FACILITATOR/USER MANUAL
United States Army
Center for Substance Abuse Programs
PART ONE. GETTING STARTED
PART TWO. ALCOHOL 101 LESSON PLANS
APPENDIX
We are constantly being bombarded with information in the media about excessive drinking incidents on college campuses, in communities and on installations that result in tragic, often fatal, results. Recent statistics from national surveys suggest that alcohol and other drug abuse continues to rise, especially among our youngest citizens. We are led to believe that all young people are abusing alcohol on a regular basis. Contrary to this common perception, most young people do not drink excessively. Those who do, however, often have to deal with issues ranging from unsafe/unplanned sex and aggressive behavior to acute alcohol poisoning and drunk driving.
Alcohol 101 is an innovative, first-of-its-kind interactive multimedia CD-ROM program aimed at reducing the harm associated with excessive drinking among young adults. It’s an engaging program that combines video vignettes, animation, games and another learning activities played out in a "virtual" party scenario. It was developed for college students by the Department of Community Health at the University of Illinois, Urbana-Champaign and The Century Council, a national nonprofit organization. Alcohol 101 encourages positive behavioral changes with regards to alcohol consumption by supplying role models, with whom young adults can easily identify, to illustrate health promoting values and responsible decision-making skills that can be translated into real-life situations. By demonstrating the negative outcomes of decisions to use alcohol excessively and providing socially acceptable alternatives, the program encourages young adults to maintain personal safety, integrity and control in situations involving alcohol. In addition, the product gives the user the opportunity to "drink" at a virtual bar that, through a blood alcohol content (BAC) calculator provides personalized information about how food, time and the amount of alcohol consumed effects their personal BAC. This feature was developed because research indicated that many young people did not understand the effects of different amounts of alcohol on different people, and were unaware of what amount of alcohol could place them at personal risk for these negative consequences. Alcohol 101 uses a concept called "positive norming" to help communicate information to the user. Positive norming uses the reality of peer attitudes and behaviors to counter myths and misinformation about drinking and fosters smart decision-making.
Smart decisions are based upon respect for yourself, respect for others, and respect for the law. Everything a soldier does should reflect a Consideration of Others, that his or her actions indicate a sensitivity to and regard for the feelings and needs of others and an awareness of the impact of one’s own behavior on them. The message of Alcohol 101 reinforces and supports Consideration of Others and the Army values of Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage. Together these values spell Leadership. The message is clear: Make decisions responsibly, be proactive, be smart and safe in all that you do. Our values, attitudes, behaviors and beliefs are cornerstones of who we are and how we do things. They form the basis of how we see ourselves as individuals, how we see others, and how we interpret the world in general.
This manual is divided up into three sections. Part 1, Getting Started, will provide you with information on the materials, your options for implementing the program, how to best use the different modules and content areas, and the necessary technical information you will need to set up and run the program. In addition, there is a section on group facilitation skills for you to review. The minimum recommended time for using the program with a group is two hours.
Part Two contains easy to use lesson plans providing specific focused instruction. It begins with sections on Leadership and Army Values. Read these prior to beginning facilitating the program and think of ways in which you can integrated Army Values and Leadership into the other topic areas. There cannot be enough emphasis placed on the role our values and leadership plays in how we conduct ourselves in any situation. Additional content area lesson plans in this section also include general alcohol education, blood alcohol content (BAC) levels, sexual situations, drunk driving, alcohol overdoes, and normative behavior.
Part Three is the Appendix and contains two important program tools: the Pre- and Post-Test surveys. At the beginning of the program the Pre-Test should be distributed to participants for completion. These confidential surveys will be used to assess soldier knowledge, attitudes, and perceptions about alcohol use and responsible decision making. When the program is over, participants should then complete the Post-Test surveys. These will provide feedback on increased awareness and new learning in the program content areas, and help evaluate the CD as a teaching tool. All information gathered in the surveys will be used for statistical analysis in program planning and development at headquarters.
The Alcohol 101 software currently contains pre- and post-surveys that were developed for use by students on college campuses. These are not applicable to our target audience and so we suggest you disregard them entirely.
If you have any questions please call Tracy Felton at ACSAP at DSN 761-5583 or commercial 703-681-5583.
Good luck and enjoy your Alcohol 101 experience!
GETTING STARTED
INTRODUCTORY MATERIAL AND POSITIVE NORMING
The user is guided through the CD-ROM product by the program host "Norm" (short for positive norm), an irreverent talking lava lamp who engages the user with language, music and images that are most likely to capture the attention of the young adult target audience. When the user first enters the disk, Norm offers some basic information about the purpose of the CD-ROM product. Before we enter the party, Norm gives the user the opportunity to personalize the party experience by entering specific demographic information, i.e., name, age, weight, height and gender, music preference, game plan, drinking plan, food consumed, mood, drinking history and beliefs about weekly alcohol consumption by M/F peers. By asking questions such as "How are you feeling?" and "What have you eaten?" the disk also encourages the user to be aware of the many factors that can influence how alcohol will affect them before they place themselves in situations where alcohol is available.
