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[Release of the Parents' Handbook] "Growing Up Drug Free: A Parent's' Guide to Prevention" 2/26/90
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26
19
6
5
GROWING UP DRUG FREE: A PARENT'S GUIDE TO PREVENTION
ROOM 450, OEOB / FEBRUARY 26, 1990 / 3:05 P.M.
THANK YOU ALL. AND WELCOME! It's A PLEASURE TO
HAVE YOU HERE AT THE WHITE HOUSE.
WE'RE HERE TO UNVEIL A LITTLE BOOK THAT I BELIEVE
WILL DO A LOT OF GOOD.
It's TITLED GROWING UP DRUG FREE: A PARENT'S GUIDE
TO PREVENTION. PUBLISHED BY SECRETARY CAVAZOS.
- 2 -
WRITTEN FOR PARENTS WHO ARE CONCERNED ABOUT THEIR KIDS.
AND ILLUSTRATED BY A NUMBER OF PROMISING YOUNG ARTISTS,
WHO ARE WITH US TODAY.
THIS GUIDEBOOK IS BEING RELEASED BECAUSE WE ALL
CARE ABOUT KIDS. ABOUT KEEPING THEIR FUTURES BRIGHT
WITH PROMISE -- AND KEEPING THEM FREE OF THE
ENSLAVEMENT OF DRUGS.
You, LIKE ALL AMERICANS, UNDERSTAND THAT OUR
CHILDREN ARE OUR BEST AND BRIGHTEST HOPE.
- 3 -
BUT YOU DON'T GET A PREP COURSE BEFORE BECOMING A
PARENT, AND KIDS DON'T COME WITH OWNER'S MANUALS. THEY
HAVE MINDS AND PROBLEMS OF THEIR OWN.
So THE BEST THING PARENTS CAN DO IS TALK TO THEM.
JUST AS IMPORTANT, LISTEN TO THEM. AND KNOW THE FACTS
ABOUT DRUGS -- AND THE WARNING SIGNS THAT A KID'S IN
TROUBLE. ABOVE ALL, WE PARENTS CAN MAKE SURE THAT OUR
ACTIONS ARE AS GOOD AS OUR WORDS.
- 4 -
WHERE ILLEGAL DRUGS AND ALCOHOL ABUSE ARE
CONCERNED, FOR TOO LONG, WE HAVE CONDONED WHAT WE
SHOULD HAVE CONDEMNED.
THAT'S WHAT THIS BOOK IS ABOUT. KNOWING WHEN AND
HOW TO TALK TO YOUR KIDS -- AND WHEN TO LISTEN. WHERE
TO DRAW THE LINE -- AND WHEN TO GET HELP. THIS
GUIDEBOOK SETS FORTH SIMPLE STEPS PARENTS CAN TAKE, FOR
THEIR KIDS FROM PRE-SCHOOL TO HIGH SCHOOL. IT TALKS
ABOUT HOW TO MAKE YOUR VALUES AND YOUR HIGH
EXPECTATIONS KNOWN TO YOUR KIDS.
- 5 -
How TO REMIND CHILDREN THAT DRUGS KILL DREAMS AND
DESTROY LIVES. How TO MAKE RULES, AND STICK TO THEM.
AND IT EMPHASIZES THE IMPORTANCE OF TELLING YOUR
KIDS WHEN THEY'RE DOING RIGHT. BECAUSE EVERY TIME YOU
DO, EVERY TIME YOU HELP TO CULTIVATE CHARACTER, YOU'RE
PROVIDING ANOTHER REASON NOT TO DO DRUGS.
SCHOOLS, CHURCHES AND SYNAGOGUES, COMMUNITY GROUPS,
LAW ENFORCEMENT -- ALL CAN HELP US TURN THE TIDE ON
DRUG AND ALCOHOL ABUSE.
- 6 -
BUT NONE CAN TAKE A PARENT'S PLACE. DRUG EDUCATION
MUST BEGIN AT HOME AND IN THE NEIGHBORHOOD LONG BEFORE
THE CLASSROOM.
I WANT TO THANK THE YOUNG PEOPLE HERE TODAY FOR THE
WONDERFUL ARTWORK THEY'VE DONE FOR THIS BOOK -- AND FOR
THE EXAMPLE THEY'RE SETTING FOR KIDS ACROSS AMERICA.
AND I WANT TO URGE PARENTS EVERYWHERE TO READ
GROWING UP DRUG FREE.
- 7 -
WITH OPEN MINDS AND LISTENING HEARTS, PARENTS NEED
TO HEAR WHAT THEIR KIDS HAVE TO SAY. SHOW YOUR KIDS
HOW READY YOU ARE -- JUST TO LISTEN -- AND IT'S OFTEN
SURPRISING HOW MUCH THEY WANT TO DO THE RIGHT THING.
Now, I'D LIKE TO PRESENT ONE OF THE FIRST COPIES OF
THIS TERRIFIC PARENT'S HANDBOOK TO ANN LYNCH -- THE
PRESIDENT OF THE NATIONAL P.T.A.
# # #
THE WHITE HOUSE
WASHINGTON
Date: 2-14-90
TO:
Kristin Gear
FROM:
JUSTINE D'ANDREA
Associate Director
you
Office of Cabinet Affairs
Attached are draft remarks that the Department of
Education has drafted for the President when he
addresses the Ceremony to release "Growing Up
Drug Free: A Parent's Guide to Prevention".
At the end of the President's remarks, we would like
to have him present Ann Lynch, President of the PTA,
with a copy of the publication.
The contact over at Education is Lon Anderson. He
can be reached at 732-3026.
If you have any questions, please give me a call.
The event is it scheduled for
February 26th, at 3:05 pm., in Room 450
CUU
(Lange/Cawley)
February 20, 1989
5:45 P.M.
[PARENTS.DOC]
PRESIDENTIAL REMARKS:
FOR GROWING UP DRUG FREE: A PARENT'S
GUIDE TO PREVENTION
ROOM 450, OEOB
MONDAY, FEBRUARY 26, 1990
3:05 P.M.
Thank you all. And welcome! It's a pleasure to have you
here at the White House.
We're here to unveil a little book that I believe will do
a lot of good.
It's titled Growing Up Drug Free: A Parent's Guide to
Prevention. Published by Secretary Cavazos. Written for parents
who are concerned about their kids. And illustrated by a number
of promising young artists, who are with us today.
This guidebook is being released because we all care about
kids. About keeping their futures bright with promise -- and
keeping them free of the enslavement of drugs.
You, like all Americans, understand that our children are
our best and brightest hope. But you don't get a prep course
before becoming a parent, and kids don't come with owner's
manuals. They have minds and problems of their own.
So the best thing parents can do is talk to them. Just as
important, listen to them. And know the facts about drugs -- and
the warning signs that a kid's in trouble. Above all, we parents
can make sure that our actions are as good as our words.
Where illegal drugs and alcohol abuse are concerned, for too
long, we have condoned what we should have condemned.
2
That's what this book is about. Knowing when and how to
talk to your kids -- and when to listen. Where to draw the line
-- and when to get help. This guidebook sets forth simple steps
parents can take, for their kids from pre-school to high school.
It talks about how to make your values and your high
expectations known to your kids. How to remind children that
drugs kill dreams and destroy lives. How to make rules, and
stick to them.
And it emphasizes the importance of telling your kids when
they're doing right. Because every time you do, you're providing
another reason not to do drugs.
Schools, churches and synagogues, community groups, law
enforcement -- all can help us turn the tide on drug and alcohol
abuse. But none, can take a parent's place. Long before drug
education happens in the classroom, it begins at home and in the
neighborhood.
I want to thank the young people here today for the
wonderful artwork they've done for this book -- and for the
example they're setting for kids across America.
And I want to urge parents everywhere to read Growing Up
Drug Free.
With open minds and listening hearts, parents need to hear
what their kids have to say. Show your kids how ready you are
-- just to listen -- and it's often surprising how much they want
to do the right thing.
3
Now, I'd like to present one of the first copies of this
terrific parent's handbook to Ann Lynch -- the President of the
National P.T.A.
###
CALIFORNIA CHAMBER
MARCH 1, 1990
Business Activities for Causes:
Pacific Gas & Electric
Mr. Neal Pickus
(415) 973-4382
**Californians view transportation/traffic congestion as their #1
problem. The quality of life is going down because of it,
especially in Los Angeles and the Bay Area.
PG & E is working with other companies and government agencies to
address this issue. They are concerned that the Clean Air Act
which mandate measures to reduce emissions could result in
actions which inhibit growth -- like: no new housing because that
would bring more cars; restrictions on which days you can
drive etc.
They are meeting to come up with market solutions to reduce
congestion such as: letting the market decide by implementing a
user fee that is high enough to discourage frequent usage and
then using these fees to fund mass transit systems as an
alternative.
**Energy Conservation:
PG & E is working with utility companies and environmental groups
in energy conservation and Consumer Energy Efficiency Programs.
Recently a consortium of CA utility companies and the enviros
issued a joint proposal to the CA Public Utility Commission for
Energy Efficiency Programs which will give incentives to utility
companies to carry out programs.
(Up to now, there was no incentive for these companies
because successes in energy efficiency ultimately means less
business for them. Programs thus went nowhere.)
The current proposition suggests a rate structure for
utility companies to get where they will get a percentage of the
savings. For example, for each $1 saved, the utilities would get
five cents. All the utilities are preparing to implement this
(Lange/Cawley)
February 20, 1989
12:00 P.M.
[PARENTS.DOC]
PRESIDENTIAL REMARKS:
FOR GROWING UP DRUG FREE: A PARENT'S
GUIDE TO PREVENTION
ROOM 450, OEOB
MONDAY, FEBRUARY 26, 1990
3:05 P.M.
Thank you all. And welcome! It's a pleasure to have you
here at the White House.
We're here to unveil a little book that I believe will do
a lot of good.
1
X
X
x
X
X
It's titled Growing Up Drug Free: A Parent's Guide to
X
Prevention. Published by Secretary Cavazos. Written for parents
who are concerned about their kids. And illustrated by a number
of promising young artists, who are with us today.
This guidebook is being released because we all care about
kids. About keeping their futures bright with promise -- and
keeping them free from? of the enslavement of drugs.
You, like all Americans, understand that our children are
our best and brightest hope. But you don't get a prep course
before becoming a parent, and kids don't come with owner's
manuals. They have minds and problems of their own.
So the best thing parents can do is know them well. Talk to
them. Know the facts about drugs -- and the warning signs that a
kid's in trouble. Above all, we parents can make sure that our
actions are as good as our words.
Prevention is the greatest kindness we can show our kids.
Where illegal drugs and alcohol abuse are concerned, for too
long, we have condoned what we should have condemned.
That's what this book is about. Knowing when and how to
talk to your kids -- and when to listen. Where to draw the line
-- and when to get help. This guidebook sets forth simple steps
for parents to take, for kids from pre-school to high school.
It talks about making your values and your high expectations
known to your kids. Reminding children how drugs kill dreams and
destroy lives. Making rules, and sticking to them.
And emphasizing the things that your kid is doing right.
Because every time you do, you're providing another reason not to
do drugs.
Schools, churches and synagogues, community groups, law
enforcement -- all can help us turn the tide on drug and alcohol
abuse. But none can take a parent's place. Long before drug
education happens in the classroom, it begins at home and in the
neighborhood.
I want to thank the young people here today for the
wonderful artwork they've done for this book -- and for the
example they're setting for kids across America.
And I want to urge parents everywhere to read Growing Up
Drug Free.
With open minds and listening hearts, parents need to hear
what their kids have to say. Show your kids how ready you are --
just to listen -- and it's often surprising how much they want to
do the right thing.
Now, I'd like to present one of the first copies of this
X
X
X
X
X
terrific parent's handbook to Ann Lynch -- the President of the
X
X
National P.T.A.
###
01.12.90 06:40 PM *SECRETARY/DEPT EDUC. PO2
Remarks of President Bush
White House Ceremony for Release of
Growing Up Drug Free: A Parent's Guide to Prevention
As you know, we are fighting a war. A war against drugs. This
is a war we must win. Too often our youth are the first
casualties.
