Session 1: Your Brain, Your Choice - Script

Warm-Up: Brain Buzz (5 minutes)

"Good morning, everyone! Today we're kicking off an important unit called 'Your Brain, Your Choice.' To get us started, I want you to participate in a quick activity called Warm-Up: Brain Buzz. On the board/screen, you'll see a prompt: 'What comes to mind when you think about your brain and making decisions?' Take a minute to jot down a few words or phrases. No right or wrong answers, just your initial thoughts."

"Alright, let's hear some of your ideas! Who wants to share what they came up with?" (Facilitate sharing, writing down keywords on the board.)

Introduction to the Adolescent Brain (10 minutes)

"Thank you for sharing those thoughts! It's clear we all have some ideas about how our brains work. Today, we're going to dive into something really fascinating: your developing brain. (Advance to Session 1 Slide Deck - Slide 1) Your brains are incredible, and during your teenage years, they're undergoing some massive construction! This development significantly impacts how you think, feel, and make decisions."

"(Advance to Session 1 Slide Deck - Slide 2) So, what does it mean for your brain to be 'developing'? It means it's not fully mature yet. In fact, your brain continues to develop and change well into your mid-20s. This period of development is super important and also presents some unique challenges, especially when it comes to making choices."

"Let's look at two key parts of your brain that are particularly active during adolescence. (Advance to Session 1 Slide Deck - Slide 3) First, we have the Prefrontal Cortex. Think of this as your brain's 'planner' or 'CEO.' It's located right behind your forehead. This part of your brain is responsible for some really important functions like decision-making, planning, thinking about the future, controlling impulses, and understanding consequences. But here's the key: in teenagers, this 'planner' is still under construction! It's not yet operating at full capacity."

"(Advance to Session 1 Slide Deck - Slide 4) Next, let's talk about the Amygdala. This part is located deeper within your brain, and it's often called your brain's 'emotion center.' The amygdala is responsible for processing emotions, especially strong ones like fear, pleasure, and excitement. And guess what? This part of your brain is very active in teenagers!"

"(Advance to Session 1 Slide Deck - Slide 5) So, what happens when your 'emotion center' (the amygdala) is super active, but your 'planner' (the prefrontal cortex) is still being built? It means that sometimes, your emotions can take the wheel before your logical, planning brain has a chance to fully consider the situation. This can lead to more impulsive decisions, a stronger drive to seek out new or thrilling experiences, and sometimes, stronger reactions to stress or peer pressure."

Brain vs. Choice: Discussion (10 minutes)

"Now that we understand a little about these parts of your brain, let's have a discussion. (Advance to Session 1 Slide Deck - Slide 6) How do you think your still-developing brain might affect some of your everyday experiences?"

"Think about these questions:

• How might this affect taking risks? Are teenagers more or less likely to take risks, and why?
• What about dealing with peer pressure? How might the balance between emotion and planning impact how you respond to pressure from friends?
• How does it influence thinking about long-term consequences? Is it always easy to think about what might happen next week, next month, or next year?
• And finally, how might it impact your emotional reactions to different situations?"

"(Facilitate a class discussion. Encourage students to share their thoughts and experiences respectfully. Guide them to connect their observations to the brain structures discussed.)

"It's really insightful to hear your perspectives. The important takeaway here isn't that you can't make good choices, but that understanding how your brain works gives you a powerful tool for self-awareness. It helps you recognize when your emotions might be driving the bus, and when you need to consciously engage your 'planner' to make a more thoughtful decision."

Wrap-Up & Preview (5 minutes)

"(Advance to Session 1 Slide Deck - Slide 7) So, to sum up our first session: your brain is an incredible organ that is still growing and developing. Understanding this process, especially the roles of the prefrontal cortex and amygdala, is crucial for making informed and positive choices for your health and your future."

"Before we finish, can anyone share one new thing they learned about their brain today?" (Allow a few students to share.)

"Excellent! Next time, we're going to build on this knowledge and specifically explore how certain substances, like marijuana, can impact this delicate and vital brain development. Understanding this impact is key to making choices that protect your amazing brain."

"Thank you, class! You are dismissed."

Brain Buzz: What's on your Mind?

Instructions: When you hear the word "brain" and "decisions," what immediately comes to your mind? Jot down 2-3 words or short phrases that describe your initial thoughts or associations. There are no right or wrong answers, just what you think of first!

Share your thoughts with the class!

Session 5: Your Support, Your Strength - Script

Warm-Up Review & Introduction (5 minutes)

"Good morning, everyone! Last session, we learned about the S.T.O.P. decision-making model – a great tool for thinking through important choices, especially those related to substances. Who can briefly remind us of one part of that model? What does one of the letters stand for?"

(Listen for responses about S-State, T-Think, O-Ouch, P-Pick.)

"Excellent! Having a clear process for making decisions is incredibly powerful. But sometimes, even with a good plan, decisions can be really tough, and you might need some extra help or advice. That brings us to our topic today: building and utilizing your support network. When you face a difficult situation or need advice, who do you usually go to? Just shout out a few types of people."

(Allow a few students to share: 'parents,' 'friends,' 'teachers,' 'coaches.')

"Great examples! Today, we're going to explore this idea more deeply."

The Power of Your Support Network (10 minutes)

"(Advance to Session 5 Slide Deck - Slide 1) Our focus today is on 'Your Support, Your Strength' – building a network for healthy choices. Because remember, your brain is still developing, and having trusted people around you can really help you make those strong, informed decisions."

"(Advance to Session 5 Slide Deck - Slide 2) So, quick recap: the S.T.O.P. model is helpful, but life throws curveballs. There will be times when situations are complex, emotions are high, or peer pressure is intense. That's when having a strong support system is vital."

