Stage 5. Tailoring drug education. from Rethinking Drinking: You re in control

Transcription

1 Stage 5 Tailoring drug education from Rethinking Drinking: You re in control Australian Brewer s Foundation, 1995

2 Rethinking Drinking Knowledge original resource pages A. Alcohol use in Australia Lesson 1 Activities 1, 2 & 3 p 16, 17, 18 Homework: Why people drink p 18 B. How alcohol affects the body? Lesson 3 Activity 2 p 22 Lesson 3 Activity 3 p 22 C. Standard drinks and BAC Lesson 4A Activities 1, 2 & 3 p 29 Skills D. The decider game Lesson 7 Activity 1 p 47 E. Role rehearsal Lesson 7 Activity 2 p 49 Homework: Strategies and support Advocacy F. Dear Abby problem solving panel Lesson 5 Activity 2 p 39 Homework: Media watch Extension activity 5 p 59 From Rethinking Drinking: You re in control Australian Brewers Foundation

3 KNOWLEDGE A. Alcohol Use in Australia Prerequisite knowledge: 1) Concepts: family expectations, lose inhibitions, gain confidence 2) Vocabulary: allergies, penalties (fines), addicted, illegal, risky Making your expectations clear You may wish to set group rules to make the following expectations clear to the students. Listen to what others say, without passing judgement or hassling them. Be prepared to work in a cooperative way on group tasks. Protect the right to privacy of both others and yourself. Where appropriate, use the third person rather than mentioning names. Use the class activities as an opportunity to do your own thinking about how best to keep yourself and others out of harm in situations involving alcohol. ACTIVITIES 1. Ask students to think back a minute and find one of their childhood memories relating to alcohol or an event where people were drinking. Point out that, whether they re drinkers or not, people already have thoughts and expectations about drinking, and that drinking affects others besides the drinker. TEACHERS NOTES 2. Give them one or two minutes to share this story with the person sitting next to them. 3. Ask some students to tell the story of the remembered incident. Protect privacy as required. As each person has shared their story, ask the question: What do you think a child might learn or decide about alcohol from such an occasion? (Others in the class may answer this for the storyteller.) From Rethinking Drinking: You re in control Australian Brewers Foundation

4 ACTIVITY 4. Have a scribe to collect these responses on the board (or on butcher s paper) or OHT under the heading: From an early age people reach conclusions about alcohol including: 5. Point out that, whether they re drinkers or not, by their age people already have thoughts and expectations about drinking because they live in a society in which alcohol use is widespread. 6. Divide a class into small groups and have some groups brainstorm a list of 10 or more reasons why people drink alcohol, and others 10 or more reasons why people choose not to drink. Activity sheet A1 can be used to record responses. 7. Ask each group to share their list. Have a scribe write up the reasons on the board (OHT or chart paper) under the headings: - Reasons why some people choose to drink alcohol: - Reasons why some people choose not to drink alcohol: 8. Ask students to estimate how many young people around their age: - have ever tried alcohol - use alcohol regularly? Discuss what research says about the situation. TEACHERS NOTES You may find a collection of comments such as these: It s for grown-ups It s for special events or parties. People do funny things when they re drunk It causes fights or accidents. It s fun. It makes you sick. It s for men. If you don t, ensure that you add to the list to make it comprehensive. OHT 1: Why some people drink can be used to summarise/check whether all responses are covered. Although about 88% of young people between 12 and 17 said that they have tried alcohol, only about 32% indicated that they had drunk alcohol recently. (See OHT 1A 1996 Australian school students alcohol and drugs survey.) From Rethinking Drinking: You re in control Australian Brewers Foundation

