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A Parent's Guide To Prevention

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GROWING UP DRUG FREE:
A Parent's Guide to Prevention

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

Gretchen Fair

cover

page 16

Carrie Venable

Michael Parker

pagel

page 25

Lindsay Simpson

Uma Rao

page 9

page 27

Lauren DeAngelis

Sarah Heggestad

page 14

page 41

Nicole

Spears

page

•49

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 Bob Daemmrich/ Uniphoto

Photo on page 28 by Frank Siteman/ Uniphoto

Design by EEI, Alexandria, Virginia

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
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.

Growing Up Drug Free: A Parent's Guide to Prevention

These add up to "values." Children who decide
not to use alcohol or other drugs often make this
decision because they have strong convictions
against the use of these substances — convictions
that are based in a value system. Social, family,
and religious values give young people reasons
to say no and help them stick to their decisions.

Here are some ways to help make your family's
values clear:

T Communicate values openly. Talk about why val-
ues such as honesty, self-reliance, and responsi-
bility are important, and how values help
children make good decisions. Teach your child
how each decision builds on previous decisions
as one's character is formed, and how a good
decision makes the next decision easier.

T Recognize how your actions affect the develop-
ment of your child's values. Simply stated, chil-
dren copy their parents' behavior. Children
whose parents smoke, for example, are more
likely to become smokers. Evaluate your own
use of tobacco, alcohol, prescription medi-
cines, and even over-the-counter drugs. Con-
sider how your attitudes and actions may be
shaping your child's choice about whether or
not to use alcohol or other drugs.

This does not mean, however, that if you are in
the habit of having wine with dinner or an occa-
sional beer or cocktail you must stop. Children
can understand and accept that there are differ-

ences between what adults may do legally and
what is appropriate and legal for children. Keep
that distinction sharp, however. Do not let your
children be involved in your drinking by mixing
a cocktail for you or bringing you a beer, and do
not allow your child to have sips of your drink.

T Look for conflicts between your words and your ac-
tions. Remember that children are quick to sense
when parents send signals by their actions that
it's all right to duck unpleasant duties or to be
dishonest. Telling your child to say that you are
not at home because a phone call comes at an in-
convenient time is, in effect, teaching your child
that it is all right to be dishonest.

T Make sure that your child understands your fam-
ily values. Parents assume, sometimes mistak-
enly, that children have "absorbed" values
even though they may be rarely or never dis-
cussed. You can test your child's understand-
ing by discussing some common situations at
the dinner table; for example, "What would
you do if the person ahead of you in line at
the theater dropped a dollar bill?"

Setting and Enforcing Rules Against
the Use of Alcohol and Other Drugs

As parents, we are responsible for setting rules
for our children to follow. When it comes to alco-
hol and other drug use, strong rules need to be
established to protect the well-being of a child.

What Parents Can Do

Setting rules is only half the job, however; we
must be prepared to enforce the penalties when
the rules are broken.

T Be specific. Explain the reasons for the rules.
Tell your child what the rules are and what
behavior is expected. Discuss the conse-
quences of breaking the rules: what the pun-
ishment will be, how it will be carried out,
how much time will be involved, and what
the punishment is supposed to achieve.

▼ Be consistent. Make it clear to your child that a
no-alcohol /no-drug-use rule remains the
same at all times — in your home, in a friend's
home, anywhere the child is.

T Be reasonable. Don't add new consequences
that have not been discussed before the rule
was broken. Avoid unrealistic threats such as,
"Your father will kill you when he gets
home." Instead, react calmly and carry out
the punishment that the child expects to re-
ceive for breaking the rule.

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

Children and Alcohol

Parents who are clear about not wanting their children to
use illicit drugs may find it harder to be tough about alco-
hol. After all, alcohol is legal for adults, many parents
drink, and alcohol is a part of some religious obser-
vances. As a result, we may view alcohol as a less danger-
ous substance than other drugs. The facts say otherwise:

▼ 4.6 million teenagers have a drinking problem.

T 4 percent of high school seniors drink alcohol every
day.

T Alcohol-related accidents are the leading cause of
death among young people 15 to 24 years of age.

T About half of all youthful deaths in drowning, fires,
suicide, and homicide are alcohol-related.

T Young people who use alcohol at an early age are
more likely to use alcohol heavily and to have
alcohol-related problems; they are also more likely to
abuse other drugs and to get into trouble with the
law.

T Young people whose body weight is lower than
adults reach a higher blood alcohol concentration
level than adults and show greater effects for longer
periods of time.

Growing Up Drug Free: A Parent's Guide to Prevention

Facts on Tobacco

We know that smokers are 10 times as likely as nonsmok-
ers to develop lung cancer and 3 times as likely to die at
early ages from heart attack. In fact, in 1985, smoking was
the leading cause of early death among adults. Nicotine,
the active ingredient in tobacco, is as addictive as heroin,
and fewer than 20 percent of smokers are able to quit the
first time they try. Despite these facts, many children use
these products.

▼ 18 percent of high school seniors are daily smokers;
1 1 percent smoke 10 or more cigarettes per day.

T Young people who use cigarettes are also at great risk
for all other drug use.

T 70 percent of all children try cigarettes, 40 percent of
them before they have reached high school.

T Cigarettes contain more than 4,000 harmful sub-
stances, several of which cause cancer.

▼ 12 percent of boys and 1 percent of girls have chewed
tobacco or used snuff. Smokeless tobacco is just as ad-
dictive and harmful as tobacco that is smoked.

intelligently with our children. In addition, well-
informed parents are better able to recognize if a
child has symptoms of alcohol or drug-related
problems:

At a minimum, you should:

— know the different types of drugs and al-
cohol most commonly used and the dan-
gers associated with each;

— be able to identify paraphernalia associ-
ated with each drug;

— be familiar with the street names of drugs;

— know what drugs look like;

— know the signs of alcohol and other drug
use and be alert for changes in your
child's behavior or appearance;

— 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.

What Parents Can Do

A Quiz for Parents

1. What is the most commonly used drug in
the United States?

(a) heroin (b) cocaine (c) alcohol

(d) marijuana

2. Name the three drugs most commonly
used by children.

3. Which drug is associated with the most
teenage deaths?

4. Which of the following contains the
most alcohol?

(a) a 12-ounce can of beer (b) a cocktail
(c) a 12-ounce wine cooler (d) a 5-ounce
glass of wine (e) all contain equal
amounts of alcohol.

