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DRUG PREVENTION EDUCATION

FUNCTIONAL ADULT LITERACY PROGRAMME

GHANA

FACILITATOR'S MANUAL

by K.A. SENAH

Paris, January 1995

PageIntroduction

Section A:Teaching/Learning StrategyMode of Use of Manual

. Section B

Lesson OneLesson TwoLesson ThreeLesson FourLesson FiveLesson SixLesson SevenLesson EightLesson NineLesson TenLesson ElevenLesson TwelveLesson ThirteenLesson FourteenLesson FifteenLesson SixteenLesson SeventeenLesson EighteenLesson NineteenLesson TwentyLesson Twenty-One

Lesson Twenty-Two

Additional material for

An Overview of the Current Drug Problem in GhanaIntroductionOrigins of the Drug ProblemDrugs of Abuse in Current UseSources of Drugs

What is a DrugThe Human Body and DrugsTypes of DrugsLegality and Harmfulness of DrugsSources of DrugsConceptions and Misconceptions of DrugsAbuse and Misuse of DrugsOur Cultures and AlcoholAlcoholCannabis (Wee or Marihuana)TobaccoCocaine and AmphetaminesPsychotropics (Valium, Librium and Mandrax)Acquisition of Drug Dependent BehaviourThe Individual, Peer Pressure and Drug AbuseDrug Abuse and High-Risk Groups or IndividualsSocial and Economic Consequences of Drug AbuseDrug Abuse: Preventive Educational MeasuresDrug Abuse: Legal MeasuresInstitutional Rehabilitation of Drug AbusersThe Role of Parents in the Prevention and

Treatment of Drug AddictionCommunity-Based Drug Preventive Education Programmes

class discussion:Myth versus Fact: Drug Abuse and Illicit Trafficking

GlossaryThemes For Literacv Class Discussions

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SECTION A

The drug problem has now attracted so much public concern that it is clear somethingelse, apart from Police action must be brought in to supplement existing efforts. Afteryears of reflection and discussions, the measure most widely accepted is preventive drugeducation for the generality of the Ghanaian population.

The need for education on drugs has become necessary not only for the youth but alsofor adults. This is because as studies have shown, most people take to drug habits but areunaware of the long-term effects of their actions. Today our three psychiatric hospitalsare treating a number of young persons and adults whose drug habits have made them aliability to their families and to the nation.

The preventive drug education has as its major goal, a drastic reduction in both thedemand and supply of illicit drugs and other dangerous substances through formal andinformal educational processes. The functional adult literacy class is one significantchannel for the transmission of information on drugs to adults.

As it is well-known, however, adult literacy education is certainly different fromeducating children; the two cases require different approaches. In the case of adults drugeducation must not aim at scarring them, for as it may well occur, there may be someadults who have become dependent on drugs and some whose very livelihood is derivedfrom the illegal cultivation and or sale of some of these substances. Thus education foradults must be geared towards behavioral change; it must be total enough to encompassadults' feelings, values and interests about drugs. Ultimately, it must provide them withthe opportunity to make more informed decision about drugs and drug-habits.

The success or failure of such educational process is a two-way affair; it depends on theability and interest of both the facilitator and his student, but to a large extent muchdepends on the former. Thus to enable the facilitator carry out his task competently, it isimportant that he himself possesses adequate information on the issue he is made tohandle. Hence the development of this manual.

However, this teaching manual is certainly not intended to be a textbook on drugs; itsmajor aim is to highlight certain issues on the drug problem, especially as it relates toGhana and to guide the facilitator in imparting knowledge on drugs in an integratedfashion. Thus in harmony with the goal of the functional adult literacy program, drugsmust not be isolated from other issues lest they are popularised; they must, like othertopics in functional literacy be made part of lessons on health, agriculture, environment,etc. In this regard, for each lesson, the facilitator is at liberty to choose an area where itcould be conveniently discussed, (see Appendix for themes for discussion).

• Teaching/Learning Strategy

As has been said earlier, teaching adults is certainly different from teaching childrenbecause both have different life experiences and needs. This is even more so when thelearning situation involves illiterate adults in a functional literacy programme. Emphasison the psychological and social aspects of the phenomenon is important in this regard.

Thus in the desire to change the behaviour of such adult learners, the facilitator mustabandon classroom teaching for a more active participation by the learners. In otherwords the behaviour of the learners must be changed through discussion and groupactivity. In this way, learners will be able to utilize, apply and assess their ownpsychological and social experiences as learning takes place simultaneously. Hence in thisstrategy the emphasis should be on: a) minimum teaching; b) active learner-participation;c) discussion; and d) group work.

• Mode of Use of Manual

As mentioned earlier, this manual is not a textbook. Nor does it contain all possibleinformation on drugs. Rather it is a short guide to classroom discussion designed to suitadult needs in the Ghanaian context. Thus other teaching aids could be devised and usedin addition to this manual.

The lessons in this manual have been arranged in such a way that one follows the other.The expectation then is that the lessons will be discussed as arranged. However, wherenecessary, the order of lesson-presentation could be altered, but for learners to followthe discussions in a more logical manner it is best to discuss the lessons as arranged. •

SECTION B

An overview of the current Drug Problem in Ghana

• Introduction

This section provides the facilitator with a background information on the past andpresent happenings on the drug scene. It provides information on the history of the drugproblem in Ghana and on drugs which are currently being abused or misused. It isimportant for the facilitator to equip himself/herself with this information so as to be ableto engage in meaningful discussion with the learners.

• Origins of the Drug Problem

Traditionally, the most common drugs used (and perhaps abused) were tobacco and itsderivatives and alcoholic beverages. Alcoholic beverages, as before, still featureprominently in every aspect of Ghanaian life - in moments of joy and sorrow. In thetraditional system alcoholic beverages and tobacco were however restricted to adults andexcessive use of these, especially alcohol, attracted unorganised community sanction: analcoholic was ridiculed, was declared irresponsible and was not considered a suitablemarital partner. Indeed, he was a disgrace to his extended family.

However, when exactly drug-abuse (as it is currently known) became a social problem isdifficult to tell. Educated guesses suggest that the most common and illegal drug ofabuse marihuana, was introduced into this country by Ghanaian colonial soldiers whosaw action in Burma during the Second World War. Given the tropical climaticconditions of the country, the plant found a favourable ground. Thus in Ghana,marihuana can be grown anywhere, but especially in the forest zone.

Following Ghana's attainment of political independence in 1957, the country became atourist centre for persons of various political aspirations, especially blacks in the USA.The consequent tourist boom and the 'hippie culture' experienced in the 1960s and thecharter flights which gave some Ghanaians a taste of European culture all contributed tothe drug problem and indeed introduced some Ghanaians to other illegal substanceshitherto unknown. However, in our schools, by the close of the 1960s there wereindications that in addition to traditionally known deviant activities such as petty theft,abortion, arson and assault, substance use had become fashionable.

