CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
A SLIDE-TAPE PROGRAM FOR USE IN
INSTRUCTION ON THE DANGERS OF PHENCYCLIDINE ABUSE
A project submitted in partial satisfaction of the
requirements for the degree of Master of Science in
Health Education
by
Ross Jay Snyder
January, 1982
The Project of Ross Jay Snyder is approved:
Dr. Shelia C. Harbet, H.S.D.
Mr. Erwin
M.
G~bloom,
M.S.
Dr?"dohn T. Fodor, Ed.D., Chair
California State University, Northridge
;i
ACKNOWLEDGEMENTS
The author wishes to express his appreciation
to Mr. Mike Reynolds and Mr. Greg Battes whose efforts
made the slide-tape program of this project possible.
Special appreciation is acknowledged of
Dr. Margret McCaren of Los Angeles County Hospital and
Sergeant Don Swift and Officer Jim Lyle of the Los
Angeles Sheriff•s Department for the time they spent
giving interviews for the program.
iii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS
;;;
ABSTRACT . . . .
v
Chapter
1.
2.
3.
4.
INTRODUCTION . . . . . . .
Statement of the Problem
Purpose of the Project
1
JUSTIFICATION
Trends in the Use of PCP
Slide-Tape Presentation
3
METHODOLOGY
Establishing the Need
Development of the Program .
SUMMARY AND RECOMMENDATIONS
Summary
Recommendations
SELECTED BIBLIOGRAPHY
1
2
6
8
10
10
11
16
16
17
18
APPENDICES
A. TEACHERS' GUIDE FOR PROGRAM
. .
B. INTERVIEW QUESTIONS FOR THE SLIDETAPE PROGRAM . . .
. . .
c. SLIDE-TAPE PROGRAM - PCP - IT'S
YOUR CHOICE
. . .
i v
22
62
64
ABSTRACT
A SLIDE-TAPE PROGRAM FOR USE IN
INSTRUCTION ON THE DANGERS OF PHENCYCLIDINE ABUSE
by
Ross Jay Snyder
Master of Science in Health Education
The illegal use of drugs has been present for
years.
However, in the last decade a new drug problem
has arisen.
This new problem is the use of the drug
phencyclidine.
Phencyclidine, or P.C.P., has been in
use since the late 1950 s, and it has taken twenty years
1
for its use to become widespread enough to cause alarm
in health and law enforcement agencies in the Los Angeles
area.
The purpose of this project was to design an
audiovisual (AV) program to inform students of the nature
of the drug
11
phencyclidine.
11
The program includes a
slide-tape presentation, called PCP:
accompanied by a teacher•s guide.
v
It•s Your Choice,
The AV program was developed with two basic
purposes:
to present a short history of PCP's development
and to identify health risks associated with PCP use.
A five-part teacher's guide is included with this
instructional program.
The guide contains a program
script, program concepts and objectives, suggested followup activities, suggested questions, and a student worksheet.
It is hoped that this program along with its
follow-up activities will have a positive influence on
students' drug-taking behavior.
vi
Chapter l
INTRODUCTION
Statement of the Problem
The illegal use of drugs has been present for
years.
However, in the last decade a new drug problem
has arisen.
This new problem is the use of the drug
phencyclidine.
Phencyclidine, or PCP, has been in use
since the late l9so•s, and it has taken twenty years for
its use to become wide-spread enough to cause alarm in
health and law enforcement agencies in the Los Angeles
area.
Dr. Margaret McCaren, director of the jail ward
of Los Angeles County General Hospital reported that
approximately five patients per day are admitted to that
hospital because of PCP intoxication or accidents related
to the use of PCP.
According to a Services Research Report by the
National Institute on Drug Abuse published in 1978,
Phencyclidine has recently surfaced as one of
the most publicized Street .. drugs in the United
States and for some very important reasons. There
are serious physiological and psychological dangers
associated with the use of this drug and there is
evidence that it is becoming more widely used.
Phencyclidine is relatively easy and inexpensive
to manufacture and consequently can be targeted to
youthful drug users of relative modest means
11
( 23: 7).
l
2
Purpose of the Project
The purpose of the project was to design an
audiovisual (AV) program to inform students of the nature
of the drug
11
phencyclidine.
11
The program includes a
slide-tape presentation, called PCP:
rt•s Your Choice,
accompanied by a teacher•s guide.
The AV program was developed with two basic
purposes:
to present a short history of PCP's develop-
ment and to identify health risks associated with PCP
use.
A five-part teacher•s guide is included with
this instructional program.
The guide contains a program
script, program concepts and objectives, suggested follow-up activities, suggested questions, and a worksheet
students should use to write down their responses to
questions posed in the slide-tape presentation.
The severe problems which may be caused by phencyclidine use certainly warrant inclusion of a PCP education program in the drug education units at the secondary
level.
This instructional program was designed to help
meet that need.
Chapter 2
JUSTIFICATION
In December of 1977 the Alcohol, Drug Abuse and
Mental Health Administration of the Department of Health,
Education and Welfare sent a letter to program directors
of public health agencies that work with drug related
programs.
The letter states . . .
The abuse of phencyclidine (PCP) and its
analogues appears to have noticeably increased
within the past year. The National Youth Polydrug Study found that 32 percent of youth in
drug abuse programs have used PCP . . . PCP
differs from other drugs in that it produces
extreme, severe, long-lasting behavioral toxicity.
PCP use may pose a psychiatric emergency because
of misperceptions, paranoia, schizophrenia,
hostility, confusion, and a tendency towards
violence, and extremely unpredictable behavior.
Chronic PCP intoxication, once a rarity, is an
increasingly serious problem often characterized
by mental dullness, low motivation, as well as
severe paranoia and violent outbursts (6:1).
The emergence of phencyclidine (PCP) as a drug
of choice by youthful drug abusers leads to a new challenge for those responsible for teaching about drug use
and abuse.
Medical complications of PCP intoxication will
vary depending on the amount taken and the method used
for administration.
3
4
PCP can produce symptoms that range from a
comatose state to agitated violent behavior. In
addition, because of PCP's behavioral toxicity
and anesthetic properties, individuals may present
as victims of auto accidents, burns, drownings and
other trauma (6:1).
Although PCP users exhibit many different symptoms, some cardinal signs of PCP use are:
catatonic
staring, ataxia, horizontal and vertical nystagmus,
assaultiveness and generalized anesthesia.
In heavy
overdoses, convulsions, respiratory depression, coma or
death may occur.
