| |
Other school reporting a decrease of alcohol/other drug use:
1986-89, Pre-post Test from general school population:
| |
13% decrease in alcohol use |
| |
13% decrease in marijuana use |
| |
15% decrease in monthly use |
| |
Payson Unified School District, Arizona
|
|
| |
1987-88 Pre-post Test reporting of use by students in support groups:
| |
32% decrease in alcohol use |
| |
23% decrease in marijuana use |
| |
Phoenix Union High School District
|
|
| |
IMPACT ON THE REDUCTION OF VIOLENCE
|
| |
| |
75% |
reduction in fighting |
Sunrise Junior High School, Phoenix AZ
|
| |
63% |
reduction in verbal abuse |
|
| |
80% |
reduction in property destruction |
|
| |
88% |
reduction in weapon possession |
|
| "I learned to fight with words instead of violence." |
|
Greenway High School, Arizona
|
| "I let go of most of my anger and hurt." |
|
Phoenix Union High School District, Arizona
|
| "It helped me control my temper." |
| "It helped me release my emotional pain." |
| |
| Peer Mediation, Miami High, Arizona 1998 |
| |
Reduction of reported fights on campus. |
| |
From 47 to 3 (80-100 mediations per year). |
|
|
| |
|
| |
IMPACT ON SCHOOL ATTENDANCE
|
| |
Percentage of Students considering dropping out of school who said
attending group helped them stay in school:
| |
70% |
Twin Falls, Idaho |
| |
93% |
Snowflake High School, Arizona |
| |
73% |
Phoenix Union High School District |
| |
61% |
Greenway High School, Arizona |
| |
44% |
Putnam City School, Oklahoma |
| |
77% |
Lawton Public Schools, Oklahoma |
| |
75% |
Overall reduction in school dropout rate |
| |
|
Millikan Middle School, California
|
| |
51% |
Decrease in truancy |
| |
|
Sunrise Junior High, Arizona
|
| |
75% |
Decrease in suspensions |
| |
|
Leavelle-McCampbell Middle School, South Carolina
|
| |
Dropout rate decreased from 43% to 12% in five years |
| |
|
Indian Oasis, Arizona
|
|
| |
|
| |
SELF REPORTED EVALUATION BY STUDENTS ON THE
POSITIVE EFFECT OF SUPPORT GROUPS
|
| |
|
75%
|
positive increase in my self worth |
| |
Waialua High School Hawaii
|
|
84%
|
positive increase in my attitude toward school |
| |
Waialua High School, Hawaii
|
|
62%
|
positive effect on my family relationships |
| |
Idaho
|
|
83%
|
positive effect on my relationships with other students |
| |
Hawaii
|
|
84%
|
improved my attitude toward school |
| |
Twin Falls, Idaho
|
|
81%
|
improved by ability to solve problems |
| |
Miami High School, Arizona
|
|
| |
|
| |
IMPACT ON TEEN PREGNANCY
|
| |
| |
21% |
decrease in teen pregnancy in two years |
| |
|
Little Rock, Arkansas
|
| |
20% |
to 65% increase in the teen pregnancy graduation rate |
| |
|
Family Education Center, Virginia
|
|
| |
|
| |
IMPACT ON STAFF, ADMINISTRATION AND
SCHOOL BOARDS
|
| |
STAFF MEMBERS
Staff members feel they have been more effective in offering help to:
| |
70% |
of their students |
| |
34% |
of their friends |
| |
24% |
of their family |
| |
14% |
of their co-workers |
| |
40% |
attend other personal growth workshops as a result of
interest generated through the program. |
| |
62% |
gained a greater awareness and understanding of the
impact of chemical abuse on their own life and the lives of
their families and friends |
| |
|
Phoenix Union High School District
|
| |
68% |
of staff observed positive change in students
participating in SAP. |
| |
|
Lawton Public Schools, Oklahoma
|
| |
76% |
of staff feel group had a positive impact on their students
in class. |
| |
|
Greenway High School, Arizona
|
"This program turns students and staff into a caring community."
"I've seen teens begin to take charge of their lives."
"Troubled students have a place to go." |
|
PUHS District Arizona
|
| ADMINISTRATION: |
"I have a positive alternative to suspension."
"It's helped me with referrals in the community and school." |
"Students know that they have a safe place to go, less anger, less acting out and
not so overwhelmed or desperate." |
|
Phoenix Union High School District, Arizona
|
| SCHOOL BOARD MEMBERS: |
"This is the most positive program in our district, the main reason for
my staying on the Board."
"This program gives us a new focus, it created a shift in attitudes and
perceptions, we now have hope."
