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Club Drugs and Our Studentshttp://parentingteens.com/blog/tag/drug-abuse/

PurposesMDMA (Methylenedioxymethamphetamine)Psychology and cognitive therapy trials Post Traumatic Brain Disorder Therapy sessions Psychotherapy

Leo Zeff, Claudio Naranjo, Joseph Downing endorsed.

PurposesGHB (Gama Hydroxybutyric Acid) is used for medicinal purposesInsomniaClinical depressantsNarcolepsyAlcoholismPerformance enhancing myths

Symptoms of XTC(Ecstacy)Under the InfluenceBlurred visionRapid eye movementChills and sweatingDehydrationParanoiaTrance-like stateIntense focus of sights and soundsLoss of inhibitionsUnusual displays of affectionAfterConfusionDepressionDizzinessPanic attacksSore jaw due to involuntary jaw clenchingCluesPacifiers and lollipopsCandy necklacesBags of small candy to blend with othersGlow sticksGlowing jewelrySurgical masks

Symptoms of GHB(Date Rape Drug)HappinessAffectionateMuscle relaxationLoss of coordinationLoss of gag reflexNauseaUsually 10-20 minutes after ingestionSymptoms of GHB Once it has taken effect, signs include:Loss of consciousnessImpaired breathingRespiratory depressionSeizuresHypothermiaSlowed heart rateComa

Ecstasy Pill Size

http://www.justice.gov/dea/photos/mdmaEcstasy

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

3:04-4:45Statistics12.9 million in America 12 years or older have experimented with XTC2.4% of 8th graders4.3% of 10th graders6.2 % of 12th gradersGHB is legally available in over 50 countries worldwide including Mexico.XTC imported mainly from Australia and CanadaGHBGHB takes effect in about 15 minutes and can last 3 or 4 hours. It is very potent: A very small amount can have a big effect. So it's easy to overdose on GHB. Most GHB is made by people in home or street "labs." So, you don't know what's in it or how it will affect you. GHB can cause these problems:Relaxation Drowsiness Dizziness Nausea Problems seeing Loss of consciousness (black out) Seizures Can't remember what happened while drugged Problems breathing Tremors Sweating Vomiting Slow heart rate Dream-like feeling Coma DeathRisky behavior

Long Term EffectsGHB - Right now, the long-term effects of GHB use are not known. However, made from industrial chemicals, there is a risk of severe burns to the mouth, throat, and stomach from GHB that has been improperly produced. May cause future infections and lasting effects.Risk of STDsDepression Suicide Unwanted Pregnancy Future drug useImmature brain regions may place teens at elevated risk to the effects of drugs

Who is learning now!We know what happens to our students when they are depressed! They check out of school, society, and life. The cant see the light at the end of the tunnel. They stop trying at school and fall behind. They take these behaviors into adulthood and the cycle continues at full force.

ECTASYShort-Term EffectsGives you energyDistorts time and perceptionIncreases enjoyment from touchingInability to regulate temperatureSharp increase in body temperature, hyperthermia, heatstrokeLiver, kidney, and cardiovascular system failurePerceptual changes, anxiety, jaw-clenching, dry mouth, and appetite changesBlood pressure increasesHeadachesChillsEye-twitchingBlurred visionNauseaDehydrationMuscle tensionSevere sweatingFaintnessSeizuresDay-after depressionDeath

Long-Term EffectsDramatic increase in heart rate, leading to serious complications for people with cardiovascular disease.Dehydration can lead to liver and kidney failure.Disturbing emotional reactions, confusion, depression, sleep problems, drug craving, severe anxiety, and heart palpitations. Symptoms last a long time after taking the drug.Depletes the amount of serotonin in the brain and blocks uptake of serotonin.Toxic to the brain.Impairs memory.Brain damage is directly related to amount and frequency of usage.

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

4th Grade Health StandardsStandard 2: Analyzing Influences2.1.S Analyze how emotions contribute to both safe and violent behaviors.Standard 1: Essential Concepts1.1.A Describe the harmful short- and long-term effects of alcohol, tobacco, and other drugs, includinginhalants.1.2.A Identify ways to cope with situations involving alcohol, tobacco, and other drugs.1.3.A Explain the differences between medicines and illicit drugs.1.4.A Identify family and school rules about alcohol, tobacco, and drug use.1.5.A Explain why individual reactions to alcohol and drug use may vary.Standard 2: Analyzing Influences2.1.A Identify internal and external influences that affect the use of alcohol, tobacco, and other drugs.March 2008 Health Education Content StandardsCA Department of Education

These Standards can be addressed in 4th grade to provide students with awareness of drugs and their effects. Hopefully, by teaching these concepts early on, students will be prepared to say no to drugs in their teen years.

