HomeMy WebLinkAbout1999 Drug Free Communities Support ProgramDRUG FREE COMMUNITIES SUPPORT PROGRAM
FY 1999
APPLICATION FOR FUNDING
Community Drug Task Force, Ithaca, NY
Checklist for OJJDP Applications
This checklist is provided to assist you in preparing and compiling your application package for
OJJDP funding. Attach a copy of this completed checklist to your application to ensure
compliance with the application process and to assist in the review process.
LJ Table of Contents.
Forms (signed and dated, original in blue ink)
Standard Form 424.
OJP Form 4000/3 (Assurances).
LJ OJP Form 4061/6 (Certifications).
❑ Standard Form LLL (Disclosure of Lobbying Activities), if applicable.
Project Specifications
Appendix
Project Abstract.
Budget Detail Worksheet/Budget Narrative.
Program Narrative.
EK/
�, Timeline of major milestones.
LKResumes of all personnel.
Five additional copies of the application package.
37
Critical Elements Checklist
To ensure that the critical elements of the program announcement are met, applicants are required
to complete and include this checklist with the application package. The checklist must indicate
the page in the proposal narrative on which the critical element is addressed.
Critical Elements Page #
The package includes a roster with the names of all coalition members, the
mandatory sectors they represent, and their contributions to the coalition's work. 34-35
Er The coalition is established and has worked together on substance abuse
prevention for a period of not less than 6 months.
The coalition is a nonprofit, charitable organization, a unit of local government,
or part of or affiliated with an eligible organization or entity.
The coalition's principal mission is the reduction of substance abuse in a 1 2—
comprehensive
comprehensive and long-term manner.
The coalition has a 4 -year strategic plan and 1 -year timeline. a-hfa,(;h m e -44 'S
ll, L3
The package lists collaborations with agencies, programs, projects, and initiatives
outside of the coalition.
E" The package addresses the nature and extent of the substance abuse problem and
identifies the risk and protective factors existing in the community.
dThe package documents process and outcome indicators.
The package identifies substance abuse programs and service gaps.
LV The package includes a plan for local evaluation.
EK The coalition agrees to participate in a national evaluation.
•
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400,05
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The package includes an organizational chart listing all principal individuals and
their positions and includes resumes and biographies for allindividualslisted.
The package includes a plan to solicit substantial financial support from. non -
Federal sources.
The package contains a proposed budget with a cost breakdown of Federal and
non -Federal costs and in-kind contributions:
The coalition requests no more than $100,000 and has a dollar -for -dollar match,
in cash or in kind, of the Federal amount requested.
The coalition has sent a letter of intent to the Alcohol and Drug State Authority.
39
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33
Table of Contents
I. Standard Form 424, Assurances
II Budget Detail Worksheet/Budget Narrative (10 PTS)
M. Project Abstract
IV. Program Narrative (100 Points)
I. Problems to be Addressed (20 .PTS)
A. Target Area: Ithaca, NY
B. MAP of City of Ithaca School District
C. Target Area: Risk Factors
D. Coalition: Community Drug Task Force
E. Risk Factors/Protective Factors
F. PRISM Report (see Attachments)
II Goals and Objectives (20 points)
A. Goal I & Goal II
B. Objectives
C. Logic Model
D. Addressing Risk Factors with Goals and Objectives
II. Program Design(25 points)
A. Public Awareness Campaigns
B. Education and Prevention Programming.
C. Increased Partnership with Ithaca City School District
D. Evaluation
IV. Management and Organization Capabilities (25 PTS)
A. Who will lead
B. Management and Organizational Chart
C. Evaluation
D. Resumes, MOUS, letters of support (attachments)
E. Roster of Community Drug Task Force
F. Timelines 1)1 year 2)4 year
G. Sustaining Funding
V. Bibliography
V. Attachments
OMB Approval No. 0348-0043
APPLICATION FOR
FEDERAL ASSISTANCE
2. DATE SUBMITTED
4-12-99
Applicant Identifier
1. TYPE OF SUBMISSION
Application
• Construction
:N Non -Construction
Preappllcatlon
• Construction
• Non -Construction
3. DATE RECEIVED BY STATE
State Applicant Identifier
4. DATE RECEIVED BY FEDERAL AGENCY
Federal identifier
5. APPLICANT *FORMATION
Legal Name:
CITY OF iTHACA
Organizational Unit:
COMMUNITY DRUG TASK FORCE
Address (give city, county, state, and zip code):
108 EAST GREEN STREET
iTHACA, TOMPKINS COUNTY, NY 14850
Name and telephone number of the person to be contacted on matters involving this application
(give area code)
Technical: 607-274-6501
Budgetary: 607, 274-6501
Contractual: 607-, 274-6501
6. EMPLOYER IDENTIFICATION NUMBER (ETN):
7. TYPE OF APPLICANT: (enter • ro
PP Pd•te letter In box)
A. State H. Independent School Dist.
8. County I. State Controlled Institution of Higher
C. Municipal J. Private University
D. Touwnship K. Indian Tribe
E. Interstate L. Individual
F. Intermunicipal M. Profit Organization
G. Special District N. Other (Specify)
N
Leaming
1
5
—
6
0
0 0 4
0
7
8. TYPE OF APPLICATION:
® New 0 Continuation 0 Revision
If Revision, enter appropriate letter(s) in box(es):
A. Increase Award B. Decrease Award C. Increase Duration
D. Decrease Duration Other (specify):
9. NAME OF FEDERAL AGENCY:
OFFICE OF JUVENILE JUSTICE AND DELIOUENCY PREVENTION
10. CATALOG OF FEDERAL DOMESTIC
ASSISTANCE NUMBER:
1
6
•
7
2
9
11. DESCRIPTIVE TITLE OF APPLICANTS PROJECT:
The Community Drug Task Force In Ithaca, NY, if funded, will establish the
following initiavites
1)Public Awareness Campaign, 2) Prevention and Intervention, 3) Increased
Partnership with Ithaca City School District
MILE: FY 1999 DRUG FEE COMMUNITIES SUPPORT PROGRAM
12. AREAS AFFECTED BY PROJECT (nn'ea oornUes, shin, etc):
The boundaries of Ithaca City School District, which Includes: The City of Ithaca,
Towns of : Caroline, Cayuga Heights, Dryden, Lansing, Ulyssys•
13. PROPOSED PROJECT:
14. CONGRESSIONAL DISTRICTS OF:
Start Date
9-1-99
Ending Date
8-31-99
a. Applicant b. Project
26 26
15. ESTIMATED FIINDING:
16. IS SPPLHCATION SUBJECT TO RENEW BY STATE EXECUTIVE ORDER 12372 PROCESS?
a. YES. THIS PREAPPUCATiOWAPPLICATiON WAS MADE AVAILABLE TO THE
STATE EXECUTIVE ORDER 12372 PROCESS FOR REVIEW ON:
DATE 4/12/99
a. Federal
6 100 000 00
b. Applicant
S .00
c. State
S 00
b. NO. • PROGRAM IS NOT COVERED BY E.O.12372
• OR PROGRAM HAS NOT BEEN SELECTED BY STATE FOR REVIEW
d. Local
S 102,600.0o
e. Other
S 00
t. Program Income
8 .00
17. IS THE APPLICANT DEUNOUENT ON ANY FEDERAL DEBT?
• Yes If "Yes,' attach an explanation. -7N No
9. TOTAL
S 202,600.00
16. TO THE BEST OF MY KNOWLEDGE AND BEIJEF, ALL DATA N THIS APPDCATIOWPREAPPUCATION ARE TRUE AND CORRECT. THE DOCUMENT HAS BEEN DULY•
AUTHORIZED BY THE GOVERNING BODY OF THE APPUCANT ATO THE APPUCANT WILL COMPLY WITH THE ATTACHED ASSURANCES IF THE ASSISTANCE IS AWARDED. •
a. Typed Name of Authorized Representative
ALAN J. COHEN
b. Title
MAYOR
c. Telephone number
607-274-6501
d. Signature of Authorized Representative /
e. Date Signed
461/(19
OMB APPROVAL NO. 1121-0140
EXPIRES: 1/31/96
ASSURANCES
The Applicant hereby assures and certifies compliance with all Federal statutes, regulations, policies, guidelines and requirements,
including OMB Circulars No. A-21, A-110, A-122, A-128, A-87; E.O. 12372 and Uniform Administrative Requirements for Grants and
Cooperative Agreements -28 CFR, Part 66, Common Rule, that govern the application, acceptance and use of Federal funds for this
federally -assisted project. Also the Applicant assures and certifies that:
1. It possesses legal authority to apply for the grant; that a
resolution, motion or similar action has been duly adoptedor
passed as an official act of the applicant's governing body,
authorizing the filing of the application, including all under-
standings and assurances contained therein, and directing
and authorizing the person identified as the official represen-
tative of the applicant to act in connection with the application
and to provide such additional information as may be. re-
quired.
2. It will comply with requirements of the provisions of the
Uniform Relocation Assistance and Real Property Acquisi-
tions Act of 1970 P.L. 91-646) which provides for fair and
equitable treatment of persons displaced as a result of Fed-
eral and federally -assisted programs.
3. It will comply with provisions of Federal law which limit certain
political activities of employees of a State or local unit of
government whose principal employment is in connection
with an activity financed in whole or in part by Federal grants.
(5 USC 1501, et seq.)
4. It will comply with the minimum wage and maximum hours
provisions of the Federal Fair Labor Standards Act if appli-
cable.
5. It will establish safeguards to prohibit employees from using
their positions for a purpose that is or give the appearance of
being motivated by a desire for private gain for themselves or
others, particularly those with whom they have family, busi-
ness, or other ties.
6. It will give the sponsoring agency or the Comptroller General,
through any authorized representative, access to and the right
to examine all records, books, papers, or documents related to
the grant.
7. It will comply with all requirements imposed by the Federal
Sponsoring agency concerning special requirements of law,
program requirements, and other administrative requirements.
8. It will insure that the facilities under its ownership, lease or
supervision which shall be utilized in the accomplishment of
the project are not listed in the Environmental protection
Agency's (EPA -list of Violating Facilities and that it will notify
the Federal grantor agency of the receipt of any communica-
tion from the Director of the EPA Office of Federal Activities
indicating that a facility to be used in the project is under
consideration for listing by the EPA.
9. It will comply with the flood insurance purchase requirements
of Section 102(a) of the Flood Disaster Protection Act of
1973, Public Law 93-234, 87 Stat. 975, approved December
31, 1976. Section 102(a) requires, on and after March 2,
1975, the purchase of flood insurance in communities where
such insurance is available as a condition for the receipt of
any Federal financial assistance for construction or acquisi-
tion purposes for use in any area that had been identified by
the Secretary of the Department of Housing and Urban Devel-
opment as an area having special flood hazards. The phrase
"Federal financial assistance" includes any form of loan,
grant, guaranty, insurance payment, rebate, subsidy, disas-
ter assistance loan or grant, or any other form of direct or
indirect Federal assistance.
10. It will assist the Federal grantor agency in its compliance with
Section 106 of the National Historic Preservation Act of 1966
as amended (16 USC 470), Executive Order 11593, and the
Archeological and Historical Preservation Act of 1966 (16
USC 569a-1 et seq.) by (a) consulting with the State Historic
Preservation Officer on the conduct of investigations, as
necessary, to identify properties listed in or eligible for inclu-
sion in the National Register of Historic Places that are
subject to adverse effects (see 36 CFR Part 800.8) by the
activity, and notifying the Federal grantor agency of the
existence of any such properties, and by (b) complying with
all requirements established by the Federal grantor agency to
avoid or mitigate adverse effects upon such properties.
11. It will comply, and assure the compliance of all its subgrantees
and contractors, with the applicable provisions of Title I of the
Omnibus .Crime Control and Safe Streets Act' of 1968, as
amended, the Juvenile Justice and Delinquency Prevention
Act, or the Victims of Crime Act, as appropriate; the provi-
sions of the current edition of the Office of Justice Programs
Financial and Administrative Guide for Grants, M7100.1; and
all other applicable Federal laws, orders, circulars, or regula-
tions.
12. It will comply with the provisions of 28 CFR applicable to grants
and cooperative agreements including Part 18, Administrative
Review Procedure; Part 20, Criminal Justice Information Sys-
tems; Part 22, Confidentiality of Identifiable Research and
Statistical Information; Part 23, Criminal Intelligence Systems
Operating Policies; Part 30, Intergovernmental Review of De-
partment of Justice Programs and Activities; Part 42, Nondis-
crimination/Equal Employment Opportunity Policies and Pro-
cedures; Part 61, Procedures for Implementing the National
Environmental Policy Act; Part 63, Floodplain Management
and Wetland Protection Procedures; and Federal laws or regu-
lations applicable to Federal Assistance Programs.
13. It will comply, and all its contractors will comply, with the
nondiscrimination requirements of the Omnibus Crime Con-
trol and Safe Streets Act of 1968, as amended, 42 USC
3789(d), or Victims of Crime Act (as appropriate); Title VI of
the Civil Rights Act of 1964, as amended; Section 504 of the
Rehabilitation Act of 1973, as amended; Subtitle A, Title II of
the Americans With Disabilities Act (ADA) (1990); Title IX of
the Education Amendments of 1972; the Age Discrimination
Act of 1975; Department of Justice Non -Discrimination Regu-
lations, 28 CFR Part 42, Subparts C, D, E, and G; and
Department of Justice regulations on disability discrimina-
tion, 28 CFR Part 35 and Part 39.
14. In the event a Federal or State court or Federal or State
administrative agency makes a finding of discrimination after
a due process hearing on the grounds of race, color, religion,
national origin, sex, or disability against a recipient of funds,
the recipient will forward a copy of the finding to the Office for
Civil Rights, Office of Justice Programs.
15. It will provide an Equal Employment Opportunity Program if
required to maintain one, where the application is for 5500,000
or more.
16. It will comply with the provisions of the Coastal Barrier
Resources Act (P.L. 97-348) dated October 19, 1982 (16 USC
3501 et seq.) which prohibits the expenditure of most new
Federal funds within the units of the Coastal Barrier Re-
sources System.
OJP FORM 4000/3 (Rev. 1-93) PREVIOUS EDITIONS ARE OBSOLETE.
ATTACHMENT TO SF -424.
Date
U.S. DEPARTMENT OF JUSTICE
OFFICE OF JUSTICE PROGRAMS
OFFICE OF THE COMPTROLLER
CERTIFICATIONS REGARDING LOBBYING; DEBARMENT, SUSPENSION AND
OTHER RESPONSIBILITY MATTERS; AND DRUG-FREE WORKPLACE REQUIREMENTS
Applicants should refer to the regulations cited below to determine the certification to which they are required to
attest. Applicants should also review the instructions for certification included in the regulations before completing this
form. Signature of this form provides for compliance with certification requirements under 28 CFR Part 69, "New
Restrictions on Lobbying" and 28 CFR Part 67, "Government -wide Debarment and Suspension (Nonpro-curement) and
Government -wide Requirements for Drug -Free Workplace (Grants)." The certifications shall be treated as a material
representation of fact upon which reliance will be placed when the Department of Justice determines to award the
covered transaction, grant, or cooperative agreement.
1. LOBBYING
As required by Section 1352, Title 31 of the U.S. Code, and
implemented at 28 CFR Part 69, for persons entering into a
grant or cooperative agreement over $100,000, as defined at
28 CFR Part 69, the applicant certifies that: •
(a) No Federal appropriated funds have been paid or will be
paid, by or on behalf of the undersigned, to any person for in-
fluencing or attempting to influence an officer or employee of any
agency, a Member of Congress, an officer or employee of
Congress, or an employee of a Member of Congress in con-
nection with the making of any Federal grant, the entering into
of any cooperative agreement, and the extension, continuation,
renewal, amendment, or modification of any Federal grant or
cooperative agreement;
(b) If any funds other than Federal appropriated funds have
been paid or will be paid to any person for influencing or at-
tempting to influence an officer or employee of any agency, a
Member of Congress, an officer or employee of Congress, or
an employee of a Member of Congress in connection with this
Federal grant or cooperative agreement, the undersigned shall
complete and submit Standard Form - LLL, "Disclosure of
Lobbying Activities," in accordance with its instructions;
(c) The undersigned shall require that the language of this cer-
tification be included in the award documents for all subawards
at all tiers (including subgrants, contracts under grants and
cooperative agreements, and subcontracts) and that all sub -
recipients shall certify and disclose accordingly.
2. DEBARMENT, SUSPENSION, AND OTHER
RESPONSIBILITY MATTERS
(DIRECT RECIPIENT)
As required by Executive Order 12549, Debarment and
Suspension, and implemented at 28 CFR Part 67, for prospec-
tive participants in primary covered transactions, as defined at
28 CFR Part 67, Section 67.510—
A. The applicant certifies that it and its principals:
(a) Are not presentlydebarred, suspended, proposed for debar-
ment, declared ineligible, sentenced to a denial of Federal
benefits by a State or Federal court, or voluntarily excluded
from covered transactions by any Federal department
or agency;
(b) Have not within a three-year period preceding this applica-
tion been convicted of or had a civil judgment rendered against
them for commission of fraud or a criminal offense in connec-
tion with obtaining, attempting to obtain, or performing a
public (Federal, State, or local) transaction or contract under a
public transaction; violation of Federal or State antitrust statutes
or commission of embezzlement, theft, forgery,
bribery, falsification or destruction of records, making false
statements, or receiving stolen property;
(c) Are not presently indicted for or otherwise criminally or
civilly charged by a governmental entity (Federal, State, or
local) with commission of any of the offenses enumerated in
paragraph (1)(b) of this certification; and
(d) Have not within a three-year period preceding this applica-
tion had one or more public transactions (Federal, State, or
local) terminated for cause or default; and
B. Where the applicant is unable to certify to any of the
statements in this certification, he or she shall attach an
explanation to this application.
3. DRUG-FREE WORKPLACE
(GRANTEES OTHER THAN INDIVIDUALS)
As required by the Drug -Free Workplace Act of 1988, and
implemented at 28 CFR Part 67, Subpart F, for grantees, as
defined at 28 CFR Part 67 Sections 67.615 and 67.620—
A. The applicant certifies that it will or will continue to provide
a drug-free workplace by:
(a) Publishing a statement notifying employees that the
unlawful manufacture, distribution, dispensing, possession, or
use of a controlled substance is prohibited in the grantee's
workplace and specifying the actions that will be taken against
employees for violation of such prohibition;
(b) Establishing an on-going drug-free awareness program to
inform employees about—
(1) The dangers of drug abuse in the workplace;
(2) The grantee's policy of maintaining a drug-free workplace;
(3) Any available drug counseling, rehabilitation, and employee
assistance programs; and
(4) The penalties that may be imposed upon employees for
drug abuse violations occurring in the workplace;
(c) Making it a requirement that each employee to be engaged
in the performance of the grant be given a copy of the state-
ment required by paragraph (a);
(d) Notifying the employee in the statement required by para-
graph (a) that, as a condition of employment under the grant,
the employee will—
1 0 -IP FORM 4061/6 (3-91) REPLACES OJP FORMS 4061/2.4061/3 AND 4061/4 WHICH ARE OBSOLETE.
(1) Abide by the terms of the statement; and
(2) Notify the employer in writing of his or her conviction for a
violation of a criminal drug statute occurring in the workplace
no later than five calendar days after such conviction;
(e) Notifying the agency, in writing, within 10 calendar days
after receiving notice under subparagraph (d)(2) from an
employee or otherwise receiving actual notice of such convic-tion.
Employers of convicted employees must provide notice, including
position title, to: Department of Justice, Office of
Justice Programs, ATTN: Control Desk, 633 Indiana Avenue,
N.W., Washington, D.C. 20531. Notice shall include the iden-
tification number(s) of each affected grant;
(f) Taking one of the following actions, within 30 calendar
days of receiving notice under subparagraph (d)(2), with
respect to any employee who is so convicted—
(1) Taking appropriate personnel action against such an
employee, up to and including termination, consistent with the
requirements of the Rehabilitation Act of 1973, as amended; or
(2) Requiring such employee to participate satisfactorily in a
drug abuse assistance or rehabilitation program approved for
such purposes by a Federal, State, or local health, law enforce-
ment, or other appropriate agency;
(g) Making a good faith effort to continue to maintain a drug-
free workplace through implementation of paragraphs (a), (b),
(c), (d), (e), and (f).
B. The grantee may insert in the space provided below the
site(s) for the performance of work done in connection with
the specific grant:
Place of Performance (Street address, city, county, state, zip
code)
Check D if there are workplaces on file that are not indentified
here.
Section 67, 630 of the regulations provides that a grantee that
is a State may elect to make one certification in each Federal
fiscal year. A copy of which should be included with each ap-
plication for Department of Justice funding. States and State
agencies may elect to use OJP Form 4061/7.
Check D if the State has elected to complete OJP Form
4061/7.
DRUG-FREE WORKPLACE
(GRANTEES WHO ARE INDIVIDUALS)
As required by the Drug -Free Workplace Act of 1988, and
implemented at 28 CFR Part 67, Subpart F, for grantees, as
defined at 28 CFR Part 67; Sections 67.615 and 67.620—
A. As a condition of the grant, I certify that I will not engage
in the unlawful manufacture, distribution, dispensing, posses-
sion, or use of a controlled substance in conducting any
activity with the grant; and
B. If convicted of a criminal drug offense resulting from a
violation occurring during the conduct of any grant activity, I
will report the conviction, in writing, within 10 calendar days
of the conviction, to: Department of Justice, Office of Justice
Programs, ATTN: Control Desk, 810 Seventh Street NW.,
Washington, DC 20531.
As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications.
1. Grantee Name and Address:
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2. Application Number and/or Project Name
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3. Grantee IRSNendor Number
4. Typed Name and Title of Authorized Representative
5. Signature
6. Date
OMB Approval No. 1121-0188
Budget Detail Worksheet
Purpose: The Budget Detail Worksheet may be used as a guide to assist you in the
preparation of the budget and budget narrative. You may submit the budget and budget
narrative using this form or in the format of your choice (plain sheets, your own form, or a
variation of this form). However, all required information (including the budget
narrative) must be provided. Any category of expense not. applicable to your budget may
be deleted.
A. Personnel - List each position by title and name of employee, if available. Show the
annual salary rate and the percentage of time to be devoted to the project. Compensation
paid for employees engaged in grant activities must be consistent with that paid for similar
work within the applicant organization.
Name/Position Computation
*Laurel Guy/Paid Coordinator 3/4time one year $17,160
Community Drug Task Force
Cost In -Kind
**Office Support for
Neighborhood Leader Initiative $4,000 8 hours per week $4000.00
$4000.00
***Greater Ithaca Activities Center
• Staff person 20 hours per week, 33 weeks @ 7.50 hr $4950.00
Work study students :3 students @25% of 6.50 3 hours a day $1579.50
4 times a weeks, 27 weeks
Total Cost $26, 100.00
In —Kind $0.00
*The Coordinator of the Community Drug Task Force will plan the public awareness
campaign, coordinate the volunteers of the task force, and implement the programs that
foster the relationship between Ithaca City School District and the community.
**The Office Support Staff will be a part time position dedicated to bringing prevention
and intervention to two of the targeted neighborhoods for the Neighborhood Initiative
Leader Programs with the Mental Health Association
*The Greater Activities Center the staff person will maintain the tutoring room and meet
with teachers, coaches and guidance counselors
B. Fringe benefits - Fringe benefits should be based on actual known costs or an
established formula. Fringe benefits are for the personnel listed in budget category (A) and
only for the percentage of time devoted to the project. Fringe benefits on overtime hours
are limited to FICA, Workman's Compensation, and Unemployment Compensation.
Name/Position Computation Cost / In -Kind
Fringes
*Laurel Guy Health $2396.00
Paid Coordinator of SS $1313.00
Community Drug Task Force Workers Comp $686.40
Disability $2574.00
**Office Support Staff $4,000X28.5% $1,140.00
Neighborhood Leaders Initiative
Fringes covers: FICA .0765
Health .14
Retirement .03
Work Comp .011
Unemployment .015
Disability .012
TOTAL 28.45%
TOTAL Cost $8,109.40
Total In-kind $0.00
Total Personnel & Frinee Benefits $34,209.40
Total In -Kind $0.00
C. Travel - Itemize travel expenses of project personnel by purpose (e.g., staff to training,
field interviews, advisory group meeting, etc.). Show the basis of computation (e.g., six
people to 3 -day training at $X airfare, $X lodging, $X subsistence). In training projects,
travel and meals for trainees should be listed separately. Show the number of trainees and
unit costs involved. Identify the location of travel, if known. Indicate source of Travel
Policies applied, Applicant or Federal Travel Regulations.
Purpose of Travel
Location Item Computation
Travel to Neighborhoods for
Neighborhood Leader Initiative
Cost! Inland
Washington D.C. Training Travel Expenses (Mandated)
Technology Training in Region (Mandated
Travel to outlying areas for Prevention series
D. Equipment - List non -expendable items that are to be purchased. Non -expendable
equipment is tangible property having a useful life of more than two years and an
acquisition cost of $5,000 or more per unit. (Note: Organization's own capitalization
policy may be used for items costing less than $5,000). Expendable items should be
included either in the "Supplies" category or in the "Other" category. Applicants should
analyze the cost benefits of purchasing versus leasing equipment, especially high cost items
and those subject to rapid technical advances. Rented or leased equipment costs should be
listed in the "Contractual" category. Explain how the equipment is necessary for the
success of the project. Attach .a narrative describing the procurement method to be used.
Item Computation Cost /InKind
NA
E. Supplies - List items by type (office supplies, postage, training materials, copying paper,
and expendable items costing less that $5,000,such, as books, hand held tape recorders and
show the basis for computation. (Note: Organization's own capitalization policy may be
used for items costing less than $5,000). Generally, supplies include any materials that are
expendable or consumed during the course of the project.
Supply Items Computation Cost/InKind
Neighborhood Leaders Initiative
Computer Stations PC 200:. pentium, monitor, keyboard, mouse, win 95.
These computers will be used thus:
Provides database gathering, case tracking capability
and information prevention initiatives and the youth list serve
2 computer stations @ $1050 each $2,100.00
1 printer (HP printer/scanner/fax 2@ 500) $1000.00
GIAC Tutoring Program
Calculators, scientific calculators, special rulers, compasses $1000.00
Food for students in the after school Steppin' Up program . $1320.00.
$10.00 per day, 4 times a week
33 weeks one year
Office supplies for the Neighborhood Leaders
Postage supplies for the Neighborhood Leaders (ongoing local mailings)
Training Materials
Printing of posters and publication materials
and Postage for Community Drug Task Force materials
$940.00
$850.00
$969.00
$2,057.60
Paint for walls of Neighborhood Leaders office (10 gals. @$20.00/gal + tools) $454.00
TOTAL $10,690.60
In -Kind $0.00
F. Program Costs: These programs are essential to the success of the project
Item
Cost Inkind
. Transportation
500 youth bus passes
(cost youth bus pass $20 a month for 10 months)
Public Awareness Campaign
TV Production
10 PSA s X $300 each to be produced
Public Awareness Campaign
Television spots 44 spots a week @ $16 each
@ 50 weeks to be aired on 6 stations
$15,000
$3000
$17,600
Scholarships $4000
$85,000.00
Tompkins Consolidated Transit
$17,600.00
Time -Warner Cable
Total Costs for Programs $39,600
Total In -Kind $102.600.00
G. Consultants/Contracts - Indicate whether applicant's formal, written Procurement
Policy or the Federal Acquisition Regulations are followed.
Consultant Fees: For each consultant enter the name, if known, service to be provided,
hourly or daily fee (8 -hour day), and estimated time on the project. Consultant fees in
excess of $450 per day require additional justification and prior approval from OJP.
Name of Consultant Service Provided Computation Cost/Inkind
Alan Berkowitz (Expert local training for social norms campaign) . $5,000
$100 per hour/50 hours
over 33 weeks
Neighborhood Leaders Stipend (2 X $2000 per year) $4,000
Prevention Manual Developer ($1,500 for one manual)
$1500
Consultant Expenses: List all expenses to be paid from the grant to the individual
consultant in addition to their fees (i.e., travel, meals, lodging, etc.)
Item Location Computation
Total Cost Consultants $10,500
Total In -Kind $0.00
Cost
Contracts: Provide a description of the product or services to be procured by contract and
an estimate of the cost. Applicants are encouraged to promote free and open competition
in awarding contracts. A separate justification must be provided for sole source contracts
in excess of $100,000.
NA
H. Other Costs - List items (e.g., rent, reproduction, telephone, janitorial or security
services, and investigative or confidential funds) by major type and the basis of the
computation. For example, provide the square footage and the cost per square foot for
rent, and provide a monthly rental cost and how many months to rent.
Description Computation Cost /In 1Kind
Rent for Neighborhood. Leader site ($500/site/year) $1,000.00
Telephone $1200.00
Printing/Reproduction of materials $1,000.00
TOTAL COSTS $3,200.'
Total InKind $0.
L Indirect Costs - Indirect costs are allowed only if the applicant has a Federally approved
indirect cost rate. A copy of the rate approval, (a fully executed, negotiated agreement),
must be attached. If the applicant does not have an approved rate, one can be requested
by contacting the applicant's cognizant Federal agency, which will review all
documentation and approve a rate for the applicant organization, or if the applicant's
accounting system permits, costs may be allocated in the direct costs categories.
Description
Computation Cost
Budget Summary - When you have completedthe budget worksheet, transfer the totals for
each category to the spaces below. Compute the total direct costs and the total project
costs. Indicate the amount of Federal requested and the amount of non -Federal funds that
will support the project.
BUDGET CATEGORY AMOUNT *MATCHING FUNDS
Required
A. Personnel $26,100.00 $0.00
B. Fringe Benefits $8,109.40 $0.00
C. Travel $1,800.00 $0.00
D. Equipment NA
E. Supplies $10,690.66 $0.00
F. Program Costs $39,600.00 *$102,600.00
G. Consultants/Contracts $10,500.00 $0.00
H. Other Costs 3,200.00 $0.00
Total Direct Costs
I. Indirect Costs NA
TOTAL PROJECT COSTS
Federal Request $100,000.00
Matching Funds $102,600.00
Project Abstract
Since April 1997, The Community Drug Task Force in Ithaca, NY has worked
to bring a diverse community together to tip the scales and measurably
improve the welfare of children and the entire community by reducing the
incidence of substance abuse.
Goals of Drug Free Community Grant, speck to Ithaca, IVY
1) Reduce substance abuse among youth, and over time adults in Ithaca and
the surrounding municipalities.
2) To strengthen The Community Drug Task Forcepartnershipswith Ithaca
City School District, City of Ithaca, surrounding municipalities, local
universities and colleges, existing community private not-for-profit
organizations, and local and state government.
How goals will be met.• A brief description
This four-year initiative will begin accomplishing the goals by focusing funding
efforts in three areas: 1) creating a progressive district -wide, and countywide
Public Alertness & Awareness Campaign to educate and inform the entire
population, with special emphasis on youth. 2) Prevention, Intervention and
Education Initiatives through the collaboration of the Community Drug Task
Force and its partnership with the Mental Health Association 3) Increasing the
Partnership with Ithaca City School District, promoting collaborative
initiatives and partnerships with the Ithaca City School District, Community
Drug Task Force, law enforcement, existing community youth programs, and
local government.
1
PROGRAM NARRATIVE (100 POINTS)
L PROBLEMS TO BE ADDRESSED (20 POINTS)
New York State
In 1999, New York State parallels many disturbing national trends among
youth, including: inadequate learning, earlier sexual activity, more health
damaging behavior and earlier experimenting with drugs. Most youth
perceive little or no risk connected with cigarettes and alcohol use. However,
each is an addictive gateway for substances that encourage repetitive use as
well as serve as a conduit for illicit drugs 1.
A. TARGET AREA: ITHACA, NY
Ithaca, NY is located in Tompkins County, which is in the rural Finger Lakes
region of Central New York. The population of the Town of Ithaca, City of Ithaca
and other municipalities within the Ithaca City School District spans the socio-
economic spectrum. Tompkins County is a racially diverse community, with
13.8% of its permanent population is of Asian/Pacific Island, Black, or Hispanic
origin. The permanent population of Ithaca, NY is about 29,500. However,
Ithaca, NY is home to Cornell University and Ithaca College and the presence of
these institutions augments the population by about 22,000 people. Ithaca's
problems with substance abuse may be statistically similar to other small
communities. However, as a result of the transient student population, the
problems of substance abuse and those related to substance abuse are more
complex2.
1 Great Transitions, Carnegie Council
2
Ithaca Citi School District
The Ithaca City School District has unique geographic boundaries (see map
attached) as it encompasses not only the City of Ithaca, but also the
surrounding municipalities of Caroline, Cayuga Heights, Dryden, Enfield, Town
of Ithaca, Ulysses and Lansing.
Nearly 50% of all Tompkins County children in public schools are students of
the Ithaca City School District. Enrollment in the Ithaca City School District is
about 7000. Within the school district there are ten elementary, two middle
schools, one high school, and one small alternative school.
The surrounding municipalities and the City of Ithaca have several elementary
schools. Then in sixth grade, all youth within the boundaries of Ithaca City
School District attend either Dewitt Middle School or Boynton Middle School.
Finally, most are housed under one roof, Ithaca High School, from grades nine
through twelve (with a small percentage in the Alternative School)
Substance Abuse in the Ithaca Citu School District
In February 1999, the American Drug and Alcohol SurveyTM was conducted for
the Ithaca City School District. The results indicated that 35% of the 12th
graders had used drugs or had been drunk inthe last 30 days. Besides 12th
graders, 6th, 8th and 10th graders also participated in the survey.
2 Rowley, Judge John, 1998 Drug Court, Ithaca, NY
3
Ithaca Drug Free Community Support Program
Target Area
Ithaca City School District Boundary Plotted by Ithaca City Planning & Development
March 199:
Percent of Ithaca City School District Students and
12th Graders across the Country Who Have Ever Tried A Drug
6th 8th loth 12th National
Graders Graders Graders Graders 12th
Graders
Alcohol
Been Drunk
Cigarettes
Marijuana
Cocaine
Stimulants
Inhalants
Downers
Heroin
Hallucinogen
36% 63% - 81%
3% 17% 44%
11%
35% 46%
4% 19% 37%
2%
3%
2%
90% 82%
62%
64%
.59% 65%
55%
5%
50%
9%
1% 3% 3% 6% 17%
7% 13% 6%
3%
16%
1% 1% 1% 4% 8%
1 % -2% 1% O% 2%
2% 5% 11% 20% 15%
This report issued by Rocky Mountain Behavioral Science Institute (RMSBI), the
Fort Collins, CO -based firm which developed the survey, classified students in
the district according to the level of risk they experience based on their use of
drugs and alcohol. The students were categorized as being a "Low", Moderate"
or "High" risk. In the Ithaca City School District, about 45 percent of the 400
12th graders were at a moderate or high risk. When disturbing percentages are . .
turned into numbers, 235 students at Ithaca High School and both Dewitt and
Boynton Middle Schools have high-risk behavior. Another startling outcome of
the survey is the number of students who said they drink at home with parental
4
they drink at home with parental permission. The data for parental permission
alcohol consumption is as follows: sixth graders: 19%, eighth graders: 33
percent, 10th graders: 35 percent, 12th graders: 42 percent.
The incidence of early experimentation of alcohol and drug use is directly
correlated to the propensity of the high-risk youth to become a drug or alcohol
abuser as an adult. Therefore, the Ithaca City School District must work with
the Community Drug Task Force to attack problem areas and focus on
prevention and education.
Public Forums are scheduled throughout April 1999 to encourage parents,
teachers, and community members to get involved in discussing the survey
results.
500
400
300
200
100
0
Estimated Number of Students at 3 levels of Drug
Involvement
6th 7th 8th 9th 10th 11th 12th
graders graders graders graders graders graders graders
5
600
500
400
300
200
100
0
® low
moderate
high
-- total
c'�s
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5
600
500
400
300
200
100
0
® low
moderate
high
-- total
B: TARGET AREA RISK FACTORS
1) Economic Deprivation
Ithaca, like many American cities, is troubled by huge economic shifts in the
workforce, as more and more jobs require professional training and advanced
education. In 1990, the median household income for Tompkins County was
$27,8413. The 1990 Census revealed that Ithaca has a significantly high child -
poverty rate of 27% almost as high as New York City's. Additionally, 3.5 % of
couple -headed families live in poverty, a rate higher than that of New York State
(excluding New York City): A disturbing 22% of female headed households (in
Tompkins County) are living in poverty4. Therefore family resources are
strapped. The more the family suffers from lack of wages the less able the.
parent is to spend time with the child or adolescent. This increases stress on
the family. Furthermore, a study from the Research Institute on Addiction
confirms that the parent who effectively copes with the stress at onset of
adolescent substance abuse directly effects positive outcomes for the child.
The more detached a child is from the school environment the poorer the
performance and greater propensity for substance abuse.
The Ithaca City School District analyzed standardized test results by separating
low income from middle to high income. A wide gap in school achievement is
illustrated between the two groups. A similar gap exists when student test
scores are divided by racial background.
3 Claritas Inc. Copyright 1998
4 Prevention Risk Indicator Needs Assessment, 19998, NYS Office of Alcoholism and Substance Abuse
6
Child Poverty by Region
City of
Ithaca
Tompkins
County
New York
State
1
,y s
0%
10%
20%
30%
2) Crime
In Tompkins County, over the past ten years, problems associated with alcohol
and drug related crime has risen dramatically. Crime in Ithaca has risen
dramatically, by 25%, from 1754 in 1985 to 2184 in 1995. Felony drug arrest
in the county increased 47% in the years 1994-1995. Drug indictments rose
144% during the same period.
In their 1998 study, Behind Bars, The Center on Addiction and Substance.
Abuse at Columbia University (CASA), illustrated that drug and alcohol abuse
are implicated in the incarceration of 80% of the men and women occupying
local jails and federal state prisons. Ithaca parallels the nation; a study
completed in 1991, by William Benjamin, concluded that 72% of inmates •
housed in the Tompkins County Jail were incarcerated on alcohol or drug
related5 charges. The statistics (see chart below) from the Ithaca City Police
Department illustrate the huge increase in drug related arrests.
