National data suggests that the average classroom has four to six students who have a substance-dependent parent. This nursing research project identified critical characteristics, processes, and benefits of a school-based support group for teens with an alcohol-addicted parent. The evaluation was performed in two high schools of a suburban Midwestern school system that had offered support groups for many years.
The qualitative evaluation used ethnographic methods beginning with review of the support group program guidelines (manual) and one counselor’s documented group assessments, followed by interviews with the program administrator, a school administrator, three counselors who facilitated groups and three students. The nurse-researcher participated in weekly group sessions as a co-facilitator for one semester and documented observations. At the end of the semester, anonymous evaluation surveys were obtained from students, and members of one group were invited to a focus group discussion about support groups. Educational privacy law restricted access to students’ educational records.
The substance abuse consultant conducted in-service on chemical dependency with faculty and staff who refer students for a support group. Students were invited to attend during individual contact. Each group included 8 to 12 students who met weekly (45 minutes) for a semester. The purposes focused on coping skills, self-assessment and goal setting, self-esteem, relationships, and communication.
Each group began with activities to establish trust and set ground rules. Members signed contracts concerning confidentiality, regular attendance, listening, sharing and completing missed school work. During the course of weekly sessions, members shared secrets, supported each other, set three goals, and analyzed choices they could make. The last session included celebration of each other’s progress.
Critical features of the process included members recognizing what they had in common, creating a caring community, developing relationships, identifying patterns in family members’ behaviors, and being empowered to make new choices. Students described how alcoholism created family problems. Their new understanding of addiction and family dynamics helped some determine what they could do to protect themselves from harm.
Reported benefits of the support group included positive behavior changes and improved relationships, coping and resilience. Students reported that their school work improved. Staff interviews indicated that some faculty thought it was not the school’s responsibility and they did not have data that showed that the group could help students’ grades or attendance. A group could be disbanded if members did not follow rules (using group to skip school, fighting, disclosing confidential information) and were allowed to participate in the future if they were willing to abide by the rules of the group.
(Gance-Cleveland B. Nurs Research 2004; 53(6):379-386)
Comment: In these schools, group co-facilitators were a counselor or school nurse. —J.O.
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