MADD Canada gratefully acknowledges · 2017-05-05 · and making healthy choices. Who will benefit...

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tthhee aassssiissttaannccee ooff tthhoossee wwhhoo sshhaarreedd tthheeiirr ssttoorriieess:: Sue and Katie Diotte, Jack Anderson, Evan Anderson, Elsie Anderson, DianeLudwig, Ernest Boucher, Chris Boucher, Cpl. Eddie Bourque, Staff. Sgt. Colin White.

OOuurr eexxppeerrttss:: Dr. Bob Mann, Senior Scientist, Centre for Addiction and Mental Health, Ontario;Dr. Christiane Poulin, Professor & Canada Research Chair, Population Health &Addictions, Dalhousie University, Nova Scotia; Dr. Larry Tuff, Dept. of Psychiatryand Neuroscience, McMaster University, Ontario; Shaun Black M. Sc., MBA,Manager, Pharmacological & Research Services, Capital Health, Nova Scotia

PPrroojjeecctt vvoolluunntteeeerrss:: Sgt. Frank Van Der Zalm (Hamilton Police Services), Sean Boyer, Kara McCurlie,Marci McCurlie, Sam Alkerten, Michael Caminiti, Jared Canning Petto, JaclynColville, Nathan Darby, Scott Drayson, Kyle Goodenough, John Hoogerdoorn, Bob Inksetter, Jessica Landon, Sara Richter, Jess Smith, Brian Theobold,LaurenWilliams, Laura Drake, Hailey Edge,Ashley Furlong, Patrick Furlong, Laura Gurica, Melissa McIlmoyle, Kédie McIntyre, Simon Landry, Stepan Sivko .

PPaarrttiicciippaattiinngg sscchhoooollss::Ancaster High School, Ancaster, ON, Sherwood Secondary School, Hamilton, ON

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Dear Facilitators,

MADD Canada is pleased to provide you with the Braking Point Program forclassroom use.

Despite the progress that has been made in the last 25 years, impaired drivingremains the number one criminal cause of death in Canada. Traffic crashesremain the leading cause of death and serious injury among 16-19 year olds.Moreover, at least 45% of youth crashes are alcohol and/or drug-related.Nevertheless, impaired driving is 100% preventable.

This program is designed to discourage the initiation of alcohol and cannabis use, prevent the progressionto more frequent or regular use, and reduce harms associated with use. There are three versions ofBBrraakkiinngg PPooiinntt: English, French and Aboriginal. For information on ordering the other versions of thefacilitator's guide, please go to our website at wwwwww..mmaaddddyyoouutthh..ccaa.

MADD Canada thanks Health Canada for making the production of BBrraakkiinngg PPooiinntt possible through afinancial contribution from Health Canada's Drug Strategy Community Initiatives Fund*.

We hope this DVD and facilitator's guide generates lively discussions and gives you opportunities to educateyour students so they can make safe, well-informed choices. Thank you for choosing BBrraakkiinngg PPooiinntt.

Yours truly,

Karen Dunham, National President, MADD Canada

*The views expressed herein do not necessarily represent the views of Health Canada.

Table of Contents

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>> Hand-out: Low Risk Drinking Guidelines>> Activity: Effects of heavy alcohol use - Body chart>> Activity: Risk Reduction Bingo>> Activity: What's stopping me? Change chart >> Information sheet: Impairment Laws and >> MADD's Multi-Media Program

Getting Started

"Fun is extremely important to all groups.For all groups it's veryreal and should not beminimized. ...As soon asmessages begin to onlyhammer out alternativesto fun, they will be dis-missed (by young people)."

Final Report on MADD Canada focus groups in preparation

for Braking Point

TThhee pprrooggrraamm''ss oobbjjeeccttiivveess aarree:: >> To create awareness of the risks and

dangers involved in drinking and marijuana use and impaired driving.

>> To connect these risks to common settings and situations in which many teens find themselves.

>> To help them understand there are alternatives to dangerous risks.

>> To provide strategies to help them practice those alternatives.

>> To reduce the deaths and injuries caused by impaired driving.

1

Please take time to read the following Facilitator'sNotes before meeting with students.

Braking Point

You work with students in health, lifestyle, safety, responsibility or other areas of the secondaryschool curriculum. Part of your work includes helping young people make safe choices aboutdrinking and using marijuana.

If you're new to the topic, or new at leading a program like this, this guide is a good way to learnabout the situations that are common to teen alcohol and marijuana use. It gives you a strongresource to help your group understand how and when to make safe choices for themselves.

And if you lead teen groups all the time, this new resource may give you some new ideas.

What is Braking Point?

Braking Point is a new program created by MADD Canada for students age 14 to 18. It isbased on research with students who use and abuse alcohol and marijuana. It dramatizes realsituations of alcohol and marijuana use and the risks and consequences of heavy use. It hasbeen tested with students and teachers for effectiveness and easy delivery.

Braking Point is based on MADD Canada's philosophy that we all have choices to make in ourlives and to make good choices, we need to know the facts.

Please note:

The ideal timing for these lessons is 1-1/2 hours. However, understanding that many lessonperiods are only one hour, we have suggested timing for a one-hour period. If there is too much information for one hour, cut back as appropriate for your group. For example, cut out thefirst showing of the DVD and go straight to Explain after Warm-up. However, please allowenough time to discuss Intervention Points - the most important learning segment foryoung people.

This program is designed to provide information for young people who are heavy alcoholand marijuana users, and their friends, so they can make informed choices about theiruse. We provide strategies for harm reduction, including abstinence.

MADD Canada does not condone underage alcohol use or drug use.

