Educating Students about Drug Use and Mental Health - Catholic - Grade 10: Expectations 1 to 3

Grade 10 Overview

Expecation 1-3

Describe the factors that lead to substance dependence.
Describe the physiological and sociological effects of substance use.
Demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under-age drinking, impaired driving, the Tobacco Control Act).

Bold test between orange lines is an excerpt from Catholic Course Profile, Unit 4

Teaching/Learning Strategy 5:

Divide the class into groups of two to three people and examine more specifically the impact of media and culture on decision-making. Assign each group one (or more) of the factors listed below. Each group is responsible for identifying and presenting the impact that the factor has on decision-making.

Impact of Media
on Decision-making

Impact of Culture on Decision-making

- character relationships on television

- lifestyles of characters in sitcoms

- seductive commercials

- images in magazines

- images on billboards

- newspaper articles

- up-bringing

- values from parents

- role models

- self-esteem

- gender role

- expectations

- religious beliefs

Additional Activity:

Ads and Counter Ads

Have students bring in advertisements that promote the use of substances. Students will identify the message(s) that the ads are portraying and discuss how media and culture affect their decision-making regarding use of the product. (Note: ads may be from TV, radio, video, movies, books, newspapers, magazines, electronic media - Internet, etc.)
The same activity can be done using "counter ads" (e.g., ads that discourage drug use).
Choose one of the ads that promotes the use of a substance and have students create their own counter ad to it. This can take the form of a paragraph or article, pamphlet, picture, or any other creative idea the students come up with.
Students can display their creations at a specific school event or during a specific week in school, such as Drug Awareness Week (the third week of November).

Note to teachers: Other ideas and activities can be found in Under the Influence? Educator's Kit on Alcohol Advertising for Students in Grade 7-10, available from:

The Association to Reduce Alcohol Promotion in Ontario
750 Oakdale Road, Unit 60
North York, ON
M3N 2Z4
Phone: (416) 740-9592
Fax: (416) 740-3002
E-mail: arapo@web.net

Alternative Activity:

The teacher and students will bring newspaper and magazine advertisements that promote the use of alcohol and tobacco to class. Students will identify the message that the ad is portraying and discuss how the media and culture affect their decision-making regarding use of the product. Discussion could include different strategies that media uses to influence consumers, e.g.,:

statistics - using numbers to make a statement
humour - associating a positive feeling with the product
bandwagon - suggesting that "everyone" is using it
transfer - showing product with an appealing-looking person or situation
sense appeal - using pictures or sounds to appeal to the senses
testimonial - an authoritative person stating that he or she uses the product
plain folks - showing the product with an average "down home" person to appeal to the everyday buyer
public good - making claims that the product is in the best interest of the public good - connect to causes like the environment, peace or freedom
cardstacking - giving a one-sided view, concentrating only on the good points of the product.

The students will write a paragraph describing how an ad (chosen by the teacher) might influence the decisions made by a teenager. The teacher will assess this paragraph using a checklist.

Catholic Course Profile, Unit 4, Activity 2: Effects of Your Choice

Hot Tips for Teachers

The concept of "gateway drugs" implies that the use of certain drugs (such as alcohol, tobacco and cannabis) can lead to the use of other drugs (such as cocaine, heroin, LSD). There is no evidence to support this theory. However, it is true that tobacco, followed by alcohol, are usually the first two drugs that a young person experiments with or uses. It is also true that a large proportion of people who use cocaine or heroin, for example, also use tobacco and alcohol. It is important to note that there is no causal relationship between the use of alcohol, tobacco, cannabis and other illicit substances.

A few facts worth noting:

Alcohol and tobacco are usually the first drugs that young people experiment with or use. (Please note: The use of alcohol and tobacco does not cause all young people to have problems associated with their drug use. There is evidence however, that using these substances creates situations/environments that are supportive of future/further drug use).
There are several reasons young people usually try these drugs first: availability, affordability and accessibility.
Availability: Alcohol and cigarettes are sold in numerous locations in communities.
Affordability: Within a price range that one can afford; for example, tobacco use is strongly influenced by the cost of the product.
Accessibility: Young people report having little difficulty accessing alcohol and tobacco.
Adolescents who drink heavily or who "binge drink" are more likely to use other drugs than non-drinkers.
Talking to youth about these substances often reduces drug use.
The severity of alcohol and other drug problems can be considered on a continuum of use.

Hot Tips for Teachers to Lead the Discussion About the Stages of Drug Use

When students choose to experiment with/use drugs, which three are most often tried? (Answer: alcohol, tobacco, and cannabis) Why? (Discussion should include the concepts of availability, affordability and accessibility - see above background information. Discussion may also include influences (such as family, peers, media), role models and social acceptance.)
Discuss with the students why some people call these "gateway" drugs. What is the relationship between alcohol, tobacco, cannabis and other illicit drugs? (See above discussion of gateway drugs for answers).
Some students do move from experimentation to addiction, but most students do not. What factors help to prevent progression to riskier use patterns? (Discussion should be kept simple as this concept is discussed in detail in Teaching/Learning Strategy 2. Students can just list factors at this point.)

Alternative Activity:

Using The Drug Continuum, The Continuum Game

Notes to teachers: The Drug Use Continuum was introduced in grade nine to students in Unit 3, Activity 4, TLS 7. This game can be done as an open-book or closed-book activity. To avoid the competition, this game can be played without points.

Activity:

The Drug Use Continuum outlines five types (categories) of drug use. They are non-use, experimental use, occasional use, regular use and dependence use.
Divide the class into four teams.
Each team will be read two statements from Level I (each worth 5 points), one statement from Level II (each worth 10 points) and one statement from Level III (each worth 15 points). The answers are in brackets after each statement.
In a round robin format, the teacher will read a statement to each team and they must assign the correct "type of drug use" to the person described in the scenario.
You will note that the questions in LEVEL III have an additional true/false component to them. (Those are worth a bonus of 5 points.)
At the end of the game, tally the points to determine the winning team(s). If a team gets all the answers correct, their total score would be 40 points.

