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AUTHOR Alsup, Ben; Boundy, Donna; Brown, Jordan; Reisman, David;Rothbart, Betty

TITLE Preventing Substance Abuse: An Elementary School Guide.INSTITUTION Thirteen WNET, New York, NY.PUB DATE 1998-00-00NOTE 17p.; Booklet developed to accompany "Moyers on Addiction:

Close to Home." To purchase a videocassette of the program,contact Films for the Humanities and Sciences at800-257-5126.

PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Activities; *Drug Education; Educational Environment;

Elementary Education; Intervention; Organizations (Groups);Parent Participation; Prevention; *Programming (Broadcast);Programs; Resources; Risk; *Substance Abuse; *TeachingMethods; *Television

IDENTIFIERS Child Protection; Guest Speakers

ABSTRACTThis booklet is designed to be used by teachers in

elementary schools with the Public Broadcasting Systems series "Moyers onAddiction: Close to Home." The series explores the science, treatment,prevention, and politics of addiction. This booklet discusses strategies forpreventing substance abuse in elementary school. Also examined are ways tocreate a classroom environment that makes students comfortable askingquestions about substance abuse. The 4 cornerstones of drug education arepresented. Descriptions of 3 model programs that were developed to preventdrug abuse and promote healthy living habits are provided along with contactinformation. A discussion of risk factors and protective factors defines therole of teachers in protecting students from substance abuse. Interventionstrategies are also discussed. Utilizing guest speakers for grades 4 and up,and engaging parents in the fight against drug abuse are some of thesuggestions given for deterring drug use. Two activities forkindergarten-grade 3 and 4 activities for grades 4-6 are presented. A list oforganizations that would be useful to teachers concludes the booklet. (MKA)

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MOYERS ON ADDICTION:CLOSE TO HOME

Program Schedule

Please check local listings forbroadcast dates and anyscheduling changes

Portrait of AddictionSunday, March 29

The Hilacked BrainSunday, March 29

Changing LivesMonday, March 30

The Next GenerationTuesday, March 31

The Politics of AddictionTuesday, March 31

'11,11 II 111I. I

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Dear Teacher,

Teachers play a key role in helping young people understand and confront sub-stance abuse and addiction. In reporting for my new PBS series, MOYERS ONADDICTION: CLOSE TO HOME, I saw first-hand how elementary schoolteachers can make a difference.

The series explores the science, treatment, prevention, and politics of addic-tion. One program "The Next Generation" looks specifically at efforts,including school-based programs, to prevent kids from becoming addicts.I hope you watch.

CLOSE TO HOME is part of the most extensive public television outreacheffort to date. This teacher's guide contains background information on sub-stance abuse prevention in elementary schools nationwide, including strategiesfor teaching, activities, and other ways you can help your students take stepsaway from addiction.

Bill Moyers

table of contents

How to Use This Guide 1

Strategies for Teaching:Preventing Substance Abuse in Elementary School .... 1

Create a Classroom Environment 3

Model Programs 5

Risk Factors & Protective Factors 7

Intervention Strategies 8

Resources 9

Guest Speakers in the Classroom 10

Engaging Parents in the Fight Against Drug Abuse ... 10

K-3rd Grade Activities 11

4th-6th Grade Activities 12

Organizations back cover

video taping rightsOff-air taping rights of MOYERS ON ADDICTION:CLOSE TO HOME are available to educators for one yearfollowing each broadcast release.

Now to Use Ilds Gagide

This guide was developed to accompanyMOYERS ON ADDICTION: CLOSE TOHOME. It includes the following:

Strategies for Teaching: PreventingSubstance Abuse in Elementary School

Create a Classroom Environment

Model Programs

Risk Factors & Protective Factors

Intervention Strategies

Guest Speakers in the Classroom

Engaging Parents in the Fight AgainstDrug Abuse

K-3rd Grade Activities

4th-6th Grade Activities

Organizations

"Strategies for Teaching" is an overview ofprevention education in elementary schoolsnationwide. "Create a ClassroomEnvironment" offers suggestions for orga-nizing your schoolroom to support yourdrug, alcohol, and tobacco preventionefforts. "Model Programs" describes threedifferent drug abuse prevention efforts, andmay be a starting point in finding a preven-tion curriculum for your school. "RiskFactors & Protective Factors" describes howyou can help students avoid drug involve-ment in the future. "InterventionStrategies" includes ways you can help stu-dents who are children of substanceabusers. "Guest Speakers" lists ideas formaking the most of a guest's visit."Activities" are engaging, interactive preven-tion lessons. 4th-6th Grade Activities areto be photocopied and distributed in class.

Teachers are encouraged to photocopy theguide and share it with others.

