Preventing Heroin Addiction Among Youth Using a Comprehensive Systems Formula for Success
Schools need a comprehensive plan to hit addictions head on through prevention and awareness. This presentation provides a formula to combat addictions and has links to use with important brain information that documents the impact of heroin addition. Use the presentation for strategic planning needed for prevention experiences.
Heroin Prevention Version 1 2016 [PDF] 1MB
Preventing Heroin Addiction Among Youth Using a Comprehensive Systems Formula for Success
AOCC 2016 Conference Hilton Columbus at Easton Town Center November 3, 2016 Session 8:30 – 10:00
Contact information for additional questions:
Tommie Radd, PhD, LPC, NSCC, NBCC,CRC: Consultant
Phone: 614-607-1373; email: [email protected]; web site: www.allsucceed.com
Doris Coy, PhD, LPCS, NCC, NCCC:: Consultant
email: [email protected]
Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. – Tommie R. Radd, PhD
Preventing Heroin Addiction Among Youth Using a Comprehensive Systems Formula for Success
Agenda
- Introduction
- An Overview of System Chemical Dependency Formula
- An Overview of School Counseling Program Components and Life Lab Information
- An Overview of Guidance System Components and Checklist:
- Behavior Management (extrinsic)
- Self-Talk/Self Pictures (intrinsic)
- Curriculum (student skills)
- Implementation (staff skills)
- Family Involvement
- Observation/Evaluation
- Formula Applications and Enrichment Program Resources
- Identify 3 ideas/resources to use as a beginning plan and determine ways of expanding the plan for prevention
- Questions & Closing
The whole is equal to more than the sum of its parts. —Tommie R. Radd, Ph.D.
Chemical Dependency
Schools, communities, and families can break the cycle and help students develop their spirit, purpose, and potential when:
- The education community and societal groups do not view drug-free school programs in isolation.
- Schools have an environment in which students are expected to include everyone in activities and projects.
- The educational community assesses and evaluates existing programs.
- Educators place personal, social, emotional, and behavioral development at the heart of drug-free school programs.
Overview of the System Chemical Dependency Formula
- Comprehensive School Counseling Program System – Program Components Are Interrelated and Interactive
- Guidance System is the Foundation of the School Counseling Program
- Crisis Plan
Suggested Elementary Counselor Time Allocations
- Foundation: 40%
- Counseling Groups: 30%
- Individual Counseling: 10%
- All Others: 20%
Suggested Middle/JR. High School Counselor Time Allocations
- Foundation: 35-30%
- Counseling Groups: 30-35%
- Individual Counseling: 10%
- All Others: 25%
Suggested High School Counselor Time Allocations
- Foundation: 30-25%
- Counseling Groups: 30-35%
- Individual Counseling: 10%
- All Others: 25-35%
Life Lab
A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.
Overview of a Guidance System
- Behavior Management – Extrinsic – what we say and do
- Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
- Curriculum – Student Skills
- Implementation – Staff Skills
- Family Involvement – Family Skills
- Observation/Evaluation
System Components Implemented
- Congruent
- Systemic – identify all components of the System or whole and understand the relationship between components
- Slowly and simultaneously
- 3-5 year process
- The Whole is larger than the sum of the parts
Classroom Group Guidance System Checklist
-
- Positive Behavior Plan
- Share Benchmarks, Standards, and Indicators
- Self Concept Series/Weave as it relates to Behavior
- Five Star Class Meetings
- Class Responsibilities and Guidelines
- Problem Solving – “Help” vs “Hurt”
- Effective Behavior Interactions
- Problem Ownership
- Cooperative Strategies
- Contracts
- Peer Group Work
- The Five C’s for Maintaining Conflict
- Performance Observation/Evaluation
- Increase Component Implementation Annually
- Self-Talk/Self-Pictures Plan
- Share Benchmarks, Standards, and Indicators
- Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
- Activity Process General Self-Talk
- Activity Process Specific Self-Talk
- Activity Process General Self-Pictures
- Activity Process Specific Self-Pictures
- Incorporate Relaxation
- Performance Observation/Evaluation
- Increase Component Implementation Annually
- Curriculum Plan
- Share Benchmarks, Standards, and Indicators