5. Crack is a particularly dangerous drug
because it is:

(a) cheap (b) readily available (c) highly
addictive (d) all of the above

6. Fumes from which of the following can
be inhaled to produce a high:

(a) spray paint (b) model glue (c) nail pol-
ish remover (d) whipped cream canisters

(e) all of the above

7. People who have not used alcohol and
other drugs before their 20th birthday:
(a) have no risk of becoming chemically
dependent (b) are less likely to develop a
drinking problem or use illicit drugs

8. A speedball is a combination of which
two drugs?

(a) cocaine and heroin (b) PCP and LSD

9. Anabolic steroids are dangerous because
they may result in:

(a) development of female characteristics
in males (b) development of male charac-
teristics in females (c) stunted growth

(d) damage to the liver and cardiovascular
system (e) overaggressive behavior

(f) all of the above

10. How much alcohol can a pregnant
woman safely consume?

(a) a 6-ounce glass of wine with dinner

(b) two 12-ounce beers each day

(answers on page 6)

Growing Up Drug Free: A Parent's Guide to Prevention

Answers

1. (c) Because it is legal for adults and
widely accepted in our culture, alcohol is
the drug most often used in the United
States.

2. Alcohol, tobacco, and marijuana. These
are the "gateway" drugs, drugs that chil-
dren are first exposed to and whose use
often precedes use of other drugs.

3. Alcohol. More than 10,000 teenagers died
in alcohol-related traffic accidents in 1986;
40,000 more were injured.

4. (e) All four contain approximately 1.5
ounces of alcohol.

5. (d) Small quantities of crack can be
bought for as little as $5.00. The low price
makes it easily affordable to young peo-
ple. In addition, crack is thought to be
one of the most addictive drugs.

6. (e) Virtually anything that emits fumes or
comes in aerosol form can be inhaled to
obtain a high.

7. (b) Early use of alcohol and other drugs —
often by age 15 or less — is strongly associ-
ated with drug-related problems such as
addiction.

8. (a) Combining cocaine and heroin is in-
creasingly popular as a way of trying to
lessen or control bad side effects.

9. (0 Steroid users subject themselves to
more than 70 side effects. The liver and
cardiovascular and reproductive systems
are most seriously affected by steroid use.
In females, irreversible masculine traits
can develop. Psychological effects in both
sexes can cause very aggressive behavior
and depression.

10. (d) Medical researchers have not estab-
lished any safe limits for alcohol intake
during pregnancy.

What Parents Can Do

Talking with and Listening to Your
Child

Many parents hesitate to discuss alcohol and other
drug use with their child. Some of us believe that
our children couldn't become involved with illegal
substances. Others delay because we don't know
what to say or how to say it, or we are afraid of put-
ting ideas into our children's heads.

Don't wait until you think your child has a prob-
lem. Many young people in treatment programs
say that they had used alcohol and other drugs for
at least two years before their parents knew about
it. Begin early to talk about alcohol and other
drugs, and keep the lines of communication open.

Don't be afraid to admit that you don't have all the
answers. Let your child know that you are con-
cerned, and that you can work together to find an-
swers. Some references that may help are listed on
pages 41-48 of this guide.

Here are some basic hints for improving your ability
to talk with your child about alcohol and other drugs:

Y Bea good listener. Make sure your child feels
comfortable bringing problems or questions
to you. Listen closely to what your child
says. Don't allow anger at what you hear to
end the discussion. If necessary, take a 5-
minute break to calm down before continu-
ing. Take note of what your child is not
saying, too. If the child does not tell you

about problems, take the initiative and ask
questions about what is going on at school or
in other activities.

Be available to discuss even sensitive subjects.
Young people need to know that they can
rely on their parents for accurate information
about subjects that are important to them. If
your child wants to discuss something at a
time when you can't give it full attention, ex-
plain why you can't talk, set a time to talk
later, and then carry through on it!

T Give lots of praise. Emphasize the things your
youngster is doing right instead of always focus-
ing on things that are wrong. When parents are
quicker to praise than to criticize, children learn
to feel good about themselves, and they de-
velop the self-confidence to trust their own
judgment.

T Give clear messages. When talking about the use
of alcohol and other drugs, be sure you give
your child a clear no-use message, so that the
child will know exactly what is expected. For ex-
ample, "In our family we don't allow the use of
illegal drugs, and children are not allowed to
drink."

T Model good behavior. Children learn by exam-
ple as well as teaching. Make sure that your
own actions reflect the standards of honesty,
integrity, and fair play that you expect of
your child.

Growing Up Drug Free: A Parent's Guide to Prevention

Communication Tips

Effective communication between parents and children is
not always easy to achieve. Children and adults have dif-
ferent communication styles and different ways of re-
sponding in a conversation. In addition, timing and
atmosphere may determine how successful communica-
tion will be. Parents should make time to talk with their
children in a quiet, unhurried manner. The following tips
are designed to make communication more successful.

Listening

T Pay attention.

T Don't interrupt.

T Don't prepare what you will say while your child is
speaking.

T Reserve judgment until your child has finished and
has asked you for a response.

Looking

▼ Be aware of your child's facial expression and body
language. Is your child nervous or uncomfortable —
frowning, drumming fingers, tapping a foot, looking
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.

T During the conversation, acknowledge what your
child is saying — move your body forward if you are
sitting, touch a shoulder if you are walking, or nod
your head and make eye contact.

Responding

T "I am very concerned about " or "I understand

that it is sometimes difficult " are better ways to

respond to your child than beginning sentences with
"You should," or "If I were you," or "When I was

your age we didn't " Speaking for oneself sounds

thoughtful and is less likely to be considered a lecture
or an automatic response.

T If your child tells you something you don't want to
hear, don't ignore the statement.

T Don't offer advice in response to every statement
your child makes. It is better to listen carefully to
what is being said and try to understand the real feel-
ings behind the words.

T Make sure you understand what your child means.
Repeat things to your child for confirmation.

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.

If s tempting for busy parents to do things for
young children because if 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.

Growing Up Drug Free: A Parent's Guide to Prevention

Suggested Activities

T Set aside regular times when you can give
your child your full attention. Playing to-
gether, reading a book, and taking a walk are
special times that help to build strong bonds
of trust and affection between you and your
child.

T Point out to your child poisonous and harm-
ful substances that can be found in your
home. Household products such as bleach,
lye, and furniture polish all have warning la-
bels that you can read to your child. Keep all
household products that could harm a small
child away from the place you store foods
and out of your child's reach.

T Explain how medicine can be harmful if used
incorrectly. Teach your child not to take any-
thing from a medicine bottle unless you give
it to the child yourself or specify someone
else who can give it, such as a babysitter or
grandparent.

T Explain why children need good food and
should put only good things into their bodies.
Have your child name several good foods
that he or she eats regularly, and explain how
those foods will make your child strong and
healthy.

▼ 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

children: Play fair. Share toys. Tell the truth.
Treat others the way you want them to treat
you.

T Encourage your child to follow instructions.
For example, invite your child to help you
cook; following a recipe — measuring ingredi-
ents, cracking eggs, kneading dough — can
help children have fun while learning about
step-by-step procedures. Playing simple
board games with your child can give prac-
tice in following instructions and rules.

T Take advantage of opportunities to use play
as a way to help your child handle frustrating
situations and solve simple problems. A
tower of blocks that continuously collapses
can drive a child to tears. You can offer a few
suggestions to keep the tower up, but at the
same time you should ask your child what he
or she thinks is the best way to do it. Turning
a bad situation into a success reinforces a
child's self-confidence.

