PREVENTION PROGRAM FOR CONSUMPTION OF

DRUGS IN THE EDUCATIONAL FIELD

MODULE IV:

SESSIONS OF
TUTORING FOR
PREVENTION OF
CONSUMPTION OF
DRUGS

(WORKING DOCUMENT)

Department of Tutoring and Educational Guidance

DRUG USE PREVENTION PROGRAM IN THE EDUCATIONAL FIELD FOR SECONDARY LEVEL
Documento de trabajo

INDEX

TUTORING SESSIONS FOR DRUG CONSUMPTION PREVENTION

Guidelines for the development of tutoring sessions related to prevention
of drug consumption.
Proposal of scheme for the tutoring session.
3. Proposal of capabilities to be achieved for the level of secondary education related to the
prevention of drug use.
Table No. 1: Matrix of capabilities to be achieved for secondary education level
related to drug prevention.
Table No. 2: Matrix of capabilities and proposal for tutoring sessions related to the
prevention of drug use for 1st grade of secondary school.
Table No. 3: Matrix of capabilities and proposed tutoring sessions related to
prevention of drug use for 2nd grade of secondary school.
Table No. 4: Matrix of capabilities and proposed tutoring sessions related to
prevention of drug use for 3rd year of secondary education.
Table No. 5: Matrix of capabilities and proposal for tutoring sessions related to the
prevention of drug use for 4th grade of secondary school.
Table No. 6: Capacity matrix and proposal for tutoring sessions related to
prevention of drug use for 5th grade of secondary school.
4. Tutoring Sessions
Sessions: First year of secondary education
Session No. 1: I am changing
Session No. 2: Am I who I am or who they say I am?
Session No. 3: I communicate with my parents
Session No. 4: Organizing our study time with a smart schedule
Sesión Nº 5: Mejorando mi plan de estudio
Session No. 6: The Story of Peter
Session No. 7: Learning to Recognize Risk Situations
Session No. 8: Consequences of Tobacco Consumption
Session No. 9: Alcohol, social drug
Session No. 10: Inhalants
Session No. 11: I have rights and duties
Session No. 12: Good treatment in the educational institution, the family, and the community

Sessions: Second year of secondary education

Session No. 1: I like how I look and how others see me
Session No. 2: What I feel I express and seek alternatives
Session No. 3: I learn to handle peer pressure
Session No. 4: My family and I are changing
Session Nº 5: My studies in the educational institution and me
Session No. 6: Getting to Know More About the Effects of Alcohol on the Body
Session No. 7: Consequences of alcohol abuse
Session No. 8: A Life Free of Tobacco
Session No. 9: Myths and beliefs about the consumption of alcohol and tobacco
Session No. 10: Strengths and weaknesses in relation to drug use
Session No. 11: If you drink, don't drive
Session No. 12: Smoke-free spaces

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Sessions: Third year of secondary education

Session No. 1: The Influence of the Environment
Session No. 2: The story of Juan
Session No. 3: We control and transform anger
Session No. 4: Respecting the rules and understanding my family
Session No. 5: Fears and hopes regarding vocational future
Session No. 6: What do I want to achieve in my life?
Session No. 7: What happens to Pedro's brother?
Session No. 8: Marijuana, Myths and Realities I
Session No. 9: Marijuana, Myths and Realities II
Session No. 10: We Are All Equal
Session No. 11 We all deserve respect, sir
Session No. 12: Learning to Negotiate

Sessions: Fourth year of secondary education

Session No. 1: Images transmitted by the media
Session No. 2: Advertising and Drug Consumption
Session No. 3: Recognizing my personal worth, I distance myself from drugs.
Session No. 4: Assertiveness, a protective behavior
Session No. 5: Alcohol in the Family
Session No. 6: My life project
Session No. 7: A life without drugs is healthy
Session No. 8: F risk and protective factors
Session No. 9: Being alert to danger is the best option
Session No. 10: True fun, without ecstasy
Session No. 11: Understanding the Drug Addiction Process
Session No. 12: The Risks of Self-Medication

