Creating Critical Conversation:

Seeking a Substance Abuse Counselor at

Coventry High School

Michael Sisk
Period H
Ms. Kirkpatrick
2/28/18
 Sisk 1

Table of Contents
Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Scope of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Mission Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Goals and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Evaluating Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
General Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
School Counseling Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Infrastructure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Budget Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Implementing the Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Gaining Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Final Call to Action. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Appendix A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Appendix B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Appendix C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Works Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
Annotated Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Abstract

Substance abuse does not discriminate based on socioeconomic factors or the age of an

individual as its addictive qualities can destroy the future of any student. Without any specialized

assistance available within the Coventry High School counseling staff, many young adults are

faced with the reality of have limited support in one of the most challenging fights of their

developing lives. To combat and prevent the premature destruction of a student’s future,

Coventry Public Schools would reap the immediate benefits of hiring a full-time substance abuse

counselor to provide each student the opportunity to practice healthy lifestyle habits. Students

will be more properly equipped to handle interactions with illegal substance that may have

otherwise presented a major obstacle towards beneficial social and educational practices due to
 Sisk 2

proactive educational methods taken by a substance abuse counselor who can more adequately

protect and treat vulnerable students.

Scope of the Problem:

Laura Hope Laws, a 17 year old high schooler from Atlanta, Georgia, had prospects of

pursuing a future centered around helping others. She was a frequent member in her church’s

youth group as she was actively involved in mission trips. However, drugs and alcohol refused to

allow Laura the opportunity to flourish into the young women she was destined to become. At

the age of 13, she began experimenting with alcohol and marijuana, and after her high school

experience and time on the varsity soccer team, she began to struggle intensely with her

addiction. After reaching out to her parents for help and enrolling in an intensive outpatient

treatment program, pressure from her peers resulted in a relapse of her drug usage, and,

tragically, “Laura was 17 years old when she overdosed and died using alcohol, morphine, and

cocaine” (“Laura”).

In an era where children are under enormous pressure from all support systems on the

topic of substance use, we must support these developing minds rather than isolate those who are

desperate for someone to explain the safest ways of progressing through adolescence. School

administrators are quick to punish students for substance usage, and while discipline is

necessary, there must also be an urgency to offer support and intervention to students who are in

jeopardy of developing life-threatening habits. Furthermore, this current dilemma appears to only

be intensifying as the availability and usage of drugs is increasing within adolescents. Thomas A.

Wills acknowledges, “​data from the National Youth Tobacco Survey showed rates of ever-use

were 4.7% in 2011 and 10.0% in 2012” (Wills et al). As more teenagers experiment with harmful
 Sisk 3

substances, young adults continue to shy away from seeking help for issues that appear

seemingly benign. Tom Dunne asserts, “Youth are reluctant to seek help for a number of reasons

[such as] a belief that they can handle their own problems [and the] stigma surrounding mental

illness” (Dunne et al). It is the duty of school systems to offer an environment of confidentiality

and insight to students who are searching for outlets to discuss and find solutions to underlying

issues that are resulting in their substance abuse. ​Schools are granted the privilege of sculpting

the young minds of growing children, and these implications are far more encompassing than

what is taught in the classroom. Beyond essential education, it is the responsibility of

administration to culture an environment built on safety and opportunity. This optimal

environment can be tampered with as harmful substances are invited into students’ lives, and it is

further damaged by offering little specialized support. Palmer and McGeary discusses,

“therapists also help adolescents identify and restructure problematic thoughts and teach affect

regulation skills to help adolescents reduce and tolerate distressing physiological sensations and

emotions” (Palmer and McGeary). For students who are continuously turning to drugs and

alcohol with the false assumption that their underlying issues will be suppressed, there is a

necessity for school systems to provide personalized treatment that will undoubtedly assist

students on their way to healthy coping mechanisms.

Current procedures of educating students on generic information as well as providing

them with counselors who are not trained specifically to assist in substance use issues are

insufficient in the ongoing battle against substance use in schools. At Coventry High School,

administration has rightfully placed an emphasis on the long-term health of students and, in

doing so, has constructed a Health and Well Being Rubric. This rubric emphasizes, “apply[ing]
 Sisk 4

skills for a lifetime of health and well-being” (“Health”). However, it must be an equal priority

of school administration to provide instruction on how to develop these skills of self-awareness

and overall physical and mental health. Although Jamie Johnston, guidance counselor at

Coventry High School, describes alcohol and marijuana as the two most prevalent substances at

CHS, the school must seek the employment of an expert in both protection and treatment of

young adults (Johnston). Students who previously struggled to confide in administrators at

Coventry High School regarding the substance use issues will now be given the necessary tools

to better themselves and set a precedent for student health and wellness. By hiring a full-time

substance abuse counselor at Coventry High School, students would become knowledgeable on

how to prevent substance usage and what steps can be taken to establish safe and beneficial

relationships. Coventry High School must take this proactive approach to substance abuse among

adolescents, a crisis that threatens the future of every student attending the high school.

Mission Statement:

Substance abuse in growing adolescents presents a monumental obstacle for students

looking to adequately prepare for the rigors of high school along with practicing sustainable

healthy social habits. Drugs and alcohol are direct threats to parents and students who are fearful

that their best efforts to maintain a caring home and school environment will still be insufficient

as outside influences continue to infiltrate and deterior developing minds. The addition of a

substance abuse counselor at Coventry High School will offer susceptible young adults the

critical support and previously unprovided information on techniques that may save a life. As

drastic consequences including dropping out, addiction to harmful substances, and suicide

threaten to derail even the most promising of students, Coventry High School must be proactive
 Sisk 5

in this fight against substance abuse as the health and safety of each young man and woman must

be the greatest concern for a school system dedicated to preparing students for the challenges

that will await them in the future.