The package contains:

> Braking Point, the DVD with 3 different versions - English, French and Aboriginal. The English version has 4 different scenarios acted out by young people. Each scenario is based on a real situation and common setting where things go wrong because of alcohol or marijuana. Each scenario is left open at the end and the outcome is left to the audience to decide.

> In addition to the scenarios, there is a section called "Ask the Experts" with interviews with experts in fields related to the topic of discussion.

> Also included on the English DVD are two interviews: one with the Diotte family, about the tragic death of 15-year-old Sarah Diotte after a night of binge drinking, and another story of two families in Lac La Biche who lost 5 family members.

> A facilitator's guide which provides a step-by-step lesson plan of how to use the program for best results. The French and Aboriginal versions can be downloaded or ordered from www.madd.ca.

> Ready-made questions, activities and exercises you can hand out or show.

> Tips for Facilitators.

> The 5 "E's" of a successful program.

> Facts and stats on teen drinkers and marijuana users.

> Information about MADD Canada, the sponsor of the program.

> MADD Canada's other secondary school programs and resources.

> Participant evaluation form to help you measure results.

Where does it fit in the curriculum?Curriculum changes from province to province so it's hard to say where this program will workbest for you. Some common areas are Physical Activity, Active Living, Mental Health, and LivingSkills. However, it is designed to complement curriculum areas that deal with health and safetyand making healthy choices.

Who will benefit from this program?The DVD actors portray 16 to18 year-old heavy drinkers and users and their friends. The optimum age for this program is 14 to18 years - old enough to relate to the characters and thecircumstances, and at risk of facing the consequences of the risky behaviour shown here.

TTiippss ffoorr FFaacciilliittaattoorrss>> Before starting the program,

consider your own attitudes and values about this subject. The program will be most effective if it is non-judgmental and objective.

>> Make sessions participant-centred. Make questions and discussions relevant and meaningful to students' lives.

>> Encourage personal goal-setting by each student.

>> If possible, consider outside special circumstances behind each student's behaviour, such as difficulties with family, school, family income, personal stress. Their answers and reactions to the program will reflect these circumstances.

>> Be aware of cultural/ethnic/ newcomer/literacy issues that could affect understanding or common behaviour.

Getting Started

2

Getting Started

IImmppoorrttaanntt NNootteePrograms like Braking Point are usuallyviewed by students with suspicion. Many tune out as soon as they see thetopic because they think it's another"Don't do Drugs!" message. Actually,studies have shown that this kind ofheavy-handed message does not help to change teen behaviour. SSoo iitt''ss iimmppoorrttaanntt ttoo mmaakkee iitt cclleeaarr tthhaatt yyoouu aarree nnoott ccoonnddoonniinngg oorr ccoonnddeemmnniinngg ddrruugguussee,, bbuutt pprroovviiddiinngg iinnffoorrmmaattiioonn..

Suggested script for Facilitator

This program is meant to provide information on alcohol, marijuana and impaired driving. Everyone haschoices to make, good or bad but first we need to know the facts. Everyonewants to have a good time but no onewants to see a good time end badly.

At the end of the program, you will know that you have choices to help you avoid having a bad time with alcohol and marijuana.

Bad times like:

>> getting sick>> crashing a car>> doing poorly in school>> fighting with families >> getting violent>> losing friends >> or even having a serious tragedy

with injuries or death

If you understand the risks better, youcan make better choices to avoid theproblems connected with alcohol andmarijuana.

Four SituationsThe DVD dramatizes four situations:

1. Hit me! (Drinking and Violence)

2. But Officer, I Haven't Been Drinking! (Pot and Driving)

3. No Way Home (Impaired Driving)

4. Over the Top (Binge Drinking)

We recommend you watch them one at a time, and follow each with a discussion of the situation and potential endings. It's important that there is enough time to encourage them to make personal decisions.

Each scenario is based on principles of successful workshops. The process is the same for all but the questions, examples and experiences are different.

The 5 E's of a Successful Workshop

Elicit: Get their general ideas and opinions.

Explain: Describe terms and explain situations.

Experience: Create opportunities for personalizing and talking about their experience.

Encourage: Motivate them to share tips, supports and barriers and to build their own safety plans.

Evaluate: Find out how to make the session better.

3

Goal By the end of this session, students will be able to identify one risk from this program associated with binge drinking, and to set a goal of implementing one personal safety strategy for reducing the risk associated with their behaviour - or a friend's behaviour - around binge drinking.

See Suggested Script on how drinking can affect your life in "Getting Started" section on page 3.

Required Resources> DVD Braking Point> Board or easel pad > 5 cards that you prepare> Body Chart: Effects of heavy alcohol use

Elicit Language and Reasons for Use (Warm up - 5 min.)

Ask general questions, not related to them personally.What is binge drinking? Is it different from heavy drinking? How many drinks is considered binge drinking? Why do people drink so much in a short time? What do people do to get a lot of alcohol in them fast?

Scenario #1 - Hit me!

The definition of binge drinking suggested (5+ drinks for males: 4+ forfemales in 2 hours) isn't considered very much (by the participants in thefocus groups). They admitted to 3 times this amount. (14-16 year olds).

5 drinks, 5 coolers, 5 shots, 5 beers is not considered heavy drinking.Maybe 24 beers; 8 rum and coke, or 15 shots. (17-18 year olds).

Final Report on MADD Canada's focus groups in preparation for Braking Point.

FFaaccttssBinge drinking is the common profes-sional term for drinking a lot of alcoholin a short amount of time in order toget drunk quickly. It's different fromheavy drinking because it happens in ashort period of time, rather than con-stant heavy drinking over time.

