NCJ Number
188379
Date Published
1998
Length
182 pages
Annotation
This book is a collection of activities structured around helping young people who are affected by someone else’s alcohol or drug use. The book is a tool for experienced support group leaders who are looking for ways to reach young people affected by someone else’s chemical dependence.
Abstract
It’s only recently that chemical dependence has been seen as a family disease. Most children from chemically dependent families develop responses to the problem that fall into four basic patterns which include: concentrating on making everything perfect, rebellious and destructive acting out, withdrawal, and humor and distraction. Children are seen as carrying their wounds and experiences into adulthood. Support groups are vehicles for providing tools and insights for young people in need. Support groups facilitate safe, nurturing, and consistent interactions. The activities in this book can be adapted to a variety of support settings: aftercare programs, therapy sessions, treatment centers, and youth groups. The book begins with a description of a support group in action in chapter 1, and chapter 2 outlines the curriculum development. Activities are designed for students in grades 7 through 12 but many can be adapted for use with younger students. The activities help students achieve several goals, including increasing self-esteem, identifying defenses, reducing shame, and learning about the disease of chemical dependence. The activities are divided into eight categories: (1) group development activities help students become a cohesive and productive group; (2) feelings awareness activities help group members start to identify, understand, share, and cope with their feelings; (3) self-exploration activities help group members understand who they are, what they want, and what they need to change; (4) chemical dependence information activities gives information about the disease and its affects; (5) family relations activities help group members understand the emotional dynamics in their family and how to make things better; (6) movement activities use physical motion as a lively way to build group intimacy; (7) stress-reduction activities teach recognition and management of stress; and (8) group challenge activities empower group members to work together as a team. These activities are simply a medium, a tool, for teaching a concept or creating an opportunity for personal growth. Appendices