Goals and Objectives:

1. Hire a full-time substance abuse counselor at Coventry High School by the beginning of

the 2019-2020 school year who will work within the guidance office and will have

scheduled appointments with students and/or parents before, during, and after scheduled

school hours

a. Devise a priority list of 10 attributes for hiring a new substance abuse counselor

with input from hiring community

b. Gain approval from the Board of Education and Town Council for the

introduction of a new position at Coventry High School by the end of 2018

c. Conduct interviews with job applicants during the spring of 2019 with the hiring

community conducting each interview

2. Decrease Coventry High School student usage of illegal substances by 15% from

estimated baseline data collected during the first advisory period of the 2019-2020 school

year from student surveys

a. Inform parents and students of new position at CHS during 2019-2020 Program of

Studies night where newly hired substance abuse counselor will convey school

goals and respond to questions from the school community

b. Provide all students with a Google Form during the first advisory and enrichment

of the 2019-2020 school year that asks respondents to detail how substance abuse

has impacted their lives in both the school and home environment
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c. Perform in class presentations for each required English class once a year in the

2019 school year detailing the role of a substance abuse counselor and the

techniques frequently practiced by a substance abuse counselor

d. Ask Grade 9-12 students to complete the original student survey during the last

advisory and enrichment period of the 2019-2020 school year in the identical

location and groups of the first survey

e. Analyze the shifts in student responses to begin utilizing answers to determine the

efficiency of current counselor practices and further critique ineffective practices

Evaluating Resources:

General Overview

Students at Coventry High School are awarded a variety of counseling options that may be useful

to those who are looking for emotional and social support; however, there is a necessity to offer

specialized treatment options for students who demand a more comprehensive support system.

For a school district that has already placed emphasis on student health and well being, it would

be detrimental to student social and education progress to ignore an issue that will inevitably

alter the outlook for every student at Coventry High School. Current practices demonstrate a

reactive mindset from the school district as tragedy may be the only catalyst for change. When

questioned about whether disciplined students have scheduled meetings with the school

counseling staff after a substance-related incident, Joseph Blake, principal of Coventry High

School, explains, “It [scheduled meetings] should be standard when it’s been an issue”

[Appendix B]. While administration has made numerous efforts to protect children affected by
 Sisk 7

substance abuse after an incident, there must be incentive to provide assistance to students before

they begin to act out in a dangerous manner.

School Counseling Practices

Coventry High School currently employs three guidance counselors, a psychologist, and a social

worker, all of whom are responsible for preparing students for the emotional, social, and

educational demands of higher education. Students are able to meet with each of these

professionals to discuss issues regarding how substance use has affected their life, however, each

professional is tasked with aiding numerous other students who may have problems that range

from college planning to difficulty with completing schoolwork. While it is wholly necessary to

offer assistance on a variety of issues students may confront, Coventry High School must

prioritize and isolate a crisis as dangerous as student substance abuse. The CHS counseling

system emphasizes, “The CHS counselors have a responsibility to promote the student's

identification and development of his/her skills, talents, and interests in order for him/her to

make choices in a world that presents conflicting challenges” (“School”). Counselors already are

tasked with a multitude of responsibilities including college preparation for juniors and seniors,

class scheduling for all students, and general social, emotional, and educational assistance. These

tasks are already strenuous and the addition of providing substance-related treatment may

become overwhelming for counselors who are not entirely comfortable with discussing treatment

options with students. Jamie Johnston, guidance counselor at CHS, details how she would prefer

an expert to talk to parents and students about the dangers and effects of substance abuse

(Johnston). Also, without data being collected regarding student usage of substance use in

school, CHS is neglecting to the opportunity to be proactive in the fight against substance abuse.
 Sisk 8

In a survey conducted at Coventry High School, 23.9% of Grade 9-12 student and staff

respondents estimated that 60-80% of CHS students use drugs on a monthly basis [Appendix A].

An issue that may be affecting over 60% of the student body must be specifically attended to,

and a substance abuse counselor helps to alleviate the difficulties that current school counselors

face every school day. Additionally, NIDA, or the National Institute of Drug Abuse, depicts,

“past month use of alcohol was reported by 8.0 percent, 19.7 percent, and 33.2 percent of 8th,

10th, and 12th graders, respectively” [Appendix C]. Large portions of the high school student

body are currently estimated to be actively using harmful substances which requires the

specialized treatment only a substance abuse counselor could provide.

Infrastructure

A new counselor would require a designated office, as many confidential talks would be held

within any given meeting between counselor and parent, student, or staff member. It is

imperative that the office of this newly added substance abuse counselor remains isolated to

ensure that students feel comfortable when revealing the issues that they have long concealed

from others. The large office space that is located within the guidance office at CHS is currently

used to hold various meeting and is only occasionally used. This area would be ideal for holding

meetings between students and a substance abuse counselor as it is already in an area where

other school counseling services are provided along with the limited conflict it will cause with

current administrative practices. As every other school counselor is located within the school

hallway holding the main office and the guidance office, students would have ample access to

each section of the school counseling system if their treatment required more than one counselor.
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Budget Resources

The financial consequences to the addition of a new position at Coventry High School would not

compare to the emotional burden that would be placed upon CHS staff and students if illegal

substances were to evoke tragedy among a student. Salary would not be a major hurdle for the

Board of Education as the average pay for a substance abuse counselor in the United States is

$37,753 (“Substance”). The Coventry Board of Education has projected an increase of $15,304

to potential salary for social workers and an additional $16,334 to psychological service salary

(“Approved”). The combination of these salaries would cover nearly the entirety of the potential

salary for a full-time substance abuse counselor with minimal to no financial reconstruction.

Furthermore, the newly added substance abuse counselor may perform work in both CHS and

CNHMS in an effort to utilize funds being expended upon this new addition.

Implementing the Plan

1. Hire a full-time substance abuse counselor at Coventry High School by the beginning of

the 2019-2020 school year who will work within the guidance office and will have

scheduled appointments with students and/or parents before, during, and after scheduled

school hours

The Coventry Board of Education will receive a presentation regarding the introduction

of a substance abuse counselor where the superintendent of schools and the principal of Coventry

High School will detail the financial planning for the new hiring. The 2018-2019 school budget

shows an upward trend in school funding, specifically in the high school school counseling

department. Within the approved 2018-2019 school budget, there is a proposed increase of

$15,304 in social worker salary and a proposed increase of $16,334 in psychological services

salary (“Approved”). With a median salary that is approximately $30,000, the school would have
 Sisk 10

enough financial flexibility to hire this new position without any severe reconstruction of

financial resources. Once the financial allocations have been finalized and the infrastructure

needed to hold a new office has been settled, the new hiring will become approved by the

Coventry Board of Education. The school will begin to conduct interviews throughout the fall

and spring of the 2018-2019 school year with the superintendent, principal of CHS, and vice

principal of CHS, the school counseling staff, and a student panel consisting of 1 random student

from each grade chosen by the three guidance counselors will be present during each interview.

