                                  HIV / AIDS MINISTRIES NETWORK
                                               FOCUS PAPER # 28


A NETWORK OF UNITED METHODISTS AND OTHERS WHO
CARE ABOUT THE GLOBAL HIV/AIDS PANDEMIC AND
THOSE WHOSE LIVES HAVE BEEN TOUCHED



                                               ABOUT THIS ISSUE
                                                      June 1995

Dear Network Members:

     This Focus Paper continues our attention to the issue of
HIV/AIDS and teens. Youth continue to be one of the fastest growing
segments of our population being exposed to HIV.  Focus Paper 27 &
28 provide information useful in reaching out to young adults.

     This paper includes teaching and learning helps for doing
HIV/AIDS education with teens.  It includes methods and programs
designed to address the issues of HIV in ways that are a appropriate
to teens. In addition, discussion starters taken from the "AIDS
Daily Summaries" of the Centers for Disease Control, video and
printed material resources are included in this paper. Because many
teens are frequent users of computers, we have included information
on how teens can utilize their computers to gain accurate HIV
information and talk with other teens about their concerns.


HIV/AIDS Ministries Network Focus Papers are a publication of the
Health and Welfare Ministries Program Department, General Board of
Global Ministries, The United Methodist Church, Room 350, 475
Riverside Drive, New York, NY 10115.  Phone: 212-870-3909.  FAX:
212-749-2641.  INTERNET: aidsmin@gbgm-umc.org.  Focus Papers, unless
otherwise noted, may be quoted, reproduced and distributed with
credit being given to Health and Welfare Ministries Program
Department and the authors.




                    Teaching/Learning Helps
              for Doing AIDS Education with Teens

                       by Diana L. Hynson

Does the following comment sound familiar?

     "The teens in my youth group are asking hard and pointed
     questions about HIV and AIDS, but their eyes glaze over when
     they think someone is 'preaching at them.' What can I do?"

Perhaps you have asked this question yourself!  You want to
participate in creative and responsible education with teens, but
you wonder, "How best can I do it?" You know that lecture is one
acceptable teaching method, but, if overused, youth (and everyone
else!) get bored and tune out.

This Focus Paper suggests interactive teaching/learning methods to
help you reach certain learning goals in AIDS education with teens.
Many of the methods also are appropriate for adult education.  The
format is set up so that the learning goal is mentioned first and
methods follow. Most of these techniques help set up a discussion.
The methods can also be used to achieve learning goals other than
the ones under which they are listed.

GOALS AND METHODS

This list of goals and methods is not exhaustive.   Choose methods
you think will be appropriate for your youth group, adapting and
changing  them as needed. In crafting a plan of AIDS education, you
are limited only by your imagination!

Note: Generally, younger youth benefit from more active teaching
methods, while older teens and adults are more able to engage ideas
through interactive exercises that do not require as much movement.

  Goal 1: To Examine Attitudes and Dispel Myths and Stereotypes

* Bumper Stickers:

    Invite learners to report on actual bumper stickers, billboards,
    posters, graffiti, or newspaper, magazine,  television ads  they
    have seen about AIDS.  Ask them to deal with myths, stereotypes,
    or attitudes about persons with HIV/AIDS or the infection itself
    revealed in these media.  You might also invite the youth to
    make their own bumper sticker/poster.  Discuss what the art and
    words say, what it says about a person who would display it for
    the public to see, what effect it has on others who read it, if
    it is factually accurate, and so on.   Outrageous comments are
    ok, because you will debrief.

* How Much of What You Know Is True:

     Invite students to write down or call out what they assume are
     facts about HIV/AIDS. (This could be done as a relay.) Compare
     assumptions with current information and allow anyone to
     challenge anyone else's assumptions. This can be coupled with
     hands-on research, rather than having all information provided.

* How Many of You:

     Examine attitudes or stereotypes on two levels--overt and
     interior. Begin with the overt level.  An example of a question
     which deals with the overt level is, "How many of you would
     play a contact sport with an HIV positive classmate?" Then move
     the question to the interior level of the overt question. An
     example of a question addressing an interior level of the
     question above would be "Are you fearful of infection through
     contact?" or " Does the attitude of school administrators and
     teachers support such interaction or not?" Ask for reasons for
     and feelings behind responses.

* Role Reversal:

     Use a real story or a case study dealing with HIV/AIDS. Discuss
     it or act it out with characters assuming a role or value they
     would not typically take. For example, role play a scene in
     which a student and leader reverse roles in discussing the
     student's at-risk behavior. Debrief new insights, attitudes,
     feelings, values.

* OK, Not OK and Opinion Polling/Surveys:

     Brainstorm and list values and behaviors that affect or are
     affected by HIV/AIDS (no discussion yet). Invite students to
     vote ok or not ok to each one. You can post opinion signs
     around the room and ask students to move to the sign that most
     clearly indicates their opinion. Note who agrees, disagrees, or
     isn't sure about the issues and use their responses to discuss
     their opinions. (When everyone or nearly everyone agrees,
     explore reasons. Unanimity of opinion can have many different
     reasons for agreement.) You can develop any questionnaire for
     an opinion poll or survey.

* Trigger Words (meaning and intent):

     List or invite students to list, without comment, words or
     phrases that are often associated with HIV/AIDS. Be willing to
     stretch the limits of acceptable language, at least briefly.
     The point of this exercise is to assess the way words and
     phrases label, characterize, identify, and potentially wound
     the person to whom they are directed and the person who utters
     them. Examine the list and discuss which terms pull an internal
     trigger, which ones stereotype, which ones are vulgarisms, what
     was their intent, and so on. Discuss why persons use these
     words and what can be done to raise awareness and sensitivity
     in language and attitudes.


