Government Of India

Ministry of Social Justice and Empowerment, and Ministry of Education

NAVCHETNA
A New Consciousness on Life Skills
and Drug Education for School Children
A NEW CONSCIOUSNESS

TRAINING AND RESOURCE MODULES

MIDDLE STAGE: GRADES VITH, VIITH AND VIIITH
 NAVCHETNA
A New Consciousness on
Life Skills and Drug Education
for School Children
TRAINING AND RESOURCE MODULES
MIDDLE STAGE: GRADES VITH, VIITH AND VIIITH
Authors: Gary Reid and Kalyani V

Year of publication: 2023

For any query, please contact:

Dr. Rajesh Kumar
Executive Director

Society for Promotion of Youth and Masses (SPYM):

SPYM Centre, 111/9, Opposite Sector B-4, Vasant Kunj
New Delhi – 110 070
Phone: +91-11-2689 3872
Email: [email protected]
Website: www.spym.org

Design By FACET Design

D-9, Defence Colony, New Delhi
[email protected]

Printed at VIBA Press Pvt. Ltd.

C-66/3, Okhla Industrial Area, Ph-II, New Delhi
[email protected]

The drug education component of this module has been expanded upon from the following
source: United Nations Office of Drug and Crime (UNODC). 2019. Drug Education for School
Children: Increasing Knowledge and Keeping Safe. UNODC, Nigeria. (Gary Reid is the lead
author of this publication)

Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
4 TRAINING AND RESOURCE MODULES
 Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
6 TRAINING AND RESOURCE MODULES
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 Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
10 TRAINING AND RESOURCE MODULES
 PREFACE

With a large share in the world youth population, India is blessed with the demographic dividend
which is expected to peak in 2030 when 32% of the world youth population would be from India. It
becomes imperative to provide them with the best opportunities which guarantee their growth and
engage them in constructive activities that will be beneficial for them as well as play an important
role in nation building.

Substance use is one such area where it is necessary to educate and inform the young generation
of the country and equip them to make better life choices. The ‘Magnitude of Substance Use in
India’, the first ever Comprehensive National Level Survey conducted by Ministry of Social Justice
& Empowerment on the extent and pattern of Substance use in India highlighted the prevalence of
substance use in Children.

Prevention has been gaining traction as the best strategy to combat substance use over the
world. The inclusion of schools, where children spent most of their growing years, is essential
in this prevention strategy. Involvement of teachers, peers and parents who can instil a sense
of right amongst children and engage them in meaningful activities done through school-based
interventions is the need of the hour.

The Ministry of Social Justice & Empowerment is glad to present the NAVCHETNA Modules.
These teachers training modules are tailored to provide and instill life skills in children studying
in classes 6th – 11th and educate them on topics related to substance use, dependence and coping
strategies. Recognizing the important role teachers play in the education of children, they have been
given the stupendous responsibility of imparting these modules to the children and equip them to
handle negative influences and create a positive environment in the school.

I am sure that the prepared modules will be helpful in educating children and young adults on
substance use and the harmful effects associated with it. Over the next two years, the Ministry of
Social Justice & Empowerment has set the goal to reach out to over 10 lakh teachers and 2.4 Crore
students across the country and I am hopeful that Navchetna Modules are of immense help in
creating awareness and play a vital role in equipping the children with necessary life skills to make
balanced decisions and develop as healthy and productive individuals. My congratulations also go
out to Society for the Promotions of Youth & Masses (SPYM) team for developing these modules and
assisting the Ministry in its efforts to combat substance use.

Radhika Chakravarthy
Joint Secretary (SD)
MoSJE
 Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
12 TRAINING AND RESOURCE MODULES
 TABLE OF CONTENTS
OVERVIEW FOR TEACHERS PAGE NO.

BACKGROUND 17

INTRODUCTION 18

BACKGROUND INFORMATION FOR TEACHERS 20

WHAT ARE LIFE SKILLS? 20

WHAT IS DRUG EDUCATION IN SCHOOL? 20

WHAT IS THE ROLE OF SCHOOLS IN DRUG PREVENTION AND AWARENESS? 21

WHAT IS UNLIKELY TO ‘WORK’ WITH DRUG EDUCATION IN SCHOOLS? 22

WHAT ARE THE PRINCIPLES FOR DRUG EDUCATION IN SCHOOL? 24

RECOMMENDED TERMS TO AVOID USING DURING

27
SCHOOL-BASED DRUG EDUCATION

BEST TO AVOID DRUG USE DISCLOSURES IN A SCHOOL SETTING 29

INTERRUPT AND PROTECT A SCHOOL STUDENT THAT IS

29
DISCLOSING THEIR DRUG USE AMONG OTHER STUDENTS

STEPS TO TAKE WHEN PERSONAL CONCERNS OF A STUDENT ARE RAISED 30

MATERIALS REQUIRED 31

USE TIME WISELY 32

DELIVERING THE MODULE 33

Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
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13
MODULES 1,2 AND 3 PAGE NO.

MODULE–1: LIVE HEALTHY AND EAT HEALTHY 35

MODULE–2: RECOGNISING RISKS, BEING SAFE

45
AND PREVENTING CHILD SEXUAL ABUSE

MODULE–3: BASIC DRUG EDUCATION INFORMATION–PART 1 55

ANNEXURE PAGE NO.

ANNEXURE 1: LIST OF STATE LEVEL COORDINATION AGENCIES 73

ANNEXURE 2: SLOGANS FOR ‘SWACHH BHARAT MISSION’ 76

ANNEXURE 3: GO, GROW AND GLOW FOODS VISUAL AID 77

ANNEXURE 4: RISKY SITUATIONS SHEET 78

ANNEXURE 5: TECHNIQUES FOR SAYING ‘NO’ 78

ANNEXURE 6: CORRECT ANSWERS TO SITUATIONS OF SAFE AND UNSAFE TOUCH 79

ANNEXURE 7: SMART WAYS TO KEEP YOURSELF SAFE 80

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 OVERVIEW
FOR TEACHERS

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 Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
16 TRAINING AND RESOURCE MODULES
BACKGROUND

T
he Ministry of Social Justice and Empowerment (MoSJE), Government
of India, in collaboration with the National Drug Dependence Treatment
Centre (NDDTC), All India Institute of Medical Sciences (AIIMS), New Delhi,
released the report ‘Magnitude of Substance Use in India’ following the National
Survey on Extent and Pattern of Substance Use in India (2019). The report found that
India has 16 crore alcohol users of which 5.7 crore Indians need help to overcome
alcohol use disorders. For cannabis use, it is 3.1 crore users, of which 72 lakh users
are in problem and 25 lakh are dependent users (those in need of treatment). For
users of opioids the number is estimated to be 2.3 crore, of which 77 lakh users are in
problem and 28 lakh are dependent users. Among some of the other drugs reported,
an estimated 77 lakh were found to be users of volatile/inhalant substances, of
which 8.5 lakh were dependent users; up to half the estimate are children in need
of help for volatile/inhalant use. Collectively, it is estimated that at least 7.5 crore
people need help for alcohol, cannabis and opioid use disorder1.

The reasons for the substantial increase in drug use in recent times are likely to be
associated with increased disposable income, internal migration, rising urbanisation
and greater pressures placed upon family structures. A topic that has gained
increasing prominence throughout India has been the rise of drug use among
children and adolescents, and that the age of initiation drug use is decreasing.

1.
Ambekar A, Agrawal A, Rao R, Mishra AK, Khandelwal SK, Chadda RK on behalf of the group of
investigators for the National Survey on Extent and Pattern of Substance Use in India (2019). Magnitude
of Substance Use in India. New Delhi: Ministry of Social Justice and Empowerment (MSJE), Government
of India.

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17
 Prevention of drug use and providing help and support to people affected by
drug use is one of the key mandates of the MSJE, and a range of responses are
being implemented following the release of the report ‘Magnitude of Substance
Use in India’. Training packages for adults have been developed and are in use
but they are not appropriate to match the specific needs of teachers to educate
school children to link strengthening of life skills with the inclusion on drug use
issues. With this understanding, there is a need to address this educational gap and
develop a training module titled ‘Navchetna’ targeted towards Middle Stage school
children of Grades VIth, VIIth and VIIIth, age group 11—13 years. This training module
is developed by Society for Promotion of Youth and Masses (SPYM) in consultation
and with inputs by MSJE. This training module provides an opportunity to teachers
to teach school children to learn relevant and appropriate life skills, improve drug
education knowledge and skills, identify the risks associated with drug use, and to
make safer decisions for better health.

INTRODUCTION

T
his section of the training module ‘Navchetna’, provides important
background material for teachers to better understand the value of specific
life skills and education about drugs, before it is delivered to school children.

The World Health Organization(WHO) defines life skills as ‘the abilities for adaptive
(flexible) and positive behaviour, that enable individuals to deal effectively with
the demands and challenges of everyday life’.2 Globally, there is a growing demand
to educate children (child under 18 years) and adolescents (aged between 10 — 19
years) with life skills to help them deal with their day-to day life challenges and
transition into adulthood with informed healthy choices. These healthy choices
can range from issues of nutrition, hygiene, various social issues and pressures, as
well as effective decision-making regarding tobacco, alcohol and any other drug
use. The adolescent years are formative and impressionable and it is a period when
substantial physical, psychological and behavioral changes take place. This module
addresses some areas for the promotion of health and well-being of adolescents
and school children.

This training module also highlights some factors crucial for creating awareness
and prevention about drugs—emphasis is given on meaningful approaches to
enhance the educational process of evidence-based principles of a school drug
education programme. This training module aims to develop teachers, awareness
of the possible harmful effects of various drugs, to enable students to acquire skills
needed to help students to make informed decisions and to better manage drug-
related situations.

World Health Organization (WHO). 1997. Life skills education in schools (revised version). Geneva,
2.

Switzerland, WHO - Program on Mental Health.

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 This training module has three self-contained sessions and has been
designed for the teachers to transact activites for the students of age
group 11 — 13 years. The content of each session is designed to be delivered
in 60 minutes.

The content of this module aims to support and expand teacher, knowledge,
understanding, and attitudes in relation to their own health, safety and well-
being as they continue to grow. It is understandable that schools and teachers
will like to prevent drug-use behaviour among children following the process of
imparting knowledge. However, evidence has shown that risk factors and changing
behaviours are largely out of control of the child, and commonly determined by
factors beyond the influence of the school. For example, no child chooses to be
neglected by their parents or selecting to live in an area where communities suffer
from widespread social and economic disharmony that may place a child at risk or
increase their vulnerability to alcohol and other drugs. Therefore, evidence-based
prevention programmes should address the underlying causes that can lead to
drug use among children and adolescents.

This training module comprises of three individual sessions of which two are
specifically about life skills, and the last session about widely used drugs in the
community—tobacco, alcohol and volatile/inhalant substances. Each session
in this module has been designed to be delivered over 60 minutes. It is highly
recommended to teach the life skill sessions first, followed by the topic on drugs.

Information about drugs should not be delivered to school children only as a one-
off session on an annual basis. It would be more meaningful to school children, if
this training module is implemented as part of their life-skill development, and as a
topic with relevance to their world in which they live, study and play. To ensure the
sessions are attractive and interesting for the children, a range of activities, games
and quiz are integrated within this training module and are encouraged to be used
as part of the educational process. The training module has been structured in a
way to be as interactive as possible in order for the students to actively engage with
the various topics in a meaningful way.

Education on drugs is to be frequently repeated for school children from

Grades VIth—VIIIth. This is done on the understanding that as children
and adolescents grow older, life experiences will broaden, and direct
contact with an environment in which drugs are used (legal and illegal) is
possible. Taking this into consideration, emphasis on the learning benefits
of receiving ongoing evidence-based education about drugs will remain
relevant as school children mature into adulthood.

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 BACKGROUND INFORMATION
FOR TEACHERS
This training module is not a fully comprehensive life-skill training package
and drug prevention programme. The focus of this training module is to
raise awareness of health and safety, and issues of drug use. This module
should be seen as a first step to initiate life skills and a drug prevention
programme in general.

WHAT ARE LIFE SKILLS?

Life skills education assists individuals to gain appropriate knowledge on risk
taking behaviours and in the process helps to develop various core skills as follows:
decision making; problem solving; creative thinking; critical thinking; effective
communication; interpersonal relationship skills; self-awareness; empathy; coping
with emotions and coping with stress.3 Life-skills programmes aims to develop
abilities and motivation among children and adolescents to make use of the
information they receive through a variety of forms that are interactive, use of role
plays, games, group discussions and other teaching techniques to ensure students
are engaged with the sessions. Schools are well placed to play an important role in
equipping children with knowledge, attitudes and skills for healthy and safe living.

