| There’s
a wealth of information out there about the dangers of drugs and
alcohol. And yet, discerning how to convey that information in a
way that will have a positive behavioral impact on our youth can
be challenging indeed. Recent research studies can often enlighten
us in terms of which direction(s) we may want to guide our students.
Consider the following:
"A boy or girl who is smoking marijuana at 13 is likely to
earn less money as a young adult than peers who aren’t abusing
the drug. An adolescent who smokes less marijuana than a friend,
but enjoys the experience more is likelier to be addicted to the
drug at 21."
These are just some of the findings from two studies on the pattern,
and use, of marijuana by teens. 5,800 subjects from 30 schools in
Oregon and California were interviewed by Dr. Phyllis Ellickson
and colleagues in one study, and Dr. David Fergusson of Christchurch,
New Zealand, followed a group of 1,011 project participants in a
21 year-long longitudinal study. Further findings of Dr. Ellickson’s
study indicates:
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Of the 5,800 subjects, approximately 45 percent did not smoke
marijuana ("Abstainers"). |
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By the time study participants were re-interviewed
at the age of 29, it was determined that Abstainers and Occasional
Light Users earned an average yearly salary of almost $12,000
more ($32,000) than those who were considered "Early High
Users" (those who smoke marijuana between once a week to
monthly at age 13, decreased their incidence of use by age 18,
and as young adults smoked 3 to 10 times per year). 5 percent
of the research study subjects fell into the category of Early
High Users, and earned an average annual salary of $20,940 at
the age of 29. |
And while there are other factors that contribute to these outcomes,
the bad news as Dr. Ellickson states, "is that if you start
marijuana use by age 13, even if you eventually decrease your usage,
you are likely to have a lower income and lower level of schooling
by age 29."
Dr. Fergusson’s study found that the likelihood of later addiction
to marijuana was more closely correlated to the amount of pleasure
from early use, as opposed to the amount of cannabis used. He continues
by noting that susceptible individuals appear to have a heightened
sensitivity to the so-called "positive effects" of marijuana,
and an apparent diminished sensitivity to the "negative effects,"
or some combination of the two.
As health educators, our goal is to educate our students at an
early age about the possible health consequences and relevant issues
related to marijuana use, and to give them the tools and skills
needed to make well-informed and healthy life-style choices.
These research
studies, and other current information, can be found in NIDA
NOTES (National Institute on Drug Abuse; Volume 19, Number 5. NIH
Publication No. 05-3478, Printed January 2005. US Department of
Health and Human Services.), which can be found online.
Additionally, you can sign up for free e-mail and/or hardcopy subscriptions
of NIDA NOTES at: nidanotes@masimax.com
Andrea
Wallis Petho
Health & Fitness Section Editor
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| Commercial-Cizing
The prevalence of television and computers has become a staple
in many of our children’s lives. Research has stated that
in today's society children watch television, or play computer games,
over 20 hours a week. Len Saunders, author of "The Project
ACES Handbook" addresses this concern with an activity called
"Commercial-Cizing."
The activity involves engaging in physical activity while watching
television. Commercial-Cizing is basically exercising whenever a
commercial comes on. However, it is important to note that Saunders
also refers to research findings that indicate children who watch
television less than 2 hours a day experience health and academic
benefits.
To promote this activity, Saunders sent home letters asking parents
to support this activity, since most of the implementation will
be done at home. With support from parents, students then set attainable
goals and are sent home with an exercise check list. The purpose
of the check list is to keep track of the student’s progress.
This activity has encouraged many parents to get involved and exercise
along with their children.
The chapter contains sample letters, a sample of an exercise checklist,
template for an awards, press release, and sample approval form.
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If you have ideas, comments, letters to share, or questions about
particular topics, please email one of the following Health &
Fitness Section Editors:
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| Does
your school or organization observe any health related issues,
or awareness, for the month of March? Please
tell us about it. |
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| It’s interesting,
and often troubling, to see what are the current trends of drug
use in our youth. According to the Monitoring the Future Survey,
of 8th, 10th and 12th grade students, funded by the National Institute
on Drug Abuse, and conducted by the University of Michigan's Institute
for Social Research in 2004, there are mixed reviews (you can read
the entire report
).
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Inhalant use shows a
decrease, or stability in use, pattern for the most part from
2003 to 2004. However, for the second year significant increases
in inhalant abuse were seen among 8th graders. Annual use of
Vicodin and OxyContin remained stable among all grades, but
at somewhat high levels. |
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30-day use of marijuana was down significantly
among 8th graders, from 7.5 percent in 2003 to 6.4 percent in
2004. Some strengthening of attitudes against marijuana use
also occurred among 8th -10th graders. |
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Use of steroids decreased significantly among 8th
graders. Among 10th graders, lifetime use decreased significantly,
continuing the decrease in use among 10th graders seen in 2003.
