Drug use, misuse and abuse [1970]

aI'

ate Superintendent of Schools _ _ Georgia Department of Education /1970

VIE POINTS

,

,

\ ",', DRUG USE,

DRUG USE, MISUSE and ABUSE
CURRICULUM DEVELOPMENT DIVISION OFFICE OF INSTRUCTIONAL SERVICES GEORGIA DEPARTMENT OF EDUCATION
ATLANTA, GEORGIA 30334
1970
Jack P. Nix State Superintendent of Schools

Table of Contents

Introduction .......................................... 1

History of Drugs

2

Definitions and Classifications of Drugs ................. 4

Chemi cal Agents Man May Abuse .................... 5

Drug Abuse and Drug Dependence ................ 12

Where to Get Help--Therapy and Rehabilitation ........ 14

Teaching about Drugs of Abuse ................... 17

Drugs and Sports Performance ......................... 19

Appendi ces ................................... 21

VIEWPOINTS: DRUG USE, MISUSE AID ABUSE
INTRODUCTION
The increasing improper use of drugs among children, youth and adults, young and old, in our society has indicated an additional responsibility for the schools. Adult society through its widespread acceptance of al cohol, use of many drugs and the extensive use of various chemical euphoriants presents a dilemma to children and youth. Certain young people are experimenting with alcohol, bui' others are experimenting in using drugs and other chemical substances. With others the use of drugs is being accepted as a way of life. The problem of drug abuse exists in one form or another at all socio-economi c levels, in cities, suburbs and to a less degree in the rural areas. Advertising is all too often a purveyor of the idea that pills are the best answer to many of man's problems. The press and other mass media of communication all too often sensationalize drug abuse and in so doing, make it appear attractive to certain individuals. Past experience with legislation asthe only control in the use of alcohol and drugs causes doubt of its future effectiveness.
Numerous substances whi ch modify mood, alter perception and change behavior are involved in the problem most often termed drug abuse. Drug abuse, narcotic addiction, drug dependence, psychedelic drugs, trips, goof balls, speed . . these and other terms are bombarding the American public as the problem becomes more apparent. Increasingly, therefore, government offi cials, professional people and other citizens are looking toward education as the best hope for controlling the modern acceleration in abusive use of drugs.
Publ ic enl ightenment of some of the causes, effects and consequences of the illegal use of a wide spectrum of addicting and habit forming drugs such as this book provides will be directed toward a useful purpose. A concerted effort in schools must be directed toward the youth who too often due to curiosity and a desire to experiment become vi ctims of their own folly without grasping the consequences of their decision. Knowledge about dangerous substances is for many adolescents inadequate as a deterrent to drug abuse. Knowledge must be reinforced by the capacity to meet life's challenges and enjoy life's rewards without recourse to drugs. The ultimate sol ution, if one exists, to the problem of drug abuse rests in the development of individuals who are resistant to societal pleasures or pressures promoting drug abuse. Education, in general, must be supplemented by concerted efforts by parents and institutions to develop individuals who are capable of resisting pressures toward experimenting with substances extremely harmful to their physiological processes .. Facts and positive motivation are what young people need to make sound decisions. The best deterrent to drug abuse is the development of a val ue system based upon knowledge, judgment and regard for consequences.