FREE FAMILY GUIDES

Obviously, a key factor in prevention is thefamily. We have prepared Family Guides onpreventing substance abuse that you maywish to distribute to your students. Toreceive them, please fill out and return theenclosed postage-paid card.

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Preventing Substance Abusein Elementary School

It's never too early to teach children ways ofstaying healthy. Throughout the United States, teach-ers and administrators are educating the youngest stu-dents in the school system about the dangers of alco-hol, tobacco, and other drug abuse. Substance abuseprevention lessons often begin as early as kinder-garten.

Many drug abuse prevention programs foryoung children use a health education-based approach.The U.S. Department of Education suggests that ingrades K-3, prevention efforts should discuss goodhealth practices; differences among foods, poisons,medicines, and drugs; personal responsibility for one'sactions; and rules regarding drug use. For grades 4-6,it recommends teaching about how to identify differ-ent drugs; the effects of drugs; what addiction is; whysome substances are dangerous; and peer, media, fami-ly, and community influences on substance abuse.

In addition to strategies that teach young chil-dren about taking responsibility for their own health,there are other approaches to drug abuse preventionfor this age group that are currently used in schoolsnationwide. In Preventing Substance Abuse: InterventionsThat Work, Michael J. Stoil and Gary Hill identify thesestrategies as including:

O early decision-making skills that help students thinkcritically about the choices they make and the socialinfluences that interfere with good decisions, as wellas resistance skills

O early mental health promotion efforts, which canfocus on self-esteem, stress management, or com-munications skills

O problem identification/referral, which finds stu-dents at risk for drug abuse or mental health prob-lems, and results in a family intervention

O alternative activities that provide children with cul-tural or recreational opportunities

Other strategies to prevent drug abuse gobeyond the classroom and try to change the school cli-mate as a whole. These environmental approaches

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include setting school-wide norms and establishingand enforcing rules. There are also approaches thatcombine classroom lessons with changes in class-room management strategies, new ways of thinkingand dealing with potential social problems, behaviormodification, and changes in the school's normativeclimate.

Making the Grade: A Guide to School DrugPrevention Programs, published by Drug Strategies(2445 M Street NW Suite 480, Washington, DC20037, (202) 663-6090), lists the following as impor-tant elements of successful prevention education.In Making the Grade's estimation, the best programs:

O help students recognize internal and externalpressures that influence them to use alcohol,tobacco, and drugs

O develop refusal skills to resist those pressures

O teach that substance abuse is not the norm

O provide developmentally appropriate materialsand activities

O use interactive teaching techniques

o take place over a period of at least ten classroomsessions, and for at least three years

O involve the family and community

O include teacher training and support

o contain material that is easy to implement and isculturally relevant for students

The idea of teaching substance abuse pre-vention from kindergarten to sixth grade is popular,but much remains to be learned about what worksand what doesn't work at these grade levels.Researchers are still trying to determine which earlyprevention efforts will be most effective in the longrun. Still, Sharon Brown, Safe and Drug-Free SchoolCoordinator for Chicago Public Schools, comparesthe situation to a cancer treatment program: "Justas there is no miracle cancer treatment, it would befoolish not to use the current available therapies thatprovide some hope."

While many programs for young childreninclude information about specific drugs and whythey are dangerous, at times these lessons may becounterproductive. Early health education some-times uses fear arousal tactics that describe the per-sonal and social consequences of addiction.Programs that emphasize the extreme hazards of

drug abuse may backfire if young students haveseen adults using drugs or alcohol with fewobvious negative results. Stoil and Hill pointout that "young children either know too muchabout drugs from observing family members orthey will not learn enough from an elementaryschool program to affect their rational judg-ment when offered drugs in high school."What kids still need are the skills and motiva-tion to make competent decisions.

Effective programs frequently includelessons that teach good decision-making andother social skills. As Stoil and Hill say inPreventing Drug Abuse, the programs that teachthese skills "promote behaviors that all youngchildren should have and that coincidentallyappear to be protective against early drug use."Strategies that promote rational thinking mayalso be helpful in preventing later involvementwith drugs. In addition, the most successfuldrug abuse prevention lessons for elementaryschool students go beyond the classroom,involving parents and other adults. The bestprograms encourage the participation of familymembers and foster the involvement of thecommunity. Their participation is critical forreinforcing the lessons children learn in schooland helping them avoid future alcohol, tobacco,and other drug abuse.

References

Drug Strategies. Making the Grade: A Guide toSchool Drug Prevention Programs. Washington,DC: Drug Strategies, 1996.

Dusenbury, Linda and Mathea Falco. "ElevenComponents of Effective Drug AbusePrevention Curricula." Journal of SchoolHealth, Vol. 65, No. 10 (December 1995):420-424.

