LESSON SNAPSHOT - SDERA · of risky behavior (Beyth-Marom, Austin, Fischoff, Pamlgren, &...

© 2018 SDERA | DRUG TALK DRUG TALK. Teacher resource. Risk-taking. 42

Adolescents and young adults take more risks than any other age groups (Steinberg, 2008). “Regarded as a normative component of development, risk-taking by young people is a well-researched subject, and some risk-taking behaviours, such as substance use, are particularly well covered because of their potential to adversely affect health and wellbeing” (Berridge, McCann, Cheetam and Lubman, 2018). Adolescents need to have access to information and support during adolescence as this is of critical importance to the prevention of longer-term harms associated with early substance use.

Adolescence and young adulthood is well recognised as a period of rapid physical, psychological, sociocultural and cognitive development. During this time young people are also increasingly involved in health risk-taking behaviours (Davis and Kelly, 2012). In Western countries like Australia, risk-taking is often seen as a rite of passage for some and influential in developing self-determination, autonomy and self-identity (Shanahan, Wilkins & Hurt, 2002). Adolescence is also recognised as a high-risk time for the development of alcohol and other substance use disorders (Kessler et al., 2005).

LESSON LINKS TO THE WESTERN AUSTRALIAN HEALTH AND PHYSICAL EDUCATION SYLLABUS

GENERAL CAPABILITIES

PAGE #

TIME (mins)

1 Exploring risk The impact of societal and cultural influences on personal identity and health behaviour, such as:• how diversity and gender are

represented in the media• differing cultural beliefs and

practices surrounding transition to adulthood

Skills and strategies to manage situations where risk is encouraged by others

Social, economic and environmental factors that influence health, such as:• level of education• income/employment• social networks and supports

(family, friends and community attachment)

• housing• access to services

• Literacy• Critical and creative

thinking• Personal and social

capability• Intercultural

understanding• Ethical

understanding

46 60

LESSON SNAPSHOT


2 Seeing into the future


Social, economic and environmental factors that influence health, such as:• level of education• income/employment• social networks and supports





capability• Intercultural

understanding

53 60

Extension Decline by choice Skills and strategies to manage situations where risk is encouraged by others



capability

61 45


6. The PFC is responsible for mature self-regulation and develops gradually over the adolescence period (Albert et al., 2013). A range of studies have shown that adolescents are more likely to engage in risky behaviour when they knew that their friends were observing them rather than when they were alone (Chein, Albert, O’Brien, Uckert, & Steinberg, 2011).

7. Brain research suggests that building on adolescents’ growing ability to self-regulate and encourage them to identify and develop strategies for navigating peer situations where risky activity is likely to occur are strategies that parents and education programs should use (Mounts, 2004; 2008).

PERSPECTIVES ON WHY ADOLESCENTS TAKE RISKSA number of different perspectives explore why young people take risks. They include:

1. Evolutionary perspective This perspective highlights risk-taking as having important survival value by encouraging curious young humans to explore new lands and to support the development of new ways to survive in hostile environments (Di Clémente, Santelli & Crosby, 2009; Sunstein, 2008; Casey, Getz & Galvan, 2008).

2. Developmental psychology This perspective describes risk-taking as normal adolescent exploration that is an important part of the learning process of a young person (Shaffer & Kipp, 2002).

3. Physiological perspective This perspective highlights the rapid development and changes in brain chemistry and the nervous system that largely unconsciously regulates body functions. It suggests that young people are driven by the rapidly forming brain emotional regulation centres and the slower developing rational and cognitive areas (Di Clémente, Santelli & Crosby, 2009; Sunstein, 2008; Steinberg, 2008).

What we know is that there is no single factor that determines why young people take risks. Instead, health damaging behavior occurs due to a complex network of social determinants, risk and protective factors, and cultural influences (Loxley et al., 2004).

The following notes may be useful when discussing key risk-taking concepts with your students. Additional support resources have been included at the end of the help-seeking lessons.

WHY DO ADOLESCENTS TAKE RISKS?1. Early research suggests that adolescents are just as

good as adults at evaluating risk across a broad range of risky behavior (Beyth-Marom, Austin, Fischoff, Pamlgren, & Jacobs-Quadrel, 1993).

2. Research, using magnetic resonance imaging (MRI) and functional magnetic resonance imaging (fMRI), have found several changes in the brain during puberty (Blakemore, Burnett, & Dahl, 2010) that are important in explaining risky behaviour.

3. During adolescence there is an increased interest in peer relationships (Larson & Richards, 1991). Susceptibility to peer influence increases during the early teen years and peaks at about age 14 (Berndt, 1979). Brain imaging studies have shown that several areas of the brain make adolescents more sensitive to the rewards of peer relationships than adults (Albert, Chein, & Steinberg, 2013). This motivates teens to focus on their peers in decision-making situations that involve risky behaviour.

4. Adolescents are more distressed than adults when excluded by peers. A brain region known as the right ventrolateral prefrontal cortex (PFC) might be important in helping people cope with negative evaluation from peers by reducing distress. Research shows that this brain region is used more heavily by adults when being socially excluded than by adolescents (Sebestian, et al., 2011). When teens do use this area of the brain during peer exclusion, they report lower levels of distress (Masten et al., 2009).

5. During the adolescent years, however, this brain region is still developing (Blakemore & Mills, 2014), so adolescents may not be as effective at controlling distress during peer social exclusion. This likely contributes to engaging in risky behaviours to prevent being excluded by peers.

Risk-TaKING KEY CONCEPTS


10. Alcohol normally results in sedative effects as the level of consumption rises. It appears that teenagers and young adults are less sensitive to these sedating effects (due to higher levels of arousal) and are, therefore, likely to continue with risk-taking behaviours. As they also experience loss of control of fine motor skills, the chances of sustaining serious injuries (including head injuries) are increased (Hickie & Whitwell, 2009).