Sessions: Fifth year of secondary education

Session No. 1: Assertiveness protects me from tobacco consumption
Session No. 2: The images transmitted by the media
Session No. 3: Am I self-sufficient in drug use?
Session No. 4: Peer pressure... I am not interested in drugs
Session No. 5: How to refuse drug use?
Session No. 6: I have reasons to live without drugs
Session No. 7: Myths and beliefs about medications
Session No. 8: Myths and Beliefs about Ecstasy
Session No. 9: The consequences of gambling addiction
Session No. 10: Internet: possibilities and risk of addiction
Session No. 11: For a Few Suns
Sesión Nº 12: Las drogas y el medio ambiente

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TUTORIAL SESSIONS FOR DRUG CONSUMPTION PREVENTION

Since the tutoring hour, a variety of preventive topics can be developed, being one of
they focus on the prevention of drug use. The topics addressed can have a character
specific or nonspecific.

We talk about non-specific topics when addressing common themes that allow for working on the
prevention of any psychosocial problem, for example: taking care of our body, styles
communication, self-esteem, proper use of free time, recognition and control of
emotions, respect and rights of the child and adolescent, respect for the integrity of others,
domestic violence, among others. These types of topics can be addressed from the earliest years.
from the school stage, although it does not directly refer to the issue of drug consumption, it does have a
important relationship for its prevention. That is, by working on self-esteem we are
provided to students a space where their worth and self-appreciation are strengthened,
this will help promote in them an attitude of rejection towards everything that
threatens their integrity and personal development, one of these dangers being drug use.

Regarding specific topics, these are characterized by addressing certain aspects that are
they are directly linked to the theme of drug consumption, that is, it emphasizes a
problem or particular reality of the classroom. Tutors can work on topics such as
risk factors for drug use, irrational beliefs about alcohol, non-addictions
conventional, accessibility of drugs, the dangers of ecstasy, healthy students free from
drugs, among other things.

1. GUIDELINES FOR THE DEVELOPMENT OF TUTORIAL SESSIONS

RELATED TO DRUG CONSUMPTION PREVENTION

The tutor teachers have the responsibility of guiding students about those
problems that pose a threat to their integral development, with drug consumption being one of them
these.

In order for the tutoring sessions to achieve the expected results in the class group, the tutor or the
The tutor must play a key role before, during, and after the tutoring session.

Before the session

Carefully plan the session always keeping in mind the objectives and
tutorial plan activities.
Know the interests and needs of the class group.
Take into account the priorities of attention for the selection of the topic.
Take into account the circumstances under which the session will be held.
Update your information regarding the topic to be developed.
Prepare and organize the materials required for each session.

During the session

The tutor takes on the role of an animator, facilitator, and guide of the process of the
session, promoting an atmosphere of trust, respect, tolerance, and horizontality, avoiding the
directive posture, censorship, verticalism. Within the participatory methodology and
it corresponds to experiential:

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Foster a warm and affectionate environment that contributes to making the experience rewarding
for everyone.
Generate interest, expectation, and motivation about the topic of the session.
Propose activities that capture the interest of students for their execution.
Promote the active participation of all students in the class group.
Use clear and simple language, avoiding technical words.
Guide the work of groups within a democratic climate and respect for ideas
translated during the session.
Timely provide the scopes that contribute to reflection, preventing that it
intervention is interpreted as imposition.
Maintain impartiality in group discussions, reaching useful information that
help groups make their decisions.
Support group work by giving more importance to successes than to mistakes.
Properly distribute responsibilities, avoiding marginalization.
Evaluate individual and group contributions without making comparisons.
Avoid a directive attitude by supporting reflection, in order to seek consensus.
Animar la participación individual y grupal con interrogantes o presentación de problemas
or alternatives.
Establish flexible norms that encourage some autonomy in the development of the
groups.
Being a moderator of the plenaries, allowing the training of students in
said paper.
Be aware of cases of intolerance in groups, highlighting the richness of
inclusion.
Always highlight the right to freedom of expression and belief.
Highlight and assess those conclusions related to the expected results.
Control the use of the indicated time for each activity. The criterion of the
teacher to decide to stop the discussion or interventions that favor or do not favor the
session objectives.
Foster the self-assessment of the process followed, of the active participation of the women and men
students and the results obtained.

