Running head: PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

PPE310:HealthLiteracyforSchools
ParentalInfluenceonStudentHealth
SignatureAssignmentOutline
ErinBryant
Course#2596522400,Scottsdale
MaryDean

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

Introduction
Youcanasknearlyanyoneandtheywilllikelybeabletodescribehowtheyhavebeen
eitherdirectlyorindirectlyaffectedbysubstanceabuse;whethertheirownorthatofalovedone.
Itisapervasiveproblemthataffectsfamiliesacrossalldemographics,ages,genders,religions,
andcultures.Thoughmostinitiallyunderestimatetheconsequences,substanceabuseaffects
individualsinmanydevastatingways,includingbutnotlimitedto:decreasedprioritizationself
care,academics,andlovedones,declininggradesandschoolattendance,severehealthissues,
impairedexecutivefunctioning,anddeath.Overall,substanceabuseanddependencyrateshave
beenslowlydecliningamongyouthandyoungadultsoverrecentyears.Thistrend,however,is
notrandomorcauseforadecreasedsenseofurgency.Onthecontrary,thistrendistheresultof
heightedawareness,increasedaccesstoinformation,earlyintervention,andsupportprograms,
andtheproactivebehaviorsamongparentsandeducators.
Parentsplayacriticalroleinpreventingandidentifyingsubstanceabuseintheirchildren.
Thisisduetoparentsinimitableinfluenceontheirchildslife.Theamountofcontacttime,
reliancestudentsinnatelyhaveontheadultsintheirlives,andchildrensinstinctualdesireto
trustplaceanimmenseresponsibilityonthedue.Whilethemajorityofthisinfluencenaturally
fallsontheparentsorguardiansofthechild,manylacktheinformation,guidance,andskillsto
beeffectiveinthismission.Thisiswhyitisimperativeforeducatorstoworkcloselywith
families,facilitatingeducation,resources,andprograms,tosupportpositivelifechoicesof
adolescentstudents.Aprogramthataddressestheeducationneedsofparentsandstudentswith
regardstosubstanceabuseshouldbeimplementedinallmiddleandhighschools.Such
programsshouldprovideinformationonthesocial,emotional,andphysicalrisksanddangersof

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

substanceabuse,contributingfactorsthatmayleadtoit,signsandsymptomsofabuseaswellas
preventativemeasurestotake.Amodelforsuchaprogram,TheParentProject,willbe
introducedlateron.Erinhennigan.weebly.com.
Review of Current Literature

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

Abar, Jackson and Wood (2014) propose that parenting practices

impact the behavior of teens, including substance abuse and delinquency.
Parent practices were defined as the mechanisms by which parents attempt
to directly affect outcomes (Abar, Jackson & Wood, 2014). The contextual
model of parenting style recognizes that the response of the adolescent to
parent directives and his/her active participation and compliance influence
subsequent parental behaviors, both positive and negative. Parental
monitoring and knowledge were found to have a great impact on adolescent
behavior. Parent knowledge was defined as the active parental solicitation
of information from their
child, efforts by parents to
control their childs activities,
and disclosure of information
from children to adults. This
study examined the extent to
which the bidirectional nature
of the associations between
perceived parental
knowledge and adolescent outcomes is dependent on one specific facet of
parenting style, the quality of the parent-child relationship.

The results of this study indicate that the influences of perceived

parental knowledge was found to have a direct effect on substance use and

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

delinquency; the more adolescents perceived their parents having

knowledge of and interest in their lives, the fewer instances of drug and
delinquency were reported (Abar, Jackson & Wood, 2014). In general,
findings point toward a need for consistent parental efforts and welldesigned parent-based intervention during this developmental period. It also
concluded that enhancing the parent-child relationship was important in
strengthening parenting practices.
Smith, Sells, Rodman and Reynolds (2006) were concerned about the dramatic increase
of adolescent drug and alcohol abuse and dependence. They identified three critical gaps in
adolescent substance abuse and treatment: the link between adolescent substance abuse to
dysfunctional family dynamics, the occurrence of other behavioral problems
such as truancy, fighting, and defiance, and lack of parental commitment to
participating in family substance abuse treatment programs (Smith et al.,
2006). They assessed whether or not active parent involvement and the
concurrent treatment of severe behavior problems would reduce teen
substance abuse as measured by the adolescent SASSI scale and if these
changes would be maintained after treatment ended over a 12-month
period. A third question was to assess the frequency of relapse within the
12-month period.
Results indicate that parents active participation in adolescents
treatment of substance abuse and severe behavioral problems can have a
major positive impact on program effectiveness (Smith et al., 2006).
Adolescents self-reported substance use dropped significantly. 85%

