[1]
For information please contact: International Drug Awareness Research Foundation (IDARF)
Email: [email protected] Web: www.idarf.org
TEACHERS – Drug Awareness, Prevention and Educational Handbook. ©2010
This handbook is copyright. All Rights Reserved.
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CONTENTS
FORWARD
1
1. INTRODUCTION
2
2. PREVENTION GUIDELINES
9
Why do Teens Use Drugs?
“The Self-Destructive Use of Drugs”
Prevention Guidelines/ Prevention Planning/ Risk Factors and Protective Factors/
Early Signs of Risk that may Predict Later Drug Use
3. STATISTICS ON TEEN DRUG USE
16
Statistics Regarding Teenage Drug and Alcohol Use/
Prescription Drugs – Misuse on the Rise
4. UNDERSTANDING SUBSTANCE ABUSE
20
When and How Does Drug Use Start and Progress/ The Progression of Addiction/
Behaviors Indicating a Possible Substance Abuse Problem/
Other Signs a Student may be at Risk/ Drug Specific Symptoms/ The Continuum of Drug UseThe Process of Addiction/ The Top Three Drugs Known for Addiction/
Drug Addiction and the Body/ Addiction Terminology
5. TIPS FOR TALKING ABOUT DRUGS IN THE CLASSROOM
31
Create a Positive classroom Environment/ Delivering Age Appropriate Messages/
Actions to Minimize Drug Incidents at School
6. REACHING HIGH RISK STUDENTS
Eight Major Indications for Referrals/ Helping Teachers Make Appropriate Referrals/
Encouraging Peer Referrals/ Handling Anonymous Peer Referrals/
Encouraging Parental Referrals/ Some Final Words about Reaching High-Risk Students
37
7. HELPING OTHERS
45
The Principals Involved in Helping Others/ What Can I Do to Help/ Enabling Behaviors/
Enabling – Do You Know How to Recognize it/ Enabling in the School – How to Stop it/
What is Denial/ Peer Pressure and Youth
8. DRUG INTERVENTIONS
57
Early Interventions Can Save Teens from Alcoholism to Drug Addiction/
Drug Intervention Steps/ Signs of Relapse
9. IDENTIFYING CHILDREN OF ALCOHOLICS
62
Indications a Child may be Living with Family Alcoholism/
Children of Alcoholics – Signs and Behaviors/ Breaking the Cycle/
Facts about Children of Alcoholics
10. DRUG PROFILES
67
Alcohol/ Tobacco/ Marijuana/ LSD/ Cocaine/ Barbiturates/ Amphetamines/
Heroin/ Inhalants/ Steroids/ Ecstasy
CONCLUSION
103
DRUG INFORMATION AND RESOURCES
104
ACKNOWLEDGMENTS
105
FORWARD
This reference handbook is the most currently written guide on teen drug abuse. If offers
comprehensive insights into how all teachers and educators can help prepare children and
teens, for any exposure they may have to these substances. It is important to state that the
contents of this handbook is a combination of research from various sources, mainly related
professionals and government organizations, Drug Abuse websites, and extensive research
papers.
After researching this subject through numerous resources, including counselors,
psychologists, and members of the police force, IDARF has discovered that teachers as well
as parents are provided with minimal information on drug education. There are reasons for
this, because the subject is extremely difficult to explain in all of its complexities, and is
excessively diverse for all teachers concerned.
Teachers are in the best position to monitor children’s welfare and state of mind: therefore, it
is essential that they be the ones who are armed with the facts. Education and up-to-dateinformation have been proven the most effective way for teachers to reduce their students
and schools susceptibility to drugs and alcohol. Teachers and Educators need to be aware
that they can make the difference.
The contents of this handbook have been designed especially to suit the requirement needs of
teachers, to answer all their questions regarding young people’s substance abuse. It is also
important that teachers have the information on hand for easy reference at all times. In
addition to reading this handbook of prevention, it is important to encourage teachers to seek
out related organizations and programs available in their community so they can continue
their education on this very important subject. Child and teen drug abuse is increasing
rapidly, so this handbook is timely. Teachers and Educators need this information now.
1
SECTION 1
INTRODUCTION
2
WHY DO TEENS USE DRUGS?
Why do teens take such risks? Why would someone willingly court disaster? One must recognize
that the ultimate keys to understanding and combating substance abuse and drug addiction, is
through prevention, awareness and drug education.
If something can be ingested, injected, inhaled, smoked or absorbed into the body, it can be abused.
In the United States alone, close to one-third of the population either abuses drugs, or has a
relationship with someone who is chemically dependent.
Alcohol produces pleasant effects by relaxing muscles and calming the brain, so worries temporarily
vanish. Frequent use of alcohol at intoxicating levels distorts judgment, causes memory loss, slows
reflexes, and is damaging to the heart and liver, weakens the immune system, and produces birth
defects. A direct relationship has been established between alcohol use and delinquency, accidents,
violent crime and suicide. In short alcohol abuse kills and destroys the foundation of human society.
Tobacco use is the most serious and widespread addictive behavior and the major cause of
preventable deaths in today‘s society. Tobacco use is directly related to heart disease, strokes, lung,
breast and bladder cancer, as well to respiratory diseases such as emphysema, to miscarriage and
low birth weight in children of smokers. The rate of premature death is three times higher in smokers
than non-smokers. Smokers also experience five times as many heart attacks.
Millions ingest what are considered ―recreational‖ drugs, chemical substances consumed for thrill and
pleasure. Included are LSD and PCP which are hallucinogens that alter mental and sensory
perception and promote a feeling of super human strength. Use of these drugs can trigger violent
behavior and psychotic attacks. Cocaine and amphetamines provide a temporary feeling of
heightened energy and confidence, but damage the heart and brain Designer drugs like ecstasy – a
common sight at all-night dance parties (raves), induce feelings of warmth and openness, yet can
permanently damage brain cells and even kill the user.
But, why do young people use and abuse dangerous chemical substances that
clearly have the capacity to damage and destroy their bodies, brains, families and
societies?
3
Underlying Causes/ Risk Factors
Obviously there is no one explanation that covers teen drug use. But there are several common traits
that most young drug users will share. Studies indicate that many teens begin using drugs out of
curiosity. Many are lured by the illusion that a magical substance can make you happy, outgoing and,
can provide meaning for an otherwise empty life.
Social disorganization, deals with drug abuse to poverty and disorganized urban environment. Drugs
used by youth minority group members have been tied to factors such as racial prejudice, low selfesteem, social status, and stress produced from environment.
Peer pressure is the most well-known reason for teens to partake in substance abuse. Teen drug
abuse is highly correlated with the behavior of close friends, especially when family supervision is
weak. This relationship, in fact is reciprocal; substance abusers seek out friends who engage in
similar activities. Associating with drug abusers leads to increased levels of drug abuse.
RISK FACTORS for SUBSTANCE ABUSE
1.
2.
3.
4.
5.
6.
7.
8.
9.
Early alcohol intoxication
Adult examples of drug use
Peer approval of drug use
Parental approval of drug use
Absence from school
Poor academic achievement
Low education aspiration
Emotional distress
Dissatisfaction with life
Another factor in determining the use of drugs among teens is a poor family life. The majority of drug
users have had an unhappy childhood which included harsh punishment and parental neglect.
Females and Caucasians who were abused as children are more likely to have alcohol and drug
arrests as adults.
Other family factors associated with teen drug abuse include parental conflict over child-rearing,
failures to set rules, and unrealistic demands followed by harsh punishments. Low parental
attachment, rejection, and excessive family conflict have all been linked to adolescent substance
abuse.
Psychodynamic explanations of substance abuse suggest that drugs help youths control or express
unconscious needs, and therefore take drugs for emotional reasons. Many use drugs as an escape
from real or imagined feelings of inferiority. Substance abuse is one of the many problems that begin
early in life and remain throughout the life course. Youth who abuse drugs lack commitment to
values, disdain education, and spend the majority of their time in peer activities.
Rational choice is when a teen chooses to do drugs because they want to. Some use to get high,
relax, improve creativity, or to increase their sexual responsiveness. Most will say ―it‘s my life; I can
do what I want.‖ However, teens may use this to cover up the fact they do have problems or want to
fit in. They don‘t want to be portrayed a follower, but rather, someone who can make their own
decision
4
Underlying Causes/ Risk Factors
Obviously there is no one explanation that covers teen drug use. But there are several common traits
that most young drug users will share. Studies indicate that many teens begin using drugs out of
curiosity. Many are lured by the illusion that a magical substance can make you happy, outgoing and,
can provide meaning for an otherwise empty life.
Social disorganization, deals with drug abuse to poverty and disorganized urban environment. Drugs
used by youth minority group members have been tied to factors such as racial prejudice, low selfesteem, social status, and stress produced from environment.
Peer pressure is the most well-known reason for teens to partake in substance abuse. Teen drug
abuse is highly correlated with the behavior of close friends, especially when family supervision is
weak. This relationship, in fact is reciprocal; substance abusers seek out friends who engage in
similar activities. Associating with drug abusers leads to increased levels of drug abuse.
FACTORS PREVENTING SUBSTANCE ABUSE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Purpose in Life
Strong system of values
Positive parental example
Close relationship with parents
Positive peer influences
Academic achievement
High education aspiration
Regular school attendance
Realistic long term goals
Knowledge of consequences
Another factor in determining the use of drugs among teens is a poor family life. The majority of drug
users have had an unhappy childhood which included harsh punishment and parental neglect.
Females and Caucasians who were abused as children are more likely to have alcohol and drug
arrests as adults.
Other family factors associated with teen drug abuse include parental conflict over child-rearing, failures to set
rules, and unrealistic demands followed by harsh punishments. Low parental attachment, rejection, and
excessive family conflict have all been linked to adolescent substance abuse.
Psychodynamic explanations of substance abuse suggest that drugs help youths control or express unconscious
needs, and therefore take drugs for emotional reasons. Many use drugs as an escape from real or imagined
feelings of inferiority. Substance abuse is one of the many problems that begin early in life and remain
throughout the life course. Youth who abuse drugs lack commitment to values, disdain education, and spend the
majority of their time in peer activities.
Rational choice is when a teen chooses to do drugs because they want to. Some use to get high,
relax, improve creativity, or to increase their sexual responsiveness. Most will say ―it‘s my life; I can
do what I want.‖ However, teens may use this to cover up the fact they do have problems or want to
fit in. They don‘t want to be portrayed a follower, but rather, someone who can make their own
decisions.
5
6
PREVENTION IS THE ONLY ANSWER
Experts worldwide agree that the most effective way to eradicate the
harmful effects of the use and abuse of drugs and alcohol from the planet is
to shift the focus to prevention measures through increased and enhanced
early education and awareness programs.
Schools provide one of the best environments in which to promote healthy
behaviors for young people, through drug awareness, prevention and
education programs.
DRUG-PROOFING TODAY’S YOUTH WITH
“THE SELF DESTRUCTIVE USE OF DRUGS”,
Is a unique visual high-impact poster presenting the mind-body-drug
connection in one powerful graphic that will help teachers and youth join
together over an educational experience that will help forge a bond of
protective awareness.
7
“The Self-Destructive Use of Drugs” is a unique communication tool researched
by university researchers to clearly illustrate ―the mind-body-drug‖ connection. It
outlines the essential facts about the 12 most commonly abused drug groups, both
legal and illegal, and details the signs of intoxication, symptoms and the effects on
the mind and body of each drug group. For impact, it used a color-coded key
system to highlight ―the mind-body-drug‖ connection.
“The Self-Destructive Use of Drugs” has already reached thousands of people
and communities world-wide. It is internationally recognized and has received public
endorsements and wide spread acclaim from governments, businesses,
professionals, medical and leaders, as well as from some of the best-know
organizations in the United States, Canada and abroad. This poster is currently
receiving widespread praise because it is recognized by educators, as a new and
innovative way to convey the drug-abuse awareness and prevention message.
Today, youth are faced with pressures and temptations at very young ages. This
poster, with its visual effects is quick, simple and easy to learn. It can reach kids
before their peers pressure them to experiment with alcohol and other drugs. A good
understanding of what drugs are, how they affect the body and mind, will go far
toward preparing our youth to resist group pressure to try drugs. It is only through
better education and awareness that we can fight the ignorance that continues to
lead millions of people down the dangerous and destructive path of alcohol and
substance abuse.
Displayed in the classroom and school public areas, “The Self-Destructive Use of
Drugs” is a constant visual reminder driving home the destructive effects of
substance abuse.
Profile and Origin of “The Self-Destructive Use of Drugs” and
how it was conceived can be viewed at www.idarf.org - link to
“The Self-Destructive Use of Drugs.”
8
SECTION 2
PREVENTION GUIDELINES
9
These guidelines are intended to help educators think about, plan for, and deliver
research-based drug abuse prevention programs at the school level.
PREVENTION GUIDELINES
1) Prevention programs should enhance protective factors and reverse or reduce risk
factors.
• The risk of becoming a drug abuser involves the relationship among the number and type
of risk factors (e.g., deviant attitudes and behaviors) and protective factors (e.g., parental
support).
• The potential impact of specific risk and protective factors changes with age. For example,
risk factors within the family have greater impact on a younger child, while association
with drug-abusing peers may be a more significant risk factor for an adolescent.
• Early intervention with risk factors (e.g., aggressive behavior and poor self-control) often
has a greater impact than later intervention by changing a child‘s life path away from
problems and toward positive behaviors.
• While risk and protective factors can affect people of all groups, these factors can have a
different effect depending on a person‘s age, gender, ethnicity, culture, and environment.
2) Prevention programs should address all forms of drug abuse, alone or in combination,
including the underage use of legal drugs (e.g., tobacco or alcohol); the use of illegal drugs
(e.g., marijuana or heroin); and the inappropriate use of legally obtained substances (e.g.,
inhalants), prescription medications, or over-the-counter drugs.
3) Prevention programs should address the type of drug abuse problem in the local
community, target modifiable risk factors, and strengthen identified protective factors.
4) Prevention programs should be tailored to address risks specific to population or
audience characteristics, such as age, gender, and ethnicity, to improve program
effectiveness.
Prevention Planning
School Programs
5) Prevention programs can be designed to intervene as early as preschool to address risk
factors for drug abuse, such as aggressive behavior, poor social skills, and academic
difficulties.
6) Prevention programs for elementary school children should target improving academic
and social-emotional learning to address risk factors for drug abuse, such as early
aggression, academic failure, and school dropout. Education should focus on the following
skills:
10
• Self-control;
• Emotional awareness;
•Communication;
• Social problem-solving; and
• Academic support, especially in reading.
7) Prevention programs for middle or junior high and high school students should increase
academic and social competence with the following skills:
•Study habits and academic support;
• Communication;
• Peer relationships;
• Self-efficacy and assertiveness;
• Drug resistance skills;
• Reinforcement of anti-drug attitudes; and
• Strengthening of personal commitments against drug abuse.
Family Programs
8) Family-based prevention programs should enhance family bonding and relationships and
include parenting skills; practice in developing, discussing, and enforcing family policies on
substance abuse; and training in drug education and information.
Family bonding is the bedrock of the relationship between parents and children. Bonding
can be strengthened through skills training on parent supportiveness of children, parent17
child communication, and parental involvement.
• Parental monitoring and supervision are critical for drug abuse prevention. These skills can
be enhanced with training on rule-setting; techniques for monitoring activities; praise for
appropriate behavior; and moderate, consistent discipline that enforces defined family
rules.
• Drug education and information for parents or caregivers reinforces what children are
learning about the harmful effects of drugs and opens opportunities for family discussions
about the abuse of legal and illegal substances.
• Brief, family-focused interventions for the general population can positively change specific
parenting behavior that can reduce later risks of drug abuse.
11
Community Programs
9) Prevention programs aimed at general populations at key transition points, such as the
transition to middle school, can produce beneficial effects even among high-risk families and
children. Such interventions do not single out risk populations and, therefore, reduce
labeling and promote bonding to school and community.
10) Community prevention programs that combine two or more effective programs, such as
family-based and school-based programs, can be more effective than a single program
alone.
Prevention Program Delivery
Prevention programs should be long-term with repeated interventions, to reinforce the
original prevention goals. Research shows that the benefits from middle school prevention
programs diminish without follow-up programs in high school.
Prevention programs should include teacher training on good classroom management
practices, such as rewarding appropriate student behavior. Such techniques help to foster
students‘ positive behavior, achievement, academic motivation, and school bonding.
Prevention programs are most effective when they employ interactive techniques, such as
peer discussion groups and parent role-playing, that allow for active involvement in learning
about drug abuse and reinforcing skills.
12
RISK FACTORS AND PROTECTIVE FACTORS
What are risk factors and protective factors?
Research over the past two decades has tried to determine how drug abuse begins and how
it progresses. Many factors can add to a person‘s risk for drug abuse. Risk factors can
increase a person‘s chances for drug abuse, while protective factors can reduce the risk.
Not all individuals at risk for drug abuse start using drugs or become addicted, as risk
factors for one person may not be for another.
Risk and protective factors can affect children at different stages of their lives. At each
stage, risks occur that can be changed through prevention intervention. Early childhood
risks, such as aggressive behavior, can be changed or prevented with family, school, and
community interventions that focus on helping children develop appropriate, positive
behaviors. If not addressed, negative behaviors can lead to more risks, such as academic
failure and social difficulties, which put children at further risk for later drug abuse.
Prevention programs focus on intervening early in a child’s development to
strengthen protective factors before problem behaviors develop.
The table below describes how risk and protective factors affect people in five domains, or
settings, where interventions can take place.
RISK FACTORS
DOMAIN
PROTECTIVE FACTORS
Early Aggressive Behavior
Individual
Self-Control
Lack of Parental Supervision
Family
Parental Monitoring
Substance Abuse
Peer
Academic Competence
Drug Availability
School
Anti-drug Use Policies
Poverty
Community
Strong Neighborhood
Attachment
Risk factors can influence drug abuse in several ways. The more risks a child is exposed to,
the more likely the child will abuse drugs. Some risk factors may be more powerful than
others at certain stages in development, such as peer pressure during the teenage years;
just as some protective factors, such as a strong parent-child bond, can have a greater
impact on reducing risks during the early years. An important goal of prevention is to change
the balance between risk and protective factors so that protective factors outweigh risk
factors.
13
Delaying First Use
Total prevention is the ideal, but we know that some kids will eventually try alcohol, tobacco,
and other drugs. The later that happens, the better. Why?

Because the younger they are, the more physiologically vulnerable children are to
addiction.

Because the older they are when they are first introduced to alcohol and other drugs,
the better equipped they will be to evaluate the experience.
These factors make delaying first use a worthwhile objective. Prevention first, delays
second.
Skills Development
Effective prevention programs focus on developing skills in the following areas:




critical thinking
communication
decision making
refusal skills
These life skills empower kids to not only make good decisions about the use of alcohol and
other drugs but to deal effectively with other challenges in their lives.
