LESSON SNAPSHOT - SDERA · DRUG TRALK.eRaRL.chRreso DRUG TALK. Teacher resource. Body. Mind. Future. 10 Some decisions made in adolescence, including the use of licit and illicit

© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body. Mind. Future. 10

Some decisions made in adolescence, including the use of licit and illicit drugs, can have long-term implications for health, job prospects, financial situation, relationships, mental health, and the ability to travel to any country across the world. In essence, they can affect an individual’s body, mind and future.

LESSON LINKS TO THE WESTERN AUSTRALIAN HEALTH AND PHYSICAL EDUCATION SYLLABUS

GENERAL CAPABILITIES

PAGE #

TIME (mins)

1 Drug use impacts more than the user

The impact of societal and cultural influences on personal identity and health behaviour, such as:• how diversity and gender are

represented in the media• differing cultural beliefs and

practices surrounding transition to adulthood

Skills and strategies to manage situations where risk is encouraged by others

Social, economic and environmental factors that influence health

• Literacy• Critical and creative

thinking• Personal and social

capability• Intercultural

understanding

14 60

2 Thought + Feelings = Behaviours


Skills and strategies to promote respectful relationships, such as:• appropriate emotional responses

in a variety of situations

Effects of emotional responses on relationships, such as:• extreme emotions impacting on

situations or relationships• the consequences of not

recognising emotions of others

Social, economic and environmental factors that influence health



capability• Intercultural

understanding

20 60

Extension First aid can be life saving




capability

27 60-120

LESSON SNAPSHOT


5. For adolescents, choosing to use or not use alcohol or other drugs is complex. Mood, social groups, availability, the environment, and the situation will influence a person to decide to use a drug or not, how much to take, and whether they will take more than one drug (polydrug use).

ALCOHOL & THE ADOLESCENT BRAIN1. Adolescence is a critical period of brain development.

Brain research suggests that exposure to significant levels of alcohol during the early and mid-adolescent period appears to be associated with increased rates of alcohol-related problems as an adult, as well as a higher rate of common mental health problems such as anxiety and depression (Hickie & Whitwell, 2009).

2. Alcohol, even in small doses, is associated with reduction in activity of the normal inhibitory brain processes. Given that such processes are less developed in teenagers and young adults, alcohol use is likely to be associated with greater levels of risk-taking behaviour than that seen in adults (Hickie & Whitwell, 2009).

3. The hippocampus, which is responsible for memory and learning, and the prefrontal lobe which is important for planning, judgement, decision-making, impulse control and language (Alcohol.Think Again, 2014) are two areas of the brain that are affected by alcohol use during adolescence. The body of research about the effects of alcohol on the developing brain is still growing however there are studies that have shown physical changes in the brain and evidence of impaired problem-solving and other cognitive function resulting from young people’s alcohol use (Allsop, 2012). For this reason and other reasons, the National Health and Medical Research Council (2009) recommends that those under 18, consume no alcohol and delay the initiation of drinking for as long as possible.

The following notes may be useful when discussing key Body. Mind. Future. concepts with your students. Additional support resources have been included at the end of the lessons.

OVERVIEW1. For many, adolescence is a time when some

important life decisions are made. Therefore, experiences can have strong implications for adult functioning (Merline, Jager & Schulenberg, 2008).

2. Different drugs affect the body in different ways and can cause a variety of short and long-term consequences.

These effects are detailed in the drug scripts included as a component of the Drug Talk resource and are available at SDERA.wa.edu.au/programs/drugtalk.

3. All psychoactive drugs create chemical changes in the brain which alter how an individual experiences themselves and the world. The effects and the possible harms of using a drug will vary greatly depending on the individual, the drug used, and the environment in which the drug was taken. This is the drug use experience and is useful in exploring the complexities of alcohol and other drug use.

4. Drugs can affect a person’s thinking, mood, energy level, and perception. They may impair motor functioning, interfere with decision-making and problem-solving, reduce inhibition, as well as cause a host of physical health problems. The effects and possible harms vary enormously and are determined by all of the factors included in the drug use experience.

BODY.MIND.FUTURE. KEY CONCEPTS

http://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalk


ALCOHOL & OTHER DRUG USE & THE LAWAs well as long-term implications of alcohol and other drug use on health, job prospects, financial situation, relationships, mental health, and the ability to travel to any country across the world, legal ramifications may be experienced.

Legal implications are detailed in the drug scripts included as a component of the Drug Talk resource and are available at SDERA.wa.edu.au/programs/drugtalk.

THE LINK BETWEEN RESILIENCE & ALCOHOL & OTHER DRUGSResearch tells us that resilience is the most powerful factor in reducing substance abuse, school drop-out, violence, suicide, teen pregnancy and other high-risk behaviours (Department of Health and Human Services, Substance Abuse and Mental Health Administration, 2009).

Building and developing resilience is continuous. It is not a fixed characteristic and is changeable. It can be inherent and nurtured. Adolescence is a time of great social, emotional, cognitive, psychological and social change. Adolescence is also a time where an individual’s resilience can be extended through the development and improvement of social and emotional skills such as being assertive, problem predicting and solving, and recognising and regulating emotions.

IDENTIFYING & UNDERSTANDING EMOTIONSEmotions operate on many levels. They have a physical and a psychological aspect. Emotions bridge thought, feeling and action. Being able to recognise what you are feeling and what the people around you might be feeling is a key aspect of ‘tuning in’ to your emotions and the emotions of others. This fosters healthy and harmonious relationships.

People who do a good job of managing emotions know that it’s healthy to express their feelings but that it does matter how and when they express them. Understanding these key points helps individuals to react to situations in productive ways. For example:

• they know they can choose the way they react instead of letting emotions influence them to do or say things they later regret eg assertively refusing drugs

• they have a sense of when it’s best to speak out and

AMPHETAMINE TYPE STIMULANTS & THE ADOLESCENT BRAIN1. Using amphetamine type stimulants including

methamphetamine can cause problems for the brain including issues with memory, judgement, thinking and mood. In his research Lyoo et al. (2015) found that long-term use of methamphetamine causes more brain damage in adolescents than adults. The research, conducted in South Korea using magnetic resonance imaging (MRI), showed greater and more widespread changes in the adolescent brain than that of an adult. In particular, these changes were most evident in the frontal cortex, an area believed to be involved in people’s ability to organise, reason and remember things (cognitive ability). “Damage to that part of the brain is especially problematic because adolescents’ ability to control risky behavior is less mature than that of adults” (Lyoo et al., 2015).

To find out more about methamphetamine use and the brain watch the following video by Professor Daniel Fatovich, Director of Research, Royal Perth Hospital.https://www.youtube.com/watch?v=mo4xBX9H3ls

VOLATILE SUBSTANCE USE & THE BRAIN

Schools should not engage in broad, classroom-based prevention education about volatile substance use (VSU) nor make direct reference to volatile substances as potential drugs of intoxication for risk of promoting awareness of easily accessible substances and their psychoactive effects.

