RED CARD TO UNDERAGE DRINKING OF ALCOHOL

Introduction and aims of the campaign

The Red Card Campaign is geared towards discouraging young people from consuming alcohol.
It aims at raising awareness about the dangers of underage drinking among young people. In
Uganda, alcohol abuse has been identified as a risk factor for perpetuation of violence and one of
the pre disposing factors to HIV.
Through the Red Card Campaign spearheaded by Straight Talk Foundation (STF) will
directly target young people below 18 years to promote reduction of underage
drinking through various communication approaches.
This campaign is intended to promote a culture where underage consumption of
alcohol is highly frowned upon in society. A key focus of the campaign will be
adolescents aged 10 18 years both in primary and secondary schools in the
districts of Kampala, Gulu, Kitgum, Adjumani, Nwoya, Soroti, Kabale and Moroto. In
this period, STF will work with parents, teachers, schools, students and target
alcohol selling points that are found in communities and near schools. STF will also
identify role models in these communities who will be passing the message to their
peers in a period ending June 2015 through:

Engaging with teachers and peers in schools to pass on the message of no alcohol to
young people.

Mobilizing teachers and peers to participate in training workshops, in Kampala, Gulu,

Kitgum, Adjumani, Nwoya, Soroti, Kabale and Moroto.

Deploy teachers and peers to spear head the Red Card campaign in their schools.

Objectives of the campaign:

i.

To promote adoption of age appropriate consumption of alcohol.

ii.

To strengthen the engagement of young people in STF clubs to reduce on underage

alcohol consumption.

iii.

To advocate for measures that regulate underage alcohol consumption for a

sustainable enabling environment for measures that regulate underage alcohol
consumption.

IN SCHOOL DIALOGUES AND FOCUS GROUP DISCUSSIONS

Introduction
STF Training and Development department will spearhead outreach visits to all the
20 schools in each of the districts of Kampala and Gulu districts and 10 schools in
each the districts of Kitgum, Adjumani, Nwoya, Soroti, Kabale and Moroto During
these visits, dialogue sessions will be conducted where alcohol and its dangers will
be talked about in detail.
STF will train and work with 200 peer educators drawn from 100 schools in the
participating districts; two from each school. This will boost on the number of the
small group dialogues carried out in the schools.
STF will provide each peer educator with a log book to record the people meet, a
guide to aid the discussions on alcohol and a T-Shirt as a form of identification.

Each peer educator will then be tasked to meet at least 50 students over the
period of the campaign. In total the peer education approach will reach 25, 0000
young people with messages on alcohol, its consequences and prevention methods.
Minus STF, teachers (both male and female) are to attend three (3), school based
advocacy meetings where they will be equipped with knowledge and skills to conduct
dialogue sessions with students in small focus group discussions and initiate Alcohol
education talks with in the main stream of the class activities. With each teacher
supporting student Peer Educator based group discussions, these talks will further
discuss the objectives of the campaign while considering reactions from young
people.
Purpose of the focus group/Class discussions: Help young people understand the
effects of underage drinking on their social, physical, mental and economic life.

Objectives

Provide information on alcohol and its effects to young people with emphasis

on discouraging underage consumption of alcohol and other substances.

Provide information on available services and referral centers for those with

drinking problems.
Get young peoples views on what is influencing them or their friends to take

alcohol and what should be done to avert underage consumption of alcohol.

Deploy peers to spear head the Red Card campaign in schools.
To provide counseling and strengthen referral of school alcohol related
cases for proper management.