Encouraging Resiliency
Prevention is about encouraging resiliency in children/teens. Resiliency is another term for
that foundation of inner strength that is sometimes referred to as self worth or self esteem.
It‘s that something that empowers kids to not only make the best decision for themselves but
the courage to act on that decision.
We cannot give students resiliency but we can create the conditions in which it grows:
a sense of belonging
opportunities to build competence
increasing room to explore their independence
encouragement to exercise their own generosity
These life skills empower kids to not only make good decisions about the use of alcohol
and other drugs but to deal effectively with other challenges in their lives.
Who contributes to resiliency in children and youth?
Parents, teachers, coaches, and neighbors, family – we all do.
14
EARLY SIGNS OF RISK THAT MAY PREDICT LATER DRUG ABUSE
Some signs of risk can be seen as early as infancy or early childhood, such as aggressive
behavior, lack of self-control, or difficult temperament. As the child gets older, interactions
with family, at school, and within the community can affect that child‘s risk for later drug
abuse.
Children‘s earliest interactions occur in the family; sometimes family situations heighten a
child‘s risk for later drug abuse, for example, when there is:
• A lack of attachment and nurturing by parents or caregivers;
• Ineffective parenting; and
• A caregiver who abuses drugs.
But families can provide protection from later drug abuse when there is:
• A strong bond between children and parents;
• Parental involvement in the child‘s life; and
• Clear limits and consistent enforcement of discipline.
Interactions outside the family can involve risks for both children and adolescents, such as:
• Poor classroom behavior or social skills;
• Academic failure; and
• Association with drug-abusing peers.
Association with drug-abusing peers is often the most immediate risk for exposing
adolescents to drug abuse and delinquent behavior.
Other factors—such as the availability of drugs, trafficking patterns, and beliefs that drug
abuse is generally tolerated—are risks that can influence young people to start abusing
drugs.
What are the highest risk periods for drug abuse among youth?
The key risk periods for drug abuse are during major transitions in children‘s lives. The first
big transition for children is when they leave the security of the family and enter school.
Later, when they advance from elementary school to middle school, they often experience
new academic and social situations, such as learning to get along with a wider group of
peers. It is at this stage—early adolescence—that children are likely to encounter drugs for
the first time.
When they enter high school, adolescents face additional social, emotional, and educational
challenges. At the same time, they may be exposed to greater availability of drugs, drug
abusers, and social activities involving drugs. These challenges can increase the risk that
they will abuse alcohol, tobacco, and other drugs.
Because risks appear at every life transition, drug prevention educators need to
choose programs that strengthen protective factors at each stage of development.
15
SECTION 3
STATISTICS ON TEEN DRUG USE
16
STATISTICS ON TEEN DRUG USE
The average ages of first alcohol use and first illicit drug use in the United States are 12 and
13 years, respectively. Well over one-half of American high school seniors have tried an
illicit drug, and over one-third have used an illicit drug other than marijuana; nearly one in six
senior has tried cocaine. High school girls come close to the level of boys in their use of
alcohol, marijuana, and cocaine. Close to one-half of 4th through 6th graders report pressure
from other students to try alcohol, and over one-forth of these children say there is pressure
to try cocaine.
Accidents are the leading cause of death among adolescents. Of the 25,000 accidental
deaths among them annually, 40 percent are alcohol related. Homicide is the second
leading cause of adolescent deaths. Of the 5,500 adolescent homicide victims each year,
30 percent are intoxicated at the time of death. The suicide rate among drug-using
adolescents is particularly high. Overall, drug abuse is one of the leading, if not the leading,
cause of adolescent deaths. Less dramatic, but more insidious, are the developmental,
emotional, and social costs of adolescent drug use.
The following are some statistics regarding teenage drug and
alcohol abuse:
Underage drinking costs the United States more than $58 billion every year.
40 percent of those who started drinking at age 13 or younger developed alcohol
dependence later in life. Ten percent of teens who began drinking after the age of 17
developed dependence.
Ten percent of teens report that they have attended a rave, and ecstasy and other
drugs were available at more than two-thirds of these raves.
Teens that drink are 50 times more likely to use cocaine than teens who never
consume alcohol.
63 percent of the youth who drink alcohol say that they initially got the alcohol from
their own or their friend‘s homes.
Alcohol kills 6 ½ times more teenagers than all other illicit drugs combined.
Teenagers whose parents talk to them on a regular basis about the dangers of drug
use are 42 percent less likely to use drugs than those whose parents don‘t.
Over 50 percent of high-school seniors have tried drugs.
17
Nearly 33 percent of all high-school seniors claim that most of their friends get drunk
at least once a week,
High-school senior girls ingest more stimulants and tranquilizers than boys. Girls
almost match the boy‘s use of alcohol, marijuana and other drugs.
Approximately 33 percent of fourth-graders reported peer pressure to try alcohol and
marijuana.
More than 60 percent of teens said that drugs were sold, used, or kept at their
school.
20 percent of 8th graders report that they have tried marijuana.
Approximately 15 percent of 10 th and 12th graders have used amphetamines.
An estimated 1.8 million (0.8 percent) of youth age twelve and older are current
users of cocaine.
Approximately 3,000 teenagers smoke their first cigarette each day. About one-third
of those become daily smokers.
28 percent of teens know a classmate that has used ecstasy.
More than three times the number of eighth-grade girls who drink heavily said they
have attempted suicide compared to girls in that grade who do not drink.
A CHILD WHO REACHES AGE 21 WITHOUT SMOKING, ABUSING
ALCOHOL OR USING DRUGS IS VIRTUALLY CERTAIN NEVER TO
DO SO.
18
PRESCRIPTION DRUGS – MISUSE ON THE RISE IN MIDDLE AND
HIGH SCHOOL STUDENTS
Facts on Prescription Drug Abuse
The abuse of prescription drugs to get high has become increasingly prevalent among teens
and young adults. Past year abuse of prescription pain killers now ranks second – new
users of prescription drugs have caught up to new users of marijuana. The nation's most
prevalent legal drugs, OxyContin, Hydrocodone, Xanax, Vicodin are the most sought after
medications at this time.
A number of national studies and published reports indicate that the intentional abuse of
prescription drugs, such as pain relievers, tranquilizers, stimulants, and sedatives, to get
high, particularly by teenagers, is a growing concern in the United States. Teens are turning
away from street drugs and using prescription drugs to get high.
Teens ages 12-17 have the second-highest annual rates of prescription drug abuse after
young adults 18-25. Prescription drugs are the most commonly abused drug among 12-13year-olds. Surprisingly, when teens abuse prescription drugs, they often characterize their
use of the drugs as ―responsible,‖ ―controlled‖ or ―safe,‖ with the perception that the drugs
are safer than street drugs.
Adolescents are more likely than young adults to become dependent on prescription
medication.
In 2006, abuse of OxyContin among 8th graders exactly doubled – increasing 100 percent
over the last four years. Since 1995 the number of drug abuse-related emergency room
visits involving pain relievers such as Vicodin, Percocet, OxyContin and Darvon, increased
153 percent (from 42,857 to 108,320). One out of every ten high school seniors now reports
abusing powerful prescription pain killers.
TEENS TURN TO INTERNET FOR PRESCRIPTION DRUGS – Teens buying drugs
online
Some 94 percent of web sites advertising prescription drugs actually don't require a
prescription, and while some sites offer disclaimers, others don't. Such ease of access is
fueling an alarming trend. Nearly one in five teens report abusing prescription medications
to get high.
Every day, 2,500 teenagers use a
prescription
drug to get high for the first time.
19
SECTION 4
UNDERSTANDING SUBSTANCE
ABUSE
20
WHEN AND HOW DOES DRUG ABUSE START AND PROGRESS?
Studies indicate that some children are already abusing drugs at age 12 or 13, which likely
means that some begin even earlier. Early abuse often includes such substances as
tobacco, alcohol, inhalants, marijuana, and prescription drugs such as sleeping pills and
anti-anxiety medicines. If drug abuse persists into later adolescence, abusers typically
become more heavily involved with marijuana and then advance to other drugs, while
continuing their abuse of tobacco and alcohol. Studies have also shown that abuse of drugs
in late childhood and early adolescence is associated with greater drug involvement. It is
important to note that most youth, however, do not always progress to abusing other drugs.
THE PROGRESSION OF ADDICTION
PHASE 1 – EXPERIMENTATION
This is the first time someone uses. It is literally an experiment because they‘ve never done
it before. Once the student knows what the effect will be, he or she is no longer
experimenting. So it is erroneous to say, ―Joe is experimenting with marijuana on the
weekends.‖ Once Joe knows what the effects of marijuana feel like, and he does it again,
the experiment is over. He is then using marijuana on the weekends, rather than
experimenting with it.
PHASE 2 – SEEKING THE “BUZZ”
This is the next phase, where the user knows what the effect of using the substance will be
and goes after it, because he or she likes it. In this phase, students may experience some
negative consequences as a result of their use. Examples of the first negative
consequences are as follows:
Hangovers
Decline in grades
Loss of trust of parents
Embarrassment from behavior while using
Getting sick
Doing something you wish you hadn‘t done.
Those who recognize the trouble as being related to the drinking or drugging will moderate
or eliminate their use to insure there are no more negative consequences. Once a person
has experienced this sort of trouble, those who are going to ―turn it around‖ will make a
conscious decision to avoid the same level of chemical use to avoid a repeat of the trouble.
For example, a student drinks five beers at a party, gets into a fight with his girlfriend, and
gets grounded when his parents find out about his use. A healthy response to this situation
would be to moderate or eliminate the use, the rationale being ―Last time I drank five beers,
all sorts of terrible things happened.‖ Next time, the adolescent drinks significantly less
21
(or none) to avoid the negative consequences. Others, who are in trouble with chemicals
(but don‘t necessarily think they are) and who cannot make the connection between the
negative consequence and their drug use, are already experiencing denial in its earliest
form. They will endeavor to manipulate the surrounding circumstances (rather than
moderate or eliminate the use) in an effort to use the same way but not have the associated
trouble. They will continue to use despite negative consequences. Using the preceding
example, instead of moderating or eliminating the use, the adolescent will drink the same
amount (or more) but make sure his girlfriend isn‘t at the party (or he‘ll get another girlfriend
who doesn‘t mind his drinking) and he‘ll make sure his parents don‘t catch him this time. In
his mind, full of denial, the problem has become the girlfriend and his parents, not his use of
drugs/ alcohol.
PHASE 3 – TROUBLE
Although these people have experienced negative consequences due to their use, they
continue to use. This phase is when denial becomes strong. As the tolerance for the
substance increases, they have to use more, which usually increases the seriousness of the
consequences. The following are examples of more trouble:
Problems with family and friends – arguments, fights, hurting loved ones feelings, neglecting
non-using friends
Emotional pain – guilt, shame, embarrassment, anger, depression
Drug side effects – hangovers, memory loss, vomiting, loss of coordination, inability to
concentrate, lack of sleep
Psychological problems – denial, conflicts in values, low self-esteem, low tolerance for
frustration
Other problems – drinking and driving, poor school performance, missing school, accidents,
unwanted pregnancy, sexually transmitted diseases
At this point, people experience negative emotions because of their use (embarrassment,
shame, guilt, anger, etc.) and cover the negative feelings with yet more use and more
denial. When facilitators are explaining this part of progression, it is wise to use an example
of a teenager to bring it close to home. ―Okay, so let‘s say we have our user Bob here and
after the first trouble, Bob‘s still smoking pot between classes. Now his grades are all in
trouble, and he feels pretty bad about it, so what does he do? More smoking between
classes.‖ Follow this progression to its logical end, emphasizing over and over again that
Bob has the option of treating his addiction at any stage. Underscore that people who are
in this phase of addiction need treatment.
PHASE 4 – MORE TROUBLE
The negative consequences of the previous phase become more apparent. (Your
stereotypical addicts and alcoholics are all in this deadly phase.) The user in this phase
continues to use despite overwhelming negative consequences.
If untreated, this
progressive disease ultimately leads to death. The self-evaluation component, following,
22
gives students the opportunity to assess themselves in the context of this information.
Treatment in this phase is absolutely crucial.
l. SOCIAL/EXPERIMENTATION/RECREATIONAL USE
1) The drug is being used ―recreationally‖ in a social group with friends. The person using
alcohol or another mind/mood-altering drug likes the good feeling it gives him/her.
2) PROGRESSION – Effects and Behavior
1. It is easy to get ―high‖ since the body is not accustomed to the drug.
2. Drugs are usually used with peers.
3. Use may be unplanned.
4. Excitement may be connected with risk-taking
5. Most areas in the life of the drug-user remain unaffected.
3) THE DRUG USER – Relationship to Self
No adverse affects may be evident.
4) RELATIONSHIP WITH THE DRUG
It has not interfered with a balanced lifestyle.
ll. MORE REGULAR DRUG USE
1) The person begins looking for the ―good‖ feeling, and returns to using drugs again. The
pattern of more regular use, along with some negative behavioral changes, can show a
move towards a possible dependency. Why is it being used? What behavioral changes
occur as a result of the drug use? Finding the answers to these questions can help
determine the stage of use.
2) PROGRESSION – Effects and Behavior
1. Drug use increases in frequency. More activities include the use of alcohol and
other drugs.
2. Tolerance for the drug increases. It now takes more of the drug for the desired
effect.
3. Lying begins, to explain changes in behavior.
4. Stealing may become a means to pay for drugs.
5. Drinking alcohol or using another drug may be done alone.
6. Plans are made to get ―high.‖
3) THE DRUG USER – RELATIONSHIP TO SELF
The drug use now requires more time and attention – taking away from normal healthy
activities. Some negative emotions are experienced; guilt, loss of self-respect, anxiety, fear.
4) THE RELATIONSHIP TO THE DRUG becomes priority.
23
lll. DAILY PREOCCUPATION
1) Preoccupation with drugs is one of the major indications of a chemical problem.
Increasing amounts of time, energy, and money are spent on thinking about being ―high‖
and insuring that a steady supply of drugs is available. The user accepts this as normal.
2) PROGRESSION – Effects and Behavior
1. The use of drugs increases.
2. Being ―high‖ becomes ―normal.‖
3. Unsuccessful attempts are made to stop using alcohol or other mood-altering
drugs.
4. Solitary use increases.
5. Behaviors for obtaining money for drugs may conflict with personal values (i.e.,
stealing, selling sex.)
6. The drug abuser denies that drugs are the problem.
3) THE DRUG USER – RELATIONSHIP TO SELF
Family, health, financial, and legal problems multiply. The physical and emotional pain
increases. The user feels ―hooked.‖
4) THE RELATIONSHIP TO THE DRUG continues to squeeze out other relationships and
activities in the drug-abuser‘s life.
IV. DEPENDENCY/ADDICTION
1) There is complete loss of control. The chemically dependent person can no longer predict
what will happen when he/she begins to use any mood-altering drug. Now, daily, almost
constant use is necessary. Denial increases…
Strong defenses create the delusion that there is no problem, even in the face of
overwhelming evidence that the use of chemicals has led to severe physical, mental, and
emotional problems.
2) PROGRESSION – Effects and Behavior
1. Guilt, shame, and self-hatred increase.
2. Physical deterioration continues.
3. Legal problems increase.
4. Family and old friends may not be there for support.
5. The person now needs the drugs physically and psychologically just to function.
6. the person fears stopping because of the physical and mental pain that it will
cause.
3) THE DRUG USER – RELATIONSHIP TO SELF
Professional help is needed to stop taking drugs and to ―get out from under‖ the problems of
his/her lifestyle.
4) THE RELATIONSHIP TO THE DRUG IS NOW ALL-CONSUMING. It is now the center of
life.
24
BEHAVIORS INDICATING A POSSIBLE SUBSTANCE ABUSE PROBLEM
Early signs of a student at risk
Young people may from time to time exhibit some of the signs listed below as they meet
normal everyday challenges. A combination of factors should be present before drug use is
suspected, but even when all those factors are present, drug use is still only one possibility
among all things that can affect young people.
Marked personality change
A placid, softly spoken student suddenly becomes noisy and abusive. The change may be
gradual and apparent only on reflection. Sometimes the reverse may also happen.
Mood swings
Moods may swing from high to low and back again, seemingly without reason, with
outbursts sparked by simple events.
Changes in physical appearance or well-being
Changes in weight, sleep patterns and general health may be sudden or gradual. They may
include slurred speech, staggering, sluggishness, pinpoint or dilated pupils, talkativeness,
euphoria, nausea and vomiting.
Change in school performance
A significant deterioration in performance, especially when a student has been diligent, may
be an indicator of difficulties. A rapid change from poor performance to diligence may be
equally important.
Increased secretive communication with others
A student may suddenly seem to be in secretive communication with others; this is often
manifested as cryptic telephone calls. It should be remembered that some of this may be
typical adolescent behavior.
Intuition
An adult‘s intuition may provide a warning sign of something being wrong with a student,
based on the adult‘s knowledge of that person. It may not be possible to be specific or
clearly verbalize the feeling of something being wrong, but the adult will know that
something is wrong.
Increased need for or supply of money
25
OTHER SIGNS A STUDENT MAY BE AT RISK
School/ Academic
Skip classes or entire days
Drops out of sports and other extra-curricular activities
Disrespectful/ defiant toward teachers, rules and regulations
Frequent suspensions and expulsions
Present in classroom, bur inattentive
Sleeps in class
Wanders in hallways or school grounds
Frequent trips to washroom
Lack of response to concern expressed by teacher of guidance counselor, to any of the
above
Writes drug slang and phrases on school notebooks/ papers
Friends and Peer Groups
Changing attitudes toward straight friends (non-drug users)
Change is peer group with little interest in old friends
Begins to associate with an older crowd
Fights with peers
Family Behavior
Change in attitude toward rules, parents, brothers and sisters
Withdraws from family functions
Isolates (staying in room, etc.)
Breaks curfew, sneaking out, many excuses for late hours
Lies, blames others for irresponsible actions
Violence, physical and verbal
Erratic sleeping habits
Vagueness about company kept and where tome was spent
Physical/ Personal
Glassy, bloodshot eyes, frequent use of eye drops
Dry nose or mouth, redness or rawness of nostrils
Odor of alcohol or marijuana
Burns on hands or clothing
Hangover symptoms – nausea, headache, fatigue, thirst (dry mouth)
Nervous, agitated, trouble sitting still
Brown stained finger tips
Warm skin, excessive perspiration and body odor
Poor muscle control
Deep, nagging cough
Deadened sensory perception
Very defensive
More frequent physical injuries
Undisciplined, doesn‘t get things done on time or as agreed
26
DRUG SPECIFIC SYMPTOMS:
Marijuana: Glassy, red eyes; loud talking and inappropriate laughter followed by
sleepiness; a sweet burnt scent; loss of interest, motivation; weight gain or loss.
Alcohol: Clumsiness; difficulty walking; slurred speech; sleepiness; poor judgment;
dilated pupils; possession of a false ID card.
Depressants: (including barbiturates and tranquilizers) Seems drunk as if from
alcohol but without the associated odor of alcohol; difficulty concentrating;
clumsiness; poor judgment; slurred speech; sleepiness; and contracted pupils.
