The E in Rave

ISBN 1-86888-235-7

Contents

PREFACE xi

ACKNOWLEDGEMENTS xiii

ABBREVIATIONS xiv

1 INTRODUCTORY ORIENTATION, PROBLEM ANALYSIS, OBJECTIVES AND DEFINITION OF CONCEPTS 1

1.1 Introductory orientation 1

1.2 Problem analysis 3

1.2.1 Awareness of the problem 3

1.2.2 Exploration of the problem 4

1.3 Statement of the problem 9

1.3.1 Subsidiary problems 10

1.4 Objective 10

1.5 Delimiting the area of investigation 11

1.6 Definition of concepts 11

1.6.1 Methylenedioxymethamphetamine (MDMA) 10

1.6.2 Ecstasy 11

1.6.3 Rave 11

1.6.4 Adolescence 11

1.6.5 Adolescent 11

1.6.6 Youth 12

1.6.7 Early adulthood 12

2 METHYLENEDIOXYMETHAMPHET AMINE (MDMA OR 'ECSTASY') 13

2.1 A brief history 13

2.2 Classification of the MDMA drug 15

2.3 Dosage and mode of use 16

2.4 Effects 18

2.4.1 Positive psychological effects 19

2.4.2 Negative psychological effects 19

2.4.3 Adverse psychological effects of Ecstasy use 24

2.4.4 Tolerance versus dependency versus abuse patterns 26

2.4.5 Physical effects 28

2.4.6 Acute physical reactions 30

2.4.7 Adverse psychological and physical effects 34

2.5 MOMA and the brain - How Ecstasy affects the brain 35

2.6 Neurotoxicity 39

2.6.1 Implications of animal studies for human use 41

2.6.2 Human studies 43

2.7 Ethical dilemma 51

2.8 Conclusion 52

3 RAVES AND THEIR CULTURE 55

3.1 Introduction 56

3.2 What is a Rave? 56

3.2.1 Contemporary definition of Rave 56

3.2.2 The concept of Rave 59

3.3 Why Rave? 59

3.4 Rave music 59

3.5 Visual effects 61

3.6 Drugs 63

3.7 The people who attend Raves 68

3.8 Philosophy of Raves 70

3.8.1 Peace, love, unity and respect (PLUR) 71

3.8.2 The New Age philosophy 73

3.9 Spirituality 7 4

3.9.1 Rave as a spiritual event 75

3.10 The comedown 81

3.10.1 The fall of the Rave 83

3.11 Conclusion 85

4 FINDINGS OF QUESTIONNAIRES ON RECREATIONAL ECSTASY USE 87

4.1 Introduction 87

4.2 Research design 87

4.2.1 The sample 87

4.3 Measuring instrument 88

4.4 Procedure 89

4.5 Data analysis 89

4.6 Results of the investigation 90

4.6.1 A subjective evaluation of Ecstasy based on the subjects'

personal experience 91

4.6.2 Ecstasy initiation 91

4.6.3 Reasons for trying Ecstasy 91

4.6.4 Ability to have fun without Ecstasy 91

4.6.5 Reasons for Rave participation and significance of Raves 91

4.6.6 Word associations linked to Ecstasy 92

4.6.7 Dosage and mode of use 93

4.6.8 Patterns of use 93

4.6.9 'Staggering' 93

4.6.10 Frequency of use 94

4.6.11 Maximum reported doses 94

4.6.12 The effects experienced by Ecstasy users 95

4.6.13 Dependency 96

4.6.14 Tolerance 97

4.6.15 Perceived risks 98

4.6.16 Other drugs used by multiple-time users 99

4.6.17 Influences on life in general 100

4.7 Discussion of results 101

4.8 Conclusion 106

5 CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS 110

5.1 Introduction 110

5.2 Conclusions 112

5.2.1 Identification of Ecstasy or drug use in adolescents is

imperative 113

5.2.2 Teachers can exert a greater influence on the adolescent's

mental health 114

5.2.3 A disharmonious educational climate must be prevented 115

5.2.4 Further research is essential 114

5.3 Recommendations 115

5.3.1 Teachers should be informed about current drug trends 115

5.3.2 Documentation 115

5.3.3 Better rapport between parents and teachers 116

5.3.4 Better contact between school-bound and school-related

services 116

5.3.5 Parent support groups 116

5.3.6 Parental drug education 117

5.3.7 Adolescent discussion groups 118

5.3.8 Identifying drug use 118

5.3.9 Individual counselling and cognitive/behavioural therapy 120

5.3.10 Group counselling and adolescent support groups 120

5.3.11 Drug education and prevention programmes 121

5.3.12 Harm-reduction approach 122

5.4 Implications of this investigation 122

5.4.1 Implications for the adolescent 122

5.4.2 Implications for the parents 124

5.4.3 Implications for the teacher 125

5.4.4 Implications for the schools 126

5.4.5 Implications for the future 126

5.5 Matters requiring further research 127

5.6 Conclusion 127

5.6.1 List of relevant contact numbers 129

APPENDICES

The Ecstasy experience 133

II DanceSafe - Harm-reduction information 137

BIBLIOGRAPHY 139

INDEX 151

Preface

The use of methylenedioxymethamphetamine (MDMA) or 'Ecstasy', as it is commonly known, is a phenomenon that has established itself in the widespread Rave culture. Ecstasy use causes not only physical and psychological problems in the development of the adolescent but may also influence his or her concept of self, academic performance, concentration and learning abilities. The use of the drug can also give rise to a number of social problems that include relations with family, school or work, the law and possible personality changes. To prevent these problems, educators should be well informed regarding current drug-use trends and should also be capable of assisting adolescents. The term educator includes parents, teachers, guidance counsellors and psychologists. Teachers as secondary educators possibly only surpass parents in their close involvement in the development of the adolescent. Research on the precise nature of Ecstasy use and the characteristics of its users is lacking in South Africa. The increase in Ecstasy use amongst school going adolescents and young adults, and the fact that there are side-effects and unknown long-term effects have made it imperative that educators learn as much as possible about this drug. The purpose of this book is therefore to furnish the educator - as well as the friends of Ecstasy users, the users and potential users themselves - with accurate information that will enable him or her to obtain a reference point from which assistance can be offered to the young Ecstasy user.