Pediatric HIV

AN INTERVENTION TO MINIMIZE THE FREQUENCY OF DEVELOPMENT OF PEDIATRIC HIV AMONG AFRICAN AMERICAN AND LATINO 10-TO-12 YEAR OLD SUBJECTS IN NEW YORK CITY: A HEALTH EDUCATION APPROACH BASED CONCEPTUALLY ON THE HEALTH BELIEF MODEL AND BLOOM'S TAXONOMY OF THE EDUCATIONAL PROCESS Most 10-to-12 year old individuals in the African American and Latino populations in New York City are not sexually active. Children in this age group in these populations, however, are sexually aware and interact with older students who are sexually active. The purpose and objectives of the teaching plan to minimize the frequency of development of pediatric HIV, therefore, will be to provide 10-to-12 year students with the knowledge and motivation to behave responsibly in relation to sexual activity during their teenage years. Health Conceptual Framework: Health Belief Model According to the Health Belief Model, the likelihood that someone will adopt (or continue to engage in) a health-protective behavior is primarily a function of two factors. First, the person must feel personally threatened by the disease. That is, he or she must feel personally susceptible to (or at risk for) a disease with serious or severe consequences. Second, the person must believe that the benefits of taking the preventive action outweigh the perceived barriers to (and/or costs of) taking that action. The costs and benefits of performing one behavior (such as always using a condom whe and Davis (1994) suggest that culturally sensitive videos further enhance learning associated with the acquisition of AIDS knowledge and endorsement of HIV/AIDS prevention beliefs. Students were more receptive to culturally sensitive information without perceiving it as less distressful or less serious (Stevenson & Davis, 1994). According to Bunce (1995) if the student sees how concepts interact and support each other, it is easier to access the knowledge. Even better is the situation where the student also sees how the concepts relate to real life. Consequently, it is important for the teacher to establish a need to know within the learner. Such needs acquisition might involve setting a scenario from stories in the newspaper, or discussing issues that touch students' lives. Students need to learn why HIV/AIDS education is important. Research shows that student questions are one key to their thinking and learning. The act of questioning signals an engagement of student attention, thought stimulation, motivation to learn, and learning. By making use of student perplexities, the experience becomes a valuable opportunity for students to realize the importance HIV/AIDS education ("Sexuality Education for Children and Adolesce