5 Rowley, Judge John. The Drug Court Program
7
4000
350
300
250
200
150
100
50
0
Drug Arrests in the City of Ithaca
1991-1995
."
i 3
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1991 1992 1993 1994 1995
�— Total Arrests
--■-- Under 18 Arrests
Drug Court
Recently, Tompkins County was awarded with a large grant initiative to
revolutionize treatment of drug abuse .offenders and addicts. This innovative
approach will become the cornerstone of the drug court arena. The new
approach will have major impacts on both the treatment of drug offenders and
the overall economy. The purpose of the Ithaca City Drug Treatment Court is to
give non-violent, non -chronic offenders with substance abuse problems the . .
opportunity for treatment rather than jail time. The hope is that curing those
addictions will prevent repeated offenses and thereby benefit the individual
defendants, and their families, as well as the community at large. The Drug
Court is a cooperative venture between Tompkins County and the City of
Ithaca.
8
Drug Use: Reported Drug of Choice of All 1998
Referrals
Other
Heroin
Alcohol
Marijuana
Crack
50
40
30
20
10
0
Coke
0 5 10 15
20
031-40 Yrs
o 22-30 Yrs
® 19-21 Yrs
gi 16-18 Yrs
1998 Ithaca Drug Treatment Court Referrals by
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3. Low neighborhood attachment
In the past two decades, many middle and upper income families have left
Ithaca, relocating to the outlying municipalities. This urban ffight is
documented by the 1990 census: In 1990, there were 33% fewer families with
9
children living in Ithaca than in 1970: This trend is due to the overall
deterioration of houses, and the student- driven, rental market, as well as
increased drug trafficking and crime.
Ithaca has very low rate of homeownership
Based on the 1990 Census, there are approximately 15,314 renters in
Tompkins County. The home ownership rate in Ithaca is as low as 29%. As
cited earlier, Ithaca and surrounding municipalities have an unusually large
transitory population, due to the presence of Cornell University, Ithaca College
and Tompkins Cortland Community College. This results in the extremely low
Lack of Student Housing in Ithaca Totals Cornell University, Ithaca
College, Tompkins Cortland Communtiy College
CINumber of Sud ents
Living In Dorms
30%
Number of
Undergraduates
70%
Owner -occupied housing within the City of Ithaca and outlying areas.
Home ownership is a stabilizing force in communities. The lack of student
housing on the college campuses has resulted in the turnover of owner
occupied housing to rental units. The pie chart above manifests the low
percentage of students able to access available housing within Cornell
University,Ithaca College, and Tompkins Cortland Community College.
According to Census data, Homeowners typically live in a community four times
longer than renters. When neighbors stay in one place longer, they have more
time to get to know one another, and to establish social, political, religious and
other networks6. Furthermore, hermore, the effects of home ownership on children are
measurable. Census data shows that children of homeowners are less likely
10
to become involved in the juvenile justice system than those of renters7.
Daughters of homeowners are almost 20 percent less likely to become teenage
mothers. One Study found that homeowners are less likely to have alcohol and
substance- abuse problems than renters8.
4. Place, Price, Promotion, Packaging
The presence of the "College Town" atmosphere also creates an atmosphere for
the marketing of alcoholic beverages and bars. College towns not only keep beer
cheap, they promote partying with drugs and alcohol. There are over 60
fraternities and sororities in Ithaca, many have large unsupervised parties,
which attract local high school students and other area youth.
C. COMMUNITY DRUG TASK FORCE: STRENGTHS
In May of 1997, Ithaca fought back against growing drug trafficking and drug
abuse with the grass roots initiative, The Community Drug Task Force. The
Community Drug Task Force recognizes that the sale and use of illegal drugs
and the misuse of legal drugs are having aserious, destructive impact on the
community, particularly on the youth. Successful efforts to address this
problem will require open communication, and an effective working
relationship amongst many individuals and organizations, including
neighborhoods, schools, and government.
Community Drug Task Force Mission Statement
"We are committed to forging an alliance between our schools, government and
neighborhoods, and together developing, strategies to reduce alcohol and other
substance abuse in Ithaca and Tompkins County by:
6 Collins, Michael, 1998
7 Green, Richard K and Michelle J. White. "Measuring the Benefits of Homeowning: Effects on Children"
Chicago: Center for the Study of the Economy and the State, 1994
11
1) Involving families, schools, and the community in a constructive dialogue
about alcohol and other substance abuse;
2) Developing initiatives designed to teach young people about the risks of
using illegal drugs and abusing legal drugs, including alcohol and cigarettes,
and providing positive activities for youth;
3) Ensuring that people who need substance abuse treatment can get effective
help when they need it;
4) Empowering citizen initiatives and actions, including encouraging further
organization of neighborhood associations and neighborhood watch groups;
5) Supporting enhanced enforcement of existing laws and passage of new
legislation to combat drug abuse; and
6) Working with area school districts and universities to develop and enforce
campus -wide and district -wide substance abuse policies."
Research by the National Institute on Drug Abuse has indicated that strong
family and community bonds are some of the most effective preventive
measures against drug use and abuse among youth. The Community Drug
Task Force will work to strengthen the cohesiveness of both the family and
community units. Please see the Community Drug Task Force Report in the
section labeled Attachments, for a comprehensive overview of the successes and
strategic plan.
Ten Action Teams: The Community Drug Task Force
The Community Drug Task Force members created ten Action Teams (see
attached Community Drug Task Force Report) for a multi -faceted attack on
substance use and abuse issues in Ithaca. The Youth Education Action
8 Green and White (1994)
12
Team analyzes how they can most effectively improve the education of young
people about the use and abuse of alcohol, marijuana, tobacco and other drugs.
The Parent Education Action Team's main 'focus has been to educate and
provide support for parents in the Ithaca City School District and throughout
Tompkins County about alcohol and other drugs. Treatment Action Team's
main goal is to increase and improve outpatient services for youth. The primary
target group for augmenting outpatient services is Ithaca City School District
youth under the age of 18. The secondary target group for these services is
anyone under the age of 22 in Tompkins County. Community Action - Action
Team - The members of the Community Action Team share the same
commitmentand vision - to strengthen .the neighborhoods in Ithaca. School
Culture Environment Action Team - All members of this Action Team agree
that the single most important issue regarding the use and sale of alcohol and
other drugs in our schools, is the issue of safety for youth.
School Culture Policy Action Team -Ibis Action Team has focused on
District policy covering alcohol and other drugs in the schools and on the
procedures to implement the policy. Public Outreach Action. Team's focus to
date has been on bringing visibility to the efforts of the Community Drug Task
Force and to raise awareness in the community regarding drug use and abuse,
and ongoing drug prevention efforts. Government Initiatives (82.
Environmental Factors) Action Team - The purpose and goal of this Action
Team is to propose ordinances, laws, and programs at any level of government
to help further the mission of the Drug Task Force and to reduce substance
abuse and drug trafficking in the Ithaca area. The Action Team's emphasis has
been developing ordinances at the local level (City of Ithaca), and on
13
improvements in the local environment which could affect substance abuse.
Justice Action Team - This Action Team is composed of representatives from
the Ithaca City Police Department, Ithaca City Court, Ithaca City's Prosecutor's
Office, Tompkins County District Attorney's Office, the local defense bar and
community members. The Justice Action Team focuses on 1) Youth Court 2)
Support for Community Groups 3) Analysis of Judicial System Resources
Targeting Drug Abuse. Survey Action Team - This team decided to utilize a
survey of drug usage and attitudes towards drugs amongst the youth in Ithaca
(Rocky Mountain Survey). For details on each Action Team please see the
attached Community Drug Task Force Report.
Coalitions that work together, work:
Coalitions are an integral component of a community's response to substance
abuse. Community coalitions report an increasing impact on substance abuse
problems in their communities and a stronger community capacity to address
social problems9. The key to a successful coalition is to locate all the available
local assets; and begin to connect them with one another, in ways that multiply
their power and effectiveness)°. This harnesses all _energies toward a single
mission and a focused conclusion. A successful collaborative funding effort
from the following Community Drug Task Force Members: The Ithaca City
School District, Tompkins County Drug Court, and the Alcoholism Council,
resulted in the new full time paid position of Student Assistance Counselor
(SAP) at Ithaca High School. The SAP program was designed to provide support
to students, parents and faculty concerned or impacted by substance use.
From February 1-26, 1999 the SAP educated over 100 faculty members and
9 1998 Join Together Survey of Communities: Executive Summary
14
approximately 80 high school students.
Members
Since 1997, the Task Force has retained key players from various sectors of the
community (see Task Force roster. in Management and Organization). All
members are committed to not only to bring problems to the table but to take
action upon them.
D: COMMUNITY DRUG TASK FORCE: WEAKNESS
The Community Drug Task Force lacks resources; it is an all -volunteer
organization, with the exception of one paid half time coordinator. Although, all
members agree on the mission, there is a distinct lack of clarity in direction.
The pieces are there, but there is no tie-in between the asset building, training,
education, and network computability. Ithaca City. School District, a key player,
must work with the community's many local agencies, government, and police.
There are common challenges amongst these groups. They lack resources for
educating students and peer -counselors. In addition, there is little or no formal
training for. students, parents and community members on prevention methods
and harm reduction for alcohol and other drugs.
D: RISK FACTORS / PROTECTIVE FACTORS.
Risk Factors
According to the Prevention Enhancement Protocols System (PEPS) of the
Substance Abuse and Mental Health Services Administration, there are risk
factors that increase the chances that children will turn to alcohol and other
substances. Child risk factors include serious behavior problems, attention
10 Kretzmann, John P., McKnight John L, Building Communities From The Inside Out
15
deficit hyperactivity disorder, violent acting -out, alienation or rebelliousness.
Family risk factors include parents' own use of substances, child abuse or
neglect, and communication difficulties. School risk factors: Ithaca High
School has an open -campus policy, which allows students to leave the campus
grounds at any time Environmental risk factors (see Target Area Risk Factors
above). Children exposed to several risk factors at the same .time are more at
risk. Please see the Prevention Risk Indicator Needs Assessment (PRISM)
1998 attachment for Tompkins County and Ithaca for hard data on the child
risk factors.
Protective Factors
The "Keeping Children Drug Free: Using Family -Centered Approaches" parent -
and community guide illustrates the well -researched effective means of
preventing substance abuse despite risk factors in a child's life. By increasing
the protective factors, the more likely you are to succeed in preventing drug
abuse among children. Child protective factors includea child's positive
attitude, ability to adapt to change, and a belief m self. Family protective
factors include; having a close knit family, a strong maternal/paternal bond,
and parental supervision of children's daily activities. Community protective
factors: include: strong commitment to religious activities, activecommunity.
focus, and economic boosts, such as low unemployment rate (see PRISM
attachment).
According to Ed Swayze, from the Tompkins County Human Service Coalition,
there are over 117 human - service agencies in Ithaca, many of them youth
oriented. Publicizing the existing facilities and youth programs will be a major
portion of the public awareness campaign. In addition, Ithaca has a large adult
16
and adolescent volunteer rate, an aspect that influenced Ithaca's being voted
"the most enlightened community" in the Utne Reader in 1998.
Please find " the Prevention- Risk Indicator Needs Assessment 1998
attachment for Tompkins County and Ithaca for hard data on the child and
community Protective Factors.
II. GOALS AND OBJECTIVES (20 Points)
Below are the two goals of the Community Drug Task Force, followed by the
objectives for each goal. Please see the LOGIC MODELS on the following pages
for complete details on goals, objectives, activities, outcomes and evaluation.
A. GOALS
Goal I:
Reduce substance abuse among youth, and over time among
adults, by addressing the factors in a community that serve to
increase the risk of substance abuse and factors that serve to
minimize the risk of substance abuse
Goal II: Establish and strengthen collaboration among communities;
Federal, State, Local governments; and private nonprofit
agencies and to support community coalition efforts to
prevent and reduce substance abuse among youth
B. OBJECTIVES
Objectives Goal I:
a) Increase the age onset of substance use by 8 _months
b) Reduce frequency of use of alcohol, tobacco, and other drugs in
the past 30 days
17
GOAL ONE: Reduce
substance abuse among
youth and over time adults
Objectives
Increase Age Onset by 6
months
Activities
Reduce frequency of use in the
past 30 days
1) Youth Bus Passes
2) Mental Health Association
prevention through the
neighborhood leader pro-
gram
3) Social Norms Campaign
at High School
4) Public Forums for educat-
ing parents
Outcomes
Increase perception of risk of
harm
Bus passes offer transpor-
tation to local community
activities/see scholarships
too.
2) Bus passes enable kids to
stay after school for tutor-
ing or sports
3) Public Awareness Cam-
paign at the high school
10 % decrease of 8th graders
will have not been drunk in the
last 30 days
Evaluation
Increase perception of disap-
proval of use by peers and
adults
1) Mental Health Association
Juvenile Justice Series
programs
2) PSAs targeted at health
affects of substances•
10% less of 10th graders will
have "been drunk in the past
30 days
Rocky Mountain Data Survey
will be administered in 2001,
to the 6th graders students who
gave baselines data in 1999.
1) Student driven Peer Public
Awareness Campaign
within schools using the
Social Norms
Public Forums will em-
power parents with tools
to communicate about
drugs with their children
TV PSAs with local role
models
Less disease , illness associated
with alcohol and drugs over
time. Reduction in Juvenile
Justice offenses with substance
abuse.
The Rocky Mountain Drug
Survey will be administered in
the year 2000. Numbers in
extracurricular activities. In-
creased number in students
served by the Drug Assistance
Counselor
Increased dialogue among
families and schools about sub-
stance abuse.
Decrease in students percep-
tion of approval by friends
Decrease perception of disap-
proval by adults
Short term: Numbers of stu-
dents participating in the Stu-
dent Assistance Program will
increase, as they realize the
harm being greater.
Long Term: Numbers of juve-
niles in Drug Court decrease
1) Random sample survey
administered to adults in
community, as well as a
random sample for stu-
dents.
Rock Mountain Drug Sur-
vey measure answers to
questions 47 &48
GOAL TWO: Estab-
lish and strengthen col-
laboration among commu-
nities; Federal, State, Lo-
cal and private nonprofit
agencies to support com-
munity coalition efforts to
prevent and reduce sub-
stance abuse among youth
Objectives
Improvement in the level of
collaboration among commu-
nities and Federal, State, and
Local Governments
Activities
Enhancement of intergovern-
mental cooperation and coordi-
nation on youth substance
abuse issues (e.g. adoption and
use of an integrated manage-
ment information system to
share data on youth substance
abuse.
1) The MHA and Juvenile
Justice lunch series meet-
ings.
2) The initiation of a paid,
coordinator for the com-
munity drug task force.
Precedent set for collabo-
ration between TCAT and
City of Ithaca
)
Increase citizen participation
in substance abuse prevention
efforts
)
)
)
The creation of a list
server, that will connect
all relative youth agencies
with program initiatives,.
data collected and govern-
mental policy.
Neighborhood leaders ini-
tiative with MHA
Creation of Office Support
Staff position and Task
Force Coordinator position
Outcomes
Increased funding for FY 2000
programs by collaborating re-
sources and knowledge of
available.
Evaluation
Enhancement of prevention
planning and prevention ef-
forts (e.g. data -driven needs
assessment and comprehen-
sive, research -based strategies
that address identified needs)
1) Safe Night USA — first
one scheduled for June
1999
2) Public. Awareness cam-
paign to join Neighbor-
hood Watch groups
3) Neighborhood initiative
leader program
Elimination of redundant ef-
forts in collecting data and
seeking funds.
Evaluation of the collaboration
will be in a survey of youth
service providers in the Ithaca
area on numbers of coopera-
tive ventures.
1) MHA neighborhood leader
programs
2) Computer equipment dis-
tributed to target neigh-
borhoods for data collec-
tion and needs
Social norms Public
Awareness campaign at
High School
)
10% more of citizens will be-
come involved in the neighbor-
hood watch groups and over
time a higher overall participa-
tion of citizens in Safe Nights
and using Hot Spot cards.
Evaluation of hours spent on
data collection for various
agencies in the community. A
survey will be produced by the
Drug Task Force
Decrease in family and school
risk factors. Over time there
will less youth in the juvenile
justice system.
A phone survey will be con-
ducted in 2000 of five hundred
residents on their efforts in the
prevention of substance abuse.
The PRISM report for Tomp-
kins County over time will
show decreased numbers in
child, family, and school risk
factors.
c) Increase perception of risk of harm of alcohol, tobacco, and
other drugs
d) Increase perception of disapproval of use of alcohol, tobacco,
and other drugs by peers and adults
Objectives Goal II:
a) Improvement in the level of collaboration among
communities and Federal, State, Local, and Tribal
governments (e.g., increased number of interagency
agreements)
b) Enhancement of intergovernmental cooperation and
coordination on youth substance abuse issues (e.g.
adoption and use of an integrated management information
system to share data on youth substance abuse
c) Increase in citizen participation in substance abuse
prevention efforts
d) Enhancement of prevention planning and prevention
efforts (e.g. data -driven needs assessment and
comprehensive, research -based strategies.
C. See Logic Model for Activities, Outcomes, and Evaluation Process
D. How the Goals and Objectives Relate to the Risk Factors:
Addressing Target Area Risk Factors:
18
To Address, Economic Deprivation- Goal II, strengthening collaboration of
local, state and federal governments will enable the communityto identify
resources to target specific economic hardships for the communities in
Tompkins County.
To Address, Low Neighborhood Attachment, High Transitory Population -
Strengthening the collaboration of all sectors of the community with an
increase in citizen participation in substance abuse and prevention -efforts will
improve the stability of neighborhoods. The overall collaboration among
communities, Neighborhood Watch Groups, and Police will combat the low
neighborhood attachment with a more pronounced and established permanent
population.
To Address Crime: Goal II: objectives a, c, d- will factor into crime reduction.
The objective of increased participation of citizens, inter -governmental
collaboration will help deter crime by alerting neighborhoods, through the
neighborhood watch groups.
To Address Strengthening the Coalition: By funding the Community Drug
Task Force, it will enable an increase in staff time of the paid coordinator (from
half time to three quarter time). This increase in paid staff time will foster
programming, clarity in coordination, and it will establish a clear "point -person"
for all initiatives. The Public Awareness Campaign will be the conduit for
communicating available resources within the community. In addition, through
the funding of education and prevention efforts, there will be more formal
training offered to parents, students and teachers as well as community
members.
19
To Address School Risk Factors: Initiating Policy to change to the open -
campus policy for upper classmen at Ithaca High School, developing use of
tutor programs within the high school. As illustrated in section one, child
poverty affects the youth's ability to perform well in school. By enhancing the
students academic achievement, the following objectives a, b, and c will be niet,
for Goal II. Reducing substance abuse among youth by: a) delaying age onset
and b) reducing frequency of use in the past 30 days c) increasing collaboration
of existing community efforts, the youth will have their poverty risk factor
reduced.
To Address Family and Child Risk Factors: risk factors such as difficulty
communicating within families and adolescent behavioral problems will be
diminished via family counseling and intervention strategies as suggested by
the Mental Health Association, which serves Goal II objectives b, c, and d.
To Address Price, Packaging, Place and Promotion: through Goal II, the
objective of increased collaboration of state and local government, Ithaca's
college town atmosphere can be tamed through enforcement of alcohol policy
and by more citizen participation and by collaborating with tavern owners.
To Address All Risk Factors: The Tipping Point: The "tipping point" toward
significant decreases in the abuse of alcohol and other drugs in Ithaca may well
be reached with continued collaboration of all the sectors of the community.
Gladwell's article "The Tipping Point" 11 posits crime to be the sociological
counterpart to a viral epidemic. 'A virus can work its way through the
community at a low-level rate and then suddenly explode into an epidemic. In
this compelling article in the New Yorker, the point at which social change
11 Gladwell, M "The Tipping Point", New Yorker, June 1996 pp.31
20
begins to occur is not known. However, there is a point that can be reached
which "tips" the scales toward one direction or another. Efforts in community-
based social change, such as efforts by the Community Drug Task Force, are
the good news according to this .theory.
M. PROGRAM DESIGN (25 PTS)
The programs chosen for the next year will reduce the harm of the risk factors,
enhance existing partnerships, and become a gateway for future programs. The
programs also address the current service gaps as well as the perceived service
gaps within the Ithaca community. All programs are encompassed under three
large initiatives: I. A Comprehensive Public Awareness Campaign II.
Increased Partnership with the Ithaca City School District III. Prevention,
Education, and Intervention.
I. Public Awareness Campaign
A. Media A. Public Awareness Campaign will involve print and television, and
various community -programs. There will be a campaign kick off with a poster
contest for youth. The poster will then be used in the public awareness
campaign. The poster contest is slated to start in September 1999. The contest
will be publicized on the radio and newspapers as well as in the middle and
high schools. Laurel Guy, paid coordinator, of the Community Drug Task
Force, will coordinate all media events. Several Action Teamswithinthe Task
Force will implement the media programs with the paid coordinator.
1. Newspaper: enhance partnership with largest newspaper in the
Ithaca area, The Ithaca Journal, including: special in-depth newspaper
series on drug issues, ongoing Op-ed page, ongoing Letters to the Editor,
21
Ongoing Publicity for Drug Task Force/Community Coalition efforts and
special events. The target audience for the articles will be parents,
students, teachers and community leaders.
2. Television: There will be 10 PSA's created with the in-kind
contribution of Time Warner Cable. There will be 5 PSAs created the
first half of the year, all targeted to the youth. These are the following
individuals leading the PSA's: 1) Police Chief Richard Basile: 2) Mayor,
Alan Cohen, 3) Cornell University sports team players, and 2 with
students from the high school. They will target prevention and
awareness. The second half of the year the PSA's will be targeted to both
youth and adults with similar formats. In addition, a Cable
Public Access Channel panel discussion on various issues /drug
awareness, education. There will be a regular educational show made by
youth for youth geared toward educating parents andcommunity
members from a youth's perspective.
3. Radio- local radio stations will play 3 PSA's during the first half of the
year. These will be created with Eagle Broadcasting and target youth.
They will emphasize the many programs available to youth in the area.
They also will target, prevention. The second half of the year there will be
3 more PSA's, 2 targeted at youth and one targeted at adults
B. Public Awareness Campaign: High School
1.School Policy Awareness
There is a need to create a clear policy regarding use of drugs in the high
school and middle schools so that all staff,, students and parents
22
understand the policy in the district. Currently, the "student handbook"
is the policy book distributed to students, faculty and parents. The
Assistant Superintendent of Schools Katrina Turek will be working with
the school board to create a more disciplined process. By eliminating the
policies that contribute to substance use (i.e. open campus for
upperclassmen) and enhancing policies that promote healthy student life
are imperative to create change. Training in healthy life skills will be
brought to both the middle schools and high schools.
2. Public Awareness Campaign at Ithaca High School
The public awareness campaign at Ithaca High School will use the
expertise of Alan Berkowitz and his approach of the social norm theory.
Alan Berkowitz received his Ph.D. form Cornell University and lives in
Trumansburg, NY (a short distance from the town of Ithaca). Mr.
Berkowitz is an independent consultant who helps colleges, universities
and communities design programs that address health and social justice
issues. His expert opinion is frequently sought after by the federal
government and professional organizations and he is highly regarded for
his scholarship an innovative programs in the drug prevention, sexual
assault prevention, and diversity fields. Mr. Berkowitz is a local resident
committed to working with The Community Drug Task Force and Ithaca
High School.
Social Norms: Ithaca High School will be National Model
Alan Berkowitz's social norms approach, being used on college
campuses, is an empirically driven strategy, which is based on the
research finding that students tend to over-estimate considerably the
23
amount of alcohol and other drug use that is going on among their peers.
And this misperception creates an imaginary peer group that they tend to
conform to. If these misperceptions are corrected with factual
information based on the survey findings (i.e. Rocky Mountain Data
Survey), there is an indication that students will conform their behavior
to -the more moderate norm, the actual norm. One of the main methods
for doing this is the media: posters and advertisements as well inter-
personal methods for smaller scale target groups like the high school.
For example students might produce a poster that emphasizes the
positive rather than the negative; 80% of 10th graders do not use alcohol,
or 90% of 6th graders do not smoke The High School - teens will make
the videos, .posters, and overall campaign withthe mentorship of
students from Cornell's,Renaissance Group. A Youth- Driven Web page is
slated begin production in May of 1999, this web page will be made by
high school students and the Student Assistant Counselor will oversee
the production. The Middle Schools- the social norms campaign at
both middle schools will be implemented the second year
C. Public Awareness Campaign: Community Based
The community based Public Awareness Campaign is imperative to bring the
community together to create neighborhood initiatives regarding substance use
and abuse. There will be more publicity of the current community based
forums through the media campaign.
1. Safe Night USA -A national event that happens simultaneously in
hundreds of cities across the County on June 5, 1999. The focus is on
teens with an evening that is filled with fun that is alcohol -free etc. It
24
gives youth the power and the tools to plan these types of events. It's not
just one night out of' the year; it can multiply into many events
throughout the year. The results in the communities that have created
Safe Nights have included a dramatic dropin violence. A community
action team comprised of local youth and adults has been formed to plan
a successful event. There will be Safe Nights scheduled throughout the
academic year of 1999-2000 to provide youth with an alcohol-free fun
environment
2. Hot Spot Cards-for the reporting of suspicious behavior: Hot Spot
cards were established in Ithaca in 1997 through a collaborative effort of
the City of Ithaca Drug House Task Force and the Ithaca Police
Department as a way to report suspicious activity with out giving your
name and address. These cards are located throughout the community
in area business, and community centers.
3. Neighborhood Watch Groups
Neighborhood Watch is a community-based program that has been
proven to deter crime in the . Ithaca area. Members learn how to make
their homes more secure, watch out for each other and report suspicious
activities to the police. Neighborhood Watch can also serve as a
springboard for efforts that address other community concerns, such as
recreation for youth, childcare or affordable housing.
4. Partnerships with local Businesses: Incentives for business to take
part in the education/prevention workshops sponsored by the Mental
Health Association, Alcoholism Council Drug Free Workplace series. Hot
Spot Card displays at local banks and grocery stores.
25
5. Filling in Service Gaps "Perceived" -
The perception of lack of services can be overcome with clear publicity on
what is available to youth, parents, and community members on drug
education, prevention and referral services for treatment.
II Increased Partnership with Ithaca Citu School District
A. Paid Coordinator Community Drug Task Force
Currently, there is a half-time paid coordinator for the Community Drug Task
Force. However, the funding for this position ends in August, 1999. The paid
coordinator is imperative to the workings of The Task Force. These are the
following boards the coordinatorparticipates on:
• The Tompkins County Mental Health Subcommittee on Substance Abuse
• The Drug Court Advisory Board
• Safe Night USA Committee member
• Youth Bureau Expediters member
• Cornell University Community Task Force (focused on sororities?and
fraternities)
• Cornell University Substance Abuse Task Force
• Ithaca College Substance Abuse Task Force
If funded, the paid coordinator will increase her hours each week to be three-
quarter timepaid staff person. This will be the catalyst for the increased
partnership with the Ithaca City School District. The paid coordinator and the
Assistant Superintendent of Pupil Services will oversee the transportation,
tutoring and scholarship programs.
B. Transportation
26
The single largest obstacle for youth to participate in either after school
programs or local youth programs (see list of current youth programs) is the
lack of transportation. Transportation will allow them to go places and
participate in area resources, and allow them to stay after school and become
involved in extracurricular activities. Allowing youth access to transportation
will fill a large service gap. Currently, in the Ithaca High School the last bus
leaves at 2:45. Research shows that 3:00-8:00 is the most "at risk" time for
kids ages 12 and up. If funded, the collaboration of the Community Drug Task
Force, Ithaca City school district, City of Ithaca and Tompkins Cortland Transit
will result in 500 youth bus passes. These youth passes will allow
transportation throughout the county (see attached brochures). After school
activities like inter- scholastic sports, drama, tutoring programs and music
lessons will be enhanced by increased participation of youth. The passes will
be for "at risk" youth during the academic year, through the collaboration of the
Student Assistance Program, The Assistant Superintendent and The
Community Drug Task Force
C. Scholarships
There will be about 100 scholarships for students which will be available
through Student Assistance Program for high-risk adolescents at the high
school level. The Community School of Arts & Music, Cascadilla Boat Club,
Cornell University, and Ithaca Ballet are some of the institutions that will work
with Ithaca High School to maximize area resources for adolescents. These
scholarships will be for the "high risk" kids within the middle schools and high
school. Research shows that harnessing energies and channeling the creativity
27
of at risk youth is necessary for success in behavior modification, and
treatment.
D. Steppin'up Tutoring Program
This tutoring program will be targeted at African American youth in the Ithaca
High School. With a partnership with Greater Ithaca Activities Center and the'
Ithaca City School District, the tutoring will be brought to the Ithaca City
School District. (See attachment for full program design)
Prevention, Intervention and Education
The Community Drug Task Force through its .partnership with The Mental
Health Association (MHA) of Tompkins County will provide programs for the
education, prevention and intervention of parents, youth and community
organizations. The Mental Health Association is a not -for profit agency that has
been serving Tompkins County for over 45 years. The MHATC mission is to
develop and support ordinary people to identify needs and educate the
community from within. The MHA has a multi cultural approach neighborhood
approach to create stronger family and community bonds, which will result in
the prevention of substance abuse and use of youth ages 7-21. The Community
Drug Task Force and the Mental Health Association will continue to focus
prevention efforts on youth at "transition periods", i.e. entering middle school,
entering high school, starting college or the workforce, as a key to modifying or
delaying the use of substances.
Get Networked Youth Service Providers -. This service will link all existing
youth service providers, with updated information, (i.e. data, program times,
28
and funding sources) by giving them access to one another. Initially, this will
be done through disseminating information through mailings. As more and
more youth service providers become computerized and have access to the Web,
they will use electronic mail and links to various web sites to network treatment
and other service providers to youth. This would facilitate the exchange of
ideas, and could allow services providers to confidentially brainstorm on •
individual cases.
A. Youth List Serve for youth
The establishment of a youth list serve for ,youth will be initiated through the
Treatment Action Team of the Community Drug Task force in conjunction with
the Mental Health Association. This would be a service to youth who are at
various stages of drug treatment/rehabilitation. They would be referred to the
list serve when they engage the treatment system.
Youth have a powerful influence on one another. By linking up
youth that are in recovery, they can share experiences with peers who they
might feel will understand what they are saying. They can help teach one
another how to cope and get through the difficulties of reintegration.
A list serve is an email list that allows the participants on the list to post
messages to everyone else on the list. It is much like a chat room concept, but
not in real time. This lack of real time allows for more thoughtful responses of
the participants by eliminating the time pressures of an•immediate response in
a real time conversation. Participation on a list serve can be completely
confidential for any participant, and participants can simply read the
conversation without feeling like they have to participate.
29
B. Neighborhood Initiatives Leader - The establishment of neighborhood
based support, prevention and intervention resources. This would be done by
educating community leaders about assessments, intervention strategies etc.
By bringing awareness and education into neighborhoods, community
leaders, clergy and others who interact with families on a regular basis can be
better equipped to recognize and act on substance abuse problems.
In order to do so, they will have to overcome the obstacles of shame,
family pride and insular thinking. Because of their stature, these
individuals will often have the best chance of reaching out to and engaging
family members in efforts to address a substance abuse problem of another
family ,member.
To accomplish this community based prevention, The Mental Health
Association will provide resources to two targeted neighborhoods. Both
neighborhoods will be in the Ithaca City School District; one in an urban area
the other in rural municipality (i.e. The Beverly J. Martin neighborhood - a
largely African American neighborhood -in the city of Ithaca and the town of
Caroline). A central community area such as a church or school space will be
the central location for the chosen leader of the neighborhood. The following
resources will be administered; a) a list of assessment tools to identify
behaviors in youth b) list of indicators of healthy and unhealthy families
and communities c) steps and intervention that work (models)
appropriate for each neighborhood d) "trained trainers that will be
training the leaders in advocacy on self help e) books pamphlets, and
information on ways access services and help fl The Mental Health
30
Association will develop curriculum intervention for parents,
communities and schools. A computer, printer, and web access will be
distributed to the designated neighborhoods. Access to the Web will allow them
to identify with similar neighborhoods across the country and to have access to
the latest research on precursors to the presentation of mental health and
substance abuse. Educational meetings will take place at schools, churches,
and community centers with neighborhood leaders identified from each
neighborhood.
Juvenile Justice & Mental Health Team - Criminal justice and mental health
officials have partnered together in hopes to reduce the number of kids in
Ithaca's courts. This unique partnership was kicked off by a Lunch series •
offered to parents and teens. The hope is to allow parents, teachers, youth and
church leaders to prevent and identify youth with the behavioraland family risk
indicators before their behavior results in Juvenile Justice intervention. This
team will bring together neighborhoods in all areas of the Ithaca City School
District to address behavioral risk indicators of their youth.
IV. Evaluation -
Public Awareness Campaign Evaluation- The evaluation of the media
campaign, and the Public Awareness Campaign in the High School will be
administered by a telephone survey to 500 residents in the area of the Ithaca
City School District. A random selection of students will be given a survey
administered by The Community Drug Task Force and the Ithaca City School
District to evaluate the effectiveness of the social norms campaign. In addition,
the Rocky Mountain Data Survey (administered in January 2000), percentages
should illustrate effects of the campaign.
31
Transportation Evaluation - The immediate evaluation of the media
campaign will be found in the numbers of students using the TCAT bus passes.
There will be a survey administered by the Community Drug Task Force to
those issued the passes, evaluating the frequency of use, and location of
destinations.
Scholarships Evaluation- Scholarships will be evaluated by the number of
successful matches for youth in the area.
Tutoring Evaluation- The GIAC tutoring program will be evaluated through
the numbers of students participating in the program, and over time academic
achievement of those involved will be measured.
Prevention and Intervention Evaluation - The evaluation of the Mental
Health Association Initiatives will be administered through the Prevention Risk
Indicator Needs Assessment report in 2000.
IV. MANAGEMENT AND ORGANIZATION CAPABILITIES (25 POINTS)
A. Who will lead?
Alan Cohen, Mayor City of Ithaca, Katrina Turek, Assistant Superintendent
Ithaca City School District, Beth Jenkins, Tompkins. County Mental Health
Association, Laurel. Guy, Paid Co-ordinator of Community Drug Task Force
Project Management doing Task Force work will be reported to Alan
Cohen, Mayor City of Ithaca.
B. Management and Organizational Chart- show how key players and
coalition members work together with other community institutions.
C. Local/National Evaluation
32
1. Local Evaluation- A local evaluation of the all of the programs will be
administered by the following methods.
The Rocky Mountain Survey will beadministered to youth in The Ithaca
City School District and high school levels every year (targeted at 6th, 8th,
10th,and 12th graders). Every two years, this survey will hit the same set of
youth as they advance in grade. The survey enables the evaluation of the
immediate reduction of substance abuse. In 2001, the survey will hit the youth
from the baseline data administered in 1999.
ii) Data from Student Assistance Program (SAP) counselor- Currently the
Student Assistance Program counselor keeps data for numbers of students
served, the demographics of the students, and the total number of teachers and
students (see attachments). The counselor will provide documentation to
illustratethe nature and number of issues she has served.
ill) Strengthening Collaboration - Anecdotal and statistical information will
be shared by The Community Drug Task Force members .
iv) Transportation - the effectiveness of students riding the bus afterschool
will be illustrated by increased participation of overall programs at Ithaca High
School
C. National Evaluation- The Community Drug Task Force will fully participate
in a National Evaluation, in order to illustrate the effectiveness of the proposed
projects.
D. Resumes (see attached)
Alan Cohen, Katrina Turek, Laurel Guy, Beth Jenkins
E. Roster (see below)
33
COMMUNITY DRUG TASK FORCE
ROSTER
Required
Group
Member
Sector
Contribution of
Organization
Schools
Katrina Turek,
Assistant
Superintendent
Pupil Personnel
Services
Ithaca High
School
Ithaca high school connection
to the community about youth,
school policy initiatives.
Local Government
Alan Cohen,
Mayor City of
Ithaca
City of Ithaca
Important Figurehead, Initiates
policy in community regarding
substance abuse
Coordinator
Laurel Guy
Community Drug
Task Force
Initiatives collaboration and
commitment to tasks of the
Action Teams
Law/Court
Judge John
Rowley
Ithaca Drug
Court
Interacts with youth in
treatment due to drug related
charges through Drug
Treatment court; collaborates
what is needed through laws
and policy
Religious Leader
Rev. Cleveland
Thornhill
Reverend, St.
Jamie's AME Zion
Church
AME Zion church is a historic
African American church in the
city of Ithaca. This church
boasts a large congregation
Local Business
owner
Chuck Bartosh
Owner, Clarity
Connect Inc.
Local business provides link to
help sponsor initiatives, and /
know what they can do to
reduce substance abuse. Use,
and trafficking
Media
Sandy List
Publisher, Ithaca
Child
Link with media gives publicity
to Task Force, as well as other
youth programs within the
Organizations
Serving Youth
Cassandra Nelson
Greater Ithaca
Activities
Center(GIAC)
GIAC provides many of the
afterschool programs to youth
in the Northside of the City of
Ithaca. They can contribute
ideas and collaborate efforts
Civic or Volunteer
Organizations
Tracy Farrell
Common Council
member City of
Ithaca
Common Council members are
community volunteers elected
by the residents of the city of
Ithaca. They give their
constituents a voice, and bring
real life issues to the Task
Force
Religious. Leader
Doug Green
Minister, First
Congregational
Church
Link to Congregation to
encourage workshops on
prevention and education for
youth and parents
34
Organization
Serving Youth
Sara Hess
Planner,
Tompkins County
Youth Bureau
The Youth Bureau can initiate
programs to serve youth as well
as bring problems with existing
programs up for discussion
Law enforcement
Court
Georgette King
Ithaca Drug
Treatment Court
Interacts with youth in
treatment due to drug related
charges through Drug
Treatment court; collaborates
what is needed through laws
and policy
Youth
Amity Weiss
Ithaca High
School Student
Youth: youth given a voice to
community and school district
Prevention and
Intervention
Beth Jenkins
Director, Mental
Health
Association of
Tompkins County
This agency provides much
needed link to prevention and
intervention efforts of youth
and families
Religious or
Fraternal
Organization
Mimi Melegrito
Kiwanas
A local business organization
that can provide sponsorship,
policy initiatives and a link to a
larger group of people.