T To help your child learn decision making in a
practical way, lay out some clothing from
which the child can select what he or she
wishes to wear. Don't worry if the choices
don't quite match. Let your child know that
you think he or she is able to make good
decisions.

Applying the Principles

Kindergarten-Grade 3

Five- to nine-year-olds usually feel good about
themselves. They like growing up, and they gen-
erally like school and all the new opportunities it
provides. They still think and learn primarily by
experience, and they don't have a good under-
standing of things that will happen in the future.
Fact and fantasy mingle easily; the world is seen
as the child wishes it to be, and not as it actually
is. Children of this age need rules to guide their
behavior and information to make good choices
and decisions.

Discussions about alcohol and other drugs must
be in the here and now, and related to people
and events the child knows about. Most children
are very interested in how their bodies work, so
discussions should focus on maintaining good
health and avoiding things that might harm the
body.

Adults are very important both as teachers and
as role models. Children are generally trusting,
and they believe that the decisions adults make
for them are right. Helping your child know
whom to trust is important. They need to under-
stand that just because someone tells them to do
something, it is not always right to do it.

By the end of the third grade, your child should
understand:

— what an illicit drug is, why it is illegal,
what it looks like, and what harm it can
do;

— how foods, poisons, medicines, and illicit
drugs differ;

— how medicines may help during illness,
when prescribed by a doctor and adminis-
tered by a responsible adult, but also how
medicines are drugs that can be harmful if
misused;

— why it is important to avoid unknown
and possibly dangerous objects, contain-
ers, and substances;

— which adults, both at school and out-
side, you want your child to rely on for
answers to questions or help in an
emergency;

— which foods are nutritious and why exer-
cise is important;

— 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.

Growing Up Drug Free: A Parent's Guide to Prevention

Suggested Activities

▼ Children in this age group need to under-
stand the family's rules. You can explain the
need for rules by talking about traffic safety
rules and school rules with which your child
is already familiar.

T Emphasize the importance of good health by
talking about things people do to stay
healthy, such as brushing teeth after each
meal, washing hands, eating good foods, get-
ting plenty of rest and sleep. You can use this
discussion to contrast the harmful things that
people do, such as taking drugs, smoking, or
drinking to excess.

T 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

bike where you do not allow your child to go,
for example, or being offered medicine or
other unfamiliar substances. Give your child
some responses to use in these situations. (See
page 13.)

Develop a "helpers" file of people your child
can rely on. Put together a phone list of rela-
tives, family friends, neighbors, teachers, reli-
gious leaders, and the police and fire
departments. Illustrate the list with photos.
Talk with your child about the kind of help
each person on the list could provide in case
of various unexpected situations, such as
being approached by strangers or losing a
house key.

Applying the Principles

Grades 4-6

liiis is a period of slowed physical growth when
typically a lot of energy goes into learning. Chil-
dren 10 to 12 years old love to learn facts, espe-
cially strange ones, and they want to know how
things work and what sources of information are
available to them.

Friends — a single best friend or a group of
friends — become very important. What children
this age are interested in or will be committed to
often is determined by what the group thinks.
Children's self-image is determined in part by
the extent to which they are accepted by peers,
especially popular peers. As a result, a lot of "fol-
lowers" are unable to make independent deci-
sions and choices.

This age is perhaps the most important time for
parents to focus on increased efforts at drug pre-
vention. These late elementary school years are
crucial to decisions about the use of alcohol and
other drugs. The greatest risk for starting to
smoke comes in the sixth and seventh grades. Re-
search shows that the earlier youngsters begin to
use alcohol and other drugs, the more likely they
are to have real trouble.

Teaching Your Child to Say No

Here are some steps that you can practice with your
child to make it easier for the child to refuse an offer of
alcohol and other drugs. Tell your child to:

T Ask questions. If unknown substances are offered,
ask, "What is it?" and "Where did you get it?" If a
party or other gathering is proposed, ask, "Who else
is coming?" "Where will it be?" "Will parents be
there?"

T Say no. Don't argue, don't discuss. Say no and show
that you mean it.

T Give reasons. "I'm doing something else that night"
or "The coach says drugs will hurt my game" are ex-
amples of some reasons that youngsters can use.
Also, don't forget the oldest reason: "My parents
will kill me."

T Suggest other things to do. If a friend is offering alco-
hol or other drugs, saying no is tougher. Suggesting
something else to do — going to a movie, playing a
game, or working together on a project — shows that
drugs are being rejected, not the friend.

T Leave. When all these steps have been tried, get out
of the situation immediately. Go home, go to class,
join a group of friends, or talk to someone else.

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.

.^.J-

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Applying the Principles

Suggested Activities

T Create special times when you are available
to talk to your child. Try to give your child
undivided attention. A w^alk together, dinner
in a quiet place, or a visit to the ice cream par-
lor after a movie are some ways to make talk-
ing together a little easier.

T Encourage your child to participate in whole-
some activities that will allow the child to
form new friendships and have fun. Sports,
Scouts, religious-sponsored youth programs,
and community-sponsored youth organiza-
tions are excellent ways for children to meet
others of their own age.

T Teach your child to be aware of how drugs
and alcohol are promoted. Discuss how chil-
dren are bombarded with messages — from
TV, song lyrics, billboards, and advertise-
ments— that using alcohol and other drugs is
very glamorous. Clearly separate the myths
from the realities of alcohol and other drug
use.

T 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.

T Encourage your child to join a local antidrug
club or peer assistance group that encourages
drug-free activities.

T Ask your child to scan the morning newspa-
per and to circle any article that has to do
with alcohol and other drug use. No doubt
there will be articles about drug-related mur-
ders, strife in other countries due to drug traf-
ficking, and alcohol-related auto accidents.
Talk with your child about the tremendous
loss of lives and resources because of the use
of alcohol and other drugs.

T Make friends with the parents of your child's
friends so that you can reinforce one
another's efforts in teaching good personal
and social habits. A neighborhood social gath-
ering, sporting event, or school assembly are
good places to meet.

T Join with other parents in providing super-
vised activities for young people to limit "free
time," which often leads to experimentation
with alcohol and other drugs.

Growing Up Drug Free: A Parent's Guide to Prevention

Grades 7-9

During the early teens "fitting in" with friends is
a controlHng 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

liii:

Applying the Principles

that they will get lung cancer or heart disease in
several decades is less likely to make an impres-
sion than talking about bad breath, stained teeth
and fingers, and burned clothing.

Many young people use drugs because their
friends use drugs. A large portion of your pre-
vention efforts during these years should be
spent reinforcing your child's motivation to
avoid alcohol and other drugs. Here are some
important steps:

T Counteract peer influence with parent influence.
Reinforce your no-alcohol /no-drug-use rules
and expectations so that your child clearly un-
derstands that drinking and using drugs are
unacceptable and illegal. Children may argue
that "everyone is doing it" and not experienc-
ing any harmful effects. Inform your child
that alcohol and other drug use is illegal for
children and that "everyone is not doing it."
Emphasize how unpredictable the effects of
alcohol and other drugs can be, so that al-
though many drug users may appear to func-
tion properly, drug use is extremely risky,
and all it takes is one bad experience to
change a life.