Flow of the dialogue/Class sessions

Duration: Last 5-10 Minutes

Warm up
Introduction of the campaign and the role of young people in this campaign
and pick on one components/questions which may include:
o Facts about alcoholism;
o What is alcoholism
o Identify the types of alcohol taken by young people in their
o
o
o
o

communities.
Explain the perceived reasons why young people take alcohol
Mention the effects of alcohol on ones physical, mental and social life.
Explain the relationship between alcohol abuse and SRH
List referral points where one can get help on dealing with addiction

to alcohol.
Question and Answer session

NOTES ABOUT ALCOHOLISM

Definition of Alcohol and Alcoholism
Although alcoholic beverages have been consumed by humans since prehistoric times for a
variety of hygienic, dietary, medicinal, religious, and recreational reasons, when used in excess,
it can affect all areas of the body & all aspects of ones life also known as Alcoholism.
Alcoholism is a chronic and often progressive disease that includes problems controlling your
drinking, being preoccupied with alcohol, continuing to use alcohol even when it causes
problems, having to drink more to get the same effect (physical dependence) or having
withdrawal symptoms when you rapidly decrease or stop drinking. If you have alcoholism, you
can't consistently predict how much you'll drink, how long you'll drink, or what consequences
will occur from your drinking. It's possible to have a problem with alcohol, even when it has not
progressed to the point of alcoholism. Alcohol is a central nervous system depressant, slowing
down the bodys functions similar to those of a general anesthetic. In everyday life "alcohol"
usually refers to ethanol, or a beverage based on ethanol. Alcohol is the most non-prescription
sedative.

Alcoholic beverages
An alcoholic beverage is a drink that typically contains 3%60%ethanol, commonly known as
alcohol. Alcoholic beverages are divided into three classes: beers, wines, and spirits (distilled
beverages). They are legally consumed in most countries around the world. Important to note
however, is that in more than 100 countries, there are laws regulating their production, sale, and
consumption. For example on age limit, health conditions, places of consumption among others.
Alcoholic beverages have been produced and consumed by humans since the Neolithic Era, from
hunter-gatherer peoples to nation-states

Figure 2: A selection of various kinds of alcoholic beverage on the local and

international market and mostly taken in through drinking (mouth) at will

ALCOHOL TYPES COMMONLY TAKEN IN THE COMMUNITIES

Beers e.g. Guiness, bell, senator, Club, Nile Special e.t.c.

Spirits and Vodkas e.g. Uganda waragi, Bond 7, Smirnoff
Wines and gins e.g. Romis, tyson, Beckham, kingfisher, other Imported wines
Locally brewed e.g. Malwa (Banana wine) Mbenge (millet &banana ferment),
Omuramba (Sorghum beer), Kwete (maize beer), Ajon (millet beer), Tonto
(banana wine), Lira lira (Distillate), Munanansi (Pineapple wine), Kongo (millet
beer), Kasese (Distillate), AumaAuma, Soghum wine

WHAT REASONS DO YOUNG PEOPLE GIVE

FOR TAKING
ALCOHOL

(PERCEIVED

ADVANTAGES

OF

Many young people will tell you they take alcohol because of some of the perceived (untrue)
reasons or advantages which are told to them or they have them in their heads such as,

To gain Confidence, For Excitement, To Relieve pain, Forget thoughts, For

Leisure/socializing especially on parties and functions.
To get friends or fit in groups, To hurt others for example one who is annoyed with
his/her parents, To Feel strong and Not to be bullied by others who take alcohol

Note: All the above is wrongly perceived.

NOT TAKING ALCOHOL ENABLES A
YOUNG PERSON TO;

Save money
Save his/her reputation
Get a Better sleep/rest
Make better decisions
Save him/herself from
embarrassment.
Face Fewer accidents/crime
Concentrate in class during lessons
or any other form of work both at
school and at home

Advantages are actually in not taking

alcohol at all.

Disadvantages of taking alcohol

You Lose reputation
Conflicts in homes
Spend more money
Poor decision making
One faces addiction
Prone to Diseases like kidney
malfunction, Mental Illness etc.

Prone to Accidents due to a disturbed mind but also distilled alcoholic beverages are highly
flammable and therefore can easily catch fire.