When they exit the program, the user can learn about the accuracy of their perceptions about their peers’ drinking by reviewing national statistics on college students alcohol consumption. Research has shown that correcting students’ misperceptions about their peers’ alcohol consumption can contribute to the development of less harmful drinking behaviors.
The learning activities are all contained within the "virtual party," hosted by Norm, the talking lava lamp. From the party, the user explores all areas of the disk, including:
Virtual Bar/Bac Calculator
Warning text screens on the calculation of the BAC, mixing drugs and state Zero Tolerance Laws along with Norm’s voiceover instructions appear first; the user is instructed to click anywhere to continue or allow the voiceover finish to auto-advance. Calculate your BAC as you drink a variety of alcoholic and nonalcoholic beverages during the course of an evening. Rollover a drink to see its name and alcohol content. Click on it to select it. You can click on another to deselect the first drink chosen. Click "sip, drink, or slam" to consume it at a desired speed (1, 20 or 40 "virtual" minutes). The clock begins upon the first drink. "Peak BAC" and "Time Until .000 BAC" are displayed. Clicking on "Friends" on the wall banner allows the user to compare one’s own drinking to that of peers of different genders, height and weight. Clicking on "Food" on the wall banner allows the user to see how food affects the absorption rate of alcohol. The Virtual Bar keeps track of your drinks at the bottom of the screen and provides information about the physical and behavioral symptoms exhibited at different BAC levels. Clicking on "Reset" on the wall banner allows the user to return the BAC to .000 and start drinking again. The "Back to Party" icon goes back to the Party.
Interactive Video Scenarios
Clicking on animated figures in the party scene triggers three interactive video scenarios involving guests at the party (except for the dancing couple, which goes to a text screen on sex), each with a different attitude toward alcohol and a different goal in attending the party. "Decision trees" in each scenario allow the user to determine the characters’ actions. Users can meet each character before they start the scenario, or go straight to the story.
Norm’s 20 Questions/Parting Gifts
Twenty-four items in the party scene show a yellow "halo" when the cursor touches them. Clicking on 20 of these objects bring up text and audio files that present information about alcohol in a multiple-choice, game-show format (Norm’s 20 Questions); the other four bring up text files dealing with various topics covered in the disk (Parting Gifts). A complete list of these documents is available in the Index and the text can be printed out for reference.
Reality Wall
Select any of the four (4) newspaper headlines on the Reality Wall to see videotaped personal testimonies of how alcohol-related behavior/consequences have impacted the lives of the individual(s), family and friendships.
Rave Room
Clicking on the "Swirling Door" in Quadrant 4 goes to the "Rave Room". This free-form, fast-moving area offers over 70 random text messages about alcohol by clicking on a variety of animated, flying icons. The Rave Room text can be printed out in hard copy. Click the "Get Me Outta Here" icon to go back to the party.
"Must Bac TV"
Clicking on the TV in Quadrant 3 goes to video experiment entitled "MUST BAC TV", which focuses on differences in BAC by gender and weight by recording varying coordination and response time while individuals are "under the influence." Retired police captain Jim Gardner uses a brake simulator and a breathalyzer with a group of legal-age college students in an experiment that graphically relates alcohol consumption and driver safety.
NOTE: While this feature of the software illustrates the effect of excessive alcohol consumption on response time, the Army does not condone or support the use of alcohol or other drugs as a teaching methodology.
"My First DUI"
Clicking on the steering wheel icon that appears below the "MUST BAC TV" or below the Virtual Bar takes the user to My First DUI. These informative screens give the user an idea of what it’s like to be convicted of driving under the influence of alcohol.
Users can exit the disk by clicking on any of the "Exit" signs in the party scene. Users see a list indicating what areas of the disk they have and have not explored. By clicking on any item on this list, the user can go directly to that item. This list can be printed to document which areas of the program a user has seen. The positive norming feedback is also provided at this point.
During the exit phase, the user can also print out several documents summarizing important information in the disk. Clicking on the "Print" button prints the document; clicking on the name of the document brings the text up on the screen:
As you continue using the disk, you may find that you want to get to the party quickly, rather than go through the entire registration process. These short cuts will help you navigate around the program as quickly as possible.
Filling In Your Statistics
You can fill in your statistics to use the Virtual Bar without answering all the other questions about your transportation plans, mood, etc. When the disk opens, you will see a "test pattern" screen with several happy-face icons. Hold down the shift key while clicking on the LOWER LEFT HAND happy face. This will take you to a pre-set "vital statistics" summary screen. From here, you can click on the icon for any statistic (gender, weight, etc.) to enter personalized information.
Straight To The Party
If you are opening the disk for something that doesn’t involve the Virtual Bar, you can skip the statistics section completely. To do this, go to the statistics summary screen as above and hold down the shift key while clicking on the yellow and black arrow in the lower right corner. This will take you directly to the party.
