Teens Addicted to Cold Medicine
Do you know what skittling is?
How about tussing,
playing space monkey or the fainting game? Do you know which items in
your medicine cabinet can give kids a "high?"
If you don't, you need to learn
-- as chances are your kid knows. They're all risky behaviors teens are
engaging in these days.
Although it's been all over the news lately, chugging cough medicine
for an instant high certainly isn't a new practice for teens. They've
been raiding the medicine cabinet for a quick, cheap, and - more
importantly - legal high for decades. But recent coverage of the
dangerous, potentially deadly practice of intentionally overdosing on
cough and cold medicine has put parents, educators, and emergency
departments on the alert.
Medicines containing dextromethorphan are easy to find, affordable for
cash-strapped teens, and perfectly legal. Getting access to the
dangerous drug is often as easy as walking into the local drugstore
with a few dollars or raiding the family medicine cabinet. And because
it's found in over-the-counter medicines, many teens are naively
assuming that DXM can't be that dangerous.
The key ingredients in over-the-counter cough remedies may prove addictive, even deadly to some who abuse it. Ever lose sleep worrying about your teen-ager and drugs? Lots of kids, it turns out, are tripping, experiencing highs akin to
LSD or PCP, on massive quantities of cough and cold medicines that are
sold over the counter every day. more than 140 of them contain the
ingredient dextromethorphan. By some estimates there have been more than a dozen DXM related deaths. Coricidin contains 30 milligrams of dextromethorphan, more than other cold medicine. In the silence of cyberspace, there's a far flung community of devoted
DXM abusers swapping recipes for cough syrup brownies and Coricidin
cocktails, and dispensing advice on how to reach higher highs or
plateaus.
The National Institute for Drug Abuse is now sounding an alarm about DXM, listing it as an hallucinogen, along with LSD and PCP. Even though cough medications are sold over the counter, some
pharmacies are now keeping them behind the counter, to keep kids from
stealing them.
A family who came to Horizon Family Solutions for assistance with their son were interviewed by their local TV station -
Parents Warn of Teen Over-the-Counter Drug Abuse
The availability of over-the-counter and prescription medications in
the family medicine cabinet provides easy access for teens. Teens
often mistakenly believe that these medications are safe because they
are approved by the FDA and are prescribed by a physician.
Other students we have assisted shared the following:
"I was looking for something that was easy to find, easy to do and
something I enjoyed. And I had heard about DXM from my boyfriend at the
time - because he and his friends were all into this stuff, so I was
like 'I'm gonna try it.'
~ Keri, Age 14
"DXM was actually introduced to me by a friend that I've know for a
very long time. He told me to try it one time and it got really bad
from there.
"~ John, age 13
In addition to Triple C, other street names for DXM include: Candy,
C-C-C, Dex, DM, Drex, Red Devils, Robo, Rojo, Skittles, Tussin, Velvet,
and Vitamin D.
Users are sometimes called "syrup heads," and the act of
abusing DXM is often called "dexing," "robotripping," or "robodosing"
(because users chug Robitussin or another cough syrup to achieve their
desired high).
What's such a powerful drug doing in cold medicine?
It seems to me that while we focus so much energy and money fighting
the drug wars, it boggles the mind that we sell equally potent drugs
over the counter at grocery stores.
Addiction Treatment for Troubled Teens
|
Tools and Resources to Help You With Your Teenager
Let's face it - parenting a teenager is difficult.
Arguments
and disrespect became unacceptable to Christina. Refusing to continue
"business as usual" Christina set out to learn how to deal
constructively with this age group. For
the subsequent eight years, Christina began talking not only to her
teenage daughter, but also to her daughter's friends as well as their
parents.
She eventually became a sought-after mediator between parents and teens. She methodically refined her findings and results, and applied these strategies as her youngest daughter
went through her teenage years.
Christina's techniques and extra effort
paid excellent dividends in the form of a healthier, more supportive relationship with her youngest daughter.
Christina's proven strategies, comprised of more than 14 years of working with parents and their teenagers, are outlined in Help Me With My Teenager! A Step-by-Step Guide For Parents That Works.
She has helped hundreds of parents who are struggling with the same issues she did,
in person as well as through her book. Christina has appeared in
podcasts and has been featured in many newspapers and magazines.
Christina
Botto was born in Vienna, Austria. At age 25, Christina moved with her
mother and sister to the United States. She got married and had two
daughters. Her husband passed away in 1987, leaving Christina with two
girls, ages one and eight, to raise on her own.
Christina
earned a bachelor of science in business administration from the Hotel
and Business Management College in Vienna.
She is a member of The National Writers Association and the National Parent Teacher Association.
