A review of literature about drug prevention research in adolescents and the rationale of the

programs

CLG-8210 ADDICTION COUNSELLING

Ndeezi Morris

2021/HDO3/2221U

An Exam submitted to the Department of Mental Health of Science in Clinical Psychology at

Makerere University

February 2023
Overview

Drug addiction is a worldwide issue of public health concern and is a serious danger to

both social and public health. Substance abuse is when a person uses a drug for recreational

purposes rather than for a valid medical need. 269 million individuals misuse drugs globally,

according to a UNODC report (Kristjansson et al., 2020). About 467,000 of them youths

between the ages of 15 and 24 have taken drugs at least once. 228,000 young people aged 15 to

24 died globally in 2015 as a result of drug misuse (Hallfors & Van Dorn, 2002). In addition, a

WHO 2016 research found that drug misuse was the cause of 5% of all fatalities among

adolescents between the ages of 15 and 25 (Kristjansson et al., 2020; Organization, 2008).

Young people are more likely to die from drug overdoses in wealthy nations than in

underdeveloped ones (Lyons et al., 2019). In the United States, for instance, 4,777 young people

between the ages of 15 and 24 died from drug overdoses in 2019. According to Gilley et al.,

(2020), late identification of drug issues is to blame for the high death rates among young people

in industrialized nations. Another research found that juvenile experimenting that is encouraged

by their friends frequently offsets drug abuse.

In Uganda, 70.1 percent of adolescents between the ages of 15 and 24 report using drugs

(Kabwama et al., 2021; Kaggwa et al., 2022). Of them, 39.1% routinely used drugs, with alcohol

accounting for 23.3% of usage, kuber for 10.8%, khat for 10.5%, aviation fuel for 10.1%,

cannabis for 9.2%, and cigarettes for 9.2%. (5.9 percent) (Berhane et al., 2020a; Kabwama et al.,

2021). However, drug misuse was twice as common in men as in women, who often start using

drugs later in life. Additionally, teenagers' views and ideas are influenced by traditional cultural

values, which in turn impact their health-risk behaviors and drug misuse(Gilley et al., 2020;

Kaggwa et al., 2022).

 The early beginning of substance use is the most direct relationship between adolescent

substance usage and adult dependency (Berhane et al., 2020b; Lee et al., 2016). When comparing

those who began drinking at age 14 or younger to those who began drinking at age 20 or older,

rates of lifelong alcohol dependence decreased from more than 40% to around 10%. Instances of

lifelong alcohol abuse fall from slightly over 11% among individuals who started drinking at age

16 or younger to about 4% among those who started drinking at age 20 or later (Fentaw et al.,

2022). Younger drinking also predicts alcohol abuse (drinking binge, driving while intoxicated,

and other difficulties) at ages 17–18, with the youngest initiators suffering the most issues

(Nguyen et al., n.d.)

Drug use prevention in adolescents

Early adolescence is a critical developmental window for targeting parenting practices

that reduce the prevalence of adolescent problem behavior such as substance use. In early

adolescence, both biological and social change potentially combine to disrupt family

socialization (Kabwama et al., 2021; Kristjansson et al., 2020) and to facilitate the flight to peers

(Gilley et al., 2020; Hallfors & Van Dorn, 2002). The company of peers, especially in

unsupervised activities, seems to be the environment in which substance use is initiated

(Friedman et al., 1985) and pursued through adolescence (Botvin et al., 2007).

School-based drug prevention programs aim to educate young students about the dangers

of using drugs and alcohol (World & 1993, n.d.). During these programs, the dangerous risks of

taking drugs are explained to children as they participate in educational lectures and activities

(Hallfors & Van Dorn, 2002). While many people support these programs, there are others who

question whether these programs are beneficial enough to make up for the interrupted academic

time
 In the 1980s and 1990s, significant improvements were made in the planning and

execution of successful school-based drug addiction prevention programs (World & 1993, n.d.).

With a greater understanding of the epidemiology of substance use, in particular, the age of

commencement and variables linked to the beginning and progression of the use of alcohol,

cigarettes, and other substances, as well as the application of behavior modification theories,

much of this progress was made (Botvin et al., 2007; Kabwama et al., 2021). Recent meta-

analyses and reviews of research examining drug addiction prevention interventions have

discovered common components of successful programs (Teesson et al., 2012). These

conclusions and observations provide a framework for creating new preventative initiatives that

incorporate components from studies of successful interventions while also drawing more

heavily on the body of knowledge regarding how adolescents learn.

