By Martin Fleming, Cyril A. Reilly
A advisor to assist shape, behavior, and extend help teams to slot the wishes of the chemically established scholar.
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Extra info for Conducting support groups for students affected by chemical dependence: a guide for educators and other professionals
Enforce the rules consistently. Follow through with consequences each time a rule is broken, and with every student who breaks one. If you're not prepared to do so, change the rule or discard it. Type up rules in contract form, and give everyone a copy of the contract during the first session of the group. After discussing the rules and answering any questions, the students should sign their contracts and hand them in to the group leader. This is their pledge to adhere to the rules of the group.
Occasionally parents will refuse to let their child participate in a support group. If so, first explain the purpose and content of the support group to them, because they're often misinformed about the group. If this approach fails, pair up the student with one of the school counselors for individual counseling sessions so the student can receive help. Confidentiality Students have a right to confidentiality. It's not appropriate or helpful to tell sixty staff members that Jane, a ninth grader, has been abused by her uncle and that her father drinks every day, which leaves her to take care of her brother because her mother Page 35 left with another man.
These relationships can then be explored to identify the students' feelings. In later sessions, the leader provides information about chemical dependence so that members can try to understand their parents' drinking or other drug-using behavior. Since most students live with the chemically dependent person, group members are encouraged to devise personal coping strategies. Such strategies range from asking friends to lend a supportive ear, to identifying a relative's house where the student could stay when things get particularily abusive at home.