Help Me With My Teenager! A Step-by-Step Guide For Parents That Works.
============
|
Our Sponsors
Kim Arnsparger M.Ed.
My responsibility is to help you find the
best program that will enable your child
to change behavior, become well
adjusted, begin to achieve its potential...
and, eventually, greet you with a smile
and a hug.
|
Welcome to Aspiro!
Vantage
Point by Aspiro is a specialized adventure
therapy and assessment program for students
with learning, social and cognitive issues.
|
Please Help Keep This Newsletter FREE!
Please consider making a donation of $3.00, or whatever you are comfortable with, to help keep our monthly newsletter free if you feel it has or is bringing information to you that you find valuable.
Past issues are now
available on our websites at www.guidingteens.com and www.troubledteenhelp.com.
Thank you from
Horizon Family Solutions.
=================
|
| DORE E. FRANCES, M.A.
Educational Consultant Parent Coach
Horizon Family Solutions Telephone: (541) 312-4422 / 866-833-6911
Dore@DoreFrances.com
A Compassionate approach
A Holistic approach
A Supportive approach |
Deb Carstens
Administrative Director
Horizon Family Solutions
Bend, Oregon
Telephone:
Cell (541) 788-9908
debkcarstens@q.com
A Compassionate approach
A Supportive approach
|
|
Greetings!
There are an estimated 2 million home educated students, and 13,000 alternative schools in the United States alone. Why are there "alternative" schools? Many people are
attracted to alternative schools and home education because they feel
that this agenda of "social efficiency" does not allow for such values
as individuality, creativity, democratic community life and spiritual
development.
Within the public
system there are now many alternative programs for students "at risk"
of dropping out because they are so completely alienated by the
impersonal routines of conventional schooling.
And there are still
significant pockets of progressive educators and related groups--such
as those promoting whole language and cooperative learning--who remain
determined to infuse public education with more democratic, humanistic
purposes.
But despite these oases of student-centered learning, the
educational climate during the past decade has been affected by ever
tighter state and federal control over learning, leading to still
further testing, politically mandated "outcomes," and national
standards. There is some hope in the relatively new concept of "charter
schools," which allow parents and innovative educators to receive
public funding with less bureaucratic intervention, although it remains
to be seen how much freedom such schools will be allowed if national
standards begin to be enforced.
The
Alternative Education Resource Organization (AERO) is a non-profit
organization founded in 1989 to advance learner-centered approaches to
education. AERO is considered by many to be the primary hub of
communications and support for educational alternatives around the
world.
Click on the link below to see a listing of AERO member schools and organizations. They are
part of the AERO international network of educational alternatives.
These schools and organizations generally have in common a
learner-centered approach to education.
Members include K-12 schools,
colleges, homeschool resource centers, and other organizations. There are currently 420 member schools & organizations, 331 from the United States and 89 from other countries.
View AERO Member Schools with Current Student Openings.
-----------------------------------------------------------------
|
Attention Deficit Hyperactivity Disorder (ADHD)Attention-Deficit/Hyperactivity Disorder (AD/HD) is
a condition that can make it hard for a person to sit still, control
behavior, and pay attention.
These difficulties usually begin before
the person is 7 years old.
However, these behaviors may not be noticed
until the child is older. Doctors do not
know just what causes AD/HD.
However, researchers who study the brain
are coming closer to understanding what may cause AD/HD.
They believe
that some people with AD/HD do not have enough of certain chemicals
(called neurotransmitters) in their brain.
These chemicals help the brain control behavior. Parents and teachers do not cause AD/HD. Still, there are many things that both parents and teachers can do to help a child with AD/HD.
Accommodations / Modifications
ADHD-Building academic success:If
human potential were determined at birth, we would have little need for
schools. However, we know that environment plays a powerful role in
individual growth. We create schools to develop that potential and
broaden opportunity. Yet many children labeled at-risk--including those
disabled by Attention-Deficit/Hyperactivity Disorder (ADHD)--fail to
thrive, or even survive, in current school environments-Read more. Workplace accommodations:ADD/ADHD is covered under the Americans With Disabilities Act and
individuals with ADD/ADHD can be entitled to certain accommodations at
work based on their needs.
Advocacy Information
Special education advocacy: This page has links to dozens of articles, free books and newsletters and other resources on special education advocacy.
Advocacy articles: Successful advocacy depends on having accurate information and knowing
how to use it. There are four sections in the Advocacy
Library: Advocacy Articles, FAQs: Letters to Wrightslaw Newsletter Archives and Advocacy Tips.
