Transcript Juvenile Dependency Drug Court

Innovative Approach to Working with
Families in Early Recovery
Presented by:
Santa Clara County Dependency Drug
Treatment Court (DDTC) and
Santa Clara County DDTC Head Start Program
Introductions
• Frances Lewis-Johnese, Social Services Program
Manager III, Services Bureau C
• Joyce McEwen-Crawford, Supervisor of Drug Court
Unit
• Deborah Dohse, Social Work Coordinator for the
Santa Clara County DDTC Head Start Program
• Rosemary Tisch, Director of Prevention Partnership
International
Demographics of Santa
Clara County
• The Sixth largest county in California.
• In 2000, the total population was 1,682,585
persons according to the Census data.
• In 2000, 24.7% or 416,402 persons in Santa
clara County were 0-17 years of age.
• Persons under the age of five years
constituted 7.1% of the total population.
Very close to the State average.
Where is Santa Clara County?
• Most ethnically diverse jurisdictions in
the State.
• In year 2000, 34.1 % of the local
residents were foreign born and 45.4 % of
all resident a spoke a language other
English in the home.
• Santa Clara County students speak more
than 50 languages.
Santa Clara County Court Demographics
Judicial Caseload:
• Number of new abuse/neglect
petitions filed in 2003 - 916.
• Average judicial dependency caseload
for 2003 calendar year - 1,046 per
judicial officer.
Note: All information was provided from the Status Report 2003 prepared by
the Santa Clara County Juvenile Court, Santa Clara County Social Services
Agency, and Santa Clara County Office of the County Counsel
Breakdown of Race/Ethnicity in year 2000:
White -53.8%;
Asian - 25.6 %;
Hispanic - 24%
Other - 12.1%,
Two or more Races - 4.7%
African-American - 2.8%,
American Indian/ Alaskan Indian - 0.7%
• The racial/ethnic distribution of the child
population varied considerably from the adult with
respect to persons of Hispanic origin.
• In the year 2000, 32.7% of all children, ages 0-18,
were Hispanic.
Santa Clara County Court Demographics
Number of Children in Care :
• Percentage of children in out-of-home care on
12/31/2002 - 80.6%
• Number of abused/neglected children under the
jurisdiction of the Court on 12/31/2002 - 3,116
• Number of abused/neglected children under the
jurisdiction of the Court on 12/31/2003 - 2,865
• Percentage of children in out-of-home care on
12/31/2003 - 76.5%
Santa Clara County Court
Demographics
• ASFA Outcomes Snapshot in 2003
• Number of Children exiting court jurisdiction in
2003, number that achieved permanency as a
result of:
•
•
•
•
Reunification - 1,205
Adoption - 306
Legal Guardianship - 604
Number of Subsidized guardianships - 231
Santa Clara County
DDTC Movie
The Drug Court Team
• Judge Len Edwards, Department 67
• Parent’s Attorneys
– Associate Dependency Attorneys
– Dependency Legal Services
• Child’s Attorney, District Attorney
• County Council
• Social Workers
• Drug and Alcohol Assessor
• Other professionals on the team
• Public Health Nurse
• Mental Health Assessor
• Domestic Violence Advocate
• Cal-Works
• Community Based Agency Representatives such
as Friends Outside
Getting into Drug Court
1. The client’s Attorney interviews their client
and completes a referral packet
2. Client obtains a substance abuse
assessment.
3. Attorney presents the client’s packet to the
drug court team.
4. Client is accepted or rejected by the team.
5. If accepted the Drug Court Team creates a
case plan for the Client.
6. The client meets the team and signs a
contract.
Client Responsibility
• Obtain a substance abuse assessment.
• Follow the case plan created by the
Drug Court Team
• Remain Drug and Alcohol Free
• If a relapse occurs;
• Report to the Treatment Provider
• Report to the Social Worker
• Talk about it in Drug Court
• You may have to be re-assessed.
Client Responsibility
• Be on time for all required
meetings.
• Attend AA/NA or Health
Realization (HR) meeting on a
regular basis.
• Provide sign-in sheets from
AA/NA/HR meetings as
requested.
• Report any changes in living
arrangements, employment or
school to Social Worker.
Role of the Social Worker in Drug Court
• Collect information from treatment provider and
all other parties involved in the clients drug court
case plan and report information to Drug Court.
• Present client information to the Drug Court Team
at the Drug Court Team meeting.
• Participates in a weekly case planning meeting
prior to clients appearing in Drug Court.