▼ Get to know your child's friends and their par-
ents. Meet your child's friends. Invite them
to your home frequently. Share your expecta-
tions about behavior with other parents.
Work together to develop a set of rules about

curfews, unchaperoned parties, and other sodal
activities.

Monitor your child's whereabouts. If your child
is at "a friend's house," be sure that you
know the friend and the parents. If your child
is at the movies, be sure you know what film
is playing and at which theater. Last-minute
changes in plans, such as visiting a different
friend or going to a different movie, should
not be permitted unless the child checks with
Mom, Dad, or another designated adult.

By the end of ninth grade your child should
know:

— the characteristics and chemical nature of
specific drugs and drug interactions;

— the physiology of drug effects on the circu-
latory, respiratory, nervous, and reproduc-
tive systems;

— the stages of chemical dependency and
their unpredictability from person to
person;

— the ways that drug use affects activities re-
quiring motor coordination, such as driv-
ing a car or participating in sports; and

— family history, particularly if alcoholism
or other drug addiction has been a
problem.

Growing Up Drug Free: A Parent's Guide to Prevention

Suggested Activities

▼ Continue to practice ways to say no with
your child. Teach your child to recognize
problem situations, such as being at a house
where no adults are present and young peo-
ple are smoking or drinking beer. Make up
situations in which your child may be asked
to try alcohol and other drugs and let the
child practice saying no using the steps out-
lined. Try many variations until you are confi-
dent that your child knows how to say no.

T Children this age are very concerned about
how others see them. You can help your child
develop a positive self-image by making sure
that the child looks good and feels healthy. In
addition to providing well-balanced meals,
keep your refrigerator and pantry stocked
with appealing alternatives to junk food.

▼ Continue to spend private time with your
child to discuss what your child feels is im-
portant in his or her life right now. Your
child's fears about emerging sexuality, ap-
pearing different from friends, and going on
to high school are real problems and deserve
your concern and attention.

▼ Periodically review and update, with your
child's participation, your house rules and
your child's responsibilities regarding chores,
homework, time limit on TV watching, and
the curfew on school and weekend nights.
Discuss these questions with your child: Are
the rules fair and the consequences appropri-
ate? Is it time to switch to some new chores?
Should there be fewer or different chores be-
cause of added homework assignments or
after-school activities? Should the curfew be
adjusted?

T Talk with your child about friendship. Make
the point that true friends do not ask each
other to do things they know are wrong and
risk harm to themselves, their friends, or their
families.

T Plan supervised parties or other activities for
your child in your home which reflect a no-
alcohol /no-drug-use rule. For example, have
your child invite friends to share a pizza and
watch TV.

Applying the Principles

Grades 10-12

High school students are future-oriented and can
engage in abstract thinking. They have an in-
creasingly realistic understanding of adults.
Young people therefore want adults to discuss
their concerns and the ways they solve problems
and make decisions. You may have a tremen-
dous new opportunity to help your children at
this age. At the same time, the teenagers con-
tinue to be group-orientated, and belonging to
the group motivates much of their behavior and
actions. During these years, young people often
develop a broader outlook and become more in-
terested in the welfare of others.

By the end of high school, your child should
understand:

— both the immediate and long-term physi-
cal effects of specific drugs;

— the possibly fatal effects of combining
drugs;

— the relationship of drug use to other dis-
eases and disabilities;

— the effects of alcohol and other drugs on
the fetus during pregnancy;

— the fact that drug use is not a victimless
crime;

— the effects and possible consequences of
operating equipment while using alcohol
and other drugs;

— the impact that drug use has on society;
and

— the extent of community intervention
resources.

You may want to focus on the potential long-
term effects of alcohol and other drugs during
these years: drugs can ruin your teen's chances
of getting into college, being accepted by the mili-
tary, or being hired for certain jobs. Your teen
may also be impressed by the importance of serv-
ing as a good role model for a younger brother
or sister.

Although young people long for independence,
it is particularly important to keep them in-
volved in the family and family activities. They
should join the rest of the family for dinner regu-
larly, be part of family vacations, and remain
part of family routines.

Growing Up Drug Free: A Parent's Guide to Prevention

Suggested Activities

▼ Continue to talk with your teenager about al-
cohol and other drug use. Chances are your
teen has friends who use alcohol and other
drugs or knows people who do. Talk about
how alcohol and other drug use threatens
lives and may limit opportunities for the
future.

T Plan strategies to limit your teen's unsuper-
vised hours at home, while you are at work.
Researchers have found that lunchtime and
3:00-6:00 p.m. are periods teenagers are likely
to experiment with alcohol and other drugs.

T Encourage your teenager to work on behalf of
a drug prevention program by being trained
as a volunteer to answer hot-line calls or as a
peer counselor.

T Talk with your teenager about joining a
sports club, drama club, arts and crafts cen-
ter, or dance studio or about volunteering to
work for a church group or community orga-
nization. The busier your teenager is, the less
likely he or she is to be bored and to seek an
outlet in alcohol or other drugs. Volunteer
with your teenager, if you have time.

▼ Plan alcohol- and drug-free activities with
other families during school vacations and

major holidays, which can be high-risk idle
times for teens.

T Make sure your teen has access to up-to-date in-
formation on alcohol and other drugs and their
effects. Make an effort to be informed about any
new drugs that are popular, and know their ef-
fects. (For suggested reading, see the resources
section at the end of this booklet.)

T Cooperate with other parents to make sure
that the parties and social events your teen-
ager attends are alcohol- and drug-free. Some
families choose to draw up a contract holding
adults responsible for parties given in their
homes; the contract specifies that all parties
will be supervised and that there is to be no
use of alcohol or other drugs. (See "Safe
Homes" in the resource section.)

T Help plan community-sponsored drug-free
activities such as alcohol- and drug-free
dances and other recreational activities such
as "midnight basketball."

T Talk with your teenager about the future. Dis-
cuss your expectations and your teenager's
ambitions. Collect college or vocational cata-
logs for your teenager, and discuss different
educational and career options. Plan a family
outing to local colleges and universities.

What 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;
T aggressive, rebellious behavior;

T excessive influence by peers;

T lack of parental support and guidance; and

T 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:

T Does your child seem withdrawn, de-
pressed, tired, and careless about personal
grooming?

▼ Has your child become hostile and uncooper-
ative?

T Have your child's relationships with other
family members deteriorated?

T Has your child dropped his old friends?

Growing Up Drug Free: A Parent's Guide to Prevention

Two types of homemade crack pipes.

T Is your child no longer doing well in school —
grades slipping, attendance irregular?

T Has your child lost interest in hobbies, sports,
and other favorite activities?

T 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-
amine your child to rule out illness or other phys-
ical problems.

