3. The Effects of Substance Abuse on our Community and Society
Young people who drink alcohol and/or use and sell drugs create an atmosphere that is dangerous and unsafe for other members of society. Also, they can be disruptive and violent when they are under the influence. They are less likely to become productive members of society because they are at risk of dropping out of school and often lack motivation and self-discipline. The consequences of substance abuse, such as health problems and young people  born to parents who are unable to care for them, places stress on the resources of the community. 

Activity 15: Individual Reflection Task
  1. Think of a young people you know who abuses substances such as drugs or alcohol. What effect has substance abuse had on that person’s life?
  2. Why do you think this person has not stopped substance abuse?
Activity 16: Group Discussion
Why do you think young people abuse alcohol or drugs? List several reasons
Activity Feedback: (Click here to reveal)
Activity 17: Group Work
Look again at the story of Chikondi, at the beginning of the unit. What are some of the reasons that Chikondi might be particularly vulnerable to substance abuse?

Substance abuse is more likely to occur when young people live with the stress of an unstable home or social environment, or where there are limited employment and recreational opportunities.

  4. How To Tell if Young People are Abusing Substances
As an introduction we want you to do the following activity.

Activity 18: Individual Reflection Activity
  1. How can you tell if the young people you are working with is abusing substances?
  2. Write as many signs and symptoms as possible
Activity Feedback: (Click here to reveal)
 

5. Guiding young people’s attitudes towards substance abuse
As a caregiver, you are probably asking yourself what you can do to help young people under your care not to be tempted to abuse substances. The following are some ways to guide young people’s thoughts and attitudes about substance abuse.

Be a Good Role Model
Caregivers, like parents, are the most important role models in young people’s lives. What they say and do about substance abuse has a significant impact on the choices young people make. Your own habits and attitudes about tobacco, alcohol, and other substances speak louder than words. Take a few minutes to answer the following questions about your feelings and attitudes towards tobacco, alcohol, and other substances (tick Yes/No as appropriate).

Do You ...

- Usually offer alcoholic drinks to friends and family when they come to your home?
- Frequently take medicine for minor aches and pains or if you are feeling sad or nervous?
- Take sleeping pills to fall asleep?
- Use alcohol or any other substance in a way you would not want your young people to when he/she is an adult?
- Smoke cigarettes?
- Are you proud about how much you can drink?
- Make jokes about getting drunk or using drugs?
- You go to parties that involve a lot of drinking?
- Have your young people ever seen you drunk?
- Let minors drink alcohol in your home?

Below are some strategies to model good behaviour but also tap into the thoughts and values of young people.

Really listen to each young people
Really listen to what each young people has to say. Stop what you are doing and make eye contact. Encourage the young people to share questions and concerns about alcohol tobacco and other substances. Do not do all the talking or give long lectures.

Talk with young people honestly
In today’s complex and busy world, it is interesting how few chances there are for parents or guardians to have conversations about substance abuse with young people. One way to talk to young people about substances is to take advantage of everyday “teachable moments.” For example, if you and a young people see a group of teenagers sniffing glue and hanging out, talk about the possible negative effects of their actions.

Watch TV with young people and ask them what they think
Whenever you see an anti-substance abuse commercial on TV, use it as an opening to talk with the young people about substance abuse. Ask them what they think about the commercial.
Discuss a newspaper article or local event (perhaps an accident) in which substance abuse was a factor.

Make discussions about tobacco, alcohol, & other substances part of your daily conversation
Young people who don’t know the facts about tobacco, alcohol, and other substances are at a greater risk of trying them. Be sure that you know the facts about substance abuse and how it can harm people. Clear up any wrong information, such as “everybody drinks” or “Chamba won’t hurt you.” Talk to them about the dangers of substance use and abuse! It is important to let young people know that substance abuse will damage their bodies. Emphasise the health problems associated with substance abuse, such as: malnutrition, stomach ailments, increased risk of cancer, heart attacks, brain damage, nausea and vomiting, hepatitis or HIV/AIDS transmitted through shared needles.

 

Activity 19: Group Work
Discuss how the need for peer-group acceptance can lead to substance abuse.

Help young people develop strong values
Young people who decide not to use alcohol or other substances often make this decision because they have strong convictions against the use of these substances - convictions based on a value system. Be clear about your own values and explain to the young people why you choose a particular course of action and how that choice reflects your values.

Be Clear about Rules
Young people want you to talk to them about substances. State your position clearly. If you’re not clear, they may be tempted to use them. Tell young people that you don’t want them to use alcohol, tobacco, and other substances because you love them. Make it clear that this rule holds true even at other people’s houses.
Also discuss the consequences of breaking the rules—what the punishment will be and how it will be carried out. Consequences must go hand-in-hand with limits so that young people understand that there are predictable outcomes to their choosing a particular course of action.
The consequences you select should be reasonable and related to the violation. For example, if you catch young people smoking, you might “ground” them, restricting their social activities for two weeks. You could then use this time to show them how concerned you are about the serious health consequences of smoking, and about the possibility of becoming addicted.

