| |
| |
| List of Figures and Tables | |
| |
| |
| |
| Understanding the Context of Student Substance Use and Abuse | |
| |
| |
| What Are Substance Use and Abuse? | |
| |
| |
| General Definitions | |
| |
| |
| Medically Based Terminology and Criteria | |
| |
| |
| Research on Student Substance Use and Abuse: National Data Sources and Major Use Categories | |
| |
| |
| Experimental Substance Use | |
| |
| |
| Substance Abuse | |
| |
| |
| Substance Dependence | |
| |
| |
| Substance Use and Abuse in Specific Student Populations | |
| |
| |
| General Student Population and School Dropouts | |
| |
| |
| Gender Differences | |
| |
| |
| Differences among Racial and Ethnic Groups | |
| |
| |
| Students with and without Disabilities | |
| |
| |
| Federal Laws and School Policies Relevant to Student Substance Abuse | |
| |
| |
| The Family Educational Rights and Privacy Act | |
| |
| |
| Title 42 of the U.S. Code of Federal Regulations, Part 2 | |
| |
| |
| Zero Tolerance Policies | |
| |
| |
| Case Example | |
| |
| |
| Chapter Summary | |
| |
| |
| Chapter Resources | |
| |
| |
| |
| Development and Maintenance of Substance Abuse | |
| |
| |
| Why Do Some Students Abuse Substances? | |
| |
| |
| Biologically Based Theories of Substance Abuse | |
| |
| |
| The Disease Model | |
| |
| |
| Brain Chemistry | |
| |
| |
| Genetic Factors | |
| |
| |
| Social Learning Theory of Substance Abuse | |
| |
| |
| Social Learning, Behavioral, and Cognitive-Behavioral Theories | |
| |
| |
| Substance Use as a Coping Skill | |
| |
| |
| Modeling | |
| |
| |
| Self-Efficacy Expectations | |
| |
| |
| Risk and Protective Factors for Student Substance Abuse | |
| |
| |
| Ecology of Risk and Protective Factors | |
| |
| |
| Defining Risk and Protective Factors | |
| |
| |
| Major Categories of Risk and Protective Factors | |
| |
| |
| Case Example | |
| |
| |
| Chapter Summary | |
| |
| |
| Chapter Resources | |
| |
| |
| |
| Knowing Drugs of Abuse and Screening for a Substance Abuse Problem | |
| |
| |
| Major Substances of Abuse | |
| |
| |
| Depressants | |
| |
| |
| Stimulants | |
| |
| |
| Opioids | |
| |
| |
| Club Drugs | |
| |
| |
| Marijuana | |
| |
| |
| Inhalants | |
| |
| |
| Screening for a Substance Abuse Problem | |
| |
| |
| Issues of Consent and Confidentiality | |
| |
| |
| Defining Screening and Assessment for a Substance Problem | |
| |
| |
| Establishing a Positive Working Relationship | |
| |
| |
| Steps in the Screening Process | |
| |
| |
| |
| Is Screening Necessary? | |
| |
| |
| |
| Conduct a Screening | |
| |
| |
| |
| Decide on Need for Assessment | |
| |
| |
| |
| Follow-Up | |
| |
| |
| Case Example | |
| |
| |
| Chapter Summary | |
| |
| |
| Chapter Resources | |
| |
| |
| |
| Prevention Programming | |
| |
| |
| The Three Levels of Prevention Programming | |
| |
| |
| Principles of Drug Abuse Prevention | |
| |
| |
| Evaluating Research-Based Prevention Programs | |
| |
| |
| Evaluation of a Universal Prevention Program: LifeSkills Training | |
| |
| |
| Evaluation of a Selected (or Indicated) Prevention Program: Project Towards No Drug Abuse | |
| |
| |
| Evaluation of an Indicated Prevention Program: Reconnecting Youth | |
| |
| |
| Evaluation of a Tiered Program: Adolescent Transitions Program | |
| |
| |
| Summary of Research-Based Prevention Programs | |
| |
| |
| Evaluating the Drug Abuse Resistance Education Program | |
| |
| |
| Evaluation Studies of D.A.R.E. | |
