beauty and health

HIV / AIDS is a global problem of the new era of science and technology, and we should know that the problem of AIDS is the challenge to human survival. Children and young people need to work with the knowledge, attitudes, values and skills that will help meet these challenges and to support a healthy way of life decisions, how they grow, it will be equipped. Education is delivered in schools one of the ways in which children were helped to meet these challenges and decisions. Providing information on HIV (transmission, risk factors, such as to avoid infection) is necessary but not sufficient to cause changes in health behaviors. Programmes to provide accurate information in order to compensate the myths and misinformation reported, tend to improve knowledge and attitudes, but it is not correlated with changes in behavior regarding risk behaviors and results desirable. Education can be effective in the difficult task of achieving and maintaining a behavior change on HIV / AIDS. Schools can become a place that practices discrimination, prejudice and fear too, that the Company or a demonstrated commitment to justice. school policy must ensure that all children and young people have the right to education, particularly if such training is essential for survival and prevention of HIV infection. HIV infection is one of the biggest problems today, children of school age. You see the fear, if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease. An estimated 40 million people worldwide living with HIV or AIDS, at least one third of them are young people aged 15-24 years. In 1998, infected more than 3 million young people worldwide have been, including 590,000 children under 15 years. infected more than 8,500 children and adolescents living with HIV every day. 50 In many countries, more than% of all HIV infections among 15-24 year olds, which is expected to develop AIDS in a period of several months, more than 10 years and over. Studies have demonstrated the enormous impact of HIV / AIDS focused on the education sector and quality of education in the south, especially in certain regions such as Africa, the Sahara .

Consequences of the AIDS epidemic and a likely decline in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop-outs, especially girls. Girls are socially and economically vulnerable to conditions that force people to accept the risk of HIV infection in order to survive. A decline in the education of girls have a serious negative impact on progress in the last decade towards the establishment of a good education for girls and women. Reducing the number of classes or schools, a shortage of teachers and other staff and reduced resources for all education systems undermine the prospects for education. Effective against HIV / AIDS and prevention in all schools for all children, so that no one remains ignorant necessary. But in many places, schools are concerned about providing sex education or discussions of sexuality because of cultural requirements of the protection of minors from sexual experiences. Women often lack the skills to communicate their concerns with their sexual partners and conduct of practice that can reduce the risk of infections, such as condom use, which is often dominated by men. The school can be a place that practices discrimination, prejudice and fear too, that the Company or a demonstrated commitment to justice. school policy must ensure that all children and young people the right to education to HIV / AIDS, particularly if such training is essential for survival and prevention of HIV infection. A review of UNAIDS (1997) of 53 studies that evaluated the effectiveness of programs to prevent infection of HIV and issues related to youth health has concluded that sex education will lead to earlier or increased sexual activity among young people, is in fact the opposite to be true. 22 reported that HIV and / or sex education either delayed the onset of sexual activity, reduce the number of sexual partners or reduced unplanned pregnancy and sexually transmitted disease rates. 27 studies indicated that HIV / AIDS and sexual health increased nor decreased sexual activity, pregnancy or STDs. The review concluded that interventions in the school a more effective way to reduce the risks associated with the conduct of HIV / AIDS / STDs in children and adolescents. There are three main objectives of this document to education to integrate effectively with HIV / AIDS and other barriers to health aspects associated with it. These are: Objectives 1) health education with emphasis on prevention of HIV / AIDS. 2) Awareness on HIV / AIDS among teachers and learners. 