Activity Variation:

Students receive Drug Use Continuum Chart from Answer Guide below and the same categories are placed on cards and taped at the front of the room in a line from Non-Use, across the room to Dependent Use.
Divide class into four teams each with a designated representative.
Each team receives several different "use statements".
Each team sends a rep to the front of the room and a statement is read out for that person from each of the three other teams in turn. The rep must try and determine where on the continuum this person's use lies.
The rep can be coached by his or her team.
Having the correct answers from Answer Guide, the teacher has the final say on whether or not the team receives the appropriate points.
True/False questions could be bonus questions for either the designated rep or for all the team to consult on.

Answer Guide:
Teachers should note: There is no automatic progression from stage to stage. Patterns of use may be influenced by many environmental factors (e.g., family, peers, media, other interests).

Drug Use Continuum
Non-use	Never used a particular drug.
Experimental use	Has tried a substance once or several times. Use is motivated by curiosity about the drug effect, and peer influence.
Occasional use	Use is infrequent and irregular, usually confined to special occasions (holidays, birthdays, etc.) or when opportunities present themselves directly. Availability, accessibility and affordability influence use.
Regular use	Use has a predictable pattern, which may entail frequent or infrequent use. The user actively seeks to experience the drug effect, or to participate in the drug taking activities of the peer group. Usually he or she feels in control of the drug use. (e.g., he or she can take it or leave it).
Dependence use	Use is regular and predictable and usually frequent. The user experiences a physiological and/or psychological need for the drug. He or she feels out of control vis-à-vis its use, and will continue to use despite adverse consequences. Drugs are often used alone and daily activities may be planned around drug use.

(Adapted from Youth and Drugs: An Educational Package for Professionals, Health and Welfare Canada and Addiction Research Foundation, 1991.)

Drug Use Continuum - Drug Use Statements

Level 1 Questions (5 Points):

Alex has tried marijuana a couple of times. (experimental)
Between classes, Lindsay has a cigarette while catching up on gossip in the smoking area. (regular)
Because pot is available and easy to get, Farid and his friends smoke up when they go to raves. (occasional)
Kelly looks forward to smoking a joint every day after school. (regular)
Brooke was curious and drank beer to see what it was like to be drunk. (experimental)
Elizabeth is dreading her father's birthday party next week because he's going to get drunk and embarrass her as he has before. (regular)
As they did at the Halloween dance, Danielle and her friends drank before the Christmas dance to get into the holiday spirit. (occasional)
Chelsey felt left out at the party, so she took a "drag" when the joint came around to her. (experimental)

Level II Questions (10 points each):

Melissa needs a cigarette every morning when she gets up in order to get herself going. (dependence)
Tim's father wears a nicotine patch to help him lead a normal life while he is trying to quit smoking. (dependence)
Christie will only buy a certain kind of beer for parties. She says it's "her brand". (regular)
Rob needs to use more cocaine to get the same high as he did last month. (dependence)

Level III Questions (15 points each):

Tara and her boyfriend fight because she thinks that drinking every Friday night means he has a problem, but he doesn't agree. (regular)

Part B: True/False 5 point bonus question… Bruce always says it's "only beer", which is not as strong as wine or hard liquor. Is this true or false? (false, Answer: Each of these standard drinks, a 12 oz. bottle of beer, a regular 5 oz. glass of wine or a 1.5 oz. of liquor, has 0.6 oz. of pure alcohol and has the same effect on the body.)
Paul has been taking steroids for the past six months. He can lift more weights than when he started to work out. He feels great and is proud of his progress. (regular)

Part B: True/False 5 point bonus question… Steroids can stop a young person from growing to his or her full height. (true)
Despite a suspension for being drunk at the last dance, Scott drank during his lunch on the day he returned to school. (dependence)

Part B: True/False 5 point bonus question… Alcoholism can kill you. (true)
Over the last month, Sue has taken a few diet pills from her mother's prescription. She has lost five pounds, feels great, and is enjoying the attention from her friends about her new look. (occasional)

Part B: True/False 5 point bonus question… The short-term effects of amphetamines include a feeling of well-being, alertness and energy, loss of appetite, rapid breathing and heartbeat and dilated pupils. (true)

Teaching/Learning Strategy 2a:

In a board note, define the term substance abuse. Substance abuse is any unnecessary or improper use of chemical substances for non-medical purposes. Substance abuse includes overuse or multiple use of a drug, including alcohol taken in combination with other drugs. (Glencoe Health, 1999)

Hot Tips for Teachers: Definitions

For more definitions, please see the Glossary web page.

A drug is any substance, other than food, that is taken to change the way the body or the mind works. This includes illicit drugs, alcohol, prescription medications, over-the-counter drugs, laxatives, vitamins, sleeping pills, and everyday beverages, such as colas, teas and coffee.

Drug use is the use of any drug in order to change the way a person thinks, acts or feels, without interfering with daily activities. Drugs can be taken by many routes, including ingesting, inhaling, absorbing, smoking or injecting.

Drug abuse occurs when the use of a drug results in a problem in one or more of the following areas, e.g., problems at school, at work, with family/friends, with drinking and driving, health problems, etc.

Teaching/Learning Strategy 2b:

Teacher designs a scenario or story illustrating an individual who is dependent on a substance. The story should identify a variety of factors that led to the individual becoming dependent (e.g., peer pressure, stress, and heredity). Instruct students to record on paper all of the factors that led to the individual's dependence while the story is being read. When the story is complete, have students discuss the factors that they found in the story and describe how these factors played a role in the individual's dependence.

