closer look at true north

A CLOSER LOOK @ True NorthEducational Service District 113 April 2005

Introduction True North services and staff Classroom presentations on topics related to: student assistance

services, tobacco, marijuana, alcohol and other drugs, school policies regarding drugs and alcohol, substance abuse and the new driver, substance abuse and the family, media literacy, harassment, intimidation and bullying.

Screening, assessment for substance abuse or dependence, referral and case management.

Opportunities Group – Substance abuse awareness and education.

Discovery Group – Early intervention (where funded, a Brief Intervention group is also provided).

Tobacco Cessation Group – for students who have made a decision to discontinue tobacco use.

Strengthening Families Program – helps families reduce the likelihood for substance abuse and other problems associated with the teen years.

Recovery Support/Continuing Care Groups – help students develop strategies to prevent a return to substance abuse and behavioral patterns.

Affected Others Group – provides information about the impact of chemical dependency on the family, helps develop healthy coping and decision making skills, teaches students how to identify and express emotion and strengthens resources.

Aggression Replacement Training – helps adolescents learn how to manage their impulse control, develop interpersonal skills and refine their decision making skills.

For assistance contact: Rob Vincent, Director, [email protected] or (360) 586-4037 Sherry Crawford, Accounting, [email protected] or (360) 586-4408 Jan Hansen, Administrative Secretary, [email protected] or (360) 586-4040 Erin Riffe, Lead Counselor-Grays Harbor/Pacific, [email protected] or (360) 533-9749 John Thompson, Lead Counselor-Thurston/Mason, [email protected] or (360) 586-4036 Tina Burrell, Lead Counselor-Lewis, [email protected] or (360) 748-2274 Amber Nixon, Tech. Support Specialist/Research Associate, [email protected] or (360) 586-4165 For more information visit: http://www.esd113.k12.wa.us (Click on Guide to Services, then Educational Support Services, then Student Assistance Program)

Student Assistance & Treatment Services

True North is the comprehensive program

providing student assistance and treatment services through Educational Service District 113. A trained staff of chemical dependency professionals provides school-based prevention, intervention, treatment and continuing care services to students and their families throughout the ESD 113 five-county region.

The aim of the True North program is to create a climate that allows students to discover what behaviors they are engaged in that may be harmful, explore a variety of scenarios and options available to them and ultimately experience success as they make decisions affecting their lives.

True North has been providing student assistance and chemical dependency treatment services for young people between 12 and 18 years of age since 1997. The program is certified by the Division of Alcohol and Substance Abuse (DASA).

This publication offers a look at ESD 113’s student assistance and treatment program. We have provided:Brief background

information,Items you can use as you lead

discussions with staff and others in your community,Materials you can use in

your district communication efforts; andResources for additional

information and assistance.

2 ESD 113 / April 20052

Student Assistance program components

Student Assistance Programs (SAP) provide a comprehensive model for the delivery of K-12 prevention, intervention and support

services. Student assistance services are designed to reduce student risk factors, promote protective factors and increase asset development. The nine SAP components described below are recommended as the minimum requirements needed to reduce barriers to learning and ensure student success in safe, disciplined and drug-free schools and communities.

School Board PolicyTo define the school’s role in creating a safe, disciplined and drug-free learning community and to clarify the relationship between student academic performance and the use of alcohol, other drugs, violence and high-risk behavior.

Staff DevelopmentTo provide all school employees with the necessary foundation of attitudes and skills to reduce risks, increase protective factors and foster resilience through SAP services.

Program AwarenessTo educate parents, students, agencies and the community about the school policy on alcohol, tobacco, other drugs, disruptive behavior and violence and provide information about student assistance services that promote resilience and student success.

Internal Referral ProcessTo identify and refer students with academic and social concerns to a multi-disciplinary problem-solving and case management team.

Problem Solving Team and Case ManagementTo evaluate how the school can best serve students with academic or social problems through solution-focused strategies.

Program EvaluationTo ensure continuous quality improvement of student assistance services and outcomes.

Educational Student Support GroupsTo provide information, support and problem-solving skills to students who are experiencing academic or social problems.

Cooperation and Collaboration with Community Agencies and Resources

To build bridges between schools, parents and community resources through referral and shared case management.

Integration with Other School-Based ProgramsTo integrate student assistance services with other school-based programs designed to increase resilience, improve academic performance and reduce student risk for alcohol, tobacco, other drugs and violence.

Source: National Student Assistance Association, http://nasap.org/components

Substance abuse prevention

Prevention programs offer more hope for reducing

adolescent drug use than any other method. The object is to aim at the reduction, delay, or prevention of drug use before it has become habitual or clearly dysfunctional.

Some recommendations for planning prevention programs include:

Use a broad-based approach.

Deter drug use by limiting the availability of drugs and enforcing penalties for use, possession, and distribution. Continue to provide information on the effects of drugs, but couple this with social skills training.

Start prevention activities early.

Prevention efforts should begin before youngsters are faced with the decision to use drugs, usually between 12 and 18 years of age.

Help high-risk students first. We know from research,

experience and common sense that some kids are at greater risk of becoming drug abusers than others.

Cover all bases. Prevention efforts should be

a continuum of interrelated and complementary activities including those at school, at home, and in the community.

Source: ERIC Clearinghouse on Counseling and Personnel Services digest about “Alcohol and Drug Use among Adolescents”

A Closer Look @ True North 3

Principles of Effectiveness

The Principles of Effectiveness were developed by the U.S. Department of Education’s Safe and Drug-Free Schools Program

several years ago to help teachers, school administrators and prevention program developers achieve safe learning environments where students are free from fear of violence and the influence of drugs. With the No Child Left Behind Act, local prevention programs and activities are now required to meet the Principles of Effectiveness.

Principle 1: Needs AssessmentA program/activity must be based on an assessment of objective

data regarding the incidence of violence and illegal drug use in the elementary schools, secondary schools and communities to be served.

Principle 2: Analysis of Risk and ProtectionA program/activity must be based on an analysis of the prevalence

of “risk factors, protective factors, buffers, assets or other variables” identified through scientifically-based research that exist in the schools and communities to be served.

Principle 3: Setting Measurable Goals and Objectives

A program/activity must be based on performance measures aimed at ensuring that these schools and communities have a safe, orderly and drug-free environment.

Principle 4: Proven Effective Programs and Activities

A program/activity must be grounded in scientifically-based research that provides evidence that the program to be used will reduce violence and illegal drug use.

Principle 5: Periodic EvaluationA program/activity must be evaluated periodically against locally

selected performance measures and modified over time to refine, improve and strengthen the program.

Principle 6: Parental InvolvementA program/activity must include consultation with and input from

parents.

For assistance with the above tasks, the staff of ESD 113’s Student Assistance Program, in partnership with OSPI, has developed workshops to help you and your staff understand and implement the Principles of Effectiveness. Contact Rob Vincent at (360) 586-4037 or [email protected].

Three steps to student assistance1. A referral is made by a

teacher, student, other school employee or parent to a school’s Chemical Dependency Professional (CDP). Referrals can be for a variety of reasons, including suspected drug use, depression, falling grades, truancy or other issues. All referrals are confidential within state and federal laws.

2. The Chemical Dependency Professional meets with the student and uses a professionally-developed, proven screening process to determine the basis of the student’s problem and to identify appropriate resources.

3. A decision is made about what to do. Some students are seen only once, some are seen several times during the school year and others are referred to more intensive levels of care outside the school environment. Sometimes parents, friends, school personnel or people from area agencies are recruited to help.

For the name of the professional serving your school, contact: Erin Riffe, Lead Counselor, Grays Harbor/Pacific Counties, [email protected] or (360) 533-9749 John Thompson, Lead Counselor, Thurston/Mason Counties, [email protected] or (360) 586-4036 Tina Burrell, Lead Counselor, Lewis County, [email protected] or (360) 748-2274

Schools as community assets

Kretzmann and McKnight list nine important kinds of assets that schools can share with communities.

Facilities materials and equipment Purchasing power Employment practices Courses

Teachers Financial capacity A focus for young involvement Young people

Source: “Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets.”

4 ESD 113 / April 2005

Research has shown that there is no single thing that schools can do to ensure high student

performance. Rather, high performing schools tend to show evidence of nine characteristics:

Clear and Shared Focus Everybody knows where they are going and why.

The vision is shared – everybody is involved, and all understand their role in achieving the vision. The vision is developed from common beliefs and values, creating a consistent focus.

High Standards and Expectations Teachers and staff believe that all students

can learn and that they can teach all students. There is recognition of barriers for some students to overcome, but the barriers are not insurmountable. Students become engaged in an ambitious and rigorous course of study.

Effective School Leadership Effective leadership is required to implement

change processes within the school. This leadership takes many forms. Principals often play this role, but so do teachers and other staff, including those in the district office. Effective leaders advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth.

