DOC- NT RESUME

ED 140 180 CG 011 461

TITLE Alcohol Education: Curriculum Guide for Grades 7-12. INSTITUTION New York State Education Dept., Albany. Bureau of Drug Education. PUB DATE 76 NOTE 144p.; For relat d document, see CG 011 462

EERS PRICE MF-$0.83 BC-$7.35 Plus Postage. DESCRIPTORS *Alcohol Education; *Alcoholic Beverages; Class Activities; Curriculum Guides; *Drinking; Drug Education; Health Education; *Learning Activities; Recreational Activities; *Secondary Education; Socially Deviant Behavior; Teaching Guides

AB TRACT This curriculum guide is designed as an interdisciplinary resource on alcohol education for teachers of Grades 7-12. tevelopmental traits are discussed, and objectives and learning experiences are presented. The following topics are covered: ro the nature of alcohci;(2) factors influencing the use of alcoholic beverages; (3) alcohol effects on people; 00 social responsibility for the control of the use of beverage; and (5) the social responsibility for the treatment of individuals. A division is made between Grades 7-9 and 10-12, with each set of three grades considered separately. (Author/OLL)'

Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by .EERS are the best that can be made from the-original. *************-******-**** ******************* ******************* * ALCOHOL EDU ATION

CURRICULUM GUIDE

FOR

GRADES 7-12

'Ls oEFARTMENTOF HEALT! , EDUCATION 4 WELFARE NATIONAL INSTITUTE OF MOTION

1H15 -ooCumENT HAs BEEN REpRO- ME° EXACTLy AS REcEipEDFROM THE PERSON OR QGANIZ/TION0106IN, AnNo iT POiNTs oF viEw Op OpINIONS STAIED DO NOT NECESSARILY REF SENT cr FICIAL NATIONAL INSTITUTEOF EOOCA !ION PoSITION OR poLICY

THE UNIVERSITY OF THE STATE OF NEWYORK/THE STATE EDUCATION DEPARTMENT

ALBANY 12234

BUREAU OF DRUG EDUCATION

197,6 THE UNIVERSITY OF THESTATE OF NEW YORK Regents of The University (with years when terms expire

1981 Theodore M. Black, A.B., Litt.D., LL.D., Pd.D.D.C.L., L.H.D., Chancellor... . . 1987 Carl H. Pforzheimer, Sands Point jr., A.B,, M,B,A., D.C.SH.H.D., Vice Chancellor 1978 . . . Purchase Atexander.J. Allan,Jr., LL.D Litt.D. !i.,[email protected]#.. .Troy 1981 JosephC. Indelica to, M.D .... * 414i4i,i$1%#* Otii,15611bi*WO Brooklyn 1986 Kennetil Clark)A.B., M.S., Ph.D., LL.D., 1.H.D.,D.Sc, . . .. 1953 Harold 10414 Hastingson Hudson B. Newcomb, B.A...... 444 45555141744451k40404 S WO! 1988Willard A. Genrich, Owego LL.B., L.H,D.,LL._D, . i .F.54 .. 1982 Buffalo 'Emlyn I. Griffith,A.B., ...... -. -= Rome 1977 Genevieve S. Klein, B.S,, M.A...... Bayside 1981William Jovanovich, A.B., LL.D., Litt.D.,L.H.D. .44,!.vit.Ottitf.*:0,O!..etvf 193Mary Alice Kendall, B,S...... Briarcliff Manor

1.984 Irondequoit Jorge L. Batista, B.A., .J.D, ...... 441,144t444O5 t44*44* 4 E.flii!fi5 554 I5 1982 it444 454.4 Bronx Louis E. Yavner, LL.B. ...

. 1979 Laura B. Chodos,BA New York M.A. i*. . 1980Martin C; Barell, B.A., Clifton Park T.A., LL.B. ei,o..O.#1.git . 4 ... Great,Neck

President of The Universit and Commissioner ofEducation Ewald B. Nyquist

..E.Eatre D1.4cocroner of Education Gordon M. Ai bacf

1122.a.22LELii.LicantinuinEducationThomas D. Sheldon

Associate Commissioner for Educational Finance -nd na ement Services Stanley L. Raub

LeoCurdinator_Ofealthandiat A. Soucy

Director Division of School Health a d Pu il Personnel ervices James W. Moore

ChiefBureau of Dru- Education Anthony J. DiBenedetto FOREWORD'

The abuse of alcohol has only recently been recognized as amajor contributor to many serious physical, psychological and sociologicalhealth problems even though it has been a 10 million issue in our society for generations. At the present time there are an estimated that it alcoholicS in the U,S,, as well asmillions of others who abuse alcohol to the extent that the interferes with their ability to function. A review of alcoholic statistics indicates automobile accidents, use of alcohol is a factorin many crimes and injuries - 50% of fatal homicides, 45% of drownings, 3E, of suicides, 40% ofsnowmobile accidents, 53% of fire deaths, 64% of 71% of accidental poisonings to mention a few, 56% of fights and assaults in the home, and The Board of Regents Can our society be spared a substantialportion of this pain and suffering? In an attempt to do so the and the staff of the State EducationDepartment believe it can. 7-12, and Department has developed new alcoholeducation guides -- one each for grades K-6, adult alcohol education,

teachers manuals have been designed andprepared These new alcohol curriculum guides and education as to assist school personnel to moreeffectively combat the alcohol problem through become more meaningful a primaryprevention vehicle. These materials and approaches used will through cooperation with the resources ofvarious community health-related agencies,

The educational approach should not bedidactic,but rather it should be student-centered, Such an approach considers with each learner being activelyinvolved in the learning process, will effect the need for individuals to be involvedin planning the educational experiences that complex problemS of alcohol their respective lives. While there is no simplistic answer to the individual decision making about the use ofalcohol holds the abuse and alcoholism, emphasis on and greatest promise for alleviating theproblem, Over the long run, it is more effective than to efficient to prepare an individual to copewith drinking before it becomes a problem remedy its destructive effects afterthey have occurred. It is reasonable to conclude that decision-making skills will be more economical thanthe the cost of developing individual development of treatment programs in an attempt torestore the health of the alcoholic,

These guides were developed with arecognition of the need for programs which focus on practices. information and attitudes abOot the use ofalcohol resulting in responsible drinking making. The Information alone is not enough but it doesplay an essential part in decision in development of attitudes and the identificationof 'behavior norms" plays a major part

iii making responsible decisions. The following represents ? few of the behaviorwhich will promote these responsible decisions:

.respecting an individual's decision about alcohol- either to abstain or to drink responsibly;

...recognizing that drunkenness isneither healthy nor safe;

...understanding one's own reasons for making a decision about theuse of alcohol;

recognizing the health and safety and fun of all by avoidingintoxication and helping others to dothe same;

...choosing to avoid the use of alcohol as a way of dealing withones problems;

...recognizing that social acceptabilitydoes not require drinking;

...recognizing and understanding thatalcohol is a drug;

..avoiding riding with drivers who are under the influenceof alcohol and discouraging them from driving;

..recognizing that one's attitude and behavIor affects and influencesothers, especially children,

In the curricula,a serious attempt has been made to interrelate the efforts of other governmental.and voluntary organizations to those of the schools. In so doing education becomes a product of a cooperative effort which involves theschool; family, industry, religion, aS wellas other voluntary and governmental health agencies. The schools can and must conduct an alcohol abuse and alcoholism primary preventionprogram, not only because it is required by statestatute (Chapter 674, 1970) but also because they have theresponsibility to contribute to a more stable and productive life for each oftheir students.

As important as these guides may be,the teacher is the most importantfactor in the success of an educational program. Although a teacher's guide is provided, the program emphasis on a student-centered approach and cooperation with numerous governmentaland voluntary organizations may require in addition the need fora teacher training program. Since this isa new curriculum at least a minimal orientation forteachers is suggested. School administratorsare encouraged to arrange regionalprograms for this purpose.

The staff of the Bureau of Drug Education is available to assi:Ain organi,zing and conducting such programs. For more information, call (518)474-1492.

iv PREFACE

ALCOHOL ENCATION PIPE GRADES 7 P1311

several This curriculum guide is designed as aninterdisciplinary resource fi- teachers of

flexibility for the teacher to selectfrom many ideas grade levels. This publication provides the

ideas and exper- and learning experiences listed; no teachershould feel obliged to attempt all

it is suggested that the teacher rvi w :Ice ,Jristead pri_r to teaching a unit on alcohol,

objectives, and activities this publication thoroughly in order toidentify those understandings,

with in more than one which will be meaningful to the students: If alcohol abuse is to be dealt

material will minimize subject area, coordination by members_f the staff who will be using this

duplication of subject matter and provideoptimum use of r-sources,

Several methods of alcohol educationshould be censidered

(1) abuse preventive, which is aimedat the non-users;

alcoholic heverag ; and (2) interventive, which is aimedat students who are drinking

(3) those committed to alcohol abusebehavior.

education as well as It is hoped that this curriculumguide will be of help for preventive

education which can be achievedwithin the providing sufficient suggestions for interventive

individual, the class, or a groupcounseling setting.

10 Tell it like it is. The sophistication and pseudo sophistication ofyouth

today makes it essential to "level" with students because,f they have been

given some incor ect information, they may reject all of theconcepts

developed, Efforts to moral (ze cr to frighten young people haveproved not

only ineffective butworse than no Instruction at all.

This curriculum guide plusthe accompanying Teacheris Handbook are intendedas a resource

for educators throughoutthe state. Because the needs of studentsas well as the nature of the

alcohol problem willvary from community to community, each district must make itsown decisions

concerning the implementationof this program. Decisions concerningus of resource people,

placement of curricula in subject areas at grade levels, in-service trainingfor participating

teachers and use of numerous types of media are essential Inthe early stages of planning.

Parental education and communicatin are integral parts of this program. Parents should feel

secure and informed about the material theirchildren are receiving. The success ofany kind

of educationprogram hinges upon the acceptance by people in the community. Consequently, effort

should be made to keepthe community Informed and_to use all appropriate communityresources.

