MADD Canada gratefully acknowledgesmadd.ca/media/docs/braking-point-aboriginal.pdf · MADD Canada...

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TThhee aassssiissttaannccee ooff tthhoossee wwhhoo sshhaarreedd tthheeiirr ssttoorriieess:: Sue and Katie Diotte, Jack Anderson, Evan Anderson, Elsie Anderson, Diane Ludwig,Ernest Boucher, Chris Boucher, Cpl. Eddie Bourque, Staff. Sgt. Colin White.

OOuurr eexxppeerrttss:: Dr. Bob Mann, Senior Scientist, Centre for Addiction and Mental Health, Ontario;Dr. Christiane Poulin, Professor & Canada Research Chair, Population Health &Addictions, Dalhousie University, Nova Scotia; Dr. Larry Tuff, Dept. of Psychiatryand Neuroscience, McMaster University, Ontario; Shaun Black, M. Sc., MBA,Manager, Pharmacological & Research Services, Capital Health, Nova Scotia

PPrroojjeecctt vvoolluunntteeeerrss:: Carrielynn Lamouche, Malcolm Soosay, Justin Levi Cutknife, Cecilia Bloxom, Janice Papin, Dennis Littlechild, Cora Bull, Kayla Morin, Katrina Morin, Aaleesa Kay, Desiree Morin, Renee Morin, Mitty Allistone, Rikki Ward, Brett Rain,Michael Kachmarski, Dale Alexis, Oscar Romero, Aaron McDonald, Colleen McDonald, Cody Blyan, Kim Koyczan, Nicole Willier, Dallas Courtrille,Steven Badger, Winter Ghostkeeper, Joeseph Armitage, Robert McCallum.

MMAADDDD CCaannaaddaa tthhaannkkss HHeeaalltthh CCaannaaddaa ffoorr mmaakkiinngg tthhee pprroodduuccttiioonn ooff BBrraakkiinngg PPooiinntt ppoossssiibbllee tthhrroouugghh aaffiinnaanncciiaall ccoonnttrriibbuuttiioonn ffrroomm HHeeaalltthh CCaannaaddaa''ss DDrruugg SSttrraatteeggyy CCoommmmuunniittyy IInniittiiaattiivveess FFuunndd**..

*The views expressed herein do not necessarily represent the views of Health Canada.

LLeetttteerr ffrroomm tthhee NNaattiioonnaall PPrreessiiddeenntt ooff MMAADDDD CCaannaaddaa

Dear Facilitators,

MADD Canada is pleased to provide you with the BBrraakkiinngg PPooiinntt Program for use in youth programs.

Despite the progress that has been made in the last 25 years, impaired drivingremains the number one criminal cause of death in Canada. Traffic crashesremain the leading cause of death and serious injury among 16-19 year olds.Moreover, at least 45% of youth crashes are alcohol and/or drug-related.Nevertheless, impaired driving is 100% preventable.

This program is designed to discourage the initiation of alcohol and cannabis use, prevent the progressionto more frequent or regular use, and reduce harms associated with use. There are three versions ofBBrraakkiinngg PPooiinntt: English, French and Aboriginal. For information on ordering the other versions, please goto our website at wwwwww..mmaaddddyyoouutthh..ccaa.

MADD Canada thanks Health Canada for making the production of BBrraakkiinngg PPooiinntt possible through afinancial contribution from Health Canada's Drug Strategy Community Initiatives Fund*.

We hope this DVD and facilitator's guide generates lively discussions and gives you opportunities to educateyouth so they can make safe, well-informed choices. Thank you for choosing BBrraakkiinngg PPooiinntt.

Yours truly,

Karen Dunham, National President, MADD Canada

*The views expressed herein do not necessarily represent the views of Health Canada.

Table of Contents

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>> Activity: What's stopping me? Change chart >> Activity: Effects of heavy alcohol use - Body chart >> Handout: Low-Risk Drinking Guidelines>> Federal Impaired Driving Offences and Penalties>> MADD Canada's Multimedia Program

Getting Started

"Fun is extremely important to all groups.For all groups it's veryreal and should not beminimized. ...As soon asmessages begin to onlyhammer out alternativesto fun, they will be dis-missed (by young people)".

Final Report on MADD Canada focus groups in preparation

for Braking Point

TThhee pprrooggrraamm''ss oobbjjeeccttiivveess aarree:: >> To create awareness of the risks

and dangers involved in drinking, marijuana use and impaired driving.

>> To connect these risks to common settings and situations in which many teens find themselves.

>> To help them understand there are alternatives to dangerous risks.

>> To provide strategies to help them practice those alternatives.

>> To reduce the deaths and injuries caused by impaired driving.

1

Please note:

The ideal timing for these lessons is 1-1/2 hours. Understanding that many lesson periods areonly one hour, you can cut back as appropriate for your group. For example, cut out the firstshowing of the DVD and go straight to "Explain after Warm-up". However, please allowenough time to discuss Intervention Points - the most important learning segment for young people.

This program is designed to provide information for young people who are heavy alcohol andmarijuana users, and their friends, so they can make informed choices about their use. Weprovide strategies for harm reduction, including abstinence. MADD Canada does not condoneunderage alcohol use or drug use.

Please take time to read the following Facilitator'sNotes before meeting with program participants.

Braking Point

You work with young people in health, lifestyle, safety, responsibility or other areas of thesecondary school curriculum. Part of your work includes helping young people make safechoices about drinking and using marijuana.

If you're new to the topic, or new at leading a program like this, this guide is a good way tolearn about the situations that are common to teen alcohol and marijuana use. It gives you a strong resource to help your group understand how and when to make safe choices forthemselves.

And if you lead teen groups all the time, this new resource may give you some new ideas.

What is Braking Point?

Braking Point is a new program created by MADD Canada for young people age 14 to18. It isbased on research with students who use and abuse alcohol and marijuana. It dramatizes realsituations of alcohol and marijuana use and the risks and consequences of heavy use. It hasbeen tested with students and teachers for effectiveness and easy delivery.

