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Mind. Future. 10
Some decisions made in adolescence, including the use of licit
and illicit drugs, can have long-term implications for health, job
prospects, financial situation, relationships, mental health, and
the ability to travel to any country across the world. In essence,
they can affect an individual’s body, mind and future.
LESSON LINKS TO THE WESTERN AUSTRALIAN HEALTH AND PHYSICAL
EDUCATION SYLLABUS
GENERAL CAPABILITIES
PAGE #
TIME (mins)
1 Drug use impacts more than the user
The impact of societal and cultural influences on personal
identity and health behaviour, such as:• how diversity and gender
are
represented in the media• differing cultural beliefs and
practices surrounding transition to adulthood
Skills and strategies to manage situations where risk is
encouraged by others
Social, economic and environmental factors that influence
health
• Literacy• Critical and creative
thinking• Personal and social
capability• Intercultural
understanding
14 60
2 Thought + Feelings = Behaviours
Skills and strategies to manage situations where risk is
encouraged by others
Skills and strategies to promote respectful relationships, such
as:• appropriate emotional responses
in a variety of situations
Effects of emotional responses on relationships, such as:•
extreme emotions impacting on
situations or relationships• the consequences of not
recognising emotions of others
Social, economic and environmental factors that influence
health
• Literacy• Critical and creative
thinking• Personal and social
capability• Intercultural
understanding
20 60
Extension First aid can be life saving
Skills and strategies to manage situations where risk is
encouraged by others
• Literacy• Critical and creative
thinking• Personal and social
capability
27 60-120
LESSON SNAPSHOT
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5. For adolescents, choosing to use or not use alcohol or other
drugs is complex. Mood, social groups, availability, the
environment, and the situation will influence a person to decide to
use a drug or not, how much to take, and whether they will take
more than one drug (polydrug use).
ALCOHOL & THE ADOLESCENT BRAIN1. Adolescence is a critical
period of brain development.
Brain research suggests that exposure to significant levels of
alcohol during the early and mid-adolescent period appears to be
associated with increased rates of alcohol-related problems as an
adult, as well as a higher rate of common mental health problems
such as anxiety and depression (Hickie & Whitwell, 2009).
2. Alcohol, even in small doses, is associated with reduction in
activity of the normal inhibitory brain processes. Given that such
processes are less developed in teenagers and young adults, alcohol
use is likely to be associated with greater levels of risk-taking
behaviour than that seen in adults (Hickie & Whitwell,
2009).
3. The hippocampus, which is responsible for memory and
learning, and the prefrontal lobe which is important for planning,
judgement, decision-making, impulse control and language
(Alcohol.Think Again, 2014) are two areas of the brain that are
affected by alcohol use during adolescence. The body of research
about the effects of alcohol on the developing brain is still
growing however there are studies that have shown physical changes
in the brain and evidence of impaired problem-solving and other
cognitive function resulting from young people’s alcohol use
(Allsop, 2012). For this reason and other reasons, the National
Health and Medical Research Council (2009) recommends that those
under 18, consume no alcohol and delay the initiation of drinking
for as long as possible.
The following notes may be useful when discussing key Body.
Mind. Future. concepts with your students. Additional support
resources have been included at the end of the lessons.
OVERVIEW1. For many, adolescence is a time when some
important life decisions are made. Therefore, experiences can
have strong implications for adult functioning (Merline, Jager
& Schulenberg, 2008).
2. Different drugs affect the body in different ways and can
cause a variety of short and long-term consequences.
These effects are detailed in the drug scripts included as a
component of the Drug Talk resource and are available at
SDERA.wa.edu.au/programs/drugtalk.
3. All psychoactive drugs create chemical changes in the brain
which alter how an individual experiences themselves and the world.
The effects and the possible harms of using a drug will vary
greatly depending on the individual, the drug used, and the
environment in which the drug was taken. This is the drug use
experience and is useful in exploring the complexities of alcohol
and other drug use.
4. Drugs can affect a person’s thinking, mood, energy level, and
perception. They may impair motor functioning, interfere with
decision-making and problem-solving, reduce inhibition, as well as
cause a host of physical health problems. The effects and possible
harms vary enormously and are determined by all of the factors
included in the drug use experience.
BODY.MIND.FUTURE. KEY CONCEPTS
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ALCOHOL & OTHER DRUG USE & THE LAWAs well as long-term
implications of alcohol and other drug use on health, job
prospects, financial situation, relationships, mental health, and
the ability to travel to any country across the world, legal
ramifications may be experienced.
Legal implications are detailed in the drug scripts included as
a component of the Drug Talk resource and are available at
SDERA.wa.edu.au/programs/drugtalk.
THE LINK BETWEEN RESILIENCE & ALCOHOL & OTHER
DRUGSResearch tells us that resilience is the most powerful factor
in reducing substance abuse, school drop-out, violence, suicide,
teen pregnancy and other high-risk behaviours (Department of Health
and Human Services, Substance Abuse and Mental Health
Administration, 2009).
Building and developing resilience is continuous. It is not a
fixed characteristic and is changeable. It can be inherent and
nurtured. Adolescence is a time of great social, emotional,
cognitive, psychological and social change. Adolescence is also a
time where an individual’s resilience can be extended through the
development and improvement of social and emotional skills such as
being assertive, problem predicting and solving, and recognising
and regulating emotions.
IDENTIFYING & UNDERSTANDING EMOTIONSEmotions operate on many
levels. They have a physical and a psychological aspect. Emotions
bridge thought, feeling and action. Being able to recognise what
you are feeling and what the people around you might be feeling is
a key aspect of ‘tuning in’ to your emotions and the emotions of
others. This fosters healthy and harmonious relationships.
People who do a good job of managing emotions know that it’s
healthy to express their feelings but that it does matter how and
when they express them. Understanding these key points helps
individuals to react to situations in productive ways. For
example:
• they know they can choose the way they react instead of
letting emotions influence them to do or say things they later
regret eg assertively refusing drugs
• they have a sense of when it’s best to speak out and
AMPHETAMINE TYPE STIMULANTS & THE ADOLESCENT BRAIN1. Using
amphetamine type stimulants including
methamphetamine can cause problems for the brain including
issues with memory, judgement, thinking and mood. In his research
Lyoo et al. (2015) found that long-term use of methamphetamine
causes more brain damage in adolescents than adults. The research,
conducted in South Korea using magnetic resonance imaging (MRI),
showed greater and more widespread changes in the adolescent brain
than that of an adult. In particular, these changes were most
evident in the frontal cortex, an area believed to be involved in
people’s ability to organise, reason and remember things (cognitive
ability). “Damage to that part of the brain is especially
problematic because adolescents’ ability to control risky behavior
is less mature than that of adults” (Lyoo et al., 2015).
To find out more about methamphetamine use and the brain watch
the following video by Professor Daniel Fatovich, Director of
Research, Royal Perth
Hospital.https://www.youtube.com/watch?v=mo4xBX9H3ls
VOLATILE SUBSTANCE USE & THE BRAIN
Schools should not engage in broad, classroom-based prevention
education about volatile substance use (VSU) nor make direct
reference to volatile substances as potential drugs of intoxication
for risk of promoting awareness of easily accessible substances and
their psychoactive effects.
Education around VSU should only be provided in the context of
intervention support (one-to-one or in small groups) with those
identified as using or being at risk of using these substances.