WHY YOUNG PEOPLE INITIATE AND CONTINUE TAKING ALCOHOL

The reasons young people initiate taking alcohol tend to be different from the reasons for
maintaining its use. Some of the factors influencing attraction to and use of alcohol by young
people include;

Absence of social recreational alternatives coupled with past experiences of risk-taking.

Existing history of family alcohol and drug use in childhood provide a social context for

drinking behavior.
School culture, societal views and advertising messages on alcohol, emotional security,

and peer values.

Alcohol has psychoactive qualities that provide a different perception of the world and

change the way young people feel about it -self-awareness attitudes towards alcohol.
Adults use alcohol at home or school and young people aspire to adult behaviors hence

doing as adults do including taking Alcohol.

Experimentation and risk-taking are natural features of adolescence and alcohol provides

excellent opportunities for such behavior.

Continued use of alcohol (addiction behaviors) by young people is often reinforced by
the social situation, school and family environment where Youth use alcohol and the

same drugs as adults and

Stressful or poor parent-child including boy/girlfriend relationships.
Problems accruing from parent who heavily drink alcohol in the family.

ALCOHOL ASSOCIATED
MENTAL PROBLEMS

Affects the mental

capacities of addicts.

Addicts usually engage

in crazy behavior

Stigmatization and
exclusion from
community.

Neuropsychiatric

ALCOHOL AND HEALTH

Alcohol is enjoyed by many people during social occasions, but for others addiction to alcohol or
alcohol-related illnesses can be a serious health issue.
SHORT-TERM EFFECTS OF ALCOHOL
CONSUMPTION INCLUDE

ALCOHOL ASSOCIATED MENTAL

PROBLEMS

Associated Psychosocial Problems

Intoxication

Dehydration.

LONG-TERM EFFECTS OF ALCOHOL INCLUDE

Affects the mental

Alcoholism
capacities
of addicts.
Sexual
Gender Based Violence e.g. Defilement, rape, marital rape ,etc
malnutrition,
Addicts usually engage in
Child neglect and child abuse by parents/guardians affected by alcohol related problems.
crazy behaviour
chronic pancreatitis,
Loss of dignity, respect and moral erosion of the community.
Stigmatization and
exclusion
fromtendencies
community.
Suicidal
due to excessive drinking/drug use.
Neuropsychiatric
Theft of money or goods to trade for alcohol.
conditions: alcohol
dependence syndrome,

RELATIONSHIP BETWEEN ALCOHOLISM AND

SEXUAL REPRODUCTIVE HEALTH AND
RIGHTS

There is a strong link between being high on

drugs/alcohol and unsafe sex.

Unprotected sex which is still the major HIV/STI

transmission route.

Alcohol and drugs take away fears & encourages

taking risks.

OTHER HEALTH RELATED EFFECTS:

Alcohol induced commas

Unsafe sexual practices and irregular
intake of medicine at the prescribed
time.eg. ARVs
Physical wounds and injuries
High chances of contracting diseases
like TB, hepatitis B etc. especially
for people who share Ajon.
Maternal and prenatal conditions:
low birth weight, intrauterine growth
retardation, verbal and hearing

Injecting drugs exposes blood exchange through needles.

Men under influence of alcohol at high risk of engaging in rape, marital rape, defilement,
sexual harassment leading to unprotected sex and its consequences.

Children in production/sale of alcohol are at risk of consumption and sexual abuse by

intoxicated customers.

Intoxication makes people lose sense of judgment and may practice unsafe sex.

Alcohol and HIV+

Interrupt effectiveness of ARVs

One can forget to take ARVs

Risky sexual behaviour could lead to other STIs.

Other strains of HIV.