Alternative Activity:

This story describes the deadly consequences of a high school student's occasional alcohol use. The story powerfully points out that you don't have to be a regular drinker or have any problems with alcohol to end up with very serious consequences.

There are many issues touched upon in this story, including substance use/abuse, drinking and driving, legal consequences, emotional impact on the driver, and treatment issues (e.g., alcohol counselling, grief counselling, family counseling). As the teacher, you can decide what the appropriate discussion is for your class.

Activity:

Have students break into small groups.
Have each group read Sue's story (see below) and discuss.
Using the wheel in "Appendix B", have each group identify all the factors in Sue's life that led to her alcohol use. The students can use the factor list previously generated as well as add any new ones they identify. (Note: please remind students there are no definite answers, as each individual situation is different and unique.)
Allow the students time to brainstorm the consequences of this experience on Sue's future.
If time allows, have each group share/present their wheel with the rest of the class.

Note to teachers: This fictional account was written by a grade 10 female student.

Sue's Story

I knew I didn't want to. It was hard, and nobody seemed to understand, living in a new town and all. Although this wasn't the first time we had picked up and moved. I had been to four different high schools in the past six months and I couldn't even remember anyone's name. This time my dad promised me that this was it; no more moving, no more switching between parents. Finally, a life! With a little coaxing I signed up for my new church's youth group. It is not like our family was religious but we did go for the biggies - Christmas and Easter. I figured it would be a way to make friends before school started again.

Monday came. I went to my new school, like I did every other time, by myself. My dad had to work, like always. In fact he works a lot, and the more I think about it, I think he never comes home because he doesn't want to face the truth. Besides, when he is home all I ever hear is that distinct clink of a bottle of rum pouring that next drink. He promised to pick me up that day, but I expect to walk home, that is if I get through these next two classes after lunch.

I turned to go but somebody stopped me; a boy and a very cute one at that. I recognized him. He sat at the "cool" table, which was very obvious, as my new school was very divided. He gave me a piece of paper and winked at me. Then he and his group left with a few girls telling me they would see me there and that they hoped I would come.

At my other schools, I had never really fit in and this was my chance!! Finally a chance to have some real friends!! I looked at the paper in my hand and it was a flyer telling about a party tomorrow night. After school I headed to the mall to buy a new dress.

I was so excited that night that I forgot about my dad and everything else. The day of the party I asked my dad for the car, he mumbled something about how bad work was and then I heard that clink. I took the keys and ran out of house with only the party on my mind. When I pulled up I didn't see anyone. I parked down the road because there were so many cars. I found everybody in the back, drinking. I was not a big drinker. I had a glass of wine at weddings or at special events but never bingeing. I knew the dangers of drinking and driving and all the statistics that schools give out. I knew that I would never do something like that.

Two girls from the group that gave me the invitation came over; well, actually fell over to talk to me. "You're the new girl right? Here's a little welcome present." I took a couple of coolers and the mickey of rum from them. Not intending to drink it though, well, maybe only a little. The girls stood there until they had seen me drink a little and then they moved on. I continued on my way through the party running into people. "Oh, that's right, you're the new girl?" was all I heard and then I drank a bit with them.

Well, I guess that bits added up to a whole lot more. I was about to leave because I had to get the car home, when I finally ran into the boy from school. We talked a bit and he gave me some of whatever he had. I tried not to, but he was so charming and I didn't see any harm in it. One more sip won't hurt anything. I told him I was leaving and he asked if I could drive him home. It wasn't far out of my way so I said yes.

Everything was awesome; I was finally fitting in! That is, until we turned down the last road to his house. I could barely keep control of the car and my eyes were so blurry I couldn't tell a tree from a road sign. But I didn't want to stop because I didn't want to seem like a pushover in front of him. My body felt heavy and my foot pushed harder on the gas. I strained to stay on the road, almost straying off once but I managed to stay on. One more road and we were there, or so I thought. I was drowsy but I forced myself to stay awake when we passed what I thought was the last road.

All I remember was that scream. Whether it came from me or him I'm not sure but that sound is as clear as the day is light. I woke up wondering why I was on the ground. My stomach and head had a dull ache and I could taste something thick in my mouth. I was facing something although I couldn't make it out. It looked like a scrap of metal. The air was eerie. It was dead silent. I tried to get up but my legs wouldn't move. I think I blacked out again because the next time I woke up I saw his body being carried away. I remember screaming, wanting to know why this had happened but then I remembered. It was my fault.

I found out later that "his" name was Jeff Williamson and that he left behind two loving parents and three younger sisters, a hockey scholarship and honors in his schoolwork. I, on the other hand, lived. That scrap of metal was all that was left of the car after hitting the tree. The doctors were able to save me and I was able to walk again. No permanent damage. People tell me that I was lucky, but I don't think so. I have to wake up every day knowing what I did. I have to go to school every day and see it in their eyes.

I killed him.

Substance Use/Problem Use - Student Worksheet

Wheel of Factors

Instructions to students:

What category does Sue's use of alcohol fit into? (Place your answer in the inner circle.) In the outer circle, list the factors in Sue's life that led to her alcohol use.

