r--------·---- ·---------- ------------------------------------ ----------- -------------------;
I
i
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
A MANUAL DESIGNED TO AID SCHOOL COUNSELORS
BEALING vHTH DRUG ABUSE IN THE SCHOOL
A Graduate Project submitted in parital
satisfaction of the requirements for the
degree of Master of Arts in
Educational Psychology
Counseling and Guidance
by
..,
Terry Ulitalo
January, 19 9'0
r-------------------~-------------------~-------------------- -------~
I
I
i
l
i
l
I
II
I
The Project of Terry Ulitalo is approved:
l-lr.
California State University, Northridge
Ii.
!i
'
L _____ ------------------·-----·----------------- ·- ------ ---------------- ------ ---------~-----~--- -------------------__________.!
~-------------
ABSTRACT
A JY".tANUl\._L DESIGNED TO AID SCHOOL COUNSELORS
DEALING rHTH DRUG ABUSE JN THE SCHOOL
by
Terry Ulitalo
Master of Arts in Educational Psychology
\
Today's educational counselors deal with many
diverse problems that confront children on a daily basis.
Even though schools have become a melting pot of students
with differing backgrounds, cultures, and needs, they seem
i
I
to share a number of common problems.
Drug abuse is cne of!
these shared problems, and is a growing concern of school
personnel, cowmunities, and government.
This ma.nua] offers counselors concise information
that will aid them in dealing with drug abuse in the
schools.
Recognizing background information and the haz-
ards of drug abuse counselors will be more effective in
helping th9 students, parents, and involved family mem-
bers.
l!
Coun~y,
state, and federal laws controlling and
governing the actions of counselors, ·administrators and
Lo.ffice.r.s .of___the_law .a.re _examined wit_hin . the -manual.- Also ___ (
ii
----------~-~"----~------------·--~-·--·-·~-----------.
I
explored are investigative techniques a counselor can
i
!-
utilize to become more aware and better able to understand
the drug abuse issue.
Professionals in the field of drug
abuse were interviewed to ascertain the current issues and
philosophies interwoven in the spectrum of drug abuse.
Their impu·t illustrated realistic views of the current
drug abuse problem and ways for educational counselors to
use this information in their counseling practice.
A list
of referral agencies, hotlines and-references are combined
with a summary of their function and contact numbers.
information makes
availab~e
Thisi
to communities, teachers, ad-
'
ministrators, counselors and students, the avenue of aid
·for individual and family counseling.
I
I
I
i
L____________________________-_____________________________________________________________________________ j
iii
I
!
r·------·-··---------·---------------
-·----·-------·--·-·-··----]
1
:
i
I
TABLE OF CONTENTS
ABSTRA_CT • ••••••••••••••••••••••• ~ ••••••••••• , • • • • • • • •
INTRODUCTION.
•
0
•
•
•
•
•
~
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
ii
1
Chapter
I
BACKGROUND OF DRUG USAGE.
. . . . . . . . . . . . . . . . . . .. . . . . .
4
The.History of Drugs .•.
4
Drugs and Todays Youth............................
6
. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .
8
Definitions.
Types of Conunonly Abused Drugs .•
10
I I LEGA.I, ASPECTS AND SCHOOL POLICY.
34
Dr.ugs and School Policy ....•
'l'he De<Jelopment of School Policy
0
34
A Ra.tionale.
36
••••••.••••
Drugs Youth and the Law.
41
Federal Law Enforcement Agencies.
41
Federal Bureau of Narcotics ..
42
Food and Drug Administration.
42
i
Police Procedures ..••....•.••••.•••••....•....•.•.
i
~II P.SSPONSIBIT~ITY: THE SCHOOL THE TEACHER
!
44
I
THE COUNSELOR ....•.....
•
•
•
•
•- •
•
•
48
48
The Teachers Role .......••••.•••••.••••.••...••...
51
Tt.t.e Ccu. nselors Role. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . ..
52
GOAL
11. r1 1\Il~~1.Et-Jjr
DRUG
G::..ossr~RY .•
___
\
•
. . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . .
The Schuols Role •.
I
e
1
1
SCALE • ••••••••• , . • • • • • • • • • • • • • • .. . . • • •
... . . . . . . . . . . . . . . .
----~---------~---- ···-----~---·-----~~-----~---------- -------- ·------------·-·--
60
61
---·------···- -----·- .. --··-------·-·--- ----·- --- ----·--.
'
---------- ----------------REFERENCES
~
--~---l
o
70
RESOURCES • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •.• • • • • • • • • • • •
71
JUVENILE DIVISION NARCOTIC SECTION APPROVED DRUG
ABUSE REFERRAL: SERVICES
82
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o.
•
I
1
I
I
.
I
L-,---·--------------_:--~----·'---------· -- -------------------------------- --·-.- --·----·--·-· ______ j
,---
~~---~--~-·------------~------------~---~-------------------------------
INTRODUCTION
The purpose of this manual is meant to fulfill a
fundamental and crucial need for the counselor and teacher
concerning drug abuse by today's youth.
It is designed to
provide the reader with a wide variety of principles pertinent to the current misuse of drugs.
This manual can be
described as a basic primer on drugs.
A drug can be described as any substance other than.
food, that affects or causes alterations of the body's nor-,
mal functions.
greatly.
The effects of drugs and their actions vary;
Some drugs cause a mild reaction and the effect.
on the body is minimal.
Other drugs severely affect the
body functions, and repeated use may cause a potential
danger to the user.
Thousands of drugs are available, and many of these·
are known for their function in the treatment and
preven~
tion of disease, the relief of suffering and depression,
and for the saving of human life.
However, there are
drugs, t.hat when misused, can cause the possible endangerment of the individual and
society~
These drugs are de-
termir.ed to be abused when self-administered to excess.
1
2
.~------------------------------------------
;
.
.
---------- -~------------·-----·---··------,
I
I
.
Within"the schools there is a growing' concern over
the illega.l and indiscriminate abuse of drugs by young
people of all educational, socio-economic backgrounds.
It
is the basic premise of the manual that school counselors
and ·teachers have an opportunity to make a real contribution to ·the solution of the drug abuse problem.
An under-
standing of the schools responsibility according to the
law, and the counselors and teachers responsibility according to the school, is discussed within this manual.
Every teacher and counselor has a responsibility
for helping students in
t~e
prevention of drug abuse.
\
With an understanding of the drug abuse problem and concentrated effort, young people can be helped who are capable of resisting the temptation to experiment with dangerbus drugs.
Early identification of potential drug abuse
will be examined through a discussion of possible danger
signals in behavior and attitude.
There are various
sources and referral agencies in the community benefiting
the youth involved in drug related problems.
These will
be outlined to orient the counselor and teacher with the
types of aid available within their own neighboring areas.
The history of drugs will be discussed, as well as
the rising dependence on drugs by today's youth.
A
defini~
tion and dictionary of drugs, their actions and effects
will also be described.
The types of drugs, their
I
L___ _ _ _ _ _ _ _ _ _
. -----------------------------------·-------·--·-- _____________
I
j
3
, - - · - - - - - - - - - - - - - - - - - - - - - - - - - - - - · - - - - - - - - · - - · · · - - - - - -·-·--·-·· ·-· ----·)
!
.
description, medical name, their usage, and psychological
and physical effects will be dealt with.
It is hoped that the discussion of various drug
groups, their abuse and their control, can be used to better educate the counselor and teacher toward an understanding of the young person confronted with drug abuse today.
The various ways in which drugs cause physical and psychological changes can be identified as a student exhibits
specific signs of drug invol vemen·t.
The law, school policy,
and referral agencies, can also be information used to
help the st.udent towards a more successful life without
drugs~
Teachers and counselors should not expect. themselves to cover and retain all the information given, but
rather to utilize the manual for extending and enriching
their mvn comprehension and perception of the drug abuse
dilemma.
i
L
.
I
______ :_____ ,______________________________ __j
r·--------------------------------------------------------------·-·------------~------------·1
CHAPTER I
BACKGROUND OF DRUG USAGE
The History Of Drugs
One finds over the centuries men seeking and drugs
offering health, relief of pain, security, mystical revelations, eternal life, the approval of the gods, relaxation,
joy~
sexuality, restraint, blunting of the senses, escape,
i
ecstasy, stimulation, freedom from fatigue, sleep, fertility, the approval of others, clarity of thought, emotional
intensity, self-understanding, self improvement, power,
·wealth, degradation, a life philosophy, exploitation of
others, enjoyment of others, value enhancement, and one's
own or another's death ... ( 4 )
Historically, man's utilization of drugs reflect
4
5
i - ,--~----------------_ ---·----~
!
----·------.........-·-··-----
-------····------------·-···
--
Throughout history there have been cycles of extreme drug abuse.
Sidney Cohen, author of The Drug Dilemma
wrote, "All classes of mind alterers have had their periods
of popularity and decline.
As one strolls past Needle Park
in New York, Haight-Ashbury in San Francisco, or Capsule
Corner i.n Los Angeles, it w. ay appear that a new phenomenon
is being observed.
This is hardly true."Q.O
Some of the more popular drugs abused today were
not known to the American public in the early part of the
century.
In ·the 1930's commonplace prescription drugs were,
based on aspirin, phenacetin and caffeine, which were combined with codeine, quinine or belladonna.
However, re-
searchers began experimenting in medical laboratories and
the creation of penicillan, insulin, digitalis and other
drugs were realized.
These drugs beca111e well known for
t-h.eir ·use in the prevention and treatment of diseases such
!
as diabetes, tuberculosis, heart disease, and other serious 1
I
illnesses. However, along with these drugs, research also :
I
i
succeeded in isolating heroin from the opium poppy; invent-,
ing mind expanding drugs such as LSD and o.ther hallucinogens, and in creating sedatives and stimulants which are
now frequently abused.
Of the drugs now in vogue, some are considered safe
1
when used properly, others are known to be harmful under
any circumstances.
. of drug abuse.
It has been said that this is the age
As a result of the new drug technology and .
- L__--·-------------···----·--·----·--
-··- -·
----
.
I
-·--··------·--- - - . --·--·-·----··- .. ·------· --- -·------------------··-----~
6
t--·-----·------------------------------·------------------. ·---------- --,
;
I
'
easy accessibility, certain amphetamines known as diet
pills, uppers, or pep pills, are frequently used in aiding
i weight
loss, or as a stimulant to enhance the body's en-
1
durance.
On ·the other hand, barbiturates known as tran-
quilizers or downers are commonly used to aide in sleep or
ease anxiety.
John Lindsey, former mayor of New York City, once
happy, relieve tension with pills; that is, with drugs".
Blame has also been placed on doctors for drug's widespread
availability~
and mass media for their role in
popularizing marijuana, and psychedelic hallucinogenic
drugs~
Pharmacy shelves are brimming with tranquilizers
and pep pills, and the,twelve year old heroin addict and
i
i
l.
the sixteen year old marijuana dealer are now commonplace.
Drugs used by today's youth are being employed to ease the
uncertainties of the day, dull the senses, and create a
stress free existence.
The current pattern of drug de-
pendence among today's youth, and the retreat from reality
through the obsession with drugs, can be considered a
growing nationwide concern.
Drugs And Today's Youth
Today's.youth who are involved in the abuse of
'
dangerous drugs·
share common characteristics of behavior.
.
I
I
L..__ _ _ _ _ _ _ _ _ _ _ _ __:_ __________ __:_ ____...... ------·-····--------------·-·--··--··· --·--··----··_j
. 7
,-----------------
·-----------------------------·------- --~---- ---·-----l
I
I
1
i
Many of these young people might have serious problems develop wit.hin their school setting as attendance becomes
inconsistent and a poor attitude toward academics becomes
evident.
i
Others who experiment with the gamut of dangerous
drugs discover continual abuse influences and helps create
a pattern of deliquent behavior.
Still many other young
people experiment with drugs as a means of becoming socially acceptable.
The teenager who uses dangerous drugs may
feel compelled to do what he thinks others in his group are.
dbing;
h~
I
is afraid he will not be accepted by the group.
A common rationareis that to attain a socially accepted
role in the group, one must become a par·t of whatever the
group is doing at the time.
It is very likely that most young people in the
!
schools today will be tempted many times to experiment with.
drugs.
!
Friends and acquaintances might attempt to convince'
other peers that using drugs will make them feel better,
help them have fun, or fit into the group.
Certain young
people might try drugs to handle feelings of loneliness,
depression, curiosity, or painful emotions.
Others might
experiment with drugs in ignorance of the danger involved.
~d
i
still others seek out the type of excitement and
adven~
I
ture offered-through drugs.
Easy availability of drugs and
I
I
the natural curiosity of youth to seek out new experiences,'
I
I boredom, too much idle time, freedom and money, and a lack
I
t
I
Lof responsibility may also be additional causes.
j
- - - - - - - - · - - - - ------------------------.----------------·--------. --------- --· --- --------· ____________________ j
r--------
·--------------· -----------
-----~
Some Definitions
As mentioned earlier, a drug is any substance that
i'
j
by its chemical nature affects the functioning of the human
I organism.
t
I
Certain drugs are used in the prevention and
i
i ~eatment
of disease, yet others are abused to alter the
nature of reality.
This is accomplished in the form of
pills, powders, chemicals, capsules, liquids, plants, and
crystals; to shoot, drink, sniff, and swallow.
The drug
abuse issue which is examined in this manual deals with the
I
I
drugs that are taken without medical reason, need, nor
advice from the doctor.