SUBSTANCE USE, MENTAL HEALTH AND RISK-TAKING“Mental health concerns for young people have been found to increase social withdrawal and increase a young person’s preference for keeping their emotional distress to themselves” (Rickwood et al., 2005).

Substance misuse may impede a young person’s developmental process and ability to identify or describe their emotions or manage their emotions in an effective and non-defensive manner. This may affect help-seeking and also may impact on decision-making processes that increase the likelihood of risk-taking (Davis and Kelly, 2012).

RISK-TAKING – THE KEY POINTS1. For many, adolescence is a time when some

important life decisions are made therefore experiences can have strong implications for adult functioning (Merline, Jager & Schulenberg, 2008).

2. Adolescence is also a time when risky behaviours become temporarily more normative than they are at other times in the life span.

3. For some adolescents, engaging in risky behaviours may be limited, while for others these behaviours are part of long-term problems (Moffitt & Caspi, 2001).

4. Adolescents who are increasingly involved in health risk-taking, have the potential to adversely affect their health in the short and long-term (Di Clemente, Santelli & Crosby, 2009). This is especially so for alcohol and other drug use and associated behaviours.

5. Over the years, data collected through the National Drug Strategy Household Survey (Australian Institute of Health and Welfare (AIHW) and the Australian Secondary Students Alcohol and Drug (ASSAD) survey reported that some adolescents drink at risky or high-risk levels for short-term harm (eg binge drinking).

6. Young people commonly and routinely underestimate the harms associated with high-risk alcohol use (Reavley et al., 2010) which can potentially include: hospitalisations due to acute intoxication and related injuries; mental health problems; infection with bloodborne diseases; sleep disorders; liver, heart and brain damage; family and relationship issues; and legal and financial problems.

7. The use of substances also interferes with responsible decision-making eg drink/drug driving, poly-drug use (more than one drug at the same time or in a short space of time).

8. More males than females engage in higher risk behaviours (Michael & Ben-Zur, 2007), including drink/drug driving, unsafe injecting/sharing and externalised behaviours. However, the gap between genders’ risk-taking behaviour is closing.

9. Sexual activity poses a risk for young people when under the influence of substances eg unprotected sex, sexual assault.


SETTING THE SCENE

KEY LEARNINGS LESSON

TIME

• Using ‘checking-in’ as a strategy to monitor personal mental health and wellbeing. • Defining risk and health risks.• Determining potential risks in drug related situations.• Understanding key factors that impact risk-taking behaviour.

60

RESILIENCE FRAMEWORK – KEY FOCUS AREAS Adapted from Hart & Blincow, 2007

BASICS • Keep safe

BELONGING • Create and maintain as many healthy relationships as possible• Adopt a positive growth mindset

LEARNING • Develop life skills• Learn from mistakes

COPING • Understand boundaries and keep within them• Solve problems• Remember tomorrow is another day

CORE-SELF • ‘Tune in’ to emotions to create self-awareness and foster protective behaviours• Accept responsibility for self and decisions made

KEY CONTENT DESCRIPTORS

YEAR 10 SYLLABUS

BEING HEALTHY, SAFE AND ACTIVEThe impact of societal and cultural influences on personal identity and health behaviour, such as:• how diversity and gender are

represented in the media• differing cultural beliefs

and practices surrounding transition to adulthood


COMMUNICATING AND INTERACTING FOR HEALTH AND WELLBEING

CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIESSocial, economic and environmental factors that influence health, such as:• level of education• income/employment• social networks and supports




• Literacy• Critical and creative thinking• Personal and social capability• Intercultural understanding• Ethical understanding

1Risk-taKING LESSON 1 Exploring risk


HANDS ON

It is important when discussing risk-taking with students not to create the impression that most young people use drugs. If we talk about drug use as though everyone is partaking, it can put pressure on some young people to experiment in an attempt to fit in (Cahill, Murphy and Kane, 2006) perceiving drug use to be the norm.

Draw on current statistics around young people’s drug use to provide accurate information. This highlights that young people that do not use drugs are in the majority.

The ASSAD data available MHC.wa.gov.au can be useful in presenting this information.

Ensure that scenarios do not ‘glamorise’ young people who take risks around drug use or scenarios that portray characters who use drugs as ‘interesting’. Additionally, highlighting the dangers of drug use for some young people can make the activity seem more attractive (eg rebelling or adding excitement to life) (Cahill, Murphy and Kane, 2006) so presenting information as factual, without dramatisation, is important.

The activities in the risk-taking lessons encourage students to problem predict and develop strategies to navigate peer situations where risky activity involving drug use behaviours are identified.

• Selfie student journal – Emotional barometer page 16

‘CHECKING IN’

PURPOSE

• To encourage students to stop, reflect and ‘check in’ on how they are feeling before they start the lesson.

ACTIONS

• Ask students to take a moment to connect with how they are feeling. • Using the emotional barometer in the Selfie journal (page 16) ask them

to mark where they fit on the continuum and then to read and consider the thought of the day.

• Explain that connecting to emotions, remaining open to new learning experiences, and being willing to contribute will lead to a richer learning experience.

http://MHC.wa.gov.au


As students complete this activity at the start of each lesson it begins to build a picture of how they are feeling over the period of the alcohol and other drugs school program. This is valuable information for the student (and teacher).

Stress to students how important it is to regularly ‘check-in’ with themselves. This strategy helps them to develop a clearer picture of their own wellbeing and can be the first ‘red flag’ that students notice, encouraging them to seek help.

‘FINDING OUT’ • Drug video clip – available from the Drug Talk webpage on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk

• Tobacco (9.52 mins) and E-cigarettes (5.31 mins) (it is recommended that you watch these two videos within the one session)

• Alcohol (7.52 mins)• Caffeine (7.33 mins)• Cannabis (7.31 mins) and

Synthetic cannabis (3.47 mins) (it is recommended that you watch these two videos within the one session)

• Performance and image enhancing drugs (6.20 mins)

• Over-the-counter and prescription drugs (5.05 mins)

• Ecstasy (4.47 mins)• Methamphetamine (7.17 mins)• New psychoactive substances

(5.51 mins)

• Selfie student journal – Note-taker page 17

PURPOSE

• To review, refine and add to existing knowledge about a specific drug.