A useful summary of the range of clini-
cal symptoms likely to be encountered with PCP intoxication is provided by Arnow and Done
(1).
At low doses
(of approximately 5 mg) they describe the patient as
being agitated or excitable, with lack of coordination,
an inability to speak and a blank stare appearance.
At
moderate doses (of approximately 5-10 mg) Arnow and Done
describe the patient as being in a stupor or coma, with
a fever, flushed complexion and a decreased sensation to
pain, touch, and position.
With doses of more than 10
mg, Arnow and Done indicate that the patient may be in a
prolonged coma with muscular rigidity, decreased reflexes
or possibly having convulsions
(1).
This wide variation in the effects of PCP use
can be shown in case histories involving PCP users:
Case 1: a
emergency room
while drinking
blood pressure
33-year-old man was admitted to the
in a stage 4 coma, having collapsed
in a tavern. On admission, his
was 90/50, min. HG, pulse 120 beats
5
per minute, with shallow respiration and temperature
35.8° C (96.6 F). Results of neurological examinations showed no response to painful stimuli, absent
deep tendon reflexes, sluggishly reactive pupils
(2 mm. in diameter), absent gap reflex and doll•s
head phenomenon (31:512).
Case 2: A 27-year-old man was found in his
apartment by friends who described him to be moving
"strangely" about, randomly waving and jerking his
arms in an agitated state, screaming incoherently
and apparently hallucinating. On arrival to the
emergency room, he was awake but was unresponsive
to verbal or tactile stimuli. He appeared diaphoretic, flushed, salivating, writhing, excited
and frightened. Blood pressure was 140/90 mm Hg.,
pulse 100 beats per minute, respiration 8/minute
and temperature 38.3C (lOlF) (31:512).
Case 3: A 15-year-old Caucasian male with no
clothes on was found by the police in a field,
hanging on a barbed wire fence. He was disoriented
and incoherent upon questioning. A medical examination revealed a confused, disoriented youth with
inflamed eyes, bloody mouth with an upper incisor
missing, multiple scratches of the trunk, and
scratches and lacerations of the extremities.
Fluctuations in orientation were observed over the
next seven hours ranging from cooperative and alert
to unrousable. Prior to being discharged, the
patient stated that he had 11 Smoked some phencyclidine and got a\..rfully stoned
(32:31).
11
Case 4: An 18-year-old Caucasian male ingested
tablets and capsules in his possession prior to a
police traffic stop. Immediately after the officers
departed he was driven to an apartment where the
other occupants of the automobile induced vomiting
of what they believed to be all the ingested material.
Later he began screaming and having convulsions. He
was driven to the hospital where he was pronounced
dead on arrival. The coroner ruled that death was
caused by aspiration of gastric contents due to
phencyclidine ingestion. Phencyclidine (urine level
of .5 mg./ml.) was the only drug found on toxicological examination (32:31).
Case 5: During the summer a youth gave a pool
party while his parents were away on vacation. A
17-year-old Caucasian female guest was discovered
at the bottom of the swimming pool. Post mortem
examination revealed no head or neck trauma and the
6
isolated presence of phencyclidine in the urine
(15 mg./ml.) (32:31}.
These symtpoms and case histories show phencyclidine's ability to affect central nervous system function.
Along with the medical problems associated with this
drug, many complications, such as gunshot wounds, stabbings, burns, drownings and auto accidents have been
reported to have occurred while the users were intoxicated with PCP.
The National Institute on Drug Abuse
described the dangers of phencyclidine as follows:
" . . . phencyclidine users engage in significantly more
self-destructive behavior, intentional and/or unintentional, in the form of overdoses (OOs) and suicide
attempts, than do non-users of phencyclidine . . .
(23:23).
Trends in the Use of PCP
During the past several years, the use of PCP has
been increasing in the teenage population throughout the
United States.
Peterson and Stillman indicated some of
the problems in identifying PCP users.
"Since the drug
is often sold as any one of a variety of other psychoactive substances, the user, especially if he or she is
inexperienced, may not realize PCP is involved
11
(24:3).
They further described other difficulties such as
11
•••
Patients admitted with injuries from automobile
accidents, fires and drownings in which PCP was a cause
7
may not be so identified ..
(24:3).
Despite these limitations a number of points
suggest that PCP use is on the rise.
Law enforcement
agencies are reporting increasing numbers of PCP labs
which have been discovered.
Also, more users are being
identified as they come in contact with medical or law
enforcement personnel .
. . . In NIDA's 1976 National Survey, 3 percent
of youth between 12 and 17 years of age at the time
of the survey acknowledged having used PCP at some
time in their lives. Among young adults 18-25, the
age category in which virtually all drug use peaks,
nearly one in ten reported having used PCP prior
to the 1976 survey. By contrast, data from the 1977
National Survey suggests that the percentage who
have ever used PCP in the 12-17 year old group has
nearly doubled since the earlier survey (5.8 percent
vs. 3.0 percent in 1976). Use by the 18-25 age
group also has increased markedly, from 9.5 percent
to 13.9 percent. The likelihood that these
increases were simply the result of year to year
sampling variation was less than one in a hundred
(24:3).
In 1976-77 in response to a National Institute on Drug
Abuse request, the staff of the National Youthful Polydrug Study (NYPS) made a special analysis of its data
to produce information about phencyclidine use among
youth.
The study provides insight to the increased use
of PCP by school-aged children.
11
Within the total NYPS
sample, 875 cases of the 2,750 (31.8%) reported either
current or past use of phencyclidine .
II
(23:7).
8
Slide-Tape Presentation
It has been established that there is an increase
in the use of PCP and that the use of PCP may be highly
dangerous to the user.
It follows that instruction about
the use and abuse of PCP is warranted.
The slide-tape
program PCP - It's Your Choice and its follow-up activities were designed to aid those who are responsible for
teaching about PCP.
The purpose of PCP:
It's Your Choice is to inform
students of the risks associated with PCP use and to
influence student practices relative to their use of PCP.
The program was designed to insure active participation
by students during the slide-tape presentation.
That is,
the program attempts to help students personalize information about PCP by allowing the students to set goals
for themselves and then describe how PCP could hinder the
achievement of those goals.
The program also invites the
students to list viable alternatives to PCP use.
inclusion of
11
goals
11
and
11
alternatives
11
The
which will be
selected by students is to help set the stage for the
follow-up activities outlined in the teacher's guide.
