PEER-LED ALCOHOL LESSONS FOR STUDENTS (PALS)

Transcription

1 Strategy tool A tool for the classroom 1 PEER-LED ALCOHOL LESSONS FOR STUDENTS (PALS) Peer-led alcohol education activities for Stage 4 students Curriculum support material for Stage 4 Personal Development, Health and Physical Education 2004, New South Wales Department of Education and Training and the Peer Support Foundation Ltd. RESTRICTED WAIVER OF COPYRIGHT The material printed in this publication is subject to restricted waiver of copyright to allow the purchaser to make photocopies of the material contained in the publication for use within a school, subject to the conditions below: 1. All copies of the printed materials shall be made without alteration or abridgment and must retain acknowledgment of the copyright. 2. The school or college shall not sell, hire or otherwise derive revenue from copies of the material, nor distribute copies of the material for any other purpose. 3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of any of these conditions. ISBN SCIS All enquires about Peer-led Alcohol Lessons for Students should be addressed to: Drug Prevention Programs NSW Department of Education and Training GPO Box 33 SYDNEY NSW 2001 Illustrations: Moving Ideas Animation Graphic Design: BIAGDESIGN Acknowledgements The Department of Education and Training and the Peer Support Foundation gratefully acknowledge the contribution of the staff and students from the following schools: Asquith Girls High School Caringbah High School Liverpool Boys High School. Contents Foreword 5 Section 1: Introduction 7 Section 2: Teacher guidelines for implementing PALS 9 Syllabus links 15 Section 3: Peer-led activities 19 Activity 1: Teacher-led introduction 19 Activity 2: Fact or fiction? 27 Activity 3: Effects of alcohol on the body 35 Activity 4: Standard drinks 44 Activity 5: Exploring risks 50 Activity 6: Influences on alcohol use 58 Activity 7: Making decisions 61 Activity 8: Seeking further information and help 69 Section 4: Parent information session 81 Section 5: Appendix 1 Contacts and resources 100 References: 103

2 Strategy tool A tool for the classroom 2 Foreword The NSW Department of Education and Training seeks to provide quality education for all students, taking account of their age, background, needs, ability and interests. Government schools promote the health of students within the context of the Student Welfare Policy and the Personal Development, Health and Physical Education (PDHPE) curriculum. Together they provide a framework for preventative and support programs that aim to meet the social, physical and emotional health needs of students. Rationale After analgesics, alcohol is the drug most commonly used by young people. Alcohol is recognised as one of the most significant causes of drug related harm. It is second only to tobacco as the largest preventable cause of premature death and hospitalisation in Australia. Statistics show significant numbers of young people drink alcohol. Results from the National Drug Strategy Household Survey (2001) showed that during the last 12 months 10.7% of young people aged years put themselves at risk of short-term, alcohol related harm on at least a weekly basis. Additionally, half of all drug related deaths for people aged 0-34 years were attributed to alcohol use (Ridolfe and Stevenson, 2001). Adolescence is a time when the peer group is a significant influence in a young person s life. Research shows young people seek advice from friends and are influenced by the expectations, behaviours and attitudes of the groups to which they belong. Young people are viewed as credible sources of information about drugs by their peers. Peer-led education has been successfully employed across a range of programs including drug education. Peer-led drug education can: provide learning experiences that engage students and are relevant to their needs allow young people to explore social issues with others of similar age promote caring, co-operative environments where students learn to support each other to make safe and healthy lifestyle decisions provide opportunities for exchanging of ideas between peers and peer leaders assist students to resist negative influences regarding drug use allow students and peer leaders to demonstrate appropriate attitudes and values enable students to learn and practise skills to make informed choices. Peer-led drug education programs provide opportunities for peer leaders to organise and conduct engaging educational activities with small groups of students. Benefits for peer leaders may include increased self-esteem, heightened confidence, improved communication skills and knowledge. As alcohol is widely used in Australian society, secondary school is a crucial time for young people to gain knowledge and understanding and develop skills to allow them to remain safe in environments where alcohol is consumed. Section 1 Introduction About the resource The NSW Department of Education and Training, in consultation with the Peer Support Foundation, has developed Peer-led Alcohol Lessons for Students (PALS). The resource has been designed to enable schools to implement appropriate and relevant peer-led alcohol education activities for Stage 4 (Year 7 and Year 8) students, using older peers to conduct the activities. Teachers train Stage 5 or 6 (Year 10 or Year 11) students as peer leaders. The peer leaders facilitate a series of alcohol education activities with small groups of six to eight Stage 4 students. The Peer Support Foundation offers training for teachers to facilitate peer leader training. The aim of PALS is to increase knowledge and understanding of alcohol and its effects. It allows students the opportunity to work in small groups so they can learn and practise skills to help them make informed choices about alcohol. PALS supports the implementation of the content strands Self and Relationships and Individual and Community Health, of the Personal Development, Health and Physical Education (PDHPE) Years 7-10 Syllabus (2003). The resource provides activities to assist students to work towards achieving the related outcomes.

