1. Presinted by :Shahd Amer

2.  Tobacco ads may make you feel like everyone is doing it but they are not.  Only about 28% of high school students smoke.  That means about three out of every four don’t smoke.

3.  First give yourself a pat on the back for wanting to quit. That is the first step.  Quitting is not easy, remember nicotine is addictive.  You can do it if you set your mind to it!

4.  Get support  Set a quit date  Throw away your cigarettes  Wash all your clothes  Think about triggers:  Avoid those situations

5.  Keep yourself busy  Reward yourself. Use the money that you would have used to buy cigarettes to buy yourself something special.  If you are having trouble with the strategies you may need to talk to a doctor who can give you some suggestions.  Don’t give up.

6.  Headaches or stomachaches  Crabbiness, jumpiness, depression  Lack of energy  Dry mouth or sore throat  Desire to pig out The symptoms will pass so be patient and don’t sneak a smoke or a chew or you will have to deal with the symptoms longer.

7.  on September 19, 1997, the President called for comprehensive tobacco legislation with a goal of reducing the smoking rate among young people by 50 percent within 7 years. The President stressed that the following five key elements must be at the heart of any tobacco legislation:

8.  A comprehensive plan to reduce teen smoking.  Changes in the way the tobacco industry does business.  Protection for tobacco farmers and their communities.  Express reaffirmation that the Food and Drug Administration (FDA) has full authority to regulate tobacco products.  Progress toward other critical public health goals, such as the expansion of smoking cessation and prevention programs and the reduction of secondhand smoke.

9.  There are currently some 50 million smokers in the United States, and according to (CDC), 70 percent have tried to quit, and one-third of them try to quit at least once a year. Most are unsuccessful

10.  In 1996, AHCPR released an evidence-based clinical practice guideline on smoking cessation. This effort, for the first time, looked at what was then the total body of scientific data on smoking cessation interventions to determine what works best. They concluded that:

11.  Clinicians have a powerful impact in motivating their patients who smoke to try to quit.  As little as three minutes of a physician's time can about double the rate of quitting among his or her patients.  One simple, essentially no-cost intervention— expanding the vital signs to include smoking status—markedly enhances the rate at which physicians then go on to

12.  Every patient who tries to quit should be offered effective treatments including social support, simple advice on how to quit successfully, and pharmacotherapies that have been demonstrated to increase the likelihood that a smoker will quit successfully (such as nicotine replacement therapies, like the patch and the gum, and the new non-nicotine medicine).

13.  They found that this program will succeed only if the entire health care delivery team support and promote smoking cessation programs.  They can provide the financial incentives that will reinforce clinicians' commitment to helping their patients quit smoking, and for them, smoking cessation can help reduce health care costs.

14.  They estimates that widespread implementation of the smoking cessation guideline will, conservatively, double the annual quit rate system $2.6 billion in smoking- related health care costs., increasing the number of new nonsmokers by an additional 1.3 million. This would save the health care

15.  1- While most clinicians understand the of benefits that smoking cessation, few make a serious effort to help their patients quit. Studies have found that while 70 percent of smokers see a physician each year, only about half are urged to quit, and less than 20 percent are given advice on how to quit and information on effective interventions.

16.  2-Many physicians and other clinicians operate under misconceptions about smokers and the cessation process. For example, many believe that if a smoker wants to quit, he or she will bring the issue up; others feel that they don't have enough time during their encounters with patients who smoke to make an impact. Better education could dispel these myths and provide clinicians with scientific information on smoking cessation.