Local University
Tim Marchall
Cornell University
Substance abuse
psychologist
Cornell University is a large
institution that can provide
resources to community, on
Law Enforcement -
Phil Newby
Ithaca City Police
City Police give perceptions and
data on what crimes occur and
how they can be deterred by an
increased presence in the
neighborhood
Health Care
Professional
Lynne Tylee
.
Clinical
Supervisor, Alpha
House
Alpha House is one of the only
residential services for
substance users and addicts in
Ithaca, they can provide
information on treatment
programs and outreach to the
Task Force.
1 Year Time Line (see attachments)
4 Year Strategic Plan (see 4 year timeline attached, in addition please see :the
Comrnunity Drug Task Force Report for a comprehensive overview of future
initiatives)
Sustaining Funding after 4 years
In four years time the City of Ithaca will be able to absorb cost of a full-
time Paid coordinator of The Community Drug Task .Force. The Mental
Health association will have the communities positioned to train within their
35
own neighborhoods, however they will sustain the overall Administration and
oversee the neighborhoods programs. The Board of Education will absorb
the cost of the discounted youth bus passes offered through Tompkins
Consolidated Transit (TCAT), as 15K is less expensive than the 25K cost of
one late school bus run with more stringent geographic boundaries.
Discussions with TCAT about the continued discounted passes in future years
are positive. TCAT wants to train the riders of the future, and increase overall
numbers of public transit riders. The Public Awareness campaign will be
continued with increased collaboration with Cornell University and Ithaca
College. Both institutions boast sophisticated media facilities which are
available to some community organizations. Students of these institutions • .
often are involved in class projects that are in need of a community based "real
life" experience. GIAC Steppin' Up tutoring program at the high school will. be
budgeting into their overall costs. Overtime the City Youth Bureau willabsorb
the cost of the scholarships for extracurricular activities.
36
Bibliography
Carnegie Council. Great Transitions
Collins, Michael. The Many Benefits of Home Ownership. Washington, D.C.:
Neighborhood Reinvestment Corporation, November, 1998.
Gladwell, M. "The Tipping Point." New Yorker, June, 1996, pp. 31.
Green, Richard K and Machelle J. White. Measuring the Benefits of Homeowning:
Effects on Children. Chicago: Center for the Study of the Economy and the
State, 1994.
Ithaca City Planning Department and Tompkins County Planning Department. Ithaca
City and Tompkins County Databook. Arlington, VA: Claritas Inc., 1998.
Kretzman, John P., and John L, McKnight. Building Communities from the Inside Out.
Chicago, Illinois: ACTA Publications, 1993.
NYS Office of Alcoholism and Substance Abuse. Prevention Risk Indicator Needs
Assessment. 1998.
Rowley, Judge John. 1998 Drug Court. Ithaca, NY: 1998.
Rowley, Judge John. The Drug Court Program.
Substance Abuse and Mental Health Services Administration. "Urban Youth Public
Education for the African American Community". Technical Assistance Bulletin.
Rockville, Maryland: National Clearinghouse for Alcohol and Drug Information,
June, 1997.
The National Assembly. Building Resiliency: What Works!. Washington, D.C: The
National Assembly, 1994.
Tompkins County Youth Bureau. Children & Youth in Ithaca 1996. Ithaca, NY:
Tompkins County Youth Bureau.
1998 Join Together Survey of Communities: Executive Summary.
ATTACHMENTS
Attachments
I. Timelines
• 1999-2000 - Public Awareness/Partnership with Ithaca City School
District, and Prevention/Intervention
• 4 year strategic plan
II. Prevention Risk Indicator Needs Assessment,
Tompkins County 1998 Report
III. MOUS (Memorandums Of Understanding)
• Ithaca City School District
• Mental Health Association of Tompkins County
• Tompkins Consolidated Transit
• Greater Ithaca Activities Center
• Time Warner Cable
• Eagle Broadcasting
V. Resumes of Key Personnel/Organizational Chart
VI. Letters of Support
Congressman Maurice Hinchey
• City of Ithaca, Police Chief Basile
• Cornell Unviversity(2)
• Ithaca Neighborhood Housing Services, Inc.
• Tompkins County Sheriff
• Alan Berkowitz, Ph.D.
VL Letter of Intent, New York state
VII. Community Drug Task Force
• Community Drug Task Force Report
• Minutes to meetings
• Newspaper articles
• Miscellaneous
VIII. Local Ithaca Youth Programs
IX. Drug and Alcohol Use Among Ithaca City School District Students
TIMELINES
Community Drug Task Force
Timeline for Implementation of Action Plan
June 1999
Public Awareness
SafeNight USA
July 1999
Public Awareness
August 1999
Public Awareness
National Night Out
Task Force Newsletter is sent
September 1999
Public Awareness
Hire Alan Berkowitz
Kickoff Poster Contest
Natl AIc.& Drug
Awareness Month
CU Mentoring Program
at IHS begins
3 part series in newspaper
on alcohol & teens
Reality Check PSAs.
GIRL POWER PSAs
Public Forum
Hot Spot Card
October 1999
Public Awareness
Make a Difference Day
Op-ed on subst. abuse
Dev. Social Norms
Campaign at IHS w/
CU mentors & Alan
Berkowitz
Reality Check PSAs
GIRL POWER PSAs
Hot Spot Card Campaign
Parent Education Series begins
Partnership with ICSD
Plan TCAT student passes
Partnership with ICSD
Plan TCAT student passes
Plan Scholarship program
Partnership with ICSD
Plan TCAT student passes
Plan Scholarship program
Partnership with ICSD
Implement TCAT program
Tutoring Program begins
Scholarship program implemented
Partnership with ICSD
TCAT ongoing
Tutoring Program
Scholarship Program
November 1999
Public Awareness
Reality Check PSAs
Parent Education Series
Great Amer. Smokeout
Parent Invol. Day
GIRL POWER PSAs
Dev. Social Norms
Campaign
Hot Spot Card Campaign
Task Force Newsletter goes out
December 1999
Public Awareness
Reality Check PSAs
GIRL POWER PSAs
Natl.Drunk Driving Month
Op -Ed Piece
Dev. Social Norms
Campaign
Parent Education Series
Hot Spot Card Campaign
January 2000
Public Awareness
Reality Check PSAs
GIRL POWER PSAs
Dev. Social Norms
Campaign
Public Forum
Parent Education Series
3 -part series in newspaper about
subst. abuse
February 2000
Public Awareness
Reality Check PSAs
GIRL POWER PSAs
Op -Ed Piece
Implement Social Norms
Campaign
Parent Education Series
Task Force Newsletter goes out
Partnership with ICSD
TCAT ongoing .
Scholarship program
Tutoring Program
Partnership with , ICSD
TCAT ongoing
TCAT survey
Tutoring Program
Scholarship program
Partnership with ICSD
TCAT ongoing
Tutoring Program
Scholarship program
Partnership with ICSD
TCAT ongoing
Tutoring Program
Scholarship program
March 2000
Public Awareness
Reality Check PSAs
GIRL POWER PSAs
24 Straight
Natl Inhalants Week
Youth Art Month
Social Norms Campaign
Parent Education Series
April 2000
Public Awareness
Reality Check PSAs
GIRL POWER PSAs
Alcohol Awareness Month
Natl Alcohol Screening Day
Op -Ed Piece
Social Norms Campaign
Parent Education Series
May 2000
Public Awareness
Reality Check PSAs
GIRL POWER PSAs
Social Norms Campaign
Parent Education series
Task Force Newsletter goes out
June 2000
Public Awareness
Reality Check PSAs
GIRL POWER PSAs
Social Norms Campaign
Parent Education Series
s
Partnership with ICSD
TCAT ongoing
Tutoring Program
Scholarship program
Partnership with ICSD
TCAT ongoing
Tutoring Program
Scholarship program
Partnership with ICSD
TCAT ongoing
Tutoring Program
Scholarship program
Partnership with ICSD
Tutoring Program
TCAT ongoing
Scholarship program
Mental Health Association in Tompkins County
Community Mental Health/Juvenile Justice Team
TIMELINE
7/31/99-1/31/00 Educational Curriculum Development and Delivery
• Mental Health Association Community Mental Heath/Juvenile Justice Team
will research available resources. Including screening, indicator milestones,
prevention and intervention models and materials the team members have
developed.
• The Community Mental Health Team will cull from the identified resources
resource materials that they want to use.
• The Community Mental Health /Juvenile Justice Team will write the course
content using. identified materials.
• The Community Mental Health /Juvenile Justice Team will identify a feedback
loop of professionals to review and determine the validity of the developed
curriculum.
• The Community Mental Health/Juvenile Justice Team will pilot the proposed
curriculum to key community individuals and solicit feedback.
• The Community Mental Health /Juvenile Justice Team will :modify the
curriculum based on information obtained from the pilot.
• The Community Mental Health /Juvenile Justice Team will develop a Protocol
Manual based on curriculum for use by the neighborhood programs.
• The Community Mental Health /Juvenile Justice Team will deliver the
Protocol Manual to the identified neighborhood leaders.
• The Community Mental Health /Juvenile Justice Team will review and modify
the process as indicated.
Community Risk Constructs
Community
Disorganization
Community
AOD
Exposure
= NYS Average
Urbanicity-
Poverty. -
Violence -
Crime -
Alcohol
Accessibilty
Adult Alcohol
Health/Treatment
Adult Probation -
Alcohol Indicated
Adult Drug
Exposure
Standardized Risk Constnicts (0=lowest, 100 = highest ) created from the 1993-94 PRISMS risk indicators.
0
iliiiiiii 1111111111111111111 111.11111
10
111.1111,1 .11111111 11.1111111
20 30 40 50 60 70 80 90 100
4
0
10
20
30
40
50
60
70
80
90
100
1994 Community Risk Indicators - County/Region/State Rates*
Community Disorganization
Tompkins
Finger
Lakes
Region
New
York
State
•..
-i,
County
,'.p.i4t:3,4::;.:!Vii,g ? •`-' „, : ''' t: 4' ',<.,•
Urbanicity
County
Population Density b
197.6
217.3
339.4
Percent Urban b
53.3
40.4
44.4
,::'..;:•>:-:••:;'.:A.':',',...<"•..:,,,, ' ' -'; 0'0 ''',.
Violence"..',' .' ' • ' ,. :, '
17.6
Off-Premisea Licensed Liquor Outlets
1.4
Violent Crime Arrests a
11.6
13.6
16.3
Hospital Diagnosis of Intentional a
Injury
1.7
4.3
4.5
Homicides a
0.0
0.5
0.5
-,' : •-•.? ::.:'‘.: :..:.,:r ...•'.. /r , .-- :-. , .-,,,....v.,,,,,.
. kirije...-,,v.ni,...., • • ,,,. ,.•:.:;i..
, ,, ,:-: ,:::•..: %,. .,, <, .. , , ' .:. ;,.:
1.5
Alcohol -Related Discharge Diagnoses
13.8
Property Crime Arrests a
81.1
87.2
64.7
46.7
a
Other Arrests
309.8
296.2
205.6
4,-,::,44.:',:a.....q.':z;'-teix
',..,0ei($7: :
38.4
43.0
•
Unemployment b
3%
4%
4%
Median Fbamily Income ($)
42,100
38,892
39,730
b
Couple -Headed Families in Poverty
350.2
210.0
190.4
0.8
Male-FIeaded Families in Poverty b
1,183.5
771.3
683.6
Female -Headed Families in Poverty b
2,229.4
2,736.9
2,129.7
Children Under 18 Living in Poverty b
1,387.4
1,397.8
1,134.3
AFDC Applications
153.5
144.7
110.9
a
Food Stamp Applications
166.4
190.9
174.1
a
Medicaid Applications
205.3
204.6
200.1
* Rates for adults are per 10,000 of the population 21 years old or older (except whe
a Rates are per 10,000 total population. b See Technical Notes for rate information.
AOD Exposure
Tompkins
Finger
Lakes
.- on
Rcol
New
York
State
•, m, • .. %...,,,-;.w.A.:,..k', • • ,
' cp to ccesslinit - .,.- ,a,
County
Adult DWI Arrests
43.6
58.6
.60.8
Intoxicated Adults In Auto Accidents
7.1
7.4
7.7
On-Premisea Licensed Outlets, All
18.8
16.1
17.6
Off-Premisea Licensed Liquor Outlets
1.4
1.7
2.0
a
Off -Premise Licensed Beer Outlets
7.6
10.2
10.9
> ,;:1,,,,:r.:••'.,.,i,,,,,.0.=.,..i::4,,,,,pwi,e,).z.:,v*-.fv,',..6.,.,r•Ql",,,N,,w
,.:„.AdultAlcohol H041t111TteAtitippt.?:'
Alcohol -Related Deaths
1.1
1.3
1.5
Alcohol -Related Discharge Diagnoses
13.8
20.8
22.0
OASAS Alcohol Treatment
59.7
46.7
52.0
Ad., . ..v'. , • ,.... --', :,:',,:•.,:-,;•,.,:‘• . ,9,',,,.,.y:‘,. ,,,:.', f...:..,..
ull'`Proldtioif,-.:A166ho
•.-.,?,..,,,.,.,4 ...1'.' , % '.". s • -f/g":., ' <5 ; n :•, . :. '
Probation Cases: Use at Offense
38.4
43.0
31.9
Probation Cases: Court Mandates
56.3
57.0
43.9
. :
Adult POgindiOtors•2.;...:
Drug Arrests
27.3
39.9
38.2
DUI Drug Arrests
0.8
1.0
1.9
Drug -Related Discharge Diagnoses
27.6
43.6
39.2
OASAS Drug Treatment
28.7
22.5
33.9
Probation Cases: Use at Offense
6.1
11.3
9.1
Probation Cases: Court Mandates
46.6
39.6
32.3
Mental Health AOD Indications
7.8
8.3
8.2
1994.Youth Risk Indicators - County/Region/State Rates .1,
ROIFACTT
Tompkins
County
Finger
Lakes
Region
New
York
State
,Intrapersonal Problem
Tompkins
County
Emotionally Disturbed Students
61.2
94.3
89.2
AOD-Related Mental Health Diagnoses
41.2
32.8
30.0
Family Dysfunction. `` M1.. `,,
ItrAski
rivet
Foster Care Admissions
39.9
32.9
25.0
Children in Foster Care
76.6
60.5
52.3
Preventive Services Openings
83.5
112.1
77.6
CPS Indicated Cases
109.2
78.0
74.9
CPS Reports - Mandated
213.6
185.5
165.8
CPS Reports - Total Received
418.4
339.3
295.5
Dissolutions of Marriage G
171.7
141.7
123.3
`Academic Failure =:
a
3rd Grade Reading - % Below SRP
5.9
13.2
11.1
3rd Grade Math - % Below SRP
0.I
1.2
1.2
4th Grade Science - Content
24.8
24.2
24.2
4th Grade Science - Skills
12.9
12.5
12.5
4th Gracie Science - Manipulative Skills
34.1
33.2
33.1
5th Grade Writing - % Below SRP
3.6
4.9
4.7
6th Grade Reading - % Below SRP
6.0
8.3
8.8
6th Grade Math - % Below SRP
2.5
2.5
2.6
chool Detachrnen
Finger
Lakes
Region
New
York
State
% Average Daily Absenteeism
5.0
5.0
5.0
% Students Suspended
6.8
4.0
4.0
��Sclool'Sepaiation•�=
a
H.S. Dropout
2.4
2.8
2.7
% I -1.S. Grads Not Attending College
18.6
25.1
2.5.1
% Non -Regents Diplomas
53.7
54.6
57.6
`�°:Pt•obleni"Iieliavio- = nelincjt`iency'
Violent Crime Arrests
30.5
32.9
41.7
Property Crime Arrests
190.6
237.8
189.3
Other Arrests (non AOD)
504.6
584.9
413.0
PINS Cases Opened
335.8
282.8
264.2
PINS Total Served
667.4
592.1
576.5
DFY-Total In Care
1.2
10.0
7.3
`robletn`I3ehavior' �` Sexuality::'..:
Teenage Pregnancy
234.8
347.0
325.1
Teenage Abortions
118.0
118.7
142.3
Hospital Discharge Diagnoses of STDs
0.0
1.9
0.8
1994 Youth AOD Consequences - County/Region/State Rates .1,
* Rates for ybuth are per 10,000 of the population under 21 yez rs old (sec, Technical Notes for population details), NYS rates exclude New York City.
aState Education Department data is based on percentages or average test scores. b See Technical Notes for rate. information.
Tompkins
County
Finger
Lakes
Region
New
York
State
�� z r ,f
Alcolibl Cosequences .
ny
DWI Arrests
19.3
32.5
38.9
Intoxicated Youth in Auto Accidents
2.4
2.1
2.1
Probation Cases: Use at Offense
12.9
29.4
22.1
Probation Cases: Court Mandates
35.4
84.0
66.5
OASAS Alcohol Treatment
9.8
12.2
15.7
* Rates for ybuth are per 10,000 of the population under 21 yez rs old (sec, Technical Notes for population details), NYS rates exclude New York City.
aState Education Department data is based on percentages or average test scores. b See Technical Notes for rate. information.
Tompkins
County
Finger
Lakes
Region
New
York
State
�,,��•', •
Drug Consequences' €
Drug Arrests (including DUI)
121.2
98.5
88.5
Drug -Related Hospital Diagnoses
6.5
12.7
8.3
Probation Cases: Use at Offense
5.8
16.8
13.1
Probation Cases: Court Mandates
32.2
70.9
62.2
OASAS Drug Treatment
.. 28.7
19.2
23.6
* Rates for ybuth are per 10,000 of the population under 21 yez rs old (sec, Technical Notes for population details), NYS rates exclude New York City.
aState Education Department data is based on percentages or average test scores. b See Technical Notes for rate. information.
Youth isk Constructs
Intrapersonal Problems -
Family Dysfunction -
Academic Failure -
School Separation -
School Detachment -
Problem Behavior -Delinquency -
Problem Behavior -Sexual
•
g 1' V;i"
-4.
111 111111111 )11111111 111141111 111111111
0 10 20
30
40
Youth AOD Consequences
Alcohol -
Drugs -
50
60
70
11 111 11.1 11
80
90
100
0
= NYS Average
11(1111111111111111111111111 1111111,--111r-rmilir-1111411iiillirintillr-1-1111111111111 1,1111111)1T
10
Standardized Risk Constructs (0=lowest, 100 = highest ) created from the 1993-94 PRISMS risk indicators.
20 30
40
50
60
70
80
90
100
MOUS
ITHACA CITY SCHOOL DISTRICT
400 Lake Street, P.O. Box 549, Ithaca, New York 14851-0549
Dr. Katrina Turek
Assistant Superintendent
For Pupil Personnel Services
(607) 274-2289 (office)
(607) 274-2279 (fax)
To: Alan J. Cohen, Mayor
From: Dr. Katrina J. Turek
Date: April 8, 1999
Re: Memorandum .of Understanding (MOU)
As Assistant Superintendent of Pupil Personnel Services I am committed to an overall
increased partnership between The Community Drug Task Force, Ithaca City School
District, and the Ithaca community at large. The following specific programs facilitated
by the Ithaca City School District will foster this partnership: "
1. A Public Awareness Campaign at Ithaca High School with the partnership of
the Community Drug Task Force.
2. The use of scholarships available through the grant for at risk students at the
middle and high school levels.
3. Working with Greater Ithaca Activities Center to bring diversity to the current
tutoring program at Ithaca High School.
4. The distribution of youth transportation passes for the TCAT system.
Respectfully,
Dr. Katrina Turek
c: Judith Pastel, Superintendent of Schools
We believe in and practice Affirmative Action
riMental Health Association
!� in Tompkins C ountyTM
MEMORANDUM OF UNDERSTANDING
225 South Fulton Street, Suite B
Ithaca, New York 14850
(607) 273-9250
Fax (607) 272-5343
The Mental Health Association in Tompkins County has had an established Community
Mental Health Project Team for over one and a half years. The current Team Members
are:
Catherine Wedge, MA
Community Educator
Mental Health Association in Tompkins County
Mary K Bentley, Ph.D.
Assistant Professor
Ithaca College
Department of Health Promotion
and Human Development
Nyla Lockwood, Parent
Freeville, NY
Patrick Cleary, Family Member
Ithaca, NY
John Saltsman, Consumer
Ithaca, NY
Georgette King, Coordinator
City of Ithaca Drug Court
Person of Color
David Bulkley, Adult Services Director
Mental Health Association in Tompkins County
Advisor to group for older/aging out youth/young adults
The Mental. Health Association Team will work with the City of Ithaca and its Boards
and Committees in the implementation of this project. The effort of the Team thus far
has been community wide and has involved individuals working on City of Ithaca
Boards and Committees including the Community Drug Task Force.
Beth Jenk',', Executive Director
If you would like to support the work of the
Mental Health Association in Tompkins County, please
consider membership or our endowment fund. Please
contact the Association for more information.
UNITED WAY
OF TOMPKINS COUNTY
Tompkins Consolidated
Area Transit
737 Willow Avenue
Ithaca, NY 14850-3214
Phone: 607 277-9388
TDD/TTY: 607 277-9766
Fax: 607 277-9551
E-mail: tcat@cornell.edu
Web: www.tcatbus.com
April 7, 1999
Alan Cohen, Mayor
City of Ithaca
108 East Green Street
Ithaca NY 14850-5690
Iwo; MyPlf/NS?"
CONSOLIDATED AREA TRANSIT
Memorandum of Understanding
Tompkins Consolidated Area Transit, TCAT, hereby agrees to participate in
the Drug Free Community Support Program being sponsored by the City of ;
Ithaca. TCAT agrees to provide up to 500 youthcategory passes, good for
transportation on any of TCAT's fixed route services anytime after 12 noon
on weekdays. These passes will be valid for a period of approximately nine
months, those nine months being the 1999-2000 Ithaca City School District
school year.
In return, the City of Ithaca agrees to remit to TCAT, prior to the
distribution of the passes, the amount of $15,000 in payment for these
student passes. The City of Ithaca will work with TCAT and the Ithaca City
School District to develop a mutually agreeable method for students to
qualify for and receive these student passes.
In the event the City of Ithaca does not receive funding for this program, this
agreement will become null and void.
Rodne . Ghearing
General Manager, TCAT
TCAT is a joint venture of Tompkins County, the City of Ithaca, and Cornell University.
CITY OF ITHACA
318 North Albany Street Ithaca, New York 14850
YOUTH BUREAU - GREATER ITHACA ACTIVITIES CENTER
Telephone: 607/272-3622 Fax: 607/272-0250
April 8, 1999
Peggy Williams
The Mayor's Office
City Hall
108 East Green Street
Dear Ms. Williams:
The Greater Ithaca Activities Center will provide tutoring for participants in the
Extended Stepping Up Program at the.Ithaca High School for the 1999-2000
academic year.
Sincerely.
Michael Thomas,
Deputy Director
MT/aaa
"An Equal Opportunity Employer with a commitment to workforce diversification."
za
TIME WARNER
CABLE
Date: April 7, 1999.
To: Mayor Alan Cohen
Re: Memorandum of Understanding - Drug Free Community Support Program
Fiscal Year 1999
Time Warner Cable in Ithaca New York, is willing to match in commercial time
whatever the task force pays to Time Warner Cable Advertising, Ithaca New York
for their media campaign.
Sincerely
Thomas P. Doheny
Assistant General Manager
:5/9 Host .lfrib• \.) /4`. 1/1 Ti•ed.r.y72. Th 7
EAGLE BROADCASTING
April 9, 1999
To Whom it may concern:
Eagle Broadcasting's (WHCU, WQNY, WTKO, WYXL) not-for-profit
policy is that upon proof (not-for-profit certificate) we will match
one for one. In other words, for every paid commercial we will run
a commercial at. no charge (to run best times available based on
inventory.)
WHCU 870AM • WYXL 97.3FM • WTKO 1470AM • WQNY 103.7FM
1751 HANSHAW ROAD • ITHACA, NY 14850 • PH: (607) 257-6400 • FX: (607) 257-6497
RESUMES OF KEY PERSONNEL
CITY OF ITHACA
108 East Green Street Ithaca, New York 14850-5690
OFFICE OF THE MAYOR • ALAN J. COHEN
Telephone: 607/274-6501 Fax: 607/274-6526
Mini -Bio of City of Ithaca Mayor Alan J. Cohen
Born on April 22, 1959 to Joseph and Barbara Cohen. Grew up in Hicksville, N.Y., with
his two younger siblings Jeffrey and Michelle, and attended Syosset High School. Cornell
University Class of '81, graduated with a Bachelor of Science in Business Management.
In 1984, purchased the tavern Simeon's on the Commons, converted it into a
restaurant and managed it for the next twelve years. During that time he was involved in
many community service activities, focusing on hunger and poverty relief.
Activities include hosting a free New Year's Day Community Meal for the homeless
and disadvantaged, the Ithaca Share Our Strength's Taste of the Nation fundraiser, food
service consultant to homeless shelters and food pantries, Tompkins County Stop DWI Board,
County Substance Abuse Prevention Coalition, Healthy Heart Program Board, Catholic
Charities, Human Services Coalition board, Chamber of Commerce, Downtown Ithaca Inc.,
the Tompkins County Advisory Board on Tourism and Development, Ithaca Urban Renewal
Agency, several school district committees and two local theater boards. He is an active
Rotarian, and has served as .a volunteer firefighter since 1994.
After an unsuccessful bid for city council in 1993, he ran for mayor in 1995. Running as
an Independent, he conducted an old-fashioned door-to-door campaign and defeated the three
term incumbent mayor.
Mayor Cohen is primarily focusing on the issues of economic development, substance
abuse, intermunicipal relations, organizational and human resource components of city
government, youth, diversity, neighborhood integrity and traffic.
'An Equal Opportunity Employer with an Affirmative Action Program'
e,�
Resume'
Dr. Katrina Jacobson Turek
PROFESSIONAL EXPERIENCE:
1996 to Present: Assistant Superintendent of Pupil Personnel Services
Ithaca City Schools, Ithaca, NY
Responsible for overseeing all support services, including Special Education, Title',
ESL, Testing & Evaluation, Early Childhood, plus Athletics, PE and Health in a public
school district of 6100 students. In addition, all district records, attendance, disciplinary
policies, procedures, and Hearings are supervised from this office, in addition to Home
Schooling and Homebound Education. Community outreach and laison work is also an
essential component, which includes the Community Drug Task Force, the School to
Career Initiative Partnership with the Chamber of Commerce and other mental health
and physical health community committees.
1987 to 1996: Student Support Services Project Director/Coordinator
North East Independent School District, San Antonio, TX
- Responsible for designing, implementing, training, coordinating and supervising comprehensive drug
and violence prevention program for a public school district of 46,000 students with an annual budget
of approximately $500,000. This includes student counseling services, mediation and conflict
resolution, curriculum development (PK -12) and extensive parent and community outreach and
education; includes grant writing, fiscal management, and supervision of 25 staff.
1985 to 1996: National Consultant and Trainer
-Responsible for the 3-5 day teaching of specific curriculum (college credit) to teachers,
counselors and school administrators
- 1988-1996: Quest International, Granville, OH
- 1985-1990: Lee Cantor & Assoc, Santa Monica, CA (Senior Trainer - Assertive Discipline)
1985-87: Assistant Principal, NEISD (500 elementary student enrollment)
1984-85: Interim Principal, NEISD (500 elementary student enrollment)
1979-85: School Counselor, NEISD (Caseload of 750 elementary students)
1975-79: Classroom Teacher, NEISD (5th grade)
1973-75: Pursuing MA -Internship, Boulder Creek, CA, Alternative High School
1969-73: Classroom Teacher, Moreland School District, San Jose, CA (6th grade)
PROFESSIONAL ORGANIZATIONS:
Association for Supervision and Curriculum Development
American Association of Counseling and Development
American Assoc. for Marriage and Family Therapy (Clinical Member)
National Peer Helpers Association (Exec. Board Member)
Peer Assistance Network of Texas (Vice Chair., Executive Council)
REFERENCES:
Placement Office
College
Columbia University
New York, NY 10027
PROFESSIONAL HONORS:
1994 Palmer Drug Abuse Prevention Educator of the Year Award
National Peer Helpers Assoc. Board Member
1992 National Outstanding Student Assistance Award -National School Board Assoc.
1994 Director -24 Hour Relay CHALLENGE Community Mobilization Project
LICENSES/CERTIFICATIONS:
Certified School Administrator, New York and Texas
Certified School Counselor (K-12), TX and CA
Certified Teacher (K-6), TX, CA and NY
Licensed Professional Counselor, TX
Licensed Marriage & Family Counselor, Nationally and TX
Licensed Chemical Dependency Specialist, TX
EDUCATION:
Doctorate of Education - School Administration and Organizational Management, 1992
Columbia University, New York, New York
-Mid Management and Supervision Certification, 1986
Trinity University, San Antonio, Texas
Master of Arts - Counseling Psychology, 1975
San Jose State University, San Jose, California
-Marriage and Family Therapy Specialization, 1983
St. Mary's University, San Antonio, Texas
Bachelor of Arts - Elementary Education, 1969
S.U.N.Y. at Oswego, New York
Professional Consultant Training (1985-1991)
Lee Cantor & Assoc., Santa Monica, CA (1985-90)
Quest International, Granville, OH (1988-91)
Laurel Guy 219 Elm Street Ithaca, New York 14850 • 607/272-2921
Summary of Qualifications:
• Seasoned administrator in both business and non-profit environments with expertise encompassing
special events; community organizing, advertising, marketing and public relations; grant writing;
fundraising; budget preparation; staff and volunteer recruitment and training; office management.
• Excellent oral and written communication, organizational, and
creative problem -solving skills.
• Demonstrated capability managing simultaneous projects and successfully meeting deadlines.
• Active leadership in a variety of community organizations.
Employment Highlights:
COORDINATOR • Community Drug Task Force • Ithaca, New York (1998 to present)
• Responsible for coordinating this coalition that functions as a partnership between the City of Ithaca
and the Ithaca City School district. The coalition is an alliance between the schools, government and
neighborhoods, and develops strategies to reduce alcohol and other substance abuse in Ithaca and
Tompkins County.
• Develop strategic plan forcoalition and coordinate all volunteer committee groups and their outreach
activities.
• Develop and implement public awareness campaign, write quarterly newsletter for task force
members.
• Organize special events and educational activities for targeted groups.
DIRECTOR • Ithaca Festival • Ithaca, New York (1994 to present)
•
• Responsible for overseeing all aspects of this music and arts festival that features the performances of
over 1,000 musicians, dancers, actors, storytellers, community groups and ensembles. This
celebration is one of the most unique festivals in the country, attracting an audience of over 45,000.
• Created public relations, marketing and print, radio and TV advertising campaigns.
• Developed new funding sources through grants and corporate sponsorships.
• Coordinated staff and the efforts of over 300 volunteers.
GENERAL MANAGER • TakeNote • Ithaca, New York (1991 - 1996)
• Responsible for all aspects of this supplemental lecture note service at Comell University, including
hiring and training 50 student notetakers and editors, supervising weekly editing sessions,
maintainingsubscriber database, distribution centers, creating and designing print ads and flyers,
developing promotional campaigns, working with faculty and campus store personnel.
• Developed and published additional educational support materials working with graduate TAs and
professors.
• Developed strategic plan and franchise model for expanding this service to other universities;
established a successful location at University of North Carolina at Chapel Hill.
MANAGER • Made In New York Stores • Ithaca, New York (1985 - 1991)
• Responsible for the daily operation of two retail stores and national mail order business that marketed
products, food and wine made in New York State. Managed administrative operations including
accounts receivable, accounts payable, supervised staff, wrote print ads and catalogue copy,
developed new product ideas.
ENVIRONMENTAL ANALYST • Texas Eastem • Houston, Texas
(1980 - 1981)
• Working with engineering services team, monitered pipeline facilities of this oil and gas corporation for
compliance with state and federal environmental regulations.
TECHNICAL WRITER • J.C.Kinley Co. • Houston,. Texas (1979 - 1980)
• Wrote engineering reports that analyzed the level of corrosion in oil wells and pipelines for this oil well
services company. Also wrote training manuals for several in-house positions.
INSTRUCTOR • Outdoor Education Center • Houston, Texas
(1978 - 1979)
• Taught fifth grade curriculum with emphasis on environmental studies at this specialized magnet
school in the Houston Independent School District.
Education
BACHELOR OF ARTS IN ENVIRONMENTAL STUDIES • Trinity University • San Antonio, Texas
Related Activities:
FOUNDER • Ithaca Artists' Market
BOARD OF DIRECTORS • KitchenTheatre
CAMPAIGN MANAGER • City of Ithaca Mayoral Candidate
CAMPAIGN MANAGER •. New York State Senate Candidate
Beth Jenkins
26 McLallen Street
Trumansburg, NY 14886
Phone (607) 387-5178
OBJECTIVE
To work for an organization as an administrator
MANAGEMENT
• Over 26 years experience in management of human service programs
• Skilled in motivating and working with clients, boards and other community agencies
• Ability to build linkages, partnerships and/or coalitions with human service agencies
FINANCIAL
• Experience withmultiple public and private funding and regulatory sources
• Knowledge and experience in development and execution of budgetary processes
• Ability to identify, write and secure Federal, State and local grants for program development
PROGRAM DEVELOPMENT, PLANNING AND EVALUATION
• Extensive experience in development, implementation and supervision of programs for children,
youth, and adults of all ages
• Successful development and implementation of mission statements, needs assessments and long
range planning for human service programs
• Experience in development of comprehensive program plans
PUBLIC RELATIONS
• Skilled in conducting public meetings and hearings
• History of resolving human service issues through collaboration with community organizations
• Ability to present written and verbal information to community organizations, media and goveming
bodies
EMPLOYMENT HISTORY
Executive Director for Mental Health Association in Tompkins County
December 1995 to present
Responsible for the overall administration of the agency in conformance with federal, state and local-
mandates including program development, preparation of grant applications, supervision of ongoing
operations, negotiation and implementation of sub -contracts, public relations and contact with elected
officials, human service and community leaders; fiscalmanagement, completion and management of
budgets; recruitment, hiring, supervision and training of staff.
Consultant Planner for Tioga County Area Agency on Aging
October 1995
Worked with the Director of the AAA to analyze client population and related data to develop planning
process using evaluation techniques; provide recommendations for efficient and effective use of
resources; and provide technical assistance to the planning and budget process for the 1996-2000 Four
Year Plan.
Consultant Planner for Crisis Hostel Research Project
September 1995 to December 1995
Worked with the Project Director to identify funding opportunities for the organization. Wrote funding
letters and worked on timeline development and approach for funding sources.
page 2 of 2, Beth Jenkins, (607) 387-5178
Tompkins County Mental Health, 201 East Green Street, Ithaca, NY 14850
Mental Health Administrator
October 1991 to August 1995 (accepted early retirement option)
Expanded responsibilities of Assistant Director for Planning and Administration to include: supervision
and development of four administrative teams encompassing the financial and administrative operations
of the department; developed, supervised and coordinated budget and spending procedures for the
department and contract agencies covering funding from Federal and State of New York Offices of
Mental Health, Mental Retardation/Developrnental Disabilities and Substance and Alcohol Abuse
Services totaling 13 million dollars; established a new mental health department -wide computer billing
and records system to handle over 2,000 cases and over two million in receivable.
Assistant Director for Planning and Administration,
March 1988 to October 1991
Evaluated departmental and contract agency programs for the four disability areas; served as
department liaison to community, contract and state agencies; provided support and direction for the
Mental Health Board and committees; represented Commissioner at public meetings; assisted in the
development of departmental policies and procedures.
Tompkins County Department of Social Services, 401 Hams B Dates Drive, Ithaca, NY 14850
Positions held from Case Worker to Acting Commissioner of the Department
May 1968 to March 1988
Field to supervisory responsibilities for programs such as Medicaid, Food Stamps, Public Assistance,
and Services; supervised case work teams responsible for programs including Family Day Care, Family
Services, Foster Care, Adoption, Child and Adult Protective; insured regulatory compliance of providers
such as Center and Certified Family Day Care; established procedures for financial management that
met Federal and State requirements for Representative Payee for adult clients; responsible for hiring,
training and management for up to 55 staff; supervised the Tompkins County Home and Farm; planned
and coordinated training and evaluation programs; and assistedin department budgetary process.
EDUCATION
Youngstown State University, College of Arts and Sciences: AB Liberal Arts
Elmira College: coursework in psychology and history
SUNY Albany: coursework in social work
Cornell University, College of Industrial Labor Relations: coursework in labor relations
Tompkins Community College: Accounting 1982/Statistics, 1990
Continuing Education, NewYork State Office of Mental Health:
Participatory Planning, Conducting Needs Assessments, Conducting consumer satisfaction
surveys, Intensive Psychiatric Rehabilitation Treatment (IPRT)
BOARDS, COMMITTEES AND AWARDS
Suicide Prevention and Crisis Service; Jack Lewis Award for exemplary support to community members
in crisis, 1995
Group Homes of Tompkins County Board, 1995
Broome DDSO Regional Advisory Board (OMRDD), 1994 -present
Western Regional Planning and Advisory Committee for Office of Mental Health,1992-1995
Health Planning Council
Human Services Coalition Board
Trumansburg Ulysses Joint Youth Commission, 1987-1993
Tompkins County Mental Health Board, 1980-1988
Case Management Team Award, State Office of Mental Health, 1984
Trumansburg Juniper Manor Planning and Development Board (Senior Housing)
Tompkins County Board of. Representatives Development Committee to establish an Office for the Aging
in Tompkins County
REFERENCES AVAILABLE UPON REQUEST
Community Drug Task Force:
Organizational Chart
1
Alan Cohen
Mayor, City of Ithaca
Key Decision and Policy Initiator
Community Figurehead
Beth Jenkins
Director
Mental Health Association
Laurel Guy
Coordinator
Community Drug Task Force
Katrina Turek
Assistant Superintendant
Pupil Personel Services
Ithaca High School
LETTERS OF SUPPORT
MAURICE D. HINCHEY
26TH DISTRICT, NEW YORK
COMMITTEE ON APPROPRIATIONS
SUBCOMMITTEES:
AGRICULTURE, RURAL DEVELOPMENT,
FOOD AND DRUG ADMINISTRATION,
AND RELATED AGENCIES
INTERIOR
JOINT ECONOMIC COMMITTEE
(ongregg of tije Elniteb gptato
A)ouge of ikepregetttatfbeg
ariijington, 711)QC 20515-3226
(Jf(1;
April 9, 1999
General Barry R. McCaffrey
Director
Office of National Drug Control Policy
Executive Office of the President
Washington, DC 20503
WASHINGTON OFFICE:
2431 RAYBURN BUILDING
WASHINGTON, DC 20515-3226
(202) 225-6335
BINGHAMTON OFFICE:
100A FEDERAL BUILDING
BINGHAMTON, NY 13901
(607) 773-2768
KINGSTON OFFICE:
291 WALL STREET
KINGSTON, NY 12401
(914) 331-4466
ITHACA OFFICE:
123 S. CAYUGA ST., SUITE 201
ITHACA, NY 14850
(607) 273-1388
MONTICELLO OFFICE:
(914) 791-7116
Dear General McCaffrey:
I am writing to express my strong support for the City of Ithaca's application for a Drug
Free Communities Support Program grant. As a strong supporter of the Drug Free Communities
Act of 1997, I am pleased that City of Ithaca is applying for this program and believe that the
Ithaca community can meet and exceed the objectives of this innovative initiative.
