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DOCUMENT RESUME

ED 022 663 SE OM 574By-Sanders, William J.; Bloomberg, WilfredTEACHING ABOUT ALCOHOL IN CONNECTICUT SCHOOLS A GUIDE FOR TEACHERS AND ADMINISTRATORS.Connecticut State Dept. of Education, Hartford. Bureau of Elementary and Secondary Education., ConnecticutState Dept. of Mental Health, Hartford. Alcoholism Div.

Repor t No- Bull-No-99Pub Date 66Note- 22.p.EDRS Price mer--sus HC-$0.96Descriptors-*ALCOHOL EDUCATION, *ALCOHOLISM, BIBLIOGRAPHIES, *I-EALTH EDUCATION, *SECONDARY

SCHOOL SCIENCE, *TEACHING GUIDESIdentifiers-Connecticut

Guidelines for secondary teachers involved in teaching about the use of alcoholare presented. Sections include (1) aims and obiectives, (2) content, (3) facts aboutalcoholism, (4) suggested student activities and teaching procedures. and (5) methodsof student evaluation. Selected teacher, student, and supplementary references arelisted. Annotated lists of motion picture films and periodical literature related toalcohol education are also included. (AG)

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT Of ICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

TEAC HEN ABOUIN CONNECTICUT SCHOBULLETIN

NO.99FALL,1966

a.guide for teadhers and ,administrator$:.Published Jointly:by, ihe

CONNECTICUT STATE DEpARTMENT OF EDUCATION/Bureau of Etérn6ntaey ,and Secondaey Edu.Oadon

-CONNECTICUT 'STATE 'DEPARTMENT OF 'MENTAL HEALTH/Alcohojism bivisior

_

STATE BOARD OFEDUCATION

William Horowitz, Chairman

STATE BOARD OFMENTAL HEALTH

John Donnelly, M.D., ChairmanNew Haven Hartford

Mrs. Sylvia K. Bingham C.. Elias ClarkSalem New Haven

Leo B. Flaherty, Jr. Jules V. Coleman, M.D.Vernon New Haven

G. Eugene Goundrey William J. DonnellyMiddletown Greenwich

Mrs. Jane D. Humphries Mrs. Leigh HammersleyNorfolk Woodstock

Donald M. Johnson John L. Lobingier, Jr.Bridgeport West Hartford

Mrs. Minnie G. Macdonald Rebecca Z. Solomon, M.D.Putnam West Hartford

George D. Pratt, Jr.Bridgewater COMMISSIONER

Wilfred Bloomberg, M.D.COMMISSIONER

William J. Sanders

Teaching about Alcoholin Connecticut Schools

A Guide for Teachers and AdministratorsA JOINT PUBLICATION OF THEConnecticut State Department of Education,

Bureau of Elementary and Secondary Educationand the

Connecticut State Department of Mental Health,Alcoholism Division

BULLETINNO.99

FALL, 1966

. TWer.

TABLE OF CONTENTS

ACKNOWLEDGMENTS

FOREWORD: TO THE ADMINISTRATOR

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4

WHY EDUCATION ABOUT ALCOHOL?The Challenge 5

Drinking and YouthSummary

ENTERING VIA THE FRONT DOORA Sound ApproachAirris .and Objectives

WHAT TO TEACH ABOUT ALCOHOLSuggested ContentBasic Facts

'STUDENTS- LEARN IN- -MANY DIFFERENT WAYSDiscussion

Draitaiiiatiön

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6

7

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10

12

12

Student Investigations 13

Audio-visual aids 13

Reading, Listening, Using Outside Resources 14

"HOW'RE WE DOING?"Evaluation techniques 15

"SELECTED. REFERENCES AND TEACHING AIDS

Selected' TeaCher references 16

Selected Student references 17

Selected Supplementary references 18

19PeriodicalsAudio-visual aidsOutside resources

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20

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This publication is a complete revision of anearlier State Department of Education bulletin onTeaching about Alcohol.' The sound basic philosophyand apprpach suggested then has been expanded tomake this bulletin serve as a resource unit, which in-cludes: (1) greater emphasis on alcohol instruction asa challenge to education; (2) the unique risks for teen-agers in using alcoholic beverages; (3) suggestions onteaching methods, content, evaluation techniques; and(4) an updated section of helpful references and re-sources for teachers.

Although- many local school systems have well-developed units of teaching in this area, it is hopedthat this bulletin will provide guidelines to teachersand administrators as they take a critical look at theiralcohol education program. The questions arounddrinking are indeed an important educational areafor today's boys and girls and one in which educatorsmust have sound, acceptable and effective approach-es.

This bulletin is a joint publication of the State De-partment of Education and the State Department ofMental Health's Alcoholism Division, both of whichhave responsibility for education in this area.

The contents of the revised bulletin were devel-oped by a special committee of teachers, co-chaired byDr. Ruth V. Byler, Consultant in Health Education,State Department of Education, and Donald J.Anneser, Educational Director, Alcoholism Division,State Department of Mental Health. Members of thecommittee were:

Louis Cardillo, Sleeping Giant Jr. High School,Hamden

Barbra Holland, Talcott Jr. High School, WestHartford

June Olah, Hamden High School, HamdenFrank Scelza, Weaver High School, Hartford

Special appreciation is expressed for the activeinterest and support which has been given to this

Acknowledgments

project by the General Assembly's Teenage AlcoholUse Study Commission, the members of which are:Honorable Arthur M. Lewis, Chairman, West Hart-ford; Sen. William F. Hickey, Stamford; Sen. T. ClarkHull, Danbury; Sen. Thomas W. O'Dea, New Haven;Mrs. Virginia Donahue, Stamford, Rep. Chester J.Later, Wethersfield; Rep. Michael L. Morano, Green-wich; and Rep. Michael R. Seri, Danbury.

Acknowledgment is expressed for the coopera-tion of Dr. Arthur J. Orloske, Associate Professor ofHealth Education, Arnold College, Division of theUniversity of Bridgeport, who permitted the commit-tee to work in and through a Summer Workshop onAlcohol, Narcotics, and Smoking Education.

In addition, the authors wish to recognize theirindebtedness to two basic sources from which manyideas were adapted Teaching About Alcohol, byFrances Todd, and Alcohol Education for Classroomand Community, Raymond G. McCarthy, Editor.

LIQA2A/Ai). 3 cm/4u/

William J. SandersComissioner, Connectiuct State Department

of Education

Wilfred Bloomberg, M.D.Commissioner, Connecticut State Department

of Mental Health

'Bulletin No, 44, Suggested Approach to Alcohol Education in Connecticut Schools, Connecticut State Department of Education, 1950.