Using The Program Map
The program map is available by clicking on the "house" icon in the lower left of the party screen. The map is an interactive blueprint of the party. Rollover titles and click on them to go to that area. In addition to the map, there is the "User Manual", "Index" (a ‘hot’ list of what’s in the party and "where you’ve been"), "Web" (a text screen with website information), "Instructor Printouts (information regarding things to print from the CD-ROM), and "Credits" (production credits). You access these screens by clicking on the icons on the bottom of the MAP screen.
The life-preserver icon at the bottom of the party screen takes you directly to the on-line User’s Manual, which contains installation requirements, a description of the party, and operating tips for each section of the program.
Navigating By Topic
On the left-hand side of the map screen, you will see "On" and "Off" buttons for program "roadmaps." Clicking the "On" button will activate drop-down menus that list all the elements of the disk, categorized by alcohol-related topics. By using these menus, the user can go directly to all the material in the disk on:
Sound
You can completely turn off the soundtrack in the disk by clicking on the loudspeaker icon below the party scene. Clicking again will turn the soundtrack back on. To adjust the volume, click the up and down cursor keys. To change soundtracks from within the party, go to the map and click on the button for the soundtrack you want.
Printing Program Text
In addition to the "Parting Gifts" (see above), the following documents can also be printed:
To print this information, you will need to quit the program and open the folder on the CD-ROM titled "Print." The documents can be opened in Microsoft Word in either Windows or Macintosh format.
TECHNICAL AND OPERATING INFORMATION
PHYSICAL FACILITIES
General Requirements
Alcohol 101 is a "hybrid" program that can be used on either Macintosh or PC computers. It is a multi-media disk that requires video and audio capability, as well as a color monitor.
Hard-Drive Installation
Although the program can actually be installed on a computer’s hard drive, this would require such an enormous amount of space (650 MB) that it is unlikely to be a practical way of using the program.
Lab Settings
Some machines in computer labs or education centers may not be equipped with sound cards. Make sure every machine where you plan to use Alcohol 101 has this capability.
If you are planning to use Alcohol 101 in a computer lab or similar setting, you will need headphones for each user. Make sure that the cord is long enough to allow the user to wear the headphones and still view the computer monitor.
Large-Screen Projection
If you have a multi-media projector, Alcohol 101 can be projected from the computer onto a wall or screen for use in classrooms or other group settings.
SYSTEM REQUIREMENTS
The design of Alcohol 101 assumes users meet the following minimum hardware and software requirements:
Windows 3.1, 95 or 98
hard drive space for installation
Macintosh
NOTE: In both Macintosh and Windows systems, 16 MB or more free RAM will significantly improve performance. Set the monitor to 256 colors and 640x480 resolutions ("Settings:Control Panels:Display" for Windows; "Apple:Control Panels:Monitors" for Macintosh) before starting Alcohol 101. For best performance, before launching the program turn off Virtual Memory ("Settings:Control Panels:System" or "Apple:Control Panels:Memory") if it is on, and disable all screensavers and network connections.
Macintosh users: If you are experiencing missing graphics, sounds, or transitions, shut off unnecessary extensions to maximize available RAM.
Disk Installation
To install the disk on your computer, look at the white flap on the inside of the CD-ROM package and follow the instructions for the type of computer you have: Macintosh, Windows 3.1 or Windows 95/98.
NOTE: If you have problems installing the disk, please do the following:
(1-888-203-7334).
INSTALLING ALCOHOL 101 ON A COMPUTER NETWORK
Running the program from a computer network server has two advantages:
To use Alcohol 101 on a network requires installing the program on the server and making sure that the appropriate version of QuickTime is installed on each client machine. Individual users then insert the CD-ROM at the client computer and run the program from there.
There are two ways to install Alcohol 101 to the server and run the program simultaneously on the client machines. Using the "Typical Installation" option on the server offers the best performance. Using the Compact Installation option saves installation time and disk space on the server and client machines. However, it also provides lower performance.
Typical Installation:
Compact Installation:
Need Help?
Technical support for Alcohol 101 is available through several avenues.
On-Line Help
If you have access to the World Wide Web, the user manual and answers to frequently asked questions are available at: . If your questions are not answered here, click on the e-mail link to reach tech support.
Toll-Free Number
If you do not have Web access, please call 1-888-203-7334 to reach a live operator. Support is available 8:00a.m. to 8:00p.m., Central Standard Time, Monday through Friday.
Suggestions and implementation strategies for use of the Alcohol 101 program generally fall into two major categories: group use and individual use. Either one of these uses, in turn, may be voluntary or mandatory; classroom-based or education center-based; facilitator-led or self-paced; targeted to special groups or installation-wide. As you read through the following checklist, keep these basic options in mind in determining how best to take advantage of this unique and effective program.