1. Harms from chronic or long-term volatile substance use will
depend on the substance used and duration of use. Neurological
damage/cognitive impairment (effects thinking, learning, memory,
movement, hearing, and sight) may be experienced (Mental Health
Commission, 2018).
http://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalkhttps://www.youtube.com/watch?v=mo4xBX9H3lshttps://www.youtube.com/watch?v=mo4xBX9H3ls
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
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when it’s better to wait before acting on, or reacting to, what
they feel eg not getting angry with a friend when they are under
the influence of a drug
• they know that their reaction influences what happens next
including how other people respond to them and the way they feel
about themselves eg refusing an offer to use a drug calmly and
confidently without being aggressive, derogatory or rude etc.
A-B-C-DThe A-B-C-D model is a classic cognitive behavioral
therapy (CBT) technique developed by one of CBT’s founders, Albert
Ellis. This evidence-based approach suggests that our thoughts play
a central role in influencing our feelings and consequently our
behaviour. What it suggests is that when an event happens to us, it
is our interpretation and thoughts about the event – not the event
itself – that leads us to feel certain emotions and act in
particular ways. This is a really important distinction.
The A-B-C-D Model is a way of changing the way we think and as a
consequence we can better cope with the situation we are facing.
This is important for adolescents facing uncomfortable or
challenging situations in alcohol and other drug contexts.
TABLE 1: A-B-C-D EXAMPLE
ANTECEDENTSEvent/Situation
BELIEFSThoughts
CONSEQUENCESFeelings
DOAction
A B C D
Sanchez is at a party and someone passes him a bong
I don’t know how to use this
If I don’t take it, they may not let me hang with them
anymore
They have all had a go. If I don’t, I’ll be the only one
Anxious and nervous
Sanchez says, “ok ”, and has a pull on the bong
I promised the olds I wouldn’t do drugs and I’m not going to
break my promise
Only some kids are doing it. I won’t be in the minority if I
don’t
If they can’t accept my decision not to smoke weed, I’ll go hang
somewhere else
Confident and calm
Sanchez says, “No thanks. Promised the olds” and joins another
group of friends
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
Mind. Future. 14
SETTING THE SCENE
KEY LEARNINGS LESSON TIME
• Using ‘checking-in’ as a strategy to monitor personal mental
health and wellbeing. • Recognise that drug use affects more than
just the user.• Identify the effects drug use can have on personal
goals and aspirations.
60
RESILIENCE FRAMEWORK – KEY FOCUS AREAS Adapted from Hart &
Blincow, 2007
BASICS • Keep safe
BELONGING • Create and maintain as many healthy relationships as
possible• Tap into good influences• Understand responsibilities and
obligations
LEARNING • Develop life skills• Learn from mistakes
COPING • Understand boundaries and keep within them• Solve
problems• Lean on others when necessary
CORE-SELF • ‘Tune in’ to emotions to create self-awareness and
foster protective behaviours• Accept responsibility for self and
decisions made
KEY CONTENT DESCRIPTORS
YEAR 10 SYLLABUS
BEING HEALTHY, SAFE AND ACTIVEThe impact of societal and
cultural influences on personal identity and health behaviour, such
as:• how diversity and gender are
represented in the media• differing cultural beliefs
and practices surrounding transition to adulthood
Skills and strategies to manage situations where risk is
encouraged by others
COMMUNICATING AND INTERACTING FOR HEALTH AND WELLBEING
CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIESSocial, economic
and environmental factors that influence health
GENERAL CAPABILITIES
• Literacy• Critical and creative thinking• Personal and social
capability• Intercultural understanding
1BODY.MIND.FUTURE. LESSON 1 Drug use impacts more than the
user
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
Mind. Future. 15
HANDS ON
‘CHECKING IN’ • Selfie student journal – Emotional barometer
page 6
PURPOSE
• To encourage students to stop, reflect and ‘check in’ on how
they are feeling before they start the lesson.
ACTIONS
• Ask students to take a moment to connect with how they are
feeling. • Using the emotional barometer in the Selfie journal
(page 6) ask them
to mark where they fit on the continuum and then to read and
consider the thought of the day.
• Explain that connecting to emotions, remaining open to new
learning experiences, and being willing to contribute will lead to
a richer learning experience.
As students complete this activity at the start of each lesson
it begins to build a picture of how they are feeling over the
period of the alcohol and other drugs school program. This is
valuable information for the student (and teacher).
Stress to students how important it is to regularly ‘check-in’
with themselves. This strategy helps them to develop a clearer
picture of their own wellbeing and can be the first ‘red flag’ that
students notice, encouraging them to seek help.
‘FINDING OUT’ • Drug video clip – available from the Drug Talk
webpage on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk ¬
Tobacco (9.52 mins) and
E-cigarettes (5.31 mins) (it is recommended that you watch these
two videos within the one session)
¬ Alcohol (7.52 mins) ¬ Caffeine (7.33 mins) ¬ Cannabis (7.31
mins) and
Synthetic cannabis (3.47 mins) (it is recommended that you watch
these two videos within the one session)
¬ Performance and image enhancing drugs (6.20 mins)
¬ Over-the-counter and prescription drugs (5.05 mins)
¬ Ecstasy (4.47 mins) ¬ Methamphetamine (7.17
mins) ¬ New psychoactive
substances (5.51 mins)
• Selfie student journal – BMF chart page 7
PURPOSE
• To review, refine and add to existing knowledge about a
specific drug.
ACTIONS
• Ask students to turn to page 7 BMF chart in their student
journal – Selfie.
• Explain that a BMF chart is a graphic organiser that gives
structure to notes and thoughts about a topic.
To use the BMF chart, write the drug at the top of the chart and
then all of the relevant key information in each section of the
chart.
• Explain that students will be using the BMF chart to record
information as they watch a video.
• Introduce the video.
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Mind. Future. 16
Use the information gathered from the What do you know or want
to know more about? quiz to choose a drug to focus on for this
lesson. You could choose a drug that students either know least
about or want to know more about, or a drug that is more prevalent
in the local community.
• Explain that this video contains information about a drug
including: ¬ what it is ¬ what it is made from/of ¬ the effects of
the drug ¬ what the law says about the use of the drug ¬ the three
key messages from the video.
• Watch the video.• Discuss the points noted by the students in
their BMF chart and add
any key points that have been overlooked specific to the
drug.
The transcript from the video can be used to highlight key
points and could be provided to students as a reference
document.
A copy of the transcript can be found on the Drug Talk web page
at – SDERA.wa.edu.au/programs/drugtalk
‘GO DEEPER’
Students may raise questions after watching the video. If this
happens, it is recommended that the sources of information at the
end of the Body. Mind. Future. section of the program be
accessed.
The Selfie student journal also has a list of sources of help
and additional information for students on pages 35-36. This is a
valuable resource so is worth promoting to students.
‘EXPLORING MORE’ • Resource sheets – Drug use behaviour cards
page 34-35; Goal cards page 36; Drug Use Impacts – Thinking them
through page 37
• Selfie student journal – Drug use affects more than the user
page 8
PURPOSE
• To identify the impact that using drugs may have on personal
goals and aspirations.
• To identify the impact of a person’s drug use on those around
them.• To write a goal and the steps they will take to reach the
goal.
ACTIONS
• Explain that decisions adolescents make about using licit or
illicit drugs when they are young can have short as well long-term
implications for them as adults.
http://SDERA.wa.edu.au/programs/drugtalk
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It is recommended that if students are not familiar with
Roizen’s 4 Ls model, that they watch the section of the following
videos Drugs and what you need to know (8.20-9.17 mins) and Tobacco
(4.11-5.41 mins) available from the Drug Talk webpage at
SDERA.wa.edu.au/programs/drugtalk.