High Levels of Collaboration and Communication There is constant collaboration and

communication between and among teachers of all grades. Everybody is involved and connected, including parents and members of the community, to solve problems and create solutions.

Curriculum, Instruction and Assessment Aligned with Standards

Curriculum is aligned with local, state and national standards. Research-based materials and teaching and learning strategies are implemented.

There is a clear understanding of the assessment system, what is measured in various assessments and how it is measured.

Frequent Monitoring of Teaching and Learning Teaching and Learning are continually adjusted

based on frequent monitoring of student progress and needs. A variety of assessment procedures are used. The results of the assessment are used to improve student performances and also to improve the instructional program.

Focused Professional Development Professional development for all educators is

aligned with the school’s and district’s common focus, objectives, and high expectations. It is ongoing and based on high need areas.

Supportive Learning Environment The school has a safe, civil, healthy and

intellectually stimulating learning environment. Students feel respected and connected with the staff, and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers.

High Level of Community and Parent Involvement There is a sense that all educational stakeholders

have a responsibility to educate students, not just the teachers and staff in schools. Parents, as well as businesses, social service agencies, and community colleges/universities all play a vital role in this effort.

For more information contact: Sue Shannon, OSPI Research and Evaluation Office, who has prepared a resource list of key Web sites, books, reports and articles that can be used to help schools improve in each of the characteristics of high-performing schools. The list is available on the OSPI Web site at http://www.k12.wa.us. Go to the research section under the Assessment & Research tab on the home page.

High performing schools share nine characteristics

Outpatient treatment

Based on the results of a comprehensive evaluation, outpatient substance abuse

treatment may be recommended for a student referred to the student assistance program. This level of treatment is designed for youth who are experiencing life problems that may be related to, or made worse by, their use of illicit substances.

True North outpatient treatment is voluntary and involves participation in individual or group sessions. These sessions may involve: Individual Counseling

Group Counseling Managed Abstinence Referral to Mental Health Care Multi-family Education & Therapy Chemical Dependency Education Relapse Prevention Planning Continuing Care Case Management

For information contact Rob Vincent at [email protected] or (360) 586-4037.


Rules of Engagement for schools and community builders

Basic Rules For Educators For Community BuildersFind out about each other’s inter-ests and needs.

Find out … where your students and families live, work and play after school. What banks, hospitals, community or-ganizations, civic groups or businesses provide services or jobs? What local issues are people talking about on call-in shows and in the news? What assets are available that might help your school? What school resources might be useful to other com-munity groups?

Find out … about your neighborhood schools, their location, grade levels, recent history and standing in the school district. What local educa-tion issues are parents and newspapers talking about? What building and district opportunities involve families and community members in plan-ning and decision-making?

Reach out to po-tential partners on their own turf with specific offers of assistance.

Reach out … to potential community partners. Identify interested groups and ask for invitations to speak. Know your audience and tailor your remarks to their concerns. Make sure they know what you are doing right already and your plans for making it better. Show that you see the value in partnerships and know how to be flexible. Be specific about what you need and knowledgeable about what they can offer.

Reach out … to principals, teachers and staff. Attend school functions and show familiarity with and support for school concerns. Offer to help in concrete ways: by providing a translator at the next parent open house or including a question of importance to the school on your annual com-munity survey. Create an opportunity for school staff to talk with community members – off school grounds – about their shared aspirations for their children’s futures.

Spell out the pur-pose and terms of joint efforts, includ-ing who will do what, by when.

Spell out … the areas in which your school is not permitted or doesn’t feel comfortable with partnerships. In all oth-ers, encourage staff to be as innovative and open as possible in pursuing op-portunities. Be more than a silent part-ner. Make every effort to anticipate and reduce red tape in hiring, procurement and access.

Spell out … your priorities and start small. Work through existing decision-making channels to communicate, find common ground and build consensus among school and community agendas. Be clear about what the partnership (not just your side) wants to do, why it’s important, and what results are expected. Spell out lines of responsibil-ity and authority. Set reasonable expectations and time frame. Deliver what you promised.

Work out the kinks as they arise and change your approach when necessary.

Work out … the issues and don’t walk out. Stay involved, even when the re-lationship isn’t moving ahead exactly as planned.

Work out … the kinks and stay flexible. Is the communication satisfactory to both sides? Do all partners feel as though their contributions are heard and valued? What are the channels of com-munication that are in place? Community builders need to talk to school partners and find out what they think. Keep working while you smooth out rough edges.

Build out from success by sharing positive results and encouraging ex-panded efforts.

Build out … share positive data and findings with staff, families and the school district. Use a positive track record to leverage additional resources from other sectors while finding ways to make part-nering with schools more attractive and substantive.

Build out … to demonstrate your success. Bring information about what’s been accomplished to your core constituents, funders, and decision-makers. Encourage expanded efforts with schools and increased commitment of institutional re-sources.

From “Education and Community Building: Connecting Two Worlds”, Institute for Educational Leadership, 2001

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There are a great number of behaviors that indicate that a

referral to the Student Assistance Program (SAP) might be helpful. Here are eight of the most basic, but feel free to refer students who display other troubling behavior that is not listed here.

Grades: Pay attention to sudden changes in grades for students who have done well previously. Their sudden lack of interest in academic subjects may signal trouble. Also, watch for students who give you clues like, “I can’t get work done at home, everyone’s always yelling.” They may be asking you to get them some assistance. Sometimes students who are overly concerned about getting good grades are under tremendous pressure.

Attendance: Students with attendance or tardiness problems may be experiencing real difficulties at home. Pay special attention to students who can’t make it to early-morning classes, or who always cut the classes after lunch.

Disruptive behavior in the classroom: Think of the two or three students who cause the most trouble in your classroom, and jot down a quick referral to the SAP. Often, students who play the class

clown, who are disruptive or who command all of your attention are masking real emotional pain. Make referrals both to the appropriate disciplinarians and to the SAP.

Legal problems: If a student tells you that he can’t make your test on Tuesday because he has to go to court for his assault case, you may choose to make a referral to the SAP. Many legal difficulties begin or are exacerbated by alcohol or other drug use. Angry students who are troubled often work out their anger by rebelling.

Problems with extracurricular activities: If you are an advisor and have watched a student’s interest and participation dwindle, consider making a referral to the SAP. Such declining interest may signal trouble.

Problems at home: If you know that a student is dealing with a difficult situation at home, make a referral to the SAP. Often, there are other students who are dealing with the same issues, and your student can be reassured by speaking with them.

Alcohol or other drug-specific behaviors or indicators: If a student talks freely about his or her alcohol or other drug use, or you overhear that student telling friends about how messed up he or she got on Friday, make a referral to the SAP. The student may be giving you that information in the hopes that you’ll respond.

Newsam, B. (1992) Complete Student Assistance Program Handbook. The center for Applied Research, West New York, New York, p. 12.

Indications for referral to the Student Assistance Program

Assessing programsMission – program has a

conscious commitment to support the healthy cultural, linguistic and cross-cultural development of all participants.

Staff – staff understand, value and respect the cultural and linguistic backgrounds and experiences of program participants and their families.

Training – program ensures that staff have adequate capacity and training to support young people’s cultural and linguistic development and to promote respect for differences.

Content & Curriculum – program supports develop-ment of positive cultural and linguistic identities for children and youth, and program promotes respect for differences and cross-cultural learning.

Environment, Space & Materials – program’s environment, space and materials support participants’ cultures, languages and cross-cultural development.

Family & Community Resources – program works with parents/guardians, community members and community organizations to strengthen and enrich work on cultural and linguistic diversity.

Outreach – program’s communi-cation with families and the public is culturally and linguistically appropriate, accessible and inclusive.

Governance – governance structure seeks to ensure responsiveness to the needs and values of the specific cultures and language groups within the communities served.

Evaluation – evaluation process strengthens the program’s ability to serve children and youth of all cultural and linguistic backgrounds.

Source: Adapted from “Are We Supporting Diversity? A Tool for Reflection and Dialogue.” 1999. Work/Family Directions, Inc. and California Tomorrow.


Middle school can be a troubled and troubling time

for both families and students. Pressures and temptations increase for kids, and pressure builds to find solutions. Many times, outside help is needed to get families through the middle school years.

The Strengthening Families Program for Parents and Youth 10-14 draws on school, community and family resources to establish ways a family can solve its problems. Virginia K. Molgaard, associate professor and family life specialist, Iowa State University Extension, developed the program.

Four years ago, Rob Vincent, director of the ESD 113 student assistance program, brought Dr. Molgaard to Washington to train his counseling staff. At that time, Vincent was trained as a trainer of trainers and he has, in turn, trained Erin Riffe, ESD 113 student assistance lead counselor for Grays Harbor/Pacific Counties, to be a trainer of trainers. The program, which is available to all districts in the ESD 113 student assistance consortium, has enjoyed initial success in local school districts.

