Teacher’s Resource
Strategy tool – A tool for the classroom
1
PEER-LED ALCOHOL LESSONS FOR STUDENTS (PALS)
Peer-led alcohol education activities for
Stage 4 students
Curriculum support material for Stage 4 Personal
Development, Health and Physical Education
© 2004, New South Wales Department of Education and Training and
the Peer Support Foundation Ltd.
RESTRICTED WAIVER OF COPYRIGHT
The material printed in this publication is subject to restricted waiver
of copyright to allow the purchaser to make photocopies of the
material contained in the publication for use within a school, subject
to the conditions below:
1. All copies of the printed materials shall be made without alteration or abridgment and must retain acknowledgment of the copyright.
2. The school or college shall not sell, hire or otherwise derive revenue from copies of the material, nor distribute copies of the material for any other purpose.
3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of any of these conditions.
ISBN 0731382579
SCIS 1134094
All enquires about Peer-led Alcohol Lessons for Students should be
addressed to:
Drug Prevention Programs
NSW Department of Education and Training
GPO Box 33
SYDNEY NSW 2001
Illustrations: Moving Ideas Animation
Graphic Design: BIAGDESIGN
Acknowledgements
The Department of Education and Training and the Peer Support
Foundation gratefully acknowledge the contribution of the staff and
students from the following schools:
Asquith Girls High School
Caringbah High School
Liverpool Boys High School.
© NSW Department of Education and Communities
Contents
Foreword5
Section 1:
Introduction7
Section 2:
Teacher guidelines for implementing PALS
9
Syllabus links
15
Section 3:
Peer-led activities
19
Activity 1:
Teacher-led introduction
19
Activity 2:
Fact or fiction?
27
Activity 3:
Effects of alcohol on the body
35
Activity 4:
Standard drinks
44
Activity 5:
Exploring risks
50
Activity 6:
Influences on alcohol use
58
Activity 7:
Making decisions
61
Activity 8:
Seeking further information and help
69
Section 4:
Parent information session
81
Section 5:
Appendix 1 Contacts and resources
100
References:103
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Strategy tool – A tool for the classroom
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Foreword
The NSW Department of Education and Training seeks to provide
quality education for all students, taking account of their age,
background, needs, ability and interests.
Government schools promote the health of students within the
context of the Student Welfare Policy and the Personal Development,
Health and Physical Education (PDHPE) curriculum. Together they
provide a framework for preventative and support programs that aim
to meet the social, physical and emotional health needs of students.
Rationale
After analgesics, alcohol is the drug most commonly used by young
people. Alcohol is recognised as one of the most significant causes
of drug related harm. It is second only to tobacco as the largest
preventable cause of premature death and hospitalisation in Australia.
Statistics show significant numbers of young people drink alcohol.
Results from the National Drug Strategy Household Survey (2001)
showed that during the last 12 months 10.7% of young people aged
14-19 years put themselves at risk of short-term, alcohol related harm
on at least a weekly basis. Additionally, half of all drug related deaths
for people aged 0-34 years were attributed to alcohol use (Ridolfe and
Stevenson, 2001).
Adolescence is a time when the peer group is a significant influence
in a young person’s life. Research shows young people seek advice
from friends and are influenced by the expectations, behaviours
and attitudes of the groups to which they belong. Young people are
viewed as credible sources of information about drugs by their peers.
Peer-led education has been successfully employed across a range of
programs including drug education. Peer-led drug education can:
− provide learning experiences that engage students and are
relevant to their needs
− allow young people to explore social issues with others of
similar age
− promote caring, co-operative environments where students learn
to support each other to make safe and healthy lifestyle decisions
− provide opportunities for exchanging of ideas between peers and
peer leaders
− assist students to resist negative influences regarding drug use
− allow students and peer leaders to demonstrate appropriate
attitudes and values
− enable students to learn and practise skills to make
informed choices.
Peer-led drug education programs provide opportunities for peer
leaders to organise and conduct engaging educational activities
with small groups of students. Benefits for peer leaders may
include increased self-esteem, heightened confidence, improved
communication skills and knowledge.
As alcohol is widely used in Australian society, secondary school is a
crucial time for young people to gain knowledge and understanding
and develop skills to allow them to remain safe in environments where
alcohol is consumed.
© NSW Department of Education and Communities
Section 1
Introduction
About the resource
The NSW Department of Education and Training, in consultation
with the Peer Support Foundation, has developed Peer-led Alcohol
Lessons for Students (PALS). The resource has been designed to
enable schools to implement appropriate and relevant peer-led
alcohol education activities for Stage 4 (Year 7 and Year 8) students,
using older peers to conduct the activities.
Teachers train Stage 5 or 6 (Year 10 or Year 11) students as peer
leaders. The peer leaders facilitate a series of alcohol education
activities with small groups of six to eight Stage 4 students. The
Peer Support Foundation offers training for teachers to facilitate peer
leader training.
The aim of PALS is to increase knowledge and understanding of
alcohol and its effects. It allows students the opportunity to work in
small groups so they can learn and practise skills to help them make
informed choices about alcohol.
PALS supports the implementation of the content strands Self and
Relationships and Individual and Community Health, of the Personal
Development, Health and Physical Education (PDHPE) Years 7-10
Syllabus (2003). The resource provides activities to assist students to
work towards achieving the related outcomes.
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Contents of the resource
1. Teacher guidelines for implementing PALS
The guidelines include information and key issues for teachers when implementing the program and PDHPE syllabus links.
2. Peer-led activities
This section includes an overview of the program. The first session to
introduce the program is designed to be conducted by a teacher as
well as peer leaders. There are seven peer-led activities that teachers
or peer leaders can select. Copies of this section should be provided
to the peer leaders.
3. Parent information session
The session gives parents an overview of PALS. A sample invitation
to attend the session and an information handout are included.
Key issues to consider for implementing PALS
4.Appendix
1. Planning and training
The appendix includes contact details for the Peer Support
Foundation and a list of useful alcohol information services.
5.CDROM
A CDROM is provided to facilitate copying activities for peer leaders.
Trial and evaluation of PALS
PALS was piloted and evaluated in 2001, in three government
secondary schools in Sydney: a co-educational, a boys’ and a
girls’ school.
The evaluation concluded that:
− the peer-led program enabled students to work towards PDHPE syllabus outcomes
− students’ knowledge and skills about alcohol-related
issues improved
− students had positive experiences in the program
− the program could be adapted to the needs of each school
− the resource would be a useful drug education strategy for
secondary schools.
In addition, the evaluation identified positive outcomes for the peer
leaders including the opportunity to develop leadership and group
facilitation skills.
Section 2:
Teacher guidelines for implementing PALS
Peer-led education in a school setting generally refers to students
delivering an educational program to other students who are of similar
age or slightly younger. Peer-led education programs use peer leaders
to deliver relevant and appropriate information.
© NSW Department of Education and Communities
Planning and training are critical to the success of peer-led programs,
including PALS.
Teachers are responsible for training students as peer leaders to
facilitate a series of peer-led alcohol education activities with
Stage 4 students.
The Peer Support Foundation offers a one day workshop to assist
teachers to implement PALS and train peer leaders for this program.
Schools that require assistance for this purpose are encouraged
to contact the Peer Support Foundation. There is a charge for this
service. Contact details for the Peer Support Foundation are provided
on page 99.
Schools may find it helpful to nominate a co-ordinating teacher and
form a committee to:
− determine how the program will be implemented
− plan for training teachers and peer leaders and ensure there is
adequate time and resources
− consider the composition of student groups
− organise supervision and location of the program
− ensure staff not directly involved in the program are made
aware of the purpose and understand the benefits of peer-led
drug education.
2. Selecting and training peer leaders
The recruitment, training and support provided for peer leaders
for PALS should be appropriate to the task they are expected to
undertake, and in particular ensure they have the necessary skills to
facilitate peer-led activities.
If the students who are chosen to act as leaders for PALS have
already been trained as Peer Support Leaders, a one-day training
workshop is recommended to ensure they have the requisite
knowledge, understanding and skills to conduct alcohol education
activities. Students who have had no prior Peer Support Leadership
training would require additional training in group facilitation
processes and a two day workshop is recommended.
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Peer leaders need an understanding of the content of the program, its
desired outcomes and the responsibilities of being a peer leader. The
amount of time and work required as well as the personal benefits
should also be explained.
While peer leaders will develop new leadership, communication
and interpersonal skills they need to be supported and supervised
throughout the implementation of the program. The program is more
likely to be successful if it includes substantial modelling and practice
of group facilitation methods. These strategies can be taught and
practised in the leader training and at peer leader meetings held
before and after the activities.
Peer leaders need to be familiar with strategies for maintaining an
environment in which group members feel at ease and individual
opinions are valued. The training should enable peer leaders to
develop the skills to monitor their group, for example, to be aware of
group members who wish to speak (or do not) and encourage them to
express their point of view.
It is important for peer leaders to have an understanding of and the
skill to recognise a disclosure. Skills such as protective interrupting
can be practised at peer leader training. This will enable the peer
leaders to explore the kind of strategies they might adopt if a student
begins to disclose in front of his or her peers. This can prevent the
student being open to possibility of victimisation or ridicule and
regretting their actions later.
Peer education projects are based on the assumption that peer
leaders have more credibility with their peers than adults. Teachers
should be aware however that students who they might consider
would make good peer leaders and role models may not be seen as
credible by group members. Selecting students only on the basis of
good behaviour and academic achievement to be leaders may not be
effective and may place unreasonable expectations on the
leaders themselves.
Peer leaders can be selected from Year 10 or Year 11 students who
indicate their interest in the PALS program. Alternatively all Year 10
and 11 students can be trained as potential peer leaders. Training all
potential leaders provides the advantage of having a pool of reserve
leaders for contingencies such as illness or other commitments of
the regular peer leaders. Relevant staff can be consulted about the
leadership potential of the students interested in training as
peer leaders.
It is suggested that two peer leaders be allocated to each student
group. Peer leaders should prepare sessions, allocate tasks and
facilitate activities.
3. Supporting peer leaders
Peer leaders need sufficient time to prepare for sessions. Before
delivering the activities peer leaders need to understand the content,
be familiar with the activities, and identify and make arrangements to
obtain resources required.
Supervising teachers need to be unobtrusive but nearby during peerled activities, and ready to offer assistance if required. Peer-led drug
education should be treated the same as normal lessons in regard to
punctuality, attendance, behaviour and participation.
© NSW Department of Education and Communities
Regular meetings provide peer leaders with opportunities to reflect
on the purpose of the program, discuss issues that may have arisen
and plan for future activities. Meetings should be scheduled prior
to and directly after the peer-led activities. Prior to the activities the
supervising teacher can brief the peer leaders, practise questions,
model activities and check resources and timing of the activities.
Follow-up meetings give peer leaders the opportunity to discuss
issues and provide feedback for use in program evaluation. These
meetings also provide an opportunity for peer leaders to raise any
difficulties and identify ways to manage groups and present activities.
They should also include discussion of successful activities to allow
the sharing of ideas and strategies for future sessions.
4. Group composition
Student groups should have between six and eight students. Teachers
should consider group dynamics and the ways in which students are
likely to best interact. Once the program has commenced changes
should be kept to a minimum and implemented with sensitivity.
5. Participation of parents
Since parents play an integral role in educating their children about
alcohol and other drugs, schools are encouraged to involve them
and other community members in drug education. Parents should
be informed of the purpose and expected outcomes of peer-led drug
education programs.
6. Acknowledging peer leaders
Peer leaders can be recognised for their contribution to the peer-led
program. For example, a certificate of appreciation might be awarded
at an assembly or community morning tea. This certificate could
recognise the leaders’ valuable contribution to the peer-led program
and their leadership, organisation and planning skills.
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Strategy tool – A tool for the classroom
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7. Integrating PALS into the curriculum
The PALS resource supports the Personal Development, Health and
Physical Education (PDHPE) 7-10 Syllabus (2003). The resource
provides activities to assist students to work towards achieving the
related outcomes.
Schools might implement PALS in the following ways:
− as a series of sessions per week in place of timetabled lessons
− as a one or two day workshop.
Scheduling of activities will need to take account of availability of peer
leaders and suitable venues for groups to meet.