5 ACTIVITY 9. Homework: Why some people drink For homework, ask students to interview their parents or another family member or adult about reasons why people drink or do not drink and record their responses. TEACHERS NOTES Prepare students to take the homework home to their parents. See Homework sheet A and A) Preparation for Homework sheets EXTENSION ACTIVITY: Why People Drink 1. Show students the first section of the Taking the hiccups out of alcohol education video and ask them to take note of the different reasons suggested as to why young people drink (video in Rethinking Drinking package). 2. After seeing the video ask students to add to the list of reasons they can remember which were mentioned. Point out that some of the reasons suggested by parents are different from those suggested by young people. The father says boys have to drink to fit an image.. What do you think about this statement? 3. Hold a classroom discussion questioning students about some of the reasons suggested for drinking or not drinking. You might like to use these guideline questions: What pressures or influences affect young people s decisions to drink? Are there different pressures and expectations for males and females? Are different alcoholic drinks associated with different images? Will this affect who chooses to drink them or when they are drunk? The most common reasons for young people drinking are given in the All about alcohol and minimising harm section of Rethinking Drinking The Classroom Program. From Rethinking Drinking: You re in control Australian Brewers Foundation

6 A) Preparation for Homework sheets Preparation for Homework sheets Explain that sometimes students and their parents argue about homework but this is not the purpose of these activities. Explain that the purpose of the activities is to allow their parents to discuss these important issues with their children. Stress that these activities are really for parents and that it is usually not necessary to bring the answers to these questions back to school. Ask students the following questions and discuss answers. o When is the best time to give these sheets to your parents? o How do you approach your parents with the activity sheets? What could you say? What should be avoided? Provide opportunities for students to rehearse ways to approach their parents. Feedback should be non-judgemental e.g. What do you think your parents would say to this? Why would this be a good way to do it? What if your parent/family member is.. (e.g. busy)? From Rethinking Drinking: You re in control Australian Brewers Foundation

7 A OHT 1 Why some people drink What are the factors that influence people s decisions whether to drink or not? Some of the factors that influence people s decisions Why some people choose not to drink Why some people choose to drink too young because it is there medical reasons to be cool next day commitments to celebrate cost to enjoy the taste the law (penalties and to be relaxed fines for underage drinking) to talk more easily with too young to buy it the opposite sex don t like it to lose inhibitions religious reasons because others are not allowed to forget troubles pregnancy to find out what it is like workplace/school rules to gain confidence family expectations family expectations driving to get drunk dieting to escape from life fitness because they are addicted health to have a good time having an alcohol free day to look more mature work to take a risk (if underage) From Rethinking Drinking: You re in control Australian Brewers Foundation

8 Activity sheet A 1 Why some people drink What are the factors that influence people s decision whether to drink or not? Why some people choose not to drink Why some people choose to drink From Rethinking Drinking: You re in control Australian Brewers Foundation

9 OHT 1A From Rethinking Drinking: You re in control Australian Brewers Foundation

10 A) Homework: Why some people drink Dear (Parent/caregiver) The activity below can be used to discuss alcohol related issues with your child. This will also enable you to support your child s learning. Please take a few minutes to discuss the following activity with your child. The school values your support and involvement in alcohol education. Ask a parent or another family member or adult about reasons why some people choose to drink or not to drink. What do you think are some reasons why some people choose not to drink? What do you think are the reasons why some people choose to drink? From Rethinking Drinking: You re in control Australian Brewers Foundation

11 KNOWLEDGE B. How Alcohol Affects the Body? Prerequisite knowledge: 1) Concepts: gender differences, chemical concoction, central nervous system, different levels of intoxication, corresponding harms. 2) Vocabulary: eliminated, metabolising, depressant, transmission, tranquilliser, fermentation, absorbed, hangover, dehydration, expelled, diuretic ACTIVITY 1. Read OHT 2: What alcohol is and discuss. 2. Look at the photograph and information on OHT 3: What you need to know about alcohol. Explain how alcohol gets into the blood and how it leaves the body. Emphasise that nothing can speed up the elimination of alcohol from the body and that things like dinking strong coffee or taking a shower are myths. TEACHERS NOTES OHT 2: What alcohol is Alcohol is a drug. It belongs to the group of drugs known as depressants. This surprises many people because depressed is not the feeling they associate with the consumption of alcohol. Depressants slow down the central nervous system including the transmission of messages to and from the brain, and don t necessarily make you feel depressed. Tranquillisers and marijuana are also depressants. Chemically, alcohol is also known as ethyl alcohol or ethanol. It is a byproduct of the process known as fermentation whereby yeast reacts with the sugar contained in fruits, vegetables and grains to produce alcohol and carbon dioxide. How alcohol gets into the blood Alcohol enters the body through the stomach and small intestine. It then passes into the bloodstream where it is carried to all parts of the body. Alcohol is distributed throughout the water in the body. An empty stomach will result in faster absorption of alcohol into the bloodstream while, in turn, food will slow down the absorption process, which is the reasons why people are encouraged to eat while they drink. However, all the alcohol consumed will eventually reach the bloodstream. From Rethinking Drinking: You re in control Australian Brewers Foundation