(A copy of the agenda is attached in your handouts.)
Difference between Drug Court and
Dependency Court
• Parent focused: Only the issues pertaining
to the drug court case plan are discussed;
• Non Adversarial: Attorney’s are team
members.
• Therapeutic: Goal is to assist the parent
through recovery, which may aid in the
return of the children.
• Decisions are made and agreed upon by the
Drug Court Team.
Key Components of Drug Court
• Integrates the Child Welfare Services and
Alcohol and Drug Services
• Non adversarial approach
• Early identification through early
assessment
• Early access to AOD services
• Coordinated response to client compliance
• On-going judicial interaction
• Intense monitoring and evaluation of client
participation.
Graduation vs. Completion
• Completed 12 months
• Attended 12 months.
• Consistent attendance
• Had intermittent
relapses.
• Complied with drug court
case plan.
• Is no longer in Family
Reunification or
• 6 consecutive months
Family Maintenance
clean tests, prior to
and not in agreement
graduation.
with the permanent
• Complete an Exit Plan
plan.
• In agreement with the
permanent plan
Philosophical Shift in
FTDC Model
Philosophical Shift in FTDC Model
• Why the children should be the primary focus?
• Why assessments of children should occur
early on?
• Why school readiness needs to be addressed
prior to age five?
• Why the Head Start Model?
• Why address parenting skills of parents?
• Do you have better outcomes for the children
are involved in the classes?
• Why address medical needs of parents?
Santa Clara County Family Treatment Drug Court
(FTDC)Head Start Grant
• Serves 60 parents and 125 children annually.
• It is a holistic approach to court mandated
treatment plan for reunification.
• Parents will receive parent training and modeling in
a child-centered supervised visitation program
based on a research based curriculum known as
‘Celebrating Families’.
• Children receive with extensive medical screening
and assessments.
• This pilot program will help parents improve their
parenting capabilities.
Why a Holistic Approach?
• Many of the FTDC parents have not received sufficient
parenting themselves.
•
Because of their substance abuse, a court mandated
holistic and culturally competent parent training and childcentered Head Start Program with medical screening,
assessments, and supervised visitations can improve the
parenting capabilities of these parents.
• This historic groundbreaking pilot program will serve as a
model to help families in other court systems obtain
appropriate medical evaluations for themselves, their
children, and receive parent education training.
Why a Holistic Approach?
• A child-centered Head Start Program can
strengthen the county’s options for
families who have lost custody, or at risk
of losing custody of their children due to
inadequate parenting capabilities and
insufficient community-wide support
channels to deter domestic violence.
Goals and Objectives
• To adequately assess parents’ medical needs and their
children’s medical, developmental, and academic readiness
for success in school;
• To help parents develop the culturally competent critical life
skills for supporting the development of their children’s health,
including children with neurological damage from prenatal
exposure to drugs and alcohol;
• To train parents on how to adequately support their children’s
academic readiness for school success; and
• To provide recovering parents and their children with ongoing
culturally competent support and life skills reinforcement
beyond the program cycle.
Goals and Objectives (con’t)
•
95% of the participating parents will complete medical
exams
•
95% of the children will undergo medical, developmental,
and academic screening and assessments. This will help
parents and their children achieve health and academic
success as demonstrated by assessment results, increased
statements of feeling healthy, and increased academic
performance.
• In addition, 80% of the participating parents will
demonstrate increased life skills in supporting the
development of the children’s health, as observed by
increased confidence in their ability to manage stress.
Program Objectives
•
The participating parents will overcome conflict with their
children, as demonstrated through parents’ classroom
observations, homework behavior logs, feedback from teachers
and social workers, and knowledge based surveys.
•
Furthermore, 80% of the participating parents will adequately
support their children’s academic readiness for school success as
demonstrated through parents’ classroom observations,
homework behavior logs, feedback from teachers and social
workers, and knowledge based surveys.
•
Ultimately, we estimate by September 30 of each program year,
50% of the recovering parents and their children will continue to
participate in ongoing support and life skills reinforcement
activities beyond the program cycle.
Major Components of the Grant
• Initial Screening and Assessment of
Children
• Medical Assessment of Parents
• Integration of Head Start Program into
FTDC Model
• Family Night Component
Initial Screening and Assessment of Children
•
The child development-screening specialist who administers the
FASNET screening tool documents each child’s results based on the
following skill categories: physical findings, communication/language,
socialization, behavior, AD/HD, and cognition.