ACTIONS

• Ask students to turn to page 17 Note-taker in their student journal – Selfie.

• Explain that a note-taker is a graphic organiser that gives structure to notes and thoughts about a topic.

To use a note-taker graphic organiser write the topic at the top of the page and then the supporting information in each box/space.

• Explain that students will be using a note-taker graphic organiser to record information as they watch a video.

• Introduce the video.

Use the information gathered from the What do you know or want to know more about? quiz to choose a drug to focus on for this lesson on risk-taking. You could choose a drug that students either know least about or want to know more about, or a drug that is more prevalent in the local community.

• Explain that this video contains information about a drug including: ¬ what it is ¬ what it is made from/of ¬ the effects of the drug ¬ what the law says about the use of the drug ¬ the three key messages from the video.

• Watch the video.• Discuss the points noted by the students in their note-taker graphic

organiser and add any key points that have been overlooked specific to the drug.

The transcript from the video can be used to highlight key points and could be provided to students as a reference document.

http://SDERA.wa.edu.au


A copy of the transcript can be found on the Drug Talk web page at – SDERA.wa.edu.au/programs/drugtalk

‘GO DEEPER’

Students may raise questions after watching the video. If this happens, it is recommended that the sources of information at the end of the risk-taking section of the program be accessed.

An important skill in managing themselves in risky and/or challenging situations is being able to self-regulate and make safe and healthy decisions as well as knowing where to go for help to deal with specific situations involving risk and the potential for harm.

The Selfie student journal has a list of sources of help and additional information for students on pages 35-36. This is a valuable resource so is worth promoting to students.

‘EXPLORING MORE’ • Selfie student journal – About risk page 19

• Whiteboard/Butcher paper PURPOSE

• To define risk in a health context and explore the factors that can influence health decisions and risk-taking behaviours.

ACTIONS

• Ask students to jot down in their Selfie student journal (page 19 – About risk) what they think the term ‘risk’ means.

• Ask students to share their understanding of the term. Jot down key words on a board/postik note.

• As a class come up with a collective understanding of the term ‘risk’. Explain that with risk, there is the potential for harm.

• Ask students what a ‘health risk’ is. Ask for some examples.

Consider a range of health risks including sedentary lifestyle, ear buds at high volume used to listen to music constantly and the potential hearing damage this causes, eating unhealthily; and then the drug related health risks eg overuse of over-the-counter medicines, licit and illicit drug use etc.

Encourage students to recognise that taking positive, calculated risks is important in life for success and achievement. Stress that we learn from risks, and those lessons may lead us on an important, new path. However, ALL drug use has the potential to cause harm and students must be aware of the risks of drug use and the potential for harm, both in the short and long-term.

http://SDERA.wa.edu.au/programs/drugtalk


• Ask students to reflect on the drug video they watched previously and to write down the top three risks that can cause harm from using that drug in their Selfie student journal (page 19 – About risk).

• Ask students to form a group of 3-4 students and to share their top three risks. Once these are shared, the group must decide on the greatest potential risk and share this with the whole class.

• As a class share the risks, jotting these down on the board. Now ask students to vote on what they think is the top risk of using this drug.

TALKING POINTS

• Discuss – why there may be a difference of opinion in the ranking of the highest risk in the class and how this difference of opinion can impact students’ risk-taking behaviour around drug use. (Everyone is an individual and their attitudes to drugs and drug use have been developed through a complex set of factors including experience, socio-cultural and environmental factors, media including exposure to social media etc. In situations where there is either/both overt (pressure externally) and covert (pressure from themselves) to use drugs, students need to use strategies to mitigate (reduce) risks eg ‘saving face’ refusal statements).

• Discuss – can our perceived level of risk change? When and why? How could this change in perceived risk impact the health decisions we make? (If students have a negative experience using a drug this could impact on the risk they attach to using that drug. Conversely, if students use a drug a number of times without incident, then the risk that they attach to this behaviour could reduce. In addition, if there is active pressure from peers to use a drug which they have previously used with no negative consequences, this could impact the decisions made by a young person. It is important to stress that every drug use experience can be different and depends on many different factors related to the drug, the environment and the individual (drug use experience).

• Explain to students that there are many different factors that can influence health decision-making and risk-taking behaviour such as the media, social media, peer group etc.

• As a class, brainstorm (on a board, postik note, butcher paper) all of the potential factors. Add to the list as required.

• Using these factors, group them into ‘like’ areas eg individual, economic, environmental, sociocultural. For example:

INDIVIDUAL ECONOMIC ENVIRONMENTAL SOCIOCULTURAL

• How I am feeling eg angry, bored, annoyed, jealous, destructive

• Level of education

• How much money available to purchase drugs

• Employment situation

• At a party with friends

• At a footy windup when alcohol is freely available

• Peer group• Media• Music • Pop-culture• Family • Religion

• Ask students to look at the groupings and decide which category of factors they believe will influence them the most in their current and then future health decision-making and risk-taking behaviour around drug use. Use page 19 of Selfie to record their thoughts. Discuss responses.


‘INTO PRACTICE’ • Trigger video clip – available from the Drug Talk webpage on SDERA’s website SDERA.wa.edu.au/programs/drugtalk ¬ Risk-taking – Alcohol ¬ Risk-taking – Alcohol and

Caffeine ¬ Risk-taking – Cannabis ¬ Risk-taking –

Methamphetamine ¬ Risk-taking – New

Psychoactive Substances (Empathetic)

¬ Risk-taking – New Psychoactive Substances (Forceful)

¬ Risk-taking – New Psychoactive Substances (Festival)

¬ Risk-taking – Performance and Image Enhancing

• Selfie student journal – What are the risks? page 20

ALTERNATIVE ACTIVITY

• Resource sheet – Scenario card page 64

PURPOSE

• To explore the concept of risk in a drug related scenario.