- Self Concept Series/Weave as it relates to Student Skills
- Begin Core Activities
- CANA (Children’s Affect Needs Assessment) Administered
- ITS (Invitational Teaching Survey) Administered
- Florida Key Administered
- CANA Pre Report
- ITS Pre Report
- Florida Key Pre Report
- Selective Activities
- Format Implemented for all Activities
- Performance Observation/Evaluation
- Post CANA, Post ITS, and Post Florida Key Tests Administered
- CANA, ITS, and Florida Key Post Reports
- Report summary written including all year-end performance Observation/Evaluation information
- Increase Component Implementation Annually
- Staff Improvement Skills
- Share Benchmarks, Standards, and Indicators
- Self Concept Series/Weave as it relates to Staff
- Overview of the System
- Overview of Behavior Management Component
- Overview of Self-Talk/Self-Pictures Component
- Overview of Staff Implementation Skills
- Overview of Curriculum Component
- Conduct Staff Needs Assessment
- Prioritize Staff Skills
- Encouragement Strategies
- Prioritize Group Techniques
- Prioritize Other Needs Based on the ITS and Needs Assessment
- Performance Observation/Evaluation
- Increase Component Implementation Annually
- Family Involvement
- Share Benchmarks, Standards, and Indicators
- Self Concept Series/Weave as it relates to Family
- Overview of the System
- Overview of Behavior Management Component
- Overview of Self-Talk/Self-Pictures Component
- Overview of Staff Implementation Skills
- Overview of Student Curriculum Component
- Conduct Family Needs Assessment
- Prioritize Skills from Behavior Management Component
- Prioritize Skills from Self-Talk/Self-Pictures Management Component
- Prioritize Skills from Staff Implementation Skills
- Prioritize Skills from Curricular Core and Other Skills
- Performance Observation/Evaluation
- Increase Component Implementation Annually
- Positive Behavior Plan
It is recommended that all system information be included for families when possible.
- Developed a 3-to-5 year plan in the components for simultaneous, slow implementation
- Behavior Management
- Self-Talk/Self-Pictures
- Curriculum
- Implementation Skills
- Family Involvement
Enrichment Programs – Student, Staff and Family Development Resources
Heroin Defined
Heroin: A substance derived from the plant, poppy flower. Found in most regions of the world, and created in Southeast and Southwest Asia, Central America and the Mideast.
Heroin comes in two forms, tar and china. Tar is usually made in Mexico, while the china (hence, “fine china”) comes from the other sections of the world in many colors, shades, and cuts.
There are many ways to use heroin, including intravenously- with a needle, smoking, using foil; “chasing the dragon”, and snorting the substance.
Many users each year overdose and die, relapse, get arrested, or stay addicted. Heroin is displayed to be a highly fashionable drug, but is not.
Slang terms for heroin are: junk, dope, smack, shot, shit, h, etc.
The onset of a heroin “rush” from a needle is about 3-7 seconds, and lasts about 3 seconds. Heroin is horrible and deadly. Believe me, please. I know what I’m saying, don’t think that it’s cool.
Addiction Information
• Articles/understanding-addiction: Addiction is a brain disease with some at higher risk – family predisposition is one important factor to teach our communities.
Additional Resources for Consideration That May Support Your Enrichment Programs for Students, Staff, and Families
Behavioral Symptoms
- The more appalling behavioral symptoms of heroin addiction entail how a person treats others as well as how one treats his or herself. Heroin’s effects in the brain essentially “fry” a person’s emotions causing mood swings, angry outbursts and hostility towards others in general. Someone addicted to heroin will also tend to neglect personal hygiene and grooming practices and may not bathe or change his or her clothes for days on end.
- Effects of heroin on the body.
- The most appalling symptoms of heroin addiction and how opioid withdrawal treatment will improve your life.
Brain Imaging Potential
Recent studies suggest that imaging has the potential to help clinicians determine the most appropriate level of treatment for individual patients and monitor their progress toward recovery. Paulus, Tapert, and Schuckit (2005) performed functional MRI on a group of men entering treatment for methamphetamine addiction while they made decisions during a psychological test.