These members will compose the hiring committee as they compare various candidates on

specific criteria. This criteria will look to evaluate potential candidates on their knowledge of

substance abuse, their ability to interact with students, parents, and staff, and their understanding

of modern social interactions among youth, certification and higher education knowledge of

substance abuse treatment as well as general personability. This list of criteria will help to

determine which candidates will be able to effectively communicate with students who are

looking for greater insight about how to protect themselves against substance abuse. The leading

candidate, as decided by the hiring committee, will then be asked to shadow a current guidance

counselor throughout the final month of the 2018-2019 school year in order to gain additional

information about Coventry High School and its student body. While the prospective counselor

will not deal with any students specifically and will not be allowed to listen to conversations that

their advisor deems confidential, this month will help acclimate the candidate to the school

environment as well as providing further examination of the candidate for the hiring committee.

After a candidate has been selected and approved by the hiring committee, a full-time substance
 Sisk 11

abuse counselor will begin having appointments with CHS students as early as the 2019-2020

school year.

2. Decrease Coventry High School student usage of illegal substances by 15% from

estimated baseline data collected during the first advisory period of the 2019-2020 school

year from student surveys

Students will have online surveys distributed throughout the first advisory period on

Google Classroom that details how students at Coventry High School are influenced by illegal

substances whether it be by usage or influence from support systems. These surveys will be

given to students via their personal electronics such as an iPad which will allow every student the

opportunity to anonymously describe their interactions with substance abuse. This method will

encourage students to respond to the survey with the utmost accuracy as there are no

consequences for students based upon survey responses. Parents and students will be informed of

this survey and its contents on the 2019-2020 Program of Studies Night where the hired

substance abuse counselor will be available to describe the contents of the survey including

personal substance usage, family member substance usage, and current knowledge about

techniques about protection and treatment. As this survey contains potentially sensitive material,

parents will be given the option to have their child decline to take the survey if they are

extremely uncomfortable with any information that will be released, regardless of its anonymity.

Additionally, a letter will be sent home to each family two weeks before the original survey is

released which students can return to the guidance office if they would also choose to decline to

take the survey. As students begin to take the survey, which will be administered as a Google

Form on a CHS Guidance Google Classroom, during the first advisory and enrichment period,
 Sisk 12

each of the three guidance counselors at CHS will select five students from their caseload, in

alphabetical order, starting with freshman and concluding with seniors to answer questions in

their office. Each five-student group will use their iPad to join the Google Classroom and

complete the survey with their guidance counselor will be present only to answer questions that

students may have. Any students that are absent on the advisory day, forget their iPad, or are not

able to take the survey during their scheduled time will be asked to complete the survey in an

available computer lab within a week of the original advisory period where one guidance

counselor will be available for assistance. These baseline results will only be available to the

superintendent of school, the CHS principal and vice principal, and each guidance counselor at

CHS. During the week following winter break, the substance abuse counselor will present to

each required English class for all grades where the counselor will detail what students can

expect from a meeting including identifying potential sources for their substance-related issues

and treatment methods that the student can begin within the school as well as referrals to outside

care depending on the severity of the situation. The original survey will be distributed once again

to each student on the final advisory and enrichment period of the 2019-2020 school year

through the exact process as the original survey was conducted. The questions will remain

constant, so that school administration may draw valid conclusions from the survey. Those

administrators and employees who were given permission to view the original survey results will

also be given the responsibility of handling the results of the second survey. With the

introduction of a full-time substance abuse counselor as well as a student body more aware of

healthy coping mechanisms, the second survey will show decreasing student substance usage

with a goal of a 15% decline of students claiming they have used drugs or alcohol within the
 Sisk 13

previous month. This decrease will be based upon student responses to the second survey

compared to the baseline data of the first survey conducted. Furthermore, support groups that

focus on specific issues including protection against substance abuse which may hold specific

interest within CHS based on a survey conducted at CHS where 19% of students were neutral

towards the concept that their parents had discussed how to remain safe around drugs and

alcohol [Appendix A]. This survey process will be repeated biannually to reduce the risk of

students finding the survey repetitive and, therefore, losing interest in what the survey is asking.

However, the influx of new data every two years will be sufficient in remaining aware of the

influence that illegal substances are having on the CHS student body.

Gaining Support for the Plan:

The health and wellness of every student at Coventry High School must be of the utmost

concern of each sector of the school community. Through the hiring of a substance abuse

counselor, students are being granted the opportunity to practice self-help techniques that enable

developing minds and bodies to pursue every opportunity. No financial or infrastructural

obstacle should be considered too steep when the future of each student is in grave jeopardy due

to the addictive and destructive nature of substances that are becoming more easily obtained

every day.

As an administrative body, Coventry High School is aware of the intrusiveness of illegal

substances such as alcohol and how neglecting the issue can lead to deadly consequences for the

students that are under its supervision. Proactive techniques including the introduction of a

substance abuse counselor would establish Coventry as a town dedicated to protecting and

developing each student as they embark on their individual journey into adulthood. Joseph
 Sisk 14

Blake, principal of Coventry High School, asserts, “A lot of students who get involved are the

ones that are going to be in jeopardy of not graduating” [Appendix B]. The threat of students not

graduating high school is very real, and Coventry High School cannot afford to disservice their

students by not applying every resource available to preparing students for the numerous threats

drugs and alcohol present to their future. Although Connecticut has a high school graduation rate

of 87.4 percent as of 2016 (“Governor”), there is still substantial room for improvement and

substance usage plays a major role in distracting and damaging potential through its addictive

nature.

Coventry High School has the opportunity to set a trend among Connecticut public

schools by becoming proactive rather than reactive to substance-related issues among their

students as delayed action can only be seen as reckless as students fight the battle against

substance use in isolation. One model school district that has recognized the importance of

teaching students of techniques to protect themselves is Fairfield Public Schools. Both Fairfield

Warde and Fairfield Ludlowe high schools have substance abuse counselors hired full time.

Principal Blake, who worked at Fairfield schools, recognizes, “it is very helpful to have a

substance abuse counselor who knows all of the resources who can talk to the kids and has the

time to talk to the kids” [Appendix B]. Furthermore, the Fairfield school district has reaped the

benefits of exceptionally high graduation rates. According to US News, Fairfield Warde High

School currently has a graduation rate of 98% and Fairfield Ludlowe has a graduation rate of

97% (“Fairfield”). For such a large school district to have exceptional graduation rates,

numerous aspects of the school community must be above average including the school

counseling staff. Although the school districts of Fairfield and Coventry are not identical in size
 Sisk 15

or socioeconomic nature, it is impossible to argue that the students of Fairfield deserve more

opportunities and a more supportive path to their future in comparison to the hard-working

students at Coventry High School.