Benefits to families participating in the program include learning what to expect from adolescents, over a dozen tools for effectively parenting teens and how to set limits and show love during the pre-teen and teen years. Benefits to students include learning how to resist peer pressure, how to handle angry feelings and manage stress, how to choose positive friends and appreciation for their parents.

“This is a universal prevention program for families with children between the ages of 10 and 14. We involve the whole family unit,” said Riffe. She said the goal is preventing “substance abuse and family management problems.”

Many times the answers to this prevention challenge can be found

inside the families, no matter what the shape, size or make-up of the family unit may be.

“Families often want guidance,” Riffe said. “The curriculum helps parents and their children learn to communicate.” She said the program is not geared solely to the traditional two-parent family. It also works with the nontraditional families of today’s students, such as a dad raising two daughters, a single mom and her children or blended families.

Whatever the family make-up, everyone participates. The Strengthening Families Program, which is free to participants and strictly voluntary, is organized by a school working with ESD 113. The chemical dependency professional serving the district delivers the program and helps organize the variety of resources needed to support the program.

For information contact Erin Riffe at [email protected] or (360) 533-9749 .

Strengthening Families Program

Children & drugs

Americans have consistently identified drug use as being among the top problems confronting the nation’s schools. Yet many do not

recognize the degree to which their own children, their own schools, and their own communities are at risk. Research shows that drug use among children is 10 times more prevalent than parents suspect. In addition, many students know that their parents do not recognize the extent of drug use; as a result, some young people believe that they can use drugs with impunity.

The facts are: Drug use is not confined to young people in certain geographic

areas or from particular economic backgrounds; drug use affects young people throughout the nation.

Drugs are a serious problem not only among high school students but among middle and elementary school students as well.

All illegal drugs are dangerous; there is no such thing as safe or responsible use of illegal drugs.

Although drug trafficking is controlled by adults, the immediate source of drugs for most students is other students.

How drug use develops

Social influences play a key role in making drug use

attractive to children. The first temptations to

use drugs may come in social situations in the form of pressures to “act grown up.”

Research shows that students who turn to more potent drugs usually do so after first using cigarettes and alcohol, and then marijuana. The greater a student’s involvement with marijuana, the more likely it is the student will begin to use other drugs.

Drug use frequently progresses in stages – from occasional use, to regular use, to multiple drug use, and ultimately to total dependency. Each successive stage results in increasingly debilitating effects.

But this progression is not inevitable. Drug use can be stopped at any stage. Prevention efforts that focus on young children are the most effective means to fight drug use.

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Risk and protective factors in key systemsRisk Factors Protective Factors

Family Family

Family management problemsUnclear expectations for behaviorLack of monitoringInconsistent or harsh disciplineLack of bonding and caringMarital conflictCondoning teen use of tobacco, alcohol and other

drugsParental misuse of tobacco, alcohol and other drugsLow expectations of children’s successFamily history of alcoholism

Seeks prenatal careDevelops close bonding with childValues and encourages educationManages stress wellSpends quality time with childrenUses a high warmth/low criticism parenting style

(rather than authoritarian or permissive)Is nurturing and protectiveHas clear expectationsEncourages supportive relationships with caring adults

beyond the immediate familyShares family responsibilities

Peers Peers

Early anti-social behaviorAlienation and rebelliousnessFavorable attitudes toward drug useEarly first useGreater influence by and reliance on peers than

parentsFriends who use tobacco, alcohol and other drugs

Involved in drug-free activitiesRespect authorityBonded to conventional groupsAppreciate the unique talent that each person brings

to the group

School School

School policy not defined or enforcedAvailability of tobacco, alcohol and other drugsTransitions between schoolsAcademic failureLack of student involvementLabeling and identifying students as “high risk”Truancy and suspension

Expresses high expectationsEncourages goal-setting and masteryStaff views itself as nurturing caretakersEncourages pro-social development (altruism,

cooperation)Provides leadership and decision making

opportunitiesFosters active involvement of studentsTrains teachers in social development and

cooperative learningInvolves parentsProvides alcohol/drug-free alternative activities

Community Community

Economic and social deprivationLow neighborhood attachment and community

disorganizationLack of employment opportunities and youth

involvementEarly availability of tobacco, alcohol and other drugsCommunity norms and laws favorable to misuse

Norms and public policies support non-use among youth

Provides access to resources (housing, healthcare, children, job training, employment and recreation)

Provides supportive networks and social bondsInvolves youth in community service

Based on the research of Hawkins and Catalano.


The drugs students are taking today are more potent,

more dangerous, and more addictive than ever. Adolescents are particularly vulnerable to the effects of drugs. Drugs threaten normal development in a number of ways:

Drugs can interfere with memory, sensation, and perception. They distort experiences and cause a loss of self-control that can lead users to harm themselves and others.

Drugs interfere with the brain’s ability to take in, sort, and synthesize information. As a result, sensory information runs together, providing new sensations while blocking normal ability to understand the information received.

Drugs can have an insidious effect on perception; for example, cocaine and amphetamines often give users a false sense of functioning at their best while on the drug.

Drug suppliers have responded to the increasing demand for drugs by developing new strains, producing reprocessed, purified drugs, and using underground laboratories to create more powerful forms of illegal drugs. Consequently, users are exposed to heightened or unknown levels of risk.

The marijuana produced today is from 5 to 20 times stronger than that available as recently as 10 years ago. Regular use by adolescents has been associated with an “amotivational syndrome,” characterized by apathy and loss of goals. Research has shown that severe psychological damage, including paranoia and psychosis, can occur when marijuana contains 2 percent THC, its major psychoactive ingredient. Since the early 1980s, most marijuana has contained from 4 to 6 percent THC – two or three times the amount capable of causing serious damage.

Crack is a purified and highly addictive form of cocaine.

Phencyclidine (PCP), first developed as an animal tranquilizer, has unpredictable and often violent effects. Often children do not even know that they are using this drug when PCP-laced parsley in cigarette form is passed off as marijuana, or when PCP in crystal form is sold as lysergic acid (LSD).

Some of the “designer” drugs, slight chemical variations of existing illegal drugs, have been known to cause permanent brain damage with a single dose.

Effects of drug use

Normal development stops when: An adolescent first bonds emotionally to the chemical. An adolescent starts using chemicals to help him/her to accomplish

something or to “make it” on the path that lies before him/her. An adolescent starts to use chemicals to deal with normal adolescent

developmental tasks, family relationships and school stressors. An adolescent has developed a pathological or dependent relationship

with the drug.

Drugs and dependence

Drugs cause physical and emotional dependence. Users

may develop a craving for specific drugs, and their bodies may respond to drugs in ways that lead to increased drug use.

Regular users of drugs develop tolerance, a need to take larger doses to get the same initial effect. They may respond by combining drugs, frequently with devastating results.

Certain drugs, such as opiates, barbiturates, alcohol, and nicotine, create physical dependence. With prolonged use, these drugs become part of the body chemistry. When a regular user stops taking the drug, the body experiences withdrawal.

Psychological dependence occurs when taking drugs becomes the center of the user’s life. Among children, psychological dependence erodes school performance and can destroy ties to family and friends, as well as cause the child to abandon outside interests, values, and goals. The child goes from taking drugs to feel good, to taking them to keep from feeling bad. Over time, drug use itself heightens the bad feelings and can leave the user suicidal. More than half of all adolescent suicides are drug-related.

Drugs can remain in the body long after use has stopped. The extent to which a drug is retained in the body depends on whether it is fat-soluble. Fat-soluble drugs such as marijuana and phencyclidine (PCP) seek out and settle in the fatty tissues. As a result, they build up in the fatty parts of the body such as the brain. Such accumulations of drugs and their slow release over time may have effects on the mind and body weeks or even months after drug use has stopped.

10 ESD 113 / April 2005

Signs and symptoms of chemical dependence 1. Increase in the amount of alcohol or other drugs used. 2. Arrested for MIP (Minor in Possession) offense. 3. Dramatic change in mood when drinking or using. 4. Denial of any problem. 5. Dishonesty with peers about drinking or using. 6. Failed attempts to quit or cut down on chemical use. 7. Association with known heavy users. 8. Frequent excuses for chemical use. 9. Protecting supply of chemicals.10. Low self-image.11. Hangovers or bad trips.12. School suspension because of chemical use.13. Frequent mood changes.14. Deterioration of school grades.15. Stealing money for chemicals.16. Using chemicals while alone.17. Loss of control while using or drinking.18. Health problems.19. Suicidal thoughts or behaviors.20. Dropped by girlfriend or boyfriend because of chemical use.21. Violent behavior when high or drunk.22. Preoccupation with chemicals.23. Increase in frequency of chemical use.24. Increase in tolerance.25. Memory loss.26. Using chemicals in the morning.27. Loss of friends.28. Frequent broken promises.29. Defensive when confronted.30. Fired from jobs.31. Paraphernalia; clothing; jewelry; pictures; graffiti on notebooks, papers

and clothes; and drawings centered on chemical use.

