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DOCUMENT RESUME

ED 314 217 PS 012 601

TITLE Growing Up Drug Free: A Parent's Guide toPrevention.

INSTITUTION Department of Education, Washington, DC.PUB DATE 89

NOTE 6'p.; Colored borders, drawings, and pnotos, and textprinted on tinted paper may not film well.

AVAILABLE FROM Growing Up Drug Free, Pueblo, CO 81009; NationalClearinghouse for Alcohol and Drug information, P.O.Box 2345, Rockville, MD 2C852; or call Department ofEducation, 1-800-624-0100 (1-301-732-3627 in theWashington, DC area).

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC03 Plus Po.iage.DESCRIPTORS Communication Skills; Community Involvement; *Drug

Abuse; Drug Education; Drug Usa; EducationalResources; Family School Relationship; Guidelines;Human Resources; identification; *LearningActivities; *Parent Participation; *ParentResponsibility; *Parent Role; *Prevention

IDENTIFIERS *Drugs

ABSTRACTThis handbook of information designed to help parents

keep their children drug ,!e outlines what children should knowabout drugs and suggests family activities to reinforce chii.dren'smotivation to avoid drugs, including alcohol. The initial sectionprovides general guidelines for talking with children about addictivesubstances. Discussion focuses on teaching values, setting andenforcing rules against the use of drugs. getting the facts aboutdrugs, and talking with and listening to one's chi?d. A quiz, withanswers, supplements the discussion. The handbook lists Jays parentscan make their mesc-Tiges about drugs more effective for children attne age levels of t eschool, kindergarten-grade 3, grades 4-6, grades7-9, and grades 10-12. Specifications of what children should know atvarious ages and suggested activities fcr each age level areincluded. Additional information is provided on what to do if one'schild is using drugs, ways to get Involved in drug preventionprograms, parents' role in making prevention programs work, andspecific drugs and their effects. Alcohol, tobacco, cannabis,inhalants, cocaine, stimulants, depressants, hallucinogens,narcotics, designer drugs, and anabolic steroids are discussed.Concluding sections list resources for additional help andinformation. The text is Illustrated with cnildren's crayon drawingsand color photographs. (RH)

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0 A Parent's Guide To Prevention

GROWING UP DRUG FREE:A Parent's Guide to Prevention

U. S. DEPARTMENT OF EDUCATIONWASHINGTON, DC

1

Original artwork in this booklet was created by the following studentsat Oakview Elementary School, Fairfax County, Virginia:

Katie Bell Michael Parkercover page 25

Carrie Venable Uma Raopae 1 page 27

Lindsay Simpson Sarah I-leggestadpage 9 page 41

Lauren DeAngelispage 14

Allen Madisonpage 49

Artwork on page 16 by Gretchen FairTilden Elementary School

Rockville, Maryland

Artwork on page 21 by Alison K. BabusciSchen ley High School Tech Center

Pittsburgh, Pennsylvania

Photos on pages 22 and 23 courtesy of theOffice of the Attorney General, State of Californiaand the U. S. Drug Enforcement Administration

Photo on page 12 by Paul Robert Perry/UniphotoPhoto on page 26 by Frank Siteman/Uniphoto

;)

Secretary's Introduction

All Americans know that there is a serious alcoholand drug problem in our country today, and manyof us are concerned about how it may affect ourown families. As parents, we want the best for ourchildren. We want them to grow up healthy, edu-cated to their fullest potential, and ready to meetthe challenges of the future. But we may feel power-less before the threat that drugs pose for our chil-dren and for our communities.

Fortunately, there is a lot we can do to protectour children from drugs. Family values andstandards opposed to drug use, strong bonds be-tween parents and children, and open communi-cation all promote healthy development andlessen the chances that young people will usedrugs. Remarking on the importance of the fam-ily role in preventing drug use, President Bushhas said:

Drug education doesn't begin in class. . . . It mustbegin at home and in the neighborhood. Parents andfamilies must set the first Pxample of a drug-free life.And when families are broken, caring friends andneighbors must step in.

(televised address to the Nation, 915189)

In addition, we can give our children the straightfacts about alcohol and other drugs and the harmthey can cause. Two of the most effective preven-tion tools are awareness of the problem andknowledge of ways to help motivate our childrento resist the pressure to use alcohol and otherdrugs.

Growing Up Drug Free: A Parent's Guide to Prevention

The purpose of this handbook is to help familiestake an active role in drug prevention before theyhave a problem. Drawing on the advice of ex-perts in drug prevention and in child develop-ment, the handbook outlines what children atfour key stages of development should knowabout drugs and suggests family actiities to rein-force children's motivation to avoid alcohol andother drugs.

Much of what wo talk about here is rooted incommon sense, and many parents may already

7

be doing these or other things. If so, I urge you tocontinue your efforts and to look for new waysto share the message that drug use is wrong andharmful. If you have not yet had family discus-sions about alcohol and other drugs, I hope thishandbook will encourage you to begin.

As an educator, I know the value of helping peo-ple to bring about change through knowledgeand information. As a parent, I know that we canmake a difference in our children's lives.

What Parents Can Do

a

IntroductionChild rearing is one of the most important tasksanyone ever performs, and the one for whichthere is the least preparation. Most of us learnhow to be parents through on-the-job trainingand by following the example that our parentsset.

Today the widespread use of alcohol and otherdrugs subjects our children, families, and com-munities to pressures unheard of 30 or 40 yearsago. Frankly, many of us need help to deal withthis frightening threat to our children's healthand well-being.

Recent surveys show that we are making prog-ress in our national battle against some drugs.Casual use is declining, attitudes are changing,and we know more about what works to preventdrug use by our young people.

As parents, we can build on that progress in ourown families by having strong, loving relationships with our children, by teaching standaids ofright and wrong, by setting and enforcing rulesfor behavior, by knowing the facts about alcoholand other drugs, and by really listening to ourchildren.

Teaching ValuesEvery family has expectations of behavior thatare determined by principles and standards.

i

9

Growing lip Drug Ire:,: A Parent's Guide to Prevention

These add up to "values." Children who decidenot to use alcohol or other drugs often make thisdecision because they have strong convictionsagainst the use of these substancesconvictionsthat are based in a value system. Social, family,and religious values give young people reasonsto say no and help them stick try their decisions.

Here are some ways to help make your family'svalues clear:

Communicate value openly. Talk about why val-ues such as honesty, self-reliance, and responsi-bility are important, and how values helpchildren make good decisions. Teach your childhow each decision builds on previous decisionsas one's character is formed, and how a gooddecision makes the next decision easier.

Recognize how your act ions affect the develop-ment of your child's values. Simply stated, chil-dren copy their parents' behavior Childrenwhose parents smoke, for example, are morelikely to become smokers. Evaluate your ownuse of tobacco, alcohol, prescription medi-cines. and even over-the-counter drugs. Con-sider how your attitudes and actions may beshaping your child's choice about whether ornot to use alcohol or other drugs.

This does not mean, however, that you are inthe habit of having wine with dinner or an occa-sional beer or cocktail you must stop. Childrencan understand and accept that there are differ-

10

ences between what adults may do legally andwhat is appropriate and legal for children. Keepthat distinction sharp, however. Do not let yourchildren be involved in your drinking by mixinga cocktail for you or bringing you a beer, and donot allov. your child to have sips of your drink.

Look for conflicts between your words and your ac-tions. Remember that children are quick to sensewhen parents send signals by their actions thatit's all right to duck unpleasant duties or to bedishonest. Telling your child to say that you arenot at home because a phone call comes at an in-convenient time is, in effect, teaching your childthat it is all right to be dishonest.

Make sure that your child understands your fam-ily values. Parents assume, sometimes mi,tak-enly, that children have "absorbed" valueseven though they may be rarely or never dis-cussed. You can test your child's understand-ing by discussing some common situations atthe dinner table; for example, "What wouldyou do if the person ahead of you in line atthe theater dropped a dollar bill?"

Setting and Enforcing Rules Againstthe Use of Alcohol and Other Drugs

As parents, we are responsible for setting rulesfor our children to follow. When it comes to alco-hol and other drug use, strong rules need to beestablished to protect the well-being of a child.

What Parents Can Do

Setting rules is only half the job, however; wemust be prepared to enforce the penalties whenthe rules are broken.

Be specific. Explain the reasons for the rules.Tell your child what the rules are and whatbehavior is expected. Discuss the conse-quences of breaking the rules. what the pun-ishment will be, how it will be carr;ed out,how much time will be involved, and whatthe punishment is supposed to achieve.

Be consistent. Make it clear to your child that ano-alcohol/nu drug-use rule remains thesame at all timesin your home, in a friend'shome, anywhere the child is.

Be rea:onable. Don't add new consequencesthat have not been discussed before the rulewas broken. Avoid unrealistic threats such as,"Your father will kill you when he getshome." Instead, react calmly and carry outthe punishment that the child expects to rt..-ceive for breaking the rule.

Getting the FactsAs parents, we need to know about alcohol andother drugs so that we can provide our childrenwith current and correct information. If we have aworking knowledge of common drugsknowtheir effects on the mind and body, and the symp-toms of their usewe can discuss these subjects

Children and Alcohol

ParentiWNO are Oesilibontnot- wanting their children touse ilffeldrugii`may find harder to be tough about alco-hol. Al 'legal, for lidults; -many p,rentsdr!i, a-pa4 of some religions obserrvaly:esA! a *Olt; we may *V/ alcohol as alas danger-ous substance than Other drugs; The facts say. otherwise:

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1 9

intelligently with our children. In addition, well-informed parents are better able to recognize if achild has symptoms of alcohol or drug-relatedproblems:

At a minimum, you shoule.;:

kno, the different types of drugs and al-cohol most commonly used and the dan-gers associated with each;

be able to identify paraphernalia associ-ated with each drug;

be familiar with the street MUM'S of drugs;

know what drugs look like;

know the signs of alcohol and other druguse -.ad be alert for changes in yourchild's behavio! or appearance;

---snow how to get help promptly if you Nus-pect your child may be using alcohol andother drugs.