Back To Table of
Contents
RECOMMENDATIONS
In order to maximize the learning opportunities provided by Alcohol 101, we recommend that facilitator-led instruction occur in training sessions that are no less than two (2) hours in duration. This will allow for adequate program usage/review, discussion and participatory activities to fulfill the stated learning outcomes for each module.
IMPLEMENTATION OPTIONS CHECKLIST
Audiences Class Types
Incoming / first-year recruits First-year recruits course
Active Duty Soldiers Wellness courses
Disciplinary cases Public health
Officers Addiction and substance abuse
Women Safety / first aid training
Family members Officer training
Train the trainer
Settings
ADAPCP office Formats
Education center Group use
Wellness / health center Individual use
Counseling center Individual / group combination
Academic classes Mandatory
First-year experience classes / seminars Optional
Soldiers personal computers Disciplinary
Special events / health fairs
Trainings
Learning Objectives
General alcohol education
Education specific to BAC, sexual behavior, DUI,
overdose / drinking games
Leadership / smart decision making
Training has two components: content and process. Content is the material presented and discussed; process is the way the presentations and discussions are carried out. Parts One and Two of this manual will help you organize the content of the program using a format that maximizes your training time. This section focuses more on the process, specifically talking about issues based upon adult learning theory. Simply put, this means that adults learn differently from children, being more self-directed and independent in their approach to learning new things. The way adults learn and value what they are being taught is based upon their experiences: culture, prior knowledge, biases, attitudes, and social relationships. Adults need practical information that they can use immediately, based upon the skills they need and the tasks they must perform. In addition, peers are a tremendous resource and source of influence for the adult learner. That is why much of what you will present will be reinforced by the group discussions. Your role is more of a facilitator than a "teacher," moving the process along, but allowing your audience to be responsible for their own learning.
You will be the model for your group during this training. Your behavior as the trainer must support the learning goals. Some helpful tips on appropriate modeling are:
To have a successful program, a good facilitator knows that careful planning must take place before the actual date. As you plan for your training, review the following list:
Additional Training Tips:
The way you facilitate this program will be based upon the needs of your audience. You will not have all the time you would ideally like to have, so you need to identify what are the most important aspects of the content for your group. In order to do this you must be completely familiar with the materials.
Develop an agenda, and make adjustments as necessary. Consider the size of the group and plan for space and equipment to match the needs of the group. You may not have much choice in the arrangement of your space, but try to work for an atmosphere that is inclusive and allows everyone to be comfortable. Be sure to try out your equipment and make sure you have everything you will need.
Practice! Even the most experienced group facilitators practice, especially when working with new materials. Read through this guide thoroughly, and review the software in its entirety. Write an outline for yourself, and don’t be afraid to use your own experiences as reference points.
Good luck, and enjoy yourself in this multi-media learning experience!
ALCOHOL 101 LESSON PLANS
Leadership is the most essential element of combat power and Army operations doctrine is leadership intensive. Leading effectively is not a mystery and can be learned through self-study, education, training, and experience. Successful leaders prepare for their missions by training and leading as they intend to fight. To operate effectively as a leader across the entire spectrum of your roles and responsibilities you must understand not only what you are, i.e. your rank, but who you are. Do you have the qualities of leadership?
What is Leadership?
Leadership is the process of influencing others to accomplish the mission by providing purpose, direction, and motivation.
1. Purpose
Purpose gives soldiers a reason why they should do difficult things under dangerous, stressful circumstances. You must establish priorities, explain the importance of missions, and focus others on the task so that they will function in an efficient and a disciplined manner.
2. Direction
Direction gives soldiers an orientation of tasks to be accomplished based on priorities set by the leader. The standards you establish and enforce will give your soldiers order; tough training will give them confidence in themselves, their leaders, each other, and their equipment.
3. Motivation
Motivation gives soldiers the will to do everything they are capable of doing to accomplish a mission; it causes soldiers to use their initiative when they see the need for action. You motivate your soldiers by caring for them, challenging them with interesting training, developing them into a cohesive team, rewarding successes, and giving them all the responsibility they can handle. Effective leaders use both direct and indirect influence to lead. You will find you can influence your soldiers mainly in a direct manner, but there are other, indirect methods. A leader creates a climate that encourages subordinates and peers to actively participate and want to help you accomplish the mission. Key ingredients to develop this relationship are mutual trust, respect, and confidence.
Am I a Leader?
As a leader you must have an honest understanding of who you are, what you know, and what you can do. You must know your strengths, weaknesses, capabilities, and limitations so that you can control and discipline yourself and lead your soldiers effectively. You must continuously ensure that each soldier is treated with dignity and respect.
Assessing others may be easier than looking honestly at yourself. If you have difficulty assessing yourself, ask your leader what s/he would like to see you change about the way you lead your soldiers, work with unit members, or support him/her. Give him/her time to think of specific suggestions and then meet to talk about them. You can also seek the counsel of your peers, or ask an experienced subordinate how well s/he thinks you issue orders or provide needed information. Consider all these points of view and then work on improving yourself.