• Drugs Of Abuse In Current Use

Apart from alcohol, tobacco and marihuana mentioned earlier, a number ofPharmaceuticals, narcotic and other natural substances are abused. The drugs andsubstances commonly abused include the following:

• Sedative - hypnotics:MandraxValiumLibrium

• Amphetamines:Dexamphitamine sulphatePepolB -AlertBrain SparklerCoffeeKolanut

• Narcotics:CocaineCrackHeroinL S D

• Pharmaceuticalsanti-malarialspain-killers (Codein)

capsules (indocid)

• Miscellaneous:

It has been found that among students all kinds of dried leaves may be smoked whenmarihuana is not easily available. These include dried pawpaw leaves and the like.

• Sources of Drugs

Although most of these drugs are legally produced in factories, it is known also thatsome of them are produced in our communities. For instance, marihuana (wee) is grownby a number of our farmers and akpeteshie is also produced and consumed in a numberof our villages in Ghana. All these activities promote the drug problem. Therefore thesolution to the drug problem must include not only urban dwellers but also villagers. •

LESSON ONE

Topic: What is a Drug

Aim:• To create an awareness of the existence of various categories of drugs.. To enable learners to understand the various uses to which drugs are put.

Pre-Lesson Activity:

• Ask learners to define a drug.• Ask them to identify drugs that they know.. Ask them to show when and how drugs identified are used.

Text:

The search for chemical substances for the cure of ailments and diseases is as old ashumankind. Throughout the ages, human beings have searched for substances which notonly cure their ailments but also change their perceptions in a number of ways. Thus overthe ages, humankind have and continue to use drugs and chemical substances for avariety of reasons, such as:

- to relieve pain;- to cure or prevent diseases;- for recreation; and- to reduce stress.

A drug may be defined as any substance that by its chemical nature alters the structureand function of the living organism when used. In Ghana drugs may be classified undertwo main headings: Pharmaceuticals ("European medicine") and traditionalmedicaments. Under these two classifications may be found all manner of drugs andsubstances, of therapeutic value. Some of these are codein, paracetamol, chloroquine,cough mixture, mist alba, "kakaduro", leaves of the nim tree, bark of the mahogany treeetc. There are other drugs which have no medical value but are used for a variety ofsocio-cultural and psychological reasons. Some of these are beer, akpeteshie, colanut,palmwine, pito, tobacco and "asra" (snuff).

Post-Lesson Activity:

Ask learners to react to the view that cigarette, beer, akpeteshie, colanut, D.D.T. andwee are all drugs and note carefully their positive and negative reactions to this. •

LESSON TWO

Topic: The Human Body and Drugs

Aim:

To give learners an overview of the functioning of the body and the effect of drugs in thisprocess.


• Ask learners to identify parts of the body.• Ask them to show the function of each part identified.

Text:

The human body is like any machine or even a-village. A village, like a machine hasseveral parts all of which function in a way to keep the village or machine going. Parts ofthe body do likewise. For instance, the mouth and the teeth mash food and the stomachin turn breaks it down further and distribute the necessary nutrients and chemicals toother parts of the body.

Although the body is made up of many parts, these parts may be classified under twomain headings: a) the mind and b) the body. The mind receives information and transmitsthis to other parts of the body. For instance, when we eat any food not agreeable to thebody, the mind sends message for the food to be eliminated from the system. The mindand the body are thus in close working relationship.

Given this relationship, when the mind is sick the whole body is sick and vice versa.Drugs that are used to cure various ailments or to stimulate happy-feeling thus haveeffect on both the mind and the body. This is why it is necessary to be cautious on theuse of drugs.


Learners should recount their experiences with various illnesses and with the drugs usedand their effects (both positive and negative). •

LESSON THREE

Topic: Types of Drugs

Aim:• To enable learners identify the various types of drugs (both herbal and non-herbal).• To enable learners appreciate the need to control the distribution and use of drugs.

Pre-Lesson activity

• Ask learners to indicate which drugs are considered dangerous and why.• Ask them to indicate those which are controlled and those which are not.

Text:

In the previous lesson, we identified all manner of drugs and went on to explain whenand how some are used and the reasons for their use.

All drugs are dangerous whether or not they have any medicinal use. Thus, it isimportant that their manufacture, distribution and consumption are carefully controlled.In Ghana, because we lack the personnel and the resources to control drugs effectively,there is always the need for one to be careful about how one consumes drugs.

Some medicinal drugs are so dangerous that their use is restricted by law: only doctorsand pharmacists may prescribe them to patients. Some of these are ampicillin,tetracycline (also known as abom belt), valium, librium and amphetamines (also knownas caterpillar) and chloroquine.

There is yet another group of drugs some of which have no medical use and are also verydangerous. In Ghana these are known as narcotics. Their use or manufacture isprohibited by law. In other words, no doctor or pharmacist will prescribe them. Some ofthese are wee, cocaine and heroin.

In a later lesson, we shall discuss the dangers these drugs pose to individuals and society.


Must drug consumption be controlled? Let learners react to these.

LESSON FOUR

Topic: Legality and Harmfulness of Drugs

Aim:

To enable create an understanding of the fact that all drugs - legal and illegal - arepotentially dangerous.


• Let learners discuss drugs which in their opinion are legal and or harmful.• Let learners explain what makes drugs legal and or harmful.

Text:In Lesson Two, we discussed types of drugs. In that lesson we learned that some drugsare dangerous and therefore their use is restricted by law. We also learned that there aredrugs with no medicinal value and therefore their production is banned by law.

However, there are certain drugs which are dangerous, have no medicinal value and yetare legally produced. Examples of these are cigarette and alcoholic drinks. Also there area number of drugs with medicinal value but are very harmful to the body.

Why does the Government allow the production of these drugs then? The simple answerto this question is this: The use of certain drugs like alcohol and cigarette has becomepart of the life-style of many Ghanaians. Banning this behaviour is therefore verydifficult. However, this does not mean that we must destroy our lives by becomingaddicted to such kinds of drugs.

What is important to understand is that all drugs - legal or illegal - are potentiallydangerous. For instance, overdose of chloroquine can destroy one's sight just as overconsumption of alcohol may lead to cancer of the liver. It is important, therefore, that allmedicines are used according to given instructions.


• Lead learners to discuss their experiences (or those of others) with regard to harm donethrough the use of legal or illegal drugs.

• Lead learners to discuss the statement "Drug Abuse means to take away any kind ofdrugs without any medical prescription for intoxication". True or false. •

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Topic: Sources of Drugs

Aim:To create awareness about the variety of legal and illegal sources from which drugs maybe procured.

