Safeguard the Youth,

Prevent Substance Use

FRANCIS GRACE H. DUKA-PANTE

Director, ASEAN Training Center for Preventive Drug Education
Health Education Faculty, UP Diliman College of Education

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Our Session Objectives

de basic terms related to drug education

re the principles of Prevention Science

im strategies to become a prevention influencer

Let us do the shakedown activity…

Drug education works!

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Palaging Nagpapasalamat sa Blessings

Depressed, Bored, at Pagod

Busy Pero Inspired

 ASEAN Training Center
for Preventive
Drug Education

University of the Philippines

College of Education
Diliman, Quezon City
 Establishment: 4th Meeting of ASEAN
Drug Experts, 1979

Vision: Unified action for a Drug-free

ASEAN

ASEAN Training Center Mission:

for Preventive
Drug Education promote and protect the well-being of
children and youth from the
University of the Philippines onslaught of drugs through vigorous
College of Education and unified preventive drug
Diliman, Quezon City
education program
292

2024)
 Youth and
Substance Use
Prevention
acquiring the, promises and panaceas.
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Instead of… Use… Because…

addict person who uses • person- first language

drugs/substances
user • shows that person “has” a problem
rather that “is” the problem
substance/
drug abuser person with • avoid negative association, punitive
substance use attitude and individual blame
junkie disorder

Fuderanan, C. (2021) Effective communication skills. Powerpoint presentation.

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 Remember:

Prevention
influencers are both
knowledgeable and
skilled.

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 Why are
adolescents more
vulnerable
to risky behaviorssuch
as substance use?
during major transitions:

•elementary to high school

•junior to senior high school
•senior high school to college/work
Eye Break

https://h6s5v4p8.rocketcdn.me/wp-content/uploads/2020/02/Tulips-Netherlands-Most-Beautiful-Places-in-the-world.jpg
 Drug vs Medicine
Drug Medicine
Nature any chemical agent that -a drug with
alters the biochemical or curative properties
physiological processes of
tissues of organisms

Effect can produce a positive or -positive effect

negative health when correctly
consequence taken
Medicine Misuse vs Abuse
MISUSE ABUSE
use of a medicine for a purpose that is use of medicine that is not
not consistent with medical guidelines prescribed to “feel high” or to chase
(ex. not following the doctor’s a euphoric feeling
prescription)

Signs: Sign:
• taking too much • ongoing and compulsive use
• taking for reasons other than the despite negative consequences
reason they were prescribed
• stopping a medication
• accepting prescription medication
from a friend
 Updated Info

Substance use
the use of psychoactive substances including
tobacco and alcohol, the illegal drugs of
abuse, inhalants and other nonmedical use of
prescription medications
 Substance-related Disorder

cluster of cognitive, behavioral, and

physiological symptoms indicating that the
individual continues using the substance
despite significant substance-related issues
 Updated Info

Substance Use Disorder (SUD)

a chronic, relapsing brain disease that is
characterized by compulsive substance
seeking and use, despite harmful
consequences
 Diagnostic and Statistical
Manual of Mental Disorders,
5 edition
th

Does not use drug addiction or

dependence but rather it refers
to problematic use of drugs as
SUBSTANCE USE DISORDER
or as a SUBSTANCE-INDUCED
DISORDER
 Remember

Today, the official language for describing

use, abuse, and addiction is viewed as
substance use disorders (SUDs) with a
continuum of severity.
• Poverty
• Social Macro-Level
Environment Environments
• Physical
Environment

Personal
Beliefs
Characteristics Attitudes
Behaviors
• Family Micro-Level
• Peers Environments

• School
• Workplace

Adapted from the UPC (2014), Colombo Plan

Theory of Planned Behavior (Ajzen, 1985)
Substance use disorders
contribute significantly to:

• global illness
• disability
• death
 General Effects of Psychoactive Substances
Short-term Long-term
• changes in appetite • heart or lung disease
• wakefulness/drowsiness • cancer
• change in respiratory and heart rate • mental illness
• change in mood • HIV/AIDS
• slowed reaction time/reflexes • hepatitis
• nausea and vomiting • physical/psychological dependence
• hallucination • memory loss
• decreased motor coordination • brain damage
• malnutrition

can lead to substance use disorder

*depends on the type of substance, duration, and frequency of use

 Remember:
1. More drug equals more risk.
2. Younger ageacquiring
equals more
the pressures, promises risk.
and panaceas.

3. Places, time, and activities influence risk

4. The reasons are important.

iMinds (2016). Centre for Addictions Research of BC.

22
Risk Factors for Youth Drug Use

1 Genetic Predisposition 2 Trauma and Adverse

Childhood Experiences
Certain genetic factors can
increase the likelihood of Stressful or traumatic life events
substance abuse, highlighting the can lead young people to turn to
need for early intervention and drugs as a coping mechanism.
support.

3 Negative Peer Influence 4 Mental Health Challenges

The desire to fit in and belong to Underlying mental health issues,
a social group can drive youth to such as depression or anxiety,
experiment with drugs, even can increase the risk of substance
against their better judgment. abuse.

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Protective Factors and Resilience
Strong Family Bonds Positive Peer Connections
Nurturing and supportive family relationships can provide a buffer Engaging with peers who model healthy behaviors and make positive
against the lure of drugs and foster resilience in young people. choices can help youth resist the temptation of substance abuse.

Academic Achievement Access to Mental Health Support

Excelling in school and extracurricular activities can give young people Providing young people with the resources and tools to address mental
a sense of purpose and accomplishment, reducing their vulnerability to health issues can significantly reduce their risk of substance abuse.
drug use.