Gottfredson, Denise C. "School-Based CrimePrevention." In Preventing Crime: WhatWorks, What Doesn't, What's Promising.College Park, MD: University of Maryland,1997.

Stoil, Michael J. and Gary Hill. PreventingSubstance Abuse: Interventions That Work.New York: Plenum Press, 1996.

5

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Alcohol, tobacco, and other drug education ismost effective when students feel comfortable asking ques-tions and expressing ideas. Create a supportive, nurturingatmosphere. Remember: Some students may alreadyhave some knowledge (accurate or not) about drugsfrom the media, from friends, from witnessing drug use intheir homes or communities, or from their own experi-mentation. Children of alcoholic or addicted parents mayfeel especially sensitive about stereotypes. Emphasize thataddiction (to drugs, alcohol, tobacco) does not mean a per-son is bad, but rather, badly in need of help.

Four Cornerstones of Drug Education

Students must know the FACTS, be aware of their own andothers' FEELINGS, communicate with their FAMILIES,and set goals for the FUTURE.

FACTS

Students are more likely toabsorb information when theydo the work of finding it.

Have students bring inarticles and picturesabout cigarettes, alco-hol, and other drugs fora FACTS ABOUTDRUGS bulletin board.

Have students differenti-ate between helpfuldrugs (prescribed by adoctor) and unhealthydrugs.

Students in grades 4-6

can research resourcesavailable in their neigh-borhoods, including ser-vices for the childrenand families of peoplewho are addicted.Invite appropriate guestspeakers who are expe-rienced with children ofthis age (for example, acounselor or doctor).

Aquestion box in grades 4-6 enables stu-dents to anonymously express sensitive concerns:"How can I say no to my friends without making themangry?" "When my dad drinks, he beats up my mom.""I think my sister's smoking marijuana."

Read questions in advance, so you can planhow to guide discussion. If you don't feel comfort-able handling such issues, invite a school socialworker or counselor to speak to the class.

Have students design posters on drug prevention andresources. Hang posters in the classroom or as rotat-ing exhibits in other classrooms and hallways througha "poster exchange program" planned with otherteachers. Contact the American Cancer Society at

1-800-227-2345 to request postersor other materials on smoking.

Include school-approvedbooks and pamphlets aboutdrugs, alcohol, and tobacco inthe classroom library. Askyour school district healthcoordinator for suggestions.

FEELINGS

Facts tell the "what" of drugs;feelings are about the "why"and the "why not."

Have students brainstormground rules that will helpcreate a safe environment fordiscussion and questions.Post the list in the classroom.Ground rules may include:There are no stupid questions.Respect others' feelings.No interruptions.

Have students create skitsthat explore why people usedrugs (peer pressure, curiosi-ty, rebellion, unhappiness,depression, trauma) and howthey can get help. Lead a

6

guided discussionafterwards, havingstudents challengethese reasons fordrug use (for exam-ple, they may saythat it's a bad ideato drink because ofunhappiness,

because alcoholabuse can lead tomore problems.)

Have studentsmove, or draw pic-tures, to music thatelicits different feel-ings (joy, sadness,

wonder, excite-ment). Elicit fromstudents how theyare affected bymusic and suchother "mood alter-ers" as weather,fatigue, illness,stress, friendships,home life, birth-days, holidays,

events.

FAMILIES

Strong, supportive fami-lies can discourage druguse; drug use withinfamilies may distresschildren or predisposethem to use drugs.

Invite parents/ guardians to a student-created healthfair featuring science exhibits and "Let's Stay Healthy"student presentations.

Have students construct mobiles that portray theirfamilies. Discuss how family members depend on andsupport each other. Emphasize that all families arestructured differently.

Post the sign "NobodySets Out to Be anAddict." Express com-passion toward peoplewith drug problems.Discuss how young peo-ple can make healthydecisions, even if familymembers or neighborsuse drugs.

FUTURE

The best defense againstdrug use is a future worthstaying drug-free for.

Have students in grades4-6 design one-week,one-month, and one-year progress charts list-ing academic or person-al goals and steps need-ed to attain them. Breakdown long-term goalsinto realizable weeklysubgoals, and rememberto monitor students'progress each week, giv-ing them feedback andreinforcing theirprogress. Subgoals maybe as simple as statingthe goal, e.g., "ImproveSchoolwork," thenincreasing study time,visiting the library, buy-ing a dictionary, andasking others for help.

Have students create collages showing their dreamsfor the future, including pictures of role models they'dlike to emulate, places they'd like to visit, thingsthey'd like to do, and families, careers, and traitsthey'd like to have.

Have students in grades 4-6 write a report about howsomeone they admire overcame obstacles to success.

