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I CHOOSE MY FUTURE
I Choose My Future, a captivating presentation and video series, provides viewers with comprehensive, straightforward insight into how substance abuse impacts the individual, their families, and society.
Written with youth (middle school and above) in mind, the fundamental message is that the harm that results from substance abuse begins with the initial decisions by users to experiment with drugs. YOU decide whether to experiment with drugs. YOU choose your future!
Although primarily aimed at students, it’s important that adults in the school community also hear this message so that students, parents, and school staff have shared understandings of the serious and constantly evolving drug threats facing our children.
I Choose My Future is available as an in-person presentation or as a six-part video series. Both are presented by Rocky Herron, drug abuse prevention ambassador for the San Diego County Office of Education and a 31-year veteran of the Drug Enforcement Administration. Herron first learned Spanish when he was stationed in Bolivia in 1998 and has used his bilingual skills to deliver his presentation in both English and Spanish to more than 250,000 youth in 17 countries.
Topics addressed in the I Choose My Future presentation and videos include:
- How the drug landscape has changed
- The societal impacts of drug abuse
- The science of addiction, teen brain development, and the impact drugs can have on teens
- How to identify potentially harmful drugs
- A closer look at vaping, marijuana, and nicotine
- The dangers of opioids and fentanyl
The goal of this presentation is to begin conversations on the school sites that continue long after the assemblies or videos conclude and result in the school communities implementing and using a more comprehensive drug prevention education curriculum.
I Choose My Future In-Person Presentations
The I Choose My Future presentation is offered in English or Spanish and runs between 60 and 90 minutes, depending on the time allotted by the school host.
To schedule a presentation, please complete this form and a member of our team will contact you.
I choose my future video series
Statistics and information are brought to life in the I Choose My Future six-part video series by Rocky Herron, a 31-year veteran of the Drug Enforcement Administration, featuring interviews with doctors, experts, and families who have seen and experienced first-hand the destruction – and heartache – drug misuse can cause.
The videos are presented in chapters, which range in length from 10 to 20 minutes, offering educators flexibility to show videos all at once or in segments, in or out of sequence, and at a time that fits in their teaching schedules. Watching and discussing the issues addressed in this video series can be an important first step in developing a comprehensive approach to preventing and reducing substance misuse with your students.
In advance of viewing the videos in this series, please review the I Choose My Future Instruction Guide. This guide provides suggestions for using the videos and follow-up activities and outlines some things to consider prior to viewing with students.
It’s important to prepare for the discussion prior to showing the video to youth. We encourage facilitators to view the videos and to review the discussion guide for each chapter ahead of time. This will allow the facilitator time to manage their own reactions to the content and anticipate the reactions that may come from youth.
- Chapter 1: America’s Drug Landscape: Not a Pretty Picture
- Chapter 2: The Cost of Drug Abuse Beyond Dollars: Mental Health, Social Harm, and Global Consequences
- Chapter 3: Your Brain on Drugs: The Science of Addiction and the Laws of Substance Abuse
- Chapter 4: Different Classes of Drugs and their Chemistry
- Chapter 5: Vaping, THC and Nicotine: Revelation and Inspiration
- Chapter 6: The History of Opioids and The Horror of Fentanyl
- Resources
Chapter 1: America’s Drug Landscape: Not a Pretty Picture
America’s Drug Landscape: Not a Pretty Picture
Chapter 1 explores the changing landscape of substance misuse in our country. Substances today are cheaper, more potent, and more readily available than ever before. As a result, we’ve seen extraordinary increases in overdose deaths from substances, specifically fentanyl and synthetic drugs, and more young people are tragically losing their lives. This has deep and long-lasting impacts on their families and those around them. Sandy Nolan, a parent who lost her son to an overdose, shares her story.
Key Learnings
- Substance use is becoming normalized due to social media, Hollywood, and sports.
- There has been a dramatic increase in overdose deaths over the years.
