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Underage Drinking Prevention Strategies


      SUBSTANCE ABUSE RESOURCE

Underage Drinking Prevention Strategies

 

By Sarah Barton, Sagamore Institute Faith in Communities, 2004

 

(Adapted from Community How To Guide On Prevention and Education, National Association of Governors’ Highway Safety Representatives, 2001.)

 

Within the “risk and protective factors” framework of addressing the issue of youth substance, there are a variety of specific prevention strategies. (Additional information about the risk and protective factor model can be found in the section of this toolkit entitled “Current Prevention Theories and Practices.”)

 

    • Community Based Strategies:  Community based prevention strategies include (1) reducing access to alcohol; (2) establishing community laws and norms that disapprove of underage drinking; (3) increasing awareness about the nature and extent of underage drinking; (4) mobilizing the community to develop neighborhoods where atmosphere, appearance, and safety are important; (5) increasing supervision of young people; and (6) providing opportunities for youth to contribute to the community.

 

    • School Based Strategies:  School based prevention strategies include (1) policies that encourage an alcohol free life-style; (2) classroom curricula that assist young people in developing good interpersonal skills and social competence; (3) communities and schools working together; (4) positive behavior management; and (5) accurate information on the role or roles of alcohol.

 

    • Family Based Strategies:  Family based prevention strategies include (1) parent education to influence attitudes and behavior toward underage drinking; (2) addressing family structure and function problems, such as how to set limits in age-appropriate ways; and (3) addressing family conflicts such as substance abuse, violence, divorce and illness.

 

    • Individual/Peer Group Based Strategies:  Individual and peer group based prevention strategies include (1) building personal competence such as decision-making and people skills; (2) mentoring programs; (3) teaching on the appropriate use of time; and (4) identification of individual reasons for substance use, such as self-medication, testing rules, and others.

 

    • Comprehensive Prevention Programs:  Comprehensive prevention programs include all of the strategies listed above and involve multiple goals to be accomplished simultaneously.  All segments of the community are involved and work together toward preventing substance use among youth.  Organizations with limited resources will need to determine which strategies they wish to make a priority.

 




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Recommendations for Working with Parents

Characteristics of Effective After-School Prevention Programs

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Storytelling Power Book

Winthrop and Munchie Talk About Alcohol

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Drug Strategies

American Council for Drug Education


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Curriculum Review of Clued In Workbook Series

SUBSTANCE ABUSE RESOURCE

Curriculum Review of Clued In Workbook Series

 

By Sarah Barton, Sagamore Institute Faith in Communities, 2004

 

Drugs and alcohol can touch even young children, but children who are educated about drugs and ways to avoid them are far less likely to engage in substance use.  The Clued In Workbook Series is a curriculum designed for children in grades 3 through 6.  Four 32-page workbooks are included in the Clued In series:  Clued in on Alcohol, Clued in on Inhalants, Clued in on Tobacco and Clued in on Marijuana.  A teacher’s resource book contains the philosophy of the program, learning objectives, tips for success, resources, and an answer key for the activities. 

 

The Clued In workbooks use a detective motif to encourage students to think about what drugs can do to them by “uncovering the drugs’ darkest secrets.”  They include puzzles, secret codes, mazes and word games to help children learn about drugs and their dangers.  In addition, the activities in the workbooks help children to form healthy opinions about issues regarding drug use. They help the children to learn refusal techniques, build character, and consider the benefits of a drug-free lifestyle.  The illustrations and fun presentation will capture the attention of children while providing them with the knowledge and skills they need to grow up drug-free.

 

The activities are designed to accommodate different skill levels and learning styles--teachers may choose which ones are most appropriate for the children in their classes.  The workbooks present open-ended questions that will stimulate discussion among students and help them to explore new ideas.  In addition, many of the activities can be completed by students working together in small groups.  The teacher’s resource guide provides tips for structuring effective groups.

 

The Clued In series is not a faith-based resource, but is an effective tool that can be used by faith-based prevention practitioners seeking to reach out to young children.  It may be used as a stand-alone resource, or as part of a more comprehensive prevention program.

 

 





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Curriculum Review of A Matter of Balance

 
      SUBSTANCE ABUSE RESOURCE

Curriculum Review of A Matter of Balance

 

By Sarah Barton, Sagamore Institute Faith in Communities, 2004

 

A Matter of Balance is a prevention workbook intended for college-age students and older teens.  It is produced by CNS Productions, which, in conjunction with the Haight Ashbury Detox Clinic in San Francisco, California, specializes in drug education materials for college age students.  It is a valuable tool for organizations wishing to incorporate personalized and interactive drug awareness and drug abuse prevention skill development into their programs.

