ousd staff drug education talk
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OUSD Staff Drug Education Talk. Staff Presentation. Flow State. Thought Questions. What are the drugs? What do the drugs do? How to get students back on track? What else would you like to learn about?. The Developing Teen Brain Drugs and Your Influence Responding to Drug Use - PowerPoint PPT PresentationTRANSCRIPT
OUSD Staff Drug Education Talk
Staff Presentation
Flow State
Thought QuestionsWhat are the drugs?
What do the drugs do?How to get students back on track?
What else would you like to learn about?
The Developing Teen Brain
Drugs and Your Influence
Responding to Drug Use
School Drug Policy
Get Students Back on Track
“Influencing Your Students” Agenda
The Developing Teen Brain
Staff Drug Education Agenda
What’s under the hood?
Still growing
New brain cells grow every day – 10,000! – Half to support current habits, half to support new ones!
LEARNING IDEA:LEARNING IDEA:People can change if they focus their mind People can change if they focus their mind on it!on it!
They can lose natural abilities - If they will stop doing them - includes being happy naturally
Children have many gifts – they have to keep them all growing!
Teen Brain
Habits become stronger They will become good at what they spend the most
time on– Reading, sports, music, video games, x-box, hanging out—whatever a child/teen is doing— includes drinking, drugs to relieve stress
The brain grows wirings and connections to support the mind’s idea make them experts at whatever they spend the most energy doing
Where does happiness begin?
How does it work to grow us as humans?
Seeking to feel good all the timeSeeking to feel good all the time
Using the natural chemical of “Dopamine”Using the natural chemical of “Dopamine”
Dopamine grows their bodiesDopamine grows their bodies
Teens feel less happyTeens feel less happy
LEARNING IDEA:LEARNING IDEA: Teens need adventure! Excitement! Challenges! Teens need adventure! Excitement! Challenges!
Safety! Safety! ……And opportunities to learn AS INDIVIDUALS!And opportunities to learn AS INDIVIDUALS!
Teen Brain Development
Decision-making & self care just beginningDecision-making & self care just beginning
Decision-making skills don’t fully develop until theDecision-making skills don’t fully develop until the
age of 25age of 25
Teens are becoming independent and need to have Teens are becoming independent and need to have experiences to find their truthexperiences to find their truth
LEARNING IDEA:LEARNING IDEA: LeadLead by asking the right questions…. Don’t tell… by asking the right questions…. Don’t tell… ASKASK
Teen Brain Development
• The National Drug I.Q. Test
Staff Drug Education Agenda
• Drugs and Your Influence
Staff Drug Education Agenda
Drugs Force Large Releases of Dopamine
How do drugs work?How do drugs work?
What do Drugs Do?
Force the brain to release any or all neuro chemicals: dopamine, seratonin, adrenaline, and/or glutamate (natural pain killer)
The non-mood producing chemicals kill brain cells
Brain goes into survivor mode and attacks chemicals in brain causing hangover, depression, and loss of energy
Why Do Youth Use Drugs?
Lack of Love Connection
Post Traumatic Stress
Nobody cares
Insecure
Family/Friends Uses/Sells Drugs
Lack of direction
Psychological Effects
Initially: Euphoria, new reality, increased personal power & confidence.
-Later: depression, high anxiety, isolation
Lack of personal confidence
Increased desire to repeat the drug experience; replacing previous rewarding behaviors and activities
World begins to revolve around drug use as cravings dominate thought processes
Short Term Effects
High in class
Extreme mood changes
Asleep or overly energetic in class
Increased dishonesty and breaking of commitments
Avoiding eye contact
Late or missing more days of school
Headaches
What drugs are being used?&
How are they being used? Marijuana?
Alcohol?
Pills (prescription & non-prescription)?
Syrup?
What drugs are being used?&
How are they being used? Tobacco?
Marijuana?
Alcohol?
Pills (prescription & non-prescription)?
Syrup?
Who is at risk?
Who is taking the drugs?
Who is under a lot of stress?
Who needs friends and acceptance?
Tobacco
Cigarettes
Candy flavored cigars
Chewing tobacco (candy flavored)
E-Cigarettes
Blunts (hollow cigars with marijuana)
Tobacco Effects
Brain changes > addiction
Lung damage > problems breathing
Heart damage > weaken
Skin problems > wrinkles
New Marijuana is strong!
Marijuana 20-25 times stronger than in the 1960’s
New product: Synthetic Marijuana
New product: Marijuana Wax
Marijuana Effects
Learning challenges Memory Difficulties Motivation lost! Danger of Mental Illness Addiction Try other drugs?
Signs of UseSigns of Use
Marijuana: Blood shot, sleepy eyes combined with slow reactions and stumbled vocabulary, skunky smell
Alcohol: Smell of alcohol, slurred speech, dramatic changes in personality, lack of coordination
Alcohol kills brain cells! Alcohol gives false courage People do what they want, not what is right People can die from overdose One time can cause permanent brain
damage Addictive Commit felonies or get pregnant
Signs of UseSigns of Use
Speed: (Meth, Cocaine, Ritallin, diet pills) Excitability, dilated pupils, rapid speech, bouncing off the walls.
Ecstasy: Dilated pupils, overly friendly and trusting, sweating, feverish to touch
Heroin, PCP, Oxycotin, Cough Syrup: Sluggish, droopy eye lids, extremely insensitive to touch, slurring of speech.
