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Raising DrugFree Kids::
A Values Approach
| Course Number |
LWD520 |
| Objectives |
Participants will 1) describe the components of a drug-prevention
program, 2) understand the place of drug-prevention in raising children
and in the school curriculum, and 3) design, plan and implement the
DrugFree Kids supplementary drug-prevention program for children in
Grades 1 and 2. |
| Credit Hours and Fee |
3.0 CE Credit Hours with a fee of $24.00 |
| Instructor |
Rudolf Klimes, PhD (Indiana University), MPH
(Johns Hopkins University), Adjunct Professor at Folsom Lake College,
Folsom, CA. |
Welcome
to this accredited
3-contact-hour Continuing Education course with instant online processing and
certification 24/7. Study the course below, take the 12-question
multiple-choice
TEST, register and pay online. If
you score 75% or above, you may print your CE certificate on your printer as
soon as you finish.
If you have difficulty printing your certificate,
click here..
You may retake the test.
TEST
Background about
DrugFree USA and DrugFree Kids
DrugFree Kids is a national campaign by
DrugFree USA to free children from tobacco,
alcohol and harmful drugs. This drug abuse prevention guide may be used as a curriculum supplement
together with other resources or as a stand-alone study guide.
THE MISSION of DrugFree USA is
to reduce the use of tobacco, alcohol and harmful drugs among children and youth of
participating communities.
DrugFree USA provides
drug-prevention 1) materials to schools, libraries, churches and youth organizations, 2)
Public Service Announcements to TV, cable and radio stations
and
3) online and on-location courses about tobacco, alcohol,
DrugFree
living, and health for youth, parents, educators, counselors and health professionals.
For help in prevention, email DrugFree USA.
DrugFree USA also conducts research into health habits, values and drug abuse patterns in
order to develop prevention resources appropriate for high-risk children and youth. These
resources help them value life and health, and be strong and resistant to tobacco,
alcohol and harmful drugs. For help with drug abuse, phone
1-800-drugHELP.
Objectives of the
Curriculum
WHAT
are the DrugFree Kids course OBJECTIVES?
At the completion of the course, Grades 1 and 2 children shall:
1. have a basic understanding of the value of good health.
2. make pre-decisions to avoid harmful drugs.
WHEN? Start right now. Teachers, counselors
and parents may begin here on this page. This LearnWell course is free, simple, easy,
fast, convenient and available anywhere and anytime. he course may be conducted in a public or private elementary school for
children in Grades 1 and 2, or in home or church settings.
WHERE?
The material may be
used in any supplementary way the teacher or leader desires. The course
may be used for children in Grades 1 and 2 for a 4-month periods.
The basic materials for Grades 1 and 2 are very similar, but the exercises and procedures
are different. The Grade 2 materials serve to reinforce the learning that took place in
Grade 1.
WHY? A large number of drug abuse prevention programs that start in Grades 3, 4
or 5 have shown very limited success. Many of these were information-based. The author of
this course assumes that children need to develop early a value system that will guide
them in their decision-making. Small children can make positive pre-decisions that will
help them in later decision-making regarding the use or abuse of drugs.
HOW DOES IT WORK?
Children are continually exposed to messages and experiences that foster
the use and abuse of harmful drugs. This DrugFree USA curriculum called "DrugFree
Kids" was developed to counter these messages and experiences with simple, short
slogans that are reinforced through specially designed learning activities. The curriculum
is based on eight slogans presented on bookmarks, usually one for each month.
Here we present four of them. The message on each slogan is taught through 10-15 minute long weekly
learning activities. The slogans used in Grade 1 are repeated in Grade 2, but the
activities and procedures differ. Thus the message is reinforced and becomes familiar. By
presenting new learning activities in Grade 2, the children are challenged to review and
advance their learning.
Questions about the
Curriculum
1. Is this a curriculum in harmony with
the Education Code of California and that of other states?
The Education Code of California lists the following in its
health content requirements:
Code 44806: "Each teacher shall endeavor to impress upon
the minds of the pupils the principles of morality, truth, justice...Code 51202: The
adopted course of study shall provide instruction in....the effects of alcohol, narcotics,
drugs, and tobacco on the human body. Code 51203: Instruction upon the nature of alcohol,
narcotics, restricted drugs, and other dangerous substances and their effect upon the
human system shall be included in the curriculum of all elementary and secondary schools.
Code 51890: For the purpose of this chapter, 'comprehensive health education programs'
are...to include...(3) drug use and misuse, including the misuse of tobacco and
alcohol..."
2. Is drug prevention education a high
priority?
The Education Code of California gives these staff development
requirements:
Code 51260: "Instruction shall be given in elementary and
secondary schools by appropriately trained instructors on drug education and the effects
of the use of tobacco, alcohol, narcotics, dangerous drugs and other dangerous substances.
An appropriately trained teacher is one who...demonstrates skills in conducting effective
education, which includes methods and techniques for helping children and youth to freely
express ideas and opinions in a responsible manner and to gain an awareness of their
values as they effect decisions related to drug use and misuse. Code 51265: School
districts and county offices of education should give high priority to gang violence and
drug and alcohol abuse prevention in-service training programs, which shall be part
of the overall strategy for comprehensive gang violence and drug and alcohol abuse
prevention education."