Drug addiction is as old as history, but the critical incidence of addiction varies from time to time and periodically becomes acute. The reasons for these fluctuations are difficult to determine, but, undoubtedly, many of the reasons are environmental factors. There is also variation in the abuse of chemicals and other substances which create a health hazard particularly among younger children and adolescents. Excepting the illicit sale and use of narcotic drugs, school authorities, parents and community agencies have three major concerns. These concerns are the use of unusual drugs and substances other than narcotics, the hazards of exposure to volatile solvents and the use of amphetamines. Education is hopefully the key to prevention--and truth concerning results of use and misuse of drugs is the best WCJY to accomplish proper use or prevention. The schools must develop strategies to overcome decadent environmental influences and find better ways for youth to experience the richness of living which makes life more successful. Hopefully, many communities will establish discussion groups composed of representatives from all segments of the population to explore this subject further with the view of early recognition of the symptoms predicting addiction so that appropriate action may be taken.
School administrators and teachers should not lose sight of the fact that one of man's outstanding accomplishments in the twentieth century has been the discovery or development of many and varied drugs that help him to control disease, relieve its symptoms, act as a palliative and in other ways make life more pleasant. A large segment of the population looks to drugs to alleviate a host of real physiological, psychological and social ills and discomforts.
This publication is primarily an information resource with some suggestions for teaching; it provides guidance and materials for instruction in elementary and secondary schools. These sources describe a variety of modern drugs, their significance to mankind, the respect extended in using them, and finally the nature and consequences of thei(abuse. Those who develop school poli cies and programs must be fully informed regarding the nature of drugs. Teachers are urged to use this information with wisdom, restraint and professional discretion. The content of this publication is planned for the teacher as a resource from which information may be infused into the present curriculum, particularly in health, science and the .social studies. It is not intended for student use.
HISTORY OF DRUGS
Mankind has always been fascinated by drugs and other substances which change his state of consciousness and perception of the world about him. Man has never felt satisfied with himself or his environment. To him the breaking of the barriers of consciousness and perception has meant being like God; that is why even in ancient-times drugs were Widely used in religious ceremonies and rituals. Marijuana was well known to the Chinese some 5000 years ago and was mentioned in Greek Iiterature as far back as 1000 B. C. The Egyptians used opium both for medical reasons and for indulgence ai'ound 1500 B. C.
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Primitive cultures in India, the Middle East, Africa and the Americas often used psychedelic--or consciousness expanding drugs--in religious ceremonies and rituals. In the Western Hemisphere, the Spanish explorers and conquerors of Latin America learned that the natives chewed a leaf whi ch produced a stimulant effect. This was the coca leaf whi ch produced a stimulant effect. Drug abuse was well known among early American colonists. Opium was used extensively as a therapeutic agent and addiction was a widespread problem by the eighteenth century. Morphine, codeine and heroin were introduced to cure people from addiction to opium, thus compounding the problem. By the nineteenth and early twentieth century the list of drugs abused included cocaine, bromides and chloroform.
The abuse of drugs has taken on new dimensions in recent times. Most nations have now taken steps to combat the nonmedical use of opium, cannabis, coca and their derivatives (morphine, heroin, hashish, cocaine and other drugs). But fresh problems have arisen today with the appearance of a wide range of synthetic drugs from certain tranquilizer pills to "mind changing" hallucinogenic drugs such as LSD which was discovered by a Swiss scieltist in 1943.
Until the end of the nineteenth century the question of narcotic drugs was not widely regurded as an international problem calling for concerted action on a world-wide scale. The trade in narcoti c products was viewed as a more or less legitimate business and the misuse of dependence-producing substances--such as opium, coca leaf and Indian hemp-was believed to originate in deeply ingrained habits of the population of certain countries.
Developments in the latter part of the nineteenth century, however, gave a new dimension to the problem. Through technologi cal progress, laboratories began producing from opium and coca leaves an increasing number of alkaloids and their derivatives. Expansion of transport and international trade reduced geographical distances and natural barriers between nations until what originally seemed to be a local problem of a few countries became a matter of concern to the world community as a whole. The association of traffic in narcotics with misery and crime contributed to a growing conviction that the sale of drugs could no longer be viewed as a simple commerical transaction, free from government interference. The establishment of a system of universally applied control over narcotic drugs was humanitarian rather than economi c or financial. In the general interest of mankind, governments freely consented to limit their own freedom of action and to give an account of their activities in the field of narcoti c drugs to international groups originally created within the framework of the League of Nations and now operating under the United Nations.
In the last few years abuse of narcotics has assumed epidemic proportions. Alarm over sharply increased use of narcoti cs--parti cularly among youngsters--is triggering community action across the nation. Drug addiction is spreading swiftly from squalid areas of big cities to such places as schools in affl uent suburbs. As the problem of drug abuse worsens, parents and educators, civic groups and churches are being aroused to action, to stop drug abuse--a growing menace.
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DEFINITIONS AND CLASSIFICATIONS OF DRUGS
The term drug has many meanings and varied uses. It means different things to different people, and any single drug may be classified in several ways.
The pharmacologist who tests the action of drugs will tell you that "a drug is any substance that by chemical action changes the form of living matter or chang~s the way living matter behaves." The condition of the human body may determine what effects a drug will have. Reactions of the same chemical may vary greatly from one individual to another. The nature of an individual controls and limits the effects of a drug. The psychological and physi cal condition of a person at the time he takes a drug may determine the desirable or undesirable effects of a given dosage.
The chemist studies drugs on the basis of their patterns of molecules, while the psychologist who studies the behavior of men is interested in how drugs affect the nervous system and alter consciousness--perceptions, moods, feel ings or self-control. The effects of a drug may be governed by what the user expects to happen or it may be completely different.
Besides scientifi c definitions, drugs are also classified in terms of their legal status. The law may classify drugs in different ways from that of the chemist or doctor. For example marijuana is considered a hallucinogen by pharmacologists and physicians and as a narcotic by the law.
There are thousands of chemi cal substances in approved use today. These may be obtained either by medical prescription or over-the-counter sale. Most, if not all, of us consume some of these drugs. Drug products are distributed and move from the pharmacy to patient in one or two ways~
PRESCRIPTION ONLY
Because of their potency, many drug products incl uding non-exempt narcoti cs, antibiotics, antihistamines, hormones andan almost limitless number of mixtures and compounds-can be purchased legally only wrth a phycician's prescription. Such products called legend drugs carry a statement on the manufacturers label which says "Caution--Federal law prohibits dispensing without prescription."
OYER-THE-COUNTER
Some products (such as those used for rei ief of headache, constipation, common colds, coughs, etc.) are sold over-the-counter--that is, directly to the consumer without a doctor's prescription. Over-the-counter products are normally considered safe if directions for their use are followed. However, indiscriminate use of such products may produce adverse effects or be the cause of later drug dependence.
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The United States Food and Drug Administration further protects the consumer byestablishing standards for packaging and label ing of prescription and over-the-counter drugs. Package labels and accompanying printed matter contain such information as the name and description of the drug, its active and inactive ingredients, warnings, precautions, possible adverse reactions and instructions for recommended dosage and administration.
CHEMICAL AGENTS MAN MAY ABUSE
The chemical agents which man may abuse are remarkably diverse in chemical composition, pharma col ogi cal action and subjective effects. They can be conveniently classified into the following groups.
Narcotics Hypnotics, sedatives Tranquil izers Central nervous system stimulants and anti -depression drugs Hallucinogenic drugs
General Effects-- All dependence-producing drugs have powerful actions on the central nervous system. Their harmful and adverse effects are related to neurological and behavioral changes. The nature of the effects varies according to the groups of drugs. Dependence may be psychological or physiological or both. All addictive drugs create psychological dependence, that is to say, that the drug is taken as a means of coping with life's stresses and to produce various effects desired by the person on his emotions, drives, perceptual powers, confl icts and problems.
Physical dependence varies in its intensity. This is very marked with the narcotic drugs and less marked or absent with other drugs such as marijuana and amphetamines.
TYPES OF DRUGS ABUSED
Drugs subject to abuse may vary from solvents contained in such common household and industrial preparations as paints and thinners, glues, gasoline and dry-cleaning fluids, through familiar medicines like headache powders, sedatives and cough mixtures to the more potent and dangerous hallucinatory drugs, sleeping capsules and tablets, stimulants, and narcoti cs. Drugs likely to be subject to abuse fall into the following general categories.
Anolgesi cs
Analgesics or pain relievers are used for the relief of mild to moderate pain. Some analgesi c preparations, such as APC powders and tablets, also contain caffeine, a mild stimulant.
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Aspirin (Acetylsalicylic Acid) is widely used for relief of pain but may cause irritation of the gastri c mucous membrane and even bleeding from the stomach. Excessive use of aspirin over a long period may result in ringing in the ears, giddiness, nausea and mental aberrati on.
APC usually stands for aspirin, phenacetin and caffeine. Phenacetin has two adverse effects on the body. It can cause cyanosis (blueness) by oxidizing the iron in the hemoglobin molecule in the red blood cells so that oxygen cannot be effectively transported. This occurs in people who take the drug frequently. It can cause kidney damage (a form of chronic nephritis) when used over a long period.
Caffeine is usually well tolerated in small amounts. It may, however, cause insomnia, rapid pulse and increased excretion of urine. It can be dangerous to people with heart damage.
Codeine is generally given to people suffering from pain, diarrhea or severe cough. It may, however, cause nausea, vomiting, drowsiness or constipation.
Tranquilizers
Unlike barbiturate-type sedatives, tranquilizers can be used to counteract tension and anxiety without producing sleep or significantly impairing mental and physical function. The more potent tranquilizers have been used with great success in treating mental disturbances. However~ they are not a general panacea, and even the mildest tranquilizer may produce dependence in the regular user. Some tranquilizers are stimulants to buoy up depressed patients, and some are depressants to slow down abnormally active people. Equanil, Librium, Miltown, Placidyl and Valium, which belong to the depressant group, are considered suffi ciently dangerous if taken without medi cal advi ce to have been brought under control by the Drug Abuse Control Amendments effective in 1966.
Depressants, or sedative drugs
This group includes a variety of old and new drugs which have a depressant effect on the nervous system. They may be prescribed in small doses to achieve a general' feeling of calmness, relaxation, drowsiness or stupor, or in larger doses to produce a condition of deep sleep.
The most widely used drugs in this class are the barbiturates which are used for epilepsy, high blood pressure, insomnia, in the treatment and diagnosis of mental disorders and before and during surgery. Alone or in combination with other drugs, they are prescribed for almost every kind ofillness or special situation requiring sedation.
Barbiturate abuse
The abuser takes barbiturates orally, intravenously or rectally.