HHooww mmaannyy ddrriinnkkss iiss ccoonnssiiddeerreedd bbiinnggee ddrriinnkkiinngg??The common standard for binge drink-ing is 5 drinks in a two-hour period formen or 4 drinks in a two-hour periodfor women. This amount usually willraise the alcohol level in the system towhat is considered intoxication. It cantake the alcohol level to a level ofimpairment and could be beyond thelegal driving limit.

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4

Scenario #1 - Hit Me!

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WWhhyy bbiinnggee ddrriinnkk??WWhhaatt yyoouutthh bbeelliieevvee::>> Helps them unwind quickly>> Makes shy people more sociable

and less inhibited >> Makes the party more fun>> Helps you fit in>> Good for celebrations>> Keeps the high going longer

HHooww ddoo tthheeyy ddoo iitt?? >> drinking games>> open several beers/coolers at a time>> pour several shooters or shots at a time >> bets and competition with friends>> chug-a-lug>> funneling >> just keep drinking until their

supply is gone

EExxaammpplleess ooff bbiinnggee ddrriinnkkiinngg iinn tthhee sscceennaarriioo>> Large bottles of vodka

and large glasses.

>> Kevin grabs drink from Mike and power drinks.

>> He pours another right away when Rob comes in.

>> Rob drinks directly from the bottle.

>> Kevin chugs beer, one after another.

The DVD (showing and questions: 10 min.)Watch the DVD scenario Hit Me! all the way through. Ask students to pay close attention tohow the situation changes along the way and the role of each character.

After the DVD, get immediate feedback by asking general questions, about the scene.

Does this kind of thing happen often? Who in the story contributes to the harm? What parts could be considered 'binge drinking'?

Ask what they think the likely outcome of this scenario will be. Record their answers.

Explain (10 min.)Suggested Script

An association between heavy alcohol use and violence is well known. The standard for bingedrinking (4/5) is a guide only because the effects of binge drinking can change because ofweight, regular drinking habits, use of other drugs (e.g. marijuana), use of medications (e.g. some cold pills and cough syrups, codeine, anti-depressants, sleeping pills), current stateof mind, how tired you are, how hungry you are.

Ask the Experts: Watch clip of Dr. Bob Mann: How alcohol affects you (3:30 min.).

Activity (10 min.)

Hand out - or put up - 5 cards. Ask the students to think about their own behaviour and that of their friends and to rank these statements 1-5.

(1 is not likely at all; 5 is very likely).

1. People binge drink so they'll have an excuse to go crazy or get into a fight.2. People binge drink to get the courage to get physical.3. People binge drink to get sexual as quickly as possible.4. People binge drink to wipe out particular worries or problems.5. People binge drink to wipe out what's going to happen tonight.

Afterwards, ask how they ranked the statements and discuss this ranking.

5

Ask students what kind of violence is associated with binge drinking and what is most common in their own lives.

(Suggested answers)

> pushing> arguing> shouting and verbal violence> physical fighting (assault)> coming on aggressively > rape > rioting> domestic abuse > suicide> homicide> driving while drunk

(potential violence)

Ask what can trigger violence when someone is drunk.

(Suggested answers)

> jealousy> competition> testosterone> other hormones> hunger> need to let off steam> shouting, screaming> loud music> music lyrics> TV, movies, video games> maintaining an image> the need to seem cool to friends

Experience (15 min.)

Intervention Points

Watch the DVD scenario again. Before it starts, advise students that there are intervention points throughout the scenario - places where the situation could be changed if other choices were made along the way. Ask them:

> To be prepared to identify intervention points. What might trigger a different ending?

> To think about what the ending is likely to be. Have they changed their minds since the first viewing?

After the viewing, ask:

> What are the intervention points in this scenario?> Where and when could one of the characters have done something

to prevent the fight? > What would stop you from doing something to prevent the fight (barriers)?> Could charges of assault be laid by Amber or her parents against Rob?

Show the likely outcomes that were recorded at the beginning of this session, then ask:Do you still think the same way about the ending? What are other possible endings to this scenario? What could the ending be if some things changed along the way?

Record and discuss new endings.

Encourage (7 min.)

Discuss what would make it easier for them to intervene or to overcome barriers mentioned earlier.(See Strategies and Barriers in Scenario 4 - Over the Top, page 15)

Ask them each to identify one risk associated with drinking and violence learned from this program (not necessarily the DVD, but the whole discussion).

Ask them to set a goal of one thing they can do to prevent harm for themselves or others aroundbinge drinking. (Even if they would never be in this situation, they can set a goal of talking to a friend,saying or doing something at a party, or supporting a harm reduction campaign.) Tell them to writedown their goal for themselves. They don't have to share unless they want to.

If possible, suggest a second group in 3 months, and ask them to come back to discuss why or why not the goal idea worked. What have they experienced or seen that showed them it was easieror harder to reach their goal than they thought.

Evaluate (3 min.)

Before they leave, ask them to fill out evaluation forms. Use them to make changes to make theprogram more relevant and useful for your situation.

Scenario #1 - Hit Me!

SSuuggggeesstteedd iinntteerrvveennttiioonn ppooiinnttss ffoorr ddiissccuussssiioonn::>> Rob could say "I'm not in for

getting wasted, but I'm in for some fun."

>> Bring smaller amounts of alcohol.>> Hide the funnel.>> Break tension between Kevin

and Rob when they're getting hot over football.

>> Instead of edging away, Kevin could get up and walk away when Rob and Amber get it on.

