ndri.curtin.edu.au/shahrp © National Drug Research Institute Curtin University, GPO Box U1987, Perth, WA 6845 IS...
SHAHRP School Health and Alcohol Harm Reduction Project
ANNUAL REPORT
Teaching Manual
2009
Reducing alcohol use and harm with young people
The National Drug Research Institute is funded by the Australian Government Department of Health and Ageing under the National Drug Strategy WHO Collaborating Centre for the Prevention of Alcohol and Drug Abuse Tier 1 Research Centre
www.ndri.curtin.edu.au Street Address: National Drug Research Institute Curtin University Health Research Campus Level 2, 10 Selby Street, Shenton Park, Perth, Western Australia, 6008 Postal Address: National Drug Research Institute Curtin University GPO Box U1987 Perth, Western Australia, 6845 Telephone: (08) 9266 1600 Facsimile: (08) 9266 1611 Email:
[email protected] CRICOS Provider Code: WA 00301J, NSW 02637B
2010027
School Health and Alcohol Harm Reduction Project (SHAHRP) Teaching Manual Fourth Edition
© National Drug Research Institute Curtin University, GPO Box U1987, Perth, WA 6845 ISBN 978-0-9807054-7-8
Further information is available on the SHAHRP website at ndri.curtin.edu.au/shahrp
Impact of the SHAHRP program on young people’s behaviour The School Health and Alcohol Harm Reduction Project (SHAHRP) program has been evaluated in Australia and Northern Ireland for its behavioural impact on young people. It was found, in both countries, that participation in the SHAHRP program can change young people’s alcohol related behaviours, leading to safer outcomes in alcohol related situations. In Australia, students who participated in the SHAHRP program were compared with other students who participated in regular alcohol education. SHAHRP students were found to have: •
10% greater alcohol related knowledge.
•
20% lower alcohol consumption (total).
•
19.5% less risky alcohol consumption (binge drinking).
•
33% less harm associated with their own consumption of alcohol.
•
10% less harm associated with other people’s consumption of alcohol.
The SHAHRP program was particularly successful with early risky drinkers. Early unsupervised drinkers from the SHAHRP group experienced 18.4% less alcohol related harm after participating in both phases of the program and this difference was maintained 17 months after completion of the program.
2
Importance of teaching the SHAHRP program as it is presented The behavioural impact of the SHAHRP program has been demonstrated when the program is taught in full as presented in the teacher manual. It is not advisable to teach only parts of the SHAHRP program.
SHAHRP research publications Research publications associated with the behavioural findings of the Australian SHAHRP longitudinal study are available on the SHAHRP website at ndri.curtin.edu.au/shahrp.
3
Updating the SHAHRP program The SHAHRP Refresh project (funded by Healthway) has provided scope to update aspects of SHAHRP resources and to refine some of the program information. No changes have been made to program activities, ensuring the behavioural impact of the program is maintained. Updates to the program include: •
A systematic literature review of the drug education field.
•
Changes to prevalence data.
•
Details of reference data to support the resources (provided on the SHAHRP website at ndri.curtin.edu.au/shahrp), for example, the effects of alcohol on brain development in adolescence.
•
Details of additional harms experienced by contemporary youth, and harm reduction strategies associated with these harms, for example, social networking risks.
•
Functional changes that make it easier to use the resources, for example, tagged lesson pages, and providing a digital version of the SHAHRP trigger visual.
All modifications made to the SHAHRP program were based on input from Key Informants who have been using the SHAHRP program for several years.
4
Acknowledgements The School Health and Alcohol Harm Reduction Project (SHAHRP) study was researched and developed at the National Drug Research Institute (NDRI), Curtin University and funded by the Western Australian Health Promotion Foundation (Healthway). The NDRI researchers responsible for the initial SHAHRP study were Nyanda McBride, Richard Midford and Fiona Farringdon. Key writer of the original SHAHRP intervention materials was Helen Cahill from the Youth Research Centre, University of Melbourne. Contributing writers were Marg Sheehan from the Youth Research Centre and Fiona Farringdon. The content and style of the SHAHRP materials were based on formative research including: evidence based components from drug education scientific literature; focus groups with young people; and modifications made after piloting the program with teachers and students in schools. Contributors to the SHAHRP intervention materials include: Year 10 students involved in study focus groups, pilot and longitudinal study teachers and students. Researchers responsible for the changes made to SHAHRP in the SHAHRP Refresh Project include Clare Stevens, Nyanda McBride, Fiona Farrington and Michael McKay. Key Informants who have been using SHAHRP materials for several years provided valuable input. In addition, we would like to acknowledge the assistance of: Darren Skov for his assistance in linking the SHAHRP materials to the overarching learning outcomes of the Western Australian Curriculum Framework and the Health and Physical Education learning area outcomes (details available on the SHAHRP website at ndri.curtin.edu.au/shahrp). The Commonwealth Department of Health and Family Services for granting permission to use the “How Will You Feel Tomorrow” video from the “How Will You Feel Tomorrow” education kit. The Transport Accident Commission for granting permission to use the “Bush Telegraph” commercial. The Youth Research Centre for granting permission to use the video from the “Rethinking Drinking” program (“Rethinking Drinking” was funded by the Australian Brewers’ Foundation). St John’s Ambulance staff for their assistance in identifying appropriate first aid procedures for the Phase Two lessons.
5
6
Table of Contents Introduction to the SHAHRP program
8
Research evidence basis of the SHAHRP program
12
The harm minimisation approach used by SHAHRP
15
Phase One
17
Lesson 1 - The big picture
18
Lesson 2 - Why people use alcohol
25
Lesson 3 - Alcohol and the body
28
Lesson 4 - What’s in a drink?
31
Lesson 5 - Identifying harms and strategies
34
Lesson 6 - Mastering media messages
37
Lesson 7 - Decisions
39
Lesson 8 - Harm busters
50
Phase Two
59
Lesson 9 - Standard drinks
60
Lesson 10 - The party
62
Lesson 11 - Vulnerability
64
Lesson 12 - Dealing with harms
68
Lesson 13 - Risk ranking
71
Lesson 14 - Getting it said
78
Lesson 15 - Helping a friend
85
7
INTRODUCTION TO THE SHAHRP PROGRAM What is SHAHRP? The School Health and Alcohol Harm Reduction Project (SHAHRP) is a program available for use in schools and other settings that, if implemented as documented, can reduce risky drinking and alcohol related harm in young people. SHAHRP is the first school alcohol harm reduction program in the world to assess its participants for behavioural outcomes. The program has been proven to be markedly successful in improving the knowledge, attitudes and, most importantly, drinking behaviours of young people. The SHAHRP program was researched, developed, implemented and evaluated by the National Drug Research Institute, Curtin University, Perth, Western Australia. Since its commencement, SHAHRP has received several awards for its work in reducing alcohol-related harm in young people. SHAHRP is used by teachers and others both nationally and internationally.
Previous alcohol education in schools School alcohol education programs are often criticised for not impacting on young people’s behaviour. This is partly because, in the past, school alcohol education has tended to focus exclusively on abstinence or ‘just say no’. SHAHRP is based on the realistic assumption that most high school students will drink or find themselves in situations where others are drinking. Rather than aiming for abstinence, SHAHRP focuses on reducing the level of alcohol related harms in young people who drink or socialise with others who are drinking. However, not using alcohol is embraced as a valid and important harm reduction strategy.
Why does the SHAHRP program work? The SHAHRP program is based on the experiences of young people. During the formative development of the program, SHAHRP researchers conducted a series of focus groups with young people to identify their alcohol use experiences, alcohol related harms that are of particular concern to young people, harm reduction strategies used by young people, and educational approaches likely to be effective with young people. Therefore the SHAHRP program materials have a basis in the reality of alcohol-related situations experienced by young people. The SHAHRP program is evidence-based. During program development, particular attention was given to ensuring that SHAHRP incorporated the latest evidence by including results from systematic literature reviews of school drug education. A pilot of the SHAHRP program was tested by teachers and students prior to full implementation. Modifications to the program were made based on teachers’ and students’ comments, to ensure SHAHRP was workable in real life situations.
8
Details of the SHAHRP program The SHAHRP lessons are conducted in two phases with eight lessons (60 minutes each) in the first year of the program (Phase One) and seven booster lessons (50 minutes each) in the following year (Phase Two). Phase One of the program is targeted at students prior to a time when a high proportion of them have started experimenting with alcohol. This allows the students to gain alcohol harm reduction skills and strategies immediately prior to the adoption of a new behaviour. Phase Two provides reinforcement and additional knowledge and skills during a time when most students have started experimenting with alcohol, ensuring that information is immediately relevant. This period of experimentation often exposes teenagers to a higher level of risk due to the type of drinking generally undertaken (bingeing) and their relative inexperience in handling the changes brought about by alcohol in themselves and in others.
The SHAHRP program components include: Training:
Training was conducted before each phase of the original SHAHRP study. During Phase One, teachers/facilitators were provided with an overview of the study behavioural outcomes, evidence-based components, and interactive modeling of each Phase One activity. Phase Two training provided interactive modeling of Phase Two activities. Trainers who are experienced in interactive techniques are recommended as SHAHRP teachers/ facilitators.
Manual:
The manual provides specific written guidance for teachers and facilitators. The manual includes detailed and structured lesson plans including sample questions to help facilitate discussion and debriefing of activities, coaching points to aid in the management of the activities, and background information about alcohol-related issues.
Student workbooks:
Student workbooks are available for each phase to stimulate and engage students’ interest, provide information, encourage students to further explore issues and to record what they have learned as a way of consolidating practical activities.
Trigger: The SHAHRP Trigger features scenarios that young people may experience in alcohol use situations and is used to prompt discussion about how to minimize the harms associated with alcohol use. The SHAHRP manual and student workbooks, as well as other program details, are available on the SHAHRP website at ndri.curtin.edu.au/shahrp.
9
Results After Phase One (8 x 60 minute lessons, 13 year olds) intervention students had significantly greater knowledge, significantly safer attitudes, consumed less alcohol and experienced significantly less harm associated with their own use of alcohol than the control group. After Phase Two (7 x 50 minute booster lessons in the following year, 14 year olds) intervention students continued to have significantly greater knowledge and safer alcohol-related attitudes than the control group. In addition, intervention students consumed less and experienced less harm associated with their own use of alcohol than the control group. One year after the completion of Phase Two (no lessons, 15 year olds) students maintained a significantly greater knowledge, significantly safer attitudes, significantly less harm from their own use of alcohol and also showed significantly less harm from other people’s use of alcohol than the control group.
Baseline
After Phase 1
After Phase 2
(12 year olds)
(13 year olds)
(14 year olds)
Year after Phase 2 (no lessons) (15 year olds)
Knowledge
√
√
√
Attitudes
√
√
√
Consumption
√
√
√
√
Context of use
√
Harm associated with own use
√
Harm associated with others’ use
√ √
√ Significant statistical difference between control and SHAHRP students in favour of the SHAHRP program.
SHAHRP behavioural results Over the period of the SHAHRP study (from baseline to final follow-up 32 months later), young people who participated in SHAHRP:
10
•
Consumed 20% less alcohol.
•
Were 19.5% less likely to drink to harmful or hazardous levels.
•
Had 10% greater alcohol related knowledge.
•
Had safer alcohol-related attitudes.
•
Experienced 33% less harm associated with their own use of alcohol.
•
Experienced 10% less harm associated with other people’s use of alcohol.
Immediately after Phase One and Phase Two of the program respectively, young people: •
Consumed 31.4% and 31.7% less alcohol.
•
Were 25.7% and 33.8% less likely to drink to risky levels.
•
Experienced 32.7% and 16.7% less harm from their own use of alcohol.
Maximising behaviour change in students To maximise effectiveness when using the SHAHRP program it is important to teach the program as closely as possible to how it is documented in the teacher manual. The student change that came about in the main study was based on teaching the program to at least eighty percent as documented. The study teachers also received training in the delivery of the program to students. Two days of training were conducted for Phase One and one day of training for Phase Two. The training involved an overview of the research background and program development. In addition, teachers participated in each activity to model how the activity should be done and to allow teachers to assess implementation and management requirements.
Why focus on alcohol? Within a period of about 10 years, young people change from individuals who have never had an alcoholic drink to individuals who, as an age group, are the heaviest drinking section of the population. Young people consume more alcohol and experience more acute alcohol related problems than any other age group, and the potential for harm associated with alcohol use increases on each occasion with an increase in the number of standard drinks consumed. More years of life, quality of life, and productivity are lost from acute alcohol-related harm in young people than are lost from chronic diseases caused by alcohol use in older consumers. Alcohol is linked to the three leading causes of death among young people worldwide: unintentional injuries, homicide and suicide.
11
RESEARCH EVIDENCE BASIS OF THE SHAHRP PROGRAM The SHAHRP program aims to change young people’s alcohol-related behaviours through a classroom education approach. To do this effectively, SHAHRP researchers have incorporated research evidence and best practice approaches from the health and education fields. The following summary of the research basis of SHAHRP will assist educators in understanding the critical elements of the program and can also be used as a guide to assess the quality of other drug education resources. References for this evidence based approach are on the SHAHRP website at ndri.curtin.edu.au/shahrp.
Timing and programming Inoculation: requires that initial lessons be taught immediately prior to students initiating the behaviour of interest, in this case drinking alcohol. Lessons that provide knowledge and skills immediately prior to the behaviour can give students a solid basis as they enter into, for example, alcohol use situations. Prevalence of alcohol use data was used to define the placement of each phase of the SHAHRP program. The use of local prevalence data can also assist in defining the appropriate timing of the initial phase of other health related interventions.
Relevancy: requires that an additional phase of lessons be taught at a time when the students are initiating the behaviour of interest. The immediate relevancy of knowledge and skills during this phase in the students’ development makes it more likely that students will apply new information and skills to their new behaviour. As with the above evidence based component, prevalence of alcohol use data was used to define the placement of the second phase of the SHAHRP program.
Transition period between primary and secondary school: practical considerations play an important part in this component (particularly so for research studies in schools). Students are likely to remain in the same school for a number of years, teachers are more specialised in the delivery of alcohol education, programs can be easily administrated and in research terms an intervention in one setting helps to assist with follow-up for survey purposes. Entry into secondary school also represents a milestone in the maturity of students; however, the prevalence of the behaviour of interest should be a stronger guide to the placement of an intervention.
In the context of a developmentally appropriate school health curriculum:
drug education should be taught in the context of a developmentally appropriate curriculum, have a sound curriculum basis, be placed alongside other related health issues and have the flexibility to target drug issues as they become pertinent to students. Programs conducted in isolation, or ad hoc programs, have limited scope to create change and can potentially have a negative effect on student drug use behaviour.