Stimulants: Hyperactivity; euphoria; irritability; anxiety; excessive talking followed by
depression or excessive sleeping at odd times; may go long periods of time without
eating or sleeping; dilated pupils; weight loss; dry mouth and nose.
Inhalants: (Glues, aerosols, and vapors ) Watery eyes; impaired vision, memory and
thought; secretions from the nose or rashes around the nose and mouth; headaches
and nausea; appearance of intoxication; drowsiness; poor muscle control; changes
in appetite; anxiety; irritability; an unusual number of spray cans in the trash.
Hallucinogens: Dilated pupils; bizarre and irrational behavior including paranoia,
aggression, hallucinations; mood swings; detachment from people; absorption with
self or other objects, slurred speech; confusion.
Heroin: Needle marks; sleeping at unusual times; sweating; vomiting; coughing and
sniffling; twitching; loss of appetite; contracted pupils; no response of pupils to light.
Tobacco/Nicotine: Smell of tobacco; stained fingers or teeth.
65% of Kids
Get Alcohol from
FRIENDS and FAMILY
27
“The Continuum of Drug Use”
Specific Drug : (e.g.) Nicotine - Cigarettes
Non-Use
Stage 1
Stage 2
Stage 3
Stage 4
_____________________________________________________
Before even trying
a cigarette/ or even
thinking about it
Social/
More Regular Use
Daily
Experimentation “Seeking the Buzz” Preoccupation
Addiction/
Dependence
Note Everyone fits on this continuum because of Non-Use category
The Process of Addiction
―It doesn‘t happen overnight – it happens over time‖
________________________________________________________
The first cigarette
If you choose The next few cigarettes Now you may You need a cigarette
to smoke
and your body begins
begin to
just to feel normal
again
to tolerate the presence experience
of nicotine
cravings and
withdrawal in
the absence of
a cigarette
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THE TOP THREE DRUGS KNOWN FOR ADDICTION
These 3 drugs have been listed as the top addictive drugs with the highest dependency
rating. Because it is easy to get hooked into a dependence, recreational use can be quite
dangerous.
Nicotine:
Found in cigarettes, it is the common leading cause of people becoming dependent and
addictive to smoking. If this one chemical was not present, then kicking the habit would not
be so hard for some people. On this list, this is the only legal drug that made it to the top of
the list.
Heroin:
Sadly, heroin is a very dangerous drug that even some high school aged kids are involved
with. It can be snorted, injected or smoked. Often it is mixed with other materials that can
result in convulsions and death. Due to the tolerance that builds up, this drug requires more
and more amounts to get the past high. Those who wish to discontinue often can't cross the
line due to the withdrawal symptoms being so intense. This is a true tragedy.
Cocaine:
Cocaine is a powerfully addictive drug. Thus, an individual may have difficulty predicting or
controlling the extent to which he or she will continue to want or use the drug. Cocaine‘s
stimulant and addictive effects are thought to be primarily a result of its ability to inhibit the
re-absorption of dopamine by nerve cells. Dopamine is released as part of the brain‘s
reward system, and is either directly or indirectly involved in the addictive properties of every
major drug of abuse. An overdose of this drug is a misconception, as even 1 singular dose
can kill you, since it is taken through the nose, it potentially can block the blood flow from
your heart to your brain, thus result in death.
DRUG ADDICTION AND THE BODY
Drug addiction is a condition of uncontrollable desire to consume a drug. Drug addicts are
the people who cannot function without having a regular dose of the drug they are addicted
to. It is something that consumes their thoughts and behavior.
Drug addiction is harmful for both the body and the mind, and has negative effects with
prolonged use. Anything that changes the way your body normally functions is dangerous, if
you use it regularly. Also, with a regular use, addicts develop a tolerance to the drug. This
means they have to consume a larger amount to achieve the same effect.
Different drugs have different affects on the body, but they do have many things in common.
The major effect of drug addiction is that it destroys your immune system. The immune
system is that part of the body that wards off diseases and prevents us from being sick.
29
A drug addict has a very weak immune system and is susceptible to common diseases such
as colds and infections.
Drugs also slow down your metabolism and make you feel hungry less often. This is the
reason why drug addicts are usually underweight and weak. It affects your stomach and
intestine, and can lead to constipation. Drug abuse also weakens your bones and increases
your chances of developing osteoporosis.
Drugs, which are stimulants, have a different affect on the body than depressants.
Stimulants increase your blood pressure and heartbeat rate, and even increase your
chances of developing cardiac problems. On the other hand, depressants lower your blood
pressure and heart beat, and slow down your reaction time.
Drugs also have negative effects on your organs. People, who are addicted to drugs that are
smoked, have weak respiratory systems and lungs. They have difficulty breathing and are at
a higher risk of developing lung cancer. In the same way, alcoholics have permanently
damaged livers as excessive consumption of alcohol destroys the liver. This makes it
difficult for the body to release toxins. Kidneys are another organ which feels the affects of
drug addiction.
Drug addiction also prevents vitamins and minerals to be properly absorbed into the body.
This is the reason drug addicts have weak, thin hair, and weak nails. They also have poor
skin tone as the blood circulation in their body is constricted. Many drug addicts are also
anemic and have low iron absorption.
Drug addiction also has severe negative effects on the brain. It causes a loss of
concentration, and can also lead to depression or other mental disorders. It can also affect
your eye-sight and coordination.
ADDICTION TERMINOLOGY
1. Tolerance – Physical tolerance is the body‘s ability to adapt to the usual effects of a drug
so that an increased dosage is needed to achieve the same effect as before. Tolerance
begins to occur in the early stage of addiction.
2. Cross-Tolerance – among certain related drugs (narcotics), tolerance built up to the
effects of one drug will carry over to another drug.
3. Enabling Behavior – In the area of chemical abuse, behaviors of one person which
encourage another‘s chemical abuse are known as enabling behaviors. These behaviors
may be conscious or unconscious, intentional or unintentional. An example would be
someone who downplays or denies the problems a friend is having with drugs.
4. Withdrawal – this is the result of discontinuing the intake of a drug after developing
physical dependence. With alcohol this may cause such reactions as mild disorientation,
hallucinations, shaking and convulsions.
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SECTION 5
TIPS FOR TALKING ABOUT DRUGS
IN THE CLASSROOM
31
CREATE A POSITIVE CLASSROOM ENVIRONMENT
Drug education is most effective when students feel comfortable sharing their ideas and
asking a lot of questions.
Create a climate where students feel comfortable approaching you, expressing
feelings and asking questions.
Give all students an opportunity to talk – the quiet ones often have questions to ask
but feel they do not get to share them.
Demonstrate your interest in the students and their concerns by asking appropriate
questions.
Listen to everything that a particular individual has to say before formulating a
response.
Always leave the door open for future conversations and communication.
Although it is essential that educators provide students with accurate facts about drug abuse
and its side effects, prevention education also centers on listening. Listening carefully and
really hearing involve the following:
Listen to the words being communicated, but also be aware of the non-verbal
communication that accompanies these words. Non-verbal cues indicating feelings
of fear, anger, or guilt are important for teachers to understand if they are to be truly
helpful to their students.
Listen by paying attention. Looking directly at a student who is speaking is very
confirming. It allows the student to believe what he or she is saying is being listened
to, is important, and is being understood. Teachers need to be aware of their own
non-verbal behaviors when they listen, such as frowns when they disapprove of
something and smiles when they approve.
Listen without interrupting. Interrupting a person who is trying to understand or be
understood or trying to express feelings about something very important, frightening
or guilt-laden may result in a shut-down at the very moment when an unclear or
undeveloped thought is about to be clarified.
Listen without judging. For students to learn through open communication, you
must permit them to speak and listen when they are speaking. The very thoughts
that might be responded to quickly in a negative, judgmental way may be of great
concern to the student.
Listen without giving advice. Giving advice is often an easy way of dealing with a
complex problem. Students attempting to cope with the many issues associated with
drug use must examine each issue and may not respond to quick and seemingly
easy solutions. Communication takes time; giving advice often short-circuits the
process.
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DELIVERING AGE APPROPRIATE MESSAGES
Grade School Children
When attempting to help school-aged children deal with a world that uses alcohol, tobacco
and other drugs, consider the following:
They are moving from total dependence on their parents to shared dependence with
parents and peers.
They are very concerned and focused on their maturing bodies and respond to
information about health, nutrition and exercise.
They tend to see things as either black or white; rules govern most aspects of their
play and life. Legality and morality have strong meaning for children this age.
They view people and messages as they want them to be, not necessarily as they
are. Tobacco and alcohol advertising often uses this "fantasy" appeal.
Before leaving elementary school, children should know:
The immediate effects of alcohol, tobacco and drug use on different parts of the body,
including coma and death;
The long-term consequences of drug use, including addiction and loss of control on
one‘s life;
The reasons why drugs are especially dangerous for growing bodies, and;
The problems that alcohol and other illegal drugs cause not only to the user, but to the
user‘s family and the world.
Middle School Children
The middle school years are a critical time for intense drug education and prevention
messages.
To demonstrate the ability to describe the physical and behavioral effects of using drugs,
alcohol and tobacco.
To demonstrate the ability to identify risk factors for young people who choose to use
drugs, alcohol and tobacco
To develop skills for making better choices.
To acquire the ability to resist peer pressure.
The likelihood that kids will try drugs increases dramatically during this year. A child is going
to meet lots of new kids, seek acceptance, and start to make more — and bigger — choices.
For the first time, kids will be exposed to older kids who use alcohol, tobacco, or other drugs.
New middle or junior high school kids often think these older students are cool and may be
tempted to try drugs to fit in.
33
When attempting to intervene positively in the lives of middle school youth, help them gain
control of situations and not be controlled by them, it is important to remember what
motivates them.
They are often controlled by the moment, acting first and thinking about it later. What
feels good at the moment can easily dictate the choices they will make.
They are keenly interested in their bodies and appearance, in how to become
stronger or more attractive. This interest can provide a natural opening to teach them
about the health hazards of alcohol, tobacco and other drugs.
They are big risk takers, quick to test limits, break rules and even flirt with death.
They enjoy danger and often believe they are invincible.
They can think abstractly and are sufficiently aware of their own future to see the
benefits of education and how their behavior can have long-term consequences.
They are beginning to see shades of gray and recognize that complex moral issues
cannot always be defined in black and white. They are influenced more by their own
ability to make moral judgments than by the opinions of those who have the power
and authority to tell them what to believe and how to behave.
They are involved in their friendships. It is through friendships that they explore the
world, test out ways of being and behaving, and acquire a sense of both belonging
and identity. It is critical that parents, teachers and other adults help them learn how
to develop healthy, positive friendships and reject friendships that are unhealthy.
They want to grow up, but they don‘t always know how to do it successfully. They
definitely need adults in their lives to answer their questions, help with their
problems, and generally serve as models of healthy, responsible, mature behavior.
High School Children
Drug prevention messages must have a foundation of accurate, factual information from
which youth can draw conclusions about the dangers and long-term effects of drug-use.
Still, there are certain things educators should keep in mind when communicating with high
school students about substance abuse.
They need to continue learning and practicing how to resist peer pressure and to
understand the valid reasons for saying "no" to risky behaviors.
They need to be allowed to make independent decisions and to assume
responsibility for choices that affect them and others.
They need to see that, as citizens, they are responsible for making their communities
better, safer places to live.
They like to explore different sides of issues, examine various interpretations and
justify their actions as correct moral choices.
34
There is no ―best way‖ to talk to teens about drug use, but there are approaches that work
better than others.
Avoid talking about your personal use of substances.
Remember that students are not all the same.
Take advantage of teachable moments.
Be prepared to handle disclosure.
Remember that students are not all the same.

It is important not to label or stereotype youth – they are diverse in their patterns and
attitudes about drugs. Some will have negative attitudes towards substance use. Others will
have family members who drink responsibly. Still others will have already experienced the
effects of a family member‘s alcoholism or drug addiction.
Take advantage of teachable moments
Media coverage of impaired driving deaths, drug busts or celebrity misbehavior often offers
timely openings to discussions about the effects of alcohol and other drugs.
Be prepared to handle disclosure
A student may disclose a personal or family problem with substance use.
Do’s:







Be familiar with school policies, procedures and protocols for handling these disclosures.
Wait until other students leave the room before discussing it.
If the disclosure happens during class, gently ask the student to wait until after class to
discuss it further.
Focus fully on the student.
Listen to the student and let him or her finish telling you their thoughts.
Take the student to the school counselor or make an appointment to do so.
Follow up with the student and with the appropriate staff to ensure the student is getting the
help they need.
Do Not’s:






Allow it to be discussed with other students in the classroom.
Try to act as a counselor.
Offer pat answers or treat the situation lightly.
Make promises to tell no one.
Display anger or disappointment.
Discuss the situation with other teachers except within school procedures.
View the school as a community

The school is a real community where teens spend much of their lives. The environment,
particularly the social environment, is a powerful protective or risk factor, depending on the
where he student is positioned in the social matrix. Work with other staff and the students
themselves to build a supportive, caring school community.
35
ACTIONS TO MINIMIZE DRUG INCIDENTS AT SCHOOL
1. PUBLICIZE THE DRUG POLICY
2. REINFORCE THE MESSAGE
Publicize widely that the illicit use, possession and
supply of drugs in the school are unacceptable and
will result in serious consequences.
Reinforce the unacceptability of illicit drugs in school
by consistently acting on stated actions, including
police and parental involvement.
3. SAFE SCHOOL ENVIRONMENT
4. APPLY CONSEQUENCES
Establish an environment in which all school
community members have enough care and concern
for each other that they will confidently pass on
information about people using, carrying or selling
drugs.
Identify unambiguous consequences and apply them
consistently and fairly to users and suppliers.
5. REINTEGRATE WHEN POSSIBLE
6. EDUCATION PROGRAMS
Use police warnings where possible and reintegration
processes such as community conferencing or
community service.
Implement education programs that reinforce the
consequences of having illicit drugs at school.
7. MAINTAIN AND SUSTAIN EFFORTS
8. INFORM THE COMMUNITY
Ensure that detection and deterrent processes are
maintained.
Inform the whole community about the possible
consequences and potential outcomes of being found
with drugs at school.
9. REVIEW AND REVISE
10. MEDIA STRATEGY
Review and revise the drug strategy and procedures
regularly and revise them as required.
Devise a strategy to inform the media on procedures
for managing drug incidents
36
SECTION 6
REACHING HIGH RISK STUDENTS
37
EIGHT MAJOR INDICATIONS FOR REFERRALS – When to refer a
student to a counseling or student assistance program.
1) Problems with Grades
This includes students who are continuously experiencing academic difficulty, or students
who are experiencing a sudden downturn in otherwise good grades. If this is the only
indication, school guidance services should be notified first to see if the problem is academic
in nature. There are indications, however, when it is not purely an academic matter. For
instance, students who do very well on assignments when they turn them in, or who report
that they can‘t do their homework because of problems at home, may well be living with
addiction, abuse, or neglect. Students who are perfectionists, who become unduly
distressed because of a less-than-perfect grade, may be under tremendous pressure from
home and may be acting out the ―hero‖ role in alcoholic or addicted families. For students
whose grades are a first priority, a change can mean a change in friends or values, or the
onset of hopelessness or depression. For students whose grades are a last priority, we
have to ask – what else are they taking care of?
2) Problems with Attendance
This includes truancy, tardiness, sporadic attendance, inability to make it to early-morning or
late-afternoon classes, and students who come to school but leave soon after. These
problems can all be indicative of a chaotic family life where older siblings are required to
care for younger ones, even if it means missing school. It can also be indicative that the
student is experiencing the various illnesses that are associated with being a child affected
by addiction. Studies show that children of addiction complain of far more physical ailments
than other children.
Very spotty attendance can also indicate that the child is completely out of control – that the
parents no longer even attempt to keep track of him or her. This sort of neglect usually
indicates a lengthy history of problems in the family. The parents may be simply exhausted, or
they may need help in understanding their responsibilities to the child.
3) Disruptive Behavior in Class
This includes sleeping in class, disciplinary problems, fighting, cheating, dramatic attention
getting, acting out, crying, sullenness, negativity, paranoia, and being the class clown to the
point that the student‘s antics distract the rest of the class. All of these behaviors can be
indicative of budding chemical dependency or can be the characteristics screens under
which children of addiction hide their pain, or they can be indicative of learning disabilities.
Clearly, some of these behaviors must be dealt with using traditional disciplinary system,
because teachers cannot set a standard of allowing negative behaviors to go unchecked.
To do so invites mayhem. Where disruptive behavior in the classroom is evident, teachers
are encouraged to make multiple referrals – to the administrator in charge of discipline, the
guidance department, school counselor or a student assistance program. When students
are responded to this way, their attention needs can be met more appropriately.
38
4.) Involvement with the Disciplinary System of the School
This includes students who are found over and over again in internal and external
suspension, detention, and the specific disciplinary consequences of your school or district.
Students can be acting out their pain in very inappropriate ways, which lands them in trouble
again and again. For some, the missed class time resulting from disciplinary action puts
them even more behind and provides the final incentive for dropping out altogether.
Especially for students who are disadvantaged because of addiction or other serious
dysfunction in their homes.
Some students ―use‖ the disciplinary system because it is the path of least resistance,
especially if a student is stoned, nursing a hangover, tripping on LSD, or coming off a high.
It is easier to mouth off to a teacher first period and spend the rest of the day in suspension
than it is to face every class and every teacher all day long. For the student experiencing
the despair of chemical dependency, it seems an easier choice. So, if you carefully comb
the disciplinary system of your school, you are likely to find students who are in trouble with
more than just the principal.
5) Legal Problems
This includes possession of alcohol or other drugs, vandalism, driving under the influence,
involvement with the police for assault, breaking and entering charges, students being
subject to a restraining order or issuing one, and involvement in school violence. (Minors‘
police records are protected by confidentiality laws – so be careful if you happen to come
across it.) Teachers are most likely to come across information that one of their students
has been involved in legal problems through the student, parents, or other students talking
about the situation. Rarely do police make contact with schools because of the complicated
confidentiality concerns. (However, students can sign releases of information through the
police department and police can make contact with the schools authorities/ counseling
departments. This may be an alliance a teacher may want to foster.)
Any kind of legal problem indicates that the student is experiencing difficulty of some kind.
When police are summoned to a student‘s home, it is often because of violence. Many
students become involved with the police because they are runaways. Quite often,
runaways are chemically dependent and therefore cannot put up with the rules of the house,
they are being physically or sexually abused, or they are children of addiction, fed up and
scared. All of these situations merit a referral to a student assistance program.
Legal difficulties that are not school related may be tricky in terms of the school‘s‘ authority
to intervene. Some may argue that legal difficulties which have nothing to do with school
should not be followed up by a school-based program. However, a very good case can also
be made that legal troubles indicate high-risk status for a particular student, and that such
behavior should be followed up. The core team must determine how cases outside of
school will be handled when drafting a substance abuse policy.
