This is a training plan for the prevention of HIV/AIDS, designed specifically for grades 7-12 in a Saskatchewan community. A main objective is to create change in social norms. However, this path has many ethical implications.

Urban Saskatchewan, such as Regina, Saskatoon, or Moose Jaw are examples of the communities I have prepared this training plan for. Western civilizations laws and ideologies govern the urban communities of Saskatchewan. These laws and ideologies have shaped and changed over the years. Alexander (1998) explains this further by stating, "Western society has had a strong propensity toattempt to control sexual behaviour through both law and social norm." Historically, Western ideologies about sex have followed an Augustine philosophy of sex being associated with sin and weakness and the nuclear family ideology. Today, "While large segments of Western society remain strongly attached to what might be described as a traditional view of sexuality based on reproduction within the described as a traditional view of sexuality based on reproduction within the family unit, significant proportion of society believes that a dismantling of traditional sexual values, replacing them with a set of values that emphasize sexual and reproductive freedom, will lead to amore just society."

Urban Saskatchewan isn’t different than it’s larger context, Canada. The Saskatchewan community is comprised of smaller communities; these include religious communities, the homosexual community, First Nations communities, and various other cultural communities. Individuals within each community have shared ideologies about the world and society, however, often have varied ideologies. It is the variation of cultures and belief systems in each group that makes the task of educating Saskatchewan people about HIV/AIDS very difficult.

Saskatchewan isn’t unlike many other Western communities in that "HIV/AIDS continues to be a major health risk and sustained prevention efforts are necessary." Most people agree that people in particular students need to learn how to protect their bodies. However, it is the particular approach to teaching protection, which becomes the barrier to education.

Education about HIV/AIDS is clearly sex education. Furthermore, sexuality education is a "… highly controversial issue." The problem becomes obvious as Alexander (1998) explains that "… none of use can fully escape our own values when teaching young people about sexuality…." A result of this controversial issue "is that sexuality education in theschools has been unable to reach its full potential in helping young peopleprotect and enhance their sexual health."

The delivery of sex education can be directly connected with the teacher’s values and morals. A teacher that believes in chastity will emphasize itor a teacher that believes in informed decisions may not emphasize chastity. Studies indicate that there is "…a clear lack of consensus withinthe North American public on the issues of sexual morality."

The biological and social truth about Saskatchewan society is thatthey must learn how to prevent and cope with HIV/AIDS.Statistics indicate that from 1984 to 1998 there were 134 reported casesof AIDS in Saskatchewan, 6 cases in 1998. Keep in mind these are reportedcases, many people still don’t know they have the disease. Furthermore,five people died in Saskatchewan in 1998 due to AIDS. Of the 22,015 Saskatchewan people that tested for HIV, 26 were confirmed positive in 1998. The EvergreenCurriculum also indicates a Canadian statistic that "Approximately 17% ofreported AIDS cases exist among individuals in their twenties, many of whomprobably were infected as adolescents."

HIV research indicates that, "The epidemic consists of smaller HIV outbreaks, each of which is affecting a particular group. For example, … injection drug users, young gay men, women, street-involved youth and soforth." I have chosen to create a training plan for all youth grades 7-12in urban Saskatchewan public school. I believe these students eventuallycomprise all of the groups mentioned above. I also believe that society beliefsand attitudes towards these groups lead to at risk behaviours.

Many gay men suffer form "Multiple Loss Syndrome." Multiple Loss Syndrome is a condition that include; "… feelings of numbness, anger, isolation, guilt, abandonment, disbelief, depression, etc.…" These feelings are believed to lead to at risk behaviours, like, unprotected sex and sharing of needles. I also believe that the other groups mentioned are victims of the same feelings. My question is what is the source of these feelings. I can’t help but blame the treatment of individuals within these groups in Western civilization, in Saskatchewan. Treatment of these groups is aresult of the "…patriarchal social system" in which Canadian societyblindly accepts.

I believe that students should be educated about society and in the process, challenge and discover their own beliefs and values. I believe adolescents is a crucial time of self discovery and belief development. I believe that adolescents have the power to change the treatment of others and attitudes, social norms. I believe that with the right education this group of people can prevent the spread of AIDS/HIV.

