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Dealing with Issues - For Educators

Curriculum Ideas & Training Opportunities
Manitoba Addictions Awareness Week Information and Activities
AFM Library
Education/Gambling/School Based Programs

Workshops for those who work or volunteer with youth

When Students Ask about Alcohol and other drugs.
  • Avoid scare tactics and "just say no" messages.
  • An objective balanced approach is best if the message is to be seen as credible.
  • Many adolescents will experiment with alcohol, other drugs and gambling. Simplistic messages ignore the complex factors that contribute to experimentation or abuse of substances.
  • Information shared in a nonjudgmental, objective and empathic manner is essential to developing a supportive atmosphere that invites students to share beliefs and experiences.
  • Effective prevention programs emphasize the use of facilitative rather than directive skills - ask what students think rather than sharing your own opinion.
  • Teachers can highlight key ideas, clarify responses or correct any misconceptions.
  • It is not unusual for some students to share very personal experiences. It is important to provide a clear message that personal sharing is o.k. Some students may only require an opportunity to name their experience, for most students having you validate their thoughts or feelings is all that is required. Others may need more structured support - fellow teachers, school guidance counselors, social workers, local or staff from the may be able to provide further support when needed.
Alcohol & other drugs fact sheets

SOURCE: Addressing Drug and Alcohol Issues in the Classroom (Handout), AFM Youth Unit, 2003, based on information from Preventing Substance Use Problems Among Young People: A Compendium Of Best Practices, 2001.

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Signs of a Student at risk:

Changes in personality, mood, or behavior may indicate a problem. Further changes related specifically to school may include the following.
Academic Performance:

  • Decline in work/grades
  • Incomplete work
  • Missing assignments
  • Failing
  • Reduced participation
Classroom Behavior:
  • Disruptive
  • Inattentive
  • Decreased attention, motivation, concentration
  • Memory deficits
  • Late, skipping class
  • Defiance
  • Frequent washroom visits
  • Hyperactivity, nervousness
  • Compulsive over achievement, perfectionism
Other Behaviour:
  • Erratic behaviour, moods
  • Change in peer group
  • Attention seeking
  • Sudden popularity
  • Time disorientation
  • Changes in values
  • Appears depressed
  • Defensive
  • Withdrawn, preoccupied
  • Associated with known users
Possible Drug Specific Indicators:
  • Others express concern re: use
  • Talks openly about use
  • Possession of substances or paraphernalia
  • Intoxicated/using at school
  • Supplying/selling

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My Student may have a problem, what can I do to help?

Express Concern:

Use "I Messages":
"I messages" focus on what you are seeing and how you feel about it. They can reduce defensiveness and keep the lines of communication open.

Focus on identifying observable specific behaviors, also be sure that you are presenting your observations in a respectful and caring manner.

"I messages" look something like this: "I feel worried when you I hear you say you drank until you passed out, because I am afraid that you could get alcohol poisoning."

Really Listen:
Real communication goes two ways. You can learn a lot from your student if you take the time to really listen to what they say.

Remain Calm and Caring:
This is easy to say but hard to do especially when we are feeling upset. Sometimes when anger or fear take over we may say or do things that we do not mean. Some of these things can damage the relationship that we have with students.

Encourage them to go to AFM for an assessment and counselling or to see another counsellor in the school (Guidance, SAP):
You may want to simply express your concerns and encourage them to go and talk to a counsellor. They will likely respond better if you encourage them to go to a counsellor to "check out" their use/gambling and get some information rather than asking them to go and get help for their "addiction problem".

Avoid Enabling
Enabling behaviours come out of care and concern. Since we care we want to protect individuals from the negative consequences caused by their choices. When we interfere with these negative consequences we enable. In the school setting examples of enabling would be failing to report intoxicated individuals, ignoring or supporting student's verbal announcements about alcohol or drug use, ignoring unacceptable behaviours like absences or lateness.

Maintain Positive Attitude
Even if they choose to not go for counselling, continue to be positive. Nurture a positive caring relationship. If they do indeed have an alcohol and/or drug problem they will need your continued support and involvement more then ever.

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Youth impacted by the substance use or gambling of a significant other
  • Approximately 10% of people in our society have a problem with Alcohol or other drugs

  • Approximately 3.4% of people have a problem with gambling
  • Studies show that anywhere between 20-30% of children are affected by a family members use of alcohol and other drugs
  • Between 15-20% of children are Affected by a family member's gambling
  • In light of this, it is to be expected that you would have students in your class who are impacted by someone else's substance use or problem gambling, I.e. parent, sibling.

Some characteristics of affected youth.
  • Feel responsible for their parent's alcohol or other drug use

  • May see alcohol or other drug use as a sign of not being loved
  • Feel angry with the parent who is not using alcohol or other drugs
  • Fear the parent who is using alcohol or other drugs will get hurt and die
  • Are embarrassed by the behaviour of the parent who is using
  • Never know what to expect
  • May have difficulties trusting others

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How to help
The following suggestions may help you deal with your students' concerns about their own or their parents' use of alcohol, other drugs or gambling:
  • If a student begins to relate in the group a personal or family experience which could later prove embarrassing or sensitive, be prepared to bring the conversation back to a more general context. Follow up individually.

  • Show the student that you are willing to listen in an attentive and supportive way.
  • Try to be open and non-judgmental about what he or she is saying.
  • Know your limitations. Get assistance from appropriate sources. It is not your responsibility to assess and treat addiction-related problems, but you can support these students by referring them.
  • Believe in them. There is hope for them. Help them be resilient. Help them learn to grow and cope with the challenges that face them.
Key messages for them:
  • It's not your fault.

  • You are not alone.
  • Your parents still love you.
  • There are people who can help you.
  • It's ok to have feelings.
  • You need to have fun

Possible resources

Some helpful organizations for people who are trying to help others are:

ADDICTIONS FOUNDATION OF MANITOBA
Contact the local AFM office for programs for affected youth.

AFM offers workshops for those who work or volunteer with youth. For more information on our workshop Youth Impacted by the Substance Use or Gambling of a Significant Other - Click here
ALATEEN
This is a self-help group for young people who have been affected by someone else's use of alcohol or drugs.
24-hour Meeting Information Line (U.S. and Canada):
1.888-4AL-ANON (8 AM - 6 PM EST, M - F)
General Information and Literature Order Line:
757.563.1600 (8 AM - 6 PM EST, M - F)
Website
http://www.al-anon.org/alateen.html

FAMILIES ANONYMOUS
This is a self-help group for concerned family members or relatives of someone who has a problem with alcohol or drugs.

How the School can help?

Student Assistance Program (SAP)
Offers an organized & structured framework to:

  • Identify all troubled students, not just those involved with alcohol and other drugs or gambling
  • Connect them with the programs/services available internally & externally
  • Promote a climate of care & concern within the school
The values and beliefs that the program is based on:
  • Healthy School Environment
  • Care and Concern
  • Providing Assistance
  • Improve School Functioning
Student Assistance Programs Provide:
  • A systematic & professional response
  • Clear policies & procedures
  • Identification of appropriate school & community resources
  • Staff training

If you or your schools administration have any more questions concerning Student Assistance Programs or are interested in developing one for your school please phone your local AFM Office or in Winnipeg call (204) 944-6235.

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