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6) Problems with Extracurricular Activities
This includes sudden lack of interest in an extracurricular activity or loss of privileges
because of unacceptable behavior. In particular, pay attention to good and promising
athletes, musicians, writers, and so forth who give up these demanding activities completely.
It can mean that practice time is cutting into party time.
Extracurricular activities are the little families that emerge out of school communities in
which students identify themselves socially. When a student begins to withdraw from his of
her school ―family‖ teachers should take notice that a real family would. Of course, there are
good reasons why students sometimes drop out of activities; for instance, they may be
overcommitted, or get a job, etc. But often, students who are beginning to get into trouble
reject their old ways for new ones. On the other hand, children of addiction are often
needed at home to care for younger siblings or to take care of the addicted parent, and they
are forced to give up extracurricular activities. Encourage teachers, coaches and advisors
to get a feel for what is going on.
7) Problems at Home
This includes a student living away from home, or a student fired from a job, or any other
situation at home that could be affecting a student‘s ability to perform at school. A teacher‘s
knowledge of any of this or about parental alcoholism or addiction, or a chaotic or abusive
family life, is also good reason for referral to a student assistance/ counseling program. It is
interesting to note that most of the other ―signal‖ behaviors, at the source, may indicate
problems at home. Often, a student who has problems at home may also display one or all
of the other indications for referral
When an adolescent moves out of his or her house or goes to live with a relative or friends,
the situation is rarely a good one. (Although it is occasionally a healthy, well-thought-out
response to irreconcilable differences.) How ever, these situations often indicate real family
dysfunction, including the biggies: alcoholism, addiction, abuse, and neglect. Also pay
attention to students who move out of their homes on the very day they turn eighteen. Even
though most of these eighteen year olds are seniors, there is still time to intervene so they
can get some of the self-help they need and deserve.
8) Alcohol or Drug-Specific Behavior or Indications
This is where there seems to be the most confusion about referrals to student assistance
programs. Teachers, counselors, and administrators who catch students in the act of using
alcohol or other drugs or being under the influence need to make immediate referrals to the
administration so students receive both disciplinary consequence and automatic referral to
the student assistance program, with their parents‘ knowledge. Entreat your faculty to
remember that they are not the ones getting the students in trouble. The students are
getting in trouble because of their alcohol or other drug use.
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Students who are caught using or having used alcohol or other drugs should receive both a
disciplinary consequence and participation in a substance abuse program. One without the
other doesn‘t do much good. Discipline is needed so students get the message that it‘s not
okay to use at school. Participation in a substance abuse program is needed so students get
the message that we think their use at school or school related functions is indicative of a
problem.
Student assistance programs underscore that it is not acceptable for students to be at school
under the influence of alcohol or other drugs, and we‘re not going to make a dent in student
use until we begin to address that subject explicitly. When teachers strongly suspect that a
student has been using alcohol or other drugs, and are currently under the influence, they
need to respond to that, and call an administrator. The discipline half needs to be handled
right there and then. Otherwise, enabling is going on.
On the other hand, teachers who notice unsettling behavior changes, have gut feeling that
something is wrong, or who are made aware of alcohol and other drug use by students
(without catching them) should make referrals to the student assistance program out of
concern. These referrals are made in the spirit of concern, not accusation, and in some
student assistance program structures, students are not even required to respond to a referral
made out of concern. So, a student who is overheard in homeroom reporting to her friends
that she can‘t remember getting home from a party on Saturday night merits a concern
referral to the assistance program. A student who is currently under the influence in
homeroom merits a disciplinary referral to the school administration. As part of the
consequence for violating the school‘s drug use policy, she will be involved with the student
assistance program, as well as spending a day or two in internal suspension.
The aforementioned behaviors do not necessarily indicate that a student is seriously involved
with alcohol or other drugs, but the behaviors do indicate that something is amiss in the
student‘s life.
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HELPING TEACHERS MAKE APPROPRIATE REFERRALS
Most teachers will want to make non-anonymous referrals because the straightforwardness
helps to build an honest atmosphere in which all referral sources can feel free to share the
concern they feel with their students.
As much as possible, encourage teachers to leave their names with concern referrals,
especially when their cause for concern is based purely on observation, because it makes a
student assistance program‘s initial session with the referred student so much easier.
When a student is referred anonymously, the potential is there for the student to spend most
of the first session trying to figure out who referred him or her. There is also some question
as to whether the name of the referring teacher should appear on a referral form, in case
you ever have to relinquish records. Should this be of concern, simply record the students
name in your personal records.
There are bound to be some cases, however, when a teacher will not want to leave his or
her name at all, and the student assistance program should allow for that in the planning. It
helps those teachers who genuinely want to contribute to the assistance program, but
simply don‘t feel able to jump in with both feet yet.
ENCOURAGING PEER REFERRALS
Students know, better than adults can ever hope to, the differing shades of tragedy that
affect their own generation. If asked, they can tell you which kid in their particular crowd
―sort of has a drug problem‖ and who ―really has a drug problem.‖ They know when a friend
is being abused, when he is sexually active, when parents leave for the weekend, and when
fellow students sell drugs. Somehow, adults are left in the dust in this regard, and we have
to depend on the kindness of these young people to fill us in. That is why it is essential that
your student assistance programs person(s) is accessible to adolescents and that all
policies and procedures reflect deep respect for the student body you serve.
Peer referral is a central part of a student assistance program, because rarely will students
break a friend‘s confidence unless they have their finger on the pulse of a potential tragedy.
Because peer referral is so important, we must make sure students can contact someone
when they know that a friend is in serious trouble.
It is common for groups of young people to refer a friend who they feel is ―headed into the
deep end‖ to a student assistance counselor. This friend might be changing in any number
of ways, perhaps becoming involved with a new, older boyfriend or girlfriend, using alcohol
or drugs, or talking either vaguely or specifically about suicide. Particularly where suicide is
concerned, peer referrals must be taken seriously, and it is imperative for the student
assistance person to make contact with the student, the student‘s parents, and guidance
staff without delay.
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HANDLING ANONYMOUS PEER REFERRALS
Students too, need the option of leaving a referral anonymously. In fact, a good percentage
of peer referrals are left anonymously, because in some settings students may still worry
about what will happen to them socially if they express concern about the way a friend is
drinking or drugging. Sometimes, it is practically impossible to keep a referring student‘s
anonymity if he or she has information that couldn‘t be obtained elsewhere. Try to convince
these students to take the leap of faith and leave their names. Sometimes it even works to
have the referring student go and get the other student. When they both arrive back at the
office, keep them for a few minute, explaining the referral procedure and reassuring them
both that it was a good thing that the friend cared enough to make the referral.
When students can‘t or won‘t leave their names, respect that decision. It probably wasn‘t
arrived at easily in the first place. In those cases, you may have to do some research, look
at the students grades and attendance to give yourself some plausible reason for calling the
student to the office.
When handling an anonymous peer referral, you can ell the student that it was a teacher
who made the referral, because adolescents will ferret out who left the referral if they know it
was a peer. Particularly in sensitive referrals involving alcohol or other drugs or physical or
sexual abuse. Protect the student confidences as much as possible. While encouraging the
referring student to tell the friend that he or she was the concerned person who left the
referral, but in his or her own time.
ENCOURAGING PARENTAL REFERRALS
Two kinds of referrals come from parents. The first is when a parent discovers that
something is amiss with his or her child, talks with the adolescent, and then refers the
student to the student assistant program with his or her knowledge. Because parents talk to
the guidance counselors, the student‘s guidance counselor is also aware of these referrals,
and the student comes to the assistance program, perhaps grudgingly, but with a pretty
good idea of what has been reported to the counselor. In some cases, the parent brings the
student in personally to talk with the counselor, which indicates good commitment on the
part of the parent. It may take a while to ―win‖ these students, but once the counselor has,
you have a great chance of guiding them to appropriate services because their parents have
been involved from the start, are aware of the difficulties the student is experiencing, and, as
evidenced by the referral, are willing to take steps to insure that their child gets help. These
are manageable referrals and the kind you want to encourage.
An unmanageable referral occurs when a parent suspects the child of something, especially
alcohol or other drug use, but hasn‘t confronted the student and wants the student
assistance program to check up on the student and then check back with the parent. They
want the whole thing to be on the sly. Normally these kinds of referrals are not accepted,
unless the parent allows the counselor to tell the student who made the referral. This is not
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designed to discourage parental involvement, but to consider how it looks from the viewpoint
of the students‘ ―Now the counselor is taking calls from our parents, and using the counselor
to check up on us!‖ Whose side is the counselor on anyway? Parents usually respond
positively to the policy once they understand it.
For the most part, parental referrals are positive and very helpful because there are a lot of
students who hold things together pretty carefully at school, but really display symptoms of
drug dependency or other problem behavior at home. The mood swings, temperament, new
unfamiliar behavior, isolation, etc., plays itself out more clearly in the context of the family
than the schoolyard. It is not unusual fro a student assistance counselor to get a call from
parents who have returned from an emergency room where they have had their child‘s
stomach pumped after the student ―….who we never dreamed even drank at all…‖ had
pounded down twelve or fifteen shots of liquor.
Headway can be made with students from a parental referral once you assure the student
that you are not on anyone‘s side and that you won‘t be getting back to the parents without
the student‘s knowledge. The same confidentiality regulations apply to parental referrals,
although parents will know that the student is involved with the program.
Some Final Words about Reaching High-Risk Students
Intervention in student alcohol and drug problems begins when students begin to realize that
people are noticing their behavior, and they‘re going to keep on noticing. There‘s great
strength in having school, family, and community simultaneously keeping an eye on a
student‘s behavior.
Connecting students to helping services using a behaviorally based referral system means
that you are paying attention to the signals that adolescents send and are responding
appropriately with an offer of services. The good news is that if you answer their first
behavioral call, some may never need to call any louder.
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SECTION 7
HELPING OTHERS
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HELPING OTHERS
The Principals involved in Helping Others
RESPECT
ACCEPTANCE
Respect involves being open to another
person and having confidence in his or
her strength and intelligence; having
Respect for his or her judgment and values.
Acceptance involves recognizing the positive
aspects of another person, and distinguishing
between what that person says and does, and
the actual person. The following message
be made clear. “I like you the way you are!”
HELPING
Helping requires involvement,
breaking down barriers and
communicating.
Simply knowing that someone is
available to listen and
understand makes it easier
to overcome a difficulty
CONFIDENTIALITY
SINCERITY
Confidentiality involves being discreet
And worthy of another’s confidence, as
A means of preventing injury to that
person, who wishes his or her affairs to
Remain private
Sincerity involves being as genuine as possible
and expressing true feeling, without concealing
such emotion behind a mask of façade. Being
sincere also involves not becoming overwhelmed
with negative emotion, by expressing such
feelings, not making promises that cannot be
fulfilled and knowing and accepting one’s
limitations.
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WHAT CAN I DO TO HELP?
In order to help someone identify and better understand his or her situation, it is necessary
to know exactly what is taking place. By taking the time to understand what is preoccupying
or troubling that person and exploring the problem more closely, it becomes easier to
understand the problem that he or she is experiencing.
Helpful Hints:
1. Listen carefully.
Listening carefully implies being attentive, in order to perceive all messages, whether verbal
or non-verbal. The person may express feelings of shame, guilt, aggressiveness and
helplessness. Listen to what he or she decides to tell you about himself or herself.
Remember that listening is far more important than speaking.
2. Be perceptive and assertive.
It is important to be perceptive enough to recognize the warning signals of or precursors to
more serous troubles. It is equally important to demonstrate assertiveness by letting that
person know that you are available, that you place great importance on his or her well-being
and that you are ready to help in any way possible.
3. Be calm.
You can be a calming influence. Express yourself clearly, discuss the situation rationally,
ensure that the person remains calm and breathes deeply while communicating his or her
feelings. Try to lighten the mood by introducing some humor into the situation or by
changing the subject momentarily, bearing in mind that you are nonetheless dealing with a
serous problem. Remember that such matters cannot be settled immediately.
4. Maintain contact.
Maintaining contact will intensify communication between you and the person and will
reassure him or her. Make the person aware that you are listening, by means of a gesture,
a kind word or a reassuring look. Thus, the person will recognize your sincere desire to help
him or her.
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5. Do not judge.
Avoid judging or moralizing in order to maintain contact. An attitude of superiority or
detachment is likely to elicit feelings of inadequacy or mistrust, thereby making it impossible
for you to offer help.
While it is important to identify the person‘s problem, it is equally important to adopt a
positive attitude and recognize his or her strengths. Them, consider the following: What
more can you do? Who can you turn to for help? Have you ever experienced a similar
situation? Encourage the person to develop his or her own problem-solving and decisionmaking abilities. The person must feel that you are offering support. Be positive: actively
seek out a solution to the problem, use optimistic language and offer examples of previous
successes.
6. Use common sense.
Common sense is a means by which you can arrive at a solution. It is not advisable to
complicate matters or to attempt to offer professional advice.
7. Be realistic.
The ability to adopt a realistic approach to the problem is invaluable. Do not be afraid of
your emotions or those of the person you are trying to help. Both of you must accept the
reality of the situation and try to find imaginative ways of dealing with it. Using simple
language and offering concrete examples can help you distinguish between what is possible
and what is not.
8. Adopt an attitude of acceptance.
It is important to accept the person you are trying to help, regardless of his or her individual
characteristics and lifestyle. By focusing on the person‘s particular needs, you can help him
or her set goals, examine possible outcomes and develop a short-term plan of action that is
likely to lead to success. This initial success is apt to restore his or her self-confidence.
9. Share responsibility.
Sharing responsibility implies helping the person solve his or her problems. It is important to
have confidence in the person‘s problem-solving abilities and avoid having him or her
depend on you. He or she must set a goal for himself or herself and be sufficiently motivated
to achieve it. The person must recognize that it is in his or her interest to take action; he or
she must nonetheless remain realistic. Success is not necessarily easy to achieve. Bear in
mind that you can offer assistance but you cannot solve another person‘s problems.
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ENABLING BEHAVIORS
What is Enabling?
When we talk about alcohol and other drug problems, we often accuse the person in
question of ―being in denial‖ and ―not wanting to deal with the problem.‖ Unfortunately, this
part of chemical dependency is contagious, and people who are involved with a person who
has an alcohol or other drug problem tend to take on some of the following behaviors.
These behaviors are called ―enabling‖ because they enable the person to stay sick longer.
These behaviors are certainly prevalent in school systems. When we in schools quit our
enabling behavior, our students have a better chance of getting well.
Denying That a Problem Exists
School Level: Some school personnel deny that there is an alcohol and other drug problem
in the school. They simply don‘t believe it or they think the reports are so grossly
exaggerated that it doesn‘t even warrant their concern. This is easy to do, especially if you
avoid students who use and don‘t listen to what students are saying. School personnel who
deny that there‘s a problem wonder, ―What is everyone talking about? I‘ve never seen a
drug deal here.‖
Individual Student Level: This is simply denying that a student uses alcohol or other drugs
because we‘d rather not believe it than have to deal with it. ―John is not drinking, I know it.
He‘s just not the kind of kid who‘s drink.‖
When we deny the existence of problems, we don’t have to work on their solutions.
Minimizing the Problem
School Level: In this case, school personnel admit that there may be a problem, but they
minimize it in their minds so it‘s not too important. Then they don‘t have to deal with it.
Minimizing a problem in a school system sounds like this. ―OK, sure, there‘s some drinking
and drugging going on here, but our basketball team is ranked second in the state. We
must be doing something right.‖ What does one have to do with the other? In this way, we
eliminate the urgency of dealing with the alcohol and other drug problem by soothing
ourselves with other successes.
Individual Student Level: When we minimize an individual student‘s use, we diminish the
student‘s chances of getting the help he or she needs. Minimizing use can mean calling the
use a ―phase‖ or saying, ―Sure, she‘s had a few beers in her life, but that can‘t be what‘s
affecting her grades.‖
When we minimize problems, they seem so insignificant that we can overlook them.
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Rationalizing the Problem
School Level: When we rationalize behavior, we try to think up reasons or excuses for it as
though that‘s part of the solution. In school systems, we say, ―Increased alcohol and other
drug use is a product of the breakdown of the family.‖ While this may or may not be true, it
doesn‘t help solve the problem, but it helps us to feel that we have put some thought into it.
We still haven‘t affected the problem at all.
Individual Student Level: When we rationalize a student‘s use of alcohol or other drugs,
we think we have figured it out. We make excuses for the behavior and say, ―He‘s going
through a hard time right now. That‘s why he‘s smoking so much pot.‖ Or, ―Her parents got
a divorce. That‘s why she‘s drinking.‖
When we rationalize a problem, we find excuses for it and therefore don’t have to deal with it.
Blaming the Problem on Someone or Something Else
School Level: Blame is just another rationalization, but it is so often used that it deserves
special attention. When we blame the problem on someone or something else, we relive
the affected person (or system) of his or her responsibility to do something. In school
systems, if we blame parents for their children‘s alcohol and other drug use, it relieves us of
our responsibility to try to address the problem.
Individual Student level: When we blame someone or something else for a student‘s
alcohol or drug use, we are conspiring in the student‘s own denial. When we say, :It‘s his
girlfriends fault because she introduced him to the wrong crowd,‖ we essentially tell our
affected student that he has no say in whether he uses – it‘s up to his girlfriend.
When we blame problems on other people or situations, we don’t have to deal with the real
problem.
Avoiding Discussion of the Problem
School Level: When we avoid discussion about alcohol and other drug-related problems,
we don‘t have to acknowledge them and we don‘t have to create policies and practices to
deal with them.
Individual Student Level: When we avoid discussion about alcohol or other drug use with
individual students, we insure that they won‘t bring up anything we‘d have to deal with. In
this way, we are hoping that if we don‘t talk about it, it won‘t exist.
Avoiding discussion about alcohol and other drug problems makes us believe that we won’t
have to deal with them.
All enabling behaviors ultimately guarantee that we don’t have to deal with the problem.
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ENABLING – DO YOU KNOW HOW TO RECOGNIZE IT?
Enabling for School Personnel include the following:
Looking the other way when you know that students are using or have used alcohol or other
drugs.
Laughing at, or minimizing student‘s talk about alcohol and other drugs in the classroom
Lowering your standards in class for behavior, level of attention, and quality of work.
Allowing students to sleep in class.
Believing that a student is a ―lost cause‖ and therefore not referring him or her to appropriate
services (or assuming he or she has already been referred.)
Believing that a student is ―above‖ being involved with alcohol or other drugs.
Wanting to give every student a break, seeing your self as Mr. or Ms. Niceguy.
Not asking students about their chemical use in counseling sessions.
Thinking that all alcohol and other drug use are attributable to underlying causes.
Trying to handle violations of the school‘s drug use policy by yourself.
Being reluctant to confront a student about alcohol or other drug-related issues because
you‘re afraid the student will be ―mad at you.‖
Being reluctant to report alcohol or other drug-related suspicions because you‘re afraid you‘ll
push the student ―over the edge.‖
Trying to make consequences easier for some students.
