substance abuse intervention and treatment guide for schools

7/29/2019 Substance Abuse Intervention and Treatment Guide for Schools

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!!!!!!!!!!!!!!!!!!!!!!P.!O.!Box!6448!!Reno,!NV!89513!!Phone:[email protected]!

Title&Below&please&list&the&title&of&this&resource.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

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Substance!abuse!intervention!and!treatment:!A!guide!for!schools!

!

Author&Below&please&list&the&author(s)&of&this&resource."

!

Illinois Department of Human Services !

!

Citation&Below&please&cite&this&resource&in&APA&style.&For&guidance&on&citation&format,&please&visit&

http://owl.english.purdue.edu/owl/resource/560/01/&

!

Illinois!Department!of!Human!Services!(2009).!Substance"abuse"intervention"and"treatment:"

" A"guide"for"schools."Retrieved!from!

! https://www.prevention.org/EducatorsAndSchools/SAC/documents/DASABooklet

! _FINAL_6.19.09.pdf !

!

!

!

Summary&Below&please&provide&a&brief&summary&of&this&resource.&If&an&abstract&is&available,&feel&free&to&copy&and&paste&it&here.&

!

! The!purpose!of!this!guide!is!to!help!schools!work!with!adolescent!substance!abuse!

issues!in!a!supportive!manner.!Recognizing!that!schools!vary!in!their!philosophy!and!

approach!to!substance!abuse!problems,!this!guide!aims!to!assist!schools!with!ideas!and!

information!to!effectively!work!with!these!issues.!Our!goal!is!to!prepare!the!school!to!help!

students!and!parents!deal!with!adolescent!substance!use!concerns!using!a!confidential,!

systemized!process.!Some!schools!have!systems!in!place!and!will!find!ideas!complementary!to!what!they!are!already!doing.!Others!may!want!to!develop!a!system!and!will!find!this!

information!helpful.!In!addition,!this!guide!aims!to!dispel!some!of!the!myths!mentioned!

above.!Most!importantly,!this!guide!should!help!schools!and!substance!abuse!providers!to!work!together!in!a!way!that!is!relevant!for!them!and!the!needs!of!their!community.!!"


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2 Substance Abuse Intervention and Treatment

We would like to acknowledge the following work group members responsible forcontributions to this project.

Patricia Berry Prevention First

Anita Casey Pillars Community

Cathy Cratty School District 113

Claudia Evanson Rosecrance

Kim Fornero Illinois Department of Human Services/Division of Community

Health and Prevention

Eric Foster The South Suburban Council on Alcoholism and

Substance Abuse

Stephanie Frank Illinois Federation of FamiliesToylee Green-Harris Prevention First

Albert Holmes Illinois State Board of Education

Danielle Kirby Illinois Department of Human Services/Division of Alcoholism

and Substance Abuse

Cathy McCoy The H Group

Don Mitckess Maine Township School District 207

Carlendia Newton Illinois Department of Human Services/Division of Mental

Health Child and Adolescent Services

Jean Schram Chestnut Health Systems

Charles Smith Youth Outreach Services

Warren Wood Aunt MarthasRene Popovits &

Beth Donahue Popovits & Robinson, Attorneys-At-Law

Omni Youth Services

This project was undertaken by the School /

Treatment Provider Work Group which is part

of the Illinois Department of Human Services /

Division of Alcoholism and Substance Abuse Youth

Subcommittee.

Public Domain Notice: All materials appearing in this booklet except those taken directly from

copyrighted sources are considered in the public domain and may be reproduced and copied without

permission from the Illinois Department of Human Services. Citation of the source is appreciated. This

Illinois Department of Human Services, Division of Alcoholism and Substance Abuse.

Electronic Access: This publication may be downloaded from

http://www.illinoistreatmentworks.org orhttp://www.prevention.org/SAC/Resources.asp.

Recommended Citation: Substance Abuse Intervention and Treatment: A Guide for Schools. (2009).


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A Guide for Schools 7

Administrative Alcohol and Other Drug

Policies and ProceduresA schools alcohol and other drug policy represents the framework for efforts in the schoolto address student alcohol and other drug use. It guides prevention efforts; establishesboundaries of application, expectations andnormative values for student behavior; detailsthe schools procedures in handling incidentswith consequences; and empowers adultsresponsible for students in the district. Thecreation of policies and procedures mustbalance what is best for the individual andwhat is most desirable for the total school

population necessitating the inclusion ofprevention, intervention and support as well asconsequences for violations.