Booster sessions over time: in the past the research literature suggested that 30 to 40 hours of classroom lessons were required to impact on students’ health behaviours. More recent research suggests that booster sessions over a number of years, which develop and reinforce knowledge and skills at a developmentally appropriate time, can also lead to behaviour change. This means that less classroom time is required to have an impact on behaviour; however, the lessons need to incorporate the following content and teaching methodology components to be effective. 12
Content and teaching methodology Based on the experiences of young people / young people should be involved in development of the intervention: It is very important that the content, scenarios and style of an intervention be based on the experiences and interest of the young people that it is trying to influence. The SHAHRP study conducted focus groups with young people and piloted the draft intervention with young people (and teachers) to ensure that their experiences were reflected in the classroom lessons. The involvement of young people in the development of an intervention helps to increase its relevancy as well as students’ interest and involvement in the program.
Provides accurate normative information:
Research suggests that presenting age related usage norms help students to attain realistic understanding of usage rates among peers. Findings suggest that young people often have exaggerated notions of usage rates and presenting accurate normative information can assist in modifying behaviour if these norms are relatively low. In the first phase of SHAHRP the use of normative information was particularly useful.
Adopts a harm minimisation approach rather than being based solely on non-use goals: This issue is particularly relevant for alcohol where initiation of use occurs at a young age, where large amounts of alcohol are consumed during drinking occasions, and where social rewards are gained from drinking. Risks and harms associated with the use of alcohol can be linked to the students’ own use or other people’s use of alcohol. A goal of harm minimisation provides both drinkers and non drinkers with strategies for reducing the chances of harm occurring, and the potential impact of harm after the event, as well as incorporating important non-use and delayed use strategies.
Programs should be skills and activities based: Skills based teaching that involves students in practical activities increases students’ interest and learning. Teaching methods that allow students to practice behaviours that are relevant to their experience in a low risk situation, using realistic scenarios, provide young people with important practice that they can take with them to real life situations. Programs that are interactive and provide a high level of activity in proportion to other aspects, such as lecture-style teaching, are more effective in gaining students’ interest and promoting student learning.
Programs should incorporate utility knowledge: Past studies provide strong evidence that knowledge and attitude based programs have little effect on behaviour change. Nevertheless, the delivery of knowledge as part of a skills-training approach is an important aspect of a program. The type of knowledge provided, however, needs to be relevant to the students, needs to be applicable to their life experiences and needs to be of immediate practical use to them.
13
Teacher training Teachers should be trained to teach drug education:
research suggests that teachers of health and drug education often lack adequate training and confidence when teaching drug education and other controversial health issues. However, teachers are best placed to know their students’ needs and developmental level and are best placed to incorporate drug education at an appropriate time and level for their students. Teacher training should involve interactive modelling of activities: research suggests that teacher training that involves the interactive modelling of an intervention’s activities increases a teacher’s confidence and ability to teach the program. This type of training allows teachers to experience and identify classroom management and practical issues associated with the program as well as providing them with a model of good practice particularly in relation to debriefing and discussion around key issues.
Research issues Although less important in the context of classroom teaching, the following research considerations were adopted as part of the SHAHRP research studies: fidelity of implementation (how well and how much of the program was taught) was measured and incorporated into analysis and understanding of change; measures of program success were based on realistic student experiences; the research was conducted over a long time period to allow for delays in behaviour change; and analysis incorporated stratification for previous use. References for this section and research papers about SHAHRP are available on the SHAHRP website at ndri.curtin.edu.au/shahrp.
14
THE HARM MINIMISATION APPROACH USED BY SHAHRP DOES NOT: •
Endorse or encourage alcohol use.
•
Condemn alcohol use.
•
Assume that all students are drinkers.
DOES: •
Identify non-use of alcohol as an important choice in minimising harm.
•
Assume that the majority of students will drink alcohol at some time in their lives.
•
Assume that whether drinkers or non-drinkers, young people will be affected by the behaviour of those who do drink.
•
Acknowledge that some young people do choose to drink.
•
Acknowledge that many young people spend time with peers or adults who are drinkers.
•
Aim to educate both for the present and the future.
•
Aim to reduce the adverse health, social, cultural and economic consequences of alcohol use by minimising the harm for both the community and the individual.
•
Aim to equip students to make informed choices about whether to drink or not, and if so, how much, with whom, and in what circumstances.
•
Aim to promote responsible choices about alcohol use within the context of a healthy lifestyle.
•
Include a focus on emotional, social and financial harms as well as physical harms.
•
Follow nationally recognised guidelines for alcohol education.
•
Fit within the National and Western Australian Health and Physical Education learning area outcomes.
•
Fit within the National and Western Australian Health Curriculum Framework.
15
16
Phase One The following section contains eight lessons:
Lessons 1 – 8
Each lesson in Phase One of the SHAHRP program is of 50 minutes duration. However, because the activities within each lesson are sequential, lesson duration may be altered to accommodate timetable constraints eg ten lessons of 40 minutes duration. It is essential to note, however, that the behavioral impact of SHAHRP is based on teaching the whole program in sequence as presented. It is not advisable to teach only parts of the program. The lessons in Phase One have been designed for 12 to 13 year old students. However, they may be taught to younger or older students depending on local prevalence of alcohol use (Phase One should be taught to students immediately prior to experimentation and Phase Two when experimentation has started).
17
Harm minimisation Harm minimisation is a goal which includes a number of strategies including abstinence and non-use. These strategies aim to minimise the harmful effects of drinking to the drinker, to their friends, family, local community and to society. It is relevant to both drinkers and non-drinkers, as drinking affects others besides the drinker.
Lesson 1 The Big Picture Intention It is intended that students will: ¤¤ Be introduced to the unit and the harm minimisation approach. ¤¤ Be clear about rules and expectations in the classroom. ¤¤ Consider a number of commonly held myths about alcohol and debunk these myths with some facts and information. ¤¤ Consider some statistics about the use of alcohol and the range of harms linked to alcohol use. ¤¤ Become aware of the normative patterns of alcohol use for young people.
Approach
Resources
Tell the students about the approach you are taking. Let the students know that you will be using a harm minimisation approach. The focus will be on safety and risk, not on rights and wrongs.
◊ Student Reflections booklet 1: pages 1-4 ◊ Multiple sets of Serious Pursuit cards
Student reflections booklet The student reflections booklet is an important part of this unit and provides a place for students to record information, reflect on ideas and plan some individual strategies. Tell students that they will need their booklet for each lesson and any other purposes that you are planning, such as evaluation.
18
Activity 1: Introducing harm minimisation (5 minutes)
Introduction Introduce the alcohol unit to students and tell them about some of the issues you will be covering. This could include some lesson topics and types of classroom teaching strategies you will be using (eg interactive teaching style). Tell students that a lot of young people were consulted in developing this program. Students from several alcohol projects and focus groups have identified the sorts of decisions and harms young people face in relation to alcohol use. Explain that you will be using a harm minimisation approach, as students may be expecting you to use an abstinence approach, where you tell them not to drink. Use some of the following points in your explanation of harm minimisation and the nature of the unit to your students:
In this unit on alcohol we’re going to be taking a harm minimisation approach. This means we will look at how you can keep yourself and others out of harm in situations where alcohol is being used. This will be relevant to drinkers and non-drinkers alike, as someone who doesn’t drink or hasn’t been drinking can come to harm as a result of someone else’s behaviour.
While most of you will be non-drinkers now, some older students drink when they go to parties or mix with drinkers. By considering some of the situations which may arise in the future, you can think about ways of staying safe and think ahead about important decisions. It’s not my job to tell you whether you should or should not drink, or to work out for you how much or at what age you should drink. However, it is my job to make sure you have correct information and strategies to help reduce any harms which may result from alcohol use. I will provide you with information about the legal age of drinking so that this can help inform your decisions. This course aims to give you knowledge about drinking and safety, and the ability to handle any risky situations that involve alcohol. That way, you can make safe decisions. In this course we will not be talking about what is right or wrong in terms of alcohol but instead we will be talking about what is more or less harmful. It is up to each of you to work out what is right or wrong for yourself, and let’s remember people in this class come from different family, religious and cultural backgrounds, and what’s “right” or “wrong” varies from family to family. The class activities are meant to give you the opportunity to do some of your own thinking about how to best keep yourself and others out of harm. While the subject of alcohol and harm is serious, the classes will allow you to express your ideas, views and attitudes in a fun and interactive way. I want you to feel free to share your ideas. How much you get out of the unit will partly depend on your own input.
Activity 2: Establishing the classroom environment (5 minutes)
AA Rules and expectations If classroom rules are not already clear you will need to establish them. It may be worth restating or refreshing students’ memories of existing rules.
Classroom rules and expectations This work is dependent on a working environment in the classroom based on respect and participation. Emphasise the importance of rules such as “no putdowns” and an expectation that students will cooperate, contribute and respect individual differences. It is also important that any stories are put in the third person.
Different families, different rules Point out that there will be a range of family rules, expectations and beliefs in this class, community, country and in the world. Families and individuals will make decisions about what is right and wrong for them. In class you won’t make right/ wrong judgements, but will look at harms, risks, pressures, strategies and decisions.
Consider some of the following expectations to set up with your class: •
Listen to what others say, without passing judgement or hassling them.
•
No put downs including laughing or jokes which will make someone else feel upset or uncomfortable.
•
Be prepared to work in a co-operative way on paired and group tasks.
19
Privacy Set up and manage classroom rules to protect privacy. Every teller of a story must take responsibility for protecting the privacy of those in the story. “The classroom isn’t a place for gossip so we won’t tell tales on others.”
BB Protecting privacy and confidentiality One of the key elements in setting up the classroom environment for this unit is the protection of privacy. Make it clear why privacy is important and whom you are protecting, ie students, friends, family and teacher:
People might want to talk about their experiences or tell stories about their friends or family. I want to make sure that we don’t get anyone into trouble, or end up gossiping about someone or invading their privacy. So I’m asking you not to use names. Talk in the third person so we don’t know whose story you’re telling. For example, don’t tell stories about mum or dad or people in the school. Talk about “an adult I know” or “a young person I know” or “this friend of mine”.
Privacy for the teacher
Activity 3: Mythbusters
You have the same right to privacy as your students. Sharing your opinion or perspective is valuable. More valuable is the way in which you promote enquiry on ethical issues. Use questions rather than answers. You can listen and express concern for someone’s safety without having to lecture them.
(15 minutes)
AA Brainstorm with students any alcohol related myths that they may have heard. Ask students: •
BB Read through the myths and debunking information on pages 1-2 of Student Reflections booklet 1 with the students. Ask students: •
Why do these myths exist?
•
Why it is important to debunk these myths?
•
What is the danger of these myths?
Activity 4: Serious pursuit
Myths Highlight that a myth is a collective belief created over time. Rather than being based on fact it can be based on wishful thinking. Sometimes myths become so well known, people believe them to be true. The danger in some of these myths is that they can lead to harm.
20
Are they true or false and why?
(15 minutes)
AA Work in pairs. •
Give each pair a set of Serious Pursuit cards.
•
Students take turns to ask a question and allow the partner time to think of an answer.
•
The student asking the question then reads out the answer in full.
•
Pairs continue until they have completed the eight questions.
BB Teacher collects the answers from different groups and highlights the significance of some of the answers. In particular: Ask students: •
Were you surprised by any of the facts?
•
Who got the number of non-drinkers correct?
•
If anyone put less – why?
•
Who got year 8 heavy drinkers correct?
•
Did anyone overestimate – why?
Activity 5: Get the picture (10 minutes) Using their new knowledge and Serious Pursuit cards for reference, students individually complete ‘Get the picture’ on page 3 and 4 of Student Reflections booklet 1 by colouring in or marking the different diagrams. Answers provided are based on Australian prevalence data – please refer to the ‘Latest statistics’ box.
Instructions • Year 8’s who say they are non-drinkers:
Colour in the number of Year 8’s in a group of twenty who say they are non-drinkers - 16 heads should be shaded
• Alcohol use different days:
Shade in the two days of the week when most drinking takes place - Saturday and Friday
• Adult regular drinkers:
Colour in the number of adults in a group of ten who would be regular drinkers - 5 heads should be shaded
• Young men and road deaths:
What proportion of all alcohol related deaths for 14-17 year old males is due to drink driving? - 7 cars (pedestrians included - contributing 1/10)
• Male/female choice drinks:
Circle the drink most likely to be chosen by young males and females. - Male = Premixed Sprits (38%) - Female = Premixed Spirits (62.1%)
• Year 8’s who say they are heavy drinkers: Colour in how many out of 100 Year 8’s say they are heavy drinkers - 1 in 200 (half a bottle)
• Colour in the heads to show how many out of 20
Year 8’s have tried (had a sip or taste) alcohol - 15 out of 20 should be shaded
Coaching points Debunking myths and facts is the key function of Serious Pursuit.
Literacy Modify the activities to suit the literacy level of your class. For example, put key words on the board, give reading tasks to stronger readers, work through examples with the class.
Latest statistics The latest SHAHRP statistics can be viewed at ndri.curtin. edu.au/shahrp If you are from a country other than Australia, please access your local alcohol organisations to ensure prevalence data is accurate. You may need to modify the answers to Activity 4 and 5 based on any differences.
Encourage Encourage students to attempt an answer or at least have a guess. Tell them that some answers are a bit difficult. Stress that the correct answers must be read out in full because some cards have additional information. 21
Prevalence data Check local prevalence data and/or SHAHRP website ndri.curtin. edu.au/shahrp to ensure information is up to date.
Statistics in brief While many Year 8’s have tasted alcohol or have had a drink, only 2 in 10 consider themselves to be drinkers. Many adults in Australia use alcohol regularly. Saturday is the day when the most alcohol is consumed, followed by Friday. This would indicate that alcohol is used as part of recreation and socialising on the weekend. Young men are over represented in deaths on the road as a result of alcohol. Both young men and women say the main type of alcohol they normally consume is pre-mixed spirits.
22
Drug related deaths Alcohol, tobacco and illicit drugs are risk factors that can lead to death. Shade in on the pie graph the risk from alcohol for young males and females. •
Males aged 15-25 (shade in 72% section for alcohol, 28% illicit drugs, tobacco 0%)
•
Females aged 15-25 (shade in 55% section for alcohol, 46% illicit drugs, tobacco 0%)
Note: The impact of tobacco becomes high later in life, with smoking related diseases killing around 15,000 Australians within a year.
Debrief Ask students to compare pictures one (year 8 non-drinkers), six (yr 8 heavy drinkers) and eight (experimentation). •
What does this tell you about drinking in Year 8?
•
Although many Year 8 students may have tried alcohol, most consider themselves to be non-drinkers and nearly all do not drink regularly or heavily. So it is the norm not to drink or not to drink regularly or heavily in Year 8 (aligns with normative use).
Teacher homework 1. Organise glasses, jugs, food dye and measuring devices to be ready for Lesson 3. 2. Organise a room swap for this lesson to a wet area (eg science or home economics room). Keep these resources in a well labeled box so that they are available and ready for use in the future.
SERIOUS PURSUIT CARD ONE
SERIOUS PURSUIT CARD TWO
Question:
Question:
When a group of Year 8 students was asked about their alcohol use, how many said they were non- drinkers?
What proportion of the adult Australian population drinks alcohol on a regular basis?