•
For each client, the professional documents areas of concern and
strength, as well as a written summary and recommendations.
•
Additionally, based on the screening results, children were referred to a
variety of diverse programs geared to meet their needs.
•
In the scoring of the Neurological Impairment Characteristic of Fetal
Alcohol and Drug Exposure, if more than 50% of the items in any one
category were marked true (positive result), then that category was
considered a “high score” and is “flagged” for further assessment.
Medical Assessment of Parents
• Each parent is given a health screening
questionnaire during the family night
parenting class and are given medical
resources in the community.
• In addition, all parents who reside in
the transitional housing receives
services from the public health nursing
and are given medical resources in the
community.
Integration of Head Start Program into
FTDC Model
• Basic Principles of Head Start Program
• Consistent with Child Welfare Outcomes
• Early Acquisition of School Readiness
Skills
• Parent Involvement on all levels
• Strengthen the relationship between
children and their parents by providing a
holistic, culturally competent program by
the integration of both models.
Head Start Program
• Head Start/Early Head Start is a federally funded child
development program for very low-income young children
and their families.
• Since its inception in 1965, more than 20 million children
and families nationally have benefited from Head Start’s
comprehensive services.
• Statewide, this number is estimated to be in excess of
1,000,000 children and families.
• The primary target population for Project Head Start/
Early Head Start is children between the ages of 0-5
and pregnant women from families living below the federal
poverty line.
Head Start Program
• Head Start/Early Head Start programs are funded by the
Federal Department of Health and Human Services directly
to local community agencies.
• The Head Start/Early Head Start program is based on the
premise that all children share certain needs, and that
children from low-income families, in particular, can benefit
from a comprehensive developmental program to meet those
needs.
• Head Start/Early Head Start is a family-oriented,
comprehensive, and community-based program to address
developmental goals for children, support for parents in
their work and child-rearing roles, and linkage with other
service delivery systems.
Four Basic Principles of Head Start
• A child can benefit most from a comprehensive,
interdisciplinary program to foster normal
development and remedy problems.
• Parents are the primary educators of their
children and must be directly involved in the
program.
• The well-being of children is inextricably linked to
the well-being of the entire family.
• Partnerships with other agencies and organizations
in the community are essential to meeting family
needs.
Family Night Component
Welcome to
Celebrating Families!
A 15 session education-support
group for families in early recovery
•
•
Increases successful
family reunification.
Increases successful
completion of Drug
Court.
History
Of Celebrating Families!
Research
Foundations
Of Celebrating Families!
Research Foundations
CF! Incorporates current research on:
• Brain chemistry.
• Healthy living skills.
• Risk and resiliency
factors.
• Asset development.
CF! Program Foundations
• Life
Skills
• Support
Group
• Family
System
The Sessions
Of Celebrating Families!
Topics:
• Healthy Living
• Nutrition
• Communication
• Feelings
• Anger Management
• Facts about Alcohol/Tobacco and Other Drugs
• The Disease of Chemical Dependency
• How Chemical Dependency Affects the Whole
Family
Topics: con’t
• Goal Setting
• Decision Making
• Boundaries
• Healthy Relationships
• Uniqueness
A Word About Homework!
• Acts of Kindness
• WOW Moments
• Children’s Affirmations
• One-on-One Time with
Kids
• Goal Setting
This group is different – this is not
another parenting class. This is a
class on being a family.”
From Parent Focus Group
Celebrating Families!
“I now call my son
twice a day. I used
to think of calling
him once a week.
Now when I start to
call a friend, I call
him instead.”
Celebrating Families!
Teaches
•
•
•
•
Skill Building
Stress Reduction
Helping Others
Awareness of the
World
• Value of spending
1-on-1 time with
each child
• Telling children
“I love you”.
Celebrating Families!
Contacts
www.preventionpartnership.us
Rosemary Tisch
408-406-0467
[email protected]
Deborah Dohse
408-829-1390
[email protected]
Medical and Health Screening
Results
Medical and Health Screening Results
For all of the mothers and children who reside in Transitional
Housing Units (THU), a health screening questionnaire is
given to the parents.
• The questionnaire is used to assist in assessing their
medical needs. The Child Health Disability Program
(CHDP) follows up medical needs of the children under
the foster care system.
• This health screen is a special project under the Public
Health division. The services ensure children receive
immunizations, assistance with TB testing for mothers,
provide planning information and health related referrals
for the mother and child.