The PALS activities vary in length and have been developed to allow
flexible delivery. The peer-led activities may be used independently
and are not sequential. There is no expectation that all the activities
will be used. Schools may choose to do some activities (or parts of
activities) but not others depending on the learning needs of
their students.
FLOWCHART FOR IMPLEMENTATION OF PALS
The following flow chart summarises key steps for implementing PALS
Each teacher would be responsible for overseeing the conduct of
three to four groups. This will include peer leader meetings prior to
and following each session to support the peer leaders and to allow
PALS to be monitored and modified if necessary.
Program evaluation
Evaluation will enable the school to determine what worked and what
did not, and where improvements can be made. This will assist in
subsequent planning and implementation of the PALS program.
School decision to implement PALS
Promote PALS to the school community including
whole staff and parents. Identify staff roles
The following are examples of some strategies
for evaluation.
Train teachers to implement PALS (The Peer
Support Foundation provides teacher training)
• Peer leaders
A suggested survey is included on pages 76-79 and can be
easily adapted.
Follow-up meetings with peer leaders after each activity allow PALS to be monitored and, where necessary, changes to be made during the program.
•
Stage 4 students
In addition to assessing achievement of syllabus outcomes (refer
to page 18) students could be surveyed on aspects of the
program that worked well, could be improved and their general
satisfaction with the program overall.
•
Staff
Discussions could be conducted with staff about satisfaction with
the program. This could include implementation issues (leader
training and organisation of group) and the impact of the program
(benefits for peer leaders and Stage 4 students).
•
Parents
Feedback could include an evaluation sheet on the effectiveness
of the parent information session or a survey of the effectiveness of PALS with their own child(ren).
Hold parent information session
Select and train peer leaders
Form groups and assign peer leaders
Implement peer-led Stage 4 activities
A presentation at a staff meeting could be given at the conclusion of
the program.
Meet with peer leaders before and
after each session
Modify for
future years
© NSW Department of Education and Communities
Evaluate
Supervise
groups (One
teacher for
3-4 groups)
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Syllabus links
The activities in this resource link to the NSW Board of Studies
Personal Development, Health and Physical Education (PDHPE)
Years 7-10 Syllabus (2003).
The Stage 4 outcomes and content of the syllabus addressed in this
resource are outlined below. The peer-led activities can be used in
conjunction with activities in PDHPE lessons to determine progress
towards syllabus outcomes.
The syllabus content is expressed in the form of students learn about
and students learn to. These statements provide a basis for teachers
to plan and develop units of work in which students can maximise
their learning in PDHPE and demonstrate the course outcomes. The
syllabus also encourages the concept of assessment for learning.
Assessment for learning in PDHPE is designed to provide students
with opportunities in the context of everyday classroom activities
(including peer-led activities), as well as planned assessment
tasks, to demonstrate their learning and level of achievement of
syllabus outcomes.
Teachers need to identify activities that will allow evidence of learning
to be gathered. Methods of gathering evidence could include teacher
observation of peer-led activities, written responses by students for
assessment by teachers after the peer-led activities, peer evaluation
and self-evaluation. Peer evaluation might include an informal
discussion at a peer leader follow-up meeting on participation in an
activity. Assessment should be an integral part of student learning.
Outcome 4.6 A student describes the nature of health and analyses
how health issues may impact on young people.
Students learn about:
• drug use:
−
−
−
reasons people use and do not use drugs
influences on drug use
short-term and long-term effects of drugs on health
and wellbeing.
Students learn to:
−
−
−
describe the short-term and long-term effects of
alcohol use
analyse influences and reasons why people choose to use or not use alcohol
explore the relationship between the person, the drug and
the environment in determining the impact of drug use.
© NSW Department of Education and Communities
Outcome 4.7 A student identifies the consequences of risk
behaviours and describes strategies to minimise harm.
Students learn about:
• strategies to minimise harm:
− acquiring knowledge
− developing personal skills, e.g. problem-solving
− recognising, assessing and responding to risk situations.
Students learn to:
−
−
describe strategies to recognise, assess and respond to risk
in a variety of real life situations.
explore the concept of risk by investigating the following:
• what is a reasonable degree of risk?
• why do people take risks?
Skills that enhance learning in PDHPE
Effective learning in PDHPE is underpinned by the development
of skills that assist students to adopt a healthy, active and fulfilling
lifestyle (PDHPE Years 7-10 Syllabus, 2003, p15). There are specific
skills outcomes provided in the syllabus for each Stage to assist
the integration of skills into teaching and learning activities. During
participation in the activities in this resource, students will be working
towards the achievement of the following outcomes.
Outcome 4.12 A student assesses risk and social influences and
reflects on personal experience to make informed decisions
Decision making
Students are provided with opportunities to assess risk and social
influences to make informed decisions.
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Strategy tool – A tool for the classroom
Outcome 4.13 A student demonstrates co-operation and support
of others in social, recreational and other group contexts
Interacting
Students are provided with opportunities to work co-operatively and
support others in a small group context.
Other contributing outcomes
7
Values and attitudes
Participation in PALS will help students meet the following values and
attitudes syllabus objectives.
Students will:
• value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles
During participation in the activities in this resource, students may
also be working towards the achievement of other outcomes, for
example, Syllabus Outcome 4.2 below.
• develop a willingness to participate in creating and promoting healthy and supportive communities and environments.
Outcome 4.2 A student identifies and selects strategies that
enhance their ability to feel supported.
Overview of the PALS program
Students learn about:
Seeking help:
− benefits of support
− identifying people and services that provide support
− supporting others to seek help.
Students learn to:
− enhance their ability to seek help by establishing individual support networks of adults and peers.
This section provides an overview of the teacher-led and peer-led
activities that can be incorporated into Stage 4 PDHPE programs
to support learning about alcohol. It is suggested the teacher-led
activities be taught first as a way of introducing the program.
Outcomes and activities
The following table provides an overview of major links between
the syllabus outcomes and the activities. The activities can be
used as part of PDHPE activities to determine progress towards
syllabus outcomes.
Syllabus outcomes
Activity
Overview
1. Introduction to
PALS (teacher–led)
This activity introduces the program,
sets group rules and explores opinions about
alcohol use.
∆
∆
2. Fact or fiction?
This activity enables students to explore facts and
fiction about alcohol and discuss reasons why
people choose to drink or not to drink alcohol.
▲
∆
3. Effects of alcohol
This activity enables students to identify and
discuss the short-term and long-term effects and
the possible harms associated with alcohol use.
▲
∆
4. Standard drinks
This activity involves students measuring volumes
equivalent to standard drinks and comparing the
alcohol content of different alcoholic beverages.
5. Exploring risks
This activity enables students to define risk-taking,
assess risk and explore the relationship between
the person, the drug and the environment in
determining the impact of drug use.
▲
6. Influences on
alcohol use
This activity enables students to identify and
explore influences on alcohol use.
▲
7. Making decisions
This activity enables students to explore
consequences of behaviour and practise decision
making.
8. Seeking further
information and help
This activity enhances students’ ability to seek
further information and support about alcohol.
▲ Major outcome
© NSW Department of Education and Communities
4.2
∆ Contributing outcome
4.6
4.7
4.12
∆
▲
▲
∆
4.13
∆
∆
∆
▲
∆
▲
∆
∆
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Section 3: Peer-led activities
Activity 1 Teacher-led introduction
This activity introduces the program, sets group rules and explores
opinions about alcohol use.
Preparation
• Activity sheet 1.1: Body voting
• Information sheet 1.1: Responses to body voting
• Worksheet 1.1: What do you think?
• Chart paper
• Textas
Organisation
Activity
Notes
Whole class
Introduction
Teachers can introduce the program by working
with all the groups in their class in the one room.
Suggested Time:
5 minutes
Provide an overview of the program.
Outline expectations and explain how the program will be
conducted.
Review the roles and responsibilities of the peer leaders and
group members.
Whole class
Suggested Time:
10 minutes
Body voting
Place the three responses (agree, unsure and disagree) from
Activity sheet 1.1: Body voting across the room. Read the
statements (e.g. Alcohol is cool), one at a time, from Information
sheet 1.1: Responses to body voting. Allow students to respond
by moving to the corresponding position.
Cut up Activity sheet 1.1: Body voting (agree,
unsure and disagree cards) prior to the session.
Body voting involves students physically moving
to designated positions in the room depending on
their responses to the questions or statements.
After each statement ask:
Teachers can involve peer leaders by having them
read out the statements.
− why did you make this choice? (Ask ‘agree’, ‘unsure’ and
‘disagree’ voters to obtain differing
viewpoints)
The purpose of the activity is to explore the range
of opinions in the group and the level of knowledge
about alcohol.
− having heard other opinions, would you now like to change your position?
Teacher emphasises the importance of knowing
the facts in order to make informed and safe
decisions about alcohol.
− what convinced you to change your position?
Ask:
− how can information help us make safe choices about alcohol?
Peer groups
Teacher organises students into peer-led groups. The remainder
of the session will be conducted in peer groups with peer leaders
facilitating the activities.
Peer leaders introduce themselves to their groups and explain:
− where the group will meet
− any equipment students need to bring
− where students might find the peer leaders in the school.
© NSW Department of Education and Communities
Group members may wish to discuss aspects of
the program at other times with the peer leaders.
This activity allows students to get to know each
other and promotes a sense of belonging to the
group.
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Organisation
Activity
Notes
Peer groups
Attitudes to alcohol
Suggested Time:
− group members are going to get to know
each other
The purpose of the activity is to introduce group
members and explore a range of opinions about
alcohol.
15 minutes
Peer leaders explain:
− the group is going to explore what they know and think about alcohol.
Individual
Peer group
Provide students with a copy of Worksheet 1.1: What do you
think? Group members complete the worksheet by asking at
least three others in the group to fill in a response and sign their
name.
Bring the group back together. Ask each student to introduce
him/herself and share one or two comments they have written
down.
While people may not accept or agree with others’
opinions they should respect the rights of others to
have different opinions from themselves.
People’s attitude towards alcohol is influenced by
many factors including:
− family and community values
− their past experiences
− the expectations, behaviours and
attitudes of the groups to which
they belong
Ask: − the situation
− did you all have the same thoughts about alcohol?
− exposure to advertising and the media.
− why might some of you think differently?
− what do you think about drinking alcohol?
Suggested Time:
10 minutes
Working together
Brainstorm ways to help the group work together co-operatively
and respectfully by asking:
− what can we do to help our group work together co-operatively?
Leader records responses on chart paper. Review the list of
responses.
Ask the group to choose the rules they think are most important
for their group. The following rules could be included:
− respect everyone’s opinion
− do not discuss personal experiences (about self or others)
− speak one at a time
− be on time.
The agreed rules are recorded on a sheet of paper to be
kept by the leader.
Ask group members to decide on a suitable name for their group.
Groups could be asked to explain the reasons for the choice of
their group name.
Brainstorming allows group members to give
as many responses as possible to a problem or
question. All responses are recorded and discussed
in a non-judgemental way. All group members should
be encouraged to contribute.
The aim is to establish a set of rules to enable
the group to work together co-operatively and
respectfully.
Students may have different values, attitudes and
beliefs about alcohol. Students need to respect the
right of others to their opinions.
This is not an appropriate environment for discussing
personal experiences. A disclosure in front of peers
can leave a student open to possible victimisation or
ridicule and he or she may later regret the action.
All group members should be encouraged to
contribute but it is important to listen to others
and speak one at a time so that group discussions
run smoothly and everyone has the opportunity to
express an opinion.
PALS is no different from normal lessons in regard to
punctuality and attendance.
Teachers will offer support to ensure the group
adheres to the rules.
Naming the group gives the members ownership and
promotes a sense of belonging. Examples include
− students using the first initials of their names to
create their group name
− choosing the names from sporting teams,
mythical creatures or other groups.
© NSW Department of Education and Communities
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Agree
Unsure
Disagree
Explain to students that statements 1-7 explore a
range of opinions about alcohol
1. Drinking alcohol is cool.
2. You need to drink alcohol at a party to have a good time.
3. Drinking alcohol to get up the courage to ask someone
out is acceptable.