The Situation
All situations are different; leadership actions that work in one situation may not work in another. To determine the best leadership action to take in a given set of circumstances, first consider the available resources. Then consider the subordinate's level of competence, motivation, and commitment to perform the task or mission. In one situation, you may have to closely supervise and direct a subordinate's work. Another situation may require you to encourage and listen to ideas. In still another, you may need to both direct and encourage a soldier to ensure he can accomplish a task.
The timing of your actions is also important. For example, confronting a subordinate or peer may be the correct decision, but if the confrontation occurs too soon or too late, the results may not be what you want. You must be skilled in identifying and thinking through the situation so that you can take the right action at the right time.
What if you take the wrong action? It happens. We all make mistakes. Analyze the situation again, take quick corrective action, and move on. Learn from your mistakes and those of others.
Communication
Communication is the exchange of information and ideas from one person to another. Effective communication occurs when others understand exactly what you are trying to tell them and when you understand precisely what they are trying to tell you. You may communicate what you want orally, or in writing, through physical actions, or through a combination of all of these. You must recognize that you communicate standards by your example and by what behaviors you ignore, reward, and punish.
The way you communicate in different situations is important. Your choice of words, tone of voice, and physical actions all combine to affect soldiers. Leadership is more than setting the example and bravely leading a charge. The ability to say the correct thing, at the appropriate moment and in the right way, is also an important part of leadership.
In peacetime you must create the kinds of bonds that enable soldiers to follow you so that they will conduct themselves properly in combat. You must win their trust and confidence before, rather than after, combat has commenced. An important element is to convey the facts and requirements accurately without the added confusion of your personal bias. What and how you communicate either builds or harms the strength of the relationship between you and your soldiers. Discipline and cohesion in units come from these relationships.
Effective communication implies that soldiers listen and understand you. Since soldiers listen to leaders who listen to them, you must work hard at understanding exactly what your soldiers are saying to you. Good listening is hard work but you can learn. Do not interrupt when others are speaking. Look at the person speaking; listen to what is said and also to how it is said since emotions are an important part of communication. If you listen to your subordinates, they will listen to you.
In any circumstance you must consider these factors of
leadership and choose the best course of action.
THE PRINCIPLES OF LEADERSHIP
The 11 principles of Army leadership are excellent guidelines and provide the cornerstone for action. They are universal and represent fundamental truths that have stood the test of time. Developed in a 1948 leadership study, the principles were first included in leadership doctrine in 1951. Use these principles to assess yourself and how you can improve your ability to be a leader. They are:
Think about the following questions in the context of this program and smart decision-making. There are no right or wrong answers, but you must discover your own answers to help you understand who you are:
The Army is probably the largest and most diverse organization in the country with an ethnic and racial makeup most reflective of American society. You each bring a set of values and attitudes that have been cultivated over many years. Additionally, these values and attitudes are still being shaped and refined with each new experience. Many of you have strong memories about recent events in your lives, such as promotion, schooling, a new baby, or a transfer. These events and ones yet to come, serve to shape your values and attitudes for the future. However, values and attitudes do not automatically change just because someone puts on an Army uniform. Some values and attitudes, when coupled with a lack of awareness, or insensitivity about others that are different from us, can produce confrontations, anger, and even violence. It is imperative all soldiers and civilian employees recognize and manage their differences so they do not interfere with the Army's mission effectiveness or ability to fight and win on the battlefield.
What Are Values?
Values are attitudes about the worth or importance of people, concepts, or things. Values influence your behavior because you use them to decide between alternatives. Values, attitudes, behaviors and beliefs are cornerstones of who we are and how we do things. They form the basis of how we see ourselves as individuals, how we see others, and how we interpret the world in general. Examples of values are: money, friendship, justice, human rights, and selflessness.
Your values will influence your priorities. Strong values are what you put first, defend most, and want least to sacrifice. Individual values can and will conflict at times. Example: If you incorrectly reported a patrol checkpoint, do you have the moral courage to correct the report even if you know your leader will never discover you sent the incorrect report? In this situation, your values on truth and self-interest will collide. What you value the most will guide your actions. In this example, the proper course of action is obvious. There are times, however, when the right course of action is not so clear.
ARMY VALUES
The seven Army values that all soldiers and leaders are expected to know, understand, and follow are:
a. Duty. Fulfill your obligations.
b. Integrity. Do what's right, legally and morally.
c. Courage. Face fear, danger, or adversity (Physical or Moral)
d. Loyalty. Bear true faith and allegiance to the U.S. Constitution, the Army, your unit, and other soldiers.
e. Respect. Treat people as they should be treated.
f. Selfless Service. Put the welfare of the nation, the Army, and your subordinates before your own.
g. Honor. Live up to all the Army values.
