TheSource - Goozmo · Healthy living begins with parents who teach and model what is healthy. From birth, simple messages like, “It is important to take care of your body by eating

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A fter watching a skit performed atan educational support program forchildren, a 3-year old child raised herhand and blurted out, “My uncle drinkstoo much, too.” Her remarks surprisedeveryone. She had simply watched a skitabout the progression of addictionperformed for young children by teenvolunteers. This 3-year-old connectedwith the skit because it was like her homeenvironment, and, despite what manypeople believe, even pre-verbal childrenare aware of and respond to what is hap-pening in the home. It is the responsibilityof adults to help them understand andmake sense of these things so that they candevelop safe and healthy lifestyles.

Why Provide Substance AbuseEducation for Young Childrenof Substance Users?

The prevalence of substance abuse inthe United States virtually guaranteesthat all children will have playmates,friends, and eventually adult friendsand colleagues who have personal experience with alcohol and/or otherdrug problems. Thus, it is important toeducate all young children about the

YOUNG CHILDREN OF SUBSTANCE USERS:

THE CASE FOR ALCOHOL AND

OTHER DRUG EDUCATION

Continued on page 2 . . .

The SourceA S E R V I C E O F T H E

CHILDREN’S BUREAU

Newsletter of

The National

Abandoned Infants

Assistance

Resource Center

V O L U M E 1 4 , N O . 1

S P R I N G 2 0 0 5

IN THIS ISSUE

1 Young Children of Substance Users:The Case for Alcohol and OtherDrug Education

6 Celebrating Families: An Innovative Approach for Working with Substance Abusing Families

11 Strengthening Families with Young Children

13 Best Beginnings Plus: Reducing RiskFactors Among Families Affected by Substance Abuse

17 Preschool Drug Prevention Program

21 Good Bets

24 Conference Listings

realities of substance abuse, and teachthem how to handle their problems andfeelings safely.

Children from families affected bychemical dependency have greater geneticvulnerability and exposure to factors thatplace them at-risk for substance abuse.These include family history of chemicaldependency; physical, sexual, andemotional abuse; role modeling of alcoholand drug abuse; permissive attitudestoward alcohol and drug use; and

Don’t miss this timely and important national conference!

SEE PAGE 16

Substance Exposed Newborns:

Weaving Together Effective

Policy & Practice

individual (child) resiliency processesshould be addressed, in addition toreducing family risk factors” (Kumpfer,1999). Werner and Johnson (2000)emphasize that some individuals aremore resilient than others: they are ableto successfully adapt to life eventsdespite adversity, and they seem tobounce back from stress. However,many prevention professionals andeducators believe that each child hasan innate potential for resilience thatcan be strengthened through adultemotional support, validation, skill-building, and guidance. Although it isdifficult to effectively eliminate manyrisk factors, building protective factorscan help to mediate them and maysignificantly impact a child’s life.

Intervention beginning at an earlyage can prevent problems that interferewith a child’s optimal development byhelping to develop or strengthen pro-tective factors. These factors include apositive sense of self; good problemsolving skills; positive peer group activ-ities and norms; a high level of warmthand absence of severe criticism in fami-lies; clear family and school rules; high(and reasonable) parental and schoolexpectations; opportunities for support;and participation in family, school, andcommunity (Kumpfer, 1997).

Points of Intervention

Charles G. Curie, Administrator of theSubstance Abuse and Mental HealthServices Administration (SAMHSA),urges every adult to learn about theneeds of COA’s and the simple actionsthey can take to help these childrendevelop into healthy adults. “We knowthat COA’s are at greater risk for sub-stance abuse problems in their lives.But we also know what to do to helpthem avoid repeating their families’

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T H E S O U R C E , V O L U M E 1 4 , N O . 1 � T H E N A T I O N A L A B A N D O N E D I N F A N T S A S S I S T A N C E R E S O U R C E C E N T E R

psychological, cognitive, and socialproblems (NIDA, 2003). Therefore,substance abuse education that increas-es protective factors in early childhoodis particularly critical for the one-in-four children who are living in familiesaffected by substance abuse or whosebirth parents suffer from addiction.

An increasing body of scientificevidence indicates that, in someinstances, risk for later problemsincluding alcoholic outcomes, isdetectable even before school entry(Caspi et al., 1996). Zucker and col-leagues (1995) have shown that, asearly as the preschool years, childrenof alcoholics and addiction (COAs)are more familiar with a wider rangeof alcoholic beverages and are betterat identifying specific beverages.Specifically, children’s alcohol expectan-cies reflect recognition of alcoholrelated norms, and they are cognizantof parental drinking patterns by anearly age.

RISK VERSUSPROTECTIVE FACTORS

Research strongly suggests that, whilegenetics are the primary underlyingfactor of addiction, environmental fac-tors also play a part (NIDA, 2003).Although a child’s genetic vulnerabilitycannot be changed, improving environ-mental factors can influence a child’schoices throughout life (NIAAA,2003).

Dr. Karol Kumpfer, a formerdirector of the Center for SubstanceAbuse Prevention (CSAP), emphasizes“The probability of a youth acquiringdevelopmental problems increases rap-idly as risk factors increase in compari-son to protective factors. This meansthat family protective mechanisms and

problems. We can break the genera-tional cycle of addiction” (SAMHSA,2003). Every adult that comes intocontact with a young child plays a rolein preventing substance abuse, howev-er, research emphasizes that parentalinfluence is a major factor affecting achild’s decision to use tobacco, alcohol,and other drugs (Office of NationalDrug Control Policy, 2005).

CAREGIVERS

Healthy living begins with parents whoteach and model what is healthy. Frombirth, simple messages like, “It isimportant to take care of your body byeating healthy food, getting sleep, andrecognizing poison symbols” form thebasis for helping children begin todevelop healthy lifestyles. Caregiverscan use storybooks to educate childrenabout healthy ways to handle feelingsand problems. For example, asking,“How do you think this characterfeels?” or “What do you think thecharacter can do to handle a problem?”are simple approaches to basic drug

Continued from page 1 . . .

INTERVENTION

BEGINNING AT AN EARLY

AGE CAN

PREVENT PROBLEMS

THAT INTERFERE WITH A

CHILD’S OPTIMAL

DEVELOPMENT BY HELPING

TO DEVELOP OR

STRENGTHEN PROTECTIVE

FACTORS.

and shame they often carry. Parentscannot give support to their children ifthey themselves do not receive positivesupport, education, and encourage-ment. It is important to foster the posi-tive strengths that parents, caregivers,and children have. “Many of the chil-dren and parents (who are often adultchildren of alcoholics) have developedingenious strategies for emotional andphysical survival in the face of over-whelming circumstances” (NACOA,2002).

Many parents can acquire basicparenting skills through programs suchas Systematic Training for EffectiveParents, Parent Effectiveness Training,Love and Logic, or perhaps throughHeadstart. These programs providevital skills such as active listening, “Imessages”, problem solving, and settingand enforcing consequences. Theseprograms, or even a single parentingevent, also provide opportunities toexpose parents to specialized substanceabuse community resources. Forinstance, substance abuse professionalscan be invited guests at these pro-grams/meetings, thereby eliminatingthe stigma and initial risk of “breakingfamily secrets” by attending an addic-tion program.

SUPPORT AND EDUCATIONPROGRAMS FOR YOUNGCHILDREN & FAMILIES

It also is important to provide supportfor the children and the family as awhole. About 16 years ago inSoutheastern Michigan, a group of par-ents in recovery from substance abuseasked how they could help their chil-dren walk a different path withoutalcohol and other drugs. In response tothis need and request, volunteers andstaff from Henry Ford Health System’sMaplegrove Community Education

“Which pants would you like to wear?”Too often, children do not learn tomake healthy choices at an early age sowhen faced with important choices,such as using a drug, their decisionmaking and resistance skills are inade-quate.

SUPPORT AND EDUCATIONPROGRAMS FOR CAREGIVERS

The aforementioned suggestions makegood sense for parents who havehealthy lifestyles, make reasonablygood decisions, and have adequatecommunication and parenting skills.However, many substance-abusing par-ents do not meet these standards, par-ticularly when they are still using.Therefore, in order to educate youngCOAs, it is necessary to provide educa-tion and support to their parents orcaregivers as well.

Reaching biological parentsrequires nonjudgmental education andsupport because of the guilty feelings

education because people often startusing drugs to change or numb feel-ings. Also, when children ask ques-tions or make comments, adults mustlisten and respond in an age appropri-ate way. For instance, when a youngchild asks, “Why does Uncle Jackdrink so much?” she may be told thathe is sick and cannot stop drinkinguntil he gets help from a doctor.

With relatively simple informa-tion and examples, parents can helpchildren to establish family attitudesand values about healthy living. Using“teachable” moments, caregivers canreinforce messages emphasizing whatis healthy, safe, ok, and fun. Forinstance, children need to understandthat a drug is anything besides foodthat changes the way the body worksor functions. Education shouldinclude the following messages:

� Safe drugs are medicines that doc-tors give when someone is sick, andthe amount is based on someone’sage, weight and type of illness.

� Only parents and other caregiversshould give medicines.

� Over-the-counter medicationsmust be used with the same rules.

� Safe drugs can be harmful whenused by someone else, when some-one takes too much, or when theyare taken without a doctor’sapproval. An analogy with childrencan be that when we take toomuch of anything—even ice cream—people get sick.

� Alcohol and tobacco are harmfuland illegal for children.

Parental responsibilities alsoinclude establishing clear expectationsand reasonable, appropriate conse-quences for children. Children needopportunities to make choices andaccept consequences at an early age.These may be simple choices such as,“Which vegetable would you like?” or


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developed an educational support pro-gram for children, especially thosefrom families facing alcoholism oraddiction. With age appropriate kines-thetic activities, crafts, games, andother learning experiences, childrengain an understanding of how alcohol,other drugs, and addiction affect indi-viduals and families. The goal is tooffer children and families opportuni-ties to share their questions and con-cerns, receive validation, and learn andpractice the following skills that areessential for children to maintainhealthy lifestyles:� how to recognize and handle feel-

ings safely;� how to cope with problems;� how to handle peer pressure; and� how to get help.

Puppets are wonderful aides forpracticing these skills. Caregivers canteach or reinforce these skills by creat-ing simple “What would you do?” or“How would you feel?” stories usingpuppets. Furthermore, older childrencan perform plays or simple skits show-ing someone pressuring a young childto do something. The young child(ren) can practice ways to say no, suchas “SAY NO!” loudly or run away andtell an adult. Visuals, such as posters orhand-made feeling charts on walls, areexcellent reminders about feelings. Atelephone can be used to practice ask-ing for help. Using “let’s pretend” canbe a way of initiating these activities.Also, reading stories or watching videoscan provide opportunities to ask chil-dren to think about how a charactermay feel or how they could solve aproblem.