10
10. Alcohol is a drug. (True)
Notes: Alcohol is a depressant that slows down the activity of the
central nervous system. It effects concentration and co-ordination
and slows down responses.
11. Drinking coffee will help to sober you up. (False)
Notes: Alcohol has to be removed from the body by the liver and this
takes time. The liver can only work at a fixed rate, breaking down
about one standard drink per hour. Drinking coffee will not accelerate
the process or help sober a person up.
12. A can or stubby of beer (normal strength 4.9% alcohol) is one
standard drink. (False)
Notes: A can or stubby of normal strength beer (375ml) equals about
one and one third standard drinks (285ml) and may take a P-plate
driver over the BAC limit. The number of standard drinks is listed on
the labels of all alcoholic beverages.
Talk to three or four others in the group.
Ask them to answer one or two of the questions on the sheet and sign
their name.
4. Most people my age do not drink.
5. It’s embarrassing if you do not drink when everyone else is.
What do you think about drinking alcohol?
6. Getting drunk is no big deal.
Notes: Being drunk can stop people thinking clearly and acting
sensibly and may lead to them putting themselves at risk of harm
from other things, for example, injury due to falls, road accidents or
unwanted or unprotected sex. It can also cause health risks such
as toxic damage to the small bowel resulting in diarrhoea, depression
of the central nervous system, headaches, shakiness, nausea
and vomiting.
7. Going swimming after drinking alcohol is OK.
Notes: One fifth of young people and adults who drown have been
drinking alcohol.
How can alcohol affect people?
What harm can alcohol cause?
Explain to students that questions 9-12 explore facts about alcohol
and each has a correct answer.
8. Buying alcohol underage is OK if you look old enough. (False)
Notes: Selling alcohol to someone who is underage (that is under 18
years of age) is against the law and can lead to prosecution.
How might television advertisements about alcohol have an effect on
peoples’ attitudes towards drinking alcohol?
9. The legal blood alcohol concentration (BAC) for drivers holding a
full licence is 0.15. (False)
Notes: The legal BAC for drivers holding a full licence is 0.05. BAC
levels are much lower for L and P-plate drivers. This means they can
not drink alcohol and drive. BAC refers to the amount of alcohol in a
person’s blood. A BAC of 0.05 means the person has 0.05 grams of
alcohol for every 100 millimetres of their blood. The legal BAC ranges
from nil to 0.05 depending on experience and the type of vehicle
being driven e.g. bus and tram drivers must have a zero BAC while
on the road in most Australian states. Studies have shown there is
a direct correlation between BAC and the degree to which reactions
and judgements are impaired.
© NSW Department of Education and Communities
How do you feel when you see characters in movies drinking or
getting drunk?
What should the legal age for drinking alcohol be?
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Activity 2 11
Fact or fiction?
This activity enables students to explore facts and fiction about
alcohol and discuss reasons why people choose to drink or not to
drink alcohol.
Preparation
• Worksheet 2.1: Alcohol: fact or fiction
• Information sheet 2.1: Answers to quiz
• Chart paper
• Textas
Organisation
Activity
Notes
Individual
Introduction
Information sheet 2.1: Answers to
quiz also provides information to help
with discussion.
Provide an overview of the program.
Suggested Time:
10 minutes
Outline expectations and explain how the program
will be conducted.
Review the roles and responsibilities of the peer
leaders and group members.
Pairs
Fact or fiction?
Peer group
Provide students with a copy of Worksheet 2.1:
Alcohol: fact or fiction and ask them to circle True
or False for each question (e.g. Alcohol affects the
brain by speeding it up).
Ask students to compare answers with a partner.
Pairs
Suggested Time:
10 minutes
Read the correct responses from Information sheet
2.1: Answers to quiz so that students can check
their answers.
Ask:
− what were some of the facts you thought
were fiction?
− what was some fiction you thought was fact?
Peer group
Pairs
Questions are written on chart paper
prior to the activity and displayed for students’ reference.
Alcohol is made when water and yeast act on the sugars from
various types of grain, fruit and vegetables. The process is called
fermentation. Pure alcohol has no taste and is a colourless liquid.
Alcoholic drinks vary in colour and
Alcohol is a psychoactive drug that affects the mind. Alcohol is
a depressant and slows down the activity of the central nervous
system. In small doses depressants cause people to be outgoing.
Depressants can affect concentration and co-ordination and slow
down people’s response times to unexpected situations.
− where did you learn this fact or fiction?
Types of alcoholic drinks include wine, spirits, sherry, port, alcoholic
cider, mixed drinks and liqueurs.
Facts about alcohol
Many drinks contain alcohol. The amount depends on the type
of drink, regular beer is 4.9% alcohol, low alcohol beer is 2.9%
alcohol, wine is around 12% alcohol and spirits or liqueurs are
around 40% alcohol.
Ask students to discuss their answers to the
following questions
with a partner:
− how is alcohol produced?
− what type of drug is alcohol?
© NSW Department of Education and Communities
Effects of alcohol may include feeling more relaxed, growing in
confidence, slurred speech, difficulty co-ordinating movements
e.g. stumbling, blurred vision, feeling sick, vomiting, shakiness,
diminished sense of responsibility leading to risky behaviour,
violence, passing out, hangover.
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− What are some types of alcoholic drinks?
− what is the difference in the alcoholic content of beer, wine, spirits and liqueurs?
12
Prior to the activity, chart paper should be prepared with the
following headings:
− reasons young people choose to
drink alcohol
− reasons young people choose not
to drink alcohol
− how might alcohol affect a person’s immediate − reasons adults choose to drink alcohol
wellbeing and health?
− reasons adults choose not to
Peer leaders bring group back together and ask
drink alcohol.
each pair to give their responses to one of the
questions. Repeat the process until all questions
are answered.
Reasons people choose to drink alcohol could include to:
One leader records the answers on chart paper
− relax
while the other leads a group discussion, clarifies
− celebrate
any issues and adds extra information from the
notes.
− have fun
Why do people drink alcohol?
Explain that people choose to drink or not drink
alcohol for a variety of reasons. Reasons may
change in different circumstances or different times
of a person’s life.
Suggested Time:
15 minutes
Groups of four
Ask students to work with a partner and list the
reasons young people:
− choose to drink alcohol
− choose not to drink alcohol.
Ask each pair to compare their list with another
pair and add any
additional reasons.
Repeat the process for the reasons adults:
− choose to drink to alcohol
− rebel
− feel happier
− help cope with problems
− be sociable
− experiment
− fit in with friends
− enjoy the taste
− quench thirst
− get drunk.
Reasons people choose not to drink alcohol could include:
− to stay in control of behaviour
− family does not approve
− can have fun without drinking alcohol
− to be able to drive safely
− choose not to drink alcohol.
− to avoid unpleasant experiences caused by
alcohol e.g. feeling sick
Ask group members to write their main reason(s)
for each category on the chart paper.
− to avoid doing something they might later regret
− on a diet
− to comply with religious beliefs
− friends do not drink
− do not like the taste
− concerns about the effect on health
− alcohol is too expensive.
© NSW Department of Education and Communities
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13
Many of the reasons young people and adults give for choosing
− are the reasons young people have for drinking to drink alcohol are the same, for example, to be sociable, to have
fun or to celebrate. Other reasons are linked to developmental,
alcohol different from those of adults?
financial and lifestyle factors and might be given by one group more
Why might this be?
frequently, for example, to experiment is more likely to be given by
young people.
− are the reasons young people have for
Many of the reasons young people and adults give for choosing not
drinking alcohol similar to those of adults?
to drink alcohol are the same, for example, to comply with religious
Why might this be?
beliefs. Other reasons might be given by one group more frequently,
for example, to gain family approval is more likely to be given by
young people.
− how can understanding reasons for behaviour help us in real life situations?
Looking at reasons why people chose to drink or not drink alcohol
can help us to:
Ask:
− examine the reasons for our own behaviour
− look at whether we are making sensible and well informed choices about what we do
− stick to our decisions when we think we have made them for a good reason and not be influenced by others
− think about whether our behaviour is actually getting us what
we want, for example, if a person is drinking because it helps them
to relax, he/she might think about another way of relaxing that
doesn’t involve alcohol and is a healthier and better choice.
Circle either True or False, for each statement.
1
2
Alcohol is a depressant.
Developing a tolerance to alcohol means you need to drink more to get the same effect
as previously.
T F
T F
1. Alcohol is a depressant.
Notes: Alcohol is a depressant and slows down the activity of the
brain and nervous system. In small doses depressants may cause
people to be outgoing. Depressants can affect concentration and
co-ordination and slow down people’s response times to
unexpected situations.
T
2. Developing a tolerance to alcohol means you need to drink more
to get the same effect as previously.
3 Alcohol is derived from the fermentation of a variety of grains, fruit and vegetables.
T F
4 Beer, wine, spirits and liqueurs contain the same amount of alcohol.
T F
5 Consumption of alcohol contributes to 50% of
drug related deaths for people aged 0-34 years
T F
6 Drinking alcohol during pregnancy can be unsafe for the unborn child.
T F
7 If you eat before you drink you won’t get drunk.
T F
8 Blood alcohol concentration (BAC) is the measurement of the amount of alcohol in a
person’s blood.
T F
9 Most alcohol is removed from the body by the liver. T F
4. Beer, wine, spirits and liqueurs contain the same amount
of alcohol.
10 A standard drink contains 10 grams of alcohol.
T F
Notes: Alcohol is in all alcoholic drinks. The amount depends on the
type of drink, for example, regular beer is 4.9% alcohol, low alcohol
beer is 2.9% alcohol, spirits or liqueurs are 40% alcohol, table wine is
12% alcohol. F
© NSW Department of Education and Communities
Notes: Tolerance to alcohol means a person needs to drink more to
get the same effects that they used to get when drinking less. People
who drink excessively usually develop a tolerance to alcohol and
they may not appear to be drunk even though they have a high BAC.
Tolerance does not prevent the alcohol from damaging their health. T
3. Alcohol is derived from the fermentation of a variety of grains, fruit
and vegetables.
Notes: Alcohol is made when water and yeast act on the sugars
from various types of grain, fruit and vegetables. This is called
fermentation. Pure alcohol has no taste and is a colourless liquid.
Alcoholic drinks vary in colour and taste due to the other ingredients
they contain and the method of manufacture. T
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14
5. Consumption of alcohol contributes to 50% of drug
related deaths for people aged 0-34 years
Notes: Research shows consumption of alcohol contributes to 50%
of drug related deaths for people aged 0-34 years. While dying
immediately as a direct result of consuming alcohol is rare, a large
percentage of traffic accidents and drownings involve alcohol e.g.
approximately 3300 Australians (all ages) died in 1998 due to the
effects of alcohol. Approximately 14% of people admitted to driving
a motor vehicle while under the influence of alcohol. Approximately
6% of people verbally abused someone while under the influence of
alcohol and 5% of people had been physically abused by someone
under the influence of alcohol. T
6. Drinking alcohol during pregnancy can be unsafe for
the unborn child.
Notes: Alcohol consumed during pregnancy crosses the placenta
to the baby. It can cause problems in pregnancy such as bleeding,
miscarriage, stillbirth and premature death. It can also negatively
affect the baby’s health, for example, damage to the nervous
system. It may also cause learning difficulties including low attention
span, distractibility and slow reaction times. It is not known exactly
how much alcohol will affect the unborn child and many doctors
recommend that women do not drink at all during pregnancy or while
planning to become pregnant.
T
7. If you eat before you drink you won’t get drunk.
Notes: Alcohol is absorbed through the wall of the stomach and small
intestine into the blood. Having food in the stomach slows the rate in
which alcohol is absorbed into the blood stream. However, no matter
how much food a person has in their stomach all the alcohol will
eventually be absorbed. F
8. Blood alcohol concentration (BAC) is the measurement of the
amount of alcohol in a person’s blood.
Notes: The BAC refers to the percentage of alcohol present in a
person’s blood. Studies have shown there is a direct correlation
between BAC and the degree to which reactions and judgements
are impaired. T
© NSW Department of Education and Communities
9. Most alcohol is removed from the body by the liver.
Notes: The liver removes most alcohol from the body (90%); small
amounts can be excreted through the skin, breath and urine. It takes
the liver approximately one hour to metabolise 10 grams of alcohol
(one standard drink). Once alcohol has been absorbed into the blood
stream it is not possible to speed the process up despite the myths
(such as drinking black coffee, vomiting, cold showers and fresh air).