Students at Coventry High School have expressed a need for action to be taken on

substance usage as illegal substances are being used and distributed both at home and at school

with limited specific resources available in both environments. Substance abuse is not specific to

a certain setting or socioeconomic level, and students at Coventry High School are vulnerable to

the effects of illegal substances inside and outside of school grounds. This is one of the many

reasons why the education of students from a substance abuse counselor who is an expert on

methods for students to implement into their lifestyle. In a survey conducted on Coventry High

School students and staff, 14.3% of respondents claimed their parents consumed alcohol daily,

and 28.6% of respondents claimed their parents consumed alcohol at least once within the last

week [Appendix A]. While adult family members are entitled to consume alcohol, the constant

presence of alcohol at students’ houses only further desensitizes students to illegal substances.

There is a demand for students to be given practices that can lead to a mindset that does not rely

on substances as coping mechanisms because students are faced with substance usage outside of

school as well. Even if students are able to avoid illegal substances while at school, there is a

high likelihood that they will be forced to interact with them while at their house. Despite the

absence of pressure that is expected within a household, parents must still understand that their

usage will have an impact on their children. Jamie Johnston, a guidance counselor at Coventry

High School, reports that parents do not frequently contact the school counseling staff on the

issue of preventing their children from using drugs or alcohol (Johnston). If parents are not
 Sisk 16

inquiring of ways to assist their child in the fight against substance usage, students are currently

being tasked with relying on their developing and often vulnerable emotional and social instincts

to guide them through an incredibly difficult time in a young adult’s life. An effective support

group that the CHS substance abuse counselor could run would involve teaching students how to

cope with parents who use drugs and alcohol, so that students can look to avoid falling into

destructive patterns that may be forming due to the increased exposure to illegal substances. As

students are faced with substance usage in both personal and educational environments, the

employment of a substance abuse counselor is an ideal and necessary step that Coventry High

School must take in the best interest of the future of each student.

Final Call to Action:

The short and long-term success of Coventry High School students is in grave danger due

to the debilitating nature of substances including prescription painkillers and alcohol, and there

are limited support systems established within CHS that deal with this specific crisis. Illegal

substances can elicit an incredibly drastic deterioration of a student’s ability to not only perform

well educationally, but to continue to live a healthy lifestyle. Joseph Blake elucidates, “one thing

that is consistent is that when students get involved in substance abuse, their ability to learn and

their desire to learn is hindered drastically” [Appendix B]. The current school counseling staff

does not provide the necessary expertise on substance abuse that can become a deciding factor in

the chances of a student graduating. To employ a certified substance abuse counselor at Coventry

High School would demonstrate a proactive approach to an issue that threatens so many

promising futures. Coventry High School must take special interest on providing students with
 Sisk 17

proper treatment and counseling options through the form of a specialized counselor, as the

preservation of the future of each student at CHS must be the greatest priority.

Appendix A

Draft of Survey
This survey is for all Coventry High School students in Grades 9-12 regarding their interaction
with smoking and alcohol throughout their time in high school. This research is being conducted
for proposals in AP English 12 where the addition of a full-time substance abuse counselor is
being proposed to better protect the CHS student body. Responses are anonymous and results
with only be seen by CHS guidance counselors, school psychologist, and social worker. Please
answer the following questions with the greatest accuracy and truth that you can provide.

Q1. What grade are you in?

A. Grade 9, Grade 10, Grade 11, Grade 12, Staff

Q2. What is your gender?

A. Male, Female

Q3. Have you ever been offered alcohol on CHS school grounds?
A. Always, Frequently, Occasionally, Rarely, Never

Q4. Have you ever been offered drugs to smoke on CHS school grounds?
A. Always, Frequently, Occasionally, Rarely, Never

Q5. How likely are you to see others smoking throughout the school day?
A. Always, Frequently, Occasionally, Rarely, Never

Q6. How likely are you to smoke throughout the school day?
A. Always, Frequently, Occasionally, Rarely, Never

Q7. How likely are you to see others drinking alcohol throughout the school day?
A. Always, Frequently, Occasionally, Rarely, Never

Q8. How likely are you to drink alcohol throughout the school day?
A. Always, Frequently, Occasionally, Rarely, Never
 Sisk 18

Q9. If you are consuming alcohol, how are you obtaining it? CHECK ALL THAT APPLY
A. Friend, Older Sibling, Usage of a Fake ID, Served by parent, Served by friend’s parent,
Other

Q10. In what setting are you most likely to smoke or drink alcohol (alone, with friends, at a
party)? CHECK ALL THAT APPLY
A. Alone, At a friend’s house, At a party, At school, Other

Q11. What drugs, if any, have you used at any time? CHECK ALL THAT APPLY
A. Marijuana, Heroine, Prescription Painkillers, Nicotine, Other

Q12. What percentage of students would you estimate engage in drug usage on a monthly basis?
A. 0-20%, 20-40%, 40-60%, 60-80%, 80-100%

Q13. My family members engage in illegal substance use while at my house.

A. Daily, Within the last week, Within the last month, Within the last year, Never

Q14. My family members consume alcohol while at my house.

A. Daily, Within the last week, Within the last month, Within the last year, Never

Q15. My parents have discussed with me how to stay safe around drugs and alcohol.
A. Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree

Citation: Sisk, Michael. Survey conducted on Coventry High School Grade 9-12 students and
staff. 16 Feb. 2018
Sisk 19
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The data collected from the survey helped to display the prevalence of substance usage at

the homes of students and the effects that it may have on a student’s likelihood to abuse illegal

substances in the future. Unfortunately, as family members are using substances such as alcohol

on a potentially daily basis, approximately 20% of CHS students feel neutral when asked if their

parents had been vocal on how to stay safe around drugs and alcohol. Other findings from the

data that were fairly consistent was the fact that many students felt that drugs, not alcohol were

held a greater presence on CHS school ground, however alcohol had major impacts on the

families of many students.

