Transcript Managing Anxiety Problems at school

SUBSTANCE USE PROBLEMS
IN CHILDREN AND
ADOLESCENTS
A Resource for Teachers
What are substance use disorders?
Substance use disorders are characterized by:
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on-going or longer-term patterns of substance use and
negative feelings, thoughts and behaviors that accompany
substance use.
Substance use disorders include both substance abuse
and substance dependence which differ in terms of
severity and consequences.
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Mental health practitioners consider these issues of serious
concern when they persist for around one year.
(Centre for Addictions and Mental Health, 2010)
How Does Abuse Differ from Occasional
use?
“Substance use” refers to the use of a range of drugs that
alter how the user functions physically and psychologically.
“Substance Abuse” involves ongoing use that leads to:
• failure to fulfill everyday obligations like school, work or home,
• use of substances in hazardous situations like drinking and driving
or unprotected sex,
• legal problems like DUIs,
• breakdown of relationships like fighting with family members or
distancing from old friends.
What is the Difference between
Substance Dependence and Abuse?
Substance dependence is more severe than abuse and
is characterized by:
• increased tolerance to a substance,
• physical withdrawal symptoms,
• use of the substance in larger and larger amounts,
• continued use despite being aware of all the negative
consequences,
• an inability to cut down or control use.
Continuum
Experimental use
Irregular use
Regular use
Dependent
use
(Centre for Addictions and Mental Health, 2004)
How do Professionals Determine Cause
for Concern?
• Professionals and others will often look at the individual’s level
of risk while using the substance.
• Factors that influence the level of risk include:
• the type of substance used (e.g., caffeine versus alcohol versus
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cocaine),
the method of use,
the purpose for the use,
the quantity used,
the pattern of use, and
the context in which the use is occurring (e.g., community attitudes to
use of the substance; availability; presence or absence of parental
supervision; use in conjunction with other hazards such as while
driving, boating, or hiking).
• Individual factors (e.g., problems with depression or anxiety, or
thrill-seeking tendencies) may also increase the level of risk.
Substance use and mental health
Addictions
can lead
to mental
health
issues
Mental
health
issues can
lead to
addictions
Dependent
Use
(Hawkins, 2009; Howard, Stubbs & Arcuri, 2007)
Types of substances
Alcohol (59%): booze
Cannabis (26%): weed, Mary Jane, pot,
grass
Tobacco (22%): cigarettes, smokes
Prescription medication (16%): T3s, oxy,
percs
Cold medicines (10%): robos, triple c
(Paglia-Boak, Adlaf & Mann, 2011; National Institute
on Drug Abuse, 2011)
Types of substances
Inhalants (9%): huff, glue, spray, poppers
Chewing tobacco (6%): chew
Stimulants (5%): molly, blow
Mushrooms (5%): shrooms, magic
mushrooms
Salvia (4%): Sally-D, magic mint
(Paglia-Boak, Adlaf & Mann, 2011; National Institute
on Drug Abuse, 2011)
What We Know About the Substance Use
of DSB Ontario North East Students
Other Types of Addictions
In addition to substances, process addictions expose
individuals to mood altering events from which they can
derive pleasure and become dependent on.
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Many of these are socially acceptable, but can still cause
functional problems for youth. They include
o Gambling
o Internet
o Gaming
o Sex/pornography
Often these occur alongside substance use disorders and
other mental health concerns, but are still a new field of
research.
(Sussman, Lisha & Griffiths, 2011)
What to look for
Thoughts
• Positive attitudes
toward
substances and
their effects
Feelings
• Negative moods that
seem out of
nowhere
• Anger towards
family and friends
(Sussman, Skara & Ames, 2008;
Englund & Siebenbruner, 2012; Ketcham & Pace, 2008)
Behaviours
• Increased need for money
• Secretiveness about
activities
• Loss of interest in
personal care
• Substance paraphernalia
• Sudden drop in academic
performance or apathy
about school
• New friends that are
known to use substances
or are older
What you can do to help!
• Become familiar with the general signs and symptoms
associated with substance use problems and/or mental
health concerns.
• Avoid modelling positive views about the pleasures of
substance use. Students are inundated with media
messages that present substance use in a positive light,
and schools should be free from these messages.
• Be a positive role model for students by modelling
appropriate, respectful behaviour, providing guidance and
support, and helping students to make good decisions.
What you can do to help!
• Integrate information about substance use into
the regular classroom curriculum (see the Healthy
Living strand in the Ontario health and physical
education curriculum) and provide students with
opportunities to discuss the information,
understand the consequences of substance use,
and develop problem-solving and decisionmaking skills.
• Expand after-school academic, recreational, and
enrichment opportunities (e.g., tutoring, sports,
clubs, art, music, peer leadership and mentoring
programs) that can help students develop the
positive sense of self they need to make choices
that will contribute to their health and well-being.
(Based on information from: CYMHIN-MAD, 2011;
Hincks-Dellcrest-ABCs, n.d.)
What will not help
• Enable substance using behaviour
by fixing problems, providing
money or placing blame on others.
• Label the youth as an alcoholic or
a druggie.
(Hawkins, 2009; Ketcham & Pace, 2008; Sussman, Skara &
Ames, 2008)
THANK YOU!
• We hope that you found this a useful
introduction to substance use problems.
• Should you have questions, your Mental
Health Leader is available to provide
ongoing support and leadership to your
team.