3) the stimulation of mutual support and HIV / AIDS in schools. The aim of this paper is to give importance to the prevention of HIV / AIDS with health education on awareness of all students and teachers and also provide the framework for HIV / AIDS for all. Need education on HIV / AIDS: On the ground, such as HIV / AIDS, individual behavior, social relationships and peer pressure, cultural norms and abusive can all contribute to the health and lifestyle problems of children and adolescents. It is now increasingly clear that addressing these problems and health problems, a sound approach to HIV / AIDS and sex education more effective and works as a knowledge teaching alone. T here are many studies showing that providing information on topics like sex, sexually transmitted diseases (STDs) and HIV (transmission, risk factors, such as to avoid infection) is necessary but not sufficient for healthy behavior change (Hubley 2000 flight). Programmes to provide accurate information in order to compensate the myths and misinformation reported, tend to improve knowledge and attitudes, but is poorly correlated with changes in behavior regarding risk behaviors and results allowed (Gatawa 1995, UNAIDS, 1997a). HIV / AIDS with health education can be an effective change in the difficult task of achieving and maintaining a behavior. health education with HIV / AIDS is widely applicable: These problems mainly concern men and women and older children and adolescents, both in this age group and young children, a broader range of problems Health in the formation of a crucial role in the sustainable prevention and management can play. health education, which plays with the HIV / AIDS programs have an important role in preventing infections. This is done through the promotion of knowledge in areas such as symptoms, transmission, and behaviors that are particularly relevant for many infections in each community, attitudes such as responsibility for personal, family and health Community confidence to change unhealthy habits, skills such as behavior to avoid the probable cause of infection, to encourage others to change unhealthy habits for communicating messages about infections in the family, colleagues and members of the community (WHO, 1996). This type of health education, focusing with HIV / AIDS on the development of knowledge, attitudes, values and skills (including life skills such as interpersonal skills, thinking critical and creative decision-making and self-knowledge) necessary to make and act on health decisions most appropriate and positive. Health in this context extends to physical health problems and psychosocial environment. This approach allows the use of student and participatory methods, give participants the opportunity to explore and gain promotion of health knowledge, attitudes and values and skills they need to avoid dangerous situations and unhealthy and adopt sustainable practices and healthy lifestyle. AIDS - a critical need for health education: HIV / AIDS is an area where the magnitude and impact of the problem lies in the fact that the urgency of the implementation of preventive measures, including education Health is essential. Health education programs are increasingly used as a means to achieve for children and young people to help stop the spread of this epidemic, paralyzing adopted. African Studies show that children aged 5 to 14 years have the lowest prevalence of HIV infection. Under age 5, they are vulnerable to child transmission and after they become sexually active, the rate of infection is rapidly increasing - especially for girls (Kelly, 2000). Children aged 5-14 must be achieved in this critical phase of their life and provide the “window of hope” in the spread of HIV / AIDS. The education and health, which varies with HIV / behavior AIDS Prevention: There is now good evidence to apply a growing number of studies, health education on prevention of HIV / AIDS within the right context, changes the behavior - the behavior in sensitive areas and difficult areas knowledge has no health education. For example, HIV education and sex-USA: This study was conducted in 4 schools in New York 9 and 11 Year (867 students) in intervention (prevention of AIDS ) and the control classes (not AIDS prevention program carried out). The program for the correction of facts focuses on AIDS education for assessing cognitive skills risk of transmission, increasing knowledge about prevention resources AIDS, changing perceptions of risk behaviors, clarifying personal values, understanding external influences, and pedagogical skills to run and late / or consistent condom. An evaluation using three months after the end program revealed that the intervention group, which follows the positive behavior from the control group showed decrease in dealing with high-risk partners increase monogamous relationships and increasing the use of systematic condom. (Walter and Vaughan, 1993). Preventing HIV / AIDS, Côte d’Ivoire: Health education programs are implemented in many schools in Nigeria to increase levels of knowledge, influence recruitment and promotion of safe sex in high school. A study to evaluate such a program was conducted, 223 students who receive comprehensive sex education with 217 controls. Students in the intervention group received 6 weekly sessions 2-6 pm, with activities such as lectures, film shows, role-play stories, songs, debates, trials and demonstration of proper condom use. After students have been in response the intervention group improved understanding and increased tolerance of people with AIDS compared with controls. The average number of sexual partners in the intervention group also decreased, while the control group showed a slight increase. The program succeeded in increasing condom use (Fawole et al., 