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Home My WebLink About1998-03-03 - AGENDA REPORTS - SANE PROGRAM (2)I CITY OF SANTA CLARITA hkv)�IHIWI V10-111 TO: Mayor Janice H. Heidt and Members of the City Council FROM: George A. Caravalho, City Manage.- DATE: March 3, 1998 SUBJECT: SANE PRESENTATION AND PROGRAM UPDATE RECOMMENDED ACTTON City Council accept report for informational purposes only. BACKGROUND In 1985, Sheriff Sherman Block developed the Substance Abuse Narcotics Education (SANE) Program to impact the demand for drugs and alcohol by our youth. The SANE program has been in Santa Clarita since 1987. The program is currently in the Newhall, Saugus, Sulphur Springs, and Castaic elementary school districts and provides alcohol and drug education to students in grades four through six. This program reaches about 10,000 students per year. Five SANE deputies are assigned to Santa Clarita, under the supervision of Sergeant Arthur Ames. The SANE program continues to strive to impart the information and knowledge important to the proper development of our youth. SANE is able to accomplish this through three primary means: Evaluation of program materials; Monitoring of National, State, and Local statistics; and Analysis of the effectiveness of the program and its impact on youth. No single program is going to solve all the problems related to substance abuse, gangs, and associated violence facing our nation. In response to increased drug use reported among youth, the Santa Clarita SANE Program is committed to continually analyzing and adjusting the program content and delivery to meet the needs of the program. Sergeant Ames will make a program presentation as outlined. SANE Presentation Outline SANE Brochure PM:ral .andAsaw98.rpt A S.A.N.E. PROGRAM OVERVIEW Substance Abuse Narcotics Education INTRODUCTION OF S.A.N.E. STAFF Lieutenant Trudy Wilson, Operations Lieutenant Sergeant Arthur Ames, North Team Supervisor Deputy Casey McMichael, Santa Clarita S.A.N.E. Deputy VIDEO PRESENTATION "Making a Difference" This video presents a philosophical perspective on the need for programs like S.A.N.E. It explains very effectively how S.A.N.E: impacts youth in our community (6 min.). OVERVIEW OF THE S.A.N.E PROGRAM The S.A.N.E. Program started in 1985 in the Lennox area of Los Angeles and has grown to cover the entire Los Angeles County, including the contract cities. We are now in fifty one school districts, over three hundred and sixty schools, and twenty seven hundred classrooms. Each month S.A.N.E. deputies are in contact with 80,000 school children in the 4th, 5th and 6th grades. The S.A.N.E. Program was implemented in Santa Clarita in 1987, but not all schools wereinvolved until 1989. The program now covers all four school districts in Santa Clarita. Santa Clarita deputies are in two hundred and thirty nine classrooms and make presentations to about 10,000 students. During the spring and summer months S.A.N.E. deputies are involved in several camp programs. Focus of the S.A.N.E. Program is the "Gateway Drugs, " alcohol, tobacco, and marijuana. The S.A.N.E. Program also goes into depth about coping skills, image building, and self respect. We explain consequences, dispel myths, describe the effects of drugs, and generally give children the tools they need to understand why, " S.A.N.E. kids say no to drugs, gangs and violence." EVALUATION OF THE S.A.N.E. PROGRAM • The S.A.N.E. program materials are continually examined and updated to stay current and relevant for problems facing today's youth. • Drug studies done at the national, state, and local levels are examined to help S.A.N.E. personnel stay abreast of current trends. • The program is constantly upgraded and diversified to assure that the presentations are informative, substantive, and effective. • Studies show that the most effective programs are those that are a collaborative effort among schools, law enforcement, cities, social organizations, teachers, parents, children, and concerned citizens. CONCLUDING COMMENTS, QUESTIONS AND CONCERNS City of Santa Clarita 23920 Valencia Blvd. Suite 300 Santa Clanta California 91355-2196 March 5, 1998 Phone (805)259-2489 Fax (805) 259-8125 Mr. Lee Duncan, Principal Santa Clarita Christian School 27249 N. Luther Drive Canyon Country, CA 91351 Dear Mr. Duncan: The City of Santa Clarita works very hard to enhance the quality of life for it's citizens. We are especially concerned about the well being of our youth during their formative years. This is a sentiment that I'm sure you share for the children at your school as well. One service that we try to provide for all the children in Santa Clarita is the SANE (Substance Abuse Narcotics Education) Program. Recently, it has come to our attention that your school is the only school in Santa Clarita that does not have a SANE Program. I understand that you participated in the past, and hope you can participate again in the near future. The program is provided at no cost to.you. The SANE program is very valuable to the youth of this city and is administered and taught by the Los Angeles County Sheriffs Department. A uniformed sheriffs deputy visits each of the 41', 5'b and 6'" grade classes in the Santa Clarita Valley once each month during the school year. They present a series of lessons that deal with a lot more than just substance abuse problems among our youth. Children are taught coping skills, image building, relational skills, self-esteem, discipline, problem solving, and much more. All are social strategies that enhance the students' ability to cope with some very pressing issues, while building a rapport with each other and with local law enforcement. Sergeant Art Ames is the supervisor for the local SANE team, and would be happy to discuss any questions you might have. Sergeant Ames can be reached at (805) 255-4990. - Or, feel free to call my office with questions or concerns at (805) 255-4900. -I ---o-- sam:sane.do PRINTED ON RECYCLED PAPER CITY OF SANTA CLARITA INTEROFFICE MEMORANDUM TO: Mayor Janice H. Heidt and Members of the City Council FROM: George