12 ACTIVITIES 3. Read through the short term effects of alcohol on Activity Sheet B1 4. Divide students into small groups or pairs. Assign each group the task of matching likely or possible harms to a particular level of drinking on Activity Sheet B2. 5. Ask each group to report back to the class to discuss the responses. TEACHERS NOTES How alcohol leaves the body Alcohol is metabolised (broken down, processed or flushed out) by the body slowly in four ways: 1) About three percent is breathed out. 2) About three percent is lost in perspiration. 3) About three percent is eliminated in urine. 4) The majority, about 90 percent, is broken down by the liver. The liver breaks between seven and 10 grams of alcohol an hour. Stress individual differences It will be clear that there is an overlap between possible effects and levels of drinking. Make sure you draw this out and explain or question students about why one person may be giggly after only one drink and yet another doesn t get giggly until after four drinks. Stress that individual differences make it impossible to predict exactly when people s reactions and behaviour will be a result of alcohol use. Hangovers As alcohol leaves the body, certain physical after-effects may be experienced. These are known collectively as a hangover and include: A feeling of dehydration. This is because alcohol is a diuretic and causes water to be expelled from the system. A dry mouth and lips, tight head and burning eyes all symptoms of the body processing excessive amounts of alcohol. Drinking large amounts of water helps maintain levels of fluids in the body as the alcohol is expelled. From Rethinking Drinking: You re in control Australian Brewers Foundation

13 EXTENSION ACTIVITY Ask students to brainstorm some of the likely effects for someone who engages in long term abuse of alcohol. Assign groups to collect answers for each of the following categories. physical effects emotional effects social effects financial effects. TEACHERS NOTES Long term effects of regular heavy drinking. The long tern effects of regular alcohol consumption at above safe levels can result not only in physical damage but can also have social, emotional and financial consequences. Long term use above safe levels can result in the drinker developing a tolerance for alcohol, meaning they have to drink more to feel the same effect. Consistent heavy drinking over a long period of time can cause damage to a range of body parts and functions including: brain heart muscles lungs stomach intestines nervous system blood skin pancreas liver sexual organs. From Rethinking Drinking: You re in control Australian Brewers Foundation

14 B OHT 2 Alcohol is a drug. What alcohol is It belongs to the group of drugs known as depressants. This surprises many people because depressed is not the feeling they associate with the consumption of alcohol. Depressants slow down the central nervous system including the transmission of messages to and from the brain, and don t necessarily make you feel depressed. Tranquillisers and marijuana are also depressants. Chemically, alcohol is also known as ethyl alcohol or ethanol. It is a by-product of the process known as fermentation whereby yeast reacts with the sugar contained in fruits, vegetables and grains to produce alcohol and carbon dioxide. From Rethinking Drinking: You re in control Australian Brewers Foundation