 Goal 2: To Learn About Means of HIV Transmission and Prevention

* Mapping:

     Use poster paper or a long sheet of butcher paper to draw out a
     "map" of how HIV infection can travel. Brainstorm a variety of
     means and situations in which persons can transmit the
     infection and draw a map of the many courses it can take. Talk
     about the complexity of the map. Rather than make a flat map,
     you could use the various points in your study area to make a
     relief map, inviting persons to walk to a site and explain its
     significance in the route of the map.

* Resource Persons:

     Invite health care professionals or other knowledgeable people
     to present information to the group. Leave time for a question
     and answer session.

* Video:

     Show a video that would appeal to teens which reveals the facts
     about HIV/AIDS. (See Resources.)

* Electronic Information Networks:

     If you have teens in your group who enjoy calling electronic
     information services (bulletin boards) or surfing the Internet,
     ask them to see what kinds of information they can find out
     about HIV/AIDS and report back to the group. Tell them  how to
     call CAM, the Computerized AIDS Ministries bulletin board
     service sponsored by Health and Welfare Ministries of The
     United Methodist Church (see related article).  The sysop of
     CAM and many of the participants on it will be glad to help
     teens with their questions.  CAM also has a special forum for
     youth.

* Quiz Game:

     Prepare questions and answers about HIV/AIDS.  Assign two or
     more teams who will compete in a quiz game.  Ask a question to
     one team, which may consult with all on the team and then put
     forth an agreed-upon answer.  If the answer is wrong, the next
     team gets a chance.  Determine the method of scoring.  Another
     variation might be to make an anonymous survey of your
     congregation or a group of teens in your church, if you have a
     larger group.  The survey would ask questions about facts about
     AIDS and attitudes related to AIDS ministry. Then set up the
     quiz game like "Family Feud," where participants are to figure
     out what the top answer(s) were to a question.  After the top
     answer to the question is found out, then ask the whole group
     if they think it is the right answer to the question and why.
     In the case of AIDS facts, make sure they are given the right
     answer. In the case, of attitudes toward ministry, you may want
     to flag   certain responses for later discussion.


               Goal 3: To Discuss Diverse Opinions

* Buzz Session:

     Drop a very hot topic in the group and let the opinions fly.
     Sources for the "hot topic" may be from articles in the local
     newspaper or national magazines, something which has been on
     TV, or statements you have heard people make. Another source
     for "hot topics" are the AIDS Daily News Summaries published by
     the Centers for Disease Control. These are abstracts of top
     news and journal articles about AIDS from around the world.
     Some actual examples of articles in the box on the next page.
     Current summaries can be downloaded from Computerized AIDS
     Ministries.  Debrief afterward.

* TV Show:

     Create your own TV show, such as a take off on the Bundies or
     Roseanne's family. Create the characters to take opposing views
     on an issue and deal with them in the way that the TV
     characters might. Discuss the script and interaction afterward.

* The World According to...:

     Invite each person to assume some measure, focus, or world view
     from which to examine an issue. For example, that measure could
     be the identity, value system, and beliefs of a famous
     character, real or fictional, or the perspective of a
     publication, such as  Rolling Stone, Time, Sassy, YSB, Sports
     Illustrated. Ask students to discuss or act out an issue from
     their chosen perspective. Then examine changes in perception.
     Discuss the impact of a person's world view on that or other
     issues.

* Fishbowl Discussion:

     Have a few students sit or stand in the center of the other
     students, who observe the action or discussion of the center
     group. At the conclusion of the fish bowl, participants and
     observers debrief what they did and saw. For example, provide a
     controversial issue, such as whether an HIV positive teen
     should participate in contact sports or activities, and allow a
     few persons to debate.


          Goal 4: To Learn About and Work with Cultural Diversity

* Cultural Relativity:

     Each culture or social system values certain attitudes,
     beliefs, processes, and hierarchies. Take an issue related to
     HIV/AIDS, such as community support, and examine how that issue
     would look to a variety of cultures or social systems. Discuss
     discoveries and examine how new insights to another's way of
     thinking changes or enhances your own way of thinking. Inviting
     students to temporarily assume the values of another culture or
     system and think in those terms personalizes the learning more.

* Be Ambassadors:

     The members of the group are ambassadors from a place that you
     describe and are going to another place that you describe.
     Create a scene that allows for creative tension and various
     values. Then ask the ambassadors to play their roles in
     dialogue with others from other origins. Have them keep in mind
     both their origins and their destinations. For example, upper
     class persons have an ambassadorial exchange or summit meeting
     with persons from high-risk urban areas about halting the
     transmission of HIV among teens.

* Do You Have to... to...?:

     First brainstorm attitudes, values, stereotypes, and facts
     about how different races, cultures, or social systems address
     (or are addressed by) a particular issue, such as engaging in
     unprotected or protected sex. Then apply the "Have to" formula
     to examine the issue. Deal with issues that are open-ended, if
     possible. For example, "Do you have to be a wimp to use a
     condom or dental dam?" or "Do you have to prove you're daring
     to impress your date?" or "Do you have to have sex to keep your
     boyfriend?"


     Goal 5: To Think About Values and Making Choices

* Case Study:

     Present open-ended anecdotes that lend themselves to a variety
     of decisions. Brainstorm options and ask your learners to
     identify all the choices. Discuss the pros, cons, and potential
     consequences of each choice. Cases can also be done actively as
     role plays.


