Download 7th Drug Packet_SE - Neshaminy School District

Student Edition 1.1
SESSION 1: MYTH AND FACTS
Objectives: After completing this lesson, participants will…
Be able to differentiate between drug myths and facts.
PA State Standards:
National Standards:
1.8.2, 1.8.4, 1.8.7, 1.12.1, 1.12.7, 2.8.5
2, 4
Question: How can you tell the difference between a truth and a lie?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Drug:
2. Addiction:
3. Abuse:
1
Student Edition 1.2
Myths About Drugs and Alcohol
 Beer is “weaker” than rum or vodka.
 Teens are too young to get addicted.
 It is not possible to die from an overdose of alcohol.
 All drugs are dangerous.
 Drug relief stress. They help people deal with problems.
 People who use drugs hurt only themselves.
 Sniffing glue gives you an instant rush. There isn’t time for it to hurt
you.
 Cocaine is only addictive if you inject it.
 Steroid creams can be bought in drug stores. Doctors can prescribe
steroids to treat allegories, so using steroids to build muscles is okay.
 Experimenting with alcohol and marijuana isn’t really dangerous, but
stronger drugs could lead to problems.
 As soon as a person feels normal, the entire drug is out of the body.
 Drugs affect everyone the same way.
2
Student Edition 1.3
Debate Questions:
1. What is the myth?
2. Why is the myth not true?
3. Change your myth to fact. List as many facts as you can.
4. Why do people believe in the myths?
5. What should people do to tell a myth from fact?
3
Student Edition 2.1
SESSION 2: ALCOHOL
Objectives: After completing this lesson, participants will…
Be able to determine the negative effects of alcohol on the body.
PA State Standards:
National Standards:
2.8.3, 2.8.9, 2.12.1, 2.12.9
Review: List one new fact you learned last class.
__________________________________________________________________
__________________________________________________________________
Question: Is alcohol a stimulant or a depressant? Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Alcohol:
2. Binge
Drinking
4
Student Edition 2.2
Alcohol
Something to Think About
DID YOU KNOW THAT:
 Adults who drink excessively can become alcoholics in 5 to 15 years.
 Teenagers who drink excessively can become alcoholics in 6 to 18 months!
 Pre-teenagers who drink excessively can become alcoholics in only 3 months!
 Recent research claims that teenagers who smoke a pack or more of cigarettes a day are
45% more likely to use marijuana than nonsmokers.
 Over half the people killed in drunk driving accidents are teenagers, even though they
account for only 20% of licensed drivers.
 The only age group in this country whose life expectancy is actually decreasing is
teenagers!
Someone once said that alcohol is what put the “wreck” in recreation. All the statistics out there
agree. We know, for example, that the greatest enemy of today’s teenagers – is today’s
teenagers. They are killing each other in gang activity, each others cars and at parties when they
encourage each other to drink too much. We also know that teenagers are also their own best
friends. Friends watch out for each other because they care. Let’s find good friends, then, the
kind that really care about us, and listen to them.
We only magnify our problems when we look at them through the bottom of a glass. We help
resolve them when we see them through the eyes of a good friend. Alcohol and tobacco use
violates training rules, but that’s only one reason not to use them. The best reason is that they just
aren’t good for you, especially if you hope to develop the lung capacity so important for athletics
and lifelong health.
REMEMBER:
Alcohol and Tobacco are poisons;
Treat them accordingly.
5
Student Edition 2.3
Effects of Alcohol
Directions: Fill in the blanks to explain how alcohol affects a person.
How Alcohol Affects a Person Depends On:
1. How __________ you drink.
2. How __________ you drink.
3. Your body __________.
I’ve been drinking
for 5 years now!?!
4. How much drinking you’ve done in the __________.
5. How much __________ is in your stomach.
6. What your __________ are about drinking.
7. __________ you are when you drink.
6
Student Edition 3.1
SESSION 3: INHALANTS
Objectives: After completing this lesson, participants will…
Be able to identify types of inhalants and the effects on the body.
PA State Standards:
National Standards:
1.8.1, 1.12.1, 1.12.7, 2.8.3, 2.8.9
Review: List 3 negative effects of alcohol.
1. ____________________________________________________________
2. ____________________________________________________________
3. _____________________________________________________________
Question: Are inhalants considered a drug? Why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Inhalants:
2. Huffing:
3. Sudden:
Sniffing
Death
Syndrome (SSDS)
7
Student Edition 3.2a
BASIC FACTS ABOUT DRUGS: INHALANTS
What are inhalants?
Inhalants are drugs that produce a
quick, temporary high;
lightheadedness; and euphoria (good
feeling) when their fumes or gases are
breathed and absorbed into the body
through the lungs. The high is
sometimes compared to the sensation
of being drunk. It tends to last only a
short time, from a few minutes to about
three-quarters of an hour. It may be
followed by after-effects like those of an
alcohol hangover, such as drowsiness,
headache, or nausea, which last for an
hour or two.
Compared with other recreational drugs,
inhalants are readily available and
relatively cheap. Many of them can be
obtained legally, even by minors, for
more than a thousand common
household products can be used to get
high. It is partly for this reason, and
partly because they are mistakenly
believed to be safer than other
recreational drugs, that inhalants are
especially popular among children and
young adolescents.
The average age at which
adolescents first try these drugs is
13, and one eighth grader in five has
used them. Dangerous and potentially
lethal in their own right, inhalants often
also serve as a gateway to other,
stronger drugs.
down, or dissolve, other carbon
compounds. Organic solvents are also
