Blood Lines - ETR Associates

Prepared by ETR Associates 

4 Carbonero Way 

Scotts Valley, CA 95066 

This resource was developed under the Cooperative Agreement #8U58-PS003731-02 

from the Division of Adolescent and School Health at the Centers for Disease Control 

and Prevention. The findings and conclusions in this report are those of the authors and 

do not necessarily represent the official position of the Centers of Disease Control.

Table of Contents 

Overview ................................................................................. 1 

Introduction ........................................................................... 3 

Tips for Getting Started ............................................................... 5 

Blood Lines Video Discussion Agenda ................................................ 7 

Video Discussion. ........................................................................ 9 

Overview of Blood Lines Video. ...................................................... 11 

HIV Review Questions ............................................................... 13 

Show the Blood Lines Video ......................................................... 21 

Video Discussion Part I: Identifying Risk ............................................. 23 

Video Discussion Part II: Small Groups and Local Testing Resources ................ 27 

Student Questions and Closure ...................................................... 35 

Activities ................................................................................ 37 

Activity #1 – Demonstrating Condom Use ............................................ 39 

Activity #2 – Condom Line-Up ....................................................... 43 

Activity #3 – Stop the Spread ........................................................ 45 

Activity #4 – Demonstrating Cleaning Works ......................................... 49 

Commonly Asked Questions. ............................................................ 53 

Blood Lines Facilitator Guide 

© 2012 ETR Associates 

Cooperative Agreement #8U58-PS003731-02 

i

ii 

© 2012 ETR Associates Blood Lines Facilitator Guide 

Cooperative Agreement #8U58-PS003731-02

Overview

2 



The Blood Lines Facilitator Guide 

Introduction 

The Blood Lines Facilitator Guide is designed to be used by educators within the juvenile justice 

system who work with incarcerated youth but can also be used in alternative school and homeless 

youth settings. It is not intended for a general school population. The guide assists educators in 

leading a two hour session with youth about HIV prevention, transmission and testing using the 

Blood Lines video. It provides a step-by-step process for showing and processing the video as well 

as optional activities to conduct after the video discussion that enhance learning and reinforce 

important HIV prevention messages. The session is designed for groups of 6-25 youth. The larger 

the group, the more important it is that the facilitator(s) feel skilled and comfortable in meeting the 

challenges larger groups can present. 

Objectives 

As a result of the Blood Lines Video Discussion, youth will be able to: 

 

 

 

 

 

 

Identify the different risk factors for HIV. 

Identify the behaviors that prevent the spread of HIV. 

Recognize their own vulnerability to HIV infection. 

Identify common barriers to HIV preventive behaviors. 

Identify ways to overcome the barriers to performing HIV preventive behaviors. 

Identify local HIV testing resources 

How to Use this Guide 

This guide is broken down into the following sections: 

Overview – This section includes the objectives for leading the video discussion, instruction on how 

to use the facilitator guide, tips for getting started and the suggested agenda for the Blood Lines 

Video Discussion. The suggested agendas for leading the video discussion and optional activities 

with youth can be found on page 7. 

Video Discussion – This section breaks down the video discussion into several smaller topics (as 

shown on the suggested agenda), beginning with “Overview of the Blood Lines Video.” For each 

topic, you will find the purpose of facilitating the topic, the time, materials and advanced preparation 

needed to cover the topic, and a step-by-step procedure to follow for facilitation. In the procedural 

steps, the different graphics will indicate whether information should be: 

1. Spoken 

2. Presented as a question and answer 

3. Written on flipchart 

Q uestion 

A nswer 

4. Distributed as a handout 




3

Activities – The Blood Lines Video Discussion agenda recommends that one or more activities 

follow the video discussion. The Activities Section includes four suggested activities that are 

designed to help reinforce information from the video discussion. Consider the specific needs of the 

youth when choosing which activity to follow the discussion. For example, if youth have questions 

regarding the correct use of condoms, “Demonstrating Condom Use” and “Condom Line Up” would 

be good activities to teach youth condom use skills. If youth express having sexual relationships 

with multiple partners, the “Stop the Spread” activity would be appropriate to teach youth about the 

transmission of HIV and other STDs via multiple partners. If the youth are heavily involved with 

needle sharing or injection drug use, “Demonstrating Cleaning Works” might be most appropriate. 

In all cases, time constraints and facility policies should be taken into account when selecting 

activities to facilitate with youth. 

Commonly Asked Questions - This section includes some commonly asked questions by youth. 

It is meant to be used as an additional resource for facilitators. 

Materials Needed* 

On Flipchart Paper: 

Pre-labeled flipchart: 

“Group Agreements” 

“Abstaining from sex” 

“Use condoms correctly every time” 

“Use clean works” 

Get tested for HIV” 

“Ways to Prevent the Spread of HIV” 

Handout: 

HIV Transmission Worksheet for each student – on page 17, will need to make copies ahead of time 

Blank Index Cards 

Local Testing Resources Handout for each student –on page 33, will need to make copies ahead of time 

Other: 

Markers 

HIV Transmission Worksheet Facilitator Answer Key – on page 19 

Blood Lines Video or DVD 

VCR or DVD player and monitor 

Box or other container to collect index cards 

Pens or pencils 

* These are the materials required to lead the Blood Lines Video Discussion only. Materials 

needed for the optional activities can be found on the instructions for each activity. 

4 



Tips for Getting Started 

Know the Facts 

Facilitators need a solid understanding of HIV transmission and prevention. Become familiar with 

the discussion questions in this guide and the correct answers to the questions. Up-to-date 

information about HIV and AIDS can be found in the Blood Lines Participant Training Manual. 

Facilitators also need to know what their facilities’ policies and resources are regarding HIV testing 

and HIV positive residents. Learn about the HIV testing available in the juvenile facility. Be 

prepared to share this information with the residents, including what steps they need to take to get 

tested and whether or not the testing will be confidential. Learn about HIV testing sites in the 

community as well. What type of HIV testing does the county health center provide? Are there any 

anonymous testing sites? Do the youth in your program have access to these services? Be 

prepared to share this information with youth. The Local Testing Resources Handout on page 33 

can help you learn about HIV testing facilities available in your community. 

Creating a Trusting Environment 

One of your roles as the group leader is to build and maintain the group’s identity. At the beginning 

of the session, it is important to establish an atmosphere of trust. A trusting atmosphere is warm, 

accepting and non-threatening. It supports and encourages youth as they share their ideas, 

attitudes and behaviors. It facilitates learning within the security of the group. Your behavior and 

attitudes as the facilitator will be critical in establishing this atmosphere. For the discussions to be 

effective it is imperative that facilitators: 

 

 

 

 

 

 

 

 

Have teens establish group norms. 

Support and provide feedback to teens. 

Build and protect their sense of belonging. 

Maintain their confidentiality. 

Encourage more reticent teens to participate. 

Discourage more enthusiastic teens from monopolizing. 

Respond to criticism. 

Clarify teen comments and recall feelings, ideas, opinions, and questions that come up 

during the session. 