 Sisk 21

Appendix B

Interview Transcript with Mr. Blake (2/16/18)

Michael S:​ So first question would be, do you feel that our school has a sufficient number of
school counselors to meet the needs of every student who may be dealing with substance usage
issues individually or with their family?

Joseph B:​ I think that the Town of Coventry supports the kids a great deal with the amount of
counselors we do because our ratios for the amount of kids to counselors that we have is better
than any school I have ever been in, and I have been in a few, so yes, I think we have. Could we
use more? Of course. Would it be great if I had a substance abuse counselor or just another in
general counselor or psychologist? Yeah, that would make it even more of a low caseload
situation, but I think they do a great job at keeping it at a good level.
 Sisk 22

MS:​ And then, what would you estimate is the annual number of incidents at Coventry High
School regarding student usage of drugs and alcohol? I don’t know if you are allowed to answer
something like that.

JB:​ No because the number is so small it would identifiable to, like, who it was.

MS:​ OK, what are the current disciplinary actions taken against students who are caught using
illegal substances in school?

JB:​ Fortunately, there is a state law that mandates what we do when kids are caught with drugs,
and it involves how much they have, but it could be anywhere from in school suspension to out
of school suspension to expulsion with a police referral pending on if they have enough to sell, if
they have just enough to use, or if they just used. Like, being under the influence is against the
rules, but it isn’t necessarily punishable by the legal aspect of the law because you are not
carrying anything; it is just in your body, but it’s still punishable by you’re going to in school
suspension, or something like that, pending on how often the kid has done it, whether it’s a
repeat offender, things like that, but there are certain statutes, and you can borrow my book if
you want to for state laws on drugs on what we have to do.

MS:​ So it is just state-decided?

JB:​ Yeah.

MS:​ How common is it for disciplined students to have scheduled meetings with school guidance
counselors, the school psychologist, or the social worker?

JB:​ It should be standard when it’s been an issue, yes.

MS:​ Have you noticed a change in the number of students who have been punished for using
substances in comparison to previous years?

JB:​ No.

MS:​ It’s been pretty standard?

JB:​ Yeah.

MS:​ OK, does Coventry High School run any specific groups targeted towards providing
assistance to those who are suffering from substance abuse?
 Sisk 23

JB:​ Typically, those are individual meetings with the psychologist and social worker, but I would
have you talk to them about whether they run any meeting groups; a lot of those things end up
confidential because that’s the only way they are going to talk.

MS:​ Are students or staff more likely to report a substance-related issue at the high school and
why do think this is the case?

JB:​ I think they are more, I think staff is more likely to because, obviously, we are mandated
reporters which means, by law, if you we see something and we don’t, not only would our jobs
be in jeopardy, but also we would have legal consequences too. Plus, we didn’t go into this
business because we like the massive paycheck because it really is a nice paycheck; it’s because
we want to take care of kids, and I hope you guys feel that as we go around the building. So,
yeah, we are more likely to report; kids are less likely to report, and it has to do with, and I’ve
never been able to nail this down, but I’ve said it so many times I’m comfortable saying all the
time, is that when you are an adult and somebody does something illegal or wrongs you; the first
thing you do is pick up the phone and call the police, but when you’re in high school it’s
considered ratting, and I would just love to be able to figure out how to make that leap that they
understand that it’s the same thing. And even when someone is being wronged or stolen from,
kids are reluctant to do it because they don’t want considered a rat, so it’s an interesting problem,
and I would be a millionaire if I had a solution to that.

MS:​ I agree with you; I don’t really know why that is the case. What, if any, concerns do you
have regarding the distribution and usage of substances while students are at school?

JB:​ Massive concerns as I think that is one thing that is consistent is that when students get
involved in substance abuse, their ability to learn and their desire to learn is hindered drastically,
and, you know, a lot of students who get involved are the ones that are going to be in jeopardy of
not graduating which is my whole purpose of being here, and I want them to have a healthy and
happy life, and I know from experience, with my own family experience, that you are not going
to have a happy and healthy life if you are abusing substances.

MS:​ Which illegal substance do you feel is the most prominent problem at the high school?

JB:​ Illegal substances, probably alcohol, and I say illegal only because of your age, but in terms
of drugs the biggest concern across the state right now is the one we had the assembly on the
other day, the opioid crisis, because it really is massively addictive, so once you do it, you are
going to keep doing it.
 Sisk 24

MS:​ Are you aware of any high schools in Connecticut that have a full-time substance abuse
counselor, and then, if you do how successful do you know of them to be?

JB:​ Yes, Fairfield, Connecticut where I was a house master previously has a full-time substance
abuse counselor, and they’re successful in that there is a person there that is available to kids,
like, they have some success and some failure because some kids don’t want the help or the help
isn’t enough for them and they have to go somewhere else for greater intervention, but just
having the person there; yes, it is very helpful to have a substance abuse counselor who knows
all of the resources who can talk to the kids and has the time to talk to the kids.

MS:​ Exactly because I was even talking to Mrs. Johnston and she was saying how she would talk
to them about substances, but she feels like an expert might be a little more qualified to talk
about some of it.

JB:​ Absolutely.

MS:​ How difficult would it be to hire an additional substance abuse counselor to the already
existing school counseling staff?

JB:​ It would be difficult because of our ratio, I mean the amount of students in the school is
going down because of the amount of kids that are available to us, and we have a very
well-staffed counseling staff overall, so it would be a discussion with the Board of Education and
the superintendent, and the administration to talk about need versus cost, and also, they are very
hard to find, by the way. Finding a substance abuse counselor to come into a school system and
work full-time is really hard to do.

MS:​ Yeah, because I have been looking online and a lot of times either they are not classified as
that, they are just a school counselor they will label themselves as, or it is more corporate who
will have stuff like that.

JB:​ They make more money in corporate.

MS:​ And then, just a final question, would the students at Coventry High School benefit from
having a counselor trained specifically in substance abuse issues available during each school
day?

JB:​ Yes, I can’t imagine anybody saying no to that.

Citation: Blake, Joseph. Personal Interview. 16 Feb. 2018

 Sisk 25

Appendix C
 Sisk 26

Citation: NIDA. "Monitoring the Future Survey: High School and Youth Trends." National
Institute on Drug Abuse,
https://www.drugabuse.gov/publications/drugfacts/monitoring-future-survey-high
-school-youth-trends. 14 Dec. 2017. Accessed 28 Feb. 2018.