- Drugs are cheaper, more potent, more readily available, and affect all of society, not just the user.
- Most people, including teens, don’t use drugs.
- The I Choose My Future message is about choice and responsibility.
Discussion Guide
Chapter 1 highlighted the changing landscape of substance misuse in our country. Substances today are cheaper, more potent, and more readily available. You also learned about the extraordinary increase in overdose deaths from substances, especially fentanyl and synthetic drugs. Images of young people who have tragically lost their lives from overdose and a parent’s story of losing their child due to overdose are powerful messages. You were left with some encouraging messages: despite how bad things may appear, most people, especially teens, do not use substances, and that you have the power to choose a future without drugs.
Key Learnings
- Substance use is becoming normalized due to social media, Hollywood, and sports.
- There has been a dramatic increase in overdose deaths over the years.
- Drugs are cheaper, more potent, more readily available, and affect all of society, not just the user.
- Most people, including teens, don’t use drugs.
- The I Choose My Future message is about choice and responsibility.
Discussion Questions
The questions can be presented as a whole group, small group, or partner share.
- What statement or fact will you remember most from this chapter?
- Why do you think the individual who was interviewed chose to be part of this video?
- What did this chapter leave you wondering?
Changing the Problem Activity
Activity Objective
Students will identify what has led to the current data on overdose death and identify factors that need to change for that number to be reduced. Students will reflect on if the emphasis for change should be in the category of education, prevention, or action.
Materials needed
- Chart papers
- Sticky notes
- Pens/pencils
Activity
Say to the students: In this chapter, you learned that the number of Americans who die from drug overdose has increased from 10,000 a year to 10,000 a month. Three hundred Americans die each day from overdose.
Ask the question: What has led to this increase?
On the board or chart paper, record the responses of the students.
Ask the question: What needs to change to decrease the number of deaths?
Have the students write their individual, anonymous responses on a sticky note and bring the sticky note to a blank chart paper.
Have another chart paper that has the titles Education, Prevention, and Action, divided in three sections.
Say to the students: Education is about understanding the problem, prevention is about gaining the skills to prevent the problem, and action is about reducing the problem.
Read each sticky note out loud, and have the students help place the sticky note under the correct category of Education, Prevention, or Action. Based on their sticky notes, reflect on what category the students believe will be most impactful in reducing the problem.
*Please note, there is no one correct answer.
Full Interview with Sandy Nolan
Chapter 2: The Cost of Drug Abuse Beyond Dollars: Mental Health, Social Harm, and Global Consequences
The Cost of Drug Abuse Beyond Dollars: Mental Health, Social Harm, and Global Consequences
Chapter 2 examines the negative societal consequences that result from using substances. Presenter and former DEA agent Rocky Herron shares images and experiences from his career, including drug raids and seizures, that show the wide-reaching impacts of buying, selling, and using drugs. Find out why cartels and drug sellers view buyers as dollar signs and not as individuals, and how substance misuse is directly related to poverty, child abuse, and other violent crimes. This chapter features footage of a real drug raid and may be difficult for some individuals to watch.
Key Learnings
- Substance use in our country funds dangerous/violent cartels.
- Purchasing drugs is one of the most unethical purchases you can make.
- Drug dealers don’t intend to kill clients, they only see clients as dollar signs.
- Substance misuse creates negative societal consequences, including poverty, neglect/abuse, and crime.
- It’s not your fault. Find a trusted adult to help.
Discussion Guide
Chapter 2 gave a dramatic overview of the negative societal consequences of using substances. Images of drug raids, and other images from the speaker’s life as a DEA agent were impactful. You learned how substance misuse is directly related to poverty, child abuse, and other violent crimes. Chapter 2 also left you with a message of encouragement that, if you find yourself in any of these situations, it is not your fault. If family members or friends are struggling with substance use disorder and addiction, it is not your fault, and help is available.
Key Learnings
- Substance use in our country funds dangerous/violent cartels.