Answer: Most Year 8 students say they are non-drinkers. Around 16 out of 20 (or 80%) of them say they are non-drinkers.
Approximately 5 in 10 adults (or 50%) drink alcohol on a regular basis. They are more likely to drink on the weekends, with Saturday being the heaviest drinking day, and Friday the next heaviest.
SERIOUS PURSUIT CARD THREE
SERIOUS PURSUIT CARD FOUR
Question:
Question:
What physical diseases have been linked to the long-term heavy use of alcohol?
Answer: Heavy use of alcohol over a long time has been linked to: cancer of the lips, mouth, pancreas, breast and colon; stroke and damage to the liver and brain.
Answer:
Think about all alcohol related deaths for 14-17 year old males. What proportion of these deaths were due to drink driving?
Answer: About 7 out of 10 (or 70%) of alcohol related deaths for young men were due to drink driving.
23
SERIOUS PURSUIT CARD FIVE
SERIOUS PURSUIT CARD SIX
Question:
Question:
If secondary school students are drinking alcohol, what type of alcohol are they most likely to drink?
When a group of Year 8 students was asked about their alcohol use, how many or what % said they were heavy drinkers?
Answer:
Answer:
Young males and females who drink say they are most likely to drink premixed spirits.
Less than 1 out of 100 (0.5%) Year 8 students say they are heavy drinkers.
SERIOUS PURSUIT CARD SEVEN
SERIOUS PURSUIT CARD EIGHT
Question:
Question:
What % of Year 8 students have ever tried, sipped or tasted alcohol?
Alcohol, tobacco and illicit drugs are drug-use risk factors that can lead to death. What proportion (%) of drug-use risk is caused by alcohol for young males and females (15-25 years)?
Answer: About 15 out of 20 (or 75%) of Year 8’s have ever tried alcohol.
Answer: Most drug-related deaths for young Australians are due to alcohol. The risk of alcoholrelated death for young males aged 15-25 is 72%, the risk of alcohol related-death for young females 15-25 years is 54%.
24
Lesson 2 Why People Use Alcohol Intention It is intended that students will: ¤¤ Identify some of the reasons why people choose to drink or not to drink alcohol. ¤¤ Predict which reasons are most likely to lead to harmful outcomes. ¤¤ Explore some of the factors which may affect a choice about whether to use alcohol or not.
Resources ◊ Student Reflections booklet 1: pages 5-8 ◊ White/black board
Activity 1: Why people use/do not use alcohol (20 minutes)
AA Arrange for students to work in pairs. •
Use page 5 of Student Reflections booklet 1 to brainstorm the many reasons why people choose to drink and the reasons why people choose not to drink alcohol. Some reasons may appear on both lists (eg religion).
•
Collect a master list on the board of the reasons thought up by the class.
•
Add any reasons you note that have been omitted.
•
Allow students to “top up” their own lists with key reasons.
•
Ask students which of these reasons are most likely to be behind a young person’s choice to drink or not drink?
BB In pairs, ask students to identify which reasons are most likely to lead to harmful outcomes and identify those reasons which are least likely to lead to harmful outcomes. CC Find out what each partnership has identified as potentially the most harmful and least harmful reasons. Ask students: •
Why are these reasons most likely to result in harm to young people?
•
Why are these reasons least likely to result in harm to young people?
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
What if a student seems upset by this topic? Follow up with a one to one conversation rather than in front of the class. Be prepared to offer referral according to school protocol. Offer a buddy to accompany if immediate comfort is required. Be aware of mandatory reporting requirements. Acknowledge that some people have unresolved issues in relation to this topic. Invite students who wish to speak with you privately to do so.
Brainstorming A way of collecting as many ideas or responses as possible. Do not judge or evaluate offerings during the brainstorm. Return to the list later to complete these other tasks.
Reporting back A group shares their thinking with the whole class. An activity to promote peer led learning.
25
Protective interrupting
Activity 2: What’s in a choice
This is a teaching strategy designed to protect:
(30 minutes)
•
The reputation of the person telling the story.
•
Those whom the story is about.
•
The class members from distress at hearing a disclosure or from covert pressure to be engaged in social activities or “high status” risky behaviours.
•
The course and the teacher from sidetracking of the discussion activity and from allegations that the course is an arena for gossip.
Look at the chart on pages 7 to 8 of Student Reflections booklet 1. This identifies some of the thoughts, reasons or questions behind decisions relating to alcohol use. Use the chart as a resource. Work through some examples from the chart on the board explaining how each of these reasons (in the thought bubble) could affect a decision not to drink, to drink, how much to drink. Example The Decision: Not to drink, to drink, how much to drink? The Reason: Who am I with (from the chart) How could this affect the decision? Jane sips champagne when offered at a family function because her parents approve and encourage it as part of her learning. OR: Jane does not drink at a friend’s party because she does not feel safe with the others who are drinking. •
Point out to the class that these decisions may also be affected by other reasons, ie. Taste: Jane may not like the taste of champagne, so may refuse to drink because of this reason.
•
Do lots of examples, getting the students to select the reasons from the chart and suggesting how these could affect peoples’ decisions whether to drink or not, and how much to drink.
•
Ask students to complete two examples on page 6 “What’s in a choice?” They may choose examples from the class discussion or may prefer to develop their own examples from the chart.
•
Summarise the lesson by acknowledging that choices about alcohol use or non-use are complex and vary according to the person, the family, the religion, the age or stage of life, as well as the time, place, circumstance, occasion, health and beliefs about what is appropriate, safe, right or wrong.
•
Personalising: Get students individually to complete the following sentences on page 6 of Student Reflections booklet 1:
•
The two reasons that may have the most influence over a young person’s decision to drink alcohol are _________ ________________________________
•
These could be harmful because____________
Mandatory reporting Under mandatory reporting laws, the teacher is obliged to report an ongoing situation which places a student at serious risk. Be aware of the procedures for reporting and referral used at your school.
26
Teacher homework 1. Organise glasses, jugs, food dye and measuring devices to be ready for Lesson 3. Ideally use a variety (size and shape) of glasses so students can see that a standard drink of alcohol looks different in different containers. If this is not possible use generic plastic cups which can be purchased from your local supermarket. 2. Organise a room swap for this lesson to a wet area (eg science or home economics room). 3. Start collecting a variety of bottles and cans (include some premixed drinks/alcopops) for Lesson 4. Make sure they have standard drinks information on the label.
27
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Drinking glasses Use a variety (size and shape) of glasses so students can see that a standard drink of alcohol looks different in different containers.
Brain development Please refer to SHAHRP website for the latest information on alcohol and brain development ndri. curtin.edu.au/shahrp.
Lesson 3 Alcohol and the Body Intention It is intended that students will: ¤¤ Define what alcohol is and how it affects the body. ¤¤ Identify how sobering up occurs and be able to recognise common myths about sobering up. ¤¤ Identify what comprises a standard drink. ¤¤ Be able to pour a standard drink of spirits, wine and beer.
Resources ◊ ◊ ◊ ◊ ◊ ◊
Student Reflections booklet 1: pages 9, 17-18 Food dyes or cordial Water Sets of glasses of a variety of shapes and sizes Measuring jugs Sponges for clean up
Activity 1: How alcohol affects the body (20 minutes)
AA Reinforce Mythbuster 3: Alcohol is a drug. This activity will address the way in which alcohol affects the body. Ask students (in pairs) the following questions and get them to dot point their answers:
Sobering up Point out that actors in movies act drunk, then sober. The black coffee you see them drink makes no difference. The liver breaks down alcohol at a rate of 7-10 grams of alcohol (approximately one standard drink) an hour, depending on the person.
• • • • • •
How does alcohol enter the blood stream? How much alcohol drunk reaches the blood stream? Will anything slow down the absorption of alcohol? What happens to physical ability the more someone drinks? Which organ breaks down most alcohol in the body? What is the only thing that will sober someone up? Why?
BB Refer to page 9 of Student Reflections booklet 1. •
Using the previous questions as a focus, read through, with the class, the information about how alcohol gets into the bloodstream and how it leaves the body.
•
Get students to correct their initial answers. Make sure students understand that sobering up can’t be sped up.
•
Ask students which of these reasons are most likely to be behind a young person’s choice to drink or not drink?
CC Brainstorm a list on the board of all of the ‘recipes’ for sobering up they have heard. • 28
Reinforce that none of these work. They are all myths.
DD Point out that combining alcohol with other drugs can accelerate the effect. For more information read “alcohol and other drugs” on page 21 of Student Reflections 1. Ask students: •
What might the effect be of combining alcohol with energy drinks?
•
How could this be harmful? (see boxed explanation)
EE Tolerance: explain that people who drink heavily regularly develop a tolerance for alcohol, and may become dependent on it, needing more and more to experience the same effect. Ask students: •
Why are these reasons most likely to result in harm to young people?
•
Why are these reasons least likely to result in harm to young people?
Activity 2: What is in a standard drink? (20 minutes)
AA Ask students: •
How may grams of alcohol can be broken down by the liver in one hour? (Answer 7-10 grams).
•
Do you know what 10 grams of alcohol looks like in a glass?
BB Explain that a drink that contains 10 grams of alcohol is a standard drink and it would look different depending on the type of alcoholic beverage. CC Refer students to page 17 of Reflections booklet 1. •
Point out that different types of drinks have different alcoholic contents therefore the size of standard drinks varies (spirits have a higher alcoholic content than wine, therefore a standard drink of spirits will be smaller than a standard drink of wine although they both contain 10 grams of alcohol).
Activity 3: Pour a set of standard drinks (25 minutes)
AA Explain to the students that they will be using the standard drinks chart and the equipment to pour a set of standard drinks. •
Set out the clear two (2) litre juice containers filled with coloured water. Use a common colour to represent a generic range of drinks eg spirits/blue, wine/red, full strength beer/orange, pre-mixed spirits/green, light beer/ yellow etc. Write this up on the board.
Logistics If you are still setting up at the start of the lesson, get students to read through page 9 of their Reflections booklet.
Energy drinks Some people mix energy drinks with alcohol to feel in control, alert and less ‘drunk’. However, consuming a stimulant along with alcohol only reduces the ‘feeling’ of being drunk; the physical and mental impairments that alcohol causes remain the same. Masking the depressant effect of alcohol may lead to increased risk-taking and greater potential harms (such as drink driving).
Standard drink A standard drink is one which contains 10 grams of alcohol.
Set up and clean up Use a team of students to help you set up and clean up. Set aside the extra time needed. Move your class to a “wet” area - eg science or home economics.
29
Measurement Use science measures or beakers from home economics to assist in the measurement of standard drinks. Collect a range of different shaped glasses or disposable beakers and compare.
•
Students should work in small groups (2 - 4).
•
Using the chart on page 17 of Student Reflections booklet 1, each group should estimate and pour a standard drink, measure it, then measure and pour a correct standard drink.
•
Each group will have a different drink to measure. Allow a couple of minutes then rotate the coloured water so they can measure another drink.
•
Repeat the rotations until each group has measured the five (5) drinks. Each group should have a range of glasses to show how standard drinks look different in different glasses (if this is not possible use plastic cups).
BB After the drinks are poured, a range of different shaped glasses should be set up next to the container from which they were poured (eg place some of the spirit glasses next to the spirit containers – you can either place next to coloured water or have some empty spirits/wine bottles). Ask students:
Sip sizes It is important to discuss sip sizes if students are too embarrassed to have their sip sizes measured, as this is the way some young people drink alcohol, especially at parties.
•
What do you notice about what the same drink looks like when poured into different sorts of glasses?
•
What do you notice when you compare what a standard drink of different sorts of beverages looks like?
•
How many standard drinks of spirits will fit into some of the glasses available?
•
What could be the effect of this in a drinking situation?
•
How long would it take to sober up?
•
What does a standard drink look like when in the container in which it is commonly purchased?
CC Give some students clean glasses and water with which to measure their sip sizes. Ask students: •
What is the range of sip sizes amongst those who have measured their sips?
•
If drinking from the bottle or can, how many of those sip sizes would it take to make one standard drink?
•
If someone didn’t know their sip size, what could happen?
DD Students then record their answers to questions in part B and C on page 19 of Student Reflections booklet 1, and summarise the pouring exercise by colouring the diagram at the bottom of the page.
Teacher homework 1. Prepare can and bottle collection for Lesson 4.
30
Lesson 4 What’s in a Drink? Intention It is intended that students will:
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
¤¤ Be able to identify different sorts of alcoholic beverages. ¤¤ Be able to locate standard drinks information on labels. ¤¤ Identify what blood alcohol content (BAC) is. ¤¤ Be familiar with the factors that affect BAC. ¤¤ Be familiar with the law regarding driving and alcohol. ¤¤ Identify some of the effects of long term heavy drinking. ¤¤ Become familiar with the NHMRC guidelines for low risk consumption of alcohol. ¤¤ Become familiar with the NHMRC guidelines for young people and pregnant women.
Bottle collection Keep your collection of bottles and cans in a well-labelled carton. “WHAT’S IN A DRINK ACTIVITY” “DO NOT DISPOSE”
Resources ◊ Collection of empty bottles and cans representing a wide range of alcoholic beverages. ◊ Student Reflections booklet 1: pages 10, 13-14, 17, 19-20.
Activity 1: Guidelines for low risk use (10 minutes)
AA Ask students: •
What is a standard drink? (10 grams of alcohol)
•
How long does it take to metabolise one standard drink? (1 hour)
•
Which standard drink looks the biggest in a glass? (Low strength beer)
•
Which standard drink looks the smallest in a glass? (Spirits)
•
Why is it important to understand about standard drinks? (It is less easy to predict the effects and harms from drinking if someone doesn’t know how much they have drunk).
31
Adults The 2009 Australian Alcohol Guidelines advise that healthy adults should consume no more than two standard drinks on any day to reduce the lifetime health risk from alcohol. However, if this is exceeded, consuming no more than four standard drinks on any one occasion will reduce the risk of injury during and immediately after consuming the drinks.
BB Read the chart on page 10 of Student Reflections booklet 1 which identifies low risk levels of use as described by the National Health and Medical Research Council of Australia. •
Ask students what they think the recommendation is for: »» »» »»
Adults Young people Pregnant women
•
Ask what happens if someone consistently drinks at risky levels?
•
Read through the list of harms that can occur to the body as a result of long term heavy drinking.
•
Brainstorm a list of some of the other harms resulting from long term heavy drinking.
•
Use sub-headings such as physical, social, financial, legal, family or relationship harms.
Activity 2: What’s in a drink (10 minutes)
Young people The NHMRC guidelines (2009) state that the safest option for children and young people under 18 years of age is not to drink any alcohol and recommends delaying the initiation of drinking for as long as possible.
Read and discuss the chart on pages 13-14 of Student Reflections booklet 1 entitled “What’s in a Drink?” •
Alert students to the fact that different types of drinks have different alcoholic content and that the strength of the drink and the number of standard drinks in the container are written on the bottle or can.
Activity 3: Pass the bottle (10 minutes)
AA Give each student or pair of students an empty bottle or can.
