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Press Room
Tuesday, 25 February 2014 19:17

Program Overview

Published in Water Talk
Tuesday, 25 February 2014 18:50

About

Published in Water Talk
Tuesday, 25 February 2014 18:17

WBFO Reports

Published in Water Talk

Grades 9-12 - 1-2 class periods

 

Program Segments

 

Objectives

Students will be able to:

  • Recognize who can become addicted to pain medications (anyone!)
  • Identify treatment options for drug addiction
  • Define recovery and rehabilitation

 

Instructional Resources

 

Vocabulary

Addiction, recovery, rehabilitation, treatment

 

Procedures

  1. Students will watch the Tragedy and Hope Stories of Painkiller Addiction segments.
  2. The facilitator will inspire a class discussion on what types of people the students think might become addicted to painkillers. It should be pointed out that anyone can become addicted. If time allows, the predisposition to addiction by genes may be touched upon. The facilitator should explain that recovery can happen, but it is a hard and lifelong commitment for addicts.
  3. Students should be given time to research these treatment options on a computer:
    1. outpatient (if a person does not comply, they may be forced to go to inpatient)
    2. inpatient (short-term or long-term)
    3. maintenance therapy (opioid replacement therapy)
    4. therapeutic communities (AA – Alcoholics Anonymous, NA – Narcotics Anonymous)
    5. diversion programs (drug courts)
  4. As they research, students should complete the Addiction Treatment Worksheet.
  5. After enough time for computer research, a class discussion should occur based on treatment options they discovered and learned about.
  6. Along with treatment, students will discuss what is needed for a “recovery lifestyle.” Healthy involvement in activities such as hobbies, sports, clubs in the community and school are recommended. The facilitator should point out that those options are great, but for an addict some of the components of a recovery lifestyle would be regularly talking with a counselor, regularly attending meetings, and staying away from other people who are using drugs. What other things can the students think of that might help with a recovery lifestyle?
  7. Students will then write a fictional story about someone who becomes addicted to prescription painkillers and what their road to recovery looks like. Students should include at least one treatment option and at least one recovery lifestyle change. They should be specific in explaining what it takes to commit to recovery.

 

Assessment Task

Students should be active participants in all class discussions. Students will turn in a completed Addiction Treatment Worksheet and a fictional story about an addict’s treatment plan and road to recovery.

 

National Health Standards

  • Standard 3 - Students will demonstrate the ability to access valid information, products, and services to enhance health.
  • Standard 6 – Students will demonstrate the ability to use goal setting skills to enhance health.
  • Standard 7 – Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • Standard 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

 

The Science of Addiction

Treatment and Relapse

Published in Outreach & Education

Grade Levels 9 - 12 - Two class periods

 

Program Segments

 

Objectives

Students will be able to:

  • Understand most outcomes of prescription painkiller addiction as treatment, jail, or death
  • Recognize what decisions they could make to avoid prescription drug abuse consequences

 

Instructional Resources

 

Vocabulary

Consequences, decisions

 

Procedures

  1. The facilitator introduces the topic of prescription painkiller addiction. In some cases the exposure to the drugs is by the choice of an individual.
  2. Students will watch the Accessibility, Signs and Symptoms, and Treatment and Relapse segments from Tragedy and Hope Stories of Painkiller Addiction.
  3. The facilitator will distribute the Treatment, Jail, or Death Worksheet. The class will read the quote at the top of the worksheet and complete the section on what they think the quote means.
  4. The facilitator will start a discussion based on the quote and talk about the students’ comments and questions. Sometimes, inevitably, if you have an injury or condition, a doctor may prescribe medication for you. It should be made clear to the students that they need to be aware of the danger signs from taking the medication and also the ability to deny the medication if feasible.
  5. The facilitator will distribute the Decisions and Consequences Flow Chart. Briefly discuss that many people feel that prescription drugs are safe to take, but that is a misconception. If people begin with prescription drug use there may be a high chance of addiction with a limited number of outcomes:
    1. Treatment
    2. Jail
    3. Death
  6. Show the other segments of the program, Ryan’s Story and Avi & Julie’s Story.
  7. Have the students complete the rest of the Treatment, Jail, or Death Worksheet.
  8. Conclude the class with a discussion of their answers and any other concerns that they may have regarding prescription drugs.

 

Assessment Task

Students should actively participate in all class discussions and turn in a completed Treatment, Jail, or Death Worksheet.

 

Extension Activity

Have the students write a letter to a younger sibling or relative. They should describe the consequences of prescription drug abuse and addiction. Students should explain that there are decisions one can make and things one can do that will help them avoid inevitable consequences.

 

National Health Standards

  • Standard 1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health.
  • Standard 2 – Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • Standard 4 – Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • Standard 5 - Students will demonstrate the ability to use decision making skills to enhance health.
  • Standard 6 - Students will demonstrate the ability to use goal setting skills to enhance health.
  • Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

 

Accessibility

Signs and Symptoms

Treatment and Relapse

Ryan's Story

Avi and Julie's Story

Published in Outreach & Education