- Purchasing drugs is one of the most unethical purchases you can make.
- Drug dealers don’t intend to kill clients, they only see clients as dollar signs.
- Substance misuse creates negative societal consequences, including poverty, neglect/abuse, and crime.
- It’s not your fault. Find a trusted adult to help.
Discussion Questions
The questions can be presented as a whole group, small group, or partner share.
- Share one word to describe how you felt watching this chapter. Why did you choose that word?
- What image from this chapter had the biggest impact for you?
- What message from this chapter would you share with others?
I Choose My Future Letter Writing Activities
Activity Objective
Students, through writing, will reflect on how a personal choice has an effect on the global problem of drug violence. Students will make their choices on substance use.
Materials needed
- Notepaper
- Pens/pencils
Activity (Option 1)
Say to the students: In this chapter, the Drug Enforcement Administration raided a home that was being used to manufacture, sell, and use drugs. An infant living in the home was exposed to the harmful chemicals that were used to make the drugs. The drug dealers cared more about the money they would receive from individuals who chose to use drugs, and they were willing to put that baby’s life at risk. We do not know what happened to that baby.
Ask the students to write a note to that baby, now as an adult, using the following sentence prompts:
Dear/To: Baby from the DEA raid
Today, I saw a video of how badly your life was affected by the drug problem in America when you had no control.
One day I will be offered to use or buy a substance that ruined the lives of you and your family.
I will have control, and I will choose to: _____________________________________________
I will make this choice because: ___________________________________________________
What will help me to make that choice is: ___________________________________________
Students may choose to sign or leave their letter anonymous.
Activity (Option 2)
Say to the students: In this chapter, Rocky stated that the “act of buying drugs causes violence.” You also learned the story of Kiki Camarena, a Drug Enforcement Administration agent who was murdered by a drug cartel while working in Mexico. Kiki Camarena’s son is now a Federal Judge in San Diego.
Ask the students to write a letter or note to Kiki Camarena’s son using the following sentence prompts:
Dear/To Judge Camarena:
Today I learned that your father: _______________________________________________
One day, I will be offered to use or buy a substance that your father fought to keep out of America.
When that happens, I will choose to: _______________________________________________
I will make this choice because: ___________________________________________________
What will help me to make that choice is: ___________________________________________
Students may choose to sign or leave their letter anonymous.
*There will be contact information on the resource page where the letters or notes can be forwarded.
Chapter 3: Your Brain on Drugs: The Science of Addiction and the Laws of Substance Abuse
Your Brain on Drugs: The Science of Addiction and the Laws of Substance Abuse
Chapter 3 explores the science of addiction and brain development. Research demonstrates that our brains are not fully developed until around age 25 and can be negatively impacted by substance misuse. We hear from pediatrician Dr. Natalie Laub, who explains how using substances such as marijuana while the brain is still developing can lead to anxiety, depression, and other mental health challenges. We examine drug tolerance and withdrawal, why some people are more likely to develop addiction to substances than others, and the impacts that smartphones and social media have on mental health.
Key Learnings
- The brain does not stop developing until about age 25.
- Using substances, especially while the brain is still developing, can have serious short- and long-term consequences.
- Brain scan images of users demonstrated how various substances can impact the brain.
- The cycle of addiction includes tolerance, addiction, and withdrawal. Genetics also plays a role in the addiction cycle, making some predisposed to moving through the cycle faster.
- Substance use/misuse, especially during brain development, can lead to anxiety and other mental health challenges.
Discussion Guide
Chapter 3 discussed the science of addiction and brain development. The brain is the most important organ in your body. Research demonstrates that your brain is not fully developed until about age 25. All substances impact brain development in different ways and have a greater impact on the developing brain. Recent research suggests that using substances while the brain is still developing can lead to anxiety, depression, and other mental health challenges. Chapter 3 further discussed the process of moving from experimenting with substances to tolerance, then addiction. This chapter ended with a message of hope and acknowledgement that “life is hard,” and you have the power to make the right choices and be free of substance use.