In addition a worksheet is provided for use by
students at various points in the program (See Appendix A,
Page 55).
These worksheets give the students the oppor-
tunity to be actively involved with what is being studied.
9
Their active participation is designed to help keep them
motivated and to further their quest for learning.
Also,
because the worksheet will be filled out before any discussions take place, students will have some answers in
front of them, and this may make the students more willing
to participate during the discussion period.
Finally, by
allowing the students to form their own goals and to
identify the risks and alternatives, the learning experience may become more personalized and the risks of PCP
use may become
11
perceived risks .. for the individual.
Hochbaum explains,
11
•••
As
whether or not a person takes
a particular health action that promises to provide him
with some protection against a particular disease depends
on whether he does or does not 'perceive• the disease as
a threat .
11
(12:56).
Chapter 3
METHODOLOGY
The design procedures for this project can be
divided into two classes:
1) establishing the need;
2) development of the slide-tape program and guidebook.
Establishing the Need
At the time this project was
started~
the writer
was a health educator at Horace Mann Junior High
School~
located in South Central Los Angeles with a predominantly
black student body.
Before joining the faculty at Horace
Mann the writer had been a teacher at James Madison Jr.
High School which is located in the East San Fernando
Valley and has an integrated student body.
Students at both schools had indicated an interest
in PCP to the writer through questions about the drug and
stories of individuals who were seen in the area and were
apparently using the drug.
Faculty members at the schools
also had questions about PCP as they felt that some of
their students might be experimenting with the drug.
While attempting to gain more information about
PCP through the literature, the writer saw the extent
of the PCP problem and decided to include lessons on PCP
abuse in his health classes.
10
However, when attempting
11
to obtain audiovisual materials for this purpose through
the Media Service of the Los Angeles Unified School District, the writer found that no audiovisual material
pertaining to PCP was available through that service.
These circumstances along with informal discussions with
Sgt. Mike Guy, a narcotics officer working for the Los
Angeles Police Department drug education
unit~
convinced
the writer that audiovisual programs pertaining to PCP
education were needed (10).
This project was designed for general use in the
junior high school in the Los Angeles area.
Because the
socioeconomic status and racial backgrounds vary tremendously throughout the Los Angeles Unified School District
the writer has left room for some diversity in the follow-up activities contained in the teacher•s guide (See
Appendix A, Page 57).
Development of the Program
The development of this project differs somewhat
from that of other curriculum in that the atd of several
specialists was needed.
The project required the talents
of an illustrator, narrator, photographer and sound
technician in order to complete the slide-tape program.
At times these specialists worked independently of each
other so their collected efforts could only be integrated
when the program was edited.
The following are the steps
12
that were followed in developing the program.
Step 1
The first step in developing the slide-tape presentation on the use of PCP was to establish the need for
such a program.
As previously described, the need was
established when the writer saw an increased interest in
PCP from both students and faculty in the schools where
he was employed.
A subsequent search of the literature
pertaining to PCP, its effects, and the extent of PCP use
among school-age children indicated that a need for PCP
education in the secondary schools did exist.
In addi-
tion, educational media catalogues of L.A. City Schools
and the major media production companies were reviewed
to determine what educational media was available for
PCP instruction in the secondary schools.
Step 2
Once the need for such a program was established,
data from the review of the literature was used to develop
general goals for the project.
Step 3
These goals became the basis for developing
appropriate concepts to be stressed and objectives to be
obtained.
Health Instruction:
Theory and Application
(8) was used as a guideline in developing these concepts
and objectives.
The concepts would serve as a framework
13
of the major ideas of the program and provide focal
points for instruction.
The objectives would give spe-
cific, measurable, learning tasks of the program.
Step 4
Working with an illustrator, a general story
board based on the concepts and objectives was developed.
This story board was used in developing the style of the
program, showing the general flow of information as it
was to be given, and indicating the general type of
visuals to be used with the program.
Step 5
Using the rough story board, concepts, objectives
and information gained from the search of the literature,
a working script was developed.
The following procedures were used to enable the
different parts of the program to be recorded independently of each other.
This allowed greater freedom for
photographers and the director to complete their assigned
tasks.
a.
Using the story board, a narrative was
written covering all concepts and objectives.
This narrative was then put into a script
format.
b.
Consulting with an illustrator and technical
director, the visuals needed for each part
14
of the script were determined.
c.
The script was then revised to a final
working script including all audio portions
of the program and a description of all
visuals which would be needed.
d.
Questions were developed for use when
interviewing police and medical personnel
(see Appendix B, Page 62).
Step 6
Program narration was recorded and visuals were
photographed.
The interviews were recorded separately
then edited into the program.
The sound portion of the
program was then edited into a final
11
master tape 11 •
Individual photographs were then selected for each part
of the narrative (see Appendix C, Slide-Tape Program).
Step 7
A teacher's manual to accompany the slide-tape
program was developed (see Appendix A, Page 22).
The
manual contains the program's script, concepts and
objectives, follow-up activities, suggested questions
and a worksheet to be used by students during the program.
15
Step 8
The slide-tape program was evaluated by an
eighth grade health class and its instructor.
Comments
obtained from this evaluation were used to make minor
modifications in the program.
Chapter 4
SUMMARY AND RECOMMENDATIONS
The approach to drug education used in this
project differs from that in many other drug education
materials.
As a health education teacher, the writer
saw many programs which just said a big
11
don•tn about
drugs, or even lied to students about the dangers of
these drugs.
The writer tried to make this program
more relevant to students by using a worksheet which
invites their active participation during the program.
Summary
The purpose of this project was to develop an
audiovisual program to inform students of the nature
of the drug phencyclidine.
The program includes a
slide-tape presentation and a teacher•s guide.
The program attempts to help students personalize
information about PCP by allowing them to set personal
goals and then describe how PCP could hinder the achievement of those goals.
The program also invites the
students to list alternatives to PCP use.
of student selected
11
goals 11 and
11
The inclusion
alternatives 11 will set
the stage for later follow-up activities (see Appendix
A, Page 57).
16
17
Justification for this project came from the
expressed interest of numerous students and faculty of
two j u n i or h i g h s c ho o 1 s in Los An g e 1 e s , a s we 11 a s 1 iter a ture pertaining to the abuse of PCP.
It is hoped that this program along with its
follow-up activities will favorably influence students•
drug-taking behavior.
What this program offers is a
different approach to an educational
~roblem.
Recommendations
It is recommended that a further study be made
to test the efficacy of this program.
