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We would like to begin today by acknowledging that we are on the traditional, ancestral and unceded territory of the
Snuneymuxw First Nation
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Introductions and what you hope you leave here with today
Test what you already know
Vaping facts and trends
How to talk you youth about substance use
Go To Resources
Record Answers on Board
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Power Point Version 1: BC Lung Association Toolkit‐Black and red slides‐Gr 5‐7
Power Point Version 2: Modified by N. Chelsom‐Added white slides‐Gr 8‐12
TED Talk: What You Should Know About Vaping and E‐Cigarettes‐14 min‐Gr 7‐12
Resource
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CLEARIN GTH E CLO U D
July 2019 5
Modified by N.Chelsom, SD 68 Oct 2019
The objectives of this PowerPoint presentation are: • To raise awareness among youth in grades 5 to 7 on vaping products• To provide information to help youth make an informed decision with regards to vaping products• To prevent youth from vaping
Talking Points:
• Provide a brief introduction. • Examples:
• Today, we’re going to talk about vaping.• You may have heard different things about vaping.• This lesson will give you information to make an informed decision.
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FACTCH ECK
Let’sTest Your Know ledge
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Objective:
• To assess the level of knowledge of students on vaping• To address the misconceptions about vaping products
Talking Points:
Game: Fact Check
How to Play:Make copies of the “Fact Check” activity sheet (fill‐in‐the‐blank) and ask students to choose the missing word from the list provided. You could divide the class into groups of 4‐5 students to work on the activity sheet.
Comments/ Suggestions:
This activity is designed to introduce the content of the PowerPoint.
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VAPIN GFACTS
Vaping devices heat the e-juice w hen you puff on them .
E-juice contains chem icals, flavourings, and often nicotine.
There are currently over 7000 e-juice flavoursused to im prove the taste of vapour.
D ID YO U KN O W ?
Batteries of vaping devices can explode and cause fires that m ay result in burns and injuries.
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Objective:• To increase understanding of vaping products – what they are and how they work
Talking Points:
• Smoking (e.g. cigarettes, pipes and cigars) burns tobacco. Vaping devices don’t burn, rather they heat the e‐juice to make an aerosol.
• Aerosol is also knows as vapour or cloud.• The e‐juice has chemicals and flavourings. Most contain nicotine.• There are more than 7,000 flavours of e‐juice.
• Why are there so many flavours?Answer: To hide the “bad” taste of the chemicals and nicotine.
Did you know …?• Some vapes can explode and cause fires.• Optional: Share a story from one of the links.Comments/ Suggestions:Stories of interest:Vape explodes in Alberta teen’s face: https://www.cbc.ca/news/canada/calgary/alberta‐
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father‐calls‐for‐ban‐on‐e‐cigarettes‐1.3423099Battery explodes on (WestJet) airplane: https://www.cbc.ca/news/canada/calgary/calgary‐westjet‐emergency‐landing‐tsb‐report‐1.4984057Vaping product explodes in pocket: https://globalnews.ca/news/3143384/spare‐e‐cigarette‐battery‐explodes‐in‐mans‐pocket‐in‐dramatic‐video/
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Pod M odVape Pen Box M od
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VAPIN GPRO D U CTS
Objective:
• To explain the different types of vaping products
Talking Points:
• You may hear different names for them, but they work the same way.Examples: Vape pens, box mods and pod mods
• Vapes have evolved over time to deliver nicotine more efficiently to the brain. • JUUL is an example of a vaping product that uses pods and is now very popular.
The pods contain high amounts of nicotine in a form which the body can readily absorb; thus providing a “great hit” of nicotine.
Comments/ Suggestions:
• Newer devices are smaller and therefore easier to use, carry and hide. E.g. pod mods such as JUUL.
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TH EPARTS
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Objective:
• To explain the components of vaping products and how they work
Talking Point:
• The vapes have several parts: Battery Atomizer which is the heating element (coil) Tank or cartridge which contains the e‐juiceMouthpiece
• When the vape is puffed on, the atomizer heats the e‐juice and turns it into vapour.
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VAPIN G is know n to be less harm ful than cigarettes.
