YOUTH SUPPORT / ASSESSMENT SUMMARY

 

 

1.

Name: _____________________Gender:_____ Date Of Birth:____________

 

 

Address:       ____________________________________________________

 

              ____________________________________________________

 

 

Phone: _____________________ E-mail: _____________________________

 

 

Presently living with: _____________________________________________

 

 

Legal Guardian: _________________________________________________

 

 

2.      Why is referral being made at this time?         

 

 

 

 

 

3.        Drug Use and History

 

Type            Amount      Duration     Age First Used       Frequency      Mode of use            

                                                                                                           

 

 

 

 

 

How was it obtained?                                                        

 

 

 

Longest Period of Abstinence

 

 

-- 2 --

4.

Family:

 

 

Relationship With Parents:

 

 

Relationship With Siblings:

 

 

Family Substance Abuse:

 

 

Parents Style of Discipline:

 

 

Family Motivation for Treatment:

 

 

5.

Health: (describe any significant health problems or physical impairment)

 

 

Prescribed Medication:

 

 

Family Doctor:

 

 

6.

School:

 

Present Grade  (or last grade attended): ___________________________

 

Name of School: _______________________________________________

 

Academic History:

 

 

Behavior in School:

 

 

-- 3 --

7.

Work History:

 

 

 

8.

Social Functioning:

 

 

Relationship with Peers:

 

 

Boyfriends/Girlfriends:

 

 

Leisure Activities:

 

 

 

9.

Emotional Functioning: (Depression, suicidal ideation, anger control,

self - esteem, etc.)

 

 

 

10.

Legal/Police Contact:  (Probation, charges pending, etc.)

 

 

 

11.

Current & Previous Therapeutic Contacts:

 

 

 

12.

Client’s Goals at Present:

 

 

 

-- 4 --

13.

Client’s Strengths and Present Resources:

 

 

 

 

14.

Other Significant Information: (i.e. history of misuse, if known)

 

 

 

 

15.

Interviewers Impressions and Recommendations:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Interviewer:        __________________________________________

 

 

Date:                  __________________________________________

 

 

 

 

ADOLESCENT COUNSELLING  -  POINTS TO REMEMBER

 

 

 

 

1)         Build a Relationship - The most fundamental tool in any intervention is your            relationship with the client. This relationship is the vehicle for change.

 

2)         Family Reenactment - The dynamics involved in your relationship with the adolescent client will be a reenactment of an earlier relationship with a significant        other. What remains unresolved will be given an opportunity to change through a         corrective emotional experience.

 

3)         Systemic Approach - The adolescent may be acting out through drugs as a way of bringing attention too a situation that is most uncomfortable. The client must not be seen in isolation, as the well - being of others may be at stake.

 

4)         Activity - The use of joining through some type of activity, i.e.: walking, or small projects create a relaxed atmosphere and interest.

 

5)         Have Fun! - If counseling adolescents isn’t fun for you, then imagine the client’s      response. The use of jokes, books and photographs provide bases for relationship           building.

 

6)         Spiritual - Spark discussion around the existence of a higher power. Help the          adolescent develop a sense of self-based on likes, dislikes, philosophies and          interests. Make them accountable for their belief system.

 

7)         Respect - Adolescents believe that they are always right. Find ways to develop reality testing without getting into a power struggle.

 

8)         Availability - Adolescents will test to see how much you really care by dropping      in and prolonging appointments. How you set your limits is vital in modeling good relationship skills.

 

9)         Family Liaison - You will be called between sessions by one or many immediate     and extended family members. Be sure that you do not form triangles or alliances            that may be detrimental to your treatment goals.

 

10)        Agency Liaison - Be cautious of what you share with other interested friends and agencies that may be involved with the adolescent. The adolescent believes that   your relationship is special and they judge this by what gets back to them.

