Lsc ps1 (1) by Richard Tooley

Life

SKILLS C U R R I C U L U M

An Addictive and High-Risk-Behavior Prevention Program

By Rose Gamblin, Ph.D.

速

ISBN 978-8280-2551-5

Life Skills Curriculum

Author: Rose Gamblin, Ph.D. Editor: Céleste Perrino-Walker Designer: Bill Kirstein Desktop Technician: Michael Gamblin Icon illustrations: Jim Starr Photos: unless otherwise marked © Jupiterimages

Student activity pages may be reproduced for student use.

PRINTED IN U.S.A.

Contents Foreword

Introduction Part 1: Educating for Excellence

• •

Learning Classroom Communities

Part 2: Addictive and Negative Behaviors Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Caffeine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cocaine/Crack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Eating Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hallucinogens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inhalants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Internet Addiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marijuana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Methamphetamine . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prescription and Over-the-counter Drugs . . . . . Tobacco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Violence/Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . Part 3: Putting It All Together

• • •

Parent Involvement Home and School Meetings Promoting Your School

Appendix

• Service-Learning Guide • Learning Style Inventory • Press Release Sample • Volunteer Program Guide • Scope and Sequence

Foreword Life Skills Curriculum is about nurturing a healthy and rich learning environment in which students feel connected, safe, and empowered. Safe schools and improved academic achievement begin with relationships between people, both young and old. All children, adolescents, and emerging adults need to feel connected, valued, and significant. Their very nature, as human beings, calls out for it. Those of us who work and live with young people know this firsthand. We see reminders of their need to be connected and belong every day, from the kindergartners who compete to sit beside the teacher at circle time to the cliques of high school. The school environment holds an important key to nurturing and building community among its citizens. By infusing a Life Skills Curriculum into your educational program you have the opportunity to help students develop healthy relationships and lifelong skills of conflict management, goal setting, leadership, and problem solving. Life Skills Curriculum is designed for the middle school through high school student. This curriculum:

• Is based on the National Health Education and the National Youth Leadership Standards and provides the performance indicators

• Has measurable goals and objectives • Contains good factual drug information • Is research based • Uses a variety of age-appropriate and developmentally appropriate strategies • Is relevant; teaches social competence and resistance skills • Informs young people of the drug laws and legal consequences of drug use • Promotes anti-drug social norms • Promotes positive peer influence • Promotes pro-social bonding to school and community • Promotes staff and parent collaboration • Includes parent and community program helps

Introduction The valued child will become the value-filled adolescent. Young people who understand who they are, why they are, and where they are going will care deeply about what is right and will do what they believe to be rightâ&#x20AC;&#x201D;even in the face of pressure from without and temptation from within. How do we, who have been entrusted with the sacred mission of education, make sure we are educating for excellence? First, we must recognize that every person is involved in prevention education. Whether you are a board member, teacher, administrator, custodian, parent, school bus driver, PTA leader, or room parent, you are helping to shape the character of the young people you come in contact with. You do this by the way you talk, the behaviors you model, the conduct you tolerate, the deeds you encourage, the expectations you transmit, and how you feel about yourself. The real question is: What kind of educating are you doing? Are you doing it well or poorly? By design or by default? And what kinds of values are you actually teaching? Simply put, addictive and high-risk behavior prevention is everything you do that influences the characters of the young people you come in contact with. The best way to teach this type of prevention education is by integrating it into every aspect of school life. This type of educating is not adding a program or set of programs to a school. Rather, it is a transformation of the culture and life of the school. As you build your school culture, consider the following:

Introduction, cont. • Everything in the school is organized around the development of relationships between and among students, staff, and community.

• The school is a caring community of learners in which there is a palpable bond connecting the students, the staff, and the school (see the Classroom Communities section).

• Social, emotional, and spiritual learning are emphasized as much as academic learning.

• Cooperation and collaboration among students are emphasized over competition.

• Values such as fairness, respect, and honesty are part of everyday lessons in and out of the classroom.

•

Students are given ample opportunities to practice moral behavior through activities such as service learning (see Appendix).

• Discipline and classroom management concentrate on problem solving (redemptive discipline) rather than rewards and punishments.

• The old model of the teacher-centered classroom is abandoned in favor of student-centered classrooms in which teachers and students recognize their self-worth as individuals. This approach requires a significant commitment from the school boards, administration, teaching staff, parents, volunteers, and students. This book endeavors to give the educator some basic tools to support them in their most noble enterprise, creating an addictive and high-risk-behaviorfree school culture.

Part 1

Educating for Excellence Educating for excellence is more than following a prescribed curriculum. It has to do with the completeness of a personâ&#x20AC;&#x2122;s existence, and must embrace the physical, the mental, and the emotional powers.

NOTES

Learning

Educating for excellence is a journey where teacher, parents, and students travel, learning to appreciate their individual uniqueness and become independent thinkers. This is important in the light of today’s bombardment on our youth from peer pressure, media and technology, meeting the physical, spiritual (emotional), and mental needs of students is imperative. This is the foundation for success. Educators recognize that every student is gifted in some ways and challenged in other ways. This is humanity in all its facets and is supported by educational research. Students who are physically, spiritually (emotionally), and mentally strong not only successfully resist substance abuse temptation but exert positive peer pressure to create a drug-free school culture. In order to provide this type of support for students, educators need an understanding of learning and human relationship theory. Here is a brief discussion of the major educational theories and how they affect physical and emotional well-being and learning. Emotions Studies that explore the effects of attitudes and emotions on learning indicate that stress and constant fear, at any age, can circumvent the brain’s normal circuits. A person’s physical and emotional well-being is closely linked to the ability to think and to learn effectively. Stressful home or school environments are counterproductive to students’ attempts to learn. Schools that build an atmosphere of trust and intellectual safety will enhance learning. Letting students talk about their feelings can help them build skills in listening to their classmates’ comments. Finding ways to vent emotions productively can help students deal with inevitable instances of anger, fear, hurt, and tension in daily life.2 Hemisphericity Theory A popular brain-based research, the hemisphericity theory, has attributed certain learning styles and preferences to dominance of the left or the right side of the brain. This seems to explain observable differences among learners, and designations of “left-brained” and “right-brained” have appeared in our culture. The original studies that supported the theory, however, involved severing (either through an accident or by surgery) the band of nerve fibers, the corpus callosum, that connects the two hemispheres. In a normal brain the two sides of the brain operate together, but with the connection severed, the two halves cannot communicate. The popular interpretation of the hemisphere explanation of personal learning styles ignored the complex, interactive reality of the two sides working together. While understanding the brain’s hemispheres is undoubtedly relevant to education, children cannot be categorized as exclusively left-brained or right-brained learners.3

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Multiple Intelligences Another popular interpretation of research on human learning is based on Howard Gardner’s theory of multiple intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, naturalistic, interpersonal, intrapersonal) and that humans exhibit them in unique and individual variations. Gardner’s theories have been embraced and transformed into curricular interpretations across the country. Many educators instinctively respond to the notion that students learn and excel in a variety of ways, and believe that a classroom that offers an array of learning opportunities increases the likelihood of success for more students. Gardner himself, however, counsels against widespread application of his theory to every learning situation and says that attempts to present every lesson in eight different modes pushes the theory beyond its practical usefulness. Just as students are not fully rightbrained or left-brained, they should not be defined by their preference for one or more of Gardner’s categories. The goal of education is to encourage the development of well-rounded individuals.4 Environments for Learning The old paradigm of students as empty vessels waiting to be filled with knowledge has given way to the constructivist belief that students continuously build understandings based on their prior experiences and new information. The idea of a fixed intelligence has given way to a more flexible perception of gradual intellectual development dependent on external stimulation. Gerald Edelman, chair of the Department of Neurobiology at Scripps Research Institute and 1972 recipient of the Nobel Prize for Physiology, offers a view of the brain that could influence the future classroom. Edelman’s vision of the brain as a jungle in which systems interact continuously in a chaotic fashion suggests that learners would thrive in an environment that provides many sensory, cultural, and problem layers. These ideas suggest that students have a natural inclination to learn, understand, and grow. Surround students with a variety of instructional opportunities and they will make the connections for learning.5 The Process of Learning Research indicates that students retain up to 90 percent of what they experience. It is the responsibility of the educator not only to value the learner but to provide valuable learning. You can’t do one without the other. What is experiential learning? Experiential learning relies on a process rather than the product or outcome. There are phases in the learning process that are self-perpetuating. Understanding the experiential learning cycle will help most educators establish a learning community in their classrooms or schools. When a learning task involves only “coming up with the correct answer,” the only learning that has taken place is “coming up with the correct answer.” What is the experiential learning cycle? The first two phases of the cycle, “experiencing” and “reflecting,” focus on the present. Students have an experience and then reflect on what has just happened. The experience engages them in the concepts to be learned by offering a shared involvement. Reflecting on the experience personalizes it, allowing each person to draw on his or her own background, values, and frame of reference in relation to the shared experience. The expanding phase of the cycle lets students learn from a simple shared experience to the larger world. The focus in this phase is on the past: “What have we learned before that connects to the experience we just had?” “Have others written or shared information that can help us learn about the concepts we are exploring?” The next phase, “applying,” lets students determine which of the new information and insights

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they have generated can be applied to the next activity or to their lives. This phase focuses on the future. In essence, the question answered here is: “How can we use what we have learned?” Sometimes students can apply the new learning immediately, while other times it is tucked away for later use. Reflection

Experience Tell me, and I forget

Show me, and I remember Involve me, and I understand —Confucius Application

Expansion

What is the relationship between experiential learning and prevention education? In response to this question educators must first examine their own lives. A personal learning cycle might look something like this: 1. Experience a loving, unique situation with a student or set of parents. 2. Reflect on this situation. 3. Expand this experience to other similar experiences. 4. Apply what you’ve learned in this situation to other situations. Most educators are in various stages of this cycle on many different levels—physical, mental, and emotional. When educators consciously adapt this learning process for their lives and the lives of their students, the heightened value of students will be a natural consequence. In this process the educator becomes the important tool for the development of authentic self-worth in others. This type of teaching requires a change in the role of the educator by recognizing that students are active learners; their endeavors often take them out of their desks and sometimes outside the classroom walls. Because action comes before a synthesis of knowledge, the outcome from lesson plans can’t always be predicted. Instead, educators will plan lessons knowing that their students are active learners too, experimenting together with their students, reflecting upon the learning activities they have designed, and responding to their students’ reactions to the activities. The most important experiences occur when we help the students realize how varied and wonderful they are. In examining the underlying cause of addictive and high-risk behaviors, researchers agree that a low self-worth was apparent in all situations. The Experiential Learning Cycle in Action The phases of the cycle do not require equal time. For example, one reflecting session might take the form of a journal-writing activity that takes 15 minutes. The next reflecting session might take only two minutes of class discussion. It all depends on the needs of the class at that moment, and there is much room for the educator’s discretion. Remember that we do not engage in this process to fill time; it is important that it makes sense within the context of your class. More than anything else this process must have meaning. A math lesson using the experiential learning cycle may look like this: Experiencing: Today the students are going to learn about multiplying numbers. The students do the assigned problems, or play the learning game, etc. It is important to build the feedback into the lesson so students aren’t learning incorrect information. Assign just a few problems, or do the game in such a way that the feedback is instantaneous. Reflecting: After the activity, lead a discussion about the activity. You might ask why it is important to know your multiplication tables.

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Expanding (Generalizing): Lead the class discussion into real-life applications for knowing how to do multiplication. Applying: Have your class create fun ways to remember the multiplication facts for future real-life experiences. One widely adopted form of experiential education is learning through service to others.6 Mission programs, campus beautification days, and other service-learning programs are vital for young people. Students in programs such as these learn enduring skills such as planning, communicating with a variety of age groups and types of people, and group decision making. A Service-Learning Guide adapted by David Cadavero, of the Greater New York Conference Education Department, and based on the National Youth Leadership Standards, has been provided in the Appendix. The Experience Learning experiences should take place in a variety of spaces—classroom, hallway, gym, front lawn, all-purpose room, parking lot, or library. A work sheet is so much more exciting done under a tree than in a classroom. If space is an issue, activities can be modified to fit the space. Where you do the lesson is as important as how you do it. As the educator, you may find your role ambiguous sometimes. You may be a facilitator, participant, observer, or referee; whatever your role, you serve as a model to your students, and how you conduct yourself speaks volumes. Determining your role and when to step in and when to let go is one of the most difficult decisions to make. You must ask yourself: Are they able to learn from this struggle, or is it harmful in some way? The struggle in itself is not harmful—it is an excellent opportunity to learn. However, when students’ frustration gets the best of them, and their physical or emotional safety is at risk, then it is time to stop it. Look for the following signs: 1. Blaming 2. Checking out—standing apart from the group 3. Being loud—whoever is the loudest gets heard 4. Threatening each other verbally or physically 5. Putting each other down 6. Struggling over props 7. Arguing over who goes next 8. Saying things such as “This is boring” or “This is stupid” It is important to have your group of students come up with a signal beforehand that means “Freeze!” and make it clear that anyone can use this signal to stop the process when they notice a safety issue or are confused. This signal is most effective when it is both verbal and visual. For example, a time-out signal, holding the hands in a “T” while saying the words “team stop!” Another decision you as the educator will have to make is when to change an activity because it presents an inappropriate level of challenge for the class—it’s either too difficult or too easy. Unless students are experiencing an overabundance of frustration, it is best to let the situation play itself out,

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process the activity, and then change the level of challenge for a second round. If the activity is too easy, it will be accomplished quickly, and then students can try it again at the “graduate school level.” If the activity is too difficult, students can learn from the frustration and then attempt the activity again at an easier level that guarantees a measure of success. Whatever happens in an activity, the reflection time offers an opportunity to express what worked and what didn’t. Strategies for Grouping Students Depending upon the age and maturity level of your students, you can use a variety of techniques to group them. Avoid asking them to find their own partner or group. 1. Have students find someone who has the same thumb size or eye color as theirs (or different thumb size or eye color). 2. Partner up with someone who was born in a different season. For groups of four you would be looking for the four seasons. 3. Identify each person as either a spoon or a fork. Those who are forks put their hands straight up over their shoulders. Spoons put their hands over their heads with hands clasped. When you say “Spork,” forks and spoons form pairs. For larger groups, instruct students to have two forks and two spoons in each group. 4. Have the group line up, and then “fold” the line in half. The person each student is facing is his or her partner. Fold again to make a group. 5. Keep a can of tongue depressors, each with the name of a student written on it. Randomly choose to make groups. 6. Cut index cards in half (fourths for larger groups) creatively, so that they are like puzzle pieces. Give each person one piece and ask the students to find the matching pieces. It is fun to do this with real puzzle pieces. 7. Write the titles of different songs that everyone knows on scraps of paper, each song on two paper scraps. Throw the papers into the air, and have each student retrieve one and hum the song until he or she finds someone else humming the same song. Mixing up student groups is beneficial because it gives students a chance to experience a variety of scenarios. Experiential education is a potent tool for ensuring that everyone learns to work with and value everyone else. One of the most successful teaching strategies for experiential education is cooperative learning. This strategy uses groups, with students of different levels of ability, working on a variety of learning activities to improve their understanding of a subject. Each member of a group is responsible not only for learning what is taught but also for helping their group members learn. (See the cooperative learning material templates beginning on page 5 of the Classroom Communities section.) This process of learning creates collaboration instead of competition. The experiential learning cycle should be incorporated into the cooperative groups and again at the conclusion of the learning exercise. Learning about our learning is a form of metacognition, which has been linked with intelligence. It has been shown that those who demonstrate greater metacognitive abilities tend to be more successful thinkers and learners.

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Strategies for Starting Discussions What just happened? This question gives students an opportunity to reflect on their own roles, thoughts, feelings, and observations during the activity. Activities are planned with a particular theme or skill in mind. During the “what?” stage of reflecting, you might ask questions that get at this theme. Sometimes, however, the theme you choose is lost in a larger issue. Whether planned or unplanned, this issue usually comes out in the “what?” stage. Round robin. Ask students to think of a word or phrase that describes a thought or feeling they had during the activity. Then “whip” around the group, allowing each person to share his or her word or phrase. Journals. Take some quiet time to write or draw in a journal about the activity. This is especially useful for documenting progress over time. It is also handy when you run out of time, but want to keep the thoughts fresh to discuss during the next session, which may be a day or even a week later. Crumpled paper. Hand out a piece of paper to each student. Ask them to write a comment about the activity on the paper, crumple it up, and throw it into the middle of the circle. Have everyone then choose a paper and read it to the class. Because this reflection strategy is anonymous, it can be a useful tool for allowing people to share more freely. The anonymity factor can also cause some to be blunt or tactless with their language, so caution students to make constructive comments rather than destructive ones. Talking circle. Select an item that can be passed from person to person—a rock, pencil, marble, etc. It is nice if the item has special meaning for the class. Then have the students form a circle and pass the item from person to person around the circle. Whenever someone has the item, he or she is the speaker. The others are the listeners. If someone has something to share, he or she says it and passes the item on. If someone wishes to pass, he or she simply passes the item to the next person. A talking circle is a nice ritual to begin or end a class or day. It is a quiet time when everyone has an opportunity to speak if they wish. If it is used consistently, students feel freer to share thoughts and feelings with the class. Video review. Tell the class that you are going to view an imaginary video of the activity. Have someone start relating what happened at the beginning from memory. That person continues until someone says “Stop!” The person who stopped the video continues the story until the next person says “Stop!” Creations. Supply the class with clay, pipe cleaners, or markers and paper. Ask each student to produce a sculpture or drawing that depicts the experience for him or her. Give everyone an opportunity to share with the class.

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So what does this mean to me/us in the larger picture? All of this reflection is much more powerful if students actually connect it to past experiences. The educator might ask, “What have we learned before that connects to this experience?” Here are some strategies for the application stage: Action plans. Ask groups to create an action plan for using their new knowledge or skills. Goal setting. Have students set individual and group goals and use them to determine if they are applying their new learning skills. Contracts. Create contracts for individuals and for the class as a whole. Like goal setting, this offers a timeline in which to apply learning, but it also asks students to make a written or verbal commitment. And how does the educator make sure it is being applied? Rather than spending hours grading papers, educators are now free to become artisans, designing their learning activities to contain reflection by the student and feedback from the educator. Now your assessments will be based on at least three aspects of the students’ learning: (1) how they functioned in the learning experience (i.e., group activity), (2) what you observed them to know, and (3) how they applied what they learned. Check ins. Check often with the students. Check periodically with the class: “How are we doing with learning _________?” This can occur anytime during an activity or even an unrelated class. Visual reminders. Post reminders around the room to help everyone in the classroom remember to apply what they have learned. Each trip through the learning cycle builds on the one before, creating a spiral to a greater depth of understanding. As students gain an understanding of this cycle, they will begin to internalize and engage in self-reflection without prompting. At this point the educator has provided students with opportunities to become independent thinkers and lifelong learners.

Dewey, J. Experience and Education. New York: Collier Books. 1938 Experiential education is related to the constructivist learning theory. 2 Sylvester, R. (1997, Oct.). “How Emotions Affect Learning.” Educational Leadership: 60-65. 3 Caine, R. N., and G. Caine (1991). Making Connections: Teaching and the Human Brain. Alexandria, VA: Association for Supervision and Curriculum Development. 4 Gardner, H. (1991). The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic. 5 Edelman, G. M. (1992). Bright Air, Brilliant Fire: On the Matter of the Mind. New York: Basic. 6 Kielsmeier, J., & Willits, R. (1989). Growing Hope: A Sourcebook on Integrating Youth Service Into the Curriculum. St. Paul, MN: National Youth Leadership Council, University of Minnesota.

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NOTES

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Classroom

Communities Traditional education is built on a static worldview. This worldview states that education is preparing the student for life and that the school should mirror society. This was also the Greeks’ idea of knowledge—a contemplation of reality in its static and abiding nature as it relates to society. But intuitive educators recognize that true education is a dynamic process of relationships with the world involving the whole person—mental, physical, and spiritual. By spiritual we don’t mean doctrine and dogma, but we understand it to mean our emotions or relationships with others, and our sense of who we are. Now instead of a mirroring society, educators are creating a better society. This begins with an environment that values and celebrates the contributions of each other. It is a safe place in which conflicts can be settled without violence or abuse and where collaboration thrives. In classroom communities the students: Feel valued as individuals, Feel connected to one another and the community, Believe their need to belong, to be competent, to experience some independence, and have some fun can be met, and Believe that they have something of value to offer to others. In other words, in these schools students feel cared about and are encouraged to care about one another. They experience a sense of being valued and respected; the students matter to one another, to the teacher, to the school, and to their community.1 Membership in this type of learning community motivates a student to attend regularly, work hard, and live by the rules. It also makes a student receptive to all of the wonderful things good teachers want to teach. Everything that happens or fails to happen in a classroom is, to some degree, predicated on this membership. We can achieve improvements in our classrooms only as we stop focusing on the attitude and behavior problems and get to work on the real problem—the paradigms from which our attitudes and behaviors flow.2 Reflect on the experiences in your school and classroom as you review the following list; practice the experiential learning cycle.

• • • •

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Is my classroom competitive or collaborative? Competitive

Collaborative

1. Competition 2. There is not enough to go around. 3. It’s the teacher against the students. 4. I want to know about and associate with people who are like me. 5. My need to belong, be competent, be independent, and have fun cannot be met in school. 6. Showing up every day and working hard does not necessarily equal success. 7. The teacher is responsible for controlling student behavior. 8. The teacher teaches what the students need to know. 9. The power is in the principal’s or dean’s office. 10. Someone or something else is at fault. 11. You made me do it. 12. What I choose to do or not to do is my business. 13. Needs justify behaviors.

1. Cooperation. 2. Together we can make more than ever. 3. We are all in this together. 4. I want to know about and associate with all kinds of people. I never know who my next best friend might be. 5. My need to belong, be competent, be independent, and have fun is met in school. 6. Showing up every day and working hard equals success. 7. The students are responsible for their own behavior. 8. The students are responsible for their own learning. 9. The power is in the community. 10. Find a solution. 11. I chose to do it, and I had other choices. 12. What I choose to do or not to do affects my community. 13. Needs justify needs; behaviors must be adaptive and fair.

Considering that most of us grew up in traditional classrooms and learned traditional teaching techniques from traditional professors in traditional universities, the very idea of relinquishing some control to our students is an exercise in risk taking. The question we must all ask ourselves, however, is: “How can we expect students to learn how to act responsibly if they are not given opportunity to have responsibility? It is necessary to have the power of choice in order to make the correct choices. This is the essence of prevention education. Setting the Tone in Your School Effective discipline is principle-based. These principles may be articulated simply as: (1) respect authority, (2) respect others, and (3) respect yourself. Most school rules can be supported by these principles. Rather than focusing on the behavior, one should focus on communicating the mission. Here are a few strategies that experienced school leaders use: The mission. Why are we here? And where are we going? The answer to these questions provides the paradigm for everything that is done in the school. Once this has been decided, all school policies are filtered through the mission statement. The student handbook. The board of trustees routinely reviews the various policies concerning student academic and behavioral outcomes. A schoolwide discipline plan is in place. The stu-

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dents know and are able to articulate the principles upon which the rules are based. Communication. The students, parents, staff, and constituencies have all the information concerning any changes in existing policies, or new policies. The mission of the school is routinely discussed. Admission Process. The admission process is clearly defined and followed. Setting the Tone in Your Classroom Here are a few strategies experienced teachers use: Involve the students in making the rules. Responsibility and cooperation increase exponentially when students have been involved in the process. Have clear routines and procedures. Teach these routines clearly. Review them frequently. And follow them all the time. Be fair. There should be no partiality with teachers or students. Cliques are not allowed. Give the students responsibility for their actions. If a student disobeys, have them write down what they did that was wrong and what they will do correctly in the future. If they insist that they don’t know what they did, explain to them that it is unsafe to put them back with the group because they may repeat the same inappropriate behavior. Given a little time, they will remember what they did that was wrong. Give students advance warning about changes. Respect their need to have time to complete what they are doing. Affirm positive behavior. It is better to point out John and say, “I really appreciate the way John has his materials ready for class,” than to point out Susie and say, “Susie, why don’t you have your materials ready for class?” The consequence should match the infraction. For example, if a student isn’t playing fair in a game, then give the student a time-out from the game. Schools often fall into the trap of having the same consequence for every misbehavior. It is more effective if the consequence matches the infraction as often as possible. Educators should avoid humiliating or shaming the student. Here is a list of various consequences. 1. Warning 2. Change of groups or seating 3. Student/Teacher Conference 4. Detention 5. Withdrawal of class privileges 6. Write-up (a process in which the behavior is reported to the parents)

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7. Home-to-school contract 8. Suspension Students allowed to exhibit inappropriate behavior give tacit permission for other students to do the same; if this goes unchecked, it will derail your classroom community. Getting Acquainted Educators can begin to establish commitment to their classroom communities by helping their students get to know one another and ultimately build and maintain meaningful relationships. The goals of the teacher should be to: Ensure that everyone gets to know everyone, avoiding the formation of counterproductive cliques. Lay the groundwork for the acceptance and celebration of individual and cultural differences. Accelerate the natural process of becoming comfortable with new people. Begin creating a climate in which trust can grow, students can take positive risks, and nonviolent conflict resolution can occur. Allow your students to simply have fun together. It is recommended that the teacher initially select the cooperative groups, each of which should be made up of students with different levels of ability. Each member of the group is responsible not only for learning what is taught but also for helping teammates learn. Later the groups may be selected in various ways (see “Strategies for Grouping Students” on page 5 of the Learning section). Students are to work through the assignment until all group members successfully understand and complete it. Each cooperative learning activity should document the following: 1. The group member names 2. The academic goals 3. The social goals 4. The task 5. The individual jobs 6. The evaluation

• • • • •

The following pages consist of black-line masters for various cooperative learning forms and a few activities to help you get started in developing a classroom community.

A. Kohn, Beyond Discipline: From Compliance to Community (Alexandria, Va.: Association for Supervision and Curriculum Development, 1996). 2 S. Covey, The Seven Habits of Highly Effective People (New York: Simon and Schuster, 1989).

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Cooperative Learning Lesson Grade: Time: Group Members:____________________________________________________________ 1. As a group, decide who will be the Reporter, Recorder, Project Manager, Information Technologist, Timekeeper, and Materials Coordinator. 2. Everyone must contribute to group discussion and the wording of the presentation. 3. Everyone must agree and initial the Group Evaluation. Academic Goals: Social Goals: Lesson Task:

Evaluation: Academic Goals: Social Goals:

Roles: Reporter (during the lesson, communicates between members and the teacher) Recorder (takes notes during the research phase, helps demonstrate the results) Project Manager (keeps the group on task) Information Technologist (uses the computer to gather information for the lesson) Timekeeper (keeps track of the time, makes sure everyone takes turns) Materials Coordinator (gathers and returns the materials needed for the lesson)

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Group Evaluation: Circle the appropriate number. 1. We all contributed. 1 2 Never

5 Always

2. We respected the opinions of all group members. 1 2 3 4 5 Never Always

3. We stayed on task. 1 2 Never

5 Always

4. Something we could do better next time:

Group Membersâ&#x20AC;&#x2122; Initials:________________________________________________________ Group Social Skills Checklist Skills Group Member Name

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Project Evaluation Name______________________________________________Date_____________________ Group______________________________________________________________________ Project Topic or Title___________________________________________________________ Briefly describe your contribution to the cooperative project. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

â&#x17E;Ą

___________________________________________________________________________ All group members sign to ___________________________________________________________________________ show their agreement with the above description. ___________________________________________________________________________

If you were to do this project again, what would you do differently to improve your work? ___________________________________________________________________________ ___________________________________________________________________________ How could your team work together more effectively next time? ___________________________________________________________________________ ________________________________________________________________________ Teacher comments: ________________________________________________________ Final Grade

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Lesson Evaluation Name_______________________________________________________Date____________ 1. What was the topic of the lesson? ___________________________________________________________________________ 2. What did you learn about this topic? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. What did you contribute to the learning of others in the group about this topic? ___________________________________________________________________________ ___________________________________________________________________________ 4. How could you apply this information from the lesson in another way? ___________________________________________________________________________ ___________________________________________________________________________ 5. What additional or related topic would you like to work on? ___________________________________________________________________________ ___________________________________________________________________________ 6. What grade do you think you deserve for this lesson?_________________________________ ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★ Teacher comments _______________________________________________________ _______________________________________________________ Final Grade

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Name That Name Objectives: 1. Learn each other’s names and discuss the importance of using them. 2. Gain an understanding of others and allow mistakes. 3. Build a sense of community and friendship. Materials: Five to eight soft objects (foam balls, wadded-up pieces of paper, or stuffed animals). Directions: Have students stand in a circle. Explain that this activity is designed to help them learn the names of their classmates. Tell them that you are going to pass around one of the objects. When the students get the object, they are to say their name and one thing that happened to them during the past year. Start by saying your own name and something that happened to you. When the object returns to you, tell students they can now throw the object to anyone in the group, but must call out that person’s name and make eye contact before throwing. Anyone can get the object, and each person can get the object more than once. Then begin the game by calling out a student’s name, making eye contact, and throwing the object to them. They will do the same to someone else. Once this has gone on for a short while, introduce another item into the game. Keep introducing more items until many are flying around and most of the class is involved in either throwing or catching. After a few minutes of this controlled chaos (good thing you have soft objects!), stop the action to see if anyone would like to name everyone in the class. Learning Points: Why is it important to learn one another’s names? What does using your classmates’ names tell them? Why is eye contact important when playing the name game? How do you feel when someone makes eye contact with you? Did anyone miss the ball? Make a bad throw? How does it feel when you make a mistake in class? Extending the Activity: Play the game again, but this time substitute tennis balls for the soft objects. Explain that because the tennis balls are harder, safety is now a factor. Ask for suggestions on how to adapt the game to make it a little safer. Look for suggestions such as: (1) make sure you have eye contact before you throw the ball, (2) throw only underhanded, or (3) use bounce passes. If these suggestions are not offered, offer them yourself. Learning Points: Was it tougher with tennis balls? In the game, were the throwers trying to help the catchers catch the ball or trying to make them miss it? How can we help each other “catch” an education? Making eye contact and throwing in a way that made it easy to catch the ball positioned your classmates to be successful. How can we position each other to be successful in class and in school? Classroom Communities/9

The River of Life Objectives: 1. Practice setting individual goals. 2. Explore obstacles to meeting goals. Materials and Preparation: Using rope or tape, set boundaries on the floor about six to eight feet apart that simulate a river. Fill the river space with things such as wadded-up paper, toys, balls, rulers, tape rolls, extra clothing or shoes, etc. Cut index cards in half to look like two puzzle pieces. Separate the card halves and put them in a pile. There should be just enough card pieces for every student to have one, and for every half there should be a corresponding half. You will also need a blank Post-It note and pencil for each student. Directions: Give each person a Post-It note and a pencil. Discuss the idea of personal and academic goals. Talk about how setting a personal goal is about changing or extending a behavior, and give an example that has meaning for you. For example, you might say that you have realized that you, as the teacher, make almost all of the decisions in the class without any discussion. A goal for you, then, might be to hold a 10-minute class meeting every other day to bring issues to the class for discussion. Explain that an academic goal has more to do with what one wants to accomplish with their work. You might tell the class that grades are coming up, and you still need to go through half of the portfolios. A goal for you, then, might be to get your grades in on time. This means that you will have to dedicate at least two hours per night to the portfolios in order to accomplish this goal. Ask each student to write a personal or academic goal on the Post-It note. Once they have done this, ask them to think about possible obstacles to accomplishing the goal. Explain that an obstacle to your own personal goal might be that you have so many other things to do in class that it will be difficult to find time for a meeting every other day. An obstacle to the academic goal of getting the grades in on time might be that it takes time away from your family. Have everyone choose half an index card at random. Have them find their partners by matching the two pieces to make one card. Once everyone has a partner, give each set of partners a blindfold and bring them to the “river” you made earlier. Tell them that this is the “river of life” and that the object is to navigate the river, achieve their goals, and leave the river on the other side. Explain that the objects in the river are obstacles to achieving their goals. While navigating the river, they are to touch as few obstacles as possible. Their partner is to help them. Each pair will do the following:

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1. Decide who is going to try to achieve a goal first. This person is to share his or her goal with the partner and then find a place to put it in the â&#x20AC;&#x153;river of life.â&#x20AC;? 2. After placing the goal in the river, the goal-seeker should then either put on a blindfold or close his or her eyes, and enter the river. The partner will attempt to help the goal-seeker get to the goal by using verbal directions only. 3. Whenever the goal-seeker touches an obstacle in the river, he or she must tell his or her partner what one obstacle is for this particular goal. 4. When the goal-seeker reaches the goal, he or she is to pick it up and continue to the other side of the river. Once the goal-seeker makes it out of the river, the partners switch roles. Discussion: What did your partner do to help you through the river of life? What resources are available to help you achieve your particular goal? These can be people, technology, or things. Tell your partner what resources you have available. Do you think you set a realistic goal for yourself? Why or why not? How realistic are your real-life goals? Extending the Activity: Let students design a way to monitor their goal achievements.

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NOTES

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Part 2 Addictive and High-risk Behaviors

The power of self-control is fueled by a positive self-worth.

NOTES

Alcoh l Teacher

Information

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Alcohol Alcohol Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives • Recognize that the brain is made up of parts specialized for specific tasks • • • •

•

• • • • • •

(NHES: 3.8.2, 3.12.1; 8.8.1). Understand the risks associated with alcohol use (NHES: 1.8.6, 1.12.1, 1.12.5; 3.8.2, 3.12.1; 8.8.1). Realize that a healthy brain is crucial for success in school and in life (NHES: 6.8.2, 6.12.1, 6.12.2, 6.12.4). Explain how recent research links brain function with alcohol use (NHES: 3.8.2, 3.12.2). Understand that alcohol is not necessary in order to have a fun and fulfilling life (NHES: 2.8.4, 2.8.7, 2.12.1, 2.12.3; 4.8.1, 4.12.1, 4.12.3, 4.12.4). Understand the connection between our brain’s natural chemistry and our ability to function and perform daily tasks (NHES: 3.8.2, 3.12.1; 7.8.2, 7.12.2, 7.12.3; 8.8.1). Recognize the long-term and short-term effect of alcohol on the brain and its structures (NHES: 3.8.2, 3.12.1; 8.8.1). Explore activities that promote a healthy, drug-free lifestyle (NHES: 5.8.6, 5.12.4; 7.8.2, 7.12.2). Demonstrate how to influence and support others to make positive healthy choices (NHES: 8.8.2, 8.12.2). Use their communication/refusal skills in order to avoid experimenting with alcohol (NHES: 4.8.1, 4.8.2, 4.12.1, 4.12.2). Establish positive connections with peers (NHES: 2.8.3, 2.12.3). Analyze how messages from media, culture, and technology are used to promote drinking alcohol (NHES: 2.8.5, 2.8.6, 2.8.7, 2.8.8, 2.12.2, 2.12.5, 2.12.6, 2.12.7, 2.12.8).

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Content Content Alert THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers of alcohol use. Please be aware that there is risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward experimenting with alcohol use. As you plan your lesson on alcohol use, it is essential that you determine the degree of detail that you wish your class to receive. Naturally, your class discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical dangers of alcohol use with your class without revealing specific details about brand names or how to obtain alcohol. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for them.

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Letter to Parents Letter Dear ___________________________________________________, Your student has received the _______________ issue of Listen速 magazine. In the next few days, our class will begin working with age-appropriate information on alcohol use. Our goal is to promote a deeper understanding of many drugrelated issues, and above all to help your student understand the negative side effects of alcohol use. Sensitive subjects, such as specific details about the promotion and acquisition of alcoholic products, will be handled carefully and thoughtfully. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of alcohol use as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

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Teacher

Information About Alcohol

The middle-school through secondary education of a student is very important. Not only is this a time when students are learning the fundamental academic skills they will use all their lives, but they are also gaining social skills and a greater sense of personal self-worth. It is at this stage of life that they are most open to learning, and to being permanently influenced by the information they receive. Being informed early about the danger of alcohol may persuade them not to experiment with this perilous drug in the first place. Educators have worked for decades to spread the message among youth that alcohol is a dangerous mind-altering substance. Nevertheless, alcohol continues its reign as the most commonly abused drug in America—both for adults and for children. Statistics indicate that the age of the first experimentation continues to descend into the early middle-school years and even into elementary school. Scientific findings indicate that the brain continues to develop until a person has advanced into adulthood. Recent studies have also proved that adolescents who use alcohol can suffer long-term and permanent brain damage— especially in the areas of cognitive development and memory processing. Note: Please see the reprinted article “My Mother Is an Alcoholic,” from Listen®, February 2006, in the additional resources at the back of this section on page 27.

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Alcohol Facts Alcohol Short-term physical effects appear rapidly after alcohol use. The amount of alcohol consumed affects the severity of these effects. Alcohol is categorized as a depressant and slows down the functions of the central nervous system (CNS). When the central nervous system is slowed down too much, the heart stops beating and death occurs. Teenagers are particularly vulnerable to alcohol overdose. More than half of those who died from alcohol overdose had never drunk alcohol before. Critical signs for alcohol poisoning are: 1. 2. 3. 4. 5. 6.

Vomiting while unconscious or asleep Breathing slows, becomes irregular, and may stop Heartbeat is irregular or stops Hypothermia (low body temperature), which may lead to cardiac arrest Hypoglycemia (too little blood sugar), which can trigger seizures Mental confusion, stupor, coma, or the person cannot be roused

Note: If you suspect that someone may have ingested a fatal dose of alcohol and is exhibiting any of these symptoms, help is required immediately. Call 911 or your local emergency medical number. Stay with the victim, and keep them from choking on vomit. Long-term physical effects are those that develop over a period of time after repeated alcohol use. Many effects are irreversible. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Acne Addictions Amnesia Anxiety Bad breath Bloodshot eyes Cancer of the mouth and throat Clumsiness Confusion Depression Drunk, dazed, or dizzy appearance Excitability Fatigue Forgetfulness Hostility

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✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Irritability Lack of ability to think clearly Loss of appetite Loss of memory Low self-esteem Nausea Paranoia Red eyes Red nose Restlessness Sickness Stress Tooth decay Tremors Weight gain

Vocabulary Vocabulary List Alcoholic: a person who is hooked on, or addicted, to alcohol Addict: someone who repeats doing a self-destructive activity to the exclusion of healthy relationships Axon: a single fiber on a neuron that carries chemical messages to other neurons Brain stem: a part of the brain that controls things we never think about, such as breathing Cerebellum: a part of the brain that controls posture and balance Cerebral cortex: a part of the brain that controls thinking, speech, hearing, and sight Dendrite: a branch of a neuron that picks up messages from other neurons Drunk: the feeling a person gets when he or she drinks a certain amount of alcohol Ethanol: a colorless liquid with a pleasant smell that is produced naturally from fermentation by yeasts and other microorganisms. It is used in alcoholic beverages, as a solvent, and in the manufacture of other chemicals. It is a depressant and slows down brain activity and reflexes.

Gateway drug: those drugs that are most often the first ones used by young people, and may be legal or illegal. Tobacco, alcohol, inhalants, and marijuana are all considered gateway drugs. Hangover: bad feelings that follow the use of too much alcohol; may include headache, upset stomach, aches, vomiting, and diarrhea Hippocampus: a structure buried deep in the brain; responsible for many types of learning and memory Neurons: nerve cells, such as those found in the brain Neurotransmitters: chemical messengers made by the body that help neurons carry information to one another Receptor: the area of a neuron that receives a neurotransmitter Soma: the body of a nerve cell; reads messages and uses electricity to send them to the correct place Synapse: a tiny gap between two neurons; point where a nerve impulse passes from one neuron to another

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NOTES

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Alcoh l Student Activities Alcohol/9

Pre/Post Test Name________________________________________________Date___________ 1. ______________can change or jumble messages traveling in the brain. A. alcohol C. sunlight B. milk D. oxygen 2. Neurons send messages to each other by using _____________ as energy. A. water C. air B. electricity D. blood 3. The cerebellum keeps us from falling over. It controls our______________. A. balance C. temperature B. memory D. smell 4. The largest part of the brain is called the cerebral ______________. A. field C. cortex B. king D. station 5. The brain stem controls things we do without thinking, such as __________. A. writing a letter C. playing a sport B. breathing D. doing homework 6. The brain is divided into two halves called __________________________. A. discs C. hemispheres B. digits D. headphones 7. There are __________________ nerve cells in the brain. A. 150 C. 15 million B. 1,500 D. 100 billion 8. The brain is made up of many nerve cells. Nerve cells are also called ______. A. protons C. glands B. neurons D. brain stems 9. Which of the following is not a long-term effect of drinking alcohol? A. bad breath C. tooth decay B. weight gain D. clear thinking 10. _________________________ are particularly vulnerable to alcohol overdose. A. those who drink alcohol C. teenagers B. those who go to bars D. children

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Pre/Post Test Answer Key

1. A: Alcohol can change or jumble messages traveling in the brain because it slows down the functions of the central nervous system. When the central nervous system is slowed down too much, the heart stops beating and death occurs. 2. B: Neurons send messages to each other by using electricity as energy. Alcohol consumption interferes with this process. Research indicates that teens who use alcohol can suffer longterm and permanent brain damage. 3. A: The cerebellum keeps us from falling over. It controls our balance. For example, you can normally touch your finger to your nose in one smooth motion with your eyes closed; if your cerebellum is â&#x20AC;&#x153;under the influence of alcohol,â&#x20AC;? the motion will be extremely shaky or jerky. As alcohol affects the cerebellum, muscle movements become uncoordinated. 4. C: The largest part of the brain is called the cerebral cortex. 5. B: The brain stem controls things we do without thinking, such as breathing. Drinking alcohol can slow down the function of the brain stem to the point where breathing stops. 6. C: The brain is divided into two halves called hemispheres. The two cerebral hemispheres communicate with each other through a thick tract of nerve fibers that lie at their base. 7. D: There are 100 billion nerve cells in the brain. The electrochemical aspect of these cells permits them to transmit signals over long distances (up to several feet or a few meters) and pass messages to each other. 8. B: The brain is made up of many nerve cells. Nerve cells are also called neurons. Neurons have the amazing ability to gather and transmit electrochemical signals. They are something like the gates and wires in a computer. 9. D: Clear thinking is not a long-term effect of drinking alcohol. There are many long-term negative physical effects for alcohol use, and many are irreversible. 10. C: Teenagers are particularly vulnerable to alcohol overdose. Statistics indicate that the age of the first experimentation with alcohol continues to descend into the early middle-school years, and even into elementary school.

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Rules for Debate The following rules are taken from Competitive Debate—Rules and Techniques, by George McCoy Musgrave (1957), Chapter 1. The rules governing participants are these: Rule 1. There are two teams. Each team consists of two or more speakers. Rule 2. The speeches and speaking time are divided equally between the two teams. • The affirmative gives the first constructive speech, and the constructive speeches alternate: affirmative, negative, affirmative, negative. • The negative gives the first rebuttal speech, and the rebuttals alternate; negative, affirmative, negative, affirmative. There are several versions of cross-examination debate. The arrangement to be used is agreed upon when the debate is being planned. The topic should be interesting, clear, have one central idea, and not be one-sided. But even if these requirements are not met, it can still be debated; such requirements must be considered matters of good technique rather than rules. Once a team has made known its position on major or minor issues, or even on small details, it is governed by the following rules: Rule 4. No revision of position of a team is permitted during the debate. A great deal has been written and said about the burden of proof, and certain misconceptions have arisen about the duty of the affirmative. The rule is simple: Rule 5. He who asserts must prove. • Facts, presented in a debate as such, must be accurate. • Any restatement or quotation of an opponent’s argument must be accurate. A word-for-word quotation, in context, is ideal. This is ordinarily possible when the quotation is short or when one of the members of the team knows shorthand. Under most circumstances, however, the debater finds it

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Rules, cont. necessary to paraphrase his opponent’s remarks. For this purpose he needs careful notes and an understanding of his opponent’s intent. Misquotation, whether deliberate or not, unfairly places the other team in a false position and should be studiously avoided. • Visual aids are permissible in debate. Once introduced, they become available for the opponents’ use if desired. One-sided visual aids must not be exhibited while an opponent is speaking, unless the opponent specifically requests that this be done. Rule 6. New constructive arguments may be introduced only in the rebuttal period if the rebuttal is the first opportunity to answer a direct question and if these new arguments answer the question. • Refutation may take place in any part of the debate and is not limited to the rebuttal period. The above rule is so well understood that its mention would be unnecessary were it not that sometimes young debaters claim otherwise. “Refutation” includes the introduction of new evidence, when used to counter a point raised by the opposition. • Either team, when advocating a plan of action, must explain that plan early enough in the debate so that the opposing team has a constructive speech in which to reply. • The affirmative must, if possible, reply to the major negative arguments before the last rebuttal. • If the negative believes that the affirmative is making unfair use of the last rebuttal, it may ask for the floor to point out the situation. The affirmative may then defend the statements in question or correct them and apologize. One basic principle underlies debate judging: Rule 7. The team doing the better debating is the winner. Conceivably, more than one process might be employed to determine which team does the better debating. Indeed, since the beginning of intercollegiate debating a number of such methods have been proposed and utilized. Probably the most universally acceptable criteria would be these: • The team doing what the proposition requires is the winner. • The decision is given to the affirmative if it succeeds in showing that the proposed plan should be adopted. The decision is given to the negative if the affirmative fails to show that the proposal should be adopted. • The judge must base his/her decision entirely on the material presented, without regard for other material that he may happen to possess. • The judge is required to accept as true all arguments backed by reasonable proof (as defined above) until such arguments are overthrown by the opposing team. • The judge must not accept ideas that are not backed by reasonable proof. • Any gains made outside of the established procedure are disallowed.

