1. THE DEVELOPMENT OF
H.U.G.S. NOT DRUGS
The road to the finished project
Taylor Brafford
Stephanie Cryder
Tabitha Dawson
Francesco Manfredi
Annelise Thompson
2. PROGRAM OVERVIEW
• Evidence-based “Keepin’ It REAL” program
• Substance use of adolescents in Ponte Vedra
• Rates for high school aged individuals in Ponte Vedra are higher than the state
average (FLDCF, 2012)
3. UNIT PLAN OVERVIEW
Goals & Objectives
Two 1-hour sessions
• Session 1
• Icebreakers
• Informational
• Session 2
• Role-play
4. H.U.G.S. NOT DRUGS
A substance abuse prevention education program for adolescents
November 13, 2014
Taylor Brafford
Stephanie Cryder
Tabitha Dawson
Francesco Manfredi
Annelise Thompson
5. FACT VS. MYTH
If you get drunk, a cold shower will sober you up.
Once alcohol is in the bloodstream only time will make you sober, it
takes 1 hour for your body to process each drink.
MYTH
6. FACT VS. MYTH
You can stop using drugs anytime.
Withdrawal sickness, believing you must have drugs, and being
around people who use can make stopping drug use difficult.
But there are people and programs that can help
MYTH
7. FACT VS. MYTH
Addiction can happen at any age.
Even unborn children can get addicted because of their
mother’s drug use.
FACT
8. NORMATIVE BELIEFS & BEHAVIORS
• By 8th grade, 1 out of every 6 adolescents have smoked cigarettes, 1
out of every 4 have consumed alcohol, and 1 out of every 6 have
used marijuana.
• Half of teens who start drinking alcohol before age 14 will be addicted
to it at some point.
• Teens who consistently learn about the risks of drugs from their parents
are up to 50% less likely to use drugs than those who don't.
9. Why do you think it’s ok to use alcohol and tobacco?
Do you think the media glamorizes the use of alcohol and tobacco?
11. Who pays for these commercials and ads?
Since the tobacco companies create these ads to make money, do you
think they’ll tell you all of the negative consequences of smoking?
Did you know that underage smoking (under 18), isn’t just unhealthy, it’s
illegal and can result in a large fine.
13. COMMUNICATION & CONFLICT
RESOLUTION
Aggressive
• Negatively expressing your feelings, needs, and ideas that disrespects
the rights of others.
Passive
• Inability to express feelings, needs, and ideas.
Assertive
• Expressing your feelings, needs, ideas, and rights in a way that still
respects the opinions of others.
15. NOW IT’S YOUR TURN!
Let’s see how well you handle these tough situations
16. SCENARIO 1
You and a friend are attending a party at your friend
John’s house. John’s parents are out of town and his
older brother has bought alcohol for the party. John
offers you something to drink. How would you effectively
handle the situation?
17. SCENARIO 1 DIALOGUE
John : “Hey you guys want a drink?” *offers drink*
• You:
• Your Friend:
John: “Why did you come if you don’t want to drink and have fun?”
• You:
• Your Friend:
John: “It’s just one drink, it won’t do anything to you.”
• You:
• Your Friend:
18. SCENARIO 2
You’re hanging out after football practice with your friends.
Then, your friend Sarah walks up smoking a cigarette,
claiming how cool they are. She then asks if anyone wants
one, since cool kids are doing it. What should you do?
19. SCENARIO 2 DIALOGUE
Sarah: “Hey guys, I just started smoking cigarettes a little while ago. People say
they’re gross but they really help chill me out. You guys want to try?
• You:
Sarah: “You sure? I mean all the cool kids are doing it.”
• You:
Sarah: “Alright then, whatever! *walks away*
• You:
20. SCENARIO 3
During class you go to the restroom and find your two friends,
Taylor and Alex, smoking Marijuana and they ask you if you
want to join them. What do you do?
21. SCENARIO 2 DIALOGUE
Taylor: “Oh hey, thank goodness it’s only you!”
Alex: “We just came out of class to chill, you want to try some?
• You:
Taylor: “Don’t be lame, it’s really fun.”
