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© NSW Department of Education and Communities

Teacher’s Resource

Strategy tool – A tool for the classroom 11

Peer-led alcohol education activities for Stage 4 students

Curriculum support material for Stage 4 Personal Development, Health and Physical Education © 2004, New South Wales Department of Education and Training and the Peer Support Foundation Ltd.

RESTRICTED WAIVER OF COPYRIGHT

The material printed in this publication is subject to restricted waiver of copyright to allow the purchaser to make photocopies of the material contained in the publication for use within a school, subject to the conditions below:1. All copies of the printed materials shall be made without alteration or abridgment and must retain acknowledgment of the copyright.2. The school or college shall not sell, hire or otherwise derive revenue from copies of the material, nor distribute copies of the material for any other purpose.3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of any of these conditions.ISBN 0731382579SCIS 1134094All enquires about Peer-led Alcohol Lessons for Students should be addressed to:Drug Prevention ProgramsNSW Department of Education and TrainingGPO Box 33 SYDNEY NSW 2001Illustrations: Moving Ideas Animation Graphic Design: BIAGDESIGN

Acknowledgements

The Department of Education and Training and the Peer Support Foundation gratefully acknowledge the contribution of the staff and students from the following schools:Asquith Girls High School Caringbah High School Liverpool Boys High School.

ContentsForeword 5Section 1: Introduction 7Section 2: Teacher guidelines for implementing PALS 9Syllabus links 15Section 3: Peer-led activities 19Activity 1: Teacher-led introduction 19Activity 2: Fact or fiction? 27Activity 3: Effects of alcohol on the body 35Activity 4: Standard drinks 44Activity 5: Exploring risks 50Activity 6: Influences on alcohol use 58Activity 7: Making decisions 61Activity 8: Seeking further information and help 69Section 4: Parent information session 81Section 5: Appendix 1 Contacts and resources 100References: 103

PEER-LED ALCOHOL LESSONS FOR STUDENTS (PALS)




ForewordThe NSW Department of Education and Training seeks to provide quality education for all students, taking account of their age, background, needs, ability and interests. Government schools promote the health of students within the context of the Student Welfare Policy and the Personal Development, Health and Physical Education (PDHPE) curriculum. Together they provide a framework for preventative and support programs that aim to meet the social, physical and emotional health needs of students.

RationaleAfter analgesics, alcohol is the drug most commonly used by young people. Alcohol is recognised as one of the most significant causes of drug related harm. It is second only to tobacco as the largest preventable cause of premature death and hospitalisation in Australia. Statistics show significant numbers of young people drink alcohol. Results from the National Drug Strategy Household Survey (2001) showed that during the last 12 months 10.7% of young people aged 14-19 years put themselves at risk of short-term, alcohol related harm on at least a weekly basis. Additionally, half of all drug related deaths for people aged 0-34 years were attributed to alcohol use (Ridolfe and Stevenson, 2001).Adolescence is a time when the peer group is a significant influence in a young person’s life. Research shows young people seek advice from friends and are influenced by the expectations, behaviours and attitudes of the groups to which they belong. Young people are viewed as credible sources of information about drugs by their peers.Peer-led education has been successfully employed across a range of programs including drug education. Peer-led drug education can: − provide learning experiences that engage students and are relevant to their needs− allow young people to explore social issues with others of similar age− promote caring, co-operative environments where students learn to support each other to make safe and healthy lifestyle decisions− provide opportunities for exchanging of ideas between peers and peer leaders− assist students to resist negative influences regarding drug use − allow students and peer leaders to demonstrate appropriate attitudes and values− enable students to learn and practise skills to make informed choices. Peer-led drug education programs provide opportunities for peer leaders to organise and conduct engaging educational activities with small groups of students. Benefits for peer leaders may include increased self-esteem, heightened confidence, improved communication skills and knowledge.As alcohol is widely used in Australian society, secondary school is a crucial time for young people to gain knowledge and understanding and develop skills to allow them to remain safe in environments where alcohol is consumed.

Section 1 Introduction

About the resource

The NSW Department of Education and Training, in consultation with the Peer Support Foundation, has developed Peer-led Alcohol Lessons for Students (PALS). The resource has been designed to enable schools to implement appropriate and relevant peer-led alcohol education activities for Stage 4 (Year 7 and Year 8) students, using older peers to conduct the activities. Teachers train Stage 5 or 6 (Year 10 or Year 11) students as peer leaders. The peer leaders facilitate a series of alcohol education activities with small groups of six to eight Stage 4 students. The Peer Support Foundation offers training for teachers to facilitate peer leader training.The aim of PALS is to increase knowledge and understanding of alcohol and its effects. It allows students the opportunity to work in small groups so they can learn and practise skills to help them make informed choices about alcohol. PALS supports the implementation of the content strands Self and Relationships and Individual and Community Health, of the Personal Development, Health and Physical Education (PDHPE) Years 7-10 Syllabus (2003). The resource provides activities to assist students to work towards achieving the related outcomes.




Contents of the resource

1. Teacher guidelines for implementing PALS

The guidelines include information and key issues for teachers when implementing the program and PDHPE syllabus links.

2. Peer-led activities

This section includes an overview of the program. The first session to introduce the program is designed to be conducted by a teacher as well as peer leaders. There are seven peer-led activities that teachers or peer leaders can select. Copies of this section should be provided to the peer leaders.

3. Parent information session

The session gives parents an overview of PALS. A sample invitation to attend the session and an information handout are included.

4. Appendix

The appendix includes contact details for the Peer Support Foundation and a list of useful alcohol information services.

5. CDROM

A CDROM is provided to facilitate copying activities for peer leaders.

Trial and evaluation of PALSPALS was piloted and evaluated in 2001, in three government secondary schools in Sydney: a co-educational, a boys’ and a girls’ school. The evaluation concluded that:− the peer-led program enabled students to work towards PDHPE syllabus outcomes− students’ knowledge and skills about alcohol-related issues improved− students had positive experiences in the program − the program could be adapted to the needs of each school− the resource would be a useful drug education strategy for secondary schools.In addition, the evaluation identified positive outcomes for the peer leaders including the opportunity to develop leadership and group facilitation skills.

Section 2: Teacher guidelines for implementing PALSPeer-led education in a school setting generally refers to students delivering an educational program to other students who are of similar age or slightly younger. Peer-led education programs use peer leaders to deliver relevant and appropriate information.

Key issues to consider for implementing PALS

1. Planning and training

Planning and training are critical to the success of peer-led programs, including PALS. Teachers are responsible for training students as peer leaders to facilitate a series of peer-led alcohol education activities with Stage 4 students.The Peer Support Foundation offers a one day workshop to assist teachers to implement PALS and train peer leaders for this program. Schools that require assistance for this purpose are encouraged to contact the Peer Support Foundation. There is a charge for this service. Contact details for the Peer Support Foundation are provided on page 99. Schools may find it helpful to nominate a co-ordinating teacher and form a committee to:− determine how the program will be implemented− plan for training teachers and peer leaders and ensure there is adequate time and resources− consider the composition of student groups − organise supervision and location of the program− ensure staff not directly involved in the program are made aware of the purpose and understand the benefits of peer-led drug education.

2. Selecting and training peer leaders

The recruitment, training and support provided for peer leaders for PALS should be appropriate to the task they are expected to undertake, and in particular ensure they have the necessary skills to facilitate peer-led activities. If the students who are chosen to act as leaders for PALS have already been trained as Peer Support Leaders, a one-day training workshop is recommended to ensure they have the requisite knowledge, understanding and skills to conduct alcohol education activities. Students who have had no prior Peer Support Leadership training would require additional training in group facilitation processes and a two day workshop is recommended.




Peer leaders need an understanding of the content of the program, its desired outcomes and the responsibilities of being a peer leader. The amount of time and work required as well as the personal benefits should also be explained. While peer leaders will develop new leadership, communication and interpersonal skills they need to be supported and supervised throughout the implementation of the program. The program is more likely to be successful if it includes substantial modelling and practice of group facilitation methods. These strategies can be taught and practised in the leader training and at peer leader meetings held before and after the activities. Peer leaders need to be familiar with strategies for maintaining an environment in which group members feel at ease and individual opinions are valued. The training should enable peer leaders to develop the skills to monitor their group, for example, to be aware of group members who wish to speak (or do not) and encourage them to express their point of view.It is important for peer leaders to have an understanding of and the skill to recognise a disclosure. Skills such as protective interrupting can be practised at peer leader training. This will enable the peer leaders to explore the kind of strategies they might adopt if a student begins to disclose in front of his or her peers. This can prevent the student being open to possibility of victimisation or ridicule and regretting their actions later. Peer education projects are based on the assumption that peer leaders have more credibility with their peers than adults. Teachers should be aware however that students who they might consider would make good peer leaders and role models may not be seen as credible by group members. Selecting students only on the basis of good behaviour and academic achievement to be leaders may not be effective and may place unreasonable expectations on the leaders themselves. Peer leaders can be selected from Year 10 or Year 11 students who indicate their interest in the PALS program. Alternatively all Year 10 and 11 students can be trained as potential peer leaders. Training all potential leaders provides the advantage of having a pool of reserve leaders for contingencies such as illness or other commitments of the regular peer leaders. Relevant staff can be consulted about the leadership potential of the students interested in training as peer leaders.It is suggested that two peer leaders be allocated to each student group. Peer leaders should prepare sessions, allocate tasks and facilitate activities.

3. Supporting peer leaders

Peer leaders need sufficient time to prepare for sessions. Before delivering the activities peer leaders need to understand the content, be familiar with the activities, and identify and make arrangements to obtain resources required. Supervising teachers need to be unobtrusive but nearby during peer-led activities, and ready to offer assistance if required. Peer-led drug education should be treated the same as normal lessons in regard to punctuality, attendance, behaviour and participation.

Regular meetings provide peer leaders with opportunities to reflect on the purpose of the program, discuss issues that may have arisen and plan for future activities. Meetings should be scheduled prior to and directly after the peer-led activities. Prior to the activities the supervising teacher can brief the peer leaders, practise questions, model activities and check resources and timing of the activities. Follow-up meetings give peer leaders the opportunity to discuss issues and provide feedback for use in program evaluation. These meetings also provide an opportunity for peer leaders to raise any difficulties and identify ways to manage groups and present activities. They should also include discussion of successful activities to allow the sharing of ideas and strategies for future sessions.

4. Group composition

Student groups should have between six and eight students. Teachers should consider group dynamics and the ways in which students are likely to best interact. Once the program has commenced changes should be kept to a minimum and implemented with sensitivity.

5. Participation of parents

Since parents play an integral role in educating their children about alcohol and other drugs, schools are encouraged to involve them and other community members in drug education. Parents should be informed of the purpose and expected outcomes of peer-led drug education programs.

6. Acknowledging peer leaders

Peer leaders can be recognised for their contribution to the peer-led program. For example, a certificate of appreciation might be awarded at an assembly or community morning tea. This certificate could recognise the leaders’ valuable contribution to the peer-led program and their leadership, organisation and planning skills.