T
10.A standard drink contains 10 grams of alcohol.
Notes: Alcoholic beverages are served in different sized glasses
because some are stronger (have more alcohol) than others. A
standard drink for all alcoholic beverages contains 10 grams of
alcohol. For example a schooner of light beer (425ml), a middy of full
strength beer (285ml), a glass of wine (100ml), a small glass of sherry
(60ml) and one nip of spirits (30ml) all contain 10 grams of alcohol and
equal a standard drink.
T
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15
Activity 3 Effects of alcohol on the body
This activity enables students to identify and discuss the short-term and long-term effects and the possible harms associated with alcohol use.
Preparation
• Information sheet 3.1: Body organs
• Worksheet 3.1: Short-term effects of alcohol
• Activity sheet 3.1: Long-term effects of alcohol misuse
• Worksheet 3.2: Effects of alcohol quiz
• Information sheet 3.2: Answers to the alcohol quiz
• Textas
• Chart paper
Organisation
Activity
Notes
Peer group
How does alcohol affect the body?
Effects of drinking alcohol may include:
Ask the group to brainstorm the possible effects of alcohol.
Leader records responses on chart paper.
− feeling more relaxed
Suggested Time:
− loss of inhibitions leading to risky behaviour
− headache, nausea, vomiting
5 minutes
− violence
− slurred speech
− difficulty co-ordinating movements e.g. stumbling
Individual
Suggested Time:
5 minutes
Peer group
Suggested Time:
5 minutes
Peer group
Suggested Time:
15 minutes
Hand out Worksheet 3.1: Short-term effects of alcohol and
check the list that the group brainstormed against the reasons
on the worksheet.
− blurred vision
− shakiness
− short-term memory loss
Ask students to rank the level of effects in terms of harm from
1 (least) to 5 (greatest).
− accidents
Ask students to record their answers on Worksheet 3.1: Shortterm effects of alcohol. Explain blank circles have been included
for students to fill in and rank any other short-term effects.
− hangover
Ask:
− which short-term effects of alcohol may be harmful?
What are these harms?
− passing out
− alcohol dependence.
Alcohol dependence is the result of prolonged, regular
use of increasing amounts of this drug. There are
degrees of dependence from mild to severe.
− how does the amount of alcohol consumed affect a person’s ability to function normally?
In severe cases of dependence the drug user has little or
no control over his or her drug use, and feels compelled
to use in order to feel normal and cope.
Long-term effects of drinking alcohol
The following are examples of how the amount
consumed can affect a person:
Explain regular and heavy consumption of alcohol over a long
period of time can cause damage to many parts of the body.
Place chart paper on floor.
Explain to students that they are going to link the long-term
misuse of alcohol with the body organ that is affected. Draw
a large outline of the body and ask students to draw the
following organs:
− heart
− lungs
− stomach
− brain
− liver
− skin.
© NSW Department of Education and Communities
− three or more standard drinks may cause a person to
lose their inhibitions leading to risky behaviour
− a few more drinks can cause a person to feel ill
− a large amount of alcohol can cause a person to
become unconscious.
The legal limit for driving (BAC) could be discussed
again. The legal BAC for drivers holding a full licence
is 0.05. BAC levels are much lower for L and P-plate
drivers. This means they can not drink alcohol and drive.
The picture below may help when drawing the organs
onto the body. See Information sheet 3.1: Body organs.
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Each student selects one card from Activity sheet 3.2:
Long-term effects of alcohol misuse and the group decides
which body organ it refers to and where to place it on the
body outline.
Short-term and long-term effects of alcohol quiz
Individual
Suggested Time:
10 minutes
Peer group
Provide students with a copy of Worksheet 3.2 Effects of
alcohol quiz and ask them to circle one answer for each of the
Peer leaders read the correct answers from Information sheet
3.2: Answers to the alcohol quiz and allow students to check
their answers.
16
One copy of Activity sheet 3.2: Long-term effects of
alcohol misuse should be cut up prior to the activity.
Definitions for Activity sheet 3.2 Long-term effects of
alcohol misuse:
− hepatitis: inflammation of the liver
− cirrhosis: disease of the liver marked by the dying of cells and a thickening of the surrounding tissues
− tuberculosis: an infectious disease of the lungs
− ulcer: an open sore on an external or internal surface of the body.
Peer leaders read the correct answers from Information sheet
3.2: Answers to the alcohol quiz and allow students to check
their answers.
People including those who drink heavily often do not
think of long-term harms when drinking alcohol and
often the short-term benefits outweigh these harms, e.g.
Concluding question:
if a person’s friends are drinking he or she may decide
being like his or her friends and part of the group is more
important than any harms (either short-term or longterm) from drinking alcohol.
− why do people still drink alcohol knowing there may be harmful consequences?
Reproduced with approval from the Australian Drug Foundation ©Australian Drug Foundation 2001
© NSW Department of Education and Communities
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WORKSHEET 3.1: SHORT-TERM EFFECTS OF ALCOHOL USE
Feeling relaxed
Slurred speech
Headaches
Decreased sense
of responsibility
Poor co-ordination
Feeling sick
and vomiting
Lowered inhibitions
Difficulty remembering
things
Risky behaviour
e.g. unwanted or
unprotected sex
© NSW Department of Education and Communities
Having fun
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ACTIVITY SHEET 3.2: LONG-TERM EFFECTS
OF ALCOHOL MISUSE
For each of the following questions / statements circle the correct
answers. Some questions / statements may have more than one
correct answer.
__________
1. Which of the following body organs is affected by
long-term use of alcohol?
• brain injury
• loss of memory
• confusion
__S________
• inflamed lining
• bleeding
• ulcers
Liver
Heart Brain
Skin All of these
_____________________
__________
2. Which of the following are short-term effects of alcohol?
• high blood pressure
• sweating
• irregular pulse
• bruising
• enlarged heart
Headaches
Nausea
Speeding up brain activity
Poor co-ordination
3. Which of these difficulties may be the result of long-term
alcohol misuse?
__________
_I_________
• greater chance of
infections including tuberculosis
• inflamed lining
__________
__________
• severe swelling
and pain
• weakness
4. Which of the following is a long-term effect of
alcohol on the heart?
• loss of tissue
• hepatitis
• cirrhosis
• cancer
• ulcers
Social
Physical Emotional
All of these
Irregular heart rate
Enlarged heart
Both of these
_P_________
• inflammation
• pain
5. Memory loss can be both a short-term and long-term
effect of alcohol. True False
6. Which of the following is a long-term effect of alcohol
misuse on the liver?
Tuberculosis
Cirrhosis
Ulcers
None of these
7. Difficulty co-ordinating movements can be both a short-term and long-term effect of alcohol.
True False
© NSW Department of Education and Communities
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1. Which of the following body organs is affected by long-term
use of alcohol?
Liver
Heart
Brain
Skin All of these
Long-term alcohol misuse damages many of the body’s organs.
2. Which of the following are short-term effects of alcohol?
Headaches
Nausea
Speeding up brain activity
Poor co-ordination
Headaches, nausea and poor co-ordination are short-term effects of
alcohol. Alcohol does not speed up the brain. It is a depressant and
slows reaction times and the functioning of the brain.
3. Which of these difficulties may be the result of
long-term alcohol misuse?
Social
Physical Emotional
All of these
Heavy consumption of alcohol over a long period of time can cause
physical damage to many organs of the body. Emotional difficulties
such as depression and social difficulties such as relationship
problems may also occur.
6. Which of the following is a long-term effect of alcohol misuse on the liver?
Tuberculosis
Cirrhosis
Ulcers None of these
A long-term effect of alcohol misuse is cirrhosis (scarring) of the liver.
Tuberculosis, a disease of the lungs occurs more frequently when
alcohol is misused. Ulcers are open sores and occur in the stomach
and intestines from long-term alcohol misuse.
7. Difficulty co-ordinating movements can be both a short-term and long-term effect of alcohol misuse.
True
False
4. Which of the following is a long-term effect of
alcohol on the heart?
Lack of co-ordination and slow reactions are short-term effects of
alcohol misuse and loss of fitness can result in the long-term due to
damage to body organs.
Activity 4
Irregular heart rate
Enlarged heart
Both of these
Long-term effects of alcohol misuse on the heart and
circulatory system include irregular pulse, enlarged heart
and high blood pressure.
5. Memory loss can be both a short-term and long-term
effect of alcohol.
True False
Short-term memory loss can occur immediately after drinking.
Confusion and memory loss are also long-term effects of
alcohol misuse.
Standard drinks
In this activity students measure standard drinks and compare sizes
of a standard drink for different alcoholic beverages.
Preparation:
• Activity sheet 4.1: Standard drink
• Worksheet 4.1: Standard drink
• Information sheet 4.1: Standard drink guide
• Large sized plastic drinking cups (370ml), enough for 1 set of 8
cups for each pair and at least one set of marked and labelled cups
• 2 litre buckets or jugs
• Food dye and water
• Marker pens
• Measuring beakers, jugs or cylinders (in millilitres)
• Pen/pencil
• Chartpaper
© NSW Department of Education and Communities
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Organisation
Activity
Notes
Peer group
Standard drinks
It is suggested this activity takes place outside.
Suggested Time:
10 minutes
Peer leaders explain to the group members that
they are going to pour a standard drink to compare
the sizes of a standard drink for a range of
alcoholic beverages.
Brainstorm and record on chartpaper a list of
beverages that contain alcohol. Ask students
to indicate the beverages they think might be
stronger (contain more alcohol).
Pairs
Suggested Time:
20 minutes
Divide the students into pairs and give each pair:
− a copy of Worksheet 4.1: Standard drink
− a copy of Activity sheet 4.1: Standard drink
− 8 unmarked plastic drinking cups
− 2 litre buckets or jugs
− food dye and water
− measuring cylinders or jugs
− marker pens
Prior to the activity, prepare one or more sets of eight larger
sized ‘standard drink’ plastic cups. Each cup has a line drawn on
the outside to the level of a standard drink for each of the eight
beverages listed on Worksheet 4.1: Standard drink. Each cup
should have the name of the type of alcoholic beverage it refers
to marked on it. In the case of light beer, for example, it may be
necessary to use more than one plastic cup to measure the volume
equal to a standard drink. These cups could be rotated between
pairs after they have completed their estimations. Alternatively if
there are enough cups each pair could have their own set.
Different types of alcoholic drinks contain different amounts of pure
alcohol. A standard drink is defined as one that contains 10 grams
of pure alcohol.
Some hotels do not serve alcohol in standard drink sizes – they
are often larger. Large wine glasses can hold two or more standard
drinks of wine. Cocktails may contain several standard drinks.
− pens
Read the activity sheet so that everyone
understands what to do.
Complete the activity as set out on Activity sheet
4.1: Standard drink.
After group members have estimated standard
drinks, hand out 8 marked ‘standard drink’ cups
and Information sheet 4.1: Standard drink guide
for students to check their estimates of a standard
drink.
Peer group
Suggested Time:
10 minutes
Bring group back together and ask each pair to
share their results with the group.
Ask:
BAC (blood alcohol concentration) refers to the percentage of
alcohol that is in a person’s blood. Studies have shown there is a
direct link between BAC and the degree to which reactions and
judgements are impaired.
− how did your estimate compare with the actual Knowing the size of a standard drink for different alcoholic
measure of a standard drink?
beverages allows people to monitor how much they are drinking
− if the difference between your guess and and make informed decisions about how much alcohol is
a standard drink was large, what could be the consumed. This can help to minimise potential harm.
consequences of guessing as a way of estimating drinks?
− why do you think different sized glasses are designed for a range of alcoholic drinks?
− what have you learnt that might help
you in the future?