3 Strategy tool A tool for the classroom 3 Contents of the resource 1. Teacher guidelines for implementing PALS The guidelines include information and key issues for teachers when implementing the program and PDHPE syllabus links. 2. Peer-led activities This section includes an overview of the program. The first session to introduce the program is designed to be conducted by a teacher as well as peer leaders. There are seven peer-led activities that teachers or peer leaders can select. Copies of this section should be provided to the peer leaders. 3. Parent information session The session gives parents an overview of PALS. A sample invitation to attend the session and an information handout are included. 4. Appendix The appendix includes contact details for the Peer Support Foundation and a list of useful alcohol information services. 5. CDROM A CDROM is provided to facilitate copying activities for peer leaders. Trial and evaluation of PALS PALS was piloted and evaluated in 2001, in three government secondary schools in Sydney: a co-educational, a boys and a girls school. The evaluation concluded that: the peer-led program enabled students to work towards PDHPE syllabus outcomes students knowledge and skills about alcohol-related issues improved students had positive experiences in the program the program could be adapted to the needs of each school the resource would be a useful drug education strategy for secondary schools. In addition, the evaluation identified positive outcomes for the peer leaders including the opportunity to develop leadership and group facilitation skills. Section 2: Teacher guidelines for implementing PALS Peer-led education in a school setting generally refers to students delivering an educational program to other students who are of similar age or slightly younger. Peer-led education programs use peer leaders to deliver relevant and appropriate information. Key issues to consider for implementing PALS 1. Planning and training Planning and training are critical to the success of peer-led programs, including PALS. Teachers are responsible for training students as peer leaders to facilitate a series of peer-led alcohol education activities with Stage 4 students. The Peer Support Foundation offers a one day workshop to assist teachers to implement PALS and train peer leaders for this program. Schools that require assistance for this purpose are encouraged to contact the Peer Support Foundation. There is a charge for this service. Contact details for the Peer Support Foundation are provided on page 99. Schools may find it helpful to nominate a co-ordinating teacher and form a committee to: determine how the program will be implemented plan for training teachers and peer leaders and ensure there is adequate time and resources consider the composition of student groups organise supervision and location of the program ensure staff not directly involved in the program are made aware of the purpose and understand the benefits of peer-led drug education. 2. Selecting and training peer leaders The recruitment, training and support provided for peer leaders for PALS should be appropriate to the task they are expected to undertake, and in particular ensure they have the necessary skills to facilitate peer-led activities. If the students who are chosen to act as leaders for PALS have already been trained as Peer Support Leaders, a one-day training workshop is recommended to ensure they have the requisite knowledge, understanding and skills to conduct alcohol education activities. Students who have had no prior Peer Support Leadership training would require additional training in group facilitation processes and a two day workshop is recommended.

4 Strategy tool A tool for the classroom 4 Peer leaders need an understanding of the content of the program, its desired outcomes and the responsibilities of being a peer leader. The amount of time and work required as well as the personal benefits should also be explained. While peer leaders will develop new leadership, communication and interpersonal skills they need to be supported and supervised throughout the implementation of the program. The program is more likely to be successful if it includes substantial modelling and practice of group facilitation methods. These strategies can be taught and practised in the leader training and at peer leader meetings held before and after the activities. Peer leaders need to be familiar with strategies for maintaining an environment in which group members feel at ease and individual opinions are valued. The training should enable peer leaders to develop the skills to monitor their group, for example, to be aware of group members who wish to speak (or do not) and encourage them to express their point of view. It is important for peer leaders to have an understanding of and the skill to recognise a disclosure. Skills such as protective interrupting can be practised at peer leader training. This will enable the peer leaders to explore the kind of strategies they might adopt if a student begins to disclose in front of his or her peers. This can prevent the student being open to possibility of victimisation or ridicule and regretting their actions later. Peer education projects are based on the assumption that peer leaders have more credibility with their peers than adults. Teachers should be aware however that students who they might consider would make good peer leaders and role models may not be seen as credible by group members. Selecting students only on the basis of good behaviour and academic achievement to be leaders may not be effective and may place unreasonable expectations on the leaders themselves. Peer leaders can be selected from Year 10 or Year 11 students who indicate their interest in the PALS program. Alternatively all Year 10 and 11 students can be trained as potential peer leaders. Training all potential leaders provides the advantage of having a pool of reserve leaders for contingencies such as illness or other commitments of the regular peer leaders. Relevant staff can be consulted about the leadership potential of the students interested in training as peer leaders. It is suggested that two peer leaders be allocated to each student group. Peer leaders should prepare sessions, allocate tasks and facilitate activities. 3. Supporting peer leaders Peer leaders need sufficient time to prepare for sessions. Before delivering the activities peer leaders need to understand the content, be familiar with the activities, and identify and make arrangements to obtain resources required. Supervising teachers need to be unobtrusive but nearby during peerled activities, and ready to offer assistance if required. Peer-led drug education should be treated the same as normal lessons in regard to punctuality, attendance, behaviour and participation. Regular meetings provide peer leaders with opportunities to reflect on the purpose of the program, discuss issues that may have arisen and plan for future activities. Meetings should be scheduled prior to and directly after the peer-led activities. Prior to the activities the supervising teacher can brief the peer leaders, practise questions, model activities and check resources and timing of the activities. Follow-up meetings give peer leaders the opportunity to discuss issues and provide feedback for use in program evaluation. These meetings also provide an opportunity for peer leaders to raise any difficulties and identify ways to manage groups and present activities. They should also include discussion of successful activities to allow the sharing of ideas and strategies for future sessions. 4. Group composition Student groups should have between six and eight students. Teachers should consider group dynamics and the ways in which students are likely to best interact. Once the program has commenced changes should be kept to a minimum and implemented with sensitivity. 5. Participation of parents Since parents play an integral role in educating their children about alcohol and other drugs, schools are encouraged to involve them and other community members in drug education. Parents should be informed of the purpose and expected outcomes of peer-led drug education programs. 6. Acknowledging peer leaders Peer leaders can be recognised for their contribution to the peer-led program. For example, a certificate of appreciation might be awarded at an assembly or community morning tea. This certificate could recognise the leaders valuable contribution to the peer-led program and their leadership, organisation and planning skills.