WHAT IS DRUG EDUCATION IN SCHOOL?

Drug education in school is not just focused about the delivery of information to
increase students’ knowledge and understanding but can also contribute towards
the development of skills and attitudes that can help young people to make safer
choices in their life. The most effective school drug education programmes are
those that are evidence-based and have a clear understanding of the factors that
contribute towards experimental and recreational use that may lead towards
problematic drug use or drug dependency. School drug education adopts strategies
that help to raise awareness of widely used drugs. Knowledge of drugs and the
consequences of drug use are not enough to change behaviours of school children.
But it could be a useful first step in helping children to make healthy choices and
seek help when it is necessary.

School drug education adopts strategies that help to raise awareness of widely used
drugs with the goal to hopefully prevent use or at least minimise associated harms
that can arise from using illegal (such as cannabis) and/or legal drugs (such as
alcohol and tobacco). The information contained in this school education module
can have added value as it can also be shared by the trained teacher to other members
of the local adult community, where misunderstanding or misinformation about

3
Rajapati, Ravindra & Sharma, Bosky & Sharma, Dharmendra. (2016). Significance Of Life Skills
Education. Contemporary Issues in Education Research (CIER). 10. 1. 10.19030/cier.v10i1.9875.

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drugs in general can be common.

The information on drug use issues found in the training module Navchetna
has broad-ranging appeal and can be taught by a school teacher trained
in the area of drug use issues to diverse community members, parents,
appropriate family members of the child, businesses and religious leaders
as part of adult learning practices. Imparting factual information about
drug use issues found in the training module can be conducted formally
(such as in a community hall or religious setting) or informally on the
streets, offices or inside a residence.

WHAT IS THE ROLE OF SCHOOLS IN

DRUG PREVENTION AND AWARENESS?

E
ven though the session on drug use in this module is not strictly a drug
prevention programme, the following section examines aspects of drug
prevention and awareness in school settings. Schools that wish to use this
approach in developing future programmes for their school curriculum in the
future can do so.

The current focus for drug prevention has been focused on building or
strengthening the protective factors that make drug use or other unhealthy or
negative behaviours more likely. The response of the school can be done through
the following:
• Addressing the risk factors that can lead or contribute
towards those behaviours.

• Building resilience of young people to cope with the pressures

and challenges they face.

• Developing the personal and social competence of

young people and their life skills.

• Understanding the influences of drugs upon young people.

• Exploring attitudes and values of young people.

• Promoting opportunities and alternative positive behaviours.

• Building the knowledge and information that is

relevant to young people.

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21
 It is by understanding prevention in this manner that the primary objective of drug
prevention focuses not so much on stopping but on promoting healthy behaviour
and building healthy lifestyles. Young people need to be equipped with the capacity
to respond appropriately to the challenges they would likely encounter with drugs
but also many other health related issues. It is important to note that prevention
of drug use remains a major challenge because as previously highlighted, there are
many factors that the child and school have no control over. This must be taken
into consideration so as to manage expectations as to what can be achieved why
imparting information.

WHAT IS UNLIKELY TO WORK WITH

DRUG EDUCATION IN SCHOOLS?

T
he following approaches may work for some children but evidence shows
they are unlikely to be effective for the majority of young people. Importantly,
the following approaches do not meet the educational objective of helping
young people to make healthy and informed choices about their health and well-
being.

USE OF SCARE TACTICS

Some people feel that showing scare tactics of drug use to school children will
prevent using them. However, available research shows that this approach does
not work. It may work for some children and adolescents in the short-term but
for the majority, as a single strategy, it is likely to fail. Young people commonly
see the portrayal of the adverse consequences of drug use as unrealistic—it does
not match their own experience or of their peers. Commonly they will say it will
never happen to me” or “my grandfather smoked cigarettes for 70 years and he is
okay. Young people live for today and long-term future outcomes are often not
considered or cannot be comprehended. There is ample research to show that brain
development among young people is prone to seek pleasure and excitement which
is a part of growing up. In most cases, the ability to consider negative consequences
of behaviour will come later.

BRING IN FORMER DRUG USERS TO SPEAK

OF THEIR EXPERIENCE
This approach has been shown to be unsuccessful in the long-term outcomes for
most young people when used as a single strategy. Commonly, it is a similar response
to scare tactics. It can also offer a confusing message as it can be interpreted
that the person had drug experiences but is now okay, so there are no real major
long-term effects of using drugs in the mind of a child or young person.

JUST GIVE THEM THE FACTS

Behaviour is not based just on the information and knowledge we receive and

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22 TRAINING AND RESOURCE MODULES
have. Many people are smoking, drinking alcohol to excess and using various
other drugs despite their knowledge and available information that there can be
negative outcomes. The reason for people using various substances is far more
complex. There is a need to know how to use the information and apply it in the
reality of the situations that young people experience. If a young person is invited
to smoke tobacco or drink alcohol for the first time it is unlikely facts about
tobacco and alcohol will be key to their response. Commonly the young person
will be thinking “how do I handle this situation?”; “how do I keep my friends
and appear cool and still refuse?”; “how do I assert myself in this situation?” and
so on.

JUST SAY NO TO DRUGS!

Research shows that an intervention on its own offers a bit more in terms of
equipping young people to apply these beliefs when confronted with choices and
decisions about drugs found in society. Evidence has shown consistently that
a simple message, such as ‘Say No to Drugs’ is largely ineffective as it does not
address the complex reasons as to why some people use drugs. We also know that
use of prescribed medicines can be beneficial and that the use of alcohol once a
person reaches the legal age, can be common in various parts of India.

USE THE EXPERTS—FOR EXAMPLE, THE POLICE,

DOCTORS, DRUG SPECIALISTS
This approach can often move into a scare tactic approach or ‘just say no to drugs’.
These sessions can be very interesting for adults or teachers but less likely to be
effective for school children. Commonly, it means sitting and listening passively
and this approach is not a methodology for learning those works. Information is
imparted but often does not answer questions and needs that young people want
to address. The better approach is to have teachers trained on the topic of drugs and
then they can do the job that they are experts in—communicating and promoting
young people’s understanding and learning. It is important to note that once
teachers are trained, they are always available at the school and can impart on-
going education on drug-use issues at regular intervals addressing young people’s
concerns and needs as required.

SHOW A FILM, IMPLEMENT A THEATRE PLAY AND

GIVE A LECTURE AT THE SCHOOL ASSEMBLY
It is unlikely, these approaches to information dissemination will have any
long-lasting impact on most young people as it is usually a mixture of
information of just say no to drugs, and the use of scare tactics. On its own,
is unlikely to have the desired impact of helping young people develop
their own skills when they will one day likely face the real world of being
in close proximity to drug use. Commonly, these approaches are a ‘one-off’
which is not regular and loses its long-term impact upon school children.

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23
 USE OF THE MEDIA CAMPAIGN
Research shows that on its own, it will not have long-term impact on behaviour.
Media does raise awareness and place the issue on the public agenda but the effects
are commonly for short-term, with nothing happening to address the issues raised.
Scare tactics can be used not resulting in the desired outcome and may even have
a counterproductive effect of glamorising drugs in the eyes of some young people.

DRUGS ARE BAD!

Care is required as to how drugs are labelled to young people. When drugs are
labelled ‘bad’, then it is possible that people, who use drugs can also be labelled
bad. This in turn can encourage stigma and discrimination towards people, who
use drugs, and lead to potential isolation from the community. There is a need
to give a message that is credible and to which young people can relate to and
is common with their experiences. It is important to avoid spreading mixed
messages, be consistent and it is better to be honest with the information. It needs
to be understood that some substances are used legally and responsibly, and that
some substances can have positive outcomes for humans, such as medicines.
There are also some drugs which are used to celebrate and for enjoyment at social
and cultural events for many years without any major negative consequences.
It is important to be reminded that all drugs—legal and illegal—can be used
irresponsibly and can have negative outcomes, and result in harm and damage to
health and well-being.

WHAT ARE THE PRINCIPLES FOR

DRUG EDUCATION IN SCHOOL?
The features of effective drug education programme are as follows:

Principle 1: Base drug education on sound theory and current

research and use evaluation to inform decisions.
Drug education is most effective when it is based on what works. Evidence-
based practice within a school needs to ensure the staff are using relevant and
current theory and research to guide education programme appropriate to their
students. Teachers should try to monitor and evaluate the information imparted
to determine the impact upon the school children as it will help to inform future
school practice.

It is vitally important for teachers not to allow their personal views of drugs
to be incorporated into the delivery of a topic. As evidence-based education,
it is critically important to follow the factual information as outlined in these
modules. Teachers should be discouraged from providing personal sermons
or requesting verbal promises among students to abstain from drug use.
Such an approach tends to distract from the key educational messages of
what will most likely work with drug education in schools.

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Principle 2: Embed drug education within a comprehensive whole
school approach to promoting health and well-being.
Addressing drug-related issues in isolation and only in the class is less likely to lead
to positive outcomes. Drug education works best as part of a comprehensive and
holistic approach to promoting health and well-being for all students.

Principle 3: Establish drug education outcomes that are

appropriate to the school context and contribute to the overall
goal of minimising drug-related harm.
Schools should establish agreed upon clear goals and outcomes for drug education
as this will assist towards achieving consistent and coordinated practice during the
delivery of information.

Principle 4: Promote a safe, supportive and inclusive school

environment as part of seeking to prevent or reduce
drug-related harm.
A positive climate within and beyond the school classroom fosters learning,
resilience and well-being in school children, as well as staff. When the school
is inclusive-the students, staff, families and the wider community often better
connect and engage in more meaningful positive relationships.

Principle 5: Promote collaborative relationships between students,

staff, families and the broader community in the planning and
implementation of school drug education.
When schools consult with students, staff, families and the wider community, the
drug education programme is likely to be more relevant and responsive to their
needs as well as support access to relevant services.

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25
 In the minds of school children, some short-term effects of various drugs
may initially appear attractive and appealing, which may contribute
towards experimentation and use of specific drugs. The teacher should
highlight that despite a perceived appeal of some short-term effects,
the long term-effects of all drugs are commonly associated with various
negative consequences that impact on health (physical and mental), social
(impact on family, friends and schooling), economic (spending money on
drugs rather than on important personal and family needs) and sometimes
legal (court appearance, detention and prison sentence). This information
should not be conveyed as a scare tactic but to highlight that all drugs have
the potential to cause harm to those that use them.

Principle 6: Provide culturally appropriate, targeted and

responsive drug education that addresses local needs,
values and priorities.
Drug education needs to be relevant to all students and consequently. any
information imparted should be sensitive to the cultural background and
experience of students. Issues of gender, culture, language, religion, socio-economic
status and developmental stage of the child should be taken into consideration.

Principle 7: Acknowledge that a range of risk and protective

factors impact on health and education outcomes, and influence
choices about drug use.
Schools will be in a better position and provide relevant drug education once they
recognise the complexity of various issues that may influence and impact on a
students’ drug use.

Principle 8: Use consistent policy and practice to inform and

manage responses to drug-related incidents and risks.
Protecting the safety and well-being of all students and staff is a high priority.
Policies and procedures should be well-defined to manage drug-related incidents
and support students who are at risk. Retaining students in an educational
pathway is the better option for any student found in a drug-related incident or at
risk of drug use.

Principle 9: Locate programmes within a curriculum framework,

thus providing timely, developmentally appropriate and ongoing
drug education.
Drug issues are best addressed within a broader health context relevant to students,
concerns and stage of development. Continuity of drug education across students
schooling is critical.

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26 TRAINING AND RESOURCE MODULES
Principle 10: Ensure teachers are resourced and supported in their
central role in delivering drug education programs.
Research show that teachers are best placed to provide drug education as part
of an ongoing school programme. Teachers should be provided with current and
accurate information and resources about drug-use issues. Visiting presenters
with expertise on drug-use issues can complement a teacher’s role. However, as a
response on its own, it will not prove to be effective as the visits are too irregular
to have lasting impact upon the child. Teachers are routinely in the classroom and
can be available at any time to impart regular information about drugs and initiate
assistance for children as required.

Principle 11: Use student-centred, interactive strategies to develop

students’ knowledge, skills, attitudes and values.
Inclusive and interactive teaching strategies are the most effective way to develop
students’ drug-related knowledge, skills and attitudes. Students need to be assisted
to develop their problem-solving, decision-making and help-seeking skills. Ensure
all students are actively engaged for the strategies to be the most effective.