>> Mike could step in after Rob keeps insulting Amber.

>> The host, Michelle, should come sooner and remind them they're in someone's home.

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6

Scenario #2 - But Officer, I Haven't Been Drinking!

SSuuggggeesstteedd aannsswweerrss ttoo ““WWhhyy tteeeennss ssmmookkee mmaarriijjuuaannaa"">> Boredom>> Fun>> Stress>> Peer influence or pressure>> Need to relax>> Excitement >> Marijuana as a gateway drug

MMaarriijjuuaannaa tteerrmmss::>> Weed>> Hash>> Reefer>> Sess>> Chronic> Ganja> Dope> Grass> Pot > Maryjane> Sensemelia> Herbal Remedy

Goal By the end of this session, students will be able to identify one risk from this program associated with drinking and using marijuana and one personal safety strategy for reducing the harm associated with their behaviour or that of a friend.

Required Resources> Board or easel pad> DVD Braking Point> Risk Bingo Card (attached)> Facts Overhead/Handout that you prepare

Elicit Language and Reasons for Use (Warm up - 5 min.)

Ask general questions, not related to them personally:What do you call marijuana? What words are common for how someone feels when they've used marijuana?

Record all words. Then try to use their language throughout.

Acknowledge Different Experiences (See tips for Facilitators)

The DVD (10 min. - DVD and questions)Watch DVD scenario, But Officer, I haven't Been Drinking! (Pot & Driving) all the way through.Ask them to pay close attention to how the situation changes along the way and to how each character contributes to the problem.

After the DVD, get immediate feedback by asking general questions, not related to them personally.

What happened in this story? Does this kind of thing happen often? What is harmful in this situation? Who in the story contributes to the trouble?Do you think youth know that driving under the influence of pot is illegal?What is the likely outcome of this scenario?

Keep track of likely outcomes.

"Smoking weed is often not considered harmful (by students) - either for every day or for driving. It's used by heavy drinkers, it's easier to get for younger adolescents, and consequences are not seen as problematic. A message of what actually happens when you smoke and drive has notbeen absorbed by teens."


7

Explain (10 min.)

Ask the Experts:

> Show the clip of Shaun Black, M.Sc., MBA: How pot affects the brain (1.53 min.).> Show the clip of Dr. Christiane Poulin: Pot and driving statistics (3.18 min.).

Activity (if time - 10 min.)

1. Separate class into two equal groups - one to represent drivers and one to represent passengers. Set up 2 sheets - one for Drivers, one for Passengers. (If there are drivers in your group, put them into the Driver group.)

2. Ask the question. Do you think someone will drive better if they've been smoking marijuana? Mark the number of yes or no answers according to Drivers and Passengers.

3. Do they want to change their position after discussion?

4. Show the facts (handout/overhead).

Discuss how these facts could affect driving. Ask if they think you drive better or worse when you've been smoking. Has the number changed?

Experience

Intervention Points (15 min.)

Watch DVD scenario again. After viewing ask: Have you ever experienced anything like like this - as a driver or passenger? Do you know of anyone who has? Is it common? What character in the film do you understand best? Why?

Show likely outcomes recorded at the beginning of this session.

Do you still think the same way about the ending? Where and when could one of the characters have done something to make it a more positive situation? Think aboutwhat could trigger a different ending (intervention points).

If you have found yourself in this situation, has anyone in the group thought it might be risky or dangerous? What could you do if they had? Hope for the best? Say something? Don't drive with them again? Get out of the car?

Record answers.

FFaaccttss aabboouutt PPoott>> Marijuana slows your ability to

reason and make decisions.

>> It slows reaction time.

>> Motor skills and visual tracking are reduced.

>> With marijuana you often have difficulty concentrating.

>> It impairs memory.

>> You can have anxiety.

>> Your perceptions of reality, time or what you see can be distorted.

>> Alcohol mixed with marijuana will increase the buzz and also the risk.

>> You can be charged and convicted of impaired driving if found to be under the influence of pot.

>> You can be charged and convicted of possession of an illegal substance if caught with pot on you.


8

Activity: Risk Bingo (handout or overhead - 10 min.)

1. Hand out a card with squares representing associated risks of marijuana and driving. Discuss meanings:

2. Tell them to check off those that they've used or seen used. If they get 3 in a row, call out Bingo. If you can provide small prizes this will make the game more fun. Do as many as you can in the time given so as many as possible win.

3. Discuss the strategies noted. Who's done them; who hasn't. Why? Why not? What are the barriers? (Record barriers.)

(If not enough time, skip the bingo game and just ask for strategies to reduce the kind of risks they saw in the film. Who has used them? Why? Why not?)

Encourage (7 min.)

Discuss what would make it easier for them to intervene, to overcome barriers mentioned earlier.

Ask them each to identify one risk associated with marijuana use and driving that they learnedfrom this program (not necessarily the DVD, but the whole program).

Ask them to set a goal of one thing they can do to prevent harm for themselves or othersaround marijuana and driving. (Even if they would never be in this situation, they can set agoal of speaking up in a group, or supporting a "no smoking and driving" campaign.) Tell themto write down their goal for themselves. They don't have to share unless they want to.

If possible, suggest a second group in 3 months, and ask them to come back to discuss whyor why not the goal idea worked. What have they experienced or seen that showed them itwas easier or harder to reach their goal than they thought?

Evaluate (3 min.)

Ask them to fill out evaluation forms. Use them to make changes to make the program morerelevant and useful for your situation.