5 Strategy tool A tool for the classroom 5 7. Integrating PALS into the curriculum The PALS resource supports the Personal Development, Health and Physical Education (PDHPE) 7-10 Syllabus (2003). The resource provides activities to assist students to work towards achieving the related outcomes. Schools might implement PALS in the following ways: as a series of sessions per week in place of timetabled lessons as a one or two day workshop. Scheduling of activities will need to take account of availability of peer leaders and suitable venues for groups to meet. The PALS activities vary in length and have been developed to allow flexible delivery. The peer-led activities may be used independently and are not sequential. There is no expectation that all the activities will be used. Schools may choose to do some activities (or parts of activities) but not others depending on the learning needs of their students. Each teacher would be responsible for overseeing the conduct of three to four groups. This will include peer leader meetings prior to and following each session to support the peer leaders and to allow PALS to be monitored and modified if necessary. FLOWCHART FOR IMPLEMENTATION OF PALS The following flow chart summarises key steps for implementing PALS School decision to implement PALS Program evaluation Evaluation will enable the school to determine what worked and what did not, and where improvements can be made. This will assist in subsequent planning and implementation of the PALS program. The following are examples of some strategies for evaluation. Peer leaders A suggested survey is included on pages and can be easily adapted. Follow-up meetings with peer leaders after each activity allow PALS to be monitored and, where necessary, changes to be made during the program. Stage 4 students In addition to assessing achievement of syllabus outcomes (refer to page 18) students could be surveyed on aspects of the program that worked well, could be improved and their general satisfaction with the program overall. Staff Discussions could be conducted with staff about satisfaction with the program. This could include implementation issues (leader training and organisation of group) and the impact of the program (benefits for peer leaders and Stage 4 students). Parents Feedback could include an evaluation sheet on the effectiveness of the parent information session or a survey of the effectiveness of PALS with their own child(ren). A presentation at a staff meeting could be given at the conclusion of the program. Promote PALS to the school community including whole staff and parents. Identify staff roles Train teachers to implement PALS (The Peer Support Foundation provides teacher training) Hold parent information session Select and train peer leaders Form groups and assign peer leaders Implement peer-led Stage 4 activities Meet with peer leaders before and after each session Supervise groups (One teacher for 3-4 groups) Modify for future years Evaluate

6 Strategy tool A tool for the classroom 6 Syllabus links The activities in this resource link to the NSW Board of Studies Personal Development, Health and Physical Education (PDHPE) Years 7-10 Syllabus (2003). The Stage 4 outcomes and content of the syllabus addressed in this resource are outlined below. The peer-led activities can be used in conjunction with activities in PDHPE lessons to determine progress towards syllabus outcomes. The syllabus content is expressed in the form of students learn about and students learn to. These statements provide a basis for teachers to plan and develop units of work in which students can maximise their learning in PDHPE and demonstrate the course outcomes. The syllabus also encourages the concept of assessment for learning. Assessment for learning in PDHPE is designed to provide students with opportunities in the context of everyday classroom activities (including peer-led activities), as well as planned assessment tasks, to demonstrate their learning and level of achievement of syllabus outcomes. Teachers need to identify activities that will allow evidence of learning to be gathered. Methods of gathering evidence could include teacher observation of peer-led activities, written responses by students for assessment by teachers after the peer-led activities, peer evaluation and self-evaluation. Peer evaluation might include an informal discussion at a peer leader follow-up meeting on participation in an activity. Assessment should be an integral part of student learning. Outcome 4.6 A student describes the nature of health and analyses how health issues may impact on young people. Students learn about: drug use: reasons people use and do not use drugs influences on drug use short-term and long-term effects of drugs on health and wellbeing. Students learn to: describe the short-term and long-term effects of alcohol use analyse influences and reasons why people choose to use or not use alcohol explore the relationship between the person, the drug and the environment in determining the impact of drug use. Outcome 4.7 A student identifies the consequences of risk behaviours and describes strategies to minimise harm. Students learn about: strategies to minimise harm: acquiring knowledge developing personal skills, e.g. problem-solving recognising, assessing and responding to risk situations. Students learn to: describe strategies to recognise, assess and respond to risk in a variety of real life situations. explore the concept of risk by investigating the following: what is a reasonable degree of risk? why do people take risks? Skills that enhance learning in PDHPE Effective learning in PDHPE is underpinned by the development of skills that assist students to adopt a healthy, active and fulfilling lifestyle (PDHPE Years 7-10 Syllabus, 2003, p15). There are specific skills outcomes provided in the syllabus for each Stage to assist the integration of skills into teaching and learning activities. During participation in the activities in this resource, students will be working towards the achievement of the following outcomes. Outcome 4.12 A student assesses risk and social influences and reflects on personal experience to make informed decisions Decision making Students are provided with opportunities to assess risk and social influences to make informed decisions.

