AN INTRODUCTION TO TRUST IN THE SENIOR HIGH SCHOOL PURPOSEstudentservices.dadeschools.net/trust/pdfs/sr_prevention.pdf · AN INTRODUCTION TO TRUST IN THE SENIOR HIGH SCHOOL ... his/her

TRUST LESSON

AN INTRODUCTION TO TRUST IN THE SENIOR HIGH SCHOOL

PURPOSE: To recognize the TRUST Specialist and his/her function in the school. OBJECTIVES: TRUST Lesson: Identify the TRUST Specialist, his/her location, role and function in the high school. Assist students in focusing on the problem of adolescent drug abuse through prevention and intervention. Identify students needing the assistance of the TRUST Program. TIME: Approximately 15 to 25 minutes MATERIALS: Your Procedure for students referring themselves to TRUST - A STUDENT ASSISTANCE PROGRAM Handout: INSIGHT TO A PROGRAM Blackboard and Chalk PROCEDURE: Write name and title on board. Underneath name and title write: Drug, alcohol, and crisis counselor. Tell the class your name and title and the location in the school where you will be working.

TRUST LESSON CONTINUED

Explain that a Trust Specialist works with all students in the school who are affected by drugs. This includes users and recovering students, as well as friends and relatives of drug abusers. The program will offer individual and group counseling; a community referral service; support groups, like COA (Children of Alcoholics/Addicts) and Alateen; Clubs, like S.A.D.D. (Students Against Driving Drunk), Peer Counseling; and Preventative Drug Lessons. The lessons will be taught in the 10th grade Life Management Skills classes. Also, there will be numerous school-wide Red Ribbon Activities. Say "My primary objective is for us to get acquainted with each other and for you to realize the TRUST program is a center for drug information and student assistance." Distribute the handout: INSIGHT INTO A PROBLEM. Tell the class that by answering these questions honestly, it will help them gain insight into their own behavior and possible drug problem. Give them 5 minutes to complete the handout. Remind students to read the bottom of their paper. Collect all papers. Explain to the class Your procedure for students wishing to contact you and become part of TRUST. Explain that as the school resource for drugs, you want them to become aware of correct information about substances. Ask if there are any questions. CLOSURE: Ask the students to complete these statements: I learned that... I feel the TRUST Program... Drugs are... The TRUST Specialist can be found... TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

HANDOUT

AN INTRODUCTION TO TRUST INSIGHT INTO A PROBLEM

Answer the following questions honestly with a "yes" or "no" on the line. All information is confidential. _____ 1. Do you cut class to get high? _____ 2. When you wake up in the morning, do you think about getting high? _____ 3. Is your mind occupied with where you can get drugs or obtain money

for drugs? _____ 4. Is every day a partying event? _____ 5. Has your behavior become bizarre, irritable, and defensive? _____ 6. Do you often say or think that you could stop using drugs whenever you

want to stop? _____ 7. Do your parents often comment about your red or glassy eyes? _____ 8. s a party with your friends more important than a date with your

boyfriend/girlfriend? _____ 9. Would you rather spend your money on your favorite drug than to buy

the new pair of shoes you've wanted? _____ 10. Has your ability to "think" at school decreased and your grades

dropped? If you have answered, "yes" to any two of the above questions, you need help from TRUST, A Student Assistance Program. Complete this area if you would like the TRUST Specialist to contact you and/or include you in the TRUST Program. NAME _______________________________ GRADE__________________ DATE_____________________________ HOMEROOM__________________ Return to TRUST Specialist

TRUST LESSON

STAGES OF TEENAGE DRUG ABUSE PURPOSE: To understand an adolescent's progression into the disease of addiction. OBJECTIVES: Course 00800300: 8.03 Recognize that drug use occurs on a continuum that may include experimentation, use, misuse, abuse, dependency and addiction. TRUST Lesson: Identify an adolescent's stages of the development of addiction. MATERIALS: Four-poster board signs that will depict the following stages:

I. Learning the Mood Swing II. Seeking the Mood Swing II. Becoming Preoccupied with the Mood Swing IV. Having to Do Drugs to Feel O.K.

Blackboard and Chalk Information Sheet: Continuum VOCABULARY: Mood swing, euphoric high, "burn-out" Please Note: Use these definitions mood swing - state of mind that moves up and down euphoric high -state of well-being "burn-out" -loss of brain functioning PROCEDURE: Prepare the four signs for the lesson.


Ask the students why a teenager would take the step to take a drug and change from "saying no" to "I will". Brainstorm some ideas and list them on the board. Tell the class that they will be learning the progressive steps of drug involvement through role-playing. We hope to recognize the damaging effects of this progression. Perhaps by understanding how an adolescent becomes involved with drugs, it will help him/her to avoid it. Distribute the 4x6 vocabulary cards and allow the students to put the definitions on the board. Collect the cards. Tell the students that we receive constant messages for and against drugs through the media. Refer to information sheet. Put on board if desired. Assign a student to hold up Sign I. Learning the Mood Swing in front of the class. State that the adolescent's introduction to drugs usually comes from a friend or older sibling. The drug is usually tobacco, alcohol, or marijuana. The drug of choice is used occasionally on weekends and/or at parties. There is not much change in family life because the parents are unaware of the use. Read Role Play Situation I. Ask for a volunteer to set up the scene and act out Stage I. Situation I: A young person becomes involved in drug abuse. Perhaps he/she refused to use for awhile; then, in a weak moment, he/she decides to "try" it. The teenager has made a decision to use something that he/she knows will ultimately harm him/her in order to get a "good" feeling that he/she has been hearing about. When the drug wears off, he/she returns to normal and feels: "What's the harm?" Role Playing - 5 min. Assign a student to hold up Sign II. Seeking the Mood Swing in front of the class.

TRUST LESSON CONTINUED State that the adolescent still uses friends as a source of supply but has started to buy. Maybe he/she has added pills, hash, or another second drug. The young person has moved from occasional weekend use to "can't wait for the weekend." Read Role Play Situation II. (Keep the drug-of-choice from Stage I, the same for this activity.) Situation II: The teenager might be looking for prescription drugs at home or drinking the parents' liquor. He/she is seeking the "good" feelings, in order to make troubles disappear. The highs are euphoric with repeated use, but when he/she comes down from the high, there are negative changes and signs of depression. The adolescent becomes moody and acts differently. Perhaps there is a lack of desire to participate; school becomes boring, his/her friends are changing. There is a pulling away from the family and a more secretive nature emerges. The young person starts to feel guilty. The family begins to see a picture of change and thinks it's a "stage". Mom says, "We need to spend more time with him/her." Dad says, "We need to tighten up the reins." The teenager sees a difference of opinion between the parents and begins to work both sides. Role Playing - 5 min. Assign a student to hold up Sign III. Becoming Preoccupied with the Mood Swing in front of the class. State that the adolescent is probably buying drugs on a regular basis or dealing to insure a supply. Perhaps he/she has added other drugs like PCP, LSD, cocaine or crack to the list. Now the use is almost daily and has become an expensive habit. Read Role Play Situation III. Ask for a volunteer to set up the scene and act out Stage III. (Keep the drug-of choice from Stage II.) Situation III: The adolescent is selling his/her possessions or stealing from the household for cash. Feelings of guilt over the loss of his/her relationships with family and friends has put him/her down. The young person is probably a daily marijuana or alcohol user and still gets a euphoric high. The pain, however, from coming down puts him/her into deeper depressions, with thoughts of suicide.


School is a disaster, but the behavior is "cool." Actually, he/she feels out of control. There are angry scenes with the family, difficulty with the law, and friends are all drug users. The family is at war. The siblings are angry. Mom feels Dad is too strict, and Dad feels Mom is too lenient. The parents know something is wrong, but they don't know what. Role Playing - 5 min. Assign a student to hold up Sign IV. Having To Do Drugs To Feel O.K. State that the adolescent is dealing drugs and uses almost anything. Read Role Play Situation IV. Ask for a volunteer to set up the scene and act out Stage IV. Situation IV: The young person uses to make it through the day. There is no euphoria, but a "burning out." A depressed mental and physical condition takes over. The teenager's condition will lead to death unless someone intervenes. Role Playing - 5 min. Collect all the signs. CLOSURE: Have students complete the following statements:

I learned that... The stages of teenage drug abuse are... I feel that the family...

TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.


TRUST LESSON

ALCOHOL AND ITS EFFECTS ON THE BODY PURPOSE: To give students clarity between facts and myths of alcohol and its effects. OBJECTIVE: Course 0800300: 8.06 Identify the harmful physical, mental and emotional effects of alcohol on the body and personality. TRUST Lesson: Learn factual information regarding alcohol and its effects on the body. MATERIALS: Handouts: ALCOHOL: MYTHS and FACTS HOW ALCOHOL AFFECTS VISION ALCOHOL AND ITS EFFECTS ON THE BODY PROCEDURE: Explain to students that the following information will assist them in correcting any myths they might have had about alcohol. Distribute Handout, ALCOHOL MYTHS and FACTS. Discuss each myth and fact. Distribute Handout, HOW ALCOHOL AFFECTS VISION. Read and discuss the 8 points. Give examples. Role Play: 1) Teenager who has had no alcohol driving home from a party. 2) Teenager who has had alcohol driving home from a party. Discuss realistic differences. Who would you want to drive you home? Process for any reactions or questions.


Distribute Handout, Alcohol and Its Effects on the Body. Discuss each fact and ask students to qualify each statement. CLOSURE: Ask students to complete these statements:

I learned that... A myth I once believed was... My feelings about alcohol have...

TELL STUDENTS: The use of illicit drugs and the unlawful possession and use of alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

HANDOUT

ALCOHOL AND ITS EFFECTS ON THE BODY

Facts you need to know about alcohol: * It is an illegal drug for you because it is harmful to your development as an

adolescent. * Alcohol can kill. Chug-A-Lugs are a life-threatening activity. University students

have died because of them. * Alcohol is an anesthetic. One can anesthetize the body out of existence. One

can decrease the body activity into coma and into death with alcohol. * Alcohol can only be metabolized at the average rate of 3/4 to 1 ounce per

hour. The alcohol builds up in the body while waiting to be metabolized. * Alcohol lowers hormone levels, weakens the immune system, destroys the brain

cells and chemicals. * Alcohol + Marijuana is dangerous because pot stops the vomiting center in the

brain from letting a person know that he has had too much alcohol. * Alcohol + tranquilizers or barbiturates are very dangerous and can kill by

putting the brain to sleep

HANDOUT

HOW ALCOHOL AFFECTS VISION 1. Alcohol reduces control over light entering the eye. 2. Alcohol distorts eye focus. 3. Alcohol reduces visual acuity. 4. Alcohol can cause double vision. 5. Alcohol affects the ability to judge distance. 6. Alcohol reduces the driver's peripheral vision. 7. Alcohol reduces ability to distinguish colors. 8. Alcohol reduces night vision.

HANDOUT

ALCOHOL: MYTHS and FACTS The Myths It is a stimulant. It has nutrients. It increases mental and physical ability. In given amounts alcohol affects individuals in the same way. There are ways to sober up quickly.

The Facts It is a depressant. It has calories. It decreases mental and physical ability. In given amounts alcohol affects individuals differently. Time is the only way to sober up.

TRUST LESSON

A FEW TOO MANY PURPOSE: To recognize the harmful consequences of drugs. OBJECTIVES: COURSE 0800300: 8.03 Recognize that drug use occurs on a continuum that may include experimentation, use, misuse, abuse, dependency and addiction. 8.09 identify social and family problems related to the use and abuse of drugs, alcohol and tobacco. 8.13 identify social messages, which exert pressures to use drugs, alcohol and tobacco. TRUST Lesson: Recognize the importance of making wise decisions in relation to drugs. Analyze the difficulty of dealing with pressures in making decisions. MATERIALS: Story: A FEW TOO MANY PROCEDURE: Explain to the class that the consequences of drinking and driving are devastating. This known fact is often difficult for adolescents to keep in perspective because of social pressures. The character in today's story lost two friends in a drunk driving accident. He/she is faced, however, with a dilemma and a difficult decision. Read story, A Few Too Many.


Ask the students to think about a difficult decision they had to make. What pressures did you face? How did you handle those pressures? CLOSURE: Have the student complete these statements:

I learned that... Drugs and decisions... Social pressures... I feel...

Local Alateen #754-2583 Alcoholics Anonymous #887-6762 TELL STUDENTS: The use of illicit drugs and the unlawful possession and use of alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

HANDOUT

A FEW TOO MANY Chris, Joe, Bill, and Tom are seniors. Tom is new in town and doesn't know many people. The other three boys have been friends since elementary school. Tom met Chris at the local supermarket, where they both have a job. They work to help their families, and they have become friends. Chris introduced Tom to Joe and Bill. As Tom is quiet, and a little shy, he hasn't gotten to know the other boys as well as he knows Chris. Joe and Bill don't work. Joe plays sports and Bill's family is very wealthy. As a matter of fact, Bill's dad has offered to pay Chris' tuition at the local college, as Chris is practically family. Chris and his Mom are very grateful to Bill's dad, because without his help, Chris could not afford to go to college. Saturday night, a few days before graduation, all the boys go to a party. At the last minute, Chris is called to work and has to cancel his plans. Joe has just received a brand new car for graduation and is sorry Chris can't join them. Actually, he really doesn't want to take Tom, but the plans had been made. The party is a success, except that Joe and Bill each have had several beers and no food. On the way home, going a bit over the speed limit, the car swerves and hits a pole. Bill and Tom are killed instantly; Joe is rushed to the hospital. Luckily, he survives, but it is a very sad time for the community. Chris, very sad about the death of his oldest and newest friend, goes to visit Joe in the hospital. Chris wants to know how Joe could consider driving after having several drinks. Joe denies he was driving and says it was Tom. This puzzled Chris. He knows Tom never drank, especially if he had to drive. He was much too responsible. Also, Joe didn't really like Tom; he wouldn't let him drive his brand new car. If Tom didn't drive, who did? Chris decides to investigate further, so he goes to the garage where the car was towed. He carefully examines the car, and, as he is about to close the driver's side door, something shiny catches his eye. Wedged into the seat is Bill's watch. He remembers when Bill's dad gave him that watch for his 17th birthday. Taking the watch, Chris returns to the hospital. He confronts Joe with the watch and tells Joe how he found it. Joe gets visibly upset and tells Chris to stay out of it. Bill's dad already knows who was driving and why it should matter to Chris. After all, Bill was their good friend and nobody really cared about Tom. Just a harmless story. Dilemma: What should Chris do? What is the truth? What risks does Chris face by telling the truth?

List characters, Chris, Joe, Bill's dad, Chris' mom, on board. Assign students to characters. Have students complete the story using role-play. PROCESS: What character qualities can you identify in Chris? In Joe? In Bill's dad? Where in the story would you make a change so Bill and Tom do not die?

TRUST LESSON

FETAL ALCOHOL SYNDROME PURPOSE: To inform students of the dangers of alcohol on the fetus. OBJECTIVE: COURSE 0800300: 8.07 Recognize the special harm of drugs on the growth and development of non-adults. TRUST Lesson: Teach facts about the dangers of alcohol on the fetus during pregnancy. MATERIALS: Handout: FETAL ALCOHOL SYNDROME Information Sheet: vocabulary VOCABULARY: Lipids, mental retardation, compensate, anomalies, genitalia, cleft palate, withdrawal symptom PROCEDURE: Tell the students that they will be learning about the dangers of alcohol on the fetus of a pregnant woman. Distribute the handout to students. Read and discuss the paragraphs. Assign a reaction paragraph to be written concerning feelings about the information. Allow ten minutes to complete. Discuss in small groups the students' reactions; have each group record the three most important points. Discuss in large group.


CLOSURE: Review the effects of deciding to drink alcohol when pregnant. Have the students complete the statements:

I learned that... My feelings regarding drinking mothers are... Fetal Alcohol Syndrome is...


HANDOUT

FETAL ALCOHOL SYNDROME While all drugs have been proven to be highly dangerous to a pregnant mother and her fetus, the most research has been completed on mothers using alcohol as a drug. Doctors are now more aware that when an expectant mother drinks during pregnancy, the alcohol can affect her unborn child. If the mother drinks heavily, the child may be born with a recognizable pattern of physical and mental birth defects, classified as Fetal Alcohol Syndrome (FAS). Throughout pregnancy, alcohol may affect the cell membrane and cell migration, thus altering embryonic organization of tissue. Alcohol may also interfere with the metabolism of carbo-hydrates, lipids and proteins, thus retarding cell growth and cell division in each phase of pregnancy. During the third trimester, the brain is undergoing its most rapid growth and neurophysiologic organization. Alcohol use during this period is associated with smaller head size and reduced brain weight, thereby resulting in mental retardation. Children born with FAS may exhibit four main categories of abnormalities:

(1) CNS or central nervous system dysfunction - abnormal structure and function of the brain and spinal cord resulting in varying degrees of mental deficiency and/or developmental delay, including some cases of behavior problems, such as short attention span, hyperactivity, and irritability;

(2) pre- and postnatal growth deficiencies - exhibited by small heads,

and smaller heights and weights than normal babies. These children, even with the best care, are unable to compensate mentally or physically, as they grow older;

(3) characteristic clusters of facial anomalies include short eye slits and

thin upper lid and eyelids; (4) variable major and minor malformations including heart defects,

abnormalities of the joints and external genitalia, cleft palate. Fetal Alcohol Syndrome is one of the leading causes of mental retardation. The average I.Q. is within the range of 40 to 100. The brain weight of a normal new born is approximately 500 grams while an FAS child's is approximately 140 grams. The average birth weight of a normal child is 7 - 7 1/2 pounds; an FAS child's average birth weight is 5 - 5 1/2 pounds. The birth length of a normal child is 34-35 centimeters; an FAS child's birth length is 31.5 centimeters and below. Often the

FETAL ALCOHOL SYNDROME CONTINUED

Blood Alcohol Level (BAL) of the newborn has been found to be higher than that of the mother and stays higher for a longer period of time. With high levels of blood alcohol, the baby will often suffer from withdrawal symptoms.

TRUST LESSON INFORMATION SHEET

VOCABULARY - TEACHER INFORMATION SHEET lipid -organic compound consisting of fats mental retardation -lack (since birth) of some mental function present in a normal individual compensation -to make up for anomalies -departure from the regular arrangement; abnormality genitalia -sexual organs cleft palate -failure of two parts of roof of mouth to join in prenatal development withdrawal symptom -distressful physiological and mental effects caused by stopping drug use

TRUST LESSON

BREATHING 4,000 CHEMICAL COMPOUNDS PURPOSE: To recognize the harmful effects of smoking and to choose to stop and/or avoid the addiction. OBJECTIVES: Course 0800300: 8.06 Identify the harmful physical, mental, and emotional effects of drugs, alcohol, and tobacco on the body and personality. 8.13 Identify social and media messages, which exert pressures to use drugs, alcohol, and tobacco. TRUST Lesson: Realize the tempting advertising effects on teenagers to smoke. Assist students in choosing to stop smoking. MATERIALS: Blackboard and Chalk Handout: BREATHING 4,000 CHEMICAL COMPOUNDS Paper and Pencils VOCABULARY: Habit, addiction PROCEDURE: Read this quote from C. Everett Koop, the former U.S. Surgeon General: "Cigarettes and other forms of tobacco are addicting in the same sense as are drugs such as heroin and cocaine." Ask students how these addictions are alike? What consequences does one have if one chooses to smoke? (List on board.)