Drugs erode the self-discipline and motivation necessary

for learning. Pervasive drug use among students creates a climate in the schools that is destructive to learning. Research shows that drug use can cause a decline in academic performance. This has been found to be true for students who excelled in school prior to drug use as well as for those with academic or behavioral problems prior to use. According to one study, students using marijuana

were twice as likely to average D’s and F’s as other students. The decline in grades often reverses when drug use is stopped.

Drug use is closely tied to being truant and dropping out of school. High school seniors who are heavy drug users are more than three times as likely to skip school as nonusers.

Drug use is associated with crime and misconduct that disrupt the maintenance of an orderly and safe school atmosphere

conducive to learning. Drugs not only transform schools into marketplaces for dope deals, they also lead to the destruction of property and to classroom disorder.

Students on drugs create a climate of apathy, disruption and disrespect for others. A drug-ridden environment is a strong deterrent to learning not only for drug users but for other students as well.

Drug use and learning

Enabling

The enabler is a person or persons who rescue, ignore or

protect the chemically dependent person from the natural consequences of abuse.

Definition of enabling: allowing a chemically dependent person to continue in his/her irresponsible behavior without making an attempt at corrective intervention.

Types of enabling: Rescuers Ignorers Minimizers

Motives behind enabling: Enablers usually see their

behavior as a sincere effort to help the chemically dependent person. Enablers are afraid of how the

chemical dependent person may affect the family so they shield the family from the consequences. Enabling makes the enabler

feel good. “I’m helping by protecting someone from being confronted.” Enabling is seen as a way

to protect a relationship and avoid ones own confrontation. Enabling protects sense of

worth.


Drug Abuse At-A-GlanceCategory Examples Slang Effects

Alcohol Beer, wine, hard liquor

Booze, hooch, spirits Impaired judgment/balance, skin disease, throat cancer, stomach disease, pancreatitis, perma-nent nerve damage, high blood pressure, stroke

Cocaine & Crack

Cocaine, freebase, crack

Coke, flake, snow, blow, nose candy

Confusion, anxiousness, depression, short temper, suspicion, impaired thinking, highly ad-dictive

Hallucinogens LSD, PCP, Psilocybin, Mescaline

Acid, angel dust, blotter or paper acid, microdot, shrooms, buttons

Dilated pupils, high body temperatures, in-creased heart rate and blood pressure, sweat-ing, loss of appetite, sleeplessness, confusion, memory loss

Inhalants Nail polish remover, glue, lighter fluid, gasoline, aerosols, propellants

Whippets, hippie crack, poppers, kick, air blast, locker room, laughing gas, rush

Nausea, coughing, nosebleeds, lack of coordi-nation, appetite loss

Marijuana Marijuana, hashish, hash oil, THC

Joint, Acapulco Gold, grass, pot, weed

Increased heartbeat, bloodshot eyes, dry mouth and throat, memory loss, throat and lung can-cers

Opiates Opium, heroin, co-deine, morphine

Horse, smack, junk Nausea, vomiting, restlessness, fluctuations between feeling alert and feeling drowsy

Sedative- Hypnotics

Amobarbital, secobar-bital, pentobarbital, methaqualone

Downers, tranquiliz-ers, sedatives, sleeping pills

Memory loss, slurred speech, uncoordinated movements, slow reflexes, poor judgment

Steroids Synthetic testoster-one derivatives

Roid, the juice, pump, hype

High blood pressure, high cholesterol levels, heart attack, liver problems, increased facial hair

Stimulants Caffeine, amphet-amines, methamphet-amine

Speed, white crosses, cross tops, upper, dex-ies, bennies, crank

Dilated pupils. Increased heart and breathing rates and blood pressure, decreased appetite malnutrition, skin disorders, ulcers, depression

Tobacco Cigarettes, chewing tobacco, cigar, pipe

Smokes, chew, snuff Lung disease, stroke, gum disease, heart dis-ease, and lip, mouth, throat and larynx cancers

Inhalants=Poison

Every year hundreds of kids die from inhalant abuse, but many

parents and educators remain unaware of what is going on right under their noses. Young people who might never try marijuana or other illegal drugs do try inhalants because they are legal products, easy to get and inexpensive.

The misuse (intentional inhaling of concentrated fumes) of more that 1,000 household products is

the same as taking poison. Chronic users can suffer severe and permanent brain damage; some die the first time they try inhalants. Other possible risks include loss of consciousness and irreversible damage to the liver, kidneys and bone marrow.Signs of inhalant abuse: Red or runny eyes or nose Spots or sores around the

mouth Unusual breath odor

Drunk, dazed or dizzy appearance Nausea, loss of appetite Anxiety, excitability, irritability

Abuse may also show these signs of withdrawal: Hand tremors Chronic headaches Nervousness Excessive sweating Paint or stains on body or

clothing

12 ESD 113 / April 2005

Communication is the first line of defense for parents when

it comes to drugs and alcohol. Because children are drinking and experimenting with drugs at a younger age than ever before, discussions about the use of these substances needs to occur at a younger age. Even elementary school children are sometimes experimenting with alcohol.

Once your children reach middle school the pressure to drink and use drugs increases. Peer pressure is much more powerful than parental influence as a child reaches adolescence. Therefore, open and direct communication about these types of issues is essential. In a way, this communication should be designed to arm your children against pressures by their peers. Rather than simply telling your children, “Just Say No!” you need to give them effective and useful methods of dealing with the types of pressure they may experience. Parents who are not sure how to do this can find numerous resources in their community and online that will help them develop a plan of action.

If your children are already using drugs and alcohol, intervention needs to be more dramatic than a conversation or “new rules.” Teens who are experimenting will need more supervision and stronger parental controls to keep them from getting deeper into the use of drugs and alcohol. Setting curfews, asking them to check in, checking out parties with the hosting parents before you children attend, and other actions will help you keep tabs on your children’s behavior. There should be zero tolerance for some especially risky behaviors. Make sure your teen knows the

rules and the consequences of breaking those rules. For example, if you find out they have driven the car under the influence, they will lose car privileges for six months. However, if you set this rule, catch them driving under the influence, then buckle to their pressure to give them back the car keys, you will undermine your efforts to keep them safe. The consequences for such potentially deadly behavior should be swift and strict. They must get the message that this behavior could result in far worse consequences (jail, death, loss of license, fines), and therefore, your consequences fit the crime.

If your child appears to be out of control and is clearly using drugs and alcohol to his or her detriment, you must act quickly to intervene. Grounding your child will not be enough. Parents should seek professional interventions for any teenager who appears to have developed a problem with drugs or alcohol.

Source: http://www.4troubledteens.com/intervention.html

Intervention for teens abusing drugs or alcohol

Behavioral & physical signs of drug and al-cohol use

If you notice a change in your teen’s normal activities or

behavior, and you cannot explain it as due to the typical issues of adolescence, it may be a sign of alcohol or substance abuse. Pay attention to changes in your child’s appearance, friends and peer group; way of expressing him or herself; school performance; extracurricular activities or hobbies, and overall behavior.

If your teen refuses to do chores, misses curfew regularly, creates a chaotic and hostile environment in the home, and frequently appears to be depressed, agitated, or “sleepy,” you should investigate further, maintain clear channels of communication, and set clear boundaries and rules.

For more information on Adolescent Substance Abuse, visit ASK the Adolescent Substance Abuse Knowledge Base site. (http://www.adolescent-substance-abuse.com/)

Change in sleeping patterns Bloodshot eyes Slurred or agitated speech Changes in grades Complaints from teachers Missing school Furtive or secretive behavior Locked doors Change in friends or peer group Change in clothing, appearance Unusual smell on clothes/breath Emotional instability Hyperactive or hyper-aggressive Depressed Hidden stashes of alcohol Alcohol missing

Hangovers Sick more often Money or valuables missing “Disappears” for long periods Running away Phone calls to beepers Secretive phone calls Unusual containers, wrappers Reports of intoxication at school Desperation/withdrawal Other drug-seeking behavior Prescription medicine missing

http://www.4troubledteens.com/intervention.html

Signs of possible substance abuse


Students who are very invested in protecting their alcohol

and other drug use utilize some very interesting strategies to avoid being detected.

Be ingratiating: Get on the good side of teachers and “butter them up.”

Stake your bets: Never use in school but use heavily after school and weekends.

Stay stoned: Some kids are under the influence so much of the time that adults are accustomed to their lethargic detached manner and consider it their personalities.

Act dumb: When students can’t keep up with schoolwork because of alcohol and other drug use, they act dumb to get help from teachers. If they do this long enough, they will eventually get transferred into less demanding classes.

Lie low: A good ploy is to never ask questions, never act out, never come to the attention of adults.