Recently SAMHSA released TheChildren’s Program Kit: SupportiveEducation for Children of AddictedParents, which provides the tools tointervene and support children (5-18

years old) whose parents are in treat-ment. The Kit, adaptable to numerouscommunity settings, includes guide-lines for establishing educational sup-port programs, curriculum activities,videos, posters, and other tools.Activities focus on feelings, addiction,recovery, problem-solving and coping.The Kit is free from the NationalClearinghouse for Alcohol and DrugInformation (see Good Bets on p. 21).For more information or technicalassistance to implement the curricu-lum, contact NACoA at 1-888-554-2627 or visit www.nacoa.org.

OTHER PROFESSIONALS ANDCOMMUNITY MEMBERS

Relationships with healthy adults offerbonding and attachment which moti-vates children to feel better aboutthemselves, build trust with others,and, in the long run, exercise appropri-ate control over their environment(NACOA, 2002). Most children have

someone in their life that serves as a“healthy drug-free and safe adult”.These individuals are often grandpar-ents, aunts, uncles, or non-kin fosterparents. If the biological parent is pre-occupied with chemical dependency,then these individuals may be instru-mental in seeing that the child getseducation and support.

Additionally, medical, legal,school, child care, and faith profession-als, as well as friends and other familymembers, can frequently and gentlyremind the biological parent of theneed and benefit of educating children.Sometimes, it is a gentle comment atan opportune time like, “I heard thatthere is help in our community forchildren who are stressed.” During orshortly after a family crisis, such com-ments can be very helpful.

However, adults often hesitate toaddress substance abuse due to theirown discomfort or lack of knowledge.The following suggestions increase theability and confidence of a reluctantfamily or community member or pro-fessional to address these issues withaffected children. � Get facts about substance abuse,

which are generally available fromcommunity substance abuse preven-tion agencies, schools, communitycoalitions, and web sites.

� Obtain children’s books that providelanguage and ideas for communicat-ing about tobacco, alcohol andother drugs and addiction.

� Assess your own preconceivednotions about substance abuse, andavoid criticizing or judging familieswith substance abuse.

� Build trust with children byresponding to their questions andconcerns, and follow-through onyour commitments.

� Validate children’s feelings and expe-riences regardless of what otherinterventions you make.



Additionally, Alger and colleagues(2004) developed guidelines for med-ical personnel to intervene with theirpatients. Following is an adaptationand expansion of their suggestions.� Ask a simple question like, “Have

you ever been concerned aboutsomeone in your family who isdrinking alcohol or using otherdrugs?” and be prepared to addresstheir questions and concerns.

� Provide written materials forchildren and adults. Pamphlets inwaiting rooms, school lobbies andchurches, and posters in key locations (e.g., school conferences; community fairs; other events) are signals for concerned children and parents that others want to help.

� Sponsor “free” seminars for caregivers to promote healthy livingand stress management.

� Utilize videos such as, LostChildhood: Growing Up in anAlcoholic Family, produced in 2005(see www.lostchildhood.org). SAMHSA Children’s Program Kit also includes videos such as You’reNot Alone, End Broken Promises, Mend Broken Hearts, Michael’s Journey and Pepper that are effectivetools for COAs and/or adults want-ing education about COAs.

� Guide families to available resourcesand specialists when needed.

� Note in logs, patient records, or journals your concerns and attempts to intervene. Addiction is an illness that often goes overlookedbecause people tend to dismiss orminimize warning signs uninten-tionally.

Conclusion

When adults intervene early in achild’s life to provide the education,support, and encouragement necessaryfor children to develop into happy,healthy, and caring adults, new pathsand potential outcomes become avail-able to children. We need to begintoday to offer all children—especiallythose one in four children who live ina home with chemical dependency—the opportunity to seek different paths.

Betty Conger, MSW,

Co-founder & Coordinator, MaplegroveChildren’s Program, Henry Ford HealthSystem, [email protected]

My appreciation to Sis Wenger, ExecutiveDirector of NACoA, and Jerry Moe, NACoABoard member, who have consistently enlightened me with passion, knowledge, andskills in order that I may challenge others torecognize and address the needs of children,particularly those personally affected by substance abuse.

REFERENCES

Alger, H., Macdonald, I., Robinson, P., andWenger, S. (December 2004). Helping children infamilies hurt by substance abuse. ContemporaryPediatrics, 21(12).

Caspi, A.; Moffitt, T.E.; Newman, D.L.;Sylvia, P.A. (1996). Behavioral observations at age3 predict adult psychiatric disorder: Longitudinalevidence from a birth cohort. Archives of GeneralPsychiatry.

Kumpfer, K.L. (January/February 1999 ).Why parents matter. Prevention Pipeline, 31.

Kumpfer, K.L. (September, 1997). Outcomemeasures of interventions in the study of childrenof substance abusing parents. Pediatrics Supplement,103 (5). Presented at the White House. (Alsoprinted in Pediatrics Supplement, May 1999, 103(5)).

National Association for Children ofAlcoholics (2002), Kit for Early ChildhoodProfessionals. Rockville, Maryland.

Office of National Drug Control Policies(February, 2005). White House Conference on,Strategies.

U.S. Department of Health and HumanServices, National Institute on Health, NationalInstitute on Drug Abuse (2003). Preventing DrugAbuse among Children and Adolescents: A Research-Based Guide. Washington, DC.

U.S. Department of Health & HumanServices National Institute on Alcohol and AlcoholAbuse (NIAAA) (February, 2003). A FamilyHistory of Alcoholism: Are You At Risk?Washington, DC.

U.S. Department of Health & HumanServices Center for Substance Abuse and MentalHealth Services (2003). Children’s program kit:Supportive education for children of addicted parents.Rockville, MD.

Webster-Stratton, C. (1998). Preventing con-duct problems in Head Start children:Strengthening parenting competencies. Journal ofConsulting and Clinical Psychology, 66:715-730.

Zucker, R.A., Kincaid, S.B., Fitzgerald, H.E.,& Bingham, C.R. (1995). Alcohol schema acacqui-sition in preschoolers. Differences between childrenof alcoholics and children of non-alcoholics.Alcoholism: Clinical & Experimental, 19.


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Additional Resources

� Children of AlcoholicsFoundation, 164 W. 74th Street,New York, 100231-212-595-5810, ext. 7760.www.coaf.org

� National Association forChildren of Alcoholics. 1426Rockville Pike, Suite 100,Rockville, Maryland [email protected] orwww.nacoa.org

� Center for Substance AbusePrevention. Rockwall IIBuilding, 5600 Fishers Lane,Room 900, Rockville, Maryland20857. (301) 443-0305.www.samhsa.gov/csap

� U.S. Department of Health &Human Services, SAMHSA,“Children of Alcoholics: AGuide to Community Action”www.samhsa.gov

Celebrating Families! (CF!) is anexciting new approach to bringingreunification to families separated dueto parental substance abuse accompa-nied by neglect, domestic violence, orabuse. This education/support groupmodel was developed for use in theSanta Clara County, California, FamilyDrug Treatment Court. Early researchresults have shown a significantincrease in the rate of family reunifica-tion and a shortened stay in foster carefor children. By stabilizing families andkeeping children out of foster care, CF!hopes to help prevent future substanceuse by affected children.

Rationale

Children with parents who use illegaldrugs, abuse alcohol and use tobaccoare at greater risk of substance abuseand physical and mental illnesses (TheNational Center on Addiction andSubstance Abuse, 2005). Youths fromthese families frequently have seriousemotional and behavioral problems,including a tendency to choose riskybehavior, such as alcohol or other druguse (The National Survey on Drug Useand Health (NSDUH) 2005).

Further, substance abuse andaddiction are the primary causes of thedramatic rise in child abuse and neg-lect, and the immeasurable increase inthe complexity of cases (NationalCenter on Addiction and SubstanceAbuse, 1999). In fact, substance abuseis a contributing factor in nearly threequarters of the cases of children who

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enter foster care due to child abuse andneglect (U.S Department of Healthand Human Services, 1999); andrecent studies indicate high rates oflifetime substance use and substanceuse disorders for youths in the fostercare system (The National Survey onDrug Use and Health, 2005).

Children of substance abuserswho survive abuse or neglect are oftenangry, antisocial, physically aggressiveand violent (National Association ofChildren of Alcoholics, 1998). Theymay perform poorly in school andengage in delinquent or criminalbehavior. Consequences can includelow self-esteem, depression, hopeless-ness, suicide, and self-mutilation. Theymay behave compulsively, suffer panicattacks, be highly distrustful of others,and tend towards dangerous play andsexual promiscuity. They also are athigh risk of developing their own sub-stance abuse and are likely to repeatthe cycle of abuse and neglect.

The Role of DrugTreatment Courts

Over the past several years, drug treat-ment courts have been proliferatingthroughout the country in an attemptto intervene and break the family cycleof self-destruction. “Drug TreatmentCourts function under the basic under-standing that substance abuse is achronic, progressive and relapsing dis-order that can be successfully treated”(Hora, Schma, and Rosenthal, 1999,p. 11). “Cost avoidance” from the

reduced recidivism of drug court par-ticipants and graduates has been shownacross all sectors of the justice system.According to statistics published by theOffice of Justice Program (1999), find-ings support a high retention ratebetween 65% and 85% and a lowrecidivism rate between 2% and 20%.

History ofCelebrating Families!

One of the first Family TreatmentDrug Courts (FTDC) was founded in1998 in Santa Clara County, CA,under the jurisdiction of JudgeLeonard Edwards, Past President of theU.S. National Council of Juvenile andFamily Court Judges. Judge Edwardsrecognized that many of the parents inFTDC had never experienced healthyparenting themselves and that the chil-dren in the court needed services aswell. At his request, CelebratingFamilies! was developed as part of aseries of services funded by a grantfrom the Substance Abuse & MentalHealth Services Administration(SAMHSA) to Santa Clara County’sSocial Services Agency.

Program Objectives

The goal of Celebrating Families! is tofoster the development of whole, ful-filled, addiction-free individuals byincreasing resiliency factors anddecreasing risk factors. Program


CELEBRATING FAMILIES:

AN INNOVATIVE APPROACH FOR

WORKING WITH SUBSTANCE ABUSING FAMILIES

objectives are to: (1) break the cycles ofchemical dependency and violence/abuse in families by increasing partici-pant knowledge and use of healthyliving skills; (2) positively influencefamily reunification by integratingrecovery into daily family life and byteaching healthy parenting skills; and(3) decrease participants use of alcoholand other drugs and to reduce relapseby teaching all members of the familyabout the disease of chemical depend-ency and its impact on families. As aresult of attending this group, partici-pants� develop better communication

skills, coping skills to deal withstressful situations, and resourcesthey can turn to for help;

� learn how to appropriately expresstheir feelings;

� are able to demonstrate anger man-agement, problem solving, and deci-sion making skills;

� learn how to build and maintainhealthy relationships; and

� increase their knowledge of the dis-ease of chemical dependency and itsimpact on the family.