Read: The tobacco industry spends $1.2 billion a year to promote cigarettes and underscore the negative facts you know about smoking. This money is spent sponsoring sports events and advertising in magazines with beautiful models. They lead you to believe the "good times" require smoking, etc. Every year, about 22 million smokers quit or die. These people leave the smoking market, and this industry needs new recruits for a billion dollar business. Ask "What reasons do teens give for smoking?" (To be accepted by peers, I like it, it relieves stress, it's a habit, I don't know.) Ask "Why do smokers reach for a cigarette?" (I feel nervous, under stress, around friends who smoke, feel angry, sad or upset, feel bored.) Explain that these reasons are not the "good times" that the advertisers sold you! It's not when you feel happy! Distribute the Handout: Breathing 4,000 Compounds. Tell the class to answer true or false to test their smoking knowledge. Give 5-7 minutes. Tell them that all the answers are TRUE. Review and discuss any questions. Ask if there are any smokers in the class who would like to volunteer information about their addiction. Choose one to stand and reply to the following questions: (Have another student write the smoker's responses on the board.)

1. When do you smoke? (first thing in the morning, when I'm on the phone)

2. Why do you smoke? 3. Where do you smoke? (in the car, in the bathroom)

Have the class give alternative ways of thinking to the smoker's listed reasons of when/why he/she smokes.

TRUST LESSON

CONTINUED Explain, while looking at Part B of the handout, that the usual withdrawal symptoms from smoking are listed. Direct them to Brainstorm countermeasures or alter-natives to these effects. Example 1. Cravings for cigarettes. You might stock up on low calorie snacks, suck on cinnamon sticks, drink a lot of water, review in your mind reasons why you wanted to quit, take deep breaths for 10 seconds, brush your teeth, make a phone call, pet your dog, jump for 10 seconds, etc. Deterrents such as smoking with the "wrong" hand, switching your brand, cutting the cigarette shorter, reducing the amount of cigarettes smoked, etc. are not as effective as setting a date and stopping "cold turkey." One and a half million people quit smoking each year! Ask if anyone has quit smoking, and if so, would he/she be willing to share that experience. Ask the class if it takes more will power to stop smoking or not to start. CLOSURE: Write on board:

Have the students complete the statement:

I learned...

HEALTH PEER PRESSURE & LOVE & CONCERN vs. ADVERTISING THE "GOOD TIMES" to stop to start The choice is yours.


OPTIONAL ASSIGNMENT: Write a paper on one of the following, including both points of view:

1. Smokers choose to breathe these chemicals, but what about the nonsmokers.

2. Laws have prohibited smoking in public places, but the tobacco

companies argue that it violates the smoker's civil liberties. TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

HANDOUT

BREATHING 4,000 CHEMICAL COMPOUNDS A. Answer True or False to the following questions to test your smoking

knowledge.

1. Smokers smell! 2. Nicotine stains teeth and nails yellow. 3. Wrinkles and sags in the skin develop sooner in smokers. 4. Six out of every 10 adult smokers were hooked by the age of 14. 5. Nearly 400,000 Americans die each year from diseases related to

smoking. 6. Cigarette smoking is responsible for one out of every six deaths in

the U.S. 7. Smoking cuts off oxygen to the brain, so smokers have more

headaches. 8. Smoking causes gum disease and tooth decay. 9. Women smokers are more likely to give birth to infants with health

problems. 10. Teens are three times more likely to smoke if a parent does. 11. Carbon monoxide and other poisonous gases are part of the 4,000

chemicals inhaled in smoking. 12. Every year two and a half million smokers quit or die. 13. Children of smokers have more respiratory diseases than children

of nonsmokers (secondhand smoke). 14. The best way to stop smoking is "cold turkey"; just stop. 15. Two point one billion dollars a year are spent on advertising

cigarettes.

BREATHING 4,000 CHEMICAL COMPOUNDS CONTINUED

B. Write countermeasures to help you relieve the symptoms of smoking

addiction. WITHDRAWAL SYMPTOMS FROM SMOKING

1. Cravings for Cigarettes 2. Tension, Anxiety, and

Irritability 3. Drowsiness 4. Dizziness and Headaches 5. Upset Stomach

6. Restlessness

7. Trouble Concentrating

COUNTERMEASURES DURING WITHDRAWAL

1.

2.

3.

4.

5.

6.

7.

TRUST LESSON

A MATTER OF BALANCE PURPOSE: To recognize the nature of drug abuse and addiction in relation to damaging the health of the brain and/or body. OBJECTIVES: Course 0800300: 8.02 Understand the appropriate and inappropriate use of drugs. 8.06 Recognize the harmful physical, mental, and emotional effects of drugs, alcohol, and tobacco on the body and personality. TRUST Lesson: Understand that most of the effects that drugs induce are poor imitations of natural processes already in the body. Understand the three classes of psychoactive drugs and their disruption to the balance of the body. MATERIALS: VCR and monitor Video: "A Matter of Balance" available through: Cinemed, P.O. Box 96, 116C Street, Ashland, OR 97520-1962 Handouts: A MATTER OF BALANCE VOCABULARY Pens VOCABULARY: psychoactive drugs, stimulants, depressants, psychedelics PROCEDURE: Explain that the video, "A Matter of Balance", which will be seen today demonstrates the effects of various drugs on the brain. It explains the need of the body to work on maintaining a balance and good health.


Read: Since your brain dictates how you think, feel, and behave, the consequences of interfering with its proper functions can be extremely serious to you here and now, as well as in the future. Drugs change your brain! Drugs don't help "you be more you" or to grow and develop. Drugs are illegal because they are not safe; they are unpredictable. They are harmful. They can kill. Today we are going to begin looking at how the brain works in a normal state and when it is affected by drugs. We'll also see how the body responds to drugs as it tries to maintain balance. Distribute the handout, A Matter of Balance, and review the questions. Tell the students that during the video they will be able to answer these questions and complete the handouts. Show the video (23 minutes). Allow the students 5 minutes to complete their question sheet. Review the handout together and/or discuss. Ask what happens when we stop taking psychedelics? What activity gives feelings similar to those we seek from cocaine, from codeine, and from marijuana? What's the difference between a chemical high and a natural high? CLOSURE ASSIGNMENT: Instruct students to write a half page describing their reaction to the video, "A Matter of Balance." What did they learn about themselves, and how do drugs affect their lives today? TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.


VOCABULARY - TEACHER INFORMATION SHEET psychoactive drugs - drugs having specific effect on the mind stimulant - increases activity of vital process (uppers) depressant - decreases activity of vital process (downers) psychedelic - distorts perceptions (all-arounders)

HANDOUT

A MATTER OF BALANCE 1. What are the two kinds of balance that keep us functioning? 2. Which body system controls our balance? 3. Name the three classes of psychoactive drugs that will affect out nervous

system? 4. What factors (e.g. age) will govern the effect of a drug on our body and

mind? 5. What are the general effects of Uppers? 6. What are the general effects of Downers? 7. What are the general effects of All Arounders?

A MATTER OF BALANCE CONTINUED

8. What happens when we stop taking stimulants? 9. What happens when we stop taking depressants? 10. What is a permanent consequence of:

(a) abusing alcohol? (b) using cocaine? (c) shooting drugs? (d) smoking cigarettes?

HANDOUT

TEACHER'S COPY

A MATTER OF BALANCE 1. What are the two kinds of balance that keep us functioning? internal , external 2. Which body system controls our balance? Central Nervous System (CNS) 3. Name the three classes of psychoactive drugs that will affect out nervous

system? uppers, downers, all arounders 4. What factors (e.g. age) will govern the effect of a drug on our body and

mind? health, weight, food in system 5. What are the general effects of Uppers?

stimulation of CNS - raised heartbeat, raised blood pressure 6. What are the general effects of Downers? depression of CNS - slows down heart rate and respiration 7. What are the general effects of All Arounders? distorts perceptions, delusions, hallucinations

A MATTER OF BALANCE CONTINUED

TEACHER'S COPY 8. What happens when we stop taking stimulants? physical and emotional depression, extreme irritability, nervousness 9. What happens when we stop taking depressants? hallucinations, convulsions, irregular heart rate 10. What is a permanent consequence of: (a) abusing alcohol? liver damage (b) using cocaine? risk of stroke, internal bleeding in brain (c) shooting drugs? AIDS, viral hepatitis (infection of liver) (d) smoking cigarettes? lung damage, heart irregularities, cancer

TRUST LESSON

DEPRESSANTS, STIMULANTS AND HALLUCINOGENS PURPOSE: To acquire the necessary information about exogenous drugs in order to decide not to use them. OBJECTIVES: Course 0800300: 8.01 Define terms: prescription drug, look - alike drugs, drug tolerance, drug dependency, therapeutic effects and psychoactive. 8.04 Identify the harmful physical effects of drugs and alcohol on the body an personality. 8.05 Identify factors, which influence an individual's level of intoxication, such as body size, food consumption, alcohol consumption rate, and amount of alcohol and other drugs. TRUST Lesson: Acquire basic drug knowledge; to increase vocabulary related to knowledge of substance abuse. Realize that non-medical drug use is detrimental to good health. Become aware of factors involved in depleting chemicals in the brain. MATERIALS: Handout: DEPRESSANTS, STIMULANTS AND HALLUCINOGENS Teacher Information Sheet: Vocabulary VOCABULARY: deplete, prescription drugs, drug tolerance, drug dependency, therapeutic effects, psychoactive, neurotransmitters, neuron


PROCEDURE: Staple the handout information sequentially. Write on the blackboard the following statements about drugs:

! All drugs, including alcohol, sooner or later deplete or change brain chemicals.

! All drugs, including alcohol, can break down your immune system. ! All drugs, including alcohol, can affect hormone levels of both males

and females and can seriously affect normal sexual development and performance.

! All drugs, including alcohol, can negatively affect fetal/embryonic

development and can threaten the health of future children. ! All drugs, including alcohol, can hurt your family, friends and

relationships. Tell the students to copy the statements and write "True" or "False" after each statement. Explain to the class that the information learned today will be about drugs. It is hoped, through this know-ledge, they will make better decisions regarding their health and drug usage. Refer to the statements on the board. Tell the students that they are TRUE when certain factors of time, quantity, body chemical makeup, etc. are all united. It usually takes large quantities of drugs over a period of time to produce the above effects. Distribute the Handout: Exogenous Drugs: Depressants, Stimulants, and Hallucinogens. Read and Discuss the information. Review symptoms and hazards of each drug in the three classifications. Since your brain controls all of the systems in your body, people who alter their brain with external drugs find that their memory, their ability to make decisions, their ability to behave appropriately are all diminished.


Treatment specialists tell us that adolescents who get into drugs heavily while in high school stop growing as persons. When they enter treatment as adults, they are emotionally and socially the same age they were when they started using drugs heavily. They are "adolescents" at thirty years of age and have to go back and "grow up" in treatment because they didn't do their work at the proper stage of their human growth and development. CLOSURE: Have the students complete the following statements:

I learned that… Exogenous drugs… I realize that my endogenous chemicals... An individual's drug intoxication is influenced by...



VOCABULARY - TEACHER INFORMATION SHEET deplete -use up resources prescription drugs -doctor's written direction for use of medicine drug tolerance -ability to endure or resist harmful effects of the continued/increasing use of a drug drug dependency -controlled by or relying on drug for support or aid therapeutic effects -serving to cure or heal psychoactive -having specific effect on mind neurotransmitter -carries electrical message from one neuron to next neuron neuron -nerve cell body of central nervous system

HANDOUT

DEPRESSANTS, STIMULANTS AND HALLUCINOGENS There are three groups of exogenous drugs that are classified according to the way they affect the usual chemical and electrical balance in our brains. These classifications are depressants, stimulants, and hallucinogens. I. DEPRESSANTS:

a. Depressants hold back the transmission of the neurotransmitter from carrying the electrical messages to the next neuron, so that we can continue to think or feel intensely.

b. Alcohol; tranquilizers such as Valium, Xanax, Lithium, Heroin, and

Codeine; or barbiturates such as Ambital and Phenobarbital are drugs that depress the activity in our brains.

EXOGENOUS DRUGS CONTINUED

II. STIMULANTS:

a. Stimulants are drugs that increase the quantity of neurotransmitters in the space between our neurons, either by blocking the receptors they usually occupy, or by impeding their return to the neuron they originally came from. (Neurotransmitters usually return to their neuron of origin to be reused.)

b. Cocaine, crack/rock, amphetamines, diet pills, caffeine, and

nicotine are examples of drugs that stimulate the neurotransmitter in the brain.

EXOGENOUS DRUGS CONTINUED

III. HALLUCINOGENS

a. Hallucinogens are drugs that over stimulate all of the brain's systems and can make the person feel, hear, smell, sense, and see things that are not real. They may have effects that exaggerate reality or alter perceptions (hearing, sight, etc.); they are "confusers."

b. Marijuana causes the area between each nerve cell to enlarge,

resulting in poor transmission of nerve impulses between cells. L.S.D., hashish, and peyote are some other examples of hallucinogens. Most of the hallucinogens are Schedule I drugs that are illegal because they are so dangerous and unpredictable in their effects on the body and the brain. Primarily, young people have presented themselves for treatment with panic attacks, anxiety attacks, paranoia. Sometimes these states have been found in adolescents, even after small amounts of usage of hallucinogens.

TRUST LESSON

COCAINE'S CHILDREN PURPOSE: To become aware of the effects of prenatal exposure to cocaine/crack. OBJECTIVE: Course 0800300: 8.07 Recognize the special harm of drugs on the growth and development of nonadults. TRUST Lesson: Learn that the use of cocaine/crack has been proven to be highly dangerous to a pregnant mother and her fetus. MATERIALS: Handout: PRENATAL DEVELOPMENT Information Sheets: Resources Vocabulary VOCABULARY: Cocaine/crack, prenatal, embryo, fetus, utero, bonding, toxicity, teratogen (te-ratogen), impairment PROCEDURE: Read key points: Children of substance abusing parents live in unstable, often dangerous environments, and are cared for inconsistently by the parents, who are impaired by chronic drug use. The possibility of biological impairment poses grave risks to healthy development. The effects of multiple problems on this development will have a increasing impact on the educational, medical, social welfare, and justice systems in our community and country. Distribute Handout, Prenatal Development. Review the handout together, discussing behavioral patterns in newborn cocaine/crack exposed infants.


Have small groups develop creative messages that address the "developmental implications of cocaine/crack exposure." Appoint recorder for each group. Report findings to large group. Advise students of resources; refer to Resource Information Sheet. CLOSURE: Process the implications of awareness of effects of prenatal exposure to cocaine. TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.


VOCABULARY - TEACHER INFORMATION SHEET cocaine/crack -narcotic drug, stimulant (speeds up central nervous system activity) prenatal -existing before birth embryo -an animal in earliest stages of its development in the uterus fetus -unborn young still in womb until birth uterus -womb bonding -a uniting force, link toxicity -poisonous teratogen -chemical that causes malformation of fetus impairment –damaged

HANDOUT

COCAINE'S CHILDREN PRENATAL DEVELOPMENT

By the end of the first month of pregnancy, the normal embryo:

! grows to 1/4 inch in length ! has a tiny heart that beats ! has buds that become arms and legs

During the second month of pregnancy, in the normal embryo:

! the face, eyes, ears, and limbs take shape ! bone formation begins ! internal organs begin to develop

During the third month of pregnancy, in the normal embryo:

! the fetus grows to about 1 inch in length ! nostrils, mouth, and eyelids are forming ! fingers and toes are almost complete ! all organs present are immature

During the first three months of pregnancy, the fetus needs plenty of blood and oxygen for healthy development. Cocaine/crack constricts the mother's blood vessels so less blood and nutrients reach the fetus, acting as a teratogen, causing birth defects. During the last six months, the normal fetus develops rapidly. Fourth Month: Fetus can suck its thumb, swallow, hiccup, and move. Fifth Month: All nerve cells are present. Sixth Month: Breathing movements begin. Seventh Month: Fetus goes through periods of physical activity, followed by periods of rest. Eighth Month: Weight gain speeds up; fetus can react to loud noises outside the womb. Ninth Month: Skin becomes smooth; immune system fully formed.

COCAINE'S CHILDREN CONTINUED

When a pregnant woman uses Cocaine/Crack during the last three months, less blood and oxygen reach the fetus' brain. This means the child may have lower intelligence and immature emotional development. Effects of prenatal exposure to Cocaine/Crack:

! Babies born with low birth weight are more likely to have growth and brain function problems.

! Babies are more likely to die within the first year of life. ! Babies spend a great deal of time either crying and irritable or in

deep sleep. ! It is difficult for babies to respond to being held and cuddled; picking

them up often unleashes crying and nervous trembling. ! It is difficult for babies to bond with mother or care-giver.

INFORMATION SHEET RESOURCE DICTIONARY: LOCAL RESOURCES: March of Dimes Treatment Facilities Local Hospitals Police Department Department of Health and Rehabilitative Services (HRS) HOTLINES:1-800-622-HELP (24-hour toll-free information and referral services.) 1-800-COCAINE (24-hour toll-free information and referral services.) NATIONAL RESOURCES: National Association for Prenatal Addiction Research and Education 11 E. Hubbard Street, Suite 200 Chicago, Illinois 60611 Snowbabies, Inc. P.O. Box 162856 Altamonte Springs, Florida 32716

TRUST LESSON

HARD FACTS ABOUT DRUGS MARIJUANA, COCAINE AND CRACK

PURPOSE: To realize the damaging effects drugs are having on American youth. OBJECTIVES: Course 0800300: 8.07 Recognize the special harm of drugs on the growth and development of non-adults. TRUST Lesson: Increase awareness of the dangers of drug usage in adolescents. MATERIALS: VCR and Monitor Video: "HARD FACTS ABOUT DRUGS" (22 minutes) Available through: Guidance Associates, P.O. Box 1000, Mount Kisco, NY 10549-0010 PROCEDURE: Tell the class that the video uses the experiences of some members of a high school class to tell the facts about four drugs: alcohol, marijuana, cocaine, and crack. It shows the damaging effects on their lives during a critical time of development. The scenarios will include peer pressure, DUI, crime and death. Show video (22 min.) "Hard Facts About Drugs." Ask some of the following questions for follow-up and discussion:

1. What did you find realistic about the film? 2. How was it real to you? 3. What about it seems unreal? 4. Have you ever been with a friend who got drunk? 5. What did you do?