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The Miami TRUST Program began in 1987 as aneffort to decrease levels of substance use in the DadeCounty public middle and high schools. Each schoolis staffed with a designated TRUST counselor whoassists and intervenes with students who havealready experienced problems related to substanceabuse. While the program has been successful atmiddle and high schools, the county has recognizedthat the real key to creating a drug-free school sys-tem is in getting the TRUST message to kids beforethey run into problems. As Dr. Jim Mennes of theTRUST program explains, "Treatment is difficult.Prevention is a much better way"

With this in mind, Dade County has developed aTRUST curriculum for all of its elementary schoolsand has placed special TRUST counselors in six ofthem. "The earlier the better," says Dr. Mennes,acknowledging that students are being forced tomake decisions regarding their health at an increas-ingly young age. He adds that the aim of the TRUSTelementary curriculum is to equip students with the"protective factors" they need in order to makeresponsible and healthy decisions. These factors are:self-awareness, communication skills, positive alter-natives, decision-making, and drug information.

TRUST elementary school curriculum materials fea-ture six characters in a fictional rock and roll bandknown as "The Communicators." The members ofthis band reflect the diverse family and racial back-grounds represented in the schools and allow stu-dents to negotiate such issues as peer pressure, fami-ly problems, and drug use. In schools withoutTRUST counselors, the program makes availableanonymous question boxes where students can safe-ly raise issues they would like to see handled in class.Classroom teachers work closely with the guidanceoffice and local human service agencies to ensurethat the special needs of individual students are iden-tified early in the educational process.

Dr. Mennes concludes, "The need for elementaryprevention programs is clear. [Substance abuse is]like cancer. Would you rather treat it or prevent itfrom happening in the first place?"

For more information, contact:

Dr. James MennesTRUST Program1500 Biscayne Boulevard, Suite 341Miami, FL 33132

(305) 995-7330

MODE_ PR'06 vItS

MOM 1:30IN

"Nobody takes better care of you than you!" is themotto of the Know Your Body program (KYB),which teaches children that they are in charge oftheir own health. KYB takes a holistic approach tohealthy living from exercise to diet to emotionalwell-being. As KYB project director Dr. JoanLiebman-Smith explains, "If we can get students tocare about the integrity of their bodies, healthychoices will follow."

The program uses games, simulations, and roleplays to help students practice healthy skills outsidethe classroom. "We're not just interested in dissemi-nating facts and figures. We teach life skills," saysDr. Liebman-Smith. The curriculum is based onteaching self-esteem, decision-making, goal setting,assertive communication, and stress management.

KYB is interdisciplinary, including language arts,math, social studies, and science. It has been inschools for over fifteen years. Independent evalua-tions have shown that participating students improvein health-related knowledge, attitude, diet, and exer-cise habits, and show decreased blood pressure andsmoking levels. Staff from the American HealthFoundation are available to conduct teacher trainingand hold two training conferences per year to helpschools customize a program to suit their needs,goals, and capacity.


The Know Your Body ProgramAmerican Health Foundation675 Third Avenue, 11th FloorNew York, NY 10017

(212) 551-2507

EROMIMS EaLuxy

The Growing Healthy curriculum is based on thepremise that if children understand how their bodieswork and appreciate the factors that affect theirhealth biological, social, and environmentalthey will be more likely to establish good habits dur-ing their formative years. "More successes early onlead to more successes later in life," explains LynneWhitt of the National Center for Health Education,which developed the program.

Growing Healthy addresses not only the physical,but also the emotional and social dimensions ofhealth. Exercises provide students with knowledgethat will help them resist pressures to smoke, drinkalcohol, or engage in other health-compromisingbehaviors later in life. In one Growing Healthy activ-ity, fifth graders build a smoking simulator from anempty plastic bottle and a lit cigarette. As the bottlefills with smoke, the students are provided with visu-al evidence of the dangers of smoking.

The Growing Healthy program has been cited bythe U.S. Department of Education as an exemplarycurriculum, and independent evaluations haveshown it to have significant impact on students' atti-tudes and actions.


Growing Healthyc/o Health EDCORO. Box 21207Waco, TX 76702

1-800-551-3488

5)

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P-'VnizarrmTmch-PoYOU PLAY A PIVOTAL ROLE INPROTECTING YOUR STUDENTSFROM SUBSTANCE ABUSE

Researchers have identified a numberof risk factors that when presentin a student's life are believed toincrease the chances that he or shewill become drug-involved. Here aresome of them:

Family alcoholism or drug use

Rejection by peers

Lack of decision-making skills

Trauma at home

Depression

Learning disabilities

Behavior problems at an early age(fighting, lying, stealing)

Poor academic performance

Lack of bonding to school

BUT HIGH-RISK STUDENTSARE NOT DOOMED TOSUBSTANCE ABUSE!