Assistive Technology
What is assistive technology:
The use of assistive technology can empower a youngster with
developmental delays to actively participate in the same situations in
which his or her non disabled peers or siblings partake. Assistive technology and the IEP:
One of the changes in the IEP requires that in developing an IEP for a
student, the IEP team "consider" the student's need for assistive
technology.
|
Career Training for Those Specializing in Assisting Families with At-Risk Adolescents / Troubled Teens
This two-day hands-on training in Bend, Oregon is designed for new independent educational consultants or those interested in specializing in the area of placement of residential therapeutic boarding schools and outdoor wilderness programs.
This training is offered by Dore E. Frances, M.A., Founder of Horizon Family Solutions, LLC.
Independent Educational Consultants assist families with many different types of decision making. Some educational consultants choose to specialize in one particular area of practice. This two-day training is designed for newer educational consultant or those interested in the field of independent educational consulting who want to learn more about managing and promoting a compassionate business, working
effectively with students and families in their healing process, building a knowledge of the
wide range of options available to families and their students, and establishing a
compassionate, competent, ethical and professional independent educational practice.
The training is designed so each of the two days provide a mixture of large group instruction and small group dialogue.
Benefits:
·
Insight into working with admissions personnel
·
Contact with others who have similar or same
interests
·
Guidelines for detailed and effective visits for
programs
·
Information about professional memberships
·
Office procedures for managing a small business
-
Sample
documents, forms, and related material which may be adapted to your business
needs
Dore Frances has enthusiastically been
practicing compassionate child advocacy and independent educational consulting
for nearly twelve years. She is committed to advocating for compassionate and
healing resolutions when it comes to working with her clients and the programs
/ schools she chooses to recommend. The main goal of her practice is to present comprehensive
information to families that assist their children in finding their calling in life.
Contact Deb Carstens at The Horizon office for more information:
Deb Carstens, Administrative Director
Horizon Family Solutions,
LLC.
Bend Or 97701
541-788-9908 Cell
email: debkcarstens@q.com
|
|
Daily News Services
HORIZON FAMILY SOLUTIONS provides its readers
with daily news services throughout the world to help them gain access
to any information they may need on a news related topic.
The sites listed below are individual news related websites:
Headlines Services
Newswire Services-National
|
From Family Deficit to Family Strength
This is a series of articles - Viewing Families' Contributions to Children's Learning While Attending Residential Boarding Schools or Short-Term Outdoor/Wilderness Programs From a Family Resilience Perspective
Over the past two decades, the relationship between families and the residential programs - outdoor/wilderness programs and emotional growth schools they are attending has been debated.
This ongoing debate has begun to refocus attention from looking for family deficits to looking for family strengths which then contributes to the positive long-term outcome of residential / wilderness assistance. Moreover, when visiting a program, school or outdoor therapy program, I look for those that have shifted their attention to finding ways to actively support families' efforts to prepare their child for success in the program, and beyond, instead of interacting with families only when their child is experiencing difficulties.
This change in thinking about the family-program relationship refocuses a long-standing overemphasis on pathology and an outdated assumption that the family causes a child's educational and/or mental health problems.
From this family resilience perspective, the family-school/program relationship can become a collaborative one in which the staff recognizes that successful interventions to enhance children's learning educationally, mentally and socially also depend on tapping into a family's resources and not just specific change techniques alone. As a result, assessment and intervention efforts may be redirected from looking at how a child's challenges and problems are caused to looking for family strengths, or resilience, that can be incorporated in resolving a child's problems.
From this positive, future-oriented stance, staff and family members work together to find new possibilities for growth and to overcome impasses to children's development, growth and learning. A family resilience perspective considers each interaction between home and the program as an opportunity to strengthen a family's capacity to overcome adversity. Two basic premises guide this resilience theory approach, in my opinion. The first premise is that while stressful crisis and persistent economic, physical, and social challenges influence the whole family and its capacity to successfully be involved in their child program, key family processes mediate the impact of these crisis and the development of resilience in individual members in the family unit as a whole. A second premise is that while family processes mediate how children may or may not be prepared to participate in their residential program/school,these key family processes can be strengthened by the way the program responds to families. As the family becomes more resourceful, its ability to support and work with the program/school is enhanced.
As a result, each family-program/school intervention can also be a preventive measure. There are no longer any stereo-typed descriptions of family structures - customs, lifestyles - are all different and unique. Prior to 1980 it was believed that there was only one type of family structure - the two parent intact family with a stay-at-home mother - this was "normal" and it was perceived that this had a positive effect on children.
At that time it was assumed that the major source of youth's needs for residential placement and academic problems was their location in particular family groups - such as (a) divorced parents, (b) working mother, (c) absent or missing father, (d) young mother, (e) poorly educated mother, (f) racial or ethnic minority.