6. Is alcohol a 'soft' drug according to this film? 7. What does it do in the lives of the characters? 8. Would you know where to get help for a friend with a drug problem? 9. How many people die from cocaine use in our local hospitals each

week? 10. Alcohol and drugs are the main cause of death for youth 15 to 25

years of age; what does this statement indicate to you? 11. What is it like for the families as they learn of the death of a 16 year

old son and his friend? 12. If you had been pressured to use pot, how could you have resisted

using it? 13. Some people call pot a 'soft drug'. What are the risks and damages

of using it? 14. What do we mean when we say the marijuana is a 'Gateway Drug'? 15. What is the possibility of predicting ahead of time who might be in

danger of dying because of a reaction to cocaine? 16. What are some of the difficulties in recovering from the disease of

addiction? 17. Just how addictive is crack? 18. How does cocaine effect the brain?

Summarize by reading these DRUG FACTS to the class to emphasize the damaging effects.

! The marijuana produced today is from five to twenty times stronger than that available as recently as ten years ago. Regular use by adolescents has been associated with an "a-motivational syndrome," characterized by apathy and loss of goals. Research has shown that severe psychological damage, including paranoia and psychosis, can occur when marijuana contains two percent THC, its major psychoactive ingredient. Since the early 1980's, most marijuana has contained from four to six percent THC - two to three times the amount capable of causing serious damage.

! Crack, now becoming widely available, is a purified and highly

addictive form of cocaine. ! Phencyclidine (P.C.P), first developed as an animal tranquilizer, has

unpredictable and often violent effects. Often children do not even know that they are using this drug when P.C.P.-laced parsley, in cigarette form, is passed off as marijuana, or when P.C.P. in crystal form is sold as lysergic acid (LSD).


! Some of the new "designer" drugs, slight chemical variations of existing illegal drugs, have been known to cause permanent brain damage with a single dose.

CLOSURE: Have the students complete the following statements:

I learned that... Crack is... Crime... I feel...


TRUST LESSON

UNDERSTANDING DRUG ABUSE PURPOSE: To recognize the nature of drug abuse and addiction in relation to damaging one's health. OBJECTIVES: Course 0800300: 8.06 Recognize the harmful physical, mental, and emotional effects of drugs, alcohol, and tobacco on the body and personality. TRUST Lesson: Recognize the specific effects that drugs have on physical and emotional well being. Increase knowledge of the disease of addiction. MATERIALS: Handout: DRUG TERMS I NEED TO KNOW Pens PROCEDURE: Staple Handouts in sequence before class. Tell the students that by using drug vocabulary and terms, we are going to explore the effects of drugs on the body and the disease of addiction. Ask the students to count off to five and assign the five groups to various areas of the room in which to work in groups. (Example: Students, who are #1, are to move to the front left area of the room, etc.) Distribute handout pages. Assign Group 1, vocabulary words 1-6; Group 2, words 7-13; Group 3, words 14-19; Group 4, words 20-26; Group 5, words 27-32.


Tell them they will have 5 minutes to formulate or find a definition for their terms. They may use their textbooks, dictionaries or common knowledge. Have the students complete their handout then choose one group at a time and allow them to give term explanations to the class. The TRUST specialist will qualify and add additional information, if needed, using the following drug terms: Drug - Any substance, other than most foods, that alters the structure or function of the body and/or mind. Street Drugs - Drugs that are produced against the law and sold on the streets, instead of in a pharmacy or drug store. Over-the Counter Drugs - Commercially produced drugs that may be purchased without a prescription in a pharmacy or store. Look-Alike Drugs or "Designer Drugs" - Illegally produced drugs that have almost the same chemical formula as another illegal drug. Drug Addiction - A chronic disease, caused by a chemical imbalance in the brain, resulting in a physical compulsion and loss of control over drugs. Synergistic Effect or Potentiation - The effect of two or more drugs taken together, resulting in increased effects that are much stronger than the sum of each drug when taken separately, e.g., 1+1=3. Addictive Effect - Two or more drugs that are taken together, resulting in the simple sum of the effects of each drug, e.g., 1+1=2. Inhibitory Effect - The effect of two or more drugs taken together that results in one drug's reducing the action of another drug, 1+1=1. Drug Use - The use of a drug that presents little potential hazard for the user or society and is used in a safe and healthy manner. Drug Abuse - The use of a drug in a way that the potential for harm to the user and society is imminent and is used in a dangerous or unhealthy manner.


Controlled/Illegal Drugs - Drugs that are forbidden to be made, sold, or used unless they are supervised by pharmacists, prescribed by doctors, and made safe for the user. Legal/Non-Controlled Drugs - Drugs that are allowed to be purchased without major controls or regulations because they are not a threat to one's health. Drug Intoxication - Poisoning one's body through the use of drugs. Detoxification - The body's process of withdrawing toxic substances from the tissues. Chronic Disease - An incurable disease that can only be arrested but not cured, such as diabetes and addiction. Progressive Disease - The physical and/or mental loss of control over time; The physical compulsion of the disease of addiction gets worse and is even fatal if not treated. Compulsive Disease - A disease process in which one operates in a instinctual manner and is unable to stop the behavior. Craving - A desire for the drug caused by a chemical imbalance in the brain. Craving is the signal from the brain to "seek balance", as when one is very thirsty, the body is craving water. Losing Control - They main symptom of addiction by which the body takes over when the addict uses drugs, and he/she is unable to stop him/herself from using. Side Effects - Effects that can occur aside from the desired results from taking a drug. Co-Dependency - Psychological problems found in individuals having a close relationship with a drug dependent (addicted) person. Psychological Set - Emotional state and/or expectations of the user (mood, attitude, personality, orientation, etc.). Physiological Set - Physical state of the user (body size, health, amount of food in the stomach, other drugs in the system, etc.).


Tolerance - Continued use of a drug producing a need to take a larger and larger dose to achieve the desired effect. Polydrug Use - When more than one kind of drug is taken at a time, e.g., alcohol and cocaine. Setting - Environment in which the drug is taken. Physical Dependence - The body needs a drug to feel good because its cells have become accustomed to the drug being present. Toxic Effect - The poisonous effect of a drug, resulting in physical harm. Psychoactive Drugs - Drugs that have mind or mood altering effects. Mood Altering Drugs - Special drugs that affect the brain in such a way that it changes how one feels. Syndrome - A group of signs and symptoms that occur together and characterize a particular abnormality. Anomaly - Something different, abnormal, or peculiar. CLOSURE: Have students complete the following statements:

I learned that... I know drug addiction is... A physical effect of drugs on the body is...


HANDOUT

UNDERSTANDING DRUG ABUSE DRUG TERMS I NEED TO KNOW

1. Drug

2. Street Drugs

3. Over-the-Counter Drugs

4. Look-Alike Drugs or "Designer Drugs"

5. Drug Addiction

6. Synergistic Effect or Potentiation

7. Addictive Effect

8. Inhibitory Effects

9. Drug Use

10. Drug Abuse

11. Controlled/Illegal Drugs

12. Legal/Non-controlled Drugs

13. Drug Intoxication

14. Detoxification

15. Chronic Disease

16. Progressive Disease

17. Compulsive Disease

18. Craving

19. Losing Control

20. Side Effects

21. Co-dependency

UNDERSTANDING DRUG ABUSE CONTINUED

22. Psychological Set

23. Physiological Set

24. Tolerance

25. Polydrug Use

26. Setting

27. Physical Dependence

28. Toxic Effect

29. Psychoactive Drugs

30. Mood Altering Drugs

31. Syndrome

32. Anomaly

TRUST LESSON

ALCOHOL AND OTHER DRUGS: THE LAW PURPOSE: To give students sufficient law information to allow them to make the decision for the non-use of alcohol and other drugs. OBJECTIVE: Course 0800300: 8.11 Identify legal penalties for illegal use, possession, sale, distribution, and manufacture of drugs. TRUST Lesson: Have students decide not to use drugs. Demonstrate an understanding of Florida laws regarding drug usage. MATERIALS: Handouts: SUMMARY OF FLORIDA LAWS, BLOOD ALCOHOL CONCENTRATIONS, and LIST OF CONTROLLED SUBSTANCES VOCABULARY: Illegal drugs, legal drugs, abuse of drugs vs. appropriate use of drugs, controlled substances, under the influence PROCEDURE: Staple handouts in sequence prior to class. Tell the students that they will be learning the legal ramifications of abusing drugs and involving themselves with illegal substances. Distribute Handouts. Explain DUI impairment and procedures that the arresting officer and courts use for conviction.


Have students read various paragraphs orally or silently and discuss the information. Use Handout: BLOOD AND ALCOHOL CONCENTRATIONS to explain blood level testing and the effects on the body. Turn to Handout 3. Ask students what is a "controlled" substance? Ask why they think the Federal Government classifies drugs into schedules? Direct them to read the Schedules silently and identify the "illegal drugs" that are listed. Why are doctors so careful in prescribing medications? Does the government protect the health of its people with these laws? CLOSURE: Have students complete the sentences:

I learned that... "Under the Influence" means... I feel the Florida Laws regarding alcohol are...


RUST LESSON INFORMATION SHEET

ABBREVIATED SCHEDULE OF CONTROLLED SUBSTANCES FEDERAL CLASSIFICATION

SCHEDULE SCHEDULE II SCHEDULE III NARCOTIC ANALGESICS NARCOTIC ANALGESICS NARCOTIC ANALGESICS Acetylmethadol (LAAM) Alphaprodine Acetaminophen & Heroin Anileridine codeine Codeine APC & codeine STIMULANTS Dihydrocodeine Nalorphine Ethylmorphine Paregoric Amphetamines variants Etorphine (M99) Fentanyl DEPRESSANTS HALLUCINOGENS Hydrocodone Hydromorphone Any compound Anologs of phencyclidine Levorphonol containing an Ibogaine Meperidine (Pethidine) unscheduled drug Lysergic acid-25 Methadone and one of the (LSD) Morphine following: Marijuana, Hashish Opium Mescaline Oxycodone Amobarbital Psilocybin, Psilocin Oxymorphone Secobarbital Tetrahydro-cannabinol Phenazocine Pentobarbital Cocaine - Crack Blutethimide DEPRESSANTS Glutethimide Mythyprylon Clortermine Ambarbital STIMULANTS Methaqualone Secobarbital Benzphetamine Pentobarbital Clortermine Mazindol STIMULANTS Phendimetrazine Amphetamine Cocaine Methamphetamine Methylphenidate Phenmetrazine

HALLUCINOGENS Phencyclidine * This table is based on federal regulations. State regulations may result in different classifications.


CONTINUED SCHEDULE IV SCHEDULE V DEPRESSANTS

Barbital Chloralbetaine Chloralhydrate Chlordiazepoxide Clonazepam Clorazepate Diazepam Ethcholorvynol Ethinamine Fenfluramine Flurazepam Meprobamate Mephobarbital Oxazepam Paraldehyde Pentazocine Phenobarbital Propoxyphene Prazepam STIMULANTS Diethylpropion Pemoline

Mixtures containing limited quantities of narcotic drugs, with non-narcotic active medicinal ingredients. Abuse potential less than Sche-dule IV. Generally for antitussive and antidiarrheal purposes. May be distributed without a prescription order.

* This table is based on federal regulations. State regulations may result in different classifications.

HANDOUT 1

ALCOHOL & OTHER DRUGS: THE LAW SUMMARY OF FLORIDA LAWS

First and foremost, the crime of DUI means driving under the influence, not drunk driving. To be impaired by alcohol is a lower standard than being drunk. An individual can walk properly, and speak well, yet, his/her ability to operate a motor vehicle may still be impaired; impairment being determined by giving the person a breath or blood test. The test for drugs is done by collecting a urine sample given in the presence of a police officer. The crime of DUI is based upon three factors being observed by the arresting officer: The suspect:

1. is driving or is behind the wheel of a car. 2. shows signs of impairment. 3. is demonstrating signs of drug usage.

ALCOHOL: Florida law provides that, if you drive while under the influence of alcohol or other drugs, to the extent that your normal faculties are impaired, you are subject to the following penalties: 1.First Conviction - $250 to $500 fine and/or jail for up to six months, plus loss of license for up to one year. 2.Second Conviction - $500 to $1,000 find and/or jail for up to nine months (mandatory ten days), plus loss of license for five years, if the second conviction is within five years of the first conviction. 3.Third Conviction - $1,000 to $2,000 fine and/or jail up to 12 months (mandatory 30 days), plus loss of license for ten years, if the third conviction is within five years of the first conviction. With every subsequent offense, the fines increase and the probability of jail increases. After four convictions, your license is suspended permanently. If you cause an accident while being DUI, you face up to one year in jail. If you seriously injure or kill a person, you will fact felony charges, which could carry up to 17 years in jail.

ALCOHOL AND OTHER DRUGS: THE LAW CONTINUED

If a police officer requests an individual to submit to a breath, blood, or urine test and that individual refuses to take the test, his/her license will be suspended for one year. OTHER DRUGS It is unlawful for any person of any age to distribute, possess, use, or be under the influence of certain drugs, which include, but are not limited to, marijuana, cocaine, hashish, LSD, methaqualone, and prescription drugs in other than the original container. Penalties for conviction of drug offenses are one year in jail and/or a fine of $1,000 for possession of under 20 grams of marijuana. Most other drug convictions are felony crimes punishable by five years in jail, or more. Depending upon individual circumstances, adults who allow any controlled substance to be used in their homes may become civilly and/or criminally liable. FLORIDA STATUTES

1. Giving, selling, serving and permitting the service of alcoholic beverages (beer, malt beverage coolers, wine, wine coolers, and liquor) to persons under 21 years of age is unlawful (F.S.S. 562.11). The maximum penalty range for violating these laws is from 60 days to one year in jail, and from $500 fine to $1,000 fine. A second conviction under these statutes can result in a felony conviction with a five-year sentence to state prison and a $5,000 fine.

2. Possessing alcoholic beverages (beer, malt beverage coolers, wine,

wine coolers, and liquor) by a person under 21 years of age is unlawful (F.S.S. 562.11). The maximum penalty for violating this is 60 days in jail or $500. All persons under 18 years of age are under the jurisdiction of the Juvenile Court.

ALCOHOL AND OTHER DRUGS: THE LAW HANDOUT 2

"UNDER THE INFLUENCE" BLOOD ALCOHOL CONCENTRATIONS

CONCENTRATION 0.05 percent (1 part alcohol to 2,000 parts blood) 3 drinks in 2 hours 0.0078 percent (1 part alcohol to 1,500 parts blood) 4 drinks in 2 hours 0.10 percent (1 part alcohol to 1,000 parts blood) 5 drinks in 2 hours 0.20 percent (1 part alcohol to 500 parts blood) 10 drinks in 2 hours 0.30 percent (1 part alcohol to 300 parts blood) 15 drinks in 2 hours 0.40 percent (1 part alcohol to 250 parts blood) 20 drinks in 2 hours 0.50 percent (1 part alcohol to 200 parts blood) 24 drinks in 2 hours

EFFECT Loosening of cortical processes; judgment, thought, restraint, impulses. Release of tension, carefree sensation. Tensions and inhibitions of everyday living lessened. Voluntary motor activity affected; hand and arm movements, walk and speech not as fluid; clumsy. Usually severe impairment; staggering gait; loud, incoherent, emotionally unstable; very drunk. TRAFFIC RISK: 100 times greater. Deeper areas of the brain affected; parts affecting stimulus response and understanding, confused, even stuporous. Asleep, difficult to arouse, incapable of voluntary action; surgical anesthesia. Coma; anesthesia of brain centers controlling breathing and heartbeat. Death.

PLEASE NOTE: This data has been adapted from information furnished by the National Clearinghouse for Alcohol Information. Blood alcohol contents and effects are approximations for statistical populations; many individual variables affect a reading of this chart.


List (Schedule) of Controlled Substances Federal Classification

The federal government has divided possible harmful drugs into five classes or schedules. Any legal use of these drugs must be done through a doctor's prescription and the doctor must report his/her prescription to the federal government. That is why they are called "controlled" substances. SCHEDULE I: The drugs listed here are highly addictive; their effects are impossible to predict, even under a doctor's care. That is, not even a doctor can make these safe to take. They do not have real medical use. They are too dangerous. Examples: L.S.D., marijuana, P.C.P. derivatives, heroin, cocaine and crack. SCHEDULE II: The drugs listed here are those that are highly addictive, but a doctor can administer these drugs in a safe way, if needed, to avoid a greater evil, such as serious pain, death, etc. Doctors must administer these with great care and by prescribing them as little as possible. They have some medical use. Example: codeine, phenobarbital, morphine. SCHEDULE III, IV and V: These drugs are progressively less addictive and safer for doctors to prescribe for medical purposes. Examples: Valium and Librium. CONCLUSION: A person who uses illegal drugs without a prescription and outside of a doctor's care is risking suffering harmful, unpredictable effects. These drugs are under government control because they are dangerous to health. It is also a greater crime to be found using, carrying, or selling drugs from Schedule I than drugs from Schedule II, III, or IV.

PARENT SUPPLEMENTAL SESSION THEME: Communication

COMMUNICATING WITH PARENTS PURPOSE: To think critically about how students and parents communicate with each other. OBJECTIVES: To focus on improving communication. To encourage initiation in improving communication. MATERIALS: VCR and monitor Companion Guide in video case for discussion questions Activity Blackboard/Chalk TIME: 45 minutes PROCEDURE: Ask, "How many think you have good communication with your family members? What makes it good?" List on board. Ask, "How many are unhappy with your communication with your family members? What gets in the way?" Tell them that the activity is about examining and improving their communication with each other. Have students and parents independently complete the following statements:

1 I believe that my (parents') standards... 2. Discipline at home is... 3. I am personally sensitive to...

PARENT SUPPLEMENTAL SESSION THEME: Communication

CONTINUED 4. Family rules are... 5. The best example of responsibility is... 6. Sibling rivalry means...

Form dyads of parent and student or student and student and share your answers and feelings about expressing emotions to family members. As a group LIST on the board items you would like to talk to parents or to child about, but haven't. Discuss what blocks this communication. Allow some of these topics to be discussed in group. CLOSURE: Have students/parents complete the following statements:

I can improve communication with my parent/child by... I would like to know about by parent/child. I learned...