After the tutoring session

Carry out a balance of the process and the results obtained.
Follow up on the conclusions or proposals from the class group with the purpose of
evaluation and feedback.
Promote the practice of what is taught in each session.

2. PROPOSAL OF SCHEME FOR THE TUTORING SESSION

Below, we present the framework or methodological sequence for the development of a
tutoring session, which should not be assumed rigidly.

Título de la Sesión:
Degree:
Tutoring Area:
TUTORING
RelatedAREA:
curricular area:
RELATED CURRICULAR AREAS:
We are looking for:
WHAT DO WE USE?
Materials:
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a. Presentation of the topic

Seeks to awaken curiosity, motivate students, and engage them in the

scheduled activities in the session. It may include a brief description of the topic and/or
about the session activities. It is possible to start from gathering your experiences and use
tools such as: dynamics, videos, testimonials, images, and other resources.

b. Development

The analysis, reflection, and debate of the topic addressed is sought, for which it is encouraged
group discussions, plenary sessions, directed questions, dynamics, etc. The students
they can carry out an activity that allows them to create products (posters, brochures,
comics, banners, among others

c. Closure

It is proposed to evaluate the session with the students. How did they feel, what was the most
they were interested, what did they learn?, allowing to verify the new attitudes that are emerging,
the actions they commit to, etc.

d. Después de la Hora de Tutoría

Make sure that the tutorial is more than just the hour of tutoring. Try to ensure that the topic addressed is
consciously assumed, both individually and collectively, creating spaces for
feedback throughout the week, relating them to the content of the areas
curricular and disseminating them among the members of the educational community.

3. PROPOSAL OF CAPABILITIES TO ACHIEVE FOR THE LEVEL OF SECONDARY EDUCATION

RELATED TO DRUG CONSUMPTION PREVENTION

In order to guide the work of tutors for the development of tutoring sessions that
contribute to the prevention of drug use, a matrix has been developed
capabilities for the secondary education level. Similarly, a set of proposals is made.
tutoring sessions according to the level and grade of study of the students
contribute to the achievement of these proposed capabilities.

The proposed tutoring sessions will be worked on from the areas of tutoring with the greatest
affinity for the topic of drug consumption prevention, such as: social personnel, health
mental and physical, academic, vocational, and school coexistence and discipline. However, this
it does not exclude that through the other areas of the tutoring, sessions related to are proposed
theme or problem.

It is important to emphasize that the competencies proposed for each cycle and grade are achieved.
studies at the secondary education level are linked to the curricular areas
proposals in the National Curriculum Design, being more closely related to the theme of prevention
of drugs the following curricular areas: Person, Family and Human Relationships, Education
Citizen and Civic, Communication and Science, Technology and Environment

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TABLE No. 1

CAPACITY MATRIX TO ACHIEVE FOR THE SECONDARY EDUCATION LEVEL

RELATED TO DRUG PREVENTION

AREAS CAPABILITIES TO ACHIEVE ACCORDING TO CYCLE AND DEGREE OF STUDIES

OF THE CYCLE VI CYCLE VII
TOE 1st YEAR 2nd YEAR 3rd YEAR 4th YEAR 5th YEAR
Accept the
Identify y changes of the Analysis
Recognize y
understand the adolescence, critically the
reflect on Assume an attitude
changes of the identifies y elements what
the influence of the reflective facing
adolescence express sus favor the
environment in the messages
recognizing your emotions of consumption of
development of your advertising. drugs and which ones
qualities y interaction y
personality they protect them
limitations contact with
other people
Recognize the
importance del
Share sus Reflect on
Identify y self-knowledge
experiences e the importance Reflect on
interests with the
reflect on of the management of y assertiveness su autonomy
the problems or as elements
members of your his emotions against consumption
differences to the protectors of the
family to reinforce of drugs y
inside of your drug use
the emotional bond demonstrates
family and search Recognize the
among the members answers
possible importance of Reflecting about effective against the
alternatives of the rules of consequences
peer pressure
solution cohabitation in consumption of
the scope of drugs in the family
familiar
Analysis sus
hábitos, intereses
y attitudes
Identify and analyze
reinforcing your
the importance of
good performance
develop a plan for
academic y
study that improves
establish
their learnings
agreements for
optimize them