"It gives meaning and purpose for my being on the Board." |
|
Phoenix Union High School District
|
|
| |
|
| |
|
|
Phoenix, Arizona Union High School District-Students |
| |
"The group was my only escape. It was what kept me alive! It was the only place I had to go." Kay, student |
| |
|
| |
"I have for so long wanted to tell you that those sessions not only got me
through some terribly difficult times at home, but influenced my decision to stay in school, as most of my friends dropped out." Donna, student |
| |
|
|
|
National Counselor of the Year |
| |
"This was the best workshop I have attended in my 26 years of education." |
| |
Dottie Lunsford Metropolitan School District, Indiana
|
 |
State Safe/Drug Free School Director, Idaho |
| |
"For three consecutive years we have provided this training statewide. It is our goal to have all schools in our state implement this program." Claudia Hasselquist, Idaho Department of Education |
| |
|
|
Superintendent |
| |
"I am convinced that his approach with high quality training can have a
significant impact on community substance abuse problems." Russell Kinzer, Big Falls School District Montana |
| |
|
|
Teacher, Idaho |
| |
"The connections made in group carry over into the classroom. What a building of trust between teachers and students." |
|
Juvenile Probation Officer, Arizona |
| |
"I co-facilitated three separate groups comprised of grades K-3, 3-4,
and 5-6. The response from the children was nothing less than amazing. It was heart warming to see how quickly the children bonded with me and trusted one another in group. The experience I had co-facilitating these support groups has been the most rewarding experience I've had in the five years I have been a probation officer." |
| |
Tawny Peralta, Maricopa County Probation, Arizona
|
|
Reynolds School District-Troutdale, Oregon |
| |
"It is simply one of the most valuable experiences that any school district could provide staff members. It was a life changing experience." Dennis Sizemore, Counselor & Student Assistance Coordinator, Oregon |
| |
|
|
Midland Independent School District, Texas |
| |
"Our school year began with no support groups and we now have 47 student support groups on seven secondary campuses. Ten of us formed our own weekly support group." Patricia J. Cobb, Counseling Dept., Midland Texas |
| |
|
|
Illinois Educational Services Region |
| |
"It was exciting to participate in such a worthwhile training...I would really like to look at your program as a state-wide model." Jana Diarah Cavanaugh, M.S., Prevention Coordinator, Skokie, Illinois |
| |
|
|
| |
|
| |
IDAHO STATE DEPARTMENT OF EDUCATION
STUDENT ASSISTANCE PROGRAM
Safe and Drug Free Schools Yearly End Report to State Legislators
Training provided by Student Assistance Training International
|
| |
Support Group Results: survey results of students participating in the group component of the Student Assistance Program (average number of surveys 7,500 students in 84 school districts) |
| |
SURVEY RESPONSES:
| |
2003
|
2004
|
2005
|
2006 |
2007 |
2008 |
2009 |
| Reported that they had stopped or decreaseduse of tobacco, alcohol or other drugs |
76%
|
76%
|
77% |
82% |
80% |
75% |
83% |
| Reported that the program had a positive effect on school attendance |
61%
|
64%
|
73% |
80% |
81% |
85% |
79% |
| Reported that the program had a positive effect on overall school work |
66%
|
62%
|
71%
|
74% |
71% |
74% |
80% |
| Reported that the program gave them positive ways to deal with problems |
79%
|
82%
|
85% |
90% |
89% |
91% |
87% |
| Reported that they had felt increased feelings ofself worth |
73%
|
76%
|
81%
|
86% |
85% |
86% |
57% |
|
| |
"This program provides a major successful element in our comprehensive approach to safe and drug-free schools programming". Safe and Drug-Free Schools State Coordinator, Idaho, USA Claudia Hasselquist. |
| |
2003-2009 IDAHO STUDENT ASSISTANCE PROGRAM REFERRALS
| |
2003
|
2004
|
2005
|
2006 |
2007
|
2008
|
2009
|
| Staff |
29,927
|
33,468
|
30,482
|
35,903
|
24,499
|
23,540
|
22,152
|
| Parents |
15,534
|
15,156
|
13,043
|
15,747
|
10,095
|
9,881
|
10,675
|
| Peers |
9,495
|
7,817
|
8,737
|
8,354
|
5,820
|
22,285
|
28,077
|
| Self |
40,065
|
29,186
|
32,556
|
35,019
|
24,250
|
5,289
|
6,267
|
| Others |
24,699
|
5,821
|
16,518
|
2,046
|
1,897
|
2,167
|
1,520
|
| TOTALS |
119,720
|
91,448
|
101,336
|
97,069
|
66,561
|
63,162
|
68,691
|
|
| |
UNITED KINGDOM STUDENT ASSISTANCE PROGRAM EVALUATIONS (Year 6-11)
|
| |
| |
Wrexham Wales *1
|
Andover England *2
|
Caerphilly Wales *3
|
Monmouthshire Wales *4
|
Rhymney Wales *5
|
| 1. Student support group has had a positive effect upon: |
2003 (106)
|
2004 (51)
|
2005 (30) |
2006 (14) |
2007 (13) |
| Ability to find new positive ways to deal with problems |
81%
|
86%
|
92% |
83% |
100% |
| Ability to communicate and express feelings in a positive way with others |
