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is the main objective of the Stop the Tears strategy?","Question",{"text":61,"@type":62},"Students analyze how alcohol and drug abuse could affect their lives and those of friends and family, then create a media message that advocates prevention based on these effects.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"Who is the target audience for this activity?",{"text":66,"@type":62},"The activity is designed for students in grades 6–12 and lower-division college students.",{"name":68,"@type":59,"acceptedAnswer":69},"What materials does the teacher collect before running the activity?",{"text":70,"@type":62},"The teacher prepares three 3x5 index cards (or small paper pieces) for each student, one large tear cutout per student, “Drug” cards, and a bulletin board or organized wall space for the Stop the Tears 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\nObjectives: By participating in this Stop the Tears teaching strategy, students will be able to: (1) analyze how alcohol and drug abuse could affect their lives as well as the lives of their friends and family and,(2) create a media message, such as a poster, pamphlet, poem, or song, in which alcohol and drug prevention is advocated specific to how alcohol and drug abuse has affected students in their school. Target Audience: Students in grades 6-12 and lower-division college students.  \nShimon J, Gibson T-A, Spear C. Stop the tears of drug and alcohol abuse. Am J Health Educ. 2009;40(6):373-377.  \nInTroDuCTIon  \nMany adolescents engage in health-risk behaviors that are harmful to themselves and others. These behaviors often extend into adulthood. The use and abuse of tobacco, alcohol and other drugs is one of the major health-risk behaviors affecting youth, and these behaviors can have immediate and longterm effects on a person’s health, leading to higher morbidity and mortality rates. 1,2  \nTo alleviate the potential harmful shortterm and long-term effects of drug and alcohol-related abuse, information about this content is taught in school health units and collegiate-level general health courses. Often, however, information about the types or classification of drugs, orthe physiological and psychological effects of use and abuse, is delivered only through lectures. Whereas this information is important for students to learn, knowledge alone may not be enough to bring about positive health behaviors. In  \naddition to lecturing to students, health educators need to use functional health strategies that help engage students in the content and personalize information by means of creative expression, personal thoughts and opinions, and critical thinking.3 One way to help students engage and personalize health information is by applying the content in an active learning context.  \nActive learning activities involve students using what they hear and see during a lesson by means of saying and doing (thinking) tasks.4 Engaging students in active learning (e.g., activities that involve investigating, examining, synthesizing, analyzing) enhances critical thinking and helps students remember information for future use.5-6 One such activity that can be used in health classes is called Stop the Tears, which was originally an alcohol curriculum developed by Dr. Larry Tentinger.7 This curriculum has been modified to include other drugs.  \noBJECTIvES  \nThe purpose of the Stop the Tears activity is to apply drug and alcohol-related issues into a personal meaning context using higher levels of thinking. by participating in Stop the Tears, students will be able to:  \n1. Examine the “wall of tears” created by the class members and, thereby, analyze how alcohol and drug abuse could affect their lives as well as the lives of their friends and family.  \n2. Create a media message, such as a poster, pamphlet, poem, or song, demonstrating how  \nJane Shimon is an associate professor in the Department of Kinesiology, Boise State University, Boise, ID 83725; E-mail: jshimon@boisestate. edu. Terry-Ann Gibson is an associate professor in the Department of Kinesiology, Boise State University, Boise, ID 83725. Caile Spear is an associate professor in the Department of Kinesiology, Boise State University, Boise, ID 83725.  \nAmerican Journal of Health Education—November/December 2009, Volume 40, No. 6 373  \nJane Shimon, Terry-Ann Gibson, and Caile Spear  \nalcohol and drug abuse has affected students in their school and advocating for alcohol and drug prevention.  \nThe above objectives meet the following two National Health Standards:3  \nStandard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.  \nStandard 8: Students will demonstrate the ability to advocate for personal,","cbCaimPe9N7DKeXz","https://ap.wps.com/l/cbCaimPe9N7DKeXz","pdf",145646,"English","# Objectives\n## Target audience\n# Materials and resources\n# Procedure\n## Card activity and “drug” exchange\n## Discussion and impact mapping","[{\"question\":\"What is the main objective of the Stop the Tears strategy?\",\"answer\":\"Students analyze how alcohol and drug abuse could affect their lives and those of friends and family, then create a media message that advocates prevention based on these effects.\"},{\"question\":\"Who is the target audience for this activity?\",\"answer\":\"The activity is designed for students in grades 6–12 and lower-division college students.\"},{\"question\":\"What materials does the teacher collect before running the activity?\",\"answer\":\"The teacher prepares three 3x5 index cards (or small paper pieces) for each student, one large tear cutout per student, “Drug” cards, and a bulletin board or organized wall space for the Stop the Tears display.\"}]","Stop the Tears of Drug and Alcohol Abuse | PDF",1792074268,13]