Pre-Lesson Activity:•Discuss with participants the sources and distribution of drugs within the local

community indicating which sources are legal and those which are not.•Discuss examples of the kinds of drugs that can be obtained from each of the sources.•Discuss various options available to the learners when they encounter situations where

they may be encouraged to obtain drugs from any of these sources.

Text:As we learned from Lesson One and Two, there are a large variety of drugs and society'sattitude towards them vary from total acceptance through toleration to outrightrejection. In the same way the sources of these drugs vary and society's reaction to thesesources depends on the drugs involved.

In Ghana, drugs and other substances may be obtained from a number of sources. Theseinclude the following:

- hospital and clinics/health posts; (legal)- quack doctors; (illegal)- drug stores; (legal/illegal)- drug peddlars and traffickers; (illegal)- drug pushers; (illegal)- traditional healers; and (toleration)- the natural environment; (legal/illegal).

Post-Lesson Activity:Let learners evaluate the legal status of their sources of drugs in and outside thecommunity. •

LESSON SIX

Topic: Conceptions and Misconceptions of Drugs

Aim:To enable learners evaluate information and its sources with regard to drug use.


• Select as many drugs as possible and ask learners to say what they know about eachdrug.

• Their response must include what disease(s) each drug is meant for; its mode of use;and its perceived side-effects.

Text:In Ghana there is the popular belief that there is a drug for every ailment or sickness. Soin times of sickness the first thing we do is to look for the drug that is capable of givingus relief from the sickness. Also, a number of people believe that a doctor who does notprescribe injection is not a good doctor.

What we must understand is that not all cases of ill-health require medicines: somerequire bed-rest and others require balanced diet. Indeed, much of our information ondrugs is acquired from hearsay, relatives, and friends who have no medical knowledge.

Let us now examine some of the popular misconceptions about some drugs:

- Red tablets or medicines give more blood: false- Yellow medicines or tablets are for treatment of malaria: false- Sweet medicines are for children: false.- Capsules are more effective than non-capsules: false.- ORS stops diarrhoea: false.- Injections are better than medicines taken by mouth: not in all cases.- Smoking prevents vomiting after meals: This cannot be proved scientifically.- Alcohol enhances food-intake: true but only when taken in small quantity.- Marihuana (wee) smoking enhances one's performance on a job: false.

Post-Lesson Activity

Let learners now react to the various misconceptions stated above.

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Topic: Abuse and Misuse of Drugs

Aim:To provide understanding about factors which lead to the demand for drugs and howdrugs come to be misused or abused.


• Let learners recall why drugs are demanded.. Let them indicate which drugs are used for what reasons.

Text:

In our previous lessons, we learned that drugs are used among others:

Biological causes- to relieve pain/ache;- to cure or prevent a disease, illness.

Psychological causes- weak personality;- genetic predisposition or bad heredity.

Social causes- curiosity;- freedom beyond limit;- preference of spoil wasteful happiness;- peer group pressure;- admiration of customs and traditions that are

foreign to our own natural and cultural values;- lack of knowledge on the dangers of drugs.

Drug Abuse:

This lesson focusses on the abuse of drugs.

If drugs or substances are used or can be used legitimately for the purposes alreadystated, why do we then bother? It is because sometimes the use of drugs and substancesmay pose problems; they may be abused. A drug may be abused in a number of ways: a)if it is deliberately taken in large amounts with the sole purpose of altering sensation orconsciousness or behaviour; b) if it is used in a manner other than for legitimate medicalpurposes; or c) if its use is viewed as posing a problem by the society concerned. Given

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these definitions, it is clear that all manner of drugs and substances may be abused. Itshould be emphasized, however, that the term 'drug abuse' is a social concept.Consequently, acceptable use or abuse of drugs vary from one society to another. Otherimportant factors for determining abuse include a) whether the drug is used in a waywhich is harmful or not, b) whether the use of the drug leads to an increase inunacceptable behavior and c) whether the use of the drug is against the law. Hence acriminal behavior. Society usually frowns at, or sanctions the abuse of drugs whichproduce overt behavioral changes but does not appear to bother much about drugs whichdo not produce such changes. In subsequent lessons we shall examine some of the legaland illegal drugs.

Post-Lesson Activity:Let learners react to situations when they have been encouraged to misuse or abusedrugs and what they intend to do in the future. •

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LESSON EIGHT

Topic: Our Cultures and Alcohol

Aim:To enable the evaluation of people's alcohol behaviour through the examination of ourcultural perception of alcohol use.


. Discuss with learners all traditional circumstances in which alcohol featuresprominently.. Let them demonstrate the sanctions that go with drunken behaviour in all these

circumstances.

Text:Before we discuss the positive and negative aspects of alcohol it is important that weappreciate first the role that alcohol plays in our traditions.

Except in very strict Islamised and Christian homes and communities in Ghana, alcoholicbeverages play significant roles, especially during the rites of passage - birth, marriageand death. On all these occasions, alcoholic beverages are used not only to entertainparticipants but also to ritually appease or solicit the support of the ancestors orcommunal gods. For instance, among the Ga, Ewe and Akan, whenever a newborn babyis being outdoored, after libation has been poured (using alcoholic beverage) to theancestors to welcome the new member into the fold of the living-dead, the lips of thebaby are touched with water and alcohol while he is admonished thus:

"This is water, this is alcohol; (3 times)When you grow, learn to distinguishgood (water) from evil (alcohol);Although you are being introduced toalcohol,Don't grow up to become alcoholic!"

Outside the rites of passage, tradition demands for instance that after welcoming a visitorwith water, he or she be served with a beverage, preferably an alcoholic one. Also in thebreach of a taboo, one is asked to pacify the gods or an aggrieved person with specifiedbottles of liquor, among others.What must be appreciated, however, is that although traditional demands make alcoholeasily available, our cultures nonetheless place severe restrictions on its use. A personwho consumes alcohol more than tradition requires is socially sanctioned. An alcoholic isseen as "good-for-nothing" person whom nobody will want to marry. If he or she haschildren they become a source of ridicule by members of society. Although, our

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traditional practices have undergone significant changes, the negative view of alcoholicbehaviours largely remains intact.

Post-Lesson activity

Discuss with learners how best one must handle alcoholic beverages at funerals andother occasions where alcohol is traditionally used. •

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Topic: Alcohol

Aim:

To enable learners appreciate the functional and dysfunctional aspects of alcoholicbehaviour.


. Ask learners to identify all known alcoholic beverages.• Let them identify the uses and abuses of alcoholic beverages in their community.

Text:

In Ghana, alcohol is legal and probably the most abused. In traditional societies, its usewas restricted to rituals and festive occasions; only adult males were allowed to use it.An alcohol addict occupied no responsible place in society. However, today, alcohol isused by both males and females and by the old as well as the young. In Ghana alcoholicbeverages come in several forms: beer, hard liquor (gin, brandy etc) akpeteshie (in whichforeign objects such as rusty nails and detergents are added allegedly to increase itsalcoholic potency) pito, palm wine, etc.