72%
|
82%
|
77% |
83% |
100% |
| Feelings of self-worth |
68%
|
80%
|
77%
|
83% |
100% |
| Ability to help friends who need assistance |
81%
|
86%
|
85% |
100% |
100% |
| Ability to make or explore supportive friendship |
75%
|
72%
|
77%
|
100% |
84% |
| Relationship with other students |
72%
|
90%
|
92%
|
100% |
92% |
| Ability to cope in stressful situations |
63%
|
80%
|
77%
|
83% |
100% |
| Relationship with members of your family |
53%
|
74%
|
69%
|
69% |
100% |
| Ability to help family members who need assistance |
60%
|
N/A
|
69%
|
100% |
100% |
| General attitude toward school |
49%
|
67%
|
46%
|
100% |
100% |
| School attendance |
46%
|
59%
|
N/A
|
83% |
76% |
| Overall school work |
49%
|
N/A
|
54%
|
100% |
100% |
| Mental Health |
51%
|
N/A
|
46%
|
33% |
69% |
2. Would recommend group to a friend:
• Wrexham 80%• Caerphilly Boys 100% • Monmouthshire 100%
3. Students in group using alcohol and other drugs decreased or stopped as a result of group. • Andover 66%
4. Students who considered dropping out of school say the group sessions helped them stay in school.
• Wrexham 52% • Andover 76%
*1. Wrexham LEA. First LEA to implement SAP in the UK. 6th year in operation.
*2. Andover LEA. One year project facilitated by a community agency.
*3. Lewis Comprehensive Boys School, Caerphilly LEA. 5th year 1st UK LEA/Community based SAP.
Implemented by Primary Mental Health Team Coordinator & Caerphilly LEA.
*4. Monmouthshire LEA. First pilot group reaching out to shy, quiet young people.
*5. Rhymney (Caerphilly LEA). Y7 Grief & Loss group for students following the death of a student.
5. Student comments on Group:Westgate Student Assistance Program. UK Model School Program.Winchester, England, 2006.
Year 7
• The group helps you realize the positive side to yourself and others.
• I looked forward to this every week - it was just a place that I could be myself and not have to worry.
• It helped me talk through and get over memories that were hurting me and I became a stronger person away from the influence of drugs.
• The group has led me to feel justified in appreciating beauty within myself at last.
• I learnt how important it is to improve relationships in my life.
Year 8
• Life changing.
• Once in a lifetime opportunity and has changed my life a great deal.
• Fun but can help you sort out your problems.
• I felt safe.
• I felt good that people were going through the same stuff as me - the leaders were really nice.
Year 10
• It was brill and so were the leaders!
• It's helpful and good to go somewhere that you can talk without being judged.
• Like a big tasty cake - a treat in life that makes you feel good.
• A great and uplifting experience.
|
| |
INTERNATIONAL STUDENT
ASSISTANCE PROGRAM EVALUATIONS
|
| |
|
| |
STUDENT ASSISTANCE PROGRAM GROUP EVALUATION
Brooks High School, Launceston
Tasmania, Australia
|
| |
| 1. |
Student support group has had a positive effect upon: |
| |
86% |
Better relationship with parents and other family members |
| |
81% |
Better able to communicate with others and express feelings in a positive way |
| |
81% |
Increased school attendance |
| |
81% |
Improved overall school work |
| |
81% |
More able to help friends in need of assistance |
| |
78% |
Increased feelings of self worth |
| |
78% |
New positive ways to deal with problems. |
| |
77% |
Better able to make and explore supportive friendships |
| |
76% |
Increased mental health |
| |
67% |
Healthier relationships with other students |
| |
66% |
Improved general attitude towards school |
| |
62% |
Better able to cope with stressful situations |
| 2. |
Have you ever used alcohol or drugs? (75% responded yes) If so, what effect has the support group had upon your use. |
| |
48% |
Stopped or decreased their alcohol or other drug use |
| |
28% |
Are still using but are more aware of the problem |
| 3. |
Have you considered dropping our to school? (41% responded yes) If so, has the group helped you stay in school? |
| |
43% |
Have stayed in school because of support group |
| 4. |
81% |
Would you recommend the group to a friend? |
| 5. |
72% |
Plan to join a support group next year |
| 6. |
58% |
Have asked a friend to come to a group |
|
| |
|
| |
STUDENT ASSISTANCE PROGRAMME SUPPORT GROUP EVALUATION
Foundation Public School
Karachi, Pakistan
|
| |
Students were asked the value of participating in a student support group
(Mid-term evaluation - total surveyed: 50)
| 1. |
Student support group has had a positive effect upon: |
| |
93% |
Your ability to help friends who need assistance |
| |
83% |
Your relationship with other students |
| |
80% |
Your ability to make or explore supportive friendships |
| |
78% |
Your general attitude toward school |
| |
73% |
Your feelings of self-worth |
| |
71% |
Your ability to help family members |
| |
68% |
