Module 4: Drug Education: Week 6

Module 4: Drug Education
WEEK 6
PREVENTIVE DRUG EDUCATION PROGRAM POLICY FOR
CURRICULUM AND INSTRUCTION
The Department of Education issues the enclosed Preventive Drug Education

Program Policy for Curriculum and Instruction in support of the National
Drug Education Program as provided in Section 43, Article IV of Republic Act No.
9165, hereunder quoted as follows: Instruction on drug abuse prevention and
control shall be integrated in the elementary, secondary and tertiary curricula of
all public and private schools, whether general, technical, vocational or agro-
industrial as well as in non-formal, informal and indigenous learning systems.
Such instructions shall include: (1) Adverse effects of the abuse and misuse of
dangerous drugs on the person, the family, the school and the community; (2)
Preventive measures against drug abuse; (3) Health, socio-cultural, psychological,
legal and economic dimensions and implications of the drug problem; (4) Steps to
take when intervention on behalf of a drug dependent needed, as well as the
services available for the treatment and rehabilitation of drug dependents; and (5)
Misconceptions about the use of dangerous drugs such as, but not limited to, the
importance and safety of dangerous drugs for medical and therapeutic use as well
as the differentiation between medical patients and drug dependents in order to
avoid confusion and accidental stigmatization in the consciousness of the
students otherwise known as the Comprehensive Dangerous Drugs Act of 2002.
REPUBLIC ACT NO. 9165
AN ACT INSTITUTING THE COMPREHENSIVE DANGEROUS DRUGS ACT

OF 2002, REPEALING REPUBLIC ACT NO. 6425, OTHERWISE KNOWN
AS THE DANGEROUS DRUGS ACT OF 1972, AS AMENDED, PROVIDING
FUNDS THEREFOR, AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in

Congress
Section 1. Short Title. – This Act shall be known and cited as the "Comprehensive
Dangerous Drugs Act of 2002".
Section 2. Declaration of Policy. – It is the policy of the State to safeguard the

integrity of its territory and the well-being of its citizenry particularly the youth, from
the harmful effects of dangerous drugs on their physical and mental well-being, and
to defend the same against acts or omissions detrimental to their development and
preservation. In view of the foregoing, the State needs to enhance further the efficacy
of the law against dangerous drugs, it being one of today's more serious social ills.
AN ACT INSTITUTING THE COMPREHENSIVE DANGEROUS DRUGS ACT

OF 2002, REPEALING REPUBLIC ACT NO. 6425, OTHERWISE KNOWN
AS THE DANGEROUS DRUGS ACT OF 1972, AS AMENDED, PROVIDING
FUNDS THEREFOR, AND FOR OTHER PURPOSES
Toward this end, the government shall pursue an intensive and unrelenting
campaign against the trafficking and use of dangerous drugs and other similar
substances through an integrated system of planning, implementation and
enforcement of anti-drug abuse policies, programs, and projects. The government
shall however aim to achieve a balance in the national drug control program so that
people with legitimate medical needs are not prevented from being treated with
adequate amounts of appropriate medications, which include the use of dangerous
drugs.
It is further declared the policy of the State to provide effective mechanisms or

measures to re-integrate into society individuals who have fallen victims to drug
abuse or dangerous drug dependence through sustainable programs of treatment
and rehabilitation.
ARTICLE IV
Participation of the Family, Students, Teachers and School
Authorities in the Enforcement of this Act
Section 41. Involvement of the Family. – The family being the basic

unit of the Filipino society shall be primarily responsible for the
education and awareness of the members of the family on the ill effects
of dangerous drugs and close monitoring of family members who may
be susceptible to drug abuse.
Section 42. Student Councils and Campus Organizations. – All

elementary, secondary and tertiary schools' student councils and
campus organizations shall include in their activities a program for the
prevention of and deterrence in the use of dangerous drugs, and referral
for treatment and rehabilitation of students for drug dependence.
Section 43. School Curricula. – Instruction on drug abuse prevention and control

shall be integrated in the elementary, secondary and tertiary curricula of all public and
private schools, whether general, technical, vocational or agro-industrial as well as in
non-formal, informal and indigenous learning systems. Such instructions shall include:
(1) Adverse effects of the abuse and misuse of dangerous drugs on the person, the
family, the school and the community;
(2) Preventive measures against drug abuse;
(3) Health, socio-cultural, psychological, legal and economic dimensions and
implications of the drug problem;
(4) Steps to take when intervention on behalf of a drug dependent is needed, as well as
the services available for the treatment and rehabilitation of drug dependents; and
(5) Misconceptions about the use of dangerous drugs such as, but not limited to, the
importance and safety of dangerous drugs for medical and therapeutic use as well as
the differentiation between medical patients and drug dependents in order to avoid
confusion and accidental stigmatization in the consciousness of the students.
Section 44. Heads, Supervisors, and Teachers of Schools. – For the purpose of