Correlating alcohol and other drug use to intelligence or morals (―John‘s too smart, or too
good a kid to use drugs.‖)
Thinking that some level of adolescent alcohol and other drug (which you‘ve determined) is
acceptable and even amusing.
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ENABLING IN THE SCHOOL: HOW TO STOP IT
Definition of an Enabling System: ideas, feelings, attitudes, and behaviors that
unwittingly allow and/or encourage drug and alcohol problems to continue or worsen by
preventing the abuser from dealing with the consequences of his or her behavior.
How to Stop Enabling in the School:
1. Don‘t avoid places in school or on its grounds where students are known to use drugs
and alcohol.
2. Report apparent exchanges of money and/or drugs in school and on school grounds.
3. Don‘t ignore apparent intoxication of students.
4. Pay attention to students‘ claims in class about their use of drugs and alcohol.
5. Have clear and consistent standards of acceptable academic performance and classroom
behavior, and enforce these standards. Don‘t relax your standards for students you know or
suspect are using drugs.
6. Report any student drug and alcohol use that you see to the appropriate authorities in
your school.
7. Refer students suspected of alcohol and drug involvement, or who have a pattern of
unacceptable performance or conduct, to appropriate personnel in your school.
8. Don‘t assume that because a student performs well in school, he or she couldn‘t be
involved with alcohol or drugs.
9. Include questions about drug and alcohol use as part of counseling sessions.
10. Involve other agencies or authorities in dealing with alcohol and drug involved students.
11. Enforce a ―no use‖ policy that includes provisions for assessment, education,
counseling, and referral.
12. Know your role in the drug and alcohol policy in your school.
13. Give a clear ―no use‖ message.
14. Be a positive role model.
15. Be aware of your own personal issues regarding drugs and alcohol.
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WHAT IS DENIAL?
Denial is a psychological mechanism or process by which human beings protect themselves
from something threatening to them by blocking knowledge of that thing from their
awareness.
The denial that this thing exists in their lives is below the level of awareness. It is done
subconsciously. In other words the person doesn‘t know or is unwilling to admit that it
exists.
The problems overshadow or cloud a person‘s ability to realize or recognize that the thing,
set of circumstances, events or phenomenon are actually happening in their lives.
It impairs judgment and results in self-delusion which locks the individual into an
increasingly destructive pattern of living.
This process of denial has many faces which may manifest or characterize themselves in
any one or more of the following ways:
1.
Simple denial – maintaining that something is not so, which is indeed a fact and very
obvious to important others in the person‘s life.
2.
Minimizing – admitting superficially to the problem but will not admit that it is serious
in scope.
3.
Blaming (also called projection) – denying responsibility for certain behavior and
fixing the blame on someone or something else.
4.
Rationalizing – offering alibis, excuses, justifications or other explanations for
behavior. The behavior is not denied but an inaccurate explanation of its cause is
given.
5.
Intellectualizing – avoiding emotional, personal awareness of a problem by dealing
with it on a level of generalization, intellectual analyses, or theorizing.
6.
Diversion – changing the subject to avoid discussion of the topic that is threatening.
7.
Hostility – becoming angry or irritable when reference is made to the problem
causing conflict. This is a defense to back the challenger off the problem.
Denial is automatic – it operates below the level of awareness – the affected
individual does not really know that he/she is engaging in the acts of denial.
Denial is progressive – the affected individual sets up such an elaborate system of
denial mechanisms that they pervade the entire personality and become so
enmeshed that they are extremely difficult to penetrate.
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Avoiding Uncomfortable Realities
Snap answers are a way to avoid admitting an uncomfortable reality. We don‘t consciously
have to think about what to say. The denial comes from the unconscious as an immediate
statement, said in a truthful, innocent or irritated voice. It comes from a fear of looking bad
or of having to give up a dependency we don‘t think we can do without.
In addiction, denial gets stronger and more rigid. Alcoholics and addicts consciously believe
their own denial to avoid the painful reality that addiction controls their life. We can think of
denial as a way of telling the truth about a small part of reality as if it were all of reality. For
example, the person who has not had a drink in tow hours might focus on those two hours
and assert, ―I haven‘t been drinking‖ – leaving out ―for the last two Hours.‖
Denial blinds addicts to the cause of their problem – their dependence on alcohol or other
drugs. It allows them to pretend that their using is not destructive. Denial is so powerful that
addicts are often the last to recognize their disease. Some pursue their addiction as their
life and health deteriorates, continuing their denial until they die.
Even during recovery, denial can occur. An example is the addict who says, ―I know I have
to quit drinking, but I never had a problem with weed, so I can use a little of that.‖ After a
period of sobriety, denial often recurs with the thoughts, ―I‘ve been good for 6 months. I can
drink normally again.‖
Effects on Others
Denial is painful and causes frustration for those who care about the addict. The destructive
progression of the addiction is obvious to everyone except the addict. Sometimes when
family members release the addict (with love, if possible) and tell the addict they no longer
want a relationship, the addict accepts the need for help. In other situations, the addict uses
that rejection as another excuse to justify using more.
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PEER PRESSURE AND YOUTH
Kids face enormous peer pressure everyday to smoke, drink and do drugs. Peer pressure
is a reality of his or her life and every kid has to deal with it.
In a survey of 4239 teens, when asked ―What do you think is the biggest influence to try
drugs?‖ 59% responded peer pressure, 32% responded stress and problems, 8%
responded examples from movies, music and the media.
Teen peer pressure is the influence a teen's social group has on him or her. Peer pressure
is a part of life for everyone, but it can be an especially strong influence during the teen
years when peers are very important to a teen's identity. This means that teens need to
learn to handle peer pressure, and to recognize when it is positive and when it is negative.
As adolescents enter the teen years, they usually begin to focus more on their peers or
friends. The desire to fit in with peers can be a very strong influence on teens. Peers
influence most aspects of a teen's life, including how teens dress, what music they listen to,
and what kind of activities they are involved in. Peer pressure can be direct or indirect, but it
is almost always present. Learning to handle peer pressure helps a teen mature and learn
positive ways to get along with others.
Peer pressure is not always bad. Good friends can encourage teens to do well in school, get
involved in positive activities, volunteer, eat healthy foods, and avoid drugs, alcohol, and
other risky activities. Friends also help teens learn good social skills and better ways to
communicate and work out problems, and give teens good advice.
Even pressure to do good things can be bad for teens, however, if they don't learn to say no
when they need to. For instance, a teen may need to say no to going to a movie if he or she
has homework that needs to be done. Always going along with what others want can cause
a teen to have lower self esteem, and to give up things that are important to him or her.
Negative peer pressure is when teens feel pressured to do something they know is wrong,
such as smoking, drinking, doing drugs, or stealing, or something they don't want to do such
as cutting class or having sex. Teens may be tempted to give in to negative peer pressure
because they want to be liked or fit in, they are afraid of being made fun of, or they want to
try something other teens are doing. Negative peer pressure will remain a part of a teen's
life into adulthood, which is why it is important for teens to learn how to deal with it.
Has peer pressure ever caused anybody any real harm?
Yes. Peer pressure has led to drug overdoses, fatal car accidents, unwanted pregnancy,
severe accidents and violent crime. When negative peer pressure rears its ugly head,
anything awful can and will happen. Even seemingly minor things like teasing can cause
emotional scars that will last a lifetime. Peer pressure has led teens to be extremely cruel to
other teens and when that happens the victim is often changed forever. Yes, peer pressure
definitely does cause real harm to real people.
55
Can peer pressure lead to suicide?
Peer pressure has been known to lead to suicide and suicide attempts. Teens who feel too
pressured by their peers have chosen suicide as a way out. Other teens have been so badly
harassed by groups of teens (some of who would have been giving in to peer pressure
when doing the harassing) that they felt suicide was the only way to end the struggle. Peer
pressure is a difficult thing to deal with and some teens have taken drastic measures. While
teens that choose suicide most likely have more going on than difficulties coping with peer
pressure, negative peer pressure can be a contributing factor.
Some things a teen can do to handle peer pressure include:
Decide before you get into situation what your values and standards are.
Choose good friends who share your values. Good friends use positive peer
pressure to help you be your best self.
Avoid situations where people are doing things you don't want to do.
Think about your reasons for doing things: Are they good reasons? Are you being
true to yourself and your values? Think about what the consequences will be of your
decisions and actions, such as if an activity might harm your health or get you into
trouble.
Practice ways to say no - come up with excuses if necessary, such as that you don't
want to get in trouble, damage your body or mind, or risk blowing your involvement in
sports or academics.
Talk to your parents, teachers, or a trusted adult about the kinds of peer pressure
you face and listen to their advice.
With your parents, teachers or another trusted adult, come up with a code word you
can use to let the adult know that you need help getting out of a bad situation but
can't talk about it.
REMEMBER…
That if one teen stands up against peer pressure, usually others will join
him or her, and learning to handle peer pressure gives teens more
confidence and maturity.
56
SECTION 8
DRUG INTERVENTIONS
57
DRUG INTERVENTIONS
Early Interventions Can Save Teens from Alcoholism to Drug Addiction
An intervention is a confrontation of self destructive behavior by the addicts loved
ones. It is often professionally facilitated - although that is not a necessary
requirement. It involves the family and friends of an alcoholic/addict confronting the
self destructive behavior and setting boundaries with the person. It is sometimes
described as an example of "tough love."
There is a growing concern across America that adolescents and young adults are
increasingly vulnerable to drug abuse. Peer relationships, family and school can act as
protective factors while early intervention with risk factors (e.g., aggressive behavior and
poor self control) often has a greater impact on changing a youth‘s life path away from
problems and toward positive behaviors.
Many alcoholics or drug addicts who enter addiction treatment programs do so because
they "bottom out." Bottoming out means their lives have spun so out of control that they
finally admit to themselves that they have a problem. Often there is a triggering event such
as an automobile accident, an arrest or incarceration, flunking out of college, or even losing
the support of family. Such an event either triggers court-ordered addiction treatment or
makes the addict finally decide to enter a treatment program on his or her own.
Drug addicts tend to "bottom out" before alcoholics. An alcoholic can function as normal
person for years, even as the disease is slowly killing the body by damaging vital organs
such as the brain and liver.
"Early intervention" means entering addiction treatment before bottoming out and before the
addiction becomes so habitual that it is almost impossible to cure. Some experts recognize
four stages of alcohol or drug addiction. In stages one and two, the teen uses the substance
in a social setting. In stage three, the teen starts to arrange his life around drugs. In stage
four, the focus of the teen's day is "getting high." Addiction treatment works best if the teen
enters in stage one or two.
However, alcoholics and addicts rarely seek treatment when they first start using. Young
people in particular tend to avoid addiction treatment until after age 30, even though they
may have developed their chemical dependence in middle or high school. Another reason
for delayed treatments is that parents are often unaware of their children's problems.
Early intervention may prevent teenagers from developing chronic addiction but there is a
catch. There may be only a small "window of opportunity" for intervention, which means if
you do not intervene before a certain point, the addiction becomes more entrenched and
"problematical".
58
Many people believe that unless an addict or alcoholic seeks addiction treatment on his or
her own, the treatment will not work.
There is no one best way to force a teenager into addiction treatment. Some parents
actually hire third-party professional "interventionists" to come to their homes and lead their
families through the process. Sometimes family doctors can help. Some families unite with
their teens' friends to intervene together. Some treatment centers provide counselors to help
with interventions. Some have professional escorts who drive teenagers to residential
addiction centers. Intervention is always a difficult situation, but the alternative of doing
nothing is worse for the future of the loved one.
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DRUG INTERVENTION STEPS:
Don't Rescue the Addict
Friends and family members can attempt to protect an addict from the consequences of his
behavior by making excuses about his addiction or getting him out of trouble. This behavior
must stop! Once the addict experiences the effects of his behavior, he may become more
motivated to stop using drugs.
Don't Become an Enabler
Family members should be careful not to reward the addict by paying his bills, bailing him
out of jail, letting him stay for free or ignoring his behavior.
Find the Right Time
Select a time to talk with the addict when he is sober, when the entire intervention party is in
a calm frame of mind and when you can speak privately.
Find Strength in Numbers
Enlist the support of family members, and friends in confronting the addict as a group,
selecting one person to be the initial spokesperson. Remember, the idea is to make it safe
for him to come clean and seek help.
Be Honest
Tell the addict that you are concerned about his drug addiction and want to support for him
while he gets help. Support your concern with examples of the ways in which his drug use
has caused problems for you, including any recent incidents.
State the Consequences
Tell the addict that until he gets help, you will leave him to the consequences of his behavior
and will no longer bail him out. Make it clear that you are not trying to punish the addict, but
protect yourself from the harmful effects of his addiction.
Listen
During your drug addiction intervention, the addict might ask questions regarding potential
treatment. Listen! These questions are a sign that he is reaching for help.
Be Prepared
If the addict is ready to take action, don't wait. Once he's agrees to go into rehab, work
immediately to get him admitted into rehab. Prior to the intervention, pack him a bag, make
travel arrangements and ensure he has acceptance into a program.
Don't Give Up
If the addict refuses help, don't give up. Be supportive and don't enable or allow his
behavior. Listen whenever you can and be ready to help the addict into therapy when he is
ready.
Find a Reputable Rehab Center
Treatment Referral will help you find a center that effectively treats alcohol, drug and
substance abuse beyond the initial cleansing of the system, addressing the behavioral and
thinking patterns that directly contribute to the individual's disease.
60
SIGNS OF RELAPSE
Before recovering people relapse, there are often signs that warn of the dangers ahead. If
you are aware of some of these signs, you can check yourself and others. If you notice
these symptoms in yourself, take action to keep yourself on the right track.
Increasing Dishonesty and Denial: Finding your self lying to other people and even to
yourself. Being unwilling to accept reality.
Hopelessness: Thinking that it will never get any better; that there‘s no point in trying to
stay clean and sober because nothing gets better anyway.
Reliance on Relationships for Sobriety: Saying, ―Oh, I have a new friend, and she‘ll keep
me sober, no matter what.‖ No one can guarantee your sobriety but you.
Unreasonable Resentments: Getting mad unreasonably can make you pick up your drug
of choice. Also, you can forget that you get hurt if you use alcohol or other drugs and you
can mistakenly think, ―Boy, will he be sorry when I get drunk. It will be his fault.‖
Impatience: Not being able to give yourself the time you need for you to get well and for
things in your life to change as a result. Wanting everything yesterday.
Isolation: Not wanting to see anyone or to discuss your sobriety. This may mean that you
are setting yourself up for a fall and don‘t want anyone close enough to confront you on it.
Overconfidence: Thinking that you are ―cured‖ and that you don‘t need to be careful.
Putting yourself into dangerous situations where other people will be using.
Depression: Feeling overwhelmed or unable to cope with day-to-day happenings. If you
feel this way, tell someone right away, before you use.
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SECTION 9
IDENTIFYING CHILDREN OF
ALCOHOLICS
62
INDICATIONS THAT A CHILD MAY BE LIVING WITH FAMILY
ALCOHOLISM
GENERAL INDICATIONS IN THE SCHOOL SETTING
Morning tardiness (especially on Mondays)
Consistent concern with getting home promptly at the end of a day or
activity period.
Poor hygiene evident; body odor.
Regression; thumb sucking, infantile behavior.
Scrupulous avoidance and isolation.
Poor attendance
Frequent illness and need to visit nurse, especially for stomach
complaints
Fatigue and listlessness.
Hyperactivity and inability to concentrate.
Sudden temper and other emotional outbursts.
Exaggerated concern with achievement and with satisfying authority
by children who are already at the head of the class.
Extreme fear about situations involving contact with parents.
INDICATIONS DURING ALCOHOL EDUCATION ACTIVITIES
Extreme negativism about alcohol and all drinking.
Equation of drinking with getting drunk.
Greater familiarity with different kinds of drinks than peers.
Inordinate attention to alcohol in situations in which its evidence is
marginal; e.g., in a play or movie not about drinking.
Normally active child becomes passive during discussion.
Normally passive or distracted child becoming active or focused
during alcohol discussions.
Changes in attendance patterns during alcohol education activities.
Frequent requests to leave the room.
Lingering after activity to ask innocent questions or simply to gather
belongings.
Mention of drinking problem of friend’s parent or other relative
Strong negative feelings about alcoholics
Evident concern with whether alcoholism can be inherited.
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CHILDREN OF ALCOHOLICS
Possible Signs
Avoidance of lectures on drugs and alcohols
Inconsistency in appearance
Mood swings
Anxiety
Clinging behavior
Compulsive achievement
Eating disorders
Acting out
Suicidal behavior
Possible Coping Behaviors
Inability to trust
Extreme need to control
Excessive assumption of responsibility
Denial of feelings; reluctance to talk about feeling
Reluctance to talk about family
Protectiveness of family image; e.g., by making up ―happy stories
about the family.
Possible Emotional Problems
Low self esteem
Depression; isolation
Difficulty maintaining satisfying personal relationships
Guilt
Excessive fantasizing
Fear of being abandoned
Being overly self-critical
Difficulty expressing feelings
Difficulty relaxing
Loyalty beyond reason
Fear of losing control
Stress-related illnesses
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BREAKING THE CYCLE – New Attitudes and Behaviors
Below are new attitudes and behaviors to help children living in an alcoholic or chemically
dependant family break the cycle of self-defeating behaviors and fixed responses:
HERO/CARETAKER: Over achiever
Needs to learn:
1. to relax
2. to have fun
3. to be spontaneous
4. how to follow
5. how to ask for help
6. how to compromise
7. to accept mistakes and failure
SCAPEGOAT/PROBLEM CHILD: Rebel
Needs to learn:
1. to express anger constructively
2. to express hurt feelings
3. to be involved in activities that bring them positive attention
4. to forgive him/herself
5. to learn to negotiate
FORGOTTEN CHILD: Withdrawn
Needs to learn:
1. to recognize his/her importance
2. to recognize his/her feelings; deal with loneliness
3. to recognize his/her needs and wants
4. to initiate activities
5. to make choices for oneself
MASCOT/CLOWN: Comic relief
Needs to:
1. how to recognize and accept his/her anger and fear
2. to accept support from others
3. to accept responsibility
4. to take oneself seriously, and accept his/her importance
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FACTS ABOUT CHILDREN OF ALCOHOLICS (COA’s)
1.
28 to 34 million Americans have at least one alcoholic parent
2.
50 to 60 percent of all alcoholics are COA‘s
3.
One out of three families reports alcohol abuse by a family member
4.
Alcohol is a significant factor in 90 percent of all child abuse cases.
5.
Biological offspring of an alcoholic are at highest risk for alcoholism
6.
Out of 25 children in a classroom, 4 to 6 are COA‘s
7.
52 percent of children with one alcoholic parent will become alcoholics. For
children with two alcoholic parents, the percentage may be as high as 90 percent.
8.
A disproportionate number of those entering the juvenile justice system, the courts,
the prisons, and mental health facilities, as well as those referred to school
authorities are COA‘s.