The study should
measure the extent to which behavior, attitudes and
knowledge are changed or are influenced by this program.
SELECTED BIBLIOGRAPHY
1.
Arnow, Regine and Alan Done, 11 Phencycl idine Overdose: An Emergency Concept of Management~"
Journal of American College of Emergency
Physicians, Vol. 7, No. 2~ February~ 1978,
pp. 56.:.69.
2.
Audio Visual Narrative Arts, Inc., Media Catalogue.
Pleasantville, New York, 1976.
3.
Cohen, Sidney, M.D. 11 Angel Dust, 11 Journal of the
American Medical Association, Vol. 238, No. 6,
August 8, 1977, pp. 515-516.
4.
County of Los Angeles, Dept. of Health~ Some Things
You Ou ht to Know About PCP - Whether You Want
to or Not, Los Angeles pamphlet .
5.
Dolan, Michael, PCP- A Plague Whose Time Has
Come, .. American Pharmacy, Vol. N518, No. 2,
February, 1978, pp. 23-29.
6.
DuPont, Robert, M.D., Bertram S. Brown, M.D.,
11
Letter to Drug Abuse Program Directors,"
De p t . o f He a 1t h, Ed uc a t i o n a nd We 1fa r e ,
December 6, 1977 (not published).
7.
Fauman, Beverly J., M.D., "PCP Abuse, JACEP,
Vol. 7, No. 6, June, 1978, p. 255.
8.
Fodor~
9.
Guidance Associates, Instructional Media 1978-79Secondary, New York, Harcourt, Brace and
Jovanovich, Inc.
11
11
John T.~ GusT. Dalis, Health Instruction
Theory and Application, Lea & Febiger,
Philadelphia, 1980.
10.
Guy, Mike, Sgt., Los Angeles Police Dept.,
Narcotics Information Division, Personal
Interview, Los Angeles, California,
November, 1978.
11.
Hahn, Robert 0. and Dave Bidna, Secondary Education, Origins and Direction, The MacMillan
Company, New York, 1970.
18
19
12.
Hochbaum, Godfrey, Health Behavior, Wadsworth
Publishing Co., Inc., Belmont, California,
1970.
13.
Hawks, Richard L., Robert Willette, Phencyclidine/
Analytic Methodology, Research Technology
Branch Division of Research, National Institute on Drug Abuse, Rockville, 1978.
14.
Hawley, Robert C. and Isabel L. Hawley, Human
Values in the Classroom, A Handbook for
Teachers, Hart Publishing Company, New York,
1975.
15.
Jain, Naresh, C., Robert D. Budd, Barbara S. Budd,
"Growing Abuse of Phencyclidine: California
•Angel Dust, •u New England Journal of Medicine, Vol. 297, No. 12, September, 1977, p. 673.
16.
Lohs, Lilha, PCP, White House Caution vs. Senatorial Ire, .. American Pharmacy, Vol. 518,
No. 9, August, 1978, pp. 32-33.
17.
Los Angeles City Schools, Media Catalogue, 1977-78.
18.
Lyle, Jim, Personal Interview, Los Angeles, California, August, 1980.
19.
McCaren, Dr. Margaret, Personal Interview, Los
Angeles, California, August, 1980.
20.
McMahon, Brian, M.D., John Ambre, M.D., Ph.D,
John Ellis, M.D., Hyptertension During
Recovery From Phencyclidine Intoxication,"
Clinical Toxico:!.._Q_g_r, Vol. 12, No. 1, 1978,
pp. 37-40.
11
11
21.
Modanaro, Josette, M.D., Notice of Federal PCP
Activities,
Dept. of Health, State of
California, March 14, 1978.
11
11
22.
Office of Drug Abuse Policy, The Executive Office
of the President, Drug Use, Patterns, Consequences and the Federal Response: A Policy
Rev i e w, Wa s h i n g to n , D. C. , Ma r c h , 19 78 .
23.
National Institute on Drug Abuse, Phencyclidine
Use Among Youth in Drug Abuse Ireatment,
Rockville, 1977.
20
24.
Peterson, Robert C. Ph.D., Richard C. Stillman,
M.D., "Phencyclidine: A Review," National
Institute on Drug Abuse, May, 1978 (not
published).
·
25.
Raifman, Mark A., M.D., Moshe Beerant, M.D.,
11
Flying High With Angel Dust, 11 American
Journal of Diseases in Children, Vol. 132,
April, 1978.
26.
Smith, R.J., "Congress Considers Bill to Control
Angel Dust, n Science, Vol. 250, No. 4349,
June 30, 1978, pp. 1463-66.
27.
Spenco, Health Education Catalog, Waco, Texas,
197 8.
28.
Sumell, Sherry, Jeff Canion, Kim Byung, Enrique
Vasquez, Bich Phoung Le, 11 The Adventures of
Oz and Harriet, The Football Follies or
Dusted, 11 Asian American Drug Abuse Program,
Los Angeles, California, October, 1977.
29.
Sunburst Color Sound Filmstrips, 1978 Health
Catalog, Pleasantville, New York.
30.
Swift, Don, Personal Interview, Los Angeles,
California, August, 1980.
31.
Tong, Theodore G., Pharm.D., Heal L. Benowitz,
M.D., Charles Becker, M.D., Peter J. Forni,
Pharm.D., Udo Beoner, DSC, 11 Phencyclidine
Poisoning,~~
Journal of the American Medical
Association, Vol. 234, No. 5, November 3, 1975,
pp. 512-516.
32.
Wells, John, 11 Phencyclidine: A Major Drug of
Abuse, 11 The Journal of the National Athletic
Trainers Association, Vol.l5, No. 1,
Spring, 1980, pp. 30-33.
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TABLE OF CONTENTS
CHAPTER
PAGE
1.
Introduction . .
24
2.
Program Concepts and Objectives
26
3.
Program Script .
28
4.
Program Worksheet
55
5.
Suggested Follow-up Acitivities
57
6.
Suggested Questions
59
7.
Selected References
61
24
INTRODUCTION
This teacher's guide was developed as a supplement
to PCP - It's Your Choice, a slide-tape presentation
designed to aid classroom teachers with instruction on
the dangers of phencyclidine (PCP) use.
The guide contains concepts and measurable objectives related to the program.
The concepts serve as a
framework of the major ideas of this program and provide
focal points for instruction.
The objectives give the
specific, measurable, learning tasks of this program.
Both the concepts and objectives are keyed to specific
slides.