Weakens the immune system faster

Typical alcohol levels

Beers

ABV

Wines

ABV

Fortified
wines

ABV

Pilsner

36%

Sparkling Wine

812%

Sherry

1722%

ESB (Bitter)

36%

Table Wine

914%

Marsala
Wine

15-17%

Lager

4-5%

Retsina

10-11%

Madeira
Wine

15-18%

Porter

4-5%

Dry White

10-12%

Vermouth

15-18%

Brown Ale

4-6%

Cabernet

11-14%

Port Wine

16-20%

IPA (India Pale Ale)

6-7%

Barley Wine

1115%

Bum Wine

15-20%

Stout

5-10%
Other drinks

ABV

Beers

ABV

Spirits

ABV

Light Liqueurs

15-25%

Wines

ABV

Fruit Juice

< 0.1%

Vodka/Whiskey/Rum 40%

Alcopops

3-7%

Cask Strength
Whiskey

60%

Wine
Breezers/Coolers

4-7%

Absinthe

5590%

Cider

48%

Neutral Grain Spirits

95%

Rectified Spirits

96%

Absolute Alcohol

96-98%

Fortified
wines

IMPORTANT TO REMEMBER IS THE LENGTH OF STAY OF

ALCOHOL IN THE BODY SYSTEM DEPENDS ON THE
AMOUNT INGESTED (TAKEN)

School Involving parents/care-givers and the wider community in responding to Alcohol

issues among young people;
The role of parents as primary educators should be recognized and supported by schools.
Developing partnerships with parents and community help to integrate consistent behavior
change to improve student health, and lead to a greater awareness of health issues by students
and their families.

ABV

Parents often have difficulty with discussing drug and sexuality issues with their children, yet
parents can be the most trusted and preferred source of information on the behaviors and health
issues for young people.
Parent education is often delivered with a belief that parents are totally uniformed and need
education from the informed and educated. This may not be sufficient motivation for parents to
attend education classes/meetings or parent day at school.
When involving parents a number of questions should be asked to assist in the development of
content for the parent session:
Why would they come?
What do parents fear most about alcohol/drug use and sexuality?
How will it be addressed?
Will the parents who need to come, be there?
How will attending the session benefit the parent and child?
As a school, it is important to initiate and implemented school programs and policies on alcohol
in consultation with parents. These empower parents. Such programs aimed to:
give parents a clear understanding of school-alcohol policy, alcohol usage patterns and risks
among school age persons,
give parents an understanding of the reasons underlying alcohol use among young people and
implication,
assist parents in forming a personal perspective on alcohol based on facts and assist them in
clarifying their own attitudes and beliefs towards alcohol and drugs, and
let parent outline strategies for preventing and coping with alcohol use by their children.
These have the potential to alleviate some of the anxiety parents experience from an expectation
that alcohol education or and sexuality education is either their sole responsibility or the
schools.
School and Community Partnerships;
Educational settings/school and agencies working in partnership can make this trusted source of
information more accessible.

Students feel more comfortable about using community organizations if the educational
setting/school links these organizations into the alcohol and other drugs education programs.
There are many gains to be made from involving community health organizations/agencies in
alcohol and drug education programs/ activities as long as clear roles and responsibilities are
negotiated between the educational setting and community agencies. These include;

Increased resources
Accurate information to students and teachers and
connecting young people to their local health services

Identification of Young People at Risk

Students may from time to time exhibit some of the signs listed below, as they meet normal
everyday challenges. It is therefore important to observe a combination of these factors before
alcohol use is indicated. These factors should be considered as one possibility among a variety of
issues affecting young people and if yes, an immediate intervention including a referral should be
made.
A marked personality change

A placid, softly spoken student suddenly becomes a noisy, abusive one.

A student places a lower value on achievement and a higher value on independence.
They tend to be more tolerant of deviance and are less involved in formal social
activities.
Involvement with use of other substances such as marijuana, tar and tobacco among
others,
From an obedient individual, they become minor delinquents, rebellious against adult
norms and develop low self-esteem and low social competence.
The change may also be gradual and only apparent when you think about it.
Tremendous mood swings

From high to low mood and back again, seemingly without reason,
There may also be extreme outbursts precipitated by the most innocuous events or
statements.

