Children's Program Kit: Supportive Education for Children of Addicted Parents.

243 Pages·2012·3.42 MB·English

DOCUMENT RESUME
ED 478 694
CG 032 496
Children's Program Kit: Supportive Education for Children of
TITLE
Addicted Parents.
Substance Abuse and Mental Health Services Administration
INSTITUTION
(DHHS/PHS), Rockville, MD. Center for Substance Abuse
Prevention.
SMA-03-3825
REPORT NO
2003-00-00
PUB DATE
242p.; In addition to guidebook, kit contains three
NOTE
videocassettes, a computer diskette, and posters.
277-02-6070
CONTRACT
AVAILABLE FROM
National Clearinghouse for Alcohol and Drug Information, P.O.
Box 2345, Rockville, MD 20847-2345. Tel: [phone]; Tel:
800-729-6686 (Toll Free); Tel: [phone] (TDD)
(Toll
Free). For full text: http://www.samhsa.gov.
PUB TYPE
Guides
Non-Classroom (055)
Non-Print Media (100)
EDRS PRICE
EDRS Price MF01/PC10 Plus Postage.
DESCRIPTORS
*Alcoholism; Behavior Problems; *Children; Coping;
*Counseling Techniques; Counselor Training; *Drug Addiction;
Elementary Secondary Education; Family Environment; *Family
Problems; Parent Child Relationship; Prevention; Resilience
(Personality)
ABSTRACT
Approximately one in four children in the United States is
exposed to alcohol abuse or alcohol dependence in the family. Countless other
children are living in families in which there is illicit drug abuse. Growing
evidence suggests that genetics and environmental factors can predispose
children of substance abusing parents to behavioral problems or to abuse
alcohol or illegal drugs themselves. These children are also at a higher-
than-average risk for problems in school and in social relationships.
Treatment providers report that, while they recognize that the children of
their clients also have needs, they often do not have the tools and resources
to respond. This compendium of materials provides treating professionals and
programs with just those tools and resources. The "Children's Program Kit" is
a valuable resource'for treatment providers and prevention centers that aim
to help children make sense of what they've been experiencing, cope with the
stresses of their families' problems, and strengthen their potential for
resilience. The kit contains complete inservice training on this issue for
substance abuse treatment and counseling staff, as well as school personnel
and community leaders. There are strategies and tools for therapists to use
with their clients who may be both parents and children. There is a detailed
curriculum with five separate activities for elementary, middle school, and
high school youth, or 15 activities in all. Sample letters to addicted
parents appealing to them to support their children's participation in the
program are provided. The Kit also contains videos, posters, fliers, and
evaluation forms.
(GCP)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Children's
Program
Supportive Education
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
for Children of
originating it.
Minor changes have been made to
("
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
Addicted Parents
official OERI position or policy.
cg
DEPARTMENT OF HEALTH AND HUMAN SERVICES
Substance Abuse and Mental Health Services Administration
Center for Substance Abuse Prevention
www.samhsa.gov
Printed 2003
BEST COPY AVAILABLE
Acknowledgments
Numerous people contributed to the development of these materials (see appendix). The curriculum was
developed by the National Association for Children of Alcoholics (NACoA) with program materials and
technical advice from Betty Conger, Henry Ford Health System's Maplegrove Children's Program; James
Crowley, Community Intervention, Inc.; Jeannette L. Johnson, University of Buffalo; Jerry Moe, Betty Ford
Center Children's Program; and Kathy Walton, Henry Ford Health System's Maplegrove Children's Program.
David Wilson served as SAMHSA's Government Project Officer.
Disclaimer
This kit was prepared by EEI Communications under Contract No. 277-02-6070 with the Center for Sub-
stance Abuse Prevention (CSAP), part of the Substance Abuse and Mental Health Services Administration's
(SAMHSA) within the U.S. Department of Health and Human Services (DHHS). The content of this publica-
tion does not necessarily reflect the views or policies of CSAP, SAMHSA, or DHHS.
Public Domain Notice
All material appearing in this notebook is in the public domain and may be reproduced or copied without
permission from SAMHSA or CSAPwith the exception of the Program Activities in Section IV. Permission
to use the Activities within a Children's Program is provided in the copyright permission granted by the orig-
inators. Contact NACoA regarding permission to reproduce these Activities for use other than within the
context of your Children's Program.
Citation of the source of this product is appreciated. However, this publication may not be reproduced or dis-
tributed for a fee without the specific, written authorization of the Office of Communications, SAMHSA,
DHHS.
Videos
Michael's Journey, developed by SAMHSA, is in the public domain, but may not be reproduced or distrib-
uted for a fee without the specific, written authorization of the Office of Communications, SAMHSA, DHHS.
You're Not Alone and End Broken Promises, Mend Broken Hearts were produced and copyrighted by
NACoA; Pepper was produced and copyrighted by Gale House, Inc. All are used by permission. Permission
to reproduce these copyrighted videos must be obtained from NACoA.