Substance Use/Problem Use - Teacher Answer Guide

Wheel of Factors

Teaching/Learning Strategy 3:

Brainstorm and compile a board note outlining the physiological effects of substance abuse. Some of these effects include:

Short-Term Effects

Long-Term Effects

Slows brain activity

Strains the liver

Lowers reflexes (some drugs increase reflexes)

Loss of inhibitions

Impaired coordination

High or happy feeling

Depression or mood swings

Faster pulse rate

Dizziness

Lethargy

Loss of appetite

Impaired memory

Menstrual irregularities

Impotence

Kidney damage

Lung problems

Risk of damage to the fetus

Brain damage

Heart damage

Liver damage

Growth impairment

Possible birth defects

Alternative Activity:

Physiological Effects of Substance Use, Effects of Drugs on Parts of the Body

The physiological perspective examines how substance use affects the various parts of the body (brain, reproductive system, heart, liver, mouth/throat, lungs). It is important to note that even low rates of use can have a negative impact on your health. Using the jigsaw strategy (described in the profile overview) students will research the physiological health effects of various substances and their impact on the specific parts of the body.

Activities/Discussions:

Each student will be given a copy of the student drug chart worksheet Physiological Effects of Substances on the Body: Student Worksheet. The class will then be broken up into groups and assigned a drug to research. Each member will investigate two or three effects (where possible) of the assigned substance on a given body part(s). Blank spaces are provided on the student worksheet to accommodate the investigation of other drugs according to student interest and teacher discretion (e.g., LSD, psilocybin, ecstasy, solvents, cocaine/crack, heroin).
The information gathered on each of the substances will then be placed on the anatomical diagram. Transferring the anatomical diagram onto a transparency will facilitate this process. (As an alternative, students could also do a life-size drawing on mural paper and present their findings on it.)
One member from each group will present this or her findings to the rest of the class. Each student will then take this information and complete his or her individual drug chart worksheet.

Hot Tip for Teachers to Guide Debrief

A group discussion could then follow to identify the impact of the findings.

Did any of the findings surprise you?
Discuss the synergistic effect (combining two or more drugs).

Synergistic refers to drug interactions that combine to enhance the action of one
another as opposed to antagonistic effects, which reduce the action of one of
the drugs. Example: Using alcohol with tobacco dramatically increases the risk of
cancers of the oral cavity, pharynx, larynx and esophagus.

Here's a Thought! As an alternative to photocopying the student work sheets, some student work sheets can be made into overheads and used as a group activity.

Hot Tip for Teachers

Information on other drugs is available from Drug Fact Sheets in Educating Students about Drug Use and Abuse; Ready-to-use Lesson Plans for Drug Education in Your Classroom - Grade 9, Expectation 1& 2.

Physiological Effects of Substances on the Body: Student Worksheet

	Body Part
Substance	Brain CNS	Heart	Liver	Mouth Throat	Lungs	Reproductive System
Alcohol
Tobacco
Chewing Tobacco
Cannabis
Steroids
Ecstasy

Physiological Effects of Substances on the Body: Teacher Answer Guide

	Body Part
Substance	Brain CNS	Heart	Liver	Mouth Throat	Lungs	Reproductive System
Alcohol	- increases cell degeneration - slows CNS	- increases cell degeneration - slows CNS	- becomes fatty, enlarged - cirrhosis			- lowers testosterone levels - risk of impotence
Tobacco	- decreases body's ability to produce these feel- good hormones	- increased heart rate - increased blood pressure - narrows arteries - can cause irregular heart beat - decreased blood flow to hands & feet - decreased oxygen supply	- increased risk of cancer	- abnormal irritation and thickening of membranes, - develop smoker's cough - pre-cancerous or cancerous lesions - increased risk of throat cancer	- decreased respiratory rate - increased risk of respiratory illnesses - decreased flexibility - thickens lining - weakens cells - increased risk of cancer	Males: -decreased potency -decreased sperm count Females: -decreased fertility -earlier menopause -can harm the fetus in pregnancy
Chewing Tobacco	- see tobacco	- see tobacco	- increased risk of cancer	- receding gums - tooth loss - lips and gums may crack, wrinkle, bleed - bad breath - decreased sense of taste and smell
Cannabis	- short-term memory problems - anxiety	- increases heart rate	- dry mouth		- increased risk of cancer	- decreased testosterone level - decreased sperm count
Steroids	- may cause anxiety, mood changes, aggression	-risk of heart attack - hardening of the arteries - causes an enlargement of the heart	- risk of hepatitis - increased risk of liver cancer			-decreased size of the testes in men -disrupts women’s menstrual cycle
Ecstasy	- after initial effects have worn off, may experience "hangover", effects such as confusion, irritability, anxiety, paranoia, depression, memory impairment or sleep problems - some evidence that ecstasy produces permanent changes in cells and chemistry	- increased blood pressure and heart rate - increased body temperature - increased risk of heart or kidney failure, strokes and seizures	- increased risk of jaundice and liver damage	- grinding of teeth and jaw pain

Physiological Effects of Substance Use : Student Worksheet

Teaching/Learning Strategy 4:

The Sociological Effects of Substance Abuse

Copy and discuss the overhead note.

Substance abuse affects not just the abuser but others in his/her life.
43% of boys and girls in Grade 10 have been "really drunk" at least twice. This is a serious problem because these young people under the legal age of drinking tend to be beginning drivers. Alcohol abuse also has implications for unwanted pregnancies, STDs and injuries. (Professionally Speaking, Sept, 1999)
More than 6,000 Canadians die each year as a result of drinking alcohol - from car crashes, other accidents, suicides, murders and from health problems related to their alcohol use. (Addiction Research Foundation, 1996)
Substance abuse can negatively affect performance in school, sports, relationships and family.
Substance abuse costs employers $60 billion a year in decreased productivity, absenteeism and accidents. (Centre for Addiction and Mental Health, 1999)

Alternative Activity:

Sociological Effects of Substance Use, Trends in Student Drug Use

Sociological perspective looks at the behaviour of groups of people and the factors that affect their behaviour. An examination of the trends of student drug use will provide an opportunity for students to analyze and better understand their own behaviour regarding drug use.