enforcing the provisions of Article II of this Act, all school heads, supervisors and
teachers shall be deemed persons in authority and, as such, are hereby empowered
to apprehend, arrest or cause the apprehension or arrest of any person who shall
violate any of the said provisions, pursuant to Section 5, Rule 113 of the Rules of
Court. They shall be deemed persons in authority if they are in the school or within
its immediate vicinity, or even beyond such immediate vicinity if they are in
attendance at any school or class function in their official capacity as school heads,
supervisors, and teachers.
Any teacher or school employee, who discovers or finds that any person in the school
or within its immediate vicinity is liable for violating any of said provisions, shall
have the duty to report the same to the school head or immediate superior who shall,
in turn, report the matter to the proper authorities.
Failure to do so in either case, within a reasonable period from the time of discovery
of the violation shall, after due hearing, constitute sufficient cause for disciplinary
action by the school authorities.
Section 45. Publication and Distribution of Materials on Dangerous Drugs. –

With the assistance of the Board, the Secretary of the Department of Education
(DepEd), the Chairman of the Commission on Higher Education (CHED) and the
Director-General of the Technical Education and Skills Development Authority
(TESDA) shall cause the development, publication and distribution of information
and support educational materials on dangerous drugs to the students, the faculty,
the parents, and the community.
Section 46. Special Drug Education Center. – With the assistance of the Board, the
Department of the Interior and Local Government (DILG), the National Youth
Commission (NYC), and the Department of Social Welfare and Development
(DSWD) shall establish in each of its provincial office a special education drug center
for out-of-school youth and street children. Such Center which shall be headed by
the Provincial Social. Welfare Development Officer shall sponsor drug prevention
programs and activities and information campaigns with the end in view of
educating the out-of-school youth and street children regarding the pernicious
effects of drug abuse. The programs initiated by the Center shall likewise be adopted
in all public and private orphanage and existing special centers for street children.
DRUG MISUSE AND ADDICTION
What is drug addiction?
Addiction is defined as a chronic, relapsing disorder

characterized by compulsive drug seeking and use despite adverse
consequences. It is considered a brain disorder, because it involves
functional changes to brain circuits involved in reward, stress, and
self-control. Those changes may last a long time after a person has
stopped taking drugs.
Addiction is a lot like other diseases, such as heart disease.
Both disrupt the normal, healthy functioning of an organ in the
body, both have serious harmful effects, and both are, in many
cases, preventable and treatable. If left untreated, they can last a
lifetime and may lead to death.
These positron emission tomography (PET) scans compare the brain of an individual with a
history of cocaine use disorder (middle and right) to the brain of an individual without a
history of cocaine use (left). The person who has had a cocaine use disorder has lower levels of
the D2 dopamine receptor (depicted in red) in the striatum one month (middle) and four
months (right) after stopping cocaine use compared to the non-user. The level of dopamine
receptors in the brain of the cocaine user are higher at the 4-month mark (right), but have not
returned to the levels observed in the non-user (left).
A positron emission tomography (PET) scan is an imaging test that

allows your doctor to check for diseases in your body.
Dopamine plays an important role in controlling movement, emotion

and cognition. Dopaminergic dysfunction has been implicated in the
pathophysiology of schizophrenia, mood disorders, attention-deficit
disorder, Tourette's syndrome, substance dependency, tardive
dyskinesia, Parkinson's disease and other disorders.
Why do people take drugs?
In general, people take drugs for a few reasons:

 To feel good. Drugs can produce intense feelings of pleasure. This
initial euphoria is followed by other effects, which differ with the type
of drug used. For example, with stimulants such as cocaine, the high is
followed by feelings of power, self-confidence, and increased energy.
In contrast, the euphoria caused by opioids such as heroin is followed
by feelings of relaxation and satisfaction.
 To feel better. Some people who suffer from social anxiety, stress,

and depression start using drugs to try to feel less anxious. Stress can
play a major role in starting and continuing drug use as well as relapse
(return to drug use) in patients recovering from addiction.
 To do better. Some people feel pressure to improve their focus in

school or at work or their abilities in sports. This can play a role in
trying or continuing to use drugs, such as prescription stimulants or
cocaine.
 Curiosity and social pressure. In this respect, teens are

particularly at risk because peer pressure can be very strong.
Adolescence is a developmental period during which the presence of
risk factors, such as peers who use drugs, may lead to substance use.
If taking drugs makes people feel good or better, what's the problem?
When they first use a drug, people may perceive what seem to be
positive effects. They also may believe they can control their use. But
drugs can quickly take over a person's life. Over time, if drug use
continues, other pleasurable activities become less pleasurable, and the
person has to take the drug just to feel “normal.” They have a hard time
controlling their need to take drugs even though it causes many
problems for themselves and their loved ones. Some people may start to
feel the need to take more of a drug or take it more often, even in the
early stages of their drug use. These are the signs of an addiction.
Even relatively moderate drug use poses dangers. Consider how a social
drinker can become intoxicated, get behind the wheel of a car, and
quickly turn a pleasurable activity into a tragedy that affects many lives.
Occasional drug use, such as misusing an opioid to get high, can have
similarly disastrous effects, including impaired driving and overdose.
Do people choose to keep using drugs?
The initial decision to take drugs is typically voluntary. But with

continued use, a person's ability to exert self-control can become
seriously impaired. This impairment in self-control is the hallmark of
addiction.
Brain imaging studies of people with addiction show physical
changes in areas of the brain that are critical to judgment, decision-
making, learning and memory, and behavior control. These changes help
explain the compulsive nature of addiction.
Why do some people become addicted to drugs, while others do not?
As with other diseases and disorders, the likelihood of developing an

addiction differs from person to person, and no single factor determines
whether a person will become addicted to drugs. In general, the
more risk factors a person has, the greater the chance that taking drugs
will lead to drug use and addiction. Protective factors, on the other hand,
reduce a person's risk. Risk and protective factors may be either
environmental or biological.
Risk Factors Protective Factors

Aggressive behavior in childhood Self-efficacy (belief in self-control)
Lack of parental supervision Parental monitoring and support
Low peer refusal skills Positive relationships
Drug experimentation Good grades
Availability of drugs at school School anti-drug policies
Community poverty Neighborhood resources
What biological factors increase risk of addiction?
Biological factors that can affect a person's risk of addiction include

their genes, stage of development, and even gender or ethnicity.
Scientists estimate that genes, including the effects environmental
factors have on a person's gene expression, called epigenetics, account
for between 40 and 60 percent of a person's risk of addiction. Also, teens
and people with mental disorders are at greater risk of drug use and
addiction than others.
What environmental factors increase the risk of addiction?
Environmental factors are those related to the family, school, and

neighborhood. Factors that can increase a person's risk include the
following:
 Home and Family. The home environment, especially during
childhood, is a very important factor. Parents or older family members
who use drugs or misuse alcohol, or who break the law, can increase
children's risk of future drug problems.
 Peer and School. Friends and other peers can have an increasingly
strong influence during the teen years. Teens who use drugs can sway
even those without risk factors to try drugs for the first time.
Struggling in school or having poor social skills can put a child at
further risk for using or becoming addicted to drugs.
What other factors increase the risk of addiction?
 Early use. Although taking drugs at any age can lead to addiction, research
shows that the earlier people begin to use drugs, the more likely they are to
develop serious problems. This may be due to the harmful effect that drugs
can have on the developing brain. It also may result from a mix of early
social and biological risk factors, including lack of a stable home or family,
exposure to physical or sexual abuse, genes, or mental illness. Still, the fact
remains that early use is a strong indicator of problems ahead, including
addiction.
 How the drug is taken. Smoking a drug or injecting it into a vein
increases its addictive potential. Both smoked and injected drugs enter the
brain within seconds, producing a powerful rush of pleasure. However, this
intense high can fade within a few minutes. Scientists believe this powerful
contrast drives some people to repeatedly use drugs to recapture the fleeting
pleasurable state.
As the brain matures, experiences prune excess neural connections

while strengthening those that are used more often. Many scientists
think that this process contributes to the steady reduction in gray matter
volume seen during adolescence. As environmental forces help
determine which connections will wither and which will thrive, the brain
circuits that emerge become more efficient. However, this is a process
that can cut both ways because not all patterns of behavior are desirable
or healthy. The environment is like an artist who creates a sculpture by
chipping away excess marble; and just like bad artists can produce bad
art, environments with negative factors (like drugs, malnutrition,
bullying, or sleep deprivation) can lead to efficient but potentially
harmful circuits that conspire against a person’s well-being.
The brain continues to develop into adulthood and undergoes dramatic