The policies and procedures must provide a solidmessage that alcohol and other drug use willnot be tolerated in settings involving the schoolwhile also providing options for getting studentsthe help they need. The policies and proceduresshould include procedures implemented bystaff for prevention efforts and incident management as well as violations and consequences

detailed in student handbooks and school Web sites. One source of additional information maybe found at www.prevention.org. (Go to Student Assistance Programs, then Resources. Lookfor the article entitled Student Assistance and School Policies and Procedures).

Archival data can be useful in determining policy violations around substance use on campus,substance use by athletes or results of random drug screening. Examining the schoolsarchival data regarding suspensions and expulsions for substance use violations can alsoyield valuable planning data. Both the Illinois Youth Survey and the schools archival dataon policy violations can help policy and procedure development. Archival data may includenumbers of suspensions, expulsions and calls to local law enforcement, which will be helpfulin formulating policy and procedure changes. The Illinois Youth Survey is another source ofhelpful information and is described in detail on page 9.

Substance Use Policy ViolationsWhen a student must seek substance abuse treatment services as a condition of a contract fora school policy violation, several options will be available based upon the recommendationsfollowing a professional substance abuse assessment. The contract offers students the optionof a reduction in consequences based upon compliance with the contracts conditions. Thecontract may be part of an alternative to suspension plan, or for more severe or repeated

After reviewing archival data

related to expulsion, one

district became concerned about

the number of students who

were expelled for substance

abuse related offenses. They

changed their school policyto provide a treatment option

alternative for the first

offense. This policy change

allowed students to continue

their education while getting

professional help for their

substance abuse.

Chapter 1


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violations, an expulsion. A treatment plan will be developed by the treatment agency involvingperiodic drug screens (urine testing) along with the level of treatment most appropriate foraddressing the students needs.

policy and procedure (i.e., alcohol and drugs use, tobacco use) with a goal of altering behavior,fostering accountability and reducing recidivism. ATS promotes learning by giving students an

opportunity to stay in school, which increases the chance of improving grades, attendance and othersuccessful outcomes

ATS is an alternative and not a replacement for suspension/expulsion. It is used to offer the studentan opportunity to learn from his/her mistake. By participating and completing the ATS, the studentwill receive a reduced suspension or no suspension. If the student does not complete the program,then the original conditions of the suspension are instituted.

When implementing an ATS program, the following should be considered:

1. Who are the people that will be involved in the referral process for the ATS program?

It is important to include all levels of school staff in the process including the schooladministrators, deans, SAP coordinator, counselors and teachers.

2. What are the current school policies, disciplinary policies, or student conduct codes

around alcohol and other drug use?At what point will a student be offered an ATS program versus a suspension? It is importantto include the ATS program as part of the school policies, disciplinary policies and studentconduct codes.

3. What is the school staffs level of understanding around alcohol and drug use? Education is a critical component when implementing an ATS program. It is important toprovide school staff with information that will help support their decisions to refer to an ATS

program.4. Who will pay for the ATS program?

There are agencies that have the ability to link with school districts to provide alcohol andother drug education services at no cost to the school district. These agencies are licensed bythe state to provide services and can often assist in the planning and implementation processof the ATS program.

5. Another factor is the personal belief systems surrounding disciplinary policies and

student conduct codes within the school system as they relate to alcohol and otherdrug use. The stigma associated with alcohol and other drug use may be reduced throughappropriate training for school personnel, which may improve student and parent participation

in the programs.

ATS programs are designed to target and educate students around alcohol and drug use. Whilesome ATS programs fall under Early Intervention Services and consist of a limited number ofsessions or hours to be completed in general, ATS programs should not be restricted. Once areferral for ATS is made, the receiving agency will perform a complete assessment to determineexactly the severity of the problems. Based on the assessment, a student may need additionaltreatment services that involve Level I or Level II treatment. School policies that require participationin ATS programs should be worded to include an assessment by a licensed treatment servicesprovider and compliance with the assessment and with all treatment recommendations.