Effects of Treatment on the Brain
Imaging researchers also have been documenting changes that appear to represent brain recovery in response to treatment. One group has applied MRS to evaluate the effects of methadone maintenance therapy on heroin-addicted individuals (Silveri et al., 2004).
Brain and Behavioral Disorder
Imaging studies, together with other research, overwhelmingly indicate that drug addiction must be viewed as both a disease of changed brain biology and a behavioral disorder. – NCBI Imaging and Addiction Information
Investigating Drug Abuse: Brain Imaging
Jun 25, 2014 … The National Institute on Drug Abuse’s (NIDA) Dr. Thomas Ross describes the use of brain imaging at the Neuroimaging Research … NIH: Brain Imaging Reveals What Causes Drug Addiction in Humans – Duration: 22:59.
Imaging the Addicted Human Brain
Modern imaging techniques enable researchers to observe drug actions and consequences as they occur and persist in the brains of abusing and addicted
• Ohio State psychologist says drug addicts are no longer the person you love. Oct 26, 2014 … Dr. Brad Lander, clinical director of addiction psychiatry at Ohio State … Similarly, scans depicting overall brain activity show a significant drop .
HBO: Addiction: The Film: Centerpiece Film: Brain Imaging
Total Running Time: 6:15 min. The ability to look inside the brain through electronic imaging has yielded many advances in the study of addiction,
Drugs and the Brain | National Institute on Drug Abuse
The human brain is the most complex organ in the body—you need it to drive a car, to enjoy … functions and can drive the compulsive drug abuse that marks addiction. … New high resolution, non-invasive imaging techniques
This article by Addiction Therapy Services (ATS) explains how opiate addiction works.
Healthy Healing Nutrition Information
This article discusses ways nutrition may help the brain heal from addiction.
The MindBody Medicine Center has an article that may be of interest: NTR: Addiction Recovery Using Intravenous NAD and Amino Acids
The Sovereign Health Group provides an informative article about NAD therapy and addiction treatment.
International Alliance For Invitational Education (IAIE)
The comprehensive systems formula for chemical dependency prevention is integrated with the concepts of invitational education. The System includes two online surveys. The Invitational Teaching Survey and the Children’s Affect Needs Assessment, both found in the Grow With Guidance Systems Manual. For more information and materials about IAIE visit their website.
Preventing Heroin Addiction
For additional information about the two online surveys visit The Grow With Guidance® Online Assessment Instruments & Report Service.
References
Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-58-2
Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-61-2
Radd, T. R. (2007). The Grow With Guidance System Manual Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-53-7 (1-878317-53-9).
Radd, T. R. (2014). The Grow With Guidance System Manual Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-59-9
Radd, T. R. (2007). The Grow With Guidance Primary Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-54-4 (1-878317-54-7).
Radd, T. R. (2014). The Grow With Guidance Primary Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-60-5
Radd, T. R. (2007). The Grow With Guidance Intermediate Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-55-1 (1-878317-55-5).
Radd, T. R. (2014). The Grow With Guidance System Intermediate Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317- 62-8
Radd, T. R. (2007). The Grow With Guidance Middle School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-56-8 (1-878317-56-3).
Radd, T. R. (2014). The Grow With Guidance Middle School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-63-6
Radd, T. R. (2007). The Grow With Guidance High School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-57-5 (1-878317-57-1)
Radd, T. R. (2014). The Grow With Guidance High School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-64-4 References
Radd, T. R. (2006). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. I. Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-45-8
Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol I. Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-2
Radd, T. R. (2006). Classroom Activiites for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. II Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-46-6
Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol II Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-
Radd, T. R. (2014). The Grow With Guidance System Music: G. G. Raddbearie Sings, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-68-7
Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).
Radd, T. R. (2014). The Grow With Guidance System Fun Game Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-67-9
Radd, T. R. (2007). The Grow With Guidance® System F.U.N. Game, Second Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-49-0 (1-878317-49-0)
Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317- 52-0 (1-878317-52-0).
A complete Research Report is available here.