Early identification of at-risk youth is not a new concept, but it is one that has proven

extraordinarily difficult to implement in institutional settings (Berhane et al., 2020b; Children &

2008, n.d.). For scientists and practitioners, the goal of alcohol, tobacco, and another drug

(ATOD) prevention is the avoidance of short- and long-term consequences related to substance

abuse and addiction (Tuma, 1989). Programs can adopt a "universal" preventive strategy that

targets the whole community, a "selective" strategy that targets at-risk groupings, or a

"indicated" strategy that targets those who are already using drugs or who demonstrate other

risk-taking behaviors (Agabio et al., n.d.; Cuijpers, 2003). The most popular preventative

strategies are public awareness campaigns and drug abuse health courses in schools (behaviors &

2002, n.d.). To systematically identify and target more intense ATOD preventive programs for

children and teens at highest risk of harm, this article, however, focuses on selected and
recommended techniques. The use of risk indicators in detecting at-risk youth and averting future

issues from ATOD usage is well explained by recent study.

Conclusion

Adolescent substance use and its resulting harms are major concerns of parents, youth-

serving professionals, policymakers, private philanthropies, and public health officials.

Numerous prevention initiatives have been launched, yet use rates for cigarettes, marijuana, and

other illicit drugs have risen during the last decade. This paper argues that current prevention

approaches could be improved by enlisting and providing tools to institutions that regularly serve

children and youth. The role of these institutions would be to systematically identify children at

high risk and to provide them with, or refer them to, appropriate prevention services.

When students are informed about the dangers of drugs, they will be more prepared to make

better decisions while defending themselves against peer pressure. By implementing drug

prevention programs in schools, everyone can benefit from the reduction of reliance upon

government programs, lessened criminal activity, and a safer environment that is free from the

negative effects of drug abuse.

 The Rationale for adolescent substance abuse prevention programs

For decades, governments and private organizations have been creating campaigns to

warn people about the dangers and consequences of substance abuse. Some of these campaigns

and programs have been more successful than others (Botvin et al., 2007). Furthermore, different

campaigns and programs are designed keeping in mind a different types of audiences. Substance

abuse prevention programs designed for adults need to be different from those designed for

children and young adults (Friedman et al., n.d.). Likewise, different prevention programs have

been designed keeping in mind the ethnic background, financial status, and other attributes of the

participants.

Youth are included in prevention programs in a way that gives those chances to get

involved in community service projects, teaches them new skills, and rewards them for their

efforts and accomplishments. Participating adolescents have the chance to form relationships

with adults and peers who set clear norms and exhibit positive behaviors, such as abstaining from

drugs and alcohol.

Drug abuse among teenagers is a pervasive problem faced by nations around the world. This

phenomenon happens for a number of reasons and there is no single factor that can prevent it.

However, there are certain things that most effective drug prevention programs have in common.

Some of these have been listed below.

 Connection: A good drug prevention program must make students feel connected to their

teachers, instructors, friends, and peers. Students must feel a connection to the school as a

whole. A child or an adolescent who believes that his teachers and friends care about

him, his education, and his well-being, is less likely to resort to drugs and alcohol as a
 means of escape from his problems. This connection also encourages children to open up

and speak their minds in class, which allows teachers to identify at-risk students early on

and take preventive steps to help them avoid addiction.

 Health Education: In order to have maximum effectiveness, a drug prevention program

must also provide health education that is in line with the National Health Education

Standards. These are the expectations for what students must be taught so that they can

help promote their own personal health, as well as that of their family and community. As

part of health education, children should be taught, in developmentally appropriate ways,

the proper use of certain substances and about the laws (both local and national)

concerning substance abuse. Part of this health education should involve the development

of decision-making and self-management skills in the participating students.