changes during adolescence.
One of the brain areas still maturing during adolescence is the

prefrontal cortex—the part of the brain that allows people to assess
situations, make sound decisions, and keep emotions and desires under
control. The fact that this critical part of a teen’s brain is still a work in
progress puts them at increased risk for trying drugs or continuing to
take them. Introducing drugs during this period of development may
cause brain changes that have profound and long-lasting consequences.
Drug Prevention
Why is adolescence a critical time for preventing drug addiction?
As noted previously, early use of drugs increases a person's chances of becoming

addicted. Remember, drugs change the brain—and this can lead to addiction and
other serious problems. So, preventing early use of drugs or alcohol may go a long
way in reducing these risks.
Risk of drug use increases greatly during times of transition. For an adult, a
divorce or loss of a job may increase the risk of drug use. For a teenager, risky
times include moving, family divorce, or changing schools.35 When children
advance from elementary through middle school, they face new and challenging
social, family, and academic situations. Often during this period, children are
exposed to substances such as cigarettes and alcohol for the first time. When they
enter high school, teens may encounter greater availability of drugs, drug use by
older teens, and social activities where drugs are used. When individuals leave
high school and live more independently, either in college or as an employed
adult, they may find themselves exposed to drug use while separated from the
protective structure provided by family and school.
Drug Prevention
A certain amount of risk-taking is a normal part of adolescent

development. The desire to try new things and become more
independent is healthy, but it may also increase teens’ tendencies to
experiment with drugs. The parts of the brain that control judgment
and decision-making do not fully develop until people are in their early
or mid-20s. This limits a teen’s ability to accurately assess the risks of
drug experimentation and makes young people more vulnerable to peer
pressure.
Because the brain is still developing, using drugs at this age has
more potential to disrupt brain function in areas critical to motivation,
memory, learning, judgment, and behavior control.
Drug Prevention
Drug abuse has a pervasive effect on an entire community. Understanding drug use risk
factors and spreading the word through prevention programs is the best defense against
drug abuse.
 Parental monitoring has been the most effective way to slow the expansion of drugs in
family situations.
 School drug prevention programs serve a valuable purpose in first time users aged 12-17.
 Schools with strict compliance rules and counseling support have been successful at
reducing usage.
 The National Institute Against Drug Abuse (NIDA) has found that gains resulting from
community drug prevention programs far outweigh the financial investment by the
community.
 Programs should make sure to address all aspects of drug abuse. This includes underage
use of legal drugs such as alcohol and tobacco, illicit street drugs, inhalants and the
inappropriate use of legal drugs such as prescription and over the counter drugs.
 These programs must also be tailored to the specific needs of the audience. Having
specialized programs for different genders, ages, cultures and ethnicities only make the
programs more effective.
Drug Prevention
Programs for Drug Prevention
As previously mentioned, drug prevention begins with education.

This education can take place at a number of levels including:
 Family Based Drug Prevention. The prevention of drug abuse
should start inside the family unit as early as possible. There are
many obvious benefits of home based drug prevention education
including self-awareness, and the enhancement of parent-child
communication skills and family bonding. Parental supervision and
involvement are critical in adolescents. Parents must not only have a
plan to educate their children on the dangers of drug use and abuse,
but they must also establish and enforce family rules. This includes
creating an effective system of monitoring their children's activities.
Drug Prevention
 School Based Drug Abuse Prevention Programs. Drug abuse

prevention should be addressed as early as preschool. Preschool
children can benefit from learning how to handle aggression, solve
problems, and communicate better so that they can avoid putting
themselves at risk for drug abuse later in life. Middle and high school
programs should focus on peer relationships, communication,
assertiveness, drug resistance skills and developing anti-drug
attitudes. School based prevention programs should be repeated
often for the best level of success.
 Community Based Drug Abuse Prevention Programs.
Communities that make an effort to come together in the fight
against drugs are sure to make an impact in the prevention of drug
abuse. There are many places to establish these prevention programs
including schools, churches and community based clubs.
Drug Prevention
Drug Abuse Prevention Starts with Parents
Drugs, including tobacco and alcohol, are easily available to

children and adolescents. As a parent, you have a major impact
on your child’s decision not to use drugs.
Most likely, children in grade school have not begun to use
alcohol, tobacco, or any other kind of drug. That is why grade
school is a good time to start talking about the dangers of drug
use. Prepare your child for a time when drugs may be offered.
Drug abuse prevention starts with parents learning how to talk
with their children about difficult topics. Then, the programs
offered by school, sports, and other groups can support what
you have started.
Drug Prevention
Prevention Starts With Parents
As a parent, you have a major impact on your child’s decision not to

use tobacco, alcohol, and drugs.
 Prevention starts when you start talking with, and listening to, your
child.
 Help your child make good choices and good friends.
 Teach your child different ways to say “No!”