Also included in this guide is a program script
and a sample of the student worksheet.
The program was
designed for use with this worksheet and every student
should have a copy to use during the program.
The work-
sheet may also be useful to students during the followup activities.
The program script may be used by the
teacher to familiarize himself or herself with the narrative of the program or as a reference during later
activities.
Finally, there are included suggested follow-up
activities and suggested questions.
These were designed
to supplement the slide-tape presentation and serve as
an aid to help students attain the measurable learning
25
objectives.
It is suggested that teachers familiarize themselves with this guide before using the program with
their students.
26
PROGRAM CONCEPTS AND OBJECTIVES
Concept 1:
Each person is faced with the task of
setting goals for himself or herself
(Slides 2-34)
Objectives:
Following instruction, students should
be able to
1.
Define the word
11
goals" in their own
words (Slides 2-21).
2.
Differentiate between long and shortterm goals (Slides 9-18).
3.
Develop a list of at least five goals
for themselves and indicate whether
the goals are long or short-term
goals (Slide 21).
4.
Outline a plan for obtaining one of
their long range goals (Slides 22-34).
Concept 2:
The use of phencyclidine (PCP) may be
dangerous to the user•s health (Slides 3549).
Objectives:
Following instruction, students should be
able to:
1.
Describe how PCP was first tested
(Slides 35-38).
2.
Describe at least three behaviors
associated with PCP use (Slides 39-48).
27
3.
Describe at least three health risks
associated with PCP use (Slides 4148).
4.
Describe how PCP could put each of
their five listed goals at risk
(Slide 49).
Concept 3:
There are often many alternatives available when making a decision (Slides
Objectives:
59-60~
Following instruction, students should
be able to:
l.
Define the word
11
al ternative 11 in their
own words (Slide 59-60).
2.
List five alternatives to PCP use
which would help them reach their
goals (Slide 60).
3.
Explain how their listed alternatives
might help them reach their stated
goals (Slide 60).
28
PROGRAM SCRIPT
Slide Description
Narrative
Slide 1
(TITLE)
PCP- IT'S YOUR CHOICE
Slide 2
(NARRATOR SEATED
AT DESK)
Hi, gang.
I want to tell you
about some really bad dope!
Remember that advertisement,
and the TV detective's grim
warning?
Well, listen care-
fully, gang, because the man
wouldn't lie to you.
I'm
going to tell you why!
Slide 3
(NARRATOR SITTING)
Now I know everyone here is
concerned about his or her
future.
11
Who am I?
wi 11 I become?
going?
11
What
Where am I
These are questions
we all ask ourselves from
time to time in our lives.
Important questions, since we
only have one life; and what
we do with it depends on each
one of us . . . alone!
What
29
Slide Description
Narrative
has all this to do with bad
dope?
Now don•t get ahead
of me; I 11 come to that.
1
Slide 4
(FOOTBALL GOALPOST)
Is there anyone here who
doesn•t know what this is?
Of course not.
post.
It•s a goal-
Everyone has a goal-
post of some kind; whether
Slide 5 and 6
it•s this kind, or this . . .
Slide 7
(SUCCESSIVE PICTURES
OF SOCCER GOAL, HOME
PLATE AND BASKETBALL
NET ARE SHOWN)
or this .
Slide 8
(STUDENTS IN CLASSROOM)
All of life is a matter of
goals.
Think about it.
Don•t you have at least one
goal right now?
Maybe it•s
a class project, maybe it • s
just a passing grade or a
Slide 9
(FOOTBALL GOALINE)
rock record you•d like Dad
to pay for.
Anything we
desire in life, anything
we want badly enough to work
for, becomes a goal.
30
Slide Description
Slide 10
(DOCTOR EXAMINING
PATIENT)
Narrative
So far, we've been discussing
short range goals, but what
about long range goals?
do~
What
want from life?
Maybe
you'd like to be a doctor;
to grapple with the great
man-killers, cancer and heart
disease, or perhaps discover
a cure for arthritis.
Slide 11
(SOFTBALL BATTER)
Pas-
sibly, your ambition is more
inclined to the playing
field; swatting homers .
Slide 12
{FOOTBALL PLAYER)
making touchdowns . . .
Slide 13
(GYMNAST)
or competing in the
Slide 14
(CLOUD SHAPED LIKE
DOLLAR BILL)
Maybe you see yourself as a
Olympics . . .
millionaire, manipulating the
stock market, managing giant
corporations . . . counting
money . . .
31
Slide Description
Slide 15
(MECHANIC)
Narrative
You could even be a master
mechanic, whom everybody
depends on to get them where
Slide 16
(POT OF GOLD)
they're going.
These are all goals, and a
very rich man once defined
success as the gradual realization of worthwhile goals.
Slide 17
(NARRATOR SITTING)
Planning ahead then, that is
setting goals for yourself,
is an important step toward
success.
What do you see as
a goal for yourself?
you admire?
Whom_do
What is it about
him or her that would make
you want to be like them?
We already know what makes
successful people what they
are:
The gradual realization
of their goals, and to arrive
at success one has to take
51 ide 18
(NARRATOR SITTING)
the first step . . . but the
direction in which you take
that first step, and where it
32
Slide Description
Narrative
ultimately leads is entirely
up to you.
Now we•re going to stop the
presentation, and ask you
to answer some questions
about
~
future on the
paper handed out by your
teacher.
Be as honest as you
can in answering because this
may be the first step in getting what you want out of
life.
At other times during
the presentation the 1 ights
will go on, and you can
clarify on paper what you
think.
Remember, there are
no right or wrong answers and
this is not a test.
It is
simply a thinking aid.
Your
task will be to list five
goals for yourself.
33
Slide Description
Slide 19
(COMPOSITE OF ATHLETE,
ACTRESS AND BUSINESSMAN)
Narrative
To help you in your thinking,
you may want to ask these
questions:
admire?
Whom do you
What i s it about
the person that makes you
\-Jan t to be 1 ike them?
What
can you do to achieve this?
Now your teacher will turn on
the lights and give you sufficient time to write your
answers.
LIGHTS:
(Allow 5 minutes for students
to write answers.)
Slide 20
(NARRATOR SITTING)
Welcome back.
During this
portion of the program we•11
discuss what was meant by
the last question.
Slide 21
(WEIGHTLIFTER)
No one
breaks the record for the
bench press until they learn
how to lift heavy weights!
