Teen Substance Use: Analyzing the Data

Name: ____________________________

Instructions: Refer to the information presented in class about teen substance use and statistics to answer the following questions.

Part 1: Understanding the Statistics

1. According to the data, what is the most commonly used substance among young people?
   
   
   

2. What percentage of teens have had at least one alcoholic drink by age 18?
   
   
   

3. Why do you think there has been an alarming rise in the popularity of vaping among teenagers?
   
   
   
   
   
   

4. Where do teens often obtain prescription drugs that they misuse?
   
   
   

5. Based on the statistics, identify one substance that shows an increasing trend in teen use. What are your thoughts on this trend?
   
   
   
   
   
   

Part 2: Reflection and Critical Thinking

1. What are some of the reasons why teenagers might try substances, even knowing the risks?
   
   
   
   
   
   

2. How might substance use interfere with a teenager's brain development?
   
   
   
   
   
   

3. Imagine a friend is struggling with substance use. Based on what you've learned about the signs of addiction, what specific changes might you notice in them (physical, behavioral, psychological)?
   
   
   
   
   
   
   
   
   
   
   
   

4. Why is it important for teens to be aware of these statistics and risks? How can this knowledge help you make better decisions?
   
   
   
   
   
   
   
   
   
   
   
   

5. What protective factors (things that help keep you safe) do you think are most effective in preventing teen substance use? (e.g., strong family bonds, school involvement, healthy hobbies)
   
   
   
   
   
   
   
   
   
   
   
   

Drug Categories & Effects: Group Discussion Guide

Group Members: ___________________________________________________

Instructions: In your small groups, discuss the assigned drug category using the prompts below. Refer to your notes and the Addiction & Substance Abuse Slide Deck for information. Be prepared to share your findings with the class.

Your Assigned Drug Category: __________________________

Discussion Prompts:

1. Definition & Function: How would you describe your drug category? What is its primary effect on the central nervous system (e.g., does it speed things up, slow them down, or alter perception)?
   
   
   
   
   
   

2. Examples: What are some common examples of drugs within your category? (List at least 2-3 examples)
   
   
   
   
   
   

3. Short-Term Effects: What are the immediate effects of these drugs on a person's body and brain?
   
   
   
   
   
   

4. Long-Term Effects/Risks: What are the potential long-term health consequences or risks associated with chronic use or misuse of drugs in this category?
   
   
   
   
   
   
   
   
   
   
   

5. Misuse Potential: Why might someone misuse drugs from this category? What makes them appealing, and what are the dangers?
   
   
   
   
   
   
   
   
   
   
   

6. Real-World Scenario: Brainstorm a hypothetical scenario where someone might encounter or be pressured to use a drug from this category. How could they navigate that situation safely and responsibly?
   
   
   
   
   
   
   
   
   
   
   
   

Group Summary for Class Share-Out:

(Prepare a brief summary of your discussion to share with the rest of the class. Focus on the most important points from your assigned category.)

Opioid Crisis & Alcohol Impact: Case Study Scenarios

Instructions: In your groups, read the following scenarios. Discuss the questions that follow, applying what you've learned about opioids, alcohol, and the signs/stages of addiction. Be prepared to share your discussions with the class.

Scenario 1: The Injured Athlete

Maria, a star athlete, injures her knee during a game. Her doctor prescribes opioid pain medication for the recovery. She takes it as prescribed initially, but as her pain lessens, she finds herself still taking the pills because they make her feel calm and happy. When her prescription runs out, she experiences intense discomfort and anxiety, and starts looking for ways to get more pills, even asking friends who have leftover prescriptions.

Discussion Questions:

1. What stages of addiction can you identify in Maria's situation? Explain your reasoning.
   
   
   
   
   
   
2. What are some potential dangers of Maria continuing to seek out opioid pills after her prescription ends?
   
   
   
   
   
   
3. If you were Maria's friend, what signs might you notice, and how could you approach her to offer support?
   
   
   
   
   
   
   
   
   
   
   
4. How does this scenario connect to the origins of the opioid epidemic we discussed?
   
   
   
   
   
   

Scenario 2: Weekend Parties

Liam is in 10th grade and has started attending weekend parties where alcohol is readily available. He often drinks a lot to "fit in" and says it helps him relax and be more outgoing. Lately, he's been missing school on Monday mornings, his grades are slipping, and he's had a few arguments with his parents about staying out late. He laughs off concerns, saying, "Everyone does it, it's just a bit of fun."

Discussion Questions:

1. What are the short-term and potential long-term effects of alcohol on Liam's brain and body, given his age?
   
   
   
   
   
   
2. What specific signs of problematic alcohol use are evident in Liam's behavior?
   
   
   
   
   
   
3. How might peer pressure and the desire to "fit in" influence Liam's choices?
   
   
   
   
   
   
4. What advice would you give Liam's parents, or a close friend, who is concerned about his drinking?
   
   
   
   
   
   
   
   
   
   
   

Scenario 3: The Vaping Trend

Chloe started vaping because all her friends were doing it, and she liked the flavors. She tells herself it's not a big deal because it's not cigarettes. However, she finds herself needing to vape more and more often, feeling irritable and anxious if she can't. She also notices she's coughing more and feels out of breath during sports.

Discussion Questions:

1. What substance is Chloe likely using when she vapes, and what category of drug does it fall under?
   
   
   
   
   
   
2. What signs of nicotine dependence or addiction are Chloe experiencing?
   
   
   
   
   
   
3. What are the physical effects Chloe is starting to notice, and what are other potential health risks of vaping for teens?
   