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FOREWORD: To the Administrator

Social drinking today is an accepted part of oursociety. This makes it particularly essential to givesound education on the use and misuse of alcoholicbeverages to our young people.

Although the responsibility for the health of thechild and for his moral, ethical and social adjustmentbelongs initially to the family and home, the commu-nity, church and school share this responsibility.

The school responsibility is specifically recog-nized in the Connecticut State Law:

Sec. 10-19. Effect of alcohol and narcotics' to betaught. The effect of alcohol and narcotics onhealth, character, citizenship and personality de-velopment shall be taught to pupils above thefifth grade in the public schools; and, in teachingsuch subject, textbooks and such other materialsas are necessary shall be used. This section shallapply to classes in ungraded schools correspond-ing,to the grade designated herein. State collegesshall give instruction on the subject prescribed inthis section and concerning the best methods ofteaching the same. (February, 1965, P.A. 140,S. 1.)

The question then becomes "How can this bedorie most effectively in the local schools?" The deci-sion as to who should teach it, when, how and whatshould be taught are other corollary questions whichmust be answered by the local administration andstaff.

The following recommendations are made asguidelines:

Probably the best recommendation for educationabout alcohol in the elementary schc31 program is anoverall emphasis on meeting the emotional needs ofindividual children in an important growth period.Specific or direct instruction regarding the use andmisuse of alcohol should be included in the curricu-lum when there is evidence of student experimenta-

1Education about narcotics is covered in another publication.

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don, interest or problems, or where the community so-dal patterns warrant it.

From evidence presently available, it is recom-mended that the major emphasis on education aboutalcohol be placed at the early junior high school level,and again during the latter part of senior high school.As with all social and health problems it should be anintegral and planned part of the instructional prOgramat those points where real interest and problems areevident, and as any phase of an alcohol problem arisesin a curriculum field, it should receive direct atten-tion. Civics, Problems of Democracy, Health Educa,tion, Driver Education, Physical Education, HomeEconomics, Science are some of the more obvious areas.

In order to ensure that every student is reached,it is strongly recommended that an adequate unit onalcohol be incorporated in a comprehensive HealthEducation curriculum, which should be an integralpart of the basic curriculum program for all students.

It is further recommended that teachers who areselected to teach alcohol education be encouraged toup-date their prepartaion and background with cUr-rent research findings and information regularly. In-senice workshops or seminars should be provide& tooPient all faculty members in the modern approach toeducation about alcohol since they may be involvedthrough team teaching, an integrated approach orcounseling.

Teaching aids such as films, slides, recordings, aswell as teacher- and student-reference books and pam-phlets should be provided and kept up-to-date.

Suggestions of how \education about alcohol canbe taught, and what should be taught, will be includedin this publication .The details of final selection ofcontent and methods is a decision of the teacher whichdepends upon the needs and interests of the local stu-dents and the time available. Some guidelines as toaims, objectives, and basic facts will be offered togeth-er with a list of selected and helpful references and re-sources.

WHY EDUCATION ABOUT ALCOHOL?

THE CHALLENGE

There is no blinking away the fact that the useof alcoholic beverages in present-day society is sur-rounded by a multiplicity of problems. The use ofalcoholic beverages in any community is accompaniedby behavior on the part of some drinkers which affectsmany others in the community non-drinkers as wellas drinkers. Public and private intoxication, trafficaccidents, court and jail situations arising from drunk-enness, neglect of family and job responsibilities,debts and disorganization of the individual in his re-lation to the community, are some of the problemswhich become a burden to society.' Herein lies anunusual aspect of alcohol problems. Excessive use ofalcoholic beverages takes a direct and tragic toll ofother individuals in the community and makes it im-perative that solutions be found. Increasing social ten-dons and complexities are now intensifying the prob-lems.

There now appears to be no one solution for thesecomplex problems. A comprehensive approach mustinclude continued scientific research on broad socialmeasures, education of the individuals in our society,and rehabilitation of alcoholics. Each of these broadcategories has many ramifications and possibilitieswhich should be pursued to the fullest extent. But thefocus of this document is to furnish guidance to Con-necticut schools in the formulation of sound programsof alcohol education.

DRINKING AND YOUTH

Deciding whether or not to think confronts everyyoung person of school age.

Is this decision made at age 21?

No. The chances are good that most young peoplehave had their first experiences with alcohol. A round-up of recent studies shows the following drinkingpractices in young people.2

The first drink was at age 13 or 14, almost

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always at home with parents' knowledge and ap-proval;

Almost all have experimented during highschool though a pattern isn't necessarily set;

Drinking is associated with the adult role:its use is seen for conviviality or celebrating a spe-cial event, though some persons drink to relievetensions and some to "rebel." Drinking is seenmore for what it does "for" rather than "to" aperson;

In some parts of the country, 3-4 in 10 youngpeople drink; in other, 6-8 in 10;

The closer a young person comes to adult re-sponsibilities (work, marriage, military service)the more likely he or she is not to abstain;

Only a minority considers drinking wrongunder all circumstances;

Minimum age laws have little to do withdrinking prevalence;

Drinking practices are influenced primarilyby the adults in the family;

These patterns have not chnaged significantlyin recent years.

So, as students walk across the stage at graduation,they have already decided in almost every caseabout drinking or abstaining. A set of attitudes hasbeen developing since that first drink was offered. Apattern may have already been built: John may favorthe moderate, controlled use of alcohol as a "sociallubricant" only; Mary may have a casual indifference;Joe may be violently opposed; George may be .on theroad to serious dependence on alcohol as a way of es-caping his problems.

For adults, drinking is not illegal. Nor does itnecessarily lead to problem drinking. Alcohol con-sumption does not have to'lead to any sort of trouble;indeed, millions drink without personal difficulties orsocial complications.

'McCarthy, R. G. and Douglass, E. M. Alcohol and Social Responsibility. N. Y Crowell, 1949.

2See also Teen-age Alcohol Use A review of Current Studies, Alcoholism Division, Connecticut State Department of Mental Health,1964.

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V

If drinking can be acceptable behavior for adults,then why is it of unusual concern and importance inteenagers' education?

Listed are an even dozen answers to that sensitivea&1 recurring question. Others can probably be added.Some will appeal to certain of the students, others maybe meaningless to the same students. It's unlikely thatthey'll all seem important to any one teenager; con-versely, no young person can ignore all of them. Manyof them are equally applicable to adults but have spe-cial significance for teenagers.

IMPORTANT POINTS TO STRESSREGARDING TEENAGE DRINKING

1. Teenagers are often affected more quickly andmore severely by alcohol than adults Most teen-agers are smaller and have less body tissue inwhich to dilute alcohol; hence, a given amount ofalcohol produces a higher concentration of al-cohol in the blood, and dulling effects are morerapid.