"(Advance to Session 5 Slide Deck - Slide 3) So, what exactly is a support network? It's simply a group of people you trust and can turn to for help, advice, or encouragement. Think of it as having people 'in your corner.' This can include family members, close friends, teachers, school counselors, coaches, religious leaders, or other trusted adults. The key is that they are individuals you feel safe talking to, who will listen without judgment, and who genuinely care about your well-being."

"(Advance to Session 5 Slide Deck - Slide 4) Why is having a strong network so important, especially for teenagers? First, it helps you navigate tough decisions, particularly around substances like marijuana. They can offer a different perspective or help you see consequences you might miss. Second, it gives you confidence in resisting peer pressure. Knowing you have people who support your healthy choices can make it easier to say no. Third, they provide emotional support when you're feeling stressed, anxious, or overwhelmed – which we all feel sometimes. And finally, they can help you gain perspective, offering insights you might not have considered on your own. Most importantly, reaching out and asking for help is not a sign of weakness; it's a huge sign of strength and self-awareness!"

Activity: Who's in My Corner? (10 minutes)

"Now that we understand what a support network is and why it's so important, let's identify yours! (Advance to Session 5 Slide Deck - Slide 5) We're going to create your personal support team. Who are the people you trust? Who listens? Who gives good advice?"

"(Advance to Session 5 Slide Deck - Slide 6) I'm going to hand out an activity called Activity: Who's in My Corner?. First, take about 3-4 minutes individually to list people in your support network and briefly note why you trust them. Then, I'll put you into small groups. In your groups, you can share (only if you feel comfortable) some of the roles these people play and discuss how you might approach them if you were facing a challenging situation related to substances or other tough choices. How would you start that conversation? What would you say? I'll be walking around to listen and help out. "

(Distribute the activity sheet and allow individual time, then transition to small groups. Circulate and guide discussions.)

"Alright, let's bring it back together. (Advance to Session 5 Slide Deck - Slide 7) That was some thoughtful discussion. What was it like identifying your network? What did you find makes someone a truly good support person? And how do you think you can communicate effectively when you really need help or advice?" (Facilitate a brief class discussion, emphasizing active listening, non-judgment, and clear communication.)

Cool-Down: Help-Seeking Reflection (5 minutes)

"Fantastic contributions, everyone. (Advance to Session 5 Slide Deck - Slide 8) It's empowering to know who you can turn to. Remember, reaching out is a skill, and it's important to choose the right person and be clear about what you need – whether it's just someone to listen, advice, or practical help. Don't wait until you're overwhelmed."

"(Advance to Session 5 Slide Deck - Slide 9) To wrap up today, for our cool-down, please take out your Cool-Down: Help-Seeking Reflection. On it, I want you to write down two things: one person you would feel comfortable going to for help if you had a concern about substance use, and one specific way you could express your needs to that person. This is about solidifying your personal plan for seeking support."

(Allow students time to write.)

"Excellent. Hold onto that reflection. Next time, in our final session, we'll bring everything together by focusing on self-advocacy – speaking up for yourself and your health – and we'll have a chance to reflect on everything we've learned in this unit. You'll leave with a strong toolkit for 'Your Brain, Your Choice.'"

"Thank you, class! You are dismissed."

Activity: Who's in My Corner? Mapping Your Support Network

Instructions: This activity helps you identify your personal support network. In the first section, list people you trust and can go to for help or advice. In the second section, think about how you would approach them in different challenging situations.

Part 1: My Support Network Map

Think about the people in your life who you trust, who listen to you, and who you feel comfortable talking to when you have a problem or need advice. These can be family members, friends, teachers, coaches, counselors, or other trusted adults.

List at least 3-5 people in your network and briefly explain why you would go to them or what kind of support they offer.

1. Person: __________________________________
   Why I trust them/What they offer:
   
   
   
   

2. Person: __________________________________
   Why I trust them/What they offer:
   
   
   
   

3. Person: __________________________________
   Why I trust them/What they offer:
   
   
   
   

4. Person: __________________________________
   Why I trust them/What they offer:
   
   
   
   

5. Person: __________________________________
   Why I trust them/What they offer:
   
   
   
   

Part 2: Approaching Your Network (Group Discussion Prompts)

In your small groups, discuss the following questions. You don't have to share specific names, but talk about how you would approach someone in your network for help with these types of situations:

1. Peer Pressure: You're feeling really pressured by friends to try marijuana, and you're struggling to say no. How would you talk to someone in your network about this?
   
   
   
   
   
   
   
   
   

2. Stress & Overwhelm: You're feeling incredibly stressed with school, family, and social life, and you don't know how to cope. How would you ask someone for emotional support or advice?
   
   
   
   
   
   
   
   
   

3. Concern for a Friend: You're worried about a friend who seems to be struggling or making unhealthy choices. How would you seek advice from a trusted adult on how to help your friend?
   
   
   
   
   
   
   
   
   

Help-Seeking Reflection

Instructions: Reflect on today's session about support networks and seeking help. In the space below, please write down:

1. One person in your life you would feel comfortable going to for help if you had a concern about substance use or a difficult choice.
   
   
   
   
   
   
   
2. One specific way you could effectively communicate your needs or concerns to that person (e.g., "I would start by saying..." or "I would ask for...").
   
   
   
   
   
   
   
   
   

Session 6: Your Voice, Your Future - Script

Warm-Up: Self-Advocacy Scenario (5 minutes)

"Good morning, everyone! Welcome to our final session of 'Your Brain, Your Choice.' We've covered a lot, from brain development to decision-making. Today, we're going to talk about bringing it all together with self-advocacy."

"Let's start with a quick thought experiment. Imagine you're at a gathering, and someone offers you something you're not comfortable with – maybe a substance, or asks you to do something you know isn't right for you. How would you handle that situation? What would you say or do to stick up for yourself and your decision? Just take a moment to think about it, no need to share aloud right now."