Education around VSU should only be provided in the context of intervention support (one-to-one or in small groups) with those identified as using or being at risk of using these substances.

1. Harms from chronic or long-term volatile substance use will depend on the substance used and duration of use. Neurological damage/cognitive impairment (effects thinking, learning, memory, movement, hearing, and sight) may be experienced (Mental Health Commission, 2018).

http://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalkhttps://www.youtube.com/watch?v=mo4xBX9H3lshttps://www.youtube.com/watch?v=mo4xBX9H3ls


when it’s better to wait before acting on, or reacting to, what they feel eg not getting angry with a friend when they are under the influence of a drug

• they know that their reaction influences what happens next including how other people respond to them and the way they feel about themselves eg refusing an offer to use a drug calmly and confidently without being aggressive, derogatory or rude etc.

A-B-C-DThe A-B-C-D model is a classic cognitive behavioral therapy (CBT) technique developed by one of CBT’s founders, Albert Ellis. This evidence-based approach suggests that our thoughts play a central role in influencing our feelings and consequently our behaviour. What it suggests is that when an event happens to us, it is our interpretation and thoughts about the event – not the event itself – that leads us to feel certain emotions and act in particular ways. This is a really important distinction.

The A-B-C-D Model is a way of changing the way we think and as a consequence we can better cope with the situation we are facing. This is important for adolescents facing uncomfortable or challenging situations in alcohol and other drug contexts.

TABLE 1: A-B-C-D EXAMPLE

ANTECEDENTSEvent/Situation

BELIEFSThoughts

CONSEQUENCESFeelings

DOAction

A B C D

Sanchez is at a party and someone passes him a bong

I don’t know how to use this

If I don’t take it, they may not let me hang with them anymore

They have all had a go. If I don’t, I’ll be the only one

Anxious and nervous

Sanchez says, “ok ”, and has a pull on the bong

I promised the olds I wouldn’t do drugs and I’m not going to break my promise

Only some kids are doing it. I won’t be in the minority if I don’t

If they can’t accept my decision not to smoke weed, I’ll go hang somewhere else

Confident and calm

Sanchez says, “No thanks. Promised the olds” and joins another group of friends


SETTING THE SCENE

KEY LEARNINGS LESSON TIME

• Using ‘checking-in’ as a strategy to monitor personal mental health and wellbeing. • Recognise that drug use affects more than just the user.• Identify the effects drug use can have on personal goals and aspirations.

60

RESILIENCE FRAMEWORK – KEY FOCUS AREAS Adapted from Hart & Blincow, 2007

BASICS • Keep safe

BELONGING • Create and maintain as many healthy relationships as possible• Tap into good influences• Understand responsibilities and obligations

LEARNING • Develop life skills• Learn from mistakes

COPING • Understand boundaries and keep within them• Solve problems• Lean on others when necessary

CORE-SELF • ‘Tune in’ to emotions to create self-awareness and foster protective behaviours• Accept responsibility for self and decisions made

KEY CONTENT DESCRIPTORS

YEAR 10 SYLLABUS

BEING HEALTHY, SAFE AND ACTIVEThe impact of societal and cultural influences on personal identity and health behaviour, such as:• how diversity and gender are

represented in the media• differing cultural beliefs

and practices surrounding transition to adulthood


COMMUNICATING AND INTERACTING FOR HEALTH AND WELLBEING

CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIESSocial, economic and environmental factors that influence health


• Literacy• Critical and creative thinking• Personal and social capability• Intercultural understanding

1BODY.MIND.FUTURE. LESSON 1 Drug use impacts more than the user


HANDS ON

‘CHECKING IN’ • Selfie student journal – Emotional barometer page 6

PURPOSE

• To encourage students to stop, reflect and ‘check in’ on how they are feeling before they start the lesson.

ACTIONS

• Ask students to take a moment to connect with how they are feeling. • Using the emotional barometer in the Selfie journal (page 6) ask them

to mark where they fit on the continuum and then to read and consider the thought of the day.

• Explain that connecting to emotions, remaining open to new learning experiences, and being willing to contribute will lead to a richer learning experience.

As students complete this activity at the start of each lesson it begins to build a picture of how they are feeling over the period of the alcohol and other drugs school program. This is valuable information for the student (and teacher).

Stress to students how important it is to regularly ‘check-in’ with themselves. This strategy helps them to develop a clearer picture of their own wellbeing and can be the first ‘red flag’ that students notice, encouraging them to seek help.

‘FINDING OUT’ • Drug video clip – available from the Drug Talk webpage on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk ¬ Tobacco (9.52 mins) and

E-cigarettes (5.31 mins) (it is recommended that you watch these two videos within the one session)

¬ Alcohol (7.52 mins) ¬ Caffeine (7.33 mins) ¬ Cannabis (7.31 mins) and

Synthetic cannabis (3.47 mins) (it is recommended that you watch these two videos within the one session)

¬ Performance and image enhancing drugs (6.20 mins)

¬ Over-the-counter and prescription drugs (5.05 mins)

¬ Ecstasy (4.47 mins) ¬ Methamphetamine (7.17

mins) ¬ New psychoactive

substances (5.51 mins)

• Selfie student journal – BMF chart page 7

PURPOSE

• To review, refine and add to existing knowledge about a specific drug.

ACTIONS

• Ask students to turn to page 7 BMF chart in their student journal – Selfie.

• Explain that a BMF chart is a graphic organiser that gives structure to notes and thoughts about a topic.

To use the BMF chart, write the drug at the top of the chart and then all of the relevant key information in each section of the chart.

• Explain that students will be using the BMF chart to record information as they watch a video.

• Introduce the video.



Use the information gathered from the What do you know or want to know more about? quiz to choose a drug to focus on for this lesson. You could choose a drug that students either know least about or want to know more about, or a drug that is more prevalent in the local community.

• Explain that this video contains information about a drug including: ¬ what it is ¬ what it is made from/of ¬ the effects of the drug ¬ what the law says about the use of the drug ¬ the three key messages from the video.

• Watch the video.• Discuss the points noted by the students in their BMF chart and add

any key points that have been overlooked specific to the drug.

The transcript from the video can be used to highlight key points and could be provided to students as a reference document.

A copy of the transcript can be found on the Drug Talk web page at – SDERA.wa.edu.au/programs/drugtalk

‘GO DEEPER’

Students may raise questions after watching the video. If this happens, it is recommended that the sources of information at the end of the Body. Mind. Future. section of the program be accessed.

The Selfie student journal also has a list of sources of help and additional information for students on pages 35-36. This is a valuable resource so is worth promoting to students.

‘EXPLORING MORE’ • Resource sheets – Drug use behaviour cards page 34-35; Goal cards page 36; Drug Use Impacts – Thinking them through page 37

• Selfie student journal – Drug use affects more than the user page 8

PURPOSE

• To identify the impact that using drugs may have on personal goals and aspirations.

