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HomeMy WebLinkAboutMINUTES - 06101986 - 1.52 1. kill TO BOARD OF SUPERVISORS \ Mark Finucane, Health Services Director FROM: ('�Contra DATE: May 8, 1986 Costa Courty SU B:J E,-7; Alcohol Program for Minors Who Are Apprehended for First Offense Driving Under the Influence (DUI) SPECIFIC REQUEST(S) OR RECOMMENDATION(S) &' BACKGROUND AND JUSTIFICATION I. RECOMMENDATION: Approve the •at�tached Alcohol Program for minors arrested for first offense driving under the influence (DUI) as an addition to the Countywide Alcohol DUI First Offender (AB541) Program. II. FINANCIAL IMPACT: None. Program is to be self supporting from court ordered client fees ($110 per client) as the current First Offender DUI Education Program for adults. Courts will order the parents to make the payment as stated in the attached legislation. III. BACKGROUND/REASONS FOR RECOMMENDATION: Legislation AB541 allows the courts to use an alcohol program as an alter- native to incarceration and license suspension for adults arrested for and convicted of first offense DUI if the County Board of Supervisors so approves such a program. Such a countywide program called AB541 was approved by the Board on March 2, 1982. Subsequent to this, legislation was passed to allow such a program for minors. No such program was established in this County because there were so few minors "C onvic'ted of first offense DUI. The Probation Department was already working with these individuals (approximately 70). After much discussion and planning with the Probation Department, the attached self supporting program was designed and agreed upon pending approval by the Board of Supervisors as required by law. This brief 18 hour education program is similar to the adult DUI first offender education programs currently in operation. It is designed to enhance public safety and to identify minors with poten- tial alcohol and drug problems and refer them to treatment. . The price of this program will be $110 with a sliding scale for indigents. It will be operated by the Alcoholism Council of Contra Costa by simply amending their current adult DUI Education contract to include this service. IV. CONSEQUENCES OF NEGATIVE ACTION: N/A CONTINUED ON ATTACHMENT: _ YES SIGNATURE' �. RECOMMENDATION OF COUNTY ADMINISTRATOR A RECOMMENDATION OF BOARD COMMITTEE APPROVE OTHER SIGNATURE i S ACTION OF BOARD ON _ APPROVED AS RECOMMENDED OTHER VOTE OF SUPERVISORS --- X UNANIMOUS ABSENT 1 HEREBY CERTIFY THAT THIS IS A TRUE ( ) AND CORRECT COPY OF AN ACTION TAKEN AYES: NOES: AND ENTERED ON THE MINUTES OF THE BOARD ABSENT: ABSTAIN: OF SUPERVISORS CMI THE,DATE SHOWN. cc: County Administrator ATTESTED June 10 , 19Q6 Health Services Director PHIL BATCHELOR, CLERK OF THE BOARD OF _ - SUPERVISORS AND COUNTY ADMINISTRATOR r /7 BY M382i7-83 -- 1/l//� _,DEPUTY r.' 1 ADOLESCENT DUI PROGRAM The Alcholism Council of Contra Costa, Inc. 1 The course is designed to reach teenagers between the ages of 15 through 18 who have been involved in a real or potential DUI situation. The curriculum allows participants to examine their drinking and driving behavior and its consequences, and provides opportunities and support for modifying that behav- ior. 'The goal of the course is to improve teenagers' knowledge and attitudes regarding alcohol and drug use and to help them plan ahead the behavior neces- sary to reduce the chances of their becoming involved in DUI situations. In addition, course providers will make referrals for teens in need of further alcohol/drug abuse treatment services. The course material is based on the premise that teens will be better able to avoid involvement in DUI situations if they have: . * knowledge about the physical and psychological effects of alcohol and drugs, and their influence on driving performance. * knowledge of the potentially serious consequences of drinking and driving. * been encouraged to explore and assess their own attitudes and behavior in relation to drinking and driving. * experience in planning ahead of time the ways to cope with or avoid likely DWI situations for themselves and others. * resources and support for dealing with alcohol/drug problems in their lives. The course methods include both cognitive and affective strategies. Research demonstrates that this combination produces greater increases in knowledge .than. information alone. The strategies are specifically designed to address the following. six content areas (each area will be covered in one 3 hr. weekly session): I. The Drinking Driver: the magnitude and seriousness of the problem. II. Alcohol and the Law: legal aspects of the DUI . III. Alcohol/Drugs: effects on the body and driving skills. IV. Risktaking and Decision Making: strategies for modifying DUI behavior. 