Cocaine paraphernalia includes mirrors, razor blades, and scales used by
drug dealers.

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.

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,
and a sense of failure as parents are common
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
likely it is that your child can be helped.

Powdered cocaine.

Marijuana paraphernalia includes rolling papers, clips, and pipes.

Growing Up Drug Free: A Parent's Guide to Prevention

First, do not confront a child wlio is under the in-
fluence of alcohol or other drugs, but wait until
the child is sober. Then discuss your suspicions
with your child calmly and objectively. Bring in
other members of the family to help, if necessary.

Second, impose whatever discipline your family
has decided on for violating the rules and stick to
it. Don't relent because the youngster promises
never to do it again.

Many young people lie about their alcohol and
drug use. If you think your child is not being
truthful and the evidence is pretty strong, you
may wish to have your child evaluated by a

health professional experienced in diagnosing
adolescents with alcohol- and drug-related
problems.

If your child has developed a pattern of drug
use or has engaged in heavy use, you will prob-
ably need help to intervene. If you do not
know about drug treatment programs in your
area, call your doctor, local hospital, or county
mental health society for a referral. Your
school district should have a substance abuse
coordinator or a counselor who can refer you
to treatment programs, too. Parents whose chil-
dren have been through treatment programs
can also provide information.

GetMng Involved

W^ W-

i*m;

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
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

Growing Up Drug Free: A Parent's Guide to Prevention

used. Do they contain a clear message that al-
cohol 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
devoted 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 of-
ficers can outline the scope and severity of the drug
problem in your community, and substance abuse
counselors can discuss symptoms of alcohol and
other drug use and treatment options.

Parent-Community Activities

Help your child to grow up alcohol and drug
free by supporting community efforts to give
young people healthy alternatives. Alcohol- and
drug-free proms and other school-based celebra-
tions are growing in popularity around the
country. You can help to organize such events,
solicit contributions, and serve as a chaperon.

Local businesses are also an excellent source of
support for alternative activities such as athletic
teams and part-time jobs. Shops and restaurants
in one community in Texas, for example, now
offer discounts to young people who test nega-
tive for drugs in a voluntary urinalysis.

Parent Support Groups

Other parents can be valuable allies in your ef-
fort to keep your child drug free. Get to know
the parents of your child's friends. Share expecta-
tions about behavior and develop a set of mutual-
ly agreed upon rules about such things as
curfews, unchaperoned parties, and places that
are off-limits. Helping youngsters stay out of
trouble is easier when rules of conduct are clear-
ly known and widely shared.

Build a network of other adults with whom you
can talk. Join a parent organization in your com-
munity, or talk informally with your friends
about common concerns in rearing children.
Sharing experiences can provide insights that
help you deal with your child's behavior. It also
helps to know that other parents have faced
similar situations.

Making It Work

'V/XL^V.

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
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-

Growing Up Drug Free: A Parent's Guide to Prevention

merit can help, but no one can replace the family.
Being involved with drug and alcohol prevention lets
our children know that we care. It strengthens the
family and helps us to be the kind of parents our
children need us to be.

A similar commitment leads parents of students
in Commodore Stockton Skills School in Stock-
ton, California, to donate more than 400 volun-
teer hours each month helping in the classrooms.
Last year a family picnic held during Red Ribbon
Week, a national drug awareness week, drew 500
participants for a day of games and activities
focused on prevention of drug use.

In addition to helping in the classroom, Stockton
parents work to maintain discipline, to reinforce
students' respect for other people, and to foster
personal responsibility at home.

As a result, behavioral problems in the school are
infrequent, attendance is high, and area police
report juvenile drug arrests from every school in
the city except Commodore Stockton.

Successful efforts to rid a neighborhood of drugs
are often joint efforts. Two years ago in New
Haven, Connecticut, the residents of six housing
projects joined forces to solve a neighborhood prob-
lem— drugs. The residents were afraid for the
safety of their children and sick of the murders and
other nightly violence related to drug deals.

Representing more than 1,400 families from the
six projects, the group drafted an action plan to
rid the neighborhood of drugs. The residents
asked the local police to conduct "sting" opera-
tions periodically. Members of the New Haven
news media have been invited to the project,
where residents speak openly about the
problems they encounter. The residents have in-
vited local community groups and the Greater
New Haven Labor Council to join in the fight. In
addition, the mayor has become directly in-
volved in their struggle.

One member, speaking on behalf of the resi-
dents, stated its main objective: "We are banding
together to stop this madness so that we can
have a peaceful and livable neighborhood and
community." Today, drug sales have decreased,
and members of the community feel safer and
more hopeful about the future.

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.

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
Hkely 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.

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

WJiat is it called?

What does it look like? How is it used?

Marijuana

Pot, Reefer, Grass, Weed,
Dope, Ganja, Mary Jane, or
Sinsemilla

Tetrahydrocannabinol THC
Hashish Hash

Hashish Oil

Hash Oil

Like dried parsley, with
stems and/or seeds; rolled
into cigarettes

Soft gelatin capsules

Brown or black cakes or
balls

Concentrated syrupy liq-
uid varying in color from
clear to black

Smoked or eaten

Taken orally
Smoked or eaten

Smoked — mixed with
tobacco

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

Wliat is it called?

Wliat does it look like? How is it used?

Nitrous Oxide

Laughing gas or Whippets

Amyl Nitrite

Butyl Nitrite

Poppers or Snappers

Rush, Bolt, Bullet, Locker
Room, and Climax

Hydrocarbons

Solvents

Small 8-gram metal
cylinder sold with a
balloon or pipe
propellant for whipped
cream in aerosol spray can

Clear yellowish liquid in
ampules

In small bottles

Vapors inhaled

Chlorohydrocarbons Aerosol sprays or cleaning Aerosol paint cans

fluids

Vapors inhaled
Vapors inhaled
Vapors inhaled

Cans of aerosol propel- Vapors inhaled

lants, gasoline, glue, paint

thinner

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 WJiat 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

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

Wliat is it called?

Wltat does it look like? How is it used?

Amphetamines

Methamphetamines

Speed, Uppers, Ups, Black Capsules, pills, tablets

beauties. Pep pills, Copilots,
Bumblebees, Hearts, Benze-
drine, Dexedrine, Footballs,
and Biphetamine

Crank, Crystal meth, Crystal White powder, pills,
methedrine, and Speed rock that resembles a

block of paraffin

Additional Stimulants Ritalin, Cylert, Preludin,
Didrex, Pre-State, Voranil,
Sandrex, and Plegine

Pills or capsules

Taken orally, injected, in-
haled

Taken orally, injected

Specific Drags and Their Effects

Depressants

The effects of depressants are in nnany 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?

Witat does it look like? How is it used?

Barbiturates

Methaqualone
Tranquilizers

Downers, Barbs, Blue
Devils, Red Devils,
Yellow Jacket, Yellows,
Nembutal, Tuinals,
Seconal, and Amytal

Quaaludes, Ludes,
Sopors

Valium, Librium,
Miltown, Serax, Equanil,
Miltown, and Tranxene

Red, yellow, blue, or red Taken orally
and blue capsules

Tablets

Tablets or capsules

Taken orally

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

Wfiat is it called?

