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A Drug Prevention Manual for PSD Teachers • Using the Programme• The Pack & the Curriculum• Notes for Teachers •Expressing Positive Feelings•Dealing with Negative Feelings SEDQA PREVENTION PROGRAMME
•Understanding Own Attributes in collaboration with the Education Division •Decision-making - Assertiveness•Smoking and it's Effects •Alcohol - the Drug•Peer Pressure 1•Peer Pressure 2•Alcohol - Myths and Effects of the Drug •Drug use and responsibility to self and others•Drugs and their effects•Health and legal implications of legal drugs•Health and legal implications of illegal drugs First Edition, November 2003
3, Triq Braille, Sta Venera ÓMR 11, Malta Tel: 2144 1014 / 2124 4226 Fax: 2144 1029 / 2124 2063 This manual is being distributed on condition that it is used for educational purposes only.
Editors: Jeanette Galea Soler & Stephen Camilleri Coordinator: Charlo Seychell Design: Outlook Coop SEDQA PREVENTION PROGRAMME
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IntroductionThis programme is intended for 11-14 year old studentsin secondary schools. It tries to keep with the idea thatPersonal and Social Development should be aninteractive and experiential experience within theclassroom where the teacher takes the function of afacilitator rather that of one who imparts knowledge.
The teacher can adapt and use this Although in relation to our European material with other programmes. This counterparts, as was the case with pack complements programmes held the use of illicit drugs, Malta would by the peripatetic teachers on Alcohol appear to have the lowest number of and Drugs Prevention Programmes in students across Europe who make Secondary Schools for Form 4 and use of cigarettes, the report states Form 5 students.
that there were 55% of the studentcohort who smoke cigarettes. Even The programme seeks to support though the estimates for illicit drug PSD teachers and their respective use was much lower than that of schools to tackle the issue of drugs, alcohol and tobacco compared to by providing a practical and hands on that in Europe, cannabis was the resource pack. This programmme, most popular drug of choice in which About the Authors
however, is not exhaustive and the some 400 students reported use at teacher (whom we consider as the some stage, whereas 275 reported Stephen Camilleri started his
education at St Sebastian Primary
main resource in the PSD lesson) is use during the year before the study School, Qormi. He continued his free to add any other material or leave was conducted and 165 reported secondary education at Savio College,Dingli. At the age of 17 he took up the out any material, which s/he thinks is cannabis use during the month course of Pharmacy Technician within not appropriate for her/his class.
before the study was conducted.
the Health Sector. In 1989 he read adegree in B.Ed (Hons). He also Moreover, lifetime estimates for the obtained a postgraduate diploma in Why is such a pack necessary? Drugs use of other illicit drugs in School Counseling. Stephen has been and drug misuse are a major concern descending order is as follows: working as a part-timer with sedqa
since its inception. He has been
for both teachers and parents alike.
tranquillizers 285 students, Ecstasy instrumental in facilitating and Unfortunately, children experiment 130, Amphetamines 75, Cocaine 70, evaluating programmes delivered bythe Agency. He has recently been with legal and illegal drugs all the and Heroin 60. [total number of promoted to School Counsellor within time. The most recent statistics students: n=3703] the Education Division.
published by the European School Jeanette Galea Soler started her
Survey Project on Alcohol and Other Although the programme deals with education at St Dorothy's PrimarySchool, Sliema. She continued her Drugs (conducted in 1999 and eliciting and giving the correct secondary education at St Dorothy's published in 2002) held with 15-16 information about the effects of School, Mdina. In 1992 she attendedSixth Form at Ìian Franisk Abela, year old students, show that in drugs, it recognises the fact that Msida. Between 1992 and 1993 she comparison to other European giving only information does not followed the Foundation Studies counterparts, Malta falls into the top deter children from using drugs.
Course at the University of Malta. In1994 she read a B.Psych (Hons) group of drinkers that include Thus, the programme focuses on degree with Sociology as a secondary Denmark, the United Kingdom and helping students develop intra- and major subject. Between 1998-1999she followed a Post Graduate Ireland. In fact, 94% of students interpersonal skills; skills that will Certificate in Education (PGCE) in reported drinking alcohol on more help them deal with the pressure they Personal and Social Education (PSE).
Jeanette has been teaching lifeskills to than one occasion compared to 6% encounter from peers and the media inmates at the Education Unit of who never did. Only 9% of students so they can make an informed and Corradino Correctional Facility Paola,since 1999. She has been working as reported no alcohol consumption over intelligent choice. These are skills a teacher with the Education Division the last year, which implies that most, that the students will also use in all on Alcohol and Drug PreventionProgrammes in secondary schools at some 91% of our 15-16 year olds, aspects of their lives, not just in sedqa for the past year.
drunk alcohol over the same period.
relation to drugs.
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Using the Programme This Secondary School pack aims to be age appropriate.
However, it is difficult to determine the age appropriateness of allactivities within this material. As with any resource, the teachercan decide when, how and with whom the activities are bestused, and will adapt the programme according to the needs,abilities, awareness and maturity of the students. It is advisableto read through each of the lessons and accompanyinghandouts as a preparation for classroom use.
The duration of each lesson is teacher does not feel comfortable approximately 45 minutes since or does not have the right there are certain schools where equipment, as an alternative s/he PSD is a single lesson.
can make use of newspaper Nevertheless, we tried to develop cuttings which can be found in the two lessons which follow each Cd - a:maze, or other more recent cuttings/news articles found on theinternet (see Appendix 1) related to For every Form we tried to insert a the topic discussed.
song that complements the subjectintroduced. The teacher is free to The programme's success use these or other songs s/he depends on the wise use of all the deems appropriate. We think that material provided and any other songs are a good way of getting the additional material you may decide message across. However, if the The programme consists of 13 lessons:• Five lessons for Form 1 classes• Four lessons for Form 2 classes• Four lessons for Form 3 classes The lessons were developed in such a way that each lesson builds onthe previous ones. Although, as already stated in the introduction, theteacher is responsible for deciding what to do in the classroom with her/his students, if s/he omits a particular lesson from the pack, s/he has todevelop a lesson that compensates for it.
The lessons embody an active and experiential learning approach andemphasise the development of skills and attitudes through sharing andthrough pair and group work exercises. Most of the lessons includehandouts which have to be photocopied (and possibly enlarged to A3size) by the teacher. The handouts are all in Maltese, as this is the mainlanguage used throughout the PSD lessons. Handouts in English areprovided to the teachers only on request.
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The Pack & the Curriculum The pack follows in the modules developed for PSD for Form 1, 2 and 3.
The lessons for Form 1 fit in with Module 2 - Who am I? The Self, andModule 5 - Personal Health and Me. Form 2 lessons follow topics related toFriendship in Module 3 and Drug Education in Module 5. The lessons inForm 3 fit in with Module 5 - Decision-Making and Module 8 - Health Educa-tion.
Key to Symbols used whole class discussion SEDQA PREVENTION PROGRAMME
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Notes for TeachersAlcohol, Drugs and Other Substances What are Drugs?The question what kind of indicated in the diagram. The effect substance is considered a drug, of a drug depends on the amount of is not always easily answered.
the drug taken, the mixture with Sometimes, the effect of a certain other drugs or alcohol, the situation substance is taken as a point of in which the drug is taken, the reference, at other times, it is company of people, the health of the legislation governing the specific individual, her/his mood and her/his substance that carries more physical health, among others. It is important for students to understandthis, so that they can appreciate that As far as the effects of a certain it is impossible to predict with any drug are concerned, a substance certainty the effect a particular drug is commonly defined as a ‘drug' when it has an effect on thehuman central nervous system There are health risks associated that results in an alteration of the with drug use and legal mental and/or physical state. The consequences for possessing and/ effect can be stimulating or the or supplying drugs. The health risks opposite, stupefying. A third associated with drugs are dealt with possible effect is best described during most of the lessons. Here is as a change in a person's some information about the legal consciousness and perception of consequences associated with the reality. Some drugs have a mixed possession, use and supply of legal and illegal drugs according to theMaltese criminal code.