 Teaching Resources: In order to get the message across, the teachers and instructors

involved in the drug prevention program must make use of the world-class teaching

resources at their disposal. Resources created by reputable and trusted organizations such

as SAMSHA (Substance Abuse and Mental Health Services Administration) and other

associated establishment can be relied upon to provide favorable results for instructors

and students alike. Some of the best teaching resources offer a full toolkit for teachers

leading drug prevention programs at the school level. Such a toolkit may include lessons

and material appropriate for every grade level, aligned with the National Health

Education Standards
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 Group prevention program

CLG-8210 ADDICTION COUNSELLING

Ndeezi Morris

2021/HDO3/2221U

An Exam submitted to the Department of Mental Health of Science in Clinical Psychology at

Makerere University

February 2023
 Group curriculum

Description

This comprehensive drug prevention curriculum incorporates lessons that address

communication, decision-making, risk reduction, problem-solving, and goal-setting to empower

high school students to avoid drug use. Students take part in specific skill development and asset-

building activities through:

Several organized activities are included in this training kit to be used in combination with

the movie and videos. The directions for conducting and preparing for the activities are plain and

precise. The experiences included in this package include case studies, role plays, small group

discussions, and other interactive group tactics.

Structured activities are a useful tool for assisting groups in information processing and

integration. However, it is crucial to understand the benefits and applications of diverse

strategies. Effective applications of the various approaches are discussed in the section that

follows. To study them before using the activities in the thin bundle, you are encouraged. This

will increase your efficacy in directing the exercises and provide you with a broad understanding

of the procedures. These are interactive sessions that can be ran in a group of 12 to 18 members,

they can be done in a spell of six week but can also be modified to have two or three sessions a

week. Each session takes a maximum of two hours of which a 10 minutes break is given after an

hours.
 Session one; Introduction.

Objectives

 Introduce the member to the group

 Build rapport between all the members

 Set group rules for the group

 Usher the members into the prevention activities with a brief video of a case study

Topic areas of the session including content

Time Content Activity

25 min Welcome and introduction of 1, The facilitator welcomes

members and the icebreaker member and asks them to

introduce themselves

2. Also asks members to

indefy animals them might be

resonating with and why.

15 min The rationale of the group Giving a clear description,

how the group will ran and

the period.

25 min Laying down group rules and The group members

guidelines suggesting the rules that will

govern how the group with be

 run.

The facilitator also suggest

some other guidelines that

might not be talked about.

Talks about the activies that

will be involved and asks for

their cooperation and

participation

25 min Show a video about a case The facilitator briefly asks

study of drug use. members to give suggestions

on what they feel about the

characters in the video.

15 min Conclusion and feedback.

 Session two:

Why do people use drugs and alcohol?

The second session is a quick review of drugs. The group will be asked to provide much

of the information, but you will need to have a basic understanding yourself so that you can

correct misinformation. Most of the information you will need is provided in this manual.

However, there will be some questions you can't answer. That's okay. Just tell the group you

don't know and will try to find out. Then check with a resource person or look it up in a reference

book, and get back to the group with the information later.

The young people in the groups (during this and other sessions) will probably have a lot of

different opinions on the topics discussed. Some of those ideas may seem off-base or even

dangerous ideas to have. Don't try to correct their thinking-that will only make you look like an

authority figure, and they will tune you out. Instead, listen carefully, acknowledge their opinions,

and then move on. Often you will find that another young person in the group will challenge

them or offer a different perspective. Encourage the expression of lots of different ideas and

opinions.

a) Objectives of the session

 to provide a quick view of the types and effects of drugs

 to explore the reasons young people and adults use drugs and alcohol

 To provide all group members with a basic understanding of the types and effects of

various drugs

 To explore the reasons young people and adults use alcohol and other drugs.
 b) Materials

Information cards (copied and cut from the following page or transferred to 3 x 5 cards),

Newsprint and markers, Tape

c) Rationale

Most young people think they know a lot about drugs: from drug education in school, from using

or seeing others use, from overheard discussions among friends, and from television, radio,

newspapers, and magazines. Unfortunately, most know less than they think they do. This

exercise provides a quick and fun opportunity to get everyone to the same level of knowledge

about the different types and effects of drugs.

d) Topic areas of the session including content

Time Content Activity

Introduction The facilitator introduces the topic in his/her own words.
30 min Facts Ask the group members to rate on a scale of I (know very little) to 10
(know everything) their own knowledge about drugs and the effects of drugs.