These drugs that are self admin-
istered can cause a state of ps¥chic and physical dependence.
Drug dependency is a state in which the consistent
and continuous administration of a drug causes a psycholog-,
ical or physical dependence.
The World Health Organization,
classifies the following major types of drug dependence. (S))
1.
2.
3.
4 •.
5.
6.
7.
The morphine type
The barbiturate-alcohol type
The cocaine type
The Cannabis (marihuana type)
The'amphetamine type
The khat type
The hallucinogen· (LSD) type
Drug addiction can be described as a chronic condition wherein a person becomes addicted through repeated
consumption of a natural or synthetic drug.
Included in
the makeup of addiction are certaip characteristics that
through chronic intoxication.
These are as
- - - -----------------------------------------· ---·· ·----- ----· ___________ J
9
~-·--------------------------------··
l
--------·-- ·---------- ·--- -·-- ·-·----- -----·-1
I
suminarized by Sidney Cohen, author of The Drug
1)
Dilemma~.
An overpowering desire or need (compulsion) to continue
taking the drug and to obtain it by any means.
2)
A tendency to increase the dose (tolerance) .
3)
A psychic and generally a physical dependence.
4}
Detrimental effects on the individual or to society. (lQ;
Drug habituation is a situation in which a person
has a desire, but not a compulsion to continue taking a
drug.
In this circumstance there is some degree of psy-
chological dependence, but a physical dependence has not
developed.
Any harmful effects, generally are reflected in
the individual.
Tolerance is a condition in which the body has become resistant to a drug's toxic substances.
Tolerance
I
i
is manifested by the need to increase the amounts of a drug·
in order to secure the desired effect.
As the body ad-
justs and adapts to a specific drug, the original dose is
no longer sufficient to achieve a desired response.
There-:
fore, larger and consequently even larger doses are needed.·
It is possible for a person whose body has adapted to a
certain drug and who has increased the doses substantially
over a period of time, to consume doses large enough to
kill a person without the same tolerance.
The symptoms of the mind-altering drugs require
/
/ defining.
Illusions are brought about by mind-altering
I
Ii d rugs, an d are m1s1.nterpreta
· ·
·
·
t1ons
o t a sensat1on,
e.g., a
I
,
l
~------------------·---..:. ____________________________ ~--------- ----· ------·------------------------- __________ j
10
,----·--·-----·--------------
~.:.------------------------------ ~-----------------,
I
!
1 coat on a bed is seen as a person.
i
Hallucinations are pro-
jections that cause a sensation and perception of objects
i
1
with no reality, e.g., seeing and hearing things that are
I non-existent.
Delusions are totally erroneous and false
impressions which are not amendable to reason.
Paranoia is
:
l unfounded
feelings of persecution and a tendency toward
I
!-irrational suspicions of others.
Types Of Commonly Abused Drugs
Stimulants
The stimulants are. essentially those drugs in· the
amphetamine group.
Stimulant drugs affect the central
'nervous system and increase the activity of nerve centers.
According to Frank Gannon, author of the book Drugs 1
the
Drug Abuse Control Amendments of 1965, found these following effects characteristic of stimulant drugs:
1.
2.
3.
4.
5.
6.
Extended wakefulness.
Elation, exhilaration, or euphoria.
Alleviation of fatigue.
Insomia, irritability, or agitation.
Apprehension or anxiety.
Flight of ideas, loquacity, .hypomania
or transient deliria. (2)
Amphetamines
Amphetamines are most commonly available in a
w~itish
powder called amphetamine sulfate.
It is distrib-
uted in various forms such as tablets, ampules, capsules
[__
________ - - - - - - -
________________________________
I
___]
11
~----------------------····--···-···---------------------------------
······ -·
!
i
: and solution.
Various marketed trade names for ampheta-
!
/ mines and its chemical variants areBenzedrine, Dexedrine,
and Tuamine.
i
i
Amphetamine was synthesized in 1927 by a California
i
pharmacologist.
George A. Alles.
It was originally syn-
thesized in 1887 as a cheap substitute for ephedrine, used
in the treatment of asthma.
It was discovered that this
drug had a dramatic effect on the body's central nervous
system.
Unlike adrenaline, which is a stimulant secreted
i
i
naturally by the body, this drug produced relatively little
!
stimulation to the heart, blood vessels, and metabolism.
In 1932 the drug was introduced by the Smith, Kline,
i
and French Laboratories of Philadelphia as Benzedrine, in
the form of the Benzedrine inhaler.
non-medical purposes in 1936.
It was first used for
It was distributed into
survival packs aboard ships of soldiers fighting in the
Spanish Civil War, and Nazi paratroopers regularly used it
as a part of their standard equipment.
In 1945, the Phil-
adelphia drug firm which introduced benzedrine noticed
that obese patients treated by this drug were also experiencing the side effects of a loss of appetite.
This same
laboratory began to produce dexedrine which was stronger
than benzedrine, and used for weight control.
Ampheta-
I
I
mines were also found to be effective in counteracting cer-l
/
tain drugs causing drowsiness.
They have been used to re-
duce the need for sleep in the case of narcolepsy, a
~------><··- -----.-----·-·------------··-····:_·----··------------------·-------·-····-··-J
12
,-------------------------------------------------:-------------- . ----------- - -----1
disorder causirtg a continual need for sleep.
The hyper-
kinetic child can also benefit as amphetamines help improve alertness, learning, aptitude, and social behavior.
Yet the drug does not produce overstimulation, as it has
the ability to help this type of child to better achieve a
more normal way of life.
Medically, amphetamines are effective in producing
loss of appetite and weight loss.
However, it has been
found that when-'f:hese drugs are discontinued, the overweight,
I
problem returns.
This becomes apparent when the problems
that caused the original weight gain continue without a
reducing drug.
Stimulants used to counteract severe de-
pression can very well create a more significant problem
including suicide, when the drug
prolonged period of use.
is discontinued after a
The following are the most com-
manly abused amphetamines:
1.
Benzedrine sulfate
The tablets contain 5 or 10 milligrams of amphetamine
sulfate and are round, white, and double-scored. The
capsules contain 15 milligrams of amphetamine sulfate
and have brown tops and clear bottoms showing pink
pellets.
2.
I
i
I
I
I
I
I
I
I
L
Dexedrine
The tablets contain 5 milligrams of dextrolamphetamine
sulfate and are peach colored, heart shaped, and single
scored. The capsules contain release pellets of 5, 10,
or 15 milligrams of dextrolamphetamine sulfate and have
a brown top and clear bottom showing white and orange
pellets.
I
i
·-----~---------------··----·-----------·.J
13
··--_-------------------------1
.
'
i
~~------
3.··
Dexamyl
The tablet contains 5 milligrams of dexedrine and is
green, heart shaped and single scored~ The capsules
contain 10 milligrams of dexedrine and is clear green.
4.
Biphetamine
One of the capsules contains 7.5 milligrams of resin
complexes of d- and dl- amphetamine and is all white,
the 12.5 milligram has a white bottom with a black top
and the 20 milligram is all black. These all black
capsules are referred to as black beauties.
The Psychological And Physical Effects
The body develops a tolerance to amphetamines, as
the body requires larger and larger doses to achieve the
original effect of the drug.
The consumption of increas-
ing amounts results in excitability, euphoric effects,
talkativeness, enlarged pupils, heavy perspiration, and
uncontrolled shaking of the hands.
In the most severe
cases, delusions and both auditory and visual hallucinations might occur.
Some of the effects amphetamines have upon the
nervous system are listed by Robert W. Ferguson in his
book,
Dru~
Abuse Control:
..,
~-
2.
3.
4.
s.
I
I
6.
7.
a.
9.
10.
Constriction of the blood vessels .
Increased heart rate and strength of
myocardial contraction.
Rise in blood pressure.
Dilation of the bronchi.
Relaxation of intestinal muscle.
Mydriasis.
Increased blood sugar.
Sh6rter blood coagulation time.
Increased muscle tension.
Stimulation of the adrenal gland. ( 2)
I'--·---·----------------
'
i
I
--·---~---------'
14
r--·---·-------------------------..------------------------------..----1
I
i
:Amphetamines can create a very strong psychological dei
!
pendence.
After a prolonged period of use, many people
can become accustomed to the feeling of energy, self-confidence and well-being, and may find it impossibe to deal
with the depression and fatique that follmvs its repeated
use~
Thus tolerance and dependence may occur as a result
of the psychological need to retain the good feelings produced by the drug.
Dan~rs
The potential dangers are that tolerance builds
rapidly.
With the increased loss of appetite and need to
sleep, insomia, severe depression and ·a physical exhaustion
may develop.
Gradually through prolonged use, paranoia,
suicidal tendencies and acute psychosis> might develop.
Cocaine
Cocaine is found in large amounts in the leaves of
the coca plant growing high on the slopes of the Andes
Mountains in Bolivia and Peru.
The history of this plant
has its origin in the year 1000 A.D. when it was used by
the Inca Indians as a part of their religious
ceremonies~
In 1859 cocaine was rediscovered and isolated by an
Austrian chemist named Niemar..
anesthetic ever discovered.
l
Cocaine was the first local
Cocaine became a popular local
anesthetic, and was heralded by European scientists as a
_ t- · - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ...
·-------------~---------------
__ ,. -- ,
___
- - - - - - - - ...- - - - - - - - - -
_____ )
--
~.-
-----
15
r----·----------~-----------~--------·-·--=----:_
____________
-------~-----·----
·--------,
I
j
cure for morphine addiction.
Sigmund Freud, father of
t
;_
i modern
psychoanalysis, made the first detailed study of the
:physiological effects of cocaine.
He attempted to treat
morphine addiction with cocaine, and while the use of cocaine reduced this addiction, the development of a cocaine
addiction occurred.
Cocaine is classified as a narcotic. _ In its pure
form, cocaine is a white crystalline powder and is either
sniffed, or mixed with a liquid and injected.
Today co-
caine is rarely used in medicine as modern injectible
r
anesthetics like novocaine and procaine have been developed
In addition to its anesthetic effects, it acts as a;
powerful stimulus on the central nervous system.
The drug
I
produces feelings of intense sexuality, psychic energy,
self-confidence, restlessness, and excitement.
Physical And Psychological Effects
Cocaine is immensely powerful.
However, cocaine
is short acting and may be used repeatedly, and excessive
amounts (up to 10 grams) may be taken in a. single day.
large doses it can cause acute paranoia.
Chronic use
In
ofte~
results in digestive disorders, nausea, loss of appetite
and weight, insomnia, and convulsions.
After a continued
period of habitual sniffing, the white powder causes the
interior of the nose to bleed and deteriorate.
I
.
After
----------------~---------·----------------------------------- - - - - - - - - - - ______________________ j
,
-
~-·
----
16
, - - - - - - - - - - - - - - - - - - - - - - · - - - - - - - - - - - - - .- - - - - - - - - - - -
..
-·--·-·······----,
\
i aff~cts
I
I
of cocaine can include accelerated heart beat,
de~
pression, and nervous exhaustion.
!
I
Psychological dependence on cocaine can develop.
Users often develop a rieed to continue the same feelings of
elevation, excitement, and euphoria.
In order to achieve
I
this heightened state of excitement, another dose of cocaine mus·t be taken to renew the original feelings.
Preoccupation with cocaine can lead to a state of
indifference to one's own health through the loss of sleep
and appetite.
It's frequent use can lead to convulsions
and long term users may suffer psychotic symptoms.
An
overdose can freeze respiration and stop the heart permanently.
Cocaine is an extremely expensive drug and the
chronic user can find it very hard to obtain.
l
Therefore,
the heavy cocaine user might place themselves and society
I
I
in danger by obtaining the money for the drug in an illegal!
I manner.
1
I
I Depressants
I
Depressant drugs affect the central nervous system ..
l
I According to Frank Gannon, The Drug Abuse Control Amendi
I ments of 1965, stated these following effects as charact-
!
1
1
eristic of depressant drugs:
I
IL__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
I
.
I
·--------------··------------------·----------J
17
r-·-----------·------------------~---=--- ----~---~-----------
--·------ ·- ---------------~---..,
I:
1. ·A calming effect or relief of 'emotional
tension or anxiety.
2. Drowsiness, sedation, sleep, stupor, comaor general anesthesia.
3. A raising of the threshold of pain.
4. Mood depression.
s. Disorientation, confusion, or loss of
mental clarity. (1)
Barbiturates and
tranq~ili~ers;
i
' ..
are the main depressant
drugs.
Barbiturates
I
Barbiturates are among the most widely abused drugs·
f
today.
The first barbiturate, a drug called Veronal, \'las
introduced in 1903, by two German scientists,; Emil Fisher
and Joseph Von Mering.
The drug was successful in helping
produce sleep, and as a means of controlling depression
and causing slight sedation to deep anesthesia.
Pheno-
barbital, the second barbiturate, was introduced in 1912
under the name of Luminal.
In the following years more
than 2500 barbiturates have been designed to aid in eradieating a particular condition.
By 1937 the American Medical Association reported
that barbiturates were habit forming, a substitute of drug
intoxication for alcoholic drunkenness and frequently used
for suicide attempts.
By the 1940's many deqths were at-
tributed to drug overdose.
Although half were accidental
i
I
I
I
and half were suicides, all were characteristic of the mass
production of barbiturates.