“This program made me realize the

importance of teaching my children the

risk factors of early drinking and using.

I’m going to make sure that I let them

know what I went through and all

things that I’m doing now in recovery

to stay healthy.”

— A Graduate

Foundations of CF!

The model is based on current researchabout brain chemistry, life skills educa-tion, risk and resiliency factors andasset development. It incorporatesmaterials developed for children ofsubstance abusers (Tisch, 2004; Tisch& Sibley 2004) with the teaching andreinforcement of healthy life skills,proven to reduce children’s early useand abuse of alcohol and other drugs.Cultivating “resiliency” is the focalpoint of the program.

Curriculum Overview

Celebrating Families! explores fouraspects of healthy living: physical,psychological, social and spiritual.The model consists of 15 weekly,90-minute sessions, each followed by a30-minute structured, related familyactivity. The curriculum uses interactiveand experiential teaching methodologiesas recommended by current research onhow the brain learns, especially thoseimpacted in utero by alcohol andother drugs. It is structured to allow


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SESSION TOPICS

Session One: Getting Started

Session Two: Healthy Living

Session Three: Nutrition

Session Four: Communication

Session Five: Feelings & Defenses

Session Six: Anger Management

Session Seven: Facts about Alcohol, Tobacco & Other Drugs

Session Eight: Chemical Dependency is a Disease

Session Nine: Chemical Dependency Affects the Whole Family

Session Ten: Goal Setting

Session Eleven: Making Healthy Choices

Session Twelve: Healthy Boundaries

Session Thirteen: Healthy Friendships & Relationships

Session Fourteen: Our Uniqueness

Session Fifteen: Celebration!


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participants to develop skills, whileexploring their feelings and thoughts.

Evenings begin with a simple,healthy dinner which families enjoytogether, followed by four interrelatedgroups (adolescent, pre-adolescent,children, and parents). A preschoolgroup is under development. Each agegroup meets separately with a facilitatorand co-facilitator, although all groupsreceive the same information and devel-op the same life skills. Groups areclosed, structured education/supportgroups that are interactive and develop-mentally appropriate. The evening con-cludes with a short, structured familyactivity.

In addition, the parent curriculumemphasizes basic parenting conceptssuch as spending one-on-one time witheach child and telling children “I loveyou,” which is difficult for those whohave never received this message.

“This parenting class has given me so

many tools to use now and in the future.

The things I’ve learned here have taught

me and my children how to continue to

live in a safe and healthy environment

and have helped me to deal with issues

of chemical dependency and what it

does to adults and to children.”

— A Graduate

“I now call my son twice a day. I used to

think of calling him once a week. Now

whenever I start to call a friend I call

him instead.”

— A Graduate


FOCUS OF CURRICULUM

Skills

� Anger Management

� Communication: Use of “I” messages, Active Listening

� Appropriate Expression of Feelings, Understanding Defenses, Self Talk

� Boundaries

� Refusal skills

� Choosing Safe and Trustworthy Friends

� Problem Solving: Decision Making, Dreams and Goal Setting

� Identification of a Safe Person

� Centering/Relaxation

Information

� Facts about Alcohol, Tobacco, Prescription and Illegal Drugs; Addiction;

Brain Chemistry

� Facts about how Chemical Dependency affects Families, Friends and

Relationships

� The Influence of Media & Advertising

� Facts about Domestic Violence

� Knowledge that We Are Part of Something Larger than Ourselves

(Wonder of the World Moments)

� Resources

Insights

� Self-worth/Self Efficiency: Recognizing and Celebrating Each Person’s

Uniqueness

� Helping Others: Acts of Kindness

� Affirmations: Importance of One-on-One Time with Children


Session Structure

The structure for every session issimilar.

Opening includes a review of groupagreements, an opening activity(usually a game or centering exercise toimmediately involve participants), anda review session. The opening rarelychanges, thereby helping participantsbegin to develop trust and a sense ofsafety (i.e., “I know what is going tohappen when I arrive at group.”). Forinstance, the parents’ group openingalways includes a Parent Affirmation(see insert).

Insights for Living highlights the maintheme of the session. This is a shortinstruction time, incorporating activi-ties that teach the session’s theme.Topics are taught in an order thatslowly develops trust and teaches skillsnecessary to be able to discuss chemicaldependency, its impact on the family,abuse and domestic violence. Truthstatements, introduced in the session ofchemical dependency, are repeatedweekly thereafter.

Creating Connections includes twocomponents. Connecting with otherswas incorporated in response toresiliency studies indicating thatreaching out to others is an importantpart of living a healthy life. Children(and later families) are asked to doone kind thing for someone else eachweek, without accepting anything in

return. Connecting with Myself & MyHigher Power guides participants todevelop a sense of spirituality and learnthat they are part of something largerthan themselves. Participants apply say-ings from 12-Step and other recoveryprograms into their lives. Wonder ofthe World (WOW) moments teachparticipants to see the beauty in theworld around them.

Closing occurs the same way in eachsession, contributing to a sense ofbelonging in the group.

Connecting with My Family is afamily activity that is specificallydesigned to help families apply eachsession’s theme.

Early Evaluation Results

Celebrating Families! is an innovativeresponse to a known, defined, but pre-viously unanswered, need. Early evalu-ation results are strong. A study of theimpact of Celebrating Families! onreunification rates and timelines of78 families showed (Quittan, 2004): � Drug Court with Celebrating

Families! decreased the length oftime children are in the ChildWelfare System (CWS) to 6 -12months, compared to 13-18 monthsin Drug Court without CelebratingFamilies! and 19-24 months intraditional CWS.

� Family reunification rates with DrugCourt plus Celebrating Families!were 72%, compared to 37% intraditional CWS.

Because implementation ofCelebrating Families! results in less timein CWS, there are significant costsavings.


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I Am a Consistent,Loving Parent

Today I affirm my ability toparent in a way that enhancesself esteem. I have learned fromthe experiences of my child-hood and I don’t have to repeatthe patterns from my alco-holic/addicted home. I willdeliver clear messages that tellmy children that they areimportant and give them guid-ance in their behavior. I willgive my children messages thatinvite them to succeed. TodayI validate my parenting skills.I appreciate my accomplish-ments and I accept my mis-takes.

Adapted from Daily Affirmations forAdult Children of Alcoholics by RokelleLerner, Health Communications, 1985

Truth Statements

I didn’t cause it,I can’t cure it,I can’t control it, butI can take care of myself!


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Evaluation of Celebrating Families!is also being conducted as part of thegrant from Substance Abuse & MentalHealth Services Administration. Firstyear evaluation results (Jrapko, Ward,Hazelton, & Foster, 2003) indicated:� Children and parents learned

healthy living skills.� Children and parents learned about

chemical dependency and how itimpacts their lives.

� Parents noted improvements inchildren’s behavior throughimprovements in their children’sability to connect with safe people,to use coping skills in stressful situa-tions, to control their anger, tomake decisions and solve problems,and to identify and appropriatelyexpress feelings.

Social Services staff reports thatattendance at Celebrating Families!reduces the likelihood of relapse byparents and probable chemical depend-ency of their children (Quittan, 2004).New research also suggests that family-treatment approaches that emphasizecommunication and skill-building areeffective in preventing future addictionof children of addicted parents (Safyer,2004).

Conclusion

It is widely acknowledged that one ofthe greatest challenges to the develop-ment of healthy children today is thedeterioration of the family unit.Children of substance abusers, andtheir parents in early recovery, consti-tute one of the highest risk popula-tions. Celebrating Families! is showingearly success rates nearly double thoseof any other program previously in use.

The program is currently being repli-cated at community-based sites andtreatment facilities for women withchildren.

For more information, go towww.preventionpartnership.us, oraddress questions to Rosemary Tisch,PPI Director, at 408-406-0467 [email protected].

“I can’t change the past, but I can

make a better future.”

— A Graduate

Rosemary Tisch,

Director of Prevention PartnershipInternationalDeborah Dohse,

Social Work Coordinator for the Santa ClaraCounty Drug Dependency Treatment Court(DDTC) Head Start and Family NightProgramLinda Sibley,

Director of Family Ministries International,a division of Family Resources International

REFERENCES

Clarren, S. (1999). Paper presented July 19-20 at University of Nevada: Reno, Nevada.

Hora, P. F., Schma, W.G. & Rosenthal,J.T.A. (1999). Therapeutic Jurisprudence and theDrug Treatment Court Movement: Revolutionizingthe Criminal Justice System’s Response to Drug Abuseand Crime in America. University of Notre Dame.Retrieved September 18, 2002, fromhttp//www.American.edu/academic.dept/spa/justice/publications/notredame.htp

Jrapko, A., Ward, D., Hazelton, T. andFoster, T. (2003). Family Treatment Drug CourtHead Start Program, Annual Report October 1,2002- September 20, 2003. Center for AppliedLocal Research.

Lerner, R. (1985). Daily Affirmations forAdult Children of Alcoholics. Deerfield Beach,Florida: Health Communications.

National Association of Children ofAlcoholics (NACOA) (1998). Children of addictedparents: important facts for state and local govern-ment agencies. Available at:http://www.nacoa.net/impfacts.htm.

National Center on Addiction and SustanceAbuse (2005). Family Matters: Substance Abuse andthe American Family. New York: ColumbiaUniversity. Available at www.casacolumbia.org

National Center on Addiction and SubstanceAbuse (1999). No safe haven: children of substance-abusing parents. Columbia University. Available at:http://www.casacolumbia.org/pdshopprov/shop/item.asp?itemid=24

National Survey on Drug Use and Health(2005). Substance use and need for treatmentamong youths who have been in foster care. Availableat http://oas.samhsa.gov/2k5/FosterCare/FosterCare.htm.

Office of Justice Program (1999). Retrieved10/20/2002 from http://www.whitehousedrugpolicy.gov/publications/factsht/treatment/index.html.

Quittan, G. (2004). An evaluation of theimpact of the Celebrating Families! Program andFamily Drug Treatment Court (FTDC) on parentsreceiving family reunification services. College ofSocial Work, San Jose State University. Available at:http://www.preventionpartnership.us/pdf/recent_evaluation2.pdf.