Medical and Health Screening Results
• The ultimate goal of this program is to minimize or break
barriers of fear and misunderstanding of the health system
that some mothers often experience. The Public Health
Nurse conducts Denver Development Assessments with the
children and the data is maintained in a public health
database.
• In addition, all parents where given a health survey in the
Family Night parenting class and 95% of parents reported
that they had been seen by a doctor in the last six
months. Only 5% reported that they needed assistance in
receiving medical care. Referrals and resources have been
provided to those parents.
Initial Screening
and
Assessment of Children
Initial Screening and Assessment of Children
The following results are from the Neurological
Impairment screening process that was conducted on
all children who participated in the Santa Clara County
DDTC Head Start Program.
• During the first year, we successfully completed 85%
of the initial screenings for all children involved in this
program. The remaining 15% of children were not
available to participate in the initial screening for
various reasons.
• 71 completed clinical assessments of children out of
85 children.
Initial Screening and Assessment of Children
• Since this program started, out the 71 children that
have been screened: 41% males and 59% females.
• Children were of all ages, from 6 months to 17 years
old. The predominant age group was children
between one and five years of age.
• Individual children did score more than 50% in some
of the skill categories.
• An analysis by age group showed a higher average
scores were uncovered; thus further assessment
(for certain children) was needed.
Initial Screening and Assessment of Children
• 19 out of the 71 children between three and five years old
showed higher average scores particularly in the areas of
“Behavior,” “Communication,” and “AD/HD Symptoms.”
• 24 out of the 71 children between the ages of one and two had
a highest average score in the area of “Communication”.
• 9 out of the 71 children between the ages of six and nine had a
high average score in the area of “AD/HD symptoms”.
• 17 out of the children older than 10 years of age received lower
average scores in most of their skill categories.
Table One: Initial Screening Results of Skill
Categories: Average Scores
Under 1 yr. 1 to 2 yrs 3 to 5 yrs 6 to 9 yrs 10 to 12 yrs13 yrs & above
(n=9)
(n=15)
(n=19)
(n=11)
(n=8)
(n=9)
AD/HD Symptoms
6%
16%
16%
19%
5%
10%
Behavior
5%
18%
20%
8%
7%
6%
Cognitive
0%
5%
10%
7%
5%
2%
Communication
1%
26%
17%
11%
4%
9%
Memory
0%
0%
3%
7%
7%
7%
Physical Findings
8%
5%
5%
7%
3%
0%
Physical Motor Skills
0%
0%
2%
1%
0%
0%
Socialization
1%
9%
14%
14%
2%
3%
Head Start Program:
1st Year Results
Head Start Program: 1st Year Results
• Most children have improved on their ability to complete
puzzles in a timely manner; have learned the alphabet and
can count fairly well from 1 to 20.
• Many Head Start age children continued to show an
excellent ability in using their words during conflicts.
Additionally, many show interest in reading and writing.
• Some children who had difficulties in communicating have
made great efforts to verbalize their thoughts and
feelings, they have also learned to ask questions.
• Most children have shown progress on counting, story
comprehension, and social skills with peers and teachers.
Desired Results Developmental Profile (DRDP +)
This program uses the State Desired Results Developmental
Profile (DRDP +) to assess children on their progress.
This assessment is completed every three months and
includes:
• Child Desired Result 1: Children are personally and
socially competent;
• Child Desired Result 2: Children are effective
learners;
• Child Desired Result 3: Children show physical and
motor competence; and
• Child Desired Result 4: Children are safe and
healthy.
The DRDP has a list of “Performance Levels” for each measure
including
“Not Applicable,” “Not Observed,” “Not Yet,”
“Emerging,” “Almost Mastered,” and “Fully Mastered.”
Desired Results Developmental Profile (DRDP +)
• Each child is assessed three times.
• Since the beginning of the program, 10 students have
enrolled in the Head Start program.
• Fifty percent of these students are Hispanic,
with 40% being White, and 10% other.
• The great majority of students are female (almost 80%).
• Teachers completed nine DRDP assessments (one
additional assessment was completed in a different form,
and it was excluded for this analysis)
• One child was assessed once and 8 were assessed twice.
Desired Results Developmental Profile (DRDP +)
The following is a comparison between assessment one and
assessment two.
Assessment 1
Desired Result 1: Children are personally and socially competent.
– Children were rated in all items as either “Emerging or “Almost Mastered.
– Children scored the highest (Almost Mastered) on the item
“Child identifies self by categories of gender, age, or social group.”
