Identify the influences that encourage young people to abstain from alcohol, tobacco and other drug use.

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1 Too Good for Drugs Curriculum Correlations Correlated with Oregon State Standards Grade 8 Lesson One: Go for Your Goals Develop personal goals. List steps for reaching a goal. Demonstrate how to picture yourself overcoming obstacles to reach your goal. Discuss how famous people overcame obstacles and persevered to reach their goals. Set goals around increasing positive self-image. Lesson Two: Teenagers Talk Discuss five areas of adolescent development. Discuss behaviors that can interfere with positive adolescent development. Discuss the ups and downs of being an adolescent.

2 Set goals around increasing positive self-image. Identify school, home and community resources for mental and emotional health concerns Identify school and community resources that can help a person who is depressed or contemplating suicide. Communicate to a peer ways of accessing help in a critical situation. Demonstrate strategies and refusal skills to avoid situations that may cause injury. Identify the role of alcohol, and other drugs in violent situations. Describe what to do if someone seems depressed or is considering suicide. Identify the early signs of stress and implement stress management techniques. Lesson Three: Communication: Look, Listen and Ask Define communication. Discuss three important elements of communication. Demonstrate active listening skills. Discuss the benefits of using active listening skills.

3 Lesson Four: Assert Yourself Differentiate between assertive, passive and aggressive communication styles. List the verbal and non-verbal characteristics of assertive, passive and aggressive communication styles. Discuss whys assertive communication is usually the most effective style. Describe his or her own preferred style. Perform role plays to practice assertive communication. Lesson Five: Teens and Tough Decisions List in priority order what goals and values are most important to him or her. Discuss the importance of picturing positive goals and considering consequences. Describe how using drugs can interfere with reaching personal goals. List why s/he would not use tobacco, alcohol and marijuana. Demonstrate refusal skills around drinking and driving or being a passenger when the driver has been drinking and driving Identify school, home and community resources for mental and emotional health concerns

4 Identify the role of alcohol, and other drugs in violent situations. Lesson Six: Tobacco: Nasty! Contrast the glamorous image and the nasty reality of using tobacco products. Discuss the high cost of using tobacco products. Write a letter to persuade a magazine or business to stop advertising tobacco products. Demonstrate strategies and refusal skills to avoid situations that may cause injury. Lesson Seven: Al K. Holic Discuss the fact that anyone can be an alcoholic. List warning signs of alcoholism. Describe the effects of alcoholism on the family. Describe the effects of alcoholism on teenagers. Discuss reasons for the legal drinking age of 21.

5 Demonstrate strategies and refusal skills to avoid situations that may cause injury. Lesson Eight: Get Attractive, Get Real Discuss how society s unrealistic emphasis on ideal bodies can damage self-esteem and body image. List the dangers of using anabolic steroids to improve body image. Describe healthy ways to build attractive bodies. PROMOTION OF HEALTHY EATING Track progress toward achieving a short-term personal goal related to variety and moderation within healthy eating. Differentiate between diets that are health promoting and diets linked to disease. Promote healthy ways to maintain or lose weight through behavior change, not dieting.

6 Set goals around increasing positive self-image. Identify school and community resources that can help a person who is depressed or contemplating suicide. Determine resources for help on problem gambling, alcohol and drug issues. Identify the role of alcohol, and other drugs in violent situations. Lesson Nine: The Truth About Drugs Contrast facts and myths about illegal drugs, including hallucinogens, cocaine, inhalants, heroin and marijuana. Differentiate between perceived and actual prevalence of drug use among teens. Define tolerance, dependence, synergy and withdrawal. Recite the school policies concerning illegal and prescription drugs. Recite steps for making good decisions. Demonstrate effective peer refusal skills. Demonstrate strategies and refusal skills to avoid situations that may cause injury.

7 Lesson Ten: Wheel of Fortune Describe positive qualities and other developmental assets in oneself and others. Recite consequences of using specific drugs, including tobacco, alcohol and marijuana. Recite steps for making good decisions. Recite steps for setting and achieving a goal. Describe effective communication skills. Describe positive ways to be healthy, physically fit and attractive. Demonstrate refusal skills around drinking and driving or being a passenger when the driver has been drinking and driving PROMOTION OF HEALTHY EATING Track progress toward achieving a short-term personal goal related to variety and moderation within healthy eating. Differentiate between diets that are health promoting and diets linked to disease. Promote healthy ways to maintain or lose weight through behavior change, not dieting. Set goals around increasing positive self-image. Identify school, home and community resources for mental and emotional health concerns Identify school and community resources that can help a person who is depressed or contemplating suicide. Communicate to a peer ways of accessing help in a critical situation.

8 Demonstrate strategies and refusal skills to avoid situations that may cause injury. Determine resources for help on problem gambling, alcohol and drug issues. Identify the role of alcohol, and other drugs in violent situations. Describe what to do if someone seems depressed or is considering suicide. Identify the early signs of stress and implement stress management techniques.

Too Good for Drugs Curriculum Correlations Correlated with Missouri s Framework for Curriculum Development in Health Education

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