Safyer, A. (2004). Family-treatment approacheffective in reducing risk of children becoming sub-stance abusers. School of Social Work & Centre forAddiction and Mental Health, University ofBuffalo Reporter (3/25/04). Available at:http://www.buffalo.edu/reporter/vol35/vol35n27/articles/Sayfer.html.

Tisch, R. & Sibley, L. (2004). CelebratingFamilies! Family Resources International.Further information available at: http://www.preventionpartnership.us/families.htm.

Tisch, R. (2004). Celebrating Families!Presentation at Midwinter Meeting of U.S.National Council of Juvenile and Family CourtJudges: New Orleans, LA.

U.S Department of Health and HumanServices. (1999). Blending perspectives and buildingcommon ground: A report to Congress on substanceabuse and child protection. Washington D.C.: U.S.Government Printing Office.



The Comprehensive AsianPreschool Services (CAPS) project ofAsian American Recovery Services, Inc.(AARS) is aimed at reducing healthdisparities and promoting the healthand well-being of Asian/Pacific Islander(A/PI) children in Santa Clara County,California. By adopting a family-focused, strength-based, and multi-disciplinary collaborative approach,CAPS strives to increase the access ofculturally appropriate family support,substance abuse, mental health, andcomprehensive health services to A/PIfamilies.

The CAPS Model

Developed as a “Starting Early, StartingSmart” best practice model program,CAPS offers culturally embeddedservices through a multi-disciplinary,family-based intervention team com-prised of a family advocate, mentalhealth specialist and designated schoolstaff. Services provided to familiesenrolled in the CAPS program includecomprehensive needs assessment,parenting education/support groups,home visits, on-site mental healthconsultation, and referrals and follow-up to culturally specific communityservices for at-risk children.

The majority of CAPS families arerecruited through outreach to parentsat Head Start preschools and at SantaClara County CalWORKS and SocialServices. At the beginning of eachschool year, CAPS staff does a presen-

tation about program services to par-ents. Throughout the school year, staffattends parent meetings as a constantreminder to parents about servicesbeing provided by CAPS.

Additionally, program flyers areposted at the school sites, and familyadvocates are at the school sites threeto four times a week to assist parents inmeeting their needs. Teachers also assistCAPS staff in recruiting parents to the

program, and family services supportspecialists (FSSS) who are employedthrough Head Start work closely withfamily advocates to address the fami-lies’ needs.

Depending on the client’s needs,either the family advocate or mentalhealth counselor takes the lead on pro-viding case management. For instance,if a client needs assistance obtaining

Section 8 housing information, ahealth insurance application, or morefood for their families, he/she will bereferred to the family advocate. In caseswhere a parent is concerned withhis/her child’s behavioral problems, thefamily will be referred to the mentalhealth counselor.

Strengthening FamiliesProgram (SFP)

Originally designed for 6-12 year oldchildren and their families, SFP is anevidence-based life skills training pro-gram developed by Karol Kumpfer &Associates in 1982. The program isdesigned to increase resilience andreduce risk factors for behavioral, emo-tional, academic and social problems.SFP builds on protective factors byimproving family relationships, parent-ing skills, and the youth’s social and lifeskills.

The SFP curriculum includesthree courses on Parenting, Children’sSkills, and Family Life Skills that aretaught in 14 weekly two-hour sessions.During the first hour of each session,parents and children participate inseparate classes. Parents learn substanceuse education, problem solving, andlimit setting, and they learn how toincrease desired behaviors in childrenby using attention and rewards,clear communication, and effectivediscipline. Children learn effectivecommunication, understanding feel-


11

STRENGTHENING FAMILIES

WITH YOUNG CHILDREN

SFP BUILDS ON

PROTECTIVE FACTORS

BY IMPROVING FAMILY

RELATIONSHIPS,

PARENTING SKILLS,

AND THE YOUTH’S

SOCIAL

AND LIFE SKILLLS.


12

ings, social skills, problem solving,resisting peer pressure, the consequencesof substance use, and compliance withparental rules. During the second hour,families engage in structured familyactivities, conduct family meetings, rein-force positive behaviors in each other,plan family activities together, and prac-tice therapeutic child play, communica-tion skills, and effective discipline.

To encourage families to partici-pate, dinner is provided, and familiesare given gift certificates from partici-pating vendors such as Target,Albertson’s, and Safeway on a weeklybasis. Upon graduation, families areoffered another year of follow-up servic-es including invitations to “boostergroups,” which provide an opportunityfor parents to learn more about topicsthat they are interested in. Parents arealso invited back for bi-annual classreunions.

SFP has been modified for AfricanAmerican families, Asian/PacificIslanders, Hispanic and AmericanIndian families, rural families, andfamilies with early teens with positiveoutcomes.

ADAPTING SFP FOR PRE-SCHOOLAGED CHILDREN

Last year, in an attempt to betteraddress the long-term needs of families,CAPS modified the SFP curriculum toadapt to preschool aged children.Although the staff has all been trainedin the SFP program, they specialize inworking with young children. Most ofthe activities in the curriculum arehands-on projects that include art,music, storytelling, and visual arts. Forexample, children might be asked todraw a picture of their problem on apuzzle piece that is given to them. Thenthey are asked to put the puzzle together

and then take it apart. The purpose ofthe activity is to focus on fixing theproblem. Children are taught that everyproblem has a resolution.

Each session also includes “carpettime,” which allows the children tocheck in and talk about their day. Forinstance, during this time, the familyspecialist might go around and ask thechildren how their day was. Then shewould read a book, and discuss it inrelation to the topic that will be intro-duced that day.

OUTCOMES

CAPS recently finished its first 14-weeksession of SFP with preschoolers andtheir parents. About 20 parents andtheir children graduated from the pro-gram. The feedback was very positivewith families commenting on how wellthe program went for them, and howthe different activities played an impor-tant part in their communication withtheir children. There also were visibleimprovements in children’s pro-socialbehaviors, mental status, and grades,

combined with reductions in aggres-sion, violent behaviors, and substanceuse among parents.

Conclusion

Based on these positive outcomes,CAPS will continue to offer the SFPto preschool aged children and theirfamilies, although its impact on pre-venting these very young children fromabusing substances is unclear at thistime. Nonetheless, SFP combined withCAPS’ other services to address fami-lies’ immediate and concrete needs,appear to improve the overall healthand well-being of these families, and toreduce the risk factors often associatedwith substance abuse.

Cheryl Aquinde,

Family SpecialistLynn Chen,

Project SupervisorHong Luu,

Family Specialist, CAPS Project,Asian American Recovery Services, Inc.,Santa Clara, CA



This article is based on a telephone

interview with Sobeira Guillen, Program

Director of Best Beginnings Plus, an AIA

funded program in New York City. Unless

otherwise cited, the information provided

is based on Ms. Guillen’s professional

opinion and clinical experience.

Supplemental information was provided

by Elizabeth Anisfeld, Program Evaluator

for Best Beginnings Plus.

Brief program overview

Best Beginnings Plus (BB+) is a homevisiting program designed to supportpositive parent-child relationships, pro-mote optimal child health and develop-ment, enhance parental self-sufficiency,and prevent child abuse and neglect forfamilies who abuse substances. BB+serves families in Washington Heights,a section of Northern Manhattan.These families are predominantlyHispanic/Latina/Latino, and primarilyDominican (70%). Most primary care-givers served by BB+ are single womenwho have less than a high school educa-tion, abuse alcohol and/or marijuana,and are between 20-30 years of age.

BB+ staff is comprised of one supervi-sor and four family support workerswho have previous experience workingwith substance affected families, espe-cially women.

Why provide substance abuseprevention services to youngchildren?

The BB+ program is grounded in thetheoretical frameworks of MaryAinsworth’s attachment theory, andrisk and resilience theories. Based onattachment theory, children who have asecure attachment with at least oneadult are more likely to developresiliency in multiple life contexts andavoid adolescent anti-social behavior(Catalano, Berglund, Ryan, Lonczak &Hawkins, 2002). This bonding maylead to better, healthier adult out-comes. Theories on risk and resiliencealso indicate that promoting child pro-tective factors such as a positive child-caregiver relationship and child devel-opment (e.g., communication, grossmotor, fine motor, problem-solvingand personal and social domains),while decreasing child risk factors (e.g.,poor self-efficacy and development)

can help children develop multiple com-petencies later in life by strengtheningtheir self-efficacy. Based on her clinicalexperience, Ms. Guillen believes thatthese competencies will provide a solidfoundation for children to abstain fromfuture drug use and overcome risks,including those posed by parentaldrug use.

Prevention-oriented services

BB+ incorporates principles of the HarmReduction model and The HealthyFamilies America (HFA) model in itsprovision of services to parents and othercaregivers, young children, and families.

INTERVENTION WITHPARENTS/CAREGIVERS

When possible, BB+, in collaborationwith other service providers, aims toreduce parental risk factors during themother’s pregnancy by providing sup-portive, voluntary services for expectantparents. Services include extensive out-reach and recruitment of pregnantwomen; a specialized birth coach, who isa trained doula (i.e., a woman experi-


13

�Exc e l l en c e i n Ac t i on

BEST BEGINNINGS PLUS:

REDUCING RISK FACTORS AMONG FAMILIES AFFECTED

BY SUBSTANCE ABUSE


14

enced in childbirth who provides sup-port to the mother before, during andjust after childbirth); prenatal classes;workshops on newborn care; and childbirth education. These interventionsmay help to decrease an expectant par-ent’s anxiety and make the child’s birtha “beautiful, unforgettable experience”for both parent and child. Further, thecombination of knowledge about theprocess of labor and delivery; the pres-ence of a familiar, supportive personduring labor and delivery; and postpartum home visits from this support-ive person should increase the newmother’s satisfaction with the birthexperience, increase her feelings ofbeing in control of her life, decreasethe stress of parenting, and conse-quently decrease the likelihood ofdepression.

After birth, BB+ works to reducemultiple risk factors in a child’s envi-ronment by addressing parental sub-stance abuse, mental health, and healthconcerns through the provision andcoordination of various services for theprimary caregiver. Services includelinkage to a mental health clinic, anonsite outpatient substance abuse treat-ment program and rehabilitation serv-ices, treatment referrals for male sub-stance users, classes on HIV preventionand education, a domestic violenceprogram for women victims with refer-rals for male batterers, and workshopsthat give women a chance to contem-plate change.

The BB+ family support workersconduct weekly home visits to supportparents and caregivers and help themcreate a more positive environment fortheir children. They also use motiva-tional interviewing techniques and pro-vide open, non-judgmental informa-tional workshops with parents who arein recovery or who are active substanceusers. This helps a child’s primary care-giver take steps toward changing,reducing, or eliminating his or her sub-

stance use, which will also create amore positive environment for children.Since BB+ continues the relationshipwith the family through a child’s fifthyear, staff can provide specific interven-tions to the caregiver to help supportpositive growth over time in a mannerconsistent with the caregiver’s individu-alized progress.