© NSW Department of Education and Communities
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Equipment
2 litres of water, food dye, 8 unmarked and 8 marked and labelled
large (370 ml) plastic cups, measuring cylinder or jugs with the volume
marked, texta, pens, Worksheet 4.1: Standard drink
At the end of the activity your peer leaders will provide you with
Information sheet 4.1: Standard drink guide to check your answers
Method
1. Make coloured water in bucket or jug by adding a few drops of food dye to 2 litres of cold water.
2. On each plastic cup write the name of each type of drink from the list on Worksheet 4.1: Standard drink. When you have finished you will have 8 labelled cups.
3. Into each cup pour the amount of coloured water that you think would be a standard drink for that type of drink. (You may need Type of drink
How much my partner
and I estimated was a
standard drink (ml)
21
more than one cup for some drinks.)
4.
Carefully pour the amount you estimated to be a standard drink into a measuring cylinder and record the volume in millimetres in the table provided in the How much I estimated was a standard drink (ml) column
5. Ask your peer leader to give you a new set of cups which has
the actual amount for a standard drink for each type of
drink measured.
6. Into each marked cup pour a standard drink.
7.
Carefully pour the amount you measured as a standard drink into
a measuring cylinder and record the volume in millimetres in the
table below in the How much is a standard drink (ml) column.
Repeat until you have measured all types of drinks.
8. Ask your peer leader for a copy of Information sheet 4.1: Standard
drink guide and check your measures for each type of drink.
How much is a standard
drink? (ml)
What is the difference
between what we estimated
and a standard drink?
Low alcohol beer
Regular beer
Alcoholic cider (fermented apple
juice)
Sherry or port (wines with added
alcohol - fortified wines)
Mixed drinks (soft drinks and fruit
juices which include spirits such as
rum, vodka or whisky)
Spirits or liqueurs
Table wine
Alcoholic soda (pre-mixed drinks)
This activity sheet should be used for reference by peer leaders to mark the plastic cups for comparison of standard drinks.
Drink
Standard Drink Information
Low alcohol beer (2.9% alcohol): 375ml
Regular beer (4.9% alcohol): 285ml
Alcoholic cider (6% alcohol): 2 small glasses, 200ml
Sherry or port (20% alcohol): 60ml Mixed drinks: 1 glass, 30ml of spirits (40% alcohol) plus mixer
Spirits or liqueurs (40% alcohol): 30ml
Table wine (12% alcohol): 1 small glass, 100ml
Alcoholic soda (premixed drinks) (3.5% alcohol): ¾ of a 330ml bottle, 247ml
© NSW Department of Education and Communities
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Activity 5 Exploring risks
This activity enables students to define risk-taking, assess risk and explore the relationship between the person, the drug and the environment
in determining the impact of drug use.
Preparation
•
Activity sheet 5.1: The risk triangle
•
Activity sheet 5.2: Risk triangle scenarios
•
Chart paper
•
Textas
Organisation
Peer group
Suggested Time:
5 minutes
Activity
Notes
What is risk taking?
Ask the group to brainstorm responses to the following
questions and record on them chart paper.
Ask:
•
what does taking a risk mean?
Risk taking means engaging in behaviour that may have
dangerous consequences.
Teenage years are a time when new social behaviours
are learned. Risk-taking behaviour may be seen
as a normal part of growing up. Risk-taking is not
necessarily a bad thing, sometimes it allows people
to develop and learn e.g. learning to ride a bike can
improve a range of skills such as balance. However,
sometimes risk-taking behaviour may involve harmful
consequences.
Peer group
Positive and negative outcomes of risk taking
Some examples of daily activities involving risk are:
Ask:
Suggested Time:
•
what daily activities involve taking a risk?
10 minutes
•
what do we do to decrease the risk in these daily
activities?
•
playing contact sports
•
crossing a busy highway
•
riding a bike.
Harmful consequences resulting from risk taking
behaviour could be decreased by taking precautions.
The type of precaution depends on the risk e.g. when
riding a skateboard risk could be decreased by:
checking gear
wearing a helmet
riding in a suitable environment.
© NSW Department of Education and Communities
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Organisation
Activity
Leader records responses to the following two questions
on chart paper under the following headings:
Peer group
Peer group
Suggested Time:
5 minutes
•
the risk
•
ways of decreasing risk
•
possible positive outcomes
•
possible negative outcomes.
Explain there are positive consequences as well as
negative consequences of risk taking.
Question 1
what are some examples of risk taking with positive
consequences?
If students need help in discussing risk-taking behaviour
which may have a positive outcome, give the following
example.
Scuba diving for the first time leading to new water skills.
Other positive outcomes could include an exciting new
experience, a natural high, new friends and a new hobby.
Question 2
23
Notes
While scuba diving may have positive outcomes, there
is also the potential for harm. Harmful consequences
for scuba diving could be minimised by taking
precautions such as:
training in a diving school
checking gear, weather, tides
diving with a buddy
letting someone know where you are going and how
long you will be.
Some additional examples of risk-taking behaviour
which may have a positive outcome could be:
learning a new sporting activity e.g. roller-blading
taking surfing lessons.
Examples of risks people take that may have a negative
outcomes include:
crossing a busy road after drinking alcohol
driving when over the legal blood alcohol concentration
limit
what are some examples of risk taking with negative
consequences?
swimming after drinking alcohol.
Ask:
Note: Many examples of risk taking have both positive
and negative consequences.
why do people take risks?
Ask:
what do you think is a reasonable amount of risk?
Assessment of risk and the risk triangle
Explain that alcohol use can be risky. A useful way of
assessing risk is the risk triangle.
Two smaller groups
Suggested Time:
Provide students with Activity sheet 5.1: The risk triangle.
Explain that the relationship between the person, drug and
the environment impacts on the effect of the drug (alcohol).
The effects depend on:
the individual’s size, weight, age, health, mood, personality,
expectations of the effects, previous experiences drinking
alcohol and their reasons for drinking
15 minutes
Risk-taking behaviour allows people to develop and
learn. During teenage years it may be seen as a normal
part of growing up.
Taking a risk should not result in harm to yourself or
others. If there is a high probability that harm will occur
then the risk is not reasonable and should not be taken.
For example, an adult having one glass of low alcohol
beer at home is at a very low risk of harm. A twelve
year old drinking premixed alcoholic drinks on a
riverbank may be at a high risk of harm.
•
the environment in which it is consumed, e.g. whether
the person is alone or with others, the type of social
setting (party, wedding, picnic)
Activity sheet 5.2: Risk triangle scenarios needs to be
prepared prior to the session.
•
the percentage of alcohol in the drink and how often
the person drinks it, or whether other drugs are also
being used.
Each peer leader can work with a group.
•
Explain to students that they are going to apply what
they have learnt to real-life situations.
© NSW Department of Education and Communities
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Organisation
Peer group
Suggested Time:
5 minutes
24
Activity
Notes
Give each group a copy of Activity sheet 5.1: The risk
triangle and the scenarios cards (Activity sheet 5.2: Risk
triangle scenarios already cut up).
Each group places Activity sheet 5.1: The risk triangle in
the middle of the group and the shuffled cards face down
below the triangle.
Students take turns picking a card from each of the 3 piles
and placing them face up next to the appropriate point of
the risk triangle.
For each situation consider:
what are the risks?
The cards can be grouped in any combination, for
example:
a 15 year old girl
at a party supervised by adults
with four premixed drinks.
It is important to consider all three factors (person,
drug and environment) and the interaction between
them when assessing risk. This can be complex, for
example, a small change such as a person being tired
or unhappy or being with friends rather than strangers
may increase or decrease the risk.
what is the chance of the risk having a harmful outcome?
how can the harm be reduced?
Bring the group back together.
Ask:
what do you think is most important when considering the
risks of a situation involving alcohol use:
the person
the amount or type of alcohol
the environment (where the alcohol is consumed). Why?
Person
A person’s size, weight, age, health, mood, personality, expectations of the effects,
whether they are used to drinking and their reasons for drinking will affect their experience.
Environment
Drug
The effects of alcohol depend on the environment in
which it is consumed, e.g. whether the person is alone,
in company, at a party, dinner, in the park.
Potency (percentage of alcohol in the drink), how often the person
drinks, and whether other drugs are also being used.
© NSW Department of Education and Communities
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25
ACTIVITY SHEET 5.2: RISK-TAKING SENARIOS
Person
Environment
Drug
A P-plate driver
at home alone
a few sips of beer
A 17 year old who has just broken up
with his or her partner
at a party not supervised by adults
six glasses of wine in an hour
A 15 year old girl
at a party supervised by adults
one glass of low alcoholic beer
A 12 year old boy who is having a
hard time at school
at a park
four premixed drinks
A student worried about exams
in an abandoned warehouse
six cans of beer
16 year old friends
at the beach
a cask of wine
A teenager
at the local sports club
a bottle of scotch
A 13 year old
at wedding reception
one glass of champagne
© NSW Department of Education and Communities
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26
ACTIVITY SHEET 5.2: RISK-TAKING SENARIOS (BACKING FOR CARDS)
Drug
Environment
Person
Drug
Environment
Person
Drug
Environment
Person
Drug
Environment
Person
Drug
Environment
Person
Drug
Environment
Person
Drug
Environment
Person
Drug
Environment
Person
© NSW Department of Education and Communities
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27
Activity 6 Influences on alcohol use
This activity enables students to identify and explore influences on alcohol use.
Preparation
•
Activity sheet 6.1: Water scene
•
Activity sheet 6.2: Wedding reception
•
Activity sheet 6.3: Advertisement
•
Activity sheet 6.4: Sporting scene
Organisation
Activity
Notes
Peer group
Influences on alcohol use
Suggested Time:
Leader explains that the group will be discussing how social
factors might influence a person’s attitudes, behaviour and
decisions about the use of alcohol.
Peer leaders may select some or all of the real life
situations to discuss with their group.
5 minutes
Activity sheet 6.1: Water scene
Situation showing a young person being rescued. Friends on
beach drinking or showing that drinking may have occurred.
Two smaller groups
Suggested Time:
25 minutes
Ask:
•
what is happening?
•
what might have influenced the young person to drink
alcohol?
•
how might friends influence a person’s behaviour? Why?
Activity sheet 6.2: Wedding reception
Toast at a wedding reception.
Ask:
•
what is happening?
•
how do family and friends influence attitudes
to alcohol?
•
how might social traditions influence a
person’s behaviour?
People are influenced by the expectations,
behaviours and attitudes of the groups to which they
belong. People may be influenced to engage in risky
behaviour to be part of the group. They may not wish
to be seen to be different, or too scared or not ‘in’
with the group so they do the same things as their
friends.
Family and friends influence people’s views of what
is acceptable e.g. if a person’s culture includes wine
with dinner he/she tend to see this as the normal
thing to do.
Students may have different views about customs
or religious beliefs. Students need to respect other
people’s beliefs and/or practices. Remind the group
of the rules agreed to in Activity 1.
In an attempt to promote sales, advertisers
sometimes try to associate their product with
successful, attractive, rich people to give the
impression that people who use the product will also
become successful, attractive and rich.
Activity sheet 6.3: Party Scene
Party scene from a TV advertisement to promote
brand Z premixed alcoholic drink.
Ask:
•
what message does the advertiser give about alcohol?
•
who is the advertisement aimed at?
•
how might this advertisement influence young people’s
decisions about alcohol?
•
should alcohol products be advertised? Why?
Why not?
© NSW Department of Education and Communities
Advertisers largely promote beer for young men
and spirits or ‘ready to drink’ beverages for young
women. These often portray the image of glamour for
females and sporting ability for males.
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Organisation
Activity
Notes
Activity sheet 6.4: Sporting scene
Advertisers sometimes associate their promotions
with sports stars. Many young people see sports
stars as role models and copy their behaviour.
Advertisement showing an adult sporting team, in uniform
with sponsor’s logo, celebrating with the sponsor’s product
after the match.
Ask:
Peer group
Suggested Time:
10 minutes
28
•
why do advertisers promote alcohol by associating its
use with sport or sports people?
•
why do sponsors target sporting clubs?
•
do you think it is okay to use sports people to promote
alcohol? Why? Why not?
•
does alcohol enhance sporting ability? Why? Why not?
Concluding questions:
•
what do you think are the strongest influences on young
people to drink alcohol? Why?
•
how might young people resist the influence of their
friends to drink alcohol?
how might young people resist the influence of the
advertisers to drink alcohol?
