Club Drugs and Our Students

1. Club Drugs and Our Students http://parentingteens.com/blog/tag/drug-abuse/

2. Purposes • MDMA (Methylenedioxymethamphetamine) • Psychology and cognitive therapy trials • Post Traumatic Brain Disorder • Therapy sessions • Psychotherapy • Leo Zeff, Claudio Naranjo, Joseph Downing endorsed.

3. Purposes • GHB (Gama Hydroxybutyric Acid) is used for medicinal purposes • Insomnia • Clinical depressants • Narcolepsy • Alcoholism • Performance enhancing myths

4. Symptoms of XTC(Ecstacy) Under the Influence Blurred vision Rapid eye movement Chills and sweating Dehydration Paranoia Trance-like state Intense focus of sights and sounds Loss of inhibitions Unusual displays of affection After Confusion Depression Dizziness Panic attacks Sore jaw due to involuntary jaw clenching

5. Clues Pacifiers and lollipops Candy necklaces Bags of small candy to blend with others Glow sticks Glowing jewelry Surgical masks

6. Symptoms of GHB(Date Rape Drug) Happiness Affectionate Muscle relaxation Loss of coordination Loss of gag reflex Nausea Usually 10-20 minutes after ingestion

7. Symptoms of GHB Once it has taken effect, signs include: Loss of consciousness Impaired breathing Respiratory depression Seizures Hypothermia Slowed heart rate Coma

8. Ecstasy Pill Size http://www.justice.gov/dea/photos/mdma

9. Ecstasy http://www.justice.gov/dea/photos/mdma

10. .Ecstasy Documentary 3:04-4:45

11. Statistics • 12.9 million in America 12 years or older have 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

12. GHB Long Term Effects • 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: • Relaxation • Drowsiness • Dizziness • Nausea • Problems seeing • Loss of consciousness (black out) • Seizures • Can't remember what happened while drugged • Problems breathing • Tremors • Sweating • Vomiting • Slow heart rate • Dream-like feeling • Coma • Death • Risky behavior GHB - Right now, the long-term effects of GHB use are not known. 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 Depression Suicide Unwanted Pregnancy Future drug use Immature brain regions may place teens at elevated risk to the effects of drugs

13. 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.

14. 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 • Headaches • Chills • Eye-twitching • Blurred vision • Nausea • Dehydration • Muscle tension • Severe sweating • Faintness • Seizures • Day-after depression • Death • 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. • Toxic to the brain. • Impairs memory. • Brain damage is directly related to amount and frequency of usage.

15. Who is learning NOW? Will she wake up? Will her friends learn from her night of partying? Was it worth it?

16. 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.

17. 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/web-sites/

18. 7th & 8th Grade Health Standards • Standard 2: Analyzing Influences • 2.3.G Analyze the influence of alcohol and other drugs on sexual behaviors.19 • Standard 7: Practicing Health-Enhancing Behaviors • 7.1.G Describe strategies for refusing unwanted sexual activity.31 • 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, • tobacco, and illegal drugs. • Standard 2: Analyzing Influences • March 2008 Health Education Content Standards • CA Department of Education • Last modified on: 4/12/2010 • 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 • 5.1.A Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety of • situations. • Standard 6: Goal Setting • 6.1.A Develop short- and long-term goals to remain drug-free.

19. High School Health Standards • 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 • drugs. • 1.2.A Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, and • behavior. • 1.4.A Identify the social and legal implications of using and abusing alcohol, tobacco, and other drugs. • 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, • 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. • 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, • tobacco, and other drugs. • Standard 4: Interpersonal Communication • 4.1.A Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other • drugs. • 4.2.A Use effective refusal and negotiation skills to avoid riding in a car or engaging in other risky • 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 • 7.1.A Use effective coping strategies when faced with various social situations involving the use of alcohol, • tobacco, and other drugs. • March 2008 Health Education Content Standards • CA Department of Education

20. 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_tell-teen-using-ghb.html

21. 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/Clubdrugs.html

22. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

23. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

24. 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