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.
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