7. Integrating PALS into the curriculum

The PALS resource supports the Personal Development, Health and Physical Education (PDHPE) 7-10 Syllabus (2003). The resource provides activities to assist students to work towards achieving the related outcomes. Schools might implement PALS in the following ways:− as a series of sessions per week in place of timetabled lessons − as a one or two day workshop.Scheduling of activities will need to take account of availability of peer leaders and suitable venues for groups to meet. The PALS activities vary in length and have been developed to allow flexible delivery. The peer-led activities may be used independently and are not sequential. There is no expectation that all the activities will be used. Schools may choose to do some activities (or parts of activities) but not others depending on the learning needs of their students. Each teacher would be responsible for overseeing the conduct of three to four groups. This will include peer leader meetings prior to and following each session to support the peer leaders and to allow PALS to be monitored and modified if necessary.

Program evaluation

Evaluation will enable the school to determine what worked and what did not, and where improvements can be made. This will assist in subsequent planning and implementation of the PALS program.The following are examples of some strategies for evaluation. • Peer leaders A suggested survey is included on pages 76-79 and can be easily adapted. Follow-up meetings with peer leaders after each activity allow PALS to be monitored and, where necessary, changes to be made during the program.• Stage 4 students In addition to assessing achievement of syllabus outcomes (refer to page 18) students could be surveyed on aspects of the program that worked well, could be improved and their general satisfaction with the program overall.• Staff Discussions could be conducted with staff about satisfaction with the program. This could include implementation issues (leader training and organisation of group) and the impact of the program (benefits for peer leaders and Stage 4 students).• Parents Feedback could include an evaluation sheet on the effectiveness of the parent information session or a survey of the effectiveness of PALS with their own child(ren). A presentation at a staff meeting could be given at the conclusion of the program.

FLOWCHART FOR IMPLEMENTATION OF PALSThe following flow chart summarises key steps for implementing PALS

School decision to implement PALS

Promote PALS to the school community including whole staff and parents. Identify staff roles

Train teachers to implement PALS (The Peer Support Foundation provides teacher training)

Hold parent information session

Select and train peer leaders

Form groups and assign peer leaders

Implement peer-led Stage 4 activitiesSupervise groups (One teacher for 3-4 groups)

Meet with peer leaders before and after each session

Modify for future years Evaluate




Syllabus links

The activities in this resource link to the NSW Board of Studies Personal Development, Health and Physical Education (PDHPE) Years 7-10 Syllabus (2003). The Stage 4 outcomes and content of the syllabus addressed in this resource are outlined below. The peer-led activities can be used in conjunction with activities in PDHPE lessons to determine progress towards syllabus outcomes. The syllabus content is expressed in the form of students learn about and students learn to. These statements provide a basis for teachers to plan and develop units of work in which students can maximise their learning in PDHPE and demonstrate the course outcomes. The syllabus also encourages the concept of assessment for learning. Assessment for learning in PDHPE is designed to provide students with opportunities in the context of everyday classroom activities (including peer-led activities), as well as planned assessment tasks, to demonstrate their learning and level of achievement of syllabus outcomes.Teachers need to identify activities that will allow evidence of learning to be gathered. Methods of gathering evidence could include teacher observation of peer-led activities, written responses by students for assessment by teachers after the peer-led activities, peer evaluation and self-evaluation. Peer evaluation might include an informal discussion at a peer leader follow-up meeting on participation in an activity. Assessment should be an integral part of student learning.

Outcome 4.6 A student describes the nature of health and analyses how health issues may impact on young people.

Students learn about:

• drug use: − reasons people use and do not use drugs − influences on drug use − short-term and long-term effects of drugs on health and wellbeing.

Students learn to:

− describe the short-term and long-term effects of alcohol use − analyse influences and reasons why people choose to use or not use alcohol − explore the relationship between the person, the drug and the environment in determining the impact of drug use.

Outcome 4.7 A student identifies the consequences of risk behaviours and describes strategies to minimise harm.

Students learn about:• strategies to minimise harm: − acquiring knowledge − developing personal skills, e.g. problem-solving − recognising, assessing and responding to risk situations.

Students learn to:

− describe strategies to recognise, assess and respond to risk in a variety of real life situations. − explore the concept of risk by investigating the following: • what is a reasonable degree of risk? • why do people take risks?

Skills that enhance learning in PDHPE

Effective learning in PDHPE is underpinned by the development of skills that assist students to adopt a healthy, active and fulfilling lifestyle (PDHPE Years 7-10 Syllabus, 2003, p15). There are specific skills outcomes provided in the syllabus for each Stage to assist the integration of skills into teaching and learning activities. During participation in the activities in this resource, students will be working towards the achievement of the following outcomes.

Outcome 4.12 A student assesses risk and social influences and reflects on personal experience to make informed decisions

Decision making

Students are provided with opportunities to assess risk and social influences to make informed decisions.




Outcome 4.13 A student demonstrates co-operation and support of others in social, recreational and other group contexts

Interacting

Students are provided with opportunities to work co-operatively and support others in a small group context.

Other contributing outcomes

During participation in the activities in this resource, students may also be working towards the achievement of other outcomes, for example, Syllabus Outcome 4.2 below.

Outcome 4.2 A student identifies and selects strategies that enhance their ability to feel supported.

Students learn about:

Seeking help:− benefits of support − identifying people and services that provide support − supporting others to seek help.

Students learn to:

− enhance their ability to seek help by establishing individual support networks of adults and peers.

Values and attitudes

Participation in PALS will help students meet the following values and attitudes syllabus objectives.

Students will:

• value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles• develop a willingness to participate in creating and promoting healthy and supportive communities and environments.

Overview of the PALS program

This section provides an overview of the teacher-led and peer-led activities that can be incorporated into Stage 4 PDHPE programs to support learning about alcohol. It is suggested the teacher-led activities be taught first as a way of introducing the program.

Outcomes and activities

The following table provides an overview of major links between the syllabus outcomes and the activities. The activities can be used as part of PDHPE activities to determine progress towards syllabus outcomes.

Syllabus outcomes

Activity Overview 4.2 4.6 4.7 4.12 4.13

1. Introduction to PALS (teacher–led)

This activity introduces the program, sets group rules and explores opinions about alcohol use.

∆ ∆

2. Fact or fiction?This activity enables students to explore facts and fiction about alcohol and discuss reasons why people choose to drink or not to drink alcohol.

▲ ∆

3. Effects of alcoholThis activity enables students to identify and discuss the short-term and long-term effects and the possible harms associated with alcohol use.

▲ ∆

4. Standard drinksThis activity involves students measuring volumes equivalent to standard drinks and comparing the alcohol content of different alcoholic beverages.

∆ ∆

5. Exploring risks

This activity enables students to define risk-taking, assess risk and explore the relationship between the person, the drug and the environment in determining the impact of drug use.

▲ ▲ ∆ ∆

6. Influences on alcohol use

This activity enables students to identify and explore influences on alcohol use. ▲ ▲ ∆

7. Making decisions This activity enables students to explore consequences of behaviour and practise decision making.

▲ ▲ ∆

8. Seeking further information and help

This activity enhances students’ ability to seek further information and support about alcohol. ∆ ∆

▲ Major outcome ∆ Contributing outcome




Section 3: Peer-led activities

Activity 1 Teacher-led introduction

This activity introduces the program, sets group rules and explores opinions about alcohol use.

Preparation

• Activity sheet 1.1: Body voting• Information sheet 1.1: Responses to body voting• Worksheet 1.1: What do you think? • Chart paper• Textas

Organisation Activity Notes

Whole class

Suggested Time:5 minutes

IntroductionProvide an overview of the program. Outline expectations and explain how the program will be conducted.Review the roles and responsibilities of the peer leaders and group members.

Teachers can introduce the program by working with all the groups in their class in the one room.

Whole classSuggested Time:10 minutes

Peer groups

Body voting

Place the three responses (agree, unsure and disagree) from Activity sheet 1.1: Body voting across the room. Read the statements (e.g. Alcohol is cool), one at a time, from Information sheet 1.1: Responses to body voting. Allow students to respond by moving to the corresponding position.

After each statement ask:

− why did you make this choice? (Ask ‘agree’, ‘unsure’ and ‘disagree’ voters to obtain differing viewpoints)− having heard other opinions, would you now like to change your position? − what convinced you to change your position?

Ask:

− how can information help us make safe choices about alcohol?Teacher organises students into peer-led groups. The remainder of the session will be conducted in peer groups with peer leaders facilitating the activities.

Peer leaders introduce themselves to their groups and explain:

− where the group will meet− any equipment students need to bring− where students might find the peer leaders in the school.

Cut up Activity sheet 1.1: Body voting (agree, unsure and disagree cards) prior to the session.Body voting involves students physically moving to designated positions in the room depending on their responses to the questions or statements.Teachers can involve peer leaders by having them read out the statements. The purpose of the activity is to explore the range of opinions in the group and the level of knowledge about alcohol.Teacher emphasises the importance of knowing the facts in order to make informed and safe decisions about alcohol.

Group members may wish to discuss aspects of the program at other times with the peer leaders.This activity allows students to get to know each other and promotes a sense of belonging to the group.





Peer groups


Individual

Peer group


Attitudes to alcohol

Peer leaders explain:− group members are going to get to know each other− the group is going to explore what they know and think about alcohol.Provide students with a copy of Worksheet 1.1: What do you think? Group members complete the worksheet by asking at least three others in the group to fill in a response and sign their name.Bring the group back together. Ask each student to introduce him/herself and share one or two comments they have written down.

Ask:

− did you all have the same thoughts about alcohol?− why might some of you think differently?− what do you think about drinking alcohol?

Working together

Brainstorm ways to help the group work together co-operatively and respectfully by asking:− what can we do to help our group work together co-operatively?Leader records responses on chart paper. Review the list of responses.Ask the group to choose the rules they think are most important for their group. The following rules could be included:− respect everyone’s opinion− do not discuss personal experiences (about self or others)− speak one at a time− be on time.

The agreed rules are recorded on a sheet of paper to be kept by the leader.Ask group members to decide on a suitable name for their group.Groups could be asked to explain the reasons for the choice of their group name.

The purpose of the activity is to introduce group members and explore a range of opinions about alcohol.While people may not accept or agree with others’ opinions they should respect the rights of others to have different opinions from themselves.People’s attitude towards alcohol is influenced by many factors including:− family and community values− their past experiences− the expectations, behaviours and attitudes of the groups to which they belong − the situation− exposure to advertising and the media.

Brainstorming allows group members to give as many responses as possible to a problem or question. All responses are recorded and discussed in a non-judgemental way. All group members should be encouraged to contribute.The aim is to establish a set of rules to enable the group to work together co-operatively and respectfully. Students may have different values, attitudes and beliefs about alcohol. Students need to respect the right of others to their opinions.This is not an appropriate environment for discussing personal experiences. A disclosure in front of peers can leave a student open to possible victimisation or ridicule and he or she may later regret the action. All group members should be encouraged to contribute but it is important to listen to others and speak one at a time so that group discussions run smoothly and everyone has the opportunity to express an opinion.PALS is no different from normal lessons in regard to punctuality and attendance.