THE FAMILY SYSTEM I PURPOSE: To recognize that chemical dependency deteriorates the family system. OBJECTIVE: Course 0800300: 3.01 Identify attitudes and behaviors for establishing and maintaining interpersonal relationships. 8.09 Identify social and family problems related to the use and abuse of drugs, alcohol, and tobacco. TRUST Lesson: Develop an awareness on the expectations of individuals as role models and partners in relationships. MATERIALS: Handouts: COMPOSITE, THE FAMILY DISEASE Information Sheets: Alcoholism/Chemical Abuse Vocabulary Community Resources VOCABULARY: emotions, denial, al-anon, family system, survival PROCEDURE: Write and review vocabulary and definitions on the blackboard. Please note: The goal of the family system is to nurture, support and direct its members. The family is the system in which physical, emotional and cultural needs are/are not met and gratified. Read: Each family member has a role he or she plays as part of the family system. Family members shift roles to compensate for the chemically dependent member. Deterioration of the family system can and does take place with the presence of any addiction. Process for questions.

Distribute handout, Composite. Discuss handout. Key point: The role of each family member is to hold the family together. Roles shift because of fear of loss of survival of the family. Fear is an emotion that comes from the survival instinct. Process for any questions. Distribute handout, The Family Disease. Discuss handout; refer to information sheet. Ask questions: Can you see what this disease can do to a person? Stress these key points:

(1) One in every four children lives in a chemically dependent family. (2) It is not his/her fault. It is an disease. (3) The chemically dependent parent does love his/her child. (4) Families can and do recover from the disease of chemical dependency. (List

community resources.) (5) If you suspect that one of your family members has this disease, you

deserve help for yourself, whether or not anyone else in your family seeks help. When one family member in a system receives help, it affects the whole family in a positive way.

Please Note: Dade County's Trust Specialist (name of specialist) is always available to talk with you and answer any questions confidentially. Process for any questions. Brainstorm ways an individual can make a positive change for himself/herself. CLOSURE: Read: The family system is the key unit in society because it is where the interaction takes place between each person and society as a whole. Its role is critical; without an effective family system, neither society nor the individual reaches desired goals. Have students complete the following statements:

My understanding about the family system is...

The chemically dependent person is... I can do these behaviors to help myself...


ALCOHOLISM/CHEMICAL ABUSE

Information Sheet Alcoholism/Chemical Abuse is like a tragic play, one in which the ending is somewhat predictable. The play, long running in this society , always seems to end the same. A play where only the characters change. Al-Anon is a program for the non-alcoholic concerned with others in the abuser's life. It asks the question... You can see what alcoholism is doing to your loved one, but can you see what it is doing to you? Often those closest to the substance abuser become even sicker than the abuser. Those who share in the sickness/abuse need to share in the recovery.

COMPOSITE: The following is a composite of a six-member family system; the father is in the final phase (IV) of chemical dependency: Role (Member) CHEMICALLY DEPENDENT (Father/Husband) CODEPENDENT/ENABLER (Mother/Wife) HERO (First Child) SCAPEGOAT (Second Child) LOST CHILD (Third Child) CLOWN/MASCOT (Fourth Child)

Description/Characteristics PAIN AND GUILT ARE OVERRIDING EMOTIONS. Angry, self-centered, demanding, perfectionist, low self-esteem, charming. Makes excuses; blames. Focal point of family. FEAR, ANGER AND GUILT ARE OVERRIDING EMOTIONS. Overly responsible, controlling, frustrated, psychosomatic illness from tension and emotional distress; protects. Keeps family together. INADEQUACY, CONFUSION AND ANGER ARE OVERRIDING EMOTIONS. Seen by parents as bond to "fix" problems, thereby becoming the "hero" and saving the family. Overachiever, very responsible, wants to be a caretaker of family. Many first born become chemically dependent. LONELINESS, HURT AND GUILT ARE OVERRIDING EMOTIONS. Receives "negative" attention from parents and acts out with negative behavior, cops out by making a decision not to compete with the "hero", underachiever. Hostile, defiant, angry. Takes focus off the dependent. Chemical use at early age is common. LONELINESS IS OVERRIDING EMOTION. Feels unimportant. Quiet, fantasizes, isolates, "invisible" child, no friends, trouble making decisions. Many "lost" become mentally ill. FEAR, INSECURITY AND CONFUSION ARE OVERRIDING EMOTIONS. Attention-seeker, cute behavior, superficial emotions. Fragile, immature. Short attention-span. "Clowns" to add lightness/fun/humor in family system. Has many problems in family system. Has many problems in interpersonal relation-ships.

INFORMATION SHEET

VOCABULARY: TEACHER INFORMATION SHEET Emotions - strong feelings Denial - refusal to believe or accept al-anon - support group for family members of alcoholics/chemical dependents family system - social unit consisting of household members survival - to continue to live or exist

INFORMATION SHEET: COMMUNITY RESOURCE

Dade County Hot Lines and Support Groups

Switchboard: Crisis Line 348-HELP (x4375) AA 575-5069 NA 662-0280 south

949-8809 north Up Front Drug Information 757-2566 AL-ANON Family Groups 687-4049 ALATEEN 887-6762 NAR-ANON Family Groups 374-1214

THE FAMILY SYSTEM II PURPOSE: To identify how the roles in the family system contribute to chemical dependency OBJECTIVES: Course 0800300: 1.01 Identify basic drives and fundamental emotions as they relate to acceptable behavior in our society 1.02 Identify mental, physical, social and environmental factors affecting positive self-concept 1.03 Identify the student's own strengths and weaknesses TRUST Lesson: Develop an awareness of the expectations of individuals as role models and partners in relationships Build skills in communications and assertiveness MATERIALS: Handouts: FAMILY CHARACTERISTICS, FAMILY ROLES, ROLE PLAY SCALE Role play Scenarios I, II, III Blackboard and Chalk VOCABULARY: dysfunctional, rescuer PLEASE NOTE: Use these definitions: dysfunctional (family) - maladaptive (family) rescuer -doing something for someone that one can do for self which keeps one from facing consequences of actions

PROCEDURE: Write vocabulary and definitions on blackboard; discuss. Distribute Handout 1, Family Characteristics. Have students complete Part I. Explain: add the numbers from the column. The total, Part II, is then placed on the scale, somewhere between 0 and 100. Inform the students that there is a relationship between dysfunctional families and the possibility of chemical dependency (drug abuse). Key Points: Most families range between 40 and 80. A main factor in recovery from chemical dependency is open communication, understanding, and family support. Process for any comments or questions. Read: Family roles exist in all families. However, in more functional families they are less intense, less rigid, and the purpose is to naturally complete the family system. The roles do change and members may exhibit several roles at the same time. Distribute Handout 2, Family Roles. Review each role and process for comments. Discuss the following questions: What roles do you play in your family system? or in social situations? What purpose do you think this role serves for you? What are some of the pros and cons for yourself in playing a role? PLEASE NOTE: It is important that students are told it can be helpful to discuss this with someone with whom they feel comfortable and can trust, perhaps a family member or a counselor. Select members of the class for the role playing activity. Send students to a corner to discuss what role they will play in each scenario. Have them take Handout 2 with them for reference. Delay discussion until all three scenarios have been played. (Order of scenarios can be random.) While students are studying their roles, distribute Handout 3, Role Play Scale. Instruct students to determine which student is playing which role in the family, then rate the level of family functioning from Handout 1. At completion of role-play, discuss reactions to role plays using Handout 3.

Process for differences in atmosphere at family settings. Ask: How did the atmosphere impact upon feelings and behavior? CLOSURE: Have students complete the following statements: My role in the family communicates...

I would like ____________ to change his/her role because... I learned that...


Handout 1

Family Characteristics I. _____Open communication between parents

_____Honesty with family members _____Love and closeness with family members _____Family members feel accepted and worthwhile _____Expression of feelings with family members _____Problems accepted and productive solutions sought _____Family members have equal voice _____Feelings of security _____Emotional support for family members _____ Total Please place numerical value from 0 (never occurs) to 10 (almost always occurs) on the appropriate line. Add the numbers to describe your family. II. dysfunctional average functional ___________________________________________________ 0 50 100

Handout 2

Family Roles Chemically Dependent The focus of the family. Characteristics: angry, self-centered, demanding, low self-esteem, makes excuses, places blame Co-dependent-enabler Keeps family together. Characteristics: over-responsible, rescuer, resentful, well-meaning Family Hero Gives something of value to family. Characteristics: overachiever, functions well in most situations, attempts to "solve" problems Scapegoat Takes focus off dependent. Characteristics: "negative" attention from parents, hostile, defiant, underachiever Lost Child Takes stress away from family by isolation and being "invisible." Characteristics: undemanding, quiet, fantasizes, well-groomed, isolates, loves animals Family Mascot Reduces anxiety and tension in family. Characteristics: attention-seeker, fragile, immature, superficial

Handout 3

Role Play Scale Rate each Role Play Family using the scale from Handout 1, 0 (dysfunctional) to 100 (functional)

Role Play I Role Play II Role Play III Chemically Dependent ____________ ____________ ___________ Co-Dependent Enabler ____________ ____________ ___________ Family Hero ____________ ____________ ___________ Scapegoat ____________ ____________ ___________ Lost Child ____________ ____________ ___________ Family Mascot ____________ ____________ ___________ ____________ ____________ ___________ Role Play I Role Play II Role Play III

Role Play I - Functional

Traditional Christmas Dinner

Mother-Father-Children Father is cutting the turkey. Mother is working with him. The children reflect the tradition of celebration. They are all committed to one another. The atmosphere is comfortable and there is contentment with each other and joy. With the most functional family, members don't carry rigid roles.

Role Play II - Average


Mother-Father-Children Father is cutting the turkey. He complains that the son is responsible for the knife not being sharp. Mother is angry at the daughter for not helping in the kitchen. The daughter can't wait for dinner to end, so she can call her friends. The atmosphere is a contradiction as there is mild impatience with family members, but they do enjoy the festivities in spite of their discontent. The roles in this family are somewhat fixed.

Role Play III - Dysfunctional


Mother-Father-Children

Father comes to the dinner table drunk. Mother is angry at him because he broke his promise not to drink today. The family may storm out, and father may actually hit one of the children while mother is crying that no one appreciates her, especially after all the work she has done for this dinner. The son is on drugs; the younger child is dirty and sloppy. Father begins to throw things and leaves to go to the bar! The atmosphere is tense and artificial. There are rapid changes between joy and excitement and displays of anger and resentment. The roles in the family are rigidly fixed.

TRUST LESSON

THE INTERVENTION PROCESS PURPOSE: To learn that someone having problems with alcohol and/or other drugs who does not want help can be helped. OBJECTIVES: Course 0800300: 8.09 Identify social and family problems related to use and abuse of Drugs, Alcohol, and Tobacco. 8.03 Recognize that drug use occurs on a continuum that may include experimentation, use, misuse, abuse, dependency, and addiction. TRUST Lesson: Understand the development of the disease of chemical dependency, the progression of chemical dependency in the adolescent, the concept of denial, and the process of intervention. MATERIALS: Lecture: Characteristics of Addiction Handouts: High Risk Profile of Adolescents for Alcohol/Drug Abuse The Path of Chemical Dependency in Adolescence Resources: Symptoms of Teenage Alcohol/Drug Abuse Progression of Chemical Dependency in the Adolescent Vocabulary VOCABULARY: role model, egocentric, intrapersonal, interpersonal PROCEDURE: Lecture: Before someone can determine an intervention is needed, one needs an understanding of the disease of chemical dependency/addiction. (An intervention is a process of getting an alcoholic/addict into treatment.) A basic definition of addiction is a disease in which a person's use of drugs and/or alcohol continues despite the consequences it causes in any area of one's life.

TRUST LESSON CONTINUED The disease of addiction has a set of symptoms, follows a predictable course (progression) and responds to treatment. Without treatment the disease of chemical dependency is fatal. Researchers do not know why some users become addicted and others don't. They do know that anyone who uses alcohol or drugs can become addicted. Distribute and discuss Handout, High Risk Profile of Adolescents for Alcohol/Drug Abuse. Read and Discuss: The development of the disease in adolescents has some unique characteristics not necessarily seen in the adult dependent. Chief among these is that the adolescent is often unrecognized as a drug abuser because:

1. one is a student and often is not employed, 2. the disease's symptoms are confused with normal adolescent developmental

tasks, 3. loss of personal property (doesn't have much) is minimal, 4. loss of relationships, self-esteem and valued pursuits are not recognized as

symptomatic of chemical dependence, 5. often major consequences are not experienced until reaching adulthood and

finds one is uneducated, underdeveloped emotionally and psychologically, and has no saleable skills to offer employers.

Distribute and discuss Handout, The Path of Chemical Dependency in Adolescence. Process for these key points in the development of addiction. 1. Loss of Control - The abuser is not able to predict what will happen when

substances are used. 2. Compulsive use - The abuser is compelled to continue substance use by

becoming fixated on it, which includes planned use. 3. Continued use - The abuser continues substance use despite negative or

adverse consequences. Ask: What areas of life are affected by addiction?

TRUST LESSON CONTINUED Process each of the following major life areas affected by chemical dependency: 1. Social - Relationships of all types, most specifically within the family, are

affected in negative, often painful, ways. 2. Vocational (Job/Work) - There are reports in the work place of poor

performance or loss of job. 3. Academic - The individual often experiences poor grades, failures, and

skipping classes. 4. Physical - Illness, trauma, accidents, and events physically affect the

individual as a result of using. 5. Legal system - The individual may become involved in the legal system

(arrests, DUI, assaults, homicides, B & E's [breaking and entering], rape and incest.)

6. Emotional - The individual may experience depression, anger, and compromising values.

7. Sexual - Reports of sexual dysfunction are found by 95% of patients in addiction treatment centers.

CLOSURE: Process for questions, comments, and reactions. Read: The best place to begin helping the chemical dependent is with yourself. You can do this by following actions: *Learning the facts about chemical dependency. *Attending self-help group meetings Al-Anon, Nar-Anon, etc. *Remembering that you are emotionally involved and by changing your perspective

on the problem, recovery can occur more quickly. TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

HANDOUT HIGH RISK PROFILE OF ADOLESCENTS

FOR ALCOHOL/DRUG ABUSE

1. Some adolescents have poor identification with role models that are healthy and contributing members of society. They cannot easily identify the people or ideals that they respect or want to be like, or they tend to identify with people or characters that have low morals. These individuals also tend to be egocentric and selfish. They do not consider the consequences or the effects or their behavior upon others.

2. Some adolescents have limited involvement with and an undeveloped sense of

responsibility for family, school or society. At times the opposite may also be true in that they may be overly involved with or responsible for their family, school or society.

3. Some adolescents have a strong faith in "miracle" solutions. They tell themselves

such things as "It will never happen to us" or "We're not that bad yet." Attitudes favoring drug and alcohol abuse are evident, yet the denial of problems (or potential problems) related to such use or abuse is high.

4. Some adolescents possess minimal personal awareness and inadequate

intrapersonal skills; they have low self-esteem and low self-respect. They typically have little awareness of their feelings, needs or desires. The handle stress poorly and have few coping skills for stress management (often drugs or alcohol are their main methods of coping with stress). They may be either over- or underachievers.

5. Some adolescents have poor interpersonal skills. Their lives lack intimacy and they

have problems communicating with others, showing affection and appropriately expressing anger. The exhibit negative social attitudes and may be overly rebellious or withdrawn while most of their relationships are in conflict. There is usually a heavy emphasis on the peer group or gang. If they are new to a school, they are at special risk.

6. Some adolescents have inadequate organizational and systematic skills. They

exhibit poor time management by being chronically late or absent and arriving at school or work without the proper materials. In general, they seem to have a hard time organizing their lives to work for them.

7. Some adolescents have inadequate decision making skills. They may let others

make decisions for them, or they may not consider the consequences of their decisions. Often they are not aware of the many options available to them in any decision making situation or how to go about identifying these options.

8. Some adolescents are living in a home where a loved one is abusing drugs or

alcohol (i.e. a parent or sibling).

RESOURCE

SYMPTOMS OF TEENAGE ALCOHOL/DRUG ABUSE

1. Changes in eating habits.

2. Decreasing ability to concentrate; sudden drop in grades.

3. Excessive feelings of boredom.

4. Changes in physical activity.

5. Hypersensitive to words and actions of others.

6. General irritability. 7. Misdirected anger; difficulty handling feelings. 8. Skipping school (especially Fridays and Mondays, before or after holidays). 9. Complaints of vague illnesses. 10. Continuous fatigue or chronic tiredness. 11. Increased use of medications. 12. Deterioration of personal appearance. 13. Sudden disregard for family rules. 14. Secretiveness; locking doors. 15. Outbursts of inappropriate laughter. 16. Unexplained bruises. 17. Excessive coughs and colds. 18. New friends rarely introduced.

19. Older friends. 20. Mysterious phone calls. 21. Too much money, no money, or missing money.

INFORMATION SHEET

TEACHER INFORMATION SHEET: VOCABULARY

role model - a person considered as a standard to be imitated egocentric - viewing everything in relation to oneself; self centered intrapersonal - existing within self interpersonal - involving relations between persons

TRUST LESSON

PEER ENABLING PURPOSE: To become aware that protection as "helping" is a major component of addiction. OBJECTIVE: Course 0800300: 8.09 Identify social and family problems related to use and abuse of Drugs, Alcohol, and Tobacco. TRUST Lesson: Develop an awareness of the expectations of individuals as role models and partners in relationships. MATERIALS: Role Play: "Cover-Up" VOCABULARY: Peer Enabling: Process of teenagers' mistaken convictions and behaviors support or encourage chemical substance use among their peers by protecting them from the consequences of their use. Empower: To give ability to. PROCEDURE: Write vocabulary and definitions on board. Discuss and clarify. Ask: What makes teenagers "protect" their peers? Discuss and process for key point: Being afraid of how problems resulting from peers' use of chemicals will affect family and friends, teenagers rescue their peers from the consequences of their behavior.

TRUST LESSON CONTINUED Set up role play, "Cover Up". Choose four students, two to play the characters, two to play their alter egos (what the characters are thinking). Allow them a few minutes to discuss and study their roles. Instruct the class that they will be observing two characters, plus their alter egos. Explain the alter ego is what the character is thinking; it is part of the character's personality. Please Note: Alter ego is to stand directly beside his/her character, explaining when appropriate what the character is thinking. Begin role play. Discuss class observations of how "helping" becomes peer enabling. Process for key points: John enables his brother's behavior to keep him out of trouble and to keep his good relationship. John makes his decision to "help" Sam, but John has become a peer enabler. He is contributing to Sam's drinking behavior. Read: There is an entire peer enabling system that contributes to the problems of alcohol and drug use among peers and actually allows these problems to develop, continue, and progress. Brainstorm for some common peer enabling behavior Examples: Supplying or buying drugs for peers. Keeping or hiding drugs for peers. Lying for peers. Brainstorm for some ways to empower peer behavior. Examples: Refusing to "cover up" for peer. Refusing to lend money to peer to buy drugs. Discuss "helping", "enabling", and "empowering" a peer. Ask: What are some healthy ways to help a peer?