5

Encouraging Discussion 

Perhaps the most basic skill that an effective facilitator should possess is the ability to encourage 

discussion. This can be accomplished by: 

 

 

 

 

 

 

 

 

 

Asking open-ended questions which allow for many possible responses. 

Asking open-ended questions which guide the discussion in a particular direction. 

Using active or reflective listening. This technique involves paraphrasing a person’s 

comments, without inserting opinions or judgments, so that the person knows that they have 

been heard. 

Listening to and supporting every teen’s contribution. 

Listening for the total meaning of the message, and responding to feelings. In some 

instances, the content is far less important than the feeling, which underlies it. 

Using “I” messages and encourage others to do the same. Words like “people,” “you” and 

“everyone” are sometimes used so that the speaker will not have to take responsibility for 

the statement s/he makes. 

Using language that teens can understand. Do not use “jargon” that would exclude others 

or be condescending or “slang” that would possibly offend a group member. 

Coping with conflict when it arises. 

Being aware of your own values and feelings and communicate as non-judgmentally as 

possible. 

Responding to Sensitive Questions 

As the group leader, you may also have to respond to difficult questions about sensitive topics like 

sexual behavior and orientation. Key points to remember when faced with sensitive questions are 

to: 

 

 

 

 

 

 

Set group agreements about the types of questions that are appropriate or inappropriate. 

Refer back to these agreements throughout the discussion. 

Provide students with factually correct answers. 

Be wary of sharing your personal beliefs; if you choose to share your opinion, emphasize 

that it is only one of many. 

Remember it is okay to not know the answer to a question. Tell the youth, “I don’t know,” 

and then refer them to the appropriate source. 

Some questions might not be appropriate for the group discussion. 

Establish that all questions are valid. If a question cannot be answered in front of the whole 

group, tell the youth that you are not prepared to have a discussion about that issue, but to 

please see you after class, so that you may answer the question privately. 

For more information on answering sensitive questions, see the Participant Training Manual. 

6 



Blood Lines Video Discussion Agenda 

Suggested Two-Day Agenda 

Day 1 (60-90 minutes) 

10 minutes Overview of Blood Lines Video 

15 minutes HIV Review Questions 

25 minutes Show the Blood Lines Video 

15-30 minutes Video Discussion Part I: Identifying Risk 

Day 2 (50-60 minutes) 

15 minutes Video Discussion Part II: Small Groups and Local Testing Resources 

20-30 minutes Activity 

Choose one or more from the following: 

Demonstrating Condom Use 

Condom Line Up 

Stop the Spread 

Demonstrating Cleaning Works 

15 minutes Student Questions and Closure 

Suggested One-Day Agenda 

10 minutes Overview of Blood Lines Video 

15 minutes HIV Review Questions 

25 minutes Show the Blood Lines Video 

15-30 minutes Video Discussion Part I: Identifying Risk 

BREAK 

15 minutes Video Discussion Part II: Small Groups and Local Testing Resources 

20-30 minutes Activity 

Choose one or more from the following: 

Demonstrating Condom Use 

Condom Line Up 

Stop the Spread 

Demonstrating Cleaning Works 

15 minutes Student Questions and Closure 




7

8 



Video Discussion

10 



Overview of Blood Lines Video 

Purpose 

As a result of this section, 

youth will: 

Learn about the Blood Lines 

video discussion 

Establish group agreements 

to guide the video 

discussion 

Time 

10 minutes 

Materials 



“Group Agreements” 

Other: 

Markers 

Introduction 

In this section, youth will be introduced to the Blood Lines Video 

Discussion. They will have the opportunity to create their own 

group agreements that will guide the video discussion. 

Procedure 

1. Welcome students and introduce yourself. 

2. Introduce the Blood Lines Video Discussion session by 

saying: 

Today we will be watching a video called Blood 

Lines. This video is a documentary that was put 

together by two teenage girls after they found out 

that they were infected with HIV. These two 

girls, Rebecca and Jennifer, traveled across the 

United States and Europe conducting interviews 

with other kids around their age who were HIVpositive. 

This documentary illustrates the realities 

of being young and having HIV. 

3. State the purpose of this session by saying: 

We are watching this video because more teens 

today are getting infected with HIV than ever 

before. Many young people don’t think they are 

at risk for HIV. They don’t take steps to protect 

themselves, and they don’t get tested. This means 

that many young people may be infected and not 

even know it. This keeps the virus spreading. 

By watching this video, we hope that you will 

learn more about HIV and AIDS, and how HIV 

affects the lives of young people. After the video, 

we will talk about the different risk factors for 

HIV and what you can do to protect yourself from 

getting infected. We will also talk about HIV 

testing, and you will learn where you can get 

tested for HIV. 

4. On a piece of flipchart paper, write “Group Agreements” at 

the top. 




11

5. Let the students know that in order to have a successful 

discussion about HIV, it is helpful to follow some group 

agreements. 

6. Have students brainstorm a list of group agreements, and 

write their agreements on the flipchart paper. Ask the 

students if they can all agree to follow these agreements for 

the rest of the session. Discuss any differences. 

Suggestions for Groups Agreements 

 

 

 

 

 

 

Respect the privacy of others 

No asking of personal questions 

Non-judgmental communication 

Listening to one another 

One person talks at a time 

All questions are valid 

7. Post the Group Agreements on the wall so that students can 

see them at all times. 

Summary 

Let students know that these agreements should be honored for 

the entire video discussion. 

12 



HIV Review Questions 

Purpose 


youth will: 

Identify the different risk 

factors for HIV 

Identify behaviors that 

prevent the spread of HIV 

Time 

15 minutes 

Materials 


“Ways to Prevent the 

Spread of HIV” (blank 

and completed versions) 

Handout: 

Copies of the HIV 

Transmission Worksheet 

(page 17) 

Other: 

HIV Transmission 

Worksheet Facilitator 

Answer Key (page 19) 

Markers 

Advanced 

Preparation 

Prepare “Ways to 

Prevent the Spread of 

HIV” flipchart in advance 

Make copies of the HIV 

Transmission Worksheet 

for each student 

The review is a good way 

for facilitators to diagnose 

the students’ general 

understanding of HIV. 

Introduction 

This section is designed to review basic information about HIV 

and other Sexually Transmitted Diseases (STDs) before watching 

the video. Youth will do an activity to review the different ways 

that HIV can and cannot be transmitted, and they will brainstorm 

ways to prevent the spread of HIV. 

Procedure 

1. Let the students know that they will review some basic 

information about HIV and STDs (see TIP). 

2. Ask the following questions about HIV and AIDS, and allow 

the students to respond. Be sure to highlight the correct 

answers in the shaded boxes. 

Q uestion 

What does it mean when we say that someone 

has HIV? 

A nswer 

HIV stands for Human Immunodeficiency Virus. 

HIV is the virus that causes AIDS. If someone 

has HIV, they are infected with the virus and can 

spread the virus to others, but they may not feel 

sick. Over time, the virus attacks the body’s 

immune system, the system that keeps the body 

healthy. 

Q uestion 

What is the difference between HIV and AIDS? 