2. Teenagers are more likely to be susceptible to"psychological intoxication" Teenagers react inemotional extremes (excitement of the prom, firstlove, football victory, car, etc.) and are predis-posed to being "psychologically intoxicated" be-fore physical intoxication could occur.

3. Teenagers need to learn wholesome ways of meet-ing problems rather than masking or hiding them

Finding than a drink changes feelings, there's atemptation to drink before occasions where feel-ings can be troublesome. It's better to learn to un-derstand and cope with them in ways which en-courage personal growth.

4. Teenagers are more likely to become ill fromdrinking The pyloric sphincter may spasm be-cause of sensitivity to substances to which it is notaccustomed; nausea and/or vomiting may result.

5. The combination of inexperience in drinking, in-experience in driving, and emotional immaturitycan be deadly!

6. Alcohol supplies calories, but not the elements ofproper nutrition.

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7. Alcohol releases inhibitions and can contributeto impulsive and risky acts.

8. Intoxication may bring embarrassment and atten-dant social consequences.

9. Reputation Teenagers value their reputations,and by and large have enough pride not to wanta bad reputation.

10. Alcoholism Statistically, at least, starting todrink gives a person roughly a 1-in-12 chance ofbecoming an alcoholic. (Two-thirds of all alco-holics drank when young.)

1. The consequences of arrest and "criminal record"may be detrimental to many careers and disas-

trous in some.

12. In Connecticut, no person may sell alcoholic bev-erages to a minor (one under 21 years of age)without subjecting himself to criminal penalties.Also, no person, except the parent or guardian ofa minor, may deliver or give such liquors to suchminor, except on the order of a practicing physi-cian, without subjecting himself to criminal pen-alties.

SUMMARY

Since drinking is a permitted pattern for adultsin our society, the irresponsible or uncontrolled use ofalcoholic beverages presents major problems to societyand individuals. People therefore look to education asa major solution. Drinking presents risks for youthand this gives added emphasis to the need for clearunderstanding of the possible implications for choicesby young people.

The solution is no longer a "for-or-against" con-troversy any more than one can argue against havingautomobiles because of the high death rate on thehighways. Schools can and should approach alcoholeducation in the same manner as they do other socialproblems which affect individuals. To do this, someschools may need to re-examine and re-think theirpresent approach TO alcohol education.

A SOUND APPROACH

The challenge is to present alcohol education ina sound, understandable educational approach thatwill make sense to youth and also assist them in mak-ing intelligent decisions about drinking. If a basicgoal of education is to provide learning experienceswhich will teach young people how to meet personalproblems so that they may become mature, responsibleadults, then the problems stemming from the irrespon-sible use of alcoholic beverages may loom high on thelist.

Problems arise because of ignorance about howalcohol affects the life processes, both- physiologicallyand psychologically. They arise because of disagree-ments about standards of use and patterns of use. Theyarise because some people have used alcohol as a meansof social participation while others use it as relief orreward in difficult situations or problems which ap-pear to be insoluble.

Young people face one immediate and likely con-sequence of drinking: intoxication. Alcoholism, tothem, is only a distant possibility and automobile ac-cidents due to drinking happen only to "the otherguy."

One of the most important, if indirect, contribu-tions the educational program of schools can makein preventing alcoholism in later years, is through itsemphasis on sensitivity to individual needs and prob-lems, on proceeding at the individual's rate of learn-ing, and on helping the maladjusted child. Indeed,the school which is meeting the needs of youth hasgone a long way toward a solution of the alcoholismproblem. This approach is particularly important atthe elementary school level.

Effective secondary level programs of guidanceand specialized activities alongside direct instruc-tion about alcohol may offer opportunities for thegrowing personality to learn to use the realities of theenvironment for personal achievement and satisfac-

ENTERING VIA THE FRONT DOOR

tions. These activities may include club work, socialand square dances, team and individual sports withcarryover value in after-school leisure-time activities,the encouragement of camping experiences, creativeactivities in art, music, handicrafts and hobbies of alltypes.

A crucial problem in alcohol education, then, ishelping the individual to understand himself, hisemerging personality, his emotional needs, and whathe can do about them in order to reach his own goalsin life. An examination of the role of drinking thenbecomes relevant to him.

AIM AND OBJECTIVES

The aim of alcohol education, then, emergingfrom this philosophy and approach, is to help studentsdevelop the ability to make intelligent decisions con-cerning the use of alcohol in everyday situations.

The Basic Objectives should be:

1. To present scientifically valid informationabout the physiological, psychological andsocio-economic effects of alcohol;

2. To provide a classroom environment whereyoung people may examine and clarify theirown feelings and attitudes about the use ofalcohol in view of the diverse public attitudesand practices regarding drinking;

3. To develop a sense of responsibility in thestudent for his own welfare and that of othersin regard to the use of alcohol.

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'AIMMUL - - ---MIROW

3 WHAT TO TEACH ABOUT ALCOHOL

SUGGESTED CONTENT

The content and scope to be taught about alcoholshould include the (1) physiological, (2) psychological,and (3) socio-economic aspects of alcohol use. Thismay be dealt with in greater or lesser depth dependingupon:

1. Level of maturity and sophistication ofstudents.

2. Problems and interests of students andcommunity.

3. Time available to present the unit.

4. Teaching aids, materials and facilitiesavailable.

Teachers might select from the following cate-gories of SUGGESTED TOPICS the basic contentwhich they feel is most important for their students,developing each topic with supporting ideas and ma--terials from the references given later.

Topics are roughly listed in each column to groupthe simplest, the intermediate, and the more com-plex. The spaces between groups of items in eachcolumn may give some guidance for selection byeducational level of the students. Some topicsmay have multiple aspects and be listed in morethan one column (e.g., "Hangover" involires bothphysiological and psychological considerations).

As indicated above, the content and scope of theteaching unit should include pertinent topic areasfrom all three categories (Physiological, Psychologicaland Socio-economic) in order to present a completepicture.

SUGGESTED TOPICS

PHYSIOLOGICAL

Is alcohol a food?Types of alcoholIs alcohol a stimulant?Industrial uses of various alcoholsAlcohol was an accidental discoveryAlcohol as a drug, analgesic, anestheticAlcohol as disinfectantAlcohol as poison (child safety)Effect on speechEffect on hearingEffect on reaction timeEffect on muscular coordinationEffect on visionDoes alcohol quench thirst?Is drinking fattening?Alcohol as a dehydrantPath of alcohol through bodyShould athletes drink?

