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Copyright 2012 Menzies School of Health Research1
www.nosmokes.com.au
Quitting
Study Guide
The main resource:
Tobacco Addiction Story Animation
Supporting resources:
Quitting Mash Up
Change your thinking
Ways to quit
Relapse
Helping others quit
The accompanying factsheets:
Addiction
Change your thinking
Ways to quit
Relapse
Helping others to quit
The main online resource:
So You Think You Can Quit Quiz
Supporting information:
Tobacco Flip Chart
Information for teachersThis section looks at quitting. It explains the process of addiction and looks at changing your
thinking about smoking. It explores ways to quit, why people relapse and helping others quit.
Copyright 2012 Menzies School of Health Research
www.nosmokes.com.au
Copyright 2012 Menzies School of Health Research
www.nosmokes.com.au
2
Study Guide
Overview of Subject Areas
Summary of Learning Activities
Links to the Australian Curriculum V.3.0 Links to theNorthern Territory Curriculum Framework (NTCF) 2009
QuittingStudy Guide
English, Science and Health
Pre/post viewing class discussion and
comprehension questions, language
activities (creating definitions, word
lists, mind maps), create poster/
PowerPoint presentation about
dopamine and the brain, research and
role play a quitting method, interview
someone about their experience
of addiction and quitting, research
people and/or organisations that help
people quit, investigate how nicotine
patches work, invite a role model to
speak to class, create a quitting plan.
English (Literacy)
Sub-strand: Interpreting, analysing, evaluating
Focus of thread within the sub-strand:
Reading processes and comprehension strategies
Sub-strand: Creating texts
Focus of thread within the sub-strand:
Creating texts, editing, handwriting, use of software
Sub-strand: Interacting with others
Focus of thread within the sub-strand:
Listening and speaking interactions, oral presentations
Yrs 7-10
Science
Science as Human Endeavour:
Use and Influence of Science
Yr 5&6: Scientific understandings are used to solve problems that
directly affect people’s lives
Yr 7&8: Science contributes to finding solutions to a range of
contemporary issues
Yr 9&10: Advances in Science can significantly affect people’s lives
Notes: Current scientific understandings of addiction and
the brain inform the content of theTobacco Addiction Story
animation.This video is evidence of how science has helped
understand a major public health issue such as tobacco addiction.
Science has found solutions to this health issue by identifying
ways to overcome addiction. These solutions have had a huge
impact on people’s lives by helping them beat the addiction that
then enables them to quit smoking.
ESL Secondary LearnersThe educational material in the No Smokes Study Guides would work
best for students within ESL Levels 4-7, however activities can be
modified to suit students within lower levels.
Listening
L L 4.1-7.1: Communication
L L 4.3-7.3: Language structures and features
L L 4.4-7.4: Learning-how-to-learn
Speaking
S L 4.1-7.1: Communication
S L 4.3-7.3: Language structures and features
S L 4.4-7.4: Learning-how-to-learn
Reading
R L 4.1-7.1: Communication
R L 4.3-7.3: Language structures and features
R L 4.4-7.4: Learning-how-to-learn
Writing
W L 4.1-7.1: Communication
W L 4.3-7.3: Language structures and features
W L 4.4-7.4: Learning-how-to-learn
Health and Physical Education Learning AreaPromoting Individual and Community Health
Outcomes:
Band 4
HP 4.1 evaluate behaviours, situations and programs that recognise
community health needs, including substance use and lifestyle choices and
explain their influence on personal and community safety and wellbeing
Band 5
HP 5.1 develop and act on a personal health and safety plan and evaluate
community initiatives to promote health and safety.
How the Study Guide links to the Curriculum
Copyright 2012 Menzies School of Health Research3
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Pre-viewing activities and questions for the
Tobacco Addiction Story animation
As a class, brainstorm how smoking cigarettes damages our body, and make a list of all the known
health effects of cigarettes.
Ask students if they know that cigarettes also affect our brain. Ask them if they have any ideas of how
the brain might be affected by cigarettes.
Tell students that smoking cigarettes affects our brain in many ways. It creates a chemical called
dopamine in our brain that affects:
a. how we feel
b. our mood
c. how we think
d. our ability to make good decisions for ourselves
And it is the brain that becomes addicted to cigarettes.
Ask students if they know what addiction is. Find or create a definition based on the student’s own
shared knowledge for this word.
Tell students that they are going to be watching an animation about how smoking cigarettes affects
the brain. Smoking tricks the brain by making it feel good when the person is smoking. But the brain
is actually becoming addicted to the nicotine in cigarettes, making it very hard to quit. This is a big
problem because there are many serious health effects of smoking (refer to brainstorm above).
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An overview of the Tobacco Addiction Story animation
Here is a scene-by-scene description of the Tobacco Addiction Story animation. This will assist you to break down the information in the film into manageable chunks for your class. It will provide you with some ideas to focus on with your students.
You may like to discuss this information with your students before watching the film, as a way to introduce them to new concepts and language. Scene 1: How dopamine and the brain worksThe brain chemical, dopamine, makes your brain feel good; it is created when the brain makes healthy choices like eating well, exercising and learning something new.