A small dose of alcohol is said to aid appetite and digestion. At this dosage a personexperiences a cheerful feeling. This sense of well-being is due to diminished inhibition(the ability to distinguish good from bad). Also at this dosage it may, but not alwaysmake a person become talkative, aggressive or less restrained. One characteristic ofalcohol is that for many it can easily create a sense of dependence as with time, the bodywill need more and more to produce the same effect.

Higher quantities of alcohol may initially increase aggressive behaviour before eventuallyresulting in sedation and sleep. In very high doses, alcohol leads to respiratorydepression and death. Some of its long term effects include delirium tremens, foetalalcohol syndrome (abnormality in children that lasts their life), impotence, and cancer ofthe liver.

Although for some alcohol enhances sociability, a person who is drunk can become anuisance; he can be disorderly and violent. He may also assault and cause accidents.With more alcohol, the drunken person may lose consciousness and his respiratorycentre may be paralysed and he may die from alcohol poisoning. A heavy bout ofdrinking over a short period frequently produces "hangover" - headache, nausea,tremors and vomiting.

Some of the most serious consequences of long term alcohol abuse are exerted on theindividual's family, his marriage and on the children. Frequent domestic quarrels, fights

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and dwindling financial resources may result in separation and divorce. The childrenoften suffer adversely in several ways. Their emotional development as well as theireducation may be interfered with and they may drop out of school or become delinquent.The children may also be subjected to violence.

Crime is a major problem in most countries of the world and alcohol abuse contributessignificantly to crime statistics of many countries where alcohol problem exists. InGhana, however, majority of alcohol related crimes are petty resulting from being drunk,and disorderly. But cases of theft, fraud, assault, murder and sexual offences due toalcohol dependence are also common. The escalating rates of fatal motor vehicleaccident are now a major source of concern in most African countries. This is why inGhana, breathilizers have been introduced by the National Road Safety Committee todetect drunken drivers.

Post-Lesson Activity:Let learners recount their own experiences with alcoholic beverages and let themevaluate such experiences in the light of the information now acquired. •

DRINKING AND DRIVING ARE A DANGEROUS COMBINATION

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LESSON TEN

Topic: Cannabis (wee or marihuana)

Aim:To enable learners appreciate the risks involved in the use of cannabis.

Pre-!_esson Activity:

• Discuss all known sources of wee in and around thecommunity.

. Discuss the reasons why people indulge in this drug.

Text:Of the narcotics and illegal drugs, cannabis is perhapsthe most abused and the most popular. Its popularityis evinced by the numerous argots or aliases that ithas. In Ghana, it is commonly known as "wee". Itmay be referred to as abonsam tawa also. Wee isgenerally smoked. However, it is also brewed andused as beverage. It grows wild in Ghana althoughsome farmers cultivate it among crops such as cassavaand pepper. To camouflage their presence, wee sacksare covered with charcoal, farm produce, firewood oreven sand and then transported to the urban centres.

The effects of cannabis are physiological andbehavioural. At lower dosage, a user experienceseuphoria, a feeling of well-being and a sense ofrelaxation. At high dosage however, its use isassociated with psychosis, marked disorganisation androwdy behavior, inability to calculate, lack ofmotivation flashback phenomenon, and serious healthrisks. It is taken by young adults, adolescents,students, musicians, drivers and athletes. It hasaddictive potentialities. At the moment marihuana hasno medical use. CANNABIS


Let learners recount their experiences with marihuana and let them evaluate suchexperiences in the light of the new information received. The account may be their ownpersonal experiences or those of others known to them. •

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LESSON ELEVEN

Topic: Tobacco

Aim:To acquaint learners with the health risks involved in the use of tobacco.

Pre-Lesson Activity:• Discuss with learners the various derivatives of tobacco and their various uses.. Discuss with them the hazard associated with tobacco use.

Text:The use of tobacco and its derivatives is such a common sight that few people outsidethe health profession ever associate its use with health consequences. In Ghana tobaccouse takes many forms: cigarette, cigar, snuff and piping. Its use cuts across age cohortsof the society.

Although tobacco has no medical use, people use it for various reasons: to relievetension; to depress appetite; to prevent vomiting after meals; to avoid unwholesomemiasma; to show that one is of age or simply as a fad. Tobacco creates a state of physicaldependency; withdrawal requires strong will on the part of the user. Many are unable togive it up.

According to WHO the excessive consumption of tobacco may be responsible for about30% of all cases of cancer, at least 80% of all cases of lung cancer and 75% of all casesof other chest diseases. Furthermore, it has been estimated that over 1 million babies indifferent parts of the world are born prematurely and die shortly after birth each year as aresult of their mothers' excessive smoking habit. It has been discovered also that personswho stay close to heavy smokers for prolonged period also stand a near equal chance ofdeveloping these diseases as the smoker himself or herself.


Our cultures permit adults to use tobacco products. How best can we regulate the use oftobacco products. •

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LESSON TWELVE

Topic: Cocaine and Amphetamines

Aim:To create an awareness about the hazards associated with the use of these drugs.


. Discuss with learners what they know about these drugs - their sources and uses(if any).

. Discuss the hazards that go with the use of these drugs.

Text:

Until very recently cocaine was an unknown narcotic in Ghana. Recently, however, itspopularity has been accidentally popularised by newspaper reports and stories about thedrug, its peddlars and its victims. As a commodity it is illegal. It originates either fromLatin America or from Asia, and it is oftensmuggled into the country. Its market value isits main attraction to Ghanaians. It isrumoured that often a cocaine magnate hiresyoung girls, especially, to smuggle the drug toAmerica or Europe. These girls are said tohide pellets of this drug in their genitals. Manytake extreme risks or die in an attempt toprocess, smuggle, and sell it. It is highlyaddictive, expensive, and radically changes thebehaviour of the person dependent on it.

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Amphetamines, on the other hand, have beenknown for a very long time, and they are legal.Unlike cocaine, their use attracts all manner ofpersons whose jobs require physical exertion.Thus students use them for studies whilefarmers use them for fanning. Indeed, amongthe latter, a brand of amphetamine is known as"caterpillar" in allusion to the belief that its useenables the user to acquire as much physicalpower as the automated earthmover.

AMPHETAMINE-TYPE STIMULANTSAND SEDATIVE-HYPNOTICS

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The health consequences of the use and abuse of these drugs are similar. Taken in smalldoses, they produce a sense of exhilaration, increased alertness and reduction of fatigueand hunger. Larger doses intensify these feelings and may lead to bizzare and erraticbehaviour, hostility and violence. At very high doses users become highly agitated, andrestless. They also suffer from delirium, hallucination and even delusion, spasm andconvulsion. Chronic amphetamine use is frequently associated with weight loss, andmalnutrition. Intravenous cocaine use is further associated with increased risk of abcess,hepatitis, AIDS and tetanus. Continued and/or excessive use can cause death. Mixingamphetamines, or cocaine with other drugs often results in death.