Comment on the range of responses and exp.1ain that, since the group will be
discussing drugs, you are going to spend a few minutes reviewing the basics
with them-hopefully in a fun way
25 min Why Do they Do Put a piece of newsprint on the wall. Write "Why People Use" across the top.
It? Ask the group to call out all the reasons people use alcohol and drugs.

3. Write the reasons as they say them. List all the reasons. Do not challenge
anyone's ideas.

3 Show the first vignette on the tape entitled "Numbers."

4. Turn off the tape and ask them if they want to add any reasons to the list.

5. Note that there are a wide range of reasons why people use alcohol and
drugs.

6. Move the newsprint out of your way while the tape is playing, but leave it
where you can see it as you may be referring to it during later exercises.
30 min The pressure is on: 1. Showing a tape having a character that you want to portray. Ask the group
 To explore the why they think the characters
ways others
pressure us to use 2. One of the reasons for using for both characters is the pressure they felt
drugs and alcohol. from others. Talk about the difficulty of resisting pressures even when you
To practice ways of know it is the right thing to do.
resisting pressures
to use. 3. Put up a piece of newsprint labeled "Pressures" at the top. Draw a Line
dividing the sheet in half lengthwise.

4. Ask the group to list things people say to pressure someone to use. Write
their ideas on the left side of the newsprint.

5 Then ask them to list things someone might say or do - without losing face-
to resist. Write those ideas on the right side of the newsprint.

6. Have group members pick role cards (or assign roles) and play out the
following situation for five minutes or until the person attempting to resist the
pressure decides whether to use or not. Tell them to use the information
generated on the newsprint to help them think of things to say if needed.
Begin the tape Ask the group members to tape the drugs that they have drawn under the
appropriate category.
15 min Summarize the Ask for questions or areas needing more discussion. Ask the group members
session and thank to rate their knowledge on a scale of 1 (know very little) to 10 (know
group members for everything)
participating
 Session three:

WHO'S AFFECTED?

The exercises outlined in this section are designed for exploring, thinking about, and talking

about alcohol and drug use. They are not true/false, multiple choice, or essay exams that have a

correct answer. As in the previous session, the young people in the groups will probably have a

lot of different opinions on the topics discussed. Some of those ideas may seem off-base or even

dangerous ideas to have. Don't try to correct their thinking-that will only make you look like an

authority figure, and they will tune you out. Instead, listen carefully, acknowledge their opinions,

and then move on. Often you will find that another young person in the group will challenge

them or offer a different perspective. Encourage the expression of lots of different ideas and

opinions

Objective

 To understand how our own behavior-particularity alcohol and drug use can affect other

people.

 To explore attitudes about responsibility for others-particularly as it relates to influencing

others to use alcohol and drugs

Rationale

Many people deny they are influencing anyone else. They may not intend to influence

anyone. They may not even be aware they are influencing anyone. However, their behaviors set

an example that others may choose to follow. This exercise explores the issues of responsibility
and influence for many young people (and adults) alcohol and drug use is seen as an individual

choice. They fail to see why or how it might fail to affect anyone else. Through this discussion,

group members will gain an understanding of the way their behaviors connect them to others and

of the importance of thinking about the broader impact of their actions.

Topic areas of the session including content

Time Content Activity

5 min Introduce the session A brief introduction of what is going to be talked about.
45 min Do the exercise, No One Is Show two vignettes, "Bright Lights," and "The Fact Is,"
an Island.
1. Ask the group how the characters in "Bright Lights" Mama" were
affecting other people. Who-besides themselves-were they affecting? How
were they affecting them? How did it make those other people feel?

2. Ask them to think of other effects that someone's drug and alcohol use
could have on others (e.g., drunk driving accidents, restrictive laws,
damage to property, etc.).

3. Ask them to think about situations in which they have been affected be
someone else's use (loud partying and couldn't sleep, got blamed for their
mess, etc.). . Ask them to talk about how it felt to be affected by someone
else's use. (If they've never been affected, ask them to imagine how they
might feel.) Did it make them angry, sad, and hurt?
30 min Do the exercise, Who's In 1. Explain to the group that this exercise is a chance for everybody to
Charge Here? explore his/her own ideas about responsibility for one's self and for others-
and about influence -how what we do can affect others. There are no right
or wrong answers. Everyone's opinion is equally valid.