Braking Point is based on MADD Canada's philosophy that we all have choices to make in ourlives and to make good choices, we need to know the facts.

Three versions of the program have been developed. This one has been developed with andfor an Aboriginal audience.

There may be a point where you may want to discuss the high prevalence of alcohol and druguse in Aboriginal communities. Often discussing the loss of culture, language, discrimination,racism and the impact of residential schools, loss of parenting, etc. can shed light on why theremay be increased alcohol and drug abuse among Aboriginal populations.

The package contains:

> Braking Point, the DVD with three different versions: English, French and Aboriginal. The Aboriginal version has 4 different scenarios (3 scenarios acted out by young people and one real life story). Each scenario is based on a real situation and common setting where things go wrong because of alcohol or marijuana. Each scenario is left open at the end and the outcome is left to the audience to decide.

> In addition to the scenarios, there is a section called "Ask the Experts" with interviews with experts in fields related to the topic of discussion.

> A facilitator's guide (this one is the Aboriginal version) which provides a step-by-step lesson plan of how to use the program for best results. The French and English versions can be downloaded or ordered from www.madd.ca.

> Ready-made questions, activities and exercises you can hand out or show.

> Tips for Facilitators

> The 5 "E's" of a successful program.

> Facts and stats on teen drinkers and marijuana users.

> Information about MADD Canada, the sponsor of the program.

> MADD Canada's other secondary school programs and resources.

> Participant evaluation form to help you measure results.

Where does it fit in the curriculum?Curriculum changes from province to province so it's hard to say exactly where this programwill work best for you. Some common areas are Physical Activity, Active Living, Mental Health,and Living Skills. However, it is designed to complement curriculum areas that deal withhealth and safety and making healthy choices.

Who will benefit from this program?The DVD actors portray young heavy drinkers and users and their friends. The optimum age for this program is 14 to18 years - old enough to relate to the characters and the circumstances, and at risk of facing the consequences of the risky behaviour shown here.

TTiippss ffoorr FFaacciilliittaattoorrss>> Before starting the program,

consider your own attitudes and values about this subject. The program will be most effective if it is non-judgmental and objective.

>> Make sessions participant-centred. Make questions and discussions relevant and meaningful to participants' lives.

>> Encourage personal goal-setting by each student.

>> If possible, consider special circumstances behind each participant's behaviour; such as difficulties with family, school, family income, or personal stress. Their answers and reactions to the program will reflect these circumstances.

>> Be aware of cultural/ethnic/newcomer/literacy issues that could affect understanding or common behaviour.

Getting Started

2

Getting Started

IImmppoorrttaanntt NNootteePrograms like Braking Point are usuallyviewed by students with suspicion. Many tune out as soon as they see thetopic because they think it's another"Don't do Drugs!" message. Actually,studies have shown that this kind ofheavy-handed message does not help to change teen behaviour. SSoo iitt''ss iimmppoorrttaanntt ttoo mmaakkee iitt cclleeaarr tthhaatt yyoouu aarree nnoott ccoonnddoonniinngg oorr ccoonnddeemmnniinngg ddrruugguussee,, bbuutt pprroovviiddiinngg iinnffoorrmmaattiioonn..

Suggested script for Facilitator

This program is meant to provide information on alcohol, marijuana and impaired driving. Everyone haschoices to make, good or bad but first we need to know the facts. Everyonewants to have a good time but no onewants to see a good time end badly.

At the end of the program, you will know that you have choices to help you avoid having a bad time with alcohol and marijuana.

Bad times like:

>> getting sick>> crashing a car>> doing poorly in school>> fighting with families >> getting violent>> losing friends >> or even having a serious tragedy

with injuries or death

If you understand the risks better, youcan make better choices to avoid theproblems connected with alcohol andmarijuana.

Four SituationsThe DVD dramatizes three situations and documents one - Shattered Circles.

1. Games

2. Bonfire

3. Echoes…After the Fact

4. Shattered Circles

We recommend you watch them one at a time, and follow each with a discussion of thesituation and potential endings. It's important that there is enough time to encourage them tomake personal decisions.

Each scenario is based on principles of successful workshops. The process is the same for allbut the questions, examples and experiences are different.

The 5 E's of a Successful Workshop

Elicit: Get their general ideas and opinions.

Explain: Describe terms and explain situations.

Experience: Create opportunities for personalizing and talking about their experience.

Encourage: Motivate them to share tips, supports and barriers and to build their own safety plans.

Evaluate: Find out how to make the session better.

3

Scenario #1 - Games

A number of issues emerged from the discussions…Peers don't generallyprevent others from drinking and driving; a practice of non interference…

Drinking/drug use and driving was not really a concern… violence isprevalent at parties.

MADD Canada Aboriginal Focus Group Report

4

Goal By the end of this session, students will be able to identify one thing from this program associated with peer pressure and decision making, and to set a goal of one personal safety strategy for reducing the harm associated with their behaviour - or a friend's behaviour - around drinking and driving.

Required Resources

> Board or easel pad.> Self-adhesive small note paper (stickies).> Large white card to put stickies on, headed "Why Do It?".> "Effects of heavy alcohol use" chart (optional, attached).

Elicit Language and Reasons for Use (Warm up - 5 min.)

Ask group if they can spot certain types of people at a party as soon as they arrive (no names), e.g. someone who's a goody-goody and won't be any fun; someone who's just drinking to fit in but doesn't really like it; someone who's going to be trouble because of drinking or drugs; someone who's a natural leader or someone who follows the crowd. What are the characteristics of these people (how they walk, what they say, how they look, how they drink, if they're talkative or silent, stick with the group or go off alone)?Encourage them to think in terms of relationships between these people (how they mix, how they could clash later in the party, etc.)

WWhhaatt iiss FFeettaall AAllccoohhoollSSyynnddrroommee??>> FAS is a medical diagnosis

involving four key features: alcohol exposure, growth deficiency, facial features and brain damage.