The Effects of Substances Alcohol and TobaccoThe Maltese law, when compared to other countries abroad, allows the (e.g. type, amount, mixture) acquisition of alcohol and tobaccoat the age of sixteen. It is an offencefor a vendor to sell tobacco oralcohol knowingly to anyone under The Person
the age of sixteen. However, it is not an offence for a person to consumealcohol or tobacco under the age ofsixteen. Although the teacher must Even though one can have a be aware of the inconsistencies in general idea of the effects of the Maltese law, it is advisable that different types of drugs, in reality this information is not passed on to how a person experiences the the students. The students must be effects of any drug depends on a made aware that it is illegal to buy combination of factors as and consume alcohol and tobacco SEDQA PREVENTION PROGRAMME
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under the age of sixteen not only However, it is worth pointing out because the law stipulates this but, that individuals have been sent to and especially, for health reasons.
prison even for possession of verysmall quantities of drugs. Students must therefore be made aware that The Maltese law is very severe whoever deals in drugs or frequents regarding the personal use and/or people using or dealing with drugs the trafficking of drugs. For is putting his well-being at risk.
personal use one can get aminimum of 3 months imprisonment In all European countries, a clear and a maximum of 10 years, whilst distinction has been made between for drug trafficking one can get a legal drugs (e.g. alcohol, tobacco, minimum of 6 months and a prescription drugs, over-the-counter maximum of 30 years and a fine.
drugs) and illegal drugs (e.g.
cannabis, ecstasy, amphetamines, opiates). In a few countries (e.g. the A person fits this category if the Netherlands), a legal distinction has drug is for the exclusive use of the also been made between soft and hard drugs (cannabis vs. opiatesand cocaine). However, not one of the European countries has A person fits this category: legalised the use of any "illegal" • if the person has the intention of • if it is given freely Many European countries are • if the person has an amount working towards a decriminalisation which is larger than s/he can of drug possession for personal use consume in one instance (e.g. cannabis). Decriminalisation is • if the person is involved in helping not the same as legalisation, but means that the purchase, possession and consumption of - plan to buy/sell and/or drugs that were previously - buy/sell the drug punishable by Criminal Law, are no • if the person is cultivating longer considered criminal offences.
There may be administrativesanctions though, such as fines,suspension of driver's licence or awarning.
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Expressing Positive Feelings • To help students develop Reproduce the lyrics on an A3 paper and use it to explain the song to the more healthy ways of students. Then play the song and allow the students to listen to it. During expressing their feelings.
this exercise the students might move along with the song; if they know thesong encourage them to sing along. Process the song.
• To help students realise that our positive feelings are evoked by different • What does the song speak about? • How is the singer/s feeling in the song?• How does she/they express those feelings?• What does this song tell us about the singer?• Have you ever felt like the singer?• Does the song convey a positive or a negative message? Why? Distribute Handout 1 - Sunflower, and ask the students to write or drawpictures of situations, which make them happy.
Have a class discussion on everyone's responses. Point out the items thatare common to all and those which are different. Point out the things thatare common to all and that make us happy. Focus also on other things thatare unique.
Further ActivitiesThe students' pictures could be glued on a bristle board and displayed inthe class.
Material• Handout 1: Sunflower• CD Player• Ball of string• Pencil Colours• Song Handouts: - Beautiful Christina Aguileri- Life is a flower Ace of Base SEDQA PREVENTION PROGRAMME
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SONG: LIFE IS A FLOWER Life Is A FlowerAce Of Base We live in a free worldI whistle down the windCarry on smiling and the world will smile with youLife is a flowerSo precious in your handCarry on smiling and the world will smile with you When every race is run and the day is closing inI don't care 'bout the world I'm living for the lightDon't cry for me today AHHH.
We live in a free world.
I cannot be your judge, Mr. Jailer is your hostHe's keeping you inside and hides you from the worldNo catcher in the rye can help you from yourself We live in a free world.
Please Mr. Agony release them for a while Oh Oh OhLearn them the consequence of living without life We live in a free world.
We live in a free world (in a free worldOh oh oh oh oh oh yeah) Life is a flower (is a flower) Oh oh ohI whistle down the wind (I whistle down the wind)Carry on smiling and the world will smile with youOh oh ohSo precious in your handCarry on smiling and the world will smile with you We live in a free world Carry on smiling and the world will smile with you.
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Don't look at meEvery day is so wonderfulAnd suddenly, it's hard to breatheNow and then, I get insecureFrom all the fame, I'm so ashamedI am beautiful no matter what they sayWords can't bring me downI am beautiful in every single wayYes, words can't bring me downSo don't you bring me down todayTo all your friends, you're deliriousSo consumed in all your doomTrying hard to fill the emptinessThe piece is gone and the puzzle undoneThat's the way it isYou are beautiful no matter what they sayWords won't bring you downYou are beautiful in every single wayYes, words won't bring you downDon't you bring me down today.
No matter what we do(no matter what we do)No matter what they say(no matter what they say)When the sun is shining throughThen the clouds won't stayAnd everywhere we go(everywhere we go)The sun won't always shine(sun won't always shine)But tomorrow will find a wayAll the other timesWe are beautiful no matter what they sayYes, words won't bring us downWe are beautiful no matter what they sayYes, words can't bring us downDon't you bring me down todayDon't you bring me down todayDon't you bring me down today SEDQA PREVENTION PROGRAMME
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Dealing withNegative Feelings • To help students express Send a student outside and instruct her/him to enter when s/he is asked to negative feelings.
do so. Instruct the students to block the door.
• To help students realise that situations/persons/things can evoke anger.
Ask the student to walk aimlessly around the room and instruct one of thestudents to bump into the others.
• To help students understand that anger is a normal feeling.
• What was the aim of the exercise?• How did you react? How did you feel? • To help students express • Could you have reacted in another way? their anger in a healthyand safe manner.
Write down on the board all the feelings that the students manage toexpress and then ask the students if they know the term used to indicatewhat they stand for (FEELINGS). Ask the students to brainstorm a list ofother feelings felt in different situations (give examples, like winning afootball match, failing an exam, missing the bus, not getting the present youdesired for your birthday and so on).
IntroductionOne of the feelings, which will definitely come out, is anger. Introduce theconcept that anger is a normal response or reaction in us; especially insituations where we feel provoked or frustrated. Tell the students that it isimportant to learn to control anger and this can be achieved through self-control.
Distribute Handout 2: Pit bull, and ask the students to fill in each space, withwords or pictures of situations/persons/things, which make them angry.
Have a class discussion on everyone's responses. Point out the answers,which are common to all and those which are different.
Materials• Handout 2 - Pit bull• Handout 3 - "Ûvoga r-Rabja"• Pencils and Colours SEDQA PREVENTION PROGRAMME
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Distribute Handout 3: "Ûvoga r-Rabja", and ask the students to think ofsomeone with whom they feel very angry. Tell the students that it could besomeone who is affecting their life, or someone whom they have not seenfor years, or even someone who is dead, but for whom they are carryingaround a lot of anger in their body and mind. Keeping that person in mind,ask them to fill in some of the sections. They can opt to leave blank someof the sections.
Processing
• What was the aim of the exercise?
• Did you manage to think of a person with whom you feel angry?
• Does anyone want to share her/his experience?
• Did the exercise help you in expressing your anger?
• How do you feel after having completed the exercise?
ConclusionElicit from the students other healthy ways of expressing anger.
Some Hints
• Tearing up an unwanted copybook or book
• Hitting a cushion
• Bursting balloons
• Shouting out
• Throwing stones into the sea
• Stamping your feet
• Engaging in sporting activities
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Understanding Own Attributes • To make students aware that everyone has attributes that others like.
Give each group member a lemon. Ask the students to look closely at thefruit, examine it for distinctive marks and feel the skin. Encourage the group • To help students develop a to personalise their lemon by naming it. Give the group 5 minutes to do this postitive attitude towards and collect the lemons into the carrier bag. Make a show of mixing the fruit up and shaking the bag. Then spread all the lemons out on the floor in frontof the group. Ask the students to take it in turns to step forward and collect • To appreciate the positive their own lemon. If there is an argument over whose it is, adjudicate but if things they possess.
they still cannot agree, place the lemon to one side as unidentified.
• To help the students become aware of their • What was the aim of the exercise? • How sure were you of the correct fruit?• What distinctive features did your fruit have? How can we relate this to ourselves? • How similar / different are we from each other?• What features make us unique? Hand out the paper, glue and scissors and put the magazines in the centerof the table. Ask the students to divide the A3 paper into two columns.