The students will be given the opportunity to "estimate" the percentage of student drug use in Ontario within the last year. The students will then compare their guesses to the current findings from the Centre for Addiction and Mental Health's Ontario Student Drug Use Survey, 2005. (Note: this survey is conducted every two years. For current statistics please refer to www.camh.net.)

Note to Teachers: This activity is an opportunity to correct student misconceptions and provide students with accurate statistics. It is important to remind students that there are no right or wrong answers.

Activities/Discussions:

Place the student drug use chart on an overhead and have the students brainstorm percentages of drug use for all students in Ontario and that of Grade 10 students.
Compare the student-perceived percentages with the actual data.
Place the whole chart of results on an overhead and discuss the rates and patterns of drug use, looking at: gender, grade and specific drug differences.
Each student will complete the True/False Student Drug Use Questionnaire. Correct and review the questionnaire identifying the trends and contributing factors (e.g., gender, demographics, social norms etc.). Possible discussion questions are:
- Why is this information important?
- What is a possible explanation for this pattern?
- What do you predict will occur in the 2007 survey?
- What are some possible solutions to changing the pattern of drug use behaviour?

Trends in Student Drug Use: Student Worksheet Overhead
(Based on Centre for Addiction and Mental Health, Ontario Student Drug Use Survey, 2005.)

Drug	Totals	Males	Females	Grade 10
Alcohol
Cannabis
Binge Drinking
Cigarettes
Hallucinogens
Solvents
Stimulants (NM)
Cocaine
Ecstasy (MDM)
Methamphetamine
LSD
Ritalin (NM)
Glue
Crack
Barbiturates (NM)
PCP
Tranquillizers (NM)
Ketamine
Rohypnol
Heroin
Ice
GHB
Steroids (lifetime)

Trends in Student Drug Use: Teacher Answer Guide
(Based on CAMH Ontario, Student Drug Use Survey 2005.)

Drug	Totals	Males	Females	Grade 10
Alcohol	62.0	62.3	61.8	69.6
Cannabis	26.5	27.9	25.1	33.6
Binge Drinking	22.7	25.1	20.2	26.2
Cigarettes	14.4	13.9	14.9	17.9
Hallucinogens	6.7	7.6	5.6	8.1
Solvents	5.3	4.7	5.9	5.0
Stimulants (NM)	4.8	4.3	5.4	5.3
Cocaine	4.4	4.5	4.3	4.6
Ecstasy (MDM)	4.5	4.6	4.3	5.3
Methamphetamine	2.2	2.6	1.7	2.4
LSD	1.7	2.1	1.4	1.6
Ritalin (NM)	2.4	2.8	2.0	3.2
Glue	2.3	2.8	1.7	2.0
Crack	2.0	2.1	1.9	2.5
Barbiturates (NM)	1.7	2.0	1.4	1.8
PCP	1.1	1.4	0.7	1.0
Tranquillizers (NM)	1.6	1.5	1.8	1.2
Ketamine	1.3	1.6	0.9	1.6
Rohypnol	1.0	1.2	0.7	1.4
Heroin	0.9	1.1	0.7	0.6
Ice	0.9	1.2	0.5	0.5
GHB	0.5	0.6	0.5	0.5
Steroids (lifetime)	2.3	3.2	1.4	2.9

Notes: Past Year Drug Use (%) by Total, and Sex; NM = non-medical use; Binge Drinking (5+ drinks on one occasion) refers to the past 2 weeks.

Trends in Student Drug Use: Teacher Answer Guide
(Based on CAMH Ontario, Student Drug Use Survey 2005.)

Drug	Totals	Males	Females	G7	G8	G9	G10	G11	G12
Alcohol	62.0	62.3	61.8	31.4	44.3	64.8	69.6	76.1	81.8
Cannabis	26.5	27.9	25.1	3.0	9.7	23.0	33.6	40.1	46.2
Binge Drinking	22.7	25.1	20.2	3.4	7.4	18.8	26.2	34.5	42.5
Cigarettes	14.4	13.9	14.9	2.0	5.8	12.6	17.9	23.5	22.9
Hallucinogens	6.7	7.6	5.6	0.5	2.7	5.7	8.1	11.1	11.1
Solvents	5.3	4.7	5.9	9.2	8.8	5.7	5.0	2.7	1.3
Stimulants (NM)	4.8	4.3	5.4	1.1	3.9	5.7	5.3	6.5	6.0
Cocaine	4.4	4.5	4.3	1.7	1.7	3.8	4.6	7.2	7.1
Ecstasy (MDM)	4.5	4.6	4.3	s	1.2	3.6	5.3	7.7	8.7
Methamphetamine	2.2	2.6	1.7	s	1.6	2.9	2.4	2.8	2.9
LSD	1.7	2.1	1.4	s	1.0	2.4	1.6	2.8	2.2
Ritalin (NM)	2.4	2.8	2.0	0.7	1.7	3.1	3.2	3.3	2.5
Glue	2.3	2.8	1.7	4.0	2.8	3.3	2.0	1.4	0.6
Crack	2.0	2.1	1.9	1.0	1.5	2.6	2.5	2.1	2.1
Barbiturates (NM)	1.7	2.0	1.4	0.6	1.6	1.6	1.8	2.4	2.1
PCP	1.1	1.4	0.7	s	1.0	1.5	1.0	1.4	1.1
Tranquillizers (NM)	1.6	1.5	1.8	s	0.7	2.5	1.2	2.3	2.5
Ketamine	1.3	1.6	0.9	0.6	0.6	1.5	1.6	1.9	1.4
Rohypnol	1.0	1.2	0.7	0.6	1.1	2.1	1.4	0.6	s
Heroin	0.9	1.1	0.7	0.6	1.0	1.4	0.6	0.8	1.0
Ice	0.9	1.1	0.5	s	1.0	1.4	0.5	0.7	0.5
GHB	0.5	0.6	0.6	S	0.6	0.7	0.5	0.6	0.5
Steroids (lifetime)	2.3	3.2	1.4	s	1.9	2.0	2.9	2.6	3.7

Notes: Past Year Drug Use (%) by Total, and Sex; NM = non-medical use; Binge Drinking (5+ drinks on one occasion) refers to the past 2 weeks; S=estimate suppressed

(Source: Centre for Addiction and Mental Health, Ontario Student Drug Use Survey, 2005.)