• To identify the impact of a person’s drug use on those around them.• To write a goal and the steps they will take to reach the goal.

ACTIONS

• Explain that decisions adolescents make about using licit or illicit drugs when they are young can have short as well long-term implications for them as adults.

http://SDERA.wa.edu.au/programs/drugtalk


It is recommended that if students are not familiar with Roizen’s 4 Ls model, that they watch the section of the following videos Drugs and what you need to know (8.20-9.17 mins) and Tobacco (4.11-5.41 mins) available from the Drug Talk webpage at SDERA.wa.edu.au/programs/drugtalk.

Also refer to the BMF chart completed in the first activity of the lesson which will outline many of the factors discussed in the 4 Ls model eg effects on their physical and mental health, lack of job prospects and unemployment, lack of money, relationship breakdown with family and friends, refusal of visa entry to some countries, or a criminal record.

• Explain that a young person’s choice to use drugs can affect their goals and aspirations and can have a wider reaching impact on their family, friends and others in the community.

DRUG USE IMPACTS• Set up for a game of Drug Use Impacts by preparing the following:

¬ group sets of drug use behaviour cards ¬ group sets of goal cards ¬ A3 photocopy for each group of the resource sheet – Drug Use

Impacts – Thinking them through.• Ask students to form groups of 3-4 students.• Hand out to each group a set of drug use behaviour and goal cards. • Explain that students are to place each set of cards face up and in

two circles. One using the drug use experience cards and the other the goal cards.

• Students then use a pencil/pen as a spinner in each circle to create a scenario (ie a young person’s behaviour and their goal). For example: ¬ Drug use behaviour – a student uses ecstasy at a school ball and

paramedics are called as the student is experiencing a faster heart beat and hallucinations

¬ Goal – wants to win the citizenship scholarship on graduation.• Students are to discuss the scenario and identify the possible harms

outlining how the behaviour may impact on the young person’s goal, now and into the future.

• Students are to create at least three scenarios and write their thoughts down on the resource sheet – Drug use impacts – Thinking them through.

• Students should be prepared to share one of their scenarios and their thinking around the possible impacts for the character in the scenario and their ability to achieve their goal.

• Working in pairs, and using page 8, Drug use affects more than the user of the Selfie journal, explain that each pair is to choose one of the drug use behaviour cards and write the behaviour in the centre of the circle on the journal page.

• Students are then to consider the people and support services listed on the journal page and place those who would be most affected by the behaviour closest to the centre of the circle and those who would be least affected progressively further out from the centre of the circle.

• Ask students to form groups of six (three pairs), share their drug use behaviour scenario, and where they have located the people and support services on the circle.



TALKING POINTS

• In your group, which drug use behaviour had the most wide-reaching effect? Why?

• How might a family be affected by their child’s drug use? (eg violence, family arguments, stealing money, cost of paying hospital or lawyer bills, death of a son/daughter).

• How are friends affected by their friend’s drug use? • How can your goals be affected by drug use as an adolescent? (Stress

to students that for many, adolescence is a time when some important life decisions are made. Therefore, experiences can have strong implications for adult functioning and achievements).

• Do social, economic and environmental factors influence drug use behaviours and their impacts? How? (A challenging and sensitive question for some students however draw their attention to availability and acceptability and how this can affect drug use in communities and pockets within communities).

‘INTO PRACTICE’ • Trigger video clip – available from the Drug Talk web page on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk ¬ Body. Mind. Future. –

Caffeine ¬ Body. Mind. Future. –

Cannabis ¬ Body. Mind. Future. –

Methamphetamine ¬ Body. Mind. Future. – PIEDs ¬ Body. Mind. Future. –

Tobacco

• Selfie student journal – What are the potential impacts? page 9

ALTERNATIVE ACTIVITY

• Resource sheet – Scenario card page 38

PURPOSE

• To understand how drug use can impact the body, mind and future.

ACTIONS

• Explain to students that they will be watching a trigger video that explores a drug use experience.

• Choose one of the Body. Mind. Future. trigger videos to watch: ¬ Body. Mind. Future. – Caffeine ¬ Body. Mind. Future. – Cannabis ¬ Body. Mind. Future. – Methamphetamine ¬ Body. Mind. Future. – PIEDs ¬ Body. Mind. Future. – Tobacco

Trigger videos can be found on the Drug Talk web page at SDERA.wa.edu.au/programs/drugtalk

• Working individually ask students to complete the activity What are the potential impacts? on page 9 of the Selfie journal.

• The activity requires students to deconstruct the problem from the trigger video and consider the impacts of the drug use using Roizen’s 4 Ls model.

It is recommended that if students are not familiar with Roizen’s 4 Ls model, that they watch the section of the following videos Drugs and what you need to know (8.20-9.17 mins) and Tobacco (4.11-5.41) available from the Drug Talk webpage at SDERA.wa.edu.au/programs/drugtalk prior to completing this task.

• As a class, discuss the scenario and the student responses.

http://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.auhttp://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalk


TALKING POINTS

• What do you consider to be the biggest potential impact of the drug use for this character? Why?

• What do you consider to be the biggest potential impact of the drug use on other characters (if any) in the video? Why?

• What would you do if you were the character with the drug use issue in the video? Who could you get help from or where could you go for help?

ALTERNATIVE ACTIVITY (GROUP BASED)

• Read the following scenario to students.

ScenarioYour friend invited you to his older sister’s 18th birthday party. Some of your sister’s friends, who you have known for years, are in the bedroom smoking a joint. They offer it to you. They are encouraging you to have a toke and not wanting to seem like a ‘loser’, you have a few puffs. Your friend’s father comes into the bedroom and sees you. He immediately calls your parents to explain what has happened and to ask them to pick you up.

• Working individually ask students to complete the activity What are the potential impacts? on page 9 of the Selfie journal.

• The activity requires students to deconstruct the problem from the scenario considering the impacts of the drug use using Roizen’s 4 Ls model.

• To finish, discuss the Talking Points (above) adjusting the questions as necessary.

WRAP-UP AND SELF REFLECT • Selfie student journal – Impacts on me page 10

PURPOSE

• To consolidate knowledge from the lesson.

ACTIONS

• Ask students to complete the unfinished sentences reflection on page 10 of Selfie – Impacts on me.

• Quickly re-visit the emotional barometer from the start of the lesson asking students to ‘tune in’ to how they feel at the end of the lesson.


SETTING THE SCENE


• Examine the impact thoughts and feelings have on our behaviour.

