Kids of Promise

Group Curriculum for students affected by a loved ones addiction

Grades 9-12

Table of Contents

Title

Page

Group Overview

Curriculum Overview

Resources

COA Information (pages not numbered)

Weekly Lessons

Week One

Week Two

13

Week Three

20

Week Four

22

Week Five

26

Week Six

28

Week Seven

32

Week Eight

34

Post Group Assessment

36

Handouts/Activities (pages not numbered)

37

Addendum (pages not numbered)

38

Survey

39

Group Overview
What is group about?
Addiction is a family disease. Everyone within the immediate and extended family is affected by the identified
patients battle with substance dependence. Kids of Promise (KOP) is a psycho-educationally based support group
offered to students impacted by addiction or drug/alcohol abuse within the family system. It is facilitated by a trained
SAP Specialist and provides weekly lessons utilizing an 8-week curriculum.

Who is appropriate for group?

Kids of Promise is for any student ages 7-18 that has been impacted by a loved ones addiction or drug/alcohol abuse.
This includes anyone within the family system such as a parent, caregiver, grandparent, aunt, uncle, sibling, stepparents, step-siblings, etc. The student may be living with their loved one or they may not be living in the home with
the individual. Students that are impacted by the presence or absence of this person. Students with a loved one who is
in recovery, or actively maintaining sobriety, are also candidates for group. The impact of addiction within the family
has long-lasting affects. Even families functioning in a healthy recovering environment need support in terms of
learning a new and different lifestyle.

What topics are covered in group?

It is estimated that 1 in 4 students are impacted by a loved ones addiction (National Institute on Alcohol Abuse & Alcoholism) and
these students are 3-4 times more likely to be substance dependant themselves (Children of Alcoholics Foundation). Group
operates as a support for students experiencing the same type of family situations. It also provides education to
students at a prevention level. Topics include: The disease model of addiction, addiction as a family disease, positive
self-esteem building, healthy communication skills, relationship building (parents, siblings, peers, etc.), healthy
coping skills and decision making, alcohol and drug prevention, and helping students identify feelings associated
with a loved ones addiction.

Curriculum Overview
Curriculum set up

The curriculum is set up with 8 weekly lessons. Each lesson includes goals for the week, the format gives the overall
plan for the session and the outline describes the format in detail.

Group Facilitator Skills

Psycho-educational groups are structured and focus on developing cognitive and behavioral skills. At the same time
they are meant to be a safe place for students to feel supported by a caring adult and by peers experiencing similar
situations. A good resource to learn more about specific group facilitator skills is: Groups- Process and Practice by
Marianne Schneider Cory and Gerald Corey.

Personal style
In addition to group facilitator skills it is important to remember that your personal style and personality will be
reflected in the group as well. Learning to trust your instincts is important when running groups. Maintaining a
balance between education and allowing students to express and process feelings will be developed over time.

Addendum
Not all groups run the same. Some students will be very open to discussing their family situation and motivated to
learn about the topics covered. For some students it may take several sessions before the students even acknowledges
that their loved one has a drug/alcohol problem. Age/maturity level of students and time constraints will also factor
into each group. Each student will be different and each group will be different. The addendum is designed to offer
extra activities to replace or supplement the weekly lessons based on how the group is functioning. Please keep the
weekly lesson objective as close to the subject as possible, how you achieve this may vary. Most importantly
students need to feel heard, accepted and supported. In addition, if they learn even one concept they are making
progress.

Resources

Al-Anon/Alateen

610-373-5237

Alcoholics Anonymous

610-373-6500

Berks Counseling Center

610-373-4281

Berks County Children & Youth

610-478-6700

Berks Talkline

610-374-8255

Caron Counseling

1-800-678-2332

Council on Chemical Abuse (COCA)

610-376-8669
5

Narcotics Anonymous

610-374-5944

Service Access Management (SAM)

610-236-0530

Youth Crisis Hotline

1-800-448-4663

National Association for Children of Alcoholics (addicts) (NaCOA) www.nacoa.org

Center on Addiction and the Family (COAF) www.coaf.org
Lost Childhood www.lostchildhood.org
Council on Chemical Abuse (COCA) www.councilonchemicalabuse.com
Alateen www.alateen.org
Freevibe www.freevibe.com
http://www.coaf.org/organization/links.htm (a list of links related to children of addicts)

COA Information

The COA Information section includes materials gathered from various resources to provide
an overview on the subject of children of addicts. This section can be used by the facilitator to gain
more knowledge and as a resource to provide information to students.

Weekly Lessons

Week 1
Goals:

To introduce students to group and to each other.

To help students learn to trust facilitator and to trust the confidential environment.
To introduce the concept of addiction as it relates to families

Format:

Introductions
Ice Breaker- Two Truths, One Lie
What is Group About? Who is Group For?
Review Group Rules and Confidentiality Guidelines
Activity- Perfect vs. Dysfunctional Families/Obamas vs. Simpsons
Closing
8

Lesson Outline:
Introductions

Introduce yourself to students, what name you would like to be called, share something personal about your
self, etc. Allow students to introduce themselves to group.

Ice Breaker- Two Truths, One Lie (paper, pencils/pens)

Have students write three statements about themselves. Two should be true statements and one should be
false.
Have students take turns reading their statements. Others in group will try to guess which statement is the lie.
Have students expand on the statements they wrote. Ask questions to promote conversation about themselves.
Helps students to learn about one another.
As a transition into talking about the subject of the group this can be related to: lies that occur in an addicted
family, how an addicted person lies, how other family members lie for addicted person, etc.