 

 

 

 

 

 

 

 

WEEKLY YOUTH SUPPORT GROUP MEETING

 

 

 

 

All adolescents participating in program are encouraged to attend this meeting. It is the pivotal component of Youth Support and incorporates the philosophy of self-help and a sense of belonging. It must be a safe place for the recovering young person.

 

The group is facilitated by a staff person and must not be allowed to function without direction. It must function in a manner which respects the worth and dignity of each participant.

 

 

GOALS

 

• To provide the participants with a safe forum where they may discuss current matters that they consider important to them.

 

• To provide staff with a continuing means of assessing the participants.

 

• By encouraging self - disclosure, counsel and support participation through issues such as guilt, shame, anger, grief, relationships, sexuality, etc. Care must be taken to ensure that the atmosphere remains both caring and non-judgmental.

 

• Plot each participant’s progress or lack thereof toward recovery.

 

• Use other professionals from the community to educate the participants about current issues of importance and to help them build more effective life-skills. (i.e. the law, AIDS, loss, career opportunities, etc.)

 

• Assist the adolescents in identifying their strengths and capabilities.

 

GUIDELINES

 

• Group meetings should last no more than ninety (90) minutes.

 

• If any participant is disruptive or disrespectful of their peers or group leaders, they will be asked to leave.

 

• Smoking in the group is at the discretion of the staff facilitator, or according to the rules of the facility where the group meets.

 

• Confidentiality must be emphasized and defined in all groups.

 

• Should an adolescent be using the group as a means to evade legal, parental or school action, they will be asked to leave.

 

• Should an adolescent knowingly continue to use, or arrive at group on more than one occasion in an intoxicated state, they will be asked to withdraw from group, but will be allowed to continue to receive counseling / therapy at the staff’s discretion.

 

 

 

 

 

PARENT SUPPORT GROUP

 

 

 

 

The Parent Support Group is facilitated by a staff person or designated volunteer and is primarily a self - help directed program with the following goals:

 

 

Goals

 

• To educate the parents towards an understanding and recognition of the cycle of addiction in the adolescent and the family and to explain the steps in breaking this cycle.

 

• To foster an understanding of the stages of development amongst adolescents and the effect that substance misuse has on normal maturation.

 

• To identify and discuss the stages of recovery in the adolescent and within family members.

 

• To promote and discuss positive parenting skills.

 

• To encourage parental self - discipline, enabling the group and facilitator to assist in the process of dealing with grief, guilt, shame, detachment and other emotional blocks so sound relationships with the adolescent may be rebuilt.

 

• Through parental self - disclosure, counsel and support the parents through difficulties related to experience in their own family of origin.

 

·         Through group discussion, further access and deal with any complicating dysfunction in family members and the adolescent such as: eating disorders, relationship problems, compulsive shopping, gambling, compulsive lying, smoking, unprotected sex and attempt to motivate those involved towards a healthier lifestyle change.

 

• By using the philosophy of self - help, provide the parents with a safe and caring supportive atmosphere that will enable them to proceed toward recovery.

 

Guidelines

 

• Each parent group should not exceed fifteen (15) in number of participants.

 

• If possible, the staff member facilitating the parent group should not be involved in a therapeutic relationship with adolescents in the Youth Support Recovery Group.

 

• Sessions should not exceed ninety (90) minutes.

 

• One meeting a month should be of an educational nature.

 

• The facilitator must have a background on the parents before they attend group.

 

 

 

 

ADOLESCENT DETOXIFICATION

 

 

 

 

Goals

 

Adolescent detoxification differs from that of adults in that the severity of withdrawal is not as severe, in most cases. The primary goal for most adolescents is to break the use cycle, thus enabling the client and staff to begin counseling / therapy in a safe environment, away from a domain where the pressure to use is often overwhelming. The time in the Detoxification Unit also provides a ‘cooling off’ period for both adolescent and parents, enabling staff to initiate a treatment process for family members.

 

 

Referral Process

 

Referrals of adolescents may come from virtually any source, i.e.: self, a drug dependency program, family, friends, medical personnel, social service agencies, the legal system, etc.