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Connections Count Goal: To establish positive connections with others. Teacher should: Have the class stand in a circle. Tell students that this activity will help them practice making connections with other people by making eye contact. Ask everyone to look down at someone else’s feet. When you say “look up,” they are to look at that person. If he or she is looking at someone else, nothing happens. If, however, two people make eye contact, they are to put their thumbs up and say “cool.” Those two students should move to the center of the circle and greet each other with high-fives or handshakes, and then pass each other to trade places in the circle. At some point change the rules to encourage more connections. Ask students to point across the circle at their partner and their partner points back at them. Now tell students they may look either at the feet of their partners, or at the feet of the person on their own right or own left. Because the choices have been narrowed, there will be more surprises and more movement. If necessary tell students that they must pick a different person each time. Debriefing: Teachers may ask the following questions: • Why is it important for us to be able to laugh together as a class? • How will being able to laugh with one another help us take risks in class? • What kinds of risks can we take in class? • Will taking risks help us learn more? How? • What is the difference between laughing with someone and laughing at someone? • How does this activity prepare you for real-life experiences?

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Refusal Skills A refusal skill is an effective way to say “no” to anyone who offers you something you don’t want. Name __________________________________________________________________ Directions: In your groups study the refusal skills listed below. For each technique invent two more responses that you could use if you were in a situation in which alcohol was offered to you. 1. GIVE A REASON. I can’t. I need clear thinking for my algebra exam. Sorry, but I promised my mother I wouldn’t. a.______________________________________________________________________ b.______________________________________________________________________ 2. CHANGE THE SUBJECT. Didn’t you think that English test was hard? I almost forgot—I need to use the phone. a.______________________________________________________________________ b.______________________________________________________________________ 3. GIVE A COMPLIMENT. Cool notebook. When did you get it? I like your book cover. a.______________________________________________________________________ b.______________________________________________________________________ 4. SUGGEST DOING SOMETHING ELSE. I thought we were going bowling. I’m hungry. Let’s go to Taco Bell. a.______________________________________________________________________ b.______________________________________________________________________ 5. USE HUMOR. Hey, did you hear the one about . . . ? You’ve got to be kidding. I’m already brain dead. a.______________________________________________________________________ b.______________________________________________________________________ For more ways to say “no,” see Snappy Comebacks at www. listenmagazine.org.

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Duped and Duper Name _____________________________________________________________________

Directions: Have students find someone who has a different eye color than theirs and work as a team. Make a list of the top 10 ways that culture, media, and technology are used to promote the drinking of alcohol. Then make a poster of your list. When you have finished, present your poster to the class. Top 10 ways we are duped into thinking that drinking alcohol is a good thing.

10.________________________________________________________________________ 9._________________________________________________________________________ 8._________________________________________________________________________ 7._________________________________________________________________________ 6._________________________________________________________________________ 5._________________________________________________________________________ 4._________________________________________________________________________ 3._________________________________________________________________________ 2._________________________________________________________________________ and the TOP way we are often duped is . . . 1._________________________________________________________________________

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Help a Loved One Name ______________________________________________________Date______________

Do you know someone who has a problem with alcohol or other drugs? If your friend or loved one doesnâ&#x20AC;&#x2122;t get help, things can get much worse. Alcohol use is dangerous! It can ruin your loved oneâ&#x20AC;&#x2122;s life. In the space below (or on a word processor), write a letter to your friend or loved one (a real person, character from ListenÂŽ magazine, or an imaginary one) who you believe is abusing alcohol and needs to get help.

____________________________________________________________________________

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Group Game Project Researcher (responsible for the research):___________________________________________

Recorder (responsible for the writing of the research):_________________________________

Information Technologist (facilitates technology use, i.e., PowerPoint, Internet):_____________

Reporter (responsible for the reporting of the research):________________________________

All members of the group are responsible for making the actual game. Directions: Research the topic of alcoholism and develop a game on your findings. You can gather information from previous issues of Listen速 magazine, your school or local library, and the Internet. POSSIBLE GAME IDEAS Win, Lose or Draw Password Gestures Balderdash Monopoly Clue Tic-Tac-Toe Pictionary Wheel of Fortune Jeopardy! Baseball Brain Upset

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A Real Brain Teaser Using the following Web sites draw a picture of the brain and identify nine major sections. Tell the function of each section and the effect drinking alcohol might have on it. National Institute of Neurological Disorders and Stroke www.ninds.nih.gov/disorders/brain_basics/know_your_brain.htm The Secret Life of the Brain www.pbs.org/wnet/brain/index.html The Whole Brain Atlas www.med.harvard.edu/AANLIB/casesNA/pb9.htm

Note: The Health Connection速, Listen速, Life Skills Curriculum, and affiliates do not necessarily endorse the contents of these Web sites. At the time of publication all Web sites were viable and appropriate.

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A Real Brain Teaser Answer Key

The hindbrain includes the upper part of the spinal cord, the brain stem, and a wrinkled ball of tissue called the cerebellum (1). The hindbrain controls the bodyâ&#x20AC;&#x2122;s vital functions such as respiration and heart rate. The cerebellum coordinates movement and is involved in learned rote movements. When you play the piano or hit a tennis ball you are activating the cerebellum. The uppermost part of the brainstem is the midbrain, which controls some reflex actions and is part of the circuit involved in the control of eye movements and other voluntary movements. The forebrain is the largest and most highly developed part of the human brain: it consists primarily of the cerebrum (2) and the structures hidden beneath it. Alcohol is categorized as a depressant and slows down the functions of the central nervous system (CNS). And when the central nervous system is slowed down too much, the heart stops beating and death occurs. Teenagers are particularly vulnerable to alcohol overdose. When people see pictures of the brain it is usually the cerebrum that they notice. The cerebrum sits at the topmost part of the brain and is the source of intellectual activities. It holds your memories, allows you to plan, enables you to imagine and think. It allows you to recognize friends, read books, and play games. The cerebrum is split into two halves (hemispheres) by a deep fissure. Despite the split, the two cerebral hemispheres communicate with each other through a thick tract of nerve fibers that lies at the base of this fissure. Although the two hemispheres seem to be mirror images of each other, they are different. For instance, the ability to form words seems to lie primarily in the left hemisphere,

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A Real Brain Teaser Answer Key,

cont.

while the right hemisphere seems to control many abstract reasoning skills. For some as-yet-unknown reason, nearly all of the signals from the brain to the body and vice versa cross over on their way to and from the brain. This means that the right cerebral hemisphere controls primarily the left side of the body, and the left hemisphere controls primarily the right side. When one side of the brain is damaged, the opposite side of the body is affected. For example, a stroke in the right hemisphere of the brain can leave the left arm and leg paralyzed. Each cerebral hemisphere can be divided into sections, or lobes, each of which specializes in different functions. To understand each lobe and its specialty we will take a tour of the cerebral hemispheres, starting with the two frontal lobes (3), which lie directly behind the forehead. When you plan a schedule, imagine the future, or use reasoned arguments, these two lobes do much of the work. One of the ways the frontal lobes seem to do these things is by acting as short-term storage sites, allowing one idea to be kept in mind while other ideas are considered. In the rearmost portion of each frontal lobe is a motor area (4), which helps control voluntary movement. A nearby place on the left frontal lobe called Brocaâ&#x20AC;&#x2122;s area (5) allows thoughts to be transformed into words. When you enjoy a good mealâ&#x20AC;&#x201D;the taste, aroma, and texture of the foodâ&#x20AC;&#x201D;two sections behind the frontal lobes called the parietal lobes (6) are at work. The forward parts of these lobes, just behind the motor areas, are the primary sensory areas (7). These areas receive information about temperature, taste, touch, and movement from the rest of the body. Reading and arithmetic are also functions in the repertoire of each parietal lobe. As you look at the words and pictures on this page, two areas at the back of the brain are at work. These lobes called the occipital lobes (8) process images from the eyes and link that information with images stored in memory. Damage to the occipital lobes can cause blindness. The last lobes on our tour of the cerebral hemispheres are the temporal lobes (9), which lie in front of the visual areas and nest under the parietal and frontal lobes. Whether you appreciate symphonies or rock music, your brain responds through the activity of these lobes. At the top of each temporal lobe is an area responsible for receiving information from the ears. The underside of each temporal lobe plays a crucial role in forming and retrieving memories, including those associated with music. Other parts of this lobe seem to integrate memories and sensations of taste, sound, sight, and touch.

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Crossword Confusion Name_______________________________________________________Date__________________

Across 1. The point where a nerve impulse passes from one neuron to another. 9. Process images from the eyes and links that information with images stored in memory. 11. Receives information about temperature, taste, touch, and movement from the rest of the body. 12. The feeling a person gets when he or she drinks too much alcohol. 13. Someone who repeats doing a self-destructive activity. 14. The body of a nerve cell. 15. Controls the bodyâ&#x20AC;&#x2122;s vital functions such as respiration and heart rate. Down 2. Nerve cells. 3. A structure buried deep in the brain, responsible for many types of learning and memory. 4. Allows thoughts to be transformed into words. 5. Helps control voluntary movement. 6. Is a depressant and slows down brain activity and reflexes. 7. Are where the taste, aroma, and texture of food is registered. 8. These lie in front of the visual areas and rest under the parietal and frontal lobes. 10. The most highly developed part of the human brain.

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Crossword Confusion Answer Key

Name_______________________________________________________Date__________________

Alcohol/23

NOTES

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Alcohol References and Resources

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References References National Institute of Neurological Disorders and Stroke www.ninds.nih.gov/disorders/brain_basics/know_your_brain.htm National Clearinghouse for Alcohol and Drug Information www.health.org/govpubs Roger, R. L. & McMillan, C. S. Freeing Someone You Love From Alcohol and Other Drugs. New York: Perigee Books, 1992. Schaefer, D. Choices and Consequences: What to Do When a Teenager Uses Alcohol or Drugs. Minneapolis: Johnson Institute Books, 1987.

Additional Resources Brain P.O. Box 5801, Bethesda, MD 20824 800-352-9424 Rid-USA, Inc. P.O. Box 520, Schenectady, NY 12301 Fax: 518-370-4917

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My Mother Is an Alcoholic Coping with someone elseâ&#x20AC;&#x2122;s addiction

BY CORTNEY PHILIP

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Caffeine Teacher

Information

Caffeine/1

Caffeine Caffeine Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives • Learn key facts about caffeine use and its impact upon the body (NHES: 1.8.8, 1.12.1; 3.8.1, 3.12.1).

• Identify the harmful physical effects of caffeine (NHES: 7.8.2, 7.12.2). • Distinguish between healthy and unhealthy alternatives to health-related issues (NHES: 5.8.4, 5.12.4).

• Appreciate the fact that caffeine is not necessary in order to enjoy life, deal with stress, or relax (NHES: 5.8.4, 5.12.4).

• Learn ways to say no when pressured to use caffeinated drinks or other harmful substances (NHES: 4.8.2, 4.12.2).

• Realize that caffeine users are at a higher risk for heartburn, ulcers, fibrocystic breast disease, heart problems, and heart disease (NHES: 7.8.2, 7.12.2).

• Develop healthy problem-solving and decision-making techniques for good health (NHES: 5.8.2, 5.12.2).

• Use communication skills to help other classmates who may be addicted to caffeinated products (NHES: 4.8.2, 4.12.2; 8.8.2, 8.12.2).

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Content Content Alert THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers of caffeine use. Please be aware that there is risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward experimenting with caffeine misuse. As you plan your lesson on caffeine misuse, it is essential that you determine the degree of detail that you wish your class to receive. Naturally, your class discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical dangers of caffeine misuse with your class without revealing specific details about brand names or how to obtain caffeinated items such as No Doz.

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Letter Letter to Parents Dear _________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, our class will begin working with age-appropriate information on caffeine misuse. Our goal is to promote a deeper understanding of many drugrelated issues, and above all to help your student understand the negative side effects of caffeine misuse. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of caffeine misuse as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

Caffeine/4

Teacher

Information About Caffeine

Caffeine is defined as a drug because it stimulates the central nervous system, causing increased heart rate, alertness, and is addictive. Caffeine is naturally produced in the leaves and seeds of many plants. It’s also produced artificially and added to certain foods. The principal action of caffeine is as an antagonist of adenosine receptors in the brain, because the caffeine molecule is structurally similar to adenosine, and binds to adenosine receptors on the surface of cells without activating them. Therefore, caffeine acts as a competitive inhibitor. The reduction in adenosine activity results in increased activity of the neurotransmitter dopamine, accounting for the stimulatory effect. This is why hallucinogenics and caffeine are often used together. Recent research discovered that caffeine freely diffuses into cells and causes intracellular calcium release from the calcium stores in the endoplasmic reticulum. This would explain the higher percentage of osteoporosis among those older Americans who routinely drink caffeinated beverages. Caffeine belongs to a group of stimulants called xanthines. Considering that it is readily available and a pick-meup for many, caffeine is a very popular drug. According to the Center for Science in the Public Interest (CSPI), four out of five Americans have some caffeine on any given day, the average amount being about 200 milligrams a day (equivalent to that found in two 8-ounce cups of coffee, three to four 12-ounce cans of caffeinated soda, or four 8-ounce cups of tea). Globally, consumption of caffeine has been estimated at 120,000 tons per year, making it the world’s most popular psychoactive substance. This number equates to one serving of a caffeinated beverage for every person on the planet on any given day. Caffeine was on the International Olympic Committee list of prohibited substances for many years. Athletes who tested positive for more than 12 micrograms of caffeine per milliliter of urine could be banned from the Olympic Games. This level can be reached after drinking about 5 cups of coffee. However, caffeine was removed from the banned list in 2004. Note: Please see the reprinted article “Monster Addiction,” from Listen®, April 2007, in the additional resources at the back of this section on page 21.

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Caffeine Caffeine Facts A study by a researcher at Duke University Medical Center shows that caffeine taken in the morning has effects on the body that persist until bedtime and amplifies stress consistently throughout the day (Psychosomatic Medicine, July/August 2002). Caffeine can be found in many drinks, food, and drugs. A serving size of the following items all contain various amounts of caffeine: ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

100 Grand Bar 11.2mg After Eight Mint 1.6mg Anacin 32mg Baby Ruth Bar 2.4mg Bittersweet Chocolate 35mg Butterfinger Bar 2.4mg Chocolate Brownie 8mg Chocolate Bar 63mg Chocolate Chip Cookie 5mg Chocolate Ice Cream 5mg Chocolate Milk 15mg Chunky Bar 11.6mg Coffee 90mg Coffee, decaf 5mg Colas 64mg

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Dannon Coffee Yogurt 45mg Dexatrim 200mg Dr. Pepper 61mg Dristan 16mg Excedrin 65mg Hot Cocoa 8mg Jell-O Choc. Pudding 2mg Jolt Cola 100mg Josta 58mg Kit Kat Bar 5mg Krackel Bar 8.5mg Mello Yellow 35mg Midol 32mg Milk Chocolate 15mg Mountain Dew 55mg

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mr. Goodbar 5mg Mr. Pibb 27mg Nestle Crunch Bar 10mg No Doz 100mg Peanut Butter Cup 5.6mg Raisinets 2.5 mg Special Dark Chocolate 31mg Coffee Ice Cream 60mg Surge 51mg Tab 47mg Tea 80mg Triaminicin 30mg Vanquish 33mg Vivarin 200mg

Description: Its scientific name is 3,7-dihydro-1,3,7-trimethyl-1H-purine-2,6,-dione or 1,3,7trimethylxanthine—commonly known as CAFFEINE. Pure caffeine is odorless and has a bitter taste. Caffeine is found in the beans, leaves, and fruit of more than 60 plants, including coffee beans, tea leaves, kola nuts, cocoa beans, and cacao pods, where it acts as a natural pesticide that paralyzes and kills certain insects feeding upon them. See picture of a web made by a caffeinated spider on page 15. Short-term physical effects from moderate doses of caffeine (single can of soda, or a cup of coffee) are an increased alertness, reduced fine motor coordination, insomnia, headaches, nervousness, inability to concentrate, gastrointestinal aches, and dizziness. Long-term physical effects are those that develop over a period of time after repeated consumption of caffeine. They are: osteoporosis, birth defects, miscarriages, infertility, cancers, high blood pressure, premenstrual syndrome, ulcers, heartburn, fibrocystic breast disease, heart disease, and prostate problems. An acute overdose of caffeine (excess of 250 milligrams) can result in a state of central nervous system overstimulation called caffeine intoxication, resulting in muscle twitching and rambling flow of thought and speech. In cases of extreme overdose (150 to 200 milligrams per kilogram of body mass) death can result.

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Vocabulary Vocabulary List Addiction: a repetition of a selfdestructive activity to the exclusion of healthy relationships

Neurotransmitters: chemical messengers made by the body that help neurons carry information to one another

Caffeine: a plant xanthine alkaloid compound that acts as a stimulant in humans

Soma: the body of a nerve cell; reads messages and uses electricity to send them to the correct place

Central nervous system: the brain and spinal cord. It coordinates the activities of the entire nervous system

Stimulant: a drug that stimulates the central nervous system

Craving: the desire to experience the effects of a previously experienced psychoactive substance

Synapse: a tiny gap between two neurons; point where a nerve impulse passes from one neuron to another Theine: the name for caffeine found in the tea leaf

Dependence: see Addiction Dopamine: a neurotransmitter that produces feelings of pleasure when released by the brain

Tolerance: the ability to absorb a drug continuously or in large doses without adverse effect; a decrease in the response to a drug after prolonged use

Guaranine: the name for caffeine found in the berries of the guarana plant Insomnia: prolonged and usually abnormal inability to obtain adequate sleep

Withdrawal: physical and psychological symptoms that occur when a person stops taking a drug after chronic or prolonged use

Mateine: the name for caffeine found in the yerba mate plant Neurons: nerve cells, such as those found in the brain

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NOTES

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Caffeine Student Activities Caffeine/9

Pre/Post Test Name____________________________________________________Date___________

1. Your body needs caffeine to perform its best. ❏ true ❏ false 2. Caffeine is addictive. ❏ true ❏ false 3. Caffeine does have a currently accepted medical use. ❏ true ❏ false 4. Caffeine helps one to be more coordinated. ❏ true ❏ false 5. Hot chocolate is a great substitute for coffee. ❏ true ❏ false 6. Dannon coffee yogurt has the same amount of caffeine as a Special Dark Chocolate candy bar. ❏ true ❏ false 7. Coffee manufacturers recover the caffeine from decaffeinated coffee and resell it for use in soft drinks and medicines. ❏ true ❏ false 8. Caffeine is a diuretic. ❏ true ❏ false 9. The effects of caffeine last about an hour. ❏ true ❏ false 10. Death can result in an overdose of caffeine. ❏ true ❏ false

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Pre/Post Test Answer Key

1. False. Your body doesnâ&#x20AC;&#x2122;t need caffeine to perform its best. In fact, caffeine is

defined as a drug because it stimulates the central nervous system and is addictive. 2. True. Caffeine is addictive. Globally, consumption of caffeine has been esti-

mated at 120,000 tons per year, making it the worldâ&#x20AC;&#x2122;s most popular psychoactive substance. 3. True. Caffeine does have a currently accepted medical use. It is also used in

combination with ergotamine for treatment of migraine and cluster headaches or with certain pain relievers such as aspirin and acetaminophen. Citrated caffeine is used to treat breathing problems in premature babies. 4. False. Caffeine does not help one to be more coordinated. It actually reduces

fine motor coordination. 5. False. Hot chocolate is not a great substitute for coffee. A cup of hot chocolate

contains 8mg of caffeine. 6. False. A Dannon coffee yogurt has 45mg of caffeine, and a Special Dark

Chocolate candy bar has 31mg of caffeine. 7. True. Yes, coffee manufacturers recover the caffeine from decaffeinated coffee

and resell it for use in soft drinks and medicines. 8. True. Caffeine is a diuretic. Whenever you drink a caffeinated beverage make

sure and drink plenty of water. 9. False. The effects of caffeine last more than an hour and can be seen in blood

tests 24 hours after consumption. 10. True. In cases of extreme overdose (150 to 200 milligrams of caffeine per

kilogram of body mass) death can result.

Caffeine/11

Channels of Support Name ________________________________________________ Date_________________ Materials: Empty paper towel or toilet paper tubes cut in half lengthways to make channels. Various objects for traveling through the channels: a marble, ball bearing, golf ball, Ping-Pong ball, raw egg, stone Directions: Begin by talking about different kinds of choices and mistakes. Hold up a marble or stone. Ask what would happen if this object were dropped on the floor. Then hold up the raw egg. Ask the same question. Have a short discussion about the choices we make and how there are varying degrees of consequences. Ask for examples of mistakes that are harmless and for examples of mistakes that could be problematic. Give each person a channel. Tell them they may not give their channels to anyone else during the activity. Explain that the object of the activity is to get the objects safely from the boundary marker into the receptacle. Give students the following rules for the activity: Student Rules: Our goal is to work together and take one object from one mark to the receptacle without dropping or breaking it. 1. Each object must start behind the boundary marker. 2. Neither the boundary marker nor the receptacle may be moved. 3. The object may not hit the ground or touch a person or his or her clothing. If it does any of these things, the object must go back to the beginning and start over. 4. If someone is holding an object in his or her channel, that person may not walk.

Discussion Questions: How did you treat each of the objects? What made the difference? What strategies did you use to keep your objects safe? How were the consequences different with each item? Give some examples of mistakes we make in school. Of these mistakes, which ones would need to be corrected or made right in some way? How do you feel when you make a mistake at school? In life? What makes you feel better about it? What makes you feel worse? Activity Extension: Write a paragraph using this activity as a metaphor for the process of working together to accomplish a goal.

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A Ben Franklin A Ben Franklin is a process named after Benjamin Franklin, who would look at different situations by making a big T on a piece of paper and put the pros on one half and the cons on the other half. Name_______________________________________________________Date___________

Use the chart below to list the positive and negative aspects of peer pressure.

POSITIVE

NEGATIVE

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To Thine Own Self Be True Name________________________________________________________Date___________ With all the pressures of school, peers, cliques, activities, and family, it’s sometimes hard to know just who you are. How would you describe the “real” you? What do you think? How do you feel about things such as peer pressure and caffeine use? Imagine a really close friend is writing a description of the real you. How would you want it to sound? Take some time to reflect. Write some notes about it here, then write your description.

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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A Web of Its Own Name_______________________________________________________Date___________

Choose three activities from the following list to do. (http://en.wikipedia.org/wiki/Caffeine) 1. Write a 2-page paper on the history of caffeine. 2. Compose a skit on how to resist the peer pressure for drinking caffeinated beverages. 3. Perform the skit on how to resist peer pressure for drinking caffeinated beverages. 4. Do a PowerPoint presentation on metabolism of caffeine in the body. 5. Demonstrate the actual amount of caffeine in 10 different products by using flour as caffeine

Without caffeine

and measuring it out for each product. I.e., Special Dark Chocolate candy bar would equal 31 mg of caffeine. 6. Draw and label a caffeine molecule. 7. Describe with pictures and words the extraction of pure caffeine in the process of decaffeinating coffee. 8. Write and illustrate a cartoon titled “A Spider’s Life on Caffeine.” Caffeinated

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So-duh Names of Group Members Researcher: __________________________________________________________________ Reporter: ____________________________________________________________________ Information Technologist: ________________________________________________________ Recorder: ____________________________________________________________________ The Scenario: You are a health inspector and have just received funding from the U.S. Department of Health to fight obesity, diabetes, and absenteeism from school. Together with other members of your class, you need to come up with a clear plan for combating the production and sale of caffeinated and sugar-filled drinks in your school. Your plan should include the following: What your goals are (be specific about two or three achievable goals) Who you would collaborate with in the community and why What your recommendations are to achieve these goals

• • •

The results of your plan should be described in a short presentation to your class. Suggested Goals • Train young people to report suspected labels for caffeine and sugar • Train educators on interesting ways to alert students to the potential hazards of caffeine and sugar. Suggested partners • Principals • Teachers • Other classmates • Health Department personnel Suggested Recommendations • Establish a caffeine-free community

Caffeine/16

Caffeine/17

A xanthine alkaloid compound is an organic (plant) compound made of carbon, hydrogen, nitrogen, and oxygen.

Possible answers include kola nuts, Yaupon Holly, and coffee beans.

Caffeine acts as a pesticide in plants.

The primary source of caffeine is coffee beans.

Breathing problems in premature infants are sometimes treated with citrated caffeine.

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Caffeine References and Resources

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References References Fisone, G. G., Borgkvist, W. A., and Usiello, A. “Caffeine as a Psychomotor Stimulant: Mechanism of Action,” Cellular and Molecular Life Sciences 61(7-8): 857-72. (Apr 2004) PMID 15095008 www.springerlink.com/content/605nwu366ay2c6xt/

Additional Resources http://en.wikipedia.org/wiki/Caffeine http://caffeine.prsto.com/ www.goaskalice-cms.org www.dukemednews.duke.edu “search” for Caffeine http://coffeefaq.com National Clearinghouse for Alcohol and Drug Information (NCADI) www.ncadi.samhsa.gov/ National Institute on Drug Abuse (NIDA) www.nida.nih.gov National Youth Anti-Drug Media Campaign www.theantidrug.com

Note: The Health Connection®, Listen®, Life Skills Curriculum, and affiliates do not necessarily endorse the contents of these Web sites. At the time of publication all Web sites were viable and appropriate.

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ADDICTION

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Cocaine Teacher

Information

Cocaine/1

Cocaine Cocaine Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives

•

Learn key facts about cocaine use and the impact upon the body (NHES: 3.8.1, 3.8.2, 3.12.1, 3.12.2; 7.8.1, 7.12.1).

•

Identify the harmful physical and psychological effects of this drug (NHES: 7.8.1, 7.12.1).

•

Understand how cocaine causes long-term disabilities (NHES: 1.8.1, 1.12.1, 1.12.2; 6.8.2, 6.12.2).

•

Appreciate the fact that cocaine is not necessary in order to enjoy life, deal with stress, or relax (NHES: 1.8.3, 1.12.3; 7.8.2, 7.8.3, 7.12.2, 7.12.3).

•

Realize that cocaine users are at a higher risk for heart problems and brain hemorrhaging (NHES: 3.8.1, 3.8.4, 3.12.1, 3.12.4).

•

Develop healthy problem-solving and decision-making techniques (NHES: 5.8.1, 5.8.3, 5.12.1, 5.12.3).

•

Use communication skills to help other classmates who may be tempted to experiment with cocaine (NHES: 4.8.1, 4.8.2, 4.8.4, 4.12.1, 4.12.2, 4.12.4).

•

Understand the purpose of our emotions and demonstrate the ability to cope in an appropriate manner (NHES: 1.8.2, 1.12.2; 4.8.3, 4.12.3).

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Cocaine/3

Letter to Parents Letter Dear __________________________________________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, our class will begin working with age-appropriate information on the dangers of cocaine. Our goal is to promote a deeper understanding of many drug-related issues, provide tools for your students in helping others, and above all to help your student understand the negative side effects of cocaine use. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of cocaine use as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

Cocaine/4

Teacher Information About Cocaine

Cocaine is a drug made from the leaves of the coca plant and was first used in the 1880s in eye, nose, and throat surgeries as an anesthetic and for its ability to constrict blood vessels and limit bleeding. However, many of its therapeutic applications are now obsolete because of the development of safer drugs. Cocaine is the most potent central nervous system stimulant of natural origin. This substance can be snorted, smoked, or injected. When snorted, cocaine powder is inhaled through the nose where it is absorbed into the bloodstream through the nasal tissues. When injected, the user uses a needle to release the drug directly into the bloodstream. Smoking involves inhaling cocaine vapor or smoke into the lungs, where absorption into the bloodstream is as rapid as the injection. Each of these methods of administration poses great risks to the user. Cocaine abuse and addiction continue to be a problem that plagues North America. For example, from 1965 to 1967, only 0.1 percent of youths had ever used cocaine, but rates rose throughout the 1970s and 1980s, reaching 2.2 percent in 1987. In a 2004 National Survey on Drug Use and Health, approximately 34.2 million Americans ages 12 and older had tried cocaine at least once in their lifetimes, representing 14.2 percent of the population over the age of 12. Approximately 5.7 million (2.4 percent) reported using cocaine in the past year, and 2.0 million (0.8 percent) had used cocaine within the past month. Among students surveyed as part of the 2005 Monitoring the Future study, 3.7 percent of eighth graders, 5.2 percent of tenth graders, and 8.0 percent of twelfth graders reported lifetime use of cocaine. The good news is that approximately 65 percent of eighth graders, 72.4 percent of tenth graders, and 60.8 percent of twelfth graders surveyed in 2005 reported that using cocaine occasionally was a “great risk.” Much of the cocaine available in the United States is transported from South American nations, particularly Columbia, through the Mexico-Central America Corridor. Recent data suggests that a rise in retail-level cocaine prices and a decrease in purity may have occurred during the period of February through September 2005, indicating a potential decrease in the availability of cocaine at the retail level in domestic drug markets. Demographics also indicate that most of the sources for cocaine are in the central city and suburban areas. Settings for cocaine sales include cars, parties, schools, college campuses, raves, supermarkets, and shopping malls. Note: Please see the reprinted article “Turn Your Back on Crack” from Winner, February 2007, in the additional resources at the back of this section p. 21.

Cocaine/5

Cocaine Cocaine Facts Common names: blow nose candy tornado wicky stick

snowball oolies

bingers (crack addicts)

Cocaine is of natural origin from the leaf of the Erythroxylon coca shrub. Cocaine stimulates the central nervous system. It can be taken orally or intranasally (snorting), intravenous injection, and by smoking. Immediately after snorting, smoking, or injection, the cocaine user experiences an intense sensation that lasts for 5-10 minutes and is described as a high. Cocaine can be traced in the casual user up to five days after use and up to 3 weeks in the system of a chronic user. After the initial “high” of elevated emotions, heightened physical and mental performance and an intense sense of joy, users suffer a “coke crash.” Now they feel depressed, grouchy, and tired. Appearance: Cocaine is a fine white crystalline powder often diluted with sugar, cornstarch, calcium powder, and other substances. It can be sniffed, smoked, or injected. Abusers do not take cocaine orally because it takes too long to reach the brain. Cocaine is also converted back into its base form, eliminating adulterants and increasing its potency. This technique, known as freebasing, has become widespread with the appearance of small ready-to-smoke chunks of cocaine base known as crack. Short-term physical effects from small amounts of cocaine are a false sense of confidence; excitement or anger; loss of appetite; alertness and energy; aggression; sexual desire; increase in heart rate; increase in body temperature; and dilated pupils. Long-term physical effects are those that develop after repeated use of cocaine. Snorting cocaine can lead to nosebleeds, sinus problems, and damage inside the nose. Injecting cocaine with used or dirty needles increases the risk of getting hepatitis C, hepatitis B and/or HIV, blood poisoning (septicaemia), and skin abscesses. Continued injecting can also result in blocked blood vessels, inflamed blood vessels, and the addict picking at their own skin. Smoking freebase cocaine (crack) can cause breathing difficulties, a long-term cough, chest pains, and lung damage. Overdose of cocaine: An overdose of cocaine can happen to anyone. Signs of overdose include faster, irregular, or weak heartbeat; breathing problems; heart failure; bleeding blood vessels in the brain; and death.

Cocaine/6

Vocabulary Vocabulary List Addiction: a repetition of a self-destructive activity to the exclusion of healthy relationships

Neurotransmitters: chemical messengers made by the body that help neurons carry information to one another

Cocaine: Cocaine is of natural origin from the leaf of the Erythroxylon coca shrub.

Paranoid: delusion or the belief that everyone is out to get them

Central nervous system: the brain and spinal cord that coordinate the activities of the entire nervous system

Soma: the body of a nerve cell; reads messages and uses electricity to send them to the correct place

Craving: the desire to experience the effects of a previously experienced psychoactive substance

Stimulant: a drug that stimulates the central nervous system Synapse: a tiny gap between two neurons; point where a nerve impulse passes from one neuron to another

Dependence: see addiction Dopamine: a neurotransmitter that produces feelings of pleasure when released by the brain Insomnia: prolonged and usually abnormal inability to obtain adequate sleep Neurons: nerve cells, like those found in the brain

Cocaine/7

Tolerance: the ability to absorb a drug continuously or in large doses without adverse effect; a decrease in the response to a drug after prolonged use Withdrawal: physical and psychological symptoms that occur when a person stops taking a drug after chronic or prolonged use

NOTES

Cocaine/8

Cocaine Student Activities Cocaine/9

Pre/Post Test Name____________________________________________________Date___________ 1. Dopamine is a drug made from cocaine. A. true B. false 2. Cocaine is made from mixing marijuana with chocolate. A. true B. false 3. Crack is cocaine mixed with other ingredients. A. true B. false 4. The definition of a “coke crash” is a drug pusher grinding cocaine into a powder. A. true B. false 5. Snorting cocaine can cause nosebleeds, runny nose, and loss of smell. A. true B. false 6. A person who uses cocaine can suffer from heart, brain, and lung damage. A. true B. false 7. Snorting cocaine is legal by prescription only. A. true B. false 8. A neuron is a brain specialist. A. true B. false 9. The effects of a cocaine “high” last about an hour. A. true B. false 10. Death can result in an overdose of cocaine. A. true B. false

Cocaine/10

Pre/Post Test Answer Key

FALSE:

Cocaine is a drug made from the leaves of the coca plant. Dopamine is a neurotransmitter that plays a critical role in the function of the central nervous system. It is linked to the brain’s complex system of motivation and reward.

FALSE:

Cocaine is a fine white crystalline powder made from the coca plant. It is often diluted with sugar, cornstarch, calcium powder, and other substances.

FALSE:

Crack is cocaine converted back into its base form, eliminating impurities and increasing its potency. Crack, sometimes called “Rock,” is sold in small chunks that can be smoked in a marijuana or tobacco cigarette, or in a special pipe, usually made of glass. The drug is said to take its name from the crackling noise it makes when it is smoked.

FALSE:

A high on cocaine is short lived, and once the drug leaves the brain the user experiences a “coke crash,” with symptoms of fatigue, sleep and eating disorders, depression, and irritability.

TRUE:

Snorting cocaine can cause nosebleeds, runny nose, and loss of smell.

TRUE:

A person who uses cocaine can suffer from heart, brain, and lung damage. The heart rate increases by about 50 percent, and the blood vessels constrict rapidly, raising blood pressure. Heart attacks, convulsions, and strokes may result.

FALSE:

Snorting cocaine is not legal. This was not always the case. In the 1880s it was used for eye, nose, and throat surgeries as an anesthetic and for its ability to constrict blood vessels and limit bleeding. However, these therapeutic applications are now obsolete because of the development of safer drugs.

FALSE:

A neuron is not a brain specialist; it is a brain cell. The center of the neuron is called the cell body or soma. It contains the nucleus, which houses the cell’s deoxyribonucleic acid (DNA) or genetic material. The cell’s DNA defines what type of cell it is and how it will function.

FALSE:

The effects of a cocaine “high” last only about 5 to 7 minutes and are followed by severe depression, feelings of worthlessness, and a craving for more of the drug.

10.

TRUE:

Death can result from an overdose of cocaine because the heart rate increases by about 50 percent, and the blood vessels constrict rapidly, raising blood pressure. Heart attacks, convulsions, and strokes may lead to death.

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Your Emotions Can Be Your Friend Name______________________________________________________Date___________ Emotions serve many wonderful purposes. But feelings of guilt, fear, or anger can be harmful unless they are channeled properly. Directions: Think of all the different emotions you have felt over the past month. Pick one particular emotion and list all the words that describe that emotion. Then write 5-10 metaphors or similes about your feelings. Decide what type of poem you are going to write. Now have fun creating a word picture in poetry to match your feelings. If you have time, create a border for your poem. Here is an example of a poem someone who felt very angry wrote.

THE STORM The dark gray sky in silent voice, moved slowly through the night. And in the morning another voice, as wind whipped earth with fright. Wrapped in bitterness, I beat against the storm. I would make it home again, though desperate and forlorn. In sympathy with me it came, the rain, in torrents, shed its tears reminding me of all the shame, and all the realized fears. Huddled as I seemed to be, I didn’t know the sun had peeked its warm and radiate arms and picked me up again. Unfolding like a springtime flower the storm’s bitterness dissolved and now the rain a welcomed shower the problem all resolved. And then I realized with simple thought, the storm isn’t what I fought. It was my fear that stole my peace, And in forgiveness, I found release.—Gamblin

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Your Opinion Please Name______________________________________________________Date___________ Directions: Circle the response that most clearly indicates the way you feel about each statement. You will be asked to share your response in a small group when everyone has finished. SA=Strongly Agree

A=Agree

U=Undecided

D=Disagree

SD=Strongly Disagree

1. Most young people use cocaine, drink alcohol, or smoke.

SA A U D SD

2. People who use cocaine, drink alcohol, or smoke are bad.

SA A U D SD

3. People who choose not to use cocaine have strong peer support for their decision.

SA A U D SD

4. My beliefs are helpful in making decisions about whether to use or not use cocaine, alcohol, or tobacco.

SA A U D SD

5. There is nothing I can do if someone in my family abuses drugs or alcohol.

SA A U D SD

6. I can help my friends decide whether or not to use cocaine, alcohol, or tobacco.

SA A U D SD

7. It is my responsibility to talk to someone whose drug, alcohol, or tobacco use concerns me.

SA A U D SD

8. Cocaine and alcohol problems primarily affect youth.

SA A U D SD

9. When I have questions about drugs, alcohol, and tobacco, my parents are a good place to go for answers.

SA A U D SD

10. I believe the adults around me want to listen to my questions about alcohol and drugs.

SA A U D SD

When you have completed this questionnaire, move into your small group and share your responses.

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Teacher’s Guide After discussing the questionnaire, lead into further discussion with the following statements:

• Have you formed definite opinions about the use of cocaine, alcohol, and tobacco? • Were there clear-cut answers to the questions? Why or why not? • How do your family, friends, and beliefs influence what you think about these situations? Go through the questionnaire using the following information. 1. Most young people use cocaine, drink alcohol, or smoke. It is a common perception by youth that “everyone uses cocaine, alcohol, and tobacco.” Yet studies consistently show that most young people do not use cocaine, drink alcohol, or smoke. Young people should know that sometimes the word on the street about the frequency of drug use is wrong. 2. People who use cocaine, drink alcohol, or smoke, are bad. Many drugs have the potential to improve our health and enrich our lives. They protect us from disease, combat infections, cure specific illnesses, and comfort the terminally ill. The recreational use of cocaine, alcohol, and tobacco has the potential to cause serious health, social, emotional, spiritual, and economic problems. People who are experiencing these problems as a result of drug use need assistance. It is our responsibility to seek ways to intervene and provide assistance. 3. People who choose not to use cocaine have strong peer support for their decision. Many young people who choose to use cocaine have been influenced by peer pressure. Yet others who choose not to use cocaine have also experienced peer pressure to use. While it is important to find support for healthy decisions, young people need to clarify what is more important—the opinion of their friends or being faithful to what they believe to be right. 4. My beliefs are helpful in making decisions about whether to use or not use cocaine, alcohol, or tobacco. Being clear about what you believe regarding the use of these substances is important and can be helpful in making decisions about using or not using them. 5. There is nothing I can do if someone in my family abuses drugs or alcohol. There are many things that you can do. When you become aware of the problem, talk to a trusted adult, teacher, or school counselor. It is most important that you do not hide problems, but seek what help is available. There are resources available in your community such as Narcotics Anonymous.

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Teacherâ&#x20AC;&#x2122;s Guide, cont. 6. I can help my friends decide whether or not to use cocaine, alcohol, or tobacco. Research has found that often the most significant factor in a young personâ&#x20AC;&#x2122;s decision to use or not to use cocaine, alcohol, or tobacco is the influence of peers (peer pressure). 7. It is my responsibility to talk to someone whose drug, alcohol, or tobacco use concerns me. Concerned people clearly have a responsibility to discuss their concern with their loved ones when they see behavior that might be harmful to them or to others. 8. Cocaine and alcohol problems primarily affect youth. Substance abuse problems affect people of all ages. In fact, in recent years the problems of alcohol and prescription drug abuse among our senior population, along with the overuse and misuse of tranquilizers by middle-age adults, have grown significantly. 9. When I have questions about drugs, alcohol, and tobacco, my parents are a good place to go for answers. Your parents are an excellent place to go for answers. Also, in many schools there are trusted teachers and experienced counselors who have an excellent knowledge of community resources. 10. I believe the adults around me want to listen to my questions about alcohol and drugs. Answers will vary, but the point should be made that the problem of drug and alcohol abuse does not have to be faced alone.

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Word Search

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Word Search Answer Key

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NOTES

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Cocaine References and Resources

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References References Hicks, C. P., “Cocaine.” A Message Magazine Supplement, 2005, p. 8. Rizzo, K. D., “Climb Brainiac Mountain.” Winner, February 2007, p. 8.

Additional Resources http://en.wikipedia.org/wiki/Cocaine http://cocaine.prsto.com/ www.goaskalice-cms.org www.dukemednews.duke.edu “search” for Cocaine www.cocaineabuse.net/cocaine_info.php National Clearinghouse for Alcohol and Drug Information (NCADI) www.ncadi.samhsa.gov/ National Institute on Drug Abuse (NIDA) www.nida.nih.gov National Youth Anti-Drug Media Campaign www.theantidrug.com

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Eating Disorders

Teacher

Information Eating Disorders/1

Eating Disorders Eating Disorders Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives •

Understand that it is sometimes appropriate to experience emotions such as anger or sadness (NHES: 1.8.1, 1.8.2, 1.12.1, 1.12.2; 4.8.3, 4.12.3).

•

View media messages with discernment in order to counteract the hype that thinness is the key to happiness (NHES: 2.8.5, 2.8.6, 2.12.5, 2.12.6).

•

Learn how to help a friend who is suspected of having an eating disorder (NHES: 8.8.2, 8.12.2).

•

Gain an understanding of true self-worth (NHES: 1.8.1, 1.8.2, 1.8.4, 1.12.2, 1.12.4).

•

Apply tools to develop a more positive selfimage (NHES: 1.8.2, 1.12.2; 8.8.1, 8.12.2).

•

Recognize that healthy bodies come in all different shapes and sizes (NHES: 3.8.1, 3.12.1; 5.8.1, 5.12.1).

•

Identify many of the physical and psychological consequences of anorexia, bulimia, and binge eating (NHES: 1.8.1, 1.12.1; 3.8.1, 3.12.1; 5.8.1, 5.8.2, 5.8.5, 5.8.7, 5.12.1, 5.12.2, 5.12.5, 5.12.7).

•

Recognize the symptoms of anorexia nervosa, bulimia nervosa, and binge eating (NHES: 8.8.2, 8.12.2).