Teachers will offer support to ensure the group adheres to the rules.Naming the group gives the members ownership and promotes a sense of belonging. Examples include − students using the first initials of their names to create their group name − choosing the names from sporting teams, mythical creatures or other groups.




Agree

Unsure

Disagree

Explain to students that statements 1-7 explore a range of opinions about alcohol

1. Drinking alcohol is cool.

2. You need to drink alcohol at a party to have a good time.

3. Drinking alcohol to get up the courage to ask someone out is acceptable.

4. Most people my age do not drink.

5. It’s embarrassing if you do not drink when everyone else is.

6. Getting drunk is no big deal.

Notes: Being drunk can stop people thinking clearly and acting sensibly and may lead to them putting themselves at risk of harm from other things, for example, injury due to falls, road accidents or unwanted or unprotected sex. It can also cause health risks such as toxic damage to the small bowel resulting in diarrhoea, depression of the central nervous system, headaches, shakiness, nausea and vomiting.

7. Going swimming after drinking alcohol is OK.

Notes: One fifth of young people and adults who drown have been drinking alcohol.Explain to students that questions 9-12 explore facts about alcohol and each has a correct answer.

8. Buying alcohol underage is OK if you look old enough. (False)

Notes: Selling alcohol to someone who is underage (that is under 18 years of age) is against the law and can lead to prosecution.

9. The legal blood alcohol concentration (BAC) for drivers holding a full licence is 0.15. (False)

Notes: The legal BAC for drivers holding a full licence is 0.05. BAC levels are much lower for L and P-plate drivers. This means they can not drink alcohol and drive. BAC refers to the amount of alcohol in a person’s blood. A BAC of 0.05 means the person has 0.05 grams of alcohol for every 100 millimetres of their blood. The legal BAC ranges from nil to 0.05 depending on experience and the type of vehicle being driven e.g. bus and tram drivers must have a zero BAC while on the road in most Australian states. Studies have shown there is a direct correlation between BAC and the degree to which reactions and judgements are impaired.

10. Alcohol is a drug. (True)

Notes: Alcohol is a depressant that slows down the activity of the central nervous system. It effects concentration and co-ordination and slows down responses.

11. Drinking coffee will help to sober you up. (False)

Notes: Alcohol has to be removed from the body by the liver and this takes time. The liver can only work at a fixed rate, breaking down about one standard drink per hour. Drinking coffee will not accelerate the process or help sober a person up.

12. A can or stubby of beer (normal strength 4.9% alcohol) is one standard drink. (False)

Notes: A can or stubby of normal strength beer (375ml) equals about one and one third standard drinks (285ml) and may take a P-plate driver over the BAC limit. The number of standard drinks is listed on the labels of all alcoholic beverages.

Talk to three or four others in the group.

Ask them to answer one or two of the questions on the sheet and sign their name.

What do you think about drinking alcohol?

How can alcohol affect people?

What harm can alcohol cause?

How might television advertisements about alcohol have an effect on peoples’ attitudes towards drinking alcohol?

How do you feel when you see characters in movies drinking or getting drunk?

What should the legal age for drinking alcohol be?




Activity 2 Fact or fiction?This activity enables students to explore facts and fiction about alcohol and discuss reasons why people choose to drink or not to drink alcohol.

Preparation

• Worksheet 2.1: Alcohol: fact or fiction • Information sheet 2.1: Answers to quiz • Chart paper • Textas


Individual


IntroductionProvide an overview of the program. Outline expectations and explain how the program will be conducted.Review the roles and responsibilities of the peer leaders and group members.

Information sheet 2.1: Answers to quiz also provides information to help with discussion.

Pairs

Peer group

Pairs


Peer groupPairs

Fact or fiction?Provide students with a copy of Worksheet 2.1: Alcohol: fact or fiction and ask them to circle True or False for each question (e.g. Alcohol affects the brain by speeding it up).Ask students to compare answers with a partner.Read the correct responses from Information sheet 2.1: Answers to quiz so that students can check their answers.

Ask:− what were some of the facts you thought were fiction?− what was some fiction you thought was fact?− where did you learn this fact or fiction?

Facts about alcoholAsk students to discuss their answers to the following questions with a partner: − how is alcohol produced?

− what type of drug is alcohol?

Questions are written on chart paper prior to the activity and displayed for students’ reference.Alcohol is made when water and yeast act on the sugars from various types of grain, fruit and vegetables. The process is called fermentation. Pure alcohol has no taste and is a colourless liquid. Alcoholic drinks vary in colour and Alcohol is a psychoactive drug that affects the mind. Alcohol is a depressant and slows down the activity of the central nervous system. In small doses depressants cause people to be outgoing. Depressants can affect concentration and co-ordination and slow down people’s response times to unexpected situations.Types of alcoholic drinks include wine, spirits, sherry, port, alcoholic cider, mixed drinks and liqueurs.Many drinks contain alcohol. The amount depends on the type of drink, regular beer is 4.9% alcohol, low alcohol beer is 2.9% alcohol, wine is around 12% alcohol and spirits or liqueurs are around 40% alcohol.Effects of alcohol may include feeling more relaxed, growing in confidence, slurred speech, difficulty co-ordinating movements e.g. stumbling, blurred vision, feeling sick, vomiting, shakiness, diminished sense of responsibility leading to risky behaviour, violence, passing out, hangover.





Groups of four

− What are some types of alcoholic drinks?

− what is the difference in the alcoholic content of beer, wine, spirits and liqueurs?

− how might alcohol affect a person’s immediate wellbeing and health?Peer leaders bring group back together and ask each pair to give their responses to one of the questions. Repeat the process until all questions are answered.One leader records the answers on chart paper while the other leads a group discussion, clarifies any issues and adds extra information from the notes.

Why do people drink alcohol?Explain that people choose to drink or not drink alcohol for a variety of reasons. Reasons may change in different circumstances or different times of a person’s life.

Ask students to work with a partner and list the reasons young people:− choose to drink alcohol − choose not to drink alcohol.

Ask each pair to compare their list with another pair and add any additional reasons.

Repeat the process for the reasons adults:− choose to drink to alcohol− choose not to drink alcohol.Ask group members to write their main reason(s) for each category on the chart paper.

Prior to the activity, chart paper should be prepared with the following headings:− reasons young people choose to drink alcohol − reasons young people choose not to drink alcohol− reasons adults choose to drink alcohol − reasons adults choose not to drink alcohol.

Reasons people choose to drink alcohol could include to:− relax− celebrate− have fun− rebel− feel happier− help cope with problems− be sociable− experiment− fit in with friends− enjoy the taste− quench thirst− get drunk.

Reasons people choose not to drink alcohol could include:− to stay in control of behaviour− family does not approve− can have fun without drinking alcohol− to be able to drive safely− to avoid unpleasant experiences caused by alcohol e.g. feeling sick− on a diet− to avoid doing something they might later regret− to comply with religious beliefs− friends do not drink− do not like the taste− concerns about the effect on health− alcohol is too expensive.




Ask:

− are the reasons young people have for drinking alcohol different from those of adults? Why might this be?

− are the reasons young people have for drinking alcohol similar to those of adults? Why might this be?

− how can understanding reasons for behaviour help us in real life situations?

Many of the reasons young people and adults give for choosing to drink alcohol are the same, for example, to be sociable, to have fun or to celebrate. Other reasons are linked to developmental, financial and lifestyle factors and might be given by one group more frequently, for example, to experiment is more likely to be given by young people. Many of the reasons young people and adults give for choosing not to drink alcohol are the same, for example, to comply with religious beliefs. Other reasons might be given by one group more frequently, for example, to gain family approval is more likely to be given by young people.Looking at reasons why people chose to drink or not drink alcohol can help us to:− examine the reasons for our own behaviour− look at whether we are making sensible and well informed choices about what we do− stick to our decisions when we think we have made them for a good reason and not be influenced by others− think about whether our behaviour is actually getting us what we want, for example, if a person is drinking because it helps them to relax, he/she might think about another way of relaxing that doesn’t involve alcohol and is a healthier and better choice.

Circle either True or False, for each statement.

1 Alcohol is a depressant. T F2 Developing a tolerance to alcohol means you T F need to drink more to get the same effect as previously. 3 Alcohol is derived from the fermentation T F of a variety of grains, fruit and vegetables.4 Beer, wine, spirits and liqueurs contain T F the same amount of alcohol.5 Consumption of alcohol contributes to 50% of T F drug related deaths for people aged 0-34 years6 Drinking alcohol during pregnancy can be T F unsafe for the unborn child.7 If you eat before you drink you won’t get drunk. T F8 Blood alcohol concentration (BAC) is the T F measurement of the amount of alcohol in a person’s blood.9 Most alcohol is removed from the body T F by the liver. 10 A standard drink contains 10 grams of alcohol. T F

1. Alcohol is a depressant.Notes: Alcohol is a depressant and slows down the activity of the brain and nervous system. In small doses depressants may cause people to be outgoing. Depressants can affect concentration and co-ordination and slow down people’s response times to unexpected situations. T2. Developing a tolerance to alcohol means you need to drink more to get the same effect as previously.Notes: Tolerance to alcohol means a person needs to drink more to get the same effects that they used to get when drinking less. People who drink excessively usually develop a tolerance to alcohol and they may not appear to be drunk even though they have a high BAC. Tolerance does not prevent the alcohol from damaging their health. T3. Alcohol is derived from the fermentation of a variety of grains, fruit and vegetables.Notes: Alcohol is made when water and yeast act on the sugars from various types of grain, fruit and vegetables. This is called fermentation. Pure alcohol has no taste and is a colourless liquid. Alcoholic drinks vary in colour and taste due to the other ingredients they contain and the method of manufacture. T4. Beer, wine, spirits and liqueurs contain the same amount of alcohol.Notes: Alcohol is in all alcoholic drinks. The amount depends on the type of drink, for example, regular beer is 4.9% alcohol, low alcohol beer is 2.9% alcohol, spirits or liqueurs are 40% alcohol, table wine is 12% alcohol. F




5. Consumption of alcohol contributes to 50% of drug related deaths for people aged 0-34 yearsNotes: Research shows consumption of alcohol contributes to 50% of drug related deaths for people aged 0-34 years. While dying immediately as a direct result of consuming alcohol is rare, a large percentage of traffic accidents and drownings involve alcohol e.g. approximately 3300 Australians (all ages) died in 1998 due to the effects of alcohol. Approximately 14% of people admitted to driving a motor vehicle while under the influence of alcohol. Approximately 6% of people verbally abused someone while under the influence of alcohol and 5% of people had been physically abused by someone under the influence of alcohol. T6. Drinking alcohol during pregnancy can be unsafe for the unborn child.Notes: Alcohol consumed during pregnancy crosses the placenta to the baby. It can cause problems in pregnancy such as bleeding, miscarriage, stillbirth and premature death. It can also negatively affect the baby’s health, for example, damage to the nervous system. It may also cause learning difficulties including low attention span, distractibility and slow reaction times. It is not known exactly how much alcohol will affect the unborn child and many doctors recommend that women do not drink at all during pregnancy or while planning to become pregnant. T7. If you eat before you drink you won’t get drunk.Notes: Alcohol is absorbed through the wall of the stomach and small intestine into the blood. Having food in the stomach slows the rate in which alcohol is absorbed into the blood stream. However, no matter how much food a person has in their stomach all the alcohol will eventually be absorbed. F8. Blood alcohol concentration (BAC) is the measurement of the amount of alcohol in a person’s blood.Notes: The BAC refers to the percentage of alcohol present in a person’s blood. Studies have shown there is a direct correlation between BAC and the degree to which reactions and judgements are impaired. T

