Educating Students About Drug Use and Mental Health - Catholic - Grade 9: Expectation 3

Identify the major factors (e.g., environmental influences such as peer pressure, media influences, adolescent attitudes) that contribute to the use of alcohol, tobacco and other drugs:

Bold text between the orange lines are excerpts from Catholic Course Profile, Unit 2, Activity 2: Lifestyle Factors Contributing to Substance Use and Abuse

Teaching/Learning Strategy 1:

Think/Pair/Share: Students are to create a two-column chart comparing reasons for using drugs (tobacco, alcohol and other drugs) and reasons for not using them. They then compare and discuss their charts with a partner. Selected pairs will report their results to the class.

Perceived Advantages and Disadvantages of Drug Use: Student Worksheet

Advantages

Disadvantages

Personal

Social

Performance at School/Work

Health/Physical

Financial

Legal

Teacher Background Information:

Note: Although advantages are often only perceived, they are very real to those using or thinking of using drugs. It is important for students to do the thinking about drug use BEFORE getting into situations where they will be faced with a decision regarding drug use.

Perceived Advantages and Disadvantages of Drug Use

	Advantages	Disadvantages
Personal	- To satisfy curiosity - To cope with boredom - To have something to do - To rebel or defy parents - To get revenge - To gain attention from family - To avoid loneliness - To deal with stress/to survive - To forget disappointments - To avoid family arguments or family problems - To forget family (or friends) for a while	- Curiosity gets satisfied - then what? May or may not try something else - Excitement levels off - May get the "wrong" type of attention - May lose control of emotions (e.g., may become angry or violent, depressed or anxious) - Against family/religious values - Creates problems with family (e.g., loss of trust) - Does not resolve family or personal problems - May lose pleasure in everyday activities - May lose self-esteem
Social	- To fit in with a group or find new friends - To deal with shyness or lack of confidence - To be able to talk with strangers or feel comfortable in large groups - To avoid having to talk - To imitate role models - To create a positive social image (along with "approved" dress, hair and music) - To be the "real me"	- Often groups/friends change - May let friends down - Gives false sense of confidence or courage - May become more isolated - May say or do things will regret later - May make a fool of oneself or act bizarre - May become uncharacteristically rude - May become someone no one recognizes - May lead to negative episodes (e.g., drive when shouldn’t have; get involved in sexual situations otherwise would not have; others could take advantage of you)
Performance at School/ Work	- To stay awake - To feel more creative - To have an edge - To try to focus/concentrate better - To forget school/work disappointments - To be in control of emotions - To avoid having to live up to too many pressures - To forget that school is not where they want to be	- Difficult to sleep/rest - May become very sleepy - May become less motivated to do well in school/at work - a "who cares" attitude - Memory, ability to concentrate and think clearly may be affected - Moods may change and may have difficulty controlling emotions - May lose employment
Health/ Physical	- To control pain - To control weight - To gain muscle mass - To stay awake	- May lead to chemical dependence - May become undernourished - May cause the appetite to increase - Females may become masculine-looking - includes body hair - Males may experience breast development, decrease in size of testicles/lower sperm count - May find it difficult to sleep or get adequate rest - May get infections more easily (e.g., HIV/AIDS or hepatitis may be contracted through needle use) - May damage major organs, body systems
Financial		- Cost of purchasing drugs
Legal		- Negative implications regarding possession, purchase and use of various substances - Could jeopardize opportunities in future

(Adapted from The Roles Played By: Tobacco, Alcohol and Other Drugs, Parents Against Drugs (PAD) Toronto, 1999.) (Parents Against Drugs (PAD) is known as PAD Drug Education and Support Services.)

Additional Activity:

Debate It

Students debate the advantages and disadvantages of drug use. Divide the students into four groups for two debates. For each debate, there will be two sides, one arguing for the perceived advantages of drug use, and the other arguing for the disadvantages of drug use.

Debate #1: Considering Personal, Social, Performance at School/Work Reasons
Debate #2: Considering Health/Physical, Financial, Legal Reasons

Using background information and brainstorming, students will prepare their arguments on their positions. The first debate will be presented while students presenting the second debate listen. The group listening will make a decision about which side was most persuasive. A timekeeper can be assigned from the group that is listening.

Suggested debate structure:

Introduction - 1 minute each (both sides)
Argument - 5 minutes each
Rebuttal - 5 minutes each
Conclusion - 1 minute each

Teaching/Learning Strategy 2:

The teacher will lead a discussion about why people use substances, stressing the role of family, media, peers and adolescent attitudes.

Additional Activities:

In small groups, using a visual organizer (e.g., web, diagram, map), students will brainstorm factors that influence their attitudes toward alcohol, tobacco and other drugs. The list could include: cultural beliefs and values, individual life circumstances, parental and family influences, influences of peers, religion, availability, finances, heredity etc.). Each group will rank their results from the group to arrive at a ranking for the class.
Using the Factors that Influence Attitudes Towards Alcohol, Tobacco and Drug Use - Student Worksheet, students will complete the worksheet and discuss either in small groups or as a class discussion.