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Early Intervention and Treatment Services

in the School SettingGetting adolescents to attend treatment in a treatment center, especially for outpatientservices provided outside the school. Students with substance problems are less likely to haveaccess to a vehicle and frequently come from high stress families that are unable to providetransportation. Providing these services in the school is a viable alternative. For schoolsconsidering offering substance abuse treatment services at the school, there are several prosand cons to weigh.

Pros of on-site treatment: There are additional resources to address the growing needs and concerns around

alcohol and other drug use.

Students needing services have increased access to treatment services and supportthroughout the school day.

There are fewer barriers to students and families in accessing needed services,especially when time and transportation are issues.

On-site treatment decreases the amount of time a student may have to spend outside of

school.

Collaborative approaches to providing substance use treatment in the school settingstrengthen relationships between community agencies and the school.

Agencies can provide additional support to staff around alcohol and other drug problems.

Cons of on-site treatment:

Students may need to leave class to see a counselor.

services are offered after school or in the evening.

There are many types of services available to students and their families for substance abuseissues. Prevention services do not target individuals but whole groups of people such asthe 7th grade students or all parents of students in a particular grade or school, etc. On the

Chapter 6


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The process of creating a linkage agreement or understanding follows the

process of any other project:

Assessment Determining the need Planning Selecting the intervention Implementation Applying the intervention Maintenance Networking, making further referrals as needed

Evaluation Determining if it is working, and if not, returning to assessment.

Schools should be aware that although involving parents in the students services is a goal,students over 12 years of age legally do not need parental permission to receive servicesparents if a student is going to receive any kind of services from non-school personnel andwill send a letter to parents at the beginning of the school year explaining that these serviceswill be available to students and their families and that the student may be referred during thecourse of the year at the schools discretion. If the parent objects to these services, they areresponsible for contacting the schools administration. Some schools write individual letters toparents for a child that has been referred to a support group. When a school chooses not to

allow substance use services to occur on campus without contacting parents, students mayhave to seek services outside the school. Schools should be prepared to assist students andtheir families with information in identifying licensed treatment service providers.

Examples of Successful Early Intervention Services in the School

Example 1:A middle school student was referred to the Early Intervention Specialist because ofindicated that although the student was not involved in substance use, he had a familyhistory of substance abuse and a chaotic family life. After several weeks of services, the

principal talked with the Early Intervention Specialist and reported how pleased he was thatthe students behavior had greatly improved. The principal said he asked the student whathad caused the change in behavior, and the student told him, Mr. Jones (Early InterventionSpecialist) told me to behave.

Example 2:A high school student was referred to an Early Intervention Specialist for bringingparaphernalia to school. The student was having problems with grades and family issues.During the sessions, the student decided using substances was not worth getting intoall the trouble he was in, so he quit. Over the next few months, the student had negativedrug screens and his grades and family issues improved. The student is now on target forgraduation.

Example 3:A high school student who was referred to Early Intervention reported that she was living in ahome where there was domestic violence. The father had a history of substance abuse andthe mother was mentally ill. The student reported that she used alcohol, marijuana and pillsto escape emotionally. The Early Interventionist worked with the mother to get the girl intooutpatient services and she did well for a few months. The girl relapsed and ran away fromhome. Staff worked with the family to get the girl into residential treatment where she is doingwell and reports that she is ready to change. The family is involved in family sessions.


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governing substance abuse treatment information. 42 C.F.R. Part 2 protects any informationabout substance abuse treatment, whether the information is discussed verbally or is in apersons records. A minor 12 years old or older can request substance abuse treatment, and

can also request that his substance abuse treatment records be held from his parents orlegal guardian (as discussed further below).

There are also State laws that protect mental health information. The Mental Health andDevelopmental Disabilities Code, 405 ILCS 5, protect all records or communicationsregarding a person who is receiving mental health treatment, or treatment because theyare developmentally disabled. A minor 12 years old or older can request mental healthtreatment, and can also request that his mental health treatment records be held from hisparents or legal guardian (with several limitations discussed further below).

information. This is called the Health Insurance Portability and Accountability Act of 1996,more commonly known as HIPAA. Basically, HIPAA protects all of a persons personalhealth information, including how this information should be handled and shared. This alsoapplies to mental health and substance abuse treatment information unless another law is

Treatment agencies will provide anyone seeking treatment with a document that outlinestheir rights as a patient under HIPAA. Anyone who receives treatment will also sign anplaces, such as with parents or with the school. HIPAA procedures in the school setting are

typically handled by the school nurse, school supportive services staff, or the SAP counselorin order for students to have the opportunity to participate and achieve in the least restrictiveschool environment. Educational records (as long as they do not contain treatment orcounseling information) are governed by a special law that protects students educationalregulations regarding substance abuse or mental health treatment. However, schools mustcontinue to protect private information from individuals not in a need to know position.