TRUST LESSON CONTINUED Key Points: Each teenager is responsible for his/her own choices and behavior. Each teenager is also responsible for the consequences for his/her choices and behavior. CLOSURE: Process for questions, comments, and reactions. Read: The best place to begin empowering a peer who is chemically dependent is with yourself, to take care of yourself in healthy ways. Have the student complete the following statements: Enabling means... I can empower myself to... TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

HANDOUT

ROLE PLAY

"COVER UP"

John, a 14 year old freshman, is good at sports and wants to play on the football team. Sam, his 16 year old brother, a junior, is on the varsity football team. John looks up to his brother and thinks he is terrific! Sam steals alcohol from his parents' liquor cabinet on a regular basis on the weekends. He takes the liquor when he goes out with his friends. No one in the family knows. One night, John sees his brother taking the liquor. John is surprised and disappointed. Sam tells John, "Be a pal, John, and don't tell Mom and Dad. They'll never find out." John has a decision to make; it's a tough one. John decides not to tell, to protect his brother, even though he believes his brother is wrong.

"A WAY OUT" PURPOSE: To become aware of a limited style of thinking that results in predictable, self-destructive consequences. OBJECTIVES: Course 0800300 4.08 Identify warning and danger signals of potential suicide. TRUST Lesson: Assumes personal responsibility for the consequences of one's behavior. MATERIALS: Handout: MYTH OR FACT QUIZ, COMMON CHARACTERISTICS, SUICIDE SIGNALS Information Sheet: FACTS Blackboard and Chalk VOCABULARY: depression, self-esteem, ambivalence, coping PROCEDURE: Write vocabulary words and definitions or blackboard. Process for any questions. Distribute Handout 1, Myth of Fact Quiz. Allow five minutes for students to complete it. Then discuss each fact, having students change the myth to fact. Process for any questions. Key Point: Suicide is a last resort of distorted thinking, a mind in unbearable pain. It is an escape from this unbearable pain. Distribute Handout, 2, Common Characteristics of Suicide.

Have students discuss in small groups. Assign a recorder for each group. Each group is to decide what they believe are the warning signals a teenager sends when contemplating suicide. Allow 5-7 minutes. Distribute Handout 3, Warning Signs of Suicide, to small groups and ask them to revise if necessary. Process in large group for any reactions or differences in their assessment of handout. Read: No single characteristic is harmful by itself, but in combination they form a dangerous, even deadly alliance. The fact is that the pain can be relieved, the needs can be addressed, and the distorted thinking can become clearer. The most important point is to save the teenager's life. Ask: How do you help someone who exhibits the warning signals? KEY POINTS: Listen to your friend. Talk to your friend. Point out that you care very much for him/her. Emphasize suicide is not the answer. Take action! Do not hesitate to call for help, a trusted adult, a counselor, or 911 (the police). It's call right if your friend is angry with you; he/she will be thankful once the crisis has passed. You need to do this even if your friend swears you to secrecy! Emphasize that no matter what happens, suicide is the individual's decision to end his/her life. The individual does it. The thinking is distorted; he/she doesn't see any choices. It's sad, but true, this individual is responsible! Brainstorm for these key point factors which decrease teenage suicide attempts: a) Strong Family Relationships b) Strong Religious Beliefs c) Less change and moving around d) Less inclination toward achievement e) Less alcohol and drug use Process for any questions. CLOSURE: Have students complete the following statements: I learned that suicide........ If I suspect someone is thinking about suicide, I.......

Information Sheet

FACTS All answers to Handout 1, Myth or Fact, are false. The following are the facts: 1. Most teenagers who attempt or commit suicide have given some cues of their

intention. 2. Refer to #1. 3. The teenager wants to stop his/her pain and many times he/she calls for help before

or after the attempt. 4. Many teenagers who attempt or commit suicide are not diagnosed as mentally ill.

There is, however, a distortion in thinking at the time. 5. Suicide crosses all economic boundaries. 6. Talking in a direct, caring manner often relieves come of the anxiety and can stop

the suicide attempt. 7. Suicide is a reaction to a series of actions or changes that occur in the teenager's

life. 8. Males commit suicide three to four times as often as females, but females tend to

attempt suicide three to four times as often as males. Primarily, because males select more lethal means-shooting, hanging, jumping.

Handout 1

MYTH OR FACT Please indicate whether the statement is true or false by placing a T or F on each line. _____ 1. Teenagers who talk about suicide to not attempt or commit suicide. _____ 2. Suicide happens with no previous warning. _____ 3. The teenager who attempts suicide wants to die. _____ 4. Suicidal teenagers are mentally ill. _____ 5. Suicide is more common among poor people. _____ 6. Direct talk with teenager about thoughts of suicide will lead him/her to commit

the act. _____ 7. Suicide is a reaction to a single event, like a boy/girl break-up. _____ 8. More girls than boys commit suicide.

Handout 2

COMMON CHARACTERISTICS OF SUICIDE 1. Reduce severe emotional pain 2. Unmet psychological needs 3. Low self-esteem 4. Cannot see solution 5. Stop conscious awareness of life, escape 6. Feelings of helplessness and hopelessness 7. Cannot see options, alternatives 8. Ambivalence 9. Cues communicated of intent of suicide 10. Patterns of poor problem-solving methods

Handout 3

WARNING SIGNS OF SUICIDE 1. Changes in eating and sleeping habits 2. Lowered grades and poor school attendance 3. Inability to concentrate 4. Depression 5. Giving away prized possessions 6. Previous attempt at suicide 7. Threats of suicide 8. Self-destructive behavior of drugs, alcohol 9. Reading, writing about suicide 10. Isolation feelings 11. Writing, saying good-bye to family, friends 12. Feeling out of control

THE BROKEN RECORD PROCEDURE: To become aware of the social and health risks associated with the use of crack. OBJECTIVES: Course 0800300: 2.01 Identify the harmful physical, mental and emotional effects of drugs, alcohol, and tobacco on the body and personality. 8.06 Identify verbal and nonverbal techniques for facilitating interpersonal communication. TRUST Lesson: Develop an understanding of both the long-term and short-term physical, mental, and social effects of alcohol, tobacco, or other drug use. Build skills in communication and assertiveness. MATERIALS: Handouts: CRACK FACTS, CRACK DIAGRAM. Information sheets: COCAINE VOCABULARY VOCABULARY: Communicator, assertiveness, depression, cocaine, inhalant PROCEDURE: Write and review vocabulary words on the blackboard. Distribute handout, Crack Facts. Discuss crack and freebasing. Use information sheet for reference. Process for questions. Distribute handout, Crack Diagram.

Complete diagram/flow chart with the students. Process for key point: Because these substances are "used up" quickly, larger amounts become necessary to produce a high. Pose these questions as effects of crack use:

1. What happens because of the large, immediate dose to the brain? (High is intense and addiction develops rapidly.)

2. What happens because the high is very short? (Addict must repeat process

immediately to maintain effects.) 3. What is a "run"? (Addict uses several days with no sleep. It ends in

exhaustion, convulsion, or when the drug runs out.) 4. Why can't crack be used as a "social drug"? (Because of the extreme

depression that follows its use, there is a need to immediately repeat the high to lessen the depression.)

5. What are some side effects that crack produces? (Some effects are cardiac

arrest, respiratory failure, seizures, convulsions, and death.) Brainstorm for reasons to use and not use crack. List on two columns on blackboard. Choose students to role play a pusher and a teenager. Select a coach for each role. The pusher attempts to get the teenager to use crack; the teenager resists. Each uses information from appropriate list on blackboard. Repeat role play several times with different students. Read: Teenagers - use the assertiveness technique of a broken record to repeat "no" in different ways with becoming argumentative. You want to communicate refusal. Stick only to the FACTS! Process for reactions to both roles. CLOSURE: Have the students complete the following statements:

Assertiveness means... I learned that stating refusal is... Crack cocaine...


INFORMATION SHEET: COCAINE Cocaine is sold as a white crystalline powder which is inhaled or "snorted" through a straw or from a spoon. The drug can also be injected into the bloodstream causing intense instantaneous stimulation of the central nervous system. The lure is that cocaine produces a range of effects -- excitement, hyper alertness, talkativeness -- at least for a while. It is a two-to-three minute rush or euphoria which fades into a need for more. Consequently, the user begins to feel uncomfortable which moves to a deeper depression. Occasional use of cocaine can cause a stuffy or runny nose, while chronic use can ulcerate

the mucous membrane of the nose. Injecting cocaine with contaminated equipment can cause AIDS, hepatitis, and other diseases. Preparation of freebase which involves the use of volatile solvents can cause death or injury from fire or explosion.

HANDOUT

CRACK FACTS Definitions: Crack is a form of freebasing cocaine that has revolutionized cocaine sales and use because it has lowered the price and streamlined the process of freebasing. Because of its extreme potency and rapid effect (within 10 seconds), health risks are extreme and addiction develops rapidly. Crack gets its name from the sound the crystals make when heated. The "rocks" are light brown, beige, or off-white. Freebasing is a process of treating cocaine with an alkali like ammonia plus water and baking soda or sodium hydroxide. The substance can then be inhaled to produce a short, intense "high". The cocaine gets to the brain much more quickly than when it is used in other forms. Because a highly explosive substance is used in the process, serious accidents, some deadly, do occur. Side effects of smoking freebase include confusion, slurred speech, anxiety, and serious psychological problems.

TEACHER INFORMATION SHEET: VOCABULARY communicator - one who imparts information assertiveness - acts in a positive or confident manner depression - feelings of hopelessness, inadequacy cocaine - (see information sheet: cocaine) inhalant - substance breathed into the lungs

TRUST LESSON

Flashback LSD

PURPOSE: To become aware that LSD is re-emerging and can cause short- or long-term behavioral or mental problems. OBJECTIVE: Course 0800300: 8.09 Identify social and family problems related to use and abuse of Drugs, Alcohol, and Tobacco. TRUST lesson: Develop an understanding of both the long-term and short-term physical, mental, and social effects of alcohol, tobacco, or other drug use. MATERIALS: Information Sheet: Vocabulary Handout: LSD Blotters \VOCABULARY: hallucinogen, psychedelic, LSD, flashback, dosage, "bad trip", Schedule I, psychiatric disorder, psychosis, panic attack, paranoia PROCEDURE: Write vocabulary and definitions on board. Discuss and clarify. Read: LSD, a hallucinogen, is a Schedule I drug that is illegal because it is so dangerous and unpredictable in its effect on the body and the brain. Primarily, adolescents have presented themselves for treatment with panic attacks, anxiety attacks, and paranoia. These states are mental disorders that are characterized by false beliefs that are contrary to reality. Sometimes these states have been found in adolescents, even after a small amount of usage of LSD.

Process for questions and reactions. Write on board:

DRUG NAME

LSD

STREET NAME [acid, cubes]

USE: SYMPTOMS [dilated pupils, hallucinations, mood swings]

USE: HAZARDS [breaks from reality, emotional breakdown, flashback]

Ask students for above information; discuss until correct answers are given. Question: What is the same and what is different about LSD from the 1960s to today? Answer: The illicit use of LSD is as great today as it was in the 1960s. The big difference is the typical dosage today is only one-fourth to one-half of that taken in the 1960s. Discuss why LSD is still a risk. Process for Key Points: Although typical doses are lower today, teenagers are consuming multiple doses. Acid can be contaminated with substances such as cyanide or strychnine (poisons). LSD is unpredictable. There is always a risk of misinterpreting sensations, using bad judgment, or having a panic attack during any trip. A mentally fragile teenager can develop a psychiatric disorder or psychosis. Teenagers don't realize the potential danger of LSD. Read: LSD is typically distributed on blotter paper. Very small amounts of LSD are transferred to the paper. The squares come in a wide array of designs. The paper is saturated with the chemical mixed with alcohol and allowed to dry. The paper (squares) are then chewed or swallowed. LSD is also found in small tablet form (ten or more are needed to approximate the size of an aspirin). Each microt is a full dose.

Distribute Handout, LSD Blotter. Process for questions and comments. Read: LSD was synthesized in 1938 by a Swiss chemist, Albert Hofmann. From its first test in 1943, when Hofmann ingested a tiny amount, its ability to produce vivid hallucinations was discovered. It became a means in the 1960s to "turn on, tune in, and drop out." Federal authorities state a re-emergence of LSD usage occurring, especially in California, Florida, and the Northeast. The Drug Enforcement Administration reports most LSD users are white, teenage males living in suburban areas. LSD varies in cost from $1.50 on the West Coast (California) to $12 per dose on the East Coast. Most of it was produced in northern California in the 1960s; the DEA says most LSD is produced by a small "elite" group in San Francisco. Process for questions and comments. CLOSURE: Ask: What does this mean to you? Key Points: LSD can take the user on a good trip or a trip to a darkened hell for 8-12 hours. Flashbacks can cause short- or long-term behavioral or mental problems. There is an increase in usage of LSD by the kids in the schools. Have students complete the following statements:

LSD is... The consequence of a "bad trip"... A natural trip to heaven might be...


INFORMATION SHEET TEACHER INFORMATION SHEET: VOCABULARY hallucinogen - over stimulates all of the brain's systems; exaggerates reality, alters perceptions psychedelic - causing extreme changes in conscious mind, as hallucinations L.S.D. - Lysergic acid diethylamide is a hallucinogen - Schedule I drug. It is illegal because it has potential for abuse, no currently accepted use in medical treatment and a lack of safety when used even under medical supervision flashback - a hallucination that can return years after the drug is taken dosage - exact amount of medicine to be taken at one time "bad trip" - experiencing undesirable effects of vivid hallucinations with tremors, panic, anxiety, etc. Some thought they could fly and jumped to their deaths Schedule I - Federal (government) classification of harmful drugs, highly addictive with unpredictable results psychiatric disorder - emotional/mental upset psychosis - a major mental upset, contact with reality impaired panic attack - irrational fear that is sudden, appears to be unprovoked, and is often disabling paranoia - mental disorder characterized by delusions (false beliefs)

HANDOUT

LSD Blotter Warning: If you see something like this, do not touch it. LSD permeates (passes through) the skin.

TRUST LESSON

ADDICTION AND THE BRAIN PURPOSE: To provide information about the disease concept of chemical dependency. OBJECTIVE: COURSE 0800300: Identify healthful alternatives to using drugs, alcohol and tobacco. TRUST Lesson: Learn general principles by which chemicals act in the body. Identify alternatives that are more effective than drugs for giving real satisfaction. MATERIALS: Handouts: Definitions The Dynamics of Addiction PROCEDURE: Distribute Handout, Definitions. Discuss the difference of chemicals occurring naturally in the brain and taking drugs to effect changes in the brain. Key Point: Cells in the brain convey information to the body through chemicals. Process for comments and questions. Distribute Handout, The Dynamics of Addiction. Clarify each point. State: Drugs produce alterations in behavior because they alter the functioning of the brain. Drugs seldom initiate any behavior or physiological responses; they merely modify ongoing processes.


Process for comments and questions. Write on board: ADDICTION is a two-fold disease: an allergy of the body an obsession of the mind State: Addiction is not related to volume, dose, duration or degree of intoxication Emphasize: ADDICTION'S THREE FACTORS

1. Compulsion. 2. Loss of control. 3. Continued use in spite of adverse consequences.

Ask for examples how personal compulsion(s) affect behavior. Key Points: COMPULSION: The primary symptom of addiction, due to altered brain chemistry. Clarify: No matter what the addict believe on a conscious level, his brain sends signals that result in compulsive behaviors. Addiction interferes with at least one major area of a person's life: physical, mental, or social. Brainstorm for alternatives that are more effective than drugs for giving real satisfaction. Clarify: An alternative is not just a synonym for 'substitute' since alternatives imply an orientation which is more effective than drugs for giving real satisfaction. Process for reactions. CLOSURE: Summarize: Addiction is a chronic progressive disease.

TRUST LESSON CONTINUED If a person stops using today and starts again later, the disease will have continued as if the person never stopped using. Drugs produce alterations in behavior because they alter the functioning of the brain. There are alternatives more effective than drugs for giving satisfaction. Have students complete the following statements:

Addiction is… An alternative more effective than drugs for real satisfaction is... I feel...


HANDOUT

DEFINITIONS ENDORPHINS: Brain's natural opiates. Dopamine: Excess can cause euphoria, hyperactivity, loss of appetite. Norepinephrine: Affects motivation, learning excitement. Small excess may lower inhibitions. Serotonin: Regulates sleep, hunger. DRUG: Any chemical substance used for its effects on bodily processes. opiate - chemical that quiets and calms euphoria - feeling of well-being and high spirits inhibition - mental process that restrains an action, emotion, or thought disease - an illness with a specific cause and characteristic symptoms

HANDOUT

THE DYNAMICS OF ADDICTION I. A chemical substance is introduced into the body that combines with natural brain

chemicals. II. An overproduction of chemical substances gets the brain center working overtime. III. Next, because of the overproduction of these substances, the brain stops replacing

its own chemicals. IV. This depletion in turn triggers an emergency craving to replenish the brain's natural

chemicals. V. The abuser of chemical substances MISIDENTIFIES the craving as a NEED for the

alcohol or other drug and focuses on nothing else. This is the addiction process.

TRUST LESSON

"THE POWER OF CHOICE" VIDEO GUIDE

PURPOSE: To recognize that students should take responsibility for their choices. OBJECTIVES: Have students think critically about their choices. Explore ways for students to use their power of choice to take control of their lives. Please note: (Numbers 5, 6, 7, specifically relate to Prevention). MATERIALS: VCR and monitor Video: "The Power of Choice" (Choose form Programs #1-12: #1, one hour, #2-12, 30 minutes) Companion Guide with each video cassette PROCEDURE: Refer to specific Companion Guide for video selected. Ask proposed discussion questions that precede showing of the video. Show video. Process proposed questions that follow viewing the program. Discuss personal reactions for sharing of feelings, thoughts, and experiences. Explore solutions and insights.

THE POWER OF CHOICE CONTINUED

CLOSURE: Emphasize that students can have the following tools for making good choices: Vision: Have a vision of yourself and what you want. Then, make your choices accordingly. Initiative: Act and make purposeful choices, rather than reacting. Perspective: See the total picture, so you cannot lose touch with what you really want. Reminder: You are responsible for your choices; you can take control of your life SUPPLEMENTARY OF OPTIONAL ACTIVITIES: See each program guideline for Writing Assignments/Group Activities. TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

THE POWER OF CHOICE

Program Descriptions In this 12-part PBS television series, comedian/teen counselor Michael Pritchard teaches young people that they have the power of choice, that they are responsible for the choices they make, and that they owe it to themselves to choose the best. The TV camera follow him on a tour of 27 cities as he thrills high school audiences with unusual comedy about growing up and leads small groups of students in exciting brainstorming sessions about serious issues that affect their lives. They talk, they laugh, they argue, they cry, and they learn a lot. The result is this scintillating video series exploring the challenges of making positive choices in a complicated world. THE POWER OF CHOICE (Vol. 1) (1 hour) DESCRIPTION: Shows young people to be V.I.P.'s - to use Vision, Initiative, and Perspective as tools for making good choices. Topics include peer pressure, self esteem, parent relations, teen pregnancy, drug and alcohol use. OBJECTIVES: To empower young people to take control of their lives by making their own choices and give them guidelines for making the kinds of choices that are right for them. THE POWER OF CHOICE, Vol. 2: Acting On Your Values (1/2 hour) DESCRIPTION: Helps teenagers clarify their values and understand how they can use those values to help them make the best choices in life. OBJECTIVES: To stimulate young people to think critically about their behaviors and beliefs. To explore the benefits of knowing what our own values are. To discover how our values can serves as tools for making good choices. To reveal how living by our values gives us power over our lives and elevates our self esteem.

