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Substance Abuse Parent Presentation
Transcript of Substance Abuse Parent Presentation
What doesn't work:
What actually works:
What doesn't work;
Tobacco will kill you.
Cause some to tune out the message
May even encourage students to do the opposite of intended effect
When threatened, defensive mindset is established
Study of 4 groups: Control, Scared, Factual, Personal
Control: 3.6% use = natural rate of increase
Factual: higher @ 4.6%
Warning: double control @ 7.3%
Personal: lower than control @ 2.6%
Social resistance skills and anti-drug norms
Emphasize skills training
De-emphasize health consequence information
Frontal lobe still in development until mid-20's
You will die if you use drugs
2x more likely
Another Psychological Problem
More likely to become dependent
Strong factor for starting & abusing
Lack of Family Involvement
Also includes lack of parental supervision
Anxiety, Depression, & Loneliness
Drugs can be a way to cope with feelings
Other Risk Factors
Other Names for Drugs (Slang)
Marijuana (over 200):
Pot, grass, reefer, skunk, Mary Jane, MJ, bud, green, Buddha, weed, herb, boom, ganja, hash, chronic, etc.
Coke, crack, rocks, powder, snort, blow, bazooka, bump, snow white, yayo, dice, gravel, C-dust/candy/cane, etc.
H, black tar, tar, dragon, mud, dope, brown, junk, etc.
Z-bar (Xanax), Blues (Valium), Percs (Percocet), Vike (Vicodin), OC, Oxy, Cotton, (OxyContin), Rids, Vitamin R (Ritalin), Beans, Black Beauties (Adderall)
*Students who were able to informally discuss the problems of adolescence ("personal" group) showed stronger resistance and awareness to help them cope with difficult decisions
What to look for
Possible Signs of Use
Red and/or glassy eyes
Short attention span
More lethargic than usual
Silly/giddy for no apparent reason
Poor short term memory
Strange odor on clothes/in bedroom
Constantly spraying deodorizers such as
Febreze or Axe
Using eye drops constantly
Less desire to perform activities formerly
What can parents do?
Supervision is vital, but it's not the only thing.
What parents can do to help:
Understand your teenager
Establish and maintain good communication
Talk with them daily
Ask open-ended questions (not just yes or no Q's)
LISTEN to concerns without reacting strongly
Be clear, discuss in advance
Give praise, even when meeting expectations
Thank you goes a long way with a teenager
Instead of talking about drug use, discuss adolescent issues
What if your child may be using already?
Be direct & specific
Don't make excuses for the child
Practice what you'll say AND what they'll say
Don't expect the child to admit he/she is using
Answer questions about your own use honestly! It may be a doorway for a conversation.
Answering deceptively may cause loss of credibility with child
Tell them what you see and how you feel about it
Explain how change in lifestyle worries you
Let child know it is still your job to help keep him/her from danger
Know that your child may say "I don't care."
First, know that you haven't failed as a parent.
Excuses only enable the child's use.
Don't accuse, blame, or scold - this creates defensive behavior
Refrain from interrogating; make it a discussion
Try to connect more to find out reasons behind use; this shows you care
The sooner you can intervene, the sooner help can be obtained.
How would you know if a student is using illegal substances?
One of the strongest protective factors is positive involvement with social institutions (church, school, community, sports, and/or clubs)
Ashton, M. (1999). The danger of warnings. Drug and alcohol findings, 1, 22-24.
Asper, K. (2006). Scared straight? Why to avoid scare tactics. Prevention Forum 26(3), 18-19.
Botvin, G. J. (1990). Substance abuse prevention: Theory, practice, and effectiveness.
Crime and Justice 13, 461-519
Dodd, V.J., Miller, M.D., Pigg, R.M., Rienzo, B.A., and Taliaferro, L.A. (2008). High school youth and suicide risk: Exploring protection afforded through physical activity and sport participation. Journal of School Health 78(10), 545-553.
DEA Get smart about drugs http://www.getsmartaboutdrugs.com/communities_of_practice/signs_illicit_drug_use.html
Don’t do it! Ineffective prevention strategies http://www.cde.state.co.us/cdeprevention/download/pdf/Don'tDo_It_Bibiographic.pdf
Hull, P., Husaini, B., Killbourne, B., and Reece, M. (2008). Community involvement and adolescent mental health: Moderating effects of race/ethnicity and neighborhood disadvantage. Journal of Community Psychology 36(4), 534-551
Mayo clinic http://www.mayoclinic.com/health/teen-drug-abuse/MY01099/NSECTIONGROUP=2
Narcotics verdose prevention & education http://www.nopetaskforce.org/for-parents.php
NIDA Preventing drug abuse among adolescents http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-adolescents/chapter-1-risk-factors-protective-factors/what-are-risk-factors
NIDA Preventing drug abuse through the schools: Programs that work http://archives.drugabuse.gov/meetings/CODA/Schools.html
Parents. The anti-drug. http://www.theantidrug.com/ei/advice_parents.asp
Prevention First (2008). Ineffectiveness of fear appeals in youth alcohol, tobacco, and other drug (atod) prevention. Springfield, IL: Prevention First.
Fuller, LaShonda B. (2012). Adolescents and substance abuse: Warning signs and school counseling interventions. Georgia School Counselors Association Journal 19(1). 23-36.
Two easy ways to create time:
1) car rides and
2) family dinners
Marijuana Use & Perceived Risk
Source: Monitoring the Future Study, 2010
Topical Issues in Counseling:
Substance Abuse in Schools
You are a student (middle or high school) and you are to create a poster or comic strip showing a substance and either:
a) the harmful effects of a substance,
b) a good example of refusal skills,
c) positive decision making
You may combine more than 1 option