* Danger or Opportunity:

     At least two people invent a dialogue that suggests alternate
     dangers and opportunities in a situation. Other group members
     can help Person 1 with ideas. Person 2 alternates comments
     between "Oh, that's good" and "Oh, that's bad." For example:
     Person 1: "I'm really attracted to Bob." Person 2: "Oh, That's
     good." Person 1: "No, that's bad; he hasn't noticed me." Person
     2 "Oh, that's bad." Person 1: "No, that's good, because I think
     Jim is going to ask me out." Person 2: "Oh, that's good."
     Person 1: "No, that's bad; I hear he's into some wild stuff."
     Person 2: "Oh, that's bad." And so on. Then examine the
     options.

* Personal Stories:

     Ask the group if they have encountered the kind of choices or
     decisions you are discussing and invite them to talk about
     their own experience. Be sure to protect individual's privacy
     and feelings. Other creative ways to tell stories are to put
     them to rap or music lyrics or poetry.

* Someday...:

     Dream of the future. Help students dream of the future--theirs
     or others'. Set the context for this idea by having students
     think about the present and past, then with or without a given
     set of circumstances (such as becoming infected with HIV), look
     to the future. Another variation is to imagine the future if
     certain events or conditions are not present.


              Goal 6: To Teach and Model Compassion

* Come and See:

     Firsthand experience is usually more compelling and memorable.
     If a visit, for example, to an AIDS ministry or services site
     is not possible, use simulation games to recreate a similar
     exposure. Then debrief the activity.

* Ideal Endings:

     Use news articles or other stories or experiences about ways
     and means persons have dealt with persons with HIV/AIDS. Reveal
     most of the details, but not the end of the story. Ask learners
     to make up their ideal ending and discuss them. You can also
     compare the ideal endings to the actual ending of the story and
     discuss findings. You can also act out, pantomime, or prepare a
     human frieze to illustrate the ending. Surprise endings, such
     as those directly opposite   to all expectations, can be
     substituted for ideal endings.

* Interpreting Pictures:

     Cut out pictures from the newspaper or magazines and mount them
     on construction paper. Ask learners to make up a story about
     the person, based on how he or she looks, what is happening,
     and so on. Several students can weave a continuous story about
     the same photo or each person can have his or her own. Imagine
     how Jesus Christ would model compassion for the person in the
     circumstances of the story. Students could also "become" that
     person in the picture and act out or tell their "own" story.

* Worship:

     The Bible teaches us to give thanks in all circumstances, which
     means that any teaching or learning event can also be an
     occasion for worship. Bring prayer and faith commitment to the
     teaching context. Teens can offer sentence prayers, create
     litanies, read Scripture, write or state faith affirmations,
     offer confession, and commit themselves to some form of
     ministry.


                   Goal 7: To Cultivate Empathy

* Experience and Change Session:

     Provide opportunity for learners to directly experience or
     simulate an experience common in persons with HIV/AIDS, such as
     multiple losses (like "The HIV Loss Exercise" on page 63 of To
     the Point: AIDS, which is listed in the Resource section).
     After the exercise, talk about changes in perception,
     attitudes, assumptions, information.

* I Care, but I Can't Help:

     Ask students to invent or to brainstorm all the reasons (or
     excuses) they have heard for why they or others cannot help
     someone affected by HIV/AIDS. Reasons can run from sublime to
     ridiculous; answers that are extreme and outrageous enough to
     become humorous are often the best discussion starters. Talk
     about how an honest assessment of those reasons influences your
     sense of empathy. You may wish to use this exercise along with
     the story of the Good Samaritan in Luke.

* Create or Examine Rituals:

     Rituals, whether formal or informal, recognized or unconscious,
     are those actions that are usually done in the same setting
     most of the times that setting presents itself. We do not have
     to recognize or name the ritual as such. For example, if you
     usually go out to lunch or dinner for your birthday, that is a
     ritual. Examine the rituals in place in your community that
     foster hospitality or empathy for persons who need some form of
     community support. Are they sufficient? Are they known about by
     the persons who need to know? If such rituals are not in place,
     create your own.


     Goal 8: To Study the Bible and Do Theological Reflection

* Scavenger Hunt:

     Challenge the group to use the Bible by having a directed
     search. Provide Bible study resources, such as concordances.
     Invite teens to team up and try to be the first to find
     passages or references to certain subjects. Clues could be left
     at various relevant places in the church to make the hunt more
     active.


* Skits:

     Act out Bible stories, concepts, parables retold in modern
     terms, and so on. Afterward discuss what learnings, insights,
     changed ideas, students had. Choose stories you can link to
     concerns about AIDS, such as healings of people and showing
     love and compassion to those in need.

* Tracing Ripples:

     Use Biblical laws or principles to examine the extent of their
     effect (trace the ripples) when taken seriously (then or now)
     or to examine the cultural impact (then or now). Using the laws
     regarding purity in Leviticus 13 and 14, for example, What does
     the law say literally (on the surface)?; for the one with a
     "leprous disease"? for the workload on your pastor? for the
     responsibility of your church community? After discussing this
     passage, you may also want to look at one about Jesus and
     people with leprosy.

* Identify With Characters:

     Persons can often see themselves in Bible stories or other
     stories. Give them the opportunity to verbalize or to act out
     how they think they would feel or act in the situation that a
     story character faced.

* Then and Now:

     Sometimes adults take for granted that teens know how something
     was used in the past without considering the youths' shorter
     span of years. Comparing how Grandma did things with how
     younger students do things can be quite illuminating. In Bible
     study, compare how life was in ancient days with the present.
     The significance of many Biblical stories is enhanced when
     teens realize the differences in time and mode of travel,
     terrain, climate, social customs, religious observances, family
     structure, importance of church or synagogue. For example,
     examine what it means that Jesus was willing to touch sick
     people or to heal on the Sabbath.