(Pause for students to think.)

"That's the core of what we'll discuss today: how to effectively use your voice and stand firm in your choices."

Defining Self-Advocacy (5 minutes)

"(Advance to Session 6 Slide Deck - Slide 1) Our final session, 'Your Voice, Your Future,' is all about empowering you to advocate for yourselves and reflect on all the amazing learning you've done in this unit."

"(Advance to Session 6 Slide Deck - Slide 2) Before we dive into self-advocacy, let's do a quick mental recap of our unit journey. We started by understanding your incredible developing brains. Then we looked at how marijuana can impact that development, practiced standing strong against peer pressure, learned a framework for informed decision-making with the S.T.O.P. model, and just last time, explored building strong support networks. That's a lot of powerful knowledge!"

"(Advance to Session 6 Slide Deck - Slide 3) So, what exactly is self-advocacy? It means speaking up for yourself and your needs, rights, and choices. It's about understanding what you want and need, knowing your boundaries, and being able to communicate those effectively to others. It's about being your own best champion."

"(Advance to Session 6 Slide Deck - Slide 4) Why does self-advocacy matter so much, especially for you as teenagers? It's essential for setting boundaries – for saying NO to things that aren't good for you, whether it's a substance, an unhealthy social situation, or even too much homework. It's crucial for seeking help when you need it from your support network. It helps you in making informed choices and confidently standing by those decisions. Ultimately, it's about protecting your overall well-being, both your physical and mental health."

"(Advance to Session 6 Slide Deck - Slide 5) How can you be an effective self-advocate? First, communicate clearly. Use 'I' statements, like 'I'm not comfortable with that,' or 'I need some time to think.' Be direct but respectful. Second, use confident body language. Stand tall, make eye contact, and project a sense of assurance. Third, know your resources. Remember your support network? They are there to help you advocate for yourself if you need backup or advice. And finally, practice! The more you practice speaking up for yourself, the easier and more natural it becomes."

Journal: My Self-Advocacy & Future Plan (10 minutes)

"Now, let's put this into practice and reflect on your personal journey through this unit. (Advance to Session 6 Slide Deck - Slide 6) I'm going to hand out a journal activity called Journal: My Self-Advocacy & Future Plan. In this journal, you'll have a chance to think about how you will use self-advocacy in your life and how all the things we've learned in this unit will help you make healthy choices in your future. Take about 8-10 minutes to write your reflections. I'll be walking around if you have any questions."

(Distribute the journal activity and allow students time to write. Circulate to provide support and answer questions.)

Unit Reflection & Future Choices (5 minutes)

"Alright, let's pause our writing and come back together for a brief discussion. (Advance to Session 6 Slide Deck - Slide 7) From your journal reflections, or just from thinking about the unit as a whole, what was one key insight or something that really resonated with you? How do you feel more prepared to advocate for yourself now? What's one thing you'll take away from this entire 'Your Brain, Your Choice' unit?" (Facilitate a brief class discussion, inviting voluntary sharing. Affirm and validate student responses, connecting them to the unit's objectives.)

Cool-Down: Unit Reflection (5 minutes)

"Thank you for those insightful shares, everyone. (Advance to Session 6 Slide Deck - Slide 8) It's so important to remember the big picture: your brain is an incredible, still-developing asset. You now have the knowledge and skills to make informed, healthy choices for it. Self-advocacy empowers you to protect your well-being and pursue all your amazing goals."

"(Advance to Session 6 Slide Deck - Slide 9) To wrap up our entire unit, I have one final cool-down for you: Cool-Down: Unit Reflection. On this sheet, I want you to write down the MOST important thing you learned in this entire six-session unit, and one healthy choice you commit to making based on this learning. This is your final exit ticket for the unit."

(Allow students time to write and collect the cool-downs.)

"Fantastic job throughout this unit, class! You've engaged with some really critical information about your health and future. Remember that the power to make good choices for your brain and your life rests firmly with you. Keep advocating for yourselves, and keep making those informed choices!"

"You are dismissed."

Journal: My Self-Advocacy & Future Plan

Instructions: This journal activity is a chance to reflect on everything you've learned in the "Your Brain, Your Choice" unit and plan how you will apply these insights in your life, particularly focusing on self-advocacy.

Part 1: Understanding Self-Advocacy

1. In your own words, what does "self-advocacy" mean to you? Why is it an important skill to develop during your teenage years?
   
   
   
   
   
   
   
   
   

2. Think about a time (or imagine a situation) where you might need to advocate for yourself regarding your health, boundaries, or a personal choice. Describe the situation and how you would apply self-advocacy skills (e.g., what would you say? How would you act? Who might you involve from your support network?)
   
   
   
   
   
   
   
   
   
   
   
   

Part 2: My Future Choices

1. Review the key topics from this unit: adolescent brain development, the impact of marijuana, resisting peer pressure, informed decision-making (S.T.O.P. model), and building a support network. Which one of these topics resonated most with you, and why?
   
   
   
   
   
   
   
   
   

2. Based on everything you've learned, what is one specific healthy choice or commitment you will make for your future? How will this choice protect your developing brain and help you achieve your goals?
   
   
   
   
   
   
   
   
   
   
   
   

3. Who in your support network (family, friend, teacher, counselor, etc.) would you feel most comfortable discussing your personal health goals or challenging situations with, and why?
   
   
   
   
   
   
   
   
   

Unit Reflection: Your Brain, Your Choice

Instructions: This is your final reflection for the "Your Brain, Your Choice" unit. Please answer the questions below thoughtfully.

1. Out of all the topics covered in this 6-week unit, what was the MOST important thing you learned about your brain, choices, or well-being?
   
