!!!!!!

!!!!!!!!!!!!!!!!!!!!!!!!!!P.!O.!Box!6448!!Reno,!NV!89513!!Phone:!760:815:3515!!staciemathewson@me.com!
!
Title&
Below&please&list&the&title&of&this&resource.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
!
Substance!abuse!intervention!and!treatment:!A!guide!for!schools!
!
Author&
Below&please&list&the&author(s)&of&this&resource."
!
Illinois Department of Human Services !
!
Citation&
Below&please&cite&this&resource&in&APA&style.&For&guidance&on&citation&format,&please&visit&
http://owl.english.purdue.edu/owl/resource/560/01/&
!
Illinois!Department!of!Human!Services!(2009).!Substance"abuse"intervention"and"treatment:"
" A"guide"for"schools."Retrieved!from!
! https://www.prevention.org/EducatorsAndSchools/SAC/documents/DASABooklet
! _FINAL_6.19.09.pdf!
!
!
!
Summary&
Below&please&provide&a&brief&summary&of&this&resource.&If&an&abstract&is&available,&feel&free&to&copy&and&paste&it&here.&
!
! The!purpose!of!this!guide!is!to!help!schools!work!with!adolescent!substance!abuse!
issues!in!a!supportive!manner.!Recognizing!that!schools!vary!in!their!philosophy!and!
approach!to!substance!abuse!problems,!this!guide!aims!to!assist!schools!with!ideas!and!
information!to!effectively!work!with!these!issues.!Our!goal!is!to!prepare!the!school!to!help!
students!and!parents!deal!with!adolescent!substance!use!concerns!using!a!confidential,!
systemized!process.!Some!schools!have!systems!in!place!and!will!find!ideas!complementary!
to!what!they!are!already!doing.!Others!may!want!to!develop!a!system!and!will!find!this!
information!helpful.!In!addition,!this!guide!aims!to!dispel!some!of!the!myths!mentioned!
above.!Most!importantly,!this!guide!should!help!schools!and!substance!abuse!providers!to!
work!together!in!a!way!that!is!relevant!for!them!and!the!needs!of!their!community.!!
"
A Guide for Schools 1
Substance Abuse
A Guide for Schools
Intervention and Treatment
2 Substance Abuse Intervention and Treatment
We would like to acknowledge the following work group members responsible for
contributions to this project.
Patricia Berry Prevention First
Anita Casey Pillars Community
Cathy Cratty School District 113
Claudia Evanson Rosecrance
Kim Fornero Illinois Department of Human Services/Division of Community
Health and Prevention
Eric Foster The South Suburban Council on Alcoholism and
Substance Abuse
Stephanie Frank Illinois Federation of Families
Toylee Green-Harris Prevention First
Albert Holmes Illinois State Board of Education
Danielle Kirby Illinois Department of Human Services/Division of Alcoholism
and Substance Abuse
Cathy McCoy The H Group
Don Mitckess Maine Township School District 207
Carlendia Newton Illinois Department of Human Services/Division of Mental
Health Child and Adolescent Services
Jean Schram Chestnut Health Systems
Charles Smith Youth Outreach Services
Warren Wood Aunt Marthas
Rene Popovits &
Beth Donahue Popovits & Robinson, Attorneys-At-Law
Omni Youth Services
This project was undertaken by the School /
Treatment Provider Work Group which is part
of the Illinois Department of Human Services /
Division of Alcoholism and Substance Abuse Youth
Subcommittee.
Public Domain Notice: All materials appearing in this booklet except those taken directly from
copyrighted sources are considered in the public domain and may be reproduced and copied without
permission from the Illinois Department of Human Services. Citation of the source is appreciated. This
publication may not be reproduced or distributed for a fee without the specifc, written authorization of the
Illinois Department of Human Services, Division of Alcoholism and Substance Abuse.
Electronic Access: This publication may be downloaded from
http://www.illinoistreatmentworks.org or http://www.prevention.org/SAC/Resources.asp.
Recommended Citation: Substance Abuse Intervention and Treatment: A Guide for Schools. (2009).
Springfeld L: llinois Division of Alcoholism and Substance Abuse and Prevention First.
A Guide for Schools 3
Table of Contents
Introduction
Chapter 1 Administrative Alcohol and Other Drug Policies and Procedures
Substance Use Policy Violations
Chapter 2 Illinois Youth Survey
Chapter 3 Signs and Symptoms of Substance Use
Chapter 4 School-Based Student Assistance Programs
Types of Student Assistance Modalities
Connecting With Community Services through the Student Assistance
Program or School Counselor
Chapter 5 Drug Testing
Chapter 6 Early Intervention and Treatment Services in the School Setting
Early Intervention Services
Examples of Successful Early Intervention Services in the School
Inpatient and Outpatient Treatment
Co-occurring Disorders (COD): Referral and Treatment for Substance
Use and Mental Health Needs
Substance Abuse Recovery
Chapter 7 Costs and Payments for Substance Use Treatment Services
Chapter 8 Confdentiality for Student Services
Confdentiality Laws mpacting Treatment Services
FERPA Regulations Impacting Treatment Services
Appendix A: Related Acronyms

Appendix B: Web sites

Appendix C: Phone Numbers
Substance Abuse
Intervention and Treatment
A Guide for Schools
4 Substance Abuse Intervention and Treatment
M
uch more is understood now about adolescent development and substance use than
was known 20 to 30 years ago. A tremendous amount of structural and functional brain
development takes place during the adolescent years. Alcohol use can impair parts
of the brain that control memory, judgment and decision-making, impulse control and motor
control all essential brain functions that impact a students learning and behavior in school
and at home. Researchers
report that heavy drinking
during adolescence leads
to lasting impairments in
memory, reasoning and
attention. Alcohol use in
adolescents can result in up
to a 10 percent reduction
in verbal and non-verbal
information recall, lower
scores on vocabulary and
memory tests as well as
visual-spatial tests. Alcohol
and other drug use also
results in disturbed sleep
cycles, which again impacts
learning and memory.
Marijuana use results in
substantial incapacitation
of short-term memory. The anticipated improvement in test scores because of increased
instructional time can be seriously narrowed by students substance use.
As schools begin implementing the Response to Intervention (RtI) process, problem-solving
teams are more often faced with student substance use issues. The impact of substance
use on brain development, learning and behavior can short circuit a schools efforts to make
reading, math and behavior gains with struggling students. Additional understanding about
substance use treatment can assist those in implementing school programs to avoid some
unnecessary delays in assisting students and families in getting help.
Substance abuse treatment services for adolescents have been covered with myths throughout
the end of the 20th century. Schools often did not want to provide or facilitate substance abuse
prevention and treatment services in order to avoid the label of having a drug problem in the
school. As schools have come to understand that substance use problems are community
problems manifested in the school, and that substance use reduces a students ability to learn
and achieve success, the availability of these services has increased.