7 Strategy tool A tool for the classroom 7 Outcome 4.13 A student demonstrates co-operation and support of others in social, recreational and other group contexts Interacting Students are provided with opportunities to work co-operatively and support others in a small group context. Other contributing outcomes During participation in the activities in this resource, students may also be working towards the achievement of other outcomes, for example, Syllabus Outcome 4.2 below. Outcome 4.2 A student identifies and selects strategies that enhance their ability to feel supported. Students learn about: Seeking help: benefits of support identifying people and services that provide support supporting others to seek help. Students learn to: enhance their ability to seek help by establishing individual support networks of adults and peers. Values and attitudes Participation in PALS will help students meet the following values and attitudes syllabus objectives. Students will: value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles develop a willingness to participate in creating and promoting healthy and supportive communities and environments. Overview of the PALS program This section provides an overview of the teacher-led and peer-led activities that can be incorporated into Stage 4 PDHPE programs to support learning about alcohol. It is suggested the teacher-led activities be taught first as a way of introducing the program. Outcomes and activities The following table provides an overview of major links between the syllabus outcomes and the activities. The activities can be used as part of PDHPE activities to determine progress towards syllabus outcomes. Syllabus outcomes Activity Overview Introduction to PALS (teacher led) This activity introduces the program, sets group rules and explores opinions about alcohol use. 2. Fact or fiction? This activity enables students to explore facts and fiction about alcohol and discuss reasons why people choose to drink or not to drink alcohol. 3. Effects of alcohol This activity enables students to identify and discuss the short-term and long-term effects and the possible harms associated with alcohol use. 4. Standard drinks This activity involves students measuring volumes equivalent to standard drinks and comparing the alcohol content of different alcoholic beverages. 5. Exploring risks This activity enables students to define risk-taking, assess risk and explore the relationship between the person, the drug and the environment in determining the impact of drug use. 6. Influences on alcohol use This activity enables students to identify and explore influences on alcohol use. 7. Making decisions This activity enables students to explore consequences of behaviour and practise decision making. 8. Seeking further information and help This activity enhances students ability to seek further information and support about alcohol. Major outcome Contributing outcome

8 Strategy tool A tool for the classroom 8 Section 3: Peer-led activities Activity 1 Teacher-led introduction This activity introduces the program, sets group rules and explores opinions about alcohol use. Preparation Activity sheet 1.1: Body voting Information sheet 1.1: Responses to body voting Worksheet 1.1: What do you think? Chart paper Textas Organisation Activity Notes Whole class 5 minutes Whole class 10 minutes Peer groups Introduction Provide an overview of the program. Outline expectations and explain how the program will be conducted. Review the roles and responsibilities of the peer leaders and group members. Body voting Place the three responses (agree, unsure and disagree) from Activity sheet 1.1: Body voting across the room. Read the statements (e.g. Alcohol is cool), one at a time, from Information sheet 1.1: Responses to body voting. Allow students to respond by moving to the corresponding position. After each statement ask: why did you make this choice? (Ask agree, unsure and disagree voters to obtain differing viewpoints) having heard other opinions, would you now like to change your position? what convinced you to change your position? Ask: how can information help us make safe choices about alcohol? Teacher organises students into peer-led groups. The remainder of the session will be conducted in peer groups with peer leaders facilitating the activities. Peer leaders introduce themselves to their groups and explain: where the group will meet any equipment students need to bring where students might find the peer leaders in the school. Teachers can introduce the program by working with all the groups in their class in the one room. Cut up Activity sheet 1.1: Body voting (agree, unsure and disagree cards) prior to the session. Body voting involves students physically moving to designated positions in the room depending on their responses to the questions or statements. Teachers can involve peer leaders by having them read out the statements. The purpose of the activity is to explore the range of opinions in the group and the level of knowledge about alcohol. Teacher emphasises the importance of knowing the facts in order to make informed and safe decisions about alcohol. Group members may wish to discuss aspects of the program at other times with the peer leaders. This activity allows students to get to know each other and promotes a sense of belonging to the group.

9 Strategy tool A tool for the classroom 9 Organisation Activity Notes Peer groups 15 minutes Individual Peer group 10 minutes Attitudes to alcohol Peer leaders explain: group members are going to get to know each other the group is going to explore what they know and think about alcohol. Provide students with a copy of Worksheet 1.1: What do you think? Group members complete the worksheet by asking at least three others in the group to fill in a response and sign their name. Bring the group back together. Ask each student to introduce him/herself and share one or two comments they have written down. Ask: did you all have the same thoughts about alcohol? why might some of you think differently? what do you think about drinking alcohol? Working together Brainstorm ways to help the group work together co-operatively and respectfully by asking: what can we do to help our group work together co-operatively? Leader records responses on chart paper. Review the list of responses. Ask the group to choose the rules they think are most important for their group. The following rules could be included: respect everyone s opinion do not discuss personal experiences (about self or others) speak one at a time be on time. The agreed rules are recorded on a sheet of paper to be kept by the leader. Ask group members to decide on a suitable name for their group. Groups could be asked to explain the reasons for the choice of their group name. The purpose of the activity is to introduce group members and explore a range of opinions about alcohol. While people may not accept or agree with others opinions they should respect the rights of others to have different opinions from themselves. People s attitude towards alcohol is influenced by many factors including: family and community values their past experiences the expectations, behaviours and attitudes of the groups to which they belong the situation exposure to advertising and the media. Brainstorming allows group members to give as many responses as possible to a problem or question. All responses are recorded and discussed in a non-judgemental way. All group members should be encouraged to contribute. The aim is to establish a set of rules to enable the group to work together co-operatively and respectfully. Students may have different values, attitudes and beliefs about alcohol. Students need to respect the right of others to their opinions. This is not an appropriate environment for discussing personal experiences. A disclosure in front of peers can leave a student open to possible victimisation or ridicule and he or she may later regret the action. All group members should be encouraged to contribute but it is important to listen to others and speak one at a time so that group discussions run smoothly and everyone has the opportunity to express an opinion. PALS is no different from normal lessons in regard to punctuality and attendance. Teachers will offer support to ensure the group adheres to the rules. Naming the group gives the members ownership and promotes a sense of belonging. Examples include students using the first initials of their names to create their group name choosing the names from sporting teams, mythical creatures or other groups.