D oes this m ean vaping is harm less?
VAPIN GH ARM S
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Objective:• To address the misconception that vaping is harmless
Talking Points:
• Is vaping harmless?No (and you’ll see why in the later slides).
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TH EVAPO U R
The vapourcloud is actually an
AERO SO L w hich can include:
Nicotine
Tiny particles
H eavy m etalsVolatile organic com pounds (VO Cs)
Carbonyls
Chrom ium , N ickel, Lead
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Objective:
• To identify what’s in the vapour
Talking Points:Often people think the vapour is water but it is an aerosol
• The vapour/aresol cloud can include:o Nicotine – very addictive and can alter brain development o A number of harmful chemicals, such as:
Toxic Chemicals Also found it:Heavy metals Lead‐Based paintCarbonyls Embalming liquidTobacco‐specific nitrosamines CigarettesVolatile organic compounds (VOCs) GasolinePolycyclic aromatic hydrocarbons (PAHs) Vehicle exhaustTiny particles Wildfire smoke
• Some of the above are known to be cancer‐causing.
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Comments/ Suggestions:
VOCs ‐ are a variety of chemicals that can have a negative effect on your health. They can cause shortness of breath, headaches, dizziness and irritation of the lungs. When it is mixed or combined with nitrogen oxide (in presence of sunlight), it produces smog which hurts your lungs.Carbonyls ‐ (e.g. formaldehyde, an embalming or preservative for science specimens) irritate the lungs.Heavy metals ‐There are metal coils attached to the atomizer. When heated, these coils transfer heavy metals to the vapour or aerosol. Chronic exposure to heavy metals can lead to cancer.
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LU N G H EALTH
Vaping causes increased coughing,
w heezing, and inflam m ation of the
lungs.
This is sim ilar to the sym ptom s of som eone w ho has asthm a.
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Read statements to the students
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SECO N D -H AN DVAPO U R
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Objective:
• To understand that second‐hand vapour can also be harmful to bystanders and pets
Talking Points:
• Second‐hand vapour is exhaled by the users and contains the same chemicals found in the vapour, which poses a risk to bystanders and pets.
• Can you give me some examples of places where people may breathe in second‐hand vapour?
E.g. school bathrooms, bus stops, on the bus, etc.
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FACT O R M YTH ?
Let’s play TRU E or FALSE
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Objectives:• To assess students’ knowledge and engage them by playing “True or False”.• To clarify the misconceptions associated with vaping products
Talking Points:
Game: True or FalseThere are various ways to play this game.
How to Play – Ideas:“True” or “False” response cards
Prepare response cards. E.g. Write “True” on one side of card in green and “False” in red on the other side. Distribute response cards to students. Have students raise their response card to each statement you pose. Ensure each raised card faces you so you can assess the number of correct responses and see how much students know about this topic. You could divide the class into groups to allow discussion and use fewer response cards.
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Have students stand in a line in the centre of the room. If the statement is “true”, student can step to the right. If the statement is “false”, student can step to the left. Please note: Some may feel “exposed” if they did not get the correct response because everyone can see everybody else’s response based on which side of the line they step. However, it might be fun and is a good way to get the students more engaged instead of sitting at their desks.
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Question #1
Ask question before showing next slide
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TRU E O RFALSE
The first vaping product w as
created in 2003 in China.
There has not been enough tim e to
study the long-term health effects.
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Read the statement to the students
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TRU E
It could be years before the health
effects of vaping are fully know n.
It took decades to learn
all the health effects
of sm oking cigarettes.
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Talking Points: True
• E‐cigarettes were invented in 2003 by a pharmacist in China, who wanted to
make a device less harmful than cigarettes to deliver nicotine.
• Only the short‐term health effects, such as irritation to the lungs are known.
• It may take scientists 15‐20 years to learn about all the health effects of vaping.
