HIV, STD, and Unintended Pregnancy Prevention |
New Mexico is seeking to increase the percentage of
schools that address all
of the following in a required course taught during grades 6, 7, or 8:
- The differences between HIV and AIDS.
- How HIV and other STDs are transmitted.
- How HIV and other STDs are diagnosed and treated.
- Health consequences of HIV, other STDs, and pregnancy.
- The benefits of being sexually abstinent.
- How to prevent HIV, other STDs, and pregnancy.
- How to access valid and reliable health information, products, and services
related to HIV, other STDs, and pregnancy.
- The influences of media, family, and social and cultural norms on sexual behavior.
- Communication and negotiation skills related to eliminating or reducing risk for
HIV, other STDs, and pregnancy.
- Goal setting and decision making skills related to eliminating or reducing risk
for HIV, other STDs, and pregnancy.
- Compassion for persons living with HIV or AIDS.
Activities
- Developed and implemented an outcome evaluation to assess teacher delivery of
HIV prevention education best practices acquired during the annual School Health Educator’s Institute.
- Monitoring HIV risk-taking behaviors of school-aged youth to determine best use of resources for targeted interventions.
- Reviewing and selecting resources in collaboration with the HIV Program Material Review Panel for the enhancement of NM resource inventory that is disseminated to key stakeholders and school district leaders.
New Mexico is seeking to increase the percentage of schools
that address all of the following in a required course taught during grades 9, 10, 11,
or 12:
- The relationship among HIV, other STDs, and pregnancy.
- The relationship between alcohol and other drug use and risk for HIV, other STDs, and pregnancy.
- The benefits of being sexually abstinent.
- How to prevent HIV, other STDs, and pregnancy.
- How to access valid and reliable health information, products, and services
related to HIV, other STDs, and pregnancy.
- The influences of media, family, and social and cultural norms on sexual behavior.
- Communication and negotiation skills related to eliminating or reducing risk for HIV,
other STDs, and pregnancy.
- Goal setting and decision making skills related to eliminating or reducing risk for
HIV, other STDs, and pregnancy.
Activities
- Developed and implemented an outcome evaluation to assess teacher delivery of HIV prevention education best practices acquired during the annual School Health Educator’s Institute.
- Monitoring HIV risk-taking behaviors of school-aged youth to determine best use of resources for targeted interventions.
- Reviewing and selecting resources in collaboration with the HIV Program Material Review Panel for the enhancement of NM resource inventory that is disseminated to key stakeholders and school district leaders.
New Mexico is seeking to increase the percentage of schools
in which the lead health education teacher received professional development during
the past two years on all of the following:
- Describing how widespread HIV and other STDs are and the consequences of these infections.
- Understanding the modes of transmission and effective prevention strategies for HIV and
other STDs.
- Identifying populations of youth who are at high risk of being infected with HIV and
other STDs.
- Implementing health education strategies using prevention messages that are likely to
be effective in reaching youth.
Activities
- Assessing the needs of health education teachers and liaisons to homeless youth for
development and delivery of effective professional development around HIV prevention
education using various means of communication.
- Integrating culturally appropriate HIV prevention education into professional
development events specific to Native American, Hispanic, and homeless school
aged-youth.
- Providing information sessions to select school districts to build capacity
of health education teachers to provide HIV prevention education.
New Mexico is seeking to increase the percentage of schools in
which the lead health education teacher received professional development on at least
six of the following during the past two years:
- Teaching HIV prevention to students with physical, medical, or cognitive disabilities.
- Teaching HIV prevention to students of various cultural backgrounds.
- Using interactive teaching methods for HIV prevention education, such as role
plays or cooperative group activities.
- Teaching essential skills for health behavior change related to HIV prevention
and guiding student practice of these skills.
- Teaching about health-promoting social norms and beliefs related to HIV prevention.
- Strategies for involving parents, families, and others in student learning of
HIV prevention education.
- Assessing students’ performance in HIV prevention education.
- Implementing standards-based HIV prevention education curricula and student assessment.
- Using technology to improve HIV prevention education instruction.
- Teaching HIV prevention to students with limited English proficiency.
- Addressing community concerns and challenges related to HIV prevention education.
Activities
- Assessing the needs of health education teachers and liaisons to homeless youth
for the development and delivery of effective professional development around
HIV prevention education using various means of communication.
- Integrating culturally appropriate HIV prevention education into professional
development events specific to Native American, Hispanic, and homeless school
aged-youth.
- Providing information sessions to select school districts to build capacity
of health education teachers to provide HIV prevention education.
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