highly volatile; they readily evaporate
from a liquid to a gas or aerosol, which
can be inhaled.
Many common products are either
based on organic solvents or contain
high concentrations of them. They
include gasoline, lighter fluid and butane
lighter fuel, spray paint, paint thinners
and removers, transparent glue, rubbercement thinner, hair spray, nail polish
remover, degreasers, and cleaning
fluids. Organic solvents are the easiest
inhalants to obtain and the most
dangerous to abuse.
Nitrites are compounds of nitrogen and
act mainly as vasodilators, causing the
walls of blood vessels to relax so that
the vessels enlarge, or dilate. They are
used medically to relieve attacks of
angina chest pain caused by insufficient
blood flow in the vessels serving the
heart. They also tend to depress the
activity of the central nervous system,
producing the giddiness and euphoria of
a high.
The most commonly abused are amyl
nitrite and butyl nitrite. Amyl nitrite is
usually packaged in small, crushable
glass or plastic capsules, known as
poppers or snappers. Butyl nitrite often
comes in a bottle or spray can and is
sold as an air freshener under names
such as Rush, Locker Room, or JacAroma.
What are the Main Types?
There are three main types of inhalants:
Organic solvents are liquid compounds
of carbon that have the power to break
Nitrous oxide, commonly called
laughing gas, was the first inhalant used
for recreational purposes. Introduced as
an anesthetic in the 1850’s, this
compound of nitrogen and oxygen is still
8
Student Edition 3.2b
used medicinally, particularly by
dentists. It doesn’t completely block
pain, but it does alter the perception of
pain, so that there is no distress. Nitrous
oxide tends to produce a pleasant,
dreamy state of consciousness,
somewhere between waking and sleep.
For medical use, nitrous oxide is
compressed and stored in metal tanks,
to which a hose and inhalant mask are
attached. The compressed gas is also
used to make whipped cream. When
packaged in small cartridges, called
whippets, and enclosed in a container of
cream, the gas mixes with the cream
when the nozzle is depressed.
How are they taken?
The three types of inhalants are
sniffed or huffed in somewhat
different ways:
The fumes from organic solvents
may simply be inhaled from their
containers. A liquid solvent may also
be poured or sprayed on an absorbent
material, such as a balled up sock or
rag, or a roll of toilet paper, to increase
the release of fumes. Abusers often try
to concentrate the fumes by putting the
solvent in a paper or plastic bag or a
rubber balloon, and then holding the
open end over the mouth and nose.
The capsules containing amyl nitrite
are crushed and held beneath the
nose. Butyl nitrite may be inhaled in its
container, or, like organic solvents,
applied to absorbent cloth or paper.
Nitrous oxide may be inhaled through
a mask from a tank of the compressed
gas or directly from a punctured
whippet. The nozzle of a whipped-cream
container can also be depressed in such
a way that only the nitrous oxide is
discharged.
How do Inhalants Harm You?
Because the immediate after-effects are
usually mild and last only a short time,
many abusers believe that inhalants are
essentially harmless. They are wrong.
Inhalants can be very dangerous, both
in their immediate effects and their longterm consequences.
Short-term effects
During the high itself and the period of
reaction afterward, physical coordination
and mental judgment are impaired,
much as they are by excessive drinking.
Abusers often suffer falls and other
accidents and cannot drive safely. They
may engage in irresponsible or
dangerous behavior, such as reckless
violence.
Inhalants irritate the breathing
passages, sometimes provoking severe
coughing, painful inflammation, and
nosebleeds.
Nitrite inhalants often cause intense
facial flushing, feelings of severe
weakness and dizziness, and heart
palpitations.
Inhalants, particularly in heavy doses,
may not produce a pleasant high but
mental confusion, hallucinations, and
delusions of persecution (paranoia)
instead.
By depressing the central nervous
system, inhalants may dangerously
9
Student Edition 3.2c
hinder the activity of the nerves that
control breathing. The resulting
respiratory depression may cause
unconsciousness, coma, or even death.
The danger is especially great if
inhalants are taken along with other
nervous-system depressants, such as
alcohol or barbiturates (sleeping pills).
Inhaling for an extended time from a bag
or balloon may cause a dangerous
shortage of oxygen in the lungs. Like
respiratory depression, oxygen
deprivation (asphyxia) may lead to
unconsciousness, coma, or death.
Even first-time users run the risk of
sudden sniffing death (SSD). The
mechanics are not well understood, but
abusers may suffer fatal irregularity of
heartbeat (arrhythmia) or complete heart
arrest. The risk of SSD seems to be
higher if the abuser engages in
strenuous physical activity or is
suddenly startled.
Nitrite inhalants tend to raise the
pressure of the fluid within the eyes. The
raised pressure may eventually lead to
glaucoma and blindness. Regular nitrite
abuse may also cause severe, pounding
headaches.
Organic solvents are the most
dangerous of all inhalants. They are
poisons that break down organic
compounds of all kinds including those
that make up living cells. Once
absorbed into the body, they tend to
concentrate in the liver and kidneys,
where they are processed for disposal.
Repeated, heavy abuse may cause fatal
damage to these organs, as well as to
the heart and nervous system.
What are the Signs of Abuse?
Certain signs suggest that a person
may be abusing inhalants:

Long-term effects

Repeated use tends to produce
increased tolerance to the drugs and
larger doses are needed to achieve the
same results. Heavy doses in turn
increase the risk of permanent brain
damage, with effects such as poor
memory, extreme mood swings,
tremors, and seizures. Heavy,
continuous use also increases the risk
of heart arrhythmia and respiratory
depression.