A nswer 

AIDS stands for Acquired Immunodeficiency 

Syndrome. This is the late stage of an HIV 

infection when the body’s immune system 

becomes very weak. When someone has AIDS, 

the immune system is seriously damaged, and the 

person has one or more of a list of serious health 

conditions (called opportunistic infections), such 

as cancers and pneumonia. 




13

3. Explain HIV in the context of other STDs by saying: 

Try using flipchart paper 

instead of the worksheets. 

HIV is one of many Sexually Transmitted 

Diseases, or STDs. STDs are very common 

among people who are sexually active, especially 

young people. Some STDs are curable, like 

Chlamydia or gonorrhea, but can be very 

dangerous if they are left untreated. Some STDs 

are not curable, like herpes and human papilloma 

virus (or HPV). HIV is a very serious STD that 

can weaken your immune system and cost you 

your life. Today we will be focusing on how you 

can prevent the spread of HIV. We are going to 

start with an activity that will help us to learn all 

of the ways HIV CAN and CANNOT be 

transmitted. 

4. Divide the class in half, and distribute an HIV Transmission 

Worksheet and a marker to each student (see TIP). 

5. Instruct one half of the room to circle all of the ways that HIV 

CAN be transmitted on their worksheets. Instruct the other 

half of the room to circle all of the ways that HIV CANNOT be 

transmitted. 

6. Allow five minutes for the students to complete the 

worksheet. When the time is up, read through each item on 

the worksheet and ask for the students to raise their hand if 

they circled that item on their worksheet. 

7. Be sure to clarify the correct response using the HIV 

Transmission Worksheet Facilitator Answer Key (on page 

19). 

14 



8. Highlight the key points by saying: 

The take home message is that HIV is only found 

in certain fluids in the body – blood, semen, 

vaginal fluids and breast milk. For someone to 

get HIV, one of these “risky fluids” has to 

exchange with the fluids from someone else. 

You can’t get HIV from casual contact. There are 

many ways to show affection with another person 

that do not put you at risk for HIV at all. It is just 

as important to know how HIV is not transmitted 

so that you can protect yourself from HIV and 

also protect yourself from mistreating someone 

with HIV. 

Remember, the safest way to protect yourself 

from HIV is to abstain from sexual intercourse. 

9. Bring the small groups back together. 

10. Ask the entire class to brainstorm answers to the question 

below. Record responses on flipchart. 

Q uestion 

Now that we know how HIV CAN and CANNOT 

be transmitted, what are some things you can do 

to prevent the spread of HIV? 

11. Post the correct answers (shown in the “Ways to Prevent the 

Spread of HIV” flipchart below) on the wall. Clarify any 

differences between the student responses and the answers 

below. Be sure to define any terms that are unfamiliar. 




15

A nswer 

Ways to Prevent the Spread of HIV 

 

 

 

 

 

 

Abstain from sex 

If having sex, use a latex or 

polyurethane barrier correctly 

every time (male and female 

condoms; dental dams for oral sex) 

Be in a mutually monogamous 

relationship (two people who are 

only having sex with each other; 

there is no risk of getting HIV if both 

partners are HIV negative) 

Abstain from use of drugs (drugs 

can impair judgment and put you at 

risk) 

Do not share any kind of needles 

(for drugs, tattoos, body piercings) 

or drug works (cooker, cotton, 

spoons, etc.) 

Get tested for HIV and other 

STDs 

12. Leave the flipchart on the wall for the rest of the video 

discussion. 

Summary 

Remind students that they already know a lot about how HIV is 

prevented and how it is spread. 

16 



HIV Transmission Worksheet 

What are the ways that HIV CAN and CANNOT be transmitted? 

Sharing needles 

and syringes to 

inject drugs 

Hugging or kissing 

someone who is 

infected with HIV 

Unprotected 

oral sex 

Donating 

blood 

From mother to child during 

pregnancy, childbirth and 

breastfeeding 

Being around 

someone with 

HIV 

Sharing food or 

drinks 

Vaginal sex 

without a 

condom 

Sharing needles for 

tattooing or body 

piercings 

Touching a 

doorknob 

Unprotected 

anal sex 

Exchanging saliva 




17

18 



HIV Transmission Worksheet 

Facilitator Answer Key 

For 

Facilitators 

The ways that HIV CAN be transmitted are circled. 

Sharing needles 

and syringes to 

inject drugs 

Hugging or kissing 

someone who is 

infected with HIV 

Unprotected 

oral sex 

Donating 

blood 

From mother to child during 

pregnancy, childbirth and 

breastfeeding 

Being around 

someone with 

HIV 

Sharing food or 

drinks 

Vaginal sex 

without a 

condom 

Sharing needles for 

tattooing or body 

piercings 

Touching a 

doorknob 

Unprotected 

anal sex 

Exchanging saliva 




19

20 



Show the Blood Lines Video 

Purpose 


youth will: 

Recognize their own 

vulnerability to HIV infection 

Time 

25 minutes 

Materials 

Handout: 

Blank Index Cards 

(one per student) 

Other: 

Blood Lines Video or 

DVD 

VCR or DVD player & 

monitor 

Box or other container to 

collect index cards 

Pens or pencils 

#1) For students with 

difficulty reading, pause 

the video and read the HIV 

facts out loud when they 

come on the screen. 

Introduction 

In this section, youth will watch the Blood Lines video. They will 

have the opportunity to write down anonymous questions about 

HIV and/or the video for the facilitator to answer at the end of the 

group discussion. 

Procedure 

1. Before showing the video, prompt students to pay attention 

and remember which young person’s story stands out the 

most to them. It could be because the story surprises them, 

reminds them of someone they know, is very sad, or not 

believable. 

2. Handout one blank index card and a writing utensil to each 

student. Let the students know that if they have any 

questions that come up during the video about HIV or the 

something they see in the video, they can write their question 

on the blank index card. The questions will be anonymous. 

The facilitator will collect these questions after the video and 

answer the questions at the end of the discussion. 

3. Show the video (see TIP). 

4. After the video is complete, collect the index cards into a box 

or other container. Make sure everyone turns in a card 

regardless of whether or not he or she wrote a question on 

the card. For students who do not ask a lot of questions, the 

facilitator may want to “stack the deck” with some of their own 

questions (see page 53 for a list of commonly asked 

questions). This will ensure that the student questions 

remain anonymous. 

5. Let students know that you will answer their questions at the 

end of the discussion. 

#2) For students with 

difficulty paying attention, 

stop the video after the 

“You can get HIV from…” 

fact comes on the screen. 




21

22 



Video Discussion Part I: Identifying Risk 

Purpose 


youth will: 

Identify the different risk 

factors for HIV 

Recognize their own 

vulnerability to HIV infection 

Time 

15 - 30 minutes 

Materials 

None 

Try some different 

processing strategies. For 

example, ask students to: 

1. Individually write down 

some words or notes 

about the video 

2. Individually draw 

pictures about the 

video 

3. Share a question that 

came up, or memorable 

story with a partner 

Introduction 

In the first part of the video discussion, youth will discuss their 

initial reactions to the video. They will identify some of the risks 

the characters took in the video and relate these risks back to 

their own lives. 

Procedure 

1. After showing the video, allow two minutes for students to 

process what they just saw (see TIP). Prompt their reflection 

by asking them to think of which young person’s story stood 

out the most to them. 