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Although barbiturate intoxi cation closely resembles al cohol ic intoxi cation, barbiturate abuse can be far more dangerous than al cohol abuse / or even narcoti c abuse. Unintentional overdosage can easily occur. Convulsions which may follow withdrawal can be fatal. Over indulgence in alcohol before barbiturate ingestion may result in fatal depression of respiratory and cardiovascular systems.
The barbiturate abuser exhibits slurred speech and staggering gait. His reactions are sluggish. He is emotionally erratic and may be easily moved to tears or laughter. Frequently, he is irritable and antagonistic. Sometimes, he has a feeling of euphoria. Because he is prone to stumble or drop objects, he often is bruised and has cigarette burns.
Stimulants
This group includes drugs which directly stimulate the central nervous system and therefore induce wakefulness.
The name pep pills has been coined for stimulants of the amphetamine type/ such as amphetamine itself (Benzedrine), dextroamphetamine (Dexedrine) and methamphetamine (Methedrine). However/although such drugs may keep a person awake, they do not hel p him to concentrate. Likewise, although they stimulate physical activity, they do so at the expense of fatigue--causing the body to ignore its natural warning to rest. Thus, when artificially stimulated activity is indulged in, the body adds a second fatigue burden to the first. Obviously, the body cannot continue to ignore fatigue in this way indefinitely without suffering some ill-effects. Nervousness is a direct result and severe depression frequently follows as the effect of the stimulant wears off.
The more tolerance to the drug that occurs in stimulants addicts, the greater the risk of psychosis. There is no appreciable withdrawal physi cal syndrome with stimulants.
Stimulant abuse is an increasing problem in the United States, parti cularly among long distance truck drivers, social rebels, delinquents and adolescents seeking excitement. It may also be a larger problem than is generally realized among women who have been taking weight control pills containing amphetamines for long periods.
Cocaine was formerly used extensively to produce local anaesthesia particularly for dental surgical procedures. In this field newer synthetic compounds are being used. It is an uncommon drug of abuse in the United States. Cocaine is generally taken intravenously, although it is still occasionally taken as a snuff. Addi cts will inject 2-3 gramsof cocaine every 10-15 minutes and may take 20-60 grams of the drug in 24 hours.
The amphetamine group of stimulant drugs is widely used for purposes such as weight control, keeping awake for study or for long journeys/ increasing athleti c performance or simply for "kicks. \I
Continued use of stimulants may lead to a psychosis indistinguishable from schizophrenia, with delusions of persecution, hallucinations, etc.
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The outstanding physiological change that accompanies addiction is an extraordinary tolerance to the drug. Doses as high as 1,700 mg have been tolerated by addi cts/ whereas a number of deaths have been reported from less than 150 mg taken by non-tolerant adults. Physi cal dependence is parcti cally non-existent.
Dextroamphetamine sulfate is a most serious drug of abuse. The psychological reason for danger is that it has the qualities of immediate sensory gratification. The self-regulation of pleasure-seeking demands is corrupted, and the adult returns to infantile responses demanding immediate relief. It is the craving for pleasure which encourages its use.
At least one reason that stimulants present such a danger is the intoxicated individual is not rendered incompetent as with alcohol or barbiturates and is not peacefully content as with marijuana or narcoti cs. Even when suffering from a drug-induced paranoid psychosis, he has no clouding of consciousness and is able to act on his del usions of persecution.
A close relationship has also been found between addiction to stimulants, particularly amphetamine, and crime. Petty crime such as shoplifting, thieving, breaking and entering and false pretences has been found to be common in the case histories of addicts to stimulants. It is usually related to the need to replenish supplies and the reluctance or inability to obtain gainful employment.
Narcotics usually refers to opium and its derivatives and includes the most addictive drug of all, heroin.
The classical narcotic is opium although its main active constituent, morphine, is now more commonly used. From morphine, chemists have manufactured a number of other drugs, some extremely potent Iike heroin, and others much less dangerous Iike codeine. A number of syntheti c compounds with morphine-I ike effects have also been made during the past 30 years. These include meperdine, methadone and dihydrocodinone.
Natural and synthetic morphine-like drugs are the most effective painrelievers in existence and are among the most valuable drugs available to the physician. They are widely used for short-term acute pain resulting from surgery, burns, etc. / and in the latter stages of termi na I ill nesses such as cancer.
The depressant effect of opiates produces drowsiness, sleep and reduction in physi cal activity. Side effects may include nausea and vomiting, constipation, itching, flushing, constriction of pupils and respiratory depression.
Their appeal lies in their ability to reduce sensitivity to both psychological and physical stimuli and to produce a sense of euphoria since they dull fear/tension and anxiety. Under the influence of morphine-like narcotics, the addict is usually lethargic and indifferent to his environment and personal situation.
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The most commonly abused narcotic drugs include opium, morphine, codeine and heroin.
. Opium is the less refined product obtained from the opium poppy. It takes one pound of opIum to produce one ounce of morphine, therefore opium itself, being more bulky and therefore more difficult to smuggle, is less common than its derivatives such as morphine.
Morphine and other opium derivatives are available legally by prescription for the alleviation of pain or for cough suppression. Morphine is marketed for legitimate use as white tablets and in ampul form.
Codeine is derived from morphine. It has a milder pain killing action than morphine; it is used as a white tablet, either alone or in combination with aspirin and sometimes caffeine for the rei ief of pain or in a syrupy combination as for the suppression of a cough. Codeine tablets and other mixtures containing codeine are a source of illegal preparation of morphine for ill ici t use.
Heroin, a white compound resembl ing icing sugar, is two to \0 times more potent than morphine and it has a far more demoralizing effect. For this reason the importation, manufacture and sale of heroin has been forbidden in the United States for several years for medical as well as illicit use.
NARCOTIC ADDICTION
Drug dependence of the morphine type is serious since it is difficult to treat because of the psychological dependence of the addict on the drug. It is seen increasingly frequently among young people who take heroin, sometimes combined with cocaine, by intravenous sel f-administration mainlining.
Crude preparations of opium are often smoked and inhaled, but morphine and heroin are usually mainlined, i.e., given by intravenous injection. The common pattern is for someone who has previously taken other drugs to experiment wiJ.L.. heroin, taking it occasionally subcutaneously or intramuscularly skin or joy-popping. He then takes it more regularly, and finally daily and intravenously. Physical dependence is likely to develop at this stage and may parallel the development of tolerance.
Hall ucinogens
Hallucinogens, psychodelics, psychotornimetics or dysleptics are all terms which have been adopted to describe a group of drugs capable of producing an abnormal awareness or distorted perception of things around us.
Marijuana (Cannabis)
Although chemically distinct from the above, marijuana is also considered an hallucinogen because its effects are simi lar.
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The intoxicating substance which gives marijuana its activity is found primarily in a resin from the flowering tops and leaves of the marijuana plant. The potency of marijuana varies with the geographi cal location in whi ch the plant grows, time of harvest and the plant parts used.
Unl ike other drugs whi ch are abused, marij uana has no known therapeuti c use. Marijuana may be smoked, sniffed or ingested, but is experienced most qui ckly by smoking.
Marij uana does not produce physi cal dependence or an abstinence syndrome. Once the user has established the amount of marijuana needed to achieve his particular high, there is little tendency to increase the dose, indicating that tolerance doesn't develop. Moderate to strong psychic dependence can develop in accordance with the user's enjoyment of the drug's effects.
From the individual point of view, marijuana smoking is most dangerous to those with the greatest unfulfilled needs and those seeking escape from real ity. The effects on such people, particularly the immature,are not predictable. At the very least, they become irresponsible and silly, and if in charge of a vehi de or in a position of personal risk of injury, they are Iikely to make grave errors of judgment.
Sometimes, violent behavior results from marijuana intoxication. One should remember the derivation of the name "hashish" given to cannabis sativa explains its use by assassins (the JlHasbish ins") to promote bouts of murderous frenzy.
The social risks of legalizing marijuana are even more serious than the individual risks in that its widespread use may encourage too ready withdrawal from social responsibility. No urban society can tolerate a threat to the social organization of this nature, particularly in view of the indeterminate dosage margins whi ch divide euphoria from anti -social behavior.
There are other hazards which could follow in the train of legalized marijuana use, one of which is multiple habituation to drugs, common in the young experimenter and extremely rapid in development and diffi cult to treat effectively. One should not forget the highly vulnerable state whi ch marijuana may induce in those with personal ity disorders or social or intellectual maladjustment.
THE RELATIONSHIP BETWEEN HEROIN AND CANNABIS
The cheapest, easiest and also one of the most frequent ways of developing drug habituation is to begin by smoking marijuana.
It is conventional to ascribe the association of the two drugs to the mutual infl uence of availability in illegal society. No doubt this is one important point of contact, but there are others wh ich the add icts descri be.
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Most heroin addi cts come through a series of preceding drug abuses. They are all agreed that the best effect is obtained from cannabis. It is for them the most enjoyable substance (until they take heroin).
LSD
LSD d - Lysergic acid diethylamide, one of the most hallucinogenic drugs, is derived from an alkaloid found in the fungus ergot.
The importation, manufacture and use of this substance, except perhaps for restri cted medical research use, is illegal in the United States. On the illicit market, the drug may be obtained as a small white pill, as a crystalline powder in capsules, or as a tasteless, colorless odorless liquid in ampuls. Frequently, it is offered in the form of impregnated sugar cubes, or biscuits. LSD is usually taken orally but may be injected.
LSD primari Iy affects the central nervous system, producing changes in mood or behavior. Very small amounts of the drug produce hallucinations, intensification and distortion of sensory perceptions and may lead to panic, impulses toward violence, suicidal acts and loss of sanity.
A millionth part of a gram per kilogram of body weight is enough to produce hallucinations. The effect depends to some extent on the environment and the expectati on whi ch the subject brings to the experience. LSD may cause synaesthesia in which colors produce sounds and where music is seen as well as heard. The subject may then feel himself II slipping out of his body' like an egg eased from its shell. This is followed by the trip, i.e., the feeling of taking a journey. The subject feels himself to be uflowing on a cosmic wave," or IIflowing with the universe. II
There are sensations of Iight-headedness, emptiness, shaking, vibrations, fogginess.
Subjects lose awareness of their bodies with a resultant floating feeling. Arms or legs may be held in one position for extended periods of time. Time seems to race, stop, slow down, or even go backwards. Changes in thought include a free flow of bizarre ideas including notions of persecution. Trivial events assume unusual significance and importance. An inspiration or insight phenomenon is claimed by some LSD adherents.
The physical effects of LSD are increase in blood pressure and heart rate; the blood sugar goes up; there may be nausea, chills, flushes, irregular breathing, sweating of the hands and trembling of the extremities. Sleep is virtually impossible until at least 8-10 hours after the LSD episode is over. The pupils of the eyes are widely dilated, so that dark glasses are often worn, even at night for protection against the light.
The view that LSD is harmless and safe is not supported by the figures of untoward reactions. Common compli cations are psychoti c reaction with hall ucinations, anxiety-which can amount to severe panic--depression, and disorientation. These may occur at the time the drug is taken, and may sometimes reoccur, particularly under stress, for several weeks after. Judgment may be so disordered that d person may bel ieve that it is possible and safe to float down from a height.
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OPIUM POppy