3. How does DrugFree Kids fit
into the K-2 Health Curriculum?
From Seeking Excellence in Education K-2, Health, pp
12- 15. "Students will practice behaviors that reduce their risk of
becoming involved in potentially dangerous situations...(DrugFree Kids Lesson 2). Students
will distinguish between helpful and harmful substances. Students will develop and use
effective communication skills to cope with emotions (Lesson 3). Students will identify
information, products, and services that may be helpful or harmful to their health
(Lessons 4-8). Students will identify how advertising, community, peers and family
influence their decisions (Lesson 1)." DrugFree Kids helps students in all of this.
4. What does some of the recent research
say about early drug abuse education?
The U.S. News & World Report,
September 4, 1998, page 10 reports on a study by the National Center on Addiction and
Substance Abuse at Columbia University. The study concludes that parents have more
influence on their 12-13 year old children, which is the most critical risk period,
"if they started talking about healthy lifestyles when their children were as young
as kindergarten."
5. What are some ground rules for class
discussions?
1. Agree, or agree to disagree. 2. No interrupting
3. No put-downs.
Grade
1 & 2 Health: DrugFree Kids - Scope and Sequence |
| PROBLEMS/VALUES |
SCIENCE PROCESS |
STORY LINE |
| Advertising, Lesson 1 |
Observing, Communicating, Comparing |
There are differences between true and false ads. |
| Tobacco, Lessons 2 |
Observing, Communicating.Comparing, Ordering |
Smoking is harmful and very difficult to stop. |
| Honesty, Lesson 3 |
Observing, Communicating, Comparing |
Kids who use tobacco lie about it. |
| Alcohol, Lessons 4 |
Observing, Communicating.Comparing, Ordering |
Alcohol harms the mind and body. |
Assignments for
Children
Each of the four major topics is designed to be used for a
month. The following assignments for children are suggestive and may be arranged as needed. The
weekly suggestions may or may not be followed and some activities may be extended and
others omitted.
RESOURCES from DrugFree USA:
Bookmarks for the 4 slogans.
A Panda Bear sticker.
4 posters.
The 4 stories below and related
materials.
Online courses on wellness,
tobacco,
alcohol, and
drug abuse.
Key Point: Comparing honest and dishonest advertising.
Objectives: To
develop comparing skills and thus be able to distinguish between helpful and harmful
advertising and substances/drugs.
Time-line: First
month of the program, 10-15 minutes weekly.
GRADE 1 Procedures:
1st
week: Write the slogan on the white-board or on a large sheet of paper. Read it
aloud. Ask the children to repeat it, first quietly,
then normal, then very loud. Pass out the bookmarks and ask the children to read it daily
for a week.
2nd week: Read the Story 1:
Don't buy that lie.
3rd week: Children memorize the
slogan and repeat it in group when given the last word of the slogan.
4th week: Have the children
sign the Health Decision Card and have them tell how they will share their decision with
others.
5th week: Children memorize the slogan and repeat it
individually when given the last word of the slogan.
STORY 1. Don't Buy That Lie:
Jim was looking through one of the magazines at home. He came across a big wonderful
advertising. And he was wondering: "Are people who smoke really as happy as they look
in the advertising?" "Does smoking make them happy?" "Does smoking
make them successful and healthy?"
Then he remembered what his mom had told him: "Don't
you ever start smoking. It is a dirty habit. Once you start, it is very difficult to stop.
And it kills you slowly but surely."
Somehow the picture of the happy smoker and the coughing
nicotine addict did not match. The advertising was false. Smoking does not make one happy
and glamorous. Jim's teacher summarized it well by saying: "Don't buy that lie."
GRADE 2 Procedures:
1st week: Children prepare for speech choir described below.
2nd week: Children perform in the speech choir.
1. (girls) Enjoy your health,
it is your wealth.
So hear our plea
and live DrugFree.
(boys) Don't buy that lie.
2. (girls) Enjoy your day,
in every way.
So hear our plea
and live DrugFree.
(boys) Don't buy that lie.
3. (girls) Enjoy your school,
it's really cool.
So hear our plea
and live DrugFree.
(boys) Don't buy that lie.
Next: Girls and boys change parts.
For each month, substitute a new slogan.
3rd week: Children cut out advertising from newspapers and
evaluate them.
4th week: Children list and tell the harms of false advertising.
5th week or optional: Children give other examples of false ads.
Key Point: Communicating
that smoking is harmful and very difficult to stop.
Objectives: To help
the children realize that smoking is dangerous and that it seriously harms the body.
To make a pre-decision not to smoke or use drugs. Smoking and chewing
tobacco is drug-use.
Time-line: Second month of the
program, 10-15 minutes weekly.
GRADE 1
Procedures:
1st
week: Write the slogan on the white-board or on a large sheet of paper. Read it
aloud. Ask the children to repeat it, first quietly, then normal, then very loud. Pass out
the bookmarks and ask the children to read the bookmark daily for a week.
2nd
week: Read Story 2 in the book.