>> This toxic exposure leads to difficulties and deficits that are evident in infancy, childhood and beyond.

>> It happens because the mother drinks alcohol during pregnancy.

>> The rate of FAS in First Nations and Inuit communities is much higher than the national average. One in five children can be at risk.

Acknowledge different experiences andeffects. See Tips for Facilitators, page 2.

Scenario #1 - Games

The DVD Games (4:04 min.)Watch the DVD scenario Games all the way through. Ask students to pay close attention tohow the situation changes along the way and the role of each character.

After the DVD, get immediate feedback by asking general questions, not related to them personally.

Would you say that this kind of thing happens often? Is there a problem in this situation? Who in the story contributes to the problem? Why wasn't Jess drinking? (Bring in Fetal Alcohol Syndrome info.)

Ask what they think the likely outcome of this scenario will be. Discuss and record their answers.

Ask the Experts:Watch the clip of Dr. Bob Mann: Facts of BAC (Blood Alcohol Concentration) (3:15 min.)

Explain (15 min.)Explain some of the facts related to young people and drinking and driving. Then ask:

Does anyone have personal experience with drinking and driving that they can talk about - as adriver, passenger, friend or relative? Has anything you've seen or heard made you feel differentlyabout drinking and driving?

Activity (10 min.)

Hand out self-adhesive notepaper (stickies) and ask each student to write down 2 things, thathe or she believes are the strongest reasons for drinking and driving or getting into a car withsomeone who has been drinking and driving. They don't need to sign their name. Pass themaround several times so they don't have their own.

Read them out one by one and group them by reasons on a large sheet headed: Why do it?.This way you can determine the strongest reason(s). Keep the sheet up as an exhibit.

Experience (15 min.)

Set up the DVD scenario again. Before it starts, advise students that there are interventionpoints throughout - places where the situation could be changed if other choices were madealong the way. Ask them to be prepared to identify intervention points. What might have beendone along the way to trigger a different ending? After the viewing, ask:

> What are intervention points in this scenario?

> Where and when could one of the characters have done something so the ending would be different?

> What would stop you from doing something to prevent driving after heavy drinking (barriers to prevention)?

IInnffoorrmmaattiioonn ffoorr FFaacciilliittaattoorrss

>> In 2001, impaired driving was involved in 73.2% of all Aboriginalmotor vehicle fatalities.

>> In 2001, 61% of Aboriginal drivers tested for alcohol.

Aboriginal Traffic Safety Coalition of Alberta, 2003

>> Compared with the provincial average, Northwestern Ontario students (high Aboriginal population) reported higher alcohol use (66.7% vs. 62%) and cannabis use (31-7% vs. 16.5%).

>> Northwestern Ontario students are 54% more likely to report binge drinking in the last four weeks, 76% more likely to report hazardous drinking and 84% more likely to report drinking and driving than the provincial average.

(Results of the Northwestern Ontario Student Drug Use Survey 1997-2005)

AAddddiittiioonnaall aaccttiivviittyy iiff ttiimmee::Check physical and emotionalinfluences of alcohol found inSSuuggggeesstteedd ssccrriipptt ffoorr FFaacciilliittaattoorrsspage 3, and EEffffeeccttss ooff hheeaavvyyaallccoohhooll uussee chart, part of this kit.

5

Show their earlier recorded outcomes then ask:

Do you still think the same way about the ending? What are other possible endings to this scenarioif some things changed along the way?

Record and discuss new endings.

Strategies

What could you do to prevent this kind of situation before it gets out of hand, or just if you don't want to drink much?

Encourage (15 min.)

Go back to the "Why do it?" stickie poster of strongest reasons to drink and drive, or ride with adrinking driver. These are barriers to safe driving. Discuss what would make it easier for them toovercome these barriers. Write down strategies to overcome barriers.

Ask them each to identify one risk associated with drinking and driving learned from this program(not necessary the DVD alone, but the whole discussion). Tell them to write it down and take itwith them.

Ask them to set a goal of one thing they can do to prevent harm for themselves or others arounddrinking and driving. Write it down and take it with them. (Even if they don't drink, they can set agoal of never getting into a car with someone who has been drinking, pre-planning an alternative togetting home, or having a sober DD). They don't have to share unless they want to.

If time, discuss some of the suggestions from intervention points - e.g. peer pressure, differencebetween males and females.

If possible, suggest a second group session in 3 months, and ask them to come back to discusswhy or why not their goal was successful. Share what have they experienced or seen that showedthem it was easier or harder to reach their goal than they thought.

Evaluate (5 min.)

Before they leave, ask them to fill out evaluation forms. Use them to make changes to make theprogram more relevant and useful for your situation.

Scenario #1 - Games

SSuuggggeesstteedd iinntteerrvveennttiioonn ppooiinnttss ffoorr ddiissccuussssiioonn::KEY POINT is peer pressure when alcohol is involved.

>> Could Jessica have just stayed home and hidden the keys from Korey?

>> As a friend what could Tasha havedone to help her friend Jess?

>> When Jessica sees Korey starting to drink - before the rye - could Jess reinforce that she was not going to Rick's and that he can't drive her car?

>> Earlier, when Korey and Jason are throwing bottle caps, could Korey say - "I'm not driving tonight. Figure out something else."

>> Could Jess have put out some food to soak up the alcohol? Or suggest they go somewhere to eat?

>> Could Korey have insisted that Rick's was close enough to walk?

SSuuggggeesstteedd ssttrraatteeggiieess aafftteerr tthheeyy ggiivveeaannsswweerrss.. >> Make a plan before drinking starts.

>> Bring your own 'mocktail' - in aseparate bottle you can recognize.

>> Don't leave your drink alone so itcan't be spiked or refilled.

>> Limit yourself to 2 drinks, an hourapart, near the beginning of the party.Drink pop in between.