Principle 12: Provide accurate information and meaningful

learning activities that dispel myths about drug use and focus on
real-life contexts and challenges.
Credible and relevant information about drugs is highly important. Use meaningful
activities that assist school children to better understand the realities of drug use
that match their lives and their environment.

RECOMMENDED TERMS TO AVOID

USING DURING SCHOOL-BASED DRUG
EDUCATION

M
any terms used to describe drugs and drug use are negative and
inappropriate because they can create or perpetuate myths and
stereotypes, and may also be insensitive to issues being experienced by
some students or their families.

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Terms to use Terms to avoid Reasons

Drug use Drug abuse All drug use has the potential to cause harm. Terms,
Drug taking Substance abuse such as drug use and drug taking are non-judgemental
Harmful drug use Substance misuse and less stigmatising.
Problem drug use
High risk use

Depressant drugs Soft or hard drugs Describing a drug as soft implies that it is safe to use.
Stimulant drugs Recreational People may think that a drug described as soft or hard is
Hallucinogens drugs referring to the legal status or level of harm. The
Legal or illegal drugs Party drugs term recreational or party drug implies that the drug is
Licit or illicit drugs Good or bad drugs fun and safe to use. This conveys the wrong message.

Drug-related Addicted Dependence describes the physical or psychological

problems Addiction state of the person without a stereotype and
Alcohol-related Alcoholic judgemental tone being applied.
problems
Dependence

Someone who uses Drug addict Despite the word ‘addict’ or junkie commonly used
drugs Junkie throughout India, it is best to avoid such terms as
they are known to be judgemental, stigmatising,
discriminatory and negative towards those using drugs.
Calling someone an ‘addict’ is a mostly derogatory term
and best avoided

Terms To Use Terms To Avoid

Drug use Drug abuse

Drug taking Substance abuse
Harmful drug use Substance misuse
Problem drug use
High risk use

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28 TRAINING AND RESOURCE MODULES
BEST TO AVOID DRUG-USE
DISCLOSURES IN A SCHOOL SETTING

I
t is important that teachers and students avoid telling personal stories disclosing
drug and alcohol use. This is primarily to protect people’s privacy, as the class
environment is not an appropriate place for disclosures. It also prevents the
winning of status among peers through the sharing of risky, compelling stories
that may glamorise drug use and become a secretive form of peer pressure to
experiment and use drugs.

INTERRUPT AND PROTECT A SCHOOL

STUDENT THAT IS DISCLOSING THEIR
DRUG USE AMONG OTHER STUDENTS

I
t is important that each teacher knows when to interrupt and protect a student
when they are disclosing their personal drug use among other students during
the class. If a student discloses personal or private information during a
class or in a public forum, the teacher should calmly but firmly stop any further
disclosure. This teaching strategy is designed to protect the student sharing the

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TRAINING AND RESOURCE MODULES

29
 story and avoiding further disclosure. It also avoids damaging a specific students’
reputation, or the reputation of other students that may be included in the story.
The intervention of the teacher also helps to avoid other students from possible
distress at hearing a disclosure, or from being under peer pressure to be engaged
in anti-social activities or increased risky behaviours. Implementing this response
safeguards the drug education course and the teacher from being side-tracked
from the discussion activity, or from allegations that the class is an arena for gossip
or exposing the privacy of others.

STEPS TO TAKE WHEN PERSONAL

CONCERNS OF A STUDENT ARE RAISED

T
he teacher needs to inform the students that, if they have any concern
about anything that gets spoken about during the classes, they can
approach the teacher after class to let them know that an issue can be
discussed privately. Alternatively, the teacher can also highlight that they can
help a student by guiding them towards a school counsellor (who may be the
focal person on such issues) to talk about a concern. Depending on the specific
issue of the child, the teacher and the school counsellor (if such a person is
available within the school) may need to seek further advice of a local medical
professional/Government medical service to address the concern. Alternatively,
the school and teacher may wish to seek advice and the perspective from the
State Level Coordination Agency (SLCA). The SCLA replaces what was earlier
known as the Regional Resource and Training Centres. SLCA are found in the
South, East, West, North and North-East Zone of India, which cover all States and
Union Territories for additional drug education information, technical advice and
guidance. The SLCA may also be able to direct and guide those in need of local
counselling services. Additionally, the SLCA can provide information of local
non-governmental organisations (focused on drug use issues) that may address
the personal concerns of children and adolescents with drug-use problems (see
Annexure 1).

Schools and teachers with concerns of drug use among school children
can access advice by calling the National Toll-Free Drug Deaddiction
Helpline run by the Ministry of Social Justice and Empowerment (MSJE),
Government of India.
Toll-Free Telephone number: 1800110031

No matter what path a teacher takes to assist the students’ personal concerns, it
remains critically important to ensure strict confidentiality about the information
that is conveyed. If the information shared by the student to the teacher requires

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30 TRAINING AND RESOURCE MODULES
others to know, then it is important that a student provides consent for this
information to be shared with another person/s or agency. When confidentiality is
broken by the teacher, other students will have no trust in speaking to the teacher
about their personal concerns. Additionally, if confidentiality is broken, a student’s
education potential may be ruined, if the school administration takes a decision to
expel the student from the school due to drug use.

MATERIALS REQUIRED
• Whiteboard or blackboard (plus chalk for blackboard or erasable markers for
whiteboard).
• Pieces of paper (small and large), pens or pencils, crayons, marking pens.
• White sheets of paper.
• Tape and pins to display participants’ group presentations when required.
• A notebook and pen for school children to take notes on the information shared
by teacher.
• Teacher should ensure to wear a watch or a clock is visible in the classroom for
the purpose of time management.

NOTE FOR THE TEACHER

• Familiarise oneself with the contents of this training and resource module
before entering the classroom.
• Familiarise yourself with the material and have greater confidence in the
information by conducting a practice session with work colleagues or
friends before a formal session with school children.
• Utilise the teaching aid tool of the online modules that provide valuable
insights of Module 1, 2 and 3 that cover various topics contained in
‘Navchetna’.
• It is suggested that lessons for Module 1, 2 and 3 be conducted once a
quarter (3 months).

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31
 Long-Term Side Effects
of Drugs

USE TIME WISELY

T
o reduce the time of writing text on the board during a classroom session
a teacher should write some sections of a topic on the board when it is
appropriate and not providing answers to some activities found throughout
the sessions. For example, some short and long-term side effects of drugs, prior to
the commencement of the class could be written on the board. If the class board
is of generous size, divide it into two sections: one section for writing immediate
teacher needs and second section for any text to be referred to later.

Alternatively, to save time, the teacher can also, from various topics, prepare in
advance, the writie up some information or text on large pieces of paper. These
can be taped to the wall or board when required and appropriate. For example, the
module on drugs, requests the teacher to write on the board the definition of drugs.

“A drug is any substance, except food and water, which when taken into the body,
changes the way the body works and can change our mood or thinking processes.”

The definition could be written on a large piece of paper before the class starts.
At the conclusion of the class, the large pieces of paper with written text, could be

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32 TRAINING AND RESOURCE MODULES
 placed away, saved and used again for another class. Another example where, the
text can be written in advance on large pieces of paper, is about some side effects of
drugs, when these are not read out aloud to the students. The teacher will quickly
know when it is most useful and time saving to write up in advance the text on large
pieces paper.

As part of the Education Information Kit, Power Point Presentations

(PPT) of this Module for Grades VIth, VIIth and VIIIth will be available in
English and Hindi. However, not all schools in India have the technology or
guaranteed 100% electricity supply. Consequently, we urge teachers not to
rely on PPTs but to be fully prepared to deliver various topics physically,
with all the techniques and guidance outlined in this book.

DELIVERING THE TRAINER RESOURCE

MODULES

T
he module can be delivered as three single stand-alone sixty-minute sessions
covering the information contained in Part One, Two and Three. The table
below outlines key topics of covered in Part One, Two and Three.

MODULE ONE MODULE TWO MODULE THREE

TITLE: LIVE TITLE: RECOGNISING TITLE: BASIC DRUG
60 HEALTHY AND RISKS, BEING SAFE AND EDUCATION—PART 1
MINUTES EAT HEALTHY PREVENTING CHILD
SEXUAL ABUSE

Living Healthy Risk and Handling Risky What is a drug?

TIME Situation
60 Minutes
Eating Healthy Safe Touch versus Unsafe Knowing about licit (legal)
Touch and illicit (illegal) drugs

Food Groups Smart Ways to Stay Safe Categories of psychoactive drugs

Learning about alcohol

Learning about tobacco

Learning about volatile

substances (inhalants)

Quiz—What you have learnt

about drugs?

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33
 TIME MANAGEMENT
Short, sharp and to the point delivery of key messages is essential. Avoid too
much repetition when conveying information. However, do ensure students
understand key messages of each module.

WATCH THE CLOCK

Teachers MUST monitor session time of the
module by routinely checking a classroom
clock or their watch.

USE THE BOOK WHEN DELIVERING THE MODULE

IN THE CLASSROOM
Teacher MUST NOT hesitate to have the training and resource materail in
their hands when delivering the various modules. Many of these topics are
new for the teacher and there is no requirement to memorise any section
of the material. Avoid mistakes and ensure the information delivered is
accurate by using and referring to this training and resource materail.

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34 TRAINING AND RESOURCE MODULES
 MODULE ONE
MODULE–1 PAGE NO.

LIVE HEALTHY
INTRODUCTION 37

FIRST SESSION: 38

AND
LIVING HEALTHY

SECOND SESSION: 40

EAT HEALTHY
EATING HEALTHY

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35
 Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
36 TRAINING AND RESOURCE MODULES
 1

MODULE ONE
LIVE HEALTHY AND EAT HEALTHY
INTRODUCTION
Adolescence is a crucial stage of life for physical, mental and psychosocial growth.
60 During this stage of life, good nutrition promotes proper development of the body
MINUTES
and brain, keeps the immune system healthy and thus helps children succeed in
their life. Adolescents can also be easily swayed by media and popular culture into
TIME thinking that healthy things are not cool or that junk foods are good. The focus of
60 Minutes this module is to encourage students to think and learn about their food choices
as well as educate them on practices that will improve their health and well-being.

Objectives

By the end of this module, students will be able:

1. To understand good health and hygiene practices

2. To recall some slogans and messages related to hand

washing practice and ‘Swachh Bharat Mission’

3. To appreciate and be aware of the importance of healthy food

4. To understand and be aware of the various food groups

5. To understand the relevance of including specific food groups in daily diet

6. To know the difference between healthy and unhealthy foods

Life Skills Used

Critical thinking, decision making, value clarification and self-awareness

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37
 Additional Materials Required For Teacher

• Outline of Go Foods, Grow Foods and Glow Foods

• 4 paper plates

Advance Preparation Required for Teacher

• Compile a list of slogans related to hand washing and ‘Swachh Bharat

Mission’ (Some are mentioned at Annexure 2)
• Prepare a chart/poster indicating Go Foods, Grow Foods, and Glow Foods

FIRST SESSION: LIVING HEALTHY

The focus of this session is to make students think and learn about healthy
lifestyle choices, and educate them on good ways to remember these practices.

TITLE OF GAME: Stomp your Feet or Clap your Hands

• Teacher greets the students, ensures the classroom is in order and informs the
5 students that the topic is LIVE HEALTHY AND EAT HEALTHY
MINUTES
• Explain the game:
1. Teacher moves around the classroom and calls out a statement, then the
TIME: teacher asks a student to respond to the statement. Their response must be
5 Minutes non-verbal in nature. Teacher STATES ALOUD to the students:

IF I CALL ON YOU, STOMP

YOUR FEET IF THE STATEMENT
REFERS TO AN UNHEALTHY
PRACTICE OR CLAP YOUR HANDS
IF IT REFERS TO A HEALTHY
PRACTICE.

2. Some examples are washing hands before eating, littering your room, spitting
on the street, not cleaning your teeth, and so on. This will help them to focus
and also make the session interesting.
3. Teacher continues this and calls out around 4–6 statements.

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38 TRAINING AND RESOURCE MODULES
 Quiz for students
• Teacher divides the class evenly into two groups: ‘Group A’ on the right and
15 ‘Group B’ on the left.
MINUTES
• Teacher then asks each group to name one healthy and one unhealthy practice.
Teacher keeps the score on the board or paper. Let this continue for about 3–4
TIME: rounds.
15 Minutes • Teacher will ask each group to recall a slogan, saying, or proverb related to
washing hands. Play this once and continue to keep score.
• Teacher will ask each group to recall any slogans related to ‘Swachh Bharat Mission’.
Play this for two rounds and teacher maintains a scoresheet on the board or paper
• The teacher will tally the scores of Group A and Group B, and then announce
the winning group.