Schools, church, community, help. But
Parents are our nation's first line of defense against drug and
none recan can
alcohol abuse. Drug education does not begin in the
take aparent's take aparent's
place.
classroom. It must begin at home and in the neighborhood.
Parents and families must set the first example of a drug-free
life.
That is why Secretary Cavazos produced this handbook -- to help
parents keep their children drug free.
Prevention is the key to stopping the spread of drug use in
this country. Helping a youngster say no to that first drink
(if he is underage) or that first use of an illicit drug is a
far better strategy than trying to control the effects of drug
use or mend the damage that it causes.
01.12.90 06:40 PM *SECRETARY/DEPT EDUC. P03
- 2 -
Remember, it is never too early for parents to start talking to
their children about drugs. Parents who wait until their
children are teenagers run a powerful risk that the message
will come too late.
Barbara and I know from experience how wonderful -- and how
difficult -- being a parent can be. (Larry, here, and his
wife, Peggy Cavazos, have raised 10 children. I'd say they're
pretty knowledgeable about this too!) Of course, there is no
book or list of rules that can answer every question or tell us
how to handle every situation the right way. But this book
for kids from pre-school to
sets forth steps for parents to take -- simple steps that can
ultimately make the difference in a child's attitude toward
drugs and alcohol. Let me share some of them with you:
O
Make your values and expectations well known to
your children by talking about what you believe is
Fortoo long
important, what you believe is right, what you
believe is wrong, and how you and they can make the
fature we have should have
right decisions. Set a good example by not abusing
drugs or alcohol. Remind them time and time again
that illegal drug use is wrong and that drugs kill dreams,
destroy lives.
Emphasize things your Rid is doing right & giving fine you do, you're
01..12.90 06:40 PM *SECRETARY/DEPT EDUC. P04
- 3 -
O
Set and enforce rules against using alcohol and
other drugs. Don't allow drinking and drug use at
your children's parties at your house. Don't
condone drinking and drug use by your child at any
place, at any time. Establish a zero tolerance
rule in your home. Never allow your child to drive
if you suspect he or she has been drinking or
taking drugs.
Before parents can be effective advocates for their children
growing up drug free they must have the facts about drugs and
their effects. This booklet describes the different drugs that
are available to young people today, and explains how parents
can recognize physical and emotional signs of drug use.
through your your example- Apetation
I urge parents everywhere to read this handbook. Perhaps the
most important point for parents to remember is this: You know
your children better than anyone else. You have invested years
of love and attention in them. You are the best one to talk
honestly and calmly with your children about the importance of
keeping drugs out of their lives.
What you say and do with your children will make a difference
to them, to you, and to the future of America. All our efforts
01..12.90 06:40 PM *SECRETARY/DEPT EDUC. P05
- 4 -
to stop the flood of illicit drugs into this country will be to
no avail if we cannot educate our own youth about the dangers
of drug use and help them to reject drugs.
I want to thank the young people here today for their
imaginative and colorful artwork, which was used to illustrate
the handbook. I hope each of you will make a commitment to
remain drug free and carry that commitment back to your schools
and your communities.
At this time, I am pleased to present one of the first copies
of the parent's handbook to Ms. Ann Lynch, president of the
National PTA.
The PTA is the largest parent organization in the country. I
wanted to give Ms. Lynch this copy to underscore the critical
role parent's play in keeping kids off drugs and to reaffirm
our commitment to helping parents in this war on drugs.
Thank you and God bless you.
0325N
01.12. 90 06:40 PM *SECRETARY/DEPT EDUC. PO6
SCENARIO FOR WHITE HOUSE PHOTO OPPORTUNITY
FOR THE RELEASE OF THE PARENT'S HANDBOOK,
GROWING UP DRUG-FREE: A PARENT'S GUIDE TO PREVENTION
Time:
2:30 pm
Location:
Roosevelt Room, White House
Participants: - The President
- Secretary Lauro Cavazos
- 10 children who's art work appears in the
publication
- Ms. Ann Lynch, President of the national PTA
Materials:
- Copies of the parent's guide for distribution
(We will need a table, or place, to store
copies (100) of the publication to give those
attending the ceremony.)
- A poster-size picture of the cover of the
handbook, to be placed on an easel
Attendees Sitting in Audience:
10
1 parent for each of the children
3
principals from the children's schools
19
drug education and family experts who reviewed the
publication
16
Department officers and staff who participated in
developing the publication
1
Mrs. Cavazos
1
Ms. Ann Lynch, President of the national PTA
50
0.1.1.212. 90 06:40 PM *SECRETARY/DEPT EDUC. P07
SCHEDULE OF EVENTS
TIME
ACTIVITY
2:25 pm
- Children are gathered in the front of the room
(left of center). The cover poster is behind the
children, close to the center of the room.
2:30 pm
- The Secretary enters first, followed by the
President. They stand next to children, greet
them, ask them their names and make them feel at
ease. One child, Alison Babusci, is attending
American University as a freshman now. (left to
right: children, the Secretary, the President).
2:32 pm
- The Secretary gives his remarks, describing the
publication, its importance and its intended
distribution.
- The Secretary recognizes the children for their
art work which is included in the publication.
- The Secretary asks the children to gather close
around him and the President as he gives the
President the first symbolic copies (2) of the
publication. (Photo opportunity #1).
2:36 pm
- The President gives his remarks, appealing to all
parents to get involved in the war against drugs.
- The President then asks Ann Lynch, President of
the national PTA to join them on the stage. (She
is sitting in the front row.)
- Ms. Lynch stands between the Secretary and the
President.
- The President notes he is giving Ms. Lynch, as a
representative of largest parent group in the
country, a copy of the publication to emphasize
the crucial role parent's play in keeping kids
away from drugs. (photo opportunity #2)
2:45 pm
- End of ceremony.
G. OWING U P.UG FPEE
A Parent's Guide To Prevention
GROWING UP DRUG FREE:
A Parent's Guide to Prevention
OF EDICATION
*
*
UNITED STATES OF AMERICA
U.S. DEPARTMENT OF EDUCATION
WASHINGTON, DC
Original artwork in this booklet was created by the following students
at Oakview Elementary School, Fairfax County, Virginia:
Katie Bell
Michael Parker
cover
page 25
Carrie Venable
Uma Rao
page 1
page 27
Lindsay Simpson
Sarah Heggestad
page 9
page 41
Lauren DeAngelis
Allen Madison
page 14
page 49
Artwork on page 16 by Gretchen Fair
Tilden Elementary School
Rockville, Maryland
Artwork on page 21 by Alison K. Babusci
Schenley High School Tech Center
Pittsburgh, Pennsylvania
Photos on pages 22 and 23 courtesy of the
Office of the Attorney General, State of California
and the U.S. Drug Enforcement Administration
Photo on page 12 by Paul Robert Perry/Uniphoto
Photo on page 26 by Frank Siteman/Uniphoto
Secretary's Introduction
All Americans know that there is a serious alcohol
and drug problem in our country today, and many
of us are concerned about how it may affect our
own families. As parents, we want the best for our
children. We want them to grow up healthy, edu-
cated to their fullest potential, and ready to meet
the challenges of the future. But we may feel power-
less before the threat that drugs pose for our chil-
dren and for our communities.
Fortunately, there is a lot we can do to protect
our children from drugs. Family values and
standards opposed to drug use, strong bonds be-
tween parents and children, and open communi-
cation all promote healthy development and
lessen the chances that young people will use
drugs. Remarking on the importance of the fam-
ily role in preventing drug use, President Bush
Lauro F. Cavazos, Secretary of Education
has said:
Drug education doesn't begin in class
It must
begin at home and in the neighborhood. Parents and
families must set the first example of a drug-free life.
And when families are broken, caring friends and
neighbors must step in.
(televised address to the Nation, 9/5/89)
In addition, we can give our children the straight
facts about alcohol and other drugs and the harm
they can cause. Two of the most effective preven-
tion tools are awareness of the problem and
knowledge of ways to help motivate our children
to resist the pressure to use alcohol and other
drugs.
Growing Up Drug Free: A Parent's Guide to Prevention
The purpose of this handbook is to help families
be doing these or other things. If so, I urge you to
take an active role in drug prevention before they
continue your efforts and to look for new ways
have a problem. Drawing on the advice of ex-
to share the message that drug use is wrong and
perts in drug prevention and in child develop-
harmful. If you have not yet had family discus-
ment, the handbook outlines what children at
sions about alcohol and other drugs, I hope this
four key stages of development should know
handbook will encourage you to begin.
about drugs and suggests family activities to rein-
As an educator, I know the value of helping peo-
force children's motivation to avoid alcohol and
other drugs.
ple to bring about change through knowledge
and information. As a parent, I know that we can
Much of what we talk about here is rooted in
make a difference in our children's lives.
common sense, and many parents may already
What Parents Can Do
Introduction
Child rearing is one of the most important tasks
anyone ever performs, and the one for which
there is the least preparation. Most of us learn
how to be parents through on-the-job training
and by following the example that our parents
set.
Today the widespread use of alcohol and other
drugs subjects our children, families, and com-
munities to pressures unheard of 30 or 40 years
ago. Frankly, many of us need help to deal with
this frightening threat to our children's health
and well-being.
Recent surveys show that we are making prog-
ress in our national battle against some drugs.
Casual use is declining, attitudes are changing,
and we know more about what works to prevent
drug use by our young people.
As parents, we can build on that progress in our
own families by having strong, loving relation-
ships with our children, by teaching standards of
right and wrong, by setting and enforcing rules
WHAT PARENTS CAN DO
for behavior, by knowing the facts about alcohol
and other drugs, and by really listening to our
children.
Teaching Values
Every family has expectations of behavior that
are determined by principles and standards.
1
Growing Up Drug Free: A Parent's Guide to Prevention
These add up to "values." Children who decide
ences between what adults may do legally and
not to use alcohol or other drugs often make this
what is appropriate and legal for children. Keep
decision because they have strong convictions
that distinction sharp, however. Do not let your
against the use of these substances-convictions
children be involved in your drinking by mixing
that are based in a value system. Social, family,
a cocktail for you or bringing you a beer, and do
and religious values give young people reasons
not allow your child to have sips of your drink.
to say no and help them stick to their decisions.
Look for conflicts between your words and your ac-
Here are some ways to help make your family's
tions. Remember that children are quick to sense
values clear:
when parents send signals by their actions that
it's all right to duck unpleasant duties or to be
Communicate values openly. Talk about why val-
dishonest. Telling your child to say that you are
ues such as honesty, self-reliance, and responsi-
not at home because a phone call comes at an in-
bility are important, and how values help
convenient time is, in effect, teaching your child
children make good decisions. Teach your child
that it is all right to be dishonest.
how each decision builds on previous decisions
as one's character is formed, and how a good
Make sure that your child understands your fam-
decision makes the next decision easier.
ily values. Parents assume, sometimes mistak-
enly, that children have "absorbed" values
Recognize how your actions affect the develop-
even though they may be rarely or never dis-
ment of your child's values. Simply stated, chil-
cussed. You can test your child's understand-
dren copy their parents' behavior. Children
ing by discussing some common situations at
whose parents smoke, for example, are more
the dinner table; for example, "What would
likely to become smokers. Evaluate your own
you do if the person ahead of you in line at
use of tobacco, alcohol, prescription medi-
the theater dropped a dollar bill?"
cines, and even over-the-counter drugs. Con-
sider how your attitudes and actions may be
shaping your child's choice about whether or
Setting and Enforcing Rules Against
not to use alcohol or other drugs.
the Use of Alcohol and Other Drugs
As parents, we are responsible for setting rules
This does not mean, however, that if you are in
for our children to follow. When it comes to alco-
the habit of having wine with dinner or an occa-
hol and other drug use, strong rules need to be
sional beer or cocktail you must stop. Children
established to protect the well-being of a child.
can understand and accept that there are differ-
2
What Parents Can Do
Setting rules is only half the job, however; we
Children and Alcohol
must be prepared to enforce the penalties when
the rules are broken.
