TEACHERS MANUAL - The Stop Underage Drinking...

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IT’S OK NOT TO DRINKA social norms curriculum for NSW secondary school students Years 9 & 10

TEACHERS MANUAL

YEARS 9 & 10

TEACHERS MANUALIT’S OK NOT TO DRINK

Icon Legend........................................................................................

Acknowledgements.............................................................................

Background to the Program................................................................

Why are we focusing on social norms?..............................................

Lesson 1 - Social Norms & Underage Drinking..................................

Lesson 2 - Different types of Social Norms........................................

Lesson 3 - Consequences of Underage Drinking...............................

Lesson 4 - Alternatives........................................................................

Lesson 5 - Alcohol Advertising............................................................

Lesson 6 - Alcohol is Everywhere.......................................................

Lesson 7-10 - Group Projects.............................................................

Links, Resources & Further Readings...............................................

Contact Us.........................................................................................

A social norms curriculum for NSW secondary school students Years 9 & 10

CONTENTS

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4

5

5

7

21

29

50

67

86

105

122

123

3LEGEND

Show Slide

Collect

Hand Out

Discussion

Brainstorm

Think, Pair, Share

YouTube Clip

Group Task

This manual contains all of the necessary resources to teach the Alcohol and Social Norms curriculum including lesson plans, worksheets, Factsheets, PowerPoint Presentations and YouTube clips.

This hard copy is designed as a teacher resource. There are teacher versions of worksheets with suggested prompts and answers as well as blank versions for you to photocopy (printed in black and white) and hand out to students. The CD provided also contains worksheets and you may opt to print directly from the CD. The CD also contains the YouTube clips and PowerPoint Presentations you will need.

As this curriculum is a trial, please feel free to write notes in your manual as a means of providing feedback at a later stage. Also, as much as possible, please collect all Worksheets completed in class by your students.

Icons have been developed to help provide visual prompts for what action you need to take in class. Please take some time to familiarise yourself with these below.

A background on Social Norms has also been provided on pages 5 and 6. We hope you find this a useful context for your lessons.

HOW TO USE THIS MANUAL

Teacher Resource only (includes answers)

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ACKNOWLEDGEMENTS

This curriculum was developed by Professor Sandra Jones as part of the ‘Stop Underage Drinking Project’ – funded by an Australian Research Council Future Fellowship (FT120100932: “A whole of community approach to the problem of underage drinking”). The following staff from the Centre for Health Initiatives, University of Wollongong contributed to the development of this curriculum:

• Ms Kelly Andrews

• Ms Lia Gasparro

• Dr Danika Hall

• Ms Elizabeth Smyth

• Mr Joshua Beard

The curriculum was developed in consultation with Mr Steve Hudson and Ms Hayley Dean from Kiama High School.

ACKNOWLEDGEMENTS

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BACKGROUND TO THE PROGRAM

Less than half of Australian 12 year olds have never consumed a full serve of alcohol, decreasing to less than one in ten 17 year olds. However, these figures – which are the ones commonly reported in the media – can be misleading. Having ‘ever’ consumed alcohol is not a good measure of teen drinking, as having one drink at some point in their lives does not make them a ‘drinker’.

In reality, the majority of Australia’s teenagers are NOT drinking alcohol. Only one in twenty 12 year-olds, one in ten 14 year-olds, and three in ten 16 year-olds drink alcohol on a regular basis1.

The 53.3% of all students who consumed alcohol in 2011 represents a substantial decrease from previous years (down from 63.9% in 2008). The Australian Secondary Schools Alcohol and Drug Survey, conducted every three years since 1984, shows that the proportion of teenagers who are regular drinkers (drank in the last week) has declined:

• from 30% of 12-15 year-olds in 1984 to 11% of 12-15 year-olds in 2011

• from 50% of 16-17 year-olds in 1984 to 33% of 16-17 year-olds in 2011.

However, most teenagers think that the majority of their peers drink, and that if they don’t drink they won’t fit in.

WHY ARE WE FOCUSING ON SOCIAL NORMS?