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

reportedly did not relapse over the course of an entire year after the
treatment ended. This evidence suggests that a group-oriented, family
therapy informed psychoeducation is effective in helping parents reassert
their authority and reduce their childrens severe behavior problems and
substance abuse.
Clark, Shamblen, Ringwalt and Hanley (2012) focused on the effect of parental
monitoring on substance abuse in the high-risk youth population of students attending
alternative schools. Researchers sought to examine whether parental monitoring at baseline
would predict substance use among alternative high school students over the course of two years.
Using a four-point scale, students rated the likelihood of being caught by their parents engaging
in antisocial behavior. High scores reflected high parental monitoring. High parental monitoring
at baseline predicted significantly less use of alcohol, marijuana, downers, cocaine, PCP, LSD
and prescription drugs and drinking to intoxication at the first posttest. Approximately one year
later, high parental monitoring at baseline still predicted significantly less use of alcohol,
marijuana, downers, cocaine, PCP, LSD and prescription drugs and drinking to intoxication.
These authors found significant effects of parental monitoring on the use of some, but not all,
substances.
This study found a substantial amount of substance use among alternative high school
students. The authors found that high parental monitoring in this population predicted the use of
many, but not all of the substances that were examined. They noted that alternative high school
students had more opportunity for interaction with students who had low parental monitoring.
This study suggests that, parental monitoring serves as a protective factor, even for high-risk

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

alternative school students. It further suggests that, including a parental monitoring

component may increase the effectiveness of traditional drug treatment programs.
Gershman(2012)examinedthe
effectivenessofasubstanceabuse
awarenessprogramwhichtargetedhigh
schoolstudentswhoweredeterminedat
riskforsubstanceabuse,andtheir
parents.Theresearchteamcollaborated
withschooladministrators,teachers,anddoctorstodevelopthepreventionprogram.The
programwasmultidimensionalandconsistedoflessonplansforparents,teachers,andstudents.
Thelessonplansdesignedforparentsfocusonprescriptiondrugabuseandaretobedeliveredto
parentsondesignatedparentnights.Lessonplansthatweredirectedtowardsschoolfaculty
aretobeimplementedintrainings.
SynthesisofCurrentLiterature
Overall,thecurrentliteratureisoverwhelminglyinagreementthatparentsgreatly
influenceadolescentschoicesrelatedtodrugsandalcohol;bothforthepositiveandnegative.
Allstudiesreviewedindicatedthatthereisastrongcorrelationbetweenpositiveparentchild
relationships,andreducedinstancesorlikelihoodofabusingsubstancessuchasdrugsoralcohol.
Additionally,allstudiesindicatedreduceduseofsubstancesorlikelihoodofusehadastrong
correlationwithregularandopenparentchildcommunication.Furthermore,thestudies
reviewedlinkedpoorparentchildrelationshipsandcommunicationpatternswithanincreaseof
substanceabuseorlikelihoodofsubstanceabuse.Theconditionofparentchildrelationships,as

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

wellaspatterns/likelihoodofsubstanceabuseweredeterminedbasedonselfreportsofteensand
theirparents.
Literaturevariesslightlymorewhendiscussingtheparentingmodelsthataremost
supportiveofpositivelifechoicesinteens;buttheconsensusislargelythatparentswhoare
involved,open,communicative,andconsistenttendtobethemosteffectiveatmakingapositive
impact.Additionally,theseparentstendtomodelappropriatebehavior,havehighbutreasonable
expectations,maintainrespectful,mutualboundariesandincludetheirchildindecisionmaking.
PracticalImplications
Theprevalenceandimplicationsofadolescentsubstanceabuseareundeniable.Thereis,
withoutquestion,adirenecessityforaplantobeputintoplacewithineachcommunitytoset
intoactionasmallandlargescalechange.It
hasbeenshownthatparentshavethegreatest
impactontheirteensbehavior;though
communication,interest,monitoring,and
boundarysetting.Themosteffectivewayto
attackabehavioralepidemicamongyouthisto
empowerparentswiththeappropriatetools.
Forthisreason,TheParentProjectplanwillplaceaheavyemphasisonparenteducation,
especiallyeducatingparentsonpracticesthatwhichhavebeenshowntoleadtoareducedriskof
substanceabuseamongadolescents.
ThisaspectofTheParentProjectwillinvolve3parentworkshopsperschoolyear(one
pertrimester)fromgradessixththroughtwelfth.Intheseworkshops,professionalsintheareas

