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Editor's Notes

1. “Keepin’ It REAL” program - developed as a substance use prevention program for students aged 12-14 (approximately middle school grades 6th-8th) Decided to use this as a basis for our program – it’s evidence-based and supported by SAMHSA  Our program “H.U.G.S. Not Drugs” will apply similar concepts in order to effectively change behavior. We will incorporate an acronym as well drawing on the basic components addressed in “REAL,” utilizing the words Halt, Understand, Grow, and Succeed, to make the informed decision to say no to drugs According to research conducted by both the Florida Department of Children and Families and the St. Johns County Health Department, rates of substance use increases substantially upon entrance to high school making it important to combat this problem before it occurs (2012). Implementing our “H.U.G.S. Not Drugs” program in Ponte Vedra can have an advantageous affect on substance use rates among the adolescent populations.
2. “The following is the powerpoint we utilized at the YMCA presentation in Ponte Vedra”
3. Introduce group members, program topic and title. H – Halt U – Understand G – Grow S – Succeed
4. These facts further address the need to teach young students about the harm drugs and alcohol will bring to their life. Don’t be afraid or embarrassed to talk to your parents about alcohol, tobacco, and drugs – they’re a lot more open to listening than you think.  But if you don’t want to talk to them, you can talk to someone you feel comfortable with like a teacher or one of the many adults you see here each day at the YMCA
5. Media often portrays smoking and drinking as routine, and part of everyday life  Glamorization associates tobacco and alcohol use with desirable qualities such as: popularity, success, attractiveness, independence, maturity, fun, celebration, relaxation, and an escape from reality  This is strengthened by the frequency in which adolescents see a constant stream of media images throughout their day. 8 – 18 years old = approximately 7 ½ hours/day, 7 days/week = approximately 5 hours/ day in TV alone “We received feedback on this slide in particular from evaluators at the YMCA, due to our wording of the questions”
6. Who pays for these commercials?  Tobacco companies, Marlboro, cigarette makers Since the tobacco companies create these ads to make money, do you think they’ll tell you all of the negative consequences of smoking?  They create these ads to get people to buy their product – they’re not focused on telling you the harmful consequences of using their products  Did you know that the Surgeon General requires the companies to put a health warning on each product? But they write it so small did you even notice it on the ad? Did you know that underage smoking (under 18), isn’t just unhealthy, it’s illegal and can result in a large fine.  Not only can you get in big trouble for smoking, drinking alcohol under 21 is illegal: First Offense—You will be charged with a second-degree misdemeanor and ordered to pay a fine of $500 and sentenced up to 60 days in jail. Florida Statute Section 562.111, Florida Statute Section 775.082, Florida Statute Section 775.083, Florida Statute Section 322.056 So, let’s out-smart these companies and learn to say “no” and live a healthier life!
7. “A great way to avoid falling into the trap that media is setting, to get you to use alcohol, tobacco, and drugs, is to follow this easy acronym:” Halt- Stop and think about your response.  Why would you respond with yes or no? Give example. Are you saying yes just to impress your friends? Are you saying no because you know that its an unhealthy choice for your body? Understand- Know the consequences of saying yes to drugs/alcohol, and understand the benefits of saying no.  Consequences (drugs) = overdose, impaired judgment, heart problems, impaired vision, lung problems  Consequences (alcohol) = impaired mental state, impaired motor response, alcohol poisoning  Benefits = healthier body (lungs, heart, brain, etc…), unimpaired decision making, Grow- Growing as an individual and having the power to say no.  Intellectual and behavioral growth Succeed- Saying no once gives you the confidence to say no again, and by doing that you are already succeeding.  Boosts the individuals self-esteem “Now that you know the thought process – have the knowledge to make an educated decision  All that’s left is the delivery – how should I say it?
8. Aggressive – Behavior includes expressing your feelings, needs, and ideas at the expense of others.   Stands up for their rights – but ignores the rights of others – may dominate or humiliate others  Often defensive, hostile, and self-defeating Passive – Behavior includes not expressing feelings, needs, and ideas - ignores personal rights; allows others to infringe upon them  Often let other people choose for them and end up feeling disappointed in themselves and angry with them – End up feeling like a “doormat”  People often choose nonassertive behavior to avoid unpleasant situations, tension, conflict, and confrontation Assertive - Behaviors include expressing your feelings, needs, ideas, and rights in ways that don’t violate the rights of others  Make their own choices, are confident, and feel good about themselves while being assertive and afterwards  Usually achieve their goals – being assertive reinforces their good feelings about themselves, improves self-confidence, and creates free, honest, and open relationships with others.