•

Help oneself and others understand that eating disorders are serious and dangerous diseases (NHES: 3.8.1, 3.12.1; 5.8.1, 5.8.2, 5.8.5, 5.8.7, 5.12.1, 5.12.2, 5.12.5, 5.12.7; 7.5.1, 7.12.1; 8.8.2, 8.12.2).

•

Understand the purpose of our emotions and demonstrate the ability to cope in an appropriate manner (NHES: 1.8.2, 1.12.2; 4.8.3, 4.12.3).

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Content Content Alert THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers associated with eating disorders. Please be aware that there is a risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward experimenting with purging and some of the other behaviors associated with eating disorders. As you plan your lesson on eating disorders, it is essential that you determine the degree of detail that you wish your students to receive. Naturally, your discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical dangers of eating disorders without revealing specific details. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for your students.

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Letter Letter to Parents Dear ___________________________________________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, our class will begin working with age-appropriate information about eating disorders. Our goal is to promote a deeper understanding of this issue, and above all to help your student understand the negative side effects of depriving our bodies of important nutrients. Sensitive subjects, such as specific details about purging and other eating disorder behaviors, will be handled carefully and thoughtfully. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of eating disorders as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

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Teacher

Information About Eating Disorders The two main reasons that young people are susceptible to eating disorders are that their bodies are changing, and they are being bombarded by media messages that people must be stick-thin in order to be happy or popular. In addition to these reasons there seems to be a high incidence of sexual and/or physical and emotional abuse among those who have eating disorders (though not all people living with eating disorders are survivors of abuse). The most common element surrounding all eating disorders is the inherent presence of low self-worth. There also seems to be a direct connection in some people to clinical depression. It hasn’t been determined if the eating disorder causes the depression or the depression causes the eating disorder. Eating disorders stem from very complex emotional issues. The number of cases of eating disorders has doubled since the 1960s, according to the Eating Disorders Coalition. Anorexia nervosa, which involves intentionally starving oneself, receives more attention than other eating disorders because the results are so disturbing. The sight of a once-lovely young person now looking like a skeleton is shocking. Yet this person insists that they are “too fat” and need to lose more weight. Anorexia has the highest death rate of any psychiatric disorder—as high as 20 percent, with most deaths resulting from medical complications of starvation or from suicide. Bulimia nervosa involves uncontrollable urges to eat huge amounts of food—often junk food— and then rid the body of excess calories by vomiting, abusing laxatives or diuretics, taking enemas, or exercising obsessively. Bulimics may develop feelings of depression and hopelessness, and in some cases may even consider suicide. They are also impulsive and more likely to engage in risky behavior such as alcohol and drug abuse. Eating disorders tend to crest during phases of intense life changes and self-questioning. One such peak is typically around age 13. Although cases of anorexia and bulimia have been seen in children as young as age 7 and also in the elderly, teens and young adults are most at risk. Ten percent of clinicians report the onset at age 10 or younger, 33 percent between ages 11 and 15, and 43 percent between ages 16 and 20. However, it is important to note that statistics tend to be underreported in early adolescents or prepubescent children. Since signs of eating disorders can begin even in young children, parents and educators should pay close attention. Children may not have a full-blown eating disorder, but may become overly concerned about their appearance and pay so much attention to their bodies that they can’t enjoy a normal life. Without intervention this obsession about body image may develop into anorexia or bulimia in their teens. Note: Please see the reprinted article “Mirror Image” from Listen®, October 2005, in the additional resources at the back of this section on p. 23.

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Eating Eating Disorders Facts People with the eating disorder called anorexia nervosa starve themselves on purpose and may exercise excessively to control their weight. This results in an extreme weight loss of at least 15 percent below the normal weight. Anorexics see themselves as “too fat” no matter how thin they are. They view their weight loss as a badge of achievement, whereas weight gain is seen as an unacceptable loss of self-control. Anorexia can be fatal. Symptoms of anorexia nervosa are: 1. Experiencing profound weight loss 2. Looking emaciated 3. Exercising excessively 4. Wearing baggy clothing 5. Refusing to maintain normal weight 6. Intense fear of weight gain 7. Being preoccupied with weight and shape 8. Being preoccupied with food 9. Lying about eating

10. Practicing food rituals 11. Bruising easily 12. Swelling in the abdominal area 13. Complaining of nausea or bloating after eating small amounts of food 14. Experiencing mood swings 15. Feeling cold much of the time 16. Having difficulty eating in front of others

Long-term symptoms of anorexia nervosa are: 1. Depression and loneliness 2. Fatigue 3. Muscle weakness 4. Wasting away of muscles 5. Loss of bone mass 6. Low blood pressure 7. Dry, thinning hair 8. Dry skin that is gray or yellowed 9. Chemical imbalances 10. Problems with teeth and gums 11. Fine hair covering the face and body from lack of protein in the diet

12. Delayed puberty 13. Stunted growth 14. Irregular heart rate 15. Heart failure 16. Malnutrition 17. Insomnia 18. Kidney infection and failure 19. Constipation or diarrhea 20. Incontinence 21. Death (One in 10 cases leads to death from starvation, heart failure, other medical complications, or suicide.)

The most common element surrounding all eating disorders is the inherent presence of low self-worth. Bulimia nervosa—also called the binge-and-purge cycle—is characterized by uncontrollable urges to eat huge amounts of food (often junk food) and then get rid of excess calories by vomiting, abusing laxatives or diuretics, taking enemas, or exercising compulsively. Binges are often tied to times of anger, loneliness, fear, stress, or anxiety. Binge eating is done in secret and causes guilt and depression. Bulimia is called the “secret eating disorder” because bulimics maintain a near-normal weight, hide their habits from others, and continue to function in a relatively normal way. Eating Disorders/6

Eating Facts. cont. Symptoms of bulimia are: 1. Repeating binge eating episodes 2. Making oneself vomit 3. Misusing laxatives, diuretics, enemas, or other medications 4. Fasting or exercising excessively to make up for a binge 5. Having a swollen face or cheeks 6. Becoming preoccupied with food; hoarding,

7. Hiding or stealing food 8. Fear gaining weight 9. Experiencing depression, isolation, and loneliness 10. Having low self-esteem 11. Being a “people pleaser” 12. Allowing weight to fluctuate 13. Having a rash or skin eruptions, callused or bruised fingers, or broken blood vessels in the eyes

Long-term symptoms of bulimia are: 1. Sore throat 2. Infected salivary glands 3. Tearing of the esophagus 4. Acid reflux and other problems with the digestive tract 5. Cancer of the esophagus and voice box 6. Erosion of tooth enamel, rotting teeth 7. Dehydration 8. Muscle spasms

9. Fatigue and insomnia 10. Heart palpitations 11. Malnutrition 12. Dry skin and hair; hair loss 13. Low blood pressure and body temperature 14. Electrolyte imbalances, which can lead to kidney problems or heart failure 15. Cramps, bloating, constipation, diarrhea

Binge Eating Disorder—Binge eating disorder is a lot like bulimia nervosa except that people with binge eating disorder do not purge, exercise too much, or diet after they binge. As a result, many people who have binge eating disorder are overweight from the extra calories they take in during eating binges. Like people with other eating disorders, those with binge eating disorder worry a lot about their weight and the way they look, and they often try to lose weight. They often keep their binge eating a secret from others, and feel out of control and ashamed of their eating. The signs and symptoms of binge eating disorder are similar to those of bulimia nervosa, without the symptoms of purging, overexercising, or extreme dieting.

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Vocabulary Vocabulary List Anorexia nervosa: an eating disorder characterized by intense fear of gaining weight, which leads people to eat as little as possible, to the point where their health is jeopardized Bingeing: the act of overdoing something, usually related to drinking or eating Body image: the way an individual perceives his or her physical appearance Bulimia nervosa: uncontrollable urges to eat huge amounts of food (often junk food) and then get rid of excess calories by vomiting, abusing laxatives or diuretics, taking enemas, or exercising compulsively Cognitive distortion: a distorted or unreal grasp of reality Constipation: infrequent passage of bowel movements Dehydration: lack of water for the bodyâ&#x20AC;&#x2122;s system Esophageal inflammation: rawness and soreness of the tube through which food passes from the mouth to the stomach

Laxative: a medicine used to cause frequent bowel movements Malnourishment: the lack of proper nutrition Obesity: an excessive amount of body fat caused by serious overeating; obese people weigh more than 30 percent above their ideal body weight or have a body mass index of more than 30 Purging: to cause evacuation often by making oneself vomit or by taking laxatives Seizures: abnormal electrical discharges in the brain; symptoms may vary, depending on the part of the brain that is involved, but seizures often cause unusual sensations, uncontrollable muscle spasms, and loss of consciousness Self-worth: a feeling of confidence and respect for oneself Vomiting: to throw up the stomach contents through the mouth.

Gag reflex: the bodyâ&#x20AC;&#x2122;s ability to retch or choke when something foreign is entered into the throat Insomnia: the inability to sleep Ipecac: a medicine used to induce vomiting

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Eating Disorders

Student Activities Eating Disorders/9

Pre/Post Test Name _____________________________________________________ Date __________ Read the statements below. Circle T if you think the statement is true, or F if you think the statement is false.

True or False? Circle One: 1.

Eating disorders are usually just “passing fads” in a young person’s life.

People with anorexia do not have a realistic view of their bodies.

Eating disorders can be deadly.

Anorexics tend to be in good health because they do not eat a lot of junk food.

People with bulimia are usually extremely thin.

Only females develop eating disorders.

Most people with anorexia feel proud and beautiful because they are thin.

Anorexia usually begins with a successful diet.

Bulimia is known as the “secret eating disorder.”

10.

People with eating disorders usually have high self-worth.

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Pre/Post Test Answer Key 1. False. For those who suffer from any eating disorder, the problem is not just a passing fad or phase. Most former anorexics and bulimics struggle with food and body image all their lives. 2. True. Their view of themselves is so distorted that no matter how thin they are, anorexics always see a fat person staring back from the mirror. 3. True. Anorexia has the highest death rate of any mental illness. Bulimics are at risk of heart failure. And obesity has multiple health risks. 4. False. Anorexics are literally starving themselves. Signs of undernourishment are dry, scaly skin, brittle fingernails, thinning hair, and excessive growth of hair on their face and bodies. 5. False. People with bulimia generally weigh within or above the normal range. 6. False. Although much more common in girls, anorexia, bulimia, and other eating disorders can affect boys, too. Male athletes in particular can become preoccupied with shape and weight. 7. False. Even though they may be severely underweight, anorexics continue to believe that they are fat, unattractive, and inadequate. 8. True. When young people are successful on a diet, they usually feel good about themselves and get praise from others. The feeling of control over their bodies motivates them to continue dieting. As anorexia develops, they find it hard to stop dieting. 9. True. People with bulimia often binge in secret because they feel ashamed when their eating is out of control. 10. False. The most common element surrounding all eating disorders is the inherent presence of a low self-worth.

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Self-worth Inventory

Directions: For the statements below, circle the rating that is most true of you. 1 = never,

2 = rarely,

3 = sometimes,

4 = frequently,

5 = almost always

_____ 1. I seek approval and affirmation from others, and I am afraid of criticism. _____ 2. I guess at what normal behavior is, and I usually feel as if I am different from other people. _____ 3. I isolate myself from and am afraid of people in authority roles. _____ 4. I am not able to appreciate my own accomplishments and good deeds. _____ 5. I tend to have difficulty following a project through from beginning to end. _____ 6. I get frightened or stressed when I am in the company of an angry person. _____ 7. In order to avoid a conflict, I find it easier to lie than tell the truth. _____ 8. I have problems with my own compulsive behavior, such as drinking, drug use, gambling, overeating, cleaning, shopping, working, reading, etc. _____ 9. I judge myself without mercy. I am my own worst critic, and I am harder on myself than I am on others. _____ 10. I feel more alive in the midst of a crisis, and I am uneasy when my life is going smoothly; I am continually anticipating problems. _____ 11. I have difficulty having fun. I donâ&#x20AC;&#x2122;t seem to know how to play for fun and relaxation. _____ 12. I am attracted to others whom I perceive to have been victims, and I develop close relationships with them. In this way I confuse love with pity, and I love people I can pity and rescue. _____ 13. I need perfection in my life at home and work, and I expect perfection from others in my life. _____ 14. I seek out novelty, excitement, and the challenge of newness in my life with little concern for the consequences of such action. _____ 15. I take myself very seriously, and I view all of my relationships just as seriously. _____ 16. I have problems developing and maintaining meaningful friendships. _____ 17. I feel guilty when I stand up for myself or take care of my needs first. _____ 18. I seek and/or attract people who have compulsive behaviors (drugs, food, shopping, overworking). _____ 19. I feel responsible for others and find it easier to have concern for others than for myself.

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Inventory, Cont. _____ 20. I am loyal to people for whom I care, even in the face of evidence that the loyalty is undeserved. _____ 21. I cling to and will do anything to hold on to relationships because I am afraid of being alone and fearful of being abandoned. _____ 22. I am impulsive and act too quickly, before considering alternative actions or possible consequences. _____ 23. I have difficulty in being able to feel or to express feelings; I feel out of touch with my feelings. _____ 24. I mistrust my feelings and the feelings expressed by others. _____ 25. I isolate myself from other people; I am initially shy and withdrawn in new social settings. _____ 26. I feel that I am being taken advantage of by individuals and society in general. _____ 27. I can be overresponsible much of the time, but I can be extremely irresponsible at other times. _____ 28. I feel confused and angry at myself and not in control of my environment or my life when the stresses are great. _____ 29. I spend a lot of time and energy rectifying or cleaning up my messes and the negative consequences of ill-thought-out or impulsive actions for which I am responsible. _____ 30. I deny that my current problems stem from my past life. I deny that I have stuffed-in feelings from the past that are impeding my current life. ___________ TOTAL SCORE Scoring and Interpretation This total score indicates the degree to which you are affected by low self-worth. 0- 30 Not affected by low self-worth. 31- 45 Traces of low self-worth. Take preventive action to reduce its impact on your life. 46- 61 Presence of mild low self-worth. Take steps to treat this. 62- 90 Presence of moderate low self-worth. Take steps to treat this as soon as possible. 91-120 Presence of severe low self-worth. Take steps to treat this immediately. 121-150 Presence of profound low self-worth. Seek out professional help to assist you in treatment. *www.coping.org/selfesteem/inventory.htm

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Steps for Recovery From Low Self-worth*

Name____________________________________________________________Date_____

Directions: Rewrite these steps in your own words. 1. We admitted that we were powerless over the behavioral consequences of our low self-worth; that our lives had become unmanageable. 2. We came to believe that our low self-worth could be healed and would grow by our cooperation with a power greater than ourselves. 3. We made a decision to develop a life in which our wills and lives would be open to healing . 4. We made a searching and fearless inventory of our strengths and achievements as well as of our weaknesses and failures. 5. We admitted to ourselves and to others the exact nature of our strengths and weaknesses and of our achievements and failures. 6. We were entirely ready to affirm our positive and remove our negative behavioral traits. 7. We humbly recognized that we have no strength to let go of our shortcomings. 8. We made a list of all persons we had harmed and became willing to make amends to them all. 9. We made direct amends to such persons wherever possible, except when to do so would injure them or ourselves. 10. We continued to take a personal inventory and affirmed our goodness while promptly admitting our wrongs. 11. We sought to improve our self-worth by recognizing what we are capable of becoming through a power greater than ourselves. 12. We tried to carry this message to others hurting from low self-worth and to practice these principles in our life after having had a renewal as a result of these steps. *www.coping.org

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What Is Beauty? Name(s) ________________________________________________ Date _____________ In small groups of two to three students, create a collage that expresses different ideas of beauty from different time periods and/or different cultures. Use magazines such as National Geographic or consult books on the history of fashion. When you are finished with your collage, share it with your classmates. Your teacher may choose to showcase all the posters on a wall titled “What Is Beauty?” Discussion Points: Did everyone make the same collage? Explain. In what way was your collage different from the ones others made? Does everyone have the same concept of beauty? Explain. What can you learn from the different collages that your classmates have made? Please respond, with your own thoughts, to the question “What is beauty?” ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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The Media and Body Image Name _____________________________________________________ Date ________

List five types of media that use incredibly thin models and supermuscular men to promote their messages. 1.___________________________________________________ 2.___________________________________________________ 3.___________________________________________________ 4.___________________________________________________ 5.___________________________________________________

Note: Twenty years ago the average model weighed 8 percent less than the average woman, but today’s models weigh 23 percent less. That’s almost three times skinnier! It puts a lot of pressure on young people to have to cope with unrealistic images. These media images are driving young people to diet constantly, suffer from a poor self-image, and develop eating disorders. What can you do about it?

• Find a magazine advertisement that you believe promotes an unhealthy self-image. Write a letter of complaint to the advertiser about the harmful messages it is sending.

• Identify a particular television program that sends out damaging messages about body image. Write the network to express how you feel.

• Write an article to help younger students separate fantasy from reality in terms of the images

presented in magazines and on television. Advise the students on how to tune out media messages that might make them feel bad about themselves. Let them know what they should focus on instead.

• Create your own cartoon book in which the characters look healthy and normal, instead of looking like superheroes or idealized “perfect” body types.

• Make a PowerPoint presentation designed for elementary-aged students, warning them about the influence of media on their self-worth.

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Understanding Your Emotions Name(s) _____________________________________________________ Date _______ People often develop eating disorders as a way to avoid difficult emotions. While some feelings are uncomfortable, it is important to recognize that there are no â&#x20AC;&#x153;badâ&#x20AC;? feelings. All emotions, even the most uncomfortable ones, serve a purpose. Look at the feelings listed below. Can you think of any positive function that they serve? What is their value? In small groups, brainstorm how these unpleasant emotions can actually help you. Example: Fear can prevent you from doing dumb things. Fear can keep you safe. Fear can help you to protect yourself and get yourself out of dangerous situations. 1. Anger _______________________________________________________________________ _______________________________________________________________________ 2. Sadness _______________________________________________________________________ _______________________________________________________________________ 3. Embarrassment _______________________________________________________________________ _______________________________________________________________________ 4. Guilt _______________________________________________________________________ _______________________________________________________________________ 5. Loneliness _______________________________________________________________________ _______________________________________________________________________ Emotions, even painful ones, are necessary for growth. The key is to acknowledge them and realize their benefit instead of running away from them or covering them up.

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How to Help a Friend You can never force anyone to do what they do not want to do. If you suspect that your friend has an eating disorder, it is better for you to focus on something other than the eating behaviors. Remember, refusing to eat, bingeing, purging, or overeating are symptoms of an emotional problem. IF YOU SUSPECT SOMEONE HAS AN EATING DISORDER . . .

➯ Learn as much as you can about the eating disorder. ➯ Avoid placing shame, blame, or guilt on your friend. ➯ Approach your friend in private. ➯ Begin by telling your friend how much you care. ➯ Express your concern. Share in a straightforward manner what you have noticed. ➯ Avoid conflicts. If your friend refuses to acknowledge that there may be a problem, restate ➯ ➯

your feelings and be open to listen when your friend is ready to talk. Encourage your friend to seek professional help. Medical and psychological help are needed to treat eating disorders. No one should try to treat this disease entirely on his or her own. Tell a responsible adult such as the school nurse, a doctor, a teacher, a guidance counselor, or a parent. Don’t wait until the situation is so severe that your friend’s life is in danger.

Things to say: “You deserve to get help and get better.” “I believe in you.” “I think you’re really struggling and need outside help.” “I don’t care if you’re mad at me. Friends don’t let friends suffer in a dangerous situation.” “I won’t stop caring.” “I’m worried that you’re trapped and not seeing your situation clearly.”

Things NOT to say: “You just need to eat.” “You are acting irresponsibly.” “Are you sick?” “You look like a corpse.” “Would you just eat already?” “It’s not healthy to throw up all the time.” “I don’t understand why you don’t just eat.” “Why are you doing this to yourself and everyone who cares about you?”

Things NOT to say during or after recovery: “You look so thin!” “It looks like you’re gaining weight.” “Boy, you ate a lot, didn’t you?” “Why don’t you have another piece?”

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Attributes

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Attributes Answer Key

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Eating Disorders

References and Resources

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References References Anorexia Nervosa and Related Eating Disorders, Inc. (ANRED) P.O. Box 5102 Eugene, OR 97405 (503) 344-1144 www.anred.com Eating Disorders Coalition for Research Policy and Action 611 Pennsylvania Avenue S.E. #423 Washington, DC 2003-4303 (202) 543-9570 www.eatingdisorderscoalition.org Eating Disorder Referral and Information Center 2923 Sandy Pointe, Ste. 6 Del Mar, CA 92014-2052 (858) 792-7463 www.edreferral.com National Association of Anorexia Nervosa and Associated Disorders P.O. Box 7 Highland Park, IL 60035 (847) 831-3438 www.anad.org National Eating Disorders Association 603 Stewart Street, Ste. 803 Seattle, WA 98101 (206) 382-3587 www.nationaleatingdisorders.org National Institute of Mental Health (NIMH) Office of Communications and Public Liaison (301) 443-4513 www.nimh.nih.gov Schwirzer, J. J., Dying to Be Beautiful: Hope, Help, and Healing for Eating Disorders Hagerstown, Md.: Review and Herald Publishing Association, 2005.

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I held up the

last swimsuit and looked at the mirrored image. Disapprovingly I flung it on the bed. I had done the same

Mirror By Angelique Laura

with all four swimsuits. “Ahgrrr, none of these fit!” I screamed. I threw myself on the bed, squeezed the pillow, rolled over with closed eyes, and threw my head back. The beach party came to mind; everyone would be there. I’m so fat no swimsuit will fit. How can I go to a beach party without a swimsuit? I thought. “Karen, you ready?” asked a voice. I jumped up to find Laura standing in the doorway. “Wow, you startled me!” “Your mom let me in. What’s with all the swimsuits on the bed?” “I was checking them out, but none of them fit. I’ve gotten so fat.” “You’re kidding, right? You are not fat.” Ignoring her comments, I said, “Let’s go to the mall.” Laura had been my best friend since fifth grade, but I just couldn’t talk to her about my weight. At the mall she found a pink swimsuit and went into a changing room to try it on. I waited outside. Her muffled voice floated out to me from the changing room. “Aren’t you going to try something on?” “I don’t see anything I like. I’ll wait for you outside in the mall.” I had been trying to lose weight by practically starving. My clothes did feel a little looser, but the mir-

ror seemed to yell back, “Fat! Fat!” As I waited for Laura, I saw Desiree walking toward me. She had lost a lot of weight lately. She looked kind of pale and drawn, but skinny, the way I wanted to be. “Desiree, what’s up? Wow, you lost a lot of weight.” “Yeah, I guess,” said Desiree. “I’ve been getting fat lately, and I can’t seem to stop,” I said. “You don’t look heavy.” I turned to show my butt and hips, saying, “Yeah? Look at this!” “Well, maybe you just need to lose five pounds.” “So how’d you do it?” Desiree looked around secretively and got closer to me. She took out a small pillbox and showed me some pills. Looking at her questioningly, I asked, “What are those?” “Miracle pills. They help me lose weight.” “Did your doctor prescribe them?” Desiree laughed. “No, I got these off the street. Here, take one tonight and one tomorrow morning. If you like them, I’ll tell you where to get more.” She spilled two pills onto my palm. At that moment Laura appeared with her swimsuit purchase. Desiree greeted Laura, and as she walked away she turned and said to me, “Try them Karen.

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I’ll see you tomorrow.” Laura checked Desiree out with a frown. “That girl has lost too much weight. She looks sick.” “Yeah, maybe she did overdo it,” I replied. “What did she want you to try?” “Oh, Desiree just gave me some diet pills to try.” “Let me see them,” Laura said. I opened my hand. “Those are uppers, right? Don’t take them, Karen. They’re no good for you.” “What do you know?” “Hey, pills are not the way to go. I’m your friend. I don’t want you to do something you’ll regret later.” “A couple of pills won’t do anything. And it may be the thing I need to stop getting heavy.” “What are you talking about? You are not heavy.” “Right,” I answered sarcastically. “Do what you want. But I think you’re asking for trouble taking those,” replied Laura. I put the pills into my purse and didn’t respond. Deep down I knew that Laura was right. But she never had to worry about her weight; she could eat all day long and not gain an ounce. Why couldn’t I be like that? Disgusted, I said, “Let’s go. I’ve got to get home.” Once in my room, I took the pills out. “Should I?” I asked

Image myself. Quickly putting them back, I thought, Maybe tomorrow. The next morning at school Desiree asked, “Did you try them?” “No, I’m kind of scared,” I replied. “Scared? Why?” asked Desiree. “Well, what if I get hooked on them, you know? I don’t want to become an addict. I’ve seen kids get messed up on drugs,” I responded. The class bell rang, and we went in opposite directions. I had just gotten home when the doorbell rang. Melissa, my neighbor, was at the door. She looked totally distraught, her eyes red and puffy. “Melissa, what happened?” I asked. “My cousin Josie is in a coma,” replied Melissa. “Oh no. Come in.” I stood aside so Melissa could come into the living room. “What happened?” “She had this crazy idea that she was too fat and she kept doing things to lose weight, but she went too far. The doctor said she dehydrated so much that all of her organs are shutting down. Right now she’s in a coma.

“I just need the extra keys we keep here. I don’t know where my keys are. I came home to pick up some things and go back to the hospital,” said Melissa. I got the keys and handed them to Melissa, a sudden thought occurring to me. “Um, Melissa, aren’t Desiree and your cousin Josie best friends?” “Yeah, the two of them were just as beautiful as you, Karen. But they kept dieting. Now Josie’s in a coma and Desiree looks sick too. I just hope she doesn’t end up in a hospital like Josie,” replied Melissa. She stood up and left. I stood stunned for a moment. I walked back to my room thinking about Josie, Desiree, and the pills. In my room I stood in front of the mirror and traced my curvy body with my hands. This time the image didn’t scream back. “I am beautiful, just as Melissa said,” I whispered. Taking the pills out of my purse, I looked at them. I walked over to the bathroom, threw the pills into the toilet, and flushed it. I felt relieved. I went to the living room to call Laura. “Hi. It’s Karen. Want to go to the mall again L M tomorrow? There’s a swimsuit I liked. . . . Great. . . . Bye.” I put the phone on the receiver and walked into the kitchen to see if dinner was done. I was starved! ISA

They don’t know if she’s going to make it,” Melissa’s voice trailed off with a sob. I hugged her and let her cry on my shoulder.

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ERTINS

Hallucinogens Teacher

Information

Hallucinogens/1

Hallucinogens Hallucinogens Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the student activities as selected by the teacher, the student will be able to do the following.

Learning Objectives

• Understand how hallucinogens affect neurochemical systems in the brain, including the serotonin system (NHES: 1.8.1, 1.12; 3.8.1, 3.12).

• Identify the physical and psychological effects of hallucinogen use (NHES: 1.8.1, 1.8.8, 1.8.9, 1.12.1, 1.12.8, 1.12.9; 3.8.1, 3.12.1).

• Understand that experimenting with hallucinogens is not necessary in order to have a fun and fulfilling life (NHES: 8.8.1, 8.8.2, 8.8.3, 8.12.1, 8.12.2, 8.12.3; 2.8.9, 2.12.9).

• Identify the special risks that hallucinogen use poses for human beings (NHES: 1.8.1, 1.8.8, 1.8.9, 1.12.1, 1.12.8, 1.12.9; 3.8.1, 3.12.1).

• Recognize the long-term and short-term effect of hallucinogen use on the brain and its structures (NHES: 1.8.1, 1.12; 3.8.1, 3.12).

• Explore activities and develop a plan to promote a healthy, drug-free lifestyle (NHES: 7.8.2, 7.12.2).

• Recognize the signs that someone is experimenting with hallucinogens and work to influence and support them to make positive health choices (NHES: 8.8.2, 8.12.2).

• Use research skills to help other classmates who may be tempted to experiment with hallucinogens (NHES: 4.8.4, 4.12.4).

• Develop goals for positive relationships in your family, school, church, and community (NHES: 2.8.4, 2.12.4; 6.8.1, 6.12.1).

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Content Content Alert THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers of hallucinogens. Please be aware that there is a risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward experimenting with hallucinogen use. As you plan your lesson on hallucinogens, it is essential that you determine the degree of detail that you wish your class to receive. Naturally, your class discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical dangers of hallucinogen use with your class without revealing specific details. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for them.

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Letter Letter to Parents Dear ___________________________________________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, our class will begin working with age-appropriate information about hallucinogens. Our goal is to promote a deeper understanding of many drugrelated issues, and above all to help your student understand the negative side effects of hallucinogen use. Sensitive subjects, such as specific details about the promotion and acquisition of hallucinogens, will be handled appropriately. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of hallucinogen use as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

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Teacher Information About Hallucinogens

Hallucinogensâ&#x20AC;&#x201D;LSD, PCP, Psilocybin, Mescaline, DMT, Foxy Methoxy, DXM, Ketamine, 2C-B, PMA, Jimsonweed, MDMAâ&#x20AC;&#x201D;are drugs that cause altered mental states of perception, feeling, and consciousness. 1. LSD (lysergic acid diethylamide) is one of the major hallucinogens and was discovered in 1938 from fungi that grow on rye and other grains. 2. PCP (phencyclidine) was developed in the 1950s as an intravenous anesthetic but was discontinued in 1965 because patients often had irrational side effects. 3. Psilocybin is obtained from certain mushrooms found in South America, Mexico, and the United States. These mushrooms are usually ingested orally, but can also be brewed in a tea or added to food. 4. Mescaline is an active ingredient found in the peyote cactus. It can also be produced synthetically. 5. DMT (dimethyltryptamine) is found in a number of plants and seeds. DMT is not effective in producing hallucinogenic effects when ingested by itself and is therefore used in conjunction with another drug that inhibits its metabolism. 6. Ketamine is a dissociative anesthetic that is smoked, snorted, or injected. It is a Schedule III drug, since it is legally available as a veterinary anesthetic in the United States. 7. 2C-B (4-bromo-2, 5-dimethoxyphenethylamine) is a synthetic hallucinogen that can be taken as a pill or capsule, or snorted. 8. PMA (paramethoxyamphetamine) produces effects similar to those of MDMA (ecstasy; see number 12 below) but is extremely toxic. 9. Jimsonweed is a hallucinogenic plant that is usually drunk as an herbal tea. Jimsonweed is not currently illegal. 10. Foxy Methoxy is available in powder, capsule, and tablet form and is usually ingested orally. 11. DXM (dextromethorphan) is a cough suppressing ingredient in a variety of over-thecounter cold and cough medications. At the doses recommended for treating coughs, the drug is safe and effective. At much higher doses, dextromethorphan produces dissociative effects similar to those of PCP and ketamine. Hallucinogens/5

Teacher

Information About Hallucinogens, cont. 12. MDMA (3,4 methylenedioxymethamphetamine), also known as ecstasy, is a stimulant related to the drugs mescaline and amphetamine. Ecstasy gained national attention when it was the drug of choice at club parties called “raves.” According to the 2005 National Survey on Drug Use and Health (NSDUH), approximately 33.7 million Americans aged 12 or older reported trying hallucinogens at least once during their lifetime, representing 13.9 percent of the population in that age group. Approximately 3.8 million (1.6 percent of the population) reported past-year hallucinogen use, and 1.1 million (0.4 percent) reported past-month use of hallucinogens. The most commonly used hallucinogens are either natural substances such as mescaline from cacti and psilocybin from mushrooms, or chemically manufactured (synthetic) drugs such as ecstasy (MDMA). Other drugs that are not true hallucinogens but possess certain hallucinogenic properties, such as the dissociative anesthetic drugs PCP (phencyclidine) and ketamine, are often included in the category of hallucinogens. Percent of Students Reporting Hallucinogen Use 2005–2006

Past month Past year Lifetime

8th Grade 10th Grade 12th Grade 2005 2006 2005 2006 2005 2006 1.1 0.9 1.5 1.5 1.9 1.5 2.4 2.1 4.0 4.1 5.5 4.9 3.8 3.4 5.8 6.1 8.8 8.3

There has been a revival of interest in hallucinogens in recent years for several reasons. One is the rise of the dance-based rave and trance culture, in which young people frequently use drugs such as ecstasy or LSD as an aid to induce ecstatic or trance states of consciousness. A second major contributing factor is the use of the Internet. This has made information pertaining to drugs much more accessible to the general public. A fact sheet for each of the following will be included in this section: ecstasy, LSD, mescaline, mushrooms, and PCP. These are the most popular hallucinogens among teens. It is recommended that these fact sheets be available to counselors, educators, and concerned citizens. Caution: These fact sheets are intended for the prevention educator and not necessarily the student. We do not want this information to be a “road map,” steering the student toward hallucinogen experimentation. Note: Please see the reprinted article “Not So Ecstatic After All,” from Listen®, April 2006, page 31, in the additional resources at the back of this section.

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Ecstasy Ecstasy Facts Ecstasy (3,4 methylenedioxymethamphetamine) is a synthetic drug with hallucinogenic and stimulant properties. It is usually sold in a tablet form, often branded with images such as the Nike symbol or CK. It may also be a white powder or in a gelatin capsule. Common names are: XTC, Adam, X, E, Doves, Hug Drug, Love Drug, Go, Dex, Burgers, Mercedes, Mitsubishi, Nike, Swoosh, Superman, White Buddha, White Star, Disco Biscuit, Bean. Short-term physical effects include mild intoxication, euphoria, increased sociability, visual disturbance, blurred vision, depression, anxiety, and panic attacks. In higher doses the user may experience distortion of perception, thinking, or memory; hallucinations; and long-lasting anxiety or depression. Long-term physical effects include increased blood pressure and heart rate, loss of appetite, nausea, vomiting, muscle aches, sweating, teeth grinding, insomnia, loss of balance, headache, hyperthermia, seizures, brain damage, flashbacks, irritability, paranoia, depression, psychosis, or death.

Image courtesy of the National Institute on Drug Abuse

Dr. George Ricaurte, an associate professor of neurology at Johns Hopkins University, analyzed brain scans of people who had used ecstasy. The study included people who had used ecstasy an average of 200 times over five years. Although the behavior of these people appeared normal, brain scans showed that the drug had damaged their brains. Those who used the drug more often had more brain damage than less frequent users. Using an imaging technique called positron emission tomography (PET), Ricaurte noted a 20-60 percent reduction in healthy serotonin cells in the drug users. In fact, one study demonstrated that women may be more susceptible to damage to the serotonin transporters than men. This may result in more brain damage to women (McCann, Ricaurte, Molliver, 2001).

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LSD LSD Facts LSD (lysergic acid diethylamide) is a synthetic hallucinogen created from a fungus that grows on rye and other grains. It is a white crystal-like substance that can be dissolved in water. Drops of LSD that have been dissolved in water are typically placed on gelatin sheets, pieces of blotting paper, or sugar cubes. LSD is taken orally by letting the substance that it has been placed on dissolve in the mouth. Common names are: Acid Cube Blotters Dots Lids Microdots Window pane Hits

Tabs Trips Sandoz’s Mellow yellow

Short-term physical effects depend on the size of the dose, the setting, and the user’s expectations, past drug experiences, and personality. Typical effects include visual hallucinations, diminished control over thinking and concentration, heightened sensory perception, and a distorted perception of time and space. There may be numbness, muscle weakness, impairment of motor skills, increased blood pressure and heart rate, rapid and deep breathing, nausea, and vomiting.

Public Domain

Long-term physical/psychological effects may occur unexpectedly and may include fearfulness, anxiety, depression, panic, paranoia, delusions, severe confusion, and disorientation. Longterm users may experience spontaneous recurrences of specific experiences that originally occurred during a hallucination. Users may react so violently that they hurt themselves or other people. People have been known to run away, jump out of windows, and do other crazy things when they are having a “bad trip.” Flashbacks can occur for years after someone has quit using LSD. This is a photo of a blotter of “stickers.” It is a life-size example of the most common form of LSD. If you look closely, you will notice the perforations in the blotter paper. This is 15 “hits” of LSD. The drug can be found in several other forms, including a powder or crystal, liquid, gelatin squares, laced on sugar cubes, and in capsules. LSD has remained popular with high school and college students and other young adults. It is inexpensive and easy for teens and young adults to obtain and has recently made a comeback to the drug scene.

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Mescaline Facts Mescaline Mescaline is a dark-brown powder ground from “buttons” of the Mexican cactus peyote. Because of its mind-fogging and mind-boggling effects, the peyote has been known among Mexico’s Yaqui Indians as the bruja’s brew. It may well be that: a witch’s potion.

Short-term physical effects cause pupil dilation, dizziness, vomiting, tachycardia, sensations of warm and cold, and headaches. Some of the hallucinations under the effect of mescaline can cause nightmares that create psychosis to the user.

Public Domain

Common names are: Buttons, Cactus, Mescal, Peyote, Moon, Big Chief.

Public Domain

Long-term physical/psychological effects: In large doses mescaline lowers the blood glucose. The user may suffer bloody diarrhea and fall into unconsciousness. Lethal doses produce convulsions, breath arrest, and heart failure. Death is caused by respiratory failure. While direct deaths from mescaline are uncommon, any injuries or deaths are more likely to be a result of accidents that occur because of the user’s distorted perception. The United States government classifies peyote and mescaline as Schedule I controlled substances, meaning that there is no known medical use and it is illegal. This is a photo of the powder ground from the peyote cactus and is the work of a Drug Enforcement Administration employee, taken or made during the course of the employee’s official duties. As a work of the U.S. federal government, the image is in the public domain.

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Mushrooms Mushroom Facts

Public Domain

Psilocybin mushrooms are fungi that contain the psychedelic substances psilocybin and psilocyn. The hallucinogenic properties of these mushrooms have been known for centuries. The discovery of mushroom sculptures in ancient Central and South American ruins suggests that hallucinogenic mushrooms were used by native people during religious ceremonies. Every year across the United States more than 9,000 cases of mushroom ingestions are reported to the American Association of Poison Control Centers. Many hundreds of cases of mushroom ingestions occur each year in California. Children under the age of 6 years account for a majority of these cases. The consequences of mushroom poisoning can be severe. Common names are: Magic mushrooms, Shrooms, Caps, Boomers, Fungus.

Public Domain

Short-term physical effects are yawning, inability to concentrate, restlessness, increased heart rate, and hallucinations (visual and auditory). These symptoms may appear 30 to 60 minutes after the mushroom is eaten and can last about four hours. Long-term physical/psychological effects from extended high dosages may include some cognitive impairment (hallucinogen persisting perceptual disorder) and possibly some emotional problems caused by effects on serotonin levels produced by the human brain. Usually temporary, these fade with cessation of use over a few months. Users often report about their bad experiences: â&#x20AC;&#x153;I took mushrooms at the age of 20 and had a very bad experience. I became suicidal and for about four days I was totally wasted. Today at the age of 47 I suffer from severe depression and phobias and have had to have shock treatments for a nervous breakdown.â&#x20AC;? Note: According to a National Household 2002 Survey on Drug Abuse. The majority of teens were not using hallucinogens. That means that up to 2002, 94 percent of teens had never even tried hallucinogens.

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PCP PCP Facts Phencyclidine (PCP) was developed in the 1950s as an anesthetic. However, its use as an anesthetic was stopped after some people experienced psychotic reactions. PCP is now made illegally and has found its way onto the street, often contaminating other street drugs. In fact, PCP is often sold in place of drugs such as LSD and mescaline. PCP can be eaten, snorted, injected, or smoked. Depending on how a person takes the drug, the effects are felt from a few minutes (two to five minutes when smoked) up to an hour. PCP can stay in a personâ&#x20AC;&#x2122;s body for a long time; the half-life of PCP ranges from 11 to 51 hours. PCP affects multiple neurotransmitter systems in the brain. For example, PCP inhibits the reuptake of dopamine, norepinephrine, and serotonin and also inhibits the action of glutamate by blocking NMDA receptors. Some types of opioid receptors in the brain are also affected by PCP. These complex effects on multiple chemical systems in the brain most likely cause the behavioral effects of PCP. Common names are: Angel Dust, Dust, Synthetic Marijuana, Boat, Zombie, Killer Weed, Crystal Hog, Rocket Fuel, DOA, Peace Pill. Short-term (low-dosage) physical effects are feelings of euphoria (well-being), relaxation, numbness, sensory distortions, feelings of detachment from oneâ&#x20AC;&#x2122;s own body, anxiety, confusion, amnesia, illogical speech, blurred vision, and a blank stare. A tolerance and dependence on PCP are possible. Withdrawal symptoms include diarrhea, chills, and tremors. Long-term (high dosage) physical/ psychological effects may be seizures, respiratory failure, coma, fever, stroke, and even death.

Public Domain

PCP is a bitter-tasting, white crystalline powder that is easy to dissolve in water or alcohol. PCP may be dyed various colors and often is sold as a tablet, capsule, liquid, or powder.

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Vocabulary Vocabulary List Addiction: an uncontrollable compulsion to repeat a behavior regardless of its consequences. A person who is addicted is sometimes called an addict. Anesthetic: a substance that causes loss of sensation with or without the loss of consciousness Central nervous system: the brain and spinal cord. It coordinates the activities of the entire nervous system. Coma: a deep, prolonged unconsciousness Deoxyribonucleic acid (DNA): the basic element of life. DNA is organized into structures called chromosomes, and the set of chromosomes within a cell make up a genome. These chromosomes are duplicated before cells divide in a process called DNA replication.

Hallucination: a sensory perception in the absence of an actual external stimulus Hallucinogen: a drug that can produce hallucinations, disturb cognition and perception, and sometimes cause psychotic-like states Hallucinogen persisting perception disorder (HPPD): a spontaneous recurrence of some of the sensory distortions originally produced by a hallucinogenic drug long after an individual has ingested the drug; commonly known as a flashback Hyperthermia: unusually high body temperature Illusinate: a fun way to describe a safe, healthy alternative to hallucinating Massives: large rave dance parties

Dissociation: a feeling of detachment from the environment and self Ecstasy: designer drug that is chemically known as MDMA Flashback: a spontaneous recurrence of some of the sensory distortions originally produced by a hallucinogenic drug long after an individual has ingested the drug. Also known as hallucinogen persisting perception disorder (HPPD)

Pacifiers: Infant pacifiers are often used by ecstasy users to counteract the clenched-jaw effects of the drug. Probortunity (problem/ opportunity): Because of the difficulty in determining the difference between a problem and an opportunity and because there are many negative implications in using the word “problem,” the word “probortunity” has been created.

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Vocabulary Vocabulary List Respiratory depression: a decrease in the rate or depth of breathing Schedule I drug: a drug that is illegal under the federal Controlled Substance Act and (1) has high potential for abuse, (2) has no currently accepted medical use in treatment in the United States, and (3) is not safe for use under medical supervision Schedule II drug: a drug that is illegal under the federal Controlled Substance Act and (1) has high potential for abuse, (2) has currently accepted medical use in treatment in the United States, and (3) may lead to severe psychological or physical dependence if abused

Synthetic drug: a drug that is produced artificially by chemical synthesis Tolerance: the ability to absorb a drug continuously or in large doses without adverse effect; a decrease in the response to a drug after prolonged use Toxic: capable of causing injury or death Trip: a term used to describe experiences resulting from hallucinogenic drug use Vicks VapoRub: Ecstasy users often breathe the fumes of this product for its cooling effects.