INTERVENTION WITH CHILDREN

Although most interactions with youngchildren take place in the context oftheir caregivers, BB+ staff conductsmultiple developmental assessmentswith the children directly to help pro-vide targeted intervention with thechild and caregiver. For example, everysix months, parents/caregivers bringtheir children to the BB+ center wherethe child development specialist per-forms a Bayley developmental test,which assesses the child’s cognitive,gross and fine motor, and social devel-opment. These assessments guide staffin providing interventions that areaimed at helping the child achievedevelopmental milestones. Achieve-ment of these milestones and skills

early in life helps young children devel-op self-efficacy and self-esteem, whichare expected to translate into compe-tencies that help prevent substanceabuse in children later on.

INTERVENTION WITH FAMILIES

Family support workers also use a vari-ety of interventions to provide directservices to young children and theirprimary caregivers together. Many ofthese interventions are designed to pro-mote child development and positive,mutually gratifying interactionsbetween the primary caregiver andchild. Ms. Guillen says, “Family sup-port workers encourage healthy attach-ment by focusing a minimum of 20minutes during each weekly home visiton promoting parent-child interactionwhich leads to secure attachmentthrough gains in mutual satisfactionand competence… For those 20 min-utes, we want to help that parent feellike the most important person in thatchild’s life.” Family support workershelp to strengthen this relationship byteaching the parents specific techniquessuch as infant massage to calm andsoothe their infants. The staff also pro-motes the caregiver-child relationshipby offering the caregiver positive rein-forcement and coaching, and by givingfeedback to help caregivers read theirinfants’ cues or interpret their chil-dren’s behavior and respond appropri-ately. Family support workers also usecurricula such as Partners for a HealthyBaby, Little Bits, Meld and Activities toHelp Your Child Learn and Grow toguide activities with the caregiver andchild to promote healthy interactionand attachment between the dyad. Thebelief is that this positive interactionwill result in a mutually gratifyingexperience for both child and caregiver,and promote child resiliency and pro-


THESE HEALTHY

INTERACTIONS ENABLE

CHILDREN TO LEARN

POSITIVE COPING

MECHANISMS, SUCH AS

PROBLEM SOLVING,

WHICH BUILD THEIR

SELF-ESTEEM AND

SELF-EFFICACY.

tective factors. These healthy interac-tions enable children to learn positivecoping mechanisms, such as problemsolving, which build their self-esteemand self-efficacy.

Finally, BB+ collaborates withNew York Presbyterian Hospital, themedical home for the program, toensure that both child and caregiverreceive coordinated medical services.They also coordinate with several othercommunity agencies to address themultiple needs and concerns of thesefamilies in an effort to reduce themany risk factors in their lives.

Program goals and outcomes

Although long-term goals such as sub-stance abuse prevention in young chil-dren are impossible to measure at thispoint, BB+ has multiple short-termgoals. First, the strong emphasis onchild development, attachment andparenting are expected to translate tochildren achieving their developmentalmilestones and establishing at least onesecure attachment to an adult, and tothe promotion of child self-efficacy andparental competency. Additionally, themedical services coordinated through amedical home will result in healthychildren. Finally, the emphasis onstrengthening families and reducingchild abuse and neglect risk factors willlead to a reduction in the need for out-of-home placement.

Effectiveness of the services can beconsidered by examining how well theBB+ children and families exposed tothe intervention performed comparedto children and families in the regularBest Beginning program who are notaffected by substance abuse. On allmeasures of developmental milestonesfor the children, and on the quality of

the attachment relationship betweenthe mother and child, the BB+children performed as well as the nonBB+ children. Also on measures ofmaternal psychosocial functioning suchas depressive symptoms, social support,and parenting burden, there were nodifferences between the BB+ and nonBB+ groups. These results have to betempered by the fact that these resultswere also true for the small BB+ con-trol group who were not exposed to theintervention, but were followed at 6month intervals. In areas of health careutilization, the BB+ families, in gener-al, were similar to the non BB+ fami-lies in being up to date on immuniza-tions and following through on well-baby visits. Additionally, parents reportless drug use or complete abstinence asa result of the intervention. And, outof 74 families served between 2000and 2004, only 3 children in the pro-gram group were removed from theirhome, however, they were subsequentlyreturned to their mothers.

Conclusion

Best Beginnings Plus intervenes withthe entire family unit and withindividual family members to promotehealthy attachments and lifestyles,thereby promoting the child’s compe-tencies that hopefully result in resilien-cy and self-efficacy in later years. Thesecompetencies and qualities are expect-ed to promote the prevention of futuredrug use among children of consider-able risk.

Laura Marie Stauffer,

Graduate Student Researcher, NationalAbandoned Infants Assistance ResourceCenter, University of California at Berkeley,School of Social Welfare

REFERENCE

Catalano, R.F., Berglund, M.L., Ryan,J.A.M., Lonczak, H.S., & Hawkins, J.D. (2002).Positive youth development in the United States:Research findings on evaluations of positive youthdevelopment programs. Prevention and Treatment,5,(15), 16.


15

16


The National Abandoned Infants

Assistance Resource Center invites

you to a unique forum that will bring

together a diverse set of stakeholders

concerned about substance exposed

newborns and their families. This

national conference will provide an

opportunity for a broad mix of

professionals to learn about, discuss,

and explore federal, state, and local

policies and exemplary practices that

address the specialized needs of

substance exposed newborns.

States and localities are expressly

encouraged to send multi-disciplinary

teams of professionals to strategically

address how effective policies and

practices can be developed in their

own communities.

A NATIONAL CONFERENCE

Substance Exposed Newborns: Weaving Together Effective

Policy & Practice

Date: October 6-7, 2005

Location: Washington Court Hotel on Capitol Hill, Washington, DC

Co-sponsors: U.S. Department of Health & Human Services ACY,

ACYF, Children’s Bureau and Substance Abuse and Mental Health

Services Administration

Collaborative Partners: American Hospital Association Section for

Maternal & Child Health, Kansas City Metropolitan Task Force on Drug

Exposed Infants, National Center for Substance Abuse & Child Welfare,

National Clearinghouse on Child Abuse & Neglect, National

Organization on Fetal Alcohol Syndrome, and National Association of

Perinatal Social Workers

Keynote Speakers: Barry Lester, PhD & Ira Chasnoff, MD

Registration materials available on-line at http://aia.berkeley.edu

Direct questions to Kate Spohr, Training Coordinator

Ph: 510-643-8837. E-mail: [email protected].

Preschool aged children develop-mentally are just beginning to formu-late beliefs and attitudes about theworld in which they live. They learn bydoing and imitating. According tochild psychologist, Jean Piaget, pre-school children (ages 3-5) are in thepre-operational stage of development(Forman & Kushner, 1990). Duringthis time, they begin to model othersand understand the effect of one actionon another. They are motivated bytheir own desire to make sense of theworld, and they learn through playfulinteraction with their environment.Some research has indicated that chil-dren’s formative beliefs and attitudesabout the effect of alcohol, tobaccoand other drugs can be impacted atthis early age (Miller, Smith andGoldman, 1990).

History of Preschool DrugPrevention Project

In January of 1991, the Alcohol andDrug Addiction Services Board ofCuyahoga County, Ohio, funded TheCovenant Adolescent ChemicalDependency Treatment and PreventionCenter, Inc., along with four otheragencies to develop and implementpreschool drug prevention program-ming. The Covenant Preschool DrugPrevention Project (P3) is a substanceabuse prevention program that inte-grates various aspects of child develop-ment, addictions research, and earlychildhood education into a compre-hensive drug abuse prevention effort.

This effort targets preschool-age children,their families, and their teachers. Theprogram is designed to provide a holisticapproach that addresses the followingcomponents: (1) children’s activities;(2) parent skills training; (3) early child-hood teacher training; and (4) nurtu-rance and bonding.

The goal of the Preschool DrugPrevention Project is to reach children atan early age and provide activities thatbuild appropriate attitudes about alco-hol, tobacco, and other drugs (ATOD);enhance self-esteem; and build decisionmaking and healthy living skills. It isexpected that this will prevent or delaythe onset of ATOD use.

Program Description

The Preschool Drug Prevention Project(P3) has several components, each pro-viding interventions specifically target-ing children, parents, and teachers. P3serves the Catholic Charities Services/Head Start Day Care Partnership sitesin the inner city of Cleveland, Ohio.

Head Start is an ideal arena for theprogram, serving economically disad-vantaged families in inner cities, wherethe incidence of substance use is com-paratively higher than in suburban orrural settings. In this sense, Head Startacts as a natural agent for identifyingfamilies’ needs without labeling a givensocial group in the community as “atrisk”. Moreover, Head Start requiresparents to participate in the centerswhere their children attend preschool.Even with this requirement, parentparticipation in program activities canbe challenging to achieve.

CHILDREN’S COMPONENT

The main part of the children’s segmentinvolves the use of the ABC PreschoolDrug Prevention Curriculum (Alcohol& Drug Addiction Services Board,1993). ABC is a substance abuse pre-vention curriculum designed specificallyfor use in preschools. It was researchedand developed by the preschool drugprevention project team and advisorycommittee of Cuyahoga County, Ohio.


17


PRESCHOOL DRUG

PREVENTION PROGRAM

THE GOAL OF THE

PRESCHOOL DRUG

PREVENTION PROJECT IS TO

REACH CHILDREN AT AN

EARLY AGE AND PROVIDE

ACTIVITIES THAT BUILD

APPROPRIATE ATTITUDES

ABOUT ALCOHOL, TOBACCO,

AND OTHER DRUGS (ATOD);

ENHANCE SELF ESTEEM;

AND BUILD DECISION

MAKING AND HEALTHY

LIVING SKILLS.

18

The curriculum reflects the followingfundamental precepts:� Young children learn by doing.� Teachers facilitate learning by provid-

ing children with stimulation, chal-lenging materials and activities.

� Children learn through meaningfulexperiences.

� Each child is unique with an individ-ual level of ability and development.

The curriculum also encompassesthe following standards in a develop-mentally appropriate manner: � Clearly stated “no substance use”

philosophy.� Importance of good health habits.� Information about harmful sub-

stances.� Development of assertiveness and

decision making skills.� Helping children identify safe adults.