     TEENS, COMPUTERS, AND HIV/AIDS EDUCATION

     by Nancy A. Carter


Note: If you are not "computer literate," you may not understand
some of the more technical parts of this article, but teens who
"surf the  net" will understand. Just share this with them!

Many teenagers and older children enjoy using computers, especially
playing computer games. More and more are also discovering the
"Information Super Highway," which includes the Internet; large
information services such as America Online, CompuServe, Prodigy,
and Delphi; and smaller electronic bulletin board systems (BBSs).
Most of the young people on the super highway are boys, but, as more
schools introduce both boys and girls to computers and modems, more
girls will go online.

Lately the media has carried scary information about sexual
harassment, abuse, and pornography on the Internet.  When children
and teens are using online services, adults should monitor them, not
so much to be nosey or interfere with their privacy, but just enough
to make sure they are safe. Some of the guidelines for them would
include not giving out their address (post office box numbers are
usually  OK) or phone numbers to people on line who are strangers
and reporting to you and the operator of the electronic information
system any notes sent to them which are obscene, make sexual
advances, or harass.  Let them know they can talk to you about any
note they see which makes them feel uncomfortable, about which they
have questions, and which they enjoyed or found interesting.  At the
dinner table or during informal conversations in youth groups, in
addition to asking, "How was your day at school?," you might also
ask "How was your day on the Internet?" Now you may not understand
everything a teen tells you about her or his computer adventures,
but keep the channels open.

Health and Welfare Ministries, General Board of Global Ministries,
The United Methodist Church makes available a free BBS called
CAM--Computerized AIDS Ministries.  On it, people can find loads of
information about HIV/AIDS and AIDS ministry.  CAM also has a
special private Youth forum, where teens and a few adult staff and
volunteers, can write to each other but not be seen by other adults.
It also has a special Youth library, with files on teens and young
adults and AIDS.

In order to call CAM, a person needs: (1) a personal computer; (2) a
modem for the computer, preferably a fast modem; (3) a telephone
line into which the modem can be plugged; and  (4) a communications
(or terminal emulation) program, such as Procomm, Ripterm,
Quick-Link, Telex, or PCAnywhere. When calling CAM, set the
communications program for no parity, 8 bit word length, and 1 stop
bit.  CAM supports any common  speed up to 14.4 bps. It has ASCII,
ANSI, and RIP graphics.  Soon it will also support an America- On-
Line- type environment for those who download a special
communications program called "The Client" from CAM. CAM primarily
offers public forums, libraries of files, and electronic (private)
mail (e-mail). It does not offer "live chat" or teleconferences.

Call CAM directly by dialing 1-212-222-2135 or 1-800-542-5921.  The
first number has two lines (or nodes) and can usually be accessed
immediately.  The 800 number has only one node, which means it is
often busy. Anyone calling the 800 line should be prepared for a
number of "automatic redials" before connecting.  Usually CAM's
least busy times are early in the morning, during business hours,
and up to midmorning on weekends (eastern time).  Heaviest use is
between 8:00 pm and 1:00 am eastern time. CAM "shuts down" for clean
up and back up about 2:00 am and comes back online about 3:30 am
each day.  During both cleanup or if maintenance is being done to
CAM, CAM's lines will return a busy signal.

You can also reach CAM via major online services such as Compuserve,
America on Line, and Prodigy by using their Internet services, FTP,
Telnet, and World Wide Web. (Not all of the major services have all
of these services.)  To do this you must know CAM's domain name:

hwbbs.gbgm-umc.org

From some systems, if you are telneting, you may need to use CAM's
IP address:

198.139.157.121

When you call CAM for the first time and it asks for your "user-id,"
type NEW for new user. CAM will ask you some questions, which are
kept confidential, concerning your name, church or organization
affiliation, address, age, etc.  You will also then choose your
user-id and a password.  You may use your real name or a "handle"
for your user-id.  After you complete the questions, CAM will tell
you that you have e-mail. Read it. It will also have rules for you
to read.  Write sysop e-mail about who you are, why you want to be
on CAM, and agree to the rules. If you are 21 or under and want to
be in the youth forum, ask sysop to give you this forum.  After you
have written such a note, usually you will be approved for full
access to CAM within 48 hours.

Even with partial access, you will be able to begin to learn about
HIV/AIDS and ministry. You will be able to read in public forums
such as AIDS101 and Ministry, for example. Also you will be able to
read any files in the library ending with .txt or .doc or asc.  by
"listing" them online.  Some libraries to check out that relate to
this Focus paper are AIDS101, Daily, Educate, Focus, Stories, and
Youth.

After you are approved for full access, you will see more forums and
libraries and you will be able to not only read forums but write in
them.  You will also be able to download any file to your computer
in addition to reading files online.  You may want to download
camfiles.zip, a list of all of CAM's files as of the date posted.
You also will want to go both to the bbshelp forum and library for
helps on how to use CAM and where you can find the information you
need.

CAM is an exciting way to learn about HIV/AIDS and HIV/AIDS
ministry.  You may learn through reading and/or writing in the
forums, through private mail, and/or downloading information from
the library. Some people use all of these methods. Others use only
one.  You choose the ways that you want to use to participate on
CAM.  Call CAM today!