2. Label a piece of newsprint "Strongly Disagree" and place it at one end of

the room. Label another piece "Strongly Agree" and place it at the other
end. Explain that these represent two ends of an imaginary line.

3. Ask group members to stand at the point on the line that represents
his/her own feelings/opinions about the following statements. They are not
to discuss their reasons or to comment on anyone else's position.

4. Read each of the statements from the following page, allowing time for
everyone to move to the place he/she feels most comfortable. When you
finish reading the statements, ask everyone to sit down

5. Request feedback from the group members about the exercise: How did
it feel to be required to "take a stand"? What did it feel like to be unable to
defend their positions? Was it amusing to be at various locations from
other people? Did they have the want to move to join the others? Did they
discover that where others stood had an impact on where they stood?
Which statement required the greatest effort to respond to? what made it
most difficult

15 min Summarize the session and The facilitator gives a brief summary of what transpired and asks the
thank group members for members for feedback about the session
participating. Complete
Session Log Sheet. An
evaluation
 Session four

WHAT CAN YOU DO ABOUT IT?

The exercises in this section are designed for exploring ways to intervene in others'

alcohol and drug use and to practice caring interventions. There are no absolutely right or wrong

ways to intervene. Different approaches work with different people. Group members will be able

to generate different approaches that might work with those they care about

Objective

 To identify ways to intervene in a friend or family member's alcohol and drug use

 To practice intervening in others' use

 To explore ways of intervening with those who have alcohol and/or drug problems

 To identify caring ways of intervening with friends who are endangering themselves and

others.

 To practice intervening with an intoxicated friend who is about to drive home.

Rationale

It's never easy to confront someone. It's even harder to do it in a way that does not turn

them off. Group members will focus on how to intervene with others, building on the approaches

they identified as best for themselves. Many young people have family members or friends with

alcohol or drug problems. Some have problems themselves. Intervening in others' use (or

listening to others' concerns about one's own use) is very difficult. This exercise helps group

members begin to think through how to approach others by outlining how group members
themselves could be approached. Intervening with an intoxicated person may seem impossible-

he/she is not rational, probably belligerent, and absolutely sure he/she is okay to drive, However,

many young people face situations like this all the time. This exercise allows them to practice

intervening with an intoxicated friend and offers them some preparation for such situations

Time Content Activity

10 min Introduction to session It's always best to say things in your own words.
four: What can you do?
30 min The best and the worst Put a piece of newsprint on the wall. Write "The Worst" across the
(Newsprint & markers top. Make three columns underneath and write "Who,"
&Tape) "When/Where," and "How" at the top of the columns.

2. Ask the group to assume they were experiencing a problem of

some sort. Any issue might be the cause, including foul breath,
missing class, or abusing drugs or alcohol. Which strategy would
be the worst if you wanted to make sure they didn't hear what the
other person had to say? What can cause someone to ignore the
other person's words? Specifically: Who (a friend, parent, teacher,
sibling) would be the worst person to approach them? Where and
when (at home, school, or a party) would be the worst times to
approach someone? Which strategy would be the worst? Should
they come on their own or in a group? List their comments in the
relevant columns.

3. On another page, inscribe "The Best" across the top. Repeat the
same three questions in the three columns below, but this time, ask
how to approach them most effectively so that they will hear you
out and not react defensively. Describe their replies.

4. Write a conversation summary. Mark with a circle or star the

few, important statements from "The Best" and "The Worst" pages
where there seems to be a broad consensus. Say that this is only
the beginning and that the entire session will be devoted to
discussing how to approach a friend or member of your family
who has a drug or alcohol problem.
30 min Risk Business 1. Invite the group to discuss the following two scenarios they just
(Worksheets, saw: What dangers were the drug addict and the girl who had been
Newsprint, markers, left alone in the park taking on? Were they putting themselves or
Tape) others in danger?

2. Who may have stepped in? Should they have taken action? If
they had interfered, what may have happened?

3. Assume that the group is made up of buddies who are worried

about two other pals (the two in the previous vignettes). They
have gathered to discuss the best course of action in order to assist
them in realizing that they could have a problem. If there are more
than six people in the group, divide them into two smaller groups
and assign one of the young ladies from the vignettes to each
 group. Allow them to choose which member they wish to interact
with if the group is tiny.