60



BELONGING • Create and maintain as many healthy relationships as possible• Tap into good influences• Understand responsibilities and obligations• Adopt a positive growth mindset

LEARNING • Develop life skills• Learn from mistakes

COPING • Understand boundaries and keep within them• Solve problems• Lean on others when necessary

CORE-SELF • ‘Tune in’ to emotions to create self-awareness and foster protective behaviours• Use emotions to bridge thought, feeling and action• Recognise and respect the feelings and emotions of others• Accept responsibility for self and decisions made


YEAR 10 SYLLABUS

BEING HEALTHY, SAFE AND ACTIVESkills and strategies to manage situations where risk is encouraged by others

COMMUNICATING AND INTERACTING FOR HEALTH AND WELLBEINGSkills and strategies to promote respectful relationships, such as:• appropriate emotional

responses in a variety of situations

Effects of emotional responses on relationships, such as:• extreme emotions impacting on

situations or relationships• the consequences of not

recognising emotions of others

CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIESSocial, economic and environmental factors that influence health


• Literacy• Critical and creative thinking• Personal and social capability• Intercultural understanding

2BODY.MIND.FUTURE. LESSON 2 Thoughts + Feelings = Behaviours


HANDS ON

‘CHECKING IN’ • Selfie student journal – Emotional barometer page 6

PURPOSE

• To encourage students to stop, reflect and ‘check in’ on how they are feeling before they start the lesson.

ACTIONS

• Ask students to take a moment to connect with how they are feeling. • Using the emotional barometer in the Selfie journal (page 6) ask them

to mark where they fit on the continuum and then to read and consider the thought of the day.

• Explain that connecting to emotions, remaining open to new learning experiences, and being willing to contribute will lead to a richer learning experience.

As students complete this activity at the start of each lesson it begins to build a picture of how they are feeling over the period of the alcohol and other drugs school program. This is valuable information for the student (and teacher).

Stress to students how important it is to regularly ‘check-in’ with themselves. This strategy helps them to develop a clearer picture of their own wellbeing and can be the first ‘red flag’ that students notice, encouraging them to seek help.

‘FINDING OUT’ • Drug video clip – available from the Drug Talk webpage on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk ¬ Tobacco (9.52 mins) and

E-cigarettes (5.31 mins) (it is recommended that you watch these two videos within the one session)

¬ Alcohol (7.52 mins) ¬ Caffeine (7.33 mins) ¬ Cannabis (7.31 mins) and

Synthetic cannabis (3.47 mins) (it is recommended that you watch these two videos within the one session)

¬ Performance and image enhancing drugs (6.20 mins)

¬ Over-the-counter and prescription drugs (5.05 mins)

¬ Ecstasy (4.47 mins) ¬ Methamphetamine (7.17

mins) ¬ New psychoactive

substances (5.51 mins)

• Selfie student journal – BMF chart page 7

PURPOSE

• To review, refine and add to existing knowledge about a specific drug.

ACTIONS

• Ask students to turn to page 7 BMF chart in their student journal – Selfie.

• Explain that a BMF chart is a graphic organiser that gives structure to notes and thoughts about a topic.

To use the BMF chart, write the drug at the top of the chart and then all of the relevant key information in each section of the chart.

• Explain that students will be using the BMF chart to record information as they watch a video.

• Introduce the video.



Use the information gathered from the What do you know or want to know more about? quiz to choose a drug to focus on for this lesson. You could choose a drug that students either know least about or want to know more about, or a drug that is more prevalent in the local community.

• Explain that this video contains information about a drug including: ¬ what it is ¬ what it is made from/of ¬ the effects of the drug ¬ what the law says about the use of the drug ¬ the three key messages from the video.

• Watch the video.• Discuss the points noted by the students in their BMF chart and add

any key points that have been overlooked specific to the drug.

The transcript from the video can be used to highlight key points and could be provided to students as a reference document.

A copy of the transcript can be found on the Drug Talk web page at – SDERA.wa.edu.au/programs/drugtalk

‘GO DEEPER’

Students may raise questions after watching the video. If this happens, it is recommended that the sources of information at the end of the Body. Mind. Future. section of the program be accessed.

The Selfie student journal also has a list of sources of help and additional information for students on pages 35-36. This is a valuable resource so is worth promoting to students.

‘EXPLORING MORE’ • Selfie student journal – Emoji page 11; A-B-C-D Model page 12

PURPOSE

• For students to recognise that it is how we interpret an event and our thoughts about the event, not the event itself, that lead us to feel certain emotions and act in particular ways.

ACTIONS

• Ask students to turn to page 11 Emoji in their Selfie student journal. • Ask the class to brainstorm the term ‘emotion’ using a whiteboard/

postik note. Ask students to write down words or phrases that resonate closely with them about what this word means on page 11 of their journal.

• Set a one-minute challenge. Students need to write down all the emotions that they can think of on page 11 of Selfie.

http://SDERA.wa.edu.au/programs/drugtalk


• Ask students to ‘focus in’ and place a tick next to any of the emotions that they have written down that they have difficulties expressing or regulating. For example, it could be that they experience high emotions such as anger and don’t regulate it effectively. This could result in hurting someone physically and/or emotionally or making poor decisions when they are angry.

• Ask students to ‘focus in’ again and think about their personal ‘warning signs’ that high emotions are coming and write these in their journal. These ‘warning signs’ could include not only physical signs such as tense muscles, racing pulse and sweaty palms, but also thoughts that they may have.

• Ask students to think about what strategies they could use when the ‘warning signs’ appear. Again, they could be physical such as walking away, breathing deeply or counting to ten OR thinking strategies such as: ¬ Think this through. Is this really the best decision? ¬ This isn’t what I planned but I will listen. ¬ I can be angry without screaming at someone. ¬ It’s ok if this doesn’t work out. ¬ I will not make a quick decision which could have disastrous

consequences.• Write these down in their journal.• Ask students to think about the long-term strategies they could use

to help recognise and regulate their emotions eg meditation, deep breathing, getting to bed earlier, naming their emotions etc and why they are so important in helping them to make the best decisions they can under stressful or challenging situations.

• Ask students to jot down the strategies on page 11 of Selfie that they think are most likely to work for them or that they would like to try.

TALKING POINTS

• Why is recognising and regulating your own emotions important for your physical health, emotional wellbeing and your future? (The ability to self-regulate feelings and behaviours is linked to the ability to regulate stress levels. Responding to stress is an essential part of the body’s response to life. Difficulty regulating stress is related to a large range of mental and physical health difficulties. Stress can affect physical health by weakening the immune system and increasing vulnerability to infections and other illnesses. Stress also affects mental health and has links to depression and anxiety. When some adolescents are stressed, they can make poor decisions and look for ways to relieve stress that are not always safe and healthy. Developing strategies that promote wellness in managing stress during adolescence will generally support greater decision-making and stronger health in adulthood).

• Introduce the A-B-C-D model. Use the example in Selfie (page 12 A-B-C-D model) to explain how the model can be applied to a ‘real-life’ situations.