Content and Health IntegrationShow videos from your Health CurriculumHave students role play refusing drugs (Language Arts)Students can color a diagram of the body parts affected by drugs (Science)

http://ccarter888.wordpress.com/web-sites/7th & 8th Grade Health StandardsStandard 2: Analyzing Influences2.3.G Analyze the influence of alcohol and other drugs on sexual behaviors.19Standard 7: Practicing Health-Enhancing Behaviors7.1.G Describe strategies for refusing unwanted sexual activity.317.2.G Demonstrate the ability to anticipate and minimize exposure to situations that pose a risk to sexualhealth.327.3.G Describe personal actions that can protect reproductive and sexual health.33 Standard 1: Essential Concepts1.4.A Describe the consequences of using alcohol, tobacco, and other drugs during pregnancy, includingfetal alcohol spectrum disorders.1.5.A Analyze the harmful effects of using diet pills without physician supervision.1.6.A Explain the short- and long-term consequences of using alcohol and other drugs to cope withproblems.1.7.A Explain why most youths do not use alcohol, tobacco, or other drugs.1.8.A Explain school policies and community laws related to the use, possession, and sale of alcohol,tobacco, and illegal drugs.

Standard 2: Analyzing InfluencesMarch 2008 Health Education Content StandardsCA Department of EducationLast modified on: 4/12/2010Page 51 of 722.1.A Analyze internal influences that affect the use and abuse of alcohol, tobacco, and other drugs.2.2.A Evaluate the influence of marketing and advertising techniques and how they affect alcohol, tobacco,and other drug use and abuse.2.3.A Analyze family and peer pressure as influences on the use of alcohol, tobacco, and other drugs.Standard 3: Accessing Valid Information3.1.A Analyze the validity of information, products, and services related to the use of alcohol, tobacco, andother drugs.Standard 4: Interpersonal Communication4.1.A Use effective refusal and negotiation skills to avoid risky situations, especially where alcohol,tobacco, and other drugs are being used.Standard 5: Decision Making5.1.A Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety ofsituations.Standard 6: Goal Setting6.1.A Develop short- and long-term goals to remain drug-free. 18High School Health StandardsAlcohol, Tobacco, and Other DrugsStandard 1: Essential Concepts1.1.A Describe the health benefits of abstaining from or discontinuing use of alcohol, tobacco, and otherdrugs. 1.2.A Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, andbehavior.1.4.A Identify the social and legal implications of using and abusing alcohol, tobacco, and other drugs.1.5.A Describe the use and abuse of prescription and nonprescription medicines and illegal substances.1.9.A Explain the impact of alcohol and other drug use on vehicle crashes, injuries, violence, and riskysexual behavior.1.10.A Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.Standard 2: Analyzing Influences2.1.A Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco,and other drug use.2.2.A Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco,and other drugs.Standard 3: Accessing Valid Information3.1.A Access information, products, and services related to the use of alcohol, tobacco, and other drugs.3.2.A Evaluate prevention, intervention, and treatment resources and programs concerning alcohol,tobacco, and other drugs.Standard 4: Interpersonal Communication4.1.A Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and otherdrugs.4.2.A Use effective refusal and negotiation skills to avoid riding in a car or engaging in other riskybehaviors with someone who has been using alcohol or other drugs.Standard 5: Decision Making5.1.A Use a decision-making process to evaluate how the use of alcohol, tobacco, and other drugs affectsindividuals, families, and society.5.2.A Explain healthy alternatives to alcohol, tobacco, and other drug use.Standard 6: Goal Setting6.1.A Predict how a drug-free lifestyle will support the achievement of short- and long-term goals.Standard 7: Practicing Health-Enhancing Behaviors7.1.A Use effective coping strategies when faced with various social situations involving the use of alcohol,tobacco, and other drugs.

March 2008 Health Education Content StandardsCA Department of Education

Content and Health IntegrationStudents can discuss movies, plays, literature in connection with drug awareness (Social Studies, Lang. Arts)Students can journal about their experiences, concerns (Language Arts)Teacher can provide graphic organizers to chart affects of drugs, how to respond to peer pressure, etc. (Lang. Arts, Science

http://www.ehow.co.uk/how_2139110_tell-teen-using-ghb.htmlLocal Resources

For helphttp://dasis3.samhsa.gov/http://www.visionsteen.com/http://www.drugrehabtreatment.com/

For informationhttp://www.drugabuse.gov/infofacts/ecstasy.htmlhttp://www.drugabuse.gov/infofacts/Clubdrugs.html

Dont forget: You can copy-paste this slide into other presentations, and move or resize the poll.

Press F5 or enter presentation mode to view the pollIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:http://www.polleverywhere.com/multiple_choice_polls/MTc5NzQyODc3OQ

If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.22Dont forget: You can copy-paste this slide into other presentations, and move or resize the poll.

Press F5 or enter presentation mode to view the pollIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:http://www.polleverywhere.com/multiple_choice_polls/LTE4NTUwNjM2NjU

If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.23BibliographyNational Institute on Drug Abusehttp://www.nida.nih.gov/nidahome.htmlDrug Enforcement Administrationhttp://www.justice.gov/dea/Center for Disease Control and Drug Preventionhttp://www.cdc.gov/March 2008 Health Education Content StandardsCA Department of Education