9. Most alcohol is removed from the body by the liver.Notes: The liver removes most alcohol from the body (90%); small amounts can be excreted through the skin, breath and urine. It takes the liver approximately one hour to metabolise 10 grams of alcohol (one standard drink). Once alcohol has been absorbed into the blood stream it is not possible to speed the process up despite the myths (such as drinking black coffee, vomiting, cold showers and fresh air). T10. A standard drink contains 10 grams of alcohol.Notes: Alcoholic beverages are served in different sized glasses because some are stronger (have more alcohol) than others. A standard drink for all alcoholic beverages contains 10 grams of alcohol. For example a schooner of light beer (425ml), a middy of full strength beer (285ml), a glass of wine (100ml), a small glass of sherry (60ml) and one nip of spirits (30ml) all contain 10 grams of alcohol and equal a standard drink. T




Activity 3 Effects of alcohol on the body

This activity enables students to identify and discuss the short-term and long-term effects and the possible harms associated with alcohol use.Preparation• Information sheet 3.1: Body organs• Worksheet 3.1: Short-term effects of alcohol• Activity sheet 3.1: Long-term effects of alcohol misuse• Worksheet 3.2: Effects of alcohol quiz• Information sheet 3.2: Answers to the alcohol quiz• Textas• Chart paper


Peer group


Individual


Peer groupSuggested Time:5 minutes

Peer group


How does alcohol affect the body?Ask the group to brainstorm the possible effects of alcohol. Leader records responses on chart paper.

Hand out Worksheet 3.1: Short-term effects of alcohol and check the list that the group brainstormed against the reasons on the worksheet. Ask students to rank the level of effects in terms of harm from 1 (least) to 5 (greatest). Ask students to record their answers on Worksheet 3.1: Short-term effects of alcohol. Explain blank circles have been included for students to fill in and rank any other short-term effects. Ask:− which short-term effects of alcohol may be harmful? What are these harms?− how does the amount of alcohol consumed affect a person’s ability to function normally?

Long-term effects of drinking alcohol

Explain regular and heavy consumption of alcohol over a long period of time can cause damage to many parts of the body.Place chart paper on floor.Explain to students that they are going to link the long-term misuse of alcohol with the body organ that is affected. Draw a large outline of the body and ask students to draw the following organs:− heart− lungs− stomach − brain− liver− skin.

Effects of drinking alcohol may include:− feeling more relaxed− loss of inhibitions leading to risky behaviour− headache, nausea, vomiting− violence− slurred speech− difficulty co-ordinating movements e.g. stumbling− blurred vision− shakiness− short-term memory loss− accidents− passing out− hangover− alcohol dependence.Alcohol dependence is the result of prolonged, regular use of increasing amounts of this drug. There are degrees of dependence from mild to severe. In severe cases of dependence the drug user has little or no control over his or her drug use, and feels compelled to use in order to feel normal and cope.The following are examples of how the amount consumed can affect a person:− three or more standard drinks may cause a person to lose their inhibitions leading to risky behaviour− a few more drinks can cause a person to feel ill− a large amount of alcohol can cause a person to become unconscious.The legal limit for driving (BAC) could be discussed again. The legal BAC for drivers holding a full licence is 0.05. BAC levels are much lower for L and P-plate drivers. This means they can not drink alcohol and drive.The picture below may help when drawing the organs onto the body. See Information sheet 3.1: Body organs.




IndividualSuggested Time:10 minutes

Peer group

Each student selects one card from Activity sheet 3.2: Long-term effects of alcohol misuse and the group decides which body organ it refers to and where to place it on the body outline.

Short-term and long-term effects of alcohol quizProvide students with a copy of Worksheet 3.2 Effects of alcohol quiz and ask them to circle one answer for each of the Peer leaders read the correct answers from Information sheet 3.2: Answers to the alcohol quiz and allow students to check their answers.Peer leaders read the correct answers from Information sheet 3.2: Answers to the alcohol quiz and allow students to check their answers.Concluding question:− why do people still drink alcohol knowing there may be harmful consequences?

One copy of Activity sheet 3.2: Long-term effects of alcohol misuse should be cut up prior to the activity.Definitions for Activity sheet 3.2 Long-term effects of alcohol misuse:− hepatitis: inflammation of the liver− cirrhosis: disease of the liver marked by the dying of cells and a thickening of the surrounding tissues− tuberculosis: an infectious disease of the lungs− ulcer: an open sore on an external or internal surface of the body.People including those who drink heavily often do not think of long-term harms when drinking alcohol and often the short-term benefits outweigh these harms, e.g.if a person’s friends are drinking he or she may decide being like his or her friends and part of the group is more important than any harms (either short-term or long-term) from drinking alcohol.

Reproduced with approval from the Australian Drug Foundation ©Australian Drug Foundation 2001




WORKSHEET 3.1: SHORT-TERM EFFECTS OF ALCOHOL USE

Feeling relaxed Slurred speech

Headaches

Feeling sick and vomitingPoor co-ordination

Decreased sense of responsibility

Lowered inhibitions

Risky behaviour e.g. unwanted or unprotected sex

Difficulty remembering things

Having fun




ACTIVITY SHEET 3.2: LONG-TERM EFFECTS OF ALCOHOL MISUSE

__________

• brain injury

• loss of memory

• confusion

_____________________

• high blood pressure

• irregular pulse

• enlarged heart

__________

• greater chance of infections including tuberculosis

__________

• severe swelling and pain

• hepatitis

• cirrhosis

• cancer

__S________

• inflamed lining

• bleeding

• ulcers

__________

• sweating

• bruising

_I_________

• inflamed lining

• ulcers

__________

• weakness

• loss of tissue

_P_________

• inflammation

• pain

For each of the following questions / statements circle the correct answers. Some questions / statements may have more than one correct answer.

1. Which of the following body organs is affected by long-term use of alcohol?

Liver Heart Brain Skin All of these

2. Which of the following are short-term effects of alcohol?

Headaches Nausea Speeding up brain activity Poor co-ordination

3. Which of these difficulties may be the result of long-term alcohol misuse?

Social Physical Emotional All of these

4. Which of the following is a long-term effect of alcohol on the heart?

Irregular heart rate Enlarged heart Both of these

5. Memory loss can be both a short-term and long-term effect of alcohol. True False

6. Which of the following is a long-term effect of alcohol misuse on the liver?

Tuberculosis Cirrhosis Ulcers None of these

7. Difficulty co-ordinating movements can be both a short-term and long-term effect of alcohol. True False




1. Which of the following body organs is affected by long-term use of alcohol? Liver Heart Brain Skin All of theseLong-term alcohol misuse damages many of the body’s organs.

2. Which of the following are short-term effects of alcohol? Headaches Nausea Speeding up brain activity Poor co-ordinationHeadaches, nausea and poor co-ordination are short-term effects of alcohol. Alcohol does not speed up the brain. It is a depressant and slows reaction times and the functioning of the brain. 3. Which of these difficulties may be the result of long-term alcohol misuse? Social Physical Emotional All of theseHeavy consumption of alcohol over a long period of time can cause physical damage to many organs of the body. Emotional difficulties such as depression and social difficulties such as relationship problems may also occur.

4. Which of the following is a long-term effect of alcohol on the heart? Irregular heart rate Enlarged heart Both of theseLong-term effects of alcohol misuse on the heart and circulatory system include irregular pulse, enlarged heart and high blood pressure.

5. Memory loss can be both a short-term and long-term effect of alcohol. True FalseShort-term memory loss can occur immediately after drinking. Confusion and memory loss are also long-term effects of alcohol misuse.

6. Which of the following is a long-term effect of alcohol misuse on the liver? Tuberculosis Cirrhosis Ulcers None of these

A long-term effect of alcohol misuse is cirrhosis (scarring) of the liver. Tuberculosis, a disease of the lungs occurs more frequently when alcohol is misused. Ulcers are open sores and occur in the stomach and intestines from long-term alcohol misuse.

7. Difficulty co-ordinating movements can be both a short-term and long-term effect of alcohol misuse. True FalseLack of co-ordination and slow reactions are short-term effects of alcohol misuse and loss of fitness can result in the long-term due to damage to body organs.

Activity 4 Standard drinksIn this activity students measure standard drinks and compare sizes of a standard drink for different alcoholic beverages.

Preparation:

• Activity sheet 4.1: Standard drink • Worksheet 4.1: Standard drink • Information sheet 4.1: Standard drink guide• Large sized plastic drinking cups (370ml), enough for 1 set of 8 cups for each pair and at least one set of marked and labelled cups• 2 litre buckets or jugs• Food dye and water• Marker pens• Measuring beakers, jugs or cylinders (in millilitres)• Pen/pencil• Chartpaper






PairsSuggested Time:20 minutes

Peer group


Standard drinks

Peer leaders explain to the group members that they are going to pour a standard drink to compare the sizes of a standard drink for a range of alcoholic beverages.Brainstorm and record on chartpaper a list of beverages that contain alcohol. Ask students to indicate the beverages they think might be stronger (contain more alcohol).

Divide the students into pairs and give each pair:− a copy of Worksheet 4.1: Standard drink − a copy of Activity sheet 4.1: Standard drink − 8 unmarked plastic drinking cups− 2 litre buckets or jugs− food dye and water− measuring cylinders or jugs− marker pens− pens

Read the activity sheet so that everyone understands what to do.Complete the activity as set out on Activity sheet 4.1: Standard drink.After group members have estimated standard drinks, hand out 8 marked ‘standard drink’ cups and Information sheet 4.1: Standard drink guide for students to check their estimates of a standard drink.

Bring group back together and ask each pair to share their results with the group.Ask:− how did your estimate compare with the actual measure of a standard drink?− if the difference between your guess and a standard drink was large, what could be the consequences of guessing as a way of estimating drinks?

− why do you think different sized glasses are designed for a range of alcoholic drinks?− what have you learnt that might help you in the future?

It is suggested this activity takes place outside.

Prior to the activity, prepare one or more sets of eight larger sized ‘standard drink’ plastic cups. Each cup has a line drawn on the outside to the level of a standard drink for each of the eight beverages listed on Worksheet 4.1: Standard drink. Each cup should have the name of the type of alcoholic beverage it refers to marked on it. In the case of light beer, for example, it may be necessary to use more than one plastic cup to measure the volume equal to a standard drink. These cups could be rotated between pairs after they have completed their estimations. Alternatively if there are enough cups each pair could have their own set.

Different types of alcoholic drinks contain different amounts of pure alcohol. A standard drink is defined as one that contains 10 grams of pure alcohol.