9. Create scenario where one person is offered a drink and the respondent demonstrates saying ‘no’ in an aggressive, passive, and an assertive way.  Then ask the class to identify the appropriate response *All scenes take place at a party with friends* Scene 1: Francesco: “Hey Anna, do you want a drink?” Anna: *knocks drink out of Francesco’s hand* “No way! I don’t want any of that!” Francesco: “Ok, you don’t have to be so rude about it.” Scene 2: Francesco: “Hey Taylor, do you want a drink?” Taylor: “Ummm….I don’t really know…” Francesco: “Here just take it.” *hands Taylor a cup” Taylor: “Ok..” *holds cup but doesn’t drink* Scene 3: Francesco: “Hey Tabitha, do you want a drink?” Tabitha: “No thanks, I don’t drink.” Francesco: “That’s ok, no big deal.” Stephanie: Ok, now which scene displayed the best response?  (Scene 3) Why?  It showed assertive behavior, because Tabitha was direct, respectful, and confident in expressing her feelings without being rude to Francesco.
10. Break students up into groups of 4-5, give them 5-10 minutes to discuss how they want to do the roles, health educator will observe to make sure that everything is age appropriate and that the scenario is properly represented. “At this point we divided the kids into 3 groups and handed out partially scripted scenarios for them to finish and role-play”
11. 1 Scenario per group: Break students up into groups of 4-5, give them 5-10 minutes to discuss how they want to do the roles, health educator will observe to make sure that everything is age appropriate and that the scenario is properly represented. [Detailed roles next slide]
12. Detailed roles for scenario 1:  Participants choose which character to be and act out the scene, any extra participants will act as friends and bystanders.
13. 1 Scenario per group: Break students up into groups of 4-5, give them 5-10 minutes to discuss how they want to do the roles, health educator will observe to make sure that everything is age appropriate and that the scenario is properly represented.
14. Detailed roles for scenario 2:  Participants choose which character to be and act out the scene, any extra participants will act as friends and bystanders.
15. 1 Scenario per group: Break students up into groups of 4-5, give them 5-10 minutes to discuss how they want to do the roles, health educator will observe to make sure that everything is age appropriate and that the scenario is properly represented.
16. Detailed roles for scenario 1:  Participants choose which character to be and act out the scene, any extra participants will act as friends and bystanders. Should you rat your friends out?  Consider the consequences of telling on them, as well as the harm they’re doing to themselves
17. “Here we included links to our social media resources as well as links to UNF and the YMCA”
18. “We developed a Facebook page for our program (H.U.G.S. Not Drugs) which provides information from reliable sites in regard to health and substance prevention like: Centers for Disease Control and Prevention (CDC) National Institute of Health (NIH) Substance Abuse and Mental Health Association (SAMHSA) Tobacco Free Florida
19. “Additionally we developed a Pinterest site, hopefully everyone is familiar with Pinterest.” “This includes similar information as our facebook page, but is able to reach people from a different social media outlet, in case the individuals may not use facebook”
20. “This handout worked really well because the boy really enjoyed the myth/fact icebreaker at the beginning of class” “You could see them all actually reading the handouts!”
21. “Our biggest feedback was that some of the content was not as age-appropriate as we had previously thought, we should have judged the room more accurately when we entered and then adjusted our presentation more accordingly. As well as at the beginning we were a little afraid at ‘yelling’ at the kids to reign them in and get them to be quite while we finished our presentation, so we’ll definitely have to work on being more comfortable with reigning the kids in” “Other than that we displayed good time management as well as good interaction with the students (answering questions to the best of our ability)”  In regard to questions it was quite difficult answering some of the questions that the children asked, such as “which is more harmful, cigarettes or marijuana?” and “Aren’t electronic cigarettes better for you because they use water vapor?” We were also told that we did well on the role-play activity – the kids had a lot of fun and it really got them involved in the subject. We were also really professional in our presentation skills
22. I really enjoyed that fact that one boy said that he felt “a lot” more comfortable discussing substance use