Since the spring of 1997, the Ithaca community has worked to reduce drug abuse among
its youth with its Ithaca Drug Task Force. This unprecedented effort, organized by the Ithaca City
School District and Ithaca's mayor, united many segments of the community,including
teenagers, teachers, police, government officials, and churches. The Task Force has identified
drug-related problems within the community and proposed corresponding solutions. However,
sustaining the work of this voluntary organization has been a difficult challenge — additional
technical and financial assistance is needed. I believe that a Drug Free Communities Support
Program grant would help the Ithaca Drug Task Force produce more consistent responses to
identified problems and move Ithaca closer to its goal of becoming a drug-free community.
Thank you General McCaffrey for considering my thoughts on the City of Ithaca's
application. I commend you for your strong commitment to preventing drug abuse among our
nation's youth.
Best regards.
MDH:dll
Sincere
Mauri D. Hinchey
PRINTED ON RECYCLED PAPER
CITY OF ITHACA POLICE DEPARTMENT
120 East Clinton Street P.O. Box 6557 Ithaca, New York 14851-6557
RICHARD P. BASILE, CHIEF OF POLICE
DAVID P. BARNES, DEPUTY CHIEF OF POLICE
Police Dispatcher: 607/272-3245 Police Administration/Records: 607/272-9973
Alan J. Cohen
Mayor, City of Ithaca
108 East Green Street
Ithaca, NY 14850
April 9, 1999
Dear Mayor Cohen:
Effective community coalitions such as The Community Drug Task Force are essential in
creating positive changes in Ithaca. As you know, I am committed to the war on drug
trafficking and drug use in Ithaca and the surrounding areas. I give my professional and
personal support of The Drug Free Communities Support Program in Ithaca to create a
safe and healthy environment for our youth.
Respectfully,
Richard P. Basile
"An Equal Opportunity Employer with a commitment to workforce diversification."
CORNELL
UNIVERSIT Y
Student and Academic Services
Susan H. Murphy
Vice President
311 Day Hall
Ithaca, NY 14853-2801
April 6, 1999
Office of Juvenile Justice and Delinquency Prevention
Office of Justice Programs
U.S. Department of Justice
810 7th Street NW
Washington, DC 20531
Dear Reviewers:
Telephone: 607 255-7595
Facsimile: 607 255-9412
Electronic Mail Address:
shmlScornell.edu
I am writing to express my support for the enclosed grant proposal by the
Ithaca Community Drug Task Force. Cornell University is engaged in a
partnership with the Ithaca community to. develop and coordinate strategies to
reduce alcohol and other drug related problems among our students and local
residents. This collaborative effort seeks to change the environment in which
students and community members make choices about drinking and drug use.
We are presently conducting a joint project with the Center for Science in
the Public Interest and the University of North Carolina to reduce high-risk
drinking among students. Part of this project has been the establishment of a
student group advocacy called Renaissance that is advised by staff of our
University Health Service. The proposed collaboration between Renaissance
students and Ithaca High School students fits well with our goal of expanding our
prevention work into the local community. I strongly support this effort and will
advise our Health Service staff to provide ongoing support to Renaissance in their
work with local youth.
I look forward to expanding our partnership with the Ithaca community on
this important issue.
Sincerely yours,
Susan H. Mur • by
Vice President
Briton Holmberg
210 Lake St. Apt. # 41
Ithaca, NY 14850
April 5, 1999
Office of Juvenile Justice and Delinquency Prevention
Office of Justice Programs
U.S. Department of Justice
810 7th Street NW
Washington, DC 20531
Dear Reviewer,
I am a member of a student group at Cornell University called Renaissance that
is working to promote a more positive social environment by challenging high-
risk drinking on campus. On behalf of our group, I am writing to express my
support for the Ithaca Drug Task Force's grant proposal to reduce alcoholand
other drug use by local youth.
Renaissance members work to challenge the cultural beliefs and practices that
support heavy drinking. Since many students. begin drinking before they
graduate from high school, it is important that efforts to change the drinking
culture begin during those years. We are interested in exploring ways that we
can extend our work by helping students in local schools to accomplish this
goal.
We .look forward to collaborating with the Ithaca City School District and local
students to reduce substance abuse in our community.
Briton Holmberg
Ithaca Neighborhood Housing Services
April 2, 1999
Mayor Alan Cohen
City of Ithaca
108 East Green St.
Ithaca, NY 14850
Re: Community Drug Task Force
Dear Mayor Cohen:
I am very pleased to offer my wholehearted support to the local efforts underway to develop
and strengthen the Community Drug Task Force.
The reduction or eradication of illegal drugs is a vitally important effort that will have a
profound effect on the future of all Ithaca residents. In recent years, we've all seen how the
problems of growing drug use have had ripple effects throughout the community. Families
have been destroyed; youths face an uncertain future and neighborhoods have become
destabilized. In my work to promote neighborhood revitalization, I've seen first-hand how •
quickly illegal drug activity can negatively affect entire neighborhoods. This isa difficult
problem to confront and the average person feels scared and helpless to fight it..
I'm grateful that local leaders both within and outside of government have recognized the.
danger of increased drug activity and have taken active steps to combat it. The Community
Drug Task Force is certainly a step in the right direction. I wish to support it because I
believe that the Task Force will increase awareness about the problem and will identify
specific actions that we can take to fight illegal drug activity. I feel confident that it will
galvanize the support of many people and will create an atmosphere hope.
Very Truly Yours,
Paul Mazzarella
Executive Director
eighborWorks°. 115 West Clinton Street, Ithaca, New York 14850-5293, 607-277-4500 Fax: 607-277-4536
• a• A w
OFFICE OF THE SHERIFF
OF
TOMPKINS COUNTY
779 WARREN ROAD
ITHACA, NEW YORK
607-257-1345
PEER J. MESKILL RANDOLPH W. HAUS
SHERIFF UNDERSHERIFF
April 8, 1999
Alan J. Cohen
Mayor, City of Ithaca
108 East Green Street
Ithaca, NY 14850
-Dear Mayor Cohen:
The Community Drug Task Force of Ithaca, NY is an example of the strong activism
against drugs in our community. As Sheriff of Tompkins County, I know first hand the
devastating effects alcohol and other drugs have on the entire community, especially our
youth.. By bringing the resources of the Drug — Free Community Support Program to the.
Ithaca City School District, our youth will have a better chance of growing into healthy
adults.
Very my
Peter J/ Meskill
8031 Searsburg Road
Trumansburg, N.Y. 14886
Tel: 607 387-3789
Fax: 607 387-9615
E-mail: alan@fltg.net
April 7, 1999
Mayor Alan Cohen
108 East Green Street
City Hall
Ithaca, N.Y. 14850
•
Dear Mayor Cohen:
I am delighted to write this letter of support on behalf of the City of Ithaca's request for federal
drug prevention funds. I would also be honored to serve as an external consultant to the grant if
it is awarded, and specifically, to advise you on the development of a social norms intervention for
the high school and other groups.
Social norms theory, of which I am a founder, has been the basis for a number of successful
interventions at colleges and universities which have produced dramatic reductions in binge
drinking and negative erects of drinking. While the literature suggests that this approach holds
promise with high school populations, I am not aware of a secondary school social norms
intervention that has been implemented. The opportunity to do so is exciting and I believe would
make a significant contribution to the field. I would be happy to advise you on this project and in
particular to help you learn from the experiences of other programs which have successfully used
this model:
Please let me know if I can be of any additional assistance as you develop this proposal, of if you
or any one else have questions that I can answer.
Sincerely,
Alamo Berkowitz, Ph.D.
Independent Consultant
LETTER OF INTENT
CITY OF ITHACA
108 East Green Street Ithaca, New York 14850-5690
OFFICE OF THE MAYOR • ALAN J. COHEN
Telephone: 607/274-6501 Fax: 607/274-6526
Jean Somers Miller
Commissioner
Office of Alcoholism and Substance Abuse Services
1450 Western Avenue
Albany, NY 12203-3526
Dear Ms. Somas Miller:
March 31, 1999
It is the intent of the Community Drug Task Force, in Ithaca, NY to apply for the
Federal FY 1999 Drug Free Community Support Program. The City of Ithaca will
take the lead and legal name in the application for the grant.
The Community Drug Task force was established in April of 1997 to reduce the
use of substance abuse among youth and adults in Ithaca and the surrounding
municipalities. The Task Force recognizes the destructive role alcohol and other
drugs play in lives of our youth. The goals specific to the grant are to reduce
substance abuse among youth, and over time adults and to strengthen the existing
coalition (Community Drug Task Force) efforts by expanding partnerships within
the community.
If funded, The Community Drug Task Force plans a multi -faceted, multi -cultural
asset building approach to strengthen existing collaborative efforts with the Ithaca
City School District, local government, existing non for profit agencies and local
youth organizations by establishing youth transportation initiatives and a county-
wide public awareness campaign.
Respectfully,
'An Equal Opportunity Employer with an Affirmative Action Program'
za
DRUG AND ALCOHOL USE AMONG
ITHACA CITY SCHOOL DISTRICT STUDENTS
DRUG AND ALCOHOL USE AMONG
ITHACA CITY SCHOOL DISTRICT STUDENTS
DETAILED REPORT
6th, 8th, 10th and 12th Graders
1998-99
Report Sponsored by:
Ithaca City School District
Report Prepared by:
RMBSI, Inc.
419 Canyon, Suite 316
Fort Collins, CO 80521
1-800-447-6354
The American Drug and Alcohol SurveyTM
Copyright 1990 by RMBSI, Inc.
1
Dear Colleagues:
We sincerely hope that the data contained in this report will be of great value in your
efforts to improve the lives of young people in your community. Based on our
experience with hundreds of schools we believe that your willingness to take an honest
look at what is happening among your students will be a significant step in creating
effective prevention plans.
It is always best to view the type of information contained in this report in the context of
what has been happening across the country over the past few years. Throughout the 1980s
adolescent drug use was on a course of steady decline. However, in about 1991-92 this trend
reversed. Since then we have seen modest increases each year, especially with marijuana and
certain stimulants.
THE
AMERICAN
DRUG AND
ALCOHOL
SURVEYTM
Rocky Mountain
Behavioral Science
Institute, Inc.
419 Canyon Avenue
Suite 3I6
Fort Collins, CO 80521
(970) 221-0602
1-800-447-6354
The most current national data from the Monitoring the Future Project at the University of Michigan
does hold some promise that the increases may have peaked. We are seeing at least a leveling off.
The latest press release (December, 1997) from that project states, "For the first time in six years, the
use of marijuana and a number of other drugs did not increase among eighth grade students in this
country, and while use of marijuana may still be rising among 10th and 12th graders, their use of a
number of other illicit drugs, appears to have tapered off." It is important to note that these trends
have been found in a number of studies.
These trends have important implications for those communities who have chosen to give The
American Drug and Alcohol Survey". Some communities have given the survey more than once
and are using the results to see if their drug prevention efforts are having an effect. Many of you
who have done this have undoubtedly been displeased to find an increase in drug use among youth in
your community. This finding will take a great deal of consideration before a reasonable conclusion
can be formed. If you have found a modest increase, it is most likely due to the general trend across
the country. If your drug use has remained essentially the same it may be that the trend has not
affected your community, or, that your efforts have been effective in stemming the tide. A reduction
in drug use, of course, is good news and means that you must maintain your efforts and vigilance in
these changing times.
At this point, it is a bit difficult to tell how much of an increase is significant but the professional staff
at The American Drug and Alcohol Survey"' would be most willing to discuss your local situation
with you. Please feel free to call 1-800-447-6354 if you wish to discuss your survey results.
The best of luck in your efforts and we look forward to a productive working relationship.
Sincerely,
Fred Beauvais, Ph.D.
Director of Research
TABLE OF CONTENTS
Introduction 1
The Survey 1
How Accurate Are the Survey Results? 1
Proportion of Ithaca City School District Students Surveyed 3
Part I: An Overview of Drug Use 5
How Many Students Have Tried Drugs? 5
Current Drug Use 7
Patterns of Drug Use Among Students 9
Description of Adolescent Drug Use Types 13
Levels of Drug Involvement 14
Part II: Experiences and Attitudes Regarding Drugs and Alcohol 19
How Available Are Drugs? 20
Where Students Use Alcohol and Drugs 21
How Harmful Are Drugs? 24
Do Friends Of Drug Users Also Use Drugs? 26
Do Friends of Students Ask Them to Use Drugs? 26
Would Friends of Students Try to Stop Drug Use? 27
What Problems Have Students Had Because of Alcohol or Drugs? 28
Age of First Use 30
Intent to Use Drugs 31
Part III: The Use of Individual Drugs 32
Descriptions of Individual Drugs 37
Alcohol 37
Tobacco 39
Marijuana 40
Cocaine 41
Crack 42
Stimulants 43
Methamphetamines 43
Legal Stimulants 44
Inhalants 45
Nitrites (Amyl, Butyl, or Isopropyl) 46
Downers 46
Tranquilizers 48
Ritalin 48
Hallucinogens 48
PCP 50
Ketamine 50
Heroin 51
Narcotics other than heroin 52
Steroids 52
Conclusion 54
GUIDE TO TABLES AND FIGURES
Table 1 Ever Tried a Drug 6
Table 2 Used Each Drug in the Last 12 Months 7
Table 3 Used Each Drug in the Last Month 8
Table 4 Patterns of Drug Use 10
Table A Percent of 8th, 10th and 12th Graders Across the Country Who
Have Ever Tried a Drug 16
Table B Percent of 8th, 10th and 12th Graders Across the Country Who
Have Used Each Drug in the Last 12 Months 17
Table C Percent of 8th, 10th and 12th Graders Across the Country Who
Have Used Each Drug in the Last Month 18
Table 5 Perceived Availability of Drugs 20
Table 6A Where Students Have Used Alcohol 21
Table 6B Where Students Have Used Drugs 22
Table 7 Percent of Students Who Believe That Using a Substance Once or
Twice Will Lead to a Lot of Harm 24
Table 8 Percent of Students Who Believe That Using a Substance Regularly
Will Lead to a Lot of Harm 25
Table 9 Percent of Students Who Have Friends Who Use Drugs 26
Table 10 Percent of Students Whose Friends Ask Them to Use Drugs 27
Table 11 Percent of Students Who Have Friends Who Would Stop Drug Use 27
Table 12A Admitted Problems of Students From Alcohol 28
Table 12B Admitted Problems of Students From Drugs 29
Table 13 Age of First Use 30
Table 14 Intent to Use Drugs 31
Table 15A Use During the Last Month - 6th Graders 32
Table 15B Use During the Last Month - 8th Graders 33
Table 15C Use During the Last Month - 10th Graders 34
Table 15D Use During the Last Month - 12th Graders 35
Table 16 High Risk Behaviors 36
Table 17 Tobacco Use 39
Table 18 Crack Use 42
Table 19 Methamphetamine Use 44
Table 20 Ritalin Use 48
Table 21 Ketamine Use 50
Table 22 Steroid Use 53
Figure 1 6th Graders' Involvement Groups 11
Figure 2 8th Graders' Involvement Groups 11
Figure 3 10th Graders' Involvement Groups 12
Figure 4 12th Graders' Involvement Groups 12
INTRODUCTION
Drug use among adolescents has become a serious national problem. Those concerned
about the welfare of the Ithaca City School District students have therefore sponsored The
American Drug and Alcohol SurveyTM. This report presents the results of that survey and should
lead to a better understanding of the local adolescent substance abuse problem.
We encourage those charged with disseminating this information on the local level to study
the entire report carefully. The text and accompanying tables are designed to help the community
place the local youth drug abuse problem in the proper perspective.
THE SURVEY
The survey is a paper and pencil questionnaire given anonymously that takes less than 35
minutes to complete. The survey items ask students about their history of drug and alcohol use and
the frequency and intensity of their current drug and alcohol use. This report summarizes what the
Ithaca City School District students who were surveyed said they were doing; what drugs they
have tried, what they are using now, and how heavily they are involved with drugs.
The survey used has had extensive development. Similar versions have been given to more
than 650,000 students over the last five years. Since drug use changes over time, there have been
periodic revisions to make sure that it asks the right questions.
HOW ACCURATE ARE THE SURVEY RESULTS?
Experience with this survey has shown that students are usually very cooperative and give
honest answers about their drug use when they know that their names are not on the surveys, and
that no one will ever know how any individual answered the questions. The people who handed
out the surveys were very careful to make sure that this anonymity was preserved; that no one saw
how a student answered the questions, and that surveys were collected in a way that prevented
anyone from knowing who filled out what survey. There are questions on the survey that test
whether the students believe their answers will be anonymous. The responses to those questions
showed that most students believed the survey was anonymous and felt they could be honest.
More information about honesty on adolescent drug surveys and about reliability and validity of
The American Drug and Alcohol SurveyTM is presented in the article, "Adolescent Drug Use:.
Findings of National and Local Surveys," in Vol. 58 of the Journal of Consulting and Clinical
Psychology (1990).
A few students in a class may giggle, make jokes, and not treat the survey seriously.
Several safeguards are used throughout the survey and during compilation to detect erroneous or
exaggerated responses. The survey, for example, includes "fake" drugs and other checks to detect
exaggerations. If there were individual surveys that showed signs of exaggeration, they were
removed before the results were compiled. Less than one percent of Ithaca City School District
students showed signs of exaggeration.
A few students may also become confused while taking the survey or have trouble reading
and understanding the questions. These students can also be identified through inconsistent
answers to questions that are purposely repeated on the survey or because they mark answers that
would not be logical, saying, for example, that using alcohol once or twice is more dangerous than
using it regularly. Approximately 40 different consistency checks were made on each survey. If
there were any students who were inconsistent three or more times, their surveys were removed
before the survey results were compiled. Less than one percent of Ithaca City School District
students were classified as "inconsistent responders."
There are also statistical ways of assessing the reliability of tests and surveys. The
reliability coefficients (Cronbach's alpha) for the drug use scales on the survey average around .90.
The following table shows the total number of Ithaca City School District students
surveyed and the percent of total enrollment they represent.
Proportion of Ithaca City School District Students Surveyed
Percent
Number Number of Total
Surveyed Enrolled Enrollment
6th Graders 406 434 94%
8th Graders 450 490 92%
10th Graders 387 496 78%
12th Graders 290 381 76%
Total 1533 1801 85%
Source: The American Drug and Alcohol Survey
A high enough proportion of students was surveyed to insure that the results would provide
a good estimate of the drug and alcohol use of the students who are attending school.
No attempt was made to survey school dropouts or absentees. However, in communities
where absentees and dropouts are surveyed, their drug use is usually slightly higher than students
who are in school. Those working with dropouts and chronic absentees in your area will probably
find higher drug involvement among them than is found in students who are attending school.
More information about drug use of dropouts is presented in an article titled "Mexican -American
and White American School Dropouts' Drug Use, Health Status and Involvement in Violence" in
Vol. 104 of Public Health Reports (1989).
3
There are three parts to this report: (plus additional materials)
Part I is an overview. It repeats tables from the Executive Summary showing how
many students have used or are using alcohol and other drugs, and discusses those tables in more
detail.
Part II provides additional information about drug use among Ithaca City School District
students: the availability of different drugs; where and with whom drugs are used; and how much
harm these students feel is done by drugs.
Part III lists each drug on the survey and shows how much the regular users among Ithaca
City School District students are using each drug. This section also provides information about
how the different drugs are used and what effects they are likely to have.
There is also a Media Kit at the end of this report. Following the Media Kit, a brief section
on the reliability and validity of the survey is included, along with a sample of the questionnaire
that was used.
PART I
AN OVERVIEW OF DRUG USE
Part I provides a brief, but complete, overview of the results of the survey. The tables and
graphs give an accurate summary of the patterns of drug and alcohol use in Ithaca City School
District. More information about the use of individual drugs is available in Part III of this report.
HOW MANY ITHACA CITY SCHOOL DISTRICT STUDENTS
HAVE TRIED DRUGS?
The first table presented here lists the percentage of students who have "ever tried" alcohol
or drugs. The "ever tried" statistic is a very general measure, since it includes any amount of a
drug ever taken. A student who had a small glass of wine at a family celebration would be
included as having "ever tried" alcohol -- so would the student who drinks enough to get drunk
every week. That is one of the reasons why the next row lists the percent who have ever been
drunk. While alcohol may be tried by children in relatively innocuous settings, getting drunk
involves excessive use and almost always occurs among peers. This table would also not
distinguish between the student who tried marijuana once several years ago and one who is now
using it every day; both would be listed as having tried marijuana. However, Table 3 shows the
percent who used in, the last month, an indication of current use, and Table 15 shows how often
marijuana was used during that month.
Despite its limitations, the ever tried statistic is useful. It shows the total exposure that a
group has had to a particular drug. It also shows how many students were willing to experiment
with a drug.
Furthermore, the "ever tried" measure is highly reliable, and because it is used on most.
other surveys, it allows us to make comparisons between Ithaca City School District 12th graders
and other high school 12th graders across the country. Table 1 has a column marked "National
12th Graders." The rates given in that column were obtained from a national sample of over
16,000 seniors who were surveyed in 1995. Although the national data were collected over a year
ago, the comparisons between national rates and Ithaca City School District 12th grade rates are
still informative because the national "ever tried" rates rarely change more than one or two percent
a year.
TABLE 1
Percent of Ithaca City School District Students
and 12th Graders Across the Country Who Have Ever Tried a Drug
(1998-99)
National*
6th 8th 10th 12th 12th
Graders Graders Graders Graders Graders
Alcohol 36% 63% 81% 90% 82%
Been Drunk 3% 17% 44% 62% 64%
Cigarettes 11% 35% 46% 59% 65%
Marijuana 4% 19% 37% 55% 50%
Cocaine 2% 3% 2% 5% 9%
Stimulants**** 1% 3% 3% 6% 17%
Legal Stimulants 1% 4% 7% 8% ***
Inhalants 7% 13% 6% 3% 16%
Nitrites 1% <1% <1% <1% 2%
Downers** <1% <1% 1% 4% 8%
Quaaludes <1% <1% <1% <1% ***
Tranquilizers** <1% <1% -<1% 1% 8%
Hallucinogens 2% 5% 11% 20% 15%
PCP <1% 1% 2% <1% 4%
Heroin 1% 2% <1% 0% 2%
Narcotics other than heroin 2% 3% 4% 9% 10%
Source: The American Drug and Alcohol SurveyTM
* The national data on 12th graders are from the Monitoring the Future surveys conducted for the
National Institute on Drug Abuse by the Institute for Social Research, University of Michigan, 1997.
* * Use of these drugs under a doctor's orders is not included in these figures.
* * * Data not available.
* * * * In 1998 this figure was changed to include methamphetamine use. In prior years, methamphetamine
use was not included in the calculation of stimulant use.
Information about crack methamphetamines, and smokeless tobacco is presented in Part III.
CURRENT DRUG USE AMONG
ITHACA CITY SCHOOL DISTRICT STUDENTS
The "ever tried" figures that were presented in Table 1 showed how many Ithaca City
School District students have experimented with drugs, but do not show how many are using drugs
now. Many young people try a drug for a while, but then stop using it. In a national study, for
example, almost a fourth of the high school seniors who had tried marijuana when they were
younger did not use it during their senior year, and, in the same study, about half of those who had
tried other drugs were not using them at the time of the survey.
Tables 2 and 3 provide estimates of current drug use. Table 2 shows how many students
used each drug during the last 12 months. Table 3 shows how many used drugs during the last
month prior to the survey. Tables 2 and 3 also include data on 12th graders nationwide for
comparison with the local 12th graders.
TABLE 2
Percent of Ithaca City School District Students
and 12th Graders Across the Country Who Have Used Each Drug
in the Last 12 Months
(1998-99)
National*
6th 8th 10th 12th 12th
Graders Graders, Graders Graders Graders
Alcohol 24% 49% 75% 81% 75%
Been Drunk 2% 14% 36% 54% 53%
Marijuana 3% 16% 33% 46% 39%
Cocaine <1% 3% <1% 3% 6%
Stimulants**** <1% 2% 2% 3% 10%
Legal Stimulants <1% 3% 6% 8% ***
Inhalants 5% 7% 3% 1% 7%
Nitrites 0% <1% <1% <1% 1%
Downers** <1% <1% 1% 4% 5%
Hallucinogens 1% 4% 7% 11% 10%
PCP <1% <1% 1% 0% 2%
Heroin <1% 2% 0% 0% 1%
Narcotics other than heroin 0% 1% 1% 2% 6%
Source: The American Drug and Alcohol SurveyTM
7
TABLE 3
Percent of Ithaca City School District Students
and 12th Graders Across the Country Who Have Used Each Drug
in the Last Month
(1998-99)
National*
6th 8th 10th 12th 12th
Graders Graders Graders Graders Graders
Alcohol 8% 22% 46% 58% 53%
Been Drunk <1% 4% 20% 35% 34%
Cigarettes 4% 16% 21% 32% 37%
Smokeless Tobacco 1% 3% 3% 3% 10%
Marijuana 1% 7% 19% 27% 24%
Cocaine 0% <1% 0% <1% 2%
Stimulants**** <1% <1% 1% <1% 5%
Inhalants 3% 2% 1% 0% 3%
Nitrites 0% 0% <1% <1% <1%
Downers** <1% <1% <1% 1% 2%
Hallucinogens <1% 2% 2% 2% 4%
PCP <1% 0% <1% 0% 1%
Heroin 0% <1% 0% 0% <1%
Narcotics other than heroin 0% <1% <1% <1% 2%
Source: The American Drug and Akohol Survey
* The national data on 12th graders are from the Monitoring the Future surveys conducted for the
National Institute on Drug Abuse by the Institute for Social Research, University of Michigan, 1997.
* * Use of these drugs under a doctor's orders is not included in these figures.
* * * * In 1998 this figure was changed to include methamphetamine use. In prior years, methamphetamine
use was not included in the calculation of stimulant use.
Information about crack methamphetamines, and smokeless tobacco is presented in Part III.
8
PATTERNS OF DRUG USE AMONG
ITHACA CITY SCHOOL DISTRICT STUDENTS
It is rare for an adolescent who is using drugs to use one drug exclusively. Usually if one
drug is being used, another will also be used, if only occasionally. There are also many different
levels and patterns of drug use. One person may use a drug occasionally, and only use small
amounts of that drug. Another may use the same drug, but use it regularly and in large amounts.
A way of classifying young people has been developed that describes their total
involvement with drugs (see Table 4). The classification is determined both by the different drugs
that are being used and by how heavily each of those drugs is being used. Every student surveyed
is classified into one drug use type that briefly describes their total drug use. In order to be placed
in a particular type, the student must meet all of the requirements for that type. Those
requirements are almost entirely based on current use of drugs -- how often they are used, how they
are used, and whether the student sees himself or herself as a drug "user."
A student may meet the requirements for more than one type but is always placed in only
one type. For example, Type 4 consists of Heavy Alcohol Users. These are all youth who use
alcohol heavily, but do not use other substances. There may, therefore, be heavy alcohol users who
are not placed in Type 4. If a youth is a light marijuana user and uses stimulants heavily, that
youth would be placed in the more serious group, Type 2, Stimulant Users.
Similarly even though a student uses stimulants, they might not be placed in the Stimulant
Users group. It should be noted that analyses of methamphetamine users show that most users of
methamphetamines (a stimulant) also use a variety of other drugs. Therefore, many students who
regularly use stimulants are placed in the Multi -Drug User group.
The students who are included in any one group are using the same kinds of drugs and are
using them in just about the same way. They are also probably similar in other aspects of their
lives. They are likely to be associating with other youth classified in the same drug use group.
Within their groups, students tend to share values, friends, and hold a similar outlook on life,
school, and work.
There are nine drug use types, or groups, arranged in descending order of seriousness of
drug use. Table 4 shows the percentage of Ithaca City School District students in each of these
nine drug use types. A description of each of the drug use groups appears after Table 4. It is
important that the reader become familiar with each group in order to fully understand Table 4.
TABLE 4
Patterns of Drug Use Among
Ithaca City School District Students
(1998-99)
6th 8th 10th 12th
Graders Graders Graders Graders
LEVEL I* (High Involvement)
1. Multi -Drug Users 0.0% 1.6% 2.6% 5.9%
2. Stimulant Users 0.3% 0.0% 1.0% 0.7%
3. Heavy Marijuana Users 0.0% 0.7% 2.4% 3.8%
4. Heavy Alcohol Users 0.5% 0.2% 3.9% 6.9%
LEVEL II (Moderate Involvement)
5. Occasional Drug Users 3.5% 4.3% 4.5% 5.5%
6. Light Marijuana Users 1.5% 9.7% 18.3% 22.5%
LEVEL III (Low Involvement)
7. Tried A Drug 5.8% 11.3% 11.0% 11.8%
(no current use)
8. Light Alcohol Users 5.5% 9.7% 16.8% 14.2%
9. Negligible or No Use 82.9% 62.5% 39.5% 28.7%
Sourer: The American Drug and Akoho! Survey
TM
* See figures on next pages.
Percent of Ithaca City School District Students
By Level of Drug Involvement
(1998-99)
Low
94.2%
Low
83.5%
Figure 1
6th Graders
Figure 2
8th Graders
11
High
0.8%
Moderate
5.0%
High
2.5%
Moderate
14.0%
Source: The American Drug And Alcohol Survey
Percent of Ithaca City School District Students
By Level of Drug Involvement
(1998-99)
Figure 3
10th Graders
Low
67.3%
Moderate
22.8%
Figure 4
12th Graders
Low
54.7%
Moderate
28.0%
12
Source: The American Drug And Alcohol Survey
DESCRIPTION OF ADOLESCENT DRUG USE TYPES
1. Drug Dependent and Multi -Drug Users
Anyone who uses alcohol, marijuana or any other drug (except tobacco) every day is
classified as a Multi -Drug User because their drug use is chronic and highly serious and because
they almost always take other drugs as well, particularly when they cannot get their "drug of
choice." Other students who are classified as Multi -Drug Users show current regular use of two or
more different types of drugs, other than alcohol and marijuana. Older Multi -Drug Users, for
example, generally take some kind of downer and also use stimulants. Younger Multi -Drug Users,
on the other hand, may use inhalants heavily and regularly and take other drugs when they can get
them. These Multi -Drug Users are also likely to use marijuana and get drunk often.
2. Stimulant Users
Stimulant Users take amphetamines, methamphetamines, and/or cocaine regularly. They
prefer drugs that make them feel "up." Most Stimulant Users also use alcohol and marijuana, often
quite heavily but not daily, and some of them use hallucinogens. Stimulant Users, unlike Multi -
Drug Users, rarely use drugs like downers, heroin, or PCP.
3. Heavy Marijuana Users
Heavy Marijuana Users do not use marijuana every day -- if they did, they would be
classed, according to this system, as Multi -Drug Users. The students in this group, however, do
use marijuana often and in large amounts. They generally use marijuana during the week .as well
as on weekends. Heavy Marijuana Users are also likely to use alcohol and marijuana together.
Other drugs may be taken occasionally, but not regularly. In order to intensify the effect, many
Heavy Marijuana Users take strong forms of marijuana such as sensimilla or hashish, and/or use
various methods for concentrating the smoke.
4. Heavy Alcohol Users
Students classified as Heavy Alcohol Users drink alcohol every week and get drunk
frequently, but do not use other drugs regularly. Any Heavy Alcohol User who does use other
drugs regularly would be classified in one of the above groups, and not in this one. Many of these
Heavy Alcohol Users get drunk nearly every weekend. While Heavy Alcohol Users do not take
other drugs regularly, some will use marijuana occasionally and a few might take another drug
occasionally. Alcohol, however, is the substance they prefer.
5. Occasional Drug Users
Occasional Drug Users use drugs other than marijuana, but rarely use any drug more than
once a month. Most of them also use marijuana occasionally. While the drug use of the
Occasional Drug Users is not heavy, these students have shown a willingness to take drugs and
could easily move toward heavier drug involvement.
6. Light Marijuana Users
The young people in this group use marijuana occasionally, possibly only a few times a
year. They are also likely to use alcohol occasionally. They rarely take other drugs, but some of
them may have tried other drugs.
7. Tried a Drug
The members of this group have tried a drug at some time, but they are not using drugs now
and they do not think of themselves as drug users. The drug they have tried is usually marijuana,
although some may have tried other drugs, particularly inhalants.
8. Light Alcohol Users
Light Alcohol Users use some alcohol, but rarely, if ever, get drunk. They have never tried
a drug of any other kind.
9. Negligible or No Use
Some of these students may have tried alcohol, but it is not being used now, even socially.
These students have never tried any drug with the possible exception of alcohol.
HOW MANY ITHACA CITY SCHOOL DISTRICT STUDENTS
ARE AT RISK BECAUSE OF THEIR DRUG OR ALCOHOL USE?
Level I (High Involvement) Drug Users. Any Ithaca City School District student who is
classed in the first four groups may be at considerable risk from drug or alcohol use. Young
people in these groups get drunk and/or use drugs nearly .every weekend or even more frequently.
They are in danger of becoming dependent on alcohol or drugs and at risk from accidents while
intoxicated or high. Use of alcohol or drugs can also disrupt their social and psychological
development.
Level II (Moderate Involvement) Drug Users. The youth in the next two groups,
Occasional Drug Users and Light Marijuana Users, are in less danger from their drug use. They
are, however, using drugs occasionally, most of them only a few times a year. The majority of
these students do not take a lot of any particular drug, however, whenever any drug is used there is
always some risk of danger. More importantly, they are showing a willingness to take drugs. The
students that are Occasional Drug Users or Light Marijuana Users are, therefore, at some risk from
their drug use.
Level III (Low Involvement). The students who are members of the last three groups are
not now at risk from their use of alcohol and other drugs. The Ithaca City School District students
who have Tried a Drug and those who are Light Alcohol Users, are not currently in significant
danger from their drug use. The Tried a Drug group (Type 7), however, are not strangers to drugs.
As mentioned above, it is possible their drug use could increase in the future. Finally, there are
those students who are in Type 9 and can be considered essentially drug-free.
As a cautionary note, it would be wrong to assume that any student not in a low drug
involvement group must be "addicted to drugs." Such an overstatement would ignore the detailed
information available about the drug use patterns among these students. To understand drug use
among Ithaca City School District students, one must neither overstate nor understate the problem,
but be as accurate and precise as possible.
The Institute for Social Research at the University of Michigan has been providing national
data for high school seniors since 1975. In the early 1990's this group expanded their work to
include drug use rates for 8th and 10th graders. The following three tables provide this data for the
1996-97 school year. If you surveyed any of these grades, the information in these tables can be
used to compare the drug use rates at your school or district with national norms. (Note: If your
survey included 12th graders, the 12th grade data in Tables A -C have already been included in
Tables 1-3. It is reprinted here for completeness).
HOW AVAILABLE ARE DRUGS TO
ITHACA CITY SCHOOL DISTRICT STUDENTS?
The students were asked how easy it would be to obtain each of the different types of drugs.
(Note: This question asks about the availability of drugs in general. It does not mean drug
availability at school.) The following table shows how many students felt it would be either "fairly
easy" or "very easy" to get each drug.
TABLE 5
Perceived Availability of Drugs Among
Ithaca City School District Students
Percent Marking Either "Fairly Easy" or "Very Easy" to Get Each Drug
National*
6th 8th 10th 12th 12th
Graders Graders Graders Graders Graders
Alcohol 50% 78% 94% 97% ***
Marijuana 17% 45% 83% 87% 90%
Cocaine 10% 22% 33% 36% 43%
Uppers 12% 21% 50% 45% 60%
Inhalants 52% 74% 84% 83% ***
Downers** 12% 23% 46% 42% 40%
Hallucinogens 7% 16% 41% 42% 51%
PCP 8% 16% 32% 26% 30%
Heroin 10% 18% 26% 21% 34%
Narcotics other than heroin 10% 22% 37% 32% 39%
Cigarettes 43% 74% 92% 95% ***
Source: The American Drug and Alcohol SurveyTM
* The national data on 12th graders are from the Monitoring the Future surveys conducted for the
National Institute on Drug Abuse by the Institute for Social Research, University of Michigcm, 1997.
* * Use of these drugs under a doctor's orders is not included in these figures.
* * * Data not available.
Alcohol and tobacco are, of course, the most accessible drugs because they are legal for
adults. Other drugs are usually less available, but in most communities at least some students
believe that almost any drug is available.
WHERE DO ITHACA CITY SCHOOL DISTRICT STUDENTS
USE ALCOHOL AND OTHER DRUGS?
Tables 6A and B show some of the places where these students used alcohol and other
drugs during the last year. While these tables do not include every place that alcohol and other
drugs can be used, they do show generally where these substances have been used.