 

A Matter of Balance is designed to encourage both personal reflection and group discussion by program participants.  Each chapter of this workbook contains “FYIs” containing facts and perspectives on the topics being discussed, workbook exercises, group exercises, and personal inquiries providing suggestions for a personal journal that could be kept in space provided at the end of the workbook.  The pages of the workbook are detachable for easy use and flexibility.

 

This well-organized workbook is divided into three sections.  The first section, including chapters 1 through 10, addresses the roles of heredity and environment and looks at psychoactive drugs.  These chapters examine values and attitudes toward drug and alcohol use; the risks associated with their use in light of heredity, the impact of environment; the psychological and physical effects of alcohol and drug use; and strategies aimed at decreasing the chances of substance abuse that emphasize natural highs, physical health, wellness, self-esteem and problem-solving skills.

 

The second section takes a close look at environmental pressures.  Chapters 11 through 20 address the perceptions of alcohol and drug use by others; protective mechanisms used by cultures to regulate use of psychoactive substances; the influence of the media, pressures by tobacco companies; rites of passage; and conceptions of adult behavior.  These chapters also address such relevant issues as:

 

    • how strong social skills can reduce reliance on alcohol and drugs,
    • the impact of alcohol and drugs on sexual activity, violence, and anger,
    • how to reduce the risk of harm, and
    • ways to make positive changes to the environment.

 

The third section of the workbook is aimed at individuals who need to halt the progression of alcohol and drug use.  The topics covered include the signs of substance abuse, denial, coping with social pressures to use or abuse drugs or alcohol, the relationship between substance use and psychological disorders, informal support and self-help groups, professional help, and the economic costs of the use or abuse of alcohol and drugs.

 

A Matter of Balance helps young adults to realize that they are now responsible for their own well-being and encourages them to use the information and skills in the workbook to help themselves shape their own futures.

 

 



Related Books
Growing Up Black and Proud

Self-Evaluation Workbook for Alcohol and Drug Abuse

Adolescent Recovery Plan: Continuing Care

A Matter of Balance: Personal Strategies for Alcohol and Other Drugs

Related Links
Marijuana Anonymous

Drug Strategies


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Curriculum Review of Growing Up Black and Proud

 
      SUBSTANCE ABUSE RESOURCE  

Curriculum Review of Growing Up Black and Proud

 

By Sarah Barton, Sagamore Institute Faith in Communities, 2004

 

Growing Up Black and Proud:  A Guide for Teenagers is a prevention workbook that it is designed specifically for African-American youth.  Its goal is to prevent alcohol and drug use by black youth by helping them to develop a positive racial identity and sense of community.  In addition, it is aimed at helping them gain the knowledge and skills they need to move into adulthood free of drugs and alcohol.  This curriculum can be used by youth individually or in small groups.  The topics covered, with the aid of interesting exercises and illustrations, will do a great job of stimulating discussion in a group setting. 

 

The first several chapters of the workbook focus on issues relating to the development of a positive racial identity and how it can be affected by the surrounding culture and its prejudices.  Topics included are:  Identity; How Are Blacks Viewed?;  Stereotyping; The Impact of Integration; Cultural Boundaries; African-American Male-Female Relationships; and Racism and Its Impact.  Youth are guided into thinking about how they are unique, how their race influences who they are, how their interactions with other blacks may differ from interactions with whites or other groups, and how to react to racism.

 

The next four chapters provide youth with information about chemical dependency and its impact.  These chapters include the following topics: 

 

·       What is Chemical Dependence?

·       How Does Someone Become Chemically Dependent?

·       How Chemical Dependence Affects Friends, Family and You, and

·       How Chemical Dependence Affects the African-American Community. 

 

The exercises and information included in these chapters will help youth to determine if someone they know is chemically dependent, to identify the effects and impact of chemical dependency, and to develop coping mechanisms to deal with someone else’s chemical dependency.

 

The remaining chapters equip African-American youth with the skills needed to stay free of alcohol and drugs.  The topics in these chapters are:  Communicating; Dealing with Feelings; Making Decisions/Solving Problems/Resolving Conflicts; and Dealing with Peer Pressure.  These chapters provide exercises and information that will help youth to learn these essential life skills and provide examples of what can happen in their absence.

 

To assist group leaders, the Growing Up Black and Proud:  Facilitator’s Guidebook and the Growing Up Black and Proud Video are also available.

