Module 3: Why People Do What They Do
Up until this point, the focus has been on a variety of different topics and statements. For the rest of the event, the discussion will focus on marijuana and cannabis. We will use this topic as a "case study" to demonstrate the impact of critical thinking on a controversial topic. This also fits with your right to know; cannabis/marijuana is a topic with a lot of misinformation out there.
Objectives:
- To understand the role of risk and protective factors in influencing intentions and behaviours toward marijuana use and other behaviours.
- To understand the continuum of marijuana use.
- To explain the project's focus on cannabis and marijuana.
Why Cannabis?
The topic of cannabis and marijuana happens to be one that generates a lot of controversy among people in Canada. People's beliefs, attitudes, opinions and values vary remarkably from person to person. It is hard to separate facts from myths, and the science is constantly showing new effects of cannabis. Cannabis, provides a good case study of how thinking critically and getting accurate information are important rights for young people.
3.1 - The Pros and Cons of Decision Making (20 minutes)
Purpose:
- To explore the decision-making process.
- To understand what influences a decision (weighing the pros/cons and risk/protective factors).
- To recognize how decisions, based on intentions, can result in behaviour.
Materials
- Protective and Risk Factors poster for Initial discussion
- PRO's and CON's signs (setup these signs in the four corners of your room beforehand)
- PRO's and Con's blank sheet (optional)
- Large Post-It Notes
- Dots for Dot-Mocracy
Activity Introduction:
Decision-making involves considering your options, your environment, and organizing the information you have to decide what you will do. There are things in our environment that may increase or decrease the likelihood of making the decision to engage in a particular behaviour. These are called protective and risk factors. For example, if you have close parent/guardian relationships, this may influence your decision-making so that you avoid certain behaviours that may be risky for you. On the other hand, if you live in a neighbourhood that has a high degree of drug dealing taking place, this would be a risk factor as it may increase the likelihood that you are exposed to people trying to sell you drugs. Both protective and risk factors can influence what choices an individual makes.
Definition
Protective Factor: a factor in one's behaviour/environment/personality that will decrease the likelihood
of engaging in a risk behaviour
Risk Factor: a factor in one's behaviour/environment/personality
that will increase the likelihood of engaging in a risk behaviour
Instructions:
Activity A:
Facilitator should divide small group into 4 breakout groups. They should then brainstorm as a group an activity/behaviour (e.g. smoking marijuana, eating a hamburger) of their choosing. They will then rotate to each heading to share the "pro of doing the activity", "con of doing the activity", "pro of not doing the activity" and "con of not doing the activity".
| Pros of Using Cannabis | Cons of Using Cannabis |
|---|---|
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| Pros of Not Using Cannabis | Cons of Not Using Cannabis |
|---|---|
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A blank version of the Pros and Cons sheet
Facilitators Tip: Try to discuss that in some cases, values/beliefs/opinions/attitudes can overshadow each other. For example, if someone holds the attitude that going camping is not enjoyable, but their belief is that it is important for children to have camping experiences, their behaviour may be to take their children camping because their belief was stronger than their attitude.
Discuss the connection between the pros and cons, weighing of the value that people place on a pro or a con, and protective and risk factors.
Facilitators Tip: This discussion may get personal. It is very important that the Four Pillars are a part of the process.
3.2 - Continuum of Behaviour (Large Group - 20 minutes)
Purpose:
- To understand that behaviour can fall anywhere on the continuum between non-users and problem users.
- To apply this specifically to marijuana use as a case study.
Materials
- Markers
- Flip-Chart
Facilitators Tip: Draw a horizontal line across the chart to represent the continuum of behaviour.
Activity A:
Levels of behaviour fall on a continuum.
Facilitators Questions:
- Ask participants to think back to some of the behaviours we've discussed throughout this workshop.
- Ask participants to choose a few behaviours and to describe the different levels of intensity surrounding those behaviours.
- What would be the two extreme opposites on a behavioural continuum of use?
- What would you call the middle ground of these behaviours?
Activity B:
Applying the continuum to Marijuana Use.
- Create a continuum of use for Marijuana use.
- Ask participants to define all of the levels of use.
- Ask participants to provide descriptions of what being at each of these stages would mean (e.g. not using marijuana - what would the impact on life be, using marijuana daily - what would the impact on life be)
Facilitators Tip: The definitions included below are for guideline purposes. Youth do not need to generate exact definitions, but after discussion, you should provide them with accurate definitions for each term.
Definition
No-Use: no use/never used.
Experimental Use: Used once (or several) times - motivated by curiosity about the drug (including alcohol) and the effect of the drug. Use stops.
Irregular Use: Use is predictable, and could be frequent or infrequent. Person looks for the drug often.
Regular Use: Use is predictable, and could be frequent or infrequent. Person looks for the drug often..
Dependent Use: Use is frequent, often daily or the person binges. The person keeps using even though they know it is having a negative effect on their lives.
3.3 - Decision Points (Large Group - 20 minutes)
Purpose:
- To be aware of how often we make decisions.
- To think about critical thinking, and what role it takes when we make decisions.
Materials
- Provincial Decision Making Tree handouts:
British Columbia, Saskatchewan, Ontario
Prompt discussion by asking the group:
- When was the last time you made a decision? Describe the decision you made and its impact on you?
- What would have happened if you had made a different decision?
Introduction:
Facilitators Tip: In our lives, we all start from the beginning of the continuum of behaviour.
As we go through life we make decisions that affect our lives. Will we go to the store today or stay home? Will we study for this math test or play Wii? Will we join the swim team or the basketball team? Will we try marijuana or watch others try it? Big mac or chicken nuggets? Do I drink pop or water? The list goes on... There are always multiple decision points in life. We're going to use marijuana use as a case study for decision-making. Hand out the Decision Tree diagram that includes your provinces stats. It shows that we are making decisions all the time and there are many points/opportunities to make decisions.
Activity A:
Discuss the various points at which decisions are made. For example, first, you decide to use or not use, if use, experiment and stop or experiment and continue to use. Each time an opportunity to use arises, you can make the decision to use or not.
Facilitators Tip: Go through the decision-tree that is for your province. Relate it back to the continuum of use pointing out that most youth choose not to use marijuana.
Activity B: Module Debrief
Encourage the group to reflect on what they have talked about and shared.
- Where do you think critical thinking plays a role in decision-making when it comes to behaviour choice?
- Do you see critical thinking playing a role in decision-making in your life choices?
- How do you think you can influence others in their life choices?
- What were some of the key things you learned throughout this module?
Do Brain Development Energizer, fair posters (2) (from Setup Page) (10 minutes)