TABLE 6A
Where Ithaca City School District Students
Have Used Alcohol
6th 8th 10th 12th
Graders Graders Graders Graders
On the way to school <1% 1% 1% 2%
During school hours at school <1% <1% 2% 6%
During school hours away from school 1% 4% 4% 9%
Right after school 1% 6% 8% 12%
At school events <1% 2% 7% 17%
At parties 4% 20% 43% 62%
At night with friends 5% 24% 48% 64%
While driving around <1% <1% 3% 5%
At home (parents knew) 19% 33% 35% 42%
At home (parents didn't know) 5% 18% 38% 40%
Source: The American Drug and Alcohol SurveyTM
TABLE 6B
Where Ithaca City School District Students
Have Used Drugs Other Than Alcohol
6th 8th 10th 12th
Graders Graders Graders Graders
On the way to school <1%
During school hours at school <1%
During school hours away from school <1%
Right after school 2%
At school events <1%
At parties 2%
At night with friends 2%
While driving around <1%
At home (parents knew) <1%
At home (parents didn't know) 3%
2% 6%
1%
3%
7%
5% 9%
9% 12%
4% 12% 19%
3% 9% 17%
12% , 26% 38%
14% 30% 41%
1% 10% 15%
2% 5% 6%
9% 16% 21%
Source The American Drug and Alcohol SurveyTM
In nearly all communities, drugs are mostly used at parties and with friends. Even when
drug use is reported as "at home," that drug use is probably with friends and when the parents are
away, or in the privacy of a youth's room. Drug use in front of parents can occur, but such cases
are less common.
There is usually less drug and alcohol use at school than outside of school. Any use at
school is, however, of great concern because alcohol and other drugs interfere directly with
learning. Unfortunately, use outside of school is also a problem for the school because drugs, such
as alcohol, can still interfere with a student's studies even if he or she is not using those substances
at school. Many drugs, including marijuana, stay in the body for long periods of time. They may
still be present when these youth are in school, and thus interfere with attention and learning.
Using drugs also places a youth outside the mainstream of society and generally involves attitudes
that make a youth unwilling to listen to a teacher's or a counselor's advice.
The fact that there is usually less substance use at school than in most other settings is a
very important point. Media reports often give the mistaken impression that schools are the source
of most adolescent drug use. The reason for this misunderstanding is very simple -- schools are the
places where young people spend most of their day and it is where there is a lot of talk about drugs.
If someone wants to interview young people, where do they find them? -- at school, of course. All
of the talk about drugs then gets associated with the schools.
Even the fact that this drug survey was given in school may lead some people to blame the
school for drug use. The school, however, is simply the most convenient place to collect this
information. While drug and alcohol use at school is a very serious problem, it must be
remembered that drug use is a community problem. Even the level of substance use at school
evens, as reported in Tables 6A and B should be considered a community problem. As Tables
6A and B show, most drug and alcohol use occurs in the community away from school. Where
does the responsibility lie, for example, when youth sneak beer into football games or arrive at
school dances intoxicated? The real answers to such problems must come from the community
and from individual homes in conjunction with the schools' efforts.
TABLE A
Percent of 8th, 10th and 12th Graders
Across the Country Who Have Ever Tried a Drug
(1997)-
Alcohol
1997)-
Alcohol
Been Drunk
Cigarettes
Marijuana
Cocaine
Stimulants
Inhalants
Nitrites
Downers *
Quaaludes
Tranquilizers*
Hallucinogens
PCP
Heroin
Narcotics other than heroin
8th 10th 12th
Graders Graders Graders
54% 72% 82%
25% 49% 64%
47% 60% 65%
23% 42% 50%
4% 7% 9%
12% 17% 17%
21% 18% 16%
*** *** 2%
*** *** 8%
*** *** ***
5% 7% 8%
5% 11% 15%
*** *** 4%
2% 2% 2%
*** *** 10%
The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted
for the National Institute on Drug Abuse by the, InstitutSocial Research, University of Michigcm, 1997.
* Use of these drugs under a doctor's orders is not included in these figures.
* * * Data not available.
TABLE B
Percent of 8th, 10th and 12th Graders
Across the Country Who Have Used Each Drug
in the Last 12 Months
(1997)
8th 10th 12th
Graders Graders Graders
Alcohol 46% 65% 75%
Been Drunk 18% 41% 53%
Marijuana 18% 35% 39%
Cocaine 3% 5% 6%
Stimulants 8% 12% 10%
Inhalants 12% 9% 7%
Nitrites *** *** 10�
0
Downers* *** *** 5%
Hallucinogens 4% 8% 10%
PCP *** *** 2%
Heroin 1% 1% 1%
Narcotics other than heroin *** *** 6%
The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted
for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigan, 1997.
* Use of these drugs under a doctor's orders is not included in these figures.
* * * Data not available.
TABLE C
Percent of 8th, 10th and 12th Graders
Across the Country Who Have Used Each Drug
in the Last Month
(1997)
8th 10th 12th
Graders Graders Graders
Alcohol 25% 40% 53%
Been Drunk 8% 22% 34%
Cigarettes 19% 30% 37%
Smokeless Tobacco 6% 9% 10%
Marijuana 10% 21% 24%
Cocaine 1% 2% 2%
Stimulants 4% 5% 5%
Inhalants 6% 3% 3%
Nitrites *** *** <1%
Downers* *** *** 2%
Hallucinogens 2% 3% 4%
PCP *** *** 1%
Heroin <1% <1% <1%
Narcotics other than heroin *** *** 2%
The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted
for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigan, 1997.
* Use of these drugs under a doctor's orders is not included in these figures.
* * * Data not available.
PART II
ITHACA CITY SCHOOL DISTRICT STUDENTS'
EXPERIENCES AND. ATTITUDES REGARDING
DRUGS AND ALCOHOL
In addition to the types and amounts of drugs being used, the survey assessed the attitudes
local youth hold toward drugs and alcohol. If the community wants to create an environment
where young people are able to remain drug-free, they must understand what factors contribute to
the decisions local youth make about drugs.
Part II presents information on the availability of drugs, where drugs are used, problems
caused by these substances, and students' attitudes toward drugs.
i
HOW HARMFUL DO ITHACA CITY SCHOOL DISTRICT
STUDENTS THINK DRUGS ARE?
The attitudes that young people have about the dangers of drugs often shape their decisions
about whether they will use drugs or not. For example, if a youth believes that no harm is attached
to using marijuana, he or she is much more likely to give it a try.
Table 7 shows the percentage of students who think that trying a drug (using it just once or
twice) will lead to a lot of harm. Students who think this way will probably not even try a drug.
TABLE 7
Percent of Ithaca City School District Students
Who Believe That Using a Substance Once or Twice
Will Lead to "A Lot" of Harm
6th 8th 10th 12th
Graders Graders Graders Graders
Alcohol 2% 2% 2% <1%
Get Drunk 23% 17% 11% 9%
Marijuana 15% 11% 5% 3%
LSD 28% 33% 32% 30%
Inhalants 21% 23% 22% 28%
Uppers 19% 18% 19% 18%
Cocaine 26% 29% 37% 40%
Cigarettes 22% 13% 9% 8%
Source: The American Drug and Alcohol SurveyTM
Notice in Table 7, however, that quite a few students do not think that trying a drug is
harmful. It is much more likely that these students may at least experiment with a drug.
Table 7 also shows that there is greater fear of some drugs than of others. Even for those
drugs considered more dangerous, however, there are still youth who do not believe that using
them once or twice will lead to much harm. They may, therefore, be willing to experiment with
those drugs.
Table 8 looks at this issue a little differently. This table shows how many Ithaca City
School District students think that using drugs regularly will harm them.
TABLE 8
Percent of Ithaca City School District Students
Who Believe That Using a Substance Regularly
Will Lead to "A Lot" of Harm
6th 8th 10th 12th
Graders Graders Graders Graders
Alcohol 24% 22% 21% 21%
Get Drunk 94% 92% 85% 80%
Marijuana 65% 61% 44% 32%
LSD 53% 71% 74% 76%
Inhalants 59% 68% 70% 79%
Uppers 51% 55% 60% 58%
Cocaine 68% 75% 82% 90%
Cigarettes 61% 59% 61% 68%
Source: The American Drug and Alcohol SurveyTM
The numbers are higher than those in Table 7 showing that many students do see regular
use of drugs as harmful. Some students, however, see no harm attached to regular use. This group
of students is at higher risk of drug use since they do not believe that using drugs regularly is
dangerous.
The fact that some young people in this district do not see regular drug use as harmful
indicates that educational programs detailing drug hazards could be useful. However, programs
that focus, only on the dangers of drugs are not as effective as programs that educate students about
other aspects of drug abuse as well. One reason is that the relationship between beliefs about drug
hazards and drug use is a complex one. Some youth, for example, will actually use a drug because
it is dangerous. The risk is part of the appeal.
Another important factor is the way that peer influence interacts with belief about drug
dangers. Studies have shown that younger children who believe drugs are harmful will almost
always discourage drug use among their friends. By the time these students are seniors, however,
many of them will not attempt to discourage drug use among their friends -- even if they personally
believe drugs are dangerous. Therefore, an effective drug prevention program, in addition to
providing a realistic assessment of the dangers of drug use, must address such things as the roles
friends play in helping each other to avoid or stop using drugs.
25
DO FRIENDS OF DRUG USERS ALSO USE DRUGS?
The first row of the following table shows the extent to which the students who use drugs
have friends who also use drugs. The "Users" are those in the first three groups in Table 4 (page
10). "Non -Users" are those in the last two groups of Table 4: they have never tried a drug.
Users
Non -Users
TABLE 9
Percent of Ithaca City School District Students
Who Have Friends Who Use Drugs
Marijuana Cocaine Uppers Downers
100% 40% 32% 27%
30% 6% 4% 4%
Source: The American Drug and Alcohol SurveyTM
Young people tend to form small, close-knit groups called peer clusters. A peer cluster
could be a pair of best friends, a couple, or a small group. Members of a peer cluster tend to use
the same drugs, use them to about the same extent, and usually use drugs when they are together.
When approached with drugs, it is very rare for young people to "just say no" to their closest
friends. It is not surprising, therefore, to find that, in nearly all communities, drug -using youth
have friends who also use drugs. Conversely, youth who do not use drugs are likely to have
friends who also do not use drugs.
HOW MANY OF ITHACA CITY SCHOOL DISTRICT
STUDENTS HAVE FRIENDS WHO ASK THEM TO USE DRUGS?
When friends ask a youth to use drugs, it is hard to say "No". Table 10 shows how many
students have friends who ask them to use. The table shows that there is more peer encouragement
for some drugs than for other drugs. There are many programs that suggest a youth should say
"No". It might be a good idea to suggest that real friends don't ask you to use.
Users
Non -Users
TABLE 10
Percent of Ithaca City School District Students
Whose Friends Ask Them to Use Drugs
Marijuana Cocaine Uppers Downers
92% 10% 11% 11%
5% 1% 1% 1%
Source: The American Drug and Alcohol SurveyTM
WOULD FRIENDS OF ITHACA CITY SCHOOL DISTRICT
STUDENTS TRY TO STOP DRUG USE?
If their friends would try to stop them from using. drugs, young people might not use drugs.
How much does that actually happen? . The following table shows how many Ithaca City School
District students have friends who would try to stop them from using four types of drugs.
Users
Non -Users
TABLE 11
Percent of Ithaca City School District Students
Who Have Friends Who Would Stop Drug Use
Marijuana Cocaine Uppers Downers
0% 77% 48% 46%
65% 82% 75% 75%
Source: The American Drug and Alcohol SurveyTM
Not only do youth who use drugs tend to have drug -using friends, but usually their friends
would not apply as much pressure against using drugs. Even some of the drug-free youth,
however, generally have friends who would not try to stop them from using drugs. While young
people might not approve of drugs, they may also have a strong feeling that "People should be
allowed to make their own choices." Such an attitude can prevent someone from helping a friend
to "say no to drugs."
WHAT PROBLEMS HAVE ITHACA CITY SCHOOL DISTRICT
STUDENTS HAD BECAUSE OF ALCOHOL OR DRUGS?
The survey also asked the students whether they had ever experienced any problems
because of their alcohol or drug use. The figures in Tables 12A and B show how many students
admit that alcohol or drugs have caused them problems, and what types of problems they have had.
These percentages are only a base. People who abuse alcohol or drugs often avoid admitting that
they are hurting themselves. Thus the following figures are a conservative estimate of these
students' problems with alcohol and other drugs.
TABLE 12A
Admitted Problems of Ithaca City School District Students from Alcohol
Got a traffic ticket
Had a car accident
Got arrested
Had money problems
Gotten you in trouble in school
Hurt your school work
Fought with other kids
Fought with your parents
Damaged a friendship
Passed out
Couldn't remember what happened
Made you break something
6th 8th 10th 12th
Graders Graders Graders Graders
0% 0% <1% 1%
<1% <1% <1%
<1% 2% 2%
1% 4% 7%
1% 1% 3%
<1 0/0
<1 %
<1%
1%
<1 %
3%
2%
2%
2%
1%
2%
3%
7%
4%
3%
5%
9%
6% 8%
8% 9%
9%
12%
6% 11%
17% 28%
23% 37%
6% 14% 22%
Source: The American Drug and Alcohol SurveyTM
TABLE 12B
Admitted Problems of Ithaca City School District Students from Drugs
6th 8th 10th 12th
Graders Graders Graders Graders
Got a traffic ticket <1% <1% <1% 2%
Had a car accident <1% <1% 1% <1%
Got arrested <1% 1% 2% 3%
Had money problems <1% 1% 7% 10%
Got in trouble in school 1% 2% 2% 2%
Hurt your school work <1% 3% 8% 12%
Fought with other kids 2% 5% 5% 7%
Fought with your parents 2% 3% 8% 9%
Damaged a friendship 1% 2% 7% 6%
Made you break something 2% 4% 9% 10%
Hada "bad" trip 2% 4% 6% 12%
Source: The Amerkan Drug and Alcohol SurveyTM
Some Ithaca City School District students admit that alcohol and other drugs have led to
problems. Alcohol causes problems for more people than drugs do, but then more students use
alcohol. Particular note should be taken of any youth who have had fights and damaged
friendships because of alcohol or drug use. Friends are extremely important to young people and
convincing young people that alcohol and other drugs can endanger friendships could help
prevention efforts among these youth.
Note: Occasionally a few of the younger students misinterpret the question on high risk
behaviors. The question on the survey asks "What has happened to you when you have tried
alcohol or drugs?" A few students may think "What might happen when people use alcohol or
drugs?"
AGE OF FIRST USE
Students were asked at what age they began using alcohol, marijuana and inhalants. Other
drugs were not asked about since these three are the ones that young people usually begin using
first. Table 13 shows the age at which 12th graders who have used these three drugs began using
them. The students who have never tried the drug are not included in these averages. Knowing the
age of first use among students is important in planning prevention programs. Once students have
started using drugs it is much more difficult to intervene or to reduce their use. Therefore the most
effective prevention programs should be in place just prior to the age when most students who are
going to use a drug begin using it. Also it is well known that students who use drugs at very young
ages are more likely to have serious and continuing problems later in life. Early intervention with
this group is very important in reducing the amount of distress these young people will encounter
in the coming years.
TABLE 13
Age of Ithaca City School District 12th Graders
When They First Tried Drugs
7-9 10-12 13-15 16 or Never
Years Years Years Older Tried
Getting Drunk 1% 5% 38% 19% 37%
Average age of first drunk: 14.6
Marijuana 1% 7% 31% 16% 45%
Average age of first use: 14.4
Inhalants 0% 1% 2% 1% 96%
Average age of first use: 13.9
Source: The American Drug and Alcohol SurveyTM
Note: The percentage of 12th graders who indicate they have "never tried" a substance on the
questions about Age of First Use may differ slightly from the percentage of "never tried" that
could be derived from Table 1 due to a few students not answering one or the other of the
questions.
INTENT TO USE DRUGS
What will happen to the younger students during the next few years? The survey asked
students whether they intend to use drugs in the future. The 6th graders' responses to those
questions are presented .in Table 14 because it is the attitudes of these younger students that are
most significant in this respect. For example, if a young person has not used drugs, but "may in the
future," that youth is very likely to try drugs soon -- unless something can be done to change his or
her mind.
TABLE 14
Ithaca City School District 6th Graders'
Intentions Regarding Future Drug Use
Percent
Never used drugs and never will 85%
Never used drugs, but may in the future 7%
Used drugs, but do not plan to use them again 5%
Used drugs and probably will use them again 3%
Source: The American Drug and Alcohol SurveyTM
Most of the 6th graders indicate that they do not plan to use drugs in the future. It is
important that these youth are starting with good intentions. _Yet we know that there will be some
who will start using drugs in the next few years. Although there are many pressures that work
against a youth's best intentions to remain drug free, cooperative school and community
intervention can work to alleviate these pressures and maintain these good intentions.
PART III
THE USE OF INDIVIDUAL DRUGS
The substances most commonly used by students are alcohol, marijuana and tobacco.
Inhalants are sometimes used by younger children. Use of other drugs occurs less often among
these students. All of the different types of drugs are, however, discussed in this section because
experience shows that any drug eventually becomes available in every community. This is true no
matter how small or isolated that community may be. A brief description of each drug, even if it is
not used locally, is included to inform readers about the drug and to warn that it may become
available locally in the future. When a drug is available, some students are likely to try it. Table
15 shows how much each drug has been used during the last month by Ithaca City School District
students. There is one table section for each grade.
TABLE 15A
Use During the Last Month by
Ithaca City School District 6th Graders
10 or More
1-2 Times 3-9 Times Times
Alcohol 7% <1% <1%
Been Drunk 0% <1% <1%
Marijuana <1% <1% <1%
Cocaine 0% 0% 0%
Stimulants 0% . <1% 0%
Inhalants 3% <1% 0%
Downers <1% 0% 0%
Tranquilizers 0% 0% 0%
Hallucinogens <1% <1% 0%
PCP <1% 0% 0%
Narcotics other than heroin 0% 0% 0%
Source: The American Drug and Alcohol SurveyTM
TABLE 15B
Use During the Last Month by
Ithaca City School Disfrict 8th Graders
Alcohol
Been Drunk
Marijuana
Cocaine
Stimulants
Inhalants
Downers
Tranquilizers
Hallucinogens
PCP
Narcotics other than heroin
1-2 Times
16%
3%
5%
<1 %
<1%
2%
<1%
0%
2%
0%
<1 %
10 or More
3-9 Times Times
5% 1%
<1% 0%
1% 1%
0% 0%
0% 0%
0% 0%
<1% 0%
0% 0%
<1% 0%
0% 0%
0% <1%
Source: The Arnerrcan Drug and Alcohol SurveyTM
TABLE 15C
Use During the Last Month by
Ithaca City School District 10th Graders
10 or More
1-2 Times 3-9 Times Times
Alcohol 30% 14% 2%
Been Drunk 12% 7% 1%
Marijuana 8% 6% 5%
Cocaine 0% 0% 0%
Stimulants 1% <1% 0%
Inhalants 1% 0% 0%
, Downers 0% 0% <1%
Tranquilizers 0% 0% <1%
Hallucinogens 2% <1% 0%
PCP <1% 0% 0%
Narcotics other than heroin 0% <1% 0%
Source: The American Drug and Alcohol SurveyTM
TABLE 15D
Use During the Last Month by
Ithaca City School District 12th Graders
10 or More
1-2 Times 3-9 Times Times
Alcohol 28% 25% 5%
Been Drunk 18% 14% 3%
Marijuana 11% 6% 10%
Cocaine <1% 0% 0%
Stimulants <1% 0% 0%
Inhalants 0% 0% 0%
Downers 1% 0% 0%
Tranquilizers <1% 0% 0%
Hallucinogens 1% <1% <1
PCP 0% 0% 0%
Narcotics other than heroin <1% 0% 0%
Source: The American Drug and Alcohol SurveyTM
Table 16 lists a number of high risk behaviors. It shows how many Ithaca City School
District students are increasing the risk of drug use by the way they use alcohol and/or drugs.
TABLE 16
High Risk Behaviors Among
Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders Graders
Daily alcohol use 0% <1% <1% 1%
Daily marijuana use <1% <1% 2% 6%
Passed out while drinking 2% 5% 17% 28%
Couldn't remember what happened 1% 9% 23% 37%
Had a car accident while drinking <1 % <1% <1% <1%
Had a car accident while on drugs <1% <1% 1% <1%
Used marijuana and alcohol together 2% 10% 23% 41%
Took two drugs at the same time 1% 5% 9% 15%
Used a needle to inject a drug 1% 2% <1% 0%
Shared a needle 1% 1% <1% 0%
Used a designer drug 0% 0% 0% 0%
Source: The American Drug and Alcohol SurveyTM
Note: These data are referred to throughout the text of Part III.
DESCRIPTIONS OF INDIVIDUAL DRUGS
Adolescents who use drugs usually describe them in positive terms. Indeed drugs do have
short term effects that appear very desirable. If this were not the case very few people would try
drugs and even fewer would continue to use them. The descriptions of drugs, therefore, include
many of the effects that drug users are seeking. This is not meant to put drug use in a positive light
-- rather the intent is to show why young people may be attracted to drugs.
Keep in mind that continuing use, or even occasional use, of any drug has detrimental
effects. These effects may be physical, such as increasing the chances of accidents, or they may be
emotional. Adolescents are going through a very important period of emotional growth. They
have to confront many difficult tasks such as learning to make friends or learning how to deal with
many of the pressures and strains of moving into the adult world. If young people resort to drugs
to get through these normal phases of development, they may never achieve the emotional maturity
necessary for effective adult living.
Alcohol
Alcohol has been, and continues to be, the most widely used substance among students.
Alcohol is, of course, a legal substance for adults, thus it is both readily available and widely
accepted by society.
Alcohol use could involve anything from a single beer to getting drunk, thus it is important
to know how much alcohol is being used. Table 15 shows how many Ithaca City School District
students have been drunk during the month prior to the survey. These figures are the students' own
judgments about whether or not they were drunk, and not actual estimates of the amount of alcohol
they consumed. Some students who believe they were drunk may not have been legally
intoxicated, while others who were legally intoxicated might not think they were. Experience
suggests these factors balance each other out, and the .numbers inthe tables provide a close
estimate of how many students have actually been drunk.
Some students may have been extremely drunk, greatly increasing the risk from drinking.
The number of students who had so much to drink that they "passed out" appears in Table 16.
Some young people may also have had enough to drink that they do not remember what happened.
The number of Ithaca City School District students who claim to "not remember" what they did
appears in Table 16.
Recent evidence suggests that when young people describe what happened to them, when
they got drunk or got high on drugs, they will tell a fairly clear story about the incident. The story
will often explain in some detail what led up to drinking or using drugs, who was there, and what
happened early in the episode. The story will then reach a point where it is clear that something
bad may have happened, a fight, a sexual assault, a humiliating incident, or some other unpleasant
occurrence. At that point the youth often says, "I don't remember what happened after that."
While we cannot know what really happened to those students who said they "couldn't remember
what happened" it is likely that many of them had something happen that was quite bad, and that
they just don't want to remember.
While alcohol is legal for adults to use, and while there is considerable social tolerance for
adolescent drinking, alcohol is a dangerous substance. For one thing, alcohol is addictive. Heavy
use over a long period can lead to all of the attendant physical and social problems of alcoholism.
Many alcoholics report that they started heavy drinking as adolescents. At least some youth who
are drinking heavily now are on the path to alcoholism.
In addition to potential alcoholism, there are some immediate hazards linked to heavy
alcohol use by young people. The most obviousdanger is from drunk driving. In addition, each
year a significant number of young people lose their lives directly to alcohol poisoning simply
because they do not know when to quit drinking.
Some youth who use alcohol also take drugs while drinking, and the effects from taking
drugs along with alcohol can be very dangerous. When marijuana and alcohol are used together,
the effects on judgment and on driving skills are greater than when those substances are taken
separately. Using alcohol with other drugs also increases the danger. See Table 16 for the percent
of Ithaca City School District students who have used alcohol and other drugs together.
Less obvious damage from alcohol use occurs when a youth is unable to study or
concentrate because of residual intoxication or hangovers. Damage is also done when heavy
alcohol use interferes with emotional development.
Tobacco
Tobacco, like alcohol, is a legal substance for adults and is easily accessible to young
people. In recent years the dangers from tobacco use have received wide publicity and for awhile
tobacco use dropped to a degree. In the last five years use has increased among students. About
25% of American high school seniors now smoke cigarettes daily.
TABLE 17
Tobacco Use by Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders Graders
CIGARETTES
Ever Used 11% 35% 46% 59%
Total Daily Users 1% 6% 6% 12%
Daily: Less Than Half a Pack 1% 4% 4% 7%
Daily: Half a Pack or More . <1% 2% 2% 50/0
SMOKELESS TOBACCO
Ever Used 2% 7% 8% 18%
Total Daily Users 0% <1% <1% 1%
Daily: Less Than Six Times 0% <1% <1% 1%
Daily: Six or More Times 0% 0% <1% <1%
Source: The American Drug and Alcohol SurveyTM
Nicotine is highly addictive, and young people who use tobacco regularly may have trouble.
if they want to stop later. The adolescent years are very important in determining whether or not
people will smoke as adults. Research suggests that nearly every young adult who smokes today
smoked regularly before the age of 19, and that hardly any youth who regularly smoke half a pack
a day or more will quit before they reach the age of 30.
Marijuana
Marijuana has, unfortunately, gained wide social acceptance among young people; it is now
second in popularity only to alcohol. In 1980, more than 60% of high school seniors surveyed.
nationally had tried marijuana. This rate dropped until 1992, but since then has been increasing.
About 40% of high school seniors had tried marijuana in 1995, and about 50% in 1997. Marijuana
is usually smoked, like tobacco - in a pipe or rolled in cigarette paper. The user gets high very
quickly, within a few minutes, and stays high for two to three hours. When eaten, it may take 20 to
30 minutes for marijuana to "hit" -- the high is likely to be less intense but may last longer. Many
users will stay high for several hours at a time by taking more of the drug.
As with other drugs, the effect of marijuana on the user is likely to depend on the action of
the drug, the amount used, the immediate social setting, and the user's expectations. The usual
response to marijuana is a light and relaxed sensation. Under some conditions, everything may
seem hysterically funny. Colors and sounds may seem very bright and intense, time may seem to
slow down and appetite often increases for the user. These pleasant sensations are generally
associated with the light use of those new to marijuana. As marijuana use continues, however,
other less desirable effects are felt.
When marijuana is used in situations that create anxiety or by people already having
emotional problems, it can intensify such feelings as depression, anxiety, or fear. Some youth may
believe that they are going crazy while on marijuana. These negative responses are more likely
with heavy doses of the drug, but even light doses can intensify such moods for particularly
sensitive people.
Even in low doses, marijuana interferes with judgment. Young people who have limited
experience with the world are likely to make errors that endanger them -- marijuana use increases
the opportunities for such errors.
Extremely negative emotional and personal experiences, "bad trips," are frequent among
people who use marijuana heavily. There is also evidence that long term, heavy marijuana use can
ultimately endanger a youth's physical and emotional health.
In the last decade, the price of marijuana has increased. Despite the expense, marijuana is
still a very popular drug among high school students.
Since marijuana is passed out of the body slowly, students who use it daily or even several
times a week have some of the drug in their systems all the time. Table 16 shows the percent of
Ithaca City School District students who use marijuana daily.
Most of the psychoactive drugs influence the brain because the drug attaches to specific
receptors in the brain. The location of those receptors and their normal function in the brain
determine the drug's effect; whether the drug blocks pain, works as a depressant, or acts as a
stimulant. Researchers worked for decades before identifying the receptors for THC, the chemical
in marijuana that leads to its effects. They still do not know what the receptors do in the normal
brain, but the THC receptors are spread throughout the brain. There are more of them in some
parts of the brain, which may help explain some of the effects of marijuana. There are, for
example, very few THC receptors in the parts of the brain that effect breathing and the heart, and
marijuana has little effect on those functions. The parts of the brain that control movement,
40
thinking and memory, however, have many THC receptors, helping to explain why marijuana leads
to deficits in coordination, thinking, and problem solving.
Many of the parents of today's adolescents experimented with marijuana when they were
young. Some of these parents may feel that marijuana is a relatively innocuous drug, and may,
somehow, communicate that to their children without intention. These parents should know that
the marijuana available today may be 3 to 4 times stronger than the marijuana they used.
Sensimilla, for example, is produced by separating out female plants and preventing them from
being pollinated. Plants that are not pollinated produce incredible amounts of the active drug,
THC, and marijuana from these plants is a very powerful drug.
Cocaine
Cocaine is a white powder derived from the South American coca plant. It is usually
"sniffed" or "snorted," but is also dissolved and injected by heavy drug users.
Cocaine is a very powerful stimulant. When sniffed, it is rapidly absorbed into the blood
stream through the membranes in the nose. The drug immediately dries out and numbs the nose
and sinuses, thus the user often feels "a breath of cold, clean air." When sniffed or "snorted,"
cocaine hits the brain very fast, and the user generally feels excited, energetic, and capable of great
mental and physical feats. Injecting cocaine leads to a similar response, but the feelings are even
more intense because of the large amounts suddenly reaching the brain.
The initial effects of cocaine seem extremely pleasant to the user. But when the "rush"
wears off, it usually leaves the user feeling tired and let down. The user, in tum, often tries to
alleviate this depression with another dose of cocaine. The result is an extended cycle of ups and
downs as the user develops an insatiable appetite for cocaine while trying to maintain the high.
Some users are high on cocaine virtually all the time; their lives center around the drug
while their work and personal relationships are destroyed. Fortunately, most cocaine use by
students is still occasional use, with very few students using it more than once or twice a month
(see Table 15).
Crack
The drug "crack" has been given a great deal of attention in newspapers and on television.
Crack is a form of cocaine quite different from the powdered form taken by most cocaine users.
Powdered cocaine is processed from the coca plant with the use of several liquid chemicals. This
mixture is dried resulting in a powder which is usually sniffed ("snorted") through the nasal
passages. Powdered cocaine is absorbed by the bloodstream and travels to the brain where it has
its effect. This regular cocaine powder, however, vaporizes at a very high temperature and
therefore cannot be smoked.
Powdered cocaine can be treated so that it vaporizes at a lower temperature. When it is
treated this way it comes out in small, hard lumps called "crack," or "freebase." In the past, the
usual way of producing "freebase" used flammable chemicals, such as ether, and was very
dangerous. However, a new chemical procedure has been developed that is not flammable. This
simple, inexpensive process produces crack. In some places, crack is also called "rock cocaine."
The term "Rock", however, is also used in a few locations to describe drugs other than cocaine.
While cocaine powder cannot be smoked because it burns up before it vaporizes, crack can
be smoked because it turns to gas at a lower temperature. This smoked form of cocaine delivers a
lot of vapor into the lungs where it is rapidly absorbed into the bloodstream. The result is a very
intense and immediate high.
Crack is a very serious problem in some cities. Crack is relatively cheap, it produces a very
intense high, and because it does not need to be injected, it is easy to take. A crack high does not
last very long. When it wears off, crack, like other forms of cocaine, leaves the user feeling let
down, and the user often tries to maintain the high with successive doses of crack. For those
reasons, crack is an extremely dangerous drug. Results from small towns and rural areas that have
used The American Drug and Alcohol SurveyTM suggest that crack is now available almost
everywhere.
TABLE 18
Crack Use by Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders Graders
Ever Tried 2% 3% 3% <1%
Used in Last 12 Months <1% 2% 2% 0%
Used in Last Month <1% <1% 1% 0%
Source: The American Drug and Alcohol SurveyTM
Stimulants
Stimulants are usually amphetamine or amphetamine -like drugs. They are sometimes
called "prescription stimulants" because, to take them legally, they would have to be obtained
through a doctor's prescription. Some stimulants, however, are manufactured and sold illegally.
While marijuana and cocaine are derived from naturally occurring plants, stimulants are produced
artificially in a laboratory. Stimulants cause sensations of alertness and excitement. Stimulants are
usually referred to as "uppers" or "speed" by drug users. Stimulant use is usually associated with a
dry mouth and a loss of appetite.
Stimulants can be taken in pill or capsule form. They are most often taken orally and
absorbed through the digestive system. It takes about 15 to 20 minutes to get high. The high then
lasts from two to six hours and may be followed by a "let down" feeling or serious depression if
large or repeated doses are taken. Heavy drug users may also inject stimulants, although this is
infrequent among adolescents.
The majority of young people who take stimulants once a month or more belong to a peer
group that is involved in a drug lifestyle. They use drugs in conjunction with nearly every
gathering or social occasion.
In the late '60s and early '70s, some youth were involved in very heavystimulant use. They
used stimulants constantly and made frequent "speed runs" where they took heavy doses every
couple of hours, staying high for seven or more hours at a time. "Speed freaks," as they were
called at the time, often developed serious hallucinations and delusions of paranoia, and were
prone to violence and suicide. The admonition, "Speed Kills!," spread effectively among drug -
using youth and helped to diminish greatly the use of speed. Today, even heavy stimulant users do
not take as much of the drug, do not get as high, and only a very small proportion of young people
who use stimulants stay high for such extended periods of time.
Lighter stimulant use, however, is also dangerous, partly because uppers will keep a person
awake while making them feel perfectly competent even when there is considerable loss in reaction
time. Judgment may be distorted, but stimulant users often cannot detect that anything is wrong.
This is particularly true if alcohol and uppers are taken together. Such users may think they are
functioning well when actually they are simply wide-awake drunks, and therefore dangerous ones,
particularly behind the wheel.
Methamphetamines
Methamphetamine is a particular type of stimulant that is also called "crank," "speed,"
"crystal meth" or "ice". It can be injected, smoked (usually as a powder sprinkled on tobacco),
sniffed or taken orally. Recently crystal meth has become more popular and is often used instead
of cocaine. One reason some people prefer it is that it gives a very intense high, similar to cocaine,
but the effect lasts much longer. Another reason for its popularity is that it can be illegally
manufactured in large quantities from common industrial chemicals.
Crystal meth has all of the negative effects described above for other stimulants although
there is good reason to believe that the effects are intensified. In part this is because it is a more
potent chemical, but also it is used in ways that put more of it into the bloodstream very rapidly,
43
for instance by smoking or injecting. The emotional effects are very strong and crystal meth users
often suffer severe psychological crises including paranoia and depression.
TABLE 19
Methamphetamine Use by Ithaca City School District Students
Ever Tried
Used in Last 12 Months
Used in Last Month
6th 8th 10th 12th
Graders Graders Graders Graders
<1% 1% <1% 0%
0% . <1% <1% 0%
0% <1%
0%
0%
Source: The American Drug and Alcohol SurveyTM
UPDATE METHAMPHETAMINES: 1998
Methamphetamine use has been increasing throughout the 1990s among both adult and
adolescent populations, particularly in the Westem states. Nationally, 4.4% of high school seniors
have tried methamphetamine. However, in some states in the Western U.S. the American Drug
and Alcohol Survey has found that over.15% of 12th graders have tried this drug.
Legal Stimulants
In some states it is possible to buy mild stimulants and pep pills legally, often by mail.
These are called fake pep pills, imitation speed, look-alikes, or have brand names similar to those
that drug users apply to illegal prescription stimulants. A few years ago, many legal stimulants
contained several different drugs, but federal guidelines now restrict these substances to one active
ingredient per dose, which is usually a concentrated amount of caffeine. The response from taking
legal stimulants is similar to that from taking other stimulants, but not as intense.
Stay -awake pills can also be bought over the counter and have similar ingredients. Many
students use stay -awake pills when they have a lot of homework to do or are studying for tests.
Sometimes, however, these pills are taken strictly for the purpose of getting high.
The nature of available legal stimulants is always changing. Recently there has been an
increase in the use of ephedrine and ephedrine related products. The American Drug and
Alcohol Survey now contains a question about the use of these drugs. The effects of ephedrine
can include a perceived increase in energy and alertness, reduced need for sleep, increased blood
pressure and a loss of appetite. These compounds are also used, in some over the counter
medications for bronchial dilation. Natural compounds that contain ephedrine related substances
are sold in health food stores and are unregulated. All of these products can be taken in large
amounts to achieve the effect similar to that of other stimulants. Although serious effects do not
occur all of the time, substances containing ephedrine are not necessarily safe. They have caused
heart attacks, epileptic seizures, nausea, fatigue and even death; in Texas, eight deaths have been
reported.
While all legal stimulants available over the counter are not very strong and are not harmful
in normal doses, many people take huge amounts in order to get high and serious physical or
psychological damage can occur. In addition, the use of legal stimulants accustom youth to the use
of drugs and may encourage the use of illegal stimulants or other drugs.
Inhalants
Some youth inhale many different substances, ranging from gasoline to typewriter
correction fluid, to get high. The most commonly used inhalants are glue, gasoline, paint and paint
thinner. Almost anything that has a solvent that evaporates at room temperature can be abused in
this manner. The inhalant is usually smeared on the inside of a paper, or plastic bag, rag or old
sock. The fumes are "sniffed" (breathed in through the nose). or "huffed" (breathed in through the
mouth).
Inhalants are rapidly absorbed into the blood stream through the nasal passages and lungs,
and the user gets high in minutes. Depending on the amount taken, once the user stops inhaling the
high lessens and is gone usually within a half hour. Thus, many inhalant users continue to "sniff'
in order to stay high. An inhalant high isessentially the same as an alcohol high, with an.initial
stage of euphoria followed, as the youth continues to inhale, by greater intoxication, dizziness, and
loss of physical and mental control.
Inhalants are used mostly by very young drug abusers. The average age of children who
use inhalants regularly is between 12 and 13. These youth use inhalants because they are cheap
and easily available. Younger children who use inhalants have a tendency to move on to other
drugs as they get older, which is one reason why inhalant use tends to be lower among high school
seniors than it is among junior high or middle school students. Another reason is that many of the
heavier inhalant users never make it to the senior year before dropping out of school, often at least
partly because of their drug use.
Some people, usually young adults in their mid -20's or early 30's, use inhalants constantly.
These people may use inhalants every day, staying high for hours at a time. Such heavy inhalant
use places the user in grave danger. Inhalants can damage the liver, cause an imbalance in blood
chemicals, and lead to coma or even death. These inhalant dependent adults are often seriously
disturbed -- they have a reputation for violence and bizarre behavior. Occasionally, a younger
person develops this type of severe inhalant dependence, which inevitably becomes a critical
problem.
Most of the students who use inhalants, however, do not use them very often and the
amount that they use is unlikely to do any irreparable physical damage. Fortunately, while the
substances that are most often inhaled -- glue and gasoline -- are damaging, they are among the
least toxic of inhalants and seem to do little permanent damage when used only occasionally and in
small amounts. Inhalant users, however, typically do not know whether the substance they are
using is dangerous or not. There are some vapors that can be fatal and others that can sensitize the
heart so that suddenly being startled or frightened could kill. Inhalant vapors are also flammable
and there is often a danger of explosion or fire. Inhalant intoxication is similar to alcohol
intoxication -- it interferes with judgment and motor skills, and can cause inhalant -intoxicated
youth to get into serious trouble as a result.