A. Caravalho, City Manager'�V DATE: March 3, 1998 e SUBJECT: SANE PRESENTATION AND PROGRAM UPDATE RECOMMENDED ACTION City Council accept report for informational purposes only. In 1985, Sheriff Sherman Block developed the Substance Abuse Narcotics Education (SANE) Program to impact the demand for drugs and alcohol by our youth. The SANE program has been in Santa Clarita since 1987. The program is currently in the Newhall, Saugus, Sulphur Springs, and Castaic elementary school districts and provides alcohol and drug education to students in grades four through six. This program reaches about 10,000 students per year. Five SANE deputies are assigned to Santa Clarita, under the supervision of Sergeant Arthur Ames. The SANE program continues to strive to impart the information and knowledge important to the proper development of our youth. SANE is able to accomplish this through three primary means: Evaluation of program materials; Monitoring of National, State, and Local statistics; and Analysis of the effectiveness of the program and its impact on youth. No single program is going to solve all the problems related to substance abuse, gangs, and associated violence facing our nation. In response to increased drug use reported among youth, the Santa Clarita SANE Program is committed to continually analyzing and adjusting the program content and delivery to meet the needs of the program. Sergeant Ames will make a program presentation as outlined. ATTACHMENTS SANE Presentation Outline SANE Brochure PM:ral CouWa\MMsa.rPt PARENT EDUCATION Deputies also do vital work outside of the classroom. They join with PTA groups, neighborhood watch groups, civic, service and religious groups to provide parents with the education and knowledge they need to combat the drug problem The parent education com- ponent is very important to the SANE Program. PARENT INVOLVEMENT IS VITAL TO THE SUCCESS OF THE SANE PROGRAM Deputies coordinate classes for parents on subjects ranging from effective parenting to accurate drug information. Pannus are taught how to recognize the signs and symptoms of drug abuse. They are taught about the different kinds of drug paraphernalia that children can buy in stores everywhere, and about the kinds of prevention programs that are in their schools. , COM,MUNITY SUPPORT The Sheriffs Youth Foundation ofL.os Angeles County, anon-pmfitorgamzation,wasfomdedinJuly 1986by Sheriff Block in order to provide private sector funds for the SANE Program. The Youth Foundation re- ceived its charitable tax-exerriptstatus (#954047797) e•ceiveditscharitabletax-exemptstatus(#95-4047797) from both the Internal Revenue Service and the Cali- fornia Franchise Tax Board. The Youth Foundation has a Board of Directors, of which Sheriff Block is president, and an Advisory Committee. Members of both the Board and Advisory Committee are business community leaders dedicated to assisting the Youth Foundation in continuing and expanding the SANE Program. In an effort to provide support for SANE, the Youth Foundation utilizes corporate and individual gifts, grantfunds, cause-relatedmarketing, and fund-raising events incorporating sponsorships. In return for their contributions, donors receive publicity as sponsors of the events. Itis the hopeof theYouthFoundationthatyou willjoin in our fight to make a difference in our communities and the future of our childrmby sending a donation to the Sheriffs Youth Foundation, 211 West Temple Street,Room267,LosAngeles,Califomia,90012. All donations areput to thebest possible use to ensure that ourchildren are taught all the tools necessary to sayno to drugs and gangs. If you have any questions, please call the Executive Director of the Sheriffs Youth Foundation at (213) 9744220. COMMUNITY SUPPORT OF SANE IS ESSENTIAL TO THE FUTURE OF OUR CHILDREN PREVENTING SUBSTANCE ABUSE IN LOSANGELES COUNTY W FOR ADDITIONAL INFORMATION CONTACT SUBSTANCE ABUSE NARCOTICS EDUCATION (310) 946-sAN.E. SANE KIDS SAY NO TO DRUGS AND GANGSr The epidemic of drug abuse cannot be permitted to expand its deadly grasp of our nation's children It is these children who must be armed to fight this evil, not with weapons but with knowledge. The knowledge needed by our youth is not just about drugs, but also the skills that will allow them the ability to deal with peer -pressure and to make the right deci- sions. These arebasicskills that will notonlyallowour children to grow -up drug free, but also to be respon- sible, productive adults. The Substance Abuse Narcotics Education (SANE) program is notonly about drugand gangprevention. It is a programbased onsound preventionprinciples that includes information, increased self-esteem,resistance techniques, and dealing with peer pressure. The war on drugs is neither short term nor easy. A SANE approach to drug prevention education by law enforcement and a committed partership with gov- emmem, educators, health professionals and the local communities, I believe, has had a significant impacton creating a better, drug-free life for our youth. It is a critical investment in our future and a war that we carrot afford to lose. SHERMAN BLOCK, SHERIFF In 1985, Sheriff Sherman Block developed the Sub- stance Abuse Narcotics Education (SANE) program to impact the demand for drugs and alcohol by our youth, recognizing that traditional enforcement meth- ods alone would not solve the nation's drug problem SAN E is aunique drug prevention program in that itis a true partnership effort involving the Los Angeles County Sheriff's Department, school districts, schools, and municipalities throughout Los Angeles County. Deputies are currently working with 3rd through 8th grade students in all 54 public school districts through- out Los Angeles County, Juvenile Court and Commu- nity Schools, and many private schools. SANE STUDENTS LEARN SELF-ESTEEM To meet the diverse needs of these various communi- ties, the SANE Program allows flexibility in the selec- tion ofcurriculaand classroomscheduling. The SANE Program uses a variety of different professionally developed drug prevention education curricula. Each of these curricula