Recognize sus Analysis suspicious

Identify y skills, goals, projects
express sus y personal fears,
wishes, personal before reflecting
aspirations y election of one on how the
goals occupation, trade or consumption of
personal y profession, in drugs can
professionals Marco of without affecting the achievement of

life project your goals

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Recognize the Analyze the myths

Reflect on
alcohol and tobacco and beliefs of
the factors
as substances Recognize y consumption of
Recognize the protectors and the
that affect the reflect on drugs and their effect
causes, of risk of
health and cause the myths y in the
consequences y drug consumption
dependence beliefs what behavior
situations of
risk of consumption Analyze the myths they exist Reflect
y beliefs around del regarding the process
drugs reinforcing
an attitude of related the consumption of addictive y meditate about the
consumption of drugs and how effects and risks behaviors
rejection towards they influence in the
you are alcohol and tobacco, of the consumption of risk
strengthening their make decisions ecstasy related to
skills for other addictions
Analyze the risks
prevent he
of the
consumption of
self-medication
drugs
Express and accept
Recognize that the
the differences
Reflect on illicit trafficking of
Respect the rules with others,
the causes of the drugs is a
social spaces recognizing the
accidents of social threat and
public and private importance of
transit y on reflect on
in the context of the a attitude
relationship with the the interests that
coexistence conciliatory
consumption of are obtained with
democratic for the
drugs this activity
resolution of
illegal
conflicts
Analysis y
reflect on
the importance of
the rules y
compliance
for a
coexistence
democratic

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TABLE No. 2

CAPACITY MATRIX AND PROPOSAL OF TUTORIAL SESSIONS RELATED TO

PREVENTION OF DRUG CONSUMPTION FOR 1ST GRADE OF SECONDARY SCHOOL

ÁEA
AREAS
FROM THE CAPABILITIES
THEME OF THE CURRICULAR No.
WE ARE LOOKING FOR
SESSION WITH THE SESSION
TOE
IS RELATED
That the y the students
recognize your process of
Identify y I am
separation from childhood 1
understand the changing
accepting and valuing oneself as
changes of the
adolescents
adolescence
recognizing your That the students have
qualities y Am I as I am the opportunity to compare the Person
limitations or as they say, the way they see themselves Family and 2
What am I? with the way they are seen Relationships
for others Humans
Share sus
experiences e That the students
interests with the I communicate motivate to dialogue with your
members of your with my parents about their experiences, 3
family strengthening parents joys concerns y
the emotional bond fears
among the members
That the students take
Organizing awareness of the importance of
our organize your time, as it will
time will allow you comply with your
4
study with obligations, improve on
Identify and analyze
schedule performance academic y Person
the importance of
smart to have moments to Family and
develop a plan of
carry out recreational activities Relationships
study that improves
That the y the students Humans
their learnings
identify y analyze your
Improving my
habits and strategies at the moment
plan of 5
to study and develop a plan of
studies
study to promote their
learning
That the y the students
The story of reflecting on the reasons
6
Peter why people consume
Recognize the
drugs
causes
That the y the students
consequences y Learning
identify risk situations Person,
situations of a recognize
and suggest alternatives that are Family and 7
risk of consumption situations of
allow adopting attitudes of Relationships
of risk drugs
rejection of drug consumption. Human
reinforcing a
attitude of rejection That the y the students
Consequences identify tobacco as a
facing these
of drug consumption and take into account the 8
of Tobacco negative consequences of his/her
consumption