NOTE FOR THE TEACHER

1. Before taking the sessions, please compile a list of slogans related to hand washing and
‘Swachh Bharat Mission’ displayed in your school, community, or the neighbourhood.
See Annexure 2 for some slogans.

2. List of examples that teacher can refer to of habits and practices that promote good
health are as follows:

Washing your hands after going

Eating healthy food, avoide
to the washroom, sneezing,
junk food
playing outside and before eating

Bathing daily Drinking clean water

Coughing and sneezing into

elbow, napkin, tissue paper Exercise at least an hour a day

Eating balanced diet Play sports/games

Eating correct portion sizes or Get 8–10 hours of

optimum quantity of food sleep a night

3. Teacher conduct to the point, short discussion and maintain a timeline.

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 SECOND SESSION: EATING HEALTHY
5 This session is meant to educate students about proper nutrition, different types
of food groups and how to have a healthy diet. The model of ‘Go Foods, Grow Foods,
MINUTES
and Glow Foods’ as a guideline for good nutrition (see Annexure 3) will be outlined
in this session.
TIME:
5 Minutes Short Discussion: Why do we eat food?
• The teacher informs the students that the second part of the session is on food
and role of nutrition in the promotion of good health.
• Teacher asks the students to provide some reasons for eating food.

NOTE FOR THE TEACHER

1. Keep the discussion short and crisp.

2. Emphasise that food also helps to create bonding between people, family
and members of the community.

3. Talk about special food items cooked during festivals and other occasions
in the family, also discuss the different locally available food items.

What would I like on my plate?

Food groups and their relevance
15 • Teacher, once again, divides the students into two groups, ‘Group A’ on the right
MINUTES
and ‘Group B’ on the left. Group A will focus on ‘Daily Food’ and Group B will
focus on ‘Special Occasion Food’.
TIME:
• Teacher instructs the students to list the food items that they would like to
15 Minutes
consume in their assigned group (daily and special foods).

• Teacher distributes a paper plate to two students in each group.

• Teacher instructs the other students to make smaller groups around the
students, who have the plates in each group. (Note: there should be a total of
four groups).

• Teacher gives one student in each group a sheet of paper and a sketch pen and
the groups five minutes to discuss and write the healthy and unhealthy food
items on the sheet of paper provided to them.

• Teacher then instructs the students to place the sheet of paper with food items
written on it and make their presentation.

• Each group makes their presentation on healthy and unhealthy food items.
Teacher appreciates all the students for their effort.

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 Short Discussion: Questions and Answers
Teacher gathers all the students and has a short discussion on the following
10 questions:
MINUTES
1. Which kind of food do you all like to eat? Why?
2. Should you consume junk food on a frequently? Why?
TIME:
3. What kinds of food items should you include in your diet every day?
10 Minutes
4. What is the importance of each food group?
5. Should girls and boys consume the same kind and quantity of food?

NOTE FOR THE TEACHER

10 Teacher needs to write on the board in advance the text of ‘GO FOODS,
MINUTES
GROW FOODS, AND GLOW FOODS’ found below, prior to starting of the
class. The teacher would read aloud to the students the key messages of ‘GO
TIME: FOODS, GROW FOODS AND GLOW FOODS’. Alternatively, the teacher may
10 Minutes prepare a poster or chart indicating the ‘GO FOODS, GROW FOODS AND
GLOW FOODS’

Display Information Poster

Teacher asks the students for attention to the board/chart displaying ‘GO FOODS,
GROW FOODS AND GLOW FOODS’ See Annexure 3 for more information. Teacher
shares the following information—

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41
 GO FOODS, GROW FOODS AND GLOW FOODS

Go Foods Grow Foods Glow Foods

Go foods give us energy we Grow foods help the body Glow foods are rich in
need to be active, work, and to grow and stay healthy. vitamins and minerals
learn each day! They give us They strengthen teeth, which help to prevent
fuel for daily activities and bones, and muscles! They illness and keep our skin,
include: include: eyes and hair glowing.
They include:
Carbohydrates Protein
• Grains • Chicken Fruits
• Rice • Fish • Bananas
• Roti • Soya • Oranges
• Potatoes • Eggs • Mangoes
• Cereals • Milk • Papaya

• Paneer Vegetables
• Yogurt/curd • Okra/lady fingers
Fats
• Dal • Leafy greens
• Oil
• Pulses • Pumpkin
• Margarine/butter
• Nuts • Cauliflower
• Ghee
Nuts

NOTE FOR THE TEACHER

Teacher should be mindful about the socio-economic and cultural beliefs and backgorund of the
students, while discussing the different food items.

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TEACHER DRAWS THE FOLLOWING DIAGRAM ON THE BOARD

DAIRY

FRUITS VEGETABLES

PROTEIN GRAINS

The picture is useful as you can see how much of each type of food you need!
You can see that half of the plate is made of fruits and vegetables. The other
half are grains (like rice, wheat, or millet) and protein (like meat or dal). Dairy
products like milk, yogurt/curd, paneer and cheese are rich with vitamins
and minerals like calcium which promote strong bones!

READS ALOUD Teacher asks the students: What do you NOT see on this plate? Students can
provide some answers.

ANSWER: No junk food! Remember not to eat too much fat, salt, or sugar!

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43
 NOTE FOR THE TEACHER
1. Please share that it is important to include food items from all food
groups in our daily diet. Locally grown food items should also be included
in the food items.

2. Emphasise that girls should not be discriminated against when it comes

to food as some families may be following this wrong practice. In fact,
both boys and girls require proper nutrition, as puberty is a phase of
rapid physical, mental and sexual changes in the body.

3. Conclude with the following: junk food should not be consumed as it

gives rise to poor health, weight gain and other ailments.

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44 TRAINING AND RESOURCE MODULES
 MODULE TWO
MODULE–2 PAGE NO.

INTRODUCTION: 47
RECOGNISING
FIRST SESSION:
RISK AND
HANDLING RISKY
48 RISKS, BEING
SAFE AND
SITUATIONS

SECOND SESSION:

PREVENTING
SAFE TOUCH
50
VERSUS UNSAFE
TOUCH

CHILD SEXUAL
THIRD SESSION:
REVIEW ON SMART 53
WAYS TO STAY SAFE

ABUSE

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 Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
46 TRAINING AND RESOURCE MODULES
 2

MODULE TWO
RECOGNISING RISKS, BEING SAFE AND
PREVENTING CHILD SEXUAL ABUSE
INTRODUCTION
Adolescence is a stage when young people like to experiment with different
60 things—their looks, style, friends, drugs, gadgets, and so on. This is an age when
MINUTES
they like to indulge in activities and behaviours that could involve risks as it gives
them a thrill and adrenaline rush. They are also vulnerable as they lack the relevant
information and maturity to make proper and well-informed decisions. The focus
TIME
of the module is to familiarise the students with some risky situations that are
60 Minutes
prevalent, so that they can handle them properly and protect themselves.

Objectives

By the end of this module, students will be able:

1. To identify risks in certain situations at school, home and in neighbourhood

2. To exercise assertiveness skills, especially refusal skills

3. To demonstrate appropriate decision-making skills

To understand, identify and know the difference between safe touch

4. and unsafe touch

5. To feel empowered and establish ownership over their own bodies

To understand some smart ways to keep oneself safe, as well as know what
6. to do if they find themselves in a dangerous situation

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47
 Life Skills Used

Critical thinking, Value clarification, Effective communication, Decision making

and Self-awareness

Additional Materials Required for Teacher

• A box or bag to put the paper pices written with “risky situation”
• Printed sheet containing the “risky situations”
• Information about Safe Touch and Unsafe Touch
• Mobile phone for music (optional)

ADVANCE PREPARATION REQUIRED FOR TEACHER

• Teacher tear or cut a sheet of paper into squares. See Annexure 4 for list of
‘risky situations’ and prepare one square piece of paper for each situation.
Fold each piece of paper in half and place them into a box or bag before
the activity begins.

• If you feel that there is too much to be written on the board, prepare in
advance, writing up some sections of information text on large pieces of
paper. These can be taped to the wall or the board when required and
appropriate. The information text on large pieces of paper can be kept
and used again multiple times as and when the same session is conducted
again for other students.

• Teacher can prepare a chart/poster indicating ‘SMART WAYS TO KEEP

YOURSELF SAFE’ that can be used to conclude the session.

FIRST SESSION: RISK AND HANDLING RISKY

SITUATIONS
5
MINUTES
Brainstorming
Teacher greets the students and informs them of an activity called ‘risk and
TIME: handling risky situations’ that will be conducted.
5 Minutes Teacher introduces the word ‘RISK’ and asks them what does it mean to them when
they hear or read this word?

Teacher writes all the responses on the board. Teacher can also refer to popular
advertisements on TV and different media platforms related to taking RISKS in
order to start a conversation with the students. Teacher provides a definition of
RISK.

The teacher proceeds by emphasising that while risks provide a sense of thrill and

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48 TRAINING AND RESOURCE MODULES
 RISK IS A POSSIBILITY OF
SOMETHING DANGEROUS OR
UNPLEASANT HAPPENING.

adventure, but they also put children and young adults in vulnerable and risky
situations. Sometimes the damage or injury to the body may be irreversible. For
example, riding a two-wheeler, at a fast speed with no helmet and on a busy road
with many other cars and trucks.

Teacher concludes by informing the students that in the next activity, they will
become familiar with some undesirable or risky situations happening around them
and will learn some ways to handle them appropriately

Understanding refusal skills

5
MINUTES
NOTE FOR THE TEACHER
Before the commencement of the session, the teacher must refer to Annexure
TIME: 4—Risky Situations and write down each situation on a square piece of
5 Minutes paper. Ensure that the text is clear and easy to understand for the students
to read. Once this is done, fold each piece of paper in half and place them into
a box or a bag. These pieces of written text on paper will then be selected
by students as part of a game called ‘Passing the Parcel’. The pieces of paper
with risky situations can be kept by the teacher and may be used again as
and when this game is played with other students.
20
MINUTES
Teacher should explain that peer pressure is often difficult to deal with but always
remember that there is a way—how to say ‘No’ in challenging situations. Teacher
should WRITE ON the board and READ ALOUD the following:
TIME:
20 Minutes a. N: No— Say ‘No’, not ‘Maybe’ or ‘Later’.
b. I: Use ‘I’ statements, like ‘I am not interested’. Or ‘I don’t like that’.
c. C: Change the subject or location, if you are still feeling pressured.
d. E: Exit, leave the area/situation, if you don’t like it.

Title of Game: Passing the Parcel

1. Teacher instructs the students to either sit or stand in a circle. Teacher explains
the game to the students by stating that, when the music is switched on (or slow
clapping of hands by the teacher), the box or bag should be passed from one
student to another in one direction.

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49
 2. When clapping of hands is stopped by the teacher (or the music stops), the
student who is holding the box or bag of square pieces of paper picks one inside
from the box or bag, reads out aloud the text for everyone to hear and then
proceeds to give a response to that situation. Other students and teacher may
add information or give a different viewpoint after the student has said his/her
response to the situation.

3. Teacher then collects the pieces of paper from the student and keeps it safely.
Then the game starts again in the same direction by handing over the box or
bag to the next student.

4. Continue this game till all the pieces of paper with written text have been
answered.

5. Teacher concludes the session by emphasising that this game provides an

opportunity for the students to recognise certain risks involved in everyday
situations.

6. Teacher informs the students that by using thinking and good communication
skills each student can have the skills to handle these situations with confidence
as well as protect themselves from becoming a victim to personal threats.

NOTE FOR THE TEACHER

1. If a student lacks the reading skills to recite the text on the piece of paper,
the teacher should intervene to assist the student in a way that does not
embarrass the student.
2. Guide the students to recognise the risks involved in each situation.
3. Teacher can use their hands to clap, if other sources of music are not
available.
4. If the room is not big enough to form a circle, let the students sit or stand
as they normally do and let the box or bag be passed from one row to
another.
5. Do not hold long discussion over written text found on the piece of paper
—only short and crisp responses should be discussed.
6. The teacher may have to help the students with the techniques of saying
‘NO’. Please refer to Annexure 5 for these techniques.