Electronic Access and Copies of Publication
This publication may be accessed electronically through the following Internet World Wide Web connec-
tion: www.samhsa.gov. For additional free copies of this document, please call SAMHSA's National Clear-
inghouse for Alcohol and Drug Information at 1-800-729-6686 or 1-800-487-4889 (TDD).
Recommended Citation
SAMSHAChildren's Program Kit: Supportive Education for Children of Addicted Parents. DHHS Pub. No.
(SMA) 03-3825. Rockville, MD: Center for Substance Abuse Treatment, Substance Abuse and Mental Health
Services Administration, 2002.
Originating Office
Division of Prevention Application and Education, Center for Substance Abuse Prevention, Substance Abuse
and Mental Health Services Administration, 5600 Fishers Lane, Rockville, MD 20857
DHHS Publication No. (SMA) 03-3825
Printed 2003
3
ii
Children's Program Kit
I Co
Overview
1-1
Program Dnservices
2-1
11:
2-3
Introduction
2-21
Treatment Staff Inservice
2-39
School/Community Inservice
Ell: Strategies and Tools for Therapists To Use With Clients
3-1
3-3
Notes to Therapists Whose Clients Are Parents
3-5
Helpful Information for Parents in Families Affected by Addiction
3-7
"Children Count, Too!" Flyer
3-8
Letters to Parents
3-15
Information on CSAT TIP 36
PV: Program Curriculum
4-1
4-3
Program Startup
4-19
Session Formats and Letters to Parents
4-45
Evaluation
4-63
Activities
V: Resources
5-1
5-3
Program Materials
5-7
Additional Curricula
National Resources 5-21
VII: Appendix
6-1
Contributions to the Development of the Children's Program Kit
6-3
iii
Supportive Education for Children of Addicted Parents
of materials provides treating professionals and
Approximately one in four children in the
programs with just those tools and resources.
United States is exposed to alcohol abuse or
In it, you will find information and resources
alcohol dependence in the family (National
to help develop support groups for the school-
Institute on Alcohol Abuse and Alcoholism,
age children of your clients. The materials are
DHHS). Countless other children are living
developmentally appropriate and culturally
in families in which there is illicit drug abuse.
sensitive.
Growing evidence suggests that genetics and
environmental factors can predispose children
Through these materials
of substance abusing parents behavioral
Children can hear messages they need to
problems or to abuse alcohol or illegal drug
hear: that they are not alone and that they
themselves. These children also are at a higher-
are not to blame for their parent's alcohol
than-average risk for problems in school and
or drug abuse.
in social relationships.
Children can learn skills they need to be-
Yet, children of substance abusing parents
safe and resilientsuch as problem solv-
can and often do overcome the effects of these
ing, finding safety, and seeking supportive
potentially damaging environmental and
services.
genetic factors. For more than a decade, data
Children can be helped to build on their
have attested to the benefit of support groups
strengths and to develop resilience to over-
for children of substance abusing parents.
come their difficulties.
Groups provide education, a safe and support-
ive environment in which children of sub-
Parents can learn how to better understand
stance abusing parents can explore and
their children's needs and how to use sup-
express their feelings freely. They are a safety
portive services for the entire family.
net, building
a sense of belonging, reducing isolation, and
Please use these materials; share them with
enhancing protective factors. Groups also
your colleagues. Encourage their use through-
lessen children's confusion and provide a
out your community of treating professionals
framework for understanding their experiences.
and programs. By working with your adult
Children are empowered in groups and they
clients dependent on or addicted to alcohol
or illicit drugsand by working with their
have fun. The entire family can be strength-
school-age childrenyou can help empower
ened, stress levels reduced, and resilience
enhanced, when services are provided to
families to enjoy lives of hope and recovery.
these children.
Charles G. Curie, M.A., A.C.S.W.
Treatment providers report that, while they
Administrator
recognize that the children of their clients also
Substance Abuse and Mental
have needs, they often do not have the tools
Health Services Administration
and resources to respond. This compendium
Pr
r
Contento
1-3
Children's Program Philosophy
L-1
1-5
Children's Program Criteria
LI
1-11
Personnel Issues
01
1-13
What's in the Children's Program Kit
1-15
Before You Begin a Children's Program
7
1-1
Supportive Education for Children of Addicted Parents
family to solve its problems. Our role as
The work of intervening with children of
professionals and helpers is to understand,
addicted parents (COAs) must be guided
identify, and support the use of those
by a core set of values and philosophical
strengths. Doing so will create a more
orientation. This is a philosophy built by con-
positive image and expectation. Such an
sensus among children's program developers,
approach supports resilience rather than
prevention researchers, developmental psy-
pathology. Working with strengths is more
chologists, and managers of existing children's
effective than working from a paternalistic
programs. The program rests on four basic cor-
"wisdom bestowing" position.
nerstones:
Destigmatizing the population also can be
Children deserve the right to their own
accomplished by recognizing the normalcy
recovery and healing.
of thoughts, feelings, and behaviors
Children deserve to be treated with dignity,
expressed by the children. Some of these
respect, value, and worth.
thoughts, feelings, and behaviors might be
Children deserve to be listened to and
the target of a transformation process, but
heard.
only because they do not serve the child
well, not because they are "weird" or
Children deserve the opportunity to be
"wrong."
kids.