There are also state and federal laws that govern consent to treatment. In general, a child18 or younger must have the permission of a parent or guardian to seek medical treatment.Below are listed conditions that allow a minor to consent to his own treatment. Even in asituation that allows a minor to consent to his own treatment, for purposes of liability anagency will often request consent for treatment from the parents.

Substance Abuse Treatment A child 12 or older can seek or consent to his own outpatientaddress his addiction or the addiction of a family member. The counselor shall workwith the teen to include the family in treatment, but is not allowed to notify the parent orguardian unless, in the judgment of the Director of the program, the teen is unable to makea rational decision about telling the parent or guardian about their treatment and the safety


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of the teen is in question. (42 C.F.R. 2.14,). The consent can specify what information canbe released and to whom it can be released. The release of information can be signed by astudent 12 years of age or older.

Mental Health Generally, a parent or guardian of a child 12 or older cannot see the childsrecord, unless the child is told and does not object, or the counselor decides there is noreason to keep the parents or guardian from seeing the records. (740 ILCS 110/4). Parentswho do not consent are not liable for the cost of services (405 ILCS 5/3-501). A child 12 orthe consent of a parent or guardian. This difference between substance abuse and mentalhealth treatment should be noted. There is no such limit on substance abuse services.

Inpatient Mental Health/Voluntary A minor 16 years or older may voluntarily be admitted5/3-502)

Inpatient Mental Health/Involuntary A minor can be admitted to a mental health facility ifthe director of the facility feels the minors mental illness or emotional instability warrantsweekends and holidays, unless she withdraws the objection. (405 ILCS 405 5/3-507)

FERPA Regulations Impacting Treatment ServicesThe Family Educational Rights and Privacy Act (FERPA) is a federal law that protects theprivacy of a students educational records. All schools who receive funds from the U.S.

Department of Education must comply with these rules.

Under FERPA, students, or parents of students under 18, have the right to request and reviewany educational records related to that student. Educational records include any recordedinformation about the student that is created or maintained by the school, a school employeeor a person acting on behalf of the school. In general, a school must make the recordavailable, but is not required to make copies of the record. If a school makes copies, becausea parent or student is a great distance away, the school may charge a fee. A parent or studentcan amend the record if the information contained is misleading or inaccurate or denies thestudent right to privacy. The rights of FERPA transfer to the student when she reaches 18 ortransfers to a school beyond high school.

educational records is so broad, the records regarding a student receiving counseling at theschool could be considered an educational record under FERPA. Generally, schools shouldkeep treatment records separate from the childs educational records. However, if there isno consent to release information to the parents, and if the parents seek records about thesubstance abuse counseling their child is receiving in school, the school should seek legaladvice about disclosure of this information.


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CADCCounselor

A CADC has at least a high school diploma orequivalent. This counselor has experience workingwith clients with alcohol and substance abuseissues and receives regular supervision froma person who has additional substance abusetraining related to substance abuse issues and hastaken an exam to prove his competence. He alsoregularly attends trainings to maintain his license.

CMADCDrug Abuse CounselorThis counselor has a Masters or Doctoral degree

counselor also has experience supervising othertraining to provide substance abuse counselingand passed exams to prove her competence.She also regularly attends training to maintain herlicense.

CSAT Center for Substance Abuse Treatmentis part of SAMHSA and works with states andcommunity-based groups to improve and expandexisting substance abuse treatment services under

the Substance Abuse Prevention and TreatmentBlock Grant program.

DASA Division of Alcohol and Substance Abuseis a division of the Illinois Department of HumanServices.

DMH Division of Mental Health is a division ofthe Illinois Department of Human Services.

IAODAPCA Illinois Alcohol and Other Drug

LCPC Licensed Clinical Professional Counseloris a person with a Masters Degree in Counselingand is licensed by the State of Illinois. This personhas completed the required number of client hoursand has been supervised by another licensedcounselor. This practitioner attends continuingeducation to maintain her license.