The normal changes that occur during adolescence pose a natural challenge for most parents
and school personnel. When changes are infuenced by alcohol and other drug use, many
parents, teachers and administrators need additional support to address both their concerns
Introduction
A Guide for Schools 5
and the childs choices and behavior. Although many of us grew up during the decades of
exploding youth drug experimentation, the substances used by todays youth are not the same
in choice, composition and potency. The myths and even facts about alcohol and other drugs
circulating when many of us were
teens, will not serve our needs today.
Social networking through blogs,
message boards and texting rapidly
espouses the perceived immediate
benefts of a substance and rarely
carries messages of tragic outcomes,
misleading teens to believe that
substance use is low risk and widely
accepted in their culture. Misused
over-the-counter and prescription
medications have gained popularity
along with binge drinking. Marijuana
potency is much greater now than
20 years ago and can lead to a
host of social, health, learning and
behavioral problems.
Parents want the best for their growing adolescent and dont want to miss the signs of serious
trouble. At times, parents may fnd it diffcult to understand when the situation is out of their
control and to determine when they need to seek outside help for their child. When a school
is prepared to help parents deal with adolescent substance use concerns in a confdential,
systemized process, the school's efforts can increase parent cooperation, assist the student
and family in accessing the most appropriate services, and strengthen the chances that the
student can remain in school and achieve greater educational outcomes.
Just about everyone at some point faces questions such as Should I drink alcohol? If I do,
what should I drink and how much is it okay to drink? When those questions are being tackled
during adolescence or before, the reasoning and experiences that offer the answers may be
infuenced by factors different from those infuencing the adult facing the same questions.
Because the types of substances and the amounts and frequency of use vary among teens,
many schools are prepared to offer a continuum of services at school or by collaborating with
community service providers. Many teens do not use alcohol and other drugs, in which case
prevention services and programming can positively infuence their thinking in answering
questions about whether to drink alcohol or use other substances. Prevention programming
and services are designed to address primarily those students not using or in the very early
stages of experimentation. Prevention services have been shown to be effective in delaying
the onset of substance use and in reducing substance use during adolescence.
Some teens will need additional support to address substance use issues, which many
schools provide through early intervention groups such as awareness groups and groups for
those concerned about their own or someone elses substance use. School administrators
and teachers are typically not prepared to deal with students substance use concerns and
6 Substance Abuse Intervention and Treatment
problems other than through school policy enforcement. At some schools, the school social
worker may coordinate support services. Other schools offer services through school-based
health centers. In schools with a Student Assistance Program (SAP), the SAP offers trained
support to provide these early intervention services as well as address those teens whose
needs go beyond educational support groups. Schools are encouraged to explore ways to
address students substance use concerns and problems with an educational approach.
When teens become harmfully involved with alcohol and other drugs, professional treatment
services become the best course of action. The level of appropriate substance abuse treatment
should be clarifed through a professional substance abuse assessment. Accessing community
services capable of providing services in the least restrictive manner is a barrier for students
getting assessment and the identifed level of treatment. Licensed treatment providers
located in the school setting can reduce the barriers of schedule, transportation and follow-
through without the school district assuming any of the costs of providing those services. This
arrangement allows the student who does not meet the criteria for inpatient substance use
treatment to receive the appropriate level of care
while remaining in the educational setting.
The purpose of this guide is to help schools
work with adolescent substance abuse issues
in a supportive manner. Recognizing that
schools vary in their philosophy and approach
to substance abuse problems, this guide aims
to assist schools with ideas and information to
effectively work with these issues. Our goal is to
prepare the school to help students and parents
deal with adolescent substance use concerns
using a confdential, systemized process. Some
schools have systems in place and will fnd ideas
complementary to what they are already doing.
Others may want to develop a system and will
fnd this information helpful. n addition, this guide
aims to dispel some of the myths mentioned
above. Most importantly, this guide should help
schools and substance abuse providers to work
together in a way that is relevant for them and
the needs of their community.
See the Helpful Web sites
section in the appendix for
information about starting an
SAP at your school.
A Guide for Schools 7
Administrative Alcohol and Other Drug
Policies and Procedures
A schools alcohol and other drug policy represents the framework for efforts in the school
to address student alcohol and other drug use. It guides prevention efforts; establishes
boundaries of application, expectations and
normative values for student behavior; details
the schools procedures in handling incidents
with consequences; and empowers adults
responsible for students in the district. The
creation of policies and procedures must
balance what is best for the individual and
what is most desirable for the total school
population necessitating the inclusion of
prevention, intervention and support as well as
consequences for violations.
The policies and procedures must provide a solid
message that alcohol and other drug use will
not be tolerated in settings involving the school
while also providing options for getting students
the help they need. The policies and procedures
should include procedures implemented by
staff for prevention efforts and incident management as well as violations and consequences
detailed in student handbooks and school Web sites. One source of additional information may
be found at www.prevention.org. (Go to Student Assistance Programs, then Resources. Look
for the article entitled Student Assistance and School Policies and Procedures).
Archival data can be useful in determining policy violations around substance use on campus,
substance use by athletes or results of random drug screening. Examining the schools
archival data regarding suspensions and expulsions for substance use violations can also
yield valuable planning data. Both the Illinois Youth Survey and the schools archival data
on policy violations can help policy and procedure development. Archival data may include
numbers of suspensions, expulsions and calls to local law enforcement, which will be helpful
in formulating policy and procedure changes. The Illinois Youth Survey is another source of
helpful information and is described in detail on page 9.
Substance Use Policy Violations
When a student must seek substance abuse treatment services as a condition of a contract for
a school policy violation, several options will be available based upon the recommendations
following a professional substance abuse assessment. The contract offers students the option
of a reduction in consequences based upon compliance with the contracts conditions. The
contract may be part of an alternative to suspension plan, or for more severe or repeated
After reviewing archival data
related to expulsion, one
district became concerned about
the number of students who
were expelled for substance
abuse related offenses. They
changed their school policy
to provide a treatment option
alternative for the rst
offense. This policy change
allowed students to continue
their education while getting
professional help for their
substance abuse.
Chapter 1
8 Substance Abuse Intervention and Treatment
violations, an expulsion. A treatment plan will be developed by the treatment agency involving
periodic drug screens (urine testing) along with the level of treatment most appropriate for
addressing the students needs.
Alternative to Suspension (ATS) is a program that specifcally targets a behavior that violates school
policy and procedure (i.e., alcohol and drugs use, tobacco use) with a goal of altering behavior,
fostering accountability and reducing recidivism. ATS promotes learning by giving students an
opportunity to stay in school, which increases the chance of improving grades, attendance and other
successful outcomes
ATS is an alternative and not a replacement for suspension/expulsion. It is used to offer the student
an opportunity to learn from his/her mistake. By participating and completing the ATS, the student
will receive a reduced suspension or no suspension. If the student does not complete the program,
then the original conditions of the suspension are instituted.