Also refer to the BMF chart completed in the first activity of
the lesson which will outline many of the factors discussed in the
4 Ls model eg effects on their physical and mental health, lack of
job prospects and unemployment, lack of money, relationship
breakdown with family and friends, refusal of visa entry to some
countries, or a criminal record.
• Explain that a young person’s choice to use drugs can affect
their goals and aspirations and can have a wider reaching impact on
their family, friends and others in the community.
DRUG USE IMPACTS• Set up for a game of Drug Use Impacts by
preparing the following:
¬ group sets of drug use behaviour cards ¬ group sets of goal
cards ¬ A3 photocopy for each group of the resource sheet – Drug
Use
Impacts – Thinking them through.• Ask students to form groups of
3-4 students.• Hand out to each group a set of drug use behaviour
and goal cards. • Explain that students are to place each set of
cards face up and in
two circles. One using the drug use experience cards and the
other the goal cards.
• Students then use a pencil/pen as a spinner in each circle to
create a scenario (ie a young person’s behaviour and their goal).
For example: ¬ Drug use behaviour – a student uses ecstasy at a
school ball and
paramedics are called as the student is experiencing a faster
heart beat and hallucinations
¬ Goal – wants to win the citizenship scholarship on
graduation.• Students are to discuss the scenario and identify the
possible harms
outlining how the behaviour may impact on the young person’s
goal, now and into the future.
• Students are to create at least three scenarios and write
their thoughts down on the resource sheet – Drug use impacts –
Thinking them through.
• Students should be prepared to share one of their scenarios
and their thinking around the possible impacts for the character in
the scenario and their ability to achieve their goal.
• Working in pairs, and using page 8, Drug use affects more than
the user of the Selfie journal, explain that each pair is to choose
one of the drug use behaviour cards and write the behaviour in the
centre of the circle on the journal page.
• Students are then to consider the people and support services
listed on the journal page and place those who would be most
affected by the behaviour closest to the centre of the circle and
those who would be least affected progressively further out from
the centre of the circle.
• Ask students to form groups of six (three pairs), share their
drug use behaviour scenario, and where they have located the people
and support services on the circle.
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TALKING POINTS
• In your group, which drug use behaviour had the most
wide-reaching effect? Why?
• How might a family be affected by their child’s drug use? (eg
violence, family arguments, stealing money, cost of paying hospital
or lawyer bills, death of a son/daughter).
• How are friends affected by their friend’s drug use? • How can
your goals be affected by drug use as an adolescent? (Stress
to students that for many, adolescence is a time when some
important life decisions are made. Therefore, experiences can have
strong implications for adult functioning and achievements).
• Do social, economic and environmental factors influence drug
use behaviours and their impacts? How? (A challenging and sensitive
question for some students however draw their attention to
availability and acceptability and how this can affect drug use in
communities and pockets within communities).
‘INTO PRACTICE’ • Trigger video clip – available from the Drug
Talk web page on SDERA’s website –
SDERA.wa.edu.au/programs/drugtalk ¬ Body. Mind. Future. –
Caffeine ¬ Body. Mind. Future. –
Cannabis ¬ Body. Mind. Future. –
Methamphetamine ¬ Body. Mind. Future. – PIEDs ¬ Body. Mind.
Future. –
Tobacco
• Selfie student journal – What are the potential impacts? page
9
ALTERNATIVE ACTIVITY
• Resource sheet – Scenario card page 38
PURPOSE
• To understand how drug use can impact the body, mind and
future.
ACTIONS
• Explain to students that they will be watching a trigger video
that explores a drug use experience.
• Choose one of the Body. Mind. Future. trigger videos to watch:
¬ Body. Mind. Future. – Caffeine ¬ Body. Mind. Future. – Cannabis ¬
Body. Mind. Future. – Methamphetamine ¬ Body. Mind. Future. – PIEDs
¬ Body. Mind. Future. – Tobacco
Trigger videos can be found on the Drug Talk web page at
SDERA.wa.edu.au/programs/drugtalk
• Working individually ask students to complete the activity
What are the potential impacts? on page 9 of the Selfie
journal.
• The activity requires students to deconstruct the problem from
the trigger video and consider the impacts of the drug use using
Roizen’s 4 Ls model.
It is recommended that if students are not familiar with
Roizen’s 4 Ls model, that they watch the section of the following
videos Drugs and what you need to know (8.20-9.17 mins) and Tobacco
(4.11-5.41) available from the Drug Talk webpage at
SDERA.wa.edu.au/programs/drugtalk prior to completing this
task.
• As a class, discuss the scenario and the student
responses.
http://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.auhttp://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalk
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TALKING POINTS
• What do you consider to be the biggest potential impact of the
drug use for this character? Why?
• What do you consider to be the biggest potential impact of the
drug use on other characters (if any) in the video? Why?
• What would you do if you were the character with the drug use
issue in the video? Who could you get help from or where could you
go for help?
ALTERNATIVE ACTIVITY (GROUP BASED)
• Read the following scenario to students.
ScenarioYour friend invited you to his older sister’s 18th
birthday party. Some of your sister’s friends, who you have known
for years, are in the bedroom smoking a joint. They offer it to
you. They are encouraging you to have a toke and not wanting to
seem like a ‘loser’, you have a few puffs. Your friend’s father
comes into the bedroom and sees you. He immediately calls your
parents to explain what has happened and to ask them to pick you
up.
• Working individually ask students to complete the activity
What are the potential impacts? on page 9 of the Selfie
journal.
• The activity requires students to deconstruct the problem from
the scenario considering the impacts of the drug use using Roizen’s
4 Ls model.
• To finish, discuss the Talking Points (above) adjusting the
questions as necessary.
WRAP-UP AND SELF REFLECT • Selfie student journal – Impacts on
me page 10
PURPOSE
• To consolidate knowledge from the lesson.
ACTIONS
• Ask students to complete the unfinished sentences reflection
on page 10 of Selfie – Impacts on me.
• Quickly re-visit the emotional barometer from the start of the
lesson asking students to ‘tune in’ to how they feel at the end of
the lesson.
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
Mind. Future. 20
SETTING THE SCENE
KEY LEARNINGS LESSON TIME
• Examine the impact thoughts and feelings have on our
behaviour.
60
RESILIENCE FRAMEWORK – KEY FOCUS AREAS Adapted from Hart &
Blincow, 2007
BASICS • Keep safe
BELONGING • Create and maintain as many healthy relationships as
possible• Tap into good influences• Understand responsibilities and
obligations• Adopt a positive growth mindset
LEARNING • Develop life skills• Learn from mistakes
COPING • Understand boundaries and keep within them• Solve
problems• Lean on others when necessary
CORE-SELF • ‘Tune in’ to emotions to create self-awareness and
foster protective behaviours• Use emotions to bridge thought,
feeling and action• Recognise and respect the feelings and emotions
of others• Accept responsibility for self and decisions made
KEY CONTENT DESCRIPTORS
YEAR 10 SYLLABUS
BEING HEALTHY, SAFE AND ACTIVESkills and strategies to manage
situations where risk is encouraged by others
COMMUNICATING AND INTERACTING FOR HEALTH AND WELLBEINGSkills and
strategies to promote respectful relationships, such as:•
appropriate emotional
responses in a variety of situations
Effects of emotional responses on relationships, such as:•
extreme emotions impacting on
situations or relationships• the consequences of not
recognising emotions of others
CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIESSocial, economic
and environmental factors that influence health
GENERAL CAPABILITIES
• Literacy• Critical and creative thinking• Personal and social
capability• Intercultural understanding
2BODY.MIND.FUTURE. LESSON 2 Thoughts + Feelings = Behaviours
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
Mind. Future. 21
HANDS ON
‘CHECKING IN’ • Selfie student journal – Emotional barometer
page 6
PURPOSE
• To encourage students to stop, reflect and ‘check in’ on how
they are feeling before they start the lesson.