Key Learnings
- The brain does not stop developing until about age 25.
- Using substances, especially while the brain is still developing, can have serious short- and long-term consequences.
- Brain scan images of users demonstrated how various substances can impact the brain.
- The cycle of addiction includes tolerance, addiction, and withdrawal. Genetics also plays a role in the addiction cycle, making some predisposed to moving through the cycle faster.
- Substance use/misuse, especially during brain development, can lead to anxiety and other mental health challenges.
Discussion Questions
The questions can be presented as a whole group, small group, or partner share.
- What surprised you about what you heard in this chapter?
- What was the most interesting learning about your brain from this chapter?
- What do you believe Rocky means when he says that his goal is to “help you to see the truth”?
Fact or Fiction Activity
Objetivo de la Actividad
Comprobar si los estudiantes comprenden cómo afectan las sustancias al cerebro.
Material necesario
- Cuestionario Realidad o Ficción (español)
- Guía Realidad o Ficción (español)
- Plumas/lápices
Actividad
Entregue a los estudiantes el cuestionario de realidad o ficción y deles tiempo para completarlo. Repasa las respuestas con los estudiantes utilizando la guía de realidad o ficción.
Full Interview with Dr. Natalie Laub
Chapter 4: Different Classes of Drugs and their Chemistry
Different Classes of Drugs and their Chemistry
Chapter 4 introduces the different classes of substances - stimulants, depressants, hallucinogens, and opioids. We explore the differences between substances that naturally occur in plants and substances that are synthetic, or man-made in a lab, and examine the impacts that each has on the human body. We hear from Jennifer Harmon, an expert in forensics and toxicology at the San Diego County Sheriff’s Crime Laboratory, who shares her knowledge of how drugs are created in unsafe, unsanitary conditions, and made of toxic chemicals.
Key Learnings
- There are different classes of substances including stimulants, opioids, depressants, and hallucinogens.
- Stimulants speed up the central nervous system leading to increased heart rate. The most used stimulants include cocaine and methamphetamine.
- Opioids can be effective for pain management when used as prescribed by a doctor. However, opioids can be extremely addictive. The most common misused opioids are heroin, oxycodone or Vicodin, and a powerful, potentially deadly synthetic opioid, fentanyl.
- Depressants slow down the central nervous system leading to slower reaction time, lack of coordination, and slower heart rates. The most common misused depressants are alcohol, and prescribed anti-anxiety or sleep medicines such as Xanax or Ambien.
- Hallucinogens, also known as psychedelics, distort the perception of reality. The most commonly misused hallucinogens include THC, the ingredient in the marijuana plant that produces the high, LSD, and psilocybin, also known as mushrooms.
Discussion Guide
Summary
Chapter 4 discussed the different classes of substances and how each impacts the body, physically and emotionally. The four classes of substances include stimulants, depressants, hallucinogens, and opioids. In addition to the four classes of substances, Chapter 4 distinguished between substances that are naturally occurring in plants and substances that are synthetic, or human-made in a lab. Examples of each class of substances were presented, including how each of the various substances impact the body.
Key Learnings
- There are different classes of substances including stimulants, opioids, depressants, and hallucinogens.
- Stimulants speed up the central nervous system leading to increased heart rate. The most used stimulants include cocaine and methamphetamine.
- Opioids can be effective for pain management when used as prescribed by a doctor. However, opioids can be extremely addictive. The most common misused opioids are heroin, oxycodone or Vicodin, and a powerful, potentially deadly synthetic opioid, fentanyl.
- Depressants slow down the central nervous system leading to slower reaction time, lack of coordination, and slower heart rates. The most common misused depressants are alcohol, and prescribed anti-anxiety or sleep medicines such as Xanax or Ambien.
- Hallucinogens, also known as psychedelics, distort the perception of reality. The most commonly misused hallucinogens include THC, the ingredient in the marijuana plant that produces the high, LSD, and psilocybin, also known as mushrooms.