Everyone has a value system. A value system is a set of values adopted by an individual or society influencing the behavior of the individual or members of the society, often without the conscious awareness of the members of that society. One of the problems all soldiers must learn to deal with occurs when they perceive something that contradicts between the Army values and their own value system. Oftentimes it is rejected is as having no importance. The goal is for soldiers to adopt the seven Army values as the basis for their own value system. This may not happen overnight, but all of us should seek to use the seven Army values as our own.
Values can be categorized as follows:
Socialization is the major source of an individual's values. These values are formed in the home, schools, peer groups, neighborhoods, communities, jobs, churches or synagogues. Through these institutions, a behavior code is given and people not only learn what is expected of them, but they build their own value system. Values also grow from a person's experiences. Different experiences produce different values, and a person's values are modified as those experiences accumulate and change. It is a lifelong process that incorporates an elaborate system of rewards and punishments from significant others and society in general.
Think about what you have personally accomplished during the last 10 years. What are the two or three major accomplishments and how do they related to your values? Think about your next ten years. What are your major long-term goals and what do you want to accomplish during the next 10 years? How will your values influence the achievement of those goals? .
Our values, attitudes, behaviors and beliefs, are cornerstones of who we are and how we do things. They form the basis of how we see ourselves as individuals, how we see others, and how we interpret the world in general. Every action we take, every decision we make is also a reflection of who we are and what we represent. Our choices and our smart decisions should reflect the values that we hold as individuals, as members of society, and as soldiers.
MASTER LESSON PLAN: GENERAL ALCOHOL EDUCATION
PROGRAM CONTENT
LEARNING OBJECTIVES
After viewing the appropriate components, users will be able to:
PRESENTATION SEQUENCE
PROGRAM POINTS OF INTEREST
Virtual Bar
Norm’s 20 Questions
Interactive Video Scenario
(Choose One)
Explore different decision paths, and consider:
Reality Wall Video (Choose One)
Consider:
Exiting The Party
DISCUSSION QUESTIONS
The Virtual Bar
Interactive Video Scenario
The Reality Wall
Army Leadership and Values
FOCUSED INSTRUCTION: BAC LEVELS
PROGRAM CONTENT
LEARNING OBJECTIVES
After viewing appropriate components users will
be able to:
to alcohol
PROGRAM POINTS OF INTEREST
Virtual Bar
Norm’s 20 Questions
Party Hot Spots/Parting Gifts
"Must BAC TV" (BAC and Reaction Time)
DISCUSSION QUESTIONS
Virtual Bar
"Must BAC TV" (BAC and Reaction Time)
My First DUI
Army Leadership and Values
SEXUAL SITUATIONS
PROGRAM CONTENT
LEARNING OBJECTIVES
After using the program , users will be better able to:
PROGRAM POINTS OF INTEREST
Virtual Bar
Video Scenario: Alison and Dante
Reality Wall: "Sexual Assault Charged"
Norm’s 20 Questions
Party Hot Spots/Parting Gifts
DISCUSSION QUESTIONS
Army Leadership and Values
FOCUSED INSTRUCTION: DRUNK DRIVING
PROGRAM CONTENT
LEARNING OBJECTIVES
After viewing appropriate components, users will be able to:
PROGRAM POINTS OF INTEREST
Virtual Bar
Video Scenario: T.J. and Louie
Reality Wall: "Student Crashes Car"
Norm’s 20 Questions
"Must BAC TV" (BAC and Reaction Time)
"My First DUI"
DISCUSSION QUESTIONS
Army Leadership and Values
FOCUSED INSTRUCTION: ALCOHOL OVERDOSE
PROGRAM CONTENT
LEARNING OBJECTIVES
After viewing appropriate components users will be able to:
PROGRAM POINTS OF INTEREST
Virtual Bar
Video Scenario: Andre and Katie
Reality Wall: "College Student Dies"
Norm’s 20 Questions
Party Hot Spots
DISCUSSION QUESTIONS
Army Leadership and Values
FOCUSED INSTRUCTION: NORMATIVE BEHAVIOR
PROGRAM CONTENT
LEARNING OBJECTIVES
After viewing appropriate components, users will be able to:
PROGRAM POINTS OF INTEREST
Drinking Comparisons
Perception of college consumption levels
Actual student consumption levels
Unsafe Sex Scenario
Norm’s 20 Questions
Party Hot Spots/Parting Gifts
DISCUSSION QUESTIONS
What percentage of college students/soldiers drink
less than you? What does this mean?
Army Leadership and Values
Please answer the following questions before you start the program.
Why are you using the Alcohol 101 program?
The Virtual Bar
Select an alcohol beverage and SLAM it. What is your BAC?
How long will it take you to return to .00?
SLAM two more drinks. What is your BAC?
How long will it take you to return to .00?
Click on "Friends." What is the BAC of a small woman?
A large man?
Click on "Food." What is your BAC with food?
Without food?
Now repeat the same drinking scenario, but this time SIP or DRINK your drinks. What was different?
Which drink at the bar has the highest alcohol content?
What were some of alcohol’s effects on you at different BAC levels?