ACTIONS
• Ask students to take a moment to connect with how they are
feeling. • Using the emotional barometer in the Selfie journal
(page 6) ask them
to mark where they fit on the continuum and then to read and
consider the thought of the day.
• Explain that connecting to emotions, remaining open to new
learning experiences, and being willing to contribute will lead to
a richer learning experience.
As students complete this activity at the start of each lesson
it begins to build a picture of how they are feeling over the
period of the alcohol and other drugs school program. This is
valuable information for the student (and teacher).
Stress to students how important it is to regularly ‘check-in’
with themselves. This strategy helps them to develop a clearer
picture of their own wellbeing and can be the first ‘red flag’ that
students notice, encouraging them to seek help.
‘FINDING OUT’ • Drug video clip – available from the Drug Talk
webpage on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk ¬
Tobacco (9.52 mins) and
E-cigarettes (5.31 mins) (it is recommended that you watch these
two videos within the one session)
¬ Alcohol (7.52 mins) ¬ Caffeine (7.33 mins) ¬ Cannabis (7.31
mins) and
Synthetic cannabis (3.47 mins) (it is recommended that you watch
these two videos within the one session)
¬ Performance and image enhancing drugs (6.20 mins)
¬ Over-the-counter and prescription drugs (5.05 mins)
¬ Ecstasy (4.47 mins) ¬ Methamphetamine (7.17
mins) ¬ New psychoactive
substances (5.51 mins)
• Selfie student journal – BMF chart page 7
PURPOSE
• To review, refine and add to existing knowledge about a
specific drug.
ACTIONS
• Ask students to turn to page 7 BMF chart in their student
journal – Selfie.
• Explain that a BMF chart is a graphic organiser that gives
structure to notes and thoughts about a topic.
To use the BMF chart, write the drug at the top of the chart and
then all of the relevant key information in each section of the
chart.
• Explain that students will be using the BMF chart to record
information as they watch a video.
• Introduce the video.
http://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalk
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
Mind. Future. 22
Use the information gathered from the What do you know or want
to know more about? quiz to choose a drug to focus on for this
lesson. You could choose a drug that students either know least
about or want to know more about, or a drug that is more prevalent
in the local community.
• Explain that this video contains information about a drug
including: ¬ what it is ¬ what it is made from/of ¬ the effects of
the drug ¬ what the law says about the use of the drug ¬ the three
key messages from the video.
• Watch the video.• Discuss the points noted by the students in
their BMF chart and add
any key points that have been overlooked specific to the
drug.
The transcript from the video can be used to highlight key
points and could be provided to students as a reference
document.
A copy of the transcript can be found on the Drug Talk web page
at – SDERA.wa.edu.au/programs/drugtalk
‘GO DEEPER’
Students may raise questions after watching the video. If this
happens, it is recommended that the sources of information at the
end of the Body. Mind. Future. section of the program be
accessed.
The Selfie student journal also has a list of sources of help
and additional information for students on pages 35-36. This is a
valuable resource so is worth promoting to students.
‘EXPLORING MORE’ • Selfie student journal – Emoji page 11;
A-B-C-D Model page 12
PURPOSE
• For students to recognise that it is how we interpret an event
and our thoughts about the event, not the event itself, that lead
us to feel certain emotions and act in particular ways.
ACTIONS
• Ask students to turn to page 11 Emoji in their Selfie student
journal. • Ask the class to brainstorm the term ‘emotion’ using a
whiteboard/
postik note. Ask students to write down words or phrases that
resonate closely with them about what this word means on page 11 of
their journal.
• Set a one-minute challenge. Students need to write down all
the emotions that they can think of on page 11 of Selfie.
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• Ask students to ‘focus in’ and place a tick next to any of the
emotions that they have written down that they have difficulties
expressing or regulating. For example, it could be that they
experience high emotions such as anger and don’t regulate it
effectively. This could result in hurting someone physically and/or
emotionally or making poor decisions when they are angry.
• Ask students to ‘focus in’ again and think about their
personal ‘warning signs’ that high emotions are coming and write
these in their journal. These ‘warning signs’ could include not
only physical signs such as tense muscles, racing pulse and sweaty
palms, but also thoughts that they may have.
• Ask students to think about what strategies they could use
when the ‘warning signs’ appear. Again, they could be physical such
as walking away, breathing deeply or counting to ten OR thinking
strategies such as: ¬ Think this through. Is this really the best
decision? ¬ This isn’t what I planned but I will listen. ¬ I can be
angry without screaming at someone. ¬ It’s ok if this doesn’t work
out. ¬ I will not make a quick decision which could have
disastrous
consequences.• Write these down in their journal.• Ask students
to think about the long-term strategies they could use
to help recognise and regulate their emotions eg meditation,
deep breathing, getting to bed earlier, naming their emotions etc
and why they are so important in helping them to make the best
decisions they can under stressful or challenging situations.
• Ask students to jot down the strategies on page 11 of Selfie
that they think are most likely to work for them or that they would
like to try.
TALKING POINTS
• Why is recognising and regulating your own emotions important
for your physical health, emotional wellbeing and your future? (The
ability to self-regulate feelings and behaviours is linked to the
ability to regulate stress levels. Responding to stress is an
essential part of the body’s response to life. Difficulty
regulating stress is related to a large range of mental and
physical health difficulties. Stress can affect physical health by
weakening the immune system and increasing vulnerability to
infections and other illnesses. Stress also affects mental health
and has links to depression and anxiety. When some adolescents are
stressed, they can make poor decisions and look for ways to relieve
stress that are not always safe and healthy. Developing strategies
that promote wellness in managing stress during adolescence will
generally support greater decision-making and stronger health in
adulthood).
• Introduce the A-B-C-D model. Use the example in Selfie (page
12 A-B-C-D model) to explain how the model can be applied to a
‘real-life’ situations.
• Brainstorm as a class some relevant scenarios with an alcohol
and other drugs context. For example: ¬ You’re at a party sitting
with some friends. A stranger passes you a
joint. Everyone is watching you. ¬ Your team won the footie
final. You are all at the clubhouse
celebrating. Your coach hands around beers. ¬ Your friend hands
you a tablet for you to take before you go to a
music festival. • Ask students to choose one of the scenarios
and using the blank
template of the A-B-C-D model on page 12 of Selfie work through
each of the stages in the model. Share responses as a class.
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TALKING POINTS
• Explain that while we can’t change events we do have the power
to change the way we think about these events and therefore how we
feel and behave and the decisions we make. Changing the way we
think can help make us feel better and more in control of
situations. This is particularly important in an alcohol and other
drugs context. Using strategies such as ‘saving face’ statements
and positive ‘self-talk’, adolescents can mitigate (reduce) risk
and thus potential harms.
• Highlight the importance of the concept
‘thought-feeling-action’ as a method of recognising and regulating
emotions and how this process can help adolescents to make safe and
healthy decisions. In addition, recognising the emotions of others
in an alcohol and other drugs context is also important. Knowing
what refusal tactic to apply to a particular situation is important
so that the refusal is seen as a refusal of the drug, not the
person.
‘INTO PRACTICE’ • Trigger video clip – available from the Drug
Talk webpage on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk
¬ Body. Mind. Future –
Caffeine ¬ Body. Mind. Future –
Cannabis ¬ Body. Mind. Future –
Methamphetamine ¬ Body. Mind. Future – PIEDs ¬ Body. Mind.