Parents who are clear about not wanting their children to
use illicit drugs may find it harder to be tough about alco-
Be specific. Explain the reasons for the rules.
hol. After all, alcohol is legal for adults, many parents
Tell your child what the rules are and what
drink, and alcohol is a part of some religious obser-
behavior is expected. Discuss the conse-
vances. As a result, we may view alcohol as a less danger-
quences of breaking the rules: what the pun-
ous substance than other drugs. The facts say otherwise:
ishment will be, how it will be carried out,
4.6 million teenagers have a drinking problem.
how much time will be involved, and what
4 percent of high school seniors drink alcohol every
the punishment is supposed to achieve.
day.
Be consistent. Make it clear to your child that a
Alcohol-related accidents are the leading cause of
no-alcohol/no-drug-use rule remains the
death among young people 15 to 24 years of age.
same at all times-in your home, in a friend's
About half of all youthful deaths in drowning, fires,
home, anywhere the child is.
suicide, and homicide are alcohol-related.
Young people who use alcohol at an early age are
Be reasonable. Don't add new consequences
more likely to use alcohol heavily and to have
that have not been discussed before the rule
alcohol-related problems; they are also more likely to
was broken. Avoid unrealistic threats such as,
abuse other drugs and to get into trouble with the
"Your father will kill you when he gets
law.
home." Instead, react calmly and carry out
Young people whose body weight is lower than
the punishment that the child expects to re-
adults reach a higher blood alcohol concentration
ceive for breaking the rule.
level than adults and show greater effects for longer
periods of time.
Getting the Facts
As parents, we need to know about alcohol and
other drugs SO that we can provide our children
with current and correct information. If we have a
working knowledge of common drugs-know
their effects on the mind and body, and the symp-
toms of their use-we can discuss these subjects
3
Growing Up Drug Free: A Parent's Guide to Prevention
Facts on Tobacco
intelligently with our children. In addition, well-
informed parents are better able to recognize if a
We know that smokers are 10 times as likely as nonsmok-
child has symptoms of alcohol or drug-related
ers to develop lung cancer and 3 times as likely to die at
problems:
early ages from heart attack. In fact, in 1985, smoking was
the leading cause of early death among adults. Nicotine,
At a minimum, you should:
the active ingredient in tobacco, is as addictive as heroin,
and fewer than 20 percent of smokers are able to quit the
- know the different types of drugs and al-
first time they try. Despite these facts, many children use
these products.
cohol most commonly used and the dan-
gers associated with each;
18 percent of high school seniors are daily smokers;
11 percent smoke 10 or more cigarettes per day.
- be able to identify paraphernalia associ-
Young people who use cigarettes are also at great risk
ated with each drug;
for all other drug use.
70 percent of all children try cigarettes, 40 percent of
- be familiar with the street names of drugs;
them before they have reached high school.
- know what drugs look like;
Cigarettes contain more than 4,000 harmful sub-
stances, several of which cause cancer.
-
know the signs of alcohol and other drug
12 percent of boys and 1 percent of girls have chewed
use and be alert for changes in your
tobacco or used snuff. Smokeless tobacco is just as ad-
child's behavior or appearance;
dictive and harmful as tobacco that is smoked.
-
know how to get help promptly if you sus-
pect your child may be using alcohol and
other drugs.
For current information on alcohol and other
drug use, the resource section in this guide can
help direct parents to clearinghouses, drug and
alcohol prevention organizations, and parent
groups-to name a few.
4
What Parents Can Do
A Quiz for Parents
7. People who have not used alcohol and
1. What is the most commonly used drug in
other drugs before their 20th birthday:
the United States?
(a) have no risk of becoming chemically
(a) heroin (b) cocaine (c) alcohol
dependent (b) are less likely to develop a
(d) marijuana
drinking problem or use illicit drugs
(c) have an increased risk of becoming
2. Name the three drugs most commonly
chemically dependent.
used by children.
8. A speedball is a combination of which
3. Which drug is associated with the most
two drugs?
teenage deaths?
(a) cocaine and heroin (b) PCP and LSD
4. Which of the following contains the
(c) valium and alcohol (d) amphetamines
most alcohol?
and barbiturates
(a) a 12-ounce can of beer (b) a cocktail
(c) a 12-ounce wine cooler (d) a 5-ounce
9. Anabolic steroids are dangerous because
glass of wine (e) all contain equal
they may result in:
amounts of alcohol.
(a) development of female characteristics
in males (b) development of male charac-
5. Crack is a particularly dangerous drug
teristics in females (c) stunted growth
because it is:
(d) damage to the liver and cardiovascular
(a) cheap (b) readily available (c) highly
system (e) overaggressive behavior
addictive (d) all of the above
(f) all of the above
6. Fumes from which of the following can
10. How much alcohol can a pregnant
be inhaled to produce a high:
woman safely consume?
(a) spray paint (b) model glue (c) nail pol-
(a) a 6-ounce glass of wine with dinner
ish remover (d) whipped cream canisters
(b) two 12-ounce beers each day
(e) all of the above
(c) five 4-ounce shots of whiskey a
month (d) none
(answers on page 6)
5
Growing Up Drug Free: A Parent's Guide to Prevention
Answers
6. (e) Virtually anything that emits fumes or
comes in aerosol form can be inhaled to
1. (c) Because it is legal for adults and
obtain a high.
widely accepted in our culture, alcohol is
the drug most often used in the United
7. (b) Early use of alcohol and other drugs-
States.
often by age 15 or less-is strongly associ-
ated with drug-related problems such as
2. Alcohol, tobacco, and marijuana. These
addiction.
are the "gateway" drugs, drugs that chil-
dren are first exposed to and whose use
8. (a) Combining cocaine and heroin is in-
often precedes use of other drugs.
creasingly popular as a way of trying to
lessen or control bad side effects.
3. Alcohol. More than 10,000 teenagers died
in alcohol-related traffic accidents in 1986;
9. (f) Steroid users subject themselves to
40,000 more were injured.
more than 70 side effects. The liver and
cardiovascular and reproductive systems
4. (e) All four contain approximately 1.5
are most seriously affected by steroid use.
ounces of alcohol.
In females, irreversible masculine traits
can develop. Psychological effects in both
5. (d) Small quantities of crack can be
sexes can cause very aggressive behavior
bought for as little as $5.00. The low price
and depression.
makes it easily affordable to young peo-
ple. In addition, crack is thought to be
10. (d) Medical researchers have not estab-
one of the most addictive drugs.
lished any safe limits for alcohol intake
during pregnancy.
6
What Parents Can Do
Talking with and Listening to Your
about problems, take the initiative and ask
Child
questions about what is going on at school or
in other activities.
Many parents hesitate to discuss alcohol and other
drug use with their child. Some of us believe that
Be available to discuss even sensitive subjects.
our children couldn't become involved with illegal
Young people need to know that they can
substances. Others delay because we don't know
rely on their parents for accurate information
what to say or how to say it, or we are afraid of put-
about subjects that are important to them. If
ting ideas into our children's heads.
your child wants to discuss something at a
time when you can't give it full attention, ex-
Don't wait until you think your child has a prob-
plain why you can't talk, set a time to talk
lem. Many young people in treatment programs
later, and then carry through on it!
say that they had used alcohol and other drugs for
at least two years before their parents knew about
Give lots of praise. Emphasize the things your
it. Begin early to talk about alcohol and other
youngster is doing right instead of always focus-
drugs, and keep the lines of communication open.
ing on things that are wrong. When parents are
quicker to praise than to criticize, children learn
Don't be afraid to admit that you don't have all the
to feel good about themselves, and they de-
answers. Let your child know that you are con-
velop the self-confidence to trust their own
cerned, and that you can work together to find an-
judgment.
swers. Some references that may help are listed on
pages 41-48 of this guide.
Give clear messages. When talking about the use
of alcohol and other drugs, be sure you give
Here are some basic hints for improving your ability
your child a clear no-use message, so that the
to talk with your child about alcohol and other drugs:
child will know exactly what is expected. For ex-
Be a good listener. Make sure your child feels
ample, "In our family we don't allow the use of
comfortable bringing problems or questions
illegal drugs, and children are not allowed to
to you. Listen closely to what your child
drink."
says. Don't allow anger at what you hear to
Model good behavior. Children learn by exam-
end the discussion. If necessary, take a 5-
ple as well as teaching. Make sure that your
minute break to calm down before continu-
own actions reflect the standards of honesty,
ing. Take note of what your child is not
integrity, and fair play that you expect of
saying, too. If the child does not tell you
your child.
7
Growing Up Drug Free: A Parent's Guide to Prevention
Communication Tips
Effective communication between parents and children is
During the conversation, acknowledge what your
not always easy to achieve. Children and adults have dif-
child is saying-move your body forward if you are
ferent communication styles and different ways of re-
sitting, touch a shoulder if you are walking, or nod
sponding in a conversation. In addition, timing and
your head and make eye contact.
atmosphere may determine how successful communica-
tion will be. Parents should make time to talk with their
Responding
children in a quiet, unhurried manner. The following tips
"I am very concerned about. or "I understand
are designed to make communication more successful.
that it is sometimes difficult
are better ways to
Listening
respond to your child than beginning sentences with
"You should," or "If I were you," or "When I was
Pay attention.
your age we didn't.
Speaking for oneself sounds
thoughtful and is less likely to be considered a lecture
Don't interrupt.
or an automatic response.
Don't prepare what you will say while your child is
If your child tells you something you don't want to
speaking.
hear, don't ignore the statement.
Reserve judgment until your child has finished and
Don't offer advice in response to every statement
has asked you for a response.
your child makes. It is better to listen carefully to
Looking
what is being said and try to understand the real feel-
ings behind the words.
Be aware of your child's facial expression and body
language. Is your child nervous or uncomfortable-
Make sure you understand what your child means.
frowning, drumming fingers, tapping a foot, looking
Repeat things to your child for confirmation.
at the clock? Or does your child seem relaxed-smil-
ing, looking you in the eyes? Reading these signs will
help parents know how the child is feeling.
8
Applying the Principles
The preceding sections have outlined some gen-
eral guidelines for talking with children about al-
cohol and other drugs. We can make these
messages more effective by taking into account
the knowledge youngsters already have and
their readiness to learn new information at differ-
ent ages.
Preschoolers
Drug education may seem unnecessary for pre-
schoolers, but the attitudes and habits learned
early can have an important bearing on the deci-
sions children make later.
Three- and four-year-olds are not yet ready to
learn complex facts about alcohol and other
drugs, but they can learn the decision-making
and problem-solving skills that they will need to
refuse alcohol and other drugs later. Remember
that children in this age group are not able to lis-
ten quietly for very long; they are more inter-
ested in doing things for themselves.
LYING THE :INCIPLES
It's tempting for busy parents to do things for
young children because it's quicker and easier.
With a little planning, however, you can use the
learn-by-doing approach to teach your pre-
schooler how to make decisions. Let your child
pick from a range of options that are acceptable
to you. When the choice is made, make sure your
child sticks with it.
9
Growing Up Drug Free: A Parent's Guide to Prevention
Suggested Activities
children: Play fair. Share toys. Tell the truth.
Set aside regular times when you can give
Treat others the way you want them to treat
your child your full attention. Playing to-
you.
gether, reading a book, and taking a walk are
Encourage your child to follow instructions.
special times that help to build strong bonds
For example, invite your child to help you
of trust and affection between you and your
child.
cook; following a recipe-measuring ingredi-
ents, cracking eggs; kneading dough-can
Point out to your child poisonous and harm-
help children have fun while learning about
ful substances that can be found in your
step-by-step procedures. Playing simple
home. Household products such as bleach,
board games with your child can give prac-
lye, and furniture polish all have warning la-
tice in following instructions and rules.
bels that you can read to your child. Keep all
Take advantage of opportunities to use play
household products that could harm a small
as a way to help your child handle frustrating
child away from the place you store foods
situations and solve simple problems. A
and out of your child's reach.
tower of blocks that continuously collapses
Explain how medicine can be harmful if used
can drive a child to tears. You can offer a few
incorrectly. Teach your child not to take any-
suggestions to keep the tower up, but at the
thing from a medicine bottle unless you give
same time you should ask your child what he
it to the child yourself or specify someone
or she thinks is the best way to do it. Turning
else who can give it, such as a babysitter or
a bad situation into a success reinforces a
grandparent.
child's self-confidence.