Sociological Effects of Substance Use: Student Worksheet

True or False

	TRUE	FALSE
1. Two out of three students reported using alcohol at least once in the year before the survey.
2. The prevalence of drinking differs between males and females
3. Fewer students reported binge drinking (the consumption of five or more drinks on a single occasion).
4. The majority of students smoke cigarettes.
5. Cannabis use more than doubled from 1993-2005
6. In the past year, about two-thirds of students reported that they did not use any illegal drugs.
7. If students have misconceptions about the negative effects of drug use they are more likely to use drugs.
8. More than one-third of students reported that someone tried to sell them drugs within the last year.
9. Over half of student smokers attempted to quit in 2005.
10. In 2005, 10 % of students indicated that they had been in a treatment program for alcohol or other drugs during the past 12 months

(Based on the Centre for Addiction and Mental Health, Ontario Student Drug Use Survey, 2005.)

Sociological Effects of Substance Use: Teacher Answer Guide
Answers: True or False Explanation

1) True: In 2005, 62.0% of Ontario students reported using alcohol at least once in the past year. This reflects an increase of almost 10% since 1993.

2) False: In recent years, drinking among females has been stable but has declined among males. The prevalence of drinking does not differ significantly betweeen males (62.3%) and females (61.8%).

3) True: Fewer students reported binge drinking episodes (the consumption of five or more drinks on a single occasion) decreasing from 28% in 1999 to 23% in 2005.

4) False: The majority of students do not smoke cigarettes. In fact, the prevalence of smoking in 2005 (14%) is at it lowest point on record since monitoring began in 1977.

5) True: From 1993-2005 cannabis use increased from 12.7% to 26.5%. Over the long term, for both males and females, cannabis use is significantly higher in 2005 than in the late 1980's and early 1990's.

6) True: About two-thirds (71%) of students report not using an illicit substance during the past 12 months. As well, more students in 2005 report being drug free inlcuding alcohol and tobacco than in 2003 (36% vs 32%). Further, the majority of drug users report infrequent use, once or twice in the past year.

7) True: Increasing acceptance of drug use and reduced perceptions of personal harm as well as perceived increase in availability of drugs correlate with increasing rates of substance use.

8) True: About one-third of students reported exposure to drug-selling in their neighbourhood during the 12 months before the survey as 33.0% said someone tried to sell drugs to them. One in four students (24.9%) said drug use was a big problem in their school.

9) True: In 2005, 57.6% of smokers in all grades attempted to quit smoking. About one in five smokers report dependence on cigarettes, as indicated by smoking within 30 minutes of waking in the morning.

10) False: In 2005, less than 1% (0.7% - about 6,400 students) reported having been in a treatment program for alcohol or other drugs during the past 12 months. This is significantly lower compared with the 2003 estimate (1.4%).

(Source: Centre for Addiction and Mental Health, Ontario Student Drug Use Survey, 2005.)

Teaching/Learning Activity 5:

After examining the physical and social effects of substance use, students brainstorm and discuss a list of the legal consequences of substance abuse.

Additional Activity:

Using the following Case Studies, in small groups the students will identify the key legal issues, the consequences, the relationship to their own experiences and ways to prevent consequences.

Background Information For The Teacher is provided in bold in each case study. Discuss with students that there may be more than one act involved in each case study and that the laws may be federal (e.g., Criminal Code of Canada), provincial (e.g., Liquor License Act) or municipal (Municipal Alcohol Policy).

Legal Issues Case Studies: Student Worksheet

#1 Case Study - Tobacco

A seventeen-year-old student purchases cigarettes from a convenience store. He goes to his brother's school at lunch. His brother is in Grade 7. The high school student shares his cigarettes with his brother and his friends behind the school.

Based on the above information, what are the legal issues?
What could be the consequences for all the students, the store employee and the storeowner?
Have you ever known of a similar situation? Please discuss.
What could you do to prevent similar consequences?

#2 Case Study - Drinking and Driving

A sixteen-year-old girl has her G-2 license. She has been at a party where she drank one beer. She was stopped at a RIDE spot check and she tested .04 on the breathalyzer.

Based on the above information, what are the legal issues?
What could be the consequences?
Have you ever known someone in a similar situation? Please discuss.
What could you do to prevent similar consequences?

#3 Case Study - Cannabis

A sixteen-year-old girl has smoked marijuana on her walk to school. In class, her teacher notices the smell of marijuana and informs the vice-principal. The VP checks the student's locker and finds a small bag of marijuana.

Based on the above information, what are the legal issues?
What could be the consequences for the student?
Have you ever heard of a similar situation? Please discuss.
What could you do to prevent similar consequences?

#4 Case Study - Alcohol Liability

A couple had a party and one of their guests got drunk and was hurt. The guest was injured after diving 2.4 metres off the roof of the couple's home into the shallow end of the backyard pool, less than one metre deep. The guest had ignored a warning from the hostess. He acknowledged that the dive was dangerous, took the plunge and broke his neck. Confined to a wheelchair, he then sued the couple for failing to stop him from diving. His lawyer argued in court that the couple had a duty to do more than simply warn his client about the possible dangers of his actions.

