Ecstasy Users and Its Implications for Educators
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THE "E" IN RA VE: A PROFILE OF YOUNG ECSTASY USERS AND ITS IMPLICATIONS FOR EDUCATORS by FANITSA HELEN ZERVOGIANNIS submitted in part fulfillment of the requirements for the degree of MASTER OF EDUCATION - WITH SPECIALISATION IN GUIDANCE AND COUNSELLING at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF E. WIECHERS JOINT SUPERVISOR: PROF J.R. SNYMAN NOVEMBER 2000 The 'E' ill Rave : A . P~0~e of youflg Ecstasy users . and its llllplicatioOS for educators I declare that THE "E" IN RAVE: A PROFILE OF YOUNG ECSTASY USERS AND ITS IMPUCAllONS FOR EDUCATORS is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. Miss F .H. Zervogiannis Date DEDICATION This study is dedicated in memory of my late father, John Zervogtannis. This one is for you, Dad. "This is for you, for the father I love. For the one who has helped me through all my childhood fears and failures. For the man who is a wonderful example of what more men should be. For the person whose devotion to his family is marked by gentle strength and guidance. If you never knew how much I respect and admire you, I want you to know it now, Dad ... I think you are the best father that any child ever had." Rest in peace. 1939-2000 ACKNOWLEDGEMENTS Although I am the recipient of this degree,· several people contributed significantly towards it. I would like to express my sincere thanks and appreciation to the following people: • Professor E. Wiechers, my supervisor, for her invaluable assistance, enthusiasm, patience and guidance and the hours she devoted to me. I was extremely priveleged to complete this research under her expertise. • Professor J.R Snyman, my joint supervisor, for his expert advice regarding MDMA. • My parents, John and Sophia Zervogiannis, for their support and encouragement not only during this research study but over the many years of my studies. • The owners of Durban night clubs for approval granted to undertake the empirical research at their clubs. • The Ravers of Durban clubs for making it possible for me to conduct my research. • My brother, Evan for sending me relevant literature from the United Kingdom. • My boyfriend, Shaun who was always helpful in obtaining relevant documentation from the South African Police and for binding, photocopying and posting my preliminary drafts as well as the final "volume". Finally, the greatest praise should should go to God whose all encompassing grace enabled me to complete my research in this difficult, emotional time. The Researcher Durban Fanitsa Zervogiannis November 2000 THE "E" IN RAVE: A PROFILE OF YOUNG ECSTASY USERS AND ITS IMPLICATIONS FOR EDUCATORS BY: Fanitsa Helen Zervogiannis SUBJECT: Psychology of Education UNIVERSITY: University of South Africa SUPERVISOR: Prof E. Wiechers JOINT SUPERVISOR: Prof J.R. Snyman SUMMARY The use of methylenedioxymethamphetamine (MDMA) or Ecstasy is a phenomenon that has established itself in the widespread Rave culture. Ecstasy use causes not only physical, social and psychological problems in the development of the adolescent but may also influence his concentration and learning abilities. To prevent these problems educators should be well informed regarding current drug use trends and also be capable of assisting adolescents. Research regarding the nature of Ecstasy use and the characteristics of its users is lacking nationally. The increase in use amongst school going adolescents and young adults and the fact that there are side effects and unknown long term effects has made it imperative that educators learn as much as possible about this drug. The purpose of this research is therefore to furnish the educator with accurate information that will enable him to obtain a reference point from which assistance can be offered to the young Ecstasy user. KEY TERMS 1. adolescent 6. spirituality 2. recreational drug use 7. dance or club drugs 3. MDMA 8. profiles of Ecstasy users 4. Ecstasy 9. drug education 5. Rave culture 10. harm reduction i'.· --~~..... ··~. ~,-~' .. ,~;' ,...:; ,.~:::-i.·.· ·. ;t\RY f. ~.. ; ; · I 111111111111111 0001782641 3$2.2930835 ZER'V CONDENSED TABLE OF CONTENTS Page CHAPTER 1: INTRODUCTORY ORIENTATION, PROBLEM ANALYSIS, OBJECTIVES, DEFINITION OF CONCEPTS AND RESEARCH PROGRAMME 0 l 1.1. Introductory orientation 02 1.2. Problem analysis 04 1.3. Statement of the problem IO 1.4. Objectives of the study 12 1.5. Delimiting the area of investigation 13 1.6. Research method 13 1.7. Definition of concepts 14 1.8. Research programme 16 CHAPTER2: THE ADOLESCENT-A PSYCHO-EDUCATIONAL PERSPECTIVE 18 2. 