Drug Prevention
Parents Are Powerful
Parents are the strongest influence that children have. There is no

guarantee that your child won’t use drugs, but drug use is much less
likely to happen if you:
 Provide guidance and clear rules about not using drugs.
 Spend time with your child.

 Do not use tobacco or other drugs yourself.
Drug Prevention
Prevention Starts When You Start Talking—and Listening

Talk honestly with your child about healthy choices and risky
behaviors. Listen to what your child has to say. Make talking and
listening a habit, the earlier the better!
 Learn the facts about the harmful effects of drugs and talk about it
with your child.
 Be clear and consistent about family rules, it would show your family
values.
 Correct any wrong beliefs your child may have.
 Avoid TV programs, movies, and video games that glamorize
tobacco, alcohol, and drugs.
 Find time to do things together.
Drug Prevention
Making Smart Choices
It’s a parent’s job to use love and experience to correct mistakes

and poor choices.
By using a mix of praise and criticism, you can correct your child’s
behavior without saying your child is bad. This helps children build
self-confidence and learn how to make healthy and safe choices. In
time, making smart choices on their own will become easier.
Let children know you care about them. Talk with

them about being safe.
Drug Prevention
Help Your Child Make Good Choices and Friendships
A good sense of self-worth and knowing what is right and wrong

will help your child say “No!” to drugs and other risky behaviors. Help
your child by
 Noticing efforts as well as successes.

 Praising for things done well and for making good choices.
Drug Prevention
Encourage positive friendships and interests.

 Check to see that the friends and neighbors your child spends time
with are safe and have values similar to yours.
 Find ways to get your child involved in sports, hobbies, school clubs,
and other activities. These usually are positive interactions that help
develop character and lead to good peer relationships.
 Look for activities that you and your child or the entire family can do
together.
Drug Prevention
Help your child learn the importance of being a responsible individual

and what it means to be a real friend.
Children need to learn that doing something they know is wrong is

not a good way to “fit in” or feel accepted by others.
Remind your child that real friends do not:

 Ask friends to do risky things like use alcohol, tobacco, or drugs.
 Reject friends when they don’t want to do something that they know
is wrong.
Drug Prevention
Help Your Child Learn Different Ways To Say “No!”
Teach your child how to respond to someone offering drugs. It is

much easier to say “No!” when prepared ahead of time.
It helps if you role play and practice. This way, it becomes natural
to do at least one of the following:
 Firmly say, “No!”
 Give a reason—“No thanks, I’m not into that.” or “No, my parents

would get really mad at me.”
 Suggest something else to do, like watch a movie or play a game.
 Leave—go home, go to class, go join other friends.

Social Consequence of Drug Abuse and Trafficking
Family and Community
Illicit drug abuse correlates more strongly with the disintegration

of the family than with poverty. It was also found out that in areas
where social controls exercised by the family and the community had
broken down, opium and heroin consumption became prevalent among
young men, women and children, and affected as much as 10% of the
population. The relationship could also work the other way, with
substance abuse straining family relationships and ultimately making
families dysfunctional; transforming families from an asset of society
into a burden.
Although families have a powerful influence on shaping the

attitudes, values and behavioural patterns of children and thus
preventing substance abuse, peer groups often prove to have an even
stronger influence. The negative influence of peers appears to increase
when parents abdicate their traditional supervisory roles. Family
factors thought to lead to, or intensify, drug abuse include prolonged or
traumatic parental absence, harsh discipline, failure to communicate
on an emotional level and parental use of drugs. Lack of household
stability triggered by low and irregular income and unemployment may
increase the stress on the family and its vulnerability to drug abuse.
This opens a wide field for possible government action to reduce such
vulnerability.
While the family itself can be the source of drug problems, it can
also be a potent force for prevention and treatment. There has been
increased acceptance of family therapy, where more than one member
of the family is involved simultaneously in therapy sessions. As most
families are supported and cared for by women, women frequently play
a key role in teaching the young, ensuring that health-care is provided,
and maintaining links with and mobilizing community support where
necessary. The recognition and effective utilization of women as
resources for drug prevention and treatment can therefore improve
efforts to reduce both the supply of and demand for drugs. Indeed, the
family unit as a whole has a clear interest in preventing individual
family members from falling prey to drug abuse, and thus could
become a powerful ally of government and community prevention
programs.
Health
The negative impact of drug abuse on health is obvious,

