. Ground rules are most effective when they are
discussed and developed by the group before the session. The rules could
be posted or provided on paper for each learner.
Here are suggested ground rules to get you started.
C o n t e n t
• We have personal boundaries
that must be respected
• We have the right to pass
• We have the right to our
own beliefs and opinions
• We are responsible for our
own learning
• Our questions or comments
will be respected, taken
seriously and kept confidential
5 STD Teaching Outline and Resource Guide
T e a c h i n g
Order of Instruction
The content of this outline is comprehensive and designed for an 80
minute instruction period but may be adapted to suit other time frames.
By modifying the outline, approach and activities, it can be used for
students in grades 7 to 12, or with adult programs.
• why it is important to learn about STD
• defining STD
C o n t e n t
• common STD
• germ theory
• symptoms and signs
• complications
• where to go for information and help
• managing STD
• preventing STD
• social impact
Note: Transparency masters are provided at the back of the Resource Guide.
Why it is important to learn about STD
STD are a concern for everyone. Accurate and factual information will
dispel myths and give you the chance to make informed decisions about
how to protect your own health.
The facts are that:
• anyone who is sexually active can get a STD
• STD are preventable
• STD are a problem in Alberta, particularly among young people
15 to 24 years of age (Sexually Transmitted Diseases in Alberta, Epidemiological
Report to December 1997)
• many STD have no symptoms
• STD can cause individuals to suffer from illness, pain, infertility,
loss of work time, financial loss and emotional distress
• for every individual with a STD, there are costs for
society including a need for increased health care and a
loss of productivity
6 STD Teaching Outline and Resource Guide
Defining STD
T e a c h i n g
STD are a group of diseases transmitted through sexual contact, including
sexual intercourse and/or intimate contact with the genitals, mouth and/or
rectum. Some STD are also transmitted through blood.
Common STD
Caused by bacteria
• Bacterial vaginosis * • Chlamydia
• Gonorrhea • Mucopurulent cervicitis (MPC)
C o n t e n t
• Non-gonococcal urethritis (NGU) • Syphilis
Caused by viruses
• Genital herpes • Genital warts
• HIV infection * • Hepatitis B *
Caused by fungi
• Yeast *
Caused by protozoa
• Trichomoniasis
Caused by parasites
• Crabs * • Scabies *
*these can be acquired in ways other than sexually
7 STD Teaching Outline and Resource Guide
T e a c h i n g
Germ Theory
STD are communicable (infectious) diseases resulting from
microorganisms or germs that invade the body. They grow and reproduce
in susceptible tissue (mucous membranes) where the conditions are warm,
moist and dark or in the blood system. Each STD is caused by a distinct and
separate organism: bacteria, virus, fungus or protozoa.
The areas surrounded or lined by mucous membrane are susceptible sites
for STD transmission. These sites include the cervix, vagina, urethra, mouth,
throat, rectum and conjunctiva.
STD germs cannot live or reproduce on inanimate objects such as toilet
C o n t e n t
seats, eating utensils or in swimming pools.
STD such as chlamydia or gonorrhea are spread when there is direct
contact between the infected mucous membrane of one person and the
uninfected mucous membrane of another, allowing the germs to move
between the two sites.
Some STD such as hepatitis B, HIV and syphilis, can also be transmitted by
exchange of infected body fluids such as blood, semen and vaginal
secretions.
STD such as crabs and scabies do not require mucous membrane contact to
be spread.
A pregnant woman can transmit some STD to her baby during pregnancy
or at birth.
When germs invade a mucous membrane or the blood system, the body
usually responds with symptoms and signs. However, sometimes there
might be no visible symptoms and signs but the germs are still present and
can be transmitted to others.
8 STD Teaching Outline and Resource Guide
T e a c h i n g
Symptoms and Signs
Symptoms and signs of a STD in both
females and males may include:
• redness, swelling and/or discharge from the infected area
• a burning sensation
• itching
• sores, rashes and bumps
Both males and females may be asymptomatic, meaning they have no
symptoms. If an individual is asymptomatic, they are still infectious and
C o n t e n t
capable of transmitting the STD.
Both males
and females
Females might have:
can be
• an abnormal vaginal discharge. A normal vaginal discharge is
asymptomatic. usually a small amount of clear, whitish fluid. An abnormal
vaginal discharge is when there are changes in colour, texture,
amount and odour.
• lower abdominal pain
Douching or using feminine hygiene products is not recommended.
These products might upset the vaginal environment and mask
symptoms of infection.
Males might have:
• a urethral discharge. The discharge may be clear or yellow
and occur intermittently or continuously
• pain in their testicles
9 STD Teaching Outline and Resource Guide
T e a c h i n g
Complications
When STD caused by bacteria and viruses are not treated,
the results could be:
• transmission to a sex partner
• female infertility
• pelvic inflammatory disease (PID) or chronic pelvic pain
• tubal pregnancies
• male infertility or reduced sperm count
• arthritis
C o n t e n t
• psychological problems such as anxiety, depression,
anger, fear and embarrassment
STD caused by bacteria can be treated with prescription medicine and
cured. The medication is not a vaccine and does not protect against getting
future STD. Usually there are no long-term consequences. However,
sometimes complications that have occurred prior to treatment cannot be
reversed. For example: infertility.
In addition, STD caused by viruses, can result in the following:
• recurring periods of infectiousness
For example, genital herpes
• being continuously infectious
For example, HIV infection
• cervical/genital cancers
For example, human papilloma virus
• chronic liver disease
• psychological problems, such as anxiety, depression, anger, fear
and embarrassment
• chronic or terminal illness
10 STD Teaching Outline and Resource Guide
T e a c h i n g
Where to go for information and help
• Sexual health centre • Teen clinic
• STD Clinic • Doctor
• Parent(s)/Legal guardian(s) • School nurse
• Teacher • School counsellor
• Peer educator • STD/HIV information
1-800-772-2437
Managing STD
C o n t e n t
To protect individual and public health, managing STD require five distinct
activities: diagnosis, treatment, follow-up care, partner notification and
prevention education.
DIAGNOSIS
Most often, one or more tests are used to diagnose STD because symptoms
can be similar or a person may be asymptomatic. These tests might include:
• physical and genital examinations
• smears
• cultures
• blood tests
• urine tests
There is no cost to the individual to have STD testing done. All laboratory
tests and results are kept confidential.
TREATMENT
Most bacterial STD can be cured with prescription medicine. In Alberta,
medication for notifiable STD are provided free of charge. Viral STD cannot
be cured, but personal and medical care can ease the effects of living with
the disease. Having had a STD and being cured does not provide any
natural immunity. At this time there is no immunization to prevent STD
except for hepatitis B. Research continues in the development of other
vaccines and treatments.
11 STD Teaching Outline and Resource Guide
FOLLOW-UP CARE
T e a c h i n g
Follow-up care means returning to the health care provider or the doctor.
This return visit is to have further tests done to make sure the infection is
cured. It also ensures that the individual will receive appropriate ongoing
treatment and care if required.
PARTNER NOTIFICATION
If an individual has a STD it is important that their sexual partner(s) be
notified of their risk to ensure that they also receive proper treatment and
prevent further spread of infection. For notifiable diseases individuals can
C o n t e n t
choose to notify their partner(s) personally or it will be done through the
partner notification nurse or by their doctor. Information shared with the
doctor or partner notification nurse will be kept confidential.
PREVENTING STD
An individual can personally control the spread of STD by making
a choice to:
• abstain temporarily or permanently from sexual intercourse or
other risky behaviours
• delay any sexual activity until both partners feel ready and able to
make healthy choices about protection
• maintain a mutually monogamous relationship with a partner
who does not have a STD
• consistently follow safer sex practices
There are some common misconceptions about safer sex. These include:
“People who look healthy don’t have STD.”
The truth is that a person can look healthy and have an
asymptomatic STD.
“In a new relationship, partners don’t have to practice
safer sex because they were tested for STD and the
results were negative.”
The truth is some STD infections do not immediately appear in
test results; for example, the HIV antibody test will not show
positive results until three to six months after a person is infected.
12 STD Teaching Outline and Resource Guide
“People who have a regular sex partner don’t need to
T e a c h i n g
use condoms.”
The truth is that a person might be monogamous, but their
partner might have unprotected sex with other people.
Practicing safer sex will help to maintain or improve sexual health. If
someone suspects they have been exposed to a sexually transmitted disease
or they are worried about STD they should do the following:
• seek testing and medical treatment at a STD clinic, or from a
doctor or health centre.
• avoid any sexual contact until treatment is completed and
any follow-up examination is done.
C o n t e n t
• inform partner(s) of any infection and encourage them
to seek treatment. Prompt examination and treatment
of a partner(s) can avoid re-infection and further spread
of STD.
If individuals choose to have vaginal, anal or oral sex, a condom or barrier
should be used properly each and every time to reduce the risk of infection.
High-risk activities such as vaginal or anal sex without a condom should be
avoided. Sex toys should not be shared and if shared should be washed
thoroughly.
About Condoms
Condoms when used consistently and properly, minimize the risk of getting
most STD. The condom acts as a barrier and blocks germs from passing from
one person to another. It is most effective when put on before any genital
contact occurs. However, even if used properly, condoms do not provide
100% protection. Infection can happen if sores or warts are located on an
area of the genitals that the condom does not cover.
13 STD Teaching Outline and Resource Guide
The Male Condom
T e a c h i n g
• use a condom each time you have sex.
• put condoms on before any genital touching or body rubbing.
• use condoms made of latex. Do not use condoms made of
“natural” membrane because STD germs can travel through tiny
pores in natural membrane condoms.
• some condoms are prelubricated with a spermicide. Spermicides
provide extra protection against some STD germs. However,
spermicides can cause vaginal and rectal irritation that makes it
easier for STD/HIV germs to cause infection. For this reason,
condoms containing a spermicide should be used only if vaginal
C o n t e n t
irritation does not occur. They should not be used for rectal sex. In
these cases, condoms without a spermicide should be used.
• if a lubricant is needed use one that is water soluble
(e.g. K-Y Jelly or Astroglide). Do not use oil-based lubricants
like Vaseline‚ baby oil or vegetable oil because they damage
latex condoms.
• read the instructions in the condom package about proper use.
You may want to practice to feel comfortable using them.
• check the expiry date.
• keep condoms in a cool, dry place. Don’t carry them in a wallet
in your back pocket.
• don’t test condoms by stretching or inflating them. All are
inspected prior to sale.
• discard condoms in the garbage rather than flushing them down
the toilet.
• some people are allergic to latex and should see their health
care provider for information on how to deal with this.
14 STD Teaching Outline and Resource Guide
The Female condom
T e a c h i n g
A female condom is now available in Canada. It is made of polyurethane
and is shaped like a pouch. The female condom acts as a barrier and blocks
germs from passing from the sexual organs of one person to those of
another. When it is used consistently and properly for vaginal intercourse it
provides protection to prevent the transmission of STD. Like the male
condom, a new female condom is used each time you have sex. It is
available in drugstores. For more information about the female condom
ask your health care provider or staff at the STD clinic.
SOCIAL IMPACT
C o n t e n t
Along with the physical and psychological consequences of STD on
individuals, there are also issues, which have an impact on society.