2 V. Problem Drinking and Alcoholism: individual and family dynamics. a , VI. Stress Reduction and Wellness: your personal plan of action. The specific learning objectives and methods of implementation for each content area are outlined below. Monitoring and evaluation of the course will be conducted by the use of pre- and post-tests to be administered to all stu- dents. These measures, complemented by qualitative feedback, will be used to assess changes in attitudes, knowledge, and intended behaviors as a result of participation in the course. The results of the evaluation will be used to improve and strengthen the course content and methods. n 3 SESSION I. THE DRINKING DRIVER: the magnitude and seriousness of the problem. Objectives: 1) Students will demonstrate knowledge of: the significance of alcohol in traffic fatalities and injuries; the disproportionate involvement of teens in alcohol/drug related auto crashes; the prominent role of alcohol and drugs in our society. 2) Students will recognize and openly discuss their feelings and attitudes about alcohol/drugs and driving. Methods: 1) Introduce staff and their functions. 2) Explain purpose and plan of course. 3) Administer pre-test. 4) Introduce one or two guest speakers (local police, CHP, MADD, alcohol agency representative. . .) to present information and statistics on the extent and so- cial magnitude of the drinking driving problem. Explain the reasons alcohol/drug consumption poses particular risks for teenage drivers. 5) Movie: Death in the Fast Lane. 6) Establish discussion rules (for duration of course): a)one person at a time b)okay to pass c)no put downs d)its OK to disagree e) no names f) information discussed doesn't leave the room. 7) Ask for volunteers to discuss any real life experience they have had or know of involving alcohol/drugs and driving. 8) Have students write down what they learned about the DUI problem and about n themselves during this session. 4 9) Encourage students to try any of a number of creative assignments (pass out list) over the next six weeks. They include: note the number and nature of ads and references to alcohol/drugs in the media; attend an - open AA or Alanon meeting; write a letter/take a stand on an issue related to alcohol/drugs. . . 5 SESSION II. ALCOHOL AND THE LAW: Legal aspects of the DUI. Objectives: 1) Students will demonstrate knowledge of state laws regarding drinking and driving, implied consent, presumptive level of intoxication. 2) Students will demonstrate understanding of: legal process concerning DUI, court system, insurance, family responsibilities and liabilities. 3) Students will understand the role of police, local situation as police see it, what can be done by teenagers and police, drivers license as a privelege, not a right. 4) Students will demonstrate understanding of DUI as a community as well as an individual problem. Methods: 1) Introduce guest speakers (local police officer and attorney) to present material . 2) Introduce a speaker from the Alcohol Beverage, Community to talk about the problem of selling to minors. 3) Conduct a role play of a mock DUI trial ; assign student roles: judge, de- fendant, jury members, winesses. . . Afterwards, discuss the trial , proceedings, and the verdict: 4) Discuss social responsibility for the DUI: How far should you go to stop a drunk person from driving? Suppose a drunken driver kills your best friend in an accident -. what should be done with that person? 5) Discuss the pros and cons of tougher DUI laws, prohibition of alcohol , lowering the drinking age. 6 SESSION III. ALCOHOL/DRUGS: Effects on the Body and Driving Skills. Objectives: 1) Students will demonstrate knowledge of alcohol as a drug and its effects on the body. 2) Students will be able to explain the factors that influence the effects of alcohol/drugs on people (body weight, food eaten, time elapsed since consump- tion). 3) Students will identify the physical and behavioral effects of alcohol/drugs on driving ability. Methods: 1) Introduce guest speaker from the medical/health profession to discuss alcohol and drug metabolism, effects on organ systems, impairment of mental and physical functioning. 2) One week prior to speakers arrival , have students write down questions they want asked. Pass on to speaker. 3) Distribute copies of diagram of human body and organ systems for purpose of taking notes. 4) Explain BAC (distribute chart for reference), probability of driving acci- dents at various levels, legal and medical limits. 5) Review comparative amounts of alcohol in commonly consumed beverages: beer, wine, whisky. . . 6) Discuss FAS, 0% curable yet 100% preventable. 7) Movie: Epidemic. 7 SESSION IV. RISKTAKING AND DECISION MAKING: Strategies for Modifying DUI Behavior. Objectives: 1) The student will assess his/her current method for dealing with alcohol/drugs and driving situations. 2) The student will identify the factors which influence making decisions, and better control the influence of these factors. 3) The student will identify and practice alternative ways of dealing with alcohol/drugs and driving situations, and predict the consequences of each al- ternative. 