Control Check Slides The Use Spectrum
Defining Use, Abuse, and Addiction
The Big Question
At what point does a habit or an experiment become an addiction?
Think about it: Is it about how much you use, or how it affects your life?
The Spectrum of Substance Use
1. Experimental
Using a substance once or twice out of curiosity. There is no pattern or habit yet.
2. Regular/Misuse
Developing a pattern. Using it to cope with stress or fit in. Risks begin to increase.
3. C.U.D.
Cannabis Use Disorder. A medical condition where a person cannot stop despite negative consequences.
What is C.U.D.?
It is not a "choice" or a "lack of willpower." It is a chronic health condition involving brain changes.
Loss of Control
Wanting to cut down or stop, but being unable to.
The "Red Flags":
Negative impact on school or relationships.
Giving up hobbies to use cannabis.
Using in dangerous situations (like driving).
Withdrawal symptoms (feeling sick/irritable without it).
"Addiction is a disease, not a character flaw."
Understanding this helps us approach people with empathy rather than judgment. Treatment works, and recovery is possible.
The Spectrum Worksheet The Spectrum Lab
Substance Awareness & Health Science
Student:
Date:
Part 1: Defining the Spectrum
Match the term to its definition based on today's presentation.
Experimental Use
Regular Misuse
Cannabis Use Disorder
Part 2: Categorizing Control
Read each scenario. Identify which stage of the spectrum the person is likely in and circle one "Red Flag" that helped you decide.
Scenario A: Marcus used to love soccer practice, but lately, he skips it to use cannabis with friends. He told his sister he wants to quit so he can play in the tournament, but he "just can't seem to stay away from it" when he's stressed.
Analysis:
Experimental
Regular Misuse
C.U.D.
Evidence/Red Flag Notes:
Scenario B: Maya was offered a gummy at a party. She had never tried it before and was curious. After trying it once, she decided she didn't like how it made her feel and hasn't used it since.
Analysis:
Experimental
Regular Misuse
C.U.D.
Evidence/Red Flag Notes:
Part 3: The Power of Empathy
If a friend is struggling with C.U.D., why is it more helpful to treat it as a medical problem rather than a "bad choice"?
The Brain Trap Slides The Brain Trap
Understanding the Cycle of Dependency
The Hard Truth
Why do people keep using a substance even when it is hurting their health, grades, and families?
It’s not just a choice—it’s a biological loop.
The "Happy" Path
Your brain has a Reward System. It releases a chemical called Dopamine when you do things you need to survive (eat, learn, exercise).
"This felt good! Let's do it again." — Your Brain
Dopamine
How Cannabis Changes the Path
01
The Surge
THC floods the brain with way more dopamine than natural activities ever could.
02
Tolerance
The brain adjusts by "turning down the volume." It takes more substance to feel the same high.
03
Dependency
The brain stops making its own feel-good chemicals. Without the substance, the person feels "low" or sick.
The Dependency Loop
Use
Tolerance
Withdrawal
Cravings
This is why stopping isn't just about "wanting to"—it's about healing the brain.
Mapping the Cycle Activity The Cycle Map
NEUROBIOLOGY LAB 2.0
NAME:
CLASS:
In today's lesson, we learned that addiction is like a "trap" for the brain's reward system. Use the terms below to complete the cycle diagram and explain the biology of the trap.
1. Substance Use
TERM A
TERM B
TERM C
Word Bank
Tolerance Cravings Withdrawal
The Biological Impact
1. What is Dopamine's job in a healthy brain?
2. How does "Tolerance" make someone use more?
Thinking Ahead
CRITICAL THINKING:
If the brain "turns down the volume" on its own reward system, what happens to the person's ability to feel happy from normal things like food or exercise?
Breaking the Stigma Slides Breaking Barriers
Destigmatizing the Path to Help
Physical vs. Mental
Broken Leg
"I can't walk, I need to see a doctor immediately."
NO SHAME EASY SUPPORT
Substance Use Issue
"I want to stop but I can't... I hope nobody finds out."
STIGMA FEAR OF JUDGMENT
The Barriers to Help
Privacy
Fear that their parents or teachers will be angry.
Consequences
Worry about legal trouble or being expelled.
Social Stigma
Fear of being labeled "an addict" or "a loser" by peers.
Cost/Access
Not knowing where to go or how to pay for help.
The Truth About Trust
School counselors and medical professionals are there to support , not punish.
Confidentiality
Most conversations with a counselor are private UNLESS you are in immediate danger of hurting yourself or others. Their goal is your health.