A sweetish, chemical smell on
the clothes or body
Inflammation of the nostrils,
frequent nosebleeds, or a rash
around the nose and mouth
Poor appetite and loss of weight
Pale, bluish skin
Watery, bloodshot eyes with
dilated pupils
Slow, slurred speech
Clumsy, staggering gait, and
drunken appearance
10
Student Edition 3.3
List the products you can find under the kitchen or bathroom sink that
are considered INHALANTS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Physical Effects:
Psychological Effects:
Why are inhalants primarily used by teens?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
11
Student Edition 3.4
Inhalant Project
Project must be typed.
Websites: (use sites with .gov or .org)
Suggested sites:




www.Nida.nih.gov
www.Whitehousedrugpolicy.gov
www.Inhalants.org
www.Usdoj.gov
No Printing Out Information
You can print the newspaper article only.
The questions must be answered in order (use bullet format – in the format
menu)
Example:
What are the 5 short-term effects of using inhalants?
 Answer
 Answer
 Answer
 Answer
PAGE ORDER OF INHALANT PROJECT






Page 1 – Cover Page (Collage, Drawing, Name, Date and Section)
Page 2 – Inhalant Article (Copy of Article)
Page 3 – Summary of Article (Paragraph – Question 1)
Page 4 – Questions and Answers for # 2, 3, 4, & 5
Page 5 – Questions and Answers for # 6, 7, 8, 9, & 10
Page 6 – Write a story about a teenager using inhalants.
o (One typed page minimum – double spaced)
o (Include in your story some information you learned from your report.)
Questions:
1. Locate an article related to inhalant
use. Print the article and write a oneparagraph summary.
2. Why is an inhalant not categorized as
a drug?
3. What are 5 short-term effects of
using inhalants?
4. What are 5 long-term effects of using
inhalants?
5. List 5 signs of inhalant use.
6. What are the 3 ways inhalants are
done?
7. What age do people start using
inhalants?
8. List 5 slang names for inhalants.
9. List 5 current statistics about
inhalants.
10. List 5 examples of inhalants.
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Student Edition 4.1
SESSION 4: STEROIDS
Objectives: After completing this lesson, participants will…
Be able to describe what steroids are and their effects on the body.
PA State Standards:
National Standards:
1.12.1, 2.8.9, 2.12.9
Review: List 5 effects of Inhalants
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
Question: Where are steroid used for the most? Why do you think this is?
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Steroid:
2. Anabolic:
3. Androgenic:
4. Stacking:
5. Hormones:
6. Roid Rage:
7. HGH:
13
Student Edition 4.2a
Tips for Teens: The Truth
About Steroids


Shotgunning--taking steroids on an
inconsistent basis.
Stacking--using a combination of two or
more anabolic steroids.
Slang--Arnolds, Gym Candy,
Pumpers, Stackers, Weight
Trainers, Juice
Know the law. Steroids are illegal to possess
without a prescription from a licensed physician. It
is illegal for individuals to sell steroids.
Steroids affect your heart. Steroid abuse has
been associated with cardiovascular disease,
including heart attack and stroke. These heart
problems can even happen to athletes under the
age of 30.
Steroids affect your appearance. In both sexes,
steroids can cause male-pattern baldness, cysts,
acne, and oily hair and skin.
Steroids affect your mood. Steroids can make
you angry and hostile for no reason. There are
recorded cases of murder attributed to intense
anger from steroid use.
Steroids increase your risk of infection. Sharing
needles or using dirty needles to inject steroids
puts you at risk for diseases such as HIV/AIDS and
hepatitis.
Other slang terms associated with steroid use
include:

Roid rages--uncontrolled outbursts of
anger, frustration, or combativeness that
may result from using anabolic steroids.
Get the facts. Doctors prescribe steroids for
specific medical conditions. They are only safe for
use when a doctor monitors the person.
Know the risks. Illegal steroids are made
overseas and smuggled into the United States or
made in underground labs in this country. They
pose greater health risks because they are not
regulated by the government and may not be pure
or labeled correctly.
Look around you. The majority of teens aren't
using steroids. Among teenage males, who are
most likely to use steroids, only 1.8 percent of 8th
graders, 2.3 percent of 10th graders, and 3.2
percent of 12th graders reported steroid use in the
past year.1
How can you tell if a friend is abusing steroids?
Sometimes it’s hard to tell. But there are signs you
can look for. If your friend has one or more of the
following warning signs, he or she may be abusing
steroids:
14
Student Edition 4.2b
For Guys:



Baldness
Development of breasts
Impotence
For Girls:



Growth of facial hair
Deepened voice
Breast reduction
body for 3 to 4 months while the oral types may
remain for 1 to 4 weeks.3
Q. What can I do to excel in sports if I don’t use
steroids?
A. Focus on getting proper diet, rest, and good
overall mental and physical health. These things
are all factors in how your body is shaped and
conditioned. Excelling in sports is achievable and
done by millions of athletes without relying on
steroids.
For Both:







Jaundice (yellowing of the skin)
Swelling of feet or ankles
Aching joints
Bad breath
Mood swings
Nervousness
Trembling
What can you do to help someone who is
abusing steroids? Be a real friend. Save a life.
Encourage your friend to stop or seek professional
help. For information and referrals, call the National
Clearinghouse for Alcohol and Drug Information at
800-729-6686.
Q. Are steroids addictive?
A. Yes, they can be. Withdrawal symptoms include
mood swings, suicidal thoughts or attempts,
fatigue, restlessness, loss of appetite, and
sleeplessness.2
Q. How long do steroids stay in your system?
A. The length of time that steroids stay in the body
varies. Injected steroids may be detected in the
To learn more about steroids or obtain referrals to
programs in your community, contact one of the
following toll-free numbers:
SAMHSA’s National Clearinghouse for Alcohol and
Drug Information
800-729-6686
TDD 800-487-4889
linea gratis en español
877-767-8432
Curious about the TV ads of the National Youth
Anti-Drug Media Campaign? Check out the Web
site at www.freevibe.com or visit the Office of
National Drug Control Policy Web site at
www.whitehousedrugpolicy.gov.
The bottom line: If you know someone who
abuses steroids, urge him or her to get help. If
you're abusing them--stop! The longer you ignore
the real facts, the more chances you take with your
life.
It's never too late. Talk to your parents, a doctor, a
counselor, a teacher, or another adult you trust.
Do it today!
15
Student Edition 4.3
Steroid Worksheet:
1. What is the difference between anabolic and androgenic?
2. What are the medical uses for steroids?
3. Are steroids addictive?
4. List the possible disorders that are cause by steroids.
5. List 5 “RED Flags” for steroid use.
6. What are long term effects of steroid use?
16
Student Edition 5.1
SESSION 5: COCAINE &
CRACK COCAINE
Objectives: After completing this lesson, participants will…
Be able to determine the effects of crack and cocaine on the brain, emotions and
body.
PA State Standards:
National Standards:
1.12.1, 2.8.9, 2.12.9
Review:
Question: Where do you believe that cocaine comes from?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Cocaine:
2. Crack:
3. Central:
Nervous
System
4. Stimulant:
17
Student Edition 5.2a
Tips for Teens: The Truth
About Cocaine
Slang-Coke, Dust, Toot,
Snow, Blow, Sneeze,
Powder, Lines, Rock (Crack)
Cocaine can kill you. Cocaine use can cause
heart attacks, seizures, strokes, and respiratory
failure. People who share needles can also
contract hepatitis, HIV/AIDS, or other diseases.
Know the law. Cocaine-in any form-is illegal.
Stay informed. Even first-time cocaine users can
have seizures or fatal heart attacks.
Cocaine affects your brain. The word "cocaine"
refers to the drug in both a powder (cocaine) and
crystal (crack) form. It is made from the coca plant
and causes a short-lived high that is immediately
followed by opposite, intense feelings of
depression, edginess, and a craving for more of
the drug. Cocaine may be snorted as a powder,
converted to a liquid form for injection with a
needle, or processed into a crystal form to be
smoked.
Know the risks. Combining cocaine with other
drugs or alcohol is extremely dangerous. The
effects of one drug can magnify the effects of
another, and mixing substances can be deadly.
Cocaine affects your body. People who use
cocaine often don't eat or sleep regularly. They can
experience increased heart rate, muscle spasms,
and convulsions. If they snort cocaine, they can
also permanently damage their nasal tissue.
Stay in control. Cocaine impairs your judgment
which may lead to unwise decisions around sexual
activity. This can increase your risk for HIV/AIDS
and other diseases, as well as rape and unplanned
pregnancy.
Cocaine affects your emotions. Using cocaine
can make you feel paranoid, angry, hostile, and
anxious, even when you're not high.
Look around you. The vast majority of teens
aren't using cocaine. According to a 1998 study,
less than 1 percent of teens are regular cocaine
users. In fact, 98 percent of teens have never even
tried cocaine.
Cocaine is addictive. Cocaine interferes with the
way your brain processes chemicals that create
feelings of pleasure, so you need more and more
of the drug just to feel normal. People who become
addicted to cocaine start to lose interest in other
areas of their life, like school, friends, and sports.
Be aware. Cocaine is expensive. Regular users
can spend hundreds and even thousands of dollars
on cocaine each week and some will do anything
to support their addiction.
18
Student Edition 5.2b
How can you tell if a friend is using cocaine?
Sometimes it's tough to tell. But there are signs
you can look for. If your friend has one or more of
the following warning signs, he or she may be
using cocaine or other illicit drugs:








Red, bloodshot eyes
A runny nose or frequently sniffing
A change in eating or sleeping patterns
A change in groups of friends
A change in school grades or behavior
Acting withdrawn, depressed, tired, or
careless about personal appearance
Losing interest in school, family, or
activities he or she used to enjoy
Frequently needing money
What can you do to help someone who is using
cocaine? Be a real friend. Save a life. Encourage
your friend to stop or seek professional help. For
information and referrals, call the National
Clearinghouse for Alcohol and Drug Information at
800-729-6686.
Q. Is cocaine really still a problem?
A. Yes. While the number of cocaine users has
decreased from what was witnessed in the mid1980's, there have been nearly 2 million cocaine
users every year since 1992.
Q. Isn't crack less addictive than cocaine because
it doesn't stay in your body very long?
A. No. Both cocaine and crack are powerfully
addictive. The length of time it stays in your body
doesn't change that.
Q. Don't some people use cocaine to feel good?
A. Any positive feelings are fleeting and are usually
followed by some very bad feelings, like paranoia
and intense cravings. Cocaine may give users a
temporary illusion of power and energy, but it often
leaves them unable to function emotionally,
physically, and sexually.
To learn more about cocaine or obtain referrals to
programs in your community, contact:
SAMHSA's National Clearinghouse for Alcohol and
Drug Information
800-729-6686
TDD 800-487-4889
linea gratis en español 877-767-8432
Web site: ncadi.samhsa.gov
Curious about the TV ads of the National Youth
Anti-Drug Media Campaign? Check out the Web
site at http://www.freevibe.com or visit the Office of
National Drug Control Policy Web site at
http://www.whitehousedrugpolicy.gov.
The bottom line: If you know someone who has a
problem with cocaine/crack cocaine, urge him or
her to stop or get help. If you use it--stop! The
longer you ignore the real facts, the more chances
you take with your life.
It's never too late. Talk to your parents, a doctor, a
counselor, a teacher, or another adult you trust.
Do it today!
19
Student Edition 5.3
FACTS ABOUT DRUGS
COCAINE
WHAT IT IS
Names: Cocaine, Rock Cocaine, coke, “C”, Flake, Snow,
Stardust, Peruvian Marching Powder, The Devil’s
Dandruff
Type: Central Nervous System Stimulant
Forms: Leaf of coca bush (ritual form), White crystalline
powder as cocaine hydrochloride, Vapor as cocaine
freebase, Dried lump of combined baking soda or
ammonia and cocaine processed as freebase “crack” or
“rock”, solution diluted in water
Combinations: With heroin - “dynamite”, “speedball” or
“whiz-bang”; with morphine – “whiz-bang”; Dissolved in
liquid and drunk.
HOW IT CAN HURT YOU
Shaking, muscle twitches, seizures, severe anxiety,
compulsive repetition of moments, paranoia,
psychosis, heart related effects, nausea and
vomiting, changes in breathing, increase in body
temperature, cold sweat, dramatic mood swings,
hallucinations, sensation of insects crawling under
skin and other continuing psychotic effects, eating
and sleeping disorders, impaired sexual
performance, destructions of nose tissue, ongoing
respiratory problems, needle infections such as
endocarditis, hepatitis and AIDS.
Death from overdose and heroin combination,
suicide, homicide, fatal accidents while under the
influence. Snorting can be fatal.
WHEN TO GET HELP
Orgasmic “rush”, then energetic, alert, with no need for
food or sleep, talkative or peaceful, self-confident, in
command, quick, agitated, anxious, unhappy
 Do you use cocaine regularly?
 Do you freebase or inject cocaine?
 Do you use it in the morning or at regular
intervals?
 Do you lie about how much cocaine you use?
 Are you spending more on cocaine than you
can afford?
 Are you having problems at work or school or
with family and friends?
 Do you try to “buy” friendship or
companionship with cocaine?
One “yes” and your common sense tells you it’s
time to get smart about drugs and the rest of your
life.
WHAT IT DOES
FACT: COCAINE MAY BE THE
To Your Mind: Stimulates rapid, intense general
euphoria
To Your Body: Slows, then increases heart rate and
blood pressure, constricts blood vessels, increases
breathing rate, dries mouth, dilates pupils, exaggerates
movements.
Special Characteristics: A cocaine “spree” may lead to a
“crash” with severe depression, lethargy, and hunger.
Freebasing results in severe burn accidents.
MOST ADDICTIVE DRUG OF ALL!
Usage: Chewed (leaves), Smoked (paste and freebase
lumps), Sniffed or “Snorted” into mucous membranes of
nose (powder and vapor), Applied to the mucous
membranes of mouth, vagina, rectum (powder), Injected
into bloodstream (in a water solution)
Legal Status: Illegal unless used by licensed physician as
a local anesthetic. Also used in Brompton’s cocktail to
treat terminal cancer patients.
WHAT IT FEELS LIKE
BUCKS COUNTY COUNCIL ON ALCOHOLISM AND DRUG DEPENDENCE, INC.
UNIT #12, 252 WEST SWAMP ROAD, DOYLESTOWN, PA 18901
INFORMATION CENTER 1-800-221-6333
20
Student Edition 5.4
FACTS ABOUT DRUGS
CRACK COCAINE
vomiting, changes in breathing, increase in body
temperature, cold sweat, dramatic mood swings,
Names: Crack, Rock, “Readyrock”, “French Fries” (threehallucinations, sensation of insects crawling under
inch sticks)
skin and other continuing psychotic effects, eating
Type: Central Nervous System Stimulant
