JUVENILE NARCOTICS PREVENTION PROGRAM

5th/6th GRADE CURRICULUM FOR KARELIAN SCHOOLS

DRUG PREVENTION OUTLINE

LESSON ONE INTRODUCTION

LESSON TWO DRUGS OF ABUSE

LESSON THREE CONSEQUENCES TO DRUG USE

LESSON FOURVALUE IDENTIFICATION

LESSON FIVECHARACTER DEVELOPMENT

LESSON SIXCOMPARATIVE DECISION MAKING

LESSON SEVENHEALTHY MANAGEMENT OF STRESSORS AND CONFLICT RESOLUTION

LESSON EIGHTEFFECTIVE REFUSAL SKILLS

LESSON NINECULMINATION

PARENT FORUM

FATAL VISION PROGRAM

With each classroom session is an adventure-based activity facilitated by the officer. These activities relate directly to the curriculum by developing decision making skills, developing and enhancing positives between the participants. They also enhance the student’s, communication, teamwork and problem solving skills. Participating students learn to identify with a group in a positive manner.

With lessons 6 and 7 students will be involved in role-play activities.

The culmination activity provides positive reinforcement and recognition for completing the program. A small reception allows parents and friends to celebrate the students accomplishments.

A list of necessary posters, handouts will be attached to the curriculum.

LINDA BARKER AND DAVE PERRON

JUvenile Narcotics Prevention Program

5th/6th CURRICULUM FOR KARELIAN SCHOOLS

INTRODUCTION LESSON

Goal: To introduce the drug prevention program to the students.

Objective: Students will meet the officer, understand his role in the classroom and what the rules and expectations for the class will be.

  1. Teacher introduces officer to the class.
  • Officer is in uniform.
  • Remember to smile.
  • You may want to walk around the classroom and ask the students their name and shake their hand. Explain to students that this is an appropriate greeting. Or you may just go around the class and have them say their name.
  1. Officer greets the class.
  • Gives a short summary of police career.
  • Explains why officer is teaching the class.
  • Gives a short summary of personal life (married? children? hobbies?)
  1. Officer summarizes the program and describes what s/he will do in the class.
  • Describes briefly the six classes.
  • Explain that the class is being taught to address the local youth narcotics problem; militia, schools and families will work together to address this problem.

IV.Confidentiality. The officer should make sure students understand what this means.

  • What is discussed in the classroom, stays in the classroom. This means that students shouldn’t repeat stories told in the classroom by students.
  • Exceptions to confidentiality include information about crimes; drug use or drug sales; statements that indicate risk or suicide or violence.
  • Students should understand that as a police officer, you are required to respond to the above-listed statements for the student’s own safety and wellbeing.
  • Encourage students to talk with parents about the classroom curriculum.
  • Tell students that they can always go to an officer, teacher or parent for help.

V.Establish classroom rules; bring a poster with the rules written on it

  • Raise you hand to speak. Officer should ask, “Why is it important to raise your hand?”
  • No insults, disrespectful comments or behaviors. This type of behavior can hurt people’s feelings and can cause problems.
  • When telling a story, use words such as, “someone I know” rather than identifying the person’s name or relationship to you. This avoids the humiliation of family, classmates or friends.
  • Observe and use the quiet signal. Students should be familiar with the classroom teacher and officer’s method of calling the class to order.
  • Students have the right to pass on topics that make them feel uncomfortable. Students should sit quietly and not be disruptive.
  • Ask students to suggest additional rules; the class should agree to the new rules.

VI.Bring a shoebox or other container to class.

  • Tell the students that there may be times that they have questions for the officer, but the officer is not in class or the student may be too shy to ask the officer directly. Students may place questions in the shoebox for the officer.
  • The officer will check the box prior to the start of class.
  • The officer will answer the question, if s/he can or tell the class he will get more information on the topic and answer the question the next time s/he comes to class.
  • Encourage the class to decorate their question box sometime before you come to class again.

VII.Closing

  • Ask students to make name tags that sit on their desks; encourage them to be creative! Make one to show students.
  • Tell the students, if you have a few minutes left, that you would answer questions.
  • Remember to smile and tell them when you’ll be returning to their class again.

JUVENILE NARCOTICS PREVENTION PROGRAM

5th/6th GRADE CURRICULUM FOR KARELIAN SCHOOLS

LESSON TWO - IDENTIFYING DRUGS OF ABUSE

GOALS: Students will be able to list various drugs of abuse and the effect these drugs have on the mind and body. Students will be able articulate the consequences of drug use to themselves, their families and community.

OBJECTIVES: One objective of this lesson is that students will develop an understanding of various drugs of abuse and the consequences of their use. Students will learn how these drugs effect the users mind, body and life. They will learn how drug use effects their family and community.

