ࡱ> fezakW7{y3T( 5( !   L`www.ireta.org*http://www.ireta.org/p"www.niaaa.nih.gov2http://www.niaaa.nih.gov/,www.drugstrategies.org<http://www.drugstrategies.org/| (www.jointogether.org8http://www.jointogether.org/ 6www.samhsa.gov/centers/csapDhttp://www.samhsa.gov/centers/csap` www.cadea.org*http://www.cadea.org/d!www.ireta.orgm,http://www.ireta.orgm/v$&flahertym@ireta.org4mailto:flahertym@ireta.orgF/ 0|DArialgs( 0( 0 DVerdanas( 0( 0 " DTimes New Roman( 0( 0 0DWingdingsRoman( 0( 0 @DTahomagsRoman( 0( 0  A .  @n?" dd@  @@`` P(Ii          5 ()   CF-,r$kW7{y3Ti 0AA@8 I? ʚ;ʚ;g4LdLd@ 0ppp@ <4ddddlqt 0 <4!d!dlp 0 0___PPT10 ___PPT9 ?  O  =)Adolescent Substance Abuse"Some Background and Quick Premises##Addiction to illegal drugs is America s No. 1, preventable, health problem. Addiction to any drug (alcohol, tobacco, illicit drug) is a chronic illness requiring a continuum of care. The abuse of alcohol and tobacco is a critically important, greatly under-funded, National problem. 50-75% of adolescents in psychiatric care use substance abuse.[ 2[.Some Background and Quick Premises (Continued)*/""  Drug use is drug abuse and, however it begins, leads to dependence (psychological) and potentially addiction. The solution of this problem in our society requires a greater partnership of the community with our schools, providers, policy makers, funders, scientists and media.0n K  2Adolescent Substance Abuse(Despite reports of leveling off (see PPG 1/5/03), substance abuse by adolescents remains high. More than 90% of adults with current substance abuse problems began use before the age of 18 & one-half before the age of 15! In a 2001 national survey, 23% of 8th graders reported being drunk at least once .. with 21.5% reporting current alcohol use.,Z K Y&Adolescent Substance Abuse (Continued)('(  54% of all high school graduates in the U.S. have used illicit drugs by the time they graduate. Among 8th graders, illicit drug use is higher in Anglo-Americans than in African-Americans & in fact, suburban America is both at greater risk and a higher target for drugs., Kg 'The Treatment Continuum for Adolescents,( [Outreach - School/Community/CJ Assessment - Public/Private/CJ Treatment - Public/Private/CJ\ 2\ 3The Treatment Continuum for Adolescents (Continued)@4   Outpatient - Standard (1 x wk) - Intensive OP (3 x wk) - Partial Hosp. (3+ x wk) Residential - Detox (1-2 days) - Rehab (1-4 wks) - Stepdown/Halfway (2-6 mos)@"  J E>b"3The Treatment Continuum for Adolescents (Continued)64   Inpatient - Detox (2-3 Days) (Hospital) - Rehab (12-21 Days) Aftercare - Up to 12 months in Continuum at progressively less restrictive care. Self-Help - AA, NA, Al-Anon, Al-Ateen (Not Treatment)*l8l,   Scientific studies have now documented that adolescents are at-risk for illicit alcohol/ tobacco/drug use as a result of a unique trajectory of: Biology Environment Development. 