Some hotels do not serve alcohol in standard drink sizes – they are often larger. Large wine glasses can hold two or more standard drinks of wine. Cocktails may contain several standard drinks.

BAC (blood alcohol concentration) refers to the percentage of alcohol that is in a person’s blood. Studies have shown there is a direct link between BAC and the degree to which reactions and judgements are impaired.

Knowing the size of a standard drink for different alcoholic beverages allows people to monitor how much they are drinking and make informed decisions about how much alcohol is consumed. This can help to minimise potential harm.




Equipment

2 litres of water, food dye, 8 unmarked and 8 marked and labelled large (370 ml) plastic cups, measuring cylinder or jugs with the volume marked, texta, pens, Worksheet 4.1: Standard drinkAt the end of the activity your peer leaders will provide you with Information sheet 4.1: Standard drink guide to check your answers

Method

1. Make coloured water in bucket or jug by adding a few drops of food dye to 2 litres of cold water.2. On each plastic cup write the name of each type of drink from the list on Worksheet 4.1: Standard drink. When you have finished you will have 8 labelled cups. 3. Into each cup pour the amount of coloured water that you think would be a standard drink for that type of drink. (You may need

more than one cup for some drinks.)4. Carefully pour the amount you estimated to be a standard drink into a measuring cylinder and record the volume in millimetres in the table provided in the How much I estimated was a standard drink (ml) column5. Ask your peer leader to give you a new set of cups which has the actual amount for a standard drink for each type of drink measured.6. Into each marked cup pour a standard drink.7. Carefully pour the amount you measured as a standard drink into a measuring cylinder and record the volume in millimetres in the table below in the How much is a standard drink (ml) column. Repeat until you have measured all types of drinks.8. Ask your peer leader for a copy of Information sheet 4.1: Standard drink guide and check your measures for each type of drink.

Type of drinkHow much my partner and I estimated was a standard drink (ml)

How much is a standard drink? (ml)

What is the difference between what we estimated and a standard drink?

Low alcohol beer

Regular beer

Alcoholic cider (fermented apple juice)

Sherry or port (wines with added alcohol - fortified wines)

Mixed drinks (soft drinks and fruit juices which include spirits such as rum, vodka or whisky)

Spirits or liqueurs

Table wine

Alcoholic soda (pre-mixed drinks)

This activity sheet should be used for reference by peer leaders to mark the plastic cups for comparison of standard drinks.

Drink Standard Drink Information

Low alcohol beer (2.9% alcohol): 375ml

Regular beer (4.9% alcohol): 285ml

Alcoholic cider (6% alcohol): 2 small glasses, 200ml

Sherry or port (20% alcohol): 60ml

Mixed drinks: 1 glass, 30ml of spirits (40% alcohol) plus mixer

Spirits or liqueurs (40% alcohol): 30ml

Table wine (12% alcohol): 1 small glass, 100ml

Alcoholic soda (premixed drinks) (3.5% alcohol): ¾ of a 330ml bottle, 247ml




Activity 5 Exploring risksThis activity enables students to define risk-taking, assess risk and explore the relationship between the person, the drug and the environment in determining the impact of drug use.

Preparation

• Activity sheet 5.1: The risk triangle • Activity sheet 5.2: Risk triangle scenarios• Chart paper• Textas


Peer group


Peer group


What is risk taking?

Ask the group to brainstorm responses to the following questions and record on them chart paper.Ask:• what does taking a risk mean?

Positive and negative outcomes of risk taking

Ask:

• what daily activities involve taking a risk?

• what do we do to decrease the risk in these daily activities?

Risk taking means engaging in behaviour that may have dangerous consequences.

Teenage years are a time when new social behaviours are learned. Risk-taking behaviour may be seen as a normal part of growing up. Risk-taking is not necessarily a bad thing, sometimes it allows people to develop and learn e.g. learning to ride a bike can improve a range of skills such as balance. However, sometimes risk-taking behaviour may involve harmful consequences.

Some examples of daily activities involving risk are:• playing contact sports• crossing a busy highway• riding a bike.

Harmful consequences resulting from risk taking behaviour could be decreased by taking precautions. The type of precaution depends on the risk e.g. when riding a skateboard risk could be decreased by:checking gearwearing a helmetriding in a suitable environment.





Peer group

Peer group


Two smaller groups


Leader records responses to the following two questions on chart paper under the following headings:• the risk• ways of decreasing risk• possible positive outcomes• possible negative outcomes.Explain there are positive consequences as well as negative consequences of risk taking.

Question 1what are some examples of risk taking with positive consequences?

If students need help in discussing risk-taking behaviour which may have a positive outcome, give the following example.Scuba diving for the first time leading to new water skills. Other positive outcomes could include an exciting new experience, a natural high, new friends and a new hobby.

Question 2

what are some examples of risk taking with negative consequences?Ask:why do people take risks?Ask:what do you think is a reasonable amount of risk?

Assessment of risk and the risk triangleExplain that alcohol use can be risky. A useful way of assessing risk is the risk triangle.Provide students with Activity sheet 5.1: The risk triangle. Explain that the relationship between the person, drug and the environment impacts on the effect of the drug (alcohol). The effects depend on:the individual’s size, weight, age, health, mood, personality, expectations of the effects, previous experiences drinking alcohol and their reasons for drinking

• the environment in which it is consumed, e.g. whether the person is alone or with others, the type of social setting (party, wedding, picnic)

• the percentage of alcohol in the drink and how often the person drinks it, or whether other drugs are also being used.

• Explain to students that they are going to apply what they have learnt to real-life situations.

While scuba diving may have positive outcomes, there is also the potential for harm. Harmful consequences for scuba diving could be minimised by taking precautions such as:training in a diving schoolchecking gear, weather, tidesdiving with a buddyletting someone know where you are going and how long you will be.

Some additional examples of risk-taking behaviour which may have a positive outcome could be:learning a new sporting activity e.g. roller-bladingtaking surfing lessons.

Examples of risks people take that may have a negative outcomes include:crossing a busy road after drinking alcoholdriving when over the legal blood alcohol concentration limitswimming after drinking alcohol.

Note: Many examples of risk taking have both positive and negative consequences.

Risk-taking behaviour allows people to develop and learn. During teenage years it may be seen as a normal part of growing up.

Taking a risk should not result in harm to yourself or others. If there is a high probability that harm will occur then the risk is not reasonable and should not be taken.

For example, an adult having one glass of low alcohol beer at home is at a very low risk of harm. A twelve year old drinking premixed alcoholic drinks on a riverbank may be at a high risk of harm.

Activity sheet 5.2: Risk triangle scenarios needs to be prepared prior to the session.

Each peer leader can work with a group.





Peer group


Give each group a copy of Activity sheet 5.1: The risk triangle and the scenarios cards (Activity sheet 5.2: Risk triangle scenarios already cut up).

Each group places Activity sheet 5.1: The risk triangle in the middle of the group and the shuffled cards face down below the triangle.

Students take turns picking a card from each of the 3 piles and placing them face up next to the appropriate point of the risk triangle.For each situation consider:what are the risks?what is the chance of the risk having a harmful outcome?how can the harm be reduced?Bring the group back together.

Ask:what do you think is most important when considering the risks of a situation involving alcohol use:the person the amount or type of alcoholthe environment (where the alcohol is consumed). Why?

The cards can be grouped in any combination, for example:a 15 year old girl at a party supervised by adults with four premixed drinks.

It is important to consider all three factors (person, drug and environment) and the interaction between them when assessing risk. This can be complex, for example, a small change such as a person being tired or unhappy or being with friends rather than strangers may increase or decrease the risk.

Person

A person’s size, weight, age, health, mood, personality, expectations of the effects, whether they are used to drinking and their reasons for drinking will affect their experience.

Environment DrugThe effects of alcohol depend on the environment in

which it is consumed, e.g. whether the person is alone, in company, at a party, dinner, in the park.

Potency (percentage of alcohol in the drink), how often the person drinks, and whether other drugs are also being used.




Person Environment Drug

A P-plate driver at home alone a few sips of beer

A 17 year old who has just broken up with his or her partner

at a party not supervised by adults six glasses of wine in an hour

A 15 year old girl at a party supervised by adults one glass of low alcoholic beer

A 12 year old boy who is having a hard time at school

at a park four premixed drinks

A student worried about exams in an abandoned warehouse six cans of beer

16 year old friends at the beach a cask of wine

A teenager at the local sports club a bottle of scotch

A 13 year old at wedding reception one glass of champagne

ACTIVITY SHEET 5.2: RISK-TAKING SENARIOS




ACTIVITY SHEET 5.2: RISK-TAKING SENARIOS (BACKING FOR CARDS)

Drug Environment Person











Activity 6 Influences on alcohol use

This activity enables students to identify and explore influences on alcohol use.

Preparation• Activitysheet6.1: Waterscene

• Activitysheet6.2: Weddingreception

• Activitysheet6.3: Advertisement

• Activitysheet6.4: Sportingscene


Peer group


Two smaller groups


Influences on alcohol use

Leader explains that the group will be discussing how social factors might influence a person’s attitudes, behaviour and decisions about the use of alcohol.

Activitysheet6.1: Waterscene

Situation showing a young person being rescued. Friends on beach drinking or showing that drinking may have occurred.

Ask:

• what is happening?• what might have influenced the young person to drink

alcohol?• how might friends influence a person’s behaviour? Why?

Activitysheet6.2: Weddingreception

Toast at a wedding reception.

Ask:

• what is happening?• how do family and friends influence attitudes

to alcohol?• how might social traditions influence a

person’s behaviour?

Activitysheet6.3: PartyScene

Party scene from a TV advertisement to promote brand Z premixed alcoholic drink.

Ask:

• what message does the advertiser give about alcohol?• who is the advertisement aimed at?• how might this advertisement influence young people’s

decisions about alcohol?• should alcohol products be advertised? Why?

Why not?

Peer leaders may select some or all of the real life situations to discuss with their group.

People are influenced by the expectations, behaviours and attitudes of the groups to which they belong. People may be influenced to engage in risky behaviour to be part of the group. They may not wish to be seen to be different, or too scared or not ‘in’ with the group so they do the same things as their friends.

Family and friends influence people’s views of what is acceptable e.g. if a person’s culture includes wine with dinner he/she tend to see this as the normal thing to do.

Students may have different views about customs or religious beliefs. Students need to respect other people’s beliefs and/or practices. Remind the group of the rules agreed to in Activity 1.

In an attempt to promote sales, advertisers sometimes try to associate their product with successful, attractive, rich people to give the impression that people who use the product will also become successful, attractive and rich.

Advertisers largely promote beer for young men and spirits or ‘ready to drink’ beverages for young women. These often portray the image of glamour for females and sporting ability for males.





Peer group


Activitysheet6.4:Sportingscene

Advertisement showing an adult sporting team, in uniform with sponsor’s logo, celebrating with the sponsor’s product after the match.Ask:

• why do advertisers promote alcohol by associating its use with sport or sports people?

• why do sponsors target sporting clubs?• do you think it is okay to use sports people to promote

alcohol? Why? Why not?• does alcohol enhance sporting ability? Why? Why not?

