Module IV Providing Support to Students

Transcription

1 Module IV Providing Support to Students Module Objectives By the end of these modules, the learner will have a better understanding of: How to talk with students about ATOD issues The importance of early referrals The Student Assistance Program model PowerPoints included: Supporting Students Training Resources included: Sample Student Referral Form Handouts included: The Partnership for a Drug-Free America: Intervention Quick Guide When it s Not Your Kid, How Do You Deal with Drug Use and Drinking? Teachers and Coaches: Your Influence is Important Basic Student Assistance Program Functions Student Assistance Programs ATOD Training Resource Modules 217

2 What to Do if You Suspect a Student of Substance Abuse ATOD Training Resource Modules 218

3 All of the following information comes from: Please visit these websites for additional resources. ATOD Training Resource Modules 219

4 What Do We KNOW? Drug abuse represents a significant threat to academic and athletic success for some students. In some instances, you may be the only adult a student approaches about a drug problem. Your willingness to talk about the dangers of drug use may deter a teen from experimenting. ATOD Training Resource Modules 220

5 If You Suspect Students of Using You can be a powerful positive influence for kids! Don t underestimate the power of a non-parent role model. Consistently enforce school ATOD policy and ensure that you follow the appropriate referral process. ATOD Training Resource Modules 221

6 How to Talk So Kids Will Listen Couch your comments in concern Avoid labeling the person as an alcoholic or addict Stick to what you know firsthand, not hearsay Talk in I statements Be prepared for denial and resentment Be supportive and hopeful about change ATOD Training Resource Modules 222

7 Importance of Referrals Addiction is a process that begins with use and continues with abuse before becoming a full-blown addiction. Because of new scientific research, we know that addiction is not a matter of will; it is a disease of the brain. While there is no cure, there is prevention. The sooner you take action to stop occasional use, the more likely your chances of stopping the progression to abuse and addiction! ATOD Training Resource Modules 223

8 What is an Intervention? Talking to the person you are concerned about is called an intervention. There are 2 types of interventions: Informal having a discussion with the person you are concerned about Formal having a structured conversation with the person ATOD Training Resource Modules 224

9 What is the Purpose of an Intervention? Ask the person to take concrete steps to address the problem and then lead them to the help they need. Remember: Addiction is a treatable disease What are some options? Who can a person turn to? ATOD Training Resource Modules 225

10 In School, Who Can Help? School Counselors Social Workers Nurses SAP Counselors Administrators Coaches School Resource Officers ATOD Training Resource Modules 226

11 Student Assistance Programs Many schools have Student Assistance Programs (SAPs) which can bridge the gap between prevention and treatment. There can be three forms: An internal or external SAP counselor A support team that includes a counselor Student assistance teams Depending on the program in your school, you can get a form from the SAP counselor, complete it with your concerns, and return to the SAP. ATOD Training Resource Modules 227

12 Student Assistance Program (S.A.P.) Student Referral Form Referral of students exhibiting troubling behaviors should be based upon behavior which you or your colleagues have actually observed. As a general rule an isolated instance of poor or unsatisfactory performance will not be grounds for referring a student to the Student Assistance Program. However, whenever a student exhibits several of the following or when there is a definite and repeated pattern of behavior in an unacceptable direction, a referral to the S.A.P. is appropriate. (Note: Vermont law prohibits anyone taking civil action against teachers making responsible reports regarding students in line with their legitimate duties.) Student Name: Grade: Team: Referred by: Date: Reason for the referral: What are the student s strengths, interests and talents? What strategies have been successful in the classroom? Academic Performance Decline in quality of work Work not handed in Failing of this subject(s) Classroom Conduct Disruptive in class Inattentiveness Lack of focus and concentration Sleeping in class Impaired memory Skipping class Frequent tardiness Frequently needs discipline Plays role of clown Hyperactivity Nervous/fidgety behavior Social/emotional & Other Behaviors Erratic behavior/mood swings Change in peer group/friends Sad appearance/depression Daydreaming or withdrawn Defensiveness, argumentative Perfectionism Other students expressing concern Talks frequently about violence/abuse Talks freely about drug use, bragging Do drug messages or drawings on schoolwork Check what you have done: Talked with the student Kept the student after school to discuss problem Offered additional help in study hall/after school Sent student to planning room Telephoned parent or guardian Parent conference Sent progress report home Consulted with other teachers Talked with Guidance Spoke with the nurse Spoke with an administrator Anything of importance or relevance that has not been mentioned? PLEASE SUBMIT THIS REFERRAL TO THE SCHOOL GUIDANCE COUNSELOR, WHO WILL DIRECT IT TO THE SCHOOL S.A.P. COUNSELOR ATOD Training Resource Modules 228