Administrative personnel should assume creative leadership and stressthe importance ofa

well-planned and well-acceptedprogram. Under the le dership of theHealth Coordinator, students and parents should become involved in the planningas may local physicians, clergy, pharmacists,

law enforcement,andrehabilitation personnel.

vi 13 informeion about thealcohol problem, there are Just as there isconsiderable conflicting

and the roles of educators indealing with the problem many varyinj ideasand attitudes about

It is apparent thatsatisfied, self- the many motivating rea onsfor the use of alcohol

in their interpersonalrelationships are, directed, happy young peoplewho experience success

become abusers of alcohol. les5 likely to experiment with or

1 0 vii A KOWLEDGEMENTS

Grateful recognitionis given to the New York State Department of 'Mental Hygiene, Divonof Alcoholism, and themany school administrators, teachers and*eCialitswho will help to evaluate this material. Their generous cooperation in the developmentof this publication exemplifies theconcern we all share in solvingone of today's more complex problems, the abuse of alc)0Iin our society,

Grateful appreciation is extended to the NebraskaDepartment of Education, Department of Education of the State of Oregon, and the Illinois Offie of Education for permission to adapt some of their materials for thispublication.

Special recognitionis extended to the Alcohol Education Research and WritingCommittee: Mr. Anthony G. Lento- Chairman of the Committee, Associate Professor of Educationand Drug Education Coordinator, State University of New York at Albany;Mr. Robert Christiansen, Drug and Health Registered Pharmacist, Education Coordinator, Watervliet School System, Watervliet,New York; Mr. George Alcoholism Center of Harris, Rensselaer County, Inc.;and Miss Nancy Malinowski, Program Assistant, Social Studies Teacher- Shenondehowa Sch System.

The specialists who contributed professionalexpertise to this publication include: Dr. David Serrone, Associate Professor, School of Nursing, StateUniversity of New York at Albany; Dr. Arthur Stein, of Pathology, Albany Professor \ledical College, Albany,New York; Dr. Lois Stiglmeier, Coordinator,Prevention Education, Division ofAlcoholism, 1\ew York State Department of MentalHygiene, Albany, New York; qr. David Schenck, and Assistant Professor ofEducation, Supervisor of English, State Universityof New York at Albany.

These materials were developed through a grantfrom the State University of New York, The State Education Department, the Division of Health andDrug Education Services. The overall supervisionof the research, writing andcompilation was under Anthony J, DiBenedetto,Chief of the Bureau of Albert E. Bedworth, Drug Education. Associate in Health Education,the Bureau of Health Education, provided valuable consultation with the writin0eam andwas the liaison per5en from the Division of Heflth andDrug Education Services.

viii CONTENTS

PAGE

4 4 4 4 i!ik FOREWORD.... ift!!!!!

V

PREFACE.. iii!ti!!10f!!..4441 ...... 44I"""4"'"""44"i

Of! IVIII AC -4104

(GRADES 7 - 12 2 INTRODUCTION TO ALCOHOL EDUCAT1 \I

ALCOHOL EDUCATION (GRADES 7 4,4441.0214114iiiiiii01

5 4 6 4 4 4I 4 4 4 4 4 44 44 I 4 4 4 ...... 4 NATURE .... 4 44 4,4 4 4 4 I I 4 4

ki! Ig II I 8 USE11.....gf!!!!!!!!!!!!,P444"44 1 1414.4 of I

45. ,, II ....!PP 15 EFFECTS , 44

23 . . 4 4 24 . 4 4 4 2 iO4 4 i4e4 4 44,1541441 44 .....!!PP CONTROL..

27 TREATMBT,,,bitifiiiilti01111101i4414440!!!I .....

29 TOPIC OUTLINE_ I!!!!!!!441.iff.4.12i4s..!...., .

. .... 34 ALCOHOLEDUCATION (GRADES 10 - 12) 4......

44444fI4i44Ii445 35 NATURE, .444 114441141 444

.. .. . 36 ," .". 4 4 4 ......

44 . EFFECTS.,

.. !!!1,4.! 49 CONTROL,......

55 glig4!g14 4! i i TREATMENT. . 4 . iiiiiiiiii ... If

59 TOPIC OUTLINE...... 1.4 g g444!!!!114144 14,42414444 444424 ALCOHOL EffiCATION

CURRICULIJ1 GUIDE

EYPERIFEITAL UNIT

FOR GRADES 7 DITPIRM TO UKBUNION

(GRADES 7 THROUGH 12)

This curriculum guide is one ofa series of three units. Included 'in this alcohol education seriesare a curriculum guide and teacher's guide for grades K through 6,curriculum guide and teacher's guide for grades 7 through12, and one comprehensive unit for adulteducation which includes both the curriculum guideand teaching suggestions.

Each unit attempts to build on the previousunit therefore, the followingtopics are basic thrOUghout the three units, They are:

TOPIC 1 TE NATURE OF ALCOHOL.

TOPIC 11- MANY FACTORS INFLUENCE THE USE OF'ALOOHOL1C BEVERAGES.

TOPIC 111 - ALCOHOL AFFECTS PEOPLE IN A VARIETYOF WAYS..

TOPIC IV - RESPONSIBILITY FOR THE CONTROL OF THEUSE.OF BEVERAGE ALCOHOL RESTS WITHSOCIETY.

TOPIC V THE RESPONSIBILITY FORTHE TREATMENT OF INDIVIDUALS RESTS WITH SOCIETY. INS-RUCTION AT 1 AIN HIE In FEL

isin junior well reach its peaK duringthose years the student Alcohol experimentation may

The search for self is a time of change anddiscovery. high school. The period of adolescence

changing body )nd mindcombine to make the illusion and the many stressesof dealing with a rapidly

of alcohol-inducedtranquility very attractive.

effects of alcohol. of time to study theshort and long term This is an imporfant period

studied at this level. The aspects of alcohol misuse are It is also important that all

especially emotional, and social aspectsshould be considered, relationship between the physical,

as they apply to theadolescent.

INSTRED AT THE NCSHOL

the relationship betweensociety Instruction at the senior hi hlevel should concentrate on

showing how the Misuse two-way relationship and the individual. This should be presented as a

the abuse of alcohol bythe individual has and abuse of alcohol areinfluenced by society and how

extensive effects upon society.

to reduce the misuseof alcohol and The students should become awareof efforts by society

society wifh this problem. have a knowledge of howthe individual can help In the area ofaftohol education it is importantthat by the time a student graduatesfrom a high school in New York State heor she has been made aware of the following objectives:

Understand the emotional, social, andphysiological effects of beveragealcohol.

2. Understand variousattitudes toward the problems ofalcohol misuse.

Understand that b th satisfactions andproblems are derived through theuse of alcohol.

4 Understand the needfor economic and legislative controlson the ue of beverage alcohol.

5. Recognize and understand that thereare cultural differences in d inkingpatterns which may createconflicts of opinion.

6 Understand theimportance of objectiv, unbiased, scientific information concerning alcohol, itsuses, and its effects on the Individual and society.

Be able tosee accurate informationso that they can explore their own feelingsand attitudes aboutdrinking,

Be able to developa sense of responsibility for onets individual welfare and thatof others in theproper use of alcohol,

Be able to develop insight concerningtheir behavior in social situationsinvolving the use ofalcoholic beverages,

10, Have an awareness of the medical problem causedby, or assocIated oralcohol. with, the misuse

4 ALCOOL EDUCATION (GRADES 7 - 9)

'BERM_ TRAITS OF 13 14 YEAR :LDS

-TIJLJLE SCHOOL OR AMRHIGH-

TENSION AND ANXIETY DRIVES AND INTEREST IN THEOPPOSITE SEX MAY CAUSE

increase. -Personality adjustment problems

and anxiety. -Growth patterns contribute to worry

nfusion, Often 'assumed-to ct -Lfeaflngs ofbew itderment,. c - Anair of soph-l-Stication JS

and insecurity.

ATTEMPT TO IMPROVE STATUS EXPERIMENTATION WITH DIVERSEPERSONALITY ROLES IN AN

to be more important thanadult approval. -Status with peers continues

accomplishments which arerecognized by the Great satisfaction is gainedfrom individual things that give someclaim to distinction or group (likely to tryto accomplish those

uniqueness).

to challenge or imitateadult standards, - Codesof behavior may be set up

and especially as portr yed bytelevision, motion pictures, -Social behavior is Imitated,

magazines,

to the fore. and development of agood self-image comes - A strongsearch for identification

"LIFE" PROBLEMS INCREASING CONCERN IS SHOWNOVER RESOLVING ONE'S

(Some early- interest shows in certainaspects of health. -Sporadic and sometimes intense others on personalattractiveness. teens place special value onphysical strength and skills,

one's supposed over-confidence in one'sability to take care of -Vacillation occurs between "cures," ability to cope withone's specific health or anticipatedhealth noeds and actual

the details of physicalillne -Extreme curiosity develops about , 4 i 5 2 8 GRADES -

NATURE OF ALCOHOL

ALCOHOLS ARE A CHEN1CAL CLASS OFORGANIC COMPOUNDS SOURCES, DERIVED FROM NATURAL

OBJECTIVES LEARNING EXPERIENCE

STUDENTS CAN DEFINE "ALCO-10L."

Students write andcompare their oWri definitions of 'alcohol." Discuss similaritiesand differences perceived and reflected inthe definitions. What factors influenceone's understanding of what alcohol is? For exapIe do some definitions reflect physiological, chemical, sociological, etc., impressions?

STUDENTS CAN DESCRIBETHE GENERAL CHARACTERISTICS OF Students investigate ALCOHOL. and name alc )1s which are made from natural substances.

Distinguish betweenmethyl and ethyl alcohol by synthesizing'eaC .

Students investigateand name alcohols which are made from synthesis of chemical compound=

Students inveStigate and describe thesimilarlties between alcohol used for industrialor medicinal purposes and the alcohol found in somebeverages.

Have students construct crosswordpuzzles using alcohol,related terms. Duplicate and distribute to the rest ofthe class.

2 9 GPAPES 7-9

NATURE OF ALCOHOL

ALCO OLS ARE A CHEMICAL CLASS OF ORGANICCOMP UNDS DERIVED FROM NATURAL

SOURCES.

OBJECTIVES LEAMING EXPFLECES

Selected students may research and report 1 STUDENTS CAN IDENTIFY THE COMMOr1NGREDIENTSOF ALCOHOLIC BEVERAGES-AND-UNDERSTAND THAT'AtCOHOLIS-USUALY-OBTAfNED- the-ingre6ents)-manufacturing-techniques,And_ alcoholic content of the following: beer, FROM FERMENTATION OF FRUITS AND GRAINS wine, gin, vodka, whiskey, rum, andtequila.