has the components of self-esteem, coping, decision making skills, dealing with peerpres- sure, and basic substance education Research has shown these components to be the most effective drug prevention education components. SANE PROGRAM IS CO -TAUGHT BY DEPUTY SHERIFFS AND TEACHERS Co -teaching the SAN E Program ensures that the drug prevention message comes from two role models, the uniformed deputy and the classroom teacher. The deputies assigned to SANE receive intensive training both in general teaching methodologies and in their specific curriculum. The teachers are trained in drug prevention techniques and recognition and are a valu- able and continuing resource for their schools. The teachers are also provided in-service training in the various curricula. With the rise in gang violence and the connection between drugs and gangs, the SANE Program devel- oped a gang prevention curriculum The curriculum includes lessons on self-esteem, media influence, al- tematives, power, violence, and social values. SANE STUDENTS LEARN DECISION-MAKING SKILLS CIDAP The SANE Program has introduced Curriculum Inte- grated Drug Abuse Prevention (CIDAP) into the schools. CIDAP is a ten -lesson software program whichopetatesontheApplelI series computers. Each lesson has objectives, work sheets, activity sheets, lesson overview, reading guide questions, glossary and testing components. The program objectives are to develop an awareness of the effects of drugs on the individual's physical and mental health, increase knowledge of drugs, improve decision-making skills, improve self-esteem, explain peer pressure and offer easy-to-use alternatives, re- view the social problems of drug abuse, affect the student's attitude toward personal use of drugs, give the student a better understanding of himself/herself, both physically and emotionally, and to suggest alter- native choices to drug abuse. This program is ex- tremely flexible and can be used to supplement an existing curriculum or function as an independent component of the SANE Program CIDAP PROGRAM HELPS STUDENTS FIGHT PEER PRESSURE DRUGS, PREGNANCY AND YOU The Drugs, Pregnancy and You (DP&Y) program is presented in an assembly format, designed to inform high school students about the dangers of substance abuse during pregnancy. Assemblies include a video which attacks the myth amongst many young people that the fetus is protected during the mother's use of alcohol or drugs. SANE deputies facilitate the assem- bly presentation, and perinatal doctors and nurses answer students' questions. S.A.N.E. PROGRAM OVERVIEW Substance Abuse Narcotics Education INTRODUCTION OF S.A.N.E. STAFF Lieutenant Trudy Wilson, Operations Lieutenant Sergeant Arthur Ames, North Team Supervisor Deputy Casey McMichael, Santa.Clarita S.A.N.E. Deputy "Making a Difference" This video presents a philosophical perspective on the need for programs like S.A.N.E. It explains very effectively how S.A.N.E. impacts youth in our community (6 min.). The S.A.N.E. Program started in 1985 in the Lennox area of Los Angeles and has grown to cover the entire Los.Angeles County, including the contract cities. We are now in fifty one school districts, over three hundred and sixty schools, and twenty seven hundred classrooms. Each month S.A.N.E. deputies are in contact with 80,000 school children in the 4th, 5th and 6th grades. The S.A.N.E. Program was implemented in Santa Clarita in 1987, but not all schools were involved until 1989. The program now covers all four school districts in Santa Clarita. Santa Clarita deputies are in two hundred and thirty nine classrooms and make presentations to about 10,000 students. During the spring and summer months S.A.N.E. deputies are involved in several camp programs. Focus of the S.A.N.E. Program is the "Gateway Drugs, " alcohol, tobacco, and marijuana. The S.A.N.E. Program also goes into depth about coping skills, image building, and self respect. We explain consequences, dispel myths, describe the effects of drugs, and generally give children the tools they need to understand why," S.A.N.E. kids say no to drugs, gangs and violence." • The S.A.N.E. program materials are continually examined and updated to stay current and relevant for problems facing today's youth. • Drug studies done at the national, state, and local levels are examined to help S.A.N.E. personnel stay abreast of current trends. • The program is constantly upgraded and diversified to assure that the presentations are informative, substantive, and effective. • Studies show that the most effective programs are those that are a collaborative effort among schools, law enforcement, cities, social organizations, teachers, parents, children, and concerned citizens. CONCLUDING COMMENTS QUESTIONS AND CONCERN FIGURE 6 Trends in Lifetime Prevalence of an Illicit Drug Use Index for Twelfth Graders 80 66 60 s5 W as 43 15 W 40 36 41 U cc W a 28 25 20 4 -Used Any Illicit Drug ♦Used Any Illicit Drug Other than Marijuana 0 '75 '76 '77 178 '79 '80 '81 '82 '83 184 '85 186 '87 '88 '89 '90 '91 '92 193 194 195 USE IN LIFETIME NOTES: Use of "any illicit drugs" includes any use of marijuana, LSD, other hallucinogens, crack, other cocaine, or heroin, ga any use which is not under a doctor's orders of other opiates, stimulants, barbiturates, methaqualone (excluded since 1990), or tranquilizers. Beginning in 1982 the question about stimulant use (Le., amphetamines) was revised to get respondents to exclude the inappropriate reporting of non-prescription stimulants. The prevalence rate dropped slightly as a result of this methodological change. 91 FIGURE 7 Trends in Annual Prevalence of an Illicit Drug Use Index for Twelfth Graders :l W UJ Z 40 U W W IL +Used Any Illicit Drug ♦Used Any Illicit Drug Other than Marijuana r -r:tw•>>^,.>�:::o- oa:.-`xa�gw'u.,.w.a".�e'.."�, •Y."�`' a;<w��..5k�'auksrl�'c%n' `'`"'"�0,,." �'„ tk `. 