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That the y the students

acknowledge that consumption of
alcohol is socially accepted
The alcohol
but has consequences 9
social drug
negatives for health
constituting a door of
entry to other drugs
That the y the students
recognize the need to
adopt precautionary measures
upon understanding that inhalants
Inhalants they are easily accessible substances,
10
but they have properties
very harmful psychoactive substances
for health
Let the students be
I have capable of differentiating their
rights y 11
Respect the rules rights y homework y the
homework
social in spaces identify in their everyday practice
Formación
public and private The good treatment that students receive
in the Framework of the in
Citizen and
raise awareness among themselves regarding
Civic
coexistence institution the importance of good treatment that
democratic educational, they must be given and received in the
12
familia y la institución educativa, familia y
community community

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FRAME Nº 3

CAPACITY MATRIX AND PROPOSAL FOR TUTORIAL SESSIONS RELATED TO

PREVENTION OF DRUG USE FOR 2ND GRADE OF SECONDARY SCHOOL

AREAS Curricular Area

FROM THE CAPABILITIES
THEME OF THE No.
WE ARE LOOKING FOR
WITH WHICH IT
SESSION SESSION
TOE RELATE
Me like
how me That the students
I see and how they value objectively. y
1
they see the changes recognized by
others adolescence
Accept the
That the students
changes of the
identify diversos
adolescence
feelings and their forms
identify y
Lo what of express them; that
express suspicious
I feel they recognize the expression of
emotions in
express y feelings as an aspect 2
different
I am looking forimportant of the
situations of
alternatives personality and propose
interaction y
healthy alternatives for
contact with Person, Family and
to overcome feelings
other people Relationships
negatives
Human
That the students
I learn a reflections on the
manage the need to develop and
3
pressure to apply skills that they
group allow to face successfully
peer pressure
Identify y
reflect on That the students
the problems or understand their changes in
differences My family and the context of their group
interior of your self we are familiar, visualize y 4
family and seeks changing overcome their difficulties of
possible communication with the
alternatives of people they live with.
solution

Analysis suspicious
habits, interests
My studies That the students
y attitudes
strengthening his
in the reflections y dialogue
institution about elements Person, Family and
good performance
educational and important for his Relations 5
academic y
my academic performance Humans
establishing
agreements for
optimize them

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That the students

Knowing
know y
more about
how the
the effects
metabolizes in the organism 6
of alcohol
y how it affects the
en the
behavior according to the
organism
Recognize the amount to be ingested
alcohol and tobacco That the students
as substances reflections about the
Consequence
that affect the consequences of abuse of
of abuse 7
salud y causan alcohol in adolescence and
from alcohol
dependency feel motivated to
avoid its risks
That the students
One life take awareness of the
free of effects of tobacco y Persona, Family and 8
tobacco propose a life without you Relationships
consumption Humans
Myths y That the students
beliefs identify and clarify the
about the myths y beliefs that
consumption of existing in your environment in 9
alcohol y relationship to consumption of
tobacco alcohol and tobacco
That the students
identify strengths y
Personal strengths and weaknesses with
weaknesses relationship to consumption
front to drugs asumany 10
consumption of responsibilities
drugs individual and group for
opt for behaviors
healthy
That the students
identify the factors
If you drink, don't cause accidents.
11
handles transit and reflect on
the risks of consuming
alcohol when driving
That the students
get to know and analyze the LawTraining
Analysis y
No. 28705 'General Law for Citizen and Civic
reflect on
the prevention and control of
the rules and the Spaces
the risks of consumption of
importance of your books of
tobacco, its regulations and 12
compliance smoke of
amending regulations, that
for a tobacco
allows you to have
coexistence
arguments to protect
democratic
your health and that of others