Concluding questions:

• what do you think are the strongest influences on young people to drink alcohol? Why?

• how might young people resist the influence of their friends to drink alcohol?

how might young people resist the influence of the advertisers to drink alcohol?

Advertisers sometimes associate their promotions with sports stars. Many young people see sports stars as role models and copy their behaviour.

Sponsors target sporting clubs so the teams can promote their product.

Research suggests that sporting performance is impaired when athletes are ‘hung-over’. Regular drinking can affect an athlete’s ability to maintain ideal body weight. Alcohol is high in kilojoules and promotes fat storage when consumed with high-fat foods.

During adolescence friends can become a major influence in a young person’s life. The influence of the family and the media are also important.

When people understand that they are being influenced they may be able to take this into account when making a decision to drink or not drink alcohol.

When friends are trying to influence a person to do something they don’t want to do, they could:• say ‘No’• explain firmly that they don’t want to do what

the friends are doing• give an excuse.

A person could: • think about whether using the product will really

result in them being like a famous sportsperson or have the glamorous lifestyle portrayed in some advertisements

• remember that the advertiser is trying to sell something that they might not actually need.




Activity 7 Making decisionsThis activity enables students to explore consequences of behaviour and practise decision making.

Preparation

• Information sheet 7.1: Decision making steps• Worksheet 7.1: Scenario 1• Worksheet 7.2: Scenario 2• Worksheet 7.3: Scenario 3• Worksheet 7.4: Scenario 4


Peer group



PairsSuggested Time:20 minutes

Consequences of behavioursPeer leaders explain that choices in behaviour may lead to positive or negative outcomes.

Ask:do you go through any steps in your mind when you make a decision?

Ask students to brainstorm the steps for decision making.

Hand out Information sheet 7.1: Decision making steps outlining steps for decision making.

Read through Information sheet 7.1: Decision making steps adding in any additional information to the steps from the group brainstorm.

Ask students to work with a partner. Give each pair one of the following scenarios:Worksheet 7.1: Scenario1Worksheet 7.2: Scenario 2Worksheet 7.3: Scenario 3Worksheet 7.4: Scenario 4.

Decision making steps:identify the problemgather and evaluate information consider the consequences and assess the risks decide on and examine alternativesdecide on a course of actionevaluate the decision.

Explain that using a decision making model is not always easy to do especially when decisions need to be made quickly. A lot of everyday decisions are made without going through a process and are very effective.

Complex decisions are sometimes also made hastily and in these cases the decision may not always be the best one.

Each peer leader can assist with two of the scenarios.Influences on a decision could include:friendsparentsteachersfear of being caught.





Peer group


Peer group


Explain:it is important to consider the risk and its consequences, personal experience and influences on behaviour when making decisions.

Ask the pairs to complete their scenario.

Ask each pair to present their responses to the scenario to the group.

Ask:could the decision cause harm?is the decision you choose the one most young people would make?

Concluding questionsAsk:do you use this decision making process when you make decisions?Why? Why not?what are the advantages and disadvantages of using this decision making model?

While people may not accept or agree with others’ opinions they should respect the rights of others to have different opinions to themselves.

Advantages of using a decision making model include weighing up the possible positive and negative outcomes in order to make the best decision. It can allow people to consider harmful consequences of their decisions.

Disadvantages may include taking time to think through (or discuss) alternatives leading to a decision being delayed when it needed to be made quickly.




Information sheet 7.1: Desision making steps

1. Identify the problem.

2. Gather and evaluate information.

3. Consider the consequences and assess the risks.

4. Decide on and examine alternatives.

5. Decide on a course of action.

6. Evaluate the decision.

Worksheet 7.1: Scenario 1

Scenario 1: Emma’s friend suggests taking alcohol to a dance

What should Emma consider before making her decision?

Who or what might influence her decision?

What are Emma’s alternatives?

What should she decide? Why?

How might this decision affect her? Others?


Scenario 2: John and his mate are at a party. They have been drinking alcohol and his friend is feeling sick. John wants to phone his friend’s parents to come and get him, but John does not want them to know that they have been drinking.

What should John consider before making his decision?

What are the risks if he does not phone his friend’s parents?

Who or what might influence his decision?

What are John’s alternatives?

What should he decide? Why?

How might this decision affect his friend?





Scenario 3: Martina does not want to miss the party this weekend, but she has been grounded by her parents. She is afraid to ask them if she can go and thinks about trying to sneak out.

What should Martina consider before making her decision?

What are the risks if she does sneak out?

Who or what might influence her decision?

What are Martina’s alternatives?

What should she decide? Why?

How might this decision affect others?


Scenario 4: Duc’s group suggests having a few beers in the park before going to the under 18s disco.

What should Duc consider before making his decision?

What are the risks if he and his group do drink in the park?

Who or what might influence his decision?

What are Duc’s alternatives?

What should he decide? Why?

How might this decision affect others?




Activity 8 Seeking further information and helpThis activity provides an opportunity for students to identify sources of help at school and within the community and enhances students’ ability to seek further information about alcohol.

PreparationInformation sheet 8.1: Information sources and supportActivity sheet 8.1: Templates for help cardsWorksheet 8.1: Autograph huntInformation sheet 8.2: Help cardChart paperColoured cardboard pre-cut to wallet sizeTextas


Peer group


Information sources and support Brainstorm where group members could go or who they could get help from if they needed more information or had a problem about alcohol:• at school • outside school.

Prior to the activity, peer leaders should compile a list of local organisations and their phone numbers which could assist students with information or further help for a problem involving alcohol. Ask your teacher to check these lists.

One leader can lead the discussion while the other records the answers on chart paper under the headings:Help network - school Help network – community.

People at school who could help may include friends, teachers, principal, school counsellor, office staff, and sports coach. Places may include the library and internet.

People in the community who could help include family members, neighbours, police, friends, doctor, Kids Help Line, Police Citizen Youth Clubs, religious leaders and local area health service personnel. Places may include the library, books, pamphlets, internet.

Pairs


Ask pairs to discuss the following questions:• which person or source would you choose for

help?• why did you choose these sources for help?• are there any sources you would not use ? Why?





Peer group


Individual


Share responses.

Ask the group to brainstorm their answers to the following questions:which of these sources do you think would be the most useful?

what might stop you seeking help?

why is it sometimes hard for young people to ask for help?

Personal help card

Peer leaders provide students with a copy of Information sheet 8.1: Information sources and a blank help card. Explain what a help card is.

Students use the information from the Information sheet 8.1: Information sources and support, from the chart paper (the help network of people in school and the community) and the list prepared by the peer leaders of local organisations to design their own personal wallet size ‘help card’.

Explain that this is their own personal help card and could be kept in their wallet in case it is needed.

Ask:when might a young person use a help card? Why?how could a young person use a help card?

How useful a source is depends on the type of problem or the information needed. For some problems the best source may be a respected adult while for factual information the best source could be the library.

Barriers to seeking help could include:too far to travelcost not knowing where to golimited services available.

Reasons why young people find it hard to ask for help may include:embarrassmentfear of being seen as a ‘dobber’ if others are involvedconcern about the consequences.

A help card is about the size of a credit card and could contain the names and phone numbers of people and organisations that a young person can turn to for help.

Activity sheet 8.1: Templates for help cards could be photocopied on to cardboard and pre-cut prior to the activity.

Information sheet 8.2: Help card is a copy of the help card supplied to schools as part of the End of year celebration kit. This can be used as a prompt for students for their personal help card.





IndividualSuggested Time:10 minutes

Grade, peer group or combined groups

Autograph hunt

Provide students with Worksheet 8.1: Autograph hunt.

Ask students to move around the group and ask others to record a response to one of the statements on the worksheet and then sign their name.

When all students have completed their worksheet ask the group to discuss the responses.

Celebrate!

Peer leaders thank the group members for their participation.

Explain that you hope group members have improved their knowledge about alcohol and have developed some skills that may help them to remain safe in an environment where alcohol is being consumed.

Offer to be a contact person if they need to discuss anything further about PALS.

Students design the personal help card selecting only the people and information sources they feel would be helpful to them personally.

Each student may only give one response per worksheet and should respond to a different question each time. Completed worksheets should contain six different signatures.

Celebrate!

This will be discussed at the peer leader meeting.

Information Sheet 8.1: Information Sources

Information sources and support

Alcohol and Drug Information Service (ADIS) (02) 93182122 or Toll Free 1800 422 599(ADIS is a 24-hour telephone service providing immediate advice and information about the effects of drugs. Referral and counselling assistance is also given.)

Kids Help Line Toll free 1800 55 1800 or website www.kidshelponline.com.au.Legal Aid Hotline for under 18s Toll Free 1800 101 810.Gives legal advice to under 18s including drug related issues.LawAccess NSW 1300 888 529Aboriginal Legal Service (02) 9318 2122

Your Local library

Books and copies of pamphlets about drugs including alcohol are available at all local libraries. Library staff can assist you to use the Di@YLL website to find out information about drugs and alcohol. Di@YLL (pronounced ‘dial’) is an acronym for ‘drug information at your local library’. This service provides access to quality alcohol information. The website address for Di@YLL is http://diayll.sl.nsw.gov.au/.

NSW Office of Drug Policy website www.druginfo.nsw.gov.auThe NSW Office of Drug Policy’s information website links to a wide range of web information sources.

National Alcohol Campaign website www.drinkingchoices.com.This site contains a range of information such as how alcohol affects your health and behaviour, and laws relevant to NSW.

Somazone www.somazone.com.auThis site was created by young people for young people aged 14 to 18 years. It contains personal stories, interactive games, support networks and an anonymous, non-threatening question and answer service. Somazone is also linked to the Australian Drug Foundation website.

http://diayll.sl.nsw.gov.au/

http://www.drinkingchoices.com

http://www.somazone.com.au




ACTIVITY SHEET 8.1: TEMPLATES FOR HELP CARDS




Autograph hunt board

Name a short-term effect of drinking alcohol. Where can you find out information about alcohol?

Write down something that is fact about alcohol that people may think is fictitious.

Name the steps you may go through when making a decision.

Explain how risk-taking behaviour may lead to learning something new.

What could influence a person’s attitudes and behaviour about alcohol?

INFORMATION SHEET 8.2: HELP CARDWORKSHEET 8.1: AUTOGRAPH HUNT




Evaluation survey for peer leaders

The survey may be completed by peer leaders at the end of the sessions to assist with future planning.

Evaluation survey

Please rate each of the activities completed by your group. When rating the activities consider how you felt the activity went overall, whether there was too much or too little time, and whether you felt the activity was too easy or too hard for your group.