RRiisskk RReedduuccttiioonn BBiinnggoo SSttrraatteeggiieess>> Don't start early (before the party)>> Get another driver if the driver

wants to smoke>> Don't drink and smoke>> Get out of the car>> Refuse to get in>> Get new friends>> Don't smoke at all>> Have another transportation

plan ready

9

Goal By the end of this session, students will be able to identify one risk from this program associatedwith drinking and driving, and to set a goal of one personal safety strategy for reducing the riskassociated with their behaviour - or a friend's behaviour - around drinking and driving.

Required Resources> Board or easel pad> DVD Braking Point > Self-adhesive small note paper (stickies)> Large white card to put stickies on, headed "Why Do It?"

Suggested Opening Script. (See Getting Started, page 3)Acknowledge different experiences. (See Tips for Facilitators, page 2)

Elicit Language and Warm up (5 min.)

Ask general questions, not related to them personally.

How many drinks will put someone over the legal limit for impairment?

How common is it with people your age to drink, even a little, and then drive or get into a car with someone who has been drinking?

The DVD and Questions (10 min.) Watch the DVD scenario No Way Home all the way through. Ask students to pay close atten-tion to how the situation changes along the way and the role of each character.


Would you say that this kind of thing happens often? Who in the story contributes to the final problem? How common is it for people to give in to their friends' harassment to drink more?

Ask what they think the likely outcomes of this scenario could be. Discuss and record their answers.

Scenario #3 - No Way Home

FFaaccttss>> In 2001-2002, motor vehicle

crashes were the most common cause of hospitalization for 15-19 year olds.

>> In 2001, 16-19 year old drivers were 9 times more likely to die, per kilometre driven, than 35-54 year olds.

>> In 2003, alcohol was a factor in 40.4% of the traffic death among 16-19 year olds.

>> In 2004, the crash rate of 16 year olds was twice that of 18-19 year olds.

Alcohol, Trauma and Impaired DrivingMADD and CAMH, 2006

It is difficult for them to quantify their alcohol intake. They don't limitthemselves in terms of number of drinks. They don't know when theyhave gone over the limit until afterwards as this is not important to them.


10

Explain (10 min.)Suggested Script

Drinking and driving has received a lot of attention in recent years and everyone, including students,drivers and passengers, are much more aware of the dangers. We think more about limits, aboutdesignated drivers, and other forms of transportation than we did ten years ago.

But the number of young people who are hurt or killed through drinking and driving is still too many.In 2001, 16-19 year old drivers were 9 times more likely to die in vehicle crashes than 35-54 yearolds (based on the number of kilometres driven).

Ask the Experts: Watch clip of Dr. Bob Mann,: BAC and the law (2:38 min.)

Ask:

Does anyone have personal experience with drinking and driving that they can talk about? (As a driver, passenger, friend or relative, something that made them think differently.)

Activity: Why Drink and Drive? (10 min.)Hand out self-adhesive notepaper (stickies) and ask each student to write down one thing thathe or she believes is the strongest reason for drinking and driving. What would be the mainthing that might make someone decide to drink and drive or get into a car with a driver whohas been drinking or using drugs?

Read them out one by one and group them by reasons on a large sheet headed: Why do it?Determine what reason(s) is strongest. Keep the sheet up as an exhibit.

Note: If another activity is needed see physical and emotional influences of alcoholfound in attached Body Chart Effects of heavy alcohol use.

Experience (15 min.)Intervention Points

Set up the DVD scenario again. Before it starts, advise students that there are intervention points throughout - places where the situation could be changed if other choices were made along the way. Ask them:

> To be prepared to identify intervention points. What might trigger a different ending?

> To think about what the ending is likely to be. Have they changed their minds since the first viewing?


SSuuggggeesstteedd iinntteerrvveennttiioonn ppooiinnttss ffoorr ddiissccuussssiioonn::>> When Ted is pushed by Sam to

drink, he could refuse strongly even if it means short-term kidding.

>> Karen could pay closer attention to Ted because she's the one who has to be home at 1.

>> When she finds out he's drunk, can she assess the group for an alternative DD?

>> When Ted takes a toke of the joint, someone could say "Hey Ted, who's going to be the DD now? "

>> When Sam asks for the keys, Ted could say: "Ask Karen. I gave them to her when we came. She's the one insisting on a DD".

>> When Sam comes back and the car is in the ditch, can someone ask the group for ways to get home. Can Karen go with someone else?

11


> What were the intervention points in this scenario?> Where and when could one of the characters have done something to make

sure someone was available to drive? > What would stop you from doing something to ensure a designated driver is

sober (barriers)?

Show their earlier recorded outcomes then ask:

Do you still think the same way about the ending? What are other possible endings to this scenario? What could it be if some things changed along the way?


StrategiesAsk for their strategies for prevention.

Encourage (7 min.)Go back to the stickie poster of what would make someone decide to drive under the influence or go with a driver who had used alcohol or drugs. Discuss what would make it easier for them to intervene or to overcome these barriers.

Ask them each to identify one risk associated with drinking and driving learned from this program.

Ask them to set a goal of one thing they can do to prevent harm for themselves or othersaround drinking and driving. Write it down and take it with them. (Even if they don't drink, theycan set a goal of never getting into a car with someone who has been drinking, planning analternative way to get home, or saying something to a DD). They don't have to share unlessthey want to.

If possible, suggest a second group session in 3 months, and ask them to come back to discuss why or why not their goal was successful. What have they experienced or seen thatshowed them it was easier or harder to reach their goal than they thought.

Evaluate (3 min.)Before they leave, ask them to fill out evaluation forms. Use them to make changes to makethe program more relevant and useful for your situation.

SSuuggggeesstteedd ssttrraatteeggiieess ffoorr ddiissccuussssiioonn>> Bring your own 'mocktail' - in a

separate bottle you can recognize.

>> Don't ever leave your drink for someone to spike or refill.

>> Ask a friend to watch out for you and remind you you're the DD.

>> Eat a lot before and during the party. When you want a drink, have something to eat instead.

>> When it's late and you want to leave, say you're driving home now if they want to come. Don't just hang around so they can get more wasted.


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Goal By the end of this session, students will be able to identify one risk from this program associatedwith heavy drinking, plus set a goal of implementing one personal safety strategy for reducingthe harm associated with their behaviour - or a friend's behaviour - around drinking.

Required Resources

> Board or easel pad> DVD Braking Point> What's Stopping Me chart

Suggested Opening Script (See Getting Started on page 3.)

ElicitLanguage and Reasons for Use. Warm up - 5 min.

Ask:

What do you call getting drunk, and what are your words for liquor/beer?

Try to use their language throughout, but only if you're comfortable with it.

What is dangerous drinking in your mind? Is there a limit to how much someone should drink?

Why do teens drink too much?

The DVD and Questions (10 min.)Watch the DVD scenario on Over the Top all the way through. Ask students to pay close attention to how the situation changes along the way and the role of each character.


> What happened in this story? > Does this kind of thing happen often? > What could be harmful in this situation? > Who in the story contributes to the harm?

Ask what they think the likely outcomes of this scenario will be. Record their answers.

Scenario #4 - Over the Top

"While they seem to have absorbed the message of harm reductionstrategies… both older and younger don't seem to have absorbed themessage of the harm itself - a common thing for young people who feelinvincible to harm. Minor risks are given first: e.g. throwing up, passing out, falling down a curb, before major risks are considered: e.g. car accidents, alcohol poisoning or losing a friend."


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GGiivveenn rreeaassoonnss ffoorr ddrriinnkkiinngg

>> BBoorreeddoomm>> FFuunn>> SSttrreessss>> PPeeeerr pprreessssuurree>> NNeeeedd ttoo rreellaaxx>> CCeelleebbrraattiioonn>> RRiisskk ttaakkiinngg >> AAnnggeerr >> MMeeddiiaa iinnfflluueennccee

SSuuggggeesstteedd eexxaammpplleess ooff hhaarrmmffuull aaccttiioonnss>> Dave drinks heavily from the

moment he arrives and plans to get wasted.

>> Jamie sets himself up in competition with Dave and he's a lot smaller.

>> Tara brings out a 40-ouncer and keeps serving even after Jamie is down.

>> The host never says "Watch out…this is my parents' house", or something to bring attention to the heavy drinking.

Explain (10 min.)

Ask the Experts:Watch clip of Dr. Larry Tuft: Drugs and the teenage brain (3:00 min.).Watch clip of Shaun Black, M.Sc., MBA: Alcohol and the brain/binge drinking (1:53 min.).

Ask students:

> What do you think is a safe number of drinks for women per week?> What do you think is a safe number of drinks for men per week ?> What are some of the biggest alcohol related problems for someone your age? > What percent of teen drownings, falls and fires do you think are alcohol related?> What percent of teen motor vehicle deaths do you think are alcohol related?

Influences and Effects of Alcohol

Talk about what influences or strengthens the effect of alcohol.

Ask 'what else'?

Watch the clip of Dr. Bob Mann: Facts of BAC (Blood Alcohol Concentration).

Experience (15 min.)Intervention Points

Watch the DVD scenario again. Before it starts, advise students that there are interventionpoints throughout the scenario - places where the situation could be changed if other choiceswere made along the way. Ask them:

> To be prepared to identify intervention points.> To think about what the ending is likely to be. Have they

changed their minds since the first viewing? > To consider what might trigger a different ending.

FFaaccttss>> Women who have more than nine

drinks a week have higher rates of cancer and other problems than women who drink less.

>> Men who have more than fourteen drinks a week have higher rates of alcohol-related problems.

>> Young people have very low rates of heart disease but very high rates of alcohol-related injuries and death.

>> More than 2 out of 5 people who die in crashes involving alcohol are 25 years of age or under.

>> In Canada, alcohol plays a role in about 45% of all motor vehicle deaths involving youth.

>> According to recent statistics, the number of youth under the age of 24 that were killed in alcohol-related crashes in one year has increased from 200 to 351!

>> On average in Canada, out of the 4 people killed in alcohol-related crashes per day, at least 1 of those is a youth.

>> Alcohol plays a role in 30% to 40% of all falls, drownings and fires.

Alcohol, Trauma and Impaired DrivingMADD and CAMH, 2006

IInnfflluueenncceess oonn EEffffeeccttss ooff AAllccoohhooll>> overall amount, including beer,

coolers, wine, shooters, mixed drinks, etc.

>> body weight - less weight equals less protection

>> how fast the alcohol is consumed

>> how full or empty your stomach is - afull stomach helps absorb the alcohol

>> your emotional state - alcohol is a depressant by itself

>> your regular drinking habits - every weekend or once in awhile

>> alcohol content; for example, although they're considered "girly drinks", coolers often have a higher alcohol content than beer


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What are the intervention points in this scenario?

Where and when could one of the characters have done something to prevent Jamie frompassing out?

(See suggested intervention points.)

Show the likely outcomes that were recorded at the beginning of this session, then ask:

Do you still think the same way about the ending? What are other possible endings to this scenario? What could it be if some things changed along the way?


Strategies and Barriers:When you're starting out an evening with friends, does anyone in the group ever think that thedrinking could be risky or dangerous? What could you do to prevent disaster or harm?

Have you thought of these ideas?

Record their answers. Discuss barriers generally.

Activity: What's stopping me? Change Chart (10 min.)Ask students to look at the chart and fill in for themselves whether they could make a change.Talk to each other. Tell them to look at the questions to see if these are real barriers or justexcuses to cutting back themselves or helping a friend cut back. Tell them to be honest withthemselves, and think about whether they could be contributing to possible harm. (They don't need to share the information if they don't want to.)

Encourage (7 min.)

Based on the chart, discuss what would make it easier for them to intervene or to overcomebarriers mentioned earlier.

Ask them each to identify one risk associated with drinking and partying, learned from this program.

Ask them to set a goal of one thing they can do to prevent harm for themselves or othersaround heavy drinking. (Even if they would never be in this situation, they can set a goal oftalking to a friend, speaking up in a group, or supporting a risk reduction campaign.) Tell themto write down their goal for themselves. They don't have to share unless they want to.

If possible, suggest a second group in 3 months, and ask them to come back to discuss whyor why not the goal idea worked. What have they experienced or seen that showed them itwas easier or harder to reach their goal than they thought?


SSuuggggeesstteedd iinntteerrvveennttiioonn ppooiinnttss>> How big are the cases of beer

Jamie and Dave bring to the party? Could they have brought a smaller case?

>> Tara says to Jamie "You guys fighting again?" referring to his girlfriend, Michelle. He answers "nothing a few beers can't fix". Could Tara say something like: "yeah, maybe your few beers are scaring Michelle off"?

>> When Dave starts downing drinks as fast as he can, can one of the guys say something like: "Wanna make a bet on the game? Since you'll be out of it in half an hour, you won't even know who wins."

>> Steve asks Tara to grab the 40-ouncer. Could Tara say “Later, I'm doing something” or anything else to postpone drinking the alcohol? Could anyone else postpone the 40-ouncer?

>> Could someone order or bring in more substantial food earlier? Not just more chips. Not wait until they're 'starving'. When would be best?

>> When should Jamie's condition be considered dangerous? When could someone have done something and what could they do?

>> Should Steve have insisted he didn't want another drink when Dave pushed him?

15

Effects of Heavy Alcohol Use (Extra activity if time)

Hand out blank body diagram and ask students to mark what and where effects of heavy drinking are felt. After, hand out or show as overhead, the completed diagram for discussion.

Discuss effects. (For more information, go to www.camh.net.)

Evaluate (3 min.)

Before they leave, ask them to fill out evaluation forms. Use them to make changes to makethe program more relevant and useful for your situation.

(Take-away: Low Risk Drinking Guidelines)

HHaavvee yyoouu tthhoouugghhtt ooff tthheessee iiddeeaass??>> Choose not to drink.

>> Have some in-between slow-down soft drinks.

>> Make a pact with a friend to drink only water or soft drinks after 11 p.m.

>> Say something to one of the drinkers you're close to, like "I'm your friend and I care about you. You're getting drunk. You're… (slurring your words, getting sloppy, shouting, acting like someone else, etc.)".

>> Postpone starting until you get to the party or until you've been there an hour.

>> Leave the party entirely if it gets to be too much.

>> If you're the host, say something.

>> Eat a substantial meal before you come, or arrange more serious food earlier in the party.

>> Distract the heavy drinkers with a hockey game lottery, new music video, dancing, computer game.

>> Wait an hour between drinks.

>> Make a plan before the party to limit the number of drinks you will be having.


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Hand-out - Low Risk Drinking Guidelines* from the Centre for Addiction and Mental Health* For people of legal drinking age

WWhhaatt iiss aallccoohhooll ppooiissoonniinngg?? Alcohol poisoning is a serious - sometimes deadly - result of drinkingexcessive amounts of alcohol (ethanol).Binge drinking can lead to alcohol poisoning. The effects of alcohol dependon the concentration of alcohol in yourblood (blood alcohol level). Factors thataffect your blood alcohol level include:

>> How strong the alcohol is >> How quickly you drink it >> How much food is in your

stomach at the time you drink it

SSiiggnnss aanndd ssyymmppttoommss ooff aallccoohhoollppooiissoonniinngg iinncclluuddee::>> Confusion >> Vomiting >> Seizures >> Slow or irregular breathing >> Blue-tinged skin or pale skin >> Unconsciousness ("passing out") >> How much food is in your

stomach at the time you drink it

Alcohol is a stomach irritant and maycause vomiting. It also affects your cen-tral nervous system - slowing yourbreathing, heart rate and gag reflex.This increases the risk of choking onvomit if you're passed out from excessivedrinking. If you suspect that someonehas alcohol poisoning, seek immediatemedical care. Blood alcohol level contin-ues to rise even after the person haspassed out.

AAllccoohhooll ccaann aallssoo bbee hhaarrmmffuull iinnssmmaalllleerr aammoouunnttss iiff yyoouu uussee iitt iinnccoommbbiinnaattiioonn wwiitthh::>> Sedatives >> Tranquilizers >> Narcotic pain medications >> Certain anti-seizure medications,

such as phenobarbital

1998-2006 Mayo Foundation for MedicalEducation and Research (MFMER).

All rights reserved.

Maximize Life, Minimize Risk

0 : Zero drinks = lowest risk of an alcohol-related problem

2 : No more than 2 standard drinks on any one day

9 : Women: up to 9 standard drinks a week

14 : Men: up to 14 standard drinks a week

One Standard Drink = 13.6 g of alcohol. Higher alcohol beers and coolers have more alcohol than one standard drink.

