Activities
Discussion before viewing the programme
Divide the young people into groups. On flipchart paper, ask them to write as many statements about Heroin and Methadone as they can. This can include the effects of withdrawal. Mix the groups so that some will write statements beginning 'Heroin' and some will begin 'Methadone'.
Display the feedback and ask the young people to discuss the statements as follows:
- a) What do they think about the statements? Do they all agree/disagree with the statements?
- b) Is there anything that people are not happy with?
- c) Are any of the statements misleading, confusing or not easily understood?
Ask the young people to share what they know about how Heroin and Methodone withdrawal affects individuals – this should include physical, social and mental health and wellbeing aspects. Capture Feedback on a flipchart.
Ask the young people what they think of the media messages surrounding Heroin and Methadone use are within society today. Write these onto a flipchart. Explain that these will be revisited following the viewing of the programme.
Discussion after viewing the programme
Ask each young person to:
Feedback their initial thoughts on the programme 'Going Cold Turkey'. Was it as they expected it to be?
Which part of the programme impacted the most? Why do they feel it had such a strong affect?
Look at the suggestions that the young people had about Heroin and Methadone before the programme, and discuss how the feel about them now. Are there any things that they had not thought about before? What were they?
It may be useful to review specific scenes before discussion.
Emma Peek's story
Make a list of some of the reasons for using drugs.
What were the initial reasons Emma got into doing drugs at 14 years old?
What things influenced her to try drugs?
Dr John Marsden talks about naltrexone
What benefits will the users get by using naltrexone?
What will it do for them?
How will it help them withdraw from their drug use?
What will some of the withdrawal symptoms be moving from opiates being in the system to using naltrexone?
What other measures will the addicts need to 'stay on the straight and narrow' or help them succeed in their quest to be drug free?
Who does success ultimately come down to? Where might the biggest support levels come from?
Within the clinic
Ask the young people to record on flipchart the part of the film that made the most impact on them. Why was this the case? Collect their responses, and display them on the wall. Did some parts of the programme particularly affect them? Which parts were they? Why did they have such a strong effect?
Darren, Alison and Amanda
They are participating in the programme in an effort to withdraw from drug taking:
What are the dangers and risks associated with taking Heroin and Methadone?
What are some of the effects and symptoms attached to withdrawal that have been displayed?
Discuss what types of strategies Darren, Alison and Amanda may use in order to stay 'drug free' once they leave the clinic.
Doctor John Marsden
He talks frankly about how fiercely addictive these drugs can be. In groups ask the young people to:
Make a list of the ways in which young people, like Darren, Alison and Amanda, may have came to be in the position they now find themselves in.
Consider how each young person copes with the situation now.
What wider influences and sources of support will they now rely on, to see them through this severe withdrawal process?
Towards the end of the programme Doctor John Marsden stresses that this is only 'the beginning of the journey' for Darren, Alison and Amanda. He states that euphoria and excitement often carries people through the first weeks of this long process, and that, after 6 months, fifty percent of people relapse in some way.
What future do Darren, Alison and Amanda want and wish for? What ways might you suggest would help them attain and retain the new beginnings they so desperately seek for their new lives:
within themselves?
within their social and economic lives?
within their family lives?
within their productive working lives?
within their community lives?
within their home lives?
within their established support and after care service lives?
Correct choices
It is very important that young people today understand the many complexities, issues and pressures pertaining to drug use. There is no easy 'one answer fits all' when engaging with and educating young people about drugs, but it is important to develop a wide range of strategies that understand, not only the experiences of young people, but also the differences, and the pressures they encounter in their everyday lives.
This activity will look at building resistance and resilience skills (and making the correct choices) surrounding the drug taking culture, so that young people have the necessary developed skills, knowledge and confidence required to make the right health option for them.
Discuss
Under what circumstances might Darren, Alison and Amanda be offered drugs:
within their social lives?
within their community?
within their place of work?
within their home?
within their peer group?
Generate some discussion around the variety of places that drugs may have been available for them to use. Ask that their thoughts and suggestions are written down.
Ask the young people to comment on how drugs offers are handled. What kind of situation might you expect? Would the situation be intense and pressurised? Would there be elements of friendliness, aggression or violence?
Working in groups
Ask the groups to discuss and write down the difference between, being assertive and being aggressive. Each group should include an example relating to each type of behaviour.
Following on, merge the smaller groupings into larger groupings of 6. Within their group, initially allocate someone to ask questions, someone to respond to the questions being asked, someone to keep time, and for the rest to observe, listen and take notes on proceedings. (rotate the activity until each person eventually gets an opportunity to ask, answer, time, and observe).
Person Questioning: For 60 seconds this person asks a series of questions whereby the person cannot answer using either 'yes' or 'no' statements.
Person Answering: For 60 seconds this person must answer the questions asked without using 'yes' or 'no' responses.
Person Timing: This person remains silent – only starting proceedings and finishing the game after 60 seconds.
People Observing: These participants remain silent during the game and have to record the responses.
Feedback
Following from everyone participating in all parts of the game, the groups feedback and list all the devised strategies that were used so that they did not have to answer 'yes' or 'no' to the questions asked. Discuss which strategies they felt were the most successful or useful.
Ask participants to discuss some of the strategies they use in their everyday lives for refusing to do, or to accept something, e.g. going shopping, or taking their little brother or sister out with them.
As a whole group
What kind of strategies might Darren, Alison and Amanda adopt to enable them to stay drug free once they leave the 'Going Cold Turkey' programme? Make a list of all the strategies and put them onto a wall for all to view. Ask anyone if they are able to add to the list.
Strategy suggestions
Assertively say 'no, I don't want to'
Stay away from places you know will offer drugs
Ignore the request
Make a joke of it and walk away
Make up an excuse eg I can't as I've got to be ...
Aggressively say 'no'!
Move away from the situation
Be observant - anticipate a situation and avoid it
Take a different route home or to where your going
Start doing something else
Summarise
Round off the exercise by explaining that we can all build upon the skills, knowledge and experiences that help us in making the correct choice for us. We should not feel pressurised into doing anything that we are not comfortable with, and now have a number of strategies that will enable us to make an informed choice, and be confident in the decisions that we make. The strategies can be practised and can also be supplemented within other formats, including debating sessions or peer support situations.