Communities should be aware that small groups of children can become obsessed with
using inhalants. Occasionally this pattern spreads to other groups of children, thus creating a
serious, widespread problem in their community. Such behavior rarely involves older youth, but
can remain, an epidemic among the younger children. A severe inhalant problem can appear
suddenly in one grade or class even when previous classes have not shown it. It is wise to watch
for a sudden increase in the number of elementary or junior high school students using inhalants 10
or more times a month.
Nitrites (Amyl, Butyl, or Isopropyl)
Amyl and butyl nitrites, when sold by prescription, consist of small capsules holding a gas.
Patients with heart problems sometimes use these capsules; the capsule is broken and the gas
inhaled to help the heart. These substances, however, are also sold in spray cans, purportedly as
"room odorizers" or for other uses. They are often sold under brand names with sexual
connotations. The drugs are used by some young people because, when inhaled, they produce a
quick surge of energy. The effect passes off almost immediately. The street names for these drugs
-- poppers, snappers, jolt and rush -- describe these feelings.
Nitrites are not viewed as highly dangerous, partly because they are rarely used by youth.
Anything that suddenly shocks the system or stimulates the heart, however, could lead to problems,
particularly if a young person has an existing physical problem or condition. The sudden drop in
blood pressure caused by the drug can lead to fainting and injury. There have been rare cases
where youth have taken "poppers" or "snappers" many times on a daily basis -- a practice likely to
do significant physiological damage.
Downers
"Downers" is a street name that covers nearly all barbiturates, sedatives and sleeping pills.
When prescribed by a physician, these drugs relieve muscle spasms, relax the patient, block pain to
some extent, and lead to a sleepy, drowsy state. The effect of these drugs is almost identical to that
of alcohol, and they have been called "a drink in a pill." The initial response to taking a downer is
often the same kind of euphoria felt in early drunkenness. As more drug is taken or more of the
drug is absorbed, the response is nearly the same as being drunk -- staggering, loss of coordination,
dizziness, drowsiness, poor judgment, slurred speech, etc.
46
Downers are administered in either liquid or pill form, but most illegal downers are sold as
pills or capsules for convenience. Also, a major source of downers is the family medicine cabinet.
Some youth steal downers that were prescribed to other family members or get them from old,
unused prescriptions. While downers can be injected, adolescents usually take them orally.
Different downers have different reaction times, but it usually takes the digestive system time to
absorb any of them -- thus it can take 20 to 30 minutes to get high. The high from one dose may
last from two to four hours, depending on the specific drug. A small percentage of users- take
additional doses to stay high for longer periods of time.
The major differences between downer intoxication and alcohol intoxication relate to the
settingswhere these substances are taken, and to beliefs about their effects. Young people who use
downers usually take them in small amounts and with friends in private surroundings. These
occasional users rarely find themselves in fights or involved in aggressive behavior when they are
taking downers.
Downers can be very dangerous since they pose the same dangers as alcohol intoxication,
with the accompanying poor judgment and loss of coordination. Furthermore, downers and
alcohol potentiate each other. Thus, taking downers with alcohol is like taking very large doses of
alcohol. Such use can lead to extreme intoxication, or even to coma or death.
Downers are also highly addictive. While most adolescents do not use them enough to
become addicted, taking downers heavily and over a considerable period of time can lead to
addiction -- the need to take downers constantly and in increasing doses. Heavy addiction to
downers can be life-threatening, especially if the person stops taking them abruptly. Withdrawal
from downers, as from any addictive substance, should be done under medical supervision.
Quaaludes ("ludes") are also a form of downer. Quaaludes became so popular among drug
abusers that they are no longer manufactured by anylegitimate company in the United States.
However, some illegal manufacturing of them continues. Quaalude use has been dropping since
1982.
The physical and emotional response to Quaaludes and the dangers from their use are the
same as the effects and hazards of other kinds of downers.
Tranquilizers
Some young people also use tranquilizers to get high. The figures in the tables in this
report do not include use of tranquilizers that were prescribed by a doctor as medicine, but only
when tranquilizers were taken just to get high. The effects are similar to those of downers,
although tranquilizers are actually very different drugs. A heavy dose of tranquilizers, like
downers, creates an initial euphoria, but then drowsiness, inattention and impaired judgment set in.
Although some tranquilizers are milder drugs, the dangers are similar to those from taking
downers. These drugs are often prescribed for legitimate medical purposes but they are also used
illegally. If tranquilizers have been used heavily and on a daily basis, withdrawal should be done
under medical supervision.
Ritalin
Ritalin (methylphenidate) is a mild stimulant prescribed for attention deficit disorder.
When used appropriately with children who are hyperactive, instead of stimulating them further it
calms them down and helps them focus their attention for longer periods of time. As with other
stimulants, Ritalin can be used to get high. It can be injected or taken orally. The drug is
chemically similar to the amphetamines, and in high doses, the effects are essentially the same.
TABLE 20
Ritalin Use* by Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders Graders
Ever Tried <1% 2% 2% 6%
Used in Last 12 Months <1% 2% 2% 4%
Used in Last Month 0% <1% <1% <1%
Source: The American Drug and Alcohol SurveyTM
* Only use to get high is included in this table
Hallucinogens
Hallucinogens, a class of drugs also known as psychedelics, interfere with the nerve
impulses in the brain resulting in strange physical and emotional sensations, such as hallucinations.
LSD (lysergic acid diethylamide), the most common hallucinogen, is a substance that appears
naturally in a fungus, but is often artificially produced in a laboratory.
Other hallucinogens are derived from plants. The best known among drug users are
psilocybin, from a mushroom of that name, and mescaline, from the peyote plant.
Hallucinogens are taken orally, and take from 20 minutes to an hour to take effect. The
effects of a hallucinogen can last from less than an hour to a day or longer. The effects of LSD
usually last five to six hours.
The response to any drug is caused, of course, by the drug itself, but also to a great extent,
by the user's expectations. This is particularly true of hallucinogens. The amount taken is also
important; light doses, for example, rarely lead to vivid hallucinations.
After taking a hallucinogen, light, sound, and skin sensations often become very intense.
Users may feel disconnected from their bodies, or that their bodies are strange or distorted. On
heavier doses, users may see or hear things that are not there or get strange mixed sensations, such
as the feeling that they are seeing music or hearing lights.
Hallucinogen users frequently feel happy and relaxed when high, particularly in early
stages, but emotional responses can be extreme, particularly with heavy dosages. Most users,
however, know that their hallucinations are not real and are caused by the drug. Intense "religious"
or mystical feelings may be aroused, particularly if the user anticipates such effects.
Some young people who use hallucinogens believe that if the drugs are "natural" they are
safe to use. Psilocybin ("mushrooms" or "shrooms"), for example, are often cited as an "organic"
drug by users. Many times, however, the psilocybin mushrooms that they buy are actually grocery
store mushrooms soaked in LSD. There are some other hallucinogens that are also viewed as
different from LSD, but which are also often simply LSD disguised as something else. It should
also be noted that whether or not a drug is "organic" has little relevance to the dangers involved in
using that drug.
Many young people use hallucinogens without getting into direct trouble. Hallucinogens,
however, can cause problems with some users, such as bizarre behavior or accidents. Sometimes
the user experiences strong feelings of paranoia or fear of going insane. Flashbacks (hallucinations
that occur long after taking the drug) may occur fairly frequently, but usually do not cause
problems unless they lead to panic or fear. Although it is quite rare, a person who has taken
hallucinogens can later develop serious emotional problems, problems that cannot be distinguished
from the symptoms of severe mental illness.
While these serious problems are infrequent, hallucinogen use can cause other, more subtle
problems. These young people are at an age when they are struggling to develop their own
attitudes, beliefs, and values. Taking hallucinogens sometimes convinces them that they are
developing creative ideas and thoughts and learning the answers to life's problems; so they take the
drug instead of seeking real solutions or actually developing creative and intellectual abilities.
There are other artificially produced hallucinogens, some of which are referred to as the
"designer drugs." These drugs are usually known by their initials -- DMT, MDA, MDPT, etc. (see
Table 16). These drugs are usually produced in home laboratories by complex chemical
procedures. There may be great dangers from these drugs. In at least one case, the chemist failed
to complete the chemical reactions involved, and one or two doses of the resulting drug led to
permanent damage to the brain and severe Parkinson's disease.
PCP
Phencyclidine (PCP) is a drug developed as an anesthetic for large animals. PCP acts
differently in humans. It is taken illegally as a pill or capsule, injected, sniffed or huffed. PCP is
often smoked, frequently as an additive to marijuana. When taken orally, it may take about an
hour to take effect. When injected or inhaled, the effects are felt in minutes. The user may stay
intoxicated for three to six hours on a dose.
With a light dose of PCP, there is often a feeling of euphoria. With a heavy dose, the
muscles become rigid, particular movements may be repeated over and over again, and there may
be hallucinations and delusions, particularly feelings of paranoia. There was an epidemic of PCP
use in the late '70s, but PCP developed a reputation as a very dangerous and damaging drug, even
among drug users, and its use subsequently dropped off.
PCP is a very dangerous drug. In heavy doses, which are no more than about four times the
dose most often taken by PCP users, the drug can cause coma, convulsions and even death.
Chronic PCP users also have a reputation for bizarre and violent acts, including suicide and
murder. A number of reports suggest that these behaviors can occur days after the drug was taken.
Ketamine
Ketamine (Ketalar) is produced for use as an animal anaesthetic. When injected in the
proper dose, it can be used as a human anaesthetic, but it is not very useful because it only leads to
a short period of unconciousness (15 minutes) and there are many side effects including short
recovery, muscle spasms, headache, nausea, hallucinations, and confusion.
It is usually sold on the street as "Special K" and comes as a powder that can be injected or
sniffed. Users report that they feel like they are floating and that they sometimes experience
intense sensations of happiness. They are likely to have slurred speech, stumble, be dizzy, and
have problems thinking clearly. Hallucinations are common. Users can also "go into the K -hole",
becoming motionless, heavily sedated, and not responsive to what is going on around them. "Bad
trips" resembling psychotic episodes can also occur. Use at all night "raves" is reported to be
common.
TABLE 21
Ketamine Use by Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders Graders
Ever Tried 1% <1% <1% 0%
Used in Last 12 Months 0% <1% <1% 0%
Used in Last Month 0% <1% 0% 0%
Source: The American Drug and Alcohol SurveyTM
Heroin
Heroin, morphine, and opium are all opiates. Opium is a drug derived from the opium
poppy. It can be smoked or taken orally and has long been used to block pain or to induce sleep.
Morphine is a stronger, concentrated form of opium. Heroin is produced by chemical treatment of
morphine; it works more rapidly and is more effective because it can get into the brain more
readily than morphine. While these are all essentially the same drug, users prefer heroin because
of its potency. Heroin is not legally available in the United States.
If injected, heroin takes effect almost immediately, and the sensations will peak in less than
five minutes. The high from a single dose lasts from four to six hours. The rapid and intense
effect (the "rush") from injecting the drug is popular among the drug's users, thus they often prefer
to administer it with a needle. In recent years, however, there has been a shift in the way that
heroin is used. There are hints that there is less injection (possibly because of fear of AIDS) and
more use by snorting and smoking. Tests by the National Institute on Drug Abuse showed that
smoking led to essentially the same physical and psychological responses as injection, although
more heroin is needed when it is smoked to achieve the same effect.
The response to taking the drug is usually a drowsy, relaxed state, with feelings of
euphoria, particularly if the user has experience with the drug. Although the usual response i$
euphoric, it is not at all rare for a user to feel depressed after taking the drug. When the drug wears
off, there is a melancholy feeling that encourages repeated use.
Heroin use by students is still rare. Only about 2% of high school seniors throughout the
United States have tried heroin although in certain regions use is higher. Students who have tried
heroin are likely to be Multi -Drug Users who have experimented with many different drugs. There
is a concern that heroin use may spread more easily as smoking and snorting have become more
common ways of using the drug.
Heroin intoxication is, in many ways, similar to alcohol intoxication -- judgment, motor
skills, memory and attentiveness are affected. Heroin also reduces the user's motivation. It is a
highly addictive drug as many users begin to crave the sensations heroin causes and become very
anxious when they do not have the drug. When the user comes down from a high, there are often
feelings of depression, discomfort and a craving to continue using the drug. Frequent use over a
long period of time can trigger an obsession with heroin that dominates the user's life.
51
Sometimes there are a few younger students in a community who report that they have tried
heroin, and an even smaller number of high school seniors who say that they have tried the drug.
This may seem odd since the comparisons of 8th and 12th grade students, for example, usually
show considerably less drug use among the younger students. There can, however, be an exception
to this trend. Occasionally there are a few more very heavy drug users in the earlier grades, and
sometimes more younger students have tried heroin than local high school seniors. In many
instances these younger, heavier drug users drop out of school before their senior year.
Who are the young heavy drug users who claim to have tried heroin? Are these children
exaggerating their drug use? Younger students, particularly boys, have a greater tendency to
exaggerate on surveys. But there are a number of checks in the survey that almost always identify
such students. The researchers doing the analyses check for signs of exaggeration such as students
claiming the use of a fake drug; answers indicating improbable heavy drug use; and responses
claiming the use of very dangerous drugs despite no indication of use of the less dangerous and
more common drugs. Youth who exaggerate their responses on the survey are not counted in the
reported results.
There are also many internal checks to identify students who were confused by the survey,
and those students are also removed before tabulating the results. Any students who are listed in
the above table, therefore, probably really believe that they have tried heroin.
It is possible that some young people may think that they are getting heroin when they have
actually been sold a phony street drug. If so, using that drug could be almost as serious as taking
heroin. The drug may be a "designer" drug that could do very severe damage, and even if the drug
is innocuous, young people who take it are showing a willingness to use heroin, and are likely to
actually try heroin later on.
Narcotics other than heroin
Many other narcotics have effects similar to heroin. Morphine and opium are, of course,
the same basic drug as heroin, but not as concentrated. Demerol is a potent pain killer and
narcotic. Codeine has similar effects, but is less powerful. Methadone was developed as an
alternative to heroin for treatment of heroin addicts. It can be taken orally and lasts for a day or
more. Methadone does not make the user as drowsy and lethargic as heroin, thus the addict can
use it while working. Methadone, however, can also be abused. The physical and psychological
effects and the hazards of these other narcotics are essentially .the same as those of heroin. The
survey questions ask only about the use of narcotics to "get high." Use under a doctor's care is
excluded.
Steroids
Certain types of steroids are a group of chemicals that under certain circumstances can
increase physical strength and endurance. These chemicals imitate hormones naturally found in
the body. Steroids are most often taken to improve athletic performance but they are increasingly
being used by young people to improve how they look. While steroids are not usually taken for
their mood altering effects, many users do report feelings of euphoria and an improved self-image,
and some report depression when they stop.
52
Recent studies show that about 5% of all male high school seniors have used steroids.
Females are less likely to use steroids, but just how many use them is not known. Most young
people who use steroids start around age 15 or 16, although about a third of users started at
younger ages.
Steroids can be taken in pill form or injected with a needle. Many users will take them both
ways, taking one type of steroid by pill and another by injection. This is called "stacking", and it is
believed by those who use them that this combination greatly increases effectiveness. Whether it
really does or not is open to question. Steroids are usually taken in cycles lasting from several
days to two weeks and their use is coordinated with body building exercise routines. From one to
several doses may be taken per day, but it is often difficult for an individual to tell how much they
are actually using since the quality and quantity of the supply may be unreliable.
Young steroid users who are still going through puberty may experience serious physical
damage. If use starts young enough, steroids can stunt growth by stopping bone development.
Other serious effects for males include degeneration of the testes and impaired sexual and
reproductive ability. Females encounter a range of symptoms that make them appear more
masculine, such as increased growth of hair and deepening of the voice. Menstrual and
reproductive problems also occur. In heavy, extended doses serious and even fatal liver damage
may occur for both sexes. There are some reports of increased heart problems, but this is an area
where more study is needed.
In addition to physical problems, steroid users often experience a wide range of emotional
disturbances. It is not unusual to find an increase in anger and aggression, anxiety, depression,
and sleeping problems. Certain users may also progress to very serious psychiatric problems such
as paranoia and hallucinations.
TABLE 22
Steroid Use by Ithaca City School District Students
Ever Tried
Used in Last 12 Months
6th 8th 10th 12th
Graders Graders Graders Graders
2% 2% <1% 0%
1% 2% <1% 0%
Source: The American Drug and Alcohol SurveyTM
CONCLUSION
This report shows that there are a significant number of young people from Ithaca City
School District who are at risk from their use of drugs. The report also provides more details about
some of those risks. For example, Tables 12A and B show some of the consequences of alcohol
and drug use that these students admit they have encountered, and Table 16 lists some of the high
risk alcohol and drug behaviors.
The report also shows that the school cannot deal with this problem alone. While some
youth may come to school high on alcohol or drugs, Tables 6A and B show that most drug and
alcohol use is with friends and outside of school. These associations with drug using friends are
very important in understanding drug use. Young people who use drugs tend to have friends who
use drugs. Young people who do not use drugs, on the other hand, have friends who would try to
stop them from using drugs.
Drugs seem to be available anywhere in the United States, and Table 5 shows that at least
some students at Ithaca City School District believe that most drugs are available here. Preventing
drug use and limiting the damage done by alcohol and other drugs will require a concerted effort
by the whole community: schools, parents, community leaders, and youth.
54
COMMUNITY DRUG TASK FORCE MATERIALS
Tuesday
July 27, 1999
Part 111
Department of
Justice
Office of Juvenile Justice and
Delinquency Prevention
Field -Initiated Research and Evaluation
Program; Notice
40678
Federal Register /Vol. 64, No. 143 / Tuesday, July 27, 1999 / Notices
DEPARTMENT OF JUSTICE
Office of Juvenile Justice and
Delinquency Prevention
[OJP (OJJDP)-1239]
RIN 1121-ZB73
Field -Initiated Research and Evaluation
Program
AGENCY: Office of justice Programs,
Office of Juvenile Justice and
Delinquency Prevention (OJJDP),
justice.
ACTION: Notice of funding availability.
SUMMARY: Notice is hereby given that
the Office of Juvenile Justice and
Delinquency Prevention (OJJDP) ,
pursuant to Public Law 105-277,
October 19, 1998, the Omnibus
Consolidated and Emergency
Supplemental Appropriation Act of
1999, is issuing a solicitation for
applications from public and private
agencies, organizations, institutions,
tribal and Alaskan Native communities,
and individuals to conduct research and
evaluation projects in four areas: Native
American juvenile justice and
delinquency prevention; evaluation of
juvenile justice programs for female
juvenile offenders; juvenile justice
system operations, sanctions and
treatments; and general research
designed -to inform -and -enhance -the
field of juvenile justice and delinquency
prevention.
DATES: Applications under this program
must be received no later than 5 p.m. ET
on September 10, 1999.
ADDRESSES: Interested applicants must
obtain an application kit from OJJDP's
Juvenile Justice Clearinghouse at 800-
638-8736. The application kit is also
available online at thel3JJDP Web site
at www.ojjdp.ncjrs.org/grants/
about.html#kit:
FOR FURTHER INFORMATION CONTACT:
Charlotte Kerr, Deputy Division
Director, Office of Juvenile Justice and
Delinquency Prevention, 810 Seventh
Street NW., Washington, DC 20531;
phone: 202-307-5929; e-mail:
charlott@ojp.usdoj.gov.
SUPPLEMENTARY INFORMATION:
Purpose
The purpose of this program is to
generate high-quality research and
evaluation that will inform and enhance
the field of juvenile justice and
delinquency prevention. Applications
are encouraged from researchers and
evaluators representing multiple
academic disciplines and using
innovative methodological strategies.
The ideal project will not only increase
the knowledge base regarding juvenile
delinquency, but also will have
practical implications for juvenile
justice policy and practice. -
Background
Since its inception in 1974, the Office
of Juvenile Justice and Delinquency
Prevention (OJJDP) has been charged
with sponsoring research on juvenile
crime and victimization. Projects -
supported by OJJDP.have advanced the
understanding of juvenile crime and its'
impact on society and havesuggested
appropriate responses in the areas_of
prevention, early intervention, and --
graduated sanctions.
In general, OJJDP funds research
activities that derive from congressional
mandates or address statutory priority -
areas that are narrowly defined.
However, many creative andimportant
research ideas deserving support arise
outside the Federal Government. The
Field -Initiated Research and Evaluation
Program allows OJJDP to provide
flexible funding for innovative and
rigorous research that supports its
mission. In past years, OJJDP has
supported field -initiated research on
such. topics as gangs in correctional
institutions, mental health issues in the
juvenile justice system, and juvenile sex
offending.
This year, OJJDP seeks applications in
—four-topical=areas:-(1)Juvenile-justice=--
and delinquency prevention in tribal or
Alaskan Native communities (Native
American research); (2) evaluation of
juvenile justice programs for female
delinquents; (3) juvenile justice system
operations, sanctions, and treatments;
and (4) general research on topics
related to juvenile justice and
delinquency prevention. The
background, goals, and objectives for
each area are described below.
Note: Although some applications
may be appropriate for more than one
topical area (e.g., an evaluation of a
program for Native American girls could
qualify for areas -1 and 2), each -
application should be submitted under
only one category.
(1) Native American Juvenile Justice
and Delinquency Prevention
Background .
The U. S. Department of Justice is
currently involved in multiple research
and programmatic efforts to address
justice issues in' tribal and Alaskan
Native communities. Recent findings
from the Bureau of Justice Statistics
(BJS) report American Indians and
Crime highlight the importance of such
efforts. Based on multiple sources,
including the National Crime
Victimization Survey (NCVS) and the
Federal Bureau of Investigation's
Uniform Crime Reporting (UCR) data,
the report contains various findings
with specific relevance for the juvenile
population:
• Rates of violent victimization in
every age group are higher among
American Indians than among all other
races.
• From 1992 to 1995, American
Indians and Asian Americans were the
only racial or ethnic groups to
experience increases in the rates of
abuse or neglect of children under age
15.
• Native Americans under age 18 are
arrested for alcohol-related violations at
a rate twice the national average.
The BJS study is the most
comprehensive national report on issues
of crime and justice affecting Native
Americans. In general, there is little
research on juvenile justice and
delinquency prevention in tribal and
Alaskan Native communities. All too
frequently, those studies that are
conducted reflect limited knowledge of
local cultures and indigenous justice
systems. In the past year, the Office of
Justice Programs has sought guidance
from Native American practitioners and
researchers around the country on such
issues as crime and justice research in
Indian country, Alaskan tribal justice
policies and practices, and youth gangs
in Indian country. Recommendations for
researchers that emerged from these
consultations included the following:
(1) investigators should make greater
efforts to involve indigenous people in
the design and implementation of their
research; (2) research findings should
have clear practical implications for the
community in which the study was
conducted, as well as for Native
American communities in general; and
(3) methods of inquiry should be based
on and sensitive to local customs and
values.
These recommendations also apply to
projects under this Field -Initiated
Research and Evaluation Program. Thus,
projects under this initiative should
reflect efforts to involve local
community participants in the design
and implementation of any research or
evaluation conducted in tribal and
Alaskan Native communities. Projects
should use culturally appropriate
methods of inquiry and should offer
practical implications with relevance to
both the local community and broader
audiences. OJJDP expects to use the
results of these projects to provide
empirically based guidance regarding -
juvenile justice and delinquency
prevention policies and practices in
tribal and Alaskan Native communities.
Federal Register / Vol: "64; No. 143 / Tuesday, July 27, 1999 /Notices 40679
In addition, these projects should help
to develop and guide culturally
appropriate research practices with
tribal and Alaskan Native populations.
OJJDP encourages the pursuit of new
avenues of inquiry and innovative
approaches to the problem of juvenile
crime and delinquency in tribal and
Alaskan Nativecommunities. Such
approaches are also being supported
through OJJDP's Tribal Youth Program:
Copies of the program announcement
for the TribalYouth Program and its
evaluation are available from the
Juvenile Justice Clearinghouse (8007
638-8736) and online at
www.ojjdp.ncjrs.Org/grants/
current.html.
Goals
The goal of this section of the field
initiated research and evaluation
program is to foster original, rigorous
scientific research that uses innovative
research, methods to;study juvenile
delinquency and juvenile justice in
tribal and Alaskan Native communities.
This program seeks empirical research
on delinquent and criminal behavior
both by and against tribal youth,
interventions with youthful offenders,
tribal juvenile justice system policies
and practices, and alcohol and drug use
by tribal youth.
Objectives
• Conceptualize and investigate
research questions dealing specifically
with tribal or Alaskan Native juvenile '
justice and delinquency prevention.
• Develop methodological
approaches that are culturally sensitive,
relevant and appropriate.
• Expand and validate hypotheses on
juvenile delinquency as they relate to
tribal and/or Alaskan Native youth.
• Develop knowledge that will inform
new hypotheses, techniques, ,
approaches, or methods to improve
juvenile justice and delinquency
prevention efforts both within and
outside tribal and Alaskan Native
territories.,
Award Period
The project period will be up to 2
years.
Award Amount
Up to $400,000 is available for
research and evaluation related to
Native American juvenile justice and
delinquency prevention. Individual
grant amounts, which will be subject to
negotiation, will not exceed $200,000
per project. -
(2) Evaluation of Juvenile Justice
Programs for Female Juvenile Offenders
Background
The appropriate and effective
treatment of female offenders by the
juvenile: justice system is a matter of
increasing interest to policymakers,
practitioners, and the public. Although
males remain responsible for the
majority of juvenile crime, females
represented 25 percent of all juvenile
arrests in the United States in 1996.
Most female delinquents come to the
attention of the,juvenile court for status
offenses or nonviolent. crimes (e.g.,
shoplifting, forgery). However, females
have become increasingly involved in
more serious and violent delinquent
behavior. Therefore, there is growing
concern that the ,juvenile justice system
be able.to effectively address the special
needs of this population.
Although male and female
delinquents. experience many of the
same problems (e.g., chaotic home
environments, poverty, substance
abuse), female offenders have unique
needs that challenge the ability of the
justice system to provide appropriate
treatment. Many female delinquents
have been victims of childhood sexual
and/or physical abuse. Some are
involved in relationships with abusive
partners. Some enter the justice system
pregnant or having already given birth
to one or. more children. Research
suggests that gender -specific
programming is needed to encourage
healthy attitudes and behavior and
promote social competence.
Traditionally, the juvenile justice
system has paid little attention to the
special needs of female offenders. The
1992 reauthorization of the Juvenile
Justice and Delinquency Prevention Act
(JJDP Act) required all States applying
for Federal formula grants under the
JJDP Act to identify gaps in their
provision of services to female juvenile
offenders. As a result of this process,
many States began to recognize the
dearth of appropriate programs for this
population. • In• the fall of 1998, OJJDP.
published Juvenile Female Offenders: A
Status of the States Report. This report ,
provides aninventory of State efforts to
address the needs of at -risk girls and
female juvenile offenders. Such efforts
range from providing sensitivity training
to correctional staff and probation
officers to offering programs for teenage
mothers.
Although the number of gender -
specific programs for female offenders is
increasing, little is known about their
content, structure, or effectiveness. The
purpose of this component of the Field -
Initiated Research and Evaluation
Program is to encourage researchers to
evaluate specialized services for females
in the juvenile justice system. Well-
designed evaluations should
demonstrate which approaches are most
useful for this population,and provide
findings so that policymakers and
communities might replicate and
implement programs found to be
effective and cost-efficient.
Goals
The goal'of this section of the field -
initiated research and evaluation
program is to stimulate high-quality
process and impact (outcome)
evaluations of juvenile justice programs
for female juvenile offenders. The
programs to be evaluated should be -
geared toward intervention within the.
different components of the juvenile
justice system (e.g., assessment,
detention, secure corrections,
community-based treatment, aftercare).
Programs that focus exclusively on
prevention.are not eligible,under this
initiative.
Considering the limited award period ,,
(a maximum of 2 years) and the amount
of funding available (up to $300,000 per
award), OJJDP expects that evaluations
funded under this initiative will focus
on process and/or short-term impact or
outcome evaluations. Researchers are -
also encouraged to consider using this..
award to lay the groundwork for longer
term evaluations, which may then be .
funded on: an ongoing basis using
funding from other sources. Ideally,
investigators should collaborate with .
practitioners and program developers to
build their evaluation into new or
existing programs.
Objectives
• Conduct innovative evaluations of
gender -specific programs, for adolescent
female offenders in the juvenile justice
system. .
• Identify promising programs and
program models for meeting the needs
of female juvenile delinquents.
• Improve the ability of the juvenile
justice system to identify and meet the
multiple needs of female offenders and
increase the likelihood that female
offenders will leave the juvenile justice
system with an enhanced capacity to
become responsible, productive
citizens.
• Encourage collaborative working
relationships among researchers,
practitioners, and policymakers in the
field of juvenile justice. -
• Enhance the ability of community-
based and institutional programs to
conduct empirically based evaluations
of their own effectiveness.
40680 Federal Register / Vol. 64, No. 143 / Tuesday, July 27, 1999 / Notices
Award Period
The project period will be up to 2
years.
Award Amount
Up to $600,000 is available for the
evaluation of juvenile justice programs
for female juvenile offenders. Individual
grant amounts, which will be subject to
negotiation, will not exceed $300,000
per project.
(3) Juvenile Justice System. Operations,
Sanctions, and Treatments
Background
Early in this decade, OJJDP created
the Comprehensive Strategy for Serious,
Violent and Chronic Juvenile Offenders.
The Comprehensive Strategy identifies
core principles for addressing juvenile
crime at the national, State, and local
level. Among these principles is the
recognition that delinquency prevention
is the most cost-effective approach to
combating juvenile crime. However, the
juvenile justice system must also be
capable of responding immediately and
effectively when delinquency does
occur. Once youth have entered the
juvenile justice system, graduated
sanctions must be in place to allow the
system to respond to offenders'
individual needs while maintaining
public safety.
Since 1993, the Balanced and
Restorative Justice (BARD ) model lia`s - -
provided a framework for strengthening
the juvenile justice system. The three
objectives of the BARJ model reflect the
principles of the Comprehensive
Strategy. These objectives include: (1)
Accountability; (2) competency; and (3)
community protection. Accountability
mandates that juvenile offenders receive
appropriate sanctions for their offenses
and requires that they make amends to
the victim(s) and community they have
harmed. Competency refers to the idea
that contact with the juvenile justice
system should increase the likelihood
that offenders will become productive,
responsible citizens. Finally;
community protection means that the
juvenile justice system has a duty to
ensure public safety.
As the issue of accountability has
received more emphasis within the
juvenile justice system, the role of crime
victims has expanded significantly.
There has been a growing recognition
that victims must play an active role in
the juvenile justice process. State
legislatures have passed laws mandating
victims' rights and requiring restitution
for the loss and inconvenience that
victims experience. Some Stateshave
established a victims' bill of rights
specifically for victims of juvenile
crime, while others have added
language that ensures that these victims
are included under existing victims'
rights legislation. Examples of rights
accorded to victims of juvenile crime
include the following: (1) Victims must
be notified of relevant hearings and
allowed to attend; (2) victims must be
notified when offenders are released
from custody; and (3) victim impact
statements must be considered in
sentencing, parole, and release
decisions. In some communities,
centralized victims' bureaus provide
information, referral services, and
supportive services such as victim
advocacy, counseling, and financial
compensation.
To accomplish the BARD objectives of
accountability, competency, and
community protection, the juvenile
justice system must combine graduated
sanctions with increasingly intensive
treatment and rehabilitative services. An
effective system must include a broad
range of available sanctions, from
community programs to secure
corrections. Risk and needs assessments
should inform the placement of
offenders in the system. Finally,
aftercare is a critical, but often
overlooked, component of the system.
Juveniles who receive services while
detained or incarcerated can quickly
lose any treatment gains if such services
_ are abruptly discontinued when the
juvenile is released. The juvenile justice
system must ensure that youth are
smoothly reintegrated into the
community and that the risk of their
reoffending is greatly reduced.
The purpose of this background
information is to provide a framework
within which investigators might
structure their research designs.
Research is needed on such topics as:
(1) Risk and need assessment measures;
(2) ways to ensure accountability; (3)
case management in the juvenile justice
system; (4) implementation and
appropriate targeting of graduated
sanctions; (5) community-based
approaches; (6) effective and innovative
treatment strategies; (7) identification of
gaps in the continuum of care; (8) the
role of the victim in the juvenile justice
system; (9) programming for specific
subgroups of offenders, such as very
young or serious and violent offenders;
and (10) the development and
evaluation of intensive aftercare
approaches. Research proposals on
additional topics relevant to juvenile
justice system operations, sanctions,
and treatments are, of course, welcome.
Goals
The goal of this section of the field -
initiated research and evaluation
program is to foster original, rigorous
scientific research that will enhance the
operations, sanctions, and treatments
within the juvenile justice system.
Research is sought that will not only
increase the knowledge base, but also
will provide empirical support for
implementing specific juvenile justice
policies and practices. Ideally, research
funded under this initiative will
improve the ability of the juvenile
justice system to meet the needs of both
juvenile offenders and the communities
in which they reside.
Objectives
• Conceptualize and investigate new
research questions related to operations,
sanctions, and treatments in the juvenile
justice system.
• Develop new methodological
approaches to address important
research questions.
• Generate and validate hypotheses
regarding the nature and efficacy of the
juvenile justice system's response to
juvenile crime and delinquency.
• Develop knowledge that will lead to
new hypotheses, techniques, methods,
or approaches for improving the
functioning of the juvenile justice
system.
• Provide information that can be
used by practitioners and policymakers
who seek to improve the ability of the
juvenile justice system to meet the
needs of offenders and the public.
• Improve the ability of the juvenile
justice system to identify and meet the
multiple needs of juvenile offenders and
improve the likelihood that youth will
leave the juvenile justice system with an
enhanced capacity for becoming
responsible, productive citizens.
Award Period
The project period will be up to ;2
years.
Award Amount
Up to $600,000 is available for
research and evaluation of juvenile
justice system operations, sanctions,
and treatments. Individual grant
amounts, which will be subject to
negotiation, will not exceed $300,000
per project.
(4) General Research
Background
This component of the Field -Initiated
Research and Evaluation Program
provides flexible funding for research
which, while it may not fit neatly under
any of OJJDP's current initiatives,
supports the agency's mission in
significant and creative ways. The
issues and problems currently
confronting the juvenile justice system
Federal Register / Vol. 64, No. 143 / Tuesday, July 27, 1999 / Notices 40681
require strategies and solutions that cut
across traditional juvenile justice
boundaries. In addition to
criminologists, sociologists,
psychologists, social workers, medical
professionals, educators, child welfare
specialists, and others have important
roles to play in addressing juvenile
delinquency and victimization. Ideally,
field -initiated research should have
practical implications for juvenile
justice policies and practices.
Early in this decade, OJJDP created
the Comprehensive Strategy for Serious,
Violent, and Chronic Juvenile
Offenders. The general principles of the
Strategy include (1) Strengthening the
family; (2) supporting core social
institutions; (3) promoting delinquency
prevention; (4) intervening immediately
and effectively when delinquent
behavior occurs; (5) establishinga
system of graduated sanctions for
juvenile offenders; and (6) identifying
and controlling the small group of
serious, violent, and chronic juvenile
offenders. Investigators applying under
the general research component of the
Field -Initiated Research and Evaluation
Program may want to consider working
in one of these areas.
Additionally, in November 1998,
members of the Study Group on Serious
and Violent Juvenile Offenders and the
Study Group on Very Young Offenders
were surveyed regarding their priorities
for juvenile justice research. Their
responses suggested that research is
needed in the following areas: (1) risk
and protective factors for juvenile
offending; (2) risk and needs assessment
instruments for courts and correctional
facilities; (3) causes of early-onset
offending; (4) characteristics and needs
of very young offenders; (5) causes of
desistance from offending; (6) causes of
serious and violent offending; (7)
successful and innovative intervention
programs for specific subgroups of
juvenile offenders (e.g., serious and
violent offenders, very young offenders,
girls, youth with prenatal exposure to
drugs and alcohol); and (8) the impact
of juvenile transfers to adult court.
Finally, investigators may want to
consult OJJDP's Comprehensive Plan for
Fiscal Year 1999, which is available on
the OJJDP Web site at
www.ojjdp.ncjrs.org. The Plan is based
on the Comprehensive Strategy and
contains the research and program
initiatives that OJJDP plans to fund
during this fiscal year. Applicants may
want to develop projects that will
complement the agency's proposed
research and programs.
Goals
The goal of this section of the field -
initiated research and evaluation
program is to foster rigorous, original
scientific research that uses innovative
methods to further the agency's mission
of enhancing the juvenile justice system
and preventing juvenile delinquency.
Research that demonstrates
collaboration among multiple
disciplines is strongly encouraged.
Project results should be of practical use
to practitioners and policymakers and
increase the juvenile justice knowledge
base.
Objectives
• Promote and support innovative
research and evaluation in the field of
juvenile justice and delinquency
prevention.
• Conceptualize and investigate new
research questions in the juvenile
justice field.
• Develop new methodological
approaches to addressing 'priority
issues.
• Develop knowledge that can be
used to craft effective programs, policies
and strategies for reducing and
preventing juvenile delinquency and
victimization.
• Conduct research that will enhance
the ability of the juvenile justice system
to respond to the needs of both juvenile
offenders and society at large.
Award Period
The project period will be up to 2
years.
Award Amount
Up to $600,000 is available for general
research. Individual grant amounts,
which will besubject to negotiation,
will not exceed $300,000 per project.
Note: The information that follows
applies to all four of the topical areas
described above.
Products
Proposals should contain a
description of all products that will
originate from the project. At a
minimum, each grantee will be required
to produce a final report that provides
an overview of the research project. This
overview should contain the following:
(1) The theory and hypotheses guiding
the work; (2) a description of the
research or evaluation methods; (3)
research and evaluation results ,(both'
significant and nonsignificant); (4) any.
practical or policy implications of the
results; and (5) recommendations for
future study. If possible, grantees should
indicate in their final report how their
work might contribute to defining and/
or implementing best practices in the
field of juvenile justice. This final report
should be publishable as an OJJDP
research report. Applicants are also
strongly encouraged to consider
submitting their results for publication
in a refereed journal.