Some high-risk kids even thosewith many risk factors avoid sub-stance abuse. As a teacher, you arein a unique position to help studentsby helping reduce or counter theirrisk factors.

Please keep in mind that when kidsare in severe distress, they should bereferred to a trained professional,such as a nurse or a confidential stu-dent assistance counselor.

Here's what you can do:

Praise your students when they havedone well. Look for real examples ofprogress or success, no matter howsmall.

Set clear expectations for behavior.Having clear anti-drug policies andvalues in the classroom and school iscorrelated with lower incidents ofsubstance use.

Allow students to experience the con-sequences of their actions. Withoutrealistic feedback from school, stu-dents are enabled to think they willnever have to be accountable. Tohelp students do better in the future,ask them what they could have donedifferently, and what plan of actionthey would develop to improve.

Create a safe, open climate in theclassroom. If students know they cantalk to you about anything, withoutharsh judgment or lectures, they'll bemore likely to come to you for helpin avoiding substance use, or in deal-ing with someone else's.

Talk to your students about substanceuse. If a student raises questions orcomments about substanceuse/abuse, use it as a "teachablemoment" in which to convey neededinformation and values in a clear,nonjudgmental way. Recognize thatalcohol and nicotine are harmfuldrugs, too. (In fact, the majority ofdrug-related health problems in thiscountry are caused by them.)

Focus on the immediate, short-termconsequences of substance use (bad

breath, throwing up, etc.), as theseare of great concern to children.

Help students feel a part of theirschool. Research shows that childrenwho feel bonded with their schoolare less likely to use substances.

Involve parents. Students whose par-ents are involved with the school andwith their child's education are lesslikely to get in trouble with alcoholor other drugs. (Request the FamilyGuide offered on the attachedreturn card, and distribute it tothem.)

Teach students to be skeptical of mar-keting and sales pitches. Help stu-dents learn to discern between sales-people's interests and their own.

Teach students realistic ways to say"no." Role-play face-saving ways thatthey can refuse suggestions to drinkor try a drug, like: 1. Saying"No, thank you" 2. Repeating"No, thanks" 3. Suggesting anotheractivity ("I'd rather play basketball")4. Saying why not: a. Giving a fact("No, cigarettes are addicting")

, b. Stating feelings or opinions("No, I don't like the way they taste")

' 5. Walking away.

Foster social skills in the classroom.Kids who feel isolated are more likelyto get involved with drugs/alcohol.Encourage skills such as sharing,cooperation, empathy, and humor inthe classroom.

By fostering these protective fac-tors, you can help your studentsavoid or at least delay drugexperimentation. And delay is key:Kids who start experimenting at anearly age are at considerably higherrisk for developing an addiction.And someone who makes it to age20 without using drugs/alcohol/tobacco is less likely to develop anaddiction.

hoRe-71ardiawn2R-7220'12oCHILDREN OF SUBSTANCEABUSERS ARE AT THEHIGHEST RISK

One out of five school-age childrenhas at least one parent who is abusingalcohol or other drugs. Researchshows that children of chemicallydependent parents are overrepresent-ed among students with:

High rates of absenteeism andtardiness

Learning disabilities

Depression

Psychosomatic and physical ail-ments

Aggressive conduct

Problems with authority

More importantly, children of sub-stance abusers are at much higherrisk of becoming chemically depen-dent than are other students.

In a typical classroom of25 students, five will be livingwith a substance abuser.

WHAT YOU CAN DO

ate professional (social worker, guid-ance counselor). Maintain a list ofappropriate referral sources, includinglocal Alateen meetings and agencies orprofessionals in your community avail-able for kids to call.

Brainstorm about other appropriateadults the student can go to. Help thestudent identify other supportiveadults in his/her life who might beable to help (an aunt, uncle, grandpar-ent, etc.).

Maintain a small library of books andpamphlets written for children aboutliving with a substance abusing parent.Many are available at low or no costfrom the resources listed below.

FOR THOSE WHO DON'TDISCLOSE THE PROBLEM

Though it is a certainty that some stu-dents in your class are experiencingfamily substance abuse, they maynever disclose it. To make it easier forthese students to get help:

Invite a speaker to the class to discussin general terms what one can dowhen living with someone else's sub-stance abuse. After a speaker's presen-tation, you can hand out 800 numbersand other resource information to stu-dents so they can anonymously accessmore information on the subject.

Assign readings on the subject, makingcertain the school library maintainsthe needed books.

AT THE SCHOOL-WIDE LEVEL

Urge your school to hire a StudentAssistance Counselor who can provideconfidential counseling and referralsfor children of substance abusers.