       AIDS DAILY SUMMARIES--DISCUSSION STARTER EXAMPLES

The Centers for Disease Control and Prevention (CDC) National AIDS
Clearinghouse makes available the following information as a public
service only. Providing this information does not constitute
endorsement by the CDC, the CDC Clearinghouse, or any other
organization. Reproduction of this text is encouraged; however,
copies may not be sold, and the CDC Clearinghouse should be cited as
the source of this information. Copyright 1995, Information, Inc.,
Bethesda, MD

"Celebrities Have Abandoned the AIDS Ribbon"
Baltimore Sun (04/04/95) P. 3D;  Robinson, Gaile

     Many celebrities have stopped wearing the red ribbon that
symbolizes AIDS awareness.  For example, Jeremy Irons, the first
celebrity to wear the ribbon at the 1992 Tony Awards in New York, no
longer wears it.  The AIDS ribbon was only a passing fashion trend
for some people, says Michael Anketell, chairman of California
Fashion Friends of AIDS Project Los Angeles.  He has recently heard
excuses including, "It doesn't match my gown" from past wearers.
Others say the red ribbon has gotten lost among the other
ribbons--pink for breast cancer and lavender for abused women.  For
those closest to the cause, however, the ribbon has become a painful
reminder of a disease with no cure and no signs of abatement.  "The
ribbon just doesn't have the meaning it once had," adds Anketell.


"Survey Finds Students at Risk for STDs"
Washington Post (Health) (04/04/95) P. 7;  Boodman, Sandra G.

      A recent survey of 1,000 female college students conducted by
the American Social Health Association found that nearly one quarter
of them has never had a pelvic exam. While 85 percent said they
were sexually active, almost 50 percent said they did not use a
form of contraception, such as a condom, which would protect them
from sexually transmitted diseases, including AIDS.  The survey
also found that 25 percent of the women had been forced to have  sex
at least once.

"Across the USA: Arkansas/North Carolina/Oregon"
USA Today (04/06/95) P. 10A

     In Smackover, Ark., a school guidance counselor who upset
parents by showing two AIDS-related videos to their children has
been  suspended without pay for the remainder of the school year.
The  school board ruled he was insubordinate.  In other AIDS-related
news, a professor at Campbell University in North Carolina will
receive $325,000 and reinstatement to his job.  The ruling comes
two years after "John Doe" was dismissed because he has AIDS and
was considered a risk to students.  Finally, in Lake Oswego,  Ore.,
a project designed to teach junior high school students how to buy
and use condoms has received praise AIDS educators.  The  program,
however, has been criticized by some parents.  Participation in the
program, which begins next fall, requires  parental approval.


"Rapper's AIDS Death May Teach Others"
St. Louis Post-Dispatch (04/07/95) P. 15C;  Freeman, Gregory

     AIDS is an issue that has largely been ignored by the rap
community, in part because of homophobia and the "macho" image  that
rap portrays, writes Gregory Freeman in the St. Louis
Post-Dispatch.  Rapper Eazy E's death forces another community to
look closely at the frightening prospect of AIDS.  The death of
tennis star Arthur Ashe, the HIV diagnosis of basketball great
Magic Johnson, and the AIDS diagnosis of champion diver Greg
Louganis have forced the sports world to confront the disease.   The
death of Eazy E, whose real name is Eric Wright, may have an impact
on young people who did not feel as close to someone like  Magic
Johnson. Wright's death has triggered interest in AIDS  among
minority teenagers in St. Louis, said Erise Williams,  executive
director of Blacks Assisting Blacks Against AIDS.  The death of Eric
Wright should make it clear that AIDS is an equal  opportunity
killer, writes the author.  Hopefully, it will make  some people
realize the danger of having multiple sex partners,  something that
too many rap groups glamorize, Freeman concludes.


"From Dying Teens, Words to Live By"
Boston Globe (04/06/95) P. 61;  Koch, John

     "In Our Own Words: Teens and AIDS," a short documentary
comprising the testimony of five HIV-infected young people,
emphasizes that anyone--regardless of race, age, gender, or
color--can get HIV.  The five young people offer their stories to
caution and teach other teenagers.  "No sexual experience is  worth
having HIV for the rest of your life," says Kerry Carson,  the host
of the film.  Carson, 22, died in January, five weeks  after the
documentary was completed.  She contracted HIV from her second
sexual partner at age 15.  Two more of the five have also  died from
AIDS.  They are Pedro Zamora, who was featured on MTV's "The Real
World," and David Kamens, who spoke of the loneliness  and lack of
support he experienced.  Jeanne Blake, the writer and producer of
the film, feels the young people can reach their  peers more
effectively than adults, who are often inhibited by  the anxiety and
fear they feel around children when discussing  AIDS, sex, and
death.

"Getting Hip to AIDS" Boston Globe (04/14/95) P. 11;
Jackson, Derrick Z.

     In the United States, protecting a friend from AIDS is becoming
a rite of friendship, writes columnist Derrick Z. Jackson in the
Boston Globe.  Young people speak openly about protecting
themselves in a way they would not have three years ago, he  notes.
"I've gone on my bicycle over to a friend's house to give him a
condom so he's protected," said one high school student who was
interviewed after an advance screening of the video, "In Our  Own
Words: Teens and AIDS."  Several teenagers said it was the  best
video they had ever seen about AIDS.  "All the people in the film
were our age...They were up-front about how they got AIDS,"  noted
another student.  Many AIDS activists had hoped that teens  would
pay more attention to the disease when basketball great  Magic
Johnson revealed he was HIV-positive.  Most of the students,
however, said there was no major upsurge in protected  sex because
Johnson was still the most valuable player in the NBA All-Star Game
and played in the Olympics.