>> Ask a friend to watch out for you andremind you you're the DD. Or makea pact to remind a friend that they'rethe DD.

>> Eat a lot before and during the party.When you want a drink, havesomething to eat first.

>> Designate a time to leave, and makesure that you don't drink an hour ortwo before leaving.

>> When it's late and you want to leave,say you're driving home now if theywant to come. And leave. Don't justhang around so they can get morewasted or change your mind.

6

Scenario #2 - Bonfire

“When they go out, 7 out of 9 plan to get drunk, (it’s) rarely spontaneous,not always planning for a designated driver. ...Pot is common as well asmixing pot and alcohol. (They believe there is) nothing wrong with potand driving, but definitely wrong for drinking and driving."

MADD Canada Aboriginal Focus Group Two Final Report

7

FFaaccttss aabboouutt PPoott>> Marijuana slows your ability to

reason and make decisions.

>> It slows reaction time.

>> Motor skills and visual tracking are reduced.

>> With marijuana you often have difficulty concentrating.

>> It impairs memory.

>> You can have anxiety.

>> Your perceptions of reality, time or what you see can be distorted.

>> Alcohol mixed with marijuana will increase the buzz and also the risk.

>> You can be charged and convicted of impaired driving if found to be under the influence of pot.

>> You can be charged and convicted of possession of an illegal substance if caught with pot on you.

Goal By the end of this session, students will be able to identify one risk from this programassociated with pot and driving, and to set a goal of one personal strategy for reducingthe harm associated with their influence on friends or friends’ influence on them.

Required Resources> Black/white board or large easel pad.> Game cards Pot Holes. Prepare in advance.> Pilot poster – download from http://www.potanddriving.cpha.ca/

Elicit Language and Warm Up: What is a friend? (5 min.)

Ask students

1. What are the qualities of a friend?

2. How can you tell the difference between a real friend and an occasional friend?

3. If your good friend has a serious problem (e.g. with police, unwanted pregnancy,illness, alcohol/drug related incident) what could you do to help?

The DVD Watch the DVD scenario Bonfire all the way through. Ask students to pay close attention to howthe situation changes along the way and the role of the friends. Then ask:

Does this kind of thing happen often? Who in the story contributes to the problem? Who is most helpful?

Ask what they think the likely outcome of this scenario will be. Record their answers.


CCaannnnaabbiiss uussee iiss hhiigghheerr aammoonnggAAbboorriiggiinnaall yyoouutthh tthhaann ootthheerryyoouutthh iinn CCaannaaddaa.. HHeerree aarree ttwwooeexxaammpplleess:: >> In a study of First Nations students

in Ontario, mostly 13 to 17 yearsold and 53% female,approximately 59% of studentsindicated that they had usedcannabis in the past year –considerably higher when comparedto other students from northernOntario (33%).

First Nations Student Drug Use Survey:General Results, A First Look

November 25, 2005

>> In Alberta, the percentage of youthusing marijuana is much higher foraboriginal youth – 52.1% ofaboriginal youth and 26.8% fornon-aboriginal.

The Alberta Youth Experience Survey 2002

WWhhyy yyoouunngg ppeeooppllee ssmmookkeemmaarriijjuuaannaa>> to show independence;>> to develop their own values (apart

from parental and societalauthority);

>> to develop strong peer connections;>> to seek new and exciting

experiences; >> to take risks and satisfy curiosity;>> to escape

Global Youth Network, UN Office on Drugs and Crime

Explain (15 min.)

SSuuggggeesstteedd SSccrriippttMost teens think that drinking and driving is a problem, but smoking pot and driving isn’t. They oftenthink it makes them better drivers because they focus more, or they slow down to compensate for beingstoned. Do you agree?

Ask the Experts:Watch clip of Dr. Christiane Poulin: Pot and driving statistics (3:18 min.)

Ask the group for reasons why young people smoke pot. Talk about these reasons and askwhat other reasons apply to them and their friends. Ask the group about Terrell’s story. Arethere special reasons that are particular to aboriginal youth, to their situation, or to their agegroup? Record answers.

Ask the Experts:Watch clip of Shaun Black, M.Sc., MBA: How Pot affects the brain

Activity: Pot Holes – A game on myths and realities ofsmoking and driving.

Break group into two groups. Prepare 8 cards Myth or Fact as shown below. Cut them out andgive 4 to each group. Each group determines whether the points are myths or facts andprepares to report reasons for their answers to the full group.

Answers are given in Reality Check on the next page.

Write on board or easel chart: "What happens when you smoke pot and drive? Is this good orbad? Why?". Record answers.

Myth or Fact - Set 1a) You drive straighter when stoned.

b) You have slower starting time.

c) You drive at a slower speed.

d) You have quicker response to signs and danger hazards because you’re more focused.

Myth or Fact - Set 2a) You have slower braking time.

b) You have less road rage.

c) You’re ok if you drive an hour after smoking.

d) Just one beer and one joint is ok.

8

Reality check: Set 1a) False: You actually do more lane weaving. b) True: This could be a sign of impairment to police or others.c) True: Again suggests impaired driving to police. Also can be dangerous on high

speed roads when people behind you take risks going around.d) False: Because you focus on things more when stoned, you are slower to find

signs you’re searching for, or recognize danger hazards quickly.

Reality check: Set 2a) True: This can cause serious crashes.b) True: But when you’re too chilled out, you can’t react quickly to threatening

circumstances. c) False: Levels of THC peak 1-2 hours after smoking it.d) False: The effects of alcohol and pot together are not just duplicated but

multiplied.

If time, show the Pilot poster (handout/overhead).Have you ever seen this poster?

> What is it trying to say?

> How do you feel about it?

> Is it as dangerous to smoke and drive as to smoke and fly?

Ask again if they think you drive better or worse when you’ve been smoking. Has thenumber changed?

Experience (10 min.)