These include:
• the financial costs of medical and social care
• loss of productive life years
• cost of research to develop new testing, treatments and vaccines
• cost of medical care and research in dealing with the long term
effects. For example, infertility
• the responsibility to provide health promotion and education for
STD prevention
• dealing with differing attitudes and values related to sexuality,
sexism, stereotyping, men’s and women’s health concerns and
sexual orientation
• the balance of individual rights and public good
15 STD Teaching Outline and Resource Guide
Disease Information
Bacterial Vaginosis
Chlamydia
Crabs
Genital Herpes
Genital Warts
Gonorrhea
Hepatitis B
HIV Infection
Non-Gonococcal Urethritis
Mucopurulent Cervicitis
Scabies
Syphilis
Trichomoniasis
Yeast
Bacterial Vaginosis
B a c t e r i a l
Causative Organism Complications
• mixed vaginal flora containing Has been associated with the
vaginal aerobic and anaerobic following:
bacteria
• preterm labour and delivery
• the natural balance of the vaginal • PID
flora is upset, allowing aerobic and
anaerobic bacteria to overgrow
Diagnosis
Bacterial How do you get it? The health care provider will:
Vaginosis is • it is not always sexually acquired • take a sexual history
V a g i n o s i s
but it is often associated with • perform a physical examination
not always
sexual activity • take laboratory tests
sexually • unknown factors can cause the
acquired. imbalance or overgrowth of the Management
female’s normal vaginal flora • take medication as prescribed
resulting in this infection
• treatment is not necessary if
asymptomatic (unless pregnant)
Incubation Period
• male partner(s) generally not
• unknown
treated
Symptoms
• females will have a grey-to-white Other Important Information
vaginal discharge with a “fishy” • some factors that can trigger
odour which is often more bacterial vaginosis are
noticeable after sexual intercourse menstruation, sexual activity
and douching.
• infection rarely occurs in men
17 STD Teaching Outline and Resource Guide
Chlamydia
C h l a m y d i a
Causative Organism Both
• Chlamydia trachomatis (bacteria) • if it spreads to the blood it might
cause more severe illness, for
How do you get it? example arthritis
• during vaginal or anal sexual
Up to 50% of intercourse with an infected partner
Diagnosis
males with The health care provider will:
Incubation Period
chlamydia • usually 2 to 6 weeks but can • take a sexual history
can be be longer • perform a physical examination
• take laboratory tests
asymptomatic. Symptoms
Males might have: Management
Up to 70% of
• pain during urination • take prescribed antibiotics as
females with instructed
• urethral discharge, often clear in
chlamydia colour and intermittent • report the case to public health
authorities as required by Alberta’s
can be • urethral irritation or itch Public Health Act, Communicable
asymptomatic. • no symptoms (up to 50% can be Disease Regulation
asymptomatic) • partner notification
• follow-up testing if required
Females might have:
• abnormal vaginal discharge
• irregular vaginal spotting (blood) Considerations
• painful sexual intercourse for Pregnant Women
• abdominal pain • follow up testing is recommended
• no symptoms (up to 70% can be for women who are pregnant
asymptomatic) • a pregnant woman can pass the
disease to her baby during birth,
causing an eye infection or
Complications pneumonia in the newborn
Male
• epididymitis Immunization
• infertility • no vaccine available
• urinary tract complications
• Reiter’s Syndrome Other Important Information
• as a preventative measure in
Female accordance with the Public Health
Act, antibiotic ointment is placed in
• if it spreads to the uterus, fallopian the eyes of all babies to prevent
tubes and ovaries it can cause pelvic infection
inflammatory disease (PID) and/or
chronic pelvic pain
• tubal pregnancy
• infertility
18 STD Teaching Outline and Resource Guide
Crabs
C r a b s
Causative Organism Management
• Phthirus pubis (pubic or body • a lotion or shampoo that contains
louse; parasite) 1% lindane such as Kwellada®,
Hexit® or Lindane®. These are
How do you get it? available at drug stores without a
prescription
Non-sexually
• instructions for use should be
• close body contact with an followed carefully
infected person
• improper treatment may result in
• sharing unlaundered bedding, the reappearance of symptoms
towels or underclothing of an
infected person • launder all recently used bedding,
towels and underclothing in hot
Sexually soapy water
Crabs are • sexual contact with an infected • if desired, mattresses and
person upholstery can be vacuumed or
visible, sprayed with a household
greyish- disinfectant
Incubation Period
brown, and • approximately 3 weeks
are about the Considerations
Symptoms for Pregnant Women
size of a • pregnant or lactating women and
• itchiness in the pubic area that
pinhead. may be more intense at night young children should not use 1%
lindane and must see a doctor for
• tiny spots of dried blood on the medical care and treatment
skin or underwear caused by the
crab bites
Other Important Information
• other hairy areas of the body
might be affected • avoid sharing bedding, towels or
personal clothing with the
infected person
Complications • sexual partner and/or other adult
• secondary infection from household members should be
scratching examined and treated if necessary
Diagnosis
• history of exposure to crabs
• crabs are visible, greyish-brown,
about the size of a pin-head
• examine the infected area for
crabs or nits
• the eggs (nits) are minute, shiny,
tan-coloured dots cemented near
the base of the hair shafts
19 STD Teaching Outline and Resource Guide
Genital Herpes
G e n i t a l
Causative Organism Following initial outbreak:
• Herpes simplex virus (HSV) • as the sores heal, the virus retreats
HSV Type I is often associated with to the nerve tissue where it remains
oral herpes (cold sores) where sores dormant until triggering factors
appear in and around the mouth. cause it to reactivate.
HSV Type II is often associated with Trigger factors could include
genital herpes where sores appear the following:
H e r p e s
on the genitals. -psychological stress
Both types are capable of causing a -physical stress such as lack of sleep,
herpes infection on or around the poor nutrition and sexual activity
mouth, or on the genitals through
oral-genital contact. -menstruation
Genital herpes
Recurrent outbreaks:
rarely How do you get it?
• some individuals experience
results in • by direct contact with the sores or symptoms such as: tingling, itching,
blisters of an infectious person burning or pain down the leg
complications,
• usually through genital-to-genital before the sores appear; these
however, or oral-to-genital contact warning signs are called the
prodrome
many people • can be passed when there are no
visible sores and the skin looks • are usually less severe than the
experience healthy, this is called “subclinical” initial outbreak
significant or asymptomatic shedding • might last 4 to 10 days
emotional • may become less frequent over time
Incubation Period
impact. • some people might not have any or
• 2 to 21 days (or longer) after
very few recurrences
contact
Symptoms Complications
Initial outbreak: • physical and emotional impact of a
life long infection
• usually starts with itchiness and/or
pain at site of virus entry • genital herpes rarely results in
complications, however, many
• cluster of small blisters develop people experience significant
• blisters break and form painful, emotional impact
open sores
• open sores or lesions last an Diagnosis
average of 7 to 21 days The health care provider will:
• tender swollen glands in the groin • take a sexual history
area
• perform a physical examination
• flu-like symptoms • take a culture from the blisters or
• painful urination sores
• urethral discharge
• abnormal vaginal discharge
20 STD Teaching Outline and Resource Guide
G e n i t a l
Genital Herpes (continued)
Management • pregnant women and their
• prescribed medication is available partners may benefit from taking
to reduce symptoms special medication during their
pregnancy. The medication may
An individual • keep sores clean and dry help to decrease the risk of
may be • use a blow dryer to dry sores transmission from the male
partner to the pregnant woman. It
infectious in • avoid wearing tight clothing while may also decrease the risk of an
the absence sores are present outbreak occurring at the time of
H e r p e s
delivery
• take frequent warm baths (baking
of sores
soda may be added to water) • a Cesarean delivery may be
due to needed if the herpes virus is active
• inform sexual partner(s)
at the time of labor.
asymptomatic
shedding. Considerations
Immunization
for Pregnant Women
• no vaccine
• newborns of mothers with genital
herpes are rarely infected during
pregnancy; however it is more Other Important Information
common for the newborn to be • it is important not to have oral-
infected during the birth process genital contact or mouth to mouth
when the baby comes in contact contact while oral herpes is
with the herpes virus present
• although infections to newborns • an individual may be infectious in
are rare, it is important for a the absence of sores due to
pregnant woman to tell her asymptomatic shedding
physician if she or her partner(s)
have a history of genital herpes
21 STD Teaching Outline and Resource Guide
Genital Warts
G e n i t a l
Causative Organism Complications
• human papilloma virus (HPV) • an important sequela of genital
There are more than 100 genotypes HPV infection can be genital
of HPV and only a small number of cancers in men and women. Cervical
them cause genital warts and a cancer is the most common but
variety of cancers. cancers of the vulva, penis and anus
can also occur.
How do you get it? • if untreated, warts might grow
W a r t s
larger and might spread extensively
• direct skin to skin contact with
throughout the genital and anal
the virus
areas
• during vaginal, anal and oral sex
• some people with genital warts
• in rare circumstances, a pregnant might experience emotional impact
woman can pass HPV to her
newborn during birth
Diagnosis
Some people The health care provider will:
Incubation Period • take a sexual history
with HPV are
• 1 to 10 months or longer • perform a physical examination
asymptomatic
• take laboratory tests
with no Symptoms • for women, perform a pap smear,
• flesh-coloured growths (warts) in colposcopy and / or biopsy from the
visible warts. the genital and anal areas cervix if necessary
• in males, these sometimes occur
under the foreskin or in the urethra Management
and might not be visible
• no treatment completely eradicates
• in females, these sometimes occur HPV
in the vagina or on the cervix and
• treatment requires medical
might not be visible
supervision
• usually painless
• visible warts can be treated by:
• occasional itching -topical medication
• occasional bleeding with anal warts -liquid nitrogen
Some people with HPV are -cautery
asymptomatic with no visible warts. -laser therapy
However, the virus may still be active -surgical removal
on the surface of the skin and the • inform sexual partner(s)
person is still infectious and capable of
• regular follow-up examinations
passing the virus to others.
• prevention education should
include that condoms reduce but
do not eliminate the transmission
of HPV
22 STD Teaching Outline and Resource Guide
G e n i t a l
Genital Warts (continued)
Considerations Other Important Information
for Pregnant Women • warts often will recur; however,
• warts can appear for the first time they might occasionally disappear
during pregnancy: however, they spontaneously without treatment
are usually only treated following
• while infection with high risk types
the pregnancy
of HPV appears to be necessary for
• warts frequently shrink and the development of cervical cancer;
disappear after the pregnancy HPV alone is not sufficient because
W a r t s
cancer does not develop in the
• in rare cases a baby can acquire majority of infected women. Other
warts on their larynx or genitals possible co-factors are also
during the birth process important in the development of
• cesarean delivery is not necessary cervical cancers. These co-factors
unless the warts are blocking the include: first intercourse at an early
birth canal age, multiple sexual partners,
smoking and other STD.
Immunization • all women should have regular pap
smears. However, women with a
• currently no licenced vaccine is
history of HPV might require
available
additional pap smears and follow
up care as directed by their health
care provider
23 STD Teaching Outline and Resource Guide
Gonorrhea
G o n o r r h e a
Also called “dose”, “drip” or “clap”
Causative Organism Complications
• Neisseria gonorrhoeae (bacteria)
Male
How do you get it? • epididymitis
• during oral, vaginal or anal sexual • infertility (rare)
intercourse with an infected partner • urinary tract complications
• arthritis
Incubation Period
Female
• 1 to 14 days
• majority develop symptoms within 2 • if it spreads to the uterus, fallopian
to 5 days tubes and ovaries, it might cause
pelvic inflammatory disease (PID)
and lower abdominal pain
Symptoms
• infertility
Males might have: • tubal pregnancy
• urethral discharge, often purulent
Both
• burning during urination
• no symptoms (13% to 77% are • if it spreads to the blood, it might
asymptomatic) cause more severe illness such as
arthritis
Females might have:
Diagnosis
• thick, yellowish discharge from the
The health care provider will:
vagina
• take a sexual history
• abnormal vaginal bleeding
• perform a physical examination
• burning during urination
• take laboratory tests
• swelling, itching or pain in the
genital area
• lower abdominal pain Management
• no symptoms (more than 50% are • take prescribed antibiotics
asymptomatic) • report case to public health
authorities as required by Alberta’s
Both might experience: Public Health Act, Communicable
Diseases Regulation
• redness, swelling, or discharge if
infection is spread to the eyes • partner notification
• burning, pain or itching if the • follow-up testing if required
infection is in the rectum
• mucous stools or a discharge of
blood or pus if the infection is in
the rectum
24 STD Teaching Outline and Resource Guide
G o n o r r h e a
Gonorrhea (continued)
Considerations Immunization
for Pregnant Women • no vaccine available
• follow up testing is recommended
for women who are pregnant Other Important Information
• a pregnant woman may pass the • there are drug-resistant strains of
disease to her baby during birth, gonorrhea that need special
causing an eye infection in the antibiotics
newborn
• as a preventative measure, in
accordance with the Public Health
If gonorrhea Act, antibiotic ointment is placed in
spreads to the the eyes of all babies to prevent
infection
uterus,
fallopian
tubes and
ovaries, it
might cause
pelvic
inflammatory
disease (PID).
