C. Healthy Living · Healthy Living: Choices, Connections and Well-Being

Handling Tough Situations: Adaptive, Coping and Management Skills for Substance Use and Addictions

C2.4 1.2 1.3 1.5About 75 minutes

Learning goals

I can use assertiveness, refusal and persuasion skills in situations involving substances.
I can use problem-solving and stress-management skills instead of turning to substances or addictive behaviours.
I can use time-management and organizational skills to lower stress and pressure.
I can respond safely and quickly when someone may be in danger from substance use.

Words to know

assertive
Stating your needs and limits clearly and respectfully, without giving in or attacking.

persuasion
Using reasons and care to convince someone to make a safer choice.

adaptive skills
Skills for adjusting to new or changing situations in healthy ways.

naloxone
A medication that can temporarily reverse an opioid overdose. Free kits are available at many Ontario pharmacies.

recovery position
Lying a person on their side with their top knee bent, so their airway stays clear if they vomit.

Good Samaritan Drug Overdose Act
A Canadian law that protects people who call 911 during an overdose from charges for simple drug possession.

A note before you start

This lesson is about substance use and addictions. It gives facts, not judgments, and it does not describe how to use any substance. If substance use affects you or someone in your family, you are not alone and it is not your fault. You can talk to a trusted adult, call ConnexOntario (1-866-531-2600, free, confidential, 24/7, for substance use, gambling and mental health), or reach out to Kids Help Phone (call 1-800-668-6868 or text CONNECT to 686868, 24/7, free and confidential) or the 9-8-8 Suicide Crisis Helpline (call or text 9-8-8, 24/7). In an emergency, call 911.

Knowing isn't the same as doing

Most teens know the risks of substances. The hard part is the moment: your ride home has been drinking, your friend wants you to try a vape, you're overwhelmed by exams and someone offers "study pills". This lesson is about the skills that turn knowledge into action.

The Grade 10 curriculum asks you to demonstrate the ability to apply adaptive, coping, and management skills (e.g., refusal, assertiveness and persuasion skills; problem-solving and stress-management skills; time-management and organizational skills) to respond to challenging situations involving substance use, addictions, and related behaviours (C2.4).

Remember from Grade 9

In Grade 9 you learned the refusal toolkit (say no, give a reason, suggest an alternative, repeat, leave) and a decision-making model, and practised them against social pressure. This year adds assertiveness, persuasion, problem solving, stress and time management, and what to do in an emergency.

Passive gives in, aggressive attacks; assertive is clear and respectful, and it works best.

Assertiveness and persuasion

Assertive responses use a calm voice, eye contact and "I" statements: "I'm not into vaping." "I'm not getting in the car."

Persuasion is for when someone else is about to make a risky choice. It works best when you:

Show you care: "You're my friend and I want you to get home safe."
Give a reason that matters to them: "You'll lose your licence and your job."
Offer an easy alternative: "My mom can drive us. I'll text her now."
Get backup if they won't listen: other friends, a parent, or 911 if there's danger.

A problem-solving model helps you think clearly when a situation is complicated or stressful.

Coping with stress without substances or addictive behaviours

Many people start using substances, gambling or gaming excessively to cope with stress, boredom or sadness. Healthy replacements:

Stress management: breathing exercises, physical activity, time outdoors, music or art, talking to someone you trust.
Time management: a planner or calendar; breaking assignments into steps; starting early so you don't need all-nighters (or caffeine overload, or someone else's medication) to finish.
Organization: a regular homework spot and schedule; putting the phone in another room while studying.
Limits for games and betting-style features: time limits, no saved payment cards, turning off notifications, and taking breaks.
Adaptive skills: adjusting when things change (a new school, a breakup, an injury) by reaching out and building new routines, instead of escaping.

Four steps that save lives. Calling 911 is always the right choice when someone may be in danger.

Worked example

Let's get home safely

It's 11 p.m. at a friend's house in Barrie. Your ride, Jake (18), has been drinking beer and says, "I'm fine, I only had a few." Your friend Mia is about to get in his car. Apply your skills.

Problem: Jake is impaired, and both you and Mia could be hurt. Under Ontario law, drivers 21 and under must have zero alcohol or drugs in their system.
Assertive refusal: "I'm not getting in the car. I'll find another way home."
Persuasion with Mia and Jake: "I care about you both. Jake, you could lose your licence or hurt someone. Let's call my dad; he'll drive us all."
Alternative: you text your parent the code word for a no-questions-asked pickup.
Backup: if Jake insists on driving, tell the host's parent or, if he drives away impaired, call 911.

You used assertiveness, persuasion, problem solving and a pre-made plan to keep everyone safe.

Worked example

Let's replace an unhealthy coping habit

Tara, 16, has been betting on her phone (using her older cousin's account) during stressful weeks. She's lost $200 of her savings and lies about it. Plan healthier strategies.

Identify: betting has become her way to cope with stress; it's also illegal under 19 and against the platform's rules.
Options: delete the app and stop using her cousin's account; tell a trusted adult; replace the habit with something calming (running, drawing); call ConnexOntario for gambling support.
Time management: plan study blocks so exam weeks feel less overwhelming.
Act: she deletes the app and tells her mom; she starts running after school.
Review: after two weeks she notices fewer urges and less stress, and she checks in with a counsellor.

Tara replaced an escape with coping and management skills, and got support.

Hands-on activity

Script, rehearse and plan

You need: a partner (family member or friend), and your phone.

Role-play three scenarios: (a) a friend offers you a vape at the mall; (b) a friend wants to drive after using cannabis; (c) a teammate offers "study pills" before exams. Use assertive words for (a) and (c) and persuasion for (b).
Make a safety plan with a parent: a code word for pickup, two numbers you can call, and where the nearest naloxone kit is (many pharmacies give them free).
Write a stress plan for your next big test week: study schedule, two stress-management activities and a sleep target.

What to look for: calm, clear words; a real alternative in each scenario; a plan that is specific.

Your turn

What is the difference between passive, assertive and aggressive responses?

Give the four parts of persuading a friend to make a safer choice.

List the five problem-solving steps.

Name two time-management strategies that lower exam stress.

What are three signs someone may be overdosing or has alcohol poisoning?

What does the Good Samaritan Drug Overdose Act do?

What is the legal blood alcohol limit for an Ontario driver aged 21 or under?

More practice: warm-up

Write an assertive way to refuse a vape.

What is naloxone used for?

Name one healthy way to manage stress.

What is the recovery position?

Is it okay to let someone with alcohol poisoning "sleep it off"?

More practice: on your own

Why is assertiveness usually more effective than aggression when refusing?

A friend offers you their ADHD medication to help you study. Use problem solving to respond.

Explain how good time management can lower the chance of using substances.

Give two management skills for keeping gaming from becoming a problem.

Why should you call 911 even if you're worried about getting in trouble?

Challenge

Write a short persuasion script for a friend who plans to try an edible bought from someone online at a sleepover.

Explain how adaptive skills could protect a teen going through a big change (moving, an injury, a breakup) from turning to substances or addictive behaviours.

A family member's drinking is causing problems at home and you feel stressed and embarrassed. What can you do to take care of yourself?

Check your understanding

Quiz

Which response is assertive?

Persuading a friend not to drive impaired works best when you...

Ontario drivers aged 21 and under must have a blood alcohol level of...

Someone can't be woken and is breathing very slowly after drinking. You should...

Which is a time-management skill?

Naloxone temporarily reverses an overdose of...

For parents and teachers

About this content: This lesson covers a sensitive topic, so it opens with a short note and helplines, and has no humour block. Read it with your teen if you can, and let them know they can come to you with questions without getting in trouble.

Big idea: C2.4: demonstrate the ability to apply adaptive, coping, and management skills to respond to challenging situations involving substance use, addictions, and related behaviours (with examples such as refusal, assertiveness, persuasion, problem solving, stress management, and time management). Living Skills 1.2, 1.3 and 1.5 are practised.

How to help at home: agree on a code word and a no-questions-asked pickup; practise the role plays together; help your teen plan busy weeks so stress doesn't build. Know where to get naloxone (many pharmacies give free kits) and talk about the Good Samaritan Drug Overdose Act.

Common difficulties: teens worry about losing friends by refusing; practising assertive words in advance makes it much easier. Some fear calling 911; reassure them that saving a life comes first.

Facts used: Ontario zero blood-alcohol and drug requirement for drivers 21 and under (and all novice drivers); Good Samaritan Drug Overdose Act (2017); Ontario Naloxone Program (pharmacies).