15 B OHT 3 From Rethinking Drinking: You re in control Australian Brewers Foundation

16 Activity sheet B 1 From Rethinking Drinking: You re in control Australian Brewers Foundation

17 Activity sheet B 2 From Rethinking Drinking: You re in control Australian Brewers Foundation

18 KNOWLEDGE C. Standard Drinks and BAC Prerequisite knowledge: 1) Concepts: blood alcohol concentration, standard drinks, health conscious, life style, carbonation technique. 2) Vocabulary: breathalyser, capacity, analysing, phenomenon, diluted, bloodstream, tradition, distil. ACTIVITY 1. Make sure that students are familiar with the term blood alcohol concentration (BAC). See OHT 4 2. Explain that this lesson will focus on developing their ability to estimate and pour standard drinks and to estimate likely BAC levels. Make sure students are familiar with the law about driving and BAC, and the recommended drinking guidelines for staying within the.05 limit, noting the difference for men and women. See OHT Explain to students that the notion of a standard drink is used to calculate BAC and is the form which safe levels for intake are prescribed. 4. Explain that beverages vary in their alcoholic content and that, consequently, a standard drink does not appear as a uniform amount of liquid in a glass. 5. Read through the page on standard drinks (Activity sheet C1) and have students calculate standard drinks. TEACHERS NOTES OHT 4: Blood alcohol concentration (BAC). The amount of alcohol in the bloodstream is called alcohol concentration (BAC). A BAC of 0.05 means a person has.05 grams of alcohol in their body for every 100 mls of blood. BAC is measured with a breathalyser or by analysing a sample of blood. OHT 5: Calculating BAC The legal BAC limit in most states of Australia for driving a car or riding a motor bike is In NSW and most other states, the limit for P and L Plate drivers is zero. In order to stay safely below.05 drivers are advised to limit their drinking to: Men no more than two standard drinks in the first hour and no more than one standard drink every hour after that. Women no more than one standard drink in the first hour and no more than one every hour after that. A standard drink A standard drink is defined as one which contains 10 grams of alcohol. The formula for calculating a standard drink is: (Volume of container in mls) (Alcoholic strength in mls/lt) See C Teacher information What s in a drink? From Rethinking Drinking: You re in control Australian Brewers Foundation

19 ALTERNATIVE ACTIVITY 1. Divide students into groups 2. Ask some groups to estimate and pour a set of standard drinks (include: wine, beer, light beer, spirits, cider and fortified wine). 3. Set other groups the task of measuring accurately and pouring a standard drink of a range of alcoholic beverages (such as wine, beer, light beer and spirits). 4. Ask another group to estimate and then to measure accurately how many of their sips it would take to amount to a standard drink. 5. When the groups have completed their pouring, measuring or drinking, compare results. Discuss the following questions: Does a standard drink of spirits, wines etc look as you imagined? How many sips would equate roughly to one standard drink of spirits? From your experiences and observations do you think that people in general usually pour and understand standard drinks? 6. Ask students to complete the Comparing Drinks exercise on Activity Sheet C2. TEACHERS NOTES The pouring exercise Provide the students with glasses, a measuring glass, water (dyed different colours to represent different drinks, or mixed with cordials in a range of colours if you want the students to drink the drinks and compare the difficulty of drinking six standard drinks of light beer as opposed to six standard drinks of spirits. Answers for C2: 1. Beer=1.5, wine=7.4, whisky=6.3, gin and squash=14.8, cooler=11, cider= Sam = 6.3, Jo = 3, Robin = 7.1. From Rethinking Drinking: You re in control Australian Brewers Foundation

20 EXTENSION ACTIVITY The aim of this activity is to help students: focus on the safety risks a drunk person faces revise some basic first aid principals think ahead about how to manage safety or first aid situations. 1. Explain to students that there are some basic first aid principles they should be familiar with. They may need to use these to look after a drunk person. 2. Brainstorm the injuries most likely to occur to a drunk person. 3. Read through the Do s; and Don ts on Activity Sheet C3. 4. Using the Do s and Don ts as a guide ask students to complete the action chart on Activity Sheet C3. TEACHERS NOTES From Rethinking Drinking: You re in control Australian Brewers Foundation

21 C OHT 4 Blood alcohol concentration (BAC) The amount of alcohol in the bloodstream is called blood alcohol concentration (BAC). A BAC of 0.05 means a person has.05 grams of alcohol in their body for every 100 mls of blood. BAC is measured with a breathalyser or by analysing a sample of blood. From Rethinking Drinking: You re in control Australian Brewers Foundation

22 C OHT 5 Calculating BAC The legal BAC limit in most states of Australia for driving a car or riding a motor bike is In NSW and most other states, the limit for P and L Plate drivers is zero. In order to stay safely below.05 drivers are advised to limit their drinking to: Men no more than two standard drinks in the first hour and no more than one standard drink every hour after that. Women no more than one standard drink in the first hour and no more than one every hour after that. From Rethinking Drinking: You re in control Australian Brewers Foundation