This no longer fits or describes the children of the 21st Century.
I believe that no one model of optimal family functioning fits all families or family circumstances. Therefore, a family's functioning in working with the program or school in which their child is enrolled needs to be assessed in context, relative to the family's life challenges, structures, resources and values. We now know that the particular ways the family members interact with their children while in residential programs and schools are much more powerful predictors of their child's overall achievement than basing it on family status variables (income, parental education level) or family structure variables (divorced or intact), alone.
Horizon Family Solutions - We are here to assist your child and your family
|
Libraries Overview
HORIZON FAMILY SOLUTIONS's
library's mission is to make resources available and useful to its readers. HFS hopes
that you find it to be a useful, engaging and invaluable resource for
online research.
We created this library resource to help manage the
information overload of the Web and bring the best library and
reference sites together with insightful editorial in one user-friendly
spot.
K-12 Libraries
Academic Libraries
Libraries Online
Film Libraries
Government Libraries
Law Libraries
Medical Libraries
Medical / Health Sciences Libraries on the Web
Presidential Libraries
Public Libraries
|
Teen Sexual Addiction
The change from child to adult is an especially dangerous time for adolescents in our society.
Teen sexual addiction is a persistent and escalating pattern or patterns
of sexual behaviors acted out despite increasingly negative
consequences to self or others. Teen sexual behavior problems are a rising trend in society today. Some out of control repetitive behaviors, which may reflect teen sexual addiction include:
- Masturbation
- Cyber sex, phone sex
- Multiple anonymous partners
- Partner sexualization, objectification
- Pornography
- Prostitution
- Sexual aversion
- Unsafe sexual activity
Because experience to date indicates that sexually abusive behaviors
develop steadily over time, early intervention is clearly needed, both
for the prevention of multiple victimization and to interrupt the
reinforcing nature of the behaviors.
Some consequences which may result from teen sexual addiction and indicate the existence of teen sexual addiction.
Emotional: Teen anxiety or extreme stress are common in sex addicts who live
with constant fear of discovery. Guilt and shame increase, as the
teen addict's lifestyle is often inconsistent with the personal values,
beliefs and spirituality. Boredom, pronounced fatigue, despair are
inevitable as addiction progresses. The ultimate consequence may be
suicide.
Financial/Occupational: Family indebtedness may arise directly from the cost
of cyber-sex, phone sex and online pornography sites. Indirectly
indebtedness can occur from family legal fees.
Legal: Many types of teen sexual addiction result in violation of the law,
such as sexual harassment, obscene phone calls, exhibitionism,
voyeurism, prostitution, rape, incest and child molestation, and other
illegal activities. Loss of current and future education as well as future professional status and professional
licensure may result from teen sexual addiction.
Physical: Some of the diseases which may occur due to sexual addiction are
genital injury, cervical cancer, HIV/AIDS, herpes, genital warts and
other sexually transmitted diseases. Teen sex addicts may place themselves
in situations of potential harm, resulting in serious physical wounding
or even death.
Social: Teen addicts become lost in sexual preoccupation, which results in
emotional distance from family members. Loss of friendship and athletic, school
relationships may result.
Spiritual: Loneliness, resentment, self pity, self blame.
These consequences are progressive and predictable.
The teen addict tends to
minimize the consequences and tends to blame others for them. Family
and friends minimize consequences by believing the teen addict's promise
that the behavior will change.
When blaming and minimizing stops,
recovery begins.
The consequences can become the instruments for change when they can be truly recognized and accepted instead of denied.
How teen sexual addiction resembles other addictions:
- Brain chemistry changes are similar.
- Family background of addiction.
- Lack of nurturing and other forms of emotional, physical or sexual trauma in childhood.
-
Multiple addictions can co-exist (alcohol, drugs, gambling)
Is recovery possible?
Yes. Recovering teen addicts know that recovery is a process
that works when the correct principles are followed.
- Acceptance of the
disease and it's consequences.
- Commitment to change.
- Support groups, and specialized trained therapists.
- Surrender of the need to control the compulsion.
- Willingness to learn from others in teen recovery in sexual addiction.
Is recovery possible for families and friends?
Yes. Certainly.
- Acceptance of the disease and how they themselves have been affected.
- Surrender of self will and no longer seek to control the teen addict.
- Willingness to seek specialized residential help for your child.
Recovery is possible and life has joyful potential. With recovery life
is no longer depleting, but replenishing; not secret, but open; not
isolating, but loving. While the sexual offender may always be at risk for sexual
assaulting, specialized residential treatment programs do have many
tools to offer to enable her/him to control their deviancy.