1999) mentioned studies show that health education that will change with HIV / AIDS, students’ behavior in particular young people. Method of Operation implementation of health education, prevention of HIV / AIDS: Although there are strong indications that HIV / AIDS is most effective when used properly, and supports this approach and implemented to achieve this success a wider national scale is one of the biggest challenges of his own. To be effective, HIV / AIDS programs must include the following areas: • Ensuring a win-win, these messages are: Speaking and Education reproductive health and HIV / AIDS is not considered in earlier initiation of sex or address lead promiscuity. The data indicate that the implementation of programs based on skills, conducted in an atmosphere free discuss any issues that may cause young people to delay the opening of transportation and to reduce the frequency of intercourse and the number of sexual partners (Kirby et al. 1994, UNAIDS, 1997a). • Provide support for teachers: The lack of support for the implementation of new programs is one of the most important factors for success. For most teachers the content and methods of prevention of HIV / AIDS are new and may be sensitive, yet the approach has great potential, both teachers to support their work and personal lives as HIV / AIDS has also affected teachers. adequate support, training, practice and takes time to get teachers to facilitate both the benefits and ongoing training and workshops, discussions and develop their own attitudes and encourage them to apply their new knowledge and skills, rather than continue with the more didactic teaching methods traditional, which often focus solely on the information (1995 Gatawa Gachuhi 1999). In addition, sufficient time and should be an appropriate place in the curriculum so that all students have access to prevention of AIDS. • Start early : As with youth programs for children at an early age to be aligned with developmentally appropriate messages before they leave school (Gachuhi 1999, Partnership for Child Development, 1998). As young children are generally not sexually active, these programs are the building blocks for a healthy lifestyle and avoid risks, rather than very specific questions of sex and HIV / AIDS, which will be gradually put in place programs to older age groups. But the great number and different age groups of children in primary schools is a challenge sustainable, especially when it comes to sensitive issues. Active and self-directed learning, which can usually in education to overcome these problems in classroom management to some extent is helpful. • provide an enabling environment: schools need strong policies and a healthy environment in which the behavior of students to each other , teachers and school staff. Sexual abuse may occur in schools, boys and girls in reports of abuse by school staff (Kinsman et al. 1999 Lowen et al. 1996). The programs that potential problem of training and supporting teachers address so they become role models rather than neutral or negative numbers in terms of sexual behavior. • Respond to local needs: Many models of HIV / AIDS have been developed in western, developed countries. The available data from developing countries, though more limited studies education health support non-development skills-based HIV / AIDS and reproductive health (Hubley, 2000). The main problem is that all programs are implemented, they are trained to become local socio-cultural norms, values and religious beliefs to match, and the need for continuous monitoring (Kirby and al 1994, UNAIDS 1999 Kinsman et al belong. 1999). Elements of health education for HIV / AIDS: School Councils HIV / AIDS (23 studies in the United States (Kirby et al. 1994 ), 37 in other countries (UNAIDS reported in 1999) and 53 trials in the U.S., Europe and elsewhere (UNAIDS 1997a) have the following common characteristics of successful programs: 1st concentrated identify needs some specific objectives behavioral (eg, delaying the onset of sexual activity or protective use), knowledge, attitudes and skills objectives 2. provide basic and accurate information relevant to behavioral changes, particularly the risks of unsafe unprotected sex and methods of avoiding unprotected sex. 3 reinforce clear and appropriate values for individual and collective values to strengthen norms against unprotected sex 4.. Modeling and Practice communication and negotiation, in particular, and other life skills. “5 Using theories of social learning as the basis for developing the program 6. Addressing the social influences on sexual behavior, including important role of media and peers 7. far. Using participatory activities (games, role plays, group discussions, etc.) to customize the information is intended to explore attitudes and values, and practical exercises. 8 Training comprehensive teachers / Implementation for them to master the basic information of HIV / AIDS and practice and at ease with life skills training methods. 9 support for reproductive health and HIV / programs STD prevention among school authorities, decision and policy makers and the general public. 