IntoxicationPoisonous alcohols consumedTypes of alcoholic beveragesAlcohol's path through the bodyConcentration levels of alcohol in the bloodOrgans affected by alcoholHangoverAlcohol use vs. Narcotics use

(similarities and differences)Unique risks of teenage drinkingAlcometerCaloric valueAlcoholic content of different beveragesAllergy to alcoholExperiments with animalsDeaths from alcoholismDeficiency diseases related to excessive chinkingCirrhosis of liverFermentationDistillationAbsorption vs. digestionFactors affecting rate of absorption

(Proof)

Alcohol metabolismBrain damage from alcoholismIllnesses tied to alcoholismAlcohol as a medicinePhysiological causation theories af alcoholismChemistry of alcoholic beverage manufactureAlcohol reaction causing substances (treatment of alcoholism)Alcohol as appetite-arouserTolerance to alcoholFallacy of "home" curesLife expectancy of drinkers/alcoholics

PSYCHOLOGICAL

Differing attitudes about alcohol useSocial drinking excessive drinking alcoholism"Chemical comforts," "pill-taking generation"Reasons why people abstainEffect on ability to concentrateRelease of inhibitionsImpaired judgmentReasons why people drink (individual motivations)

Problem drinkingAlcoholism as an illnessAlcoholism statistics (by country, by state)"Psychological intoxication"Alcohol use vs. Narcotics use (similarities and differences)HangoverUnique risks of teenage drinkingAdvertisingAddiction syndromeAlcoholism and "willpower"Why people drink excessivelyDefinitions of alcoholismReasons to abstain ,until age 21Will heavy drinkers become alcoholics?

Sources of help for the alcoholicR eligious influences 2S controlsAlcoholism's warning signsCharacteristics of the alcoholicPsychological causation theories of alcoholismTreatment of alcoholismPropaganda pro and conWithdrawal phenomenaAlcoholic's wish to recoverIncarceration or treatment for alcoholics?Delirium tremensEx-alcoholicsPromiscuityRehabilitation of alcoholicsDifferent types.of alcoholismDrinking in films and fictionRatio of male to female alcoholics

SOCIO-ECONOMIC

Automobile accidentsPedestrian accidentsMinimum age lawsLaws about drinking and drivingOrigins of alcohol useProblems caused by intoxicationCommonly-held myths about drinkingPublic opinion pollsCultural differences in types of beverages consumedBiblical referencesChurch attitu 's toward drinkingPolitely refusing a drink

AdvertisingCareers affected by criminal convictions (for intoxication)Alcohol consumption rates (by nation, state, town)Prohibition, then and nowTaxes on alcohol"Skid Row"Industry lossesNational, State and local expenditures on alcoholWhy adults drink (social forces)Why some teenagers drink (social forces)Early temperance movementsLiquor tax warsTax dollars spent because of alcohol misuseUnique risks a teenage drinkingDriving lawsChemical tests for blood alcohol levelInsurance aspects of drinkingHospitalization insurance for alcoholicsFolk-loreTraffic violations related to alcohol useWage losses due to alcohol misuseWhy prohibition was repealed"Possession" lawDrinking and the family budget

Cultural drinking pattern differencesCultural alcoholism differencesCriminal behaviorAlcoholism in fictionBootleggingAlcoholism since prohibitionSociological causation theories of alcoholismFamily disruption in alcoholismLiquor control agenciesCareers in alcohol fieldHostess should offer choice of drinksEconomic value of beverage industryNational, state and local agencies for treatment and/or

prevention of alcoholismEstimation of alcoholism prevalenceAlcoholics Anonymous, Al-Anon, AlateenRutgers University Center of Alcohol Studies

BASIC FACTS

Student attitudes and convictions help them maketheir decisions concerning drinking; these shouldtherefore be based on facts as well as on attitudes.

The following list of selected basic facts is pre-sented as an example of the type of material whichcan be developed for curriculum use. Teachers areencouraged to add aditional facts from sources suchas "Alcohol Education for Classroom and Community"(McCarthy), and other resources presented in Section 6.

SELECTED PHYSIOLOGICAL FACTS

1. Alcohol is one of the few substances which isabsorbed into the blood directly from the stom-ach and intestines without digestive changes; itcan be detected in the brain approximately 30seconds after ingestion.

2. Oxidation of alcohol may liberate a largeamount of heat calories, but it fails to providevitamins, minerals and proteins. Excessive andchronic use of alcohol may lead to nutritionaldiseases and impaired liver function.

3. Alcohol is an irritant, especially to mucousmembranes, and may cause inflammation of thclining of the stomach.

4. The physical diseases associated with chronicalcoholism are essentially nutritional distur-bances, due chiefly to the inadequate diet of theinebriate. Excessive drinking ten& to lower theresistance of the body to disease.

5. Alcohol dilates tiny blood vessels which causesskin temperature to rise, making the person feelwarmer. Actually the body temperature drops1-11/2 degrees, and resistance to cold is lowered.

6. In Connecticut, drivers whose blood contains0.15% or more alcohol by weight are considered"under the influence." However, there are oth-er states that recognize 0.10% as being "under

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the influence" (New York is such a state). Scan-danavian countries are noted for their strict en-forcement.

7. Neither alcoholism nor excessive drinking (onthe part of either or both parents) is inheritedin the genetic sense. However, many problemdrinkers come from families where either orboth parents are problem drinkers.

SELECTED PSYCHOLOGICAL FACTS

1. Alcohol use can be generally classified as: (1)social drinking as done under control by abouttwo-thirds of Connecticut's adult population;(2) excessive drinking, a broad range includingthose who have problems related to their mis-use of alcohol -but still drink by choice; and (3)alcoholism, the advanced state of apparentlyuncontrollable excessive drinking which hasprogressed to pathological dependency.

2. A risk for most young people revolves aroundthe immediate probability and consequences ofintoxication, rather than the distant possibilityof becoming an alcoholic.

3. Some educators believe that another risk is thelearned use of alcohol as a substitute for thedeveloping of social skills.

4. Alcohol affects the central nervous system andis a progressive nerve depressant acting as asedative in small amounts and as an anestheticin large quantities.

5. Alcohol is not a stimulant; the feelings of stim-ulation from alcohol occur because of the re-lease of inhibitions and a submersion of anx-iety. It does not "cure" the feeling of inferi-ority, bu.t through impairment of judgmentgives a temporary illusion of superiority, a falsefeeling of confidence.

6. Even small amounts of alcohol have some effecton judgment and on the release of inhibitions.

7. Adults drink primarily:a. to be sociableb. for physical and emotional relaxationc. for fun and taste

8. Teenagers experiment with alcohol:a. to imitate adultsb. to be one of the crowdc. to rebel against controls

9. Alcoholism is a behavioral disorder character-ized by compulsive; uncontrolled drinkingwhich-interferes with the drinker's functioning.Delirium tremens is a psychotic state markedby hallucinations occurring in a small percen-tage of advanced alcoholics.