20 19 15 0 75767778 79'80'81 '82'83'84'85'86'87'88'89'90'91 '92'93'94'95 USE IN PAST 12 MONTHS NOTES: Use of "any illicit drugs" includes any use of marijuana, LSD, other hallucinogens, crack or other cocaine, or heroin, 93 any use which is not under a doctor's orders of other opiates, stimulants, barbiturates, methaqualone (excluded since 1990), or tranquilizers. Beginning in 1982 the question about stimulant use (ie., amphetamines) was revised to get respondents to exclude the inappropriate reporting of non-prescription stimulants. The prevalence rate dropped slightly as a result of this methodological change. 92 FIGURE 8 Trends in Thirty -Day Prevalence of an Illicit Drug Use Index for Twelfth Graders NOTES: Use of "any illicit drugs" includes any use of marijuana, LSD, other hallucinogens, crack, other cocaine, or heroin, or any use which is not under a doctor's orders of other opiates, stimulants, barbiturates, methaqualone (excluded since 1990), or tranquilizers. Beginning in 1982 the question about stimulant use (i.e., amphetamines) was revised to get respondents to exclude the inappropriate reporting of non-prescription stimulants. The prevalence rate dropped slightly as a result of this methodological change. 93 80 +Used Any Illicit Drug ♦Used Any Illicit Drug Other than Marijuana x�s�A:- 0t�a0�Fi��i��xZ&wi 60 W � 40 3s 3s U cc LLL CL 31 24 22 20 15 14 10 6 0 '75'76'77'78'79'80'81 '82'83'84'85'86'87'88'89'90'91 '92'93'94'95 USE IN PAST 30 DAYS NOTES: Use of "any illicit drugs" includes any use of marijuana, LSD, other hallucinogens, crack, other cocaine, or heroin, or any use which is not under a doctor's orders of other opiates, stimulants, barbiturates, methaqualone (excluded since 1990), or tranquilizers. Beginning in 1982 the question about stimulant use (i.e., amphetamines) was revised to get respondents to exclude the inappropriate reporting of non-prescription stimulants. The prevalence rate dropped slightly as a result of this methodological change. 93 Principles .of Prevention from the National Institute on Drug Abuse The National Institute on Drug Abuse recognizes the following principles as a foundation for an effective school-based prevention program.We'd like you to know how we've incorporated these principles into Here's Looking at You, 2000.0 For the complete book, call the National Clearinghouse for Alcohol and Drug Information at 1-800-729-6686. PREVENTION PRINCIPLES FOR SCHOOL-BASED PROGRAMS 1. Do the school-based programs reach children from kindergarten through high school? If not, do they at least reach children during the critical middle school or junior high years? 2. Do the programs contain multiple years of intervention (all through the middle school or junior high years)? 3. Do the programs use a well -tested, standardized intervention with detailed lesson plans and student materials? 4. Do the programs teach drug -resistance skills through interactive methods (modeling, role- playing, discussion, group feedback, reinforcement, extended practice)? 5. Do the programs foster prosocial bonding to the school and community? 6. Do the programs: • teach social competence (communication, self-efficacy, assertiveness) and drug resis- tance skills that are culturally and developmentally appropriate; • promote positive peer influence; • promote antidrug social norms; • emphasize skills -training teaching methods; and • include an adequate "dosage" (10 to 15 sessions in year 1 and another 10 to 15 booster sessions)? To maximize benefits, do the programs retain core elements of the effective intervention design? 8. Is there periodic evaluation to determine whether the programs are effective? * Corresponds with the Prevention Principles for School -Based Programs as listed from the National Institute on Drug Abuse, "Preventing Drug Use Among Children and Adolescents: A Research -Based Guide", p. 12, 1997. AGC EDUCATIONAL MEDIA 1560 Sherman Avenue Suite 100 Evanston, IL 60201 (847) 328-6700 FAX (847) 328-6706 agc@mcs.net www.agcmedia.com How Here's Looking at You, 2000® Incorporates These Principles ✓ HEREts LOOKING AT YOU, 2000 ✓1. Here's Looking at You, 2000 is a comprehensive drug education program for children in grades kindergarten through high school. V. Since the curriculum begins at kindergarten and progresses through the 12th grade, the lessons are scheduled to coincide with the latest research on when students are most likely to consider using drugs. The scope and sequence is clearly delineated and has been tested for age appropriateness. At each grade, the lessons can be taught as a block or tailored to the local situation. As new information and skills are introduced, old ones are reviewed and reinforced. ✓3. V The lessons in Here's Looking at You, 2000 are based on strong theoretical underpinnings, including lesson design (from Instructional Theory Into Practice (ITIP) by Madeline Hunter, et al.), cooperative team learning (from David W. Johnson and Roger T. Johnson, and from Robert E. Slavin), critical thinking, cultural rele- vance, learning styles, peer education, and prevention research in general. Each grade level includes a teacher's guide with step-by-step lesson plans, fact sheets, student work sheets; and a complete reference sec- tion. Each grade level also includes a kit, which contains all the videotapes, books, puppets, posters, games, etc. necessary to teach the lessons. 4. Social skill training is a major component of Here's Looking at You, 2000. Social skills such as how to be assertive, use self-control, make friends; say no to trouble, make good decisions, and deal with pressure are taught to mastery. The skills are taught in a consistent and effective way utilizing videotapes, role-play and prac- tice, feedback and reinforcement, and ongoing transfer and follow up. ✓5. The curriculum also promotes bonding, which includes building self-esteem, coping with problems, getting along with others, discovering personal strengths, learning in cooperative teams, and identifying ways to have fun with- out drugs. Students learn to bond with each other, with their school, and with their families and community. ✓6. Here's Looking at You, 2000 • teaches students useful social skills like assertiveness, decision making, and refusal skills that are culturally sensitive and developmentally