Appendix A: Helpful Acronyms

LCSW Licensed Clinical Social Worker is amasters level social worker licensed by the State

of Illinois. He has completed the required numberof client hours and has been supervised by anotherlicensed social worker. This practitioner attendscontinuing education to maintain his/her license.

LICENSED TREATMENT PROVIDER The staterequires that any provider engaged in substanceabuse treatment and intervention is licensed by thestate. Reference Illinois Administrative Rule 2060for more details.(see http://www.ilga.gov/commission/jcar/admincode/077/07702060sections.html)

MISA I & II Mental Illness and Substance Abuseand supervision around issues of mental illnessand substance abuse. Counselors must attendcontinuing education to maintain their credential.

RDDP Registered Dual Diagnosis Practitioneris a licensed professional with experience andexpertise in both mental illness and substanceabuse. Practitioners must attend continuingeducation to maintain their credential.

SAMHSA Substance Abuse and Mental

Health Services Administration is within the U.S.Department of Health and Human Services andpromotes the quality and availability of community-based substance abuse treatment services forindividuals and families who need them.

SAP Student Assistance Programs. StudentAssistance is an infrastructure of proven, school-based practices that brings help to students,families, schools and communities. Student

Assistance provides an integrated system of care,including prevention, early intervention and supportservices that address mental health and substanceuse issues that otherwise result in barriers tostudent learning and success. (National Student

Assistance Association, 2008)


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www.prevention.org Go to Student AssistancePrograms a website that offers information abouthow Student Assistance Programs function alongwith training information, tools and resources.

www.iaodapca.org Illinois Alcohol and Othersubstance use treatment professionals.

Provides alist of treatment facilities that have been licensed,substance abuse services by the state of Illinois.Go to the web site and click on the treatmentlocator. Choose detailed search, then enter your

drive and click continue. Check adolescentsprograms and click continue. Checking too manyitems limits the search; it is better to check lessand read the options under each facility.

www.illinoistreatmentworks.org A website thatoffers resources and information about adolescenttreatment in Illinois.

www.health.org National Clearinghouse forAlcohol and Drug Information.

www.nida.nih.gov National Institute on DrugAbuse.

www.niaaa.nih.gov National Institute on AlcoholAbuse and Alcoholism.

National Toll Free Referral Numbers forTreatment800.662 HELP (4357) (English and Espaol)800.487.4889 (TDD)

Illinois Division of Alcoholism and SubstanceAbuse866.213.0548

Appendix B: Helpful Web sites

www.family.samhsa.gov Substance Abuse andMental Health Services Administration.

www.TheAntiDrug.com Offers resources,

information and facts for parents.

www.laantidroga.com Spanish website withresources, information and facts for parents.

www.drugfreeamerica.org Offers tips andinformation for parents and caregivers.

www.familiesanonymous.org A self-help groupfor families that are dealing with a loved onesaddiction.

http://thetrevorproject.org/helpline.aspxInformation about the Trevor Project and the Trevorhelpline. The Trevor Helpline is the only nationwide,around-the-clock crisis and suicide preventionhelpline for lesbian, gay, bisexual, transgender andquestioning youth.

www.IASAP.org Illinois Association of StudentAssistance Professionals provides information forthose working with Student Assistance.

www.iffcmh.net

children with emotional, behavioral and mentalhealth needs, and their families through support,education, training and advocacy.

www.nsaa.us National Student AssistanceAssociation is national information for those whowork with Student Assistance.

Appendix C: Helpful Phone Numbers

CDC National STD/AIDS Hotline800.227.8922 English (STD)800.342.2437 English (AIDS)800.344.7432 (Spanish)800.243.7889 (TDD)

Illinois HIV/AIDS Hotline800.243.2437


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Are you looking for curriculum on social emotional skills, educationalsupport groups or effective drug prevention? Seeking books on behavioralinterventions and classroom strategies?

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312.988.4646 or 800.572.5385 ext. 252312.988.7096 FAX

Please call ahead to let us know you will be visiting (security requirementfor the building).Convenient parking and the entrance are just north ofChicago Avenue on Larrabee Street. Go to 600westchicago.com for transitinformation. Present a photo ID with address to the security officer.

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substance abuse intervention and treatment guide for schools

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