Part A - Society for Public Health Education

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confident, but they soon discover it does just the opposite. Meth can emaciateand scar bodies, rot teeth, and cause brain damage, strokes, memory loss,and heart damage. It can induce paranoia and result in social isolation insteadof the acceptance the users were seeking. Meth can make users angryand violent—and it can kill them.”]• What can teens say to someone who pressures them to use meth orother drugs?[Try role-playing exercises.]Tips to help teens resist peer pressure to use drugs• Ask questions. Having answers to questions such as “What are we going todo at your house? How long will we be there?” will help teens make informeddecisions before getting into a sticky situation.• Talk about the consequences. Teens can explain they don’t want to suffer theconsequences as an excuse not to use drugs. For example, they can say, “Myparents will ground me for months” or “I could get kicked off the footballteam.”• Offer an alternative. If a friend invites a teen to use drugs, the teen can offeran alternative such as “Let’s go get pizza.” If friends pressure, teens shouldwalk away but leave the door open for positive interaction. They could say,“Hey, that’s fine. We will be eating pizza if you change your mind.”• Always have an escape plan. Teens should devise an escape plan with theirparents to get help from a responsible adult if they find themselves in a problemsituation that involves drugs.© 2007 Society for Public Health Education• What can teens do if they think someone they know is using meth?[Also provide information about the symptoms of meth use.]• How can teens fight meth in their schools and communities?By educating their peers about the dangers of drugs.Optional: Show a meth awareness DVDGroup Project (30 minutes)Idea: In groups of three to four, have teens talk about how they would promote theno-meth message. Challenge them to come up with ideas for posters or other publicitymaterials, and then have the groups share their materials.Part A: An Educational Toolkit for Health Educators83
Summary/Wrap-Up (15 minutes)• Open up the floor for a period of questions and answers.• Remind teens of the names of adults they can talk to if someone they knowis using meth.Sample Outline for a Meth Awareness Presentation for Adult AudiencesMaterials You May Want• Fact sheet about meth• Optional: DVD. Suggestions: Meth: Shadow Across America (28 minutes) isfor general audiences and surveys the meth problems from the perspectivesof law enforcement and treatment professionals and discusses the dangers ofmeth labs, addiction, and possible solutions to the problem. Life After Meth(28 minutes) is for general audiences and shows how meth addiction devastatesindividuals and families but that recovery is possible. Personal storiesof six people living in recovery are presented. These DVDs are available forpurchase from the Hazelden Bookstore located at http://www.hazelden.org/bookstore.Introduction (5 minutes)Ask: “How do you think meth use affects communities?”Allow several audience members to respond.Be prepared to briefly identify the ways meth affects communities.State the goals of the presentation:• what meth is and the consequences of using it• how you can tell if someone is using meth• indicators that a meth lab may be in a neighborhood• how to become involved in meth awareness activities• how to find addiction treatment or professional assistance for a person addictedto meth or other drugs© 2007 Society for Public Health Education84 Helping Communities Combat Clandestine Methamphetamine Laboratories
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Helping Communities CombatClandesti
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in the performance of the three cor
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variety of groups about meth and it
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smoked form, it is often called “
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a few minutes. (Snorting or swallow
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the brain) and has longer lasting a
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Some of the ingredients and equipme
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the impact of methamphetamine precu
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SummaryMethamphetamine is a man-mad
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Information SheetHelping Communitie
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Key Information Relevant to Propert
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Signs of a Meth Lab• Residence or
Page 33 and 34: The Cleanup ProcessProperty owners,
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Page 37 and 38: • Support and participate in thei
Page 39 and 40: For additional, more detailed infor
Page 41 and 42: ment officers assume additional res
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Page 47 and 48: Information SheetHelping Communitie
Page 49 and 50: Children exposed to meth labs may d
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Page 59 and 60: Signs and symptoms of a meth user i
Page 61 and 62: How Retailers and Other Community M
Page 63 and 64: Create a Community CoalitionNote: W
Page 65 and 66: • Identify existing and potential
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Page 69 and 70: Phase 3: Running the MeetingIf you
Page 71 and 72: • Use humor. Humor may ease tensi
Page 73 and 74: the ingredients to make meth are so
Page 75 and 76: • Once members of the coalition h
Page 77 and 78: 2. Develop the right contacts.Ident
Page 79 and 80: You can mail, fax, or email press r
Page 81 and 82: Strategies and EventsThe following
Page 83: • A teen-oriented DVD (approximat
Page 87 and 88: Helping Communities CombatClandesti
Page 89 and 90: Methamphetamine Statistics and Tren
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Page 99 and 100: Building Coalitions Against Methamp
Page 101 and 102: This tool kit provides the basics o
Page 103 and 104: Considering your work responsibilit
Page 105 and 106: Since receiving and reviewing this
Page 107: In what setting(s) do you work? (Ch
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Part A - Society for Public Health Education

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