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While the numbers do not appear to be troubling at first glance, Brown County, Minnesota students in grades 5, 8, 9, and 11 have access to alcohol and the number of students trying and regularly drinking alcohol rises 24% between grades 5 and 11 (Minnesota Departments of Education, Health, Human Services and Public Safety, 2019). According to the National Institute on Alcohol Abuse and Alcoholism (2006), “While one quarter of all drinkers in the survey started drinking by age 16, nearly half (46 percent) of drinkers who developed alcohol dependence began drinking at age 16 or younger.”

Grade Level

The target grade level for this issue will be grades 9-12.

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According to the National Library of Medicine (2011), a promising program for prevention of substance abuse for high school students is the Project Toward No Drug Abuse. This a Federally funded program that is taught over twelve weeks by classroom teachers and health teachers. The subjects are taught in 40–50-minute sessions and the topics include: active listening, stereotypes, myths and denials, and stress, health and goals. See https://nationalgangcenter.ojp.gov/spt/Programs/137 for more information.

In conjunction with the Project Toward No Drug Abuse, as school counselor I would teach the students Dialectical Behavior Therapy. Similar to Cognitive Behavior Therapy, this has been successfully taught to addicts of all ages to curb addiction. See the YouTube video by Gigi Cabrera.

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ASCA Mindsets and Behaviors [as written by the ASCA (2019)]

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ASCA Mindsets and Behaviors [as written by the ASCA (2019)]

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Mindsets for Students

Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

Self-confidence in ability to succeed

Belief in using abilities to their fullest to  achieve high-quality results and outcomes

Mindsets for Counselors

Every Student can learn, and every student can succeed

Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, and other school staff and education stakeholders.

Comprehensive school counseling programs promote and enhance student academic, career and social/emotional outcomes.

Behaviors for Students

(Learning Strategies) Demonstrate critical-thinking skills to make informed decisions.

(Learning Strategies) Identify long- and short-term academic, career, and social/emotional goals

(Learning Strategies) Gather evidence and consider multiple perspectives to make informed decisions

(Self-Management Skills) Demonstrate ability to assume responsibility

(Self-Management Skills) Demonstrate discipline and self-control

(Self-Management Skills) Demonstrate ability to delay immediate gratification for long-term rewards

(Self-Management Skills) Demonstrate effective coping skills when faced with a problem

(Self-Management Skills) Demonstrate personal safety skills

(Social Skills) Demonstrate advocacy skills and the ability to assert self, when necessary

(Social Skills) Demonstrate social maturity and behaviors appropriate to the situation and environment

Behaviors for Counselors

(Professional Foundation) Apply developmental, learning, counseling and education theories

(Professional Foundation) Apply school counseling professional standards and competencies

(Professional Foundation) Demonstrate understanding of the impact of cultural, social and environmental influences on student success and opportunities.

(Professional Foundation) Demonstrate advocacy in a comprehensive school counseling program

(Professional Foundation) Create systemic change through the implementation of a comprehensive school counseling program.

(Direct and Indirect Student Services) Design and implement instruction aligned to ASCA Mindsets & Behaviors for Student Success in large-group, classroom, small-group, and individual settings

(Direct and Indirect Student Services) Provide appraisal and advisement in large-group, classroom, small-group, and individual settings.

(Direct and Indirect Student Services) Collaborate with families, teachers, other school staff and education stakeholders for student achievement and success.

(Panning and Assessment) Identify gaps in achievement, attendance, discipline, opportunity, and resources.

(Planning and Assessment) Assess and report program results to the school community.

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https://www.health.state.mn.us/data/mchs/surveys/mss/docs/countytables/southwestcentral/brown19.pdf

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2019 Minnesota Student Survey County Tables_ Brown County

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Administrators – work to improve and advocate for the program, display empathy and open communication.

School counselors – work to improve and advocate for the program, teach the curriculum set forth by the program, display empathy and open communication.

Teachers – teach the curriculum set forth by the program, display empathy and open communication.

Students – actively listen and participate in the curriculum, use critical thinking skills, display empathy and open communication.

Parents – display empathy and open communication.

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https://www.youtube.com/watch?v=pf_hCzbF-84

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TREATING ADDICTION WITH DIALECTICAL BEHAVIOR THERAPY (DBT) | BOCA RECOVERY CENTER