This book identifies and addresses potential clinical issues for clients who have family members struggling with addiction, and offers concrete strategies for treatment. Viewing addiction as a family disease, Dr. Kelly explores the complex challenges faced by family members, examines the ways in which substance use disorders affect family dynamics, and discusses behaviors that help sustain recovery and create and maintain healthy relationships.
A brief history of substance abuse is provided, as are the primary models of addiction and family theory. Chapters on codependency and the emotional, relational, and behavioral consequences of living with a family member with a substance use disorder follow. The universality of substance abuse is then examined along with specific ethnic and cultural differences. Family support group treatment options complete the text. Case conceptualization exercises that contain reflections, implications for the counselor, and discussion questions for application of the material are interspersed throughout the book to link theory to practice.
Autorentext
Leseprobe
Chapter 1
Substance Abuse and SUD: History and Definition
Issues of substance abuse and addiction are not new. In fact, evidence suggests that humans have been using mind-altering substances since the beginning of time (Segal, 2014). However, national awareness of drug addiction as a potential problem emerged slowly. In the United States, the first drug identified as potentially harmful was opium. In response to an increase in the recreational use of opium in San Francisco, the city invoked the first law associated with drugs when it banned opium dens in 1875. This law eventually led to legislation, passed in 1906, requiring accurate labeling of patent medicines containing opium. Subsequently, in 1914, the Harrison Narcotic Act was passed, prohibiting the sale of large doses of opiates or cocaine, except by licensed physicians. This first step at governmental oversight seemed to have an influence on substance abuse, as the use of narcotics and cocaine decreased. In fact, in this spirit of temperance, the 18th Amendment to the Constitution, which prohibited the use of alcohol, was passed in 1919 and remained in effect until it was repealed in 1933 (Stevens & Smith, 2013).
Upon the repeal of Prohibition in the 1930s, drug education emerged as a concept for the first time, and schools began to incorporate educational programs designed to intervene in adolescent use of drugs and alcohol. However, despite these efforts, drinking and drug use increased. In the 1950s, the use of marijuana, amphetamines, and tranquilizers increased dramatically (Brown, 1981). The 1960s was seen as a time of tremendous social upheaval, and there was a perception of increased drug and alcohol use. However, despite this perception, a 1969 Gallup poll revealed that although 48% of American adults felt that drug use was a serious problem within their communities, only 4% had tried marijuana. It was in the 1970s that marijuana use dramatically increased. By 1973, 12% of American adults reported using marijuana, and by 1977, this percentage had doubled (Robison, 2002a).
By 1985, one third of American adults reported using marijuana, and the use of cocaine was on the rise. It was at this time that crack cocaine was introduced. In a 1986 Gallup poll, when asked what the most serious drug problem was within the United States, adults reported crack cocaine above heroin, marijuana, and alcohol. In response, President Ronald Reagan signed the Anti-Drug Abuse Act of 1986, thus declaring the nation's war on drugs, and Nancy Reagan began the "Just Say No" campaign (Robison, 2002b). The 1986 bill imposed mandatory minimum sentences for the possession of controlled substances in an effort to deter the sale and use of the newly introduced synthetic drugs, including crack cocaine. As funding for this initiative became available, programs began to emerge in response to Reagan's call for action. Perhaps the most widely publicized and used of these was the Drug Abuse Resistance Education (DARE) program, which was introduced in schools across the country. DARE and other programs initiated in the 1980s generally included an educational component designed to teach children about the various substances that were being abused along with activities designed to bolster adolescents' refusal skills.
The 1990s was marked by the first reported decrease in drug use since the 1960s. Although 34% of American reported having used marijuana, the 1999 Gallup youth survey showed a decrease in adolescents' trial use of all controlled substances. However, at the same time, club drugs and methamphetamines (often referred to as crystal meth or meth) began to emerge. During the 1990s, drugs like Ecstasy (a designer club drug) were new and perceived as harmless by adolescents. Given the addictive qualities of methamphetamines, the use of such synthetic drugs began to increase. Finally, in the later 1990s, an increase
Inhalt
A brief history of substance abuse is provided, as are the primary models of addiction and family theory. Chapters on codependency and the emotional, relational, and behavioral consequences of living with a family member with a substance use disorder follow. The universality of substance abuse is then examined along with specific ethnic and cultural differences. Family support group treatment options complete the text. Case conceptualization exercises that contain reflections, implications for the counselor, and discussion questions for application of the material are interspersed throughout the book to link theory to practice.