A number of Ghanaians engage in cocaine trafficking or use the drug. Create a scenariowhere a person is compelled to use or traffick drugs and let learners react to this. •

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LESSON THIRTEEN

Topic: Psychotropics (Valium, Librium and Mandrax)

Aim:

To acquaint learners with the health hazards associated with the use of these drugs.


• Discuss with learners how and why people use these drugs.• Identify the various sources of these drugs.

Text:These are medically useful drugs whose introduction in clinical practice has played amajor role in the positive revolution which has characterised the treatment of thementally ill. They are legal only if used under a doctor's care and prescription.

Unfortunately the easy availability of these drugs has also led to wide spread use, misuseand abuse not only as a result of illicit use but also as a result of legitimate medical use.In Ghana these drugs are used more by women than by men. They are supposed to bebought only on the production of a doctor's prescription; in practice, however, they arereadily available from chemist shops, patent medicine stores and even markets withoutprescriptions. They are drugs prescribed for relaxation and sleeping. Those who abusethem sometimes use them together with alcohol, to increase intoxication. Mixing drugsincreases the potential for death.

In small doses, these drugs relieve anxiety and tension resulting in calmness and sleep. Inhigh doses however, they produce a state of intoxication and euphoria similar to theeffects of alcohol. They are addictive and often when one is addicted, one cannot dowithout them.

Post-Lesson Activity:A farmer returns home from farm feeling very tired. He is compelled to use valium sothat he can sleep soundly. Let learners react to this. •

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LESSON FOURTEEN

Topic: Acquisition of Drug Dependent Behaviour

Aim:To increase awareness on the stages and causes of drug dependent behaviour.


• Ask learners to identify drugs with potentials for dependence.. Ask learners to describe the social and physical characteristics of a drug dependent

personality.• Ask learners to explain how a person can become dependent on some drugs.

Text:As we have learned earlier, people turn to drugs not only for medical but also for socialreasons. Thus a person may take codein at the least pain while another takes to alcoholto calm his nerves. Certain drugs are addictive. That is to say, once a person becomesused to them, it is difficult to stop using them. In other cases also people developpsychological dependence on a drug. Thus whenever, they have not used the drug, theydo not feel normal. This is inspite of the fact that the drug has no addictive capability.For instance, there are people who cannot sleep until they have taken a few tablets ofparacetamol. Drug abuse has many harmful consequences which can be psychologicalsuch as depression; social such as crime; and physical such as HIV/AIDS.

Now, let us see how people become alcoholics using Mr. Kofi as a case.

Mr. Kofi had a happy family life until he lost his job. As time went on he became veryfrustrated because he could not stand the constant demands of his wife and threechildren. He could also not contribute towards the various requirements of his largerfamily - funerals, marriages, outdoorings etc. However, to keep his company, his friendsoften invited him out for a drink. At first, Mr. Kofi could take 50 cedis worth pfakpeteshie only and then he was drunk. But after awhile, he realised that this was notenough; he now took 150 cedis worth. As his frustrations increased he now went aloneto drink akpeteshie. Now he takes half a bottle everyday and he comes home drunk. If hedoes not drink akpeteshie in a day, he feels he has missed something. There are many ofsuch persons in our communities.Mr. Kofi's problem shows certain features in drug behaviour: how he was introduced tothe drug; how he began to increase his intake; and how he became a dependent.

22

Factsheet on Drug Use

"Time for a fag"Taking a momentoff and lighting acigarette

"Time for aCoffee Break"

"Getting throughthe day" Drugstaken to keepworking

"Let's meet afterwork"

Tm off worktoday"

Drug use as asign of illness.

«ssWhat4oe$it::Kss

l l lJqqkitfce^ltlCigarettes

Coffee

Aspirin

Tranquillisers(e.g. valium,librium)

Alcohol

Cannabis

(pot, dope, hash,grass)

Oner drugs andmedicine from theDoctor.

Smoked.Regularsmokers findcigarettes relaxingand sometimesstimulating. Candelay hunger.Lasts 10-30minutes.

Swallowed a drink.Makes peoplemore wake. Lastsseveral hours.

Swallowed as pills,powders or liquids.Stops pains andheadaches. Lastsseveral hours.

Swallowed aspills. Lasts severalhours.

Swallowed as adrink. Smallamount makespeople relaxed,large amountmakes them'drunk'. Lastsseveral hours.

Smoked in a«joint» or pipe, byitself or withtobacco. Makescolours andsounds brighterand louder, lasts20 minutes toseveral hours.

Taken as directedby Doctor.

Affects many partsof the body. Speedsup heart rate andincreases bloodpressure.

Helps concentrationfor a short while.Very large amountmay kill.

Large amount cankill. Stomachbleeding possibleeven with smallamounts.

Makes you morerelaxed. Also drowsy.Large amount kill iftaken with alcohol.

Makes concentrationand quick reactionsdifficult. Largeamount can kill.

Makes concentrationand quick reactionsdifficult.

(Ask your Doctor)

: : EffeCtS Of^repeated use^ •;

Possible damageto lungs and otherparts of the body.Causes cancer.The body canbegin to dependon nicotine.

Can be difficult toconcentrate orsleep. Can bedifficult to give up.

Possible stomachdamage.

Can make youmore anxious.Difficult to give

up-

Possible damageto heart, liver,stomach, brain.Can becomeaddictive and thenwithdrawal isdifficult.

Possible lungdamage,especially ifsmoked withtobbaco.

(Ask your Doctor)

is ft legal?

S- ^ ::: MLegal to smokecigarettes at anyage. Legal to buythem over 16.

Legal for anybodyto have, use or sellcoffee.

Legal for anybodyto have or sellaspirin.

Anyone can haveand usetranquillisers butonly a doctor canprescribe them.

Illegal to sellalcohol without alicence. Legal tobuy alcohol if agedover 18. Legal todrink in pub ifover 18.

Illegal to have orsell.

Legal to have anymedicineprescribed byDoctor.

ISSD, London.


• Discuss with learners how Mr. Kofi's case could be avoided.• Discuss how people like Mr. Kofi could be led back to normal life.• Discuss with learners their views on the points mentioned in the Factsheet. Can they

think of anything else to add to it? •

23

LESSON FIFTEEN

Topic: The Individual. Peer Pressure and Drug Abuse

Aim:To enable learners appreciate the influence of the peer group on the individual'sdrug-using behaviour.


• Ask learners to identify their best friends.. Ask learners to mention occasions when their best friends have influenced them to do

something.