For current information on alcohol and otherdrug use, the resource section in this guide canhelp direct parents to clearinghouses, drug andalcohol prevention organizations, and parentgroupsto name a few.

What Parents Can Do

A Quiz for Parents1. What is the most commonly used drug in

the United States?

(a) heroin (b) cocaine (c) alcohol(d) marijuana

2. Name the three drugs most commonlyused by children.

3. Which drug is associated with the mostteenage deaths?

4. Which of the following contains themost alcohol?

(a) a 12-ounce car, of beer (b) a cocktail(c) a 12-ounce wine cooler (d) a 5-ounceglass of wine (e) all contain equalamounts of alcohol.

5. Crack is a particularly dangerous drugbecause it is:

(a) cheap (b) readily available (c) highlyaddictive (d) all of the above

6. Fumes from which of the following canbe inhaled to produce a high:

(a) spray paint (b) model glue (c) nail pol-ish remover (d) whipped cream canisters(e) all of the above

7. People who have not used alcohol andother drugs before their 20th birthday:

(a) have no risk of becoming chemicallydependent (b) are less likely to develop adrinking problem or use illicit drugs(c) have an increased risk of becomingchemically dependent.

8. A speedball is a combination of whichtwo drugs?

(a) cocaine and heroin (b) PCP and LSD(c) valium and alcohol (d) amphetaminesand barbiturates

9. Anabolic steroids are dangerous becausethey may result in:

(a) development of female characteristicsin males (b) development of male charac-teristics in females (c) stunted growth(d) damage to the liver and cardiovascularsystem (e) overaggressive behavior(f) all of the above

10. How much alcohol can a pregnantwoman safely consume?

(a) a 6-ounce glass of wine with dinner(b) two 12-ounce beers each day(c) five 4-ounce shots of whiskey amonth (d) none

I1i

(answers on page 6)


Answers

1. (c) Because it is legal for adults andwidely accepted in our culture, alcohol isthe drug most often used in the UnitedStates.

2. Alcohol, tobacco, and marijuana. Theseare the "gateway" drugs, drugs that chil-dren are first exposed to and whose useoften precedes use of other drugs.

3. Alcohol. More than 10,000 teenagers diedin alcohol-related traffic accidents in 1986;40,000 more were injured.

4. (e) All four contain approximately 1.5ounces of alcohol.

5. (d) Small quantities of crack can bebought for as little as $5.00. The low pricemakes it easily affordable to young peo-ple In addition, crack is thought to beone of the most addictive drugs.

14

6. (e) Virtually anything that emits fumes orcomes in aerosol form can be inhaled toobtain a high.

7. (b) Early 1.,,e of alcohol and other drugsoften by age 15 or lessis strongly associ-ated with drug-related problems such asaddiction.

8. (a) Combining cocaine and heroin is in-creasingly popular as a way of trying tolessen or control bad side effects.

9. (f) Steroid users subject alemselves tomore than 70 side effects. The liver andcardiovascular and reproductive systemsare most seriously affected by steroid use.In females, irreversible masculine traitscan develop. Psychological effects in bothsexes can cause very aggressive behaviorand depression.

10. (d) Medical researchers have not estab-lished any safe limits for alcohol intakeduring pregnancy.

What Parents Can Do

Talking with and Listening to YourChild

Many parents hesitate to discuss alcohol and otherdrug use with their child. Some of us believe thatour children couldn't become involved with illegalsubstances. Others delay because we don't knowwhat to say or how to say it, or we are afraid of put-ting ideas into our children's heads.

Don't wait until you think your child has a prob-lem. Many young people in treatment programssay that they had used alcohol and other drugs forat least two years before their parents knew aboutit. Begin early to talk about alcohol and otherdrugs, and keep the lines of communication open.

Don't be afraid to admit that you don't have all theanswers. Let your child know that you are con-cerned, and that you can work together to find an-swers. Some references that may help are listed onpages 41-48 of this

Here are some l^ .sic hints for improving your abilityto ialk with your child about alcohol and other drugs:

Be a good listener. Make sure your child feelscomfortable bringing problems or questionsto you. Listen closely to what your childsays. Don't allow anger at what you hear toend the discussion. If necessary, take a 5-minute break to calm down before continu-ing. Take note of what your child is notsaying, too. If the child does not tell you

about problems, take the initiative and askquestions about what is going on at school orin other activities.

Be available to discuss even sensitive subjects.Young people need to know that they canrely on their parents for accurate informationabout subjects that are important to them. Ifyour child wants to discuss something at atime when you can't give it full attention, ex-plain why you can't talk, set a time to talklater, and then carry through on it!

Give lots of praise. Emphasize the things youryoungster is doing right insttad of always focus-ing ,-)ri things that are wrong. When parents arequicker to praise than to criticize, children learnto feel good about themselves, and they de-velop the self-confidence to trust their ownjudgment.

Give clear messages. When talking about the useof alcohol and other drugs, be sure you giveyour child a clear no-use message, so that thechild will know exactly what is expected. For ex-ample, "In our family we don't allow the use ofillegal drugs, and children are not allowed todrink."

Model good behavior. Children learn by exam-ple as well as teaching. Make sure that yourown actions reflect the standards of honesty,integrity, and fair play that you expect ofyour child.

Crowing Up prig rice: A ,',Ire-ICS (Ali& 10 Prevc.Itiwi

Cornmuaication Tips

Effecti:c communication between parents and children isnot always easy to achieve. Children and adults have dif-ferent communication styles ar..1 different Nn..ys or re-sponding in a conversation. In addition, timing andatmosphere may determine how ,;uccessCul communica-tion will be. Parents should make time to talk with theirchildren in a quiet, unhurried inn nner. The following tipsare designed to make communic .tion more successful.

Listening

Pay attention.

Don't interrupt.

Don't prepare what you will say while your child isspeaking.

Reserve judgment or til your child has finished andhas asked you for a response.

Looking

Be aware of your child's facia: expression and bodylanguage. Is your child nervous or uncomfortablefrowning, drumming fingers, tapping a foot, lookingat the clock? Or does your child seem relaxedsmil-ing, looking you in the eyes? Reading these signs willhelp parents know how the child is feeling.

During the conversation, acknowledge what yourchild is sayingmove your body forward if you aresitting, touch a shoulder if you are walking, or nodyour head and make eye contact.

Responding

"I am very concerned about....'' or "I understandth ' it is sometimes difficult ...." are better ways torespond to your child than beginning sentences with"You should," or "If I were you," or "When I wasyour age we didn't...." Speaking for oneself soundsthoughtful and is less likely to be considered a lectureor an automatic response.

If your child tells you something you don't want tohear, don't ignore the statement.

Don't offer advice in response to every statementyour child makes. It is better to listen carefully towhat is being said and try to understand the real feel-ings behind the words.

Make sure you understand what your child means.Repeat things to your child for confirmation.

Applying the Principles

The preceding sections have outlined some gen-eral guidelines for talking with children about al-cohol and other drugs. We can make thesemessages more effective by taking into accountthe knowledge youngsters already have andtheir readiness to learn new information at differ-ent ages.

PreschoolersDrug education may seem unnecessary for pre-schoolers; but the attitudes and habits learnedearly can have an important bearing on the deci-sions children make later.

Three- and four-year-olds are not yet ready tolearn complex facts about alcohol and otherdrugs, but they can learn the decision-makingand problem-solving skills that they will need torefuse alcohol and other drugs later. Rememberthat children in this age group are not able to lis-ten quietly for very long; they are more inter-ested in doing things for themselves.

It's tempting for busy parents to do things foryoung children because it's quicker and easier.With a little planning, however, you can use thelearn-by-doing approach to teach your pre-schooler how to make decisions. Let your childpick from a range of options that are acceptableto you. When the choice is made, make sure yourchild sticks with it.

Growing Up Drug Free: A Parent's Guide to Prevention I

Suggested ActivitiesSet aside regular times when you can giveyour child your full attention. Playing to-gether, reading a book, and taking a walk arespecial times that help to build strong bondsof trust and affection between you and yourchild.

Point out to your child poisonous and harm-ful substances that can be found in yourhome. Household products such as bleach,lye, and furniture polish all have warning la-bels that you can read to your child. Keep allhousehold products that could halm a smallchild away from the place you store foodsand out of your child's reach.

Explain how medicine can be harmful if usedincorrectly. Teach your child not to take any-thing from a medicine bottle unless you giveit to the child yourself or specify someoneelse who can give it, such as a babysitter orgrandparent.

Explain why children need good food andshould put only good things into their bodies.Have your child name several good foodsthat he or she eats regularly, and explain howthose foods will make your child strong andhealthy.

Provide guidelines that teach your child whatkind of behavior you expect. Teach your childthe basic rules of how to get along with other

children: Play fair. Share toys. Tell the truth.Treat others the way you want them to treatyou.

Encourage your child to follow instructions.For example.. invite your child to help youcook; following a recipemeasuring ingredi-ents, cracking eggs, kneading doughcanhelp children have fun while learning aboutstep-by-step procedures. Playing sampleboard games with your child can give prac-tice in following instructions and rules.

Take advantage of opportunities to use playas a way to help your child handle frustratingsituations and solve simple problems. Atower of blocks that continuously collapsescan drive a child to tears. You can offer a fewsuggestions to keep the tower up, but at thesame time you should ask your child what heor she thinks is the best way to do it. Turninga bad situation into a success reinforces achild's self-confidence.

To help your child learn decision making in apractical way, lay out some clothing fromwhich the child can select what he or shewishes to wear. Don't worry if the choicesdon't quite match. Let your child know thatyou think he or she is able to make gooddecisions.

