WASTED

PROGRAMME 4: ALCOHOL

ACTIVITIES

Guidance

Please see general Guidance and Introductory / Closing activities before proceeding with programme-related activities.

Key points for discussion after viewing

• How does alcohol use affect Aaron's and Ryan's behaviour?
• How has it affected their friends and families?
• What are the differences between the young men when they are drunk and sober?
• How have their families come to feel about their alcohol use?
• What are the similarities between alcohol misuse and that of other drugs? Consider the impact on individuals, families and communities; related crime and violence; and the cost to the NHS.
• Do you think alcohol should be legal?
• What can be done to make alcohol use safer and healthier, and by whom?

Suggested activities

Activity 1

Ask students to think about where and how children and young people learn about alcohol. They could draw a personal timeline about their own relationship with alcohol, which might show first awareness of alcohol, advertising campaigns that have had an impact, first drink, occasions associated with alcohol, and so on.

Be aware that for some young people their timeline will include negative experiences around alcohol. Allow the exercise to remain 'private' but offer the opportunity for students to talk about their timeline if they wish. It may also be helpful to flag up sources of support within the school setting.

Activity 2

What are the influences that shape young people's feelings about alcohol? Consider parental attitudes, availability of alcohol, the law, media, advertising and culture around drinking in the UK. Is under-age drinking and anti-social behaviour a particularly British issue? Students could work in groups to set out a 'policy' that might begin to address some of the problems that are present around alcohol use in the UK.

Activity 3

The programme illustrates, through Brian's work, that alcohol misuse can lead to individuals becoming vulnerable to accident, injury or assault. Devise a leaflet/flyer containing tips for a safe night out. This might include information about safe drinking levels/units, alternating alcohol with soft drinks, awareness around drinks 'spiking', looking after friends, and putting aside money to get home safely. This could also be an opportunity to learn about basic first aid and what to do in an emergency. Students could work in pairs to practise the recovery position, for example. It may also be possible to arrange for the police, ambulance service, school nurse, local alcohol support agency or charity to speak to students about alcohol misuse, and allow for a question-and-answer session.