COCA LEAVES

CANNABIS
(Marijuana, Hashish)

PEYO TE CACTUS

Medically unsupervised use of LSD has been described as analogous to playing "chemical Russian Roulette. II The drug is still largely an unknown.
OTHER HALLUCINOGENS
Peyote is a small cactus that grows in northern Mexico and the southwestern part of the United States. The active substance of the peyote cactus is mescal ine. Dried sl ices of the cactus are called "peyote buttons" or "mescul buttons." When the buttons are consumed, a feeling of well being, accompanied by vivid hallucinations results. Little research has been done on mescaline.
A mushroom (psilocybe) grown in southern Mexico contains two hallucinogens called psilocybin and psilocin. Both drugs have been made in the laboratory and are said to produce brilliant visual hallucinations generally followed by a period of emotional disturbance.
DRUG ABUSE AND DRUG DEPENDENCE
Many people young and old are experimenting with and using drugs and chemicals today. There is increasing abuse of substances that intoxicate, stimulate, depress, confuse, cause hallucinations and, in general, disorganize the personality so that actions and reactions are foggy, sluggish, erratic, violent, irresporisible, bizarre, uninhibited or otherwise abnormal.
Some of the characteristi cs of a person who takes addi cti ng (dependent) drugs are these.
He becomes emotionally dependent on the drug and desires its effects.
He becomes physi cally dependent on the drug; his body needs it.
He becomes ill when he stops taking it. This is called withdrawal illness.
He builds up a tolerance to the drug so that he has to have more and more of it to get the desired effect.
The forces which cause children to use drugs are the same potent needs which motivate all behavior.
t he need to be accepted t he need to belong t he need to be loved t he need to love t he need to express himself
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the need to be important the need to gain recognition
The chronic use of drugs is evidence of emotional maladjustment. The personality defects responsible have a variety of causes, but they include a common need to escape from the problems of everyday living, or to conform to established group behavior patterns. Whether this is because the problems the individual faces are truly overwhelming or because the abi! ity of the personal ity to withstand stress is below normal, there is an overpowering need to escape, no matter what the cost.
When a drug abuser takes a drug he usually disregards all existing precautions for safety and takes the drug for some purpose other than a parti cui ar medi ca I condi ti on. The resul ts can be dangerous to everybody and can cause serious harm to the individual and society.
The repeated use of drugs causes some persons to feel compelled to continue to use them and to become dependent on them. Drug dependence is a "state arising from repeated administration of a drug on a periodic or continuous basis. If Its characteristics vary with the drug involved.
There are two types of drug dependence--psychological and physi cal. Psychological dependence involves an attachment to drug use which arises from a drug's ability to satisfy some emotional or personality need of an individual. This attachment does not require a physi cal dependence although physi cal dependence may seem to reinforce psychologi cal dependence. Physi cal dependence, an adaptive state caused by repeated drug use, reveals itself through the development of intense physical symptoms (withdrawal syndrome) when the use of the drug is stopped.
Marijuana and amphetamines cause psychi c dependence only; barbiturates and heroin cause psych ic and physi cal dependence.
Another aspect of drug dependence is tolerance, the ability to withstand the actions of excessive quantities of a drug, and the need for larger and larger amounts of a drug to produce its usual effect. Tolerance is a characteristic of opium derivatives, the barbiturates and sometimes the amphetamines. Tolerance does not develop with the use of marijuana or cocaine.
In general, drug abusers fall into three main groups.
A group which employs drugs for a specific situational purpose, for instance the student who uses amphetamines to keep awake at exam time.
A group consisting of spree users, usually of high school and college age, use drugs for kicks or just the experience.
Another group, known as the hard core addicts, have been on drugs for sometime and feel they cannot function without drug support.
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SOCIAL EFFECTS
The continued use of narcotics and other harmful substances often results in lowering of academic efficiency and causes eventual school dropouts, loss of jobs, motor vehicle accidents, accidental poisoning, delinquent activity and crime. The drug abuser contributes little to the family and does not concern himself with bread winning because all of his energy must be devoted to obtaining his next dose of withdrawal preventive drugs. Drug abuse can be an underlying cause of family breakup.
Individuals who become involved with the abuse of drugs are usually breaking a law. A police record for a violation involving these illegal substances can permanently damage an abuser's future in the areas of employment, education, membership in various organizations and social acceptance. Penalties for violations of drug laws are often harsh, but real isti c. As drug abuse is being faced more realisti cally, new laws are being shaped in such a fashion that the courts will have sufficient discretion to enable them to deal more flexibly with violators.
Society whi ch has a major problem of drug abuse must consider the consequences and seek corrective measures. The loss of physical, mental and occupational competence that results from drug abuse is a heavy drain on the economy. Abusers are not in a position to solve the problems they create; society as a whole must assume the diffi cult task of providing ways and means of furnishing funds for medical costs leading to the rehabilitation of abusers. (Professional attention is costly for rehabilitation and is not easily achieved.)
WHERE TO GET HELP -THERAPY AND REHABILITATION
The complexity of the underlying causes of drug abuse makes successful treatment very difficult. The variety of causes calls for a number of different approaches to treatment. In almost all cases the abnormal behavior is based on personality defects which are determined in the early years of life. Such defects are difficult to change, even under ideal conditions. Where the educational background of the patient is weak, where there is a scarcity of well-trained professiorc I therapists, hope of cure is remote. It is not surprising, therefore, to learn that cures are rare and that the improvement seen in individual patients is almost always temporary.
In this country organized efforts against harmful drugs have been made by both government and private forces si nce the beg inni ng of the century and before. Di sagreement between differing approaches to narcoti cs control and treatment is sharp. Some advocates regard the problem as a police matter, but others in medicine, psychiatry, social science and many other fields, including government, while not denying the importance of police work, say the addi ct is a si ck person and must be treated as one.
Hospital facilities have been enlarged in many parts of the nation. In addition to the two federal institutions operated by the United States, Public Health Services in Lexington,
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Kentucky, and Fort Worth, Texas, psychiatric and other selected areas of some general hospitals in some states are now available for the treatment of addicts. Some states now have addiction treatment centers. Some cities and states have established Halfway Houses which foster a program of rehabil itation and research planned to provide the ex-addi ct with a supporting home after his release from the hospital. Residential centers are located within the communities to which addicts return. They provide counseling, vocational training and medi cal assistance.
The Synanon Foundation is a nonprofit organization founded by a former addi ct and devoted to the cure of addicts through informal group therapy. Extreme discipline, a rigid daily routine, pleasant surroundings and relentless group pressure are used to add moral support to the patient's plight. These living centers are composed of and administered by former addicts. Chapters of Synanon were first establishedin California, but others have been developed in other parts of the country including the East Coast.
Narcotics Anonymous is patterned after Alcohol Anonymous. It provides a program for rehabilitation of former addicts and offers group and individual therapy to assist former users to abstain from the use of drugs. Chapters of Narcoti cs Anonymous are located in a number of large cities and has headquarters in New York City.
The Rockefeller Institute with the cooperation of the Manhattan General Hospital, New York City, is experimenting with methadone, a synthetic narcotic, as a substitute for heroin. Methadone is reputed to relieve narcotic hunger without producing euphoric like effects. There is evidence that addi ct patients given the drug daily are enabled to function normally in society without any desire or apparent need for heroin. It is imperative that the drug must never be dispensed or prescribed for self-administration, and the daily dose must be taken in the presence of a physi cian.
Teen Challenge, a group which exists in California as well as elsewhere in the country, stems from the work of Reverend David Wilkerson with teenage addi cts in New York. Teen Challenge has a religious basis and has been eminently successful in developing within youthful addicts a constructive view of their individual potential. Houses have been established by the group for the rehabilitation of youthful addicts in areas where the incidence of narcoti c use is high.
t\s presently constituted, the schools are not in a position to treat teenage addi cts. Schools with present personnel do not have the experience with the problem of addi ction to do more than detect it and make appropriate referrals. School staffs (administrators, teachers and nursing personnel) must be mobil ized to be on the alert for signs of drug use. All (including parents) must become more knowledgeable on the subject of drugs--their virtues and dangers. School personnel must help to counter the social movement to legal ize drugs which in a sense has given a degree of respectability to the use of drugs.
Schools could, furthermore, provide facilities for the holding of workshops whose personnel could be made up of social workers, psychologists, nurses and physicians who would conduct family therapy sessions. This would provide an opportunity to treat a
15

AGuide - To Some Drugs Which Are Subject To Abuse
ILLICIT (PROHIBITED) DRUGS (Manufacture and distribution prohibited except for approved research purposes.)