When implementing an ATS program, the following should be considered:
1. Who are the people that will be involved in the referral process for the ATS program?
It is important to include all levels of school staff in the process including the school
administrators, deans, SAP coordinator, counselors and teachers.
2. What are the current school policies, disciplinary policies, or student conduct codes
around alcohol and other drug use?
At what point will a student be offered an ATS program versus a suspension? It is important
to include the ATS program as part of the school policies, disciplinary policies and student
conduct codes.
3. What is the school staffs level of understanding around alcohol and drug use?
Education is a critical component when implementing an ATS program. It is important to
provide school staff with information that will help support their decisions to refer to an ATS
program.
4. Who will pay for the ATS program?
There are agencies that have the ability to link with school districts to provide alcohol and
other drug education services at no cost to the school district. These agencies are licensed by
the state to provide services and can often assist in the planning and implementation process
of the ATS program.
5. Another factor is the personal belief systems surrounding disciplinary policies and
student conduct codes within the school system as they relate to alcohol and other
drug use. The stigma associated with alcohol and other drug use may be reduced through
appropriate training for school personnel, which may improve student and parent participation
in the programs.
ATS programs are designed to target and educate students around alcohol and drug use. While
some ATS programs fall under Early Intervention Services and consist of a limited number of
sessions or hours to be completed in general, ATS programs should not be restricted. Once a
referral for ATS is made, the receiving agency will perform a complete assessment to determine
exactly the severity of the problems. Based on the assessment, a student may need additional
treatment services that involve Level I or Level II treatment. School policies that require participation
in ATS programs should be worded to include an assessment by a licensed treatment services
provider and compliance with the assessment and with all treatment recommendations.
A Guide for Schools 9
Illinois Youth Survey
Understanding substance use from both the community
perspective and individual perspective is valuable. An important
informational source for schools is the Illinois Youth Survey
(IYS). Many schools in Illinois have participated in the Illinois
Youth Survey as a way of learning more about their students
alcohol and other drug use and other at-risk behaviors.
The Illinois Youth Survey includes questions on abuse and
dependence, making its information very relevant for substance
abuse treatment agencies. If schools in a given community
participate in the survey, a treatment or prevention provider can
go to the Web site (www.illinoisyouthsurvey.org) to gather data
about that specifc community and use the information for grant
proposals, fundraising and targeting services.
However, if the schools dont participate, the data isnt available. This data is of interest
not only to substance abuse prevention and treatment providers, but also to the Illinois
Department of Human Services for making funding decisions and understanding the needs in
the communities. It is very important for a schools program, service and policy development
planning purposes to participate in the survey for grades 6, 8, 10 and 12 to understand the
substance use issues in their school.
Statewide participation in the Illinois Youth Survey has grown substantially since its inception
in 1990, with over 550 schools participating in the 2006 survey. Word-of-mouth promotion
from schools that have participated in the past is growing, as schools have found their survey
results to be very benefcial. They have used the results in school improvement planning to
increase healthy behaviors and academic performance, in grant applications, and to assist
community prevention groups in identifying important community risk and protective factors.
At the state level, IYS results are more important than ever as educators and human service
professionals move toward more science-based practice. The Illinois State Board of Education,
the Illinois Department of Human Services and other statewide entities put the IYS results to
many important uses through joint planning and collaboration. The survey is valid and reliable,
so it will meet requirements for grant applications and funding requests to report the needs in
your particular community but only if the schools are participating.
In spring of alternate years, the IYS is offered to Illinois schools at no cost, supported by the
Illinois Department of Human Services. This 40-minute survey, given in the 6th, 8th, 10th and
12th grade levels, is voluntary, anonymous and easy to implement. The survey is available in
English or Spanish and can be taken online or in the traditional paper/pencil format. All schools
that participate receive their individual school's detailed results, which are confdential and sent
only to the school. A follow-up report that provides more in-depth information is also available
at no cost.
Chapter 2
10 Substance Abuse Intervention and Treatment
Signs and Symptoms of Substance Use
A continuum of substance abuse services would need to include information that aids in early
identifcation and intervention efforts. Detecting an individual's substance use through signs
and symptoms is not an exact science. Signs of use will vary by the type of substance used
and by the amount and frequency of use. There are several common signs, however, with
these being primarily behavioral signs of use.
Chapter 3
Common Behavioral Signs include:
Change in friends; evasive about or doesnt
want to talk about new friends or new hangouts;
friends are known drug users;
Change in performance in school or
performance at work; skips school or is late for
school;
Secretive or suspicious behavior; increased
secrecy about possessions or activities;
Change in mood; more frequent mood swings,
sudden oversensitivity; temper tantrums or
resentful behavior; irritability or nervousness;
Change in conversations with friends (e.g. more
secretive); using coded language; change in
clothing choices; new fascination with clothes
that highlight drug use;
Unexplained need for money; stealing money or
items; increase in borrowing money;
Change in overall attitude/personality with no
other identifable cause;
Change in habits at home; decreased interest in
family and family activities;
Change in activities or hobbies;
General lack of motivation, energy and self-
esteem; I dont care attitude;
Use of incense, room deodorant or perfume to
hide smoke or chemical odors;
Missing prescription drugs especially narcotics
and mood stabilizers from your house or
relatives home;
Evidence of drug paraphernalia such as pipes,
rolling papers, etc.;
Evidence of use of inhalant products such as
hairspray, nail polish, correction fuid, common
household products; rags and paper bags
sometimes used as accessories; bottles of eye
drops which may be used to mask bloodshot
eyes or dilated pupils;
New use of mouthwash or breath mints to cover
up the smell of alcohol;
Legal problems as a result of behavior.
Physical symptoms also vary by
the substance used and the degree
of use. Physical symptoms may
include:
Changes in appetite and eating patterns
including loss or increase in appetite;
unexplained weight loss or gain;
Slowed or staggering walk; poor physical
coordination;
Inability to sleep awake at unusual times;
unusual laziness;
Red, watery eyes; pupils larger or smaller than
usual; blank stare;
Cold, sweaty palms; tremors or shakes of hands,
feet or head; irregular heartbeat;
Puffy face, blushing or paleness;
Smell of substance on breath, body or clothes;
Extreme hyperactivity; excessive talkativeness;
Runny nose; hacking cough;
Needle marks on lower arm, leg or bottom of
feet;
Nausea, vomiting or excessive sweating.
Keep in mind that if you are aware that a child has
experienced an emotional or physical trauma or has
had legal problems, that these are also risk factors for
substance use.
A Guide for Schools 11
School-Based Student Assistance Programs
Student Assistance Programs have historically served the school as the helping role in dealing
with alcohol and other drug use issues impacting the school. Student Assistance Programs
(SAPs) are patterned after and function similarly to Employee Assistance Programs (EAPs) in the
workplace. Just as employers through EAPs seek to offer wellness opportunities, early intervention
services and collaboration with treatment services when needed, SAPs provide the same
systematic framework of prevention, early intervention and support services for students in grades
kindergarten through high school.