Your ability to communicate and express your feelings in a positive way with others |
| |
64% |
Your ability to find new positive ways to deal with your problems |
| |
54% |
Your mental health |
| |
53% |
Your relationship with members of your family |
| |
43% |
Your ability to cope in stressful situations |
| |
38% |
Your school attendance |
| |
31% |
Your overall school work |
| 2. |
96% |
Would recommend the group to a friend |
| 3. |
81% |
Would join a support group next year |
| 4. |
78% |
Have asked a friend to come to group |
|
| |
|
| |
|
|
The International School of Amsterdam |
| |
"Your workshop I attended in London a year ago was one of the high points in my counseling a personal education." |
| |
Lou Ann Apostaolopoulos, Director of Guidance
|
|
|
France-American School of Paris |
| |
"We have begun an exciting new program in the upper school this semester! Ninth grade students are participating in a series of support groups that are being conducted in the context of the health program with the purpose of impacting students' lives. It is our goal to provide young people with opportunities to explore their own thoughts and feelings, as well as to explore alternative ways of responding to and interacting with others in an atmosphere of acceptance, trust and encouragement." |
| |
Laura Vincens, Upper School Counselor / Health Teacher
|
|
|
England-Reading |
| |
"Don't be frightened - It works! It's totally safe and and enlightening experience for all."
|
| |
Deputy Head, Reading Girls School
|
|
|
Tasmania, Australia |
| |
"The program has had amazing results; Now people have the chance to address the needs of your young people in a way that is proven, demonstrated effects." |
| |
Nairn Walker, Smithton High School teacher
|
|
|
Australia-Sidney, Administrator |
| |
"This excellent program allowed us to explore many of the high risk behaviors which interfere with a student's education and life development. It was the most valuable seminar I have ever been to." |
| |
Marie Broden, Principal
|
|
|
Russia-Soviet Psychiatrist |
| |
"This program has given us the skill to work with students. We can take that knowledge to our schools and colleges." |
| |
Alexander Churkin and Boris Tzigancov, Moscow
|
|
|
Israel-United States Information Agency |
| |
"On behalf of the United States Information Agency, I would like to thank you for your outstanding contribution to programming as a U.S. Speaker in Israel. The USIS staffs you dealt with were unanimous in praising your skill in providing to your audience practical and valuable information regarding drug abuse prevention." |
| |
Robert Powers, Acting Associate Director for Policy and Programs, USIA
|
|
|
Department of Defense Dependents Schools (Education Activity), Atlantic Region |
| |
"I am very pleased that the Student Assistance Team Training conducted for DoDDS-Atlantic personnel and our community representatives in October, 1992 was a tremendous success. As a result of this training, our educators and community representatives were inspired to plan, implement, and conduct support groups in our schools and military communities, in response to stress and the drawdown." |
| |
G. William-Scaife, Director
|
|
|
Pacific Rim-U.S. Air Force Alcohol & Drug Abuse Division |
| |
"When I completed your training program, I was convinced you created what many of us in the field of addiction have been working for at piecemeal for years - a way to interdict the process at the most critical point, pre-development." |
| |
Captain Frank Scarpati, Director
|
|
|
Pakistan Foundation Public School |
| |
"All of us have a common ingredient in us, compassion, but sometimes it lays dormant. Cheryl taught us how to be aware of this feeling and how to feel for others. We were taught about the art of communicating which sometimes is more than just talking and responding to what is said. It requires so much patience to understand the feelings behind what is being said. It was all about learning a message that is unspoken." |
| |
Mrs. Afshan Khalid, a Vice Principal of the FPS
|
|
|
Canada-Alexander (Kipohtakaw) Education Center |
| |
"This program has had a more positive impact on the Alexander community than any program that I have seen in the seven years that I have worker here. May the Great Spirit Guide you." |
| |
Janice Sundmark, Principal, Cree Indian Reserve
|
|
|
Republic of the Marshall Islands, Department of Education |
| |
"I feel that I have stumbled upon a turning point in my life and an experience that deeply touched me." |
| |
Jim Bogden, Department of Education, Majuro, Marshall Island
|
|
|
America Somoa Government |
| |
"I want to thank you for the very professional and powerful training you were able to provide to our employees." |
| |
Scott J., Whitney, M.A., Consultant, Dept. of Human Resources, Pago Pago, American Samoa
|
|
| |
|