We know that, while most teenagers don’t drink alcohol, many think that others their age are drinking. What an adolescent considers ‘normative’ (what everyone else does) has an even stronger influence on their behaviour than peer pressure. There are many things that influence adolescents’ perceptions of the social norms around drinking – including peers, siblings, parents, news media, entertainment programs (television and movies), and commercial activities such as alcohol advertising and marketing. There is evidence from numerous studies conducted around the world that adolescents’ perceptions of what is normative are often inaccurate – that is, they think that their peers drink alcohol at an earlier age, drink it more often, and drink more of it than they actually do.

There is also evidence that if we can correct these misperceptions, we can reduce the pressure young people feel to drink. This means that teenagers will: start drinking later, drink less often, and drink smaller amounts of alcohol.

Different types of social norms

There are three main types of social norms that influence teenagers’ drinking. Descriptive norms: Teenagers’ perceptions of how much and how often other teenagers drink. The closer they are to the ‘other’ people, the more influential these norms are. That is, teens are generally more influenced by their perceptions of the drinking behaviour of their friends and peers in their own community.

Injunctive norms: Teenagers’ perceptions of whether other people who are important to them approve or disapprove of them drinking. This includes friends, peers, parents, family members and the broader community.

Moral norms: Teenagers’ own personal rules of conduct – what they believe to be ‘right’ or ‘wrong’.

1) Data from the 2011 Australian Secondary Schools Alcohol and Drug Survey – percentage of students who drank alcohol in the week preceding the survey

INTRODUCTION

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THE POWER OF SOCIAL NORMS

In 2011 we surveyed 512 NSW teenagers who were attending Schoolies on the Gold Coast. The biggest predictor of drinking at Schoolies, and of usual drinking, was their belief about how much and how often friends of the same sex drank alcohol. These teens dramatically over-estimated the descriptive norm (what others their age do): they thought that more than half of their friends drank at least one to two days per week, and that nine out of ten drank more than five standard drinks on a typical occasion. Based on national data on teen drinking, we know that these perceptions are wrong. These teens also perceived that others approved of their drinking (injunctive norm). Only 27.4% thought that their parents care, or care a great deal, about people their age drinking; and only 7% believed that their parents might be upset or angry if they found out they were “getting drunk at Schoolies”.

SOCIAL NORMS INFLUENCE PARENTS TOO

There is strong evidence that many parents perceive that ‘other parents’ approve of teen drinking, and that this perception influences their behaviour. That is, many parents provide their teenagers with alcohol – even if they don’t want to – because they believe that other parents think this is the right thing to do.

WHAT CAN WE DO TO ADDRESS SOCIAL NORMS?

The first step is to ensure that our teens, and our community, have access to accurate information about teen drinking.

Our teenagers need to know that:

• 95% of Australian 12 year-olds are not current drinkers2

• 92% of Australian 13 year-olds are not current drinkers




• 63% of Australian 17 year-olds are not current drinkers.

Our community needs to know that:

• the majority of parents do not support underage drinking

• the majority of the community does not support underage drinking.

2) That is, they did not drink alcohol in the last week [SOURCE: 2011 Australian Secondary Schools Alcohol and Drug Survey]

INTRODUCTION

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OUTCOMES

By the end of this lesson students will:

• know that the majority of teenagers choose not to drink

• know that social norms about teenage drinking are often incorrect

• discuss the fact that these misperceptions influence people’s drinking decisions

• describe different social norms and where they come from.

MATERIALS NEEDED

YouTube Clip – ‘Changing Social Norms’ (6:22)

Worksheet 1.1 – What do you think?

Worksheet 1.2 – How many teens actually drink?

Worksheet 1.3 – Social norms

ASSAD data slides

Data summary sheet (teacher resource)

LESSON OUTLINE

1) Introduction

• Introduce the program on alcohol and underage drinking which they are going to start today and which will be the topic for the rest of term in their health classes.

Hand out Worksheet 1.1 (What do you think?) and get them to fill it in quietly for themselves. Ask them NOT to write any names on the sheets. Ask them to work quickly without thinking too much about it.