Schedule III drug: a drug that is illegal under the federal Controlled Substance Act and (1) has less potential for abuse than the drugs in Schedules I and II, (2) has a currently accepted medical use in treatment in the United States, and (3) may lead to moderate or low physical dependence or high psychological dependence if abused Synesthesia: a condition in which one type of stimulation evokes the sensation of another, as when the hearing of a sound produces the visualization of a color or a smell

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NOTES

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Hallucinogens

Student Activities Hallucinogens/15

Pre/Post Test Name________________________________________________Date___________ 1. Hallucinogens are only psychologically addicting. A. True B. False 2. Hallucinogens can only be smoked. A. True B. False 3. Mescaline and mushrooms are safer hallucinogens than LSD or ecstasy. A. True B. False 4. Physical effects of hallucinogen use typically include muscle weakness, impairment of motor skills, increased blood pressure and heart rate, changes in breathing, nausea, vomiting, sweating, and chills. A. True B. False 5. Hallucinogen users always know that the illusions produced are not real. A. True B. False 6. Hallucinogen use never results in long-lasting psychological disorders. A. True B. False 7. Spontaneous recurrences of visions or illusions from hallucinogens, sometimes years later, are called flashbacks. A. True B. False 8. Hallucinogen users sometimes think they can hear or feel colors. A. True B. False 9. Hallucinogenic plants have historically been used for social and religious rituals. A. True B. False 10. Hallucinogen use died out after the seventies and hasnâ&#x20AC;&#x2122;t reappeared since. A. True B. False

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Pre/Post Test Answer Key

1. False. Some hallucinogens, including ecstasy and PCP, can be physically addicting. Psychological dependence on many hallucinogens is also possible. 2. False. Hallucinogens can be ingested orally; for example, in a tea or added to food, smoked, snorted, or taken in pill or capsule form. 3. False. For example, the effects of LSD use can last eight hours and the effects of mescaline use may last as long as 12 hours. 4. True. Physical effects of using hallucinogens might include increased blood pressure and heart rate, loss of appetite, nausea, vomiting, muscle aches, sweating, teeth grinding, insomnia, loss of balance, headache, hyperthermia, seizures, brain damage, flashbacks, irritability, paranoia, depression, psychosis, or death. 5. False. The primary psychological effect of hallucinogen use is the appearance of pseudohallucinations or illusions—visual, auditory, or tactile sensations or disturbances that the user feels are very real but knows are not. True hallucinations (in which the user does not realize that their altered perceptions are not real) may occur, but are usually part of a psychotic episode triggered by the drug. 6. False. Although a relatively rare occurrence, some hallucinogen users experience long-lasting psychological effects after using the drug. Persistent symptoms that can last for years may include dramatic mood swings, vivid visual disturbances, and true hallucinations. 7. True. Flashbacks (also referred to by physicians as hallucinogen persisting perception disorder) are spontaneous recurrences of some of the sensory distortions originally produced by a hallucinogenic drug. While hallucinogen users may rarely experience flashbacks, there is no way to tell who will experience flashbacks or when they will occur. 8. True. The primary psychological effect of hallucinogen use is the appearance of pseudohallucinations or illusions. Some hallucinogen users experience synesthesia, a mixing of the senses in which they think they can “hear” or “feel” colors or “see” sounds. 9. True. Hallucinogenic plants were used in many ancient cultures as part of religious ceremonies, for medicinal purposes, and for magical practices. Researchers believe that hallucinogen use may date as far back as 500 B.C. 10. False. According to the 2005 National Survey on Drug Use and Health, approximately 33.7 million Americans aged 12 or older reported trying hallucinogens at least once during their lifetime, representing 13.9 percent of the population in that age group. Approximately 3.8 million (1.6 percent of the population) reported past year hallucinogen use and 1.1 million (0.4 percent) reported past month use of hallucinogens.

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The Bridge Builder Name________________________________________________________Date_______ Directions: Make an artistic border around this poem.

An old man, going a lone highway, Came, at the evening, cold and gray, To a chasm, vast, and deep, and wide, Through which was flowing a sullen tide. The old man crossed in the twilight dim; The sullen stream had no fears for him; But he turned, when safe on the other side, And built a bridge to span the tide. “Old man,” said a fellow pilgrim, near, “You are wasting strength with building here; Your journey will end with the ending day; You never again must pass this way; You have crossed the chasm, deep and wide— Why build you a bridge at the eventide?” The builder lifted his old gray head: “Good friend, in the path I have come,” he said, “There followeth after me today A youth, whose feet must pass this way. This chasm, that has been naught to me, To that fair-haired youth may a pitfall be. He, too, must cross in the twilight dim; Good friend, I am building the bridge for him.” Author: Will Allen Dromgoole

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Reflection Upon the Bridge Builder Name_______________________________________________________Date________ Directions: Discuss with your group each question and reflect on how it relates to you, your family, your school, and your community. Be prepared to submit a group reaction to these questions.

1. As you reflect on your life, to whom are you the “old man,” and who is the “old man” to you?

2. Over what “chasm” are you building, and what “chasm” is being built over for you?

3. The “fellow pilgrim” thinks that the “old man” is wasting time and energy building the bridge because he’s already crossed the chasm. Who do you know who might share that perspective?

4. What might someone be gaining by being singularly focused on a personal goal rather than caring about “building a bridge”? What might someone be missing out on?

5. By building the bridge, the old man is leaving a legacy for the “fair-haired youth.” What is the legacy that you want to leave with your family and in your local and global communities?

6. What other thoughts do you have in response to this poem?

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You Don’t Need to Hallucinate When You Can Illusinate Name____________________________________________________Date__________ Directions: Study this optical illusion picture for a few moments and then try to draw it. It’s fairly easy to draw and might help your classes, or even your spare time, go a little faster. Notice the shading in this illusion that helps give it the three-dimensional shape—but it isn’t drawn in perfect perspective. All the angles are exactly the same; if they weren’t, the center block would not line up!

Public Domain

Drawing practice space:

Pictures from www.coolopticalillusions.com

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Public Domain

Stare at the center of this image for at least 30 seconds. Then look at a blank white wall or a piece of paper. What do you see? Take your time. Sometimes it takes an additional 20 seconds before your eyes can really focus on the afterimage. The image looks similar to the one on the shroud of Turin.

The Office of National Drug Control

The Office of National Drug Control Policy spends nearly $200 million each year on its National Youth Antidrug Media Campaign. Your advertising agency has been asked to submit a proposal to produce this campaign. Brainstorm to come up with a plan. Group Members:__________________________________________Date_________ 1. As a group decide who will be the project manager, reporter, recorder, information technologists, timekeeper, and materials coordinator. 2. As a group write a job description for each position. 3. As a group write a budget for the project—in Excel if possible. 4. Everyone must contribute to the group discussions and the wording of the proposal. 5. Everyone must agree on the wording in the advertisements. 6. Everyone must agree and initial the final group evaluation.

The Brainstorm First, decide who will lead the session. This person needs to introduce the session, keep an eye on the time, and make sure the rules are obeyed. 1. The facilitator (pick someone different for each session) will go through the brainstorming rules: Postpone and withhold your judgment of ideas. Encourage wild and exaggerated ideas. Quantity counts at this stage, not quality. Build on the ideas put forward by others. Every person and every idea has equal worth.

• • • • •

2. Next, prepare your brainstorming area by making sure you have paper and pencils, computer, chart paper, markers, and any other materials you might need to record the interesting ideas your group is going to generate. Now you are ready to draw up a specific probortunity (problem/opportunity) statement that describes what you are trying to achieve. This statement must not even suggest what a typical solution might be, because this will hinder ideas. 3. The probortunity statement: Please visit www.brainstorming.co.uk, internet and computer resources for creativity and brainstorming. ©1999 Infinite Innovations Ltd.

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Public Domain

Wants You!

How Do We Know?

â&#x20AC;&#x153;Reality is merely an illusion, albeit a very persistent oneâ&#x20AC;? (Albert Einstein). We do not know how we know. As you read these words, you do not really see the ink, the paper, your hands, and the surroundings, but an internal and three-dimensional image that reproduces them almost exactly is constructed by your brain. The photons reflected by this page strike the retinas of your eyes, which transform them into electrochemical information; the optic nerves relay this information to the visual cortex at the back of your head, where a cascade-like network of nerve cells separates the input into categories (form, color, movement, depth, etc.). How the brain goes about reuniting these sets of categorized information into a coherent image is still a mystery. This also means that the neurological basis of consciousness is unknown. If we do not know how we see a real object in front of us, we understand even less how we perceive something that is not there. When a person hallucinates, there is no external source of visual stimulation, which, of course, is why cameras do not pick up hallucinatory images (Narby, 1999). With your group extrapolate at least three questions from the paragraph above and research the answers. Present your findings to the class.

1.______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2.______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3.______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4.______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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DNA Deoxyribonucleic Acid If you think about your DNA, it’s a vital code that is inherited from your parents and is essentially static throughout your life. However, the genes in your DNA have a coating on them that involves chemicals known as DNA methylation. It is these chemicals that impact how DNA is expressed, and they can also be impacted by environmental changes such as the experiences we have and the things we take into our bodies. This basic element of life is described as “ancient high biotechnology,” containing “over a hundred trillion times as much information by volume as our most sophisticated information storage devices.” DNA is only 10 atoms wide and as such constitutes a sort of ultimate technology. It is organic and so miniaturized that it approaches the limits of material existence. If one stretches out the DNA contained in the nucleus of a human cell, one obtains a two-yard-long thread that is only 10 atoms wide (and the two ribbons that make up this filament wrap around each other several hundred million times). This thread is a billion times longer than its own width. Relatively speaking, it is as if your little finger stretched from Paris to Los Angeles.

DNA is organized into structures called chromosomes, and the set of chromosomes within a cell make up a genome. These chromosomes are duplicated before cells divide in a process called DNA replication. Hallucinogens/23

Public Domain

A thread of DNA is much smaller than the visible light humans perceive. Even the most powerful optical microscopes cannot reveal it, because DNA is approximately 120 times narrower than the smallest wavelength of visible light. The nucleus of a cell is equivalent in volume to two millionths of a pinhead. The two-yard thread of DNA packs into this microscopic volume by coiling up endlessly on itself, thereby reconciling extreme length and infinitesimal smallness, like snakes.

The Chromosome Name______________________________________________________Date_________

Public Domain

Directions: Using this illustration, on a plain piece of paper draw your own chromosome.

Extended Activity: Make a three-dimensional DNA model. Hallucinogens/24

What You Can Do Ways to Say No Tell the truth: “I don’t do drugs.” Suggest an alternative: “Let’s go to the mall instead.” Change the subject: “Hey, did you see the video . . .” Make an excuse: “I’ve got to get home.” Point out repercussions: “No thanks, I’d get in trouble if my parents found out.” Give a reason: “No thanks, I have a soccer game later.” Signs of Hallucinogen Use Dilated pupils Blurred vision Sweating Tremors Increased heart rate Jaw clenching (Ecstasy) Slurred speech (PCP)

Rambling or strange speech Lack of coordination Impaired judgment Rapid mood changes Paranoia Erratic unpredictable behavior Increased aggression (PCP)

How to Help Someone Who Is Hallucinating Stay calm. If you are scared, the person using hallucinogens will know it—and feel even more panic. Be supportive. Define reality. Remind the person that they’re experiencing a drug effect that will go away. Use distractions. Hallucinogen users are distractible, so help focus their attention on something more pleasant. Change the setting. Sometimes a simple change in setting—dimming lights or turning down music, for instance—is all it takes to calm an anxious hallucinogen user. Keep them safe. Hallucinogen users have distorted perceptions of space, impaired sense of touch, and impaired motor coordination, which can potentially result in accidental injuries. Get adult help immediately. If adults aren’t available call 911. (Adapted from Jim Parker, Acid: LSD Today. Tempe, Ariz.: Do It Now Foundation, 2002.)

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NOTES

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Hallucinogens

References and Resources

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References References Web Resources Addictions and Life Page, Signs of Hallucinogen Abuse www.addictions.org/lsd.htm National Clearinghouse for Alcohol and Drug Information www.ncadi.samhsa.gov/ National Institute on Drug Abuse www.nida.nih.gov LSD/Acid Drug Page www.drugabuse.gov/drugpages/acidLSD.html Hallucinogens and Dissociative Drugs www.nida.nih.gov/ResearchReports/hallucinogens/hallucinogens.html PCP Drug Page www.drugabuse.gov/drugpages/pcp.html National Institute of Justice www.ojp.usdoj.gov/nij/ National Youth Anti-Drug Media Campaign www.theantidrug.com Office of National Drug Control Policy www.whitehousedrugpolicy.gov Partnership for a Drug-Free America www.drugfreeamerica.org U.S. Drug Enforcement Administration www.usdoj.gov/dea Online Encyclopedia www.wikipedia.org Brainstorming and Creativity www.brainstorming.co.uk Cool Optical Illusions www.coolopticalillusions.com Note: The Health Connection速, Listen速, Life Skills Curriculum, and affiliates do not necessarily endorse the contents of these Web sites. At the time of publication all Web sites were viable and appropriate.

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When you think of “ecstasy,” you might imagine wide-eyed kids tracing patterns in the air with glowsticks, dancing at all-night parties, friends confessing love for each other, hugging and kissing. But do you imagine the other side of “E”? When you’re high, it’s easy to forget these images: the flashing lights of an ambulance, friends huddled in crowded emergency rooms, or simply the masses of entire lives ravaged by the horrors of drug addiction. After a failed suicide attempt at the age of 12, Rina* turned to ecstasy to help her feel excited about life again. For two years she was “rolling” almost every day. But the void reopened on Rina’s fourteenth birthday: “I saw my best friend, the boy who introduced me to the life of rave and of lights and music, almost die.”

ecstasy

Her best friend’s body temperature reached 104.5°F that night— E interferes with the body’s ability to regulate temperature, which can lead to kidney or liver failure. “Hyperthermia almost killed my best friend. At age 14 I drove him . . . back to his house and put him in an ice bath, praying that his fever would drop. And thankfully it did.” “After that night,” Rina remem-

[By Marie Lyn Bernard]

NOT SO

ECSTATIC AFTER ALL

bers, “the magic was gone . . . at that point everything I learned in school about drugs didn’t really mean anything—what I saw was a drug that almost killed the one person that meant anything to me. That was enough for us to stop.” Rina’s friend was lucky, but many others have not been. In 2001 a 16-year-old Pennsylvania teenager died from an ecstasy overdose, after her drugged-up friends spent crucial hours debating if they should call 911 or just wait. In 2002 a 15-year-old Seattle teenager was killed by anoxic encephalopathy—lack of oxygen to the brain—after taking E for the first time.

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Ecstasy, officially known as MDMA, creates feelings of euphoria, optimism, and empathy, but many users feel depressed or hung over for up to a week after using MDMA, which makes it very addictive. Regular users find they become bored without it, and they build up tolerance over time. The intense “crash” felt right after doing MDMA is what launches many first-time users into addicts by the end of a weekend. So what makes ecstasy so dangerous?

You’re Never Sure That It’s Pure. As the demand for MDMA has increased, dealers have responded by pawning off just about anything as X—with deadly or harmful results. In fact, E is more likely to be impure than any other street drug. “I ate a pill once that was cut with strychnine, rat poison,” says Alexa,* a former drug addict. “My lips turned blue, and I passed out at the foot of a toilet.” Not Thinkin’, Not Drinkin’. Not only do users put themselves at risk of taking pills cut with

drugs such as heroin, cocaine, or just regular caffeine—the less potent drugs often inspire kids to take more and more, leading to dehydration. “My buddy was in a coma for two weeks from eating 13 pills in one day,” Alexa remembers. “You forget about drinking water to prevent overheating.” Dehydration while on MDMA is the

leading cause of MDMA-related death or injury—and it happens to kids taking “pure” E too.

Forever Becomes Never Really Fast. The majority of MDMA users, of course, won’t die from it—but their hopes, dreams, and lifestyle are still up for grabs. Users find that

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E feels so good they never want to stop taking it. And that’s when troubles begin to mount. Alexa’s descent into darkness was kicked off by E, and followed up by other drugs: “After the E was gone, I had a huge void in my life . . . nothing excited me. I was always angry and bored. So I started smoking crack and blowing lines all day, every day.” After her dealer died of cancer, she would do anything she could to get high: “I’d take four E pills, drink Bacardi mixed with Jolt, take a box of cough-medicine pills, whatever I could get my hands on. I’m paying the price now; I’m 22, have kidney and liver problems, and get sick from every meal I eat.” Alexa is now on antidepressants, but she knows much of her emotional capacity is gone forever. Furthermore, she’s watched her friends continue down the road to addiction. “My friends I used to drive back and forth to the club are now either heroin junkies, crackheads, dead, in jail, or don’t get out of bed all day. There’s no joy in their life, ’cause they quit using E. Their serotonin’s all dried up. Same with me.” Drugs such as E can seem like fun. That first burst of “feel good” tricks you into thinking there’s more to come. But the only thing at the end of drug use is more drug use, until you’re all dried up inside. Or dead. The drugs may be ecstatic, but you won’t be. _____ *Names have been changed.

Inhalants Teacher

Information

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Inhalants Inhalants Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives • Understand that intentionally sniffing or huffing fumes is the same as taking poison (NHES: 1.8.1, 1.12.1; 3.8.3, 3.12.3; 5.8.1, 5.12.1; 6.8.1, 6.12.1; 7.8.1, 7.12.1).

•

Be able to identify the physical impact of inhalants upon the body (NHES: 3.8.1, 3.12.1; 7.8.1, 7.8.2, 7.8.3, 7.12.1, 7.12.2, 7.12.3).

•

Recognize the damage that inhalant abuse can do to a young person’s life and future (NHES: 1.8.1, 1.12.1; 3.8.3, 3.12.3; 5.12.1; 6.8.1, 6.12.1; 7.8.1, 7.12.1).

•

Recognize the signs that someone has been abusing inhalants (NHES: 1.8.3, 1.12.3; 2.8.1, 2.8.3, 2.12.1, 2.12.3; 3.8.4, 3.12.4).

•

Be able to explain the term “Sudden Sniffing Death” (NHES: 4.8.1, 4.12.1; 7.8.3, 7.12.3).

•

Realize that inhalant abusers are at a higher risk for accidents, murders, and suicides, as well as injury from the misuse of flammable substances (NHES: 4.8.1, 4.12.1; 7.8.1, 7.12.1).

•

Demonstrate new refusal skills that will help them avoid peer pressure to experiment with inhalants (NHES: 4.8.2, 4.12.2; 5.8.3, 5.12.3; 7.8.1, 7.8.2, 7.8.3, 7.12.1, 7.12.2, 7.12.3).

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Content Content Alert THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers of inhalant abuse. However, the terrible truth about inhalants is that they are literally right under our noses. Any youngster can easily acquire a tube of modeling glue, a butane lighter, or dozens of other abusable household products. Please be aware that there is a risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward experiments with inhalants rather than as a stop sign. As you plan your lesson on inhalant abuse, it is essential that you determine the degree of detail that you wish your class to receive. Naturally, your class discussions should be as specific as possible. Many of the student activities in the curriculum will allow you to explore the physical dangers of inhalants with your class without revealing specific details about brand names or how the products are abused. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for them.

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Letter Letter to Parents Dear _________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, our class will begin working with age-appropriate information on inhalant abuse. Our goal is to promote a deeper understanding of many drug-related issues, and above all to help your student understand the negative side effects of abusing inhalants. Sensitive subjects, such as specific details about the inhalant products that are often abused, will be handled carefully and thoughtfully. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of inhalants, as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

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Information About Inhalants Teacher The abuse of inhalants was not always viewed in the same high-risk category as drugs such as alcohol, cocaine, and heroin. Some people mistakenly viewed inhaling these items as a kind of childish fad to be equated with youthful experiments with cigarettes. But inhalant abuse is deadly serious. In the 1950s, when inhalant abuse first came to public attention, the news media reported that young people seeking a cheap high were sniffing glue. The term “glue sniffing” is still widely used today, although the variety of inhalants that can be abused is much more extensive than glue. Some of these products are: spray paint, solvents, correction fluids, air fresheners, cooking sprays, dust cleaner, and dry erase markers. Thousands of teens and preteens risk their lives each year by experimenting with these products and using them as inhalants. Recently young people have also begun participating in a related dangerous activity, which is to choke themselves or each other for an oxygen-deprived high. While this is not technically an inhalant, this “Choking Game” is dangerous and is an example of oxygen deprivation and abuse. Because inhalants are easily obtained, they are often the first choice of young people who may be tempted to experiment with drugs, thus initiating a lifelong pattern of drug abuse. This section on inhalants aims to educate teachers, parents, and students about the dangers of inhalant abuse, the “silent epidemic” that kills hundreds of young people each year in the United States. Note: Please see the reprinted article “Your Brother’s Keeper” from Listen®, September 2006, in the additional resources at the back of this section on page 25.

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Inhalants Inhalant Facts Sniffing or snorting means to directly breathe the fumes from ordinary household products to get a high. With bagging, the fumes are inhaled from a plastic bag. In huffing, the inhalant-soaked rag is put in the mouth. Common names: snappers locker room whippets bullet

bolt rush

poppers buzz bomb

dusting

Short-term physical effects appear rapidly after inhalation. The quantity of the inhaled dose affects the severity of these effects. Inhalants are categorized as depressants that slow down the functions of the central nervous system (CNS). When the central nervous system is slowed down too much, the heart stops beating and death occurs. 1. Sensations after initial use are euphoria, hallucination, sneezing and coughing, flushed skin, nausea, and vomiting. Also, a person inhaling dust cleaner might complain of a sore tongue or mouth due to frostbite caused by the propellant. 2. As the functions of the central nervous system slow down, disorientation, blurred vision, cramps, headaches, and loss of self-control may occur. 3. As the functions of the central nervous system become more depressed, drowsiness, reduced coordination, slurred speech, reduced reflexes, and a dazed feeling occur. 4. Finally, seizures, stupor, delirium, or unconsciousness result. Long-term physical effects are those that develop over a period of time after repeat usage of inhalants. Many effects are reversible, and will end when drug use is stopped. But the body does not build up tolerance to inhalants. Just one experiment can lead to death. Here is a list of additional symptoms that you might notice in a person who is abusing inhalants. ✓ Amnesia ✓ Anxiety ✓ Bloodshot eyes ✓ Chemical odor on breath ✓ Depression ✓ Drunk, dazed, or dizzy appearance ✓ Excessive thirst ✓ Excitability ✓ Fatigue ✓ Forgetfulness

✓ Hostility ✓ Irritability ✓ Lack of ability to think clearly ✓ Loss of appetite ✓ Nausea ✓ Nosebleeds ✓ Paranoia ✓ Red eyes ✓ Red nose ✓ Restlessness ✓ Runny eyes

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✓ Runny nose ✓ Spots or sores around the mouth ✓ Spots or sores around the nose ✓ Stains or paint marks on hands, body, or clothes ✓ Tremors ✓ Unusual odor on skin or clothes ✓ Weight loss

Household Inhalant Products

Inhalants A single sniff of any of these products can be fatal! aerosol art supplies aerosol deodorant air fresheners ammonia amyl nitrates antifreeze bleach butane butyl nitrates car wax chloroform compressed air cookware coatings correction fluid dry cleaning fluid dust cleaner ether felt-tipped marker fertilizers freon (coolant) furniture polish gasoline glue hair spray

insect repellants kerosene lacquer lighter fluid moth balls mouthwash nail polish remover nitrous oxide oven cleaner paint stripper paint thinner propane rubber cement rust remover shellac shoe shine spray solvents spray paint turpentine whippets

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Vocabulary List Vocabulary Acetone: a solvent commonly found in glue products Addict: someone who repeats a selfdestructive activity to the exclusion of healthy relationships Aerosol: a canned, pressurized product that may contain a number of different chemicals. The product is propelled out of the can in the form of a fine spray and usually contains fluorocarbon. Bagging: inhaling vapors from a bag Benzene: a solvent used in glues, gasoline, and paint thinner Blackout: an episode of memory loss, usually occurring during a period of severe intoxication

Brain seizure: a malfunction of brain circuits resulting in violent involuntary muscle jerks and loss of consciousness Butane: a gas commonly used for lighter fluid or held in tanks for cooking Cardiac arrhythmia: erratic heartbeats with no rhythm, which can cause death Crash out: to lose consciousness Drug abuse: the misuse of a drug for the purpose of affecting one’s behavior, body, or personality

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Drug cravings: strong urges to use a drug. These cravings are caused by the drug’s effect on brain chemistry. Drug dependency: the need to keep taking a drug regularly—usually in larger and larger doses—either to repeat the desired effect or to avoid withdrawal symptoms Drug withdrawal: an uncomfortable response of the body as it attempts to regain balance after the absence of a drug; the reactions experienced by an addict who stops using drugs Euphoria: a feeling of intense happiness and satisfaction with life. Does not have to be induced by drugs or chemicals; can occur naturally in humans Gateway drugs: those drugs that are most often the first ones used by young people and that may be legal or illegal. Tobacco, alcohol, inhalants, and marijuana are all considered gateway drugs. Hallucination: visions of things that aren’t really there; may be caused by inhalants or other drugs High: a mental and physical state, usually of intoxication or euphoria. It is not necessary to use drugs or alcohol to produce a high. Naturally-occurring chemicals in the body, such as adrenaline, can also make one feel high Huffing: inhaling vapors through the mouth in order to get high

Vocabulary Vocabulary List, cont. Inhalant: any substance that can be breathed into the lungs. May be a vapor or fume. Causes severe reactions in the brain, lungs, and other major organs; may even cause death Inhaling: breathing through the nose, drawing toxic fumes into the lungs via the nose or mouth Isobutyl nitrate: an inhalant drug sold as a room deodorizer. Street names: poppers, snappers, rush, locker room, and bolt Mood swings: unexpected feelings of sadness or anger that come about suddenly. Inhalants can cause mood swings. Peer pressure: the strong influence that others in the same age group can have upon an individual. This influence can be positive or negative. Self-esteem: confidence, pride, and respect for oneself. The quality of feeling good about yourself Side effect: a secondary reaction to a drug that is not expected. Often an undesirable effect that the drug induces in the user Snifferâ&#x20AC;&#x2122;s rash: the reddening of skin around the nose and mouth, caused by repeatedly placing a bag to the nose and mouth to inhale vapors Sniffing: inhaling vapors through the nose in order to get high

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Solvent: a substance used to dissolve other substances. Usually evaporates quickly. Many solvents give off vapors that can be inhaled. SSD: Sudden Sniffing Death; usually death by heart failure immediately after a sniffing session Suffocation: being unable to breathe or inhale the oxygen the body needs in order to maintain life Tolerance: the ability of the body to become accustomed to a certain dosage of a drug. Over time the body begins to need more of the drug to gain the same effect. Toluene: a volatile substance used to make explosives. Also used as a solvent Volatile substance: a liquid or gas that evaporates quickly at low temperatures. Examples include glue, paint thinner, gasoline, various solvents, and chemicals whose vapors can cause damage to the human body. Withdrawal: the unpleasant effect on the body and mind of a person who has been dependent upon a drug and then stops taking the drug Xylene: a volatile substance used as a solvent for waxes, and is made from coal and wood tars

NOTES

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Inhalants Student Activities Inhalants/11

Pre/Post Test Name____________________________________________________Date___________ 1. Inhalants that make you high are hard to find. A. true B. false 2. There are clear signs that tell you someone is sniffing or huffing inhalants. A. true B. false 3. Inhalants are against the law. A. true B. false 4. In addition to other harms, inhalants can catch fire and cause injury and damage. A. true B. false 5. Using inhalants literally dissolves your brain. A. true B. false 6. Inhalants are not as dangerous as most other drugs. A. true B. false 7. The user of inhalants knows how much he or she can sniff without the risk of overdose or suffocation. A. true B. false 8. Sniffing inhalants can give a hangover that lasts 3 days. A. true B. false 9. The human brain creates new brain cells to replace the brain cells that die from exposure to inhalants. A. true B. false 10. Sudden Sniffing Death (SSD) happens when the heart stops after inhalant abuse. A. true B. false

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Pre/Post Test Answer Key

1. False. Inhalants that can make you high are everywhere. It is your decision to breathe only pure air. 2. True. There are clear signs that tell you someone is sniffing or huffing inhalants. Some of the signs are euphoria, hallucinations, sneezing and coughing, flushed skin, nausea, and vomiting. You may also notice drowsiness, reduced coordination, slurred speech, reduced reflexes, and finally, seizures, stupor, delirium, or unconsciousness. Seek help immediately if you notice these symptoms. 3. False. There are no federal laws, but several states have laws against inhaling compounds, teaching minors to use inhalants, or selling inhalants to minors, but these laws are rarely enforced because most inhalants are common household products, and law enforcement tends to focus its resources on illicit drugs. 4. True. Inhalants can catch fire and cause injury and damage to property. 5. True. Using inhalants literally dissolves your brain. 6. False. Inhalants are just as dangerous as most other drugs. Because inhalants are easily obtained, they are often the first choice of young people who may be tempted to experiment with drugs. Sudden Sniffing Death Syndrome is death by heart failure immediately following a sniffing session. 7. False. The user of inhalants does not know how much he or she can sniff without the risk of overdose or suffocation. 8. True. Sniffing inhalants can give you a hangover that lasts 3 days. 9. False. The human brain cannot create new brain cells to replace the brain cells that die from exposure to inhalants. 10. True. Sudden Sniffing Death (SSD) happens when the heart stops after inhalant abuse.

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Building Teams

Goal: To build positive relationships among students and at the same time provide them tools with which to help one another. Remember that 56 percent of students surveyed said that their friendsâ&#x20AC;&#x2122; opinion counted the most (ListenÂŽ, September 2006). Teacher should: Choose teams by selecting names randomly. Allow those teams to function for the duration of the month or topic studied. Allow the students to set the ground rules. Here are some suggestions: 1. No talking when a group is presenting their material. 2. Each group is to assign group tasksâ&#x20AC;&#x201D;reporter, researcher, information technologist, recorder. 3. No put-downs.

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Refusal Skills A refusal skill is an effective way to say “no” to anyone who offers you something you don’t want. Names___________________________________________________________________ Directions: In your groups, study the refusal skills listed below. For each technique, invent two more responses that you could use if you were in a situation in which an inhalant was offered to you. 1. GIVE A REASON. I can’t. I need to keep in shape for softball season. Sorry, but I promised my girlfriend I wouldn’t. a._____________________________________________________________ b._____________________________________________________________ 2. CHANGE THE SUBJECT. Didn’t you think that math test was hard? I almost forgot—I need to use the phone. a._____________________________________________________________ b._____________________________________________________________ 3. GIVE A COMPLIMENT. Cool CD. When did you get it? I like the way you cut your hair. a._____________________________________________________________ b._____________________________________________________________ 4. SUGGEST DOING SOMETHING ELSE. I thought we were going rollerblading. I’m hungry. Want to order a pizza? a._____________________________________________________________ b._____________________________________________________________ 5. USE HUMOR. Hey, did you hear the one about . . . ? You’ve got to be kidding. My lungs already have fresh air. a._____________________________________________________________ b._____________________________________________________________

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Top Ten List Names___________________________________________________________________ Directions: Work as a group to make a list of the top ten ways to have fun without inhalants. Then make a poster of your list. When you have finished, present your poster to the class. Top ten ways to have fun WITHOUT inhalants

10. ______________________________________________________________________

9. ______________________________________________________________________

8. ______________________________________________________________________

7. ______________________________________________________________________

6. ______________________________________________________________________

5. ______________________________________________________________________

4. ______________________________________________________________________

3. ______________________________________________________________________

2. ______________________________________________________________________

and the TOP way to have fun without inhalants is . . .

1. ______________________________________________________________________

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Help a Friend Name_______________________________________________Date_______ Do you know someone who has a problem with inhalants or other drugs? Statistics indicate that your friends would be 56 percent more likely to take advice from you than from anyone else (Listen®, September 2006). If your friend doesn’t get help, things can get much worse. Substance abuse is dangerous! It can ruin your friend’s health, cause your friend to drop out of school, lose friends, lose values, and lose his or her self-respect. When it comes to inhalants, your friend could even die from an overdose. In the space below (or on a word processor), write a letter to a friend (a real person, character from Listen® magazine, or an imaginary one) who you believe is abusing inhalants and needs to get help.

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Group Research Project Researcher (responsible for the research): __________________________________________ Recorder (responsible for the writing of the research): ________________________________ Information Technologist (facilitates technology use: i.e., PowerPoint, Internet): ___________ Reporter (responsible for the reporting of the research): _______________________________ Directions: Research one of the topics below, and present a PowerPoint presentation on your findings. You can gather information from previous issues of Listen® magazine, your school or local library, as well as on the Internet. Use the resource cards (see next page) to collect your information. Submit your resource cards and rough draft to another group for feedback before doing your PowerPoint. Possible Topics Trends in Society Research the use of inhalant abuse among adolescents. Why are inhalants considered a “gateway drug”? At what age are young people most at-risk for experimenting with inhalants? How can we inform young people about the dangers of these lethal substances? Inhalants and the Body What happens inside the body when someone abuses an inhalant? How long do inhalants remain in the body? Where are they stored? What kind of damage can occur in the brain, liver, and heart? Can inhalants cause cancer? Inhalants and the Mind How do inhalants affect a user’s personality? Are the personality changes permanent or temporary? What statistics are available on the incidence of murder or other violent crimes that are committed while under the influence of inhalants? Getting Help Are inhalants addictive? Is it easy to quit abusing inhalants? How can a person who abuses inhalants get help with his or her problem? In your local area, what community facilities are available to help someone break his or her addiction to inhalants? Safe Use of Inhalant Products What kind of safety precautions or equipment are used by workers whose jobs include frequent use of inhalant products? Does your state have a law that prohibits shops from selling inhalant products to minors?

Inhalants/18

Resource Cards Title of book or article: _______________

Title of book or article: _______________

Author (s): _________________________

Published by: _______________________

Subject covered: _____________________

Quote(s):

Title of book or article: _______________

Author (s): _________________________

Published by: _______________________

Subject covered: _____________________

Quote(s):

Inhalants/19

Word Search

Inhalants/20

Word Search Answer Key

Inhalants/21

NOTES

Inhalants/22

Inhalants References and Resources

Inhalants/23

References References Avis, Harry. Drugs & Life. Dubuque, IA: William C. Brown Publishers, 1990. Bayer-Berenbaum, Linda and Steven L. Jaffe, editors. Inhalants: Junior Drug Awareness. New York: Chelsea House Publisher, 1999. Chier, Ruth. Danger: Inhalants. The Drug Awareness Library. Powerkids Press, 1997. Giachetti, Donna. Inhalants Exposed. Human Relations Media, 2000. Giesecke, Ernestine. Learn to Say No! Marijuana, Tobacco, Alcohol and Inhalants. New York: Heinemann Library, 2000. Royston, Angela. Inhalants: Learn to Say No! New York: Heinemann Library, 2000.

Additional Resources The Alliance for Consumer Education 900 17th Street NW Suite 300 Washington, DC 20006 202-872-8110 www.inhalant.org National Inhalant Prevention Coalition 322 A Thompson St. Chattanooga, TN 800-269-4237 www.inhalants.org National Institute on Drug Abuse 5600 Fishers Lane Rock Wall 2, #615 Rockville, MD 20857 202-690-7906

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Internet Addiction-Safety

Teacher

Information

Internet Addictionâ&#x20AC;&#x201D;Safety/1

Addiction-Safety Internet Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives • Choose Internet activities based on safe practices (NHES: 1.8.1, 1.12.l; 5.8.1, 5.8.2, 5.12.1, 5.12.2). • Understand how appropriate Internet activities help one accomplish their goals (NHES: 6.8.1, 6.8.2, 6.12.1, 6.12.2). • Exhibit concern and sensitivity for other people of different cultures, ages, and socioeconomic levels (NHES: 7.8.2, 7.12.2; 8.8.2, 8.12.2). • Accept personal responsibility for achieving and maintaining optimum physical, mental, and emotional health (NHES: 1.8.2, 1.12.2; 2.8.3, 2.12.3; 5.8.1, 5.12.1). • Recognize and value the importance of safe and effective Internet applications (NHES: 5.8.1, 5.8.2, 5.12.1, 5.12.2; 7.8.2, 7.12.2). • Function responsibly in the everyday world using principles of good stewardship, economy, and personal time management (NHES:5.8.2, 5.12.2; 6.8.1, 6.8.3, 6.12.1, 6.12.3). • Use aesthetic expression to communicate valuable lessons about the Internet (NHES: 4.8.1, 4.8.2, 4.12.1, 4.12.2). • Develop an appropriate work ethic in regards to the Internet (NHES: 5.8.1, 5.12.1; 7.8.1, 7.8.2, 7.12.1, 7.12.2). • Use technology to communicate about the dangers of Internet addiction (NHES: 4.8.1, 4.12.1; 8.8.1, 8.12.1).

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Content Alert Content THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers associated with the Internet. Please be aware that there is a risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward Internet addictions. As you plan your lesson on Internet addictions, it is essential that you determine the degree of detail that you wish your students to receive. Naturally, your discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical/psychological dangers of Internet addictions without revealing specific details. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for your students.

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Letter Letter to Parents Dear_________________________, Your student has received the _______________ issue of the ListenÂŽ magazine. In the next few days, the class will begin working with age-appropriate information about Internet addictions. Our goal is to promote a deeper understanding of this issue, and above all to help your student understand the negative side effects of Internet addictions. Sensitive subjects, such as specific details about surfing the Web and chat rooms, will be handled carefully and thoughtfully. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers associated with the Internet as well as safety procedures for your at-home computer. Please express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

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Teacher

Information About Internet Addictionâ&#x20AC;&#x201D;Safety More than 1 billion people in the world have access to the Internet. The population of the United States in 2006 was 299 million; of that amount, approximately 220 million have access to the Internet and 40 percent have high-speed access. Children go to the Internet for information, entertainment, relationships, and support. The number of text messages sent each day is greater than the population of the world. If MySpace were a country, the number of registered users would make it the eleventh-largest country in the world. Many are naturally skeptical when they hear someone say there are problems with using the Internet. But the facts speak for themselves. Women are now online more than men. Fifty percent of the people online lie about their age, weight, job, marital status, and gender. Twenty percent of the people going online will experience a clear negative impact from it. And use of the Internet is a contributing factor in nearly 50 percent of all family and relationship problems. How can anything that feels so safe and innocent looking be unhealthy for so many people? This is precisely the problem. People can go anywhere, see almost anything, find out virtually anything, do anything, and be anybody they want to be. They act out in ways that are exciting, and they can do so without leaving their chair or being with a real person. Accountability, supervision, and social consequences are missing in a virtual society. Using the Internet is not a problem for those who are online fewer than two hours a week. Heavy users are at risk when they are plugged more than 18 hours a week. Since the craving people have to use the Internet unrestrained has been classified as a fairly

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Teacher Cont. new addiction, not much research has been done in the field to date. Some say that the Internet is addictive at the point where it controls one’s life; others say that it is not the same as getting high or drunk; nevertheless the Internet is affecting the people who use it extensively. It is possible to experience varying degrees of addiction. Problems that are now recognized and for which treatment has been made available are: cybersex addiction, cyberporn addiction, chat room addiction, obsessive role-play gaming, compulsive online gambling, eBay addiction, and compulsive surfing. Note: Please see the reprinted article “Virtual Reality: Opting Out of Real Life,” December 2006, Listen®, p. 29. Because students often use and create their own abbreviated forms of communication, we have included a few commonly used text/chat symbols on the next page as a Chat Dictionary. Ask your students to expand your “vocabulary” by adding to this list. Encourage them to be creative without using curse words or euphemisms. www.crisiscounseling.com/Articles/InternetAddiction.htm

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Dictionary Chat Dictionary *Your actions in the third person,

Girlfriend

i.e., “*goes to your site”

gg, g/g

Gotta go

Love, i.e., “I<3 New York”

Good luck

</3

Broken heart/hearted

gmta

Great minds think alike

adn

Any day now

Gotta run

afk

Away from keyboard

gtg, g2g Got to go, Gotta go

asap

As soon as possible

gtsy

Glad to see you

What’s your age, sex,

h&k

A hug and a kiss

and location?

h/o

Hold on

asl?, a/s/l atm

At the moment

Homework

Before

ianal

I am not a lawyer but . . .

bbl

Be back later

idk

I don’t know

bc, b/c

Because

Instant message

Boyfriend

imho

In my humble opinion

bff

Best friends forever

imo

In my opinion

bfn

Bye for now

irl

In real life

brb

Be right back

jk, j/k

Just kidding

btdt

Been there, done that

jtlyk

Just to let you know

btw

By the way

Just wondering

See you

k, kk

OK, all right

d/w

Don’t worry

kit

Keep in touch

dl, d/l

Download, downloading;

kthx

OK, thanks

also “down low”

kthxbi

OK, thanks, bye

Evil grin

l8r

Later

emsg

Email message

lol

Laughing out loud

f2f

Face to face

ltns

Long time no see

fyi

For your information

lyl

Love ya lots

gal

Get a life

lylab

Love ya like a brother

Internet Addiction—Safety/7

Dictionary, cont. lylas

Love ya like a sister

sry

Sorry

mwa

A kiss

sup?

What’s up?

nc, n/c

No comment

sys

See you soon

nm, n/m Never mind

Thanks again

No problem

thx

Thanks

nvm

Never mind

ttfn

Ta ta for now

oic

Oh, I see

ttyl

Talk to you later

Old lady (wife, girlfriend)

Thank you

Old man (husband, boyfriend)

tyt

Take your time

otp

On the phone

You

pal

Parents are listening

ul, u/l

Upload or uploading

pls, plz

Please

Your

Private message

Very nice

pmfji

Pardon me for jumping in

w.e, w/e Whatever

pos

Parent over shoulder

Welcome back

ppl

People, i.e., “lots a ppl do that”

weg

Wicked evil grin

Cutie

wtgp?

Want to go private?

Real life

xoxo

Hugs and kisses

rofl

Rolling on floor laughing

ybs

You’ll be sorry

Smiles back

yt?

You there?

Significant other

You’re welcome

srsly

Seriously

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Internet Internet Addiction—Safety Facts

Most addictions focus on highs that are produced from the use of drugs or other external forces that affect the brain’s chemical responses. However it has recently been brought to the public’s attention that an individual can receive a similar kind of “high” from using the Internet. This has been termed Internet Addiction Disorder (IAD) (Dr. Grohol, 2003). Psychologist Kimberly S.Young likens Internet addiction to pathological gambling addiction because it “involves failed impulse control without involving an intoxicant.” A person may be experiencing Internet Addiction Disorder if they do four or more of the following: 1. Feel preoccupied with the Internet (think about it while off-line). 2. Feel a need to use the Internet with increasing amounts of time in order to achieve satisfaction. 3. Have an inability to control Internet use. 4. Feel restless or irritable when attempting to cut down or stop Internet use. 5. Use the Internet as a way of escaping from problems or of relieving a poor mood (feelings of helplessness, guilt, anxiety, or depression). 6. Lie to family members or friends to conceal the extent of involvement with the Internet. 7. Jeopardize or risk the loss of a significant relationship, job, educational, or career opportunity because of the Internet. 8. Keep returning even after spending an excessive amount of money on online fees. 9. Go through withdrawal when off-line (increased depression, anxiety). 10. Stay online longer than originally intended.

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Vocabulary Vocabulary List Anonymous FTP: a means of receiving files from a remote computer without having to have an account with the remote system Archie: a computer system that manages a database of files that are available on more than 1,500 computer systems .com: commercial sites that may include corporate homepages or individual userâ&#x20AC;&#x2122;s homepages DNS (domain name system): a system for assigning addresses to computers and people connected to the Internet .edu: an address ending in this extension indicates that you are connecting to a university, college, or other school computer system. These sites can contain both authoritative and frivolous information. E-mail (electronic mail): a system for sending and receiving messages on a single computer system or on an interconnection of computer systems, such as the Internet FTP (file transfer protocol): an application that allows users to send and receive files between remote computers. FTP allows a user to save a file to disk, disconnect from the remote system, and then to view or execute the file on the local machine without continuing to maintain a connection to the remote machine. GIF (graphical interchange format): one of several formats used to present images (pictures) over the Internet Gopher: a text-based Internet search engine developed by the University of Minnesota. More than 5,000 gopher servers worldwide provide

users with subject access to files available over the Internet.