Visual Organizer - Student Worksheet

Factors that influence attitudes toward alcohol, tobacco and other drugs:

On your own, complete this sheet before small group discussion.

Visual Organizer - Teacher Answer Guide

Factors that influence attitudes toward alcohol, tobacco and other drugs:

Visual Organizer - Student Worksheet

Factors that influence attitudes towards alcohol, tobacco and drug use

Factor	Rank
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Points for Discussion

1. Give reasons for ranking your top two choices:

#1__________________________________________

____________________________________________

#2__________________________________________

____________________________________________

2. Give reasons for your bottom ranking:

____________________________________________

Teaching/Learning Strategy 3:

Students will consult resources as necessary and define the following terms: drug use, drug misuse, drug abuse, tolerance, physical dependence, psychological dependence, alcoholism and addiction.

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 you think, act or feel, without interfering with your 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: at school, at work, with family/friends, with drinking and driving, health, etc.

Teaching/Learning Strategy 4:

In small groups, students will list how companies promote tobacco, alcohol and other drugs to appeal to the adolescent market. They should include the use of colours, images, mood and feelings. Using a magazine advertisement related to tobacco or alcohol, students will analyze this advertisement based on the media images presented. Students will answer these questions:

Name the three things about the product that the manufacturer wishes you to believe.
How does the advertisement give you these impressions?
Do you believe the messages in the ad? Why or why not?

The teacher will build the concept of media influences on drug use and abuse by asking the following questions:

Why do companies advertise their products?
How do companies promote alcohol, tobacco and other drugs?

Students will complete (for homework) and submit a worksheet that answers the above questions on an advertisement of their choice.

Hot Tips for Teachers: Advertising and Media Literacy

Introduce the meaning of media literacy, and discuss how important it is to be aware of the power of media.

Media Literacy: The ability to interpret the images we see on TV or in magazines, etc. These images shape our attitudes and choices.

Goal of the Advertiser: To creatively persuade the individual to purchase the advertiser's product.

How Companies Promote Tobacco, Alcohol and other Drugs

Comparison: The ad compares the advertiser's "superior" brand to another "inferior" brand.

Contests/Special Promotions: The ad features a contest/special promotion in relation to a product (e.g., holiday to Florida, backstage passes to a music concert, CDs in beer cases). Viewers may feel compelled to buy this product in order to win the contest.

Glamour/Sex Appeal: A sophisticated, sexy person is shown using the product. This implies that the buyer will be sexy or sophisticated by using the product.

Glittering Generality: The ad uses expressions like "the best" and "the only" that are not substantiated.

Graphics: The ad uses graphics to engage viewers in what is being advertised, for instance cartoon characters.

Having Fun: People in the ad are having a really good time. The hidden message: 'Use the product and you'll have fun as well.'

Health Appeal: The ad suggests that the product can do wonders for the consumer's health.

Humour: The ad uses comic characters, dialogue or pictures to promote the product.

Manipulation: The ad suggests manipulative, exaggerated or untruthful messages, such as "smoking is healthy" or "if you drink beer, you'll have a lot of friends."

Music: The ad uses music (e.g., usually current music or popular songs from the past) to attract the viewer to the product.

One of the Gang: The ad suggests that "everybody" is doing it or using the product. The buyer does not want to be left out.

Role Model/Opinion Leader: The ad uses a "cool" person to promote the product. The underlying message is that "if you want to be like me, use this product."

Sensory Appeal: The ad uses images, sounds and colours that are appealing to the senses.

Snob Appeal: The ad suggests that even though the product costs more, it's worth it!

Statistics: The ad uses statistics to impress the consumer. These ads do not provide any information about the source of the statistics.

Symbols: The ad emphasizes the brand logo or catchy saying (e.g., the "apple" for MacIntosh computers).

Testimonial/Endorsement: An important or well-known person claims that he or she uses the product. This implies that the product is worthwhile.

(Adapted with permission from Under the Influence? Educator's Kit on Alcohol Advertising for Students in Grades 7-10, Association to Reduce Alcohol Promotion in Ontario (ARAPO), Toronto, 2000.)

Why do companies advertise their products?

to make their products more visible
to attract new customers (e.g., consumers who have never purchased a particular product before)
to maintain established customers and encourage them to remain "loyal" to the brand
to influence people who normally buy a competitor's brand to switch to advertiser's brand
ultimately to increase sales.

Possible Discussion Questions/Additional Activities:

1. Working in small groups, have students brainstorm their ideas about any of the following topics:

a) The purpose of advertising.