10 Strategy tool A tool for the classroom 10 Agree Unsure Disagree Explain to students that statements 1-7 explore a range of opinions about alcohol 1. Drinking alcohol is cool. 2. You need to drink alcohol at a party to have a good time. 3. Drinking alcohol to get up the courage to ask someone out is acceptable. 4. Most people my age do not drink. 5. It s embarrassing if you do not drink when everyone else is. 6. Getting drunk is no big deal. Notes: Being drunk can stop people thinking clearly and acting sensibly and may lead to them putting themselves at risk of harm from other things, for example, injury due to falls, road accidents or unwanted or unprotected sex. It can also cause health risks such as toxic damage to the small bowel resulting in diarrhoea, depression of the central nervous system, headaches, shakiness, nausea and vomiting. 7. Going swimming after drinking alcohol is OK. Notes: One fifth of young people and adults who drown have been drinking alcohol. Explain to students that questions 9-12 explore facts about alcohol and each has a correct answer. 8. Buying alcohol underage is OK if you look old enough. (False) Notes: Selling alcohol to someone who is underage (that is under 18 years of age) is against the law and can lead to prosecution. 9. The legal blood alcohol concentration (BAC) for drivers holding a full licence is (False) Notes: The legal BAC for drivers holding a full licence is BAC levels are much lower for L and P-plate drivers. This means they can not drink alcohol and drive. BAC refers to the amount of alcohol in a person s blood. A BAC of 0.05 means the person has 0.05 grams of alcohol for every 100 millimetres of their blood. The legal BAC ranges from nil to 0.05 depending on experience and the type of vehicle being driven e.g. bus and tram drivers must have a zero BAC while on the road in most Australian states. Studies have shown there is a direct correlation between BAC and the degree to which reactions and judgements are impaired. 10. Alcohol is a drug. (True) Notes: Alcohol is a depressant that slows down the activity of the central nervous system. It effects concentration and co-ordination and slows down responses. 11. Drinking coffee will help to sober you up. (False) Notes: Alcohol has to be removed from the body by the liver and this takes time. The liver can only work at a fixed rate, breaking down about one standard drink per hour. Drinking coffee will not accelerate the process or help sober a person up. 12. A can or stubby of beer (normal strength 4.9% alcohol) is one standard drink. (False) Notes: A can or stubby of normal strength beer (375ml) equals about one and one third standard drinks (285ml) and may take a P-plate driver over the BAC limit. The number of standard drinks is listed on the labels of all alcoholic beverages. Talk to three or four others in the group. Ask them to answer one or two of the questions on the sheet and sign their name. What do you think about drinking alcohol? How can alcohol affect people? What harm can alcohol cause? How might television advertisements about alcohol have an effect on peoples attitudes towards drinking alcohol? How do you feel when you see characters in movies drinking or getting drunk? What should the legal age for drinking alcohol be?

11 Strategy tool A tool for the classroom 11 Activity 2 Fact or fiction? This activity enables students to explore facts and fiction about alcohol and discuss reasons why people choose to drink or not to drink alcohol. Preparation Worksheet 2.1: Alcohol: fact or fiction Information sheet 2.1: Answers to quiz Chart paper Textas Organisation Activity Notes Individual 10 minutes Pairs Peer group Pairs 10 minutes Peer group Pairs Introduction Provide an overview of the program. Outline expectations and explain how the program will be conducted. Review the roles and responsibilities of the peer leaders and group members. Fact or fiction? Provide students with a copy of Worksheet 2.1: Alcohol: fact or fiction and ask them to circle True or False for each question (e.g. Alcohol affects the brain by speeding it up). Ask students to compare answers with a partner. Read the correct responses from Information sheet 2.1: Answers to quiz so that students can check their answers. Ask: what were some of the facts you thought were fiction? what was some fiction you thought was fact? where did you learn this fact or fiction? Facts about alcohol Ask students to discuss their answers to the following questions with a partner: how is alcohol produced? what type of drug is alcohol? Information sheet 2.1: Answers to quiz also provides information to help with discussion. Questions are written on chart paper prior to the activity and displayed for students reference. Alcohol is made when water and yeast act on the sugars from various types of grain, fruit and vegetables. The process is called fermentation. Pure alcohol has no taste and is a colourless liquid. Alcoholic drinks vary in colour and Alcohol is a psychoactive drug that affects the mind. Alcohol is a depressant and slows down the activity of the central nervous system. In small doses depressants cause people to be outgoing. Depressants can affect concentration and co-ordination and slow down people s response times to unexpected situations. Types of alcoholic drinks include wine, spirits, sherry, port, alcoholic cider, mixed drinks and liqueurs. Many drinks contain alcohol. The amount depends on the type of drink, regular beer is 4.9% alcohol, low alcohol beer is 2.9% alcohol, wine is around 12% alcohol and spirits or liqueurs are around 40% alcohol. Effects of alcohol may include feeling more relaxed, growing in confidence, slurred speech, difficulty co-ordinating movements e.g. stumbling, blurred vision, feeling sick, vomiting, shakiness, diminished sense of responsibility leading to risky behaviour, violence, passing out, hangover.