scientifically established and documented in an extensive literature
which is beyond the scope of the present report. The toxic effects and
addiction risk of the major psychoactive drugs, licit as well as illicit are
shown in the table on the next slide.
Toxic effects and Addiction Risk of Major Illicit and Licit Psychoactive
Substances
Relative Risk of
Drug Category Acute Toxicity Chronic Toxicity
Addiction
Alcohol and related Psychomotor Hypertension, 3
drugs impairment, stroke, hepatitis,
(benzodiazepines, impaired thinking cirrhosis, gastritis,
barbiturates) and judgement, pancreatitis,c/
reckless or violent organic brain
behaviour; damage, cognitive
lowering of body deficits, foetal
temperature, alcohol
respiratory syndrome,c/
depression withdrawal effects:
shakes, seizures,
delirium tremens
Substances
Relative Risk of
Addiction
Cocaine, Sympathetic Paresthesias, 1
amphetamines overactivity: stereotypy,
hypertension, seizures,
cardiac withdrawal
arrhythmias, depression, chronic
hyperthermia; rhinitis,
acute toxic perforation of nasal
psychosis: septum
delusions,
hallucinations,
paranoia, violence,
anorexia
Substances
Relative Risk of
Addiction
Caffeine Cardiac Hypertension, 5
arrhythmias, anxiety,
insomnia, depression,
restlessness, withdrawal
excitement, muscle headaches
tension, jitteriness,
gastric discomfor
Cannabis Psychomotor Apathy and mental 4
(marijuana, impairment; slowing, impaired
hashish) synergism with memory and
alcohol and learning (brain
sedatives damage), impaired
immune response
Substances
Relative Risk of
Addiction
Nicotine Nausea, tremor, Coronary, cerebral 2
tachycardia; high and peripheral
doses: vascular disease,
hypertension, gangrene, gastric
bradycardia, acidity, peptic
diarrhoea, muscle ulcer, withdrawal
twitching, irritability,
respiratory impaired attention
paralysis and concentration,
retarded foetal
growth,
spontaneous
abortion
Substances
Relative Risk of
Addiction
Opiates Sedation, analgesia, Disorders of 2
emotional blunting, hypothalamic and
dream state; nausea, pituitary hormone
vomiting, spasm of
ureter and bile duct;
secretion,
respiratory constipation,
depression, coma, withdrawal
synergism with cramps, diarrhoea,
alcohol and sedatives; vomiting,
impaired gooseflesh,
thermoregulation; lacrimation and
suppression of sex rhinorrhea
hormones
Substances
Relative Risk of
Addiction
Hallucinogens Sympathetic Flashbacks, 5
(LSD, PCP) overactivity; visual depression,
and auditory prolonged
illusions, psychotic episodes
hallucinations,
depersonalization;
PCP only: muscle
rigidity,
hyperpyrexia,
ataxia, agitation,
violence,
stereotypy,
convulsions
The substances most commonly associated with drug-related

deaths are heroin and other opiates, cocaine, and, to a lesser extent,
barbiturates and amphetamine-type stimulants, notably
methamphetamine. Depending on the dosage, substances such as
benzodiazepines, hallucinogens and cannabis have a negative impact
on health. These substances do not usually cause death directly but
they may be associated with fatal accidents.
Though the mortality risk from consumption of illicit drugs is a

matter of concern, it should be noted that the existing drug control
mechanisms (prevention, education and law enforcement), although
unable to prevent substance-abuse-related mortality (SARM), do seem
to have prevented the actual number of SARM cases from reaching the
levels currently being experienced with the abuse of licit psychoactive
substances. While alcohol and tobacco account for nearly 5 million
deaths per year, estimates of the number of drug-related deaths of
injecting drug users (IDUs) amount to a maximum of 200,000 cases
per annum globally. Officially reported cases of SARM are significantly
lower.
While health problems primarily affect the drug abuser concerned