Labels It is preferable to have a large range of different sorts of empty alcoholic drink containers for the students to look at. Get them to locate the number of standard drinks on the label. Note the different alcoholic content of the drinks.
32
•
Ask them to arrange themselves in a circle so they are in order of highest to lowest number of standard drinks.
•
Tell them to find on the label the % of alcohol and number of standard drinks in their container.
BB Ask students to read out the following information on their label: •
Name of drink
•
Type of drink
•
% of alcoholic content
•
Number of standard drinks in the container
•
This information can be hard to spot but, by (Australian) law, it should be on the label.
CC Collect observations along the way – particularly: •
The variance in strength between different sorts of spirits, ciders and pre-mixed drinks.
•
The number of standard drinks (ie many containers look the same size but contain different number of standard drinks.
•
Point out that one drink may not equal one standard drink; it may actually equal 2 or 3 standard drinks depending on the strength of the alcohol and how much is poured.
Activity 4: What is BAC? (5 minutes)
Read the explanation of BAC (blood alcohol content) and how it is measured on page 17 of Student Reflections booklet 1.
Activity 5: Factors affecting BAC (why is it different for men and women?) (15 minutes)
AA Read through the chart which identifies some of the factors affecting BAC and the information about the differences for men and women recorded on pages 19 and 20 of Student Reflections booklet 1. BB Ask students in pairs to complete “What might this mean at a party?” on page 20 of Student Reflections booklet 1. Ask students: •
Why was the effect different? Point out that the effect of alcohol depends not only on the strength of the alcohol but also on the individual characteristics of the person.
•
What else might change the effect? (eg eating food, mood etc)
BAC Blood alcohol content is the amount of alcohol in your bloodstream. It is measured according to the number of grams of alcohol per 100 ml of blood.
Difference between men and women The standard drink guidelines in Australia are the same for both men and women. On average, while woman reach a given blood alcohol concentration with a lower amount of alcohol, men take more risks and experience more harmful effects.
Pregnant women Pregnant women are advised to abstain from alcohol as it impacts on the developing brain of the fetus.
Teacher homework 1. Tape or download three or four advertisements to use in Lesson 6. 2. Select a variety of advertisement types. These advertisements do not have to involve alcohol, but can be for any product or service. It is an advantage to have at least one alcohol advertisement. 3. Organise large sheets of white paper and thick writing pens.
33
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Lesson 5 Identifying Harms and Strategies Intention It is intended that students will: ¤¤ Identify harms that can occur to young people as a result of their own or other’s alcohol use. ¤¤ Predict and describe situations in which these harms are most likely to occur. ¤¤ Recognise the varying effects of alcohol in relation to levels of use.
Resources ◊ Student Reflections booklet 1: pages 11-12, 21-22, 24 ◊ Brainstorm sheets (butchers paper)
Small group discussion
Activity 1: Identifying harms
Is best organised around clear tasks (eg list 5 or more harms). Have each group appoint a scribe and a reporter.
(20 minutes)
AA Divide students into groups of four. •
Allocate each group a category from pages 21-22 of Student Reflections booklet 1 (ie family, feelings, friends etc).
•
Ask students to brainstorm any harms resulting from the use of alcohol that they can think of to put in their category and list them on the large sheets of white paper.
Circle When you sit the class in a circle, a powerful message is sent about who are the key players in the session and in the discussion everyone!
BB Get groups to report back to the class, identifying the harms on their lists. (These could be placed on the floor in the middle of the circle or posted on the walls). •
Allow class members to add any other harms they can think of to each category as it is reported.
•
There will be considerable crossover of harms between the groups. This can be noted during the reporting back.
CC Ask students to record some of the key harms from each category in their Student Reflections booklet 1 on pages 21-22.
34
Activity 2: Matching likely harms to levels of use
Paired sharing
(10 minutes)
A technique of maximising involvement and participation. Paired work is completed prior to a whole class discussion so students have had time to think and speak before talking in front of the whole class.
AA Young people are likely to come to harm as a result of the SHORT TERM EFFECTS of alcohol use, particularly in situations involving binge drinking. BB Look at the chart on pages 11-12 of Student Reflections booklet 1. Note that while the effects of alcohol vary from person to person, the more someone drinks, the more they are affected by alcohol. •
In pairs, ask students to complete the chart, identifying harms that are likely to occur at increasing levels of intake.
•
Students may use the harms listed around the page as a resource, but can also include others that they identify.
•
Some harms will appear at a number of levels.
Activity 3: How harms happen (20 minutes)
AA Students should be in pairs for this activity. Each pair selects a ‘harm’ from the brainstorm list and takes a minute to ‘invent’ a story which would illustrate that harm. •
They can draw from real life, or invent a scenario in which a particular harm is likely to occur.
•
Harms other than the one they select may appear in the story as well, but stress that what is required is a realistic scenario, not a soap opera.
•
If drawing from real life, remind them to protect privacy by changing or removing names etc.
•
Students can write or draw their story in the section “It happened like this...” on page 24 of Student Reflections booklet 1.
2-4 grouping Have one pair join with another to compare responses or findings arising in a paired sharing prior to reporting to the class. Groups of four can join to make eights to broaden the comparison of sharing. A useful strategy when you suspect not everyone will contribute if going straight into a large group.
BB Some stories or examples can be shared with the class. The teacher facilitates discussion of the stories with the following questions: •
Do you think this kind of story would occur rarely, occasionally, or often in real life?
•
What age group would most likely be in such a story?
•
What would a story involving a lesser harm be about?
•
What would a story involving younger people/ children/20’s/40’s/60’s be about?
•
What could be done to prevent or minimise the key harms identified?
35
CC Personalising (page 13) •
Get students to complete the following statement:
Alcohol related harms that concern me are____________________because____________________
Teacher homework 1. Collect (tape or download) three or four advertisements to use in Lesson 6. Select a variety of advertisement types. These advertisements do not have to involve alcohol, but can be for any product or service. It is an advantage to have at least one alcohol advertisement. 2. Arrange to buy or borrow dice and counters from Maths Faculty for “Party Pressure” game in Lesson 7. 3. Photocopy the “Decider” cards, “Info” cards, and “Strategies” cards required for Lesson 7. Organise for a pair of students to cut them out for you - a time-consuming task!
36
Lesson 6 Mastering Media Messages Intention It is intended that students will: •
Develop an awareness of advertising directed at the youth market.
•
Consider and question the techniques advertisers use to influence young peoples’ choices.
•
Develop a message and advertisement which is attractive to young people and which promotes a harm minimisation message in relation to the use of alcohol.
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Media campaigns
AA Ask students in pairs to recall their favourite advertisement (does not have to be alcohol). Choose one and use page 25 of Student Reflections booklet 1 to analyse it.
The National Drug Strategy has funded alcohol education programs and mass media campaigns since 1985. Most states have also developed campaigns. A number of these have focussed on young people and binge drinking. The slogans used in “Ad Break”, (Student Reflections booklet 1, page 26) are all examples of prior programs or campaigns.
BB List some strategies advertisers use on the board. Include: People; Feelings; Appealing to; Music; Slogans; Humour; Animals; Sex.
Alcohol regulation
Resources ◊ Student Reflections booklet 1: pages 25-26 ◊ Taped advertisements ◊ Magazines
Activity 1: Reading advertisements (20 minutes)
CC Show students the taped alcohol advertisements. Ask students to list the strategies used in these advertisements. Ask students: •
Are they the same as those listed on the board?
•
Do they use some strategies more than others?
•
Which characters drink?
•
What are the characters like? (eg glamorous, funny etc)
•
Where do they drink? What hidden message is this giving?
•
What do you think advertisers think of young people?
•
Are advertisements about alcohol ever dishonest? How?
•
What can you do to protect yourself from false or dishonest advertising?
•
Do different sorts of alcoholic drinks have an “image”?
•
Are the influences and pressures from the media regarding alcohol the same for boys and girls?
The Alcohol Beverages Advertising Code (ABAC) in Australia stipulates that advertisements for alcohol must not have a strong or evident appeal to children or adolescents. However, alcohol advertising is largely self-regulated, predominantly through voluntary industry codes of practice. Due to this, advertisements do not always adhere to this code.
37
Activity 2: Designing a health promotion advertisement for safer alcohol use
Options You may prefer student to develop concepts for ads in pairs using large pieces of white paper or to extend the timeline to allow development of art works for display.
Media tactics Remind students to consider the tactics used to sell messages, such as image, wealth, beauty and success. Which ones will they use to sell their harm minimisation message?
(30 minutes)
AA Ask students to brainstorm any media coverage aimed at decreasing or minimising the harms associated with alcohol. Get them to include TV, radio and magazine advertisements. Encourage students to recall slogans especially local ones and well known ones. You might prompt them with: •
“Don’t turn a night out into a nightmare”
•
“If you drink then drive you’re a bloody idiot”
•
“Respect yourself”
•
“How will you feel tomorrow?”
•
(Other slogans are printed on page 26 of Student Reflections booklet 1)
BB In pairs or small groups, get students to invent a catchy slogan, rhyme or jingle to carry a harm minimisation message. •
Students are to design a poster or advertisement to accompany or promote this message which can be done on paper or computer if preferred. If students prefer, they can use or extend one already on the “Ad break” page (Student Reflections booklet 1, page 26).
•
Ask them to choose the type of advertising tactics they think will best promote their message. They may wish to use some tactics identified Activity 1: Reading advertisements.
•
If students choose to present their advertisement as a TV advertisement then they may need to be in small groups. They can use the “Ad break” page to plan their TV advertisement.
CC Get students to present their ad to the class After each presentation ask students: •
What strategies were being used?
•
How effective do you think this would be?
Teacher homework 1. Arrange to borrow dice and counters from Maths Faculty for “Party Pressure” game in next lesson. 2. Photocopy and cut up the “Decider” cards, “Info” cards and “Strategies” cards required for Lesson 7.
38
Lesson 7 Decisions Intention It is intended that students will:
Recap To maintain continuity, remind students about what was covered in the previous lesson. Sum up key intentions of the session at the end of class.
¤¤ Identify some of the factors influencing decisions made about alcohol consumption. ¤¤ Identify a range of choices and possible outcomes in situations involving alcohol. ¤¤ Predict likely consequences for those choices. ¤¤ Apply their knowledge about harm minimisation strategies and the effects of alcohol to a range of situations.
Resources ◊ Student Reflections booklet 1: pages 15-16, 27-28 ◊ “Decider” cards ◊ “Info” and “Strategy” cards photocopied from Teaching Manual for use with Board Game ◊ Counters for each player ◊ Dice - one for each group playing the game
Activity 1: The Decider game
Explaining
(30 minutes)
You may wish to use the diagram on pages 27-28 in Student Reflections booklet 1 to assist in explaining the “Decider” concept. You may prefer to complete Activity 2 before Activity 1.
AA Explain that the Decider game is a way to explore some of the thoughts that affect the decisions we make. BB Teach the class how to play the Decider game. •
Take a ‘Decider’ card to use as an example egYour older brother or sister has driven home drunk a few times in the last month. Will you talk to him/her about it?
•
Put a volunteer (or two) in a chair out the front to be the ‘Decider’ or judge as to what is the most convincing set of arguments.
•
Have one side of the class brainstorm any arguments that could be thought up on the positive (safer) side: ie you should talk to him about it, for example: Think of your regrets if you didn’t and something happened. He could kill or injure one of his friends. He could end up dead or crippled. He might not realise how drunk he’s been...someone has to tell him. He might end up without a licence. If you care about him, you’d have the guts to say something. Just tell him to leave his car at home if he’s drinking.
Language Avoid value-laden language. Talk about what is “common” rather than what is “normal”. Explore and enquire rather than judge. Write new or difficult words on the board, for example, ‘intoxicated’.
39
Positive versus negative
•
If students are having difficulty using positive and negative use ‘yes, do it’, versus ‘no, don’t do it’.
Have the other half of the class put forward any argument or thoughts that could occur on the negative (unsafe) side. He won’t listen to you anyway. It’s none of your business. It’s just a stage he’s going through. He’s a good driver ... being drunk doesn’t matter. He’s got away with it so far ... so why worry?
CC Play the game.
Decider game
•
Get each side in turn to pitch their argument.
•
The other side can rebut arguments if they wish. After a few minutes ask the ‘Decider(s)’ to say which side they think has argued more powerfully or …
Rotate students through all three roles where possible. •
Simultaneous role play Have groups improvise simultaneously and noisily to protect them from the pressure of an audience, to give everyone a chance to participate, and to energise the class. Use a whistle to signal stop and start.
How can someone get a brother or sister to think about safety and not end up getting yelled at?
DD Students work in groups of three. •
One is the ‘Decider’; one takes the Positive (safer) side and the other the Negative (unsafe) side.
•
Each trio is given a Decider card.
•
Allow the positive and negative players a minute to write down some arguments (it’s important not to share with the rest of the group at this point).
PLAY IT •
The positive and negative players try to out argue each other and have their side win.
•
The person playing the ‘Decider’ should choose the winner on the basis of the arguments put forward or the persuasiveness of the tactics.
Playing back role plays When showing the class, keep the scenarios short. A flavour of what is going on in the scene is usually enough to promote discussion, prediction and enquiry.
40
If those arguments were someone’s thoughts… what decision do you think would be made? You may go on to ask about what could change a decision or HOW to carry out that difficult choice, eg:
EE After dividing the class into threes and allocating cards, set all the groups to have a go at winning their argument. •
There should be no audience at this stage, other than the ‘Decider’, who gives feedback as to which side is winning and why.
•
After a few minutes ask the ‘Deciders’ what their decision was and why? If they chose the negative (unsafe) option ask the rest of the class what might change their mind (choosing the safer side).
•
Ask the ‘Decider’ if there would be anything that might change their mind (if the ‘Decider’ chose the positive (safe) side there is no need to try to change this).
•
Rotate scenarios and rotate roles. Play 3 rounds so each person gets to play each role.
•
Process as above.
FF To focus on a particular issue in more detail, you can select a trio that seems to have a good grip on the subject or ask for volunteers to have their work used as the trigger for discussion and coaching. •
Use these groups to demonstrate in front of the class.
•
Invite coaching from the class.
Activity 2: The Decider map (10 minutes)
AA Use one of the Decider situations to demonstrate how to fill in a Decider map (Student Reflections booklet 1, pages 27-28). Part of the challenge after identifying some of the positive and negative thoughts is to identify three possible alternatives or choices that COULD be made. (This is not a question of SHOULD). Students should think up a number of possible consequences to each of those choices. BB Having completed an example on the board, ask each student or pair of students to fill out the maps, using either some of the situations worked on in class, or scenarios they select for themselves.
Activity 3: The Party Pressure game (10 minutes)
Organise the students into groups of four to play the board game. •
Distribute materials and explain how to play the game.
•
They will need a counter each to mark their progress through the game and a dice to determine their move.
•
Each group will also need a set of ‘Info’ cards and a set of ‘Strategy’ cards to place on the board. (The board is on pages 15-16 of Student Reflections booklet 1).