   
   
   
   
   
   
   
   
   
   
   

2. Based on this unit, what is one healthy choice you commit to making for yourself in the future? (e.g., related to substance use, peer pressure, seeking support, or decision-making)
   
   
   
   
   
   
   
   
   
   
   
   

Unit Quiz: Your Brain, Your Choice Answer Key

1. Which part of the adolescent brain is still developing into the mid-20s and is responsible for decision-making, planning, and impulse control?

Correct Answer: C) Prefrontal Cortex

Reasoning: The prefrontal cortex is the part of the brain responsible for executive functions like decision-making, planning, and impulse control. It is one of the last areas of the brain to fully mature, continuing its development into a person's mid-20s. The amygdala is primarily involved in emotions, the hippocampus in memory and learning, and the cerebellum in coordination and balance.

2. What is the primary psychoactive compound in marijuana that directly interferes with brain development?

Correct Answer: B) THC

Reasoning: Tetrahydrocannabinol (THC) is the main psychoactive chemical in marijuana responsible for its mind-altering effects. It interacts with the brain's endocannabinoid system, which is still developing during adolescence, thus interfering with healthy brain maturation. CBD is another compound in cannabis but is not the primary psychoactive one, and CBN and terpenes are other components with different effects.

3. Describe two specific long-term consequences of regular marijuana use during adolescence on brain development or mental health.

Example Answer:

Two specific long-term consequences of regular marijuana use during adolescence are:

1. Cognitive Impairment: Persistent use can lead to lasting reductions in IQ and difficulties with memory, concentration, and learning, even after discontinuing use. This impacts academic performance and overall cognitive function.
2. Increased Risk of Mental Health Issues: Regular marijuana use during adolescence is linked to an increased risk of developing or exacerbating mental health conditions such as anxiety, depression, and in some vulnerable individuals, psychosis (like schizophrenia).

4. Which of the following is NOT an effective refusal skill when facing peer pressure?

Correct Answer: C) Making excuses or apologizing for your choice.

Reasoning: Effective refusal skills involve clear, confident communication without apology or excessive explanation. Making excuses or apologizing can make you seem less firm in your decision, potentially inviting more pressure. Clearly saying "No, thanks," offering an alternative activity, and walking away are all strong, effective refusal strategies.

5. Explain the S.T.O.P. decision-making model and how each step helps in making an informed choice when faced with a difficult situation, especially concerning substances.

Example Answer:

The S.T.O.P. decision-making model is a framework to help make informed choices:

• S - State the Situation: This step involves clearly identifying the problem or decision you need to make. It helps you understand the core issue without getting sidetracked by emotions or assumptions.
• T - Think of Options: Here, you brainstorm all possible courses of action. This encourages creative problem-solving and ensures you consider a wide range of responses, not just the obvious ones.
• O - Ouch! What are the Consequences?: This is where you analyze the potential short-term and long-term impacts of each option on yourself, your health, your future, and others. It helps you weigh the pros and cons and anticipate outcomes, especially considering the risks of substances on your developing brain.
• P - Pick the Best Choice: Finally, you select the option that best aligns with your values, goals, and leads to the safest, healthiest outcome. This step often involves considering who you can talk to for advice or support, reinforcing responsible decision-making.

6. Why is having a strong support network considered a sign of strength, especially for teenagers?

Correct Answer: C) It provides resources and confidence to navigate difficult decisions and seek help.

Reasoning: Having a strong support network is a sign of strength because it means you are willing to lean on others when needed. It provides emotional, informational, and practical resources that can build confidence to resist peer pressure, navigate tough choices, and seek help for well-being. It does not mean avoiding all decisions or guarantees a stress-free life, but rather equips you with better tools to handle challenges.

7. In your own words, what does self-advocacy mean, and why is it important for protecting your well-being?

Example Answer:

Self-advocacy means speaking up for yourself, your needs, your rights, and your choices in a respectful but firm way. It's about being able to communicate what you want or don't want and standing by your personal boundaries.

It is important for protecting your well-being because it allows you to set healthy boundaries (like saying no to substance use), seek necessary help from your support network when you're struggling, and make informed choices that protect your physical and mental health. It empowers you to take control of your own future and ensure your actions align with your values.

Session 2: Marijuana & Your Brain - Script

Warm-Up Review (5 minutes)

"Good morning, everyone! Last time, we started our 'Your Brain, Your Choice' unit by talking about your amazing adolescent brains. Who can remind us about the two key parts of the brain we discussed and what they do? Think about the 'planner' and the 'emotion center.'"

(Listen for responses about the Prefrontal Cortex and Amygdala. Guide them to recall their functions in decision-making and emotions.)

"Exactly! We learned that your prefrontal cortex, your brain's 'planner,' is still under construction, while your amygdala, your 'emotion center,' is very active. This balance impacts your decision-making. Today, we're going to explore how external factors, specifically marijuana, can interact with this developing brain."

Marijuana's Impact on the Brain (10 minutes)

"(Advance to Session 2 Slide Deck - Slide 1) So, let's dive into how marijuana can affect your developing brain. This is a really important topic because understanding these effects can help you make truly informed decisions."

"(Advance to Session 2 Slide Deck - Slide 2) Just a quick reminder: your brain is still developing well into your mid-20s. This means it's particularly vulnerable, and what you expose it to now can have a lasting impact."

"(Advance to Session 2 Slide Deck - Slide 3) First, let's define our terms. When we talk about marijuana, we're referring to the cannabis plant. The main chemical in marijuana that causes its psychoactive effects – what makes someone feel 'high' – is called THC. Your adolescent brain is especially sensitive to this chemical because its pathways and connections are still forming."

"(Advance to Session 2 Slide Deck - Slide 4) Remember your Prefrontal Cortex, your brain's 'planner'? THC can interfere with the natural chemicals and communication pathways in this crucial area. This disruption can make it harder for a teenager to make good decisions, to plan effectively, to control impulses, and even to fully grasp long-term consequences. It's like trying to build a complex structure while someone keeps messing with your blueprints."

