AFRICAN
JOURNAL OF
EDUCATIONAL
STUDIES
ISSN: 1116-0382
VOLUME 4, NUMBER 1, MARCH 2006
CONTENTS
Editorial Board...........…………………………………..
Notes to Contributors…………………………………...
Notes on Contributors…………………………………..
iii
iv
vi
Gender attitudes toward Information and Communication
Technology (ICT): A Case Study of Botswana Junior Schools on
the use of computers in learning.
Dr. Luckson Muganyizi Kaino...............................……
1
Perceived Influences of Students' Cult Violence in Nigeria
Tertiary Institutions Asuka, Tuemi Tudou Ph.D &
Vipene, Joseph Ph.D...................................................…
15
Deregulation of Education and Educational Finance in Kwara
State, Nigeria. Dr. N.B. Oyedeji...........……................… 29
Adolescents Developmental Problems and Sustainable
Curriculum Development O. A. Ariyibi...................…..
40
Implications of University Autonomy and Academic Freedom in
the Effective Administration of Tertiary Institutions in River State
Dr. L.E.B. Igwe & Agih, Allen A..............................…..
51
Deregulation of the Nigerian University Education:
Issues and Challenges Dr. (Mrs.) A. T. Alabi..............… 61
The Efficiency of Nigerian Public and Private Secondary Schools:
Osogbo Local Government Area of Nigeria as a Case Study. Dr.
(Mrs.) A. O. Akinsolu................................… 75
Secondary Education Provision in Africa: What Form should it
take in the Twenty-first Century?
Dr. Nana. Adu-Pipim Boaduo FRC............................…
90
Drug Use and Abuse in Contemporary Nigerian Educational
Institutions: Implications for Educational Administrators
Dr. (Mrs.) A. N. Okorie................................................… 112
A Survey of Inclusion of Children with Mild and Moderate
Disabilities/Mental Handicaps in regular Physical Education
Sessions in Mainstreamed Schools in Botswana
S. Mukhopadhyay & P.O. Nwaogu............................…. 127
Head Lice Infestation Among Primary School Children in
Ibadan, Oyo State, Nigeria. Olaitan, O. Lanre............… 134
Determining the Work Values of some Deaf Students in
Oyo State, Nigeria. J. Abiola Ademokoya, Ph.D........… 141
Attitudinal Disposition of Parents Towards the Sex Education
Programme. M.N. Sule Ph.D....................................…..
153
Causes, Effects and Management of Cultism in Nigerian
Institutions of Learning. H.M. Molagun (Mrs)............… 164
Teachers' Perceptions of the Introduction of Social Studies
in the Nigerian Senior Secondary School Curriculum
Jekayinfa, A. A. Ph.D..................................................… 172
Human Rights Provisions in Nigeria Constitution (1999)
and the United Nations Universal Declaration on
Human Rights (UDHR) 1948): Comparative Analysis and
Challenges for Civil Liberty, Democracy and Citizenship
Education in Nigeria. Dr. R.W. Okunloye,.................…
185
DRUGS USE AND ABUSE IN CONTEMPORARY NIGERIAN
EDUCATIONAL INSTITUTIONS: IMPLICATIONS FOR
EDUCATIONAL ADMINISTRATORS
Dr. (Mrs.) A.N. Okorie
Abstract
The wide exposure of present day students, in Nigerian educational
institutions, to the drug problem through television, internet browsing,
newspapers, magazines and personal experience, in some instances,
makes it imperative that they learn the basic facts about drugs and
discuss freely the effects of drug use and abuse on the individual and on
society. Consequently, this paper has attempted to explore some
fundamental issues in drug use and abuse including various symptoms
and causes. It has also tried to posit possible management approaches
for them. Participatory drug education, which actively involves the
administrator/educator, students and community members has been
proffered as a more modern and practical management approach. With
participatory education as the first line of management and defense
against drug use and abuse, the role of the administrators and teachers
in the educational institutions becomes very vital.
Introduction
Careful observation in the society today shows that Nigerians have a
drug for every purpose and many with no genuine purpose at all
(Ahiante, 2003; UNDCP Nigeria projects, 2003). Most deplorable
however, is the rate of increase in the use and abuse of tobacco, alcohol
and other dangerous drugs that can only distort, damage and destroy their
users. While people of all ages tend to be involved in drug use and abuse,
the increase of this phenomenon among young people, between ages 10
and 29 (Suleiman, 2003) in contemporary Nigeria is regrettably serious
and alarming. These are the years of personality growth and
development. This is the time when young people are expected to plan
their future and prepare for a good general academic and occupational
career that will enable them meet the challenges of the ever rapidly
changing technological society. What future can there be in a world of
unreality distorted by drug effects?
Drug Use and Abuse in Contemporary Nigerian Educational Institutions:
Administrators
Dr. (Mrs.) Okorie
Implications for Educational
The age range much more affected in this issue of drug use and abuse
seems to suggest that every teacher of general academic and/ or
vocational/technical education from primary up to tertiary institutions
should expect to have at least one alcoholic or other drug user or abuser
in his or her class. Also, observation seems to suggest that there is a
tendency for the greatest number of drug use and abuse teenagers and
young adults to be among male students, particularly, among those with
low academic achievement. Furthermore, there is a higher proportion of
drug users and abusers in cities than in rural areas (Ahiante, 2003).
Nevertheless, the problem of drug use and abuse among students and non
students alike is universal (Ngoka, 2003).
Recent observations in some of the nation's schools, in Kwara State,
revealed that, characteristically, students involved in alcohol and other
drug abuse tend to have friends who drink and they tend to take a variety
of other drugs. Many have serious psychological problems such as a poor
sense of identity, a lack of inner goals, and a personality oriented toward
the constant search for new sensations and experiences.
The public is now becoming worried. Nigerians want to know
why this increase in drug use and abuse and what can be done to
ameliorate the situation. The task, then, falls upon the educational
institutions to provide both young people and adults with facts about
drug use and abuse which will help them to make decisions for their own
good and that of others. In addition, the wide exposure of present day
students to the drug problem through television, internet browsing,
newspapers, magazines as well as through personal experience in some
instances, makes it imperative that they learn the basic facts about drugs
and discuss freely the effects of drug use and abuse on the individual and
on society. Against this backdrop, the purpose of this paper is to examine
some fundamental issues in drug use and abuse with a view to tracing the
symptoms, finding the causes, and proffering some management
approaches for drug use and abuse in the nation's educational institutions.
113
“pep pills”. To a great extent, habituation is emotional or psychological.
Certain drugs produce dependence. In this case the body will require a
continuous supply of the drug to function. These drugs are also referred
to as addictive. Cocaine and the narcotic drugs are in this category.
Dependence may be physical (physiological), psychological, or both. As
an addictive drug is used for a long time, the body may develop a
tolerance for it. As this happens, increased quantity of drugs art-needed
to satisfy the body's dependence. When physical dependence sets in,
depriving the body of the drug causes withdrawal sickness. The symptom
or syndrome of withdrawal sickness may be severe and even agonizing.
The most serious type of drug abuse is the use of drugs to generate
abnormal sensory responses, feelings, emotional reactions, and thought
patterns. This type of drug abuse, is commonly an indication of a
personality weakness or emotional or mental illness. The drug abuser
finds it difficult to live a normal, useful, successful life. He/she becomes
a victim of chemicals that lead him/her to a "fool's paradise." Drug
abusers often abandon worthy and ambitious goals, and withdraw from
family and friends to look for the company of other abusers with like
interests and problems (Otto et al, 1971, p. 193).
Symptoms of Drug Abuse
Individual differences in perceptions and reactions to drug abuse
result in a wide variety and intensity of physical symptoms. Minor
symptoms such as fatigue, vague feelings that something is wrong, out of
touch, functioning at a reduced level of efficiency, loss of interest in
school or employment, loss of desire to compete, to face challenges as a
student as a member of a family, and as a member of the community,
unexplained weight loss, frequent headaches are common signs of drug
abuse. More serious complications such as low blood pressure,
constriction of the pupils of the eyes, colitis, cardiovascular difficulties,
gastrointestinal disturbances, emotional illness or psychological inability
to cope with the environment may require immediate and often,
prolonged medical attention (Ahiante, 2003; Jones, et al., 1978).
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African Journal of Educational Studies. Vol. 4, No. 1 March 2006
Beneficial Uses of Drugs
Apparently, drugs are being introduced daily. Most of these have been of
great benefit to health and have been instrumental in lengthening human
life. Drugs are used to fight infections, slow down or enhance body
functions, relieve pain, increase awareness, elevate moods and relieve
depression. They are also used to reduce tension, induce sleep or keep
awake, reduce appetite or stimulate it. Many people owe their lives to
drugs that substitute for a deficiency in body chemistry. As agents in the
hands of medical doctors and tools for research, drugs are a blessing to
mankind. It is when they are abused that they become a menace and
lethal substances (Otto, Julian and Tether, 1971).
Ahiante (2003) and Otto et al. (1971) highlighted two categories of drugs
namely prescription drugs and over-the-counter drugs. Most drugs have
strong effects on the body or mind that they are by law required to be
dispensed only by prescription. This is to ensure safe and proper use. A
prescription is personal. It should be written only by a qualified licensed
medical practitioner and administered or dispensed only by registered
pharmacist. A prescription drug is to be used for a specific purpose
according to definite directions provided with the prescription and only
by the person for whom it is prescribed.
Certain drugs are manufactured for general use and sold “over-thecounter” without prescription. These drugs are labelled to indicate proper
use, proper dosage and caution against improper use. These readily
available drugs should also be used with caution and according to
directions provided. If there is any doubt about their use, it is wise to
consult the doctor. Any drug can be dangerous if not properly used.
Although all drugs are manufactured under strict regulations and tested
before being approved for use, side effects in some persons may be
difficult to predict.
Drug Abuse
Jones, Shainberg and Byer (1978) pointed out that various drugs
are habituating. This means that users of such drugs become accustomed
to the action of the drugs and continue its use beyond any medical need.
For instance, some individuals develop a sleeping pill habit. Others
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African Journal of Educational Studies. Vol. 4, No. 1 March 2006
depend on sedatives, tranquilizers or in addition to the above symptoms,
there are a variety of behavioural symptoms that drug abuse may induce.
Abrupt mood swings, lowered tolerance of frustration, increased
irritability, loss of caring for people, feelings of helplessness and/or lack
of control, paranoia, suspiciousness are common evidences of drug
abuse-related behavioural changes (Cardinell, 1980).
Physical and behavioural symptoms may lead to dysfunctional
behaviours in the school and work place. Reduced efficiency, lateness,
absenteeism and high staff turnover are frequent indicators of drug abuse
among staff and students. These dysfunctions are costly for school
systems and disrupt the continuity of educational programmes. The
quality of teaching/learning and the overall school morale are almost
certain to suffer because of these conditions (Ryan and Cooper, 1984).
Causes of Drug Abuse
The difference between the use and the abuse of moodmodifying drugs and substances is the extent of usage and the patterns
and situations surrounding the substance being used. Evidence abounds
(Ryan & Cooper, 1984; Jones et al., 1978) that individuals with
emotional, social and intellectual problems abuse drugs. The causes of
drug abuse are complex.
In one dimension, it seems parents are to blame for nurturing children in
homes where legitimate drugs, including alcohol are radically used and
abused. On the other hand, as Otto et al. (1971) noted, world conditions,
social problems, unpleasant and deficient household and family life and
rebellious individuals who show indifference have been other powerful
influences. Furthermore, Ahiante (2003), Otto et al. (1971) outlined nine
factors contributing to drug abuse. These include easy access, curiosity,
peer group pressure, boredom relief, dissatisfaction, economic affluence,
advertising and sales promotion, escapism as well as contact with drug
sellers/"pushers". An additional cause of drug abuse identified by Jones
et al (1978) was ignorance.
Patterns of Drug Use and Abuse
As observed by Ngoka (2003) and Jones et al. (1978), many people all
over the world have traditionally used plants containing chemicals that
116
produce drug dependence. Some examples of these plants are tea and
coffee (caffeine), tobacco (nicotine), betel nut (arecoline), marijuana
and hashish (cannabinols), khat (pseudoephedrine), opium (narcotic
alkaloids) and other mood-modifying chemical compounds produced or
extracted in the chemical laboratory.
Not all the people who explore the effects of substances with a potential
for abuse will follow the same predictable pattern of behaviour. The
pattern of behaviour will fall into one or more of the categories shown in
Table 1.
Table 1
Patterns of drug use and abuse
Experimenters
Occasional Users
Regular Users
Compulsive Abuser
Experiment with drugs, often no more than three
time. Half will never use illegal drugs again. Have
only a minor place in discussion of drug abuse. A
single incident may indicatehidden emotional
problems. One single incident can lead to a
conviction for drug possession.
Enjoy the social, personal, and emotional
gratification the mood-modifying drugs give. Very
socially conscious. Use current “in” substance,
“social drinkers,” “social” or “recreational” users.
Have no serious problem with drugs.
Usedrugs regularly, one or more times a week. Part
of the drug subculture. Greatest defenders of personal
right to use drugs. Striding fine line between
controlled use of drugs, heavy use of drugs, and
compulsive, uncontrollable abuse of drugs. Dividing
line between drug use and drug abuse.
Abuse drugs compulsively. Associated with
personality deficiency and emotional problems. Use
drugs as the only means of coping with stresses of
society. Under influence of drugs, personality shifts,
social behaviour, and modified moods are very
dramatic. Representative of the most serious kinds of
drug problems.
Source: Jones et al. (1978), p. 225.
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African Journal of Educational Studies. Vol. 4, No. 1 March 2006
From Table 1, it could be seen that individuals in the experimenting
group are in reality drug tasters or experimenters. According to Jones et
al. (1978), these group of people continue their experimentation with
drugs and they may be called occasional users who find that they need
the social or personal gratification that mood-modifying drugs give them.
They are "socially conscious". The regular users use drugs one or more
times a week; "weekend drunks". The most dangerous aspect of regular
drug users is the danger of lapsing into an enduring form of personal
disorganization and self-destructive drug-using life-style that may restrict
the individual's ability to deal constructively with life (Ryan and Cooper,
1984). For the compulsive drug users, they are addicted and usually
associated with a deficient personality. The actions of the compulsive
drug abuser label him or her as emotionally ill. In fact, all the phenomena
described above seem to be rampant in many schools in Nigeria today.
Drug Grouping
Otto et al. (1971) outlined six general groups of drugs based on their
action on the brain and nervous system. Each of these has a capacity to
affect behaviour in one fashion or another.
1.
Hallucinogens or psychedelic drugs. These are marijuana/
Indian hemp (in large amounts) and LSD.
2.
Volatile chemicals. These include industrial chemicals and
products that are involved in some form of drug abuse.
3.
Stimulants. These comprise the amphetamines and cocaine.
4.
Sedatives or depressants. These are the barbiturates, bromides
and chloralhydrate.
5.
Tranquilizers. These include meprobamates and phenothiazines.
6.
Narcotics. These include opiates and synthetic narcotic drugs
(p. 192).
As mentioned by Ngoka (2003), marijuana/Indian hemp and the other
harder drugs have taken a strong hold among young people most of
whom are students of various educational institutions in this nation.
While marijuana causes some health hazard to lung and throat tissue, its
primary danger comes from the fact that it alters perception and impedes
motor coordination. Evidences abound that marijuana "interferes with
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Drug Use and Abuse in Contemporary Nigerian Educational Institutions:
Administrators
Dr. (Mrs.) Okorie
Implications for Educational
short term memory, reading comprehension, problem-solving ability, and
general mental functioning" (Ryan & Cooper, 1984, p. 384).
For many of these youths the use of marijuana and other drugs may be
simple pleasure seeking. However, using them can be viewed as escapist
behaviour, a way to avoid confronting one's responsibilities as a student,
as a member of a family, and as a member of the community. Similarly,
the fact that the use of marijuana/Indian hemp is illegal means that the
use of these drugs is accompanied by an additional set of potentially
destructive personal and social consequences.
Drug Abuse Management Approaches
Because the problem of drug use and abuse is complicated and unique, it
is difficult and perhaps dangerous to over generalize the ways and means
to prevent or manage drug use and abuse situation. Also, no one method
of solving the problem of drug use and abuse works best in all
circumstances as no two individuals are exactly alike. Thus, it is
important for all educational administrators and teachers to be aware of
some possible drug use and abuse management techniques, selecting
from them as appropriate. There are two basic approaches, the traditional
and the non-traditional. The traditional approaches include enforcing
legal controls and drug abuse therapies. The focus of discussion in this
paper, is on the non-traditional approaches. The non-traditional
approaches are discussed under a modern approach tagged “participatory
drug education”.
Participatory Drug Education
Management of drug use and abuse in present-day Nigerian educational
institutions demands a more modern and practical approach.
Participatory drug education, which actively involves the
administrator/educator and the student, even the community members, is
one of such practical approaches.
In fact, education, particularly, participatory drug education, is the
primary means of dealing with drug use and abuse. It can be instrumental
in preventing and ameliorating the problem of drug use and abuse in the
nation’s educational institutions. Participation of students in the
management of drug use and abuse programmes can become an
119
important method of helping a student drug abuser, especially when
potentialities for education in such participation.
Formal/Informal Discussion Technique
Similarly, whether or not there is a serious problem, administrators and
teachers should make room in each school session for assembly and class
as well as outside the class discussions of the consequences of drug and
alcohol use and abuse. In science, students can do research on what drugs
and alcohol can do to the nervous system. In social studies, history,
woodwork shops and management classes, social consequences of drugs
and alcohol should be discussed and taught. In English, debates can be
conducted on the merits of different programmes to control abuse.
Problems of drug use and abuse may be dealt with in several parts of the
school curriculum as they apply to the content of various courses.
Perhaps, Suleiman (2003) captured it very succinctly by pointing out that
the need for love and belonging is very crucial in the management and
treatment of drug problems. Students feel strong needs for friends,
companionship and acceptance by a group. Belonging is very important
in the first experimentation with drug, and if group acceptance is derived
from drug use, a person may progress from an occasional user into the
drug subculture as a regular or compulsive drug user. Opportunities for
group involvement without drug can help students to keep from
becoming involved with drugs. It can also help them to relinquish an
involvement with drugs. Belongingness is one basis of therapeutic
communities.
Every person needs self-esteem, a feeling of personal value or worth. An
inability to satisfy the self-esteem need produces feelings of dependence,
inferiority, weakness, helplessness and despair. Such feelings may be
both the cause and the outcome of drug abuse. Educational institutions
need to do something to break a drug abuser's feeling of insignificance
and to begin the building of self-esteem. This is an important part of any
successful drug abuse management programme. Since praise is basic to
interpersonal relationships, and giving someone tasks that he/she can
perform well can bring the sincere praise and self-esteem needed to
break the drug behaviour cycle. This is one of the hardest needs to satisfy
in a drug abuser, and the frustration of it puts the drug abusers are fully
exploited. Problem solving is an example of participation which can lead
to new learning. The student is more motivated to carry out an accepted
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African Journal of Educational Studies. Vol. 4, No. 1 March 2006
decision that he/she participated in making than he/she is in a decision
that has been imposed upon him/her by another. While participatory
education carries no guarantee that the student will always eagerly carry
out the agreed-upon solutions, it greatly increases the probability that
he/she will. This approach encourages and actually requires participants
to think; thereby helping to yield solutions of a higher quality more
creative, more effective in managing the problem at hand.
Nigerian educational institutions, from primary to tertiary levels need to
intensify the development of a drug use and abuse curriculum that deals
with various aspects of the issue. This seems not to have been given
adequate prominence, as it deserves, in the nation's schools' curriculum.
With participatory education as the first line of management and defense
against drug use and abuse, the role of the teachers and administrators
becomes very vital.
Educational administrators and teachers should be able to recognize the
symptoms of drug or alcohol use. Administrators and school counselors
can obtain leaflets on drug use and drug abuse from the state and federal
programmes and use them to conduct workshop sessions to explain,
guide and help teachers to know what to look for. Generally the students
using drugs may seem out of touch or sleepy depending on the type of
drug/drugs being used. The word "spacey" depicts their behaviour
vividly (Cardinell, 1980). They may giggle, give inappropriate answers
to questions or talk in a manner that may show that they are unaware of
what is happening around them. They may be highly irritable. It is
important to differentiate carefully the behaviour of a student who sleeps
in class because he/she studied all night or watched late night television
show from a student on drugs.
It would be a futile attempt to argue with the students or otherwise
attempt to use usual techniques of discipline; they will not work. It is
best, as indicated earlier, to leave the student alone, and later, when you
feel you have sufficiently adequate rapport, discuss his/ her behaviour
when the behaviour is back to normal. One can no more reach a person
under the influence of drugs than one can argue with a drunk, therefore
avoid it. back “on the street” (Suleiman, 2003).
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African Journal of Educational Studies. Vol. 4, No. 1 March 2006
Obviously, the cure of the compulsive drug user has not proved reliable.
The effective management technique which would allow functioning
within the bounds of society, may be the most practical outcome. More
research is necessary in order for the society to maintain a consistent
level of cure and rehabilitation. The damage done to the individual and
society by drug abuse is so powerful and so widespread that the only
practical long-range "cure" is prevention. Indeed, there is no doubt
that,.well-planned and adequately supervised humane prevention and
rehabilitation programmes in the Nigerian educational institutions hold
much greater promise for both the individual and society than do jails
and prisons.
Implications for Educational Administrators
The foregoing analysis has major implications for educational
administrators because they are in a unique position to have significant
impact on the instructional effectiveness of the total school programmes.
The extent to which the effective administrators do this depends greatly
on their knowledge. It would be almost impracticable of an administrator
to provide leadership to the instructional programme without a measure
of technical knowledge about the cardinal responsibility of school
learning. Since learning is the end and instruction is the primary medium,
the effective school administrator must also possess a functional
knowledge of instruction. By extension, the effective school head must
know and understand the learners the students and the teacher.
Consequently, in order to contribute to instructional effectiveness in drug
use and abuse education programme, the educational administrators must
be especially knowledgeable and exert leadership in this area. It is their
responsibility to supervise the entire school as well as health programmes
and know how these programmes relate to the psychology of learning
and child development. The success of any school programme as can be
deduced from virtually all the studies, often centers around the leadership
support and encouragement of the administrators. In effect, the
administrators in drug use and abuse education programme must function
mainly as instructional leaders who will chart the course of the school's
drug use and abuse education programme. Without such leadership, the
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Drug Use and Abuse in Contemporary Nigerian Educational Institutions:
Administrators
Dr. (Mrs.) Okorie
Implications for Educational
programme might drift aimlessly and even result into a failure. Teachers
need direction and support from their administrators. They appreciate
and respect knowledgeable administrators who are readers and thinkers;
who keep abreast of current developments in the various educational
curricula and take certain pride in being "in the know" as well as provide
their staff with continuing professional training experiences that are
current, relevant and practical.
In addition, administrators should provide avenue to involve
parents and community members. This can be actualized through public
relations activities such as: forming a drug use and abuse advisory board
which can be made up of parents, teachers and community members;
sending home drug use and abuse progress letters during the school
sessions and making community members aware that the school will
provide help to students who need it. Good public relations programmes
are as vital. Research has indicated that the more informed people are
about the educational institutions in their locality, the more likely they
are to support their activities.
Conclusion
In this paper, certain special aspects of drug use and abuse have been
discussed. Also, various symptoms, causes and management techniques
have been presented. Participatory drug education promotes especially
problem solving; formal and informal discussion methods in drug
management also provides the means by which students can be helped to
move towards desirable health goals. They must be determined in the
light of objectives and with an understanding of the learning process. It
should be noted that the difference between the use and abuse of moodmodifying drugs and other substances is the degree of usage and the
patterns and situations surrounding the drug being used.
The management or treatment of drug abuse should not be directed at the
drug; it must be aimed at the problems of the individual abusing drugs.
Drug management techniques can be said to be effective only when they
are used to correct the basic problem of drug users, which is the user's
inadequate ability to combat the ordinary stresses or challenges of life.
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African Journal of Educational Studies. Vol. 4, No. 1 March 2006
Users and abusers also must be made aware of the dangers in their
medical prescriptions and in certain 'over-the-counter' drugs bought for
medicinal purposes. The cure of compulsive drug users is not a
straightforward issue. The provision of treatment or management
techniques such as problem solving, formal and informal discussion
methods, so inextricably woven within the fabric of contemporary
democratic living, which allows a person to function within the bounds
of the community and society at large, may be the most practical
management technique. As it is very obvious, the only practical longrange “cure” is prevention, and this can be achieved through
participatory drug education. Methods and techniques are not ends in
themselves, but when appropriately selected and used they can bring
worthwhile solutions to drug use and abuse in Nigerian educational
institutions. Thus, giving the necessary and effective instructional
leadership in this area requires special effort on the part of the school
administrators.
Glossary of Terms
The terms in the glossary are defined consistently with their use in the
body of this paper.
Abstinence syndrome: a set of symptoms that occur together, resulting
from withdrawal of alcohol, depressants, and opiates.
Abuse: to use wrongly or improperly; misuse.
Addict: a person who has formed a habit, as of using a drug or alcohol.
Addiction: a condition resulting from repeated use of a drug, in which
physical dependence is established because of biochemical and
physiological adaptations to the drug.
Amphetamines: stimulant drugs commonly used in drug abuse.
Barbiturates: sedative drugs commonly used in drug abuse. Barbiturates,
combined with alcohol, may be lethal in the body.
Cocaine: a dangerous stimulant drug when used non-medically.
Convulsions: contortions of the body caused by violent involuntary
muscular contractions.
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Drug Use and Abuse in Contemporary Nigerian Educational Institutions:
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Implications for Educational
Depression: a reduction of the functional activity of the body.
Drug dependence: a condition resulting from repeated use of a drug in
which the individual must continue to take the drug to avoid abstinence
syndrome.
Gratification: a source of pleasure or satisfaction.
Habituation: a condition or habit of the body resulting from repeated use
of a drug in which a psychic, not physical, dependence is established.
Intoxication: state of being poisoned; condition produced by excessive
use of alcohol.
Lysergic acid diethylamide (LSD): is a tasteless colourless mind-altering
drug that distorts the senses, disrupts the emotions, and alters thought
processes to psychotic degrees.
Medicinal: having healing qualities.
Pep pill: a pill containing a drug that gives more energy or makes one
happy for short time.
Tolerance: increasing resistance to the usual effects of a drug.
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