HALLUCINOGENS
HEROIN
MARIJUANA
(Cannabis)

Slang names
LSD, Acid
Snow, Stuff, H, Junk and others
Joints, Sticks, Reefers, Weed, Grass, Pot, Muggles, Mooters, Indian hay, Loco weed, Mu, Gigglesmoke, Griffo, Mohasky, Mary Jane

What they are
LSD-25 is a lysergic acid derivative. Mescaline is a chemical taken from peyote cactus. Psilocybin is synthesized from Mexican mushrooms.
Heroin is diacetylmorphine, an alkaloid derived from morphine; it does not occur in opium. A white, offwhite, or brown crystalline pOWder, it has long been the drug of choice among opiate addicts. Its possession is illegal.
Marijuana is the dried flowering or fruiting top of the plant Cannabis Sativa L., commonly called I"dian Hemp. Usually looks like fine, green tobacco. Its possession is illegal. Hashish is a preparation of cannabis, taken orally in many forms.

How taken
In tablet, capsule, ampul (hypodermic) form or in saturated sugar cubes.

Primary effect
All produce hallucinations, exhilaration, or depression, and can lead "to serious mental changes, psychotic manifestations, suicidal or homicidal tendencies.

May be taken by any route,. usually by intravenous injection.

like morphine in all respects, faster and shorter acting.

Marijuana smoked in pipes or cigarettes. Hashish is infrequently made into candy, sniffed in powder form, mixed with honey for drinking or with butter to spread on bread.

A feeling of great perceptiveness and pleasure can accompany even small doses. Erratic behavior, loss of memory, distortion of time and spatial perceptions, and hilarity without apparent cause occur. Marked unpredictability of effect.

How to spot abuser Abusers may undergo complete personality changes, "see" smells, "hear" colors. They may try to fly or brush imaginary insects from their bodies, etc. Behavior is irrational. Marked depersonalization. Morphine-like.
Abusers may feel exhilarated or relaxed, stare off into space; be hilarious without apparent cause; have exaggerated sense of ability.

Dangers
Very small quantities of LSD may cause hallucinations lasting for days or repetitive psychotoxic episodes, which may recur months after injection. Permanence of mental derangement is still a moot question. Damage to chromosomes, and hence potentially to offspring, has been demonstrated.
like morphine; dependence usually develops more rapidly. Dependence liability is high.
Because of the vivid visions and exhilaration which result from use of marijuana, abusers may lose all reo straint and act in a manner dangerous to themselves and/or others. Accident prone because of time and space sense disturbance. Dependence (psychic but not physical) leads to anti-social behavior and could be forerunner of use of other drugs.

LEGITIMATE (PERMISSIVE) DRUGS (Essential to the practice of medicine; legitimate manufacture and distribution are confined to ethical drug channels.)

AMPHETAMINE

Bennies, Co pi lots, Footballs, Hearts, Pep pills

Ampheta[T1ines are stimulants, prescribed by physicians chiefly to reduce appetite and to relieve minor cases of mental depression. Often used to promote wakefulness and/or increase energy.

Orally as a tablet or capsule. Abusers may resort to intravenous injection.

Normal doses produce wakefulness, increased alertness and a feeling of increased initiative, Intravenous doses produce cocaine-like psychotoxic effects.

An almost abnormal cheerfulness and unusual increase in activity, jumpiness and irritability; hallucinations and para noid tendencies after intraven ous use.

Amphetamines can cause high blood pressure, abnor
mal heart rhythms and even heart attacks. Teenagers often take them to increase their "nerve." As a result, they may behave dangerously. Excess or prolonged
usage can cause hallucinations, loss of weight, wakefUlness, jumpiness and dangerous aggressiveness. Tolerance to large doses is acquired by abusers; psychic dependence develops but physical dependence does not; and there is no characteristic withdrawal syndrome.

BARBITURATES

Red birds, Yellow jackets, Blue heavens, Goof balls

Barbiturates are sedatives, prescribed to induce sleep or, in smaller doses, to provide a calming effect. All are legally restricted to prescription use only. Dependence producing, both psychic and physical, with variable tolerance. Signs of physical dependence appear with doses well above therapeutic level.

Orally as a tablet or capsule. Sometimes intravenously by drug abusers.

Small amounts 'make the user relaxed, sociable, goodhumored, Heavy doses make him sluggish, gloomy, sometimes quarrelsome. His speech is thick and he staggers. Sedation and incoordination progressive with dose, and at least additive with alcohol and/or other sedatives and tranquilizers.

The appearance of drunkenness with no odor of alcohol characterizes heavy dose. Sedation with variable ataxia.

Sedation, coma and death from respiratory failure. Inattentiveness may cause unintentional repetitious administration to a toxic level. Many deaths each year from intentional and unintentional overdose. Potentiation with alcohol particularly hazardous, The drug is addictive, causing physical as well as psychic dependency, and withdrawal phenomena are characteristically different from withdrawal of opiates.

COCAINE

The Leaf, Snow, Speedballs (when mixed with heroin)

Extracted from the leaves of the coca bush. It is a white, odorless, fluffy powder that
looks like crystalline snow.

A surface active anesthetic; by abusers, taken orally or, most commonly, intravenously alone, combined with or alter , nating with heroin. The coca leaves are chewed with lime, producing the effects of the
contained cocaine.

Oral use is said to relieve hunger and fatigue, and produce some degree of exhilaration. Intravenous use produces marked psychotoxic effects, hallucinations with paranoid tendencies. Repetitive doses lead to maniacal excitation, muscular twitching, convulsive movl!ments.

Dilated pupils, hyperactive, exhilarated paranoic.

Convulsions and death may occur from overdose. Paranoic activity. Very strong psychic bLlt no physical dependence and no tolerance.

CODEINE

Schoolboy

A component of opium and a derivative of morphine, in most respects a tenth or less as effective as morphine, dosewise.

Usually taken orally, in tablets, for pain; or in a liquid preparation, of variable alcohol content, for cough. Can be injected.

Analgesic and cough suppressant with very little sedation or exhilarant (euphoric) action. Dependence can be produced or partially supported, but large doses are required and risk is minor.

Unless taken intravenously, very little evidence of general effect. Large doses are mor-
phinelike.

Occasionally taken (liquid preparations) for kicks, but large amount required. Contribution of the alcohol con tent to the effect may be significant. Degree and risk of abuse very minor. Occasionally resorted to by opiatedependent persons to tide them over with inadequate result.

METHAMPHETAMINE

Speed, Crystal

Stimulant, closely related to

Orally, as tablets or in an elixir.

Effects resemble amphetamine but

Extreme restlessness and irri-

Excessive psychotoxic effects, sometimes with fatal

amphetamine and ephedrine.

or intravenously.

are more marked and toxicity greater.

tability; violence and paranoid

outcome.

-----MORPHINE

-

-

-

-

-

-

-

-

.

,. M.

.

----
Dreamer,

-

--
and

---
many

-

-

---------------
The principal active component

-

-

--
May

----
be taken

----;,-"
by any route; its

'

-- - - - - - - - -
Generally sedative

---
and

----~
analgesic

-

reaction possible.
--_:......_-~-~
Constricted pupils. Calm, inat-

---
Man

-
is

--------
very sensitive to

--
the

----------
respiratory depressant

-

-

others

of opium. Morphine SUlphate:

abusive use is mostly by intra-

(rarely excitatory). The initial reac-

tentive, "on the nod," with

effect until tolerance develops. Psychic and physical

white crystalline powder, light

venous injection.

tion is unpleasant to most people,

slow pulse and respiration.

dependence and tolerance develop readily, with a

porous cubes or small white

but calming supersedes and, depend-

characteristic withdrawal syndrome.

tablets.

tng on dose, may progress to coma

and death from respiratory failure.