2. Ask for some volunteers to share their thoughts and 

reactions. 

3. Let students know that you will be asking specific questions 

to help them understand more about HIV and AIDS. 

Remember to create a safe environment for students to share 

their responses. For each question that is asked, pause to let 

the students answer, and then reinforce the answer with the 

information that is provided in the shaded boxes where 

necessary. 

Q uestion 

Before the video, we talked about the ways that 

people can get HIV. After watching the video, 

what were some of the risk factors you heard the 

characters talk about that put them at risk for 

HIV? 

A nswer 

Some of the risk factors the young people talked 

about in the video include: 

• Having unprotected sex “once or twice” 

• Having unprotected sex with an IV drug user 

• Having many sex partners 

• Shooting up and sharing needles 

• Getting a blood transfusion 

• Not thinking that HIV was something that would 

happen to them 

• Not speaking up to protect themselves 




23

Q uestion 

Were any of these risks similar to the risks that 

you or your friends take? 

Q uestion 

Some people say that it is okay not to use 

condoms because they are only having sex with 

one person or because they use condoms with 

everyone except for their boyfriend or girlfriend. 

Is this safe behavior? How can you tell if your 

partner is faithful? 

A nswer 

If two people know that they do not have HIV, they 

do not share drugs with other people, and they only 

have sex with each other, they will not be exposed 

to HIV. This is called a mutually monogamous 

relationship. 

But how can you tell if your partner is faithful? The 

harsh answer is that you can’t. The only person you 

know about for sure is yourself. Even people for 

whom honesty is important may lie at some point in 

their lives. They may think they are protecting you, 

or are afraid that you will think badly of them. 

Sometimes a partner may be faithful when it comes 

to sex, but they put themselves at risk in other ways 

– like sharing needles for drugs. While honest 

communication with your partner is important, the 

safest thing to do is to use protection all the time. 

Q uestion 

Who do you think is most at risk for HIV? 

A nswer 

Many young people think that HIV is not something 

that happens to them. But anyone who engages is 

unsafe behavior, even once, can get HIV. Today, 

the reality is that HIV is spreading to young people, 

women and people of color - mostly through 

heterosexual contact. It is important that anyone 

who engages in sex or injects drugs use protection. 

24 



Q uestion 

At one point in the video, Jennifer was talking 

about when she found out she was HIV-positive. 

She said, “I thought that HIV only happened to 

people I didn’t know – gay men, people who use 

drugs.” Why do you think many young people 

think that HIV is something that won’t happen 

to them? 

Summary 

Summarize this portion of the discussion by mentioning that often 

we know what things will put us at risk for HIV, but we take the 

risks anyway. Many young people don’t think that HIV is 

something that can happen to them, but this video shows us that 

HIV is a reality for many young people. For the next part of our 

discussion, we will consider what we can do to stop the spread of 

HIV. 




25

26 



Video Discussion Part II: 

Small Groups and Local Testing Resources 

Purpose 


youth will: 

Identify the barriers to HIV 

preventive behaviors. 

Identify ways to overcome 

the barriers to performing 

HIV preventive behaviors. 

Identify local HIV testing 

resources 

Time 

15 minutes 

Materials 



“Abstaining from sex” 

“Use condoms correctly 

every time” 

“Don’t share needles or 

works for drugs, tattoos 

or body piercings” 

“Get tested for HIV” 

Handout: 

Local Testing Resource 

Handout (on page 33) 

Other: 

Markers 

Advanced 

Preparation 

Fill out the Local 

Testing Resources 

Handout ahead of time 

(see “Know the Facts” 

on page 5) 

Introduction 

In order to help students consider ways to make it easier to protect 

themselves from HIV, they will break out into small groups for the 

next part of the discussion. Students will have an opportunity to 

work together to think about why young people continue to take 

risks and how they can take steps towards less risky behavior. 

Procedure 

1. Introduce the small group discussion by saying: 

Several people in the film talk about “slipping up 

once or twice.” Even though many of us know 

what we need to do to protect ourselves from 

HIV, we don’t always do what we should do. 

Most people take a risk at some point in their 

lives. Sometimes we don’t mean to take these 

risks, but in the moment we do anyway. As we 

saw in the video, sometimes taking these risks 

could seriously change your life. 

For this part of our discussion we are going to 

break out into small groups to brainstorm reasons 

why protecting ourselves can be such a challenge, 

and ways that we can make protecting ourselves 

easier. 

2. Have students look at the flipchart posted on the wall that lists 

the ways to prevent the spread of HIV. Ask the students: 

Q uestion 

Many of the young people in the video urged other 

young people to protect themselves. Looking at 

our list, what are the safest ways to prevent the 

spread of HIV? 

A nswer 

The safest way to prevent the spread of HIV is to 

abstain from sex and drugs. 




27

3. After pointing out that abstaining from sex and drugs is the only 

sure way to prevent the spread of HIV, state: 

Even though we know that abstaining from sex 

and drugs is the safest thing we can do, sometimes 

it can seem hard to do. Let’s look at some ways to 

prevent ourselves and others from getting HIV. 

4. Divide the class up into four groups with each group containing 

at least two people. Have each group sit together at a table. 

5. Provide each group with a marker and a piece of flipchart paper 

with one of the following topics written at the top of the page: 

a) Abstaining from sex 

b) Use condoms correctly every time 

c) Don’t share needles or works for drugs, tattoos or body 

piercings 

d) Get tested for HIV 

6. Ask each group to assign a note taker. Tell the groups that on 

the left side of their paper, they should brainstorm reasons why 

it is a challenge for youth to perform that behavior. On the right 

side of the flipchart, they should brainstorm ways to overcome 

each challenge. Every 2-4 minutes, have the groups rotate to 

the next topic and add to the list started by the previous group. 

7. Allow groups no more than 12 minutes for the entire brainstorm. 

Bring the class back together when each group arrives back to 

their original flipchart paper. 

8. Have each group share one challenge and one way to 

overcome the challenge from their flipchart. Highlight the key 

points for each topic that are shown on the following page. 

28 



Why is this hard? 

Pressure from partner 

Pressure from friends 

Get caught up in the moment 

Abstaining from Sex 

Possible solutions: 

Find other ways to show affection 

Talk it out 

Tell friends it is none of their business 

Decide what you want before you get into 

“the moment” 

Use Condoms Correctly Every Time 


Peer pressure or partner pressure to not 

use condoms 

Partner may think you don’t have trust 

Don’t like the way condoms feel 

Condoms break or slip off 

Don’t have any condoms when you need 

them 


Talk with your partner ahead of time about 

using condoms 

Agree to always use condoms with your 

partner, no matter what 

Use lubrication to make condoms feel 

better 

Know how to use condoms correctly 

Be prepared – know where you can get 

condoms, always have them available 

and close by 

Don’t share needles for drugs, tattoos or body piercings 


Addiction 

Don’t have clean needles 

Don’t know how to clean works 


Do not want to know if you are infected 

because it may be depressing or scary 


Get treatment 

Know where you can get needles 

exchanged 

Get Tested for HIV 

Know how to clean your works 

Always have bleach & water available 


If you know you are HIV-positive, you can 

get into treatment and live a longer, 

healthier life. You can also prevent 

transmitting the virus to others. 