Text:

In Lesson Fourteen, we discussed how Mr. Kofi gradually became an alcoholic. Oneimportant factor in this process of becoming an alcoholic was the influence of his friends.It is often said that no man is an island. In other words we need to associate with othersin order to remain human.

Our friends or peers are therefore very important in our lives. They are not only sourcesof information but also they are strong influence on our lives: they teach us both goodand bad conduct. That is why it is often said, "Show me your friends and I will tell youyour character". Whether peer pressure has a positive or negative impact depends on thequality of the peer group. Drug users, like other people, seek approval for theirbehaviour from their peers, so they often try to convince others to join in their habit as away of seeking acceptance.

As in the case of Mr. Kofi, it is known that friends are very important in the acquisitionof drug-using behaviour. How then can we avoid such negative influence of friends? Asadults we are old enough to know when we are being led astray. And so the only way toavoid being misled is to be very selective in who becomes our friends.


Discuss with learners ways to avoid being in bad company. •

24

LESSON SIXTEEN

Topic: Drug Abuse and High-risk Groups or Individuals

Aim:

To equip learners with the ability to identify persons likely to become victims of drugabuse.


Ask learners to mention some factors likely to influence people to asume drug-usingbehaviour.

Text:In Lessons Thirteen and Fourteen we mentioned some factors which influence people totake on drug-using behaviours. In this lesson we want to identify more of these factorsso as to be able to tell who is likely to become a drug-user.

As parents or guardians we should be aware that most drug-using habits are acquiredduring adolescent years. Very often adolescence is the stage when young persons try toassert their independence often by rebelling against most of the values adults cherish.

Adolescents most likely to become drug users are those:

- who come from families in which relationship are full of stress,physical violence or indifference;

- who are isolated and lack stable friendly relationship;- who lack self-confidence and self-control;- whose parents and other relatives are drug users;- who are often idle;- who live in communities where drugs are freely used.

Although we are focusing on adolescents, it must be realised that some of theseconditions can also push adults into drug abuse. As we saw in the case of Mr. Kofi(Lesson Thirteen) for adults marital instability and loss of job are additional factors.


Let learners identify more factors or conditions that make individuals at risk of drugabuse. •

25

LESSON SEVENTEEN

Topic: Social and Economic Consequences of Drug Abuse

Aim:

To increase the awareness on the consequences of drug abuse and to enhance aninformed decision on the use of drugs.


• Discuss with participants other known economic social and political consequences ofdrug abuse.

• Let participants cite relevant examples.

Text:

As has been observed earlier, some drugs have medicinal uses while others do not.However, whether a drug or substance has any medicinal use or not, it is potentially adangerous material and therefore must be approached with care.

In our previous discussion on drugs, we focussed attention on the health hazards ofdrugs, in the main. In this discussion, therefore, the focus is on the economic, social andpolitical consequences of drug abuse and trafficking.

The production and use of certain dangerous substances have implications for theindividual, his family, and his society. At the individual level, production, peddling orselling of certain drugs such as wee or akpeteshie earns one, income for survival. Suchincomes may be used to build houses, pay children's school fees and medical bills, etc.Indeed, as one wee farmer said:

"We know that smoking marihuana is bad. Butwhat should we do when we have to pay schoolfees and feed our wives and children? A bag ofmarihuana may fetch me at least 00,000; a bagof cassava may not fetch me a quarter of this!"

Although this statement is true, it must be stated that monies obtained from suchventures are acquired from the ultimate misery of other people. Drug abusers or addictscannot live normal lives without drugs. Therefore, there is always the tendency on thepart of the abuser to find money to procure these drugs. In most cases, drug addicts losetheir jobs because they cannot work; they become a liability to themselves and theirfamilies. This is why in the new narcotics control law, persons who indulge in narcoticsmay lose their land, building, etc. if caught.

26

At the societal level, the addict is a great concern to society; he needs to be rehabilitated- fed, clothed, sheltered, retrained and given medicines - at the expense of the tax payerand the farmer. Indeed this money could be more profitably used in the provision of gooddrinking water, health centres, and schools for some villages.


Let learners identify other consequences of drug abuse for the individual, his family andsociety at large. •

27

LESSON EIGHTEEN

Topic: Drug Abuse: Preventive Educational Measures

Aim:

To acquaint learners with the educational measures being carried out to check drugabuse.

Pre-Lesson Activity:Let learners identify all known educational measures.

Text:Given the ever increasing incidence of drug abuse and drug-related offences somemeasures have been instituted to contain the problem.

The Schools: In the schools, the traditional measure has been to punish, suspend ordismiss outright students found with drugs, especially indian hemp. These measures werereinforced with occasional lectures and film shows aimed at educating students on thehazards of drug abuse. Although these measures were educative, they did not go farenough since they ultimately put fright into students. Currently, however, a neweducational programme is underway to induct into school curriculum a systematicteaching of the various aspects of drugs. This, it is hoped, would enable students developappropriate drug-related habits premised upon facts rather than on myths andinnuendoes.

The Non-School Population: This sector, like the school, has no systematic drugeducation programme. Unlike now, what goes in the name of drug education includeradio and television programmes, and occasional lectures by governmental andnon-governmental bodies. These programmes are carried out whenever the drug problemappears to have reached a fever pitch. Now, a preventive drug education programme hasbeen incorporated into adult functional literacy programmes so as to enable adultsacquire the right attitudes towards harmful drugs especially narcotics, through informedknowledge about drugs.

Post-Lesson ActivityLearners should suggest how these educational programmes could be made effective.

28

LESSON NINETEEN

Topic: drug abuse: legal measures

Aim:

To acquaint learners with existing legal measures to control drug abuse.


Let learners identify all known legal measures.

Text:

Law-enforcement agents especially the police and customs personnel arrest andprosecute all persons suspected to be using, or possessing prohibited drugs. In thisregard farms and homes are constantly raided to arrest persons suspected to be involvedin such drugs.

With regard to legal but dangerous drugs their use and distribution are being restricted.For example, antibiotics are now to be dispensed upon the presentation of duly signedprescription from a doctor. Also the advertisement of cigarette and other tobaccoproducts has been banned on the national news media. In addition it is now an offence tosmoke at public places and cigarette manufacturers have been asked to carry warningnotice on all cigarette packets.

Perhaps, the harshest law ever made to control the menace of drugs is the PNDC Law236 which was promulgated recently. One significant section of the law states that now,when an accused person with two previous convictions for specified narcotic drugoffences is again convicted for such an offence he shall be liable to imprisonment for life.Another section of the law empowers a court which convicts any person for drug relatedoffence to confiscate to the state all property and equipment acquired from the sale ofdrugs or used for the commission of the offence unless such property or equipment wasused without the knowledge or consent of the owner.


Learners must discuss the effectiveness of these activities.

