Introduction
While obtaining my MSW, I completed my field experience with Compassion House, Inc. in Dalton, Georgia. The organization offers various services to assist families with support, educational material, and services offered for supervised visitations. Department of Family and Children services refers to most families seeking services from Compassion House. The program director, Linda Clark, informed me that multiple requests for adolescent substance abuse classes had been made. Compassion House offered an adult substance abuse course but lacked services for adolescents. Since Ms. Clark knew my history, she asked if I would want to facilitate the group. I developed each lesson plan for the seven-week course. Four adolescents attended on the first day of the course; the following week, five adolescents were in attendance.
Social Issue
The substance abuse epidemic in America is not exclusive to the adult population. Adolescents increasingly engage in substance abuse, increasing the danger imposed on adolescents. Substance abuse has a significant impact on people in active addiction, as well as their family, friends, community, schools, and the person’s future well-being.
In a study by the Centers for Disease Control and Prevention (CDC), 11.1% of Americans ages 13 and up use an illicit drug at least once per month. An estimated 106,000 teenagers within the state reported using marijuana at least one time in the past year. Georgia is one of 10 states with the highest rate of monthly adolescent marijuana use. According to the CDC, one-third of all Georgian teens have tried marijuana at least once. Through the survey conducted on teenagers, 35% reported that they did not believe smoking at least one pack of cigarettes daily to be a significant risk.
Additionally, 56% of teenagers did not believe drinking five or more drinks more than once a week to be hazardous to health. Also, 27.9% of teenagers had at least one drink of alcohol on one or more 6.24% of Georgian teenagers reported using pain pills non-medically. Shockingly, roughly 50% of high school seniors within the state reported not believing it is harmful to try crack or cocaine once or twice, with 40% thinking it’s not detrimental to use heroin once or twice.
The project was first initiated by the Department of Family Services, inquiring if Compassion House had a substance abuse program for Adolescents since there was one for adults. The director of Compassion House approached me and asked if I would be interested in creating and facilitating the program. I confirmed with excitement to be able to provide a needed/requested service.
Interventions
Mission: To empower youth in our community to recover from substance use and educate them through social-emotional support.
Goal: To intervene in the addiction crisis and reduce adolescent substance abuse through addiction and recovery education.
Intervention tools: During the first session, the client will complete the CRAFFT 2.1+N. The CRAFFT is an adolescent substance use screener available and is valid for adolescents from diverse socioeconomic and racial/ethnic backgrounds. The version Compassion House is using includes substances, alcohol, and nicotine. The results are in percentages that provide a guide based on the DSM-5 Substance Abuse. Each class involves reading from AA/NA-approved literature and incorporating educational material from SAMHSA (Substance Abuse and Mental Health Services Administration) about adolescents. Additionally, each class provides material that is based on the MATRIX program. MATRIX is a structured, multi-component treatment model that consists of evidence-based practices, including relapse prevention, psycho-education, and self-help.
Theoretical perspectives: This project was created using systems and social learning theories. Systems theory takes into consideration the many factors that influence the individual. This includes the living environment, family relationships, social relationships, economic situation, schools, and many other factors. Acknowledging the influence of these systems helps to understand that each experience is different. Social learning theory was used to understand the addiction cycle and the impact that observation can have on behaviors.
Literature review: I reviewed the literature and collected data about the prevalence of substance use, interventions for substance abuse, successful awareness campaigns, and the use of a systems perspective on addiction.
SAMHSA publications and digital products (n.d.) provide vast information regarding substance abuse and mental health. The website offers scientifically-based resources, including toolkits, clinical practice guidelines, and pamphlets. SAMHSA also provides publications, digital products, and resources that discuss evidence-based practices and information. Some pamphlets and digital products under the categories “Tips for Teens” and “Facts and Myths” are used as part of the substance abuse course.
The article Matrix Model Substance Abuse Therapy (2022) provided information about the evidence-based program The Matrix Model, which is designed to aid recovery. The model is used as an outpatient service and incorporates a multi-component behavioral treatment model that consists of evidence-based practices, including relapse prevention, family therapy, group therapy, psycho-education, and self-help, delivered sequentially and clinically coordinated. Sections within the Matrix Model are incorporated with each PowerPoint presentation during the weekly adolescent substance abuse class.
Centers for Disease Control and Prevention (2020) provided statistical information regarding adolescent substance abuse. The statistic was used to inform potential participants, community members, and stakeholders and bring public awareness to adolescent substance abuse. Additionally, the article provides information directly from teens who suffer from substance abuse.
Georgia Drug Detox, & Georgia Drug Detox. (2019) provided information regarding adolescents within Georgia. The information provided included reasons adolescents use substances, common drugs consumed, and information about the specific illegal drug consumption. This source provided informative information directly from teens within Georgia.
The MentalHelp article General Systems Theory of addiction and Recovery Implications (2019) discusses the use of a systems perspective for addressing addiction. This report provides a comprehensive view of this approach, the process using the theory, and its advantages when working with the substance use and addiction population.