Set up the DVD scenario again. Before it starts, advise students that there are interventionpoints throughout – places where the situation could be changed if other choices were madealong the way. Ask them to be prepared to identify intervention points. What might have beendone along the way to trigger a different ending? After the viewing, ask:


> Where and when could a friend have done something to make Terrell feel better?

> What could Terrell do about the conflict of not wanting to go with someonewho's been smoking, and wanting to go with her because he's attracted to her?

> What would stop you from doing something if a friend wanted to drive aftermarijuana use (barriers to prevention)?

> Would real friends pressure Terrell when they know what has happened to him?

Show their earlier recorded outcomes then ask:

Do you still think the same way about the ending? What are other possible endings to thisscenario if some things changed along the way?



SSuuggggeesstteedd iinntteerrvveennttiioonn ppooiinnttssffoorr ddiissccuussssiioonn::>> In the kitchen with Auntie could she

make Terrell pprroommiissee not to go in acar with someone who has beendrinking or smoking pot? Is a statedpromise stronger than a request?

>> At the bonfire, Scotty says "It won’t kill you to have a couple" of drinks", forgetting about Terrell’s family. Could Tianna say"Maybe drinking isn’t always theanswer Scotty".

>> When Terrell says "Did you knowthat fun killed half my family?"maybe he could add "I’m just notinto it right now. Sara can youtake me home?"

>> Could someone say "You knowTerrell, you don’t have to do it. It’syour decision."

>> When Terrell says "It’s like myfriends are scared of me”, couldSara encourage him to talk abouthis feelings "Ok let’s not do anymore now. Let’s just talk."?

9

Encourage (15 min.)

Look back on the "barriers to prevention" and ask:

> Are there other things that prevent you or your friends from speaking up, makinga different choice, or taking steps to prevent harm?

> What are some tips to avoid these barriers?

Ask them each to identify one risk associated with smoking pot and driving. Tell them to writeit down and take it with them.

Ask them to set a goal of one thing they can do to prevent harm for themselves or othersaround smoking and driving. Write it down and take it with them. (Even if they don’t do pot,they can set a goal of never getting into a car with someone who has been smoking, pre-planning an alternative to getting home, or saying something to a friend. They don’t have toshare unless they want to.)

If possible, suggest a second group session in 3 months, and ask them to come back todiscuss why or why not their goal was successful. What have they experienced or seen thatshowed them it was easier or harder to reach their goal than they thought?

Evaluate (5 min.)

Before they leave, ask them to fill out evaluation forms. Use them to make changes to makethe program more relevant and useful for your situation.

SSuuggggeesstteedd ttiippss >> Don’t drink aanndd smoke pot or ride

with someone who has.

>> Tell your friends you're not goinghome with them if they smoke weedbefore driving. It's unsafe andthey're not being a responsible DD.

>> Keep eating throughout the party.

>> Think in advance aboutalternative ways to get home if yourride is stoned.

>> Tell someone who likes you you’d liketo learn more about them but youcan’t talk too well when you’re highso you would rather not smoke.

>> Say you’re allergic to smoke.


10

Goal By the end of this session, students will be able to identify one risk from this program associatedwith drinking and driving, and to set a goal of one personal strategy for reducing the harmassociated with drinking and driving – for themselves or for influencing a friend.

Required Resources> Black/white board or large easel pad.> Impact Pie drawing or handout.

Elicit Language and Warm Up (5 min.)

What do you call getting drunk, and what are your words for liquor/beer?

Try to use their language throughout, but only if you’re comfortable with it.

What is dangerous drinking in your mind? Is there a limit to how much someoneshould drink? Why do teens drink too much?

The DVD (5:11 min.) Watch the DVD scenario Echoes all the way through. Then ask:

Would you say that this kind of thing happens often?

Who in the story contributes to the outcome?

Who is hurting the most?

Ask what they think the likely outcome of this scenario will be. Record their answers.

Ask the Experts:Watch the clip of Shaun Black, M.Sc., MBA: How pot affects the brain: (1:53 min.)

Scenario #3 - Echoes...after the fact

RReeaassoonnss ggiivveenn ffoorr ddrriinnkkiinngg >> Boredom>> Fun>> Stress>> Peer pressure>> Need to relax>> Celebration>> Risk taking >> Anger >> Media influence

“They mainly talk about blacking out; or ‘don’t remember’ seems to bevery common. Other than hangovers, no regrets.”

MADD Canada Aboriginal Focus Group Two – Final Report.

11

Explain (15 min.)Suggested Script

In focus groups on a Reserve near Edmonton, 16 to 20 year olds said that heavy drinking anddriving shouldn’t mix. But they still drank heavily at parties, and planned to get drunk when theywent out.

Although they are more aware of the consequences of drinking and driving, or getting into a car witha drunk driver than they used to be, most still think a disaster will never happen to them. They saidthe designated driver is often whoever is the least drunk that night.

Ask the Experts: Watch the clip of Dr. Bob Mann: Effects of alcohol (3.30 min.)

Activity: The Impact Pie (10 min.)Show the group the Impact Pie, or draw it on the board or easel pad, or hand out copies. Askthem how they would change the segments of the pie based on what they think drinking anddriving affects the most.

Discuss the differences.

Experience (15 min.)Suggested script:

Some say that it’s more common in Aboriginal culture to stay out of other people’s business.Others believe that the concept of "a whole community raising a child" is better but this valuehas been lost over time for a number of reasons – residential schools, loss of parenting,alcoholism, etc. This could have an impact on people's decisions when they think ofintervention.


12

Impact onCommunity

LegalImpact

Impact onFamily

FinancialImpact

Impact onFriends

Impact onYourself

Copyright (c) 1997-2006 The Government of Manitoba,represented by the Minister of Education, Citizenship and

Youth and the Minister of Advanced Education and Training

FFooccuuss ggrroouupp iissssuueess –– aaggee 1133 ttoo 1188>> Consequences matter little to

nothing to youth.

>> Peers don’t prevent others fromdrinking and driving.

>> Drinking/drug use and driving wasnot really a concern.