Once they have finished, collect the Worksheets [see ‘Data Summary Sheet’].

lesson 1 social norms and underage drinking

LESSON 1

(10 minutes)

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2) Discussion of The Australian Secondary Schools Alcohol and Drug Survey data

• This survey is conducted every three years. The survey collects anonymous data from students in year 7 to 12 about their use of tobacco, alcohol and drugs.

Hand out Worksheet 1.2 (How many teens actually drink?).

• Ask them to think for themselves and note their answers to the questions on the Worksheet.

• Allow a bit of time for students to write down their estimates.

• Ask the class “How many teenagers your age do you think have ever drunk alcohol?”

Show the actual data for their age group [Slide 3] on the overhead projector, data projector or electronic whiteboard.

• Ask them how this matches their estimates – did they think it was higher or lower?

Discuss the fact that ‘ever used’ alcohol isn’t a good measure of drinking. It includes people who have only ever tried alcohol once; having a sip or taste of alcohol at home; a glass of champagne at a wedding etc….

• Ask the class “How many teenagers your age do you think have drunk alcohol in the last year?”

Show the actual data for their age group. [Slide 4]


• Ask the class “How many teenagers your age do you think have drunk alcohol in the last month?”



Discuss the fact that the majority of teenagers their age did not drink alcohol in the last month.

• Ask the class “How many teenagers your age do you think have drunk alcohol in the last week?”



Discuss the fact that the majority of teenagers their age did not drink alcohol in the last week.

Once they have finished, collect the Worksheets.

(15 minutes)

LESSON 1

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3) Get the class to discuss the following 2 discussion points in pairs or groups and after a few minutes collect some of their responses on the board

• Why do some people drink even though they don’t want to?

• Why do some people claim they have been drinking/got drunk when they don’t drink alcohol?

4) Introduce social norms

• Ask the class what they think ‘social norms’ are and collect answers from class on the whiteboard.

• Explain social norms as ‘a pattern of behaviour that is accepted as normal’. Explain that they are shaped either consciously or unconsciously by our parents’ attitudes and beliefs, peer influences, school rules, law enforcement policies, religious affiliations, cultural traditions, the mass media, advertising, and marketing practices.

• Give an example of a social norm, e.g., saying hello to people in the street when they say hello to you.

• Remind them that you are interested in things that they do, or their friends and family do, because ‘everyone does it’ or because people expect them to do it.

Prompts: - Picking up rubbish, not throwing rubbish on the street or in the water. - Wearing shoes, school uniform, nice clothes to go out. - Driving at the speed limit, wearing a seat belt, letting other cars merge in traffic. - Being polite to adults, standing up to let elderly people to sit on the bus. - Waiting in line, being polite to the checkout person.

• Point out that social norms also apply to alcohol consumption. Ask them if they can think of any social norms that relate to alcohol.

Prompts: - If someone buys you a drink, you should return the favour (my shout then your shout). - If someone invites you to their house for dinner, you bring a bottle of wine.

• Remind them that many teenagers think ‘everyone drinks’, but, in fact, that is not true as just shown before.

• Explain that such norms have an even stronger influence on young people’s behaviour than peer pressure.

• Explain also that people’s perceptions of social norms have an immediate and lasting effect on their behaviours.

Play YouTube clip ‘Changing Social Norms’ (6:22)

Hand out Worksheet 1.3 (Social Norms) and ask them to write down as many social norms as they can think of and where they come from.

(10 minutes)

(15 minutes)

LESSON 1

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ASSAD DATA SLIDES

1 2

3 4

5 6

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6) These questions are about what you think ADULTS IN YOUR COMMUNITY think. For each question tick the box that best matches your view of their opinions.

1.1 WHAT DO YOU THINK?

Definitely OK Probably OK Probably Not Definitely Not

It is OK at my age to drink alcohol occasionally (3-4 times per year)

It is OK to drink alcohol regularly (1 or more times per month)

It is OK to get drunk occasionally (3-4 times per year)It is OK to get drunk regularly (1 or more times per month)

1) How old are you ________________ years

2) Are you: male / female

3) Please confirm which year you are currently in at school: Year_____, 2014

4) These first questions are about what YOU think. For each question tick the box that best matches your opinion.