Discussion Questions
The questions can be presented as a whole group, small group, or partner share.
- What was your whoa moment from this chapter?
- What was your A-ha! moment from this chapter?
- What from this chapter would you share with a family or friend?
Key Terms Activity
Activity Objective
Students will increase their knowledge of the vocabulary shared in the chapter by matching the key terms to the correct definition.
Materials needed
- Key Terms Matching Worksheet (Spanish)
- Key Terms Guide (Spanish)
- Pens/pencils
Activity
Provide the Key Terms Matching Worksheet to students and give them time to complete. Review the answers with the students using the Key Terms Guide.
Full Interview with Jennifer Harmon
Chapter 5: Vaping, THC and Nicotine: Revelation and Inspiration
Vaping, THC and Nicotine: Revelation and Inspiration
Chapter 5 discusses various forms of tobacco products, including cigarettes and vaping. It reviews the history of tobacco use, how tobacco companies market their products, and how usage evolved from cigarettes to vaping. We examine vaping products and review the harmful, addictive chemicals they contain. Chapter 5 explores the addictive nature of marijuana, explains the high-potency chemicals it contains, and the various forms in which it’s available. Dr. Natalie Laub, pediatrician, explains the impacts of marijuana use on the developing brain and Dr. Roneet Lev shares some of the dangers associated with marijuana usage based on her experiences as an emergency room physician.
Key Learnings
- Smoking rates have fallen dramatically over the last 50 years in our country.
- Tobacco companies started marketing to young people knowing nicotine was addictive and they would have life-long customers.
- As additional laws were passed to mandate warning labels and ban advertising to young people, tobacco companies continued to lose money.
- The tobacco companies' new strategy was electronic cigarettes and vaping devices that still contained nicotine, came in hundreds of flavors, and were marketed as safer than cigarettes in an attempt to hook young people.
- Recent research has shown that vaping products contain many harmful, cancer-causing chemicals and solvents.
- The marijuana or cannabis plant contains more than 400 chemicals, including THC, the ingredient that gets people high.
- Through cross breeding and genetically-modifying plants, THC levels in marijuana have increased from about 5% to almost 30% in the past 50 years.
- Other products like gummies and cookies contain highly concentrated THC, with some as high as over 90%.
- Dr. Roneet Lev discussed THC, brain development, and mental health issues that appear to be caused by high-potency THC products.
Discussion Guide
Chapter 5 discussed various forms of tobacco products, including cigarettes and vaping. A brief history of tobacco use and tobacco company marketing provided background about how vaping became so popular. Vaping products were reviewed and the myth that “it’s just water vapor” was dispelled. Vaping products contain a variety of harmful chemicals including nicotine, the same addictive substance found in traditional cigarettes. Chapter 5 continued with the history of marijuana and an overview of the harmful effects of THC, the chemical in the marijuana plant that produces the high. The discussion focused on the increase in THC over the years due to hybrid and genetically-modified plants. In addition, you learned about THC products that can be vaped or eaten that contain nearly 100% THC.
Key Learnings
- Smoking rates have fallen dramatically over the last 50 years in our country.
- Tobacco companies started marketing to young people knowing nicotine was addictive and they would have life-long customers.
- As additional laws were passed to mandate warning labels and ban advertising to young people, tobacco companies continued to lose money.
- The tobacco companies' new strategy was electronic cigarettes and vaping devices that still contained nicotine, came in hundreds of flavors, and were marketed as safer than cigarettes in an attempt to hook young people.
- Recent research has shown that vaping products contain many harmful, cancer-causing chemicals and solvents.
- The marijuana or cannabis plant contains more than 400 chemicals, including THC, the ingredient that gets people high.
- Through cross breeding and genetically-modifying plants, THC levels in marijuana have increased from about 5% to almost 30% in the past 50 years.
- Other products like gummies and cookies contain highly concentrated THC, with some as high as over 90%.