• Brainstorm as a class some relevant scenarios with an alcohol and other drugs context. For example: ¬ You’re at a party sitting with some friends. A stranger passes you a

joint. Everyone is watching you. ¬ Your team won the footie final. You are all at the clubhouse

celebrating. Your coach hands around beers. ¬ Your friend hands you a tablet for you to take before you go to a

music festival. • Ask students to choose one of the scenarios and using the blank

template of the A-B-C-D model on page 12 of Selfie work through each of the stages in the model. Share responses as a class.


TALKING POINTS

• Explain that while we can’t change events we do have the power to change the way we think about these events and therefore how we feel and behave and the decisions we make. Changing the way we think can help make us feel better and more in control of situations. This is particularly important in an alcohol and other drugs context. Using strategies such as ‘saving face’ statements and positive ‘self-talk’, adolescents can mitigate (reduce) risk and thus potential harms.

• Highlight the importance of the concept ‘thought-feeling-action’ as a method of recognising and regulating emotions and how this process can help adolescents to make safe and healthy decisions. In addition, recognising the emotions of others in an alcohol and other drugs context is also important. Knowing what refusal tactic to apply to a particular situation is important so that the refusal is seen as a refusal of the drug, not the person.

‘INTO PRACTICE’ • Trigger video clip – available from the Drug Talk webpage on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk ¬ Body. Mind. Future –

Caffeine ¬ Body. Mind. Future –

Cannabis ¬ Body. Mind. Future –

Methamphetamine ¬ Body. Mind. Future – PIEDs ¬ Body. Mind. Future – Tobacco

• Selfie student journal – Scenario response: A-B-C-D + Harm page 13

PURPOSE

• To think about how choices can impact an individual’s body, mind and future.

ACTIONS

• Choose one of the Body. Mind. Future. trigger videos to watch: ¬ Body. Mind. Future – Caffeine ¬ Body. Mind. Future – Cannabis ¬ Body. Mind. Future – Methamphetamine ¬ Body. Mind. Future – PIEDs ¬ Body. Mind. Future – Tobacco

Trigger videos can be found on the Drug Talk web page at SDERA.wa.edu.au/programs/drugtalk

• Watch the video.• In small groups, ask students to complete the activity on page 13 of

Selfie, Scenario response: A-B-C-D + Harms.

This activity requires students to apply the A-B-C-D process to the scenario and then think about the potential harms for the character (body, mind and future). For some of the trigger videos students have to put themselves in the character’s shoes and think about what they may be thinking and feeling that triggered their behaviour.

• Discuss the student responses.

http://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au


TALKING POINTS

• Why do our thoughts and feelings influence our behaviours? (During adolescence there is an increased interest in peer relationships and many are more susceptible to peer influence. Brain imaging studies have shown that several areas of the brain make adolescents more sensitive to the rewards of peer relationships than adults and this can motivate them to focus on their peers in decision-making situations that involve risky behaviour. Therefore, students DO need to use all of their strategies such as predicting potential harms and thinking about how their thoughts and feelings will impact their actions. Practising these strategies regularly can help adolescents to develop better coping strategies and remain in control of their decisions, avoiding impulsive responses/actions).

• How do socio-cultural influences impact health behaviours? (The five socio-cultural factors of family, peer, religion, media and culture impact health and health decision-making. The family is usually the most intimate relationship a person has and can have a huge influence on attitudes towards health and the value placed on health which can influence behaviour choices relating to protective and risk behaviours. Peers influence each other by creating environments where individuals seek to fit into a group by adapting their behaviours. This can be positive, if the peer group has lots of protective behaviours that they engage in, or negative, if the behaviours increase risk. The media plays a large role in shaping health – overtly in health campaigns or covertly through subliminal messaging. A sense of connection and belonging to a culture can have a positive influence on health, especially if that culture values health. For some, religion positively impacts health providing a purpose for life and promoting self-worth).

• Ask students how their socio-cultural influences impact their health behaviours and health decision-making. Extend the thinking by asking students if they feel this will change in the future and why. What will the impact of this change be?

ALTERNATIVE ACTIVITY (GROUP BASED)

• Read the following scenario to students.

ScenarioYou are walking home from swimming training with your brother. One of his mates pulls up and offers you both a lift home. With the door open you can smell weed and see a joint burning in the ashtray. You can tell your brother’s mate is stoned. Your brother gets in the front seat and tells you to get in the back. You don’t want to. You know he shouldn’t be driving. Your brother tells you to get in or walk home. He doesn’t care what you do.

• In small groups, ask students to complete the activity on page 13 of Selfie, Scenario response: A-B-C-D + Harms.

This activity requires students to apply the A-B-C-D process to the scenario and then think about the potential harms for the character (body, mind and future).

• Discuss the student responses and process using the Talking Points (above).


WRAP-UP AND SELF REFLECT

PURPOSE


ACTIONS

• Ask students to participate in a quick think-pair-share. ¬ 1 strategy they can use to become more ‘in tune’ with their thoughts

and feelings ¬ 1 piece of positive ‘self-talk’ they can use when they find themselves

in a challenging or uncomfortable situation.

A think-pair-share activity involves thinking about the question asked, finding a partner to work with, and then sharing your thoughts.

• Quickly re-visit the emotional barometer from the start of the lesson asking students to ‘tune in’ to how they feel at the end of the lesson.


SETTING THE SCENE


• Practise an emergency call.• Explain the DRSABCD procedure.• Accurately place someone in the recovery position.• Apply basic first aid procedures to an emergency scenario.

60



BELONGING • Understand responsibilities and obligations

LEARNING • Develop life skills

COPING • Understand boundaries and keep within them• Solve problems• Lean on others when necessary• Get organised

CORE-SELF • ‘Tune in’ to emotions to create self-awareness and foster protective behaviours• Use emotions to bridge thought, feeling and action• Recognise and respect the feelings and emotions of others• Accept responsibility for self and decisions made• Be hopeful


YEAR 10 SYLLABUS

BEING HEALTHY, SAFE AND ACTIVESkills and strategies to manage situations where risk is encouraged by others

COMMUNICATING AND INTERACTING FOR HEALTH AND WELLBEING

CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIES


• Literacy• Critical and creative thinking• Personal and social capability

Adapted from Leading Education About Drugs, Australian Youth Research Centre, University of Melbourne, 2006.

PURPOSE

• To develop understanding of what to do to administer help to others in drug related situations.

• Resource sheet – Making an emergency call page 39

XtEXTENSION BODY.MIND.FUTURE.

First aid can be life saving

+


ACTIONS

Protecting themselves and others in drug-related situations and in other high-risk situations with the potential for harm, can have a significant impact on an adolescent’s health, ongoing mental wellbeing and future prospects. It is then crucial that students understand basic first aid principles and can apply these in relevant situations. In addition, many part-time and casual jobs require some form of first aid knowledge or general qualification. First aid is a life skill.

Activities should be chosen from the following information according to the needs of the student cohort.