Results
The results included starting the seven-week adolescent substance abuse group on November 10, 2022. There were four attendees for the first lesson, three males and one female. The following week included five attendees, three males and two females. The ages range for the participants was from 12-18 years old. There were teens from two counties (Whitfield and Murray County) for the two completed lessons.
The results from CRAFFT 2.1 +N assessment completed during the adolescent’s first lesson are as follows: two adolescents scored 100%, two adolescents scored 64%, and one scored 32%. The percentages relate to the Probability of a DSM-5 Substance Use Disorder by CRAFFT score.
During the last lesson, the adolescents will be provided a client survey and the CRAFFT 2.1 +N assessment to compare the scores from the first assessment.
Conclusion
When asked to facilitate and create the lesson, my director gave me two weeks to complete each lesson and present them to her. The time limitation motivated me to complete each class but also limited my time. My experience was a bonus to be able to complete the task.
Once I completed the first lesson, I quickly realized facilitating a group of adolescents is different than facilitating a group of adults. Additionally, my experience facilitating substance abuse groups was in an inpatient program, which is offered, outpatient. Since the first lesson, I have reviewed some of the PowerPoints and reworded some information. Since the adolescents reported not being “addicted” and expressed they did not feel some of the material pertained to them.
Another area that could be included in the future is drug testing availability during the course to help provide data information and results for referral sources or adolescents.
An unexpected outcome was having one of the adolescent’s probation officers require all her teens on probation to complete the course. Another unexpected outcome was the excitement this brought me to be facilitating a group, especially on substance abuse.
Competency 1: Demonstrate ethical and professional behavior.
I was able to communicate through oral and verbal skills and professionally present myself. I also presented myself as a community member who cares about the social issue of addiction. Also, using technology effectively and appropriately to write course outlines and create PowerPoint presentations.
Competency 2: Engage diversity and difference in practice.
The course was developed specifically for adolescents. There are multiple programs within the area for adults regarding substance abuse, but not for people under 18. The group is open to all adolescents, including minorities and vulnerable populations. The lessons are in English, but some of the material can be provided in Spanish if needed.
Competency 3: Advance human rights and social, economic, and environmental justice.
The group is free and accessible to all adolescents who are actively using, used in the past, or want to learn more about substance abuse. If the adolescent does not have transportation, there is transport provided with Whitfield, Murray, Catoosa, and Gordon counties. Additionally, creating a safe space for adolescents to learn about recovery.
Competency 4: Engage in practice-informed research and research-informed practice.
I researched the adolescent substance abuse rates and statistics, including the rates for Georgia. Also, researching appropriate substance abuse treatments for adolescents and course material.
Competency 5: Engage in policy practice.
I informed stakeholders (Department of Family and Children, probation officers, and other organizations within surrounding counties of the course offered. This can provide an alternative for adolescents to seek help instead of continuing the cycle of addiction.
Competency 6: Engage with individuals, families, groups, organizations, and communities.
I engaged with individuals while facilitating the lesson. Engagement with families occurred while contacting parents/guardians before the course, informing them of the course, answering questions, and providing the start date and time. Also, I met with some of the parents/guardians on the first night of the course. Engagement with organizations and communities is by providing information about the course to spread awareness of the new course offered to adolescents.
Competency 7: Assess individuals, families, groups, organizations, and communities.
CRAFFT assessment is provided pre and for clients to analyze the differences. The gathered data can be used to present the progress and results to organizations and communities.
Competency 8: Intervene with individuals, families, groups, organizations, and communities.
I intervened with individuals by presenting recovery, relapse prevention, self-care, and substance abuse education. I intervened with the community by providing information about the course to help spread awareness of and services offered.
Competency 9: Evaluate individuals, families, groups, organizations, and communities.
Each client will be provided a client survey to evaluate the course during the last lesson. The evaluations will be accessible to the facilitator and director. Reviewing the evaluations can identify areas where improvement is needed.
References:
Centers for Disease Control and Prevention. (2020, February 10). Teen Substance Use & Risks. Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/ncbddd/fasd/features/teen-substance-use.html
Georgia Drug Detox, & Georgia Drug Detox. (2019, March 15). Teenage drug abuse in Georgia: Know the facts. Georgia Drug Detox. Retrieved from https://georgiadrugdetox.com/resources/teenage-drug-abuse-georgia-know-facts/
Patterson, E. (2022, September 1). Matrix model substance abuse therapy: Addiction treatment. DrugAbuse.com. Retrieved from https://drugabuse.com/treatment/matrix-model/
Publications and Digital Products. SAMHSA Publications and Digital Products. (n.d.). Retrieved from https://store.samhsa.gov/?f%5B0%5D=format%3A5025&f%5B1%5D=population_group%3A5286&f%5B2%5D=publication_category%3A6039
General Systems Theory of addiction and Recovery Implications . MentalHelp. (2019, March 20). Retrieved from https://www.mentalhelp.net/addiction/general-systems-theory/