Educating Students About Drug Use and Mental Health - Grade 10: Expectation 1 Teaching Learning Strategy 1

Grade 10 Overview

Expectation 1 T/L S 1

Exp 1 T/L S 2

2

3

Describe the factors that lead to substance dependence.

Bold text between the orange lines are excerpts from Grade 9 Healthy Active Living Education Course Profile, Unit 3, Activities 4 & 5.

Teaching/Learning Strategy 1:

Review the concept of substance use and dependence by sorting information cards. In small groups, the students will sort drug dependence characteristics into categories. The Students will place the categories in order, showing a progression to dependence. The teacher will summarize the activity by leading a discussion about the stages of drug use with questions such as: "Why do you think tobacco is considered a 'gateway drug'? What risk factors might cause a person to move from one stage to the next?"

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 research 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: Using 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 students can afford; for example, tobacco use is strongly influenced by the cost of the product. Accessibility: Young people report having little difficulty in 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. (See Teaching Learning Strategy 1 — Drug Use Continuum)

 

Teaching/Learning Strategy 1: Additional Questions

Additional questions that could be used when the teacher leads the discussion about the stages of drug use are:

1. When students choose to experiment/use with 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.
2. Discuss with the students why some people call these drugs "gateway"? What is the relationship between alcohol, tobacco, cannabis and other illicit drugs? (See above discussion of gateway drugs for answers.)
3. Some students do move from experimentation to addiction, but most students do not. What factors help to prevent progressing 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 Use 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:

1. The Drug Use Continuum (on the next page) outlines five types (categories) of drug use. They are non-use, experimental use, occasional use, regular use and dependence use.
2. Divide the class into four teams.
3. 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
4. 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.
5. 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.)
6. 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:

1. Students receive Drug Use Continuum Chart from Answer Guide (next page) 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.
2. Divide class into four teams each with a designated representative.
3. Each team receives several different "use statements."
4. 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.
5. The rep can be coached by his or her team.
6. Having the correct answers from Answer Guide, the teacher has the final say on whether or not the team receives the appropriate points.
7. 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):

1. Alex has tried marijuana a couple of times. (experimental)
2. Between classes, Lindsay has a cigarette while catching up on gossip in the smoking area. (regular)
3. Because pot is available and easy to get, Farid and his friends smoke up when they go to raves. (occasional)
4. Kelly looks forward to smoking a joint every day after school. (regular)
5. Brooke was curious and drank beer to see what it was like to be drunk. (experimental)
6. 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)
7. As they did at the Halloween dance, Danielle and her friends drank before the Christmas dance to get into the holiday spirit. (occasional)
8. 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):

1. Melissa needs a cigarette every morning when she gets up in order to get herself going. (dependence)
2. Tim's father wears a nicotine patch to help him lead a normal life while he is trying to quit smoking. (dependence)
3. Christie will only buy a certain kind of beer for parties. She says it's "her brand". (regular)
4. 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)

 

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