Have an arsenal of explanations: Excuses for drug-induced symptoms can range from “I’m just tired” to “I’m having problems with my new contact lenses.”

Be a fast talker: Some kids are really good at thinking on their feet. They can come up with believable stories for teachers, coaches, administrators, etc.

Find a weakness in the system: Many students go to the nurse’s office to sleep off the effects of drugs.

Take advantage of department isolation: Students recognize that teachers from different departments can’t communicate often, and they use this information to advantage.

Forge Passes.

Be compliant: Sometimes doing everything agreeable wards off confrontation.

Lie and tell half-truths: Outright deception still works.

Write your own excuses: Older students get away with writing their own notes for absences.

Elicit sympathy: Some students rely on teachers’ sympathies to insure that no one holds them accountable for their behavior.

Adapted from One Step Ahead, by Joseph A. Muldoon and James F. Crowley, 1986 by Community Intervention Inc.

Techniques to avoid detection

Research shows that drinking alcohol impairs brain

function and adolescent memory.

Studies indicate that alcohol-dependent teens showed impaired memory, altered perception of spatial relationships, and verbal skill deficiencies.

It takes less alcohol to damage a young brain than to damage a fully mature one, and the young brain is damaged more quickly.

Students with high truancy rates were far more likely than

AlcoholShort-term effects: Central nervous system depressant. Reduce sensitivity to pain, taste and odor. Affect vision. Alcohol can narrow the visual field, reduce

resistance to glare, interfere with the ability to tell the difference between lights of varying intensities and lessen sensitivity to colors, especially red. Impede coordination, attention and memory. Interfere with REM (rapid eye movement and delta, deep

sleep), both important for restful sleep and emotional health. Affect sexual performance. While a few drinks might

temporarily dull inhibitions and anxiety about sexual activity, larger doses will lead to temporary impotence and loss of sensation.

Long-term effects: Damage to vital organs. This may result in disorders such as

cirrhosis of the liver, heart disease and pancreatitis. Drinking can damage the brain and central nervous system. Several different types of cancer. These include tumors of the

oral cavity, tongue, pharynx, larynx, esophagus, stomach, liver, lung, pancreas, colon and rectum. Gastrointestinal irritations, such as nausea, diarrhea, gastritis

and ulcers. Malnutrition and nutritional deficiencies. Sexual dysfunctions. High blood pressure. Lowered resistance to disease.

Alcohol abuse negatively affects performance

(Continued on page 14.)

14 ESD 113 / April 2005

students with low truancy rates to be drinkers or to get drunk.

Heavy drinkers and binge drinkers ages 12 to 17 were twice as likely to say their school work is poor than those who did not drink alcohol in the past month.

High school students who use alcohol or other drugs frequently are up to five times more likely than other students to drop out of school.

Among eighth graders, students with higher grade point averages reported less alcohol use in the past month.

Students drinking alcohol during adolescence have a reduced ability to learn, compared with those youth who do not drink until adulthood.

In a national survey of over 55,000 undergraduate students from 132 two and four-year colleges in the United States, 23.5 percent of students reported performing poorly on a test or assignment, and 33.1 percent said they had missed a class due to alcohol use in the previous 12 months.

College students who were frequent binge drinkers were eight times more likely than non-binge drinkers to miss a class, fall behind in schoolwork, get hurt or injured, and damage property.

Source: Making the Link, a summary of various research reports published by the U.S. Department of Health and Human Services

Alcohol & performance . . .(Continued from page 13.)

In every puff...

Each cigarette contains over 4,000 chemical compounds,

according to a recent article in The Washington Post. Forty-three ingredients cause cancer in humans or animals and many others are poisonous, toxic or damaging to genes.

In addition to methyl isocyanate, the poison responsible for killing 2,000 people when it was accidentally released into the air in India in 1984, and benzene, the toxin that, in trace amounts of 10 micrograms in some bottles, forced the 1990 recall of Perrier water, cigarettes contain the following:• Acetone, a paint stripper

and ingredient in nail polish remover

• Ammonia, a potent cleaning product

NicotineShort-term effects: A slight drop in skin temperature. Irritation of lung and upper respiratory tissues. Temporary loss of appetite (15 to 60 minutes). Increased secretion of saliva. Reduced urinary output. Diarrhea.

Long-term effects: Pneumonia, chronic bronchitis and other respiratory infections. Lung complications following surgery. Emphysema, a condition in which the lungs lose their elasticity,

making each breath painful. Lung cancer. Elevated blood pressure. Coronary heart disease. Blockage of blood vessels in the arms and legs. Blockage of blood vessels in the brain. Impaired senses of taste and smell. Loss of appetite. Shortness of breath and diminished physical endurance. Chronic cough. Tremor. Reduced fertility. Abnormal sperm forms in males. Possible chromosome damage.

• Arsenic, an ant poison• Butane, a lighter fluid• Cadmium, an element found in

rechargeable batteries• Carbon monoxide, a poisonous

gas emitted from car exhaust• Cyanide, a rat poison• DDT, an insecticide banned in

the United States• Formaldehyde, a compound

used to preserve corpses• Lead, a toxic metal• Methanol, a jet fuel• Naphthalene, the active

ingredient in mothballs• Nicotine, the addictive

ingredient in cigarettes and also used in insecticides

• Polonium 210, a cancerous radioactive element

(Source: Prevention WORKS! Executive Edition of Prevention Pipeline, Vol. 3, No. 4, 1994)


Don’t assume kids will learn to be smoke-free at school – they may be educated about the health risks, but kids decide whether or not to smoke for emotional reasons.

Let them know how you feel about smoking – kids are more comfortable knowing that there are boundaries, and they can’t know the rules unless you tell them.

Kids do listen – they may feel a need to rebel at first – but they will value the message, especially coming from you.

Make an emotional appeal – telling them how hurt or disappointed you would be by their smoking has more impact than reasoning with them about the health dangers.

Know that peer pressure is often used as an excuse for smoking – it may provide an opportunity to start, but kids continue to smoke for individual reasons.

Be a good role model – if you smoke, explain that you know

it’s a bad habit and ask them to help you quit.

Limit their ability to buy cigarettes – if necessary, cut all sources of income so they can’t buy tobacco. This may mean fixing a lunch instead of giving them lunch money.

Have extended family support to keep kids smoke-free – often older brothers or sisters or other relatives introduce them to smoking.

Don’t believe that smoking is safer than “something else” – most kids are at real and greater risk from smoking than from other dangers.

It’s never too late to intervene – kids are flexible, they can change for the right reasons and you can make a difference.

This information is provided as a public service by GlaxoSmithKline, the marketers of the stop smoking aids Nicorette nicotine gum and NicoDerm CQ nicotine patch, and by the American Cancer Society (1-800-ACS-2345).

Tips for Families

Helping kids quit smoking

Tips for Teens

Questions and answersQ. Doesn’t smoking help you relax?A. No. Smoking can actually increase feelings of stress and nervousness. Break the cycle: Use drug-free strategies

to calm your nerves, like exercise and talking to your friends.Q. Isn’t smokeless tobacco safer to use than cigarettes?A. No. There is no safe form of tobacco. Smokeless tobacco can cause mouth, cheek, throat, and stomach

cancer. Smokeless tobacco users are 50 times more likely to get oral cancer than non-users. Those smokeless tobacco users who don’t develop some type of cancer are still likely to have signs of use, like stained teeth, bad breath, and mouth sores.

Q. Isn’t smoking sexy?A. Only if you think bad breath, smelly hair, yellow fingers, and coughing are sexy. Advertisements often portray

smoking as glamorous and sophisticated, but think carefully about who created these ads and why.

Source: U.S. Dept. of Health and Human Services and the Substance Abuse and Mental Health Services Administration (SAMHSA)

Tips for Teens

Know the signs

How can you tell if a friend is using tobacco? If your friend

has one or more of the following signs, he or she may be regularly using tobacco:

Wheezing Coughing Bad breath Smelly hair and clothes Yellow-stained teeth and

fingers Frequent colds Decreased senses of smell and

taste Difficulty keeping up with

sports and athletic activities Bleeding gums (smokeless

tobacco) Frequent mouth sores

(smokeless tobacco)

What can you do to help someone who is using tobacco? Be a real friend. Encourage your friend to quit. For information and referrals, call the National Clearinghouse for Alcohol and Drug Information at 800-729-6686.


16 ESD 113 / April 2005

Tobacco damages your health. Smoking is the most common cause of lung cancer. Smoking is also a leading cause of cancer of the mouth, throat, bladder, pancreas, and kidney. Smokeless tobacco can cause mouth cancer, tooth loss, and other health problems.

Tobacco affects your body’s development. Smoking is particularly harmful for teens because your body is still growing and changing. The 200 known poisons in cigarette smoke affect your normal development and can cause life-threatening diseases, such as chronic bronchitis, heart disease, and stroke.