Have one student report on absinthe, its effects, and its illegality in manycountries.

Bring in labels of various beverages; make

a bulletin boardto demonstrate simil rities and differences.

Discuss: Why is alcohol classified as a STUDENTS CAN DESCRIBE T1-E PHARMACOLOGICAL EFFECTS OF depressant rather than a stimulant? ALCOHOL.

Develop a classroom resource centerof books, pamphlets, and magazine and newspaperarticles

which deal with alcohol use, production control, abuse, and legal and social implication

Write Haiku - three-line free versecomposed of seventeen syllables; line one hasfive syllables;

line two has seven sylleblesond linethree has

five syllables. Example; Alcohol - Ha, Ha,

I can beat you, you will see,

Please, Please set me free,, GWES7-

USE OF ALCOH L

MANY FACTORS INFLUENCE THE PRODUCT1N DISTRIBUTION, ANDUSE OF ALCOHOLIC BEVERAGES.

OBJECTIVES LEARNING EXPERIENES

STUDENTS CAN DEVELOPA TIME LINE OF THE HISTORIC BACGROUND OF ALCOHOL PRODUCTION AND ITSUSES. Discuss the culturaluses of alcoholic

Discuss the industrial uses of alcohol,

Discuss the medicaluses of alcohol

Sfudents compile time lines showinghistoric patterns of alcohol and itsuses.

Students, individually or collectively, build a time line showing the use of alcohol for industrial, medical,and/or culturalorpo Also show the type of beveragesused.

Have students compare presentuse of alcohol in rituals and harvest celebrationsby various groups with those in the past, suchas the Oktoberfest in Germany, winefestivals in France and Italy,and Vodka celebrations in Russia. List reasons why wine and beerhave remained important productscommercially.

Divide the class into groups andcreate a colonial newspaper. Let eachgroup be responsible for certain sections suchas the front page, editorials, etc. Be sure to develop advertisements for tobacco,snuff, alcohol cough and patentmedicines. GREES7-

USE OF ALCOHOL

MANY FACTORS INFLUENCE THE PRODUCTION, DISTRIBUTION, AND USE OF

ALCOHOLIC BEVERAGES.

OBJECTIVES LEARNING EXPERIENCES

Divide the class into groups and have each

group read a biography on one of the leaders of

the temperance movement. Let each, group present information to the class. Let the class make

the selection of the most unusual and interesting

method of presentation,

Play "Jeopardy" game with questions taken from

the temperance movement and the prohibition period.

Have students write, direct, and produce their own play on prohibition and a raid on a

"speak-easy." This could be presented to the school or taped for an educational TV show if

a station is near. Students should make their own props, costuNes etc.

Select a panel to research and discuss:

Prohibition did not succeed in the United

States because

STUDENTS CAN SUGGEST REASONS FOR DRIN1NG ALCOHOL BY Discuss various situations and ways in which a

ADULTS AND ADOLESCENTS. person would use alcohol.

Discuss situations in which alcohol use would be

considered appropriate by some people. What are

some reasons why others may not accept these uses? GRAPES 7

USE OF ALCOHOL

MANY FACTORS INFLUENCETHE PRODUOTION, DISTRIBUTION, ANDUSE OF \.);:ji ALCOHOLIC BEVERAGES.

OBJECTIVES LEARNING EXPERT_ E,

DISCUSS situations in which alcoholuse would not be considered appropriate bysome people. Are thereuses of _ alcohoi_thatrostpeoplre------_ . would not accept?

Conduct role-playingsituations: A. A person escaping reality through the use of alcohol, B. An individual beneficially usingalcohol, C. A person ata party unwilling to participate in using alcohol and the

peer pressure placedupon him/her 0 Parents discoveringor trying to find out if their child is using alcohol.

Discuss the reasons people givefor drinking alcohol and thevalidity of these reasons,

Have sfudents improvise settingsand role play The differentreasons for both appropriate and inappropriate alcoholuse,

STUDENTS CAN DISCUSSTHE BENEFICIAL AND HARMFUL USESOF ALCOHOL. Have a panel discussion on ways in whicha person's drinking could be eitherharmful or beneficial to self and to others. Consider social, emotional, physical, chemical,and safety aspects.

10 GM 7

USE OF ALCOHOL

MANY FACTORS INFLUENCE THE PRODUCTION,DISTRIBUTION, AND USE OF

ALCOHOLIC BEVERAGES.

OBJECTIVES LEARNING EXHRTENCES

Predict how loss of inhIbItions resultingfrom

the use of alcoholic beverages mayresult in

problems.

Identify reasons why certain individualsmight

try, and possibly become regular usersof,

various psychoactive drugs.

Describe the various modifications of moodand behavior that may result when an individual

uses certain substances.

Have students discuss the fact that use, nonuse,

or abuse of mood andbehavior modifiers results from some dynamics of personal needs,social

consequences, and theindividual.'s perceptions

about effects.

Discuss the main groups and subgroups,(social, STUDENTS CAl IDENTIFY CULTURAL MOTIVES FOR TE USE OF ethnic, cultural, racial, religious,etc.), that ALCOHOL. make up our society. Do they all think alike? Do they all drink alike? Do they think differently

about alcoholic beverages? Can we make any

valid generalizations?

Analyze liquor and beer ads forpsychological

and social appeals persuasion, etc. RAE 7

USE OF ALCOHOL

MANY FACTORS INFLUENCE THE P- DUCTION, DISTRIBUTION,AND USE OF ALCOHOLIC BEVERAGES.

JECTIVES LEARNINC UPERTUCES

Make a chart,drawing, or cartoon Showing the reasons why people drink.

Compare the drinking habits of othercultures

with those of American .

Carefully research urbanization, improved

communication, transportation,the rise in family affluence and leisure time. Tell if these things have had an effect on the risein alcohol use and abuse and ifso, how,

Play alcohol-oriented songs and discussthe growing influence these haveon the drug culture.

Analyze contemporary movies, televisionshows, and literatureand tell their growing Influence on alcohol use,

STUDENTS CAN SUGGEST ALTERNATIVES TO THE USEOF ALCOHOL. Hold a classdiscusslon on: "No drinkingshould be the rule for everyone, teenagers andadults alike." or "Teenagers can't handlealcohol; they should wait until they are 21 to drink."or "Teen- agers are more capable of controlling theirdrinking than adults."

Make a recipescrapbook of non-alcoholic drinks that could be servedat social functions.

12 GKES7-9

USE OF ALCOHOL

MANY FACTORS INFLUENCE THE PRODUCTION,DISTRIBUTION, AND USE OF

ALCOHOLIC BEVERAGES.

OBJECTIVES LEARNINC EXPERIENCES

Discuss ways in which alcohol couldcompound personal or social problems that already exist.

Students may practice how to refuse a drink:

A. At a party, B. Out with the "boy " or'girls,"

C. At a banquet, D. One for the road, E. Behind the school just to proveone's

self.

STUDENTS SHOULD UNDERSTAND THAT MASSCOMMUNICATION MEDIA Have students analyze slogans used inadvertising HAS AN LFFECT ON ALCOHOL USE. beverage alcohol. Is the information misleading?

Untrue? Factual? Exaggerated? Truthful?

Teacher or students make a tape recording of beverage alcohol commercials on radio and tele-

vision. Play and discuss the recordings in class.

Discuss the question: Is there truth in advertising?

Have students gather newspaper andmagazine advertisements, hand bills, and "junk mail" urging

the use of certain beverage alcohol. Students

answer the question,"Is there an attempt to

mislead the unwary?"

43 4' 13 RE 7

USE OF ALCOHOL

MANY FACTORS INFLUENCETHE PRODUCTION- DISTRIBUTION AND USE OF ALCOHOLIC BEVERAGES,

LEARNING MPERIENCES

Collect advertisements on alcohol. Discuss various techniques that were usedin the advertising. Interviewpersons concerned with news media to estimate cost ofadvertising.

DiSCUss eff ots of advertising andpromotion on the public.

Count the number ofpages of alcoholic

beverage advertisingin several popular magazines and try to determine philosophically whether or not i,t has any influenceupon the consumption of beverages,

Have pupils collect several different

advertisements for thesame type of beverage alcohol. Analyze them carefully to point out common elements. What imagesare the adver- tisers attempting tocreate?

Have students make a list of words usedin advertising that havea strong emotional appeal. Analyze these terms.

14 PADES 7 9

EFFECTS OF ALCOHOL

ALCOHOL AFFECTS PEOPLE IN A VARIETY OFWAYS

OBJECTIVES LEARNING EXPERTEN

Consider STUDENTS CAN DESCRIBE THE BODY AS A COMPLEX MACHINE AND Explain how the body uses alcohol. WLYZE HOW THE BODY SYSTEMS I\JTERAOT WITH ONE ANOTHER, absorption, distributionoetabolism, and excretion.

Illustrate by the use of a model, drawing, or

diagram, the effects of alcohol,on the central

nervous system.

Students investigate what kinds of effects beverage

alcohol has on the various systems of the body:

nervous, circulatory, respiratory,endocrine, muscular, reproductive, excretory. For example:

repair, heal, damage, stimulate, depress. is beverage alcohol beneficial to one systemyet

harmful to other parts of the body? Discuss how this knowledge might effect how much and how

often people rely on medical 'cures."

STUDENTS CAN IDENTIFY THE GENERAL EFFECTS OFALCOHOL ON Discuss why various people react in different ways to the samealcohol. Consider the physiological, THE BODY SYSTEMS, psychological, and sociological reactions possible.

Differentiate between the terms 'physiological"

and 'psychological."

4 7 15 4 8 JRADES 9

EFFECTS OF ALCOHOL

ALCOHOL AFFECTS PEOPLE IN A VARIETY OFWAYS.

OBJECTIVES L-wwwwwimmwreirworskafti.wwwiffiW LEARNING EXPERIE

Investigate the factors 'which may modifythe effects of drinking various quantitiesand differing percentagevolumes of alcoholic beverages: mood, food eaten, body weight, kind and strength of drink, speed ofdrinking, attitude, constitutional differences among individuals.

Research: Adolescentsare affected more quickly and more severely by alcoholthan adults. Why?

Panel discussion -- Analyze (1) Why doesa person drinking onan empty stomach feel alcohol quicker and to a greaterdegree than one who has eaten? (2) What foods slowthe absorption rate ofalcohol in the system? (3) What factors piay a role Inincreasing the rate of absorption?