SELECTED SOCIO-ECONOMIC FACTS

1. Drinking exists as part of our social system.

2. The amount and kinds of drinking in a cultureare influenced by the tensions created, the at-titude-toward consumption by its members and-the opportunities which the culture providesfor obtaining suitable life satisfactions.

3. Drinking drivers may well be a major factor inOur nation's traffic fatality picture. Recent Con-neCticut figures show that at least four to five ofevery ten fatal traffic accidents involved adrinking driver (and this is thought to be under-reported). Some national figures say drinkingdriVers are involved in at least 60% of all fatalhighway accidents. Further, studies suggest theprobability of having an accident is from fourto ten times greater for the drinking driver thanfor the -sober driver; depending on the arnountof alcohol consumed.

4. In Connecticut, alcohol-related offenses are es-timated to account for .up of 50% of police ar-rests. About 50% Of the jail inmates have al-cohol-related problems. From 15 to 30% of the,tronbled marriages coming to divorce courts orfamily service agencies are alcohol-disrupted.

5. Some General Statutes of Connecticut seekingto protect people from the misuse of alcoholare:

"Minimum age" pennittees may not sell or deliver al-coholic beverages to persons under age 21 (Sec. 30-86)

"Drinking and Driving" no person may operate amotor vehicle on a public highway while under the in-fluence of intoxicating liquors (Sec. 14-227a)

"Possession" minor may have license suspended forhaving alcoholic beverage in car (Sec. 14-111a)

"Procuring alcoholic beverages by false statement"minors who purchase or attempt to purchase alcoholicbeverages, or who make a false statement for tlie pur-pose of purchasing, are subject to criminal penalties(Sec. 30-89)

"Inducing minor to procure alcoholic beverages". anyperson who induces any minor to procure alcoholic bev-erages from a person permitted to sell same, is 'subject-to criminal penalties (Sec. 30-87)

6. Connecticut has ranked 9th of 50 states' in rateof "alcoholism, according to Rutgers Center ofAlcohol studies. The AkoholisM Divisioh, Con-necticut State Department of Mental Health,estimates that about 100,000 ConnectiCutpeople are alcoholics. ,It is thought that alcohol-ism is wider spread in big cities than in ruralareas but a rough estimate of local prevalencemight be obtained by multiplying the local pop-ulation by 3 percent.

7. Alcoholic employees (about 3 percent of thetotal in any given company) are costly in termsof absenteeism, accidents, turnover, productionerrors, lowered morale, and damaged publicopinion. Current national estimates place theeconomic loss in the wcinity of two billion dol-lars annually.

8. It is estimated that at least 90 percent of thealcoholic population in Connecticut has notsought help from any source.

9. Excessive use of alcohol limits, or makes impos-sible, approved individual participation in acomplex society.

iFirst 8 states in order are: Nevada, California, Rhode Island, Massachusetts, New York, Illinois, Missouri and Wisconsin.

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4STUDENTS LEARN IN MANY DIFFERENT WAYS

The traditional lecture method at best, seems tohave only a limited use in alcohol education. In anarea where opinions and attitudes are such basic ele-ments, student participation through discussion andexchinge, through planned research and study be-comes a prime requisite for effective instruction. Im-aginative use of the methods which follow shouldbring a dramatic return in terms of student under-standing since they have a built-in capability of draw-ing on each student's feelings of alcohol's meaning tohim.

As with other teaching units, the teacher willwant to select and plan for the most appropriate andeffective methods to use for Introductory Activities,for Individual and Class Activities, for CulminatingActivities and for Evaluation Activities. The follow-ing lists of methods, adapted from Todd' with verybrief descriptions, should stimulate creative ap-proaches which will lend themselves easily to one ormore of the phases of the plan for a teaching unit.

The suggested methods are grouped under theiollowing headings: Discussion; Dramatization; Stu-dent Investigations; Audio-Visual Aids; Reading, Lis-tening and Using Outside Resources. EvaluationActivities will be further developed in Section 5.

DISCUSSION

. . basically an open-ended verbal exchange offacts and opinions for enlightenment, or for re-solution of a question or problem.

1. "Buzz" sessions Sub-groups consider aspecific question or problem and summarizetheir deliberations and/or conclusions to thedass.

2. Symposium Several class members eachpresent information to the class on a particu-lar phase of a question or problem. This isusually followed by their answering ques-tions from the floor.

lFor more detailed explanations, directions and examples, consult1964.

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3. Quiz program Competition between in-dividuals or teams to answer correctly objec-tive questions. Students can do the judging.

4. Open-end discussion Teacher proposes ahypothetical situation, then withdraws andlets class discuss it.

5. Question pursuit Teacher presents real orcontrived situations around alcohol use ormisuse, then presents probing questions todraw out student's views. This method isbest used in subjective areas of human be-havior.

6. Interpretation The class members givetheir views of the meaning, ramifications, etc.of a news item, advertisement or fiction.

DRAMATIZATION

a form of expression in which the students notonly are allowed to apply their creativity but inwhich their deeper feelings about the subject inquestion can be brought to the surface.

1. Sociodrama ("Role-playing") Students takeroles and continue the action in a socialsituation involving alcohol.

2. Debate Two students or teams support op-posing points of view regarding alcohol useor abuse. Standard debate rules govern thisprocedure.

3. Radio, television broadcast These may bequite feasible at stations which emphasizelocal programing. Original or student-pre-pared material (fiction or non-fiction) maybe used.

4. Presenting a program to other groups Thewriting and performing is done by the stu-dents with the teacher's acting the consultant.

.5. Music Students write both words and

Todd, Frances. Teaching About Alcohol. McGraw-Hill, New York,

music for a song (e.g., a "protest" songagainst the conformity of "following thecrowd" if it drinks) to be performed beforeanother group.

6. "Commercials" A contest could be heldfor the best message.(with or without music)about alcohol-related attitudes or behavior;student or outside judges may be used.

_STUDENT INVESTIGATIONS

. a student starts ivith A question and finisheswith a prodUct which May or may not indudean answer.

1. Survey ,Students ask other gicinps their-attitudes -and/or prattices .regaiding alcohol-and -then -compile -and teport their 'findingsto the class.

2'. IntetView -= Students seek Mfórmationthrough personal intervieWS with -outside -re-sOurce peiscins. This information is reportedback to the,claSs. biscussion may follow.

3. Individual research This method generallyinvOlves: (a) stating the problem, (b) settingup. hypotheses, (c) collecting data, (d) analy-zing data, (e) drawing conclusions, and (f) re-porting the findings. Whenever possible,each student should be allowed to choose hisown project.