This graph displays the gradual downward trend of alcohol usage by students from 8th to 12th

grade, however, the percentages of student usage is still staggering. As approximately 57% of

12th graders are currently reporting they have used alcohol within the past year, addiction and

poor health habits are already being formed due to the lack of attention substance use currently

receives in school. Surprisingly, approximately 20% of 8th graders report using alcohol within

the past year which shows there would be a demand for a substance abuse counselor at CNHMS

as well.
 Sisk 27

Works Cited

“2018-2019 Approved Budget.” Coventry Public Schools, Coventry Board of Education,

www.coventrypublicschools.org/uploaded/boe/budget/18-19/BOE_Approved_Budget_F
Y2018-19_2.8.18.pdf, 8 Feb. 2018. Accessed 15 Feb. 2018

Blake, Joseph. Personal Interview. 16 Feb. 2018

Dunne, Tom, et al. “A Review of Effective Youth Engagement Strategies for Mental Health and
Substance Use Interventions.” Elsevier, Society for Adolescent Health and Medicine, 17
Nov. 2016, doi.org/10.1016/j.jadohealth.2016.11.019. 25 Jan. 2018

“Fairfield School District.” Best High Schools, US News,

www.usnews.com/education/best-high-schools/connecticut/districts/fairfield-school-distri
ct-109388. 2018. Accessed 13 Feb. 2018

“Governor Malloy Announces Statewide Graduation Rates Increase for Sixth Year in a Row
Reach Record High.” Press Releases, The Office of Governor Dannel P. Malloy,
portal.ct.gov/office-of-the-governor/press-room/press-releases/2017/04-2017/gov-malloy
 Sisk 28

-announces-statewide-graduation-rates-increase-for-sixth-year-in-a-row-reach-record-hig
h., 10 Apr. 2017. Accessed 24 Feb. 2018

Johnston, Jamie. Personal Interview. 14 Feb. 2018

“Health and Well-Being Rubric.” Coventry High School,

www.coventrypublicschools.org/uploaded/chs/docs/rubric/HEALTH_10-30-15_.pdf. 30
Oct. 2015. Accessed 30 Jan. 2018

“Laura Hope Laws, 17, Morphine and Cocaine.” Get Smart About Drugs, U.S. DEA,
www.getsmartaboutdrugs.gov/consequences/true-stories/laura-hope-laws-17-morphine-a
nd-cocaine. 3 May 2017. Accessed 30 Jan. 2018

NIDA. "Monitoring the Future Survey: High School and Youth Trends." National
Institute on Drug Abuse,
https://www.drugabuse.gov/publications/drugfacts/monitoring-future-survey-high-school
-youth-trends. 14 Dec. 2017. Accessed 28 Feb. 2018.

Palmer, Rohan and John McGeary. "Models of Drug Addiction: Theories and Future
Applications in Prevention and Treatment." Brown University Child & Adolescent
Behavior Letter, vol. 32, no. 5, May 2016, pp. 1-7. EBSCOhost, doi:10.1002/cbl.30122
May 2016. Accessed 18 Jan. 2018

“School Counseling Philosophy.” Coventry High School, Coventry Public Schools,

www.coventrypublicschools.org/schools/chs/school-counseling-services. Accessed 20
Feb. 2018

Sisk, Michael. Survey conducted on Coventry High School Grade 9-12 students and staff. 16
Feb. 2018

“Substance Abuse Counselor Salary.” PayScale,

www.payscale.com/research/US/Job=Substance_Abuse_Counselor/Salary, 12 Feb. 2018.
Accessed 23 Feb. 2018

Wills, Thomas A., et al. “Risk Factors for Exclusive E-Cigarette Use and Dual E-Cigarette Use
 Sisk 29

and Tobacco Use in Adolescents.” ​AAP News & Journals Gateway​, American Academy
of Pediatrics, pediatrics.aappublications.org/content/135/1/e43, Jan. 2015. Accessed 25
Jan. 2018.

Annotated Bibliography

“2018-2019 Approved Budget.” Coventry Public Schools, Coventry Board of Education,

www.coventrypublicschools.org/uploaded/boe/budget/18-19/BOE_Approved_Budget_F
Y2018-19_2.8.18.pdf, 8 Feb. 2018. Accessed 15 Feb. 2018

The Coventry Board of Education has a comprehensive knowledge of the Coventry

public school system as they are one of the significant power systems that dictates the
development of each school in the Coventry, Connecticut district. The budget is a strictly
numerical document that outlines the financial expenditures of the school district as well
as projected costs, therefore, only quantitative data is available from the source. An
example of quantitative data used is when the budget details that there is a proposed
increase of $15,304 in social worker salary and a proposed increase of $16,334 in
psychological services salary (“Approved”). This source is used to explain the ample
financial resources that Coventry High School is projected to have in the future that can
be utilized for the salary of a full-time substance abuse counselor.
 Sisk 30

Blake, Joseph. Personal Interview. 16 Feb. 2018

Joseph Blake is the principal of Coventry High School which allows Mr. Blake relatively
unrestricted access each aspect of the school’s functioning. Mr. Blake is largely
responsible for the safety and well-being of each student at Coventry High School, and he
has been employed as the CHS principal since 2014. This source is an interview which
contains exclusively qualitative data as Mr. Blake’s responses were more descriptive
rather than providing specific data. An example of qualitative data is when Blake
explains, “it is very helpful to have a substance abuse counselor who knows all of the
resources who can talk to the kids and has the time to talk to the kids” [Appendix B].
This source helps to provide an administrator's opinion on how the school would be able
to adjust to a new counselor hiring as well as how students would respond to this new
counselor being available each school day.

Chassin, L., et al. Adolescent substance use disorders. In E. J. Mash & R. A. Barkley (Eds.),
Child psychopathology (pp. 180-221). New York: Guilford Press. 2014. Accessed 25 Jan.
2018.

Laurie Chassen is a Regents Professor at Arizona State University who specializes in

substance disorders as well as developmental psychopathology. Ryan S. Trim is an
Associate Professor of Psychiatry at the University of California-San Diego, and Kevin
M. King is an Associate Professor of Psychology at the University of Washington as both
Trim and King have both wrote in numerous journals on the topic of substance use. This
source is very thorough in its explanation of substance use disorders which lends itself to
qualitative data regarding descriptions of each disorder along with quantitative data from
various studies. There is a greater amount of qualitative data within the source such as
when Chassin asserts, “Adolescent substance use and substance use disorders are topics
of important clinical and public health concern because of their prevalence and associated
negative consequences” (Chassin). This source is not used directly within the piece,
however, the scientific approach to substance use disorders in adolescents strengthen
arguments regarding the detrimental effect illegal substances can have on the growing
body.