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August ‐September 2019
• United States
• Outbreak of severe pulmonary illness reported in U.S.• 805 confirmed cases in 38 States by Centers for Disease Control and Prevention• 12 deaths
September 18, 2019
• Canada
• First reported case of severe pulmonary illness linked to vaping in Canada
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Severe Pulmonary Illness & Death
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Common Themes
• All patients reported vaping in the past 90 days
• Predominantly male, healthy teens average age of 19 years with no underlying health issues
• Respiratory symptoms include rapid onset of coughing, shortness of breath, chest pain, difficulty breathing, nausea, vomiting, diarrhea, fatigue, fever, and weight loss
• Pneumonia‐like symptoms
• Most vaped THC and nicotine‐containing liquids
• Oily substances found inside white blood cells, lung tissues and airways from THC mixture added to vapour product
• Vitamin E acetate linked to each patient
• Watch 2 min video: https://globalnews.ca/video/rd/57c69205‐e483‐11e9‐b08a‐0242ac110005/?jwsource=cl
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What seems to be causing the illness?The CDC suspects "chemical exposure,"no definitive link to any brand of device, ingredient, flavor or substance.The outbreak has affected users of both THC‐ and nicotine‐containing products, but it is more prevalent among THC vapers than users who self‐report using only nicotine products.Because a large number of the patients reported combining nicotine products with THC or CBD products, some researchers are looking into whether the illness may be a result of mixing substances.In all confirmed cases, patients reported vaping within 90 days of developing symptoms, and most had vaped within a week of symptom onset.“At least one vitamin E acetate‐containing vape product has been linked to each patient who submitted a product for testing,”. Even though vitamin E acetate is safely used in nutritional supplements, “its oil‐like properties could be associated with the observed symptoms,” The FDA is analyzing a collection of over 120 product samples provided by state public health officials for the presence of a broad range of chemicals, including nicotine, THC and other cannabinoids, cutting agents, additives, pesticides, opioids, poisons, heavy metals and toxins.
Vaping causes 'havoc' in the lungs, study with mice finds
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Scientists point finger at solvents used in e‐cigaretteshttps://www.cbc.ca/news/health/e‐cigarette‐vaping‐lung‐damage‐1.5270986
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TRU E O RFALSE
Vaping produces a harm ful vapour
cloud.
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Read the statement to the students
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TRU E
Vaping creates a vapour
containing harm ful
chem icals that is
inhaled into the lungs
and then exhaled into
the environm ent.
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Talking Points:
True
• Remind students of the chemicals in the vaping products
Comments/ Suggestions:
• Chemicals in the vapour are outlined in slide 7.
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‘Bom berry Shake’ by M ilkshake
Liquids and ‘Peach Blossom
Lem onade’ by Lem on Tw ist are
som e exam ples of e-juice
flavours.
TRU E O RFALSE
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Read the statement to the students
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TRU E
Flavours are added to hide
the taste of nicotine and
other chem icals.
These flavours attract
young people.
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Talking Points:
True
• There are many flavours to attract youth. It is one of the main reasons for youth
vaping.
• Flavours hide the taste of nicotine and chemicals.
• Popular flavours include menthol, alcohol, candy and fruit.
Comments/ Suggestions:
Teachers may elaborate that the flavours are highly appealing to youth. It is one of the main reasons for trying vaping.
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Who is Using Vapour Products?
Youth, young adults and adults who smoke are the main groups that use vapour products
Most adult users start using vapour products to help them quit
smoking
https://www.canada.ca/en/health‐canada/services/canadian‐tobacco‐alcohol‐drugs‐survey/2017‐summary.html#n2
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2017‐2018
74% increase in youth vaping
in ages 16‐19 years
Canadian Cancer Society June 20, 2019Study finds dramatic 74% increase in youth vaping in Canada20 June 2019OTTAWA ‐The study, led by Professor David Hammond of the University of Waterloo, found that among those 16‐19 years old, vaping increased by a stunning 74% from 2017 to 2018, from 8.4% to 14.6%. The study was conducted in August/September 2017 and again in August/September 2018
The study presents the first data since the major tobacco companies launched and heavily advertised their own e‐cigarette brands in Canada following the May 2018 adoption of Bill S‐5 which legalized e‐cigarettes with nicotine. The study results are consistent with indications from across Canada of high schools struggling to respond to a rapid increase in youth vaping.
