Understanding the risks and harms associated with alcohol 50 minutes Overview This lesson makes students aware of the risks and harms associated with alcohol, encouraging them to make informed decisions in the future and stay safe from harm. All of our resources are fl xible and can be easily adapted to suit individual teachers needs. The resources can be taught alongside other PSHE topics, for example, nutrition, drug or sex education. Teachers can pick and choose which activities to use, and when to teach them. Learning objectives To understand the risks and harms commonly associated with alcohol: Alcohol is linked with short and long-term health problems Alcohol is linked with people making bad decisions and taking unsafe risks To understand that being informed and making good decisions can help you stay safe around alcohol. Resources Risks and harms video Risks and harms presentation Risks and harms information sheets Daniel s story student sheet Risks and harms curriculum links Alcohol education guidance notes www.drinkaware.co.uk/education 1
Starter What are the risks and harms associated with alcohol 10 minutes 1. Before showing the video (1.12 minutes), ask the class to work in pairs and write down as many risks they can think of that might happen when people drink alcohol. 2. Play the video, which shows young people discussing their thoughts on the risks and harms associated with alcohol. Once the class have seen the clip ask the pairs to tick off a ything on their list that was mentioned in the video. 3. Then ask the pupils for examples of other risks that weren t mentioned in the video and compile a class master list. The list should include the following: A) Short-term physical effects can affect the way you think/feel/behave nausea or throwing up dehydration hangovers: headaches, dry mouth your looks suffer: bad skin, bloodshot eyes falling over, unsteady memory loss (and blackouts) C) Risky behaviour More likely to alter your mood/lose control leading to: getting into fig ts having accidents taking unsafe risks e.g. having unprotected sex, or climbing on scaffolding and falling breaking the law e.g. drunk driving taking illegal drugs B) Long-term physical effects Increases your chances of: alcohol poisoning having a stroke getting cancer heart disease liver disease sexual problems brain damage putting on weight (from all the calories) D) Effects on mental and emotional health anxiety depression self-harm unpredictable behaviour family problems relationship problems affects your performance at school or work it s a depressant not a stimulant For a more in-depth discussion about all of these risks visit www.drinkaware.co.uk/risks or use the Alcohol Information Sheets and the Alcohol poisoning infographic. www.drinkaware.co.uk/education 2
Main activity Risks and consequences 25 minutes In groups select some of the risks from the list. Using a flipcha t or similar, create a table showing each risk and the potential consequences of that risk. Next, come up with a list of good decisions that will help avoid those consequences. Example Risk Drunken accidents e.g. falling over Consequences 1. Broken bones. As well as being painful this could lead to difficu y taking exams or participating in sport/extracurricular events. 2. Being hospitalised e.g. for a head injury. 3. Embarrassing yourself in front of your friends. 4. Getting in trouble with parents. Staying safe 1. If you feel yourself getting drunk, stop drinking, eat something and drink water. 2. If you realise you are drunk call a parent, friend or trusted adult for assistance e.g. a lift home so that you don t have to walk and risk injury. 3. Plan ahead e.g. keep your phone charged or book a licensed cab home with friends. www.drinkaware.co.uk/education 3
Plenary Daniel s story 15 minutes Briefly discuss with the class wh t a unit of alcohol is and the recommended daily unit guidelines for adults. For reference, see What is a unit? Information sheet at the end of this lesson plan. Explain that even a fully grown adult's liver has difficu y coping with 'binge'/excessive drinking alcohol is a toxin and when consumed excessively it can be very harmful. Working in groups of four, pupils should read Daniel s story and list all the possible risks that could arise out of this scenario. Take feedback from each group in turn. Points for discussion could include: 1. Should Daniel be driving to work? (See Drinking and driving the facts, below.) 2. Is Daniel actually fit or work? Does he have to operate machinery, for example? 3. How will Daniel's body cope with the amount of alcohol consumed? 4. Could someone have slipped something into Daniel s drink at the party e.g. drugs? 5. Did Daniel and Zara have sex and if they did was it safe sex? What if Zara got pregnant? www.drinkaware.co.uk/education 4
Drinking and driving the facts No one should drink alcohol and drive: There is a legal limit to how much one can drink when driving but there is no foolproof way of drinking and staying under the limit. The amount of alcohol you would need to drink to be considered over the driving limit varies from person to person. It depends on: your weight your gender (men tend to process alcohol faster than women) your metabolism the type and amount you're drinking your current stress levels whether you've eaten recently age (younger people tend to process alcohol more slowly) Even small amounts of alcohol can affect your ability to drive so the only safe advice is to avoid any alcohol if you are driving. Anyone who gets caught driving over the limit will automatically lose their licence for a year, get a hefty fine and a c iminal record. Home or extended learning Ask students to create a vlog or blog, or magazine piece to inform young people about ways in which they can reduce negative risks associated with alcohol. Ask students to research real-life stories (on the internet) about the dangers young people have faced when drinking alcohol. They should produce responses about how those risks could have been reduced. www.drinkaware.co.uk/education 5
Alcohol units What is a unit? What is a unit: One unit is 10 ml of pure alcohol. It takes an average adult around an hour to process this so that there s none left in their bloodstream, although this varies from person to person depending on factors like gender, age, weight, height, metabolism. The Department of Health recommends that both adult men and adult women should not regularly drink more than 14 units per week. If someone drinks as much as 14 units a week, it is best to spread these over three days or more. If someone has one or two heavy drinking sessions they increase the risks of death from long-term illnesses, accidents and injuries. When it comes to single drinking occasions people can keep the short term health risks at a low level by sticking to a few simple rules: Limiting the total amount of alcohol drunk on any occasion; Drinking more slowly, drinking with food, and alternating with water The UK Chief Medical Officers (CMO) recommend against underage drinking stating that an alcohol-free childhood is the healthiest and best option. The CMOs for England, Wales and Northern Ireland recommend that if a young person chooses to drink alcohol underage, it should not be until they are at least 15 years old. The CMO for Scotland advises that an alcohol free childhood is best. For more detail on the CMO guidance by country visit www.drinkaware.co.uk/ underagedrinking and click on Official Guidance. Drinkaware, 3rd floor ( oom 519), Salisbury House, London EC2M 5QQ W: drinkaware.co.uk E: contact@drinkaware.co.uk T: 020 7766 9900 Company registered in England & Wales No. 4547974. Scottish Number SC043163 Registered Charity No. 1094586. 2015 6