Dunne, Tom, et al. “A Review of Effective Youth Engagement Strategies for Mental Health and
Substance Use Interventions.” Elsevier, Society for Adolescent Health and Medicine, 17
Nov. 2016, doi.org/10.1016/j.jadohealth.2016.11.019. 25 Jan. 2018

Tom Dunne, Lisa Bishop Pharm, Susan Avery, and Stephen Darcy each have a doctorate
degree, and each are employed at Memorial University in Newfoundland, and each is an
 Sisk 31

employee of the Faculty of Medicine. Tom Dunne has also been involved in writing
journal entries that revolved around youth development. This source contains primarily
qualitative data as the source discusses the methods that many young adults take to cope
with mental health and substance use. Dunne demonstrates, ​“Youth are reluctant to seek
help for a number of reasons [such as] a belief that they can handle their own problems
[and the] stigma surrounding mental illness” (Dunne et al). This passage is used to
determine the alternate strategies that students may be taking to cope with issues that
require counseling and proper treatment. Some of the methods contained in this passage
may be currently utilize by CHS students, and a counselor would provide a more stable
support system where proper coping mechanism can be taught.

“Fairfield School District.” Best High Schools, US News,

www.usnews.com/education/best-high-schools/connecticut/districts/fairfield-school-distri
ct-109388. 2018. Accessed 13 Feb. 2018

US News and its education sector focus primarily on ranking public high schools and
universities across the globe and have been doing so for numerous years. US News is
granted access to various test scores such as AP and SAT scores as well as graduation
rates which all are incorporated in the ranking of each school. This source provided
solely quantitative data as the rankings displayed are produced based on various scores
and percentages. US News reports, “Fairfield Warde High School currently has a
graduation rate of 98% and Fairfield Ludlowe has a graduation rate of 97% (“Fairfield”).
This data will be used to compare graduation rates of schools who currently have
full-time substance abuse counselors employed to schools who do not have this necessity.

“Governor Malloy Announces Statewide Graduation Rates Increase for Sixth Year in a Row
Reach Record High.” Press Releases, The Office of Governor Dannel P. Malloy,
portal.ct.gov/office-of-the-governor/press-room/press-releases/2017/04-2017/gov-malloy
-announces-statewide-graduation-rates-increase-for-sixth-year-in-a-row-reach-record-hig
h., 10 Apr. 2017. Accessed 24 Feb. 2018

Governor Dannel Malloy and his office have unrestricted access to the data of each
public school in Connecticut including Coventry High School which helps to ensure that
all claims regarding graduation rates are wholly accurate with the most recent data
available. Furthermore, it would be fraudulent for the state to alter its data in order to
appear superior academically than what may be true. The source contains many tables
and graphs regarding the state’s changes in graduation rates with further breakdown into
racial and socioeconomic subcategories which leads to a large amount of quantitative
data being contained in the source. Within the article, an example of this data occurs as
 Sisk 32

the source details, ​Connecticut has a high school graduation rate of 87.4 percent as of
2016 (“Governor”). This source is used to establish a baseline graduation rate to compare
schools with substance abuse counselors with schools who have not hired one yet
including Coventry High School.

Johnston, Jamie. Personal Interview. 14 Feb. 2018

Jamie Johnston is one of three guidance counselors currently employed at Coventry High
School, meaning that she is a main member of the school counseling staff and is faced
with student issues daily. Her knowledge of current CHS students as well as constant
interaction with students who may express issues within the school and at home lends her
as a prime candidate who may already be dealing with student substance usage. This
interview was a collection of Mrs. Johnston’s opinion which led to qualitative data being
collected exclusively. An example of one of these opinions is when Mrs. Johnston
reveals, how she would prefer an expert to talk to parents and students about the dangers
and effects of substance abuse (Johnston). This source will be used to evaluate the current
state of student affairs within Coventry High School as well as the role the school
counseling staff has in maintaining a safe and healthy school environment.

“Health and Well-Being Rubric.” Coventry High School,

www.coventrypublicschools.org/uploaded/chs/docs/rubric/HEALTH_10-30-15_.pdf. 30
Oct. 2015. Accessed 30 Jan. 2018

Coventry High School and its rubrics are created by administration and staff in the best
interest of the students. Those who have created this rubric have likely interacted with
those students who are being asked to create a school environment that promotes health
and well-being. This source contains only qualitative data as the rubric contains varying
stages of how successful students and staff are at creating a culture that values health and
well-being. This rubric emphasizes, “apply[ing] skills for a lifetime of health and
well-being” (“Health”). This source helps to create a sense of accountability for Coventry
High School as they have set these standards for their school and students, and without
taking serious consideration to the substance abuse issue they may be neglecting these
standards.

“Laura Hope Laws, 17, Morphine and Cocaine.” Get Smart About Drugs, U.S. DEA,
 Sisk 33

www.getsmartaboutdrugs.gov/consequences/true-stories/laura-hope-laws-17-morphine-a
nd-cocaine. 3 May 2017. Accessed 30 Jan. 2018

The U.S. Drug Enforcement Administration is a government agency that is tasked with
substance use within the United States. They are able to use the tragic stories of people
such as Laura Hope Laws to persuade others to refrain from using illegal substances as
they can lead to catastrophe. This story provides qualitative data regarding the life of
Laura Hope Laws and the effects that drug eventually had on her mind and body.
Qualitative data is found when the story details, “Laura was 17 years old when she
overdosed and died using alcohol, morphine, and cocaine” (“Laura”). This source will be
used to evoke an emotional appeal out of the audience as they realize that substance use
can very realistically result in the death of a young, bright mind and this reality could
potentially occur within Coventry High School if inaction is set as the new standard.

NIDA. "Monitoring the Future Survey: High School and Youth Trends." National
Institute on Drug Abuse,
https://www.drugabuse.gov/publications/drugfacts/monitoring-future-survey-high-school
-youth-trends. 14 Dec. 2017. Accessed 28 Feb. 2018.

