The Spread of HIV Through a Population

By Lois Glasscock

ABSTRACT

Adolescents can take responsibility for their behavior. The objectives for the activity THE SPREAD OF HIV THROUGH A POPULATION asks the student to look critically at the number of people who are hurt when a person is found to be HIV positive. Behavior, which at first looks like an individual's private choice, is seen to affect a large circle of peers, family and community. This activity will fit the content area involving the immune system.

This activity was developed in collaboration with Frank C. Jahn, Esperanza High School, 1830 N. Kellog Dr., Anaheim, CA 92686 and was first published by the 1992 Woodrow Wilson Biology Institute on Bioethics.

INFORMATION FOR THE TEACHER

INTENDED AUDIENCE:

OBJECTIVES

1. Students use a model to illustrate the spread of HIV through an adolescent population.

2. Students, acting in the role of epidemiologists, explore the dilemmas of HIV infection presented by the simulation.

3. In cooperative groups, students identify values and make decisions based on ethical principles of human dignity, beneficence and justice.

4. Students produce a play, skit, broadcast, puppet show, story or some vehicle to present HIV information to younger children.

5. Students critically explore the conflict between freedom, "it's my life," and the responsibility that the individual has to the larger community.

Materials

1. Clean test tube for each student

2. Distilled water or water that remains colorless when tested with phenolphthalein. Do not add buffer or acid. It must be sensitive to slight amounts of NaOH which represents HIV

3. 0.1 molar NaOH

4. Phenolphthalein, dissolved in alcohol, diluted with water

NOTE TO THE TEACHER

Each sexual encounter will be represented by the exchange of droppers of fluid between the two test tubes. At the end of a 10 minute time interval each student/epidemiologist returns to the lab bench to test the test tube for contamination. To test for HIV add a drop of Phenolphthalein. If the fluid turns pink that individual is infected. Students are visibly shaken when their subject is found to be HIV positive. Have epidemiologists following infected individuals give profile of their subject to the class.

Students move to cooperative groups. Groups can be organized (1) so that members represent the various interested parties and each hears a variety of perspectives or (2) so that each group explores the problem from one point of view. One group could approach the problem based on the perspective of close friends, another could represent the views of the medical community, another the family, etc. Let your students help define the interested groups. It will facilitate group work if a group leader and a recorder are assigned.

TASK SHEET FOR COOPERATIVE GROUPS

TASK

1. Identify four problems that arise in the consideration of the plan for the care of the infected individual. Write these on the group's display pad. Choose the main problem and write it on the pad as a question.

2. List all, both individuals and institutions, that are affected by this problem either directly or indirectly. Write them on the display pad.

3. Outline several possible solutions. Consider what action will be performed:
   
   a. by whom?
   b. how will it help solve the problem?
   c. where will the action take place?
   d. when will the action take place?

   What values did you consider in choosing a solution? Values include truth telling, protecting another from pain or harm, respect for others, freedom, fairness, empathy, growth of knowledge. List at least four values that you considered in choosing a course of action.

   As a group select your best possible answer to the question formulated in "1". Defend your plan of action.

   Discuss the "Did you consider" questions that are in your envelope.

   Each group posts their conclusions and reports to the class.

DID YOU CONSIDER?

1. How you would feel if you were diagnosed with HIV infection?

2. If you were the one who was HIV positive, would the solution that your group formulated be adequate to take care of your needs?

3. Place yourself in the position of an HIV infected individual. Who, other than yourself, would be hurt most by the news?

4. What do children need to know about HIV infection?

5. What would make a difference in HIV education?

CLASS DISCUSSION

Some of the possible profiles for the simulation are listed below. Notice that many of them could be either male or female. I would suggest that you make several copies of this page, adjust the sexes of the individuals so that it makes a believable mix, put the profiles on cards and hand them out randomly to your students.

REFERENCES

Kohlberg, L., and Lickona, T. (1986) The Stages of Ethical Development: From Childhood to Old Age. New York: Harper and Row

Zucker, A., Borchert, D. and Stewart, D. (1992) Medical Ethics, a Reader. Englewood Cliffs, NJ: Prentice Hall

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