25 STD Teaching Outline and Resource Guide
Hepatitis B
H e p a t i t i s
Causative Organism Complications
• Hepatitis B virus (HBV) • most people with HBV infection will
recover and will have no
How do you get it? complications
HBV is spread through exposure to • up to 10% will become chronic
blood, semen and vaginal secretions, carriers; are infectious for life and
but any body fluid may be infectious may develop cirrhosis or cancer of
the liver over a period of years
Non-sexually
• approximately 1 to 3% of people
• through exposure to HBV infected will die from hepatitis B infection
blood and body fluids
B
Hepatitis B • household/family contact with an Diagnosis
acute case or a chronic carrier
vaccine is The health care provider will:
• an infected woman can pass the • take a sexual history
available
disease to her unborn baby at birth
through a or during breastfeeding • perform a physical examination
• take laboratory tests
health care Sexually
provider. It is • Through oral, vaginal, or anal Management
intercourse with an infected person
very safe and Treatment for acute infection includes:
including the chronic carrier
effective. • bed rest
Incubation Period • nutritious low protein diet
• 2 to 5 months
• avoiding alcohol
• usually 90 days
• hospitalization may be necessary
Symptoms
Treatment for chronic infection
Acute Infection
includes:
• fatigue
• ongoing medical treatment and
• lack of appetite
follow-up
• skin rashes
• nausea • reporting of case to public health
• flu-like symptoms authorities as required by Alberta’s
Public Health Act, Communicable
Some people might develop: Disease Regulation
• jaundice • inform partners
• arthritis
Many people with an acute infection
will be asymptomatic but are still
infectious and can pass the virus to
others
26 STD Teaching Outline and Resource Guide
H e p a t i t i s
Hepatitis B (continued)
Considerations • sex trade workers (prostitutes)
for Pregnant Women • people with a recent history of
Alberta has a hepatitis B program for STD
pregnant women and their babies.
• men who have sex with men
• all pregnant women are tested for engaging in rectal intercourse
the hepatitis B virus.
• sexual assault victims
• babies born to mothers who have
• residents and staff of institutions
hepatitis B can be given immune
for the mentally challenged
globulin/vaccine to prevent them
from developing hepatitis. A universal immunization program is
recommended across Canada. In
B
Alberta, a hepatitis B vaccination
Immunization program is offered in the school
Hepatitis B vaccine is available system.
through a health care provider. It is
very safe and effective.
Other Important Information
Hepatitis B vaccine is essential for: • HBV is not spread through casual
contact such as hugging and
• sexual contacts of an acute
shaking hands
infectious case or a chronic carrier
• unlike many other STD, most
• babies who are born to infected
people who get hepatitis B
mothers
develop life long natural immunity
• children and adults who have against future HBV infection.
household contact with an
infected individual
People who should consider
hepatitis B immunization are:
• healthcare workers
• those who might have exposure to
blood and body fluids because of
their occupations (police,
firefighters and ambulance
workers)
• injection drug users and their
sexual and needle sharing partners
• persons with multiple sexual
partners including: men and
women who have sex with each
other and men who have sex with
men or both men and women
27 STD Teaching Outline and Resource Guide
HIV Infection
H I V
Causative Organism Symptoms
• Human Immunodeficiency Virus
I n f e c t i o n
Initial (primary) infection
(HIV)
• flu-like illness may occur 2-4 weeks
after infection
How do you get it?
Sexually Asymptomatic infection
• when semen, vaginal secretions, or • individual is infected: has no
blood are exchanged through oral, symptoms or signs and feels well
HIV infection
vaginal or anal intercourse with a
probably HIV infected person:
Symptomatic infection
occurs within • symptoms might develop weeks,
- male-to-male contact
months or years after the infection
days of being - male-to-female contact
• characterized by a wide range of
exposed to - female-to-male contact
symptoms which last weeks to
- female-to-female contact months such as:
the virus, - weight loss
Non-sexually - night sweats
however,
• through exposure to HIV infected - fatigue
symptoms - fever
blood
- dry cough
may not - occupational risk in professions - diarrhea
appear for such as: health care workers, - swollen lymph nodes
firefighters and police - memory loss
weeks, - depression
- sharing contaminated equipment
months or used to inject drugs or tattooing, - chronic yeast infections
ear and body piercing, and
years. acupuncture End stage of infection (AIDS)
• an infected mother can pass it to • referred to as acquired immuno-
her baby: deficiency syndrome (AIDS)
- during pregnancy, birth, • occurs when the immune system is
breastfeeding severely damaged and unusual
opportunistic infections and cancers
develop
Incubation Period
• infection probably occurs within
days of being exposed to the virus, Note: In all stages of HIV infection,
however, symptoms may not appear the individual is HIV positive and
for weeks, months or years considered capable of transmitting the
virus to others.
28 STD Teaching Outline and Resource Guide
H I V
HIV Infection (continued)
Diagnosis Considerations
The health care provider will: for Pregnant Women
I n f e c t i o n
• take a sexual history • all pregnant women should be
• perform a physical examination offered confidential HIV testing and
counselling.
• take laboratory tests
• recent studies have shown that the
A HIV test is a special blood test that rate of transmission from an
detects antibodies to HIV. Antibodies infected mother to her unborn
are substances formed by the body in baby can be decreased by about
response to a virus. Antibodies to HIV two-thirds if the mother takes
It is estimated usually show up in the blood test antiretroviral medication during the
within 1 to 3 months after a person pregnancy.
that 40,000 to becomes infected, resulting in a HIV
50,000 positive test. However, it can take up
to 6 months before the antibodies will Other Important Information
Canadians are show up in the blood test. The time The following information has been
between being exposed to the virus adapted from Canadian STD
infected with and testing positive is called the Guidelines, 1998 Edition:
HIV, most of “window period”.
• it is estimated that 40,000 to 50,000
them are Individuals might require a repeat HIV Canadians are infected with HIV,
test if they are in the window period most of them are asymptomatic
asymptomatic. and the first test was negative.
• in recent years a high proportion of
new reports of HIV are found in
Immunization females, Aboriginal people and
• no vaccine available injection drug users
• in Canada, blood donors have been
Management screened and tested for HIV
• healthier lifestyle choices to infection since 1985. This has
strengthen and maintain the resulted in a marked decrease in
immune system the proportion of HIV cases
transmitted through blood
• medication can prevent and treat products. The current estimated risk
opportunistic infections of infection from receiving blood or
• report case to public health blood products is very low in
authorities as required by Alberta Canada (approximately 1 per
Public Health Act, Communicable million units of blood)
Disease Regulation • genital sores sometimes called
• partner notification genital ulcer disease (i.e., genital
herpes and syphilis) increase sexual
• follow-up care transmission of HIV
29 STD Teaching Outline and Resource Guide
Non-Gonococcal
Urethritis (NGU)
N o n - G o n o c o c c a l
Causative Organism Complications
• caused by a variety of organisms • epididymitis
that often cannot be identified. • infertility
NGU is a common STD in males • urinary tract complications
which causes an inflammation of
the urethra. Diagnosis
NGU is a
The health care provider will:
common STD How do you get it? • take a sexual history
in males. • during oral, vaginal or anal • perform a physical examination
intercourse with an infected partner • take laboratory tests
Incubation Period Management
• 1 to 5 weeks after exposure, an • antibiotics prescribed by a physician
average of 2 to 3 weeks • report to public health authorities
• partner notification
• follow-up testing if required
Symptoms
• inflammation of the urethra
• discharge of white or clear mucous
U r e t h r i t i s
or pus from the penis
• urethral irritation or itching
• burning on urination
• no symptoms
( N G U )
30 STD Teaching Outline and Resource Guide
Mucopurulent
M u c o p u r u l e n t
Cervicitis (MPC)
Causative Organism Complications
• caused by a variety of organisms • if it spreads to the uterus, fallopian
that often cannot be identified. tubes and ovaries, it may cause
pelvic inflammatory disease (PID)
MPC is a common STD in females
which causes an inflammation of • infertility
the cervix
MPC is a • tubal pregnancy
common STD How do you get it?
• during oral, vaginal or anal Diagnosis
in females.
intercourse with an infected partner The health care provider will:
• take a sexual history
Symptoms • perform a physical examination
• a change in colour, amount or • take laboratory tests
odour as compared to the normal
vaginal discharge Management
C e r v i c i t i s
• irregular vaginal spotting of blood • antibiotics prescribed by a physician
which could occur after sexual • report to public health authorities
intercourse or in between menses • partner notification
• pain during sexual intercourse • follow-up testing if required
• abdominal pain
Considerations
• no symptoms (up to 80% of cases for Pregnant Women
are asymptomatic)
• follow up testing is recommended
for women who are pregnant
( M P C )
31 STD Teaching Outline and Resource Guide
Scabies
S c a b i e s
Also called “skin mites”
Causative Organism Management
• Sarcoptes scabiei (mite) • a lotion that contains 1% lindane
such as Kwellada®, Hexit®, or
How do you get it? Lindane. These are available at a
drug store without a prescription
Sexually
• instructions for use should be
Scabies may • sexual intercourse with a person followed carefully
who is infected
resemble • improper treatment may result in
Non-Sexually the reappearance of symptoms
other skin
• close, physical contact with a person • launder all recently used towels,
rashes. bedding and underclothing in hot
who is infected
soapy water
• sharing clothing, bedding or towels
with an infected person
Considerations
for Pregnant Women
Incubation Period • pregnant or lactating women and
• 3 Weeks young children should not use 1%
lindane and must see a doctor for
Symptoms medical care and treatment
• itchy red bumps on skin; itch is
more severe at night Other Important Information
• red ridges or streaks on the skin • avoid sharing bedding, towels, or
personal clothing with the infected
• scabies may resemble other skin
person
rashes
• other household members and
sexual partners should be examined
Complications and treated if necessary
• secondary infection from scratching
Diagnosis
The health care provider will:
• take a history
• perform a physical examination
• sometimes take skin scrapings for
laboratory tests
32 STD Teaching Outline and Resource Guide
Syphilis
S y p h i l i s
Also called “the pox”
Causative Organism • disease may remain static or progress
• Treponema pallidum (spirochete) to tertiary stage
A person may be infectious at this
How do you get it? stage.
• direct physical contact with sores/
lesions or rash usually during oral, 4. Tertiary syphilis
vaginal or anal intercourse • can be destructive to the body and
• passed from mother to baby during cause long term effects such as heart
pregnancy or at birth disease, brain damage, paralysis,
Canada is blindness or death
close to Incubation Period • might not occur for 10 to 30 years
eliminating • 10 to 90 days following exposure but after infection
most often about 3 weeks A person is not contagious at this stage.
syphilis
through Symptoms and Long
Diagnosis
Term Effects
screening, The health care provider will:
There are four stages • take a sexual history
education,
• perform a physical examination
diagnosis and 1. Primary syphilis • take laboratory tests
• one or more painless sore(s) or
management.
lesion(s) called a chancre appear on Management
or around the genitals, and
sometimes the mouth • prescribed antibiotics can cure the
disease at any stage, but do not
• chancres might not be noticed in the
correct damage already done to the
rectum, vagina or cervix
body
• chancres last 1 to 5 weeks and will
disappear without treatment • report to public health authorities as
• painless enlarged glands in groin required by Alberta’s Public Health
Act, Communicable Disease
A person is highly contagious at this Regulation
stage.