4. Pass out the worksheets, and give them a few minutes to work
on the problem. Move around the groups to offer help and
suggestions.

5. While the groups are working put up a piece of newsprint with

"Tips" at the top. When most seem to have their ideas together
bring the large group together again and ask for their solutions.
Make notes of new ideas on the "Tips" sheet, and star or circle
ideas used from the "Best" sheet from the previous exercise.

6. Request feedback on the group's strategy from the other groups

after each report. What may fail? What may be more effective? (If
there is just one group, have them evaluate their own strategy.) Put
their suggestions on the "Tips" sheet. .

7. Thank the groups for their work, collect their worksheets, and
move to the next vignette
20 min Risky business 1, Ask the group to discuss the vignette. Should he have tried
harder to get his friend's keys away? What could he have said or
Show a vignettes done to keep his friend from driving?

2. Explain to the group that it is not easy to reason with a drunk

person, but that it's important to try to keep friends from hurting
themselves. The role play they are about to do will give them a
(Worksheets, chance to practice keeping a friend safe.
Newsprint and
markers, 3. with the group, select the role cards (or assign roles).
Tape) Teenagers who aren't participating in the role-play should be
reminded to pay attention and think about what they may do in
such a situation. Ask that the role players portray the following
situation for five minutes, or until the inebriated person decides
whether to go or stay: One person is intoxicated and ready to go
home. Two of his or her advisors are: One exhorts the other to turn
over the automobile key. One encourages the other to drive home.
One individual is trying to talk the drunken friend out of driving
home. He or she was given counsel by a consultant. .

4. The role players should open the discussion. How did it feel to
be asked questions regarding your driving? When you addressed
your inebriated friend, how did you feel? What was it like to serve
as an advisor? Which ones did you think were the most
persuasive? Which of the reasons didn't persuade you? Why did
the drunk friend choose that course of action? If no decision was
made, what was the person's desired course of action? What did
any observers who weren't taking part in the role-play consider to
be the crucial happening? What suggestions may the spectators
have?

5. Thank the role players, collect the role cards, and move to the
next vignette.
15 min Summarize and Member talk about their experience in the session and the
conclude with any facilitator gives the last remarks
feedback
 Session Five

WHERE DO YOU TURN?

It's not enough to confront alcohol/drug abusers about their use. We must also be

prepared to direct them to places where they can get the help and support they need to address

their addiction. In this session, group members will learn about interventions and treatments\

services for those with alcohol and drug problems. They will explore the different types of

service, they will identify services within the local community, and will talk about what types of

service make sense for what types of problems

Objective

 to learn about the various types of intervention and treatment resources available for

those with alcohol and drug problems.

 to explore which kinds of resources fit which kinds of problems

 To explore the types of treatment and intervention services available so that youth are

better prepared to direct those in need to appropriate services.

 To practice helping a friend or family member with an alcohol or drug problem get help.

Rationale

It's not an easy task to confront a friend or family member about an alcohol or drug

problem. Denial--of the problem and of the possibility that anyone would notice the problem is

to be expected as is defensiveness, anger, hostility, and fear. By practicing such confrontations in

artificial settings and being exposed in a more gentle way to those typical reactions, group
 members will be better prepared to confront those they care about. The array of intervention and

treatment services available for alcohol and drug problems can be confusing to adults and to

youth. Looking at the different types of services available and the specific services available in

the particular community will help youth direct those in need

Time Content Activity

10 min Introduction It's always best to say things in your own words
25 min Show a video 1, Ask the group what approach they think might have worked better with the friend.
"That's What What things might they have said or done to let her know they were concerned about
Friends Are her?
For" and Do
the exercise, 2. Explain that it is very difficult to confront someone you care about. Most people get
Help! defensive or angry or just stomp away as she did. The role play they are about to do will
give them a chance to practice confronting someone in a caring way.
(Role-play
cards, 3. Choose role cards with the group (or assign roles). Any young people not taking part
Newsprint, and in the role play should be told to observe closely and consider what they may do in such
markers, Tape) circumstances. Request that the following scenario be acted out by the role players for
five minutes, or until the drunk person decides whether to leave or remain: One person
struggles with alcohol and/or drug use. His/her two advisers are: One exhorts the other to
pay attention to the buddy. One exhorts the other not to pay attention. The individual
with the issue is being persuaded to seek assistance by one person. He or she has a
consultant offering advice.