SAPs in schools understand that personal issues impact
not only individual success, but also workplace and school
success as a whole. Addressing these personal issues
through services and support enhances individual and
school/work success.
SAPs utilize both individual strategies for identifed students
and environmental approaches to improve the educational
opportunities for all students and educators. SAPs address
barriers to learning that impact both the individual student and the school in order to increase
student success while improving school climate. SAP staff utilize effective practices, principles and
strategies through a systems approach to respond to student problems. SAPs partner with parents,
students, and as needed with school resource offcers, other school faculty, community coalitions,
agencies and service providers in seeking to remove barriers that impede student success.
Confdentiality about a student's problems and services is a high priority for both SAPs and EAPs.
One advantage of the SAP is that no one in the school knows why the student is accessing the
SAP. This allows privacy for the child, avoids labeling the child as a drug kid. Student Assistance
can be especially important at the Response to Intervention Tier 2 service level. When a student
is not making progress after several weeks at Tier 2, it makes sense for the SAP to begin looking
at what else is going on in the student's life in addition to skill defcits. This may be a valuable
opportunity to identify substance use.

Types of Student Assistance Modalities
Student Assistance services historically have been coordinated and delivered through one
or a combination of modalities. The most common mode of SAP services in the school is the
interdisciplinary SAP Core Team, which is composed of an administrator, social worker, nurse and
classroom teachers. Services through the core team approach often focus on early identifcation,
early intervention and support.
A second modality is the internal Student Assistance coordinator (often termed the SAP coordinator
or counselor), whose focus includes planning and delivering prevention programming as well as
assisting identifed individual students with their needs. mplementing educational support groups
for students with common risk factors and barriers to learning is another primary function for SAP
coordinators.
Chapter 4
12 Substance Abuse Intervention and Treatment
The external SAP coordinator characteristically focuses on working with the individual student,
especially in the areas of substance use and mental health concerns and often has a specialty in
mental health or substance use issues and treatment. The internal SAP coordinator is considered
an employee of the school, whereas the external SAP coordinator is most often contracted through
a local agency, typically for part-time service delivery. Many schools fnd that a combination of the
three modalities of SAP services provide the most comprehensive level of assistance to students.
Connecting With Community Services through the Student
Assistance Program or School Counselor
Student Assistance Program coordinators or team members are concerned about the overall
well-being of the student when substance abuse occurs. Regardless of the method by which the
student has been identifed using substances, a professional substance use assessment can
determine the level of use and the appropriate level of treatment.
A school that has a Student Assistance Program and/or SAP coordinator may offer several
advantages in assisting students and families in this process, as well as providing follow-up support
while the student is receiving treatment services. Although some families are comfortable talking
with an administrator about their concerns and questions regarding substance abuse treatment,
others are not. The SAP members or coordinator offer the opportunity for those families to receive
assessment and treatment information as well as assistance with confdentiality regulations as part
of a coordinated system of care. SAP members have resource guides and are often more familiar
with the types of community services that address the needs of
students and families.
Many adolescents may not be willing to address their substance
abuse issues, while other adolescents are concerned and fear
the unknown repercussions of seeking help through school
administration. Student Assistance Programs offer students an
opportunity to confdentially ask questions about and seek help
for their own or someone elses substance abuse. The Student
Assistance Program may also offer early intervention, concerned
persons and recovery support groups in the school that help
students learn more about the consequences of substance abuse and assistance in seeking
appropriate help and maintaining a substance-free lifestyle.
SAP coordinators who are also licensed substance abuse counselors are able to answer questions
for the student and family about the various levels of care and stages of the substance abuse
treatment process. Some schools are beginning to offer brief substance abuse intervention
services through licensed treatment providers in the school setting, allowing students to receive the
help needed in the least restrictive and most accessible environment.
Schools that do not offer Student Assistance services may want to consider developing procedures
for connecting students and families with appropriate substance abuse treatment services. The
school counselor often has additional training in appropriate strategies for engaging students and
families in connecting with treatment resources. Procedures should include what a teacher or
administrator should do to protect a student's confdentiality while accessing the help of the school
counselor.
A Guide for Schools 13
Drug Testing
Drug testing is a tool that is used by employers and more recently by schools to establish the
absence or presence of a wide spectrum of substances. Some schools have begun including
drug testing as part of their strategy in maintaining a safe and drug-free environment in the
school. Confusion may occur when distinguishing the difference between testing for cause/
reasonable suspicion and "random drug testing. School administrators will fnd it valuable to
understand the purpose of each in order to determine whether testing may meet their schools
needs.
The overarching intent of all drug testing is to help students maintain a drug-free lifestyle.
Public and private school policies may differ because private schools have more latitude in
determining provisions for attending a school. Private schools may require that all potential
students applying to attend the school provide evidence of a negative drug test; may require
that all students attending participate in a
school-wide or random drug testing program;
or require students participating in extra
curricular events to provide evidence of a
negative drug test prior to participation. Public
schools follow the Illinois School Code in
establishing all requirements for drug testing.
Testing for cause is intended to prevent or
deter substance use among students, which
may include monitoring a students use, and in
some cases may be used to identify students
using substances. Public schools and private
schools may test for cause when there is
reasonable suspicion that a student may have
used a substance or is under the infuence of a substance. The National nstitute on Drug
Abuse provides the following explanation on testing for cause that may help distinguish this
reason for testing.
Reasonable suspicion/cause testing involves a school requiring a student to provide a urine
specimen when there is suffcient evidence to suggest that the student may have used an
illicit substance. Typically, this involves the direct observations made by school offcials that a
student has used or possesses illicit substances, exhibits physical symptoms of being under
the infuence, and has patterns of abnormal or erratic behavior."
(See www.drugabuse.gov/drugpages/testingfaqs.html)
Another intent of for cause testing is to monitor the substance use of students who have
violated the schools substance use policy. This testing is included in remediation efforts and
is conducted as a component of substance use treatment services. Drug testing for monitoring
purposes through the school most often must occur at a medical testing lab prepared to deal
Chapter 5
14 Substance Abuse Intervention and Treatment
with aspects of securing the testing site and testing procedures including proper handling of
the samples. Results are reported to the student, family and the schools designated recipient
for that information. Costs for this type of testing
become the responsibility of the student and family.
It is of value to note that although a substance use
test report may be negative, it does not mean the
student has not been using substances. The types
of substances included in the test and the levels of
substance used to determine negative and positive
results would impact the outcome of the report.
The intent of random student drug testing is also
to prevent and deter student substance use. The
purpose of the random test is to add another
strategy to the schools alcohol and other drug
prevention efforts. Random student drug testing
has shown some effectiveness in prevention
efforts with students reporting that they consider
the testing to be a risk, which allows them the opportunity to refuse
involvement with a substance because of potential of testing.