and sleeping disorders, impaired sexual
Forms: Dried chunk or shaving or cocaine combined with
performance, extreme social problems can
baking soda or ammonia in water. A freebase form less
develop from irritability, depression, and financial
pure than freebase prepared with ether.
difficulties.
Combinations: With heroin - “dynamite”, “speedball” or
Death from overdose is common, as are suicide,
“whiz-bang”; with morphine – “whiz-bang”
homicide, fatal accidents while under the
Usage: Smoked as a vapor
influence. Snorting can be fatal. Breathing is often
Legal Status: Illegal
stopped when combined doses of cocaine and
Other Forms: Leaf of coca bush (ritual form), white
heroin are taken. Lethal doses vary by individual
crystalline powder or lump (“rock”) as cocaine
and are not predictable.
hydrochloride, vapor as cocaine freebase, solution
WHEN TO GET HELP
diluted in water, used for medicinal purposes as a
surface anesthesia.
 Do you use crack?
 Do you use it in the morning or at regular
WHAT IT FEELS LIKE
intervals?
 Do you think about crack often?
Immediate and overwhelming high or euphoria lasting
 Do you lie about how much you use?
three to five minutes, followed by intense low with
 Are you spending more on cocaine than you
depression, worry, inability to concentrate
can afford?
WHAT IT DOES
 Are you having problems at work or school or
To Your Mind: Stimulates intense alertness and
with family and friends?
excitement.
One “yes” and your common sense knows it’s time
To Your Body: Speeds up all systems, increasing heart
to get smart about drugs and the rest of your life.
rate and blood pressure, constricts blood vessels, alters
breathing, creates dry mouth, dilates pupils, exaggerates
FACT: COCAINE MAY BE THE
movements.
MOST ADDICTIVE DRUG OF ALL!
Special Characteristics: Increased risk of overdose due
to uncontrollable, higher concentration in bloodstream,
increased risk of heart failure in otherwise healthy users,
severe breathing and lung effects, liver damage,
malnutrition, overstimulation of all body systems,
destruction of brain neurotransmitters.
BUCKS COUNTY COUNCIL ON ALCOHOLISM AND DRUG DEPENDENCE, INC.
WHAT IT IS
HOW IT CAN HURT YOU
UNIT #12, 252 WEST SWAMP ROAD, DOYLESTOWN, PA 18901
INFORMATION CENTER 1-800-221-6333
Shaking, muscle twitches, seizures, severe anxiety,
compulsive repetition of actions with no meaning,
paranoia, psychosis, heart related effects, nausea and
21
Student Edition 5.5
Cocaine Worksheet
Slang names of Cocaine:
Forms of Cocaine:
List 4 ways Cocaine can be taken in the body. And explain the ways:
Cocaine is a strong central nervous system ___________________________.
What are the dangers of mixing cocaine and alcohol?
What type of treatment is available for someone addicted to cocaine?
List the short-term effects of Cocaine.
List the long-term effects of Cocaine.
22
My Choices Have Consequences
Student Edition 5.6
Listed below are several situations. Think of three possible solutions for each of the situations.
List at least three consequences for each of the solutions you present. Remember that
consequences can be good and bad.
1) Your parents have dropped you off at the arcade for an hour while they go shopping. You
meet some of your friends and they want to go to get something to eat but you will have
to leave the arcade and walk about 1 mile. Your parents told you to stay at the arcade.
What do you do?
 _____________________________________________________________________
 _____________________________________________________________________
 _____________________________________________________________________
2) Your best friend is hooked on drugs. He cannot stop and is running out of money. He
does not want to get help because he is afraid his parents will find out. What do you do?
 _____________________________________________________________________
 _____________________________________________________________________
 _____________________________________________________________________
3) Your parents have gotten tickets for the whole family to go to a play and want you to
attend with them, but your friends ask you to go with them to a party on the same night.
You really want to go with your friends but your parents have tried hard to get these
tickets and want this to be a family night. What do you do?
 _____________________________________________________________________
 _____________________________________________________________________
 _____________________________________________________________________
4) You are playing basketball during lunch at school. A very tough guy and his friends take
the ball away and start harassing you. What do you do?
 _____________________________________________________________________
 _____________________________________________________________________
 _____________________________________________________________________
5) You and a couple of friends are hanging out at the mall. To create some excitement, one
of your friends suggest going into a store and shoplifting. What do you do?
 _____________________________________________________________________
 _____________________________________________________________________
 _____________________________________________________________________
6) Your father and you argue all the time about almost everything. You are tired of all the
fighting and want it to stop. What can you do?