Significant increase in e‐cig use for students who had smoked – 16% (2013) to 64% (2018)In 2013, 16% of students who had smoked reported using an e‐cigarette in the past month.In 2018, 64% of students who had smoked used a vape pen or vape stick with nicotine, and 43%used a vape pen or stick without nicotine in the past month.Among youth who had never smoked cigarettes, cigars or cigarillos, 11% used a vape pen or stick with nicotine, and 13% used one without nicotine in the past 30 days.
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2018 BC Adolescent Health Survey
Overall decrease in youth who had smoked tobacco: 21% in 2013 to 18% in 2018Significant increase in e‐cig use for students who had smoked: 16% in 2013 to 64% in 2018This means, 21% of all BCstudents are vaping with nicotine and 19% without nicotine.Among youth who had never smoked 11% vaped with nicotine, and 13% without nicotine in the past 30 days.BRIEF EXPERIMENTATION IS LEADING TO DEPENDENCY
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TRU E O RFALSE
M any vaping products are
m ade by com panies that
m ake cigarettes.
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Philip Morris bought 35% of JUUL at 13 BillionBig tobacco is duping a generation into a life long addictionBig Tobacco using advertising/marketing techniques that converted millions to smokers
statement to the students
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Com panies w ho m ake cigarettes
are now m aking vaping products.
They are using the
sam e tactics to sell
vaping products.
TRU E
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Talking Points: True
• Over time, big tobacco companies have either taken over smaller vaping product companies or have made substantial investments e.g. Altria owns 35% of JUUL
Comments/ Additional information:• Vype and Blu is owned by Imperial Tobacco/British American Tobacco• Vuse is owned by R. J. Reynolds
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Play the Video
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https://www.youtube.com/watch?v=gCMzjJjuxQI
Objectives:
• To initiate student discussion on the marketing tactics of the tobacco industry at that time and how similar it is with the current strategies used to promote vaping products.
Talking Points:
• Click on words “Play the Video” on the PowerPoint • Video clip is from 1949 from Camel cigarettes.• This commercial is from a time when we knew smoking was bad for us yet the
tobacco companies used marketing tactics like these (a doctor smoking) to sell their product and downplay the health effects of smoking.
• Let’s now look at some ads comparing cigarette and vaping product advertising
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From the collection of Stanford Research Into the Im pact of Tobacco Advertising (tobacco.Stanford.edu)
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Objective:
• To demonstrate how vaping products are being marketed in the same way that tobacco was in the past (e.g. glamour and lifestyle advertising).
Talking Points:
• Here are two American ads comparing past cigarette and current vaping product advertising.
• What messages and/or feelings is the company trying to create in the tobacco ad?• What messages and/or feelings is the company trying to create in the vaping ad?• Using lifestyle advertising to promote tobacco is illegal in Canada, but you can
still see it online (and in some publications outside Canada)
Comments/ suggestions:
• Discuss the advertisements as a group
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From the collection of Stanford Research Into the Im pact of Tobacco Advertising (tobacco.stanford.edu)
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Objective:
To demonstrate how vaping products are being marketed in the same way that tobacco was in the past (e.g. lifestyle advertising).
Talking Points:
• Here are two more American ads comparing past cigarette and current vaping product advertising.• What messages and/or feelings is the company trying to create in the tobacco ad? • What messages and/or feelings is the company trying to create in the vaping ad?• Using lifestyle advertising to promote vaping products is illegal in Canada, but you can still see it online (and in some publications outside Canada)
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As seen on social m edia.
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Objective:
• To show vaping product companies are using social‐media platforms to advertise their products
Talking Points:
• Here are some social media ads• What is the message?
• Vaping product companies also use lifestyle advertising and influencers to promote their products.
• Multi‐media channels are being used
Comments/ Additional Information:
The ad on the right shows vaping in a restaurant. In BC, legislation prohibits both smoking and vaping in indoor public spaces.
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N ICO TIN EFACTS
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Objective:
• To highlight that most e‐juice contain nicotine
Talking Points:
• These are e‐juice bottles.• Most e‐juice contain nicotine.• Even e‐juice labels that say, “nicotine‐free” have been found to contain nicotine.• Children and adults have been poisoned by swallowing the e‐juice or absorbing it
through skin.
