Year: 2012
Type: dissertation
Abstract: Problem: Adolescents who begin abusing substances, including alcohol, prescription drugs, and \nillegal drugs often fail in school suffering life-altering consequences (Cox, Zhang, Johnson, & \nBender, 2007). While plentiful research exists on substance abuse, there is a dearth of research \non the school experiences of recovering substance abusers. \nThere is a lack of awareness of ways for families, schools, and agencies to recognize potential \nroadblocks to guide every student toward a successful learning environment. \nMethods: Using a phenomenological approach (Creswell, 2007) the lived experiences (Van \nManen, 1990) of recovering substance abusers’ secondary school experiences were explored. \nUsing semi-structured interviews (Kvale, 1996), six adult males were interviewed 3 times \n(Seidman, 2006). Data collection consisted of verbatim transcriptions, my reflexive journaling \nand field notes, and member checks during and after the interview process. Open coding \nstrategies (Strauss & Corbin, 1998) were used to determine emerging themes and commonalities. \nFindings: Participants’ accounts revealed seven key themes of their secondary school \nexperiences. 1. Importance of parental, sibling, and child relationships on child wellbeing. 2. \nImpact of parental practices on development of the child academically and emotionally. 3. \nImportance of peer influence and peer relationships on student behavior. 4. Human need for \nconnectedness and purpose. 5. Relationship between participation in extra-curricular activities \nand school success. 6. Link between student-school relationships, school success, and avoidance \nof substance abuse. 7. Initiation and progression of substance abuse. \nConclusions: Participants experienced a lack of a sense of belonging in different phases of their \nlives, and within the different groups to which they belonged. Consequently, participants sought \nacceptance through negative peers groups and substance use, progressing to increasingly selfdestructive \nbehaviors. They favored small school environments. The onset of substance abuse \nparalleled secondary school years resulting in academic decline, and failure to complete high \nschool or post secondary education. \nRecommendations: Teachers may benefit from professional development on the emotional \nneeds of all students using district resources to support programs at the elementary, middle \nschool, and high school. Districts should collaborate and pool resources to provide services such \nas alternative programs. Importantly, individuals and families must have knowledge of and \naccess to support available through programs that assist with family and parenting dysfunction, \ndevelopment of coping mechanisms, and early identification and treatment for substance abuse.
Source: BIA (Drake University)
Author: Rebecca C. Maher
Language: English
Subfield: Epidemiology
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W1576862770