PROGRAM DESCRIPTIONS Continued THE POWER OF CHOICE, Vol. 3: Self-Esteem (1/2 hour) DESCRIPTION: Helps teenagers explore the issue of self-esteem: what it is, what it does for us, how we can get it, how we can lose it, and how we affect the self-esteem of those around us. OBJECTIVES: To stimulate young people to think about their level of self-esteem. To make them aware of the relationship between their self-esteem and the quality of the choices they make. To uncover some of the factors that can build or diminish their self-esteem. To sensitize them to the affect their own actions have on the self-esteem of others. THE POWER OF CHOICE, Vol. 4: Coping With Pressures (1/2 hour) DESCRIPTION: Talks with teens about making choices in the face of pressure. They grapple with ways of keeping pressures in perspective and of learning to handle those pressures in ways that serve their best interest. OBJECTIVES: To stimulate young people to think critically about the kinds of pressures they live with. To encourage and empower them to choose for themselves how they will respond to those pressures. To explore the differences between legitimate and illegitimate pressures. THE POWER OF CHOICE, Vol. 5: Drugs and Alcohol - Part 1 (1/2 hour) DESCRIPTION: What to do when "just say no" and "just say yes" just won't do. High school students in several cities are challenged to take an honest look at how they make hard choices about drugs and alcohol in the real world. OBJECTIVES: Stimulate teens to think critically about their choices involving drugs and alcohol. Helps them see that they have the power to make those choices for themselves, regardless of social pressures. Makes them aware of how drugs and alcohol can take over their power of choice and reduce amount of control they have over their own life.

PROGRAM DESCRIPTIONS Continued THE POWER OF CHOICE, Vol. 6: Drugs and Alcohol - Part 2 (1/2 hour) DESCRIPTION: What to do when someone you care about is hooked. Reveals how chemical abuse erodes relationship among family and friends, and consider ways of responding which are both healthy and unhealthy, effective and ineffective. OBJECTIVES: To show how drug and alcohol abuse affect friends and family members of the user. To reveal some ways of responding or intervening that often do work. To clarify what power friends and family members do and do not have in the situation. To show them they can make a difference and inform them about where they can go for help. THE POWER OF CHOICE, Vol. 7: Drinking and Driving (1/2 hour) DESCRIPTION: Finds out what it takes to stay out of (or get out of) drinking/driving predicaments and still be cool. OBJECTIVES: Build young people's awareness of the issue of drunk driving. Show them that driving drunk, or going along with others who do, is always a matter of choice. Encourage them to anticipate when a drinking/driving situation may arise and plan alternatives. Help them to see themselves as having the power to prevent drunk driving. THE POWER OF CHOICE, Vol. 8: Sex (1/2 hour) DESCRIPTION: How to make choices tonight that you can live with tomorrow. Balancing of hormones, religious values, peer pressures, sexually transmitted diseases, and unwanted pregnancies, while making realistic choices about sex. OBJECTIVES: To stimulate young people to think critically about their expectations and behaviors regarding sexual involvement. To get them to look realistically at the potential consequences of choosing to be sexually active. To motivate them to make those choices for themselves, and to act responsible on the choices they make.

PROGRAM DESCRIPTIONS Continued THE POWER OF CHOICE, Vol. 9: Friendship and Dating (1/2 hour) DESCRIPTION: How to create and maintain quality relationship. Considering the nature of friendship and how their own actions affect those friend-ships, examine the dynamics and expectations of romantic relation-ships, and discuss how these relationships change as we grow up. OBJECTIVES: Stimulate young people to look critically at the nature of their relationships with others, and to choose from themselves what they want in a relationship. Empower them to take the initiative in shaping their relationship the way they want. THE POWER OF CHOICE, Vol. 10: Depression and Suicide (1/2 hour) DESCRIPTION: What to do when you or someone you care about is a risk. Discussions concerning "at risk" behavior and how to respond to it. They discuss ways of intervening and consider non-destructive means of coping with depression and stress. OBJECTIVES: Sensitize young people to some of the warning signs of suicide. Provide some guidelines for how to respond to a potential suicide victim. Suggests ways of getting help when they, or someone they care about, is at risk. THE POWER OF CHOICE, Vol. 11: Communicating With Parents (1/2 hour) DESCRIPTION: Exploring of teen-parent communications. Through dialogue and hypothetical situations, they examine ways in which family communication is blocked, and consider choices they can make to improve the situation. OBJECTIVES: Stimulate young people to think critically about how they and their parents communicate with each other. Help them see themselves as having the power to improve those communications by making the right choices. Focus their thoughts on what they can do differently to cause a change for the better.

PROGRAM DESCRIPTIONS Continued THE POWER OF CHOICE, Vol. 12: Raising Your Parents (1/2 hour) DESCRIPTION: How to make your relationship with your parents work better. Helps teens uncover some of the keys to power in their relationships with their parents. A guide to getting what you want in the teen/parent alliance. OBJECTIVES: Stimulate teenagers to think critically about their relationships with their parents. Help them see that they have the power to improve their relationships by making the right choices. Encourage them to take the initiative in improving their relationship with their parents by looking at what they can do differently to cause the change.

TRUST LESSON

AN INTRODUCTION TO TRUST IN THE SENIOR HIGH SCHOOL

PURPOSE: To recognize the TRUST Specialist and his/her function in the school. OBJECTIVES: TRUST Lesson: Identify the TRUST Specialist, his/her location, role and function in the high school. Assist students in focusing on the problem of adolescent drug abuse through prevention and intervention. Identify students needing the assistance of the TRUST Program. TIME: Approximately 15 to 25 minutes MATERIALS: Your Procedure for students referring themselves to TRUST - A STUDENT ASSISTANCE PROGRAM Handout: INSIGHT TO A PROGRAM Blackboard and Chalk PROCEDURE: Write name and title on board. Underneath name and title write: Drug, alcohol, and crisis counselor. Tell the class your name and title and the location in the school where you will be working.


Explain that a Trust Specialist works with all students in the school who are affected by drugs. This includes users and recovering students, as well as friends and relatives of drug abusers. The program will offer individual and group counseling; a community referral service; support groups, like COA (Children of Alcoholics/Addicts) and Alateen; Clubs, like S.A.D.D. (Students Against Driving Drunk), Peer Counseling; and Preventative Drug Lessons. The lessons will be taught in the 10th grade Life Management Skills classes. Also, there will be numerous school-wide Red Ribbon Activities. Say "My primary objective is for us to get acquainted with each other and for you to realize the TRUST program is a center for drug information and student assistance." Distribute the handout: INSIGHT INTO A PROBLEM. Tell the class that by answering these questions honestly, it will help them gain insight into their own behavior and possible drug problem. Give them 5 minutes to complete the handout. Remind students to read the bottom of their paper. Collect all papers. Explain to the class Your procedure for students wishing to contact you and become part of TRUST. Explain that as the school resource for drugs, you want them to become aware of correct information about substances. Ask if there are any questions. CLOSURE: Ask the students to complete these statements:

I learned that... I feel the TRUST Program... Drugs are... The TRUST Specialist can be found...


HANDOUT

AN INTRODUCTION TO TRUST

INSIGHT INTO A PROBLEM Answer the following questions honestly with a "yes" or "no" on the line. All information is confidential. _____ 1. Do you cut class to get high? _____ 2. When you wake up in the morning, do you think about getting high? _____ 3. Is your mind occupied with where you can get drugs or obtain money for

drugs? _____ 4. Is every day a partying event? _____ 5. Has your behavior become bizarre, irritable, and defensive? _____ 6. Do you often say or think that you could stop using drugs whenever you want

to stop? _____ 7. Do your parents often comment about your red or glassy eyes? _____ 8. Is a party with your friends more important than a date with your

boyfriend/girlfriend? _____ 9. Would you rather spend your money on your favorite drug than to buy the

new pair of shoes you've wanted? _____ 10. Has your ability to "think" at school decreased and your grades dropped? If you have answered "yes" to any two of the above questions, you need help from TRUST, A Student Assistance Program. Complete this area if you would like the TRUST Specialist to contact you and/or include you in the TRUST Program. NAME _______________________________ GRADE__________________ DATE_____________________________ HOMEROOM__________________ Return to TRUST Specialist

TRUST LESSON

ALCOHOL AND ITS EFFECTS ON THE BODY PURPOSE: To give students clarity between facts and myths of alcohol and its effects. OBJECTIVE: Course 0800300: 8.06 Identify the harmful physical, mental and emotional effects of alcohol on the body and personality. TRUST Lesson: Learn factual information regarding alcohol and its effects on the body. MATERIALS: Handouts: ALCOHOL: MYTHS and FACTS

HOW ALCOHOL AFFECTS VISION ALCOHOL AND ITS EFFECTS ON THE BODY

PROCEDURE: Explain to students that the following information will assist them in correcting any myths they might have had about alcohol. Distribute Handout, ALCOHOL MYTHS and FACTS. Discuss each myth and fact. Distribute Handout, HOW ALCOHOL AFFECTS VISION. Read and discuss the 8 points. Give examples. Role Play: 1) Teenager who has had no alcohol driving home from a party. 2) Teenager who has had alcohol driving home from a party.


Discuss realistic differences. Who would you want to drive you home? Process for any reactions or questions. Distribute Handout, Alcohol and Its Effects on the Body. Discuss each fact and ask students to qualify each statement. CLOSURE: Ask students to complete these statements:

I learned that... A myth I once believed was... My feelings about alcohol have...


HANDOUT

ALCOHOL AND ITS EFFECTS ON THE BODY

Facts you need to know about alcohol:

* It is an illegal drug for you because it is harmful to your development as an adolescent.

* Alcohol can kill. Chug-A-Lugs are a life-threatening activity. University

students have died because of them. * Alcohol is an anesthetic. One can anesthetize the body out of existence.

One can decrease the body activity into coma and into death with alcohol. * Alcohol can only be metabolized at the average rate of 3/4 to 1 ounce per

hour. The alcohol builds up in the body while waiting to be metabolized. * Alcohol lowers hormone levels, weakens the immune system, destroys the

brain cells and chemicals. * Alcohol + Marijuana is dangerous because pot stops the vomiting center in

the brain from letting a person know that he has had too much alcohol. * Alcohol + tranquilizers or barbiturates are very dangerous and can kill by

putting the brain to sleep

HANDOUT HOW ALCOHOL AFFECTS VISION

1. Alcohol reduces control over light entering the eye.

2. Alcohol distorts eye focus.

3. Alcohol reduces visual acuity.

4. Alcohol can cause double vision.

5. Alcohol affects the ability to judge distance.

6. Alcohol reduces the driver's peripheral vision.

7. Alcohol reduces ability to distinguish colors.

8. Alcohol reduces night vision.

HANDOUT

ALCOHOL: MYTHS and FACTS The Myths It is a stimulant. It has nutrients. It increases mental and physical ability. In given amounts alcohol affects individuals in the same way. There are ways to sober up quickly.

The Facts It is a depressant. It has calories. It decreases mental and physical ability. In given amounts alcohol affects individuals differently. Time is the only way to sober up.

TRUST LESSON

ALCOHOL AND OTHER DRUGS: THE LAW PURPOSE: To give students sufficient law information to allow them to make the decision for the non-use of alcohol and other drugs. OBJECTIVE: Course 0800300: 8.11 Identify legal penalties for illegal use, possession, sale, distribution, and manufacture of drugs. TRUST Lesson: Have students decide not to use drugs. Demonstrate an understanding of Florida laws regarding drug usage. MATERIALS: Handouts: SUMMARY OF FLORIDA LAWS, BLOOD ALCOHOL CONCENTRATIONS, and LIST OF CONTROLLED SUBSTANCES VOCABULARY: Illegal drugs, legal drugs, abuse of drugs vs. appropriate use of drugs, controlled substances, under the influence PROCEDURE: Staple handouts in sequence prior to class. Tell the students that they will be learning the legal ramifications of abusing drugs and involving themselves with illegal substances. Distribute Handouts. Explain DUI impairment and procedures that the arresting officer and courts use for conviction.

TRUST LESSON CONTINUED Have students read various paragraphs orally or silently and discuss the information. Use Handout: BLOOD AND ALCOHOL CONCENTRATIONS to explain blood level testing and the effects on the body. Turn to Handout 3. Ask students what is a "controlled" substance? Ask why they think the Federal Government classifies drugs into schedules? Direct them to read the Schedules silently and identify the "illegal drugs" that are listed. Why are doctors so careful in prescribing medications? Does the government protect the health of its people with these laws? CLOSURE:

Have students complete the sentences:

I learned that... "Under the Influence" means... I feel the Florida Laws regarding alcohol are...



ABBREVIATED SCHEDULE OF CONTROLLED SUBSTANCES FEDERAL CLASSIFICATION

SCHEDULE I SCHEDULE II SCHEDULE III NARCOTIC ANALGESICS NARCOTIC ANALGESICS NARCOTIC ANALGESICS Acetylmethadol (LAAM) Alphaprodine Acetaminophen & Heroin Anileridine codeine Codeine APC & codeine STIMULANTS Dihydrocodeine Nalorphine Ethylmorphine Paregoric Amphetamines variants Etorphine (M99) Fentanyl DEPRESSANTS HALLUCINOGENS Hydrocodone Hydromorphone Any compound Anologs of phencyclidine Levorphonol containing an Ibogaine Meperidine (Pethidine) unscheduled drug Lysergic acid-25 Methadone and one of the (LSD) Morphine following: Marijuana, Hashish Opium Mescaline Oxycodone Amobarbital Psilocybin, Psilocin Oxymorphone Secobarbital Tetrahydro-cannabinol Phenazocine Pentobarbital Cocaine - Crack Blutethimide

DEPRESSANTS Glutethimide Mythyprylon Clortermine Ambarbital STIMULANTS Methaqualone Secobarbital Benzphetamine Pentobarbital Clortermine Mazindol Phendimetrazine

STIMULANTS Amphetamine Cocaine Methamphetamine

Methylphenidate Phenmetrazine HALLUCINOGENS Phencyclidine


TRUST LESSON INFORMATION SHEET CONTINUED

SCHEDULE IV SCHEDULE V DEPRESSANTS Barbital Chloralbetaine Chloralhydrate Chlordiazepoxide Clonazepam Clorazepate Diazepam Ethcholorvynol Ethinamine Fenfluramine Flurazepam Meprobamate Mephobarbital Oxazepam Paraldehyde Pentazocine Phenobarbital Propoxyphene Prazepam STIMULANTS Diethylpropion Pemoline

Mixtures containing limited quantities of narcotic drugs, with non-narcotic active medicinal ingredients. Abuse potential less than Schedule IV. Generally for antitussive and antidiarrheal pur-poses. May be distributed without a prescription order.


HANDOUT 1

ALCOHOL & OTHER DRUGS: THE LAW

SUMMARY OF FLORIDA LAWS First and foremost, the crime of DUI means driving under the influence, not drunk driving. To be impaired by alcohol is a lower standard than being drunk. An individual can walk properly, and speak well, yet, his/her ability to operate a motor vehicle may still be impaired; impairment being determined by giving the person a breath or blood test. The test for drugs is done by collecting a urine sample given in the presence of a police officer. The crime of DUI is based upon three factors being observed by the arresting officer: The suspect:

1. is driving or is behind the wheel of a car. 2. shows signs of impairment. 3. is demonstrating signs of drug usage.

ALCOHOL: Florida law provides that, if you drive while under the influence of alcohol or other drugs, to the extent that your normal faculties are impaired, you are subject to the following penalties:

1. First Conviction - $250 to $500 fine and/or jail for up to six months, plus loss of license for up to one year.

2. Second Conviction - $500 to $1,000 find and/or jail for up to nine months

(mandatory ten days), plus loss of license for five years, if the second conviction is within five years of the first conviction.

3. Third Conviction - $1,000 to $2,000 fine and/or jail up to 12 months

(mandatory 30 days), plus loss of license for ten years, if the third conviction is within five years of the first conviction.

With every subsequent offense, the fines increase and the probability of jail increases. After four convictions, your license is suspended permanently. If you cause an accident while being DUI, you face up to one year in jail. If you seriously injure or kill a person, you will fact felony charges, which could carry up to 17 years in jail.

ALCOHOL AND OTHER DRUGS: THE LAW CONTINUED If a police officer requests an individual to submit to a breath, blood, or urine test and that individual refuses to take the test, his/her license will be suspended for one year. OTHER DRUGS It is unlawful for any person of any age to distribute, possess, use, or be under the influence of certain drugs, which include, but are not limited to, marijuana, cocaine, hashish, LSD, methaqualone, and prescription drugs in other than the original container. Penalties for conviction of drug offenses are one year in jail and/or a fine of $1,000 for possession of under 20 grams of marijuana. Most other drug convictions are felony crimes punishable by five years in jail, or more. Depending upon individual circumstances, adults who allow any controlled substance to be used in their homes may become civilly and/or criminally liable. FLORIDA STATUTES

1. Giving, selling, serving and permitting the service of alcoholic beverages (beer, malt beverage coolers, wine, wine coolers, and liquor) to persons under 21 years of age is unlawful (F.S.S. 562.11). The maximum penalty range for violating these laws is from 60 days to one year in jail, and from $500 fine to $1,000 fine. A second conviction under these statutes can result in a felony conviction with a five year sentence to state prison and a $5,000 fine.

2. Possessing alcoholic beverages (beer, malt beverage coolers, wine, wine

coolers, and liquor) by a person under 21 years of age is unlawful (F.S.S. 562.11). The maximum penalty for violating this is 60 days in jail or $500. All persons under 18 years of age are under the jurisdiction of the Juvenile Court.