Know the law. It is illegal for anyone under 18 to buy cigarettes, smokeless tobacco, or tobacco-related products.

Stay Informed. Addiction to tobacco is hard to control. More than 90 percent of teens who use tobacco daily experience at least one symptom of withdrawal when they try to quit.

Keep your edge. The poisons in cigarettes can affect your appearance. Smoking can dry your skin out and cause wrinkles. Some research even relates smoking to premature gray hair and hair loss.

Be aware. It can be hard to play sports if you use tobacco. Smoking causes shortness of breath and dizziness, and chewing tobacco causes dehydration.

Think of others. Smoking puts the health of your friends and

family at risk. Approximately 3,000 nonsmokers die of lung cancer each year from breathing other peoples’ smoke.

Get the facts. Each day more than 3,000 people under age 18 become regular smokers. That’s more than 1 million teens per year. Roughly one-third of them will eventually die from a tobacco-related disease.

Look around you. Even though a lot of teens use tobacco, most don’t. According to a 1998 study, less than 20 percent of teens are regular smokers. In fact, 64 percent of 12- to 17-year-olds have never even tried a cigarette.


Tips for Teens

Before you risk it . . .

Tobacco is addictive. Cigarettes contain nicotine – a powerfully addictive substance. Three-quarters of young people who use tobacco daily continue to do so because they find it hard to quit.

Tobacco can kill you. Smoking is the leading preventable cause of death in this country. More than 400,000 Americans die from tobacco-related causes each year, and most of them began using tobacco before the age of 18.


Tips for Teens

The truth about tobacco . . .

What Is a troubled teen?

Which teenagers are at high risk for such behaviors as

drug/alcohol use, dropping out of school, pregnancy, violence, depression, or suicide? One of the difficulties parents face is how to recognize the more subtle indicators of such behavioral problems and when and how to intervene.

What truly defines a troubled teen, and when does a parent really need to seek intervention? Parents often vacillate between, “My child is not as bad as their kid!” and “Why can’t my teen act like that so-and-so’s child?”

Although it is tempting to compare your child to other adolescents in an attempt to measure the seriousness of the situation, this is not truly indicative of a teen’s need for outside intervention. Parents will do best if they look at their individual situation and decide for themselves if the teenager is on a self-destructive path. This is not to say that parents should not avail themselves of support groups or other sources of information that might guide them in their choices. It simply means that you know if your child is in trouble. Trust your instincts and take action before the situation deteriorates.

Many adolescents become skilled manipulators, highly secretive, and expert at wriggling out of a situation. If a parent just “doesn’t want to know” on some level, these teens can easily manipulate the situation so the parent can feel as if everything is fine. Parents get into the cycle of denial, always finding a way to explain the behavior away so as to avoid the pain that is inevitable when you take decisive action with a rebellious, defiant child.



Is your teen troubled? Or just a normal adolescent going through the growing pains of becoming an adult? There are some tell-tale signs of a truly troubled teenager. Parents who take an honest look at their child should trust their instincts; if you think your child is in trouble, take action now.

Signs of a troubled teen:• Your child becomes more

secretive, and it seems like more than a desire for greater privacy.

• Your teen has regular, sudden outbursts of anger that are clearly unreasonable and out of proportion to whatever has caused the anger.

• Your teen regularly misses curfew, does not show up when expected, and lies about his or her whereabouts (is not where you expected him or her to be if you check up on him or her).

• Your teenager has suddenly changed his or her peer group and hasn’t made an effort to let you meet these new friends. The new group has led to a distinct change in appearance (clothing, jewelry) and change in attitude (more sullen, defiant, hostile).

• Your adolescent has stolen money from your purse on regular occasions.

• Your adolescent has extreme mood swings, from depression to elation, and seems to sleep a lot more than usual at times.

• Your child’s grades have suddenly dropped and the child has lost interest in the usual activities.

Source: http://www.4troubledteens.com/troubledteen.html

(Continued from page 16.) What is mental health?

Mental health is how we think, feel, and act in order to face life’s situations. It is how we look at ourselves, our lives, and the people

we know and care about. It also helps determine how we handle stress, relate to others, evaluate our options, and make choices. Everyone has mental health.

A youngster’s mental health affects his or her daily life and future. Schoolwork, relationships, and physical health can be affected by mental health. Like physical health, mental health is important at every stage of life. Caring for and protecting a child’s mental health is a major part of helping that child grow to become the best he or she can be.

A young person’s independence is usually encouraged in childhood, and his or her strengths nurtured. Most children become emotionally, mentally, and physically healthy young adults. But sometimes, during the transition from childhood to adolescence, extra care is necessary, so that a child’s self-esteem and coping skills are not diminished.

Excerpted from “You and Mental Health: What’s the Deal?” available from SAMHSA’S National Mental Health Information Center. For more information on teen mental health or a copy of the brochure, call: 1-800-789-2647.

The teen years can be tough for both parent and child.

Adolescents are under stress to be liked, do well in school, get along with their families and make important life decisions. Most of these pressures are unavoidable and worrying about them is natural. But if your teen is feeling extremely sad, hopeless or worthless, these could be warning signs of a mental health problem.

Mental health problems are real, painful and can be severe. They can lead to school failure, loss of friends or family conflict. Some of the signs that may point to a possible problem are listed below.

Pay attention if your teen:Is troubled by feeling:

very angry most of the time, cries a lot or overreacts;

worthless or guilty a lot;

anxious or worried a lot more than other young people;

grief for a long time after a loss or death;

extremely fearful, has unexplained fears or more fears than most kids;

constantly concerned about physical problems or appearance; or

frightened that his or her mind is controlled or is out of control.

Experiences big changes, for example:

does much worse in school;

loses interest in things usually enjoyed;

has unexplained changes in sleeping or eating habits;

avoids friends or family and wants to be alone all the time;

daydreams too much and can’t get things done;

feels life is too hard to handle or talks about suicide; or

Teen mental health problems: What are the warning signs?


18 ESD 113 / April 2005

hears voices that cannot be explained.

Is limited by:

poor concentration or can’t make decisions;

inability to sit still or focus attention;

worry about being harmed, hurting others, or about doing something “bad”;

the need to wash, clean things, or perform certain routines dozens of times a day;

thoughts that race almost too fast to follow; or

persistent nightmares. Behaves in ways that cause problems, for example:

uses alcohol or other drugs;

eats large amounts of food and then forces vomiting, abuses laxatives, or takes enemas to avoid weight gain;

continues to diet or exercise obsessively although bone-thin;

often hurts other people, destroys property or breaks the law; or

does things that can be life threatening.

To find help, discuss your concerns with your teen’s teacher, school counselor or others such as a family doctor, psychiatrist, psychologist, social worker, religious counselor or nurse.

Free information about children’s and adolescents’ mental health is available through the “CARING FOR EVERY CHILD’S MENTAL HEALTH: Communities Together” national public education campaign of the Center for Mental Health Services (CMHS), Substance Abuse and Mental Health Services Administration. Call SAMHSA’s National Mental Health Information Center at 1-800-789-2647; (TDD) 866-889-2647.

(Continued from page 17.)

Parents and other caregivers are responsible for children’s

physical safety and emotional well-being. Parenting styles vary; there is no one right way to raise a child. Clear and consistent expectations for each child, by all caregivers, are important. The following suggestions will get you started and are not meant to be complete.

Do your best to provide a safe home and community for your children, as well as nutritious meals, regular health check-ups, immunizations, and exercise.

Be aware of stages in child development so you don’t expect too much or too little from your children.

Encourage children to express their feelings; respect those feelings. Let them know that everyone experiences pain, fear, anger and anxiety.

Try to learn the source of these feelings. Help your children express anger positively, without resorting to violence.

Promote mutual respect and trust. Keep your voice level down – even when you don’t agree. Keep communication channels open.

Listen to your children. Use words and examples they can understand. Encourage questions.

Provide comfort and assurance. Be honest. Focus on the positives. Express willingness to talk about any subject.

Look at your own problem-solving and coping skills. Do you turn to alcohol or drugs? Are you setting a good example? Seek help if you are overwhelmed by your

children’s feelings or behaviors or if you are unable to control your own frustration or anger.

Encourage your children’s talents and accept limitations.

Set goals based on children’s abilities and interests – not someone else’s expectations. Celebrate accomplishments. Don’t compare your children’s abilities to those of other children; appreciate the uniqueness of each child. Spend time regularly with your children.

Foster your children’s independence and self-worth.

Help your children deal with life’s ups and downs. Show confidence in your children’s ability to handle problems and tackle new experiences.

Discipline constructively, fairly and consistently. (Discipline is a form of teaching, not physical punishment.) All children and families are different; learn what is effective for your children. Show approval for positive behaviors. Help your children learn from their mistakes.