 

 

 


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Organizing and Starting a Recovery Group

SUBSTANCE ABUSE RESOURCE

Organizing and Starting a Recovery Group

 

By Sarah Barton (Sagamore Institute Faith in Communities, 2005)

 

Successful recovery groups are the result of sensitivity to needs and careful planning.  The following steps (based on Bill Morris’ helpful guide, The Complete Handbook for Recovery Ministry in the Church, Thomas Nelson Publishers, 1993) will help you to organize a flourishing recovery group.  Church leaders are urged to purchase the Handbook for additional guidance.

 

Assess the needs of your congregation

 

Failure to properly identify the needs in your congregation can quickly lead to the failure of new support groups.  One way to assess the need for a support group is to offer an informational seminar on the topic of the potential group.  Be sure to make the seminar as non-threatening as possible/ This can be accomplished by not requiring any other time commitments other than the time necessary to attend the seminar; allowing attendees to merely listen to the speaker instead of sharing themselves; and advertising the seminar in such a way as to encourage participation by anyone, not just individuals with the problem being discussed.  Also, try to minimize other barriers by offering the seminar at no cost and providing child-care.  At the conclusion of the seminar, the level of interest may be evaluated by providing a sign-up sheet for individuals who would like additional information on the topic.  If sufficient interest is shown, you may move on to the next step.

 

Identify Participants and leaders

 

Once you have determined that there is sufficient interest, you may offer a short-term group lasting ten to twelve weeks led by someone with interest or expertise in the topic being addressed.  A short-term group will allow you to determine if there are a number of individuals willing to make a greater commitment for a limited period of time. This initial phase can also help the group to build a sense of community.  If there are three or four people interested in continuing the group following the short-term group’s conclusion, ask them if they are willing to form leadership core for an ongoing support group.

 

Develop a Group Format

 

Certain preparations over a span of three or four months will be necessary to help the group continue to thrive.  One of these is the development of a group format.  A group format will guide the group and keep it from straying from its purpose.  It will ensure that each meeting is uniformly structured, enabling participants to feel secure, knowing that their attendance will be beneficial to them.  The group format should be written in a short and simple form and handed out to all members of the group at each meeting.  The written format will enable anyone to facilitate the group by simply following the format’s guidelines and will help familiarize newcomers with what will happen in each meeting.  Although each group may tailor its format to fit its needs, elements that may be helpful are a standard welcome, an opening prayer, a statement of the purpose and process of the group, greetings of members and newcomers, announcements, meditation, group sharing and discussion, and an affirmation and closing prayer.  One and a half hours is a suggested time frame for the meeting to take place.

 

Develop Group Guidelines

 

Group guidelines should also be developed to establish how group participants should share with and relate to each other during the discussion portion of the meeting.  Several elements are essential to help members of the group to feel secure and supported enough to open up to one another in ways that will promote recovery and healing.  These critical elements include:

·         confidentiality,

·         taking personal responsibility for one’s own thoughts, feelings, behavior, and recovery,

·         unconditional acceptance of one another,

·         treating one another with respect,

·         a commitment to honesty,

·         openness to the insights of others, and

·         an attitude of encouragement at all times. 

 

A short form containing a brief explanation of these guidelines may be made available, as well as a long form detailing exactly what these elements may look like in the life of the group and what types of statements and responses will not be appropriate.

 

Train Group Leaders

 

Although development of the group format will make it possible for anyone to facilitate the group, some training may be beneficial for group leaders.  Practice meetings during which each leader directs the group from beginning to end will help leaders to know what to expect during the meetings.  Published resources also are available for training group leaders.  However, a spirit of service and knowledge that God is responsible for the success of the group will provide leaders with confidence.  God will work through the fellowship of the group members to provide them with healing and recovery; it is not dependent upon the wisdom of the group leader.

 

Publicize the New Group

 

If your church, synagogue, or mosque publishes a newsletter, a great way to publicize the new support group is to include a major article in the newsletter preceding the first group meeting.  An announcement should be included in the bulletin at worship services for four weeks prior to the first group meeting and an announcement by the worship leader the week prior to and the week of the first group meeting will help raise awareness about the group.  If you would like to open the group to the wider community, most newspapers include a section for free community announcements where you may publicize the support group.  Similarly, some radio and television stations will publicize groups as a public service announcement.  Be sure to make it clear in those announcements that the group is faith-based so that those outside your congregation will know what to expect.  Other faith leaders and counselors in your area may be made aware of the group so that they can publicize the group as well. 

 

Characteristics of a Successful Group Meeting

 

Before the meeting begins, the room should be set up with chairs in a circle to facilitate a sense of community and fellowship, with copies of the group format placed in each chair.  A sign should be put on the door and the temperature adjusted to make sure the room is comfortable.  A book table containing books relevant to the topic being addressed may be helpful as well.  Be sure to offer only books that group leaders have reviewed and are comfortable with including.  One individual should be designed as a greeter to welcome newcomers and group members as they enter.  If possible, childcare should be provided to help encourage attendance.  A time of prayer and praise prior to the meeting may be included to express thanksgiving and petitions to God and to ask God to guide the group meeting.