Reprinted with permISSIOn From: American Social Health Association

child-family unit rather than the child alone. Groups such as these may devise programs whi ch could be used. to create social pressure that can support and strengthen a person trying to stay off drugs.
Small discussion groups or panels made up of knowledgeable teenagers should be encouraged to explore the drug problem before classes and assembl ies of students in the schools.
A school health committee should be appointed in all schools to promote an atmosphere within the school environment which encourages an acceptance of all children and an understanding of their individual needs. The committee should provide techniques, procedures and materials to make all school personnel aware of current health problems, such as drug abuse. The committee also keeps parents and community informed and involved in the program.
The health education instructional program should provide opportunity for every individual to acquire adequate knowledge about potentially harmful substances and to develop selfrestraint sufficiently great to keep him from ever making other than approved use of such substances. Drug use and abuse should also be taught in relation to other school subjects. Informal and incidental teaching can often be used effectively.
16

TEACHING ABOUT DRUGS OF ABUSE
The purpose of this document as stated in the introduction is to provide administrators, teachers and other school personnel with factual and reliable information concerning narcotics and dangerous drug abuse and its relationship to youthful involvement.
This section suggests instructional procedure and lists some of the topics which the teacher might use at the various school levels. The suggested grade placement of topics employed in this guide should be treated as being extremely flexible. In all situations the teacher should provide opportunity for pupils to study any topi c, regardless of its grade placement, that will focus their attention on local problems.
PRIMARY GRADES (1-2-3)
In the instructional program for the primary grades, health education should provide opportunity for all children.
to appreciate their own health to protect their health to learn that food is important to their health and that nonfood substances may be harmful to develop appreciation of the roles of the physician, the dentist, the nurse and other
persons who help them to maintain good health to learn that pills and other medicines should never be taken except by doctor IS direction
or when administered to them by their parents to learn the dangers of accepting favors from strangers to learn the value of telling their parents or the police, if necessary, whenever a
stranger bothers them to learn that policemen are helpers who protect them, their homes and their families.
MIDDLE GRADES (4-5-6)
Health instruction in the middle grades should reinforce and expand upon instruction given in the primary grades. In addition, the pupils should be introduced to the structure and function of their bodies and the interrelationship of body systems. Every attempt should be made to develop an awareness of the human body as a miraculous creation and to an appreciation of health as a precious resource. Learning activities should be developed with a view toward instilling in-pupils a sense of responsibility for protecting and maintaining their own health, and provision should be made for them to become informed regarding the reasons why the community is vitally concerned with the health of its citizens. The pupils should develop an understanding of the laws with which they come in contact, an appreciation of their importance and a willingness to obey them. The program must be arranged so that the pupils will study the four food groups and learn the importance of good food habits.
17

The following concepts are intended to hel p pupils acquire knowledge, develop attitudes and employ practices that will make them resistant to the use of harmful substances.
All substances taken into the body by any means (eating, sniffing, injection or smoking) affect the complex function of the body and alter its condition.
Nonfood substances are potentially damaging to the body and should be used only under special circumstances. No person should even inhale the fumes of a volatile chemi cal and poisonous plants should be avoided.
Properly used, many drugs are of great value to mankind; improperly used, they can damage the individual and interfere with his success in life.
Medicines in any form--pill, liquid, powder, or other--should not be taken regularly except when prescribed by a physi cian, by a nurse or by a parent.
Pills with which young people are most likely to come in contact are amphetamines and barbiturates, syntheti c chemi cals that are marketed legally only on prescription.
JUNIOR HIGH SCHOOL (7-8-9)
Health instruction in the junior high school should build upon the foundation established in the elementary school and should also explore the emotional and social as well as the physical aspects of early adolescence. Young people at this time should increase their understanding of themselves and their behavior. The importance of association with others as a formative i.nfluence in their lives and to the desirability of exercising care in the selection of friends should be stressed. Opportunity should be provided for critical examination of the influence of peer group pressures on individual standards of conduct. Instruction and leadership at this time should result in young people tempering their growing independence with responsibility; viewing their teen years as a most important time in their Iives when they are taking steps to prepare for adulthood.
The following concepts are intended to help pupils acquire knowledge, develop attitudes and employ practices that will make them resistant to the use of any harmful substances.
Marijuana is derived from a plant which is grown in many parts of the world. Its use in any form in the United States is illegal.
The marijuana smoker often becomes intoxicated and irresponsible, and may inflict harm on himself and others.
LSD is a potent drug still in the investigational stage. Legal use can be authorized only by the Federal Drug Administration.
Marijuana or LSD users develop the most serious form of drug dependence--psychologi cal.
18

SENIOR HIGH SCHOOL (IO-II-12)
High school students should be given frequent opportunities to learn to view their personal health problems within the context of the society in which these problems occur-comprehend the influence of various ethnic and socioeconomic subcultures on the behavior of the members of these subcultures; appreciate the importance of the well-being of all people; accept responsibility for maintaining themselves as efficiently functioning human beings--both as individuals and as members of society. Each student takes advantage of these opportunities; he should develop a set of principles calculated to guide his behavior in terms of the best possible utilization of his talents and the fullest possible realization not only of his own ideals but also of the ideals which the nation has for its youth. All students, moreover, should become acquainted with the agencies of government and the community organizations that concern themselves with health and social welfare.
The following ideas and facts,are intended to help students acquire knowledge, develop attitudes and employ practices that will be beneficial to their health and should make them resistant to the use of any harmful substances.
LSD is one of the most powerful drugs known to man, and its use causes many adverse side effects.
The term narcoti c refers primarily to opium and its derivatives (morphine, heroin, codeine) which in varying degrees induce sleep, relieve pain and cause drug dependence.
The opiate primarily subject to abuse toddy is heroin. The person who uses heroin jeopardizes his health and may become/a slave to the drug.
The abuse of narcotics creates health and social problems of major proportions in our time, and these problems become the responsibility and concern of all citizens.
Rehabilitation of these persons who have become dependent upon drugs is prolonged, diffi cult and not always effective.
DRUGS AND SPORTS PERFORMANCE
The use of drugs in an attempt to improve performance in sports has posed a problem for coaches, trainers and physicians for many years. Legal and ethical implications of healthy individuals using a drug in quest for advantages in sports cannot be disregarded.
The fifteenth meeting of the International Congress of Sports Sciences met in Tokyo, Japan, in the summer of 1964 and generally agreed on a definition of doping as it appl ied to athletes.
19

Doping is the administration to, or the use by, a competing athlete of an agent foreign to the organism by whatsoever route introduced, or of physiologi cal substances in abnormal quantities introduced by an abnormal route, with the sole intention of increasing artificially in an unfair manner the performance of that subject with competition. There is a scarcity of exact research on the use of drugs and their effects on work and athleti c performance. Some sc ientists have found that drug supplements used to increase performance leve I of athletes ore purely psychologi cal. Many other researchers have concluded that "there is no kpown medication capable of increasing physical performance without the danger of simultaneously producing dangerous side effects. II The injudi cious 'i njection of drugs to alleviate pain in joints involving sprains and possible torn Iigaments, so that an athlefe may return to the competition or game, cannot be condoned. Amphetamine used as a stimulant does not enable subjects doing exhausting work to perform longer or to recover more quickly. Reports on its effect on physical performance are conflicting--some scientists have reported that amphetamine improved performance in a variety of athletic events and tests of strength while other found no effect on performance in essentially the same tests and athletic events. Such practices are a serious ethical offense agair'lst athletes as men and against sport as a social institution. The American Medical Association and The American College of Sports Medicine agree that the use of drugs to improve performance in sports should be unequivocally condemned.
20

APPENDICES
A. Drug Abuse Jargon B. Local, State and Federal Laws C. Selected Books, Pamphlets and Arti cles D. Suggested Audio-Visual Aids E. Resol uti on - AAH PER
21

APPENDIX A

DRUG ABUSE JARGON

Those who abuse drugs develop a vocabulary of their own. This vocabulary commonly varies from locale to locale and changes frequently. The following list contains formal terms and the equivalent jargon that is spoken by persons who are using drugs or associating with drug users.