The following list of drugs
are the most commonly abused barbiturates:
,
1
[__ ___·--·-------··-----'-------·----------··------ ---·--- ·-·- ·--··---· ·- -··-·-·-··. --·-···--·--·----- ---------- ·-·----- --- -··-__..J
.,.~,.
-------
~~-
~.-
-··
18
~----------------
- - - - - - - - - - - - - - - - - ------
------------------------
.
- -·
~-----~·
-,
!
!
l.
I
I
A-tnytal
The tablet is capsule shaped, scored and marked "Lilly~~-~
Light green tablets are 15 milligrams, yellow are 30
milligrams, orange are 50 milligrams, and pink are 100
milligrams.
2•
Arnytal Sodi urn
The capsules are pale blue and come in 65 milligram
small, and 200 milligram large, with a slightly darker
bank of blue where the upper and lower parts join in.
Each part is marked "Lilly". Slang names are bluebirds
and blue heavens.
3.
Nembutal
The 30 milligram capsule is bright yellow and marked
with a small 11 a"; the 50 milligram capsule has a yellmv
top and the "a" on the white bottom with the name
11
Abbott" on the top.
Slangterms are nemmies, blockbusters, yellow birds or yellow jackets.
4.
Secondal
The capsules come in 30, 50, and 100 milligrams of
varied sizes. 'l'hey are bright red with the VlOrd
"Lilly" in pink. Slang names are red, redbirds, or red
devils •
.5.
Tuinal
The capsules come in 50, 100 and 200 milligrams of
varied size, have blue bodies and orange caps, the
combination produces a dark red color in most of the
orange part. Slang names are rainbows, reds and blues.:
The Physical And
~sychological
Effects
In small doses barbiturates are used for the relief of tension, nervousness and anxiety.
In larger doses
I
this drug produces sleep and can be used to treat epilepsy :
i
and high blood pressure.
A person under the influence may:
I
appear intoxicated.
Because of the depressant effect on
L!:h~---~-~_!1:!:ra!_~~-~y~~~--.?X~1:eii\,__ ~~~!~_:L__c:l_~.S-ol:"i~nta._t:i~I_'l:-·· and ________ j
19
physical incapacity may develop.
ordination are impaired.
Judgment and motor co-
Even small doses affect action
time, visual perception and attention.
Tolerance develops after prolonged and heavy use.
A physical dependence can develop.
When the drug is sud-
denly withdrawn, severe withdrawalsymptoms occur.
These
syn1ptoms are described by Robert W. Ferguson in his book,
Drug_ Abuse Control:
Abuse Control
1.
2.
3.
4.
5.
6.
7.
I
I
i
!
I
I
8.
Apprehension, vague uneasiness, and fear
of a pending catastrophe.
Muscular weakness, evident on the mildest
exertion.
Tremors of a coarse, rhythmic nature during
voluntary movement, which subside during
rest.
Postural faintness evident on sitting or
standin9 suddenly, associated with a fall
in blood pressure and an increase in heart
rate.
Loss of appetite, often with repeated
vomiting ..
Twitches, spasmatic jerking, or bizarre
movements.
Convulsions on the second or third day
with loss of consciousness and postconvulsive stupor.
Psychosis that usually resembles delirium
tremens, acute panic states, or other
psychiatric symptoms. ( 2)
Signs of abuse may include staggering, tremor, los~
I of emotional con·trol, blackouts, bizarre behavior, aggres1
siveness, violence, slurred speech, chronic drowsiness,
1111!
I
I
poor reflex action, infantile behavior, problems with
I1 memory and
ju~gment.
1-------------~-----------·---~-------------···--------··-----·-··--------
·-·-·-----------
~.-
----------------
-------
----
20
~----------------------------------.
1
Psycho~ogical
__- -_----------------··--------
dependence can develop when bar-
1-
biturates are used as the only means of achieving sleep.
Also when these drugs are used in a repeated daily pattern
to aid in relieving tension and anxiety.
The user feels
he cannot function without the use of this particular drug.
Danger~-
Accidental death might result from a barbiturate
overdose.
If a dose is ingested and a second dose is
repeated soon after, both doses together might exceed the
lethal dosage.
Also to achieve the desired effect, users
\
often combine alcohol with barbiturates.
increases the danger of an overdose.
'T'his combination
Depression of the
respiratory system, leading to death, is one of the possible consequences of combining alcohol and barbiturates.
Severe withdra...-al symptoms occuring from physical depend-
I
ence can also result in death.
Hallucinogens - LSD
I
Hallucinogens are drugs known for .their psychedelic
or mind altering qualities.
The
Lati~
word Hallucinari
means to v.rander mentally, and the Greek word-genes 1 means
to be born.
In other words, hallucinogens are considered
to stimulate the creation of new thoughts, feelings and
ideas.· Hallucinations are characteristic of this drug.
i
[
I
I
I
1
L-------------------------------'--------------------------------------------------------------------j
21
..
i-------
------------~---------------------------·-··-
---- ·------·-1
i
!
j
I
!
In the book, Drugs, written by Frank Gannon, The
!
Drug Abuse Control Amendment of 1965, lists several characteristics of hallucinogenic drugs such ·as those that produce hallucinations, illusions, delusions to any of the
following:
1.
2.
3.
4.
5.
6.
7.
Orientation with respect to time and place.
Consciousness, as evidenced by confused states, dreamlike revivals of post traumatic events, or childhood
memories.
Sensory perception, as evidenced by visual illusions,
synesthesia, distortion of space and perspective.
Motor coordination.
.I
Mood and affectivit~, . as evidenced by anxiety, euphoria, hypomania, ecstasy, autistic withdrawal.
Ideation, as evidenced by flight of ideas, ideas of
reference, impairment of concentration and intelligenc~
Personality, as evidenced by depersonalization and
derealization, impairment of conscience and of acquired social and cultural customs.( 1)
I
The most commonly used hallucinogenic is LSD-25
(d-lysergic acid diethylamide).
less and tasteless.
LSD is colorless, odor-
It can be made in a variety of colors,:
•.
!.
I
hmvever, it is most commonly found as a white powder in
tablets~
capsules or a clear liquid.
LSD was constructed by A. Stoll and A. Hofmann in
1943.
Hofmann found after ingesting LSD accidentalJ.y,
that he experienced a sense of unreality, depersonalization and euphoria.
However, i·t·was not until 1960 when
Harvard researchers gave LSD to ·students outside a controlled scientific setting, that the practice of LSD came
22
--------------------~-----------------
nel.¥. philosophy came ,into being.
One that encouraged a
person to turn on, tune in, and drop out.
The LSD experience can be divided into four stages.
The first stage begins from the time of ingestion, which if
taken orally causes symptoms to appear in about twenty to
thirty minutes, or if injected into the blood stream, within minutes.
~
If a normal dose is taken, the development of
symptoms produced by this drug usually lasts one hour.
second phase usually lasts five or six hours.
The
The psy-
chological effects vary depending upon the size of the dose
and how it was taken.
The third phase begins when the
symptoms begin to reduce.
At this time a person flucuates
back and forth between feelings of normalcy and drug related feelings.
The aftermath is the fourth phase.
A
feeling of fatigue and slight tension is involved at this
point.
Usually after seven to nine hours, the effects of
the drug are fairly mild.
However, recurring effects such
as continued hallucinations can occur in certain instances.
i
I
Physical And Psychological Effects
The physical effects caused by the use of LSD are
very minimal.
One of the most notable physical signs of
LSD action is dilated pupils which do not contract completely when illuminated.
Users often wear sunglasses,
even at night, to keep light out of their eyes.
i
I
Nausea,
possible vomiting, chilliness and tremulousness can be
-
-
~--·--------,---------------------------
.
,
---- ----;-~----------- ---------------------- ---------- ---· --···--·--·----------··------'
23
r--·--·
- c - - - - - - - - - - - - - - - - - - - - - - - - - - - ---------- ·-· -----1
.
physical effects evident in the LSD experience.
I
I
Although
ichronic brain damage is unproven to date, chronic changes
do show on electroencephalograms.
The psychological effects of LSD include distortion
of time sense, distortion of perception, intensification of
sensation, illusions, delusions and hallucinations.
i
-1
One
of the first signs of this experience is noticed when
colorful patterns of geometric or other symmetrical designs
move across the visual field when the eyes are closed.
These patterns may change into symbolic fantasies, complex
events, or persons.
Colors become more saturated, depth
is accentuated, and the afterimage becomes prolonged with
the eyes open.
seem to move.
Illusions are seen, stationary objects may
Visual hallunications are less frequent,
although the use of LSD may cause the user to see things
that are not visible.
Also it has been reported that objects appear to
have an enhanced beauty and that ideas and feelings take
on new meaning.
But the opposite has also been described
I
in that objects take on nightmarish qualities, and thoughts1
become fearful and paranoid.
Hearing appears to gain in-
tensity, with an acute awareness of noise in the back-
i
ground.
I be
I
Touch, taste, and smell have also been reported
accentuated.
The sense of time may be affected dras-
1
1
t.o
Ii
'
~ ~
tically, as i t may appear that hours have passed instead
l-~~~~tes~ Eurphor ia
is
oi
exp~-~enc:~, _an~ _ecs~a tic s_t::: ar~
--
~.-------
24
r-------------------------------------------------------1
Thoughts are interwoven with fantasy and
said to occur.
i
with larger doses, logical, rational thought is lost.
Con-
cepts of one's own body may alter as well as a feeling of
loss and disorientation with one's self.
In some cases LSD may cause a psychological dependence.
Many people take only a few trips on LSD, and
stop when they have a bad experience, and have no desire to
try LSD again.
However, a frequent user, known as an acid
head, might make a practice of taking LSD.
The long term
i
i
user can experience an entire personality change which goes
beyond psychological dependence.
Dangers
In the book, Drug Abuse, written by Angela Kitzinger and Patricia Hill, it is stated that there are four
major types of acute symptoms identified after LSD has
been~
taken which are:
1.
2.
3.
I
4.'
.,I
Illusions and hallucinations.
Anxiety, often to the point of panic.
Severe depression with suicidal thoughts
and attempts.
Con~usion to the ~oint of not knowing
where one's self 1s. ( 2·)
With each individual LSD trip the experience can
I vary
drastically and is totally unpredictable.
Symptoms
are frequently severe enough to warrant psychiatric hospitalization.
1
I
l'
Under the influence of LSD it has been re-
ported that because of the altered. state of consciousness,
I
the user may feel super human or invulnerable.
In several
i
- - - - - - - - - - - - - - - - - - - - - · - - - - - - - - - - ·- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - _ _ ______J
I
-
~··----
- -~.-----
--
-
25
F------------.----------------------------------------------.------·-·-----~
I
in~tances-,
1,
it has been reported that ·individuals under the
infiuence of LSD have jumped from second and third story
,
Ma~ijuana
is a drug that comes from the resin and
of the Indian hemp plant.
leaV~$
It was classified as
C€lnnabis Sativa by a Swedish botanist named Linneaus in
l 753.
t-1arijuana grows from four to eight feet high or
hi9h~r
and is an annual growing plant.
fig5
The Cannabis plant
been 4sed throughout history for making ropes.
~~~in
The
from the flowering tops of the female plant, whether
or eaten, is called hashish.
~rocked
Has·hish is the pure
·!
tim~~
~tronger
Th~
i
I
i
II
than marijuana.
Chinese used the hemp plant fibers to make
th~-i:~· ~lothing and attributed supernatural powers to the
i re~in from
Ii Chin@, th~
,i
the flower clusters of the female plant.
us~
pur~o~~~.
• the
1
u~§
with the year 1000 B.C. India integrated
of marijuana into their society..
They employed
ID@rijmana as a means of escape from the problems of their
@fiYiro:run~nt.
I ~nd
I
In
of marijuana was allowed solely for medical
~@ginning
Ii
'
the female plant and is as much as eight to ten
~@~in ~f
Its use developed into a religious practice,
he~ame a part of their daily activity.
.
-·
·
I
'---------------------------'----'----------------------·-----------------------·---J
~ ------"1'-'- - - - - -
-
------ --·---
26
~
,---------------
--------------~--
'
i
·- --. --·-------------·1
'
Marijuana was known and used in the New World as a
euphoria-producing agent when Columbus was attempting to
prove the world was round.
However, marijuana failed to
win any popularity until Mexican laborers began to bring
bags of marijuana across the border in the early part of
this century.
The use of marijuana in the United States
was becoming prevalent by 1926.
Marijuana became so popular the Mexican laborers
were unable to supply the demand.
Shipments began to
arrive from Havana, Tampico, and Vera Cruz.
Today there
are thousands of articles, reports and papers publicizing
this drug, and according to the United Nations, its rate of
interna·tional consumption is second to that of alcohol.
Although each young person who involves himself in·
drug abuse of any
sort does so for essentially unique rea-
sons and under essentially unique conditions,certain
truths emerge concerning the overwhelming amount of young
people involved with marijuana.
Marijuana is generally
considered a sociable activi·ty.
Those \vho smoke marijuana
do so with others by passing around a marijuana cigerette
(joint, reefer), from one person to another.
i
!
i
this experience together and it has become a common occurrence.
The young person recognizes that in many cases,
I the only way
I that group's
!
They share
to belong to a specific group is to join in
activities.
llo~gin~:~-~outh
In order to gain a sense of be-
might engage in smoking marijuana.
i
----------~----------------~--------------------.J
.
------
·-
--~~
-
27
~-------------------------------------~
-----------------------·---- ----------------1
'
I
I
i
!