Sponsors target sporting clubs so the teams can
promote their product.
Research suggests that sporting performance is
impaired when athletes are ‘hung-over’. Regular
drinking can affect an athlete’s ability to maintain
ideal body weight. Alcohol is high in kilojoules and
promotes fat storage when consumed with high-fat
foods.
During adolescence friends can become a major
influence in a young person’s life. The influence of the
family and the media are also important.
When people understand that they are being
influenced they may be able to take this into account
when making a decision to drink or not drink alcohol.
When friends are trying to influence a person to do
something they don’t want to do, they could:
•
say ‘No’
•
explain firmly that they don’t want to do what
the friends are doing
•
give an excuse.
A person could:
© NSW Department of Education and Communities
•
think about whether using the product will really
result in them being like a famous sportsperson
or have the glamorous lifestyle portrayed in
some advertisements
•
remember that the advertiser is trying to sell
something that they might not actually need.
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29
Activity 7 Making decisions
This activity enables students to explore consequences of behaviour and practise decision making.
Preparation
•
Information sheet 7.1: Decision making steps
•
Worksheet 7.1: Scenario 1
•
Worksheet 7.2: Scenario 2
•
Worksheet 7.3: Scenario 3
•
Worksheet 7.4: Scenario 4
Organisation
Activity
Peer group
Consequences of behaviours
Suggested Time:
5 minutes
Notes
Peer leaders explain that choices in behaviour may lead
to positive or negative outcomes.
Ask:
do you go through any steps in your mind when you
make a decision?
Ask students to brainstorm the steps for decision
making.
Decision making steps:
identify the problem
gather and evaluate information
consider the consequences and assess the risks
decide on and examine alternatives
decide on a course of action
Hand out Information sheet 7.1: Decision making steps
outlining steps for decision making.
Peer group
Suggested Time:
5 minutes
Read through Information sheet 7.1: Decision making
steps adding in any additional information to the steps
from the group brainstorm.
evaluate the decision.
Explain that using a decision making model is not
always easy to do especially when decisions need to
be made quickly. A lot of everyday decisions are made
without going through a process and are very effective.
Complex decisions are sometimes also made hastily
and in these cases the decision may not always be the
best one.
Each peer leader can assist with two of the scenarios.
Influences on a decision could include:
Pairs
Suggested Time:
Ask students to work with a partner.
Give each pair one of the following scenarios:
20 minutes
Worksheet 7.1: Scenario1
Worksheet 7.2: Scenario 2
Worksheet 7.3: Scenario 3
Worksheet 7.4: Scenario 4.
© NSW Department of Education and Communities
friends
parents
teachers
fear of being caught.
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Organisation
30
Activity
Notes
Explain:
While people may not accept or agree with others’
opinions they should respect the rights of others to
have different opinions to themselves.
it is important to consider the risk and its
consequences, personal experience and influences on
behaviour when making decisions.
Ask the pairs to complete their scenario.
Ask each pair to present their responses to the
scenario to the group.
Peer group
Ask:
Suggested Time:
could the decision cause harm?
5 minutes
is the decision you choose the one most young people
would make?
Peer group
Concluding questions
Suggested Time:
do you use this decision making process when you
make decisions?
5 minutes
Ask:
Why? Why not?
what are the advantages and disadvantages of using
this decision making model?
© NSW Department of Education and Communities
Advantages of using a decision making model include
weighing up the possible positive and negative
outcomes in order to make the best decision. It can
allow people to consider harmful consequences of
their decisions.
Disadvantages may include taking time to think
through (or discuss) alternatives leading to a decision
being delayed when it needed to be made quickly.
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Information sheet 7.1: Desision making steps
1. Identify the problem.
2. Gather and evaluate information.
3. Consider the consequences
and assess the risks.
4. Decide on and examine alternatives.
31
Worksheet 7.2: Scenario 2
Scenario 2: John and his mate are at a party. They have been
drinking alcohol and his friend is feeling sick. John wants to phone
his friend’s parents to come and get him, but John does not want
them to know that they have been drinking.
What should John consider before making his decision?
5. Decide on a course of action.
6. Evaluate the decision.
What are the risks if he does not phone his friend’s parents?
Worksheet 7.1: Scenario 1
Scenario 1: Emma’s friend suggests taking alcohol to a dance
Who or what might influence his decision?
What should Emma consider before making her decision?
What are John’s alternatives?
Who or what might influence her decision?
What are Emma’s alternatives?
What should he decide? Why?
What should she decide? Why?
How might this decision affect his friend?
How might this decision affect her? Others?
© NSW Department of Education and Communities
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Worksheet 7.3: Scenario 3
32
Worksheet 7.4: Scenario 4
Scenario 3: Martina does not want to miss the party this weekend,
but she has been grounded by her parents. She is afraid to ask
them if she can go and thinks about trying to sneak out.
Scenario 4: Duc’s group suggests having a few beers in the park
before going to the under 18s disco.
What should Martina consider before making her decision?
What should Duc consider before making his decision?
What are the risks if she does sneak out?
What are the risks if he and his group do drink in the park?
Who or what might influence her decision?
Who or what might influence his decision?
What are Martina’s alternatives?
What are Duc’s alternatives?
What should she decide? Why?
What should he decide? Why?
How might this decision affect others?
How might this decision affect others?
© NSW Department of Education and Communities
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33
Activity 8 Seeking further information and help
This activity provides an opportunity for students to identify sources
of help at school and within the community and enhances students’
ability to seek further information about alcohol.
Preparation
Information sheet 8.1: Information sources and support
Activity sheet 8.1: Templates for help cards
Worksheet 8.1: Autograph hunt
Information sheet 8.2: Help card
Chart paper
Coloured cardboard pre-cut to wallet size
Textas
Organisation
Activity
Notes
Peer group
Information sources and support
Prior to the activity, peer leaders should compile a list
of local organisations and their phone numbers which
could assist students with information or further help
for a problem involving alcohol. Ask your teacher to
check these lists.
Suggested Time:
5 minutes
Brainstorm where group members could go or
who they could get help from if they needed more
information or had a problem about alcohol:
•
at school
•
outside school.
One leader can lead the discussion while the other
records the answers on chart paper under the
headings:
Help network - school
Help network – community.
People at school who could help may include friends,
teachers, principal, school counsellor, office staff,
and sports coach. Places may include the library and
internet.
People in the community who could help include family
members, neighbours, police, friends, doctor, Kids Help
Line, Police Citizen Youth Clubs, religious leaders and
local area health service personnel. Places may include
the library, books, pamphlets, internet.
Pairs
Suggested Time:
5 minutes
Ask pairs to discuss the following questions:
•
which person or source would you choose for
help?
•
why did you choose these sources for help?
•
are there any sources you would not use ? Why?
© NSW Department of Education and Communities
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Organisation
Activity
Peer group
Share responses.
Suggested Time:
Ask the group to brainstorm their answers to the
following questions:
5 minutes
which of these sources do you think would be the most
useful?
34
Notes
How useful a source is depends on the type of problem
or the information needed. For some problems the
best source may be a respected adult while for factual
information the best source could be the library.
Barriers to seeking help could include:
too far to travel
what might stop you seeking help?
cost
not knowing where to go
limited services available.
why is it sometimes hard for young people to ask for
help?
Reasons why young people find it hard to ask for help
may include:
embarrassment
Individual
Suggested Time:
15 minutes
Personal help card
Peer leaders provide students with a copy of
Information sheet 8.1: Information sources and a blank
help card. Explain what a help card is.
Students use the information from the Information
sheet 8.1: Information sources and support, from the
chart paper (the help network of people in school
and the community) and the list prepared by the peer
leaders of local organisations to design their own
personal wallet size ‘help card’.
Explain that this is their own personal help card and
could be kept in their wallet in case it is needed.
Ask:
when might a young person use a help card? Why?
how could a young person use a help card?
© NSW Department of Education and Communities
fear of being seen as a ‘dobber’ if others are involved
concern about the consequences.
A help card is about the size of a credit card and could
contain the names and phone numbers of people and
organisations that a young person can turn to for help.
Activity sheet 8.1: Templates for help cards could be
photocopied on to cardboard and pre-cut prior to the
activity.
Information sheet 8.2: Help card is a copy of the help
card supplied to schools as part of the End of year
celebration kit. This can be used as a prompt for
students for their personal help card.
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Organisation
35
Activity
Notes
Autograph hunt
Individual
Suggested Time:
10 minutes
Grade, peer group or
combined groups
Provide students with Worksheet 8.1: Autograph hunt.
Ask students to move around the group and ask others
to record a response to one of the statements on the
worksheet and then sign their name.
Students design the personal help card selecting only
the people and information sources they feel would be
helpful to them personally.
When all students have completed their worksheet ask
the group to discuss the responses.
Each student may only give one response per
worksheet and should respond to a different question
each time. Completed worksheets should contain six
different signatures.
Celebrate!
Peer leaders thank the group members for their
participation.
Celebrate!
Explain that you hope group members have improved
their knowledge about alcohol and have developed
some skills that may help them to remain safe in an
environment where alcohol is being consumed.
This will be discussed at the peer leader meeting.
Offer to be a contact person if they need to discuss
anything further about PALS.
Information Sheet 8.1: Information Sources
Information sources and support
Alcohol and Drug Information Service (ADIS) (02) 93182122 or Toll
Free 1800 422 599
(ADIS is a 24-hour telephone service providing immediate advice
and information about the effects of drugs. Referral and counselling
assistance is also given.)
Kids Help Line Toll free 1800 55 1800 or
website www.kidshelponline.com.au.
Legal Aid Hotline for under 18s Toll Free 1800 101 810.
Gives legal advice to under 18s including drug related issues.
LawAccess NSW 1300 888 529
Aboriginal Legal Service (02) 9318 2122
Your Local library
Books and copies of pamphlets about drugs including alcohol are
available at all local libraries. Library staff can assist you to use the
Di@YLL website to find out information about drugs and alcohol.
Di@YLL (pronounced ‘dial’) is an acronym for ‘drug information at
your local library’. This service provides access to quality alcohol
information.
The website address for Di@YLL is http://diayll.sl.nsw.gov.au/.
© NSW Department of Education and Communities
NSW Office of Drug Policy website www.druginfo.nsw.gov.au
The NSW Office of Drug Policy’s information website links to a wide
range of web information sources.
National Alcohol Campaign website www.drinkingchoices.com.
This site contains a range of information such as how alcohol affects
your health and behaviour, and laws relevant to NSW.
Somazone www.somazone.com.au
This site was created by young people for young people aged
14 to 18 years. It contains personal stories, interactive games,
support networks and an anonymous, non-threatening question
and answer service. Somazone is also linked to the Australian Drug
Foundation website.
Teacher’s Resource
Strategy tool – A tool for the classroom
ACTIVITY SHEET 8.1: TEMPLATES FOR HELP CARDS
© NSW Department of Education and Communities
36
Teacher’s Resource
WORKSHEET
8.1: AUTOGRAPH
HUNT
INFORMATION
SHEET
8.2: HELP CARD
Strategy tool – A tool for the classroom
37
Autograph hunt board
Name a short-term effect of drinking alcohol.
Where can you find out information about
alcohol?
Write down something that is fact about
alcohol that people may think is fictitious.
Name the steps you may go through when
making a decision.
Explain how risk-taking behaviour may lead
to learning something new.
What could influence a person’s attitudes
and behaviour about alcohol?
© NSW Department of Education and Communities
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38
Evaluation survey for peer leaders
The survey may be completed by peer leaders at the end of the
sessions to assist with future planning.