SECOND SESSION: SAFE TOUCH VERSUS

UNSAFE TOUCH
This session is meant to educate students on how to identify the difference between
a touch that is safe and acceptable and a touch that is unsafe and unacceptable,
so that students can have a foundation and skills for recognising and protecting
themselves from risk and harm.

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 • The teacher asks students whether touch by another human being is safe or
unsafe or can it be both? Teacher then asks the students to write their answer
3 and provide example/s of their responses of safe or unsafe touch in their
MINUTES notebooks.

• The teacher requests the students to share some of their ideas or thoughts on
touch by another human being—safe, unsafe or both.
TIME:
3 Minutes • Teacher WRITES two columns on the board. One heading with the title ‘SAFE’
and the other heading with the title ‘UNSAFE’. In each column and under the
headings, outline briefly and list out examples provided by the students.

NOTE FOR THE TEACHER

7 It should be noted for the students that gestures that appear normal or
MINUTES
safe can become unsafe. For example, prolonged handshake, handshake
with tight grip, groping (caressing) by hands on body parts, hugs and kisses.
TIME: Anything unacceptable or forceful, which makes you uncomfortable,
7 Minutes nervous and scared is unsafe.

When the activity is completed, teacher should be clear in explaining that touch
can be unsafe.

SIGNS OF UNSAFE TOUCH

• It hurts you.
• It makes you feel—
• Uncomfortable • Nervous • Scared
• It is in an area that is covered by your garments (typically chest, pelvic,
READS ALOUD under arms, thighs, bottom and genital area).
• Someone touches you where you do not want to be touched.
• Someone forces you to touch him/her.
• Someone threatens to hurt you, if you tell anyone or forces you to keep it
secret.
• If someone offers you gifts to trick, you or motivate you to do or consent to
something inappropriate.

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51
 ADDITIONAL INFORMATION FOR THE TEACHER
TO SHARE WITH STUDENTS:
UNSAFE TOUCH in most of the cases is committed by known persons.
Those involved in doing acts of UNSAFE TOUCH can be of wide-ranging
ages. Any person (strangers or people you know, including family members
and relatives), who touches you inappropriately is NOT okay, even if they are
in a position of power, well-liked, a family member, relatives and known by
many other people.
Teacher should also explain to students that students of all genders are at
higher risk of sexual abuse as they are at an age, which experiences a high
risk of sexual abuse.

The teacher READS ALOUD a series of possible situations and requests the
students to discuss whether they are Safe or Unsafe. If they are in unsafe situations

5 ‘students’ should think and suggest what they should do.

MINUTES Situation One: Your friend gives you a high five when he sees you during lunch
time. [SAFE Or UNSAFE TOUCH?]
Situation Two: You meet a new student at school and you two shake hands.
TIME:
[SAFE Or UNSAFE TOUCH?]
5 Minutes
Situation Three: A staff member of the school brings you to a secluded area and
asks that you touch him. [SAFE Or UNSAFE TOUCH?]
Situation Four: Your mom and dad hug you with love and affection.
[SAFE Or UNSAFE TOUCH?]
Situation Five: An adult, who knows your name tries to grab your hand to bring
,you into their vehicle stating that they are taking you home today.
[SAFE Or UNSAFE TOUCH?]
Situation Six: Your teacher taps you on the back and wishes you a safe journey.
READS ALOUD
[SAFE Or UNSAFE TOUCH?]
Situation Seven: Someone you do not know at the park attempts to touch you in a
way that makes you uncomfortable. [SAFE Or UNSAFE TOUCH?]
Correct answers to these situations can be found in Annexure 6 of this module.

NOTE FOR THE TEACHER

It should be conveyed to the students that gestures that appear normal or safe
or good, can become bad. For example, unnecessarily prolonged handshake, a
person tightens their grip on your body, or a person’s hands freely move on,
over or around your body, unacceptable or forceful hugs and kisses. All these
unacceptable or forceful actions that makes you uncomfortable, nervous
and scared are considered inappropriate, unsafe and bad.

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52 TRAINING AND RESOURCE MODULES
 • The teacher draws an outline of a boy or a girl on the board (dependent upon
what kind of class they are teaching in).
5 • The teacher then has students volunteer to come up and mark with an X, places
MINUTES
where others should not touch them.

• Examples of places with an X should be areas, such as chest area, pelvic area,
TIME: under arms, thighs, bottom, as well as the mouth and face.
5 Minutes

OUTLINE OF A GIRL AND A BOY

THIRD SESSION: REVIEW ON SMART

WAYS TO STAY SAFE
10 This session is to engage students in thinking about what information is important
MINUTES
to know for their own safety. This session will be a review of the content transacted
earlier and give students an opportunity to start thinking about what they would
do if they found themselves in one of these situations.
TIME:
10 Minutes • Teacher should refer Annexure 7 of Smart Ways to Keep Yourself Safe and
review the content.

• Teacher should highlight the KEY points given in the box below and read aloud
the content listed.

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53
 Smart Ways to Keep Yourself Safe
Body: You are the boss of your body. No one is allowed to hurt you.

Private Body Parts: It is never okay for anyone to touch or look at or talk about
your private parts.

Hugs and kisses: Hugs and kisses are not okay.

READS ALOUD
Gifts: Refuse gifts (sweets, money and others) in return for something that makes
you uncomfortable.

Secret: Secrets about touching are not okay. Tell a trusted person.

Say No: Use refusal skills loudly when someone breaks the touching rules or asks
you to do something that makes you uncomfortable.

Shout And Get Away: Practise shouting when someone tries to hurt you or touch
in a way that makes you confused, scared or uncomfortable.

Tell: Tell trusted adults like parents, teachers or grand parents if you are worried,
confused or scared by someone who tries to touch or touches you.

It Is Never Your Fault: It is never your fault when someone breaks the touching
rule to hurt you. Even when you can’t say ‘NO’ or get away or are afraid to tell an
adult, you didn’t ask to be hurt.

NOTE FOR THE TEACHER OR PARENT

• For more signs and indications of possible sexual abuse, as well as
information about legal provisions and resources, see Annexure 8.

NOTE FOR THE TEACHER

• Be sure to emphasise the last three points given above (‘Shout and Get
Away’, ‘Tell’’ and ‘It Is Never Your Fault’
During the ‘Tell’ review, be sure to encourage the students to think
about one or two adults in their lives that they would talk to if
anything happened to them.
Teacher should emphasise the importance of speaking up and talking
to trusted adults. It requires bravery to speak about such things but
students should think about how it helps themselves and others from
becoming victims.
• Also, emphasise the first point in the box, that is, ‘Body’ and remind
students that they should feel in charge of their own bodies.

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54 TRAINING AND RESOURCE MODULES
MODULE–2 PAGE NO.

FIRST SESSION:
58
WHAT ARE DRUGS?

SECOND SESSION: MODULE THREE

LICIT (LEGAL) AND
60
ILLICT (ILLEGAL)
DRUGS

THIRD SESSION:
LEARNING ABOUT
ALCOHOL
62
BASIC DRUG
FORTH SESSION:
LEARNING ABOUT 64 EDUCATION
INFORMATION–
TOBACCO

FIFTH SESSION:
LEARNING ABOUT

PART 1
VOLATILE 68
SUBSTANCES
(INHALANTS)

SIXTH SESSION:
QUIZ ON DRUGS—
WHAT HAVE YOU 69
LEARNT ABOUT
DRUGS?

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TRAINING AND RESOURCE MODULES

55
 Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
56 TRAINING AND RESOURCE MODULES
 3

MODULE THREE
BASIC DRUG EDUCATION INFORMATION–PART 1
Objectives

60 By the end of this module, students will be able:

MINUTES
1. To understand what are drugs, difference between licit and illicit drugs
and be aware of three main categories of psychoactive drugs.

TIME 2. To understand about alcohol and its short- and long-term effect.
60 Minutes
3. To understand about tobacco and its short- and long-term effects.

4. To understand about volatile substances (inhalants) and their short- and

long-term effects.

Additional Materials Required for Teacher

• Pieces of paper (small and large), pens or pencils, crayons and marking pens
• White sheets of paper
• Tape and pins to display participants’ group presentations if required

Advance Preparation Required for Teacher

If you feel that there is too much to be written on the board, prepare in advance,
writing up some sections of information text on large pieces of paper. These can
be taped on the wall or the board when required and appropriate. The information
text on large pieces of paper can be kept and used again multiple times as and when
the same session is conducted again for other students.

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57
 NOTE FOR THE TEACHER
Read the questions to be asked during the Quiz on Drugs so that some
information from this module may be given with specific emphasis to assist
the students to answer the questions correctly.

FIRST SESSION: WHAT ARE DRUGS?

Following the sessions on life skills, the school children will have a better
understanding of what it means to be healthy, recognising risks and insights of
‘safe touch and unsafe touch’. The teacher needs to inform the school children that
sometimes children and individuals fall sick or become unhealthy, therefore the
intervention of a medical professional is needed to give the person drugs to make
them get better, recover and to be healthy again. To fully understand the topic of
drugs, school children need to be educated on what are drugs, how they can affect
1 the body, the different types of drugs based on classification and of the need to
MINUTES understand the basic difference between licit (legal) and illicit (illegal) drugs. This
module will also include information about tobacco, alcohol and volatile solvents.

TIME The teacher requests the students to write down in their notebooks as to how they
1 Minutes would define or explain to another person (friend, family member, etc.) what is a
drug.

WHAT IS A DRUG?
3 The teacher requests the students to share some of their ideas or thoughts as to
MINUTES
how they define or explain what is a drug. Teacher WRITES on a board several
answers stated by the students until there are no new theme or repeat action of
other answers.
TIME
3 Minutes When activity is completed, teacher WRITES on the board (or highly recommended
to save time has it written up in advance on large piece of paper to be displayed) the
World Health Organization (WHO) definition of a drug.

A DRUG IS ANY SUBSTANCE, EXCEPT FOOD

AND WATER, WHICH WHEN TAKEN INTO THE
BODY, CHANGES THE WAY THE BODY WORKS
AND CAN CHANGE OUR MOOD OR THINKING
PROCESSES. — (WHO)

The teacher should highlight any similarities between the WHO definition and
those expressed by the students.

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58 TRAINING AND RESOURCE MODULES
 DRUGS

Before the session commences, the teacher should ask the students to gently tap
on their body, where they believe their brain can be found and then ask the stu-
10 dents to point, where in the body is the spinal cord.
MINUTES
Teacher highlights that knowing these parts of the body is important as it is in
those areas, where drugs have their effect on the body, mood and thinking.
TIME
The teacher should explain the classification of drugs, which physically and
10 Minutes
psychologically (the mind and emotions) affect a person, are called psychoactive
drugs.

The teacher is recommended to write up in advance on a large piece of paper to

display the following message:

PSYCHOACTIVE DRUGS

Psychoactive drugs affect a person’s central nervous system (brain and spinal
cord), which controls most body movements and thinking. The drugs act on
the brain and can change a person’s mood, thought processes or behaviour.

Teacher explains that psychoactive drugs can be classified into three main
categories according to the primary effect that the drug has on the central nervous
system. Teacher gives emphasis that it’s not the types of drugs (alcohol, tobacco,
etc.) examined but categories of drugs. The teacher WRITES on the board the
following Three Main Categories of Psychoactive Drugs:

1. DEPRESSANTS—slow down the activity of brain

2. STIMULANTS—increase the activity of brain

3. HALLUCINOGENS—see, hear and smell things in a strange way

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59
 TEACHER READS ALOUD TO STUDENTS HOW EACH
CATEGORY OF DRUG IS DEFINED

Depressants Stimulants Hallucinogens

Drugs that slow down the Drugs that have Drugs cause the user
activity of the brain and the opposite effect to see, hear and smell
decrease alertness. (For to depressants by things in a strange way.
example, your speech can increasing the activity of In large doses, this can be
become slurred, or you lose the brain. For example, cannabis.
balance as you walk). Some caffeine (found in coffee,
depressants are, for example, tea, cola or energy
alcohol (legal), heroin (illegal), drinks–legal), nicotine
cannabis (illegal), or any (found in tobacco–legal),
analgesic (legal) that relieves cocaine (illegal).
pain or discomfort (Combiflam
– paracetamol or codeine,
such as that found in cough
mixtures). People may think Teacher will explain about the names
the word depressant means of drugs later in the class.
depressed or sad but in this
context, it is about slowing
down brain activity.

SECOND SESSION: LICIT (LEGAL)

AND ILLICT (ILLEGAL) DRUGS
5
MINUTES
Teacher READS ALOUD the difference between licit and illicit drugs.

TIME WHAT IS A LICIT DRUG?