Random student drug testing is conducted on the school grounds,
typically through a contract with a testing laboratory whose staff
secures the testing location, monitors the tests and takes the
samples back to the lab. Positive test results are reviewed by a
medical review offcer and reported through strict confdentiality
guidelines to the student, family and the schools designated
recipient.
The outcome of a positive random drug sample should be to
unite the student, family and community resources to secure an
assessment and the appropriate level of treatment for the student.
Random student drug testing does not place a student at risk of
expulsion in public middle and high schools; private school students
may be subject to expulsion. The National School Board Associations resource document on
random student drug testing states, It is not uncommon for a school to suspend a student with
a positive test for a specifc timeframe from the school activity for which testing is in place.
(see http://www.nsba.org/MainMenu/SchoolBoardPolicies/NSBAFederalGuidanceDocuments/
StudentDrugTesting.aspx)
The most frequently used method of drug testing has been urine screens although some
laboratories prefer hair testing or saliva testing depending on the type and usage patterns of
the substance in question. Random student drug testing costs in public schools currently must
be absorbed by the school and cannot be charged to students and families. Private schools
may place the responsibility for testing on families.
Any type of substance use testing should be part of a schools overall policy to prevent and
deter substance use. A districts local counsel should review testing policies and procedures for
any type of substance use testing.
Random drug testing for
students involves creation of
a testing pool of individuals
who will participate in the
random tests. The United States
Constitution allows the testing
pool to be comprised of all
middle and high school students
participating in competitive extra-
curricular activities. Students
may also volunteer to become
part of the testing pool.
A Guide for Schools 15
Early Intervention and Treatment Services
in the School Setting
Getting adolescents to attend treatment in a treatment center, especially for outpatient
services, can be challenging. Lack of transportation is frequently identifed as a barrier to
services provided outside the school. Students with substance problems are less likely to have
access to a vehicle and frequently come from high stress families that are unable to provide
transportation. Providing these services in the school is a viable alternative. For schools
considering offering substance abuse treatment services at the school, there are several pros
and cons to weigh.
Pros of on-site treatment:
There are additional resources to address the growing needs and concerns around
alcohol and other drug use.
Students needing services have increased access to treatment services and support
throughout the school day.
There are fewer barriers to students and families in accessing needed services,
especially when time and transportation are issues.
On-site treatment decreases the amount of time a student may have to spend outside of
school.
Collaborative approaches to providing substance use treatment in the school setting
strengthen relationships between community agencies and the school.
Agencies can provide additional support to staff around alcohol and other drug problems.
Cons of on-site treatment:
Students may need to leave class to see a counselor.
Schools must provide a confdential space for an outside agency to provide services.
There could be additional building or staffng expense the school may incur if on-site
services are offered after school or in the evening.
There are many types of services available to students and their families for substance abuse
issues. Prevention services do not target individuals but whole groups of people such as
the 7th grade students or all parents of students in a particular grade or school, etc. On the
Chapter 6
16 Substance Abuse Intervention and Treatment
other end of the spectrum are Substance Abuse Treatment services and these services are
individualized, require a comprehensive assessment including a drug screen, and are provided
to students who have a clinical diagnosis of abuse or dependency. There are many other types
of counseling services which are beyond the scope of prevention but do not constitute clinical
treatment. These services are individualized and target specifc students because of a known
risk factor or high-risk behavior, are sub-clinical, and are for those who do not have a diagnosis
of substance dependency or abuse.
Early Intervention Services
One option for schools is offering early intervention services in the school provided by a
qualifed substance abuse treatment agency-based individual. These services are directed
toward students who are at higher risk of using substances and have not yet been identifed as
needing treatment services. Services available may include:
Assistance in identifying and intervening with high-risk students through collaboration
with the schools Student Assistance Program and social workers;
Conducting basic screening for substance abuse and mental health issues and
connecting the student and family with higher levels of treatment services as indicated;
Providing brief individual counseling sessions;
Collaborating with parents, probation offcers, school staff or community agencies to plan
and coordinate interventions with students;
Conducting alternative-to-suspension and expulsion programs for students who have
violated the schools administrative code.
Schools and agencies providing early
intervention services create linkage
agreements describing the role of the
school and the agency in providing this
service. A linkage agreement is a tool used
to create an understanding of the services
that may be delivered and coordinated
between two or more agencies. When an
agency initially enters into a partnership
with a school, it is essential that the school
and agency defne which students agency
staff will see and which students will be
assigned to school social workers and
other school personnel. The process is
best guided by administration from the
agency and school. Defning the agency's role, clarifying how the referral process will work
and clarifying how the agencys staff person will work with the Student Assistance Program are
important elements of the linkage agreement.
A Guide for Schools 17
The process of creating a linkage agreement or understanding follows the
process of any other project:
Assessment Determining the need
Planning Selecting the intervention
Implementation Applying the intervention
Maintenance Networking, making further referrals as needed
Evaluation Determining if it is working, and if not, returning to assessment.
Schools should be aware that although involving parents in the students services is a goal,
students over 12 years of age legally do not need parental permission to receive services
(for more details, see page 22 under Confdentiality). Some schools have a policy to contact
parents if a student is going to receive any kind of services from non-school personnel and
will send a letter to parents at the beginning of the school year explaining that these services
will be available to students and their families and that the student may be referred during the
course of the year at the schools discretion. If the parent objects to these services, they are
responsible for contacting the schools administration. Some schools write individual letters to
parents for a child that has been referred to a support group. When a school chooses not to
allow substance use services to occur on campus without contacting parents, students may
have to seek services outside the school. Schools should be prepared to assist students and
their families with information in identifying licensed treatment service providers.
Examples of Successful Early Intervention Services in the School
Example 1:
A middle school student was referred to the Early Intervention Specialist because of
behavioral problems that resulted in many trips to the principal's offce. The assessment
indicated that although the student was not involved in substance use, he had a family
history of substance abuse and a chaotic family life. After several weeks of services, the
principal talked with the Early Intervention Specialist and reported how pleased he was that
the students behavior had greatly improved. The principal said he asked the student what
had caused the change in behavior, and the student told him, Mr. Jones (Early Intervention
Specialist) told me to behave.
Example 2:
A high school student was referred to an Early Intervention Specialist for bringing
paraphernalia to school. The student was having problems with grades and family issues.
During the sessions, the student decided using substances was not worth getting into
all the trouble he was in, so he quit. Over the next few months, the student had negative
drug screens and his grades and family issues improved. The student is now on target for
graduation.
Example 3:
A high school student who was referred to Early Intervention reported that she was living in a
home where there was domestic violence. The father had a history of substance abuse and
the mother was mentally ill. The student reported that she used alcohol, marijuana and pills
to escape emotionally. The Early Interventionist worked with the mother to get the girl into
outpatient services and she did well for a few months. The girl relapsed and ran away from
home. Staff worked with the family to get the girl into residential treatment where she is doing
well and reports that she is ready to change. The family is involved in family sessions.