Instruct the students to find pictures or images from the magazines, whichsay something about who they are, their favourite colours, types of clothes,sports and so on. They have to stick them on one side of the paper. On theother side of the A3 paper ask the students to make a collage about all thethings they are not - things they dislike, things that other people expect ofthem that they do not want to do or be, and so on. Again, when they havefinished putting the images together, ask them to brainstorm 3 words towrite on the bottom of their paper. Instruct the students to write their nameon their A3 paper and affix each collage on the wall. If there is sufficienttime, each student is asked to present their collage to the rest of the class. Ifnot, proceed with the processing and use the collage as an introduction forthe next lesson.
Processing
• If you gave these collages to a stranger, someone who you have never
met before, would they be able to know you pretty well? Would they havea sense of who you are as a person? • How much of your collages dealt with your vision of yourself on the outside than on the inside? Is that all you are, or is your collage made up of other things too? • What are the major differences between the two collages? How do you deal with the things you do not like that you included on the second • Scissors and glue SEDQA PREVENTION PROGRAMME

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Decision Making -Assertiveness • To help the students Give each student Handout 4: "Il-Klikka" and read it out to the class or ask become aware of the one of the students to read it to the rest of the class.
influences exerted bygroups in their lives.
Processing
• If you were Ting Lee what would you have done?
• To make the students • Why was Ting Lee determined to look and dress like the gang? aware of the different kinds • What made Amy and Ting Lee such good friends? of behaviour in response • Why wasn't Amy interested in joining the gang? to the same situation, i.e.
• Ting Lee was happy to do certain things with the gang but not everything.
How far do you go to belong to a gang? • To enable the students Use the pictures (Handouts 5/6/7) to brainstorm or elicit from the students become more assertive what they understand by the terms assertiveness, aggressiveness and and thus more able to deal passivity. The non-verbal postures of the persons in the pictures clearly with the pressures exerted show the type of behaviours one can adopt. Try to give an example of a by their peer group.
particular situation for example, if you are being bullied by another studenthow could you behave? Try to elicit from the students the various reasons why people fail to behaveassertively.
• low self-esteem • feeling angry, frustrated, • embarrassment depressed, anxious and so on • errors of thinking, such as jumping • wanting to be liked to conclusions, personalising, • feeling less equal than others thinking in black and white terms • fear of retribution • irrational beliefs • feeling ineffective • fear of consequences of assertion, • lack of confidence such as criticism • not knowing how to be assertive • other people's expectations of • fear of losing control you, such as that you will alwaysbehave passively Material• Handout 4 - "Il-Klikka" • Handout 5 - Passive Conclude the lesson by asking the students to identify the behaviour • Handout 6 - Aggressive (aggressiveness, passivity and assertiveness), which represents the response • Handout 7 - Assertive chosen in Ting Lee's situation, such as leaving the group, represents apassive response; saying "no" represents an assertive response.
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HANDOUT IL-KLIKKA 04 U d-dar tag˙ha kienet Amy kienet interessat Imma Ting Lee mhux dejjem mimlija affarijiet ru˙ha ˙afna f'dak kollu li ˙abiba ÇiniΩa kienet turi l-istess interessanti li l-familja tag˙ha kienet abetmag˙ha minn pajjiΩha Hi kienet titkellem G˙ax l-iskola kien hemm klikka ˙bieb. li hi kienet Hi xorta Tilbes Ikollhal-istess setg˙etx tifhem ˙afna fuq grupp ta‘ ta˙seb li kienu "cool". anki jekk dawn ˙afna drabi wa˙da g˙alfejn Ting Lee ma kinux jittrattawha riedet stil ta' riedet tkun eΩatt Ting Lee bdiet tmur Wara ˙afna qrid Ting Lee U qatg˙a xag˙ar eΩatt Amy g˙obitha ˙afna l-akketta imma ma setg˙etx f'dawk il-postijiet fejn irnexxielha tie˙u li xtaqet - b˙al tal-grupp ta' ˙bieb tg˙id l-istess g˙all-istil tax-xag˙ar il-did ta' Ting Lee il-klikka kienet tintefa'.
akketta tad-demin li kien hemm l-iskola bit-tama li jindunaw biha Imma huma ma Sakemm darba minnhom Fl-a˙˙ar hi saret tag˙mel Amy iddispjaçiha ˙afna g˙ax ftit tawx kasha rawha fil-bit˙a ta' l-iskola parti minn din il-klikka li xejn baqg˙et tara lil Ting Lee Sakemm urnata minnhom, Hi ma kinitx t˙obb tpejjep.
Ting Lee kienet taf li mhux Ting Lee il-klikka staqsew lil Ting Lee u ma marritx mag˙hom.
veru tibΩa'. dawn kif ma biex tmur mag˙hom setg˙ux jaççettawha ictoria, South Melbourne trid tibqa' fil-klikka, trid tag˙mel dak kollu li jg˙idu huma! Information Service, Alcohol and Drug F SEDQA PREVENTION PROGRAMME
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Smoking and its Effects • To make the students Affix the picture "Óu sigarett!" (Handout 8) aware of the constant on the board and elicit a discussion.
pressure they encounterfrom peers.
Processing
• What can you see in the picture?
• To make them aware that • Why is the boy refusing to smoke? their decisions are often • What type of behaviour is the boy showing: passive, aggressive or influenced by the decisions taken by their • Why do you think three of the children are hiding behind the older boy? What does this tell us about their behaviour? • Who is being passive, aggressive and assertive? • To make them aware that smoking behaviour is oneof the decisions which results from peer pressure.
Distribute Handout 9 - "L-Effetti tat-tipjip". Ask the students to fill in theblanks with the corresponding words or numbers. Then elicit a discussion • To make them aware of the on the physical and psychological effects of smoking and correct any harmful effects of smoking.
• To make them aware of the amount of money a person Distribute Handout 10 - "Kemm nista' nixtri?" and ask the students to complete the matching game.
Conclusion• What have you learned from this exercise?• Now that you know about the effects and amount of money wasted on smoking, is it worth it to smoke? Why? • Considering the amount of money people spend on cigarettes why do you think they continue to smoke? Material• Handout 8 - "Óu sigarett!" - "L-effetti tat-tipjip" - "Kemm nista' nixtri" SEDQA PREVENTION PROGRAMME
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L-Effetti tat-tipjip SEDQA PREVENTION PROGRAMME
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Alcohol, the Drug Aims• To make the students aware of the harmful Show a range of empty bottles and cans and ask the students which effects of alcohol.
ingredient is found in every bottle? Write ALCOHOL, on the board.
Brainstorm the names of other alcoholic drinks. Explain that alcohol is a • To correct any chemical drug contained in all the drinks illustrated. Ask the students which misconceptions on bottles contain the most alcohol i.e., which will get you drunk the easiest? Explain that we measure alcohol in units and that each unit contains the • To make the students same amount of alcohol. Explain or elicit from the students the factors which influence how quickly a person gets drunk. Ask the students how consequences of drinking many units can they consume without causing any harm to their bodies? Divide the students into sub-groups and provide each group with a copy ofHandouts 11 and 12. Each group of students has to study the pictures andanswer the following questions. Each group has to choose arepresentative who will later present the group's finding to the whole class.
1. What might be happening in the picture?2. How might the young people be feeling?3. What, if any, are the risks or dangers in the situation?4. Why might the young person walking home be particularly vulnerable?5. What would they consider to be safe? Gather the whole class together and each group has to make apresentation to the whole class.