4. Laboratory experiments and demonstrationsThe teathef may proVide guidance as stu-

dents catry Out the actual experiments ordemonstrations.

AUDIO-VISUAL AIDS

. . . the use of mechanically-presented sight andsound images as another series of methods to re-inforce instruction and learning. (See also Sec-tion 6 TEACHING AIDS)

1. MoviesFor most effective use of this aid, the teachershould carefully preview each film before itsuse.

Don't hesitate to show only a portion of a film.Some teachers prefer to show a movie twice:once for the class to absorb the novelty and"entertainment" factors, then,a second time toconcentrate on the content. This.is especiallyvaluable if class members tend to linker on thestyles -of dress, dancing, automobiles, etc. pre-sented.

No film-can effectively stand.alone. Prepare the'class for- the _content and purpose-of the film,discussing points:of special iniportance. Plan adiscussion and question period to follow each

2. Filmstrips- and SlidesConsiderable flexibility can be- offered,* thistype of presentation, e.g.; showinvelected por-tions or changing the sequences.. .

The considerations above, for .4-einovies" applyto Filmstrips and Slides as well. =

3. Tape recordingsThis medium can hold audio information in-definitely.

Tape recordings can "bring, in" outside speak-ers at everyone's convenienCe.Students can tape their own Class discussions orreports for later review and evaluation in lightof greater knowledge and deepet insights.

4. Overhead and opaque projectOrsThese tools piesent ptinted Material of limitedphysical size to the class quickly and effectively.Preparing Materials for these tools uses such.simple techniques that student involvement isstrongly suggested.

5. Television and radio programsPrograms about alcohol on local or networkradio or television usually are promoted in ad-

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vance. Depending on the circumstances sur-rounding each program (e.g., appropriatenessof material, level of presentation, lateness ofhour, etc.), the teacher can assign students tolisten to or view selected programs.Previewing is usually impossible but local sta-tions may have printed promotional materialabout upcoming programs which can be help-ful to the teacher.When a preview cannot be arranged and theprogram takes place after school hams, theteacher while viewing or listening can makelists of key points and questions for discussionat the next class session.

6. Charts, graphs, tables, exhibits, posters, cartoonsWhile readily available from outside sources,these information devices lend themselves per-fectly to local creation by students.Not only does this medium require a thoroughunderstanding of the area, but it allows con-siderable latitude for student ingenuity andcreativity.Exhibits, posters and cartoons in particularlend themselves to judging and competition.

READING, LISTENING,USING OUTSIDE RESOURCES

1. ReadingSection 6, TEACHER AIDS lists some of themany excellent basic and general references forstudent reading. It should be noted that of thecountless publications available on this sub-ject, some represent solely the particular view-points of the author and the sponsoring organi-zation. The teacher must be the final judge asto the suitability of each publication for class-room use.Reports to the class on assigned or selectedreading may be given by individual students.

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,

2. ListeningToday's students seem to respond least to one-person oral presentations, particularly if in-terpreted as "preaching." However, guest lec-turers if carefully chosen, can provide infornaa-tion in depth on selected areas in alcohol edu-cation:Many lecturers will usually have audio-visualmaterials to support their presentations.When selecting an outside speaker, the teachermust remember that he usually has a differentframe of reference than the class. It may benecessary to press the speaker for further clari-fication of his terms and reasoning behind hispoints of view.The teacher should advise the speaker well inadvance of the maturity level and interests ofthe class.

The class should be prepared by: a) advancedreading or study into the lecturer's area; b)practice in taking notes most effectively; c)

having some questions for the lecturer; andd) being encouraged to listen closely and toraise further questions about the presentation.A "question - and - answer" session betweenguests and students may well be the mostmeaningful part of the visit and the teachershould arrange this as a built-in part of theprogram.

3. Using outside resourcesWriting to various agencies in the alcohol oralcoholism field can bring a wealth of usefulinformation to the class.Agencies prefer only a single communication(perhaps a single class-composed letter, per:haps one envelope containing all of the lettersof the class members).If agencies are unable to provide enough cop-ies of the desired information for all students,a "rotation system," using the classroom orschool library as a depository, may be indicated.

z

EVALUATION TECHNIQUES

Simply stated, evAuation should give the teacherand students a picture of the degree of progress beingmade toward stated objectives of the learning unit.Evaluation should therefore be an integral and con-tinual process in teaching about alcohol. By planningit so, teachers and. students can examine the effective-ness of their efforts as they proceed, and modify wherenecessary, as well as keep a focus on their goals andhow well they are realizing them.

Stated aims, objectives or desired outcomes needto be clearly defined and understood in order to evalu-ate. While the aim and objectives for alcohol educationas stated earlier (page 7) are basic goals, teachers andstudents may wish to make these more specific oradapt them to a particular focus, e.g., the socio-eco-mimic .aSpeets for the Social Studies class; effects ofalcohol on coordination for Driver Education.

Evaluation can take many forms and use manytechniques in addition to traditional tests for knowl-edge. /t might well place emphasis on the values andprogress of individual students.

"HOW'RE WE DOING?"

Some evaluation techniques which may profevaluable and stimulating are:

Pre- and post-surveys of attitudes

Identification of problem interest areas

Taping the feelings or reactions of students tovarious parts of discussion sessions

Student self-evaluation

Teacher observation

Evaluating visual aids, films or tape presentations

Evaluating exhibits of projects, displays, bulletinboards with students, other faculty members, orinterested laymen

Knowledge tests student- and teacher-made

Evaluating student plays, programs, interviews,research papers.

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6 SELECTED REFERENCES AND TEACHING AIDS

NOTE: Various government funds may be availableto finance purchase of teaching aids. Infor-mation would be available through localschool administration or the ConnecticutState Department of Education.

SELECTED TEACHER REFERENCES

Todd, Frances. TEACHING ABOUT ALCOHOL.McGraw-Hill, New York, 1964.

A comprehensive teacher's guide covering the"why, what and how" of teaching about alcohol.

McCarthy, Raymond G., ed. ALCOHOL EDUCA-TION FOR CLASSROOM AND COMMUN-ITY A SOURCE BOOK FOR EDUCATORS.Mc-Graw-Hill, New York, 1964.

Non-technical in style, this collection of contri-butions by various authorities covers both factsand attitudes about the use and non-use of alco-holic beverages, and examines the social aspectsof excessive use. Controversial issues are notavoided.

REPORT of the TEENAGE LIQUOR LAW CO-ORDINATION, MARCH, 1965. Office of theLegislative Commissioner, State Capitol, Hart-ford, 1965.