How the game works: 1. Person with highest throw starts, and then turns proceed in sequence. 2. If you land on a square with writing on it - read it out to the group and move forwards or backwards as instructed.
Party Pressure board game For each roll of the dice, follow the instruction in the square you first land on. If the instructions on this square move you back or forward, ignore these instructions unless you are required to pick up a “Strategies” or “Info” card. Groups will finish at different intervals. Those first to finish may need to start another round.
3. If you land on an ‘I’ square or an ‘S’ square, the appropriate ‘Info’ or ‘Strategies’ card should be taken from the top of the pack by another player and read out. The player must then correctly answer the information question or provide three realistic and safe strategies in response to the given situation.
41
Developing safe strategies There are countless possible strategies. The guiding principle is getting students to choose the safest (but realistic) possible strategy. Don’t be afraid to explore. If silly options are raised, come back to the safest option, asking the class “Is that the safest option?” If they find the ‘safe’ option, there is no need to explore any further.
4. The other students in the group decide if these are the appropriate/the safest. It is important for teachers to actively supervise this activity and interact to monitor the strategies. 5. Processing: ask students: •
Did anyone have trouble coming up with safe and realistic strategies – ones that would work?
•
Read out a selection of strategy cards and ask students for some realistic strategies. Personalising
•
Ask students to complete the following statement:
•
Harm reduction strategies that I think are realistic are __________________________________________________
Teacher homework 1. Photocopy Harm Buster Scenario cards and Student SelfEvaluation sheets for next lesson. 2. Get access to the internet or get copies of local telephone directories. 3. Access pamphlets from local health services.
Examples of harm reduction strategies •
•
Eat food prior to and while drinking alcohol.
•
Don’t top your drinks up; take note of how much you have had.
•
•
42
Plan how you will be getting home before you head out.
Check your label – premixed are often more than one standard drink. Know your limits what may be OK for others may not be OK for you. Don’t try and ‘keep up’ with everybody else.
•
•
Between alcoholic drinks have a nonalcoholic drink (Have non-alcoholic options available!) Look out for your friends who you think may take risks that they wouldn’t normally take if they were sober.
•
Stay with people you know and trust.
•
Don’t drink and go swimming.
•
Don’t agree to get into a car with someone who has been drinking.
•
Don’t binge!
•
Make sure you pour or get your own drink. Tell a friend if you are feeling ill after consuming a drink.
•
Keep emergency numbers and a first aid kit handy.
•
Don’t be afraid to ring an ambulance.
•
Think about the “cringe factor” - will you be embarrassed tomorrow by what you do today?
DECIDER
DECIDER
Your parents are drinking wine with dinner. You are offered a small glass.
They are about to toast the bride and groom at your cousin’s wedding. Champagne glasses are being handed round. Your mother hands you one.
Will you have one?
Will you take it?
DECIDER
DECIDER
You are at a party with a cousin and their older friends. A lot of them seem to be drinking. You are asked if you want a drink. Your parents would not approve of you drinking.
Some of the others in your footy team have decided to get drunk to see what it is like. You are asked if you want to join in. Will you?
What will you say?
DECIDER
DECIDER
You are invited to a birthday party. Some of the people there are drinking. An older boy who you don’t like seems pretty drunk. He won’t leave you alone. He keeps hassling you to dance and putting his arms around you.
Three of your friends are over while your parents are out. One of them suggests ‘sampling’ whisky from a bottle in your parents drinks cupboard. The others aren’t sure. What will you do?
What will you do?
43
DECIDER
DECIDER
A friend of yours is quite shy and feels really nervous about going to parties. The school is running a dance for the Year 8’s and 9’s. They suggest having a drink or two before going. The school rule is “No alcohol before or during”. You suspect it is just because your friend is scared.
You are babysitting for some friends of your parents. When they return from the party they seem to you to be quite tipsy. One of them is supposed to drive you home. Having paid you, they head for the car.
What will you do?
Will you get in the car? What can you do?
DECIDER
DECIDER
When your older brother/sister came home last night, they were drunk. You are worried because this is happening every couple of weeks. Your borther/ sister drives home in this state.
You are at a party and a few kids outside are drinking heavily. Most of those in the house aren’t drinking or have only had a little. It gets really noisy outside and when you all go out to look a fight is going on. One boy has been knocked over and has blood coming from his head. Several others are still hitting each other.
Will you talk to them about it?
What will you do?
DECIDER
DECIDER
You are going to a dance party with a group of friends. You meet them outside and discover that one of them has some spirits mixed with soft drink in a bag and is offering others sips from the bottle before going in to the dance party. Two of the kids in your group are drinking, the others are not. You are offered a sip.
You take a friend with you to a party. Not long before your parent is due to pick you up, you go looking for your friend and find them in the bathroom vomiting. They say they only had two drinks, but are obviously really drunk. You have not been drinking and no one else at the party has gotten drunk, though quite a few others have had some alcohol.
Will you drink?
What will you say to your parent? 44
DECIDER
DECIDER
You’re at a party and a friend has passed out and some boys decide to take an embarrassing photo of her and post it on a social networking site.
Your friends want to take alcohol to a party but need someone to buy it for them. They think you might pass for 18 and ask you to purchase it for them. They are pretty persuasive.
What will you do?
Will you try?
DECIDER Your friends want to take alcohol to a party but need someone to buy it for them. They think you should ask your older brother/sister if they can buy it for you. Will you ask?
45
INFO Which is stronger, spirits or beer? Answer - Spirits
INFO Is there anything you can do to make someone sober up faster? Answer - No
INFO Is alcohol a drug? Answer - Yes
INFO Can alcohol harm an unborn child? Answer - Yes
INFO About how long does it take for the body to break down one standard drink? Answer - About 1 hour
INFO What is the legal blood alcohol limit for fully licensed drivers? Answer - .05
INFO Is it legal for a person under 18 to buy alcohol? Answer - No
46
INFO Are the guidelines for safe drinking the same for adults and young people (under 18’s)? Answer - No
INFO Will coffee help to sober you up? Answer - No
INFO Can you fit more than one standard drink into a glass? Answer - Yes
INFO
INFO
Most Year 8 students do not drink regularly or heavily - true or false?
Which takes up more room in a glass - a standard drink of beer or a standard drink of spirits?
Answer - True
Answer - Beer
INFO Is it illegal for a person under the age of 18 to be in possession of alcohol outside of private premises? Answer - Yes
STRATEGIES An intoxicated friend is about to vomit. What can you do? List 3 strategies
STRATEGIES The adult friend of your parent who was to drive you home seems quite tipsy. What can you do? List 3 strategies
47
STRATEGIES A sleazy guy/girl who has been drinking won’t leave you alone. What can you do? List 3 strategies
STRATEGIES A friend had unplanned and unprotected sex while drunk now she is very upset. What can you do? List 3 strategies
You want to have fun without drinking. What can you do? List 3 strategies
STRATEGIES A friend gets into fights after he has been drinking. What can you do? List 3 strategies
STRATEGIES
STRATEGIES
Older guys gatecrash a party you are at - it looks like they may cause trouble. What can you do?
A teammate keeps missing the game on Sunday mornings due to heavy drinking the night before. What can you do?
List 3 strategies
STRATEGIES A friend asks your advice. He/she felt they got too drunk at the last party and doesn’t want to do anything stupid at this one. They have decided to drink, but want to stay within safe limits. List 3 strategies
48
STRATEGIES
List 3 strategies
STRATEGIES A fight has started at the party in your house. What can you do? List 3 strategies
STRATEGIES A friend of yours is drunk and is about to go out the back with someone she has only just met. No one else is out there. What can you do?
STRATEGIES A friend wants you to take alcohol from your parent’s cupboard. What can you do? List 3 strategies
List 3 strategies
STRATEGIES
STRATEGIES
A friend offers you a drink - but you don’t want another one yet. What can you do?
Most of your friends are drinking alcohol, but you don’t want to. What can you do?
List 3 strategies
List 3 strategies
STRATEGIES
STRATEGIES
The party is out of control, and you want to leave, but you are not going to be picked up for another hour.
Your friend is pretty drunk at a party and is having a lie down on the couch. Some guys start taking pictures of her on their phones.
List 3 strategies for getting home safely
List 3 strategies to look out for her
STRATEGIES
STRATEGIES
You promise your parents you won’t drink - but lots of other people are. What can you do? List 3 strategies
A friend has passed out after drinking a lot. What can you do? List 3 strategies
49
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Lesson 8 Harm Busters Intention It is intended that students will: ¤¤ Devise and articulate strategies to avoid, reduce or minimise harm in a range of situations involving alcohol use. ¤¤ Apply a number of different perspectives in developing these strategies. ¤¤ Identify means by which they could call for assistance, arrange to leave a party safely or refer a friend in need to adults who can help. ¤¤ Engage in a self-assessment of the unit of work.
Resources ◊ ◊ ◊ ◊ ◊ ◊
Student Reflections booklet 1: pages 29-30 Scenario cards Room set up for panel of five out the front Internet access and/or telephone directories Pamphlets from local health services Self assessment sheets photocopied from Teaching Manual ◊ Copy of guide questions for each group
Activity 1: Harm busters panel (35 minutes)
AA Explain to students that they will be working as ‘harm busters’ on a range of potentially harmful situations relating to alcohol use. •
Their task will be to devise a series of strategies or advice as if they were a panel of experts.
•
Each person on the panel will have a particular expertise and will identify the potential harms and offer advice from that perspective about what could be done to prevent or minimise these harms.
•
The roles are defined on page 30 of Student Reflections booklet 1.
Roles:
50
•
Safety Officer - concerned with physical damage to persons or property.
•
Relationships Officer - concerned with preserving relationships with friends, family, neighbours, bosses, work or schoolmates.
•
Duty Officer - concerned with commitments to duties such as study, work and sporting commitments.
•
Banker - concerned with expenses, profits and losses.
•
Lateral Thinker - available to offer creative alternatives.
BB Organise students into groups of five (5). •
Give each group a scenario and time to prepare advice and strategies.
•
Scenarios are listed in the Teaching Manual and can be photocopied and distributed. Alternatively, scenarios can be brainstormed by the class or drawn from the “Strategies” or “Decider” cards (see Lesson 7).
•
Give each group a photocopy of the guide questions.
Guide questions Photocopy the harm busters panel guide questions and distribute to each group as a guide.
CC Give each group a chance to operate in front of the class as the advisory panel. •
The group should describe their scenario to the class, and offer their advice in role.
•
Focus the rest of class by getting them to list the common harms and advice from the ‘experts’ across the range of scenarios.
•
At the end of each panel ask the class if they have any other advice to add.
DD Processing: after all groups have performed ask students: •
What were the common harms?
•
What were the different harms?
•
What were the common strategies?
•
What were the different strategies?
•
Did any strategies stand out as really effective?
EE Students can record their group’s advice on page 30 of Student Reflections booklet 1.
51
Support people and phone numbers to note:
52
Activity 2: Back up support (10 minutes)
•
Ambulance
•
Health centre
•
Counsellor
•
Kid’s helpline
•
School personnel
•
Local doctor (male and female)
•
Special youth services
Activity 3: Self assessment
•
Drug and alcohol agency
(5 minutes)
Ask students to begin work on the “Back up support” list on page 29 of Student Reflections booklet 1. They will need to complete it for homework, finding the phone numbers they need. The numbers for local health centres etc should be located in class for all to write down, and accompanied by some discussion about where young people in that neighbourhood could go for help.
Distribute the self-assessment sheet to students and allow time for them to complete and return it. (Alternatively, this activity could be completed in a subsequent session.)
Self assessment
Student homework
You may prefer students to complete this activity in the following session.
Ask students to talk with their parents about what they recommend that their son/daughter should do if trouble or an emergency occurs when they are out of the family home.
Harm Buster Scenario
Harm Buster Scenario
Quan is at a party where a few kids are drinking heavily. They have been doing stunt jumping into the pool. Most of the others at the party are inside the house and aren’t drinking or have had only a little. It gets really noisy outside and when Quan goes out to look, a friend has knocked his head on the side of the pool. There is blood in the water. Someone has dragged him out of the pool. His other mates want to leave him beside the pool covered in towels to “sleep it off”. He is still bleeding from the head.
A lot of drinking is going on at the footy club after the grand final which the under 17 team won. None of the adults seem to care about who is drinking; they are all drinking heavily themselves. Most, but not all of the under 17 team are drinking. Simon is the youngest player there - a 14 year old in the under 17 team. His parents are very strict about alcohol and he knows they would ground him if he joined in. He is umpiring basketball the next morning - a job for which he gets paid. This would be the first thing he would be grounded from. He takes his sport seriously and has a chance of being a top athlete as he gets older.
Harm Buster Scenario
Harm Buster Scenario
Olivia’s parents are picking her up from the party and are also to drop a friend of hers home. When it is time for her to go, she realises her friend has been drinking (though most people at the party were not) and is now obviously tipsy - laughing loudly and singing. She thinks her parents will be shocked. They were unsure about letting her go to this party in the first place. She doesn’t see why she should get into trouble when she wasn’t drinking.
Hannah is best friends with Mia. They are both 14. They are at a party, and Mia is drunk and is about to go for a “walk” with Jack who is 18 and also drunk. Hannah is concerned that Mia will regret what she is about to do, and would not make this choice if she was sober.
Harm Buster Scenario
Harm Buster Scenario
A party is going on out in the bush. A large fire has been built and kids are sitting around it. Some are drinking. Most are not. Alex (13) is one of the few who has been drinking and he is quite drunk. He has started waving around a burning stick, pretending to attack his friends, and a girl he seems to like. Burning ashes and sparks are flying around, landing on people’s clothes and in their hair.
Harm Buster Scenario Jenni’s dad has been drinking at a friend’s barbecue out in the country. He seems pretty drunk when it is time to leave. There is a 50 km drive home. He tells her to get in the car, it is time to go. She is not sure that she will be safe, and has seen advertisements that show what can happen when people drink drive.
Lauren is at her cousin’s party. Some of the people are drinking. An older boy who she doesn’t like seems to be pretty drunk and won’t leave her alone. He keeps asking her to dance or to go for a walk and putting his arms around her.
Harm Buster Scenario Paige is going to a party where there will be alcohol. She has spoken to her parents about this and has been told it is okay for her to drink provided she doesn’t go overboard. How can she make sure she stays within sensible limits?
53
Harm Buster Scenario Claire is 14. Her parents are out, but some of her friends are at her house. One of them suggests they use whisky from Claire’s parent’s cupboard to mix with their coke.
54
Harm Buster Scenario Oliver is 15. He has been drinking heavily at a party. He falls down the stairs and breaks his two front teeth. His parents have not been told that this is an unsupervised party, nor did they expect he or others would be drinking.