Scene 2: Unhealthy things create dopamine too Smoking cigarettes also creates a lot of dopamine, so at first smoking cigarettes makes us feel good.
Scene 3: Short and long term effects of dopamine Smoking can make you feel good in the short term but in the long term, the brain starts to think it needs even more dopamine to feel good.
Scene 4: Addiction Your brain starts to think that only another cigarette will make you feel better, so you become addicted. But cigarettes can make you really sick- they can even kill you.
Scene 5: Addiction is a powerful thing Addiction can take over the brain and force you to make unhealthy decisions like smoking more, drinking alcohol, and eating lots of junk food just to feel happy.
Scene 6: Helping the brain The brain needs your help to break addiction. There are lots of ways the brain can remember to be happy without cigarettes. Things like nicotine patches, exercise and eating healthy food all help the brain beat addiction because they trigger the brain to make dopamine.
Scene 7: Beating addiction Beating addiction can be hard. You have to make hard choices every single day. This may mean you have to stay away from places and people that make you want to smoke, even if they are mates or family.
Scene 8: Your choice It can take a long time to give up unhealthy addictions, but in the end you and your brain will be happier, healthier and stronger. You have the choice to beat addiction.
We recommend students watch the animation in its entirety one or more times without the comprehension questions. This way the students can absorb the images and information without being distracted by answering the questions. When completing the comprehension questions it is a good idea to view each section separately, stopping to answer and discuss the questions as you go. This is especially important for lower level students who may benefit from answering these questions as a whole class.
Copyright 2012 Menzies School of Health Research5
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Comprehension questions for theTobacco Addiction Story animation
Scene 1: How dopamine affects the brain
1. A healthy brain is important because it helps us to make good decisions so we are… a. sad, lonely and upset b. strong, healthy and happy c. angry, frustrated and depressed d. unhealthy and sad
2. Our brain makes a chemical called dopamine. Dopamine makes our brain feel good so we feel ______________
3. Things that make dopamine in the brain and make us feel good are eating healthy food, doing exercise and…
a. watching TV b. learning something new c. walking to the fridge d. sitting on the couch
Scene 2: Unhealthy things create dopamine too
4. But some unhealthy things also feed dopamine in the brain. Smoking cigarettes makes… a. a little bit of dopamine b. more dopamine than the brain needs c. no dopamine at all d. a tiny amount of dopamine
Scene 3: Short and long term effects of dopamine
5. In the short term cigarettes can make you feel good, help you concentrate and… a. give you a headache b. make you dance better c. give you energy d. make you look better
6. If you smoke for a long time the brain thinks... a. too much
b. not enough c. about watching television d. it needs more and more dopamine and only another cigarette will make you feel better.
Scene 4: Addiction
7. Once you get addicted, cigarettes can... a. make you sick b. make you healthy c. make you younger d. make you smarter
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Comprehension questions for the Tobacco Addiction Story animation
Scene 5: Addiction is a powerful thing
8. Addiction can take over the brain and force you to... a. say silly things b. go to sleep c. make unhealthy decisions d. stop talking
Scene 6: Helping the brain
9. We can help the brain to remember how to make dopamine by doing exercise, wearing nicotine patches and…
a. drinking alcohol b. wearing purple clothes c. playing football d. eating healthy food
Scene 7: Beating addiction
10. Beating addiction is… a. impossible b. one of the easiest thing you’ll ever do c. one of the hardest things you’ll ever do d. simple and easy
11. To beat addiction you have to make hard choices every day like staying away from peoplewho smoke and...
a. staying away from healthy food b. staying away from the fridge c. staying away from television d. staying away from places where you might want to smoke
Scene 8: Your choice
12. After you quit smoking, you and your brain will be... a. happier and stronger b. sad and lonely c. angry and upset d. frustrated
Copyright 2012 Menzies School of Health Research7
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Post-viewing discussion questions and activities
Describe how the image of the brain changes from the start to the end of the animation. Draw students attention to the colour of the brain, the posture, the energy levels depicted by the eyes and the actions of the brain. Students could draw a healthy and an unhealthy brain, label pictures of healthy and unhealthy brains, or create two lists to describe the healthy and unhealthy brain.
Discuss or list some of the healthy ways our brain makes dopamine, as well as some of the unhealthy ways it is made. Point out to students that healthy ways of creating dopamine do not create addiction, or harm our body, whereas unhealthy ways do.
Make a list or mind map of the things a healthy brain might do and an unhealthy brain might do. Consider what the brain might choose to eat and drink, what type of activities it might like to do, and who it might like to socialise with.
They say that addiction is hard to beat. Why can’t people just stop smoking? What are the things that make it so hard to quit smoking?
Make a mind map around the word ‘addiction’ with a list of words that describe how being addicted to something might feel. For example: powerless, a slave, weak, hopeless, out of control, controlled etc. Display this in the classroom to remind students of the power of addiction.