Points worth noting:
• Young people are generally more at risk of crime than older people • Various empty alcohol • Aggression is more likely to occur in nightspots where excessive bottles, a bottle of drinking takes place whiskey, a bottle of liqueur, • Risk of being sexually abused is greater when under the influence of a bottle of beer, a bottle of alcopops, a bottle ofvodka • Handout 11/12 - "Mixi fit-triq fis-sakra" - "L-Effetti ta' l-Alko˙ol" SEDQA PREVENTION PROGRAMME
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Distribute Handout 13 "L-Effetti ta' L-Alko˙ol" and ask the students toread it. Discuss the handout. Ask the students to describe the effects thatalcohol can have. As an alternative, the handout might be used as anoverhead by the teacher. Ensure that the following negative effects havebeen mentioned: Short term effects
Long term effects
• heart disease • hangover/feeling ill • damage to the liver • blurred vision • cancer of the mouth and throat • slower reactions • gaining weight • loss of self-control or taking • damaged brain cells unnecessary risks (running acrossroads; jumping off walls; lookingsilly; doing things you regret later;crying; being angry; havingunprotected or unwanted sex) • loss of balance• slurred speech• unconsciousness SEDQA PREVENTION PROGRAMME
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MIXI FIT-TRIQ FIS-SAKRA • HANDOUT 11
Sex, Drugs and Alcohol, Tacade, 2003 SEDQA PREVENTION PROGRAMME
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L-EFFETTI TA' L-ALKOÓOL • HANDOUT 12
Sex, Drugs and Alcohol, Tacade, 2003 SEDQA PREVENTION PROGRAMME
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L-Effetti ta' l-Alko˙ol SEDQA PREVENTION PROGRAMME
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• The students will become aware of the negative Affix the Horse and Cart handout (Hanout 14) on the board and ask the influence of peer groups.
students to complete it. Make no comments.
• The students will become Many will draw trees, roads, houses in the distance, people passing by. The aware that their peer essential things that need to be included are: a driver, the reins leading to groups could influence the horse and the blinkers on the eyes of the horse. This, however, should their behaviour in ways not be told to the participants.
which are contrary to theirvalues and attitudes.
The blinkers are checks to enable the horse to see only the road ahead andnot be distracted or frightened by the goings-on around. The reins direct • To empower the students the horse towards its particular destination.
into becoming moreassertive and hence be In our life too, we need blinkers and reins. When we are young, others put able to resist peer them on for us, and others hold the reins for us. These are our parents and our educators. They decide for us, to enable us to take the right decisions,to follow the road that leads us safely through life. Obviously, this is a taskof great responsibility.
But as we grow older - as we enter into adolescence they leave us moreand more to ourselves. We do not want them to "interfere" as we need tolearn how to manage our "horse-carriage", our life, by ourselves. However,in the process, peers come to exert a greater role in our lives and theyinfluence our decisions. Eventually, as we enter into the stage of adulthood,we reach the stage of independence. We become the "drivers" in totalcommand of how we use our "blinkers" and how we use our "reins".
Only the foolish and the unwise rush in to remove the "blinkers" and throwaway the "reins". They are the ones who do not bother about self-discipline.
They are the ones who wish to "have fun" while there is time. But they arealso the ones who make a mess of their lives - lost in the myriad distractionson the many wrong roads they have taken.
Explain to the class that they are going to take part in a role-play - anexercise in pretending to do something. Split the class into three groups, a group of two, a group of three and a group of four students. The other students can be the observers. You could let the students themselves - The Horse and the Cart volunteer to take part. You are the facilitator in the classroom and you know • An empty pack of the students well so it is up to you whether you allow the students to cigarettes, one cigarette volunteer or choose the students yourself.
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It is important to point out to the observers what they are going to observe:1. What type of pressure was being made?2. Was it easy for the person pressured to shy away the pressure his friends were making on him? 3. What happened? You can process the role-plays either after every role-play or after all therole-plays have been carried out by the class.
• Start with the group of two students by allocating the roles. One of the students is given a cigarette and s/he has to try and convince her/hisfriend to smoke. It is up to the other student whether s/he will reject oraccept the cigarette.
• The sub-group of three students: Hand out a can or a bottle of beer to two of the students. They have to use the can or bottle as a prop and tryto persuade their friend to drink. The other student has to resist thepressure imposed by the group of friends.
• The sub-group of four students: Give three of the students a rolled up cigarette symbolising marihuana with which they have to pretend thatthey are together smoking hash. The fourth student has to convince themto stop smoking marihuana.
Processing
• Why do you think friends try to entice you to smoke cigarettes and/or
marihuana and/or to drink alcohol? • Is it easy to resist to pressure put upon you by your friends?• Who do you think had the biggest challenge? Why?• Can friends who offer cigarettes, marihuana or alcohol be truly called Brainstorm a list of other negative things which friends may pressure themin doing. Write these on the board and discuss with the students theconsequences of each of these actions or behaviours.
• Bullying• Swearing• Watching pornography• Vandalism• Gambling• Truancy SEDQA PREVENTION PROGRAMME
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• The students will become Reproduce the lyrics on an A3 paper and use it to explain the song to the aware of the negative students. Play the song. Process the song.
influence of peer groups.
• The students will become • What is the song speaking about? aware that their peer • How do you think the person the singer is talking about died? How do group could influence their behavior, in ways which • What do you think is the singer talking about when he says "mal-˙bieb hi are contrary to their values and attitudes.
• Why is the singer inviting us to say no to friends who invite or pressure us • To empower the students • In the song, the singer tells us that a drug addict becomes a thief.
into becoming more Is this true or not? Why? assertive and hence be • Is it easy to say no to friends? able to resist peerpressure.
Using the masking tape, make a long line on the floor across the room. Atone end put the sign "Naqbel", at the other end "Ma Naqbilx" and in themiddle put the sign "Miniex çert/a".
Explain to the students that you are going to read a list of statements, andthat after each statement they have to indicate their strength of opinion bychoosing a place on the continuum. For every statement ask the studentswhy they have chosen that position. Then ask the opinion of someone whohas taken an opposite position. After the discussion, invite the students, ifafter hearing the arguments, they would like to change their position.
Explain to the class that sometimes it takes a strong will and a lot ofcourage to go against one's peers.
Do the same with each and every statement. It is always advisable to clarifyany misconceptions that might arise during the discussion.
The teacher should start with the first four statements which are directly related to the lesson focusing on peer pressure.
• CD player and the song "Le" of Walter Micallef or As the students will have to move around during this exercise it might get a • A3 handout - Lyrics of song • Masking tape, blue tack • Handout 15 Statements To consolidate the information learned during these set of lessons, the • Handout 16 "Naqbel" facilitator may conclude the session by giving each student Handout 19 • Handout 17 "Miniex çert/a" Crossword. This exercise may be given as homework for the students.
• Handout 18 "Ma Naqbilx"• Handout 19 Crossword SEDQA PREVENTION PROGRAMME
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LeKliem u MuΩika: Walter Micallef (1994) Sirt naf mill-gazzetti li kien g˙adu Ωg˙ir,b˙al dawk ta' qablu illi telqu malajr.
Qed tg˙id li kont tafu u li ma kienx mill-ag˙aru li Ωgur kien jist˙oqqlu tmiem a˙jar.
Fejn marru s˙abu, li mag˙hom kien ikun?Forsi wie˙ed minnhom seta' g˙enu iqum.
Jew min derrieh kif ifaqqa' meta jrid,fejn kienu meta kellu bΩonn daqqa t'id?Imsa˙ dik id-demg˙a, u isma' dan il-kliem: Tg˙allem g˙id "Le", u Ωomm fehma soda.
Ibqa' g˙id "Le", g˙alkemm mal-˙bieb hi moda.
T˙alli 'l ˙add jg˙ammixlek dawk il-g˙ajnejn,g˙ax iwieg˙dek enna g˙al daqsxejn.
G˙idilhom "Le", min jii b'˙afna ˙lewwa,u ibqa' g˙id "Le" g˙ax taf li int is-sewwa.
T˙alli 'l ˙add jg˙ammixlek dawk il-g˙ajnejn,g˙ax iwieg˙dek enna g˙al daqsxejn.
G˙idilhom "Le".
Hawn ˙afna ˙bieb, jg˙idu li jtuk id-dinja.
Ida˙˙luk o basla li m'int qatt se to˙ro minnha.
Iderruk il-labar u tniffes it-trab,u biex iΩΩomm il-pass issir ˙alliel jew tallab.
Hawn ˙afna ˙bieb li m'g˙andekx xi tridhom.
Dawn sid kul˙add u ˙add mhu sidhom.
Dejjem iduru u j˙ufu mas-saqajnbiex l-ewwel jaqbdu lilek, imbag˙ad iduru g˙all-o˙rajn.
Le miniex ng˙aibhom, u isma' dan il-kliem: Tg˙allem g˙id "Le".
ission to reporduce granted by the AuthorrmPe SEDQA PREVENTION PROGRAMME
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Lista ta' sentenzig˙all-ewwel eΩerçizzju • Ma fiha xejn ˙aΩin li tpejjep joint/ smoke • Il-festa tii biex tiddamdam.