Harm Buster Scenario
Harm Buster Scenario
Chloe is 14 and is baby-sitting for some friends of her parents. When Mr and Mrs Smith arrive home they are both obviously affected by alcohol. They are giggly, silly and in such a generous mood that they insist Chloe should be paid double. One of them is to drive her home. She is keen to leave as she has an early basketball final in the morning, however, she is not sure she will be safe in the car with either of them as driver.
Some Year 10 students are going on a bushwalking camp towards the end of the school year. The safety regulations make it quite clear that anyone taking or using alcohol would immediately have their parents informed and be sent home by taxi (150 km journey). Jake shows his tent mates a small bottle of whisky he intends to smuggle into his pack for their tent group to use on the first night.
Harm Buster Scenario
Harm Buster Scenario
A group of friends ask Elle to put in some money towards a bottle of spirits they plan to buy to have at a party the next night. They say they won’t have enough money if she doesn’t put in. She doesn’t want to drink, has other plans for her money, but this is one of the most popular groups in the class and they don’t usually bother with her.
Daniel’s friend (with whom he was going to walk home) has accepted a lift from the older brother of another friend. This guy has been drinking, but is keen to drive a carload home and show off his new car. Daniel’s friend wants a ride and insists that Daniel should come too, “just for a bit of a laugh, a spin round the neighbourhood then straight home ...”
Harm Busters Panel Guide Questions For the Safety Officer: •
Could any physical harm be caused to a person in this situation? If so, what?
•
What advice/strategies would you give to help handle this problem?
•
Could anyone’s property or belongings get damaged? If so, what or how...?
•
What advice/strategies would you give to help prevent this damage?
For the Relationships Officer: •
Who could get upset, into trouble or into an argument in this situation?
•
What advice/strategies would you give them?
For the Duty Officer: •
Will this situation affect anyone’s study, work, sport or family commitments?
•
If so, how, and what advice/strategies would you give?
For the Banker: •
Will this cause expense to anyone and if so, to whom?
•
What advice/strategies would you give?
For the Lateral Thinker: •
How could someone “escape” this situation by applying some creative thinking, trickery or smart planning?
55
SELF ASSESSMENT NAME______________________________________ Using the following code, place the letter most closely matching your skills in the space next to each question: H = High M = Medium L = Low N = Not at all
When working in pairs or small groups I was able to contribute by: ______ Putting forward my ideas ______ Listening to others ______ Encouraging others to join in
SKILLS In rating my skills in making real life decisions in situations involving alcohol I can: ______ Make decisions that are right for me ______ Understand that the more you drink the drunker you get ______ List times or places which would make drinking more dangerous ______ Give a number of reasons why people choose NOT to drink ______ List a number of harms that can be caused by drinking ______ Match up harms to the amount of alcohol drunk ______ Give a number of reasons why people do choose to drink ______ Plan for safe travel to or from a party or gathering ______ Work out where to get help if I need it ______ Plan not to drink or work out a “low risk” level of drinking ______ Carry out decisions I make to keep myself safe ______ Think of pressures that could affect a person’s choice about whether to drink ______ Plan ways to help look after a friend in situations involving alcohol ______ Plan ways to stay safe in situations where other people are drinking
KNOWLEDGE I can work out what a standard drink looks like for the following drinks: ______ Beer ______ Low alcohol beer ______ Wine ______ Alcoholic soda or “lemonade” ______ Cider ______ Spirits ______ Champagne
56
KNOWLEDGE (continued) I can: ______ Say what the legal blood alcohol limit is for driving ______ Find the standard drinks information on the bottle or can ______ Understand that some drinks are a lot stronger than others ______ List some of the factors that affect blood alcohol content (BAC) ______ Understand that sobering up can’t be speeded up ______ Understand that the liver can only break down around 1 standard drink/hour ______ Work out how long sobering up might take, depending on the person
I know enough / I need to know more about: _________________________________________________________________ _________________________________________________________________ How much effort I put in: ______ Doing the written work ______ Joining in discussion and group activities ______ Thinking about the topic and situations ______ How
useful I think this topic is for me now and/or in the future
TO THE TEACHER What I liked about this topic was: _________________________________________________________________ _________________________________________________________________ What I disliked about this topic was: _________________________________________________________________ _________________________________________________________________ I recommend that the next time you teach this topic: _________________________________________________________________ _________________________________________________________________
57
58
Phase Two The following section contains seven lessons:
Lessons 9 – 15
Each lesson in Phase Two of the SHAHRP program is of 50 minutes duration. However, because the activities within each lesson are sequential, lesson duration may be altered to accommodate timetable constraints eg nine lessons of 40 minutes duration. It is essential to note, however, that the behavioral impact of SHAHRP is based on teaching the whole program in sequence as presented. It is not advisable to teach only parts of the program. The lessons in Phase Two have been designed for 13 to 14 year old students and should be taught one year after Phase One, Lessons 1 - 8. However, they may be taught to younger or older students depending on local prevalence of alcohol use (Phase One should be taught to students immediately prior to experimentation and Phase Two when experimentation has started).
59
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Lesson 9 Standard Drinks Intention It is intended that students will: ¤¤ Revise pouring of standard drinks.
Student reflections booklet 2 Lessons 9-15 use student reflections booklet 2 (the thinner workbook). It may be useful to collect booklets at the end of each lesson so that all students have their booklet in class.
¤¤ Revise the recommended guidelines for drinking and discuss their implications for young people. ¤¤ Revise what factors affect blood alcohol content (BAC).
Resources ◊ ◊ ◊ ◊ ◊ ◊
Jugs or bottles of water Food colouring Measuring jugs Glasses or disposable tumblers Prizes (optional) Student Reflections booklet 2: page 4
Activity 1: Pouring competition Staff Try the pouring competition at a staff meeting. Be creative with the prizes in this context!
(40 minutes)
AA Recap •
Remind the class that they have already completed a lesson on standard drinks in the previous year.
•
The pouring competition will give them a chance to draw on or refresh that knowledge.
BB Pouring competition
Challenges and prizes (optional) You may wish to have a prize for the winning team or to challenge another class to a pouring competition.
60
•
Divide the class into four or five groups.
•
Each group is to study the standard drinks chart on page 4 of Student Reflections booklet 2, and then decide which student will pour each drink - one player for each drink - beer, low alcohol beer, wine, premixed spirits and spirits.
CC Play it •
The first pourers assemble at the front of the room where glasses and jugs of coloured water are provided.
•
They compete in the first round.
•
The competition is for accuracy (not speed!).
•
To maximise involvement you may wish to allow “coaching” from the floor by having each group appoint a coach who can call out instructions to the pourer.
•
Play the next 3 rounds.
•
If time and resources allow, add other drinks to be poured.
DD Scoring •
The Judges (members of the class) measure drinks to see which group had the closest estimate and under the correct amount.
•
A point is gained for the team with each winning amount.
Activity 2: Guidelines
Adult guidelines
(10 minutes)
Healthy men and women should drink no more than four (4) standard drinks on a single occasion to reduce the risk of alcohol-related injury on that occasion.
Read with students the guidelines on page 4 of Student Reflections booklet 2 and discuss. Ask students: •
These are adult guidelines; does anyone know the guidelines for adolescents?
•
Why would the guidelines indicate the safest option for children less than 18 years of age is not to drink any alcohol?
•
Who can remember what BAC is?
•
What factors affect a person’s BAC?
•
How long does it take for the body to metabolise one standard drink?
•
Why is it important to know what a standard drink looks like?
•
What other factors affect blood alcohol content?
Female guidelines Females generally have less body mass than males; their bodies have less water and more fatty tissue. The alcohol in their system is more concentrated and therefore alcohol affects them more quickly than males. Males make more of a protective enzyme that breaks down alcohol. Females may metabolise alcohol more slowly closer to menstruation. The use of the contraceptive pill may slow the metabolic rate.
Although on average, women reach a given blood alcohol concentration faster than men, men on average take more risks than women at a given level of drinking (most emergency department presentations for alcohol-related injuries involve men). For this reason the NHMRC guidelines (2009) have set the same limits for men and women.
To reduce the lifetime risk of harm from drinking, healthy men and women should drink no more than two (2) standard drinks in any day. Drinking less frequently (weekly rather than daily) and drinking less on each occasion reduces lifetime risk of harm.
Guidelines for young people Young people are generally less experienced drinkers and have less body mass than adults therefore alcohol will affect them more quickly. The safest option for children and young people under 18 years of age is not to drink any alcohol and to delay the initiation of drinking for as long as possible.
61
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Lesson 10 The Party Intention It is intended that students will: ¤¤ Identify short term harms that can arise and accidents that can occur to young people while drinking or in the company of drinkers. ¤¤ Plan strategies for reducing or avoiding harm to themselves or to others in social situations involving alcohol use.
Resources ◊ DVD/TV or computers to access web version of the SHAHRP Trigger visual ◊ The SHAHRP Trigger visual (Part A: The party) ◊ Sheets of white paper for brainstorming ◊ White/black board ◊ Student Reflections booklet 2: pages 1, 3
Potential harms
Activity 1: Potential harms at the party
Remind students to include social, emotional and relationship harms as well as physical or property harms.
(40 minutes)
AA Introduction - focus students •
Tell students they will be watching a short trigger visual to use as the basis for some thinking and discussion about what can happen at parties.
•
Because it is a short trigger they will need to watch it a couple of times to look for different things.
•
Put the characters on the board and play the video telling the students to try to identify the following characters: »» »» »» »»
Lisa: the really drunk girl Matt: the guy who poured Lisa’s drink Kate: a non-drinker who goes out with Andrew Andrew: Kate’s boyfriend who vomits in the car
BB Replay •
Play the visual again. Ask students to watch for potential harms or things that could go wrong at or after the party.
CC Brainstorm
62
•
Put students into groups of about four.
•
Ask students to brainstorm a list of “POTENTIAL HARMS AT OR AFTER THE PARTY” on a large piece of white paper.
•
Ask students to list at least a twelve items.
•
Record on page 1 of Student Reflections booklet 2.
DD Reporting •
Pin up the groups’ lists on the classroom walls.
•
Have each group report two harms from their list.
•
When each group has provided two harms ask groups if they have any more to add to the class list (record on the board).
EE Coding •
Code the harms on the board according to those which are most likely to occur.
FF Reducing harm •
Allocate two harms for each group and ask them to devise realistic strategies for reducing, or minimising that harm, or for dealing with the harm after it had happened.
GG Reporting •
Each group reports back to class.
•
Gather other suggestions from the whole class on how to realistically stop the harm from happening or how to realistically reduce the harm once it has occurred.
•
Complete written activity on page 1 of Student Reflections booklet 2.
Activity 2: Recording (10 minutes)
Advice •
Set students the following task: Write your advice to one of the characters at the party, assuming that character wants to have a good time at the party, but come to no harm.
•
Remember information from previous lesson about what standard drinks look like, how long it takes to metabolise one standard drink, and what sorts of things affect BAC. (Use page 3 of Student Reflections booklet 2 to complete this activity.)
•
Ask some students to share their advice with the class.
Ask class: •
Is this realistic advice?
•
Will it prevent harm?
•
What else might create harm? (other people’s use)
63
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Lesson 11 Vulnerability Intention It is intended that students will: ¤¤ Revise the concept of standard drinks and estimate and measure spirit based drinks. ¤¤ Identify the ways in which young people are vulnerable to sexual harm while drunk or in the company of drunken people. ¤¤ Identify other alcohol related harms young people might experience. ¤¤ Identify strategies to reduce further harms from occurring after alcohol related incidents. ¤¤ Create a conversation about alcohol related harm and strategies to prevent further harm.
Resources ◊ DVD/TV or computers to access web version of the SHAHRP Trigger visual ◊ The SHAHRP Trigger visual ◊ White/black board/large sheets of white paper ◊ Water, glasses and a measuring jug ◊ Student Reflections booklet 2: pages 2, 4, 5, 6
Sobering up
Activity 1: Alcohol use at the party
Remind students that sobering up cannot be speeded up. The liver takes time to break down alcohol - around 1 hour for every standard drink of alcohol, depending on the person.
(20 minutes)
AA Focus students •
Watch the SHAHRP Trigger visual (Part A: The party) again. This time look to see: »»
Who was drinking?
»»
The levels of use and non-use of alcohol?
»»
Any efforts to sober up or make someone appear sober?
BB In pairs
64
•
Have students complete page 2 of Student Reflections booklet 2.
•
Discuss answers using the following questions for analysis: »»
Who was drinking at the party?
»»
Who was not drinking?
»»
For whom could you not tell whether they’d been drinking?
»»
What sorts of drinks were chosen?
»»
Who was drinking heavily? Moderately? Only a little? Were all the boys out the back drinking to the same level?
»»
How many were drunk?
»»
What attempts were made to sober someone up or make him or her appear sober?
CC Standard drinks •
Refer to page 4 of Student Reflections booklet 2.
•
Ask students the following questions: »»
Think about the girl drinking spirits from the bottle how many sips might it take to add up to a standard drink?
»»
Think about the girl who had a drink of spirits and coke poured for her by the boy - how many standard drinks would have been in her glass?
»»
Do you think either of the girls knew how much they were drinking?
»»
What are the potential harms these girls might experience?
»»
What could they do to reduce the potential harms?
»»
If the boy only had the stubby we saw him drink, and it was full strength beer, how many standard drinks would he have had?
»»
If the boy and the girls repeat their chosen drink, how many standard drinks would each have drunk?
Standard drinks Have a volunteer measure sip size and calculate its proportion of a standard drink. Have someone pour a similar drink to the coke/spirits drink and work out how many standard drinks would have been in the glass.
Group tasks Each group will need a recorder to write down the ideas on the sheet of paper and a reporter to report back to the whole class on behalf of the group. (Alternatively, students can use pages 5 or 6 of Student Reflections booklet 2.)
Activity 2: Party aftermath (30 minutes)
AA Focus students •
Have students watch the SHAHRP Trigger visual (Part B: Guess What I Heard). Ask students to focus on the harms that have occurred after the party.
BB Brainstorm the harms that occurred. Key points to include: •
Gossip about Lisa and Matt.
•
Lisa seems unsure about what happened with Matt and is upset.
•
Lisa’s close friend seems upset.
•
Andrew vomited in Kate’s dad’s car on the way home from the party and he missed the football game letting friends down.
•
Andrew has done this before.
•
Kate is in trouble with her family.
•
Andrew hasn’t spoken to Kate and he is embarrassed and confused about what to do.
Range of harms and strategies Ensure that a comprehensive range of harms is considered (social, emotional, sexual, physical) as well as a comprehensive range of supportive strategies. The emphasis of this lesson is the development of appropriate strategies.
65
Research about young women
CC Harms and strategies •
Young women who drink alcohol are at risk of sexual coercion. Alcohol consumption increases the risk of sexual assault as victims become less able to detect dangerous situations. •
Reaching realistic strategies Make sure you allow enough time for groups to think up and explore as many harm minimisation strategies as they have harms. Strategies which are peer generated may be more credible than teacher suggestions and will certainly be more relevant and useful for young people.