.gov: This extension identifies the information server as a government entity. These sites are considered reliable since government bodies are charged with the duty of providing their constituents with accurate information. Home Page: the opening information provided by a Web site HTML (hypertext mark-up language): a standard for presenting information on the World Wide Web. Documents formatted for html include codes that allow text to be displayed with various fonts, sizes, and attributes as well as instructions to add pictures, sounds, and motion pictures. HTTP (hypertext transfer protocol): a set of rules by which information is transmitted across the Internet. HTTP provides a transport system for your local computer to receive data from another computer. Hyperlink: a link to additional information either within a Web document or in other Web documents. Hyperlinks are indicated by highlighting and/or underlining within a Web page. Internet: a worldwide interconnection of computer systems that is able to communicate with each other using a common set of protocols. The Internet had its foundations with ARPANET, an interconnection of contacts worldwide in the event of a national emergency. JPEG (joint photographic experts group): another standard for presenting images over the Internet

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Vocabulary, cont. .mil: This designates a military body, such as the Pentagon. MIME (multipurpose internet mail extensions): Internet files may be saved in many formats, including plain text, html, and gif. Web browsers use MIME type definitions to identify file formats. MPEG (motion picture experts group): one of several standards for presenting motion pictures over the Internet .org: These associations or other noncommercial organizations contain information from professional and research organizations. These sites typically will be reliable. Podcast: a radio show you can download on your computer, just as you download music files. It may include photos and video. Search Engine: facilitates searching keyword indexes of Internet documents. Wellknown Internet search engines include Alta Vista, Lycos, HotBot, and Google. Another way of finding information on the Internet is to use a Web directory such as a Yahoo or Google Directory. Directories of Internet content take an approach similar to traditional catalogs and indexes in that they are based on a predefined subject and provide access to material that, in many cases, has been reviewed. TCP/IP (transmission control protocol/Internet protocol): This set of protocols manages connections between computer systems. Data is sent over TCP/IP in packets, small chunks of data that are keyed to other packets that are needed to complete the transmission of a file.

Telnet: an application that allows a user to connect to a remote computer and use it as though the user’s computer was a terminal connected directly to it TIFF (tagged image file format): another picture format used on the Internet URL (uniform resource locator): The URL identifies to a Web browser the address and type of Internet resource to which your computer is connecting. Veronica: a comprehensive, keyword searchable menu of approximately 10,000 Internet sources worldwide VRML (virtual reality modeling language): VRML is currently used for three-dimensional-image representation on the Web. Web Browser: a computer program, such as Netscape, Microsoft Internet Explorer, and Mozilla, that can connect to a Web server and retrieve information on demand Web Crawler: a computerized “robot” that connects to responding computer systems, follows links to documents, and compiles an index of those links and the information available via the links. Also known as “knowbots,” some of the most familiar crawlers include WebCrawler and Lycos. Web Server: a computer system that offers information over the World Wide Web World Wide Web: an interconnection of computer information systems available via the Internet. The Web supports the graphical user interface (GUI) that is so familiar to Macintosh and Windows users.

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NOTES

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Internet Addiction—Safety

Student Activities Internet Addiction—Safety/13

Pre/Post Test Name____________________________________________________Date___________ Read the statements below. Circle “T” if you think the statement is true, or “F” if you think the statement is false.

True or False? Circle One: 1.

It is appropriate to give some personal information over the Internet as long as it isn’t your address.

While on the Internet, if you come across any information that makes you feel uncomfortable, you should tell a trusted adult.

It is OK to get together with someone online if you think that they are a trustworthy person.

Never send a person your picture or anything else without first checking with a trusted adult.

It is possible to be a recipient of bullying and other negative remarks over the Internet.

Parents or teachers have the right to tell us how to conduct ourselves on the Internet.

I will give my Internet password only to trusted friends.

It is important to check with the appropriate adult before downloading or installing software or doing anything that could possibly hurt the computer or jeopardize the school or home.

It is just as important to be a good ‘online’ citizen as it is to be a good citizen.

10.

A component of being a good citizen is to help my parents and teachers understand how to have fun and learn things online and teach them things about the Internet, computers, and other technology.

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Pre/Post Test Answer Key

False: You should never give out personal information such as addresses, telephone numbers, parents’ work address/telephone number, or the name and location of your school, without your parents’ permission.

True: Tell your parents or a trusted adult right away if you come across any information that makes you feel uncomfortable.

False: Never agree to get together with someone you “meet” online without first checking with your parents or a trusted adult. If your parents agree to the meeting, make sure that it is in a public place and bring your mother or father along.

True: You should never send your picture or anything else without first checking with a trusted adult.

True: It is important not to respond to any messages that are mean or in any way make you feel uncomfortable. It is not your fault if you get a message like this. If you do get a demeaning, violent, or inappropriate message, tell a trusted adult and contact the service provider.

True: While a young person might think the Internet is harmless, this is not always the case. Talk with your parents and set up rules for going online. This is for your protection. You are valuable, and your mind and heart should be protected from messages that would hurt, demean, or harm you in any way.

False: You should not give your password for any online accounts to anyone except your parents.

True: Always check with your parents or teachers before downloading or installing software or doing anything that could possibly hurt the computer equipment or jeopardize you or your family’s privacy.

True: It is just as important to be a good online citizen as it is to be a regular citizen.

10.

True: It is appropriate to share with others the things you understand about computers and technology in general.

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Rules for Online Safety Name(s):__________________________________________Date__________________ 1. As a class decide on one or two controversial rules and prepare for a debate (see Rules of Debate on page 12 of the Alcohol section). Or 2. As a team develop a set of rules appropriate for your age group.

a. I will not give out personal information such as my address, telephone number, parents’ work address/telephone number, or the name and location of my school without my parents’ permission. b. I will tell my parents right away if I come across any information that makes me feel uncomfortable. c. I will never agree to get together with someone I “meet” online without first checking with my parents. If my parents agree to the meeting, I will be sure that it is in a public place and bring a trusted adult along. d. I will never send a person my picture or anything else without first checking with my parents. e. I will not respond to any messages that are mean or in any way make me feel uncomfortable. It is not my fault if I get a message like that. If I do I will tell a trusted adult right away so that they can contact the service provider. f. I will talk with my parents so that we can set up rules for going online. We will decide upon the time of day that I can be online, the length of time I can be online, and appropriate areas for me to visit. I will not access other areas or break these rules without their permission. g. I will not give out my online e-mail or any Internet account passwords to anyone (even my best friends) other than my parents. h. I will check with my parents before downloading or installing software or doing anything that could possibly hurt our computer or jeopardize my family’s privacy. i. I will be a good online citizen and not do anything that hurts other people or is against the law. j. I will help my parents understand how to have fun and learn things online and teach them things about the Internet, computers, and other technology. Rules a through f are adapted from the brochure Child Safety on the Information Highway, by SafeKids.com founder Larry Magid, © 2004 National Center for Missing and Exploited Children. Rules g through j are copyrighted by Larry Magid © 2005.

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The Computer E.____________________ F.________________

A._____________________

B.______________________ C.____________________ D.___________________

Write the correct letter by the matching definition

__Computer __CD-ROM __Mouse

__Keyboard __USB port __Monitor

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Dreams Name_____________________________________________Date________________ Many people have dreams and expectations of what they would like to accomplish. Under each title write what you would like to accomplish in the next five years. Include appropriate ways technology can help you accomplish these dreams. Education _________________________________________________________________________ _________________________________________________________________________ Living Conditions _________________________________________________________________________ _________________________________________________________________________ Travel/Recreation (hobby, volunteering) _________________________________________________________________________ _________________________________________________________________________ Career _________________________________________________________________________ _________________________________________________________________________ Social _________________________________________________________________________ _________________________________________________________________________ Purchases _________________________________________________________________________ _________________________________________________________________________ On another sheet of paper write how an Internet addiction would affect realizing your goals for the future.

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Dear Cybo Name_______________________________________________Date_______________ Pretend you are an advice columnist for a magazine. Below are some letters that you received this month. Choose two and on a separate sheet of paper write your responses. Be prepared to share your thoughts with the group. Dear Cybo, I am 16 years old, and my boyfriend is 17. I think he has lost interest in me even though he insists that he still loves me. He doesn’t have time to spend with me or our group of mutual friends. Instead he spends all his time with his cyberbuddies. He invites me to their chat rooms and to play their games (and they’re not bad games), but I’m just not into it like he is. I feel so lonely. Do you think there is anything wrong with what my boyfriend is doing? And what should I do? Feeling Blue Dear Cybo, I am 14 years old and volunteer at the Boys and Girls Club. I noticed one young boy (about 7 years old) who comes every day playing a Game Boy and spends all his spare time doing nothing but Game Boy games. I’ve tried to get him to interact with the other children, but no use. I talked to the main counselor and he took the Game Boy away for one afternoon. The boy was so obnoxious we didn’t try that again. I still feel sorry for the boy. What’s wrong with him and how do I help? Feeling Sorry Dear Cybo, My dad thinks he is going to get rich buying and selling through eBay. Now all he wants to do is get stuff to put on eBay. He was so busy that he forgot to come to my baseball game the other evening. I can forgive him for that, but the real problem is that he quit his job to do this full-time, and now we don’t have any money. Mom is worried that we will lose the house, and then where will we go? I am desperate with fear! Feeling Desperate

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Cyberspace Dangers Name_________________________________________________Date_______________ Draw a picture of alternative activities to Internet usage.

Expanded Activity: Make a large poster of an alternative activity to Internet usage.

Internet Addictionâ&#x20AC;&#x201D;Safety/20

Netiquette Cut out the Mingle Vocabulary below. As students enter the classroom give one card to each (term or a definition). Then ask students to form teams by term and definition. After reviewing the vocabulary and a brief discussion, each team should work on a storyboard for an animated vignette about netiquette. See an example in “Keisha’s Crime” and “Angela’s Experience” from NetSmartz I-360 programs at www.NetSmartz.org/resources/reallife.htm.

Instant Messaging (IM)

Real-time communication over the Internet

IM Slang

New word phrase in the form of abbreviations invented for faster online communication

Username

Usually not someone’s real name, but the name the person uses in a chat room

Private Message

A message sent privately to a fellow chat room participant only, not to the rest of the chat room participants

Community Chat

Online chat room conversation in which all members participate publicly

Unwanted Messages

Messages that range from annoying advertisements to messages that promote hate, violence, or sexuality

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Netiquette, cont. Petitions

Online surveys about current events or social issues that are often sent by spamming

Flaming

Sending messages meant to hurt someone’s feelings

Spamming

Sending a message to many e-mail addresses of people you don’t know

Cyberstalking

Stalking or harassing someone online

Forward

A message or article sent to you by someone who was not the original writer of the message

Netiquette

Polite, courteous online behavior

Chat rooms

A virtual “room” in which you send messages that appear almost instantly on the computer monitors of the other people who are participating in the chat or discussion

Those schools that have computer labs may encourage students to actually animate their storyboards.

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Time Journal Name_______________________________________________Date_______________ Keep a diary of your time for one week. Possible categories are: Outdoor Recreation, Sleep, Eating, Technology (includes phone). At the end of the week make a bar graph of your findings. Sunday

Monday

Tuesday

Wednesday Thursday

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Internet Addictionâ&#x20AC;&#x201D;Safety/23

Friday

Saturday

PowerPoint Project Team Name(s)_____________________________________________Date___________ Select one of the topics below and make a PowerPoint presentation to share with the class. The Harm Is it possible for the gamma rays from computers and cell phones to harm or cause brain tumors? Internet Addiction Is it possible to become physically addicted to activities on the Internet, cell phone, or iPods? Impact on Motivation Are people who overuse technological devices less motivated and less successful than those who donâ&#x20AC;&#x2122;t? Why or why not? Gateway Drugs Is Internet addiction a gateway drug leading to other drug use? Internet Addiction and the Law What are the laws regarding Internet addictions? What will happen if you are caught breaking these laws?

Internet Addictionâ&#x20AC;&#x201D;Safety/24

Internet Addictionâ&#x20AC;&#x201D;Safety/25

Internet Addictionâ&#x20AC;&#x201D;Safety/26

Internet Addiction—Safety

References and Resources

Internet Addiction—Safety/27

References References Brahn, Suzanne and Markovich, Matt. (2002, March 22). ABC News Com Addiction or Compulsion? Experts Debate Why People Spend Too Much Time Online. Retrieved September 4, 2007, from the World Wide Web: http://allpsych.com/journal/internetaddiction.html Conner, Michael G. (2007). Internet Addiction and Internet Sex. Retrieved September 4, 2007, from the World Wide Web: http://www.crisiscounseling.com/Articles/InternetAddiction.htm De Angelis, Tori. (2000, April). American Psychological Association. Is Internet Addiction Real? Retrieved September 4, 2007, from the World Wide Web: http://www.apa.org/monitor/apr00 /addiction.html Ferris, Jennifer R. Internet Addiction Disorder: Cause, Symptoms, and Consequences. Retrieved September 4, 2007, from the World Wide Web: http://www.rider.edu/~suler/psycyber/cybaddict.html Grohol, John M. (2003, March). Dr. Grohol’s Psych Central. Internet Addiction Guide. Retrieved September 4, 2007, from the World Wide Web: http://www.psychcentral.com/netaddiction/ Young, Kimberly S., Ph.D. Pathological Internet Use: The Emergence of a New Clinical Disorder, by Kimberly S. Young, Psy.D. University of Pittsburgh at Bradford. Retrieved September 4, 2007, from the World Wide Web: http://www.netaddiction.com/articles/newdisorder.html

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Opting Out of Real Life By Michelle Lewis

ASSIE’S* old IBM laptop sits on the mattress beside her, buddy list spanning the screen, keeping tabs on friends, enemies, and nearstrangers.Tangled red hair spills across the keyboard as she dozes, head resting inches from a highspeed, always-on connection to her online world. A burst of sound wakes her, and she swiftly answers another IM. It’s 3:00 a.m., but she doesn’t care. Since she quit high school, jobs rapidly slip through her slim, dexterous fingers, and she often naps during the day. Previous employers cite unreliability, depression, and attitude problems. Her family wearily deals with her nocturnal hours, lack of household contribution, dishonesty, and general instability.

A Growing Problem My sister’s story represents those of a growing number of high school and college students who live in an online world of their own creation. Cassie and other Internet-addicted teens withdraw mentally, emotionally, and even physically, losing themselves in cyberspace while losing their family and friends in the process.

Cassie and I had been close since we were kids, but her erratic and hurtful behavior made her impossible to live with. Internet addiction disorder, or IAD, like other addiction disorders, usually hits family and friends the hardest. Addicts’ online world takes precedence over the real world, alienating everyone around them. My sister preferred her online activities and chat buddies to spending time with me and her other true friends. More than 11 percent of teens suffer from IAD, according to a study presented at the American Psychiatric Association. Seventyfive percent of Internet addicts also suffer from relationship problems, including Cassie.

Defining Internet Addiction Disorder The Center for Online and Internet Addiction defines IAD as, “any online-related, compulsive behavior which interferes with normal living and causes severe stress on family, friends, loved ones, and one’s work environment.” Sound familiar? IAD shares many similarities with substance abuse.Virtual-addiction.com describes the pattern of Internet addiction: “The pattern of addiction is caused by a complex interaction of the removal of discomfort, relief of stress, and the

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increase of pleasure.The pleasurable experiences are repeated despite the negative consequences. Often there is the experience of guilt and shame after engaging in the addictive behavior (Internet use); this shame and guilt can serve as a trigger for further abuse of the Internet as a means to cope with the discomfort hence producing a repetitive Internet abuse cycle.” The signs and symptoms of IAD are nearly identical to those of drug and alcohol addiction. Is your friend forgetting homework, missing evening or weekend activities to stay online, skipping work or school, or avoiding family and friends? These behaviors all signal a problem. The center notes, “It is not the actual time spent online that determines if you have a problem, but rather how that time you spend impacts your life.” Other symptoms of IAD include: 1. Compulsive use of the Internet. 2. Preoccupation with being online (thinking about previous online activity or anticipating the next online session.) 3. Lying or hiding the extent or nature of online behavior. 4. Inability to control or curb online behavior, including moodiness, depression, and irritability when attempting to cut down or stop Internet use. Breaking the Cycle So what can you do for a friend

lost in cyberspace? Start by talking to them. Cassie didn’t believe she had any friends off-line. She struggled with depression and used the Internet as a mood booster, as many addicts do. Akin to nicotine cravings, Internet addicts need their computer fix—or they become snappy and irritable. But the knowledge that someone cared enough to patiently break down her social barriers helped Cassie to begin addressing the emotional problems at the heart of her addiction. Next, encourage your friend to get involved in an off-line hobby, something that requires interaction with other people. Ask your friend to join an athletic team or school club with you. Grab some friends and go bowling or skating. Help them build healthy relationships and establish activities outside the online world. As with overcoming alcohol and

tobacco abuse, your friend will need support from trusted friends and adults. Unlike drugs and alcohol, it may not be something they can quit “cold turkey”—the Internet is useful and sometimes necessary for school and work. For any other online activities, such as games and chatting, offer to help your friend set up a strict accountability schedule.You could offer to call your friend to keep him or her accountable at night, on the weekend, or at another time when they are most likely to abuse the Internet. In Cassie’s situation, her parents took away the laptop and shut off their Internet access at night to

help limit her usage. Another good suggestion is to place the computer in a family room, den, or other high-traffic area for supervision and accountability. Urge your friend to talk with their parents, a school counselor, or a psychologist familiar with IAD and work out a personal schedule and guidelines for online activities. In this way, rather than a destructive escape—a cyber reality pulling your friend away from healthy relationships and the real world—when used appropriately and in moderation, the Internet can become the helpful tool it was meant to be. _____ *Name has been changed.

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Marijuana Teacher

Information

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Marijuana Marijuana Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives •

Know the reasons why marijuana is called a “gateway drug” (NHES: 3.8.1, 3.12.1).

•

Understand how using marijuana can affect a person’s well-being (NHES: 1.5.1, 1.8.1; 3.8.1, 3.12.1).

•

Explore the concept of marijuana dependency and psychological addiction (NHES: 1.8.1, 1.12.1; 7.8.2, 7.8.3, 7.12.2, 7.12.3).

•

Be able to identify the physical damage caused by marijuana, including damage to the lungs, immune system, and reproductive system (NHES: 1.8.1, 1.12.1; 7.8.2, 7.8.3, 7.12.2, 7.12.3).

•

Understand that using drugs can hinder a person’s ability to cope with day-to-day situations (NHES: 1.8.1, 1.12.1; 7.8.2, 7.8.3, 7.12.2, 7.12.3).

•

Be able to identify inappropriate reasons that cause young people to experiment with marijuana (NHES: 2.8.1, 2.12.1; 5.8.1, 5.8.2, 5.12.1, 5.12.2).

•

Be aware that marijuana is an illegal drug whose possession, sale, or use can result in serious legal penalties (NHES: 3.8.1, 3.12.1; 7.8.2, 7.12.2).

•

Appreciate how marijuana destroys a person’s ambitions and goals (NHES: 6.8.2, 6.8.4, 6.12.2, 6.12.4).

•

Be equipped with conflict resolution skills (NHES: 4.8.3, 4.12.3; 8.8.2, 8.12.2).

•

Learn interpersonal relationship skills in order to foster healthy relationships with peers and parents (NHES: 8.8.2, 8.8.3, 8.12.2, 8.12.3).

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Content Content Alert THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers of marijuana use while teaching them to develop healthy relationships with others. Please be aware that there is risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward experimenting with marijuana. As you plan your lesson on marijuana, it is essential that you determine the degree of detail that you wish your class to receive. Naturally, your class discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical dangers of marijuana with your class without revealing specific details about how to obtain it. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for your students.

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Letter Letter to Parents Dear _________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, our class will begin working with age-appropriate information on the dangers of marijuana. Our goal is to promote a deeper understanding of many drug-related issues, and above all to help your student understand the negative side effects of marijuana use. Sensitive subjects, such as specific details about the manufacturing and acquisition of marijuana, will be handled carefully and thoughtfully. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of marijuana use as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

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Teacher

Information About Marijuana Marijuana is the most widely used illicit drug in the United States (cocaine is second). Marijuana is a preparation of various parts (leaves, stems, flowers, seeds) of the hemp plant Cannabis sativa. Commonly know as “pot,” “weed,” “reefer,” “herb,” or “grass,” there are more than 200 slang terms for marijuana. THC (tetrahydrocannabinol) is the main psychoactive ingredient in marijuana, (psychoactive means that it works on the nervous system). THC is a very potent chemical compared to other psychoactive drugs. Just one milligram (mg) of this chemical injected into the bloodstream causes serious mental and psychological effects. Although the main psychoactive ingredient in it is THC, the plant also contains more than 400 other chemicals. It is the amount of THC that determines the potency of marijuana. According to the Drug Enforcement Administration, today’s marijuana is often up to eight times stronger than the marijuana of the seventies and is sometimes mixed with unpredictable drugs such as PCP. Individuals of all ages use marijuana. Data reported in the National Household Survey on Drug Abuse indicate that a significant percentage of teenagers and young adults use marijuana—20 percent of individuals age 12 to 17 and 50 percent of individuals age 18 to 25 used the drug at least once. Marijuana use among high school students is a particular problem. Nearly half (48 percent) of high school seniors in the United States used the drug at least once in their lifetime, and 22 percent used the drug in the past month, according to the University of Michigan’s Monitoring the Future Survey. Teacher Tip: Most all the activities in this resource can be adapted to a group setting. Helping students interact with one another in a positive way is the most important step in creating an addiction- and high-risk, behavior-free school culture. Note: Please see the reprinted article “When a Friend Isn’t a Friend,” from Listen®, May 2007, on page 21 in the additional resources at the back of this section.

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Marijuana Marijuana Facts Common Names: 420 cheeba grass hydro locoweed shake weed

Acapulco Gold chronic green goddess indo Mary Jane sinsemilla

BC bud dope herb KGB pot skunk

Buddha ganja homegrown kind bud reefer wacky tobacky

Appearance: Marijuana generally refers to the dried, shredded leaves, stems, seeds, and flowers of the cannabis plant. This mixture typically is green, brown, or gray in color and may resemble tobacco. While lower-quality marijuana usually includes all parts of the cannabis plant, higherquality marijuana often is composed only of the buds and flowering top of the plant. It can be smoked in the form of joints, blunts, or bongs, brewed as a tea, or put in food like pot or hash brownies. Short-term Physical Effects: Anxiety or panic attacks Bloodshot eyes Distorted perception Dry mouth and throat Impaired learning Impaired memory Increased heart rate Long-term Effects: Psychological dependence Cancer of the lungs Decreased sperm mobility Long-term memory problems

Paranoia in some to • sight • sound • time • touch

Asthma Lowered sperm production Immune system damage

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vocabulary Vocabulary List Addict: someone who needs to keep taking a drug or doing a certain behavior in order to remain “normal,” and to keep from feeling physical or psychological withdrawal Assertiveness: the ability to state one’s opinion or preference clearly without resorting to aggressive or abusive behavior Attitude: a state of mind; personal beliefs or views about something specific or life in general. May be a healthy or unhealthy attitude Blunt: A sliced-open cigar with the tobacco replaced with marijuana Bong: Commonly known as a water pipe; is a smoking device generally used to smoke cannabis, tobacco, or other substances Burnout: a heavy marijuana smoker who has a shortened attention span, poor judgment, and often has trouble communicating with others Carcinogen: a substance that can cause cancer Defense Mechanism: a method of protecting oneself from emotional pain; a psychological habit or posture that allows one to cope with (or avoid coping with) difficult issues

Depression: an emotional state marked by feelings of sadness and hopelessness, as well as a loss of identity or self-worth Detoxification: the physical process by which the body slowly rids itself of a drug. It may take days or weeks to fully remove certain drugs such as marijuana from the body. Drug Abuse: the misuse of a drug for the purpose of affecting one’s behavior, body, or personality. Legal drugs (like prescribed medicines) can be abused just as much as illegal drugs like marijuana. Drug Cravings: strong urges to use a drug. These cravings are caused by the drug’s effect on brain chemistry. Drug Dependency: the need to keep taking a drug regularly—usually in larger and larger doses—either to repeat the desired effect or to avoid withdrawal symptoms. Drug Withdrawal: uncomfortable response of the body as it attempts to regain balance after the absence of a drug; the reactions experienced by an addict who stops using drugs Euphoria: a feeling of intense happiness and satisfaction with life. Does not have to be induced by drugs or chemicals; can occur naturally in humans.

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vocabulary Vocabulary List, cont. Gateway Drug: those drugs that are most often the first ones used by young people—may be legal or illegal. Tobacco, alcohol, inhalants, and marijuana are all considered gateway drugs.

Peer Pressure: the strong influence that others in the same age group can have upon an individual. This influence can be positive or negative. Pot: another name for marijuana

Hallucination: visions of things that aren’t really there. Can be caused by marijuana or other drugs High: a mental and physical state, usually of intoxication or euphoria. It is not necessary to use drugs or alcohol to produce a high. Naturally occurring chemicals in the body, such as adrenaline, can also make one feel high. Illegal: against the law. It is illegal to buy, sell, smoke, or carry marijuana. Intoxication: the short-term effects of a drug such as marijuana upon a person’s mind and body

Self-esteem: confidence, pride, and respect for oneself; the quality of feeling good about yourself Side Effect: a secondary reaction to a drug that is not expected—often an undesirable effect that the drug induces in the user THC (delta-9-tetrahydrocannabinol): the powerful chemical found in marijuana leaves, responsible for the “high” that users experience. The amount of THC in marijuana has increased dramatically in the past 20 years. Tolerance: the ability of the body to become accustomed to a certain dosage of a drug. Over time, the body begins to need more of the drug to gain the same effect.

Joint: is a marijuana cigarette that is hand rolled and has no filter Multiplier Effect: the increased, unpredictable reaction provoked by using two drugs, such as alcohol and marijuana, in combination—also referred to as polydrugs, poly meaning “more than one.”

Withdrawal: the unpleasant effects on the body and mind of a person who has been dependent upon a drug, and now stops taking the drug

Neurotransmitters: brain chemicals that transmit impulses from one nerve cell to another. By affecting these chemicals, marijuana and other drugs alter our perceptions and feelings.

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Marijuana Student Activities Marijuana/9

Pre/Post Test Name____________________________________________________Date___________ For each of the statements below, circle either “True” or “False.” 1. Marijuana harms your reproductive system. A. true B. false 2. Marijuana makes you more mature. A. true B. false 3. Marijuana cigarettes are safer than tobacco cigarettes. A. true B. false 4. Marijuana is not addictive. A. true B. false 5. Marijuana changes your sense of time and space. A. true B. false 6. Marijuana enhances sensations. A. true B. false 7. It takes only a little bit of marijuana to get high. A. true B. false 8. You cannot overdose on marijuana. A. true B. false 9. Marijuana is safe because it is natural. A. true B. false 10. Marijuana use has subsided in recent times. A. true B. false

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Pre/Post Test Answer Key 1. True. Marijuana harms your reproductive system. Marijuana lowers the level of testosterone in males, and interferes with a female’s menstrual cycle. One study showed that regular marijuana use in males may cause irregular sperm cells. 2. False. Marijuana makes you more mature. Marijuana use has been clinically associated with failure to grow and mature both emotionally and physically. It can affect the brain’s ability to retain information. 3. False. Marijuana cigarettes are safer than tobacco cigarettes. Marijuana contains more carcinogens (cancer-causing agents) than tobacco. One marijuana cigarette produces the same lung damage and cancer risk as five cigarettes and contains as much tar as 14 tobacco cigarettes. In addition, tobacco mixed with marijuana does more damage than either one alone. 4. False. Marijuana is not addictive. Marijuana is very addictive psychologically. One third of all marijuana users become daily users within three to five years. According to the National Clearinghouse for Alcohol and Drug Information, long-term users of cannabis may develop psychological dependence and require more of the drug to get the same effect. 5. True. Marijuana changes your sense of time and space. The distortion of reality can be so severe that the user can suffer a panic attack. 6. False. Marijuana enhances sensation. Marijuana distorts sensations, causing paranoia and panic. 7. False. It takes only a little bit of marijuana to get high. Many people report that they do not get high the first time they try marijuana. Once a person starts using marijuana regularly, he or she develops a tolerance to the drug—a need for more of the drug to achieve the same effect. 8. False. You cannot overdose on marijuana. This is a dangerous misconception. In very large doses, marijuana can cause a person to fall into a coma. Also, taking marijuana with other drugs can be fatal. 9. False. Marijuana is safe because it is natural. Since when are natural things safe? What about poison ivy and quicksand? If you think that marijuana is “all-natural,” think again! It has been carefully cultivated to be much more potent than it once was, and it may be cut with all kinds of harmful chemicals including cocaine, PCP, or even embalming fluid. 10. False. Marijuana use has subsided in recent times. Nearly half (48 percent) of high school seniors in the United States used the drug at least once in their lifetime, and 22 percent used the drug in the past month, according to the University of Michigan’s Monitoring the Future Survey.

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What’s the Problem? Name_______________________________________________________Date________ Directions: On the index card provided, write down your three worst problems. They can be practical problems, or things that worry you in general. Remember, do not write your name anywhere on the card, or give a clue as to who you might be, and protect the confidences of your friends and classmates. Once the cards have been collected and shuffled, you are to answer the following questions as each card is read. 1. Is this problem familiar to you—do you have the same problem? 2. Can you identify with how the writer of this card might feel? 3. Can the situation be resolved? 4. If it were your problem, how would you resolve it? 5. Would you need someone else’s help to solve the problem? 6. Would using drugs or some type of escapism (movies, books, exercise) make the situation better or worse? How? Why? 7. What advice would you give to this person? Wrap-up •Conflicts can be resolved. •Problems often have more than one solution. •People have the power to help each other. •Drugs and escapism are not the answer to problems.

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Research Project Name_____________________________________________Date____________ Select one of the topics below and write a one-page report on your findings. You can gather information at your school, local library, or the Internet. Medicinal Usage Research indicates that marijuana has specific medical benefits for certain illnesses. Since 1986, a synthetic form of THC (dronabinol) has been made available to chemotherapy patients. Several states have recently adopted laws decriminalizing the use of medical marijuana. What is the latest news on legalizing marijuana for medicinal purposes? How does the Food and Drug Administration (FDA) evaluate a drug’s safety for medical use? Marijuana and the Law Marijuana is classified by federal law as a “Schedule One controlled dangerous substance.” What are the laws regarding possession and sale of marijuana? What will happen if you are caught breaking these laws? How long will an arrest for marijuana possession or sale remain on your record? How could such an arrest impact your future? Gateway Drugs Is marijuana really a gateway drug that leads to other drug use? Develop an opinion about the link between marijuana and other drug use, and back up your opinion with researched facts. Addiction Is marijuana physically addictive? Is it psychologically addictive? Why are people who use marijuana often less motivated and less successful than those who abstain? Explain the concept of addiction and emotional burnout. The Harm in Nature There is a common belief that marijuana is a “natural” substance that can’t harm users. Investigate the truth about this assumption. Does marijuana contain any carcinogens (cancer-causing agents)? What other substances are often added to marijuana? THC and the Brain What have we learned about how marijuana affects a user’s brain? What is delta-9-tetrahydrocannabinol (THC)? How does THC work inside the brain? Can a marijuana smoker determine how much THC he or she is consuming?

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Wise or Unwise Name__________________________________________Date____________Team #___ Young people decide to experiment with marijuana and other drugs for many reasons— even if they aren’t very wise reasons. Discuss the list below with your group/team. See if you can add any other reasons to this list: curiosity to avoid facing problems to be “grown up” ____________________ ____________________ ____________________

anger/conflict to rebel to be popular ____________________ ____________________ ____________________

guilt peer pressure don’t know how to say no ____________________ ____________________ ____________________

Choose three of the reasons on the list above and think about ways to solve each problem (or react to each situation) without experimenting with drugs. 1._______________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 2._______________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 3._______________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________

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Finding Our Way Decision-Making and Problem-Solving Directions for the Teacher or Facilitator: Prepare a 20' x 20' grid drawn on a tarp or taped on the floor. Here is a copy of the solution: Beginning

(Columns) ●

● ●

●

● ●

●

● ●

●

(Rows)

● ●

●

● ● ●

End Directions: Tell students to form lines at the beginning of each column. They are to find the path to graduation (or some other goal) by using the grid on the floor. Tell them that although there is only one path that leads to the graduation ceremony, they will have multiple chances to figure it out. Explain that there are many pitfalls along the way, such as dead ends and places that they cannot go. Once they reach a pitfall they must go back to the beginning and start on another path. Inform students that you have the solution to the challenge, and their job is to find the path together, using the following rules (see next page). Sometimes it is nice to have a treat waiting for the group at the end of the task, or schedule this task just before a meal.

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Finding Our Way Decision-Making and Problem-Solving Directions for the Student: The grid on the floor represents a path to graduation. There is only one way that leads to the accomplishment of this goal. You will have multiple chances to figure it out. But there are many pitfalls along the way, such as dead ends and places that you cannot go. The teacher has the solution, but your challenge is to find the path together, using the following rules: 1. Move only one square at a time and remain in that square unless you receive a thumbs down. If you receive a thumbs down you must go back to the beginning. 2. One person moves at a time. For example, column one would begin, followed by column two, and so forth. This process is repeated each time. 3. Only one person can be on any given row at a time (horizontal), but there can be more than one person in a column (vertical). This means that sometimes you will not be able to move. 4. You may move forward, laterally (to the sides), or forward at a diagonal. You may not move backward or diagonally backward. 5. If someone wants advice, he or she must ask for it from a specific person other than the teacher. 6. No outside props may be used to mark the path (only people). Take your time and arrive at your goal.

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Double the Trouble

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Double the Trouble Answer Key

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Marijuana References and Resources

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National Drug Intelligence Center 319 Washington Street, 5th Floor Johnstown, PA 15901-1622 Telephone: 814-532-4601 Fax: 814-532-4690

NDIC Washington Liaison Office 8201 Greensboro Drive, Suite 1001 McLean, VA 22102-3840 Telephone: 703-556-8970 Fax: 703-556-7807 ADNET http://ndicosa LEO home.leo.gov/lesig/ndic RISS ndic.riss.net INTERNET www.usdoj.gov/ndic http://en.wikipedia.org/wiki/Health_issues_and_the_effects_of_cannabis retrieved May 5, 2008. http://www.coolnurse.com/marijuana.htm retrieved May 20, 2008 http://www.drugpolicy.org/marijuana/factsmyths retrieved March 20, 2008

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When a Friend Isn’t a Friend I met Cathy at a jazz dance class and since she and I were both homeschoolers we had something in common. Not only that, but her father had been in prison and was divorced from her mother. Before I was born, my dad had been in prison too because of his drug addiction as a doctor, and years later my mother divorced him. So Cathy and I hit it off. We ice- and roller-skated, attended the same church with another homeschooled girlfriend, and talked endlessly on the phone. When I joined the cadet program of the Civil Air Patrol, she did too. But then she changed. Or maybe she didn’t change, but I was beginning to see her in a different way. Cathy wasn’t really like me at all. She was boy crazy, never did her schoolwork, and was fanatical about movie stars. At first it was OK to have a friend who was different. But then I began to see things about her that my mother warned were not good. For instance, her boyfriend got her a thong for her birthday. My mother said that wasn’t appropriate for a 12-year-old girl. The guy was 16. Then the lies began. Her father was a police officer arrested for selling drugs. Then she said he was a lawyer and had tons of money because of a lawsuit. But she also said he was involved with the Mafia in illegal drug dealings. She visited family in New Orleans and returned home with marijuana. When we went to our Civil Air Patrol cadet summer camp, she went into withdrawal and couldn’t stop crying. She told me about her drug use, and I convinced her to speak to the camp counselor, who talked with her mother. My mother wanted me to stop seeing her. But I wanted to help her. Her new 15-year-old boyfriend was killed in a car crash with three others. The one who was driving didn’t even have a learner’s permit. She told me she was going to commit suicide. It wasn’t the first time she had told me that, nor would it be the last. She said she was seeing a psychiatrist. She said her dad sent a hit man to kill her boyfriend, and she thought he wanted to kill her, too. Oh, and she said her dead boyfriend came back to see her, and it really upset her. I saw Cathy for her birthday one last time. She offered her mother’s wine to me. I told her she shouldn’t be drinking alcohol and that I wouldn’t drink it. She put it away. I really liked Cathy in a lot of ways, despite our differences, and I hated giving up my friendship with her. My mother mentioned the Alcoholics Anonymous (AA) 12-step program of recovery and how they talked about giving up friends who are truly not your friends. In the AA program, they were referring to people who might lead you to drink or use drugs. But it can be applied to anyone who leads you astray and makes you feel bad. I tried to talk to Cathy and help her. But in the end, conversations with her were bringing me down. For a while she sent me hate e-mails. The first time she sent one to me I corrected her grammar and sent it back. The messages became more irate. My mother advised me not to have anything more to do with her. Sometimes I honestly miss the times I spent with her when we baked chocolate cookies and took walks to the nearby creek. But mostly I am glad we went our separate ways, because friends like her are truly not worth having. Surround yourself with uplifting friends who choose a better way of living, and you’ll be uplifted too.

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Meth

amphetamine

Teacher

Information

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Meth

Methamphetamine Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher.

Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives • • • • • • •

• •

Learn key facts about methamphetamine use and the impact upon the body (NHES: 3.8.1, 3.8.2, 3.12.1.3.13.2; 7.8.2, 7.8.3, 7.12.2, 7.12.3). Identify the harmful physical and psychological effects of this drug (NHES: 7.8; 2, 7.8.3, 7.12.2, 7.12.3). Understand how methamphetamines affect neurons in the brain (NHES: 1.8.3, 1.12.3; 3.8.1, 3.8.2, 3.12.1.3.13.2). Appreciate the fact that drugs are not necessary in order to enjoy life, deal with stress, or relax (NHES: 7.8.2, 7.12.2; 8.8.2, 8.12.2). Learn ways to say no when pressured to use methamphetamines or other drugs (NHES: 4.8.2, 4.12.2). Recognize the signs that someone has been using methamphetamines (NHES: 3.8.4, 3.12.4; 7.8.3, 7.12.3). Realize that methamphetamine abusers are at a higher risk for accidents, murders, and suicides, as well as injury from the issue of flammable substances (NHES: 3.8.4, 3.12.4; 7.8.3, 7.12.3). Develop healthy problem-solving techniques (NHES: 5.8.2, 5.12.2). Use communication skills to help other classmates who may be tempted to experiment with methamphetamine (NHES: 4.8.2, 4.12.2; 8.8.2, 8.12.2)

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Letter to Parents Letter Dear __________________________________________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, our class will begin working with age-appropriate information on the dangers of methamphetamine. Our goal is to promote a deeper understanding of many drug-related issues, provide tools for your students in helping others, and above all to help your student understand the negative side effects of methamphetamine use. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of methamphetamine use as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

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Teacher Information About Meth

Methamphetamine is an addictive stimulant that significantly affects the central nervous system. Unlike imported drugs such as heroin or cocaine, methamphetamine is easy to produce domestically. It is synthesized from precursor chemicals using relatively easy production methods that are commonly available on the Internet or in underground publications; anyone with high school chemistry experience can “cook” methamphetamine. Many of the base chemicals are household or farm products that are not feasible to regulate. However, other elements (ephedrine and pseudoephedrine products and anhydrous ammonia) have recently come under federal and state legislation. The federal mandatory sentence for a first offense for methamphetamine trafficking is only five years. These factors combine to make methamphetamine a drug with high potential for widespread abuse. Between 1973 and 1982, methamphetamine incidence exhibited a plateau of about 300,000 to 400,000 new users per year. During this period, the majority of new users were age 18 to 25. However, in the 1990s, there was a shift in age distribution down to 12- to 17-year-olds. This fact is reflected in the average age of new users, which fell from 22.3 years in 1990 to 18.4 years in 2000 (U.S. Department of Health and Human Services, 2004). Data from emergency rooms admitting patients for methamphetamine abuse rose from 1 percent in 1992 to 6 percent in 2003 (Hunt, Kuck and Truitt, 2006). Methamphetamine has an acute toxic effect that produces long-term problems for the user and those around him/her. It is a powerful central nervous system stimulant that promotes the release of neurotransmitters that control the brain’s messaging systems for reward and pleasure, sleep, appetite, and mood. However ingested (injected, taken orally, or snorted), methamphetamine produces extended highs and potentially agitated or overenergized states.

Note: Please see the reprinted article “About Face” from Winner® magazine, January 2006 issue, p. 25, in the additional resources at the back of this section. And share with students “The Faces of Meth” slideshow that features pictures of meth users before and after they experienced the effects of meth. www.drugfree.org/portal/.../methresources/faces/photo_8.html

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Meth Meth Facts

Methamphetamine is a synthetic substance that stimulates the central nervous system. It can be taken orally or intranasally (snorting), intravenous injection, and by smoking. Immediately after smoking or injection, the methamphetamine user experiences an intense sensation or “flash,” that lasts only a few minutes and is described as a “rush.” The effects of methamphetamine can last 6 to 8 hours. After the initial rush there is typically a state of high agitation that in some individuals can lead to violent behavior. Street methamphetamine is referred to by many names, such as . . . Common names: speed meth beanies black beauty clear crypto spackle spoosh

chalk crystal fast tick tick

ice crank quartz trash

amp blade rock yaba

batu glass Mexican crack white cross

Appearance ranges from off-white to reddish-brown in the most common form of white crystalline powder. Crystallized methamphetamine (ice) is a very pure, smokeable form of the drug that looks like crystals, crushed ice, or broken glass. Methamphetamine and caffeine tablets (yaba) found in the United States are usually reddish-orange or green, and may have a variety of symbols on them. Short-term physical effects from methamphetamine use impacts the central nervous system. Symptoms include wakefulness and physical activity, decreased appetite, increased respiration, irritability, insomnia, confusion, tremors, paranoia, and aggressiveness. Hyperthermia and convulsion can occur. Long-term physical effects are those that develop over a period of time after repeated methamphetamine use. Many effects are irreversible. These are increased heart rate, irreversible damage to blood vessels in the brain causing alterations in brain chemistry and structure that result in impaired memory, mood alterations, impaired motor coordination, and psychiatric problems. In addition to brain problems there are respiratory problems, skin lesions, and extreme anorexia. Its chronic use can result in cardiovascular collapse and death. Here is a list of symptoms you might notice in a person using methamphetamine: staying up all night talking fast moody, anxious, irritable weight loss anger, aggression, and violence paranoia quick, nervous body movements depression extreme periods of energy followed by excessive sleep

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Vocabulary Vocabulary List Addiction: a repetition of a self-destructive activity to the exclusion of healthy relationships Apoptosis: programmed cell death when age or the state of the cell health and condition requires it

Dependence: See Addiction. Dopamine: a neurotransmitter that produces feelings of pleasure when released by the brain Euphoria: a feeling of great happiness or wellbeing

Axon: long fiber-like extension of a neuron that sends information to other neurons Formication: the feeling or hallucination of bugs crawling on or under the skin Cell body: the main part of a neuron that contains the cell nucleus Hyperthermia: unusually high body temperature Central nervous system: the brain and spinal cord. It coordinates the activities of the entire nervous system. Cerebellum: a part of the brain that controls posture and balance Cerebral cortex: a part of the brain that controls thinking, speech, hearing, and sight

Insomnia: prolonged and usually abnormal inability to obtain adequate sleep Neurons: nerve cells, like those found in the brain Neurotransmitters: chemical messengers made by the body that help neurons carry information to one another

Chronic: a disease or condition that exists over a long period of time Clandestine: kept or done in secret, often in order to hide an illicit purpose

Parkinsonâ&#x20AC;&#x2122;s disease: a neurondegenerative brain disorder that results in shaking and difficulty with walking, movement, and coordination. These symptoms are caused by a depletion of dopamine in the brain.

Coma: a deep, prolonged unconsciousness Receptor: the area of a neuron that receives a neurotransmitter Craving: the desire to experience the effects of a previously experienced psychoactive substance Respiratory depression: a decrease in the rate or depth of breathing Dendrite: a branch of a neuron that picks up messages from other neurons

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Vocabulary Vocabulary List cont. Reuptake: the process by which neurotransmitters are removed by the synapse by being pumped through transporter back into the axon terminals that released them Schedule II drug: a drug that is illegal under the federal Controlled Substances Act and that (1) has a high potential for abuse, (2) has a currently accepted medical use in treatment in the United States, and (3) may lead to severe psychological or physical dependence if abused Serotonin: a neurotransmitter that controls mood, appetite, and sensory perception Soma: the body of a nerve cell; reads messages and uses electricity to send them to the correct place

Synapse: a tiny gap between two neurons; point where a nerve impulse passes from one neuron to another Synthetic drug: a drug that is produced artificially by chemical synthesis Tolerance: the ability to absorb a drug continuously or in large doses without adverse effect; a decrease in the response to a drug after prolonged use Toxic: capable of causing injury or death, especially by chemical means; poisonous Transporter: See Reuptake pump.

