Search

Substance use and other addictive behaviors can last throughout the lifespan and lead to other health issues. Adolescents are not immune to addiction or addictive behaviors and are more likely to experience curiosity and to engage in experimentation. Historically, addiction has been a topic that has been avoided or stigmatized. Further, the use of stigmatizing language can be detrimental to those seeking help for addiction or addictive behaviors. Thus, discussing addiction or addictive behaviors may be difficult even for those in the helping professions due to worry about stigmatizing language. The purpose of this brief report is to provide school counselors with resources associated with current addiction terminology and definitions. Specifically, this report will address a list of essential terminology associated with addictions and a list of destigmatizing terminology and replacement language for outdated stigmatizing addictions terminology.

According to the American School Counselor Association, the role of a school counselor includes improving success for all students. Thus, the profession of school counseling encompasses a variety of tasks, duties, and responsibilities. One of the most fundamental responsibilities of a school counselor is to provide individual counseling to students. While individual counseling is undoubtedly essential to the role of a school counselors, information and resources regarding the process of providing individual counseling to students remain somewhat obscure given that school counselors do not diagnose or treat students and generally provide short-term counseling. The purpose of this resource brief is to provide school counselors with an outline of an individual counseling process, as well as specific resources to guide school counselors as they engage in individual counseling with students.

Substance use among school-aged young people is of concern as it relates to student success. School counselors have an opportunity to prevent, educate, and counsel students about substance use. Various models of school counseling, including the ASCA National Model, have encouraged the development of competency-based programs that help students succeed in school and in life. In an effort to inform school counselors, ASCA has developed position statements related to substance abuse. School counselors have reported difficulties in identifying students with substance use issues, working effectively with these students, and developing or teaching curricula associated with substance use. School counselors may benefit from additional training on substance abuse as well as from models that the emphasize student well-being and success. The purpose of this article is to provide school counselors strategies for addressing students' substance use. The PACES model of student well-being is used to illustrate the influence of substance use on students' well-being and provide school counselors a framework from which to evaluate, educate, and counsel students regarding substance use.