29

LESSON TWENTY

Topic: Institutional Rehabilitation of Drug Abusers

Aim:To acquaint learners with existing health care facilities for the care of the drug addict andthe mentally ill.


Find out how much learners know about rehabilitation centres for drug abuse.

Text:

Drug addicts require specialized care and it takes several years to bring such person backto normal life. For some, the damage is so extensive that rehabilitation is not possible.

In Ghana, there are three public institutions for the rehabilitation of drug addicts. Theseare the Accra Psychiatric Hospital, Pantan Psychiatric Hospital (Accra) and AnkafulPsychiatric Hospital (Central Region). These three institutions together accommodate alarge number of drug addicts and persons with varying mental problems. In theseinstitutions, as part of rehabilitation measures, patients are taught various skills such ascane weaving, carpentry, sewing etc. As discussed earlier, it costs the state a lot ofmoney to maintain these institutions and their in-mates. In addition to these publicinstitutions, there are three private psychiatric institutions - two are clinically-based andthe other, the Kumasi Cheshire Home, undertakes occupational - therapy as part of itsrehabilitation programmes for mental patients including drug addicts.


• Let learners discuss the effectiveness of institutional rehabilitation.• Let learners identify other local rehabilitation/treatment centres. •

30

LESSON TWENTY-ONE

Topic: The Role of Parents in the Prevention and Treatment ofDrug Addiction

Aim:To equip learners with skills to handle persons with drug-related problems.


Discuss with learners their role in the prevention of drug abuse.

Text:As parents and adults we have always condemned the drug-using habits of the youthwhile we ourselves engage in similar activities. Often we advise our children not to drinkakpeteshie while we do so. What we do or say is easily copied by our children. Thus oneway by which parents can prevent children from using drugs is for parents themselves toavoid using these products. Also in cases where young people are found using drugs,parents must show such children love and sympathy. They must offer advice and notinsults. Where possible parents must seek help from the local pastor, the village chief,relatives and friends, the psychiatrist or any local health official.

Post-Lesson ActivityLearners must discuss other ways by which parents can help prevent drug abuse.

31

LESSON TWENTY-TWO

Topic: Community-based Drug Preventive Education Programmes

Aim:

To help learners identify groups in the community which can be mobilized for drugpreventive education programmes.


• Learners must identify as many groups in the community as possible.• Learners must mention the aims of each group.

Text:In our literacy classes we have learned a lot about drugs. What we have done so far isacquire knowledge individually. This knowledge we must pass onto others. However, to

teach era

tradepoliticians

employers

churches

lawyers

police

communitygroups

youthorganizations

health•workers

* community action team adapted from WHO

32

make this drug prevention programme more effective, there is the need to join handswith various groups in the community - churches, youth associations, 31st DecemberWomens1 Movement, football teams, etc. If we team up with such groups the knowledgewe have acquired may spread widely.

Post-Lesson ActivityThe class must be tasked with drawing up a programme to link-up with local groups.

33

For discussion at anytime throughout the course

• Why the big outcry? Drugs aren't really a big problem.

The fact is . . . they are a tremendous problem, the seriousness of which is becomingmore apparent every day. There are millions of drug users throughout the worldabusing all sorts of illegal substances. These people are damaging their health andwell-being, and jeopardizing their chance for a healthy and productive life. Furthermore,there are billions of innocent victims of drug abuse - families of users, communities,employers and societies. The problems caused by drug abuse and illicit trafficking areamong the most serious facing the world today, threatening future generations and thus,the future of life.

• "Recreational" use of drugs is not harmful.

The fact 75 . . . all illegal drugs are dangerous and cause physical and psychologicalchanges in the user. Prolonged drug use exacerbates these harmful effects and can lead toaddiction. The health hazards of these drugs are very real and, for much the same reason,prescription drugs should always be properly administered and used only at the directionof a physician. Moreover, the user or potential user must consider where the moneygoes that is spent on illegal drugs. The traffickers gain the largest share of the profitsfrom this illegal trade. They in turn use the money to destabilize Governments through"buying votes", through corruption, intimidation and violence.

• Marijuana is no worse than using alcohol or tobacco.

The fact is . . . marijuana is very dangerous. Unlike alcohol, which usually leaves thebody within 24 hours because it is water-soluble, marijuana is fat-soluble, which meansthat the psychoactive chemicals attach themselves to the fatty parts of the body (usuallythe brain and reproductive organs) and can be detected up to 30 days after initial use.Extensive research has indicated that marijuana impairs short-term memory and slowslearning; interferes with normal reproductive functions; adversely affects heart functions;has serious effects on perception and skilled performance, such as driving and othercomplex tasks involving judgement or fine motor skills; and greatly impairs lung andrespiratory functions. A marijuana cigarette contains more cancer-causing agents thanthe strongest tobacco cigarette.

* «The United Nations and Drug Abuse Control ». Published by the United NationsDepartment of Public Information, November 1992.

34

• Everybody is taking drugs.

The fact is . . . this common argument is used by drug users in an effort to gainacceptability for their deviant behaviour. No matter how alarming drug use statistics maybe, the majority of the people of the world do not use illegal drugs. Peer pressure isalways difficult to cope with and it takes more courage and strength to stand up for whatyou know is right and to resist drugs, when friends try to convince you that "everybodyis doing it". In fact, everybody is not using drugs; those who use them are far less likelyto have happy and productive lives than those who remain drug-free.

• Only weak individuals become addicts.

The fact is . . . the reverse is true: addicts become weak individuals. No one beginstaking drugs with the aim of becoming addicted. People take drugs for a variety ofreasons, including to escape from reality, to cope with daily life, or to be accepted byothers. Drugs are very seductive because, in most cases, they initially provide what theuser is seeking. Their seductive quality is one of the strongest factors contributing to ad-diction. Consider cocaine, for example. There are increasing reports of professionals inall fields who admit to cocaine addiction. They experimented with it initially, so they say,with the intent of providing an occasional "boost", and thought they could continue inthe same manner. The drug addict often becomes so obsessed with attaining more of thedrug that he or she will exhaust money and assets, ruin a marriage and family life, andlose a career before admitting to addiction, because of the mistaken view that only weakindividuals become addicts. Addiction is a difficult disease to accept and one from whichmany people never recover. No one can assume he or she is immune from addiction.There is no « safe » way to use illegal drugs, even when done only occasionally.

• Drug abuse is a "victimless" crime - it only hurts the user.