Do not want others to know that you 

have HIV 

Can’t afford it 

Don’t like blood or shots 

Don’t know where to get tested 

HIV testing can be anonymous, so you 

don’t have to give your name 

HIV testing is free at many sites 

Tests can be done orally – instead of 

giving blood, the test requires only a swab 

of saliva from inside the mouth 

Websites can help find information 




29

9. Emphasize the importance of HIV testing with the following 

questions: 

Q uestion 

If you are concerned that you or a friend may 

have HIV, how can you find out for sure? 

A nswer 

The only way to know for sure if you have HIV is to 

get tested. HIV tests look for antibodies to HIV in 

your body. Antibodies are what your body’s 

immune system produces to fight off an infection. 

If you have been exposed to HIV, your body will 

produce specific antibodies to HIV that will show 

up on an HIV test. 

Sometimes it can take up to three months from the 

time someone is infected before showing a positive 

test result. Therefore, it is important to repeat a test 

in three months and to abstain from any risk 

behaviors during those three months to know for 

sure whether or not you have HIV. 

Q uestion 

Does anyone know the different kinds of HIV 

tests that are available? 

A nswer 

An anonymous test is when you do not give your 

name. You will only need an ID number to receive 

your results. A confidential test means that you 

give your name when you are tested. Your test 

results become part of your private health record. 

Most tests require either a sample of blood or a 

swab of saliva from your mouth. The original HIV 

tests required two weeks before receiving the test 

result, but today there are rapid tests, which can 

show results in 20-30 minutes. 

30 



Q uestion 

Do you know if testing is available in this 

facility? In the community? 

Assign students homework. 

Provide them with the 

Local Testing Resources 

Handout, and ask them to 

find out about their local 

testing resources. 

Note to facilitator: At this point, the facilitator can explain the 

testing services that are offered at the facility, if any. Be sure to 

explain what kind of testing is done. Is testing confidential or 

anonymous? Is it an oral sample or a blood sample? Is the test 

a rapid test, or will it require longer to receive results? Be sure to 

also explain the procedure for getting tested and the policies 

around HIV positive youth in the facility. Regardless of whether 

or not the facility offers testing, let students know of other local 

testing sites for youth using the Local Testing Resources 

Handout on page 33. Be sure to also emphasize local needle 

exchange programs (see TIP). 




31

32 



Local Testing Resources 

Where can youth go to get tested? 

There are several options for testing, depending upon where you live. Some common places that 

offer testing include: 

Health Departments Community Health Centers Hospitals 

STD Clinics The Doctor’s Office Family Planning Clinics 

(Planned Parenthood) 

How can you find out who offers testing in your community? 

An easy way to find an HIV test site is by texting your zip code to “KNOWIT.” 

Many websites on the internet will also show a listing of the testing sites near you. Some helpful 

websites are listed below. 

 

 

 

www.hivtest.org 

http://www.thebody.com/basics.html 

http://www.harmreduction.org will help you locate Needle or Syringe Exchange Programs. 

Other useful information is available at your local public health department. 

List some of your local HIV/STD resources. 

STD Testing & Free Condoms 

Needle/Syringe Exchange 

Agency: Agency: Agency: 

Phone Number: 

( ) - 

Phone Number: 

( ) - 

Phone Number: 

( ) - 

Days/Hours: Days/Hours: Days/Hours: 

Location: Location: Location: 

Anonymous 

Anonymous 




33

34 



Student Questions and Closure 

Purpose 


youth will: 

Receive answers to their 

anonymous questions about 

HIV 

Time 

15 minutes 

Materials 

Other: 

Anonymous Question 

Cards 

Introduction 

The anonymous question cards allow youth to ask whatever 

question they may have about HIV that may be too embarrassing 

to ask in front of their peers. 

Procedure 

1. Using the index cards that the students turned in after 

watching the video, answer each question to the best of your 

knowledge. Refer to the Answering Sensitive Questions 

Guidelines in the Blood Lines Participant Training Manual. 

2. For students that do not ask a lot of questions, the facilitator 

may want to “stack the deck” with some of their own 

questions. For a sample of good questions to use, see the 

Commonly Asked Questions on page 53. 

3. Thank youth for getting involved in the discussion. Let them 

know that you appreciate their willingness to share their 

thoughts and feelings about this personal subject. 

4. Ask youth to go around the room and share one thing they 

can do to reduce their risk of getting HIV. 

Summary 

Bring the discussion to a close by summarizing the key points 

discussed during the video discussion session. The only sure 

way to protect yourself from HIV is to abstain from sex and drug 

use. If you are going to have sex, it is important to use condoms 

consistently and correctly. If you inject drugs, do not share 

needles or drug works with others. Any time you share works 

you run the risk of getting HIV even though you can reduce your 

risk by cleaning works properly with bleach and water. The only 

sure way to know if you have HIV is to get tested. 




35

36 



Activities

38 ----------------------------------------------- © 2012 ETR Associates Blood Lines Facilitator Guide 


Activity #1 (optional) - Demonstrating Condom Use 

Purpose 


youth will: 

Learn the correct way to use 

condoms. 

Demonstrate how to use 

condoms correctly. 

Time 

30 minutes 

Materials 

Handout: 

Steps for Using 

Condoms Correctly 

Handout 

Other: 

Condoms for each 

participant 

Paper towels or napkins 

Brown paper bag to 

dispose of condoms 

Lubricant 

Penis model (optional) 

Advanced 

Preparation 

Make copies of the 

handout for each student 

Introduction 

This activity will allow students to learn the proper way to use 

condoms. Students will also get the opportunity to demonstrate 

using condoms correctly. 

Procedure 

1. It is very important to begin this discussion by clarifying the 

purpose of the activity. Start by saying: 

We are about to discuss how to use condoms 

correctly. By having this discussion, I want to 

acknowledge that I am not endorsing sexual 

activity among teenagers, nor am I assuming that 

you are sexually active. 

I also want to acknowledge, that many of us in 

this room may have very different personal values 

and beliefs about sex. The purpose of this 

demonstration is to present you with factual 

information about how condoms can be used 

correctly so that you can make a responsible and 

informed choice when the time is right for you. 

2. Ask the group to brainstorm all of the names that they have 

heard for condoms. Examples include: rubber, jimmy hat, 

raincoat. 

3. Ask the group to brainstorm specific brands and types of 

condoms that they have heard of. Examples include: Trojan, 

Lifestyle, Durex, colored, flavored, male and female 

condoms. 

4. Discuss the proper place to store a condom, and emphasize 

that condoms should not be left in the heat for an extended 

period of time. A loose fitting shirt or purse pocket is best. 

5. Discuss the difference between latex, polyurethane and 

animal skin condoms. Latex and polyurethane condoms will 

protect against the transmission of HIV and STDs, but animal 

skin condoms will not. Male condoms are made of latex or 

polyurethane, and female condoms are made of 

polyurethane. Point out that polyurethane condoms can be 

used if someone has an allergy to latex. 