• Meta tmur o bar mhux bilfors trid tixrob xorb alko˙oliku.
• Jien nie˙u gost immur tie g˙ax ikun hemm ˙afna xorb alko˙oliku b'xejn.
• Il-˙axixa g˙andha tii legalizzata.
• Tfal ta' l-età tieg˙i m'g˙andhomx jixorbu • Joint wie˙ed ma jag˙millix ˙sara.
• L-alko˙oliΩmu hija marda.
• Il-˙axixa tifta˙lek il-bibien g˙al drogi o˙ra.
• Il-enituri g˙andhom jg˙allmu lit-tfal ikunu responsabbli u jixorbu bil-g˙aqal.
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M'inix çert/aI'm uncertain SEDQA PREVENTION PROGRAMME
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Ma naqbilxI disagree SEDQA PREVENTION PROGRAMME
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Nota: l-"g˙" u l-"ie" jie˙du Ωew kaxxi.
16. Persuna li ssuq ta˙t l-effett ta' l- Persuna li tabbuΩa mill-alko˙ol L-organu fil-isem li alko˙ol iΩΩid iç-çans li jkollha tista' ssir hekk. (10) ja˙raq l-alko˙ol. (6) wie˙ed minn dawn. (8) Tip ta' alko˙ol li jkollu tog˙ma Persuna tista' ssir hekk 17. L-ammont ta' alko˙ol li xi ˙add ta˙t l-effett ta' l-alko˙ol.
ta' ta˙t is-sittax-il sena jista' Persuna li tkun sikret, l-g˙ada L-alko˙ol jissejja˙ hekk 18. Marda li tarbija tista' titwieled 12. L-età legali f'Malta li xi ˙add g˙ax inaqqas l-attività biha meta omm tkun tixrob jista' jixrob l-alko˙ol. (6) l-alko˙ol waqt it-tqala! (3) 13. Daqshekk idum unit wie˙ed Organu li jii affettwat ta' alko˙ol biex jin˙araq ˙aΩin mill-alko˙ol. (4) 10. Din twassalni biex inΩid l- 2. L-alko˙ol huwa . ukoll! (5) 14. L-abbuΩ ta' l-alko˙ol jista' ammont ta' alko˙ol li 3. Óafna drabi persuna tibda jwassal g˙al dan! (6) nixrob ˙alli jkolli l-istess tixrob l-alko˙ol fil-kumpanija ta' 15. L-ewwel organu li jg˙addi effett ta' qabel. (10) minnu l-alko˙ol. (6) 11. Overdose ta' alko˙ol 4. It-test li jsir mill-pulizija biex jista' jwassal g˙al din! (4) jitkejjel l-ammont ta' alko˙ol fid- demm tas-sewwieq. (12) Inçident, Mewt, Mo˙˙, Sieg˙a, Sittax, Stonku, AS, Fwied, Óbieb, Hangover Dipressant, Droga, F Aggressiva, Alcopops, Alko˙olika, Breathalyser SEDQA PREVENTION PROGRAMME
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Alcohol(myths and effects of the drug) • To help students become Give out Handout 20 "Kemm taf dwar l-alko˙ol?" to each student.
aware of the various Instruct them to read the statements and indicate whether misconceptions they might the statement is true or false.
have about alcohol.
• To make the students aware of the different Together with the whole class discuss each statement and correct any organs effected by the misconceptions the students might have about alcohol.
consumption of alcohol.
Distribute Handout 21 "Kif jg˙addi l-alko˙ol mill-isem" and ask thestudents to find their way through the maze to discover the path alcoholtakes through the body.
Explain the effects on the parts of the body mentioned in the Handout 21.
It is important to note that there are some factors which affect the reactionof alcohol on the body.
These are:• How fast one drinks• How much one drinks• One's body weight• How a person feels - mood: sad, happy• Amount of food in the stomach• Whether the person is a male or a female• Age• Physical environment• The company Materials• Handout 20 "Kemm taf dwar l-alko˙ol?" "Kif jg˙addi l-alko˙olmill-isem" SEDQA PREVENTION PROGRAMME
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How much do you knowabout Alcohol 1. False - When a person consumes 6. True - A person who alcohol on an empty stomach the consumes alcohol feels pleasure alcohol is absorbed rapidly. Drinking on and becomes talkative. This a full stomach does not reduce the effect physical state is altered because of alcohol. Rather, it decreases the the person's judgment is altered speed at which alcohol enters the as soon as s/he consumes one bloodstream. Drinking milk before unit of alcohol. However, since consuming alcohol helps reduce the alcohol is a depressant, the mood acid produced by alcohol in the quickly changes and the person stomach. This will decrease the tends to drink more in order to probability of gastritis or intestinal ulcers.
continue feeling better.
2. False - When a person consumes 7. False - The body temperature three units of alcohol her/his reaction changes when the person time and coordination are decreased.
consumes alcohol. Initially the Even one unit is dangerous because the body temperature goes up.
person's judgment is impaired.
However, the process of digestion Therefore, there is an increased risk of of alcohol within the body results having or causing an accident.
in a decrease in body temperature,so much so that the person will 3. True - When the alcohol passes drink more alcohol to increase her/ through the liver, the liver's enzymes his body temperature.
convert the alcohol into carbohydrates.
The carbohydrates are stored as fat in 8. False - The amount of ethyl alcohol in the body is not changedor reduced when a person takes 4. False - Ethyl alcohol is the active ingredient found in all alcoholic drinks.
Mixing different alcoholic drinks will only 9. True - Alcopops are increase the amount of ethanol in the alcoholised soft drinks. They are body. Getting drunk quicker depends on essentially soft drinks which have a list of factors - ie., how fast one drinks, been ‘fortified' with alcohol and how much one drinks, one's body have a % ABV of between 5 to 6% weight, how a person feels (mood, sad, (3.9-4.7g/100ml) These drinks are happy), amount of food in stomach, attractively packaged, often in whether person is male or female, and small volumes, which may nevertheless contain several unitsof alcohol.
5. True - The brain and the liver are themost negatively affected organs. Long- 10. True - Alcoholism is a term effects of alcohol on the brain are hereditary disease. Therefore, if irreversible and these may include there is a history of alcoholism memory loss, confusion and learning within the family, the person who problems. With regards to the liver, abuses alcohol has a greater abuse of alcohol may lead to a fatty liver tendency of becoming an i.e., cirrhosis and hepatitis.
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Kif jg˙addil-alko˙ol mill-isem? 1 L-istonku - dan hija l- ewwel waqfa fit-triq ta' l-alko˙ol. Ammont Ωg˙irmill-alko˙ol jg˙addi mill-istonku g˙ad-demm.
Imma, il-biçça l-kbira tal-alko˙ol ikompli g˙addejg˙all-imsaren minn fejnjid˙ol fid-demm.
Óafna drabi, l-abbuΩtax-xorb jista' jwassalg˙al problemita' diestjoni serji.
2 Meta jid˙ol fid- demm, l-alko˙ol jitlaqfid-direzzjonijiet kollha.
Jinfirex f'kull parti tal-isem, inkluΩ il-mo˙˙ u l-fwied.
3 L-alko˙ol li jil˙aq il-mo˙˙ jinterferixxi ma'˙afna mill-funzjonijiet lin-nies is-soltu jag˙mlubla ˙sieb - viΩjoni,memorja, mixi, sewqanu o˙rajn.
4 L-alko˙ol li jmur fil-fwied jinbidelf'ilma, carbon dioxide uenerija. Dan il-proçessjie˙u Ω-Ωmien ujiddependi ukoll fuqil-piΩ tal-persuna.
L-alko˙ol li jkun fid-demm jibqa' g˙addejfil-isem sakemmil-fwied ikun lest biexjipproçessah. Óafnaxorb ifisser ˙afna xog˙olΩejjed g˙all-fwied.
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Drug use and responsibiltyto Self and Others • To make the students Introduce the lesson by reading out Handout 22 - Maradona. Elicit from the aware of the concept of students issues regarding responsibility and consequences.
responsibility to self andothers.
• To consider the effects of Divide the students in three sub-groups and give each group one of the individual behaviour on three scenarios (Handouts 23, 24, 25). Ask each group to read out the scenario and discuss the questions at the end of each scenario. Allot 15minutes. Reconvene the whole group and discuss all the three scenarios.