YEAR 9 CHALLENGES AND CHOICES – MANAGING DRUG-RELATED SITUATIONS• The Year 9 Challenges and Choices resources has a number of relevant

activities (suitable for the Year 10-12 target audience) that will help students to discuss and rehearse basic first aid procedures that may help to: ¬ preserve life: carrying out emergency first aid procedures

eg opening a casualty’s airway or performing cardiopulmonary resuscitation (CPR)

¬ protect the unconscious ¬ prevent deterioration/further injury: preventing a casualty’s

condition from deteriorating further eg asking a patient to stay still to prevent movement of possible fractures

¬ promote recovery: by arranging quick emergency medical help eg quickly cooling a burn can reduce the risk of long term scarring.

• The activities include: Topic 5 ¬ Activity 2 – Administering basic first aid in a drug-related situation

(page 88) ¬ Activity 3 – Practising first aid in drug-related situations (page 89-90) ¬ Activity 4 – Who can help? (page 90) ¬ Activity 5 – Practising offering help to others in drug-related

situations (page 92-93)

These activities are available to download at: https://www.sdera.wa.edu.au/resources/secondary-resources/

THE EMERGENCY CALL

Listen to the radio advertisements at: https://www.triplezero.gov.au/Documents/radio_ads.mp3

There are three different advertisements.

• After each advertisement discuss: ¬ the nature of the emergency ¬ whether help could be provided and why/why not ¬ the key message of the advertisement.

• Internet ¬ Triple 000 – Radio

advertisements https://www.triplezero.gov.au/Documents/radio_ads.mp3

¬ St John Ambulance – DRSABCD 2.49mins https://www.youtube.com/watch?v=s2PSo9mjSY0

¬ Recovery position – Training Aid Australia from 0-1.28mins ONLY https://www.youtube.com/watch?v=E02g1OK8l68

¬ Recovery position for adults and children (one year and above) – St John Ambulance UK 2.31 mins http://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspx

https://www.sdera.wa.edu.au/resources/secondary-resources/https://www.triplezero.gov.au/Documents/radio_ads.mp3https://www.triplezero.gov.au/Documents/radio_ads.mp3https://www.triplezero.gov.au/Documents/radio_ads.mp3https://www.triplezero.gov.au/Documents/radio_ads.mp3https://www.youtube.com/watch?v=s2PSo9mjSY0https://www.youtube.com/watch?v=s2PSo9mjSY0https://www.youtube.com/watch?v=E02g1OK8l68https://www.youtube.com/watch?v=E02g1OK8l68http://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspxhttp://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspxhttp://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspxhttp://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspx


The Triple Zero radio advertisements are also available in nine languages – Arabic, Cantonese, Greek, Italian, Korean, Mandarin, Serbian, Spanish and Vietnamese.

The advertisements can be downloaded if Internet access is not available or is inconsistent.

• Highlight to students the following key points about contacting Triple 000.

Make your call• When you call Triple Zero (000) you will be asked – Do you want police,

fire or ambulance? • Stay on the line while your call is transferred. • Stay calm, don’t shout, and speak clearly and slowly. • Be ready to answer the operator’s questions.

Where are you?• Try to give the street number, street name, nearest main or intersecting

street, and the area.• If you are in a rural area, you will need to give the full address and

distances from known landmarks and roads as well as the property name.

• If you are calling from a mobile or satellite phone, the operator may ask you for other location information.

Stay on the line and follow any instructions from the operator• The operator may ask you to wait at a pre-arranged meeting point to

help emergency services to find the incident.• You will be advised to assist the person prior to the arrival of the

ambulance.• Stay on the line. Don’t hang up until the operator tells you to do so.

Remind students that calling 000 is only for emergencies. Hoax calls (like the second call in the Triple Zero advertisements) take an operator away from a situation where they could be helping to save a life.

• Ask for a student volunteer to role play making an emergency call. • Use one of the scenarios provided in the resource sheet – Making an

emergency call (page 39) and the questions provided below.

Choose the student and their role in the role-play activity according to the student’s skills and confidence.


Role play emergency service operator questions• Which emergency service do you require – ambulance, police or fire?

¬ What is the address of the emergency? (Give the road, suburb, state and nearest cross road).

¬ What phone number are you calling from? (Having this information is essential in case a call is disconnected, drops out or the operations centre needs to call you back to get more information. Inform students that they are not required to give their name if they choose not to do so).

¬ What is the emergency? Tell me what happened. (Information about the injured person, their name, their age, if they are breathing etc. will be asked. Remember you can only provide the information you know so try not to panic if you can’t answer a question).

• Critique the call (eg what information was provided, was any information missed).

• Ask students to move into groups of three. • Each group will need an operator, a caller and an observer. • The operator and the caller participate in the call. The observer provides

constructive advice on any information that was missed from the scenario at the end of the call.

• Use the scenarios, operator questions and planning sheet provided in the resource sheet – Making an emergency call (page 39).

• Give students a chance to play each role.• Process the activity by asking students:

¬ how they felt in their role(s) ¬ how they think they would feel in an emergency situation ¬ what the observer noted.

Explain that rehearsing how to make a Triple 000 call is important because if they ever found themselves in an emergency situation where they had to call for help, they would know what to do and what information they had to provide.

DRSABCD• This activity introduces or revises the steps in the DRSABCD first

response process.• Introduce the letters D R S A B C D.• Ask students to explain what they think each of the letters stand for.

¬ D – Danger ¬ R – Response ¬ S – Send for help ¬ A – Airway ¬ B – Breathing ¬ C – CPR ¬ D – Defibrillator

Watch the following video:• St John Ambulance – DRSABCD 2.49mins

https://www.youtube.com/watch?v=s2PSo9mjSY0

• After watching the video ask the following questions and discuss the responses.

https://www.youtube.com/watch?v=s2PSo9mjSY0


¬ D for Danger – Why do you need to be alert to potential dangers at the scene of an accident/incident? What sort of ‘dangers’ should you be looking for? If there are dangers, what should you do?

¬ R for Response – How can you check for a response? What should you do if you get a response or not get a response?

¬ S for Send for help – What action should you take to get help? ¬ A for Airway – What does this step involve? What should you do if

the airway is blocked? ¬ B for Breathing – How do you check for breathing? If the casualty is

breathing normally, what should you do? If they are not breathing normally, what should you do?

¬ C for CPR – What is CPR? When do you use it? Where do you press down on the body? What is the rate of compressions? How many compressions per minute? When do you stop?

¬ D for Defibrillator – What is a defibrillator? How do you use it?

The following 1.56min video by the WA St John Ambulance explains how to use a defibrillator. https://www.youtube.com/watch?v=3RqL64n_ltQ

RECOVERY POSITION• This activity revises/introduces the process of putting a casualty into

the recovery position.• Explain to students that they are going to revise/learn how to put a

casualty into the recovery position.• Ask if they know when the recovery position is used:

¬ if someone is unresponsive and breathing then you need to turn them onto their side and into the recovery position to keep their airway open, so they can still breathe.