Alex: “Yeah, seriously.”
• You:
Taylor: “Alright then, go back to class and don’t tell.”
• You:
22. RESOURCES?
We have some positive resources that you can check out, if
you’re curious about learning more!
31. REFERENCES
Adolescent and School Health: Alcohol and Other Drugs. (2014). Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/healthyyouth/alcoholdrug/
Barth, R., ETR Associates. (2014). Teaching/training strategy: Roleplay. Reducing the Risk. 5th Edition. Retrieved from http://pub.etr.org/ProductDetails.aspx?id=110000&itemno=Z001
The College of New Jersey. (2014). Anti-violence Initiatives. Assertive, Nonassertive, and Aggressive Behaviors. Retrieved from http://oavi.pages.tcnj.edu/tools-
foreveryone/assertiveness/assertive-nonassertive-and-aggressive-behaviors/
Gilliam, S., & Hecht, M. (2009). Keepin’ it REAL. D.A.R.E. America & Penn State University. Retrieved from http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=133
Gilliam, S., Hecht, M., Sweetman, N. (2003). Elementary and Middle School Curriculum Design. D.A.R.E. America. Retrieved from
http://darealaska.com/download/Elementary%20and%20Middle%20School%20Curriculum%20Design.pdf
Martin, L., & Milot, A.. (2007). Child Trends. Assessing Substance Use and Abuse Among Adolescence: A Guide for Out-of-School Time Program Practitioners. Retrieved from
http://www.childtrends.org/wp-content/uploads/2013/07/2007-08TeenSubstanceUse1.pdf
Media Sharp: Analyzing Tobacco and Alcohol Messages. (n.d.). The Center for Substance Abuse Prevention: Substance Abuse and Mental Health Administration (SAMHSA), The Office on
Smoking and Health, Centers for Disease Control and Prevention, The American Academy of Pediatrics, and The National Education Association Health Information Network. Retrieved from
http://www.accessexcellence.org/HHQ/CDC/mediasharp/mediasharp2.php
National Survey on Drug Use and Health: Summary of National Findings. (2012). Substance Abuse & Mental Health Services Administration. Results from the 2012 National Survey on Drug Use and
Health. Retrieved from http://www.samhsa.gov/data/NSDUH/2012SummNatFindDetTables/NationalFindings/NSDUHresults2012.htm
Results from the 2013 National Survey on Drug Use and Health: Summary of national findings (HHS Publication No. (SMA) 11 4863, NSDUH Series H-48). (2014). Substance Abuse and Mental Health
Services Administration (SAMHSA). Rockville, MD: Retrieved from http://www.samhsa.gov/data/NSDUH/
Saint Johns County. (2012). Florida Youth Substance Abuse Survey. Florida Department of Children and Families. Retrieved from
http://www.pactprevention.org/Saint%20Johns%20County%20FYSAS%202012.pdf
Saint Mary’s College of California. (2013) Issues Related to Drug and Alcohol Abuse. Counseling Center and Psychological Services. Retrieved from https://www.stmarys-ca.edu/counseling-
center-psychological-services/issues-related-to-drug-alcohol-abuse
State of Florida. (2014). Title XXXIV Alcoholic Beverages and Tobacco. Florida State Statutes. Retrieved from http://www.flsenate.gov/Laws/Statutes/2010/Title34/#Title34
Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). National Helpline. SAMHSA's National Helpline. Retrieved from www.samhsa.gov/find-help/national-helpline
Yarber, W., & Sayad, B. (2013). Perspectives on Human Sexuality. Human Sexuality: Diversity in Contemporary America (pp. 5-14). 8th Edition. New York, NY: McGraw Hill. Print.
Editor's Notes
“Keepin’ It REAL” program - developed as a substance use prevention program for students aged 12-14 (approximately middle school grades 6th-8th)
Decided to use this as a basis for our program – it’s evidence-based and supported by SAMHSA
Our program “H.U.G.S. Not Drugs” will apply similar concepts in order to effectively change behavior. We will incorporate an acronym as well drawing on the basic components addressed in “REAL,” utilizing the words Halt, Understand, Grow, and Succeed, to make the informed decision to say no to drugs
According to research conducted by both the Florida Department of Children and Families and the St. Johns County Health Department, rates of substance use increases substantially upon entrance to high school making it important to combat this problem before it occurs (2012). Implementing our “H.U.G.S. Not Drugs” program in Ponte Vedra can have an advantageous affect on substance use rates among the adolescent populations.