Interactive Video Scenarios
View the assigned video scenario, exploring all the possible outcomes. If none has been assigned, choose one:
What consequences did the characters face because of their choices about drinking?
How did their continuing drinking interfere with the characters’ ability to make safe and healthy decisions?
How did their friends try to intervene? Were their interventions realistic? Why or why not?
Have you ever been in a situation like the one in the video? What did you do? What would you do differently now?
Reality Wall
View the assigned Reality Wall video. If none has been assigned, select one.
For Date Rape and Aggressive Behavior:
Which of the two points of view do you agree with? Why?
Do you think the sanctions imposed on the students were fair? Why or why not?
For Alcohol Overdose and Student Crashes Car:
At the end of his video, Brandon urges students to "make the right choice." What choices could he have made to prevent his crash? What options do you have to avoid driving drunk?
Nick’s father says that "his friends did everything they knew…they just didn’t know enough." What else should Nick’s friends have done when they found him passed out?
For all Reality Wall videos:
Have you ever been in situations like these? What happened?
Norm’s 20 Questions
Look at the assigned Norm Questions (indicated by "Q and A" in the roadmap menus), or choose between five and 10 from the Index. Indicate which questions you looked at and the correct multiple-choice or true/false answer.
TOPIC |
ANSWER |
TOPIC |
ANSWER |
| Factors Affecting BAC | Insurance Costs | ||
| BAC & Body Weight | HALT | ||
| BAC & Food | Roofies | ||
| BAC & Gender | Drinking & GPA | ||
| Time to Sober Up | Alcohol Poisoning | ||
| Not Drinking | BAC & Mixers | ||
| Code of Conduct | Peer Disapproval | ||
| Women & Drinking | Alcohol Content | ||
| Drinking Speed | Blackout | ||
| Treatment for Overdose | Avoiding a DUI |
Please answer the following questions after you complete Alcohol 101.
What was your estimate of the average number of drinks per week a typical male college student/soldier consumes? _______
What was your estimate for the typical female student/soldier? _______
What was the actual number for a male student/soldier? _______
And for a female student? _______
Were you surprised by these numbers? What do they mean to you?
What video clip did you feel was most relevant to you? Why?
What character did you personally identify with the most? Why?
What was the most important lesson you took away from the program?
_____________________________________________
Instructor Only: Installation Name ______________________ Job Title/Rank:_________________
PRE-USE SURVEY
Research into attitudes and behavior about alcohol use is an important part of this program. The following survey questions are designed both to obtain data for that research and to help evaluate the program itself. The survey data will be compiled anonymously and be used for statistical purposes only. No record will be maintained of the individual identities of survey respondents.
Please circle your responses or fill in the blank, as appropriate.
Origin Pacific Islander American Native racial
Status Never Married Married Separated Divorced Widowed
Note: A "drink" is considered a 12-oz. can of beer, a 5-oz. glass of wine, a 1.5-oz. shot of 80-proof spirits or a mixed drink containing 1.5-oz. of 80-proof spirits.
IF NO, PLEASE PROCEED TO QUESTION # 19
Day Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total
Number ______ ______ ______ ______ ______ ______ ______ ______
are you eating?
If yes, what? (circle one only)
Thanksgiving Dinner Salad Empty Stomach Chips & Dip Normal Dinner
you have? _____
you to consume those or less more
drinks at that time?
Increased About the same Decreased I have not used alcohol
part of my life as
a soldier
refuse a drink Not So Yes
I don’t want
an unwanted Not So Yes
sexual encounter
when I drink
follow them when Not So Yes
I drink
control and safety Not So Yes
when I drink
To what extent do you agree or disagree with the following statements about alcohol consumption and its related behaviors?
concerned with Not So Yes
health and safety
risks of excessive
drinking
Soldiers are aware of the following risks associated with excessive drinking:
Not So Yes
Not So Yes
Not So Yes
was an important Not So Yes
part of my
high school/college
social life
intervene with a Not So Yes
friend who is at risk
for an unwanted sexual
encounter when they
are drinking
when to intervene Not So Yes
with a friend who
has drunk too much
alcohol
intervene with a Not So Yes
friend who has drunk
too much alcohol
alcohol safely is as Not So Yes
important as drinking
and having fun
Alcohol Concentration
(BAC) means
If Yes:
relationship of gender Not So Yes
to BAC
relationship of food Not So Yes
to BAC
of alcohol on Not So Yes
judgment and decision-
making abilities
what percent of
soldiers choose not
to drink at all?
what percent of
soldiers disapprove
of frequent drunkenness
and drunkenness that
interferes with work or
other responsibilities?