23 C Teacher information From Rethinking Drinking: You re in control Australian Brewers Foundation

24 C Teacher information From Rethinking Drinking: You re in control Australian Brewers Foundation

25 Activity sheet C 1 From Rethinking Drinking: You re in control Australian Brewers Foundation

26 Activity sheet C 2 From Rethinking Drinking: You re in control Australian Brewers Foundation

27 Activity sheet C 3 From Rethinking Drinking: You re in control Australian Brewers Foundation

28 SKILLS D. The Decider Game Prerequisite knowledge: 1) Concepts: family dynamics, protective behaviour. 2) Vocabulary: consequences, assertive. Set up the game to be played: as a role play on paper (Activity Sheet D1, D2) as a class brainstorming exercise. ACTIVITY Role-play or brainstorm 1. Divide the class into groups of three. 2. One person is nominated as the decider. They must make a decision based on the thoughts they are fed by other players in the game. The other two players help the decider to make sure that he or she has thought of all the for and against reasons for acting in a certain way. They must not try to persuade the decider to choose one side of the case. For example, the decision to be made may be: - Do you accept a lift home by someone you like, even though they have obviously had a lot to drink? TEACHERS NOTES Cultural and religious beliefs Be aware that cultural factors and attitudes towards alcohol and drug use will vary within the school community and include: religious objections to, or controls on, drinking; beliefs that boys and girls should act differently; membership of abstinence groups such as Alcoholics Anonymous. The classroom program must obviously be implemented with sensitivity to these issues. Discuss cultural differences with your students and acknowledge that each set of parents may have different rules for their children. Point out that non-drinkers are also affected by drinking and that therefore the topic is appropriate for all to study. The players think of all the reasons why the student should accept the lift and all the reasons why the student should not accept the lift. 3. Interview the decider: What would you chose to do and why? From Rethinking Drinking: You re in control Australian Brewers Foundation

29 Tailored activities from Rethinking Drinking ACTIVITIES Playing on paper 1. Ask students to use the cartoons on Activity Sheets D1, D2. TEACHERS NOTES 2. Students first choose a situation. Then, they must write down in the thought balloons the for and against sides of the case. They then write out what they feel would be the decision, based on those thoughts. 3. Discuss the following question: - What are some of the factors that affect the choices this person made?. From Rethinking Drinking: You re in control Australian Brewers Foundation

30 Tailored activities from Rethinking Drinking Activity sheet D 1 From Rethinking Drinking: You re in control Australian Brewers Foundation

31 Tailored activities from Rethinking Drinking Activity sheet D 2 From Rethinking Drinking: You re in control Australian Brewers Foundation

32 Tailored activities from Rethinking Drinking SKILLS E. Role Rehearsal Prerequisite Knowledge 1) Concepts: role rehearsal 2) Vocabulary: strategy ACTIVITIES 1. Divide the class into pairs and allocate a role rehearsal situation from Activity sheet E 1 to each pair Note: Some pairs may have the same situation. 2. Ask each pair to talk about their situation and think of more than one way (strategy) for handling the situation. Ask students to think about what to say and what to do. (Alternatively have students brainstorm a list of strategies for each situation before allocating situations to each pair.) 3. Ask students to take it in turns to: - rehearse each strategy - provide feedback to their partner - adapt or add to each strategy - decide which strategy/s they prefer and why. 4. Ask students to join with another pair of students and present their preferred strategy/s to each other. Ask some students to present their strategy/s to the class. TEACHERS NOTES Role rehearsal Use these to provide a rehearsal for life. They require students to think and speak as if they were in a specific situation. Students can trial a variety of reactions and strategies. They also provide a chance to practise communication in a range of circumstances. Situations can be replayed to investigate a range of choices and options. There is no right way to react and individual students should choose the strategies that they feel best suit the situation for them. Setting up role rehearsals Role rehearsals are not role plays and do not need beginnings or endings. Students can explore responses to a particular situation and then practise preferred strategies. Check that strategies are: - realistic - feel comfortable to say and do. Feedback to a partner needs to be positive (first focus on what is done well and make only one or two additional suggestions at a time). From Rethinking Drinking: You re in control Australian Brewers Foundation