• To become aware of the self within the context of It is important that students understand that, although the individual has friends, family and society.
freedom of choice, her/his choices are going to effect those around her/himand the society at large. The lesson should examine the issue of • To be able to assess the responsibility to self and others in relation to behaviour and in particular to impact of specific drug use related behaviour.
behaviours on others,particularly drug use Other consequences one might point out are legal and health issues.
related behaviour.
Materials• Handout 22 - Maradona• Handout 23 "Mario u l-˙bieb tieg˙u" "G˙eluq snin Mark" "Id-deçiΩjoni ta' Stephen" SEDQA PREVENTION PROGRAMME
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Diego Armando Maradona twieled Erba' snin wara, Maradona, g˙al fit-tletin ta' Ottubru ta' l-1960, fil- darba o˙ra mexxa lit-tim tieg˙u g˙all- kerrejiet ta' Buenos Aires, fl- finali tat-Tazza tad-Dinja li kienet Arentina. It-talent ta' Maradona qieg˙da ssir fl-Italja. Is-semi-finali kien a jidher sa minn età Ωg˙ira. Ta' bejn l-Italja u l-Arentina ntlag˙bet disa' snin ing˙aqad ma' tim ta' tfal f'Napli; il-post fejn Maradona kien Ωg˙ar bl-isem ta' Los Cebollitos. Ta' ma˙bub ˙afna g˙ax kien wassal lit- sittax-il sena, intg˙aΩel biex jibda tim Naplitan g˙ar-reb˙ tal-kampjonat jilg˙ab mat-tim nazzjonali Arentin.
Taljan fl-1987 u fl-1990. L-Italja tilfet, u Hu kien strumentali biex it-tim b'hekk l-Arentina, g˙al darba o˙ra, Arentin jikkwalifika g˙at-Tazza tad- lag˙bet il-finali kontra l-Ìermanja. Din Dinja ta' l-1978. Kien l-iΩg˙ar plejer id-darba, kienet il-Ìermanja li ˙aret rebbie˙a, b'penalty fl-a˙˙ar mumentital-log˙ba.
Madanakollu, hu ma kienx wie˙edmill-plejers li ˙adu sehem fil-finali li l- Minn hemm 'il quddiem, Maradona Arentina reb˙et ewwa darha qabad it-triq tan-niΩla. Fil-fatt, fl-1991, stess. Kien fl-1982 meta Maradona instab poΩittiv meta sarlu test g˙ad- ˙a sehem fit-Tazza tad-Dinja mat-tim droga. Min˙abba f'hekk, hu kien imwaqqaf milli jilg˙ab mat-tim ta'Napli g˙ax instab poΩittiv g˙all- Sa 1986 hu kien a reba˙ darbtejn kokaina. Fl-1994 ma t˙alliex ikompli il-plejer tas-sena ta' l-Amerka t'Isfel.
jie˙u sehem fit-Tazza tad-Dinja li Issa hu kien sar il-captain tat-tim kienet qed issir fl-Istati Uniti ta' l- Arentin, u fil-finali tat-Tazza tad- Amerka, u sa anki tkeçça mill-pajjiΩ.
Dinja kontra l-Ìermanja fl-istadju Dan g˙aliex instab poΩittiv g˙ad- Aztec, mexxa lit-tim Arentin g˙ar- droga meta sarulu t-testijiet wara l- reb˙a ta' tlieta bi tnejn (3-2).
log˙ba bejn l-Arentina u n-Nierja.
Hu rtira mil-log˙batal-futbol fl-1997.
Min kien responsabbli g˙ad-deçiΩjoni?X'kienu l-konsegwenzi g˙ad-deçiΩjonijiet ta' Maradona? SEDQA PREVENTION PROGRAMME
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Mario u l-˙bieb tieg˙u B˙al kull sena, il-festa tar-ra˙alkienet waslet u Mario ftiehem li 1. Min hu responsabbli jmur g˙all-març ta' filg˙odu ma' s˙abu Jonathan u Glenn.
Jonathan kien dià b'ri˙a ta' alko˙ol fuqu u Mario ma tantx ˙apjaçir. Meta l-març wasal ˙dejn il- kaΩin tal-banda, Jonathan u Glennda˙lu ewwa u Mario g˙amel 2. X'inhuma l-konsegwenzi: b˙alhom. Huma marru mal-bar u ordnaw il-birra u ordnaw wie˙edg˙al Mario wkoll. Mario kien jaf li mhux tajjeb li jixrob xorb G˙al Mario stess alko˙oliku ta' età daqshekkΩg˙ira, imma min-na˙a l-o˙ra ma 3. Semmi konsegwenzi o˙ra? ridtx jidher fidil ma' s˙abu.
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G˙eluq snin Mark Mark, Neville, Paula u Nicole ilhom ˙bieb mill-iskola primarja u ta' spiss jiltaqg˙u flimkien biex 1. Min hu responsabbli jiddevertu. Mark g˙alaq sninu u g˙alhekk s˙abu krew garaxx biex jorganizzawlu party.
G˙al dan il-party ew ˙afna minn s˙abhom ta'l-iskola u kul˙add kien qieg˙ed jie˙u pjaçir jiΩfen g˙all-muΩika tal-enn li kien hemm.
Nicole ittardjat xi ftit ma waslet u malli rawha 2. X'inhuma l-konsegwenzi ejja, Mark, Neville u Paula marru dritt fuqha.
Hi ˙aret erba' pilloli mill-but u offritilhomwa˙da kull wie˙ed u qaltilhom li hi kienet semg˙et ming˙and o˙tha l-kbira li meta tie˙u dawn il-pilloli, il-party jkun iΩjed ibbaΩjat. Huma˙arsu lejn xulxin u Nicole minn ta˙t l-ilsien qalet 3. Semmi konsegwenzi o˙ra.
Huma kienu semg˙u dwar l-ecstasy, iΩda l-informazzjoni li kellhom kienet biss minn dak likienu semg˙u minn g˙and ˙bieb o˙ra.
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Id-deçiΩjoni ta' Stephen Stephen imur tajjeb ˙afna ma' s˙abu.
G˙alkemm l-iskola mhux dejjem kienet 1. Min hu responsabbli tog˙bu - dejjem mar tajjeb, tant li ommu u missieru kienu kuntenti Dan l-a˙˙ar, xi ftit minn s˙abu bdew jesperimentaw bid-drogi. Óafnaminnhom kienu ilhom ipejpu u jixorbu, 2. X'inhuma l-konsegwenzi? speçjalment fil-weekends. Issa bdew jesperimentaw bix-xammiema u bil-cannabis. Kien hemm ukoll min S'issa Stephen dejjem irnexxielu 3. Semmi konsegwenzi o˙ra.
joqg˙od lura u ma jie˙u l-ebda tip ta'droga. Imma hu ma kienx perfett u masetax jibqa' jg˙id dejjem le. IΩda min-na˙a l-o˙ra ma ridtx jii fl-inkwiet mal-enituri.
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Drugs and their Effects • To make the students Play the song "Dugs gotta hold of me" and ask the students to listen to the aware of the different lyrics of the song.
categories of drugs.
• To make the students • What does the song speak about? aware of the harmful • What does the singer tell us about drugs? effects of drugs.
• What are the consequences of drug abuse?• What does this song tell us about the singer? • To clarify any • What does the refrain of the song say about drugs? Handout 26 may be used as an overhead. Try and focus on the emotional,
physical and behavioural changes brought about by the use of the different
types of drugs. In this exercise it is important to focus on different
categories of drugs (stimulants, depressants.) and clarify any
misconceptions the students might have. One may make use of the leaflets
provided by sedqa - to gather information for this exercise.