1.1 Attitudes to alcohol activity

Excellent Good Fair Poor

Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1.2 Working together activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1.2 Facts about alcohol activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2.1 Fact or fiction? activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2.2 Facts about alcohol activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2.3 Why do people drink alcohol? activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3.1 How does alcohol affect the body? activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3.2 Long-term effects of drinking alcohol activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3.3 Short-term and long-term effects of drinking alcohol quiz


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………




4.1 Standard drinks activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5.1 What is risk-taking? activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5.2 Positive and negative outcomes of risk-taking activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5.3 The risk triangle activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

6.1 Influences on alcohol use activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

7.1 Consequences of behaviours activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

7.1 Information sources and support activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

8.1 Personal help card activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

8.2 Autograph hunt activity


Any comments:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………




Section 4: Parent information sessionThis section contains a suggested outline for a parent information session to inform them about PALS (Peer-led alcohol lessons for students). The duration of the session, which includes the opportunity for parents to participate in some of the activities, is approximately 45 minutes. Schools can modify the length of the session to suit their needs, for example, to include it as part of another parent information evening.

Purpose

To provide parents and caregivers with information on the aims and content of the PALS program.

Aims

• This session aims to increase parents’ awareness of: • the importance of educating young people about alcohol• the value of peer-led education• the aims and content of the program• their shared role in educating their children about drugs.

Peer leader involvementThe school may wish to use peer leaders to lead or help conduct the session.

Sample letter and information for parents

A sample letter to parents, inviting them to attend the meeting, is included on page 96. There are also information sheets (pages 97-98) that may be distributed at the meeting or included in a school newsletter.Some school community groups prohibit the consumption of alcohol and some parents may raise questions concerning the relevance of alcohol education for their children. Where this occurs schools may wish to emphasise that all young people are likely to be exposed to a range of values, attitudes and behaviours relating to alcohol use through the media, through friendship and peer circles and in the wider community. Alcohol education provides information and facilitates the development of understandings and skills to equip students to critically evaluate issues concerning alcohol and keep themselves safe in environments where alcohol may be consumed. Schools should use recognised interpreters if parents are not fluent in English (interpreters can be booked through the Multicultural Programs Unit at no cost to schools.). Translated material is also available on the internet (see NSW Health, www.health.nsw.gov.au/health-public-affairs/mhcs/) and from DAMEC (Drug and Alcohol Multicultural Centre, South East Sydney Area Health Service, www.damec.org.au/).

Materials

Overhead transparencies.Selected activities from PALS.

http://www.damec.org.au/





Session Outline

Time Resources Content Presenter’s notes

5 min OHT 1

IntroductionIntroduce yourself. Thank the parents for their participation and support for the school’s drug education programs.

Show OHT 1: Purpose of the session.

5 min

OHT 2

OHT 3

Why an alcohol education program?

Explain that alcohol is widely used in Australian society. All young people benefit from alcohol education as they are likely to be exposed to alcohol use through the media, through friendship and peer circles and in the wider community.

Show OHT 2: Alcohol use among students 12-17 years Use this information to discuss teenage drinking and the need to educate students about the effects of alcohol.

Show OHT 3: Hazardous alcohol consumption.Explain that hazardous drinking among teenagers is disturbingly high.

Explain that these are maximum recommended levels of alcohol consumption for adults that act as a guide to hazardous consumption.

The following points can be included.Evidence shows that many young people drink alcohol.Alcohol education enables young people to learn about the possible harms of alcohol and to acquire the knowledge and skills to make informed decisions about alcohol and seek further information or help.

Highlight • the differences between weekly, monthly and

lifetime use • the increase in the prevalence of drinking as

students grow older• the alcohol consumption reported in the

survey is underage drinking.

For adults the maximum recommended levels of alcohol consumption are four standard drinks on average per day and no more than six standard drinks on any one day for men with no more than two standard drinks in the first hour and one per hour thereafter. For adult females the number is two standard drinks on average per day and no more than four standard drinks on any one day and no more than one standard drink per hour. It is further recommended that one to two days a week are alcohol free for both men and women. (National Health and Medical Research Council, 2001).





Explain that for children there is no recommended level of alcohol consumption as their bodies are still growing and developing. A young person’s ability to cope with alcohol is influenced by their physical size and stage of development.

Explain that other harms young people may experience from alcohol use include:• loss of inhibitions leading to risky behaviour

e.g. unprotected sex• being the victim or perpetrator of violence• being involved in accidents

(road, drowning, falls).• Explain that alcohol is responsible for 50%

of all • drug related deaths for people 0-34 years.

Conclude by re-emphasising the importance of alcohol education for young people. This allows young people to acquire knowledge, understanding and skills that will allow them to remain safe in environments where alcohol is being consumed.

Adults who drink more than the maximum recommended level can damage their health. Young people generally have lower body weight than adults, and therefore tolerate less alcohol and are at greater risk of alcohol related harm.

Tobacco use accounts for the highest number of deaths attributed to drug use for the general population. Tobacco use has long-term harmful effects that are more evident in older people.

5 min

OHT 4 and

OHT 5

Why a peer-led program?

Discuss the increasing influence of peers as children move into adolescence. Peer education seeks to harness this influence in a positive way.

Show OHT 4: Benefits for group members and OHT 5: Benefits for peer leaders.Highlight the advantages of peer-led programs both for the younger students and the leaders.

Peer-led drug education is one of a range of strategies the school uses to implement drug education.

Research shows:young people are viewed as credible sources of information by their peerspeers can be particularly influential in modelling appropriate attitudes and behaviours.





5 min

15 min

Copy of PALS for display.

OHT 6

Copies of selected PALS activities

PALS

Explain that drug education is taught in the PDHPE key learning area.

Introduce PALS as a program where older students lead alcohol education activities for younger students under the supervision of teachers.

Explain that PALS was developed by the Department in collaboration with the Peer Support Foundation.

Explain how the peer program will operate, including the role of the teachers and the peer leaders.

The peer-led activities

1. What will your child learn?Use OHT 6: Overview of PALS to provide an overview of the activities your school will be using.

Invite the parents to join in the selected activities.

Explain the peer-led activities include a range of learning experiences designed to increase knowledge and understanding of alcohol and its effects, together with the opportunity to work in small groups to learn and practise skills that will help them make informed choices and decisions about alcohol, including where to get further information and help.

PALS is part of the school’s drug education program.

If the school is using the Peer Support Foundation to help teachers to train peer leaders, briefly outline what this entails.

Nominated peer leaders could lead this part of the session.

The session can be shortened by the omission of parent participation in activities.

OHT 6 may need to be amended if the school is varying the program.





Worksheet 3.1, Information sheet 3.1

Activity sheet 5.1, Activity sheet 5.2

2. Suggested activities

Activity 1: Fact or fiction?Explain that this activity enables students to explore facts and fiction about alcohol. As a follow-up activity students will discuss reasons why people choose to drink or not drink alcohol.

Follow the instructions on page 27.

Activity 2: Risk triangleExplain that students participating in this activity will assess risk-taking behaviour and explore the relationship between the person, drug and the environment to help assess the impact of alcohol in potential situations they might encounter.

Distribute copies of Activity sheet 5.1: The risk triangle and the scenario cards (Activity sheet 5.2: Risk triangle scenarios already cut up).

Follow the instructions on pages 51-53.

Bring the parents back together.

Explain that students also learn about the concept of risk-taking and that risk-taking can have positive and negative outcomes. Give some examples of both.

Explain that teenagers challenge boundaries by exploring risky behaviour. For most teenagers this is part of growing up and allows them to learn new skills.

Ask participants to give examples of risk-taking behaviour that may enable adolescents to learn and develop towards adulthood.

These activities are included to give parents an opportunity to experience some of the teaching and learning activities their children will be doing as part of PALS. Other activities may be substituted if more appropriate.

Examples might include:taking part in a contact sporttaking public transport to school.





10 min

OHT 7

The importance of parents in educating their children about drugs

Explain that parents have a strong influence in shaping their children’s attitudes and behaviours and that their own use of alcohol may influence their child’s use.

Explain that parents can positively influence their children by:discussing alcohol issues honestly and openly

providing them with accurate and relevant information about alcohol

reinforcing the messages they are learning in drug education at school.

Show OHT 7: Discussing alcohol with young people. Explain that it is important for parents to establish open and two way communication with their children.

The 1999 ASSAD survey showed that most common sources of alcohol for students who did not buy their own were parents (44% males; 40% females), a friend (20%males; 25% females) and getting someone else to buy it (15% males; 16% females).

The most common places for drinking alcohol were at home, at a party and at friends’ homes.

Sometimes young people do not feel they can talk to their parents about alcohol for a variety of reasons including:fear of being lectured or reprimandedfear that if they talk about alcohol, their parents will think they are using itnot wishing to worry their parentsfear of losing trust or being punishedconcern that their parents may make judgements or not let them mix with certain friends believing their parents are too busy to talk.

Parents can facilitate communication with their child by:being honest about their feelings. This tends to be a two way process, if a young person feels they can trust their parents then in return they feel trusted being informed, a young person is more likely to talk to their parents if they see them as credible with alcohol related issuesbeing a good listener by reacting in ways that encourage discussionremaining calm (Emotional responses can shut down discussion)allowing a young person to participate in making the rules. This gives more responsibility to adhering to them. Most young people expect to have some rules established for the use of alcohol.If parents are unsure about facts concerning alcohol they should be prepared to say so but will try to find out. They can get to know their child’s friends and the parents of their friends. This can facilitate opportunities for communication and help monitor their child’s behaviour.




Oht 1: Purpose Of The Session

The PALS program(Peer-led Alcohol Lessons for Students)

The aim of the session is to increase awareness of the:

• importance of educating young people about alcohol• value of peer-led educational experiences• aims and content of PALS• shared role of parents in educating their children about drugs.

Oht 2: Alcohol Use Among Students 12-17 Years

Australian School Students’ Alcohol and Other Drug Survey (ASSAD) figures (1999)

Lifetime: Had tried alcohol at least once in their life

Monthly: Had consumed alcohol at least once in the previous month

Weekly: Had consumed alcohol at least once in the previous week.

Oht 3: Hazardous Alcohol Consumption

Hazardous alcohol consumption.

(14 -19 years)

• 10.7% of teenagers consumed alcohol weekly at levels that are considered harmful to the health of adults (Males 9.6%, females 11.8%)

• 20.5% of teenagers consumed alcohol monthly at levels that are considered harmful to the health of adults (Males 19.8%, females 21.2%)

(2001 National Drug Strategy Household Survey)

Benefits for group members

Peer-led drug education:

• provides learning experiences that engage students and are relevant to their needs

• provides opportunities for the exchanging of ideas between peers and peer leaders

• assists students to resist negative influences regarding drug use • enables students to learn and practise skills to make informed

choices • provides a non-judgemental environment that encourages

student participation.

Oht 5: Benefits For Peer Leaders

Benefits for peer leaders

• Peer leaders benefit from:• an increase in self-esteem• heightened confidence • improved communication skills • an increase in knowledge.