First they train with light
weights and work up gradually
34
Slide Description
Slide 22
( WEI GHTLI FT ER)
Narrative
five pounds at a time, and if
the individual wants to
become a champion weight-
Slide 23
(WEIGHTLIFTER)
lifter, he or she practices
and trains, and most importantly, sticks with it!
Each one of these small
steps leads the person
toward a goa 1.
direct
~
~
The more
steps are toward
final goal, the sooner
you will achieve it.
Doesn't
it make sense then, not to
let anything stand between
Slide 24
(GIRL IN TREE LOOKING
·DOWN)
you and your goal?
Let's
suppose you want to be a
champion runner, and just for
fun you're climbing a tree.
Suppose some other kids dare
you to jump, you do and break
a leg.
That would certainly
endanger your chances to be
a star athlete of any kind.
You took a chance without
35
Slide Description
Narrative
considering the risk to your
goals.
On the other hand, if
you had kept sight of your
dream of being a champion, you
would have seen the danger and
never let anyone coax you into
jumping.
Slide 25
(BOY ON PHONE)
~our
short-term goals are the
steps toward your long-range
goal!
Suppose you want to
see a baseball game with your
cousin Bill.
The game starts
at noon and you must buy your
Slide 26
(TWO BOYS ARGUING)
tickets there.
You tell him
you' 11 pick him up at 11 : 00.
You get to Bill's at 11:00
sharp and he's in the house
watching TV re-runs.
Slide 27
(TWO BOYS LOOKING
AT MAP)
He says
he'll be right out but you
don't get rolling until 11:30.
You're going to be late.
Bill says he knows a short
cut, so you turn off and
start taking streets that
36
Slide Description
Narrative
take longer than usual to
get you to the ball park.
Well, there you are, an hour
Slide 28
(TWO BOYS AT TICKET
WINDOt~)
late.
You dash up to buy the
tickets, but good old Bill
forgot his money.
So you
decide he can wait in the car
Slide 29
(TWO BOYS AT TICKET
WINDOW)
while you go in to watch what
is left of the game.
There are many Bills in this
world.
He couldn•t keep
sight of his goals and lost
out on seeing the game altogether.
That•s bad enough,
but he also kept you from
your goal -- that of seeing
Slide 30
(BOY SITTING ON FIRE
HYDRANT)
the entire game.
Now, Bill•s
not a bad guy, but how many
times will you let him ruin
your day before you stop
taking him along?
Slide 31
(BASEBALL GAME)
You know
what you must do to have an
enjoyable afternoon at the
ballgame, so why let him
37
Slide Description
Narrative
spoil it for you?
problem!
Bill is a
You will have to
deal with problems alone a 11
your 1 i fe, so you might as
well start making decisions
for yourself that will make
things work for you.
Slide 32
(NARRATOR STANDING
AT FILE CABINET)
Now Bill and the ballgame
was just an illustration of
how one person can disrupt
your day, a minor annoyance,
but it demonstrates how each
of us must think for ourselves.
We must form habits
of thinking for ourselves,
regardless of what our
friends say.
Remember the
tree we almost jumped out of?
At the beginning of this
presentation, I mentioned a
problem which could well
affect~
life and goals.
Perhaps you•re already aware
38
Slide Description
Slide 33
(PCP SAMPLES ON TABLE)
Narrative
of it.
This problem is a
drug called PCP, or angel
dust.
It has many aliases
such as peace, goon, cosmos,
tick, dummy, dust and many
others.
Whatever you call
it, it•s real name is death.
PCP was first developed as an
anesthetic in the late so•s.
During the early 6o•s it was
tested by doctors and was
found to be unsafe for medical use.
Slide 34
(NARRATOR STANDING AT
FILE CABINET)
It seems that when the
patients woke up after being
given PCP they exhibited
some very bizarre behavior.
They hallucinated, became
violent, and often tried to
hit their doctors.
It was
found that PCP overdose
effects can even resemble
epileptic seizures.
As a
39
Slide Description
Narrative
result it was considered
unsafe for medical use and
further experiments with
humans were discontinued.
Slide 35
(ELEPHANT)
Today PCP is used only on
large animals, which is why
it is sometimes called
elephant tranquilizer.
How-
ever, there is no set schedule of dosage even for animals.
Slide 36
(JIM LYLE - SHERIFF'S
DEPUTY SITTING AND
TALKING)
Los Angeles County Sheriff's
Deputy Jim Lyle talks about
the PCP problem:
The type of behavior that you
run into with somebody under
the influence of PCP runs all
the way from a person who is
in a coma or into a near coma
and very sedate to the person
who is ultra violent.
other words, doesn't
In
40
Slide Description
Narrative
understand reasoning, he
wants to fight.
Every time
you attempt to contact the
person, they're very belligerent, they want to fight
you, and there's no reasoning
with them.
Slide 37
(JIM LYLE SITTING)
The first I noticed PCP on
the streets was in 1972 or
the first part of 1973 down
in Carson area.
I believe
that the first place it surfaced in Los Angeles County
was in the Carson area, and
it has escalated throughout
the county now.
Probably the
largest concentration of PCP
is in the South Central Los
Angeles area.
Many PCP users
injure themselves while under
the influence of the drug.
Deputy Lyle comments on his
experience with this problem.
41
Slide Description
Slide 38
(JIM LYLE SITTING)
Narrative
The types of injuries caused
to themselves would also run
the gamut all the way from
scratches to deep gouges.
They tend to accelerate.
If
normally you have an itch
and you want to scratch it
they would gouge it because
they don't feel the pain.
They don't feel the sensation
of the fingernails on the
skin.
It can run all the way
from scratches to the person
who gouges his eyes out, to
the person who cuts his
fingers off.
drownings.
We see a lot of
For some reason
people under the influence
of PCP are attracted to water
and they get disoriented and
drown.
Slide 39
(JIM LYLE SITTING)
I think some of the big
risks for an individual who
decides to take PCP as a
42
Slide Description
Narrative
drug are:
you don't really
know the concentration of the
drug you're getting that's
on the material you're
buying, in other words, if
you are buying a Sherman
cigarette you don't know the
concentration of PCP on that
cigarette.
You can't really
predict how you're going to
act.
You don't know what
you're going to do, you are
not really responsible, in
a manner of speaking, for
your actions because the
drug causes you to do what
you normally wouldn't do.
We've had people who have
committed murders, who were
normally not that type of
person, didn't have a violent
background.
You also have a
problem with an overdose.