Steroid use among 12th graders, however, remained stable at
peak levels. |
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A significant increase in use of cocaine, other
than crack, was seen among 10th graders, from 1.1 percent in
2003 to 1.5 percent in 2004, for 30-day use. An increase in
the perception of availability of all forms of cocaine was seen
among 12th graders. |
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Alcohol, heroin, crack cocaine, hallucinogens other
than LSD, PCP, amphetamines, tranquilizers, sedatives, and methaqualone
remained stable among all grades from 2003 to 2004. |
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Significant increases occurred among 8th graders
in perceived risk for regular marijuana use, and for trying
it once or twice. Additionally, disapproval of trying marijuana
once or twice, or smoking it occasionally, increased significantly
among 8th graders. Among 10th graders, disapproval of smoking
marijuana occasionally, or regularly, increased significantly.
Perceived availability of marijuana decreased significantly
among 8th graders. |
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A significant decrease was noted in the percentage
of 12th graders who perceive risk in using heroin regularly. |
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A significant decrease occurred in the percentage
of 8th graders who disapprove of taking LSD regularly. |
The Center for Disease Control (National Center for Health Statistics)
also provides us with the following information:
Prevalence
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Percent of persons 12
years of age and over with any illicit drug use in the past
month: 8.2 (2003). |
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Percent of persons 12 years of age and over with
marijuana use in the past month: 6.2 (2003). |
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Percent of persons 12 years of age and over with
any non-medical use of a psychotherapeutic drug in the past
month: 2.7 (2003). |
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| Where
Can I Find Current and Reliable Information?
Anyone who has ever used Internet search words "Drug and Alcohol
Awareness" knows that there is a plethora of information out
there about drugs and alcohol, as well as prescription drugs and
over the counter medications.
However, problems can arise in evaluating the good from the not
so good, and the just plain wrong. And while our teacher and student
texts often contain good information, they may be out of date and
not currently reflect the necessary research, trends, or issues
to impart to our students. So we go online, and we direct our students
to go online, to see what's on the Internet to supplement the course
material.
Here's a good
article on web site evaluation by Kathy Schrock, called, "Teaching
Media Literacy in the Age of the Internet: The ABC’s of Web
Site Evaluation."
And to assist you in your research, I’ve included a list
of web sites I’ve used and have found helpful:
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| Lessons and Classroom Activities |
Here are some
lesson and activity ideas to help your students learn more about
the issues involving drug and alcohol use and abuse, to help them
make good choices:
The
Brain and Addiction: In this activity, students are
shown a list to memorize (on whiteboard or flip chart). Tell the
students they have just one minute to memorize the list. Then, after
one minute, take the list away. Have the students write down as
many as they can remember. Have them call them out and write them
on the board. Ask them how many they got correct. Use this activity
as a lead-in to the discussion questions. A follow-up quiz as an
assessment tool is also included.
Marijuana:
Have students read all the facts
about marijuana in the Facts
on Drugs section. Then print out the activity (included) and
allow them time to complete the letter. Have students read their
letters out loud and discuss.
Anabolic
Steroids: This lesson focuses on steroids and provides
you with a classroom activity to use with your students. You can
review the on screen version to learn more. There is a PDF version
of this activity to print out and use with your students.
Media
Literacy for Drug Prevention: Early adolescence is
a period of transition in which media use becomes an important way
to form identity. What role does the media play in influencing adolescent
identity and choices about substance use?
Alcohol
and Teens: A self-test for teens to determine the extent
of their alcohol use, and to assess if they have a problem with
the amount and frequency of their alcohol consumption.
Alcohol:
Examining the Use of Breath Analyzers in School: In
this lesson, students explore the rights they give up while in school,
and then learn about plans to use breath analyzer tests during school
hours. They then debate the issues surrounding this topic, and write
letters to the principal advocating, or refuting, the use of breath
analyzers in school.
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| Alcohol Awareness Month 2005 |
| April
is Alcohol Awareness Month
9th Annual Alcohol Awareness Month
Theme: Together, We Can Stop Underage Drinking
"Since 1987, the National Council on Alcoholism and Drug Dependence
- founded in 1944 to educate Americans about the treatable and preventable
disease of alcoholism - has sponsored Alcohol Awareness Month during
April. Since then, many other public and private groups at the national,
state and community level have recognized Alcohol Awareness Month
as an important national health observance and have pitched in to
provide timely information to children, families and communities
across America. This year, NCADD, the Leadership to Keep Children
Alcohol Free, and the Substance Abuse and Mental Health Services
Administration (SAMHSA) have joined together to sponsor this important
effort.
Alcohol Awareness Month spotlights underage drinking and the destructive
effects it can have on the nation's youth. Underage drinking is
a complex problem, one that can only be solved through a sustained
and cooperative effort between parents, schools, community leaders,
interested organizations and individuals, and America's youth. This
year's theme, "Together, We Can Stop Underage Drinking,"
emphasizes the collective, collaborative, and comprehensive efforts
needed to address this critical public health problem." - source:
site
Helpful links from the NCADD website:
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