"(Advance to Session 2 Slide Deck - Slide 5) Another key area affected is the Hippocampus. This part of your brain is vital for memory and learning. When THC disrupts the hippocampus, it can lead to difficulties concentrating in class, problems remembering new information, and a reduced ability to learn effectively. This can directly impact your academic performance and your ability to retain important skills."

"(Advance to Session 2 Slide Deck - Slide 6) The effects can be seen in the short-term, while someone is under the influence, such as impaired coordination, altered senses, and difficulty with thinking and memory. But there are also significant long-term risks, especially with regular use during adolescence. These include an increased risk of mental health issues like anxiety, depression, or even psychosis in some individuals, potential impacts on brain development that could lead to a lower IQ, and a higher risk of developing a marijuana use disorder, which is essentially addiction."

Reading & Discussion (10 minutes)

"To understand these effects even better, I'm going to hand out a short reading: Reading: Marijuana & the Adolescent Brain. Please take about 3-5 minutes to read it silently. Once you're done, we'll discuss some of the key points."

(Distribute reading material and allow time for students to read.)

"Alright, now that you've had a chance to read, let's discuss. (Advance to Session 2 Slide Deck - Slide 7) Based on what you just read and what we've discussed today:

• What was one new fact you learned about marijuana's effects on the brain? Was there anything that surprised you?
• How might these effects – on decision-making, memory, or mental health – impact a teenager's daily life or their future goals?
• What surprised you most about the information in the reading or on the slides?"

(Facilitate a class discussion, ensuring all students have an opportunity to contribute respectfully. Guide them to connect the scientific information to real-world implications.)

Cool-Down: Fact Check (5 minutes)

"Excellent discussion, everyone. It's clear that understanding these facts is really important for making healthy choices. To wrap up today's session, we're going to do a quick Cool-Down: Fact Check."

"On your paper, or a scrap piece of paper, I want you to write down two things: one common myth or misconception you might have heard about marijuana, and one scientific fact you learned today about its effects on the adolescent brain. Take about two minutes for this."

(Allow students time to write.)

"Great. Hold onto those thoughts. As we move forward in this unit, we'll continue to build on this knowledge. Next time, we'll shift our focus to practical strategies – specifically, how to stand strong against peer pressure and make choices that align with your values and your future goals, even when it feels difficult."

"Thank you, class! You are dismissed."

Marijuana and the Adolescent Brain

During adolescence, your brain is still undergoing rapid and critical development, particularly the areas responsible for decision-making, memory, and emotional regulation. This makes the adolescent brain especially vulnerable to the effects of substances like marijuana.

The Role of THC

The primary psychoactive compound in marijuana is Tetrahydrocannabinol (THC). When THC enters the body, it interacts with the brain's endocannabinoid system, a natural system that plays a key role in various brain functions, including mood, memory, appetite, and pain sensation. In an adult brain, this system is largely developed. However, in an adolescent brain, the endocannabinoid system is still maturing, and introducing external THC can disrupt this delicate developmental process.

Impact on Brain Development

1. Prefrontal Cortex (The "Planner"): This area is responsible for executive functions like planning, decision-making, impulse control, and understanding consequences. It's one of the last parts of the brain to fully mature, continuing development into the mid-20s. THC interferes with the healthy wiring and development of the prefrontal cortex, which can lead to:

   • Impaired judgment and decision-making abilities.
   • Reduced impulse control.
   • Difficulty thinking about long-term consequences.
   • Lower problem-solving skills.

2. Hippocampus (Memory and Learning): This brain region is crucial for forming new memories and learning. THC directly affects the hippocampus, which can result in:

   • Difficulty concentrating and maintaining focus.
   • Problems with memory retention (e.g., forgetting recently learned information).
   • Reduced learning capacity, potentially impacting academic performance.

3. Amygdala (Emotion Center): While THC can initially cause feelings of relaxation or euphoria, repeated exposure during adolescence can disrupt the amygdala's normal function, potentially leading to:

   • Increased risk of anxiety and depression.
   • Heightened emotional reactivity.
   • In some vulnerable individuals, an increased risk of psychosis.

Potential Consequences of Adolescent Marijuana Use

• Cognitive Impairment: Studies suggest that persistent marijuana use during adolescence can lead to lasting reductions in IQ, even after stopping use.
• Academic Problems: Difficulties with memory, concentration, and motivation can significantly impact school performance and future educational attainment.
• Mental Health Issues: Increased risk of developing or exacerbating mental health conditions, including anxiety disorders, depression, and, in some cases, schizophrenia (especially for those with a genetic predisposition).
• Addiction (Marijuana Use Disorder): The adolescent brain is more susceptible to developing dependence on substances. Regular marijuana use during formative years increases the likelihood of developing a marijuana use disorder, characterized by compulsive drug seeking and use despite harmful consequences.
• Impaired Driving: Even after the "high" wears off, residual effects of marijuana can impair driving ability, increasing the risk of accidents.

Understanding these risks is crucial for making informed choices that protect your developing brain and your future well-being.

Fact Check: Marijuana & Your Brain

Instructions: Based on today's session, please write down:

1. One common myth or misconception you might have heard about marijuana use.
   
   
   
   
   
   
   
2. One scientific fact you learned today about how marijuana affects the adolescent brain.
   
   
   
   
   
   
   

Session 3: Standing Strong - Resisting Peer Pressure - Script

Warm-Up Review & Introduction (5 minutes)

"Good morning, class! Last session, we talked about how marijuana affects your developing brains – especially areas important for memory, learning, and decision-making. That understanding is really important for making healthy choices. Today, we're going to tackle something that often makes those choices harder: peer pressure. What comes to your mind when you hear the words 'peer pressure'? Just shout out a few ideas."

