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DRUG ABUSE RESISTANCE EDUCATION FOR PARENTS

Dear Parent,

Welcome to D.A.R.E. Timmins! D.A.R.E. Timmins is pleased to offer the Drug Abuse Resistance Education program to over 600 grade 6 students each year in Timmins Ontario. The program is provided to students through the partnership between the Timmins Police Service and four local school boards. D.A.R.E. is provided in both French and English languages and is facilitated by one of two instructors (Cst. Richard Lemieux or Cst. Bill Field).

The D.A.R.E. keepin'it REAL Elementary Curriculum is designed based on the Socio-Emotional Learning Theory (SEL). SEL identifies fundamental, basic skills and developmental processes needed for healthy development including: -self-awareness and management - responsible decision making - understanding others - relationship and communication skills - handling responsibilities and challenges

The curriculum uses this theory to teach youth to control their impulses and think about risks and consequences resulting in more responsible choices. We believe that if you can teach youth to make safe and responsible decisions, this guides them to healthy choices not only about drugs but across all parts of their lives. As they grow to be responsible citizens, they will lead healthier and more productive drug-free lives.

Your participation is equally important in the success of the program. The D.A.R.E. Family Talk Activites provide children with an opportunity to process new information and share their understanding with an adult. This will provide an opportunity for families to discuss their own beliefs and family rules about preventing drug and alcohol abuse.

We look forward to collaborating with you during these important times of your child's life.

D.A.R.E. Family Talk Activities DOWNLOAD

D.A.R.E. LESSON OUTLINES

1. Responsibility

-Define what it means to be responsible - Identify student responsibilites in their daily lives - Name the steps in the D.A.R.E. Decision Making Model(DDMM)

2. Drug Information for Responsible Decision Making

-Identify how alcohol and tobacco use affects student responsibilities - Examine information on alcohol and tobacco - Understand the health effects of alcohol and tobacco on the body - Use the DDMM to define the problem in scenearios related to alcohol and tobacco

3. Risk and Consequences

-Define risks and consequences and apply to real life situations - Assess the positive and negative consequences in the choices made about risky situations - Use the DDMM to assess how to make responsible decisions involving risky situations

4. Peer Pressure

Define pressure and peer pressure - Recognize the sources of peer pressure - Identify ways to respond to peer pressure - Use the DDMM to generate responses to peer pressure

5. Dealing with Stressful Situations

-Identify possible signs of stress - Recognize the physical and behavioral signs of stress - Use the DDMM in evaluating stressful situations

6. Basics of Communication

-Define and explain the importance of communication in daily living - Demonstrate confident communication - Use the DDMM to evaluate and generate alternative options for effective communication

7. Nonverbal Communication and Listening

-Define effective listening behaviours - Demonstrate effective listening using verbal and nonverbal behaviors - Use the DDMM to evaluate and generate alternative options for effective communication

8. Bullying

-Define and recognize characteristics of bullying - Identify bullying behaviors - Differentiate between tattling and telling - Use the DDMM to practice safe ways to report bullying

9. Helping Others

-Identify the importance of being a good citizen - Recognize the importance of reporting bullying to an adult at school and at home - Demonstrate the use of the DDMM in reporting bullying behaviours - Reinforce knowledge and positive behaviors to stop bullying

10. Getting Help from Others and Review

-Identify people in student's lives they can go for if they need help - Recall previously learned key terms

 

 


Keepin' it REAL for parents

Dear Parent,

D.A.R.E. Timmins is pleased to now offer the D.A.R.E. Keepin'it REAL program. The program is offered to local middle school students who are preparing to enter their secondary school years. D.A.R.E. Timmins is proud to say that the Timmins Police Service is the first agency in Canada to provide both D.A.R.E. and Keepin'it REAL programs in both official Canadian languages.

The program represents over 20 years of research by the Drug Resistance Strategies Project about why youth use drugs. The program was developed collaboratively by Penn State University, Arizona State University, D.A.R.E. America, and schools across North America. Grounded in cultural norms, the program teaches youth how to live drug-free lives confidently, drawing on the strengths of the students, their families and communities.

The keepin'it REAL lessons incorporate personal stories and language that youth find familiar. The lessons teach risk assessment, decision making, communication, and life skills including the REAL strategies. The lessons are designed to promote interaction among the students as well as between the students and instructor.

The core of the program is the REAL strategies for resisting drug offers: Refuse, Explain, Avoid, and Leave. By highlighting these four strategies, the program helps students learn effective decision making and communications skills which helps them resist the temptation to use drugs.

 

Lesson Summary  (Middle School program)

Lesson 1: Options and Choices

In this lesson students will identify the Keepin’ it REAL resistance strategies of Refuse, Explain, Avoid, and Leave.  An introductory video presents an overview of these core resistance strategies.  Through class discussion and activities the concepts of options, choices and consequences are defined with the idea that all choices have consequences.  Students learn to differentiate between a simple preference and a wise choice.

Lesson 2: Risks

Students will define the term risk and identify risks that could be potentially harmful to them.  The Guessing Game activity is an opportunity to explain how a risk may affect their choices.  Through the Guessing Game students are given factual information regarding the actual number of students currently engaging in drug use.

Lesson 3: Communication and Conflict

Students will identify and describe the components of the D.A.R.E. Decision-Making Model to make wise choices and sound decisions.  They will articulate what it means to agree to disagree and explain the differences between assertive, aggressive and passive behaviours.  A group activity allows students the opportunity to work cooperatively to use the D.A.R.E. Decision-Making Model to solve conflict scenarios.

Lesson 4: Refuse

Students will be able to explain the REAL strategy of Refuse and be able to articulate “no” in a clear and assertive way.  A video is shown that models this strategy.  Through discussion and sharing their own stories, students learn verbal and non-verbal assertiveness techniques for refusing. 

Lesson 5: Explain

Students will demonstrate the REAL strategy of Explain and be able to state reasons for their actions in a clear way.  A video is shown that models this strategy.  They will use “I Statements” in order to articulate their personal preferences and share their opinion or beliefs.

Lesson 6: Avoid

Students will define the REAL strategy of Avoid and be able to list three ways they can avoid a situation.  A video is shown that models this strategy.  Through discussion, sharing their own stories, and role play scenarios students learn how to use the D.A.R.E. Decision-Making Model to practice ways to avoid potentially harmful situations.

Lesson 7: Leave

Students will be able to explain the REAL strategy of Leave.  A Video is shown that models this strategy.  Though discussion, sharing their own stories, and role play scenarios,  students learn to identify situations where they can use the Leave strategy.

Lesson 8: Norms

Students will be introduced to the concept of normative behavior and will be able to define the terms, norms and peer norms.  They will identify accurately the norms of drug use among their peers.  Students learn that, contrary to what many of them believe, the majority of students their age do not use drugs.  They will be able to explain how norms can influence their decisions.

Lesson 9: Feelings

Students will identify how people express emotions in different ways and that they have unique feelings and reactions to situations.  Role play scenarios are used to help students are used to help students resolve conflict situations and express their feelings in a positive manner.  They will learn to acknowledge the validity of their feelings and the feelings of others.

Lesson 10: Conclusion

Students will learn how their REAL skills can be used in their network of friends, family and peers.  They will use an ECO-MAP to explain the concept of a social support network and identify members of their personal social support network where they might go for help.  The Keepin’ it REAL review offers students the opportunity to review the concepts and skills they have learned in the previous lessons. 

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