Applicants must also indicate their
willingness to provide at least one
additional report suitable for
publication as an OJJDP Bulletin or Fact
Sheet. This report should be completed
within 60 days of the grant's closing
date.
Eligibility Requirements
OJJDP invites applications from
public and private agencies,
organizations, institutions, tribal and
Alaskan Native communities, and
individuals, or any combination of the
above. Private, for-profit organizations
must agree towaive any profit or fee. In
the case of joint applications, one
applicant must be clearly indicated as
primary (for correspondence and award
purposes) and the other(s) listed as
coapplicant(s). OJJDP encourages
collaborative relationships among
researchers, practitioners, and tribal
entities. If the research is of a
collaborative nature, written assurances
of the collaboration should be provided.
Similarly, when specific programs r
agencies are the subject of an applicant's
research or evaluation, the application
should include letters of commitment or
cooperation from the relevant program .
or agency. Finally, applicants must
demonstrate that they have experience
or ability related to the type of research
or evaluation that they are proposing to
conduct.
Selection Criteria
Applications will be evaluated and
rated by a peer review panel according
to the criteria outlined below. In
addition, the extent to which the project .
narrative makes clear and logical
connections among the components
listed below will be considered in
assessing a project's merits.
Problem(s) To Be Addressed (20 points)
Applicants must include in the
project narrative a clear description of
the research questions to be addressed.
Applicants should discuss how
previous research supports and shapes
these questions and should identify the
relevance of these questions for the field
of juvenile justice. The proposed
research will be judged on its ability to
contribute to knowledge and practice in
the field of juvenile justice and
delinquency prevention.
40682 Federal Register / Vol. 64, No. 143 / Tuesday, July 27, 1999 / Notices
Goals and Objectives (10 points)
The application must include goals
and objectives that are clear, concrete,
and relevant to the field of juvenile
justice. Goals should derive directly
from the problems to be addressed.
Objectives should consist of clearly
defined, measurable tasks that will
enable the applicant to achieve the goals
of the project.
Project Design (40 points)
The application should present in
detail the design of the project. Design
elements should follow directly from,
the project's goals and objectives.. The
data to be collected and/or analyzed
should clearly support the project's
goals and objectives. The applicant
should describe the research or
evaluation methodology in detail and
should demonstrate the validity and
usefulness of the data that will be
collected and/or analyzed.
The application must include a
timeline that indicates when specific
tasks will be initiated and completed.
The timeline should be referenced as
appropriate in the narrative, but should
also be placed in appendix A of the
application.
Management and Organizational
Capability (20 points)
Applicants must demonstrate the
existence of a management structure
that will support the achievement of the
project's goals and objectives in an
efficient and cost-effective manner. In
particular, applicants must ensure that
the tasks delineated in the project
timeline (see "Project Design" above)
are adequately staffed. Resumes for key
staff members should be included in
appendix B.
Applicants should also demonstrate
the organizational capacity to complete
the work described in the "Project
Design" section. The applicant should
include a description of any similar
projects it has undertaken previously.
Applicants should also demonstrate
knowledge and experience related to
juvenile justice issues. In addition,
applicants should provide evidence of
their ability to work collaboratively with
juvenile justice system practitioners or
service providers, particularly in the
project's area of study. Research that
involves specific agencies,
organizations, or programs, including
those under governmental or tribal
auspices, should submit appropriate
letters of cooperation in appendix C.
Budget (10 points)
Applicants must provide a proposed
budget that is complete, detailed,
reasonable, allowable, and cost-effective
in relation to the activities to be
undertaken. All budgeted costs should
be directly related to the achievement of
project goals and objectives. A brief
budget narrative should be included in
this section.
Format
Proposals requesting awards of less
than $50,000 will be considered "small
grants." Applications for small grants
must limit the program narrative to 15
pages. Applicants requesting $50,000 or
more must submit a program narrative
of no more than 30 pages. These page
limits do not include the budget
narrative, appendixes, application
forms, or assurances. At the end of the
program narrative, applicants should
indicate which author(s) were
responsible for each of the narrative
sections. Appendix A should contain
the project's timeline with dates for
initiation and completion of critical
project tasks. Appendix B should
contain the resumes for the principal
investigator and key staff members.
Appendix C should include all
necessary letters of cooperation or
support.
The narrative portion of the
application must be submitted on 81/2 -
by 11 -inch paper using a standard 12-,
point font.. The application should be
double-spaced and printed on one side
of the paper only. The narrative should
be preceded by an abstract with a
maximum length of 300 words.
These requirements are necessary to
maintain a fair and uniform set of
standards among all applicants. If the
application fails to conform to these
standards, it will not be eligible for
consideration.
Catalog of Federal Domestic Assistance
(CFDA) Number
For all these programs except Native
American Juvenile Justice and
Delinquency Prevention, the CFDA
number, required on Standard Form
424, "Application for Federal
Assistance," is 16.542. For Native
American Juvenile Justice and
Delinquency Prevention, the CFDA
number is 16.731. Standard Form 424 is
included in OJJDP's Application Kit,
which can be obtained by contacting the
Juvenile Justice Clearinghouse at 800-
638-8736 or sending an e-mail request
to puborder@ncjrs.org. The Application
Kit is also available online at
www.ojjdp.ncjrs.org/grants/
about.htmlLkit.
Under the "Descriptive Title" section
of Standard Form 424, in addition to the
project's title, applicants should
indicate under which topical area they
are applying (i.e., Native American
research, evaluations of programs for
female offenders, juvenile justice system
operations, or general research).
Coordination of Federal Efforts
To encourage better coordination
among Federal agencies in addressing
State and local needs, the U.S.
Department of Justice is requesting
applicants to provide information on the
following: (1) Active Federal grant
awards supporting this project or related
efforts, including other awards from the
Department of Justice; (2) any pending
applications for Federal funds for this or
related efforts; and (3) plans for
coordinating any funds described in
items (1) and (2) with the funding
requested in this application. For each
Federal award, applicants must include
the program or project title, the Federal
granting agency, the amount of the
award, and a brief description of its
purpose. -
"Related efforts" is defined for these
purposes as one of the following:
• Efforts for the same purpose (i.e.,
the proposed project would supplement,
expand, complement, or continue
activities funded with other Federal
grants).
• Another phase or component of the
same program or project (e.g., to
implement a planning effort funded by
other Federal monies or to provide a
substance abuse treatment or .
educational component within an
existing juvenile justice project).
• Services of some kind (e.g.,
technical assistance, research, or
evaluation) to the program or project
described in the application.
Delivery Instructions
All application packages should be
mailed or delivered to the Office of
Juvenile Justice and Delinquency
Prevention, c/o Juvenile Justice
Resource Center, 2277 Research
Boulevard, Mail Stop 2K, Rockville, MD
20850; 301-519-5535.
Note: In the lower left-hand corner of
the envelope, the applicant must clearly
write "Field -Initiated Research and
Evaluation Program" and specify which
topical area is addressed in the
application (i.e., Native American
research, evaluations of programs for
female offenders, juvenile justice system
operations, or general research).
Due Date
Applicants are responsible for
ensuring that the original and five
copies of the application package are
received by 5 p.m. ET on September 10,
1999.
Federal Register /Vol. 64, .No. 143 / Tuesday, July 27, 1999 / Notices 40683
Contact. '
For further information, contact
Charlotte Kerr, Deputy Division
Director, Research and Program
Development Division, at 202-307-
5929. Alternatively, e-mail inquiries can
be sent to Charlott@ojp.usdoj.gov.
References
Bureau of Justice Statistics. 1999.
American Indians and Crime.
Washington, DC: U.S. Department of
Justice, Office of Justice Programs,
Bureau of Justice Statistics. Community
Research Associates. 1998. Juvenile
Female Offenders: A Status Report of
the States. Washington, DC: U.S.
Department of Justice, Office of Justice
Programs, Office of Juvenile Justice and
Delinquency Prevention.
Robin Lubitz,
Deputy Administrator, Office of Juvenile
Justice and Delinquency Prevention.'
[FR Doc. 99-19056 Filed 7-26-99; 8:45 am]
BILLING CODE 4410-18-P
U.S. Department of Justice
Office of Justice Programs
Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Official Business
Penalty for Private Use $300
249805
MARY WILLIAMS
108 E GREEN ST
ITHACA NY 14850
ar:f. -so1`;a Us
FIRST CLASS
POSTAGE & FEES PAID
DOJ/OJJDP
Permit No. G-91
I,i,ilil„11„le,l,l11l,,,il,l,tlli,r,dLi,,I l,d,I,1,il,1
DRUG AND ALCOHOL USE AMONG
ITHACA CITY SCHOOL DISTRICT STUDENTS
TABLE 4
Patterns of Drug Use Among
Ithaca City School District Students
(1998-99)
6th 8th 10th 12th
Graders Graders Graders Graders
LEVEL I* (High Involvement)
1. Multi -Drug Users 0.0% 1.6% 2.6% 5.9%
2. Stimulant Users 0.3% 0.0% 1.0% 0.7%
3. Heavy Marijuana Users 0.0% 0.7% 2.4% 3.8%
4. Heavy Alcohol Users 0.5% 0.2% 3.9% 6.9%
LEVEL II (Moderate Involvement)
5. Occasional Drug Users 3.5% 4.3% 4.5% 5.5%
6. Light Marijuana Users 1.5% 9.7% 18.3% 22.5%
LEVEL III (Low Involvement)
7. Tried .A.Drug 5.8% 11.3% 11.0% 11.8%
(no current use)
8. Light Alcohol Users 5.5% 9.7% 16.8% 14.2%
9. Negligible or No Use 82.9% 62.5% 39.5% 28.7%
Source: The American Drug and Alcohol Survey
* See figures on next pages.
Percent of Ithaca City School District Students
By Level of Drug Involvement
(1998-99)
Low
94.2%
Low
Figure 1
6th Graders
83.5%
Figure 2
8th Graders
11
High
0.8%
Moderate
5.0%
High
2.5%
Moderate
14.0%
Source: The American Drug And Alcohol Survey
Percent of Ithaca City School District Students
By Level of Drug Involvement
(1998-99)
Figure 3
lOth Graders
Low
67.3%
Moderate
22.8%
Figure 4
12th Graders
Low
54.7%
Moderate
28.0%
12
Source: The American Drug And Alcohol Survey
DESCRIPTION OF ADOLESCENT DRUG USE TYPES
1. Drug Dependent and Multi -Drug Users
Anyone who uses alcohol, marijuana or any other drug (except tobacco) every day is
classified as a Multi -Drug User because their drug use is chronic and highly serious and because.
they almost always take other drugs as well, particularly when they cannot get their "drug of
choice." Other students who are classified as Multi -Drug Users show current regular use of two or
more different types of drugs, other than alcohol and marijuana. Older Multi -Drug Users, for
example, generally take some kind of downer and also use stimulants. Younger Multi -Drug Users,
on the other hand, may use inhalants heavily and regularly and take other drugs when they can get
them. These Multi -Drug Users are also likely to use marijuana and get drunk often.
2. Stimulant Users
Stimulant Users take amphetamines, methamphetamines, and/or cocaine regularly. They
prefer drugs that make them feel "up." Most Stimulant Users also use alcohol and marijuana, often
quite heavily but not daily, and some of them use hallucinogens. Stimulant Users, unlike Multi -
Drug Users, rarely use drugs like downers, heroin, or PCP.
3. Heavy Marijuana Users
Heavy Marijuana Users do not use marijuana every day -- if they did, they would be
classed, according to this system,-: as. -Multi -Drug. Users:. The -students: in•• this group, however, - do
use marijuana often.and_in•large:amounts:__They:generall-yuse.marijuana:during-the week .as -well -
as on weekends. Heavy Marijuana-Users:are:also : likely_=to-.use alcohol and• marijuana -together.
Other .drugs may. be taken. occasionally, but.not .regularly: In order. to: intensify -the effect, many,
Heavy Marijuana Users:.take.:strongforms- of marijuana:such as sensimilla or hashish, and/or use
various methods for concentrating the smoke:
4. Heavy Alcohol Users.
Students.- classified: as. Heavy .Alcohol.. Users .drink. alcohol every. week - and - get drunk
frequently, but do not use other drugs regularly. Any Heavy Alcohol User whodoes-use= other
drugs regularly would be classified in one of the above groups, and not in this one. Many of these
Heavy Alcohol Users get drunk nearly every weekend. While Heavy Alcohol Users do not take
other drugs regularly, some will use marijuana occasionally and a few might take another drug
occasionally. Alcohol, however, is the substance they prefer.
5. Occasional Drug Users
Occasional Drug Users use drugs other than marijuana, but rarely use any drug more than
once a month. Most of them also use marijuana occasionally. While the drug use- of the
Occasional Drug Users is not heavy, these students have shown a willingness to take drugs and
could easily move toward heavier drug involvement.
6. Light Marijuana Users
The young people in this group use marijuana occasionally, possibly only a few times a
year. They are also likely to use alcohol occasionally. They rarely take other drugs, but some of
them may have tried other drugs.
7. Tried a Drug
The members of this group have tried a drug at some time, but they are not using drugs now
and they do not think of themselves as drug users. The drug they have tried is usually marijuana,
although some may have tried other drugs, particularly inhalants.
8. Light Alcohol Users
Light Alcohol Users use some alcohol, but rarely, if ever, get drunk. They have never tried
a drug of any other kind.
9. Negligible or No Use
Some of these students may have tried alcohol, but it is not being used now, even socially.
These students have never tried any drug with the possible exception of alcohol.
HOW MANY ITHACA CITY SCHOOL DISTRICT STUDENTS
ARE AT RISK BECAUSE OF THEIR DRUG OR ALCOHOL USE?
Level I (High Involvement): Drug':Users -Any Ithaca :City 'School District student who is
classed in the first four _groupsmay .be : at _considerable__risk .'from ._drug or. alcohol -use. Young
people in these groups 'get . drunk: and/or: use:drugsmearly.every weekend or even more frequently.
They are in danger of becoming . dependent on alcohol or drugs and at risk from accidents while
intoxicated or high. Use of alcohol or drugs .can also disrupt their social and psychological
development
Level II (Moderate Involvement) .Drug. Users. Ther youth inthe nexttwo groups,
Occasional Drug Users and Light Marijuana Users, are in less danger from their drug use. They
are, however, using drugs occasionally, most of them only a few times a year. The majority of
these students do not take a lot of any particular drug, however, whenever any drug is used there is
always some risk of danger. More importantly, they are showing a willingness to take drugs. The
students that are Occasional Drug Users or Light Marijuana Users are, therefore, at some risk from
their drug use.
Level III (Low Involvement). The students who are members of the last three groups are
not now at risk from their use of alcohol and other drugs. The Ithaca City School District students
who have Tried a Drug and those who are Light Alcohol Users, are not currently in significant
danger from their drug use. The Tried a Drug group (Type 7), however, are not strangers to drugs.
As mentioned above, it is possible their drug use could increase in the future. Finally, there are
those students who are in Type 9 and can be considered essentially drug-free.
14
As a cautionary note, it would be wrong to assume that any student not in a low drug
involvement group must be "addicted to drugs." Such an overstatement would ignore the detailed
information available about the drug use patterns among these students. To understand drug use
among Ithaca City School District students, one must neither overstate nor understate the problem,
but be as accurate and precise as possible.
The Institute for Social Research at the University of Michigan has been providing national
data for high school seniors since 1975. In the early 1990's this group expanded their work to
include drug use rates for 8th and 10th graders. The following three tables provide this data for the
1996-97 school year. If you surveyed any of these grades, the information in these tables can be
used to compare the drug use rates at your school or district with national norms. (Note: If your
survey included 12th graders, the 12th grade data in Tables A -C have already been included in
Tables 1-3. It is reprinted here for completeness).
TABLE A
Percent of 8th, 10th and 12th Graders
Across the Country Who Have Ever Tried a Drug
(1997)-
8th
1997)-
8th 10th 12th
Graders Graders Graders
Alcohol 54% 72% 82%
Been Drunk 25% 49% 64%
Cigarettes 47% 60% 65%
Marijuana 23% 42% 50%
Cocaine 4% 7% 9%
Stimulants 12% 17% 17%
Inhalants 21% 18% 16%
Nitrites *** *** 2%
Downers* *** *** 8%
Quaaludes *** *** ***
Tranquilizers* 5% 7% 8%
Hallucinogens 5% 11% 15%
PCP *** *** 4%
Heroin 2% 2% 2%
Narcotics other than heroin *** *** 10%
The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted
for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigan, 1997.
* Use of these drugs under a doctor's orders is not included in these figures.
* * * Data not available.
TABLE B
Percent of 8th, 10th and 12th Graders
Across the Country Who Have Used Each Drug
in the Last 12 Months
(1997)
8th 10th 12th
Graders Graders Graders
Alcohol 46% 65% 75%
Been Drunk 18% 41% 53%
Marijuana 18% 35% 39%
Cocaine 3% 5% 6%
Stimulants 8% 12% 10%
Inhalants 12% 9% 7%
Nitrites *** *** 1%
Downers* *** *** 5%
Hallucinogens 4% 8% 10%
PCP *** *** 2%
Heroin 1% 1% 1%
Narcotics other than heroin *** *** 6%
The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted
for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigan, 1997.
* Use of these drugs under a doctor's orders is not included in these figures.
* * * Data not available.
17
TABLE C
Percent of 8th, 10th and 12th Graders
Across the Country Who Have Used Each Drug
in the Last Month
(1997)
8th 10th 12th
Graders Graders Graders
Alcohol 25% 40% 53%
Been Drunk 8% 22% 34%
Cigarettes 19% 30% 37%
Smokeless Tobacco 6% 9% 10%
Marijuana 10% 21% 24%
Cocaine 1% 2% 2%
Stimulants 4% 5% 5%
Inhalants 6% 3% 3%
Nitrites *** *** <1%
Downers* *** *** 2%
Hallucinogens 2% 3% 4%
PCP *** *** 1%
Heroin <1% <1% <1%
Narcotics other than heroin *** *** 2%
The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted
for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigcm, 1997.
* Use of these drugs under a doctor's orders is not included in these figures.
* * * Data not available.
18
PART II
ITHACA CITY SCHOOL DISTRICT STUDENTS'
EXPERIENCES AND ATTITUDES REGARDING
DRUGS AND ALCOHOL
In addition to the types and amounts of drugs being used, the survey assessed the attitudes
local youth hold toward drugs and alcohol. If the community wants to create an environment
where young people are able to remain drug-free, they must understand what factors contribute to
the decisions local youth make about drugs.
Part II presents information on the availability of drugs, where drugs are used, problems
caused by these substances, and students' attitudes toward drugs.
19
HOW AVAILABLE ARE DRUGS TO
ITHACA CITY SCHOOL DISTRICT STUDENTS?
The students were asked how easy it would be to obtain each of the different types of drugs.
(Note: This question asks about the availability of drugs in general. It does not mean drug
availability at school.) The following table shows how many students felt it would be either "fairly
easy" or "very easy" to get each drug.
TABLE 5
Perceived Availability of Drugs Among
Ithaca City School District Students
Percent Marking Either "Fairly Easy" or "Very Easy" to Get Each Drug
National*
6th 8th 10th 12th 12th
Graders Graders Graders Graders Graders
Alcohol 50% 78% 94% 97% ***
Marijuana 17% 45% 83% 87% 90%
Cocaine 10% 22% 33% 36% 43%
Uppers 12% 21% 50% 45% 60%
Inhalants 52% 74% 84% 83% ***
Downers** 12% 23% 46% 42% 40%
Hallucinogens 7% 16% 41% 42% 51%
PCP 8% 16% 32% 26% 30%
Heroin 10% 18% 26% 21% 34%
Narcotics other than heroin 10% 22% 37% 32% 39%
Cigarettes 43% 74% 92% 95% ***
Source: The American Drug and Alcohol SurveyTM
* The national data on 12th graders are from the Monitoring the Future surveys conducted for the
National Institute on Drug Abuse by the Institute for Social Research, University of Michigan, 1997.
** Use of these drugs under a doctor's orders is not included in these figures.
*** Data not available.
20
Alcohol and tobacco are, of course, the most accessible drugs because they are legal for
adults. Other drugs are usually less available, but in most communities at least some students
believe that almost any drug is available.
WHERE DO ITHACA CITY SCHOOL DISTRICT STUDENTS
USE ALCOHOL AND OTHER DRUGS?
Tables 6A and B show some of the places where these students used alcohol and other
drugs during the last year. While these tables do not include every place that alcohol and other
drugs can be used, they do show generally where these substances have been used.
TABLE 6A
Where Ithaca City School District Students
Have Used Alcohol
6th 8th 10th 12th
Graders Graders Graders Graders
On the way to school- <1% 1% 1% 2%
During school hours at school <1% <1% 2% 6%
During school hours away from school. 1% 4% 4% 9%
Right after school 1% 6% 8% 12%
At school events <1% 2% 7% 17%
At parties 4% 20% 43% 62%
At night with friends 5% 24% 48% 64%
While driving around <1% <1% 3% 5%
At home (parents knew) 19% 33% 35% 42%
At home (parents didn't know) 5% 18% 38% 40%
Source: The American Drug and Akohoi SurveyTM
TABLE 6B
Where Ithaca City School District Students
Have Used Drugs Other Than Alcohol
6th 8th 10th 12th
Graders Graders Graders Graders
On the way to school <10/0 2% 6% 7%
During school hours at school <1% 1% 5% 9%
During school hours away from school <1% 3% 9% 12%
Right after school 2% 4% 12% 19%
At school events <1% 3% 9% 17%
At parties 2% 12% 26% 38%
At night with friends 2% 14% 30% 41%
While: driving around :_. <1% 1% 10% 15%
At home (parents knew) <1% 2% 5% 6%
At home (parents didn't know) 3% 9% 16% 21%
Source: The American Drug and Akohoi SurveyTM
In nearly all communities, drugs are mostly used at parties and with friends. Even when
drug use is reported as "at home," that drug use is probably with friends and when the parents are
away, or in the privacy of a youth's room. Drug use in front of parents can occur, but such cases
are less common.
There is usually less drug and alcohol use at school than outside of school. Any use at
school is, however, of great concern because alcohol and other drugs interfere directly with
learning. Unfortunately, use outside of school is also a problem for the school because drugs, such
as alcohol, can still interfere with a student's studies even if he or she is not using those substances
at school. Many drugs, including marijuana, stay in the body for long periods of time. They may
still be present when these youth are in school, and thus interfere with attention and learning.
Using drugs also places a youth outside the mainstream of society and generally involves attitudes
that make a youth unwilling to listen to a teacher's or a counselor's advice.
The fact that there is usually less substance use at school than in most other settings is a
very important point. Media reports often give the mistaken impression that schools are the source
of most adolescent drug use. The reason for this misunderstanding is very simple -- schools are the
places where young people spend most of their day and it is where there is a lot of talk about drugs.
If someone wants to interview young people, where do they find them? -- at school, of course. All
of the talk about drugs then gets associated with the schools.
Even the fact. that this drug. survey was_.given sin- school may. lead. some peoples -to blame the
schoolfor. drug .use..... The school;.. however,. is -• simply-: the ;most convenient place • to -collect this -
information: While:: drug= and:.: alcohol -...use: at:. school=_:is -a very serious -problem, it -must be
remembered- that druguse is a community. problem. - Even the -level: of substance. -use at. school,
events, as reported in :Tables:.6A~and11`should: be -considered a community problem. As Tables
6A and B show, most .drug_ and: alcohol .useoccurs in -The community away from school. Where
doesthe responsibility lie, forexample, when- youth sneak beer. into football- games or arrive. at
school dances. intoxicated? The real answers.to..such.problems must -come from the community
and from .individual hornes in conjunction.witirthe schools' -efforts:
HOW HARMFUL DO ITHACA CITY SCHOOL DISTRICT
STUDENTS THINK DRUGS ARE?
The attitudes that young people have about the dangers of drugs often shape their decisions
about whether they will use drugs or not. For example, if a youth believes that no harm is attached
to using marijuana, he or she is much more likely to give it a try.
Table 7 shows the percentage of students who think that trying a drug (using it just once or
twice) will lead to a lot of harm. Students who think this way will probably not even try a drug.
TABLE 7
Percent of Ithaca City School District Students
Who Believe That Using a Substance Once or Twice
Will Lead to "A Lot" of Harm
6th 8th 10th 12th
Graders Graders Graders Graders
Alcohol 2% 2% 2% <1%
Get Drunk 23% 17% 11% 9%
Marijuana 15% 11% 5% 3%
LSD 28% 33% 32% 30%
Inhalants 21% 23% 22% 28%
Uppers 19% 18% 19% 18%
Cocaine 26% 29% 37% 40%
Cigarettes 22% 13% 9% 8%
Source: The American Drug and Alcohol SurveyTM
Notice in Table 7, however, that quite a few students do not think that trying a drug is
harmful. It is much more likely that these students may at least experiment with a drug.
Table 7 also shows that there is greater fear of some drugs than of others. Even for those
drugs considered more dangerous, however, there are still youth who do not believe that using
them once or twice will lead to much harm. They may, therefore, be willing to experiment with
those drugs.
24
Table 8 looks at this issue a little differently. This table shows how many Ithaca City
School District students think that using drugs regularly will harm them.
TABLE 8
Percent of Ithaca City School District Students
Who Believe That Using a Substance Regularly
Will Lead to "A Lot" of Harm
6th 8th 10th 12th
Graders Graders Graders Graders
Alcohol 24% 22% 21% 21%
Get Drunk 94% 92% 85% 80%
Marijuana 65% 61% 44% 32%
LSD 53% 71% 74% 76%
Inhalants. 59% 68% 70% 79%
Uppers 51% 55% 60% 58%
Cocaine 68% 75% 82% 90%
Cigarettes 61% 59% 61% 68%
Source: The American Drug andAlcohol SurveyTM
The numbers are higher than those in Table 7 showingthat many' students -do see regular -
use of drugs as harmful. Some students, however, see no harm attached to regular use. This group
of students is at higher risk of drug use since they do not believe that using drugs regularly is
dangerous.
The fact that some young people in this district do not see regular drug use as harmful
indicates that educational programs detailing drug hazards could be useful. However, programs
that focus only on the dangers of drugs are not as effective as programs that educate students about
other aspects of drug abuse as well. One reason is that therelationship between beliefs about drug
hazards and drug use is a complex one. Some youth, for example, will actually use a drug because
it is dangerous. The risk is part of the appeal.
Another important factor is the way that peer influence interacts with belief about drug
dangers. Studies have shown that younger children who believe drugs are harmful will almost
always discourage drug use among their friends. By the time these students are seniors, however,
many of them will not attempt to discourage drug use among their friends -- even if they personally
believe drugs are dangerous. Therefore, an effective drug prevention program, in addition to
providing a realistic assessment of the dangers of drug use, must address such things as the roles
friends play in helping each other to avoid or stop using drugs.
25
DO FRIENDS OF DRUG USERS ALSO USE DRUGS?
The first row of the following table shows the extent to which the students who use drugs
have friends who also use drugs. The "Users" are those in the first three groups in Table 4 (page
10). "Non -Users" are those in the last two groups of Table 4: they have never tried a drug.
Users
Non -Users
TABLE 9
Percent of Ithaca City School District Students
Who Have Friends Who Use Drugs
Marijuana Cocaine Uppers Downers
100% 40% 32% 27%
30% 6% 4% 4%
Source: The American Drug and Alcohol SurveyTM
Young people tend to form small, close-knit groups called peer clusters. A peer cluster
could be a pair of best friends, a couple, or a small group. Members of a peer cluster tend to use
the same drugs; use them .to about the same extent; and usuallyy use drugs' when:they .are together:
When. approached_ with.: drugs;_ it is very : rare for -young _people= to ? "just: say no"'' to their closest'.
friends. It is not surprising, therefore;- to find - that; in- nearly- all communities, drug -using youth
have friends who also. use drugs. Conversely;: youth: who do not use drugs are • likely. to have
friends who also do not use drugs.
HOW MANY OF ITHACA CITY SCHOOL DISTRICT
STUDENTS HAVE FRIENDS: WHO: ASK THEM,TO USE DRUGS?
When friends ask a youth to use drugs, it is hard to say "No". Table 10 shows how many
students have friends who ask them to use. The table shows that there is more peer encouragement
for some drugs than for other drugs. There are many programs that suggest a youth should say
"No". It might be a good idea to suggest that real friends don't ask you to use.
26
Users
Non -Users
TABLE 10
Percent of Ithaca City School District Students
Whose Friends Ask Them to Use Drugs
Marijuana Cocaine Uppers Downers
92% 10% 11% 11%
5% 1% 1% 1%
Source: The American Drug and Alcohol SurveyTM
WOULD FRIENDS OF.ITHACA CITY SCHOOL DISTRICT
STUDENTS TRY TO STOP DRUG USE?
If their friendswould try to stop them from wing -drugs, young people might not use drugs.
How much .does -.that _actually happen? _The. following_table.ahows_how many. Ithaca. City School
District: students .•have.friends who_:would try to: stop-them-ffrom:using four: types: of drugs.
Users
Non -Users
TABLE 11
Percent of Ithaca City School District Students
Who Have Friends Who Would: Stop Drug Use
Marijuana Cocaine Uppers Downers
0% 77% 48% 46%
65% 82% 75% 75%
Source: The American Drug and Alcohol SurveyTM
Not only do youth who use drugs tend to have drug -using friends, but usually their friends
would not apply as much pressure against using drugs. Even some of the drug-free youth,
however, generally have friends who would not try to stop them from using drugs. While young
people might not approve of drugs, they may also have a strong feeling that "People should be
allowed to make their own choices." Such an attitude can prevent someone from helping a friend
to "say no to drugs."
27
WHAT PROBLEMS HAVE ITHACA CITY SCHOOL DISTRICT
STUDENTS HAD BECAUSE OF ALCOHOL OR DRUGS?
The survey also asked the students whether they had ever experienced any problems
because of their alcohol or drug use. The figures in Tables 12A and B show how many students
admit that alcohol or drugs have caused them problems, and what types of problems they have had.
These percentages are only a base. People who abuse alcohol or drugs often avoid admitting that
they are hurting themselves. Thus the following figures are a conservative estimate of these
students' problems with alcohol and other drugs.
TABLE 12A
Admitted Problems of Ithaca City School District Students from Alcohol
6th 8th 10th 12th
Graders Graders Graders Graders
Got a traffic ticket 0% 0% <1% 1%
Had a car accident <1% <1% <1% <1%
Got arrested <1% <1% 2% 2%.
Had money problems <1% 1% 4% 7%
Gotten you in trouble in school 1% 1% 1% 3%
Hurt your school work <1% 3% 6% 8%
Fought with other kids_ 3% 7% 8% 9%
Fought with your parents 2% 4% 9% 12%
Damaged a friendship 2% 3% 6% 11%
Passed out 2% 5% 17% 28%
Couldn't remember what happened 1% 9% 23% 37%
Made you break something 2% 6% 14% 22%
Source: The American Drug and Alcohol SurveyTM
28
TABLE 12B
Admitted Problems of Ithaca City School District Students from Drugs
6th 8th 10th 12th
Graders Graders Graders Graders
Got a traffic ticket <1% <1% <1% 2%
Had a car accident <1% <1% 1% <1%
Got arrested <1% 1% 2% 3%
Had money problems . <1% 1% 7% 10%
Got in trouble in school 1% 2% 2% 2%
• Hurt your school work <1% 3% 8% 12%
Fought with other kids 2% 5% 5% 7%
Fought with your parents 2% 3% 8% 9%
Damaged:a:.friendship 1%. 2% 7%, 6%
Made you -break something 2% 4% 9% 10%
Hada "bad" trip 2% 4% 6% 12%
Source: The American Drug and Alcohol SurveyTM
Some Ithaca City School District students admit that alcohol and other drugs have led to
problems. Alcohol causes problems for more people than drugs do, but then more students use
alcohol. Particular note should be taken of any youth who have had fights and damaged
friendships because of alcohol or drug use. Friends are extremely important to young people and
convincing young people that alcohol and other drugs can endanger friendships could help
prevention efforts among these youth.
Note: Occasionally a few of the younger students misinterpret the question on high risk
behaviors. The question on the survey asks "What has happened to you when you have tried
alcohol or drugs?" A few students may think "What might happen when people use alcohol or
drugs?"
AGE OF FIRST USE
Students were asked at what age they began using alcohol, marijuana and inhalants. Other
drugs were not asked about since these three are the ones that young people usually begin using
first. Table 13 shows the age at which 12th graders who have used these three drugs began using
them. The students who have never tried the drug are not included in these averages. Knowing the
age of first use among students is important in planning prevention programs. Once students have
started using drugs it is much more difficult to intervene or to reduce their use. Therefore the most
effective prevention programs should be in place just prior to the age when most students who are
going to use a drug begin using it. Also it is well known that students who use drugs at very young
ages are more likely to have serious and continuing problems later in life. Early intervention with
this group is very important in reducing the amount of distress these young people will encounter
in the coming years.
TABLE 13
Age of Ithaca City School District 12th Graders
When They First Tried Drugs
7-9 10-12.. 1345 16 or Never
Years Years Years Older Tried
Getting Drunk 1% 5% 38% 19% 37%
Average.age of first drunk: 14.6:
Marijuana 1% 7% 31% 16% 45%
Average age of first use: 14.4
Inhalants 0% 1% 2% 1% 96%
Average age of first use: 13.9
Source: The American Drug and Alcohol SurveyTM
Note: The percentage of 12th graders who indicate they have "never tried" a substance on the
questions about Age of First Use may differ slightly from the percentage of "never tried" that
could be derived from Table 1 due to a few students not answering one or the other of the
questions.
INTENT TO USE DRUGS
What will happen to the younger students during the next few years? The survey asked
students whether they intend to use drugs in the future. The 6th graders' responses to those
questions are presented .in Table 14 because it is the attitudes of these younger students that are
most significant in this respect. For example, if a young person has not used drugs, but "may in the
future," that youth is very likely to try drugs soon -- unless something can be done to change his or
her mind.
TABLE 14
Ithaca City School District 6th Graders'
Intentions Regarding Future Drug Use
Percent
Never used drugs and never will 85%
Never used drugs, but may in the future 7% •
Used drugs,but donot plan to usethem_ again_ 5%
Used: drugs andprobably will :use=them: again°.. 3%
Source: The American Drug and Alcohol SurveyTM
Most of the 6th .graders indicate that _theydo not .plan touse drugs in the future. It is
important.that.these .youth' are starting_with-good_intentions:: Yet:wekknoww.that.th'ere'wi11 be some
who will start using drugs in the next few=years: • Although there are many pressures that work
against a youth's best intentions to remain drug free, cooperative school and community
intervention can work to alleviate these pressures and maintain these good intentions.
31
PART III
THE USE OF INDIVIDUAL DRUGS
The substances most commonly used by students are alcohol, marijuana and tobacco::
Inhalants are sometimes used by younger children. Use of other drugs occurs less often among
these students. All of the different types of drugs are, however, discussed in this section because
experience shows that any drug eventually becomes available in every community. This is true no
matter how small or isolated that community may be. A brief description of each drug, even if it is.
not used locally, is included to inform readers about the drug and to wam that it may become
available locally in the future. When a drug is available, some students are likely to try it. Table
15 shows how much each drug has been used during the last month by Ithaca City School District
students. There is one table section for each grade.
TABLE 15A
Use During the Last Month by
Ithaca City School District 6th Graders
10 or More
1-2 Times 3-9 Times Times
Alcohol 7% <1% <I%
Been Drunk 0% <1% <1%
Marijuana <1% <1% <1%
Cocaine 0% 0% 0%
Stimulants 0% <1% 0%
Inhalants 3% <1% 0%
Downers <1% 0% 0%
Tranquilizers 0% 0% 0%
Hallucinogens <1% <1% 0%
PCP <1% 0% 0%
Narcotics other than heroin 0% 0% 0%
Source: The American Drug and Aicohoi SurveyTM
TABLE 15B
Use During the Last Month by
Ithaca City School Disfrict 8th Graders
10 or More
1-2 Times 3-9 Times Times.
Alcohol 16% 5% 1%
Been Drunk 3% <1% 0%
Marijuana 5% 1% 1%
Cocaine <1% 0% 0%
Stimulants <1% 0% 0%
Inhalants 2% 0% 0%
Downers <1% <1% 0%
Tranquilizers 0% 0% 0%
Hallucinogens: 2% ' <1% 0%
PCP 0% 0% 0%
Narcotics other than heroin <1% 0% <1%
Source: The American Drug and Alcohol SurveyTM:
TABLE 15C
Use During the Last Month by
Ithaca City School District 10th Graders
10 or More
1-2 Times 3-9 Times Times
Alcohol 30% 14% 2%
Been Drunk 12% 7% 1%
Marijuana 8% 6% 5%
Cocaine 0% 0% 0%
Stimulants 1% <1% 0%
Inhalants 1% 0% 0%
Downers 0% 0% <1%
Tranquilizers 0% 0% <1%
Hallucinogens.. 2%. <1% 0%
PCP <1% 0% 0%
Narcotics other than heroin 0% <1% 0%
Source: The Anurican Drug and Alcohol SurveyTM-
TABLE 15D
Use During the Last Month by
Ithaca City School District 12th Graders
10 or More
1-2 Times 3-9 Times Times
Alcohol 28% 25% 5%
Been Drunk 18% 14% 3%
Marijuana 11% 6% 10%
Cocaine <1% 0% 0%
Stimulants <1% 0% 0%
Inhalants 0% 0% 0%
Downers 1% 0% 0%
Tranquilizers <1% 0% 0%
Hallucinogens 1% <1% <1%
PCP 0% 0% 0%
Narcotics other than heroin <1% 0% 0%
Source: The Anxrkan Drug.and Alcohol SurveyTM
Table 16 lists a number of high risk behaviors. It shows how many Ithaca City School
District students are increasing the risk of drug use by the way they use alcohol and/or drugs.