The curriculum is based on amodel that focuses on three educationaldomains of learning: affective (feeling),behavioral (doing), and cognitive(thinking). By integrating activitiesfrom each of the educational domains,an impact is made on preschoolers’learning and beliefs about ATOD. Byinfluencing children’s feelings aboutthemselves and others (affective), byhelping children develop specific skillssuch as decision-making and communi-cation skills (behavioral), and by pro-viding information about the effects ofalcohol and other drug use (cognitive),there is a greater potential for positivebehavior, healthy living, assertivenessand saying “No!” to ATOD.

The ABC curriculum consists of26 weekly lessons with accompanyingvisual materials such as posters, feelingscharts, and puppets. The curriculumprovides numerous activities associatedwith the week’s theme to further engagechildren in exploring a given subject.

For example, activities are designed toaddress issues such as:� I am special � I accept you as you are � My favorite (i.e., assertiveness skills)� I can cooperate � Feelings � Healthy Habits � Safety � Friendship � ATOD information � Good/bad choices � Community helpers � Healthy foods � I know where I live � 911 � Sensory awareness � I tell the truth � I am generous

PARENT COMPONENT

The parent component consists of afamily management skills training pro-gram and community liaison servicesfor families presenting medical, psy-chological, or social needs. Many ofthese services are supplied by CatholicCharities. The family managementprogram addresses subjects such asreducing parental stress reactions, basicinstruction in early childhood develop-ment, managing children’s noncompli-ance without violence, and educationabout substance abuse and communityresources. The parent component isbased primarily on Parenting Plus, a13-session family management curricu-lum designed for Head Start eligiblefamilies.

TEACHER COMPONENT

The teachers’ component consists ofregular consultation with the preschoolprevention specialists, as well as on-

going training in early childhood edu-cation, alcohol, tobacco, and otherdrug abuse issues, and interpersonalcommunication.

Program Outcomes

The P3 program has the following twoprimary objectives: (1) the child willlearn that using alcohol, tobacco, andother drugs is unhealthy by acquiringan increased ability to differentiatesuitable substances and activities (e.g.,food, positive play) from unsuitablesubstances and activities (e.g., alcohol,tobacco, and other drug use and activi-ties); and (2) the child will have anincreased understanding of the conceptof “wellness”.

DIFFERENTIATING BETWEENSUITABLE & UNSUITABLESUBSTANCES AND ACTIVITIES

An assessment administered to 36children before implementation of thecurriculum, half-way through, and atthe end of the curriculum was used tomeasure the first objective. The instru-ment, entitled I Will Make a HealthyChoice, depicts icons of food and non-food items, as well as suitable and



unsuitable substances and activities.Children were shown two opposingpictures (one positive/healthy icon oractivity and one with a negative/unhealthy item or activity). They wereasked to choose the healthy item oractivity and explain why it is healthy.

The initial evaluation used a pre-school site that was not given the ABCcurriculum as a comparison group.Findings suggested that there is a sig-nificant difference, between childrenexposed to the ABC curriculum andthose not exposed to it, in their abilityto correctly identify non-food items1.Also, results indicated that childrenexposed to the ABC curriculum weresignificantly more adept at discriminat-ing between foodstuff and itemsunsuitable for consumption than thosechildren not exposed to ABC curricu-lum.

UNDERSTANDING WELLNESS

Children’s understanding of wellnesswas operationalized as the ability toidentify five behavior categories thatpromote physical and emotionalhealth: (1) eating nutritious food, (2)getting plenty of rest, (3) getting regu-lar exercise, (4) keeping the body clean,and (5) avoiding things that can hurtyour body. The instrument in the ABCcurriculum used to measure this con-cept requires children to verballydescribe the action in a picture, andthen to appraise the action’s impact onthe health of the protagonist. Unfortu-nately, the pictures elicited highlyvariable responses that precluded stan-dardization or statistical analysis.

Apparently, the visual quality of thepictures, as well as their ambiguity,may have contributed to the highlyunreliable results obtained. This instru-ment is being revised.

Replication

P3 is a total community effort involv-ing the Head Start day care centers,preschool staff and faculty (includingsocial service workers), preschool pre-vention specialists from The Covenant,and most importantly, the children andtheir families. Replication of the pro-gram is possible after extensive trainingin early childhood development andeducation, and the dynamics of sub-stance abuse, alcoholism, chemicaldependency and functional and dys-functional family systems. It is impor-

tant that the program be administeredby trained prevention specialists and/orsocial work professionals with addition-al training in ATOD issues.

Henry W. Young, Jr.,

MACTM, OCPS1, Coordinator,Prevention Services, The CovenantAdolescent Chemical Dependency Treatmentand Prevention Center, Inc.216-574-9000

REFERENCES

Alcohol and Drug Addiction services Boardof Cuyahoga County Cleveland (1993). ABCPreschool Drug Prevention Curriculum.

Forman, G. & Kushner, P., (1990) Piaget forTeaching Children. Washington, D.C.: NationalAssociation for the Education of Young Children.

Miller, P., Smith, G., & Goldman, M.(1990). Emergence of alcohol expectancies inchildhood: A possible critical period. JournalStudies on Alcohol, 51 (4), 343-349.


19

P3 is a program of The

Covenant Adolescent Chemical

Dependency Treatment and

Prevention Center, Inc., in

Cleveland, OH. Opened in

1984, its goal is to help youth

become drug and alcohol free,

regardless of their ability to pay

for services. The Covenant

provides comprehensive

day treatment for teens and

their families, aftercare,

continuing care, chemical

dependency assessment, dual

diagnosis assessment, and

prevention services which include

community prevention services,

preschool prevention services

and adolescent HIV

risk reduction.1 Cumulative scores for each group were ana-lyzed using an independent sample t test, whichproduced a t value of 2.51 with 31 degrees offreedom. The results were significant at the .01alpha level (one-tailed interpretation).

THE CURRICULUM IS

BASED ON A MODEL THAT

FOCUSES ON THREE

EDUCATIONAL DOMAINS OF

LEARNING: AFFECTIVE

(FEELING), BEHAVIORAL

(DOING), AND COGNITIVE

(THINKING). BY

INTEGRATING ACTIVITIES

FROM EACH OF THE

EDUCATIONAL DOMAINS, AN

IMPACT IS MADE ON

PRESCHOOLERS’ LEARNING

AND BELIEFS ABOUT ATOD.

20


The National AIA Resource Center is soliciting articles for the spring 2006 issue of The Source. This

bi-annual newsletter is distributed to administrators, researchers, policy makers, and direct line staff through-

out the country, and is also available on-line at http://aia.berkeley.edu/publications/source.html.

The spring 2006 issue will focus on the emergence of and treatment interventions for prominent

“new” drugs. While established drugs, such as cocaine, remain pervasive and problematic in many urban

areas, abuse of methamphetamines and prescription drugs (e.g., OxyContin) have become increasingly preva-

lent and equally destructive to families throughout the country. The impact of these “new” drugs, as well as

effective treatments for those who abuse them, may differ from the drugs that preceded them.

Therefore, we are interested in articles that address any or all of the following issues:

� prevalence and emerging trends of drug abuse throughout the country;

� physiological, behavioral, social impact of “new” drugs on individuals, newborns, and families; and

� effective strategies for engaging and treating individuals and families impacted by these “new” drugs.

To be considered for publication, please email a brief (150-200 words) abstract of your proposed

article to Amy Price at [email protected]. AIA programs are strongly encouraged to submit abstracts pre-

senting their experiences and successes.

Abstracts are due Friday, August 12, 2005.

For questions, contact Amy Price at 510-643-8383 or [email protected]

CALL FOR ARTICLES


21

GOOD BETS

CURRICULA AND PROGRAMMATERIAL

Children’s Program Kit: SupportiveEducation for Children of AddictedParents

This program kit provides substanceabuse programs with developmentally appro-priate and culturally sensitive materials forschool aged children of their clients. Thematerials are designed to teach children skillssuch as problem solving, coping, social com-petence, autonomy and a sense of purposeand future. The toolkit also contains informa-tion that therapists can distribute to help par-ents better understand the needs of their chil-dren, and training materials, posters andvideos for staff who plan to offer supportgroups for children. Native American versionalso available. Cost: Free.

SAMHSA (2002). Department of Healthand Human Services, SAMHSA,5600 Fishers Lane, Rockville, MD 20857.Ph: (800) 729-6686. TDD: (800) 487-4889.www.samsha.gov.

Voices: A Program of Self Discovery andEmpowerment for Girls

This interactive program, consisting of aFacilitator’s Guide and a Participant’s Journal,is designed to guide girls and young women,ages 12 through 17, on a journey of self-dis-covery and empowerment. Program themesinclude developing a positive sense of self;building healthy relationships; substanceabuse; physical and mental health; sexuality;and planning for a positive future. While thisprogram is designed for facilitation in a groupsetting, it can be adapted for one-on-one use,and it advocates for a strengths basedapproach that helps girls to identify and apply

their power and voices as individuals and as agroup. Cost: $80 (facilitator’s guide); $9.15(participant’s journal).

S.S. Covington (2004). Center for Genderand Justice, Institute for Relational Development,7946 Ivanhoe Ave., Ste 201B, La Jolla, CA92037. Ph: (858) 454-8528.Fax: (858) 454-8598.www.centerforgenderandjustice.com orwww.stephaniecovington.com.

Children are People: EducationalSupport Groups for Children,Adolescents, and Adults fromChemical-Abusing Families (CAPSG)

CAPSG offers three curricula that targetelementary-age children and parents at highrisk to develop healthy life skills through edu-cation and support. Topics includeIntroduction to Group, Exploring ourFeelings, Starring me, Starring you, ChemicalHealth, Chemical Use and My Family,Discovering our Feelings, Learning aboutDefenses, Problems and Solutions, What is aFamily, and Celebrating Everyone. The curric-ula are user-friendly, providing detaileddescriptions of each activity for facilitatorswho are new to the program. Cost: $220(Adult Curriculum); $240 (AdolescentCurriculum).

E. Barrett, K. Brown, & J. Zimmerman(Children, 1996; Adults, 1997; Adolescents,1998). Hazelden Publications, P.O. Box 176,Center City, MN 55012. Ph: (800) 328-9000.www.hazelden.org.

Creating Lasting Family Connections(CLFC)

CLFC is a curriculum that provides astructured opportunity for family members toimprove their ability to provide a nurturingenvironment for each other in a more effective

and meaningful way. Participants are taughtsocial skills, refusal skills, and appropriatealcohol and drug knowledge and beliefs,which provide a strong defense againstpersonal, societal, and environmental riskfactors. This program also provides parentsand other caring adults with familymanagement and enhancement training.Cost: $1475 (Curriculum); $200-$1200/day(Training).

T.N. Strader & T.D. Noe (1998). COPES, 845 Barret Avenue, Louisville, KY 40204.Ph: (502) 583-6820. Fax: (502) [email protected]. www.copes.org.