| |
| |
| Core Elements of D.A.R.E. | |
| |
| |
| Why Is D.A.R.E. So Popular? | |
| |
| |
| Planning for Implementation of a Substance Abuse Prevention Program | |
| |
| |
| What Is the Severity of the Problem? | |
| |
| |
| Is the School Ready to Implement a Substance Abuse Prevention Program? | |
| |
| |
| What Are the Existing Gaps in Services for Students? | |
| |
| |
| In What Ways Can the School Collaborate with the Local Community? | |
| |
| |
| Case Example | |
| |
| |
| Chapter Summary | |
| |
| |
| Chapter Resources | |
| |
| |
| |
| Individual Interventions | |
| |
| |
| |
| Types of Individual Interventions for Substance-Using Adolescents | |
| |
| |
| How Are Substance-Using Adolescents Currently Treated? | |
| |
| |
| Effectiveness of Current Interventions | |
| |
| |
| Important Questions about Individual Interventions for Students | |
| |
| |
| What Are the Essential Components of Student Interventions? | |
| |
| |
| When Should a School Mental Health Professional Decide to Implement an Individual Intervention Plan? | |
| |
| |
| What Is the School Professional's Role When the Student Is Receiving Treatment from an Outside Agency? | |
| |
| |
| A Comprehensive Early Intervention Program | |
| |
| |
| The Basis for Our Intervention Program | |
| |
| |
| A Brief Adolescent-Focused, School-Based Intervention for Substance Use | |
| |
| |
| Special Issues in Intervening with Substance-Using Students | |
| |
| |
| Case Example | |
| |
| |
| Chapter Summary | |
| |
| |
| Chapter Resources | |
| |
| |
| |
| Group Interventions | |
| |
| |
| Types of Group Interventions | |
| |
| |
| Psychoeducational Groups | |
| |
| |
| Support Groups | |
| |
| |
| Self-Help Groups | |
| |
| |
| Therapy Groups | |
| |
| |
| Understanding the Developmental Process of Groups | |
| |
| |
| Initial Stage | |
| |
| |
| Transition Stage | |
| |
| |
| Working Stage | |
| |
| |
| Termination Stage | |
| |
| |
| A Note about Group Stages | |
| |
| |
| Group Leadership Skills | |
| |
| |
| Basic Counseling Skills | |
| |
| |
| Modeling Desired Behaviors | |
| |
| |
| Confrontation | |
| |
| |
| Working with Resistant Members | |
| |
| |
| Cultural Awareness and Competency | |
| |
| |
| Practical Considerations of Group Work in Schools | |
| |
| |
| Developing a Group Plan | |
| |
| |
| Group Logistics | |
| |
| |
| Confidentiality | |
| |
| |
| Member Goals | |
| |
| |
| Support from the Larger System | |
| |
| |
| Specific Issues for Substance-Abuse-Related Groups | |
| |
| |
| Case Example | |
| |
| |
| Chapter Summary | |
| |
| |
| Chapter Resources | |
| |
| |
| |
| Consultation and Referral | |
| |
| |
| |
| Overview of the Key Features of the Consultation and Referral Process | |
| |
| |
| Practical Steps for Non-School-Based Service Delivery | |
| |
| |
| Identifying the Need for Community-Based Services | |
| |
| |
| Gathering Critical Pieces of Information to Shape an Action Plan | |
| |
| |
| Locating Available Resources | |
| |
| |
| Matching Available Services with a Student's Needs | |
| |
| |
| Putting It All Together | |
| |
| |
| Considering Financial Responsibilities | |
| |
| |
| Building and Maintaining a Systemic Referral Process | |
| |
| |
| Team-Based Approach | |
| |
| |
| Mutual Education | |
| |
| |
| Responsiveness to Existing Policies | |
| |
| |
| Case Example | |
| |
| |
| Chapter Summary | |
| |
| |
| Chapter Resources | |
| |
| |
| References | |
| |
| |
| Index | |