After watching the animation, what new information could we add to our earlier (pre-viewing) definition of addiction? Individually, or as a class, create definitions based on the information in the film for ‘addiction’, ‘dopamine’ and ‘quitting’.
Create a poster or PowerPoint presentation to show how smoking cigarettes affects the brain. Students could use the scene headings to help demonstrate their understanding. Their posters could be displayed in public places around the school, or they could present their PowerPoint to other students to educate them about smoking.
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Extension activities
• Watch the film Change your thinking (or the first part of the Quitting Mashup video) and download the Change your thinking factsheet.
a. From the film make a list of the ways you can change your thinking in order to quit. b. Discuss what types of things, activities or support might help you to be strong and to stay
positive if you were quitting.
• Watch the film Ways to quit (or the second part of the Quitting Mashup video) and look at the Ways to quit factsheet.
a. Discuss the different ways to quit with students. Ask students which quitting method they think would be most effective, and explain why.
b. Watch the Ways to Quit stories from the Stories section of the website. Which method of quitting seems the most effective for these people?
c. Create scenarios with young people trying out different quitting methods and have students role-play each scenario. This will help students to recognise that everyone is different and they need to find the quitting method that works best for them.
d. Research different quitting methods and create oral, written or visual presentations.
• Watch the film Relapse about two women’s experiences of trying to quit smoking. Look at the Relapse factsheet, it shows the cycle of addiction.
a. Using the snake image on the Relapse factsheet, trace each woman’s journey of quitting.
• Interview someone about their experiences of cigarette addiction and their experiences of trying to quit.
a. As preparation students could watch stories from the Stories section of the No Smokes website.
b. Example interview questions:How long have you been a smoker? Have you tried to quit before? How many times? What quitting methods have you tried? What was good or bad about each method? What were the reasons you started smoking again? Tell me about any triggers and cravings you experiences when quitting and how did you deal with these?
• Research organisations that support smokers to quit. a. Find out how can people access them (internet, phone etc), if it’s a confidential service, what
type of advice they provide to help you quit, how they suggest you cope with cravings and social situations, and what type of education they offer about the effects of smoking.
b. Evaluate if you think they are a helpful organisation, and how they could better target young Aboriginal people.
• Investigate how nicotine patches and other Nicotine Replacement Therapy (NRT) products work. Based on this knowledge, ask students to discuss the pros and cons of using NRT compared to quit cold turkey.
• Invite someone who makes healthy choices for their body, like a sportsperson, a professional or a community elder, to speak to the class. Find out what choices they make to keep themselves healthy and why being healthy is important to them.
Copyright 2012 Menzies School of Health Research9
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So You Think You Can Quit
The So You Think You Can Quit quiz is designed to assist smokers to prepare for quitting. It helps
them to create an action plan detailing the quitting methods they will use and how they will cope with
cravings. The plan can be printed and displayed to remind smokers why they want to quit and how they
will go about it.
Students can use the following scenario to create a quitting action plan using the So You Think You
Can Quit resource. Alternatively, students can create the action plan for someone they know who
wants to quit.
Scenario
My name is Tony. I’m a 16 years old Koori from Victoria. I’ve been smoking for 2 years, and I’ve tried to
quit 3 times but I found it really hard as all my friends smoke and it feels so good. I really want to quit
smoking because it’s bad for my health and I want to be fit and play football. I think I am a little addicted
to smoking as I smoke about 13 cigarettes every day. I even smoke in the morning about half an hour
after I get up. My brother said he would quit with me to help support me. We think we will go cold turkey
but if that doesn’t work we will use patches. If I crave a cigarette I will just have a drink of water or go for
a run, or hang out with my brother- he will help me. I am going to start straight away.
• Use the above scenario to answer the questions in the So You Think You Can Quit Quiz.
• Print out a copy of Tony’s quitting plan and read through it as a class.
• As a class discuss if you think Tony’s plan for quitting is likely to be successful. Remember he has
already tried 3 times before. Do you think he has enough strategies to cope with cravings? How
many strategies should a person have?
• What might happen to Tony if his brother starts smoking again? Ask the students to discuss the pros
and cons of quitting with another person or by themselves? What strategies might help Tony to quit
if his brother starts smoking again?
• Based on the information you know about quitting come up with some advice you would offer Tony
to help him successfully quit.
Copyright 2012 Menzies School of Health Research10
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Quitting - Word Find
QUIT CIGARETTES CRAVINGS
BRAIN RELAPSE dOPAMINE
CHOICE WITHdRAWAL AddICTION
G T Z N X L B T K H K X B C QY F Y d L E R d P d U C Q R RY U M J P T A C O H Z A B A JW H L H J C I F P B J A A V FI N P J H S N A Y Q V L d I AT K F C Z N C A O M H A d N TH Q d Y F E I F K V V U I G Cd d O P A M I N E O U B C S ER P N E A T H A G J A V T V HA W O Y Z N E E W K O R I G IW U U d W Z T Q U I T J O E TA C L R E L A P S E U J N U UL E Q C A F B C H O I C E A SG E P Q T G W C B R F X Q Y GU S J C I G A R E T T E S G M