WJiat does it look like? How is it used?

Phencyclidine

Lysergic acid
diethylamide

PCP, Hog, Angel Dust, Love-
boat, Lovely, Killer Weed

LSD, Acid, Microdot, White
lightning. Blue heaven, and
Sugar cubes

Mescaline and Peyote Mesc, Buttons, and Cactus

Psilocybin

Magic Mushrooms,
'shrooms,

Liquid, white crystalline
powder, pills, capsules

Colored tablets, blotter
paper, clear liquid, thin
squares of gelatin

Hard brown discs, tablets,
capsules

Taken orally, injected,
smoked (sprayed on joints
or cigarettes)

Taken orally, licked off
paper, gelatin and liquid
can be put in the eyes

Discs — chewed, swal-
lowed, or smoked
Tablets and capsules —
taken orally

Fresh or dried mushrooms Chewed and swallowed

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 nnay 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

Codeine

Morphine

Opium
Meperidine
Other narcotics

Smack, Horse, Mud, Brown
sugar, junk, black tar, and
BigH

Empirin compound with co-
deine, Tylenol with codeine.
Codeine in cough medicine

Pectoral syrup

Paregoric, Dover's powder,
Parepectolin

Pethidine, Demerol,
Mepergan

Percocet, Percodan,
Tussionex, Fentanyl, Darvon,
Talwin, and Lomotil

White to dark-brown
powder or tarlike sub-
stance

Dark liquid varying in
thickness, capsules,
tablets

White crystals, hypoder-
mic tablets, or injectable
solutions

Dark brown chunks,
powder

White powder, solution,
tablets

Tablets or capsules

Injected, smoked, or
inhaled

Taken orally, injected

Taken orally, injected, or
smoked

Smoked, eaten, or injected

Taken orally, injected

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

WJiat is it called?

What does it look like? How is it used?

Analog of Fentanyl
(Narcotic)

Analog of Meperi-
dine (Narcotic)

Analog of Amphet-
amines or Metham-
phetamines
(Hallucinogens)

Analog of Phencycli-
dine (PCP)

Synthetic heroin, China white White powder

MPTP (New heroin), MPPP, White powder
synthetic heroin

MDMA (Ecstasy, XTC, White powder, tablets, or

Adam, Essence), MDM, STP, capsules
PMA, 2, 5-DMA, TMA,
DOM, DOB, EVE

PCPy, PCE

White powder

Inhaled, injected

Taken orally, injected, or
inhaled

Taken orally, injected, or
smoked

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.

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
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.)

Growing Up Drug Free: A Parent's Guide to Prevention

Al-Anon Family Group Headquarters. Al-Anon was
established as a resource for family members and
friends of alcoholics. It is a free, nonprofessional,
worldwide organization with more than 30,000
groups. (See your telephone White Pages.)

American Council for Drug Education. This organiza-
tion provides information on drug use, develops
media campaigns, reviews scientific findings, pub-
lishes books and a newsletter, and offers films and
curriculum materials for preteens. 204 Monroe
Street, Rockville, MD 20850. Telephone 1-800-488-
DRUG/(301) 294-0600.

Chemical People Project. The project supplies infor-
mation in the form of tapes, literature, and semi-
nars. The Public Television Outreach Alliance,
c/o WQED-TV, 4802 Fifth Avenue, Pittsburgh,
PA 15213. Telephone (412) 391-0900.

Families Anonymous, Inc. This worldwide or-
ganization offers a 12-step, self-help program for
families and friends of people with behavioral
problems usually associated with drug abuse.
The organization is similar in structure to Al-
coholics Anonymous. P.O. Box 528, Van Nuys,
CA 91408. Telephone (818) 989-7841.

Families in Action National Drug Information Cen-
ter. This organization publishes Drug Abuse Up-
date, a quarterly journal of news and information
for persons interested in drug prevention. $25 for
four issues. 2296 Henderson Mill Road, Suite 204,
Atlanta, GA 30345. Telephone (404) 934-6364.

Hazelden Foundation. This foundation distributes
educational materials and self-help literature for
participants in 12-step recovery programs and
for the professionals who work in the field.
Pleasant Valley Road, Box 176, Center City, MN
55012-0176. Telephone 1-800-328-9000.

Institute on Black Chemical Abuse. This institute
provides training and technical assistance to
programs that want to serve African- American/
black clients and others of color more effectively.
2614 Nicollet Avenue, Minneapolis, MN 55408.
Telephone (612) 871-7878.

"fust Say No" Clubs. These clubs provide support
and positive peer reinforcement to youngsters
through workshops, seminars, newsletters, and a
variety of activities. 1777 North California
Boulevard, Suite 200, Walnut Creek, CA 94596.
Telephone 1-800-258-2766/(415) 939-6666.

Nar-Anon Family Group Headquarters. This or-
ganization operates in a manner similar to Al-
Anon and supports people who have friends or
family members with drug problems. World Ser-
vice Office, P.O. Box 2562, Palos Verdes Penin-
sula, CA 90274. Telephone (213) 547-5800.

Narcotics Anonymous. Similar to Alcoholics
Anonymous, this program is a fellowship of men
and women who meet to help one another with
their drug dependency problems. World Service
Office, P.O. Box 9999, Van Nuys, CA 91409.
Telephone (818) 780-3951.

Resources

National Clearinghouse for Alcohol and Drug Infor-
mation (NCADI). NCADI is a resource for alcohol
and other drug information. It carries a wide
variety of publications dealing with alcohol and
other drug abuse. Box 2345, Rockville, MD
20852. Telephone 1-800-SAY-NOTO/(301) 468-
2600.

National Council on Alcoholism, Inc. This national
voluntary health agency provides information
about alcoholism and alcohol problems through
more than 300 local affiliates. 12 West 21st Street,
New York, NY 10010. Telephone (212) 206-6770.

National Crime Prevention Council. This organiza-
tion works to prevent crime and drug use in
many ways, including developing materials
(audio visual, reproducible brochures, and other
publications) for parents and children. 1700 K
Street, N.W., Washington, D.C. 20006. Telephone
(202) 466-NCPC.

National Federation of Parents for Drug-Free Youth,
Inc. This organization sponsors the National Red
Ribbon Campaign to reduce the demand for
drugs and the Responsible Educated Adolescents
Can Help (REACH) program designed to edu-

cate junior and senior high school students about
drug abuse. P.O. Box 3878, St. Louis, MO 63122.
Telephone (314) 968-1322.

National PTA Drug and Alcohol Abuse Prevention
Project. Offers kits, brochures, posters, and other
publications on alcohol and other drugs for
parents, teachers, and PTA organizations. 700
North Rush Street, Chicago, IL 60611. Telephone
(312) 577-4500.