"UNDER THE INFLUENCE" BLOOD ALCOHOL CONCENTRATIONS

CONCENTRATION 0.05 percent (1 part alcohol to 2,000 parts blood) 3 drinks in 2 hours 0.0078 percent (1 part alcohol to 1,500 parts blood) 4 drinks in 2 hours 0.10 percent (1 part alcohol to 1,000 parts blood) 5 drinks in 2 hours 0.20 percent (1 part alcohol to 500 parts blood)10 drinks in 2 hours 0.30 percent (1 part alcohol to 300 parts blood)15 drinks in 2 hours 0.40 percent (1 part alcohol to 250 parts blood)20 drinks in 2 hours 0.50 percent (1 part alcohol to 200 parts blood)24 drinks in 2 hours

EFFECT Loosening of cortical processes; judgment, thought, restraint, impulses. Release of tension, carefree sensation. Tensions and inhibitions of everyday living lessened. Voluntary motor activity affected; hand and arm movements, walk and speech not as fluid; clumsy. Usually severe impairment; staggering gait; loud, incoherent, emotionally unstable; very drunk. TRAFFIC RISK: 100 times greater. Deeper areas of the brain affected; parts affecting stimulus response and understanding, confused, even stuporous. Asleep, difficult to arouse, in-capable of voluntary action; surgical anesthesia. Coma; anesthesia of brain centers controlling breathing and heartbeat. Death.

PLEASE NOTE:This data has been adapted from information furnished by the National Clearinghouse for Alcohol Information. Blood alcohol contents and effects are approximations for statistical populations; many individual variables affect a reading of this chart.


List (Schedule) of Controlled Substances

Federal Classification The federal government has divided possible harmful drugs into five classes or schedules. Any legal use of these drugs must be done through a doctor's prescription and the doctor must report his/her prescription to the federal government. That is why they are called "controlled" substances. SCHEDULE I: The drugs listed here are highly addictive; their effects are impossible to predict, even under a doctor's care. That is, not even a doctor can make these safe to take. They do not have real medical use. They are too dangerous. Examples: L.S.D., marijuana, P.C.P. derivatives, heroin, cocaine and crack. SCHEDULE II: The drugs listed here are those that are highly addictive, but a doctor can administer these drugs in a safe way, if needed, to avoid a greater evil, such as serious pain, death, etc. Doctors must administer these with great care and by prescribing them as little as possible. They have some medical use. Example: codeine, phenobarbital, morphine. SCHEDULE III, IV and V: These drugs are progressively less addictive and safer for doctors to prescribe for medical purposes. Examples: Valium and Librium. CONCLUSION: A person who uses illegal drugs without a prescription and outside of a doctor's care is risking suffering harmful, unpredictable effects. These drugs are under government control because they are dangerous to health. It is also a greater crime to be found using, carrying, or selling drugs from Schedule I than drugs from Schedule II, III, or IV.

TRUST LESSON

DEPRESSANTS, STIMULANTS AND HALLUCINOGENS PURPOSE: To acquire the necessary information about exogenous drugs in order to decide not to use them. OBJECTIVES: Course 0800300: 8.01 Define terms: prescription drug, look - alike drugs, drug tolerance, drug dependency, therapeutic effects and psychoactive. 8.04 Identify the harmful physical effects of drugs and alcohol on the body an personality. 8.05 Identify factors which influence an individual's level of intoxication, such as body size, food consumption, alcohol consumption rate, and amount of alcohol and other drugs. TRUST Lesson: Acquire basic drug knowledge; to increase vocabulary related to knowledge of substance abuse. Realize that non-medical drug use is detrimental to good health. Become aware of factors involved in depleting chemicals in the brain. MATERIALS: Handout: DEPRESSANTS, STIMULANTS AND HALLUCINOGENS Teacher Information Sheet: Vocabulary VOCABULARY: deplete, prescription drugs, drug tolerance, drug dependency, therapeutic effects, psychoactive, neurotransmitters, neuron

TRUST LESSON CONTINUED PROCEDURE: Staple the handout information sequentially. Write on the blackboard the following statements about drugs:

! All drugs, including alcohol, sooner or later deplete or change brain chemicals.

! All drugs, including alcohol, can break down your immune system.

! All drugs, including alcohol, can affect hormone levels of both males and

females and can seriously affect normal sexual development and performance.

! All drugs, including alcohol, can negatively affect fetal/embryonic

development and can threaten the health of future children.

! All drugs, including alcohol, can hurt your family, friends and relationships. Tell the students to copy the statements and write "True" or "False" after each statement. Explain to the class that the information learned today will be about drugs. It is hoped, through this know-ledge, they will make better decisions regarding their health and drug usage. Refer to the statements on the board. Tell the students that they are TRUE when certain factors of time, quantity, body chemical makeup, etc. are all united. It usually takes large quantities of drugs over a period of time to produce the above effects. Distribute the Handout: Exogenous Drugs: Depressants, Stimulants, and Hallucinogens. Read and Discuss the information. Review symptoms and hazards of each drug in the three classifications. Since your brain controls all of the systems in your body, people who alter their brain with external drugs find that their memory, their ability to make decisions, their ability to behave appropriately are all diminished.

TRUST LESSON CONTINUED Treatment specialists tell us that adolescents who get into drugs heavily while in high school stop growing as persons. When they enter treatment as adults, they are emotionally and socially the same age they were when they started using drugs heavily. They are "adolescents" at thirty years of age and have to go back and "grow up" in treatment because they didn't do their work at the proper stage of their human growth and development. CLOSURE: Have the students complete the following statements:

I learned that... Exogenous drugs... I realize that my endogenous chemicals... An individual's drug intoxication is influenced by...



VOCABULARY - TEACHER INFORMATION SHEET deplete - use up resources prescription drugs - doctor's written direction for use of medicine drug tolerance - ability to endure or resist harmful effects of the continued/increasing use of a drug drug dependency - controlled by or relying on drug for support or aid therapeutic effects - serving to cure or heal psychoactive - having specific effect on mind neurotransmitter - carries electrical message from one neuron to next neuron neuron - nerve cell body of central nervous system

HANDOUT

DEPRESSANTS, STIMULANTS AND HALLUCINOGENS There are three groups of exogenous drugs that are classified according to the way they affect the usual chemical and electrical balance in our brains. These classifications are depressants, stimulants, and hallucinogens. I. DEPRESSANTS:

a. Depressants hold back the transmission of the neurotransmitter from carrying the electrical messages to the next neuron, so that we can continue to think or feel intensely.

b. Alcohol; tranquilizers such as Valium, Xanax, Lithium, Heroin, and Codeine;

or barbiturates such as Ambital and Phenobarbital are drugs that depress the activity in our brains.

EXOGENOUS DRUGS CONTINUED II. STIMULANTS:

a. Stimulants are drugs that increase the quantity of neurotransmitters in the space between our neurons, either by blocking the receptors they usually occupy, or by impeding their return to the neuron they originally came from. (Neurotransmitters usually return to their neuron of origin to be reused.)

b. Cocaine, crack/rock, amphetamines, diet pills, caffeine, and nicotine are

examples of drugs that stimulate the neurotransmitter in the brain.

EXOGENOUS DRUGS CONTINUED III. HALLUCINOGENS

a. Hallucinogens are drugs that over stimulate all of the brain's systems and can make the person feel, hear, smell, sense, and see things that are not real. They may have effects that exaggerate reality or alter perceptions (hearing, sight, etc.); they are "confusers."

b. Marijuana causes the area between each nerve cell to enlarge, resulting in

poor transmission of nerve impulses between cells. L.S.D., hashish, and peyote are some other examples of hallucinogens. Most of the hallucinogens are Schedule I drugs that are illegal because they are so dangerous and unpredictable in their effects on the body and the brain. Primarily, young people have presented themselves for treatment with panic attacks, anxiety attacks, paranoia. Sometimes these states have been found in adolescents, even after small amounts of usage of hallucinogens.

TRUST LESSON

COCAINE'S CHILDREN PURPOSE: To become aware of the effects of prenatal exposure to cocaine/crack. OBJECTIVE: Course 0800300: 8.07 Recognize the special harm of drugs on the growth and development of nonadults. TRUST Lesson: Learn that the use of cocaine/crack has been proven to be highly dangerous to a pregnant mother and her fetus. MATERIALS: Handout: PRENATAL DEVELOPMENT Information Sheets: Resources Vocabulary VOCABULARY: Cocaine/crack, prenatal, embryo, fetus, utero, bonding, toxicity, teratogen (te-rato-gen), impairment PROCEDURE: Read key points: Children of substance abusing parents live in unstable, often dangerous environments, and are cared for inconsistently by the parents, who are impaired by chronic drug use. The possibility of biological impairment poses grave risks to healthy development. The effects of multiple problems on this development will have a increasing impact on the educational, medical, social welfare, and justice systems in our community and country. Distribute Handout, Prenatal Development. Review the handout together, discussing behavioral patterns in newborn cocaine/crack exposed infants.

TRUST LESSON CONTINUED Have small groups develop creative messages that address the "developmental implications of cocaine/crack exposure." Appoint recorder for each group. Report findings to large group. Advise students of resources; refer to Resource Information Sheet. CLOSURE: Process the implications of awareness of effects of prenatal exposure to cocaine. TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.


VOCABULARY - TEACHER INFORMATION SHEET cocaine/crack - narcotic drug, stimulant (speeds up central nervous system activity) prenatal - existing before birth embryo - an animal in earliest stages of its development in the uterus fetus - unborn young still in womb until birth uterus - womb bonding - a uniting force, link toxicity - poisonous teratogen - chemical that causes malformation of fetus impairment - damaged

HANDOUT

COCAINE'S CHILDREN

PRENATAL DEVELOPMENT By the end of the first month of pregnancy, the normal embryo:

! grows to 1/4 inch in length ! has a tiny heart that beats ! has buds that become arms and legs

During the second month of pregnancy, in the normal embryo:

! the face, eyes, ears, and limbs take shape ! bone formation begins ! internal organs begin to develop

During the third month of pregnancy, in the normal embryo:

! the fetus grows to about 1 inch in length ! nostrils, mouth, and eyelids are forming ! fingers and toes are almost complete ! all organs present are immature

During the first three months of pregnancy, the fetus needs plenty of blood and oxygen for healthy development. Cocaine/crack constricts the mother's blood vessels so less blood and nutrients reach the fetus, acting as a teratogen, causing birth defects. During the last six months, the normal fetus develops rapidly.

Fourth Month: Fetus can suck its thumb, swallow, hiccup, and move. Fifth Month: All nerve cells are present. Sixth Month: Breathing movements begin. Seventh Month: Fetus goes through periods of physical activity, followed by

periods of rest. Eighth Month: Weight gain speeds up; fetus can react to loud noises

outside the womb. Ninth Month: Skin becomes smooth; immune system fully formed.

COCAINE'S CHILDREN CONTINUED When a pregnant woman uses Cocaine/Crack during the last three months, less blood and oxygen reach the fetus' brain. This means the child may have lower intelligence and immature emotional development. Effects of prenatal exposure to Cocaine/Crack:

! Babies born with low birth weight are more likely to have growth and brain function problems.

! Babies are more likely to die within the first year of life. ! Babies spend a great deal of time either crying and irritable or in deep

sleep. ! It is difficult for babies to respond to being held and cuddled; picking them

up often unleashes crying and nervous trembling. ! It is difficult for babies to bond with mother or care-giver.

INFORMATION SHEET RESOURCE DICTIONARY: LOCAL RESOURCES: March of Dimes

Treatment Facilities

Local Hospitals

Police Department

Department of Health and Rehabilitative Services (HRS) HOTLINES: 1-800-622-HELP (24-hour toll-free information and referral

services.)

1-800-COCAINE (24-hour toll-free information and referral services.)

NATIONAL RESOURCES: National Association for Prenatal Addiction Research and

Education 11 E. Hubbard Street, Suite 200 Chicago, Illinois 60611

Snowbabies, Inc. P.O. Box 162856 Altamonte Springs, Florida 32716

TRUST LESSON

HARD FACTS ABOUT DRUGS MARIJUANA, COCAINE AND CRACK

PURPOSE: To realize the damaging effects drugs are having on American youth. OBJECTIVES: Course 0800300: 8.07 Recognize the special harm of drugs on the growth and development of non-adults. TRUST Lesson: Increase awareness of the dangers of drug usage in adolescents. MATERIALS: VCR and Monitor Video: "HARD FACTS ABOUT DRUGS" (22 minutes) Available through:

Guidance Associates P.O. Box 1000 Mount Kisco, NY 10549-0010

PROCEDURE: Tell the class that the video uses the experiences of some members of a high school class to tell the facts about four drugs: alcohol, marijuana, cocaine, and crack. It shows the damaging effects on their lives during a critical time of development. The scenarios will include peer pressure, DUI, crime and death. Show video (22 min.) "Hard Facts About Drugs." Ask some of the following questions for follow-up and discussion:

1. What did you find realistic about the film? 2. How was it real to you? 3. What about it seems unreal?


4. Have you ever been with a friend who got drunk? 5. What did you do? 6. Is alcohol a 'soft' drug according to this film? 7. What does it do in the lives of the characters? 8. Would you know where to get help for a friend with a drug problem? 9. How many people die from cocaine use in our local hospitals each week? 10. Alcohol and drugs are the main cause of death for youth 15 to 25 years of

age; what does this statement indicate to you? 11. What is it like for the families as they learn of the death of a 16 year old

son and his friend? 12. If you had been pressured to use pot, how could you have resisted using

it? 13. Some people call pot a 'soft drug'. What are the risks and damages of

using it? 14. What do we mean when we say the marijuana is a 'Gateway Drug'? 15. What is the possibility of predicting ahead of time who might be in danger

of dying because of a reaction to cocaine? 16. What are some of the difficulties in recovering from the disease of

addiction? 17. Just how addictive is crack? 18. How does cocaine effect the brain?

Summarize by reading these DRUG FACTS to the class to emphasize the damaging effects.

! The marijuana produced today is from five to twenty times stronger than that available as recently as ten years ago. Regular use by adolescents has been associated with an "a-motivational syndrome," characterized by apathy and loss of goals. Research has shown that severe psychological damage, including paranoia and psychosis, can occur when marijuana contains two percent THC, its major psychoactive ingredient. Since the early 1980's, most marijuana has contained from four to six percent THC - two to three times the amount capable of causing serious damage.

! Crack, now becoming widely available, is a purified and highly addictive

form of cocaine.

! Phencyclidine (P.C.P), first developed as an animal tranquilizer, has unpredictable and often violent effects. Often children do not even know that they are using this drug when P.C.P.-laced parsley, in cigarette form, is passed off as marijuana, or when P.C.P. in crystal form is sold as lysergic acid (LSD).


! Some of the new "designer" drugs, slight chemical variations of existing illegal drugs, have been known to cause permanent brain damage with a single dose.

CLOSURE: Have the students complete the following statements:

I learned that... Crack is... Crime... I feel...


TRUST LESSON

UNDERSTANDING DRUG ABUSE PURPOSE: To recognize the nature of drug abuse and addiction in relation to damaging one's health. OBJECTIVES: Course 0800300: 8.06 Recognize the harmful physical, mental, and emotional effects of drugs, alcohol, and tobacco on the body and personality. TRUST Lesson: Recognize the specific effects that drugs have on physical and emotional well being. Increase knowledge of the disease of addiction. MATERIALS: Handout: DRUG TERMS I NEED TO KNOW Pens PROCEDURE: Staple Handouts in sequence before class. Tell the students that by using drug vocabulary and terms, we are going to explore the effects of drugs on the body and the disease of addiction. Ask the students to count off to five and assign the five groups to various areas of the room in which to work in groups. (Example: Students, who are #1, are to move to the front left area of the room, etc.) Distribute handout pages. Assign Group 1, vocabulary words 1-6; Group 2, words 7-13; Group 3, words 14-19; Group 4, words 20-26; Group 5, words 27-32.

TRUST LESSON CONTINUED Tell them they will have 5 minutes to formulate or find a definition for their terms. They may use their text books, dictionaries or common knowledge. Have the students complete their handout then choose one group at a time and allow them to give term explanations to the class. The TRUST specialist will qualify and add additional information, if needed, using the following drug terms: Drug - Any substance, other than most foods, that alters the structure or function of the body and/or mind. Street Drugs - Drugs that are produced against the law and sold on the streets, instead of in a pharmacy or drug store. Over-the Counter Drugs - Commercially produced drugs that may be purchased without a prescription in a pharmacy or store. Look-Alike Drugs or "Designer Drugs" - Illegally produced drugs that have almost the same chemical formula as another illegal drug. Drug Addiction - A chronic disease, caused by a chemical imbalance in the brain, resulting in a physical compulsion and loss of control over drugs. Synergistic Effect or Potentiation - The effect of two or more drugs taken together, resulting in increased effects that are much stronger than the sum of each drug when taken separately, e.g., 1+1=3. Addictive Effect - Two or more drugs that are taken together, resulting in the simple sum of the effects of each drug, e.g., 1+1=2.

Inhibitory Effect - The effect of two or more drugs taken together that results in one drug's reducing the action of another drug, 1+1=1.

Drug Use - The use of a drug that presents little potential hazard for the user or society and is used in a safe and healthy manner.

Drug Abuse - The use of a drug in a way that the potential for harm to the user and society is imminent and is used in a dangerous or unhealthy manner.

TRUST LESSON CONTINUED Controlled/Illegal Drugs - Drugs that are forbidden to be made, sold, or used unless they are supervised by pharmacists, prescribed by doctors, and made safe for the user. Legal/Non-Controlled Drugs - Drugs that are allowed to be purchased without major controls or regulations because they are not a threat to one's health. Drug Intoxication - Poisoning one's body through the use of drugs. Detoxification - The body's process of withdrawing toxic substances from the tissues. Chronic Disease - An incurable disease that can only be arrested but not cured, such as diabetes and addiction. Progressive Disease - The physical and/or mental loss of control over time; The physical compulsion of the disease of addiction gets worse and is even fatal if not treated. Compulsive Disease - A disease process in which one operates in a instinctual manner and is unable to stop the behavior. Craving - A desire for the drug caused by a chemical imbalance in the brain. Craving is the signal from the brain to "seek balance", as when one is very thirsty, the body is craving water. Losing Control - They main symptom of addiction by which the body takes over when the addict uses drugs, and he/she is unable to stop him/herself from using. Side Effects - Effects that can occur aside from the desired results from taking a drug. Co-Dependency - Psychological problems found in individuals having a close relationship with a drug dependent (addicted) person. Psychological Set - Emotional state and/or expectations of the user (mood, attitude, personality, orientation, etc.). Physiological Set - Physical state of the user (body size, health, amount of food in the stomach, other drugs in the system, etc.).

TRUST LESSON CONTINUED Tolerance - Continued use of a drug producing a need to take a larger and larger dose to achieve the desired effect. Polydrug Use - When more than one kind of drug is taken at a time, e.g., alcohol and cocaine. Setting - Environment in which the drug is taken. Physical Dependence - The body needs a drug to feel good because its cells have become accustomed to the drug being present. Toxic Effect - The poisonous effect of a drug, resulting in physical harm. Psychoactive Drugs - Drugs that have mind or mood altering effects. Mood Altering Drugs - Special drugs that affect the brain in such a way that it changes how one feels. Syndrome - A group of signs and symptoms that occur together and characterize a particular abnormality. Anomoly - Something different, abnormal, or peculiar. CLOSURE: Have students complete the following statements:

I learned that... I know drug addiction is... A physical effect of drugs on the body is...