Create situations that are fun for children
This foundation will guide not only what is
a rarity for some children from addicted
done with children, but also how it is done.
families. Children should have the oppor-
In many cases, this "how" is as important as
tunity to act like who they arechildren.
"what."
The positive, asset-based, destigmatizing
The following points seem critical to the
climate that characterizes the ideal inter-
formation and implementation of any inter-
vention setting leads to some caution about
vention with this population:
the interface between prevention and treat-
ment. The process may begin with discus-
The intervention context should have a
sions with the staff about their own views
positive climate. This can be accomplished
about children from addicted families,
by recognizing the natural and developed
as well as the strengths and needs of the
strengths, skills, and competencies of chil-
children. If treatment centers approach chil-
dren, their families, and the staff. These
dren simply by transferring the modalities,
assets, properly identified and mobilized,
cultures, and philosophies they use with
are often all that is needed for a child or
8
1-3
Supportive Education for Children of Addicted Parents
adults, they could create more problems
at each of these systems. Program mission,
than benefits. If the treatment provider is
resources, size, and design will dictate
not comfortable with a strength-based
what interventions are appropriate for chil-
prevention orientation, then community
dren, parents, families, and the community.
resources could be contacted to supple-
A family systems approach recognizes that
ment existing staff and resources.
all members of a family are connected to
Children from addicted families are not a
one another and affected by one another.
homogeneous group, and they should not
A change in one family member affects
receive a one-size-fits-all standard inter-
the others. The family has an identity, a
vention. Consideration must be given to
history, rules, and rituals that reflect the
family cultures, family systems, and the
family as a group.
variety of ways in which children respond
The systems approach applies not only to
to their situations. Interventions must be
a multilevel understanding as described
designed to fit these variable contexts, not
above, but also to an understanding of the
to fit the needs of the provider. Some chil-
linkages between the emotional, mental,
dren's needs are contrary to others. For
physical, and spiritual worlds.
example, some children need to increase
Recognize the interface between family
their internal locus of control, while others
and communitypeople exist in the
have an overdeveloped sense of control
context of family and community, and
(as a defense) and must learn to let some
recovery takes place within the strengths
things go. Consequently, each child and
and constraints of those systems.
family should be assessed to understand
their particular strengths and needs.
Interventions should be based on increas-
ing relevant protective factors and reducing
Diversity also is reflected in the variable
o
relevant risk factors. Content should be
characteristics of children as they move
structured and sequential, including a
through the developmental cycle. Interven-
balance of information, skill-building,
tions must be responsive to the develop-
and emotional support.
mental stage of the child in ways that are
age-appropriate, relevant, and supportive.
Many children from addicted families will
need only basic services designed to vali-
Intervention should be based on a systems
date, support, and help make sense of their
approach that considers the individual, the
experiencesothers will need a full spec-
family, the community (e.g., the extended
trum of support and treatment services.
family, the neighborhood, the local social
agencies), and the surrounding social-
Programs should be designed to be sensi-
historical-cultural contexts. Recognition of
tive to culture. Honor the differences and
the need to overcome the common denial
similarities. Understand traditions and
of the value of working with children from
family systems in the context of culture.
addicted families may lead to interventions
1-4
Children's Program KitOverview
'llzz Cairte
Resources for them to learn and
The following program criteria, developed by
talk about their experiences and
an expert panel of prevention researchers and
feelings
program developers, form the basis on which
this educational support program has been
Information to learn that recovery
developed. The criteria were reviewed and
is a process
approved by a panel of treatment providers rep-
Information on the resilience they
resenting a broad range of treatment modalities.
have developed as a result of their
Both panels included representatives with
experience
expertise in evaluating applicability for racial/
ethnic minority children of addicted parents.
Reassurance that they also need
The panel of treatment providers also guided
and deserve support and help
the kit development process to ensure practical
Messages
applicability of the program's materials across
You're not alone; there are lots
multiple treatment settings.
of kids living in families like
Services for Children
I.
yoursone out of every four
children.
Information
A.
It's not your fault.
Education about addiction to give
children a framework for what they
You deserve help, and there is
are experiencing:
help for you.
Information about addiction as a
Addiction is a disease.
family disease
It's okay to share your feelings
Information about the parent's
with safe people.
treatment program
It is important to appropriately
o
Information on community-based
express your feelings, including
supports, such as Alateen and
anger, and you can learn how
school-based student assistance
to do that.
programs
Most young people with addict-
Clarification about and validation
ed parents do well, and you
of their experiences
can too!
Everyone in the family gets hurt
by addiction.
1 5
Suplogive
Education for Children of Addicted Parents