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

ofchilddevelopment,substanceabuse,andsocialwork,alongwithschooladministratorswill
presentinformationtoparentsaboutthedangersofsubstanceabuse,commonprecursors,signs
andsymptoms,andstepstotakewhenparentssuspecttheirchildisusingdrugsoralcohol.
Theseworkshopsshouldofferampleopportunityforparentstoaskquestionsanonymously,
withoutfearofjudgment.Thiswillallowparentstofeelmorecomfortableaskingdifficultor
seeminglyembarrassingquestions,andgettheinformationtheyneedtoeffectivelysupporttheir
child.
Next,TheProgramwillinvolveaNarcotics/AlcoholicsAnonymous(NAA)support
program.Thisisagreatlyimpactfulprogram,whichofferspeerandprofessionalsupportand
counselingfromcertifiedcounselorstoassiststudentsstrugglingwithsubstanceabuse.Being
abletomaintainanonymitywhilehavingaccesstopeerandprofessionalassistancewill
ultimatelyincreasethelikelihoodthatstudentsinneedwillseekouthelp.
Finally,TheParentProjectwillempowerstudentstomakepositivechoicesby
integratingsubstanceabuseeducationintothegeneraleducationcurriculum.Educatorsand
substancespecialistswillworktogethertodevisetheselessonsthataredeliveredwiththegoalof
increasingawareness.Thelessonswillnotonlyaddressfactsabouttheeffectsofsubstance
abuse,buttheywillalsotargeteducationofunderlyingmotivationsforusingdrugs/alcoholand
identifyalternativebehaviorsthatmeetthesameneedsinamorehealthy,effectivemanner.In
doingthis,educatorsareequippingstudentswithappropriatecopingtoolsthatwillbenefitthem
throughouttheirlives.Theselessonswithbewoventhroughoutallcontentareas,frommath
(analyzingtrendsindrugrelateddeathorincarcerationstatistics),science(analyzingthe
responseofthebrainthattriggersandperpetuatesaddiction),socialstudies(examininghow

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

10

societyisaffectedbysubstanceabuse,andhowthathaschangedovertime),andEnglish
languagearts(readinginformationaltextsregardingdrugrelatedtopics,orcomposing
persuasivewritingpiecesdefendingoropposingdrugandalcoholpolicies).Thereisnolimitto
thewaysinwhichawarenesscanbefacilitatedthroughcurriculumandstudentswillultimately
bebetterequippedtomakepositive,informeddecisions.
Conclusion
Thereisnodenyingtheseverityoftheshortandlongtermconsequencesofadolescent
substanceabuse.Misuseof,oraddictionto,drugsandalcoholhaveaprofoundimpactonthe
lifeoftheindividual,theirfamily,andtheircommunity.Extendingfromphysical,tosocial,and
emotionalandpsychological,heeffectsaredevastating,oftenlastingalifetime;nottomention
thepotentialtobefatal.TheParentProjectworkstoeducatestudentsonthephysical,
emotional,andsocialrisksassumedwhenthechoiceismadetousedrugsandalcohol.By
adoptingTheParentProjectprogram,schoolsaresupportingstudents,theirfamilies,andthe
community.Theimpactofsuchaprogramwillincreaseawareness,equipstudentswith
effectiveandhealthystrategiesforcopingwithstressorsthatoftenleadtosubstanceabuse,and
provideparentswithstrategiesforreducingtheirchildsriskofalcoholordruguse.

References

11

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

Abar,C.C.,Jackson,K.M.,&Wood,M.(2014).ReciprocalRelationsBetweenPerceived

ParentalKnowledgeAndAdolescentSubstanceUseAndDelinquency:Themoderating
roleofparentteenrelationshipquality.DevelopmentalPsychology,50(9),21762187.
Clark,H.K.,Shamblen,S.R.,Ringwalt,C.L.,&Hanley,S.(2012).PredictingHighRisk
AdolescentsSubstanceUseOverTime:TheRoleofParentalMonitoring.Journalof
PrimaryPreventionJPrimaryPrevent,33(23),6777.RetrievedFebruary14,2016.
Gershman,J.A.(2012).Implementationofasubstanceabuseawarenessprogramforhighschool
studentsandparents.AmericanJournalofHealthSystemPharmacy,69(17),14641466.
HighSchoolandYouthTrends.(2014,December).RetrievedFebruary24,2016,from
https://www.drugabuse.gov/publications/drugfacts/highschoolyouthtrends
Smith,T.E.,Sells,S.P.,Rodman,J.,&Reynolds,L.R.(2006).ReducingAdolescentSubstance
AbuseandDelinquency:PilotResearchofaFamilyOrientedPsychoeducation
Curriculum.JournalofChild&AdolescentSubstanceAbuse,15(4),105115.