Future – Tobacco
• Selfie student journal – Scenario response: A-B-C-D + Harm
page 13
PURPOSE
• To think about how choices can impact an individual’s body,
mind and future.
ACTIONS
• Choose one of the Body. Mind. Future. trigger videos to watch:
¬ Body. Mind. Future – Caffeine ¬ Body. Mind. Future – Cannabis ¬
Body. Mind. Future – Methamphetamine ¬ Body. Mind. Future – PIEDs ¬
Body. Mind. Future – Tobacco
Trigger videos can be found on the Drug Talk web page at
SDERA.wa.edu.au/programs/drugtalk
• Watch the video.• In small groups, ask students to complete
the activity on page 13 of
Selfie, Scenario response: A-B-C-D + Harms.
This activity requires students to apply the A-B-C-D process to
the scenario and then think about the potential harms for the
character (body, mind and future). For some of the trigger videos
students have to put themselves in the character’s shoes and think
about what they may be thinking and feeling that triggered their
behaviour.
• Discuss the student responses.
http://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au/programs/drugtalkhttp://SDERA.wa.edu.au
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TALKING POINTS
• Why do our thoughts and feelings influence our behaviours?
(During adolescence there is an increased interest in peer
relationships and many are more susceptible to peer influence.
Brain imaging studies have shown that several areas of the brain
make adolescents more sensitive to the rewards of peer
relationships than adults and this can motivate them to focus on
their peers in decision-making situations that involve risky
behaviour. Therefore, students DO need to use all of their
strategies such as predicting potential harms and thinking about
how their thoughts and feelings will impact their actions.
Practising these strategies regularly can help adolescents to
develop better coping strategies and remain in control of their
decisions, avoiding impulsive responses/actions).
• How do socio-cultural influences impact health behaviours?
(The five socio-cultural factors of family, peer, religion, media
and culture impact health and health decision-making. The family is
usually the most intimate relationship a person has and can have a
huge influence on attitudes towards health and the value placed on
health which can influence behaviour choices relating to protective
and risk behaviours. Peers influence each other by creating
environments where individuals seek to fit into a group by adapting
their behaviours. This can be positive, if the peer group has lots
of protective behaviours that they engage in, or negative, if the
behaviours increase risk. The media plays a large role in shaping
health – overtly in health campaigns or covertly through subliminal
messaging. A sense of connection and belonging to a culture can
have a positive influence on health, especially if that culture
values health. For some, religion positively impacts health
providing a purpose for life and promoting self-worth).
• Ask students how their socio-cultural influences impact their
health behaviours and health decision-making. Extend the thinking
by asking students if they feel this will change in the future and
why. What will the impact of this change be?
ALTERNATIVE ACTIVITY (GROUP BASED)
• Read the following scenario to students.
ScenarioYou are walking home from swimming training with your
brother. One of his mates pulls up and offers you both a lift home.
With the door open you can smell weed and see a joint burning in
the ashtray. You can tell your brother’s mate is stoned. Your
brother gets in the front seat and tells you to get in the back.
You don’t want to. You know he shouldn’t be driving. Your brother
tells you to get in or walk home. He doesn’t care what you do.
• In small groups, ask students to complete the activity on page
13 of Selfie, Scenario response: A-B-C-D + Harms.
This activity requires students to apply the A-B-C-D process to
the scenario and then think about the potential harms for the
character (body, mind and future).
• Discuss the student responses and process using the Talking
Points (above).
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WRAP-UP AND SELF REFLECT
PURPOSE
• To consolidate knowledge from the lesson.
ACTIONS
• Ask students to participate in a quick think-pair-share. ¬ 1
strategy they can use to become more ‘in tune’ with their
thoughts
and feelings ¬ 1 piece of positive ‘self-talk’ they can use when
they find themselves
in a challenging or uncomfortable situation.
A think-pair-share activity involves thinking about the question
asked, finding a partner to work with, and then sharing your
thoughts.
• Quickly re-visit the emotional barometer from the start of the
lesson asking students to ‘tune in’ to how they feel at the end of
the lesson.
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SETTING THE SCENE
KEY LEARNINGS LESSON TIME
• Practise an emergency call.• Explain the DRSABCD procedure.•
Accurately place someone in the recovery position.• Apply basic
first aid procedures to an emergency scenario.
60
RESILIENCE FRAMEWORK – KEY FOCUS AREAS Adapted from Hart &
Blincow, 2007
BASICS • Keep safe
BELONGING • Understand responsibilities and obligations
LEARNING • Develop life skills
COPING • Understand boundaries and keep within them• Solve
problems• Lean on others when necessary• Get organised
CORE-SELF • ‘Tune in’ to emotions to create self-awareness and
foster protective behaviours• Use emotions to bridge thought,
feeling and action• Recognise and respect the feelings and emotions
of others• Accept responsibility for self and decisions made• Be
hopeful
KEY CONTENT DESCRIPTORS
YEAR 10 SYLLABUS
BEING HEALTHY, SAFE AND ACTIVESkills and strategies to manage
situations where risk is encouraged by others
COMMUNICATING AND INTERACTING FOR HEALTH AND WELLBEING
CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIES
GENERAL CAPABILITIES
• Literacy• Critical and creative thinking• Personal and social
capability
Adapted from Leading Education About Drugs, Australian Youth
Research Centre, University of Melbourne, 2006.
PURPOSE
• To develop understanding of what to do to administer help to
others in drug related situations.
• Resource sheet – Making an emergency call page 39
XtEXTENSION BODY.MIND.FUTURE.
First aid can be life saving
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ACTIONS
Protecting themselves and others in drug-related situations and
in other high-risk situations with the potential for harm, can have
a significant impact on an adolescent’s health, ongoing mental
wellbeing and future prospects. It is then crucial that students
understand basic first aid principles and can apply these in
relevant situations. In addition, many part-time and casual jobs
require some form of first aid knowledge or general qualification.
First aid is a life skill.
Activities should be chosen from the following information
according to the needs of the student cohort.
YEAR 9 CHALLENGES AND CHOICES – MANAGING DRUG-RELATED
SITUATIONS• The Year 9 Challenges and Choices resources has a
number of relevant
activities (suitable for the Year 10-12 target audience) that
will help students to discuss and rehearse basic first aid
procedures that may help to: ¬ preserve life: carrying out
emergency first aid procedures
eg opening a casualty’s airway or performing cardiopulmonary
resuscitation (CPR)
¬ protect the unconscious ¬ prevent deterioration/further
injury: preventing a casualty’s
condition from deteriorating further eg asking a patient to stay
still to prevent movement of possible fractures
¬ promote recovery: by arranging quick emergency medical help eg
quickly cooling a burn can reduce the risk of long term
scarring.
• The activities include: Topic 5 ¬ Activity 2 – Administering
basic first aid in a drug-related situation
(page 88) ¬ Activity 3 – Practising first aid in drug-related
situations (page 89-90) ¬ Activity 4 – Who can help? (page 90) ¬
Activity 5 – Practising offering help to others in drug-related
situations (page 92-93)
These activities are available to download at:
https://www.sdera.wa.edu.au/resources/secondary-resources/
THE EMERGENCY CALL
Listen to the radio advertisements at:
https://www.triplezero.gov.au/Documents/radio_ads.mp3
There are three different advertisements.
• After each advertisement discuss: ¬ the nature of the
emergency ¬ whether help could be provided and why/why not ¬ the
key message of the advertisement.