Love unconditionally. Teach the value of apologies, cooperation, patience, forgiveness, and consideration for others. Do not expect to be perfect; parenting is a difficult job. Many good books are available in libraries or at bookstores on child development, constructive problem-solving, discipline styles and other parenting skills.

From SAMHSA’s National Mental Health Information Center

Tips for Families

Nurturing Mental Health


Parents often find it difficult to recognize depression in

their teenagers. Teens who are depressed may seem irritable more than down, which can cause parents to simply write off the symptoms as “normal” adolescent growing pains. It is essential that parents recognize when a pre-adolescent or adolescent child is depressed, because treatment is more effective with early intervention. The more serious consequence of untreated depression can be substance abuse (self-medication) and the risk of suicide. Any indication that a child has been depressed for six months or more should be treated in the same way you would if you saw signs of physical disease.

One of the obstacles facing parents is that the child may simply seem like what many believe is a “normal teen” – angry, belligerent, irritable, and hostile. These behaviors, when isolated to events or short periods of time, may well be the growing pains of adolescence, but when they extend beyond a six-month period and seem intractable and entrenched, parents need to seek intervention.

The typical signs of depression are: Low energy, seemingly the teen

has no “get up and go.”

Adolescent feels “low” most of the time.

Your teen is irritable, especially when pressured to “do something.”

Weight loss or gain (more than 10% of normal weight).

Insomnia or sleeplessness, or excessive need for sleep.

Child expresses feelings of worthlessness.

Suicidal thoughts, ideation, or threats (with or without a plan).

Drop in grades or missing school (possible claiming to be “sick” in the morning).

Drop in social activities, interactions with peers, or a sudden change in peer group.

Indecisive or doesn’t seem to care about anything (especially things they used to care about).

Low frustration level.

Frequent bouts of crying, often for “no reason.”

No longer participates in their usual activities (social, family, academic, extracurricular).

Adolescents and Depression

Signs your teen is depressedIf your child says certain tell-tale

things that indicate depression, and stays in this “state of mind” for more than six months, it is time to seek outside therapy or other interventions. Typical statements:

I don’t know why I bother, what’s the point of anything.

I wish I were dead.

I can’t do anything right. I’m worthless. (Or variations on this theme.)

If your teenager seems stuck in a pattern that includes some of these behaviors, it is time to seek therapy and make sure your child is properly treated should he or she be suffering from depression.

Source: http://www.4troubledteens.com/depression-teenagers.html

The Girl Power! campaign

Girl Power! is paving the way for girls to build confidence, competence, and pride in themselves, in other words,

enhancing girls’ mental wellness. Girl Power! is also providing messages and materials to girls about the risks and consequences associated with substance abuse and with potential mental health concerns. For instance, did you know: Girls are seven times more likely than boys to be depressed

and twice as likely to attempt suicide. Girls are three times more likely than boys to have a negative

body image (often reflected in eating disorders such as anorexia and bulimia).

One in five girls in the U.S. between the ages of 12 and 17 drink alcohol and smoke cigarettes.

Girls who develop positive interpersonal and social skills decrease their risk of substance abuse.

Girls who have an interest and ability in areas such as academics, the arts, sports, and community activities are more likely to develop confidence and may be less likely to use drugs.

The Girl Power! Campaign, under the leadership of the Center for Substance Abuse Prevention (CSAP), Substance Abuse and Mental Health Services Administration (SAMHSA), is collaborating with the Center for Mental Health Services (CMHS) to provide this valuable mental health information. Check out the Girl Power! Web site at www.girlpower.gov

20 ESD 113 / April 2005

Effective approaches to problems

Approach Purpose Example

Reflective listening Showing you understand teen’s feel-ings. Used when teen owns problem.

You’re very worried about the semester exam? Sounds like you’re feeling discouraged because the job’s so difficult.

I-message Communicating your feelings about how teen’s behavior affects you. Used when you own problem.

When I’m ill and the dishes are left for me to do, I feel disrespected because it seems no one cares about me. When you borrow tools and don’t return them, I feel discouraged because I don’t have the tools I need when there’s a job to do.

Exploring alternatives Helping teens decide how to solve problems they own. Negotiating agreements with a teen when you own problem.

What are some ways you could solve this prob-lem? Which idea appeals to you most? Are you willing to do this until ______? What can we do to settle this conflict between us? Are we in agreement on that idea? What would be a fair consequence if the agreement were broken?

Natural and logical consequences

Permitting teens, within limits, to de-cide how they will behave and allow-ing them to experience consequences. Natural consequences apply when teen owns problem. Logical conse-quences apply when either parent or teen owns problem.

Natural: Teen who forgets coat on cold day gets cold. Teen who skips lunch goes hungry.

Logical: Teen who spends allowance quickly does not receive any more money until next allowance day. Teen who neglects to study for a test gets low grade.

“Successful school-based mental health programs are woven into the fabric of the school including its classroom and instructional priorities. To accomplish this integration successfully, schools must combine the development of their comprehensive school-based mental health program with systematic schoolwide reform efforts. By joining schoolwide reform efforts, school-based mental health professionals can emphasize the benefits of building collaborative efforts within and between schools and community mental health providers, social services, juvenile justice agencies, and families.”

Quote from Center for Effective Collaboration and Practice.

Check your own attitude.• Do not condemn.• Do not become angry.• Be kind and gentle.

Be sensitive, regarding timing.• Do not approach someone

who is under the influence of alcohol or some other drug.

Speak directly and clearly to the person.• Be specific about his or her

behavior.• Write down and document

his or her behavior under the influence and how he or she acts when drunk or stoned.

Avoid calling someone an alcoholic or drug addict.• This has a severe negative

consequence.• Use words like problem

drinking or having problems with drugs.

Be prepared for the person to be angry and full of denial.• Do not persist.• Be patient.

Be aware of resources for treatment centers and help lines in area.

How to help someone who has a problem with alcohol or drugs• Alcoholics Anonymous• Narcotics Anonymous• Alcohol-Drug help line 24

hours

Encourage responsibility.• Do not enable.• Enabling means helping

others to continue their alcohol and other drug use.


Reflective listening

Reflective listening involves hearing a teen’s feelings and meanings and stating them so the teen feels understood. It provides a mirror for the teen to see himself or herself more clearly.

Open Responses: Demonstrate that the listener accepts what a teen says and feels; acknowledge the teen’s right to feelings. Open responses are interchangeable with a teen’s comments.

Closed Responses: Block communication by showing little or no understanding of the teen’s feelings.

Teen’s Comment Closed Response Open Response(Crying) Bill and I just broke up. You’ll find another boyfriend. Don’t

worry.Sounds like you’re very sad.

I finally did it! I got an A! I told you that you could if you applied yourself.

You’re really happy about getting that A.

You expect me to be perfect. Every-body makes mistakes.

Well, you can certainly do a lot better than you’re doing!

As I hear it, you’re angry because you think I expect too much.

The teacher yelled at me in front of the whole class, and everybody laughed. She’s always doing that to people!

Well, what did you do to upset the teacher?

You feel both angry and embar-rassed because the teacher chewed you out in public.

I think I’ve got a good chance to pass the college entrance exam. I’ve really studied. But they only take fifty fresh-men.

I know you’ve studied hard, and I’m sure you’ll make it.

You’re feeling both confident and worried because you’re well pre-pared, but it’s tough to get into that school.

Ask yourselfAs parents

Do you know how to discuss alcohol use with your child and where to get information to help you?

Do you know your child’s friends, and do you feel that they provide positive influences on your child’s activities?

Do you know the extent of drinking by children in your neighborhood and how to find local organizations that are working on the issue?

Do you know the legal consequences if your child is caught drinking alcohol?

Do you know your state’s laws about providing alcohol to anyone under 21?

As teachers, administrators, and school counselors

Have you assessed student drinking to determine the extent of the problem?

Do you know what factors may be contributing to student drinking in your school or community (e.g., easy access to alcohol, peer pressure, adults’ failure to address the issue)?

Do you know what steps, if any, are being taken within your school system to help kids resist the pressure to drink?

Is your school currently working to educate parents about alcohol use among children?

Does your school have an active partnership with the families of its students?

As concerned citizens

Do you know how easily children in your community can obtain alcohol and what communities can do to prevent access to alcohol by young people?

Does your community have educational programs and policies to prevent children from drinking?

Does your community have “alcohol-free” events? If not, do you know how to initiate them?

Is there collaboration among public and private schools, community businesses, local government, and the police force to develop and enforce policies related to youth alcohol use?

For assistance in answering these questions, visit the National Institute on Alcohol Abuse and Alcoholism Web site at http://www.niaaa.nih.gov and the Leadership to Keep Children Alcohol Free Web site at http://www.alcoholfreechildren.org.

22 ESD 113 / April 2005

Parents can: Teach standards of right and

wrong and demonstrate these standards by:

• Setting a good example and not using drugs themselves.