STUDENTS CAN EXPRESST E IMPORTANCE OF WEIGHING THE FACTS la discusses such topics CONCERNING THE USE ORNOlv-JSE OF ALCOHOLIC as: BEVERAGES. A. In what situations have studentsused alcohol? B. Why do some students feel theymust turn to alcoholuse In problem situations? C. in what other ways do students takeout their frustrations? Might the motivations of these students just as easily have led to alcoholuse?

IB ODES

EFFECTS OF ALCOHOL

41=k \f-,2

ALCOHOL AFFECTS PEOPLE IN A ORIETY OF WAYS.

OBJECTIVES LEARNING EXPERIENCES

D Why is peer group pres,Are so great at this period of life? E. What is the importance of making a decision on the use of alcohol at this

time?

Discuss: How education can influence decisions

about: A. Use or non-use of alcohol;

B. Appropriate or Inappropriate use of

alcohol.

Class enumerates and describes situationswhere STUDENTS CAN DESCRIBE THE MANY WAYS INWHICH PEOPLE ARE Innocent people are harmed by a memberof a AFFECTED BY ALCOHOL-RELATED PROBLEMSEITHER DIRECTLY OR family who abuses aicohol. INDIRECTLY.

Make a report by reading publishedresearch about the relationship between excessivedrinking and/or alcoholism and the divorce rate.

Students list ways in which alcoholabuse might

be prevented, (Invite clergy, alcohol counselors, etc. to help class.)

Class compares cost and problems Invlved in the prevention of alcohol abuse as opposedto the cost

and problems Involved In the treatmentand rehabil-

itation of alcoholics, (Have class visit a rehabilitation center to collect datafor a report.)

Discuss: What are the effects of problem drinking

on family members?

19 GRPES

EFFECTS OF ALCOHOL

ALCOHOL AFFECTS PEOPLE IN A VARIETYOF WAYS,

OBJECTIVES LEARNINC, EVERE

Interview a memberof the police department to find the effect of alcoholon the crime rate and the automotive accident rate inthe community.

Consult reportsby the F.B.I. indicating the number of crimesin the United States associated with alcohol.

Compare the aMount of money spentannually for alcoholic beverages, education,cancer, heart disease, research, treatment and lossof productivity.

Determine the economic, social, and physicalcosts of intoxication and alcoholism tothe community, state and nation.

Discuss research findings concerningthe effects of alcoholon the fetus.

DISC145 currentnational and state legislation towards drinking and driving.Compare the history of legislation in New York Statewith that of neighboring states (Vermont, Pennsylvania, New Jersey, Connecticut andMassachusetts), How were border towns affectedby the various pieces of legislation? GRITES7-

EFFECTS OF ALCOHOL

ALCOHOL AFFECTS PEOPLE IN A VARIETY OF WAYS.

OBJECTIVES

Conduct a survey on localindustries as to STUDENTS CAN DESCRIBE HOW 1 DUSTRY IS AFFECTED BY T

PROBLEM DRINKER. what percentage of workers are absent from work due to an excessive use of alcohol, How many are absent due to accidents on the

job? (Have students cite individual interviews

with employers,) Using graphs and charts, present to class for evaluation of data.

Have students interview local businesspeeple to

find out how they deai with problems of alcohol. abuse in in.dustry.

STUDE TS CAN DISCUSS THE UNIQUE RI KS TEENAGERS FACE Provide a "Meet the Press" situation in which a

WHEN DRINKING ALCOHOLIC BEVERAGES. selected student acts as an "expert" and is interviewed by a student panel of "reporters" concerning alcohol abuse by teenagers.

Students in junior high school write and prepare an inforr Hve program or d dramaticskit for

parent nity groups on the potential

danger iiuxicatlon by misuse of beverage

alcohol. Modify the program to satisfy the

needs and maturity level of elementary school

children, Carefully selected and instructed junior high school students can provide a pro

gram for interested elementary classes.

21 RIES-

EFFECTS OF ALCOHOL

ALCOHOL AFFECTS PEOPLE IN A VARIETYOF WAYS.

OBJECTIVES - LEARNINCEiPERIENCE

Students list and discuss the risksinvolved in alcohol abuse,

Students list and discusssome reasons for alcohol abuse. Identify theshort-term and long- term solutions toproblems. Do any of thereasons listed address themselves to solvingproblvs? Explain, What coping behaviors might bemore valuable ormore successful?

Small groupdiscussion: Behavior characteristics which may betypical of potential alcohol abusers: Discuss:

a, High risk personalities, b. High riskbehavior, c. Figh risk periods In one's life, d. High riskcommunities. The discussion should Includeexperience, the present and projections tofuture situations,

Role play:

A teen-age girl speaks toher 11-year-old sister who has been experimentingwith beverage alcohol.

A clergyman speaks to a teen-agealcohol abuser about the youth's involvementwith alcohol,

22 GRADES7-

CONTROL OF ALCOHOL

THE RESPONSIBILITY FOR CONTROL OF ALCOHOL USE RESTS WITH SOCIETY.

OBJECTIVES LEAMIN PERIEL ES

STUDDITS SHOULD CONCLUDE THAT ALCOHOL ABUSE Create a chart that describes the different

IS A VAST PROBLEM AND DRIVING WHILE IMPAIRED IS ONE OF THE amounts of alcohol and their effects On the MORE SERIOUS ASPECTS body functions and identify the possible consequences for the motor vehicle operator.

Give your reaction to a situation where the driver of an automobile you were riding in had been

abusing alcohol.

STUDENTS SHOULD BE ABLE TO DISCUSS THE NEW YORK STATE LAWS Specify New York State laws pertainihg to the PERTAINING TO DRIVING WHILE U DER THE INFLUENCE OF ALCOHOL operation of a motor vehicle while DAL (driving

AND DRIVING WHILE INTOXICATED. while intoxicated).

Define conditions under which a driver can be arrested and convicted of D,W.I. and driving under

the influence,

Study the relationship between 4rinking drivers

and auto accidents in your community!

Make a chart showing reaction time of drinking and non-drinking drivers in stopping a car, maneuvering a car, or other acts needed to drive

safely.

Write a paper on the tests that can be used to

determine intoxication.

2 NES 9

CONTROL OF ALCHOL

THE RESFONSIBIL1YFOR CO TROL OF ALCOHOL USE RE TSWITH SOCIETY.

OBJECTIVES LEAR INCEXPERIENCE

Ask a member of the highway patrolor p01 oe department to give a demonstration ofa chemical testing device:

Formulatea set, of guidelines for avoiding the harmful highway consequences -f drinkingwhile driving.

Contact a local insurance firm todetermine the relationship between the conviction ofalcohol abuse and insurance rates in the community.

Teacher may show parts ofor the entire films listed below, Introduce the filmor segment and followup with a provocative question. a. "D.W.I. Phoenix" (AAA Foundationfor Traffic Safety,American Automobile Association, 1712G. Street, N.W., Washington, D.C. 20006) b. "The ABC's ofDrinking and Driving"

(Charming L, BeteCo., Inc., 75 Federal Street, Greenfield, Massachusetts 01301)

Find out what your city, county, andstate are doing about drivers who drink anddrive, (Look into official agencies, voluntaryagencies, civic groups, etc.)

24 GRADES 7 9

ONTROL OF ALCOHOL

THE RESPONSIBILITY FOR CONTROL OF ALCOHOL USE RESTS WITH SOCIETY.

OBJECTIVES

Have locallaw enforcement officers come in to discuss statistics and charts cl accidents occurring while driving under the inflv Jce of alcoholic

beverages. What percentage of young people are perpetrators and/or victims in these accidents?

STUDENTS CAN CITE NEW YORK STATE LAWS CERINC THE USE Students find state, local and federallaws

OF ALCOHOL. concerning manufactUre, distribution, and

consumption of alcohol.

Make a study of the laws in your state pertaIning to minors and alcohol use:

Keep a scrapbook of news articles on alcohol: Tabulate the number of articles that pertain to

laws, raids, court cases, etc.

Find a news article pertaining to an alcohol- related court case and ask students to react to

judgment rendered.

Write a research paper on early New York State

laws concerning alcohol and explain why It is nec-

essary to repeallaws and make new ones.

Have a few students visit a court session to

observe 6 trial on an alcohei VlolatiOn.. Report

your observations to the class.

6 25 GRADES

CONTROL OF ALCOHOL

THE RESPONSIBILITY FOR CONTROL OF ALCOHOL ,USE RESTSWiTH SOCIETY.

OBJECTIVES LEARNINGEXPERIEN

Havesomeone with legal expertise explainthe duplication in federal and state laws,Including in the explanation that federallaw will always take precedentover state law.

Discuss the question: "Is aperson responsible for a crime committed whileunder the influence of alcohol?"

Invite toyour class a panel composed of a lawyer, law enforcement officerand pharmacist to discuss local alcohol lawsand any restrictions that might affect each of them intheir work, GRIM 7 9

TREATMENT OF PEOPLE

THE RESPONSIBILITY F R THE TREATMENT OFINDIVIDUALS RESTS WITH SOCIETY.

OBJECTIVES

STUDENTS CAN DESCRIBE PROPER PROCEDURES IN EMERGENCY Class should review first aid procedures for

SITUATIONS INVOLVING ALCOHOL ABUSE: victims of any kind of poisoning,

Students construct a list of emergency telephone

numbers for their home use.

Groups prepare short skits to demonstrate how to obtain first ald assistance from the various

agencies.

STUDENTS CAN IDENTIFY PRIVATE ORGANIZATIONS WHICH PROVIDE Students contact various state hospitals or agencies to inquire about private organizations ASSISTANCETREATMENT AND REHABILITATION FOR ALCOHOLICS. involved in the treatment:end rehabilitation of

alcoholics.

STUDENTS CAN NAME PUBLIC AGENCIES INVOLVED IN THE TREATMENT Students contact their churches, school counselors AND REHABILITATION OF INDIVIDUALS WITHALCOHOL PROBLEMS, local court systems, and health organizations to determine what agencies are established to

help in the treatment and rehabilitation of

alcoholics.