18 Substance Abuse Intervention and Treatment
Inpatient and Outpatient Treatment
Outpatient treatment includes individual therapy and/or group therapy with the student
returning home in the evenings. Sometimes treatment will be several hours per day, other
times it can be the whole day, which is usually referred to as day treatment. Teens are often
referred to outpatient therapy after inpatient therapy. Outpatient programs may be fexible
and can occur in late afternoons
and evenings. As with inpatient
programs, some level of family
participation will be required.
Families may be asked to
participate in family therapy, family
support groups or educational
meetings. Treatment has been
shown to be consistently more
effective with longer lasting results
if the family participates in the
treatment process.
Inpatient or residential treatment
occurs in a licensed facility for
a certain number of days and
requires that the student live at
the facility during the treatment
process. During that time, the
student will receive individual therapy, group therapy, relapse prevention skills and other
activities that support a drug-free lifestyle once the student is discharged. An inpatient
treatment program will also have requirements for family involvement. Families may be asked
to attend family therapy, family education groups and/or family support groups. The treatment
facility may be in contact with the school if the student or family consents through a signed
confdentiality agreement.
Treatment typically occurs in three levels described as
follows:
Level I Outpatient treatment includes individual therapy once or twice a week, family
therapy, group counseling or a combination of these things, not totaling more than 9 hours per
week.
Level II Intensive outpatient treatment (also known as IOP) includes all the above
services, but a client attends multiple days a week for several hours at a time.
Level III Intensive inpatient treatment is a residential program. A client stays
overnight for a number of days depending on how the program is structured. A client is often
discharged to a Level I or II outpatient program.
A Guide for Schools 19
A professionaI who is specicaIIy trained in aIcohoI and other drug (AOD)
treatment provides all services. School personnel may locate treatment
services through the following:
www.hndtreatment.samhsa.gov
Click on the treatment locator. Choose "detailed search, then enter your zip code and
how many miles you are willing to drive and click continue. Check adolescents under
"special programs/groups to fnd adolescent programs and click "continue. Checking
too many items limits the search; it is better to check less and review the options under
each facility.
www.illinoistreatmentworks.org
In Illinois, schools and families can use the above Web site to locate treatment. On the
homepage is a link to the adolescent substance abuse treatment provider directory.
Refer to the phone book under social service agencies or substance abuse
facilities. Call agencies and ask whether they have substance abuse treatment and
mental health services for adolescents.
In addition, once a student is referred to treatment services, whether those services are
provided at the school or at the agency, it is standard practice for treatment agencies to
utilize drug testing as a way of measuring whether a patient is making changes with regards
to alcohol and drug use, or to determine if additional treatment services are necessary. Drug
testing is specifc to the clinical process and should not be used to determine additional
sanctions under school policies. Treatment agencies are required to utilize a licensed
laboratory for testing and all clinical staff are
trained in the specimen collection process
and chain of custody. If treatment services are
provided on-site at the school, consideration
will need to be made as to where an agency
staff member can properly collect a urine
specimen in the safest, most clinically effective
manner.
Appropriate treatment offers benefts for the
student, family and school. A student who is
not under the infuence of alcohol and other
drugs can have improved outcomes in their
attendance and academics.
Co-occurring Disorders (COD): ReferraI and Treatment for
Substance Use and Mental Health Needs
Students struggling with both mental health and substance abuse (COD) need greater
amounts of support. There is greater success in mental health when the issues of alcohol
and other drugs are addressed simultaneously, and vice versa. Alcohol and other drugs are
frequently used inappropriately as a coping tool to manage symptoms of depression, anxiety
20 Substance Abuse Intervention and Treatment
and auditory/visual hallucinations, also known as self-medicating. Alcohol and other drugs
can also complicate mental health symptoms by triggering symptoms of depression, anxiety,
paranoia and hallucinations. It is imperative that students struggling with both alcohol and other
drugs and mental health problems receive referrals that address both issues.
The felds of mental health and substance use historically have operated separately from each
other although collaborating. It very well may be that the symptoms indicating a referral for
mental health counseling may manifest themselves before the symptoms of alcohol and other
drugs become apparent. However, once an issue associated with alcohol and other drugs
is identifed, a referral should be made for that service, if not at least sharing any additional
information with the mental health provider about alcohol and other drug use. Many providers
of mental health and substance abuse treatment work very closely with each other to address
these complicating issues.
Substance Abuse Recovery
Recovery is about putting together a life without alcohol and other drugs. Successful recovery
means learning how to sustain the changes in the students lifestyle and personal beliefs
that he/she learned during treatment. For many students this can be a signifcant period of
development when they look to friends for confrmation. For many students this also means
rejecting their friends.
Recovery looks different for every student depending on what
issues he/she is confronting in his/her addiction. For some, there
are underlying mental health issues that complicate recovery.
This is commonly known as co-occurring disorders. Students may
have depression, anxiety disorders, Attention Defcit Hyperactivity
Disorder, or post traumatic stress disorder. It is important that the
treatment program is able to recognize these issues and treat them in
conjunction with the addiction.
One issue that complicates adolescent recovery is that teens are
often unwilling participants in their own recovery. They were brought
to treatment by parents or guardians. They were court mandated to
treatment. They are trying to avoid school expulsion or a lengthy school suspension. This
aspect of adolescent recovery differs from adult recovery.
Self-help groups are another way students get the support they need during their recovery.
Self- help groups are based on the philosophy that students can get support from talking
with other students going through similar issues. Student Assistance Programs may offer
opportunities for individual or group recovery support. Schools without SAPs may offer support
through a school social worker or guidance counselor.
Relapse is common among adolescents seeking treatment 2 to 4 times before they are able
to sustain recovery. The critical time is the frst 30 to 90 days post-treatment. Parents must
encourage and enable teens to get to their recovery programs so that they can maintain their
recovery goals. Research suggests that staying in a recovery program for one year after
treatment is ideal.
A Guide for Schools 21
Costs and Payments for Substance Use
Treatment Services
Families are responsible for payment for treatment services and there are various funding
resources to help pay for these services. Many agencies that provide alcohol and other
drug treatment services receive funding from the Illinois Department of Human Services,
Division of Alcoholism and Substance Abuse (DASA) to provide those services. School
administrators may fnd approaching substance abuse treatment agencies to identify various
funding resources to pay for treatment services helpful to both the school and families.
Local substance abuse treatment providers can help schools work through the eligibility
requirements of these funding resources to help families access public funding.
The schools role is to serve as a bridge between the school, student, family and treatment
providers. When the student is assessed for the need for treatment services, they also receive
a fnancial assessment at the agency to
determine if they are eligible for public funding
sources. The eligibility for public funding
is based mainly upon two criteria family
income projected gross income, and family
size number of dependents in the home.