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16 Vermont Department of Education ATOD Training Resource Modules 232

17 Resources National Clearinghouse for Alcohol and Drug Information (NCADI) Phone: Web: National Institute on Drug Abuse (NIDA) Web: National Institute on Alcohol Abuse and Alcoholism (NIAAA) Web: Substance Abuse and Mental Health Services Administration (SAMHSA) Web: Especially for Teens is an online service of the National Youth Anti-Drug Media Campaign that offers information, fact sheets, games and posters for teens with a special section on early intervention. is an online service of the Partnership for a Drug-Free America ( that offers resources, information, quizzes and videos for teens to question themselves about their drug use. is an online service of the National Institute on Alcohol Abuse and Alcoholism. It is a place for teens about being yourself, thinking for yourself, and getting the facts about underage drinking. Especially for Parents is an online service of the National Youth Anti-Drug Media Campaign that offers resources, information and facts for parents. is the Spanish online service of the National Youth Anti-Drug Media Campaign and offers resources, information and facts for parents. is an online service of the Substance Abuse and Mental Health Services Administration developed to support the efforts of parents and other caring adults to promote mental health and prevent the use of alcohol, tobacco and illegal drugs among 7- to 18-year-olds. If you know anyone who is in need of alcohol or drug treatment, the Substance Abuse and Mental Health Services Administration (SAMHSA) has a treatment locator that can be found at or you may call the SAMHSA Referral Helpline at HELP. Community Resources Drug-Free Community Coalitions provide prevention information and intervention services in many communities throughout the United States. Go to Community Anti-Drug Coalitions of America (CADCA) is the national membership organizationrepresenting community anti-drug coalitions nationwide. CADCA helps coalitions become stronger and more effective, and works with federal, state and local government to support the coalition movement. Go to The Drug Enforcement Administration (DEA) offers a Web site to help identify drugs of abuse: When It s Not Your Kid, How Do You Deal With Drug Use and Drinking? ATOD Training Resource Modules 233

18 Suspicion? The scenario is a common one: You are a volunteer mentor and one of your students confides that she is experimenting with marijuana. What do you do? You are the coach for a teenage hockey or soccer team and you are told by one of the team members that a teammate is drinking pretty hard or using marijuana or both. Other than a few unexplained absences and a recently lousy attitude, there are no obvious signs to you. How do you handle both the team member and the teammates? While the stories may vary from afterschool activity to a community-sponsored event, the elements remain the same: You find out about drug or alcohol use by a teen who is not your child. You have little or no direct authority over these kids you re just trying to help out. You know little or nothing about drug or alcohol abuse or you may not be familiar with your institution s policy on drug use. You re not their parent. You aren t a member of their family. You probably aren t even their teacher. You just wanted to give back to your community and you are unprepared for all of this. But you know you shouldn t ignore it. One thing is certain: The power of a nonparent role model should not be underestimated. You can be a powerful positive influence for kids, and in some cases, you could be the only person to whom the teen can turn. ATOD Training Resource Modules 234

19 Why Should You Care? Most adults agree that any drug use by teens is risky and can lead to serious trouble. Every day, approximately 4,700 American youth under the age of 18 try marijuana for the first time ages when their brains and bodies are still developing. Drugs and alcohol use can interfere with teens independence and their efforts to establish their own identity. Substance abuse (including alcohol, which is illegal in all 50 states for people under the age of 21) can change the direction of a young person s life physically, emotionally and behaviorally. What was once excused as a rite of passage for some teens is now shown to have harmful and, sometimes, lasting effects. Treatment for marijuana is the number one reason kids get admitted to treatment programs more than for all other illicit drugs combined. The Science Is Clear While we know that not all youthful drug or alcohol use leads to addiction, no one knows how long it takes to develop an abuse problem or even who will develop a problem. What is known is that addiction is a process that begins with use and continues with abuse before becoming a full-blown addiction. Drug and alcohol use can lead to many negative consequences, including bad grades, broken friendships, family problems, physical violence and trouble with the law. Because of new scientific research, we know that addiction is not a matter of will; it is a disease of the brain. While there is no cure, there is prevention. And the sooner you take action to stop occasional use, the more likely your chances of stopping the progression to abuse and addiction. Research shows that kids start using drugs and alcohol because they feel the need to take risks or they believe it will help them fit in or feel better. Sometimes they use drugs because they are seeking relief from stress or feelings of depression. And it s important to remember that there is, sometimes, a genetic risk for addiction just like heart disease, diabetes, cancer and other diseases. What Can You Do? The first thing you can do is learn as much as you can. The National Youth Anti-Drug Media Campaign offers two important Web sites. The first is primarily for parents and adults who spend a lot of time with teens ( and the second is for teens ( The National Clearinghouse for Alcohol and Drug Information (NCADI) will send free pamphlets and fact sheets that will help you learn about alcohol and drug use by teens. Their phone number is , and their Web site is Many kids have parents with alcohol or drug problems of their own. In situations like this, bringing the kid s drug or alcohol use to a parent s attention isn t likely to get the teen the help he or she needs. For more information about how to help children of substance abusers, call NCADI at or log on to: If your organizing group has written rules regarding substance use, seek guidance there. If it does not, this may be a good time to request that your organizing group develop such guidelines. They don t have to be sophisticated or complicated just a statement of what will and won t be tolerated and what will ATOD Training Resource Modules 235

