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DRUG EDUCATION - Coggle Diagram

- - - - • Change cultural norms.
      - • Proper design of messages.
      - • Audience sensitivity.
      - • Informative campaigns.
  - - - • soil and water resources
      - • Deforestation
      - • Effects on local people and organized crime
  - - - • Providing education on health.
      - • Offering treatment and rehabilitation.
      - • Reintegrating drug users
      - • Ensuring access to controlled medication.
  - - - • Drugs used for relaxation
      - • Self-medicating anxiety or depression
    - - • Distraction: exercise, walking and listening to music.
      - • Slow deep breathing
      - • Practicing to use self-control
  - - - International Surveys:
        
        • The UNODC World Drug Report
        
        • The World Health Organization (WHO)
        
        • The European School Survey ESPAD
        
        • HBSC is a cross-national study by WHO
        
        • The Centre for Disease Control and Prevention (CDC)
  - - - Environmental Factors
        
        • Lack of a strong loving bond.
        
        • Major changes in life.
        
        • Poor quality of early education.
        
        • Easy access to alcohol, tobacco or other drugs.
        
        • Social Norms.
        
        • Marginalized and deprived communities.
      - Individual Level Factors
        
        • Personal characteristics and temperament traits.
        
        • Mental health issues.
        
        • Poor emotional and personal skill.
        
        • Insufficient decision making and problem-solving skills.
  - - - • Being out of touch with the natural needs and restraints of your body.
      - • Taking smart drugs becomes normal.
      - • Side effects outweigh the perceived benefits.
      - • When taking one drug, the threshold of taking another is lower.
      - • No medical guidance
  - - - • most widely produced (illicit) drug worldwide.
      - • Between 2.7 and 4.9 per cent of the global population were estimated to have been using cannabis in 2012.
      - • 400 chemicals can be found in the cannabis plant, and THC (delta-9-tetrahydrocannabinol) is the active ingredient.
      - EFFECTS:
        
        • problems with thinking and problem solving.
        
        • deficits in memory, attention, reaction time, information processing and learning.
        
        • increases the risk of a series of attitude and personal changes, anxiety and depression.
        
        • associated with a variety of health and other harm.
        
        • lead to tolerance to the effects of THC as well as addiction.
        
        • Used for treatment in some disorders but can be cause of addiction if misused.
- - - - -Peers should have gave advices to the "anak", instead of influencing him to try addictive substances
      - -Peers should have listened to the "anak"'s rants, so that the "anak" wouldn't feel alone and wouldn't think of doing negative activities
      - -Peers should have been a good example to the "anak"
      - -Peers should have discussed reasons to avoid drugs
      - -Peers should not have took advantage of the "anak"'s loneliness
  - - - -Government should have made programs and policies that will prevent youths to abuse such substances
      - -Government should have expanded their research in drug abuse prevention
      - -Government should have complemented law enforcement efforts to reduce drug supply
      - -Government should have discussed the consequences, elements, and factors of using addictive substances more intimately with communities through program or seminars
      - -Government should have provided solutions to solve and/or prevent local problems like misuse of addictive substances
      - -Government should have assessed areas of greatest need to successfully implement promising anti-drug approaches
      - -Government should have prepared enough budget and community resources to efficiently and effectively operate various activities and/or strategies
  - - - -Parents should have talked often to their "Anak" about the risks of using addictive substances.
      - -Parents should have monitored their "Anak"'s everyday activities
      - -Parents should have pay attention of the whereabouts of their "anak".
      - -Parents should have known their "anak"'s peers
      - -Parents should have set a good example to their "anak"
      - -Parents should not have been so strict, so that their "anak" won't think to seek freedom from his parents.
      - -Parents should have taught their "anak" to make good choices and good peers
      - -Parents should have established proper guidance and rules about not using addictive substances
      - -Parents should have provided facts about addictive substances
      - -Parents should have corrected any wrong behaviours and beliefs of their "anak" as early as possible
      - -Parents should have made more time to bond and connect with their "anak"
  - - - -He/She should have asked various questions about addictive substances to cure his curiosities, and to gain knowledge
      - -He/She should have built a proper connection with his parents
      - -He/She should have talked with his parents about his problems
      - -He/She should have been vocal to his parents, about things that he actually wanted to do, to prevent his parents from being too much strict
      - -He/She should have chosen friends that would influence him in a positive way
      - -He/She should have gathered information from reliable sources about the consequences of using addictive substances
      - -He/She should have fostered positive and loving relationships with his friends and family
      - -He/She should have been honest and open to his parents
      - -He/She should have asked help for early signs of risk, from a trusted professional
- - - - • Broken Family
      - • Drug addiction by some family members
      - • Mentally, physically and sexually or verbally abuse
      - • Surrounded by addict people
      - • Homeless
      - • Uneducated
      - • Jobless
      - • Availability of licit and illicit substances