Transcript File - Dr. Tamerin Capellino

Marijuana in High Schools
Presented by:
Emily Handlen
Aimee Taylor
Maricela Banuelos
Time to Weigh in…
Impact on Learning

Short Term Effects








Problems with memory retention, focus
and concentration.
Distorted perception (sights, sounds, time,
touch).
Trouble with thinking and problem solving.
Loss of motor coordination.
Increased heart rate.
Effects can be unpredictable, especially
when other drugs are mixed with
marijuana.
Effects time perception which leads to an
increase in tardiness and absence.
Decreases motivation.
Statistics



In the United States, more than 39% of the population
has tried this drug at least once. (www.rehab-international.org)
In 1999, 222,000 individuals sought treatment for an
addiction to marijuana. By 2004, this number rose to
300,000. (www.rehab-international.org)
Among persons aged 12 or older, the rate of marijuana
use and the number of users in 2009 (6.6 percent or
16.7 million) were higher than in 2008 (6.1 percent or
15.2 million) and in 2007 (5.8 percent or 14.4 million).
(National Survey on Drug Use and Health)
The hazy truth…
Facts



The addictive chemical in
marijuana is THC.
There are more than 400
chemicals in the natural
plant, but it is this one
chemical that is
responsible for altering
brain function.
Marijuana can be
smoked, vaporized, baked
etc.
Physical Complications





Increased risk of cancers
(i.e. head, neck, lungs).
Upper respiratory
complications.
Lowers testosterone
levels.
Lowers sperm count and
quality.
May effect the
neurological development
of a fetus.
Some things to look for:








Loss of coordination and
potential dizziness.
Giggles or acts in a silly
behavior for no reason.
Hard time with short-term
recall.
Bloodshot eyes.
Drug paraphernalia.
Use of eye drops when not
necessary.
Greater use of air freshener.
Obvious clothing or decorative
advertisement of drugs.
Health Standards


1.) 4.1.A Demonstrate assertive communication skills to
resist pressure to use alcohol, tobacco, and other drugs.
 Drama: Have students create skits in small groups in which they
resist pressure to use alcohol, tobacco, and other drugs.
 Art: Have students create their own propaganda posters that
advocate for people to resist pressure to use alcohol, tobacco,
and other drugs and have them present them to the class
2.) 6.1.A: Predict how a drug-free lifestyle will support the
achievement of short- and long-term goals.


English: Have students write an essay on their personal goals and how
staying drug free will help them to achieve those goals and/or how
drugs in their lives have negatively impacted them (also covers
standards 5.1 A).
Math: Have students calculate statistics on how likely drug-free
individuals and drug users are to achieve goals. They will do this based
on a table of data that the teacher will provide on Marijuana use.
Resources

Center for Substance Abuse Treatment
(CSAT)


Riverside County Substance Abuse
Program


1-800-662-HELP
1-951-955-2105
Southwest Area of Narcotics Anonymous

1-951-652-5326
Sources








http://rehab-international.org/marijuanaaddiction/marijuana-addiction-statistics
http://oas.samhsa.gov/NSDUH/2k9NSDUH/2k9ResultsP.
pdf
http://www.teendrugabuse.us/marijuana.html
http://www.nida.nih.gov/marijbroch/marijteenstxt.html
http://www.infoplease.com/ipa/A0883545.html
http://www.drugabuse.gov/infofacts/marijuana.html
http://cebp.aacrjournals.org/content/8/12/1071.short
http://www.webmd.com/mental-health/marijuana-useand-its-effects