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- 1. Every Child Counts iLearn, iGrow, iSucc eed ACSA Symposium 2014 Los Angeles County Office of Education Division of Student Support Services Community Health & Safe Schools Unit
- 2. DISCLAIMER Information contained in presentation and materials are for information purposes only, and may not apply to your situation. Information provided is subjective. The author, presenter and Los Angeles County Office of Education provide no warranty about content or accuracy of content and assume no liability for any action or reaction arising from use of the information. Medical personnel and/or law enforcement should be contacted if use of substance is suspected to insure proper diagnosis and treatment. All links are for information purposes only and are not warranted for content, accuracy, or any other implied or explicit purpose. Los Angeles County Office of Education 2
- 3. MYTHS & MISCONCEPTIONS Beliefs about teen drug and alcohol use • Teen drinking, drug use is no big deal • They are just experimenting • I would know if my students are using Los Angeles County Office of Education 3
- 4. DEFINITIONS DRUGS – substance that causes physical or emotional change • Alcohol, illegal drugs, tobacco, herbal, caffeine, inhalants • Over-the-counter (nonprescription) • Prescription (doctor written order) PSYCHOACTIVE EFFECTS – effects of a person’s mood or behavior • Mood-altering • Affects brain activity Los Angeles County Office of Education 4
- 5. DEFINITIONS • Addiction: body relies on given drug to help it function • Compulsive use of drug- despite cost • Changes structure and chemistry of brain • Tolerance: need increased amount to feel effects • Craving: strong need for drug, can’t manage without it • Loss of Control: preoccupied with drug or alcohol and unable to limit use • Physical Dependence: experience withdrawal, may include death, coma, muscle trembling, disorientation, sweats, insomnia Los Angeles County Office of Education 5
- 6. CENTRAL NERVOUS SYSTEM (CNS) STIMULANTS Includes: Nicotine Speed up mental and physical responses of CNS Cocaine • Enhances brain activity Methamphetamine • Causes increase in alertness, attention and energy • Increases blood pressure, heart rate and breathing Los Angeles County Office of Education 6
- 7. COCAINE • Cocaine HCL (Powder), Cocaine Base (Crack) • Grows primarily in Peru and Bolivia • Not Columbia! • First extracted in mid-19th century • Used as tonic/elixir to treat variety of illnesses, and as local anesthetic • Continues to have limited use in surgery Los Angeles County Office of Education 7
- 8. METHAMPHETAMINE • Powder, Rock (ICE) • Amphetamine has close chemical relations to methamphetamine and dextroamphetamine • CNS stimulants whose reactions resemble those of adrenaline • Amphetamine was used in 1930’s for nasal congestion (pseudoephedrine today) • Was created by German chemists in WWII in attempt to create a SUPER SOLDIER Los Angeles County Office of Education 8
- 9. CNS STIMULANT: HEALTH HAZARDS • Feelings of restlessness, irritability and anxiety • Prolonged use can trigger paranoia • Depression when addicted individuals stop using • Deaths often a result of cardiac arrest or seizures followed by respiratory arrest Los Angeles County Office of Education 9
- 10. CNS DEPRESSANTS Includes: Alcohol Marijuana Opioids such as Heroin, OxyContin, Codeine, Vicodin, Morphine Slow down mental and physical responses of CNS • Slows down brain functions, breathing rates, blood pressure and body reactions • In higher doses, some CNS depressants can become general anesthetics Los Angeles County Office of Education 10
- 11. OPIATES • Called narcotics • Powerful painkillers with high potential for abuse & addiction • Prescribed for pain relief • Attach to receptors in brain, spinal cord and gastrointestinal tract • Affect part of brain that perceives pleasure, causing initial euphoria Los Angeles County Office of Education 11
- 12. HEROIN • Name for illicit opiate • Morphine=prescription • 1874, created from opium poppy • 2004, Afghanistan produced roughly 87% of world supply • Mexico is second largest producer in world • Cartels produce black tar heroin Los Angeles County Office of Education 12
- 13. CNS DEPRESSANT: HEALTH HAZARDS • Tolerance develops • Physical dependence, addiction • Produces drug craving, restlessness, muscle and bone pain, insomnia, diarrhea, vomiting, cold flashes, kicking movements • Withdrawal • Symptoms occur if use is reduced • May occur within hours after last use • Sudden withdrawal is occasionally fatal Los Angeles County Office of Education 13
- 14. HALLUCINOGENS Includes: MDMA-Ecstasy LSDGHB PCP Rohypnol (roofie) Mushrooms Distort sensory information going to brain • Not all users hallucinate or have distorted sense of reality • No medical use • Also known as club drugs Los Angeles County Office of Education 14