Safe Homes. This national organization en-
courages parents to sign a contract stipulating
that when parties are held in one another's
homes they will adhere to a strict no-alcohol /no-
drug-use rule. P.O. Box 702, Livingston, NJ
07039.

Toughlove. This national self-help group for
parents, children, and communities emphasizes
cooperation, personal initiative, and action. It
publishes a newsletter, brochures, and books,
and it holds workshops. P.O. Box 1069, Doyles-
town, PA 18901. Telephone 1-800-333-1069/(215)
348-7090.

Growing Up Drug Free: A Parent's Guide to Prevention

Toll-Free Information

1-800-COCAINE—A COCAINE HELPLINE

A round-the-clock information and referral serv-
ice. Recovering cocaine-addict counselors answer
the phones, offer guidance, and refer drug users
and parents to local public and private treatment
centers and family learning centers.

1-800-NCA-CALL— NATIONAL COUNCIL ON
ALCOHOLISM INFORMATION LINE

The National Council on Alcoholism, Inc., is a
national nonprofit organization that combats

alcoholism, other drug addictions, and related
problems. The council also provides referral serv-
ices to families and individuals seeking help
with alcoholism or other drug problems.

1-800-622-HELP NIDA HOTUNE

NIDA Hotline is a confidential information and
referral line that directs callers to cocaine abuse
treatment centers in the local community. Free
materials on drug abuse are also distributed in
response to inquiries.

Resources

General Reading List for Parents

Drug-Free Kids: A Parents' Guide, 1986. Scott New-
man Center, 6255 Sunset Blvd., Suite 1906, Los
Angeles, CA 90028. Available in English and in
Spanish. $6.50 plus tax for the English-language
version.

Kids and Drugs: A Handbook for Parents and Profes-
sionals, by Joyce Tobias, 1987. PANDA A Press,
4111 Watkins Trail, Annandale, VA 22003. $6.90.

Peer Pressure Reversal, by Sharon Scott, 1985, re-
printed 1988. Human Resource Development
Press, 22 Amherst Road, Amherst, MA 01002.
$9.95.

Pot Safari, by Peggy Mann, 1982, reprinted 1987.
Woodmere Press, Cathedral Finance Station,
P.O. Box 20190, New York, NY 10125. $6.95.

Preparing for the Drug-Free Years: A Family Activity
Book, by J. David Hawkins, et al., 1988. Develop-
mental Research and Programs, Box 85746, Seat-
tle, WA 98145. $10.95.

Team Up for Drug Prevention with America's Young
Athletes, Drug Enforcement Administration, De-
mand Reduction Section, 1405 I Street, N.W.,
Washington, DC 20537. Free.

Ten Steps To Help Your Child Say "No": A Parent's
Guide, 1986. National Clearinghouse for Alcohol

and Drug Information, P.O. Box 2345, Rockville,
MD 20852. Free.

The Fact Is. ..Hispanic Parents Can Help Their Chil-
dren Avoid Alcohol and Other Drug Problems, 1989.
National Clearinghouse for Alcohol and Drug In-
formation, P.O. Box 2345, Rockville, MD 20852.
Free.

The Fact Is. ..You Can Prevent Alcohol and Other
Drug Problems Among Elementary School Children,

1988. National Clearinghouse for Alcohol and
Drug Information, P.O. Box 2345, Rockville, MD
20852. Free.

The Fact Is. ..You Can Help Prevent Alcohol and
Other Drug Use Among Secondary School Students,

1989. National Clearinghouse for Alcohol and
Drug Information, P.O. Box 2345, Rockville, MD
20252. Free.

Young Children and Drugs: Wltat Parents Can Do,
1987. The Wisconsin Clearinghouse, 1954 E.
Washington Avenue, Madison, WI 53704. $6.00
per 100 brochures.

What Works: Schools Without Drugs, U.S. Depart-
ment of Education, 1986, revised in 1989. Na-
tional Clearinghouse for Alcohol and Drug
Information, Box 2345, Rockville, MD 20852. Free.

Growing Up Drug Free: A Parent's Guide to PrevenUon

General Reading List for
Elementary School Children

A Little More About Alcohol, 1984. Alcohol Re-
search Information Service, 1120 East Oakland
Avenue, Lansing, MI 48906. $0.75. A cartoon
character explains facts about alcohol and its ef-
fects on the body.

Alcohol: What It Is, What It Does, by Judith S.
Seixas, 1977. Green willow Books, 105 Madison
Avenue, New York, NY 10016. $5.95. An easy-to-
read illustrated primer on the use and abuse of
alcohol.

An Elephant in the Living Room: The Children's
Book, by Marion H. Hyppo and Jill M. Hastings,
1984. CompCare Publications, Box 27777, Minne-
apolis, MN 55427. $6.00. An illustrated work-
book designed to help children from alcoholic
homes understand that alcoholism is a disease
and that they are not alone in coping with its
effects.

Buzzy's Rebound, by William Cosby and Jim
Willoughby, 1986. National Clearinghouse for
Alcohol and Drug Information, P.O. Box 2345,
Rockville, MD 20852. Free. An 18-page "Fat
Albert" comic book that describes the pressure
on a new kid in town to drink.

Kids and Alcohol: Get High On Life, by Jamie
Rattray et al., 1984. Health Communications, Inc.
1721 Blount Road, Suite 1, Pompano Beach, FL
33069. $5.95. A workbook designed to help chil-
dren (ages 11-14) make important decisions in
their lives and feel good about themselves.

Kootch Talks About Alcoholism, by Mary Kay
Schwandt, 1984. Serenity Work, 1455 North Uni-
versity Drive, Fargo, ND 58102. $3.00. A 40-page
coloring book in which Kootch the worm helps
young children understand alcoholism and
alcoholics.

The Sad Story of Mary Wanna or How Marijuana
Harms You, by Peggy Mann, illustrated by
Naomi Lind, 1988. Woodmere Press, P.O. Box
20190, Cathedral Finance Station, New York, NY
10025. $2.95. A 40-page activity book for children
in grades 1-4 that contains pictures of the dam-
age that marijuana does to the body.

Whiskers Says No to Drugs, 1987. Weekly Reader
Skills Books, Field Publications, 245 Long Hill
Road, Middletown, CT 06457. $1.50. This book
contains stories and follow-up activities for stu-
dents in grades 2 and 3 to provide information
and form attitudes before they face peer pressure
to experiment.

Resources

General Reading List for Secondary
School Children

Chew or Snuff Is Real Bad Stuff. National Cancer
Institute, U.S. Department of Health and Human
Services Building 31, Room 10A24, Bethesda,
MD 20892. Free. This 8-page pamphlet describes
the hazards of using smokeless tobacco.

Christy's Chance, 1987. Network Publications,
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.

Different Like Me: A Book for Teens Who Worry
About Their Parents' Use of Alcohol /Drugs, 1987.
Johnson Institute, 7151 Metro Boulevard, Min-
neapolis, MN 55435. $6.95. This 110-page book
provides support and information for teens who
are concerned, confused, scared, and angry be-
cause their parents abuse alcohol and other
drugs.