RESOURCES

On- and off-site training to help teachershelp children of substance abusers isavailable through the NationalAssociation for Children of Alcoholics,11426 Rockville Pike, Suite 100,Rockville, MD 20852, (301) 468-0985.They also offer the booklet Meeting theNeeds of High Risk Youth in the SchoolSetting.

Children of Alcoholics Foundation,33 W. 60th Street, New York, NY 10023,(212) 757-2100, ext. 6373.

Alateen, 1600 Corporate LandingParkway, Virginia Beach, VA 23454,1-800-356-9996.

The National Elementary SchoolProject for Children of Alcoholics, alsocalled It's Elementary, assists schoolstaff in helping this population of stu-dents. It is sponsored by the NationalAssociation for Children of Alcoholics,in cooperation with the Office forSubstance Abuse Prevention of the U.S.Department of Health and HumanServices, and the U.S. Department ofEducation. The It's Elementary packetcontains colorful posters with the mes-sage, "Some Moms and Dads drink toomuch ... and it hurts"; a booklet forschool staff, "Children of Alcoholics:Meeting the Needs of the Young COA inthe School Setting"; and a school/com-munity-based training film.

Preventing Drug Use Among Children andAdolescents: A Research-Based Guide, avail-able from the National Clearinghousefor Alcohol and Drug Information(NCADO, P.O. Box 2345, Rockville, MD20847-2345. Call 1-800-729-6686 to orderthe booklet. Email orders [email protected]. Request NCADI stock#PH D734.

1

GUEST SPEAKERS IN THE CLASSROOM

Grades te and up

Guest speakers can be acompelling classroomresource. For impact andinformation, there's nothinglike hearing from someonewho has actually "beenthere, done that."

A speaker makes theabstract real. Here's anemergency room nurse whocared for youngstersbrought in after sniffing glue. .. a police officer who hasseen his share of drug busts... a substance abuse pre-vention counselor who hashelped young people stayout of trouble.

Experts in prevention edu-cation do not recommendbringing recovering addictsto the elementary class-room, as they may inadver-tently make drug use seeminevitable or attractive tochildren.

To make the most of aguest speaker's appearance,remember that the guest'stime with the class is onlyone third of the experience.Use "before" and "after"activities to make the "dur-ing" even more meaningful.

BUILD ANTICIPATION

Looking forward to some-thing is half the fun.Depending on the students'age and maturity, with yourguidance and supervisionthey can:

help identify potentialspeakers (school policymay require you toobtain an administrator'spermission, screen theguest, and review materi-als in advance)

study the topic (if some-one runs an agency,review brochures fromsimilar agencies)

prepare questions (hav-ing questions readyensures that a questionand answer session willbe lively and substantive)

get the classroom readyfor the visitor (arrangechairs, make a welcom-ing sign, or display classprojects)

plan students' roles dur-ing the visit (studentsmay take the speaker'spicture, hand out materi-als, take notes, or givethe speaker a tour of theclassroom)

FOLLOW-UP FOSTERSCRITICAL THINKING

Now that the speaker hascome and gone, how canstudents build on whatthey've learned and thoughtabout? Students can:

write individual thank-you notes, responding toat least one memorablething the speaker said

write an article, report,essay, story, or poem

about the speaker's pointof view

review the questionsthey prepared in advanceto see if they wereanswered

identify new questionssparked by the speaker'sappearance

plan a follow-up projectto find ways to use theinformation that theyreceived

13

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It's a fact, supported by research: Students whose par-ents are involved with school and with their child'seducation are less likely to get in trouble with alcoholor other drugs.

So how, as a teacher, can you help facilitate thisparental involvement? With parents increasinglystressed and "spread too thin," it is not an easy task.But it can be done, and following these guidelineshelps:

Let parents know how important it is that they beinvolved. Make sure each student takes home a copy ofthe Family Guide accompanying this material (seeordering information below). If parents know there's acorrelation between their involvement in the schooland their children's risk for substance abuse, they willbe more likely to make the time.

Develop a rapport with parents by sending home fre-quent friendly notes that keep them informed as tohow their child is doing noting accomplishmentsand effort shown, as well as any problems.

Make it easy! Plan parents' events for evenings orweekends, when parents are less likely to be working.Coordinate with their schedules to help ensure atten-dance at parent-teacher conferences.

Seek BROAD parental involvement. Urge the schoolPTA and other organizations to plan events that willbring in a diverse group of parents, not just thosealready involved. Keep in mind that many students arebeing raised by grandparents, foster parents, and singlemoms and dads. Make school events a welcomingplace for diverse, nontraditional families.