Class invites an official of a detention center to identify common characteristics ofalcoholics In the center and discuss how their problems are

handled,

27 GM q

TREATMENT OF PEOPLE

THE RESP NSIBIL1TYFOR 7HE TREATMENT OF INDIVIDUALS RESTS WITH SOCIE-Y,

OBJECTIVE EARNING XPERIEN

STUDENTS CAN EXPLAIN THEIR ATTITUDESTOWARD THE VARIOUS TYPES OF ALCOHOL Students write edorlals about ABUSE TREATMENTPROGRAMS. various types of treatmentprograms,

Debate- Resolved: That alcoholismis a public health problemand should'be so recognized by state legislatures in appropriatingadequate funds for its prevention andtreatment.

In small groups, have studentsplan a model treatment and rehabilitation center,The plan should Includethe following: a. Philosophy

b Funding c, Staffing

d Facilitie

e. Policies -(Admission, Services, Functions, Release Procedures)

f. Provisionfor public relations g. Continuing rehabilitation,

26 TOP C -OUTLINE

FOR

GRADES 7 - 9 WES 7

THE FOLLOWING TOPICAL OUTLINE IS INTENDED FORTHE NOVICE TEACHER IN THE AREA OF ALCOHOLEDUCATION WHO WISHES TO HAVE THE EXTRAHELP OF A FINER BREAKDOWN OF THE VARIOUS AREAS OF THE PREVIOUS OBJECTIVES, IT IS A MORE DETAILED AND SPECIFICTREATMENT OF THE WHOLE TOPIC OF ALCOHOL EDUCATIONAND NOT INTENDED TO EXACTLY THE BEHAVIORAL PARALLEL OBJECTIVES APPROACH,

TOPIC ONE: NATURE OF ALCOHOL leth and 19th century

(I) Anesthetic A. Define "Alcohol' (2) Chemical agent B. Composition of alcohol ' (3) Clinicalapplications I. Ethyl (ethanol) c. 20th century 2. Methyl (methanol) (I) Pharmaceutical 3. Propyl (propanol) (2) Clinical 4 Amyl (pentanol) (3) Geriatrics C. Common ingredients of various alcoholicbeverages (4) Psychological I. Grains 3, Social 2, Fruits Why people drink 3, Vegetables I. Psychologicalreasons, for 4. Others a. Reduction of anxiety Methods of production b. Gain acceptance 1, Fermentation c. Curiosity 2, Brewing d. Thrill 3, Distillation e. Rebellion Pharmacologicalclassification f. Inferiority complex I. Depressant g, Imitation 2. Sedative h, Escape 3 Anesthetic Something to do

j. Cannot get along without it TOPIC TWO: USE OF ALCOHOL 2. Physical reasons, for a. A. Relaxation (reduces tension) Uses of ethyl alcoholin a historical setting b. Reduction of physical discomfort I. Industrial c. Feel effect 2 Medical d, Liking the taste a, Early histor e. Relieving fatigue (1) Babylonin (2) Greeks

(3) Romans

(4) Arabs

(5) Renaissance

1", 7 r' 30 GRAPES 7

TOPIC THREE: EFFECTS OF ALCOHOL 3. Cultural influences

a: Nationality background How the body absorbs alcohol b. Celebrations A

I. The path alcohol follows c. Religious Dilution d. Economics 2. Absorption e. Family customs 3. 4. Oxidation f. Friends' Influence Elimination g. Business pressures 5. Alcohol concentration in the blood h. Social acceptability 6. Physiological changes due to alcohol (1) Advertising Effect on the brain and nervous system (2) Movies

(3) Television 2, Effect on the circulatory system

(4) Publications 3. Effect on the digestive system Effect on the execretory system (5) Social patterns 4.

Why people refrain from drinking 5. Effect on the senses

6. Reproductive organs I. Psychological Motor activity a. Gaining acceptance 7. Psychological and behavioral changes affected b. Pressure not to drink

c. Fear of result by alcohol ,

2 Physical reasons 1. Intelligent behavior a, Judgment a; Harm to body b. Self control, repression b. Bad taste

c. Emotional response c: Effect on nervous system d, Reaction time 3. Legal reasons e. Mental reaction a. Age Motor control b, Laws 2. a, Reaction time 4. Economic reasons b. Body coordination a. Cost c. Accuracy b, Job pressure

d. Endurance 5 Religious reasons

5. Sense organs 6. Family stand a. Impaired hearing 7 Moral values b, Vision

c. Color

d. Equilibrium

31 4. Other effects 7 J, Suoc sefulprograms a. Rate of breathjng a. Good working climate b. established ..,Reduced heart actionand 1)ood pressure b. An announced policy c. lowered body temperature c. Training administrators d. Blackout c. Referralprograms e. Mental illness e, Community support Deatt 4. Organized programs in D. Understanding problems industry a. Allis-Chalmers 1. Define problem b. Bell Telephone 2. Ways to meet problems c. Consolidated Edison of NewYork a, Withdra,,,i d. E.1, duPont b, Conform e. Eastman

a, Attendance TOPIC FOUR: CONTROL OF ALCOHOL b. Safety

c. Production A. Alcohol and Driving d, Group morals 1. Alcohol's effectson d Nino ability 2. How companies react a. Judgment a. Refuse to recognize theproblem b. Attitude b. Cal with most seriousaspects C. Vision c. Go all-out d. Reaction

e Coordination

f. Impairment o 6 RATS

Hew York State's laws concerning drinking 4. Seek medical assistance as quickly

and driving as nossible

Legal procedures a, Private physicians

a. Percentage of blood-alcohol level b. Hospital emergency room

b. Tests given c. Fire station

c. Evidence d. Poison controllency

d. Witnesses B. Police stations Private organizations that help alcoholics 4. Chemical tests to determine intoxication,

a. Breath I, Quarter-Way House (I) Alcometer 2, Half-Way House (2) Rreathalyzer 3, Alcoholics Anonymous (3) Intoximeter 4. Al-Anon

(4) Drunkometer 5. Alateen

b. Blood C. Public agencies that help alcoholics

r, Saliva I. State mental health department

u. Urine 2. Counseling - local and state

5. Improving the present laws D. Status of alcoholic in today's society

B. New York State Regulations I. Alcoholic - sick or criminal?

I, Alcohol manufacture 2. Treatment programs successful or not?

a. Taxation Community responsibility

b. Pricing Cost of treatment justified?

2. Alcohol Disbursement Treatment privately or publicly financed?

a. Licensing of bar and liquor stores

b. Regulations of

Alcohol consumptior

a. Legal age to purchase

TOPIC FIVE: TREATMENT OF PEOPLE

A. First aid procedures for detoxification

1. Identify what has been taken Find antidote, if any

Administer antidote ALCOHOL EDUCATION (GRADES10 - 12)

TEEPTUAL TRAITS 18 f'fiR

SC1101-

DRIVES NND INTEREST INTHE OPPOSITE SEX CAUSE TENSION ANDANXIETY

- Adolescents have sustained and/or are experiencing marked physical growth. They are often clumsy andawkward.

- Adolescents are concerned and anxious abouttheir roles In the and their relationships family, thelrsex roles, with the oppositesex,

EXPERIMENTATION WITH DIVERSE PERSONALITY ROLES IN ANATTEMPT TO IMPROVE STATUS

- Change is perhaps the one characteristic of the adolescent which is constant. Physical, emotional and social maturation makes 'new people' ofthem daily.

- Introspection gr wing out of the seriousover-concern about himself/herself is common. The most frequent cuestionasked by him/her is "Am I normal?" or "Is itnormal to feel like I do?"

- The adolescent exists in a "neither world" where he is no longer a child nor yetan adult. Periodically, he/sheventures into an adult pattern of behavior and whenthings gowrong, retreats into the child'srole.

INCREASI1G CONCERN IS SHOWN OVER RESOLVING ONE'S"LIFE" PROBLEMS

- The adolescent strives for peer group acceptance which he/she attempts to achievethrough conformity of dress,speech, and general behavior,

A serious concern about appearance istypical of the adolescent, and blemishes andminor imperfections takeon great significance,

34 WES ir _2

NATURE OF ALCOHOL

ALCOHOL HAS MULTIPLE USES WHICH PRODUCE BOTH BENEFICIAL AND

DETRIMENTAL HEALTH RESULT

OBJECTIVES LEARNING EXPERIENCES

STUDENTS CAN DESCRIBE THE BENEFICIAL ASPECTS OF ALCOHOL Class enumerates beneficial medical use$ AND ALCOHOLIC CWOUNDS; alcohol has had for physical purposes;

Class can creLte a bulletin board of pictures depicting various uses cf alcohol.

STUDElTS CAN DISCL S ALCOHOL AND ITS APPLICATION 5 A Class enumerates beneficial medical uses alcohol

BENEFICIAL AGENT TO SPECIFIC BODY SYSTEMS. has had for psychological purposes.

Students write and enact skits to denonstra the benefits of alcohol to each.

81 3RADES

USE OF ALCOHOL

MANY FACTORS INFLUENCE THE USE OF ALCOHOLICBEVERAGES.

OBJECTIVES LEAR'lING E P

STUDENTS CM, DESCRIBE THE QUALITIES OFA HEALTHY Divide the class into PERSONALITY, committees to explore the Influence of heredity, environment, healfh, education, church, neighborhood, interests, family, friends, etc.on personality.

Students discuss the likelihood ofpersons with healthy personalities abusing alcohol. What constitutes a healthy personality should be discussed first anda list of characteristics written on the chalkboard.

STUDDTS CAN DESCRIBE HOW INDIVIDUALITY ISA BLEND Panel Discussion: OF SELF AND SOCIETY. How to evaluate and participate in fads: the feelings ofan individual who hasno "group;" what happens when there is a conflict between whatyou want to do and what thegroup wants to do; the values of group identification and other thoughts that studentsmay have for discussion.

Discuss the value ofindividuality and the diffi.culty in maintaining it (pressure ofpeer groups) advertising, parents,etc.)

Discuss various ways of identifying problemsand methods of solving them. USE OF ALCOHOL

MANY FACTORS INFLUECZ THE USE OF ALCOHOLIC BEVERAGES.

OBJECTIVES LEARNING RXPERTENCES

STUDENTS CAN DISCUSS THE SIGNIFICANCE OFPERSONALITY Prepare a chart listing the desirable VS, ENVIRONMENT TO ALCOHOL PROBLEMS, traits of personality as discussed above and show what effect alcohol might have on each on

Students explain as a result of observations ef daily behavior, how people react differently

to stress (types of defense mechanisms.)

List and discuss the relationship of defense

mechanisms to alcohol use.