• partner notification
• follow-up testing
2. Secondary syphilis
Following the chancre, some or all of
Considerations
the secondary symptoms occur in 4-10
weeks
for Pregnant Women
• syphilis testing should be done
• non-itchy rash on trunk,
during pregnancy to protect the
soles or palms
developing baby
• wart-like growths in the genital area
• flu-like symptoms
Immunization
• patchy hair loss
• no vaccine
A person is highly contagious at this
stage. Other Important Information
Canada is close to eliminating syphilis
3. Latent syphilis through screening, education, diagnosis
• no noticeable symptoms, although and management.
secondary symptoms might recur
33 STD Teaching Outline and Resource Guide
Trichomoniasis
T r i c h o m o n i a s i s
Also called “Trich”
Causative Organism Complications
• Trichomonas vaginalis (protozoa) • unlikely to cause long term effects
How do you get it? Diagnosis
• through sexual intercourse The health care provider will:
• take a sexual history
Incubation Period • perform a physical examination
• 1 to 3 weeks • take laboratory tests
Symptoms Management
You get
Females might have: • prescribed medication
trichomoniasis • inform sexual partner(s)
• profuse grey, yellow or green frothy
through sexual vaginal discharge, which might be • sexual partner(s) should be
foul smelling examined and treated
intercourse.
• itching in the genital area
• pain during intercourse
• burning during urination
• no symptoms
Males might have:
• burning during urination or a
slight discharge
• no symptoms
34 STD Teaching Outline and Resource Guide
Yeast
Y e a s t
Also called “monilia” or “candida”
Causative Organism Complications
• Candida albicans (fungus, normally • most people are unlikely to have
found in the vagina) long term effects
• people who are
How do you get it? immunocompromised, may
It is Non-sexually develop chronic yeast infections.
For example, with HIV infection
recommended There are factors which upset the
natural balance of the vaginal
that women environment, allowing yeast to Diagnosis
see their overgrow including: The health care provider will:
• using antibiotics • take a sexual history
health care
• using steroid drugs • perform a physical examination
provider • taking birth control pills • take laboratory tests
for an • being pregnant
• wearing tight non-breathing Management
examination, clothes • medication is recommended
as symptoms • using scented bath products
• a woman’s male sex partner does
• using scented feminine hygiene
of yeast may not usually require treatment
products
however a topical cream is available
be similar to • being stressed or fatigued to relieve itching in the genital area
• having certain medical conditions,
other STD. for example diabetes
• weakened immune system Considerations
for Women
Sexually • over the counter (OTC) treatment is
available. However, it is
• rarely through sexual intercourse recommended that women see
their health care provider for an
Incubation Period examination, as symptoms of yeast
• unknown may be similar to other STD
Symptoms Other Important Information
Females might experience: • approximately 75% of all women
• curdy, white vaginal discharge will experience at least one yeast
• painful urination infection in their lifetime (Canadian
Treatment Guidelines, 1998)
• itching and/or rash in genital area
• swollen vulva
• painful intercourse
Males might develop:
• a rash and/or itching in the genital
area, but are usually asymptomatic
35 STD Teaching Outline and Resource Guide
Student
Learning Activities
STD Quiz
Dot Game
Group Discussion
Role Play
Case Studies
Question Box
Introduction
S t u d e n t
T he following are a sample of learning activities that have been
successfully used by sexual health educators. There are many other activities
that can be used or adapted for your audience. You can refer to learning
resources listed in the resource section of this guide or consult other
sexuality texts or workbooks. You may also wish to exchange ideas and/or
share resources with your colleagues.
L e a r n i n g
Case Studies
C a s e
Purpose
• to help students learn basic STD knowledge
S t u d i e s
• to recognize situations where there could be a higher risk of
acquiring STD
• to recognize the choices they can make in STD prevention
and healthier lifestyle
• to help students simulate and practice a potential real life
situation
S T
• to evaluate how well the students understand STD
D
Procedure
1. Divide the class into small groups, designating a leader for
each group.
and out
Q u
ent H
2. Provide each group with the student worksheet* with the
Quiz
S tud
instructions and one of the case studies.
STD 1 4
i z
Case One Case Four
Linda and Mike have been Sean’s girlfriend has just told him
LSE.
or FA dating for several months. Mike that she has chlamydia. He knows
ts TRUE
sease.
wants to have sex, but Linda he’ll need to get tested and
emen ed di
win g Stat smitt
doesn’t. She really cares for him treated, but complicating the
Follo tran
xually
and doesn’t want to lose him. situation is that Sean had sex with
the
Mark for se someone else about 3 weeks ago.
stands ruses.
2
STD
A c t i v i t i e s
by vi erta.
Case Two He knows the girl’s name but
caused in Alb Roberta’s younger sister thinks doesn’t know how to contact her.
1. D are STD
All ST mmon she might have a STD. She
ost co
5
2. the m doesn’t want their parents to Case Five
AIDS
is easily. know. She has come to Roberta Lisa does not have a steady
ST D be cured for help. boyfriend. She sometimes has sex
ly
sexual ed
3. D can s.
sex.
All ST mptom have with her casual dates. She now is
itt no sy e you
3
transm e STD
have st tim cted. Case Three worried about STD and wants to
diseas
4. e infe
Some the fir ey ar Daniel has never had sex. He know how to recognize
a STD ow th STD.
5. can’t get HIV kn ainst
recently shared needles with symptoms.
HIV You with n ag friends at a party. He realizes he
cted ectio
6
hum
an le infe prot ly has put himself at risk for HIV Case Six
6. peop 100% mmon
o-
immun virus Most ovides ost co and is worried. Pat is concerned about HIV
ienc y om pr p are m
defic 7. a cond e grou
infection, and wants to be tested.
Using d ag Pat wants to be sure that the test
ar ol
A IDS 8. to 39 ye rse. results will be confidential.
. rcou
ired The 24 by STD al inte
acqu o- ed h sexu
affect
* student worksheet on following page
immun y 9. throug time. t it
ienc ssed at a ot ge
defic me are pa STD
STD one d cann
46 STD Teaching Outline and Resource Guide
synd
ro e than e to
it an
t mor
10. can ge immun
You u are
D, yo
11. d a ST s. r
u ha oblem othe
If yo
ility pr to an
again. infert person
12. cause one
D can from
So me ST ly passed
mon
mos t com
13.
HIV is .
ly
14. sexual
e
Gu id
ur ce
d Re so
ne an
Ou tli
hi ng
Te ac
ST D
39
37 STD Teaching Outline and Resource Guide
S T D
Master – Answers
STD Quiz
Q u i z
Purpose
• for students to assess their own knowledge of STD/HIV prior to and
after the instruction
STD • for the educator to use as a pre and post test to measure
sexually student knowledge of STD/HIV
transmitted
disease
1. T STD stands for sexually transmitted disease.
HIV 2. F All STD are caused by viruses.
human
immuno- 3. F AIDS is the most common STD in Alberta.
deficiency virus
4. F All STD can be cured easily.
AIDS
acquired 5. T Some STD have no symptoms.
immuno-
deficiency 6. F You can’t get a STD the first time you have sex.
syndrome
7. F Most people infected with HIV know they are infected.
8. F Using a condom provides 100% protection against STD.
9. F The 24 to 39 year old age group are most commonly
affected by STD.
10. T STD are passed through sexual intercourse
11. T You can get more than one STD at a time
12. F If you had a STD, you are immune to it and cannot get it
again.
13. T Some STD can cause infertility problems.
14. T HIV is most commonly passed from one person to another
sexually.
38 STD Teaching Outline and Resource Guide
S T D
Student Handout
STD Quiz
Q u i z
Mark the Following Statements TRUE or FALSE.
1. STD stands for sexually transmitted disease.
STD 2. All STD are caused by viruses.
sexually
transmitted 3. AIDS is the most common STD in Alberta.
disease
4. All STD can be cured easily.
HIV
human 5. Some STD have no symptoms.
immuno-
deficiency virus 6. You can’t get a STD the first time you have sex.
AIDS 7. Most people infected with HIV know they are infected.
acquired
immuno- 8. Using a condom provides 100% protection against STD.
deficiency
syndrome 9. The 24 to 39 year old age group are most commonly
affected by STD.
10. STD are passed through sexual intercourse.
11. You can get more than one STD at a time.
12. If you had a STD, you are immune to it and cannot get it
again.
13. Some STD can cause infertility problems.
14. HIV is most commonly passed from one person to another
sexually.
39 STD Teaching Outline and Resource Guide
The “Dot Game”
T h e
Purpose
“ D o t
• to demonstrate the spread of STD
This activity is
• to allow participants to experience some of the common
suitable for psychological reactions to STD
groups of all • to promote awareness of the asymptomatic nature of STD
ages, ranging • to demonstrate the importance of partner notification
in size from
G a m e ”
15 to 300 Procedure
participants. 1. Prepare enough 3x5-inch pieces of paper so that there is one
for each participant.
2. Mark one paper with a small dot and mix randomly, face
down with the blank papers. For larger groups add
additional papers with dots.
3. Hand out one paper to each participant.
4. Ask participants to move around the room, shaking hands
with others, and write the names of the people that they
have met on their paper.
5. Ask the participants to look for a dot on their paper. The
participant(s) with the dot(s) are asked to stand and give
their name.
6. You explain that the person(s) with the dot(s) have a STD. Ask
those with the dot(s) to read the names on their papers; they
are the sexual contacts and should also stand.
7. The people now standing read the names of people on their
papers. Continue the process until all or most people in the
group are standing.
8. Explain that this shows how easily STD can be spread through
sexual intercourse.
9. Emphasize that STD are not transmitted through
handshaking.
40 STD Teaching Outline and Resource Guide
The “Dot Game” (continued)
T h e
You can follow the game with a discussion about:
“ D o t
• each person’s emotional reactions, asking “How did you feel
when you were the person with the dot? Or “How did you
feel when you were named as a sexual contact?”
• the asymptomatic nature of STD, by asking, “Could you tell
that the person you shook hands with had a STD?”
• the difference it would make in preventing disease if
participants had used condoms or abstained from sex
G a m e ”
• how partner notification can help stop the spread of STD
41 STD Teaching Outline and Resource Guide
Group Discussions
G r o u p
Giving participants an opportunity to speak and be heard about their
opinions and experiences helps broaden everyone’s perspective and
knowledge. Here are some issues for discussion.
1. A variety of emotional reactions to knowing you have a STD
D i s c u s s i o n s
Encourage people to answer the question,
“How would you feel if you found out you have a STD?” Student’s
reactions might include feeling:
• fear
• confusion
• guilt
• unclean
• embarrassed
• angry
• concerned about confidentiality
• that they want to blame someone
• apathetic
• that they want to take revenge on the person who they think gave
them the infection
• uncertainty about what will happen to my body
• they want help but do not know where to go
2. Building skills to negotiate abstinence or safer sex
Issues for discussion could include:
• the benefits of abstinence
• delaying sexual activity
• setting personal boundaries
• establishing mutual respect
• knowing their own rights and responsibilities
• dealing with peer pressure
• fearing rejection
• fostering intimacy without sex
• communicating openly about sexuality
• relationships
42 STD Teaching Outline and Resource Guide
Group Discussions (continued)
G r o u p
3. Condom Use
When talking about condoms you might want to ask students
several questions:
D i s c u s s i o n s
• Are condoms effective?
• Who has the responsibility for using condoms?
• How would you negotiate using condoms with your partner?
• Should condoms be made more easily available in schools or public
washrooms? Does this encourage sexual activity?
• What kind of condoms are the best for preventing STD?
• How can people be encouraged to consistently use condoms?
• What about the female condom?
• Would you question your partner’s health or character if that person
suggested you use condoms?
43 STD Teaching Outline and Resource Guide
Role Play
R o l e
Purpose
The purpose is to provide students with the opportunity to practice
P l a y
problem-solving skills related to STD prevention.
This activity
encourages
Procedure
participatory
learning. 1. Ask students to take on the roles of the characters in the
following scenarios.
2. Provide volunteers with the scenarios.
3. When the role play ends ask the characters to describe how
they felt.
4. Check with the audience about how the situation was
handled and if anyone would have approached it differently.
1
SCENARIO 1
Kelly and Pat have been dating for over three months. Recently Kelly has
been pressuring Pat to have sex. Pat is reluctant while Kelly is persistent.