Criteria with
Professional Standards
Referenced
Outline
Outline Turned
In(Already submitted
for points)

Introduction
Introduction to the
topic and overview (In
your purpose
statement also
introduce all
subtopics)

5
Exemplary
(97 100%)
10 Points
Logical, detailed
outline with at least 5
original peer reviewed
references written in
APA format is
submitted with a
technology choice
selected to embed the
assignment.
5 x 2=10 points
10 Points
Introduction is fully
developed, well
organized, introduces
all topics, created a
plan for the paper and
invites the reader to
read further.

4
Highly Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Brief outline with

at least 5 original
peer reviewed
references written
in APA format is
submitted.

Brief outline with

some references but
not 5 original peer
reviewed references
written in APA
format are submitted.

Brief outline with

one or no references
submitted.

No outline was
submitted.

Introduction is
fully developed
with all topics
introduced.

Introduction is
addressed well,
somewhat organized
and created a plan for
the paper

Introduction is
addressed adequately.

Introduction is
omitted or was
disorganized and did
not create a plan for
the paper.

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

5 x 2=10 points

15 Points
1. Literature review
highlights major issues
in the area.
2. Through use of a
range of references to
support key issues.
3. Description of
important studies
establishes context for
the reader.
4. Includes more than
5 informative
references.
5 x 3=15 points

Synthesis of
Information
Synthesis of
Information (what did
the articles collectively
say about the topic?
Which authors had
similar and different
findings?)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

1. Literature
review addresses
major issues in the
area.
2. Thorough use of
a range of
references to
support key issues.
3. Includes
descriptions of
important studies
to provide context
for the reader.
4. Includes 5 or
more references.

1. Literature review
may address major
issues, but issues
may not be supported
with expert
knowledge.
2. Good use of
references, but
additional references
may have
strengthened the
paper.

1. Literature review
does not address the
major issues in the
area; the level of
support for the issues
is not adequate.
2. Includes 3
references.

1. Literature review
does not have the
depth of knowledge
appropriate to this
upper level course.
2. Includes less than
2 references.

3. Includes 4
references.

15 Points
1. Studies covering the
same topic synthesize
related research.
2. Described similar or
differing and detailed
themes throughout the
articles

Studies covering
the same topic are
summarized and
integrated
level work.

Information is
presented study-bystudy rather than
summarized by topic.

The literature review

is a mixed set of
ideas without a
particular focus.

2. Described similar
or differing themes
throughout the
articles which were
not detailed

3. Demonstrate
thoroughly how your
research and the data
collected supports
your stance on why
your healthy and
active school plan is
not only important for
hope and engagement
at your school and in
your community, but
ties to academic
success in your
classroom as well.

The literature review

does not demonstrate
a particular focus and
lacks ideas based on
the subject chosen.
2. Described similar
or differing themes
throughout the
articles, however
they were not
detailed

3. Somewhat
emonstrated how
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

5 x 3=15 points
Practical Implications
and Technology
infusion
Practical Implications
(Discuss how the
findings can or will
later be applied to
your teaching setting)
InTASC 1c,k; 5k; 9f;
10h

12

3. Did not
demonstrate how
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

30 Points
1. Practical
implications of your
event details including
your teaching level
and in a particular
setting are discussed
thoroughly. A

1. Pratical
implications are
discussed but not
related to a
particular teaching
setting or topic or
certain details are

1. Pratical
implications are
discussed but not at a
particularly level or
in a particular setting
and many details of
your event are

1. Practical
implications are not
thoroughly discussed
and only a few
details of the event
are present

1. Practical
implications are not
discussed and no
details of the event
are present.
2. Contained 3 or

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

minimum of 6 topics
are applied.

missing.

missing.

fewer components of
a comprehensive
school program

2. Contained at least
4-5 components of a
comprehensive
school program;
however, some of the
needed detail is
missing.

2. Contains thorough
discussion on how
each of the 6
program/components
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how each component
can be added.