• Internet ¬ Triple 000 – Radio
advertisements
https://www.triplezero.gov.au/Documents/radio_ads.mp3
¬ St John Ambulance – DRSABCD 2.49mins
https://www.youtube.com/watch?v=s2PSo9mjSY0
¬ Recovery position – Training Aid Australia from 0-1.28mins
ONLY https://www.youtube.com/watch?v=E02g1OK8l68
¬ Recovery position for adults and children (one year and above)
– St John Ambulance UK 2.31 mins
http://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspx
https://www.sdera.wa.edu.au/resources/secondary-resources/https://www.triplezero.gov.au/Documents/radio_ads.mp3https://www.triplezero.gov.au/Documents/radio_ads.mp3https://www.triplezero.gov.au/Documents/radio_ads.mp3https://www.triplezero.gov.au/Documents/radio_ads.mp3https://www.youtube.com/watch?v=s2PSo9mjSY0https://www.youtube.com/watch?v=s2PSo9mjSY0https://www.youtube.com/watch?v=E02g1OK8l68https://www.youtube.com/watch?v=E02g1OK8l68http://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspxhttp://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspxhttp://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspxhttp://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspx
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The Triple Zero radio advertisements are also available in nine
languages – Arabic, Cantonese, Greek, Italian, Korean, Mandarin,
Serbian, Spanish and Vietnamese.
The advertisements can be downloaded if Internet access is not
available or is inconsistent.
• Highlight to students the following key points about
contacting Triple 000.
Make your call• When you call Triple Zero (000) you will be
asked – Do you want police,
fire or ambulance? • Stay on the line while your call is
transferred. • Stay calm, don’t shout, and speak clearly and
slowly. • Be ready to answer the operator’s questions.
Where are you?• Try to give the street number, street name,
nearest main or intersecting
street, and the area.• If you are in a rural area, you will need
to give the full address and
distances from known landmarks and roads as well as the property
name.
• If you are calling from a mobile or satellite phone, the
operator may ask you for other location information.
Stay on the line and follow any instructions from the operator•
The operator may ask you to wait at a pre-arranged meeting point
to
help emergency services to find the incident.• You will be
advised to assist the person prior to the arrival of the
ambulance.• Stay on the line. Don’t hang up until the operator
tells you to do so.
Remind students that calling 000 is only for emergencies. Hoax
calls (like the second call in the Triple Zero advertisements) take
an operator away from a situation where they could be helping to
save a life.
• Ask for a student volunteer to role play making an emergency
call. • Use one of the scenarios provided in the resource sheet –
Making an
emergency call (page 39) and the questions provided below.
Choose the student and their role in the role-play activity
according to the student’s skills and confidence.
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Role play emergency service operator questions• Which emergency
service do you require – ambulance, police or fire?
¬ What is the address of the emergency? (Give the road, suburb,
state and nearest cross road).
¬ What phone number are you calling from? (Having this
information is essential in case a call is disconnected, drops out
or the operations centre needs to call you back to get more
information. Inform students that they are not required to give
their name if they choose not to do so).
¬ What is the emergency? Tell me what happened. (Information
about the injured person, their name, their age, if they are
breathing etc. will be asked. Remember you can only provide the
information you know so try not to panic if you can’t answer a
question).
• Critique the call (eg what information was provided, was any
information missed).
• Ask students to move into groups of three. • Each group will
need an operator, a caller and an observer. • The operator and the
caller participate in the call. The observer provides
constructive advice on any information that was missed from the
scenario at the end of the call.
• Use the scenarios, operator questions and planning sheet
provided in the resource sheet – Making an emergency call (page
39).
• Give students a chance to play each role.• Process the
activity by asking students:
¬ how they felt in their role(s) ¬ how they think they would
feel in an emergency situation ¬ what the observer noted.
Explain that rehearsing how to make a Triple 000 call is
important because if they ever found themselves in an emergency
situation where they had to call for help, they would know what to
do and what information they had to provide.
DRSABCD• This activity introduces or revises the steps in the
DRSABCD first
response process.• Introduce the letters D R S A B C D.• Ask
students to explain what they think each of the letters stand
for.
¬ D – Danger ¬ R – Response ¬ S – Send for help ¬ A – Airway ¬ B
– Breathing ¬ C – CPR ¬ D – Defibrillator
Watch the following video:• St John Ambulance – DRSABCD
2.49mins
https://www.youtube.com/watch?v=s2PSo9mjSY0
• After watching the video ask the following questions and
discuss the responses.
https://www.youtube.com/watch?v=s2PSo9mjSY0
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¬ D for Danger – Why do you need to be alert to potential
dangers at the scene of an accident/incident? What sort of
‘dangers’ should you be looking for? If there are dangers, what
should you do?
¬ R for Response – How can you check for a response? What should
you do if you get a response or not get a response?
¬ S for Send for help – What action should you take to get help?
¬ A for Airway – What does this step involve? What should you do
if
the airway is blocked? ¬ B for Breathing – How do you check for
breathing? If the casualty is
breathing normally, what should you do? If they are not
breathing normally, what should you do?
¬ C for CPR – What is CPR? When do you use it? Where do you
press down on the body? What is the rate of compressions? How many
compressions per minute? When do you stop?
¬ D for Defibrillator – What is a defibrillator? How do you use
it?
The following 1.56min video by the WA St John Ambulance explains
how to use a defibrillator.
https://www.youtube.com/watch?v=3RqL64n_ltQ
RECOVERY POSITION• This activity revises/introduces the process
of putting a casualty into
the recovery position.• Explain to students that they are going
to revise/learn how to put a
casualty into the recovery position.• Ask if they know when the
recovery position is used:
¬ if someone is unresponsive and breathing then you need to turn
them onto their side and into the recovery position to keep their
airway open, so they can still breathe.
• Show a video demonstrating the process. ¬ Recovery position –
Training Aid Australia from 0-1.28mins
ONLY https://www.youtube.com/watch?v=E02g1OK8l68 ¬ Recovery
position for adults and children (one year and above)
– St John Ambulance UK 2.31 mins
http://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspx
• After watching the videos ask the following questions and
discuss the responses provided. ¬ What are the three reasons to use
the recovery position? ¬ How do you put someone in the recovery
position?
Instead of watching a video, ask two students to demonstrate the
steps in the recovery position process while you talk them through
the steps.
• Place students in pairs and encourage them to work through the
steps in placing someone in the recovery position making sure that
each step is completed accurately and completely.
• Students should take turns being the casualty and the first
aid provider.
https://www.youtube.com/watch?v=3RqL64n_ltQhttps://www.youtube.com/watch?v=E02g1OK8l68http://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspxhttp://www.sja.org.uk/sja/first-aid-advice/first-aid-techniques/the-recovery-position.aspx
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Depending on your student group, you may need to demonstrate the
steps in the recovery position process during the practice
session.
APPLYING DRSABCD TO A SCENARIO• This activity encourages
students to apply the knowledge and skills
they have learnt and practised to a scenario.• Once students are
confident with the recovery position, progress their
skills by giving them a scenario to work with.• Place students
in groups of three. • Allocate a suitable scenario from resource
sheet Making an emergency
call (page 39) to each group (or create additional scenarios). •
Explain that students are to create a role-play for their scenario
that
includes the DRSABCD procedure. • Allow students five minutes
before they need to share the role-play
with the group.• Process each group’s role play. Highlight where
the DRSABCD procedure
has been applied and any steps in the process that may have been
overlooked.
CARDIOPULMONARY RESUSCITATION (CPR)It is recommended that
teachers engage experts in the community to deliver CPR training.