Change in physical appearance or well-being

A change in weight, sleep patterns and other signs, may be sudden or gradual.

Other physical symptoms may include slurred speech, staggering gait, sluggish reactions,
pinpoint or dilated pupils, sweating, talkativeness, euphoria, nausea and vomiting.

Change in school or other work performance

The initiation of alcohol use tends to follow a significant deterioration in academic
aspirations, performance, low grades and truancy especially when the student has been

diligent, may be an indicator of difficulties.

Equally, a rapid change from poor performance to diligence may be important though rarely.
An increase in secretive communication with others
Often seen as cryptic telephone calls, remember that some of this may just be typical behavior of
adolescence. However being mysterious with what they drink as water or share with particular
friends calls for an extra observation.

INTUITION
This warning sign is based on the awareness we have of a young person we know well. You may
not be able to be specific or clearly verbalize your hunch, but youll know theres something
wrong. You may find yourself telling others a student has changed.
An excessive need for, or increased supply of money
Buying alcohol and illicit substances costs money and the more dependent the person becomes,
the greater their need for money to finance their habit. Money however, is not the only
transferable commodity for young people. For example, baseball caps, sport shoes and sex are
commonly traded for alcohol and drugs.
Note Do not jump to conclusions but rather use those warning signs as your entry point to
make more observations and help your student.
APPROACHING A SUSPECTED ALCOHOL USER

Some adults are concerned about how to initiate discussion with a young person regarding their
alcohol use/consumption. Often young people are reluctant themselves to talk, believing that
adults will attempt to persuade them to stop, or criticize their behavior or even punish them.
HINTS FOR: Opening Up A Line Of Communication With A Suspected School
Alcohol Drinker.
Convey a desire to understand and accept, but not necessarily condone, the reasons behind the
persons behavior.
Generalize the students behavior without condoning or condemning it, for example, other
students have concerns about their alcohol use, its good you want to talk about it.
Assure the person of confidentiality in terms of the content of discussion and access to
counseling sessions. Inform students of the ramifications of disclosing certain information,
before they compromise themselves.
Resist trying to change their thoughts or behavior, be non-judgmental.
Balance your view of the alcohol use itself against the reasons behind it. Concentrate on
discovering what the young person finds attractive about alcohol drinking, rather than assuming
they see it is a problem.
Communicate openly and resist playing the secret detective.
Consider who is the best person to broach the subject? It doesnt have to be you, so perhaps
there is another person who knows the student, is well accepted, and could help, a peer educator
or a trained counselor.
Gather all the facts first, including information on the drugs being used.
Discuss the observable facts and ask what conclusions the student would draw from the facts;
avoid accusations e.g. Ive noticed. (Observable facts), what do you make of this?
Explore reasons behind the use. Weigh up the benefits and costs.
Gain the support of another person or outside agency such as an addiction counselor, especially
if it is a difficult case.
Develop a contingency plan to avoid reusing an unsuccessful strategy.

 Ensure the young person is sober and straight when you approach them, so that their
perception and memory of the discussion are not distorted. The intoxicated adolescent will be
sober tomorrow and the issue will not have gone away, leave it for a better time.
Ensure you are in the appropriate frame of mind to respond effectively.
Select a time when there will be a minimum of interruptions and sufficient time so you can
both discuss the issues as fully as possible.
Approach the young person discreetly so as not to embarrass them or betray their
confidentiality in front of others.
Convey respect and be amiable; ensure future discussion is likely.
Show a caring attitude and try to understand the nature and context of the situation, rather than
focusing on disciplinary consequences.
Convey a sense of exploration and genuine interest in reasons for the decision to take alcohol/
other drugs, rather than a determination to change behavior.
Discuss the issue as a concern not a problem. The student may perceive a problem label,
diminishing their motivation to address the issue.
HINTS FOR: Making Initial Contact with an Alcohol User
A variety of relevant topics should be addressed in your initial response to a young persons
suspected alcohol drinker, such as signs and symptoms of use, communication issues, reasons for
use, how to approach the subject, and factual information on alcohol.
Try to convey a relaxed and confident manner, which encourages an exploration of the problem
rather than the fixing of the problem at any cost. If there is to be a solution it will result from a
clearer understanding of the situation and use effective strategies to respond to it.
_ Adopt a sensible reasoned approach
A composed reaction on your part helps to create a similar reaction by the student with whom
you wish to discuss the events. Panic tends to impede discussion as the focus is intensely and
singularly on the alcohol drinker behavior rather than the total picture surrounding it.
_ Express only concerns that you can substantiate

