Module 9: working with young people on AOD issues: learner's workbook

Topic 9: Summary and conclusion

Page last updated: 2004

9.1
9.2 Summary of contents
9.3 Self-reflection activity

9.1

(A good point for student to contact facilitator.)

At this point you should speak with your facilitator and together assess whether you can:
  • Identify AOD interventions suitable for working with young people
  • Apply the 'Stages-of-Change' model and motivational interviewing to work with young people
  • Implement strategies for working with resistance and ambivalence with young people
  • Demonstrate skills in harm minimisation, and brief and early interventions with young people.
  • Apply relapse prevention and management strategies.
If you have any concerns about meeting these learning outcomes you should speak further with your facilitator.

Before you contact your facilitator, complete the Reflection Activity in this topic.

Remember that if you want to know more about any of the topics covered in this module, a range of references are provided at the end of this module.

You could also contact your local health service or youth service for further information.

9.2 Summary of contents

This module has focused on strategies for working effectively with young people with alcohol and other drug concerns. The usefulness of brief interventions, particularly in non-AOD settings was explored. A range of brief intervention techniques was introduced with a focus on when brief interventions may or may not be appropriate.

The Stages-of-Change model was introduced which focuses on matching the young person's readiness for change to different strategies. Methods for measuring readiness were provided.
Top of page
The principles and practice of motivational interviewing were outlined as an approach that has been proven to be effective for engaging young people in the process of change. Strategies for working with ambivalence and for encouraging change conversation were introduced. As well, approaches for working with any resistance that might arise when working with young people were discussed.

The place of goal-setting and problem-solving in the change process was discussed. Questions for eliciting goals were introduced as well as a framework for assisting young people to set achievable goals. Problem-solving and decision-making styles were raised. Techniques for increasing problem-solving skills in young people were addressed.

Finally it was noted that young people do not progress smoothly through change. The worker must assist the young person to learn from past lapses and to set goals to manage future ones.

Remember, continued relapses means you should refer the young person to a specialist.

It is important to remember when working with young people with AOD issues that some things work for some people some of the time in some situations. Finally, it may also be useful to remember that change is a journey, not a single event. Assisting young people early in the journey increases their chances of reaching their destination.

9.3 Self-reflection activity

Task - writing exercise/group activity

Take some time to reflect on what you have gained from your learning. You may wish to share your insights with other learners or colleagues, if possible.

Question - What aspect of this module do you feel is most relevant and useful in your work practice?

Question - What kinds of issues has this module raised for you in your work?

Question - Have you identified any further learning needs as a result of completing this module?

Question - If so, what are some ways you can achieve these learning needs?