4) The student will realize that not driving after drinking is the most de- sirable behavior. Methods: 1) Explain categories of risk (High Risk-Low Gain, High Risk -High Gain, Low Risk-Low Gain, Low Risk-High Gain) and discuss examples in each category. Distribute Risk Situations handout; have students independently evaluate the risk for each situation; share answers and discuss reasoning and consequences in group. 2) Have students form small groups to discuss risks involved in example sce- narios of real life situations. Discuss why planning ahead to avoid potential DUI situations is necessary. 3) Have students identify and rank the levels of responsibility associated with choices (see Responsibility Worksheet) ranging from very irresponsible to very responsible. Ask students to discuss their positions. 4) Show Friday Night .Live video tape; discuss Scott and Candy's alternatives and decisions.(see discussion guideline). 5) Have students practice decision making skills in DUI role play situations involving peer pressure. Conclude by reinforcing practical , personal DUI countermeasures that teenagers can employ to prevent or reduce involvement in DUI situations. (Contract For Life) 8 SESSION V. PROBLEM DRINKING AND ALCOHOLISM: Individual and Family Dynamics. Objectives: 1) Students will distinguish between acceptable and unacceptable drinking patterns. 2) Students will demonstrate an understanding of the addictive process, tol- erance build up, and loss of control in alcoholism. 3) Students will identify signs and symptoms of problem drinking, individual and family dynamics. 4) To make available lists of resources to help those having a problem with alcohol in their lives. 5) To establish contact for the students - someone to relate to, if the need arises. Methods: 1) Introduce guest speakers: a recovering alcoholic to discuss the psychological , familial , and social aspects of alcohol use, misuse, and de- pendency. A young person in a rehab/recovery program to present a testimonial on how alcohol has impacted his/her life. Discuss the prominent role of alcohol/drugs in our society and the range of problems which result from their use and abuse. 2) Administer a screening instrument designed for teenagers. (Questions for Teenagers, Do You Need Alateen?) Explain scoring and interpretation. 3) Movie: Soft is the Heart of a Child. 4) Introduce speakers from local young AA and Alateen groups, and Neat Family. Discuss importance of peer support. 5) Distribute literature and make resource persons available to students to answer questions and make connections for further intervention and treatment n services. 9 SESSION VI. STRESS REDUCTION AND WELLNESS: Your Personal Plan of Action. Objectives: 1) Students will demonstrate an understanding of stress - what it is and its effects on health and wellbeing, positive stress reduction techniques/methods. 2) Students will examine motivations for the use of alcohol by teens at par- ties; to recognize that drinking to the level of impairment and then driving is dangerous, unacceptable behavior. 3) The student will recognize what is or is not important to him/her. 4) To foster committment to the seriouseness and importance of developing personal and social countermeasures for DUI. 5) To promote respect for the right of a person to choose not to drink on an occasion or as a way of life. Methods: 1) Distribute worksheet Listening to Myself and have students list on it ten activities that they really love to do. 2) Discuss why some activities are more important than others and how peer influences affect our choices. 3) Ask students to volunteer to describe situations where they have encountered stress or conflict in their lives. Discuss a range of possible responses and distinguish between positive and negative stress reduction methods. 4) Role play a peer pressure situation involving the use of alcohol . Discuss the causes and effects of stress in this situation, the possible choices or alternative paths of action, the consequences of each alternative, and the reponsibilities involved. 5) Have students openly discuss all speakers and activities for the course. Discuss pros and cons of presentations. Have students write down the most useful aspect of the course for them. 6) Administer post-test. 10 References and Resources 1. Friday Night Live Curriculum Options. Developed by Roberts, Fitzmahan & Associates, 1982, with modifications by the California Friday Night Live Project, State Department of Alcohol and Drug Programs, Sacramento, 1984. 2. SADD (Students Against Driving Drunk) Chapter Handbook and Curriculum Guide. Marlboro, Mass. , 1984. 