Fifteen recommendations about Connecticut'steenage drinking are made by the Commission.A survey of teacher preparation institutions' andpublic school systems' attitudes and practices inalcohol education follows. Teenage alcohol usein many parts of the country is characterized ina review of studies.

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Hochbaum, Godfrey M. LEARNING AND BE-HAVIOR ALCOHOL EDUCATION FORWHAT? U.S. Department of Health, Educationand Welfare, Report of Proceedings of Secretary'sConference on Alcohol Education held at Wash-ington, D.C. in March, 1966. Washington, U.S.Government Printing Office, 1966.

A discussion of the dichotomy of "school" and"life" and its implications for effective alcoholeducation.

Maddox, George L. DRINKING IN HIGH SCHOOL.Newsletter, Association for the Advancement ofInstruction about Alcohol and Narcotics, Decem-ber, 1958. Reprinted by Rutgers Center of Alco-hol Studies, New Brunswick, N. J.

An interpretive summary of several studies ofhigh school drinking attitudes and patterns anda discussion of the potentialities and limitationsof alcohol education for the teenager.

FILM SERVICE GUIDE. Alcoholism Division, Con-necticut State Department of Mental Health,Hartford, 1966.

List of 16 mm. sound films available for free loan.The GUIDE is available upon request to theAlcoholism Division.

FOR PARENTS. Alcoholism and Drug AddictionResearch Foundation, Toronto, Ontario, 1963.

Two articles for parents give special attentionto the role of home and family in alcohol educa-tion. After a condensation of Maddox's interpre-tation of studies (above) , three articles dealparticularly with alcohol education in theschools.

'CLASSIFIED ABSTRACT ARCHIVE OF THEALCOHOL LITERATURERutgers Center of Alcohol Studies, New Brus-wick, N. J.

An advanced tool for scholarly and scientificresearch in the alcohol field, the "Archive" con-sists of over 10,000 publication abstracts whichare classified by subject and are continually up-dated. Abstracts can be read and determinationcan be made as to the need for the originalpublication.

'INTERNATIONAL BIBLIOGRAPHY OF STU-DIES ON ALCOHOLRutgers Center of Alcohol Studies, New Bruns-wick, N. J., Vol. 1-1966, Vol. 11-1967.

The master world-wide bibliography of thealcohol literature. Volume I lists reference entriesfrom 1901 through 1950; volume II consists ofthe Subject and Author indices for the first vol-ume. Additional volumes are decennial supple-ments, released periodically.

McCarthy, Raymond G. TEEN-AGERS AND ALCO-HOL.Yale University, New Haven, 1956.

A basic teaching guide covering philosophy,organization and techniques of instruction inalcohol education. Detailed examples of classactivities are featured.

SELECTED STUDENT REFERENCES1. Textbooks Most modern science and health

education textbooks dated 1960 or laterwill contain authoritative information foralcohol instruction.

2. Pamphlets The following pamphlets areavailable in limited quantities from theAlcoholism Division, Connecticut State De-partment of Mental Health. Write forsample copies and further information.

IT'S BEST TO KNOW

In a colorful, easy-to-read "comic book" format,this booklet covers basic facts about the use andeffects of alcohol and the development of alco-holism.

FACTS ABOUT ALCOHOL

A "Basic Information Checklist" challenges thereader at the beginning. Answers are given, thenfacts follow about alcoholic beverages and theirmanufacture, alcohol in the body, drinking pat-terns, and alcoholism.

FACT SHEET:_,LC'AOHOLISM IN CONNECTICUT

Alcoholism in our state is briefly reviewed interms of current prevalence figures and prob-lems surrounding the illness; sources of help forthe alcoholic are listed. .

CHARLIE'S PARTY

Normally-careful Charlie drives to a party,drinks, then heads for home too soon afterdrinking. This pamphlet features the "Driver-WAIT-Meter" which shows the buildup ofalcohol in the blood and the time one shouldwait before driving.

HOW ALCOHOL AFFECTS THE BODY

What happens in the body soon after drinkingmoderate or large amounts of alcohol? Thisbooklet telie in simple terms, the effects ofalcohol on the brain, liver, stomach and certainother organs. Alcohol as a "medicine" is dis-cussed.

lThese references are available for use on the premises at the headquarters of the Alcoholism Division, Connecticut State Departmentof Mental Health, 51 Coventry Street, Hartford telephone 242-6201.

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GAY JONESES

John and Sue seemed the "gayest" couple in thecrowd, but Jahn was heading toward alcoholism.Gayness becomes sickness, then desperation. Johnfinally seeks help from the Alcoholism Divkion,Connecticut State Department of Mental Health,and starts the climb back.

ALCOHOLISM IS EVERYBODY'S BUSINESS

Connecticut was the first state to establish analcoholism treatment program. This programits aims, procedures, eligibility, etc. is out-lined .for the Alcoholism Division's thiee typesof facility: outpatient clinics, hospital (BlueHills) , and halfway house (Compass Club) .

ALCOHOLISM A FAMILY GUIDE

"Alcoholism what is it?" "What can be donefor our family's alcoholic?" "Where can we findhelp?" This booklet sheds light on these andother queStions so often confronting the familyof ati alcoholit.

ALCOHOLICS ANONYMOUS44 QUESTIONS AND ANSWERS

This Alcoholics Anonymous publication answerssome of the most frequent questions presentedabout alcoholism, AA organization and view-points, and its recovery program.

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SELECTED SUPPLEMENTARYREFERENCES

Pittman, David J., and Snyder, Charles R.; eds.SOCIETY, CULTURE, AND DRINKINGPATTERNS. Wiley Sc Sons, New York, 1962.

Pointing to the future, the editors collate thecontributions of some 40 authorities in the alco-hol field. This book presents a wide selectionof the social science aspects of normal andpathological drinking patterns.

Block, Marvin A., M.D. ALCOHOLISM ITSFACETS AND PHASES. Day, New York, 1965.

Alcoholism's many sides (e.g., why people drink;A.A.; young people; law) are explored in simple,non-technical language.

Jellinek, E. M. THE DISEASE CONCEPT OF ALCO-HOLISM. College and University Press, NewHaven, 1960.

The disease concept of five species of alcoholismis laid on a sound foundation of scientific prin-ciples. This book explores the developinent ofattitudes toward alcoholism as a disease, analyzesvaried approaches to alcoholism, and reviewscurrent beliefs in this area.

Maddox, George L., and McCall, Bevode C. DRINK-ING AMONG TEENAGERS. Monograph #4of the Rutgers Center of Alcohol Studies. Col-lege and University Press, New Haven, 1964.

What nearly 2,000 high school students thinkand do about drinking is tabulated and inter-preted for the use of teachers, scientists and all;others interested in the process of adolescentsocialization and development.