The tendency is to jump to conclusions, but you may be wrong. In a calm manner, express your
concern and ask whether your concern is justified. Commenting about the students behavior
without drawing conclusions is a helpful approach.
_ Spend time thinking
Consider that the use of alcohol must do something good for the person which is worth risking
the dangers. This will probably be more important to talk about than the actual taking of alcohol
or other drugs.
_ Listen
Hear the what, where, how, and why to understand the exact situation.
_ Avoid being judgmental
In judging, you risk alienating the student at the exact time they need you most. Remember that
the student has made a judgment that their alcohol drinking has definite attractions.
_ Recognise that a crisis can be productive
The Chinese use two pictures to depict the concept of crisis. They link the symbol for danger
with the symbol for opportunity, thus expressing their belief that every crisis provides an
opportunity. Maintaining this belief can result in improved communication, based on newly
discovered openness between parties.
You may also gain an insight into other issues that may be troubling the young person.
HINTS FOR: Basic Counseling For Teachers
Although the material covered is specifically related to alcohol, it can be applied to a range of
counseling issues surrounding alcohol and drug use such as unwanted sexual attention, pressure
to have unprotected sex, peer pressure to participate in risk behavior.
With the support of training through specialist services or professional training, adults working
with youth and teachers in this case are well placed to offer students screening and basic
counseling in alcohol related problems.
The aim of this section is to provide practical and realistic information on how to help young
people who are taking alcohol. For the adult in the role of a counselor with student alcohol

drinker, there are a number of thematic principles to consider in providing effective

interventions.
FIVE BASIC PRINCIPLES
1. Ensure confidentiality
Confidentiality contributes to openness and trust, essential in any helping relationship. Students
will refrain from counseling opportunities where confidentiality cannot be guaranteed.
2. Know your strengths and limitations
Consider your level of skill and knowledge in intervening with young people. Limitations also
relate to issues such as available time, confidentiality and energy and student acceptance.
Be prepared to refer if you need to, or seek the advice of a trained alcohol and drug counselor
identified.
3. Separate counseling from discipline
At some educational setting, it may not be possible to have a different staff member providing
counseling from the person responsible for discipline. Where possible however, this role
separation is ideal because undertaking these roles simultaneously tends to reduce the
effectiveness of intervention in both areas.
4. Normalize without condoning alcohol drinking
Avoid trying to force the student to change as this may increase their resistance to change.
Similarly, condoning or condemning student behavior is counter-productive. Instead, treat the
student as a decision-maker who has certain reasons for their choices based on how he or she
sees the world and work on balancing the costs and benefits of his or her decisions. Therefore,
convincing the student that they should address their drug use has the greatest potential for
success.
5. Concentrate on rapport and empathy
Alcohol and drug use is a sensitive topic that young people are often reluctant to talk about.
Some believe that adults will attempt to convince them to stop, or criticize their behavior or even
punish them.
Building rapport and expressing empathy can be achieved by conveying a desire to understand
and accept (but not necessarily agree with) the reasons behind the drug use; by being inquisitive