and only indirectly affect society in general, by giving rise to higher
health-care costs, the links between drug addiction, needle-sharing,
prostitution, AIDS and other diseases are even more clearly
demonstrable. This creates additional health dangers for society as a
whole. 22% of the world's HIV/AIDS population are drug injectors.
The resulting debate revolves around a variety of medical, ethical
and legal questions, one of which concerns balancing policies for
reduction and eradication of drug abuse with policies that aim at
limiting the spread of diseases (such as HIV/AIDS) that may be
associated with drug abusers.
Education
Though education and drug abuse often appear to be in a circular

relationship, it is generally believed that education is an important
point of intervention for the prevention of drug abuse.
School children who use drugs often suffer from impairment of
short-term memory and other intellectual faculties, impaired tracking
ability in sensory and perceptual functions, preoccupation with
acquiring drugs, adverse emotional and social development and thus
generally impaired classroom performance. Reduced cognitive
efficiency leads to poor academic performance and a resulting decrease
in self-esteem. This contributes to instability in an individual’s sense of
identity which, in turn, is likely to contribute to further drug
consumption, thus creating a vicious circle.
At the same time, education is one of the principal means of

preventing drug abuse. It should be appreciated, however, that
preventive education is a process which will produce results only in the
long term, in particular with the close cooperation of parents.
Unfortunately, scientifically validated information on the overall
effectiveness, and cost-effectiveness of various approaches, is not
usually available.
Crime, Corruption and Dangers for Civil Society
Drugs and crime are related in several ways. Illicit production,

manufacture, distribution, possession and consumption (with some
exceptions) of illicit drugs constitute criminal offences in most
countries, in particular countries.
Drugs increase the likelihood of many kinds of criminal activity.
Drug-related crime occurs primarily in the form of trafficking-related
activity, including violent conflicts among trafficking groups competing
for increased market share. It also results from the need of drug
consumers to finance their addiction through theft and prostitution.
Intervention for a Drug Addict
What Is an Intervention?
An intervention is a structured conversation between loved ones

and an addict, often supervised by an intervention specialist.
Successful interventions can help an addict’s loved ones express their

feelings constructively.
If simply talking to the person with the problem doesn’t work, a

group intervention is an effective next step. Interventions also show
addicts how their actions affect those they care about. The goal is to
help the person struggling get into addiction recovery and
rehabilitation.
When to Intervene for a Loved One
It can be hard to approach someone struggling with addiction.

Although friends or loved ones mean well, they might not know what to
say. The addicted person might also deny that they have a drug
or alcohol problem, making open conversation difficult.
Outward signs someone is struggling might include:

 Secretive behavior
 Borrowing money
 Aggressive behavior
 Deterioration of physical appearance
 Lack of energy or motivation

 Problems at work or school
 Health issues
Many people with an addiction also struggle with other problems,

like depression and eating disorders.
Intervention specialists can help direct conversation to address these co-

occurring disorders.
How to Stage an Intervention
Intervention Specialist
The first step in staging an intervention is contacting an
intervention specialist. The intervention professional will keep
communication between the parties moving. Intervention specialists
help addicted people break their cycle of denial. An intervention
specialist is essential to staging a successful intervention.
Confronting an addict alone can actually make matters worse. He
or she may become stubborn and not accept any help. Interventions
should never be attempted by family and friends alone.
Form Your Intervention Group

Once on board, the enlisted professional helps family and friends
create an intervention strategy. There’s no one-size-fits-all plan for
staging an intervention. These specialists work with intervening parties
to address their loved ones’ specific needs. Some people who might
help convince a loved one to start rehab include parents, siblings,
spouses or partners, co-workers, and close friends.
Some intervention groups might consider including the addict’s
children, grandparents, and other elderly family members. However,
children and elderly family members must be prepared for intense
moments during the confrontation.
Learn and Rehearse

Next, an intervention specialist will educate participating members
in addiction and addiction recovery. Knowledge and compassion help
provide insights the intervention party can use to convince someone
they need help. Friends and family must rehearse and prepare for the
intervention with their intervention specialist.
Someone struggling with drug abuse or addiction might not see
how their actions affect others. Addiction changes brain chemistry,
causing users to put drug abuse above all else. Friends and family can
help trigger a “moment of clarity” by describing ways the addicted
person has hurt them. These stories should be pre-written and
reviewed by intervening members before the intervention.
Choose an Intervention Meeting Place and Time