ACTIONS

• Explain to students that they will be watching a trigger video that involves a young person in a drug-related situation.

• Choose one of the risk-taking trigger videos to watch: ¬ Risk-taking – Alcohol ¬ Risk-taking – Alcohol and Caffeine ¬ Risk-taking – Cannabis ¬ Risk-taking – Methamphetamine ¬ Risk-taking – New Psychoactive Substances (Empathetic) ¬ Risk-taking – New Psychoactive Substances (Forceful) ¬ Risk-taking – New Psychoactive Substances (Festival) ¬ Risk-taking – Performance and Image Enhancing.

Trigger videos can be found on the Drug Talk webpage at SDERA.wa.edu.au/programs/drugtalk

Choose a trigger video that complements the drug video viewed earlier in the lesson or one that is most relevant to the student cohort.

• Working individually or in pairs ask students to complete the activity What are the risks? on page 20 of the Selfie journal.

The activity requires students to deconstruct the situation highlighted in the trigger video and then consider the potential risks.

• As a class, discuss the scenario and the student responses and categorise the risks into individual, economic, environmental and sociocultural (as relevant to the trigger video).

TALKING POINTS

• What do you consider is the greatest risk for this character and why? (This question is important as it encourages students to problem predict and also listen to the predictions of others).




ALTERNATIVE ACTIVITY (GROUP BASED)

Read out the following scenario.

ScenarioA friend drops in and invites you to join him and his older sister’s mates at the local water hole. It’s a hot day and you’re keen. When you get to the water hole, you can see that the group are all drinking. Beers and some coolers. Someone is handing around a bottle of vodka for shots. It’s becoming increasingly hard for you to refuse any alcohol and you have seen your lift to the waterhole, who is on P-plates, drinking.

Everyone drinks more as the afternoon progresses. Some of the group start climbing the rocky cliffs surrounding the waterhole and jumping from greater heights into the water.

What is the potential for harm?

• Working individually or in pairs, ask students to complete the activity What are the risks? on page 20 of the Selfie journal.

The activity requires students to deconstruct the situation highlighted in the scenario and then consider the potential risks.

• As a class, discuss the scenario and the student responses and categorise the risks into individual, economic, environmental and sociocultural (as relevant to the scenario).

TALKING POINTS

• What do you consider is the greatest risk for this character and why? Other characters? (This question is important as it encourages students to problem predict).

WRAP-UP AND SELF REFLECT • Selfie student journal – Risk – A personal reflection page 21

PURPOSE

• To consolidate knowledge from the lesson.

ACTIONS

• Ask students to complete Risk – A personal reflection on page 21 of Selfie.

• Quickly re-visit the emotional barometer from the start of the lesson asking students to ‘tune in’ to how they feel at the end of the lesson.


SETTING THE SCENE


TIME

• Using ‘checking-in’ as a strategy to monitor personal mental health and wellbeing. • Understand social and personal factors which influence attitudes about drug use.• Engage in the risk mitigation strategy of problem predicting.

60



BELONGING • Create and maintain as many healthy relationships as possible• Tap into good influences• Understand responsibilities and obligations

LEARNING • Develop life skills• Engage positive mentors

COPING • Understand boundaries and keep within them• Solve problems

CORE-SELF • ‘Tune in’ to emotions to create self-awareness and foster protective behaviours• Accept responsibility for self and decisions made


YEAR 10 SYLLABUS

BEING HEALTHY, SAFE AND ACTIVESkills and strategies to manage situations where risk is encouraged by others


CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIESSocial, economic and environmental factors that influence health, such as:• level of education• income/employment• social networks and supports




• Literacy• Critical and creative thinking• Personal and social capability• Intercultural understanding

2Risk-taKING LESSON 2 Seeing into the future


HANDS ON

It is important when discussing risk-taking with students not to create the impression that most young people use drugs. If we talk about drug use as though everyone is partaking, it can put pressure on some young people to experiment in an attempt to fit in (Cahill, Murphy and Kane, 2006) perceiving drug use to be the norm.

Draw on current statistics around young people’s drug use to provide accurate information. This highlights that young people that do not use drugs are in the majority.

The ASSAD data available MHC.wa.gov.au can be useful in presenting this information.

Ensure that scenarios do not ‘glamorise’ young people who take risks around drug use or scenarios that portray characters who use drugs as ‘interesting’. Additionally, highlighting the dangers of drug use for some young people can make the activity seem more attractive (eg rebelling or adding excitement to life) (Cahill, Murphy and Kane, 2006) so presenting information as factual, without dramatisation, is important.

The activities in the risk-taking lessons encourage students to problem predict and develop strategies to navigate peer situations where risky activity involving drug use behaviours are identified.

• Selfie student journal – Emotional barometer page 16

‘CHECKING IN’

PURPOSE

• To encourage students to stop, reflect and ‘check in’ on how they are feeling before they start the lesson.

ACTIONS

• Ask students to take a moment to connect with how they are feeling. • Using the emotional barometer in the Selfie journal (page 16) ask them

to mark where they fit on the continuum and then to read and consider the thought of the day.

• Explain that connecting to emotions, remaining open to new learning experiences, and being willing to contribute will lead to a richer learning experience.



As students complete this activity at the start of each lesson it begins to build a picture of how they are feeling over the period of the alcohol and other drugs school program. This is valuable information for the student (and teacher).

Stress to students how important it is to regularly ‘check-in’ with themselves. This strategy helps them to develop a clearer picture of their own wellbeing and can be the first ‘red flag’ that students notice, encouraging them to seek help.

‘FINDING OUT’ • Drug video clip – available from the Drug Talk webpage on SDERA’s website – SDERA.wa.edu.au/programs/drugtalk

• Tobacco (9.52 mins) and E-cigarettes (5.31 mins) (it is recommended that you watch these two videos within the one session)

• Alcohol (7.52 mins)• Caffeine (7.33 mins)• Cannabis (7.31 mins) and

Synthetic cannabis (3.47 mins) (it is recommended that you watch these two videos within the one session)

• Performance and image enhancing drugs (6.20 mins)

• Over-the-counter and prescription drugs (5.05 mins)

• Ecstasy (4.47 mins)• Methamphetamine (7.17 mins)• New psychoactive substances

(5.51 mins)

• Selfie student journal – Note-taker page 18

PURPOSE

• To review, refine and add to existing knowledge about a specific drug.

ACTIONS

• Ask students to turn to page 18 Note-taker in their student journal – Selfie.

• Explain that a note-taker is a graphic organiser that gives structure to notes and thoughts about a topic.

To use a note-taker graphic organiser write the topic at the top of the page and then the supporting information in each box.

• Explain that students will be using a note-taker graphic organiser to record information as they watch a video.

• Introduce the video.

Use the information gathered from the What do you know or want to know more about? quiz to choose a drug to focus on for this lesson on risk-taking. You could choose a drug that students either know least about or want to know more about, or a drug that is more prevalent in the local community.

• Explain that this video contains information about a drug including: ¬ what it is ¬ what it is made from/of ¬ the effects of the drug ¬ what the law says about the use of the drug ¬ the three key messages from the video.

• Watch the video.• Discuss the points noted by the students in their note-taker graphic

organiser and add any key points that have been overlooked specific to the drug.

The transcript from the video can be used to highlight key points and could be provided to students as a reference document.



A copy of the transcript can be found on the Drug Talk web page at – SDERA.wa.edu.au/programs/drugtalk

‘GO DEEPER’

Students may raise questions after watching the video. If this happens, it is recommended that the sources of information at the end of the risk-taking section of the program be accessed.

An important skill in managing themselves in risky and/or challenging situations is being able to self-regulate and make safe and healthy decisions as well as knowing where to go for help to deal with specific situations involving risk and the potential for harm.

The Selfie student journal has a list of sources of help and additional information for students on pages 35-36. This is a valuable resource so is worth promoting to students.

‘EXPLORING MORE’ • Whiteboard/Butcher paper• Resource sheet – Signs – Most/

Least Harmful page 65• Resource sheet – Situation cards

pages 66-68

Adapted from Leading Education About Drugs, Australian Youth Research Centre, University of Melbourne, 2006.

PURPOSE

• To revise the concept of risk.• To explore social and personal factors which influence personal views

and attitudes towards drug use.

ACTIONS

HORSESHOE HARMS• Set up for a game of Horseshoe Harms by identifying a continuum

(arranged as a large arc like a horseshoe) ranging from most to least harmful. Use the signs to identify most/least harmful section on the horseshoe.

• Introduce the game.• Hand out to each student a situation card.• Ask students to place themselves along the continuum according to

where they believe their situation fits eg most or least harmful or anywhere in between.

• Once they have moved into position, ask them to compare their situation with the others around them and adjust their position on the horseshoe if required.

• Once students are settled into their positions, ask for volunteers to read out their situation and explain why they have placed themselves on that position in the horseshoe. Discuss.



TALKING POINTS

• Explain to students that sometimes people rely on luck to keep them safe (hence the horseshoe). However, having a responsible attitude towards personal safety in an alcohol and other drugs context requires thinking about the risk factors associated with the individual, the drug, and the environment.

• Ask students whether they are happy with the place they put themselves on the horseshoe continuum after listening to the discussion. Ask them if they feel that they should be in another position and why. (Our ability to problem predict comes with experience and practice. Encouraging students to continually work through problems and situations, thinking about possible outcomes from their actions, is a very important life skill).

‘INTO PRACTICE’ • Trigger video clip – available from the Drug Talk webpage on SDERA’s website SDERA.wa.edu.au/programs/drugtalk ¬ Risk-taking – Alcohol ¬ Risk-taking – Alcohol and

Caffeine ¬ Risk-taking – Cannabis ¬ Risk-taking –

Methamphetamine ¬ Risk-taking – New

Psychoactive Substances (Empathetic)

¬ Risk-taking – New Psychoactive Substances (Forceful)

¬ Risk-taking – New Psychoactive Substances (Festival)

¬ Risk-taking – Performance and Image Enhancing

• Selfie student journal – So…what are the potential risks? page 22; Fortune teller – The scenario page 23

• Resource sheet – Risk-taking – Fortune teller – Drug experience pages 69-70

PURPOSE

• To explore the concept of risk in a drug related scenario.• To explore how factors such as the drug, the individual and the

environment affect potential risks and consequences of drug use.• To engage in problem predicting.

ACTIONS

• Explain to students that they will be watching a trigger video that involves a young person in a drug-related situation.

• Choose one of the risk-taking trigger videos to watch: ¬ Risk-taking – Alcohol ¬ Risk-taking – Alcohol and Caffeine ¬ Risk-taking – Cannabis ¬ Risk-taking – Methamphetamine ¬ Risk-taking – New Psychoactive Substances (Empathetic) ¬ Risk-taking – New Psychoactive Substances (Forceful) ¬ Risk-taking – New Psychoactive Substances (Festival) ¬ Risk-taking – Performance and Image Enhancing.

Trigger videos can be found on the Drug Talk webpage at SDERA.wa.edu.au/programs/drugtalk

Choose a trigger video that complements the drug video viewed earlier in the lesson or one that is most relevant to the student cohort.

• Working individually or in pairs ask students to complete the activity So …what are the potential risks? on page 22 of the Selfie journal.