33 Tailored activities from Rethinking Drinking ACTIVITIES 5. Discuss the strategies with the class. Use questions like the following: - Do you feel comfortable saying this/ doing it this way? - Did that sound realistic/ok to you? - What other possible ways of handling this situation are there? - What would happen if X (give an example) was said or done instead? - What do you think might happen next in this situation? 6. Compare responses and reactions between pairs to the same situation. What were the similarities and differences? Why do they occur? 7. Homework: Strategies and support For homework, ask students to collect ideas from a parent or family member about how to deal with risky situations involving alcohol (Homework: Strategies: and support). TEACHERS NOTES See E Homework sheet From Rethinking Drinking: You re in control Australian Brewers Foundation

34 Tailored activities from Rethinking Drinking Activity sheet E 1 Situations A. Your friend s brother is drunk and about to drive you and a group of friends home. B. A group of friends is planning to put in $5 each to buy alcohol for a party. One friend doesn t have any money. Another doesn t want to drink at the party. C. You have told your parents that there will not be any alcohol at a party. When you arrive a friend offers you a drink that is hidden in the back yard. D. You have promised your parents that you will not drink (or not drink too much) at a friend s place. You see that the drinks being poured all have a lot of alcohol in them. E. An older guest at a friend s place has drunk too much and is being a nuisance following you around. 1) List ways to refuse in this situation. 2) Rehearse some responses. Provide feedback to your partner. 3) What response do you think you would use? Why? From Rethinking Drinking: You re in control Australian Brewers Foundation

35 Tailored activities from Rethinking Drinking E) Homework: Strategies and support Dear (Parent/caregiver) The activity below can be used to discuss alcohol related issues with your child. This will also enable you to support your child s learning. Please take a few minutes to discuss the following activity with your child. The school values your support and involvement in alcohol education. Situations involving alcohol can be risky for young people. 1. What are the potential problems in the following? A. They are being bothered by someone who has been drinking and is following them and saying things. B. Someone who has arrived to drive a group of friends home is drunk. C. One of their friends has had a lot to drink and feels sick, vomits and collapses. D. A group people they know come to a party without an invitation and have obviously drunk a lot. 2. What options, choices or advice would you suggest young people could try in these situations? ALCOHOL AND DRUG INFORMATION SERVICE (ADIS) ADIS is a confidential, 24-hour, 7-day a week telephone counselling, information, referral and consultancy service. Who can use the service? People concerned about their own use of alcohol, tobacco, prescription, over-the-counter medications or illegal drugs, relatives or friends of users, the general public. students. Non-English speaking callers Advice for people from non-english speaking backgrounds in their own language is available and can be accessed by calling the Translating and Interpreting Service on and asking to be connected to ADIS. Where can I get more information? multilingual information is available from The Multicultural Health Communication Tel: or on the Internet: From Rethinking Drinking: You re in control Australian Brewers Foundation

36 Tailored activities from Rethinking Drinking ADVOCACY F. Dear Abby Problem Solving Panel Prerequisite knowledge: 1) Concepts: voluntary code for advertising, sobering up, gate crashing. 2) Vocabulary: scenario, voluntary, code, advertisement, testify, consumer, generality, statistics, inference, therapeutic, potential, discretion, flexibility. ACTIVITIES 1.Explain that you will be forming panels of students to be a problem solvers and advisors. 2. Ask each student (or partnership) to write a Dear Abby letter describing a problem situation or dilemma involving alcohol. The letter needs to explain a situation where there is a risk of harm, or a decision to be made. 3. Problem solving. Collect the letters. Appoint three to six volunteers as a panel of advisors. They sit out the front, receive the questions and offer advice about how to handle them. Replace them with other panel members as the game progresses. 4. Extension: Students can swap letters and complete an individual letter of advice in the Dear Abby section of Activity Sheet F2. 5. Homework: Media watch Briefly discuss aspects of the voluntary code for advertising of alcohol (Activity Sheet F3). For homework ask students to find some advertisements for alcohol on television, radio or in newspapers or magazines. Ask them to discuss with a parent or family member how the advertisements try to sell the product. TEACHERS NOTES Be sure to enquire into or assist students to find practical answers, names of counsellors and help agencies, where appropriate (see E Homework: Strategies and support). See F Homework sheet From Rethinking Drinking: You re in control Australian Brewers Foundation