 

The person making the referral must be able to provide basic information necessary for admission. Persons under the age of sixteen (16) generally require the consent of their parent or guardian. In some cases, the person may be deemed an ‘emancipated adolescent’, and parental/ guardian consent is not necessary. This status may only be determined in consultation with the director.

 

 

Admission Criteria

 

a)         That the adolescent is in a state of substance intoxication, or withdrawal.

 

b)         That there is an inability to control the substance use.

 

c)         That the individual requires regular use to function.

 

d)         That the home situation is such that the adolescent may not be able to resist pressures to use, and thus needs a period during which they may examine their life and that which is important to them, in a supportive environment.

 

e)         The individual must accept voluntary admission and be compliant regarding the     rules and procedures of the Unit.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ADOLESCENT TREATMENT ORIENTATION PROGRAM

 

 

 

 

The Treatment Orientation Program is designed to instill within the adolescent a greater understanding of self, coupled with an awareness of drugs and their effects.

 

The program is of two (2) days duration. The group size may number from 8 to 20 on a day patient basis, and normally is held on a weekend.

 

 

Eligibility

 

All adolescents attending the weekly group meetings are eligible as well as others, who, in the opinion of staff, might benefit from the experience. Normally, young people may attend the program once. However, in special cases with the approval of the coordinator, the program may be repeated.

 

All Youth Supporters who aspire to be members of the core group and go on to Youth Support training must complete the Treatment Orientation Program.

 

If the program is an overnight experience, rules and regulations apply as with recreational activities. (See section -Recreation)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(This program uses as its basis the ‘Self Assessment Guide for Youth’. Zarek & Sipe, Johnson Institute, Minnesota, 1987)

 

 

SCHEDULE

TREATMENT ORIENTATION PROGRAM

 

 

 

 8:30 am   -  9:00 am                 Introduction and warm-up

 

 9:00 am   - 10:00 am                Section 1 - Chemicals and Feelings*

 

10:00 am -  10:15 am                Break

 

10:15 am -  11:00 am                Discussion

 

11:00 am -  11:30 am                Video: Choices and Consequences* Part 1

 

11:30 am -  12:00 am                Section 2 - Chemicals and Behaviour

 

12:00 pm -  1:00 pm                  Lunch and Recreation

 

1:00 pm -  1:30 pm                    Discussion

 

1:30 pm -  2:15 pm                    Sections 3 & 4: Chemicals, School and Work

                                                                        and Chemicals and Friends

 

2:15 pm -  2:45 pm                    Discussion

 

2:45 pm -  3:00 pm                    Break

 

3:00 pm - 3:45 pm                     Section 5: Chemicals and Family

 

3:45 pm - 4:15 pm                     Discussion

 

4:15 pm - 4:30 pm                     Wrap-up and introduce the evening program

 

6:00 pm - 6:45 pm                     Video: Different Like Me

 

6:45 pm - 8:00 pm                     Introduce role-play Family Sculpture

 

 

 

 

 

 

 

 

 

 

 

 

 

DAY 2

 

   8:30 am - 9:00 am                  Warm-up and Recap

 

   9:00 am - 9:45 am                  Sections 6 & 7: Chemicals and Self - Concept

                                                                   and Chemicals and Growing Up

 

  9:45 am - 10:15am                  Discussion

 

10:15 am - 10:30am                  Break

 

10:30 am - 11:00am                  Choices and Consequences: Part 2

 

11:00 am - 11:30am                  Discussion regarding Choices and Consequences

 

11:30 am - 12:45pm                  Lunch and movie

 

12:45 pm - 1:15 pm                   Recreation Break

 

 1:15 pm - 2:00 pm                    Sections 12 & 13: Patterns of Chemical Use

                                                                        and Chemical Abuse and Dependence

 

 2:00 pm - 2:15 pm                    Break

 

 2:15 pm - 2:45 pm                    Discussion

 

 2:45 pm - 3:30 pm                    Section 14: Developing an Action Plan

                                                (Group completes this section with Facilitator)

 

 

Notes:

 

• For breaks, no beverages containing caffeine are to be used.