The issues that might be covered in this scenario are:
• peer pressure lines and responses
• negotiating abstinence
• alternative activities to “having sex”
Here is one example of dialogue:
Kelly: I love you Pat. If you loved me you would want to have sex
with me.
Pat: I really like you a lot Kelly. I want to keep seeing you, but I’m
not ready to have sex with you.
Kelly: You know I really love you.
Pat: Having sex is not the only way to prove that people love each
other. If you really loved me, you wouldn’t be pressuring me
to do something I don’t want to do.
Kelly: Everybody is doing it. Why should we be different?
Pat: I don’t want to, that’s why. We can continue to go out
together and get to know each other better, but we’re not
going to have sex. If you don’t want to continue seeing me
under those rules, all right. I’m not going to have sex with
you just to have someone to go out with.
Kelly: …
44 STD Teaching Outline and Resource Guide
Role Play (continued)
R o l e
2
SCENARIO 2
Chris and Sara have been dating for a couple of months and have decided
P l a y
to have intercourse. They disagree about the risks involved in having sex.
Both have had previous sex partners. The issues that might be covered in
this scenario are:
• STD/HIV often have no symptoms
• communication about being sexually responsible
• both partners being tested for STD/HIV before having sex
• negotiating condom use
Here is an example of dialogue:
Chris: I feel healthy and no one has ever told me I might have a
problem.
Sara: I feel fine too. But we’ve both been with other people and
I’m worried. I haven’t always used condoms in the past. I
want us both to be safe. I think we should get tested,
because it’s possible to have an infection and not know it. If
our tests are okay, then we can have sex. We’ll use condoms
and not be worried about getting STD.
Chris: I don’t see the need. If we are both feeling fine, what’s the
big deal?
Sara: I’ve just told you that you can have a STD and not know it. I
want us to be safe.
Chris: So, let me get this straight. You want us both to get tested
and then to use condoms all the time?
Sara: That’s right! Are we in agreement about this?
Chris: …..
3
SCENARIO 3
Tom and Pat have been dating for some time and would like to become
more intimate. They know that there are risks involved if they have sex.
They agree that they don’t want to get a STD but don’t know what to do.
The issues that might be covered in this scenario are:
• where to get information
• embarrassment
• confidentiality when seeking information
• knowing which behaviours are safe and which put them at risk
• negotiating the decision which is best for their relationship
45 STD Teaching Outline and Resource Guide
Case Studies
C a s e
Purpose
• to help students learn basic STD knowledge
S t u d i e s
• to recognize situations where there could be a higher risk of
acquiring STD
• to recognize the choices they can make in STD prevention
and healthier lifestyle
• to help students simulate and practice a potential real life
situation
• to evaluate how well the students understand STD
Procedure
1. Divide the class into small groups, designating a leader for
each group.
2. Provide each group with the student worksheet* with the
instructions and one of the case studies.
1 4
Case One Case Four
Linda and Mike have been Sean’s girlfriend has just told him
dating for several months. Mike that she has chlamydia. He knows
wants to have sex, but Linda he’ll need to get tested and
doesn’t. She really cares for him treated, but complicating the
and doesn’t want to lose him. situation is that Sean had sex with
someone else about 3 weeks ago.
2
Case Two He knows the girl’s name but
Roberta’s younger sister thinks doesn’t know how to contact her.
she might have a STD. She
5
doesn’t want their parents to Case Five
know. She has come to Roberta Lisa does not have a steady
for help. boyfriend. She sometimes has sex
with her casual dates. She now is
3
Case Three worried about STD and wants to
Daniel has never had sex. He know how to recognize
recently shared needles with symptoms.
friends at a party. He realizes he
6
has put himself at risk for HIV Case Six
and is worried. Pat is concerned about HIV
infection, and wants to be tested.
Pat wants to be sure that the test
results will be confidential.
* student worksheet on following page
46 STD Teaching Outline and Resource Guide
C a s e
Student Worksheet
Case Studies
S t u d i e s
1. What are facts?
Read through
your case study.
Discuss the
questions and
come
2. Define the problem.
up with a
solution that
satisfies all
group members.
Be ready to have 3. What are the options?
a spokesperson
share your
group’s solution
with the rest of
the class.
4. What is the best solution?
5. How can the solution be accomplished?
47 STD Teaching Outline and Resource Guide
Question Box
Q u e s t i o n
Purpose
This activity is The purpose is to provide a safe, non-threatening and confidential way for
suitable for any learners to ask questions about STD and related issues.
age group but
works very well
Procedure
in elementary
1. Decorate a small box. A shoebox works well. Make a slit
and junior high
B o x
opening in the middle of the box.
settings. It can
2. Explain to your group that they can write down their
be used as an questions regarding STD and put them in the box. It is often
introduction to a good idea to review the ground rules on page 5.
the topic of STD 3. Pass out 3 to 4 small pieces of paper to each member in the
class.
for a one-time
4. Provide time for the learners to compose any question(s) they
session or if the might have.
educator has 5. Read the questions out loud and give the answer. It is often
several classes helpful to screen questions before reading out loud and
avoid reading inappropriate questions.
with the group.
6. As an alternative method, you may involve the class in
helping you to answer the questions.
* Remember, if you don’t know the answer it is “OK” to say that you don’t know,
but will find out and get back to them.
48 STD Teaching Outline and Resource Guide
Resources
Government Services
Community Resources
Audio Visual
Print Resources
Websites
Government Services
R e s o u r c e s
Alberta Health and Wellness
Disease Control and Library Services Print and Supply
To place a toll Prevention Branch Phone: (780) 427–8720 Services Branch
STD Services provides a Email: AH.Library@ Provides a current list of free
free call to a centralized STD case health.gov.ab.ca available resources to the
provincial management and case regional health authorities.
reporting program. Population Health
government To order your supply of
Phone: (780) 427-7687
Strategies Branch
print resources contact your
office dial Fax: (780) 422-5149 Provides HIV programming regional health authority.
and STD education support.
310 – 0000 for
Phone: (780) 427-7687
information and Fax: (780) 422-5474
assistance.
Community Resources
STD Clinics Calgary Fort McMurray
For STD/HIV STD Clinics located in
Information call: Calgary STD Clinic The Northern Lights
Edmonton, Calgary and Fort
#107, 319–2nd Ave. S.W. Regional Health Centre
1-800-772-2437 McMurray offer:
Calgary, Alberta 7 Hospital Street
• toll free • Confidential services
T2P 0C5 Fort McMurray, Alberta
• Free diagnosis of STD and T9H 4Y5
• 24 hour Phone: (403) 297-6562
HIV
• confidential • Free treatment and Phone: (780) 791-6263
• you can speak follow-up of selected STD Edmonton
to a registered • HIV clinics for diagnosis,
nurse during treatment and ongoing STD Centre
regular care 11111 Jasper Ave
business hours • Education services Edmonton, Alberta
(Mon. to Fri.) • Appointments are T5K OL4
suggested Phone: (780) 413-5156
• Alberta Personal Health
Card is not a necessity
49 STD Teaching Outline and Resource Guide
R e s o u r c e s
Regional Health Sexual Health Clinics Sexual Health
Authorities Edmonton Birth Agencies
(Health Centres) Control Centre Alberta Planned Parenthood
(Look in phone book under (780) 413 5735 Calgary
Regional Health Authority or (403) 283-8591
Red Deer Teen Health Clinic
Health Unit) (403) 346-8336 Calgary Birth Control
Association
Fort McMurray
(403) 283-5580
Teen Health Services
Community AIDS
(780) 791-6263 Edmonton Planned
Organizations In:
Parenthood
Calgary Family
Calgary (403) 508-2500 (780) 423-3737
Planning Clinic
Jasper (780) 852-5274 Downtown
(403) 264-3454
Banff (403) 762-0690
Forest Lawn (403) 248-0679 Needle Exchange
Red Deer (403) 346-8858 South (403) 256-7184 Centres
Edmonton (780) 488-5742 Sunridge (403) 219-6105 In Calgary call Safeworks at:
(403) 221-8786
Feather of Hope Calgary Birth Control
1-800-256-0459 Association In Edmonton call Streetworks
(403) 283-5580 at: (780) 424-4106
Feather of Hope – Edmonton Van: (780) 990-6641
(780) 488-5773 Lethbridge Sexual
Health Centre In Red Deer call Street Smarts
Feather of Hope – Calgary (403) 320-0110 at: (403) 346-8858
(403) 850-7137
ASK Sexual Health In Grande Prairie call the
Lethbridge (403) 328-8186 Counselling Services South Peace AIDS Council at:
Grande Prairie (780) 831-4874
Banff Office
(780) 538-3388 (403) 762-2990
Living Positive: Persons Canmore Office
Living with HIV Society Physicians
(403) 678-5656
(780) 488-5768 Physicians in the community
can provide STD/HIV
Interfaith Centre for AIDS/ HIV
diagnosis, treatment and
Resources and Education
patient information.
(780) 448-1768
Medicine Hat (403) 527-7099
50 STD Teaching Outline and Resource Guide
Audio Visual
Resources
R e s o u r c e s
Here is a recommended list of audio-visual resources. Some local regional
health authorities (health units), health centres and community agencies
may have copies of these resources available for your use.
The University of Alberta Libraries Instructional Film and Video Services has
STD videos available for a $10 rental fee plus shipping and handling costs.
Viewing of
(for details see page 55)
videos by the
educator
before the
A Chance A Million Teenagers AIDS and Youth:
presentation
for Change 5th Edition A Document for
might be helpful Parents
Target Audience: Aboriginal Target audience:
to determine grades 7,8,9
Date: 1990 Target Audience:
appropriateness Length: 31 minutes Date: 1986 Parents of students in
Length: 20 minutes grades 7-12
for the group. Description: A drama Date: 1989
depicting a young native Description: This video
provides a good overview of Length: 23 minutes
man caught between the
fast-paced world of the city disease information
Description: This video was
street and his culture and including HIV/AIDS. A
made for use at parent
family. The focus is that number of teenagers
meetings. It covers
there is more to AIDS describe their experience
background information
prevention than the correct with STD.
about AIDS and HIV as well
use of condoms. Individuals
Peer educators provide as describing the reasons
must examine their own
information on how to why parents need to discuss
lifestyles and sexual
prevent and deal with a these issues with young
practices and determine
STD. people. A presenter’s guide
what changes might be and a pamphlet for parents
necessary to ensure good Availability: accompany the video.
health in their lives. - Some Health Centres/Units
Availability:
Availability: Distributor: - Canadian Public Health
- University of Alberta Gordon Watt Films Association, National AIDS
Libraries Instructional Film Clearinghouse
and Video Services.
- Some Health Centres/Units
- Some Health Centres/Units
Distributor:
Distributor: LM Media Marketing
Gryphon Productions Ltd. Services Ltd.
51 STD Teaching Outline and Resource Guide
Audio Visual Resources (continued)
R e s o u r c e s
AIDS: What Between Friends Come Sit by Me
Everybody
Target Audience: Target Audience: Preschool
Needs to Know Young adult to Grade three
2nd Edition
Date: 1991 Date: 1991
Target Audience: Grades 10
Length: 15 minutes Length: 7 minutes
to 12 and Adult
Description: A young Description: This video is set
Date: 1990
woman struggles to come to in a multicultural day care,
Length: 20 minutes terms with the devastating and is about a little girl
Description: This video news that she is HIV named Karen. One of her
contains animation and live positive. The story is open- friends Nicholas is often sick
detail on how the HIV virus ended and is intended to and absent from school.
works. It describes risky and provoke discussion about Eventually the children find
safe behaviours, and new sexuality and responsibility out Nicholas has AIDS and
advances in the in today’s society. everyone except Karen stops
management and treatment playing with him. When
Availability:
of AIDS. Interviews with Karen’s parents hear that
- University of Alberta
individuals who are HIV Nicholas is being left out by
Libraries Instructional Film
positive explore the human the other children, they
and Video Services.
aspect of HIV infection. organize a meeting to
- Some Health Centres/Units address the fears of the
Availability: daycare staff, the parents
Distributor:
- Some Health Centres/Units and the children. The story
Canadian Film Makers
Distributor: ends with Nicholas’
Distribution West
Churchill Films reacceptance into the social
circle, and the video
concludes with an overview
Getting Close of how young children can
An Epidemic
Target Audience: Adult interact without the fear of
of Fear: AIDS in acquiring HIV or AIDS.
the Workplace Date: 1990
Availability:
Length: 19 minutes
Target Audience: Adult - University of Alberta
Description: A romantic Libraries Instructional Film
Date: 1987
comedy that tackles basic and Video Services.