appropriate. • provides opportunities for students to become involved with prosocial peers, their school, their family, and their community • incorporates over 400 strong "no -use" messages throughout the curriculum, Here's Looking at You, 2000 pro- motes and reinforces anti-drug social norms. • considers teacher training one of the most important components of the curriculum. Training workshops give teachers hands-on experience with the lessons and materials, especially in the areas of skills and bonding. • has between 15 and 33 lessons at each grade level that address the individual drugs—nicotine, alcohol, and mar- ijuana— then continue with lessons which address skills and finally lessons which promote bonding to peen, school, family and community. We created each lesson to reduce a certain risk factor; each lesson has a purpose. ✓7. Each lesson throughout the curriculum is based on the same "Ready," "Set," "Go," format and is aimed at reduc- ing one or more risk factors and promote positive norms and behaviors associated with healthy adolescence. ✓8. Here's Looking at You, 2000 has been independently evaluated numerous times and has been updated three times since its original development in 1986. Also included in the curriculum are pre -post surveys that measure both what students know at the beginning of the unit and what they learn from the lessons. Results from the surveys should be one of the many parts of a schoolwide or districtwide evaluation of the curriculum. * Corresponds with the Prevention Principles for School -Based Programs as listed from the National Institute on Drug Abuse, "Preventing Drug Use Among Children and Adolescents: A Research -Based Guide", p. 12, 1997. AGC EDUCATIONAL MEDIA 1560 Sherman Avenue Suite 100 Evanston, IL 60201 (847) 328-6700 FAX (847) 328-6706 agc@mcs.net www.agcmedia.com CALIFORNIA, 1995-6 STUDY In all grades, marijuana is now the highest ever reported, at least half again as high as reported in 1989. (use with- in -the past 6 months). 1995: 7th = 11%1 9th = 34%1 11th = 43% 1989: 7th = 7%, . 9th = 19%, 11th = 28% Half of 7th graders, two thirds of 9th-graders,.and three quarters of 11th graders reported at least some drinking in the six months prior to the survey. These levels are about the same as observed in every survey since 1989. Alcohol intoxication was reported by 21.5% of 7th graders at some time in their lives. California Department of Justice Office of the Attorney General. . DRUG SUMMARY, 1996 For eighth graders, the proportion using any illicit drug in the prior 12 months has more than doubled since 1991 (from 11 percent to 24 percent). For eighth graders, cigarette smoking has risen from 14 percent to 21 percent over the past five years (1991- 1995). Tenth graders have gone from 21 to 30 percent in the same time period. Marijuana use among eighth graders has trippled from 6 percent in 1991, to 18 percent in 1996. Almost one out of 20 seniors (4.9%) use marijuana on a daily basis. University of Michigan Study.. . National Institute of Drug Abuse I "Because young people tend to carry the smoking habits they develop in adolescence into adulthood, the substantial and continuing increase in teen smoking bode ill for the eventual longevity and health of this, generation of American young people. Hundreds of thousands of school graduates are likely to suffer appalling diseases, and to die prematurely, as a result of the smoking habits they are developing in childhood and adolescence." Lloyd D. Johnston, Ph.D. University of Michigan Monitoring the Future Study Press Release, December 20, 1997 University of Michigan News and Information Services Contact: Joyce Buchanan Phone: (313) 763-5043 E-mail: buchanan@umich.edu www.isr.umich.edu/sre/mtf/ Drug use among American teens shows some signs of leveling after a long rise. ANN ARBOR ---This year's results, based on the 23rd national survey in the ongoing University of Michigan Monitoring the Future study, suggest that while marijuana use continues its longer-term rise among older teens, use of a number of the other illicit drugs has,begun to level off. "For the first time in six years, the use of marijuana and a number of other drugs did not increase among eighth -grade students in this country," states Lloyd Johnston, principal investigator of the study, "and while use of marijuana may still be rising among 10th -.and 12th -graders, their use of a number of other illicit drugs appears to have leveled off" Further, key attitudes and beliefs about drugs that have proven to be important determinants of use, began to reverse in many cases. "Normally a'no change story is pretty uninteresting," comments Johnston, "but in this case it is welcome news, given that most of the very considerable change in adolescent drug use in the fust half of this decade has been upward" Johnston and his colleagues, Jerald G. Bachman and Patrick M: O'Malley, senior research scientists at the U -M Institute for Social Research, are reporting the results of the 1997 survey they conducted of 51,000 eighth, 10th-, and 12th -grade students located in 429 secondary schools nationwide. The samples are nationally representative of all students at each of the three grade levels in private and public schools in the coterminous United States. Twelfth -graders have been surveyed annually since 1975 and eighth- and 10th -graders since 1991. This work has been supported since its inception under a series of research grants from the National Institute on Drug Abuse; one of the National Institutes of Health. Until this year students in all three grades had shown substantial increases in their use of most of the illicit drugs ---particularly marijuana. Now the use of a number of drugs has leveled off Because the findings sometimes differ among grades and among drugs, each of the major classes of drugs is discussed separately. Marijuana. After six years of steady increases, marijuana use leveled in 1997 among eighth -graders. Among 10th -graders there has been a deceleration in the rate of increase, although the proportion reporting any marijuana use in the prior 12 months (annual prevalence) still showed some increase (a statistically insignificant rise of 1.2 percentage points). There is some evidence of deceleration among l2th-graders, as well, with observed increases in 1996 and 1997 considerably lower than those observed in 1993, 1994, and 1995. 