| |
Prevention/Promotion Programs to Abstaining or Experiment
Carefully |
K-3 |
4-6 |
7-10 |
11-12 |
|
A. |
Preparing students to discuss alcohol/drugs/addiction |
|
|
|
|
|
|
|
B. |
Functional Knowledge |
|
|
|
|
|
1. |
Recognizing the harmful use of legal (caffeine, alcohol)
medications and illegal drugs (it's not just illegal drugs) |
|
5 |
3 |
3 |
|
2. |
Signs and Symptoms of Abuse.
Difference between experimental, moderate, heavy and harmful level
of use (continuum of use) and stages of change in drug use or
withdrawal |
|
2 |
3 |
2 |
|
3. |
Meaning of addiction, dependence, addictive behaviour |
|
7 |
10 |
7 |
|
4. |
Relationship between A/D use and mental health, emotional
well-being |
|
|
|
|
|
5. |
Short-term social and school risks of problem substance use
(relationships, suspension from school, academic performance,
physical endurance) |
|
6 |
11 |
6 |
|
6. |
Long-term health risks of problems substance use |
|
13 |
18 |
13 |
|
7. |
Long-term social and economic risks of problem substance use
(drop-out, economic opportunity, divorce, workplace productivity,
etc.) |
|
7 |
11 |
8 |
|
8. |
Recognize specific issues and related problems |
|
|
|
|
|
a. |
drinking and driving/use of machinery |
|
1 |
2 |
2 |
|
b. |
other accidents and injuries |
|
1 |
2 |
2 |
|
c. |
drinking while making decisions (sex, relationships, etc.) |
|
1 |
|
|
|
d. |
drinking contests/binge drinking |
|
|
1 |
1 |
|
e. |
abuse of prescription drugs |
4 |
2 |
6 |
5 |
|
f. |
abuse of non-prescription drugs |
4 |
5 |
5 |
4 |
|
g. |
sexual risks |
|
|
|
|
|
h. |
pregnancy/FASD |
|
6 |
8 |
8 |
|
i. |
teen suicide/social isolations |
|
|
|
|
|
9. |
The law, regulations, penalties and enforcement |
|
|
2 |
2 |
|
a. |
under-age drinking |
|
|
1 |
1 |
|
b. |
impaired driving |
|
2 |
8 |
8 |
|
c. |
search and seizure |
|
|
|
|
|
d. |
possession/distribution or marijuana |
|
|
|
|
|
10. |
About drug types, properties, proper and street names, effects |
1 |
22 |
23 |
22 |
|
a. |
non-prescription medications |
4 |
5 |
5 |
4 |
|
b. |
medications |
4 |
2 |
6 |
5 |
|
c. |
alcohol |
|
4 |
6 |
6 |
|
d. |
cannabis (marijuana, hashish) |
|
8 |
27 |
25 |
|
e. |
hallucinogens (LSD, Psilocybin) |
|
3 |
8 |
7 |
|
f. |
mixed action drugs (PCP, Meth) |
|
2 |
4 |
3 |
|
g. |
inhalants |
|
5 |
5 |
4 |
|
h. |
cocaine/crack/heroin |
|
2 |
6 |
5 |
|
i. |
other |
|
7 |
11 |
10 |
|
11. |
Gambling |
|
4 |
14 |
14 |
|
12. |
Steroid use |
|
4 |
8 |
7 |
|
C. |
Skills and Learned Behaviours |
|
|
|
|
|
1. |
General personal/social/thinking skills |
|
|
1 |
1 |
|
a. |
social skills (listening, non-verbal, eye contact, group skills,
etc.) |
|
|
|
|
|
b. |
assertiveness training |
|
|
1 |
|
|
c. |
decision-making skills |
1 |
2 |
2 |
2 |
|
d. |
critical thinking skills/values/respect |
|
2 |
|
|
|
e. |
conflict resolution/negotiation skills |
|
|
|
|
|
f. |
stress management skills |
|
|
|
|
|
g. |
emotion,
anger management skills |
|
3 |
1 |
|
|
2. |
Specific personal/social skills |
|
|
|
|
|
a. |
avoiding risks |
|
|
|
|
|
b. |
resistance/refusal skills/walk away |
|
7 |
6 |
1 |
|
c. |
reading, handling prescription/medication labels |
3 |
1 |
|
|
|
D. |
Beliefs/Attitudes/Perceptions |
|
|
|
|
|
1. |
Awareness of social influences |
|
|
|
|
|
a. |
media literacy/role of media |
|
3 |
5 |
4 |
|
b. |
alcohol advertising/role of corporations |
|
1 |
2 |
1 |
|
c. |
family influences/characteristics/practices |
|
|
|
|
|
d. |
community influences/norms |
|
1 |
1 |
1 |
|
e. |
peer group/friends |
|
1 |
1 |
1 |
|
f. |
youth sub-culture/norms |
|
1 |
1 |
1 |
|
g. |
society/cultural influences |
|
|
2 |
1 |
|
h. |
part-time employment |
|
|
|
|
|
2. |
View/perceptions about laws, government role, rules |
|
1 |
1 |
1 |
|
a. |
regulation/control of use |
|
|
|
|
|
b. |
regulation of advertising |
|
|
|
|
|
c. |
taxation/government use of taxes, gambling, etc. |
|
|
1 |
1 |
|
d. |
enforcement and youth/privacy/rights |
|
|
|
|
|
e. |
substance use and society |
|
|
|
|
|
2. |
Myths, facts and misconceptions |
|
|
|
|
|
E. |
Self-Knowledge/Image/Intentions |
|
|
|
|
|
1. |
