Lectures for local high school health education - Essay Example

? Lectures for Local High School Health Education Lectures for Local High School Health Education Drug Use: Alcohol, Cigarette Smoking and other Recreational Drugs The adolescent period is known for strong peer pressure as well as the large decrease in parental supervision, which makes it important that before the youth they succumb to such influences they must be properly-informed on the consequences. In the case of this lecture it is the use of addictive substances and how these can affect an individual in various aspects such as physical, mental, emotional, and financial capabilities (Carr, 2013; Lemish, 2013; Parker, et al., 2002; Plant, et al., 2011). Addiction is hard to combat among younger people due to mass media portrayal of cigarette use and alcohol drinking making one more mature, daring, sophisticated, fun or elegant, increasing the difficulty to dissuade adolescents from even thinking of trying to avoid usage of (Bellis, et al., 2007; Carr, 2013; Macleod, et al., 2004; Miller & Plant, 1996). This entails the need to provide the youth with informed choices on how to deal with drugs or other addictive substances through the discussion of the various interrelated aspects of addictive substance abuse such as health impacts (physical, emotional, behavioural, mental effects), societal effects (e.g. drug use effect on socialisation skills), and effects on one’s finances (e.g. losing the capability of earning or saving money, leading to financial ruin). This is because by leaving out the other related effects caused by drug use when discussed to audiences, the impact of such discussions become dampened and fail to provide any objective or logical reasons for adolescents, or any other individual to avoid drugs or addictive substances altogether (Parrott, et al., 2001). Aside from mass media portrayal and actual selling of some legal but addictive substances, experimentation of drug use has been commonplace, with approximately up to 90% of adolescents have already experienced drinking alcohol, 60% have tried cigarettes, 50% have used cannabis, and 20% have tried other kinds of street drugs (Carr, 2013; Miller & Plant, 1996). Statistics have risen in alarming levels in the previous years, which could cause an epidemic if not addressed promptly and early among the most susceptible members of the population, thus drug-use becomes a very important issue to be discussed with the youth (Plant, et al., 2011). The numbers may not make sense or be overwhelming for younger audiences, so to engage them with the topic and be receptive to it, discussions on the effects of such drugs into the body such as long-term physical, emotional and behavioural aspects as well as the potential economic or financial impact of drug use (e.g. comparisons between how much money they can save when not using addictive substances) must be discussed to the target audience of 13-15 years of age. Alternative activities that promote a healthier lifestyle such as finding productive hobbies or engaging in physical activities with or without their peers must also be introduced to them so that they could be informed about better choices in spending their time in ways more productive than using addictive substances. The first part of the lecture needs to inform the audiences on the kinds of drugs or other addictive substances that may be found in contemporary society, with alcoholic drinks such as beer and distilled spirits and cigarettes constituting “legalised addictive substances” and other recreational drugs such as cannabis/marijuana, heroin/cocaine, and ecstasy/MDMA (3,4-methylenedioxymethamphethamine) constituting “prohibited substances”, and discussing the various short-term and long-term effects of the active ingredients of these substances to the nervous system and to a person’s overall health and well-being (Parrott, et al., 2001). This is because more often than not many people, even those beyond the age of adolescence that such drugs only stimulate or create “highs” at the beginning, and work differently as the drug progresses through the system, creating the “lows” felt before the effects of the drugs wear off (Edwards, et al., 2003). Also, because the body tends to become tolerant with each dose due to the additive effects of drug tolerance and addiction, in order to replicate the feelings of looseness with each usage, the dosage of the drugs must also be increased or combined with other prohibited substances to enhance the drugs’ effects, which entails the individual to spend more and in the end causes the individual to lose hold on reality and develop an over-reliance on drugs in order to remain functional or stable (Carr, 2013). This further leads an individual to lose common sense and instead resort to various unsound or desperate measures such as using criminal acts to obtain money or the substances in order to get “high”. After discussing the effects of drugs on the person, how drug use will affect an individual and the society will be discussed in the second part of