  Suggests effective ways that teens can protect themselves against exposure to AIDS, genital herpes, genital warts, gonorrhea, chlamyda, syphilis, trichomoniasis, pubic lice and candidiasis. (56 min) |
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| Teacher's Guide Introduction “We had this totally disgusting lecture from some sort of expert in our health class today on all kinds of diseases you can get by having sex. I think she was just trying to scare us. I mean, she spent so much time talking about AIDS—which normal people don’t get—right? I’ve heard that only homosexuals and people who use drugs get it, so I don’t know why we have to hear about it. Also, since things like gonorrhea can be easily cured, or so I’ve heard, what’s the big deal if you get something like that? I think that adults are just trying to scare us into not having sex.” Michelle S., The New Teenage Body Book It’s not easy to talk with young people about sexually transmitted diseases—at least not so that both sides of the communication overcomes any personal discomfort and finds a way to discuss the topic objectively. But there’s no alternative. STDs are very serious. This program uses humor and some interesting dramatic devices to reach its audience and convince students that the information is relevant. The problem of STDs is widespread. NSV, gonorrhea, genital herpes, trichomoniasis and candidiasis hepatitis are so common that they are epidemic. The highest rate of gonorrhea in women in among eighteen-year-old girls. It is essential for teenagers to know about STDs—what they are and how they are transmitted, before they have sexual contacts, since STDs can be caught the first time a person ever has sex. Teenagers don’t even have to be having intercourse to get some STDs. It’s important to reassure young people that STDs aren’t punishment for having sex. Anyone can get an STD if their partner has one, and lots of people do get them—lots of perfectly nice, respectable people. This program is designed to give viewers the facts about the most common sexually transmitted diseases and to encourage responsible decision-making. The producers pay homage to Thornton Wilder’s classic play Our Town and to Frank Capra’s film It’s a Wonderful Life. • Objectives of the Program • Describes the most common STDs and lists symptoms and specific treatments. • Encourages sexually responsible behaviors, including abstinence or postponing sex. • Outlines “safer sex” guidelines. • Provides models of behavior for teens in their relationships with the opposite sex. • Part One: The Problem The scene: A health class at Grovers Corners High School. Visible to the viewer, but invisible to the class, are Claire and Clarence, two angels who have returned to their town for the day. The teacher presents an introduction to the topic of STDs, and Claire and Clarence provide not only some humor but also relate to the more emotional and psychological aspects of the topic under discussion. The basic areas covered are: a definition of STDs; a list of the common STDs; common symptoms to pay attention to; steps to take to prevent and cure STDs; basic information about AIDS—Acquired Immune-Deficiency Syndrome. Through the vehicle of a student film within the film, we are made aware of the social attitudes surrounding STDs and why their transmittal has persisted through time. • Review Questions 1. What is an STD? 2. List eight common STDs. 3. Which two STDs can’t be cured? 4. List two steps for preventing STDs. 5. How can you be exposed to the HIV virus? 6. What are common symptoms that are found only in men? Only in women? 7. What should you do if you think you have an STD? 8. Why have STDs persisted through the ages? 9. How many times can you get an STD? • Parts Two and Three: The Facts The scene: Back in the health class at Grovers Corners High School. This time we witness the presentation of student tapes on specific STDs—Bacterial: Gonorrhea, Chlamydia, NSV, Syphilis; Viral: Genital Herpes, Genital Warts; Metazoan: Pubic Lice; Fungal: Candidiasis; Protozoan: Trichomoniasis. The symptoms and treatment of each disease are described. The angels, Claire and Clarence, are there to add some humor but also to touch on the more personal and emotional aspects of the disease. • Review Questions 1. Describe the symptoms and treatment for each of the following: Gonorrhea, Chlamydia, Nonspecific Vaginitis—NSV, Syphilis. 2. What STDs can be carried without displaying symptoms to the carrier? 3. How is herpes like AIDS? 4. How do condoms work to prevent conception and the transmission of STDs? What kind of condoms should be used? 5. What are the risks involved with diseases that take a period of time before symptoms are displayed? 6. What are “safer sex” guidelines? 7. What is the significance of the vignette with the paint cans? 8. Again, what is the best way to avoid exposure to an STD? 9. Which diseases mentioned in the program don’t necessarily require sexual intercourse to flourish? 10. Do you think the existence of AIDS has changed people’s behavior concerning sex? Has it changed your mind or your friends’ minds about sex? Part Four: Between the Two of You The scene: Parking area overlooking a scenic view somewhere near Grovers Corners on a moonlit night. Our angels walk past the row of parked cars letting us in on the stories unfolding within. Bernard and Michelle who have to deal with the fact that Michelle thinks she may have caught some disease; Diane who’s trying to convince Fred to use a condom—again; George and Emily who’re trying to wait until they’re married; Denise and Charlie. Charlie’s too embarrassed to tell Denise about the burning sensation he’s had for a few days and Denise is scared she might be pregnant. We get to know each of these teens better as we see how they deal with the issue at hand. We visit a clinic with Bernard and Michelle when they go to get help. The program offers viewers possible models for behavior in their own lives. • Review Questions 1. What is it that Michelle is embarrassed to discuss with Bernard? If you were Michelle, would this be a difficult situation for you? How do you think Bernard handles his end of the conversation? 2. What are some different ways your parents might act if they found out that you were sexually active? That you had an STD? 3. If you were a parent, how would you react to your child being sexually active or contracting an STD? 4. Why do both Michelle and Bernard have to be tested? 5. What do you think George and Emily’s priorities are? Do you think they could really love each other? Is sexuality just intercourse? What are other ways to show affection? 6. What did Fred’s “embarrassment” do to his relationship with Diane? How would you define sexually responsible behavior? 7. Why should sexually active people get regular medical checkups? 8. Why do Michelle and Bernard go to the clinic? Why does Bernard take credit for the visit? Why does this bother Michelle? • Activities 1. Have students design posters to promote a “safer sex” campaign against the transmission of STDs to increase awareness of STDs and individual responsibility. 2. Using the scene with the paint cans as an example, have students come up with a way to symbolically represent responsible sexual behavior. 3. Have students write a story about how they might react if all of a sudden they found themselves in one of their parent’s high school health or science classes. 4. Divide the class into groups and conduct a debate on the pros and cons of delaying sexual intimacy. 5. Invite a clinician from a local Department of Health clinic to speak on STDs and what happens at the clinic when people come for an exam or treatment. 6. Assign a research project that will explore the social implication of STDs and will include a diagram that shows their exponential development. 7. Construct several hypothetical situations and have students write possible dialogue for scenario. (This activity can be used in place of role playing which my be to embarrassing for students to do in class.) some situations are: a) A friend has told you that he/she suspects they have contracted an STD and is afraid to discuss it with his/her partner, parents, etc. How would you react? What advice would you give? b) Your health class has just had a lesson on STDs. You meet a friend after school who you know is sexually active. How would you advise your friend to protect herself/himself? c) You are curious about your parents’ school days and if they ever learned about STDs. How would you start a discussion with them? d) You have been dating one person regularly and he/she has approached the subject of engaging in sex. How would you discuss the problems and consequences? • Sources for Help It is important that anyone who is concerned that he/she might have a sexually transmitted disease receive medical attention. Of course, the family physician can handle this, but many individuals feel more comfortable dealing with STDs within a clinical setting. The staff is familiar with this type of problem. Most public health departments run free or low-cost STD clinics that provide symptom information and treatment. Many communities have set up free clinics to deal with sexually transmitted diseases. These centers are usually listed in the telephone book, but anyone having trouble finding the number should ask the operator for directory assistance. |
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