Transcript Drug Education Process and Content

Drug Education
Process and Content
Ralph Cantor
Alameda County Office of Education
May 3, 2007
Goal of drug education
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Think more deeply about the issues
Make a more informed decision
Have a positive influence on their behavior
Know that adults care and will respond
Identify kids needing help
For Middle School – delay initial usage
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How people learn
Heart
Emotions
Thought
Prior Experience
and Knowledge
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Process
 Present a non-judgmental approach
 Establish credibility
(Honesty, Knowledge, Authenticity)
 Stimulate discussion and serious thought
 Art of weaving information
(stealing of knowledge)
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Dopamine vs. Serotonin
 Dopamine produces a feeling of pleasure
 Serotonin produces a feeling of well being
 Difference between pleasure and
happiness
 Developing skills, interest, relationships,
meaning (“getting a life”)
 Resiliency
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Hippocampus
 Gateway between short term and long
term memory
 Draws information from long term memory
 Discriminates relevant new information
 Trashes unimportant information
 Stores new information in long term
memory
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Marijuana Hippocampus
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Adolescent Brain
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Adult Brain
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Strategies and Approaches
Talking with children in the classroom or individually
Credibility – Believability plus influence
Kids will listen, but even more, kids will consider
and self reflect; look into what they already
know and compare with new information.
Example – THC Content
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Strategies and Approaches
Talking with children in the classroom or individually
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Brains are different
Not personal
Science based
Marsha’s experiment and the use of motivational
interviewing
Not trying to convince
Teaching true decision making with a predetermined
conclusion
Kids are sensitive to being manipulated
Use of their knowledge and past experience
Give balanced answers
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Strategies and Approaches
Talking with children in the classroom or individually
Honesty – They ask you if you ever used
mostly to see if you are going to be honest; be
real because the reality of the situation is that is
what works.
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Reaching Teenagers
 Don’t shove this kind of information down their
throat
 No propaganda
 Non-judgmental/ Fair and Balanced
 Honest with integrity
 Interactive
 Honoring where they are and what they know
 Let them steal the information
 Authenticity
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Self Assessment
Andrew Weil – Unhealthy relationship
 Ignorance that the substance is a drug and what
it does to the body
 Loss of desired effect w/increasing frequency
 Difficulty separating from the drug
 Impairment of health or social function
 Read handout
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More to think about…
 Various approaches for age and
circumstance
 What’s worked for you
 Classroom settings, individuals, groups, SAP
 Marijuana-Tobacco connection
 Stages of change and Motivational
Interviewing
 Summation and conclusions
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Bibliography
 Marijuana: What’s a Parent to believe? Tim
Cermak 2003, Hazelden
 Uppers, Downers, All Arounders Darryl Inaba
1997, CNS Publications
 Understanding Marijuana Mitch Earleywine
2002, Oxford University Press
 Buzzed Cynthia Kuhn, et. al. 1998, Norton and
Company
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Instructional Design Services
courtesy of
Educational Technology Support Services
Alameda County Office of Education
Bernard Burchette, Director
Phone: (510) 670-4167
E-mail: [email protected]
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Contact Information
Ralph Cantor
Alameda County Office of Education
Program Coordinator
(510) 670-4589
[email protected]