Presentation Plan

Overview:
Topic: Prescription Drug Prevention
Setting: J.M. Tull-Gwinnett Family YMCA classroom
Audience: 11-15 year olds

Instructional Objectives:
After the completion of this presentation participants will be able to:
 Cognitive Objectives:
1. List at least 2 appropriate uses of prescription medication.
2. Correctly state 2 short-term and long-term effects of misusing opioids that
can be warning signs of physical dependency and withdrawal.
3. Discuss how taking an opioid can impact several systems in the human
body.
4. List 2 risk factors for addiction and overdose.
 Affective Objectives:
1. Discuss 2 types of medication, what each one is used for and what would
happen if used improperly.
 Psychomotor Objectives:
1. Provide an example and demonstrate what they would say to someone if
they were asked to participate in improper drug use or share their
medication.

Introductory/focus statement: [3 minutes]

 Empowering teens with the science and true stories to understand the risks of
misusing prescription drugs along with the tools and resources to manage their
own health and advocate for their peers’ wellbeing.
 Self introduction
 Overview of Georgia Prevention Project / Georgia Meth Project
 What is prevention?
o Prevention is providing educational programs and resources to help reduce
the use of dangerous drugs

Icebreaker: [3 minutes]
 Participants will get into pairs of two. Each pair will be given a Caboodle card.
Participants will discuss the question or topic on their Caboodle card amongst
each other. Participants will then introduce their partner and their partner’s
response to the question/topic on their card.

Outline of Content (notes for instructor):

o How do you rise above prescription drug abuse?
 Not Prescribed Video
 Video Discussion
  What are your thoughts about the teens’ experiences with prescription
drugs?
 What was the most surprising thing you heard?
 What questions do you have?

o What are prescription drugs? (Affective Objective 1)

 What’s the difference between a prescription drug and an over-the-counter
drug?
 What do you think would happen if you use prescription drugs the wrong
way?
 Activity: Explore the Medicine Cabinet
 Amoxicillin, Adderall, Xanax, OxyContin
 What are the differences between stimulants, sedatives, and opiates?

o What is appropriate use of prescription drugs? (Cognitive Objective 1)

 Maybe a doctor has prescribed you medication for an illness, ADHA,
anxiety, or for other health reasons. Being prescribed is okay as long as
the medication is taken properly.
 Appropriate use of prescription medicine
 Scenario activity and discussion
 I, II, and III

o Signs and Consequences of Rx Abuse (Cognitive Objective 2)

 Think about signs and symptoms you noticed from the experiences in the
Not Prescribed video
 What are the early signs and symptoms of prescription drug abuse?
 Signs to look out for…
 What are the long-term consequences of abusing prescription drugs?
 Long-term consequences…
 Discussion
 Consider how abusing prescription drugs could impact your life. What
might happen in the short-term? What might happen in the long-term?

o The Developing Brain (Cognitive Objective 3)

 Addiction is a disease that impacts the brain, especially in teens because
the brain is not fully developed.
 When does the brain fully develop?
 At age 25
 How does the developing brain affect decision-making?
 Parts of the brain: Limbic System, Prefrontal Cortex, Emotional,
Logical

o Tug of War in the Brain (Cognitive Objective 3)

 Tug of War Activity
 Discussion
 What does the tug of war feel like in your body?
  What skills did Jaden need to exercise his prefrontal cortex?
 How did Jaden’s early decisions impact choices later on?

o Risk Factors For Addiction and Overdose (Cognitive Objective 4)

 Mixing drugs with other drugs and/or alcohol can affect your heart and
respiratory system
 This can cause your heart rate and breathing to slow down which could
lead to death
 Addiction and Overdose Risks
 Protective Factors

o How would you respond? (Psychomotor Objective 1)

 Practice improves effectiveness. Read the text message and think about
how you would respond to your friend…
 Text message from Keisha
 Discussion
 What would you say to your friend if they approached you with this
text?
 The more you think about and practice your response, the better prepared
you will be when the day comes!

o GA 911 Medical Amnesty Law

 Save a friend in need
 911 Medical Amnesty Law overview

o Social Media
 Concluding the presentation, participants will be asked if they have social
media.
 Participants will be given time to follow GA Prevention on social media
for a chance to receive a free t-shirt and wristband.

Instructional activities:
o Lecture (All objectives) [30 minutes]
 I will lecture on the content provided above.
 I will use a PowerPoint to present this information.
o Discussions (Cognitive Objective 1, 2, 3 and Psychomotor Objective 1) [2
minutes per discussion]
 Throughout the lecture I will guide the participants in discussions
based on the topics being discussed.
 Participants will discuss the information learned in each section.
 They will discuss how these particular topics made them feel.
 I will guide and listen to participants brainstorm ways to avoid
becoming involved in substance abuse/misuse.
o Explore the Medicine Cabinet (Affective Objective 1) [8 minutes]
  I will provide a PowerPoint describing four types of medication; what
the medication is, what it is used for, and what happens when it is used
improperly.
 I will ask for volunteers to read the medication name and what it is
used for.
 Participants will then be asked what they believe would happen if that
particular medication is used improperly.
 I will listen to their thoughts and then correct any information or
thoughts that may be incorrect and explain what would happen if the
medication were to be used improperly.
o Scenario Activity (Cognitive Objective 1) [8 minutes]
 Participants will break into three groups.
 Each group will be given a scenario about a teen struggling with the
decision to share their prescription medication or the decision to take
more than prescribed.
 Participants will discuss within their groups why these teens should
not share their medication or take more than prescribed.
 After the small group discussions, a large group discussion will follow.
 I will listen to their thoughts and feelings and correct any information
or thoughts that may be incorrect about sharing and dosage of
prescription medication.
o Tug of War Activity (Cognitive Objective 3) [10 minutes]
 Prior to the activity participants will be taught about the Limbic
System (emotional side of brain) and the Prefrontal Cortex (logical
side of brain).
 I will explain to participants that I am going to read a scenario about
Jaden and then give them two options for how he may respond (one
using emotion, one using logic).
 There will be four scenarios. A scenario of Jaden in elementary school,
middle school, high school, and college.
 Participants will be asked to stand and move to the right side of the
room if they believe he uses emotion and the left side of the room if
they believe he uses logic.
 A discussion about the tug-of-war feeling and why they believe Jaden
will respond emotionally/logically will follow.

Materials:
o Caboodle cards
o Projector
o Laptop
o PowerPoint
o Social media handouts
o T-shirts
o Wristbands
o Informational packet