(Listen for student responses: 'friends telling you to do something,' 'feeling pressured to fit in,' 'doing something you don't want to.')

"Great responses. You're all touching on key aspects of it. Today, we're going to learn more about peer pressure and, more importantly, how to deal with it effectively so you can always make the best choices for your brain and your future."

Understanding Peer Pressure (5 minutes)

"(Advance to Session 3 Slide Deck - Slide 1) Our goal today is to help you stand strong and make your own choices. Let's start by defining what peer pressure actually is. (Advance to Session 3 Slide Deck - Slide 2) Simply put, peer pressure is the influence from members of your peer group to behave in a way that is similar or acceptable to them. And it's important to remember, peer pressure isn't always negative. Sometimes, your friends can pressure you to do positive things, like study more or try out for a team. But today, we're focusing on the negative side, especially when it comes to choices involving substances like marijuana."

"(Advance to Session 3 Slide Deck - Slide 3) Peer pressure can come in different forms. There's spoken or direct pressure, where someone actively tries to persuade you. It might sound like, 'Come on, just try it! Everyone else is.' Or, 'Don't be a loser, take a hit.' Then there's unspoken or indirect pressure, where you see others doing something and you feel like you should too, even if no one says anything. For example, seeing a group using a substance and feeling left out or uncool if you don't join them. And finally, there's often an internal pressure – that feeling of really wanting to fit in or be accepted by your friends."

"Can anyone think of an appropriate example (without naming names) of when they might have felt either spoken or unspoken peer pressure in their own lives?" (Allow a few students to share brief, appropriate examples.)

"(Advance to Session 3 Slide Deck - Slide 4) So, why is it so hard to resist, even when you know something isn't right for you? There are a few reasons. First, that strong desire to fit in – we all want to be accepted by our friends. Second, the fear of missing out, or FOMO, is real. You might worry about being excluded. And third, remember what we talked about last session? Your developing brain. Your brain's 'planner,' the prefrontal cortex, is still maturing. This means that sometimes, your desire for immediate social reward or strong emotions can override your ability to think clearly about long-term consequences or control impulses."

Activity: Peer Pressure Scenarios & Refusal Skills (15 minutes)

"But here's the good news: you can take control! (Advance to Session 3 Slide Deck - Slide 5) You have the power to say NO, and to say it effectively. These are called refusal skills. They are strategies that help you stand firm and make choices that are right for you, even when others are pressuring you."

"(Advance to Session 3 Slide Deck - Slide 6) Today, we're going to practice these skills. I'm going to divide you into small groups, and each group will get a scenario from the Activity: Peer Pressure Scenarios. Your task is to brainstorm and then role-play how you would effectively refuse the pressure. Focus on clear communication, confident body language, and maybe even offering an alternative. I'll be circulating to offer help and listen in. You'll have about 10 minutes for this, and then we'll come back together to share some of your best strategies."

(Divide students into groups, distribute the Activity: Peer Pressure Scenarios, and manage time. Circulate and provide guidance.)

"Alright, let's bring it back together. (Advance to Session 3 Slide Deck - Slide 7) That was some great practicing! From your role-plays and discussions, what strategies felt most effective when saying no? What did you find challenging about saying no? And why do you think having a plan or some ideas ready is important for these situations?" (Facilitate a brief class discussion, highlighting effective refusal techniques and the importance of preparedness.)

Cool-Down: My Refusal Plan (5 minutes)

"Fantastic insights, everyone. (Advance to Session 3 Slide Deck - Slide 8) To wrap up today, remember that understanding peer pressure and having strong refusal skills puts you in control of your own choices. Your choices today really do shape your future."

"For our cool-down today, please take out your Cool-Down: My Refusal Plan. I want each of you to individually reflect and write down one refusal strategy or phrase that you feel confident using in a challenging situation. This is your personal plan to stand strong. "

(Allow students time to write.)

"Excellent. Hold onto that plan. Next time, we're going to build on this by looking at how to make informed decisions more broadly, considering all the factors that influence us. We'll make sure you have a clear framework for making choices that serve your best interests."

"Thank you, class! You are dismissed."

Activity: Peer Pressure Scenarios

Instructions: Work in your small groups. Read your assigned scenario below. Discuss and brainstorm different ways the person in the scenario could effectively say NO and resist the peer pressure. Then, choose one refusal strategy and role-play the scenario for your group. Be prepared to share your strategies with the class!

Scenario 1: The Party Invitation

You're at a friend's house before a big party. Everyone is excited, and your friend pulls out a vape pen, offering it to you with a casual, "Want a hit before we go? It'll make the party even better." You're not comfortable with vaping, especially since you know the risks.

Group Discussion & Role-Play:

• What are some ways to say no clearly but politely?
• How can you maintain your friendship while declining?
• Can you offer an alternative suggestion?

Scenario 2: The Study Break

You're studying with a group of classmates for a big test. One person pulls out a baggie of edibles (marijuana-infused candies) and says, "I heard these help you relax and focus. Let's all take one; it'll make studying easier." You know this isn't true and you need to stay sharp for your test.

Group Discussion & Role-Play:

• How can you decline without making a big deal out of it?
• What could you say to change the subject or offer a different approach to studying?
• What's a good way to stand firm if they push back?

Scenario 3: The Social Media Challenge

A group chat you're in starts discussing a new "challenge" that involves using marijuana and posting a video online. Everyone else seems to be saying they'll do it, and someone tags you, saying, "You're in, right? It'll be hilarious!" You don't want to participate and you know it could have negative consequences.

Group Discussion & Role-Play:

• How can you refuse to participate in a way that doesn't alienate you from the group?
• What are some ways to avoid being drawn into online pressure?
• How can you express your discomfort without being preachy?

My Refusal Plan

Instructions: Reflect on today's session about peer pressure and refusal skills. In the space below, write down one specific refusal strategy or phrase that you feel confident using if you ever face pressure to do something you don't want to do, especially concerning substance use.