“The following is the powerpoint we utilized at the YMCA presentation in Ponte Vedra”
Introduce group members, program topic and title.
H – Halt
U – Understand
G – Grow
S – Succeed
These facts further address the need to teach young students about the harm drugs and alcohol will bring to their life.
Don’t be afraid or embarrassed to talk to your parents about alcohol, tobacco, and drugs – they’re a lot more open to listening than you think.
But if you don’t want to talk to them, you can talk to someone you feel comfortable with like a teacher or one of the many adults you see here each day at the YMCA
Media often portrays smoking and drinking as routine, and part of everyday life
Glamorization associates tobacco and alcohol use with desirable qualities such as:
popularity, success, attractiveness, independence, maturity, fun, celebration, relaxation, and an escape from reality
This is strengthened by the frequency in which adolescents see a constant stream of media images throughout their day.
8 – 18 years old = approximately 7 ½ hours/day, 7 days/week
= approximately 5 hours/ day in TV alone
“We received feedback on this slide in particular from evaluators at the YMCA, due to our wording of the questions”
Who pays for these commercials?
Tobacco companies, Marlboro, cigarette makers
Since the tobacco companies create these ads to make money, do you think they’ll tell you all of the negative consequences of smoking?
They create these ads to get people to buy their product – they’re not focused on telling you the harmful consequences of using their products
Did you know that the Surgeon General requires the companies to put a health warning on each product?
But they write it so small did you even notice it on the ad?
Did you know that underage smoking (under 18), isn’t just unhealthy, it’s illegal and can result in a large fine.
Not only can you get in big trouble for smoking, drinking alcohol under 21 is illegal:
First Offense—You will be charged with a second-degree misdemeanor and ordered to pay a fine of $500 and sentenced up to 60 days in jail.
Florida Statute Section 562.111, Florida Statute Section 775.082, Florida Statute Section 775.083, Florida Statute Section 322.056
So, let’s out-smart these companies and learn to say “no” and live a healthier life!
“A great way to avoid falling into the trap that media is setting, to get you to use alcohol, tobacco, and drugs, is to follow this easy acronym:”
Halt- Stop and think about your response.
Why would you respond with yes or no? Give example.
Are you saying yes just to impress your friends?
Are you saying no because you know that its an unhealthy choice for your body?
Understand- Know the consequences of saying yes to drugs/alcohol, and understand the benefits of saying no.
Consequences (drugs) = overdose, impaired judgment, heart problems, impaired vision, lung problems
Consequences (alcohol) = impaired mental state, impaired motor response, alcohol poisoning
Benefits = healthier body (lungs, heart, brain, etc…), unimpaired decision making,
Grow- Growing as an individual and having the power to say no.
Intellectual and behavioral growth
Succeed- Saying no once gives you the confidence to say no again, and by doing that you are already succeeding.
Boosts the individuals self-esteem
“Now that you know the thought process – have the knowledge to make an educated decision
All that’s left is the delivery – how should I say it?
Aggressive – Behavior includes expressing your feelings, needs, and ideas at the expense of others.
Stands up for their rights – but ignores the rights of others – may dominate or humiliate others
Often defensive, hostile, and self-defeating
Passive – Behavior includes not expressing feelings, needs, and ideas - ignores personal rights; allows others to infringe upon them
Often let other people choose for them and end up feeling disappointed in themselves and angry with them – End up feeling like a “doormat”
People often choose nonassertive behavior to avoid unpleasant situations, tension, conflict, and confrontation
Assertive - Behaviors include expressing your feelings, needs, ideas, and rights in ways that don’t violate the rights of others
Make their own choices, are confident, and feel good about themselves while being assertive and afterwards
Usually achieve their goals – being assertive reinforces their good feelings about themselves, improves self-confidence, and creates free, honest, and open relationships with others.
