Alternative to Suspension. Patterns of Human Behavior Addiction & Enabling

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Page 1 of 16 Student Name: _____________________________ Participating Parent Name: _____________________________

Alternative to Suspension

A five-day home suspension is a standard consequence for drug/alcohol related violations. In exchange for reducing the suspension to three days, the student and a participating parent have agreed to complete this exercise within those three days. The videos in this assignment cover adult issues, so parental involvement and parental guidance is necessary.

The student and parent will report directly to the vice principal’s office on the fourth day of suspension instead of going to class. If the vice principal determines it was completed honestly and sincerely, the student will return to class and be called in to speak with a counselor later in the day (the standard practice for all students returning from suspension). If not completed honestly and sincerely, the original five-day duration of suspension will be reinstated.

First Day of Suspension:

First day back if completed:

First day back if not completed:

Patterns of Human Behavior—Addiction & Enabling

Though we are all individuals, our behavior often falls into certain patterns. This exercise will help you recognize two of those patterns. Complete all of the following steps, in the order presented.

Part 1: Apply the clinical definitions of addiction and enabling to other people’s lives (pages 2-7).

• The student and parent will watch at least six whole episodes (4.5 hours of viewing time) chosen from the following TV shows, making sure to watch at least one whole episode of each:

o “Rehab with Dr. Drew” on VH1.com

 Season 6 home page: http://tinyurl.com/bkqpy4g

 Be sure to watch full episodes, and not clips.

 Best viewed from the beginning of a season, “Intake,” to its end, “Graduation.” o “Intervention” on A&E.com

 http://www.aetv.com/intervention/video/

 Be sure to watch full episodes, and not clips.

 Each episode is independent of the other, so any season, any episode will work well. Episodes with the interventionist, Jeff VanVonderen, are recommended.

http://www.aetv.com/intervention/meet-interventionists/jeff-vanvonderen/

• As the student watches, he/she will write down the actions that are examples of each of the following two patterns of human behavior (pages 2-9):

o addiction: continued use despite mounting consequences,

o enabling: shielding someone from the full consequences of his/her actions. Part 2: Apply the clinical definitions of addiction and enabling to your own lives (pages 9-14).

• The student and a parent each complete their own “Identifying ‘Mounting Consequences’ in Your Own Life.” Parent and student read what they wrote together (pages 9-12).

• Parent completes “Applying ‘Full Consequences’ In Your Own Life” contract, goes over it with the student, and both sign (pgs 13-14).

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Part 1: Episode 1 of 6

TV Show: Season#/Episode #: Watched with participating parent? □ Y or □ N As you watch, write down the things you see that are examples of:

Addiction: Continued use despite mounting consequences. Enabling: Shielding someone from the full consequences of his/her actions.

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Part 1: Episode 2 of 6

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Part 1: Episode 3 of 6

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Part 1: Episode 4 of 6

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Part 1: Episode 5 of 6

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Part 1: Episode 6 of 6

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Part 2A: Identifying “Mounting Consequences” in Your Own Life—

By the Student

Now that you, the student, have had practice applying these patterns in other people’s lives, it’s time to apply them in your own. In the space below, describe 1) a chemical related incident, and 2) the consequences felt by you and those around you.

Specific Description of Incident (date, time, place, with who): ___________________________________________

Consequences at school: ______________________________________________________________________

Consequences at home: _______________________________________________________________________

Consequences with law enforcement: _____________________________________________________________

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Page 10 of 16 Consequences with family relationships: ___________________________________________________________

Consequences with employment: ________________________________________________________________

Consequences with finances: ___________________________________________________________________

Consequences with physical health: ______________________________________________________________

Consequences with motivation: _________________________________________________________________

Consequences with self-image/self-respect/emotions: ________________________________________________

Student, after you and your parent have each completed these “Identifying ‘Mounting Consequences’” sheets, read each other’s work and add in more information from your own perspective. Then read them together again. If there are multiple chemical related incidents, consider repeating this exercise for each one on a separate sheet of paper, then arrange them in chronological order.

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Part 2A: Identifying “Mounting Consequences” in Your Own Life—

By the Parent

Now that you, the parent, have had practice applying these patterns in other people’s lives, now you’ll apply them to your own. In the space below, describe from your point of view and give your perceptions of 1) the same chemical related incident your child chose, and 2) the consequences felt by you and those around you. Then, read it together with your child.

Specific Description of Incident (date, time, place, with who): ___________________________________________

Consequences at school: ______________________________________________________________________

Consequences at home: _______________________________________________________________________

Consequences with law enforcement: _____________________________________________________________

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Page 12 of 16 Consequences with family relationships: ___________________________________________________________

Consequences with employment: ________________________________________________________________

Consequences with finances: ___________________________________________________________________

Consequences with physical health: ______________________________________________________________

Consequences with motivation: _________________________________________________________________

Consequences with self-image/self-respect/emotions: ________________________________________________

Parent, after you and your child have each completed these “Identifying ‘Mounting Consequences’” sheets, read each other’s and add in more information from your own perspective. Then read them together again.

If there are multiple chemical related incidents, consider repeating this exercise for each one on a separate sheet of paper, then arrange them in chronological order.

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Part 2B: Applying “Full Consequences” in Your Own Life—

By the Parent

Parent, now that you’ve had practice applying the concept of “enabling” to other people’s lives, it’s time to apply it to your own.

The only actions that “help” are ones that makes it less likely that the child will use drugs again, and that is done by making sure the child feels the consequences of his/her own actions.

This “Behavior Contract” that you, the parent, will write will clearly communicate the reasonable expectations you have for your child, as well as the consequences you are willing to impose when he/she chooses to break them. Some sample expectations are listed. Continue with more of your own expectations, and for each one, fill in the

consequence that you are willing to enforce. Warning: you must be very sure that you are willing to follow through with the consequences that you list—otherwise you will be reinforcing his/her drug use.

That part of your child that wants to be sober will appreciate both the clear expectations and the consistent consequences for not meeting them.

CONTRACT

Expectation Consequence

1. Abstinence from all drugs of any kind (drugs,

alcohol, nicotine).

2. Cooperate with and pass all random drug tests.

Tampering or refusing to test is the same as a

positive test.

3. No paraphernalia on our property or on your

person at any time.

4. Your cell phone and online social media accounts

will be available for random search, and will be

free of drug related items.

5. None of your peers may be on our property if

under the influence of or in possession of drugs

or alcohol.

6. Attend all scheduled counseling appointments.

7. Have zero truancies or tardies at school.

8. Pass all classes at school with a C or higher.

4. Parent will take away cell phone and all

internet access for a period of time.

7. Parent will report truancies to vice principal for

assignment of Saturday school.

8. Student will attend all sessions of after school

tutoring.

8. Create a study spot and time at home, and use it

at least one hour every day. If all work is done,

study to get ahead, or read a novel.

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Page 14 of 16 I affirm that I will enforce/follow the letter and the spirit of the expectations and consequences outlined in this contract.

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Part 3: Reflection—

By the Student

Please write at least a one paragraph response to each question below. Attach a separate paper if necessary.

Please summarize how your drug use has negatively affected your life and others around you.

Any other thoughts, comments, or reflections?

I affirm that this assignment was done honestly and completely.

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Part 3: Reflection—

By the Parent

Please write at least a one paragraph response to each question below. Attach a separate paper if necessary.

Please summarize your understanding of how to keep your son or daughter drug free.

Any other thoughts, comments, or reflections?

I affirm that this assignment was done honestly and completely.