power point on inhalants

1. By: Charles Gunter
INHALANTS

2. inhalants is reserved for the wide variety of substances—including solvents,
aerosols, gases, and nitrites—that are rarely, if ever, taken via any other route
of administration.
WHAT ARE
INHALANTS/DEFINITION

3. Air blast
Ames
Amys
Aroma of men
Bolt
Boppers
Bullet
Bullet bolt
Buzz bomb
Discorama
Hardware
Heart-on
Hiagra in a bottle
Highball
Hippie crack
Huff
Laughing gas
Locker room
Medusa
Moon gas
Oz
Pearls
Poor man’s pot
Poppers
Quicksilver
Rush Snappers
Satan’s secret
Shoot the breeze
Snappers
Snotballs
Spray
Texas shoe shine
Thrust
Toilet water
Toncho
Whippets
Whiteout
STREET NAMES

4. TYPES OF INHALANTS
Volatile solvents liquids that vaporize at room temperature.
They are common household products.

5. TYPES OF INHALANTS
Aerosols are sprays that contain
propellants and solvents.

6. TYPES OF INHALANTS
GASES including medical anesthetics butane lighters,
propane tanks, whipped cream dispensers and
refrigerants

7. TYPES OF INHALANTS
NITRITES are considered a special class of inhalants
which act directly on the central nervous system, brain
and spinal cord. They are used mainly as sexual enhancers
and are commonly known as “poppers” or “snappers.”

8. Users of inhalants often breathe them in through their nose or inhaled in
through the mouth this is called “huffing”. Soaking a cloth in the inhalant
and sniffing the soaked cloth.
User also sniff or snort fumes from a container or dispenser. Put glue inside a
plastic bag. Place the plastic bag over the mouth and nose and begin to inhale.
This gives the user an instant high
HOW ARE THEY USED

9. The common users of inhalant are around the ages of 12 to the ages of 17 as
well as adults
Users from 12-15 often use glue, shoe polish, spray paints, gasoline, and
lighter fluid
User 16- adults often use nitrous oxide, amyl nitrites
USERS

10. A. BRAIN The chemicals abused by inhalant users affect different parts of the brain, producing a
variety of sensory and psychological disorders. Many inhalants are thought to dissolve the
protective myelin sheath that surrounds neurons - brain cells - resulting in cell death (see brain
diagram).
B. CEREBRAL CORTEX Cellular death here causes permanent personality changes, memory
impairment, hallucinations and learning disabilities.
C. CEREBELLUM This is the center that controls balance and coordination. Inhalant-related
damage results in loss of coordination and slurred speech. Chronic abusers experience tremors
and uncontrollable shaking.
D. OPHTHALMIC NERVE Toluene may affect this nerve causing sight disorders
DAMAGE INHALANTS CAN
DO TO THE BRAIN

11. A. BLOOD Some substances like nitrites and methylene chloride (paint
thinner) chemically block the oxygen carrying capacity of the blood.
B. LUNGS Repeated use of spray paint as an inhalant can cause lung
damage.
C. HEART Abuse of inhalants can result in "sudden sniffing death
syndrome." This is due to a sudden and unexpected disturbance of the
heart's rhythm. All inhalants can produce sudden sniffing death syndrome.
D. LIVER Halogenated compounds like trichloroethylene (a component of
aerosol paints and correction fluid) have been linked to damage of this
organ.
E. KIDNEY Inhalants containing toluene impair the kidney's ability to
control the amount of acid in the blood. This is reversible when toluene
leaves the body but, in the long-term, kidney stones may develop.
DAMAGE INHALANTS CAN
DO TO THE BODY

12. After learning about the different types of inhalants. Have you ever noticed or
have been in a situation where you found your self smelling or enjoying the
smell of these products?
DISCUSSION QUESTION

13. Brick, John, and Carlton K. Erickson. Drugs, the Brain, and Behavior: The Pharmacology of
Abuse and Dependence: The Pharmacology of Drug Use Disorders. Routledge, 2013.
Drug Facts: Inhalants. (2012, September). Retrieved February 13, 2015, from
http://www.drugabuse.gov/publications/drugfacts/inhalants
Garland, Eric L., and Matthew O. Howard. "Volatile Substance Misuse." CNS drugs 26.11 (2012):
927-935.
Klisch, Yvonne, et al. "The impact of a science education game on students’ learning and
perception of inhalants as body pollutants." Journal of science education and technology 21.2
(2012): 295-303.
Wong, Shane Shucheng, et al. "The risk of adolescent suicide across patterns of drug use: a
nationally representative study of high school students in the United States from 1999 to 2009."
Social psychiatry and psychiatric epidemiology 48.10 (2013): 1611-1620.
REFERENCES