2.2 Facts about alcohol activity
Excellent
Good
Fair
Poor
Any comments:
Evaluation survey
Please rate each of the activities completed by your group. When
rating the activities consider how you felt the activity went overall,
whether there was too much or too little time, and whether you felt the
activity was too easy or too hard for your group.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
2.3 Why do people drink alcohol? activity
1.1 Attitudes to alcohol activity
Excellent
Good
Excellent
Fair
Good
Fair
Poor
Poor
Any comments:
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
1.2 Working together activity
Excellent
Good
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
3.1 How does alcohol affect the body? activity
Fair
Poor
Excellent
Good
Fair
Poor
Any comments:
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
1.2 Facts about alcohol activity
3.2 Long-term effects of drinking alcohol activity
Excellent
Good
Fair
Poor
Excellent
Good
Fair
Poor
Any comments:
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
2.1 Fact or fiction? activity
3.3 Short-term and long-term effects of drinking alcohol quiz
Excellent
Good
Fair
Poor
Excellent
Good
Fair
Poor
Any comments:
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
© NSW Department of Education and Communities
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39
4.1 Standard drinks activity
Excellent
Good
7.1 Consequences of behaviours activity
Fair
Poor
Excellent
Good
Fair
Poor
Any comments:
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
5.1 What is risk-taking? activity
7.1 Information sources and support activity
Excellent
Good
Fair
Poor
Excellent
Good
Fair
Poor
Any comments:
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
5.2 Positive and negative outcomes of risk-taking activity
8.1 Personal help card activity
Excellent
Good
Fair
Poor
Excellent
Good
Fair
Poor
Any comments:
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
5.3 The risk triangle activity
8.2 Autograph hunt activity
Excellent
Good
Fair
Poor
Excellent
Good
Fair
Poor
Any comments:
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
6.1 Influences on alcohol use activity
Excellent
Good
Fair
Poor
Any comments:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
© NSW Department of Education and Communities
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Strategy tool – A tool for the classroom
Section 4: Parent information session
This section contains a suggested outline for a parent information
session to inform them about PALS (Peer-led alcohol lessons for
students). The duration of the session, which includes the opportunity
for parents to participate in some of the activities, is approximately
45 minutes. Schools can modify the length of the session to suit
their needs, for example, to include it as part of another parent
information evening.
Purpose
To provide parents and caregivers with information on the aims and
content of the PALS program.
Aims
•
This session aims to increase parents’ awareness of:
•
the importance of educating young people about alcohol
•
the value of peer-led education
•
the aims and content of the program
•
their shared role in educating their children about drugs.
Peer leader involvement
The school may wish to use peer leaders to lead or help conduct
the session.
Sample letter and information for parents
A sample letter to parents, inviting them to attend the meeting,
is included on page 96. There are also information sheets (pages 9798) that may be distributed at the meeting or included in a
school newsletter.
Some school community groups prohibit the consumption of alcohol
and some parents may raise questions concerning the relevance of
alcohol education for their children. Where this occurs schools may
wish to emphasise that all young people are likely to be exposed
to a range of values, attitudes and behaviours relating to alcohol
use through the media, through friendship and peer circles and in
the wider community. Alcohol education provides information and
facilitates the development of understandings and skills to equip
students to critically evaluate issues concerning alcohol and keep
themselves safe in environments where alcohol may be consumed.
Schools should use recognised interpreters if parents are not fluent
in English (interpreters can be booked through the Multicultural
Programs Unit at no cost to schools.). Translated material is also
available on the internet (see NSW Health, www.health.nsw.gov.au/
health-public-affairs/mhcs/) and from DAMEC (Drug and Alcohol
Multicultural Centre, South East Sydney Area Health Service, www.
damec.org.au/).
Materials
Overhead transparencies.
Selected activities from PALS.
© NSW Department of Education and Communities
40
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41
Session Outline
Time
Resources
Content
Presenter’s notes
Introduction
5 min
OHT 1
Introduce yourself. Thank the parents for their
participation and support for the school’s drug
education programs.
Show OHT 1: Purpose of the session.
Why an alcohol education program?
5 min
Explain that alcohol is widely used in Australian
society. All young people benefit from alcohol
education as they are likely to be exposed to
alcohol use through the media, through friendship
and peer circles and in the wider community.
OHT 2
OHT 3
The following points can be included.
Evidence shows that many young people drink
alcohol.
Alcohol education enables young people to
learn about the possible harms of alcohol and
to acquire the knowledge and skills to make
informed decisions about alcohol and seek further
information or help.
Show OHT 2: Alcohol use among students 12-17
years
Highlight
Use this information to discuss teenage drinking
and the need to educate students about the
effects of alcohol.
•
the differences between weekly, monthly and
lifetime use
•
the increase in the prevalence of drinking as
students grow older
•
the alcohol consumption reported in the
survey is underage drinking.
Show OHT 3: Hazardous alcohol consumption.
Explain that hazardous drinking among teenagers
is disturbingly high.
Explain that these are maximum recommended
levels of alcohol consumption for adults that act as
a guide to hazardous consumption.
© NSW Department of Education and Communities
For adults the maximum recommended levels of
alcohol consumption are four standard drinks on
average per day and no more than six standard
drinks on any one day for men with no more than
two standard drinks in the first hour and one per
hour thereafter. For adult females the number is
two standard drinks on average per day and no
more than four standard drinks on any one day
and no more than one standard drink per hour.
It is further recommended that one to two days
a week are alcohol free for both men and
women. (National Health and Medical Research
Council, 2001).
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Content
Presenter’s notes
Explain that for children there is no recommended
level of alcohol consumption as their bodies are
still growing and developing. A young person’s
ability to cope with alcohol is influenced by their
physical size and stage of development.
Adults who drink more than the maximum
recommended level can damage their health.
Explain that other harms young people may
experience from alcohol use include:
•
loss of inhibitions leading to risky behaviour
e.g. unprotected sex
•
being the victim or perpetrator of violence
•
being involved in accidents
(road, drowning, falls).
•
Explain that alcohol is responsible for 50%
of all
•
drug related deaths for people 0-34 years.
Young people generally have lower body weight
than adults, and therefore tolerate less alcohol and
are at greater risk of alcohol related harm.
Tobacco use accounts for the highest number
of deaths attributed to drug use for the general
population. Tobacco use has long-term harmful
effects that are more evident in older people.
Conclude by re-emphasising the importance
of alcohol education for young people. This
allows young people to acquire knowledge,
understanding and skills that will allow them to
remain safe in environments where alcohol is
being consumed.
5 min
Why a peer-led program?
Discuss the increasing influence of peers as
children move into adolescence. Peer education
seeks to harness this influence in a positive way.
Peer-led drug education is one of a range of
strategies the school uses to implement drug
education.
Research shows:
OHT 4 and
OHT 5
Show OHT 4: Benefits for group members and
OHT 5: Benefits for peer leaders.
young people are viewed as credible sources of
information by their peers
Highlight the advantages of peer-led programs
both for the younger students and the leaders.
peers can be particularly influential in modelling
appropriate attitudes and behaviours.
© NSW Department of Education and Communities
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Presenter’s notes
PALS
5 min
Copy of PALS for
display.
Explain that drug education is taught in the PDHPE
key learning area.
Introduce PALS as a program where older students
lead alcohol education activities for younger
students under the supervision of teachers.
PALS is part of the school’s drug education
program.
If the school is using the Peer Support Foundation
to help teachers to train peer leaders, briefly
outline what this entails.
Explain that PALS was developed by the
Department in collaboration with the Peer Support
Foundation.
Explain how the peer program will operate,
including the role of the teachers and the peer
leaders.
15 min
OHT 6
The peer-led activities
Nominated peer leaders could lead this part of the
session.
1. What will your child learn?
Copies of selected
PALS activities
Use OHT 6: Overview of PALS to provide an
overview of the activities your school will be using.
The session can be shortened by the omission of
parent participation in activities.
Invite the parents to join in the selected activities.
Explain the peer-led activities include a range
of learning experiences designed to increase
knowledge and understanding of alcohol and its
effects, together with the opportunity to work in
small groups to learn and practise skills that will
help them make informed choices and decisions
about alcohol, including where to get further
information and help.
© NSW Department of Education and Communities
OHT 6 may need to be amended if the school is
varying the program.
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Presenter’s notes
2. Suggested activities
Activity 1: Fact or fiction?
Explain that this activity enables students to
explore facts and fiction about alcohol. As a
follow-up activity students will discuss reasons
why people choose to drink or not drink alcohol.
Worksheet 3.1,
Information sheet 3.1
Follow the instructions on page 27.
Activity 2: Risk triangle
Activity sheet 5.1,
Activity sheet 5.2
Explain that students participating in this activity
will assess risk-taking behaviour and explore the
relationship between the person, drug and the
environment to help assess the impact of alcohol
in potential situations they might encounter.
Distribute copies of Activity sheet 5.1: The risk
triangle and the scenario cards (Activity sheet 5.2:
Risk triangle scenarios already cut up).
Follow the instructions on pages 51-53.
These activities are included to give parents an
opportunity to experience some of the teaching
and learning activities their children will be
doing as part of PALS. Other activities may be
substituted if more appropriate.
Bring the parents back together.
Explain that students also learn about the concept
of risk-taking and that risk-taking can have positive
and negative outcomes. Give some examples of
both.
Explain that teenagers challenge boundaries by
exploring risky behaviour. For most teenagers this
is part of growing up and allows them to learn new
skills.
Ask participants to give examples of risk-taking
behaviour that may enable adolescents to learn
and develop towards adulthood.
Examples might include:
taking part in a contact sport
taking public transport to school.
© NSW Department of Education and Communities
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The importance of parents in educating their
children about drugs
10 min
Explain that parents have a strong influence in
shaping their children’s attitudes and behaviours
and that their own use of alcohol may influence
their child’s use.
Explain that parents can positively influence their
children by:
discussing alcohol issues honestly and openly
providing them with accurate and relevant
information about alcohol
reinforcing the messages they are learning in drug
education at school.
45
Presenter’s notes
The 1999 ASSAD survey showed that most
common sources of alcohol for students who did
not buy their own were parents (44% males; 40%
females), a friend (20%males; 25% females) and
getting someone else to buy it (15% males; 16%
females).
The most common places for drinking alcohol
were at home, at a party and at friends’ homes.
Sometimes young people do not feel they can
talk to their parents about alcohol for a variety of
reasons including:
fear of being lectured or reprimanded
fear that if they talk about alcohol, their parents
will think they are using it
not wishing to worry their parents
fear of losing trust or being punished
concern that their parents may make judgements
or not let them mix with certain friends
believing their parents are too busy to talk.
OHT 7
Show OHT 7: Discussing alcohol with young
people.
Explain that it is important for parents to establish
open and two way communication with their
children.
Parents can facilitate communication with
their child by:
being honest about their feelings. This tends to
be a two way process, if a young person feels
they can trust their parents then in return they feel
trusted
being informed, a young person is more likely to
talk to their parents if they see them as credible
with alcohol related issues
being a good listener by reacting in ways that
encourage discussion
remaining calm (Emotional responses can shut
down discussion)
allowing a young person to participate in making
the rules. This gives more responsibility to
adhering to them. Most young people expect to
have some rules established for the use of alcohol.
If parents are unsure about facts concerning
alcohol they should be prepared to say so but will
try to find out.
They can get to know their child’s friends and
the parents of their friends. This can facilitate
opportunities for communication and help monitor
their child’s behaviour.
© NSW Department of Education and Communities
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Oht 1: Purpose Of The Session
Oht 3: Hazardous Alcohol Consumption
The PALS program
Hazardous alcohol consumption.
(Peer-led Alcohol Lessons for Students)
(14 -19 years)
The aim of the session is to increase awareness of the:
•
importance of educating young people about alcohol
•
value of peer-led educational experiences
•
aims and content of PALS
•
shared role of parents in educating their children about drugs.
Oht 2: Alcohol Use Among Students 12-17 Years
Australian School Students’ Alcohol and Other Drug Survey
(ASSAD) figures (1999)
Lifetime: Had tried alcohol at least once in their life
Monthly: Had consumed alcohol at least once in the
previous month
Weekly: Had consumed alcohol at least once in the
previous week.
•
10.7% of teenagers consumed alcohol weekly at levels that are
considered harmful to the health of adults
(Males 9.6%, females 11.8%)
•
20.5% of teenagers consumed alcohol monthly at levels that are
considered harmful to the health of adults
(Males 19.8%, females 21.2%)
(2001 National Drug Strategy Household Survey)
Benefits for group members
Peer-led drug education:
•
provides learning experiences that engage students and are
relevant to their needs
•
provides opportunities for the exchanging of ideas between
peers and peer leaders
•
assists students to resist negative influences regarding drug use
•
enables students to learn and practise skills to make informed
choices
•
provides a non-judgemental environment that encourages
student participation.