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SECTION 10
DRUG PROFILES
67
ALCOHOL
THE FACTS ►
►Alcohol is a legal drug, however, it is one of the most widely abused drugs
today.
►Alcohol is the most frequently used drug by teenagers in the United States. About
half of junior high and senior high school students drink alcohol on a monthly basis,
and 14% of teens have been intoxicated at least once in the past year. Nearly 8% of
teens who drink say they drink at least five or more alcoholic drinks in a row (binge
drink).
Alcohol affects your brain. Drinking alcohol leads to a loss of coordination, poor judgment, slowed
reflexes, distorted vision, memory lapses, and even blackouts.
Alcohol affects your body. Alcohol can damage every organ in your body. It is absorbed directly into
your bloodstream and can increase your risk for a variety of life-threatening diseases, including cancer.
Alcohol affects your self-control. Alcohol depresses your central nervous system, lowers your
inhibitions, and impairs your judgment. Drinking can lead to risky behaviors, such as driving when you
shouldn’t, or having unprotected sex.
Alcohol can kill you. Drinking large amounts of alcohol at one time or very rapidly can cause alcohol
poisoning, which can lead to coma or even death. Driving and drinking also can be deadly.
Alcohol can hurt you--even if you're not the one drinking. If you're around people who are drinking,
you have an increased risk of being seriously injured, involved in car crashes, or affected by violence.
At the very least, you may have to deal with people who are sick, out of control, or unable to take care
of themselves.
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How Does It Affect the Body?
Alcohol is a depressant, which means it slows the function of the central nervous system.
Alcohol actually blocks some of the messages trying to get to the brain. This alters a
person's perceptions, emotions, movement, vision, and hearing.
In very small amounts, alcohol can help a person feel more relaxed or less anxious. More
alcohol causes greater changes in the brain, resulting in intoxication. People who have
overused alcohol may stagger, lose their coordination, and slur their speech. They will
probably be confused and disoriented. Depending on the person, intoxication can make
someone very friendly and talkative or very aggressive and angry. Reaction times are
slowed dramatically — which is why people are told not to drink and drive. People who are
intoxicated may think they're moving properly when they're not. They may act totally out of
character.
When large amounts of alcohol are consumed in a short period of time, alcohol poisoning
can result. Alcohol poisoning is exactly what it sounds like — the body has become
poisoned by large amounts of alcohol. Violent vomiting is usually the first symptom of
alcohol poisoning. Extreme sleepiness, unconsciousness, difficulty breathing, dangerously
low blood sugar, seizures, and even death may result.
Alcohol puts your health at risk. Teens that drink are more likely to be sexually active and
to have unsafe, unprotected sex. Resulting pregnancies and sexually transmitted diseases
can change — or even end — lives. The risk of injuring yourself, maybe even fatally, is
higher when you're under the influence, too. One half of all drowning deaths among teen
guys are related to alcohol use. Use of alcohol greatly increases the chance that a teen will
be involved in a car crash, homicide, or suicide.
Teen drinkers are more likely to get fat or have health problems, too. One study by the
University of Washington found that people who regularly had five or more drinks in a row
starting at age 13 were much more likely to be overweight or have high blood pressure by
age 24 than their nondrinking peers. People who continue drinking heavily well into
adulthood risk damaging their organs, such as the liver, heart, and brain.
The Path of Alcohol in the body
1. Mouth: alcohol enters the body.
2. Stomach: some alcohol gets into the bloodstream in the stomach, but most goes on
to the small intestine.
3. Small Intestine: alcohol enters the bloodstream through the walls of the small
intestine.
4. Heart: pumps alcohol throughout the body.
5. Brain: alcohol reaches the brain.
6. Liver: alcohol is oxidized by the liver at a rate of about 0.5 oz per hour.
7. Alcohol is converted into water, carbon dioxide and energy.
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A MESSAGE TO TEENAGERS…How to tell when drinking is becoming a
problem.
It doesn‘t matter how long you‘ve been drinking or what you‘ve been drinking.
It‘s what drinking does to you that count.
To help you decide whether you might have a problem with your own drinking, taking this
simple 12 questions will help you decide.
1. Do you drink because you have problems? To relax?
2. Do you drink when you get mad at other people, your friends or parents?
3. Do you prefer to drink alone, rather than with others?
4. Are your grades starting to slip? Are you goofing off on schoolwork or your job?
5. Did you ever try to stop drinking or drink less – and fail?
6. Have you begun to drink in the morning, before school or work?
7. Do you gulp your drinks?
8. Do you ever have loss of memory due to your drinking?
9. Do you lie about your drinking?
10. Do you ever get into trouble when you‘re drinking?
11. Do you get drunk when you drink, even when you don‘t mean to?
12. Do you think it‘s cool to be able to hold your liquor?
Drug type:
Facts for Teachers:
Other names:
How consumed:
Effects:
Depressant
8th
25% of graders have admitted to being intoxicated at
least once
Booze, beer, wine, liquor, cooler
Orally
Dizziness, nausea, vomiting, hangovers, slurred
speech, disturbed sleep, impaired motor skills, violent
behavior, respiratory depression and death (in high
doses)
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TOBACCO
THE FACTS ►
►Teen tobacco users are more likely to use alcohol and illegal drugs than are nonusers.
►Almost all smokers start while they're young.
►Nearly all first use of tobacco takes place before high school graduation.
Cigarette smoking causes serious health problems among children and teens,
including:










coughing
shortness of breath
more frequent headaches
increased phlegm (mucus)
respiratory illnesses
worse cold and flu symptoms
reduced physical fitness
poor lung growth and function
worse overall health
addiction to nicotine
As they get older, teens who continue to smoke can expect problems like:








early heart disease and stroke
gum disease and tooth loss
chronic lung diseases, like emphysema and bronchitis
hearing loss
vision problems, such as macular degeneration
Most young smokers are addicted and find it hard to quit
Most young people who smoke regularly are already addicted to nicotine. In fact,
they have the same kind of addiction as adult smokers. Almost 3 out of every 4
regular smokers in high school have already tried to quit but failed. Yet out of 100
high school smokers, only 3 think they will still be smoking in 5 years. Studies show
that about 60 of them will still be smoking 7 to 9 years later.
Most teen smokers say that they would like to quit and many have tried to do so
without success. Those who try to quit smoking report withdrawal symptoms much
like those reported by adults.
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MARIJUANA
THE FACTS ►
Marijuana is the most widely used illicit drug used by teens today.
Marijuana is a green, brown, or gray mixture of dried, shredded leaves, stems,
seeds, and flowers of the hemp plant. You may hear marijuana called by street
names such as pot, herb, weed, grass, boom, Mary Jane, gangster, or chronic.
There are more than 200 slang terms for marijuana.
All forms of marijuana are mind-altering (psychoactive). In other words, they change
how the brain works. They all contain THC (delta-9-tetrahydrocannabinol), the main
active chemical in marijuana. They also contain more than 400 other chemicals.
Marijuana’s effects on the user depend on it’s strength or potency, which is related
to the amount of THC it contains.
How is marijuana used?
Most users roll loose marijuana into a cigarette (called a joint or a nail) or smoke it in a pipe
or water pipe, sometimes referred to as a bong. Some users mix marijuana into foods or use
it to brew a tea. Another method is to slice open a cigar and replace the tobacco with
marijuana, making what's called a blunt. Marijuana cigarettes or blunts sometimes contain
other substances as well including crack cocaine.
How can you tell if someone has been using marijuana?
If someone is high on marijuana, he or she might
seem dizzy and have trouble walking;
seem silly and giggly for no reason;
have very red, bloodshot eyes; and
have a hard time remembering things that just happened.
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Other Effects:
Attention span decreases.
Depending on the source of the marijuana, it may have added chemicals in it such as
pesticides, other drugs or fungus.
Co-ordination is affected which impairs the ability to be a safe driver or operate
machinery.
Dry mouth, sore eyes.
Increased heart rate.
THC (Tetrahydrocannabinol), the active ingredient, is stored in the body's fat cells for
many days or weeks.
Impaired perception.
Diminished short-term memory.
Psychological dependency.
When the early effects fade, over a few hours, the user can become very sleepy.
How long does marijuana stay in the user's body?
THC in marijuana is rapidly absorbed by fatty tissues in various organs. Generally, traces
(metabolites) of THC can be detected by standard urine testing methods several days after
a smoking session. In heavy users, however, traces can sometimes be detected for weeks
after they have stopped using marijuana.
What are the short-term effects of marijuana use?
The short-term effects of marijuana include:
problems with memory and learning;
distorted perception (sights, sounds, time, touch);
trouble with thinking and problem solving;
loss of motor coordination; and
increased heart rate.
Effects can be unpredictable, especially when other drugs are mixed with marijuana.
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What are the long-term effects of marijuana use?
Findings show that regular use of marijuana or THC may play a role in some kinds of cancer
and in problems with the respiratory and immune systems.
Cancer
It‘s hard to know for sure whether marijuana use alone causes cancer, because many
people who smoke marijuana also smoke cigarettes and use other drugs. But it is
known that marijuana smoke contains some of the same, and sometimes even more,
of the cancer-causing chemicals found in tobacco smoke. Studies show that someone
who smokes five joints per day may be taking in as many cancer-causing chemicals
as someone who smokes a full pack of cigarettes every day.
Lungs and airways
People who smoke marijuana often develop the same kinds of breathing problems
that cigarette smokers have: coughing and wheezing. They tend to have more chest
colds than nonusers. They are also at greater risk of getting lung infections like
pneumonia.
Immune system
Our immune system protects the body from many agents that cause disease. It is not
certain whether marijuana damages the immune system of people, but both animal
and human studies have shown that marijuana impairs the ability of T-cells in the
lungs' immune system to fight off some infections
Does marijuana affect school, sports, or other activities?
It can. Marijuana affects memory, judgment, and perception. The drug can make you mess
up in school, in sports or clubs, or with your friends. If you‘re high on marijuana, you are
more likely to make mistakes that could embarrass or even hurt you. If you use marijuana a
lot, you could start to lose interest in how you look and how you‘re getting along at school or
work.
Athletes could find their performance is off; timing, movements, and coordination are all
affected by THC. Also, since marijuana can affect judgment and decision making, its use
can lead to risky sexual behavior, resulting in exposure to sexually transmitted diseases like
HIV, the virus that causes AIDS.
What does marijuana do to the brain?
Some studies show that when people have smoked large amounts of marijuana over a long
period of time, the drug takes its toll on mental functions. Heavy or daily use of marijuana
affects the parts of the brain that control memory, attention, and learning. A working shortterm memory is needed to learn and perform tasks that call for more than one or two steps.
Smoking marijuana causes some changes in the brain that are like those caused by
74
cocaine, heroin, and alcohol. Scientists are still learning about the many ways that
marijuana can affect the brain.
Can people become addicted to marijuana?
Yes. Long-term marijuana use leads to addiction in some people. That is, they cannot
control their urges to seek out and use marijuana, even though it negatively affects their
family relationships, school performance, and recreational activities. According to one study,
marijuana use by teenagers who have prior antisocial problems can quickly lead to
addiction. In addition, some frequent, heavy marijuana users develop ―tolerance‖ to its
effects. This means they need larger and larger amounts of marijuana to get the same
desired effects as they used to get from smaller amounts.
DRUG NAME:
MARIJUANA
Drug type:
Facts for Teachers:
Hallucinogen
The average age of first use is 14. It can be
smoked using homemade pipes and bongs made
from soda cans or plastic beverage containers.
Weed, pot, reefer, grass, dope, ganja, mary jane,
sinsemilla, herb, aunt mary, skunk, boom, kif,
gangster, chronic, 420
Smoked or eaten
Bloodshot eyes, dry mouth, impaired or reduced
comprehension, altered sense of time, reduced
ability to perform tasks requiring concentration
and coordination – such as driving a car,
paranoia, intense anxiety attacks, altered
cognition, making acquisition of new information
difficult; impairments in learning, memory,
perception and judgment, difficulty speaking,
listening effectively, thinking, retaining
knowledge, problem solving.
Other names:
How consumed:
Effects:
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LSD
THE FACTS ►
►LSD (lysergic acid diethylamide) is one of the major drugs making up the
hallucinogen class. LSD was discovered in 1938 and is one of the most potent
mood-changing chemicals. It is manufactured from lysergic acid, which is found in
ergot, a fungus that grows on rye and other grains.
►LSD, commonly referred to as "acid," is sold on the street in tablets, capsules,
and, occasionally, liquid form. It is odorless, colorless, and has a slightly bitter taste
and is usually taken by mouth. Often LSD is added to absorbent paper, such as
blotter paper, and divided into small decorated squares, with each square
representing one dose.
LSD’s AFFECT ON THE BODY
Generally, LSD is taken by mouth and held on the tongue or swallowed, but there have
been a few reports of people inhaling or injecting LSD. The absorption from the
gastrointestinal tract occurs rapidly. LSD diffuses into all tissues of the body including the
brain. The effects of LSD are felt gradually within 30-60 minutes after taking LSD, peak
within 2 to 4 hours and gradually diminish within 10-12 hours. The first 4 hours are often
referred to as a "trip".
The way that LSD alters perceptions in the brain are unclear. Research suggests that LSD
acts on serotonin (a neurotransmitter) receptors in two major parts of the brain. One area
(the cerebral cortex) is involved in mood, cognition and perception; the other area (the locus
ceruleus) is described as the "novelty detector" because it receives sensory information from
all parts of the body.
76
SHORT-TERM EFFECTS OF LSD
The effects of LSD are unpredictable. Individual reactions to the drug vary widely, even
within one single episode. People may experience anything from a sense of well-being, joy
and wonder to fear, panic, aggression, confusion and severe anxiety. When the effects are
uncomfortable and frightening, this is often referred to as a "bad trip".
LSD affects the senses, mood, thoughts, and causes perceptual distortions (how a person
perceives him/herself and the world around him/her). It changes what a person hears,
tastes, feels and smells. Sounds, shapes and color of objects may be distorted. The senses
seem to "cross-over" such that people may hear colors and see sounds.
LSD produces vivid visual effects. These visual effects are referred to as "pseudohallucinations" because users are aware that they are not real. True hallucinations are
visions that are perceived as real. Hallucinations on LSD rarely occur, and can be
frightening. Occurrence of hallucinations appears to be dose-related.
Previous positive experiences with LSD do not guarantee subsequent positive "trips". "Bad
trips" are not predictable and are not related to dose, but often associated with a person's
predisposition, setting and circumstances.
Physical effects of LSD may include:
•numbness
•increased blood pressure/ heart rate
•dizziness
•dilated pupils
•loss of appetite
•dry mouth
•chills
•nausea
•tremors
•decreased coordination
•weakness
Other psychoactive effects may include:
•extreme mood swings from joy, desperation, depression, •anxiety, terror, aggression
•altered sense of gravity (body feels light/heavy)
•difficulty concentrating
•impaired judgment (distance, time, speed)
•impaired short-term memory
•recent or long-forgotten memories may blend with the present
Long term effects of LSD:
•psychosis
•depression
•paranoid states
•"flashbacks"
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A "flashback" is the spontaneous and unpredictable re-occurrence of LSD visual distortions
or emotional experiences during a previous episode of LSD use. Only some people who
take LSD experience flashbacks. Flashbacks do not appear to be related to the dose of LSD
taken previously and can develop after one single use of LSD. Medically, flashbacks are
called "HPPD" or "Hallucinogen Persisting Perception Disorder". This condition is typically
persistent and there is no established treatment for the disorder.
Long-lasting psychosis can develop and persist after LSD use has stopped. It is similar to
paranoid schizophrenia and characterized by hallucinations, delusional thinking and bizarre
behavior. This has been reported after single-use and in regular users. Psychosis may last
for years and can affect people without a history or symptoms of psychological disorder. It is
unclear whether LSD causes the psychosis or precipitates it in individuals with underlying
mental disorders.
While these effects can occur within a few months after LSD was taken and decrease over
time, they may continue for years.
DRUG NAME:
LSD
Drug Type:
Facts for Teachers:
Hallucinogen
LSD is the most common hallucinogen. LSD tabs
are often decorated with colorful designs or
cartoon characters.
Acid, microdot, tabs, doses, trips, hits, sugar
cubes.
Tabs taken orally or gelatin/liquid put in the eyes.
Elevated body temperature and blood pressure,
suppressed appetite, sleeplessness, tremors,
chronic recurring hallucinations.
Other Names:
How Consumed:
Effects:
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COCAINE
THE FACTS ►
►Cocaine is the most potent stimulant of a natural origin; it is a very addictive
stimulant that directly affects the brain. Cocaine is not a new drug; in fact it is one of
the oldest known drugs. Cocaine is manufactured from a plant called Coca Leaf. The
pure form is a chemical known as “cocaine hydrochloride”. This has been an abused
substance for more than 100 years.
Cocaine affects your brain. The word "cocaine" refers to the drug in both a powder
(cocaine) and crystal (crack) form. It is made from the coca plant and causes a short-lived
high that is immediately followed by opposite, intense feelings of depression, edginess, and
a craving for more of the drug. Cocaine may be snorted as a powder, converted to a liquid
form for injection with a needle, or processed into a crystal form to be smoked.
Cocaine affects your body. People who use cocaine often don't eat or sleep regularly.
They can experience increased heart rate, muscle spasms, and convulsions. If they snort
cocaine, they can also permanently damage their nasal tissue.
Cocaine affects your emotions. Using cocaine can make you feel paranoid, angry, hostile,
and anxious, even when you're not high.
Cocaine is addictive. Cocaine interferes with the way your brain processes chemicals that
create feelings of pleasure, so you need more and more of the drug just to feel normal.
People who become addicted to cocaine start to lose interest in other areas of their life, like
school, friends, and sports.
Cocaine can kill you. Cocaine use can cause heart attacks, seizures, strokes, and
respiratory failure. People who share needles can also contract hepatitis, HIV/AIDS, or other
diseases.
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The Signs of Cocaine Use:
How can you tell if a student is using cocaine? Sometimes it's tough to tell. But there are
signs you can look for. If a student has one or more of the following warning signs, he or she
may be using cocaine or other illicit drugs:
Red, bloodshot eyes
A runny nose or frequently sniffing
A change in eating or sleeping patterns
Stays up all night
Sleeps for one to two days after ―coming down‖
A change in groups of friends
A change in school grades or behavior
Acting withdrawn, depressed, tired, or careless about personal appearance
Losing interest in school, family, or activities he or she used to enjoy
Frequently needing money
Extremely talkative and energetic
Irritable, paranoid, confused
This is what cocaine looks like so that you can identify it, if you think your teen is using
cocaine. Cocaine consists in two forms:
1- A powder, which is a white crystalline looking substance and is known as cocaine
hydrochloride.
