Drug Proactive Awareness Program

Table of Contents

Program Statement

The goal of the Drug Proactive Awareness Program is to provide a proactive approach to bring about awareness to the dangers of drug abuse taking into account its effect on the human body. The program also gives an in-depth look at the socioeconomic effect of drug consumption and distribution as well as abuse.

Past drug awareness programs have focused too much on the effects of consumption and abuse and have not provided the tools necessary to combat these effects. There has been little or no teaching at the intermediate or secondary level where most drug abuse begins and certainly no curriculum within the educational system to directly "attack" the problem.

The program is composed of three levels to combat in a proactive approach the effects of drug consumption and abuse. These levels are the Elementary Level, the Intermediate Level, and the Advanced Level.

The Elementary Level of the program focuses on the origin of the most popular drugs, legal and illegal, their effects on the human body, and the social implications of consumption and abuse.

The Intermediate Level focuses on follow-up and reviews of the Elementary Level with a major component being "trendsetting" drugs. Drug addiction is also discussed.

The Advanced Level deals with scientific evidence and proof of the effects of "long-term" drug abuse, the effects on the human body, the immediate social implications, and the socioeconomic 'baggage' that accompanies drug addictions.

Course Outline

First and Second Sessions

The first and second sessions will begin the identification process, which encourages students to explore self-identification through the question, "Who are you?" These sessions will define empathy, peer pressure, and self-esteem.

We will analyze the first and last name of each individual by asking each student to discover the historical significance of their last name and why they were given their first name (they ask parents, grandparents, caregivers, etc. for this information). This will give the individual an opportunity to see some self-worth in their identification. They will also begin to look into their own history and how it relates to the world around them.

The primary goal is to begin with the first proactive tool—yourself—and how significant you are as a person. Students also are taught to understand the significance of their historical background as a member of their respective families. Another goal is to provide positive self-identification as a mechanism for resistance to any negative influence and how esteem brings about self-respect.

These tools will assist the individual in providing an alternative to negative peer pressure by simple self-identification and set up the next series of sessions that explore the negative results of not having a basic foundation for resistance.

Third Session

The third session will continue with the identification process and begin empathy training with the inclusion of the family and peers. This session focuses on the roots of drugs and violence. This process will explore the impact of family on individual students' positive and negative behavior.

We will begin to look at the media, its influence on adolescent behavior, and the competition between the media and parents for the attention of their children. This will also show the emergence of how our society embraces drugs and violence through various consumer products and programming.

We will analyze the impact of programming from ages 2–6 with the violence associated with cartoons, videos, and toys. We will continue through ages 7–12, 13–18, and 19–25 with documentation as well as assignments that will bring about awareness to the student the powerful impact that television, video games, and movies have on their behavior.

This informative session will give the student tools to look at where the media has taken over their lives and where conflicts with parents may be evolving. This session will also give the student tools to begin understanding the full meaning of empathy and peer pressure and how it defines their self-esteem. They will also learn about the 'brainwashing' the media has evoked through years of consumerism and the hundreds of thousands of hours of television viewing, video game playing, and movie going in which each student has likely partaken.

The primary goal of this session is to empower the student to see the levels of programming, what is being brought to their attention, and from infancy to adulthood, society's attitude towards drugs and violent behavior. Other goals include understanding desensitization towards violence, awareness of the media's subtle messages that attempt to make drugs and violence acceptable, and how these institutions have led to the deterioration of family values.

Visuals will include videotapes of excerpts of commercials, programs, and sporting events from television, teen magazines, and current articles as they appear in newspapers.

Fourth Session

The fourth session will begin to look at specific drugs and their influence on society, families, and peers. We will explore the origins of alcoholic beverages and their historical significance. We will look at the influence alcohol has on different cultures. We will also look at how the United States is the leading country for alcohol addiction, why this is so, and how it relates to the previous sessions in the program.

We will delve into the effects of alcohol on the human body with respect to the digestive, respiratory, circular, and nervous systems. We will take a look at each system individually to chart the absorption of alcohol and its toxic effect on the various organs that occupy each system. The knowledge gained here will enable the student to take a realistic look at the effects of alcohol on the body and be able to make sound decisions on consumption and overindulgence. They will also be able to reach out to others in their peer group. This information will also provide some motivation for the student to research alcohol and its effect on society.

Visuals include excerpts from the Journal of the American Medical Association and the American Cancer Society, brochures from Day One on teen alcoholism, and articles as they appear in newspapers.

Fifth Session

The fifth session focuses on tobacco. We first define and discuss "decomposition" and the relationship with fire and incendiary devices that cause things to burn. We will discuss the crematory process and what it produces. We will explore various materials that decompose more quickly by fire with emphasis on wood and plants. This will give the student an ecological and basic biological interpretation which will be the introduction to the topic of plants that are burned and inhaled as drugs.

This is when we will introduce the tobacco plant, its historical significance throughout various cultures, and its current use and abuse. We will compare tobacco consumption and how it is introduced to the respiratory system through inhaling with other wood and plant materials through the same process. This will explain the inhalation of tobacco and the similarities with the process of cremation and the results of the crematory process. We will also look at what sort of additional materials are inhaled with the tobacco in modern tobacco products.

We will examine the addictive properties of the active ingredient of tobacco, nicotine, and the many chemicals used to preserve tobacco. We will explore the marketing process and the so-called "great myth" surrounding nicotine and consumption.

Finally, we will examine the results of the decomposing paper and tobacco product and the byproducts thereof. This component will enable the student to see the actual process of cremation with fire as the accelerator.

We will begin to examine the results of inhaling decomposed plants through burning tobacco. Our first examination will be the various respiratory diseases contracted through inhaling tobacco. We will continue with external deformities and accelerated aging (documented by the American Cancer Society) through the toxic smoke associated with cigarettes. We will also examine the various forms of cancer developed from inhaling tobacco starting with the lips, teeth, and gums and progressing to the tongue, throat, larynx, esophagus, and lungs. In conclusion, we will also look at emphysema and its relationship to all the above.

We will also explore other forms of tobacco consumption, such as chewing tobacco and snuff. The goal is to empower the student to understand the reality of tobacco consumption, its addictive properties, and the hype surrounding tobacco, and ultimately gain an awareness of the dangers of tobacco.

Visuals include the "Marlboro Man" and the "Feminine Mystique" provided by the American Cancer Society, the Journal of the American Medical Association, brochures provided by Day One, and current articles as they appear in newspapers and periodicals.