66
Break the class into groups of four. Put a list of the characters on the board in order to identify them by name (see following list of characters): »»
Lisa - the really drunken girl found in dark room with buttons done up wrong
»»
Matt - the year 12 boy with Lisa, he poured her the drink
»»
Kate – non-drinker, girlfriend of Andrew, waits out the front for her dad at end of party
»»
Andrew - the really drunken boy, vomited in Kate’s dad’s car
Allocate each group one of the four characters (refer to pages 5 or 6 of Student Reflections booklet 2.) Ask groups to:
•
Brainstorm as many possible outcomes, or HARMS that could result for the character at the party. This includes immediate harms and future harms.
•
Devise and write down as many STRATEGIES for preventing the harms before they occurred (planning control), and reducing or dealing with those harms after they have occurred (damage control).
DD Reporting harms and strategies •
Bring the class back together and ask the reporter from each group to tell the class about two of the possible harms or outcomes and two harm reduction strategies they identified for their character(s).
•
Rotate through groups who had the same character, each group suggesting different harms and strategies.
•
Do the same for each character.
•
When discussing strategies ask questions like: »»
What would it take to make this strategy work? How easy/hard would it be?
»»
Who could help?
»»
How far should people go to protect or support their friends?
»»
What can friends do to prevent the harm from happening in the first place?
»»
What can friends do after the event to assist those at risk?
»»
What services and people are available in school and the community for teenagers in these sorts of situations?
EE Creating a conversation •
Divide groups into pairs.
•
One is the character, the other a concerned friend.
•
Create a conversation with your character about what happened, why it happened, how they feel about it and what they could do to reduce further harms (damage control).
•
Get students to play the conversation (all at one time). Ask students:
•
Was this task difficult or easy – why?
•
Ask the ‘friend’ how the character was now feeling about what had happened.
•
Ask the characters if they would use any of the strategies suggested – why/why not?
•
Ask the ‘friends’ how difficult was it to think up realistic strategies to help? Why/why not?
•
Do you think these strategies would work in the real world? Why/why not?
•
What are some more realistic strategies that could be used?
Teacher homework You will need two sets of ‘Harm Discussion’ cards’ for lesson 12.
67
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Harms Alcohol accounts for 13 percent of all deaths among 14–17-year-old Australians – it has been estimated that one Australian teenager dies and more than 60 are hospitalised each week from alcoholrelated causes.
Role play advice Freeze the role play if you want to highlight an important strategy that a group comes up with or if you want input from the class. Freeze and rewind if things go off course (ie the actors get distracted/things turn silly) and you want the role play to start again from a particular point.
Inter-related nature of health issues Allow and encourage any discussion about sexuality, reputation, relationships, friendships, and conflict which may occur. There is an overlap between the topics of alcohol, relationships, sexuality, self-esteem and mental health. 68
Lesson 12 Dealing With Harms Intention It is intended that students will: ¤¤ Outline strategies to minimise the harms that could occur to themselves or to others. ¤¤ Identify ways of maintaining personal beliefs and standards when amongst others with different beliefs and standards.
Resources ◊ Two sets of the ‘Harm Discussion’ cards ◊ White/black board/large white sheets of paper ◊ Student Reflections booklet 2: page 7
Activity 1: Harms (40 minutes)
AA Divide the class into groups of four. Allocate each group a role play scenario and some large sheets of white paper. BB Allow each group 10 minutes to brainstorm all the harms and strategies related to their scenario. CC Direct students to the role play on their card. Allow 5-10 minutes for students to practice their role play. Remind students there is to be no violence and the strategies need to be realistic. (If you feel you need to control the role play ‘freeze it’ or ‘rewind it’). DD Groups perform the role play. Focus class by getting them to decide what the potential harms might be and if the strategies would work in the real world. Following the ‘reputation’ role plays ask the class: • • • • • •
Are the reputations of males and females at risk in the same way? Are females more vulnerable to harm than males? Why/ why not? Do the pressures on boys and girls differ? What strategies can males and females use to protect themselves in such situations? Could their friends have played a role to help prevent such a situation from occurring? Are there any differences in the way young women and young men ‘look after’ friends of the same sex?
Following the ‘violence’ role plays ask the class: • • • • • • •
Are boys more likely to be involved in violent situations than girls? Why/why not? What situations are most likely to trigger violence? Why do you think some people are more violent when drunk? What can you do if a fight breaks out and you are an onlooker? What strategies can males and females use to protect themselves in such situations? What can you do if someone wants to fight you? Can friends help prevent such a situation from occurring?
Following the ‘predictions’ role plays ask the class: • • • •
What might happen physically and emotionally to a young person if they continue to drink heavily? What might happen over the next 2 years, 5 years, 10 years, 20 years? What do you think will happen to any relationships this person might have? Why? If this person was your friend, what advice would you give him/her?
Following the ‘cyber safety’ role plays ask the class: • • • •
What are some other situations where photos could be taken? What could be the outcomes of these? What strategies can males and females use to protect themselves in such situations? Could their friends have played a role to help prevent such a situation from occurring?
Processing – following completion of the role plays ask the class: • • •
Were these scenarios realistic? Why/why not? How does someone maintain his or her personal standards when drunk? How does someone maintain their personal standards when among people with different standards?
Activity 2: Recording (10 minutes)
Ask students to complete page 7 of Student Reflections booklet 2, using ideas generated in the class discussion to help them. This can be done in pairs. If time allows discuss some of the strategies students came up with.
Teacher homework You will need a set of ‘Ranking the Risk’ cards for Lesson 13.
Research about alcohol and violence Studies suggest that alcohol related violence involving young people is more likely to occur at crowded venues, parties and in the home. Young people consistently identify violence as a potential harm in drinking situations.
Cyber safety The consequences of uploading compromising photos and videos online can be devastating and include damage to reputation, emotional stress, legal outcomes (eg from posting provocative or sexual photos), bullying and even suicide. There may also be serious consequences regarding employment opportunities.
Strategies for reducing harm The development of strategies to avoid or minimise harm experienced by young people in drinking situations is the primary aim of the SHAHRP program. Provide students with ample opportunity to brainstorm and develop their own strategies for avoiding or minimising potential harms. 69
HARM DISCUSSION CARD - REPUTATION Remember the different harms and strategies for Matt and Lisa. Role play scenario: Elle is 15. She is at a party where there are some older
guys and they have been drinking for a couple of hours. Elle has had a couple of drinks and is feeling a bit tipsy. Joe, one of the older guys, has been talking to Elle for a while and suggests they go outside where it is quieter. Elle is quite flattered by the attention. Elle’s friends are concerned because they don’t know Joe and feel he may take advantage of the situation. What can they do to prevent any harm coming to Elle?
HARM DISCUSSION CARD - VIOLENCE Role play scenario: Alex is at a party with some friends. They have had a
couple of beers but are not drunk. They go outside where some guys have been drinking heavily. Alex accidentally bumps into a guy and the guy drops his drink. It smashes. The guy is angry and is threatening to hit Alex. What can Alex and his friends do to prevent this situation from ending in a fight? NB THERE MUST BE NO PHYSICAL VIOLENCE.
HARM DISCUSSION CARD - PREDICTIONS Role play scenario: Chloe and Jake go to parties at least once a month
and nearly always get drunk by mixing alcohol with an energy drink. Sometimes they throw up, other times they can’t remember what they did. Their friends are concerned about their drinking, especially about what may happen in the future if they continue to drink heavily all the time. Create a realistic conversation with Chloe and Jake about their concerns.
HARM DISCUSSION CARD - CYBER SAFETY Role play scenario: At the party last weekend Oliver got drunk. He vomited and passed out. His friends Rich and Jack took photographs of him on their phone and are planning to post them online for a laugh. Some of Oliver’s other friends are concerned about the potential impact of this. What could they do? Create a realistic conversation with Rich and Jack about their concerns.
70
Lesson 13 Risk Ranking Intention It is intended that students will:
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
¤¤ Identify risks associated with the circumstances, people, or places in which alcohol is consumed. ¤¤ Predict situations or patterns of consumption which are likely to be of lower risk.
Laminating
¤¤ Anticipate situations which are likely to be of higher risk.
If you have downloaded this resource from the internet, you may wish to photocopy the ‘Ranking the Risk’ cards onto coloured board, laminate and cut out so you can use them again.
Resources ◊ Set of ‘Ranking the Risk’ cards ◊ Student Reflections booklet 2: page 8
Activity 1: Ranking the risk (40 minutes)
AA Seat the class in a circle. Distribute a ‘risk’ card to each student. BB Explain that each person is required to think up a scenario to match their card, adding some detail to the situation which involves alcohol use (eg the person, the place and how much alcohol has been consumed). •
Students will be required to place their card on a continuum, showing whether they consider it to be very risky, moderately risky or of low risk.
The ‘right’ answer There is no ‘right’ answer in this activity. The game is designed to promote prediction, speculation and thinking forward to what might happen.
CC Students take turns to place their cards out on the floor along the imaginary line from highest to lowest risk. •
•
As they put out their card, ask them to say something about the scenario, explaining the possible risk, and saying why they have chosen to place it at that stage of the line. When it is their turn, they may also move anyone else’s card if they don’t agree with where it has been put, as long as they explain why.
Alternative activity This activity can be done in small groups if class size is difficult to manage. Give each group a set of risk card to rank – consensus decision of placement of cards. Then the teacher chooses some cards and asks the questions in section D.
71
Debate Encourage debate, counter-argument and thinking of new ideas.
Information Use this as an opportunity to ‘top up’ or remind students of certain information, particularly ‘myth busting’. For example, you can die of drinking a large amount of alcohol in one episode, drinking can harm the unborn child, a large percentage of teenage drowning occurs in connection with alcohol use.
DD Use the following questions along the way to extend the thinking of your students: •
What do you predict could happen in this situation which might cause harm?
•
How or when might this situation come about in the first place?
•
What pressures or influences might young people be under in this sort of situation?
•
What might get in the way of young people looking after their own or someone else’s safety?
•
Is there anything about the place or the circumstances that makes the use of alcohol more risky?
•
What could be done to lessen the risk of harm in a situation like that?
•
In this neighbourhood, what risks would that situation bring?
•
Is there anything about this neighborhood that makes it more or less risky for young people?
•
Where are young people at most risk of coming to harm in situations involving alcohol?
•
Where are young people at least risk of coming to harm in situations involving alcohol?
Activity 2: Recording (10 minutes)
When the activity and discussion are complete, ask students to record their own ranking on page 8 of Student Reflections booklet 2. This may or may not be the same as what has been laid out by the group. Ask them to record under the headings: Very High Risk, High Risk, Moderate Risk, Low Risk, and Insignificant Risk.
Teacher homework Photocopy and cut out Key Questions and advice sheets (one per group or partnership).
72
RISK CARDS
Letting a stranger drive you home Having one or two drinks at a party Letting a drunk adult drive you home Drinkers on the street looking for “action” Mixing alcohol with energy drinks Posing for a photograph while intoxicated Sending an open party invitation via a social networking site Leaving your drink unattended while you go to the bathroom 73
RISK CARDS
Drinking at home with parents Tasting drinks at parents’ party Drinking from the spirits bottle at a party Drinking on public transport Drinking in the local park Drinking on a fishing trip Drinking at the footy club break-up Drinking on a boat 74
RISK CARDS
Drinking in a car Having a glass of champagne at a wedding Drinking a whole bottle of whisky Drinking plus using other drugs Drinking to get drunk Drinking a lot every day Binge drinking Getting into a car with a drunk driver 75
RISK CARDS
Joy riding after drinking Going with gatecrashers to a party Going to an unsupervised party Drinking at the local pub Helping a group of drunk friends walk home Having a party while your parents are away Drinking outside a no-alcohol event Driving when drunk 76
RISK CARDS
Sleeping over at a party Going to a party without pre-arranging a safe lift home Having unprotected sex whilst drunk Letting a stranger get you drunk Arriving home drunk Letting someone else mix your drinks Spiking the fruit punch Drinking and driving while on probation 77
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
Lesson 14 Getting It Said Intention It is intended that students will: ¤¤ Rehearse assertive and protective behaviours. ¤¤ Anticipate and plan for conflict resolution, negotiation and peer support.
Resources ◊ ◊ ◊ ◊ ◊ ◊
Key questions Advice sheets, one per group or partnership Scenario cards for role-play Whistle for use during role-play Student Reflections booklet 2: pages 9, 10 (Key questions and advice sheets are provided in the SHAHRP package, or can be downloaded from the SHAHRP website ndri.curtin.edu.au/shahrp)
Keep realistic
Activity 1: Advice
Make sure the dos and don’ts are realistic and aim to keep people safe.
(20 minutes)
AA Introduction •
Divide the class into small group or pairs and allocate the ‘key questions’.
•
Explain to the class that they are to pool their thinking to create a realistic ‘strategies and advice booklet’.
•
Each group will be assigned a key question and an advice sheet. They will record their ‘do’s and don’ts’ on the sheets which will then be collected for display or made into a booklet.
•
Emphasise that they will need to spend a few minutes discussing and thinking up their advice first. The students will need to consider strategies/advice for before, during and after the harm that they are addressing. Remind them that teenagers often go to their friends for advice or support and that they may one day be called upon for advice.
•
Allow ten minutes for completion of the activity.
BB Reporting
78
•
Organise for a group member to report back to the class around the ‘do’s and don’ts’.
•
Others in the class may wish to challenge or add to what is said.
•
Collect the sheets for later display or publication.
CC Ask students to complete the ‘Advice to a teenager’ on page 10 of Student Reflections booklet 2 around a key question of interest to them. (This may be completed for homework.)
Activity 2: Getting it said (20 minutes)
AA Introduction •
Explain to the class that often the real challenge is not in thinking up strategies/advice to reduce alcohol related harm, but in carrying it out.
•
They will be using role-play to try out some of the scenes and show a range of different ways to handle some of the situations discussed in the ‘Advice’ activity.
•
The aim is to get a real life sense of how to handle these situations.
•
Explain that the class is to try out some of the scenes identified in the ‘key questions’.
•
The idea is to experiment with different ways of carrying out the scene.
•
You will be telling them WHO they are and WHAT the scene is about.
•
A whistle will signal them to stop and start.
•
Put class into pairs and ask them to allocate themselves as A or B.
BB Organisation •
Have the A people place their chairs in a large circle, facing outwards, and sit on them.
•
Have the B people, their partners, stand opposite them.
•
After every round ask the Bs to move clockwise one space to partner a different A.
•
Allow each interaction to last only about 30 seconds before blowing a whistle for them to stop and issuing the next instruction.
Protective and assertive behaviours ‘Getting it said’ allows students to rehearse protective and assertive behaviours.
Time Let each scene run for a maximum of 30 seconds. Blow the whistle to start and stop.
Noise This activity will be noisy and you will need a whistle to direct students. You may need to consider a room change or warn the teachers in the class next you prior to the lesson.
INSTRUCTIONS ROUND 1 •
A: You are sitting down and you are the friend of B. You vomited in B’s dad’s car on the way home from the party last night. Here comes B to talk about this with you.