NIDA, or the National Institute of Drug Abuse, is a federal agency that focuses on
helping the nation in drug abuse by using science to prevent addiction. This agency
collects national data regarding the usage of illegal substances such as marijuana and
alcohol to help show progress against the battle of substance addiction. This source is a
collection of data collected in 2017 regarding high school substance use, therefore, the
source exclusively uses quantitative data. An example of this data is found in a graph
where the graph displays that in the past month, use of alcohol was reported by 8.0
percent, 19.7 percent, and 33.2 percent of 8th, 10th, and 12th graders, respectively
(NIDA). This source is used to further provide evidence towards the substances that high
school students commonly use which can be used to further focus treatment throughout
the school.

Palmer, Rohan and John McGeary. "Models of Drug Addiction: Theories and Future
Applications in Prevention and Treatment." Brown University Child & Adolescent
Behavior Letter, vol. 32, no. 5, May 2016, pp. 1-7. EBSCOhost, doi:10.1002/cbl.30122
May 2016. Accessed 18 Jan. 2018

Rohan Palmer is an Assistant Professor at Emory University who specializes in

alcoholism and addiction while John McGeary is a psychologist and a substance abuse
counselor in Providence, Rhode Island. Both of these doctors are researchers at Brown
 Sisk 34

University where they specialize in psychiatry and human behavior. This source contains
only qualitative data that focuses on techniques and practices that may lead to a decline
in drug addiction in the future. An example of a technique is apparent as Palmer explains,
“therapists also help adolescents identify and restructure problematic thoughts and teach
affect regulation skills to help adolescents reduce and tolerate distressing physiological
sensations and emotions” (Palmer and McGeary). This passage is used to demonstrate the
effectiveness and role that a therapist or counselor can have in the life of a vulnerable
child. This information helps solidify the concept that a specialized counselor would be
far more effective in preventing substance usage compared to the willpower of a
developing adolescent.

“School Counseling Philosophy.” Coventry High School, Coventry Public Schools,

www.coventrypublicschools.org/schools/chs/school-counseling-services. Accessed 20
Feb. 2018

The Coventry High School counseling staff constructed this philosophy to correspond
with the interactions and discussions that have been had with CHS students and staff.
This ensures that the philosophy is personal to the situations and specifications of
Coventry High School as each student is a beneficiary of this philosophy focused on
assisting students. This philosophy is a small passage with no quantitative data, therefore,
the philosophy can be used as qualitative data. A small portion of this passage
emphasizes, “The CHS counselors have a responsibility to promote the student's
identification and development of his/her skills, talents, and interests in order for him/her
to make choices in a world that presents conflicting challenges” (“School”). This source
will be used in a similar fashion to the school-wide rubric as it establishes a benchmark
that the counseling staff are holding themselves to while dealing with CHS students.
Without a substance abuse counselor, however, it is incredibly difficult to ensure a
student’s safety as they are left to believe they must fight substance abuse alone.

Sisk, Michael. Survey conducted on Coventry High School Grade 9-12 students and staff. 16
Feb. 2018

Michael Sisk is a high school senior at Coventry High School who has interacted with
numerous students and has witnessed substance usage directly. As a current student, his
knowledge on current counseling offerings is current and the survey conducted was done
so without bias and was given to a broad audience to record multiple viewpoints. The
survey produced only quantitative data through percentages based on responses. An
example of a survey result is when the survey reveals, 14.3% of respondents claimed
their parents consumed alcohol daily, and 28.6% of respondents claimed their parents
 Sisk 35

consumed alcohol at least once within the last week (Sisk). This source will be used to
evaluate the current ways illegal substances are influencing the lives of CHS students
which helps to create urgency to alleviate an issue that is negatively impacting a large
portion of the student body.

Stocking, Emily, et al. “Prevention, Early Intervention, Harm Reduction, and Treatment of
Substance Use in Young People.” ScienceDirect, The Lancet Psychiatry, 18 Feb. 2016,
doi.org/10.1016/S2215-0366(16)00002-X, 18 Feb. 2016. Accessed 24 Jan. 2018

Emily Stockings currently works for the National Drug and Alcohol Research Centre at
the University of New South Wales while the remaining authors are employed in the
Institute of Psychiatry, Psychology, and Neuroscience at King’s College in London,
England. The large number of college professors who are also involved in research helps
to increase the credibility of the authors’ and their claims. This source blend a fairly equal
mixture of quantitative and qualitative data as research and data are presented, and then
described and evaluated. Although the essay was not utilized in the piece, its detailed
explanation on early treatments such as interventions would have been valuable to detail
different tactics a substance abuse counselor may have used on students.

“Substance Abuse Counselor Salary.” PayScale,

www.payscale.com/research/US/Job=Substance_Abuse_Counselor/Salary, 12 Feb. 2018.
Accessed 23 Feb. 2018

PayScale is a successful software company that is used within the corporate sphere to
assist companies with various data such as the median salary for positions as well as
describing the skills someone at a certain position should possess. This software is
commonly used for businesses which helped to increase its reliability as corporations
would not use software that produced inaccurate material. There is a larger amount of
quantitative data through statistics and different financial readings, however there are
sections of qualitative data. A piece of quantitative data is found in this source as
PayScale asserts that the average pay for a substance abuse counselor in the United States
is $37,753 (“Substance”). This source is useful to explicitly state a salary that the school
will approximately have to pay towards a new counselor which is then followed by the
simple way that the finances can be distributed to alleviate this additional cost.
 Sisk 36

Wills, Thomas A., et al. “Risk Factors for Exclusive E-Cigarette Use and Dual E-Cigarette Use
and Tobacco Use in Adolescents.” ​AAP News & Journals Gateway​, American Academy
of Pediatrics, pediatrics.aappublications.org/content/135/1/e43, Jan. 2015. Accessed 25
Jan. 2018.

Thomas A. Wills along with each of the other authors of this source are employed at the
Prevention and Control Program at the University of Hawaii Cancer Center. These
individuals are highly trained and knowledgeable about prevention of substance use
issues occurring as well as control these issues before they become unmanageable. The
source describes a research experiment and the results that followed which created a
noticeable lean towards quantitative data. An example of a piece of quantitative data that
was found through research can be found when Wills reveals the National Youth
Tobacco Survey showed rates of ever-use were 4.7% in 2011 and 10.0% in 2012 (Wills
et al). This source highlights the fact that substance usage is increasing for various illegal
substances which should then elicit a response of an increased and more knowledgeable
counseling staff at Coventry High School to provide students with any material or
resource they may need.