 The following
information is taken from 'Solvent Abuse: Teachers' information and
notes', a Re-Solv publication.
Approaching
solvent abuse
Solvent abuse
is a difficult and hidden issue, often overshadowed by the abuse of
illegal drugs and other issues such as underage smoking. However, when we
take into account the availability of solvent based products and the
reported numbers of deaths form this activity, solvent and volatile
substance abuse is an issue schools cannot afford to ignore.
In 2004, the last year for which there are official
figures, there were 47 deaths resulting from the deliberate inhalation
of volatile chemicals.
The aim behind
this publication is to promote teachers' and pupils' understanding of VSA
and the complex issues that surround it.
Teachers,
parents and carers are at the forefront in giving young people the skills
and information to make healthy and responsible decisions.
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The
National Curriculum
In England and
Wales, certain aspects of drug education are a statutory requirement as
part of the National Curriculum science Order. This states that
pupils should be taught:
- at
Key Stage 1 (5-7 year-olds) about the role of drugs and
medicines;
- at Key Stage 2 (7-11 year-olds) that tobacco, alcohol and other
drugs can have harmful effects;
- at Key Stage 3 (11-14 year-olds) that the abuse of alcohol,
solvents, tobacco and other drugs effects health and that the body's
natural defence may be enhanced by immunisation and medicines and how
smoking effects lung structure and gas exchange; and
- at Key Stage 4 (14-16 year-olds) the effects of solvents, tobacco,
alcohol and other drugs on body functions.
The
requirements of the National Curriculum represent the statutory minimum
for schools. It is for individual schools to consider whether and if
so how, they might wish to extend provision for drug education beyond
this. Teachers should be aware that solvent experimentation most
commonly occurs at an earlier age that experimentation with illegal
drugs. Therefore, the age at which pupils are taught about solvents
should reflect this.
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School
policy
There is no
statutory requirement for schools to have a specific written policy on
drug-related incidents. However, it is generally acknowledged that a
clear comprehensive and coherent statement of policy can play a vital role
in raising awareness and understanding, thereby resulting in more
effective interventions in relation to drug-related incidents and
issues.
Schools should
also consider their policies in relation to VSA.
Possession of a volatile substance is not an offence, although supply,
under some circumstances is. Therefore, specific references to VSA
should be included within school policy documents.
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Educating
young people about solvent abuse
Prevention is
key, which means that any education about solvent abuse needs to start before
exposure or experimentation is likely.
- Most
experimentation takes place between the ages of 12 and 16, though
children under 10 years of age have died from the effects of VSA.
- Reports
indicate that the age of experimentation is dropping, with incidents of
children as young as 6 becoming involved, often encouraged by older
children.
- Between
1971 and 1997 most deaths from VSA occurred in the 14-18 age group,
representing approximately 62% of all VSA deaths.
- Young
people remain the group most affected by VSA and of the deaths in 1997,
49% were aged under 20.
- Solvent
abusers can be male or female, although there are a higher number of
solvent related deaths in boys.
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Recognizing
VSA
The immediate effects of
solvent abuse happen very rapidly and it is therefore unlikely that
parents, carers or teaching staff will see the young person whilst they
are under the effects. Symptoms are similar to those experienced through
alcoholic intoxication and may include happiness, excitement, nausea,
headaches or dizziness, although this might also be evidence of the abuse
of other substances such as alcohol or even the use of prescribed
medicine.
However, there are other
factors that may be indicative of solvent abuse. These include:
-
The
disappearance of aerosols, glues and other abusable products. At
the same time, empty aerosol, butane or adhesive containers may be found
in concealed places where the youngster has been, for example in the
home or around the school. The child may make increased demands for
money or begin stealing money or shoplifting to support the habit.
Reports in the local paper are a good way to monitor problems in the
local area.
- A chemical smell on the
young person’s breath or clothes may be an indication of recent abuse.
Rashes and spots around the nose and mouth are symptoms, but only occur
with specific products and are easily confused with normal teenage spots
and acne.
- Apathy,
moodiness—particularly violent mood swings and
unusual secretiveness regarding the youngster’s social activities may
be indicative of VSA. A general decline in attitude and behaviour, or
poor attendance, whilst general signs for concern, may point towards a
VSA problem.
This is by no means a
definitive list and individual cases should be assessed and approached
with caution to obtain the facts.
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Understanding
why
There is a
common misconception that those who become involved in volatile substance
abuse are deviant young people who use volatile chemicals for the sole
purpose of 'getting high'. This generalization make no allowance for
the complex reasons behind the actions of many young people, for whom the
sensation of 'being high' is neither pleasurable or acceptable, rather a
means to an end.
As adults we
must loose our preconceptions. The one thing that must be absolutely
clear is that there is no one stereotypical child who sniffs volatile
substances.
Therefore,
when approaching VSA, one must take into account the very individual
reasons for which young people become involved. This is by no means
a definitive list, but motivations may include:
- Experimentation:
VSA can satisfy a youthful need to experiment.
- Peer
pressure: The power of peer pressure can often be
underestimated. The pressure to be popular can make it difficult
to resist persuasion, taking risks may seem an easy way to impress
friends.
- Medical/psychological
factors: 'Sniffing' may arise as a symptom of another problem,
rather than the actual cause. It can be a means of avoidance and
protection. When dealing with VSA, teachers need to be aware of
the effects of bereavement and divorce on young people, any mental or physical
stresses associated with school or adolescence and how they might cope
with these.
- Accessibility:
Volatile substances can appear as an attractive alternative to illegal
drugs as they are cheap and easy to buy or steal and many are freely available
in the home.
- Boredom:
'Sniffing' can satisfy a need for new, exciting and cheap social alternatives.
- To
shock: The power to shock can be a means of asserting one's
individuality during a typical period of conflict between parent and
child.
- Social
activity: Young people may see 'sniffing' as comparable to their
parents having a social drink at the pub.
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