3. Schaps, E. et al. , "A Review of 127 Drug Abuse Prevention Program Evaluations", Journal of Drug Issues, Winter 1981, pp. 17-43 . Proposed Schedule of Classes Classes will be held Tuesday evenings in the classroom at the Alcoholism Council of Contra Costa, Inc. Maximum seating capacity is 50 persons. Enrollment will be limited to approximately 25 students per class in order to enhance student involvement and participation in the course . Each class session will meet for three hours, from 7 :00 to 10: 00 P.M. The course will be completed in six sequential sessions, resulting in a total of 18 class hours. JUNE 4, 11, 18, 25 JULY 2, 9 JULY 16, 23, 30 AUGUST 6, 13, 20 AUGUST 27, SEPTEMBER 3, 10, 17, 24 OCTOBER 1 OCTOBER 8, 15, 22, 29 NOVEMBER 5, 12 . . . and so on This is a proposed schedule . It will be possible to start earlier or later as the needs dictate. sELFcrm HAIW TS AND cvRRzcvLUM/DzscvssION armFs The Extent of the Problem. SESSION I. 1 Invite a panel of speakers to talk about the extent of the alcohol/drugs and driving problem in your community. 2, Possible speakers might include a police officer, CHP officer, tow truck operator,judge, court representative, ambulance/Medic Unit driver, attorney, community alcohol agency representative, M.A.D.D. representative,per- son convicted of DUI;coroner/medical examiner, insurance agency, or someone from the Department of Motor Vehicles. 3,To facilitate the discussion, have the class brainstorm questions in advance. If done early enough, these could be sent to the panel members. Questions might include: a. How bad is the problem; what is the biggest problem? b. Give some examples of what you see. c. Describe a typical day. d. How did you get involved in this area? e. What can students do? What can the public do? Option: Any of these people can be invited to speak alone rather than as part of a panel. SOCIAL RESPONSIBILITY FOR DUI SESSION II. 1■ Present the following situation to the students: express what he/she would probably do. You've been invited to a party at a friend's Provide 5-10 minutes for the groups to discuss. house. As you arrive, you are introduced to 5 Reconvene as a large group and discuss -several people, including X. You've never ■ met X before, and after some brief con- "What should be done?" Most groups agree that X should not be allowed to drive. versation you go of�'to join your friends. It's now 11:00 p.m. You are having a great �■ Continue the discussion using any of the time; you are stone-cold sober. You hear X following questions? a. Why is there a difference between what a talking to the host, and about to leave to drive home.X is drunk! You don't know person does and what they know should be how much X has had to drink;but you're done? convinced X should not be behind the wheel b. How far should you be willing to go to stop of a car. X is on the way to the closet to X from driving? get coat and keys! c. Do you have any obligation to society to stop X? WHAT COULD YOU DO? d. How do you react to this statement: 2■ Ask students to take three minutes to write "If X gets drunk'and wants to drive, that's down all the options they can think of. X's problem—not mine!" Encourage them to be creative and to consider e. What are some situations similar to this? things they might not do themselves,but which How are they similar? How are they are still alternatives. This is to be done dissimilar? independently. Examples: finding a wallet with money in it 3- After three minutes, have the class divide into seeing someone shoplift groups of 4 to 6. Within each group have one hearing someone talk about a person read his/her list out loud. The next crime they committed or plan to person then adds any new options, and so on commit around the group. f. How would you define"social responsibility"? 4. After that is completed, vT%hin the small 7■Conclude by asking students to consider these groups have the students discuss the question ideas next time they are in a situation like "What would you do?" Allow each student to those discussed. BLOOD ALCOHOL CONTENT To find your BAC: First Find your weight in the left hand column. (For weights not shown, use the closest figures and then average.) Second Select the column showing how many drinks you have had. Note: One drink equals'12 ounces of beer, one shot of hard liquor(80 proof), or five ounces of 12% wine. .Third Using the number of hours in which you consumed those drinks, find your BAC. BAC CHART 1 Drink 2 Drinks 3 Drinks 4 Drinks After Houn 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 Weight(lbs.) 80 - - - A2 - - .05 A8 A7 .10 .10 .10 .12 .12 .15 .15 t00 - - - A2 - - A4 .06 A5 .07 .08 109 A9 .10 .12 .13 120 - - - .02 - - .03 A4 03 .04 .06 .08 .06 .08 A9 .11 140 - - - .01 - - .02 .04 A2 .03 A5 .06 A4 A6 A8 .09 160 - - - A7 - - .02 .03 Ai 02 .04 .05 .03 A4 .05 08 180 - - - .01 - . - At A3 - A2 A3 44 A2 .04 105 47 200 - - - - - .01 A2 - AI A3 .04 Al A3 A4 .06 5 Drinks 6 Drinks 7 Drinks 8 Drinks :. After Hour 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 Weight(Ibg.) ' 80 .17 .17 .18 20 .19 .22 22 25 25 27 27 .30 29 .30 .32 .33 100 .13 .14 .16 .17 .16 .18 .19 21 20 22 23 25 24 25 27 .29 120 A9 .11 .13 '.14 .13 .14 .16 .17 .15 .17 .19. .20 .19 20 22 .23 140 .07 .09 .10 .12 .10 .12 .13 .15 .13 .14 .16 .17 .15 .17 .18 .20 160 .06 .07 A9 .10 .08 A9 .11 .13 .10 .12 .13 .15 .13 .14 .16 .17 180 .04 .06 A7 .09 .06 A8 .09 .11 .09 .10 .12 .13 .11 .12 .I4 .15 200 .03 .04 .06 .08 1 .05 A7 A8 .09 1 A7 .09 .10 .12 .09 .10 .12 .13 Numben equal the percentage of alcohol in the blood.Dash(-) true of alcohol. Examples: a. A 180-pound person who drank five drinks in three hours would have a BAC of.06. b. A 95-pound person who drank 3 drinks in two hours would have a BAC of.08 .10. REMEMBER: Your reaction to alcohol is affected by factors such as: 1. What you've eaten 4. Your drinking experience 2. Your mood 5. Your personal chemistry 3. The setting 6. Other drugs you've taken v Session IV. RISK SITUATIONS Risk Gain High Medium Low High Medium Low I. .driving home after drinking too much 2., having two drinks in one hour and then driving home 3. riding home with a driver who has been drinking 4. riding home with a driver who has been smoking marijuana 5. hitchhiking late Saturday night 6. taking a pain pill which was pre- scribed for your mother last year 7. taking some "No-Doz" when studying late for an exam 8. using smoking as a method to keep your weight down 9. Stealing some vodka from your parents for a party 10. rock climbing 11. hang gliding 12. taking a pill (you don't know what it is) 13. reporting a friend for selling drugs 14. telling a friend he/she has a drug problem 15. telling a friend he/she has had too much to drink and shouldn't drive 16. refusing to drink at a party Session IV. "RESPONSIBLE?" "IRRESPONSIBLE?" Very Irresponsible Very Responsible Place the number of the situation on the continuum below ranging from Irresponsible to Responsible. Each situation involves an eighteen year old 5. Drives to a keg party, does not drink, and person who— then drives home. 1. Drives to a party, drinks heavily (3-4 . drinks every 1-2 hours), and then drives 6. Drives to a party, drinks heavily, and then home. calls parents for a ride home. 2. Rides to a party with a non-drinking friend, 7. Rides to a party with a non-drinking friend, drinks 1-2 drinks, and then rides home with drinks heavily, and then rides home with the same non-drinker. the same non-drinker who did not drink. 3. Drives to a party, drinks 1-2 drinks, waits 8. Has one beer at home with parents and 2 hours after the last drink, and then drives then watches a movie on TV. home. Option: For each question how would you 4. Rides to a sister's wedding with a non- respond if the person were 21? What drinker, drinks one glass of champagne if it were marijuana instead during the reception, and then rides home of alcohol? with a parent. Situation: 4 — Friends (Joyce, Cheryl, Carol) Situation: 6 — Linda Session IV. You have gone to the movies on this You are having dinner in a swank restaurant Saturday afternoon with three friends. On the with Carl, your boyfriend. He had two drinks way home you run into Cheryl's older brother, before the meal and now he's on his second who has some dope in his car. He gives glass of wine. Neither of you have had anything Cheryl two joints and tells you all to "have a to eat since breakfast, so he's getting very loud blast—it's about time you found out what life's and attracting some attention from the waiters all about." You think this is a great idea, but and other patrons. He likes to get high Ann doesn't think so. In fact, now you're all sometimes at parties, but this is the first time in the park smoking and she hasn't taken one it's happened with you in a restaurant. What toke. You don't want her to miss the fun or will you say? spoil it for the rest of you. How will you try to persuade her to smoke? Situation: 6 — Carl You are having dinner in-a swank restaurant with Linda, your girlfriend. You've had two drinks and have been drinking from a bottle of wine. Since you had little to eat all day, you Situation: 5 — Nicole feel good from the alcohol, and you figure a You are 16 years old and at a party with few more glasses of wine will make you feel 25 other people. You've been going with really great. You don't care what people think; Charles, your present date, for 5 months. He you're paying a fortune for this meal. has a habit of drinking too much at parties and then going around picking fights with other guys. He's already had a couple beers, and now he wants to smoke a joint. What, if- Situation: 7 — Jennifer and Maria anything, do you do? (You've had two beers, You are planning a party at Maria's house too ) with Tony and Lee. You expect 20-30 people and you want everyone to have a good time. Some of them drink, some don't. You don't want any alcohol at the party, but Tony and Lee say it will be a drag if people can't drink. Your folks will be gone that weekend. What will you say? Situation: 5 — Charles You are 18 years old and at a party with 25 other people. You have been dating Nicole for about 5 months. You like to get high at Situation: 7 — Tony and Lee these parties because you feel shy with other You are planning a party for next weekend people and it just makes you happy. You're on at Maria's. Jennifer and Maria don't want any your third beer now and would like to smoke alcohol at all. You think you should try to get some dope. It seems every time you get a little a keg, or at least let people bring their own. high, people start to hassle you. It makes you Otherwise it will be a drag. What will you real mad. say? SAMPLE ROLE PLAY/PEER PRESSURE SITUATIONS Alcoholism Council of Contra Costa , Inc. Session V. •1327 North Main Street , Suite 102 Walnut Creek ,' Ca . 