19

Appl!'',ig the Principles

Kindergarten-Grade 3Five- to nine-year-olds usually feel good aboutthemselves. They like growing up, and they gen-erally like school and all the new opportunities itprovides. They still think and learn primarily byexperience, and they don't have a good under-standing of things that will happen in the future.Fact and fantasy mingle easily; the world is seenas the child wishes it to be, and not as it actuallyis. Children of this age need rules to guide theirbehavior and information to make good choicesand decisions.

Discussions about alcohol and other drugs mustbe in the here and now, and related to peopleand events the child knows about. Most childrenare very interested in how their bodies work, sodiscussions should focus on maintaining goodhealth and avoiding things that might harm thebody.

Adults are very important both as teachers andas role models. Children are generally trusting,and they believe that the decisions adults makefor them are right. Helping your child knowwhom to trust is important. They need to under-stand that just because someone tells them to dosomething, it is not always right to do it.

By the end of the third grade, your child shouldunderstand:

what an illicit drug is, why it is illegal,what is looks like, and what harm it cando;

how foods, poisons, medicines, and illicitdrugs differ;

how medicines may help during illness,when prescribed by a doctor and adminis-tered by a responsible adult, but also howmedicines are drugs that can be harmful ifmisused;

why it is important to avoid unknownand possibly dangerous objects, contain-ers, and substances;

which adults, both at -chool and out-side, you want your child to rely on foranswers to questions or help in anemergency;

which foods are nutritious and why exer-cise is important;

what the school and home rules are aboutalcohol and other drug use; and

how using alcohol and other drugs is ille-gal for all children.

Growing Up Drug Free: A Parent's Guide lo Prevention

Suggested ActivitiesChildren in this age group need to under-stand the family's rules. You can explain theneed for rules by talking about traffic safetyrules and school rules with which your childis already familiar.

Emphasize the importance of good health bytalking about things people do to stayhealthy, such as brushing teeth after eachmeal, washing hands, eating good foods, get-ting plenty of rest and sleep. You can use thisdiscussion to contrast the harmful things thatpeople do, such as taking drugs, smoking, ordrinking to excess.

Discuss how TV advertisers try to persuadechildren to buy their products, includinghigh-sugar/additives-loaded cereals, candybars, and toys named after characters in car-toon shows that children find appealing.

Discuss illnesses with which your child is fa-miliar and for which prescription drugs areoften necessary. Many children have hadstrep throat, ear infections, flu, and colds. Dis-cussing such illnesses can help your child un-derstand the difference between medicineand illicit drugs.

.actice ways to say no with your child. De-scribe situations that may make your childfeel uncomfortable: being invited to ride a

bike where you do not allow your child to go,for example, or being offered medicine orother unfamiliar substances. Give your childsome responses to use in these situations. (Seepage 13.)

Develop a "helpers" file of people your childcan rely on. Put together a phone list of rela-tives, family friends, neighbors, teachers, reli-gious leaders, and the police and firedepartments. Illustrate the list with photos.Talk with your child about the kind of helpeach person on the list could provide in caseof various unexpected situations, such asbeing approached by strangers or losing ahouse key.

2'


Grades 4-6This is a period of slowed physical growth whentypically a lot of energy goes into learning. Chil-dren 10 to 12 years old love to learn facts, espe-cially strange ones, and they want to know howthings work and what sources of information areavailable to them.

Friendsa single best friend or a group offriendsbecome very important. What childrenthis age are interested in or will be committed tooften is determined by what the group thinks.Children's self-image is determined in part bythe extent to which they are accepted by peers,especially popular peers. As a result, a lot of "fol-lowers" are unable to make independent deci-sions and choices.

This age is perhaps the most important time forparents to focus on increased efforts at drug pre-vention. These late elementary school years arecrucial to decisions about the use of alcohol andother drugs. The greatest risk for starting tosmoke comes in the sixth and seventh grades. Re-search shows that the earlier youngsters begin touse alcohol and other drugs, the more likely theyare to have real trouble.

Teaching Your Child to Say No

Here are some steps that you can practice with yourchild to make :t easier for the dila to refuse an offe, ofalcohol and other drugs. Tell your child to:

Ask questions. If unknown substances are offered,ask, "What is it?" and "Where did you get it?" If aparty or other gathering is proposed, ask, "Who elseis coming?" "Where will it be?" "Will parents bethere?"

Say no. Don't argue, don't discus Say no and showthat you mean it.

Give reasons. 'I'm doing something else that night"or "The cot. - says drugs will hurt my game" are ex-ainples of some reasons that youngsters can use.Also, don't forget the oldest reason: "My parentswill kill me."

Suggest other things to do. If a friend is offering alco-hol a drugs, saying no is tougher. Suggestingson .ting else to dogoing to a movie, playing agame, or working together on a projectshows thatdrugs are being rejected, not the friend.

Leave. When all these steps have been tried, get ou:of the situation immediately. Go home, go to class,join a group of friends, or talk to someone else.


Your child will need a clear no-use message, fac-tual information, and strong motivation to resistpressures to try alcohol and other drugs and toreinforce the determination to remain drug free.Appropriate new information could include:

ways to identify specific drugs, includingalcohol, tobacco, marijuana, inhalants, andcocaine in their various forms;

the long- and short-term effects and conse-quences of use;

the effects of drugs on different parts ofthe body, and the reasons why drugs areespecially dar.gerous for growing bodies;and

the consequences of alcohol and other ille-gal drug use to the family, society, and theuser.


Suggested ActivitiesCreate special times when you are availableto talk to your child. Try to give your childundivided attention. A walk together, dinnerin a quiet place, or a visit to the ice cream par-lor after a movie are some ways to make talk-ing together a little easier.

Encourage your child to participate in whole-some activities that will allow the child toform new friendships and have fun. Sports,Scouts, religious-sponsored youth programs,and community-sponsored youth organiza-tions are excellent ways for children to meetothers of their own age.

Teach your child to be aware of how drugsand alcohol are promoted. Discuss how chil-dren are bombarded with messagesfromTV, song lyrics, billboards, and advertise-mentsthat using alcohol and other drugs isvery glamorous. Clearly separate the mythsfrom the realities of alcohol and other druguse.

Continue to practice ways to say no withyour child, emphasizing ways to refuse alco-hol and other drugs. It is not uncommon forsixth graders to be offered beer and cigarettesand to know other children who smoke anddrink alcohol.

Encourage your child to join a local antidrugclub or peer assistance group that encouragesdrug-free activities.

Ask your child to scan the morning newspa-per and to circle any article that has to dowith alcohol and other drug use' No doubtthere will be articles about drug-related mur-ders, strife in other countries due to drug traf-ficking, and alcohol-related auto accidents.Talk with your child about the tremendousloss of lives and resources because of the useof alcohol and other drugs.

Make friends with the parents of your child'sfriends so that you can reinforce oneanother's efforts in teaching good personaland social habits. A neighborhood social gath-ering, sporting event, or school assembly aregood places to meet.

Join with other parer's in providing super-vised activities for young people to limit "freetime," which often leads to experimentationwith alcohol and other drugs.

2.;


Grades 7-9During the early teens "fitting in" with friends isa controlling influence. In some ways, the onsetor puberty is like a "rebirth." Children want andneed to let go of the past and to find their ownunique identity. This often means letting go ofold friendships and ties with teachers and otheradults, as well as old wars of doing things. Thedecision-making and problem-sOving methodsthat they learned as young children are still help-ful, but young teens w:11 be making new deci-sions based on new information and new goals.

Young people this age can begin to deal withabstractions and the future. They understandthat their actions have consequences, and theyknow how their behavior affects others. Theysometimes have a shaky self-image: they arenot sure whether they are growing and chang-ing adequately, they are often in conflict withadults, they are not sure where they areheaded, and they tend to see themselves as not"okay." Strong emotional support and a goodmodel of adult behavior are particularly impor-tant now.

Young people who use i..1:ohol, tobacco, andother drugs typically begin before leaving theninth grade. Be sure that family discussionsabout drugs emphasize the immediate, unpleas-ant effects of alcohol and other drug vse. Tellingjunior high school students who are smoking

2.3

a-


that they will get lung cancer or heart disea3e inseveral decades is less likely to make an impres-sion than talking about bad breath, stained teethand fingers, and burned clothing.

Many young people use drugs because theirfriends use drugs. A large portion of your pre-vention efforts during these years should bespent reinforcing your child's motivation toavoid alcohol and oth,m. drugs. Here are someimportant steps:

Counteract peer influence with parent influence.Reinforce your no-alcohol/no-drug-use rulesand expectations so that your child clearly un-derstands that drinking and using drugs areunacceptable and illegal. Children may arguethat "everyone is doing it" and not experienc-ing any harmful effects. Inform your childthat alcohol and other drug use is illegal forchildren and that "everyone is not doing it."Emphasize how unpredictable the effects ofalcohol and other drugs can be, so that al-though many di og users may appear to func-tion properly, drug use is extremely risky,and all it takes is one bad experience tochange a life.

Get to knew your chld's friends and then par-ents. Meet your child's friends. Invite themto your home frequently. Share your expecta-tions about behavior with other parents.Work together to develop a set of rules about

CI' fews, unchaperoned parties, and other socialactivities.

Monitor your child's wherc4.:7outs. If your childis at "a friend's house," be sure that youknow the friend and the parents. If your childis at the movies, be sure you know what filmis playing and at wh; '''.eater. Last-minutechanges in plans, such as visiting a differentfriend or going to a different movie, shouldnot be permitted unless the child checks withMom, Dad, or another designated adult.