12 Strategy tool A tool for the classroom minutes Groups of four What are some types of alcoholic drinks? what is the difference in the alcoholic content of beer, wine, spirits and liqueurs? how might alcohol affect a person s immediate wellbeing and health? Peer leaders bring group back together and ask each pair to give their responses to one of the questions. Repeat the process until all questions are answered. One leader records the answers on chart paper while the other leads a group discussion, clarifies any issues and adds extra information from the notes. Why do people drink alcohol? Explain that people choose to drink or not drink alcohol for a variety of reasons. Reasons may change in different circumstances or different times of a person s life. Ask students to work with a partner and list the reasons young people: choose to drink alcohol choose not to drink alcohol. Ask each pair to compare their list with another pair and add any additional reasons. Repeat the process for the reasons adults: choose to drink to alcohol choose not to drink alcohol. Ask group members to write their main reason(s) for each category on the chart paper. Prior to the activity, chart paper should be prepared with the following headings: reasons young people choose to drink alcohol reasons young people choose not to drink alcohol reasons adults choose to drink alcohol reasons adults choose not to drink alcohol. Reasons people choose to drink alcohol could include to: relax celebrate have fun rebel feel happier help cope with problems be sociable experiment fit in with friends enjoy the taste quench thirst get drunk. Reasons people choose not to drink alcohol could include: to stay in control of behaviour family does not approve can have fun without drinking alcohol to be able to drive safely to avoid unpleasant experiences caused by alcohol e.g. feeling sick on a diet to avoid doing something they might later regret to comply with religious beliefs friends do not drink do not like the taste concerns about the effect on health alcohol is too expensive.

13 Strategy tool A tool for the classroom 13 Ask: are the reasons young people have for drinking alcohol different from those of adults? Why might this be? are the reasons young people have for drinking alcohol similar to those of adults? Why might this be? how can understanding reasons for behaviour help us in real life situations? Many of the reasons young people and adults give for choosing to drink alcohol are the same, for example, to be sociable, to have fun or to celebrate. Other reasons are linked to developmental, financial and lifestyle factors and might be given by one group more frequently, for example, to experiment is more likely to be given by young people. Many of the reasons young people and adults give for choosing not to drink alcohol are the same, for example, to comply with religious beliefs. Other reasons might be given by one group more frequently, for example, to gain family approval is more likely to be given by young people. Looking at reasons why people chose to drink or not drink alcohol can help us to: examine the reasons for our own behaviour look at whether we are making sensible and well informed choices about what we do stick to our decisions when we think we have made them for a good reason and not be influenced by others think about whether our behaviour is actually getting us what we want, for example, if a person is drinking because it helps them to relax, he/she might think about another way of relaxing that doesn t involve alcohol and is a healthier and better choice. Circle either True or False, for each statement. 1 Alcohol is a depressant. T F 2 Developing a tolerance to alcohol means you T F need to drink more to get the same effect as previously. 3 Alcohol is derived from the fermentation T F of a variety of grains, fruit and vegetables. 4 Beer, wine, spirits and liqueurs contain T F the same amount of alcohol. 5 Consumption of alcohol contributes to 50% of T F drug related deaths for people aged 0-34 years 6 Drinking alcohol during pregnancy can be T F unsafe for the unborn child. 7 If you eat before you drink you won t get drunk. T F 8 Blood alcohol concentration (BAC) is the T F measurement of the amount of alcohol in a person s blood. 9 Most alcohol is removed from the body T F by the liver. 10 A standard drink contains 10 grams of alcohol. T F 1. Alcohol is a depressant. Notes: Alcohol is a depressant and slows down the activity of the brain and nervous system. In small doses depressants may cause people to be outgoing. Depressants can affect concentration and co-ordination and slow down people s response times to unexpected situations. T 2. Developing a tolerance to alcohol means you need to drink more to get the same effect as previously. Notes: Tolerance to alcohol means a person needs to drink more to get the same effects that they used to get when drinking less. People who drink excessively usually develop a tolerance to alcohol and they may not appear to be drunk even though they have a high BAC. Tolerance does not prevent the alcohol from damaging their health. T 3. Alcohol is derived from the fermentation of a variety of grains, fruit and vegetables. Notes: Alcohol is made when water and yeast act on the sugars from various types of grain, fruit and vegetables. This is called fermentation. Pure alcohol has no taste and is a colourless liquid. Alcoholic drinks vary in colour and taste due to the other ingredients they contain and the method of manufacture. T 4. Beer, wine, spirits and liqueurs contain the same amount of alcohol. Notes: Alcohol is in all alcoholic drinks. The amount depends on the type of drink, for example, regular beer is 4.9% alcohol, low alcohol beer is 2.9% alcohol, spirits or liqueurs are 40% alcohol, table wine is 12% alcohol. F

14 Strategy tool A tool for the classroom Consumption of alcohol contributes to 50% of drug related deaths for people aged 0-34 years Notes: Research shows consumption of alcohol contributes to 50% of drug related deaths for people aged 0-34 years. While dying immediately as a direct result of consuming alcohol is rare, a large percentage of traffic accidents and drownings involve alcohol e.g. approximately 3300 Australians (all ages) died in 1998 due to the effects of alcohol. Approximately 14% of people admitted to driving a motor vehicle while under the influence of alcohol. Approximately 6% of people verbally abused someone while under the influence of alcohol and 5% of people had been physically abused by someone under the influence of alcohol. T 6. Drinking alcohol during pregnancy can be unsafe for the unborn child. Notes: Alcohol consumed during pregnancy crosses the placenta to the baby. It can cause problems in pregnancy such as bleeding, miscarriage, stillbirth and premature death. It can also negatively affect the baby s health, for example, damage to the nervous system. It may also cause learning difficulties including low attention span, distractibility and slow reaction times. It is not known exactly how much alcohol will affect the unborn child and many doctors recommend that women do not drink at all during pregnancy or while planning to become pregnant. T 7. If you eat before you drink you won t get drunk. Notes: Alcohol is absorbed through the wall of the stomach and small intestine into the blood. Having food in the stomach slows the rate in which alcohol is absorbed into the blood stream. However, no matter how much food a person has in their stomach all the alcohol will eventually be absorbed. F 8. Blood alcohol concentration (BAC) is the measurement of the amount of alcohol in a person s blood. Notes: The BAC refers to the percentage of alcohol present in a person s blood. Studies have shown there is a direct correlation between BAC and the degree to which reactions and judgements are impaired. T 9. Most alcohol is removed from the body by the liver. Notes: The liver removes most alcohol from the body (90%); small amounts can be excreted through the skin, breath and urine. It takes the liver approximately one hour to metabolise 10 grams of alcohol (one standard drink). Once alcohol has been absorbed into the blood stream it is not possible to speed the process up despite the myths (such as drinking black coffee, vomiting, cold showers and fresh air). T 10. A standard drink contains 10 grams of alcohol. Notes: Alcoholic beverages are served in different sized glasses because some are stronger (have more alcohol) than others. A standard drink for all alcoholic beverages contains 10 grams of alcohol. For example a schooner of light beer (425ml), a middy of full strength beer (285ml), a glass of wine (100ml), a small glass of sherry (60ml) and one nip of spirits (30ml) all contain 10 grams of alcohol and equal a standard drink. T