94596 (415)932-8100 QUESTIONS FOR TEENAGERS These questions are patterned after those used by Johns Hopkins University Hospital and a questionaire compiled by the Youth Information Branch of the Alcoholism Council of Creater Los Angeles . 1 . Do you lose time from school . due to drinking , either being late or absent? 2 . Do you drink because you are shy with other people? 3. Do you feel more self-confident if you drink? 4. Do you drink alone? ` 5. Is drinking affecting your reputation? Do you care? 6. Do you drink to escape from study or home worries? 7 . Do you feel guilty or negative after drinking? 8. Does it i,c !ger you if somebody says that maybe you drink too much? '9 . Does it help to take a drink when you go out on a date? 10 . Do you make-out generally better when you have a drink? ll. Do you get into financial troubles over buying liquor? 12. Do you feel a sense of easy power when you drink? 13. Hav6 you lost friends since you started drinking? 14 . Have you started hanging out with a crowd where alcohol is easy to get? 15 . Do your friends drink less than you do? 16. Do you drink" until the bottle is empty? 17.. Have you ever had a complete loss of memory from drinking? 18. Do you turn off to any studies or lectures about drinking? 19 . Have you ever been to a hospital or been busted due to drunk driving or other alcohol related behavior or activity? 20 . Does alcohol . cause .problems in your life? Aswith the Johns Hopkins/ACGLA questionaires , it is suggested that if a person answers .yes to one question, he/she may be alcoholic; yes to two questions is a definite warning that chances are good he/she may be alcoholic . Three yes answers means that there is a very strong chance that he/she is alcoholic. Session V. DO YOU NEED ALATEEN? Do you have a parent, close friend or relative with a drinking problem? Do you feel you got a rotten break in life? Do you hate one or both of your parents? Have you lost respect for your non-alcoholic parent? . Do you try to get even with your parents when you think they have been unfair? Are you ashamed of your home? Do you wish your home could be more like the homes of your friends? Do you -lose your temper a lot? Do you sometimes say and do things you don't want to but can't help yourself? Do you have trouble concentrating on school work? Do you resent having to do jobs arournl the house that you think your parents should be doing? Are you afraid to let people know whet y,n:'re roally like? Do you sometimes wish you were dead? Are you starting to think it would be nice to forget your problems by taking drugs or getting drunk? Is it hard for you to talk to your parents? Do you talk to them at all? Do you go to extremes to get people to like you? Are you afraid of the future? Do you believe no one could possibly understand how you feel? Do you feel you make your alcoholic parent drink? Do you get upset when your parents fight? Do you stay out of the house as much as possible because you hate it there? Do you avoid telling your parents the truth? Do you worry about your parents? Are you nervous or scared a lot of the time? Do you resent the alcoholic's drinking? Do you feel nobodv really loves you or cares what happens to you? Do you feel like a burden to your parents? Do you sometimes do stranUe or shocking things to get attention? Do you cover up your real feelings by pretending you don't care? Do you take advantage of your parents when you know you can get away with it? If you answered "yes" to some of the above questions and are close to someone with a drinking problem, Alateen may help you. Taken from: ALATEEN - HOPE FOR CHILDREN OF ALCOHOLICS, 1973 Compiled and distributed by: Al-Anon Family Group Headquarters, Inc. P.O. BOX 182, Madison Square Station New York, New York 10159 A-1 Rev. 1/81 ALCOHOLISM COUNCIL OF CONTRA COSTA, INC. � PC cc TELEPHONE (415) 932-B 100 : / 1 71 MAYHEW WAY, SUITE 210. PLEASANT HILL,CA 94523 : ..cam• • FOR THE FLXILIES AND FRIENDS OF ALCOHOLICS DO'S and DON'TS DO talk to someone who understands alcoholism. . DO learn the facts about alcoholism. DO develop an attitude to match the facts. DO go to Al—Anon and/or seek professional help. DO learn about yourself, your needs, desires, reactions and behavior patterns. DO maintain a healthy and consistent atmosphere in your home as much l as possible. / DO take care of your needs and let the alcoholic take care of his/her needs. DO share your knowledge with others. DO be committed to your own growth, health and life goals -- be constructively selfish. DON'T preach and lecture to the alcoholic. DON'T make excuses for the alcoholic. DON'T rescue --let the alcoholic clear up his or her own mistakes and assume the responsibility for the consequences of his or her drinking behavior. DON'T make threats you won't carry out. DON'T believe that you are the cause of the other person's alcoholism. DON'T suffer for the alcoholic. DON'T protect the alcoholic from alcohol or drinking situations whether drinking or in a program of recovery. DON'T make an issue over the alcoholic's choice of treatment. Like you, he or she has the right to choose what he wants. 