Anticipating adolescents' developmental challenges and substance
use |
|
3 |
3 |
1 |
|
a. |
forming peer relationships |
|
1 |
1 |
1 |
|
b. |
taking risks |
|
|
|
|
|
c. |
being recognized |
|
|
|
|
|
d. |
recognition as adult |
|
1 |
1 |
|
|
e. |
fighting boredom |
|
|
|
|
|
f. |
lack of control of resources/privacy |
|
|
|
|
|
2. |
Awareness of specific adolescent problems |
|
|
|
|
|
a. |
family stress/divorce |
|
|
|
|
|
b. |
moving to different schools/neighbourhood |
|
|
|
|
|
c. |
bereavement |
|
|
|
|
|
3. |
General awareness of self/health problems |
|
|
|
|
|
a. |
know own strengths/weaknesses |
|
5 |
3 |
2 |
|
b. |
have life goals |
|
4 |
2 |
1 |
|
c. |
develop personal action plans |
|
3 |
2 |
1 |
|
d. |
know how to get help |
|
3 |
2 |
1 |
|
4. |
Develop personal health action plan about substances |
|
3 |
1 |
|
|
a. |
alternatives to non-prescription medications |
|
|
2 |
1 |
|
b. |
moderate or no use of caffeine/stimulants |
|
1 |
3 |
2 |
|
c. |
careful use of prescription medications |
|
|
2 |
1 |
|
d. |
experimenting or abstaining from alcohol use |
|
|
3 |
2 |
|
e. |
avoiding high risk situations |
|
|
1 |
|
|
f. |
reducing harm (eg. not drinking and driving) |
|
1 |
3 |
2 |
|
F. |
Access to Social Support |
|
|
|
|
|
1. |
Support from friends/siblings |
|
|
1 |
|
|
2. |
Support from parents |
|
|
|
|
|
3. |
Support from trusted adult/mentor
programs |
|
1 |
|
|
|
4. |
School clubs/groups/youth centres |
|
|
|
|
|
G. |
Access to Health/Other Services |
|
|
|
|
|
1. |
School or community-based peer helper programs |
|
1 |
1 |
1 |
|
2. |
In-school support services (counsellor,
nurse, addiction worker, etc.) |
|
1 |
1 |
1 |
|
3. |
family physicians |
|
1 |
1 |
1 |
|
4. |
Local addictions clinic/workers |
|
1 |
1 |
1 |
|
5. |
Local mental health clinics/workers |
|
1 |
1 |
1 |
|
6. |
Addictions treatment services |
|
1 |
1 |
1 |
|
7. |
Family counselling services |
|
|
|
|
|
8. |
Emergency protection services |
|
|
|
|
|
9. |
Youth or family self-help groups |
|
|
|
|
|
10. |
Workplace assistance programs |
|
|
|
|
|
11. |
Awareness of local services |
|
|
|
|
|
12. |
Awareness of online services/telephone |
|
|
|
|
|
H. |
Willingness to Support Others |
|
|
|
|
|
1. |
Critical thinking/action on school
policies (suspension, etc.) |
|
|
|
|
|
2. |
Critical thinking/action to support
friends/siblings and peers |
|
|
|
|
|
3. |
Advocacy skills/knowledge/tips/projects |
|
|
|
|
|
4. |
Advocacy on improving school drug education programs/policies |
|
|
|
|
|
5. |
Participation in youth, school or neighbourhood activities |
|
|
|
1 |
|
6. |
Advocacy for improved health and
treatment services for youth |
|
|
|
|
|
7. |
Willingness to help friends/family |
|
|
1 |
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
Harm
Reduction Programs to Reduce Risk |
K-3 |
4-6 |
7-10 |
11-12 |
|
A. |
Knowledge |
|
|
|
|
|
1. |
Awareness of local services |
|
|
|
|
|
2. |
Awareness of online or telephone services |
|
|
|
|
|
B. |
Skills |
|
|
|
|
|
1. |
Avoiding risky situations |
|
|
|
|
|
2. |
Anger management |
|
1 |
2 |
1 |
|
3. |
Basic social skills |
|
|
|
|
|
4. |
Basic literacy skills/employment skills |
|
|
|
|
|
C. |
Attitudes/Beliefs |
|
|
|
|
|
1. |
|
|
|
|
|
|
D. |
Self-knowledge/Image/Intentions |
|
|
|
|
|
1. |
Awareness of personal strengths |
|
|
|
|
|
2. |
Setting life goals |
|
|
|
|
|
3. |
Personal health action plan |
|
|
|
|
|
a. |
reducing risk |
|
1 |
|
|
|
b. |
reducing use |
|
|
|
|
|
E. |
Access to Social Support |
|
|
|
|
|
1. |
Mentoring programs |
|
|
|
|
|
2. |
Counselling/youth services |
|
|
|
|
|
3. |
Child protection services |
|
|
|
|
|
F. |
Access to Health/Other Services |
|
|
|
|
|
1. |
Youth treatment services |
|
1 |
1 |
1 |
|
2. |
Alternative schools/programs |
|
|
|
|
|
3. |
Reintegration/transition services |
|
|
|
|
|
G. |
Willingness to Support Others |
|
|
|
|
|
1. |
Access to youth advocate programs |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
Special Needs |
K-3 |
4-6 |
7-10 |
11-12 |
|
1. |
Children of alcoholics/substance abusers |
4 |
5 |
5 |
5 |
|
2. |
Children with FASD |
|
|