2110/98 8:02 PM 1 ON "During the early 1990s we saw a considerable decline in the proportions of students reporting marijuana use, as dangerous," Johnston notes, "but the erosion in these attitudes began to slow a couple of years ago; which is probably why we are now seeing this leveling, or at least deceleration in students' actual use of marijuana." (Figure 3.) This year for the first time in six years, there was an increase among eighth -graders in disapproval of marijuana use, and there was little further erosion in these attitudes among the older students (Table 9). There was no change in the reported availability of marijuana at any of the grade levels in 1997. (In fact, there was no change in reported availability for most of the other drugs [Table 11], as well.) Hallucinogens. After several years of steady increase, the reported use of LSD, and of all other hallucinogens.taken as a class, leveled in 1997 in all three grades. Consistent with this finding, the degree of risk young people reported to be associated with these drugs began to level a year earlier in all grades. Similarly, the proportion of students expressing disapproval of the use of these drugs has been fairly level since 1996, in comparison to the decline in disapproval that occurred earlier in the 1990s. The proportion of 1997 students reporting any use of LSD in the 12 months prior to the survey was 3.2 percent, 6.7 percent, and 8.4 percent for grades 8, 10, and 12, respectively. For other hallucinogens the rates were 1.8 percent, 3.3 percent, and 4.6 percent. Inhalants. The use of inhalants, substances such as glues and aerosols, rose steadily in the early 1990s, but use peaked two years ago and has declined slightly since. The proportion of young people who said they saw a great risk of harm associated with the use of these drugs increased appreciably two years ago among eighth- and 10th -graders (these questions are not asked in grade 12); and disapproval of use has been rising more gradually over the past two years. Inhalants are more popular among younger teens than older teens. The proportions in 1997 reporting any use in the prior 12 months were 12 percent, 9 percent, and 7 percent in grades 8, 10, and 12, respectively. Crystal methamphetamine (Ice). Only 12th -graders are asked about the use of "ice," which, lice crack, is often smoked or burned in rock form. Ice use had been rising between 1992-96. Use leveled in 1997, after perceived risk had leveled a year earlier. The proportion of 1997 12th -graders reporting any use of ice in the prior 12 months was 2.3 percent, or nearly one in every 40 students. MDMA (Ecstasy). The use of MDMA or "ecstasy" bas been included in the survey of secondary school students only since 1996. No increase was seen in 1997 in any grade. This very likely follows a period of increase in use, judging by the longer-term trend data available from college students and young adults, who also participate in the Monitoring the Future study (data reported elsewhere). In 1997 the proportions of students reporting any use of ecstasy in the prior 12 months were 2.3 percent, 3.9 percent, and 4.0 percent among eighth -,..10th-, and 12th -graders. Stimulants. The use of amphetamine stimulants rose gradually in all three grades during the early 1990s. This year, use leveled in the lower grades, though use may have continued its gradual rise in grade 12. Perceived risk and disapproval are. asked only of 12th -graders for this class of drugs, and both have stabilized following an earlier period of decline. 2 of 5 2/10/98 8:02 PM The proportions of students in 1997 reporting any use of stimulants in the prior 12 months are 8 percent, 12 percent, and 10 percent for grades 8, 10, and 12. Cocaine Powder. The use of cocaine powder inched up steadily in all three grade levels in the fust half of the 1990s. While none of the 1996-97 changes reaches statistical significance, use appears to continue to be rising at about the same rate in 10th- and 12th -grades, but to have leveled off in eighth -grade. Among the eighth -graders perceived risk leveled this year and disapproval of use actually increased, both after an earlier period of erosion in these attitudes. The proportions of 1997 students reporting any use of cocaine powder in the prior 12 months are 2.2 percent, 4.1 percent, and 5.0 percent in grades 8, 10, and 12, respectively. Crack Cocaine. The use of crack rose very modestly at all three grade levels in the first half of the 1990s. In 1997 use leveled in grades 8 and 10 and rose only 0.3 percent (not statistically significant) in 12th -grade. In 1997 the annual prevalence rates for crack were 1.7 percent, 2.2 percent, and 2.4 percent among eighth-, 10th-, and 12th -graders. _ Heroin. The rates of heroin use in the student population are quite low, as would be expected, but they nevertheless have risen significantly in all three grade levels during the 1990s. According to the investigators, it seems highly likely that taking heroin by non-traditional means ---namely, by snorting or smoking, rather than by injecting it ---has played a role in the rise in heroin use. More students now indicate using heroin in these ways than say that they have injected it. The gradual increase in heroin use may be continuing in 1997 in the upper grades: while too small to be statistically significant, the changes are similar in size to the increases in earlier years. However, use in eighth -grade has leveled off and may even have declined. "A positive note on heroin," adds Johnston, "is that more students over the past two years have been . reporting its use as dangerous. This contrasts to an erosion in those beliefs through the first half of the nineties. A change in these attitudes usually is a precursor of a change in actual use ---young people are