1. Introduction 19 2.2. Psycho-educational theory 20 2.2.1. The adolescent as person 21 2.2.2. Becoming adult 25 2.2.3. Framework for the study of adolescents 27 2.2.4. Education 33 2.3. The adolescent 38 2.4. Physical development in adolescence 39 2.5. Cognitive development 42 2.6. Affective and personality development 49 2. 7 Conative development 57 2.8. Social development 60 2.9. Moral development 72 2.10. Conclusion 77 2.11. Summary 77 CHAPTER 3: MOMA (Ecstasy) (methylenedioxymethamphetamine) 79 3 .1. Introduction 81 3.2. History 81 3.3. Classification of MOMA drug 86 3.4. Therapeutic aspects of MD.MA 89 Page 3.5. Dosage and mode of use 97 3.6. Effects 99 3.6.1. Positive psychological effects 100 3.6.2. Negative psychological effects 101 3.6.3. Adverse psychological effects 108 3.6.4. Tolerance versus dependency versus abuse patterns 113 3.6.5. Physical effects 116 3.6.6. Acute physical reactions 118 3.6.7. Regarding adverse psychological and physical effects 123 3.1. MDMA and the brain 124 3.8. MDMA neurophannacology 128 3.9. Neurotoxicity 131 3.10. Ethical dilemma 154 3.11. Conclusion 155 CHAPTER4: RAVES At"\10 TIIBIR CULTURE 158 4.1. Introduction 159 4.2. \\-'hat is a Rave? 159 4.3. Why Rave? 164 4.4. Ravcmusic 165 4.5. Visual effects 169 4.6. Drugs 169 4.7. The people who attend Raves 178 4.8. Philosophy of Rave 180 4.9. Spirituality 186 4.10. The here and now 201 4.11. Conclusion 206 CHAPTERS: RESEARCH DESIGN At~D METHODOLOGY 208 5.1. Introduction 209 5.2. General aim 209 5.3. Delineation of the problem 209 5.4. Hypotheses 210 5.5. Research approach 211 Page 5.6. The selection of media and techniques 212 5.6.1. Case studies 212 5.6.2. Questionnaires 213 5.6.3. Interviews 213 5.6.4. Standardized tests 214 5.6.4.1. 16 PF- personality questionnaire 214 5.6.4.2. Values scales 216 5. 6 .4 .3. Adolescent self concept scales 218 5.6.4.4. Personal identity scales 220 5.7. Evaluation 221 5.7.1. Questionnaires 221 5.7.2. Standardized tests 221 5.8. Sequence of research 224 5.9. Conclusion 224 CHAPTER 6: QUESTIONNAIRE FINDINGS AND DISCUSSION 225 6.1. Introduction 227 6.2. The sample 227 6.2.1. Ecstasy use 227 6.3. General findings 228 6.3 .1. Reasons for trying Ecstasy 228 6.3.2. Method of introduction to the drug 228 6 .3 .3. Ability to have fun \vithout Ecstasy 228 6.3.4. Types of people \vho are most likely to take Ecstasy 230 6.3.5. Word associations \Vith Ecstasy 230 6.3.6. A subjective evaluation of Ecstasy based on the testees' personal experience 230 6.3.7. Social aspects 232 6.3.8. Frequency of use 233 6.3.9. Dosage and mode of use 236 6.3.10. Tolerance 239 · 6.3 .11. Effects of Ecstasy experienced 239 6.3.12. Other drug use by multiple time users 243 6.3.13. Dependency 245 Page 6.3.14. Distressing or bad experiences related to the use of Ecstasy 246 6.3.15. Perceived risks 246 6.3.16. Influences on life in general 247 6.4. Discussion 250 CHAPTER 7: FINDINGS OF STANDARDIZED TESTS AND DISCUSSION 262 7.1. Introduction 267 7.2. Subjects 267 7.3. Case study 1: Morne (male) 267 7.4. Case study 2: Cathy (female) 275 7.5. Case study 3: Michelle (female) 285 7.6. Case study 4: Mark (male) 295 7.7. Case study 5: Samantha (female) 302 7.8. Case study 6: Ivan (male) 310 7.9. Case study 7: Allan (male) 315 7.10. Case study 8: Eric (male) 322 7.11. Case study 9: Phoebe (female) 329 7.12. Case study 10: Shaun (male) 335 7.13. General findings 340 7.14. Discussion 348 CHAPTER 8: CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS 359 8.1. Introduction 360 8.2. Conclusions 362 8.2.1. Identification of Ecstasy or drug use in adolescents is imperative 363 8.2.2. Teachers can exert a greater influence on the adolescents' mental health 363 8.2.3. A disharmonious educational climate must be prevented 364 8.2.4. Further research is essential 364 8.3. Recommendations 364 8 .3 .1. Teachers should be informed about current drug trends 364 8.3.2. Documentation 365 8.3.3. Better rapport between parents and teachers 365 8.3.4. Better contact bet\veen school bound and school related services 365 8.3.5. Parent support groups 366 Page 8.3.6. Parental drug education 367 8.3.7. Adolescent discussion groups 367 8.3.8. Identifying drug use 367 8.3.9. Individual counselling and cognitive behavioural therapy 369 8 .3 .10. Group counselling and adolescent support groups 370 8.3. l l. Drug education and prevention programmes 370 8.3.12. Hann reduction approach 370 8.4.