Discuss what occurs when environmental stress

ceeds individual teleran

Conduct buzz s ssions resolving: "Does having the courage of one' convictions mean one is stubborn?"

- "Everyone isdoing it!" - "What isconformity?"

Panel discusses how value systems affect behavior patterns -- persistence in completing

a job, stealing, lateness, cheating,promiscuous social relations, respect for feelings of others, making the "right" decision

37 GRPES 10 12

USE OF ALCOHOL

MANY FACTORS INFLUENCE THE USE OFALCOHOLIC BEVERAGES,

OBJECTIVE LEARNINGEXPERTENCES

STUDENTS CAN DISCUSSTHE REASONS FOR DRINKING OR List the ABSTAINING FROM DRINKI1G reasons teenagers givefor- drinking AND HOW THESE REASONSVARY or abstaining from drinking. WITH EACH INDIVIDUAL. Are theycom- pelling reasons?

Discuss some typical frustrations of 10th graders. What aresome of the undesirable ways to meet these frustrations? (e.g., responding to the frustration of not having any close friends in a new school byavoiding others or ignoring classmates whoare trying to be friendly.) Ask the classto suggest other means of copingwith this frustration; then re-enact the situation incorporatingthe suggested changes. Conclude thisactivity by making a class list of ways to buildself- confidence and self-esteem withoutresorting to alcohol.

Discuss and examinehow an individual's drinking behavior, including thechoice of abstinence, may be influenced by eachof the following: A. Desire for group approval andacceptance B. Familypatterns C. Social customs

D. Desire for relaxatin and pleasure E. Boredom

F, Appeals ofadvertising on t 1 vision and in magazines

9 3 WE 10 :2

USE OF ALCOHOL

MANY FACTORS INFLUENCE TE USE OF ALCOHOLIC BEVERAGES.

OBJECTIVES LEA NING EXPERTENCES

nanel Discussion: At what age should one be permitted to drink? Consider legel, social,

physiological, and psychological aspects.

See film: " ow Safe Am I?", 16mm., black and white, sound, 1q64, 72 minutes. Features discussion by R. Gordon Bell, M. D., concerning questions most often asked by young adults in their late teens and early twenties abodt

the use of alcohol. Di cuss contents of film with class. Available from:

L.L. Cromien and Company 15 West 46th Street

New York, New York 10036

Students Jnvite a psychologist, sociologist, counselor, and psychiatrist to discuss common reasons for drinking and alcoholism.

STUDENTS CAN INTERPRET CHANGING CULTURAL ATTITUDES Students review the history of alcohol usage

AND PRACTICES PERTAINING TO ALCOHOL USE. in this country and note changes in attitudes and practices.

STUDENTS CAN EXPLAH HOW ONE BECOMES ALCOH,L DEPENDENT. Students examine situations which could make a person susceptible to using alcoholto he40

satisfy a human need. MS lU

USE OF ALCOHOL

MANY FACTORS INFLUENCETHE USE OF ALCOHOLIC BEVERAGES,

MOM& ZUNVVO OBJECTIVES LEARNING_ CEc

Have students read pamphlet "Stressand Your Health," Metropolitan Life InsuranceCompany.

Students cite instances when they mightbe susceptible to using alcohol asa solution to behavior problems.

STUDENTS SHOULD BE ABLE TO DISCUSS TYPESOF EMOTIONS Have class discuss THAT EX17 ANDHOW THEY CAN RELATE emotionally matureand TO DEVELOPMENT OF immature individuals. ALCOFOL DEPENDENCY. Note characteristicsof each.

Discuss the basic emotional needssuch as love, acceptance, belonging, security,success, intellectual stimulation, independence,sense of worth. Consider somerealistic and wholesome ways teenagers can meet these needs throu9h participation in appropriate activities in the frume, church, school,and neiehborhood.

STUDENTS CAN DESCRIBE HOW ROLES AND RESPNSIBILITIES Students discussways thPy can C ANGE A' A PERSONMATURES. cope with their feelings.

Discuss the changing activities andresponsibilities at differentstagesof life

Discuss the influehce of order of bir-hon inter- family relationships and personalitydevelopment. (Refer to Gesell's "Child Behavior,")

40 GRADES 10 12

USE OF ALCOHOL

MANY FACTORS INFLUE CE THE USE OFALCOOLIC BEVERAGES.

OBJECTIVES LEARNING EXPERIENCES

List some criteria for emotional maturity.

List ways of reducing tensionwithout the use

of alcohol. List symptoms that would indicate in reasing alcohol dependency.

Discuss anxiety. How does it interfere with a person's dailyperformance?Can it work fer the good?

Have a physician speak to the class or thetopic

of ailments -with emotional undertones.

Explain the differences in the symptoms of a hypochondriac and those of psychosomatic origin.

Distribute to the class copies of "MentalHealth

is1, 2, 3" (published by Nlational Association

for Mental Health).

Students trace problems faced by human beings STUDENTS CAN IDENTIFY WAYS INDIVIDUALS COPEWITH STRESS from primitive times through various periods in AND ANXIETY AND CAN DESCRIBE DIFFICULTIESWHia- ARE LIKELY history; students identify ways in which people TO ARISE WHEN THERE IS A BREAM OFFUNDAMENTAL have coped with these problems. MECHANISMS.

Students research and report on psychology and

physiology of anxiety.

99 GRES 10 12

USE OF ALCOHOL

MANY FACTORSINFLUENCE THE USE OF ALCOHOLIC BEVE-iAES.

OBJECTIVES LEARNINC, EXPERTF

Determine what recreational activitiesare available in tle community forwholesome relaxation,

Discuss with students "Co individualswith problems other than alcohol applythe accepted behavior of relieving tension in dealingwith their tensi ns?"

Read 'Stress"- a book by Blue Cross. ,Construct a growth chart showing how informationgiven in the boix can helpyou to approach optimal health.

Teacherproposes a hypothetical situation such as - "John's father is an alcoholic. John has never discussed this withanyone and never invites friends to his home. He is becoming increasingly detached and withdrawn,"How can he handle this problem?

STUDENTS CANDIFFERENTIATE BETWEE CONFLICTING ATTITUDES Students take part TOWARD ALCOHOLUSE. in group counselingin order to increase their appreciation ofconflicting attitudes in their peer group about theuse of alcohol.

Students invitea school counselor to lead a diScussion of the various factors whichinfluence the formulation of attItudes andvalues.

10 )

42 GRATS 10 =2

USE OF ALCOHOL

MANY FACTORS INFLUENCE THE USEOF ALCOHOLIC BEVERAGES.

OBJECTIVES LEARNING EXP.ERTENCES

Open-end discussion (possiblywith a coach.)

Example A coach received reports thatcertain players participated in adrinking p2rty the night before a game - a gdmewhich tne team

should have won: but lost. Some of the players asked the coach to expel the drirkers from the

squad immediately, while othersfelt they should

be given another chance.

Group interpretation of incmplete presentation. Example - A girl's date who has had2 - 3

drinks within an hour suggeststaking her for a ride

to get some fresh air. Why did the boy drink when he knew he was to drivethe girl and himself How home? Would fresh air help him get sober? can the girlrefuse the invitation gracefully? How can she get home safely?

Students discuss ways in which attitudes canbe STUDENTS CAN FORMULATE REASONS FORREFRAlNftG FROM ALCOHOL changed. USE AND CAM LIST ALTERNATIVE BEHAVIORS:

I u GUS 1C 12

EFFECTS OF ALCOHOL

ALCOHOL AFFECTS PEOPLEIN A VARIE7 OF WAYS.

OBJECTIVES EARNING EXPERIENCES

STUDENTS CAN D1FFERETIATE BETWEEN THE DANGEROUS Ma e a chart PHYSIOLOGICAL A\ID PS`CHOLOGICAL or graph comparing the nutritional EFFECTS OF ALCOHOL. valuo of alcoholic beverageswith other foods.

Discussion questions: Why do some alcoholics suffer malnutrition? How Is poor nutritionrelated to the excessive use of alcohol?

Relate poor nutrition todiseases connected to

See filo: "For ThoseWho Drink" 16mm,, black and white, sound, 1960, 37 oinutes, Discussion by R. Gordon Bell, M. D., concerning the physic1, psychological and socialaspects of drinking. Discuss contents afterviewing. Available from:

L, L. Cromlen andCompany 15 West 46th Street

New York, New York 10036

STUDENTS CAN DEFINEWHAT IS MEANT BY THE,POLY-DRUG Ch0 the temperature CULTURE IN OUR SOCIETY loss of a person drirRIng alcoholic beverages tohelp clear the myth about alcohol adding warmthto the deer hunter, the

skier, the outdoorsman,etc.

44 5 GRAIS IC 11

EFFECTS OF ALCOHOL

ALCOHOL AFFECTS PEOPLE iN A VARIETYOF WAYS.

OBJECTIVES LEARNING EXTERIDUS

Describe Research: Alcohol and Medications. the synergistic effect or potentiatingreaction

in the human body when analcoholic beverage is used in combination with other variousdrugs

(sedatives, tranquilizers, etc.).

Assign a student to research andreport the STUDENTS CAN EXPLAIN HOW SOME PARTS OFTHE BODY MAY cirrhosis of DISEASES HAVE A HIGH association between alcohol and BE MORE SUSCEPTIBLE AND SOME k the liver. ASSOCIATION WITH THE USE OF ALCOHOL.

Have students draw and label the organsaffected byalcohol in the human body and givethe

effect on each.

affect Discuss: How would excessive alcohol your stomach,kidneys, pancreas, pver, heart, circulation, andreasoning ability

Students write a report based onpublished STUDENTS CAN DESCRIBE EFFECTS ALCOHOLABUSE HAS ON A material on the relationship betweenalcohol and PERSON TO CAUSE HIM TO DEVIATE FROMNORMAL OR ACCEPTED. crime. BEHAVIOR,

Oral report. Present reports on outside readings of accounts and experiencesof

alcoholics. Contact local A. A. chapter for possible speaker to add information onthis

topic.

10 45 GRAFS iJ

EFFECTS OF AL 0OL

ALCOHOL AFFECTS PEOPLEIN A VARIETY OF WAYS,

OBJECTIVE LEMING EXMIENCES

Invite a Juvenile Judge to discussthe problems relative to the use of alcohol byteenagers,

Have a speaker froma state mental hospitai discuss alcohol and its relationshipto mental health.