less likely to use a drug they see as dangerous." Alcohol. Alcohol use remains very high among American young people, but has not changed much in the past few years. (On some of the measures of alcohol use among 12th -graders, there appears to be some increase in 1997, but this is largely due to the fact that two large schools with unusually low drinking rates cycled out of the sample last year. Therefore, the investigators are treating it as a statistical artifact.) "Insofar as there has been any change in alcohol use in the nineties," comments Johnston, "it has been in the form of a very gradual upward drift in the very low proportions who say that they have been drunk frequently (20 or more times in the prior 30 days)--- these rates are 0.2 percent, 0.6 percent, and 2.0 percent in 1997 in grades 8, 10, and 12, respectively --or in the much larger proportions who indicated recent binge drinking." (Binge drinking is defined as having five or more drinks in a row on at least one occasion in the prior two weeks.) In 1997 some 15 percent, 25 percent, and 31 percent of eighth-, 10th-, and 12th -graders, respectively, indicated such binge drinking and these rates are slightly higher than they were in the early 1990s (Table 1 c). Consistent with these changes, the proportions of students seeing daily drinking and binge drinking as 3 of 5 2/10/98 8:02 PM dangerous declined some in the 1990s, as did the proportions disapproving of such behaviors (Tables 7 and 9). However, in 1997 these attitudes began to firm up among the eighth -graders. "It's a complicated story this year," admits Johnston, "because not all drugs are moving in the same direction and not all grade levels are showing exactly the same changes. But the bottom line is that the longer-term rises in the use of most drugs, which began in the early 1990s among American teen-agers, appear to have stalled or at least decelerated; in addition, for most drugs important underlying attitudes and beliefs have stopped eroding. "That.still leaves us with unacceptably high levels of teen drug use, however, with some usage rates two to three times what they were in the early 1990s. Further, new drugs are continually being introduced with alluring false promises, the adverse effects of which are seldom known when they first arrive on the scene. "The country has begun to mobilize on this issue in the past few years, .but clearly the job is far from complete. Indeed, there will always be an incoming wave of American youngsters who start out naive about the consequences of drug use, and who are growing up in a period when they will know about many drugs and will have fairly easy access to them. If we expect them to reject illicit drug use, we must educate and persuade them with the help of many sectors: the family, school, community, entertainment, media, and national leadership. The more consistent the messages from all of these sectors, the more effective our society will be at preventing the many tragic consequences of drug use among our children. 'I "I hope that we have learned from the relapse in the drug epidemic in the 1990s that drug use among kids is a persistent and recurring problem --one which needs consistent and unremitting attention. It is a long-term problem, which means that we must institutionalize prevention efforts so that they will be there for the long-term and for each new generation of American children. "Otherwise, what we have termed 'generational forgetting' is likely to occur again, with a new wave of children growing up not learning what their predecessors learned about the consequences of drug use. We believe generational forgetting contributed to the relapse in teen drug use we are now seeing in the 1990s, since young people's beliefs about the dangers of drugs eroded considerably. Ironically, the risk of generational forgetting is greatest when the epidemic subsides, and young people have less opportunity to observe the adverse consequences of drug use first hand. The long and substantial decline in illicit drug use between the late 1970s and the early 1990s created just such a situation." The study, titled "Monitoring the Future," is also widely known as the National High School Senior Survey. It has been conducted under a series of investigator -initiated research grants from the National Institute on Drug Abuse. Surveys have been carried out each year since 1975 by -the U -M Survey Research Center. In 1997, the seniors comprised about 16,000 students nationwide, selected to be representative of all seniors in the continental United States. They completed self-administered questionnaires given to them in the classrooms by U -M personnel in the spring of the year. Beginning in 1991, similar surveys of nationally representative samples of eighth- and. 10th -graders have been conducted annually. The 1997 eighth -grade sample contained about 19,000 students, and the 10th -grade sample contained about 16,000 students. In all, approximately 51,000 students in 429 public and private secondary schools were surveyed in 1997. 4 ors 2/10/98 8:02 PM Million of S 120 r--- 100 LN M 40 20 Funding VS. MARIJUANA USE IN CALIFORNIA 1985 — 1996 PERCENT OF 9th GRADERS USING IN LAST SIX MONTHS *Percent —t 35 0 r �- 85-86 86-87 87-88 88-89 Funding Marijuana Use - - - - - - - 89.90 90-91 1011 25 20 15 -10 5 0 91-92 92-93 93-94 94.95 95-96 lleallhy Kids Program Office California Department of Bdacalion CITY OF SANTA CLABITA SANE CAMP 1998 The City of Santa Clarita is again sponsoring the 1998 SANE Summer Camp. A hundred 6s` grade graduating students will be selected from the local school districts in Santa Clarita Valley. These students will attend a six day camp located in the Angeles National Forest at Camp Cumorah Crest. The camp is.scheduled for the week of July 6-11, 1998. The camp is a cooperative effort among the City of Santa Clarita, the Los Angeles County SherifFs Department, and the local school districts serving Santa Clarita. This will be the fifth year of the camp. The SANE (Substance Abuse Narcotics Education) Camp was developed as a joint effort by