Focus on Families

The Focus on Families program involvesgroup sessions, parent training sessions, andcase management, and it is most appropriatefor parents enrolled in methadone treatmentwith children ages 3-14. Specific topicscovered include: family goal setting; relapseprevention; family communication skills;family management skills; creating familyexpectations about drugs and alcohol; teach-ing children skills; and helping childrensucceed in school. Cost: $200 (Curriculum &Workbook).

K.P. Haggerty, E. Mills, & R. F. Catalano(1993). Social Development Research Group,University of Washington, 9725 3rd Avenue NE,Suite 401, Seattle, WA 98115.Ph: (206) 543-3188. Fax: (206) [email protected]. http://depts.washington.edu/sdrg/FOF.htm.


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Strengthening Families Programs (SFP)

SFP is a family skills training programdesigned to increase resilience and reduce riskfactors for problem behaviors in 6-11 year oldchildren at high risk for behavioral, emotion-al, academic, and social problems. SFP buildson protective factors by improving familyrelationships, parenting skills, and the youth’slife and social skills. Cost: $25 (Booklet);$150 (6 manuals).

K. Kumpfer, J. DeMarsh, & W. Child(2000). Karol Kumpfer, Ph.D., University ofUtah. 250 S. 1850 E., Room 215, Salt Lake City,UT 84112. Ph: (801) 581-8498. Fax:

(801) 581-5872. [email protected].

You’re Extra Special (Y.E.S.)

Y.E.S. is a child-centered prevention-based support education program for elemen-tary- and middle-school-aged children, whichfocuses on the needs, feelings and perceptionsof the child, not the person using or thenature of the alcoholism/addiction. It isdesigned to help professionals to facilitate age-appropriate groups for children whose liveshave been affected by parental alcohol anddrug abuse. Cost: $30 (Curriculum); $60(One-day training).

H.L. Wilson, R. Kritzer, N. Diaz, & A.Sharer (1999). Y.E.S., 181 Washington Boulevard,Columbus, OH 43215. Ph: (614) 645-6488.Fax: (614) 645-6745. [email protected].

BOOKS, GUIDES AND REPORTS

Preventing Drug Abuse Among Childrenand Adolescents: A Research BasedGuide for Parents, Educators, andCommunity Leaders,Second Edition and in-Brief Web Edition

This guide can assist educators, commu-nity leaders and parents in planning, selectionand delivery of drug abuse prevention pro-grams. The guide provides principles fromthree categories that can be used to determinewhich is best for an individual area or pro-gram. The categories are risk and protectivefactors, prevention planning, and preventionprogram delivery. The in-brief web edition

presents updated prevention principles, anoverview of program planning, and criticalfirst steps for those learning about prevention.Thus, this shortened version can serve as anintroduction to research-based prevention forthose new to the fields of drug abuse preven-tion. Selected resources and references are alsoprovided. Cost: Free on-line.

National Institute of Drug Abuse (2004).www.nida.nih.gov/prevention.

Motivating Substance Abusers to EnterTreatment: Working with FamilyMembers

This book presents empirically basedtherapy programs for the family members orpartners of treatment-refusing substanceabusers. Written in an accessible style, it pro-vides step-by-step instructions for implement-ing an array of well-tested motivational,behavioral, and cognitive interventions.Illustrative case examples, reproducible clientmaterials, and many hands-on clinical point-ers bring the approach to life for therapistsand counselors from a range of backgrounds,regardless of addiction treatment experience.Cost: $34.

J.E. Smith & R.J. Meyers (2004). GuilfordPress, Promotional Code RS, 72 Spring St.,New York, NY 10012. Ph: (800) 365-7006 or(212) 431-9800. Fax: (212) 966-6708.www.guilford.com.

No Safe Haven: Children of Substance-Abusing Parents

This study examines the connectionbetween parental substance abuse and childabuse and neglect. It explores the conse-quences for parents and children and ramifica-tions for policy and practice at the federal,state and local levels. It examines promisinginnovations within child welfare agencies andthe courts, with a focus on addressing parentalsubstance abuse in families involved with thechild welfare system. In the report, CASA rec-ommends changes in policy and practice thatwould improve outcomes for children andfamilies. Cost: $22 or Free on-line.

CASA (1999). The National Center onAddiction & Substance Abuse, ColombiaUniversity, 633 Third Avenue, 19th Floor,New York, N.Y. 10017-6706.Ph: (212) 841-5200. www.casacolombia.org.

Parental Substance Misuse andChild Welfare

This book focuses on the rights andneeds of children who have parents with adependency problem and includes children’sown perspectives. It brings together theoreticaland practice issues for all those involved withwelfare responses to addiction and child pro-tection, and it presents a practical model forrisk assessment and intervention that balancesthe competing needs of addicts and their chil-dren. Cost: $29.95.

B. Kroll, A. Taylor, & J. Aldgate (2002).Jessica Kingsley Publishers, 116 Pentonville Road,London N1 9JB. [email protected]. www.jkp.com.

The Lowdown on Families Who GetHigh: Successful Parenting for FamiliesAffected by Addiction

The first two sections of this book use acombination of research and personal storiesto describe the issues from various perspec-tives, including the addicted parent, therecovering parent, the partner of the addictedparent, parents who are adult children ofaddicts, and caregivers of children of addictedparents. The section on parenting strategiesemphasizes a 12-step approach revised forparents and caregivers. The third section ofthe book, written specifically for professionals,provides a legal framework for substance abuseand child welfare issues, as well as informationon how to engage families in treatment.Cost: $19.95.

P. O’Gorman & P. Diaz (2004). ChildWelfare League of America, PO Box 932831,Atlanta, GA 31193-2831. Ph: (800) 407-6273or (770) 280-4164. [email protected].

12 Steps to Self-Parenting

This reinterpretation of the 12 steps ofAA was developed as a guide specifically forchildren and spouses of alcoholics. It alsoincludes the use of affirmations and medita-tions. Cost: $7.95.

P. O’Gorman & P. Diaz, 2004. 3316County Route 9, East Chatham, New York 12060.Ph: (518) [email protected]. www.ogormandiaz.com/books.htm.



Beyond the Shelter Wall: HomelessFamilies Speak Out

The five case studies presented in thisbook give readers a rare look at the other sideof homelessness, the side that goes beyond asingle need for housing. Whether it is thestory of Rose, a twenty-one-year-old motherof five, Anita, a product of over twenty fosterhomes and mental institutions, or Denise, arecovering addict, these mothers describe theconfusion, challenges, and desperation thatbrought them to the shelter system. Cost:$10.95.

R.D. Nunez (2004). White Tiger Press,521 West 49th St., New York, NY 10019.Ph: (212) 529-5252. Fax: (212) 529-7698.www.whitetigerpress.com.

Children of Alcoholics CommunityAction Guide

This 40 page document serves as a guidefor individuals and organizations wishing tounite their communities and raise awarenessabout the effects alcohol abuse and alcoholismcan have on children and families. It containstips for holding media events, talking points, afact sheet, feature story ideas, a drop-in article,radio and print public service announcements,a sample pitch letter, and additional mediaresources. Cost: Free on-line.

SAMSHA, NCDAI. Ph: (800) 729-6686.http://media.shs.net/prevline/pdfs/COAgutPMS287.pdf

Social Work Education for thePrevention and Treatment of AlcoholUse Disorders

This extensive curriculum consists of 20module text files and 19 PowerPoint filesdesigned to prepare professionals to practicein a variety of settings where they have theopportunity to improve outcomes for theirclients who either have an identifiable alcoholuse disorder or are at risk for developing one.Available online, the curriculum will beupdated as new research becomes available.Cost: Free on-line.

A.L. Begun (2004). National Institute onAlcohol Abuse and Alcoholism (NIAAA), 5635Fishers Lane, MSC 9304, Bethesda, Maryland20892-9304. www.niaaa.nih.gov/publications/social/main.html.

VIDEOS

Lost Childhood: Growing Up in anAlcoholic Family

This half-hour video is told in threeparts. The first part starts in a summer campand features young children of alcoholicsspeaking about their experiences; the secondpart takes place 17 years later as a follow-upwith 2 of the children who are now adults;and the third part returns to the summercamp with a new generation of children ofalcoholics and a counselor who has been therethroughout. Cost: $12.50 for VHS; $13 forDVD.

E. Yeh, C. Franklin & J. Joy (2004). YoungBroadcasting of San Francisco, Inc.Ph: (800) 729-6686. www.lostchildhood.org.

You’re Not Alone

This nine minute video speaks directlyto children and youth, providing informationabout alcoholism, being safe, finding adultswho can help, and about group as a place tofind support. Cost: $39.

Gerald T. Rogers Productions (1998).National Association for Children of Alcoholics,11426 Rockville Pike, Suite 100,Rockville, MD 20852; 888-55-4COAS.http://ncadi.samhsa.gov/nacoa.

End Broken Promises, MendBroken Hearts

This 24 minute video, featuring JerryMoe and Claudia Black, teaches about thevalue of educational support groups forchildren living in families with alcoholism orother drug dependencies. Cost: $79.

Gerald T. Rogers Productions (1998).National Association for Children of Alcoholics,11426 Rockville Pike, Suite 100, Rockville, MD20852; 888-55-4COAS.http://ncadi.samhsa.gov/nacoa.


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18th Annual Maternal & Child HealthLeadership Conference

The conference brings together interdis-ciplinary experts to share new research find-ings important for MCH as well as informa-tion about the effectiveness of programs toimprove MCH.

DATE: May 16-17, 2005

LOCATION: Oakbrook, IL

SPONSORING AGENCY: Maternal and ChildHealth Program, University of Illinois,Chicago School of Public Health

CONTACT: Arden Handler, DrPH, or NoelChavez, PhD, Co-Directors.Ph: (312) 413-5625. Fax: (312) 996-3551.www.uic.edu/sph/mch/ce/mch_leadership/main.htm

12th Annual National Foster CareConference

The conference will address a wide vari-ety of problems facing foster care specialists,foster parents and various social service profes-sionals who desire to enhance their skills inorder to create the best foster home environ-ment.

DATE: May 18-20, 2005

LOCATION: Jacksonville, FL

SPONSORING AGENCY: Daniel MemorialInstitute

CONTACT: 4203 Southpoint Blvd.,Jacksonville, FL 32216. Ph: (904) 296-1627or (800) 226-7612. Fax: (904) 296-1953.www.danielkids.org.

13th Annual Meeting “PreventionScience to Public Health”

The meeting seeks to present thelatest in prevention science from across inter-national regions in the areas of epidemiology,etiology, preventive intervention trials,demonstration projects, policy research, natu-ral experiments, program evaluations, clinicaltrials, prevention-related basic research, pre-intervention studies, efficacy and effectivenesstrials, population trials, and studies of the dif-fusion/dissemination of science-based preven-tion.