Explain why children need good food and
To help your child learn decision making in a
should put only good things into their bodies.
practical way, lay out some clothing from
Have your child name several good foods
which the child can select what he or she
that he or she eats regularly, and explain how
wishes to wear. Don't worry if the choices
those foods will make your child strong and
don't quite match. Let your child know that
healthy.
you think he or she is able to make good
decisions.
Provide guidelines that teach your child what
kind of behavior you expect. Teach your child
the basic rules of how to get along with other
10
Applying the Principles
Kindergarten-Grade 3
By the end of the third grade, your child should
understand:
Five- to nine-year-olds usually feel good about
themselves. They like growing up, and they gen-
-
what an illicit drug is, why it is illegal,
erally like school and all the new opportunities it
what it looks like, and what harm it can
provides. They still think and learn primarily by
do;
experience, and they don't have a good under-
standing of things that will happen in the future.
how foods, poisons, medicines, and illicit
Fact and fantasy mingle easily; the world is seen
drugs differ;
as the child wishes it to be, and not as it actually
is. Children of this age need rules to guide their
how medicines may help during illness,
behavior and information to make good choices
when prescribed by a doctor and adminis-
and decisions.
tered by a responsible adult, but also how
medicines are drugs that can be harmful if
Discussions about alcohol and other drugs must
misused;
be in the here and now, and related to people
and events the child knows about. Most children
why it is important to avoid unknown
are very interested in how their bodies work, so
and possibly dangerous objects, contain-
discussions should focus on maintaining good
ers, and substances;
health and avoiding things that might harm the
body.
which adults, both at school and out-
Adults are very important both as teachers and
side, you want your child to rely on for
as role models. Children are generally trusting,
answers to questions or help in an
and they believe that the decisions adults make
emergency;
for them are right. Helping your child know
which foods are nutritious and why exer-
whom to trust is important. They need to under-
cise is important;
stand that just because someone tells them to do
something, it is not always right to do it.
what the school and home rules are about
alcohol and other drug use; and
how using alcohol and other drugs is ille-
gal for all children.
11
Growing Up Drug Free: A Parent's Guide to Prevention
Suggested Activities
bike where you do not allow your child to go,
Children in this age group need to under-
for example, or being offered medicine or
stand the family's rules. You can explain the
other unfamiliar substances. Give your child
need for rules by talking about traffic safety
some responses to use in these situations. (See
rules and school rules with which your child
page 13.)
is already familiar.
Develop a "helpers" file of people your child
Emphasize the importance of good health by
can rely on. Put together a phone list of rela-
talking about things people do to stay
tives, family friends, neighbors, teachers, reli-
healthy, such as brushing teeth after each
gious leaders, and the police and fire
meal, washing hands, eating good foods, get-
departments. Illustrate the list with photos.
ting plenty of rest and sleep. You can use this
Talk with your child about the kind of help
discussion to contrast the harmful things that
each person on the list could provide in case
people do, such as taking drugs, smoking, or
of various unexpected situations, such as
drinking to excess.
being approached by strangers or losing a
house key.
Discuss how TV advertisers try to persuade
children to buy their products, including
high-sugar/additives-loaded cereals, candy
bars, and toys named after characters in car-
toon shows that children find appealing.
Discuss illnesses with which your child is fa-
miliar and for which prescription drugs are
often necessary. Many children have had
strep throat, ear infections, flu, and colds. Dis-
cussing such illnesses can help your child un-
derstand the difference between medicine
and illicit drugs.
Practice ways to say no with your child. De-
scribe situations that may make your child
feel uncomfortable: being invited to ride a
12
Applying the Principles
Grades 4-6
Teaching Your Child to Say No
This is a period of slowed physical growth when
Here are some steps that you can practice with your
typically a lot of energy goes into learning. Chil-
child to make it easier for the child to refuse an offer of
dren 10 to 12 years old love to learn facts, espe-
alcohol and other drugs. Tell your child to:
cially strange ones, and they want to know how
Ask questions. If unknown substances are offered,
things work and what sources of information are
ask, "What is it?" and "Where did you get it?" If a
available to them.
party or other gathering is proposed, ask, "Who else
is coming?" "Where will it be?" "Will parents be
Friends-a single best friend or a group of
there?"
friends-become very important. What children
this age are interested in or will be committed to
Say no. Don't argue, don't discuss. Say no and show
that you mean it.
often is determined by what the group thinks.
Children's self-image is determined in part by
Give reasons. "I'm doing something else that night"
or "The coach says drugs will hurt my game" are ex-
the extent to which they are accepted by peers,
amples of some reasons that youngsters can use.
especially popular peers. As a result, a lot of "fol-
Also, don't forget the oldest reason: "My parents
lowers" are unable to make independent deci-
will kill me."
sions and choices.
Suggest other things to do. If a friend is offering alco-
This age is perhaps the most important time for
hol or other drugs, saying no is tougher. Suggesting
something else to do-going to a movie, playing a
parents to focus on increased efforts at drug pre-
game, or working together on a project-shows that
vention. These late elementary school years are
drugs are being rejected, not the friend.
crucial to decisions about the use of alcohol and
Leave. When all these steps have been tried, get out
other drugs. The greatest risk for starting to
of the situation immediately. Go home, go to class,
smoke comes in the sixth and seventh grades. Re-
join a group of friends, or talk to someone else.
search shows that the earlier youngsters begin to
use alcohol and other drugs, the more likely they
are to have real trouble.
13
Growing Up Drug Free: A Parent's Guide to Prevention
Your child will need a clear no-use message, fac-
tual information, and strong motivation to resist
pressures to try alcohol and other drugs and to
reinforce the determination to remain drug free.
Appropriate new information could include:
- ways to identify specific drugs, including
alcohol, tobacco, marijuana, inhalants, and
cocaine in their various forms;
- the long- and short-term effects and conse-
quences of use;
-
the effects of drugs on different parts of
the body, and the reasons why drugs are
especially dangerous for growing bodies;
and
— the consequences of alcohol and other ille-
gal drug use to the family, society, and the
user.
14
Applying the Principles
Suggested Activities
Encourage your child to join a local antidrug
Create special times when you are available
club or peer assistance group that encourages
to talk to your child. Try to give your child
drug-free activities.
undivided attention. A walk together, dinner
in a quiet place, or a visit to the ice cream par-
Ask your child to scan the morning newspa-
lor after a movie are some ways to make talk-
per and to circle any article that has to do
ing together a little easier.
with alcohol and other drug use. No doubt
there will be articles about drug-related mur-
Encourage your child to participate in whole-
ders, strife in other countries due to drug traf-
some activities that will allow the child to
ficking, and alcohol-related auto accidents.
form new friendships and have fun. Sports,
Talk with your child about the tremendous
Scouts, religious-sponsored youth programs,
loss of lives and resources because of the use
and community-sponsored youth organiza-
of alcohol and other drugs.
tions are excellent ways for children to meet
others of their own age.
Make friends with the parents of your child's
friends so that you can reinforce one
Teach your child to be aware of how drugs
another's efforts in teaching good personal
and alcohol are promoted. Discuss how chil-
and social habits. A neighborhood social gath-
dren are bombarded with messages-from
ering, sporting event, or school assembly are
TV, song lyrics, billboards, and advertise-
good places to meet.
ments-that using alcohol and other drugs is
very glamorous. Clearly separate the myths
Join with other parents in providing super-
from the realities of alcohol and other drug
vised activities for young people to limit "free
use.
time," which often leads to experimentation
with alcohol and other drugs.
Continue to practice ways to say no with
your child, emphasizing ways to refuse alco-
hol and other drugs. It is not uncommon for
sixth graders to be offered beer and cigarettes
and to know other children who smoke and
drink alcohol.
15
Growing Up Drug Free: A Parent's Guide to Prevention
Grades 7-9
During the early teens "fitting in" with friends is
a controlling influence. In some ways, the onset
of puberty is like a "rebirth." Children want and
need to let go of the past and to find their own
unique identity. This often means letting go of
old friendships and ties with teachers and other
adults, as well as old ways of doing things. The
decision-making and problem-solving methods
that they learned as young children are still help-
ful, but young teens will be making new deci-
sions based on new information and new goals.
Young people this age can begin to deal with
abstractions and the future. They understand
that their actions have consequences, and they
know how their behavior affects others. They
sometimes have a shaky self-image: they are
not sure whether they are growing and chang-
ing adequately, they are often in conflict with
adults, they are not sure where they are
headed, and they tend to see themselves as not
"okay." Strong emotional support and a good
model of adult behavior are particularly impor-
tant now.
Young people who use alcohol, tobacco, and
other drugs typically begin before leaving the
ninth grade. Be sure that family discussions
about drugs emphasize the immediate, unpleas-
ant effects of alcohol and other drug use. Telling
junior high school students who are smoking
16
Applying the Principles
that they will get lung cancer or heart disease in
curfews, unchaperoned parties, and other social
several decades is less likely to make an impres-
activities.
sion than talking about bad breath, stained teeth
and fingers, and burned clothing.
Monitor your child's whereabouts. If your child
is at "a friend's house," be sure that you
Many young people use drugs because their
know the friend and the parents. If your child
friends use drugs. A large portion of your pre-
is at the movies, be sure you know what film
vention efforts during these years should be
is playing and at which theater. Last-minute
spent reinforcing your child's motivation to
changes in plans, such as visiting a different
avoid alcohol and other drugs. Here are some
friend or going to a different movie, should
important steps:
not be permitted unless the child checks with
Mom, Dad, or another designated adult.
Counteract peer influence with parent influence.
Reinforce your no-alcohol/no-drug-use rules
By the end of ninth grade your child should
and expectations so that your child clearly un-
know:
derstands that drinking and using drugs are
unacceptable and illegal. Children may argue
the characteristics and chemical nature of
that "everyone is doing it" and not experienc-
specific drugs and drug interactions;
ing any harmful effects. Inform your child
that alcohol and other drug use is illegal for
the physiology of drug effects on the circu-
children and that "everyone is not doing it."
latory, respiratory, nervous, and reproduc-
Emphasize how unpredictable the effects of
tive systems;
alcohol and other drugs can be, so that al-
though many drug users may appear to func-
the stages of chemical dependency and
tion properly, drug use is extremely risky,
their unpredictability from person to
and all it takes is one bad experience to
person;
change a life.
the ways that drug use affects activities re-
Get to know your child's friends and their par-
quiring motor coordination, such as driv-
ents. Meet your child's friends. Invite them
ing a car or participating in sports; and
to your home frequently. Share your expecta-
tions about behavior with other parents.
family history, particularly if alcoholism
Work together to develop a set of rules about
or other drug addiction has been a
problem.
17
Growing Up Drug Free: A Parent's Guide to Prevention
Suggested Activities
Periodically review and update, with your
Continue to practice ways to say no with
child's participation, your house rules and
your child. Teach your child to recognize
your child's responsibilities regarding chores,
problem situations, such as being at a house
homework, time limit on TV watching, and
where no adults are present and young peo-
the curfew on school and weekend nights.
ple are smoking or drinking beer. Make up
Discuss these questions with your child: Are
situations in which your child may be asked
the rules fair and the consequences appropri-
to try alcohol and other drugs and let the
ate? Is it time to switch to some new chores?
child practice saying no using the steps out-
Should there be fewer or different chores be-
lined. Try many variations until you are confi-
cause of added homework assignments or
dent that your child knows how to say no.
after-school activities? Should the curfew be
adjusted?
Children this age are very concerned about
how others see them. You can help your child
Talk with your child about friendship. Make
develop a positive self-image by making sure
the point that true friends do not ask each
that the child looks good and feels healthy. In
other to do things they know are wrong and
addition to providing well-balanced meals,
risk harm to themselves, their friends, or their
keep your refrigerator and pantry stocked
families.
with appealing alternatives to junk food.
Plan supervised parties or other activities for
Continue to spend private time with your
your child in your home which reflect a no-
child to discuss what your child feels is im-
alcohol/no-drug-use rule. For example, have
portant in his or her life right now. Your
your child invite friends to share a pizza and
child's fears about emerging sexuality, ap-
watch TV.
pearing different from friends, and going on
to high school are real problems and deserve
your concern and attention.
18
Applying the Principles
Grades 10-12
- the fact that drug use is not a victimless
High school students are future-oriented and can
crime;
engage in abstract thinking. They have an in-
creasingly realistic understanding of adults.