3. Contains little
discussion on which
programs/component
s are currently in
place

3. Contains thorough
discussion on how
most of the
program/component
that are in place are
organized,
conducted, and
overseen or a detailed
plan about how the
components can be
added.

3. All
programs/components
implemented include
discussion on
modifications for those
with disabilities.
4. Contained a detailed
description of a special
event that promotes a
healthy and active
school environment

4. Contains little
discussion on how
each
program/component
is organized,
conducted, and
overseen and little
detail about how the
components can be
added.
5. Few
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.

4. Most
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.

5. Contained
discussion on a
specific health
behavior highlighted
by the special event

6. Contained little
detail on a special
event that promotes a
healthy and active
school environment

5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment

6. Specific target
grade level was
identified and was
appropriate for
students of that age

7. Contained little
discussion on a
specific health
behavior highlighted
by the special event

6. Contained some
discussion on a
specific health
behavior highlighted
by the event

7. Contained
discussion on how to
involve the entire
school in the event

8. Specific target
grade level was not
identified and/or not
appropriate for
students of that age

7. Specific target
grade level was
somewhat identified
and was appropriate
for students of that
age

8. An approved
technology platform
was used to enhance
your signature
assignment

9. Contained little
discussion on how to
involve the entire
school in the event

8. Contained some
discussion on how to
involve the entire
school in the event

5 x 6=30 points

9. Technology
infusion was not used
as a platform to
enhance your
signature assignment.

9. Technology
infusion was used but
it did not enhance
your signature
assignment
Conclusion
Conclusion
ITASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

10 Points
Major issues support
and establish
conclusions.
5 x 2=10 points

The major issues

are summarized
under conclusions.

The conclusions are

not complete.

13

Provides opinions,
but not a summary of
findings.

No conclusions are
included.

PARENTS INFLUENCE ON SUBSTANCE ABUSE IN ASOLESCENTS

Writing and
Referencing Style
First Draft of all
sections submitted
with changes made
integrating instructor
comments from the
outline

14

10 Points
Detailed draft of all
sections of the paper
with appropriate
content, headers,
writing style, a choice
of technology to
embed the assignment
and references in APA
6.0 style.

Detailed draft of
ALL sections with
some errors in
content covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Detailed draft of
MOST sections with
some errors in
content covered,
headings, writing
style and/or refernces
in APA 6.0 style.

Missing sections or
paper has regular
errors across content
covered, headings,
writing style and/or
refernces in APA 6.0
style.

Incomplete (missing
half of the
requirements) or
completely missing
paper.

Integration of
instructor comments
from first draft

All comments from

instructor integrated
into final version. All
were highlighted in
yellow

Most comments
from instructor
integrated into
final version. All
were highlighted
in yellow

Some comments
from instructor
integrated into final
version. Most were
highlighted in yellow

Very few comments

from instructor
integrated into final
version. Most were
highlighted in yellow

No comments from
instructor integrated
into final version.
The changes were not
highlighted

Writing and
referencing style

1. Cover page
included, proper
spelling and grammar,
all references in APA
6.0 style. Paper was
appropriate length (at
least 5 pages)

1. Cover page
included, few
grammatical errors
and misspellings,
all references in
APA 6.0 style.

1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, many
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, major
grammatical errors
and misspellings,
many errors in
referencing style APA
6.0.

2. Paper was too

short for the topic (34 pages)

2. Paper was too

short for the topic (12 pages)

2. Paper was too

short for the topic (12 pages)

2. The file document

name contains
Lastname.firstname.as
signment#.course#
3. This rubric was
added to the last page
of the document
submitted
4. All sentences are
clear and well
developed
5. Proposals and
events are appropriate
length with standard
margins, font, and size
of text

2. Paper was
appropriate length
(at least 5 pages)

3. The file name

somewhat contains
the
Lastname.firstname.a
ssignment#.course#

3. The file document

name does not
contain the
Lastname.firstname.a
ssignment#.course#

4. This rubric was

added but not at the
end of the document
submitted

4. This rubric was not

added to the
document submitted

5. Most sentences are

clear and well
developed
6. Proposals and
events are mostly
appropriate length
with standard
margins, font, and
size of text

5. Many sentences
are not clear and
underdeveloped
6. Proposals and
events are not of
appropriate length
with larger than
standard margins,
font and size of text