2  2   The above factors combine during the critical adolescent years to create a  heightened risk period  often made obvious by increased externalized behavior and manifest opposition, secrecy and/or aggression. Ref: Maziade, M.,  Should Adverse Temperament Matter to the Clinician? in Temperament in Childhood, 1989, New York: WileyJM5o  &Who is Most At Risk Among Adolescents?'' XLow Self Esteem Poor Coping Skills Low Behavioral Self Regulation Social Skills DeficitsY" Y  2Who is Most at Risk Among Adolescents? (Continued)*3&   If any use* occurs as a result of a composite, unique interaction between environment, development and biology, and we know who is at most risk, can we prevent it? & Yes!0A review of the current literature indicates that we can best  intervene or disrupt the drug use trajectory by:rr1. Building Social CompetenceZBuilding self-understanding. Owning one s perspective. Building social problem-solving skills. Having quality child-environment interactions. Teaching addiction/drug impact. 2 -2. Developing School Bonding* and Achievement..$Building a commitment to school/self. Build methods that increase bond to school and the opportunity for academic success. Build aspiration for success. Motivate, motivate & motivate. Be long-term. ,$ 2%3. Teaching Self-Regulation(Teach methods and reasoning for emotional regulation, anger management and impulse control. Teach normative role modeling and problem solving skills. Improve self-control/executive regulation. Be age specific and culturally sensitive. Be interactive. Teach skills. $0ZK 04. Support and Build Parental/ Adult Involvement11$7Nothing builds child and adolescent resiliency better than qualitative parental/child or adult/child relationship! The absence of parental involvement highly predicts Substance Abuse use/psychological dysregulation. Parental/child conflict with low involvement highly predicts delinquency and illicit drug use.28$ F b Overall, addressing the above four interventions in a sustained manner proportionally reduces, in a significant manner, the likelihood of adolescent substance abuse, aggression and social deviancy. Ref: Tarter, R.,  Predictor Variables by Developmental Stages: A Center for Sustained Abuse Prevention Multi-State Study in Psychology of Addictive Behaviors, Vol. 16, No. 45, 2002.,~Z,Four Prevention Techniques with Adolescents--$Building Social Competence Developing School Bonding and Achievement Teaching Self-Regulation Supporting and Building Parental/Adult-Child Involvement " 2!Other Sources of Help/Information"""Allegheny County Treatment System Handout Institute for Research, Education and Training in Addictions (IRETA); 412-391-4449; www.ireta.org National Institute on Alcoholism; www.niaaa.nih.gov Making the Grade, www.drugstrategies.org Join Together; www.jointogether.org Center for Substance Abuse Prevention; www.samhsa.gov/centers/csap Community Anti-Drug Coalitions of America; www.cadea.org $ KZ0~00 0  04O 0{  ` !3̙` Q.<ffff3` 3333fff` 3K=̙fff` 3fffff` ff3ff3` aNR>ff` 3fY33` 3f3f>?" dd@&?oAd(@n<)o<6=nA+7%Z', n?" dd@   @@``PR   = 7 ,`(p>> D<(    <P^ #" `j  T Click to edit Master title style! !$  0` "Pe  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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Flaherty, Ph.D. Executive Director/Clinical PsychologistDDH  0޽h ? 3380___PPT10.ʵ0  ` 0(   x  c $0   x  c $̛Pe  H  0޽h ? 3380___PPT10.˵0  p0(  x  c $D P^   x  c $P`0  H  0޽h ? 3380___PPT10.&0  0(  x  c $PJ^   x  c $ػP0  H  0޽h ? 3380___PPT10.@a0  0(  x  c $j   x  c $|P   H  0޽h ? 3380___PPT10.|JT  T(  x  c $$ ^     c $$   0 p`PpH  0޽h ? 3380___PPT10.v\   \(   x  c $@ ^     c $}pE   8$0P%^;KH  0޽h ? 3380___PPT10.