VIII.INTRODUCTIONS

  1. Introduce the class to the meaning of the word drug. (Substances that a person takes that change the way he thinks, feels and acts.)
  2. Ask for examples from the class.
  3. Tell students that there are good drugs, like medicines. Ask for examples.
  4. Ask students how good drugs can be bad for you. (Using when not needed, taking too much, not following directions.)
  5. The officer will introduce the concept of drugs of abuse. He will explain to the students that many everyday substances can be used as drugs of abuse. Some medicines can be misused, thus become drugs of abuse. There are other substances that have no legitimate use, and are in themselves, drugs of abuse. Today we will learn about these drugs and how they effect a person's mind and body. We will also learn how drug abuse can have negative consequences on our families and community. The officer should direct the students to have pencils and paper ready to take notes. He should tell the students that they will be learning some new words and to be sure to take down the definitions. The officer may wish to have poster-sized cards with the definitions pre-written on them to put up at the appropriate times of the lesson. Not all the information below is necessary for the students written definition, but can be used by the officer to more completely explain the word or concept.
I.ADDICTION
  1. Ask the students if they know what it means.
  2. Define physical and psychological addiction.
  3. Explain that some drugs are both physically and psychologically addictive.
  4. Tell students that some drugs require medical treatment to enable the user to safely quit using.
II.TOLERANCE
  1. Define the word and give examples.
III.WITHDRAWAL

A. Define the word and give examples such as alcohol and heroin withdrawal symptoms.

IV.STIMULANTS
A.Define the word and give examples.
  1. Explain to the students how the body speeds up with the use of these drugs. These drugs are addictive.
  2. Discuss with the students the consequences of using various stimulants.
  1. Nicotine is one of the most commonly used stimulants. Found in tobacco products such as cigarettes, cigars and chewing tobacco, nicotine causes its user to become addicted. Youths become addicted 10-15 faster than adults do. Because it is legal for adults to use and in many instances still socially acceptable, it is difficult to convince people of its dangers. Nicotine increases the heart rate, causes blood vessels to narrow and the heart to work harder.

Use of chewing tobacco can result in yellow teeth, tooth decay, gum disease, cancer of the mouth, jaw, tongue and throat. Many times people who chew have to have surgery to remove parts of the face that has become cancerous. Chew tobacco is just as addictive as smoking cigarettes and cigars.

Long term consequences of smoking cigarettes are lung cancer, heart disease, and emphysema. Short-term consequences have a greater impact on youths than long-term ones. Explain to the youths that shorter breath, yellow teeth, smelly clothes and hair are consequences they may experience. Nicotine is a poison. It’s a poison used in insect spray. Ingestion can cause death.

  1. Amphetamines – increase in pulse rate and blood pressure, insomnia.
  2. Cocaine – increase in pulse and blood pressure, addiction, irritability, seizures and death. Damage to the nose also occurs due to inhaling the drug.
  3. Tolerance occurs with repeated use of these drugs.
  1. Explain to the students that many of these drugs are illegal for everyone to use. Some of these drugs have medical uses such as amphetamines, which are used for attention disorders and weight control and cocaine that can be used as a local anesthetic. In America, surgery on some elderly patients may require the physician to use cocaine as a local anesthetic, for example. These same drugs are also used illegally for their euphoric effects.
V.DEPRESSANTS
  1. Define the word and give examples.
  2. Explain to the students that depressant drugs slow their bodies down.
  3. Discuss with students the consequences of using depressant drugs.
  1. Alcohol is the most commonly used depressant drug. Because of its legal status, for those over 21 years of age, and its social acceptance, it’s difficult to educate people on the dangers of its use. Alcohol is both physically and psychologically addictive. Use of alcohol can produce tolerance. Alcohol produces mood depression, intoxication, impaired judgement, slurred speech and loss of coordination. In addition, use of alcohol can lower a person’s inhibitions. The impact of this can be devastating. People may do things they normally wouldn’t, such as engage in sex, criminal behavior or illegal drug use. Alcohol use is closely related to criminal behavior. With many crimes that police respond to, alcohol plays an important role. For instance, many calls for family or relationship domestic fights, criminal mischief complaints, suicides and homicides have their roots with alcohol use/abuse. Excessive use of alcohol causes liver disease, damage to the heart, strokes and cancer. An overdose of alcohol can cause permanent brain damage, coma and death. Withdrawal from alcohol can be extremely dangerous. Without medical assistance a person may die. Ask students for examples of alcohol. Be sure they include beer, wine, hard liquor, wine coolers (very popular with teens) and even the non-beer that also contains small quantities of alcohol. Tell students that their bodies are still forming and growing. It’s not until a person reaches their early twenties that their liver can adequately process alcohol.
  2. Sleeping pills (point out the deadly combination of alcohol and sleeping pills.)
  3. Tranquilizers
VI.NARCOTICS
  1. Talk to the class about narcotics. Give them some examples of the most.

commonly abused narcotics such as, Heroin, and Codeine.