What makes this strategy effective for you?

Session 4: Your Choices, Your Future - Script

Warm-Up Review & Introduction (5 minutes)

"Good morning, class! Last session, we practiced some really important refusal skills – how to say NO effectively when facing peer pressure. Who can remind us of one good strategy for resisting pressure?"

(Listen for student responses, such as 'say no clearly,' 'offer an alternative,' 'walk away.')

"Excellent! Having those skills is crucial. Today, we're going to build on that by looking at the bigger picture: how to make informed decisions in general, especially when faced with complex situations, like those involving substances. When you have an important decision to make, what steps do you usually take? Do you have a process?"

(Allow a few students to share their personal approaches to decision-making.)

Decision-Making Framework (10 minutes)

"Those are some great starting points! Today, I'm going to introduce you to a simple framework that can help you consistently make choices that are good for you and your future. It's called the S.T.O.P. Decision Model. (Advance to Session 4 Slide Deck - Slide 1) Our goal is to empower you to master informed decision-making."

"(Advance to Session 4 Slide Deck - Slide 2) Think about it – every single day, you make countless choices. From what to wear to what to eat, to much bigger choices that can impact your health, your academics, and your future. Having a clear strategy makes those big choices less daunting and helps ensure they align with your personal goals and values."

"So, let's break down the S.T.O.P. model. (Advance to Session 4 Slide Deck - Slide 3) The first step is S - State the Situation. This means clearly identifying the problem or decision you need to make. What exactly is happening? What's the core issue? It's important to be specific and objective. For example, instead of 'My friends want me to do something bad,' it's 'My friend offered me a vape pen at the party.' Clearer, right?"

"(Advance to Session 4 Slide Deck - Slide 4) Next is T - Think of Options. What are all the possible things you could do? This is where you brainstorm! Don't censor yourself initially; list every possibility, even ones that seem unlikely. You could say yes, say no, suggest something else, leave, delay the decision, or talk to someone. The more options you consider, the better."

"(Advance to Session 4 Slide Deck - Slide 5) This next step is super important, and it's O - Ouch! What are the Consequences? For each option you brainstormed, what are the potential outcomes? Think about both the short-term consequences – what happens immediately or very soon? And the long-term consequences – what could happen in a week, a month, a year, or even longer? Consider the impact on yourself, your health (remember what we learned about your developing brain and marijuana?), your future goals, and even on others around you. This is where you really weigh the pros and cons of each path."

"(Advance to Session 4 Slide Deck - Slide 6) Finally, we have P - Pick the Best Choice. After weighing all the consequences, which option best aligns with your values, your health, and your future goals? Which choice leads to the safest and healthiest outcome for you? And a critical part of this step: who can you talk to for advice or support? Is there a trusted adult, a mentor, a family member, or a school counselor who could help you think through this?"

Activity: Decision Dilemmas (10 minutes)

"Alright, let's put this S.T.O.P. model into practice! (Advance to Session 4 Slide Deck - Slide 7) I'm going to divide you into small groups, and each group will get a scenario from the Activity: Decision Dilemmas. Your task is to use the S.T.O.P. model to work through your assigned dilemma. Discuss each step: State the situation, Think of options, consider the Consequences (short-term and long-term), and then Pick the best choice. Be ready to share your group's process and conclusion with the class. You'll have about 7-8 minutes for this."

(Divide students into groups, distribute the Activity: Decision Dilemmas, and manage time. Circulate and provide guidance, prompting them to think deeply about consequences, especially long-term and health-related ones.)

"Time's up! Let's hear from each group. What was your dilemma, and how did you apply the S.T.O.P. model to arrive at your best choice?" (Facilitate a class discussion, inviting groups to share their scenarios, options, perceived consequences, and chosen solutions. Encourage thoughtful reflection on the process.)

Cool-Down: My Informed Choice (5 minutes)

"Great work today, everyone. (Advance to Session 4 Slide Deck - Slide 8) It's clear that using a framework like S.T.O.P. can give you clarity and control over your choices. Remember, your informed choices are what build a healthier, brighter future for you."

"(Advance to Session 4 Slide Deck - Slide 9) For our cool-down, please take out your Cool-Down: My Informed Choice. I want you to reflect on one personal choice you might need to make in the near future – it doesn't have to be about substances, just an important decision – and think about how you could apply the S.T.O.P. framework to it. Briefly jot down your thoughts."

(Allow students time to write.)

"Excellent. Hold onto that thought. Next session, we're going to talk about the power of your support network – who are the people you can turn to for advice, help, and encouragement when you're facing tough decisions or challenges?"

"Thank you, class! You are dismissed."

Activity: Decision Dilemmas

Instructions: Work in your small groups. Read your assigned scenario below. As a group, use the S.T.O.P. Decision Model to work through the dilemma. Discuss each step:

• S - State the Situation: Clearly define the problem or decision.
• T - Think of Options: Brainstorm all possible courses of action.
• O - Ouch! What are the Consequences?: Analyze the short-term and long-term impacts of each option on yourself and others.
• P - Pick the Best Choice: Select the option that aligns with your values and leads to the safest, healthiest outcome. Also, identify who you might talk to for support.

Be prepared to share your group's process and chosen solution with the class!

Scenario 1: The Weekend Party

You're invited to a friend's house for a big weekend party. You know that older siblings and some other high school students will be there, and you've heard that marijuana might be available. You're excited to hang out with your friends but also nervous about being in a situation with substances.

Group Discussion & S.T.O.P. Application:

• S: What's the main decision you need to make?
  
  
  
  
  
  
  
• T: What are your options regarding the party?
  
  
  
  
  
  
  
• O: What are the consequences (short & long-term) for each option?
  