The activity requires students to deconstruct the situation highlighted in the trigger video and then consider the potential risks.




If Lesson 1 has been completed, discuss the scenario and the student responses and categorise the risks into individual, economic, environmental and sociocultural (as relevant to the trigger video).

TALKING POINTS

• What do you consider is the greatest risk for this character and why? (This question is important as it encourages students to problem predict and also listen to the predictions of others).

FORTUNE TELLER

It is recommended that if students are not familiar with the drug use experience, that they watch the section of the video Drugs and what you need to know (2.20-3.45 mins), available from the Drug Talk web page at SDERA.wa.edu.au/programs/drugtalk

• Set up for a game of Fortune Teller by preparing the following: ¬ cut up the cards from the resource sheet Risk-taking – Fortune

teller – Drug experience, into three sets of cards – Individual, Drug, Environment

¬ place each set of cards into a separate plastic container/brown paper bag labelled – Individual, Drug, Environment

• Ask students to form groups of 3-4 students.• A member from each group has to collect one card from each

container/bag.• The group reads out their cards to establish the scenario and writes the

details of the scenario on page 23 of Selfie – Risk-taking – Fortune teller – The scenario.

• Working together using the outline provided on page 23 of Selfie, the group needs to suggest at least three predicted outcomes for the character in the scenario. For each prediction, a risk rating has to be given and a reason for the rating.

• As a class, discuss each group’s scenario, their predictions and the risk rating given.

TALKING POINTS

• What skills did you use in forming your predictions? (eg knowledge, experience etc)

• Why is predicting outcomes of a situation an important strategy in working towards mitigating (reducing) risk? (Thinking ahead, looking at risks and potential harms from these risks, and making the safest and healthiest decision possible, need to be practised so when risk situations evolve (on any position of the risk continuum), students have the skills to work through the situation and choose their path of action, wisely).




THE FORTUNE TELLER’S BOOTH• Set up a fortune teller’s booth at the front of the classroom with four

chairs on one side of a table and one chair on the other. Position the ‘booth’ so that observers can see all participants.

• Cut up the cards from the resource sheet, Risk-taking – Fortune teller – Drug experience, into three sets of cards – Individual, Drug, Environment.

• Place each set of cards into a separate plastic container/brown paper bag labelled – Individual, Drug, Environment.

• Ask for five student representatives. Allocate roles: ¬ two students are predictors, whose role is to suggest what could

happen to the character in the scenario ¬ two students are advisors, who will advise on strategies to mitigate

(reduce) the potential risk for the character in the scenario ¬ one student will play the character in the scenario who has made an

‘appointment’ to visit the fortune teller.• Ask the ‘character’ to choose one card from each of the three bags

labelled - Individual, Drug, Environment. • Using the chosen cards, ask the ‘character’ to read out the scenario.• Once the scenario is read out, ask the predictors to suggest what is

likely to happen to the character in the scenario and the advisors to advise on strategies to mitigate (reduce) the potential risk for the character.

• Guide the activity as required and if time permits run the activity again with new participants choosing different scenario cards.

This activity could also be run as a small group activity.

TALKING POINTS

• Are there any other predictions that were not raised? What are these?• Are there any other strategies to mitigate risk for the scenario

provided? What are they?• What skills did you use in forming your predictions? (eg knowledge,

experience etc)• Why is predicting outcomes of a situation an important strategy in

working towards mitigating (reducing) risk? (Thinking ahead, looking at risks and potential harms from these risks, and making the safest and healthiest decision possible, need to be practised so when risk situations evolve (on any position of the risk continuum), students have the skills to work through the situation and choose their path of action, wisely).

• What are some of the challenges in problem predicting? • If you find yourself in a situation where you need help, who could

you go to and why?


WRAP-UP AND SELF REFLECT • Selfie student journal: Risk-taking section – One-minute challenge page 24 PURPOSE

To consolidate knowledge from the lesson.

ACTIONS

ONE-MINUTE CHALLENGE• Ask students to write down all of the key messages that they can

remember from the lesson in their Selfie journal page 24 – One-minute challenge.

• At the end of the one-minute, ask students to join up with a partner and share the key messages they wrote down.

• Ask each pair to decide on their top key message to share with the rest of the class. Share and discuss.

• Quickly re-visit the emotional barometer from the start of the lesson asking students to ‘tune in’ to how they feel at the end of the lesson.


SETTING THE SCENE


TIME

• Identify strategies to refuse offers of drug use.• Practise refusal strategies in a variety of drug related situations. 45



BELONGING • Create and maintain as many healthy relationships as possible• Tap into good influences• Understand responsibilities and obligations

LEARNING • Develop life skills

COPING • Understand boundaries and keep within them• Solve problems

CORE-SELF • ‘Tune in’ to emotions to create self-awareness and foster protective behaviours


YEAR 10 SYLLABUS

BEING HEALTHY, SAFE AND ACTIVESkills and strategies to manage situations where risk is encouraged by others


CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIES


• Literacy• Critical and creative thinking• Personal and social capability

Adapted from Leading Education About Drugs, Australian Youth Research Centre, University of Melbourne, 2006.

PURPOSE

• To practise skills in dealing with peer invitations to engage in drug use.

ACTIONS

Students will experience situations where there is pressure for them to do something that they are uncomfortable doing or where they feel pressure to take a risk. Building students’ refusal skills in partnership with their abilities to problem predict is vital so that they can make safe and healthy decisions now and into the future.

Resource sheet – Offers and tactics page 70 (cut into sets of cards)

Xtrisk-taKING EXTENSION Decline by choice


• Explain that knowing how to deal with pressure from friends (and sometimes family and acquaintances) is important.

• What helps is having some ‘saving face’ statements prepared or ideas about what they can say or do if they are invited to use a drug, but they don’t want to.

• ‘Saving face’ statements or refusal ideas could include: ¬ I have to (study for a big test/go to a concert/visit my grandmother/

babysit/work, etc) and I can’t do that after a night of drinking/drugs ¬ explain that your parents are really strict, or that they will check up

on you when you get home ¬ find something to do so that you look busy – get up and dance ¬ keep a bottled drink like water or iced tea with you to drink at

gatherings. People will be less likely to pressure you to drink if you’re already drinking something. If they still offer you something, just say “I’m covered”

¬ explain you have a sporting event coming up and the coach will ‘kick your butt’ or ‘bench you’ if he/she finds out you have been drinking/doing drugs.

• Ask students to form groups of 3-4. • Explain that students are going to prepare their own roleplay using

‘offer’ cards and a ‘tactic’ card. Students can also choose to use their own tactic that they feel will work best for them.

• One student in the group has to be the person with the ‘offer’ and the other 2/3 are to decline the offer.

• Hand out to each group an ‘offer’ card and a ‘tactic’ card.• Students are to challenge themselves to develop a scene where the

characters refusing the ‘offer’ do not come across as less attractive – but rather witty, strong, independent or funny.

The aim of this activity is for students to practise refusal skills declining an offer to use drugs without losing status or looking like a ‘loser’.

• Once students have practised their roleplay, ask them to combine with another group and show their roleplay OR show their roleplay in front of the whole class.

TALKING POINTS

• What tactic did you see work best and why? • Will the same tactic always work? Why/Why not?• How can being prepared with some ‘saving face’ statements help you

to navigate any pressure you may feel to use drugs?• What sort of situation do you feel refusal will not work? Why? In these

situations, what could you do to mitigate (reduce) personal risk?• When you find yourself in challenging situations where refusal does

not seem to be an option, who could you seek help from to help to keep you safe and healthy?

• What can you do about covert pressure you may feel to use drugs? (Covert pressure is pressure that students may put on themselves to use drugs, perhaps to please or be like friends or family. Students need to consider their personal ‘self-talk’ and recognise if this is putting any covert pressure on themselves eg No one will like me if I don’t join in. This sort of covert pressure in times of stress and pressure can induce a young person to use drugs. As a strategy, students can establish positive self-talk and boundaries before they attend an event or gathering such as:


¬ Self-talk – It’s ok not to use drugs. I’m ok with this. It works for me. ¬ Self-talk – I’m ok. I don’t have to do anything I don’t want to do

to fit in. ¬ Boundary – If my refusal strategies don’t work and I’m feeling too

much pressure to drink/use drugs, I’m just going to go home early. I’m ok with that.


If your student cohort find roleplay challenging or you do not want to use this as the mode, the ‘offer’ and ‘tactic’ cards can be used for small group discussion and then processed using the Talking Points.

WRAP-UP AND SELF REFLECT • Selfie student journal – Tactics to use page 25

PURPOSE

• To personalise the lesson content and reflect on what tactics ‘best fit’.

ACTIONS

• Ask students to complete the reflection in their Selfie journal page 25, Tactics to use.


RRESOURCE SHEET 1

Scenario

A friend drops in and invites you to join him and his older sister’s mates at the local water hole. It’s a hot day and

you’re keen. When you get to the water hole, you can see that the group are all drinking. Beers and some coolers.

Someone is handing around a bottle of vodka for shots. It’s becoming increasingly hard for you to refuse any

alcohol and you have seen your lift to the waterhole, who is on P-plates, drinking.

Everyone drinks more as the afternoon progresses. Some of the group start climbing the rocky cliffs surrounding

the waterhole and jumping from greater heights into the water.

What is the potential for harm?


RRESOURCE SHEET 2

Signs

LEASTHARMFUL

MOSTHARMFUL


RRESOURCE SHEET 3.1

Situation cards

Drinking alcohol with caffeine shots

Drinking in the company of mostly people you don’t know

Leaving your drink unattended at a party where you don’t know

most people there

Smoking cannabis every day

Drinking heavily at the beach

Smoking shisha on the weekends

Drinking to unconsciousness most weekends

Using synthetic cannabis you have bought over the Internet

Taking tablets from a friend of a friend at a rave

Smoking meth


RRESOURCE SHEET 3.2

Situation cards

Using your friend’s antibiotics because you are starting to feel sick and have exams coming up