   
   
   
   
   
4. How can Chloe seek help or support to stop vaping, and what alternatives could she explore to manage stress or social situations?
   
   
   
   
   
   
   
   
   
   
   

Healthy Choices Challenge: The Path to Well-being

Goal: To reinforce knowledge about substance abuse prevention and practice making healthy choices in challenging situations.

Materials:

• Scenario cards (provided below, cut out beforehand)
• "Choice" cards (e.g., "Say No Firmly," "Change the Subject," "Suggest an Alternative Activity," "Remove Yourself," "Seek Adult Help," "Reflect & Re-evaluate")
• Small groups of 3-4 students

Game Play:

1. Introduction (5 minutes): Explain that this game is about practicing how to respond to real-life situations related to substance use. Emphasize that there isn't always one "right" answer, but rather effective strategies.
2. Group Formation: Divide the class into small groups.
3. Scenario Distribution: Give each group 3-4 Scenario Cards.
4. Strategy Cards: Give each group a set of "Choice" cards.
5. Round 1 - Discussion (10 minutes per scenario):
   • Each group picks one Scenario Card.
   • Read the scenario aloud within the group.
   • As a group, discuss: What is happening? What are the risks involved? What are some initial thoughts on how to respond?
   • Using the "Choice" cards, select the 1-2 strategies that would be most effective in that specific scenario. Explain why you chose those strategies.
6. Round 2 - Role-Play/Share-Out (5 minutes per group):
   • Each group briefly shares their chosen scenario and the strategies they selected.
   • Optionally, groups can briefly role-play their chosen strategy to demonstrate how it would look or sound.
   • Facilitate a brief class discussion after each group shares, asking: "Did anyone think of a different strategy? What makes that strategy effective?"

Scenario Cards (Cut these out before the game)

Scenario 1: The Party Invitation
Your best friend invites you to a party this weekend. You know there will likely be alcohol and possibly vaping. Your friend says, "Come on, it's just a chill get-together, nothing crazy. Everyone will be there, and it'll be boring without you. Don't be a buzzkill."

Scenario 2: The Stressful Exam
You're really stressed about a big exam coming up. An older student in your class offers you a pill, saying, "This will help you focus and stay up all night studying. It's just Adderall, lots of people use it to study. No big deal."

Scenario 3: Finding Vapes
You find a friend's backpack unzipped and see a vape pen and some flavored pods inside. Your friend has been coughing a lot lately, and you've noticed they've been more irritable. You're worried but don't want to betray their trust.

Scenario 4: "Just One Drink"
You're at a family gathering where adults are drinking. An older cousin offers you a sip of their drink, saying, "What's the harm? It's just a little bit, and no one will know. It's not like you're driving."

Scenario 5: Coping with Emotions
You've had a really tough week, feeling down and overwhelmed. A new friend suggests that smoking weed helps them relax and forget their problems, and asks if you want to try it with them to feel better.

Scenario 6: Social Media Challenge
You see a trending social media challenge where people are trying a new, unregulated vape product and posting their reactions. Your friends are talking about trying it, and they pressure you to join in so you don't miss out on the "fun."

Prevention Project: Creating a Message of Hope and Health

Goal: To research and develop a creative project that educates peers or a target audience about substance abuse prevention, healthy coping mechanisms, and/or the dangers of specific substances.

Individual or Group Project: You may work individually or in groups of up to three students.

Project Options (Choose ONE):

1. Public Service Announcement (PSA): Create a script for a 60-90 second video or audio PSA. The PSA should focus on a specific aspect of substance abuse prevention (e.g., dangers of vaping, healthy stress coping, recognizing signs of addiction, opioid awareness, effects of alcohol). Include a clear message and a call to action. (If creating a video, a storyboard with key scenes and dialogue is acceptable instead of a full video.)

2. Informational Brochure/Poster Campaign: Design a visually appealing and informative brochure (tri-fold) or a series of 2-3 posters. The brochure/posters should target a specific substance or prevention theme, providing factual information and resources for help.

3. Educational Presentation/Workshop Outline: Develop a detailed outline for a 10-15 minute educational presentation or workshop that you could deliver to a younger grade level (e.g., middle school students). Include learning objectives, key talking points, interactive elements/activities, and a list of resources.

4. Personal Narrative/Story (Fictional): Write a fictional short story (1000-1500 words) about a character who faces challenges related to substance use or addiction, focusing on themes of prevention, seeking help, making healthy choices, and resilience. The story should convey a strong message about the topic.

Project Requirements:

• Research: All information presented in your project must be accurate and based on reliable sources (cite any sources used).
• Clear Message: Your project must have a clear, concise, and impactful message related to substance abuse prevention.
• Target Audience: Consider who your project is for and tailor the language and content accordingly.
• Creativity: Be original and engaging in your approach.
• Completeness: All chosen project option requirements must be met.

Deliverables:

• Your completed project (PSA script/storyboard, brochure/posters, presentation outline, or short story).
• A brief (1-page) reflection paper (individual or group) explaining:
  • Why you chose your topic and project format.
  • What you learned during the research and creation process.
  • How you hope your project would impact its audience.

Due Date:

Assessment:

Your project will be assessed using the Prevention Project Rubric.

Prevention Project Rubric

Student Name(s): ____________________________

Project Option: ____________________________

Instructions: This rubric will be used to assess your Prevention Project. Please review it carefully to understand the expectations.

Overall Score: ________ / 24

Teacher Comments: