Safeguard our YOUTH: PREVENT ○ Majority of adolescents

Substance Use (10-19 years old) never

e-Presentation Objectives tried smoking (92.9%).
○ Among adolescents,
16.8% were current
alcohol drinkers.
Term Review
Drug Medicine
Nature any chemical drug with
agent that curative
alters the properties
biochemical
or
physiological
processes of
tissues of
organisms

can produce a positive effect

positive or when correctly
negative taken
health
consequence

Knowledge
● Substance use includes Substance Use
smoking cigarettes. use of psychoactive substances
including tobacco and alcohol, the
● Young people are less
illegal drugs of abuse, inhalants and
vulnerable to substance use.
other nonmedical use of prescription
● Majority are non-users
medication
Substance Use Disorder
The Global Context
a cluster of cognitive, behavioral, and
● 275 million people worldwide
physiological signs and symptoms
used drugs in 2020
indicating that the individual
continues using the substance
despite significant substance-related
issues
NOT a:
• character flaw
• personality disorder
• moral failing
●
The National Context
● 2019 Drug Survey
○ 1.67 million aged 10-69
years are current drug
users
● 2018 FNRI Survey
 Etiology Model of Substance Use

Substance Use and Health

● Substance use disorders
Does not use drug addiction or contribute significantly to:
dependence but rather it refers to ○ global illness
problematic use of as SUBSTANCE
○ disability
USE DISORDER or as a
○ Death
SUBSTANCE-INDUCED DISORDER
General Health Consequences of
Substance Use as a Spectrum
Substance Use
Short-term Long-term

• changes in • heart or lung

appetite disease
•wakefulness/dr • cancer
owsiness • mental illness
•change in • HIV/AIDS
respiratory and • hepatitis
heart rate •physical/psych
• change in ological
mood dependence
• slowed reaction •memory loss
time/reflexes •brain damage
• nausea and • malnutrition
Theory of Planned Behavior vomiting can lead to
(Ajzen,1985 • hallucination substance use
• decreased disorder
motor
coordination

The Cost of Substance Use

PERSONAL HEALTH – accidents,
diseases, mental illness, death
RELATIONSHIPS – marital conflict,
disrupted friendships, child abuse,
violence
SOCIAL FUNCTIONING- dangerous
behavior, financial problem,
employment difficulty, legal problems
RA 9165 Comprehensive Dangerous
Drugs Act of 2002
establish a Special Drug
Education Center in each
province in the country. The
Centers must sponsor
programs, activities and
information campaigns to
educate outof-school youth
and street children regarding
the destructive effects of drug
abuse

Why are adolescents more vulnerable

to risky behavior?

Comprehensive Dangerous Drugs Act

of 2002
● Article IV discusses the
participation of the family,
students, teachers and school
authorities in the enforcement
of the Act.
● Section 45 of the Article
specifically requires the
Dangerous Drugs Board to
assist heads of the Department
of Education (DepEd),
Commission on Higher
Education (CHED), and
Technical Education and Skills
Development Authority (TESDA)
Highest Risk Periods for Young
in the publication and
People
distribution of materials on
during major transitions:
dangerous drugs.
• elementary to high school
● Section 46 calls upon the
• junior to senior high school
Department of Interior and
• senior high school to
Local Government (DILG), the
college/work
National Youth Commission
(NYC) and the Department of
Social Welfare and
Development (DSWD) to
Role of the Youth in the Anti-Drug
Campaign
● Be a role model of a healthy
and drug-free life.
● Be an upstander.
● Be a positive influence to your
peers.
● Continue to enhance your life
skills.
Skills for a Substance-Free Life
• Personal Skills
• Decision-making Skills
• Assertiveness Skills
• Resistance/Refusal Skills
Assertiveness Skills: The OFNR Script
Resistance Skills
● Basic Rule: Stay away from
situations where you can be
tempted.
● Maintain eye contact and say
no firmly.
● Match verbal with non-verbal
signals in refusing the offer.
● Use the broken record
technique.
● Use the cold shoulder
approach.
● Give reasons or excuses.
● Give healthful alternatives.

Yes, we can thrive.

Think positively.
Harness coping skills.
Reinvent yourself.
Identify your purpose.
Value connections.
Embrace change.

Decision-making Skills: The DECIDE

Model
Determine the problem
Explore the alternatives
Consider the consequences
Identify your values
Decide Evaluate