>> Violence is prevalent at parties.

>> There is significant peer pressure todrink/use drugs and drive.

SSuuggggeesstteedd iinntteerrvveennttiioonn ppooiinnttssffoorr ddiissccuussssiioonn::>> Could Mom and Dad have told

Marilyn they’ll come and get her ifshe hasn’t got a ride home andpromise NOT to hassle her?

>> Could Nadine and Marilyn haveset a limit on their drinking andmake a pledge to each other beforethe party?

>> Knowing the troubles Marilyn hadfaced with drugs, could Phil havebeen there more for her when shetook off with Jerry?

>> Several friends recognized it was adangerous situation. Some saidsomething, others didn’t. Why? Was‘learning for themselves’ at playhere?

>> Could someone have taken Jerry’skeys and hidden them?

>> Could someone, not as drunk asJerry, drive him to the store?

>> Why is it so tough to intervene?What do we think people will sayto us if we do? What do wethink/fear they will say about usbehind our backs?

>> Why are we so scared to be labelleda goody-goody?

Set up the DVD scenario again. Before it starts, advise students that there are interventionpoints throughout – places where the situation could be changed if other choices were madealong the way. Ask them to be prepared to identify intervention points. What might havebeen done along the way to trigger a different ending? After the viewing, ask:


> Where and when could someone have done something to prevent the disaster?

> What would stop you from doing something if a friend wanted to drive afterdrinking (barriers to prevention)?

Record barriers.

Ask the Experts:Watch the clip of Dr. Bob Mann: BAC and the Law (2:38 min).

Show earlier recorded outcomes of the DVD, then ask:

Do you still think the same way about the ending? What are other possible endings tothis scenario if some things changed along the way?


Encourage (15 min.)

Look back on the ‘barriers to prevention’. Ask if there are other things that prevent them ortheir friends from speaking up, making a different choice, or taking steps to prevent harm?

What are some tips to cutting back on the risk of drinking too much – or the potential dangers?Discuss.

Ask them each to identify one risk associated with drinking and driving. Tell them to write itdown and take it with them.

Ask them to set a goal of one thing they can do to prevent harm for themselves or othersaround drinking driving. Write it down and take it with them. (Even if they don’t drink heavily,they can set a goal of never getting into a car with someone who has been drinking, pre-planning an alternative to getting home, or saying something to a friend. They don’t have toshare unless they want to.)


Evaluate (5 min.)



If time, discuss check physical andemotional influences of alcohol use foundin Suggested script for Facilitators, page3 and the Effects of Heavy AlcoholUse, found in Kit.

Discuss whether "intervening" is part ofAboriginal culture.

SSuuggggeesstteedd ttiippss>> If the group has a natural leader,

that person could make responsibledrinking a priority, and encourageothers to follow. Leaders candevelop a reputation as a watchdog,and it can become a habit for othersto pre-plan driving arrangements.

>> Make a pact with a friend, beforethe party, to set a limit and ask your friend to let you know if you go over it.

>> Say something to someone you’reclose to, like "I’m your friend and Icare about you. You’re gettingdrunk. You’re…(slurring yourwords, getting sloppy, shouting,acting like someone else, etc.)".

>> Get together with friends who feelthe same way and then talk to theheavy drinker as a group.

>> Remind the driver of a drinkingdisaster.

>> If you’re close to he driver (girlfriendor boyfriend) ask them to do it foryou.

>> Leave the party if it gets to be toomuch.

>> Eat a substantial meal before youcome, or arrange serious food for theparty.

>> Distract the heavy drinkers withnew music videos, dancing,computer games.

>> Wait an hour between drinks. Havesome in-between soft drinks.

13

Scenario #4 – Shattered Circles

MMaajjoorr ccoonncceerrnnss aarroouunndd ddrriinnkkiinngg House parties are the most common drinking location. Age (of heavydrinking) usually ranges between 13 and 22. Knowing someone killedby a drunk driver might not influence attitudes about drinking. Boozeis often attained from friends and family. Cool people attend houseparties and losers do not. Cool people get drunk.

MADD Canada Aboriginal Focus Group 1 – Final ReportYouth aged 13-18, from a rural on-reserve perspective

14

Goal By the end of this session, students will be able to identify one specific way someone close tothem would be affected if something happened to them because of drinking and driving. Theywill also be able to set a goal of one personal safety strategy for reducing the harm associatedwith their behaviour – or a friend or family member’s behaviour - around drinking and driving.

Required Resources> Board or large easel stand pad.> What's stopping me chart in kit.

Elicit Language and Warm up

Ask general questions, not related to them personally.How many drinks put someone over the legal limit for impairment?

How common is it for people your age to drink, even a little, and then drive or get intoa car with someone who has been drinking?

Acknowledge Different Experiences and Effects (See "Tips for Facilitators" in Facilitator’s Guide Introduction.)

AAcckknnoowwlleeddggee DDiiffffeerreennttEExxppeerriieenncceess aanndd EEffffeeccttss See suggested script for Facilitator, page 3.

See Tips for Facilitators, page 2.

The DVD (9:47 min.) (Warning: This video may be disturbing to some viewers with graphic references to adead baby and a dead 7-year old dangling from the windshield. The facilitator may wantto view it in advance and instruct the students accordingly.)

Watch the DVD scenario Shattered Circles all the way through. Ask the group to pay closeattention to the people who were affected by the crash and what they say about their loved ones.

After the DVD, get immediate feedback on their feelings. This may be a very emotional time forthe viewers. Record answers.

What did you just see?

How do you feel right now?

Why was this story called Shattered Circles?

Did the drunk driver plan on killing Jack's and Ernest’s family that night?

How can driving drunk create unpredictability?

Explain (15 min.)Suggested Script

Drinking and driving has received a lot of attention in recent years and everyone, including students,drivers and passengers, are much more aware of the dangers. We think more about limits, aboutdesignated drivers, and other forms of transportation than we ever have. However, impaired drivingremains Canada’s number one criminal cause of death.