Why is advertising important to any business? What do companies hope to achieve?

b) Do you feel alcohol/tobacco companies specifically target youth? Explain.

We know that alcohol and tobacco industries spend a great deal of money on different forms of advertising. Youth are potential new customers and many have disposable income. Teens often look to ads for cues on how to look and behave. Tobacco companies are always looking for new smokers to replace those who die or quit. Studies show that alcohol ads can influence adolescent drinking; humour and music are especially appealing (Grube, J.W., Madden, P.A., Friese, B., The Effects of TV Alcohol Advertising on Adolescents Drinking, 1996, Washington, D.C.).

c) Do you feel alcohol/tobacco advertising influences your younger siblings/friends? Do you feel alcohol/tobacco advertising influences you? Explain.

d) Where and how do alcohol and tobacco companies promote their products?

sporting events (Molson Indy)
the arts (DuMaurier Jazz Festival)
sponsorship of entertainment venues (e.g., Molson Amphitheatre) including: TV, radio, buses, retail, magazines, theatres, Internet, movies and videos, billboards.

2. Compare the Ads

Divide the class into two groups. For homework, all students must bring in two advertisements: one that appeals to them and one that appeals to an adult in their household. Half the class brings in any kind of advertisement. The other half of the class brings in advertisements that are promoting alcohol or tobacco.

Students discuss in small groups what is different about the advertisements in general and whether there are as many differences with the advertisements promoting alcohol and tobacco. (Note: Advertisements appealing to teens may be brighter, lighter and more "fun" than those appealing to adults.)

Advertising Analysis - Student Worksheet

1. Name of product:

________________________________________________

2. Is there a slogan/logo for the product? What is it?

________________________________________________

3. What types of characters are portrayed in this advertisement (e.g., age, gender, physical attributes, etc.)?

________________________________________________

4. Describe the atmosphere of the advertisement (e.g., location, setting, number of people, colours, mood, feelings, other images, etc.).

_________________________________________________

a) Name three things about the product that the manufacturer wishes you to believe.

_________________________________________________
_________________________________________________
_________________________________________________

b) Name three negative consequences of using the product that the advertisement is not telling you.

_________________________________________________
_________________________________________________
_________________________________________________

5. How does the advertisement give you these impressions?

__________________________________________________

6. What selling strategies are used in this ad?

__________________________________________________

7. Do you believe the messages in the ad? Why or why not?

__________________________________________________

8. Who do you think is the audience for your advertisement? How can you tell?

__________________________________________________

9. Why do you think the person who created this ad has presented substance use in this way?

__________________________________________________

Teaching/Learning Strategy 4:

Introduce this topic with a brief discussion of why the teenage population is particularly vulnerable to substance use and abuse. Assist students in making the connection between drug use as the leading cause of death amongst youth (e.g., motor vehicle accidents, homicides, suicides and drownings) using up to date statistics. Discuss the impact of chemical dependence on a teenager's life and define the stages of chemical dependence (initial use, regular use, preoccupation, dependence). Students will brainstorm why teenagers are at risk of becoming chemically dependent. The list might include:

Developing brains and bodies are more sensitive to drugs.
Teenagers tend to use drugs more heavily and frequently.
Teenagers are more likely to use more than one drug.
Social and environmental factors (e.g. families and friends taking drugs).

Teacher Background Information: Drug Use Continuum

Teachers should note that the Drug Use Continuum is an alternative to the Stages of Chemical Dependence. There is no automatic progression from stage to stage. Patterns of use can 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.)

Hot Tips for Teachers:

Why are teens at risk of developing substance use problems?

Personal Factors:

beliefs and perceptions about the benefits of substance use
lack of knowledge of consequences (e.g., the dangers of substance use)
factors such as self-efficacy
psychological well-being

Behavioural Factors:

Teenagers tend to be heavy and frequent users of substances compared with adults.
Teenagers often use more than one substance.
Academic achievement (statistically, low achievement = higher risk).
Teenagers tend to be less averse to high-risk behaviour than adults.
Teenagers may lack well-developed self-control and may behave more impulsively than adults.
Curiosity leads to experimentation.

Environmental Factors:

attitudes and values of parents and peers
parental, sibling and peer use of substances
advertising media
accessibility of substances
social and cultural norms
factors such as low socio-economic status are associated with tobacco use and illicit drug use

Physiological Factors:

Developing brains and bodies are more sensitive to drugs.

Teaching/Learning Strategy 6:

Teachers may choose to invite a local community health representative (e.g., school nurse, public health official, school counselor, police officer) to speak to students regarding substance use and abuse. As a response, assign a one-page reflection paper or thank-you letter in which students write about their thoughts and reactions to the material presented.

Additional Resources

There are some additional resources listed on this site. You may also check with your local school board, public health office or call the central information numbers at the Centre for Addiction and Mental Health:

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 9: Expectation 3

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