By the end of ninth grade your child shouldknow:

the characteristics and chemical nature ofspecific drugs and drug interactions;

the physiology of drug effects on the circu-latory, respiratory, nervous, and reproduc-tive systems;

the stages of chemical dependency andtheir unpredictability from person top42rson;

the ways that drug use affects activities rc-quiring motor coordination, such as driv-ing a car or participating in sports; and

family h;story, particularly if alcoholismor other drug addiction has beenproblem.


Suggested ActivitiesContinue to practice ways to say no withyour child. Teach your child to recognizeproblem situations, such as being at a housewhere no adults are present and young peo-ple are smoking or drinking beer. Make upsituations in which your child may be askedto try alcohol and other di ,:gs and let thechild practice saying no using the steps out-lined. Try many variations until you are confi-dent that your child knows how to say no.

Children this age are very concerned abouthow others see them. You can help your childdevelop a positive self-image by making surethat the child looks good and feels healthy. Inaddition to providing well-balanced meals,keep your refrigerator and pantry stockedwith appealing alternatives to junk food.

Continue to spend private time with yourchild to discuss what your child feels is im-portant in his or her life right now. Yourchild's fears about emerging sexuality, ap-pearing different from friends, and going onto high school are real problems and deserveyour concern and attention.

Periodically review and update, with yourchild's participation, your house rules andyour child's responsibilities regarding chores,homework, time limit on TV watching, andthe curfew on school and weekend nights.Discuss these questions with your child: Arethe rules fair and the consequences appropri-ate? Is it time to switch to some new chores?Should there be fewer or different chores be-cause of added homework assignments orafter-school activities? Should the curfew beadjusted?

Talk with your child about friendship. Makethe point that true friends do not ask eachother to do things they know are wrong andrisk harm to themselves, their friends, or theirfamilies.

Plan supervised parties or other activities foryour child in your home which reflect a no-alcohol/no-drug-use rule. For example, haveyour child invite friends to share a pizza andwatch TV.

2 1


Grades 10-12High school students are future-oriented and canengage in abstract thinking. They have an in-creasingly realistic understanding of adults.Young people therefore want adults to d:scusstheir concerns and the ways they solve problemsand make decisions. You may have a tremen-dous new opportunity to help your children atthis age. At the same time, the teenagers con-tinue to be group-orientated, and bet Ting tothe group motivates I-Lich of their behavior andactions. During these years, young people oftendevelop a broader outlook and become more in-terested in the welfare of others.

By the end c' high school, your child shouldunderstand:

both the immediate and long-term physi-cal effects of specific drugs;

the possibly fatal effects of combiningdrugs;

the relationship of drug use to other dis-eases and disabilities;

the effects of alcohol and other drugs onthe fetus during pregnancy;

the fact that drug use is not a victimlesscrime;

the effects and possible consequences ofoperating equipment while ushig alcoholand other drugs;

the impact that drug use has on society;and

the extent of community interventionresources.

You may want to focus on the potential long-term effects of alcohol and other drugs duringthese years: drugs can ruin your teen's chancesof getting into college, being accepted by the mili-tary, or being hired for certain jobs. Your teenmay also be impressed by the importance of serv-ing as a good role model for a younger brotheror sister.

Although young people long for independence,it is particularly important to keep them in-volved in the family and family activities. Theyshould join the rest of the family for dinner regu-larly, be part of family vacations, and remainpart of family routines.


Suggested ActivitiesContinue to talk with your teenager about al-cohol and other drug use. Chances are yourteen has friends who use alcohol and otherdrugs or knows people who do. Talk abouthow alcohol and other drug use threatenslives and may limit opportunities for thefuture.

Plan strategies to limit your teen's unsuper-vised hours at home, while you are at work.Researchers have found that lunchtime and3:00-6:00 p.m. are periods teenagers are likelyto experiment with alcohol and other drugs.

Encourage your teenager to work on behalf ofa drug prevention program by being trainedas a volunteer to answer hot-line calls or as apeer counselor.

Talk with your teenager about joining asports club, drama club, arts and crafts cen-ter, or dance studio or about volunteering towork for a church group or community orga-nization. The busier your teenager is, the lesslikely he or she is to be bored and to seek anoutlet in alcohol or other drugs. Volunteerwith your teenager, if you have time.

Plan alcohol- and drug-free activities withother families during school vacations and

major holidays, which can be high -risk idletimes for teens.

Make sure your teen has access to up-to-date in-formation on alcohol .nd other drugs and theireffects. Make an effort to be informed about anynew drugs that are popular, and know their ef-fects. (For suggested reading, see the resourcessection at the end of this 3ooklet.)

Cooperate with other parents to make surethat the parties and social events your teen-ager attends are alcohol- and drug-free. Somefamilies choose to draw up a contract holdingadults responsible for parties given in theirhomes; the contract specifies that all partieswill be supervised and that there is to be nouse of alcohol or other drugs. (See "SafeHomes" in the resource section.)

Help plan community-sponsored drug-freeactivities such as alcohol- and drug-freedances and other recreational activities suchas "midnight basketball."

Talk with your teenager about the future. Dis-cuss your expectations and your teenager'sambitions. Collect college or vocational cata-logs for your teenager, and discuss differenteducational and career options. Plan a familyouting to loca: colleges and universities.

2 )

What to Do If Your Child Is Using Drugs

4

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sb -013

41-

Young people use drugs for many reasons thathave to do with how they feel about themselves,

i how they get along with others, and how they live.No one factor determines who will use drugs and

i who will not, but here are some predictors:

low grades or poor school performance;

aggressive, rebellious behavior;

excessive influence by peers;

lack of parental support and 8aidance; and

behavior problems at an early age.

Being alert to the signs of alcohol and otherdrug use requires a keen eye. It is sometimeshard to know the difference between normalteenage behavior and behavior caused bydrugs. Changes that are extreme or that last formore than a few days may signal drug use.

Consider the following questions:

Does your child seem withdrawn, de-pressed, tired, and careless about personalgrooming?

Has your child become hostile and uncooper-ative?

Have your child's relationships with otherfamily members deteriorated?

Has your child dropped his old frienr'-'


Two types of homemade crack pipes.

Is your child no longer doing well in schoolgrades slipping, attencance irregular?

Has your child lost interest in hobbies, sports,and other favorite activities?

Have your child's eating or sleeping patternschanged?

Positive answers to any of these questions can in-dicate alcohol or other drug use. However, thesesigns may also apply to a child who is not usingdrugs but who may be having other problems atschool or in the family. If you are in doubt, gethelp. Have your family doctor or Iccal clinic ex-amine your child to rule out illness or other phys-ical problems.

e."

Cocaine paraphernalia includes mirrors, razor blades, and scales used bydrug dealers.

31

What to Do If Your Child Is Using Drugs

Watch for signs of drugs and drug paraphernaliaas well. Possession of common items such aspipes, rolling papers, small medicine bottles, eyedrops, or butane lighters may signal that yourchild is using drugs.

Even when the signs are clearer, usually after thechild has been using drugs for a time, parentssometimes do not want to admit that their childcould have a problem. Anger, resentment, guilt,and a sense of failure as parents are commonreactions.

If your child is using drugs, it is important toavoid blaming yourself for the problem and toget whatever help is needed to stop it. The earliera drug problem is detected and faced, the morelikely it is that your child can be helped.

Powdered cocaine.

Marijuana paraphernalia includes rolling papers, clips, and pipes


First, do not confront a child who is under the in-fluence of alcohol or other drugs, but wait untilthe child is sober. Then discuss your suspicionswith your child calmly and objectively. Bring inother members of the family to help, if necessary.

Second, impose whatever discipline your familyhas decided on for violating the rules and stick toit. Don't relent because the youngsV,r promisesnever to do it again.

Many young people lie about their alcohol anddrug use. If you think your child is not beingtruthful and the evidence is pretty strong, youmay wish to have your child evaluated by a

health professional experienced in diagnosingadolescents with alcohol- and drug-relatedproblems.

If your child has developed a pattern of druguse or has engaged in heavy use, you will prob-ably need help to intervene. If you do notknow about drug treatment programs in yourarea, call your doctor, local hospital, or countymental health society for a referral. Yourschool district should have a substance abusecoordinator or a counselor who can refer youto treatment programs, too. Parents whose chil-dren have been through treatment programscan also provide information.

Getting Involved

3H,

The most promising drug prevention pi ograrnsare those in which parents, students, schools,and communities join together to send a firm,clear message that the use of alcohol and otherdrugs will not be tolerated.

School-Parent CooperationThe development of strong policies that spell outrules governing use, possession, and sale of alcoholand other drugs is a key part ofany school-basedprevention program. Learn what your school's poli-cies are and actively support them. If your schoolhas no policy, work with teachers, administrators,and community members to develop one. Goodschool policies typically specify what constitutes analcohol or other drug offense, spell out the conse-quences for violating the policy, describe proce-dures for handling violations, and buildcommunity support for the policy.

Visit your child's school and learn how drug edu-cation is being taught. Are the faculty memberstrained to teach about alcohol and other druguse? Is drug education a regular part of the cur-riculum or limited to a special week? Is it taughtthrough the health class, or do all teachers incor-porate drug education into their subject area? Dochildren in every grade receive drug education,or is it limited to selected grades? Is there a com-ponent for parents?

If your school has an active program to preventdrug use, ask to see the materials that are being


used. Do they contain a clear message that alco-hol and other drug use is wrong and harmful? Isthe information accurate and up-to-date? Doesthe school have referral sources for students whoneed special help?

Let other parents know about the school's policiesthrough meetings of the parent-teacher organiza-tion. At least one meeting each year should be de-voted to issues of alcohol and other drug use.Knowledgeable local physicians and pharmacistscan be invited to discuss how drugs affect thegrowth and development of children, police offi-cers can outline the scope and severity of the drugproblem in your comiunity, and substance abusecounselors can discuss symptoms of alcohol andother drug use and treatment options.