Make sure each student's family gets a copy ofthe WNET Family Guide. You can request up to30 Family Guides in Spanish and/or English bymailing in the evaluation card attached to thisguide or writing to us at:

Family GuideThirteen/WNETP.O. Box 245

Little Falls, NJ 07424-0245Dept. FG

Preventing Substance Abuse

K-3rd Grade Activities

STAIRRO 'I r' ©GOA 1ff V m Ri

CURRICULUM CONNECTION:

health and fitnessOBJECTIVE:

Students will compare helpful and harmful healthpractices.

Create a game with your students called"Stairway to Health." Draw a staircase offive steps on a large sheet of paper. Label

the top step "Good Health." Tape twosmall circles of paper one red and one

blue to the bottom step. Ask studentsto think of 10 things a person can do tostay healthy, such as "eating breakfast

every day" or "playing soccer." Write eachsuggestion on an index card, along with ashort explanation of how the behaviorslead to good health. If they desire, stu-dents can illustrate these cards. Next, cre-

ate a stack of 10 cards that focus on

unhealthy behaviors, such as "smoking cig-arettes" or "eating only candy for lunch."Below each negative behavior, write a

short description of the negative conse-quences associated with that behavior. Mixthe cards together in a box. Divide theclass into a "red" team and a "blue" team.Each team takes turns selecting a card

from the box and determining if thebehavior is a step towards good health. If

so, the team's circle moves up one step. If

not, the circle stays in place. Play untilboth teams have reached the top step.

----=NO

MUCA6 MIg:AcT


science, critical thinkingOBJECTIVE:

Children will explore how body size affectsthe potency of medicine and drugs.

Ask students to guess why a doctor would

prescribe a smaller amount of medicinefor a child than for an adult. While dis-cussing the students' responses, explain

that one reason is that children have much

smaller bodies than adults. To illustrateto your students why this difference isimportant, fill two clear containers one

small and one large with water. Tellyour students that the small containerrepresents a child's body and the large

container stands for an adult's body.

Then, ask students to pretend that a small

bottle of food coloring is a bottle of medi-cine. Explain that you're going to putexactly one drop of food coloring in eachcontainer. Ask them to make predictionsabout the color of the water in each con-tainer ("Which one do you think will bedarker?"). Then add the food coloring,and stir. Discuss the differences in color

between the two containers and why the

same dose that's helpful for adults can be

dangerous for children.

----MIIII0Developed by Thittin-inet


4th-6th Grade Activities

11YCURRICULUM CONNECTION:

language arts (script writing, listening and speakingskills), science (research)OBJECTIVE:

To define addiction and understand related behaviors.

Work with another student and write ascript for a science TV show for kidsyour age called "The Brain Drain." Thegoal of your show is to explain to theaudience at home how addiction todrugs affects the human brain. Use yourschool's learning center or the Internetto research how the brain reacts to sub-stances such as alcohol, nicotine,cocaine, and heroin. In your show,define addiction and give informationon how drugs affect memory, concentra-tion, reflexes, mood, and coordination.If possible, include photos of the brainand label what parts (cerebellum, cere-brum) are affected. When you're done,present your program to the class.Some books you may find helpful are:

Focus on Drugs and the Brain, by DavidFriedman (Troll Associates, 1991). ISBN0516073532

Know About Drugs, by Margaret 0. Hyde(Walker & Co., 1995). ISBN 0802783945

1-77.-]--

,Sa

.1

GETTING THE"411" ON DRUABUSE


science (research), language arts(organizing information)OBJECTIVE:

To research and organize information aboutsubstance abuse.

Using your library or the Internet, cre-ate a homemade book of resources (list-ing books, videos, and organizations)about preventing substance abuse. Youmight want to organize your informa-tion in a "Question and Answer" format.You could use your local yellow pages tohelp you include a list of phone numbersand addresses of substance abuse preven-tion organizations in your area, or useguides, pamphlets, or the Encyclopedia ofAssociations at your local public library toidentify national organizations. If inter-ested, you could include an interviewwith someone who works for one ofthese organizations. When you aredone, share your book with family andfriends. As an alternative, you may wishto give your homemade book to theschool library.

)1'

?p,,

.,Developed by lfiktin-wnet

15


40-6th Grade Activities

The Truth in"BADMITISINC


language arts (writing, critical thinking and viewingskills)OBJECTIVE:

To examine how the media, such as advertisements,influence attitudes towards drug use and abuse.