Based on the above information, what are the legal issues?
What could be the consequences for the hosts?
Have you ever been in a party situation where things could have gotten out of hand?
What could you do to prevent similar consequences?

Legal Issues Case Studies: Teacher Answer Guide

#1 Case Study - Tobacco

Based on the above information, what are the legal issues?

Selling to minors
Supplying tobacco to minors
Smoking on school property.

What could be the consequences for all the students, and the store employee and storeowner?

Fines for violating the Tobacco Control Act are $215 for an individual for a first offence, with a maximum fine of $4,000. A corporation can be fined up to $10,000 for the first offence and the maximum fine for a director of a corporation is $100,000 for repeat offences.
Retailer may lose the right to sell or even store tobacco on premises.
Consequences may vary according to school policy. Could result in suspension, participation in a cessation program, etc. Could also result in a ticket being written by a Tobacco Control Officer resulting in a fine of $120
Consequences imposed by parents.

Have you ever known of a similar situation? Please discuss.

What could you do to prevent similar consequences?

#2 Case Study - Drinking and Driving

A sixteen-year-old girl has her G-2 license. She has been at a party where she drank one beer. She was stopped at a RIDE spot check and she tested .04 on the breathalyzer.

Based on the above information, what are the legal issues?

G-2 License allows for zero level of alcohol
Possession or consumption by a person under 19 (Underage drinking)
Supplying alcohol to a person under 19.

What could be the consequences?

Suspension of G-2 for at least 30 days (Administrative Suspension)
Parental consequences
Transportation limitation e.g., may need to drive to get to school or work
Insurance impact - costs will increase
Conviction for possession or consumption by a person under 19 (Underage drinking)
Can result in a fine of $105 (plus $20 surcharge)
Conviction for supplying alcohol to a person under 19 (serving underage) can result in a fine of $105 (plus $20 surcharge)
Reported on police clearance report

Have you ever known someone in a similar situation? Please discuss.

What could you do to prevent similar consequences?

#3 Case Study - Cannabis

Based on the above information, what are the legal issues?

Possession of a controlled substance

What could be the consequences for the student?

Can be charged and convicted of possession - 30 g or less, which carries a maximum fine of $1000 or six months imprisonment
Consequences may vary according to school policy, e.g., suspension, expulsion, participation in a treatment program
Consequences imposed by parents
Criminal record may limit job choices, travel, ability to adopt etc.

Have you ever heard of a similar situation? Please discuss.

What could you do to prevent similar consequences?

#4 Case Study - Alcohol Liability

A couple had a party and one of their guests got drunk and was hurt. The guest was injured after diving 2.4 metres off the roof of the couple's home into the backyard pool into the shallow end less than one metre deep. The guest had ignored a warning from the hostess. He acknowledged that the dive was dangerous, took the plunge and broke his neck. Confined to a wheelchair, he then sued the couple for failing to stop him from diving. His lawyer argued in court that the couple had a duty to do more than simply warn his client about the possible dangers of his actions.

Based on the above information, what are the legal issues?

Liability for serving past the point of intoxication resulting in an injury
In this instance it was determined that the hosts had a duty to more than simply warn their guest of the possible dangers of his actions (Occupier's Liability Act).

What could be the consequences for the hosts?

Payment of damages (In this case $2 million)
Stress and impact on relationships with friends.

Have you ever been in a party situation where things could have gotten out of hand?

What could you do to prevent similar consequences?

Alternative Activity:

1. Three areas of the room are labelled:

Legal

Illegal

Don't Know

2. The teacher reads each situation and students indicate their response by moving to the area that corresponds with their answer.

3. The teacher should read the answer and discuss with students.

Situation

Answer

Legal Aspects:

Leroy and his buddies are smoking on school property...although they are hidden from view.

Legal

Illegal

Don't Know

Illegal

It is illegal for anyone, staff, student or visitor, to smoke anywhere on school property. If under 16, the person will receive a summons to appear in court and the judge will determine the fine. The fine is automatically $120 if over 16.

Omar is 17. His family is having a party at home to celebrate his father's birthday. Omar has a glass of wine with dinner.

Legal

Illegal

Don't Know

Legal

It is legal for an under-age person to drink alcohol in the company of his/her parents, at home.

Omar's friend Jon (age 17) comes to dinner and Omar's dad also serves him a glass of wine also.

Legal

Illegal

Don't Know

Illegal

It is illegal to serve alcohol to underage friends of children.

Xi's locker was searched at school. The principal found marijuana.

Legal

Illegal

Don't Know

Illegal

Possession of 30 grams or less of marijuana is an offence which carries a maximum fine of $1000 or six months imprisonment.

Sharla was driving home and was pulled over by police. She refused to provide a breath sample and did not give a reason.

Legal

Illegal

Don't Know

Illegal

Breath samples are required when requested unless there is a reasonable excuse (medical). A license can be suspended for 90 days because of a failed or refused breath test.

Kuldip has had several drinks at his friend's house and knows he should not drive home. He gets into his car and decides to sit in the driver's seat and sleep for a few hours before leaving. His car is in the driveway.

Legal

Illegal

Don't Know

Illegal.

A motorist can be convicted, in a parking lot or on the road. Being in a position to set the car in motion (even accidentally) can result in a conviction.

Dimitri is having a party. His friend George arrives. Although George appears drunk when he arrives, Dimitri gives George a beer. George leaves and drives into a telephone pole on the way home. Are Dimitri's actions...

Legal

Illegal

Don't Know

Illegal

It is illegal to sell or supply alcohol to others (in a restaurant, bar or at home), if that person appears intoxicated.

Carlo has a joint and brings it to school to share with his friend.

Legal

Illegal

Don't Know

Illegal

Carlo could be convicted of trafficking for transporting a drug. No money needs to change hands.