Length: 23 minutes AIDS prevention
- Some Health Centres/Units
Description: This video information clearly and
effectively. Follow lovesick Distributor:
educates managers and
Larry as he discovers that in Magic Lantern
employees with real-life
this day and age, “getting Communications Ltd.
work situations. It includes
interviews with medical close” means “getting
experts, corporate prepared”. His heartthrob
managers, employees with Doris won’t have it any
AIDS and their co-workers. other way. But – getting
prepared means talking
Availability: about sex, protection and
- Some Health Centres/Units buying condoms for the first
Distributor: Kinetic Inc. time.
Availability:
- University of Alberta
Libraries Instructional Film
and Video Services.
- Some Health Centres/Units
Distributor:
Bert Deveaux Productions
52 STD Teaching Outline and Resource Guide
Audio Visual Resources (continued)
R e s o u r c e s
KECIA: Sexually Transmitted Talking About AIDS
Words to Live By Diseases – What You
Target Audience:
Should Know High School
Target Audience: Aboriginal
(Part 1 &11)
Date: 1991 Date: 1989
Target Audience: Length: 26 minutes
Length: 24 minutes
Junior High
Description: An emotional Description: This is a fast
Date: 1988 paced video packed with
documentary about a young
native girl from a small Length: 25 minutes HIV/AIDS information. It
community on Vancouver covers basic information
Description: Part 1 portrays
Island and the events which about AIDS, sexual decision-
Kevin telling Susan that he
lead up to her becoming making, myths, condom use,
has a STD. She visits a
infected with HIV. The video and how to provide support.
medical clinic for diagnosis
follows Kecia Larkin on a Teens speak out about how
and treatment. Part II is a
tour of native communities they deal with relationships,
round table discussion led
throughout Ontario as she and a HIV positive individual
by a sexuality educator on
delivers strong messages to shares his story.
both disease information
young people about their Availability:
and responsible sexual
bodies and HIV. - University of Alberta
decision making.
Libraries Instructional Film
Availability: Availability: and Video Services.
- University of Alberta - Some Health Centres/Units
Libraries Instructional Film - Some Health Centres/Units
and Video Services. Distributor:
Distributor: National AIDS
Pleasantville Media
- Some Health Centres/Units Clearing House
Distributor:
Gryphon Productions Ltd. STD: More Bugs
Teens and AIDS: Real
More Problems
People Real Stories
3rd Edition
Protection Against
Target Audience: Target Audience:
Infection: The Inside High School
High School, Adult
Story of the Immune
Date: 1992 Date: 1992
System and AIDS
Length: 21 minutes Length: 20 minutes
Target Audience: Elementary
Description: Gives Description: Young people
Date: 1988 information on the most who became infected with
common STD including HIV in their teens warn
Length: 15 minutes
pelvic inflammatory disease teenagers of the risk and
Description: “Be Your Own send a strong message that
(PID) and hepatitis B. The
Best Friend”, sings Slim it can happen to them. Peer
importance of abstinence
Goodbody as he emphasizes educators model
and the use of condoms is
that we are all responsible negotiation and refusal
shown in preventing STD.
for taking care of our skills in role plays.
bodies. Slim explains what Availability:
AIDS is, what causes it, and - University of Alberta Availability:
what doesn’t. Using models, Libraries Instructional Film - University of Alberta
mimes and animation, song and Video Services. Libraries Instructional Film
and dance, the scientific and Video Services.
- Some Health Centres/Units
facts and health hazards of - Some Health Centres/Units
the disease are presented. Distributor:
Alfred Higgens Production Distributor: Omega Films Ltd.
The program focus is on the
positive aspect of personal
choice. We each have to
keep ourselves well and
strong.
Availability:
- Some Health Centres/Units
Distributor: Kenetic Inc.
53 STD Teaching Outline and Resource Guide
Audio Visual Resources (continued)
R e s o u r c e s
Thinking Positive Diary of Hope: Playing it Safe
The Sherry
Target Audience: Target Audience:
High School Lencucha Story Young Adults, Women
Date: 1993 Target Audience: Date: 1992
High School and Adult
Length: 23 minutes Length: 30 minutes
Date: 1996
Description: This video was Description: This video is
filmed in a small community Length: 22 minutes introduced by Valerie
in Newfoundland. Teenagers Bertinelli and is primarily
Description: This is a moving
speak candidly about their targeted to women in all
portrayal of an Edmonton
own experiences and those age groups. In a “story”
woman with AIDS. Narrated
of their peers. The video is format, information and
by her, Sherry takes the
designed to provoke facts about STD transmission
viewer through the last
discussion about the risk of are portrayed.
years of her life and how
contracting HIV/AIDS and she and her family live with Availability:
encourages responsibility for AIDS. - University of Alberta
sexual behviour.
Libraries Instructional Film
Availability:
Availability: and Video Services.
- University of Alberta
- National Film Board Libraries Instructional Film - Some Health Centres/Units
1-800-267-7710 and Video Services. Distributor:
- University of Alberta - Some Health Centres/Units Searle Pharmaceuticals
Libraries Instructional Film
and Video Services. Distributor: CBC Television
- Some Health Centres/Units Time for Mercy
Distributor: Pros and Condoms Target Audience: High
National Film Board
School and College
Target Audience:
College, Young Adult Date: 1996
Too Close Date: 1992 Length: 24 minutes
for Comfort Length: 22 minutes Description: Hosted by Jan
Arden, this video explores
Target Audience: Description: This humorous
the lives of three
High School, Adult video depicts college
courageous Canadian
students and their views on
Date: 1990 families living with HIV and
condoms. It is intended to
Length: 28 minutes AIDS.
be used as a trigger for
Description: A drama that discussion about condoms Availability:
deals with homophobia as it and safer sexual practices. - University of Alberta
affects both people with Libraries Instructional Film
Availability:
HIV/AIDS and others. It is and Video Services.
- University of Alberta
recommended that viewers Libraries Instructional Film - Some Health Centres/Units
have a basic knowledge of and Video Services.
HIV/AIDS before watching. Distributor:
- Some Health Centres/Units White Iron Productions
Availability:
Distributor:
- Some Health Centres/Units
McIntyre Media Limited
Distributor:
Canadian Film Makers,
Distributors West
54 STD Teaching Outline and Resource Guide
Audio Visual Resources (continued)
R e s o u r c e s
Killing Time The Healthy Walking on
Student Shareware Sacred Ground
To obtain a video Target Audience:
High-risk youth Collection
Target Audience: Aboriginal
from the University audiences, Junior and Senior
Date: 1999 Target Audience:
of Alberta Libraries High school and College High School, and College
Length: 24 minutes
Instructional Film Format: Compact Disc Date: 1998
Description: This video is
targeted towards street Cost: $20 or it can also be Length: 15 minutes
and Video Services.
involved and “at risk” downloaded free of charge Description: This video is
Telephone: youth. The youth share from the University of about HIVAIDS among the
experiences beyond their Alberta Web site at www. people of the First Nations.
(780) 492-2632 relatively young years; ualberta.ca/healthinfo It has an up-beat focus
experiences range from which stresses the need for
or visit Website: Date: 1997
intravenous drug use and First Nations people to
www.library. casual unsafe sex to Description: This CD is a full- acquire skills, information
conscious choices of featured interactive and education about HIV
ualberta.ca abstinence. Hosted by the computer program for MAC and AIDS. The video was
band MOIST the video and Windows, that includes
Key into Library produced by Wild Horse
tackles stereotypes the following programs: Productions and jointly
Services and then surrounding HIV and AIDS. • AIDS in Canada funded by the Peigan
This video may be useful for Health Administration and
key into • AIDS in America
those individuals, agencies Health Canada. It features
and organizations who • Books and Booze: Finding
Instructional Film the Right Mix Joanne Storm on the
work with “at risk” youth, soundtrack throughout.
Video Service. who may be street involved • Birth Control that Works
and hard to reach. • Munchies: Eating Well on Availability:
a Student’s Budget - Some Health Centres/Units
Availability:
• Students & Stress: How to - Peigan Health Services for
- University of Alberta get your degree without a cost of $40. Call
Libraries Instructional Film Losing Your Mind (403) 965-3809
and Video Services.
• Itchin’, Burning, &
Distributor: Wild Horse
- Some Health Centres/Units Squirmin’: STD and You
Productions 1-888-320-6333
Distributor: CTV Television
Availability:
- Some Health Centres/Units Update: Sexually
Distributor: Transmitted Diseases
Copies are available from:
Health Education Target Audience: Junior and
Coordinator, Senior High School
University of Alberta Date: 1995
2-300 SUB
Length: 28 minutes
Edmonton AB T6G 2J7
Description: This video
or fax Judy Hancock at:
presents detailed facts
(405) 492-0172 about the common STD and
or order by email: their symptoms and
judy.hancock@ualberta.ca treatment. Urges teens to
take responsibility for their
own health and stresses
abstinence as the only sure
method of preventing STD.
Availability:
- Some Health Centres/Units
Distributor: Sunburst
55 STD Teaching Outline and Resource Guide
Print Resources
R e s o u r c e s
H ere is a recommended list of print resources for your reference. Some
local regional health authorities (health units), health centres, community
agencies and libraries may have copies of these resources.
Canada Youth and Entering Adulthood: Reducing the Risk:
AIDS Study Coping with Sexual Building Skills to
Pressures Prevent Pregnancy,
Allan King, Richard Beazley,
Wendy Warren, Catherine
STD and HIV
Nancy Abbey and Elizabeth
Hankins, Alan Robertson 2nd Edition
Raptis Picco
and Joyce Radford
Contemporary Health Series Richard P. Barth
Queen’s University, Network Publications ETR Associates
Kingston, 1987 Santa Cruz, 1989 Santa Cruz, 1993
ISBN 088911-515-X ISBN 0-941816-61-3 ISBN 1-500-111477
This research study focused This educators’ resource This teacher resource is
on knowledge, attitudes presents sexual abstinence based on an educational
and behaviours of youth as a viable, positive choice model that combines social
regarding HIV/AIDS and for teenagers. The lessons skills training and role play
STD. It also explores their focus on the need for sexual that simulates real life
attitudes toward sexuality. expression for young people experience. The book
and the advantages of emphasizes refusal
delaying sexual intercourse. statements, delay
Canadian Guidelines It provides good activities statements and alternative
for students to experience
for Sexual Health actions students can use to
the decision making process. abstain or protect
Education
Appropriate for Grades themselves from STD, HIV
Health Canada, 9 to 12. and pregnancy.
Minister of Supply and Appropriate for High
Services Canada 1994 School.
Cat. H39-300/1994E Entering Adulthood:
ISBN 0-662-22362-4 Preventing Sexually
Written by Canadian Related Disease Sexuality:
experts, these guidelines An Education
contain a framework and Betty M. Hubbard
Resource Book
guiding principles for the Contemporary Health Series
development of sexual Network Publications Judith Campbell and Jill
health education programs. Santa Cruz, 1989 Golick
ISBN 0-941816-57-5 Globe/Modern Curriculum
This resource provides Press, 1988
It’s Your Health: educators detailed ISBN 0-88996 – 146-8
Condom Fact Sheet information about STD, This educators’ resource
including AIDS, chlamydia, provides background for a
Health Canada 1997 herpes, syphilis, genital comprehensive elementary
This resource gives an warts and gonorrhea. The and junior high school
overview of condoms and lessons promote abstinence, sexuality program. It
outlines details about and provides information on focuses on cognitive,
regulatory controls in the correct use of condoms. affective and decision-
Canada. It offers varied instructional making skills as part of the
strategies and student learning process.