Parent-Community ActivitiesHelp your child to grow up alcohol and drugfree by supporting community efforts to giveyoung people healthy alternatives. Alcohol- anddrug-free proms and other school-based celebra-tions are growing in popularity around the coun-try. You can help to organize such events, solicitcontributions, and serve as a chaperon.

Local businesses are also an excellent source ofsupport for alternative activities such as athleticteams and part-time jobs. Shops and restaurantsin one community in Texas, for example, nowoffer discounts to young people who test nega-tive for drugs in a voluntary urinalysis.

Parent Support GroupsOther parents can be valuable allies in your ef-fort to keep your child drug free. Get to knowthe parents of your child's friends. Share expecta-tions about behavior and develop a set of mutu-ally agreed upon rules about such things ascurfews, unchaperoned parties, and places thatare off-limits. Helping youngsters stay out oftrouble is easier when rules of conduct areclearly known and widely shared.

Build a network of other adults with whom youcan talk. Join a parent organization in your com-munity, or talk informally with your friendsabout common concerns in rearing children.Sharing experiences can provide insights thathelp you deal with your child's behavior. It alsohelps to know that other parents have faced sim-ilar situations.

36

Making It Work

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Despite the grim stories that fill our newspapersand dominate the evening news, most youngpeople do not use illicit drugs, they do not ap-prove of drug use by ineir friends, and theyshare their parents' concern about the dangersposed by drugs.

Successful prevention efforts, whether in a family,school, or community setting, have many elementsin common: a concern for the welfare and well-being of young people, dedicated adults who arewilling to devote their time and energy, and an un-wavering commitment to being drug free.

That commitment led a small group of parents inBowling Green, Kentucky, to form Bo'i'lingGreen Parents for Drug-Free Youth. The organi-zation has worked closely with the local schoolsand community to provide training and educa-tion for all members of the community, and ithas raised more than $35,000 to help finance itsefforts. Questionnaires administered to studentsin grades 7-12 for 6 consecutive years haveshown a steady decline in the use of alcohol andother drugs.

Gail Amato, president of the Bowling Green Par-ents for Drug-Free Youth, speaks persuasivelyabout why parents must be involved in helpingto prevent alcohol and other drug use:

People often ask me why I think parents are the an-

swer, and I think it's because we have the most tolose. Schools can help, churches can help, law force-

38


meat can help, but no one can replace the family.Being involved with drug and alcohol prevention letsour children know that we care. It strengthens thefamily and helps us to be the k. id of parents our chil-dren need us to be.

A similar commitment leads parents of studentsin Commodore Stockton Skills School in Stock-ton, California, to donate more than 400 volun-teer hours each month helping in the classrooms.Last year a family picnic held during Red RibbonWeek, a national drug awareness week, drew 500participants for a day of games and activities fo-cused on prevention of drug use.

In addition to helping in the classroom, Stocktonparents work to maintain discipline, to reinforcestudents' respect for other people, and to fosterpersonal responsibility at home.

As a result, behavioral problems in the school areinfrequent, attendance is high, and area police re-port juvenile drug arrests from every school inthe city except Commodore Stockton.

Successful efforts to rid a neighborhood of drugsarP often joint efforts. Two years ago in NewHaven, Connecticut, the residents of six housing

39

projects joined forces to solve a neighborhoodproblemdrugs. The residents were afraid fot-the safety of their children and sick of the mur-ders and other nightly violence related to drugdeals.

Representing more than 1,400 families from thesix projects, the group drafted an action plan torid the neighborhood of drugs. The residentsasked the local police to conduct "sting" opera-tions periodically. Members of the New Havennews media have been invited to the project,where residents speak openly about the prob-lems they encounter. The residents have invitedlocal community groups and the Greater NewI Iaven Labor Council to join in the fight. In addition, the mayor has become directly involve." 'ntheir struggle.

One member, speaking on behalf of the resi-dents, stated its main objective: "We are bandintogether to stop this madness so that we canhave a peaceful and livable neighborhood andcommunity." Today, drug sales have decreased,and members of the community feel safer andmore hopeful about the future.

Specific Drugs and Their Effects

AlcoholAlcohol consumption causes a number of changes in behavior. Even low doses significantly impair thejudgment and coordination required to drive a car safely. Low to moderate doses of alcohol can in-crease the incidence of a variety of aggressive acts, including spouse and child abuse. Moderate to highdoses of alcohol cause marked impairm -Its in higher mental functions, severely altering a person's abil-ity to learn and remember information. Very high doses cause respiratory depression and death.

Continued use of alcohol can lead to dependence. Sudden cessation of alcohol intake is likely to pro-duce withdrawal symptoms, including severe anxiety, tremors, hallucinations, and convulsions. Long-term effects of consuming large quantities of alcohol, especially when combined with poor nutrition,can lead to permanent damage to vital organs such as the brain and the liver. In addition, mothers whodrink alcohol during pregnancy may give birth to infants with fetal alcohol syndrome. These infantsmay suffer from mental retardation and other irreversible physical abnormalities. In addition, researchindicates that children of alcoholic parents are at greater risk than other children of becoming alcoholics.

4u


TobaccoThe smoking of tobacco products is the chief avoidable cause of death in our society. Smokers are morelikely than nonsmokers to contract heart diseasesome 170,000 die each year from smoking-related cor-onary heart disease. Lung, larynx, esophageal, bladder, pancreatic, and kidney cancers also strikesmokers at increased rates. Some 30 percent of cancer deaths (130,000 per year) are linked to smoking.Chronic, obstructive lung diseases such as emphyseMa and chronic bronchitis are 10 times more likelyto occur among smokers than among nonsmokers.

.-Anoking during pregnancy also poses serious risks. Spontaneous abortion, preterm birth, low birthweights, and fetal and infant deaths are all more likely to occur when the pregnant woman is a smoker.

Cigarette smoke contains some 4,000 chemicals, several of which are known carcinogens. Perhaps themost dangerous substance in tobacco smoke is nicotine. Nicotine is the substance that reinforces andstrengthens the desire to smoke. Because nicotine is highly addictive, addicts find :t very difficult tostop smoking. Of 1,000 typical smokers, fewer than 20 percent succeed in stopping on the first try.

42


CannabisAll forms of cannabis have negative physical and mental effects. Sc.-oral regularly observed physical ef-fects of cannabis are a substantial increase in the heart rate, bloodshot eyes, a dry mouth and throat,and increased appetite.

Use of cannabis may impair or reduce short-term memory and comprehension, alter sense of time, andreduce ability to perform tasks requiring concentration and coordination, such as driving a car. Motiva-tion and cognition may be altered, making the acquisition of new information difficult. Marijuana canalso produce paranoia and psychosis.

Because users often inhale the unfiltered smoke deeply and then hold it in their lungs as long as possi-ble, marijuana is damaging to the lungs and pulmonary system. Marijuana smoke contains morecancer-causing agents than tobacco smoke. Long-term users of cannabis may develop psychologicaldependence and require more of the drug to get the same effect. The drug can become the center oftheir lives.

Type What is it called? What does it look like? How is it used?

Marijuana Pot, Reefer, Grass, Weed,Dope, Ganja, Mary Jane, orSinsemilla

Tetrahydrocannabinol THC

Hashish Hash

Hashish Oi! Hash oil

Like dried parsley, withsterns and/or seeds; rolledinto cigarettes

Soft gelatin capsules Taken orally

Smoked or eaten

Br..)wn or black cakes or Smoked or eatenballs

Concentrated syrupy liq-uid varying in color from tobaccoclear to black

Smokedmixed with

4.j


InhalantsThe immediate negative effects of inhalants include nausea, sneezing, coughing, nosebleeds, fatigue,lack of coordination, and loss of appetite. Solvents and aerosol sprays also decrease the heart and respi-ratory rates and impair judgment. Amyl and butyl nitrite cause rapid pulse, headaches, and involun-tary passing of urine and feces. Long-term use may result in hepaticis or brain damage.

Deeply inhaling the vapors, or using large amounts over a short time, may result in disorientation, vio-lent behavior, unconsciousness, or death. High concentrations of inhalants can cause suffocation by dis-placing the oxygen in the lungs or by depressing the central nervous system to the point that breathingstops.

Long-term use can cause weight loss, fatigue, electrolyte imbalance, and muscle fatigue. Repeated sniff-ing of concentrated vapors over time can permanently damage the nervous system.


Nitrous Oxide Laughing gas or Whippets

Amyl Nitrite Poppers or Snappers

Butyl Nitrite Rush, Bolt, Bullet, LockerRoom, and Climax

Chlorohydrocarbons Aerosol sprays or cleaningfluids

ydrocarbons Solvents

Small 8-gram metalcylinder sold with aballoon or pipepropellant for whippedcream in aerosol spray can

Clear yellowish liquid inampules

In small bottles

Aerosol paint cans

Cans of aerosol propel-lants, gasoline, give, paintthinner

44

Vapors inhaled

Vapors inhaled

Vapors inhaled

Vapors inhaled

Vapors inhaled


CocaineCocaine stimulates the central nervous system. Its immediate effects include dilated pupils and ele-vated blood pressure, heart rate, respiratory rate, and body temperature. Occasional u3e can cause astuffy or runny nose, while chronic use can ulcerate the mucous membrane of the rose. Injecting co-caine with contaminated equipment can cause AIDS, hepatitis, and other diseases. Preparation offreebase, which involves the use of volatile solvents, can result in death or injury from fire or explosion.

Crack or freebase rock is extremely addictive, and its effects are felt within 10 seconds. The physical ef-fects include dilated pupils, increased pulse rate, elevated blood pressure, insomnia, loss of appetite,tactile hallucinations, paranoia, and seizure. The use of cocaine can cause deaLh by cardiac arrest or re-spiratory failure.