Jess often buys two or three cigarettes from the corner store when she does not have enough cash to buy a whole pack.

Legal

Illegal

Don't Know

Illegal for the retailer

The retailer must sell cigarettes in packs of at least 20 or be charged under the Tobacco Control Act, with a fine of up to $10,000. The corporate fine could be up to $100,000 and the retailer could lose his or her right to sell tobacco. The store clerk may be fined $215–$4000.

Maria, a grade 10 student, shared cigarettes with some of her classmates.

Legal

Illegal

Don't Know

Illegal

It is an offense to give alcohol to someone under 19 years of age or allow this to happen at your event even if you do not personally provide the alcohol.

Chantelle is having a party. She has not provided any alcohol to anyone under 19, but knows that there are some underage people present who are drinking.

Legal

Illegal

Don't Know

Illegal

It is illegal to give alcohol to someone under 19 or allow this to happen at your event even if you do not personally provide the alcohol.

Other:

Many youth in John's community sniff glue. John often buys glue and shares it with his friends. John is 15.

Legal

Illegal

Don't Know

Legal

The possession or use of solvents and aerosols is not prohibited under federal or Ontario law. In Alberta and some states in the US, there are regulations to restrict the sale of glue and to make the sniffing of solvents illegal.

Michelle, who is 19, often goes to raves. She buys some ecstasy.

Legal

Illegal

Don't Know

Illegal

Ecstasy is an illicit drug and possession and trafficking is covered under the Controlled Substances Act. A charge of possession will result in court time, with a conviction leading to a fine and/or imprisonment.

Raj, who injects heroin fairly frequently, receives sterile needles from a community centre's needle exchange.

Legal

Illegal

Don't Know

Legal

Even though Raj is using heroin, an illegal substance, his health and safety, as well as the community's, will be protected by the use of sterile needles. Therefore, needle exchanges* are recognized as an effective harm reduction** measure.

*Needle Exchange: A needle exchange program collects used needles and distributes clean needles and other material. The service is intended to promote safe needle use by users of both legal and illegal drugs. A needle exchange also provides referrals or access to testing for HIV, hepatitis, other sexually transmitted diseases or tuberculosis as well as referrals to other services. For information, contact your local health unit.
**Harm Reduction: Harm Reduction is a public health approach that aims to minimize the harms cased by certain conditions that pose serious risks to individuals, groups and society. Harm reduction is not about stopping people from doing something risky. It is about showing people how to more safely do whatever they choose to do.

Additional Activity: Virtual Party

The Centre for Addiction and Mental Health has developed http://www.virtual-party.org, an interactive Internet-based resource for youth. This site, as its name suggests, presents young fictitious party-goers ("Sarah" and "Jason") with a variety of choices and consequences. Through assuming the role of one of the two main characters, students will discover the physiological and sociological effects and consequences of alcohol, in addition to seeing various coping strategies applied.

Virtual Party will help students learn a variety of coping techniques that will help them avoid and minimize the potential dangers that party-going may present. It also demonstrates physiological, social and legal implications.

The Virtual Party interactive game takes anywhere from three to 15 minutes to play. The site offers tons of valuable, and youth-friendly, information bulletins. Links to other relevant Web sites are also provided.
While access to computers is a potential barrier, most students have access, either at home or through libraries. Working in pairs may help alleviate this barrier.

Activity:

Introduce Virtual Party as an interactive game for learning about the consequences of substance use (alcohol use in particular), coping strategies that help to minimize harm as well as physiological, social and legal implications.
Working individually or in pairs, students complete the Virtual Party game, paying particular attention to the above concepts and how they apply to "Sarah" and "Jason" (Note to teacher: the jigsaw strategy may be applied to this activity).
Each student, or pair of students, is then asked to choose a concept they thought was particularly important. Focusing on this, the students will develop an information tool, using a medium of their choice (e.g., pamphlet, poster, e-mail), that informs and educates their peers. An example of this information tool topic might be coping strategies such as refusal skills where the student demonstrates effective refusal skills at the party.
Students will then present their final product to their classmates. Discussion could focus on the following: helpful findings; effectiveness of information; relevance to other possible scenarios (e.g., drawing upon discussion, as per step one). It is equally valuable to discuss the poor decisions made by "Sarah" and "Jason" and to discuss better ways for them to have handled the various situations.
Student information tools could be on display during Drug Awareness Week (DAW-held annually during the third week of November) or used by interested students and teachers in another way. Ideas and assistance may be obtained from the local DAW Committee.

Rubric (May be used for all activities)

Criteria

Level 1

Level 2

Level 3

Level 4

Knowledge & Understanding

Knowledge of the legal aspects of substance use and abuse

Understanding of legal aspects of substance use and abuse

Needs assistance to demonstrate knowledge and understanding of the legal aspects of substance use and abuse

Demonstrates knowledge and understanding of the concepts with several minor errors

Demonstrates knowledge and understanding of most of the required concepts with few errors

Demonstrates knowledge and understanding of almost all of the required concepts

Communication

communication of information and ideas

Communicates ideas and information with limited clarity and unity

Communicates with some clarity, sometimes using appropriate terminology

Communicates clearly and precisely, usually using appropriate terminology

Communicates clearly and precisely, using appropriate and varied terminology

See Additional Resources listed on this web site. You may also check with your local school board or public health office or contact the Centre for Addiction and Mental Health at these numbers:

R. Samuel McLaughlin Centre: 1-800-463-6273
Video Reference Desk: 416-535-8501, ext. 6987
Marketing Department (kits and pamphlets, etc.): 1-800-661-1111

Educating Students about Drug Use and Mental Health - Catholic - Grade 10: Expectations 1 to 3

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