Autorentext
Virginia Kelly, PhD, is an associate professor in the DepartÂment of Counselor Education at Fairfield University in Fairfield, Connecticut.
Leseprobe
Chapter 1
Substance Abuse and SUD: History and Definition
Issues of substance abuse and addiction are not new. In fact, evidence suggests that humans have been using mind-altering substances since the beginning of time (Segal, 2014). However, national awareness of drug addiction as a potential problem emerged slowly. In the United States, the first drug identified as potentially harmful was opium. In response to an increase in the recreational use of opium in San Francisco, the city invoked the first law associated with drugs when it banned opium dens in 1875. This law eventually led to legislation, passed in 1906, requiring accurate labeling of patent medicines containing opium. Subsequently, in 1914, the Harrison Narcotic Act was passed, prohibiting the sale of large doses of opiates or cocaine, except by licensed physicians. This first step at governmental oversight seemed to have an influence on substance abuse, as the use of narcotics and cocaine decreased. In fact, in this spirit of temperance, the 18th Amendment to the Constitution, which prohibited the use of alcohol, was passed in 1919 and remained in effect until it was repealed in 1933 (Stevens & Smith, 2013).
Upon the repeal of Prohibition in the 1930s, drug education emerged as a concept for the first time, and schools began to incorporate educational programs designed to intervene in adolescent use of drugs and alcohol. However, despite these efforts, drinking and drug use increased. In the 1950s, the use of marijuana, amphetamines, and tranquilizers increased dramatically (Brown, 1981). The 1960s was seen as a time of tremendous social upheaval, and there was a perception of increased drug and alcohol use. However, despite this perception, a 1969 Gallup poll revealed that although 48% of American adults felt that drug use was a serious problem within their communities, only 4% had tried marijuana. It was in the 1970s that marijuana use dramatically increased. By 1973, 12% of American adults reported using marijuana, and by 1977, this percentage had doubled (Robison, 2002a).
By 1985, one third of American adults reported using marijuana, and the use of cocaine was on the rise. It was at this time that crack cocaine was introduced. In a 1986 Gallup poll, when asked what the most serious drug problem was within the United States, adults reported crack cocaine above heroin, marijuana, and alcohol. In response, President Ronald Reagan signed the Anti-Drug Abuse Act of 1986, thus declaring the nation's war on drugs, and Nancy Reagan began the "Just Say No" campaign (Robison, 2002b). The 1986 bill imposed mandatory minimum sentences for the possession of controlled substances in an effort to deter the sale and use of the newly introduced synthetic drugs, including crack cocaine. As funding for this initiative became available, programs began to emerge in response to Reagan's call for action. Perhaps the most widely publicized and used of these was the Drug Abuse Resistance Education (DARE) program, which was introduced in schools across the country. DARE and other programs initiated in the 1980s generally included an educational component designed to teach children about the various substances that were being abused along with activities designed to bolster adolescents' refusal skills.
The 1990s was marked by the first reported decrease in drug use since the 1960s. Although 34% of American reported having used marijuana, the 1999 Gallup youth survey showed a decrease in adolescents' trial use of all controlled substances. However, at the same time, club drugs and methamphetamines (often referred to as crystal meth or meth) began to emerge. During the 1990s, drugs like Ecstasy (a designer club drug) were new and perceived as harmless by adolescents. Given the addictive qualities of methamphetamines, the use of such synthetic drugs began to increase. Finally, in the later 1990s, an increase
Inhalt
Preface vii
About the Author ix
Acknowledgments xi
Introduction xiii
Chapter 1 Substance Abuse and SUD: History and Defi nition 1
Chapter 2 Etiological Models of SUD 7
Chapter 3 Commonly Abused Substances 11
Chapter 4 Family Theory 21
Chapter 5 Developmental Theory 47
Chapter 6 Codependency 59
Chapter 7 Emotional Consequences of Living With a Person With an SUD 69
Chapter 8 Relational Consequences of Living With a Person With an SUD 103
Chapter 9 Behavioral Consequences of Living With a Person With an SUD 121
Chapter 10 Multicultural Considerations 127
Chapter 11 Treating Clients Living With a Person With an SUD 137
Conclusion 159
References 161
Index 179
Titel
Addiction in the Family
Untertitel
What Every Counselor Needs to Know
Autor
EAN
9781119098287
ISBN
978-1-119-09828-7
Format
E-Book (epub)
Hersteller
Herausgeber
Veröffentlichung
11.12.2015
Digitaler Kopierschutz
frei
Dateigrösse
0.98 MB
Anzahl Seiten
208
Jahr
2015
Untertitel
Englisch
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