Desired Result 2: Children are effective learners.
– Head Start participants were rated as either “Emerging” or “Almost
Mastered” in most of the items in this category.
– The following exception were: Child predicts outcomes in changes of
materials and cause and effect relationships based on past experiences;
and Child writes three or more letters or numbers.
Desires Result 3: Children show physical and motor competence.
– Under this category participant’s scores ranged from “Emerging” to
“Almost Mastered” to “Fully Mastered,” with the exception of: Child
catches a large ball with two hands;
Desires Result 4: Children are Safe and Healthy.
– These results for this category showed that all average rates were
between “Emerging” and “Almost Mastered.”
Assessment 2
Desired Result 1: Children are personally and socially competent.
– In most items the children improved from “Almost Mastered” to “Fully
Mastered” with the exception of one item where the ratings remained
“Almost Mastered” in both assessments. This item is child exhibits
impulse control and self-regulation, i.e. stay focused in the classroom.
Desired Result 2: Children are effective learners.
– These Head Start participants showed improvement in each item with the
exception of:
• Child observes and examines natural phenomena through senses;
• Child predicts outcomes in changes of materials and cause and effect
relationships based on past experiences;
• Child uses measuring implements;
• Child knows 10 or more letter name, especially those in their own
name; and
• Child writes three or more letters or numbers.
Desires Result 3: Children show physical and motor competence.
– All items improved for these children. They went from “Almost
Mastered” to “Fully Mastered,” with the exception of:
• child catches a large ball with two hands; and
• child skips or gallops.
Desires Result 4: Children are Safe and Healthy.
– These youngsters improved in nearly all items from a rating of
“Almost Mastered” to “Fully Mastered,” with the exception of:
Child listens to and understands English.
Head Start Parents Questionnaire
• C.A.L. Research developed a parent questionnaire.
• The purpose of this questionnaire is to better understand the
parent’s perspective of how their children are benefiting from
the Head Start program and thus helping them to prepare for
school.
• The questionnaire includes 17 questions that measure how
parents perceive improvement in different areas of learning.
The answers are measured on a scale from 1 to 4 with 4 =great,
3=some, 2=no improvement and 1=don’t know.
• We interviewed the parents of seven children;
– Four of these parents had children currently attending the
Head Start program.
– Four Head Start children were of different ages, including
(2) three year olds, (3) four year olds and (2) five year olds.
Head Start Parents Questionnaire
•
•
The majority of parental responses were very positive with the
average response for most questions being “some” and “great.”
Statements that received positive responses included:
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Your child’s interaction with adults;
Your child’s interaction with friends;
Your child’s interaction with other family members;
More confidence in his/her own ability to do things;
Understanding language;
Interest in learning;
Interest in playing with others;
How to solve puzzles;
Listen more carefully;
Learn how to count;
Write three or more letters or numbers;
His/her motor skills have improved (Hands, feet, etc.);
Knows first and last name;
Able to listen to and understand English; and
Speak English.
Head Start Parents Questionnaire
•
The two questions that received the lowest average score, which
included the responses of “some” or “no improvement” were in the
following areas: improve reading skills; and communication with
others”.
Open-ended Questions
• The questionnaire also included five open-ended questions.
• From analyzing these responses, it was found that parents were very
happy with the program and the teachers.
•
All parents said that their children enjoyed the Head Start program
and that they have made new friends.
•
Additionally, some parents suggested an increase in the number of
hours of the Head Start program, and only one parent said that she
would like to see more program structure and a greater emphasis on
academics instead of playtime.
Family Night
st
1 Year Results
Family Night Results : Parents
• To the statement “It is not important to recognize how
we are feeling” (a false statement), 60% of participants
said it was false at the pre-test while 100% said it was
false at the post-test.
• To the statement “If someone does not start using
alcohol until they are 18, they are less likely to become
addicted,” (a true statement) 26% said it was true at
the pre-test while 57% said it was true during the posttest.
• To the statement Men’s and women’s bodies react the
same to alcohol, (a false statement), 60% said it was
false at pre-test, while almost 80% said it was false at
pos-test.
•
.
Family Night Results : Parents
• To the statement “It‘s not important to tell your children
that you love them,” (a false statement), 53% responded that
it was a false statement at pre-test but 86% responded that
it was a false statement at post-test.
• A great percentage of parents (87%) strongly agreed that
they understand how to set goals for themselves.
