Choice Point Slides
CHOICE POINT
Navigating Substances, Risk, and Real Life
A Student-Centered Workshop
Ground Rules
1
No Judgment: All questions and experiences are valid here.
2
Confidentiality: Respect each other's privacy outside this room.
3
Your Choice: Participate at the level you feel comfortable.
The Goal
"This isn't about control. It's about giving you the tools to protect your future and your health."
Myth vs. Fact
Statement A
"Most high school students use substances every week."
MYTH
Over 70% of high schoolers choose NOT to use. It just feels like 'everyone' because it's louder in the media.
Statement B
"Vaping is just harmless flavored water vapor."
MYTH
Most vapes contain high nicotine, metals, and chemicals that can disrupt brain development until age 25.
The Brain
Under Construction
Your brain is like a sports car with a massive engine (emotions) but no brakes (logic) until your mid-20s.
The "Reward Circuit":
Substances 'hijack' the dopamine system, tricking your brain into thinking the drug is needed for survival.
Critical Window
Exposure now can rewire how you handle stress and pleasure for the rest of your life.
Why do people use?
Stress Load
Using to "numb out" or cope with trauma, pressure, or mental health.
Environment
Easy access in the community or normalized use within family circles.
Social Fit
Curiosity or the false idea that "everyone else" is doing it to be cool.
Refusal Power Moves
Practical ways to stay in control without being awkward.
The Direct Hit
"Nah, I'm good." or
"No thanks, not my thing."
The Better Offer
"Let's get food instead." or
"I'm going to the gym, come on."
The "Blame" Game
"My coach does tests." or
"My parents would kill me."
The Ghost Exit
"Gotta go, ride is here." or
simply walking away.
Staying Safe
Safety is the priority. If risky things are happening, be prepared.
Never use alone (Safety in numbers).
Watch for blue lips, cold skin, or very slow breathing.
Call 911 immediately. Laws protect you from getting in trouble.
Warning: Fentanyl
Fake pills are everywhere. Unless it came from a pharmacy, it's a risk. One pill laced with fentanyl can be lethal.
Connect to Support
Crisis Text Line
Text HOME to 741741
Free, 24/7, Anonymous
On-Campus Support
Your School Social Worker
Office 204 • Always a safe space
You are worth the effort.
Safety Toolkit Worksheet
My Safety Toolkit
Choice Point: Personal Empowerment Plan
Student:
Date:
1. Protection Factors
What are the things in your life that are most important to you? What do you want to protect?
Goals & Dreams
People I Care About
2. My Go-To Power Moves
Pick two refusal strategies we discussed and write out exactly what you would say in your own voice.
The Strategy:
I'd say...
The Strategy:
I'd say...
3. My Emergency Backup
The "Get Out" Text
Establish a "Safe Word" or emoji with a parent or trusted adult. If you text this, they will call you immediately with a "reason" to come home, no questions asked.
My Safe Person
The Code Word/Emoji
Knowing the Signs
If someone is in trouble (overdose/toxic reaction), I will look for:
Slow/No Breathing
Blue/Grey Lips
Pinpoint Pupils
Can't wake them up
Gurgling noises
Cold/Clammy skin
My Commitment
I understand that my school and the law (Good Samaritan Laws) prioritize safety over punishment. I will call 911 if I see these signs.
Confidential Student Work • Choice Point Program
Facilitator Guide
Social Work Resource
Choice Point Facilitator Guide
Duration: 45-60 Minutes
Target: Grades 9-12
Key Learning Objectives
- De-normalize substance use by correcting perceived social norms (Myth vs Fact).
- Identify the biological vulnerability of the adolescent brain (Prefrontal Cortex).
- Equip students with 4 concrete refusal strategies (Power Moves).
- Introduce Harm Reduction and Good Samaritan safety protocols.
Instructional Script & Pacing
Introduction & Ground Rules (5 Mins)
Teacher Script: "Today isn't about me telling you how to live. It's about looking at how substances affect your brain's growth and giving you a 'toolkit' so you’re never caught off guard in a risky situation."
Social Work Tip:
Spend time on Slide 2. If students don't feel safe, they won't engage. Ask them if they'd like to add any other rules.
The Science of 'Hijacking' (10 Mins)
Focus on the "Construction" metaphor. High school brains have a gas pedal (limbic system) that works great, but the brakes (prefrontal cortex) are still in the box.
Key Point: Addiction isn't a moral failure; it's a physiological response to a re-wired reward circuit.
Refusal Skill Roleplay (15 Mins)
Have students practice the "Power Moves" from Slide 6. Ask for volunteers to act out a low-pressure situation.
"Hey, you want a hit of this?"
"Nah, I'm good. Let's go get some fries." (Better Offer)
Harm Reduction & Safety (10 Mins)
This is the most critical part. Emphasize that calling 911 is ALWAYS the right move. Explain that in many states, the "Good Samaritan Law" prevents minors from being prosecuted for use if they called for medical help.
Differentiation
- For students with lived experience: Allow them to step out or doodle if the topic is triggering. Do not force participation in roleplay.
- For high-risk environments: Focus more on the Fentanyl warning and naloxone (Narcan) education if available in your district.
Common FAQ
"What if my parents find my vape?"
Response: "That’s a tough conversation. Honesty about why you’re using (stress vs curiosity) usually helps more than hiding it."
"Is marijuana addiction real?"
Response: "Yes, specifically 'Cannabis Use Disorder.' Because the brain is still growing, it can become dependent on THC to feel normal."