Available from: activities.
Health Canada Publications
Ottawa, Ontario Appropriate for Grades
K1A 0K9 9 to 12.
Fax: (613) 941-5366
56 STD Teaching Outline and Resource Guide
Print Resources
R e s o u r c e s
(continued)
STD and HIV: A Teaching Safer Sex Winning the Battle:
Guide for Today’s Developing Support
Peggy Brick with Catherine
Young Adults Charlton, Hillary Kunins and
for Sexuality and
Steve Brown AIDS Education.
William L. Yarber
American Alliance for Health, The Centre for Family Life Debra W. Haffner and Diane
Alberta Health Physical Education, Recreation Education, Planned de Mauro
and Wellness and Dance, Reston, 1993 Parenthood of Bergen
SIECUS, Sex Information and
County, Inc. Hackensack,
has a variety Student Manual: Education Council of the
1989
ISBN 0-88314 – 533-2 United States, New York,
of pamphlets This educators’ resource 1991
Instructors Guide: advocates safer sex by
and posters An educator resource that
ISBN 0-88314–534-0 providing lessons for
related to provides a framework for
This resource approaches students in learning how
developing and
STD/HIV and STD and HIV/AIDS education they can protect themselves.
implementing a
as a combined curriculum This could mean abstinence,
comprehensive sexuality
Sexual Health. rather than being taught choosing behaviours other
education program at the
separately. The student than sexual intercourse and
To order your community level. It
manual provides STD/HIV/ safer sex.
addresses the obstacles and
supply of print AIDS information. The Appropriate for Grades 9 to 12. provides suggestions on
activities are designed to how to overcome them.
resources explore attitudes and
contact your beliefs, and to develop The Truth About
personal decision making Herpes 4th Edition
regional skills. The instructors guide Sexually Transmitted
health complements the student Stephen L. Sacks Disease in Alberta
manual by providing Epidemiological
authority. learning opportunities that Gordon Soules Book
Publishers Ltd. Vancouver, 1997 Report Current Year
reinforce healthy sexual
attitudes and behaviors. ISBN 0-919574-66-1
This yearly report provides
Written in straight forward statistical information
Appropriate for Grades 7-12
language, this book analyses of the incidence of
and young adults.
provides accurate STD in Alberta.
information for individuals
Available from:
with herpes, their partner(s),
Teaching AIDS: A Alberta Health and Wellness
professionals, educators,
Disease Control and
Resource Guide on and counsellors. Topics
Prevention Branch
Acquired Immune range from clinical diagnosis
Phone: (780) 427-2830
to the psychological impact
Deficiency Fax: (780) 422-2892
of herpes.
Syndrome 3rd Edition
Marcia Quackenbush and
Speaking of Sex, Are
Pamela Sargent
You Ready to HIV Transmission
ETR Associates, Santa Cruz, Answer The Guidelines for
1990, ISBN 1-56071-029-2
Questions our Kids Assessing Risk:
This resource for educators Will Ask? A Resource for Educators,
is a practical approach to
Counsellors and
integrating HIV/AIDS Meg Hickling RN, 1996
information into existing ISBN 1551450941
Healthcare Providers.
courses. It addresses the
This book is primarily Canadian AIDS Society
medical, social and legal
designed to help parents
aspects of HIV/AIDS. Self Health Canada
and children discover ways
directed learning activities
of talking together about Third Edition January 1999
are provided.
sexual health issues such as ISBN 0-921906-32-3
Appropriate for Grades 9 to wet dreams, menstruation,
12 and adults. condoms, and safer sex. Available from: Canadian
HIV/AIDS Clearinghouse
Available at most major (613) 725-3434
bookstores.
57 STD Teaching Outline and Resource Guide
Websites
R e s o u r c e s
W ebsites can be a useful tool in your STD education programming.
There are a vast number of sites dedicated to sexuality and some of these
sites may or may not be appropriate for educational purposes.
The following is a list of some examples of recommended websites that
contain suitable information.
1. Alberta Health and Wellness
www.health.gov.ab.ca
click on Public Health Information for STD and related pamphlets
2. Health Canada
www.hc.sc.gc.ca/hpb/cdc/publcat/index.html
STD pamphlet
3. Health Canada
www.hc-sc.gc.ca/main/lcdc/web/bah/std/index.html
Information and statistics on STD
4. Calgary Regional Health Authority
www.crha.health.ab.ca/chr/srh
Sexuality Homepage
5. Canadian Journal of Human Sexuality (Special Issue)
www.hc-sc.gc.ca/main/lcdc/web/publicat/cjhs/index_e.html
6. Canadian HIV/AIDS Clearinghouse
www.cpha.ca
Information and resources on STD and HIV
7. University of Alberta
www.ualberta.ca/~jhancock/healthinfo.html
Information on health and sexuality that can be downloaded
8. Mistahia Health Region
www.mhr.ca
click on Health Information to bring you to Sexually Speaking
9. Capital Health Region
www.cha.ab.ca
look for the link to the STD Centre
58 STD Teaching Outline and Resource Guide
Glossary
abstinence antibody cautery
G l o s s a r y
Abstaining from vaginal, A specific protein produced Applying an electric current,
anal or oral sex. by the body in response to caustic substance, laser or
an invading microorganism. other agent to burn and
destroy tissue.
acquired
immunodeficiency antibiotic
syndrome (AIDS) A medication which inhibits cervix
A fatal syndrome, consisting the growth of or destroys The lower end of the uterus
of many diseases and bacteria and other that opens into the vagina.
conditions, believed to be microorganisms. Infection can enter the
caused by a virus (HIV) that uterus through the cervix.
damages the immune
asymptomatic
system.
When a disease state is chancre
present and there are no A painless lesion or ulcer. It
aerobic visible symptoms or signs. can develop at the site of
A characteristic of some infection in the primary
microorganisms that only stage of syphilis.
bacteria
survive in the presence of
A single cell microorganism.
oxygen.
Some forms are harmless chlamydia
and others can cause A common STD caused by
anaerobic disease. Antibiotics can the organism Chlamydia
A characteristic of some destroy most bacteria. trachomatis.
microorganisms that only
survive in the absence of
bacterial vaginosis chronic
oxygen.
A common vaginal infection Persisting over a long period
caused by a mixture of of time.
anal sex (penile-anal) aerobic and anaerobic
Sexual intercourse when the bacteria. Previously known
clitoris
penis penetrates the anus as gardnerella.
The female sex organ
and the rectum, involving a
consisting of erectile tissue
man and a woman or two
biopsy located just above the
men.
Removal and microscopic urinary opening. This organ
examination of a tissue is responsible for
anonymous sample for diagnostic pleasurable sexual sensation
Anonymous HIV or STD purposes. and orgasm.
testing means that no name
or official identification are
bladder cold sores (fever blisters)
required from the client,
A membranous sac which See herpes labialis.
therefore cannot be
serves as a receptacle for
identified.
holding urine.
colposcopy
A diagnostic test in which a
anti-retroviral
medication candida, candidiasis colposcope (microscope) is
(monilia, yeast) used to magnify and
A combination of
A disease characterized by examine the surface of the
medication used to treat
an overgrowth of naturally cervix and vagina to locate
HIV infection and AIDS.
occurring fungi, called abnormal cell growth.
Candida albicans. This is
anus; anal commonly known as a
The opening of the rectum communicable disease
“yeast infection”. It often
A disease that can be
on the body surface. occurs in the vagina.
transmitted from one
person to another person.
59 STD Teaching Outline and Resource Guide
condom Cowper’s gland (bulbo endemic
G l o s s a r y
A sheath or covering for the urethral glands) The habitual presence of a
penis. It is worn before and Two glands located beneath disease or infectious agent
during intercourse to the sphincter of the male within a given geographical
prevent STD and pregnancy. urethra, close to the region.
Slang terms include the prostate. They produce a
words “safe” and “rubber”. slippery, viscous secretion
epidemiology
that lubricates the urethra
The science concerned with
prior to ejaculation. See pre-
condyloma acuminata the study of the factors
ejaculate fluid.
See genital warts. determining and influencing
the frequency and
crabs distribution of disease,
confidentiality
See pediculosis pubis. injury and other health-
The action or condition of
related events in a
maintaining information as
population.
private or secret. In STD culture
practice, this means that all The growth and
patient information is kept identification of living epididymis
confidential. microorganisms under The elongated, cordlike
laboratory conditions; a tube along the back of the
diagnostic test to identify testes. The coiled duct
congenital
specific diseases and provides for the storage,
A word used to describe any
conditions. transportation and
condition that is present at
maturation of sperm. It also
birth. Syphilis, HIV and
connects the testes to the
hepatitis B are examples of diagnosis
vas deferens.
congenital STD because they Identification of a disease or
can be transmitted to the condition.
fetus during pregnancy. epididymitis
Inflammation of the
discharge
epididymis which might
conjunctiva The fluid that is produced as
result in painful and swollen
The mucous membrane a result of the inflammation
testicles.
covering the front of the from an infection. It may
eye and the inner surface of contain a large number of
the eyelids. white blood cells. A exposure
common symptom for many To have contact with a
STD is abnormal penile or person who has an
conjunctivitis
vaginal discharge. infectious disease in a way
An inflammation of the
that makes transmission of
conjunctiva. A newborn
that disease possible.
baby can develop chlamydia ectopic pregnancy
or gonorrhea conjunctivitis The implantation of a
as a result of passing fertilized ovum (egg) Fallopian tubes
through an infected birth outside the uterus, usually The tube-like extensions of
canal. in the fallopian tube. The the uterus through which
uterus is the normal site of ova (eggs) from the ovaries
implantation. Commonly pass to the uterus. This is
contact
known as a tubal pregnancy. the site of fertilization and
A person exposed to an
often the site of severe
infected partner through
infections such as gonorrhea
intimate contact or sexual ejaculation
and chlamydia.
intercourse. The release of semen and
seminal fluid from the penis
by way of involuntary
contagious
muscle contractions at the
Can be transmitted from
base and along the shaft of
one person to another; a
the penis.
characteristic of infectious
disease.
60 STD Teaching Outline and Resource Guide
female condom germ human papilloma virus
G l o s s a r y
A pre-lubricated pouch-like A word used to generally (HPV)
device made of describe a pathogenic A group of over 100
polyurethane worn during (disease-causing) different viral types, some
sexual intercourse to microorganism. It may refer of which cause genital
prevent STD and pregnancy. to bacteria, viruses or fungi. warts. A small number of
It has a thin flexible ring at these viral types cause
each end. It is inserted into cancer of the cervix, vulva,
glans
the vagina and is held in penis and anus.
A cone-like expansion at the
place with the smaller inside
end of the penis, commonly
ring. The larger ring rests on
called the “head” or “tip” hymen
the outside of the vagina.
of the penis. The membrane fold that
partially covers the opening
foreskin of the vagina. The hymen
gonococcus
The skin that covers the can be broken through
A common name for the
head of the penis. This is the intercourse and normal
bacteria Neisseria
skin removed during male physical activity. Absence of
gonorrhoeae that causes
circumcision. the hymen is not indicative
gonorrhea.
of sexual activity.
flora
gonorrhea
Population of immunocompromised
A common STD caused by
microorganisms that inhabit A state where an
the organism Neisseria
internal and external individual’s immune system
gonorrhoeae. Slang terms
surfaces. is weakened or deficient.
for gonorrhea are clap, dose
and drip.
Gardnerella vaginalis immunoglobulin
One of the bacteria An injection of antibodies
hepatitis
normally found in the which provides immunity to
An inflammation of the
vagina. Previously thought a specific disease.
liver. There are different
to be involved in the
types of hepatitis including
infection called bacterial
A, B, C, D, and E. Hepatitis B immune system
vaginosis.
is the STD caused by the The organs, cells and
hepatitis B virus (HBV). molecules in the human
genital body which work together
Related to the male and to resist disease. These
herpes labialis
female sexual organs. elements include the
An infection caused by
thymus, bone marrow,
herpes simplex virus (HSV).
lymph nodes, tonsils, spleen,
genital herpes Causing blister-like sores
lymphocytes, lymphokines
A STD caused by herpes frequently referred to as
and antibodies.
simplex virus (HSV). The cold sores or fever blisters,
disease causes blister-like around the mouth.
sores on the genitals. immunity
The ability of the body to
human
resist the growth of disease-
genital warts immunodeficiency virus
causing microorganisms.