Suggestions include:• St John Ambulance• Royal Life Saving
Association
ONLINE AND COMMUNITY-BASED FIRST AID PROGRAMS FOR STUDENTS•
Access online and community-based first aid training for
adolescents
including CPR. Information about relevant courses is found in
the Looking for more… section page 40.
USING TECHNOLOGY TO SAVE LIVESThese tasks introduce students to
the use of technology as a tool for use in an emergency.
ICE Number• Ask students if they have an ICE number in their
phone. ICE stands for
In Case of Emergency. • An ICE number may make it quicker and
easier for emergency services
or a passer-by to get in touch with a support person in an
emergency.• An ICE contact may also be helpful not just in an
emergency but any
time someone gets into difficulty.• Encourage students to:
¬ enter the acronym ICE into their mobile’s contact list ¬ add
the name and number of the person they want to be contacted
in an emergency. A student’s parent/guardian may be the best
person to have as an ICE contact
¬ explain to students that they can also store their blood type,
allergy information and any other relevant health information under
the ICE entry.
• Explain that if they have an iPhone and their iPhone is
locked, the ICE number can be accessed using Siri.
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Emergency+ app• Encourage students to download the Emergency+
app to their phone
and encourage their family and friends to also place it on their
phones.• The Emergency+ app is a free app developed by Australia’s
emergency
services, government and industry partners. The app uses GPS
functionality built into smart phones to help a Triple Zero (000)
caller to provide critical location details required to mobilise
emergency services.
Emergency+http://emergencyapp.triplezero.gov.au/
WRAP-UP AND SELF REFLECT
PURPOSE
• To consolidate knowledge from the lesson.
ACTIONS
• Ask students to complete a 3-2-1 reflect with a partner ¬ 3
pieces of new first aid knowledge. ¬ 2 people to include on their
ICE list. ¬ 1 thing they need to remember if calling emergency
services.
http://emergencyapp.triplezero.gov.au/
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RRESOURCE SHEET 1.1
DRUG USE BEHAVIOUR CARDS
A student is caught drug driving on P-plates
A student is caught with smoking paraphernalia and a small
amount of cannabis by police walking to a party
A student is caught by their parents taking alcohol
from home to a party
A student drinks four cans of Monster and takes No-Doz
to try to keep themselves alert to study for exams
A student takes their younger sibling’s ADHD tablets to give
themself a buzz before
heading to a party
A student buys a new psychoactive substance off the
Internet and takes it before attending a party at the beach
A non-drinking student plays a drinking game, drinking
straight shots of vodka
A student takes an ecstasy tablet before going to a dance party
and
then drinks vodka at the party
A student takes some steroids that an older guy at the gym
recommends to bulk up
A student drinks before attending a school ball and gets
caught
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RRESOURCE SHEET 1.2
DRUG USE BEHAVIOUR CARDS
A random drug search at a music festival finds two ecstasy
tablets in a student’s bag
A student regularly uses cannabis and alcohol
A student self-medicates using her Mum’s Valium (Diazepam) as
she is
feeling anxious before her exams
A student tries synthetic cannabis bought from a friend of a
friend
A student takes more than the recommended dose of
Nurofen (Ibuprofen) because their headache is not going away
A student uses meth with their older sibling
A student uses ecstasy at a school ball and paramedics
are called as the student is experiencing a faster heart
beat
and hallucinations
A student drinks vodka and energy drinks around a campfire
in the bush with friends
A student lets someone they don’t know very well get them drinks
at a party
A student has unprotected sex while drunk
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RRESOURCE SHEET 2
GOAL CARDS
Wants to join the police force
Wants to travel all over the world including to the USA
Wants to graduate from school
Wants to be a lawyer
Wants to join the defence force (army, navy, airforce)
Wants to join the federal police
Wants to win a scholarship to university
Wants to play sport professionally
Wants to become a doctor
Wants to have children
Wants to learn to fly
Wants to get a part-time job
Wants to win a sporting scholarship
Wants to get a good reference from the school on graduation
Wants to get a steady partner
Wants to be a strong role model for their younger siblings
Wants to join the Australian Ballet and be a Principal
dancer
Wants to have a highly successful music career
Wants to win the school Citizenship award on Graduation
Wants to be a politician
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
Mind. Future. 37
RRESOURCE SHEET 3
DRUG use IMPACTS – THINKING THEM THROUGH
Scenario explanation ImpactsWill they achieve their goal?
Why/Why not?
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
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RRESOURCE SHEET 4
SCENARIO
Your friend invited you to his older sister’s 18th birthday
party. Some of your sister’s friends, who you have
known for years, are in the bedroom smoking a joint. They offer
it to you. They are encouraging you to have a
tote and not wanting to seem like a ‘loser’, you have a few
puffs.
Your friend’s father comes into the bedroom and sees you. He
immediately calls your parents to explain what
has happened and to ask them to pick you up.
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
Mind. Future. 39
RRESOURCE SHEET 5
Making an emergency call
SCENARIOS
You and your friend were at the skate park on Bold Park Drive,
Floreat when your friend slipped off their skate board and hit
their head. You have each had a few beers. There are no adults
around and your friend is breathing but they are not answering you
when you call their name. Call Triple Zero now.
You are at home with your older brother when all of a sudden he
gets really wobbly and crashes to the floor. You smell weed on him.
He is breathing but you can’t get him to respond. Call Triple Zero
now.
You are at a party at the Blackwood River in Bridgetown.
Everyone has been drinking. One of your mates is dared to jump into
the river from the tyre attached to an overhanging branch. He does,
landing on a log protruding from the water. One of the branches is
sticking into his leg. He is screaming in pain and everyone is
really scared. You have your phone with you. Call Triple Zero
now.
You are at a party at Cable Beach and your friend has been
drinking heavily. You were cross with her stupid behaviour so left
her with some other friends to look after her. It’s time to go and
you can’t find your friend. You eventually find her in the public
toilets lying on the floor. Your friend is bleeding from a head
wound. It looks like she hit her head on the toilet bowl while
being sick. She is breathing but unconscious. You have your phone
with you. Call Triple Zero now.
You are taking your dog for a walk along Princess Road in Fancy
Land when you come across someone lying next to the footpath. There
is vomit near them and they have blood on their head. They look to
be asleep. No one else is around and there is an empty bottle of
vodka next to them. You have your phone with you. Call Triple Zero
now.
You are at your mate’s house with a group of friends. Your
friend has had a few drinks and seems ok. The next minute he is
bending over – sweating, trembling and has chest pain. You have no
idea what is going on. Another mate tells you he has taken a tablet
someone gave him. Your mate is finding it hard to breathe and
everyone is freaking out. You have your phone with you. Call Triple
Zero now.
Operator Questions Caller – What to say
Which emergency service do you require – ambulance, police or
fire?
What is the address of the emergency? Give the road, suburb,
state and nearest cross road (if you can)
What phone number are you calling from?
What is the emergency? Tell me what happened. Information about
the injured person – remember you can only give them information
you know but this information can be critical e.g. their name and
age, if they are breathing, what happened, are they bleeding,
conscious etc.
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
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RESOURCES WEBSITES WHERE TO GO FOR HELP
SDERAWraparound Early Intervention resourceModules 1-5 are
available on the Wraparound page. Modules 6-10 are available when
school staff engage in professional learning workshops with the
early intervention team. SDERA.wa.edu.au/programs/wraparound
ST JOHN AMBULANCE This organisation offers a number of relevant
first aid programs including:
First Aid FocusThe First Aid Focus secondary school program aims
to equip teens and pre-teens with basic first aid skills. Details
of the program are available
at:http://www.stjohnambulance.com.au/youthengagement/first-aid-focus/secondary-school
First Aid Recruits (12-16 year olds)An extracurricular program
for teens aged 12-16 years that has been designed to be delivered
by teachers, parents and members of the community in local settings
such as schools and community groups. This delivery allows for
flexibility and ensures the program fits within teens’ existing
commitments. To support the adults who deliver this course, St John
Ambulance offers them free, accredited first aid training.