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TABLE No. 4

CAPACITY MATRIX AND PROPOSAL FOR TUTORING SESSIONS RELATED TO THE

DRUG CONSUMPTION PREVENTION FOR 3RD GRADE OF SECONDARY SCHOOL

ÁEA
AREAS OF THE THEME OF THE CURRICULAR No.
CAPABILITIES WE ARE LOOKING FOR
TOE SESSION WITH WHICH SESSION
IS RELATED
That the y the students
Recognize y The influence of
propose improvement actions 1
reflect on environment
for your strengths and weaknesses
the influence of
environment in the That the students analyze
The story of and discuss the importance and
development of your 2
Juan meaning of friendship and the
personality
values that are related to it
That the y the students
Reflect Person
reflections on the way that
about We control it y Family and
they act when they feel anger and
importance of transforming the Relationships 3
how this affects others
management of your anger Humans
that they recognize and practice
emotions
strategies to control it
Recognize the
That the y the students
importance of Respecting the
recognize the importance of the
the rule of rules y
communication and the rules for 4
coexistence in understanding me
the coexistence in the family and
the field with my family
other spaces
familiar
That the y the students
Fears y recognize y express them
hopes various emotions what
5
regarding the future they experience regarding their
vocational vocational future

Identify y
express suspicious
wishes Person
That the students
aspirations y Family and
raise awareness about the importance
goals Relationships
of their life project,
personnel y Humans
What I want especially in the field
professionals 6
achieve in my life? vocational and are motivated to have
an active role in their processes of
vocational definition

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That the y the students

What happens to the known? los effects of 7
Recognize y brother of marijuana consumption in the
reflect Pedro? organism
about myths That the y the students Persona
and beliefs that clarify myths and beliefs
Marijuana myths Family and
they exist about marijuana, assuming
and realities (I) Relationships 8
around the a personal position of Humans
consumption of health protection
drugs and how That the y the students
influence in the clarify myths and beliefs in
make decisions Marijuana myths
relation to consumption of the 9
and realities (II)
marijuana, considering the option
of healthy alternatives
That the y the students
Express y
Everyone we are recognized and reflect that
accept the 10
equals we are all equal y
differences with we deserve the same treatment
the others,
That the they students
recognizing everyone Training
acknowledge that no person
importance of we deserve must be discriminated against for her
Citizen and 11
a attitude respect, sir Civic
race, religion, gender or culture
reconciling
That the y the students
for the
Learning a learn the steps to solve
resolution of 12
to negotiate the conflicts to through the
conflicts
negotiation

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TABLE NO. 5

CAPACITY MATRIX AND PROPOSAL FOR TUTORING SESSIONS RELATED TO

PREVENTION OF DRUG USE FOR 4TH GRADE OF SECONDARY SCHOOL

AREA
AREAS
FROM THECAPABILITIES
THEME OF THE CURRICULAR No.
WE ARE LOOKING FOR
SESSION WITH WHICH ITSESSION
TOE
RELATE
Images
That the students analyze.
transmitted by Person, Family
with a critical eye the messages and Relationships
the means of 1
what the media transmit to us
communication Humans
communication
(1)
Assume a
That the students analyze
reflective attitude
in front of the
the advertising messages that
they induce alcohol consumption,
messages
Advertising and tobacco, medications and others
advertisers
consumption of harmful products for health Communication 2
drugs reflected on the need
to adopt a critical stance
facing them and reject their
consumption.
That the students
Recognizing
I was worth it identify the importance of
Person, Family
Recognize the self-knowledge, as a factor and Relationships
personal, me 3
importance of personal protector against
Alejo from the Humans
self-knowledge drug use.
drugs
oh and assertiveness
as elements That the students
protectors of recognize the importance of the
consumption of Assertiveness, Person, Family
assertiveness as a factor of and Relationships
conduct of 4
drugs protection and strive to
protection Humans
develop it and practice it.