Materials• Cd player, A3 Handout of song- Drugs gotta hold of me Eminem "X'Inhuma d-Drogi?" SEDQA PREVENTION PROGRAMME
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SONG: DRUGS GOTTA HOLD OF ME Drugs Gotta Hold of Me Yea.(laughter).whoooo.shit (a'ight) hmmm, whoaaa, hmm .eeeeGuess what? eweee,(I'm not coming in yet) dodoodo, (I'm coming in) in a minute(Hey yo), ummmm, (a'ight), (this is my love song), (Hey Yo),hey yeaaa, (aight), (It goes like this.), (a'ight) Back when Mark Wallberg was marky markThis is how we used to make the party startWe used to.mix in with bacardi darkand when it. kicks in you can hardly talkand by the. sixth gin you gon probly crawland you'll be. sick then and you'll probly barfand my pre-.diction is that you gon probably falleither somewhere in the lobby or the hallway walland every-. things spinnin your beginning to think women are swimmin inpink linen and in the sinkthen in a couple of minutes that bottle of guinness is finishedyou are now allowed to officially slap bitchesyou have the right to remain violent and start wildinstart a fight with the same guy that was smart eyein' youget in the car and start it and start drivinover the island and cause a 42 car pile upEarth calling, pilot to co-pilot, looking for life on this planet sir,no sign of it all i could see is a bunch of smoke flyin and I'mso high that I might die if i go by it.
Let me out of this place I'm outta place, I'm in in outter space,I've just vanished without a trace. I'm going to a pretty placenow where the flowers grow, I'll be back in an hour or so.
Hook:Cuz every time I go to try to leave (whoa-o-o)Something keeps pullin on my sleeve (whoa-o-o)I dont wanna but I gotta stay (whoa-o-o)these drugs really gotta hold of me (whoa-o-o)Cuz everytime I try ta tell 'em no (no-o-o)they won't let me ever let 'em go (go-o-o)I'm a sucker all I gotta say (whoa-o-o)is drug's really gotta hold of me In third grade all I used to do, was sniff gluethrough a tube and play rubix cubeSeventeen years later I'm as rude as JudeSchemein on the first chick with the hugest boobsI got no game, and every face looks the samethey got no name, so i don't need game to playI just say whatever I want, to whoever I want,whenever i want, wherever I want, however I want SEDQA PREVENTION PROGRAMME
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However I do show some respect to fewThis ecstacy has got me standin next to youGettin sentimental as fuck, spillin guts to youWe just met, but I think I'm in love wit youBut your on it too, so you tell me you love me too,Wake up in the morning like "What the fuck we do?"I gotta go bitch, you know I got stuff to do,Cuz if I get caught cheatin then I'm stuck with youBut in the long run these drugs are probably gonna catch up sooner or laterBut fuck it I'm on one, so let's enjoy,let that X destroy your spinal chord, so it's not a straight line no moreSo we walk around lookin like some wind-up dolls,shit stickin out of our backs like a dinosaur,Shit, six hit's won't even get me high no more,so bye for now, I'm gonna try to find some more That's the sound of a bottle when it's hollow when you swallow it allwallow and drown in your sorrowAnd tomorrow your probably gonna wanna do it againWhat's a little spinal fluid between you and a friend, screw itand whats a little bit of alcohol poisoning? and whats a little fight,tomorrow you'll be boys againIt's your life, live it however you wannaMarajuana is everywhere, where was you brought up?It don't matter as long as you get where you're goinCuz none of this shit's gonna mean shit where we're goinThey tell you to stop but you just sit there and yawn,even though you wake upfeelin like shit every mornin.
But your young, you got a lot of drugs to do, girls to screw,parties to crash, sucks to be youIf I could take it all back now I wouldn't, I woulda did more shit thatpeople said that I shouldn'tBut I'm all grown up now, and upgradedand graduated to better drugs and updatedBut I still gotta a lot of growin up to do,I still gotta whole lot of throwin up to spewBut when it's all said and done i'll be 40before I know it wit a 40 on the porch tellin storieswith a bottle of Jack, two grandkids on my lap,babysitting for Hailie, while Hailies out gettin smashed.
Drugs really gotta hold of mereally got a hold of medrugs really gotta hold of methey really got a hold of me SEDQA PREVENTION PROGRAMME
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Health and LegalImplications of Legal Drugs • The students will The students are divided in three groups. Each sub-group is given a pack of consolidate information cards. The students have to match the picture of the drug, with a card learned on cigarettes and illustrating its name and one illustrating how the drug is taken. Allot 5 alcohol in previous years.
minutes for the group activity.
• The students will correct Reconvene the students and discuss the answers provided by the students.
any misinformationregarding anti-depressantsand inhalants.
• The students will become aware of health and legal aspects related to the For the second part of the exercise ask the students to brainstorm the Legal
and Health aspects related to the following pictures:
• Alcohol
• Cigarettes
• Anti-depressants
• Inhalants
It is important that the facilitator is well informed about these drugs. One
may make use of the CD provided by sedqa (a:maze). The leaflets provided
by sedqa contain information related to the health and legal aspects of
drugs.
Material• Matching card game (Pictures illustrating anti-depressants, alcohol,cigarettes and inhalants) SEDQA PREVENTION PROGRAMME
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Health and LegalImplications of Illegal Drugs • Through picture The students are divided in three groups. Each sub-group is given a pack of illustrations the students cards. The students have to match the picture of the drug, with a card will develop a better illustrating its name and one illustrating how the drug is taken. Allot 5 awareness of the different minutes for the group activity.
categories of illegal drugs.
Reconvene the students and discuss the answers provided by the students.
• The students will become aware of the healthimplications related to theuse of drugs.
• The students will develop For the second part of the exercise ask the students to brainstorm the Legal
a better understanding of and Health aspects related to the following pictures:
the legal consequences related to the use of illegal drugs and correct any It is important that the facilitator is well informed about these drugs. One
may make use of the CD provided by sedqa (a:maze). The leaflets provided
by sedqa contain information related to the health and legal aspects of
drugs. At this point one may focus on harm reduction (related information is
also provided on the CD), i.e., how to reduce the harmful effects of drugs if
the person decides to use/abuse drugs.
Additional exerciseDistribute Handout 27 Crossword, which can be used by the teacher toconsolidate information learned on illegal drugs. The exercise may be givenas homework for the students.
Material• Matching Card game (Pictures illustratingecstasy, marihuana,heroin and cocaine) • Handout 27 Crossword SEDQA PREVENTION PROGRAMME
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L-abbuΩ ta' l-ecstasy 12. Meta persuna t˙ossha Meta persuna tkun ˙adet l- jista' jwassal g˙al din it- g˙ajjiena u bla enerija g˙al ecstasy trid tixrob l-ilma jew tip ta' mard mentali.
ranet s˙a˙ wara li tkun ˙adet juice biex ma ssofrix minn .
l-ecstasy, nistg˙u ng˙idu li Il-kimika li tinsab fil- Tip ta' kokaina li tista' titpejjep 13. Waqt it-te˙id ta' l-eroina, jekk Meta persuna jkollha persuna tuΩa l-istess labra ta' Sabiex persuna tevita illi tinxef bΩonn aktar mill-istess ˙addie˙or, tpoi lilha nfisha minn ewwa wara li tkun ˙adet sustanza sabiex ikollha f'riskju illi tinfetta ru˙ha bl- . (3) l-ecstasy, huwa importanti li l-istess effett, nistg˙u 14. Meta te˙odha t˙ossok aktar tixrob xorb mhux . (10) ng˙idu li rabbiet . (10) kunfidenti u tqum aktar fuq Tip ta' droga popolari fil-parties.
Din id-droga tista' tinjettaha fil-vini jew 16. Jekk persuna tie˙u ammont ta' Meta persuna tpejjep il-˙axixa droga aktar milli tkun tifla˙ tista' iΩΩid l-aptit g˙all- .(4) Meta persuna tkun ilha twassalha biex ikollha . (8) L-abbuΩ tad-droga jista' jii tabbuΩa mill-˙axixa g˙al 17. Il-˙sejjes, kuluri u emozzjonijiet evitat billi teduka l-individwu.
tul ta' Ωmien jista' jkollha ikunu aktar hekk meta persuna Din il-forma ta' edukazzjoni problema . (relatata tkun ˙adet l-ecstasy. (7) tissejja˙ . (11) mal-pulmuni). (12) 18. L-ecstasy, l-iktar li tittie˙ed hi 10. Meta persuna tintilef minn 11. Meta tpejjipha, il- f'din il-forma. (7) sensieha wara li tkun ˙adet l- persuna tirrilassa u ecstasy importanti li ssejja˙ titkellem aktar. (6) g˙al din g˙all-g˙ajnuna (9) 15. Kimika li tinsab fl-ecstasy. (4) Prevenzjoni, Qawwija, Respiratorja, THC, T , Overdose, Pilloli, Eroina, Óaxixa, Hangover Alko˙oliku, Ambulanza, Crack, Depressjoni, DiΩitratazzjoni, Ecstasy SEDQA PREVENTION PROGRAMME
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Alcohol and Drug Foundation, Victoria
What If.