4. Start the conversation off with the role actors. How did it feel to be questioned about
your usage of drugs or alcohol? What was it like to confront a buddy about a problem?
How did it feel to be an advisor? Which arguments did you find to be the strongest?
Which arguments did not convince you? What led the buddy with the issue to choose
that course of action? What was the person's preferred course of action if no choice was
made? What did any onlookers who didn’t participate in the role-play perceive as the
tipping moment to be? What advice would the observers give?

5. Thank the role players, collect the role cards, and move to the session summary
20 min Showing Part One:
another video
about, Where 1. Introduce the session by commenting that the guy was in a treatment center. Do any of
to turn? the group members know about treatment centers? Do they know about the different
types of treatment available for people with alcohol and drug problems?
(Information
sheets, 2. Ask them to list the kinds of places they know about. Write the types of treatment
Newsprint, and services on newsprint as they list them, leaving space below each type for information to
markers) be added later. Use the information sheet (provided on the following page) as a guide for
yourself to make sure the major types of treatment are covered.

3. Group the services together to correspond to the services listed on the next page. For
each of these five major types of service, ask group members to try the following: to
identify what each of these five major types of service does to identify who the service is
for. Note their correct responses on the newsprint. Correct or let the group, Correct
 responses that are off base

15 min Part two Part Two: Local Examples

4. Ask group members how they would find out about services if they were new in a
community (call a drug treatment program, look in the yellow pages under drugs or
alcohol services, etc.).

5. Explain that it is important to be able to find services no matter where they are. Every
community has a telephone directory so that's a dependable resource no matter where
they are. Gather the participants into small groups (four to six per group) and pass out
local telephone books to each group.

6. Provide each group with a worksheet and tell them they have 15 minutes to find as
many resources using the telephone book as possible. Someone in the group needs to
record the name and telephone number of each resource. Encourage competition between
the groups.

7. At the end of 10 minutes (or sooner if they run out of resources), call time and have
each group report.
15 min What is Gather the group members into small groups of four to six each. Pass out the case study
needed? worksheets, and explain that each group is to come to an agreement about which type of
service makes the most sense for each person outlined in the case study AND why that
service is better for that person than the others.

2. Walk around and help groups keep on task. Offer assistance if they request it, but don't
simply tell them what you think is best. Let them struggle with the problem.

3. After about 10 minutes (or sooner if the groups finish or lose interest), bring the
groups back together and ask them to report. What service did they choose and why?
What would this service give them that the others wouldn't?

4. The groups will probably have some similarities and some differences in their
solutions. Explain that there is no right or wrong answers-the point is to think the
problem through and to gain an understanding of the complexity of the issue.
30 min Part Two: 5. Ask the group if they have ever had contact or known anyone who has had contact
Being with anyone of the five types of services listed on the case study sheet. What was is
Supportive service like? Were they (or their friends) treated well? Did it help?

6. Describe how alcohol and drug users (especially those who have used for a long
period and occasionally young people as well) don't always recover right away. Before
they see a significant shift, individuals might need to receive treatment more than once.
Do group members know anyone who has had many rounds of treatment?

7. Describe how alcohol and drug users (especially those who have used for a long
period and occasionally young people as well) don't always recover right away. Before
they see a significant shift, individuals might need to receive treatment more than once.
Do group members know anyone who has had many rounds of treatment?
15 min Feedback The facilitator gives out a brief yes/no questionnaire to the members. Also comments
about the that the next session is the last session they will be having
session and
 closure

Session Six

Termination session

This session is basically to wrap up, to get a recap of all the learning points throughout

the entire program, and to have a question and answer session.

Objective

 Evaluation of the whole program

 Make a recap of the entire program

 Conduct a question and answer session.

Time Content Activity/process

10 min Introduction of The facilitator introduces the last meeting and talks about anything
the session relevant and what missed out in the previous meetings
20 min Recap of the Asking each and every member to talk about their experience
sessions attending the session and what they have learned most.
35 min Q&A The member will be given small newsprints to write their question
that will later be readout and discussions about the answer will be
opened
20 Evaluation A brief MCQS and yes or no will be given to the members
10 Last remarks and The facilitator appreciates the member for attending the session
closure and marks any other relevant remarks