The fact 75 . . . while the health and chances for a productive life are jeopardized for theindividual drug user, he or she is not the only one to suffer. The family suffersdisharmony and pain in witnessing the self-destruction of a loved one. The users'employer suffers in economic terms through lost productivity, sloppy workmanship,increased numbers of accidents, high absenteeism and rising health care costs. Theconsumer ultimately pays for the cost of drugs in the workplace by buying inferior goodsat higher prices. The taxpayers suffer because it is their money which is needed tosupport efforts of Governments, law enforcement officials, and the treatment communityin combating drug crimes and rehabilitating users. The community, society and the nationsuffer from all of the above. Added to this is the financial support the user is giving to thecriminal organizations which profit from drugs, and criminal activity often engaged in bythe user in an effort to support the "habit". Throughout society there is suffering becauseof the self-indulgence of drug addiction.

• If a person wants to take drugs, Governments should not interfere.

The fact is . . . the legitimate rights of the individual must be consistent with the safetyand welfare of the general population. No individual has an inalienable right to behave ina manner destructive to others. For this reason, laws are established: Governments andsocieties do not tolerate murder, robbery, arson or even drunk driving. The use of illegaldrugs is no different, and because of the dangerous and far-reaching negative

35

consequences, it may be even more destructive. An individual user must acceptresponsibility for the damage, disruption and destabilizing effects his behaviour causes.

• All drug addicts should be imprisoned.

The fact is . . . imprisonment of a drug addict as such does not solve the problem. Drugusers have committed a crime, but detoxification, treatment and rehabilitation of theindividual are essential if the addict is to learn to live without drugs. This approachincludes responding to immediate and acute medical needs, with continuing availability ofcounselling and medical treatment, and of longer-term support in a non-drugenvironment. Furthermore, prison space in many countries is usually limited and is morewisely used for the detention of other criminals. Placing an addict in prison does not curethe disease and, when the addict is released, he will usually return to a destructive anddeviant life-style.

• The cultivation of drug crops gives a poor farmer a chance to make money.

The fact is . . . the farmer is breaking the law and usually knows it. The income receivedby the farmer for illicit narcotics production, unfortunately, is higher than that receivedfor traditional food crops, often leading to increased illicit production to the exclusion offood crops. This kind of illegal activity creates an artificially-based cash economy,making the farmer completely dependent on the influx of money from drug dealers,putting him at the mercy of criminal traffickers and in opposition to the government.

• Peddling drugs is one way the poor can earn money.

The fact is . . . most drug peddlers are addicts or become addicts. The money they earndoes not help them or their families; they are merely supporting a drug habit. As theiraddiction deepens, new "clients" must be found to bring in more money to buy moredrugs. They thus seek new users for their products. Each street-drug peddler is the lastlink in the corruptive chain of criminal activity, not only destroying lives, but destroyingneighbourhoods and terrorizing citizens as well.

• Drug use is a way of life in some countries. Why change it?

The fact is . . . it is not a way of life in any country. Statistics show that in areas wheredrug use is common, economic development can be seriously retarded. This is true inboth developing and industrialized countries.

• But I 'm not hurt by drug traffickers and smugglers.

The fact is . . . even people who do not use illegal drugs are hurt by drug traffickers.The drug trade is highly organized and sophisticated. The networks established totransport illegal drugs are often used to transport illegal weapons. The organizationsinvolved gain large sums of money which are used for corruption, intimidation anddestabilization of Governments. The erratic ebb and flow and sheer volume of drugmoney has a destabilizing effect on money supply and exchange markets. In addition,some insurgent and terrorist groups finance their activities with proceeds from drugs.The domestic changes caused by traffickers can be seen in street crime of all sorts -robbery, arson, murder, extortion - and in the ruined lives of individuals, families,communities and societies. We are all hurt in some way by drug trafficking.

36

• Why not let each country take care of its own drug trafficking problem ?

The fact is . . . illicit growth of narcotic plants generally occurs in remote areas ofproducing countries, areas which are often beyond the effective control of the centralgovernment. The production of drugs in clandestine laboratories is also carefully hidden,and the drugs can often only be detected when they are being distributed through theillicit trafficking networks. Furthermore, if laws against production and trafficking arestrictly enforced in one country, the traffickers simply move to a safer location within theregion. Without co-operative efforts among nations, it would be extremely difficult tocurtail the activities of criminal trafficking organizations.

• The problem is so vast that there may be no solution.

The fact is . . . that the permissive and fatalistic attitudes of the past have allowed thedrug problem to reach the epidemic proportions which we face today. The scope of thecurrent narcotics problem goes beyond law enforcement and public health questions,posing a threat to economic and social order the world over. The problem transcendsnational boundaries. But there is reason to be hopeful; the nations of the world haverecognized that drug abuse has grown at an alarming rate. Progress is being made inareas where intense and concerted pressure has been applied to all aspects of the problem- abuse, supply, production, trafficking and treatment. The drug problem cannot besolved in a day or a year, but with the active participation of peoples, organizations andnations, the problem can ultimately be solved. •

37

GiQSSAM

Drugs:

Pharmaceuticals:

Any substance when taken can alter the behaviour andperceptions of an individual.

These are drugs manufactured from the laboratory(e.g. paracetamol).

Traditional Medicines: These are medicinal products derived from herbs, barks of trees,animal parts, resin, etc. They are often produced by traditionalhealers.

Narcotics:

Amphetamines:

Psychodepressants:

Hallucinogens:

Drug Trafficking:

Drug Pushers:

Drug Peddlars:

Self-Medication:

These are drugs considered very harmful when used. For thisreason laws are made to ban their production or to restrict theirsupply (e.g. wee, cocaine).

These are drugs meant to increase the energy of the user. Theymay be legal or illegal (e.g. "caterpillar" or amphetaminesulphate).

These are drugs or chemical substances which slows down aperson's normal functioning capabilities (e.g. alcohol).

These are drugs which cause the user to see things or hear voiceswhich do not exist in reality, (e.g. cocaine).

This involves smuggling narcotics in and out of the country forsale elsewhere.

These are people who sell narcotics. They may be wholesalers orretailers.

They are people who move from village to village sellingPharmaceuticals. They have no training in pharmacy.

This involves the tendency on the part of many people todiagnose their illnesses/diseases and to procure medicines forthese without consulting the doctor.

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MEMESIOE1J lERACmCLASS DISCUSSIONS

1. Family Planning

2. Teenage Pregnancy

3. Nutrition

4. Edible Oil Extraction

5. Community Empowerment

6. Safe Drinking Water

7. Safe Motherhood and Child Care

8. Immunization

9. Aids

10. Environmental Hygiene

11. Income Generating Activities

12. Traditional and Modern Farming

13. Farm Extension Services

14. Borrowing Money for Work

15. Food Preservation

16. Animal Husbandry

17. Poultry

18. Traditional Fishing

19. Fish Farming

20. Fish Preservation

21. Hygienic Way of Marketing Fish

22. Community Development

23. Soap Making

24. Tree Growing

25. Saving Energy

26. Child Labour

27. Intestate Succession Law (PNDC Law 111, 1985)

28. Drug Abuse

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