Stimulant: a drug that stimulates the central nervous system

Vesicle: a membranous sac within an axon terminal that stores and releases neurotransmitters

Stroke: an interruption of the blood supply to any part of the brain, resulting in damaged brain tissue

Withdrawal: physical and psychological symptoms that occur when a person stops taking a drug after chronic or prolonged use

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Meth

amphetamine

Student Activities Methamphetamine/9

Pre/Post Test 1. Methamphetamines do not cause: a. euphoria b. increased heart rate c. decreased appetite d. drowsiness 2. Which is not a technique to resist an offer of drug use? a. pretend to accept, and hide it b. change the subject c. suggest an alternative d. walk away 3. Methamphetamines are Schedule II drugs, meaning that they have a high potential for abuse; that abuse of the drug may lead to severe dependence, but that the drug does have a currently accepted medical use for treatment in the U.S. a. true b. false 4. Methamphetamine users may scratch open their skin to remove imaginary bugs. a. true b. false 5. There is a pharmacological treatment to assist in the treatment of methamphetamine dependence. a. true b. false 6. When a methamphetamine user takes methamphetamine everything seems to slow down. a. true b. false 7. Every pound of methamphetamines manufactured results in 5 pounds of toxic waste. a. true b. false 8. The Federal mandatory sentence for a first offense for methamphetamine trafficking is: a. probation b. one year c. five years d. 20 years

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Pre/Post Test Answer Key

1. D: Methamphetamines significantly affect the central nervous system creating

extended highs and agitated overenergized states. 2. A: It is unwise to pretend to accept and hide any drug. First, you might get caught

with it, and second, you will have the drug offered to you again and again. 3. A: Yes, methamphetamines are Schedule II drugs because they have a currently

accepted medical use for chemotherapy patients. 4. A: It is true that meth users have been known to scratch open their skin to remove

imaginary bugs. 5. B: Currently there are no medications that can quickly and safely reverse life threaten-

ing meth overdoses. Similarly, there are no medications that can reliably reduce the paranoia and psychotic symptoms that frequently contribute to episodes of dangerous and violent behavior associated with meth use. It would be helpful to have medications that could help meth users recover more quickly from the effects of chronic use. 6. B: When a methamphetamine user takes methamphetamine everything seems to

speed up because of the effect on the central nervous system. 7. A: Unfortunately it is true that every pound of methamphetamines manufactured

results in 5 pounds of toxic waste. 8. C: The federal mandatory sentence for a first offense for methamphetamine

trafficking is five years. State laws are becoming more stringent and giving longer sentences.

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Short-term Goals Name_________________________________________________Date_________________ Use this form to write a plan to help you achieve a short-term goal. Steps 1. State the goal as simply as possible:______________________________________________ ___________________________________________________________________________ 2. Make a timeline for the specific steps or activities for achieving your goal:

3. Evaluate your results:________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4. If you achieved your goal, celebrate your success! If you did not achieve your goal, choose one of the following and act on it. a. If you did not make an honest attempt, try again. b. If you gave it a good try but fell short, change or adjust your steps and try again. c. If you think you set your goal too high, make the goal a little more realistic and try again. d. If you found out that you are not really interested in the goal you set, admit it and choose another. 5. If you selected b, c, or d in the question above, write an action plan and act on it. ___________________________________________________________________________ ___________________________________________________________________________

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Long-term Goals Name____________________________________________________Date_________________ Use this form to write a plan to help you achieve a long-term goal. Steps 1. State your long-term goal (set a deadline for achieving the goal):___________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. *List some short-term goals that support your long-term goal:____________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3. Record some obstacles or roadblocks you might face in reaching your long-term and/or short-term goals:_________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4. Record some ways to overcome obstacles and roadblocks:_______________________________ _____________________________________________________________________________ _____________________________________________________________________________

*If you are serious about achieving your long-term goal, complete a Short-term Goals form for each short-term goal you listed. Ask your teacher for the necessary forms.

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Decision-Making/ProblemSolving Process Name__________________________________________________________________ Directions: Work independently or in groups using the following steps: 1. Identify and define the decision to be made or the problem to be solved. 2. Brainstorm your options. 3. Select the best option. If you have reached a decision and solved the problem, then no further action is required. Otherwise, go on to step 4. 4. Develop a plan and act on it. 5. Evaluate the results of your decision and/or actions.

Scenario 1: Your older brother is headed toward the back door. “I’m going to the mall with Mark and Jeff,” he yells to your folks. You know he is going out with his friends to get high. You feel awkward when your brother comes home all hyper and jittery. You see him stay up all night playing video games. What should you do?

Scenario 2: My best friend is Mandy. She and I have done everything together for the past two years. Now she is standing in front of me holding something. “This is going to make you feel awesome,” she says. I look more closely; it looks like a vitamin pill. “This will give you the energy you need to stay awake so we can get our homework done,” she adds. What will you do?

Scenario 3: You ran over to play with your neighbor. You were looking for him by peering through the basement window of his house. You see members of his family mixing stuff on a hot plate. You aren’t sure what it is. When they see you, they start for you through the basement doors. What should you do?

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Neurotransmission Materials Needed: Paper, string, masking tape, markers, and chalk Directions: Learning about brain chemistry is a fascinating study. In groups of five to eight research the subject of neurotransmission. Three fact sheets are provided to help you. Using what you have learned about neurotransmission, act out the neurotransmission process that goes on in the brain. 1. Each person must have a role as one of the neurotransmission players, such as an axon or dopamine (see box below). 2. Create a sign for each player to wear. The signs should indicate which part of the neurotransmission process each player is representing. If you don’t have enough in your group for all of the neurotransmission players, use chalk, masking tape, or string to mark out any areas on the floor to complete your picture. 3. Each group should take a turn acting out normal neurotransmission. Encourage them to be creative in their approach, using sound or motion. (Have a great time doing this.) 4. After you have acted out the normal process by which dopamine is released, act out the neurotransmission process as it occurs when methamphetamines enter the body. Use the three Neuron fact sheets to guide you.

Neurotransmission Players • • • • • •

Cell body Dendrite Axon Vesicle Transporter molecule Dopamine

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Methamphetamine Neuron Fact Sheet #1 The human brain is made up of billions of nerve cells called neurons. It is the exchange of information between these neurons that communicates things such as emotions, movement, and thought. Each neuron is made up of three main parts: 1. a central cell body called a soma 2. dendrites 3. an axon The main part is the central cell body and includes the nucleus of the cell. On one side of the cell body are dendrites. These short, finger-like fibers receive messages from other neurons and send them to the cell body. On another side of the cell body is the axon. This long, single fiber sends messages to other neurons through the bouton. The space between the axon of one neuron and the dendrite of another is called the synapse.

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Methamphetamine Neuron Fact Sheet #2 A chemical called neurotransmitters is produced in neurons. This chemical is stored in the axon in sacs called vesicles. Neurotransmitters are the mail carriers of the nervous system. The complete process is called neurotransmission. During neurotransmission, an electrical impulse is sent from the cell body to the axon. This triggers the release of neurotransmitters from the axon into the synapse. The neurotransmitters go across the synapse and deliver their message to special molecules called receptors in the dendrites of another neuron. This message either stimulates or inhibits an electrical response in the receiving neuron’s dendrites. Once the message has been received, the neurotransmitter is turned off in one of two ways. It may be broken down by an enzyme inside the synapse. Or the neurotransmitter may be carried by transporter molecules across the synapse back into the original axon so it can be recycled and used again. This is called reabsorption or reuptake. The primary neurotransmitter affected by drug use is dopamine. Dopamine sends messages about pleasure, mood, and movement. When pleasurable things happen—such as when you eat chocolate or win a sporting event—neurons containing dopamine release their dopamine, and the dopamine neurotransmitters pass this message onto the dendrites of other neurons. Other neurotransmitters that are affected by drug use include norepinephrine (which controls anger and fear and is part of our bodies’ fight-or-flight response) and serotonin (which affects mood, appetite, and body temperature).

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Methamphetamine Neuron Fact Sheet #3 Methamphetamine enters a neuron in two ways, either by passing directly through the cell membrane of the axon, or hitching a ride on a transporter molecule. Because the chemical structure of methamphetamine is similar in shape and size to the chemical structure of dopamine, methamphetamine is able to fool transporter molecules into taking the drug up as if it were dopamine. Once methamphetamine enters the dopamine vesicles it makes the neuron release a great quantity of dopamine into the synapse. The methamphetamine also blocks the dopamine transporter molecules from returning the dopamine in the synapse back to the transmitting neuron. Methamphetamine also inhibits enzymes that would typically break down any excess dopamine. All these actions result in a rapid rise in dopamine levels in the synapse. This causes the feelings of pleasure and euphoriaâ&#x20AC;&#x201D;which is what the methamphetamine user thinks of as their high.

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Methamphetamine Task Force Names of Task Force Members Researcher:__________________________________________________________________ Reporter:____________________________________________________________________ Information Technologist:________________________________________________________ Recorder:____________________________________________________________________

The Scenario: You are a law enforcement officer and have just received funding from the U.S. Department of Justice to fight methamphetamine abuse. Together with other members of your class, come up with a clear plan for combating the illegal production of methamphetamine in your community. Your plan should include the following: • What your goals are (be specific about two or three achievable goals) • Who you would collaborate with in the community and why • What your recommendations are to achieve these goals The results of your plan should be described in a short presentation to your class. Suggested Goals • Train citizens to report suspected labs • Train sales clerks to report suspicious purchases of chemicals used to make methamphetamine Suggested Community Partners • Fire departments • Hospitals • Environmental protection agencies • Health department Suggested Recommendations • Establish a methamphetamine-free community To help create your plan, you may consult: http://virlib.ncjrs.org/LawEnforcement.asp.

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Rearrange the tiles to find the definition of these four vocabulary words. Addiction, Central Nervous System, Dopamine, Formication

Write the definitions here:

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Dopamine Dazzle Rearrange the tiles to find the definition of these four vocabulary words. Rearrange tiles to find the System, meaningsDopamine, of four vocabulary words. Addiction, the Central Nervous Formication

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NOTES

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Meth

amphetamine

References and Resources

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References References Hunt, D., Kuck, S., and Truitt, L. Methamphetamine Use: Lessons Learned, final report to the National Institute of Justice, February 2006 (NCJ 209730), available at www.ncjrs.gov/pdffiles1/nij/grants/ 209730.pdf. U.S. Department of Health and Human Services. Substance Abuse and Mental Health Services Administration (2002, September 4). Results From the 2001 National Household Survey on Drug Abuse: Volume 1. Summary of National Findings (Office of Applied Studies, NHSDA Series H-17 ed.) (BKD461, SMA 023758) Washington, D.C.: U.S. Government Printing Office. Retrieved December 26, 2006, from http://ncadistore.samhsa.gov/catalog/facts.aspx?topic=6 Additional Resources Join Together www.jointogether.org Life or Meth www.lifeormeth.org Methamphetamine Treatment Project www.methamphetamine.org National Clearinghouse for Alcohol and Drug Information (NCADI) www.ncadi.samhsa.gov/ National Institute on Drug Abuse (NIDA) www.nida.nih.gov National Institute of Justice www.ojp.usdoj.gov/nij/ National Youth Anti-Drug Media Campaign www.theantidrug.com Partnership for a Drug-Free America www.drugfreeamerica.org (interviews of former meth users) Sara’s Quest www.sarasquest.org

(a game)

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About Face By Morgan Caswell

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Drugs

Prescription and Over-the-counter

Teacher

Information

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Drugs

Prescription and Over-the-counter Drugs Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives •

Understand the health consequences of experimenting with prescription and over-the-counter drugs such as Percocet, Valium, Vicodin, Xanax, and Coricidin HBP Cough and Cold (NHES: 3.8.1, 3.8.2, 3.12.1, 3.12.2; 7.8.2, 7.12.2).

•

Realize that drug manufacturers use advertising to pressure the use of these drugs (NHES: 2.8.5, 2.12.5; 3.8.1, 3.12.1).

•

Develop an awareness of negative peer pressure and strategies to resist it (NHES: 2.8.3, 2.12.3, 2.8.7, 2.12.7; 8.8.2, 8.12.2).

•

Distinguish between good and bad peer pressure (NHES: 8.8.2, 8.12.1, 8.12.2; 4.8.2, 4.12.2).

•

Understand how our thinking has power of its own to influence for good or bad (NHES: 1.8.2, 1.12.2; 6.8.3, 6.12.3).

•

Demonstrate effective communication skills for positive health choices (NHES: 4.8.1, 4.8.2, 4.12.1, 4.12.2; 7.8.1, 7.12.1).

•

Understand the necessity for appropriate decision-making skills in regards to prescription and over-the-counter drug use (NHES: 5.8.1, 5.8.2, 5.8.3, 5.8.4, 5.8.7, 5.12.1, 5.12.2, 5.12.3, 5.12.5, 5.12.6, 5.12.7).

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Content Content Alert THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers of prescription and over-the-counter drug abuse while teaching them to develop healthy relationships with others. Please be aware that there is risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward experimenting with prescription or over-the-counter drugs. As you plan your lesson, it is essential that you determine the degree of detail that you wish your class to receive. Naturally, your class discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical dangers of prescription or over-the-counter drugs with your class without revealing specific details about how to misuse them. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for them.

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Letter Letter to Parents Dear _________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, our class will begin working with age-appropriate information on the dangers of prescription and over-the-counter drugs. Our goal is to promote a deeper understanding of many drug-related issues, and above all to help your student understand the negative side effects of drug abuse. Sensitive subjects, such as specific details about the mixing and acquisition of, will be handled carefully and thoughtfully. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of prescription and over-the-counter drugs and answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

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Teacher Information About Prescription and Over-the-counter Drugs

According to the National Institute on Drug Abuse (NIDA), there are three types of commonly abused prescription drugs: (1) opioids, (2) depressants that affect the central nervous system (CNS), and (3) stimulants that enhance brain activity. Opioids are painkillers usually prescribed to patients in severe or chronic pain. They include morphine, codeine, oxycondon (Oxycontin), propoxyphene (Darvon), hydrocodone (Vicodin), hydromorphone (Dilaudid), and meperidine (Demerol). Depressants are drugs that slow the brain’s ability to function and are used to treat anxiety, acute stress, and sleep disorders. They include barbiturates such as mephobarbital (Mebaral), and benzodiazepines such as diazepam (Valium), lorazepam (Ativan), clonazepam (Klonopin), temazepam (Restoril), chlordiazepoxide HCI (Librium), and alprazolam (Xanax). Stimulants are the opposite of depressants. Instead of slowing brain function, they enhance activity, making you more alert, anxious, and energetic. They include dextroamphetamine (Dexedrine) and methylphenidate (Ritalin), which are used to treat attention-deficit/hyperactivity disorder (ADHD). Over-the-counter drugs such as ephedrine and pseudoephedrine products are now a huge issue because they can be converted into methamphetamine. And dextromethorphan (DXM)—a cough suppressant—when consumed in large quantities mimics the high of other illicit drugs. The intentional abuse of prescription and over-the-counter medications to get high is now an entrenched behavior among today’s teen population, according to a national study released by the Partnership for a Drug-Free America. Prescription drug abuse is second only to marijuana use among 12- to 17-year-olds. In the United States about 7 million people abused prescription drugs in 2006. That is far more than the number of people who abused crack cocaine, ecstasy, and heroin combined. And today, prescription drugs are the most commonly abused drug among 12- to 13-year-olds. See What Signs Did I Miss? by Misty Fetko, p. 21.

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Drug Facts Prescription and Over-the-counter Drugs Facts Common Prescription Names: Adderall Ativan Darvon Demerol Dilaudid Klonopin Nebutal Oxycontin Restoril Ritalin Valium Vicodin

Concerta Dexedrine Librium Percocet Soma Xanax (Barbs)

Common OTC Medication Names: Skittles Robitussin DXM Dex Vitamin D

Vicks Formula 44 Cough Relief Coricidin HBP Cough and Cold

Pill Parties, Trail mix, and Pharming are words used to describe the mixing together of all kinds of prescription and over-the-counter pills into a container. The participants then select and swallow a combination of pills causing a variety of side effects. Possible Short-term Physical Effects drowsiness increase in blood pressure elevated blood glucose feelings of paranoia

constipation increased heart rate and respiration hostility

Possible Long-term Effects physical dependence seizures Overdose irregular heartbeat high body temperatures severe respiratory depression death Withdrawal Symptoms restlessness diarrhea involuntary leg movements

muscle and bone pain vomiting

insomnia cold flashes

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Vocabulary Vocabulary List Addict: someone who needs to keep taking a drug or doing a certain behavior in order to remain “normal,” and to keep from feeling physical or psychological withdrawal Assertiveness: the ability to state one’s opinion or preference clearly without resorting to aggressive or abusive behavior Attitude: a state of mind; personal beliefs or views about something specific or life in general—may be a healthy or unhealthy attitude Defense Mechanism: a method of protecting oneself from emotional pain; a psychological habit or posture that allows one to cope with (or avoid coping with) difficult issues Depression: an emotional state marked by feelings of sadness and hopelessness, as well as a loss of identity or self-worth Detoxification: the physical process by which the body slowly rids itself of a drug. It may take days or weeks to fully remove certain drugs from the body. Drug Abuse: the misuse of a drug for the purpose of affecting one’s behavior, body, or personality. Legal drugs (like prescribed medicines) can be abused just as much as illegal drugs like marijuana. Drug Cravings: strong urges to use a drug. These cravings are caused by the drug’s effect on brain chemistry.

Drug Dependency: the need to keep taking a drug regularly—usually in larger and larger doses—either to repeat the desired effect or to avoid withdrawal symptoms Drug Withdrawal: uncomfortable response of the body as it attempts to regain balance after the absence of a drug; the reactions experienced by an addict who stops using drugs Euphoria: a feeling of intense happiness and satisfaction with life. Does not have to be induced by drugs or chemicals; can occur naturally in humans Gateway Drug: those drugs that are most often the first ones used by young people—may be legal or illegal. Tobacco, alcohol, inhalants, and marijuana are all considered gateway drugs. Hallucination: visions of things that aren’t really there—can be caused by marijuana or other drugs High: a mental and physical state, usually of intoxication or euphoria. It is not necessary to use drugs or alcohol to produce a high. Naturally occurring chemicals in the body, such as adrenaline, can also make one feel high. Illegal: against the law. It is illegal to buy, sell, or distribute medications other than for their intended use.

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Vocabulary Vocabulary List, cont. Intoxication: the effects of a drug upon a personâ&#x20AC;&#x2122;s mind and body Multiplier Effect: the increased, unpredictable reaction provoked by using two drugs, such as alcohol and prescription/OTC medications, in combination. Also referred to as poly (many) drugs. Neurotransmitters: brain chemicals that transmit impulses from one nerve cell to another. By affecting these chemicals, drugs alter our perceptions and feelings. OTC: Over-the-counter medicine that can be purchased without a prescription. Pharmaceutical: relating to, or engaged in, pharmacy or the manufacture and sale of pharmaceuticals Pill Parties, Trail mix, and Pharming: words used to describe the mixing together of all kinds of prescription and over-the-counter pills into a container. The participants then select and swallow a combination of pills, causing a variety of side effects.

Pessimistic: expecting the worst possible outcome Propaganda: information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc. Self-esteem: confidence, pride, and respect for oneself; the quality of feeling good about yourself Side Effect: a secondary reaction to a drug that is not expectedâ&#x20AC;&#x201D;often an undesirable effect that the drug induces in the user Tolerance: the ability of the body to become accustomed to a certain dosage of a drug. Over time, the body begins to need more of the drug to gain the same effect. Withdrawal: the unpleasant effects on the body and mind of a person who has been dependent upon a drug and then stops taking the drug

Peer Pressure: the strong influence that others in the same age group can have upon an individual. This influence can be positive or negative.

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Drugs

Prescription and Over-the-counter

Student Activities Prescription and Over-the-counter Drugs/9

Pre/Post Test Name____________________________________________________Date___________ For each of the statements below, circle either “True” or “False.” 1. The abuse of prescription and OTC medications to get high is not a problem for teens. A. true B. false 2. More teens report abusing cough medicine than prescription medications to get high. A. true B. false 3. Abuse of prescription and OTC medications is equal or higher than the abuse of illegal drugs. A. true B. false 4. Abusing prescription and OTC medications are not as dangerous as illegal street drugs. A. true B. false 5. Some teens believe there’s “nothing wrong” with using prescription medications for fun “once in a while.” A. true B. false 6. Learning about the risks of drugs from parents helps prevent drug abuse. A. true B. false 7. Most parents discuss the risks of using prescription or OTC medicines to get high. A. true B. false 8. The abuse of prescription and OTC medication is declining. A. true B. false 9. Cough medications can be used to make methamphetamine. A. true B. false 10. At a Trail Mix party the people eat a mixture of nuts and dried fruit. A. true B. false

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Pre/Post Test ANSWER KEY

1. False

The intentional abuse of prescription and over-the-counter medications to get high is now an entrenched behavior among today’s teen population, according to a national study released by The Partnership for a Drug-Free America.

2. False

Nearly one in five teens (19 percent or 4.5 million) report abusing prescription medications to get high; and one in 10 (10 percent of 2.4 million) report abusing cough medicine to get high.

3. True

Abuse of prescription and over-the-counter medications is on par or higher than the abuse of illegal drugs such as Ecstasy, cocaine/ crack, methamphetamine, and heroin.

4. False

When medicines are abused—when they are used for anything other than their intended and approved purpose—they can be every bit as dangerous as illegal street drugs.

5. True

Nearly one third of teens (31 percent of 7.3 million) believe there’s “nothing wrong” with using prescription medications “once in a while.”

6. True

Young people who learn about the risks of drugs at home are up to 50 percent less likely to use drugs.

7. False

Only a third of parents report discussing the risks of using prescription medicines or nonprescription cold or cough medicines to get high.

8. False

The 2005 Partnerships Annual Tracking Study (PATS) confirms that overall substance abuse is steadily declining among teens. However, the PATS data has identified abuse of prescription and over-thecounter medications on the rise.

9. True

Ephedrine and pseudoephedrine products are often limited as to how they can be purchased because they can be converted into methamphetamine.

10. False

Trail mix, Pill Parties, and Pharming are words used to describe the mixing together of all kinds of prescription and over-the-counter pills into a container. The participants then select and swallow a combination of pills, causing a variety of side effects.

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Pressure Zones Directions: Using a flip chart or chalkboard, introduce the idea of “pressure zones” that look like the illustration below. Using rope, make circles on the floor to match your diagram. For large groups make larger circles.

➔ ➔ ➔

Comfort Zone Growth Zone Panic Zone

Explain to the students that the comfort zone is where we feel comfortable, safe, and secure. Ask students to think of a time when they have been in their comfort zone. Tell them that the growth zone is a place where learning occurs. It might be when we have made a mistake or are pushing our limits. Ask students to think of a time when they have been in their growth zone. Tell them that the panic zone is a place where learning cannot occur. It is when people feel threatened. Explain that we strive to step into the growth zone and to stay out of the panic zone. Begin the activity: Name some common fears and ask students to step into the zone it represents for them. Start with “spiders.” After each student has taken their place in the circles, ask them to look around to see where others are standing. Give students time to move into their zone as you say other fears, such as: heights singing in a choir flying driving

the dark singing by yourself confronting a friend water

public speaking snakes test taking bungee jumping

Talk about the “temptation” to see what others are admitting to before going into that particular circle. Debriefing Were you surprised by where you found yourself at any time? Were you surprised by who was standing next to you? What factors do you think affected the other student’s choice? How did our decision affect the decisions of others? Ask students to brainstorm things their classmates could do to encourage them without pressuring them. Prescription and Over-the-counter Drugs/12

Pharmaceutical Propaganda Name (Team)_________________________________________Date__________ Many pharmaceutical companies seem to advertise “miracle” products that promise unrealistic results. Find an advertisement that suggests positive effects from the use of pharmaceutical and over-the-counter drugs (for instance: Xantax, Robitussin). Answer the following questions. 1. What aspects of this advertisement are realistic? 2. What aspects of this advertisement are unrealistic? Next, invent another product that promises impossible results. Come up with a product name, slogan, and a sketch of the advertisement package. Then answer the following. 1. How do the claims of your new “miracle” product compare to those of commonly seen advertisements for similar products related to depression, increased stamina, or relief of cold symptoms? 2. How realistic are the claims of your new product? 3. How realistic do you think the claims of these other products are? 4. What conclusions can be drawn about many of these advertisements that promise “miracle” results? 5. How does this learning activity relate to peer pressure? Expanded Activity Create a counteradvertisement, using any medium you like (print ad, commercial, song, etc.). In this advertisement, using your knowledge of the dangers of these drugs, show what might really happen. Prepare to show your advertisement to the class.

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A Type of Trail Mix Party Supplies placed on a table: bananas, jelly, chopped onion, popcorn or chips, cereal, ketchup, fruit juice, salt, pepper, diced carrots, chopped olives, pickles, crackers, pita bread or bagels, and small paper plates or cups. In groups of three or four (teacher should select groups/teams), students are to create edible concoctions from the various foods. After every group has created their mixture, a name is randomly selected. Each group has a turn to tell in one sentence, the “wonders” of their mixture. The taster then has a choice: to refuse or to taste. After the demonstration has been completed, conduct a class discussion using the following questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Was it worthwhile blindly believing the claims of the group? Were the claims true? Which groups told the truth? How easy is it to trust someone you don’t really know? What if the person has something to gain? What if you have something to lose? Why do we often go along with the crowd? Were there any examples of peer pressure? When is it worthwhile to take a big risk? When do the possible advantages outweigh the possible disadvantages?

Expanded Activity How would you exert positive peer pressure to make sure your friends and younger siblings don’t cave in to peer pressure and experiment with prescription and overthe-counter drugs?

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The Power of Positive Thinking Our thinking has a power of its own. Sometimes we get stuck in a cycle of negative or pessimistic thoughts that make us feel bad about ourselves. If we can turn our negative thoughts into positive ones, there is a good chance that we will begin to feel better about ourselves.

Directions: Change the following negative statements into positive ones. 1. Are you crazy? I can’t wear shorts! Have you seen my legs? 2. Of course she’ll like him better than me—he doesn’t weigh a million pounds. 3. I can’t go anywhere this weekend. Look at my nose. There’s a huge zit right on the center of it. 4. The only way I’ll ever look better is if I put a bag over my head—or start saving up for plastic surgery. 5. I hate math. I won’t ever do this stuff in real life. 6. I can’t get good grades; the teacher doesn’t like me. 7. I’m not going to the prom. No one will miss me anyway.

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Trail Mix Puzzle

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Trail Mix Puzzle Answer Key

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NOTES

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Drugs

Prescription and Over-the-counter

References and Resources

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References References Center for Substance Abuse Prevention. Keeping Youth Drug Free: A Guide for Parents, Grandparents, Elders, Mentors, and Other Caregivers. Washington, D.C.: U.S. Department of Health and Human Services, 1996. National Drug Intelligence Center 319 Washington Street, 5th Floor Johnstown, PA 15901-1622 Telephone: 814-532-4601 Fax: 814-532-4690 NDIC Washington Liaison Office 8201 Greensboro Drive, Suite 1001 McLean, VA 22102-3840 Telephone: 703-556-8970 Fax: 703-556-7807 http://en.wikipedia.org/wiki/Healthissues, retrieved May 5, 2008 http://ndicosa, retrieved May 5, 2008 http://www.ahealthyme.com, retrieved May 28, 2008 http://www.jivemagazine.com, retrieved June 3, 2008 http://www.kidshealth.org/kid/feeling/emotion/peer_pressure.html, retrieved June 4, 2008 http://www.nida.nih.gov/Infofacts/Painmed.html, retrieved May 28, 2008 http://www.oas.samhasa.gov, retrieved May 28, 2008 http://www.projectghb.org/prescription_drug.htm, retrieved May 28, 2008 http://www.usdoj.gov/ndic, retrieved May 28, 2008 Note: The Health Connection速, Listen速, Life Skills Curriculum, and affiliates do not necessarily endorse the contents of these Web sites. At the time of publication all Web sites were viable and appropriate.

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Signs What Signs Did I Miss? By Misty Fetko Misty Fetko is an involved mother who looked out for the obvious signs of drug abuse and took the opportunities to speak to her children about it whenever she thought something was wrong . However, her son’s curiosity for prescription drugs and cough syrup abuse slipped by her, leaving her devastated in the wake of his death. My name is Misty Fetko. I am a registered nurse who works in a very busy emergency room in central Ohio, but, more important, I am a mother of two wonderful boys and I want to tell the story of my older son, Carl. Carl was my beautiful little boy; eyes like large, dark chocolates, an infectious smile, and an insatiable curiosity. I spent years protecting him from harm, but several years ago harm found a way to sneak in and steal the life of this gifted young man. It was the morning of July 16, 2003. Carl had just graduated from high school and was getting ready to leave for Memphis College of Art in two days. The college had courted him after he won an award for artwork he created his junior year of high school. The night before, Carl and I had sat in his room and talked about his day at work and the pending trip to Memphis. He smiled and hugged me good night. He said, “Good night, Mom. Love you.” “If loving my son were enough, Carl would have lived forever.” The next morning I decided to walk the dog before waking Carl. While walking next to his car, I noticed an empty bottle of cough syrup in Carl’s backseat. Instantly, I knew something was wrong. Knowing that teenagers have a tendency to experiment, I had been vigilant for signs of drug abuse in the past and hadn’t seen many. I rushed to his bedroom door only to find it locked. After finding my way in, I discovered Carl lying peacefully in bed, motionless, with his legs crossed. He wasn’t responding to my screams, and he wasn’t breathing. I quickly transformed from mother to nurse and began CPR, desperately trying to breathe life back into my “Carl was my beautiful little boy; eyes like large, dark chocolates, an son. I could not believe my worst fear had happened. My son was dead, infectious smile, and an insatiable curiosity.” but I still did not know what had caused this nightmare. We are a very close family. I was a very involved mother. Carl had always assured me that he wasn’t using alcohol or drugs. I knew he was a good kid and I believed him. During Carl’s jun-

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What Signs Did I Miss? cont. ior year of high school, I found the first evidence of marijuana in his room. After all the talks and all the reassurances between us, what had changed? I intervened, and didn’t see anything else suspicious until that summer when I found two empty bottles of cough syrup in our basement after a sleepover with friends. I was determined to keep drugs out of our house, but cough syrup? I went to search for answers on the Internet, but found nothing and confronted my son instead. Carl explained that he and his friends had experimented, but that nothing happened from the cough syrup abuse. I was reassured, once again, that he wasn’t using “hard” drugs and not to worry. Again, I believed him. During his senior year, I knew Carl had developed an interest for marijuana, but I thought we had addressed it and didn’t Carl and his mom believe that he was abusing any other drugs. So why on that dreadful July morning did I discover my son had passed away during the night? The next several months after Carl’s death I frantically searched for answers. What signs did I miss? During my search, I found two more empty bottles of cough syrup. But it wasn’t until after talking with his friends and finding journal entries on his computer that I discovered Carl had been experimenting with cough syrup abuse intermittently over the past two and a half years. Through the Internet and his friends, Carl had researched and educated himself on how to use these products to get high. He wrote about and enjoyed the hallucinations achieved upon intentionally abusing cough and cold products. Carl had described the “pull” that he felt toward the dissociative effects of the abuse of the cough syrup and seemed to crave them. According to the journal, Carl had gradually increased the amount of cough syrup he abused. He wrote that he was increasingly “pulled” to the effects of escape more and more. As his cough syrup abuse increased, many things in his life were changing: graduation, college, his parents’ divorce, and increasing pressures in his life. I wouldn’t find out until the morning of Carl’s death what he and many others knew about his cough syrup abuse. The danger that I so desperately tried to keep out of our house had found a way to sneak in secretly. But there were no needles, no powders, no smells, no large amounts of money being spent—none of the “typical” signs associated with drug abuse. Carl’s autopsy report revealed that he had died from a lethal mix of drugs: Fentanyl, a strong prescription narcotic avail- “Through the Internet and his friends, Carl had researched and educated himself on how to use able in a patch that is removed and eaten to achieve an abusive [cough syrup] to get high.”

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What Signs Did I Miss? cont. high; cannaboids found in marijuana; and DXM, the active ingredient in cough syrup, were found in his system. To this day, I still don’t know where Carl obtained the narcotic Fentanyl. There are no journal entries that talk about his use of painkillers. Was this his first time? Was he looking for a different high? I will never know why Carl made the wrong choice to abuse prescription and over-thecounter drugs. I know only parts of his story by the words he left behind in his journal. His words are now silent. I have spent many hours trying to find the reason for this unexplainable tragedy. If loving my son were enough, Carl would have lived forever. But I know now that abuse of over-the-counter and prescription drugs is rapidly emerging. Parents and their children need to be made aware of these lurking dangers—and keep up on the latest teen drug trends. Be involved in your kids’ lives and talk to Carl with his brother on graduation them regularly about the dangers of drugs—even cough syrup. Don’t be afraid of questioning them. Don’t be afraid of being a pest. It is with a heavy heart and eternal love for my son that I share his story to hopefully prevent other families from having to suffer the same heartache.

Prescription and Over-the-counter Drugs/23

Tobacco Teacher

Information

Tobacco/1

Tobacco Tobacco Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives •

Develop their own anti-tobacco messages (NHES: 2.8.5, 2.12.5; 4.8.1, 4.12.1; 8.8.1, 8.12.1).

•

Recognize how tobacco harms many individual systems of the body (NHES: 1.8.1, 1.8.3, 1.12.1, 1.12.3; 3.8.1, 3.12.1).

•

Develop the skills needed to stand up for their own values and beliefs (NHES: 2.8.2, 2.12.2; 4.8.2, 4.12.2; 5.8.2, 5.8.3, 5.12.2, 5.12.3; 7.8.1, 7.12.1).

•

Gain a clear understanding of tobacco advertising and its deceptive nature (NHES: 2.8.5, 2.12.5; 3.8.1, 3.12.1).

•

Discover how tobacco negatively affects the respiratory system (NHES: 1.8.1, 1.8.3, 1.8.5, 1.12.1, 1.12.3, 1.12.5; 3.8.2, 3.12.2).

•

Recognize the dangerous power of tobacco addiction (NHES: 7.8.1, 7.8.2, 7.8.3, 7.12.1, 7.12.2, 7.12.3).

•

Investigate and practice ways to refuse tobacco products (NHES: 2.8.3, 2.12.3; 4.8.2, 4.12.2).

•

Learn to recognize peer pressure situations (NHES: 2.8.3, 2.12.3; 4.8.2, 4.12.2).

Tobacco/2

Content Content Alert THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly Listen® magazine, and accompanying activities, are all designed to raise your students’ awareness of the dangers of tobacco use while teaching them to develop healthy relationships with others. Please be aware that there is risk that some students might be tempted to use the information provided in this guide as a “road map” steering them toward experimenting with tobacco. As you plan your lesson on tobacco, it is essential that you determine the degree of detail that you wish your class to receive. Naturally, your class discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical dangers of tobacco with your class without revealing specific details about how to obtain it. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for your students.

Tobacco/3

Letter Letter to Parents Dear _________________, Your student has received the _______________ issue of Listen速 magazine. In the next few days, our class will begin working with age-appropriate information on the dangers of tobacco. Our goal is to promote a deeper understanding of many drug-related issues, and above all to help your student understand the negative side effects of tobacco use. Sensitive subjects, such as specific details about the acquisition of tobacco, will be handled carefully and thoughtfully. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers of tobacco use as well as answer any questions that may arise at home, and express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely,

Tobacco/4

Teacher

Information About Tobacco Tobacco is responsible for more deaths than cocaine, heroin, alcohol, fire, automobile accidents, homicides, suicides, and AIDS combined. About 430,000 people die needlessly every year—1,200 people every day—because of their addiction to tobacco. Pharmacologically there is little difference between cocaine and the nicotine found in tobacco. In addition to causing cancer and emphysema, all forms of tobacco— smoking, chewing, pipes, hookahs, cigars—raise the risk for heart attack. Tobacco smoke from these items contains more than 4,000 chemical compounds in breathable, suspended particles. The chemicals present in tobacco smoke that have been proven to cause cancer and increase the risk of birth defects include ammonia, arsenic, benzene, cadmium, carbon monoxide, formaldehyde, lead, mercury, naphthalene, urethane, and a variety of nitrosamines (potent human carcinogens). Formaldehyde, ammonia, urethane, and naphthalene are contained in household products with labels telling you to avoid inhaling them. There are also radioactive chemicals such as polonium-210. The current average age of initiation to tobacco is 11 years old. This addiction may be in the form of spit tobacco (moist snuff). This is a result of the tobacco companies shrewdly coining the term “smokeless” tobacco in order to make these products seem less dangerous than cigarettes. Is there a difference between cigarettes and spit tobacco? Yes—there are two significant differences. (1) The same chemicals from both products increase the risk for heart attack and birth defects; the difference lies in where cancers may occur—one increases cancer of the lungs and the other cancer of the mouth. (2) Smokeless tobacco is more addictive because of its higher nicotine levels. On average, one can of moist snuff contains as much nicotine as 60 cigarettes.

Teacher Tip : Most all of the activities in this resource can be adapted to a group setting. Helping students interact with one another in a positive way is the most important step in creating an addiction and high-risk behavior free school culture.

Note: Please see the reprinted article “Waiting to Exhale” from Listen, December 2007, in the additional resources at the back of this section on page 27.

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Tobacco Tobacco Facts Common Names for Spit Tobacco Chew Plug Twist Moist Snuff Dry Snuff Spit Tobacco: The tobacco stems, seeds, and leaves for moist snuff are either air- or firecured, then processed into fine particles (“fine cut”) or strips (“long cut”). The tobacco is sold either loose (in such products as Skoal, Copenhagen, and Kodiak), or packaged in small, ready-to-use pouches called packets or sachets (in such products as Skoal Bandits). Nicotine is released more rapidly from the fine cut form due to the greater surface area. Moist snuff is the most commonly used form of tobacco in the United States.* Smoking Tobacco: Cigarette tobacco is harvested and cured using direct heat. In order to mask the bitter flavor, sugars are added. Burned and inhaled sugar creates acetaldehyde, which has been proven to be highly addictive. This is why it’s suspected that nicotine replacement methods are often ineffective; for they replace the nicotine but not the acetaldehyde. Current Trends: The growing trend around university and college campuses is smoking a hookah (also known as hubble bubble, narghile, shisha, or goza) pipe. It is estimated that 15-20 percent of college freshmen have used a hookah in the past month. Unfortunately, a typical one-hour session of hookah smoking exposes the smoker to 100 to 200 times the amount of smoke inhaled from only one cigarette. Short-term Physical Effects: bad breath bad smell to hair and clothes increased heartbeat high blood pressure respiratory problems coughing or choking

Long-Term Effects: reduced immune function increased illness tooth decay gum disease birth defects precancerous gene mutations emphysema premature death leukoplakia—precancerous lesions

* Asma, S. (1998). Definitions of tobacco products. Unpublished Work.

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Vocabulary Vocabulary List Addict: someone who needs to keep taking a drug or doing a certain behavior in order to remain “normal,” and to keep from feeling physical or psychological withdrawal

Gateway Drug: those drugs that are most often the first ones used by young people—may be legal or illegal. Tobacco is considered a gateway drug. Mainstream smoke: what the smoker inhales with each puff of a cigarette

Attitude: a state of mind; personal beliefs or views about something specific or life in general; may be a healthy or unhealthy attitude

Peer Pressure: the strong influence that others in the same age group can have upon an individual. This influence can be positive or negative.

Carcinogen: a substance that can cause cancer Cyanide (HOCN): A poisonous gas, deadly to all living things

Secondhand smoke: a mixture of exhaled mainstream smoke from the tobacco user, plus sidestream smoke emitted from a smoldering cigarette, as well as contaminants emitted into the air through the cigarette paper and filter

Detoxification: the physical process by which the body slowly rids itself of a drug. It may take days or weeks to fully remove certain drugs such as tobacco from the body. Drug Cravings: strong urges to use a drug. These cravings are caused by the drug’s effect on brain chemistry. Drug Dependency: the need to keep taking a drug regularly—usually in larger and larger doses—either to repeat the desired effect or to avoid withdrawal symptoms

Self-worth: confidence, pride, and respect for oneself; the quality of feeling good about yourself Sidestream smoke (passive): smoke comes from the burning tip of a cigarette and contains twice as much tar and nicotine and five times as much carbon monoxide as mainstream smoke.

Drug Withdrawal: uncomfortable response of the body as it attempts to regain balance after the absence of a drug; the reactions experienced by an addict who stops using drugs

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NOTES

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Tobacco Student Activities

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Pre/Post Test Name___________________________________________Date________________ Read the statements below. Circle “T” if you think the statement is true, or “F” if you think the statement is false.

True or False? Circle One: 1.

A nonsmoker who is married to a smoker has a greater risk of developing lung cancer than a nonsmoker married to a nonsmoker.

As long as you don’t smoke it won’t matter if your parents smoke.

Cigarette smoke contains less than 5 cancer-causing ingredients.

Sidestream smoke is the same as secondhand smoke.

In a crowded restaurant, secondhand smoke can produce six times more pollution than a busy highway.

Sidestream smoke from “light” or low-tar cigarettes contains less cancer-causing ingredients than sidestream smoke from regular cigarettes.

No one dies from lung cancer caused by secondhand smoke.

50,000 nonsmokers die each year from health problems caused by sidestream smoke.

Because of messy ash trays, more than 30 states have passed laws that prohibit smoking in public places.

10.

The amount of cyanide found in tobacco is harmless.

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Pre/Post Test Answer Key 1.

True: A nonsmoker who is married to a smoker has a 30 percent greater risk of developing lung cancer than a nonsmoker married to a nonsmoker.

False: Children whose parents smoke are more likely to suffer from pneumonia or bronchitis.

False: Cigarette smoke contains 43 ingredients known to cause cancer.

False: Sidestream smoke contains twice as much tar and nicotine and five times as much carbon monoxide as mainstream smoke. It also contains higher levels of many other toxic substances.

True: In a crowded restaurant, secondhand smoke can produce six times more pollution than a busy highway.

False: Sidestream smoke from â&#x20AC;&#x153;lightâ&#x20AC;? or low-tar cigarettes contains up to 30 percent more cancer-causing ingredients than sidestream smoke from regular cigarettes.

False: About 3,000 nonsmokers die each year from lung cancer caused by secondhand smoke.

True: 50,000 nonsmokers die every year from health problems caused by sidestream smoke such as asthma, emphysema, and heart disease.

False: Because of the harmful effects of secondhand smoke, more than 30 states have passed laws that prohibit smoking in public places.

10.

False: Any amount of cyanide is harmful. Cyanide is a poisonous gas, deadly to all living things.

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Think in Terms of $ Name_______________________________________________Date_____________________ List 5 items that you would like to purchase in the next 5 years.

Item _______________

Cost __________

_______________

__________

_______________

__________

_______________

__________

_______________

__________

If a pack of cigarettes cost $6.15 how much would a pack-a-day smoker spend . . . in a week? (7 days)

$______________

in a month? (30 days) $______________ in a year? (365 days)

$______________

in five years?(1,825 days) $______________

Figure out how much a lifetime smoker could spend on cigarettes during his/her life. Ages 12-16, one pack a day (1,826 days) $______________ Ages 17-36, two packs a day (7,304 days) $______________ Ages 37-56, three packs a day (7,304 days) $______________ What do you think it would cost if the smoker was diagnosed with lung cancer early and started to receive treatment at age 52? ______________________.

At age 57 the smoker dies of lung cancer.

How much did this smoker spend on cigarettes during their lifetime? $______________

Do research to find out how much it costs for chemotherapy and surgery for the average lung cancer victim._________________________________

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Think in Terms of $ Answer Key List 5 items that you would like to purchase in the next 5 years.

Item _______________

Cost __________

_______________

__________

_______________

__________

_______________

__________

_______________

__________

If a pack of cigarettes cost $6.15 how much would a pack-a-day smoker spend . . . in a week? (7 x $6.15) $_________43.05 in a month?