Cocaine Coke, Snow, Nose candy, White crystalline powder Inhaled, injectedFlake, Blow, Big C, Lady,White, and Snowbirds

Crack cocaine Crack, rock, freebase White to tan pellets or Smokedcrystalline rocks that looklike soap


Other StimulantsStimulants can cause increased heart and respiratory rates, elevated blood pressure, dilated pupils, anddecreased appetite. In addition, users may experience sweating, headache, blurred vision, dizziness,sleeplessness, and anxiety. Extremely high doses can cause a rapid or irregular heartbeat, tremors, loss

,of coordination, and even physical collapse. An amphetamine injection creates a sudden increase inblood pressure that can result in stroke, very high fever, or heart failure.

:n addition to the physical effects, users report feeling restless, anxious, and moody. Higher doses in-tensify the effects. Persons who use large amounts of amphetamines over a long period of time can de-velop an amphetamine psychosis that includes hallucinations, delusions, and paranoia. Thesesymptoms usually disappear when drug use ceases.


Amphetamines Speed, Uppers, Ups, Blackbeauties, Pep pills, Copilots,Bumblebees, Hearts, Benze-drine, Dexedrine, Footballs.and Bipho amine

Methamphetamines Crank, Crystal meth, Crystalmethedrine, and Speed

Additional Stimulants Rita lin, Cylert, Preludin,Didrex, Pre-State, Vora nil,Sandrex, and Plegine

Capsules, pills, tablets

White powder, pills,rock that resembles ablock of paraffin

Pills or capsules

4 ',,

Taken orally, injected, in-haled

Taken orally, injected, in-haled

Taken orally, injected

Specific Drugs and Their ,ffects

DepressantsThe effects of depressants are in many ways similar to the effects of alcohol. Small amounts can pro-duce calmness and relaxed muscles, but larger doses can cause slurred speech, staggering gait, and al-tered perception. Very large doses can cause respiratory depression, coma, and death. Thecombination of depressants and alcohol can multiply the effects of the drugs, increasing the risks.

Regular 1- of depressants over time can result in physical and psychological addiction. People whosuddenly stop taking large doses can experience withdrawal symptoms, n-cluding anxiety, insomnia,tremors, delirium, convulsions, and death. Babies born to mothers who abuse depressani., may also bephysically dependent on the drugs and show withdrawal symptoms shortly after they are born. Birthdefects and behavioral problems also may result.


Barbiturates

Methaqualune

Tranquilizers

Downers, Barbs, BlueDevils, Red Devils,Yellow Jacket, Yellows,Nembutal, Tuinals,Seconal, and Amytal

Quaaludes, Ludes,Sopors

Valium, Librium,Miltown, Serax, Equanil,Miltown, and Tranxene

Red, yellow, blue, or red Taken orallyand blue capsules

Tablets

Tablets or capsules

Taken orally

Taken orally


HallucinogensPhencyclidine (PCP) interrupts the functions of the neocortex, the section of the brain that controls theintellect and keeps instincts in check. Because the drug blocks pain receptors, violent PCP episodesmay result in self-inflicted injuries. The effects of PCP vary, but users frequently report a sense of dis-tance and estrangement. Time and body movement are slowed down. Muscular coordination worsensand senses are dulled. Speech is blocked and incoherent. In late' stages of chronic use, users often ex-hibit paranoid and violent behavior and experience hallucinations. Large doses may produc convul-sions and coma, as well as heart and lung failure.

Lysergic acid (LSD), mescalir - and psilocybin cause illusions and hallucinations. The physical effectsmay include dilated pupils, elevated body temperature, increased heart rate and blood pressure, loss ofapite, sleeplessness, and tremors. The user may experience panic, confusion, suspicion, anxiety, andloss of control. Delayed effects, or flashbacks, can occur even when use has ceased.

Type

Phencyclidine

Lysergic aciddiethylamide

Mescaline and Peyote

Psilocy bin

What is it called? What does it look like? How is it used?

PCP, Hog, Angel Dust, Love-boat, Lovely, Killer Weed

LSD, Acid, Microdot, Whitelightning, Blue heaven, andSugar cubes

Mesc, Buttons, and Cactus

Magic Mushrooms,'shrooms,

Liquid, white crystallinepowder, pills, capsules

Colored tablets, blotterpaper, clear liquid, thinsquares of gelatin

Hard brown discs, tablets,capsules

Fresh or dried mushrooms

Taken orally, injected,smoked (sprayed on jointsor cigarettes)

Taken orally, licked offpaper, gelatin and liquidcan be put in the eyes

Discschewed, swal-lowed, or smokedTablets and capsulestaken orally

Chewed and swallowed


NarcoticsNarcotics initially produce a feeling of euphoria that often is followed by drowsiness, nausea, and vom-iting. Users also may experience constricted pupils, watery eyes, and itching. An overdose may pro-duce slow and shallow breathing, clammy skin, convulsions, coma, and possible death.

Tolerance to narcotics develops rapidly and dependence is likely. The use of con taminaied syringesmay result in disease such as AIDS, endocarditis, and hepatitis. Addiction in pregnant women can leadto premature, stillborn, or addicted infants who experience severe withdrawal symptoms.

Type

Heroin

Codeine

Morphine

Opium

Meperidine

Other narcotics

What is it called? What does it look like? How is it used?

Smack, Ho-se, Mud, Brownsugar, junk, black tar, andBig H

Empirin compound with co-deine, Tylenol with codeine,Codeine in cough medicine

Pectoral syrup

Paregoric, Dover's powder,Pa repectolin

Pethidine, Demerol,Meperga n

Percocet, Perco:lan,Tussionex, Fentanyl, Dacron,Tal w in, and Lomotil

White to dark-brownpowder or tarlike sub- inhaledstance

Injected, smoked, or

Dark liquid varying inthickness, capsules,tablets

White crystals, hyj_ .er-mic tablets, or injectable smokedsolutions


Taken orally, injected, or

Dark brown chunks,-wder

White powder, solution,tablets

Tablets or capsules

4,)

Smoked, eaten, or injected



Growing Up Drug Free: A Parer I's Guide to Prevention

Designer DrugsIllegal drugs are defined in the terms of their chs-nical formulas. To circumvent these legal restrictions,underground chemists modify the molecular structure of certain illegal drugs to produce analogsknown as designer drugs. These tiirugs can be se% eral hundred times stronger than the drugs they aredesigned to imitate.

'The narcotic analogs can cause symptoms such as those seen in Parkinson's disease: uncontrollabletremors, drooling, impaired speech, paralysis, and irreversible brain damage. Analogs of amphet-amines and methamphetamines cause nausea, blurred vision, chills or sweating, and faintness. Psycho-logical effects include anxiety, depression, and paranoia. As little as one dose can cause brain damage.The analogs of phencyclidine cause illusions, hallucinations, and impaired perception.


Analog of Fentanyl Synthetic heroin, China white White powder Inh:,led, injected(Narcotic)

Analog of Meperi-dine (Narcotic)

MPTP (New heroin), MPPP,synthetic heroin

White powder Inhaled, injected

Analog of Amphet-amines or Methamphetamines(Hallucinogens)

MDMA (Ecstasy, XTC,Adam, Essence), MDM, STP,PMA, 2, 5-DMA, TMA,DOM, DOB, EVE

White powder, tablets, orcapsules

Taken orally, injected, orinhaled

Analog of Phencycli-dine (PCP)

PCPy, PC E White powder Taken orally, injected, orsmoked

5 fi


Aaabo lic SteroidsAnabolic steroids are a group of powerful compounds closely related to the male sex hormone testoster-one. Developed in the 1930's, steroids arc seldom prescribed by physicians today. Current legitimatemedical uses are limited to certain kinds of anemia, severe burns, and some types of breast cancer.

Taken in combination with a program of muscle-building exercise and diet, steroids may contribute toincreases in body weight and muscular strength. Steroid users subject themselves to more than 70 sideeffects ranging in severity from liver cancer to acne and including psychological as well as physical reac-tions. The liver and cardiovascular and reproductive systems are most seriously al .2cted by steroiduse. In males, use can cause withered testicles, sterility, and impotence. In females, irreversible mascu-line traits can develop along with breast reduction and sterility. Psychological effects in both sexes in-clude very aggressive behavior known as "mid rage" and depression. While some side effects appearquickly, others, such as heart attacks and strokes, may not show up for years.

Signs of steroid use include quick weight i muscle gains (when used in a weight training program);aggressiveness and combativeness; jaunde; purple or red spots on the body; swelling of feet andlower legs; trembling; unexplained darkening of the skin; and persistent unpleasant breath odor.

5

Resources

ii

The Department of Education does not endorse anyprivate or commercial products or services, or prod-tic's or services not affiliated with the Federal Govern-ment. The sources of information listed on this andthe following pages are intended only as a partial list-ing of the resources that are available to readers of thisbooklet. Readers are encouraged to research and in-form themselves of the products or services, relatingto drug and alcohol abuse, that are available to them.

Where to Get Information and HelpMany hospitals, community colleges, and otherorganizations offer classes for parents that are de-signed to improve communication and under-standing between par, ts and children. Consultyour local library, school, or community serviceorganization for more info-mation.

Action. Through its Drug iance, the FederalDomestic Volunteer Agency promotes community-based, volunteer drug use prevention projects forat-risk youth and the elderly. (See your tele-phone Blue Pages.)

Alcoholics Anonymous. This organization is a fel-lowship of men and we en who share their ex-periences to solve a common problem(alcoholism) and to help other alcoholics achievesobriety. The organization is worldwide. (Secyour telephone White Pages.)

I


AI-Anon Family Group Headquarters. Al-Anon wasestablished as a resource for family members andfriends of alcoholics. It is a free, nonprofessional,worldwide organization with more than 30,000groups. (See your telephone White Pages.)