2- Crack cocaine- it looks like a chip or is in rock form. This is cocaine hydrochloride
that has been cooked down by using baking soda to form ammonia or sodium bicarbonate
that is used by smoking. Crack, the most highly addictive form
The Effects of Cocaine Use:
Miscommunication in the Brain
Cocaine changes the way the brain works by changing the way nerve cells communicate.
Nerve cells, called neurons, send messages to each other by releasing special chemicals
called neurotransmitters. Neurotransmitters are able to work by attaching to key sites on
neurons called receptors.
One of the neurotransmitters affected by cocaine is called dopamine. Dopamine is released
by neurons in the limbic system—the part of the brain that controls feelings of pleasure.
Normally, once dopamine has attached to a nerve cell‘s receptor and caused a change in
the cell, it‘s pumped back to the neuron that released it. But cocaine blocks the pump, called
the dopamine transporter. Dopamine then builds up in the gap (synapse) between neurons.
The result: dopamine keeps affecting a nerve cell after it should have stopped. That‘s why
someone who uses cocaine feels an extra sense of pleasure for a short time
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Cocaine Can Change the Way the Brain Works
Although cocaine may make someone feel pleasure for a while, later it can take away a
person‘s ability to feel pleasure from natural rewards, like a piece of chocolate or a good
time with friends. Research suggests that long-term cocaine use may reduce the amount of
dopamine or number of dopamine receptors in the brain. When this happens, nerve cells
need more dopamine to function normally—or more drugs to be able to feel pleasure.
If a long-term user of cocaine stops taking the drug, the person feels tired and sad, and
experiences strong craving for the drug. These feelings can last for a long time, until the
brain (and the person) recovers from addiction.
Cocaine Tightens Blood Vessels
Cocaine causes the body‘s blood vessels to become narrow, constricting the flow of blood.
This is a problem. It forces the heart to work harder to pump blood through the body. (If
you‘ve ever tried squeezing into a tight pair of pants, then you know how hard it is for the
heart to pump blood through narrowed blood vessels.)
When the heart works harder, it beats faster. It may work so hard that it temporarily loses its
natural rhythm. This is called fibrillation, and it can be very dangerous because it stops the
flow of blood through the body.
Many of cocaine‘s effects on the heart are actually caused by cocaine‘s impact on the
brain—the body‘s control center.
How Cocaine is used:
Cocaine is used by snorting the powder through the nose taking it to the blood stream. This
can cause major damage to the sinus passages. This also causes teeth to decay from
inside the mouth making a hollow tooth. Injection is another way to release the drug into the
blood stream. Many cocaine users mix other drugs together to get a better high. Cocaine
and heroin mixed together gives the user that euphoric feeling and becomes addicting the
first time it is used. In the drug culture this is called a speed ball. Another way that cocaine is
used is by smoking it; this form is done by rocking the powdered cocaine in the process
known as cooking it. The drug user uses baking soda and water with a hot flame to cook the
cocaine down into chunks or rocks. Then the user takes these rocks and breaks them into
pieces that can be smoked in a glass pipe. This is also very addicting and the duration of its
effects are immediate the user receives a euphoric feeling that is indescribable in words.
The effect of cocaine depends upon the route by which it is administered.
Crack
Crack is the street name given to one form of freebase cocaine that comes in the form of
small lumps or shavings. The term crack refers to the crackling sound made when the
mixture is smoked (heated).
Smoking crack is very dangerous since it produces the same debilitating effects as
freebasing cocaine. Crack has become a major problem in many American cities because it
is inexpensive and easily transportable -- sold in small vials, folding paper, or tinfoil.
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Physical and mental effects of cocaine use;
The impact of this drug depends on how much is used, how often, in what form (powder,
liquid or crystals) and whether or not other drugs are involved.
• When snorted or injected, cocaine takes effect within minutes and the
high lasts up to an hour.
• When smoked, drug takes effect within seconds but lasts only five to 10 minutes.
• You initially feel energetic, confident, talkative and excited.
• When high fades, you feel agitated, paranoid and unable to relax or sleep.
Health risks
Cocaine can be mixed, or "cut," with dangerous substances. As well, cocaine:
• is highly addictive, especially "freebase" or "crack" cocaine;
• can cause a heart attack or stroke;
• can cause sinus infections, loss of smell and nosebleeds;
• can damage tissues in the nose;
• can lead to weight loss, malnutrition, anxiety, depression and psychosis; and
• is easy to overdose on.
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BARBITURATES
THE FACTS ►
►Barbiturates are prescription sedatives—depressants that affect
the central nervous system. There are over 2,000 known barbiturates.
WHAT ARE SEDATIVE-HYPNOTICS?
Sedative-hypnotics are drugs which depress or slow down the body's functions. Often these
drugs are referred to as tranquilizers and sleeping pills or sometimes just as sedatives.
Their effects range from calming down anxious people to promoting sleep. Both tranquilizers
and sleeping pills can have either effect, depending on how much is taken. At high doses or
when they are abused, many of these drugs can even cause unconsciousness and death.
What are some of the sedative-hypnotics?
Barbiturates and benzodiazepines are the two major categories of sedative-hypnotics.
The drugs in each of these groups are similar in chemical structure. Some well-known
barbiturates are secobarbital (Seconal) and pentobarbital (Nembutal). Diazepam (Valium),
chlordiazepoxide (Librium), and chlorazepate (Tranxene) are examples of benzodiazepines.
A few sedative-hypnotics do not fit in either category. They include methaqualone
(Quaalude), ethchlorvynol (Placidyl), chloral hydrate (Noctec), and mebrobamate (Miltown).
All of these drugs can be dangerous when they are not taken according to a physician's
instructions.
Symptoms and Addiction:
Sedative-hypnotics are addictive. They can cause both physical and psychological
dependence. Regular use over a long period of time may result in tolerance, which means
people have to take larger and larger doses to get the same effects. When regular users
stop using large doses of these drugs suddenly, they may develop physical withdrawal
symptoms ranging from restlessness, insomnia and anxiety, to convulsions and death.
When users become psychologically dependent, they feel as if they need the drug to
function. Finding and using the drug becomes the main focus in life.
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The effects of barbiturates are, in many ways, similar to the effects of alcohol. Small
amounts produce calmness and relax muscles. Somewhat larger doses can cause slurred
speech, staggering gait, poor judgment, and slow, uncertain reflexes. These effects make it
dangerous to drive a car or operate machinery. Large doses can cause unconsciousness
and death.
Barbiturate overdose is a factor in nearly one-third of all reported drug-related deaths.
These include suicides and accidental drug poisonings. Accidental deaths sometimes occur
when a user takes one dose, becomes confused and unintentionally takes additional or
larger doses. With barbiturates there is less difference between the amount that produces
sleep and the amount that kills. Furthermore, barbiturate withdrawal can be more serious
than heroin withdrawal.
SIGNS OF USE
Teens on barbiturates often exhibit mood swings. Because their drug sedates them, when
the effect wears off, they feel anxious, agitated and nervous. They may be hostile, irritable
and angry, picking fights with family members. The angry mood alternates with the sedated
one. Some become paranoid and suicidal.
Teens who become physically dependent on barbiturates may spend hours alone. They will
sleep so hard it will look like they "passed out." Teens who are injecting the drug may have
sores and infections on their arms and legs.
Habitual barbiturate users often drop old friends who do not approve of their new habit and
form new friendships with drug abusers. As their drug becomes priority, they will skip school
and their grades will drop. They will lose interest in sports and other activities and drop out
of them.
Many parents find out their teens are using barbiturates after car accidents or after a teacher
phones to report that they came to school "high." Another mode of discovery is learning that
their child is stealing money, running up credit cards and selling household items to get
money for their drugs.
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SYMPTOMS OF BARBITURATE ABUSE:
Barbiturate abuse includes the 20 symptoms listed below:
o
Sleepiness
o
Trouble thinking
o
Trouble talking
o
Trouble walking
o
Falling
o
Bruised arms
o
Bruised legs
Barbiturate withdrawal symptoms:
o
Restlessness
o
Weakness
o
Shakiness
o
Nervousness
o
Insomnia
o
Upset stomach
o
Vomiting
o
Sweating
o
Light sensitivity
o
Noise sensitivity
o
Hallucinations
o
Seizures
Dangers and Risks
The greatest risk of using barbiturates is that it is very easy to overdose. Barbiturates have a
low "therapeutic to toxic" ratio, which means taking only a tiny amount more than medically
recommended can kill you. Also, barbiturates can interact with substances such as alcohol
and antihistamines to become lethal.
Another huge problem is that it only takes a week or two to become psychologically
dependent on barbiturates and about a month to become physically dependent .Once a
person builds up tolerance, she has to take more of the drug to get the same effect. Again,
this phenomenon is extremely dangerous because taking slightly too much of the drug can
be fatal.
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It is easy for teens to buy barbiturates from phony Internet pharmacies. Others obtain them
by providing false symptoms to doctors.
Withdrawal and Treatment
Physical and psychological withdrawal from barbiturates is extremely unpleasant and can be
life-threatening. If a teen tries to stop using barbiturates on her own, she can go into
convulsions and die. The reason for this is that these drugs interfere with the brain's
neurotransmitters. If the drug suddenly stops, the brain becomes overwhelmed and the
person suffers life-threatening seizures.
The teen needs professional help during withdrawal.
During the first 24 hours of withdrawal, he or she may have violent cramps, tremors, sweats,
headaches, dizziness, light-headedness, vomiting, anxiety, and paranoia. Between 24 and
72 hours later, he or she may have seizures. On day three and four, he or she may have
delirium, confusion, and fever. Between day three and eight, he or she may have auditory
hallucinations, nightmares, insomnia, rapid heartbeat and shortness of breath. He or she
needs professional monitoring and supervision during this period.
After becoming physically clear of barbiturates, a teen needs long-term help in order to
preclude a return to use. Psychological withdrawal averages between six months and a
year, depending upon which barbiturate was abused, how much and how often it was taken.
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AMPHETAMINES
THE FACTS ►
►“Speed” is the street name for a range of amphetamines such as amphetamine
sulphate, dexedrine and dexamphetamine. Like cocaine, amphetamines are
stimulants that people take to keep them awake and alert. The effects of
amphetamine kick in within half an hour of ingesting it by mouth. If you inject it you’ll
experience the effects quicker and these effects can last for up to six hours. The
high is generally followed by a long slow comedown.
►You can get strongly addicted to amphetamines. The more times you take it, the
more you’ll need to get the same buzz.
►Amphetamine abuse by teens can lead to memory loss in adulthood.
Appearance and Use:
Speed is usually sold in wraps. The powder is off-white or pinkish and can sometimes look
like small crystals. The ‗base‘ form of speed is purer and is a pinkish-grey color and feels like
putty.
‗Crystal meth‘ (methylamphetamine or methamphetamine) is a particularly powerful,
addictive and dangerous form of speed that comes in a crystalline form.
Prescription amphetamines like dexamphetamine are usually small white pills. They are
used to treat conditions like attention deficit hyperactivity disorder (ADHD).
Speed is either dabbed onto the gums or is snorted in lines like cocaine using a rolled up
bank note. Sometimes it's rolled up in cigarette paper and swallowed, called a speed bomb.
It can also be mixed in drinks.
To obtain rapid high blood levels in heavy users it can also be injected or in the case of
‗crystal meth‘ smoked in its 'Ice' form.
On the streets, amphetamines can come as a white through to a brown powder, sometimes
even orange and dark purple. The drug has a strong smell and bitter taste.
Capsules vary considerably in color and are sometimes sold in commercial brand shells.
They are packaged in ―foils‖ (aluminum foil), plastic bags, or small balloons when sold on the
streets.
Tablets vary in color and contain a cocktail of drugs, binding agents, caffeine, and sugar.
This form of amphetamines is increasing.
The reddish-brown liquid is sold in capsules.
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Teen amphetamine use and why its addictive
Amphetamines are psychologically addictive; users that have reported stopping have
experienced anger, anxiety and intense cravings for the drug.
They offer users such an intense high that they are left on a low, this low can cause depression,
this leaves the user wanting the high again, making them re-take the drug.
Regular amphetamine users develop tolerance. As their body adapts to the drug, they need
larger doses to feel the same effects.
After chronic use, even at low doses, users can develop dependence. Cravings can get very
intense, and users may go to great lengths to obtain more. They continue to use the drug to
avoid the crash they experience when the drug‘s effects wear off.
Withdrawal from amphetamine use can result in extreme tiredness, disturbed sleep, anxiety,
hunger, depression, and suicidal thoughts.
Amphetamines effects and dangers
Because they are psycho-stimulant drugs, their main purpose is to stimulate or speed up (hence
the name speed) the activity of your brain and nervous system. Along with a faster heart-rate
and breathing users may also experience increased energy, confidence and alertness.
The side-effects of amphetamine use can include irregular heartbeats, headaches, dizziness, loss
of appetite and panic attacks (as well as general anxiety). Long term use can lead to insomnia
and malnutrition as well as hallucinations and intense paranoia.
Speed makes people feel wide awake, excited and chatty.
Clubbers take it because it gives them the energy to dance for hours without getting
tired.
Amphetamines were once the main ingredient in diet pills because it stops people
feeling hungry.
The Risks
Depending on how much has actually been used, it can be difficult to relax or sleep
after taking speed.
The come down can make users feel irritable and depressed and can last for one or
two days.
Speed users have died from overdoses.
Speed puts a strain on your heart. It's not advisable for people with high blood
pressure or a heart condition.
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Avoid taking speed with anti-depressants or alcohol. This combination has been
known to be fatal.
Taking a lot of speed can give your immune system a battering. You could get more
colds, flu and sore throats if you use it a lot.
Speed can lead to anxiety, depression, irritability and aggression as well as mental
illness such as psychosis and paranoid feelings.
Prepared-for-injection speed may can cause vein damage, ulcers and gangrene
(deadening or decaying of body tissue especially the digits and limbs) and
especially with dirty needles.
Shared needles and injecting works can help the spread of viral hepatitis and HIV
infections. Injecting ‗speed‘ may be particularly dangerous because it's so impure.
It's also easier to overdose when injecting.
DRUG NAME:
AMPHETAMINES
Drug type:
Facts for Teachers:
Stimulant
Chronic use can induce psychosis with symptoms
similar to schizophrenia.
Speed, uppers, ups, hearts, black beauties, pep,
pills, capilots, bumble bees, Benzedrine,
Dexedrine, footballs, biphetamine.
Orally, injected, snorted or smoked.
Addiction, irritability, anxiety, increased blood
pressure, paranoia, psychosis, depression,
aggression, convulsions, dilated pupils, dizziness,
loss of appetite, malnutrition, increased risk of
exposure to HIV, hepatitis, and other infectious
diseases if injected.
Other names:
How Consumed:
Effects:
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HEROIN
THE FACTS ►
►Heroin is a highly addictive and rapidly acting opiate (a
drug that is derived from opium). Specifically, heroin is produced from morphine,
which is a principal component of opium. Opium is a naturally occurring substance
that is extracted from the seedpod of the opium poppy.
►Heroin is a highly addictive drug and its use is a serious problem worldwide.
Recent studies suggest a shift from injecting heroin to snorting or smoking because
of increased purity and the misconception that these forms of use will not lead to
addiction.
►Users are getting younger: More 8th graders now say they've tried heroin in the
last year than 12th graders.
►Heroin abuse is associated with serious health conditions including fatal overdose,
spontaneous abortion, collapsed veins, and infectious diseases including HIV/AIDS
and hepatitis.
►A small bag of heroin "is actually cheaper than a six pack of beer
What Does Heroin Look Like?
Heroin in its purest form is usually a white powder. Less pure forms have varied colors
ranging from white to brown. "Black tar" heroin is dark brown or black and has a tar-like
sticky feel to it.
How is Heroin Taken?
Heroin, is generally inhaled or injected, although it may also be smoked.
Heroin can be mixed with tobacco or marijuana and smoked in a pipe or cigarette. It may
also be heated and burned, releasing fumes that users inhale ("chasing the dragon").
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By injecting the drug, rather than smoking or inhaling it, the same effects are achieved with
less heroin. Users who choose this route generally inject directly into a major vein
("mainlining"), although some may start by injecting under the skin ("popping").
Heroin abusers often use other drugs as well. They may "speedball," taking cocaine or
methamphetamine with heroin, or use alcohol, marijuana, or tranquilizers to enhance the
high and blunt effects of withdrawal.
What are the immediate (short-term) effects of heroin use?
Soon after injection (or inhalation), heroin crosses the blood-brain barrier. In the brain,
heroin is converted to morphine and binds rapidly to opioid receptors. Abusers typically
report feeling a surge of pleasurable sensation - a "rush." The intensity of the rush is a
function of how much drug is taken and how rapidly the drug enters the brain and binds to
the natural opioid receptors. Heroin is particularly addictive because it enters the brain so
rapidly. With heroin, the rush is usually accompanied by a warm flushing of the skin, dry
mouth, and a heavy feeling in the extremities, which may be accompanied by nausea,
vomiting and severe itching.
After the initial effects, abusers usually will be drowsy for several hours. Mental function is
clouded by heroin's effect on the central nervous system. Cardiac function slows. Breathing
is also severely slowed, sometimes to the point of death. Heroin overdose is a particular risk
on the street, where the amount and purity of the drug cannot be accurately known.
What are the long-term effects of heroin use?
One of the most detrimental long-term effects of heroin use is addiction itself.
Long-term effects of heroin appear after repeated use for some period of time. Chronic
users may develop collapsed veins, infection of the heart lining and valves, abscesses,
cellulites, and liver disease. Pulmonary complications, including various types of pneumonia,
may result from the poor health condition of the abuser, as well as from heroin's depressing
effects on respiration. In addition to the effects of the drug itself, street heroin may have
additives that do not really dissolve and result in clogging the blood vessels that lead to the
lungs, liver, kidneys, or brain. This can cause infection or even death of small patches of
cells in vital organs. With regular heroin use, tolerance develops. This means the abuser
must use more heroin to achieve the same intensity or effect.
As higher doses are used over time, physical dependence and addiction develop. With
physical dependence, the body has adapted to the presence of the drug and withdrawal
symptoms may occur if use is reduced or stopped. Withdrawal, which in regular abusers
may occur as early as a few hours after the last administration, produces drug craving,
restlessness, muscle and bone pain, insomnia, diarrhea and vomiting, cold flashes with
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goose bumps ("cold turkey"), kicking movements ("kicking the habit"), and other symptoms.
Major withdrawal symptoms peak between 48 and 72 hours after the last does and subside
after about a week. Sudden withdrawal by heavily dependent users who are in poor health
can be fatal.