- Dr. Roneet Lev discussed THC, brain development, and mental health issues that appear to be caused by high-potency THC products.
Discussion Questions
The questions can be presented as a whole group, small group, or partner share.
- What was one fact or piece of information that you already knew before exploring this chapter?
- What was one new fact or piece of information that you learned from this chapter?
- Why do you think the anti-tobacco campaign was so effective in preventing young people from smoking cigarettes? Why has the anti-vaping campaign been less effective?
- Why do you think young people do not believe marijuana is dangerous?
Before I Thought, Now I Think Activity
Activity Objective
Students will identify beliefs that society has regarding marijuana use and reflect on the beliefs that are reinforced or dispelled by the education in the video.
Materials needed
- Chart paper for each group
- Markers
Part 1: BEFORE VIEWING CHAPTER 5
Break the students up into small groups. Provide each group with chart paper and a marker. Ask the students to record their group responses to the question “What are the beliefs society has about marijuana?”
Part 2: AFTER VIEWING CHAPTER 5
Hang the chart paper around the room. Have the groups rotate to each chart paper with a marker. Ask the students to put a check mark next to the belief they believe is true after watching the video, or a minus (-) next to the belief that they believe is false after watching the video.
Read aloud the beliefs that have the most checks, and the beliefs that have the most minuses.
Ask the students to discuss as a group and have one group member share: What in the video led to the conclusion on these beliefs being true or false?
Full Interview with Dr. Roneet Lev
Chapter 6: The History of Opioids and The Horror of Fentanyl
The History of Opioids and The Horror of Fentanyl
Chapter 6 explores the dangerous world of opioids and how we reached the current drug landscape with fentanyl, a synthetic opioid driving the increase in overdose deaths in the country. We define tolerance and withdrawal syndrome, and talk about fentanyl with experts Jennifer Harmon, crime lab director, and Chelsea Carter, supervising criminalist, from the San Diego County Sheriff’s Department. We travel through the evolution of both legal and illegal drug production, and how our addictions to various drugs led cartels to create fake pills filled with fentanyl. We hear a heart-wrenching story from Rita and Dave Palet, who lost their son to accidental fentanyl poisoning, and San Diego County District Attorney Summer Stephan talks about the pressures young people face today, the dangers of drug experimentation, and how to handle difficult situations.
Key Learnings
- What opioids are and the history of use in this country.
- Medicinal or pharmaceutical opioids such as Vicodin and Oxycodone are very effective for pain management when used as directed. Prolonged or overuse can lead to addiction.
- Drug cartels are producing fake/ counterfeit pills cut/mixed with fentanyl.
- Fentanyl is a synthetic opioid 50 times stronger than heroin and extremely addictive.
- You never know how much fentanyl is in fake pills.
- Narcan or naloxone is a life-saving, opioid reversal drug that can be given to people who are overdosing on fentanyl. Narcan distribution is becoming more popular in our country.
- Discussion Guide
- Key Message Campaign
- Full Interview with Rita and David Palet
- Full Interview with San Diego County District Attorney Summer Stephan
Discussion Guide
Chapter 6 went into a deeper discussion of opioids, especially fentanyl. Fentanyl is a synthetic opioid that is responsible for driving the extraordinary increase in overdose deaths in our country. A brief history of opioids was provided, as well as how they have been used in our country beginning with opium and now fentanyl. Chapter 6 discussed the medical and pharmaceutical use of various opioids, including Vicodin and Oxycodone, and how prolonged use and overuse easily leads to addiction. The discussion continued with how the drug cartels discovered that pills could be cut, or mixed, with much cheaper and stronger fentanyl. This discovery led to the enormous market of counterfeit pills in our country. A small amount of fentanyl can be lethal. The mixture of fentanyl in counterfeit pills produced by the cartels is not an exact science. The speaker warned that you never know how much fentanyl could be in a counterfeit pill. It could range from none to an amount that will kill. You also heard from the district attorney and the director of the Sheriff's Crime Lab. Both speakers warned about the prevalence of fentanyl in counterfeit pills. The district attorney had advice on handling peer pressure and practicing refusal skills. The Palet family provided their tragic story of losing their son to a deadly fentanyl overdose. They warned about influences of social media and how social media contributed to depression and anxiety. Finally, veteran DEA agent Rocky Herron closes the video series offering a plea for you to make the right choice. Choose a future of joy, love, and pride, not a future of misusing substance or one cut too short.