• Explaining to their children at an early age that drug use is wrong, harmful and unlawful, and reinforcing this teaching throughout adolescence.

• Encouraging self-discipline by giving children regular duties and holding them accountable for their actions.

• Establishing standards of behavior concerning drugs, drinking, dating, curfews, and unsupervised activities, and enforcing them consistently and fairly.

• Encouraging their children to stand by their convictions when pressured to use drugs.

Help children to resist peer pressure to use alcohol and other drugs by:

• Knowing their children’s whereabouts, activities, and friends.

• Working to maintain and improve family communications and listening to their children.

• Being able to discuss drugs knowledgeably. It is far better for children to obtain their information from their parents than from their peers or on the street.

• Communicating regularly with the parents of their children’s friends and sharing their knowledge about drugs with other parents.

• Being selective about their children’s viewing of television and movies that portray drug use as glamorous or exciting.

Be knowledgeable about drugs and signs of drug use by:

• Learning about the extent of the drug problem in their community and in their children’s schools.

• Learning how to recognize signs of drug use.

• Meeting with parents of their children’s friends or classmates about the drug problem at their school.

Schools can: Determine the extent and

character of alcohol and other drug use and monitor that use regularly by:

• Conducting anonymous surveys of students and school personnel and consulting with local law enforcement officials.

• Identifying areas where drugs are being used and sold.

• Meeting with parents to help determine the nature and extent of drug use.

• Maintaining records on drug use and sale in the school over time, for use in

evaluating and improving prevention efforts.

• Informing the community, in straightforward language, about the drug problem.

Establish clear and specific rules regarding alcohol and other drug use by staff and students through policies that have the following characteristics:

• Specify what constitutes a drug offense by defining (1) illegal substances and paraphernalia; (2) the area of the school’s jurisdiction; and (3) the types of violations (drug possession, use, and sale).

• State the consequences for violating school policy; punitive action should be linked to referral for treatment and counseling.

• Describe procedures for handling violations, including the following: – Legal issues associated

with disciplinary actions. – Circumstances under

which incidents should be reported and the responsibilities and procedures for reporting incidents.

– Procedures for notifying parents and/or police.

Enforce policies fairly and consistently and ensure adequate security measures by:

• Making copies of the school policy available to all parents, teachers, and students, and publicize the policy throughout the school and community.

• Imposing strict security measures to bar access to intruders and to prohibit student drug trafficking.

Schools Without Drugs: A plan for action

To combat student drug use most effectively, the entire community must be involved: parents, schools, students, law enforcement

authorities, religious groups, social service agencies, and the media. They all must transmit a single consistent message that drug use is wrong and dangerous, and it will not be tolerated. This message must be reinforced through strong, consistent law enforcement and disciplinary measures.

The following recommendations and examples describe actions that can be taken by parents, schools, students, and communities to stop drug use. These recommendations are derived from research and from the experiences of schools throughout the country. They show that the drug problem can be overcome.



Policies should correspond to the severity of the problem.

• Implementing a comprehen-sive drug prevention curriculum for kindergarten through grade 12, teaching that drug use is wrong and harmful, and supporting and strengthening resistance to drugs.

• Developing a program in which school staff take the following steps: – Determine curriculum

content appropriate for the school’s drug problem and grade levels.

– Base the curriculum on an understanding of why children try drugs.

– Review existing materials for possible adaptation.

• Implementing a program through which school staff take the following steps: – Include students in all

grades. – Teach about drugs in

health education classes, and reinforce this in other classes.

– Develop expertise in drug prevention through training.

Reach out to the community for support and assistance by:

• Increasing community understanding of the problem through meetings, media coverage, and education programs.

• Building public support for the policy and developing agreement on the goals of a school drug policy, including prevention and enforcement goals.

• Educating the community about the effects and extent of the drug problem.

• Strengthening contacts with law enforcement agencies through discussions about the

school’s drug problems and ways they can assist.

• Calling on local professionals, such as physicians and pharmacists, to share their expertise on drug abuse.

• Mobilizing the resources of the community.

Students can: Arm themselves with the

knowledge to resist drug use in the following ways:

• Learning about the effects and risks of drugs.

• Learning the symptoms of drug use and the names of organizations and individuals available to help when friends or family are in trouble.

• Understanding the pressures to use drugs and ways to counteract.

• Knowing the school rules on drugs and ways to help make the school policy work.

• Knowing the school procedures for reporting drug offenses.

• Knowing the laws on drug use and the penalties, and understanding how the laws protect individuals and society.

• Developing skill in communicating their opposition to drugs and their resolve to avoid drug use.

Use an understanding of the danger posed by alcohol and other drugs to help fight their use in the following ways:

• Participating in discussions about the extent of the problem at their own school.

• Supporting a strong anti-drug policy and firm, consistent enforcement of rules.

• Setting a positive example for fellow students and speaking forcefully against drug use.

• Teaching other students, particularly younger ones, about the harmful effects of drugs.

• Encouraging their parents to join with other parents to promote a drug-free environment outside school.

• Becoming actively involved in efforts to inform the community about the drug problem.

• Joining in or starting a club or other activity to create positive, challenging ways for young people to have fun without alcohol and other drugs.

• Encouraging friends who have a drug problem to seek help, and reporting persons selling drugs to parents and the principal.

Communities can: Help schools fight drugs

by providing expertise and financial resources.

• Law enforcement agencies and the courts can: – Provide volunteers to

speak about the legal ramifications of alcohol and other drug use and encourage students to cooperate with them to stop drug use.

– Meet with school officials to discuss alcohol and other drug use, share information on the drug problem outside the school and help school officials in their investigations.

• Social service and health agencies can: – Provide volunteers to speak

about the effects of drugs. – Meet with parents to

discuss symptoms and counseling resources.

– Provide the schools with health professionals to help evaluate students.

– Provide referrals to local treatment programs for students who are using drugs.

(Continued from page 22.)


A Closer Look is a periodic publication of Educational Service District 113.

Board of DirectorsDr. Howard Coble, Chair

Bill BrumsickleRex ComstockDr. John Gott

Marv Lam Jean SheridanDean Winner

SuperintendentDr. Bill Keim

Assistant SuperintendentsKathy Budge

Dana Anderson John Molohon

Director of Student AssistanceRob Vincent

EditorJudy McDaniel

601 McPhee Road SWOlympia, WA 98502-5080

(360) 586-2933www.esd113.k12.wa.us

– Establish and conduct drug counseling and support groups for students.

• Business leaders can: – Speak about the effects of

alcohol and other drug use on employment.

– Provide incentives for students who participate in drug prevention programs and lead drug-free lives.

– Help schools obtain curriculum materials for drug prevention programs.

– Sponsor drug-free activities for young people.

• Parent groups can: – Mobilize others through

informal discussions, door-to-door canvassing, and school meetings to ensure that students get a consistent no-drug message at home, at school and in the community.

– Contribute volunteers to chaperone student parties and other activities.

• Print and broadcast media can: – Educate the community

about the nature of the drug problem in schools.

– Publicize school efforts to combat the problem.

Source: Excerpted from a report that is part of the “Valuable Information” section at www.about-the-web.com.

(Continued from page 23.)Ask the teacherHere are a few questions you should discuss with your child’s teacher.

Does my child seem angry most of the time? Cry a lot? Overreact to things?

Does my child destroy school property or do things that are life threatening? Harm other children on the playground? Break rules over and over again?

Does my child appear sad or anxious much of the time? Show an unusual concern about grades or tests?

Does my child seem obsessed about how he or she looks? Often complain about headaches, stomach aches, or other physical problems – especially when it’s time to take a test or participate in classroom social activities?

Is my child unable to sit still or focus his or her attention? Make decisions? Respect your authority as a teacher?

Has my child lost interest in things usually enjoyed, such as sports, music, or other school activities? Suddenly started avoiding friends?

If the answer to any of these questions is “yes,” and the problem seems persistent or severe, you need to find out if a mental health or substance abuse problem is contributing to this behavior. It’s not easy for parents to accept that their children may have problems. Early treatment can help your child succeed in the classroom, but it is important that you seek help.

From SAMHSA’s National Mental Health Information Center

Resources Washington State Dept. of Health

http://www.doh.wa.gov/cfh/adolescenthealth.htm

Adolescent Substance Abuse Knowledge Base (ASK) http://www.adolescent-substance-abuse.com/your-teen.html

Parenting Teens http://www.byparents-forparents.com

Help for Parents of Troubled Teens http://www.4troubledteens.com

Leadership to Keep Children Alcohol Free http://www.alcoholfreechildren.org/

National Alcohol & Drug Clearinghouse http://www.ncadi.samhsa.gov

National Strategy for Suicide Prevention http://www.mentalhealth.samhsa.gov/suicideprevention/

ESD 113 Student Assistance & Treatment Services

closer look at true north

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