> 5 oz/142 mL of wine (12% alcohol) > 1.5 oz/43 mL of spirits (40% alcohol) > 12 oz/341 mL of regular strength beer (5% alcohol).

You should drink less than this, or not at all, if you:

> drive a vehicle> work with machines > are pregnant > are taking medications like anti-depressants, pain-killers or sedatives > have a family history of alcoholism> have a family history of cancer> need to be coordinated for sports > need to be alert for family, work and other activities> have school responsibilities

For a complete brochure, visit www.camh.net or call 1-800-661-1111.

12 oz. Beer(5% alcohol)

5 oz. Wine(10-12% alcohol)

3 oz. Fortified wine(16-18% alcohol)

1.5 oz. Liquor(40% alcohol -

1.5 oz. overproof liquor is about two

standad drinks)

Impotence

Effects of heavy alcohol useShuts dow

n parts of brain that affect thinking and behaviour

Impairs m

otor skills and coordination

Increases risk ofbreast cancer

Breathing problems

Increases heart rate

Liver cannotprocess toxins

Irritates lining of the stom

ach

and depression

Menstrual

problems

Don't startearly (beforethe party).

Don't drinkand smoke.

Refuse to getin the car.

Get anotherdriver, if thedriver wants to smoke.

FREE

Get new friends.

Limit the number ofjoints a personsmokes.

Have anothertransportationplan ready.

Don't smoke at all.

Risk Reduction Bingo

I'm loving it too much.

It's the only way to getaway from problems.

It's not my party. I'm not in charge.

It's like I don't keep up my part if I don't drink a lot too.

We won't have as much fun.

I'm a friend, not a parent.I can't tell anyone what to do.

We're all drunk, so we don't think of the effects until later.

I really don't know whenit's too dangerous.

Most parties don't end in disaster.

When you're shy, it really helpsyou to be sociable.

All my friends drink a lot.

I don't think anyone's body ormind will be permanently affected.

I need to relax after a hard week.

(Add your own reasons why you can'tbe safer when using alcohol or drugs).

What’s stopping me?Decreasing the risks associated with alcohol and drug use

I can change this

I can't change this

Maybe I canchange this

Barrier

MADD Canada representatives tour Canadaduring the school year bringing a huge 3-screen high-energy experience to schoolassemblies. These multimedia productionsspeak to young people in their own language, hosted by a celebrity with youthcredibility, accompanied by music video

clips, fast paced graphics and real life stories. Students learn to make safer choices and what canresult when they take risks. Each year, MADD Canada has 2 programs - one for elementary students and one for high school students.

Our goal is to educate students across Canada about the dangers of drinking and/or drugs anddriving, as well working toward our mission to "stop impaired driving and to support victims of thisviolent crime".

"An absolute pleasure; the presentation was on point, accurate, visual, powerful, and engaging.The coordinator was awesome to work with and he really went out of his way to connect with thestudents. Thanks so very much!"

Antigonish Education Centre, Antigonish, NS

Offence Minimum Penalty Maximum Penalty

Driving while ability is impaired;

Driving with a BAC above 0.08%; or

Failing to provide breath/ bloodsamples.

Summary conviction:> First offence: $600 fine and

1-year driving prohibition*

> Second offence: 14 days imprisonment and 2-year driving prohibition*

> Subsequent offence: 90 days imprisonment and 3-year driving prohibition*

Indictment: As above

Summary conviction: > First offence: 6 months

imprisonment, 3-year driving prohibition and a $2,000 fine

> Second offence: 6 months imprisonment, 5-year driving prohibition and a $2,000 fine

Indictment: > First offence: 5 years

imprisonment, 3-year driving prohibition and any fine the judge deems appropriate

> Second offence: 5 years imprisonment, 5-year driving prohibition and any fine the judge deems appropriate

Impaired driving causing bodily harm

Indictment only: No minimum

10 years imprisonment, 10-yeardriving prohib-ition and any finethe judge deems appropriate

Impaired driving causing death

Indictment only: No minimum

Life imprisonment, and any driv-ing prohibition and/or fine thejudge deems appropriate

Driving while prohibited or sus-pended for a federal impaireddriving offence

Summary conviction:No min-imum

Indictment: No minimum

Summary conviction:6 months imprisonment, 3-year driving prohibition and a $2,000 fine

Indictment: 5 years imprisonment, 3-yeardriving prohibition and any finethe judge deems appropriate

FFoorr mmoorree iinnffoorrmmaattiioonn oorr ttoo bbooookk aa sshhooww..Call MADD Canada at: 1-800-665-6233 or in Greater Toronto area: (905) 829-8805.

For Ontario, contact:Shelley Carley, ext. 233email: [email protected].

All other regions contact: Chantel Parkes, ext. 240email: [email protected].

For previews see www.madd.ca.

> In addition to the penalties outlined above, the judge may issue a probation or restitution order. A probation order may include: abstaining from alcohol; under-taking community service; submitting to an alcohol or drug assessment; partici-pating in treatment; and any "other reasonable conditions the court considers desirable". A restitution order compels the offender to compensate the victim, but these are rarely issued in impaired driving cases.

MADD Canada - Title of Programs

The Federal Impaired Driving Offences and Penalties

*The minimum federal driving prohibitions may be reduced if the driver participates in a provincial or territorial interlock program.

Elementary Secondary

MADD Canada gratefully acknowledges · 2017-05-05 · and making healthy choices. Who will benefit...

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Transcript of MADD Canada gratefully acknowledges · 2017-05-05 · and making healthy choices. Who will benefit...