Manr , Mrs. Marty. NEW PRIMER ON ALCOHOL-ISM. Holt, New York, 1958.

Immediately interesting and useful to all con-

caned about alcoholism, this book discusseshow people drink and the nature, symptoms andtreatment of the illness.

Lucia, Salvatore, P., M.D., ed. ALCOHOL ANDCIVILIZATION. McGraw-Hill, New York, 1963.

Twenty-one contributors present interdisciplin-ary views of alcohol use in its broad perspective.The overall tone of this book is less than nega-tive.

TODAY'S HEALTH GUIDE, "Alcoholism," pp.459-465. American Medical Association, Chicago,1965.

Considerable information about alcohol use andalcoholism is condensed into a few pages of thiscomprehensive family health textbook.

Bacon, Selden, D., ed. UNDERSTANDING ALCO-HOLISM. Annals of the American Academy ofPolitical and Social Science, Philadelphia, Janu-ary, 1958.

A full range of professional analyses of alcohol-ism as a medical and societal problem is pre-sented in 16 separate articles.

ALCOHOLICS ANONYMOUS. Alcoholics Anony-mous, New York, 1955.

Originally published in 1939, this book analyzesthe principles which led to the sobriety of itsearliest members, and gives a cross section ofvarious members' personal stories.

AL-ANON FACES ALCODOLISM. Al-Anon FamilyGroup Headquarters, New York, 1965.

The alcoholic creates a multiplicity of problemsfor those close to him (or her) ; Al-Anon seeks tohelp those non-alcoholic loved ones. This bookpresents both short contributions by profession-als on the socio-familial aspects of alcoholism,and meaningful vignettes of experience by num-erous Al-Anon members.

PERIODICALS

QUARTERLY JOURNAL OF STUDIES ON ALCO-HOL. Rutgers University Center of AlcoholStudies, New Brunswick, N. J. 08903.

A comprehensive journal of scientific and schol-arly activities throughout the field of alcoholstudy.

JOURNAL OF ALCOHOL EDUCATION. Associa-tion for the Advancement of Instruction aboutAlcohol and Narcotics, 212 South Grand Ave.,Lansing, Michigan 48933

Professionally oriented to educators, this periodi-cal deals with both theoretical and practicingaspects of instruction. " 'Live' issues" in alcoholeducation are presented.

NEWSLETTER of the NATIONAL COUNCIL ONALCOHOLISM. 2 East 103rd St., New York,N.Y. 10029

Published by the nation's only voluntary agencysolely devoted to combatting alcoholism, thisorgan features happenings and news rather thantheory and discussion.

AA "GRAPEVINE". Alcoholics Anonymous, 305 East45th St., New York, N. Y. 10017.

The "Grapevine" (pun intended) is aimed atpotential, "practicing," and recovering alco-holics. It contains many first-person experienceswith alcoholism, but is basically light in tone.

CONNECTICUT REVIEW ON ALCOHOLISM.Alcoholism Division, Connecticut State Depart-ment of Mental Health, 51 Coventry St., Hart-ford 06112.

The whole of the material in the REVIEW issupplied by the Rutgers University Center ofAlcohol Studies, and is technically orientedtoward alcoholism treatment and research.

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CONNECTICUT MENTAL HEALTH REPORT-ER. Connecticut State Department of MentalHealth, 79 Elm St., Hartford 06115.

The REPORTER, department house organ,covers Connecticut happenings in mental health,including alcoholism.

AUDIOVISUAL AIDSThe filnis suggested and described below are selectedfrorn a library of films maintained for school and pub-lic use by the Alcoholism Division, Connecticut StateDepartment of Mental Health. For a complete list ofavailablê'films, teachers are asked to write or telephonethe, Alcoholism_Division.

It raust be emphasize& that final decisions about theStiitability of any film for a group of students shouldbe made. by the classroom teacher.

TO YOUR HEALTH. Sound, color, 10 minutes..(#104)

This is, a .cartoon-type of film, produced by theWorld, Health Organization. It presents, in con-Aense& form, material on the action of alcoholin. thehuman body, on the cultural backgroundOf the -custom of drinking, on some aspects ofcl.o4temporary .society which influence people tous:.-lcohol; and-it includes a description of theilhiess of alcoholism as it may occur in certainindiViduals,

WHAT ABOUT ALCOHOLISM? Sound, 10 minutes.(#106)

A discussion film for use with youth groups.Showi conflicting opinions about alcoholism, itsnature, etiology, and treatment. Summarizes var-ious points of view and encourages discussion tocontinue by ending with the question, "What doyou think of alcoholism?"

WHAT ABOUT DRINKING? Sound, 10 minutes.(#107).

An "open-end" discussion type of film dealingwith the problems of drinking. A group of teen-agers learn that schoolmates are involved in an,autornobile accident and that a bottle of alco-holic beverage was found in the car. This leads

20

to a discussion of many different attitudes con-cerning the use of beverage alcohol. The filmends with, "What do you think of drinking?"

NONE FOR THE ROAD. Sound, 20 minutes. (#105)

This film has dual value in general alcohol edu-cation and in driver training. Reaction to vary-ing amounts of alcohol is shown in rats by alaboratory demonstration, and in humans by theAetna Driver Trainer. Youth then take part in ahuman interest story of a drinking-drivingtragedy with an unexpected twist.

ALCOHOL AND THE HUMAN BODY. Sound, 15minutes. (#101)

By the use of animated drawings and live pho-tography, this film describes the action of alcoholin the body, its absorption and oxidation rates,and the effects of different levels of alcohol con-centration in the body. The manufacture andtypes of alcoholic beverages, the changes inbehavior resulting from alcohol in the blood, andthis alcoholic as a community problem axe dis-cussed.

OUTSIDE RESOURCES

For further information and publication lists:

Connecticut State Department of Education165 Capitol Avenue, Hartford 06115

Alcoholism Division, Connecticut State Departmentof Mental Health51 Coventry Street, Hartford 06112

North American Association of Alcoholism Programs323 Dupont Circle Building, Washington, D.C. 20036

Rutgers University Center of Alcohol StudiesNew Brunswick, New Jersey 08903

National Council on Alcoholism, Inc.2 East 103rd Street, New York, N. Y. 10029

AlcoholicS AnonymousP.O. Box 459, Grand Central Station,New York, N. Y. 10017

American Medical Association535 No. Dearborn Street, Chicago, Illinois 60610

National Institute of Mental HealthU.S. Department of Health, Education, and Welfare

,Bethesda, Maryland 20014Al-Anon Family Group Headquarters

Box 182, Madison Square StationNew York, N. Y. 10010