 _____________________________________________________________________
 _____________________________________________________________________
 _____________________________________________________________________
23
SESSION 6: HEROIN
Student Edition 6.1
Objectives: After completing this lesson, participants will…
Be able to describe the effects of heroine on the body.
PA State Standards:
National Standards:
1.12.1, 2.8.9, 2.12.9
Review: How are crack and cocaine related?
__________________________________________________________________
__________________________________________________________________
Question: Which recreational drug is considered the most addictive drug?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Injection:
2. Euphoria:
3. Convulsions:
4. Stimulant:
24
Student Edition 7.1
SESSION 7: DECIDE SKILLS
Objectives: After completing this lesson, participants will…
Be able to demonstrate the correct way to practice the decide skill in authentic
situation.
PA State Standards:
National Standards:
5.8.1, 5.8.4, 5.8.5, 5.8.7
Review: There are three ways that heroin enters the body. Name one of those
ways.
__________________________________________________________________
__________________________________________________________________
Question: Why is it important to think about a decision before you make it?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Determine:
2. Elicit:
3. Compare:
4. Imagine:
5. Decide:
6. Evaluate:
25
Student Edition 7.2
The DECIDE Skill
1. Determine What Needs to be Decided.
2. Elicit Information.
3. Compare Alternatives.
4. Imagine the Consequences.
5. Decide
6. Evaluate the Decision
26
Student Edition 8.1
SESSION 8: RIPPLE EFFECT
Objectives: After completing this lesson, participants will…
PA State Standards:
National Standards:
Review:
__________________________________________________________________
__________________________________________________________________
Question:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. ???:
27
SESSION 8: INNOCENT
VICTIMS/CHEMICAL
DEPENDENCY
Student Edition 9.1
Objectives: After completing this lesson, participants will…
PA State Standards:
National Standards:
8.8.2, 8.8.3, 8.8.4
Review:
__________________________________________________________________
__________________________________________________________________
Question: Seven out of ten families are dealing with a family member that has a
drug dependency. Why do the families try to hide it from others? What do you
think you could do to be more understanding of that person’s dependency?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Chemical:
Dependency
2. Scapegoat:
3. Lost Child:
4. Mascot:
Clown
5. Family Hero:
28
Student Edition 9.2
Chemical Dependency and the
Family
Family Stages
When a family member becomes a victim of
alcoholism or another drug addiction, the rest
of the family tends to react in predictable
ways. They may move through any or all of
the following stages:
Stage 1: Denial
Family members deny there is a problem;
nonetheless, they try to hide the problem
from themselves and others. The family
feels embarrassed and becomes concerned
with its reputation. Family member accept
the chemically dependent person’s excuses
for excessive drug behavior and make
excuses themselves. Relationships in the
family become strained, and members try
to create the “perfect family” illusion.
Stage 2: Home Treatment
Everyone tries to control the chemically
dependent person’s drug use in a variety of
ways – eliminating the supply of drugs,
nagging, threatening, etc. The family
becomes socially isolated, and members
feel they are to blame. Members’ selfworth falls as they fail to control the
dependent family member.
Stage 3: Chaos and Disorganization
A crisis occurs as a direct result of the
dependent person’s use of drugs, and the
disease can no longer be denied or hidden.
The family feels helpless, children become
confused and frightened, family violence
may occur, and financial difficulties
become pressing. The family may seek
outside help, searching for a “magical
solution.”
Stage 4: Reorganization with the Individual
The family attempts to reorganize by
easing the dependent person out of the
family roles and responsibilities. The
dependent person is either ignored or
treated like a child, and other family
members remain torn with conflicting
emotions – love, fear, guilt, anger, shame
and resentment.
Stage 5: Reorganization without the
Individual
The family separates from the dependent
person, and tries to cope through its new
detachment. The family may seek outside
help, and either grow toward independence
or continue in old behavior patterns.
Stage 6: Recovery and Reconciliation
The family may reunify and seek therapy,
and in any case begin discussing problems
and rebuilding trust. Family members
learn new ways of responding, and become
involved with support groups.
Family Roles
In many families, members – particularly
children – develop certain roles that help
them cope with problems, or roles that seem
comfortable to them. When a family
becomes dysfunctional, or it doesn’t work
very well, these roles may become more
pronounced. Chemical dependency is a
common cause of a dysfunctional family, but
there are others including mental illnesses
and physical illnesses.
29
Student Edition 9.3
Survival Roles
The Mode of
Survival
What you See