  1. Explain to the students that Codeine is a drug found in many medicines

and that it has many good uses. (Cough syrups and medicines to help with pain such as aspirin or acetaminophen.) Tell them that sometimes people misuse this drug and become addicted. Heroin (slang names are Horse and Smack) has no medical uses. Physical and psychological dependency is high. Heroin causes euphoria, drowsiness, respiratory depression and nausea. Overdose effects are slow and shallow breathing, clammy skin, convulsions, coma and death. HIV/AIDS are diseases commonly contracted by intravenous drug users who share needles.

VII.HALLUCINOGENS
  1. Explain to the class that a hallucinogenic drug has no medical purpose. `Examples are LSD (Acid, microdot), Phencyclidine (PCP or angel dust), Mescaline and Peyote (Mexc, Shrooms, or Buttons). These drugs cause a person to hallucinate and have poor perception of time and distance.
  2. PCP was investigated in the 1950’s as a possible anesthetic, but because of side effects such as confusion and delirium, it’s development for human use was discontinued. It was used for a short time in the 60’s as an animal tranquilizer, but its use was banned quickly and legal production was stopped. Current supplies of PCP are made illicitly in clandestine labs. PCP causes numbness, detachment, loss of coordination and an increased sense of strength and invulnerability. Behavior may become extremely violent, and the user may experience hallucinations, severe mood disorders and paranoia. Additionally, even one time use can produce reoccurring side effects, as stated above, long after the drug has left the body.
  3. LSD – LSD is an abbreviation for lysergic acid diethylamide. It is produced from lysergic acid, a substance derived from a fungus that grows on rye or from a chemical found in morning glory seeds. The effect of LSD on the brain is similar to psychosis. Initially used in research to study mental illness, LSD is currently used illicitly for it’s hallucinogenic side effects. Sold in the form of tablets, thin squares of gelatin (windowpanes) or treated paper (blotter acid), LSD can produce side effects that persists for 10-12 hrs. Consequences of LSD use include hallucinations, illusions, psychosis and death. Permanent brain damage can result. Users risk the possibility of re-occurring “trips” or flashbacks years after the last use. Tolerance does occur with prolonged use.
  4. Mescaline and Peyote – This hallucinogenic drug is derived from the peyote cactus. The Indians in Northern Mexico have used it for religious purposes for hundreds of years. Mescaline is the active ingredient found in the fleshy parts of the plant. Mescaline/peyote produces hallucinations and illusions lasting from 5 to 12 hours. Use of this drug does cause tolerance. As with the other hallucinogenic drugs listed above, use of peyote can cause severe psychosis, flashbacks, and even death
  1. CANNABIS

The Cannabis or hemp plant grows wild throughout many regions of the world. The plant material has been used as a drug for centuries. Marijuana, Hashish and Hashish Oil are the drug products produced from the Cannabis plant. The active ingredient in this mind-altering drug is THC. Marijuana is a tobacco-like substance that is rolled into “joints” (cigarettes) and smoked. Hashish and hashish oil are drug-rich resinous secretions from the cannabis plant. Hashish is dried before use and hashish oil is used in its liquid form. Use of these products does cause addiction and tolerance. Effects of the drug will last 2-4 hours. Users experience euphoria, lowered inhibitions, and increase of appetite and disoriented behavior. Overdose effects are fatigue, paranoia and possible psychosis. Marijuana use can cause cancer.

  1. INHALANTS

An inhalant is a chemical, such as permanent marker, paint and glue, which can be inhaled. Other terms used to describe inhaling is sniffing and huffing. Inhaling chemicals can cause respiratory and cardiac arrests, brain damage, damage to the liver and other organs, addiction and death.

  1. SUMMARY
  • Close the lesson by telling students that there are many drugs that are dangerous for their body and their mind. Some of these drugs are commonly used such as tobacco and alcohol. Remind the students that when people use drugs they are no longer in control – the drug is. Additionally, many drugs are addictive, so it becomes difficult to stop, even when you want to.
  • Tell students that next week they will be learning about consequences of drug use.
  1. ADVENTURE BASED ACTIVITY

Materials needed: Posters of word definitions.

JUVENILE NARCOTICS PREVENTION PROGRAM

5TH/6TH GRADE CURRICULUM FOR KARELIA SCHOOLS

LESSON TWO - DEFINITIONS

DRUGS - Substances that a person uses that change the way he thinks, feels and acts.

DRUG ABUSE – Drug abuse is using drugs, medicines or other substances in the wrong way.

CONSEQUENCES - Consequences are the results of a person's action or inaction.

ADDICTION - A physical or psychological need for a drug which causes a person to continue its use despite bad consequences to the user.

TOLERANCE – Continued use of a drug over a period of time may cause a person’s body to develop tolerance to that drug. This means that a person will have to use more and more of the drug to feel its desired effect.

WITHDRAWAL – The symptoms that occur when a person suddenly stops using a drug that they are addicted to.