Create scenario where one person is offered a drink and the respondent demonstrates saying ‘no’ in an aggressive, passive, and an assertive way.
Then ask the class to identify the appropriate response
*All scenes take place at a party with friends*
Scene 1:
Francesco: “Hey Anna, do you want a drink?”
Anna: *knocks drink out of Francesco’s hand* “No way! I don’t want any of that!”
Francesco: “Ok, you don’t have to be so rude about it.”
Scene 2:
Francesco: “Hey Taylor, do you want a drink?”
Taylor: “Ummm….I don’t really know…”
Francesco: “Here just take it.” *hands Taylor a cup”
Taylor: “Ok..” *holds cup but doesn’t drink*
Scene 3:
Francesco: “Hey Tabitha, do you want a drink?”
Tabitha: “No thanks, I don’t drink.”
Francesco: “That’s ok, no big deal.”
Stephanie: Ok, now which scene displayed the best response?
(Scene 3) Why?
It showed assertive behavior, because Tabitha was direct, respectful, and confident in expressing her feelings without being rude to Francesco.
Break students up into groups of 4-5, give them 5-10 minutes to discuss how they want to do the roles, health educator will observe to make sure that everything is age appropriate and that the scenario is properly represented.
“At this point we divided the kids into 3 groups and handed out partially scripted scenarios for them to finish and role-play”
1 Scenario per group:
Break students up into groups of 4-5, give them 5-10 minutes to discuss how they want to do the roles, health educator will observe to make sure that everything is age appropriate and that the scenario is properly represented.
[Detailed roles next slide]
Detailed roles for scenario 1:
Participants choose which character to be and act out the scene, any extra participants will act as friends and bystanders.
1 Scenario per group:
Break students up into groups of 4-5, give them 5-10 minutes to discuss how they want to do the roles, health educator will observe to make sure that everything is age appropriate and that the scenario is properly represented.
Detailed roles for scenario 2:
Participants choose which character to be and act out the scene, any extra participants will act as friends and bystanders.
1 Scenario per group:
Break students up into groups of 4-5, give them 5-10 minutes to discuss how they want to do the roles, health educator will observe to make sure that everything is age appropriate and that the scenario is properly represented.
Detailed roles for scenario 1:
Participants choose which character to be and act out the scene, any extra participants will act as friends and bystanders.
Should you rat your friends out?
Consider the consequences of telling on them, as well as the harm they’re doing to themselves
“Here we included links to our social media resources as well as links to UNF and the YMCA”
“We developed a Facebook page for our program (H.U.G.S. Not Drugs) which provides information from reliable sites in regard to health and substance prevention like:
Centers for Disease Control and Prevention (CDC)
National Institute of Health (NIH)
Substance Abuse and Mental Health Association (SAMHSA)
Tobacco Free Florida
“Additionally we developed a Pinterest site, hopefully everyone is familiar with Pinterest.”
“This includes similar information as our facebook page, but is able to reach people from a different social media outlet, in case the individuals may not use facebook”
“This handout worked really well because the boy really enjoyed the myth/fact icebreaker at the beginning of class”
“You could see them all actually reading the handouts!”
“Our biggest feedback was that some of the content was not as age-appropriate as we had previously thought, we should have judged the room more accurately when we entered and then adjusted our presentation more accordingly. As well as at the beginning we were a little afraid at ‘yelling’ at the kids to reign them in and get them to be quite while we finished our presentation, so we’ll definitely have to work on being more comfortable with reigning the kids in”
“Other than that we displayed good time management as well as good interaction with the students (answering questions to the best of our ability)”
In regard to questions it was quite difficult answering some of the questions that the children asked, such as “which is more harmful, cigarettes or marijuana?” and “Aren’t electronic cigarettes better for you because they use water vapor?”
We were also told that we did well on the role-play activity – the kids had a lot of fun and it really got them involved in the subject.
We were also really professional in our presentation skills
I really enjoyed that fact that one boy said that he felt “a lot” more comfortable discussing substance use