Comprehensive lesson plans are available
at:http://www.stjohnambulance.com.au/youthengagement/first-aid-recruits
Click to saveSt John Ambulance has developed the clicktosave
online course to help save lives on WA roads. The program is
available at:https://www.clicktosave.com.au/log-in/
Heart Beat Club Teaches the lifesaving skills of CPR. The
training session runs for three hours and covers first aid for
common child injuries including burns and scolds, choking, drowning
and provides information on how to perform child resuscitation or
CPR.https://royallifesavingwa.com.au/training/provide-cardiopulmonary-resuscitation/c-25/p-930
MENTAL HEALTH COMMISSION The Mental Health Commission is
responsible for the network of drug and alcohol treatment services
and programs formerly provided by the Drug and Alcohol Office.
Confidential helplines are available for anyone concerned about
their own or another person’s alcohol or drug use.
MHC.wa.gov.au
MENTAL HEALTH COMMISSION Strong Spirit Strong MindStrong Spirit
Strong Mind Metro Project is a culturally secure campaign which
focuses on the impact of alcohol and other drug use on the
individual’s physical health and the impact on family and
community.https://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Future
MENTAL HEALTH COMMISSION Drug AwareThe Drug Aware website
provides factual, credible and accurate drug information for young
people in order to help them make informed decisions. It also
provides a live chat service where you can chat confidentially with
a professional alcohol and drug councillor online.
DRUGAWARE.com.au
MENTAL HEALTH COMMISSION Alcohol. Think AgainThe Alcohol. Think
Again education campaign is part of a comprehensive approach in
Western Australia that aims to reduce the level of alcohol-related
harm and ill-health in Western Australia.
ALCOHOLTHINKAGAIN.com.au
ALCOHOL AND DRUG FOUNDATION (ADF)The Alcohol and Drug Foundation
(ADF) is a national body committed to preventing alcohol and other
drug harms in our communities. The foundation believes that an
Australia free from alcohol and drug harm will be an Australia
that’s safer for us all. ADF.org.au
MENTAL HEALTH COMMISSION 24hr Alcohol and Drug Support LineMetro
9442 5000Country 1800 198 024Emergency 000
Kids Help Line1800 55 1800
Beyond Blue1300 22 4636
Lifeline13 11 14
Drug AwareLive chatDRUGAWARE.com.au
eheadspace1800 650 890Online chatEHEADSPACE.org.au
LOOKING FOR MORE…
http://SDERA.wa.edu.au/programs/wraparoundhttp://www.stjohnambulance.com.au/youthengagement/first-aid-focus/secondary-schoolhttp://www.stjohnambulance.com.au/youthengagement/first-aid-focus/secondary-schoolhttp://www.stjohnambulance.com.au/youthengagement/first-aid-focus/secondary-schoolhttp://www.stjohnambulance.com.au/youthengagement/first-aid-recruitshttp://www.stjohnambulance.com.au/youthengagement/first-aid-recruitshttps://www.clicktosave.com.au/log-in/https://royallifesavingwa.com.au/training/provide-cardiopulmonary-resuscitation/c-25/p-930https://royallifesavingwa.com.au/training/provide-cardiopulmonary-resuscitation/c-25/p-930https://royallifesavingwa.com.au/training/provide-cardiopulmonary-resuscitation/c-25/p-930http://MHC.wa.gov.auhttps://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Futuhttps://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Futuhttps://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Futuhttp://DRUGAWARE.com.auhttp://ALCOHOLTHINKAGAIN.com.auhttp://ADF.org.auhttp://DRUGAWARE.com.auhttp://EHEADSPACE.org.au
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© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Body.
Mind. Future. 41
Alcohol. Think Again. (2014). Impact of alcohol on the
developing brain. Retrieved from
http://alcoholthinkagain.com.au/Parents-Young-People/Alcohol-and-the-Developing-Brain/Impact-of-Alcohol-on-the-developing-brain
in National Health and Medical Research Council. (2009). Australian
guidelines to reduce health risks from drinking alcohol:
Commonwealth of Australia.
Allsop S. (2012). How to set teens up for a healthy relationship
with alcohol. Retrieved from
http://theconversation.edu.au/how-to-set-teens-up-for-a-healthy-relationship-with-alcohol-7370
Department of Health and Human Services, Substance Abuse and
Mental Health Administration. (2009). Risk and protective factors
for mental, emotional, and behavioral disorders across the life
cycle. Retrieved from
http://dhss.alaska.gov/dbh/Documents/Prevention/programs/spfsig/pdfs/IOM_Matrix_8%205x11_FINAL.pdf
Hickie, I. B., & Whitwell B. G. (2009). Alcohol and The
Teenage Brain: Safest to keep them apart, BMRI Monograph 2009-2,
Sydney: Brain & Mind Research Institute.
Lyoo IK, et al. (2015). Predisposition to and effects of
methamphetamine use on the adolescent brain. Molecular Psychiatry.
20, pp. 1516-1524. doi:10.1038/mp.2014.191.
Mental Health Commission. (2018). Volatile Substance Use in
Western Australia. https://vsu.mhc.wa.gov.au/
Merline, A., Jager, J., & Schulenberg, J. (2008).
‘Adolescent risk factors for adult alcohol use and abuse: Stability
and change of predictive value across early and middle adulthood’,
Addiction, 103, s1, pp.84-99.
National Health and Medical Research Council. (2009). Australian
guidelines to reduce health risks from drinking alcohol.
Commonwealth of Australia. Retrieved from
https://www.nhmrc.gov.au/health-topics/alcohol-guidelines
REFERENCES
http://alcoholthinkagain.com.au/Parents-Young-People/Alcohol-and-the-Developing-Brain/Impact-of-Alcohttp://alcoholthinkagain.com.au/Parents-Young-People/Alcohol-and-the-Developing-Brain/Impact-of-Alcohttp://alcoholthinkagain.com.au/Parents-Young-People/Alcohol-and-the-Developing-Brain/Impact-of-Alcohttp://alcoholthinkagain.com.au/Parents-Young-People/Alcohol-and-the-Developing-Brain/Impact-of-Alcohttp://theconversation.edu.au/how-to-set-teens-up-for-a-healthy-relationship-with-alcohol-7370http://theconversation.edu.au/how-to-set-teens-up-for-a-healthy-relationship-with-alcohol-7370http://theconversation.edu.au/how-to-set-teens-up-for-a-healthy-relationship-with-alcohol-7370http://dhss.alaska.gov/dbh/Documents/Prevention/programs/spfsig/pdfs/IOM_Matrix_8%205x11_FINAL.pdfhttp://dhss.alaska.gov/dbh/Documents/Prevention/programs/spfsig/pdfs/IOM_Matrix_8%205x11_FINAL.pdfhttp://dhss.alaska.gov/dbh/Documents/Prevention/programs/spfsig/pdfs/IOM_Matrix_8%205x11_FINAL.pdfhttps://vsu.mhc.wa.gov.au/https://www.nhmrc.gov.au/health-topics/alcohol-guidelineshttps://www.nhmrc.gov.au/health-topics/alcohol-guidelines
Body. Mind. Future.Risk-takingHelp-seeking