EXPRESSIONS ASSOCIATED WITH DANGEROUS DRUGS

Formal usage

Jargon

Amphetami nes Methamphetamine Benzedrine Dexedrine
Barbi turates Nembutal Seconal Sodium amytal Tuinal
Barbiturates mixed with amphetamines, and the like
Dangerous drug user Under the infl uence of
barbi turates Intoxication after using
benzedrine Subcutaneous use

Crystals (powder form) Bennies Dexies
Yellowjackets Reds, red devils, redbirds BI ue heaven, bl ue velvet Rainbow Goof balls
Pill freak, pill head, pilly
Benny jag, high
Joy-pop

EXPRESSIONS ASSOCIATED WITH VOLATILE CHEMICALS

Forma I usage
Glue sni ffer Sniffi ng gasol i ne fumes Cloth material or handerchief
saturated with the chemi cal

Jargon
Gluey Gassing G lad rag, wad

22

EXPRESSIONS ASSOCIATED WITH MARIJUANA

Formal usage
Marijuana
Marij uana cigarette
A quantity of marijuana cigarettes
Marijuana container Light a marijuana cigarette Smoke a marijuana cigarette
Young person starting to use marijuana
Marij uana smoker or user
Marijuana smoking party Under the influence of
marijuana

Jargon
Charge, grass, hay, jive, muggles, pot, tea, T
Jive stick, joint, Mary, pot, reefer, stick, twist, weed
Stack
Can, match box Toke up, torch up, turn on Blast, blast a joint, blow, blow a stick, blow
hay, blow jive, blow tea, blow pot, do up, get high Youngblood
Grasshopper, hay head, head, mugglehead, pothead, teahead, weedhead
Blasting party, tea party Flying high, high, on the beam, out of this
wor! d, way out

EXPRESSIONS ASSOCIATED WITH LSD

Forma I usage
LSD One who takes LSD Under the infl uence of LSD An unpleasant experience
with LSD Emerging from an LSD
experience or "trip"
Vi carious experience that occurs by being with someone who is on a trip
Sugar cube or water impregnated with LSD

Jargon Acid Acid head Bent out of shape, on a "trip" Bummer (bum trip, bad trip) Coming down
Contact high
Cube or wafer
23

A deprecative term appl ied by LSD users to social conformity and to the normal activities, occupations and responsibilities of the majority of people
An LSD trip To have unpleasant reactions
while on a tri p
A pseudo experience obtained through the use of lights and sound; to have the same type of experience that one has with a drug
Parties or sessions where LSD is used
The feelings a person experiences while he is under the influence of LSD
An experienced LSD user who hel ps or guides a new user
The experience one has when under the infl uence of LSD
Feel ing the effects of LSD The act of taking LSD; initiating
an LSD trip

Ego games
Experience Freak out Happenings
Kick parties Out of the body, outside of
myself Sitter, tour guide, travel agent, guru Trip or voyage Tuning in Turning on

EXPRESSIONS ASSOCIATED WITH NARCOTICS

Formal usage
Morphine Heroin
Morphine or heroin mixed with cocaine
Dose of a norcoti c Various amounts of a narcotic

Jargon
Dope, junk, M, stuff, white stuff
Dope, H, hard stuff, horse, iunk,
smack, sugar, white stuff Speedball
Fix, jolt, shot Bag, bird1s eye (extremely small amount),
24

Small packet of narcoti cs
To adulterate narcotics Paraphernalia for injecting
narcoti cs
Any main vein used for injecting narcoti cs
One who injects narcoti cs into veins
An injection of narcotics To sni ff powdered narcoti cs
into nostri Is In possessi on of narcoti cs Occasional user of narcoti cs Regular user or addi ct Under the influence of narcotics
Narcoti c habit Attempt to break the habit Method of curing addiction
without taperi ng off Desire for narcoti cs Nervous or jittery because of
need or desire for narcotic injection

cap, paper, piece (I ounce, a large amount, usually heroin), taste / th ings Bag, ballon, bindle / deck, foil, paper To cut/to sugar down Biz, business, dripper, dropper, factory, fit, gun/ joint, kit, layout, machinery, outfit, point, spike, works
Mainline
Hype, junkie, mainliner
Bang, fix, hit/jolt / pop/ shot Horn, smack, sniff, snort
Dirty/ holding, straight Chippy, joy-popper, skin-popper Hooked, on the stuff, strung out Goofed up/ high, Iit up/ knocked
out / on the nod, stoned, wired Habit Ki ck, ki ck the habit/sneeze it Cold, cold turkey
Yen Frant ic/ si ck

Formal usage
Dealer in drugs
To have drugs To try to buy drugs To buy drugs
Money
To have money

VARIOUS EXPRESSIONS
Jargon
Connection, peddler/pusher/the man
To be dirty / to be holding To buzz, to hit on, to make it To connect/to make a meet/to
score Bread (from "dough ") / Ia ce / long
green To be flush, heeled
25

To understand Police officer (the law) Uniformed officers Juvenile officers Marked patrol cars Arrested Effect of a drug
Party Nonuser of drugs

To be hep, to be hip, to have savvy Fuzz, heat, man, narco Harness bulls Juvies Black and whites Been had, busted Bang, boot, buzz, coasting, jolt
kick Ball, blast Cube, square

Source . Dru~ Abuse: A .Source Book and Guide for Teachers, California State Depart-
ment of Education, 11167.
26

APPENDIX B

DRUGS AND FEDERAL CONTROLS

A chronologi cal list of some of the steps taken to control narcoti cs use in the United States.
1906 - Federal Pure Food and Drug Act - Regulates the use of pafent machines containing opiates.
1914 - Harrison Narcotic Act - Regulates the manufacture and distribution of morphine, cocaine and other narcoti cs.
1922 - Narcoti c Drugs Import and Export Act - Provides heavy penal ities for illegal import and export of narcoti cs.
1930 - Establishment of the Bureau of Narcotics within the Treasury Department to administer laws related to the traffic in narcotic drugs.
1937 - Marij uana was placed under control of federal legislati on.
1944 - Demerol, a syntheti c substitute for morphine, was placed under the control of federal legislation.
1946 -Harrison Narcotic Act Amendment - To include synthetic sybstances having addiction forming or addiction sustaining qualities similar to cocaine or morphine.
1960 - Narcoti c Manufacturi ng Act
1962 - White House Conference - More than 400 experts from various fields of medicine, science, law enforcement, research pharmacology, social work, education and others, met in Washington, D. C., to discuss and pool information concerning the problems of narcotic and drug abuse.
1965 - The Drug Abuse Control Amendments - Provides for stronger regulation of the manufacture, distribution, delivery and possession of stimulant, depressant and other psychotoxi c drugs. The Food and Drug Administration was given stronger enfo'fcement powers to prevent drug counterfeiting. Amendments became effective February I, 1966.
1966 - The Bureau of Drug Abuse Control - Organized to carry out the responsibilities of the Food and Drug Administration under the Drug Abuse Control Amendments of 1965. The major functions of the bureau are case assistance, investigations and drug studies and statistics. 27

APPENDIX B

DRUGS AND GEORGIA STATE CONTROLS

Refer to Pharmacy laws, State of Georgia. Issued by Georgia State Board of Pharmacy, State Agricultural Building, Atlanta, Georgia.
Chapter 79A-9, Section 79A-901, pp. 47-59. This Chapter shall be known as and may be cited as The Georgia Drug Abuse Control Act.

28

APPENDIX C
SELECTED BOOKS, PAMPHLETS AND ARTICLES ON DRUGS AND DRUG ABUSE
Books
AAHPER. Drug Abuse: Escape to Nowhere. Philadelphia: Smith, Kline & French Laboratories, 1967.
Bauer, W. W., M.D., Montgomery, E. R. and Pounds, E. T. Health for All (First through Ninth Grades). Atlanta: Scott, Foresman and Company, 1965.
Byrd, Oliver E., M. D., Neilson, Elizabeth A. and Moore, Virginia D. Health (First through Eighth Grade). Atlanta: Laidlaw Brothers, 1966.
Byrd, Oliver E., M.D., Bolton, William, Foster, Julia and Nicoll, James S. Health Today and Tomorrow (9-10 Grades). Atlanta: Laidlaw Brothers, 1966.
Houser, Norman W., and Richmond, Julius, M.D. Drugs-on Their Use and Abuse. Atlanta: Scott, Foresman and Company, 1969.
Irwin, Leslie W., Staton, Wesley M. and Williams, Edward K., M.D. Health for Better
Living (High School). Columbus, Ohio: Chas. E. Merrill Books, Inc., 1964.
Wilson, Charles, M.D. and Wilson, Elizabeth A. Health for Young America Series. New York: The Bobbs-Merrill Co., 1968.
Articles
Auster, Simon L., M. D. IISome Observations on Adolescent Drug Use. II Educational Leadership Journal of the Association for Supervision and Curri cui urn Development, December, 1969.
Fowler, Wi II iam M., Jr., M. D. liThe Facts About Ergogeni c Acids and Sports Performance." Journal of Health, Physical Education and Recreation, XL, No.9 (November December, \969), AAHPER, 1201 Sixteenth Street, N. W., Washington, D. C. 20036.
National Institute of Mental Health Staff. "Students and Drug Abuse. U Today's Education Journal of the N.E.A. (March, 1969).
29