American Council for Drug Education. This organi-zation provides information on drug use, devel-ops media campaigns, reviews scientificfindings, publishes books and a newsletter, andoffers films and curriculum materials for pre-teens. 204 Monroe Street, Rockville, MD 20850.Telephone (301) 294-0600.

Chemical People Project. The project supplies infor-mation in the form of tapes, literature, and semi-nars. The Public Television Outreach Alliance,c/o WQED-TV, 4802 Fifth Avenue, Pittsburgh,PA 15213. Telephone (412) 391-0900.

Fai..ilies Anonymous, Inc. This worldwide organi-zation offers a 12-step, self-help program for fam-ilies and friends of people with behavioralproblems usually associated with drug abuse.The organization is similar in structure to Alco-holics Anonymous. P.O. Box 528, Van Nuys, CA91408. Telephone (818) 989-7841.

Families in Action National Drug Info, mat ion Cen-ter. This organization publishes Drug Abuse Up-date, a quarterly journal of news and informationfor persons interested in drug prevention. $25 forfour issues. 2296 Henderson Mill Road, Suite 204,Atlanta, GA 30345. Telephone (404) 93.1-6364.

Hazelden Foundation. This foundation distributeseducational materials and self-help literature forparticipants in 12-step recovery programs andfor the professionals who work in the field.Pleasant Valley Road, Box 176, Center City, MN55012-0176. Telephone (800) 328-9000.

Institute on Black Chemical Abuse. This instituteprovides training and technical assistance to pro-grams that want to serve African-American/black clients and others of color more effectively.2614 Nicollet Avenue, Minneapolis, MN 55408.Telephone (612) 871-7878.

"Just Say No" Clubs. These clubs provide supportand positive peer reinforcement to youngstersthrough workshops, sc. iinars, newsletters, and avariety of activities. 1777 North California Boule-vard, Suite 200, Walnut Creek, CA 94596. Tele-phone 1-800-258-2766/(415) 939-6666.

Nar-Anon Family Group Headquarters. This organi-zation operates in a manner similar to Al-Anonand supports people who have friends or familymembers with drug problems. World Service Of-fice, P.O. Box 2562, Palos Verdes Peninsula, CA90274. Telephone (213) 547-5800.

Narcoti:s Anonymous. Similar to Alcoholics Anon-ymous, this program is a fellowship of men andwonwil who meet to help one another with theirdrug dependency problems. World Service Of-fLe, P.O. Box 9999, Van Nuys, CA 91409. Tele-phone (818) 780-3951.

5 4

Resources

National Clearinghouse for Alcol79I and Ilnig Infor-mation (NCADI). NCADI is a resource for alcoholand other drug information. It carries a widevariety of publications dealing with alcohol andother drug abuse. Box 2345, Rockville, MD20852. Telephone (301) 468-2600.

National Council on Alcoholism, Inc. This nationalvoluntary health agency provides informationabout alcoholism and alcohol problems throughmore than 300 local affiliates. 12 West 21st Street,New York, NY 10010. Telephone (212) 206-6770.

National Crime Prevention Council. This organiza-tion works to prevent crime and drug use inmany ways, including developing materials(audio visual, reproducible brochures, and otherpublic,..ons) for parents and children. 1700 KStreet, N.W., Washington, D.C. 20006. elephone(202) 466-NCPC.

National Federation of Parents for Drug-Free Youth,Inc. This organization sponsors the National RedRibbcn Campaign to reduce the demiu.d fordrugs and the Responsible Educated AdolescentsCan Help (REACH) program designed to edu-

cate junior and senior high school students aboutdrug abuse. Communications Center, 1423 NorthJefferson, Springfield, MO 65802. Telephone(417) 836-3709.

National PTA Drug and Alcohol Abuse PreventionProject. Offers kits, brochures, posters, and otherpublications on alcohol and other drugs for par-ents, teachers, and PTA organizations. 700 NorthRush Street, Chicago, IL 60611. Telephone(312) 577-4500.

Safe Homes. This national organization encour-ages parents to sign a contract stipulating thatwhen parties are held in one another's homesthey will adhere to a strict no-alcohol/no-drug-use ruse. P.O. Box 702, Livingston, NJ 07039.

Toughloz'e. This national self-help group for par-ents, children, and communities emphasizes co-ope-ation, personal initiative, and action. ItPublishes a newsletter, brochures, and books,and it holds workshops. P.O. Box 1069, Doyles-town, PA 18901. Telephone 1-800-333-1069/(215)348-7090.


: Al-Free Information1 -800- COCAINE A COCAINE HELPLINE

A round-the-clock information and referral serv-ice. Recovering cocaine-addict counselors answerthe phones, offer guidance, and refer drug usersand parents to local public and private treatmentcenters and family learning centers.

1-800-PICA-CALLNATIONAL COUNCIL ONALCOHOLISM INFORMATION LINE

The National Council on Alcoholism, Inc., is anational nonprofit organization that combatsalcoholism, other drug addictions, and relatedproblems. The council also provides referral serv-ices to families and individuals seeking helpwith alcoholism or other drug problems.

1-800-241-7946PRIDE DRUG INFORMATIONHOTLINE

A national resource and information center,Parents' Resource Institute for Drug Education(PRIDE) refers concerned parents to parentgroups in their state or local area; gives informa-tion on how parents can form a group in theircommunity; provides telephone consultation andreferrals to emergency health centers; and main-tains a series of drug information tapes that cal-lers can listen to, free of charge, by calling after5:00 p.m.

1-800-622-HELP NIDA HOTLINE

NIDA Flok.ine is a confidential information andreferral line that directs callers to cocaine i,ousetreatment centers in the local community. Freematerials on drug abuse are also distributed in re-sponse to incuiries.

;)r

Resources

3eneral Reading List for ParentsDrug-Free Kids: A Parents' Guide, 1986. Scott New-man Center, 6255 Sunset Blvd., Sui.. 1906, LosAngeles, CA 90028. Available ir. English and inSpanish. $6.50 plus tax for the 'inglish-languageversion.

Kids and Drugs: A Handbook for Parents and Profes-sionals, by Joyce Tobias, 1987. PANDAA Press,4111 Watkins Trail, Annandale, VA 22003. $6.90.

Peer Pressure Rev "rsal, by Sharon Scott, 1985, re-printed 1988. Human Resc rce DevelopmentPress, 22 Amherst Road, Amherst, MA 01002.$9.95.

Pot Safari, by Peggy Mann, 1982, reprinted 1987.Woodmere Press, Cathedral Finance Station,P.O. Box 20190, New York, NY 10125. $6.95.

Preparing for the Drug-Free Years: A Family Activit"Book, by J. David Hawkins, et al., 1988. Develop-mental Research and Programs, Box 85746, Seat-tle, WA 98145. $10.95.

Team Up for Drug Prevention with America's YoungAthletes, Drug Enforcement Administration, De-mand Reduction Section, 1405 I Street, N.W.,Washington, DC 20537. Free.

Ten Steps To Help Your Child Said "No": A Parent'sGuide, 1986. Nationll Ciea,inghouse for Alcohol

and Drag Information, P.O. Box 2345, Rockville,MD 20852. Free.

The Fact Is...Hispanic Parents Can Help Their Chil-.dren Avoid Alcohol and Other Drug Problems, 1989.National Clearinghouse for Alcohol and Drug In-forma don, P.O. Box 2345, Rockville, MD 20852.Free.

The r :t Is.,..You Can Prevent Alcohol and OtherDrug Problems Among Elementary School Children,1988. National Clearinghouse for Alcohol andDrug Information, P.O. Box 2345, Rockville, MD20852. Free.

The Fact Is.-..You Can Help Prevent Alcohol andOther Drug Use Among Secondary School Students,1989. National Clearinghouse for Alcohol a IdDrug Inf 'rmation, P.O. Box 2345, Rockville, MD20252. Free.

Young Children and Drugs: What Parents Can Do,1987. The Wisconsin Clearinghouse, 1954 E.Washington Avenue, Madison, WI 53704. $6.00per 100 brochures.

What Works: Schools Without Drugs, U.S. Depart-ment of Education, 1986, revised in 1989. Na-tional Clearinghouse for Alcohol and Druginformation, Box 2345, Rocks ille, MD 20852. Free.


General Reading List forElementary School Children

A Little More About Alcohol, 1984. Alcohol Re-search Information Service, 1120 East OaklandAvenue, Lansing, MI 48906. $0.75. A cartooncharacter explains facts about alcohol and its ef-fects on the body.

Alcohol: What It Is, What It Does, by Judith S.Seixas, 1977. Greenwillow Books, 105 MadisonAvenue, New York, NY 10016. $5.95. An easy-to-read illustrated primer on the use and abuse ofalcohol.

An Elephant in the Living Room: The CI:Pd.-sBook, by Marion H. Hyppo and Jill M. Hastings,1984. Comp Care Publications, Box 27777, Minne-apolis, MN 55427. $6.00. An illustrated work-book designed to help children from alcoholichomes understand that alcoholism is a diseaseand that they are not alone in coping with itseffects.

Bu:zy's Rebound, by William Cosby and JimWilloughby, 1986. National Clearinghouse forAlcohol and Drug Information, P.O. Box 2345,Rockville, MD 20852. Free An 18-page "FatAlbert" comic book that describes the pressureon a new kid in town ) drink.

Kids and Alcohol: Get High On Life, by JamieRattray et al., 1984. Heald- Communications, Inc.1721 HI,. ,t Road, Suite 1, Pompano Beach, FL33069. $5.95. A workbook designed to help chil-iren (ages 11-14) make important decisions intheir live., and feel good about themsdves.

Kootch Talks About Alcoholism, by Mary KaySchwandt, 1984. Serenity Work, 1455 North Uni-versl,y Drive, Fargo, ND 58102. $3.00. A 40-pagecoloring book in which Kootch the worm helpsyoung children understand alcoholism andalcoholics.