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N ICO TIN EFACTS
• A chem ical found in tobacco and often e-juice
• Very addictive –users need m ore and m ore
nicotine to have the sam e effect
• Increases heart rate and blood pressure
• Can alter brain developm ent
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Objective
• To explain what nicotine is and how it can have a negative impact on the body
Talking Points:
• Read the statements to the students
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N ICO TIN EFACTS
• The brain is not fully developed until about the age of 25
• N icotine can negatively affect m em ory, concentration, and m ood –m aking it hard to learn, focus and be happy
• It can increase anxiety and stress
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Objective
• To describe how nicotine exposure affects the brain
Talking Points:
• One of the primary concerns with youth vaping is the exposure to nicotine, and how it impacts brain development in youth.
• Nicotine causes the release of certain chemicals in the brain to create feelings of pleasure. However, once that wears off, the opposite occurs. E.g. low mood, agitation, tiredness and decreased focus – This is also known as nicotine withdrawal.
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Health Effects of Nicotine
• Impacts on brain include decreased attention, impulse control, decision making, cognitive performance, depression and nicotine withdrawal
• Detrimental effect on developing fetus
• Teens are most at risk due todeveloping brains (higher sensitivity to the nicotine) –nicotine changes the way synapses areformed, that can last a life time.
• Increased risk to use other substances such as alcohol, tobacco and cannabis.
• THC impairs ability to reduce smoking & smoking impairs ability to quit cannabis;
• Nicotine withdrawal (irritability and cravings).
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Do balloon demo: Aerosol has effect on the surfactant in lungs which help the thin air sacs, Alveoli open easily to do gas exchange when breathing
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Once nicotine is inhaled by the user, the nicotine reaches the brain very quickly in 7‐10 seconds.Nicotine triggers the brain’s reward center and stimulates the release of neurotransmitters.User feels pleasure and relief due to dopamine release..The dopamine decrease between nicotine leads to withdrawal symptoms of irritability, stress etc.User craves nicotine to release more dopamine to restore the pleasure and relief experience.User inhales nicotine.
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TH ECO STS
Vaping daily can cost…
$5 a day
$150 a m onth
$1,800 a year
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Objective:
• To understand how much vaping could cost
Talking Points:
• Cost will vary depending on the vaping product, how much is used, how often, etc.
Comments/ Suggestions:
• These costs were calculated based on using one JUUL pod a day, buying from a legal source/store.
• Buying through the black market can cost students more. (e.g. older siblings/friends/students may buy vaping products and sell them to younger students at a much higher price.)
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M O N EYTALKS!
W hat w ould you do w ith $1,800?
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Objective:
• To help students understand that there are better ways to spend their money
Talking Points:
• Ask the students to provide examples of what they would buy with $1,800.• What can you do with $1800?
o E.g. Trip to Hawaii, new computer, laptop, cellphone etc.
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In Canada, there are law s around
how vaping products are sold.
In British Colum bia, you m ust be
19 years old to buy vaping products.
TH ELAW
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Objective:
• To know that there are laws that regulate the promotion and sales of vaping products.
Talking Points:
• In BC, how old do you have to be to buy vapes?o 19 years old
Comments/ Additional Information:
• It is illegal to sell vaping products to anyone under 19 in BC.• It is illegal for anyone to buy or give a vaping product to anyone under 19.
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REM EM BERTH IS
• Vaping affects your health
• You can get addicted
• It costs a lot of m oney
Vaping is N O T harm less.
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From this session, what are some key points you learned?• Summarize key points
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Game: BINGO (CLOUD!) Game
How to Play:1. Distribute bingo cards to students2. Read out questions to students. 3. Ask students to mark an ‘x’ on the correct answer on the bingo card. When they
complete a line (horizontal, vertical or diagonal), they should raise their hand and say ‘Cloud!’.
Comments/ Additional Information:
Optional idea: Distribute bingo chips to students and use on the correct answer.
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Thank You!
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You may place the school logo on this slide.