Whether the individual or family qualifes
for Medicaid benefts, has private health
insurance or another way to pay for treatment
may also affect eligibility. If an individual or
family does not meet the specifc criteria for a
public funding source, they may be eligible for
a sliding fee scale based on their income and
other factors.
The sliding scale is developed by the treatment
agency in an effort to make treatment services
accessible for everyone. The sliding scale
is based on the same criteria as public
funding sources. It outlines the percentage of
treatment costs for which a family or individual
may be responsible. Finally, the fee for some
treatment services may be waived if fnancial
criteria are met.
Chapter 7
22 Substance Abuse Intervention and Treatment
CondentiaIity for Student Services
Confdentiality is the right of a person to keep things private with another person. n the case
of treatment, it might be between a teen and his counselor, or a family and a counselor, or
a parent and a counselor. The counselor is bound by certain state and federal laws, as well
as ethical rules that prevent her from sharing a familys personal information with others.
There are times when information provided by the student may need to be shared. Early
intervention or agency treatment staff will need to explain to the student during the frst session
that confdentiality does not cover information indicating that they have been a victim of child
abuse or an intention to harm themselves or others. Other exceptions may exist and can be
discussed with your student by treatment staff.
Protecting the confdentiality of the student must be balanced with the welfare of the other
students in a school setting. School administrators will want to clarify with agency staff how
they will address threats of violence and how it can impact confdentiality. Additionally, school
administration will want to clarify procedures for students who attend counseling sessions and/
or are under the infuence of illegal substances.
The school setting itself presents confdentiality challenges. The district's legal counsel should
guide decisions about how all confdentiality regulations should apply to students within the
school setting. Most staff members are
not familiar with federal and state laws
regarding confdentiality for substance
abuse and mental health issues. Typically,
when school staff are educated about
confdentiality issues, communication
problems related to students are minimal.
School staff and students are aware when
students enter the counseling offce. t
is important that certain areas or certain
personnel not be known as the drug
room or the drug person. Having a
Student Assistance Program that works
with a variety of life issues provides greater
confdentiality about why the student would
be seeking help. Paper fles and other confdential information about students must be secured
in a locked cabinet and not accessible to other students who may come into the area where
students are seen for substance use related issues, or to staff who do not have the authority to
view these records. Any computer records regarding mental health or substance abuse issues
must also be secured and not accessible to unauthorized persons.
Chapter 8
A Guide for Schools 23
CondentiaIity Laws Impacting Treatment Services
There are several different laws that protect health information. The frst is a Federal law
governing substance abuse treatment information. 42 C.F.R. Part 2 protects any information
about substance abuse treatment, whether the information is discussed verbally or is in a
persons records. A minor 12 years old or older can request substance abuse treatment, and
can also request that his substance abuse treatment records be held from his parents or
legal guardian (as discussed further below).
There are also State laws that protect mental health information. The Mental Health and
Developmental Disabilities Confdentiality Act, 740 LCS 110, and the Mental Health and
Developmental Disabilities Code, 405 ILCS 5, protect all records or communications
regarding a person who is receiving mental health treatment, or treatment because they
are developmentally disabled. A minor 12 years old or older can request mental health
treatment, and can also request that his mental health treatment records be held from his
parents or legal guardian (with several limitations discussed further below).
There is another Federal law in place that governs how agencies should handle confdential
information. This is called the Health Insurance Portability and Accountability Act of 1996,
more commonly known as HIPAA. Basically, HIPAA protects all of a persons personal
health information, including how this information should be handled and shared. This also
applies to mental health and substance abuse treatment information unless another law is
stricter than HPAA in protecting the confdentiality of this information.
Treatment agencies will provide anyone seeking treatment with a document that outlines
their rights as a patient under HIPAA. Anyone who receives treatment will also sign an
authorization, allowing the agency to share treatment information with certain people or
places, such as with parents or with the school. HIPAA procedures in the school setting are
typically handled by the school nurse, school supportive services staff, or the SAP counselor
in order for students to have the opportunity to participate and achieve in the least restrictive
school environment. Educational records (as long as they do not contain treatment or
counseling information) are governed by a special law that protects students educational
records (discussed further below) and are not governed by Federal or state confdentiality
regulations regarding substance abuse or mental health treatment. However, schools must
continue to protect private information from individuals not in a need to know position.
There are also state and federal laws that govern consent to treatment. In general, a child
18 or younger must have the permission of a parent or guardian to seek medical treatment.
Below are listed conditions that allow a minor to consent to his own treatment. Even in a
situation that allows a minor to consent to his own treatment, for purposes of liability an
agency will often request consent for treatment from the parents.
Substance Abuse Treatment A child 12 or older can seek or consent to his own outpatient
substance abuse treatment without parent or guardian notifcation. The treatment can
address his addiction or the addiction of a family member. The counselor shall work
with the teen to include the family in treatment, but is not allowed to notify the parent or
guardian unless, in the judgment of the Director of the program, the teen is unable to make
a rational decision about telling the parent or guardian about their treatment and the safety
24 Substance Abuse Intervention and Treatment
of the teen is in question. (42 C.F.R. 2.14,). The consent can specify what information can
be released and to whom it can be released. The release of information can be signed by a
student 12 years of age or older.
Mental Health Generally, a parent or guardian of a child 12 or older cannot see the childs
record, unless the child is told and does not object, or the counselor decides there is no
reason to keep the parents or guardian from seeing the records. (740 ILCS 110/4). Parents
who do not consent are not liable for the cost of services (405 ILCS 5/3-501). A child 12 or
older can receive up to fve 45-minute counseling sessions for mental health issues without
the consent of a parent or guardian. This difference between substance abuse and mental
health treatment should be noted. There is no such limit on substance abuse services.
Inpatient Mental Health/Voluntary A minor 16 years or older may voluntarily be admitted
into a mental health facility. The parent or guardian will be immediately notifed. (405 LCS
5/3-502)
Inpatient Mental Health/Involuntary A minor can be admitted to a mental health facility if
the director of the facility feels the minors mental illness or emotional instability warrants
hospitalization. (405 LCS 5/3-503) A minor 12 years or older must be informed of her right
to object to the hospitalization in a way the minor can understand. (405 LCS 5/3-503) f
the minor objects to the hospitalization, she must be discharged within 15 days, excluding
weekends and holidays, unless she withdraws the objection. (405 ILCS 405 5/3-507)
FERPA Regulations Impacting Treatment Services
The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the
privacy of a students educational records. All schools who receive funds from the U.S.
Department of Education must comply with these rules.
Under FERPA, students, or parents of students under 18, have the right to request and review
any educational records related to that student. Educational records include any recorded
information about the student that is created or maintained by the school, a school employee
or a person acting on behalf of the school. In general, a school must make the record
available, but is not required to make copies of the record. If a school makes copies, because
a parent or student is a great distance away, the school may charge a fee. A parent or student
can amend the record if the information contained is misleading or inaccurate or denies the
student right to privacy. The rights of FERPA transfer to the student when she reaches 18 or
transfers to a school beyond high school.