- 15. MDMA, ECSTASY, E • Synthetic, psychoactive drug with both stimulant and hallucinogen properties • Created in 1914, produced for black market in 1970s • Taken orally (most common), can be snorted or injected • Usually pill form, variety of colors, shapes and symbols • Can be powder or capsules Los Angeles County Office of Education 15
- 16. LSD, ACID • Generic name for Lysergic Acid Diethylamide-25 • One of most potent mindaltering chemicals known • Usually taken orally (on candy, sugar cubes, blotter paper or liquid directly on tongue) Los Angeles County Office of Education 16
- 17. HALLUCINOGENS: HEALTH HAZARDS • Similar to cocaine • Psychological difficulties: confusion, depression, sleep problems, severe anxiety and paranoia • Physical problems: muscle tension, involuntary teeth clenching, nausea, blurred vision, faintness, chills and/or sweating • Damages parts of brain crucial to processes of thought, memory and pleasure • Not considered addictive, but produces a tolerance • Hallucinations and Flashbacks Los Angeles County Office of Education 17
- 18. INHALANTS • Breathable chemical vapors that produce psychoactive effects • In common household products; paint, glue and cleaning fluids • Children and adolescents can easily obtain and are among most likely to abuse these substances Los Angeles County Office of Education 18
- 19. INHALANTS: HEALTH HAZARDS • Chronic abuse causes severe, long-term damage to brain, liver and kidneys • Hearing loss • Limb spasms • Bone marrow damage • Blood oxygen depletion Los Angeles County Office of Education 19
- 20. IF YOU SAW THESE… …would you be worried? Los Angeles County Office of Education 20
- 21. BATH SALTS AND SPICE/K2 • Synthetic drugs (designer drugs), mimic active ingredient in marijuana (THC) • First appeared in 2004 in U.S. • Sold in head shops, convenience stores and online • Can be smoked, injected, snorted, or mixed with food and drink • Many of compounds found in synthetic drugs have now been banned, making them illegal • Substances do not show up on conventional drug screening tests 21
- 22. • Hallucinogen and depressant MARIJUANA • Contains THC, (delta-9tetrahydrocannabinol) main active chemical • THC content has increased six fold since 1978 • Contains more than 400 other chemicals • Usually smoked: joint, pipe, bong • Can be eaten Los Angeles County Office of Education 22
- 23. MARIJUANA: HEALTH HAZARDS • 1 in 6 become addicted • THC damages cells that protect against disease • Causes cancer, lung and airway problems • Associated with onset of psychotic symptoms • Teen use causes permanent damage to part of brain responsible for executive function • Planning, abstract thinking, understanding rules, inhibiting inappropriate actions and measuring cognitive flexibility • Decreases activity in working memory areas of brain, delaying reaction and ability to remember accurately • Impairs motivation Los Angeles County Office of Education 23
- 24. MEDICAL USE OF MARIJUANA • Prescription THC is manufactured in pill form, Marinol, and has been available for over 30 years • Studies show medical marijuana is less effective than traditional medicines and has more side effects Los Angeles County Office of Education 24
- 25. MEDICAL MARIJUANA IN SCHOOLS • Law does not allow possession or use of marijuana, including medical marijuana • Students may be disciplined for being under influence of or possession of marijuana • Medical marijuana may not be smoked: where smoking is prohibited by law; within 1,000 feet of school; on school bus; or in moving motor vehicle or boat H&S11362.79 Los Angeles County Office of Education 25
- 26. MEDICAL MARIJUANA IN SCHOOLS • Student medication use during school day must have prescription from California physician EC 49423 • Physicians may not prescribe marijuana • only give recommendation H&S 11362.5 • If student’s health condition is so serious that it requires administration of marijuana, then student may be too sick for school Los Angeles County Office of Education 26
- 27. OVER THE COUNTER DRUGS (OTC) AND PRESCRIPTION MEDICATIONS • OTC: cough/cold/congestion with ‘DXM’ (Robitussin, Coricidin) known as “triple C” • Prescription Medications • CNS Stimulants: Ritalin, Adderall (amphetamine based) • CNS Depressants: Valium, Librium, Xanax, Morphine, C odeine, Oxycontin, Vicodin, Demerol Los Angeles County Office of Education 27
- 28. • Curiosity WHY DO KIDS USE DRUGS? • Boredom • Feel good • Pleasure • Relax • Forget troubles • Feel grown up • Show independence • Peer pressure Los Angeles County Office of Education 28
- 29. RISK FACTORS • Disabilities, such as ADD/ADHD - self medicated • Failing in school • Victim of bullying, cyberbullying • Experiencing low self-esteem • Living with addicted family member or community with high tolerance for use • Internet accessible substances • TV: Jersey Shore, Teen Mom, Gossip Girl, etc. Los Angeles County Office of Education 29
- 30. SIGNS OF USE • Change in relationships with family and friends • Loss of inhibitions, mood changes, instability • Depressed, unable to focus, hostile, angry, uncooperative, deceitful, se cretive • Decreased motivation, lethargic • Sleeplessness, hyperactivity • Personal appearance, health issues • Grades dropping, truancy, work-related issues • Lying and stealing – stories don’t add up • Paraphernalia, clothing, jewelry Sometimes it’s hard to tell if it’s just “normal” teen behavior Los Angeles County Office of Education 30