Teach them how to say “No”
Help to prepare all young people for an occasion when peers or adults offer them drugs, alcohol, cigarettes, or other substances by helping them practice what they might say when confronted by this situation. For example, they might:

  • Ask questions: “What is it?” “Where did you get it?”
  • Say no firmly.
  • Give reasons: “No thanks, I’m not into that.”
  • Suggest other things to do (play a game).
  • Leave (go home, go to class and join other friends).

Help the child develop a strong sense of self-worth. Look for all the good things in a child—and then tell the child how proud you are. Praise the child’s efforts as well as successes. Emphasize the things children do right, instead of focusing on what’s wrong. Making a few mistakes is a normal part of growing up, so try not to be too critical when a child makes a mistake. Gradually allow children to make more decisions on their own.  Ask for their opinions sometimes.

Activity 20: Group Discussion
Discuss the importance of being an individual and the meaning of real friendships. Help children understand that they do not have to do something wrong just to feel accepted.  A strong sense of self-worth will help children to say no to tobacco, alcohol, and other substances.

Teach coping skills
Respect a young people’s feelings. Pay attention, and be helpful during periods of loneliness or doubt. Offer advice about handling strong emotions and feelings. Help young people cope with emotions by letting them know that feelings will change. Explain that mood swings are not really bad, and they won’t last forever. Model how to control mental pain or tension without the use of tobacco, alcohol, or other substances.

Get to know them
Get to know young people. Find out how their day was, what happened in school, or with their friends. Know where they are at all times. Go to their events; for example, sports games, plays, school shows. Play games with them. Know who their friends are. Young people won’t always be ready to talk just because you are ready to listen. To provide opportunities for young people to open up to you, you need to spend time with them. When they have concerns, you need to really listen and try to understand what things are like for them.

Encourage healthy, creative activities
Look for ways to get young people involved in athletics, hobbies, school clubs, and other activities that reduce boredom and excess free time. Encourage positive friendships and interests. Look for activities that you and the young people can do together.

Parents/Guardians Work with young people’s parents/guardians to build an anti-substance abuse environment for young people. When parents/guardians join together against substance abuse, they are much more effective than when they act alone. One way is to form a parent group with the parents of a young people’s friends. The best way to stop a young people from abusing substances is to stop his/her friends from using them too.

Encourage peer support
Young people and young people can encourage one another to lead substance-free lives. Encourage them to talk with one another about the dangers of substance abuse and to help one another find healthy ways to deal with the pressures in their lives.

Know what to do if young people abuse substances
Realise that young people may abuse substances. Learn the signs of substance abuse. Take seriously any concerns you hear from friends, teachers, or other kids about a young people’s possible substance abuse. Trust your instincts. If you truly feel that something is wrong with a young people, it probably is. If there’s a problem, seek professional help.

Personal exploration
Many of the children and young people that you work with may already have experimented with various substances. Whether they come to you for help or you find out about their activities in another way, you will need to be prepared to work with them in a constructive way.

We know that one of the keys to being an effective counselor is to know ourselves. When we understand the experiences and beliefs that we take with us into a counseling situation, we are better able to set them aside and really pay attention to the young person we are counseling.

Almost all of us either know someone who has an addiction or have struggled with one ourselves. This means we take a lot of “baggage” into a counseling situation. If we have an addiction that we haven’t recognised, we might tell ourselves that a young person really doesn’t have a problem. If we have managed to overcome an addiction, we may be impatient with others who are less successful. If we have a dear relative whose life was ruined by drugs or alcohol, we may overreact to a young person’s substance abuse.

Activity 21: Individual Task
Answer the questions in the following activity as honestly as possible
  1. Name someone you know quite well who abuses substances. What substances are they?
  2. What are some of the types of behaviour that tell you this person is abusing substances?
  3. What impact has the substance abuse had on this person’s life?
  4. How has it affected his or her family or other people close to this person?
  5. Is this person aware that he or she has a substance abuse problem? How do you know?
  6. Has this person ever tried to quit abusing substances? What was that like? Was he/she successful?
  7. Do you use, or have you used, alcohol or drugs? If so, have you ever abused these substances? What are your reasons for saying that you have abused, rather than just used, these substances?
  8. What thoughts and feelings do you have about substance abusers and their lifestyle?
  9. What thoughts and feelings do you have about substance abusers and their lifestyle?
  10. What do your own reactions tell you about the values and beliefs you have about substance abuse?
  11. What are some things that, because of your own history and beliefs, you need to remember when you are counseling a young people who may have a substance abuse problem?