• Show a video demonstrating the process. ¬ Recovery position – Training Aid Australia from 0-1.28mins

ONLY https://www.youtube.com/watch?v=E02g1OK8l68 ¬ Recovery position for adults and children (one year and above)

– St John Ambulance UK 2.31 mins http://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspx

• After watching the videos ask the following questions and discuss the responses provided. ¬ What are the three reasons to use the recovery position? ¬ How do you put someone in the recovery position?

Instead of watching a video, ask two students to demonstrate the steps in the recovery position process while you talk them through the steps.

• Place students in pairs and encourage them to work through the steps in placing someone in the recovery position making sure that each step is completed accurately and completely.

• Students should take turns being the casualty and the first aid provider.

https://www.youtube.com/watch?v=3RqL64n_ltQhttps://www.youtube.com/watch?v=E02g1OK8l68http://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspxhttp://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspx


Depending on your student group, you may need to demonstrate the steps in the recovery position process during the practice session.

APPLYING DRSABCD TO A SCENARIO• This activity encourages students to apply the knowledge and skills

they have learnt and practised to a scenario.• Once students are confident with the recovery position, progress their

skills by giving them a scenario to work with.• Place students in groups of three. • Allocate a suitable scenario from resource sheet Making an emergency

call (page 39) to each group (or create additional scenarios). • Explain that students are to create a role-play for their scenario that

includes the DRSABCD procedure. • Allow students five minutes before they need to share the role-play

with the group.• Process each group’s role play. Highlight where the DRSABCD procedure

has been applied and any steps in the process that may have been overlooked.

CARDIOPULMONARY RESUSCITATION (CPR)It is recommended that teachers engage experts in the community to deliver CPR training. Suggestions include:• St John Ambulance• Royal Life Saving Association

ONLINE AND COMMUNITY-BASED FIRST AID PROGRAMS FOR STUDENTS• Access online and community-based first aid training for adolescents

including CPR. Information about relevant courses is found in the Looking for more… section page 40.

USING TECHNOLOGY TO SAVE LIVESThese tasks introduce students to the use of technology as a tool for use in an emergency.

ICE Number• Ask students if they have an ICE number in their phone. ICE stands for

In Case of Emergency. • An ICE number may make it quicker and easier for emergency services

or a passer-by to get in touch with a support person in an emergency.• An ICE contact may also be helpful not just in an emergency but any

time someone gets into difficulty.• Encourage students to:

¬ enter the acronym ICE into their mobile’s contact list ¬ add the name and number of the person they want to be contacted

in an emergency. A student’s parent/guardian may be the best person to have as an ICE contact

¬ explain to students that they can also store their blood type, allergy information and any other relevant health information under the ICE entry.

• Explain that if they have an iPhone and their iPhone is locked, the ICE number can be accessed using Siri.


Emergency+ app• Encourage students to download the Emergency+ app to their phone

and encourage their family and friends to also place it on their phones.• The Emergency+ app is a free app developed by Australia’s emergency

services, government and industry partners. The app uses GPS functionality built into smart phones to help a Triple Zero (000) caller to provide critical location details required to mobilise emergency services.

Emergency+http://emergencyapp.triplezero.gov.au/

WRAP-UP AND SELF REFLECT

PURPOSE


ACTIONS

• Ask students to complete a 3-2-1 reflect with a partner ¬ 3 pieces of new first aid knowledge. ¬ 2 people to include on their ICE list. ¬ 1 thing they need to remember if calling emergency services.

http://emergencyapp.triplezero.gov.au/


RRESOURCE SHEET 1.1

DRUG USE BEHAVIOUR CARDS

A student is caught drug driving on P-plates

A student is caught with smoking paraphernalia and a small amount of cannabis by police walking to a party

A student is caught by their parents taking alcohol

from home to a party

A student drinks four cans of Monster and takes No-Doz

to try to keep themselves alert to study for exams

A student takes their younger sibling’s ADHD tablets to give themself a buzz before

heading to a party

A student buys a new psychoactive substance off the

Internet and takes it before attending a party at the beach

A non-drinking student plays a drinking game, drinking

straight shots of vodka

A student takes an ecstasy tablet before going to a dance party and

then drinks vodka at the party

A student takes some steroids that an older guy at the gym

recommends to bulk up

A student drinks before attending a school ball and gets caught


RRESOURCE SHEET 1.2

DRUG USE BEHAVIOUR CARDS

A random drug search at a music festival finds two ecstasy

tablets in a student’s bag

A student regularly uses cannabis and alcohol

A student self-medicates using her Mum’s Valium (Diazepam) as she is

feeling anxious before her exams

A student tries synthetic cannabis bought from a friend of a friend

A student takes more than the recommended dose of

Nurofen (Ibuprofen) because their headache is not going away

A student uses meth with their older sibling

A student uses ecstasy at a school ball and paramedics

are called as the student is experiencing a faster heart beat

and hallucinations

A student drinks vodka and energy drinks around a campfire

in the bush with friends

A student lets someone they don’t know very well get them drinks at a party

A student has unprotected sex while drunk


RRESOURCE SHEET 2

GOAL CARDS

Wants to join the police force

Wants to travel all over the world including to the USA

Wants to graduate from school

Wants to be a lawyer

Wants to join the defence force (army, navy, airforce)

Wants to join the federal police

Wants to win a scholarship to university

Wants to play sport professionally

Wants to become a doctor

Wants to have children

Wants to learn to fly

Wants to get a part-time job

Wants to win a sporting scholarship

Wants to get a good reference from the school on graduation

Wants to get a steady partner

Wants to be a strong role model for their younger siblings

Wants to join the Australian Ballet and be a Principal dancer

Wants to have a highly successful music career

Wants to win the school Citizenship award on Graduation

Wants to be a politician


RRESOURCE SHEET 3

DRUG use IMPACTS – THINKING THEM THROUGH

Scenario explanation ImpactsWill they achieve their goal?

Why/Why not?


RRESOURCE SHEET 4

SCENARIO

Your friend invited you to his older sister’s 18th birthday party. Some of your sister’s friends, who you have

known for years, are in the bedroom smoking a joint. They offer it to you. They are encouraging you to have a

tote and not wanting to seem like a ‘loser’, you have a few puffs.

Your friend’s father comes into the bedroom and sees you. He immediately calls your parents to explain what

has happened and to ask them to pick you up.


RRESOURCE SHEET 5

Making an emergency call

SCENARIOS

You and your friend were at the skate park on Bold Park Drive, Floreat when your friend slipped off their skate board and hit their head. You have each had a few beers. There are no adults around and your friend is breathing but they are not answering you when you call their name. Call Triple Zero now.

You are at home with your older brother when all of a sudden he gets really wobbly and crashes to the floor. You smell weed on him. He is breathing but you can’t get him to respond. Call Triple Zero now.