UNESCO. "Abuse of Drugs a Growing Menace." UNESCO Publications, (May, 1968). New York: UNESCO Publications Center, 317 East 34th Street, New York, New York 10016.
Weissman, Rozanne. "Drugs and Schools. II Georgia Educational Journal. (October, 1969).
Pamphlets
American Education Publications. IIKnow About Drugs - A Guide for Students. II Columbus, Ohio: American Publications, Education Center 43216.
Federal Drug Administration. IIDrugs of Abuse." Reprint FDA Papers (July-August, 1967), Atlanta: Bureau of Narcotics, 1831 Peachtree Road, N. E. 30309.
Georgia State Department of Education. IlDrug Use and Abuse - Resource Materials for Georgia Teachers. II Atlanta: Curri cui um Development Division, Offi ce of Instructional Servi ces (1969).
National Association of Blue Shield Plans. IIDrug Abuse: The Chemical Cop-Out, 1969. 11 Atlanta: United Physicians Service, Inc., 1010 West Peachtree Street, N. W. (Free)
Presidentls Advisory Commission on Narcotic and Drug Abuse, Final Report. Washington, D. C.: U. S. Government Printing Office, November, 1963.
Saltman, Jules. IIWhat We Can Do About Drug Abuse." What About Marijuana, No. 390, 1966 and Pamphlet No. 436, 1969. New York: Public Affairs Pamphlets, 381 Park Avenue South, New York 10016.
Voge I, Vi ctor H., M. D. IlFacts About Narcoti cs and Other Dangerous Drugs. \I Chicago: Science Research Associates, Inc., 259 East Erie Street, Chicago 60611 (1967).
White House Conference on Narcoti c and Drug Abuse Proceedings, September, 1962. September, 1962. Washington, D.C.: U.S. Government Printing Office, November, 1963.
Miscellaneous
The following Curriculum Guides from state departments of education were reviewed.
Alcohol - Narcotics Education -A Handbook for Teachers. Tallahassee, Florida: State Department of Education (1967).
Drug Abuse - A Reference for Teachers. Trenton, New Jersey: State Department of Education, 1967.
30

Drug Abuse - A Source Book and Guide for Teachers. Sacramento, California: Superintendent of Publi c Instruction, 1967.
Drug Abuse - Supplementary Information for Teachers. Albany, New York: Curriculum Development Center, State Department of Education, 1967.
An Educational Program Dealing with Drug Abuse - Curriculum and Resource Guide. Providence, Rhode Island: State Department of Education, 1969.
Narcotic Abuse and Drug Addiction. Oklahoma City, Oklahoma: State Department of
Education, 3400 North Eastern, 1967.
31

APPENDIX D

AUDIO-VISUAL MATERIALS

Selected Films available from the Georgia Department of Education, Office of Instructional Services (Catalog No.9 for 1968-1971).

DRUGS AND THE NERVOUS SYSTEM

16 minutes

(5247) color i-s

Surveys effects of drugs on organs and body systems, using aspirin to illustrate how the common drug works on the nervous system. Shows the serious disruption caused by narcotics. Discusses the effects of substances such as airplane glue, stimulants (amphetamines), depressants (barbituates and opiates) and hdllucinogens (marijuana and LSD). -CHU

LSD :.25

27 minutes

(7017)

color

s-c-t

Depi cts LSD users as they purchase, consume and experience the effects of the drug. Shows black market labs where LSD is manufactured, police raids and arrests of young people. Points out the great risk one takes with his life, mental health and future--for a mere kick.-PA

MARIJUANA

34 minutes

(7516)

color

j-s-c-t

Deals with the basic facts of the use of marijuana. Concedes that the drug is not physically addicting, nor is there any known damaging physical effect due to its use; but indicts marijuana for seducing users into psychological dependency by substituting it for problem solving efforts. Warns of the tendency of users to IIgraduate ll to more potent drugs. -BF

SEDUCTION OF THE INNOCENT

II minutes

(741)

s-c

Uses the story of a teenage boy and girl who through their desire to belong and get along with a group start upon a life of drug addiction. Shows through the first steps, that of IIdropping pills, II to the final conclusion of full scale heroin addiction that there is no such thing as a little narcotics. Points out the danger signals of addiction. -SD

LOSERS, THE

31 minutes

(7029)

j-s

Examines the prevalence of experimentation and the habitual use of chemicals and drugs among youngsters from 12-2\ years old. Clearly shown are the harmful effects of such practices as glue-sniffing, use of pep pills, goof balls, heroin and marijuana.-CAR

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Selected Films available from the National Medical Audio-Visual Center, 2111 Plasters Bridge Road, N. E., Atlanta, Georgia 30324.

THE MINDBINDERS

29 minutes

(M-1533x)

sd c

16mm

U.S. Food and Drug Administration 1967

This film provides information about hallucinogens, presenting current attitudes toward the problem of drug abuse.

FDA SPECIAL REPORT: DRUG ABUSE-BENNIES AND GOOFBALLS

20 minutes

(AM-I 362)

ad b&w

16mm

Food and Drug Administration, U.S. Department of Health, Education and Welfare 1966

A documentary report on the proper use--and misuse--of two major classes of prescription drugs--the amphetamines and barbituates. Based on interviews with four actual victims of pep pills and sleeping pill abuse, the film details the dangerous psychological and physiological effects of lI pill popping, II and explains how the new drug abuse control amendments will help control this explosive sociological trend.

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FILMSTRIPS AND RECORDINGS AVAILABLE

D. C. Heath and Co. Distribution Raytheon Health Education Programs Boston, Massachusetts

DRUGS

10 color filmstrips and 331/3 r.p.m. automatic records This is a complete drug abuse teaching program developed to present the student with good factual information about drugs. Besides the filmstrips and records, the kit contains a teacher's manual and scripts on each part or unit.

Part One--Introduction to Drugs Part Two and Three--Barbiturates and Amphetamines Part Four and Five--Marijuana Part Six and Seven--LSD and LSD Type Drugs Part Nine and Ten--Teenagers and Drugs

DRUGS -- HELPFUL OR HARMFUL

filmstrip

color

Fifth and Sixth Grades

12 1/2 minutes

This filmstrip was designed to assist pupils in grades 5 and 6 to develop wholesome attitudes toward drugs and to make wise personal choices concerning their safe use.

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APPENDIX E

RESOLUTION AAHPER
DRUG ABUSE EDUCATION

WHEREAS, Drugs and medicines make a positive contribution to personal and community health, and
WHEREAS, A large segment of our population looks to drugs to alleviate a host of physiological, psychological and social discomforts, and
WHEREAS, The best deterrent to drug abuse is the individual's value system and his assessment of the consequences associated with drug involvement, and
WHEREAS, Those who develop school policies must be fully informed regarding the nature
of drugs, psychosocial motivations, legal considerations, and the content and process of their communities' teacher inservi ce training and student instructional programs, and
WHEREAS, The nature of the problem is such that the school program must draw together the students, the total staff, and the community.
BE IT RESOLVED:
That schools develop intensive inservi ce programs with assistance from special ists with experience and background in developing educational programs, including spe<:ialists in group process training and communi cations,
2. That planned programs be developed to involve and inform parents and community leaders
regarding their roles in preparing young people to mature successfully in our culture,
3. That school programs for students be developed having these elements:
a. a sequential plan beginning in the elementary years,
b. emphasis on the decision-making process and why people use drugs,
c. increasing understanding of the social conditions that promote drug use and abuse,
d. a total institutional attitude which encourages acceptance of all children and an understanding that their individual needs, when frustrated, may lead to drug abuse,
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4. That drug misuse education should be an important part of the total health education curri cui um.
Adopted by the Respresentative Assembly of the Ameri can Association for Health, Physi cal Education, and Recreation, meeting at the 84th Anniversary Convention, Boston, Massachusetts, April 15, 1969.
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Georgia Department of Education
Division of Curriculum Development State Office Bui Id ing Atlanta, Georgia 30334
...dd..... Correction Requested

BULK RATE U. S. Postage
PAID Atlanta, Georgia
Permit Number 168