- the effects and possible consequences of
Young people therefore want adults to discuss
operating equipment while using alcohol
their concerns and the ways they solve problems
and other drugs;
and make decisions. You may have a tremen-
- the impact that drug use has on society;
dous new opportunity to help your children at
and
this age. At the same time, the teenagers con-
tinue to be group-orientated, and belonging to
- the extent of community intervention
the group motivates much of their behavior and
resources.
actions. During these years, young people often
develop a broader outlook and become more in-
You may want to focus on the potential long-
terested in the welfare of others.
term effects of alcohol and other drugs during
these years: drugs can ruin your teen's chances
By the end of high school, your child should
of getting into college, being accepted by the mili-
understand:
tary, or being hired for certain jobs. Your teen
may also be impressed by the importance of serv-
- both the immediate and long-term physi-
ing as a good role model for a younger brother
cal effects of specific drugs;
or sister.
- the possibly fatal effects of combining
Although young people long for independence,
drugs;
it is particularly important to keep them in-
volved in the family and family activities. They
- the relationship of drug use to other dis-
should join the rest of the family for dinner regu-
eases and disabilities;
larly, be part of family vacations, and remain
- the effects of alcohol and other drugs on
part of family routines.
the fetus during pregnancy;
19
Growing Up Drug Free: A Parent's Guide to Prevention
Suggested Activities
major holidays, which can be high-risk idle
Continue to talk with your teenager about al-
times for teens.
cohol and other drug use. Chances are your
teen has friends who use alcohol and other
Make sure your teen has access to up-to-date in-
drugs or knows people who do. Talk about
formation on alcohol and other drugs and their
how alcohol and other drug use threatens
effects. Make an effort to be informed about any
lives and may limit opportunities for the
new drugs that are popular, and know their ef-
future.
fects. (For suggested reading, see the resources
section at the end of this booklet.)
Plan strategies to limit your teen's unsuper-
vised hours at home, while you are at work.
Cooperate with other parents to make sure
Researchers have found that lunchtime and
that the parties and social events your teen-
3:00-6:00 p.m. are periods teenagers are likely
ager attends are alcohol- and drug-free. Some
to experiment with alcohol and other drugs.
families choose to draw up a contract holding
adults responsible for parties given in their
Encourage your teenager to work on behalf of
homes; the contract specifies that all parties
a drug prevention program by being trained
will be supervised and that there is to be no
as a volunteer to answer hot-line calls or as a
use of alcohol or other drugs. (See "Safe
peer counselor.
Homes" in the resource section.)
Talk with your teenager about joining a
Help plan community-sponsored drug-free
sports club, drama club, arts and crafts cen-
activities such as alcohol- and drug-free
ter, or dance studio or about volunteering to
dances and other recreational activities such
work for a church group or community orga-
as "midnight basketball."
nization. The busier your teenager is, the less
likely he or she is to be bored and to seek an
Talk with your teenager about the future. Dis-
outlet in alcohol or other drugs. Volunteer
cuss your expectations and your teenager's
with your teenager, if you have time.
ambitions. Collect college or vocational cata-
logs for your teenager, and discuss different
Plan alcohol- and drug-free activities with
educational and career options. Plan a family
other families during school vacations and
outing to local colleges and universities.
20
hat to Do If Your Child Is Using Drugs
Young people use drugs for many reasons that
have to do with how they feel about themselves,
how they get along with others, and how they live.
No one factor determines who will use drugs and
who will not, but here are some predictors:
low grades or poor school performance;
aggressive, rebellious behavior;
excessive influence by peers;
lack of parental support and guidance; and
behavior problems at an early age.
Being alert to the signs of alcohol and other
drug use requires a keen eye. It is sometimes
hard to know the difference between normal
teenage behavior and behavior caused by
drugs. Changes that are extreme or that last for
more than a few days may signal drug use.
Consider the following questions:
Does your child seem withdrawn, de-
pressed, tired, and careless about personal
grooming?
Has your child become hostile and uncooper-
ative?
Have your child's relationships with other
family members deteriorated?
Has your child dropped his old friends?
Growing Up Drug Free: A Parent's Guide to Prevention
Is your child no longer doing well in school-
grades slipping, attendance irregular?
Has your child lost interest in hobbies, sports,
and other favorite activities?
Have your child's eating or sleeping patterns
changed?
Positive answers to any of these questions can in-
dicate alcohol or other drug use. However, these
signs may also apply to a child who is not using
drugs but who may be having other problems at
school or in the family. If you are in doubt, get
help. Have your family doctor or local clinic ex-
Two types of homemade crack pipes.
amine your child to rule out illness or other phys-
ical problems.
Cocaine paraphernalia includes mirrors, razor blades, and scales used by
drug dealers.
22
What to Do If Your Child Is Using Drugs
Watch for signs of drugs and drug paraphernalia
as well. Possession of common items such as
pipes, rolling papers, small medicine bottles, eye
drops, or butane lighters may signal that your
child is using drugs.
ZIG
ZAC
-----------
Even when the signs are clearer, usually after the
child has been using drugs for a time, parents
sometimes do not want to admit that their child
could have a problem. Anger, resentment, guilt,
BUGLER
and a sense of failure as parents are common
PAPERS
reactions.
If your child is using drugs, it is important to
avoid blaming yourself for the problem and to
get whatever help is needed to stop it. The earlier
a drug problem is detected and faced, the more
Marijuana paraphernalia includes rolling papers, clips, and pipes.
likely it is that your child can be helped.
Powdered cocaine.
23
Growing Up Drug Free: A Parent's Guide to Prevention
First, do not confront a child who is under the in-
health professional experienced in diagnosing
fluence of alcohol or other drugs, but wait until
adolescents with alcohol- and drug-related
the child is sober. Then discuss your suspicions
problems.
with your child calmly and objectively. Bring in
other members of the family to help, if necessary.
If your child has developed a pattern of drug
use or has engaged in heavy use, you will prob-
Second, impose whatever discipline your family
ably need help to intervene. If you do not
has decided on for violating the rules and stick to
know about drug treatment programs in your
it. Don't relent because the youngster promises
area, call your doctor, local hospital, or county
never to do it again.
mental health society for a referral. Your
school district should have a substance abuse
Many young people lie about their alcohol and
coordinator or a counselor who can refer you
drug use. If you think your child is not being
to treatment programs, too. Parents whose chil-
truthful and the evidence is pretty strong, you
dren have been through treatment programs
may wish to have your child evaluated by a
can also provide information.
24
Getting Involved
The most promising drug prevention programs
are those in which parents, students, schools,
and communities join together to send a firm,
clear message that the use of alcohol and other
drugs will not be tolerated.
School-Parent Cooperation
The development of strong policies that spell out
rules governing use, possession, and sale of alcohol
and other drugs is a key part of any school-based
prevention program. Learn what your school's poli-
cies are and actively support them. If your school
has no policy, work with teachers, administrators,
and community members to develop one. Good
school policies typically specify what constitutes an
alcohol or other drug offense, spell out the conse-
quences for violating the policy, describe proce-
dures for handling violations, and build
community support for the policy.
Visit your child's school and learn how drug edu-
cation is being taught. Are the faculty members
trained to teach about alcohol and other drug
GETTING INVOLVED
use? Is drug education a regular part of the cur-
riculum or limited to a special week? Is it taught
through the health class, or do all teachers incor-
porate drug education into their subject area? Do
children in every grade receive drug education,
or is it limited to selected grades? Is there a com-
ponent for parents?
If your school has an active program to prevent
drug use, ask to see the materials that are being
25
Growing Up Drug Free: A Parent's Guide to Prevention
used. Do they contain a clear message that alco-
hol and other drug use is wrong and harmful? Is
the information accurate and up-to-date? Does
the school have referral sources for students who
need special help?
Let other parents know about the school's policies
through meetings of the parent-teacher organiza-
tion. At least one meeting each year should be de-
voted to issues of alcohol and other drug use.
Knowledgeable local physicians and pharmacists
can be invited to discuss how drugs affect the
growth and development of children, police offi-
cers can outline the scope and severity of the drug
Parent Support Groups
problem in your community, and substance abuse
Other parents can be valuable allies in your ef-
counselors can discuss symptoms of alcohol and
fort to keep your child drug free. Get to know
other drug use and treatment options.
the parents of your child's friends. Share expecta-
tions about behavior and develop a set of mutu-
Parent-Community Activities
ally agreed upon rules about such things as
curfews, unchaperoned parties, and places that
Help your child to grow up alcohol and drug
are off-limits. Helping youngsters stay out of
free by supporting community efforts to give
trouble is easier when rules of conduct are
young people healthy alternatives. Alcohol- and
clearly known and widely shared.
drug-free proms and other school-based celebra-
tions are growing in popularity around the coun-
Build a network of other adults with whom you
try. You can help to organize such events, solicit
can talk. Join a parent organization in your com-
contributions, and serve as a chaperon.
munity, or talk informally with your friends
about common concerns in rearing children.
Local businesses are also an excellent source of
Sharing experiences can provide insights that
support for alternative activities such as athletic
help you deal with your child's behavior. It also
teams and part-time jobs. Shops and restaurants
helps to know that other parents have faced sim-
in one community in Texas, for example, now
ilar situations.
offer discounts to young people who test nega-
tive for drugs in a voluntary urinalysis.
26
Making It Work
Despite the grim stories that fill our newspapers
and dominate the evening news, most young
people do not use illicit drugs, they do not ap-
prove of drug use by their friends, and they
share their parents' concern about the dangers
posed by drugs.
Successful prevention efforts, whether in a family,
school, or community setting, have many elements
in common: a concern for the welfare and well-
being of young people, dedicated adults who are
willing to devote their time and energy, and an un-
wavering commitment to being drug free.
That commitment led a small group of parents in
Bowling Green, Kentucky, to form Bowling
Green Parents for Drug-Free Youth. The organi-
zation has worked closely with the local schools
and community to provide training and educa-
tion for all members of the community, and it
has raised more than $35,000 to help finance its
efforts. Questionnaires administered to students
in grades 7-12 for 6 consecutive years have
MAKING IT WORK
shown a steady decline in the use of alcohol and
other drugs.
Gail Amato, president of the Bowling Green Par-
ents for Drug-Free Youth, speaks persuasively
about why parents must be involved in helping
to prevent alcohol and other drug use:
People often ask me why I think parents are the an-
swer, and I think it's because we have the most to
lose. Schools can help, churches can help, law enforce-
27
Growing Up Drug Free: A Parent's Guide to Prevention
ment can help, but no one can replace the family.
projects joined forces to solve a neighborhood
Being involved with drug and alcohol prevention lets
problem-drugs. The residents were afraid for
our children know that we care. It strengthens the
the safety of their children and sick of the mur-
family and helps us to be the kind of parents our chil-
ders and other nightly violence related to drug
dren need us to be.
deals.
A similar commitment leads parents of students
Representing more than 1,400 families from the
in Commodore Stockton Skills School in Stock-
six projects, the group drafted an action plan to
ton, California, to donate more than 400 volun-
rid the neighborhood of drugs. The residents
teer hours each month helping in the classrooms.
asked the local police to conduct "sting" opera-
Last year a family picnic held during Red Ribbon
tions periodically. Members of the New Haven
Week, a national drug awareness week, drew 500
news media have been invited to the project,
participants for a day of games and activities fo-
where residents speak openly about the prob-
cused on prevention of drug use.
lems they encounter. The residents have invited
In addition to helping in the classroom, Stockton
local community groups and the Greater New
parents work to maintain discipline, to reinforce
Haven Labor Council to join in the fight. In addi-
students' respect for other people, and to foster
tion, the mayor has become directly involved in
personal responsibility at home.
their struggle.
As a result, behavioral problems in the school are
One member, speaking on behalf of the resi-
infrequent, attendance is high, and area police re-
dents, stated its main objective: "We are banding
port juvenile drug arrests from every school in
together to stop this madness so that we can
the city except Commodore Stockton.
have a peaceful and livable neighborhood and
community." Today, drug sales have decreased,
Successful efforts to rid a neighborhood of drugs
and members of the community feel safer and
are often joint efforts. Two years ago in New
more hopeful about the future.