DATE: May 25-27, 2005

LOCATION: Washington, DC

SPONSORING AGENCY: Society forPrevention Research

CONTACT: www.preventionresearch.org

HIV/AIDS 2005: The Social WorkResponse

The conference will address global con-cerns regarding the HIV/AIDS epidemic.

DATE: May 28-31, 2005

LOCATION: Chicago, IL

SPONSORING AGENCY: Boston CollegeGraduate School of Social Work

CONTACT: Noreen Donovan at617-552-4064 or [email protected]

2005 National Institute for EarlyChildhood Professional Development

The themes of culture, language, anddiversity—as well as other critical issues inearly childhood education—will be the focusof this institute, which provides an opportuni-ty to learn from and share experiences withcolleagues—through indepth sessions, discus-

sion groups, and other opportunities, focusedon linking research, public policy, and profes-sional practice.

DATE: June 5-8, 2005

LOCATION: Miami, FL

SPONSORING AGENCY: National Associationfor the Education of Young Children

CONTACT: NAEYC, 1509 16th St. N.W.Washington DC 20036. Ph: (202) 232-8777 or(800) 424-2460.www.naeyc.org/conferences/institute.asp

2005 Conference on Family GroupDecision Making

Join individuals from 35 states and 10countries in the only annual conference dedicat-ed to FGDM.Conference highlights include 7dynamic skills building institutes and intensiveseminars.

DATE: June 8-11, 2005

LOCATION: Long Beach, CA

SPONSORING AGENCY: American HumaneAssociation

CONTACT: Ph: (303) 792-9900.Fax: (303) 792-5333.http://www.americanhumane.org

2005 National HIV Prevention Conference

This conference brings together all of thevarious players in the HIV prevention arena. Itis unique in its sole concentration on the everimportant science of HIV prevention.

DATE: June 12-15, 2005

LOCATION: Atlanta, GA

SPONSORING AGENCY: Centers for DiseaseControl and Prevention (CDC)

CONTACT: Ph: (866) [email protected]

CONFERENCE LISTINGS

First International InterdisciplinaryConference on Clinical Supervision

The conference is devoted to clinicalsupervision theory, practice and research sup-ported by the National Institute of DrugAbuse and The Clinical Supervisor journalpublished by Haworth Press.

DATE: June 16-18, 2005

LOCATION: Amherst, NY

SPONSORING AGENCY: University ofBuffalo School of Social Work

CONTACT:www.socialwork.buffalo.edu/csconference

Western Region Training Conference:Realities, Risks, Rewards

The conference will focus on buildingcommunity capacity for safety, permanence,and empowering communities and families.

DATE: June 20-22, 2005

LOCATION: Pasadena, CA

SPONSORING AGENCY: Child WelfareLeague of America

CONTACT: www.cwla.org/conferences/2005westernrfp.htm

12th Annual Building on FamilyStrengths Conference

Share research findings and programapproaches that promote strengths-based,family-and youth-driven services and enhancethe quality of life for families and their chil-dren who are affected by emotional, behav-ioral, or mental disorders.

DATE: June 23 - 25, 2005

LOCATION: Portland, OR

SPONSORING AGENCY: Research andTraining Center on Family Support andChildren’s Mental Health

CONTACT: Lyn Gordon, Ph: (503) 725-4114.Fax: (503) 725-4180. [email protected]/pgConfCall05.shtml

68th Annual NCJFCJ Conference

This national conference provides acombination of meetings, trainings and socialevents.

DATE: July 17-20, 2005

LOCATION: Pittsburg, PA

SPONSORING AGENCY: National Council ofJuvenile and Family Court Judges

CONTACT: www.ncjfcj.org

8th National Child Welfare DataConference

Join colleagues from across the nation todiscuss ways we can all improve, share and usedata in our team efforts to assure positive out-comes and services for children and families.The theme of the conference is AchievingPositive Outcomes for Children and Families: It’sa Team Effort.

DATE: July 20 - 22, 2005


SPONSORING AGENCY: National ResourceCenter for Child Welfare Data andTechnology

CONTACT: www.nrccwdt.org/hrc.conf

International Research Conference onthe Role of Families in Preventing &Adapting to HIV/AIDS

This conference is designed to presentresearch findings on family processes and HIVdisease.

DATE: July 20-22, 2005

LOCATION: Brooklyn, NY

SPONSORING AGENCY: National Instituteon Mental Health

CONTACT: www.nimh.nih.gov/scientificmeetings/hivaids2005.cfm

First National Conference on Access toHospice and Palliative Care

This conference focuses on eliminatingor reducing barriers that prevent timely accessto end-of-life care.

DATE: August 1 - 3, 2005

LOCATION: St. Louis, MO

SPONSORING AGENCY: National Hospiceand Palliative Care Organization

CONTACT:NHPCO, 1700 Diagonal Road,Suite 625, Alexandria, Virginia 22314.Ph: (703) 837-1500. Fax: (703) 837-1233.www.nhpco.org


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Critical Connections in Co-OccurringTreatment

This conference will provide opportuni-ties to learn the latest methods of treatment,make new contacts, and exchange ideas withpeers.

DATE: August 29-31, 2005

LOCATION: Baltimore, MD

SPONSORING AGENCY: FoundationAssociates and Dual Diagnosis RecoveryNetwork

CONTACT: Ph: 888-869-9230 ext. 207.www.co-connections.com

Generations United 13th InternationalConference

The GU biennial international confer-ence is designed to encourage, enhance, andestablish creative programming and publicpolicy initiatives globally that respect, value,involve, and improve the lives of people ofall ages.

DATE: September 13-17, 2005


SPONSORING AGENCY: Generations United

CONTACT: www.gu.org/training.asp

The New England Region TrainingConference & National Child Care &Development Conference

Information about the continuum ofcare and service delivery to children, youth,and families will be provided through fourthemes: advocacy/messaging; best practice andeffective program models; leveragingresources; and leadership/management issues.

DATE: September 28-30, 2005

LOCATION: Providence, RI

SPONSORING AGENCY: Child WelfareLeague of America

CONTACT: http://cwla.org/conferences

International Conference on SexualAssault, Domestic Violence & Stalking

This conference will provide effective,victim centered, multi-disciplinary trainingand expert consultation regarding crimes ofsexual assault and domestic violence. It seeksto identify and disseminate effective primaryprevention programs for men and risk reduc-tion programs for women.

DATE: October 3-5, 2005

LOCATION: Baltimore, MD

SPONSORING AGENCY: End ViolenceAgainst Women International

CONTACT: www.evawinc.com

Substance Exposed Newborns: WeavingTogether Effective Policy and Practice

This national conference will provide anopportunity for a broad mix of professionalsto learn about, discuss, and explore federal,state, and local policies and exemplary prac-tices that address the specialized needs of sub-stance exposed newborns.



SPONSORING AGENCY: NationalAbandoned Infants Assistance ResourceCenter

CONTACT: Kate Spohr, Ph: (510) 643-8837.Fax: (510) 643-7019. [email protected]://aia.berkeley.edu

35th Annual National Black ChildDevelopment Institute Conference

This event brings together thousands ofeducators and professionals from around thecountry in early care and education; elemen-tary and secondary education and administra-tion; child welfare and youth development;research; and local, state, and federal policy togain knowledge and acquire the skills neededto ensure a quality future for all children andyouth.


LOCATION: Orlando, FL

SPONSORING AGENCY: National BlackChild Development Institute

CONTACT: NBCDI, Ph: (202) 833-2220.Fax: (202) 833-8222. [email protected]://nbcdi.org/04/welcome

American Public Health Association133rd Annual Meeting

This meeting draws thousands of profes-sionals to share successes and failures, discoverexceptional best practices and learn fromexpert colleagues and the latest research in thefield.

DATE: November 5-9, 2005

LOCATION: New Orleans, LA

SPONSORING AGENCY: American PublicHealth Association

CONTACT: Ph: (202) [email protected]. www.apha.org/meetings/



27

Name _____________________________________________________

Affiliation __________________________________________________

Address ____________________________________________________

City, State, Zip ______________________________________________

Phone _____________________________________________________

Title of Publication Unit No. of TotalPrice Copies Price

� AIA Fact Sheets— Women with co-occurring mental illness and substance abuse (April 2005) ..................FREE* ________— Kinship Care (May 2004)..............................................................................................FREE* ________— Family Planning with Substance-Using Women (April 2004)........................................FREE* ________— Perinatal substance exposure (February 2004)................................................................FREE* ________— Recreational programs for HIV-affected children and families (September 2003)..........FREE* ________— Standby guardianship (August 2003) .............................................................................FREE* ________— Subsidized guardianship (July 2003)..............................................................................FREE* ________— Women and children with HIV/AIDS (April 2005) ......................................................FREE* ________— Shared family care (December 2002) .............................................................................FREE* ________— Boarder babies, abandoned infants, and discarded infants (July 2002)...........................FREE* ________

� From the Child’s Perspective: A Qualitative Analysis of Kinship Care Placements (2005) ......5.00 ________ _______� Discarded Infants and Neonatacide: A review of the literature (September 2004)...................5.00 ________ _______� AIA Best Practices: Lessons Learned from a Decade of Service to Children

and Families Affected by HIV and Substance Abuse (2003) .................................................12.00 ________ _______� Shared Family Care: Restoring Families Through Community Partnerships (2003)

in VHS or CD-ROM (please circle one).............................................................................FREE* ________ _______� Annual Report on Shared Family Care: Progress and Lessons Learned (2002)......................10.00 ________ _______� Expediting Permanency for Abandoned Infants:

Guidelines for State Policies and Procedures (2002) .............................................................10.00 ________ _______� Partners’ Influence on Women’s Addiction and Recovery (2002) ..........................................12.00 ________ _______� Voluntary Relinquishment of Parental Rights: Considerations and Practices (1999) ............10.00 ________ _______� Integrating Services & Permanent Housing for Families Affected

by Alcohol and Other Drugs (1997).....................................................................................10.00 ________ _______� Delivering Culturally Competent Services to Women & Children

Who Are Drug-Affected (1997)............................................................................................10.00 ________ _______� Service Outcomes for Drug- and HIV-Affected Families (1997)...........................................10.00 ________ _______� Family Planning & Child Welfare: Making The Connection (Video/Guide 1997) ..............15.00 ________ _______� Shared Family Care Program Guidelines (1996) ...................................................................10.00 ________ _______

* One copy free. For price of multiple copies, please contact the Resource Center.Total Amount Enclosed _______

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