the lecture. Aside from the loss of control over impulses, the audiences must also be informed of the moral, emotional, behavioural and financial consequences of drug use, which is not often portrayed or shown explicitly by mass media (Edwards, et al., 2003). For example, in terms of a person’s moral compass the person having an addiction becomes entirely focused in just one thing and loses interest in living without the use of such drugs, which makes the addicted individual more “zombie-like” or a “living dead” that acts on selfish impulses than an actual person that thinks and does things for others (Lemish, 2013). This person’s loss over impulse control can impact many people, such as the person’s family members, friends, neighbours, co-workers or even those just simply passing by, and could get harmed as a result. Over time, apart from the body getting weaker due to the effects of the drugs, it is expected that the individual’s brain would also show the lasting effects of the drugs such as developing anxiety and behavioural disorders, memory problems, and a decrease in socialisation skills, which impacts said person’s quality of life. Aside from the development of health problems, persons with addictions will always have money problems since the good part of their wages or whatever amount of money they have will always end up in substance purchase and abuse that will not only ruin their health but also their way of living. As an example an individual with addiction problems on any kind of substance can spend anywhere from ?50-?1,500 per day just to keep up with addiction problems (CIBA Foundation, 1992). If this amount has been added up for the number of days or years that the individual has been drug-free, the money could have been better spent on what an individual could actually enjoy wholesomely. This is another dimension of drug use that is rarely discussed and while it may not have as much impact as it could have on working individuals, for younger audiences that already have monetary issues, discussing the cons of using addictive substances in terms of money wasted can further compel them to avoid substance abuse altogether (Edwards, et al., 2003). Nutrition, Physical Activity and Weight The relationship between nutrition, physical activity and weight has been analysed, proven and continuously promoted by various institutions, wherein excessive or improper diets without sufficient nutrients as well as the lack of physical activity to burn excessive calories can considerably cause people to lack control over weight gain and become overweight or obese (More, 2013). However, in the case of adolescents, this can go both extremes: some overeat without doing physical activities; and some starve themselves and do too many physical activities to the point that these adolescents become severely malnourished and underweight. This poses just as much harm, if not more harmful than overeating because the period of adolescence is considered to be a period of high metabolic activity, nutrient assimilation and the build-up of bone density, and the lack of this proper nutrient assimilation could cause potential problems for these adolescents in their adult and later years such as osteoporosis, cardiovascular diseases and weak muscles (British Nutrition Foundation, BNF, 2013; Tassoni, 2007; World Health Organisation, WHO, 2003). Because of the dangers of improper nutrition and malnourishment to adolescents, there is a need for them to be properly informed about having both adequate nutrition and physical activity not just for their physiques but also for health reasons that will aid them later in life. Nutrition, proper diet and how food is metabolised by the body must be discussed first to the target audience of 13-15 years of age, so as to help them correlate the relationship between food intake and how to use stored energy for physical activity. Topics such as the constitution of different food groups (e.g. cereals contain carbohydrates from starch, meat and dairy products contain protein and fats, vegetables contain water, fibre and vitamins, etc.) must be made known to them, as well as what are the nutritional requirements or dietary reference values (DRV) for every age group and the relationship of these values to the attainment of proper daily nutrition (More, 2013;Webster-Gandy, et al., 2012). It would be handy to teach them how to read the nutritional content commonly found in food packaging, so as for them to know that these are not always single-serve and could affect their nutritional intake Also, these adolescents must also be taught of misnomers or misrepresentation of nutrient content by various food companies in their advertisements in the use of various phrases (e.g. “healthy” options, “organic”, “fat-free” or “trans-fat free”, “sugar-free” or “low-calorie”, among others) and the dangers of consuming these foods without actually evaluating their content, which could mislead them to think that eating more of these foods or eating these foods as alternatives are better than the seemingly-unhealthier