An overlying objective of this training plan is to change societalsocial norms. These norms include blind participation in the patriarchalsociety of Western civilization and sexual behaviour. Particular objectivesinclude integration of sex education at all levels in public school whichinclude information regarding; social skills, communication skills, selfesteem building, factual information about the history, sociology, and psychologyHIV/AIDS, etc.

I propose 3 major strategies for implementing this training plan. These strategies include teacher education, family education, and student education. I believe these are the major areas that will affect our future society.I do not recommend this is the only way of education, this is only one suggestion

The teacher education would start at the University. Teachers would be required to learn the history, sociology, etc. and the implications of the patriarchal society of Western civilization. Teachers would be required to discover and explore their own belief and value systems. Teachers of every subject area would be required to participate in this education, as theyare individual participants of the greater society, they follow and shapesociety.

Families are great participants in demonstrating societal norms. Families would be reached through the students and by media coverage. It would ultimately require participation from the adults at the student’s home. Without parental support education is nearly impossible, resistance from the family could destroy the training plan before it even starts.

Finally, students would be educated by the factual information andsocial norms for positive treatment of all individuals regardless of sexualorientation, gender, class, race, culture, etc. Students would participatein sex education at all levels of public school as a core subject.

Why focus on adolescents? Simple, "The risks of unprotected sexualintercourse grow every day for adolescents." "The median age of persons infectedwith HIV is declining."

Aren’t Saskatchewan currently taught about AIDS/HIV and how to function in society? Saskatchewan Health curriculum, grades 1-9, includes HIV/AIDS education. However, this is taught in this subject only. There isn’t an integration of this information with other subject areas, for exampledrama. Students could act out preventative measures. A silent problem I seeis the lack of information on the teaching strategies teachers are usingin the classroom and the to the extent teachers really cover the material.I find that many teachers are too embarrassed to even approach this importanttopic. Furthermore, after grade 10 AIDS/HIV education becomes an elective.Adolescents are not required to learn about the epidemic that can kill them.

Assessment is tricky. Social norms are not changed over night. This training plan requires years of implementation. However, surveys can be conducted. I propose attitude and behaviour surveys toward particular groups and sexual activity, on a yearly basis. I would recommend one done before the training plan is implemented in order to have something to compare to. Also, statistical data can be gathered on the HIV/AIDS cases reported.

Ethical Implications

1. Parent Notification and Permission. One of the resources I found states that, "Informed consent is a critical ethical issue in the implementation of Reducing the Risk." This resource includes suggestions of abstinence and contraception methods for prevention of HIV/AIDS.
2. Substitution of Church and Family Activities. This training plan is not designed to substitute church or family activities; it is to complement them. People may fear that sex education will "…corrupt youthful innocence and predispose children to immoral behaviour." However, in reaction to the AIDS/HIV epidemic Saskatchewan youth must learn how to function in society safely by the community, schools, churches, and family.
3. Sex Education is a Private Sphere. Many people may believe thatsex education should only be taught athome. However, students should be exposed to other people’s ideas in order to function in the group. Sex education taught effectively will allow students to explore family and individual values. Furthermore, students will be exposed to current information about HIV/AIDS often unknown to families.
4. Catholic vs. Public. Statistical data indicates that approximately 53% of Saskatchewan population are of Protestant religion and 32% of thepopulation is of Catholic religion. Catholics don’t believe in contraception,they will not except this training plan. What’s the problem? A largemajority of the population will not receive the necessary education in orderto create a knowledgeable and functional society. I would suggest that Catholicsteach their family how to function in today’s society if they chooseto reject the Catholic religion.

I have demonstrated a plan for change in social norms. This is a time consuming process that involves dedicated people to a better, healthier society. Educators and facilitators must be as objective as possible, however, I recognize that this topic requires values, morals and beliefs. Ethical implications and dilemmas will undoubtedly arise, these should be anticipated. Furthermore, this training plan will be most effective if a survey of attitudes and behaviours is recorded for further comparison. In my resource list I list a few teaching resources that I highly recommend during implementation of this trainingplan for the prevention of HIV/AIDS.