5 Minutes
Licit drugs are legal for people of a certain age, and for people with a relevant
medical prescription. For example, alcohol, tobacco, caffeine or prescription/
non-prescription drugs (for example, Combiflam – paracetamol for pain relief
and bought without prescription) or cough mixture are all considered licit
drugs.

READS ALOUD

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60 TRAINING AND RESOURCE MODULES
 TEACHER READS ALOUD THE FOLLOWING MESSAGE

Licit medicine—It is used for treating a health condition like cough, back
pain, dental pain, etc. Ideally it should be purchased and used on the advice
of a doctor. These medicine have positive effects but can have negative health
consequences, if misused without the advice or prescribed by a doctor. Licit
medicines can be addictive. DO NOT SELF-MEDICATE.
READS ALOUD
Alcohol and tobacco: Alcohol and tobacco are extremely harmful to the body.
Both are used more for personal pleasure. They are advertised and made to
look glamorous and cool. However, children should be aware of their addictive
nature and negative health consequences.

What is an Illicit (Rather than a Licit) Drug?

Illicit drugs are illegal under all circumstances, and because of this, their use is
classified officially in India as a crime that can be associated with punishment
such as a fine or detention or both. Drugs classified as illicit, for example include,
READS ALOUD cannabis, heroin and cocaine.

The teacher requests that the students name all the licit and illicit drugs that
are the most commonly used in their community (that they are aware of) using
official terms and street slang. Teacher writes the list of all drugs identified into
3 two columns (licit and illicit) on the board.
MINUTES
It is important for the teacher to place a question mark next to any identified drugs
(licit or illicit) named by students, when they are known to be clearly wrong. If for
TIME example a student states alcohol is illicit, it is important to explain that alcohol
5 Minutes may not be culturally accepted for religious reasons in some communities, but in
India alcohol is not classified as an illicit substance, and it is not against the law.
However, in some States of India, alcohol can be illegal, but in other States, it is
legal.

Teacher writes on the board a key message for children.

ALL DRUGS HAVE THE POTENTIAL TO CAUSE HARM

Many people think that prescribed medicines or over the counter drugs
bought at a pharmacy are always safe because they are legal or doctor has
READS ALOUD
prescribed them. This is FALSE.

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61
 THIRD SESSION: LEARNING ABOUT ALCOHOL

10 TEACHER READS ALOUD SOME COMMON NAMES

MINUTES FOR ALCOHOL IN DIFFERENT PARTS OF INDIA*
Daru, Sharaab, Lalpari, Whisky, Malta, Khamba, Santaraa, Gudki, Havaldar,
TIME Jugni, Rasila, Pawwa and Wine. [NAMES ARE NUMEROUS]
10 Minutes
Ask students if they know any other names.

*Names from Delhi, U.P, Chandigarh, Punjab and Haryana

TEACHER READS ALOUD—WHAT IS ALCOHOL?

Alcohol is an ingredient found in beer, wine and spirits. Alcohol is found in the
sugars of different foods. For example, wine is made from the sugar in grapes,
beer from the sugar in malted barley (a type of grain), vodka as an example
(is a spirit) made from the sugar in potatoes, or other plants. Alcohol is a
depressant: it slows down messages between brain and body.
READS ALOUD
Teacher asks students the most common way of taking alcohol.

ANSWER: Swallowed

Teacher WRITES on the board some short-term effects of alcohol:

SOME SHORT OR IMMEDIATE-TERM EFFECTS

Pseudo Relaxation Happy/sad depends on Over confidence

mood

TEACHER READS ALOUD OTHER SHORT-TERM

EFFECTS OF ALCOHOL
• Reduced coordination
• Trouble concentrating
• Slurred speech
READS ALOUD

Teacher highlights that the most short-term effects of alcohol use are not
positive.

Teacher WRITES on the board some long-term effects of alcohol:

SOME LONG-TERM EFFECTS

Loss of memory/ Depression and Cancer: stomach, liver,

confusion sadness mouth

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62 TRAINING AND RESOURCE MODULES
 TEACHER READS ALOUD OTHER LONG-TERM
EFFECTS OF ALCOHOL
• Financial, professional, family and social problems
• Greater risk of lung and liver infections and heart disease
• Difficulty in reproducing (inability to have children)
READS ALOUD • Weight gain and muscle weakness

TEACHER READS ALOUD OTHER NEGATIVE

EFFECTS OF ALCOHOL
• Mixing with other drugs (such as prescribed medications) can be
unpredictable and dangerous sometimes leading to death.
• Need to drink more to get the same effect—leading to drug dependency.
• Alcohol use for under 18 years, adversely affects brain development.
READS ALOUD
• Person started drinking at an early age is likely to continue to do so as they
get older.
• Drinking alcohol and driving can lead to injury or fatal accident (death).

Teacher draws a rough outline of a human body on the board. Teacher ASKS THE
5 STUDENTS to highlight the parts of the body in which alcohol can damage your
health.
MINUTES

Memory Loss
TIME
Depression
5 Minutes
Premature Aging

Cancer of Throat and Mouth

Heart Trouble

Risk of Pneumonia

Liver Damage Stomach Problems

Trembling Hands

Ulcers Inflammation of the Pancreas

Falls

Painful Nerves In Men: Impaired Sexual Performance

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63
 For the teacher’s reference, some of the following can be used as a guide—

Parts of the body Damage

Brain Loss of memory, confusion, brain injury
Liver, mouth, throat, lips Cancer, liver cyroshis
Lungs Infections, greater chance of Tuberculosis
Heart High blood pressure, heart attack, weak pulse
Sex organs Infertile (inability to produce children)
Liver Swelling and pain, hepatitis (inflammation of the
liver), cirrhosis (liver not functioning properly)

FOURTH SESSION: LEARNING ABOUT TOBACCO

TEACHER READS ALOUD SOME COMMON NAMES FOR
7 TOBACCO IN DIFFERENT PARTS OF INDIA*
MINUTES

Bidi, Tambaku, Jarda, Cigarette, Khaini, Hukka, Yengo, Gutka, Chainee, Chilam,
Coollip, Paat, Tali Sudhar, Ragda, Sonpatti and Peela Patti. [NAMES ARE
TIME NUMEROUS]
7 Minutes
Teacher asks the students if they know any other names.

*Names from Delhi, U.P, Chandigarh, Punjab and Haryana

TEACHER READS ALOUD WHAT TOBACCO LOOKS LIKE—

Dried yellow-brown and curly leaves

TEACHER READS ALOUD—WHAT IS TOBACCO?

The leaves in tobacco plant contain NICOTINE (this is the main drug found in
READS ALOUD tobacco that is most easy to become dependent on. [GETTING THIS MESSAGE
ACROSS IS ESSENTIAL], tar (causes cancer and stains people’s teeth and fingers)
and carbon monoxide (gas that comes from a lit cigarette, can cause heart to
stop). Tobacco is a stimulant: speeds up messages between brain & body.

TEACHER ASKS STUDENTS—WHAT ARE THE COMMON

WAYS OF TAKING TOBACCO?
ANSWERS: Smoked, chewed or sniffed

Teacher WRITES on the board some short-term effects of tobacco:

SOME SHORT OR IMMEDIATE -TERM EFFECTS

More alert and relaxed Bad breath Weaker sense of smell and taste

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64 TRAINING AND RESOURCE MODULES
 TEACHER READS ALOUD OTHER SHORT-TERM
EFFECTS OF TOBACCO
• Dizziness
• Faster heart beat and increased blood pressure
• Reduced appetite
READS ALOUD

Teacher WRITES on the board some long-term effects of tobacco:

SOME LONG-TERM EFFECTS

Shortness of breath Coughing Various cancers: throat,

lung, stomach, bladder

TEACHER READS ALOUD OTHER LONG-TERM

EFFECTS OF TOBACCO
• Wrinkles on face, early sign of aging
• Yellow and rotting teeth
• Need more to get same effect
READS ALOUD • Mood swings—happy, angry, sad
• Regular cold and flu
• Heart stops functioning

TEACHER READS ALOUD OTHER MAJOR NEGATIVE

ASPECTS OF TOBACCO
• Tobacco reduces one’s life span.
• For the years of being alive, many years can be spent suffering from various
serious illnesses that could have been prevented.
READS ALOUD • Nicotine is the drug in tobacco which causes high dependency. It is a highly
toxic chemical and once inhaled (smoking), affects the body very quickly.
Within seconds, nicotine reaches the brain.
• Passive or second-hand smoking of tobacco occurs when a non-smoker of
tobacco, involuntarily breathes in smoke from other people’s cigarettes,
e-cigarettes, cigars or pipes. PASSIVE SMOKING can occur when you are
in the same room, house, car or public place as smokers of tobacco. The
smoke of tobacco contains toxic substances that can damage the health of
anyone who breathes it in.

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65
 Short and Long-Term Effects
of Tobacco

TEACHER READS OUT THE FOLLOWING QUESTIONS AND

STUDENTS WRITE DOWN THEIR ANSWERS IN THEIR NOTEBOOK
5
MINUTES Answer— Yes or No
1. Does anyone in your family use any form of tobacco?

TIME 2. Does any of your friend use tobacco?

5 Minutes 3. Are you often in places where other people use tobacco?
4. Do you believe that if your friends use tobacco, you will be influenced and
do the same?
5. Are there times when you feel that others would like you to use tobacco?
Note that in India, tobacco can be smoked, chewed or sniffed.

Teacher informs the students DO NOT WRITE DOWN THE QUESTIONS. The
answer is YES or NO. Student’s responses are confidential and there is no need to
share with others.

When students have completed the questions, the teacher will inform the class
that if they answered mostly ‘NO’, they are at low risk of using tobacco. If students
READS ALOUD answered mostly ‘YES’, they may be vulnerable to experimenting with tobacco or
becoming a regular user of tobacco.

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66 TRAINING AND RESOURCE MODULES
 NOTE FOR THE TEACHER
The teacher should make it clear to the students that if any student answered
YES to any of the questions asked, they should feel free to approach the
teacher or the school counsellor (if available) at some stage to discuss the
issue further.

TEACHER READS ALOUD THE FOLLOWING MESSAGES

• Most people who use tobacco, never actually intended to do so.

• Tobacco users usually start by ‘just giving it a try’ but because nicotine is
highly addictive, they quickly become DEPENDENT on it.

• Making a firm commitment not to use tobacco is a protection against

READS ALOUD
future use.

• More someone is surrounded by tobacco users, the more likely they are to
try using tobacco.

TEACHER READS ALOUD THE MEANING OF DRUG

DEPENDENCE (THIS CAN ALSO BE WRITTEN UP IN ADVANCE
ON BOARD OR LARGE PIECE OF PAPER)
Drug dependence is when a person needs to take a substance consistently
and routinely in order to feel normal with day-to-day living. If a person stops
or reduces taking the drug, they start experiencing a range of uncomfortable
READS ALOUD
withdrawal symptoms that are physical (such as, stomach cramps, sweating
and feeling sick) and psychological (such as, being nervous, angry, lack of
concentration). Withdrawal symptoms are commonly relieved by resuming
the use of the drug.

TEACHER READS ALOUD THE FOLLOWING MESSAGES

• If as a student, you are going to experiment with tobacco, it is worth
knowing about and being aware of the short and long-term effects of
tobacco-use decisions.
• The younger a person starts using tobacco, the more likely they are to
READS ALOUD become a lifelong and regular user of tobacco.

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67
 FIFTH SESSION: LEARNING ABOUT VOLATILE
SUBSTANCES (INHALANTS)
7
MINUTES

NOTE FOR THE TEACHER

TIME Volatile substances (can also be called Inhalants and Solvents), such as paint,
7 Minutes petrol, aerosol sprays, cleaning fluid, gases and glues fall under the category
of depressants. Caution is required when including volatile substances as
part of general drug education curriculum for school children due to the
ease of access and the cheapness of such drugs that could lead to higher risks
of experimentation.
However, in circumstances, where a group of students is particularly at risk
from volatile solvent use, or where volatile solvent use is widespread (which
in some places is not uncommon), a specific classroom or group response
may be appropriate. To assist a teacher or counsellor to better understand
about volatile substances, in case school children are using this substance,
please refer to Annexure 9 for further information.

TEACHER READS ALOUD—WHAT ARE VOLATILE

SUBSTANCES (INHALANTS)?
Volatile substances are divided into three key groups:
Solvents: glues, petrol, paint thinners, nail polish remover and paint remover
(some examples).
READS ALOUD Aerosols: insect sprays, body and room deodorant sprays and spray paints.
Gases: House hold or commercial products such as cigarette lighter fuel.