The Sad Story of Mary Wanna or How MarijuanaHarms You, by Peggy Mann, illustrated byNaomi Lind, 1988. Woodmere Press, P.O. Box20190, Cathedral Finance Station, New York, NY10025. $2.95. A 40-page activity book fo" childrenin grades 1-4 that contains pictures of the dam-age that marijuana does to the body.

Whiskers Says No to Druss, 1987. Weekly ReaderSkills Books, Field Publications, 245 Long HillRoad, Middletown, CT 06457. $1.50. This bookcontains stories and follow-up activities for stu-dents in grades 2 and 3 to provide informationand form attitudes before they face peer pressureto experiment.

Resources

General Reading List for SecondarySchool Children

About Teens and Drugs, 1987. Channing L. BeteCo., South Deerfield, MA 01373. Free. A 15-pagebooklet providing an overview of the dangers ofdrug use and healthy alternative activities tar-geted at senior high school students.

Chew or Snuff Is Real Bad Stuff. National CancerInstitute, U.S. Department of Health and HumanServices Building 31, Room I0A24, Bethesda,MD 20892. Free. This 8-page pamphlet describesthe hazards of using smokeless tobacco.

Christy's Chance, 1987. Network Publications,P.O. Box 1830, Santa Cruz, CA 95061-1830.$3.95. A story geared to younger teens that al-lows `lie reader to make a nonuse decision aboutmarijuana.

Different Like Me: A Book for Teens Who WorryAbout Their Pal ents' Use of Alcohol /Drugs, 1987.Johnson Institute, 7151 Metro Boulevard, Minne-apolis, MN 55435. $6.95. This 110-page book pro-vides support and information for teens who areconcerned, confused, scared, and angry becausetheir parents abuse alcohol and other drugs.

Don't Lose a Friend to Drugs, 1986. National CrimePrevention Council, 1700 K Street, N.W., 2dFloor, Washington, DC 20006. Free. This bro-chure offers practical advice to teenagers on howto say "no" to drugs, how to help a friend whouses drugs, and how to initiate community ef-forts to prevent drug use.


VideosA Gift for Life: Helping Your Children Stay Alcoholand Drug Free, 1989. American Council on DrugEducation, 204 Monroe Street, Suite 110, Rock-ville, MD 20850. $29.95.

Drug-Free Kids: A Parent's Guid:, 1986. ScottNewman Center, 6255 Sunset Blvd., Suite 1906,Los Angeles, C A 90028. $32.50

6!)

Say NO! to Drugs: A Parent's Guide to TeachingYour Kids How To Grow Up Without Drugs andAlcohol, 1986. PRIDE, The Hurt Building,50 Hurt Plaza, Suite 210, Atlanta, GA 30303.

Orde- No. FOO8S, $25.95.

References

k*'s=" ?igeArAirftitt*V.....1101004"*"...466.46. 0%.7-'`'. ",.i

17;11'4-'

What Parents Can DoCalifornia Department of Justice Drugs andYouth: An Information Guide for Parents and Educa-tors. Produced by the Crime Prevention Center ofthe Office of the Attorney General and the Bu-reau of Narcotic Enforccment, 1988.

Fraser, Mark W., J. David Hawkins and Matthew0. Howard. "Parent Training for DelinquencyPrevention," in Parent Training and Prevention Ap-proaches. New York: Haworth Press, 1988.

Johnston, Lloyd D., Jerald G. Bachman, and Pat-rick M. O'Malley. Monitoring the Future: Question-

c ,Zesponses from the Nation's High SchoolSeniors. Ann Arbor, MI: University of Michigan,Institute for Social Research, 1988.

McKay, Gordon D. "Parents as Role Models" inParenting as Prevention: Preventing Alcohol andOther Drug Use Problems in the Family. U.S. De-partment of Health and Human Services, Officeof Substance Abuse and Prevention, 1989.

Novello, Joseph R. Raising Kids American Style.New York: A & W Publishers Inc., 1931

Stern, Alvera. "Parents as Educators" in Parent-ing as Pie77ention: Preventing Alcohol and OtherDrug Use Problems in the Family. U.S. Department

6


of Health and Human Services, Office of Sub-stance Abuse Prevention, 1989.

U.S. Department of Health and Human Services.Illicit Drug Use, Smoking, and Drinking byAmerica's High School Students, College Students,and Yong Adults,1975-1987. Alcohol, DrugAbuse, and Mental Health Administration, 1988.

U.S. Department of Health and Human Services.Press release on the 1988 National HouseholdSurvey on Drug Abuse. National Institute onDrug Abuse, July 31, 1989

Youcha, Geraldine, and Judith S. Seixas. Drugs,Alcohol, and Your Children: How to Keep Your Fam-ily Substance-Free. New York: Crown Publishers,1989.

Applying the PrinciplesAmes, Louise Bates, and Frances L. 11g. Your Four-Year Old: Wild and Wonderful. (Gesell institute ofChild 9evelopment) New York: Delacorte Press,1976.

Ames, Louise Bates, and Frances L. 11g. YourThree-Year Old: Friend or Enemy? (Gesell Instituteof Child Development) New York: DelacortePress, 1976.

Briggs, Dorothy C. Your Child's Self -Lstecin. NewYork: Doubleday, 1975.

Garner, Alan. It's O.K. to Say No to Drugs: A Parent/Child Manual for the Protection of Children.New York: Tom Doherty Associates, 1987.

Kantrowitz, Barbara, and Wingert, Pat. "HowKids Learn," Newsweek 103, no. 16 (April 17,1989): pp. 50-57.

Perkins, W. M., and N. McMurtrie-Perkins. Rais-ing Drug-Free Kids in a DI ug- Filled World. CenterCity, MN: Hazelden, 1986.

Rich, Dorothy. MegaSkills: How Families Can HelpChildren Succeed in School and Beyond. Boston:Houghton Mifflin, 1988.

Scott, Sharon. PPR: Peer Pressure Reversal. Am-herst, MA: Human Resource Development Press,Inc., 1985.

U.S. Department of Education. Drug PreventionCurricula: A Guide to Selection and Implementation.Office of Educational Research and Improve-ment, 1988.

What to Do If Your Child Is UsingDrugs

Dryfoos, J. D. "Youth At Risk: One in Four inJeopardy." Unpublished report submitted to theCarnegie Corporation, 1987.

Hawkins, J. David, et al. Childhood Predictors ofAdolescent Substance Abuse: Toward an EmpiricallyGrounded Theory. New York: Haworth Press, 1986.

63

References

Kumpter, K. L. Youth at High Risk for SubstanceAbuse. Rockville, MD: U.S. Department of Healthand Human Services, National Institute on DrugAbuse, 1987 (ADM 87-1537).

Newcomb, M. B., and P. M. Bentler. Consequencesof Adolescent Drug Use. Newbury Park, CA: SagePublications, Inc., 1988.

U.S. Department of Health and Human Services.Questions and Answers: Teenage Alcohol Use andAbuse. National institute on Alcohol Abuse andAlcoholism, 1983.

Werner, E. E., and R. S. Smith. Vulnerable but In-vincible: A Longitudinal Study of Resilient Childrenand Youth. New York: McGraw-Hill, 1982.

Specific Drugs and Their EffectsPetersen, Robert C. Childhood and Adolescent DrugAbuse: A Physician's Guide t^ Office Practice. NewYork: The American Council for Drug Education,1987.

U.S. Department of Education. What Works:Schools Without Drugs. 1989.

U.S. Department of Health and Human Services.Sixth Annual Report to the U.S. Congress on Alcoholand Health. Rockville, MD: National Institute onAlcohol Abuse and Alcoholism, 1987.

U.S. Department of Justice. Drugs of Abuse. DrugEnforcement Administration, 1988.


AcknowledgmentsThe U.S. Department of Education wishes to thankthe following persons who provided comments on thispublication:

Owen S. Bubel, Ph.D., Developmental andPsychological Services Associates

Lee Dogoloff, American Council on DrugEducation

Charles Flatter, Ph.D., University of Maryland

J. David Hawkins, Ph.D., University ofWashington

Elizabeth Karnes, National Commission on Drug-Free Schools

Michael Klitzner, Ph.D., Pacific Institute for Re-search and Evaluation

Elizabeth S. McConnell, U.S. Attorney's Office,Tampa, FL

Anne Meyer, National Federation of Parents forDrug-Free Youth

Cindi Moa!s, University of California, Irvine

Nelia Nadal, National Clearinghouse for Alcoholand Drug Information

Katherine Powell, Alice Ferguson Fou. _cation

6

Leo T. Powell, Powell and Associates

John Rosiak, National Crime Prevention Council

Sue Ruche, Families in Action

Mel Segal, Office for Substance Abuse Preven-tion, Department of Health and Human Services

Nancy Simpson, Office for Substance AbusePrevention, Department of Health and HumanServices

Joyce Tobias, PANDAA

John Van Schoonhoven, Greenbelt CenterElementary School

Manya Unger, National Parent-TeacherAssociation

* * *

The following employees of the U.S. Department ofEducation helped plep,:re this volume:

Mahlon Anderson Dick W. HaysRandolph A. Beales Jean Klinge

David NoharaChinu ChapaJudith Cherriitgtonivlaura DalyCharlotte Dalton GillespieAla:; Ginsburg

Kimmon Richards.oretta Riggans

Deborah RudyRicky TakaiBarbara Vespucci

To order additional copies of this guide free ofcharge, please call the Department of Education's

toll-free number:1-800-624-0100

in the Washington, DC, area, call 732-3627.

Or send your name and address toGrowing Up Drug Free

Pueblo, CO 81009or to the

National Clearinghouse for Alcohol andDrug Information

P.O. Box 2345Rockville, ivii) 20852

6 t)

U. S. DEPARTMENT OF EDUCATIONWASHINGTON, DC

Documents

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