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HOW TO TALK TO YOUTH ABOUT SUBSTANCE USE
Falls under PHE/CLE curriculum Psychoactive substances K onwardAligns with Core Competencies
From iMinds:*see Helping Schools document*see Quick Guide to Drug Use documents
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Talking to People About Substances
‐Main resource (iMinds)• Talk about why people…. drink coffee, exercise, use drugs, drink alcohol etc
• Draw continuum • Experimental‐Regular‐Problem‐Chemically Dependent Use
• Facets of life it can affect• Family, money, school, work, social life, health, self care, commitments, etc…. (if it
affects 3+ it may be a problem)
• Self assess where on continuum you fall, compare to where others see you
• Pro‐Con of Use
• Pro‐Challenges of quitting
• Where to get help, ways to get dopamine/good feelings/belonging from other sources
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NEXT:
Teach and Practice Refusal Skills
www.EVERFI.net (make a free account: prescription drug unit)
https://youthrelationships.org (skills videos grade 7‐10)
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https://teens.drugabuse.gov/teachers• (Secondary)
First Nations Health Authority• Larissa Coser <[email protected]>• Tobacco and Vaping Education
iMinds Lessons and Resources• (UVIC)• Grade 4‐12
TED Talk: What You Should Know About Vaping and E‐Cigarettes
• 14 min• Gr 7‐12
OTHER TOP RESOURCES
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Health Canada About Vapinghttps://www.canada.ca/en/health‐canada/services/smoking‐tobacco/vaping.html
Health Canada
First Nations Health Authority
Talking with your teen about vaping: a tip sheet for parents https://www.canada.ca/en/services/health/publications/healthy‐living/talking‐teen‐vaping‐tip‐sheet‐parents.html
Island Health Electronic Cigarettes and Vaping, https://www.islandhealth.ca/learn‐about‐health/smoking‐tobacco/electronic‐cigarettes‐vaping
BC Lung Association Vaping https://bc.lung.ca/how‐we‐can‐help/vaping
Vaping Prevention Toolkit (POWER POINT)https://bc.lung.ca/how‐we‐can‐help/vaping/vaping‐prevention‐toolkit
Infographichttps://bc.lung.ca/sites/default/files/Vaping_Infographics_revSep11.pdf
Frequently Asked Questions https://bc.lung.ca/sites/default/files/Vaping_FAQs_preview_May28.pdf
Vaping Information for Parentshttps://bc.lung.ca/sites/default/files/Vaping_Parent%27sHandout_preview_May28.pdf
Vaping Information for Teachers (broken link)https://bc.lung.ca/sites/default/files/Vaping_InfoTeachers_preview_May28.pdf
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Add TED TALK https://www.ted.com/talks/suchitra_krishnan_sarin_what_you_should_know_about_vaping_and_e_cigarettes?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare
HAND OUTS
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HealthLink BC Vapinghttps://www.healthlinkbc.ca/health‐feature/vaping
Iminds Drug Literacyhttps://www.uvic.ca/research/centres/cisur/publications/helping‐schools/iminds/index.php
Surgeon General Know the Risks: E‐Cigarettes & Young Peoplehttps://e‐cigarettes.surgeongeneral.gov/
Ministry of Health BC Smoking Cessation Programhttps://www2.gov.bc.ca/gov/content/health/health‐drug‐coverage/pharmacare‐for‐bc‐residents/what‐we‐cover/drug‐coverage/bc‐smoking‐cessation‐program
Healthy Schools BC Programs and Supportshttps://www.healthyschoolsbc.ca/category/13/substance‐use
Canadian Cancer Society Think Before You Vapehttps://www.cancer.ca/en/about‐us/for‐media/media‐releases/british‐columbia/2016/think‐before‐you‐vape/?region=bc
McCreary Centre Society Clearing the Air: A youth‐led research project about vapinghttps://mcs.bc.ca/pdf/yrs_clearing_the_air_poster.pdf
Ontario Tobacco Research Unit (OTRU)
E‐Cigarette Vapinghttps://www.otru.org/projects/e‐cigarette‐vaping/ 49
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Ticket Out
Pink: What you liked or will take away from today
Green: What you’d like more of for next time
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