– Also eighty percent of them said that after the classes
they understand more about how chemical dependency has
affected their children.
– Almost all parents said that now they regularly attend an
organize group, like a support group where they feel
respected and accepted
Parent Focus Groups
• They learned "insights" into how children are affected by
drugs. Parents particularly liked role-playing because it
helped them to see the children's points of view on drug
issues.
• They also said that their children had learned to say "no" to
drugs because they have a new understanding that giving
into drugs will break families apart.
• Parents said that being with their children at the classes
taught them how healthy family members should interact
with each other.
• Some parents agreed that having dinner nightly with their
children emphasized how important is to have a regular
schedule. Being in touch with the daily lives of their
children kept them in tune with how the children were doing
each day.
Parent Focus Groups
• Parents also said that the classes taught them how to
discipline kids in ways that are age-appropriate, without
yelling.
• They also said they learned how to be consistent and
loving parent and how to communicate better with
other people who are important in their lives.
• Parents said they better understand how to motivate
their kids and how to talk to them at their level.
• Another client said that she learned the importance of
being consistent, that is giving the child a consistent
schedule for meal times, games, and even play time.
Parent Focus Groups
Perhaps one of the greatest improvements was in their
relationship with their children.
– For example, one client said that she is more patient in
dealing with her children when they misbehave.
– Another client said that as a result of the classes, she
knows how to give positive reinforcement to her kids and
compliment them.
– Participants concurred that the classes provided them with
tools to be "better moms".
– One person said that now she realizes that "I don't need
drugs to help me get by now".
– Another commented: "I am able to make amends for things
I have done wrong with my kids".
Family Night Results : Pre-teen/Adolescents
• Most teens were successful in their ability to learn new
things.
• Most teens were able to connect with healthy friends.
• Adolescents and pre-adolescents completed a group
evaluation that showed high level of satisfaction with the
classes.
• Responses regarding the most valuable from teens included:
– “I had the chance to discuss what happened through out
my life”
– “It meant a lot because I learned how to deal with my
thoughts and feelings”
– “I had a chance to express myself and learn about things
I did not know.”
Family Night Results : Pre-teen/Adolescents
• This group greatly improved in:
– Their understanding of their interest and talents;
– Their ability to communicate and to learn new things;
– Their ability to connect with others;
– Their attitude toward their community; and
– Their ability to control their anger.
Children: Ages 4 to 10
They completed a questionnaire addressing chemical dependency,
feelings and healthy choices.
• They all agreed that chemical dependency is a disease.
• The results demonstrate that children were aware that
chemical dependency hurts the whole family
• That there are a lot of other children like themselves
whose parents who use drug and alcohol.
• All by one agreed that when parents drink or use drugs,
they hurt the kids and everybody in the family.
• All of them said that it was O.K. to feel good about
themselves.
• They can make healthy choices for themselves.
Children: Ages 4 to 10
• Seventy-one percent of these children said that
they got what they wanted from the program,
and the same percentage said their leaders
were helpful.
• A higher percentage (86%) said that they
thought that it would be good for other kids
like themselves to attend groups like that; and
the same percentage said that the program
made them feel better about themselves and
their families and that the program help them
to get along with adults.
• Overall, the children from this group learned
how to avoid drugs, about chemical dependency,
and about how to behave among other things.
Children: Ages 4 to 10
Group Leaders observed great improvements in the following areas:
• Ability to connect with healthy friends and with others;
• Knowledge of the impact of alcohol and illegal drugs on
children and knowledge and use of coping skills to deal with
stressful situations;
• Understanding of their interests and talents.
They were asked to describe one thing they have learned
from the program. Responses included:
“Don’t use drugs no more”
“Chemical dependency is a disease”
“I learned about drugs and that it is bad for you”
“Kids can not smoke or use drugs, because it is bad”
Primary Knowledge Learned
• Know that parents’ addiction is not their fault;
that chemical dependency is a disease.
• They are not alone.
• They have an adult to talk with.
• Know how to choose and keep safe friends
Alcohol and other drug use even once in a while (for them) is harmful.
Contacts
Rosemary Tisch
(408) 406-0467
Email: [email protected]
www.preventionpartnership.co
m
Deborah Dohse
(408) 975-5174
(408) 829-1340
Email: [email protected]
[email protected]
Frances Lewis-Johnese,
SSPM III
(408) 975-5150
Email:
[email protected]
Joyce McEwen-Crawford
(408) 975-5197
Email:
[email protected]
The End