39

6. Demonstrate correct condom use: Distribute the Steps for 

Using Condoms Correctly Handout. Ask for two volunteers to 

stand on either side of the facilitator for the condom 

demonstration. Ask the class to read out loud the steps on 

the handout while the facilitator and two volunteers 

demonstrate the steps using a penis model or two fingers. 

Answer any questions. 

7. Condom practice: Divide students into pairs. Distribute one 

condom to each student. Ask for each student to 

demonstrate correct condom use with their partner, using a 

penis model or two fingers. 

8. Dispose of condoms in the brown paper bag. Facilitators will 

need to comply with facility policies regarding collection and 

disposal of condoms. 

Summary 

Reconvene group, answer any remaining questions. Reinforce 

that using a condom isn't 100% safe against STDs--only 

abstinence is--but it offers the best protection from STDs if you do 

have sex. Have several volunteers say one thing they learned 

today about these skills. 



Steps for Using Condoms Correctly 

1. Check expiration date on the condom package. 

2. Push (squeeze) the condom to one side and open the package, being 

careful not to tear the condom. 

3. Check to be sure that the condom is on the proper side to roll down the 

penis correctly. Look closely. Condoms only roll in one direction. 

4. Hold the condom by the last ½ inch at the tip, making sure to squeeze out 

any air, and squeeze a few drops of lubricant or spermicide inside the top of 

the condom. This makes the condom less likely to break and makes it feel 

more pleasurable to the man. 

5. Put the condom on the top of the erect penis, before any contact between 

the penis and the partner’s genitals, mouth or anus. A man who is 

uncircumcised may pull back his foreskin before putting on the condom. 

6. Unroll the condom to the base of the penis. Smooth out any extra air. 

Apply lubricant on the outside of the condom, if desired. 

7. Check during intercourse to make sure the condom is not slipping. 

8. After ejaculation, hold the condom firmly by the rim at the base and 

withdraw (pull out) the penis while the penis is still erect. 

9. Remove the condom by rolling it off. Do this away from your partner’s body 

so that the semen that is inside the condom will not come off on or in his 

partner. 

10. Discard the condom. Wrap it in tissue and throw it away. Do not flush 

condoms down the toilet because they can clog plumbing. 

11. Never reuse a condom. If you want to have sex again, always use a new 

condom. 

Adapted from: Jemmott LS, Jemmott JB, McCaffrree KA. Making Proud Choices! A Safer-Sex 

Approach to HIV/STDs and Teen Pregnancy Prevention. Curriculum Manual. Third Addition. Published 

by Select Media, Inc. New York, New York. 2006. 




41



Activity #2 - Condom Line-Up 

Purpose 


youth will: 

Demonstrate the steps for 

using condoms correctly. 

Time 

20 minutes 

Materials 

Other: 

Condom Line-up Cards 

Advanced 

Preparation 

Prepare Condom Line- 

Up Cards by writing each 

steps on a separate 

piece of 8 ½ x 11 paper. 

Introduction 

This interactive activity will help youth review the steps to using 

condoms correctly. 

Procedure 

1. Tell the students that the group is going to review correct 

condom use by placing all the steps involved in using a 

condom in the correct order. 

2. Shuffle the Condom Line-Up Cards and pass out cards to 

volunteers. Ask the volunteers to stand. Instruct the rest of 

the group to act as the audience. 

3. Explain to the standing group: 

a) These cards represent steps in the proper use of 

condoms; 

b) Your task is to put them in the correct order; 

c) You have about one minute. 

4. When this task is completed, ask the group members if they 

are satisfied with the order. If not, give them a moment to 

make final adjustments. 

5. Ask the audience if they have any changes that they would 

like to make. If so, make those changes. 

6. When the students agree on the order of the cards, ask 

questions to prompt movement to the correct order. When 

the order is correct, review the steps: 

1) Agree to use condoms 

2) Agree to have sex 

3) Check expiration date on condoms 

4) Choose and buy condoms 

5) Carefully remove condom from package 

6) Sexual arousal 

7) Erection 

8) Dab lubricant on tip of penis 

9) Leave room at tip of condom 




43

10) Roll condom on penis 

11) Intercourse 

12) Ejaculation 

13) Hold onto the rim of condom 

14) Withdraw the penis 

15) Carefully remove the condom and throw it away 

16) Loss of erection 

17) Relaxation 

7. Discuss this activity using the following question: 

Q uestion 

If a male lost his erection after putting on a 

condom and before intercourse, what should the 

couple do? 

A nswer 

The couple should remove the condom and use a 

new condom when the penis becomes erect again. 

Emphasize that this will probably happen to most 

males at some point in their lives. 

Summary 

Summarize by stating that knowing what to say and how to use 

condoms correctly can make ‘safer sex’ more possible. Using a 

condom isn't 100% safe against HIV and other STDs--only 

abstinence is--but it offers the best protection from HIV and other 

STDs if you do have sex. 



Activity #3 - Stop the Spread 

Purpose 


youth will: 

Understand how quickly HIV 

and other STDs can be 

spread. 

Understand the difference in 

HIV risk whether they have 

one sex partner or multiple 

sex partners. 

Time 

30 minutes 

Materials 

Other: 

Two Post-its marked 

“HIV +” 

Blindfold 

Introduction 

This activity will help youth understand the difference in their risk 

for HIV from participating in different relationships – having one 

sex partner versus having multiple sex partners. 

Procedure 

1. Divide the students up into two groups. Each group should 

have at least 5 people. If there are less than ten people in 

the classroom, have one group of students participate in each 

scenario. 

2. Ask for a volunteer in each group to be HIV-positive, and 

place the HIV-positive Post-it on the volunteer’s back. 

3. Ask the two groups to stand in the front of the room. 

4. Once standing, tell the groups that scientists have just 

discovered that HIV and STDs can now be spread by placing 

your hand on someone’s shoulder. Be sure to emphasize 

that this is just an activity – HIV cannot really be transmitted 

this way. 

5. Ask Group 1 to arrange themselves in a way where there is 

as much transmission as possible. 

6. Ask Group 2 to arrange themselves in a way where there is 

as little transmission as possible. 

7. Allow the groups 5 minutes to get in their configuration. 

Looking at the diagrams below, you can see that Group 1 

(high transmission) can be arranged so that everyone is 

touching the person who is HIV-positive in some way. Group 

2 (low transmission) can be arranged so that some people 

may be standing alone (abstinent) or in pairs (mutually 

monogamous). In the diagrams below, the cross indicates 

the person who is HIV-positive in the group. 

Group 1 

Group 2 

Abstinent 

Monogamous 




45

8. Discuss this activity using the following questions: 

Q uestion 

Why did you arrange yourselves the way that 

you did? 

In the low transmission group, point out: 

 

 

By standing alone (abstinent), there is no chance of 

getting or transmitting HIV. 

By standing in a pair (mutually monogamous), there 

is some chance of spreading HIV, but only to one 

person. If neither person in the mutually 

monogamous relationship is infected, then there is 

no risk. 

