Download Long Term Effects GHB - Dr. Tamerin Capellino

Club Drugs and Our Students
http://parentingteens.com/blog/tag/drug-abuse/
Purposes
 MDMA (Methylenedioxymethamphetamine)
 Psychology and cognitive therapy trials
 Post Traumatic Brain Disorder
 Therapy sessions
 Psychotherapy
 Leo Zeff, Claudio Naranjo, Joseph Downing
endorsed.
Purposes
 GHB (Gama Hydroxybutyric Acid) is used for





medicinal purposes
Insomnia
Clinical depressants
Narcolepsy
Alcoholism
Performance enhancing myths
Symptoms of XTC
(Ecstacy)
 Under the Influence
 After
 Blurred vision
 Confusion
 Rapid eye movement
 Depression
 Chills and sweating
 Dizziness
 Dehydration
 Panic attacks
 Paranoia
 Sore jaw due to involuntary
 Trance-like state
 Intense focus of sights and
sounds
 Loss of inhibitions
 Unusual displays of affection
jaw clenching
Clues
 Pacifiers and lollipops
 Candy necklaces
 Bags of small candy to blend
with others
 Glow sticks
 Glowing jewelry
 Surgical masks
Symptoms of GHB
(Date Rape Drug)
 Happiness
 Affectionate
 Muscle relaxation
 Loss of coordination
 Loss of gag reflex
 Nausea
 Usually 10-20 minutes after ingestion
Symptoms of GHB
 Once it has taken effect, signs include:

Loss of consciousness

Impaired breathing

Respiratory depression

Seizures

Hypothermia

Slowed heart rate

Coma
Ecstasy Pill Size
http://www.justice.gov/dea/photos/mdma
Ecstasy
http://www.justice.gov/dea/photos/mdma
.
Ecstasy Documentary
3:04-4:45
Statistics
 12.9 million in America 12 years or older have




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experimented with XTC
2.4% of 8th graders
4.3% of 10th graders
6.2 % of 12th graders
GHB is legally available in over 50 countries
worldwide including Mexico.
XTC imported mainly from Australia and
Canada
GHB

GHB takes effect in about 15 minutes and can last 3 or
4 hours. It is very potent: A very small amount can
have a big effect. So it's easy to overdose on GHB.
Most GHB is made by people in home or street "labs."
So, you don't know what's in it or how it will affect
you. GHB can cause these problems:
Long Term Effects

Relaxation

Drowsiness

Dizziness
GHB - Right now, the long-term effects of GHB
use are not known.

Nausea


Problems seeing

Loss of consciousness (black out)

Seizures

Can't remember what happened while drugged

However, made from industrial chemicals, there is a
risk of severe burns to the mouth, throat, and stomach
from GHB that has been improperly produced. May
cause future infections and lasting effects.

Risk of STDs
Problems breathing

Depression

Tremors
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Suicide
Sweating

Vomiting

Unwanted Pregnancy

Slow heart rate
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Future drug use
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Dream-like feeling


Coma
Immature brain regions may place teens
at elevated risk to the effects of drugs

Death

Risky behavior
Who is learning now!
We know what happens to our students when they are depressed! They check
out of school, society, and life. The can’t see the light at the end of the tunnel.
They stop trying at school and fall behind. They take these behaviors into
adulthood and the cycle continues at full force.
ECTASY

Short-Term Effects

Gives you energy

Distorts time and perception

Increases enjoyment from touching

Inability to regulate temperature

Sharp increase in body temperature, hyperthermia,
heatstroke

Liver, kidney, and cardiovascular system failure

Perceptual changes, anxiety, jaw-clenching, dry mouth, and
appetite changes

Blood pressure increases
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Headaches
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Chills

 Long-Term Effects

Dramatic increase in heart rate, leading to serious
complications for people with cardiovascular
disease.

Dehydration can lead to liver and kidney failure.
Disturbing emotional reactions, confusion,
depression, sleep problems, drug craving, severe
anxiety, and heart palpitations. Symptoms last a
long time after taking the drug.
Depletes the amount of serotonin in the brain and
blocks uptake of serotonin.
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
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Toxic to the brain.
Eye-twitching
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Impairs memory.
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Blurred vision


Nausea
Brain damage is directly related to amount and
frequency of usage.

Dehydration

Muscle tension

Severe sweating

Faintness

Seizures

Day-after depression

Death
Who is learning NOW?
Will she wake up?
Will her friends learn from her night of partying?
Was it worth it?
4th Grade Health Standards

Standard 2: Analyzing Influences

2.1.S Analyze how emotions contribute to both safe and
violent behaviors.

Standard 1: Essential Concepts

1.1.A Describe the harmful short- and long-term effects of
alcohol, tobacco, and other drugs, including

inhalants.

1.2.A Identify ways to cope with situations involving
alcohol, tobacco, and other drugs.

1.3.A Explain the differences between medicines and illicit
drugs.

1.4.A Identify family and school rules about alcohol,
tobacco, and drug use.

1.5.A Explain why individual reactions to alcohol and drug
use may vary.

Standard 2: Analyzing Influences

2.1.A Identify internal and external influences that affect
the use of alcohol, tobacco, and other drugs.