Don't Lose a Friend to Drugs, 1986. National Crime
Prevention Council, 1700 K Street, N.W., 2d
Floor, Washington, DC 20006. Free. This
brochure offers practical advice to teenagers on
how to say "no" to drugs, how to help a friend
who uses drugs, and how to initiate community
efforts to prevent drug use.

Growing Up Drug Free: A Parent's Guide to Prevention

Videos

A Gift for Life: Helping Your Children Stay Alcohol
and Drug Free, 1989. American Council on Drug
Education, 204 Monroe Street, Suite 110, Rock-
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

Say NO! to Drugs: A Parent's Guide to Teaching
Your Kids How To Grow Up Without Drugs and
Alcohol, 1986. PRIDE, The Hurt Building,
50 Hurt Plaza, Suite 210, Atlanta, GA 30303.
Order No. F008S, $25.95.

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. 'Tarent Training for Delinquency
Prevention," in Parent Training and Prevention Ap-
proaches. New York: Ha worth Press, 1988.

Johnston, Lloyd D., Jerald G. Bachman, and Pat-
rick M. CMalley. 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. 'Tarents as Educators" in Parent-
ing as Prevention: Preventing Alcohol and Other
Drug Use Problems in the Family. U.S. Department

Growing Up Drug Free: A Parent's Guide to Prevention

of Health and Human Services, Office of Sub-
stance Abuse Prevention, 1989.

U.S. Department of Health and Human Services.
Illicit Drug Use, Smoking, and Drinking by
America's High School Students, College Students,
and Young Adults, 1975-1987. Alcohol, Drug
Abuse, and Mental Health Administration, 1988.

U.S. Department of Health and Human Services.
Press release on the 1988 National Household
Survey on Drug Abuse. National Institute on
Drug Abuse, July 31, 1989.

Youcha, Geraldine, and Judith S. Seixas. Drugs,
Alcohol, and Your Children: How to Keep Your Fam-
ily Substance-Free. New York: Crown Publishers,
1989.

Applying the Principles

Ames, Louise Bates, and Frances L. Ilg. Your Four-
Year Old: Wild and Wonderful. (Gesell Institute of
Child Development) New York: Delacorte Press,
1976.

Ames, Louise Bates, and Frances L. Ilg. Your
Three-Year Old: Friend or Enemy? (Gesell Institute
of Child Development) New York: Delacorte
Press, 1976.

Briggs, Dorothy C. Your Child's Self-Esteem. New
York: Doubleday, 1975.

Garner, Alan. It's O.K. to Say No to Drugs: A Par-
ent/Child Manual for the Protection of Children.
New York: Tom Doherty Associates, 1987.

Kantrowitz, Barbara, and Wingert, Pat. "How
Kids Learn," Naosweek 103, no. 16 (April 17,
1989): pp. 50-57.

Perkins, W. M., and N. McMurtrie-Perkins. Rais-
ing Drug-Free Kids in a Drug-Filled World. Center
City, MN: Hazelden, 1986.

Rich, Dorothy. MegaSkills: How Families Can Help
Children Succeed in School and Beyond. Boston:
Houghton Mifflin, 1988.

Scott, Sharon. PPR: Peer Pressure Reversal. Am-
herst, MA: Human Resource Development Press,
Inc., 1985.

U.S. Department of Education. Drug Prevention
Curricula: A Guide to Selection and Implementation.
Office of Educational Research and Improve-
ment, 1988.

What to Do If Your Child Is Using
Drugs

Dryfoos, J. D. "Youth At Risk: One in Four in
Jeopardy." Unpublished report submitted to the
Carnegie Corporation, 1987.

Hawkins, J. David, et al. Childhood Predictors of
Adolescent Substance Abuse: Toward an Empirically
Grounded Theory. New York: Ha worth Press, 1986.

References

Kumpfer, K. L. Youth at High Risk for Substance
Abuse. Rockville, MD: U.S. Department of Health
and Human Services, National Institute on Drug
Abuse, 1987. (ADM 87-1537).

Newcomb, M. B., and P. M. Bentler. Consequences
of Adolescent Drug Use. Newbury Park, CA: Sage
Publications, Inc., 1988.

U.S. Department of Health and Human Services.
Questions and Answers: Teenage Alcohol Use and
Abuse. National Institute on Alcohol Abuse and
Alcoholism, 1983.

Werner, E. E., and R. S. Smith. Vulnerable but In-
vincible: A Longitudinal Study of Resilient Children
and Youth. New York: McGraw-Hill, 1982.

Specific Drugs and Their Effects

Petersen, Robert C. Childhood and Adolescent Drug
Abuse: A Physician's Guide to Office Practice. New
York: The American Council for Drug Education,
1987.

U.S. Department of Education. What Works:
Schools Without Drugs. 1989.

U.S. Department of Health and Human Services.

Sixth Annual Report to the U.S. Congress on Alcohol
and Health. Rockville, MD: National Institute on
Alcohol Abuse and Alcoholism, 1987.

U.S. Department of Justice. Drugs of Abuse. Drug
Enforcement Administration, 1988.

Growing Up Drug Free: A Parent's Guide to Prevention

Acknowledgments

The U.S. Department of Education wishes to thank
the following persons who provided comments on this
publication:

Owen S. Bubel, Ph.D., Developmental and Psy-
chological Services Associates

Lee Dogoloff, American Council on Drug
Education

Charles Flatter, Ph.D., University of Maryland

J. David Hawkins, Ph.D., University of
Washington

Elizabeth Karnes, National Commission on Drug-
Free Schools

Michael Klitzner, Ph.D., Pacific Institute for Re-
search and Evaluation

Elizabeth S. McConnell, U.S. Attorney's Office,
Tampa, FL

Anne Meyer, National Federation of Parents for
Drug-Free Youth

Cindi Moats, University of California, Irvine

Nelia Nadal, National Clearinghouse for Alcohol
and Drug Information

Katherine Powell, Alice Ferguson Foundation

Leo T. Powell, Powell and Associates

John Rosiak, National Crime Prevention Council

Sue Ruche, Families in Action

Mel Segal, Office for Substance Abuse Preven-
tion, Department of Health and Human Services

Nancy Simpson, Office for Substance Abuse Pre-
vention, Department of Health and Human
Services

Joyce Tobias, PANDAA

John Van Schoonhoven, Greenbelt Center Ele-
mentary School

Manya Unger, National Parent-Teacher
Association

The following employees of the U.S. Department of
Education helped prepare this volume:

Mahlon Anderson

Randolph A. Beales

Chino Chapa

Judith Cherrington

Maura Daly

Charlotte Dalton Gillespie

Alan Ginsburg

Dick W. Hays
Jean Klinge
David Nohara
Kimmon Richards
Loretta Riggans
Deborah Rudy
Ricky Takai
Barbara Vespucci

ED/OESE92-29R

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

U. S. DEPARTMENT OF EDUCATION
WASHINGTON. DC

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