Marijuana is usually smoked, either i'n cigerette
!
!-
I
form or in a pipe.
Smoking it is referred to as "turning
on" or "getting high".
added to food.
It can also be brewed in tea or
When marijuana is ingested it takes up to
an hour for it to get from the gastrointestinal system into
the blood stream.
When marijuana is smoked however, the
effect is almost immediate, and it is three times more potent.
l
I
Physical And Psychological Effects
I
Marijuana is considered a true hallucinogenic as it.
contains the elements of both stimulation and depression.
It is not physically addicting in the true sense, because
the characteristics of tolerance, physiological dependence,·
and psychological dependence do not occur.
Therefore, the
body does not develop a dependence as with true addicting
drugs.
The physical effects of marijuana are easily noticeable.
The blood pressure and pulse rate both increase.
Probably the most significant and notable effect is the
dilation, or red eye brought about by smoking marijuana.
However, the alternations of blood pressure and
i
respiratio~
the increase in appetite caused by hypoglycemia, and the
Ii dilation
of the
~yes
I
are considered of secondary importance.!
I
I
I
I
L_____________-------------------------------------~-----
~
------
------
_.n,
-
----~
----
28
r-----·-----------·-------·-.···---··-·----- ------ ---··----·- ---- .. ----· ---
----~
i
The· principal activity is directed to:l7ard the area of the
brain that provides logic, philosophical ability, and
reasoning powers.
Some of the psychological effects attributed to
marijuana are a state of confusion of time, inability to
carry out mental tasks, difficulty in concentration,
de~
creased auditory discrimination, sense of strangeness and
unreality about self and surroundings, fear of dying, paranoia, anxiety, panic, unwelcome introspection, and hallucinations.
After smoking marijuana, the user may feel a
change in awareness, touch and perception, particularly in
relation to time and space.
Coordination is altered af-
fecting accomplishments requiring speed and accuracy.
How-
ever, the experienced and typical user has little diffiI
c:ulty in appearing and acting normally, and may not even be
aware of any of these changes.
The user may feel a sense of warmth and joy, a loss:
of inhibitions and an increase in confidence.
i
On the other1
i
hand, they may also become easily irritated, confused,
j disoriented, afraid, and paranoid.
The new user is more apt to have either no symptoms
I or
I
an overwhelming loss of control.
nique and what to look for,
I
I
I
i
I
Not knowing the tech- i
some novices say that marijuana:
is nothing much to experience.
However, the prolonged use .!
of marijuana can definitely.result in psychological
1....·-----~----··
i
I,
·--------·----····~ - · · · · ... ..... ..... ·-· ··-.~·· ...J
29
,---------------------------------:----~-----------------
i
dependence, and heavy and consistent smoking often becomes
a daily routine used over periods of years.
It has been reported that long term use of very
heavy doses has caused the impairment of concentration,
memory, alertness and the ability to perform .complicated
tasks.
A recent study conducted by a subcommittee of the
New York State Legislature's Temporary Commission to
Evaluate the Drug Laws•concluded that "although we reject
the old notions that marijuana is physically addictive,
'
\
.
-
that it leads to violent or aggressive behavior or that it
is a direct cause of graduation to heroin and other narcotic drugs, we have found substantial evidence that marijuana is a dangerious drug."( 5 )
However, there are many
contradictory reports concerning the dangers of marijuana.
For
exampl~,
at the beginning of 1971, the National In-
i
j
stitute of Mental Health issued a summary of current know-
1
ledge concerning marijuana, which included the Institute's
' opinion that for most people, the drug does not seem harm1
ful.
Although many studies have been made concerning
this subject, it is still impossible to make a conclusion
as-±o the dangers at the present time.
Too little is
really known and much is to be learned about the drug's
long-term effects.
L
________________________________________ j
I
30
--
~----~---~-----~~------~--------------~~-----~~- -~
~-~~--- -~------1
I
Narcotics - QEium And Derivatives
The word narcotics comes from the Greek word narkotikos, which means benumbing.
The primary function of
these drugs is for the alleviation of pain.
Narcotics ease
the pain by numbing the senses and reducing the fear of
pain and also in aiding sleep .
.Pharmacologically, narcotics are the drugs that act
in the same way as morphine.
Morphine is a derivative of
opium and therefore narcotics are also known as opioids.
Opium Derivatives
Opium
Morphine
Heroin
Opium
Opium is derived from a poppy called Papaver somni-·
ferum that grows in Turkey, Mexico, Laos, Cambodia, Burma,
China, Thailand, and Lebanon.
1
unripe poppy seed pod .
l! sap
It is the milky sap of the
. If the poppy is cut open and the
is allowed to dry, it becomes a brown gummy substance
! known
i
as opium.
Most probably it is the oldest narcotic known.
I Opium
I
~~years
'
was called the joy plant by the ancient Sumarians4'000i
before Christ.
Opium became popular in the United
'
\
States and was used in the early 19th century for medicinal:
L-~\
---------~ _______: __·-----~----------~------------------- -~-~ - __________J
_.>;~-,·~--
--·-
31
----------------------------------·--------------1
,------~-----------
i
1
I
purposes ..
However, today it is of little use,
~s
morphine
i
I
and heroin are both stronger, more profitable and easier to'
transport.
Morphine
Morphine is the alkaloid of opium that has the
strongest analgesic
used to kill pain.
powers.
It is the strongest narcotic
Morphine produces its main effect
the nervous system and the bowels.
numbing effect including analgesic,
on
Morphine produces a
drowsiness, changes in
4
!
I
mood, and mental clouding.
Morphine has the ability to re-
duce pain as well as create feelings of euphoria.
Morphine can cause a person to have difficulty con-·
l
. I
centrating, and cause apathy, lessen physical activity, reduce visual alertness and make it difficult to think clearly.
Physical dependence develops after repeated use and
withdrawal symptoms are similar to those created by heroin
withdrawal.
Heroin
I
I
Heroin is a white powder that is odorless, crystal-i
line, bitter in taste and soluble in water.
Heroin was
first used to reduce and relieve morphine withdrawal symptoms.
I
i
However, it was later discovered that heroin was
/ also addicting, and vastly more potent.
IL ___
I
Heroin is about
---~~ ~ ~-·~. j
i
32
r-----1
--~---------------------------------------
. -------------l
I
2.5 times as potent as morphine on a weight basis, however,'
i t does not produce a greater physical dependence.
Physical And Psychological Effects
The effects of heroin act to reduce and suppress
tension, anxiety, hunger, sex, depression, and panic.
Part
of the desirable effects are the sensation and feeling of
total satisfaction and satiation.
one of the greatest at-
tractions to addicts is that when heroin is mainlined it
produces a warm flushing of the skin as well as the immediate rush.
This immediate, initial sensation or rush, can be
described as a feeling of overwhelming ectascy.
However,
addicts claim this rush can also be compared to the sensation of death.
Heroin addiction develops easily and a
habit can be formed in two weeks by a person injecting
I
heroin daily.
i
Repeated use at short intervals creates a tolerance'
I
I
and in order for the addict to achieve the same heightened
feeling, another dose of heroin is needed.
I
I
The body beg ins'
I
to develop a tolerance to heroin.
I
After prolonged use,
j
!
heroin not only serves the function of making the user feel
I good,
j
but also makes the addict deathly ill without it.
The psychological and physical dependence beoornes over-
! whel;ning and the addict must use more heroin to escape from
I suffering the withdrawal symptoms.
I___________________________________________________________________________ ------ _____ j
J
33
-
~-----
------------------------~-----
- -- --------------1
I
1
!
! Dangers
I
I
!;
I
1
The major danger is the physical addiction and the
consequences of withdrawal symptoms.
Also lethargy, severe
weight loss, inhibition of ejaculation and erection, loss
of sexual interest.
Toxic overdose produces unconscious-
ness, slow and shallow breathing, cold and clammy skin,
weak and rapid pulse.
respiratory arrest.
An overdose can also cause death by
The withdrawal symptoms are very
I
severe including restlessness, irritability, panic, tremors,;
chills, cramps, nausea, vomiting and muscle spasms.
\
I
I
II
L--~---------·~--
.-----------------------¥-----·--------------------~-----~-------------
---
1
I
CHAPTER II
LEGAL ASPECTS AND SCHOOL POLICY
Drugs And School Policy
Contained within this portion of the manual are
some specific guidelines that pertain to drugs and Los
Angeles City School policy.
A list of procedures is offer-:
!
ed as to the legal steps taken involving youth and drugs
.'
!
within the school.
An examination of Los Angeles City
School policy rationale, and several specific guidelines
concerning student rights are also presented.
A blank COPY:
I
I
of the compulsory report filled out for each pupil involved:
in a drug related event is included.
This report is sub-
mitted for any student who is involved in a drug related
incident while on campus or in an off campus school-related;
I
activity.
It is the purpose of this section, to acquaint the
j
counselor and teacher with Los Angeles City School policie~
I However, , within the
', school policy mi_ght
I
framework of the drug is sue, particular:
vary in some respects.
I
~~ni.n~~---~~~~~-~-~m~=~_:_--~-~--~-~~fi-~-~~ti~=~~-~~--.
34
To
An area not ex- 1
i!
-~h~~~~~n~--~an J.
35
~-----·-------·-~----··----------·-·-----------------------
1
i
confidentiatity be upheld between student and teacher/
counselor, when drug issues are involved.
It is advisable
to know what unwritten school policies are ·in relation to
how the administration feels about certain issues.
There-
fore, it is suggested, that although board policy designat-:
I
ed by the Los Angeles City School system is examined, the
teachers and counselors should become acquainted with their
own particular school policies.
Drugs/Narcotics
The following is an extract taken from the Handbook:
Emergency Legal Procedures published in 1977 by the
Los Angeles City Schools.
I
1.
Follow up unusual rumors or specially reported circumstances.
2.
Protect identity of informant, unless legally required
to divulge identity.
3.
Use ingenuity to detain suspected non-student pusher;
simultaneously call police.
4.
Call suspected student to office.
5.
Search student's person, lockers, or other location
under stud~nt's·control, with witness.
6.
Have student present during
with witness.
7.
Prevent destruction or other disposition of drugs.
I 8.
II
I 9.
I
L
~ny
locker search, along
Call police; turn over narcotics to police for further
investigation.
Notify parents, Pupil Services and Attendance, and
Area Superintendent.
_________________________________ j
J
I
36
--------------
------------------~----
--- --------- --- -------1
I
l
I
10.
Consider immediate suspension and possible expulsion.
11.
Isolate student under influence.
12.
Verify student's condition through nurse or other
qualified school person.
13.
Request police to transport student to hospital.
14.
Immediately notify parent to meet police at hospital.
15.
Request Pupil Services and Attendance investigation
of reported local-off campus hangouts.
16.
Record and file complete record of the disturbance.
References
Administrative Guide, Los Angeles Unified School District,
Numbers 1208-6 1208-9, 2280G.
California Administrative Code, Title 5, Section 300.
California Education Code, Section 48904.
California Health and Safety Code, Sections 11056, 11057,
11350, 11353, 11354, 11357, 11359, 11361, 11377,
11378, 11380
California Penal Code, Sections 647 (f), 647a
Los Angeles Municipal Code, Section 63.94
Policy Bulletins: Division of Educational Support Services
Nurr~ers 15, 21, 43
The Development Of School Policy - A Rationale
The Los Angeles City School Handbook entitled
Student Rights and Responsibilities for Elementary, Junior
and
Seni~r
High Schools, offered these following points
as rationale for the development of school policy:
L
I
l
I
I
- - - - - - - - ------·---------·------~-------------------------------- _____________j
37
~---·--------------------------------'--------------------------------··
I
I
I
! 1.
'
The basic role of the school is educational, not
judicial. School resources are better expended in
helping every pupil develop self control and enthusiastic cooperation rather than in the exercise of punishment and application of external restraint. To this
end, counseling and guidance become more important in
terms of emphasis than do rules and their adjudication.
2.
Guidelinesshould allow flexibility of application, be
based on valid underlying principles, be applied with
good judgment, be subject to rational application, and
be educationally defensible.
3.
Guidelines should be flexible enough to allow for differences in geography, culture, and varying levels of
maturity characteristics of students in Kindergarten
and grades 1-12.
4.
Guidelines should make no pretense to exist for all
time but should be amenable to change as society and
its problems change.
\
All items covered in these guidelines do not necessarily involve student "rights"; they are included because questions about these points are often raised by
student groups and represent areas about which they are
deeply concerned.
5.
I
--------~
6.
Young people are constantly testing to find the limits
within which society and their elders expect them to
operate. Youth not only wants and needs guidelines,
but they also are entitled to know the reasons for
them.
7.
When a school district imposes a regulation affecting
the rights and r~sponsibilities of students, the following factors should be considered:
a.
The restraint imposed by the school district regulation must rationally relate to the enhancement
of the schools' function.
b.
The benefit of the regulation must outweigh the
consequent impairment of the student '·s rights.
c.
A regulation which restricts rights may not be imposed if there is an alternate which is less restrictive of these rights and will secure the same
objective.*
·
I
!
i
*Based upon a legal interpretation in Bagley vs. Washington
I
L township Hospital District.
f
'
--·--~---~-·-------·----------------------·-·----~------~~------~-------~-------~----~-------------__j
38
r---------------
------------------------------------------------------~------
--- -----------------,
I
The following guidelines concern specific student
rights which may in some way pertain to a circumstance involving youth in the school and drugs.
These guidelines
have been extracted from the Handbook:
Student Rights and
Responsibilities, developed by the Los Angeles City Schools
for Elementary, Junior and Senior High School levels.
Right of Privacy:
Privacy of Person and Possession on
Campus
Students have rights of privacy which are commensurate with those guaranteed to adults and which may be
diminished only when there is reason to believe that the
health, safety, and general welfare of students at the
school are endangered.
In carrying out his responsibilities, the principal, or his delegated representative, may
find it necessary to search lockers or desks. Students may
also be searched, but only when-there is no other reasonable course of action available and when there is substantial and reasonable cause to believe that the object sought
is on the person of the student. Whenever there is reason
to believe that a search is necessary, it is advisable to
perform i t in the presence of an adult.
Section 10603:
(a)
Narcotics or Other Hallucinogenic Drugs
For the protection of other pupils in the public
school, the governing board of any school district may:
suspend, or expel, and the superintendent or a principal of any school district v-Then previously authorized-by the governing board may suspend, a pupil when-:
ever it is established to the satisfaction of the
'
board or the superintendent or principal, respective!~
that the pupil has on school premises or elsewhere
used, sold, or been in possession of narcotics or
other hallucinogenic drugs or substances, or has inhaled or breathed the fumes of, or ingested, any poison classified as such by Schedule "D" in Section 4160:
1
of the Business and Professions Code.
Ii
[___________ _
--- ----------------~---------------j
- - - - - -~'.:___
39
.
,----·
·---~---------
i
- -----------1
I
!
(b)
Every sheriff or chief or police who arrests a minor
of compulsory school attendance age. or any pupil currently enrolled in a publ~c school through grade 12
for using, selling, or possessing narcotics or other
hallucinogenic drugs or substances, or for having inhaled or breathed the fumes of, or ingested any poison
classified as such in Section 4160 of the Business and
Professions Code, when a petition is requested in
juvenile court or a complaint filed in any court alleging that such minor is a person using, selling, or
possessing narcotics or other hallucinogenic drugs or
substances, or for having inhaled or breathedthe fumes
of, or ingested any poison classified as such in
Section 4160 of the Business and Professions Code,
shall without unnecessary delay give written notice
to the superintendent of the school district of attendance.
(c)
In any event where a sheriff or chief or police arrests a minor of compulsory school attendance age or
any pupil currently enrolled in a public school
; ~through grade 12 for using, selling or possessing narcotics or other hallucinogenic drugs or substances, or
for having inhaled or breathed the fumes of, or ingested any poison classified as ~uch in Section 4160
of the Business and Professions code and later releases such minor without filing a petition request
with the juvenile court or a complaint in any court,
the sheriff or chief of police may give written notice
thereof to the superintendent of the school district
of attendance if the sheriff or chief of police believes the school district will benefit by such notification.
Section 10607:
Duration of Suspension
No pupil shall be suspended from a secondary school for
more than the duration of the current semester. For
secondary schools not operated on the basis of a school
term regularly divided into semesters, the governing board
shall select a date approximating the midpoint of the term
for purposes of the preceding sentence. All summer school
sessions maintained at a secondary school shall, for purposes of this paragraph, be deemed to constitute a single
semester.
On or before the third consecutive school day of any given
period of suspension, the parent or guardian of the pupil
involved shall be asked to attend
meeting with school
I officials, at which time the causes, duration, the school
LP~~-icy i~~_?l ved ,__ a~?~."t:.~::_ __ :n_a_~~_:~~--!?_E=::-_~~n-~=::!. __ tc:> __ t~=-----~----J
1
a
------~,-
40
:--------------------------------·----- _______:_~ -------------------------·-- -- - ----- ----- ---!
suspension, shall be discussed. If the parent or guardian
fails to join in such a conference, the school officials
shall send him by mail ·a letter stating the fact that suspension has been implemented and setting forth all other
data pertinent tb the action.
Board Rule 2283:
Expulsion-Junior and Senior High Schools
The Board shall consider the expulsion of a pupil upon the
recommendat.ion of the Superintendent. Pending the decision of the Board, the following procedure will apply:
When an expulsion of a pupil is being considered, the
principal of the school, shall organize the evidence and
then confer with his assistant superintendant prior to
notifying the parents of the contemplated expulsion. If
it is determined that a pupil is to be recommended for
expulsion, the principal shall first suspend the pupil,
but not for more than two consecutive weeks, and notify
the parents by a registered letter with 11.Return Receipt
Requested 11 •
The letter shall inform the parents that the
pupil being suspended and that a recommendation is being
made t.o the Superintendent that the pupil be expelled from
school. The immediate cause for the pupil's suspension and
the other reasons for recommending the expulsion shall be
included in the letter. Copies of the letter shall be
sent to the assistant superintendent in charge of the
school and to the director of the Child Welfare and Attend~
ance Board.
Board Rule 1204:
I
Interviewing of Pupils by Police Officers
Upon presentatiorr~o£proper identification, duly authorized
representatives of law enforcement agencies having jurisdiction over the area in which the school concerned is
located shall be allowed to interview pupils in the
presence of the principal, counselor or a -teacher.
Board Rule 1205:
I
Pupils Not To Be Taken From Schools
No pupil shall be taken from a school by any-person other
than a school employee. Exception to this rule may be
made only:
1.
2.
3.
By the parent or guardian, when properly identified.
Upon the written request of the parent or guardian,
properly verified.
By properly identified law enforcement officers when
an arrest is made.
-------------------·---·----~-------·----------------------·--·--------~
:
I
J
J
41
~-------·----- -------------------------------~---------------:----------
---------------- -- --------1
i
'
;
4.
By ?~P~ope~ly identified represent~tive of law enforcement agencies, in case of emergency as determined by
the principal or his designated representative.
i The responsibility of notifying parents of pupils taken
from .school by a law enforcement officer in accordance with
items (3) and (4) of this rule rests with the law enforcement officer.
In accord with past policy, the law enforcement groups have agreed to notify the parents prior to the
time the pupil would normally return home from school"
!
Further information concerning student's rights and responsibilities can be obtained in handbook form. · Please consult your school administrators.
Drugs, Youth And The Law
This section of the manual examines the laws concerning unlawful possession, and unlawful possession ·far
sale.
Federal law enforcement agencies are mentioned and
California drug abuse laws are discussed.
The procedures following the arrest of a youth ac- '
cording to the police and probation are also included.
I
I
These procedures offer insight for the counselor and teach- 1
er as to w~at the legal piocess is upon the arrest of a
juvenile.
Therefore, by the counselor and teacher becom-
ing aware of these procedures, a youth can be helped to
become aware of the possible legal ramifications of being
involved in a drug related incident.
II
Federal Law Enforcement A>fencies
Enforcement of the federal laws governing drug
I
I abuse
I
I
falls under the jurisdiction of the Federal Bureau
,
I
I
L__________________________ ------------ ________________________ j
42
~-------··---------------------------------;----
~--------------·---·--
--· ··- ...
- ·-----------·-·----]
!
of Narcotics, the Food and Drug Administration, and the
;
I
1-
Bureau of Customs.
Federal Bureau Of Narcotics
The investigation, determin~tiori and:p~evention
of violations concerning the federal laws pertaining to
narcotics and marijuana, is the responsibility of the Federal Bureau of Narcotics.
It determines the importation of'
crude narcotics for medical purposes and for limiting the
manufacture of narcotic drugs, natural or synthetic for
usage in the United States.
Drugs illegally manufactured
or distributed, the arrest of those persons involved in illegal operations, can also come under the jurisdiction of
this bureau.
~oo~
And Drug Administration
I!
The Food and Drug Administration operates under the
U.S. Department of Health, Education and Welfare.
One of
the functions is to establish certain controls over depressants, stimulants and hallucinogenic drugs.
This de-
partment has jurisdiction in both local and interstate drug,
J
traffic.
Their inspectors have authority to confiscate
de~
' pressant and stimulant drugs which are being illegally
I manufactured and distributed.
I
I
L-------··--c---~-
I
----------------------------·--------------------·-· . - · - ·- ________j
43
,-----------------~--------·-----~------------~--------~~----
-·····---,
I
Bureau Of Customs
II
i
Working under the U.S. Treasury Department, the
Bureau of Customs has responsibility for prohibiting illegal entry of contraband drugs into the country.
California Drug Abuse Laws
In some cases, the drug abuse laws in California,
are more severe than those of the Federal Government.
These laws provide strict penalties for the illegal possession, sale,
transportatibn~.
or administration of any
narcotic drug, and even more strict penalties for those
convicted on previous narcotic offenses than for first
offenders.
The possession of drugs, being under the in-
fluence, possessing paraphernalia for the illegal use of
drugs, or knowingly being in a place where illegal drugs
are contained or being used, may result in prosecution.
I
Except as authorized by law, the juvenile who possesses not more than one ounce of marijuana, is guilty of a
misdemeanor.
However,. if a youth has been previously con-
victed of the same offense during a two year period, the
youth will be assigned a probation officer and taken to
juvenile court where he will be tried.
The possession of
more than one ounce of marijuana is considered a felony.
Possession of illegal narcotics, amphetamines, barbit-
lurates, or hallUcinogenic-
drug~-i~ a felony~.~ ~u~eniles-
1
I
I
I
_j
44
.
----1
-·--
·--··--·-··---·--]
'
who'possess these drugs for sale, will be tried in juvenile
court under the jurisdiction of the probation department.
Police Procedures
The school teacher and counselor are obligated by
law to inform the police of drug related incidents
ing marijuana or any narcotic or dangerous drug.
involv~
The main
function of the police is apprehension and investigation.
It is their responsibility to come into the school and take
the youth to the police station for examination.
The procedure used by the police depends upon many
factors.
Assuming that drugs is the only issue involved,
these are the steps that will
1.
follow:~
The police will obtain any further information that
they did not receive from the school concerning the
youth.
The police will check previous data, and exam-
ine the information.
2.
Depending upon whether this youth has any previous
record with the police,the type of offense, and the
nature of the crime involved, the police have the option to counsel and release the youth to the parent's
care.
In this way the child is not booked or finger-
printed, and the police keep the information at the
police level.
1
The main philosophy of the police, ac-
cording to Officer Gaspar and Officer Pryor of the West
I
I
II
Valley Police Station Juvenile Division, is that the
'
,
L______________________________________ -------- __________________________________j
4.5
r----·-
------~-----:--------:-------·---·
-----
--·-------,
l
juvenile justice system is not punitive, but rather ed-'
i_
' !
ucational, and that the best place for a youth is in
1
the home.
Therefore, if the police feel the circum-
stances are warranted, the youth might be released to
be handled at the parental level.
Naturally, if the
parents do not wish to accept the responsibility, or
that they feel the situation is too severe to be handled at horne, the police will refer the youth to the
probation department.
When the youth is counseled and released, the police
make an attempt to find out why the youth has become
involved with drugs and hope to impress upon him/her
the dangers and hazards of drug usage.
Sergeant Smith
of the Sylmar Police Station Juvenile Division stated
that 80% of the kids who were not involved in a felony,,
drug abusers.
These kids are not booked at a state
level, but a contact report concerning the events of
the situation is filed at the station instead.
Once
the youth's behavior is documented, and the behavior is
repeated again, the police feel it gives them arnrnuni-
I
tion at future arrests.
3.
If the youth is not counseled and released, he/she is
referred to a social agency.
Some of these juveniles
will receive counseling from special referral agencies ,
L___
------·--··-·-----------------·-------_j
46
,----------------~-----------------------~--
------------.. ------. -------1
I
and continue to live at home.
They are assigned a
probation officer who will keep in contact with the
counseling agency and the parents to
of
th~
youth.
~atch
the progress
Upon the completion of the counseling,
the options are to continue further counseling, or to
discontinue counseling upon the recommendations of the
probation officer, and the counseling agency.
4.
If· the police feel that the situation warrants stronger
measures, because of previous drug arrests, or the nature of the arrest, the child is given a probation officer, and referred to the District Attorney's Office.
A petition is submitted for the District Attorney's
Office to handle the case through the juvenile justice
system.
The District Attorney can either reject or
file the petition.
If the District Attorney rejects
the petition, the youth is either referred to a social
agency for counseling or counseled and released.
If
the petition is accepted and filed, the youth will go
through the juvenile court system for trial.
5.
The youth·will.either be found guilty or not guilty.
I
II
I
The youth will be fined, placed on probation, or place~
.
I
in a residential treatment facility. If the youth is I
found not guilty, he/she will be released to the custody, of the parents.
I
I
L__
When the youth is found guilty
he/she is classified as ,I
.
.
a 602, or an incorrigible.
I
He/she must go through the ;
--·_____ __:__________________________ ---------------· -----~ ____ j
47
r---------~-------------~-------------~-----------------
probation department for sentencing.
-· .
- - - --
-----·--]
If he/she is in-
volved in heavy problems with drugs, he/she will be
placed in a detention facility.
Barbara Prince, a probation officer at West Valley
Police Station, said that one of the biggest jobs of the
probation department is to match up a child with the proper
placement.
She feels that the most important aspect of her
job is to help connect the juvenile with the most effective
referral source possible.
When a youth encounters the juvenile justice systern, he/she will have been assigned a probation officer as
their caseworker.
When he/she is sent to court, he/she
will discover that there is no jury as in adult courts.
'l1 he final decision and sentencing,
is done by the judge who'
I
has legal jurisdiction over the youth.
I
l________
I
I
------------------~---------~ ----------------~-~~J
~-----------
· - - - - - - - - - - - - - - · · - - - - - - · · - --.-"----------------------·----
·-
1
I
i
CHAPTER III
RESPONSIBILITY:
THE SCHOOL, THE TEACHER, THE COUNSELOR
The School's Role
Because schools are concerned with the whole child
'
concept, the needs of a child involved with drugs who is
seeking help are quite compatible with educational goals.
The abuse of drugs can cause a severe emotional impact on a
child which often inhibits learning and sets up blocks towards a positive outlook on the educational process.
Some
of the problems a youth might encounter are a disassociai,
tion from and lack of communication with family and school,:
i
!
truancy, problems with diminishing marks, difficulty developing self-restraint, an inability to qoncentrate, and
poor self image.
All these affect the youth's interaction
l
~
I
in the classroom, the ability to complete required assignments at home, and the desire to make school a good exj
1
II
1
J
perience.
Education is now looked upon by law enforcement and
other personnel, as a valuable tool 1n prov~ding the
l_________
·-·-·-
48
I
--- -------·-- --------- ---------··--··------ -- _______________]
49
·--------···------------------------ ·- '- --.------l
opportunity to combat drug abuse among today's youth.
Gov-
ernor Brown's Special Study Commission of Narcotics, reported:
The prevention of narcotic addiction is closely
interwoven with the problem of education in the schools
concerning narcotics.
The role of the school is to prevent
delirquency or anti-social behavior in any form and to attack and attempt to resolve any problem which reduces
I
!
educ~
tability, whether it involves the use of narcotics, danger-'
ous drugs, or glue and gasoline sniffing.( g)
According to the report from the Special Study Com-,
i
mission of Narcotics, there is no statewide educational
program or instructional curriculum offered within the
schools concerning drug abuse.
Educators and school per-
sonnel are dependent upon community drug programs and law
enforcement, for classroom presentation on narcotics.
Therefore, the educator has an opportunity through the use
I
of educational tools, to take on some of the responsibili ty
by preparing to teach about drug abuse within the school.
1
I
It is necessary for teachers, counselors and
school administrators to become aware of the drug abuse
problem existing in the schools today.
Within the class-
room setting, teachers have an opportunity to offer students up-to-date information concerning drugs such as
marijuana, narcotics, and uppers and downers.
I
Materials
needed to teach this subject-and to make instruction more
i
l
·I
1
I
I·
l:::::~~::o::~u-~:1;:: i:~:plie~-t: th~ teac~er ~s _any_ other_j
50
,--------------------------------- ----,------ -·!
-~----------------
-
i
---- -- ---- ------- --- --------1
.
I
'
Through the assistance of drug related agencies in
the community, law enforcement officials, and the school
administration, an effective method of instruction can be
devised.
The priority of the school concerning this issue
should be the effective communication of_ the drug abuse
concept to the youth.
Various types of learning experi-·
ences may be utilized and examined.
Contac·t should be made
with co@nunity referral sources which have guest lecturers
and recent materials.
Every opportunity should be taken to
build upon and extend pupils' learning experiences when it
is possible to strengthen the youth's conceptions of drug
\I
abuse.
Narcotic and dangerous drug instruction should be
focused upon current practices and popular drugs.
However,
the overall drug abuse picture should be presented as a
routine part of safety education within the school.
The
development of a drug abuse program would allow youths to
acquire attitudes and secure knowledge that will help them
choose to stay away from drugs.
By the teen years most
children have been introduced to some type. of drug; either
by a member of the family, such as a sister or brother, or
by someone at school.
The youth is told about how much fun'
are usually not discussed, nor given much consideration.
i
·-----------------------------------------··----·--·-------------·---·---_j
51
---·----------------~-----------
-·---- -. --------·-- ·----,
The schools can play a part in combatting drug abuse by
providing realistic information as to the dangers and
problems created by drug usage.
The Teacher's Role
\,
An educational program can be organized to include
strategic points on drug usage.
Several methods might be
employed such as the administration of a pretest concerning
be examined.
The information obtained can be helpful in
directing the teacher as to the focus in which the lessons
might be planned.
The teacher may then choose to form small research
con~ittees
to study and discuss a specific type of drug.
Upon completion of the research assignment, an oral presentation could follow.
The committee then reports the
facts gathered and finalizes their presentation with a
short question and answer period.
The students should be
encouraged to ask any questions concerning the use of the
particular drug.
The teacher may supply any information
I
. I
that is necessary to make the answer complete and approprl-i
ate.
A bulletin bo:a.rd display covering the use of a
I certain drug might be effective anq interesting.
I
I!
The topic'
I
i
. -----~·-·--·-------------·------------·------~~----j
Lean reflect the way in which physical and psychological
52
,----------------------------------··--·--·----
~
·-
------ ---
----- -··-·-·--------------·- - - ·
--
- --- -- ----
----~
Ii
changes occur.·
1
1
A discussion at the end of the display
presentation can concern the way in which these changes
affect our motor-control, perception, and judgment.
The
teacher can help the students understand the way in which
I
people need to depend upon these functions in order to live!I
a constructive and responsible life.
Teachers may also arrange an interview in the
classroom with law enforcement officials or members of a
drug related agency.
The topics discussed can be the dan-
gers of drug usage as well as the legal ramifications;
drugs, youth, and the juvenile court system.
Individual guidan~e can be offered to students
during an appropriate time set aside for questions and
answers.
The student having serious issues to raise, can
be referred to the school counselor for further personal
attention.
The Counselor's Role
The junior high school counselor comes in contact
with the young person during an important developmental
period of adolescence.
Generally during this stage, the
youth is prone to behavioral expression which reflects
their inner experiences.
These adolescent experiences
;
I
1
I
often display an increased aggressiveness, a curiosity
1
toward sexual auareness, and a desire for independence.
I
Adolescence usually is a time to be action-oriented and if
l ne~d
be,
:o
rebel. ----~~_!_s__ ~~-~-~
-~- -~~-~=--~f:_ ~~~-~=-~~~-=-~-~~-~-~:y -~_j
53
r---------------~--------------------··---------
Social pressures and a need to
-------------·---------- ----- --- ----- -- --·-----· ---1
belen~
to peer groups, might'
in some way cause a previously cooperative and happy youth,
to oppose parental authority and to alter his/her values.
As the youth begins to dissolve ties with the parent, they
turn more towards their own age group, and adopt their ways;
and values.
Many young people see the use of drugs as an important group related activity.
They feel a sense of in-
dependence from the parent by accepting the values of a
new lifestyle.
To them, the use of drugs does not present
a problem, nor display undesirable behavior.
Their atti-
tude is reinforced by other young people, and the development of an identity away from the family becomes evident.
The youth involved with drugs finds it hard, if not impos-
;
i
sible, to share his/her experiences with his/her parents.
Therefore, an attachment develops between the youth and the;·
peer groups, in which they each share a common bond.
The
youth may attempt to keep theindrug involvement a secret
from their family, however, the use
visible change in
~he
~f
drugs may cause a
youth's attitude and behavior.
Detection of a youth involved with drugs can be
discovered in several ways.
One of the most common signals
I
is a consistent pattern of truancy.
Other indications in-
elude emotional distress, drastic changes in moods, a lack
of interest in school and diminishing marks.
A pattern of ·
I
I behavior develops which exhibits a lack of interest in the I
L _____________:.___ . - - ---·--------------------------··---------------------------- _________________j
i
54
----~--~-----·-----------
--- - ---· --- ·-----------1
i
educational process.
An irresponsible attitude develops in
.
!
I
which the student begins to have difficulty adjusting to
the classroom, to classroom conduct and rules, and to cornpleting assignments.
The student involved with drugs will generally not
come to school in an intoxicated state.
Therefore, de-
tection is more difficult, but the counselor may become
aware of certain signs that lead to identification.
Should
a student use various types of drugs during the school day,
there might be observable behavior changes which occur.
A
small dose of barbiturates or downers, might make a particular student seem more relaxed, more good humored, more
comfortable socially, but make him/her also seem less alert.
and slmver in reaction.
A larger dose might cause drowsi-
ness and accentuate a very slow, sluggish behavior.
I
Still
more might make the student appear intoxiated and unsteady,!
.
his speech would be slow and unclear.
arnph~tamines
I
The student using
.
I
or uppers, might appear excessively
stimulate~
talkative, have an exaggerated sense of self-confidence,
i
i
I
I
and laugh at anything.
The marijuana smoker might appear to be more ani-
II mated,
I
.
talkative, laugh inappropriately and find hilarity
I
i
j
in everything.
However, on the other hand, he/she might
I also seem depressed, distant, drowsy and uncoordinated.
!,'
, His/Her clothes might have an odor.of marijuana smoke,
I
llwhich is similar to the odor of burning hay.
. ------·-
The habitual .
--~-----·-------- --·--,~------·-~-------·-------·--· -·--···-·· ----·-~--J
55
--~
-
~~-·-]
i
user may always appear to be sleepy, and be
reacting.
v~ry
I
slow in
When marijuana has been recently used, the
youth's eyes may appear reddened, and the pupils of the
eyes may appear frozen and dilated.
The detection of an LSD user (or a similar drug) is
not as easily detectable through physical symptoms.
most cornnon is dilation of the pupils of the eyes.
student: who uses LSD however, most probably will
to school during its use.
I
The
The
~ever
come
However, if during the school
day a student uses LSD, drastic mood changes which are
easily discernable are lifely to occur.
A student using narcotics displays classic indications of its use.
The eyes of the narcotic user may be
discolored and the pupils of the eyes pinpointed.
When the 1
withdrawal symptoms take place, the student is likely to
tempt to conceal these marks by wearing only long sleeved
clothing.
After prolonged use, the youth will lose weight
and begin to look unhealthy.
His/her behavior may seem
irritable and restless at times, and at other times seem
apathetic and drowsy.
A lack of interest in school becomes
I
--------~-----~----------~------~~---~-----~------~-~--~--J
---·
56
! - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - · -·-···-------------------··-·-· -- -··-·-· ·-. ··--
---l
I
evident, and a loss of interest in physical activities develops.
Truancy may become a problem and an anti-social
behavior may arise.
An understanding and awareness of these detection
signals can be helpful to the counselor.
Depending upon
is through the student's observable conditions, or other
factors, a counselor may find it necessary to investigate
a student's drug related activities.
A youth may be
brought to the attention of the counselor in many ways.
The student may choose to involve the counselor; drugs or
drug paraphernalia are found on a student, and concerned
. i
family, s·t-.udents, or teachers alert the counselor.
What-
ever the instances are, it is at this point that the function of the school counselor can be used to help the youth.
Although each individual situation is unique, the
~ocus
on counseling is the same.
However, it is helpful
for the counselor to be aware of the various situations in
which drugs have some emphasis in the counseling interact"
tion.
iI
The counselor will encounter students willing to
discuss their drug usage, others afraid of the drug ex-
I perience,
but pressured by peers, and still others whose
1 drug involvement through possession or possession for sale,!
lwill involve the police.
- ·- - - .
I
----·---------·______________________________ _j.
57
~---·--------------- ·-----··---------~-
------·--·-
---
--------~--
- - · - - - --- -- ·-
·-' .
-
·----·---~
I
Regardless of the circumstances, the counselor
plays an important part in helping aid the youth coming to
grips with his/her situation.
The goals of the counseling
process are important in effectively helping the student
guide their lives away from drugs.
The counselor can help
by focusing the counseling goals to allow the youth to express feelings concerning his/her drug experiences.
These
goals can be accomplished by creating a comfortable couni
seling environment in which a relationship of trust can de-:
velop.
Within this environment, a counselor can help assist the youth in identifying problems, seeking solutions,
and increasing his/her sense of self-confidence concerning
decision making abilities.
The facilitation of communica-
tion is stressed, as the student is encouraged to talk
openly about any problems bothering them without fear of
judgment or reaction.
1
As trust develops in the counseling
setting, the youth can begin to understand and accept the
..
reality surrounding the dangers of drug usage, without
..,.
needing to be defensive.
At this point, the counselor might work with the
student to identify any problem areas that may be causing
I
1.:
1
I
frustration within the school setting.
The counselor has
an opportunity to help the student gain an understanding
of the educational process, as a learning tool and a step
towards a satisfying and productive future.
L-~-------·-------------------------·--
-·-·- ····----··----·
·-·-·
Successful
---- ---------·---
______________________
:
,.
58
r--------·~-·-
i peer
1
I
·~---------------~- -··~·--·--··--·--
------· --·-·
----,
I
I
gro~p
examined.
relationships without the ·use of
dru~s
can be
Through this process, the counselor can help the
student gain a more positive self image . .
The counselor should use the initial counseling
situation as a means of developing long term goals, which
can be followed up in the counseling situation throughout
the semester.
The ongoing counseling relationship should
be bas.ed on helping the student become aware of how drugs
are causing problems in his/her life, and what alternatives:
to drug usage might be considered.
One important purpose of the counselor is to offer
support and understanding; not to ignore the difficulties
of the youth involved with drugs.
An important realization
a counselor must accept is that they serve only as guiding
lights, and cannot be the one to entirely resolve a youth's
problem.
Another important goal is that the counselor help
the student take responsibility for his/her own life and
help the student gain control and confidence.
A counselor
can serve as a source of guidance on alternatives, and add
insight into the youth's situation.
Probably the most important purpose of the coun~elor
is to serve as the voice of reality.
A counselor
can help the youth see that drugs are not the way to solve
i
I
problems, to show independence from the parents, and to win:
I friends.
A youth needs to understand that being accepted
I for oneself is the most important concern, and that
I
L
I
.
--·----·----~---------------·---·--·-----·--·----·_____j
59
,-----------fitting in at the expense of one's values, is a mistake.
,_
;
I
The counselor can help the youth understand and feel comfortable with their feeling curious about drugs, and wanting to be accepted by others in the school.
They can show
the student alternatives and offer support in guiding the
youth toward new directions.
Counseling can be an impor-
tant sharing and learning process for the youth, and can be
of great value in helping the youth involved with drugs,
have a more positive perspective of the future.
\
\
i
L_
I
------·----------------------·--- -------- __________________ J
60
,----------~----
'
-·----~~---------------·
.
i
..
---- ----
-------------------~---------·--
---·--·--
•
following is an example of a goal attainment scale de~
ivised for the youth and counselor to follow together. This
I scale covers the various areas which the youth wants to
; work on r thus making·· advancement· and progress a concrete
! step for
the youth to relate to.
i The
GOAL ATTAINMENT SCALE
Name
--~----~--------------~~--~--------------~~~~~-----
(Last)
CATEGORY
(First)
Steps
·Taken
To
Achieve
Goal
Date
(Middle}
Outcomes
Favorable Unfavorable
Ideas
for
the
following
week
Smoking
Marijuana
Using
Uppers
Truancy
\
--~~--------+-------r---------~-----------r------------~----~
Smoking
Cigarettes
Classwork
I
Home¥~~~r-k----~~----~r---------+-----------r----­
Accepting
ResponsiI bility
I
;
1
~~~
I
.
---------+-----------r------------+------
i Listenin-g-----+----.---.r
1
II
t~~~r-en_· j ~-J- ~ ...... ~.······~· ·~ ··-···············~-~ ~~j
t_s__
- - - - - - - - - - - - - - - - - - - - - - - - - - - - -------·--'---- ---------_---·-----------
-
-·--· --·--- ··--·----,
[
1
I
DRUG GLOSSARY:
Slang And Drug Names From A to Z
The drug glossary is primarily designed to familarize the counselor and teacher with drug slang and drug
names.
Counselors and teachers come in contact with this
· terminology because of their occupation and association
I
.j with students.
An understanding of drug language is es-
1
' sential in providing clarity and awareness concerning the
drug related experience of the students they are involved
with.
Aa
\
I
!
Acapulco gold.
{from the golden brown color)
of marijuana grown near Acapulco, Mexico.
is a type
I
It is considered
to be particularly potent and is priced from 15 percent to
60 percent higher than lower varities of marijuana.
acid.
LSD (d-lysergic acid diethylamide) a colorless and
tasteless mind-expanding hallucinogenic:
acid freak.
~-
(from acid LSD, and freak suggested of the un-i
usual behavior of an induced LSD experience) the acid freak
I
is one who is a repeated user of LSD and exhibits the bizarre behavior characteristic of one using hallucinogens.
addiction.
.
·
f or a spec1· f 1c,
· I
An overwhelming need and crav1ng
!
drug in which a psychological or physical dependence has
developed.
It is the consistent use of a certain
i
substanc~
iI
in which the user is compulsive about obtaining it at any
i'
price and cannot function without it.
j
- - - - - - - - - - - - - - - - - - - - - - - - - · - - - · - · - - - - - - - - - - - - - - - - - - - - ----· ----------·
61
_____]
62
r----------------------------------- ----------------------------- ------------- - - - ----- - --- ---·- "l
I
1
amphetamines.
1
(synthetic amine, stimulants) Often called
pep pills which stimulate the body's central nervous system
and produce excitement and sleeplessness..
They are fre-
quently used for weight reduction, but can be employed by
doctors in slight depression, alcoholism and some behavior
disorders in children.
There are no physical withdrawal
'
!
symptoms, however, the body can develop a tolerance to the~
A
psyc~ological
need can develop when taken in excess.
Other common names for these pills are bennies, co-pilots,
whi te.s, uppers,
angel dust.
-sp~ed
and dexies.
Phencyclidine (Sernylan) when mixed in its
powdered form with marijuana or hallucinogens can be smoked, inhaled and swallowed.
arti~lery.
(see phencyclidine)
Equipment employed for injection of narcotics.-
Bb
bad.
Meaning just the opposite or very good.
I
I
e.g., That's:
bad grass.
I
bad trip.
A temporary bad experience or chronic psychosis
I
after taking a hallucinogen.
ba~.
A measure of·heroin diluted with rnilk,sugar or
quinine and placed in a small clear envelope.
bagman.
A narcotics pusher.
Ii bale. A pound of
I balloon&. Drugs,
~
marijuana.
usually heroin, sold in rubber balloons.
I
L ________:_________~_______.________________
I
__c__-- - - - - - - - - - - - · - - - - - - - - -
-~------j
63
,--~----·-----·
barbiturates.
(central nervous system depressant derived
i
i from barbituric acid malonylurea)
They are commonly pre-
!
scribed as sleeping pills.
Tolerance develops after pro-
longed use and severe withdrawal symptoms are more dangerous than those of the heroin addict.
bennies.
bent.
Benzedrine pills.
To be high on drugs which means the mind is bent or
warped.
benzedrine (amphetamine sulfate) A central nervous system
stimulant.
Slang names:
black Russian.
blow your mind.
benz, bennies.
A dark colored, very potent hashish.
To alter consciousness by becoming high on.
I
a drug.
bread.
Money.
brick.
(from the shape)
A brick refers to a one pound
Cc
candy.
Drugs.
candy man.
A pusher of drugs.
64
r------------------------------------- ----- ·------------------------------ ------ ------ --
(from coca and ine)
cocaine.
phetamines.
The effect is a
Slang term - coke.
cold turkey.
An abrupt withdrawal from drugs.
coming down.
Recovering from a drug trip.
connection.
crank.
i
A stimulant similar to am-
It is a habituating drug.
quick, intense euphoria.
------·----1
A drug supplier.
amphetamines.
crystal.
.Hethadrine, an amphetamine.
Dd
darvon.
A tranquilizer.
dealer.
A drug supplier.
A packet of narcotics.
deck.
A synthetic opiate used as a sedative.
demerol.
Dexies.
Dim~
Dexedrine, an amphetamine.
bag. A ten dollar package of narcotics.
doper.
A person who uses drugs regulary.
downers.
dr0p·.
Sedatives, tranquilizers.
To swallow a drug.
Ff
feds.
fix.
I
Federal law enforcement officers.
An injection of narcotics.
flip out.
To become psychotic, e.g., He flipped out.
I floating.
High on a drug.
i freakout.
A bad experience on drugs.
i
fuzz.
The police.
·
I
1
I
L~ __________:_ _ _ ~-----·__:____________
· _______________________________________________ J
I
-
65
~---------·-------------·----------·-·-----·-·:
·-----·----------·----·----- --- -·-
I
------------]
.
I
i Gg
A good experience on hallucinogenics.
goofballs.
grass.
Sleeping pills.
Marijuana.
Hh
H.
Heroin.
hard stuff.
Heroin
Hashish~
hash.
hay.
the resin of cannabis.
Marijuana.
head.
A person who frequently uses drugs.·
heat.
The police.
h~~-
Under the influence.
holding.
hophead.
hype.
\
Possessing drugs.
-
Addicted.
hooked.
horse.
\
Narcotics addict.
Heroin
Narcotics addict.
Jj
joint.
marijuana cigarette.
jolly beans.
junkie.
Pep pills.
Narcotics addict.
Kk
kick
I~--
the habit.
To quit using drugs.
1
1 _ .- - - · · - - - - - · - · - - · - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ·- - - - - - - - · - - - - - - - - - - -
66
~-~
-- --
~ -~~-1
i
Ll
M.
i
Equipment for drug injection.
layout.
Morphine.
mainline.
Drugs injected into the vein.
maintaining.
Mescaline.
Keeping at a certain drug level.
A hallucinogenic extracted from the peyote
cactus.
Methedrine.
A central nervous system stimulant, an am-
phetamine.
Mikes.
Micrograms (_one millionth of a gram).
Nn
narco.
Federal, State or City narcotics policeman.
nickle bag.
Five dollar bag of drugs.
Oo
O.D.
To overdose on drugs.
Opium.
The liquid extract from the unripe poppy seed pods.:
Its effect on the system is one of eurphoria.
A physical
dependence results from long use.
Pp
A state of anxiety when the addict is in short
supply of narcotics.
1
papers.
Cigarette papers used for. rolling marijuana.
!
IL
________ _
I'
67
'
,------------- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
---·-
(from Nahuatl peyotl) It grows from the surface of:
peyote.
a small brown cactus plant and causes hallucinogenic efIt is also called buttons.
fects.
Phencyclidine.
Psilocybin, mixed with other drugs is
called angel dust.
It produces hallucinogenic effects.
Slang names are hog, PCP, peace pills.
pil~head.
pot.
A heavy user of pills.-
Marijuana.
Qq
Qualude.
A non-barbiturate hypnotic-sedative.
and psychic
Physical
dependence can occur after continued and heavy:
use.
quill.
A folded matchbook cover for sniffling cocaine,
heroin, or Methedrine.
Rr
reds.
reefer.
Seconal capsules.
I
Marijuana cigarette.
:::::·cl::~ij::n:n:::~ent for holding the butt of a Mari- I
juana cigarette.
Ss
I score. To purchase drugs.
I Seconal. A barbiturate hypnotic
and sedative.
Psychic and
1I physical dependence can occur after prolonged use.
.
Slang
1. 1
I
I names are red birds, red devils.
j
L _______________________________ ------·· --- ---------:---------------------------------------------------------- ___
J
'
68
r----------
----------------~--------------
i
smack.
Heroin
smoke.
Marijuana.
snorting.
Inhaling drugs.
spaced out.
speed.
·····- ----------1
Temporarily out of touch with reality.
Methedrine, an amphetamine.
speedfreak.
A
habitual user of speed.
Tt
Capsules containing LSD
tabs~
THC.
{telrahydrocannabinol)
The eurphoric principle in
Marijuana.
toke.
tracks.
A
hit off a Marijuana cigarette.
Scars along veins from injections.
turned on.
Under the influence of drugs.
Uu
~per.
An amphetamine pill.
using.
Taking drugs.
vv
Valium.
A
minor tranquilizer and skeletal relaxant.
Pro-
longed use can results in physical dependence.
Ww
Under heavy influence of drugs.
Marijuana.
Bezedrine tablets.
i
- - - - - ' - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --------- ___ _j
69
· ·- ---
r--~--~----------
~-- ~--1
1
I
II
l withdrawal symptoms.
A set of body reactions of varying
i intensity, resulting from the removal of a drug upon which
the body has become physically dependent.
i
!'
These symptoms
can be very uncomfortable and under certain circumstances
can be fatal.
\
I
I
I
I
l----~--
-
I
-----·----- ~-----~-------~----- - . . - - _j
,---·-· -·------------·--------------------_----------------- ---------l
I
REFERENCES
I
1.
Ferguson, Robert. Drug Abuse Control. Holbrook Press,
· Inc. Boston, MA
19 7 5
2.
Gannon, Frank, Drugs: vJhat They Are, How They Look,
What They Do. Joseph Okpaku Publishing Company Inc~
N.Y., N.Y.-,-C.O. 1971.
3.
Blatt, Henrietta.
"Laws For Youth". Los Angeles County
Dept of Community Services. Los Angeles, CA 1979
4.
Blum, Dr. Richard H. Drugs and Society.
Publications, Inc., San Francisco,CA
5.
Tetzinger, Angela and Hill, Patricia.
"Drug Abuse"
California State Department of Education, Los
Angeles, CA. 1976.
6.
Byrd, Oliver, Medical Readings on Drug Abuse. AddisonWesley Publishing Company, Mo.ssachu.setts. C.O.
1970.
7.
Bloomquist, Edward. Harijuana. Glencoe Press, Collier
Macmillian Canada. C.O~ 1969
8.
Jones, Tenneth, and Shainberg, Louis and Byer, Curtis.
Drugs, Alcohol and Tobacco. Canfield Press.
Department of Harper and Row, San Francisco, C.O.
1976.
:
9.
Newman, Joseph. What Everyone Needs To Know About
Drugs. A division of U.S. News and \AJorld Report,
Inc. Washington D.C., C.O. 1970.
---c:-o.
I
Gossery-Bass
c.o. 1969
1
10. Cohen, Sidney, The Drug Dilemma. McGraw Hill Book Co.
New York, New York, C.O. 1969.
i
.
'--:--------------··-·---~------------C-.-·----------·-----·--·---·----------·--·-··-·--·-··-·-----·---···-
70
!
________J
, - - - - - - · - - - - - - - - - - - - - - - - - - ------------··--------·----·--------------'- · - - - · ·
I
.
; Nrune of Resource: San Fernando Valley Community Mental
Health Center - Drug Abuse Program
Phone Number:
Address:
Hours:
18356 Oxnard St, Tc3Xzana, CA
24 hour service
Eligibility:
Fees:
881-9040
'"'
Drug abusers of all ages.
sliding scale
Services:
Individual, Group, Family Counseling
Crisis Counseling, Outreach 2nd Referral
Psychological testing
Rap sessions
Detoxification
Medical Services
Job counseling and placement
Legal Assistance
Provided By:
Experienced Counselors
Intake Procedures: Referrals from court, schools, hospitals, churches,_ former clients.