"Girl, 13, Sentenced in an AIDS Hoax"
New York Times (04/21/95) P. A16

     The 13-year-old girl who called seven former hospital patients
and told them they were HIV-positive has been sentenced to five
years' probation and therapy.  On Wednesday, Tammy Lynn Esckilsen
pleaded guilty to taking confidential data from a computer and
placing harassing telephone calls.  The judge, however, said that
all charges will be dropped if Esckilsen successfully completes
probation.  The girl's mother, an employee at University Medical
Center, said she took her daughter to work because she could not
find anyone to care for her.  She did not want to leave her
unsupervised because of her history of drug use, truancy, and
shoplifting.  Under the probation, Esckilsen must go to school,  not
leave a residential treatment center without permission, and  abide
by a 6 p.m. curfew when she returns home.  Related Story:
Philadelphia Inquirer (04/12) P. A17

                           RESOURCES

                       by Nancy A. Carter


Advocates for Youth. A Youth Leader's Guide to Building Cultural
Competence.  Washington, D.C.: Advocates for Youth, 1994.

This training guide focuses on African-American and Hispanic
cultural issues around HIV/AIDS education.

Address: Advocates for Youth, 1025 Vermont Avenue, NW, Suite 200,
Washington, D. C. 20005. Phone: 202-347-5700.


Affirming Persons--Saving Lives.

Affirming Persons-- Saving Lives is 1,000-page curriculum published
by the United Church of Christ. It confronts the AIDS crisis in a
context of "core Christian values: self-giving love, healthy
self-esteem and respect for others."  The curriculum has lesson
plans for all ages with factual information appropriate for each age
group. The package includes two videos: "Learning About AIDS" is a
basic primer on HIV transmission and prevention; ". . . In the Day
of Adversity" tells the stories of several people living with HIV or
AIDS.

Phone: United Church of Christ AIDS Ministry Office, 216-736-3271.


Benson, Dennis. Creative Bible Studies: Matthew--Acts.  Loveland,
Co: Group Books, 1985.

This book contains 401 experiences to help youth get inside the
scriptures. Some of these, such as the experience described for
Matthew 8:1-4, the healing of the man with leprosy, can be adapted
to relate to HIV/AIDS.  Youth are invited to put make-up on each
others face or hand, if the face is too threatening, to simulate
leprosy and then some questions and activities are suggested.  One
way this could be adapted is for them to simulate KS, Kaposi's
sarcoma, the purple lesions some people with AIDS get on the bodies.
This exercise can be a very powerful one, so adequate time for
debriefing should be allowed.


CDC National AIDS Clearinghouse.

The CDC National AIDS Clearinghouse is the nation's reference,
referral, and distribution service for HIV/AIDS-related information.
The Clearinghouse collects, catalogs, processes, stocks, and
distributes materials and information on HIV infection to
organizations and people working in the field of HIV/AIDS.
Spanish/English bilingual reference specialists are available.  You
can call them and ask them for ordering information or describe the
kinds of resources you are interested in and they will help you.
All calls are completely confidential.

Address: CDC National AIDS Clearinghouse,   P.O. Box 6003,
Rockville, MD 20849-6003. Phone: 800-458-5231;  Deaf Access/TDD:
800-243-7012 (Telephone hours:  9:00 am--7:00 pm, EST)  Fax:
301-738-6616


Dane, Barbara O. And Carol Levine, editors.  AIDS and the New
Orphans.  Westport, CT: Auburn Books, 1994.

The focus of this book is on the United States.  Articles
specifically focused on teens are "Adolescents and Parental Death
from AIDS" and "Programs for Children and Adolescents."


Hein, Karen. AIDS: Trading Fears for Facts--A Guide for Teens.
Fairfield, OH: Consumer Reports Books, 1993, Third Edition.

For high school students.  Gives basic factual information.


How to Talk to Your Children About AIDS. New York: Siecus, updated
1993. Available in English or Spanish.

This 15-page brochure provides parents with guidelines of discussing
AIDS with children.  Specific conversation guidelines are given for
infants and toddlers, preschool children, young children, preteens,
and teens. More than one half million copies of this brochure have
been distributed since its first publication.  Single copy, free;
please send a self-addressed stamped business envelope; 2-49 copies,
$1.00 each; with a graduated scale of prices up to multiples of
1,000 copies for $400 per thousand.

Address: Sex Information and Education Council of the US, 130 West
42nd Street, New York, NY 10036; Phone: 212-819-9770.


Hynson, Diana and Carmen M. Gaud. To the Point: Confronting Youth
Issues--AIDS.  Nashville: Abingdon Press, 1993. English and Spanish
in the same book.

This important resource offers practical ways to talk to teens and
adults about AIDS in a biblical and theological context. It also
contains leader's guides for using Magic Johnson's book (see below).

Telephone: Cokesbury, 800-679-1789.


Johnson, Earvin "Magic." What You Can Do to Avoid AIDS.  San
Francisco: Chronicle Books, 1992.  English or Spanish. Audio
cassette (English only).

Written especially for a teenage audience but also opens with a
message to parents. Contains several personal stories from young
people. The book To the Point above contains a leader's guide for
using Magic Johnson's book with youth.


Levine, Carol. Editor.  A Death in the Family: Orphans of the HIV
Epidemic. New York: United Hospital Fund of New York, 1993.

This book gives an overview of the needs of children and adolescents
who have become "AIDS orphans" in the United States.  Included also
are first-hand narratives from children, adolescents and other
family members as they describe in their own words the issues they
face.


LeShan, Eda. Learning to Say Good-by When a Parent Dies. New York:
McMillan Publishing Company, 1976.

Written for older children in simple, direct language, this book
discusses the questions, fears, and fantasies older children may
have about a parent who has died.  The book is also excellent for
teachers or parents because it gives many insights into what the
children may be experiencing.  It can help parents to know how to
work through their own or their children's grief.