See film, "AlcoholIn the Human Body," 16mm, sound, color, 14 minutes, Through the medium of animation, vivid color, andscientific narration, this filmIllustrates the effect of alcohol on thehuman body under varied conditions. It shows clearlyhow dloohol is absorbed into thebloodstream and its effect on the brain and nervous system -- the brain's reaction causinga lack of coordination,

disturbed balance,andthe inability to discriminate. Discuss contents withclass. Available from:

Sid DavisProductions

2479 Ocean ParkBoulevard

Santa Monica, California 90405

Letter writing. Write for materialsfrom the National Instituteon Alcohol Abuse and Alcoholism, (Write to National Clearinghouse for Alcohol Information, P. O. Box 2345, Rockville,Maryland 208521, Select oneor two from among paterials received and report on their contents to the class.

46 GRADES 10 12

EFFECTS OF ALCOHOL

ALCOHOL AFFECTS PEOPLE IN A VARIETY OF WAYS,

LEARNING EXPERIENCES OBJECTIVES=

STUDENTS CAN EXPLAPi THE IMPORTANCE OF A STABLE FAMILY S-Iudents compare the role of the family of today with that of the family of fifty years UNIT IN RELATIONSHIP TO ALCOHOL USE, ago.

Students describe activities the family plan

and do together.

Invite a social worker to visit the classand

T discuss problems created by excessive use of

alcohol, e.g., broken home, unemployment,

poor health.

STUDENTS CAN DESCRIBE HOW THE BEHAVIOR OF THE AVERAGE Construct a chart showing the effects of in the blood. DRINKER CAN BE RELATED TO THE PERCENTAGE OF ALCOHOL IN varying amounts of alcohol

THE BLOODSTREAM. New York State has set a blood-alcohollevel content of OA as a legallimit for drunkeness.

A.Is 0,0 a safe and effective standard? B. List the advantages and application of

various tests used in determining brood-alcohol content (Blood test,

Saliva test,and Breathalyzer.)

I 11 10 47 3RADES 1) 12

EFFECTS OF AU:OHOL

ALCOHOL AFFECTS PEOPLE IN A VARIETYOF WAYS,

ECTIVES LEARNING E PEIEN E

STUDENTS SHOULD BE AWARE OF THE AMOUNTOF MONEY EXPENDED O Consider the foliowing ALCOHOL DIRECTLYAND lND1RECTLY factors In discussing IN THE UNITEDSTATES the effects ofalcohol on AND THE RESULTS OFTHESE EXPENDITURES. our economy: A. Employment provided in themanufacture and distributionof beverages B. Consumer costs C. Taxes received from the sale ofalcoholic beverages D. Cost of alcohol related to accidents E. Welfare costs related to brokenhomes attrib.uted todrinking parents F. The Illegal manufacturing industry.

Construct a percentage graph showing amountof state and federal revenue derived from sale of alcohol.

Construct a graph showing percentageof revenue spent on advertising as compared forevenue derived from saleof alcohol.

Construct a percentage graph showing amountof revenue derived from the followingsources: .alcohol, tobacco,and other drugs.

Essay. Write a report on the Importance of the alcoholic beverage industry to thenational economy. Research the amount of revenue collectd by the state and federal governmentIn a recent year from taxes on alcohollcleverages.Note how moniesare dispersed. Also -- howmany people are employed In the liquorIndustry and how much money is given out Inpayroll in any recent years.

48 GRAFES 10 12

CONTROL OF ALCOHOL

RESPONSJBILITY FOR THE CONTROL OF ALCOHOL USE RESTS WITH SOCIETY,

OBJECTIVES LEARNING EXPERIENCES

STUDENTS CAN DESCRIBE FEDERAL, STATEdiND LOCAL How is the responsibility for enfo cement of PROVISIONS THAT CONTROL THE PRODUCTION AND alCohol laws divided between the national,

DISTRIBUTION OF ALCOHOL, state, and locallevels of government?

Send for and study the state regulations in New York State and neighboring states regarding controls on al oholic beverages.

Study the New York Sfate Tax Laws pertaining to beer, wIntand spirits.

In small groups, analyze the state laws and regulations concerning fhe sale of alcoholic

beverages to minors. Debate the minimum age

for drinking in different states.Should it be consistent for all states? Consider - should

a person from a state which prohibitsdrinking under the age of 21 be allowed to visit a neighboring state whose age limit is 18?

STUDENTS CAN ANALYZE THE FUNCTIONS OF THE THREE Discuss the function of each of the th

BRANCHES OF STATE GOVERNMENT WITH RESPECT TO branches of New York State government.

ENFORCEMENIT OF ALCOHOL LAWS. , Class can make a viSit to the State Legislature and visit with various legislative leaders to discuss their roles and what their function is In relation to alcohol use In the state.

49, GRAPES 10 12

CONTROL OF ALCOHOL

RESPO _IBILFY FORTHE CO1TROL OF ALCOHOL USE RESTS WITHSOCIETY.

OBJECTIVES LEARNUG EXPERIEL

STUDENTS CAN DlSCUSS HOW THE SALEAND USE OF ALCOHOLIC Arrange for a local BEVERAGES IS CONTROLLEDBY LAW. la.lth officer,law enforcement officer,or member of theAlcoholic Beverage Control Division-to discussthe Sta-e Liquor Coda.

. Class discusslon: A1 Does curnant legislation properly reflect what society desires? B, Does the present State LiquorCode satisfactorlly controlthe sale of alcoholic beverages?

Wri-e to the following New York Sta Departments for information to supportdiscussions on legal and economicaspects of alcoholic beverages: A. State Liquor Authority B, Departmentof Mental Hygiene C. Board of Social Welfare.

Library assignment: gather laws resolutIons on drinking,ffora class discussion,

STUDENTS CAN REVIEW MATERIALS AND UTILIZE SERVICES OF NCN-GOVERNMENTAL Sugge$t ways ofkeeping alcoholics ORGANIZATIONS WHICHENGAGE IN 11.E out of jails EFFORT TO CONTROL and keeping them THE ABUSE OFALCOHOL, In hospitals andmedical care centers,'

Summarize therole of the medical profession, tle general public, formal education,and the individual In meeting theproblem of alcoholism, GRAPES 10 12

CONTROL OF ALCOHOL

RESPONSIBILI FoR THE CONTROL OF ALCOHOLUSE RESTS WITH SOCIETY;

LEARNING EXPFRI

Construct a DrIver-WelOtMeter Chart, Wit to NewAersey:epartment ctesfor an example of this.)

Class Debate:

A. Resolved: Drinkingin moderation Is acceptable and not harmful,

B, Resolved: Drinking to any dlegrae is

harmful and should beprohibited by law.

Prepare a map ofyour community, pinpointing

where arrests fordrunkenness occur.

Initiate classroom activitieswhich will lead the students to collectarticles from current

news media indicating thescope of tle drug problem.

Direct a pair of studentsto take each of the

following areas of socialconsequence: A. Family relationships B. Group relationships C. Future Careers

D. Dropout potential

E. Financial demands

F, Delinquency andCrime.

After lookingup Information, they might

participate In a studentseminar pointing up

positive and negativeconsequences of alcohol mls-use in each area.

52 GRADES 10 12

CONTROL OF ALCOHOL

RESPONSIBILITY FOR THE CONTROL OFALCOHOL USE RESTS WITH SOCIETY.

LEARNING EXPERIENCES

Enlist student participation Inproblem solvin situations presented (e.g appoint afather,

amother)-md-adaughter-to-Tole-play-a-dIscusslon______between parents and child about alcoholuse.)

Open discussion by students Indicating a

possible way of resolving difficulties

caused by problem drinkers.

Interview a lawyer or judge to ascertainthe procedures used to prosecute a personsuspected

of driving while intoxicated.

Class report on the statisticsprovided by the National Safety Council and insurancecompanies

to determine what proportionof traffic fatalities and offenses are'directlyrelated to

the use of alcohol.

Research: Does drinking have anyrelatlonshi,p to sexual.promiscuity?

Discussion: The need for adolescents to m_et personal problems and not develophabits of

hiding or masking them with the useof alcohol.

Small group discussion: Inexperienced drivers and inexperienced drinkers are adangerous

combination.

53 GPATS 1 12

TROL OF ALCOHOL

RESPONSIBILITY FOR TE CONTROL OF ALCOHOL USE RESTS WITHSOCIETY,

_.

STUDENTS CAN DESCRIBE HOW PREVENTION OF ALCOHOLISM IS A :Trace the rate of WORLD-WIDE PROBLEM alcohol-centered problems AND NOT JUST ANAMERICAN PROBLEM, with the United States and selectedforeign countries.

:Review the national prohibition laws andtheir repeal,

Research: What Is the World Health Organization doing about alcoholism?

54 MT: 10 12

TREATMENT OF PEOPLE

THE RESPON IBILITY FOR THE TREATMENT OF INDIVIDUALS RESTS WITH SOCIETY,

STUDENTS CAN DESCRIE T E VARIOUS GROUPS AND THEIR Invite a carefully screened, recovered alcoholic PROGRAMS THAT EXIST FOR REHABILITATION OF THE ALCOHOLIC. to speak on treatment and rehabilitation of -alcoholism,

Select from the class several members to role play alcoholics and have the remainder

of the class deVelop a program to treat and

rehabilitate them, (Be sure to set proper mood.)

Individu 1 re earch and reports on the various methods and techniques used in treating

alcoholism; A. Psychotherapy

B. Hypnosis

C, Tranquilizing drugs D. Aversion treatment

E. Social rehabilitation

F. Alcoholics Anonymous

C. Al-Anon

H. Alateen

1 Group therapy,

Visit a local Al-Anon Family Group, an

Alateen Group, and make a report to the class

as to their effectiveness.

Prepare a report on Alcoholics Anonymous or

invite a speaker from A.A. to address the class, From research and from contents of speech, try

to determine:

A Whether A.A.is primarily a religious organization 1.26 B. What success the organization has had. 55 I iikiES 1 12

TREATMENT OF PEOPLE

THE RESPONSIBILITYFOR THE TREATMENT OF INDIVIDUALS PIS WITH SOCIETY.

OBJECTIVE LEARNING EXPERIENCE

A student visits an Alcoholics Anonymousopen meeting and reports back to the classas to what he/she saw_and_heard._

Plan a visit to a hospital which hasan alcoholic ward. Write a review ofthe trip, recording impressions and observations. Discuss the visit In class.

