Print the following quiz and complete it. Then click on the
appropriate Answer to check your
results.
Q1.
What is the drug education model used in this supplement?
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Q2. What are the 3 areas of influence explored in the
supplement?
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Q3. What is the aim of the normative
approach?
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Q4. What kind of interactivity seems most
effective?
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Q5. What are the 4 foundations of the
supplement?
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Q6. Which of the following is not a curriculum
requirement?
- Identify
positive and negative reasons for taking alcohol and
other drug-related risks (Seven - B3.1).
- Identify and
practice strategies for making decisions that involve
taking AOD-related risk (Seven - B3.4).
- Describe the
effects of LSD and Ecstasy on the body systems (Seven -
B3.5).
- Identify factors that influence the risk level of alcohol and other drug use (Seven - B3.6).
Q7. Which of the following is not a curriculum requirement?
- Identify
personal, social and cultural influences related to
alcohol and other drug use (Seven - B3.7).
- Demonstrate
the ability to set and maintain personal limits in
AOD-related decision-making situations involving peers.
(Seven - B4.2).
- Identify and
practice assertive ways of refusing sexual activity with
a person who is under the influence of alcohol or other
intoxicants (Seven - B4.3).
- Demonstrate an awareness of adolescents as a target population for consumer marketing (Seven - C3.2).
Q8. Which one of the following was not suggested in the focus tests?
- Suggestion 1:
Place a greater emphasis on cannabis throughout the
entire supplement.
- Suggestion 2:
Identify and profile the drugs that junior high students
are most likely to encounter, using the prevalence data
from the most recent NS Student Drug Survey.
- Suggestion 3:
Provide opportunity to foster critical thinking skills in
the higher grades by looking at broader social and
economic issues surrounding substance use, including
beneficial prescription use and possible misuse,
international drug trafficking and local markets,
community attitudes towards alcohol use, and
international and cultural differences in alcohol use.
- Suggestion 4: Incorporate current information on cannabis that addresses the proposed (as of 02-05) reduced penalties for simple possession, increased penalties for grow operations and trafficking, and the use of marijuana for medicinal purposes.
Q9. Which one of the following was not suggested in the focus tests?
- Suggestion 5:
Make each lesson plan as complete as possible to minimize
teacher preparation time.
- Suggestion 6:
Ensure there are many opportunities for computer-based
and Internet-based drug education classroom activities.
- Suggestion 7:
Incorporate group and peer-to-peer hands-on activities
for the students wherever possible.
- Suggestion 8: Incorporate visual resources into the supplement. This may consist of web-links to existing materials rather than the development of new materials.
Q10. What are the most commonly used substances by NS students?
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Q11. Aside from the 3 substances identified in Q10, which substances are used by more than 10% of NS students?
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Q12. True or false: The rate of alcohol and cannabis use more than triples between Gr. 7 and Gr. 9?
- True
- False
Q13. True or false: More males use alcohol and cannabis than females throughout high school?
- True
- False
Q14. True or false: Driving after cannabis use is more common among NS high school students than drinking and driving?
- True
- False
Q15. What is the most common alcohol-related harm experienced by NS high school students?
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Q16. What is the second most common drug-related harm experienced by NS high school students?
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Q17. Which one of the following is not a Best Practice?
- Best Practice
1: Drug education needs to be age and developmentally
appropriate, focus on risk and protective factors, and
address local substance use patterns.
- Best Practice
2: Key features of the local situation should be compiled
and analyzed through formative research at the program
design stage.
- Best Practice
3: Address substances that are prevalent in other locales
in the event they become available in NS.
- Best Practice 4: Single-drug focused units appear more effective after age 14 than units that address a number of substances.
Q18. Which one of the following is not a Best Practice?
- Best Practice
5: Focus on longer term effects when providing
drug-specific information.
- Best Practice
6: Ensure that information is accurate and balanced,
acknowledging the benefits that users perceive from their
use, and highlighting the fundamental relationship
between the user, the substance and the context of use.
- Best Practice
7: Drug education programs need to give priority to
behavioural, rather than knowledge or attitudinal,
effects.
- Best Practice 8: Accurate and balanced information is important, and it needs to take the form of "utility knowledge" that is linked to skills development activities that are relevant and useful to students.
Q19. Which one of the following is not a Best Practice?
- Best Practice
9: Sessions need to emphasize "student to teacher" rather
than "student to student" interactivity, employing
role-plays, Socratic questioning, simulations,
service-learning projects, brainstorming, cooperative
learning and peer-to-peer discussion.
- Best practice
10: Social influences programming can be effective,
creating greater awareness of peer and environmental
influences and developing skills to analyze and minimize
their impact.
- Best practice
11: Normative programming can be effective, particularly
at the lower grades, highlighting the percentage of
students not using, and correcting misperceptions.
- Best practice 12: General competency enhancement programming, developing skills such as communication, assertiveness, goal orientation, decision-making and stress management, has shown modest effectiveness when it is tied to drug-related situations or scenarios.
Q20. Which one of the following is not a Best Practice?
- Best Practice
13: At or just prior to the point where significant
numbers of students are using a particular substance
(i.e., >25% past year use), provide messages that
promote safety and practical strategies for minimizing
harm within an overall message emphasizing abstinence as
the safest option.
- Best Practice
14: To sustain behavioural effects, drug education needs
to provide adequate coverage from year to year, with
approximately 10 sessions per year; if this can't be
achieved, 3-5 booster sessions per year following an
initial 10-session module can be effective.
- Best Practice
15: All in all, peers who have been trained in
interactive instructional methods are best able to
deliver a drug education program as intended.
- Best Practice 16: External providers invited to augment a program need to be able to address curricular goals and work interactively with the students, rather than present an isolated session unconnected with the curriculum.
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