15 Strategy tool A tool for the classroom 15 Activity 3 Effects of alcohol on the body This activity enables students to identify and discuss the short-term and long-term effects and the possible harms associated with alcohol use. Preparation Information sheet 3.1: Body organs Worksheet 3.1: Short-term effects of alcohol Activity sheet 3.1: Long-term effects of alcohol misuse Worksheet 3.2: Effects of alcohol quiz Information sheet 3.2: Answers to the alcohol quiz Textas Chart paper Organisation Activity Notes Peer group 5 minutes Individual 5 minutes Peer group 5 minutes Peer group 15 minutes How does alcohol affect the body? Ask the group to brainstorm the possible effects of alcohol. Leader records responses on chart paper. Hand out Worksheet 3.1: Short-term effects of alcohol and check the list that the group brainstormed against the reasons on the worksheet. Ask students to rank the level of effects in terms of harm from 1 (least) to 5 (greatest). Ask students to record their answers on Worksheet 3.1: Shortterm effects of alcohol. Explain blank circles have been included for students to fill in and rank any other short-term effects. Ask: which short-term effects of alcohol may be harmful? What are these harms? how does the amount of alcohol consumed affect a person s ability to function normally? Long-term effects of drinking alcohol Explain regular and heavy consumption of alcohol over a long period of time can cause damage to many parts of the body. Place chart paper on floor. Explain to students that they are going to link the long-term misuse of alcohol with the body organ that is affected. Draw a large outline of the body and ask students to draw the following organs: heart lungs stomach brain liver skin. Effects of drinking alcohol may include: feeling more relaxed loss of inhibitions leading to risky behaviour headache, nausea, vomiting violence slurred speech difficulty co-ordinating movements e.g. stumbling blurred vision shakiness short-term memory loss accidents passing out hangover alcohol dependence. Alcohol dependence is the result of prolonged, regular use of increasing amounts of this drug. There are degrees of dependence from mild to severe. In severe cases of dependence the drug user has little or no control over his or her drug use, and feels compelled to use in order to feel normal and cope. The following are examples of how the amount consumed can affect a person: three or more standard drinks may cause a person to lose their inhibitions leading to risky behaviour a few more drinks can cause a person to feel ill a large amount of alcohol can cause a person to become unconscious. The legal limit for driving (BAC) could be discussed again. The legal BAC for drivers holding a full licence is BAC levels are much lower for L and P-plate drivers. This means they can not drink alcohol and drive. The picture below may help when drawing the organs onto the body. See Information sheet 3.1: Body organs.

16 Strategy tool A tool for the classroom 16 Individual 10 minutes Peer group Each student selects one card from Activity sheet 3.2: Long-term effects of alcohol misuse and the group decides which body organ it refers to and where to place it on the body outline. Short-term and long-term effects of alcohol quiz Provide students with a copy of Worksheet 3.2 Effects of alcohol quiz and ask them to circle one answer for each of the Peer leaders read the correct answers from Information sheet 3.2: Answers to the alcohol quiz and allow students to check their answers. Peer leaders read the correct answers from Information sheet 3.2: Answers to the alcohol quiz and allow students to check their answers. Concluding question: why do people still drink alcohol knowing there may be harmful consequences? One copy of Activity sheet 3.2: Long-term effects of alcohol misuse should be cut up prior to the activity. Definitions for Activity sheet 3.2 Long-term effects of alcohol misuse: hepatitis: inflammation of the liver cirrhosis: disease of the liver marked by the dying of cells and a thickening of the surrounding tissues tuberculosis: an infectious disease of the lungs ulcer: an open sore on an external or internal surface of the body. People including those who drink heavily often do not think of long-term harms when drinking alcohol and often the short-term benefits outweigh these harms, e.g. if a person s friends are drinking he or she may decide being like his or her friends and part of the group is more important than any harms (either short-term or longterm) from drinking alcohol. Reproduced with approval from the Australian Drug Foundation Australian Drug Foundation 2001

17 Strategy tool A tool for the classroom 17 WORKSHEET 3.1: SHORT-TERM EFFECTS OF ALCOHOL USE Feeling relaxed Slurred speech Headaches Decreased sense of responsibility Poor co-ordination Feeling sick and vomiting Lowered inhibitions Difficulty remembering things Risky behaviour e.g. unwanted or unprotected sex Having fun