5) These questions are about what you think OTHER TEENS YOUR AGE think. For each question tick the box that best matches your view of their opinions.




It is OK to get drunk occasionally (3-4 times per year)

It is OK to get drunk regularly (1 or more times per month)






What I think

What I believe other teens my age think

What I believe adults in my community think

LESSON 1

6) These questions are about what you think ADULTS IN YOUR COMMUNITY think. For each question tick the box that best matches your view of their opinions.

1.1 WHAT DO YOU THINK?




It is OK to get drunk occasionally (3-4 times per year)It is OK to get drunk regularly (1 or more times per month)




4) These first questions are about what YOU think. For each question tick the box that best matches your opinion.

5) These questions are about what you think OTHER TEENS YOUR AGE think. For each question tick the box that best matches your view of their opinions.











What I think

What I believe other teens my age think

What I believe adults in my community think

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1.2 HOW MANY TEENS ACTUALLY DRINK?

Your Estimate ASSAD Data

What percentage of teenagers your age do you think have ever drunk alcohol?

What percentage of teenagers your age do you think have drunk alcohol in the last year?

What percentage of teenagers your age do you think have drunk alcohol in the last month?

What percentage of teenagers your age do you think have drunk alcohol in the last week?




4) What percentage of teenagers your age do you think have done each of the following? Write your answers in the column headed “Your Estimate”.

LESSON 1

ASSAD Data





ASSAD Data





ASSAD Data

15 Year Olds

16 Year Olds

17 Year Olds

81%

60%

34%

20%

88%

74%

48%

29%

91%

81%

59%

37%

1.2 HOW MANY TEENS ACTUALLY DRINK?









4) What percentage of teenagers your age do you think have done each of the following? Write your answers in the column headed “Your Estimate”.


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1.3 social norms

LESSON 1

Examples of Social Norms

Social norms are ‘a pattern of behaviour that is accepted as normal’. They are shaped either consciously or unconsciously by our parents’ attitudes and beliefs, peer influences, school rules, law enforcement policies, religious affiliations, cultural traditions, the mass media, advertising, and marketing practices.

e.g. ‘Everyone my age drinks’

Where do they come from?

1.3 social norms

Examples of Social Norms

Social norms are ‘a pattern of behaviour that is accepted as normal’. They are shaped either consciously or unconsciously by our parents’ attitudes and beliefs, peer influences, school rules, law enforcement policies, religious affiliations, cultural traditions, the mass media, advertising, and marketing practices.

e.g. ‘Everyone my age drinks’

Where do they come from?

During Lesson 1 you will have collected the completed Worksheet 1.1 from the class. This data should be analysed and reported back to the class at the beginning of Lesson 2.

There are two options for analysing the data:

1. CHI TO ANALYSEYou can arrange to have someone from CHI collect the completed worksheets (they will enter and analyse the data and email you the results). See contacts at the back of this manual.

2. FREQUENCY COUNTSYou can count/calculate the students’ responses as set out below.

Worksheet 1: What do you think?Add up the number of students who selected each response and record below:

“I think”

“Other teens my age think”






teacher resource data summary sheet






TEACHER RESOURCE 17

TEACHER RESOURCE 18

“Adults in my community think”






Enter this data into the relevant slides in the Lesson 2 PowerPoint

You will need this for lesson 2

During Lesson 1 you will have collected the completed Worksheet 1.1 from the class. This data should be analysed and reported back to the class at the beginning of Lesson 2.

There are two options for analysing the data:

1. CHI TO ANALYSEYou can arrange to have someone from CHI collect the completed worksheets (they will enter and analyse the data and email you the results). See contacts at the back of this manual.

2. FREQUENCY COUNTSYou can count/calculate the students’ responses as set out below

Worksheet 1: What do you think?Add up the number of students who selected each response and record below:

“I think”

“Other teens my age think”






teacher resource data summary sheet






“Adults in my community think”






Enter this data into the relevant slides in the Lesson 2 PowerPoint

You will need this for lesson 2

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