Reflect on
the consequences That the students analyze Person, Family
of the consumption of
Alcohol in the and Relationships
how consumption affects 5
family
drugs in the alcohol to the family. Humanas
family
That the students
they compromise with their process
Person, Family
Recognizes its My project of vocational so that they plan and Relationships 6
habilidades, life your life project with determination
Humans
goals and fears and optimism
personal before the
election of a That the students
occupation, trade reflections on the
or profession in the A life without importance of a free life Person, Family
frame of his drugs is of drugs allows to achieve a and Relationships 7
life project healthy true personal fulfillment and Humans
familiar

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That the students

Factors of identify and reflect on {"Persona":"Person","Familia":"Family"}

risk and of the risk factors and and Relationships 8

Reflect on protection associated with consumption
protection Humans
the factors
of drugs
protectors and the
That the students
risk factors
of the consumption of identify risk situations
Be alert to in their environment and strengthen their
Person, Family
drugs danger, it is the and Relationships 9
skills and attitudes for the
better option Humans
development of a lifestyle
healthy
That the students
The true know the harmful effects of Persona, Familia
fun, without synthetic drugs and and Relationships 10
Analyze the
ecstasy reflections on the risks of Humans
effects and risks its consumption
of the consumption of
That the students
ecstasy
understand that addiction to the
reflecting
Knowing the drugs are a disease that
about the process Person, Family
process of is gradually developing,
addictive and Relationships 11
addiction to the as a result of a process
Humans
drugs that involves the acquisition of
behaviors or conduct
unhealthy
That the students take
Analyze the The risks with awareness of the risks of the Science,
risks of the la self-medication, adopting a Technology and 12
self-medication self-medication responsible attitude towards it Environment
práctica

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TABLE No. 6

CAPACITY MATRIX AND PROPOSAL FOR TUTORING SESSIONS RELATED TO

PREVENTION OF DRUG USE FOR 5TH GRADE OF SECONDARY SCHOOL

AREA
AREAS
FROM THE CAPABILITIES
THEME OF THE CURRICULAR No.
WE ARE LOOKING FOR
SESSION WITH WHICH ONE SESSION
TOE
RELATE
That the students
acknowledge the importance of
Assertiveness me
Analysis assertive communication
protector delete
critically the as a protective factor 1
consumption del
elements what in the face of risky situations
tobacco.
favor the in relation to consumption of
consumption of tobacco and other drugs
drugs and which onesThe images that the students
they protect them transmitidas por analicen con mirada crítica los
2
the media of messages that communicate to us
communication (2) the media
That the students
Am I self-employed?
reflections about the
importance of developing your
against consumption 3
autonomy for a person, family and
About Drugs?
responsible behavior Relationships
against drugs Humans
Reflect on That the students
your autonomy develop and strengthen the
against consumption skills for one
Pressure of
of drugs y Group... Not for me successful response to the
demonstrate I am interested in the
peer pressure, valuing 4
answers decision making
drugs
effective against the autonomous y responsible
group pressure regarding the consumption of
drugs
That the students
How to refuse to practice responses
consumption of assertiveness in the face of pressure 5
drugs. group for consumption
drugs
Analysis suspicious That the students
projects recognize the importance of
personal y I have reasons for life project, review and Person, Family and
how consumption to live is not evaluated sus purposes Relationships 6
of drugs can drugs. personal e identify Humans
affect the achievement of risk factors against their
your goals personal fulfillment
Analyze the myths That the students
and beliefs of the understand the effects of
Myths and beliefs Person, Family and
consumption of inappropriate use of the
drugs and their effect
about the Relationships 7
medications and clarify
medications. Humans
in the myths and beliefs that encourage
behavior its improper use

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DRUG PREVENTION PROGRAM IN THE EDUCATIONAL FIELD FOR SECONDARY LEVEL
Working document

That the students

identify, analyze y
Myths and beliefs
clarify myths and beliefs 8
about ecstasy.
linked to the consumption of
ecstasy
That the students
Identify the consequences
from addiction to risky behaviors 9
Reflect on
game. associated with addiction to
the
game
behaviors
That the students
from risk
Internet: identify aspects
related a
Possibilities y positives and negatives in the use
other addictions 10
risks of the Internet, valuing its
addiction benefits and opting for your
proper use
Recognizes that the
That the students Training
illegal trafficking of For a few 11
drugs is a analyze dilemmas based on Citizen and
soles
social threat and its scale of values Civic
reflect on
how it affects the That the students
Science
production of Drugs and the analysis as the cultivation of
Technology and 12
drugs in the middle environment coca contributes to the damage to Environment
environment environment

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