Making Connections: Facing AIDS.  Geneva, Switzerland: World Council
of Churches, 1994.

Written and/or put together by young people for young people.  The
book contains information on "Theology Amidst AIDS" and "Making
Connections/Stopping AIDS." It also contains a number of educational
activities. Titles of Activities include: HIV/AIDS Crossword,
Wordsearch, De- Find' Em, Pictures, Virus Attack, HIV Transmission
Card Game, Risky Business Card Game, Sentence Stems, But Why Game,
Relationships Runaround, Role Play, and Bible Study Ideas.

Address: Youth Team, WCC, PO Box 2100, 1211 Geneva 2, Switzerland.


Quackenbush, Marcia and Mary Nelson with Kay Clark, Editors.  The
AIDS Challenge: Prevention Education for Young People.  Santa Cruz,
CA: Network Publications, 1988.

A collection of articles related to HIV education of children and
adolescents in classroom and religious settings. PCI Catalogue of
AIDS Educational Materials.

This catalog lists HIV educational materials for children and teens
available from PCI, including some of the books and videos listed in
this bibliography.  PCI sells T-Shirts, posters, buttons, displays,
curriculum materials, books, and videos.  Caution: some of the
resources, such as Spread the Word, can be purchased for
substantially less elsewhere (ECUFILM sells it for $24.95;  PCI for
$169.00!).

Address: PCI Educational Publishing, 5221 McCullough Ave., San
Antonio, TX 78212. Phone: 1-800-594-4263; 210-824-5949; FAX:
210-824-8055.


Resource Pack on Sexual Health and AIDS Prevention.

A colorful book promoting the exchange of information and
educational experiences about the health and rights of "socially
apart" or "disadvantaged" youth. Free to groups in developing
countries; $10.00 in the United States.

Address: AHRTAG, Farringdon Point, 29-35 Farringdon Road, London
EC1M3JB, UK.


Sanchez, Gail Jones.  Let's Talk About Sex and Loving.  Milpitas,
CA: Empty Nest Press, 1994.

Reviewed in Siecus Report (Feb.-March, 1995), this book is
recommended by Erica C. Neuman as a resource for family sexuality
education.  It gives information to parents on how to talk to
children about sex and also has material to read/be read by children
of various age levels. She faults the book for tending to perpetuate
gender stereotypes.


Schaefer, Dan and Christine Lyons. How Do We Tell the Children?:
Helping Children Cope When Someone Dies.  1986; rpt. New York:
Newmarket Press, 1988.

This book is a step-by-step guide to talking about death with
children from age two through the teen years.  It gives insights
into what children think and understand, how they feel, and how
adults can help them cope with those feelings.  It also has a
16-page crisis guide that outlines the points in the book and
contains sample "scripts" to help parents talk about life situations
such as terminal illness, suicide, and AIDS.


Shelp, Earl and Ronald H. Sunderland.  AIDS and the Church: The
Second Decade. Revised and Enlarged. Louisville, KY:
Westminster/John Knox Press, 1992.

One of the best-known basic resources on AIDS and the church. This
book contains factual information about HIV/AIDS, an exploration of
suffering, disease and healing in the Bible, perspectives on AIDS
ministries and examples of ministry.

Telephone: Cokesbury 800-679-1789.


White, Ryan and Marie Cunningham.  My Own Story (1991; rpt. New
York: Penguin Books, 1992).

The moving account of Ryan White, the United Methodist teenager who
made the news when he insisted on going to school after he was
diagnosed as HIV positive.  The New York Times Book Review said the
book is: "a powerful tale, of Ryan White's life and death, of the
news' media's often losing struggle to cope with complex issues, of
the growing power of celebrity, of a family's struggle to rise above
a tragedy that is, after all, nearly beyond words" (May 12, 1991).
This book is for ages 10 and up.  This edition contains an
afterward, telling about Ryan's death and his family's life after
his death.


Yarber, William L.  STDS and HIV: A Guide for Today's Young Adults.
Instructor's Guide. Reston, VA: American Alliance for Health, 1993.

Address: American Alliance for Health, Physical Education,
Recreation and Dance, 1900 Association Drive, Reston, VA 22091.
Phone: 1-800-321-0789.


PAMPHLETS, BROCHURES AND POSTERS

AIDS: A Covenant to Care. English or Spanish.

A statement to let it be known your church welcomes people with
HIV/AIDS. It is free except for postage and handling and can be
ordered in two sizes: bulletin inserts (English #5072, Spanish #5074
Spanish) posters (English #5073, Spanish #5074).

Address: The Service Center, General Board of Global Ministries,
7820 Reading Road, Caller No. 1800, Cincinnati, OH 45222-1800.

SCRIPTOGRAPHIC BOOKLETS

These are easy-to-read booklets with lots of illustrations.

     A Christian Response to AIDS. Order #46300.

     Lo que todos deben saber sobre el SIDA. Order #14308.

     Making Responsible Choices about Sex. Order #18788.

     What Everyone Should Know about AIDS. Order #14274.

     What Every Teenager Should Know about Peer Pressure. Order
     #18820.

Address: All Scriptographic Booklets are available from Channing L.
Bete Co., Inc., South Deerfield, MA 01373. Phone: 800-628-7733.


Why We Care.  Geneva, Switzerland:  World Council of Churches and
the Lutheran World Federation.

A leaflet about AIDS and youth, available in English, German,
Spanish, French, and Portuguese.  Write to the Youth Team, see
address in the description of Making Connections above.