alternatives (Story & French, 2004). After discussing how food is broken down in the body, the importance of physical activity in expelling stored energy will be discussed next, along with its short and long-term benefits. It is expected that adolescents are readily-influenced by their peers and mass media in terms of defining what is trendy and what makes people look good and fashionable. It is easy to bring them the topic of physical activity or exercising using terms that only define the physical aspects of performing daily physical activities, but it might deter them to do it mainly for the purpose of keeping their health in good condition (Hardman & Stensel, 2013). They must also be informed that it is better to increase physical activity bit by bit on a daily-basis and have a goal of increasing exercise endurance instead of doing high-intensity exercises in an instant with long gaps in-between in order to lose weight rapidly, since this could lead to muscle strain, fatigue, or frustrations on not getting their preferred weight in a short amount of time (Saris, et al., 2003). In addition, daily weight fluctuation is a common occurrence, and this must be discussed to them as well so as to prevent them from putting too much emphasis on how they weigh, and instead focus on whether they feel stronger and more energetic, much more positive or happy, or if they rarely get ill or sick after having their preferred exercise regimens (Webb, 2008). Lastly, just like eating, exercise or any kind of physical activity such as walking or running is also much more fun when done with more people, and by telling adolescents that this is an activity that can be something friends can do together aside from the usual things that they do whenever they hangout, this can also help them motivate to devote more time to get up and move about, keeping them and their friends healthy while at the same time enjoying each other’s company (More, 2013). Thus, instead of putting major emphasis on the aesthetic benefits of physical activity, there must be a greater discussion on the health and emotional benefits of having regular physical activities, in making sound and achievable goals with regards to losing and maintaining weight, and how daily physical activities or exercise regimens can help them get healthier and happier lives now and even when they get older. Concluding Remarks Discussing the implications of addictive substance abuse and proper nutrition with regular physical activity to adolescents can be a challenging task, especially since there are several factors that can influence their way of thinking such as putting more importance on looks instead of health or in trying to do things just to be in the “in-crowd”, but by explaining to them the various aspects of such activities, it allows them to rethink if their lifestyles and choices are good enough or if they can still improve it. By explaining to them the long-term effects at an early age, it would be much easier for them to acquire healthy habits, stick to these regimens and reap the rewards, instead of lecturing them when they have already succumbed to an unhealthy lifestyle. Adolescents are rather bright on their own, and while they do not have to be lectured with too many complexities, it is important that what they hear would be sound, logical, easy to understand, and attainable so that they would have a positive response to the topic and be more than willing to engage in choosing better options for their lifestyle. References Bellis, M. A., Hughes, K. E., Dillon, P., Copeland, J., & & Gates, P. (2007). Effects of backpacking holidays in Australia on alcohol, tobacco and drug use of UK residents. BMC Public Health, 7(1), 1-10. British Nutrition Foundation. (2013). Nutrition and development: short and long term consequences for health. Wiley-Blackwell. Carr, A. (2013). Prevention: what works with children and adolescents. London: Routledge. CIBA Foundation. (1992). Cocaine: scientific and social dimensions. West Sussex: John Wiley & Sons Ltd. Edwards, G., Marshall, E., & Cook, C. (2003). The treatment of drinking problems: a guide for the helping professions. Cambridge: Cambridge University Press. Hardman, A., & Stensel, D. (2013). Physical activity and health: the evidence explained. London: Routledge. Lemish, D. (2013). The routledge international handbook of children, adolescents, and media. Oxon: Routledge. Macleod, J., Oakes, R., Copello, A., Crome, I., Egger, M., Hickman, M. .., & Smith, G. D. (2004). Psychological and social sequelae of cannabis and other illicit drug use by young people: a systematic review of longitudinal, general population studies. The Lancet, 363(9421), 1579-1588. Miller, P. M., & Plant, M. (1996). Drinking, smoking, and illicit drug use among 15 and 16 year olds in the United Kingdom. British Medical Journal, 313(7054), 394-397. More, J. (2013). Infant, child and adolescent nutrition: a practical handbook. Boca Raton, FL: Taylor & Francis Group, LLC. Parker, H., Williams, L., & Aldridge, J. (2002). The Normalization of ‘Sensible’Recreational Drug Use