TEACHER READS ALOUD SOME COMMON NAMES

OF VOLATILE SUBSTANCES (INHALANTS) IN DIFFERENT
PARTS OF INDIA*
Fluid, Thinner, Nail Polish, Solution, Glue, Tube, Solvent, Whitener, Sniffer,
Sulochan, Safeda, Petrol and Iodex.

READS ALOUD [NAMES ARE NUMEROUS]

Teacher asks the students if they know any other names.

*Names from Delhi, U.P, Chandigarh, Punjab and Haryana

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 TEACHER READS ALOUD THAT ‘THE MOST COMMON WAY OF TAKING
VOLATILE SUBSTANCES IS BY INHALATION’.

Teacher WRITES on the board some short-term effects of volatile substances:

SOME SHORT-TERM OR IMMEDIATE EFFECTS

Loss of coordination Blurred vision Dizzy and slurred

speech

TEACHER READS ALOUD OTHER SHORT-TERM

EFFECTS OF VOLATILE SUBSTANCES
• Vomiting • Hallucination • Runny nose
READS ALOUD

Teacher WRITES on the board some long-term effects of volatile substances:

SOME LONG-TERM EFFECTS

Nasal bleeding Memory loss Weakness

TEACHER READS ALOUD OTHER LONG-TERM

EFFECTS OF VOLATILE SUBSTANCES
• Poor attention span • Blood shot eyes and possible blindness
• Weight loss • Sores around mouth and nose
• Aggression • Brain damage
READS ALOUD
Teacher informs children that SUDDEN DEATH from heart attack or
person stops breathing though rare, sometimes happen, due to the use of
volatile substances. This is a major reason why it is best to avoid using or
stop using this drug.

SIXTH SESSION: QUIZ ON DRUGS—WHAT HAVE YOU

LEARNT ABOUT DRUGS?
Background
Upon the completion of Module Three, the teacher will conduct a short quiz on
drugs. The quiz will help the teacher and the student find out what was learnt about
drugs: understanding about alcohol, tobacco, volatile substances and associated
side effects, and the difference between legal (licit) and illegal (illicit) drugs.

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69
 TEACHER SHOULD PROVIDE A PIECE OF PAPER OR THE STUDENT
CAN TAKE A PIECE OF PAPER FROM THEIR NOTEBOOK TO UNDERTAKE
THE QUIZ ON DRUGS.

The students should not write down the questions but only the number of the
READS ALOUD question. Students should write their answers on the piece of paper but not write
their name.

Teacher READS ALOUD each quiz question. It is important to ensure

that each student understands the question before moving onto the next
question.

1. Out of the three categories of drugs, write down the name of any one
[Mark: 1 Point]

2. All types of drugs (legal and illegal) have the possibility of causing harm to a
person. Circle one of the following:

(i) TRUE (ii) FALSE (iii) DO NOT KNOW [Mark: 1 Point]

5
MINUTES
3. The younger a person starts using tobacco, the more likely they are to become
a lifelong, regular user of tobacco. Circle one of the following:

TIME (i) TRUE (ii) FALSE (iii) DO NOT KNOW [Mark: 1 Point]
5 Minutes
4. What is the drug that makes people dependent on tobacco? [Mark: 1 Point]

5. Alcohol use for those under 18 years can affect brain development.

(i) TRUE (ii) FALSE (iii) DO NOT KNOW [Mark: 1 Point]

Correct answers to the quiz on drugs can be found in Annexure 10 of this module

The teacher collects the pieces of the paper from the students. Once this is
completed, the teacher will verbally provide the correct answer to each of the
questions. With each correct answer, the teacher can ask among the students a
show of hands, if students answered correctly. It is possible, some answers may
require some discussion. Teacher may need to refer to this training module to
highlight the correct answers or explanation behind the answers.

If many students do not get the correct answers, it would suggest some
misunderstandings of the information was conveyed. Further explanations or
rephrasing of the topic/s will need to be considered at a time convenient for the
school or the teacher.

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 ANNEXURE

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 Navchetna: A New Consciousness on Life Skills and Drug Education for School Children
72 TRAINING AND RESOURCE MODULES
ANNEXURE
Annexure 1: List of State Level Coordination Agencies

S.No. State Name District Name of NGO Project Project Location and Name of Number
Name Name Address Contact of Contact
person Person

1 Assam Kamrup Committee on SLCA House no 2, 2nd, Anamriya 9706076864

Metropolitan Socio Economic NECHA Building, Baruah
and Health Opposite Om Shree
Development residency, Six mile,
Assam Bholababa Path,
Guwahati Opposite
Om Shree Residency
781022

2 Karnataka Davangere Sri Shakthi SLCA 302, 4, Tapovana Shaila Shree 9986408102
Association Building, Tapovana
Medical College,
Tapovana Doddabathi,
Shugar Factory Road,
Davanagere Tapovana
Medical College
577566

3 Manipur Imphal West The Galaxy SLCA SLCA, 1st & 3rd Floor, A. Basanta 9774271415
Club Building, Royal Enfield Kumar
Shoe Room, Singjamei,
Indo-Myanmar Road,
Imphal Royal Enfield
Shoe Room 795001

4 Odisha Khordha Association SLCA 16, Ground and 1st Sumitra Sahoo 7077268267
for Voluntary Floor, Building,
Action AVA Sisupalagarh,
Gangotri Nagar Road
No–1, Sisupalagarh,
Bhubaneswar
Sisupalagarh 751002

5 Tamil Nadu Chennai TT SLCA 17, Ground Floor, TTK Solomon 9840821627
Ranganathan Hospital, Near Adayar
Clinical Bus Depot, INDIRA
Research Nagar, 4th Main Road,
Foundation Chennai Near Adayar
Bus Depot 600020

6 Andhra Visakha- Green Valley SLCA HIG 732, First SL Raju 9247251126
Pradesh patnam Foundation floor, Green Valley
Foundation,
Kushi Shopping
mall, Midhilapuri
Vuda Colony,
Revenue Layout,
Visakhapatnam Kushi
Shopping mall 530041

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S.No. State Name District Name of NGO Project Project Location and Name of Number
Name Name Address Contact of Contact
person Person

7 Gujarat Ahmadabad Nasha bandhi SLCA 1, First, Nira Utkarsh Swami 9408420516
mandal, Gujarat Mandalsankul,
Apnabazar Road, Opp.
Jillapanchayat, Lal
Darvaza, Ahmedabad
Apnabazar Road
380001

8 Haryana Hisar Ankush SLCA Behind WW, Gangwa, Pardeep 8572891960

foundation Water Works Gangwa, Dahiya
Rajgarh Road Hisar,
Hisar Water Works
Gangwa 125001

9 Himachal Kangra Gunjan SLCA Gunjan, Whole Sandeep 9736201105

Pradesh Building, Building, Parmar
Tapovan Road,
Sidhbari, Tapovan
Road, Dharamshala
Tapovan Road 176057

10 Kerala Kottayam Chaganacherry SLCA 601, First Floor, Charls Giju Varghese 9455211827
Social Service Levinju Centre, Near
Society Archbishops House,
Atmata Kendram,
Changanacherry,
Changanacherry Near
Archbishops House
686101

11 Nagaland Kohima Kripa SLCA 14–20, 2nd Floor, Abou Mere 9436011066
Foundation Red cross complex
Kohima, Indoor
stadium, Officers Hill
Colony, Raj Bhavan
Road, Kohima Indoor
stadium 797001

12 Chattisgarh Raipur Sankalp SLCA 18, 1st Floor, Building, Manisha 9827179103
Sanskritik Bottle House, Colony, Sharma
Samiti Meera Datar Road,
Raipur Bottle House
492007

13 Delhi South West SPYM SLCA SPYM Centre, Ground Raushan 9891908889
floor, SPYM Centre, Kumar
Near CNG Station,
111/9 opposite Sector
B-4, Vasant Kunj,
New Delhi Near CNG
Station 110070

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S.No. State Name District Name of NGO Project Project Location and Name of Number
Name Name Address Contact of Contact
person Person

14 Madhya Bhopal Jila Nasha SLCA C-15, First Floor, Sawan Singh 9406767188
Pradesh Mukti Abhiyan Building, Narayan Bus Hanwat
Sangthan Stand, Narayan Nagar,
Balaghat Hoshangabad Road,
Bhopal Narayan Bus
Stand 462039

15 Maharashtra Palghar Kripa SLCA 3182, Building, Kripa Mr Bruno 9822292588

Foundation Foundation, Near Coelho
Urdu High School,
Papdy, Papdy, Vasai
West Near Urdu High
School 401207

16 Mizoram Aizawl Mizoram SLCA YD–24, 3rd Floor, Lalhlupuii 9436154348

Social Defence Building, Tourist Sailo
Rehabilitation Lodge Road, Chaltlang,
Board Chaltlang, Aizawl
Tourist Lodge Road
796012

17 Telangana Hyderabad New Hope SLCA 16-11-20, Ground Floor, Mrs. Komali 9052033993
Association Building, Near Ganesh Krishna Reddy
Temple, Saleem Nagar
Colony, Dilsukhnagar,
Hyderabad Near
Ganesh Temple 500036

18 Uttarakhand Udham Singh Samagra SLCA MIG 143, Ground Floor, Prakash 8218228200
Nagar Grameen Vikas MIG 143, Near MRF Chandra
Samiti Showroom, Avas Vikas
Colony, Avas Vikas
Road, Rudrapur Near
MRF Showroom 263153

19 West Bengal Kolkata The Calcutta SLCA 40-B , Ground Floor, Suchandrima 8981190929
Samaritans 40-B Garfa Main Road, Bhattacharjee
SD 8 Bus Terminus ,
Kasba- Haltu, Garfa
Main Road, Kolkata
SD 8 Bus Terminus
700078

20 Bihar Patna Sister Nivedita SLCA 25 &27, Ground & 1st Nita Singh 7979711186
memorial trust floor, Mirdula Bhawan,
Laxmi Market, New
Jakkanpur, Indira
Lane, Patna Laxmi
Market 800001

21 Jammu and Jammu JK Society for SLCA JKSPYM, 1st Floor, Pallavi Singh 9596750390
Kashmir the Promotion Near Purkhoo Migrant
of Youth and Camp, JKSPYM Centre
Masses Village Purkhoo,
Jammu Near Purkhoo
Migrant Camp 181206

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 Annexure 2: Slogans for ‘Swachh Bharat Mission’

1. Ek kadam swachhata ki ore

2. Clean India, beautiful India

3. It’s our Planet, don’t throw it away
4. Be keen to keep India clean
5. Go green to get India clean
6. Cleanliness will be nationwide, but first you start from your side
7. Cleanliness is the soul of the nation, are you playing your role for
the nation

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Annexure 3: Go, Grow and Glow Foods Visual Aid

EATING A BALANCED DIET

Food Groups

Foods that give Foods that make Foods that

energy you strong protect

Carbohydrates and Fats Growth Foods Vitamins and Minerals

Examples: Examples: Examples:

Rice, Wheat, Sugar Milk, Curd, Eggs, Paneer, Green Vegetables, Spinach,
(limit this), Corn, Beans, Meat, Lentils Cabbage,
Bread, Potatoes, Fish,
Brightly coloured fruits Cauliflower, Carrots,
Cheese, Nuts, Coconut
and vegetables such as Moong Dal, Fruits—All
and Curd
Carrot, Pumpkin, Sweet Varieties, Eggs, Chicken
Potato, Tomato and and Milk
Papaya

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 Annexure 4: Risky Situations Sheet

RISKY SITUATIONS SHEET

1. You are returning from school one day and you meet somebody on the way.
He requests you to deliver a packet to his friend, who stays some distance
away. He says that, he has to take care of some other urgent work. He offers
to pay you for the task. What will you do?
2. You are travelling by a bus or train to another city. A co-passenger, whom
you have just met, offers you something to eat. What will you do?
3. You are waiting for a bus at a bus stand. A person from your neighbourhood
rides by and sees you there. He is not your friend but offers you a lift. What
will you do?
4. A group of students from your class want you to leave classes during school
hours and go with them to the movies and generally hang out after that.
What will you do?
5. You and your close friend are at a market. It’s festival time and the market
is very crowded. Suddenly your friend decides to steal some article from a
shop and wants you to help him/her with it. What will you do?
6. You have recently shifted from a different state and are looking out to
make new friends. You start interacting with a group that hangs around
the park. Slowly you find out that some of them indulge in substance use.
What will you do?