18 Strategy tool A tool for the classroom 18 ACTIVITY SHEET 3.2: LONG-TERM EFFECTS OF ALCOHOL MISUSE For each of the following questions / statements circle the correct answers. Some questions / statements may have more than one correct answer. brain injury loss of memory confusion S inflamed lining bleeding ulcers 1. Which of the following body organs is affected by long-term use of alcohol? Liver Heart Brain Skin All of these high blood pressure irregular pulse enlarged heart sweating bruising 2. Which of the following are short-term effects of alcohol? Headaches Nausea Speeding up brain activity Poor co-ordination greater chance of infections including tuberculosis _I inflamed lining ulcers 3. Which of these difficulties may be the result of long-term alcohol misuse? Social Physical Emotional All of these severe swelling and pain hepatitis cirrhosis cancer weakness loss of tissue _P inflammation pain 4. Which of the following is a long-term effect of alcohol on the heart? Irregular heart rate Enlarged heart Both of these 5. Memory loss can be both a short-term and long-term effect of alcohol. True False 6. Which of the following is a long-term effect of alcohol misuse on the liver? Tuberculosis Cirrhosis Ulcers None of these 7. Difficulty co-ordinating movements can be both a short-term and long-term effect of alcohol. True False

19 Strategy tool A tool for the classroom Which of the following body organs is affected by long-term use of alcohol? Liver Heart Brain Skin All of these Long-term alcohol misuse damages many of the body s organs. 2. Which of the following are short-term effects of alcohol? Headaches Nausea Speeding up brain activity Poor co-ordination Headaches, nausea and poor co-ordination are short-term effects of alcohol. Alcohol does not speed up the brain. It is a depressant and slows reaction times and the functioning of the brain. 3. Which of these difficulties may be the result of long-term alcohol misuse? Social Physical Emotional All of these Heavy consumption of alcohol over a long period of time can cause physical damage to many organs of the body. Emotional difficulties such as depression and social difficulties such as relationship problems may also occur. 4. Which of the following is a long-term effect of alcohol on the heart? Irregular heart rate Enlarged heart Both of these Long-term effects of alcohol misuse on the heart and circulatory system include irregular pulse, enlarged heart and high blood pressure. 5. Memory loss can be both a short-term and long-term effect of alcohol. True False Short-term memory loss can occur immediately after drinking. Confusion and memory loss are also long-term effects of alcohol misuse. 6. Which of the following is a long-term effect of alcohol misuse on the liver? Tuberculosis Cirrhosis Ulcers None of these A long-term effect of alcohol misuse is cirrhosis (scarring) of the liver. Tuberculosis, a disease of the lungs occurs more frequently when alcohol is misused. Ulcers are open sores and occur in the stomach and intestines from long-term alcohol misuse. 7. Difficulty co-ordinating movements can be both a short-term and long-term effect of alcohol misuse. True False Lack of co-ordination and slow reactions are short-term effects of alcohol misuse and loss of fitness can result in the long-term due to damage to body organs. Activity 4 Standard drinks In this activity students measure standard drinks and compare sizes of a standard drink for different alcoholic beverages. Preparation: Activity sheet 4.1: Standard drink Worksheet 4.1: Standard drink Information sheet 4.1: Standard drink guide Large sized plastic drinking cups (370ml), enough for 1 set of 8 cups for each pair and at least one set of marked and labelled cups 2 litre buckets or jugs Food dye and water Marker pens Measuring beakers, jugs or cylinders (in millilitres) Pen/pencil Chartpaper

20 Strategy tool A tool for the classroom 20 Organisation Activity Notes Peer group 10 minutes Pairs 20 minutes Standard drinks Peer leaders explain to the group members that they are going to pour a standard drink to compare the sizes of a standard drink for a range of alcoholic beverages. Brainstorm and record on chartpaper a list of beverages that contain alcohol. Ask students to indicate the beverages they think might be stronger (contain more alcohol). Divide the students into pairs and give each pair: a copy of Worksheet 4.1: Standard drink a copy of Activity sheet 4.1: Standard drink 8 unmarked plastic drinking cups 2 litre buckets or jugs food dye and water measuring cylinders or jugs marker pens pens It is suggested this activity takes place outside. Prior to the activity, prepare one or more sets of eight larger sized standard drink plastic cups. Each cup has a line drawn on the outside to the level of a standard drink for each of the eight beverages listed on Worksheet 4.1: Standard drink. Each cup should have the name of the type of alcoholic beverage it refers to marked on it. In the case of light beer, for example, it may be necessary to use more than one plastic cup to measure the volume equal to a standard drink. These cups could be rotated between pairs after they have completed their estimations. Alternatively if there are enough cups each pair could have their own set. Different types of alcoholic drinks contain different amounts of pure alcohol. A standard drink is defined as one that contains 10 grams of pure alcohol. Some hotels do not serve alcohol in standard drink sizes they are often larger. Large wine glasses can hold two or more standard drinks of wine. Cocktails may contain several standard drinks. Peer group 10 minutes Read the activity sheet so that everyone understands what to do. Complete the activity as set out on Activity sheet 4.1: Standard drink. After group members have estimated standard drinks, hand out 8 marked standard drink cups and Information sheet 4.1: Standard drink guide for students to check their estimates of a standard drink. Bring group back together and ask each pair to share their results with the group. Ask: how did your estimate compare with the actual measure of a standard drink? if the difference between your guess and a standard drink was large, what could be the consequences of guessing as a way of estimating drinks? BAC (blood alcohol concentration) refers to the percentage of alcohol that is in a person s blood. Studies have shown there is a direct link between BAC and the degree to which reactions and judgements are impaired. Knowing the size of a standard drink for different alcoholic beverages allows people to monitor how much they are drinking and make informed decisions about how much alcohol is consumed. This can help to minimise potential harm. why do you think different sized glasses are designed for a range of alcoholic drinks? what have you learnt that might help you in the future?