In the high transmission group, point out: 

 

If everyone is touching the person who is HIV 

positive (multiple sex partners), then everyone is at 

risk for getting HIV. 

Q uestion 

Did anyone discuss having safer sex, or using 

condoms with their partner? 

If students answer yes, point out how those students 

reduced their risk for getting infected, but only if they used 

condoms correctly every time. 

9. Now walk over to one student in Group 2 who is in a mutually 

monogamous relationship. Blindfold him or her. Announce 

that this relationship has just broken up. Spin the student 

around and have he or she walk with their hands stretched 

out until they bump into the next partner. (Guide them, 

without their knowing it, towards Group 1 with the high 

transmission risk). Have the student from Group 2 place their 

hand on the shoulder of only one person from Group 1, as 

shown in the figure below. 

46 



10. Point out that the person who came over from Group 2 may 

think that he/she is in another mutually monogamous 

relationship. 

11. Discuss the following questions: 

Q uestion 

How much risk does this person now have for 

getting HIV from his/her new relationship? 

Point out that if the person does not use condoms 

consistently and correctly, he/she is at risk for getting HIV. 

While using a condom isn't 100% safe--only abstinence is- 

-it offers the best protection from HIV if you do have sex. 

Q uestion 

How much do you usually know about your 

partner’s risk? 

While we may hope that we are entering into an honest 

relationship, where we know everything about our 

partner’s risk, this may not always be the case. Point out 

that it is important to have open, honest communication 

with your partner, but the only way you can be sure that 

you are safe is to use condoms correctly every time you 

have sex. 

Q uestion 

How much do you know about everyone else’s 

risk? 

Most likely, we know very little about everyone else’s risk. 

Q uestion 

If you were to be in a sexual relationship, what 

kind of relationship would you choose? 

The safest relationship is a mutually monogamous 

relationship where both partners are not infected. 




47

Summary 

Reconvene group, and summarize that abstinence is the only 

sure way to protect yourself from HIV. The next safest thing is to 

be in a mutually monogamous relationship where both partners 

are not infected. However, every time you have a new partner, 

you increase your chances of getting HIV because, in essence, 

you have sex with everyone your partner has had sex with and 

everyone of their partners. Having multiple partners at the same 

time can spread HIV the fastest within a community. 

48 



Activity #4 (optional) - Demonstrating Cleaning Works 

Purpose 


youth will: 

Learn the correct way to 

clean needle works. 

Time 

30 minutes 

Materials 

Handout: 

Cleaning Works Handout 

Advanced 

Preparation 

Make copies of the 

handout for each student 

Introduction 

This activity will allow students to learn the proper way to clean 

drug works. 

Procedure 

1. It is very important to begin this discussion by clarifying the 

purpose of the activity. Start by saying: 

We are about to discuss the way to clean drug 

works correctly. By having this discussion, I 

want to acknowledge that I am not endorsing drug 

use in any way, nor am I assuming that you use 

drugs. 

The purpose of this demonstration is to present 

you with factual information about how to protect 

yourself from HIV infection if you or someone 

you know is currently using needles to inject 

drugs or even using needles for tattoos or body 

piercings. 

The safest way to prevent infection from drug use 

is to abstain from drug use completely and to not 

share needles and works. 

2. Demonstrate cleaning works: Distribute the Cleaning 

Works Handout, and walk through the following key points: 

 

 

Discuss the use of needles for drugs (such as heroine, 

cocaine, vitamins, insulin, steroids) and for tattoos 

and/or body piercings. 

Point out that HIV can be found not only in needles, 

but in all other drug works as well. This includes 

syringes, cookers, cotton, spoons, etc. 

In order to protect yourself from getting HIV from 

contaminated needles and works, follow these basic rules: 

a) Don’t use – the safest way to prevent infection from 

drug use is to abstain from drug use completely. If 

you don’t use needles at all (for drugs, steroids, 

tattoos or piercings), you won’t be putting yourself at 

risk 

b) Don’t share - if you do use needles (for drugs, 

steroids, tattoos or piercings) do not share your 

needles or works with anyone else 




49

c) Clean works - if you do share needles (for drugs, 

tattoos or piercings), you can reduce your chances of 

getting HIV or possibly infecting someone else by 

cleaning your works with bleach and water before and 

after use 

The proper way to clean works requires: 

a) First aspirate (or draw up) water through the used 

needle into the syringe past the blood line for 30 

seconds and then shoot out the water. Do this three 

times. 

b) Then aspirate bleach through the used needle into the 

syringe past the blood line for 30 seconds and then 

shoot out. Do this three times. 

c) Finally, aspirate water once again through the needle 

into the syringe past the blood line for 30 seconds and 

then shoot out. Do this three times. 

Inform students about their local needle exchange programs. 

Summary 

Reconvene group, answer any remaining questions and have 

several volunteers say one thing they learned today about these 

skills. 

50 



Cleaning Works 

Sex isn't the only way you can get HIV. Another way is through sharing needles and drug works. 

But those who shoot drugs can still protect themselves from HIV. The best thing to do is to stop 

using, or get into treatment. If you cannot stop or get into treatment, it is very important that you 

USE A CLEAN NEEDLE AND WORKS (cotton, cooker, spoon, etc.) EVERY TIME! Don't 

share, and throw away used needles and works in a plastic container. 

If you don't have any clean needles, try to find a clean-needle exchange program in your area. As a 

last resort, you can clean your needles and works with bleach and water. Here's how: 

Use Bleach & Water to Clean Works 

Step 1 

Water 

Pull up water. 

Shoot out water. 

Do this 3 times. 

Step 2 

Bleach 

Pull up bleach. 

Count to 30 

Shoot bleach out. 


Don't shoot, drink, or wash with 

bleach. 

Step 3 

Water 

Pull up water. 

Shoot out water. 


Remember: If you are doing drugs, stop or get into treatment. If you can't get into treatment, don’t 

share works. Clean works every time you use them, or visit a local needle exchange program. 

Adapted from: 

http://www.triadhealthproject.com/drugs.html and http://www.positive.org/JustSayYes/cleaning.html 




51

52 



Commonly Asked Questions

54 



Commonly Asked Questions 

Q uestion 

Can you get HIV through a blood transfusion? 

A nswer 

One boy in the Blood Lines video mentioned that he was a hemophiliac and got HIV from 

a blood transfusion. Since 1985, all blood in the United States is now screened for HIV 

before it is used for transfusions, so now it is very unlikely that someone will get infected 

with HIV from a blood transfusion. 

Q uestion 

Can babies be born HIV positive and then turn out to be HIV negative? 

A nswer 

One woman in the Blood Lines video mentioned that her baby was born HIV positive but 

then turned out to be HIV negative. When a baby is born to an HIV positive woman, it 

will have its mother’s antibodies – which are what an HIV test looks for – but the baby 

may or may not actually have the virus. So all babies born to HIV positive women will test 

positive at birth, but if you re-test those babies at one year of age, only about 25% will still 

test positive. Those others weren’t cured; they just never tested positive in the first place. 

Today, if an HIV+ woman wants to have a baby, there are drugs she can take that will 

greatly reduce the chance of her baby getting infected. 

Q uestion 

Is there a cure for HIV? 