Haven, Connecticut, the residents of six housing
28
Specific Drugs and Their Effects
Alcohol
Alcohol consumption causes a number of changes in behavior. Even low doses significantly impair the
judgment and coordination required to drive a car safely. Low to moderate doses of alcohol can in-
crease the incidence of a variety of aggressive acts, including spouse and child abuse. Moderate to high
doses of alcohol cause marked impairments in higher mental functions, severely altering a person's abil-
ity to learn and remember information. Very high doses cause respiratory depression and death.
Continued use of alcohol can lead to dependence. Sudden cessation of alcohol intake is likely to pro-
duce withdrawal symptoms, including severe anxiety, tremors, hallucinations, and convulsions. Long-
term effects of consuming large quantities of alcohol, especially when combined with poor nutrition,
can lead to permanent damage to vital organs such as the brain and the liver. In addition, mothers who
drink alcohol during pregnancy may give birth to infants with fetal alcohol syndrome. These infants
may suffer from mental retardation and other irreversible physical abnormalities. In addition, research
indicates that children of alcoholic parents are at greater risk than other children of becoming alcoholics.
SPECIFIC DRUGS AND
THEIR EFFECTS
29
Growing Up Drug Free: A Parent's Guide to Prevention
Tobacco
The smoking of tobacco products is the chief avoidable cause of death in our society. Smokers are more
likely than nonsmokers to contract heart disease-some 170,000 die each year from smoking-related cor-
onary heart disease. Lung, larynx, esophageal, bladder, pancreatic, and kidney cancers also strike
smokers at increased rates. Some 30 percent of cancer deaths (130,000 per year) are linked to smoking.
Chronic, obstructive lung diseases such as emphysema and chronic bronchitis are 10 times more likely
to occur among smokers than among nonsmokers.
Smoking during pregnancy also poses serious risks. Spontaneous abortion, preterm birth, low birth
weights, and fetal and infant deaths are all more likely to occur when the pregnant woman is a smoker.
Cigarette smoke contains some 4,000 chemicals, several of which are known carcinogens. Perhaps the
most dangerous substance in tobacco smoke is nicotine. Nicotine is the substance that reinforces and
strengthens the desire to smoke. Because nicotine is highly addictive, addicts find it very difficult to
stop smoking. Of 1,000 typical smokers, fewer than 20 percent succeed in stopping on the first try.
30
Specific Drugs and Their Effects
Cannabis
All forms of cannabis have negative physical and mental effects. Several regularly observed physical ef-
fects of cannabis are a substantial increase in the heart rate, bloodshot eyes, a dry mouth and throat,
and increased appetite.
Use of cannabis may impair or reduce short-term memory and comprehension, alter sense of time, and
reduce ability to perform tasks requiring concentration and coordination, such as driving a car. Motiva-
tion and cognition may be altered, making the acquisition of new information difficult. Marijuana can
also produce paranoia and psychosis.
Because users often inhale the unfiltered smoke deeply and then hold it in their lungs as long as possi-
ble, marijuana is damaging to the lungs and pulmonary system. Marijuana smoke contains more
cancer-causing agents than tobacco smoke. Long-term users of cannabis may develop psychological
dependence and require more of the drug to get the same effect. The drug can become the center of
their lives.
Type
What is it called?
What does it look like?
How is it used?
Marijuana
Pot, Reefer, Grass, Weed,
Like dried parsley, with
Smoked or eaten
Dope, Ganja, Mary Jane, or
stems and/or seeds; rolled
Sinsemilla
into cigarettes
Tetrahydrocannabinol
THC
Soft gelatin capsules
Taken orally
Hashish
Hash
Brown or black cakes or
Smoked or eaten
balls
Hashish Oil
Hash Oil
Concentrated syrupy liq-
Smoked-mixed with
uid varying in color from
tobacco
clear to black
31
Growing Up Drug Free: A Parent's Guide to Prevention
Inhalants
The immediate negative effects of inhalants include nausea, sneezing, coughing, nosebleeds, fatigue,
lack of coordination, and loss of appetite. Solvents and aerosol sprays also decrease the heart and respi-
ratory rates and impair judgment. Amyl and butyl nitrite cause rapid pulse, headaches, and involun-
tary passing of urine and feces. Long-term use may result in hepatitis or brain damage.
Deeply inhaling the vapors, or using large amounts over a short time, may result in disorientation, vio-
lent behavior, unconsciousness, or death. High concentrations of inhalants can cause suffocation by dis-
placing the oxygen in the lungs or by depressing the central nervous system to the point that breathing
stops.
Long-term use can cause weight loss, fatigue, electrolyte imbalance, and muscle fatigue. Repeated sniff-
ing of concentrated vapors over time can permanently damage the nervous system.
Type
What is it called?
What does it look like?
How is it used?
Nitrous Oxide
Laughing gas or Whippets
Small 8-gram metal
Vapors inhaled
cylinder sold with a
balloon or pipe
propellant for whipped
cream in aerosol spray can
Amyl Nitrite
Poppers or Snappers
Clear yellowish liquid in
Vapors inhaled
ampules
Butyl Nitrite
Rush, Bolt, Bullet, Locker
In small bottles
Vapors inhaled
Room, and Climax
Chlorohydrocarbons
Aerosol sprays or cleaning
Aerosol paint cans
Vapors inhaled
fluids
Hydrocarbons
Solvents
Cans of aerosol propel-
Vapors inhaled
lants, gasoline, glue, paint
thinner
32
Specific Drugs and Their Effects
Cocaine
Cocaine stimulates the central nervous system. Its immediate effects include dilated pupils and ele-
vated blood pressure, heart rate, respiratory rate, and body temperature. Occasional use can cause a
stuffy or runny nose, while chronic use can ulcerate the mucous membrane of the nose. Injecting co-
caine with contaminated equipment can cause AIDS, hepatitis, and other diseases. Preparation of
freebase, which involves the use of volatile solvents, can result in death or injury from fire or explosion.
Crack or freebase rock is extremely addictive, and its effects are felt within 10 seconds. The physical ef-
fects include dilated pupils, increased pulse rate, elevated blood pressure, insomnia, loss of appetite,
tactile hallucinations, paranoia, and seizure. The use of cocaine can cause death by cardiac arrest or re-
spiratory failure.
Type
What is it called?
What does it look like?
How is it used?
Cocaine
Coke, Snow, Nose candy,
White crystalline powder
Inhaled, injected
Flake, Blow, Big C, Lady,
White, and Snowbirds
Crack cocaine
Crack, rock, freebase
White to tan pellets or
Smoked
crystalline rocks that look
like soap
33
Growing Up Drug Free: A Parent's Guide to Prevention
Other Stimulants
Stimulants can cause increased heart and respiratory rates, elevated blood pressure, dilated pupils, and
decreased appetite. In addition, users may experience sweating, headache, blurred vision, dizziness,
sleeplessness, and anxiety. Extremely high doses can cause a rapid or irregular heartbeat, tremors, loss
of coordination, and even physical collapse. An amphetamine injection creates a sudden increase in
blood pressure that can result in stroke, very high fever, or heart failure.
In addition to the physical effects, users report feeling restless, anxious, and moody. Higher doses in-
tensify the effects. Persons who use large amounts of amphetamines over a long period of time can de-
velop an amphetamine psychosis that includes hallucinations, delusions, and paranoia. These
symptoms usually disappear when drug use ceases.
Type
What is it called?
What does it look like?
How is it used?
Amphetamines
Speed, Uppers, Ups, Black
Capsules, pills, tablets
Taken orally, injected, in-
beauties, Pep pills, Copilots,
haled
Bumblebees, Hearts, Benze-
drine, Dexedrine, Footballs,
and Biphetamine
Methamphetamines
Crank, Crystal meth, Crystal
White powder, pills,
Taken orally, injected, in-
methedrine, and Speed
rock that resembles a
haled
block of paraffin
Additional Stimulants
Ritalin, Cylert, Preludin,
Pills or capsules
Taken orally, injected
Didrex, Pre-State, Voranil,
Sandrex, and Plegine
34
Specific Drugs and Their Effects
Depressants
The effects of depressants are in many ways similar to the effects of alcohol. Small amounts can pro-
duce calmness and relaxed muscles, but larger doses can cause slurred speech, staggering gait, and al-
tered perception. Very large doses can cause respiratory depression, coma, and death. The
combination of depressants and alcohol can multiply the effects of the drugs, increasing the risks.
Regular use of depressants over time can result in physical and psychological addiction. People who
suddenly stop taking large doses can experience withdrawal symptoms, including anxiety, insomnia,
tremors, delirium, convulsions, and death. Babies born to mothers who abuse depressants may also be
physically dependent on the drugs and show withdrawal symptoms shortly after they are born. Birth
defects and behavioral problems also may result.
Type
What is it called?
What does it look like?
How is it used?
Barbiturates
Downers, Barbs, Blue
Red, yellow, blue, or red
Taken orally
Devils, Red Devils,
and blue capsules
Yellow Jacket, Yellows,
Nembutal, Tuinals,
Seconal, and Amytal
Methaqualone
Quaaludes, Ludes,
Tablets
Taken orally
Sopors
Tranquilizers
Valium, Librium,
Tablets or capsules
Taken orally
Miltown, Serax, Equanil,
Miltown, and Tranxene
35
Growing Up Drug Free: A Parent's Guide to Prevention
Hallucinogens
Phencyclidine (PCP) interrupts the functions of the neocortex, the section of the brain that controls the
intellect and keeps instincts in check. Because the drug blocks pain receptors, violent PCP episodes
may result in self-inflicted injuries. The effects of PCP vary, but users frequently report a sense of dis-
tance and estrangement. Time and body movement are slowed down. Muscular coordination worsens
and senses are dulled. Speech is blocked and incoherent. In later stages of chronic use, users often ex-
hibit paranoid and violent behavior and experience hallucinations. Large doses may produce convul-
sions and coma, as well as heart and lung failure.
Lysergic acid (LSD), mescaline, and psilocybin cause illusions and hallucinations. The physical effects
may include dilated pupils, elevated body temperature, increased heart rate and blood pressure, loss of
appetite, sleeplessness, and tremors. The user may experience panic, confusion, suspicion, anxiety, and
loss of control. Delayed effects, or flashbacks, can occur even when use has ceased.
Type
What is it called?
What does it look like?
How is it used?
Phencyclidine
PCP, Hog, Angel Dust, Love-
Liquid, white crystalline
Taken orally, injected,
boat, Lovely, Killer Weed
powder, pills, capsules
smoked (sprayed on joints
or cigarettes)
Lysergic acid
LSD, Acid, Microdot, White
Colored tablets, blotter
Taken orally, licked off
diethylamide
lightning, Blue heaven, and
paper, clear liquid, thin
paper, gelatin and liquid
Sugar cubes
squares of gelatin
can be put in the eyes
Mescaline and Peyote
Mesc, Buttons, and Cactus
Hard brown discs, tablets,
Discs-chewed, swal-
capsules
lowed, or smoked
Tablets and capsules-
taken orally
Psilocybin
Magic Mushrooms,
Fresh or dried mushrooms
Chewed and swallowed
'shrooms,
36
Specific Drugs and Their Effects
Narcotics
Narcotics initially produce a feeling of euphoria that often is followed by drowsiness, nausea, and vom-
iting. Users also may experience constricted pupils, watery eyes, and itching. An overdose may pro-
duce slow and shallow breathing, clammy skin, convulsions, coma, and possible death.
Tolerance to narcotics develops rapidly and dependence is likely. The use of contaminated syringes
may result in disease such as AIDS, endocarditis, and hepatitis. Addiction in pregnant women can lead
to premature, stillborn, or addicted infants who experience severe withdrawal symptoms.
Type
What is it called?
What does it look like?
How is it used?