STUDENTS CAN DISCUSS COMMUNITY INVOLVEMENTIN THE Discussion: The community's REHABILITATION OFALCOHOLICS. overall approach to alcoholism and Its control mustinvolve the following:

A. Informed public B. An enlightened law enforcementsystem C. Courts and laws recognizing that

alcoholics need help,not punishment D. Availablehospital beds E. Social and health agencies offering help to families F. Willing physicians to treatalcoholics G. Clergymen aware of spirituel problems faced by alcoholics H. School's objective approach tothe teaching of theuse of alcohol.

Familiarize the students with local, state) and federal agencies giving aidto alcoholics.

Invite a member of Alcoholics Anonymous to speak to classes concerning the functionof this organizationIn helping alcoholics.

56 GPADE 10 12

TREATMENT OF PEOPLE

THE RESPONSIBILITY FOR THE TREATMENT OF INDIVIDUALS RESTS WITHSOCIETY.

OBJECTIVES LEARNING EXPERIENCES

Report on the Rutgers Center of Alcohol

Studies and Its role in dealing with the alcohol problem In the United States.

Determine the cost of alcoholism in terms

of care, treatment, care of dependents,

lost wages, accidents, crime and rehabilitation, ,

MEDICAL SCIENCE HAS CLASSIFIED ALCOHOLISM AS A DISEASE Discuss how alcoholism differs from other

AND/OR A BEHAVIORAL DISORDER CHARACTERIZED BY CERTAIN diseases and/or behavioral disorders.

SYMPTOMS FOR WHICH THERE IS NO SPECIFIC CURE. Explore the various causes of alcoholism and

Its progression.

Reports: Alcoholism is a problem within a problem, 'Consider the effect of alcohol on

the person and conditions within the person which lead to excessive use of alcohol,

Identify some of the typical warning signs of

chronic alcoholism.

Compare and investigate the neurotic conflicts

of the alcoholic.

Report: Vitamin deficiency diseases resulting from alcoholism (beriberi, pellagra, etc.)

110 57 GPM 10 _2

TREATMENT OF PEOPLE

THE RESPONSIBILITYFOR THE TREATMENT OF INDIVIDUALS RESTSWITH SOCIETY.

LEARNING EXPERIENCES

Discuss: The progressionof alcoholism, symptoms typical ofearly, middle,and final stages of the illness.

..J

13 3 TOPIC °MINE

FOR

GRADES 10 12

59 1) A MS 10

THE FOLLOWING TOPICALOUTLINE IS INTENDED FOR THE NOVICE TEACHER INTHE AREA OF ALCOHOL EDUCATION WHO WISHES TO HAVE THE EXTRA HELP OF A FINERBREAKDOWN OF THE VARIOUS AREAS OF THE PREVIOUSOBJECTIVES, IT IS A MORE DETAILEDAND SPECIFIC TREATMENT OF THE WHOLE TOPIC OFALCOHOL EDUCATION AND NOT PARALLEL EXACTLY THE INTENDED TO BEHAVIORAL OBJECTIVESAPPROACH,

TOPIC ONE: NATURE OF ALCOHOL Classification of humanneeds a. A Security Alcohol in the field ofmedicine (I) Economic 1. Anesthetic- early times (2) Social 2. Clinical applications (3) Human a. Compounding pharmaceuticals (4) Spiritual b. Solvent and preservingagent New experience o. Skin cleanser (I) Home d, Cooling agent (2) Church e. Protein denaturing effect (3) Community t. Depressing the centralnervous (4) Work system Recognition g. Auxiliary source ofenergy (1) Flattery h. Vasodilating agent (2) Compliment I. Relaxant for the elderly d. Response

(I) Social TOPIC TWO: USE OF ALCOHOL (2) Sexual

4. Significance of satisfying A. human needs Religion and alcoholuse Emotions I. Incidence of drinking byreligious 1. Emotion defined affiliation a. Impulse a. Jewish b. Compulsion b. Catholic 2. Educational experiences c, Protestant a. Stimulus d. Aormon b. 2. Physiological reaction Effect of cultureon consumption Types of emotions The problem drinkerand human needs a. Aggressive 1. Human needs defined b. Inhibitory 2. Human needs of alcoholicand c. Joyous non-alcoholic 4 Value of emotions

5, Emotions and alcoholproblems 6 Emotional maturity

60 136 Developing attitudes Personality Vs. environment I, Concept of attitude I. PersonaTity defined a. Idea plus a feeling 2. Determinates of personality b. Attitudes and behavior a. Heredity c! Developing better attitudes b. Environment toward problem drinker Early sources of personalitydifferences Scientific vocabulary Stages of development towardmaturity a. Better language for communicating Types of psychological adjustment b. Use of derogatory terms reaction (1) Jokes about alcoholics a. Direct adaptive reaction (stress) (2) Cartoons depicting drunks (1) Fight (attack) (3) Comic strip depiction (2) Flight (withdraw) c. Better informed individual (3) Compromise (1) Select proper materials Defense mechanism (stress involving d. Present day attitudes toward threat) the alcoholic Significance of personality vs. environment Advertising, Propaganda)and BeverageAlcohol to alcohol problems I. Function of advertising Tension a! Define advertising I. Tension defined

I), Need for advertising 2. Tension - useful and Tatural c. Role of color in advertising 3. Modes of relieving tension Propaganda a. Talking It out a. Define b. Escaping for awhile b. Types c. Working it off (I) Overt d. Giving in occasionally (2) CoVert e. Doing good for others c. Influence of f. Taking one thing at a time Restrictions on alcohol advertisement g. Shunning superman urge a, Local h Reducing critical attitude b. State Giving benefit of doubt C. Natimal Making yourself available Being an efficient buyer Making time for recreation

I. Seeking professional help Tensions and drinking

61 138 GRO :2

TOPIC THREE: EFFECTS OF ALCOHOL 5. Social levels ofalcoholics 6. A. Alcohol and Nutrition Types of alcoholics B. 1. Define food Primary type

2. Body requireMents (1) Neurotics

a. Fuei (2) No prognosis

(I) Fat Secondary type

(2) Carbohydrates (1) Appears afteryears of drinking Protein (2) Good prognosis c. c. Vitamins Situational type

(I) Thiamin (I) Unusualemotional strain (2) Best prognosis (2) Niacin , Common characteristics (3) Riboflavin of alcoholi a. (4) Ascorbiccid Low frustration tolerance b. Minerals Inability to endureanxiety or tension (1) CaidUrn c. (2) iron Feeling of Isolation d, (3) iodine Devaluated self-esteem e. Bulk Tendency to actimpulsively f. (1) Cellulose Repetitive acting outof conflicts g. (2) Fibrin Often extreme narcissism h. f. Water Self-punitive behavior 3, i. Somatic preoccupation Alcoholic contentof vitamins, etc. j. 4. Alcohol and obesity Hypochondriasis Alcohol and deviant 5 Alcohol and appetite behavior I. Definitions 6. Nutritional diseases related to alcoholuse a, Felony a. Pellagra b Misdemeanor b. Chronic gastritis c. c, Beriberi Minor offenses d. Alcoholism Liquor controlviolations 2. Causes of crime I. Definitlons a, a, Alcoholism Economic conditions b. Changes in law b. Alcoholic c. Basic statistics. Attitudes of public d Progressive alholism Composition of thepopulation

Differences betweenalcoholic and drinker

62 GRADES 10 12

Alcohol and problem children 3. Alcohol and crime

a. Relation of alcohol abuse and various Economic aspects of alcohol use andmisuse types of misbehaviors consumer dollars spent on alcohol (I) Public intoxication I. Economic benefits claimed (2) Driving while under the influence Revenue from alcoholic beverages (D.W,1.) Expenditure for misuse of alcohol (3) Homicide by drunken driving Hospital care (4) Crimes of violence caused by a. Bodily diseases alcohol abuse b. c. Accidents b Incidence of crimes among alcoholics d. Jailing c. Cost of crime influenced by alcohol e. Deviant behavior Alcohol and the family Potential wages lost I, Role of the family in our society Manufacture, distribution, and a. Food consumption of alcoholic beverages b. Clothing 7, Public revenues and their use c. Shelter Diseases and illnesses related toabuse d. Satisfying human needs of alcohol (1) Recognition Inebriate's diseases (2) New experiences I. a, Beriberi (3) Security Pellagra (4) Response b. Cirrhosis of the liver Alcohol and family problems c. d. Arteriosclerosis a. Lack of satisfying family needs e. Veneral diseases b. Seeking satisfaction outside the Psychoses associated with alcoholism family group a. Acute c, Divorce (I) Pathological intoxication (I) Excessive use and marital' (2) Delirium tremens disruption (3) Acute Alcoholic hallucinosis (2) Ocoupational_comparlson (4) Korsakoff's psychosis (3) Rate of alcohol-influenced Chronic divorces (1) General personality disorder Alcohol and desertion (2) Intellectual and moraldecline Alcoholic parents.l. reations with their (3) Memory and judgment disturbance children

a. Parent role in child development decreases

b Effect of, moderate and excessive drinking

141 63 GINE 10 12

T PIC FOUR: CONTROL OF ALCOHOL TOPIC FIVE: TREATMENT OF PEOPLE

Government's role in the controlof alcohol A Treatment and production anddistribution rehabilitation I. 1, Federal government Alcohol treatment a, 2.. State government Detoxification

3. Local government b. Nutrition B. State government's (I) Ascorbic Acid role in alcohollaws 1, Legislative branch (2) Niacin

2. Executive branch (3) Multiplevitamins c. 3 Judicial branch Psychotherapy C. (1) Hypnosis Non-governmentalagencies controlling alcohol abuse (2) Psychiatry

O. Preventive (3) Psychoanalysis vs. punitivemeasures to control alcohol abuse (4) Grouptherapy I. Preventive Drug therapy a, (I) Dleulfiram Educationalprograms (Antabuse) b. (2) Chlorpromazine Early diagnosis (Thorazine) (3) Insulin c. Rehabilitation 2. 2. Agencies and treatment Punitive organizations a, a, Probation Quarter-Way House b. b, Fines and imprisonment Half-Way House c. c. Sentencing to Alcoholics Anonymous confined hospitalization d, for medical Al-Anon and psychiatrictreatment E. Peer approach Alateen to alcoholproblem lental Health Students helpingstudents 2 Students helping Counseling services adults in thecommunity 3. Adults and students comingtogether for mutual action