@&\  \(  x  c $L }j  }   c $} @ } 8$   d^;KH  0޽h ? ` 3Zh80___PPT10. 1  @8$(  $ $ c $}Pe } ,LIi'.coH $ 0޽h ? 3380___PPT10.@d  >6((  ( ( c $yPe  *a9H ( 0޽h ? 3380___PPT10._  ,_(  ,x , c $@}    , c $ypP6   0 F&~ , 0y   \Ongoing interaction with the environment interacting with individual bio-behavioral aspects.] 2]  , 0\y  IRef.: Tarter, et.al., Psychology of Addictive Behaviors, December, 2002&J 2!5H , 0޽h ? 3380___PPT10.2  0(  0x 0 c $y}  y  0 c $8&y@  y *YF 0 0(y  a-*Defined as Tobacco, Alcohol or Illicit Drug.. 2.H 0 0޽h ? 3380___PPT10.PWN  4N(  4x 4 c $vj  v  4 c $ v  v *mMH 4 0޽h ? 3380___PPT10. z0   p0(  px p c $vj  v x p c $v0  v H p 0޽h ? 3380___PPT10.  rj08(  8 8 c $Lv`  v  8 c $&v   *mM 8 0P)v P >*Maladjustment in elementary school is a high predictor/risk factor for Substance Abuse. Low school engagement correlates to low self-esteem, low self-expectation and high association to deviant peers & all of which greatly increases likelihood of drub abuse. 2H 8 0޽h ? 3380___PPT10.@9N  @@N(  @x @ c $4vP^  v  @ c $:vP v *eH @ 0޽h ? 3380___PPT10.QT  PDT(  D D c $Av}  v  D c $ JvPe  "p`PpH D 0޽h ? 3380___PPT10.p  4,`H(  H H c $[v  v  H H 0޽h ? 3380___PPT10.0F  pLF(  Lx L c $0av p`  v  L c $|gv@   v "p`PpH L 0޽h ? 3380___PPT10.l0  P0(  Px P c $Lov P  v x P c $ pvP` v H P 0޽h ? 3380___PPT10.mr|SWY[]_7bd[i3k mpqtyP'~}قvf@5A~O|I +!=Oh+'0 hp    $,Adolescent Substance AbuseJoyce O'ConnortProfileVictor Barbetti8ctMicrosoft PowerPointAbu@/@0˵@@^oG g  _g  -B( -- @ !--'-- @ ! K----%K--'@"Verdana-. .2 VAdolescent Substance Abuse&#"!!#&##"#!%##!."System4-@Arial-. 2 T What We Know, , !.-@Arial-. +2 h and How to Prevent It!,  !!   .-@Arial-. g2 #@Institute for Research, Education and Training in Addictions (I.-@Arial-. g2 V@RETA), Regional Enterprise Tower, 425 Sixth Avenue, Suite 1710Pi .-@Arial-. 42 ttsburgh, PA 15219, (412) 391.-@Arial-.  2 >-e.-@Arial-.  2 B4449.-@Arial-. 3f2 #www.ireta.orgm .-3f-#o-@Arial-.  2 o, .-@Arial-. 3f$2 |flahertym@ireta.orgt .-3f-|-@Arial-. .2 kMichael T. Flaherty, Ph.D.  .-@Arial-. C2 (Executive Director/Clinical Psychologist     .-՜.+,D՜.+,    XOn-screen ShowIretaeeә[ ArialVerdanaTimes New Roman WingdingsTahomaProfileAdolescent Substance Abuse#Some Background and Quick Premises/Some Background and Quick Premises (Continued)Adolescent Substance Abuse'Adolescent Substance Abuse (Continued)(The Treatment Continuum for Adolescents4The Treatment Continuum for Adolescents (Continued)4The Treatment Continuum for Adolescents (Continued)Slide 9 Slide 10'Who is Most At Risk Among Adolescents?3Who is Most at Risk Among Adolescents? (Continued)Yes!1. Building Social Competence.2. Developing School Bonding* and Achievement3. Teaching Self-Regulation14. Support and Build Parental/ Adult Involvement Slide 18-Four Prevention Techniques with Adolescents"Other Sources of Help/Information  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSA\0http://www.ireta.org/http://www.niaaa.nih.gov/http://www.drugstrategies.org/http://www.jointogether.org/#http://www.samhsa.gov/centers/csaphttp://www.cadea.org/http://www.ireta.orgm/mailto:flahertym@ireta.org'_㯉Victor BarbettiVictor Barbetti  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLNOPQRSTVWXYZ[\^_`abcdgRoot EntrydO)PicturesCurrent User]SummaryInformation(MPowerPoint Document(ӉDocumentSummaryInformation8U