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Psychoactive substances and new technologies abuse in children and adolescents
Lenka ChudomelovaDepartment of Child and Youth Health
3rd Faculty of Medicine
Definition Psychoactive drugs are chemical substances
that affect the brain functioning, causing changes in behavior, mood and consciousness.
Commonly abused drugs
Cannabinoids: hashish, marijuana Depressants: barbiturates, BZD Dissociative anesthetics: ketamine, phencyclidine Hallucinogens: LSD, mescaline, psilocybin Opioids: codeine, fentanyl, heroin, morphine, opium Stimulants: amphetamine, methamphetamine,
cocaine, nicotine Other compounds: anabolic steroids
Why do people take drugs? To feel good
drugs produce intense feelings of pleasure euphoria is followed by other effects, which differ with the type of drug used stimulants (cocaine): the “high” is followed by
feelings of power, self-confidence, and increased energy opiates (heroin): feelings of relaxation and
satisfaction
Why do people take drugs? To feel better
social anxiety stress-related disorders depression
To do better improve their athletic or cognitive performance
Curiosity and „because others are doing it“ strong influence of peer pressure
Early signs of risk in the family lack of mutual attachment and nurturing
by parents or caregivers ineffective parenting a chaotic home environment lack of a significant relationship with a
caring adult a caregiver who abuses substances,
suffers from mental illness, or engages in criminal behavior
Risk factors outside the family inappropriate classroom behavior, such as
aggression and impulsivity academic failure poor social coping skills association with peers with problem behaviors,
including drug abuse misperceptions of the extent and acceptability of
drug-abusing behaviors in school, peer, and community environments
Drug abuse/substance abuse
compulsive, excessive, and self-damaging use of habit forming drugs or substances, leading to: addiction or dependence serious health damage (kidneys, liver, heart) psychological harm (such as dysfunctional
behavior patterns, hallucinations, memory loss)
death
Drug addiction/drug dependence
compulsive craving for a drug which offers
short-term intense relief/pleasure rapid induction of emotional state individuals
normally are not able to experience
Development of addiction
1st stage = FIRST CONTACT mostly in a group as a unique episode experience of belonging to a particular
group or culture
2nd stage = EXPERIMENTATION a positive experience from the first contact
often motivates uncertain and anxious children to continue
Development of addiction
3rd stage = USAGE, restful phase trigger point (conflict, trauma) because of the positive effect the child often regularly
returns drug becomes part of their social life - perceived as
“the best period of his/her life ever” evolves into compulsive patterns of substance-seeking
and substance-taking behavior that take place at the expense of most other activities
somatic complaints begin to appear, breaking promises, increasing need for money, occasional absence following weekend trips, late arrivals home, deterioration of relations in the family and at school, loss of friends
Development of addiction
3rd stage = USAGE, problematic/advanced usage
develops after a few months rather years of usage cumulating problems
loss of control over drug use, desire to confide loss of hobbies, lack of interest in school, work, family conflicts and theft serious health problems
young person perceives problems and tries to prove he's got a control
5 – 10 days sober establish him falsely in his view within next years the head currently runs two programs –
program of a drug and program of abstinence
Development of addiction
4th stage = ADDICTION unconditional loss of control over life
drug brings nothing positive loss of dignity destruction of the closest relations delusion and inability to perceive reality loss of lust for life
difference between problematic usage and addiction? doses of the drug ability to admit the addiction
Development of addiction
5th stage = QUITTING never ending stage life will never be as friendly as with the drug experiencing pain high motivation great social support
ESPAD 2011 - Alcohol
ESPAD = The Europian School Survey Project on Alcohol and Other Drugs
1,6 % strict nondrinkers 60,0 % regular consumers
! Risk alcohol consumption rising !
Example: drunkennes during last month admitted 37% of 16 year old:
1/5 three times during the past month 5% ten times
ESPAD 2011 - Illegal drugs
experience with: cannabis .......................... 42% ecstasy ............................ 8,3% hallucinogens .................. 5,6%
first experience in younger age girls prefer to experiment with amphetamines
and sedatives
Consumption of tobacco, alcohol and drugs in CR one of the leading positions in Europe reasons
high tolerance to consumption physical and financial accessibility even for children and
youth influence of media („celebrities“) commercial interests role models in the family lack of control mechanisms and sanctions
Gambling
slot machines terminals electro roulette common cause
lack of money (allowance) lack of hobbies peer influence
Virtual reality
internet addiction computer games completely identical problems as in drug
addiction
Prevention principles prevention programes should enhance protective
factors and reduce risk factors (Hawkins et al. 2002)
prevention programes should address all forms of drug abuse (legal, illegal drugs, inappropriate use of legally obtained substances (Johnston et al. 2002)
prevention programes should address the type of drug abuse problem in the local community (Hawkins et al. 2002)
prevention programes should be tailored to address risks specific to population characteristics like age, gender, ethnicity (Oetting et al. 1997)
Risk factors x protective factors
Risk factors Domain Protective
factors
Early Aggressive Behavior
Individual Impulse Control
Lack of Parental Supervision
Family Parental
Monitoring
Substance Abuse Peer Academic
Competence
Drug Availability School Antidrug Use
Policies
Poverty Community Strong
Neighborhood Attachment
Examples of preventive interventions Prior to birth
preventing/delaying pregnancy in young and vulnerable mothers
antenatal health service antenatal educational courses/home visitation
Examples of preventive interventions Early childhood
school preparation programes school-based drug education parent education family therapy
Examples of preventive interventions Adolescents
school-based drug education peer intervention, peer eduaction youth sport and recreation programs mentorship employment and training
Examples of preventive interventions Community based prevention
education campaignes homelessness strategies crime prevention regulation and law enforcement judicial procedures harm-reduction strategies (I.e. low threshold centers)
How to say “NO”
assertiveness an important communication skill learn to reject things that are not right for him based on his
conviction, ability to say no can save the child from the very first contact
with the drug
self-confidence/self-esteem child should perceive that he is a unique human being child with an adequate self-esteem would not use drugs to
confirm his confidence in relation to peers
Literature http://www.who.int/substance_abuse/publications/global_
alcohol_report/en/ http://www.espad.org/ http://www.unodc.org/unodc/en/data-and-analysis
/WDR-2012.html http://www.who.int/substance_abuse/links/othersites/en/ NIDA: Preventing drug use among children and adolescents.
(A research-based guide for parents, educators and community leaders. Second edition.)