Because you don't know the
strength, PCP can cause
43
SLIDE DESRIPTION
NARRATIVE
one to go into a coma.
You
also have the problem of PCP
being stored in the fatty
tissues and the possibility
of a recurring trip is always
present because it is like
a time release capsule, you
don•t know when the fatty
tissue is going to release
more of the drug.
Slide 40
(SGT. DON SWIFTL.A. SHERIFF S DEPT.
SITTING AND TALKING)
1
In January of 1980, Sgt. Don
Swift of the L.A. Sheriff•s
Department was investigating
a suspected PCP lab.
In the
course of his investigation
he was overcome by the fumes
of this drug.
Here he
describes the results of his
experience to a brief PCP
exposure.
The original incident started
on Sunday the 20th of
Januar~
One of my field crews had
44
Slide Description
Narrative
contacted me and said they
had detected the odor of PCP
up in the area called 58th
and Morgan, and our idea at
the time was to formulate a
plan to safely take the lab
down.
What occurred was,
the suspects became aware
that we were there.
They
tried to escape and destroy
their evidence and we became
Slide 41
(DON SWIFT SITTING)
committed into the problem.
When I entered into the 1 a b,
I had to fight with one of
suspects inside.
He was
wearing a scuba mask and an
aqua lung.
I fought with
him.
I finally got him out-
side.
I got him handcuffed.
I then collapsed.
The next
thing I knew the deputies
were carrying me to a radio
car and I was having difficulty breathing.
I remember
I was told later on that they
45
Slide Description
Narrative
had to take my gun away from
me.
I was very violent.
I
was screaming and tried to
kick out the windows of the
police car.
Slide 42
(DON SWIFT SITTING)
I could not
catch my breath.
not breathe.
I could
It felt like
somebody was strangling me
on the throat.
When I got
to the hospital, the recollections that I had when I
was being treated, was that
I had a tingling sensation
in my feet, up to my ankles,
across the mid-section to my
stomach and in my hands.
I
remember I couldn•t talk.
It was like somebody was
holding onto my lips.
When
the doctors were asking me
questions at the hospital, I
could just murmur replies.
Medically, my blood pressure
was doubled.
My blood
46
Slide Description
Narrative
pressure was 220 over 110,
and I m fortunate that I
1
didn•t have a stroke.
Slide 43
(DON SWIFT SITTING)
They used tranquilizers to
calm me down and lower my
blood pressure.
They had to
give me oxygen and then they
used an intravenous to flush
my system.
I remained with
that intravenous for three
days to keep my system
flushed out.
I developed
severe chest pain in both
lungs as well as across my
heart.
From the hydro-
chloric acid that was inside
this lab I developed severe
bronchitis.
I was off work
for a total of seven months.
I think that PCP is the most
dangerous drug experience
that could happen to anybody.
I m very fortunate to be
1
alive.
I think that people
47
Slide Description
Narrative
who take it are fools.
They're not going to accomplish anything and it's going
to kill them.
Slide 44
(DR. MARGARET McCAREN
SITTING AND TALKING)
Dr. Margaret McCaren, Physician in charge at the prison
ward of the Los Angeles
County USC Medical Center
concurs.
We treat many cases of PCP
intoxication on this ward.
Each night we see about five
patients who are admitted
either because of medical
complications of PCP use or
because of auto accidents,
gunshot wounds, stabbings or
some other kind of accident
that has occurred because of
the use of PCP.
I have
personally treated more than
2,000 patients who have had
medical complications of this
48
Slide Description
Narrative
particular drug.
Because we
don't know how it works, we
are unable to administer any
type of antidote to relieve
its effects.
Slide 45
(JIM LYLE SITTING
AND TALKING)
PCP has created a whole new
ballgame as far as law
enforcement and society is
concerned.
In the ten years
I have worked
narcotics~
I
thought I really ran the
gamut between LSD, heroin,
cocaine, all the different
kinds of drug classifications;
marijuana, hash oil.
I
thought, boy, they can't
come up with anything more,
but sure enough, PCP comes
up.
The problem with PCP is
that it's unclassified.
It
was originally thought to be
a tranquilizer.
People
really thought that it would
have a tranquilizing effect
49
Slide Description
Narrative
on human beings, as it does
large animals, but they find
Slide 46
(JIM LYLE SITTING)
out that it doesn't.
When I
first became a policeman in
narcotics I had a guy tell me
one time that if a human
being is given the opportunity he will smoke, drink,
or shoot anything he can get
his hands on and PCP just
confirmed this feeling in me,
because two of the ingredients in PCP are sodium cyanide and hydrochloric acid,
and anybody that has had
elementary chemistry can tell
you that that's what is used
in the gas chamber .
Anybody that smokes the stuff
I think really first of all
ought to know what's in it,
because it's like playing
Russian roulette.
50
Slide Description
Slide 47
(NARRATOR SITTING)
Narrative
You now know about PCP.
You
have heard police officers,
doctors and victims tell you
what they know and how they
feel about PCP.
At this
point, to refresh your
memory, your teacher will
stop the filmstrip so that
you can list five risks of
PCP use on your worksheet.
LIGHTS:
(Allow five minutes for
students to list risks.)
Slide 48
(NARRATOR SITTING)
Now that you•ve listed five
risks of PCP use, how do
they apply to you?
In the same way a firebell
applies to you if your house
is burning.
At some time in
your life, you may encounter
this drug.
You may be asked
to try it.
The person trying
51
Slide Description
Narrative
it is placing himself
squarely between you and your
lifelong goals.
Look at your goals.
See
yourself as having reached
it, and enjoying all the good
things that go with it.
Now
imagine someone trying to
take it all away from you.
How will you react?
Do you
really want your good life,
or will you just give it up
without a fight? . . . PCP
use could take away the good
things that you•re determined
to have.
Slide 49
(POT OF GOLD)
Is this a risk you
want to take?
Do you
believe you can reach your
goals?
for you.
No one will do it
Someone in this
room may be a bank president,
a successful homemaker, a
concert pianist, or perhaps
most importantly, a good
52
Slide Description
Narrative
citizen in a free country.
Will it be you?
it!
You can do
If you have the desire
and the ability you can
accomplish whatever goal you
Slide 50
{MAN WALKING ON
THE MOON)
set for yourself.
Long
before man landed on the moon
he dreamed of doing so.
Then
he took the many small steps
that led to that one giant
step for mankind.
When Neil
Armstrong was a boy, no one
truly believed space exploration was possible in this
century, but he walked on the
moon!