However, it is important to note that there is a confict between the regulations governing
the confdentiality of substance treatment records and FERPA. Because the defnition of
educational records is so broad, the records regarding a student receiving counseling at the
school could be considered an educational record under FERPA. Generally, schools should
keep treatment records separate from the childs educational records. However, if there is
no consent to release information to the parents, and if the parents seek records about the
substance abuse counseling their child is receiving in school, the school should seek legal
advice about disclosure of this information.
A Guide for Schools 25
CADC Certifed Alcohol and Other Drug Abuse
Counselor
A CADC has at least a high school diploma or
equivalent. This counselor has experience working
with clients with alcohol and substance abuse
issues and receives regular supervision from
a person who has additional substance abuse
knowledge. This counselor also has taken specifc
training related to substance abuse issues and has
taken an exam to prove his competence. He also
regularly attends trainings to maintain his license.
CMADC Certifed Masters Alcohol and Other
Drug Abuse Counselor
This counselor has a Masters or Doctoral degree
in counseling or related feld and has worked
at least fve years in substance abuse. This
counselor also has experience supervising other
clinicians. This counselor also has taken specifc
training to provide substance abuse counseling
and passed exams to prove her competence.
She also regularly attends training to maintain her
license.
CSAT Center for Substance Abuse Treatment
is part of SAMHSA and works with states and
community-based groups to improve and expand
existing substance abuse treatment services under
the Substance Abuse Prevention and Treatment
Block Grant program.
DASA Division of Alcohol and Substance Abuse
is a division of the Illinois Department of Human
Services.
DMH Division of Mental Health is a division of
the Illinois Department of Human Services.
IAODAPCA Illinois Alcohol and Other Drug
Abuse Professional Certifcation Association, nc.
LCPC Licensed Clinical Professional Counselor
is a person with a Masters Degree in Counseling
and is licensed by the State of Illinois. This person
has completed the required number of client hours
and has been supervised by another licensed
counselor. This practitioner attends continuing
education to maintain her license.
Appendix A: Helpful Acronyms
LCSW Licensed Clinical Social Worker is a
masters level social worker licensed by the State
of Illinois. He has completed the required number
of client hours and has been supervised by another
licensed social worker. This practitioner attends
continuing education to maintain his/her license.
LICENSED TREATMENT PROVIDER The state
requires that any provider engaged in substance
abuse treatment and intervention is licensed by the
state. Reference Illinois Administrative Rule 2060
for more details.
(see http://www.ilga.gov/commission/jcar/
admincode/077/07702060sections.html)
MISA I & II Mental Illness and Substance Abuse
is a person who has received specifc training
and supervision around issues of mental illness
and substance abuse. Counselors must attend
continuing education to maintain their credential.
RDDP Registered Dual Diagnosis Practitioner
is a licensed professional with experience and
expertise in both mental illness and substance
abuse. Practitioners must attend continuing
education to maintain their credential.
SAMHSA Substance Abuse and Mental
Health Services Administration is within the U.S.
Department of Health and Human Services and
promotes the quality and availability of community-
based substance abuse treatment services for
individuals and families who need them.
SAP Student Assistance Programs. Student
Assistance is an infrastructure of proven, school-
based practices that brings help to students,
families, schools and communities. Student
Assistance provides an integrated system of care,
including prevention, early intervention and support
services that address mental health and substance
use issues that otherwise result in barriers to
student learning and success. (National Student
Assistance Association, 2008)
26 Substance Abuse Intervention and Treatment
www.prevention.org Go to Student Assistance
Programs a website that offers information about
how Student Assistance Programs function along
with training information, tools and resources.
www.iaodapca.org Illinois Alcohol and Other
Drug Abuse Professional Certifcation Association.
nformation about professional certifcates for
substance use treatment professionals.
www.ndtreatment.samhsa.gov Provides a
list of treatment facilities that have been licensed,
certifed or otherwise approved to provide
substance abuse services by the state of Illinois.
Go to the web site and click on the treatment
locator. Choose detailed search, then enter your
zip code and how many miles you are willing to
drive and click continue. Check adolescents
under "special programs/groups to fnd adolescent
programs and click continue. Checking too many
items limits the search; it is better to check less
and read the options under each facility.
www.illinoistreatmentworks.org A website that
offers resources and information about adolescent
treatment in Illinois.
www.health.org National Clearinghouse for
Alcohol and Drug Information.
www.nida.nih.gov National Institute on Drug
Abuse.
www.niaaa.nih.gov National Institute on Alcohol
Abuse and Alcoholism.
National Toll Free Referral Numbers for
Treatment
800.662 HELP (4357) (English and Espaol)
800.487.4889 (TDD)
Illinois Division of Alcoholism and Substance
Abuse
866.213.0548
Appendix B: Helpful Web sites
www.family.samhsa.gov Substance Abuse and
Mental Health Services Administration.
www.TheAntiDrug.com Offers resources,
information and facts for parents.
www.laantidroga.com Spanish website with
resources, information and facts for parents.
www.drugfreeamerica.org Offers tips and
information for parents and caregivers.
www.familiesanonymous.org A self-help group
for families that are dealing with a loved ones
addiction.
http://thetrevorproject.org/helpline.aspx
Information about the Trevor Project and the Trevor
helpline. The Trevor Helpline is the only nationwide,
around-the-clock crisis and suicide prevention
helpline for lesbian, gay, bisexual, transgender and
questioning youth.
www.IASAP.org Illinois Association of Student
Assistance Professionals provides information for
those working with Student Assistance.
www.iffcmh.net A statewide, not-for-proft
organization dedicated to enhancing the lives of
children with emotional, behavioral and mental
health needs, and their families through support,
education, training and advocacy.
www.nsaa.us National Student Assistance
Association is national information for those who
work with Student Assistance.
Appendix C: Helpful Phone Numbers
CDC National STD/AIDS Hotline
800.227.8922 English (STD)
800.342.2437 English (AIDS)
800.344.7432 (Spanish)
800.243.7889 (TDD)
Illinois HIV/AIDS Hotline
800.243.2437
A Guide for Schools 27
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Please call ahead to let us know you will be visiting (security requirement
for the building).Convenient parking and the entrance are just north of
Chicago Avenue on Larrabee Street. Go to 600westchicago.com for transit
information. Present a photo ID with address to the security ofcer.
*Pay return postage only. Three week loan period, may be renewed one time.
At Prevention First
28 Substance Abuse Intervention and Treatment
Headquarters
2800 Montvale Dr.
Springeld, IL 62704
217.793.7353
www.prevention.org
Funding provided in whole or in part by the Illinois Department of Human
Services and Illinois State Board of Education
Published June 2009
Branch Ofce
600 West Chicago Ave., Suite 200
Chicago, IL 60654
312.988.4646