Further Evidence from the North West England Longitudinal Study. Sociology, 36(4), 941-964. Parrott, A. C., Milani, R. M., Parmar, R., & Turner, J. J. (2001). Recreational ecstasy/MDMA and other drug users from the UK and Italy: psychiatric symptoms and psychobiological problems. Psychopharmacology, 159(1), 77-82. Plant, M., Robertson, R., Plant, M., & Miller, P. (2011). Drug nation: patterns, problems, panics & policies. Oxford: Oxford University Press. Saris, W., Blair, S., van Baak, M., Eaton, S., Davies, P., Di Pietro, L., . . . Wyatt, .. (2003). How much physical activity is enough to prevent unhealthy weight gain? Outcome of the IASO 1st Stock Conference and consensus statement. Obesity Reviews, 4, 101-114. Story, M., & French, S. (2004). Food advertising and marketing directed at children and adolescents in the US. International Journal of Behavioral Nutrition and Physical Activity, 1, 3-19. Tassoni, P. (2007). Child development: 6 to 16 Years. Oxford: Heinemann. Webb, G. (2008). Nutrition: a health promotion approach. Boca Raton, FL: Taylor & Francis Group, LLC. Webster-Gandy, J., Madden, A., & Holdsworth, M. (2012). oxford handbook of nutrition and dietetics. Oxford: Oxford University Press. World Health Organization. (2003). Diet, nutrition and the prevention of chronic diseases: report of a joint WHO/FAO expert consultation. Geneva: Author. Appendix 1. Hand-out for Drug-use Lecture Reasons why Drug-use is a Bore: Effects of addictive substances to the body: slow recall of memories/increased forgetfulness takes longer time to learn simple things delayed reaction time especially to dangerous situations other long-term health problems such as collapse of major organs and tissues hallucinations and development of other mental disorders Not good when you’re studying for school EXAMS, or SKY-DIVING for that matter. Effects to personality: depression gets angry easily loses touch with reality becomes anti-social low goal expectations increase in risk-taking behaviour You might as well hide in a cave, grow your hair long and live like a hermit. Other alternative and meaningful ways to spend time (and money): Find a hobby you can do alone or with friends (crafting, cycling, cooking, or whatever stuff you fancy) Serve as a volunteer, and meet new people Help your parents with chores (and make them happy) Learn something new, like a foreign language or a new skill (Who knows, you could be the next big star! Or whatnot) Or simply find a job you enjoy doing (earning money feels better than spending!) And remember: Attaining an achievement and getting to challenge your abilities, and leading a satisfied life brings a long-lasting sense of “high”. Notes:__________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sources: Carr, A. (2013). Prevention: What Works with Children and Adolescents. London: Routledge. Lemish, D. (2013). The Routledge International Handbook of Children, Adolescents, and Media. Oxon: Routledge. Macleod, J., Oakes, R., Copello, A., Crome, I., Egger, M., Hickman, M. .., & Smith, G. D. (2004). Psychological and social sequelae of cannabis and other illicit drug use by young people: a systematic review of longitudinal, general population studies. The Lancet, 363(9421), 1579-1588. Appendix 2. Hand-out for Nutrition, Physical Activity and Weight Lecture What You Need to Know about Food and Exercise Major Food groups (and what they do) Fruits and vegetable group: source of fibre, vitamins and minerals for cellular growth and repair Bread, rice, and other starchy food group: source of carbohydrates, the primary energy source Meat, fish, beans, eggs: protein sources, which Promote muscle growth and repair Milk and other dairy products: source of calcium for strong bones High-sugar and high-fat foods: alternative carbohydrate sources, eat sparingly to avoid diabetes and cardiovascular diseases How to read a nutrition label according to colour & percentage: Green colour: Low content Orange colour: Moderate content Red colour: High content (eat with moderation) Some physical activities to burn 100 Calories: Leisurely walks (34 minutes) Walk the dog (24 minutes) Mop/scrub the floor (21 minutes) Chop wood (16 minutes) Climb stairs (12 minutes) For best results: Eat proportions in accordance with the Eat-Well plate’s ratios (see photo), always check the food labels (to prevent overeating), and add some physical activities bit by bit in your daily routines to burn the extra calories. For a healthier you, start taking small steps today! Notes:__________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sources: Comic Company. (n.d.). Time to burn 100 calories. Retrieved from http://www.comiccompany.co.uk/?category=14&collection=159 Retrieval date: September 8, 2013. National Health Service. (2013). Food labelling. Retrieved from NHS Choices, http://www.nhs.uk/Livewell/Goodfood/Pages/food-labelling.aspx Retrieval date: September 8, 2013. _______. (2013). The eatwell plate. Retrieved from NHS Choices, http://www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx Retrieval date: September 8, 2013. Read More