It is important to know the signs of heroin addiction. Here are several
common signs of heroin addiction:
Dry mouth
Droopy appearance, as if extremities are "heavy"
Alternately wakeful and drowsy
Disorientation, poor mental functioning
Signs of injection; infections
Shallow breathing
Euphoria
Drowsiness
Constricted pupils
Nausea
Unkempt appearance/hygiene issues
Missing cash/valuables, stealing/borrowing money
Change in performance, academic or otherwise
Drug paraphernalia
Apathy and/or lethargy
Possession of unexplained valuables
Runny nose
Lying/deception
Change in friends
Little or no motivation
Ignores consequences of chosen behaviors
Withdrawal from usual friends, activities, or interests
Eyes appear "lost" or have faraway look
Slurred speech
Loss of interest in usual, healthy activities
No interest in future plans
Broken commitments
Hostility towards others
Unexplained absences at work, school or family events
Poor self-image
Running away
Difficulty in maintaining employment
Dry, itchy skin and skin infections
Constricted pupils and reduced night vision
Nausea and vomiting (following early use or high doses)
Constipation and loss of appetite
Menstrual irregularity
Reduced sex drive
Scarring ("tracks") along veins and collapsed veins from repeated injections
Irregular blood pressure
Slow and irregular heartbeat (arrhythmia)
Fatigue, breathlessness, and labored, noisy breathing due to excessive fluid in the lungs ("the rattles")
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Injuries that result from engaging in any activity (such as working, driving, or operating machinery) when
incapacitated by heroin use
Hepatitis, AIDS, and other infections from unsanitary injection
Stroke or heart attack caused by blood clots resulting from insoluble additives
Respiratory paralysis, heart arrest, coma, and death from accidental overdose
What is Heroin’s Behavioral Impact?
The behavioral impact of habitual heroin use is generally devastating. Most habitual users
are incapable of concentration, learning, or clear thought. Rarely are they able to hold a job.
They are apathetic, indifferent to consequences, and unable to sustain personal
relationships. For many, the inability to honestly earn enough to meet their drug needs leads
to crime. For the overwhelming majority, compulsive use prompts behavior that is selfdestructive and irresponsible, often antisocial, and characteristically indifferent to the injury,
pain, or loss it causes others.
DRUG NAME:
HEROIN
Drug type:
Facts for Teachers:
Opiates
Heroin users quickly develop a tolerance to the
drug and need more and more of it to get the
same effects, or even to feel well.
Smack, horse, mud, brown sugar, junk, black tar,
big H, dope.
Injected, sniffed, snorted or smoked.
Addiction, slurred speech, slow gait, constricted
pupils, droopy eyelids, impaired night vision,
nodding off, respiratory depression or failure, dry
itching skin, and skin infections. Increased risk of
exposure to HIV, hepatitis and other infectious
diseases if injected.
Other names:
How consumed:
Effects:
.
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INHALANTS
THE FACTS ►
►Inhalants are chemical vapors that people inhale on purpose to get “high.” The
vapors produce mind-altering, and sometimes disastrous, effects. These vapors are
in a variety of products common in almost any home or workplace. Examples are
some paints, glues, gasoline, and cleaning fluids. Many people do not think of these
products as drugs because they were never meant to be used to achieve an
intoxicating effect. But when they are intentionally inhaled to produce a “high,” they
can cause serious harm.
►The rates of past-year inhalant use increased steadily from 3.4 percent at age 12
to 5.3 percent at age 14, then declined to 3.9 percent by age 17.
►For some 12-year-olds and 13-year-olds, getting high is as simple as looking
under the sink in the kitchen or out in the garage.
►Inhalants are used by young teens age 12 to 13 more than any other class of
drugs.
►Youths who reported an average grade of D or below were more than 3 times as
likely to have used inhalants during the past year as youths with an average grade of
A.
SIGNS OF USE - How Can I Tell if Someone Is Abusing Inhalants?
Sometimes you can’t tell. Other times you might see small signs that tell you a person is
abusing inhalants. They might have chemical odors on their breath or clothing; paint or other
stains on their face, hands, or clothing; nausea or loss of appetite; weight loss; muscle
weakness; disorientation; or inattentiveness, uncoordinated movement, irritability, and
depression.
How Are They Used?
Inhalant abusers breathe in the vapors through their nose or mouth, usually in one of these
ways:
"sniffing" or "snorting" fumes from containers
spraying aerosols directly into the nose or mouth
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sniffing or inhaling fumes from substances sprayed or placed into a plastic or paper
bag ("bagging")
"huffing" from an inhalant-soaked rag stuffed in the mouth
inhaling from balloons filled with nitrous oxide
Because the intoxication, or ―high,‖ lasts only a few minutes, abusers often try to make the
feeling last longer by inhaling repeatedly over several hours.
The Common Effects of Inhalants
Initial Effects
The lungs absorb inhaled chemicals into the bloodstream very quickly, sending them
throughout the brain and body. Within minutes of inhalation, users feel "high." The effects
are similar to those produced by alcohol and may include slurred speech, lack of
coordination, euphoria, and dizziness. Some inhalant users feel lightheaded and have
hallucinations and delusions. The high usually lasts only a few minutes.
With repeated inhalations, many users feel less inhibited and less in control. Some may feel
drowsy for several hours and experience a lingering headache.
Effects on the Brain
Inhalants often contain more than one chemical. Some chemicals leave the body quickly,
but others stay for a long time and get absorbed by fatty tissues in the brain and central
nervous system.
One of these fatty tissues is myelin, a protective cover that surrounds many of the body's
nerve fibers (neurons). Myelin helps nerve fibers carry their messages to and from the brain.
Damage to myelin can slow down communication between nerve fibers.
Long-term inhalant use can break down myelin. When this happens, nerve cells are not able
to transmit messages as efficiently, which can cause muscle spasms and tremors or even
permanent difficulty with basic actions like walking, bending, and talking. These effects are
similar to what happens to patients with multiple sclerosis—a disease that also affects
myelin.
Inhalants also can damage brain cells by preventing them from receiving enough oxygen.
The effects of this condition, also known as brain hypoxia, depend on the area of the brain
affected. The hippocampus, for example, helps control memory, so someone who
repeatedly uses inhalants may lose the ability to learn new things or may have a hard time
carrying on simple conversations. If the cerebral cortex is affected, the ability to solve
complex problems and plan ahead will be compromised. And, if the cerebellum is affected, it
can cause a person to move slowly or clumsily.
Inhalants can be addictive. Long-term use can lead to compulsive drug seeking and use,
and mild withdrawal symptoms.
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Other Health Effects
Regular abuse of inhalants can cause serious harm to vital organs besides the brain, like
the heart, kidneys, and liver. Inhalants can cause heart damage, liver failure, and muscle
weakness. Certain inhalants can also cause the body to produce fewer blood cells, which
can lead to a condition known as aplastic anemia (in which the bone marrow is unable to
produce blood cells). Frequent long-term use of certain inhalants can cause a permanent
change or malfunction of peripheral nerves, called polyneuropathy.
Examples of Effects by Type of Inhalant
Depending on the type of inhalant abused, the harmful health effects will differ. The table
below lists a few examples.
INHALANT
EXAMPLES
EFFECTS
Toluene
Spray paint
Glue
Fingernail polish
Hearing loss
Damage to spinal
cord or brain
Liver and Kidney
damage
Trichloroethylene
Cleaning fluid
Correction fluid
Hearing loss
Liver and Kidney
damage
Glue
Gasoline
Limb spasms
Blackouts
Whipped cream
dispensers
Gas Cylinders
Gasoline
Limb spasms
Blackouts
Hexane
Nitrous Oxide
Benzene
Bone marrow
damage
Butane gas, found in cigarette lighters and refills, makes the heart extra sensitive to a
chemical naturally found in the body that carries messages from the central nervous system
to the heart. This chemical, noradrenalin, tells the heart to beat faster when someone is in a
stressful situation. If the heart becomes too sensitive to noradrenalin, it can affect the heart's
rhythm, with potentially lethal consequences.
Nitrite abuse has other health risks. Unlike most other inhalants, which act directly on the
brain, nitrites enlarge blood vessels, allowing more blood to flow through them. Inhaled
nitrites make the heart beat faster and produce a sensation of heat and excitement that can
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last for several minutes. Nitrites can also cause dizziness and headaches. Nitrites are more
often used by older adolescents and adults (primarily to enhance sexual pleasure and
performance), and their abuse is associated with unsafe sexual practices that can increase
the risk of contracting and spreading infectious diseases, such as HIV and hepatitis.
Lethal Effects
Prolonged sniffing of the highly concentrated chemicals in solvents or aerosol sprays can
cause irregular or rapid heart rhythms and can lead to heart failure and death within
minutes. This "sudden sniffing death" is particularly associated with the abuse of butane,
propane, and chemicals in aerosols.
High concentrations of inhalants also can cause death from suffocation. This happens when
the inhalant vapor takes the place of oxygen in the lungs and brain, causing breathing to
stop. Deliberately inhaling from a paper or plastic bag or in a closed area, for example,
greatly increases the chances of suffocation.
While high on inhalants, users also can die by choking on their own vomit or by fatal injury
from accidents, including car crashes.
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STEROIDS
THE FACTS ►
►Anabolic steroids are a group of synthetic hormones similar to the male sex
hormone, testosterone. Some teens believe that steroids will help them develop
improved muscles, physical appearance, and performance in sport more quickly
than through exercise.
How Do Anabolic Steroids Work?
Anabolic steroids stimulate muscle tissue to grow and "bulk up" in response to training by
mimicking the effect of naturally produced testosterone on the body. Anabolic steroids can
remain in the body anywhere from a couple of days to about a year. Steroids have become
popular because they may improve endurance, strength, and muscle mass. However,
research has not shown that steroids improve skill, agility, or athletic performance.
The Risks of Steroid Use
For the growing boy, steroids pose the risk of stunting growth by accelerating puberty and
prematurely closing the growth centers of long bones. Steroids increase acne and the
growth of body hair. All users risk high blood pressure and liver and kidney damage. And
although steroids may temporarily increase one's interest in sex, they shrink the testicles,
cause sterility and impotence, and enlarge the breast tissue in males.
Dangers of Steroids
Anabolic steroids cause many different types of problems. Some of the more serious or
long-lasting side effects are:
premature balding or hair loss
dizziness
mood swings, including anger, aggression, and depression
believing things that aren't true (delusion)
extreme feelings of mistrust or fear (paranoia)
problems sleeping
nausea and vomiting
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trembling
high blood pressure that can damage the heart or blood vessels over time
aching joints
greater chance of injuring muscles and tendons
jaundice or yellowing of the skin; liver damage
urinary problems
shortening of final adult height
increased risk of developing heart disease, stroke, and some types of cancer
TEEN STEROID USE - How to spot the signs of steroid use.
Almost all anabolic steroid users experience side effects. .
Swollen or puffy face
This common side effect, sometimes described as a round or "'moon" face, is caused by
water retention.
Severe acne
Steroids can either cause acne (especially on the upper back, shoulders, arms, and face) or
make existing acne worse.
Rapid weight gain
Users can gain between 5 and 10 kg (11 to 22 lb.) during the first 6 to 12 weeks.
Personality changes
Your child may experience extreme mood swings from bursts of anger known as 'roid rage,
to near euphoria.
Jaundice
The eyes and skin become yellow, indicating liver disease.
Premature hair loss
Certain steroids can cause hair thinning or even balding.
Obsessions
Users may be preoccupied with their image, body, and the foods they eat.
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Other Problems
Steroids can also have serious psychological side effects. Some users become aggressive
or combative, developing "roid rage" — extreme, uncontrolled bouts of anger caused by
long-term steroid use.
Steroid users who inject the drugs with a needle are at risk for infection with HIV (human
immunodeficiency virus), the virus that causes AIDS, if they share needles with other users.
People who use dirty needles are also at greater risk for contracting hepatitis, a disease of
the liver, or bacterial endocarditis, an infection of the inner lining of the heart.
How steroids are taken
Steroids can be taken orally or by injection. One of the risks of taking anabolic steroids is the
risk of contracting HIV, the virus that leads to AIDS, or Hepatitis B by sharing needles or
even the same vial of steroids.
Percent of Students Reporting Steroid Drug Use, 2007-2008
8th Grade
2007
2008
10th Grade
2007
12th Grade
2008
2007
2008
Past month
0.4%
0.5%
0.5%
0.5%
1.0%
Past year
0.8
0.9
1.1
0.9
1.4
1.5
Lifetime
1.5
1.4
1.8
1.4
2.2
2.2
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1.0
ECSTASY
THE FACTS ►
►MDMA, called "Adam," "ecstasy," or "XTC" on the street, is a synthetic,
psychoactive (mind-altering) drug with amphetamine-like and hallucinogenic
properties. Its chemical structure is similar to two other synthetic drugs, MDA and
methamphetamine, which are known to cause brain damage.
►Ecstasy disrupts the normal functioning of the brain, placing users at risk for
chronic depression, impaired memory, panic attacks and other adverse health
effects.
►Ecstasy disrupts the body’s natural ability to regulate temperature, blood pressure
and heart rate, which may cause severe complications leading to possible sudden
death.
►With street costs as low as $5.00 per tablet, Ecstasy is very affordable to youth.
►Tablets appear in a variety of colors and shapes, imprinted with many appealing
logos, such as cartoon characters.
►Teenagers have died the first time they use ecstasy.
What Does Ecstasy Look Like?
Ecstasy comes in a tablet form that is often imprinted with graphic designs or commercial
logos.
How Is It Taken?
Ecstasy is usually swallowed in pill form, but can also be crushed and snorted, injected, or
used in suppository form.
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What are the health hazards of using Ecstasy?
Many of the risks are similar to those found with the use of amphetamines and cocaine.
Also, Ecstasy can interfere with its own metabolism (breakdown), so repeated use over a
short interval of time can lead to especially harmful levels in the body.
Symptoms include:
Psychological difficulties, including confusion, depression, sleep problems, drug
craving, severe anxiety, and paranoia -- during and sometimes weeks after taking
Ecstasy (psychotic episodes have also been reported).
Physical symptoms such as muscle tension, involuntary teeth clenching, nausea,
blurred vision, rapid eye movement, faintness, and chills or sweating.
Marked increase in body temperature (hyperthermia), which may further be
exacerbated by the hot and crowded conditions characteristic of the rave
environment. Hyperthermia can lead to liver, kidney, and cardiovascular system
failure.
Increases in heart rate and blood pressure, a special risk for people with circulatory
or heart disease. Other cardiac effects include arrhythmia, heart muscle damage, and
reductions in heart rate and blood pressure. (Initially, Ecstasy increases heart rate and
blood pressure, but following repeated use, this effect is reversed.)
Ecstasy can affect the hormone that regulates the amount of sodium in the blood,
which can also cause hyponatremia (water intoxication).
Chronic use of Ecstasy has been associated with memory impairment, which may
indicate damage to the parts of the brain involved in memory processing.
Sometimes a rash that looks like acne will appear on the skin which has been linked
with liver damage.
What are other signs of use?
Staying out very late. Most raves begin late and end at daybreak. Raves are the
primary distribution point for Ecstasy and other club drugs.
Extreme or moderate irritability the day after consuming these drugs. A
depletion of serotonin in the brain causes irritability the day after use.
Possessing a baby pacifier, a pacifier made of candy, lollipops, and candy
necklaces. Some club drugs cause the users to clench their teeth tightly which
causes discomfort. The pacifier eliminates this discomfort.
Inability to sleep.
Possession of fluorescent light sticks. Because drug users' sensory preceptors are
heightened, fluorescent light sticks are popular with club drug users.
Hospital masks lined with menthol ointment. Users use them to get a vapor rush.
Use of Tiger Balm for cramps.
Children's vitamin containers are used to conceal Ecstasy tablets.
Bags of small Tootsie Rolls. These are warmed and unwrapped, Ecstasy pill
pushed into the roll and re-wrapped).
Ecstasy is highly addictive. Most people who take the drug will take it again after the first
time. Therefore, it is wise to avoid environments like underground parties such as raves.
Forty three percent of those who use ecstasy have reported a dependence on the drug as
they are aware of the physical damage to the body but can't stop taking the drug.
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CONCLUSION
EDUCATION IS THE SINGLE, MOST FUNDAMENTAL SOLUTION IN
DETERRING THE ABUSE OF ALCOHOL AND DRUG USE
IDARF passionately believes that if all teachers educated themselves on drug abuse issues,
the figures of child and teen drug abuse will be reduced.
We hope that every teacher and educator will spread this knowledge, via word of mouth.
Tell others that the information and guidelines in this handbook are available. We
believe that if every teacher is equipped to promote drug prevention, they will have an
excellent chance to protect children. We also believe that well-informed teachers will then
be better able to combat this ever-growing problem by meeting the negative realities with
positive force.
IDARF would like to hear from teachers who have read this handbook. Write to us and
share the impact our work has had in your school.
Please send correspondence via email to www.idarf.org
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DRUG INFORMATION AND RESOURCES – Websites for Helpful Information
Al-Anon/Alateen-Hope and Help for Families and Friends of Alcoholics
http://www.al-anon.alateen.org
American Counsel for Drug Education, an affiliate of Phoenix House Foundation
http://www.drughelp.org
http://www.acde.org
Club Drugs.org - A Service of the National Institute on Drug Abuse
http://www.clubdrugs.org
Empowered Parent - A drug-safe site for the encouragement and support of parents
And families around the world.
http://www.EmpoweredParent.com
Ever Wondered - Parent Drug Information and Resource Guide
http://www.ever-wondered.com
http://www.drugabuseadvise.com
Join Together Online
http://www.jointogether.org
Narcotics Anonymous World Services Inc.
http://www.na.org
National Center on Addiction and Substance Abuse At Columbia University
http://www.casacolumbia.org
National Center for Tobacco Free Kids
http://www.tobaccofreekids.com
National Institute on Drug Abuse
http://www.nida.nih.gov
National Institutes of Health - National Institute on Alcohol Abuse and Alcoholism
http://www.niaaa.nih.gov
Office of National Drug Control Policy
http://www.whitehousedrugpolicy.gov
Parents' Resource Institute For Drug Education
http://www.prideusa.org
Partnership for a Drug Free America
http://www.drugfreeamerica.org
Phoenix House
http://www.phoenixhouse.org
Run Drugs out of Town Run, Inc
http://www.rundrugsoutoftownrun.org
SAMHSA's National Clearinghouse for Alcohol and Drug Information - A Service of the Substance Abuse and
Mental Health Services Administration
http://www.health.org
Smart Recovery - Self Management and Recovery Training
http://www.smartrecovery.org
Steroid Abuse.org - A Service of National Institute of Drug Abuse
http://www.steroidabuse.org
Substance Abuse and Mental Health Services Administration
http://www.samsha.gov
US Department of Justice - Drug Enforcement Administration
http://www.usdoj.gov/dea
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ACKNOWLEDGMENTS
National Institute on Drug Abuse
http://www.nida.nih.gov
Substance Abuse and Mental Health Services Administration
http://www.samsha.gov
US Department of Justice - Drug Enforcement Administration
http://www.usdoj.gov/dea
The American Council for Drug Education (ACDE)
www.acde.org
National Institutes of Health (NIH)
www.nih.gov/
United States Department of Health and Human Services
www.hhs.gov/
National Survey on Drug Use and Health (NSDUH)
https://nsduhweb.rti.org/
RAND Corporation Study
www.rand.org/
United Nations Office on Drugs and Crime
www.unodc.org/
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