- 31. I KNOW STUDENT IS USING • What is your evidence? • Consult with peer, administrator • Conversation (not a confrontation) is critical to help • Expect denial and anger • Find ways to break through barriers • Don’t just talk, listen • Spell out rules and consequences • Remind student of your support Los Angeles County Office of Education 31
- 32. DRUG TESTING • Does not detect every possible drug • Helps reduce peer pressure • Trust your instincts • "radar" often accurate; do not ignore “gut feelings” • Recommend consult family doctor, counseling • Plan how to react when drug use discovered • There are underlying reasons for drug use, reasons need to be discovered and “dealt with” Los Angeles County Office of Education 32
- 33. EDUCATE FAMILIES • Safeguard prescription, OTC drugs and alcohol • 39% of teens who abuse prescription drugs get them from family member’s or friend’s medicine cabinet • Dispose of medicines properly What’s in your cabinet at home? • Ask family - grandparents, & friends to be alert and safeguard drugs and alcohol Los Angeles County Office of Education 33
- 34. FAMILY PROTECTIVE FACTORS • Parents talk to child about drugs/alcohol at young age • Use teachable moments • Listen, make it easy for child to talk honestly • 50% less likely to use, if learn about risks of drugs at home • Open communication • not lecturing, no “he said/she said” conversations • Provide rules that are clear and consistent with consequences • Be a good role model (grandparents, uncle, aunt) Los Angeles County Office of Education 34
- 35. TIPS FOR PARENTS TO KEEP CHILD SAFE • • • • • You condone what you ignore Be involved in your child’s activities Plan family activities at least 3+ times a month Know your child’s friends and their parents Children want freedom, it needs to be earned and it’s not appropriate with substance use • IT IS OKAY TO SNOOP, parents can decide to look through their child’s room and belongings • Monitor whereabouts and technology use (eblaster.com, etc.) • Trust, but verify Los Angeles County Office of Education 35
- 36. DON’T • React with anger, even when shocked • Ridicule • Give consequences that you will not follow through • Expect every conversation to be perfect • Simply demand, instead educate about risk • Make stuff up, if you don’t know, look it up or help them look it up Los Angeles County Office of Education 36
- 37. RESOURCES FOR HELP • Bill Cosby-Fatherhood-a must read for every parent • AA, Marijuana or Narcotics Anonymous • Treatment centers • www.findtreatment.samhsa.gov • www.drugstrategies.org • http://findtreatment.samhsa.gov/facilitylocatordoc.htm • National Institute on Drug Abuse – http://www.nida.nih.gov • NIDA for Teens – http://www.teens.drugabuse.gov • Partnership for a Drug Free America – http://www.drugfree.org • CA Narcotic Officer’s Assoc. – http://cnoa.org/home/nefa/ Los Angeles County Office of Education 37
- 38. CONTACT INFORMATION Tom Steele Consultant II Steele_Tom@lacoe.edu (562) 922-6233 www.lacoe.edu Los Angeles County Office of Education 38
Notas del editor
- Even first-time use can lead to accidents, injury, and deathTeens put a great deal of energy into concealing drug and alcohol use. From gum (to mask breath) to specially-bought containers that look like household items,to conceal drugs, kids are how to hide drug use
- Marijuana smoking frequently starts inearly teens. Study by Dr. Staci A. Gruber, Director of Cognitive and Clinical Neuroimaging at McLean Hospital, a Harvard-affiliated hospital in Belmont, Massachusetts, used brain scans and had subjects complete an assessment of executive function. Executive function is brain processes responsible for planning and abstract thinking as well as understanding rules and inhibiting inappropriate actions and measuring cognitive flexibility. Part of brain that modulates executive function is last part of brain to develop. Dr. Gruber’s study found that marijuana use in adolescence causes permanent damage. It is widely known that marijuana use impairs motivation. It is associated with lowering of psychotic symptoms. Marijuana use and relationship to schizophrenia are being studied. Recently published research in the Journal of Biological Psychiatry explores impact that cannabis use has on working memory. Study gave healthy subjects tetrahydrocannabinol (THC) or a placebo and then gave test for working memory that involveduse of short-term memory storage and manipulation of memory. Subjects receiving THC had decreased activity in areas of brain that are associated with working memory, significantly retarded activity in prefrontal cortex. Subjects given THC also exhibited lengthened reaction time and degraded accuracy of recall. Bossong MG, et al., “Effects of ^9-tetrahydrocannabinol in human working memory function,” Biol Psychiatry, 2012 April 15; 71: 693-699.