 

• There is no smoking permitted during sessions.

 

• A smoking area is designated for breaks.

 

• Participants creating an undue disturbance will be asked to leave.

 

• Parental/Guardian permission must be provided for overnight program.

            (See documentation)

 

*Videos available from:                                                                                        

Sunburst Technology                                                                                                                    101 Castleton Street, Pleasantville, NY 10570 USA                                                                Phone: 1-800-431-1934 International Info: (Outside the USA) Call 1-914-747-3310                   Fax: 1-914-747-4109 Web: http://www.sunburst.com/

 

 

 

 

 

YOUTH SUPPORT TRAINING MODEL

 

 

 

Selection

 

All participants are selected from the existing caseload of the clinician. Eligibility for training as a Youth Supporter reflects the following criteria:

 

1)         a) Two months of substance-free lifestyle, namely that the individual refrains from the use of alcohol, non-prescribed drugs and illicit chemical substances.

 

            b) Expressed attitudinal change and demonstrated behavioural change by the         individual, within a substance dependent family.

 

2)         To demonstrate the positive qualities that are necessary for a helping relationship, or the potential to develop these qualities, such as:

 

            - a commitment to personal growth;

            - a willingness to listen to others;

            - a sense of caring, openness and compassion;

            - a respect for self and others;

            - organizational, planning, leadership and decision-making skills.

 

3)         To possess the willingness and the ability to make a six month commitment to the training, implementation and follow-up of the Youth Support relationship. This may be addressed in a treatment contract between the individual and their children.

 

4)         To be able to function in group settings. This is critical to the training and    implementation process, as well as the ongoing feedback for the support relationship, the supervision of the Youth Supporter and the optional involvement in public presentations.

 

5)         Expected school performance must be acceptable to the individual, parents or        guardians, and the school. These appropriate levels of expectations should include       marks, attendance and attitude.

 

6)         To express a willingness to participate in initial and ongoing training sessions. These include T.O.P. (or equivalent) and additional sessions that focus on developing an understanding of the physiological, psychological, social and spiritual aspects of drug use.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Methodology

 

The first phase of the training consists of several sessions focusing primarily on empathic listening skills. These sessions employ a combination of didactic and experiential methods. the mode of delivery of training may be day-long workshops where several topics are covered, or sessions spread over several weeks, depending on the style and choice of the clinician. (Any further reference in this document to presentation/communication focuses on counseling, rather than public speaking.)

 

The second phase of the training consists of a practicum and a series of follow-up activities. These follow-up sessions are determined by the expressed needs of the Youth Supporters, but will focus primarily on developing skills in feedback, confrontation and problem-solving, as well as coping with feelings and termination. Outside resource persons may be used in the delivery of the training program. Public speaking skills are only included if the clinician perceives a therapeutic benefit for the client.

 

 

Aims and Objectives

 

The overall purpose of the training program is to develop appropriate listening skills and to highlight acceptable intervention strategies in conjunction with realistic limitations presented by the Youth Support relationship and the capabilities of the individual.

 

The training objectives may be stated as follows:

 

• To increase emphatic listening skills.

 

• To develop a sense of openness and sensitivity to the effects of chemical dependency.

 

• To help the individual identify their own innate capacity for compassion and caring.

 

• To enhance the individual’s self concept and self esteem, as this is essential to being an effective helper.

 

• To increase skills in the areas of organization, planning, leadership and decision-making.

 

• To recognize personal and role limitations within the context of the peer support relationship.

 

• To identify alternate leisure and recreational pursuits which do not involve the use of alcohol, or other drugs.

 

• To adopt more responsible attitudes and behaviours relative to alcohol and drugs.