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Stop Substance Use:
The Finger Model
of Protective
Factors
Domains
 Risk Factors Protective Factors
• genetic predisposition to • healthy development
drug use (40-60%) especially during childhood

• immature prefrontal • well-developed prefrontal

cortex/brain functioning cortex/brain functioning

• insecure attachment • attachment to family

• lack of life skills • well-developed life skills

Risk Factors Protective Factors
• poor parental • authoritative, supportive and
supervision and caring/loving parents
discipline
• parental drug use • drug-free parents and family
members
• family conflict and • healthy family relationship with
domestic violence strong values and consistent
rules
• isolation/lack of social • access to support networks
networks
Risk Factors Protective Factors
• peers’ positive attitude • peers’ negative attitude
toward drug use toward drug use

• negative peer group • positive peer pressure

influence

• ties to deviant peers • ties to model peers

Risk Factors Protective Factors
• school failure • academic achievement

• bullying • positive school climate

• poor attachment to • sense of belonging/bonding

school
Risk Factors Protective Factors
• poor and violent • healthy neighborhood
neighborhood

• lack of support services • access to support services

• social or cultural • engagement in community

discrimination activities
Education for drug use prevention in schools

educational programs, policies, procedures and other

experiences that contribute to the achievement of broader
health goals of preventing drug use and abuse.

• formal and informal health curricula

Pag
• safe and healthy school environment
e 76

• appropriate health services and support

• involvement of the family and the community in the planning
and delivery of programs
 Evidence-
based

positive health
message

no to scare tactics

comprehensive and
interactive
What WORKS What DOES NOT Work

• comprehensive prevention • fear arousal

program • information on specific substances
• integrates coping, personal • focus only on self-esteem/ emotional
and social skills education
• interactive activities • one-time big time drug lecture
• structured series of sessions • unstructured and non-interactive
• involves all stakeholders sessions
• provides booster sessions • use of testimonials of former drug
• delivered by trained users
teachers
Recommended Strategies
Level Recommended Strategies

• values-based strategies
College • abstinence box
• commitment/making a stand activity
• root cause analysis (problem tree and solution tree)
• case studies
• role play
• life skills enhancement exercises
 PICTURE THIS

What surprises you

about the picture?

What links you to the

picture?

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 ‘’WHAT IF…’’

…we have a drug-free world?.

 CONC

Drug use has

nothing to do
with people.
 FORCED

drug use
and mirror
ABSTINENCE BOX
 CONTENT PROCESS

LACK OF STRUCTURE

OUTDATED INEFFECTIVE STRATEGIES

INFORMATION

What are the challenges in effectively delivering

Drug Education?
LACK OF SKILLED LACK OF INTEREST

EDUCATORS TO LEARN

LACK OF TEACHING TOO MANY DISTRACTIONS

MATERIALS

LEARNER’S
RESOURCES
MOTIVATION
 Personal, family, and societal costs

SUBSTANCE USE

Personal Factors Environmental Factors

Genetics Poor literacy skills Lack of role models Negative peer
influence
Let’s try Facial Gymnastics

Wiggle eyebrows up and down as fast as you

can. Stretch them as high as you can. Then try
to raise one eyebrow at a time. Then switch
back and forth between a smile and frown.
• Decision-making Skills
• Assertiveness Skills
• Resistance/Refusal Skills
Steps to Assertive Action You might say:
1. State your When you (did, gave, said,
forgot…)
Obser-
vation.

2. Te l the person how it I was (angry, disappointed,

made you upset, hurt…)
Feel without
blaming.

3. Express your Need. In that situation, I need to

……….
4. State your Request. So please… .
 Basic Rule:

Stay away from

situations where
you can be tempted.
• Maintain eye contact and say no firmly.
• Match verbal with non-verbal signals in
refusing the offer.
• Use the broken record technique.
• Use the cold shoulder approach.
• Give reasons or excuses.
• Give healthful alternatives.
 You Matter in Prevention

help shape attitude towards responsible behavior

support appropriate prosocial roles and reinforce

positive behaviors learned at home/community

provide an opportunity to instill strong values and empower

people
 YOU CAN Do More

Integrate PDE into your agenda.

Collaborate with other stakeholders doing PDE.

Advocate for PDE through various initiatives.

Best Prevention Practices

Page 95
 Best Prevention Practices

Students’ Pledge
Instagram & Facebook #nodrugsatall
Best Prevention Practices

Page 97
Best Prevention Practices

Page 98
 for PDE

teachers and for students. For Page 99

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Abdulmaula, Normeliza (2021)
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Gaba, John Roland (2021)

Mengua, Vina Naomi (2021)
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 STAY DRUG-FREE
Kristiana Gloria Fabria
When you think there’s nothing you can do
I just hope that you would choose you
Cause we can be what we wanna be, and you know
that
We can do that by staying drug-free

Woah, oh, oh, yeah, yeah (3x)

We can do that by staying drug-free

Verse
Move your body, tell me again
What’s your hobby?
Everybody, listen up
Cause this one’s for you

Stop with the stressing, second-guessing

Educate yourself
Look for that someone, you can just hold on
And love yourself
Stand with the left hand
outstretched, palm up.

Swing the right arm in a

circle and clap the
outstretched hand while
saying, “I will commit to a
healthy and drug-free life.”
Repeat three times.
What is your most important learning from the
presentation?

So what did this presentation make you realize?

Now what do you plan to do to be a

prevention influencer?
Colombo Plan Drug Advisory Programme (2022). Course 81: Engaging youth in
prevention, Trainer Manual.

Colombo Plan Drug Advisory Programme (2014). Universal prevention curriculum on

substance use prevention.

Dangerous Drugs Board. Preventive Education, Training and Information Division. Life
Skills Training

Dangerous Drugs Board (2020). 2019 Drug Survey.

UNODC (2024). World Drug Report.