Session 2: Making Our Own Choices CATCH My Breath Session 2: Making Our Own Choices Suggested length: 35 minutes

What Could go wrong? (click for video) Watch What Could Go Wrong (30 sec) and discuss impression with class. Link: https://catchinfo.org/what-could-go-wrong/

Assemble into your small groups Ask the students to assemble into their small groups.

Take a Guess What percentage of middle schoolers smoke E-cigarettes? What percentage of high schoolers smoke E-cigarettes? 1. Introduction (5 min.) A. Ask students to guess the following on scratch paper: What percentage of middle schoolers smoke E-cigarettes? What percentage of high schoolers smoke E-cigarettes? B. Ask students to share their guesses.

Actual Percentage: 20.8% of high-schoolers and 4.9% of middle schoolers have smoked an E-cigarette in the last 30 days (this is 2018 data). Questions to consider: Are these numbers surprising? Why do you think students’ estimates are usually higher than the actual number? Reveal the actual numbers: 20.8% of high-schoolers and 4.9% of middle schoolers have smoked an E-cigarette in the last 30 days. Discuss: Most teenagers surveyed disapproved of E-cigarette use. Very few high schoolers smoke E-cigarettes. Even fewer middle school students smoke E-cigarettes. Ask: Are these numbers surprising? Why do you think students’ estimates are usually higher than the actual number? (advertising, YouTube and social media, bragging, etc.) **NOTE: This activity is designed to dispel the idea that young people use E-cigarettes because “everybody does it.” E-cigarette use is not normative behavior in the United States. Non-users are the majority. Only a small percentage of students in middle school and high school regularly use E-cigarettes, and most teenagers disapprove of E-cigarette use. Nevertheless, students often overestimate the number of people they think use E-cigarettes, just as they do with traditional cigarettes. By presenting facts about the teen prevalence of E-cigarette usage, students will understand that not “everyone does it.” Data Source: 2018 Foo and Drug Administration (FDA) National Youth Tobacco Survey https://www.fda.gov/TobaccoProducts/PublicHealthEducation/ProtectingKidsfromTobacco/ucm405173.htm

Define Addiction Addiction is a loss of control that causes you to need a substance in order to feel okay. E-cigarettes are designed to addict you to nicotine with even just a few uses. Only 3% of nicotine users who try to quit do so successfully without help. Direct Instruction (5 min.) Small Group Discussion: Within their groups, ask students to discuss: What does the word “addiction” mean to you? How do you feel about the possibility of becoming addicted to something? Define addiction as loss of control that causes you to need a substance in order to feel okay. Explain that E-cigarettes are designed to addict you to nicotine with even just a few uses. Only 3% of nicotine users who try to quit do so successfully without help.

What is more addictive… Nicotine or cocaine? Nicotine or alcohol? Ask: What do you think is more addictive—nicotine or cocaine? Nicotine or alcohol?

Nicotine Addiction Level Heroin is the only thing more addictive than Nicotine! Explain: The addiction or dependence potential of nicotine is high—only heroin is more addictive.

Activity 1: Reasons Why Young People Experiment with E-cigarettes and Positive Alternatives On the front of an index card, record responses to the following question: Why might young people experiment with E-cigarettes? On the back of your index card, record responses to the following question: What are some positive things young people can do instead of using E-cigarettes? Activity 1: Reasons Why Young People Experiment with E-cigarettes and Positive Alternatives (11 min.) With students still in their groups, distribute an index card or paper square to each student. Ask each student to use the index card to write what they believe to be the top reason why young people may experiment with E-cigarettes. Explain: Once each student has written a reason for experimenting with E-cigarettes on a card, everyone in the group will pass the cards around (until each student has a card that isn’t theirs). On the back of the card, each student will write a positive alternative that someone could do instead of smoking an E-cigarette based on the reason for use listed on the front of the card.

Activity 1: Reasons Why Young People Experiment with E-cigarettes and Positive Alternatives Each group please share 2-3 of the reasons for use and positive alternatives with the whole class. Share: Ask each Peer Group Facilitator to report 2-3 of the reasons for use that their group listed along with 2-3 positive alternatives. Example Reasons for Use: To rebel; because they are curious; to be accepted; to look cool; friends use it; to look older; parents use it; to taste new flavors Example Positive Alternatives: join sports team/club; invite friends to a movie or concert; workout/exercise for energy; volunteer to take on more responsibility

Potential Answers: Reasons to try an E-cigarette: Positive Alternatives: Accepted by friends Be yourself. Figure out your passion and join a sports team or a club; Invite friends to a movie; Tell a joke; Just curious Ask lots of questions and research the facts. To taste the flavors Make your own smoothie with a variety of fruits. Get a fresh-pressed juice. Eat or drink something tasty.  To rebel, or appear older Volunteer to take on more responsibility; Make mature choices.  To feel less tired Go to bed earlier; Take a nap; Watch less Netflix; and YouTube; Workout/exercise (it gives you more energy); Visit your doctor or school nurse to rule out any illness; Talk to your friends/parents/teachers about how you are feeling.  Example reasons for use and positive alternatives  

Activity 2: Refusal Skills What are some ways someone could refuse an offer to try an E-cigarette? Activity 2: Refusal Skills (15 min.) Ask: What are some situations and places in which you may be offered an E-cigarette? Record situations and places on the board or scratch paper. Explain: With your group, you will brainstorm smart exit strategies/refusals to use when offered an E-cigarette. Record the strategies on scratch paper. Examples: Just say no; Stand tall with friends; Suggest something else to do; Give your own reason for saying no; Add some humor (see next slide for more examples)

Smart Exit Strategy Examples Simply say "No thanks, I'm good." Stand tall with non-smoking friends Suggest something else to do Give your reason for not wanting to use an E-cigarette Add some humor, “My parents will kill me if I die from vaping.” Go over example exit strategies

Activity 2: Refusal Skills Game Let’s put it to practice! Form a circle Toss a ball (or even a paper wad) to each other When you receive the ball, give a unique refusal to remain standing. Last person standing wins! Game: Instruct students to form a circle. Explain: We are going to see who has the best refusal skills. You will toss the ball to each other. When you receive the ball, you must give one refusal/exit strategy. You must come up with a unique refusal on the spot to remain standing. Can play until the last student standing wins, or as time permits.

Most people who use E-cigarettes don’t have the information you have. Almost ½ of current users didn’t believe there were any health risks at all. Sharing information is a better strategy than being mean or putting someone down because of their E-cigarette use. Explain: Most people who use E-cigarettes don’t have the information you have. Almost half of current users didn’t believe there were any health risks at all. Sharing information is a better strategy than being mean or harsh about someone’s E-cigarette use.

Spring Break Assignment: Adult Interview Interview one of your parents, or another adult on their e-cigarette knowledge. Bring completed interview to the next Advisory to discuss. Closing (2 min.) All photos sourced from Pixabay unless otherwise cited. An interview outline is available on the school website! Write this in your agenda!