7/544 AN INDEPENDENT. NON-PROFIT CORPORATION — CONTRIBUTIONS ARE TAX DEDUCTIBLE - Session V. PG CC - • ALCOHOLISM COUNCIL OF CONTRA COSTA. INC WHAT THE ALCOHOLIC SHOULD DO 1 . Abstain completely from alcohol in any form. _ 2., Accept living without alcohol as a permanent way of life. 3. Begin a program of education toward changing your system of values redirecting or refocusing your life. 4. Accept the fact that you and .you alone are totally responsible for your situation. . S. Join a group'of people (preferably Alcoholics•Anonymous) and continually . reinforce the idea and attitudes of being a sober person. 6. Consider the fact that changing your life is a full-time and long-range program. 7. Re-examine your attitude about the inner or spiritual life of man and seek counseling from experienced ministers or priests. B. Learn as much as possible about alcoholism and the true nature of the problem. A 9. ' Quit trying to change the world and concentrate on altering your own life. 10. Remain open-minded to the needs and opinions of others who are trying to be helpful . 11 . PROVE THAT YOU DO NOT NEED ALCOHOL - Mastery over alcohol means complete independence of alcohol and* not merely the ability to take a few drinks and then stop. The latter ambition is not possible for you to attain and is not worth trying for. 12. DEVELOP OTHER OUTLETS - Most alcoholics have few hobbies, except drinking. ' Drinking is often an attempt to escape boredom and restlessness that besets us at times. Most people escape monotony by reading, social activity working around the house, sports, hunting, fishing, golf. boating, living in -the country, music. handicraft, collecting, photography, writing or trips. 13. DEVELOP. AN ADEQUATE .PH.ILOSOPHY OF LIFE - Get your strength for living from a desire to help yourself and others, and not from a bottle. Help other alcoholics master their problem. If you can, develop some sort of personal religion or faith that will make you realize that you life does not belong to yourself alone to squander for your own pleasure. 14. BE PROUD OF HAVING STOPPED DRINKING - You should be so proud of having stopped drinking that you will want to tell your friends. If they are your true friends . they will admire you for your courage and good sense -in having discontinued the use of alcohol . They know that it has been doing to you. L1J 1�1V 11V lJ 1 V . MYSELF . . . THINGS I LOVE TO DO! 1. Costs $5 or more each time you do it. 2. Done primarily alone 3. Done primarily with others 4. School or job related 5. Can still do this after age 40 6. Requires good health to do 7. Done when I am already happy 8. Date I last did this activity (write in . the date. 9. Activity usually includes alcohol or other drugs. 10. My parents do this activity 11. Degree of risk involved (high, medium, low) 12. Done primarily when I am depressed l�. Session VI. SCENARIOS 1. This is the first time,pt has been to a kegger and had to drive home. He feels a little funny and different as he drives his parents' new car. He doesn't want to stop driving because he really wants to show off his new license. On the otl.er hand, he doesn't want to get in an accident or lose his license because of a DUI. If he can find a good a ccuse, he is willing to pull over, lock the car and hitch,but he's too embarrassed to ask one of his three p ssengers to drive. At the next corner . . . 2. Sara drove to the party and will have to drive home. All her friends are there, and they are having a great time. Some are drinking and smoking dope. Usually she would join them. Someone offered her a beer and a couple of her friends are watching. She hates to look like a"NURD," but she does have to drive home. Behind her . . . 3. Michelle and her date are getting a ride home with her friend and her friend's date. They are in the front seat and she is in the back. The guy is driving and he is pretty drunk. He has run a couple of red lights and stopped at a green one. He keeps crossing the center line and just missed hitting one car. It's eight miles to home. Michelle's date says . . . 4. Lee is the parent of a son your present age. The son has just pulled into the driveway after going to a drive-in three miles away with friends. He comes into the house obviously drunk. The car is his, paid for by working this summer. As the door closes . . . 