A STD caused by human (HIV)
papilloma virus (HPV) which The virus that causes AIDS.
can result in warty growths incidence
on the genitals. The rate at which a certain
HIV infection
event occurs, during a
A term used to describe the
specific period of time, to a
genotype state of individuals who
defined population.
Refers to genetic make-up. have HIV in their body at all
stages: initial, asymptomatic,
symptomatic and end stage incubation period
infection. The period of time between
exposure to a disease-
causing organism and the
appearance of symptoms.
61 STD Teaching Outline and Resource Guide
infectious microorganism Neisseria gonorrhoeae
G l o s s a r y
See contagious. An organism that can only The bacteria that causes
be seen through a gonorrhea.
microscope.
jaundice
A yellowing of the skin and non-gonococcal urethritis
sclera (whites of the eyes). microscopic test (NGU)
A test that requires a A STD in males usually
microscope to identify an characterized by urethral
labia majora
organism. For example, irritation and discharge.
The fleshy folds of skin
smear.
surrounding the labia
minora. notifiable
monilia When it must be reported.
See candida. For some STD it is required
labia minora
to report cases to health
The small folds of skin
authorities. In Alberta,
surrounding the vaginal mononucleosis
examples of notifiable STD
opening. These folds An acute infectious disease
are as follows: chlamydia,
connect at the front of the caused by the Epstein-Barr
gonorrhea, mucopurulent
perineum, to form the hood virus, usually transmitted by
cervicitis, non-gonococcal
of the clitoris. direct mouth-to-mouth
urethritis, syphilis and
contact. This is also known
HIV/AIDS.
as the “kissing disease”.
lactating
The state of producing
opportunistic infections
breast milk commonly called morbidity
These are unusual infectious
nursing or breastfeeding. The condition of being
diseases that develop in a
diseased, often used in
person with a weakened
epidemiology to measure
laser immune system. For HIV
the seriousness of a disease
See cautery. infection/AIDS, common
or condition.
examples are:
latent • pneumocystis carinii
mortality pneumonia
To be dormant or hidden;
The likelihood of a disease • cytomegalovirus retinitis
present but not active;
to cause death.
potentially infectious. • candida esophagitis.
mucopurulent cervicitis oral sex
lesion
(MPC) Mouth-to-genital (penis,
An ulcer or sore.
A STD in females usually vulva/vagina or anus)
characterized by redness contact between two
lymph gland (node) and pus-like discharge from people. Oral sex can involve
A small rounded mass of the cervix. a man and woman, two
tissue that often swells men or two women.
during an infection.
mucous
Common site of lymph
A clear, jelly-like fluid that is organism
glands or nodes is the groin,
secreted by mucous cells. A living unit composed of
armpit and neck.
These cells are found one or more cells.
primarily in the mucous
masturbation membranes of the body.
Stimulation of one’s os
genitals. The canal extending
mucous membrane through the cervix, that
The lining of a body connects the uterus to the
menstruation cycle opening or cavity that is vagina. The os normally
Shedding of the uterine directly or indirectly secretes a protective layer of
lining of the female which exposed to the mucous. This is often the
has formed in preparation environment. The site of STD infection.
for the implantation of the membrane cells secrete a
fertilized egg. clear, sticky fluid called
mucous.
62 STD Teaching Outline and Resource Guide
ovary penicillin purulent
G l o s s a r y
The female reproductive A naturally or synthetically Containing or forming pus.
gland located near the end produced anti-bacterial drug
of each fallopian tube. It used in the treatment of
replication
produces eggs (ova) and the many communicable
The process of duplicating
hormones estrogen and diseases.
or reproducing, as in the
progesterone.
process of DNA or RNA
penis replication in cell
pap smear The male organ for sexual reproduction.
The medical test used to intercourse and urination.
identify precancerous or
Reiter’s Syndrome
cancerous states of the
perineum A syndrome made up of
cervix. It is named after its
The area located between inflammation of the joints,
developer, Papanicolaou.
the vagina and anus in eyes and the urethra, which
women and between the can occur in males after a
partner notification scrotum and anus in men. chlamydial infection.
The process by which sexual
partners of people with STD
Pneumocystis carinii safer sex
are notified and encouraged
pneumonia The action or behaviours
to seek medical testing and
A serious lung infection that that a person takes to
care. Partner notification
often develops in people reduce the possibility of
helps stop the spread of
with HIV infection. acquiring or transmitting a
STD, ensuring that all
STD.
people who have been
exposed to a STD are tested prevalence
and treated if necessary. The total number of cases of scabies
Partner notification can be a disease, existing at a point A skin infection caused by
done by the individual or by in time, in a given area. the Sarcoptes scabiei mite,
personnel in the health easily transmitted through
authorities. intimate body contact.
pre-ejaculate fluid
Drops of slippery, viscous
pathogen fluid, appearing at the male scrotum
A microorganism having the urethral opening during The pouch that contains a
ability to cause disease. erection, produced by the man’s testicles and accessory
Cowper’s glands. organs.
pediculosis pubis
(phthirus pubis, pubic prodrome secondary infection
lice, crabs) A word used to describe The action of a second
Crab-like lice that infect symptoms that occur before disease-causing organism in
pubic hair. They are most any signs of disease. For an already infected site.
readily transmitted through example, the prodrome for
intimate body contact, but herpes simplex infections
semen
can also be transmitted includes the burning, itching
A fluid that is made up of
when towels, clothing and or tingling sensations prior
sperm and secretions from
bedding are shared. to blisters appearing.
the seminal vesicles and the
prostate gland. This fluid is
pelvic inflammatory prostate ejaculated at male orgasm.
disease (PID) The structure that surrounds
A serious infection and the neck of the urinary
seminal vesicles
inflammation of the organs bladder and the beginning
A pair of organs in males
of a woman’s pelvic cavity, of the urethra in a man.
which secrete seminal fluids
which can lead to sterility or
into the ejaculatory ducts.
ectopic pregnancies. This is
prostatic fluid
often a complication of
Alkaline secretion found in
gonorrhea, chlamydia and
semen.
MPC.
63 STD Teaching Outline and Resource Guide
sexual intercourse symptoms vagina
G l o s s a r y
This usually means Subjective evidence of The female birth canal and
penetration of the vagina disease where the patient the organ for sexual
by the penis, but is also used can describe what they are intercourse.
to define other forms of experiencing, but there are
intimate physical contact no visual signs (for example,
vaginitis
such as oral-genital sex and pain).
An inflammation of the
penile-anal sex.
vagina.
symptomatic
sexually transmitted The state of having
vas deferens
disease (STD) symptoms.
The tube that carries sperm
A term used to identify the
from the epididymis to the
group of infectious diseases
syphilis seminal vesicles.
that are transmitted
A STD caused by the
primarily through sexual
spirochete Treponema
contact. venereal disease (VD)
pallidum.
The term widely used at one
time to describe some
sign
testes (testicles) diseases that were
Objective visual evidence of
Male sex glands, located in transmitted through sexual
disease. For example, rashes,
the scrotum, that produce intercourse. STD is now the
sores and discharge.
testosterone and sperm. accepted term because it
includes all sexually
smear transmitted diseases.
Treponema pallidum
A laboratory test
The microorganism that
preparation, where a
causes syphilis. venereal warts
sample of body fluid is
See genital warts.
smeared across a glass slide
and studied under a trichomoniasis
microscope. A common sexually viral shedding
transmitted vaginal The virus is present with or
infection caused by the without symptoms.
spirochete
protozoa Trichomonas
A commonly used word for
vaginalis.
the microorganism that virus
causes syphilis. A disease-producing
urethra microorganism, too small to
The urine tube that extends be seen by a normal
stage
from the bladder to the microscope. A virus can
A period or step in the
external urethral opening. survive only within the
disease process.
In the male, the tube serves living cells of its host.
as a passageway for both
strain urine and semen. vulva
A group of organisms within The external female genitals.
a species characterized by
uterus (womb)
some particular quality, such yeast
The organ that receives the
as their ability to develop See candida.
fertilized ovum and
resistance to treatment. For
supports it during
example, some strains of
pregnancy.
gonorrhea have developed
resistance to antibiotics.
vaccine
A preparation given to
sterility
people to help the body
The state of being unable to
produce immunity against
reproduce (infertile).
certain infectious diseases.
For example, hepatitis B
vaccine.
64 STD Teaching Outline and Resource Guide
Transparencies
Transparency 1
Why it is
important to learn
about STD
to have accurate and factual
information
to dispel myths
to prevent STD
to increase awareness of how
STD can affect health
Transparency 2
Defining STD
Sexually Transmitted
Diseases (STD):
STD are communicable
diseases that are mainly
transmitted through
sexual contact.
Transparency 3
Common STD
Chlamydia
Gonorrhea
NGU/MPC Genital herpes
Syphilis Genital warts
Hepatitis B
HIV infection
Crabs
Scabies
Trichomoniasis
Yeast
Infection
Bacterial
Vaginosis
Transparency 4
Germ Theory
Germs cause STD:
• Bacteria
• Viruses
• Parasites
• Fungi
• Protozoa
Environment required for
growth and reproduction:
• Warmth
• Mucous lining
• Darkness
• Good blood supply
• Moisture
Transparency 5
Myths of
STD Transmission
shaking
hands
mosquitoes
Dishes
Money
You DO NOT
get STD
from these
things: Sweat
Books
Toilet
seat
Transparency 6
Female Anatomy
throat
In a woman, STD
germs might be:
• in the throat
• on the cervix
• in the vagina
• in the rectum
• in the anus
fallopian tube
ovary
uterus
rectum
bladder
vulva anus
cervix
vagina
Transparency 7
Male Anatomy
In a man, STD
germs might be:
• in the throat
• on the penis
• in the urethra
• in the rectum
• in the anus
vas deferens
bladder seminal vesicle
prostate rectum
penis anus
urethra
epididymis
testes
Transparency 8
Symptoms and Signs
of STD
Discharge
Burning when urinating
Itching
Sores, rashes, bumps
Lower abdominal
pain (women)
Pain in
testicles
(men)
* no symptoms or signs is common
Transparency 9
HIV Iceberg
AIDS
Symptomatic
HIV Infection
• feels ill
• no special infection
or cancer
Asymptomatic HIV Infection
• feels well - may stay well
• can infect others
• may not know infection is
present
Transparency 10
Complications
of STD
y e)
rtilit d femal
• infe an y
(male m ator en
n flam in wom
lvic i (PID)
• pe ease en
dis s in m
ymiti
• e pidid
ry tract s
• u rina ication
pl
com
s
thriti
• ar canc
er
nita
l ct
mpa
• ge ogica
li
y chol
• ps
Transparency 11
Where to go
for help
• Parent(s)/Legal Guardian(s)
• Peer Educator
• Doctor
• Health Centre
• School Nurse
• Teacher
• Public Health Centre
• STD Clinic
• School Counsellor
• Teen Clinic
• STD/HIV Information
Line 1-800-772-2437
Transparency 12
STD/HIV
Information Line
1-800-772-2437
in Alberta call toll-free 24 hours a day.
Transparency 13
Managing STD
Five components of
managing STD are:
1 Diagnosis
2 Treatment
3 Follow-up care
4 Partner notification
5 Education
Transparency 14
Preventing STD
Choices!
Communication
No IV drug use
Safe needle use
Education
Condoms
No sex
Limit number of partners
Delaying sexual activity
Mutually monogamous
relationships
Regular STD checkups
Transparency 15
Social Impact
of STD
The balance of individual rights and public good
Diverse attitudes and values related to sexuality
Health promotion and prevention education
Societal costs - loss of productive years
Increased health care costs
Medical research
Alberta Health and Wellness web site: http://www.health.gov.ab.ca
August 2000
SX16