•
B: Get an apology or an offer to pay for the cleaning by HINTING that this is what you want.
•
A: Just respond the way you think you would - with one rule - no violence.
Now replay the scene, but: •
B: This time try getting that apology by ORDERING A to clean up or pay.
•
A: Again just respond the way you think you would remembering the no violence rule.
79
Remember Let each scene run for a maximum of 30 seconds. Blow the whistle to stop.
Stop and replay again •
B: This time your job is to get what you want by ENTHUSING or ENCOURAGING - get A to want to clean up or pay up.
Ask students: •
Which way of asking was the most effective in getting what they wanted?
ROUND 2 •
B moves on one space to a new partner.This time:
•
A: You are the guy/girl who has missed the last few games due to hangovers. Here comes B who plays in your team and is a friend.
•
B: You don’t want A to miss any more games. You want him/her not to drink so much tonight. If you lose tomorrow’s game you’re out of the finals. You’re also a bit worried about how drunk he/she has been getting and what might happen to him/her. Raise the topic by HINTING.
Stop and replay again •
B: This time, raise the topic by JOKING OR TEASING.
•
A: Just respond the way you think you would.
Try other replays •
B: Try PLEADING OR BEGGING; INSISTING or MAKING A REQUEST (ASKING).
•
A: Again just respond the way your think you would in this situation.
Ask students: •
Which way of asking was the most effective in getting what they wanted?
ROUND 3: •
Rotate to another partner - then swap so the Bs are sitting and the As are standing.
•
B: You are a teenager. You like partying but you don’t drink and don’t intend to drink at the party tonight.
•
A: You are a friend and you want B to put in some money to buy alcohol for the party tonight.
•
A: Try to get money by DEMANDING.
•
B: Try refusing by laughing, changing the topic, and putting the problem back on A.
Try other replays eg TEASING, then ENTHUSING. Ask students:
80
•
When was it easy/ hard to say ‘No’?
•
What other tactics do people use when people want you to do something with or for them?
•
How do you handle those tactics if you want to say ‘No’?
•
How do you avoid ending up in a fight?
•
How else can you say ‘No’ and still stay friends?
ROUND 4: •
Move on to work with another partner.
•
A: You think it’s time to call for medical help. Your friend has been unconscious for an hour since hitting his head. People keep telling you he drank too much and is sleeping it off, but you aren’t sure.
•
B: The party is at your house. You don’t want to call an ambulance or parents as you weren’t supposed to be having this party while your parents are away.
•
A: Get B to agree to call for help by INSISTING.
Try other replays •
A: Try BEGGING, then REASONING, then THREATENING, then REASSURING.
Ask students: •
Which way of asking was the most effective in getting what they wanted?
ROUND 5: •
Move on to work with another partner.
•
A: You are a P plate driver. You’re offering B a lift home. You’ve been drinking.
•
B: You are a friend. You know you shouldn’t accept this lift, but you haven’t organised anything else.
•
A: Get B to come with you by ENTHUSING.
•
B: Try different ways of refusing. Exit if you need to.
Try other replays •
A: Try TEASING, then TEMPTING, then REASSURING.
Ask students: •
Which way of asking was the most effective in getting what they wanted?
CC Ask students the following questions: •
Which scenes would be easiest to deal with in real life?
•
Which scene would be hardest to deal with in real life?
•
What can you do if everyone around you wants to do something and you don’t?
•
How can you disagree, remain friends and remain safe?
Activity 3: Recording (10 minutes) •
Ask students to complete the ‘Getting it Said’ activity on page 9 of Student Reflections booklet 2.
81
82
KEY QUESTIONS
HOW do you deal with someone who is coming on too strong?
HOW do you tell a friend they are drinking too much at parties?
HOW do you deal with a friend who puts you down if you choose not to drink/ smoke etc?
WHAT could a girl say to a boyfriend who gets drunk and vomits (once on her) at parties?
WHAT could a boy say to a girlfriend who gets drunk and vomits (once on him) at parties?
WHAT should a teenager do if they have damaged a friend’s property whilst drunk?
HOW could a group of guys encourage one of their mates not to keep missing the game due to a hangover?
WHAT kind of agreement could friends make about looking out for each other at parties?
WHAT could you say if you call for help (eg from parents, police etc) at a party that has got out of hand?
HOW can you look cool, hang out with your friends when they’re getting drunk and not get drunk yourself?
HOW can you talk to your parents about alcohol and parties?
WHAT can you do/say if a drunk person wants to fight you at a party?
HOW does someone who wants to drink more make sure that they don’t get drunk?
83
ADVICE TO A TEENAGER Key Question: _____________________________________________________ _________________________________________________________________ _________________________________________________________________ DO
DON’T
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
ADVICE TO A TEENAGER Key Question: _____________________________________________________ _________________________________________________________________ _________________________________________________________________
84
DO
DON’T
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Lesson 15 Helping A Friend Intention It is intended that students will:
Recap Set this lesson within the context of what has come before. Let students know about the aims of this lesson.
¤¤ Identify realistic and appropriate strategies for young people regarding alcohol related injuries. ¤¤ Engage in a self assessment of the unit of work.
Resources ◊ Set of ‘Helping a Friend’ scenarios. ◊ A class set of ‘Student Self-Assessment’ forms photocopied from the Teaching Manual. ◊ Access some ‘what to do’ or ‘self help’ information business cards from your local alcohol authority to hand out to students at the end of the class. ◊ Get an online copy of the St John Ambulance ‘DRSABCD Action Plan / Resuscitation.
Activity 1: Helping a friend (35 minutes)
AA Introduction •
Divide the class into groups of about 4-5.
•
Allocate each group one of the ‘Helping a Friend’ scenarios, a piece of butchers paper and a texta.
•
Each group must select a ‘reporter’. The groups are to discuss and then list what they would do if they were the people in the scenario.
•
Each group should address the following and put answers on butchers paper: »»
What did your group decide to do?
»»
Why did your group choose particular strategies?
»»
What are the possible consequences of these strategies for you and the injured person?
»»
How realistic are these strategies for the young people described in the scenario?
»»
How likely is it that this scenario will occur in ‘real life’?
»»
What could you do if you didn’t have access to a phone?
»»
How could this situation have been prevented?
85
First Aid If you are unsure about the correct first aid procedures refer to the St John’s booklet.
•
Get groups to read their scenario and role play their response.
•
Focus audience on potential consequences and appropriateness of strategies.
•
After each role play teacher reinforces the correct first aid procedure
•
After each role play ask students:
DRSABCD
»»
What are the possible consequences of these strategies for you and the injured person?
For all first aid situations the first priority is to follow the DRSABCD action plan:
»»
How realistic are these strategies for the young people described in the scenario?
»»
How likely is it this scenario will occur in ‘real life’?
»»
What could you do if you didn’t have access to a phone?
»»
How could this situation have been prevented?
Danger Response Send for help Airway Breathing CPR Defibrillation See DRSABCD Action Plan / Resuscitation, St John Ambulance, Australia.
Urgent Medical Aid Call triple zero (000) and ask for an ambulance. (If you are not in Australia change to your local emergency service number)
Seek Medical Aid Call triple zero (000) and ask for an ambulance and advice.
86
BB Role play
Teacher Talk •
Reinforce with students that if in doubt call triple zero (000) and ask for an ambulance.
•
Paramedics are not obliged to involve the police.
•
If you don’t feel comfortable contacting parents, that will happen at the hospital.
Correct First Aid procedures Scenario 1: Jack First Aid: • DRSABCD • Stop bleeding • Pad bleeding and bandage with clean material • Seek urgent medical aid because bleeding from the head could indicate the following injuries: »» Fractured skull »» Internal bleeding »» Excessive blood loss »» Concussion
Scenario 2: Lin First Aid: • DRSABCD • Seek medical aid if: »» Parents cannot be contacted »» In doubt »» Headache gets worse »» Patient becomes drowsy »» Patient begins to vomit »» Patient loses consciousness (urgent medical aid)
• •
Contact parent or take patient home Someone must stay with patient until parents arrive (a headache could be a sign of other head injuries).
Scenario 3: Sarah First Aid: • DRSABCD • Contact parents • Rest and reassure patient • Seek medical aid if: »» Parents cannot be contacted »» In doubt »» Patient experiences difficulty breathing (gasping for air) »» Rnoticeable change in the make-up of the vomit (blood) »» Patient becomes drowsy »» Patient loses consciousness (urgent medical aid)
Scenario 4: Alex First Aid: • DRSABCD (If in shallow water drag the patient onto the beach. If in deep water and you are intoxicated and/ or have no life saving experience it is not advisable to attempt a rescue because you could be putting your own life in danger. In this situation, seek help eg try to wave down a car. If possible ring 000 and advise of the situation. • Seek urgent medical aid (tell someone to locate a phone and call an ambulance). • If breathing but unconscious place in the coma position and observe airway, breathing and circulation. • If not breathing begin CPR.
If unsure Stress that for all situations if the student is scared or in doubt about what to do, call triple zero (000) for an ambulance and advice.
Contacting parents If parents cannot be contacted or the students feel uncomfortable about contacting them this will, in most cases, be done by the attending medical doctor for patients under the age of 16. Ambulance paramedics treat the victim on the scene and transport them to hospital; they do not contact parents and are not obliged to involve the police.
Scenario 5: Jenny First Aid: • DRSABCD • Seek urgent medical aid/contact parents • If breathing, place patient in the coma position and observe airway, breathing and circulation. (If unsure how to do this inform ambulance contact on phone and they will advise you) • If not breathing begin CPR (if unsure how to do this inform ambulance contact on phone and they will advise you).
87
Scenario 6: Sam First Aid: • DRSABCD •
DO NOT REMOVE OBJECT
•
Place clean padding around object and secure with a bandage (not over object)
•
Contact parents
•
Rest and reassure patient
•
Seek medical aid if: »»
Bleeding cannot be controlled
»»
Parents cannot be contacted
»»
In doubt
Handout ‘what to do’ or ‘self help’ information business cards if you have managed to get some from your local alcohol authority.
Activity 2: Self assessment (15 minutes)
Distribute the self-assessment sheet (photocopied from the teacher manual) to students and allow time for them to complete and return it.
88
Helping a Friend Scenario 1
Helping a Friend Scenario 2
Jack is 14. He is at a party at a friend’s house. There are no adults at the party. Some of the kids are drinking alcohol. Jack has drunk one can of light beer. Jack’s friend, who has been drinking heavily, stumbles outside and knocks his head on the pavement. He is conscious but bleeding quite heavily from the back of the head.
Lin is 14. She is with a small group of friends at a park. It is 9 pm and they have all been drinking wine. One of the group falls off a park bench hits her head and loses consciousness for a short time. She says she is okay but has a bit of a headache.
Helping a Friend Scenario 3
Helping a Friend Scenario 4
Sarah is 15. It is the last day of school. Sarah and some of her friends decide to wag school and go back to Sarah’s house. Sarah’s parents are at work. They decide to sample some vodka from the drinks cupboard. One of Sarah’s friend’s drinks more than the others and after a while begins to vomit violently. The episodes of vomiting continue.
Alex is 15. He is with a group of friends at the beach. They have all been drinking beer but not heavily. It is 8 pm and they all decide to go for a swim. Alex gets out of the water first and notices one of his friends being dumped then floating face down in the water.
Helping a Friend Scenario 5
Helping a Friend Scenario 6
Jenny is 14. She arrives home after playing basketball to find her older sister asleep on the lounge room floor. When Jenny approaches her sister she sees an empty bottle of spirits on the floor next to her and notices that she smells very strongly of alcohol. Jenny’s parents have gone out to dinner and are not expected home until late.
Sam is 15. He is having a party at his parents’ house. Sam has not been drinking much because he doesn’t want things to get out of control while his parents are out. Some of his friends are drinking quite heavily. Two of them begin to push each other around. One of them falls and lands on a broken beer stubby. He has a large piece of glass stuck in his hand.
89
SELF ASSESSMENT NAME______________________________________ Using the following code, place the letter most closely matching your skills in the space next to each question: H = High M = Medium L = Low N = Not at all
When working in pairs or small groups I was able to contribute by: ______ Putting forward my ideas ______ Listening to others ______ Encouraging others to join in
SKILLS In rating my skills in making real life decisions in situations involving alcohol I can: ______ Make decisions that are right for me ______ Understand that the more you drink the drunker you get ______ Give a number of reasons why people choose NOT to drink ______ Match up harms to the amount of alcohol drunk ______ Plan for safe travel to or from a party or gathering ______ Plan not to drink or work out a “low risk” level of drinking ______ Think of pressures that could affect a person’s choice about whether to drink ______ Plan ways to help look after a friend in situations involving alcohol ______ Plan ways to stay safe in situations where other people are drinking ______ Understand that drinking does not equal drunk ______ List a number of harms that can be caused by drinking ______ List a number of harms that can occur in social situations involving alcohol ______ Give a number of reasons why people DO choose to drink ______ List times or places which would make drinking more dangerous ______ List times or places which would make drinking less dangerous ______ Work out where to get help if I need it ______ Carry out decisions I make to keep myself safe ______ Plan how to help someone with an alcohol related injury ______ Plan how to maintain personal standards and beliefs when in situations involving alcohol ______ Think of ways to deal with pressure from others in social situations involving alcohol
90
KNOWLEDGE I can work out what a standard drink looks like for the following drinks: ______ Beer
______ Cider
______ Low alcohol beer
______ Spirits
______ Wine
______ Champagne
______ Alcoholic soda or “lemonade”
______ Spirit based drinks (mixed)
I can: ______ Say what the legal blood alcohol limit is for driving ______ Understand that some drinks are a lot stronger than others ______ Understand the liver can only break down around 1 standard drink per hour ______ Work out how long sobering up might take, depending on the person ______ Find the standard drinks information on the bottle or can ______ List some of the factors that affect blood alcohol content (BAC) ______ Understand that sobering up can’t be speeded up ______ List the correct first aid procedures for some injuries involving alcohol
I know enough / I need to know more about: _________________________________________________________________ _________________________________________________________________ How much effort I put in: ______ Doing the written work ______ Joining in discussion and group activities ______ Thinking about the topic and situations ______ How
useful I think this topic is for me now and/or in the future
TO THE TEACHER What I liked about this topic was: _________________________________________________________________ _________________________________________________________________ What I disliked about this topic was: _________________________________________________________________ _________________________________________________________________ I recommend that the next time you teach this topic: _________________________________________________________________ _________________________________________________________________ 91
Congratulations! If you have taught the SHAHRP program as it is documented in this manual it is likely that you have helped your students reduce the alcohol related harm that they experience. The evidence based findings of the SHAHRP longitudinal study showed that students who participate in SHAHRP have significantly: • Less alcohol consumption • Safer patterns of alcohol consumption (less binge drinking) • Less harm associated with their own use of alcohol • More alcohol related knowledge • Safer alcohol related attitudes Visit the SHAHRP website for further details on the behavioural impact of the program ndri.curtin.edu.au/shahrp.
92
ndri.curtin.edu.au/shahrp