but nonjudgmental; and by resisting the temptation to convince them to change their thoughts or
behavior.
HINTS FOR: Referring Young People for Counseling
While a teacher and other support workers can provide initial help for student alcohol or drug
user, where these issues are particularly complex, do not just expel the students. Referral
should be made to a specialist counselor who has the time and experience to provide appropriate
assessment and intervention.
Educational settings should use the compiled list from straight talk foundation of people and
organizations that can provide counseling.
Getting a young person to attend counseling may prove to be a difficult task. A variety of
strategies can be used to encourage the young person to seek help are suggested below.
_ Visit the counselor first yourself
This is a worthwhile strategy in normalizing the need for counseling whilst conveying a feeling
of concern to the young person.
Helpers who choose to do this should be encouraged to describe their experience of the
counselor and the counseling process to the young person to give them a picture of what to
expect, thereby reducing any anxiety about referral.
Depending on the specific situation, most counselors will initially provide strategies that the
helper can try before suggesting that the young person might need to attend for specialist
counseling.
_ Offer mutual support
Offering to attend a counseling session with the young person is helpful. Some will only want
transport, while others will want a parent, teacher or close friend to be present at the session.
_ Highlight the positives
Weighing up the costs and benefits of continued alcohol drinking or drug use can provide a
positive motivational influence toward change.
Treatment can help the young person find some clarity in their life, particularly if they feel they
are losing control over their alcohol drinking or drug use.

Suggest that the young person doesnt necessarily have to discuss alcohol/drug issues, they can
talk about any concerns they may have. Also, emphasizing the independence, professionalism
and neutrality of the counselor can be helpful.
_ Discuss confidentiality
Strict confidentiality is a major plus because it really means youve got nothing to lose by seeing
this counselor because no-one needs to know youve ever been. Here are a couple of other tips on
referral which are worth considering.
Treatment is only one option among many. Unfortunately, too many helpers see it as a last
option. This means the referrer often has high expectations of the outcomes, at a point beyond
where treatment was likely to be most effective.
Encourage young people on seeing a counselor to think of themselves as consumers of a
service, to be assertive in expressing their needs and give the counselor feedback about the
service they are providing.

The Environment
Establishing supportive environments involves:
recognizing the home, school and community as settings for promoting health,
consultation, interaction and cooperation between the home, school and community and
participation of parents and care-givers in the development of programs and approaches to
teaching and learning,
sensitivity to personal and cultural beliefs in dealing with alcohol and other health issues,
recognising the role that supportive physical and social environments play in enhancing
personal growth and development, physical activity, effective relationships and safety while
responding to adolescence challenges related to alcohol and other drugs,
understanding the responsibility of communities to care for the natural environment, and
creating physical and social conditions that support the well-being of the student and others.

1. Alcohol and Drug Rehabilitation Unit in,

Butabika National Mental Referral
Hospital
Mulago National Referral
Mbarara National Referral Hospital, here
a person will be taken through stages of
recovery by expert addiction counselors.
2. The Regional Referral Hospitals such as:
Arua Regional Referral Hospital
Fort Portal Regional Referral Hospital
Uganda Youth Development Link
Gulu Regional Referral Hospital
Sir Apollo Kaggwa road, Bifro house opp. MBI
Hoima
Regional Referral Hospital
P.O. Box 12659, Kampala
Uganda
Jinja Regional Referral Hospital
uydel2009@yahoo.com
www.uydel.org Kabale Regional Referral Hospital
Lira Regional Referral Hospital
Masaka Regional Referral Hospital
Straight Talk Foundation
Plot 4,
Acacia Avenue Kololo
Mbale Regional Referral
Hospital
P.O
Box
22366, Kampala
Moroto Regional Referral Hospital
www.straighttalkfoundation.org
WHERE TO GET HELP IN CASE
ONE
Mubende
Regional Referral Hospital
HAS ALCOHOL ADDICTION
Soroti Regional Referral Hospital
PROBLEMS

3. The National District Referral Hospital

in your District