HANDOUT

UNDERSTANDING DRUG ABUSE

DRUG TERMS I NEED TO KNOW

1. Drug

2. Street Drugs

3. Over-the-Counter Drugs

4. Look-Alike Drugs or "Designer Drugs"

5. Drug Addiction

6. Synergistic Effect or Potentiation

7. Addictive Effect

8. Inhibitory Effects

9. Drug Use

10. Drug Abuse

11. Controlled/Illegal Drugs

12. Legal/Non-controlled Drugs

13. Drug Intoxication

14. Detoxification

15. Chronic Disease

16. Progressive Disease

17. Compulsive Disease

UNDERSTANDING DRUG ABUSE CONTINUED

18. Craving

19. Losing Control

20. Side Effects

21. Co-dependency

22. Psychological Set

23. Physiological Set

24. Tolerance

25. Polydrug Use

26. Setting

27. Physical Dependence

28. Toxic Effect

29. Psychoactive Drugs

30. Mood Altering Drugs

31. Syndrome

32. Anomaly

TRUST LESSON

BREATHING 4,000 CHEMICAL COMPOUNDS PURPOSE: To recognize the harmful effects of smoking and to choose to stop and/or avoid the addiction. OBJECTIVES: Course 0800300: 8.06 Identify the harmful physical, mental, and emotional effects of drugs, alcohol, and tobacco on the body and personality. 8.13 Identify social and media messages which exert pressures to use drugs, alcohol, and tobacco. TRUST Lesson: Realize the tempting advertising effects on teenagers to smoke. Assist students in choosing to stop smoking. MATERIALS: Blackboard and Chalk Handout: BREATHING 4,000 CHEMICAL COMPOUNDS Paper and Pencils VOCABULARY: Habit, addiction PROCEDURE: Read this quote from C. Everett Koop, the former U.S. Surgeon General: "Cigarettes and other forms of tobacco are addicting in the same sense as are drugs such as heroin and cocaine." Ask students how these addictions are alike? What consequences does one have if one chooses to smoke? (List on board.)

TRUST LESSON CONTINUED Read:The tobacco industry spends $1.2 billion a year to promote cigarettes and underscore the negative facts you know about smoking. This money is spent sponsoring sports events and advertising in magazines with beautiful models. They lead you to believe the "good times" require smoking, etc. Every year, about 22 million smokers quit or die. These people leave the smoking market, and this industry needs new recruits for a billion dollar business. Ask "What reasons do teens give for smoking?" (To be accepted by peers, I like it, it relieves stress, it's a habit, I don't know.) Ask "Why do smokers reach for a cigarette?" (I feel nervous, under stress, around friends who smoke, feel angry, sad or upset, feel bored.) Explain that these reasons are not the "good times" that the advertisers sold you! It's not when you feel happy! Distribute the Handout: Breathing 4,000 Compounds. Tell the class to answer true or false to test their smoking knowledge. Give 5-7 minutes. Tell them that all the answers are TRUE. Review and discuss any questions. Ask if there are any smokers in the class who would like to volunteer information about their addiction. Choose one to stand and reply to the following questions: (Have another student write the smoker's responses on the board.)

1. When do you smoke? (first thing in the morning, when I'm on the phone) 2. Why do you smoke? 3. Where do you smoke? (in the car, in the bathroom)

Have the class give alternative ways of thinking to the smoker's listed reasons of when/why he/she smokes.

TRUST LESSON CONTINUED Explain, while looking at Part B of the handout, that the usual withdrawal symptoms from smoking are listed. Direct them to Brainstorm countermeasures or alter-natives to these effects. Example 1. Cravings for cigarettes. You might stock up on low calorie snacks, suck on cinnamon sticks, drink a lot of water, review in your mind reasons why you wanted to quit, take deep breaths for 10 seconds, brush your teeth, make a phone call, pet your dog, jump for 10 seconds, etc. Deterrents such as smoking with the "wrong" hand, switching your brand, cutting the cigarette shorter, reducing the amount of cigarettes smoked, etc. are not as effective as setting a date and stopping "cold turkey." One and a half million people quit smoking each year! Ask if anyone has quit smoking, and if so, would he/she be willing to share that experience. Ask the class if it takes more will power to stop smoking or not to start. CLOSURE: Write on board:

Have the students complete the statement:

I learned...

HEALTH PEER PRESSURE & LOVE & CONCERN vs. ADVERTISING THE "GOOD TIMES" to stop to start The choice is yours.

TRUST LESSON CONTINUED OPTIONAL ASSIGNMENT: Write a paper on one of the following, including both points of view:

1. Smokers choose to breathe these chemicals, but what about the nonsmokers.

2. Laws have prohibited smoking in public places, but the tobacco companies

argue that it violates the smoker's civil liberties. TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

HANDOUT

BREATHING 4,000 CHEMICAL COMPOUNDS A. Answer True or False to the following questions to test your smoking knowledge. 1. Smokers smell! 2. Nicotine stains teeth and nails yellow. 3. Wrinkles and sags in the skin develop sooner in smokers. 4. Six out of every 10 adult smokers were hooked by the age of 14. 5. Nearly 400,000 Americans die each year from diseases related to smoking. 6. Cigarette smoking is responsible for one out of every six deaths in the U.S. 7. Smoking cuts off oxygen to the brain, so smokers have more headaches. 8. Smoking causes gum disease and tooth decay. 9. Women smokers are more likely to give birth to infants with health problems. 10. Teens are three times more likely to smoke if a parent does. 11. Carbon monoxide and other poisonous gases are part of the 4,000 chemicals

inhaled in smoking. 12. Every year two and a half million smokers quit or die. 13. Children of smokers have more respiratory diseases than children of

nonsmokers (secondhand smoke). 14. The best way to stop smoking is "cold turkey"; just stop. 15. Two point one billion dollars a year are spent on advertising cigarettes.

BREATHING 4,000 CHEMICAL COMPOUNDS CONTINUED B. Write countermeasures to help you relieve the symptoms of smoking addiction. WITHDRAWAL SYMPTOMS FROM SMOKING 1. Cravings for Cigarettes 2. Tension, Anxiety, and Irritability 3. Drowsiness 4. Dizziness and Headaches 5. Upset Stomach 6. Restlessness 7. Trouble Concentrating

COUNTERMEASURES DURING WITHDRAWAL 1.

2.

3.

4.

5.

6.

7.

TRUST LESSON

A FEW TOO MANY PURPOSE: To recognize the harmful consequences of drugs. OBJECTIVES: COURSE 0800300: 8.03 Recognize that drug use occurs on a continuum that may include experimentation, use, misuse, abuse, dependency and addiction. 8.09 identify social and family problems related to the use and abuse of drugs, alcohol and tobacco. 8.13 identify social messages which exert pressures to use drugs, alcohol and tobacco. TRUST Lesson: Recognize the importance of making wise decisions in relation to drugs. Analyze the difficulty of dealing with pressures in making decisions. MATERIALS: Story: A FEW TOO MANY PROCEDURE: Explain to the class that the consequences of drinking and driving are devastating. This known fact is often difficult for adolescents to keep in perspective because of social pressures. The character in today's story lost two friends in a drunk driving accident. He/she is faced, however, with a dilemma and a difficult decision. Read story, A Few Too Many.


Ask the students to think about a difficult decision they had to make. What pressures did you face? How did you handle those pressures? CLOSURE: Have the student complete these statements:

I learned that... Drugs and decisions... Social pressures... I feel...

Local Alateen #754-2583 Alcoholics Anonymous #887-6762 TELL STUDENTS: The use of illicit drugs and the unlawful possession and use of alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

HANDOUT A FEW TOO MANY

Chris, Joe, Bill, and Tom are seniors. Tom is new in town and doesn't know many people. The other three boys have been friends since elementary school. Tom met Chris at the local supermarket, where they both have a job. They work to help their families, and they have become friends. Chris introduced Tom to Joe and Bill. As Tom is quiet, and a little shy, he hasn't gotten to know the other boys as well as he knows Chris. Joe and Bill don't work. Joe plays sports and Bill's family is very wealthy. As a matter of fact, Bill's dad has offered to pay Chris' tuition at the local college, as Chris is practically family. Chris and his Mom are very grateful to Bill's dad, because without his help, Chris could not afford to go to college.

Saturday night, a few days before graduation, all the boys go to a party. At the last minute, Chris is called to work and has to cancel his plans. Joe has just received a brand new car for graduation and is sorry Chris can't join them. Actually, he really doesn't want to take Tom, but the plans had been made. The party is a success, except that Joe and Bill each have had several beers and no food. On the way home, going a bit over the speed limit, the car swerves and hits a pole. Bill and Tom are killed instantly; Joe is rushed to the hospital. Luckily, he survives, but it is a very sad time for the community.

Chris, very sad about the death of his oldest and newest friend, goes to visit Joe in the hospital. Chris wants to know how Joe could consider driving after having several drinks. Joe denies he was driving and says it was Tom. This puzzled Chris. He knows Tom never drank, especially if he had to drive. He was much too responsible. Also, Joe didn't really like Tom; he wouldn't let him drive his brand new car. If Tom didn't drive, who did?

Chris decides to investigate further, so he goes to the garage where the car was towed. He carefully examines the car, and, as he is about to close the driver's side door, something shiny catches his eye. Wedged into the seat is Bill's watch. He remembers when Bill's dad gave him that watch for his 17th birthday.

Taking the watch, Chris returns to the hospital. He confronts Joe with the watch and tells Joe how he found it. Joe gets visibly upset and tells Chris to stay out of it. Bill's dad already knows who was driving and why it should matter to Chris. After all, Bill was their good friend and nobody really cared about Tom. Just a harmless story. Dilemma: What should Chris do?

What is the truth? What risks does Chris face by telling the truth?

List characters, Chris, Joe, Bill's dad, Chris' mom, on board. Assign students to characters. Have students complete the story using role play. PROCESS: What character qualities can you identify in Chris? in Joe? in Bill's dad? Where in the story would you make a change so Bill and Tom do not die?

TRUST LESSON FETAL ALCOHOL SYNDROME PURPOSE: To inform students of the dangers of alcohol on the fetus. OBJECTIVE: COURSE 0800300: 8.07 Recognize the special harm of drugs on the growth and development of non-adults. TRUST Lesson: Teach facts about the dangers of alcohol on the fetus during pregnancy. MATERIALS: Handout: FETAL ALCOHOL SYNDROME Information Sheet: vocabulary VOCABULARY: lipids, mental retardation, compensate, anomalies, genitalia, cleft palate, withdrawal symptom PROCEDURE: Tell the students that they will be learning about the dangers of alcohol on the fetus of a pregnant woman. Distribute the handout to students. Read and discuss the paragraphs. Assign a reaction paragraph to be written concerning feelings about the information. Allow ten minutes to complete. Discuss in small groups the students' reactions; have each group record the three most important points. Discuss in large group.

TRUST LESSON CONTINUED CLOSURE: Review the effects of deciding to drink alcohol when pregnant. Have the students complete the statements:

I learned that... My feelings regarding drinking mothers are... Fetal Alcohol Syndrome is...


HANDOUT

FETAL ALCOHOL SYNDROME

While all drugs have been proven to be highly dangerous to a pregnant mother and her fetus, the most research has been completed on mothers using alcohol as a drug. Doctors are now more aware that when an expectant mother drinks during pregnancy, the alcohol can affect her unborn child. If the mother drinks heavily, the child may be born with a recognizable pattern of physical and mental birth defects, classified as Fetal Alcohol Syndrome (FAS). Throughout pregnancy, alcohol may affect the cell membrane and cell migration, thus altering embryonic organization of tissue. Alcohol may also interfere with the metabolism of carbohydrates, lipids and proteins, thus retarding cell growth and cell division in each phase of pregnancy. During the third trimester, the brain is undergoing its most rapid growth and neurophysiologic organization. Alcohol use during this period is associated with smaller head size and reduced brain weight, thereby resulting in mental retardation. Children born with FAS may exhibit four main categories of abnormalities:

(1) CNS or central nervous system dysfunction - abnormal structure and function of the brain and spinal cord resulting in varying degrees of mental deficiency and/or developmental delay, including some cases of behavior problems, such as short attention span, hyperactivity, and irritability;

(2) pre- and postnatal growth deficiencies - exhibited by small heads, and

smaller heights and weights than normal babies. These children, even with the best care, are unable to compensate mentally or physically as they grow older;

(3) characteristic clusters of facial anomalies include short eye slits and thin

upper lid and eyelids;

(4) variable major and minor malformations including heart defects, abnormalities of the joints and external genitalia, cleft palate.

Fetal Alcohol Syndrome is one of the leading causes of mental retardation. The average I.Q. is within the range of 40 to 100. The brain weight of a normal new born is approximately 500 grams while an FAS child's is approximately 140 grams. The average birth weight of a normal child is 7 - 7 1/2 pounds; an FAS child's average birth weight is 5 - 5 1/2 pounds. The birth length of a normal child is 34-35 centimeters; an FAS child's birth length is 31.5 centimeters and below. Often the Blood Alcohol Level (BAL) of the newborn has been found to be higher than that of the mother and stays higher for a longer period of time. With high levels of blood alcohol, the baby will often suffer from withdrawal symptoms.


VOCABULARY - TEACHER INFORMATION SHEET lipid - organic compound consisting of fats mental retardation - lack (since birth) of some mental function present in a normal individual compensation - to make up for anomalies - departure from the regular arrangement; abnormality genitalia - sexual organs cleft palate - failure of two parts of roof of mouth to join in prenatal development withdrawal symptom - distressful physiological and mental effects caused by stopping drug use

TRUST LESSON

STAGES OF TEENAGE DRUG ABUSE PURPOSE: To understand an adolescent's progression into the disease of addiction. OBJECTIVES: Course 00800300: 8.03 Recognize that drug use occurs on a continuum that may include experimentation, use, misuse, abuse, dependency and addiction. TRUST Lesson: Identify an adolescent's stages of the development of addiction. MATERIALS: Four poster board signs that will depict the following stages:

I. Learning the Mood Swing II. Seeking the Mood Swing III. Becoming Preoccupied with the Mood Swing IV. Having to Do Drugs to Feel O.K.

Blackboard and Chalk Information Sheet: Continuum VOCABULARY: Mood swing, euphoric high, "burn-out" Please Note: Use these definitions mood swing - state of mind that moves up and down euphoric high - state of well-being "burn-out" - loss of brain functioning PROCEDURE: Prepare the four signs for the lesson.

TRUST LESSON CONTINUED Ask the students why a teenager would take the step to take a drug and change from "saying no" to "I will". Brainstorm some ideas and list them on the board. Tell the class that they will be learning the progressive steps of drug involvement through role playing. We hope to recognize the damaging effects of this progression. Perhaps by understanding how an adolescent becomes involved with drugs, it will help him/her to avoid it. Distribute the 4x6 vocabulary cards and allow the students to put the definitions on the board. Collect the cards. Tell the students that we receive constant messages for and against drugs through the media. Refer to information sheet. Put on board if desired. Assign a student to hold up Sign I. Learning the Mood Swing in front of the class. State that the adolescent's introduction to drugs usually comes from a friend or older sibling. The drug is usually tobacco, alcohol, or marijuana. The drug of choice is used occasionally on weekends and/or at parties. There is not much change in family life because the parents are unaware of the use. Read Role Play Situation I. Ask for a volunteer to set up the scene and act out Stage I. Situation I: A young person becomes involved in drug abuse. Perhaps he/she refused to use for awhile; then, in a weak moment, he/she decides to "try" it. The teenager has made a decision to use something that he/she knows will ultimately harm him/her in order to get a "good" feeling that he/she has been hearing about. When the drug wears off, he/she returns to normal and feels: "What's the harm?" Role Playing - 5 min.


Assign a student to hold up Sign II. Seeking the Mood Swing in front of the class. State that the adolescent still uses friends as a source of supply but has started to buy. Maybe he/she has added pills, hash, or another second drug. The young person has moved from occasional weekend use to "can't wait for the weekend." Read Role Play Situation II. (Keep the drug-of-choice from Stage I, the same for this activity.) Situation II: The teenager might be looking for prescription drugs at home or drinking the parents' liquor. He/she is seeking the "good" feelings, in order to make troubles disappear. The highs are euphoric with repeated use, but when he/she comes down from the high, there are negative changes and signs of depression. The adolescent becomes moody and acts differently. Perhaps there is a lack of desire to participate; school becomes boring, his/her friends are changing. There is a pulling away from the family and a more secretive nature emerges. The young person starts to feel guilty. The family begins to see a picture of change and thinks it's a "stage". Mom says, "We need to spend more time with him/her." Dad says, "We need to tighten up the reins." The teenager sees a difference of opinion between the parents and begins to work both sides. Role Playing - 5 min. Assign a student to hold up Sign III. Becoming Preoccupied with the Mood Swing in front of the class. State that the adolescent is probably buying drugs on a regular basis or dealing to insure a supply. Perhaps he/she has added other drugs like PCP, LSD, cocaine or crack to the list. Now the use is almost daily and has become an expensive habit. Read Role Play Situation III. Ask for a volunteer to set up the scene and act out Stage III. (Keep the drug-of choice from Stage II.)

TRUST LESSON CONTINUED Situation III: The adolescent is selling his/her possessions or stealing from the household for cash. Feelings of guilt over the loss of his/her relationships with family and friends has put him/her down. The young person is probably a daily marijuana or alcohol user and still gets a euphoric high. The pain, however, from coming down puts him/her into deeper depressions, with thoughts of suicide. School is a disaster, but the behavior is "cool." Actually, he/she feels out of control. There are angry scenes with the family, difficulty with the law, and friends are all drug users. The family is at war. The siblings are angry. Mom feels Dad is too strict, and Dad feels Mom is too lenient. The parents know something is wrong, but they don't know what. Role Playing - 5 min. Assign a student to hold up Sign IV. Having To Do Drugs To Feel O.K. State that the adolescent is dealing drugs and uses almost anything. Read Role Play Situation IV. Ask for a volunteer to set up the scene and act out Stage IV. Situation IV: The young person uses to make it through the day. There is no euphoria, but a "burning out." A depressed mental and physical condition takes over. The teenager's condition will lead to death unless someone intervenes. Role Playing - 5 min. Collect all the signs. CLOSURE: Have students complete the following statements:

I learned that... The stages of teenage drug abuse are... I feel that the family...

TRUST LESSON CONTINUED TELL STUDENTS: The use of illicit drugs and/or alcohol is wrong and harmful. If you or anyone you know has a problem with drugs, contact your TRUST specialist or school counselor.

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AN INTRODUCTION TO TRUST IN THE SENIOR HIGH SCHOOL PURPOSEstudentservices.dadeschools.net/trust/pdfs/sr_prevention.pdf · AN INTRODUCTION TO TRUST IN THE SENIOR HIGH SCHOOL ... his/her