10 Evaluation (Example of results, design, implementation, sustainability, school, student and community support) so that the programs be improved and successful practice is encouraged. 11-based, targeting students at different ages and developmental stages with appropriate messages to the youth. For example, an objective targeting young students which could not be sexually active to delay the initiation of sex for maybe sexually active students, the focus in order to reduce the number of sexual partners and condom use. 12th gender, for both boys and girls. Conclusions: Health education HIV / AIDS is an effective approach to equipping children and young people the knowledge, attitudes and skills they need to avoid risks and adopt behavior need healthy lifestyle. The field of health education means that it is applied to a range of fields, particularly sexually transmitted diseases / HIV / AIDS, but also violence, abuse drugs, unwanted situations such as teenage pregnancy, and in all areas of knowledge and attitudes play a crucial role in promoting healthy lifestyles for children and young people grow into the 21st century. We can be also protected in the following points: • The constitutional rights of learners and educators sum. • There should be no obligation to disclose his HIV / AIDS status. • No HIV-positive students or teachers should be discriminated against. • Students need education on HIV / AIDS and abstinence in the context of life skills, receive training in the integrated curriculum. • Education should ensure that the address and age-appropriate context for learners to acquire knowledge and skills to enable them to act in a manner to protect against infection. • Educators need more knowledge and skills HIV / AIDS and should be trained to provide guidance for HIV / AIDS. Proposals for the consequences of policy and programs: • male and the female condom promotion efforts to detect, identify and address gender issues, including sexual and other forms of violence, the use of condoms do. • HIV / AIDS, peer education and sex education for youth issues that hinder gender equality within its framework should be encouraged. These programs should have a better understanding of standards, how masculinity and femininity are linked to increased sexual risk behavior and help to enable young people to start thinking about how to work the relationship of equality and responsibility . • Voluntary counseling and testing (VCT) should be covered, the risk of violence and other negative consequences in the evaluation of different approaches to communication. For example, patients may choose mediation consultant disclosure if it would help to minimize negative consequences of being given. • Men and women should be involved in the prevention of mother to child transmission (PMTCT). antenatal possible on the sexuality of male fertility and educate the prevalence of HIV awareness, and accountability. This prevents the strengthening of the belief that women are fully responsible for the pregnancy to themselves and the transmission of HIV to the child. • Community Home Care (CBBC) approaches Particular efforts must be made to promote the role of men as caregivers in the family and community, and provide appropriate support and advice to enable the participation of men. At least, these programs should recognize that the use of “home care is now largely based on “care of women.” References: 1 Fawole, IO Asuzu, MC, Oduntan, SO, Brieger, WR (1999). A program of AIDS education in schools for pupils secondary school in Nigeria: A review of effectiveness. Health Education Research - Theory and Practice, 14: 675-683 2. Gachuhi, D. (1999). The impact of HIV / AIDS on education systems in eastern and southern Africa and the response of the HIV / AIDS education: life skills programs. Gatawa 3rd, BG (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe. 4th Hubley, J. (2000). interventions aimed at changing sexual behavior among adolescents and Issues AIDS / STDs. Leeds Health Education Database, April 2000 5. goal oriented. Kelly, MJ ( 2000). ongoing education on the head: aspects of schooling in a world with HIV / AIDS. current comparative education. 3 (1) 6. Kinsman, J., Harrison, S. Kayondo Kengeya-J ., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). The implementation of a comprehensive AIDS education for schools in Masaka District, Uganda. AIDS Care, 11 (5) : 591-601 7. Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). The curriculum based on sexual risk reduction: a review of the effectiveness . Public Health Reports, 109 (3): 339-361. 8 Lowen, R. Edwards, L. Ndlovu - Hove, P. (1996). right to reproductive health in Zimbabwe. Training support research Centre (TARSC) 9. UNAIDS (1997a). impact of HIV and sexual health education on adolescent sexual behavior: an updated review 10. UNAIDS (1997b). Learning and teaching about AIDS at the school. UNAIDS technical progress, October 1997 11. Walter, H. & Vaughan, R. (1993). AIDS risk reduction in a multiethnic sample of urban high school students. JAMA, 270 (6): 725 -730. 12 WHO (1996). HIV / AIDS / STI and related discrimination: an important responsibility of health promoting schools. WHO Technical Report Series on School Health, Document Six.

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