37 Tailored activities from Rethinking Drinking Activity sheet F 1 Scenarios Scenario 1 Carrie was excited that her friend Lily was coming to visit. Lily had moved to a new school and Carrie hadn t seen her since last holidays. Lily s mum rang to say that she would bring Lily to work with her and drop her off at the Carrie s place at 8:30 am. Carrie arranged with Lily that they would go shopping with Carrie s Mum and then walk over to the park near the beach for a picnic lunch. When they arrived at the park some friends of Lily s from her new school were there. Carrie realised that Lily must have organised for them to be there without telling Carrie or their mothers. Then Carrie saw one of the new friends, a boy called Jon, pouring something that looked like alcohol into the drinks. Lily took one and started to drink, although she had seen him too. Then he handed one to Carrie. What are the potential problems from this situation? What options does Carrie have? What are the good things and not so good things about each option? Scenario 2 Carlos told his parents that there wouldn t be any alcohol at his friend Joe s party. His parents were still a bit worried and asked him to promise that he wouldn t drink just in case there was any alcohol at the party. Carlos promised and they let him go. When he arrived Joe greeted him and offered him a beer. Carlos has to explain to Joe and the others why he is not drinking? What could Carlos say? Scenario 3 Danielle was actually having a great time at her sister s 21st birthday party. There was yummy food, great music and she had met friends of her sister s who went to drama college. Danielle had talked to them about what she really wanted to do, that is acting. Suddenly she saw that her cousin Alexa was acting strangely. When she got close Danielle could smell the alcohol. Danielle managed to steer Alexa into her bedroom, thinking that everyone would be really upset and that she might be able to keep Alexa out of their way until she was better. Then Alexa vomited and collapsed onto the bed. What choices does Danielle have? What are the benefits and disadvantages about each option? Scenario 4 Luis and Kyle went to the football. Kyle started talking to some people near by and then started drinking beer with them. He had quite a bit to drink and started picking on other people. Luis was sure that Kyle was going to get into a fight unless he stopped. What can Luis do? What are the benefits and disadvantages of each option? Scenario 5 Aaron was watching DVDs with his friends George and Giovanni at George s place. When it was time to go home Giovanni s brother, who was supposed to be giving Aaron a lift home too, arrived drunk. What are Aaron s options? What are the benefits and disadvantages of each option? From Teaching Strategies for Alcohol Education Australian Drug Foundation From Rethinking Drinking: You re in control Australian Brewers Foundation

38 Tailored activities from Rethinking Drinking Activity sheet F 2 Problem solving Dear Abby, From Abby From Rethinking Drinking: You re in control Australian Brewers Foundation

39 Tailored activities from Rethinking Drinking Activity sheet F 3 From Rethinking Drinking: You re in control Australian Brewers Foundation

40 Tailored activities from Rethinking Drinking F) Homework: Media watch Dear (Parent/caregiver) The activity below can be used to discuss alcohol related issues with your child. This will also enable you to support your child s learning. Please take a few minutes to discuss the following activity with your child. The school values your support and involvement in alcohol education. Find some advertisements for alcohol with your child (on television, radio or in newspapers or magazines). How do the advertisements try to make the alcoholic drinks look good so that people will buy them? Media radio etc) (TV, Advertisement for? How did the advertisement try to make the alcoholic drink look good? Did you know?: Alcohol advertising is regulated by a voluntary code. Some parts of this code are described below: 1) Advertising for alcoholic drinks should not have a strong appeal to children or adolescents. 2) Advertising for alcohol should not make it look like drinking alcohol results in success at sport, business or personal success. 3) Advertisements for alcoholic beverages should not show people drinking when it could be dangerous e.g. before or while driving a boat or car, swimming or working. From Rethinking Drinking: You re in control Australian Brewers Foundation