TABLE 16
High Risk Behaviors Among
Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders -Graders
Daily alcohol use 0% <1% <1% 1%
Daily marijuana use <1% <1% 2% 6%
Passed out while drinking 2% 5% 17% 28%
Couldn't remember what happened 1% 9% 23% 37%
Had a car accident while drinking <1% <1% <1% <1%
Had a car accident while on drugs <1% <1% 1% <1%
Used marijuana andalcohol. together- 2% . 10% 23% 41%
Took two drugs at the .same ;time .:: 1%. 5% 9% 15%
Used a needle to inject a drug 1% 2% <1% 0%
Shared a_needle 1% 1% <1% 0%
Used a designer drug 0% 0% 0% 0%
Source: The American Drug and Akohoi SurveyTM
Note: These data are referred to throughout the text of Part III.
36
DESCRIPTIONS OF INDIVIDUAL DRUGS
Adolescents who use drugs usually describe them in positive terms. Indeed drugs do have
short term effects that appear very desirable. If this were not the case very few people would try
drugs and even fewer would continue to use them. The descriptions of drugs, therefore, include
many of the effects that drug users are seeking. This is not meant to put drug use in a positive light
-- rather the intent is to show why young people may be 'attracted to drugs.
Keep in mind that continuing use, or even occasional use, of any drug has detrimental
effects. These effects may be physical, such as increasing the chances of accidents, or they may be
emotional. Adolescents are going through a very important period of emotional growth. They
have to confront many difficult tasks such as learning to make friends or learning how to deal with
many of the pressures and strains of moving into the adult world. If young people resort to drugs
to get through these normal phases of development, they may never achieve the emotional maturity
necessary for effective adult living.
Alcohol
Alcohol has been, and continues to be, the most widely used substance among students.
Alcohol is, of course, a legal substance for adults, thus it is both readily available and widely
accepted by society.
Alcohol.use could involve.anything=from>a single_ beerrtoletting'dnuik.thus it -is important- -
to know how much alcohol is being -used.. Table'15 shows how many Ithaca City School' District
students have been drunk>..during-.the: month :prior.:to..the.survey. - These figures are the students' own
judgments about whether=or not•they were drunk, and: notactual estimates of the amount of alcohol
they consumed. Some students - whoy believe -;they- were drunk . may- not have. been legally
intoxicated,_ while others who were legally intoxicated might not think • they were., Experience
suggests. these- factors balance --each other out;" and:: tlie.numbers :in =the _fables:.provide a• close
estimate of how many -students-have actually .been''drunk: - .•
Some students may have been extremely drunk, greatly increasing the risk from drinking.
The number of students who had so much to drink that they "passed out" appears in Table 16..
Some young people may also have had enough to drink that they do not remember what happened.
The number of Ithaca City School District students who claim to "not remember" what they did
appears in Table 16.
Recent evidence suggests that when young people describe what happened to them, when
they got drunk or got high on drugs, they will tell a fairly clear story about the incident. The story
will often explain in some detail what led up to drinking or using drugs, who was there, and what
happened early in the episode. The story will then reach a point where it is clear that something
bad may have happened, a fight, a sexual assault, a humiliating incident, or some other unpleasant
occurrence. At that point the youth often says, "I don't remember what happened after that."
While we cannot know what really happened to those students who said they "couldn't remember
what happened" it is likely that many of them had something happen that was quite bad, and that
they just don't want to remember.
While alcohol is legal for adults to use, and while there is considerable social tolerance for
adolescent drinking, alcohol is a dangerous substance. For one thing, alcohol is addictive. Heavy
use over a long period can lead to all of the attendant -physical and social problems of alcoholism.
Many alcoholics report that they started heavy drinking as adolescents. At least some youth who
are drinking heavily now are on the path to alcoholism.
In addition to potential alcoholism, there are some immediate hazards linked to heavy
alcohol use by young people. The most obvious danger is from drunk driving. In addition, . each
year a significant number of young people lose their lives directly to alcohol poisoning simply
because they do not know when to quit drinking.
Some. youth ..who use..alcohol.'.also take drugs. .while drinking, and the_ effects from taking:
drugs_along-_with:alcohol can -.be.. very -dangerous :..When: marijuana. and -.*alcohol. are • used. -together;, •
the .effects on~ judgmentand'on-driving::. skills::are: greater-,tha r when those -substances- are -taken -
separately.. Using alcohol: with.other drugs;also.increases.the:danger ' See -Table -16. for the percent
of Ithaca City School .District-students=who;have .used:alcohol and other drugs together.-
Less.
ogether.Less. obvious. damage.. from alcohol. -.-use occurs when..a . youth - is . unable to study or
concentrate because: of: residual, intoxication .or...hangovers:..-..Damage.:as also -done when heavy -.
alcohol use interferes with_emotional-development -
Tobacco
Tobacco, like alcohol, is a legal substance for adults and is easily accessible to young
people. In recent years the dangers from tobacco use have received wide publicity and for awhile
tobacco use dropped to a degree. In the last five years use has increased among students. About
25% of American high school seniors now smoke cigarettes daily.
TABLE 17
Tobacco Use by Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders Graders
CIGARETTES
Ever Used 11% 35% 46% 59%
Total Daily Users 1% 6% 6% 12%
Daily: Less Than Half a Pack 1% 4% 4% 7%
Daily:. Half. a Pack or: More::.: <1% 2% 2% 5%
SMOKELESS TOBACCO
Ever Used 2% 7% 8% 18%
Total Daily Users 0% <1% <1% 113/0
Daily: Less Than Six Times 0% <1% <1% 1%
Daily: Six or More Times 0% 0% <1% <1%
Source: The American Drug and Alcohol SurveyTM
Nicotine is highly addictive, and young people who use tobacco regularly may have trouble
if they want to stop later. The adolescent years are very important in determining whether or not
people will smoke as adults. Research suggests that nearly every young adult who smokes today
smoked regularly before the age of 19, and that hardly any youth who regularly smoke half a pack
a day or more will quit before they reach the age of 30.
Marijuana
Marijuana has, unfortunately, gained wide social acceptance among young people; it is now
second in popularity only to alcohol. In 1980, more than 60% of high school seniors surveyed
nationally had tried marijuana. This rate dropped until 1992, but since then has been increasing.
About 40% of high school seniors had tried marijuana in 1995, and about 50% in 1997. Marijuana
is usually smoked, like tobacco - in a pipe or rolled in cigarette paper. The user gets high very
quickly, within a few minutes, and stays high for two to three hours. When eaten, it may take 20 to
30 minutes for marijuana to "hit" -- the high is likely to be less intense but may last longer. Many
users will stay high for several hours at a time by taking more of the drug.
As with other drugs, the effect of marijuana on the user is likely to depend on the action of
the drug, the amount used, the immediate social setting, and the user's expectations. The usual
response to marijuana is a light and relaxed sensation. Under some conditions, everything may
seem hysterically funny. Colors and sounds may seem very bright and intense, time may seem to
slow down and appetite often increases for the user. These pleasant sensations are generally
associated with the light use of those new to marijuana. As marijuana use continues, however,
other less desirable effects are felt.
When marijuana is used in situations that create anxiety or by people already having.
emotional problems, it can intensify such feelings as depression, anxiety, or fear. Some youth may
believe that they aregoingcrazy while-on:marijuana:.. - These -negative responses are more likely
withheavy doses of.f the drug,: but even light: doses_ can: intensify such moods =for particularly'
sensitive - people.
Even in low doses; ,marijuaninterferes :with-judgment...Young people who have limited
experience with the world: are: likely,.to; make,_errors that::endanger them -- marijuana use increases
the opportunities for such errors.
Extremely negative emotional : and -personal experiences; ."bad trips;"- are -frequent among
people whouse marijuana heavily. There is also evidence.that'long- term,'heavy-marijuana use can
ultimately endanger a youth's physical and emotional health.
In the last decade, the price of marijuana has increased. Despite the expense, marijuana is
still a very popular drug among high school students.
Since marijuana is passed out of the body slowly, students who use it daily or even several
times a week have some of the drug in their systems all the time. Table 16 shows the percent of
Ithaca City School District students who use marijuana daily.
Most of the psychoactive drugs influence the brain because the drug attaches to specific
receptors in the brain. The location of those receptors and their normal function in the brain
determine the drug's effect; whether the drug blocks pain, works as a depressant, or acts as a
stimulant. Researchers worked for decades before identifying the receptors for THC, the chemical
in marijuana that leads to its effects. They still do not know what the receptors do in the normal
brain, but the THC receptors are spread throughout the brain. There are more of them in some
parts of the brain, which may help explain some of the effects of marijuana. There are, for
example, very few THC receptors in the parts of the brain that effect breathing and the heart, and
marijuana has little effect on those functions. The parts of the brain that control movement,
40
thinking and memory, however, have many THC receptors, helping to explain why marijuana leads
to deficits in coordination, thinking, and problem solving.
Many of the parents of today's adolescents experimented with marijuana when they were
young. Some of these parents may feel that marijuana is a relatively innocuous drug, and may,
somehow, communicate that to their children without intention. These parents should know that
the marijuana available today may be 3 to 4 times stronger than the marijuana they used.
Sensimilla, for example, is produced by separating out female plants and preventing them from
being pollinated. Plants that are not pollinated produce incredible amounts of the active drug,
THC, and marijuana from these plants is a very powerful drug.
Cocaine
Cocaine is a white powder derived from the South American coca plant. It is usually
"sniffed" or "snorted," but is also dissolved and injected by heavy drug users.
Cocaine is a very powerful stimulant. When sniffed, it is rapidly absorbed into the blood
stream through the membranes in the nose. The drug immediately dries out and numbs the nose
and sinuses, thus the user often feels "a breath of cold, clean air." When sniffed or "snorted,"
cocaine hits the brain very fast, and the user generally feels excited, energetic, and capable of great
mental and physical feats. .Injecting cocaine leads to a similar response, but the feelings are even
more intense. because .of the large amounts suddenly. reaching the_brain.
The. initial effects.:of cocaine:seemextreme1yp1easant;.t� .the. user; -But when -the "rush"
wears off, it usually leaves the user feeling, tired=and: let down. The user; in turn, often tries to
alleviate this depression=with.another dose. of:cocaine;.The result is an extended cycle of ups and
downs.as the user develops:aninsatiable appetitefor cocaine while trying to maintain the high.
Some users are high on cocaine .virtually. all _the time; their lives . center around the drug
while their work and personal. relationships _are; -:destroyed::. Fortunately, most. cocaine. use by
students is still occasional use, with very few students using it more than once. or twice a month
(see Table 15).
Crack
The drug "crack" has been given a great deal of attention in newspapers and on television.
Crack is a form of cocaine quite different from the powdered form taken by most cocaine users.
Powdered cocaine is processed from the coca plant with the use of several liquid chemicals. This
mixture is dried resulting in a powder which is usually sniffed ("snorted") through the nasal
passages. Powdered cocaine is absorbed by the bloodstream and travels to the brain where it has
its effect. This regular cocaine powder, however, vaporizes at a very high temperature and
therefore cannot be smoked.
Powdered cocaine can be treated so that it vaporizes at a lower temperature. When it is
treated this way it comes out in small, hard lumps called "crack," or "freebase." In the past, the
usual way of. producing "freebase" used flammable chemicals, such as ether, and was very
dangerous. However, a new chemical procedure has been developed that is not flammable. This
simple, inexpensive process produces crack. In some places, crack is also called "rock cocaine."
The term "Rock", however, is also used in a few locations to describe drugs other than cocaine.
While cocaine powder cannot be smoked because it burns up before it vaporizes, crack can
be smoked because it turns to gas at a lower temperature. This smoked form of cocaine delivers a
lot of vapor into the lungs where it is rapidly absorbed into the bloodstream. The result is a very
intense and immediate high.
Crack •is:a.very. serious problemrin_some:cities;-Crack is relatively: cheap, it produces! a very..
intense high .and, because::it:does not needlo-abe::injected;_.itis easy. to°take.` A'crackhigh-does: not
last very long. When it .:wears-. off, crack; like other,:forms. of-cocaine,leaves. the. user feeling let •
down, and the user offten: tries_ to maintain..the.. high.with.successive doses: of crack. For those •
reasons; crack is an extremely dangerous:drug;t. Results._from small towns and rural -areas that have
used . The American.. Drug and . Alcohol_SurveyTM -suggest, that . crack is now available almost
everywhere.
TABLE 18
Crack Use by Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders Graders
Ever Tried 2% 3% 3% <1%
Used in Last 12 Months <1% 2% 2% 0%
Used in Last Month <1% <1% 1% 0%
Source: The American Drug and Alcohol SurveyTM
Stimulants
Stimulants are usually amphetamine or amphetamine -like drugs. They are sometimes
called "prescription stimulants" because, to take them legally, they would have to be obtained
through a doctor's prescription. Some stimulants, however, are manufactured and sold illegally.
While marijuana and cocaine are derived from naturally occurring plants, stimulants are produced
artificially in a laboratory. Stimulantscause sensations of alertness and excitement. Stimulants are
usually referred to as "uppers" or "speed" by drug users. Stimulant use is usually associated with a
dry mouth and a loss of appetite.
Stimulants can be taken in pill or capsule form. They are most often taken orally and
absorbed through the digestive system. It takes about 15 to 20 minutes to get high. The high then
lasts from two to six hours and may be followed by a "let down" feeling or serious depression if
large or repeated doses are taken. Heavy drug users may also inject stimulants, although this is
infrequent among adolescents.
The majority of young people who take stimulants once a month or more belong to a peer
group that is involved in a drug lifestyle. They use drugs in conjunction with nearly every
gathering or social occasion.
In the late '60s and early'70s, some youth were involved in very heavy stimulant use. They
used stimulants constantly and made frequent "speed runs". wherethey took heavy doses every
couple of hours, staying' high for .seven- or: -more:. hoursrat'°a.time. "Speedfreaks, as they were
called at the time, often:' developed serious:hallucinations'and` delusionsof-paranoia, and were
prone to violence and -suicide. .._The%admonition = "Speed :Kills!-, spread effectively among drug -
using youth and helped .to:diminish•greatlythe use of speed. Today, even heavy stimulant users do
not take as much of the drug, do not get as _high, and only a very small proportion of young people
who use stimulants stay high for such -extended periods of time.
Lighterstimulant use, however, _is .also dangerous,.partly,because uppers will.keep•a person
awake while makingthem feel perfectly competent even when -there is -considerable loss -in reaction
time. Judgment may be distorted, but stimulant users often cannot detect that anything is wrong.
This is particularly true if alcohol and uppers are taken together. Such users may think they are
functioning well when actually they are simply wide-awake drunks, and therefore dangerous ones,
particularly behind the wheel.
Methamphetamines
Methamphetamine is a particular type of stimulant that is also called "crank," "speed,"
"crystal meth" or "ice". It can be injected, smoked (usually as a powder sprinkled on tobacco),
sniffed or taken orally. Recently crystal meth has become more popular and is often used instead
of cocaine. One reason some people prefer it is that it gives a very intense high, similar to cocaine,
but the effect lasts much longer. Another reason for its popularity is that it can be illegally
manufactured in large quantities from common industrial chemicals.
Crystal meth has all of the negative effects described above for other stimulants although
there is good reason to believe that the effects are intensified. In part this is because it is a more
potent chemical, but also it is used in ways that put more of it into the bloodstream very rapidly,
43
for instance by smoking or injecting. The emotional effects are very strong and crystal meth users
often suffer severe psychological crises including paranoia and depression.
TABLE 19
Methamphetamine Use by Ithaca City School District Students
Ever Tried
Used in Last 12 Months
Used in Last Month
6th 8th 10th 12th
Graders Graders Graders Graders
<1% 1% <1% 0%
0% <1% <1% 0%
0% <1% 0%
0%
Source: The American Drug and Alcohol SurveyTM
UPDATE METHAMPHETAMINES: 1998
Methamphetamine use has been increasing throughout the 1990s among both adult and
adolescent populations; particularly:in the:.Western:states:;-Nationally;..4.4% of high school seniors
have tried methamphetamine: However; in some states in -the Western U.S. the American Drug
and Alcohol Survey has found that over 15% of 12th graders have tried this drug.
Legal Stimulants
In some states it is possible: -to:. buy. mild, stimulants and -pep pills legally, often by mail.
These are called fake pep pills, imitation -speed, look-alikes, or have brand names similar to those
that drug users apply to illegal prescription stimulants. A few years ago, many legal stimulants
contained several different drugs, but federal guidelines now restrict these substances to one active
ingredient per dose, which is usually a concentrated amount of caffeine. The response from taking
legal stimulants is similar to that from taking other stimulants, but not as intense.
Stay -awake pills can also be bought over the counter and have similar ingredients. Many
students use stay -awake pills when they have a lot of homework to do or are studying for tests.
Sometimes, however, these pills are taken strictly for the purpose of getting high.
The nature of available legal stimulants is always changing. Recently there has been an
increase in the use of ephedrine and ephedrine related products. The American Drug and
Alcohol Survey now contains a question about the use of these drugs. The effects of ephedrine
can include a perceived increase in energy and alertness, reduced need for sleep, increased blood
pressure and a loss of appetite. These compounds are also used in some over the counter
medications for bronchial dilation. Natural compounds that contain ephedrine related substances
are sold in health food stores and are unregulated. All of these products can be taken in large
amounts to achieve the effect similar to that of other stimulants. Although serious effects do not
occur all of the time, substances containing ephedrine are not necessarily safe. They have caused
heart attacks, epileptic seizures, nausea, fatigue and even death; in Texas, eight deaths have been
reported.
While all legal stimulants available over the counter are not very strong and are not harmful
in normal doses, many people take huge amounts in order to get high and serious physical or
psychological damage can occur. In addition, the use of legal stimulants accustom youth to the use
of drugs and may encourage the use of illegal stimulants or other drugs.
Inhalants
Some youth inhale many different substances, ranging from gasoline to typewriter
correctionfluid, to get high. The most.commonly.used inhalants are glue, gasoline, paint and paint
thinner. Almost anything that has. a solvent that evaporates. at room temperature can be abused in
this manner. -.The. inhalantis;.usually._smeared:on..the:-inside of_a.paper,--or-:plastic bag, rag or old.
sock. The tumes are "sniffed". (breathed-in-through-•the:nose):-or- "huffed" (breathed in through the
mouth).
Inhalants are rapidly absorbed;into the blood _stream. through the nasal passages and lungs,
and the user gets high in minutes. Depending.on.the.amount-taken, once the user stops inhaling the
high lessens_ and is gone _usually within: a:halfhour.'_-.Thus, many inhalant users, continue -to "sniff'
in- order to, stay high.: An• inhalant high::isessentially.the same as • an., alcohol high; with aninitial
stage of euphoria followed, as the youth continues -to inhale; by greater intoxication, dizziness; and
loss of physical and mental control.
Inhalants are used mostly by very young drug abusers. The average age of children who
use inhalants regularly is between 12 and 13. These youth use inhalants because they are cheap
and easily available. Younger children who use inhalants have a tendency to move on to other
drugs as they get older, which is one reason why inhalant use tends to be lower among high school
seniors than it is among junior high or middle school students. Another reason is that many of the
heavier inhalant users never make it to the senior year before dropping out of school, often at least
partly because of their drug use.
Some people, usually young adults in their mid -20's or early 30's, use inhalants constantly.
These people may use inhalants every day, staying high for hours at a time. Such heavy inhalant
use places the user in grave danger. Inhalants can damage the liver, cause an imbalance in blood
chemicals, and lead to coma or even death. These inhalant dependent adults are often seriously
disturbed -- they have a reputation for violence and bizarre behavior. Occasionally, a younger
person develops this type of severe inhalant dependence, which inevitably becomes a critical
problem.
45
Most of the students who use inhalants, however, do not use them very often and the
amount that they use is unlikely to do any irreparable physical damage. Fortunately, while the
substances that are most often inhaled -- glue and gasoline -- are damaging, they are among the
least toxic of inhalants and seem to do little permanent damage when used only occasionally and in
small amounts. Inhalant users, however, typically do not know whether the substance they are
using is dangerous or not. There are some vapors that can be fatal and others that can sensitize the .
heart so that suddenly being startled or frightened could kill. Inhalant vapors are also flammable
and there is often a danger of explosion or fire. Inhalant intoxication is similar to alcohol
intoxication -- it interferes with judgment and motor skills, and can cause inhalant -intoxicated
youth to get into serious trouble as a result.
Communities should be aware that small groups of children can become obsessed with
using inhalants. Occasionally this pattern spreads to other groups of children, thus creating a
serious, widespread problem in their conununity. Such behavior rarely involves older youth, but
can remain an epidemic among the younger children. A severe inhalant problem can appear
suddenly in one grade or class even when previous classes have not shown it. It is wise to watch
for a sudden increase in the number of elementary or junior high school students using inhalants 10
or more times a month.
Nitrites (Amyl; Butyl, or Isopropyl)- .
Amyl and butyl• nitrites., when,sold=by prescription, :consist of small= capsules 'holding a'gas:-
Patients: with heart problems. sometimes_ use .these, capsules;, the capsule- is broken, and the gas
inhaled to help the heart: ;;These substances;- however, are also _sold- in spray cans, purportedly as
"room odorizers" or for. other . uses. They. are. -often sold under brand names with sexual
connotations. The drugs. are used by • some young people because, when inhaled; they produce' a
quick surge, of energy. The.effect.passes. off.almost_immediately.- .The .street -names -for these, drugs
-- poppers...snappers;.jolt.and.rush---describeahese#feelings::-
Nitrites are not viewed as highly dangerous, partly because they are rarely used by youth.
Anything that suddenly shocks the system or stimulates the heart, however, could lead to problems,
particularly if a young person has an existing physical problem or condition. The sudden drop in
blood pressure caused by the drug can lead to fainting and injury. There have been rare cases
where youth have taken "poppers" or "snappers" many times on a daily basis -- a practice likely to
do significant physiological damage.
Downers
"Downers" is a street name that covers nearly all barbiturates, sedatives and sleeping pills.
When prescribed by a physician, these drugs relieve muscle spasms, relax the patient, block pain to
some extent, and lead to a sleepy, drowsy state. The effect of these drugs is almost identical to that
of alcohol, and they have been called "a drink in a pill." The initial response to taking a downer is
often the same kind of euphoria felt in early drunkenness. As more drug is taken or more of the
drug is absorbed, the response is nearly the same as being drunk -- staggering, loss of coordination,
dizziness, drowsiness, poor judgment, slurred speech, etc.
46
Downers are administered in either liquid or pill form, but most illegal downers are sold as
pills or capsules for convenience. Also, a major source of downers is the family medicine cabinet.
Some youth steal downers that were prescribed to other family members or get them from old,
unused prescriptions. While downers can be injected, . adolescents usually take them orally.
Different downers have different reaction times, but it usually takes the digestive system time to
absorb any of them -- thus it can take 20 to 30 minutes to get high. The high fromone dose may
last from two to four hours, depending on the specific drug. A small percentage of users- take
additional doses to stay high for longer periods of time.
The major differences between downer intoxication and alcohol intoxication relate to the
settings where these substances are taken, and to beliefs about their effects. Young people who use
downers usually take them in small amounts and with friends in private surroundings. These
occasional users rarely find themselves in fights or involved in aggressive behavior when they are
taking downers.
Downers can be very dangerous since they pose the same dangers as alcohol intoxication,
with the accompanying poor judgment and loss of coordination. Furthermore, downers and
alcohol potentiate each other. Thus, taking downers with alcohol is like taking very large doses of
alcohol. Such use can lead to extreme intoxication, or even to coma or death.
Downers are also highly addictive. While most adolescents do not use them enough to
become addicted, taking downers- heavily and over a considerable period of time can lead to
addiction --- the_ need: to- take: downers; constantly-._ and _in:increasing doses.: -Heavy addiction- to
downers can be life-threatening,_ especially:if-theiperson: stops taking::them abruptly: = Withdrawals
from downers, as fromany„addictive ;:substance,should.be done. under:medical supervision:
Quaaludes ("ludes") are:also.a form_of.downer:..Quaaludes became so popular among.drug
abusers that they are. no -longer manufactured:.by, :any. legitimate. company, in the UnitedStates.
However, some illegal. manufacturing -of- them, :continues::,-- Quaalude .use ;• has:. been dropping since,
1982.
The physical and emotional response to Quaaludes and the dangers from their use are the
same as the effects and hazards of other kinds of downers.
47
Tranquilizers
Some young people also use tranquilizers to get high. The figures in the tables in this
report do not include use of tranquilizers that were prescribed by a doctor as medicine, but only
when tranquilizers were taken just to get high. The effects are similar to those of downers,
although tranquilizers are actually very different drugs. A heavy dose of tranquilizers, like
downers, creates an initial euphoria, but then drowsiness, inattention and impaired judgment set in.
Although some tranquilizers are milder drugs, the dangers are similar to those from taking
downers. These drugs are often prescribed for legitimate medical purposes but they are also used
illegally. If tranquilizers have been used heavily and on a daily basis, withdrawal should be done
under medical supervision.
Ritalin
Ritalin (methylphenidate) is a mild stimulant prescribed for attention deficit disorder.
When used appropriately with children who are hyperactive, instead of stimulating them further it
calms them down and helps them focus their attention for longer periods of time. As with other
stimulants, Ritalin can be used to get high. It can be injected or taken orally. The drug is
chemically similar to the amphetamines, and in high doses, the effects are essentially the same.
TABLE 20
Ritalin ,Use* by Ithaca City School District Students
6th 8th 10th 12th
Graders Graders - Graders Graders
Ever Tried <1% 2% 2% 6%
Used in Last 12 Months <1% 2% 2% 4%
Used in Last Month 0% <1% <1% <1%
Source: The American Drug and Alcohol SurveyTM
* Only use to get high is included in this table
Hallucinogens
Hallucinogens, a class of drugs also known as psychedelics, interfere with the nerve
impulses in the brain resulting in strange physical and emotional sensations, such as hallucinations.
LSD (lysergic acid diethylamide), the most common hallucinogen, is a substance that appears
naturally in a fungus, but is often artificially produced in a laboratory.
Other hallucinogens are derived from plants. The best known among drug users are
psilocybin, from a mushroom of that name, and mescaline, from the peyote plant.
48
Hallucinogens are taken orally, and take from 20 minutes to an hour to take effect. The
effects of a hallucinogen can last from less than an hour to a day or longer. The effects of LSD
usually last five to six hours.
The response to any drug is caused, of course, by the drug itself, but also to a great extent,
by the user's expectations. This is particularly true of hallucinogens. The amount taken is also
important; light doses, for example, rarely lead to vivid hallucinations.
After taking a hallucinogen, light, sound, and skin sensations often become very intense.
Users may feel disconnected from their bodies, or that their bodies are strange or distorted. On
heavier doses, users may see or hear things that are not there or get strange mixed sensations, such
as the feeling that they are seeing music or hearing lights.
Hallucinogen users frequently feel happy and relaxed when high, particularly in early
stages, but emotional responses can be extreme, particularly with heavy dosages. Most users,
however, know that their hallucinations are not real and are caused by the drug. Intense "religious"
or mystical feelings may be aroused, particularly if the user anticipates such effects.
Some young people who use hallucinogens believe that if the drugs are "natural" they are
safe to use. Psilocybin ("mushrooms" or "shrooms"), for example, are often cited as an "organic"
drug by users. Many times, however, the psilocybin mushrooms that they buy are actually grocery
store mushrooms. soaked in.LSD._..,There are: some. other hallucinogens that are also viewed as
different from .:LSD,. but:.which: are-,also,often_ simply L' SD 'disguised -gas: something else:, -It- should'
also .be,:noted:that .whether.ornot :a-drug=is'=organic"`has little-relevance,to.the dangers involved -in
using that drug.
Many young people:,.use, hallucinogens-without•:getting into direct trouble. Hallucinogens,
however, can cause problems with.some users, such as.bizarre,.behavior or accidents. -Sometimes
the user experiences strong feelings of paranoia:or fear_of going insane.'.Flashbacks (hallucinations .
that occurlong aftertaking_ the. _drug,) : may. ,occur . fairly- `frequently; but usually - do not cause
problems unless they . lead to panic or fear. Although it is quite- rare, a person who has taken
hallucinogens can later develop. serious .emotional. problems, problems that cannot be distinguished •
from the symptoms of severe mental illness.
While these serious problems are infrequent, hallucinogen use can cause other, more subtle
problems. These young people are at an age when they are struggling to develop their own
attitudes, beliefs, and values. Taking hallucinogens sometimes convinces them that they are
developing creative ideas and thoughts and learning the answers to life's problems; so they take the
drug instead of seekingreal solutions or actually developing creative and intellectual abilities.
There are other artificially produced hallucinogens, some of which are referred to as the
"designer drugs." These drugs are usually known by their initials -- DMT, MDA, MDPT, etc. (see
Table 16). These drugs are usually produced in home laboratories by complex chemical
procedures. There may be great dangers from these drugs. In at least one case, the chemist failed
to complete the chemical reactions involved, and one or two doses of the resulting drug led to
permanent damage to the brain and severe Parkinson's disease.
{
PCP
Phencyclidine (PCP) is a drug developed as an anesthetic for large animals. PCP acts
differently in humans. It is taken illegally as a pill or capsule, injected, sniffed or huffed. PCP is
often smoked, frequently as an additive to marijuana. When taken orally, it may take about an
hour to take effect. When injected or inhaled, the effects are felt in minutes. The user may stay
intoxicated for three to six hours on a dose.
With a light dose of PCP, there is often a feeling of euphoria. With a heavy dose, _the
muscles become rigid, particular movements may be repeated over and over again, and there may
be hallucinations and delusions, particularly feelings of paranoia. There was an epidemic of PCP
use in the late '70s, but PCP developed a reputation as a very dangerous and damaging drug, even
among drug users, and its use subsequently dropped off.
PCP is a very dangerous drug. In heavy doses, which are no more than about four times the
dose most often taken by PCP users, the drug can cause coma, convulsions and even death.
Chronic PCP users also have a reputation for bizarre and violent acts, including suicide and
murder. A number of reports suggest that these behaviors can occur days after the drugwas taken.
Ketamine
Ketamine- (Ketalar); is produced for.use,:as,amanimal. anaesthetic:,-: When injected in the
proper dose;' it can.be used as .a human_anaesthetic;. but° it=is; notwery.useful because it only leads to-
a short period of unconciousness..(15. minutes). and. there are many side .effects .includingshort
recovery, muscle spasms headache nausea;:hallucinations,:and confusion.
It is usually sold on the street as "Special K" and comes as a powder that can be injected or
sniffed. Usersreport that they feel . like they arefloating, and thatthey., sometimes experience
intense sensations.. of happiness.. They are likely- tohave slurred =speech, stumble, be dizzy; and
have problems thinking clearly. Hallucinations are common. Users can also "go into the K -hole",
becoming motionless, heavily sedated, and not responsive to what is going on around them. "Bad
trips" resembling psychotic episodes can also occur. Use at all night "raves" is reported to be
common.
50
TABLE 21
Ketamine Use by Ithaca City School District Students
6th 8th 10th 12th
Graders Graders Graders Graders
Ever Tried 1% <1% <1% 0%
Used in Last 12 Months 0% <1% <1% 0%
Used in Last Month 0% <1% 0% 0%
Source: The American Drug and Alcohol SurveyT f
Heroin
Heroin, morphine, and opium are all opiates. Opium is a drug derived from the opium
poppy. It can be smoked or taken orally and has long been used to block pain or to induce sleep.
Morphine is a stronger, concentrated form of opium. Heroin is produced by chemical treatment of
morphine; it works more rapidly and is more effective because it can get into the brain more
readily than morphine... While these,are..all_ essentially the_same drug, usersprefer heroin •because -
of its potency. Heroin is not legallyavailable-in the United. States.
If injected, heroin takes effectalmost,immediately, and the sensations will peak in less than
five minutes. The high. from a single dose. lasts from four to six hours. The rapid and intense
effect (the "rush") from injecting the drug is:popu1aramong the.drug's users, thus they often prefer
to administer it with a needle. In recent years, however, there has been a shift in the way that
heroin is used. There are hints that there is: less injection .(possibly -because of fear of AIDS) and
more use by snorting and smoking.. Tests by the National Institute on Drug Abuse showed that
smoking led to essentially the same physical and psychological responses as injection, although
more heroin is needed when it is smoked to achieve the same effect.
The response to taking the drug is usually a drowsy, relaxed state, with feelings of
euphoria, particularly if the user has experience with the drug. Although the usual response is
euphoric, it is not at all rare for a user to feel depressed after taking the drug. When the drug wears
off, there is a melancholy feeling that encourages repeated use.
Heroin use by students is still rare. Only about 2% of high school seniors throughout the
United States have tried heroin although in certain regions use is higher. Students who have tried
heroin are likely to be Multi -Drug Users who have experimented with many different drugs. There
is a concern that heroin use may spread more easily as smoking and snorting have become more
common ways of using the drug.
Heroin intoxication is, in many ways, similar to alcohol intoxication -- judgment, motor
skills, memory and attentiveness are affected. Heroin also reduces the user's motivation. It is a
highly addictive drug as many users begin to crave the sensations heroin causes and become very
anxious when they do not have the drug. When the user comes down from a high, there are often
feelings of depression, discomfort and a craving to continue using the drug. Frequent use over a
long period of time can trigger an obsession with heroin that dominates the user's life.
51
Sometimes there are a few younger students in a community who report that they have tried
heroin, and an even smaller number of high school seniors who say that they have tried the drug.
This may seem odd since the comparisons of 8th and 12th grade students, for example, usually
show considerably less drug use among the younger students. There can, however, be an exception
to this trend. Occasionally there are a few more very heavy drug users in the earlier grades, and
sometimes more younger students have tried heroin than local high school seniors. In many
instances these younger, heavier drug users drop out of school before their senior year.
Who are the young heavy drug users who claim to have tried heroin? Are these children
exaggerating their drug use? Younger students, particularly boys, have a greater tendency to
exaggerate on surveys. But there are a number of checks in the survey that almost always identify
such students. The researchers doing the analyses check for signs of exaggeration such as students
claiming the use of a fake drug; answers indicating improbable heavy drug use; and responses
claiming the use of very dangerous drugs despite no indication of use of the less dangerous and
more common drugs. Youth who exaggerate their responses on the survey are not counted in the
reported results.
There are also many internal checks to identify students who were confused by the survey,
and those students are also removed before tabulating the results. Any students who are listed in
the above table, therefore, probably really believe that they have tried heroin.
It is possible that some young :people:may,think:,that.:they.are.getting heroin,when they have
actually been -sold- a phony street:drug ' ::If so;:using.:that: drug= couldbe' almost as serious. as taking . .
heroin. The drug may be, a "designer drug that .could dovery severe -damage, and even if the drug
is innocuous, young people 'who take^it.'are ;showing,a willingness to use heroin, and are likely to
actually try heroin later on.
Narcotics other than heroin
Many other narcotics have effects similar to heroin. Morphine and opium are, of course,
the same basic drug as heroin, but not as concentrated. Demerol is a potent pain killer and
narcotic. Codeine has similar effects, but is less powerful. Methadone was developed as an
alternative to heroin for treatment of heroin addicts. It can be taken orally and lasts for a day or
more. Methadone does not make the user as drowsy and lethargic as heroin, thus the addict can
use it while working. Methadone, however, can also be abused. The physical and psychological
effects and the hazards of these other narcotics are essentially the same as those of heroin. The
survey questions ask only about the use of narcotics to "get high." Use under a doctor's care is
excluded.
Steroids
Certain types of steroids are a group of chemicals that under certain circumstances can
increase physical strength and endurance. These chemicals imitate hormones naturally found in
the body. Steroids are most often taken to improve athletic performance but they are increasingly
being used by young people to improve how they look. While steroids are not usually taken for
their mood altering effects, many users do report feelings of euphoria and an improved self-image,
and some report depression when they stop.
52
Recent studies show that about 5% of all male high school seniors have used steroids.
Females are less. likely to use steroids, but just how many use them is not known. Most young
people who use steroids start around age 15 or 16, although about a third of users started at
younger ages.
Steroids can be taken in pill form or injected with a needle. Many users will take them both:
ways, taking one type of steroid by pill and another by injection. This is called "stacking", and it is
believed by those who use them that this combination greatly increases effectiveness. Whether it
really does or not is open to question. Steroids are usually taken in cycles lasting from several
days to two weeks and their use is coordinated with body building exercise routines. From one to
several doses may be taken per day, but it is often difficult for an individual to tell how much they
are actually using since the quality and quantity of the supply may be unreliable.
Young steroid users who are still going through puberty may experience serious physical
damage. If use starts young enough, steroids can stunt growth by stopping bone development.
Other serious effects for males include degeneration of the testes and impaired sexual and
reproductive ability. Females encounter a range of symptoms that make them appear more
masculine, such as increased growth of hair and deepening of the voice. Menstrual and
reproductive problems also occur. In heavy, extended doses serious and even fatal liver damage
may occur for both sexes. There are some reports of increased heart problems, but this is an area
where more study is needed.
In addition to physical problems steroid, -users. often °experience a wide range of emotional
disturbances. It is not unusual to find an increase in anger and aggression, anxiety, depression,
and sleeping problems. Certain .users may also progress to very serious psychiatric problems such
as paranoia and hallucinations...
TABLE 22
Steroid Use by Ithaca City School District Students
Ever Tried
Used in Last 12 Months
6th 8th 10th 12th
Graders Graders Graders Graders
2% 2% <1% 0%
1% 2% <1% 0%
Source: The American Drug and Alcohol SurveyTM
CONCLUSION
This report shows that there are a significant number of young people from Ithaca City
School District who are at risk from their use of drugs. The report also provides more details about
some of those risks. For example, Tables 12A and B show some of the consequences of alcohol
and drug use that these students admit they have encountered, and Table 16 lists some of the high
risk alcohol and drug behaviors.
The report also shows that the school cannot deal with this problem alone. While some
youth may come to school high on alcohol or drugs, Tables 6A and B show that most drug and
alcohol use is with friends and outside of school. These associations with drug using friends are
very important in understanding drug use. Young people who use drugs tend to have friends who
use drugs. Young people who do not use drugs, on the other hand, have friends who would try to
stop them from using drugs.
Drugs seem to be available anywhere in the United States, and Table 5 shows that at least
some students at Ithaca City School District believe that most drugs are available here. Preventing
drug use and limiting the damage done by alcohol and other drugs will require a concerted effort
by the whole community: schools, parents, community leaders, and youth.