Alcohol and tobacco companies use tricksto make you think that their products arecool and even healthy. With a family mem-ber, find a few examples of ads for beer,

liquor, or cigarettes in magazines, on TV

or from your imagination. Alcohol andtobacco have also been promoted through

"product placement" in movies wherecelebrities have used particular brands inmovie scenes. For each example, write

what the pictures are supposed to make

you think of their products. Present yourobservations to classmates. If time per-mits, write a parody of the ads or movie

scenes you studiedbut in your version,show the whole truth about the product.To help you get some of the facts, here are

some possible resources:

Everything You Need to Know About Alcohol, by

Barbara Taylor (Rosen Publishing Group, 1993).

ISBN 082393169

Cigarettes, Cigarettes, by Pete Traynor (Sights

Productions, 1996). ISBN 188636608X

Caffeine and Nicotine,by Richard S. Lee and

Mary Price Lee (Rosen Publishing Group, 1994).

ISBN 0823917010

A_A

RLDCURRICULUM CONNECTION:

Social studies, language arts (writing), life skillsOBJECTIVE:

To observe how activism can have an impact in communities.

Communities can have a powerful impact on atti-

tudes towards taking drugs. When concerned stu-dents, parents, and teachers work together, it is

possible to reduce substance abuse in a communi-ty. For example, some community groups have

taken action to make sure that cigarette billboardsand liquor stores are not located anywhere near

school property. Use your local yellow pages tofind out the address or phone number for local"drug abuse and treatment" organizations. Then,write or call one or two of the organizations, andfind out some ways that your class can promotepositive change in your school's community. Writea letter to the Educational Publishing Departmentat Thirteen/WNET (P.O. Box 245, Little Falls, NJ07424-0245, Dept. FG) describing what steps your

school or community has taken to fight substanceabuse in your area.

You can find the local phone numbers and address-

es at the library. To help you get started, here are

some possible resources:

National Clearinghouse for Alcohol and DrugInformation 1-800-729-6686

American Council for Drug Education 1-800-488-3784

Mothers Against Drunk Driving 1-800-GET-MADDAmerican Lung Association 1-800-LUNG-USA

Developed by MittEnmnet

6

OISMML\TOOM0The following organizations either serve the entire nationor act as umbrella organizations for local affiliates.

American Council for Drug Education164 West 74th StreetNew York, NY 100231-800-488-3784www.acde.org

Works to prevent drug abuse through public education. Publishes edu-cational materials and offers brochures, books, and videos. Operates afree, 24-hour helpline to answer questions on substance abuse: 1-800-DRUGHELP.

Boys & Girls Clubs of America1230 West Peachtree Street, NWAtlanta, GA 30309(404) 815-5766www.bgca.org

The Boys & Girls Clubs have developed a nationally acclaimed primaryprevention program called SMART Moves. It teaches young peoplehow to recognize and resist pressures that lead to drug and alcohol use.Parents and kids can find the nearest club by calling 1-800-854-CLUB.

Girls Incorporated30 East 33rd Street, 7th FloorNew York, NY 10016(212) 689-3700www.girlsinc.org

Girls ages 6 to 18 primarily from low income and minority back-grounds participate in programs at almost 750 sites nationwide.These programs include adolescent pregnancy prevention, gang vio-lence intervention, and encouragement in math and science.

National Association for Native American Children ofAlcoholics1402 Third Avenue, Suite 1110Seattle, WA 98101(206) 467-76861-800-322-5601www.nanacoa.org

Promotes awareness of the needs of Native American children of alco-holics. Develops educational and support programs for NativeAmerican communities.

National Black Child Development Institute1023 15th Street, NW, Suite 600Washington, DC 20005(202) 387-1281www.nbcdi.org

Exists to improve and protect the quality of life of African Americanchildren and families. Maintains a national affiliate network comprising44 community-based chapters. Provides leadership training in early careand education, elementary and secondary education, child welfare andhealth.

Safe and Drug-Free Schools Program600 Independence Avenue, SWPortals Building, Suite 604Washington, DC 20202-6123(202) 260-3954www.ed.gov/offices/OESE/SDFS

Provides policy direction and assists in the planning and coordination ofthe Department of Education's drug education and prevention activi-ties. Its two major programs are State Grants for Drug and ViolencePrevention Programs and National Programs.

Visit the CLOSE TO HOME Web Site

For more information on addiction and recovery,visit the CLOSE TO HOME Web site atwww.pbs.org/closetohome orwww.wnet.org/closetohome

CLOSE TO HOME ONLINE features a Web soapcomic book for teens, plus an informationalpiece with:

Animated illustrations of the brain and themechanism of drugs in the body

Real-life stories of people who talk abouttheir struggles with the disease of addictionand their lives in recovery

Up-to-date articles with information about thelatest advances in the science of understand-ing and treating addiction

Editorials debating controversial policy issues

An extensive, user-friendly resources section

and

A bulletin board

llihtEfl -wnet356 West 58th StreetNew York, NY 10019

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