Long term ConsequencesLong term Consequences Dramatic Changes in Brain Chemistry
Retardation of Brain Development
Psychological Impairment
Physical Problems
Physical Addiction
Public Record Drug Use
Death
LEARNING IDEA:LEARNING IDEA:Drugs are not good for children brain developmentDrugs are not good for children brain development
Responding to Drug UseResponding to Drug Use
Responding to possible Responding to possible overdoseoverdose
Call for help immediately
Ask your student to tell you exactly what they took and when. (some ingested drugs will kick in dramatically after 15 to 45 minutes)
Ask if anyone else took drugs with them
Ask them to tell you what’s going on with their body, their feelings, and their thoughts
If passing out, lay on their side > keep passageways open
Assess the Situation
Safety first: Everybody’s
Is the student(s) in danger?
1. Call 911
2. Call the Principal
3. Call the Parent
Intervening With Students Who Are Intervening With Students Who Are Exhibiting Drug-Using TraitsExhibiting Drug-Using Traits
What to do if signs of use are present?Notice any changes in attitude, behavior,
school performance?Any new friends that may be behind the
changes?What do the other teachers tell you?
School Policy for Drug Use on Campus
School Policy for Drug Use on Campus
Ask Principal what the School Policy is Inform students about policy beforehand Be prepared to apply the policy Help develop the policy Drug Awareness Session for Violation
Thoughts to consider: How would you like to be treated… Appropriate consequences are the most powerful
teacher in life. What’s in the best interest of child > long term
Upon Return from Suspension
On-Track Guidance For grades 7-12: Have a confidential discussion.
Ask student what they learned from their experience, who was harmed?
Set up a student academic assistance plan
(K-6) Parents involved in this same discussion
Upon Return from Suspension
On-Track Guidance
Restorative Plan: assign student to research and report/present about drugs and their effects on their peers.
Establish enrichment opportunities with caring adults and peers in a safe emotional environment.
Parent Partnership• Tell them good things about their child.
• Discuss the using incident.
• Inquire as to how the parents have handled the situation. Listen carefully:
Ask the parent if they feel what they are doing is working. If not, ask them if they are open to suggestions.
Introduce Parents to Strength-based approaches to parenting (Charlie Appelstein)
Are parents setting aside one-on-one bonding time?
What’s happening at home? Is there a family crisis?
Encourage parents to spend 2 hours on a “fun” date with each child, each week to build relationship
Encourage parents to tune in with their child to pick up on problems or changes in his/her behavior.
Encourage parents to monitor their social media
Programs/Counseling
Chronic users: refer them to counseling.
Note: Some students have severe emotional and
psychological issues and lack the resilience necessary to not use drugs.
Involve mental health professionals to assist students in overcoming their personal obstacles.
Legal Issues
Selling of drugs is a crime at any age (punishments will vary by age)
Always Document incidences of drug and violence to aid law enforcement in cases of domestic violence and drug selling to protect the victims and yourself
The Principal usually calls the police, however be prepared to make the call
Get Students Back on Track
Staff Drug Education Agenda
Healthy Emotions Build Capacity
Talk to your student 1 x 1
I care, I see, I feel, I listen Make a non-judgmental connection Clear expectations and consequences Communication & monitoring Integrity – Modeling Keep your personal use of alcohol and drugs
privateLEARNING IDEA:LEARNING IDEA: Get interested in how your students, think, make decisions, and feel
ChecklistAm I encouraging open dialogue?
Does your student tell you how they truly feel? Remind your student that he/she can always talk to you (or
another caring adult) about anything – without judgment.
(You want them to talk to you, right?)
Prevention Factors
Supportive classroom (tuned in, supervision, fair rules/boundaries, Safety)
Build an individual plan with student to meet academic needs
Youth are connected (school, activities)
Social and Decision-making Skills
Activity-Based Prevention 7-12
Use an effective interactive drug education curriculum; that develops life skills, teaches about side effects & that allows for students to teach each other
Have pro-sober rallies, activities, etc
Case manage all students in school; each teacher assigned 15 to 20 students to keep track of, problem solve for, and assist students
More Prevention
Peer Education Classroom and School wide activities
Incorporate drug education, nutrition, and exercise into all after school and sports programs.
Discuss well known positive role models, their goals and achievements
Take students to a college university on a field trip. Dare your students to dream and visualize their lifelong goals.
Develop individual plans for each student and supports needed
Creating the Flow State
Leadership (Students need you to be in charge)
Catch problem emotions early Identify each student’s preferred learning styleAlways connect each lesson to “mission” of
the classStrengthen each student’s emotional
intelligenceHave class complete a strength inventory
Creating the Flow State
Design lesson plans that engage and empower towards fulfillment of life goals
Design activities that move between intense focus and wandering focus
LEARNING IDEA:LEARNING IDEA: Stay Calm
Creating the Flow State
Mandated Reporter
By law, you are a mandated reporter to Child Protected Services; attend a CPS Reporting training
When students between the ages of 12 and 17 begin to have conversation with you inform them that what they say to you is confidential unless they tell you of sexual violence, domestic violence, that they intend to harm someone, themselves, or that someone is harming or about to harm them.
Self CareSelf Care Wake up caring for yourself emotionally, psychologically, physically, and spiritually.
Have your own life in order.
Have your own confidant
Divergent thinking = open-minded
Human beings are resilient!
Enjoy your free time!
LEARNING IDEA:LEARNING IDEA: You cannot give something to others if you do not have it
yourself