 

After group members have arrived, the meeting is ready to begin.  As mentioned above, it is essential that the group leader follow the standardized format. He/she should have members take a seat and say a word of welcome. The first portion of the meeting, which includes the welcome, opening prayer, the description of the group’s purpose, the guidelines that the group will follow in its sharing time, and announcements, should take no longer than fifteen minutes. The bulk of the meeting should be devoted to sharing and discussion. The greeting ritual used by Twelve Step programs is a good way to build community and to affirm group participants.  During this greeting, each group member says “Hi, my name is ____” and briefly describes the reason for joining the group.  The rest of the group then responds with “Hi” and the person’s first name.  Next, the group leader or another pre-designated group member will share an opening devotional or meditational reading relevant to the recovery topic for that meeting.  Then the person who does the reading will be the first to share thoughts and feelings about the topic, having had time to think about it.  Then the discussion will be opened to the entire group, who will then have an opportunity to share according to the group guidelines.  The group discussion may continue until five minutes prior to the end of the meeting, when a closing prayer will bring the meeting to an end.  The prayer you use is up to your group, but it is best that it be a ritual that closes the meeting the same way at every group meeting.

 

When the meeting ends, group participants should be encouraged to continue in fellowship with one another and to make newcomers feel welcome.  The sense of community and belonging that will develop is vital to the healing and recovery process.  In addition, a quiet area in another room may be designated for group members to minister to each other’s individual needs by praying for one another.

 

 

Related Articles
Helping Your Congregation Create an Accepting Attitude for Recovery Ministries

Related Books
The Complete Handbook for Recovery Ministry in the Church

Alcohol and the Church: Developing an Effective Ministry

Related Links
Christians in Recovery

Christians United Against Addiction


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Curriculum Review of Adolescent Recovery Plan

 

SUBSTANCE ABUSE RESOURCE

Curriculum Review of Adolescent Recovery Plan: Continuing Care

 

By Sarah Barton (Sagamore Institute Faith in Communities, 2005)

 

Adolescent Recovery Plan: Continuing Care is a workbook designed for teens that have been in treatment for substance abuse and are returning to their homes and communities.  Because they will no longer be under the close supervision of the staff of the treatment facility, it is essential that they accept and follow recovery principles.  This workbook will assist them in their recovery and help them to replace their substance use with a healthy lifestyle.

 

The premise of this workbook is that an adolescent should be supported by a family-team made up of drug- and alcohol-free people who will care about and encourage his recovery.  The teen is responsible for choosing his own team, which should include family members, counselors, sponsors from Twelve Step programs and other supportive individuals. The workbook contains some exercises the teen will complete individually and others that are designed to be completed by the teen and his family-team as a group.

 

The workbook is organized into five lessons.  Each lesson is divided into Goals, Why, What, and How sections.  The Goals sections provide a brief explanation of what the teen should gain from the lesson.  The Why sections contain an explanation of why achieving this goal is important to the teen's recovery.  What sections set forth recovery principles and are followed by How exercises aimed at assisting the teen and his family-team to apply the principles to their lives.  Each lesson concludes with a family-team contract committing the teen and the members of the team to apply the principles in the lesson and support the teen's recovery.

 

Lesson One is entitled Taking Responsibility.  It helps the teen to examine both his own responsibility for his recovery and his need for the support of others.

 

Lesson Two, Keeping My Eyes Open, provides the teen with the information and skills necessary to identify the warning signs of relapse and to develop values and standards supportive of his recovery.

 

Lesson Three is entitled Keeping My Heart Open and is geared toward helping the teen to gain powers essential to his recovery:  sobriety, trust, self-esteem, self-discovery, and a healthy lifestyle.

 

Lesson Four is called Keeping My Mind Open.  This lesson will assist the recovering teen to develop positive thoughts, feelings, and behaviors and improve his relationships with others.

 

Lesson Five, Keeping My Soul Open, helps the teen to develop his spirituality.

 

The workbook concludes with a section in which the teen will write a commitment to his own future.

 

A complete Adolescent Recovery Plan curriculum, including a facilitator's guide, video and other materials is available from

www.hazelden.org.

 

Related Books
Adolescent Recovery Plan: Continuing Care

Choices and Consequences: What to Do When a Teenager Uses Alcohol/Drugs

A Matter of Balance: Personal Strategies for Alcohol and Other Drugs
Related Links
FreeVibe.com


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