Key Learnings
- What opioids are and the history of use in this country.
- Medicinal or pharmaceutical opioids such as Vicodin and Oxycodone are very effective for pain management when used as directed. Prolonged or overuse can lead to addiction.
- Drug cartels are producing fake/ counterfeit pills cut/mixed with fentanyl.
- Fentanyl is a synthetic opioid 50 times stronger than heroin and extremely addictive.
- You never know how much fentanyl is in fake pills.
- Narcan or naloxone is a life-saving, opioid reversal drug that can be given to people who are overdosing on fentanyl. Narcan distribution is becoming more popular in our country.
Discussion Questions
The questions can be presented as a whole group, small group, or partner share.
- You heard Mr. and Mrs. Palet share the devastation they feel every day about the death of their son due to fentanyl. What would you want to say to them about what you have learned - from this chapter and others - if they were here today?
- Who else should know about this video?
- What might you choose to do differently in the future because of what you learned?
Key Message Campaign
Activity Objective
Students will identify the key message they believe are most important to share with a target audience, and what image and statement they would use to promote the message.
Materials needed
- Key Message Campaign Planning Sheet (Spanish)
- Pens/pencils
Activity
Ask the students: What was the key message that you took away from the video chapters?
Record the answers on the board.
Have students select one of the key messages around which to create a campaign (advertising, social media, school-based, or other) and complete the Key Message Campaign worksheet.
The worksheet identifies:
- Who is the target audience for the campaign? (e.g., other students [age range], teachers, parents, substance users, drug dealers)
- What image represents the key message? (the students can draw or insert an image if filling out digitally)
- What would be the caption or hashtag? (the students can write in or use a text box if filling out digitally)
Full Interview with Rita and David Palet
Full Interview with San Diego County District Attorney Summer Stephan
Resources
Educators
SDCOE's Friday Night Live can assist administrators, teachers, or staff interested in implementing youth engagement and youth development programs
National Institute on Drug Abuse website has information for teachers and school staff looking for more information on substances and contains videos and other tools for use in the classroom.
Natural High offers hundreds of short videos, discussion guides, and other resources for the classroom. Young people also find the site entertaining to learn about the negative effects of various substances through celebrity videos.
Students and Families
National Institute on Drug Abuse has resources for teens and parents to learn more about the harmful effects of substances and how substances impact the developing brain.
SDCOE's Teen Guide to Substance Use Disorder contains resources in San Diego County for teens to use if they, or their friends, need treatment or other support to reduce or abstain from using substances.
All Audiences
Kick It California provides resources to help with quitting cigarettes/vaping.
Operation Prevention, created by the Drug Enforcement Administration, contains lesson plans and information on a variety of substances. The site also contains downloadable posters and infographics. Parents and teens can also find information on various substances.
The San Diego County Marijuana Prevention Initiative website contains several resources, such as plug-and-play presentations, infographics, and resources for educators, parents, and teens to learn more about the harmful effects of marijuana and all THC products.
The County of San Diego Substance Use and Overdose Prevention Taskforce offers resources for educators and parents, including fentanyl toolkits for schools and communities.
Substance Use Disorder Treatment Services: The County of San Diego provides a list of substance use disorder regional treatment providers in the county.
Thank you for visiting the I Choose My Future website. Please take a moment to share your feedback with us so we can gauge the impact of the video series and materials and assess how well we’re reaching audiences.