5. Terry is at a party with Tony. It's their first date and Terry has really had fun. Terry never drinks alcohol, but Tony has been drinking wine. It's 1:00 a.m. and everyone is leaving. Tony is a little drunk, but not really smashed. 0 On the way to Tony's car . . . r A Q�fi . ,10 - � BR�ATHA�YZER CONTRACT ruR L11 _E A Contract for Life Between Parent and Teenager The SADD Drinking-Driver Contract Teenager I agree to call you for advice and/or transportation at any hour, from any place, if I am ever in a situation where I have been drinking or a friend or date who is driving me has been drinking. Signature Parent I agree to come and get you at any hour, any place, no questions asked and no argument at that time, or I will pay for a taxi to bring you home safely. I expect we would discuss this issue at a later time. I agree to seek safe, sober transportation home if I am ever in a situation where I have had too much to drink or a friend who is driving me has had too much to drink. Signature ' Date n opmeALCOHOLISM COUNCIL OF CONTRA COSTA, INC. 171 MAYHEW WAY PLEASANT HILL, CA 94523 TM (415) 932.8100 1983 SUGGESTED QUESTI.QNS TO BE ADM�NISTEATD ON PRE— AND POST—TESTS: DIRECTIONS: The following questionnaire is completely co7tridential. Do not sign your name. It is important that you answer each question honestly. In the past month,how many times have you: (Check one answer for each question) SQ' �O OL 1. Driven within an hour after drinking any amount of alcohol? 2. Driven'after drinking too much for safe driving? 3. Driven in place of a driver who had drunk too much for safe driving? 4. Chosen not to drive yourself because you had drunk too much for safe driving? 5. Driven after drinking alcohol and using some other drug? 6. Driven after using some other drug only. 7. Been a passenger in a car driven by someone you felt had been drinking too much to drive safely? 8. Turned down a ride because you felt the driver had been drinking too much to drive safely? Circle the one best answer to each question. 1. In the state of California the blood alcohol level at which a driver is legally considered"under the influence" . influence" is(a)0.05 per cent(b) 0.08 per cent(c)0.10 per cent(d) 0.15'per cent. 2. Which of the following least affects blood alcohol level: (a) stomach content (b) weight (c) drinking experience (d) time elapsed. 3.A study done in Sweden suggests that driving performance may be affected when blood alcohol concen- trates are as low as : (a) 0.03 per cent(b) 0.05 per cent(c)0.07 per cent(d) 0.10 per cent. 4. Approximately what percentage of fatal traffic accidents involve the use of alcohol: (a) 10-20 per cent (b) 30-40 per cent (c) 50-60 per cent (d) 80-90 per cent. 5. The drinking driver may show which of the following: (a) overconfidence (b) risk taking desires (c) decreased judgement (d) slower reaction time (e) all of the above 6. When a non-drinking driver is compared with a drinking driver who has a .15 per cent blood alcohol level, how much more likely is it that the drinking driver will become involved in a traffic accident: (a) no difference (b) 2 times greater (c) 10 times greater (d) 25 times greater (e) no one knows 7. Which of the following is first affected by drinking: (a) brake reaction time (b) color perception (c)judgement process (d) hearing ability 8.If a driver in the state of California is arrested and refuses to take a chemical test,this refusal will result in: (a) fine of$500(b)jail sentence(c) suspension of the driver's license(d) all of the above. 9.When you add up all of the costs over the next 3 years,being arrested for driving while under the influence (DUI) costs an average of (a) $200-500(b) $500-1000(c) $1000-2000(d) over$2000 10. Alcohol and barbiturates ("reds"),when taken together, have what kind of effect on the body: (a) cancel each other (b) make no difference (c) make each other more potent(stronger) (d) increase the risk of becoming an alcoholic. �� O Place a check (✓)on the blank to the right of each statement under the word STRONGLY AGREE, AGREE, UNSURE, DISAGREE, STRONGLY DISAGREE which most accurately indicates yourfeeling about the statement. STRONGLY STRONGLY AGREE AGREE UNSURE DISAGREE DISAGREE 1. I would never drink and drive. 2. It is sometimes fun to see how well you can drive after drinking. 3. You have to be crazy to ride with a driver who has had a few drinks. 4. Some drivers are more competent after a drink or two than other drivers who have not consumed any alcohol. 5. Since the odds are relatively small you'll get into an accident or get caught if you drive when drunk, it's all right to drive home. 6. Most people can actually drink quite a bit (3-5 drinks) and still drive just as safely as without drinking. 7. A drink or two helps people to drive better because it relaxes them. 8. Teenagers run greater risks drinking and then driving than do adults. 9. There is very little evidence that alcohol contributes to traffic accidents. 10. Persons convicted of drunken driving should be put in jail and lose their licenses for at least one year.