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The Tangled Web Woven: Exploring Sexual Networks and HIV Through Role-Play

The Tangled Web Woven: Exploring Sexual Networks and HIV Through Role-Play. Elizabeth Crosby, MPH (c), Meagan Johnson, MPH, and Jennifer Kincaid, MPH (c) Boston University School of Public Health For IH 887: Maternal and Child Health in Developing Countries

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The Tangled Web Woven: Exploring Sexual Networks and HIV Through Role-Play

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  1. The Tangled Web Woven: Exploring Sexual Networks and HIV Through Role-Play Elizabeth Crosby, MPH (c), Meagan Johnson, MPH, and Jennifer Kincaid, MPH (c) Boston University School of Public Health For IH 887: Maternal and Child Health in Developing Countries A special thanks to Professors Monita Baba-Djara and James Wolff

  2. Setting the Scene • Global Health Council 2009: Scaling Up Services Goes Hand in Hand with Creating a Greater Demand • Two and a half hour classroom session • Session divided into three parts with various activities

  3. Classroom Activity Context Divided students into four main groups Each group was assigned a specific HIV intervention or program to advocate for throughout the session One activity ran simultaneously throughout the session: The Tangled Web Woven

  4. Major Educational Objectives Understand concurrency and how this perpetuates transmission of HIV Understand and experience the process of HIV testing and counseling Understand and experience the emotional aspects of HIV status disclosure

  5. Inspiration for the Tangled Web • Article (Kohler et al. 2006): mapped sexual network in Malawi that involved 65% of the 7 villages surveyed

  6. Activity Preparation • Sexual network constructed from class roster • Each student’s sexual partners & HIV “test” result were predetermined • HIV Testing Center was set up in the back of the class

  7. Sexual Network

  8. Activity Description • Started by instructing two male students to visit the testing station • No other instructions were given to the class as a whole

  9. Activity Description: Class • After the student was tested and counseled, he was advised to disclose his status to his “partners” • Their partners were told to follow the same procedure, eventually forming a “sexual network” within the classroom

  10. Slide Show

  11. Student Response Unexpected outcomes and communication breakdown Allowed for time at the end of the session for students to discuss how they felt during the activity Students could process the exercise and gain more understanding of the emotional aspects of getting tested for HIV

  12. Applications • Would work best for participants who can handle the content of this role play • Mature undergraduate and graduate students • Possibly could engage the younger end of the spectrum in a high school health class to illuminate the realities of other sexually transmitted infections.

  13. Benefits • Active participation increases the chance of students retaining learning concepts and objectives • Allows students to experience some of the emotional aspects of HIV and testing and not simply gain factual and theoretical knowledge about the subject

  14. Questions??? Thank You

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