As a general rule, the space where the intervention is held should
be familiar and non-threatening. This puts the addicted person more at
ease during the intervention. It’s also important to try to schedule a
meeting time when the loved one will be sober. Interventions often last
between a half hour and 90 minutes, but there is no mandatory time
period.
Be Prepared for Anything

You cannot control or predict how your loved one will react when
confronted. Intervention specialists have professional experience
calming hostile environments. Their presence is essential to keeping
interventions as peaceful and productive as possible. If your loved one’s
reaction to being confronted endangers the intervention party, call the
authority immediately.
An intervention party needs to set expectations and recovery goals

for the addict to meet post-intervention. The addict must be held
accountable if he or she does not keep up with treatment. Possible
consequences could be removing children from their custody or
refusing to let them live at home anymore. It’s important for the
intervention party to stay strong in enforcing these consequences if
needed.
In the Philippine setup, if a drug addict wants to stop his/herself

from using illegal drugs, he/she may seek attention from the following
authorities:
 Accredited Rehabilitation Centers
 Philippine Drug Enforcement Agency (PDEA)
 Licensed Psychiatrist or Authorized Medical Personnel
If it is the relatives who wants to seek for help, they may also contact
the authorities mentioned above. In case, the drug addict already
caused crimes within the area, they may also seek help from the
PNP.

Module 4: Drug Education: Week 6

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Module 4: Drug Education: Week 6

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Module 4: Drug Education

The Department of Education issues the enclosed Preventive Drug Education

AN ACT INSTITUTING THE COMPREHENSIVE DANGEROUS DRUGS ACT

Be it enacted by the Senate and House of Representatives of the Philippines in

Section 2. Declaration of Policy. – It is the policy of the State to safeguard the

AN ACT INSTITUTING THE COMPREHENSIVE DANGEROUS DRUGS ACT

It is further declared the policy of the State to provide effective mechanisms or

Section 41. Involvement of the Family. – The family being the basic

Section 42. Student Councils and Campus Organizations. – All

Section 43. School Curricula. – Instruction on drug abuse prevention and control

Section 44. Heads, Supervisors, and Teachers of Schools. – For the purpose of

Section 45. Publication and Distribution of Materials on Dangerous Drugs. –

What is drug addiction?

Addiction is defined as a chronic, relapsing disorder

A positron emission tomography (PET) scan is an imaging test that

Dopamine plays an important role in controlling movement, emotion

Why do people take drugs?

In general, people take drugs for a few reasons:

 To feel better. Some people who suffer from social anxiety, stress,

 To do better. Some people feel pressure to improve their focus in

 Curiosity and social pressure. In this respect, teens are

Do people choose to keep using drugs?

The initial decision to take drugs is typically voluntary. But with

Why do some people become addicted to drugs, while others do not?

As with other diseases and disorders, the likelihood of developing an

Risk Factors Protective Factors

What biological factors increase risk of addiction?

Biological factors that can affect a person's risk of addiction include

What environmental factors increase the risk of addiction?

Environmental factors are those related to the family, school, and

What other factors increase the risk of addiction?

As the brain matures, experiences prune excess neural connections

The brain continues to develop into adulthood and undergoes dramatic

One of the brain areas still maturing during adolescence is the

Why is adolescence a critical time for preventing drug addiction?

As noted previously, early use of drugs increases a person's chances of becoming

A certain amount of risk-taking is a normal part of adolescent

Programs for Drug Prevention

As previously mentioned, drug prevention begins with education.

 School Based Drug Abuse Prevention Programs. Drug abuse

Drug Abuse Prevention Starts with Parents

Drugs, including tobacco and alcohol, are easily available to

Prevention Starts With Parents

As a parent, you have a major impact on your child’s decision not to

 Teach your child different ways to say “No!”

Parents Are Powerful

Parents are the strongest influence that children have. There is no

 Spend time with your child.

Prevention Starts When You Start Talking—and Listening

Making Smart Choices

It’s a parent’s job to use love and experience to correct mistakes

Let children know you care about them. Talk with

Help Your Child Make Good Choices and Friendships

A good sense of self-worth and knowing what is right and wrong

 Noticing efforts as well as successes.

Encourage positive friendships and interests.

Help your child learn the importance of being a responsible individual

Children need to learn that doing something they know is wrong is

Remind your child that real friends do not:

Help Your Child Learn Different Ways To Say “No!”

Teach your child how to respond to someone offering drugs. It is

 Give a reason—“No thanks, I’m not into that.” or “No, my parents