  
  
  
  
  
  
  
  
  
  
  
• P: What's your best choice, and why? Who could you talk to?
  
  
  
  
  
  
  

Scenario 2: The Stress Reliever

You've been feeling really stressed lately with schoolwork, sports, and family expectations. A classmate tells you that using marijuana helps them relax and forget about their problems, suggesting you try it to de-stress after a tough week. You're tempted because you just want to feel better.

Group Discussion & S.T.O.P. Application:

• S: What's the core decision you're facing?
  
  
  
  
  
  
  
• T: What are your options for dealing with stress and this suggestion?
  
  
  
  
  
  
  
• O: What are the consequences (short & long-term) for each option?
  
  
  
  
  
  
  
  
  
  
  
  
• P: What's your best choice, and why? Who could you talk to?
  
  
  
  
  
  
  

Scenario 3: The Influencer's Post

You follow a popular social media influencer who recently posted a video promoting the recreational use of marijuana, claiming it's harmless and even beneficial. You've seen some of your friends sharing the post and agreeing with the influencer.

Group Discussion & S.T.O.P. Application:

• S: What's the situation you need to address?
  
  
  
  
  
  
  
• T: What are your options for responding to this online content and peer influence?
  
  
  
  
  
  
  
• O: What are the consequences (short & long-term) for each option?
  
  
  
  
  
  
  
  
  
  
  
  
• P: What's your best choice, and why? Who could you talk to?
  
  
  
  
  
  
  

My Informed Choice

Instructions: Reflect on today's S.T.O.P. Decision Model. Think about an important decision you might need to make in your life in the near future (it doesn't have to be about substances). Briefly outline how you would apply the S.T.O.P. framework to this decision.

My Decision:

How I would apply S.T.O.P. to this decision:

• S - State the Situation:
  
  
  
  
  
  
  
• T - Think of Options:
  
  
  
  
  
  
  
• O - Ouch! What are the Consequences? (Short-term & Long-term):
  
  
  
  
  
  
  
  
  
  
  
  
• P - Pick the Best Choice (and who I might talk to):
  
  
  
  
  
  
  

Activity: Decision Dilemmas

Instructions: Work in your small groups. Read your assigned scenario below. As a group, use the S.T.O.P. Decision Model to work through the dilemma. Discuss each step:

• S - State the Situation: Clearly define the problem or decision.
• T - Think of Options: Brainstorm all possible courses of action.
• O - Ouch! What are the Consequences?: Analyze the short-term and long-term impacts of each option on yourself and others.
• P - Pick the Best Choice: Select the option that aligns with your values and leads to the safest, healthiest outcome. Also, identify who you might talk to for support.

Be prepared to share your group's process and chosen solution with the class!

Scenario 1: The Weekend Party

You're invited to a friend's house for a big weekend party. You know that older siblings and some other high school students will be there, and you've heard that marijuana might be available. You're excited to hang out with your friends but also nervous about being in a situation with substances.

Group Discussion & S.T.O.P. Application:

• S: What's the main decision you need to make?
  
  
  
  
  
  
  
• T: What are your options regarding the party?
  
  
  
  
  
  
  
• O: What are the consequences (short & long-term) for each option?
  
  
  
  
  
  
  
  
  
  
  
  
• P: What's your best choice, and why? Who could you talk to?
  
  
  
  
  
  
  

Scenario 2: The Stress Reliever

You've been feeling really stressed lately with schoolwork, sports, and family expectations. A classmate tells you that using marijuana helps them relax and forget about their problems, suggesting you try it to de-stress after a tough week. You're tempted because you just want to feel better.

Group Discussion & S.T.O.P. Application:

• S: What's the core decision you're facing?
  
  
  
  
  
  
  
• T: What are your options for dealing with stress and this suggestion?
  
  
  
  
  
  
  
• O: What are the consequences (short & long-term) for each option?
  
  
  
  
  
  
  
  
  
  
  
  
• P: What's your best choice, and why? Who could you talk to?
  
  
  
  
  
  
  

Scenario 3: The Influencer's Post

You follow a popular social media influencer who recently posted a video promoting the recreational use of marijuana, claiming it's harmless and even beneficial. You've seen some of your friends sharing the post and agreeing with the influencer.

Group Discussion & S.T.O.P. Application:

• S: What's the situation you need to address?
  
  
  
  
  
  
  
• T: What are your options for responding to this online content and peer influence?
  
  
  
  
  
  
  
• O: What are the consequences (short & long-term) for each option?
  
  
  
  
  
  
  
  
  
  
  
  
• P: What's your best choice, and why? Who could you talk to?
  
  
  
  
  
  
  

Activity: Peer Pressure Scenarios

Instructions: Work in your small groups. Read your assigned scenario below. Discuss and brainstorm different ways the person in the scenario could effectively say NO and resist the peer pressure. Then, choose one refusal strategy and role-play the scenario for your group. Be prepared to share your strategies with the class!

Scenario 1: The Party Invitation

You're at a friend's house before a big party. Everyone is excited, and your friend pulls out a vape pen, offering it to you with a casual, "Want a hit before we go? It'll make the party even better." You're not comfortable with vaping, especially since you know the risks.

Group Discussion & Role-Play:

• What are some ways to say no clearly but politely?
• How can you maintain your friendship while declining?
• Can you offer an alternative suggestion?

Scenario 2: The Study Break

You're studying with a group of classmates for a big test. One person pulls out a baggie of edibles (marijuana-infused candies) and says, "I heard these help you relax and focus. Let's all take one; it'll make studying easier." You know this isn't true and you need to stay sharp for your test.

Group Discussion & Role-Play:

• How can you decline without making a big deal out of it?
• What could you say to change the subject or offer a different approach to studying?
• What's a good way to stand firm if they push back?

Scenario 3: The Social Media Challenge

A group chat you're in starts discussing a new