Heroin
Smack, Horse, Mud, Brown
White to dark-brown
Injected, smoked, or
sugar, junk, black tar, and
powder or tarlike sub-
inhaled
Big H
stance
Codeine
Empirin compound with co-
Dark liquid varying in
Taken orally, injected
deine, Tylenol with codeine,
thickness, capsules,
Codeine in cough medicine
tablets
Morphine
Pectoral syrup
White crystals, hypoder-
Taken orally, injected, or
mic tablets, or injectable
smoked
solutions
Opium
Paregoric, Dover's powder,
Dark brown chunks,
Smoked, eaten, or injected
Parepectolin
powder
Meperidine
Pethidine, Demerol,
White powder, solution,
Taken orally, injected
Mepergan
tablets
Other narcotics
Percocet, Percodan,
Tablets or capsules
Taken orally, injected
Tussionex, Fentanyl, Darvon,
Talwin, and Lomotil
37
Growing Up Drug Free: A Parent's Guide to Prevention
Designer Drugs
Illegal drugs are defined in the terms of their chemical formulas. To circumvent these legal restrictions,
underground chemists modify the molecular structure of certain illegal drugs to produce analogs
known as designer drugs. These drugs can be several hundred times stronger than the drugs they are
designed to imitate.
The narcotic analogs can cause symptoms such as those seen in Parkinson's disease: uncontrollable
tremors, drooling, impaired speech, paralysis, and irreversible brain damage. Analogs of amphet-
amines and methamphetamines cause nausea, blurred vision, chills or sweating, and faintness. Psycho-
logical effects include anxiety, depression, and paranoia. As little as one dose can cause brain damage.
The analogs of phencyclidine cause illusions, hallucinations, and impaired perception.
Type
What is it called?
What does it look like?
How is it used?
Analog of Fentanyl
Synthetic heroin, China white
White powder
Inhaled, injected
(Narcotic)
Analog of Meperi-
MPTP (New heroin), MPPP,
White powder
Inhaled, injected
dine (Narcotic)
synthetic heroin
Analog of Amphet-
MDMA (Ecstasy, XTC,
White powder, tablets, or
Taken orally, injected, or
amines or Metham-
Adam, Essence), MDM, STP,
capsules
inhaled
phetamines
PMA, 2, 5-DMA, TMA,
(Hallucinogens)
DOM, DOB, EVE
Analog of Phencycli-
PCPy, PCE
White powder
Taken orally, injected, or
dine (PCP)
smoked
38
Specific Drugs and Their Effects
Anabolic Steroids
Anabolic steroids are a group of powerful compounds closely related to the male sex hormone testoster-
one. Developed in the 1930's, steroids are seldom prescribed by physicians today. Current legitimate
medical uses are limited to certain kinds of anemia, severe burns, and some types of breast cancer.
Taken in combination with a program of muscle-building exercise and diet, steroids may contribute to
increases in body weight and muscular strength. Steroid users subject themselves to more than 70 side
effects ranging in severity from liver cancer to acne and including psychological as well as physical reac-
tions. The liver and cardiovascular and reproductive systems are most seriously affected by steroid
use. In males, use can cause withered testicles, sterility, and impotence. In females, irreversible mascu-
line traits can develop along with breast reduction and sterility. Psychological effects in both sexes in-
clude very aggressive behavior known as "roid rage" and depression. While some side effects appear
quickly, others, such as heart attacks and strokes, may not show up for years.
Signs of steroid use include quick weight and muscle gains (when used in a weight training program);
aggressiveness and combativeness; jaundice; purple or red spots on the body; swelling of feet and
lower legs; trembling; unexplained darkening of the skin; and persistent unpleasant breath odor.
39
Resources
The Department of Education does not endorse any
private or commercial products or services, or prod-
ucts or services not affiliated with the Federal Govern-
ment. The sources of information listed on this and
the following pages are intended only as a partial list-
ing of the resources that are available to readers of this
booklet. Readers are encouraged to research and in-
form themselves of the products or services, relating
to drug and alcohol abuse, that are available to them.
Where to Get Information and Help
Many hospitals, community colleges, and other
organizations offer classes for parents that are de-
signed to improve communication and under-
standing between parents and children. Consult
your local library, school, or community service
organization for more information.
Action. Through its Drug Alliance, the Federal
Domestic Volunteer Agency promotes community-
based, volunteer drug use prevention projects for
RESOURCES
at-risk youth and the elderly. (See your tele-
phone Blue Pages.)
Alcoholics Anonymous. This organization is a fel-
lowship of men and women who share their ex-
periences to solve a common problem
(alcoholism) and to help other alcoholics achieve
sobriety. The organization is worldwide. (See
your telephone White Pages.)
41
Growing Up Drug Free: A Parent's Guide to Prevention
Al-Anon Family Group Headquarters. Al-Anon was
Hazelden Foundation. This foundation distributes
established as a resource for family members and
educational materials and self-help literature for
friends of alcoholics. It is a free, nonprofessional,
participants in 12-step recovery programs and
worldwide organization with more than 30,000
for the professionals who work in the field.
groups. (See your telephone White Pages.)
Pleasant Valley Road, Box 176, Center City, MN
55012-0176. Telephone (800) 328-9000.
American Council for Drug Education. This organi-
zation provides information on drug use, devel-
Institute on Black Chemical Abuse. This institute
ops media campaigns, reviews scientific
provides training and technical assistance to pro-
findings, publishes books and a newsletter, and
grams that want to serve African-American/
offers films and curriculum materials for pre-
black clients and others of color more effectively.
teens. 204 Monroe Street, Rockville, MD 20850.
2614 Nicollet Avenue, Minneapolis, MN 55408.
Telephone (301) 294-0600.
Telephone (612) 871-7878.
Chemical People Project. The project supplies infor-
"Just Say No" Clubs. These clubs provide support
mation in the form of tapes, literature, and semi-
and positive peer reinforcement to youngsters
nars. The Public Television Outreach Alliance,
through workshops, seminars, newsletters, and a
c/o WQED-TV, 4802 Fifth Avenue, Pittsburgh,
variety of activities. 1777 North California Boule-
PA 15213. Telephone (412) 391-0900.
vard, Suite 200, Walnut Creek, CA 94596. Tele-
phone 1-800-258-2766/(415) 939-6666.
Families Anonymous, Inc. This worldwide organi-
zation offers a 12-step, self-help program for fam-
Nar-Anon Family Group Headquarters. This organi-
ilies and friends of people with behavioral
zation operates in a manner similar to Al-Anon
problems usually associated with drug abuse.
and supports people who have friends or family
The organization is similar in structure to Alco-
members with drug problems. World Service Of-
holics Anonymous. P.O. Box 528, Van Nuys, CA
fice, P.O. Box 2562, Palos Verdes Peninsula, CA
91408. Telephone (818) 989-7841.
90274. Telephone (213) 547-5800.
Families in Action National Drug Information Cen-
Narcotics Anonymous. Similar to Alcoholics Anon-
ter. This organization publishes Drug Abuse Up-
ymous, this program is a fellowship of men and
date, a quarterly journal of news and information
women who meet to help one another with their
for persons interested in drug prevention. $25 for
drug dependency problems. World Service Of-
four issues. 2296 Henderson Mill Road, Suite 204,
fice, P.O. Box 9999, Van Nuys, CA 91409. Tele-
Atlanta, GA 30345. Telephone (404) 934-6364.
phone (818) 780-3951.
42
Resources
National Clearinghouse for Alcohol and Drug Infor-
cate junior and senior high school students about
mation (NCADI). NCADI is a resource for alcohol
drug abuse. Communications Center, 1423 North
and other drug information. It carries a wide
Jefferson, Springfield, MO 65802. Telephone
variety of publications dealing with alcohol and
(417) 836-3709.
other drug abuse. Box 2345, Rockville, MD
20852. Telephone (301) 468-2600.
National PTA Drug and Alcohol Abuse Prevention
Project. Offers kits, brochures, posters, and other
National Council on Alcoholism, Inc. This national
publications on alcohol and other drugs for par-
voluntary health agency provides information
ents, teachers, and PTA organizations. 700 North
about alcoholism and alcohol problems through
Rush Street, Chicago, IL 60611. Telephone
more than 300 local affiliates. 12 West 21st Street,
(312) 577-4500.
New York, NY 10010. Telephone (212) 206-6770.
Safe Homes. This national organization encour-
National Crime Prevention Council. This organiza-
ages parents to sign a contract stipulating that
tion works to prevent crime and drug use in
when parties are held in one another's homes
many ways, including developing materials
they will adhere to a strict no-alcohol/no-drug-
(audio visual, reproducible brochures, and other
use rule. P.O. Box 702, Livingston, NJ 07039.
publications) for parents and children. 1700 K
Street, N.W., Washington, D.C. 20006. Telephone
Toughlove. This national self-help group for par-
(202) 466-NCPC.
ents, children, and communities emphasizes co-
operation, personal initiative, and action. It
National Federation of Parents for Drug-Free Youth,
publishes a newsletter, brochures, and books,
Inc. This organization sponsors the National Red
and it holds workshops. P.O. Box 1069, Doyles-
Ribbon Campaign to reduce the demand for
town, PA 18901. Telephone 1-800-333-1069/(215)
drugs and the Responsible Educated Adolescents
348-7090.
Can Help (REACH) program designed to edu-
43
Growing Up Drug Free: A Parent's Guide to Prevention
Toll-Free Information
1-800-241-7946-PRIDE DRUG INFORMATION
HOTLINE
1-800-COCAINE-A COCAINE HELPLINE
A national resource and information center,
A round-the-clock information and referral serv-
Parents' Resource Institute for Drug Education
ice. Recovering cocaine-addict counselors answer
(PRIDE) refers concerned parents to parent
the phones, offer guidance, and refer drug users
groups in their state or local area; gives informa-
and parents to local public and private treatment
tion on how parents can form a group in their
centers and family learning centers.
community; provides telephone consultation and
1-800-NCA-CALL-NATIONAL COUNCIL ON
referrals to emergency health centers; and main-
ALCOHOLISM INFORMATION LINE
tains a series of drug information tapes that cal-
lers can listen to, free of charge, by calling after
The National Council on Alcoholism, Inc., is a
5:00 p.m.
national nonprofit organization that combats
alcoholism, other drug addictions, and related
1-800-622-HELP NIDA HOTLINE
problems. The council also provides referral serv-
NIDA Hotline is a confidential information and
ices to families and individuals seeking help
referral line that directs callers to cocaine abuse
with alcoholism or other drug problems.
treatment centers in the local community. Free
materials on drug abuse are also distributed in re-
sponse to inquiries.
44
Resources
General Reading List for Parents
and Drug Information, P.O. Box 2345, Rockville,
MD 20852. Free.
Drug-Free Kids: A Parents' Guide, 1986. Scott New-
man Center, 6255 Sunset Blvd., Suite 1906, Los
The Fact Is Hispanic Parents Can Help Their Chil-
Angeles, CA 90028. Available in English and in
dren Avoid Alcohol and Other Drug Problems, 1989.
Spanish. $6.50 plus tax for the English-language
National Clearinghouse for Alcohol and Drug In-
version.
formation, P.O. Box 2345, Rockville, MD 20852.
Free.
Kids and Drugs: A Handbook for Parents and Profes-
sionals, by Joyce Tobias, 1987. PANDAA Press,
The Fact Is You Can Prevent Alcohol and Other
4111 Watkins Trail, Annandale, VA 22003. $6.90.
Drug Problems Among Elementary School Children,
Peer Pressure Reversal, by Sharon Scott, 1985, re-
1988. National Clearinghouse for Alcohol and
printed 1988. Human Resource Development
Drug Information, P.O. Box 2345, Rockville, MD
20852. Free.
Press, 22 Amherst Road, Amherst, MA 01002.
$9.95.
The Fact Is You Can Help Prevent Alcohol and
Pot Safari, by Peggy Mann, 1982, reprinted 1987.
Other Drug Use Among Secondary School Students,
Woodmere Press, Cathedral Finance Station,
1989. National Clearinghouse for Alcohol and
P.O. Box 20190, New York, NY 10125. $6.95.
Drug Information, P.O. Box 2345, Rockville, MD
20252. Free.
Preparing for the Drug-Free Years: A Family Activity
Book, by J. David Hawkins, et al., 1988. Develop-
Young Children and Drugs: What Parents Can Do,
mental Research and Programs, Box 85746, Seat-
1987. The Wisconsin Clearinghouse, 1954 E.
tle, WA 98145. $10.95.
Washington Avenue, Madison, WI 53704. $6.00
per 100 brochures.