A nswer 

There are medications that fight HIV and help the immune system stay stronger for a 

longer period of time. However, there is no cure to get HIV out of the body permanently, 

and there is no vaccine to prevent HIV. Once a person is infected with HIV, he or she has 

it for life and can pass it on to others. 




55

Q uestion 

How long can you live with HIV? 

A nswer 

People who are infected with HIV often do not get AIDS for up to ten years or longer. 

Some people have lived with the infection for more than 20 years. HIV medicines can help 

people with HIV live longer, healthier lives, but they can also be very expensive and 

difficult for a person to take every day. 

Q uestion 

Are young people at risk for getting HIV/AIDS? 

A nswer 

Yes. Anyone of any age can get HIV by having sex without a condom or by sharing 

needles and drug works. Most young people get HIV by having sex without a condom. 

They are also getting STDs more ever than before. Once you have an STD, it can be easier 

for HIV to be passed from one person to another. The best way to prevent getting HIV is 

to abstain from sex and drug use. 

Q uestion 

How do I get tested for HIV and other STDs? 

A nswer 

There are many different tests for each of the different STDs, and no one test will check for 

all STDs. Some STDs are hard to test for if you do not have any symptoms. Some STDs 

can be tested through simple blood work or a urine test; others can only be tested for 

through culturing body fluid from the penis, vagina or open sore on the body. If you go in 

for testing, it is important to ask your health care provider which tests will be done and 

which will not. Sometimes weeks or months after exposure need to pass to give your body 

enough time to develop antibodies that will show up in a test (such as with HIV tests). 

56 



Q uestion 

How long should you wait after you have unprotected sex to get tested for HIV? 

A nswer 

HIV tests detect antibodies — the immune system's response to infection. For the majority 

of people, HIV testing will be accurate at four to six weeks after possible infection. 

However, for some people it may take longer — up to three months — for detectable 

antibodies to develop. This is called the "window period.” During the window period, 

HIV tests can come back negative even though the person has the virus. HIV can be 

passed to other people during the window period. 

Q uestion 

Can I get HIV or another STDs from getting a tattoo or through body piercing? 

A nswer 

There can be a risk for HIV or another blood-borne infection (like Hepatitis B or C) if the 

instruments used for piercing or tattooing either are not sterilized or disinfected between 

clients. Any instrument used to pierce or cut the skin should be used once and thrown 

away, or thoroughly cleaned and sterilized before using them again. Ask the staff at the 

parlor about their equipment. They will show you what precautions they use. 

Q uestion 

Can you get AIDS from having oral sex with an infected person? 

A nswer 

It's very rare, but it can happen. Unprotected oral sex (without using a condom or other 

barrier) puts both partners at risk for a number of sexually transmitted infections, whether 

they are giving or receiving genital stimulation. The one's most likely to be transmitted are 

gonorrhea, syphilis, herpes, and hepatitis B. Chlamydia and the human papilloma virus 

(HPV) are less likely to be transmitted by oral sex. HIV is very rarely transmitted in this 

way. To further reduce risk use a condom to cover the penis, or a Glyde dam, plastic wrap, 

or cut open condom to cover the vulva or anus. 

Q uestion 

Can women transmit HIV to men? 

A nswer 

Yes. A person can get HIV by having unprotected sex with an infected partner — whether 

that partner is a woman or a man. 




57

Q uestion 

Can you get HIV from kissing? 

A nswer 

No. HIV has rarely been found in human saliva and tears. Even then, only very small 

amounts of the virus have been found. This may be the reason why there have been no 

reported cases where the virus was passed through kissing. 

Q uestion 

Isn’t AIDS a gay disease? 

A nswer 

No. AIDS, a result of the HIV infection, is caused by a virus (HIV). Anyone can get HIV 

through the exchange of semen, vaginal fluid, blood or breast milk with an infected person. 

Like anyone else, men who have sex with men are at higher risk only if they engage in 

activities that include the exchange of these fluids. 

Q uestion 

What are the common symptoms of STDs? 

A nswer 

STDs can cause physical symptoms like bumps or sores on the skin, itchy discharge, pain 

or burning during urination (peeing), fever, or symptoms like the flu. But all of these 

symptoms can be caused by other illnesses that are not sexually transmitted. Some STDs 

do not cause any symptoms at all. So, you can see how difficult it would be to diagnose a 

STD just based on symptoms you may be experiencing. 

Q uestion 

Can I have an STD and not know it? 

A nswer 

Yes. Many STDs can take weeks, months or years before symptoms show. Some people 

never develop symptoms for some STDs. STDs can still be given to someone else even 

when a person is not experiencing symptoms. 

58 



Q uestion 

How do I know if my partner is infected with an STD? 

A nswer 

The simple answer is that you may not know your partner is infected unless he or she tells 

you. Remember, because some STDs don't show any symptoms, your partner may not 

even know if he or she is infected: STD testing is a good idea for anyone who's sexually 

active. 

Q uestion 

What's the best type of protection for sex? 

A nswer 

If you choose to be sexually active, latex condoms give you good protection because they 

are barriers - something that keeps you away from your boyfriend's or girlfriend's sex 

fluids. Other birth control methods only protect you from unwanted pregnancy. Using a 

condom isn't 100% safe against pregnancy or STDs--only abstinence is--but it offers the 

best protection from STDs and pretty good protection from pregnancy if you do have sex. 

The best protection is to use birth control pills or depo provera to prevent pregnancy AND 

latex condoms to protect against STDs. 

Q uestion 

What is a dental dam? 

A nswer 

A dental dam is a flat piece of latex that is made for use during dental procedures. They 

can be purchased in some medical supply stores or in some adult bookstores. They can be 

used as a barrier between the mouth and the vagina or anus during oral sex. Household 

plastic wrap or a split and flattened, unlubricated condom can also be used if you don't 

have dental dam. 




59

Q uestion 

Is it OK to use the same condom twice? 

A nswer 

No. Using a condom again increases the risk that semen will leak into the vagina and 

cause pregnancy and/or infection. Using a condom more than once also increases the risk 

that it will get torn. For the best protection against pregnancy and infection, use a new 

condom for each sex act. Used correctly, condoms are up to 98 percent effective against 

pregnancy*. 

Q uestion 

If I take birth control pills, do we still need to use condoms? 

A nswer 

Yes! Birth control pills are prescribed only to prevent pregnancy. They do not protect you 

from sexually transmitted diseases (STDs). 

Citations: 

*Retrieved online from http://www.cdc.gov/hiv/resources/factsheets/transmission.htm. 

Questions Adapted from: 

http://www.iwannaknow.org/faqs/index.html 

http://www.teenwire.com/ask/ 

Jemmott LS, Jemmott JB, McCaffrree KA. Making Proud Choices! A Safer-Sex Approach to HIV/STDs 

and Teen Pregnancy Prevention. Curriculum Manual. Third Addition. Published by Select Media, Inc. 

New York, New York. 2006. 

New York State Department of Health, AIDS Institute Booklet, Talking with Young People About 

HIV/AIDS: A Handbook for Parents and Caregivers (2005). 

60

Blood Lines - ETR Associates

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