Taking steroids that your mate got you to get a quicker

recovery after an injury

Smoking half a cigarette; just to try it

Letting someone else pour your drinks

Using more than one drug at the same time

Joining in a toast at a family celebration by sipping

some champagne

Selling your AHDH medication and not taking it yourself

Using your Mum’s Valium when you are feeling stressed

Consuming 3 cups of coffee, 3 Monsters and an

iced coffee every day

Drinking 7+ drinks in a session


RRESOURCE SHEET 3.3

Situation cards

Drinking to get drunk

Drinking while on strong pain relievers

Trying cannabis for the first time while camping in

the bush with mates

Injecting meth

Taking more pain relievers than recommended to counteract severe

muscular/period pain

Using pellets bought over the web

Drinking two low-strength beers over 6 hours

Drinking on an empty stomach

Drinking alcohol while pregnant

An asthmatic who smokes cannabis around a bonfire


DRUGCannabis

ENVIRONMENTAt home

INDIVIDUALMale, 17 years old,

feeling down

DRUGAlcohol – 4 pre-mix cans

ENVIRONMENTNight party at the river

INDIVIDUALFemale, wants to impress a new

boy she’s interested in

DRUGMeth – ice

ENVIRONMENTAt a mate’s older brother’s house

INDIVIDUALMale, 17 years old, struggling to cope

DRUGAlcohol – 6 Vodka Cruisers

ENVIRONMENT‘Afters’ at a private house. No parents in attendance

INDIVIDUALFemale, 16 years old, never drunk alcohol/taken drugs before, wants

a night to remember

DRUGSteroids

ENVIRONMENTAt the gym

INDIVIDUALMale, 16 years old, wants to

recover from injury quickly to make the state team

DRUGCannabis

ENVIRONMENTAt a party

INDIVIDUALFemale, has been drinking for a

few hours, doesn’t know too many people left at the party

DRUGNurofen Plus with codeine

ENVIRONMENTAt home

INDIVIDUALFemale, has just gone through a

nasty breakup

DRUGEcstasy

ENVIRONMENT At a dance party

INDIVIDUAL Female, 16 years old, has been

dancing for 4 hours

DRUGCaffeine – 2 cups of coffee + 4 Red Bull energy drinks

ENVIRONMENT At home

INDIVIDUAL 17 years old,

studying for exams

DRUGAlcohol + mull cookies

ENVIRONMENT Bonfire at the beach –

older crowd

INDIVIDUAL Male, 16 years old, wants to impress

DRUGPre-loading before going to a party

– 6+ standard drinks of vodka

ENVIRONMENTParty at a house where you don’t

know too many people – older crowd

INDIVIDUAL 17 years old,

looking to hook up

RRESOURCE SHEET 4

Fortune teller – Drug experience


OFFERPut pressure on the others by suggesting

that everyone should try cannabis at least once

OFFERPut pressure on the others by suggesting they are

boring for not drinking and wrecking the party

OFFERPut pressure on the others saying no one

will ever find out they tried the drug

OFFERPut pressure on the others suggesting that

everyone is doing it (taking the particular drug)

OFFERPut pressure on the others by suggesting that it’s

time for a celebration and drinking will make

them feel a part of the celebration and not a loser

OFFERPut pressure on the others suggesting

that drinking some alcohol will help

them to relax and fit in


the boy/girl they like won’t be interested in

them if they don’t take the drug


they will be able to dance all night and have an

epic night if they take the tablets (ecstasy)

OFFERPut pressure on the others saying they

will recover from injury so much quicker and

have a better chance of making the state

team if they take the steroids

OFFERPut pressure on the others suggesting

that using No-Doz (caffeine) will help them

to study longer for their exams and

they won’t feel so tired

TACTIC

Joking

TACTIC

Explain position

TACTIC

Distracting

TACTIC

Changing the subject

TACTIC

Arguing

TACTIC

Stalling

TACTIC

Reasoning

TACTIC

Making up an excuse

TACTIC

Ignoring

TACTIC

Complaining about something you have to do

RRESOURCE SHEET 5

Offers & tactics


RESOURCES WEBSITES WHERE TO GO FOR HELP

SDERAChallenges and Choices Year 9Module 2 – Drug EducationTopic 5Activity 3 – Predicting risks in alcohol-related situationsActivity 5 – Practising strategies to manage harms from alcohol useTopic 3Activity 3 – Refusal strategies for smoking-related situationsTopic 4 Activity 3 – Practise strategies for managing cannabis-related situations https://www.sdera.wa.edu.au/resources/secondary-resources/

SDERAWraparound Early Intervention resourceModules 1-5 are available on the Wraparound page. Modules 6-10 are available when school staff engage in professional learning workshops with the early intervention team. SDERA.wa.edu.au/programs/wraparound

MENTAL HEALTH COMMISSION The Mental Health Commission is responsible for the network of drug and alcohol treatment services and programs formerly provided by the Drug and Alcohol Office. Confidential helplines are available for anyone concerned about their own or another person’s alcohol or drug use. MHC.wa.gov.au

MENTAL HEALTH COMMISSION Strong Spirit Strong MindStrong Spirit Strong Mind Metro Project is a culturally secure campaign which focuses on the impact of alcohol and other drug use on the individual’s physical health and the impact on family and community.https://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Future

MENTAL HEALTH COMMISSION Drug AwareThe Drug Aware website provides factual, credible and accurate drug information for young people in order to help them make informed decisions. It also provides a live chat service where you can chat confidentially with a professional alcohol and drug councillor online. DRUGAWARE.com.au

MENTAL HEALTH COMMISSION alcohol.think again.The alcohol.think.again education campaign is part of a comprehensive approach in Western Australia that aims to reduce the level of alcohol-related harm and ill-health in Western Australia. ALCOHOLTHINKAGAIN.com.au

ALCOHOL AND DRUG FOUNDATION (ADF)The Alcohol and Drug Foundation (ADF) is a national body committed to preventing alcohol and other drug harms in our communities. The foundation believes that an Australia free from alcohol and drug harm will be an Australia that’s safer for us all. ADF.org.au

YOUTH BEYOND BLUEOffering talk lines (24/7) and chat lines (3pm-12am) as well as forums, check-in apps and spaces to connect with others. YOUTHBEYONDBLUE.com

MENTAL HEALTH COMMISSION 24hr Alcohol and Drug Support LineMetro 9442 5000Country 1800 198 024Emergency 000

Kids Help Line1800 55 1800

Beyond Blue1300 22 4636

Lifeline13 11 14

Drug AwareLive chatDRUGAWARE.com.au

eheadspace1800 650 890Online chatEHEADSPACE.org.au

LOOKING FOR MORE…

https://www.sdera.wa.edu.au/resources/secondary-resources/

https://www.sdera.wa.edu.au/resources/secondary-resources/

http://SDERA.wa.edu.au/programs/wraparound


https://alcoholthinkagain.com.au/Campaigns/Campaign/ArtMID/475/ArticleID/9/Strong-Spirit-Strong-Futu



http://DRUGAWARE.com.au

http://ALCOHOLTHINKAGAIN.com.au

http://ADF.org.au

http://YOUTHBEYONDBLUE.com

http://DRUGAWARE.com.au

http://EHEADSPACE.org.au


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REFERENCES

http://journals.sagepub.com/doi/full/10.1177/0963721412471347

http://journals.sagepub.com/doi/full/10.1177/0963721412471347

LESSON SNAPSHOT - SDERA · of risky behavior (Beyth-Marom, Austin, Fischoff, Pamlgren, &...

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