(30 x $6.15)$________184.50

in a year? (365 x $6.15) $_______2,244.75 in five years? (365 x 5 x $6.15) $_______11,223.75

Figure out how much a lifetime smoker could spend on cigarettes during his/her life. Ages 12-16, one pack a day (1 x $6.15 x 1,826 days) $_____11,229.90 Ages 17-36, two packs a day (2 x $6.15 x 7,305 days) $_____89,851.50 Ages 37-56, three packs a day (3 x $6.15 x 7,305 days) $____134,777.25 What do you think it would cost if the smoker was diagnosed with lung cancer early and started to receive treatment at age 52? ______________________.

At age 57 the smoker dies of lung cancer.

How much did this smoker spend on cigarettes during their lifetime? $____235,858.65

Note: Every four years there is a leap year.

Do research to find out how much it costs for chemotherapy and surgery for the average lung cancer victim. ______________________ ($300,000 to $2,000,000 per year for chemotherapy)

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Warning Name________________________________________________Date_________________

Warning labels appear on many substances. Most medicines have warnings regarding use, side effects, and mixtures with other substances. Warning labels have appeared on cigarettes and other tobacco products for generations, but many people believe that they are not visible enough to the consumer. Create a warning label about a harmful substance. Include graphics and a brief list of harmful elements present in the substance. You may check out www.warninglabelgenerator.com.

DANGER! TOBACCO CAN KILL YOU! Leave tobacco for killing insects!

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A Research Project Scenario: You are to appear before a House and Senate subcommittee on addictive and high-risk behavior prevention. Below are various statements leading to topics that the subcommittee might interrogate you about. Make sure you have researched each statement or request before you go before the committee. The state of ___________has been faced with a major fiscal problem. We feel that the ____________ government is spending way too much money on the care of people with tobacco-related illness. Since you are requesting intervention from the federal government, we want to hear your proposal first. Nationally, there are approximately 4,000 new smokers each day, and 2,000 of these people will die of smoking-related illnesses. How can this be corrected? “We did a sting operation and found lots of businesses selling tobacco products to minors,” said Senator James Cavil. “How can we make it more difficult for young people to start smoking in the first place?” “How can we help young people stand up for their own values and beliefs?” asked Senator Penny Wheeler. “I think they often try something just to be with the ‘in’ group. Certainly there must be some type of program or materials that would help them develop resistance skills to negative peer pressure.” “Has anyone identified some healthy alternatives to using tobacco?” questioned Senator Jeannette Johnson. “There must be something more appealing to young people than chewing or smoking tobacco.” “It’s the sports industry that’s to blame,” said Senator Mike Studly. “I see them chewing and spitting all the time. I bet that is the reason why young people are tempted in the first place. Should we ban any type of images in which sports heroes or movie stars are smoking, chewing, or drinking?” Variation: Divide the students into groups and have them write their own House and Senate subcommittee discussion scenarios on drug prevention.

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Anti-tobacco Public Service Announcement Name_____________________________________________________Date__________ You are to create a 30-second public service announcement for radio and/or television about one of the following tobacco issues. 1. Cigarette ads still dominate many sports publications. 2. The government gives millions of dollars to the tobacco industry. 3. The government spends very little on anti-tobacco education, while tobacco companies spend billions of dollars every year on advertising. 4. Your community’s major factory is thinking of going smoke-free. 5. Some ads say that you will stay slim if you smoke. 6. Actors are smoking in more and more movies. 7. Sports heroes are often seen spitting tobacco. 8. Health risks associated with tobacco use 9. Economic impact of using tobacco 10. How to resist peer pressure 11. Your own idea—get the leader (parent/teacher/counselor) to approve it.

Sample Script: Scene 1: (a baby crying) Voice: “This young child didn’t ask for it.” Scene 2: (children playing catch) Voice: “These kids didn’t ask for it.” Scene 3: (older people playing chess) Voice: “These people didn’t ask for it.” Scene 4: (sequence of previous three scenes) Voice: “None of these people want to breathe secondhand smoke when they go to the recreation center. Do you? Call your local officials to prevent smoking in public places. It’s a matter of health and breath.”

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Simulated Effects of Emphysema Name___________________________________________________________Date____ In this activity you will experience the effects of emphysema on the breathing process. Experiment: Put a small drinking straw in your mouth. Pinch your nose closed with your fingers and breathe about 10 times. Donâ&#x20AC;&#x2122;t try and take more than ten breaths.

1. How many breaths did you take before you had to stop breathing through the straw?

2. What was more difficult, breathing in or breathing out? Discuss the findings among your classmates. (In cases of emphysema, it is most difficult to breathe out because of the lack of alveoli, and the carbon dioxide is harder to get rid of chemically.)

3. Breathing through a small drinking straw simulated how a person with emphysema breathes every day. Write a paragraph about what it would be like to breathe that way all the time.

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Smoking Lungs Name___________________________________________________________Date____ Materials Needed: The Sponge Lungs Demonstration Kit,* matches, and cigarettes. Directions: Document the appearance and smell of the “lungs” and the “bronchial” tube after each time period. Observe three separate time periods in a well-ventilated area. It is recommended to “smoke” the cigarettes outside. Sponge Lungs

Bronchial Tube # of Cigarettes

Color

Smell

Lungs Color

Smell

Day 1

Day 2

Day 3

Expanded Learning: What other things in the environment can cause the lungs to darken?

* May be purchased at www.healthconnection.org. Tobacco/18

The Respiratory System Name____________________________________________________Date________ Label each part of the respiratory system. On a chart describe each function.

1 2 7 3

6 11 Tobacco/19

The Respiratory System Chart

Name____________________________________________________Date________

Name

Function

1 2 3 4 5 6 7 8 9 10 11 12

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The Respiratory System Answer Key

1. nose: Smelling, tasting, and breathing all start here. The size, location, mucous lining, and tiny hairs (cilia) inside help prevent foreign objects from entering and to trap large air impurities before being drawn farther into the respiratory system. 2. mouth: Mouth breathing can also be remembered as “Plan B’’ for air entry. Like the nose, it has many functions. It is the starting point of the digestive system as well as a secondary inhaler and exhaler. 3. larynx: The larynx has three main functions: (1) a passageway for air, (2) a valve to close off the air passage from the digestive one (the epiglottis) like a hinged trapdoor, and (3) as a voice box. 4. lung: The main function of the lungs is to exchange carbon dioxide for oxygen and vice versa. Each lung is enclosed separately within two membranes. 5. right bronchus: There are 2 main bronchi (Latin plural of bronchus): the right and left, each leading to a lung. 6. diaphragm: This muscular structure acts as a floor to the chest (thoracic) cavity as well as a roof to the abdomen. It helps to expand and contract the lungs, forcing air into and out of them. 7. pharynx: The pharynx is shared with the digestive system from the tongue down to the epiglottis. Food goes down the esophagus and air passes through the trachea, but never both at the same time! 8. trachea: This armored tube allows air to pass beyond the larynx to where it divides into the left and right bronchi. 9. left bronchus: The left one has a sharper bend due to the presence of the heart and major blood vessels directly underneath it. 10. bronchiole: Each bronchus divides and subdivides into smaller and smaller branches— bronchioles—filtering and moisturizing the oxygen. 11. alveoli: These tiny air cells, or sacs, are the link between the respiratory and circulatory systems. Gas exchange happens here—A trade of fresh oxygen (O2) for used carbon dioxide (CO2). The old air goes back out to the nose.

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Amazing Lungs Name_______________________________________________________Date__________________ Lungs are full of little places for air to go. See if you can find the airâ&#x20AC;&#x2122;s way through the lung maze.

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Amazing Lungs Answer Key Name____________________________________________________Date__________________ Lungs are full of little places for air to go. See if you can find the airâ&#x20AC;&#x2122;s way through the lung maze.

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NOTES

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Tobacco References and Resources

Tobacco/25

Tobacco/26

WAITING TO EXHALE By Diane E. Robertson

mber waved her pack of cigarettes at me after our first day of high school. “Care for a smoke, Callie?” I shook my head no as we walked toward the library. “That trip to visit your cousin this summer must’ve been something. Is she the one who introduced you to smoking?” “Oh, come on,” Amber said. “It’s not like drugs or alcohol. Don’t you even want to try it?” “No.” I watched as she inhaled like a pro. “Smoking is one habit I’ll never inherit.” “But everybody does it.” “Fine. They can stink up their clothes and hair. But I know the consequences. Mom used to brag about it, like she was a veteran. ‘Thirty years now,’ she’d say as she inhaled her daily pack. But then she got emphysema. ‘Say hello to your nonsmoking mother,’ she tells me now. And you know my dad’s story,” I continued. “How he puffed his way to a triple-bypass.” Amber blew out smoke, and acted bored. “Yeah, I know.” I wished that Amber would get a wake-up call. I had hoped we could ease into the big new world of high school together, but already she was changing. It seemed that we didn’t have as much to talk about on our walks anymore. As the warm weather turned into autumn, the thought of being left behind terrified me. One day Amber said, “I’m going over to Jenny’s after school. I’ll see you tomorrow.” “OK.” I felt awful, so I hurried home where I could be alone with my tears. My parents wouldn’t return from work for hours. Maybe I could bury my feelings in food. As I hunted around the refrigerator for something delicious to eat, I spotted the carton of cigarettes that Mom now referred to as her “security blanket.” “I promise not to smoke again,” she told me. “I just feel better knowing they’re there.” Right now I felt a little insecure myself. Something made me reach in and take a pack of Mom’s smokes. I felt ashamed, but more than anything, I wanted to fit in with my friends. I went to my room and locked the door. Then I sat at my dressing table, opened the pack, and pulled out a cigarette. Now I could add petty theft to my list of growing problems. I lit

Tobacco/27

up, took a deep drag, and silently counted to 10 while I fought not to cough. Then I exhaled, mesmerized by the gray cloud of smoke that floated out of my mouth. “Who are you?” I asked the image in the mirror. “Someone who sold herself out,” I answered. I practiced for a while, then aired out my room, shampooed my hair, and washed my smelly clothes. The next day while Amber and I walked to the library, I mustered the courage to light up. Would this moment change my life? “Hey,” she said. “You’re looking pretty cool, Callie.” I smiled but said nothing. When we reached the library, we stood outside and finished our cancer sticks. I felt phony, like I was an actress. “Hi, Callie,” said Dan as he walked by. He was in my algebra class and very cute. He seemed to look at me in a puzzled way, and then entered the library. Minutes later Amber and I also went in for some serious homework time. We found a table near Dan, and I settled down and pulled out my books. Minutes later, as I wrestled with an equation, I felt a tap on my shoulder. I looked up and my heart raced for a few beats. “Hi, Dan. What’s happening?” “I just wanted to tell you that you look like a totally different person when you smoke.” My stomach flipped. But I sensed that he hadn’t intended it as a compliment. “What do you mean?” “I mean it changes your whole personality.” He looked straight into my eyes, as if he really cared and was trying to help me. I bit my lip and felt my face redden. “Thanks for sharing.” Dan walked away and we never brought it up again. His remark haunted me, though, because I felt like he saw right through me. For a while I continued to imitate my friends, but over time I realized that smoking was not for me, and I found the strength to quit. Slowly I gravitated toward new friends with more common interests. It wasn’t easy, but I finally became comfortable with myself. I realized that being uncool was really pretty cool after all.

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Violence and Bullying Teacher

Information

Violence and Bullying/1

Violence and Bullying Educators are encouraged to adapt these objectives and activities to the maturation level of their classroom population. You may incorporate this material into your week’s lesson plans. Additional activities are provided in this resource along with useful information for the teacher. Upon the completion of the activities as selected by the teacher, the student will be able to do the following.

Learning Objectives •

Be able to define violence and bullying behavior (NHES: 1.8.1, 1.12.1; 4.8.1, 4.12.1; 7.81, 7.12.1).

•

Learn that violence and bullying behavior is wrong and that no one has to accept it (NHES: 1.8.1, 1.8.5, 1.8.7, 1.8.9, 1.12.1, 1.12.5, 1.12.9; 3.8.2, 3.12.2; 4.8.3, 4.12.3; 7.8.1, 7.8.2, 7.8.3, 7.12.1, 7.12.2, 7.12.3).

•

Better understand why some people bully others (NHES: 2.8.1, 2.8.2, 2.8.3, 2.12.1, 2.12.2, 2.12.3).

•

Explore positive (and negative) ways to deal with violence and bullying behavior (NHES: 2.8.3, 2.12.3; 3.8.2, 3.12.2; 5.8.1, 5.12.1; 7.8.3, 7.12.3).

•

Learn what to do when a friend is bullied by someone or is a victim of violence (NHES: 7.8.2, 7.12.2; 8.8.2, 8.12.2).

•

Evaluate one’s own feelings about violence and bullying behaviors (NHES: 1.8.1, 1.12.1; 5.8.5, 5.8.7, 5.12.5, 5.12.7).

•

Express emotions caused by bully behavior (NHES: 1.8.2, 1.12.2; 2.8.3, 2.12.3; 5.8.4, 5.12.4).

•

Develop anti-bully tactics (NHES: 1.8.2, 1.8.5, 1.12.2, 1.12.5; 2.8.4, 2.12.4; 4.8.1, 4.8.3, 4.8.4, 4.12.1, 4.12.3, 4.12.4; 7.8.2, 7.8.3, 7.12.2, 7.12.3)

•

Understand that not all violence and bullying situations can or should be resolved by students themselves (NHES: 3.8.4, 3.12.4; 4.8.4, 4.12.4).

•

Learn conflict-resolution skills (NHES: 4.8.2, 4.8.3, 4.8.4, 4.12.2, 4.12.3, 4.12.4).

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Content Alert Content THE AIM of this Life Skills Curriculum is to offer educators a broad range of educational materials. The monthly ListenÂŽ magazine, and accompanying activities, are all designed to raise your studentsâ&#x20AC;&#x2122; awareness of the dangers associated with the high-risk behavior of violence and bullying. As you plan your lesson on violence and bullying, it is essential that you determine the degree of detail that you wish your students to receive. Naturally, your discussions should be as specific as possible. Many of the student activities in this text will allow you to explore the physical/psychological dangers of violence and bullying without revealing specific details. However, the age and maturity of your students should be considered when you determine whether all of the activities on this topic are suitable for your students.

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Letter Letter to Parents Dear ___________________________________________________, Your student has received the _______________ issue of the Listen速 magazine. In the next few days, the class will begin working with age-appropriate information about violence and bullying. Our goal is to promote a deeper understanding of this issue, and above all to help your student understand the negative side effects of violence and bullying. Sensitive issues, such as specific details about the cruelty with which students often treat each other, will be handled carefully and thoughtfully. During this unit students will be asked to complete assignments dealing with their own lives and the community around them. Your participation will add to the success of these activities. We encourage you to talk to your son or daughter about the dangers associated with violence and bullying behaviors. Please express your own personal view on the subject matter. If you have any questions about our upcoming Life Skills topic, please feel free to give me a call. Sincerely, PS: We have included the article Gangs and Guns, by Pamela Bacon, for you to read and discuss with your student on page 27.

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Teacher Information About Violence and Bullying

Every day thousands of kids are afraid to go to school because of bullies (more than 5.7 million youth are involved in bullying—as a bully, or the target of bullying, or both). It has been estimated that bullying is the number one reason for the growing popularity of home schooling. But bullying is not limited to schools; children face bullying from siblings, parents, and “friends” every day. The definition of bullying as widely agreed on in research is (1) a specific type of aggression in which the behavior is intended to harm or hurt, (2) the behavior occurs repeatedly over time, and (3) there is an imbalance of power, with a more powerful person or group attacking a less powerful one. The aggressive behavior may be verbal (name calling or put-downs), physical (hitting, spitting, tripping), or psychological (rumors, shunning/exclusion). Studies show that bullying causes major problems for children of all ages such as depression, low self-esteem, and truancy. Without intervention, bullies also suffer as adults; they require more support from government agencies, have more court convictions and alcoholism, and use more mental health services. Bullying is wrong and is a sign of a larger problem. Bullies are frequently experiencing trouble at home or are being bullied by someone else. The sooner their behavior is recognized and evaluated, the better chance they have of overcoming the problems. As educators and parents it is important to take a proactive role against bullying. When a child does not feel safe—for whatever reason—every aspect of the child’s life is affected, including their ability to learn. Children know when their school or club unofficially tolerates bullying. They feel anxious about their safety, and may begin avoiding classes and related social events. Even children who simply witness bullying incidents experience significant fear and anxiety. As serious and damaging as bullying is, most victims do not report it. Even those who do are often discounted or ignored. Many adults do not know how to intervene in bullying situations. In a recent study, 25 percent of students reported that teachers intervene in bullying situations, while 71 percent of the teachers believed that they had intervened. Clearly, there is a strong need for bully-prevention education. Teachers, support staff, parent groups, student councils, and administrators must join together and take action to stop bullying.

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Teachers and Parents Can Be Proactive Against Violence and Bullying Bullying: Repeated aggressive behavior; may be verbal (name calling or put-downs), physical (hitting, spitting, tripping), or psychological (rumors, shunning/exclusion). How can you help solve the problem of bullying in your school or youth organization? What can you do to create a culture of mutual respect? Work with your youth, fellow teachers, and school administrators to make a list of antibullying ideas. Conduct your own action research by trying a few each month. Afterward, talk to the students about their feelings. What were the results? Here are a few ideas to start with:

• Establish a “No Tolerance” policy toward any type of violence and bullying. Use the definition of bullying—given on the previous page—to help students know when they are victims of bullying or are being bullies.

• Organize an assembly to educate the entire school about the “No Tolerance” policy toward violence and bullying.

• Form a committee to create and monitor an anonymous “Anti-Bullying Box.” Go to www.schooltipline.com for reporting bullying anonymously.

• Survey the students after the first month and distribute a short report on the findings (see suggested survey on the next page).

• Make posters with anti-bullying messages. Display the posters in the hallway or cafeteria.

• Get your school involved in activities such as peer mediation, conflict resolution training, teen court, or anger management classes.

• Organize an anti-bullying week for your school. • ______________________________________________________ • ______________________________________________________ • ______________________________________________________ Violence and Bullying/6

Survey Anti-Bullying Label each statement using the responses below. When you are finished turn in the survey to your teacher or counselor, do not write your name anywhere on the survey.

1—Agree completely 2—Disagree slightly 3—Disagree strongly 4—Undecided

1.____Most bullies are deeply troubled. 2.____Bullying others makes a bully feel better about himself/herself. 3.____People who are bullied often ask for it by dressing or acting differently than the crowd. 4.____Spreading gossip and rumors is not a true form of bullying. 5.____Telling an adult about a bully usually makes the situation worse. 6.____If you help a friend who is being bullied, you are asking to be the next victim. 7.____Bullying is a normal part of being young. 8.____Bullying occurs at my school on a regular basis. 9.____Teachers at my school are supportive of victims of bullying. 10.___I feel safe from bullies at my school. Write in response: If you could say one thing about bullying, what would it be?_______________ ___________________________________________________________________________ ___________________________________________________________________________

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Violence and Bullying Facts Bullying: Repeated aggressive behavior; may be verbal (name calling or put-downs), physical (hitting, spitting, tripping), or psychological (rumors, shunning/exclusion). Violence: In English, violence has a relatively narrow meaning, referring mainly to violent physical actions. It means using an unnecessary and unwanted amount of physical force against another. In other cultures such as France, physical, social, and what is called symbolic violence is included in the definition. Prevalence Almost 30 percent of youth in the United States (or more than 5.7 million) are estimated to be involved in bullying as a bully, a target of bullying, or both.1 Male vs. Female Bullying takes on different forms in male and female youth. While both male and female youth say that others bully them by making fun of the way they look or talk, males are more likely to report being hit, slapped, or pushed. Female youth are more likely than males to report being the target of rumors and sexual comment. While male youth target both boys and girls, female youth most often bully other girls, using more subtle and indirect forms of aggression than boys. For example, instead of physically harming others, girls are more likely to spread gossip and encourage others to reject or exclude another girl.2 Risk Factors for Bullying Behavior Children and teens who come from homes where parents provide little emotional support for their children, or have little involvement in their lives, are at greater risk for engaging in bullying behavior. Bullies often act tough in order to hide feelings of insecurity and self-loathing. Risk Factors for Being Targeted by Bullies Children and youth who are bullied are typically anxious, insecure, cautious, and suffer from low self-esteem, rarely defending themselves or retaliating when confronted by students who bully them. One study found that the most frequent reason cited by youth as to why they bullied is that the person “didn’t fit in.”3 Long-term Effect Researchers have found that years later, even after the bullying has stopped, adults who were bullied as youth have higher levels of depression and poorer self-esteem than other adults.4 1

Nansel, T. R., Overpeck, M., Pilla, R. S., Raun, W. J., Simons-Morton, B., & Scheidt, P. Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment. 285(16), 2001. 2 Olweus, D. Bullying at School: What We Know and What We Can Do (Cambridge, Mass.: Blackword Publishers, Inc., 1993), p. 19. 3 Ibid. 4 Oliver, R., Hoover, J. H., & Hazler, R. (1994). “The Perceived Roles of Bullying in Small-town Midwestern Schools.” Journal of Counseling and Development, 72(4), 416-319.

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Vocabulary Vocabulary List Abuse: improper or excessive use or treatment Attack: to set upon or work against forcefully; to assail with unfriendly or bitter words; to begin to affect or to act on injuriously Bullying: to treat abusively; to affect by means of force or coercion; to use browbeating language or behavior Divorce: the action or an instance of legally dissolving a marriage Fear: to be afraid of; expect with alarm or apprehension Forcing: to do violence to; to compel by physical, moral, or intellectual means; to impose or thrust urgently, importunately, or inexorably, i.e., force unwanted attentions on another person; to achieve or win by strength in a struggle or violent encounter

Persecute: to harass or punish in a manner designed to injure, grieve, or afflict; to cause to suffer because of belief; to annoy with persistent or urgent approaches (as attacks, pleas, or importunities) Prevalence: the quality or state of being prevalent; the degree to which something is prevalent; especially the percentage of a population that is affected with a particular condition at a given time Put-downs: an act or instance of putting down; a humiliating remark Risk Factors: something that increases risk or susceptibility, i.e., a fatty diet is a risk factor for heart disease Shun: to avoid deliberately and habitually Siblings: one of two or more individuals having one common parent

Intervention: to come in or between by way of hindrance or modification, i.e., intervene to stop a fight; to interfere with the outcome or course especially of a condition or process

Tease: to disturb or annoy by persistent irritation or provoking in a petty or mischievous way

Invincible: incapable of being conquered, overcome, or subdued

Truancy: failure to attend school regularly without parentsâ&#x20AC;&#x2122; approval

Low self-worth: lack of confidence or satisfaction in oneself

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NOTES

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Violence and Bullying Student Activities Violence and Bullying/11

Pre/Post Test Name________________________________________________Date___________ Read the statements below. Circle “T” if you think the statement is true or “F” if you think the statement is false. 1.

Telling an adult about a bully will only make the bully worse.

Bullying is just part of growing up.

You can help someone else who is bullied.

People bully others because they have problems of their own.

Adults can be bullies, too.

Sometimes you have to stand up for yourself and fight a bully.

You have the right to feel safe at school.

The best way to handle bullies is to bully them back.

Sometimes people who are bullied are “asking for it.”

10.

All bullies hit, push, or attack others.

Tell about an experience when you either bullied or were bullied. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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Pre/Post Test Answer Key

FALSE:

Telling a teacher, parent, or adult about a bully is the first step toward solving the problem. You do not have to face a bully problem alone.

FALSE:

Bullying is not normal. Most adults do not put up with being hit or yelled at. You do not have to put up with it either.

TRUE:

Even if you donâ&#x20AC;&#x2122;t know the person being bullied, go and get help. You can help by talking to a teacher or an adult you trust.

TRUE:

Most bullies feel angry, upset, or frightened about things in their own lives.

TRUE:

Anyone can be a bully, including a parent, brother or sister, teacher or neighbor.

FALSE:

(maybe TRUE). Fighting will only cause more problems; you could get hurt, suspended from school, or labeled a bully yourself. This is a good debate question (see rules of debate from the section on alcohol, p. 13).

TRUE:

You donâ&#x20AC;&#x2122;t have to live in fear. The people in your life should always help you to feel safe.

FALSE:

Sinking to bully tactics will only make things worse.

FALSE:

No one ever deserves to be bullied.

10.

FALSE:

While some bullies use physical violence, others hurt by ignoring, teasing, or using hurtful words.

Further Discussion: How does this lesson on bullying relate to the political arena?

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A Reflection Think about an experience where you were the victim of a bully or you bullied someone. Answer each question by writing a paragraph; use complete sentences. What happened? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How was the situation resolved? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ What did you learn? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ If you went through this experience again, what would you do differently? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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How to Stop the Bullying (role modeling embedded within instruction)

The Setup: Prior to class, privately instruct one of your more outgoing students to make fun of you when you say “Keep a diary or journal of what is happening.” Instruct them to act like they are writing and to mumble something like “I was laughed at on Monday, I was beat up on Tuesday . . .” Most groups of young people will respond with laughing. As soon as the “bully” has been disrespectful to you, the teacher, stop him or her by asking them to go out to the hall and wait for you. Once they have left the room, instruct the class that they should never laugh when a “bully” is being disrespectful and to control themselves in the future. Once out in the hall, instruct the “bully” to do it again when you talk about number 10 (stand up for yourself and tell the bully how you feel). Directions for the Educator: At the beginning of class tell the students that they will be discussing a list of proactive ways to stop bullying behavior. Here is the list, 1. Practice possible responses, i.e., humor can ease a bullying situation. 2. Keep a diary or journal of what is happening. It will help you explain things to others. The student (bully) reacts by saying “I was laughed at on Monday, I was beat up on Tuesday . . .” and then the teacher and the student (bully) exit together. Teacher returns and instructs the class not to laugh or respond in any way at the next thing the student (bully) does. Then the teacher allows the student (bully) to come back into the classroom. The student (bully) is well behaved until the class starts discussing number 10. 3. Talk things over with a friend, teacher, parent, or someone you trust. 4. Remember that teachers/parents have the responsibility to listen and to be fair. If a teacher/parent does not meet these responsibilities, move on to someone else. 5. Avoid places where the bully hangs out. If you can, walk with a friend. 6. Develop new friendships. Having friends around is a great way to discourage bullies. 7. Never use violence to deal with a bully. 8. Laugh, shake your head, and walk away. 9. Ignore the bully completely. 10. Stand up for yourself and tell the bully how you feel. Bully mockingly says, “That hurt my feelings, you big bad bully!” 11. Throw the bully off by changing the subject. 12. Repeat what the bully says. This helps the bully hear his own words. For example, “I don’t enjoy being called a spineless loser.” 13. Ask the bully a question, such as “Why do you always insult me?” Even if the bully responds with another insult, you can come back with something like “Don’t you have anything better to do than bother me?” Debrief: Put the “bully” on the spot by asking him/her how they felt when the students laughed as compared to when the students did not laugh or respond.

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Your Anti-bullying

Bill of Rights Talk about the United States Bill of Rights (see http://en.wikipedia.org/wiki/United_States_Bill_of_Rights). Explain that every person has the right to certain liberties. Encourage each student to write their own Bill of Rights. Compare your list with their list when they are finished.

•

You have the right to feel safe at school.

•

You have the right to get an education, free from the threat of violence or abuse.

•

You have the right to report any form of bullying, whether by student, teacher, parent, or family member.

•

You have the right to be heard.

•

You have the right to be treated with respect, regardless of race, religion, appearance, or social beliefs.

•

You have the right to ask for help when facing a problem.

•

You have the right to report violent behavior, threats, or weapons at school.

•

You have the right to defend someone who is being bullied.

•

You have the right to reject friends who bully others.

•

You have the right to be upset about bully behavior.

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PowerPoint Project Team Name(s)_____________________________________________Date___________ With your team members select one of the topics below and make a PowerPoint presentation to share with the class. The Harm Is it possible for violence and bullying to affect the chemistry of the body? Violence and Bullying—The addiction Is it possible to become physically addicted to bullying and violence? A Gateway Drug Is violence and bullying a “gateway” leading to other drug use? Violence and Bullying and the Law What are the laws regarding violence and bullying? What will happen if you are caught breaking these laws? Other___________________________________________________________________

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Problem Solving Name_____________________________________________Date_________ Think about each problem and then write your solution below. Find solutions that are realistic and respectful to everyone involved.

1. Last year you were known as the bully. You called the other kids names. You shoved and made fun of certain people. You had quite a following. You have matured and now you feel bad about your actions from last year. What should you do?

2. Your best friend is being bullied by a bigger kid. Your friend doesn’t like to be bullied, but doesn’t want anyone to know. Yesterday the bully threatened to beat up your friend after school. What should you do?

3. There’s a person in your class who makes fun of everything you do. They mimic the way you talk, they exaggerate your walk, and they talk bad about you to other people. You’ve tried ignoring the person, but it doesn’t work—they find a way to make fun of that. Lately, you feel your stomach going in knots every time you are around them, your grades are suffering because you can’t concentrate for fear that this person will pull some kind of prank and get the whole class to laugh at you. What should you do?

4. Every time you post some pictures to your Facebook page one of your friends makes a nasty or hurtful comment. What can you do?

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Bullies on the Screen Name ______________________________________________________Date______________ Since bullying is a universal problem experienced around the world, think of a favorite movie or television show that features a bullying character. Watch your show, taking careful notes about the bullying behavior shown. Then use your notes to answer the questions below. Title of the Show: _______________________________________________ Date and Time Watched: _______________

1. Describe the main bully.

2. Describe the primary victim.

3. Do you know or suspect a reason for the bullyâ&#x20AC;&#x2122;s behavior (most good stories will give you a hint)?

4. Were the victimâ&#x20AC;&#x2122;s problems with the bully solved? If so, how?

5. What happened to the bully?

6. Did the bully feel guilty or sad about his/her actions? Explain your answer.

7. Do you think the portrayal of bully behavior was believable? Why or why not?

Violence and Bullying/19

Act Like an APE Team Members___________________________________________ Think about some strategies for working through conflict. List them in each category of this acronym.

Active Listening

Problem Solving

Emotional Awareness

Violence and Bullying/20

Act Like an APE Answer Key

Your students will have fun telling their parents that you are teaching them to act like an ape.

Active Listening • • • •

Show attention to the speaker by making eye contact or nodding. Say “mmm,” “uh-huh,” or “yes.” Listen first, do not comment or challenge. Repeat what is said, “OK, what I heard you saying is . . .” Clarify. “Have I got it right?”

Problem Solving • • • • •

Describe the conflict in order to find underlying problems. Remain in the present and avoid statements such as “I have always . . .” or “You have always done this to me . . .” Make “I” statements to identify your own goals and feelings. Think about the other person’s point of view. Brainstorm multiple “win/win” compromises.

Emotional Awareness • • • • •

Recognize the symptoms of excessive feeling in yourself and others such as loud voices, red face, clenched fists, furrowed brow, change of tone, rapid heartbeat. Don’t react to the emotional outbursts of others. Continue to make “I” statements to identify your feelings. Listen to the goals and feelings of the other person. Separate the “person” from the “problem.”

Expanded Learning: Encourage students to come up with their own acronym for strategies when dealing with conflict.

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BULLY BATTLE PUZZLE

Violence and Bullying/22

BULLY BATTLE PUZZLE

Answer Key

Violence and Bullying/23

NOTES

Violence and Bullying/24

Violence and Bullying References and Resources

Violence and Bullying/25

References References Bully B’ware Productions 1421 King Albert Avenue Coquitlam, British Columbia, Canada V3J1Y3 www.bullybeware.com 1-888-55BULLY Kidpower Teenpower Fullpower International P.O. Box 1212 Santa Cruz, CA 95061 www.kidpower.org 831-426-4407 Hurt-Free Schools 22 Fairway Drive Amherst, NH 03031 www.hurtfreeschools.org 603-672-3348

Special Investigator Department of Public Safety P.O. Box 49296 Colorado Springs, CO 80949 719-520-7435 susan@safe2tell.org www.safe2tell.org

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Gangs and Guns Six School Safety Myths to Shoot Down B Y PA M E L A S . B A C O N When you go to school, do you feel safe? Many teens say no. When this question was asked in a recent USA Weekend Survey, 29 percent of students admitted that they did not feel safe at school. And of those surveyed, 91 percent of students said they had personally seen a classmate get picked on. Many students (64 percent) felt that it was either somewhat likely, or very likely, that a major violent act could happen at their school. One of the reasons students don’t feel safe at school is because of the risk of school shootings. The Columbine High School tragedy in April 1999 resulted in media frenzy. Since that fatal assault, the fear that a crazed student could enter a school with a gun and start shooting students at random is always in the back of students’ minds. The truth is, however, that violent crimes such as the Columbine shooting spree actually affect only one in a million students. While it is very unlikely statistically that a major violent act, such as a school shooting, will occur at your school, there are, unfortunately, two other major safety risks that you could face: gangs and guns. How do you protect yourself? The answer is clear. Arm yourself with the truth. Following are six common myths associated with school safety. Myth #1: Only Big City Schools Have Gangs The number of gang members is rising again, and not all gangs are in the city. When surveyed in 1999, 66 percent of large cities, 47 percent of suburban counties, 27 percent of small cities, and 18 percent of rural counties reported active youth gangs. Although large inner-city high schools do report the largest number of gang activity, these statistics show that gangs can be anywhere. Myth #2: More Students Are Carrying Guns to School Actually, the number of expulsions resulting from students bringing guns to school has gone down (from 5,724 to 3,930). In 2005, eight percent of students in grades 9-12 reported being threatened or injured with a weapon in the previous 12 months. Keep in mind, however, that although there may be fewer guns being brought to schools, even one gun is too many. Myth #3: Gangs Are the Biggest Problems at School There’s no doubt about it. Gangs are a serious problem. An even bigger problem at school, however, is bullying. In 2005, 28 percent of students ages 12-18 had been bullied at school during the past six months. Students who are bullied feel like victims, believe they are unsafe, and may be more likely to commit future crimes as a result of being victimized. Myth #4: Most Schools Don’t Have Violent Crimes Thankfully, very few schools (0.9 percent) have ever witnessed a violent school shooting such as Columbine. Other violent crimes, however, such as theft, fighting, drugs, and weapons, continue to be major problems in schools. In 2005, 86 percent of public school principals reported at least one associated crime.

Violence and Bullying/27

Gangs and Guns,

Continued

Myth #5: Most Schools Use Metal Detectors Surprisingly, few schools actually use metal detectors. Of all the security measures used, including a requirement that visitors sign in and locking doors throughout the school day, metal detectors were the least commonly used. Only 5 percent of students reported the use of metal detectors. Myth #6: Fighting Is Not a Problem at My School If this statement is true at your school, great! Teens surveyed by USA Weekend don’t agree, however. Almost three quarters of students (a whopping 74 percent) admitted that they had seen schoolmates physically fighting. Three out of 10 students who took the survey said they personally had been threatened physically. Clearly, knowledge is power. If you know and understand the truth about school safety, then you can be armed and ready to protect yourself—if and when an emergency situation occurs. One of the easiest ways that you can be a part of the safe schools solution is to keep your eyes and ears open to potential problems. Many fights and violent acts that have taken place in schools could have been prevented if only one person had stepped forward and said something to a counselor, teacher, or principal. If you suspect gang activity, see someone with a gun, or witness someone being bullied, don’t wait to speak up. When it comes to school safety, even one person can make a difference. Let that someone be you! Primary Source: Indicators of School Crime and Safety: 2007 (Executive Summary & Key Findings) National Center for Education Statistics http://nces.ed.gov/programs/crimeindicators/crimeindicators2007/ Secondary Sources: Overview of School Violence: Causes and Current Statistics-Online Journalism http://tojou.wetpaint.com/page/Overview+of+School+Violence percent3A+ Causes+and+Current+Statistics National Youth Violence Prevention Resource Center www.safeyouth.org/scripts/faq/youthgang.asp USA WEEKEND Magazine Teens & Safety Survey Results (April 16, 2000) www.usaweekend.com/00_issues/000416/000416survey_results.html

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Part 3

Putting It All Together “The most interesting information comes from children, for they tell all they know and then stop.”—Mark Twain

Putting It All Together/1

Parent Involvement The school administrators had gathered at the main office for their monthly meeting. The superintendent had droned on and on about various policies—blood-borne pathogens, harassment, safety, and asbestos—to name a few. After lunch the superintendent asked for each school administrator to give a report. When it came time for one of the larger schools to report, their principal said, “Everything would be perfect at our school if we didn’t have parents.” All the administrators laughed in total agreement. So how important is parental involvement? Is it worth the hassle to actively engage parents in the education of their children? Research indicates that students with involved parents, no matter what their income or background, are more likely to earn higher grades and test scores, attend school regularly, have better social skills, exhibit less addictive and high-risk behaviors, graduate, and go on to post-secondary education.1 The need for parental involvement is also mentioned in the No Child Left Behind Act, which states that each educational institution should have processes for staff-parent communication and ways parents can provide and support learning. When developing a positive partnership between home and school the school administrative team might consider reviewing the 40 Developmental Assets2 and doing the following: Recognize that all parents, regardless of income, education, or cultural background, impact their children’s learning and should want their children to do well. Design preschool through high school programs that will support families in guiding their children’s learning. Provide professional development for school staff in partnering effectively with parents. Link activities and programs for families to improve student learning. Focus on developing a trusting and respectful relationship between home and school. Embrace a philosophy of partnership and be willing to share power. Make sure that parents, school staff, and community members understand that the responsibility for a student’s development is a collaborative enterprise. Build strong connections between school and community organizations. Include families in all strategies to reduce the achievement gap between middle-class, lowincome, and culturally diverse students.

• • • • • • • • •

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Family Visits Family visits provide the teacher with an understanding about the student’s learning styles and family dynamics. Take along a questionnaire about learning styles (see Learning Style Inventory pp. 11-13) and get the input of both the parent and the student about the student’s learning. This gives focus and purpose for the visit and helps the student feel validated. In less than 30 minutes you should be able to establish a relationship that will have lasting benefits. Your visit might include: Questionnaire Your classroom management plan How you plan to communicate to the parent, i.e., newsletters and the days on which the parent should expect them Emergency/safety plans Ways that parents can help in your classroom (see Volunteer Guide in the Appendix, p. 27).

• • • • •

Educators can play an important role in building meaningful relationships between student and parent. When educators are willing to extend themselves into the family and help support these important relationships, the risk factors for addictive- and high-risk behaviors are greatly reduced.

Parent/Teacher Conferences Unfortunately the first one-on-one meeting between the parent and teacher often does not occur until the mandatory parent/teacher conference. The main purpose of these meetings is to review the academic progress of the student. Parents don’t want to hear how bad their student is doing in school and they don’t want to hear about it after the fact. Make it your policy to address problems—academic and social—as they arise. Since the problems have been addressed, now you can use your parent/teacher conferencing time for relationship building. In this atmosphere parents feel more comfortable in confiding their challenges and concerns; this provides a bridge over which both of you may journey on behalf of the student—true partnership. Consider these elements for your parent/teacher conferences:

• A genuine welcome • Go over grades. If you teach more than one subject go over each subject, express to the parent the strengths, provide suggestions for improvement.

• End your time (keep the meeting to 15 minutes) with more affirmation for the student. • Get up and move with the parent to the door in anticipation for the next parent/teacher conference.

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Home and School Meetings Meetings are like funerals, says humorist Dave Barry: “You have a gathering of people who are wearing uncomfortable clothing and would rather be somewhere else. The major difference is that most funerals have a definite purpose. Unfortunately, nothing is ever really buried in a meeting.” For the sake of this discussion all further reference to Home School Association, Parent/Teacher Association, or Home and School Organizations will simply be refered to as Home and School meetings. It is not surprising that Home and School leaders face enormous challenges in getting parents together for meetings. Here are a number of practical ideas for boosting the attendance at your Home and School meetings.

Be Consistent With the Meeting Time Surveys are one way to discover what times best suit your population; sometimes it may be important to vary the meeting times to accommodate everyone. This is possible to do and still be consistent. You may have monthly meetings but alternate between evening and afternoon. Having one meeting every nine weeks that includes an open-house type of format where parents can walk through and see their children at work and then conclude with a few business items might work in your circumstances.

Vary the Meeting Place and Make Them More Fun The fellowship hall or cafeteria is not the only place to conduct parent group business. For example, South Jacksonville Middle School in Jacksonville, Illinois, meets at a skating rink; while kids skate for an hour, parents make decisions about upcoming events. The result is that attendance at the monthly meetings has increased from five people to 50. The Evergreen school in Mosinee, Wisconsin, holds an informal back-to-school potluck lunch in a park for its kickoff meeting in August.

Encourage Attendance as a Responsibility Set the stage at your home visit by stressing the importance of their family’s presence at Home and School meetings. For instance, each mom or dad who accepts the role of class parent is expected to attend Home and School meetings. This helps information flow back to other parents and also helps involve parents who might not otherwise attend. In true partnership teachers will willingly attend Home and School meetings and take this opportunity to get to know the parents of their students better. A teacher’s input provides important information that will help the Home and School organization best allocate its funds.

Involve the Students Have a different classroom be responsible for a presentation each month, such as reciting poems they’ve written, pictures or crafts they’ve created, skits they’ve learned, songs they can sing, projects they’ve done. Make sure parents and other family members are notified ahead of time when their student will be performing. Whenever possible connect a Home and School meeting to a regularly scheduled performance date.

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Give Prizes Sometimes door prizes or awards bring people to meetings. Make your awards assembly also a Home and School meeting. The Marengo Middle School awards two $20 Wal-Mart gift certificates based on parent meeting attendance. Just having a drawing at the end of the meeting can add a spark of enthusiasm and interest.

Offer Babysitting and Other Services Make it easier for parents to attend by eliminating reasons why they can’t, especially when it comes to child care. Having a room where a video and popcorn are being served and the computer lab open with responsible caregivers can give parents the time to get more serious business accomplished.

Make Meetings Shorter Who isn’t in a hurry these days? Who doesn’t want to avoid meetings that go on and on? That’s why a reputation for concise meetings might boost attendance. You don’t need people discussing “Do you think we need to order potato chips? What about napkins?” Delegate more; use your committees to get the details done. Using Robert’s Rules of Order will help you achieve concise and productive meetings. Here are some suggestions: 1. Have someone designated to take minutes other than the leader. 2. Conduct business one item at a time. Bring each item to a close by asking for a motion or consensus. 3. Let committees do their work. 4. Don’t allow crosstalk; limit the discussion to the topic at hand.

Hold Fewer Meetings Monthly meetings are a tradition that some schools have decided to do away with. Beall Middle in Frostburg, Maryland, cut back to three meetings per year: in the fall, at midyear (January), and at the end of the year. “We found out we had a lot better attendance when we lessened the amount of meetings,” says PTO president Butch Bowersox. “With everybody as busy as they are, it’s almost worthless to try to get them all out for a meeting that doesn’t have a lot of content. That’s why we’ve scaled back. We realize people’s time is important. For most it’s a relief—one more thing removed from their calendar. And it’s a huge help for us to have better participation.” You might actually accomplish more with fewer meetings.

Combine Meetings With Other School Events Every Home and School meeting at Third Ward Middle in Elkins, West Virginia, is held in conjunction with another event such as a dinner, cake walk, book fair, or performances by the choir and band. At Lansdowne High School, a shortened Home and School meeting is held immediately preceding a school event. “It’s a captive audience,” says the principal, “a great way to get information out, but not good for decision making.” With the expense of travel, and the lack of time, it is worth exploring ways to economize.

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Publicize Parents with full appointment calendars need advance notice. At registration give out a school calendar that indicates all Home and School meetings and sponsored events. Announce it at least two weeks beforehand in the weekly newsletter. On the day of the event send out a special reminder; teachers can give some type of classroom incentive. Discussing an important addictive or high-risk behavior topic can be a means to show how much you care about the young people in your school and is an opportunity to attract community people. This type of event should be published in the local paper in the form of a press release (see Press Release p. 14). Once the event is over, submit an article about it.

Use Hot Topics One of the most important accomplishments for a school is to create an addictive- and highrisk-behavior-free environment. No one wants to set up a child for struggle and failure, but how do school, family, and community work together to prevent that from happening? Use the Gateway Topics in this resource and design two to four meetings around a specific topic every year. Speak to the local law enforcement and find out what drugs or high-risk behaviors are of most concern in the community. You will bring awareness to important issues by designing your meetings around these topics. Keep the following in mind:

• Publicize • Know your audience • Encourage audience participation • Provide child care • Begin and end on time

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Promoting Your School Flourishing schools have some common characteristics:

• Everything in the school is organized around the development of relationships between and among students, staff, and community.

