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About Smoke signals. (Grand Ronde, Or.) 19??-current | View Entire Issue (Oct. 1, 1992)
Smoke Signals October 1992 Page 1 1 WHAT PARENTS CAN DO TO ENSURE THEIR KIDS GROW UP DRUG-FREE The following article was taken from the "Parent's Guide to Prevention: Growing Up Drug Free. " It contains some important points parents can use to help their lads make wise and informed decisions concerning alcohol and drug use. Child rearing is one of the most important tasks anyone ever performs, and the one for which there is the least preparation. Most of us learn how to be parents through on-the-job training and by following the example that our own parents set. Today the widespread use of alcohol and other drugs subjects our children, families, and communities to pressures unheard of 30 or 40 years ago. Frankly, many of us need help to deal with this frightening threat to our children's health and well-being. Recent surveys show that we are making progress in our national battle against some drugs. Casual use is declining, attitudes are changing, and we know more about what works to prevent drug use by our young people. Parents can build on that progress in their own families by having strong, loving relationships with their own children, by teaching standards of right and wrong, by setting and enforcing rules of behavior, by knowing the facts of alcohol and other drugs, and by really listening to their kids. TEACHING VALUES Every family has expectations of behavior determmed by principles and standards. These add up to "values". Children who decide not to use alcohol or other drugs often make this decision because they have strong convictions against the use of these substances-convictions that are based in a family value system. Social, family, and religious values give young people reasons to say no and help them stick to their decisions. Here are some ways to make your family values clear: Communicate values openly. Talk about why values such as honesty, self-reliance, and responsibility are important, and how values help children make good decisions. Teach your child how each decision builds on previous decisions as one's character is formed, and how a good decision makes the next decision easier. Recognize how your actions affect the development of your child's values. Simply stated, children copy their parent's behavior. Children whose parents smoke, for example, are more likely to become smokers. Evaluate your own use of tobacco, alcohol, and prescription medicines, and even over-the-counter drugs. Consider how your attitudes and actions may be shaping your child's choice about whether or not to use alcohol and other drugs. This does not mean, however, that if you are in the habit of having wine with dinner or an occasional beer or cocktail you must stop. Children can understand and accept that there are differences between what adults may do legally and what is appropriate and legal for children. Keep that distinction sharp, however. Do not let your children be involved in your drinking by mixing a cocktail for you or bringing you a beer, and do not allow your child to have sips of your drink. "Look for conflicts between your words and your actions. I Remember that children are quick td sense when parents j send signals by their actions that it is all right to duck j unpleasant duties or to be dishonest. Telling your child to i say that you are not home because a phone call comes in at . j an inconvenient time is, in effect, teaching your child that - I M ake sure that your child understands your family values. Parents assume, sometimes mistakenly, that children have "absorbed" values even though they may be rarely or never discussed. You can test your child's understanding by discussing some common situations at the dinner table; for example, "What would you do if the person ahead of you in line dropped a dollar bill?" SETTING AND ENFORCING RULES AGAINST THE USE OF ALCOHOL AND OTHER DRUGS As parents, we are responsible for setting rules for our children to follow. When it comes to alcohol and other drug use, strong rules need to established to protect the well-being of a child. Setting the rules is only half the job, however; we must be prepared to enforce the penalties when the rules are broken. Be specific. Explain the reasons for the rules. Tell your child what the rules are and what behavior is expected. Discuss the consequences of breaking the rules: what the punishment will be, how it will be carried out, how much time will be involved, and what the punishment is supposed to achieve. Be consistent. Make it clear to your child that a no alcoholno drug use rule remains the same at all times--in your home, in a friend's home, anywhere the child is. Be responsible. Don't add new consequences that have not been discussed before the rule was broken. Avoid unrealistic threats such as, "Your father is going to kill you when he gets home." Instead, react calmly and carry out the punishment that the child receives for breaking the rule. GETTING THE FACTS As parents, we need to know about alcohol and drugs so that we can provide our children with current and correct information. If we have a working knowledge of common drugs-know their effects on the mind and body, and the symptoms of their use, we can discuss these subjects. CHILDREN AND ALCOHOL Parents who are clear about not wanting their children to use illicit drugs may find it harder to be tough about alcohol. After all, alcohol is legal for adults, many parents drink, and alcohol is part of some religious observances. As a result, we may view alcohol as a less dangerous substance than other drugs. The facts say otherwise: 4.6 million teenagers have a drinking problem 4 of high school seniors drink alcohol every day Alcohol-related accidents are the leading cause of death among young people 15-24 years of age About half of all youthful deaths in drowning, fires, suicide, and homicide are alcohol-related Young people who use alcohol at an early age are more likely to us alcohol heavily and to have alcohol-related problems; they are also more likely to abuse other drugs and get in trouble with the law. Drug Use By Oregon Public School Students The office of Alcohol and Drug Abuse has completed the second in a series of studies of prevalence of use of licit and illicit drugs among eighth and eleventh graders throughout Oregon. The study in 1988 included 4,183 students in 42 schools throughout Oregon. On the eleventh grade level lifetime use of drugs has, in general, declined. However, lifetime use among eighth graders is increasing for most drugs surveyed. Compared to 1987 national data on high school seniors, the Oregon eleventh graders in 1988 use illicit and licit drugs in greater percentages and higher frequencies at earlier ages. In comparing the 1986 survey of Oregon public school students with the 1988 Oregon survey, the following examples of problematic use patterns evolve: FOR EIGHTH GRADE STUDENTS Alcohol is still frequently used (nearly 37 report using within the past month), eighth graders are drinking more heavily (binge drinking or drinking 5 or more beverages on at least one occasion within the past two weeks) is up 37 over 1986. Daily use of alcohol and marijuana are both up at least 80 over 1986. (Alcohol from 1.7 to 3.5 and marijuana from 2.2 to 4.) Daily use of cocaine, LSD, pep pills, and barbiturates have increased more than four-fold over 1986 levels. (Cocaine from 5 to 1.9, LSD from .3 to 1.8, pep pills from 3 to 1.7, and barbiturates .3 to 1.4) Daily use of half-pack or more of cigarettes is up nearly 50 over 1986. FOR ELEVENTH GRADE STUDENTS With the exception of alcohol and cigarettes, drug use among Oregon eleventh graders is higher than for twelfth graders. Daily use of alcohol and marijuana declined somewhat from 1986. (Alcohol 3.2 to 2.9 and marijuana from 5.7 to 5.4.) Daily use of cocaine increased three-fold, with a two-fold increase in the other drugs surveyed. (Cocaine from .5 to 1.6, other examples are LSD from .2 to 1.2, pep pills from .5 to 1.4, heroin from .2 to 1.2, and inhalants from .2 to 1.1.) Daily use of a half-pack of cigarettes increased by almost 10 over 1986 data. For many drugs at the higher frequency levels, eighth graders are using at higher rates than eleventh graders. u a ail iigui iu uc uiauuutai.