You are at a party at the Blackwood River in Bridgetown. Everyone has been drinking. One of your mates is dared to jump into the river from the tyre attached to an overhanging branch. He does, landing on a log protruding from the water. One of the branches is sticking into his leg. He is screaming in pain and everyone is really scared. You have your phone with you. Call Triple Zero now.

You are at a party at Cable Beach and your friend has been drinking heavily. You were cross with her stupid behaviour so left her with some other friends to look after her. It’s time to go and you can’t find your friend. You eventually find her in the public toilets lying on the floor. Your friend is bleeding from a head wound. It looks like she hit her head on the toilet bowl while being sick. She is breathing but unconscious. You have your phone with you. Call Triple Zero now.

You are taking your dog for a walk along Princess Road in Fancy Land when you come across someone lying next to the footpath. There is vomit near them and they have blood on their head. They look to be asleep. No one else is around and there is an empty bottle of vodka next to them. You have your phone with you. Call Triple Zero now.

You are at your mate’s house with a group of friends. Your friend has had a few drinks and seems ok. The next minute he is bending over – sweating, trembling and has chest pain. You have no idea what is going on. Another mate tells you he has taken a tablet someone gave him. Your mate is finding it hard to breathe and everyone is freaking out. You have your phone with you. Call Triple Zero now.

Operator Questions Caller – What to say

Which emergency service do you require – ambulance, police or fire?

What is the address of the emergency? Give the road, suburb, state and nearest cross road (if you can)

What phone number are you calling from?

What is the emergency? Tell me what happened. Information about the injured person – remember you can only give them information you know but this information can be critical e.g. their name and age, if they are breathing, what happened, are they bleeding, conscious etc.


RESOURCES WEBSITES WHERE TO GO FOR HELP

SDERAWraparound Early Intervention resourceModules 1-5 are available on the Wraparound page. Modules 6-10 are available when school staff engage in professional learning workshops with the early intervention team. SDERA.wa.edu.au/programs/wraparound

ST JOHN AMBULANCE This organisation offers a number of relevant first aid programs including:

First Aid FocusThe First Aid Focus secondary school program aims to equip teens and pre-teens with basic first aid skills. Details of the program are available at:http://www.stjohnambulance.com.au/youthengagement/first-aid-focus/secondary-school

First Aid Recruits (12-16 year olds)An extracurricular program for teens aged 12-16 years that has been designed to be delivered by teachers, parents and members of the community in local settings such as schools and community groups. This delivery allows for flexibility and ensures the program fits within teens’ existing commitments. To support the adults who deliver this course, St John Ambulance offers them free, accredited first aid training. Comprehensive lesson plans are available at:http://www.stjohnambulance.com.au/youthengagement/first-aid-recruits

Click to saveSt John Ambulance has developed the clicktosave online course to help save lives on WA roads. The program is available at:https://www.clicktosave.com.au/log-in/

Heart Beat Club Teaches the lifesaving skills of CPR. The training session runs for three hours and covers first aid for common child injuries including burns and scolds, choking, drowning and provides information on how to perform child resuscitation or CPR.https://royallifesavingwa.com.au/training/provide-cardiopulmonary-resuscitation/c-25/p-930

MENTAL HEALTH COMMISSION The Mental Health Commission is responsible for the network of drug and alcohol treatment services and programs formerly provided by the Drug and Alcohol Office. Confidential helplines are available for anyone concerned about their own or another person’s alcohol or drug use. MHC.wa.gov.au

MENTAL HEALTH COMMISSION Strong Spirit Strong MindStrong Spirit Strong Mind Metro Project is a culturally secure campaign which focuses on the impact of alcohol and other drug use on the individual’s physical health and the impact on family and community.https://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Future

MENTAL HEALTH COMMISSION Drug AwareThe Drug Aware website provides factual, credible and accurate drug information for young people in order to help them make informed decisions. It also provides a live chat service where you can chat confidentially with a professional alcohol and drug councillor online. DRUGAWARE.com.au

MENTAL HEALTH COMMISSION Alcohol. Think AgainThe Alcohol. Think Again education campaign is part of a comprehensive approach in Western Australia that aims to reduce the level of alcohol-related harm and ill-health in Western Australia. ALCOHOLTHINKAGAIN.com.au

ALCOHOL AND DRUG FOUNDATION (ADF)The Alcohol and Drug Foundation (ADF) is a national body committed to preventing alcohol and other drug harms in our communities. The foundation believes that an Australia free from alcohol and drug harm will be an Australia that’s safer for us all. ADF.org.au

MENTAL HEALTH COMMISSION 24hr Alcohol and Drug Support LineMetro 9442 5000Country 1800 198 024Emergency 000

Kids Help Line1800 55 1800

Beyond Blue1300 22 4636

Lifeline13 11 14

Drug AwareLive chatDRUGAWARE.com.au

eheadspace1800 650 890Online chatEHEADSPACE.org.au

LOOKING FOR MORE…

http://SDERA.wa.edu.au/programs/wraparoundhttp://www.stjohnambulance.com.au/youthengagement/first-aid-focus/secondary-schoolhttp://www.stjohnambulance.com.au/youthengagement/first-aid-focus/secondary-schoolhttp://www.stjohnambulance.com.au/youthengagement/first-aid-focus/secondary-schoolhttp://www.stjohnambulance.com.au/youthengagement/first-aid-recruitshttp://www.stjohnambulance.com.au/youthengagement/first-aid-recruitshttps://www.clicktosave.com.au/log-in/https://royallifesavingwa.com.au/training/provide-cardiopulmonary-resuscitation/c-25/p-930https://royallifesavingwa.com.au/training/provide-cardiopulmonary-resuscitation/c-25/p-930https://royallifesavingwa.com.au/training/provide-cardiopulmonary-resuscitation/c-25/p-930http://MHC.wa.gov.auhttps://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Futuhttps://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Futuhttps://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Futuhttp://DRUGAWARE.com.auhttp://ALCOHOLTHINKAGAIN.com.auhttp://ADF.org.auhttp://DRUGAWARE.com.auhttp://EHEADSPACE.org.au


Alcohol. Think Again. (2014). Impact of alcohol on the developing brain. Retrieved from http://alcoholthinkagain.com.au/Parents-Young-People/Alcohol-and-the-Developing-Brain/Impact-of-Alcohol-on-the-developing-brain in National Health and Medical Research Council. (2009). Australian guidelines to reduce health risks from drinking alcohol: Commonwealth of Australia.

Allsop S. (2012). How to set teens up for a healthy relationship with alcohol. Retrieved from http://theconversation.edu.au/how-to-set-teens-up-for-a-healthy-relationship-with-alcohol-7370

Department of Health and Human Services, Substance Abuse and Mental Health Administration. (2009). Risk and protective factors for mental, emotional, and behavioral disorders across the life cycle. Retrieved from http://dhss.alaska.gov/dbh/Documents/Prevention/programs/spfsig/pdfs/IOM_Matrix_8%205x11_FINAL.pdf

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