the City of Santa Clarita and SANE personnel. The camp is designed as a strategy to counter the risk factors in young people's lives and to enhance positive behavior, health, and personal success. The essential protective factors in the personal and social strategies are: Bonding to school, community law enforcement, and positive peer groups. To develop positive norms espoused by school, community, law enforcement and peers. To develop personal and social skills enabling adherence to the accepted norms (i.e. problem solving, assertiveness, refusal skills, coping skills, self-control, etc.) Other developmental factors which will be addressed are: • Effectiveness in work, play, and relationships • Healthy expectations and a positive outlook • Building self-esteem, and positive self-image • Instilling self-discipline • Problem solving and critical thinking • Development of a sense of humor • And, to provide factual and up to date information on the gateway drugs: Alcohol, tobacco, and marijuana January 28, 1998 Sergeant Art Ames c/o S.A.N.E. Los Angeles Sheriff Dept. 23920 Valencia Blvd. Santa Clarita, CA 91355 Dear Sir: I am writing this letter to commend Deputy Casey McMichael and the S.A.N.E. program at Rio Vista Elementary School. I have always been happy and supportive of the program, but a recent situation has opened my eyes to the value of SAXE. and Deputy McMichael. A few weeks ago my husband, children and I went out for a pizza dinner. My daughter observed her father drinking a beer and asked if I planned on driving home. If we go out and my husband or I have a drink the other doesn't imbibe and they are the designated driver. Without thinking I replied, "no". Katie (my daughter) then stated that she would not get in the car and drive home with us and she wanted to know who she could call to pick her up. She was quite adamant stating, "I mean it Mom". Since I was not drinking I told her that I would be the one driving. I was very proud of her and told her so. Deputy McMichael has obviously done a great job at teaching the children the dangers of drinking and driving and not getting in the car with others that have been drinking. I am very grateful to Deputy McMichael and his teachings in the S.A.N.E. program. It has obviously had a great impact on my daughter. Sincerely yours, Cyn. Country, CA 91351 Santa Clarita's Investment in Youth Office of Criminal Justice Planning, Title V Grant The following are highlights from the Drug and Alcohol Survey of seventh grade students conducted at Placenta Junior High School on June 13, 1997. Use / Experimentation... • 48% reported having tried alcohol • 23% reported having tried cigarettes (compared to 36% Nationally) • 11% reported having tried marijuana Recent Use... • 36% reported having used alcohol in the last 12 months • 17% reported having used alcohol in the last month Availability... • 73% report alcohol is "fairly easy' or "very easy' to obtain • 42% report marijuana is "fairly easy". or "very easy' to obtain • 26% report cocaine is "fairly easy' or "very easy' to obtain • 721/o report cigarettes are "fairly easy' or "very easy" to obtain Level of Involvement... • 84.6% report a low level of substance abuse involvement compared to 86.6% in 1995/96 Students At -Risk.. • 16% are at moderate or high risk of drug and alcohol abuse which warrants serious concern Age of First Use... • It is important to note that the average age when they first used drugs and/or alcohol is 11 years old. w*\b &Jmgsumms Santa Clarita's Investment in Youth Title V, Office of Criminal Justice Planning Grant Perceived Availability of Drugs Among 7th Grade Students at Placerita Jr. High School WpNw.d�yha»l.nv Page l 1995-96 1996-97 Alcohol 71% 73% Cigarettes 66% 72% Inhalants 63% 34% Marijuana 34% 42% Downers 27% 30% Narcotics other than Heroin 26% 29% Stimulants 24% 24% Cocaine 22% 26% Heroin 19% 23% PCP - 18% 21% Hallucinogens 17% 19% WpNw.d�yha»l.nv Page l Santa Clarita's Investment in Youth Office of Criminal Justice Planning, Title V Grant Placerita 7th Grade Students Drug and Alcohol Survey Key Findings • 42% of 7th Graders at Placerita Junior High School have tried alcohol. • 29% have used alcohol in the last 12 months. • 84% of students surveyed have never gotten drunk. • 11% of the respondents have tried marijuana or inhalants. • 80% of students surveyed reported that they do NOT intend to use drugs in the future. The report confirms what Santa Clarita already knew - that the school cannot deal with this problem alone, nor are they expected to. Preventing drug use and limiting the damage done by alcohol and drugs will require a concerted effort by the whole community. xJpuoudpha.rlms Page 2 Santa Clarita's Investment in Youth Title V, Office of Criminal Justice Planning Grant Percent of Placerita Junior High School 7th Graders Who Have Ever Tried a Drug Xs -s% 48% 23% 14% 11% <1% 3% 2% 2% 23% 1% 5% 4% <1% <1% <1% .dp%.W0fW.1.me Page! 1995-96 Alcohol 42% Cigarettes 21% Inhalants 12% Marijuana 11% Downers <1% Narcotics other than Heroin 2% Stimulants 3% Cocaine 1% Heroin 19% PCP <1% Hallucinogens 2% Legal Stimulants 4% Nitrites <1% Quaaludes <1% Tranquilizers 1% Xs -s% 48% 23% 14% 11% <1% 3% 2% 2% 23% 1% 5% 4% <1% <1% <1% .dp%.W0fW.1.me Page! Santa Clarita's Investment in Youth Title V, Office of Criminal Justice Planning Grant Percent of Placerita Junior High School 7th Graders Who Have Used Each Drug in the Last Month Alcohol Inhalants Marijuana Downers Narcotics other than Heroin Stimulants Cocaine PCP Hallucinogens Nitrites 1995-96 1996-97 •14% 17% 5% .5% 4% 5% <1% <1% <1% 1% <1% <1% <1% <1% 0% <1% 1% 1% 0% 0% o�/pl6ord�pFuJ.v, Page 4 Santa Clarita's Investment in Youth Title V, Office of Criminal Justice Planning Grant Percent of Placerita Junior High School 7th Graders Who Have Used Each Drug in the Last 12 Months ae/P%..Opk ..L. Page 5 1995-96 1996-97 Alcohol 29% 36% Inhalants 9% 10% Marijuana 8% 9% Downers <1% 2% Narcotics other than Heroin <1% 3% Stimulants <1% 1% Cocaine <1% 2% PCP <1 % 1% Hallucinogens 2% 3% Nitrites 0% <1% Legal Stimulants 4% 5% ae/P%..Opk ..L. Page 5