___ semi-conscious state
___ clammy skin
___ accelerated/rapid breathing
___ depressed breathing
___ agitated mental condition
___ let the person sleep it off
___ roll the person on their side
___ leave the person undisturbed so they can recover as quickly as possible
___ monitor their safety for at least six hours, the minimum necessary to ensure they will be okay
Have you consumed alcohol in the last 12 months? Yes No
IF NO, PLEASE PROCEED TO QUESTION #67
During the past 12 months, have any of the following happened to you because you drank too much alcohol?
hangover
or physically
sick
and/or engaged in
unplanned/unwanted
sexual activity
argument or
physical fight
property
responsibilities
with the police
driving under the
influence
Disciplined by
my commander/
supervisor
missed work
work assignments
with my buddies
with unit members
have a drinking
problem
unsuccessfully
to stop drinking
a first drink in the
morning to get
myself going after
a heavy drinking
session
unable to stop
drinking once I
had started
about suicide
or injured
that I later regretted
room visit
blackout
with my date/spouse
friend, a doctor or
other health worker
express concern about
my drinking or suggested
I cut down
Never used Installation functions Barracks Bar/restaurant Private residence In a car Other
During the past 12 months, how frequently have you engaged in any of the following behaviors?
of alcohol
my alcohol use
group that was
drinking and we were
asked to be quieter or
less disruptive
drink and then drove
pressure to drink
partner was not
attractive because
he/she was drunk
who was drunk
Installation situation on alcohol:
is concerned about the prevention of
alcohol misuse and abuse?
abuse prevention activities on your installation?
During the last year, how frequently has each of the following happened to you?
asked for my ID
at an installation event
or club that was
"shut down" because
of alcohol
Do you believe that alcohol has the following effects?
Do you believe that on your installation, drinking is a central part of the social life of the following groups:
Installation Environment:
installation promote alcohol use?
This is my first assignment
Greater than other posts
Less than other posts
About the same as other posts
_____________________________________________
Instructor Only: Installation Name ______________________ Job Title/Rank:_________________
POST-USE SURVEY
Research into attitudes and behavior about alcohol use is an important part of this program. The following survey questions are designed both to obtain data for that research and to help evaluate the program itself. The survey data will be compiled anonymously and be used for statistical purposes only. No record will be maintained of the individual identities of survey respondents.
Please circle your responses or fill in the blank, as appropriate.
Note: A "drink" is considered a 12-oz. can of beer, a 5-oz. glass of wine, a 1.5-oz. shot of 80-proof spirits or a mixed drink containing 1.5-oz. of 80-proof spirits.
refuse a drink I Disagree Agree
don’t want
an unwanted Disagree Agree
sexual encounter
when I drink
with a friend who is at Disagree Agree
risk for an unwanted
sexual encounter when
they are drinking
to intervene with a Disagree Agree
friend who has drunk
too much alcohol
intervene with a friend Disagree Agree
who has drunk too
much alcohol
alcohol safely is as Disagree Agree
important as drinking
and having fun
them when I drink Disagree Agree
relationship of gender Disagree Agree
to BAC
relationship of food Disagree Agree
to BAC
of alcohol on my Disagree Agree
judgment and decision-
making abilities
control and safety Disagree Agree
when I drink
what percent of
soldiers choose not
to drink at all?
what percent of
soldiers disapprove
of frequent drunkenness
and drunkenness that
interferes with work or
other responsibilities?
___ semi-conscious state
___ clammy skin
___ accelerated/rapid breathing
___ depressed breathing
___ agitated mental condition
___ let the person sleep it off
___ roll the person on their side
___ leave the person undisturbed so they can recover as quickly as possible
___ monitor their safety for at least six hours, the minimum necessary to ensure they will be okay
___ letting them sleep it off
___ contacting an authority, such as my unit commander
___ calling the paramedics
___ waiting for help
___ rolling them on their side
___ ignoring the situation, since it’s none of my business
___ trying to distract the person into doing something else
___ talking to the person about the potentially difficult/dangerous situation they find themselves in
___ waiting for help
___ convincing the person to leave the situation
___ ignoring the situation, since it’s none of my business
___ trying to distract the person into doing something else
___ talking to the person about the potentially difficult/dangerous situation they find themselves in
___ waiting for help
___ ignoring the situation, since it’s none of my business
___ trying to take their car keys away
likely are you to change change change ready to change change maintain
your drinking behavior change safety and
to become more safe control
and in control at a party
or other situation
involving alcohol?
to eat a full meal
before drinking?
Please rate the elements of the program on a scale of 1 to 5, 1 being worst and 5 being best. Indicate N/A if you did not use a portion of the disk.
Element 1 = Worst 5 = Best
to other alcohol education
programs you’ve been
through
Reality Wall Videos
losing his son/
alcohol overdose
by female student
drunk student
crashing party
message about
drunk driving
Video Decision Scenarios
alcohol overdose
unplanned sex
drunk driving
BAC & reaction time
Thank you for taking the time to answer these confidential questions.
REFERENCES
Alcohol 101 User’s Manual, The Century Council, Los Angeles, CA (1998).
FM 22-100. Center for Army Leadership, Fort Leavenworth, KS (1998).
"Consideration of Others Handbook", ODCSPER, Washington, DC (1998).
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