20 happen if the rules are broken. When developing the rules, it should be noted that involvement in recreational activities actually helps kids stay away from drugs. Automatically kicking kids off teams or out of groups may not be the best response for teens as it may escalate their drug use. After you ve gathered information about substance use for yourself and feel comfortable, talk with the teen. You need to listen non-judgmentally to what the teen is telling you. Just because a kid is using drugs doesn t mean he or she is addicted. The goal is to get involved early before the use becomes abuse and, perhaps, leads to addiction. If you are a coach or a Scout leader, you might take the opportunity to talk to the group as a whole. Again, it doesn t have to be fancy. Tell them that you ve read some materials on alcohol and drug use by teens, and tell them what your expectations are for them, along with what happens when they violate the rules. Tell them that, while you re no expert, you have access to experts in the community and that if they need help, you ll be there. Who Can You Talk to for Help? Look to your community for resources for help. There are many prevention and treatment specialists who can guide and inform you: School counselors and student assistance professionals Employee assistance professionals Family doctors or pediatricians What Do You Do About the Family? While only one person may be using drugs, all family members are affected by it. Families don t want to believe that one of their members could be involved in something illegal. Denial plays a big role in substance abuse and addiction. No parent wants to face the fact that his or her child is using illicit drugs. Do You Tell the Parents or Caregivers? And, If So, How? It is important that you express your concern for the teen both on and off the field. Sit with the parents or caregivers and explain the facts, as you know them. Offer them information on teen drug use the same information that you used to educate yourself. Suggest resources in the community where they can turn for help. Explain the consequences for using drugs or alcohol to the parents, caregivers and the teen. Be there to answer questions or provide resources. Remember that some kids get introduced to drugs by family members. It s important that you recognize that relatives even parents may be enabling or even dealing or providing drugs and alcohol. This won t be an easy conversation for you or the teen or the family. But, you may just help the teen to rethink his or her choices and stop drug use before the consequences become severe. Remember to follow up. Your responsibility doesn t end with one conversation staying involved could be the most important thing you do for the teen. Nurses Faith leaders Community health centers Adolescent prevention or treatment professionals Local community anti-drug coalitions RESEARCH NOTES - Researchers have found that people who drink to excess and use marijuana are more likely to suffer injuries. - Children who are drinking alcohol by the seventh grade are more likely to suffer employment problems, abuse other drugs and commit criminal and violent acts once they reach young adulthood. - Research shows that marijuana use is three times more likely to lead to dependence among adolescents than among adults. ATOD Training Resource Modules 236

21 Teachers and Coaches: Your Influence is Important As teachers and coaches, you know that drug abuse represents a significant threat to academic and athletic success for some students. Recent research has shown that heavy marijuana use interferes with the ability of young people to concentrate and retain information, and may inhibit full cognitive development. Your regular presence in a student's life provides a unique opportunity for you to educate teens on the effects of marijuana on learning, as well as how it can limit or altogether jeopardize such things as college, sports, and scholarships. More importantly, your willingness to talk about the dangers of marijuana may deter a teen from experimenting, and possibly falling into a downward spiral of long-term drug abuse. Most schools and school districts have strict rules about drug and alcohol abuse. However, it is up to you to consistently enforce those policies. In some instances, you may be the only adult a student approaches about a drug problem. While you should always encourage students to speak with their parents and get help, you can also use your unique leadership position to prevent or steer a student away from drugs. For example, talking to a student about the consequences of getting caught with drugs during high school on college admission may be enough to convince a teen to avoid use completely. Tips for Teachers You are more likely than most school officials to learn of substance abuse. Whether you overhear a conversation or notice changes in grades or attitude, you can directly confront a student about changes in behavior, or you can work drug messaging into your lesson plans. 1. Alert students of your school's "no tolerance" policy and consequences associated with noncompliance. Legal problems or school disciplinary actions can go on his or her permanent record, making it difficult to get into institutions of higher education. 2. Make the student aware of the cognitive and psychological threats associated with substance use. 3. Address the academic threats associated with substance use in your lesson planning. Tips for Coaches You have a vested interest in keeping student-athletes off drugs. As a coach, your role is to encourage sharp minds and strong bodies through training and discipline. Marijuana not only impairs memory and cognitive ability, but also slows reaction time and damages the cardiovascular system. Coaches also need to know the risks, signs and symptoms of performance enhancing drug use. Many of these substances are easy to obtain from the local stores, on the Internet and from friends. Emphasize to your student-athletes that they can achieve success without artificial substances. 1. Educate student-athletes on the dangers of substance use and actively enforce rules that suspend or remove all players found to be abusing drugs or alcohol. Remember, because a student-athlete is under your supervision for part of the school day, their abuse of drugs will not only negatively affect the team, but also the school as a whole. 2. Confront the student. Let the student know that you are aware or suspect he/she is using marijuana. Be patient. Listen. Let the teen know that you wouldn t bring up the topic if you didn t care about him/her. Remind the student that he is not only jeopardizing his/her season, but that of the team s, as well. 3. Talk to the team as a whole. Your speech doesn t have to be fancy. Simply remind them of the consequences for breaking substance abuse rules and tell them that you have access to experts in the community and if they need help, you ll be there. ATOD Training Resource Modules 237