Oht 5: Benefits For Peer Leaders
Benefits for peer leaders
© NSW Department of Education and Communities
•
Peer leaders benefit from:
•
an increase in self-esteem
•
heightened confidence
•
improved communication skills
•
an increase in knowledge.
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Oht 6: Overview Of Pals
Overview of PALS
1. Introduction to PALS (teacher–led)
2. Fact or fiction?
•
Explore facts and fiction about alcohol
•
Explore reasons why people choose to drink or not
drink alcohol
3. Effects of alcohol
•
Identify the short-term and long-term effects of alcohol
•
Discuss the possible harms associated with alcohol use
47
Suggested invitation to attend
information meeting
Year 8 students will be participating in an informative and exciting
alcohol education program in Term ___.
The program is called PALS, which stands for Peer-led Alcohol
Lessons for Students. Students will work in small groups with peer
leaders from Year ___. Each group will have two leaders.
A meeting to inform parents/caregivers about PALS will be held on
______________________.
4. Standard drinks
•
Measure a standard drink
•
Compare the size of a standard drink for different alcoholic
beverages
5. Exploring risks
•
Explore positive and negative consequences of risk-taking
behaviour
•
Use the risk triangle to help assess impact of alcohol
The meeting will include discussion of why it is important to educate
young people about alcohol and how parents/caregivers can help
educate their children about drug issues, including alcohol. The
meeting will also provide an overview of the content of the PALS
program.
If you are able to attend the information meeting, please complete the
attached form and return to the school by _______________.
6. Influences on alcohol use
•
Identify and explore influences on alcohol use
7. Making decisions
•
Explore consequences of behaviour
•
Practise decision making
8. Seeking further information and help
•
Learn where to seek further information and help
OHT 7: DISCUSSING ALCOHOL
WITH YOUNG PEOPLE
Discussing alcohol with young people:
•
be honest
•
be informed
•
listen carefully without interrupting
•
don’t panic or overreact
•
negotiate acceptable behaviour.
© NSW Department of Education and Communities
Principal
--------------------------------------------------------------------------------
Child’s name:_________________________ Child’s roll class_______
I will be attending the parent information meeting on PALS: Peer-led
Alcohol Lessons for Students.
Signed:_________________________ Name:______________________
(Parent / Caregiver)
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Information for parents
Information for parents
What is PALS?
Telephone Services
The Department of Education and Training and the Peer Support
Foundation Limited have developed an informative and exciting peerled alcohol program for Year 7 and 8 students called PALS (Peer-led
Alcohol Lessons for Students).
Older students, called peer leaders, work with small groups
of younger students to learn about alcohol. PALS has teacher
involvement and support. Teachers train the peer leaders, ensure the
leaders have the help they need to run their small peer groups, and
supervise the groups.
Research shows that peer leaders can be effective as drug educators
because they are viewed as credible sources of information by other
young people. Peers can be particularly influential in modelling
appropriate attitudes and behaviours.
The peer-led activities include a range of learning experiences
designed to increase knowledge and understanding of alcohol and
its effects, together with the opportunity to work in small groups to
learn and practise skills that will help students to make informed
choices and decisions about alcohol, including where to get further
information and help.
The peer leaders also learn about alcohol because they are teaching
younger students about a range of important issues. They also benefit
from developing increased leadership skills, heightened confidence
and improved communication skills.
Why is alcohol education important?
All students are likely to be exposed to a range of values, attitudes
and behaviours relating to alcohol use through the media, through
friendship and peer circles and in the wider community. Alcohol
education at school ensures students have accurate information
and learn and practise skills to equip them to critically evaluate
issues concerning alcohol and keep themselves and others safe in
environments where alcohol may be consumed.
What will this mean to parents?
It is important that teachers, parents, students and community
members talk about alcohol education.
You as parents have an important role in providing opportunities
for your children to discuss drug issues, including those relating to
alcohol, and to reinforce the messages about drugs that your children
are learning in drug education at school. You can support drug
education at school by discussing issues that may arise during the
PALS program.
Alcohol and Drug Information Service
(02) 9361 8000 and1800 422 599
ADIS is a 24-hour telephone service providing immediate advice and
information about the effects of drugs. It has an information line where
parents can listen to recordings of drug information. This service is
available by calling 9361 8070.
Kids Help line
1800 551 800 (Toll free)
Legal Aid Hotline for under 18s
1800 101 810 (Toll free)
LawAccess NSW
1300 888 529
Aboriginal Legal Service
(02) 9318 2122
Your Local library
Books and copies of pamphlets about drugs including alcohol are
available at all local libraries. Library staff can assist parents and
caregivers to use the Di@YLL website to find out information about
drugs and alcohol. Di@YLL (pronounced ‘dial’) is an acronym for
‘drug information at your local library’. This service provides access to
quality alcohol information. The website address for Di@YLL is http://
diayll.sl.nsw.gov.au/.
Websites
The following websites contain useful information about alcohol.
NSW Department of Education and Training
www.det.nsw.gov.au
Information and copies of pamphlets for parents and caregivers
about drug education in schools are available on the Department of
Education and Training’s website.
Australian Drug Foundation (ADF)
(03) 9278 8100
www.adf.org.au
This site contains fact sheets on a range of drugs including alcohol
and relevant information for parents.
National Alcohol Campaign
www.drinkingchoices.com
This interactive site contains a range of alcohol-related information
such as how alcohol affects health and behaviour and laws relevant
to NSW.
© NSW Department of Education and Communities
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NSW Health
www.health.nsw.gov.au/services/
Accurate and relevant information on a range of health issues
including drugs and drug related issues.
NSW Office of Drug Policy
www.druginfo.nsw.gov.au
Links to a wide range of web information sources on illicit drugs.
Somazone
www.somazone.com.au
This is an interactive site created by young people for young people
aged 14 to 18 years. It contains personal stories, interactive games,
support networks and an anonymous, non-threatening question and
answer service.
Section 5: Appendix 1 Contacts and resources
1.
The Peer Support Foundation
The Peer Support Foundation is a non-government, non-profit
organisation dedicated to providing dynamic peer-led programs that
foster the physical, social and mental wellbeing of young people.
The Peer Support Foundation offers a one day teacher training
program. Teachers attending this training receive specific support
materials for implementing PALS. The one day training program:
•
develops a greater awareness of the issues of alcohol among
adolescents
•
develops a framework and the skills to implement a peer-led
alcohol program in schools
•
develops confidence in training peer leaders
•
examines the content of the peer-led alcohol program.
It is suggested that two staff members attend the training day. For
further information, the Peer Support Foundation contact details are:
The Peer Support Foundation
PO Box 498
BROOKVALE NSW 2100
Telephone 02 9905 3499
Fax 02 9905 5134
e-mail [email protected]
Website www.peersupport.edu.au
© NSW Department of Education and Communities
2.
Information services
Several agencies provide services that can be useful to schools
for drug education including alcohol education. These services
include telephone and internet information and advice services, and
publication of resource materials and research on alcohol. Some
services are targeted at particular audiences. The following websites
contain useful information on alcohol.
Websites
NSW Department of Education and Training
detwww.det.nsw.edu.au
The Department’s intranet site is accessible to teachers. This site
includes a list of school resources and district and state support
personnel. Copies of pamphlets for parents and caregivers about
drug education in schools are available on the internet site.
(www.det.nsw.gov.au).
Di@YLL
http://diayll.sl.nsw.gov.au/
Di@YLL (pronounced ‘dial’) is an acronym for ‘drug information at
your local library’. This service provides access to quality alcohol
information. The DI@YLL website operates as a gateway to other sites
on the internet. The links have been assessed using quality assurance
guidelines developed by the Health Information Service at the State
Library of NSW.
Australian Drug Foundation (ADF)
(03) 9278 8100
www.adf.org.au
The Australian Drug Foundation focuses on research, information,
community development, education and advocacy. ADF distributes
information through the community by printed resource materials, a
library, telephone service and network of websites.
ADF also operates the Centre for Youth Drug Studies (CYDS) which
conducts research into the nature, the meaning and the effects of
drug use by young people, and into the efficacy of programs and
strategies in drug prevention, education and early intervention.
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DAMEC
www.damec.org.au/
The Drug and Alcohol Multicultural Education Centre (DAMEC) is a
state wide, non-profit, non government organisation funded by South
East Sydney Area Health Service. It contains information and support
including translated materials and fact sheets for students.
Kids Help Line
www.kidshelponline.com.au.
This interactive counselling site has been developed by Kids Help
Line and Queensland University.
National Alcohol Campaign
www.drinkingchoices.com
This interactive site contains a range of alcohol-related information
such as how alcohol affects health and behaviour and laws relevant
to NSW.
NSW Health
www.health.nsw.gov.au/services/
NSW Health website is designed to provide all Australians with quick
access to accurate and relevant information on a range of health
issues including drugs and drug related issues. It has information for
young people on a range of drug issues.
Drug Programs Bureau
(www.health.nsw.gov.au/public-health/dpb)
This website provides information for AOD (alcohol and other drugs)
workers, parents, students and medical practitioners. It also includes
information on treatment services, health professionals
and publications. There is a comprehensive list of links to other
related websites.
NSW Office of Drug Policy
www.druginfo.nsw.gov.au
The NSW Office of Drug Policy’s information website links to a wide
range of web information sources on illicit drugs.
Somazone
www.somazone.com.au
This is an interactive site created by young people for young people
aged 14 to 18 years. It contains personal stories, interactive games,
support networks and an anonymous, non-threatening question and
answer service. Somazone is also linked to the ADF website.
Where a peer leader or teacher is concerned that a student may need
further information about alcohol or need help with a problem related
to alcohol, the teacher is advised to consult the school counsellor.
School counsellors can offer assistance on where to get appropriate
information and support.
© NSW Department of Education and Communities
50
References
ACT, Commonwealth of Australia, (2001) Alcohol in Australia Issues
and Strategies. Canberra: ACT.
Advisory Council on the Misuse of Drugs, (1998) Drug Misuse and the
Environment. London: Home Office.
Australian Institute of Health and Welfare, (2002) 2001 National Drug
Strategy Household Survey: First results, AIHW Drug Statistics Series,
No. 9, Canberra.
Backett-Milburn, K. and Wilson, S., (2000) Understanding peer
education: Insights from a process evaluation. Health Education
Research, 15(1), 85 - 96.
Coggans, N. and McKellar, S., (1994) Drug use amongst peers: peer
pressure or peer preference? Drugs: Education, Prevention And
Policy,1(1), 15 - 25.
Erhard, R., (1999) Peer-led and adult-led programs - student
perceptions. Journal of Drug Education, 29(4), 294 - 307.
Midford, R., and Lenton, S., (2000) A critical review and analysis:
Cannabis education in schools Report prepared for NSW Department
of Education and Training by the National Drug Research Institute,
Perth: Curtin University of Technology.
Miller, M. and Draper, G., (2001) Statistics on drug use in Australia
2000, Canberra: Australian Institute of Health and Welfare.
NSW Health Department, Youth Alcohol Action Plan 2001-2005.
Sydney: NSW Health Department.
Perry, C.L. and Grant, M., (1988) Comparing peer-led to teacherled youth alcohol education in four countries. Alcohol Health and
Research, 12(4), 322 - 325.
Perry, C.L. et al., (1989) WHO Collaborative Study on Alcohol
Education and Young People: Outcomes of a Four-Country Pilot
Study. The International Journal of Addictions, 24(12), 1145 - 1171.
Ridolfo, B. and Stevenson, C., (2001) The quantification of drugcaused morbidity in Australia 1998. Australian Institute of Health and
Welfare, Canberra.
Shiner, M. and Newburn T., (1996) Young people, Drugs and Peer
Education: An evaluation of the Youth Awareness Program (YAP).
London: Home Office.
The Anti-Cancer Council of Victoria, (2001) Australian secondary
students’ use of alcohol in 1999. Publications Production Unit,
Canberra: Commonwealth Department of Health and Aged Care.
Walker, S. and Avis, M., (1999) Common reasons why peer education
fails. Journal of Adolescence, 22, 573 - 577
Information for parents