| |
| |
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 | |