22 BASIC STUDENT ASSISTANCE PROGRAM FUNCTIONS IDENTIFICATION ASSESSMENT INTERVENTION TREATMENT SUPPORT STAFF REFERRALS Teachers, aides Coaches, nurses Librarians Principal, assistant principal Counselors School social workers & psychologists SELF REFERRALS PEER REFERRALS PARENT REFERRALS AOD AGENT REFERRALS COMMUNITY REFERRALS Police Juvenile Justice System Clergy County Social Services Physicians & hospitals Other youth & family services agencies Major Roles: SAP Counselor / Coordinator Core Team Members Input from: All school staff Students Parents AOD agencies Community agencies Major Roles: SAP Counselor / Coordinator Referral Team Involvement of: Other school staff Concerned students Parents AOD agency staff Community agency staff Referral to: In-school resources Counselors Support groups Community resources Screening AOD assessment Treatment or counseling Community Resources: AOD services: Screening Assessment / evaluation Inpatient treatment Outpatient treatment Self-help groups: Alcoholics Anonymous Narcotics Anonymous Cocaine Anonymous Alanon Alateen Alatot Non-AOD Services Major Roles: SAP Counselor Group facilitator In-school services: One-to-one counseling Support groups Education Taken from When Chemicals Come to School: The Student Assistance Program Model, ATOD Training Resource Modules 238

23 Student Assistance Programs (Vermont Office of Alcohol and Drug Abuse Programs) Student Assistance Programs (SAP s) offer a cost-effective solution to bridge the gap between prevention and treatment. SAP s can take three forms: student assistance teams, a student assistance counselor, or a support team that includes a counselor. Counselors and members of support teams are trained to identify and intervene with students who are experiencing substance use problems. Since SAP counselors and teams are continually interacting with students, they can identify students having problems through direct contact. Students may also be referred to counselors by teachers, parents, peers, or may seek help themselves. SAP counselors and teams identify agencies for more specialized or intensive services. SAP s also follow-up with students to ensure they obtain the treatment they need. SAP counselors and teams also: Give educational presentations to students and community groups Work with community resources to develop services for students Train school staff to deal with troubled students Meet with concerned families Increase awareness of substance use problems in the community Allow teachers to concentrate on education instead of having to deal with substance use Run educational support groups Evaluations of SAP s in several other states have demonstrated the effectiveness of SAP s in: Reducing overall substance use, and specifically alcohol and marijuana use Increased school attendance and decreased drop-outs Decreasing disciplinary actions and vandalism Improving students grades and staff morale In Vermont, schools with SAP s were compared with schools without SAP s by reviewing Act 51 data and results of the Youth Risk Behavior Survey. Control measures were used to strengthen the likelihood that differences among schools were due to the presence or absence of an SAP. According to school personnel (Act 51 data), having an SAP counselor was associated with: 13 times fewer physical assaults, seven times fewer threats to staff by students, half the physical threats to students by other students, half the violent incidents in school, and four times more student self-referrals for drug use or distress. Having an SAP team was associated with less than half the disciplinary actions, and almost half the suspensions fro drug use and drug sales by students. According to students (YRBS data), having an SAP counselor or team was associated with: fewer physical threats, fights and weapon carrying, less vandalism, less drinking and use of illicit drugs and chewing tobacco, and fewer pregnancies. These findings are consistent with those from other states, and suggest that having both a student assistance counselor and a student assistance team is the most effective Student Assistance Program. ATOD Training Resource Modules 239