How can we change the culture?
Speak Up
Use medical terms like "substance use disorder" instead of labels like "junkie."
Normalize Help
Treat mental health support just like physical therapy for an injury.
Stigma Shield Workshop Sheet Stigma Shield
Workshop Participant
Why is help so hard to ask for?
Stigma is a "mark of disgrace" associated with a particular circumstance. When it comes to substance use, stigma acts like a wall that prevents people from getting the medical care they need.
Task 1: The Barrier Brainstorm
The Fear (Barrier)
What is the specific worry a teen might have?
Example: "My parents will ground me forever."
The Reality (Bridge)
What is the truth that could help them overcome it?
Truth: "Parents usually want health over punishment."
Task 2: Reframing the Conversation
Imagine a friend says: "I think I'm using too much, but I don't want to be a 'patient' or look weak."
Write a response that de-stigmatizes seeking help:
One supportive word you'd use:
One trusted adult you'd suggest:
Resource Radar Slides Resource Radar
Mapping the Support Network
Your Mission
Today, you are Health Detectives.
Your goal is to build a verified database of support resources for teenagers in our community. No more "I don't know where to go."
Accuracy Matters. Lives depend on it.
What are we looking for?
In-School
Counselors, school nurses, student support teams, SADD chapters.
Local/Clinical
Teen clinics, pediatricians, local health departments, support groups.
National/Digital
Hotlines (988, SAMHSA), text lines, anonymous chat services.
How to Vet a Resource
1
Is it for teens? Check if they have specific services for our age group.
2
Is it valid? Verify the phone number and address are current.
3
What's the cost? Note if it's free, sliding-scale, or insurance-only.
Research Pro-Tip
"Look for '.gov' or '.org' sites for national resources. For local ones, check reviews or community health directories."
The Collection
Once your group has found 3 verified resources , we will add them to the class "Resource Map."
RESEARCH
VERIFY
SHARE
Lifeline Log Research Organizer LIFELINE LOG
Community Resource Detective Report
Unit: Substance Awareness
Level: 7th Grade
Lead Investigator:
Date:
Your goal is to find and verify 3 distinct resources that a teenager could use if they were struggling with cannabis use or addiction.
1
National Hotline / Digital Resource
Organization Name
e.g., SAMHSA or 988
Contact Method (Phone/Text/URL)
Services Offered (What do they actually do?)
2
In-School Support Resource
Person / Department Name
Location / Office Hours
How do they maintain privacy/confidentiality?
3
Local Community / Medical Clinic
Clinic Name & Address
Specific Program for Teens?
Costs or Requirements (Insurance, parent consent?)
Verification Signature
I have checked these resources and confirm that the contact information is active and they provide support for youth substance use.
Verified by Team Lead
Support Script Design Planner ADVOCACY TOOLS
Project Planner & Peer Scripts
Final Project
The Challenge
You have the research. Now, you need to turn it into a Support Tool (brochure, wallet card, or infographic) and practice the scripts you would use to actually help a friend in need.
Part 1: The Design Plan
Selected Format
Wallet Card
Brochure
Poster
Headline/Hook (Empathetic & Bold)
Top 3 Verified Resources to Include
Visual Layout Sketch
(Where will the logo, info, and resources go?)
Part 2: The Compassionate Connect
Scenario Practice
"A friend tells you they want to quit cannabis but they feel like they can't do it alone and are scared of their parents' reaction."
How do you start the conversation? (The "Opening")
How do you offer your tool?
How do you mention the "Trusted Adult"?
Advocacy Project Rubric ADVOCACY RUBRIC
Evaluation for Support Tools & Scripts
Teacher Reference
Criteria Excellent (4) Proficient (3) Growing (2) Accuracy & Verification 3+ resources verified with name, contact, and specific teen-friendly services. 3 resources included with valid contact info. Fewer than 3 resources or unverified/missing info. De-Stigmatizing Language Tone is empathetic, medically accurate, and actively reduces shame. Avoids negative labels; tone is supportive. Uses some stigmatizing language or judgmental tone. Advocacy Script Script shows clear active listening, low-pressure support, and specific adult mentions. Script is supportive and suggests a resource effectively. Script feels forced, judgmental, or lacks clear resource mention. Design & Clarity Highly readable, professional layout, and impactful headline. Clean layout with clear contact information for all resources. Layout is cluttered or contact info is difficult to find.
Strengths
Next Steps
Total Mastery Score
/ 16
