World Health Organization : Year 1993 ; World Health Organization, Programme on Substance Abuse, No. 93.8: Programme on Substance Abuse Solvent Report of World Health Organization Consultation Geneva, 7-9 December 1992

By M. Askoy

Book Id: WPLBN0000109949
Format Type: PDF eBook
File Size: 1.2 MB
Reproduction Date: 2005

Title:	World Health Organization : Year 1993 ; World Health Organization, Programme on Substance Abuse, No. 93.8: Programme on Substance Abuse Solvent Report of World Health Organization Consultation Geneva, 7-9 December 1992
Author:	M. Askoy
Volume:
Language:	English
Subject:	Health., Public health, Wellness programs
Collections:	Medical Library Collection, World Health Collection
Historic Publication Date:
Publisher:	World Health Organization


Citation APA MLA Chicago Askoy, M. (n.d.). World Health Organization : Year 1993 ; World Health Organization, Programme on Substance Abuse, No. 93.8. Retrieved from http://gutenberg.cc/

Description
Medical Reference Publication

Excerpt
1. Zntroduction The deliberate inhalation of solvents and aerosols has become a major concern worldwide. Inhalant abuse, also known as solvent abuse and sniffing, is a particular threat to children and adolescenrs in disenfranchised populations, including those living in poverty, street children, and those facing cultural harassment. School children and young adults are also at risk. Substances inhaled encompass a range of household products including aerosols, glues, thinners, and petrol. These substances are popular to the young substance user because of their ready availability, cheapness, and the rapidity of mood alteration their inhalation produces. For the purpose of the report the tern solvents is used to cover all substances which may be inhaled as described above. Solvent abuse is particularly serious because:

Table of Contents
CONTENTS Page 1 . INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 . CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . 1 3. BACKGROUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Common Methods of Solvent Inhalation . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Signs of Aclue IntorEc(u1'on and Babinrcrl Use . . . . . . . . . . . . . . . . . . . . . . . 4 Risk of Inhalant Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Managemeot of Solvent Abusers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4 . FRAMEWORK FOR A SOLVENT ABUSE PROGRAMME . . . . . . . . . . . . . . . 5 Philosophical Assumption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Emphasizing Community Strengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . h Building Proactive Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Establishing A Community Advisory Group . . . . . . . . . . . . . . . . . . . . . . . . . 7 Rationale for Forming A Community Advisory Committee . . . . . . . . . . . . . 7 Organizing the Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Identifying Community Contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Identifling Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 The Needs Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Identifying Community Needs and Concerns . . . . . . . . . . . . . . . . . . . . . . 9 Conducting Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Surveys or Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Focus Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Public forums or meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Interested PersonsiKey Informant Analysis . . . . . . . . . . . . . . . . . . . . . . . 11 Implementing the Programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Information Modalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Education Modalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Alternative Modalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Intervention Modalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 5 . COUNTRY PRESENTATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Bangladesh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 C6ta d'lvoire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Guaremala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Morocco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 NewZenland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Philippines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Romunia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16