- H&S 11362.79 Locations prohibited to smoke marijuana
- H&S 11362.5 physician can recommend
- May include behavioral issues – especially challenging or difficult behavior; changes in personal appearance, habits, and health issues; are they having problems at school or work?Look for multiple changes, or suddenness of changes. Trust your instincts, and be aware of risk factors
- Sit down, relax, and take time to breathe, then: Talk with peer (if you will be speaking to teen as a team) and present a united front Prepare to be called a hypocrite – Teen may challenge you about your past use. Don’t get diverted – issue here and now is their use, their health, and their safety. It’s not about your past – it’s about their future. Gather any evidence – Prior to having conversation, identify specific reasons why you think they are using. Expect denial and possible anger: Most important thing is to keep conversation going. Resolve to remain calm, no matter what teen says -- Try not to be baited to respond with anger. Set an expected outcome -- Your conversation will go more smoothly if you have a desirable outcome in mind. A reasonable objective, like simply expressing that you don't want use, can be atriumph. Spell out rules and consequences -- Have rules and idea of consequences set going in. Listen to teen's feedback and let themhelp negotiate rules and consequences. Don't set rules you will have no way of enforcing. Recognize significance of addiction in family – If a history of addiction - cocaine, alcohol, nicotine, etc. – is in family, then teen has much greater risk of developing an addiction. You need to be aware elevated risk and discuss it with teen as you would any disease. Remind teen of support -- Speak from a place of caring and concern - and express these feelings. Explain reason you're talking with them and asking questions is because you careand want them to be healthy and successful.
- In 2002, by a margin of 5 to 4, U.S. Supreme Court, in Board of Education of Pottawatomie v. Earls, permitted public school districts to drug test students participating in competitive, extracurricular activitiesCSBA Board Policy BP 5131.61 – Drug Testing. Drug testing program which may be allowed under federal law may nevertheless violate California law, if district does not have a compelling reason for drug testing students.California case questions whether district’s drug testing program can be extended beyond athletics without some compelling justification.In unpublished California case, Court of Appeal upheld a preliminary injunction against a district’s drug testing program which required students who participated in certain competitive, nonathletic extracurricular activities to be subject to random, suspicion-less drug tests. Court analyzed district’s policy under Article 1, Section 1 of California Constitution which provides more individual privacy protection than U.S. Constitution. While safety of students participating in athletics is recognized as justification for drug testing athletes, districts will need to show evidence of drug use or other justification for testing students in other contexts such as extracurricular activities. It is recommended that districts consult legal counsel prior to adopting student drug testing policy or procedures.
- Dispose of unused or expired medications properly. They can pollute environment. DEA and law enforcement have drop-off locations. If you just throw them out, some people will go through garbage to get them.
- Kids want freedom, giving them freedom they can handle is good, but if drugs and alcohol are involved, all bets are offRules provide concrete way to help kids understand what is expected and learn self–control. Don't just assume they "know" not to drink or do drugs. Teens don't deal well with gray areas, so when offered alcohol or drugs, you don't want any confusion in their minds.For rules to matter, they must be enforced. Be consistent, and make consequence appropriate to rule that has been broken.
- Some situations require teen to enter a treatment facility, don't be put off by term "get help." Connect them with caring adults – especially someone your teen already knows and trusts; school counselors, family doctor,sports team coach, clergy; or counselors at treatment center.Drug addiction affects more people than just the addict. The family, especially non–drug–using teens need help to make sure that they are emotionally stable and fully comprehend situation, you're aiding in everyone's recovery and healing process.Many parents lose ability to think and act rationally when they have a teenin danger. Some parents become so obsessed with their child and her problem that they neglect other important aspects of their own lives: their jobs, physical health, and other kids., it is vital that they have help for their own emotional well-being.