Slide 51
{MARTIN LUTHER KING
COMPOSIT PAINTING)
Martin Luther King Jr. knew
about the power of setting
goals.
dream!
He said,
11
11
I have a
He knew it wouldn't
be easy, but he changed the
conscience of society!
Slide 52
{MARGARET THATCHER
PAINTING)
And
on just as grand a scale,
Margaret Thatcher may have
53
Slide Description
Narrative
dreamed of being the first
woman elected as Prime Minister of England.
If so, she
certainly realized that goal.
Slide 53
(BOY HOLDING GLOBE)
You are no different.
You
can make your world the way
you want i t .
Don•t 1 et any-
thing stand in your way.
Show the world you can.
Slide 54
(NARRATOR SITTING)
To conclude the discussion
you will now be asked to
list five alternatives to the
use of PCP on your worksheet.
For example one of your goals
might be musical expression.
Certainly PCP will do nothing
to advance that ambition; so
one alternative is to practice playing your instrument
instead of using PCP.
What-
ever your goals, large or
small, there are certain
prerequisites to their
54
Slide Description
Narrative
realization.
These stepping
stones are alternatives to
PCP use.
Now list five
alternatives that pertain to
~goals.
Your success or
failure depends on you.
Slide 55
(CREDITS)
Slide 56
(CREDITS)
55
PROGRAM WORKSHEET
PCP - rt•s Your Choice was designed to be used
in conjunction with the worksheet on the following page.
During the program there are pauses where the teacher
should turn on the room lights and allow students time
to complete the parts of their worksheets before continuing with the program.
Once completed, the worksheet can be used in
conjunction with other activities described in the
••follow-up activities" section of this guide and/or as
a graded assignment.
It is suggested that the teacher hand out a
worksheet to every member of the class before starting
the program.
56
SUGGESTED FOLLOW-UP ACTIVITIES
WORKSHEET
PCP - IT S YOUR CHOICE
1
A.
List five goals you have for yourself.
1.
2.
3.
4.
5.
B.
List five ways that PCP use could stop you from
achieving your goals.
1.
2.
3.
4.
5.
C.
List five alternatives to PCP use which you find
acceptable. (Try to find alternatives which might
help you achieve one of your goals.)
1.
2.
3.
4.
5.
57
SUGGESTED FOLLOW-UP ACTIVITIES
The following activities are suggested as possible follow-up for PCP- It•s Your Choice.
The teacher
may choose to use any or all of them depending on the
needs or ability levels of their students.
Activity 1:
After
stud~nts
have completed their work-
sheets, have them turn the worksheets over
and, as a homework assignment, paste pictures of one of their long-range goals, one
risk of PCP use and one alternative to PCP
use on the back of the worksheet.
Be sure
to have students label each picture.
Activity. 2:
Solicit one or two goals from selected
students and have the class discuss how PCP
could interfere with attaining goals.
As
a second part of the discussion, have the
class select alternatives to PCP use which
would help the student achieve these goals.
Activity 3:
Hold class discussions on PCP use with the
students allowing them to use their worksheets as notes.
Example topic questions:
A.
How do you feel about PCP?
B.
What should we do about PCP?
58
Activity 4:
Hold a
11
role-playing" or
11
Situation"
activity with students trying to help a
PCP user or convincing a friend not to use
PCP.
Activity 5:
Have students select a long-range goal from
their worksheets and outline a plan for
achieving it.
Have students include all
schooling or training required, if applicable.
59
SUGGESTED QUESTIONS
The following questions can be used after the program
to test whether or not students have met some of the
learning objectives of the program.
1.
Define the \'lord
11
goal
S
11
(Slides 3-21).
Goals are objectives or ends that one strives to
obtain.
2.
Define the word
11
alternatives 11
(Slides 59-60).
Alternatives are choices between two or more
things.
3.
Describe how PCP use might interfere with the
achievement of your goals (Slides 34-46)?
PCP could interfere with personal goals by damaging
the individual•s capacity to reason.
cause personal injury, or even death.
It might
Since PCP is
illegal, its use may lead to arrest and imprisonment.
4.
How was PCP first tested
(Slides 36-37)?
PCP was first tested as an anesthetic for hospital
patients.
Because of the side effects of this
drug, testing was discontinued.
60
5.
How do PCP users act when they are stoned?
at least three specific behaviors
(Slides
Give
37~
39,
40) .
Behaviors which might be associated with PCP use
are:
Coma or near
coma~
sedate behavior, hallucina-
tion, extremely belligerent; (in general, behavior
during a PCP trip is somewhat unpredictable).
6.
How might PCP affect the human body?
least three specific examples
Give at
(Slides 40-45)
Some of the effects of PCP on the body are:
loss
of pain sensation, disorientation, rise in blood
pressure, and coma.
61
SELECTED REFERENCES
1.
Cohen, Sidney, M.D., Angel Dust,
Journal of the
American Medical Association, Vol. 238, No. 6,
August 8, 1977, pp. 515-516.
2.
County of Los Angeles, Dept. of Health, Some Things
You Ought to Know About PCP - Whether You Want
to or Not, (pamphlet).
3.
Dolan, t4ichael, "PCP- A Plague Whose Time Has
Come,
American Pharmacy, Vol. N518, No. 2,
February, 1978, pp. 23-29.
11
11
11
4.
Lerner, Steven R., Stanley Burns, PCP The Devil s
Dust - Recognition, Management and Prevention
of Phencyclidine Abuse, Wadsworth Publishing
Co., Belmont, Calif., 1981.
5.
National Institute on Drug Abuse, Let•s Talk About
Drug Abuse (pamphlet).
1
Speaker Sources
The following are agencies which might provide guest
speakers in the Los Angeles area:
1.
Los Angeles Police Dept., Narcotics Information
Division.
2.
Los Angeles Office of the United States Drug
Enforcement Administration.
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63
The following questions were developed for use when
interviewing police and medical personnel.
l.
How do you feel about PCP use?
2.
What are the medical consequences of PCP use?
3.
Are PCP overdoses difficult to manage?
4.
How much PCP does it take to get someone stoned?
5.
Would you consider PCP as dangerous as heroin?
6.
How did PCP develop?
7.
What types of behaviors do you see with PCP users?
8.
What problems occur when you have to handle PCP
users?
9.
When did PCP first surface as a street drug
problem?
10.
What types of injuries do people cause themselves
and others when under the influence of PCP?
ll.
What are the big risks of PCP use?
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