March 2008 Health Education Content Standards

CA Department of Education


These Standards can be addressed in 4th
grade to provide students with awareness
of drugs and their effects.
Hopefully, by teaching these concepts early
on, students will be prepared to say “no” to
drugs in their teen years.
Content and Health Integration
 Show videos from your
Health Curriculum
 Have students role play
refusing drugs
(Language Arts)
 Students can color a
diagram of the body
parts affected by drugs
(Science)
http://ccarter888.wordpress.com/websites/
7th & 8th
Grade Health Standards

Standard 2: Analyzing Influences

March 2008 Health Education Content Standards

CA Department of Education
Standard 7: Practicing Health-Enhancing Behaviors

Last modified on: 4/12/2010
7.1.G Describe strategies for refusing unwanted sexual
activity.31

Page 51 of 72

2.1.A Analyze internal influences that affect the use and abuse of alcohol,
tobacco, and other drugs.

2.2.A Evaluate the influence of marketing and advertising techniques and
how they affect alcohol, tobacco,

and other drug use and abuse.

2.3.A Analyze family and peer pressure as influences on the use of
alcohol, tobacco, and other drugs.

Standard 3: Accessing Valid Information

3.1.A Analyze the validity of information, products, and services related
to the use of alcohol, tobacco, and

other drugs.

Standard 4: Interpersonal Communication

4.1.A Use effective refusal and negotiation skills to avoid risky situations,
especially where alcohol,

tobacco, and other drugs are being used.

Standard 5: Decision Making

Standard 2: Analyzing Influences

2.3.G Analyze the influence of alcohol and other drugs on
sexual behaviors.19



7.2.G Demonstrate the ability to anticipate and minimize
exposure to situations that pose a risk to sexual

health.32

7.3.G Describe personal actions that can protect
reproductive and sexual health.33

Standard 1: Essential Concepts

1.4.A Describe the consequences of using alcohol, tobacco,
and other drugs during pregnancy, including

fetal alcohol spectrum disorders.

1.5.A Analyze the harmful effects of using diet pills without
physician supervision.

1.6.A Explain the short- and long-term consequences of
using alcohol and other drugs to cope with

problems.

1.7.A Explain why most youths do not use alcohol, tobacco,
or other drugs.

1.8.A Explain school policies and community laws related to
the use, possession, and sale of alcohol,

5.1.A Use a decision-making process to avoid using alcohol, tobacco, and
other drugs in a variety of

tobacco, and illegal drugs.

situations.

Standard 6: Goal Setting

6.1.A Develop short- and long-term goals to remain drug-free.
High School Health Standards

Standard 3: Accessing Valid Information

3.1.A Access information, products, and services related to the use of
alcohol, tobacco, and other drugs.

3.2.A Evaluate prevention, intervention, and treatment resources and
programs concerning alcohol,

Alcohol, Tobacco, and Other Drugs

Standard 1: Essential Concepts

1.1.A Describe the health benefits of abstaining from or
discontinuing use of alcohol, tobacco, and other

tobacco, and other drugs.

Standard 4: Interpersonal Communication

drugs.

4.1.A Demonstrate assertive communication skills to resist pressure to
use alcohol, tobacco, and other

1.2.A Explain the impact of alcohol, tobacco, and other drug use
on brain chemistry, brain function, and

drugs.


behavior.
4.2.A Use effective refusal and negotiation skills to avoid riding in a car or
engaging in other risky

1.4.A Identify the social and legal implications of using and
abusing alcohol, tobacco, and other drugs.

behaviors with someone who has been using alcohol or other drugs.

Standard 5: Decision Making

5.1.A Use a decision-making process to evaluate how the use of alcohol,
tobacco, and other drugs affects

individuals, families, and society.

5.2.A Explain healthy alternatives to alcohol, tobacco, and other drug
use.

Standard 6: Goal Setting

6.1.A Predict how a drug-free lifestyle will support the achievement of
short- and long-term goals.

Standard 7: Practicing Health-Enhancing Behaviors

1.5.A Describe the use and abuse of prescription and
nonprescription medicines and illegal substances.

1.9.A Explain the impact of alcohol and other drug use on vehicle
crashes, injuries, violence, and risky

sexual behavior.

1.10.A Clarify myths regarding the scope of alcohol, tobacco, and
other drug use among adolescents.

Standard 2: Analyzing Influences


2.1.A Evaluate strategies for managing the impact of internal and
external influences on alcohol, tobacco,
7.1.A Use effective coping strategies when faced with various social
situations involving the use of alcohol,

tobacco, and other drugs.

and other drug use.

2.2.A Analyze the role of individual, family, community, and
cultural norms on the use of alcohol, tobacco,

and other drugs.


March 2008 Health Education Content Standards
CA Department of Education
Content and Health Integration
 Students can discuss
movies, plays, literature in
connection with drug
awareness (Social Studies,
Lang. Arts)
 Students can journal about
their experiences, concerns
(Language Arts)
 Teacher can provide
graphic organizers to chart
affects of drugs, how to
respond to peer pressure,
etc. (Lang. Arts, Science
http://www.ehow.co.uk/how_2139110_tellteen-using-ghb.html
Local Resources
For help…
http://dasis3.samhsa.gov/
http://www.visionsteen.com/
http://www.drugrehabtreatment.com/
For information
http://www.drugabuse.gov/infofacts/ecstasy
.html
http://www.drugabuse.gov/infofacts/Clubdr
ugs.html
Bibliography
 National Institute on Drug Abuse
 http://www.nida.nih.gov/nidahome.html
 Drug Enforcement Administration
 http://www.justice.gov/dea/
 Center for Disease Control and Drug
Prevention
 http://www.cdc.gov/
 March 2008 Health Education Content
Standards
 CA Department of Education