Annexure 5: Techniques for saying ‘No’

Peer pressure is often difficult to deal with among children and adolescence. Here
is a list of some strategies that students may use to say no in challenging situations.

TECHNIQUE TO AVOIDE RISKY SITUATIONS

• You can make an excuse as to why you don’t want to or can’t.
• You can ignore the suggestion to participate.
• Suggest a different activity.
• Give a reason why it’s a bad idea.
• You should be repetitive. Don’t be afraid to say ‘No’.
• Take a minute to think about the consequences of whatever action you are
being asked to take.
• If you are feeling pressured to do something you don’t want to do, leave the
area.
• Don’t be afraid to be different.
• Don’t do things you’re not comfortable doing, just to fit in.
• Be yourself.

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Annexure 6: Correct answers to situations of
safe and unsafe touch

SITUATION ONE:
Your friend gives you a high five when he sees you during lunch time.

• This is an example of safe touch.

SITUATION TWO:
You meet a new student at school and you two shake hands.

• This is an example of safe touch.

SITUATION THREE:
A staff member from the school brings you to a secluded area and asks
that you touch him.

• This is an example of unsafe touch.

You can ask the person where you are going and do not need to follow him. If
he insists, you can yell for help and run away.

SITUATION FOUR:
You mom and dad hug you with love and affection.

• This is an example of safe touch.

SITUATION FIVE:
A stranger who knows your name tries to grab your hand to bring you into their
vehicle stating that they are taking you home today.

• This is an example of unsafe touch.

If you do not know the person and your parents or guardian have not told you that
someone will be picking you up, do not go with them. Find a trusted adult and ask
to call your parents. If they follow you, yell for help “this person is not my parent or
guardian” or “this person is trying to take me away”.

SITUATION SIX:
Your teacher taps you on the back and wishes you a safe journey.

This is an example of safe touch.

SITUATION SEVEN:
Someone you do not know at the park attempts to touch you in a way that
makes you uncomfortable.

This is an example of unsafe touch.

Do not be in a secluded area alone. If they attempt to touch you, shout “this
person is trying to touch me inappropriately” or scream and run away from
them.

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Annexure 7: Smart Ways to Keep Yourself Safe

Body You are the boss of your body. No one is allowed to hurt your body
in any way.

Private Body Parts The parts of your body covered by your garments are your very own
private parts. It is never alright for someone to touch, talk about or
look at your body parts except for health reasons.

Hugs and Kisses Hugs and kisses are not okay, if somethings happen, make sure to
report a grown-up person that you trust.

Gifts Sometimes people try to trick you by giving you sweets, money
or gifts in return to make you do something that makes you feel
uncomfortable, confused or unsafe. Refuse to do what they ask and
do not take gifts they give you!

Secret Secrets about touching are not okay. Always tell a trusted person
that if someone tries to break the touching rules and asks you to
keep it a secret.

No If someone tries to break the touching rule, it is important to use

the word ‘no’ and loudly!

Shout and Get Away Shout and get away when someone is trying to hurt you or touch
you in a way you do not like or makes you feel confused, scared or
uncomfortable. Practise shouting as that is what you need to do.

Tell If you are worried, confused and scared by the way someone
touches you, tell a grown up that you trust. If the person you tell
does not help you, tell someone else and keep on telling until you
get help that you need. Some examples of those you may wish to
tell are parents, grandparents, teachers and government agencies.

It Is Never Your Fault It is never your fault, if someone breaks the touching rules to hurt
you. Sometimes even when you cannot say ‘no’ or get away or too
afraid to tell, always remember to think ‘no’, that you did not ask to
be hurt and it is NOT your fault. Think ‘no’ and tell someone when
you can.

Source: Tulir - Centre for the Prevention and Healing of Child Sexual Abuse, Chennai, Tamil Nadu

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Annexure 8: Indications of Possible Child Sexual Abuse:
Legal Provisions and Resources

Indications of a child possibly being abused include—

• Acting out in inappropriate, sexual ways
• Becoming withdrawn or becoming very clingy
• Becoming unusually secretive
• Difficulty in sleeping or problems with bed wetting
• Sudden, unexplained behaviour or mood changes
• Talk of new, older friend and unexplained gifts or money
• Outbursts of sudden anger
• Unaccountable fear of particular places or people
• Not wanting to be alone with particular person
• Physical signs, such as, unexplained soreness or bruises around genital or
mouth areas
• Giving clues about abuse without being outright
• Signs of self-harm

**There are many signs of possible sexual abuse in children. No one sign means that
a child is or was sexually abused but the presence of many markers should prompt
you to ask questions or seek help.

Legal Provisions
POCSO Act of 2012 (Protection of Children against Sexual Offenses) is a law that
deals with sexual offenses of children below the age 18. The minimum punishment
in the case of rape is now 10 years and can be extended to a life sentence. Rape
of children under 12 years is punishable by death. This Act protects children in
situations ranging from penetrative to non-penetrative assault as well as sexual
harassment and pornography. The POCSO Act also makes reporting these
situations mandatory, failure to report can lead to jail time or fines.

Resources
Childline: Dial 1098. It’s a toll-free number.

If you suspect a child is in need of care or protection, call CHILDLINEs 24/7 line.

Police: You can go to the police station to file a report of crime or abuse.

The Ministry of Women and Child Development (WCD)/NCPCR: You can send
an email to the WCD to enter their online reporting system for any incidents of
inappropriate touching or molestation. These reports are then received by National
Commission for Protection of Child Rights.

Go to http://ncpcr.gov.in/. and push the button titled POSCO E-Box.

FIR (First Information Report):

You can learn more about how to file a First Information Report at https://safecity.
in/filing-of-a-first-information-report-fir/

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 Annexure 9: Further Information About Volatile
Substances
Volatile substances are commonly the first substance of use among the youth due
to their easy availability, accessibility, (commonly purchased legally in a range of
shops) minimal cost and ability to provide a rapid mood-altering effect.

Volatile substances commonly used by children are divided into three key groups:
solvents, aerosols and gases. [there is a fourth group—nitrites such as amyl nitrite
but use among children is not common]

Solvents
These are liquids or semi-solids, such as glues that vaporise at room temperature.
The chemicals toluene and xylene are common components of these products.
Some example products include: glues, petrol, paint thinners, nail polish remover,
paint removal, degreasers and correction fluid.

Aerosols (containing propellants and/or solvents)

These often contain hydrocarbons. Some example products include: insect sprays,
hair sprays, body and room deodorant sprays and spray paints.

Gases
These include medical anaesthetics and household or commercial products. Medical
gases often include ether, chloroform and nitrous oxide. Household or commercial
products may include refrigerants, cigarette lighter fuel, cylinder propane gas or
fire extinguisher.

Effects of Volatile Substances

Effects of volatile substances occur and fade quickly, within one to five minutes
of using. If a person stops inhaling, they start to recover in a few minutes.
Repeated use is required to sustain the feeling of intoxication. People using volatile
substances may feel and look like they are under the influence of alcohol. They can
also experience hallucinations, which can be particularly vivid and in some cases,
be long lasting.

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 Immediate and Short- Behavioural Long-Term
Term Health Effects Effects Health Effects

• euphoria and giggling • unsteady walking • recurrent nose bleeds

• runny nose • aggression • oral and nasal ulcerations/
wounds
• hallucination • inappropriate and
uncontrollable giggling • sinusitis
• loss of inhibition
• slow responses • diminished cognitive
• loss of muscular
function and memory loss
coordination • disengagement from school
• poor attention span
• slurred speech • irrational and bizarre
behaviour • lethargy
• blurred vision
• risk taking and accidents • tremors
• feeling invincible
• indigestion
• unconsciousness
• conjunctivitis and bloodshot
• drowsiness and dizziness
eyes and blindness
• confusion and incoherence
• chest pains and constant
• vomiting coughing
• sudden sniffing death • tinnitus (ringing in ears)
• death by suffocation • depression anxiety and
paranoia
• death by accident
• weakness and weight loss

Some Signs of Volatile Substance Use—

• Flu like symptoms, like runny nose and eyes

• Loss of appetite

• Anxiety, excitability and irritability

• Often there is an association between heavy inhalant use and anti-social

behaviour, disengagement at school and social groups/activities where sniffing
is not involved, and general apathy

• Sores around the mouth and nose

• Suspicious and secretive behaviour

• Big mood swings

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 Annexure 10: Answers to Quiz on Drugs

1. Out of the three categories of drugs, write down the name of any one.
Answer: Depressant, Stimulant and Hallucinogen.

2. All types of drugs (legal and illegal) have the possibility of causing harm to a
person.
Answer: True

3. The younger a person starts using tobacco, the more likely they are to become a
lifelong, regular user of tobacco.
Answer: True

4. What is the drug that makes people dependent on tobacco?

Answer: Nicotine

5. Alcohol use for those under 18 years can affect brain development.
Answer: True

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Annexure 11: Bibliography

Life Skills
Burban Media. 2022. BRANDYUVA--CREATIVE HINDI SLOGANS FOR HANDWASH-
2018/92+ Hindi Advertising Slogans for Handwash brand
https://brandyuva.in/2018/12/hindi-advertising-slogans-for-handwash.html/
Accessed 4 April 2022

Boothroyd J. 2016. What’s on My Plate? Lerner Publications Company

CHILDREN FOR HEALTH. 2021. Balanced Diet Information Sheet by Clare Hanbury
Cambridge, CB24 4QG, United Kingdom.
https://www.childrenforhealth.org/the-collection/nutrition/balanced-diet/
Accessed 4 April 2022

IAS PAPER. 2022. 51+ Swachh Bharat Abhiyan Slogan in Hindi and English
https://www.iaspaper.net/swachh-bharat-abhiyan-slogan/ Accessed 4 April 2022

‘Padhai ka mazaa’ 2015. For Today and Tomorrow: Life Skills Training Manual for
Drug Dependent Adolescents. Project (SPYM) and Department of Development
Communication (LADY IRWIN COLLEGE), Delhi University, India

TULIR-CENTRE FOR THE PREVENTION & HEALING OF CHILD SEXUAL ABUSE,

Chennai, India
https://www.tulir.org/images/pdf/ENGLISH-SMART-WAYS-COMIC-STYLE-
POSTER-PDF.pdf Accessed April 4 April 2022

TULIR-CENTRE FOR THE PREVENTION & HEALING OF CHILD SEXUAL ABUSE,

Chennai, India
https://www.tulir.org/images/pdf/smart_ways_to_keep_yourself_safe.pdf
Accessed April 4 2022

VICHAROO. 2022. Health and Wellness, Slogans and Quotes. 64+ Best & Catchy
Hand Washing / Hygiene Slogans & Quotes https://vicharoo.com/hand-washing-
hygiene-handwashing-slogans-quotes/ Accessed 4 April 2022

Drug Education
Ambekar A, Agrawal A, Rao R, Mishra AK et al. 2019. National Survey on Extent and
Pattern of Substance Use in India -Magnitude of Substance Use in India. New Delhi:
Ministry of Social Justice and Empowerment (MSJE), Government of India.

Department of Education and Early Childhood Development. 2013. Get Ready:

Research based education addressing drugs and youth, Year 9 Teacher Manual.
Melbourne, Australia

Meyer L, Cahill H 2004. Principles for school drug education. Australian Government
Department of Education, Science and Training

School Drug Education and Road Aware (SDERA). 2010. Getting it Together: A
Whole-School Approach to Drug Education, Government of Western Australia.

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 School Drug Education and Road Aware 2016. Challenges and Choices: A Resilience
Approach to Drug Education Year 7 Teacher Resource. Mental Health Commission,
Government of Western Australia.

The Centre for Adolescent Health. 2006. In Tune – Students Participating in Drug
Education: A resource to assist students and teachers to work together towards
a common solution to address drug issues within schools. Commonwealth of
Australia.

United Nations Office of Drug and Crime (UNODC). 2004. SCHOOLS school-based
education for drug abuse prevention. UNODC, Vienna, Austria

United Nations Office of Drug and Crime (UNODC). 2019. Drug Education for School
Children: Increasing Knowledge and Keeping Safe. UNODC, Nigeria

United Nations Office on Drugs and Crime (UNODC). International standards on

drug use prevention United Nations. Vienna; 2015.

UNODC 2016. Terminology and Information on Drugs Third edition. NEW YORK,
United States

World Health Organization (WHO). 2006. Prevention of drug use in Schools.

Department of Non-communicable Diseases and Mental Health WHO, Regional
Office for South-East Asia New Delhi, India

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