Middle Park Victoria Seven Dimensions Pry Ltd. (1989)
Margot Sunderland & Philip Engleheart
Draw On Your Emotions
Winslow Press, Bicester
Aidan Grills
Thinking About Drinking
BNTL Westbrook Court 2, Sheffield (2000)
Jo Brice
100 Ideas for PSE
Harper Collins Publishers, London (1998)
Jeff Lee
Skills for Life: The World of Drugs for Secondary Schools
Tacade, Manchester (1998)
Helen Lee
Sex, Drugs and Alcohol
Tacade, Manchester (2003)
Stephanie Holland & Clare Ward
Assertiveness: A Practical Approach
Winslow Press Ltd, UK (1997)
Maurice Galla'
Making Schools a Healthier Place
- Manual on effective school-based prevention
Trimbos Institute, Netherlands (2002)
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Useful WebsitesAppendix 1 News in Maltese
Fuq ix-Xarabank
In-Nazzjon Tag˙na News in English
di-ve.com
The Malta Business Weekly http://www.maltabusinessweekly.comThe Malta Financialand Business Times The Malta Independent The Malta Independentof Sunday The Times of Malta SEDQA PREVENTION PROGRAMME
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Facts about DrugsAppendix 2 Other names include
What it looks like
The effects
The health risks
and how it is taken
• Clear or straw coloured liquid • Brief but intense ‘head-rush' • Headache, feeling faint and in a small bottle • Flushed face and neck Amyl nitrite, butyl nitrite, • Vapour breathed in through • Effects fade after 2 to 5 • Regular use can cause skin the mouth or nose from a problems around mouth Product names include: • Dangerous for people with Ram, Thrust, Rock Hard, anaemia, glaucoma, and Kix, TNT, Liquid Gold breathing or heartproblems • If spilled, can burn skin• May be fatal if swallowed• Mixing Viagra with alkyl nitrites may increase therisk of heart problems • Grey or white powder that is • Excitement – the mind races • While on the drug, some Speed, whiz, uppers, snorted, swallowed, smoked, and users feel confident and users become tense and amph, billy, suphate injected or dissolved in a • Leaves users feeling tired • Tablets which are swallowed and depressed for one ortwo days and sometimeslonger • High doses repeated over a few days may causepanic and hallucinations • Long-term use puts a strain • Heavy, long-term use can lead to mental illness • Mixing Viagra with amphetamines mayincrease the risk of heartproblems Anabolic steroids • Users claim the drug makes • Can stop young people • Tablets which are swallowed them feel more aggressive • Liquids which are injected and able to train harder • Risks for men include: Product names include: • With exercise, can help build erection problems, breast growth, shrinking testicles, Anavar, Stanozolol • Helps users recover from sterility, acne, increased strenuous exercise chance of liver failure and • Users feel relaxed and • Risks for women include: • Cooking the drug then eating growth of facial hair, it makes the effect more deeper voice, shrinking intense and harder to control breasts, possible • May bring on a craving for miscarriage and stillbirth food (this is often referred toas having the ‘munchies') SEDQA PREVENTION PROGRAMME
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Other names include
What it looks like
The effects
The health risks
and how it is taken
CannabisMarijuana, draw, blow, • A solid dark lump known as • Sense of well-being, • Smoking it with tobacco weed puff, shit, has, alertness, confidence may lead to users ganja, spliff, wacky backy • Leaves, stalks and seeds • Effects last roughly 30 becoming hooked in • A sticky, dark oil • Users are often left craving for • Impairs the ability to learn • Can be rolled (usually with tobacco) in a spliff or joint, • Can leave people tired and smoked on its own in a special pipe, or cooked and • Users may lack motivation and feel apathetic • Can make users paranoid and anxious, depending ontheir mood and situation • Smoking joints over a long period of time can lead torespiratory disorders,including lung cancer Cocaine and CrackCocaine: Coke, • Cocaine: white powder that is • Users feel alert and in tune • Cocaine and crack are snorted up the nose, with their surroundings sometimes dissolved and • Sound, colour and emotions • Leave users feeling tired Crack (Cocaine which seem much more intense and depressed for one or • Crack: small raisin-sized • Users may dance for hours two days and sometimes rock, wash, stone crystals which are smoked • The effects last 3 to 6 hours • Crack has the same effects as • Can cause chest pains and cocaine, but are more intense heart problems that can be with shorter ‘highs' • Heavy use can cause • A habit can be expensive and hard to control • Crack and cocaine carry the same risks, but as thehigh of crack can be sointense, crack use is evenmore difficult to control • Mixing Viagra with crack and cocaine may increasethe risk of heart problems SEDQA PREVENTION PROGRAMME
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Other names include
What it looks like
The effects
The health risks
and how it is taken
EcstasyE, doves, XTC, disco biscuits, • Tablets of different shapes, • Effects feel similar to being • Can leave users feeling tired echoes, hug drug, sizes and colours (but often and depressed for days white) which are swallowed • Users feel thick-headed, • Risk of overheating and dizzy, giggly and dreamy dehydration if users dance Chemical name: MDMA • Users may hallucinate energetically without taking (currently many tablets • Effects do not last very long, breaks or drinking enough contain MDEA, MDA, but users can remain fluids (users should sip intoxicated all day by about one pint of non- alcoholic fluid, such as fruitjuice, sports drinks or waterevery hour) • Use has been linked to liver and kidney problems • Some experts are concerned that use ofecstasy can lead to braindamage causing depressionat a later stage in life • Mixing Viagra with ecstasy may increase the risk ofheart problems Gases, Glue,and AerosolsProducts such as lighter gas • Sniffed or breathed into the • Small doses give the user a • Nausea, vomiting, black- refills, aerosols containing lungs from a cloth or sleeve sense of warmth and well- outs and heart problems products such as hairspray, • Gas products are sometimes that can be fatal deodorants and air- squirted directly into the back • Larger doses can make users • Squirting gas products fresheners, tins or tubes of feel drowsy and relaxed down the throat may cause glue, some paints, thinners the body produce fluid that and correcting fluids floods the lungs, which cancause instant death • Risk of suffocation if the substance is inhaled from aplastic bag over the head • Accidents can happen when the user is high becausetheir senses are affected • Long-term abuse of glue can damage the brain, liverand kidneys HeroinSmack, brown, horse, gear, • Brownish-white powder which • Effects, are known as a ‘trip' • Heroin is addictive (even junk, H, jack, scag is smoked, snorted or and can last for 8 to 12 hours dissolved and injected • Users will experience their • Users who form a habit may surroundings in a very end up taking the drug just • Sense of movement and time • Excessive amounts can may speed up or slow down result in overdose, coma, • Objects, colours and sounds and in some cases death • Injecting can damage veins • Similar effects to LSD, but the • Sharing injecting equipment trip is often milder and shorter puts users at risk of dangerous infections likeHepatitis B or C and HIV/AIDS SEDQA PREVENTION PROGRAMME
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Other names include
What it looks like
The effects
The health risks
and how it is taken
• Tiny squares of paper, often • Calm users and slow them • Once a trip starts it cannot Acid, trip, tabs, blotters, with a picture on one side, which are swallowed.
• Relieve tension and anxiety • Users may have a ‘bad Microdots and dots are tiny • High doses can make users trip', which can be drowsy and forgetful • ‘Flashbacks' may be experienced where parts ofa trip are re-lived sometime after the event • Can complicate mental • Can cause stomach pains, sickness and diarrhoea Magic Mushrooms'shrooms, mushies • These mushrooms are eaten • Eating the wrong kind of raw, dried, cooked in food or mushroom can cause stewed into a tea serious illness and evenpoisoning • Can complicate mental TranquillisersProduct names include: • Tablets or capsules that are • Some tranquillisers are Valium, Ativan, Magadon (‘moggoes'), Librium, • Extremely dangerous if Rohypnol, Normison mixed with alcohol • Some tranquillisers cause a temporary loss of short-term memory • Users trying to quit may suffer panic attacks • It is very dangerous to inject tranquillisers SEDQA PREVENTION PROGRAMME

Source: https://fsws.gov.mt/en/sedqa/Documents/Downloads/School-Publications/crossroads_psd.pdf