3rd
week: Discuss the Tobacco Decision Card and have the children tell what it means to them.
4th
week: Have the children sign the Tobacco Pre-Decision Card and have them tell how they will
share their pre-decision with others.
5th
week or optional: Review and evaluate.
STORY 2. To Smoke is no Joke:
Jack thought it would be fun to sneak off behind the tree to share his first cigarette
with his best friend Billy.
"We'll do it just once for fun," he promised. But it
wasn't just for once. It turned out to be not for fun either.
Jack felt he wanted to smoke often. He couldn't leave that weed
alone. He became hooked. Now the joke was on him. He just had to have his cigarettes. And
it wasn't fun anymore. Jack was trapped: "To smoke is no joke."
GRADE 2 Procedures:
1st week: Children in pairs pantomime refusing cigarettes.
2nd week: Children make non-smoking signs and put them up in places they choose.
3rd week: Children tell which famous people smoke and which do not.
4th week: Children make anti-smoking posters.
5th week or optional: Children write a letter to someone who smokes.
3. It's not neat to
cheat
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Key Point: Kids
who smoke or use drugs lie about it. They feel that they cannot tell their teachers or
parents.
Objectives: To
develop habits of truth and honesty and to avoid deception, lying and cheating.
Time-line: Third month of the
program, 10-15 minutes weekly.
GRADE 1 Procedures:
1st
week: Write the slogan on the white-board or on a large sheet of paper. Read it
aloud. Ask the children to repeat it, first quietly, then normal, then very loud. Pass out
the bookmarks and ask the children to read them daily for a week.
2nd
week: Read Story 3 in the book.
3rd
week: Collect relevant materials and bring it to a kind of show and tell in the 4th week.
Discuss what to collect.
4th
week: Have show and tell.
5th
week or optional: Review, evaluate or brainstorm ways to be honest.
STORY 3. It's not Neat to Cheat:
Jane liked to hide things. She had all kinds of secrets. Some she shared with her friend
Maxine, others she shared with no one.
Once she took a dollar from her mother's purse and hid it. And
later a cigarette from a visitor and smoked it. And then she hid her answers to her test
under her skirt and copied them. She became a cheater. When asked, she always denied it.
Soon even her good friend Maxine could not trust her any more and
stopped playing with her. Jane, alone and without friends, lamented: "It's not neat
to cheat."
GRADE 2 Procedures:
1st week: Children design puzzles about cheating.
2nd week: Children write a short slogan of their own..
3rd week: Children list reasons for not cheating.
4th week: Children tell about the time they were tempted to cheat but did not.
5th week or optional: Children give examples of cheating and tell how each harms.
4. Do think! Don't
drink!
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Key Point: Alcohol
impairs thinking and body functions and for some, the ability to stop drinking.
Objectives: To
recognize that alcohol is a drug and that it is harmful. To make a pre-decision not
to drink.
Time-line: Fourth month of the
program, 10-15 minutes weekly.
GRADE 1 Procedures:
1st
week: Write the slogan on the white-board or on a large sheet of paper. Read it
aloud. Ask the children to repeat it, first quietly, then normal, then very loud. Pass out
the bookmarks and ask the children to read them daily for a week.
2nd
week: Read the 4th story in the book.
3rd
week: Children draw a picture about the abuse of alcohol.
4th
week: Have the children sign the Alcohol Decision Card and have them tell how they will
share their decision with others.
5th
week: Children make a mobile about drinking and driving.
STORY 4. Do Think! Don't Drink:
Some cook kids were tasting it and to Bill it just looked like plain water. It tasted
"yuck" but Bill wanted to be in with his friends and so he drank some. But it
wasn't water. It came in a special bottle and it was whisky.
He soon learned that it was a powerful drug. Those who drank a
glass of it couldn't walk straight. They could not think straight. They could not drive
without endangering others. And their liver had a hard time getting rid off all that
poison. Their stomach did not like it either. Was drinking alcohol suppose to be cool?
Bill's whole body told him; "Do think! Don't drink."
GRADE 2 Procedures:
1st week: Children prepare for speech choir described below.
2nd week: Children perform in the speech choir.
3rd week: Children calculate how much a drinker spends a year.
4th week: Children change the words of a well-know song to give an anti-alcohol message.
5th week or optional: Children draw an anti-alcohol picture and add a slogan underneath.
Steps in Stopping Substance Abuse:
1. assessment,
2. treatment planning, 3. changing behavior, 4. groups and families, 5. maintaining
behavioral changes, and 6. rehabilitation.
DrugFree USA Library:
Smoke-Free Kids Home Page Here's Looking At You,
2000, by Comprehensive Health Education Foundation, 22323 Pacific Highway South,
Seattle, Washington, 98198. Discover Skills for Life, Educational
Assessment Publishing Company, 1713 Kettner Blvd, San Diego, CA 92101. Skills
for Growing, Quest, 537 Jones Rd. PO Box 566, Granville OH 43023.
Implement the curriculum with one or more kids and then take the CE test.
TEST
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approved (RN-CEP 11430, MFT- PCE 39) 3-hours Continuing Education Certificate (0.3
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