MADD Canada

Ask group: Does anyone have personal experience with drinking and driving that they can talkabout? (As a driver, passenger, friend or relative, something that made them thinkdifferently.)

Discuss the role of women in Aboriginal culture and how they are often viewed as the"Centres" of the family. How would a crash that killed 5 females affect their surviving familymembers in the short term? How about the long term? How is it difficult for the survivinghusband? How would that be different from the challenges the surviving children would faceby not having a mother?

Activity: What's stopping me? change chart (10 min.)Ask participants to look at the chart and fill in for themselves whether they could make achange. Talk to each other. Tell them to look at the questions to see if these are real barriers orjust excuses to cutting back themselves or helping a friend cut back. Tell them to be honestwith themselves, and think about whether they could be contributing to possible harm. (They don't need to share the information if they don't want to.)

Scenario #4 - Shattered Circles

GGoooodd NNeewwss//BBaadd NNeewwss>> Over 2255,,000000 lliivveess wweerree

ssaavveedd due to reduction inalcohol related fatal crashesin the past 20 years becauseof education, moreawareness of dangers,designated drivers, etc.

>> But oovveerr 3355,,550000CCaannaaddiiaannss wweerree kkiilllleedd inalcohol-related crashes inthe same period. Thelargest age group at risk ofdying because of a crash isyoung males 16-20 yearsold. This group has fargreater risk than other agegroup.

Source: Analysis of Lives Saved

due to Reduction in Alcohol

Related Fatal Crashes for the

Years 1982 through to 2002

15

Experience (15 min.)Who’s affected?

Set up the DVD scenario again. Before it starts, ask the group to think about all the people thecrash affected. Then ask them to relate the story to their own situation. If they were killed orseriously injured in a crash, who in their lives would be affected? How would they be affected?What if their mother and sisters were killed like in this family? How would that affect them andtheir family?

Now ask them to think of themselves in Jack's or Ernest's situation.

> What feelings/thoughts might Jack and Ernest have been experiencing(for example terror, fear, disbelief, numbness, panic, pain, anger, guilt.)

> What do you think some of the long-term effects were on Jack and on Ernestand why did it happen (for example, loss of direction, turning to drugs andalcohol)? Did these things help them cope with the loss?

Show their earlier recorded answers. Talk more about the risk of drinking and driving.

Do you ever think about who you might affect if you drink and drive?

Do you ever think "Maybe I’ve had too much to drive."?

Is it embarrassing to say to your friends "I’ve had too much. I can’t drive."?

Could anything help you to say it?

Does friendship work in preventing drinking and driving?

How would your family, friends, special people feel, if something happened to youbecause of drinking and driving?

WWhhyy ddiidd JJaacckk aanndd EErrnneesstt ttuurrnnttoo ddrruuggss aanndd aallccoohhooll??>> To numb the pain (deep sadness,

confusion, fear, anxiety, isolation,helplessness, irritability)?

>> To stop remembering (flashbacks, dreams)?

>> To encourage sleeping?

>> Only coping mechanism he knew?

>> Unaware of other support available?

OOtthheerr ooppttiioonnss tthhaatt mmiigghhtt hhaavveebbeeeenn aavvaaiillaabbllee ffoorr tthheemm..>> Physician care/guidance (diet,

exercise, stress release/relief )

>> Family support (connection, sharing,guidance, opportunities to talk)

>> Community support (supportgroups, counseling, reading,walking, journaling, meditation,relaxation exercises, music)

SSuuggggeesstteedd ppooiinnttss ffoorr ddiissccuussssiioonn::>> How would you feel if you killed

someone when you were drinkingand driving?

>> What would your parents think ofyou? Your friends?

>> How would you judge yourself?

>> How would an Impaired DrivingCausing Death conviction affectyour life (prison, loss of school/job)?

>> How would the guilt of killingsomeone affect you for the rest ofyour life?

>> How would you feel if the crashwas related to alcohol?

>> How would you feel if the crashcould have been prevented?

>> What would stop you from doingsomething to prevent drinking anddriving?


16

Encourage (15 min.)

Go back to the stickie poster of what would make them drive drunk or go with a drunk driver.Discuss what would make it easier for them to intervene or to overcome barriers.

Ask them each to identify one risk associated with drinking and driving learned from thisprogram (not necessarily the DVD alone, but the whole discussion). Write it down and take itwith them.

Ask them to set a goal of one thing they can do to prevent harm for themselves or othersaround drinking and driving. Write it down and take it with them. (Even if they would neverbe in this situation, they can set a goal of never getting into a car with someone who has beendrinking, reminding a DD to stay sober, or work on a campaign against drinking and driving).They don’t have to share unless they want to.


Evaluate (5 min.)



17

I'm loving it too much.

It's the only way to getaway from problems.

It's not my party. I'm not in charge.

It's like I don't keep up my part if I don't drink a lot too.

We won't have as much fun.

I'm a friend, not a parent.I can't tell anyone what to do.

We're all drunk, so we don't think of the effects until later.

I really don't know whenit's too dangerous.

Most parties don't end in disaster.

When you're shy, it really helpsyou to be sociable.

All my friends drink a lot.

I don't think anyone's body ormind will be permanently affected.

I need to relax after a hard week.

(Add your own reasons why you can'tbe safer when using alcohol or drugs).

What’s stopping me?Decreasing the risks associated with alcohol and drug use?