The Family Hero
or Super-Kid



The Scapegoat









The Lost Child
The
Mascot/
Clown



What the Role
Represents to
the Family
What you Don’t
See
Excels in
everything
Overdeveloped
sense of
responsibility
Overachiever
Needs everyone’s
approval
“Little Adult”
Hostility
Defiance
Withdrawn
Sullen
Gets Negative
Attention






Hurt
Inadequacy
Confusion
Guilt
Fear
Low Self-Esteem






Hurt
Anger
Rejection
Total Inadequacy
Low Self-Worth

Quiet
Loner
Fades into the
Background
Invisible
Anything for a
Laugh
Immature




Unimportant
Hurt
Abandoned
Fear




Inadequacy
Unimportant
Low Self-Esteem






Proves to the
world that family
is normal
Provides selfworth to the
family
Someone to be
proud of
Takes focus off
the family
Takes the heat
Acts out the
family pain
Absorbs all the
blame
Provides relief for
the family
Provides diversion
through humor
and fun
30
Notebook Quiz – Chemical Dependency
Student Edition 9.4
1. When a family member becomes a victim of alcoholism how does
the family tend to react? __________________________________
______________________________________________________
2. What are the 6 stages the family will go through?
a. _________________________________________________
b. _________________________________________________
c. _________________________________________________
d. _________________________________________________
e. _________________________________________________
f. _________________________________________________
3. Why do people, in particular children, develop certain roles to help
them cope with problems? ________________________________
______________________________________________________
4. What are the 5 family roles?
a. _________________________________________________
b. _________________________________________________
c. _________________________________________________
d. _________________________________________________
e. _________________________________________________
5. Using the Survival Roles page, answer the following:
a. What is one thing that you will see in the family hero or
super-kid? ________________________________________
_________________________________________________
b. What importance is this role to the family? ______________
_________________________________________________
c. What is common in the super-kid and the scapegoat? ______
________________________________________________
d. What is common in the lost child and the mascot? _________
_________________________________________________
e. What does the scapegoat represent to the family? _________
_________________________________________________
f. What will you see in the lost child? ____________________
_________________________________________________
6. How do these roles help through life?
31
Notebook Quiz – Chemical Dependency
Teacher Edition 9.4
1. When a family member becomes a victim of alcoholism how does
the family tend to react? In predictable ways
2. What are the 6 stages the family will go through?
a. Denial
b. Home Treatment
c. Chaos and Disorganization
d. Reorganization with Individual
e. Reorganization without the Individual
f. Recovery and Reconciliation
3. Why do people, in particular children, develop certain roles to help
them cope with problems? “comfortable”, “dysfunctional”
4. What are the 5 family roles?
a. Chief Enabler
b. Family Hero
c. Scapegoat
d. Lost Child
e. Mascot
5. Using the Survival Roles page, answer the following:
a. What is one thing that you will see in the family hero or
super-kid? Excels in everything, sense of responsibility,
overachiever, “little adult”, needs everyone’s approval
b. What importance is this role to the family? Proves family
normal, provides self-worth, someone to be proud of
c. What is common in the super-kid and the scapegoat? Hurt,
Inadequacy
d. What is common in the lost child and the mascot? Feel
Unimportant
e. What does the scapegoat represent to the family? Takes focus
off family, acts out family pain, takes the heat, absorbs blame
f. What will you see in the lost child? Quiet, loner, fade to
background, invisible
6. How do these roles help through life?
32
Student Edition 10.1
SESSION 10: IDENTIFYING
AND APPROACHING THE
RIGHT PEOPLE
Objectives: After completing this lesson, participants will…
PA State Standards:
National Standards:
2.8.1, 2.8.3, 2.8.4, 2.8.9, 3.8.4
Review: List 3 of the 6 stages of chemical dependency and give a brief explanation
of each.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
Question: If you or a friend is having a problem and you need to talk to someone,
what adults could you approach for help? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VOCABULARY:
1. Trustworthy:
2. Approachable:
3. Knowledgeable:
4. Good:
Listener
33
Student Edition 10.2
Finding the Right People
You have a problem. Or one of your friends has a problem. Or you just want to talk
with someone – an adult. Who are the right ones to approach? Think about the
following:
They should be Trustworthy.
 They shouldn’t repeat your discussion to anyone else (unless they’re legally
obligated to repeat what you’ve revealed, like a problem with chemical
dependency, a case of abuse, or an impending fight.)
 They shouldn’t laugh or make fun of what you say.
 They shouldn’t ignore you.
 They should be honest and genuine with you.
They should be Approachable.
 They should have enough time to give you their full attention.
 They should have enough energy and concentration to give you their full
attention.
 They should be able to arrange a place and time so you can have a private
discussion with them.
They should have a Good Relationship with You.
 They should like and respect you.
 They should know something about you so they can place your conversation
in context.
They should be a Good Listener.
 They should be able to understand what you’re telling them or ask you to
clarify it so they can understand.
 They shouldn’t automatically assume that they know best how to solve your
problem.
They should be Knowledgeable.
 They should be familiar with the issues around what you’re telling them or
else be able to steer you to someone who is.
 They should be intelligent enough to grasp what you’re saying.
34
Student Edition 10.3
Approaching the Right People
Let’s say that you really want to talk to someone at school about a problem you’ve
been having. You’ve decided that the best person to talk with is your science
teacher, Mr. Bernard. How do you approach him?
Plan What You Want to Say
 Think about what you want to get out of the conversation, like a solution to a
problem, an opportunity to express some emotion, a referral to someone
else, or an exchange of ideas.
 Think about the important points you want to make, like what someone said,
what someone did, what conflicts you have or how you feel.
 Think about how you might open the conversation, like “Can we talk?” “Can
we set up a time to talk?” “I have some things I’d like to talk about.” “I have
a problem.”
 Think about what you might want to do after the conversation, like continue
meeting with Mr. Bernard, talk with someone else, just think or take some
specific actions.
 Consider taking notes about any of these points and referring to them when
you talk.
Decide on a Good Time and Place to Talk.
It’s tough to have a private conversation when you keep getting interrupted. It’s
also tough when the person you’re talking to is distracted. It may be best to
approach the person and set up an appointment to meet later. If you need to speak
to the person immediately, then try to pick a time when the person is least likely to
be distracted.
Don’t Give Up!
If it doesn’t work out with the first person you approach, for whatever reason,
don’t give up. Try someone else. Keep trying until you get someone who’s willing
and able to listen to you and help you.
35
Student Edition 10.4
Approaching and Finding the
Right People
What qualities are you looking for in a
person that you want to approach
What is your plan of action?
36