VIDEO CASSETTES ABOUT HIV/AIDS

For films listed as available from ECUFILM, contact  Ecufilm, 810
12th Ave. South, Nashville, TN 37203; Phone: 800-251-4091.


AIDS Wise, No Lies.

This 22-minute video designed for younger audiences presents a
series of ten vignettes about young people of various backgrounds
and cultures whose lives have been affected by AIDS. A study guide
is available.

Address: New Day Films, 121 West 27th Street, Suite 902, New York,
NY 10001; Phone: 212-645-8210


Common Threads:  Stories from the Quilt. Sale: About $20.00.

A 79-minute color video, narrated by Dustin Hoffman, original music
by Bobby McFerrin, that won the 1989 Academy Award for best feature
documentary. The stories cover an Olympic athlete, an 11-year old
suburban boy, and an inner-city married man. All profits raised
through the sale of this video go to The NAMES Project.  The video
may also be available from an area AIDS education organization or
for rental from your local video store.

Address: The NAMES Project, 2362 Market Street, San Francisco, CA
94114-9926; Phone: 415-863-5511.

"I Have AIDS"--A Teenager's Story.  Sale: $12.00, including a free
teacher's guide.

This award-winning 30-minute video is a 3-2-1 CONTACT Extra that was
produced by Children's Television Workshop.  It shows Ryan White
talking with eight-twelve-year-olds about his feelings about having
AIDS and giving information about AIDS.

Address: The National AIDS Information Clearinghouse, P.O. Box 6003,
Department G, Rockville, MD 20850; Phone: 800-458-5231.


I'm Not Afraid of Me.  Rental, $48.00; Sale $360.

A 28 minute video which tells the true story of a young Native
American women and daughter and AIDS.  The promotional description
says the video says they have"a heartwarming... realistic...
optimistic... loving relationship and that the video dispels stigma
and stereotypes.

Address: Shenandoah Film Productions, 538 G. St., Arcata, CA 95521.
Phone: 707-822-1030; FAX 707-822-5334.


Philadelphia. Sale: About $30.00

This 1993 film, rated PG-13, earned a number of Academy Award
nominations and Oscars for Tom Hanks, as best actor, and Bruce
Springsteen for his song, "Streets of Philadelphia."  Tom Hanks
plays a gay lawyer who is diagnosed with AIDS and fired by his law
firm.  Denzel Washington plays the lawyer that helps him take legal
action.  This video is available for rental from most video stores
and may also be purchased.


Spread the Word. Rental $20, sale $24.95. ECUFILM

A 27-minute video that gives AIDS information and is a discussion
starter for adolescents and young adults. The book To the Point,
available from Cokesbury contains a leader's guide for using this
video with youth. Check your annual conference video library.


Threads of Love: A Tapestry of Remembrance.** English or Spanish

A moving ten-minute video produced by Health and Welfare Ministries,
GBGM, UMC, about the NAMES Project AIDS Memorial Quilt, showing the
quilt and individual panels made in remembrance of persons who have
died from AIDS.

Address: HIV/AIDS Ministries Network, Room 350, 475 Riverside Drive,
New York, NY 10115.  Phone: 212-870-3909; FAX: 212-749-2641;
Internet: ccarnaha@gbgm-umc.org

Unconditional Love.  Rental: $18.00; Sale: $24.95. ECUFILM.

A 30 minute video about the HIV/AIDS ministry of St. Paul's United
Methodist Church in Rodundo Beach, CA.  A major part of their
ministry is a food pantry.


Why We Care: About AIDS.  Rental: $18.00; Sale: $29.95. ECUFILM

Three vignettes in a 30 minute video which reveal forms of
discrimination against those perceived to have HIV/AIDS.  One
vignette shows an inner city ministry in Baltimore.

What You Should Know--Young People & AIDS. Video package. Sale:
$195.00 from Channing L. Bete.

Each package includes one videotape, one leader's guide, 50
Scriptographic booklets on which the video is based, and color
poster.  See address and phone number above for Channing L. Bete.

   Computerized AIDS Ministries (CAM) Is Now on the Internet!



Now you can not only reach CAM by calling us directly via computer
and modem at 212-222-2135 or 800-542-5921, you can reach us via the
Internet. If you subscribe to an online service which offers telnet,
FTP (File Transfer Protocol), and/or World Wide Web (WWW), you can
connect with CAM with these methods. The domain name for CAM is
hwbbs.gbgm-umc.org. (Do not type the period after "org.")

Telnet: Telnet allows you to do most all of things you can do on CAM
if you were to call directly and sign on. From some systems, you may
have to type CAM's IP address 198.139.157.121 instead of its domain
name.

FTP: If you want to download files, FTP is the most reliable means
of getting them. CAM allows FTP both by user ID and anonymous FTP.
Those calling via anonymous FTP do not have access to all libraries
but do have access to all key AIDS and religious libraries.

WWW: CAM is just developing its World Wide Web pages. The WWW is a
fast growing network of "home pages" where users can browse and read
material, see photographs and even hear sound or see video clips.
You can reach CAM's library from the WWW. Also on CAM's home pages
you can read stories of people with AIDS and information on the
Covenant to Care program.  One part of CAM's pages which is under
development are memorial pages for people who have died of HIV/AIDS.
It will be an online "Quilt" which will include words, photos of
loved ones and of their quilt panels.

Internet E-mail: In addition, those who are full members of CAM can
now both send and receive Internet e-mail.

To ask more questions about CAM, you can send e-mail to
ncarter@gbgm-umc.org.  If you want to learn more about the HIV/AIDS
Ministries Network, send e-mail to aidsmin@gbgm-umc.org.  We can be
reached via voice at: 212-870-3909.