• The school is a caring community of learners in which there is a palpable bond connecting the students, the staff, and the school.

• Social and emotional learning is emphasized as much as academic learning. • Cooperation and collaboration among students are emphasized over competition. Cooperation with others is our greatest need. Cooperation should be our highest aim.

• Values such as fairness, respect, and honesty are part of everyday lessons in and out of the classroom.

• Students are given ample opportunities to practice moral behavior through activities such as service learning, community outreach, and peer mentoring.

• Discipline and classroom management concentrates on problem solving rather than rewards and punishments.

• The old model of the teacher-centered classroom is abandoned in favor of the studentcentered classroom where teachers and students recognize their value as human beings. This approach requires a significant commitment from the school board, administration, teaching staff, parents, volunteers, and students. We should discern possibilities in every human being. Let’s not be turned aside by an unpromising exterior or by unfavorable surroundings. The same personal interest, the same attention to individual development, is needed in educational work today. This resource endeavors to give the educator some basic tools to support them in this most noble enterprise.

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In order to create an addictive- and high-risk-behavior-free community outreach program, one may use this resource as a theme for monthly meetings. Involve the students (health club, drama team, music department) and give the older students opportunity for leading out. Here are a few simple steps for organizing a community outreach program. 1. Give your series a name such as Healthy Kids Care, Listen for Life, Listen and Live 2. Decide on the format (see sample program formatâ&#x20AC;&#x201D;Listen for Lifeâ&#x20AC;&#x201D;on the following page), time, place, and number of meetings 3. Get board and faculty/staff approval 4. Students should decide who will do the following jobs: Project Manager Organizers Promotion and Marketing Artists Photographers Presenters Greeters Technology Specialists 5. A trusted volunteer or parent may sponsor this project and help with: Fund-raising Relationship Building Managing Resources

Once you are organized, select a topic and design your presentation around that topic and the audience. For example, if you have selected the topic on Inhalants and you are presenting it to a local middle school, your program might look something like the sample on the following page.

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Sample Program Format—Listen for Life Introduction of the Listen for Life team (healthy drug-free young people are the greatest testament to a healthy lifestyle). Each team member should state only their first name and grade. 5 minutes Musical Selection: (a choir, band ensemble, or bell group can start playing, but everyone plays or sings in a different key. The director may start to have one person at a time play in order to find who is out of sync. The object of the demonstration is that our bodies have been created with a highly complex design of systems. Putting unhealthy substances in our bodies is like a musical production with its members out of sync). You might have some of your musicians write some “Silly” songs to get the message across. 5 minutes Do a Presentation using the topic PowerPoint slides developed by the older students. Use the questions from the Pre/Post Test of your topic section to ask your audience questions. Remember, in developing your PowerPoint presentation think of your audience’s age level; you never want to teach a student to do something harmful, and you don’t want to glamorize an addictive or high-risk behavior. 15 minutes Refusal Skill Skit: Ask your drama team to come up with some cool ways to refuse someone who offers you something harmful. Go to listenmagazine.com for some Snappy Comebacks. 7-10 minutes For younger students you might want to do a craft or physical activity. The section on Classroom Communities in Part I has some great suggestions for group activities. End by repeating a pledge or code; this should be one that your students have composed. Suggested Code

Listen Code of Conduct I believe that every person is important, including me. I believe I can reach any life goal I really want to reach. I believe my body and my mind are my tools for life’s success. I believe tobacco, alcohol, and illegal drugs harm both my body and my mind. I believe that when I make a choice, the results of that choice are mine, too.

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Conclusion Leading a school is never an easy job; it is even more difficult in this era as our students are constantly being bombarded with activities and substances that will only serve to harm them. Whether it is bullying or alcohol, the temptation will be there to experiment and use. This resource is a tool for the teacher/parent to help educate students against the harm of these addictive- and high-risk behaviors and ultimately to help them help others. True education begins with clear minds and fearless hearts.

Southwest Educational Development Laboratory: Nation Center for Family and Community Connections With Schools. www.sedl.org/connections viewed on January 5, 2009. 2 Search Institute, (2006). 40 Developmental Assets. Minneapolis, MN.

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Learning Style Inventory Based on Kolb’s Cycle of Learning Name____________________________________________________Date___________ Part I: Concrete Experience vs. Abstract Conceptualization 1. I prefer A. hands-on learning experiences. B. learning through thinking and reasoning. 2. I tend to A. rely on feelings when making decisions. B. rely on logical reasoning when making decisions. 3. I learn more effectively from A. my friends. B. my teachers. 4. I like learning through A. simulations (play). B. lectures. 5. I learn well by A. practical experience. B. applying theories to hypothetical situations. 6. I am best at learning A. facts. B. concepts. Total of A’s _________ Concrete Experience (CE) score Total of B’s _________Abstract Conceptualization (AC) score

Part II: Active Experimentation vs. Reflective Observation 1. I learn best through C. active involvement in projects. D. observation. 2. I would rather C. do volunteer work with disadvantaged youth. D. give to disadvantaged youth.

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Learning Style Inventory,

Cont.

3. I prefer assignments that C. require me to work examples. D. require me to think about situations. 4. I learn well through C. participating in a discussion. D. listening to what others have to say. 5. I tend to C. jump right in and do something new. D. think about possible outcomes before trying something new. 6. I learn best C. by doing. D. watching and then reflecting. Total of C’s __________Active Experimentation (AE) score Total of D’s__________Reflective Observation (RO) score Interpretation: A responses = Concrete Experience (CE) B responses = Abstract Conceptualization (AC) C responses = Active Experimentation (AE) D responses = Reflective Observation (RO) Those with high scores in Abstract Conceptualization (AC) and Active Experimentation (AE) are Convergers. This person’s greatest strength lies in the practical application of ideas. A person with this style seems to do best in situations in which there is a single correct answer or solution to a question or problem and they can focus on specific problems or situations. Research on this style of learner indicates that Convergers are relatively unemotional and gravitate toward engineering and computer sciences. Those with highest scores in Concrete Experience (CE) and Reflective Observation (RO) are Divergers. These learners are the opposite from convergers. Their greatest strengths lie in creativity and imaginative ability. A person with this learning style excels in the ability to view concrete situations from many perspectives and generate many ideas such as in a “brainstorming” session. Research shows that Divergers are interested in people and tend to be imaginative and emotional. They tend to be interested in the arts and often have humanities or liberal arts backgrounds. Counselors, organizational development specialists, and personnel managers tend to be characterized by this learning style. Assimilators are those with highest scores in Abstract Conceptualization (AC) and Reflective Observation (RO). This person’s strength lies in the ability to understand and create theories. A person with this learning style excels in inductive reasoning and in synthesizing various ideas and observations into an integrated whole. This person, like the converger, is less interested in Putting It All Together/12

Learning Style Inventory,

Cont.

people and more concerned with abstract concepts, but is less concerned with the practical use of theories. For this person it is more important that the theory be logically sound and precise; in a situation in which a theory or plan does not fit the “facts,” the Assimilator would be likely to disregard or reexamine the facts. As a result, this learning style is more characteristic of the basic sciences and mathematics rather than the applied sciences. Assimilators often choose careers involving research and planning. Those with highest scores in Concrete Experience (CE) and Active Experimentation (AE) are Accommodators. Accommodators are opposites from Assimilators. Their greatest strengths lie in carrying out plans and experiments and involving themselves in new experiences. They are risk-takers and excel in those situations requiring quick decisions and adaptations. In situations in which a theory or plan does not fit the “facts,” they tend to discard it and try something else. They often solve problems in an intuitive trial-and-error manner, relying heavily on other people for information. Accomodators are at ease with people but may be seen as impatient and “pushy.” Their educational background is often in practical fields such as business or education. They prefer “action-oriented” jobs such as nursing, teaching, marketing, or sales.

Divergers

Accommodators

Assimilators

Convergers

Lamberski, R. (2002). Kolb Learning Style Inventory. Retrieved at www.coe.iup.edu/rjl/instruction/cm150/selfin terpretation/kolb.htm. on January 20, 2009

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Sample Press Release 1. Use official school letterhead.

(Your School)

(your school Address) â&#x20AC;˘ (your school City, St., and Zip) â&#x20AC;˘ (your school Phone #)

2. Identify your information as a press release for immediate release, release date, and your contact information. PRESS RELEASE For immediate release Release date: December 22, 2014 For more information, contact: (your Name), (your Phone #) 3. Title of press release and a subtitle giving the reader information about your press release. Back-to-school Night Come visit our school and see our students in action 4. In the body of the press release include some positive information about your school. Then be specific about what you plan to accomplish with this particular event. The (Your School) educates for excellence. We believe that every student is of immeasurable value. This influences the way we deliver instruction. Our teachers are trained to honor the way students learn through physical, spiritual/emotional, and mental experiences. Visitors are welcome to share next Thursday evening with us. A musical program will be presented by the students beginning at 6:30 p.m., followed by classroom visits. Teachers, along with their students, will share their classroom procedures, talk about the different learning centers, computer lab, outdoor education, and more of the features that are unique to (Your School). Remember to come: What: Back-to-school Night Where: (your school address) When: January 2, 2015, at 6:30 p.m. Why: Because the students are our future! You may check out the link below for more information about our school. 5. Conclude with a Web site or phone number where interested parties may get more information. Protocol for a press release usually consists of the word end at the end. www.(yourschool).com/

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Life Skills Curriculum Appendix Service Learning Program Guide ●

Learning Style Inventory ●

Sample Press Release ●

Volunteer Program Guidelines ●

Scope and Sequence

Appendix/1

NOTES

Appendix/2

Service Learning

PROGRAM GUIDE Serving others builds strong families and communities.

Acknowledgment: It is with much appreciation that I acknowledge David A. Cadavero, Superintendent of Schools for Greater New York Conference. A champion for service learning in the curriculum, he provided me with expertise and insight for this Service Learning Guide.

Appendix/3

Service Learning Program Guide Part Iâ&#x20AC;&#x201D;Organization Research indicates that individuals who serve others also have a greater sense of their personal value; this ethic of service helps develop the whole person and is an important factor in the prevention of addictive and high-risk behaviors. This reminds us of the words of Martin Luther King, Jr.: Everybody can be great, because everybody can serve. What leads a young person from better to best, from goodness to greatness? Is it possible to help our young people and their communities because of their service and service learning? We hope, as you intentionally incorporate service learning in your academic year, that you too will realize the satisfaction that comes from serving others. This service learning program guide is based on the standards and indicators as developed through the National Youth Leadership Council. General Goals: To provide practical service learning opportunities for each student during any given school year. Learning Objectives: 1. Develop a healthy sense of self through meaningful service to others (NYLC: 1.1, 1.2, 1.5). 2. Develop an awareness of his/her abilities as gifts and utilize them for service (NYLC: 3.1, 3.2, 3.3, 3.4, 3.5). 3. Translate theory from the academic curriculum into practical experience (NYLC: 2.1, 2.2, 2.3, 2.4). 4. Gain the ability through reflection and action to discern the genuine needs of home, school, and community (NYLC: 3.1, 3.2, 3.3, 3.4, 3.5). 5. Conduct oneself with appropriate behavior when working with others (NYLC: 4.1, 4.2, 4.3, 4.4). 6. Develop a good work ethic (NYLC: 2.1, 2.3). 7. Learn leadership skills such as (NYLC: 5.1, 5.2, 5.3, 5.4, 5.5). A. Assuming responsibility for a project from inception to completion. B. Delegating responsibility. C. Cooperating rather than being competitive. 8. Develop the ability to relate tactfully to those they are working with and the people being served (NYLC: 4.1, 4.2). 9. Develop respect and appreciation for the worth of every human being (NYLC: 4.1, 4.2, 4.3, 4.4). Appendix/4

How to Develop Your Service Learning Program Each school, club, or homeschool association should determine the best method of initiating a service learning program. What are the needs of the community? Research the needs by surveying (see Community Survey on page 12) the students, parents, and community citizens or contacting local service organizations. When developing your program think about your studentsâ&#x20AC;&#x2122; maturation levels and interests. Some states require service learning hours for graduation. For example, the state of Maryland requires 25 hours of service learning. Depending on your circumstances, divide your service learning hours by the number of years in your program and award certificates each year to those students who meet those requirements. Do this at an awards assembly or graduation ceremony. Safety First: is the most important aspect of any service learning program. And following these few rules will ensure and protect your students. 1. Students should be trained in safety precautions for each project. 2. Include consent to treatment statements on the permission form and keep copies with you when you are off campus. 3. Students should never be left alone! 4. Sponsors should be selected based on capability of supervising students. 5. Each project should have a definite plan of action in case of an emergency, and everyone involved should know this plan. 6. All vehicles used for a service learning project must have appropriate insurance coverage in accordance with the organizationâ&#x20AC;&#x2122;s requirements. 7. There must be written authorization (parental/guardian) for students to participate in off-campus activities. 8. All school rules should be adhered to even when the parent is involved in the project. Be sure and communicate this to the parents and students. 9. Students should not be forced to participate in a project, and alternatives should be provided. 10. Begin with less ambitious projects. 11. All students should have appropriate accident insurance coverage. Scheduling: may take many forms; for example, an afternoon block of time, one hour per week, or a special day each quarter. Different classrooms may schedule different times. (Remember to communicate and get approval from the administration before finalizing your plans.) Instruction time may be adjusted; classes may be shortened, or even omitted on a rotating basis, combined, or team-taught. Recordkeeping: about the preparation and execution of the project (see Sample Service Learning Project on page 13), evaluations, and suggestions for improvement will provide future teachers with valuable information for maintaining a successful service learning program. Service learning should be integrated into the school program to reinforce the total learning experience of the student and involve all members of the faculty. These activities require the

Appendix/5

practical application of skills in all subject areas, fulfilling many of the national learning objectives. Here are a few suggestions, but as you become involved in the service learning projects you will find more and more ways to connect the practical to the theoretical.

• Cards made during art class. • Scripts and speeches prepared during language arts. • PowerPoint presentations developed during technology instruction. • Animal husbandry during science class. • Building projects during math class. Assessment/Evaluation Assessment of the service learning project should be made at intervals and at its conclusion. After groups are assigned and work has begun, be alert to:

• any problems that may arise. By making appraisals periodically, a new approach may be implemented.

• victories that may be celebrated. • the development of significant relationships. • signs of student discouragement.

Reflection is an important component of learning. Encourage participants to keep a project journal and provide time to reflect. Do this in addition to the end-of-the-project evaluation. Information needed from students: 1. Describe your project. 2. How long did your project last? 3. How were you able to help someone? 4. Did this project impact anything else besides the person/animal/organization you were helping? 5. Would you like to be involved in this project again? 6. How could the project be improved? 7. What was your favorite thing about this project?

Appendix/6

Information needed from teachers/sponsors: 1. How did this project support academic learning? 2. How did this project create community in my classroom? 3. Should this project be repeated? 4. How did this project affect the sense of self among its participants? 5. What modifications, recommendations, or suggestions do I have pertaining to this project? In evaluating the project and student involvement, careful attention should be given to recording and reporting procedures. The evaluating process will strengthen and ensure the long-term success of the service learning program.

“Hear Ye, Hear Ye

What a Great Job”

Genuine praise goes a long way.

Awards and Certificates In addition to keeping track of service learning graduation requirements (see Student Tabulation Form on page 15), the school may want to give some type of certificate of appreciation. This can be done by determining the eligibility of each student (see Supervisor’s Evaluation Form on page 14) for a Service Learning Certificate based on the following:

• Type of activities in which the student participated. • Performance evaluation by supervisor. • Number of hours spent in service learning. • Recommendation by principal, teacher, and parent. The certificate can be designed to be incremental, i.e., Outstanding Service Learning Award, Service Learning Award, Volunteer’s Choice Award, and so forth. It is important for young people to learn to serve, not for the certificate but for the satisfaction of a job well done.

Appendix/7

Part IIâ&#x20AC;&#x201D;Service Learning Opportunities Indicated below is a partial list of service learning opportunities, and most can be adapted for any grade level (parentheses indicate the suggested grade levels). You will want to develop a description for your selected projects (see below Career Day or Clothing/Toys for a sample description). Adoption (Nurture) Projects Establishing a Club (K-12) Child or Family (K-12) Humane Society (K-12) Local Nature Center (K-12) Local Library (K-12) Big Brother, Big Sister (5-12), organize older students to mentor younger students Peer Mentoring/Tutoring (5-12) Random Acts of Kindness Club (K-12) Visit local retirement homes and shut-ins (K-12) Adopt a Highway (7-12) Girls and Boys Club Counselors (7-12) Better Living Temperance Clubs (K-12) Aerobic Exercise Classes (5-12) Cooking School (7-12) Health Classes (7-12) Bully Busters (3-12), see section on Violence and Bullying Bread Ministry (K-12) Smoking Cessation (7-12) Childrenâ&#x20AC;&#x2122;s Story Hour (3-12), local libraries love this Posters, Jingles, Bulletin Boards (5-12) Hospital Volunteer (7-12)

Career Day (K-12) Invite persons of various occupations to explain their vocation. In some areas there is a regularly scheduled day when professionals are allowed to have students work with them. Those hours may be counted toward service learning credit. Clothing/Toys Collecting (K-12) The distribution of good-quality used clothing or toys for nonprofit thrift stores/community centers such as Amvets or Goodwill. Or have your own yard sale and donate the proceeds to a worthwhile project.

Appendix/8

Outdoor Activities Family Retreats (K-12) Campus Beautification Days (K-12) Gardening (K-12) Helping the elderly with their annual yard work (5-12) 5K Run (K-12) Walk-a-thons (K-12)

Communication Letter Writing (3-12) Phone Promotion for project (3-12) Internet Promotion for project (K-12) Web Design (7-12)

Community/Civic Civic Leader Contact (K-12) Write their representative (K-12) Invite the representative (K-12) Patriotic Programs, i.e., Veterans Day (K-12) Patriotism in Programs (K-12) Community Drives (5-12) Health Booths at Fairs (5-12)

Family Yard Work (K-12) Painting (3-12) Cleaning (K-12) Weeding (K-12) Snow Removal (K-12) Family Member Honored (K-12) Family Council Time (K-12) Good Neighbor Contacts (K-12) Vacation Service Learning (K-12) Family Investment Project (K-12)

Appendix/9

Nurture Projects

Better Living

Outdoor Activities

Communication

Church Evangelism

Community Civic

Family

X X

X X X

Service Learning Categories

Service Learning Scope and Sequence Service Learning Standards* Service Learning Categories 1. Meaningful Service by actively engaging participants in personally relevant service learning experiences. 2. Link to Curriculum by using service learning as an instructional strategy to meet learning goals. 3. Reflection that prompts deep thinking and analysis about oneself and oneâ&#x20AC;&#x2122;s relationship to others. 4. Diversity in service learning experiences that promotes understanding of diversity and mutual respect among all participants. 5. Youth Voice gives participants a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults. 6. Partnerships are collaborative, mutually beneficial, and address community needs.

*National Youth Leadership Council

Appendix/10

SERVICE LEARNING PROGRAM GUIDE

Appendix Community Survey ●

Sample Service Learning Project ●

Supervisor’s Evaluation: Service Learning Project ●

Student Tabulation Form ●

Certificate

Appendix/11

Community Survey

My name is _____________________________and this is my friend____________________. We are from ________________________________. We are visiting homes to learn how we can serve our community better. Do you have time to answer a few questions? 1. How long have you lived in this neighborhood? ___________________________________ 2. Do you know where __________________________________is located? (club, or school name) Yes

3. Do you know anyone who attends or is a member? Yes

4. Do you know of someone we could help: yard work, cleaning, food baskets, visits, etc? If so, may we give you our contact information? If yes, give out school’s business card. 5. Would you like to be notified of special programs and/or school events? Yes

If yes, say “What is the best way to contact you?” Name________________________________________________________________________ Address______________________________________________________________________ _____________________________________________________________________________ Phone:________________________________ E-mail:__________________________________

Appendix/12

Sample Service Learning Project Project Title: Food Drive Target Group: Community at large. Grade level of student participants: 6-12 Project Objectives: Community will learn that we care. Learning Objectives: Based on development levels, students will learn speaking, organizing, delegating, compassion, counting, categorizing, and a healthy sense of self. Project Description: There will be four food drives each school year (1 per quarter). There will be one adult sponsor for every four students in grades 6-12 for those collecting. Grades K-5 will be responsible for putting food into categories and counting. The Parent/Teacher Association along with select student volunteers will be responsible for distribution. Students who choose not to participate will have regularly scheduled classes or study hall during school hours. After school, students will remain in study hall until their parents pick them up. This food drive is approved by the local authorities, and they have promised to be “out and about” on the day we collect. ❑ ❑ ❑ ❑ ❑ ❑

Off-campus permission form (include consent to treatment) Materials and equipment Transportation School Administration approval Evaluation and follow-up Personal comments

________________________________________ Dates for Implementation

________________________________________ Organizer’s Signature

________________________________________ Principal’s Signature

Appendix/13

Supervisor’s Evaluation Student Service Learning Project Student____________________________Grade___School____________Yr__________ This notice is to verify that the above named student has participated in the following service learning project(s): Project Name and Brief Description: 1.____________________________________________________________________________ ______________________________________________________________________________ 2.____________________________________________________________________________ ______________________________________________________________________________ 3.____________________________________________________________________________ ______________________________________________________________________________ The community hours of service were ______________. The service rendered by the student was (please check): ❑ Outstanding ❑ Satisfactory ❑ Unsatisfactory The behavior demonstrated by the student was (please check): ❑ Outstanding ❑ Satisfactory ❑ Unsatisfactory

Comments (Optional)______________________________________________________ ________________________________________________________________________ _______________________________________________Date_____________________ Signature of Supervisor

Appendix/14

Student Tabulation Form (Keep with studentâ&#x20AC;&#x2122;s permanent records)

Student____________________________Grade___School__________________Yr__________

Project

Time (In hours and minutes)

Total Hours

Grand Total ____________

To earn a Service Learning Certificate a student must: 1. Meet the minimum yearly requirement of community service time. 2. Have their service learning rated as satisfactory.

A senior student must meet the amount of hours required for graduation.

Appendix/15

, and is therefore awarded this

Superintendent

Given this

SEAL

day of

Principal

SERVICE LEARNING CERTIFICATE

Board of Education for the State of

by the

has successfully completed the required number of service learning hours as required

THIS CERTIFIES THAT

SERVICE LEARNING CERTIFICATE

Appendix/17

Learning Style Inventory,

Cont.

Learning Style Inventory,

Cont.

Divergers

Accommodators

Assimilators

Convergers

Lamberski, R. (2002). Kolb Learning Style Inventory. Retrieved at www.coe.iup.edu/rjl/instruction/cm150/selfinterpretation/kolb.htm. on January 20, 2009

Appendix/19

NOTES

Appendix/20

Sample Press Release 1. Use official school letterhead.

(Your School)

___________________________________________________________ (your school Address) â&#x20AC;˘ (your school City, St., and Zip) â&#x20AC;˘ (your school Phone #)

2. Identify your information as a press release for immediate release, release date, and your contact information. PRESS RELEASE For immediate release Release date: December 22, 2014 For more information, contact: (your Name), (your Phone #) 3. Title of press release and a subtitle giving the reader information about your press release. Back-to-school Night Come visit our school and see our students in action. 4. In the body of the press release include some positive information about your school. Then be specific about what you plan to accomplish with this particular event. The (Your School) educates for excellence. We believe that every student is of immeasurable value. This influences the way we deliver instruction. Our teachers are trained to honor the way students learn through physical, emotional, and mental experiences. Visitors are welcome to share next Thursday evening with us. A musical program will be presented by the students beginning at 6:30 p.m., followed by classroom visits. Teachers, along with their students, will share their classroom procedures, talk about the different learning centers, computer lab, outdoor education, and more of the features that are unique to (Your School). Remember to come: What: Back-to-school Night Where: (your school address) When: January 2, 2015, at 6:30 p.m. Why: Because the students are our future! You may check out the link below for more information about our school. 5. Conclude with a Web site or phone number where interested parties may get more information. Protocol for a press release usually consists of the word end at the end. www.(yourschool).com/

-end-

Appendix/21

NOTES

Appendix/22

Volunteer Program Guidelines Mission Statement Philosophy of Education Introduction Volunteer Job Descriptions Volunteer Guidelines Volunteer Policies Orientation and Training Grievance Procedures Nondiscrimination and Anti-harassment Rules Appendix

Appendix/23

Volunteer Program GUIDELINES The following pages will guide you in developing a volunteer program that not only supports your addictive and high-risk behavior prevention program but also improves the overall school program.

Mission Statement The purpose of a volunteer program should be multifaceted. You are providing opportunities for service, for partnership with parents and the community. Your board of trustees may develop the original mission statement by answering the question: â&#x20AC;&#x153;What do we want from our volunteer program?â&#x20AC;? But once you have a group of volunteers, it is important to go through the steps for developing a formal mission statement. Here is a sample. The mission of our volunteer organization is to support our teachers and staff in creating a student-focused, drug-free school culture.

Philosophy of Education Do your volunteers understand the basic philosophy of education and that every student is of immense worth?

Introduction Your volunteer manual should include a table of contents, introduction, volunteer job descriptions, volunteer guidelines, orientation and training, grievance procedures, nondiscrimination and anti-harassment rules, and an appendix of various forms that are pertinent to your school system and potential volunteers. Sample Introduction The ________________________________school welcomes you to our facility! This manual is designed to help ensure that your volunteer experience is a good one. As a volunteer, the time you offer is a gift to the students and our staff. You bring unique talents, skills, and energies into our school. Working with our students is both a pleasure and a privilege, and we trust that you will find it so as well. We thank you in advance for your service. If you have any questions or concerns, feel free to contact our volunteer coordinator.

Appendix/24

Sample Volunteer Job Descriptions Instructional Aide: As an instructional aide, you will work in partnership with a teacher and perform duties as assigned. Typical jobs include correcting papers, assisting with class projects, helping specific students with challenge areas, or providing clerical help. Fund-raising: Fund-raising is fundamental to any school. There are three main divisions: an ongoing fund-raising event, a quarterly event, and grant writing. The ongoing fund-raiser coordinator would be responsible for things such as General Mills box tops, Campbellâ&#x20AC;&#x2122;s soup labels, Schoolpopo.com, Target.com, recycled ink cartridges, and cell phones. The quarterly fund-raiser coordinator would be responsible for conducting four (must have school board approval) fund-raisers throughout the school year, typically one each quarter. The volunteer assigned to the tasks must follow school policies and restrictions on the type of fund-raiser conducted. The grant-writing team would systematically look for foundations sympathetic to education and send out letters of inquiry and write proposals. Hospitality Committee: This is a great opportunity for those who like to bake, cook, and cater. The hospitality committee is responsible for preparing food, refreshments, decorating and /or setting up chairs and tables for various school functions. Purchases should have prior approval, and personal monies used will be reimbursed. Parents are generous and will donate supplies and refreshments as long as sufficient and proper notice is sent before the event. There should be some understanding and respect for the school rules as to the type of food to be served. Projects Committee: Help is often needed with the upkeep and maintenance of the campus. In addition, other projects may come up as well. For example, school expansion, computers, and equipment. Some responsibilities associated with this position are the presentation of projects, organizing, scheduling, and their implementation. Strong skills in completion of projects are desirable. This position is also responsible for conducting two campus and playground equipment audits per school year and advises the administration and Parent/Teacher Association of equipment needs. Yearbook Advisor/s: The adult advisor(s) are in charge of guiding the yearbook staff in their organizing of the photo collection, layout, design, editing, advertising, and printing of this yearly publication. The goal is to educate students who are elected to the yearbook staff. Students should do the actual work. Graduation Programs: Are often a rite of passage. For example, the seventh-grade students and their families may be responsible for organizing the reception for the eighth-grade students. The juniors (eleventh-grade students) and their families may be responsible for organizing the reception for the seniors. Volunteers willing to help with these types of functions are indispensable.

Appendix/25

Sample Volunteer Job Descriptions, cont. Room Parent Programs: The teacher of each classroom will elect one lead room parent; this parent will then organize the other volunteer room parents in the following duties: (1) planning and/or chaperoning field trips, (2) service learning projects, (3) school supply drives, (4) classroom parties, and (5) student birthdays, etc. The lead room parent will have at their disposal a list of other parents who are interested in helping with these duties. The teacher is the ultimate authority in the classroom. Nothing is to be done by the lead room parent or any parent without the teacherâ&#x20AC;&#x2122;s permission. Safety Committee: This committee is responsible for assessing security issues at the school and aid in the implementation of security measures to ensure the safety and preparedness of the school in time of emergencies. This will include revising and developing appropriate safety plans. For example, in California each school is required to have an updated earthquake emergency plan on file with the school system. The safety committee meets once a quarter unless an immediate need arises. Student Association (SA) Sponsor: This volunteer assists the elected SA officers in the training and function of their duties. This may consist of a president, vice president, secretary, treasurer, sergeant at arms, and yearbook editor. It is recommended that frequent meetings be held to prepare for SA responsibilities, which include, but are not limited to, Student Association elections, Veterans Day, Carnation and Field Day. Volunteer Substitute Teacher: Volunteer substitute teachers are to be affiliated with the _________________system, and must be approved by the proper authority. The same policies and guidelines apply toward all volunteer substitute teachers as listed in this manual. This position reports directly to the administration. Clubs Sponsors (Crusaders Against Drugs, Gymnastics, and Musical): Clubs can build community within a school and also serve the local community. This volunteer helps organize and support the purpose of the club while making sure that the club does not become exclusive. Volunteer Driver: Authorized volunteer drivers will provide transportation to transport students during school functions. These may include field trips, Field Day, community service projects, gathering advertising copy for the yearbook, and taking a student to work. In order to be considered for this opportunity you must meet the school systemâ&#x20AC;&#x2122;s requirements. (See form Volunteer Driver Questionnaire and Answers on pages 37 and 38). This form must be completed, approved, and on file prior to transporting any students other than your own.

Appendix/26

Sample Volunteer Guidelines 1. All volunteers are subject to undergo mandated screening. 2. Volunteers must be introduced into the school through a conference with the principal and teacher and be approved by the board of trustees. 3. The teacher is the authority in the classroom. Volunteers do not discipline students or countermand any teacher decision or request to a student. 4. Volunteers must not â&#x20AC;&#x153;sideâ&#x20AC;? with a student against the teacher in case of confrontation, at the time of the incident, in secret with the student, or with parents. 5. Assignment of tasks should be appropriate to the skill of the volunteer. Volunteers must never be pressed to do a job they feel uncomfortable performing. 6. Teachers should not be asked to work with a volunteer with whom they are uncomfortable or vice versa. 7. Since a positive attitude is so important, volunteers who have a negative effect on students, teachers, the schoolâ&#x20AC;&#x2122;s operations, or other volunteers will be asked to leave the program. 8. Volunteers are not to evaluate school staff, pupils, or programs. 9. Volunteers are not to make decisions regarding diagnosis of pupil difficulties, prescription of learning experiences, or evaluation of pupil progress. 10. Volunteers work under the direction and supervision of the teacher or volunteer coordinator. 11. Volunteers must keep to the regular schedule so that teachers can expect them at established times. 12. Teachers must give volunteers specific directions for completing their tasks. 13. Only when the teacher must briefly be out of the room will volunteers be asked to be in charge of the class. The volunteer must be recognized by the school board to be considered as a regular volunteer substitute teacher. 14. Volunteers are not allowed to show favoritism to students, their own or others. 15. Volunteers must be safety conscious at all times and not request students to engage in activities that would endanger them. 16. Volunteers should ask for information when they do not know how to do a task or help a student. 17. Volunteers must be able to keep confidences. Appendix/27

Sample Volunteer Policies Signing In: All volunteers should sign in. By signing in you will have a record of your service for tax purposes, and the information is used for security purposes. We need to know who is in our building at all times. Your cooperation and compliance in this is greatly appreciated. Appropriate Conduct: Volunteers are considered a member of the educational team. As a team member, it is important to play by the same rules as others on your team. All employees and students are expected to conduct themselves in a manner that promotes respect for self and others, and support a positive and safe learning environment. School rules forbid the transport of tobacco, weapons, drugs, or alcohol onto school property, including the school parking lot and school-sponsored events off the campus. Dress professionally. Tank tops, sleeveless shirts, low-cut shirts, shorts, or short skirts/or dresses are not appropriate. Be considerate of required behaviors by using respectful languageâ&#x20AC;&#x201D;no swearing, cussing, or euphemisms, and use appropriate touchâ&#x20AC;&#x201D;shoulders, upper back, arms, and hand. Confidentiality: You may become aware of personal information regarding a studentâ&#x20AC;&#x2122;s academic performance, social interactions with peers, or private familial situations. The student may share the information with you, a teacher may choose to share it with you in order to enhance your ability to appropriately serve the students, or another student may do so. Regardless of how personal information about a particular student comes to you, note that the information must be held in your strictest confidence. It is never to be shared with other volunteers, acquaintances from the community, or other students. Should you be concerned that the information needs to be addressed by a classroom teacher, report it to them immediately. As employees, they are required by law to report any suspicions regarding abuse, neglect, endangerment, or exploitation. Additionally, they need to know if any students are involved in dangerous or illegal activities so that they may intervene as soon as possible and keep the school community safe.

Sample Orientation and Training There are three main items you need to be familiar with. 1. This volunteer manual. 2. The student handbook. 3. The specific procedures and protocol for the teacher of the department you are volunteering for. You will be provided with a facility tour and orientation as a new volunteer. Usually, this is a process completed by the volunteer coordinator at the school; although it is perfectly fine if a teacher, staff member, or other trained volunteer completes your tour. Appendix/28

Sample Grievance Procedures Purpose and Rationale:

• To ensure that all problems and conflicts are dealt with in a professional manner. • To remind everyone that education is a cooperative effort between volunteers, students, parents, faculty, staff, and administration.

• To model and train students how to achieve our goal of resolution in a cooperative and professional manner.

In a spirit of reconciliation, these procedures are to be followed: 1. Go directly to the person concerned and calmly discuss facts, feelings, and reactions. 2. If step one has not resolved the problem, then contact a member of the administrative team to accompany you to a meeting with the person. 3. If the previous steps have not resolved the problem, the principal will make arrangements for all parties involved to meet with the appropriate committee. 4. If the issue has still not been resolved, arrangements will be made for the parties to meet with the school board in executive session.

Sample Nondiscrimination and Anti-harassment Rules Our school is committed to providing the staff and students with a positive and safe learning environment, and we follow federal and state guidelines to ensure that we do not tolerate discriminatory or harassing behavior in our school. Harassment is defined as any act based on race, creed, religion, disability, national origin, gender, age, or sexual orientation that substantially interferes with an individual’s educational or work performance. It is illegal. Harassment consists of unwanted or uninvited sexual comments, advances, cartoons, innuendoes, racial and gender slurs or jokes, or intimidation that continue over a period of time. It can occur between adult and student, between two adults, and between two students. Our goal is to stop inappropriate behavior before it becomes bullying or harassment. If you become aware of a behavior that might constitute harassment, report it immediately to a teacher or the administrator so that it may be investigated and addressed. Make sure to examine your own behaviors and word choices closely, too. Sometimes we may forget that phrases such as “You throw like a girl” are not appropriate. All volunteer procedures and policies should have the official approval of the board of trustees before placing them in a manual.

Appendix/29

NOTES

Appendix/30

Volunteer Program Appendix Sample Volunteer Registration Form

Sample Volunteer Disclosure and Clearance Release Statement

Sample Volunteer Driver Questionnaire and Answers

Appendix/31

Volunteer Registration Form (please print) Please use the bottom of page 34 if more space is needed. Full name: ____________________________________________________________________ Maiden name: _________________________________________________________________ Street Address: _________________________________________________________________ _____________________________________________________________________________ Previous Address (if less than 5 years at above address): _____________________________________________________________________________ _____________________________________________________________________________ Phone # (day)___________________________(evening) ________________________________ May we call you at work?_________________________________________________________ Current Employer and Job Responsibilities:___________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Previous Work Experience:_______________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Special Skills, Training, and Hobbies:________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Community Affiliations (clubs, churches, service organizations, etc.):______________________ ______________________________________________________________________________ ______________________________________________________________________________ Appendix/32

Can you commit to this program for one (1) school year?________ If no, please explain:_______ ______________________________________________________________________________ What day/s and hours are you available to volunteer?___________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Do you have a driverâ&#x20AC;&#x2122;s license?________ Car Insurance?_______________________________ Have you ever had any misdemeanor or felony convictions?__________________ If so, please explain_______________________________________________________________________ _____________________________________________________________________________ REFERENCES: List three people who know you well and can attest to your character, skill, and dependability. Include your current or last organization you volunteered for. Name

Phone#

Position Held

Date Ranges

1.____________________________________________________________________________ 2.____________________________________________________________________________ 3.____________________________________________________________________________

Have you ever been employed or volunteered in a school context? _________________________ If so, please explain when and where________________________________________________ ______________________________________________________________________________ What health factors may affect your ability to function as a volunteer, or impact the students? (i.e., communicable diseases, limitations on your physical abilities, etc.) ______________________________________________________________________________ ______________________________________________________________________________ In case of emergency whom should we contact:________________________________________ What is their contact information? _________________________________________________

Appendix/33

In the event that I need emergency treatment requiring ambulance service and/or medical care you have my permission to seek help at the nearest MD/DO or ambulance/hospital available. I will assume responsibility for fees incurred by such an emergency (via my medical insurance if applicable). I hereby swear/affirm that the information as set forth above is true and correct. I understand that false swearing is a misdemeanor and if convicted in a court of law is punishable as a crime. I have read, understand and agree to comply with the provision and policies as outlined in this Volunteer Manual. I understand a disregard of these terms could result in termination of my volunteer assignment. Signature__________________________________________________ Date______________________________________________________

Appendix/34

Volunteer Disclosure and Release Statement We welcome your interest in volunteering at ___________________________(Institution’s Name) We believe that our success is the result of the quality and caliber of our faculty, staff, and volunteers. As a condition of volunteering with our students all applicants are required to consent to and authorize employment verification, criminal background check, reference checks and/or verification of any information submitted on their application form. The authorization to volunteer is conditional upon the outcome of this research. DISCLOSURE: This document serves solely as a clear and conspicuous written disclosure as required by the Federal Fair Credit Reporting Act set forth in Section 604(b) to the applicant that a social security, motor vehicle verification, education, previous employment, personal reference check, credit and a criminal background verification may be obtained for the purpose of this volunteer position. By the signature below, the applicant acknowledges that _______________________(Institution’s Name) has made this disclosure. AUTHORIZATION AND CONSENT FOR RELEASE OF INFORMATION: This release and authorization acknowledges that_____________________________________ (Institution or their authorized agent) may now, or at any time while I am a volunteer, conduct a verification of my education, previous employment/volunteer work history, credit history, contact personal references, motor vehicle records and to receive any criminal history information pertaining to me which may be in the files of any federal, state, or local criminal justice agency, and to verify any other information deemed necessary to fulfill the volunteer requirements. The results of this verification process will be used to determine volunteer eligibility under __________________ (Institution’s Name) board of trustees’ policies. I have read and understand this release and consent, and I authorize the background verification. I authorize persons, schools, current and former employers, volunteer supervisors, Workers’ Compensation Division and other organizations and Agencies to provide ______________________ (Institution’s Name) or their authorized agent with all information that may be requested. I am entitled to know if denial of a volunteer position was based on information obtained by __________________________(Institution’s Name) and am entitled to receive a disclosure of the public record information and of the nature and scope of the investigative report. Confidential Information for Positive Identification Purposes Only

______________________________________________________________________________ Applicant Last Name (Please Print) First Name Middle Name

Appendix/35

_____________________________________________________________________________ List Any Other Surnames Used (Maiden) Date of Birth Social Security Number

______________________________________________________________________________ Drivers License Number State Issued In Last Name Listed on License

______________________________________________________________________________ Current Street Address City/State/Zip Dates

______________________________________________________________________________ Previous Address City/State/Zip Dates Currently do you have any civil, domestic or criminal court cases pending in which you are part of? If so, please give general details along with the name and address of court: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ Applicantâ&#x20AC;&#x2122;s Signature Date

State of________ County of_____________ Subscribed and sworn to before me this _______day____________________________ 20_____ Personally appeared the applicant__________________________________________________ _____________________________________________________________________________ Notary Public My commission expires:__________________________________________________________

Appendix/36

Volunteer Driver Questionnaire Directions: Each volunteer driver used for school-related functions must yearly complete this questionnaire. This completed form must be in the school’s files before a volunteer is permitted to transport students. Name:_______________________________________________________________________ Address:______________________________________________________________________ Are you over 21 years of age? Yes

Do you have a current auto insurance policy?

Yes

Name of Carrier:_______________________________________________________________ Expiration Date:_______________________________________________________________ Limits of Liability:_____________________________________________________________ Medical/ PL/PD Limit:___________________________________________________________ Have you been involved in any at-fault accidents within the past three (3) years? Yes

If “yes” please describe:_________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ I understand that should I be involved in an accident while driving for the institution, my insurance will be considered to be the primary insurance. Further, I agree not to carry more passengers than the official rated load capacity for my vehicle. All vehicle occupants will be required to wear a seat belt. No double belting will be allowed. I also agree to abide by all state driving rules and regulations while transporting students.

Driver’s Signature:_______________________________________Date:________________

Appendix/37

Interview Questions and Appropriate Answers for Volunteer Drivers* What is the minimum age requirement for volunteer drivers? Answer: The minimum age for drivers is twenty-one (21) years of age. Are there any restrictions on volunteer drivers other than age? Answer: Each driver must be properly licensed and have proper insurance in force. In addition, each driver must have an acceptable driving record of not more than two traffic citations and no at-fault accidents in the past three (3) years. How many students may ride in a vehicle? Answer: No vehicle is to carry more than the official rated load capacity and all passengers must wear seat belts. No double belting is allowed. Violations of this policy could result in insurance refusing to pay any claims. Are there mandated insurance policy limits? Answer: Drivers must carry minimum insurance limits of $300,000 single limit or $250,000/$500,000 PL/PD, and medical coverage on passengers. Whose insurance is considered primary? Answer: In the event of an accident, the volunteer driverâ&#x20AC;&#x2122;s insurance is the primary policy. How do I document that volunteer drivers are reliable? Answer: In an effort to alert volunteer drivers of this information, as well as to screen volunteers for good driving records, the Driving Volunteer Questionnaire that you filled out is kept on file. All volunteer drivers are required to complete the Driving Volunteer Questionnaire each year before being considered as designated volunteer driver. The institution has an obligation to know if volunteers have good driving records before they are allowed to drive students on school functions. The completed forms are to be kept on file. In the event of an accident that results in litigation, the school will then be able to prove that it did ask for driver information indicating the driverâ&#x20AC;&#x2122;s safety record, and acted on the best interest of the student.

* These answers are subject to change and should be based on the requirements of your school system.

Appendix/38

NOTES

Appendix/39

S Life Skills Curriculum Gateway National Health Education Standards

Addictive and High-risk Alcohol

Caffeine

Cocaine Crack

Eating Disorders

Hallucinogens

6/8 9/12 6/8 9/12 6/8 9/12 6/8 9/12 6/8 9/12 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

X X X X X X X X X X

2. Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

X X

3. Students will demonstrate the ability to access valid information, products, and services to enhance health.

X X

X X X X X X

4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

X X X X X X X X X X

5. Students will demonstrate the ability to use decision-making skills to enhance health.

X X

6. Students will demonstrate the ability to use goal-setting skills to enhance health.

X X

7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

X X X X X X X X X X

8. Students will demonstrate the ability to advocate for personal, family, and community health.

X X X X X X X X X X

Appendix/40

X X

Scope and Sequence Edition BehaviorPrevention PreventionTopics Topics Behavior Inhalants

Internet Addiction

Marijuana

Meth

Prescription/ O-T-C Drugs

Tobacco

Violence Bullying

6/8 9/12 6/8 9/12 6/8 9/12 6/8 9/12 6/8 9/12 6/8 9/12 6/8 9/12

X X X X X X X X X X X X X X X X X X X X X X

X X X X X X

X X

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

X X

X X X X X X X X X X X X X X X X X X X X X X X X X X X X

Appendix/41