I can change this

I can't change this

Maybe I can change this

Barrier

Impotence

Effects of heavy alcohol useShuts dow

n parts of brain that affect thinking and behaviour

Impairs m

otor skills and coordination

Increases risk ofbreast cancer

Breathing problems

Increases heart rate

Liver cannotprocess toxins

Irritates lining of the stom

ach

and depression

Menstrual

problems

Hand-out - Low Risk Drinking Guidelines* from the Centre for Alcohol and Mental Health* for people of legal drinking age

WWhhaatt iiss aallccoohhooll ppooiissoonniinngg?? Alcohol poisoning is a serious - sometimes deadly - result of drinkingexcessive amounts of alcohol (ethanol).Binge drinking can lead to alcohol poisoning. The effects of alcohol dependon the concentration of alcohol in yourblood (blood alcohol level). Factors thataffect your blood alcohol level include:

>> How strong the alcohol is >> How quickly you drink it >> How much food is in your

stomach at the time you drink it

SSiiggnnss aanndd ssyymmppttoommss ooff aallccoohhoollppooiissoonniinngg iinncclluuddee::>> Confusion >> Vomiting >> Seizures >> Slow or irregular breathing >> Blue-tinged skin or pale skin >> Unconsciousness ("passing out") >> How much food is in your

stomach at the time you drink it

Alcohol is a stomach irritant and maycause vomiting. It also affects yourcentral nervous system - slowing yourbreathing, heart rate and gag reflex.This increases the risk of choking onvomit if you're passed out from excessivedrinking. If you suspect that someonehas alcohol poisoning, seek immediatemedical care. Blood alcohol levelcontinues to rise even after the personhas passed out.

AAllccoohhooll ccaann aallssoo bbee hhaarrmmffuull iinnssmmaalllleerr aammoouunnttss iiff yyoouu uussee iitt iinnccoommbbiinnaattiioonn wwiitthh::>> Sedatives >> Tranquilizers >> Narcotic pain medications >> Certain anti-seizure medications,

such as phenobarbital

1998-2006 Mayo Foundation for MedicalEducation and Research (MFMER).

All rights reserved.

Maximize Life, Minimize Risk

0 : Zero drinks = lowest risk of an alcohol-related problem

2 : No more than 2 standard drinks on any one day

9 : Women: up to 9 standard drinks a week

14 : Men: up to 14 standard drinks a week

One Standard Drink = 13.6 g of alcohol. Higher alcohol beers and coolers have more alcohol than one standard drink.

> 5 oz/142 mL of wine (12% alcohol) > 1.5 oz/43 mL of spirits (40% alcohol) > 12 oz/341 mL of regular strength beer (5% alcohol).

You should drink less than this, or not at all, if you:

> drive a vehicle> work with machines > are pregnant > are taking medications like anti-depressants, pain-killers or sedatives > have a family history of alcoholism> have a family history of cancer> need to be coordinated for sports > need to be alert for family, work and other activities> have school responsibilities

For a complete brochure, visit www.camh.net or call 1-800-661-1111

12 oz. Beer(5% alcohol)

5 oz. Wine(10-12% alcohol)

3 oz. Fortified wine(16-18% alcohol)

1.5 oz. Liquor(40% alcohol -

1.5 oz. overproof liquor is about two

standad drinks)

Offence Minimum Penalty Maximum Penalty

Driving while ability is impaired;

Driving with a BAC above 0.08%; or

Failing to provide breath/ bloodsamples.

Summary conviction:> First offence: $600 fine and

1-year driving prohibition*

> Second offence: 14 days imprisonment and 2-year driving prohibition*

> Subsequent offence: 90 days imprisonment and 3-year driving prohibition*

Indictment: As above

Summary conviction: > First offence: 6 months

imprisonment, 3-year driving prohibition and a $2,000 fine

> Second offence: 6 months imprisonment, 5-year driving prohibition and a $2,000 fine

Indictment: > First offence: 5 years

imprisonment, 3-year driving prohibition and any fine the judge deems appropriate

> Second offence: 5 years imprisonment, 5-year driving prohibition and any fine the judge deems appropriate

Impaired driving causing bodily harm

Indictment only: No minimum

10 years imprisonment, 10-yeardriving prohib-ition and any finethe judge deems appropriate

Impaired driving causing death

Indictment only: No minimum

Life imprisonment, and anydriving prohibition and/or fine thejudge deems appropriate

Driving while prohibited orsuspended for a federal impaireddriving offence

Summary conviction:No min-imum

Indictment: No minimum

Summary conviction:6 months imprisonment, 3-year driving prohibition and a $2,000 fine

Indictment: 5 years imprisonment, 3-yeardriving prohibition and any finethe judge deems appropriate

FFoorr mmoorree iinnffoorrmmaattiioonn oorr ttoo bbooookk aa sshhooww::Call MADD Canada at: 1-800-665-6233 or in Greater Toronto area: (905) 829-8805.

For Ontario, contact:Shelley Carley, ext. 233email: [email protected].

All other regions contact: Chantel Parkes, ext. 240email: [email protected].

For previews see www.maddyouth.ca

> In addition to the penalties outlined above, the judge may issue a probation or restitution order. A probation order may include: abstaining from alcohol; under-taking community service; submitting to an alcohol or drug assessment; participating in treatment; and any "other reasonable conditions the court considers desirable". A restitution order compels the offender to compensate the victim, but these are rarely issued in impaired driving cases.

MADD Canada's Multimedia School Assemblies

The Federal Impaired Driving Offences and Penalties

*The minimum federal driving prohibitions may be reduced if the driver participates in a provincial or territorial interlock program.

MADD Canada representatives tour Canadaduring the school year bringing a huge 3-screen high-energy experience to schoolassemblies. These multimedia productionsspeak to young people in their own language, hosted by a celebrity with youthcredibility, accompanied by music video

clips, fast paced graphics and real life stories. Students learn to make safer choices and what canresult when they take risks. Each year, MADD Canada has 2 programs - one for elementary students and one for high school students.

Our goal is to educate students across Canada about the dangers of drinking and/or drugs anddriving, as well working toward our mission to "stop impaired driving and to support victims of thisviolent crime".

"An absolute pleasure; the presentation was on point, accurate, visual, powerful, and engaging.The coordinator was awesome to work with and he really went out of his way to connect with thestudents. Thanks so very much!"

Antigonish Education Centre, Antigonish, NS

Elementary Secondary

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