Team Up for Drug Prevention with America's Young
Athletes, Drug Enforcement Administration, De-
What Works: Schools Without Drugs, U.S. Depart-
ment of Education, 1986, revised in 1989. Na-
mand Reduction Section, 1405 I Street, N.W.,
Washington, DC 20537. Free.
tional Clearinghouse for Alcohol and Drug
Information, Box 2345, Rockville, MD 20852. Free.
Ten Steps To Help Your Child Say "No": A Parent's
Guide, 1986. National Clearinghouse for Alcohol
45
Growing Up Drug Free: A Parent's Guide to Prevention
General Reading List for
Kids and Alcohol: Get High On Life, by Jamie
Elementary School Children
Rattray et al., 1984. Health Communications, Inc.
1721 Blount Road, Suite 1, Pompano Beach, FL
A Little More About Alcohol, 1984. Alcohol Re-
33069. $5.95. A workbook designed to help chil-
search Information Service, 1120 East Oakland
dren (ages 11-14) make important decisions in
Avenue, Lansing, MI 48906. $0.75. A cartoon
their lives and feel good about themselves.
character explains facts about alcohol and its ef-
fects on the body.
Kootch Talks About Alcoholism, by Mary Kay
Schwandt, 1984. Serenity Work, 1455 North Uni-
Alcohol: What It Is, What It Does, by Judith S.
versity Drive, Fargo, ND 58102. $3.00. A 40-page
Seixas, 1977. Greenwillow Books, 105 Madison
coloring book in which Kootch the worm helps
Avenue, New York, NY 10016. $5.95. An easy-to-
young children understand alcoholism and
read illustrated primer on the use and abuse of
alcoholics.
alcohol.
The Sad Story of Mary Wanna or How Marijuana
An Elephant in the Living Room: The Children's
Harms You, by Peggy Mann, illustrated by
Book, by Marion H. Hyppo and Jill M. Hastings,
Naomi Lind, 1988. Woodmere Press, P.O. Box
1984. CompCare Publications, Box 27777, Minne-
20190, Cathedral Finance Station, New York, NY
apolis, MN 55427. $6.00. An illustrated work-
10025. $2.95. A 40-page activity book for children
book designed to help children from alcoholic
in grades 1-4 that contains pictures of the dam-
homes understand that alcoholism is a disease
age that marijuana does to the body.
and that they are not alone in coping with its
effects.
Whiskers Says No to Drugs, 1987. Weekly Reader
Skills Books, Field Publications, 245 Long Hill
Buzzy's Rebound, by William Cosby and Jim
Road, Middletown, CT 06457. $1.50. This book
Willoughby, 1986. National Clearinghouse for
contains stories and follow-up activities for stu-
Alcohol and Drug Information, P.O. Box 2345,
dents in grades 2 and 3 to provide information
Rockville, MD 20852. Free. An 18-page "Fat
and form attitudes before they face peer pressure
Albert" comic book that describes the pressure
to experiment.
on a new kid in town to drink.
46
Resources
General Reading List for Secondary
Different Like Me: A Book for Teens Who Worry
School Children
About Their Parents' Use of Alcohol/Drugs, 1987.
Johnson Institute, 7151 Metro Boulevard, Minne-
About Teens and Drugs, 1987. Channing L. Bete
apolis, MN 55435. $6.95. This 110-page book pro-
Co., South Deerfield, MA 01373. Free. A 15-page
vides support and information for teens who are
booklet providing an overview of the dangers of
concerned, confused, scared, and angry because
drug use and healthy alternative activities tar-
their parents abuse alcohol and other drugs.
geted at senior high school students.
Don't Lose a Friend to Drugs, 1986. National Crime
Chew or Snuff Is Real Bad Stuff. National Cancer
Prevention Council, 1700 K Street, N.W., 2d
Institute, U.S. Department of Health and Human
Floor, Washington, DC 20006. Free. This bro-
Services Building 31, Room 10A24, Bethesda,
chure offers practical advice to teenagers on how
MD 20892. Free. This 8-page pamphlet describes
to say "no" to drugs, how to help a friend who
the hazards of using smokeless tobacco.
uses drugs, and how to initiate community ef-
Christy's Chance, 1987. Network Publications,
forts to prevent drug use.
P.O. Box 1830, Santa Cruz, CA 95061-1830.
$3.95. A story geared to younger teens that al-
lows the reader to make a nonuse decision about
marijuana.
47
Growing Up Drug Free: A Parent's Guide to Prevention
Videos
Say NO! to Drugs: A Parent's Guide to Teaching
A Gift for Life: Helping Your Children Stay Alcohol
Your Kids How To Grow Up Without Drugs and
and Drug Free, 1989. American Council on Drug
Alcohol, 1986. PRIDE, The Hurt Building,
50 Hurt Plaza, Suite 210, Atlanta, GA 30303.
Education, 204 Monroe Street, Suite 110, Rock-
Order No. F008S, $25.95.
ville, MD 20850. $29.95.
Drug-Free Kids: A Parent's Guide, 1986. Scott
Newman Center, 6255 Sunset Blvd., Suite 1906,
Los Angeles, CA 90028. $32.50
48
References
What Parents Can Do
California Department of Justice. Drugs and
Youth: An Information Guide for Parents and Educa-
tors. Produced by the Crime Prevention Center of
the Office of the Attorney General and the Bu-
reau of Narcotic Enforcement, 1988.
Fraser, Mark W., J. David Hawkins and Matthew
O. Howard. "Parent Training for Delinquency
Prevention," in Parent Training and Prevention Ap-
proaches. New York: Haworth Press, 1988.
Johnston, Lloyd D., Jerald G. Bachman, and Pat-
rick M. O'Malley. Monitoring the Future: Question-
naire Responses from the Nation's High School
Seniors. Ann Arbor, MI: University of Michigan,
Institute for Social Research, 1988.
McKay, Gordon D. "Parents as Role Models" in
Parenting as Prevention: Preventing Alcohol and
Other Drug Use Problems in the Family. U.S. De-
partment of Health and Human Services, Office
of Substance Abuse and Prevention, 1989.
Novello, Joseph R. Raising Kids American Style.
New York: A & W Publishers Inc., 1981.
Stern, Alvera. "Parents as Educators" in Parent-
ing as Prevention: Preventing Alcohol and Other
Drug Use Problems in the Family. U.S. Department
.A
Growing Up Drug Free: A Parent's Guide to Prevention
of Health and Human Services, Office of Sub-
Garner, Alan. It's O.K. to Say No to Drugs: A Par-
stance Abuse Prevention, 1989.
ent/Child Manual for the Protection of Children.
New York: Tom Doherty Associates, 1987.
U.S. Department of Health and Human Services.
Illicit Drug Use, Smoking, and Drinking by
Kantrowitz, Barbara, and Wingert, Pat. "How
America's High School Students, College Students,
Kids Learn," Newsweek 103, no. 16 (April 17,
and Young Adults, 1975-1987. Alcohol, Drug
1989): pp. 50-57.
Abuse, and Mental Health Administration, 1988.
Perkins, W. M., and N. McMurtrie-Perkins Rais-
U.S. Department of Health and Human Services.
ing Drug-Free Kids in a Drug-Filled World. Center
Press release on the 1988 National Household
City, MN: Hazelden, 1986.
Survey on Drug Abuse. National Institute on
Drug Abuse, July 31, 1989.
Rich, Dorothy. MegaSkills: How Families Can Help
Children Succeed in School and Beyond. Boston:
Youcha, Geraldine, and Judith S. Seixas. Drugs,
Houghton Mifflin, 1988.
Alcohol, and Your Children: How to Keep Your Fam-
ily Substance-Free. New York: Crown Publishers,
Scott, Sharon. PPR: Peer Pressure Reversal. Am-
1989.
herst, MA: Human Resource Development Press,
Inc., 1985.
Applying the Principles
U.S. Department of Education. Drug Prevention
Ames, Louise Bates, and Frances L. Ilg. Your Four-
Curricula: A Guide to Selection and Implementation.
Year Old: Wild and Wonderful. (Gesell Institute of
Office of Educational Research and Improve-
Child Development) New York: Delacorte Press,
ment, 1988.
1976.
What to Do If Your Child Is Using
Ames, Louise Bates, and Frances L. Ilg. Your
Drugs
Three-Year Old: Friend or Enemy? (Gesell Institute
of Child Development) New York: Delacorte
Dryfoos, J. D. "Youth At Risk: One in Four in
Press, 1976.
Jeopardy." Unpublished report submitted to the
Carnegie Corporation, 1987.
Briggs, Dorothy C. Your Child's Self-Esteem. New
York: Doubleday, 1975.
Hawkins, J. David, et al. Childhood Predictors of
Adolescent Substance Abuse: Toward an Empirically
Grounded Theory. New York: Haworth Press, 1986.
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References
Kumpfer, K. L. Youth at High Risk for Substance
Specific Drugs and Their Effects
Abuse. Rockville, MD: U.S. Department of Health
and Human Services, National Institute on Drug
Petersen, Robert C. Childhood and Adolescent Drug
Abuse, 1987. (ADM 87-1537).
Abuse: A Physician's Guide to Office Practice. New
York: The American Council for Drug Education,
Newcomb, M. B., and P. M. Bentler. Consequences
1987.
of Adolescent Drug Use. Newbury Park, CA: Sage
Publications, Inc., 1988.
U.S. Department of Education. What Works:
Schools Without Drugs. 1989.
U.S. Department of Health and Human Services.
Questions and Answers: Teenage Alcohol Use and
U.S. Department of Health and Human Services.
Abuse. National Institute on Alcohol Abuse and
Sixth Annual Report to the U.S. Congress on Alcohol
Alcoholism, 1983.
and Health. Rockville, MD: National Institute on
Alcohol Abuse and Alcoholism, 1987.
Werner, E. E., and R.S. Smith. Vulnerable but In-
vincible: A Longitudinal Study of Resilient Children
U.S. Department of Justice. Drugs of Abuse. Drug
Enforcement Administration, 1988.
and Youth. New York: McGraw-Hill, 1982.
51
Growing Up Drug Free: A Parent's Guide to Prevention
Acknowledgments
The U.S. Department of Education wishes to thank
Leo T. Powell, Powell and Associates
the following persons who provided comments on this
publication:
John Rosiak, National Crime Prevention Council
Owen S. Bubel, Ph.D., Developmental and
Sue Ruche, Families in Action
Psychological Services Associates
Mel Segal, Office for Substance Abuse Preven-
Lee Dogoloff, American Council on Drug
tion, Department of Health and Human Services
Education
Nancy Simpson, Office for Substance Abuse
Charles Flatter, Ph.D., University of Maryland
Prevention, Department of Health and Human
Services
J. David Hawkins, Ph.D., University of
Washington
Joyce Tobias, PANDAA
Elizabeth Karnes, National Commission on Drug-
John Van Schoonhoven, Greenbelt Center
Free Schools
Elementary School
Michael Klitzner, Ph.D., Pacific Institute for Re-
Manya Unger, National Parent-Teacher
search and Evaluation
Association
***
Elizabeth S. McConnell, U.S. Attorney's Office,
Tampa, FL
The following employees of the U.S. Department of
Anne Meyer, National Federation of Parents for
Education helped prepare this volume:
Drug-Free Youth
Mahlon Anderson
Dick W. Hays
Randolph A. Beales
Jean Klinge
Cindi Moats, University of California, Irvine
Chino Chapa
David Nohara
Nelia Nadal, National Clearinghouse for Alcohol
Judith Cherrington
Kimmon Richards
Maura Daly
Loretta Riggans
and Drug Information
Charlotte Dalton Gillespie
Deborah Rudy
Katherine Powell, Alice Ferguson Foundation
Alan Ginsburg
Ricky Takai
Barbara Vespucci
52
To order additional copies of this guide free of
charge, please call the Department of Education's
toll-free number:
1-800-624-0100
in the Washington, DC, area, call 732-3627.
Or send your name and address to
Growing Up Drug Free
Pueblo, CO 81009
or to the
National Clearinghouse for Alcohol and
Drug Information
P.O. Box 2345
Rockville, MD 20852
STATEMENT OF EDUCATION
UNITED STATES OF AMERICA
U.S. DEPARTMENT OF EDUCATION
WASHINGTON, DC