It is only
through involvement in a residential treatment program specifically for
sexual offenders that these tools can be made available. To withhold
the opportunity for treatment from the youthful offender, therefore, is
irresponsible and only invites further victimization. Horizons
Family Solutions is able to provide confidential services that
incorporate recommendations to individualized and intensive residential
treatment programs for youth who struggle with inappropriate sexual
behavior.
We conduct an extensive student assessment and profile to
make sure your child is receiving all specific needed care for their
situation. We are very detailed so as not to miss any important factors
that may need to be a part of their specific treatment. It is our
belief that these youth can gain a new perspective on their behavior
and learn to control their sexual impulses through the combined efforts
of the youth themselves, their families, and committed treatment
professionals.
We know from experience that addressing
sexual issues and asking detailed questions is a sensitive matter for
all involved, especially the parents. All calls and clients are handled
with the utmost compassion, confidentiality and professionalism.
You may reach Horizon Family Solutions in any of the following ways:
Toll Free: 866-833-6911
Email: Dore@dorefrances.com
www.GuidingTeens.com
www.TroubledTeenHelp.com
|
The Canadian Symposium For Parental Alienation Syndrome (CS - PAS), is an
educational conference for Canadian and international mental health
professionals, family law attorney's and other professionals dedicated to
the prevention and treatment of Parental Alienation and Parental Alienation Syndrome.
Registration entitles the attendee to admission in all sessions of the three day program,
all of the complimentary food and beverage breaks, complimentary lunch, CE credits, and
the Registration Mixer.
SEPTEMBER 5th - SEPTEMBER 7th, 2008
Metro Toronto Convention Centre
255 Front Street West
Toronto, Ontario M5V 2W6
Registration
======================================
|
|
Why Cut?
Most teens who cut do so in private, and parents often are not aware that they children are cutting. Cutting is rarely done to gain attention. Many teens consider their self-harm to be a deeply shameful secret and dread the consequences of discovery.
This shame, however, may lead to a continuous cycle of cutting. The teen feels bad about themselves and feel they deserve to be punished. They cut themselves and then feel worse and more ashamed of themselves. A cycle of shame and cutting develops. Eighty-five percent of cutters cite tension relief as a primary motive for their cutting. Teens who cut often feel intense pressure and don't know how to handle it. Ninety-four percent of self-mutilators report emotional relief after self-mutilation.
Research has found that while cutting endorphins are released into the cutter's bloodstream and the person experiences a pleasurable sensation. Many teens report that cutting is an escape from unpleasant thoughts and produces a "high." This high is a main reason for the addictive nature of cutting. Many students have to cut increasingly deeper to release these endorphins. Many students don't cut themselves to commit suicide. It is often just the opposite.
Cutting is a coping mechanism to deal with stress or other negative emotions. Teens have not yet learned positive ways to deal with these emotions and resort to cutting. However, cutters are more at risk for suicide than other individuals. Cutters often have other mental health disorders that contribute to suicide ideation, such as borderline personality disorder and depression. This situation is a dilemma often faced by school counselors. The school counselor's job is not that of a therapist. And the simple fact is that many parents do not follow through with referrals. School counselors must collaborate with parents whose adolescents are cutting. Since teens most often cut at home, parental support is essential in eliminating cutting behaviors. Parents must know when and how their child is cutting themselves. They need to check to see if their teen is cutting themselves on their legs and other body parts that are not visible at all times. Parents need to learn and then to teach their teen skills to deal with stress and other emotions without cutting. Parents need to reduce the amount of pressure they out on their teen and be empathic listeners when their teen is experiencing unpleasant emotions. Parents are the first line of defense against cutting.
There are going to be bumps in the road. In order to help a child who cuts, you must know the causes signs and symptoms of cutting.
Signs and symptoms
"For some reason, when I'd get depressed, I would just take a razor
and I'd cut little slits in my arm. I don't know why I did it." ~ Robin, age 15.
Suicide is the third leading cause of death for 15 to 24 year olds, and
the sixth leading cause of death for 5 to 14 year olds. The pressure on
juniors and seniors is intense. They feel that they must succeed
academically, socially and athletically. They feel that they absolutely
have to get into the 'right' college. They push themselves to the
limit. All you have to do is add other factors like sexuality and
family issues such as divorce or finances and you have a recipe for
disaster. 60 per cent of high school students recently surveyed
indicated that they had thought about suicide.
Suicidal Teen Who Used a Razor Blade to Self-Mutilate Shares Her Experience
Therapeutic Boarding Schools and Residential Treatment Programs
|
|
|
|
|
