This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• evaluate the impact of substance use and abuse in society and the workplace
• identify support services in the workplace to deal with substance abuse

To view the prescribed learning outcomes for Personal Development (Substance Abuse Prevention) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Use case studies that focus on risk-taking behaviour associated with alcohol and drug use (e.g., drinking and driving, operating machinery while intoxicated) to present students with challenges such as:
  • Why does character x engage in the behaviour described in the case study?
  • What are the possible (or actual) consequences for character x?
  • What are the possible (or actual) consequences for others (family, friends, co-workers)?
  • What are the likely consequences for society as a whole?
  • What would be a better course of action for character x in this situation?
• Have students analyse one company's written policy on substance abuse. A student could be assigned to report to the class on government guidelines related to substance abuse in the workplace. Students could then use their findings to create an "ideal" policy statement governing substance abuse in a workplace.
• Conduct a class debate on the resolution: "Employers should be able to use mandatory employee drug testing to combat substance abuse in the workplace." Following the debate, discuss as a class the pros and cons of mandatory drug testing and other measures aimed at combatting substance abuse.
• Have students prepare newsletters, pamphlets, and school displays to inform younger students and the community at large about issues related to the prevention of substance abuse.
• Ask students to collect magazine and newspaper articles related to substance abuse. As a class, categorize these according to effects (e.g., traffic accidents, suicide, theft, violence). Students could then work in small groups to analyse one category and report on the cost to individuals and society.

• Work with students to develop criteria and a rating scale they can use to assess their work with case studies. At this level, criteria should focus on the impact of substance use and abuse as well as on support services available. For example, to what extent are students able to:
  • logically project mental, physical, and financial consequences for individuals, families, and friends; the workplace (including co-workers and supervisors); and society as a whole
  • identify relevant and accessible support services
• After students have participated in a debate and discussion about mandatory employee drug testing, ask them to represent their views in visual formats (e.g., charts, cartoons, posters) or in writing. Encourage students to use details, reasons, and examples arising from the class debate and debriefing. Discuss criteria for their representations, such as:
  • recognizes the impact of substance use and abuse in the workplace
  • puts forward a clear and relevant point of view about mandatory testing
  • offers logical reasons and arguments
  • uses accurate information and examples as support
• When students gather information (e.g., on field trips; through individual or partner research) about available support services, have them prepare brief outlines summarizing what they learned. Assess their outlines in terms of completeness (detailed information) and accuracy. Work with students to develop headings such as the following:
  • Agency or Service
  • Target Clients
  • Eligibility or Conditions for Receiving Service
  • Type of Service or Support Provided (e.g., nature, duration)
  • Who Provides Service (e.g., roles, training)
  • Evidence of Success

• Exploring the Issues: Teens-Alcohol and Other Drugs
• The Last Dance
• Smoking Against Your Will
• Step By Step: A Prevention Handbook On Alcohol & Other Drug Use
• Student Worksafe Modules

Previous Page Next Page