Philosophy: The treatment system features 24 hour availability, staff experience in drug treatment methods,
sliding fee scale, continuity of care, data collection and
feedback and the utilization of community resources, with
emphasis on matching client needs with· appropriate. trea-tment
services through an aggressive referral system.
I
I
II
I
i
1
.I
I
i
i
I
I
I
I
I
L__________________ ---------------- - - - - - ~------------- -----------·--------------------------________j
71
72
rNa;~
of Resource:-- Teen
Ce~ter ~-·--------~-~---"~-::'--
--1
1-
Phone number:
I
881-7706
I
Address:
17400 Victory Blvd., Van Nuys, CA.
Eligibility:
Fees:
91406
!
1
-
11outh involved with drugs.
slidinq scale
Services:
6 week program
4 sessions of individual counseling
1 session ~ith the family
1 session with Dr. Bloch, coordinator of the
programr who evaluates the status of the youth.
Provided By:
Professional and para-professional
l
counselor~
Intake Procedures: Referrals provided by LAPD, Probation,
schools, community, word of mouth
Philosophy: "Some of the most important. work done by ·the
Center is through the counseling program. The teenage
years are a time for questioning self-identity, goals and
interests, as well as being a period when each person encounters new and possibly uncomfortable experiences.
These changes may confuse a young person and counseling
provides a safe and open setting to explore each person's
needs.p Dr. Harvey Bloch.
I
I_-------------------------- ------ ------------------------------------'
73
·---
,---
------~--l
I
1
I
Name of Resource:
Phone number:
Address:
Hours:
Chabad House
I
653-9230
6333 Nilshire Blvd., Los Angeles, CA
90048
Man-Wed 9:00 - 5:00.
Tues & Thurs. 9:00 - 8:30
Friday 9:00 - 3:00 - 24 hour hotline service.
Fees: Based on the ability to pay according to State of
California Mental Health Schedules.
Services:
Individual, group and family therapy.
Vocational counseling and vocational worksh6p
ECI.ucational and cultural programs
Activity and Physical fitness programs.
Provided By:
Professional and licensed counselors
Philosophy: Crisis intervention and immediate referral to .
detoxification facility.
Drug Abuse Counseling (individual:
group, family) .
Vocational counseling and job placement services.
Community Mental Health Services.
·
Psychotherapy and Psychological Evaluation.
IL---------~--~----------------------
---:------------------------------------------ _________________ j
I
74
~------------·--··--·--------------.
i Name
of Resource:
/ Phone number:
_,
-~- ------~---------------------------1
Avalon Carver Narcotics Program
:_
233-4268
1
1
i
Address:
Hours:
3517 So. Avalon Boulevard
1
9:00 - 5:00 Monday-Friday
Eligibility:
Fees:
i
I
Age 6 to 21 years of age.
I
none
Services:
Individual counseling
Group counseling
Family counseling
Complete physical examination
Psychiatric evaluation
Seminars, workshiops, lectures
Cultural activities
Legal assistance
Provided by:
Professional and para-professional counselors.
Intake Procedures: Referrals from court, churches,
hospitals, former clients.
Languages other than English:
I
school~
None
Philosophy:
"We really do care and we love to help ... "
an attempt is made to instill the hopelessness of drug
abuse with the understanding that the use of drugs lead
to nowhere.
Individual, group and family counseling is
offered to anyone ages 6-21 involved in the use of drugs.
L_ ------------------------------ --------_·_ -.. ----- . -- --- -·-·- ·---- .J
1
75
~------
-------
--~- ------~------~--~--------~
---------- --
-~---
---- -----·-
-------~---
--- ----- -
~-
- -
--
-----
!
Name of Resource:
Phone number:
Address:
Hours:
996-5252
18210 Sherman Way, suite 215
Reseda, California 91335
Mon-Fri 10:00 - 6:30 - business hours
Mon-Fri 9:00 - 9:00 Saturday 10:00 - 2:00 service
hours
Eligibility:
Fees:
Center for the St.udy of Druq ·Abuse
Ages 13 to 18
sliding scale
Services:
Peer group counseling
Parent group counseling
Individual counseling
Individual family counseling
Family groups/related services offered via
Tarzana Psychiatric Hospital
Provided by:
Professional counselors.
Philosophy: Hard core drug abusers, ages 13 to 18, are
treated in a unique family setting. This program combines the most effective treatment techniques in exciting
new ways to not onJy effect the current degree of substance
abuse but to provide powerful preventative service. The
program also works closely with schools and law enforcement providing reentry and diversion from drug-related
suspension and arrest.
i
I
I
.
I
-:---------------~------------------~------ -----------~------------------·-_J
76
(
·------------------·--- ·----··--·-- ----------l
r-------------------1
I Name of Resource:
I
INFO
I
I
1
Phone number:
Address:
Hours:
7220 Owensmouth Avenue
Canoga Park, CA 91303
Mon-Thurs: lOa.m. - 6a.m.
Friday - 9a.m. - 5:30 p.m.
Eligibility:
Fees:
884-5585
For every age group and problem.
none
Services:
Information and referrals
Drug problems
Legal assistance
Intake Procedures:
Referrals received over the phone.
Philosophy: To offer assistance to youths and their
families by providing referrals within the community.
Other Drug Abuse Hotlines:
Children's Hospital
Baptist City Mission
Teenpost
YMCA
6661015
6200144
232-2411
973-8131 - 674-4497
Narcotics Anonomous 764-4880
I
I
.
.
L_--------------·-----~----------'-- ------------------------------------------- -----·
J
77
----·----- ···------ ---'---------1
~----------·
i
;
i
Na.me
of Resource:
Phone number:
Address:
Hours:
Bridge:
A Nay Across
II
843-7444
II
4210 West Magnolia Blvd.
Burbank, California 91505
I
I
Mon - Thurs 4:00 p.m. 10:00 p.m.
Eligibility:
Services:
13-18 year old yout.hs
Individual counseling
Family counseling
Informal rap sessions
I
I
Intake Procedures: Referrals from the juvenile justice
system, the Los Angeles Police Department, public schools,
social service agencies, health care providers, or family
self referrals.
Philsoophy: The purpose of this program is to provide a
10 't'veek program which \<.7 ill include individual, family,
group and collateral counseling.
i
[_ ________________________----------------------~--------- --------------- - - - - - - - · - - · - - - - - - - - - - - ·
.
I
78
------:--~---_-----------------
Name of Resource:
Family Counseling West
- - - ---------- ---1
·
i
I_
Business # 999-6164 or 990-3216 (24 hour a
Phone number:
day ho·tl ine)
Address:
Hours:
6355 Topanga Canyon Blvd., Suite 331
Woodland Hills, California 91364
Mon-Fri 8:00-5:00 (hotli.ne 24 hours a day)
EJigibrrity:
system.
Drug abusers involved with the juvenile court•
Fees: Based on the ability to pay.
from $10-40 per session.
Services:
Fees us-ually range
Individual counseling
Family counseling
Peer group counseling
Six counseling sessions in total. The fifth
meeting is used to evaluate the status of the
family.
The 6th meeting is a followJ.~P session
held one month after the 5th session.
Provided By:
Professional, licensed counselors.
Intake procedures: Individual policemen refer families,
courts refer as an alternative to probation.
Languages other than English:
None.
Philosophy: Family Counseling West is a highly concentrated crisis oriented counseling program using only licensed
professionals on the staff. Diversion counseling is a
program developed by Law enforcement agencies in which
families with a problem can be referred to a counselor
for evaluation and short term counseling.
\
I,___________________
79
·-------------- -------l
.r-----------·-----
I
Name of Resource:
Phone number:
Address:
Hours:
Child, Youth and Parent Counseling
785-8861
6851 Lennox Avenue
Van Nuys, California 91405
Mon-Fri 9:00 a.m. - 5:00 p.m.
Eligibility:
13 to 18 years of age.
Services: Providing mental health services to 70 adolescents and their families.
Individual counseling, peer
group counseling, family counseling.
Provided By:
Licensed clinical social workers.
Intake Procedures: Referrals through the juvenile justice
system, school systems, nonjudicial social service agencies,
parents, word of mouth.
Philosophy: The purpose of this program is to provide a
10 session package of individual, group, and family counseling. The counseling if focused on the family interaction. Goals are mapped out and discussed as the family
is directed to work together in the counseling sessions.
~~
i
~,~-1
I
I
I
l
I
I
L____________. :_______~--
80
r-·------------------------------·-·-------····-------- --- --·- -- ··-------
-----~-
!
!
r
Name of Resource:
Address;
Hours:
Rancho San Antonio
21.000 Plummer Street
Chatsworth, California
I
1
I
Live in treatment facility
Eligibility:
l
i
nays of junior and senior high level.
i
I
Services:
Live in treatment center
individual counseling
group counseling
treatment plan established for each boy accord- !
ing to his needs.
Education provided by an on-campus Los Angeles
opportunity school.
I
I
Intake px·ocedures: Referrals are from probation, courts,
and police department..
Languages other than English:
Spanish
Philosophy: Rancho's Institutional Program can be analyzed
i
in terms of its focus on three broad areas:
!
1. Milieu:
It is the function of the total milieu of the
institution to establish with each bo~ a relationship in
which treatment can be most effective according to his
individual needs.
2.• Formal Treatment: a formal treatment plan is the
responsibility of the Social Worker and treatment team.
Each treatment team consists of a social worker, three
counselors, the boy and his family or other significant
persons who have responsibility for him.
3. Educational Programs: The education of boys at Rancho
San Antonio is the responsibility of William Tell
Aggeler Junior and Senior High School, an opportunity
school of,the Los Angeles City School System.
l___
--------------------------
---··c·----~-.
·- ·------------------------ ... -----------
J
81
---------'-------------~------------------------•---------~----------------
,-,
Name of Resource:
Phone number:
Address:
Hours:
Pacific Lodge Boys' Home
347-1577
4900 Serrania Avenue
Woodland Hills, California 91365
Live in juvenile treatment center
Eligibility: Boys come through probation department or the
Department of Social Services.
Services:
Live in treatment center
Individual counseling
Group counseling
Psychiatric assessment
School on grounds,organized activities
Provided By: Professional counselors and social workers.
Five child care workers.
Languages other than English:
Spanish
Philosophy: The boys live in one of four cottages with
a casm..,orker, cottage supervisor, housemother, two child
, care workers and t~;-m sleep in counselors. A variety of
· therapeutic approaches are utilized, dependinq on the
individual needs of the boy and his family. Upon entering
the Lodge, each of the boys is carefully evaluated by the
staff and a program is mapped out to effect the necessary
adjustment in their lives.
In each cottage, a combination
of individual and group counseling is utilized to offer a
boy the opportunity to share his feelings and begin to
develop open and trusting relationships. Conjoint family
groups are offered on a regular basis, as well as sessions
with each individual family.
I
.
l--------------"-------------------------------------------------------------------------------------
j
r----------
-
·-------------··---------~-·--··-------------------
------1
1
I
!
I
I
l
JUVENIIJE DIVISION NARCOTIC SECTION APPROVED DRlTG ABUSE
REFERRAL SERVICES:
Hollywood Area:
California Community Services Center
1800 North Highland #200
665-3320
·Eric Sigmund- Program Coordinator
Individual, group and family counseling and complete
psychological assessment.
~lest !!OS ~ngeles
and Venice Areas:
John Rossi Youth Foundation
1515 Lincoln Blvd. - Santa Monica
394-1155
John Rossi - Agency Director
Individual, group and family counseling
Sum.'Tler
.
camp, athletic competition, tutoring, etc.
Sunrise Community Counseling Center
916 South Westlake Avenue
483-7786
John Elliot - Director and Coordinator
Individual, group and family counseling with an
emphasis on drug abuse counseling.
Harbor Area:
Boys Club of San Pedro
1200 South Cabrillo Avenue
833-1322
Nick Trani - Director and Coordinator
Counseling, crafts and·sports .
.
Hollenbeck Area:
·I
·variety Boys Club
2530 Cincinnati Street
269-3177
Dan Cohen - Coordinator
Counseling, sports, tutoring and shop work.
I
I' - - - - - - - - - - - - - · _ _ _ _ _ _ _ _ _ _ _ _
I
I
.
I
____:__·----~---~----------~~---------~---~--------------_j
82
83
,--------------·-------
l
·--·--·-··--~~--~--~------
----------l
I
l pouthv7est,
I
1-
Newton and Wilshire /l_reas:
i
First Offenders
1387 West 29th Street
732-6161
Bob Garnet Program Coordinator
Individual, group and family counseling.
I
I
i
l
Northeast Area:
Christian Challenge
6027 North Figueroa Street
254-2565
Rozan Brown - Program Coordinator
Individual, group and family counseling - drop-in
center for recreation.
77th .A.rea:
Youth Information Center
320 East lllth Street
757-1933
\
Loretta Randall - Director
Group, individual and family counseling with an
emphasis on drug abuse.
Central Area:
Catholic Social Service
1400 West Ninth Street
385-7211
Richard Langevin - Director
Group, ind~vidual and family counseling.
Valley Area:
San Fernando Valley Youth Foundation
17400 victory Blvd., Van Nuys
881-7701
Dr. Harvey Block - Director
Group, individual and family counseling
I
I
.
.
.
I
I
L----~--·______________________________ ---------------------------------~-----1