Oht 6: Overview Of Pals

Overview of PALS

1. Introduction to PALS (teacher–led)

2. Fact or fiction?

• Explore facts and fiction about alcohol • Explore reasons why people choose to drink or not

drink alcohol

3. Effects of alcohol

• Identify the short-term and long-term effects of alcohol• Discuss the possible harms associated with alcohol use

4. Standard drinks

• Measure a standard drink• Compare the size of a standard drink for different alcoholic

beverages

5. Exploring risks

• Explore positive and negative consequences of risk-taking behaviour

• Use the risk triangle to help assess impact of alcohol

6. Influences on alcohol use

• Identify and explore influences on alcohol use

7. Making decisions

• Explore consequences of behaviour • Practise decision making

8. Seeking further information and help

• Learn where to seek further information and help

OHT 7: DISCUSSING ALCOHOL WITH YOUNG PEOPLE

Discussing alcohol with young people:

• be honest

• be informed

• listen carefully without interrupting

• don’t panic or overreact

• negotiate acceptable behaviour.

Suggested invitation to attend information meeting

Year 8 students will be participating in an informative and exciting alcohol education program in Term ___.

The program is called PALS, which stands for Peer-led Alcohol Lessons for Students. Students will work in small groups with peer leaders from Year ___. Each group will have two leaders.

A meeting to inform parents/caregivers about PALS will be held on ______________________.

The meeting will include discussion of why it is important to educate young people about alcohol and how parents/caregivers can help educate their children about drug issues, including alcohol. The meeting will also provide an overview of the content of the PALS program.

If you are able to attend the information meeting, please complete the attached form and return to the school by _______________.

Principal

--------------------------------------------------------------------------------

Child’s name:_________________________ Child’s roll class_______

I will be attending the parent information meeting on PALS: Peer-led Alcohol Lessons for Students.

Signed:_________________________ Name:______________________ (Parent / Caregiver)




Information for parents

What is PALS?

The Department of Education and Training and the Peer Support Foundation Limited have developed an informative and exciting peer-led alcohol program for Year 7 and 8 students called PALS (Peer-led Alcohol Lessons for Students). Older students, called peer leaders, work with small groups of younger students to learn about alcohol. PALS has teacher involvement and support. Teachers train the peer leaders, ensure the leaders have the help they need to run their small peer groups, and supervise the groups. Research shows that peer leaders can be effective as drug educators because they are viewed as credible sources of information by other young people. Peers can be particularly influential in modelling appropriate attitudes and behaviours.The peer-led activities include a range of learning experiences designed to increase knowledge and understanding of alcohol and its effects, together with the opportunity to work in small groups to learn and practise skills that will help students to make informed choices and decisions about alcohol, including where to get further information and help.The peer leaders also learn about alcohol because they are teaching younger students about a range of important issues. They also benefit from developing increased leadership skills, heightened confidence and improved communication skills.

Why is alcohol education important?

All students are likely to be exposed to a range of values, attitudes and behaviours relating to alcohol use through the media, through friendship and peer circles and in the wider community. Alcohol education at school ensures students have accurate information and learn and practise skills to equip them to critically evaluate issues concerning alcohol and keep themselves and others safe in environments where alcohol may be consumed.

What will this mean to parents?

It is important that teachers, parents, students and community members talk about alcohol education.You as parents have an important role in providing opportunities for your children to discuss drug issues, including those relating to alcohol, and to reinforce the messages about drugs that your children are learning in drug education at school. You can support drug education at school by discussing issues that may arise during the PALS program.

Information for parentsTelephone ServicesAlcohol and Drug Information Service (02) 9361 8000 and1800 422 599ADIS is a 24-hour telephone service providing immediate advice and information about the effects of drugs. It has an information line where parents can listen to recordings of drug information. This service is available by calling 9361 8070.

Kids Help line 1800 551 800 (Toll free)

Legal Aid Hotline for under 18s

1800 101 810 (Toll free)

LawAccess NSW

1300 888 529

Aboriginal Legal Service

(02) 9318 2122

Your Local library

Books and copies of pamphlets about drugs including alcohol are available at all local libraries. Library staff can assist parents and caregivers to use the Di@YLL website to find out information about drugs and alcohol. Di@YLL (pronounced ‘dial’) is an acronym for ‘drug information at your local library’. This service provides access to quality alcohol information. The website address for Di@YLL is http://diayll.sl.nsw.gov.au/.

Websites

The following websites contain useful information about alcohol.

NSW Department of Education and Training

www.det.nsw.gov.auInformation and copies of pamphlets for parents and caregivers about drug education in schools are available on the Department of Education and Training’s website.

Australian Drug Foundation (ADF)

(03) 9278 8100www.adf.org.auThis site contains fact sheets on a range of drugs including alcohol and relevant information for parents.

National Alcohol Campaignwww.drinkingchoices.comThis interactive site contains a range of alcohol-related information such as how alcohol affects health and behaviour and laws relevant to NSW.



http://www.det.nsw.gov.au

http://www.adf.org.au





NSW Health

www.health.nsw.gov.au/services/Accurate and relevant information on a range of health issues including drugs and drug related issues.

NSW Office of Drug Policy

www.druginfo.nsw.gov.auLinks to a wide range of web information sources on illicit drugs.

Somazone

www.somazone.com.auThis is an interactive site created by young people for young people aged 14 to 18 years. It contains personal stories, interactive games, support networks and an anonymous, non-threatening question and answer service.

Section 5: Appendix 1 Contacts and resources

1. The Peer Support Foundation

The Peer Support Foundation is a non-government, non-profit organisation dedicated to providing dynamic peer-led programs that foster the physical, social and mental wellbeing of young people.

The Peer Support Foundation offers a one day teacher training program. Teachers attending this training receive specific support materials for implementing PALS. The one day training program:• develops a greater awareness of the issues of alcohol among

adolescents• develops a framework and the skills to implement a peer-led

alcohol program in schools• develops confidence in training peer leaders• examines the content of the peer-led alcohol program.

It is suggested that two staff members attend the training day. For further information, the Peer Support Foundation contact details are:

The Peer Support Foundation PO Box 498 BROOKVALE NSW 2100Telephone 02 9905 3499Fax 02 9905 5134e-mail [email protected] www.peersupport.edu.au

2. Information services

Several agencies provide services that can be useful to schools for drug education including alcohol education. These services include telephone and internet information and advice services, and publication of resource materials and research on alcohol. Some services are targeted at particular audiences. The following websites contain useful information on alcohol.

Websites

NSW Department of Education and Trainingdetwww.det.nsw.edu.au The Department’s intranet site is accessible to teachers. This site includes a list of school resources and district and state support personnel. Copies of pamphlets for parents and caregivers about drug education in schools are available on the internet site. (www.det.nsw.gov.au).

Di@YLL

http://diayll.sl.nsw.gov.au/Di@YLL (pronounced ‘dial’) is an acronym for ‘drug information at your local library’. This service provides access to quality alcohol information. The DI@YLL website operates as a gateway to other sites on the internet. The links have been assessed using quality assurance guidelines developed by the Health Information Service at the State Library of NSW.

Australian Drug Foundation (ADF)

(03) 9278 8100www.adf.org.auThe Australian Drug Foundation focuses on research, information, community development, education and advocacy. ADF distributes information through the community by printed resource materials, a library, telephone service and network of websites.ADF also operates the Centre for Youth Drug Studies (CYDS) which conducts research into the nature, the meaning and the effects of drug use by young people, and into the efficacy of programs and strategies in drug prevention, education and early intervention.

http://www.druginfo.nsw.gov.au


mailto:[email protected]

http://www.det.nsw.gov.au


http://www.adf.org.au




DAMEC

www.damec.org.au/The Drug and Alcohol Multicultural Education Centre (DAMEC) is a state wide, non-profit, non government organisation funded by South East Sydney Area Health Service. It contains information and support including translated materials and fact sheets for students.

Kids Help Line

www.kidshelponline.com.au.This interactive counselling site has been developed by Kids Help Line and Queensland University.

National Alcohol Campaign

www.drinkingchoices.comThis interactive site contains a range of alcohol-related information such as how alcohol affects health and behaviour and laws relevant to NSW.

NSW Health

www.health.nsw.gov.au/services/NSW Health website is designed to provide all Australians with quick access to accurate and relevant information on a range of health issues including drugs and drug related issues. It has information for young people on a range of drug issues.

Drug Programs Bureau

(www.health.nsw.gov.au/public-health/dpb)This website provides information for AOD (alcohol and other drugs) workers, parents, students and medical practitioners. It also includes information on treatment services, health professionals and publications. There is a comprehensive list of links to other related websites.

NSW Office of Drug Policy

www.druginfo.nsw.gov.auThe NSW Office of Drug Policy’s information website links to a wide range of web information sources on illicit drugs.

Somazone

www.somazone.com.auThis is an interactive site created by young people for young people aged 14 to 18 years. It contains personal stories, interactive games, support networks and an anonymous, non-threatening question and answer service. Somazone is also linked to the ADF website.Where a peer leader or teacher is concerned that a student may need further information about alcohol or need help with a problem related to alcohol, the teacher is advised to consult the school counsellor. School counsellors can offer assistance on where to get appropriate information and support.

ReferencesACT, Commonwealth of Australia, (2001) Alcohol in Australia Issues and Strategies. Canberra: ACT.

Advisory Council on the Misuse of Drugs, (1998) Drug Misuse and the Environment. London: Home Office.

Australian Institute of Health and Welfare, (2002) 2001 National Drug Strategy Household Survey: First results, AIHW Drug Statistics Series, No. 9, Canberra.

Backett-Milburn, K. and Wilson, S., (2000) Understanding peer education: Insights from a process evaluation. Health Education Research, 15(1), 85 - 96.

Coggans, N. and McKellar, S., (1994) Drug use amongst peers: peer pressure or peer preference? Drugs: Education, Prevention And Policy,1(1), 15 - 25.

Erhard, R., (1999) Peer-led and adult-led programs - student perceptions. Journal of Drug Education, 29(4), 294 - 307.

Midford, R., and Lenton, S., (2000) A critical review and analysis: Cannabis education in schools Report prepared for NSW Department of Education and Training by the National Drug Research Institute, Perth: Curtin University of Technology.

Miller, M. and Draper, G., (2001) Statistics on drug use in Australia 2000, Canberra: Australian Institute of Health and Welfare.

NSW Health Department, Youth Alcohol Action Plan 2001-2005. Sydney: NSW Health Department.

Perry, C.L. and Grant, M., (1988) Comparing peer-led to teacher-led youth alcohol education in four countries. Alcohol Health and Research, 12(4), 322 - 325.

Perry, C.L. et al., (1989) WHO Collaborative Study on Alcohol Education and Young People: Outcomes of a Four-Country Pilot Study. The International Journal of Addictions, 24(12), 1145 - 1171.

Ridolfo, B. and Stevenson, C., (2001) The quantification of drug-caused morbidity in Australia 1998. Australian Institute of Health and Welfare, Canberra.

Shiner, M. and Newburn T., (1996) Young people, Drugs and Peer Education: An evaluation of the Youth Awareness Program (YAP). London: Home Office.

The Anti-Cancer Council of Victoria, (2001) Australian secondary students’ use of alcohol in 1999. Publications Production Unit, Canberra: Commonwealth Department of Health and Aged Care.

Walker, S. and Avis, M., (1999) Common reasons why peer education fails. Journal of Adolescence, 22, 573 - 577

Information for parents


http://www.kidshelponline.com.au


http://www.health.nsw.gov.au

http://www.druginfo.nsw.gov.au


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