What is Group about/Who is Group for? (Elephant in Living Room-reading)

Read An Elephant in the Living Room-Hazelden (Handouts/Activities section) as a way to open discussion
about group.
Kids of Promise- why this name? Statistically 1 in 4 students are impacted by a loved ones addiction. These
students are 3-4 times more likely to become an addict or marry one. This group is focused on encouraging
students in this situation to take care of themselves so they do not become a statistic. Promote
hope/resiliency concept.
Group is for anyone that has a loved one with a drug/alcohol problem. Examples: Parent, caregiver, aunt,
uncle, cousin, grandparent, sibling, step-family, etc.
Can be living with person or not living w/ them (divorce, incarceration, death, never known loved one).
Addicted persons presence or absence has impact on student.
Students with loved ones in treatment or in recovery still need education/support for: past experiences, to
learn about addiction, what recovery means for the family, etc.
Explain how group will run, meeting dates, times, location, etc.

Review group rules and confidentiality guidelines (handouts)

Review group rules. Ask students if they want to add any rules of their own
Review limits of confidentiality

Activity- Perfect vs. Dysfunctional Family- Ex: Obamas vs. Simpsons (Chalkboard/whiteboard) other
examples: Cullens (Twilight) vs. Griffins (Family Guy)

** Any current or popular families that offer two extreme family situations can be used. Full House, Little
House, Cosbys, etc., or let students pick the families
Draw a line down middle of chalkboard/whiteboard, etc. Write Perfect Family on one side and
Dysfunctional Family on other (if using actual families write names. Ex:: Obamas & Simpsons).
Ask students to give examples of what they consider to be a perfect family and a dysfunctional family. Ask
them for examples of popular families, tv shows or movies that depict a perfect and/or dysfunctional family.
9

Ask students to describe characteristics of each family and write these under each heading. Ask students for
differences and similarities in each family. Some examples may include (various races/ethnic backgrounds,
upper/middle class, loving family/dysfunctional, healthy communication/yelling, educated, white/blue collar,
stay at home mom/working mom, etc.)
Relate this to addiction- Judging by what you see, which family is more likely to have addiction in their
family? Why? What are some characteristics of a family dealing with addiction? Who does addiction affect in
family?
Emphasize that addiction does not discriminate. Families can look very different on outside, but experience
many of the same emotions/situations when there is addiction present. Describe differences mentioned in
Obama/Simpson families and stress that hypothetically addiction could be present in either family
Introduce concept that they may come from different looking families or different situations, but all can relate
to similar situations/emotions of loved ones addiction.

Closing

Having a consistent way of ending group each week gives students a sense of closure. Preference on how to
end the group will vary among facilitators. It is beneficial to choose how to close the group and remain
consistent over the next 8 weeks. The following are some examples for ending group: Have group go around
and share something they learned in group and something they are looking forward to until the next group,
share a meaningful quote with students and have them process, recite the 7 Cs (see week 2), have students
develop own closing statement and recite each week, students can toss ball to one another stating one way
they will take care of themselves during the week, etc.
** Due to the subject of the group, it is important to be aware of any student that may not be emotionally
ready to return to class. If this happens, ask the student to stay for a few minutes after group or encourage
them to see their guidance counselor.

10

GROUP RULES
1. Group is confidential- What is said here, stays here!
Exceptions:

2.
3.
4.
5.

Thinking of hurting yourself

Thinking of hurting others
Someone is hurting you
No cell phones, No iPods, etc.
Come on time and stay for the whole group
One person talks at a time
Be respectful toward ALL group members

Week 2
Goals:
11

To promote commonality and support among students

To encourage students to start sharing about their families & why they are participating in group
To assist students in recognizing what they can and what they cant control about their family situation

Format:

Welcome Back & Rule Review

Ice Breaker- Five Things We Have in Common
Activity- Reasons for Group Participation
Activity- Face Control
The Seven Cs
Closing

Lesson Outline:
Welcome Back & Rule Review

Start group- ask students how their weeks went and if there is anything they would like to share. Review
group rules again.

Ice Breaker- Five Things We Have in Common (paper, pens/pencils)

Divide students into small groups or partners. Have students find 5 things that each member of the small
group has in common with each other. Examples: everyone owns a dog, they all like to play basketball, they
are all in 9th grade, etc.
Have the small groups take turns sharing their lists with the rest of the group. Ask if anyone else has the same
items in common as the small group. Example: One small group states they all have jobs. Ask the rest of the
students if they have this in common too.
Repeat task only this time they must come up with 5 things they have in common about their families.
Examples: they are all the oldest child, they all come from single parent homes, they each have family
members that live in other states, etc.
Have small groups share again and ask if anyone else in the room has the same characteristics in their family.
Discuss and process that everyone in the group has one thing in common: all have a loved one that has a
problem with drugs/alcohol. This may come out as groups share.

Activity- Reasons for Group Participation (Reasons for Group Participation cards, tape)

Statements can be cut and pasted on poster board, laminated, etc.

Read each statement aloud or have students take turns reading them and tape them somewhere around the
room.
Ask students to take a few minutes to walk around, re-read statements and choose which statement they can
identify with the most or how they may be feeling about group that day.
Have students stand by the statement. Go around and ask students to take turns reading the statement and
explaining why they chose it.
Process various reasons why students may be participating in the group, feelings discussed, etc.
12

Activity- Face Control

Have one student sit in the middle of the circle (or be it)
All other group members must try to make him/her laugh while student tries to maintain a straight face.
First person that makes him/her laugh can take a turn being in the middle
Depending on time, each person can take a turn
Use game as a way to lead into discussion of the 7 Cs. Talk about what students can and cant control about
their situations/families and what they can do to take care of themselves (at times in the game students can
control face/laughter, at times they cant).

The Seven Cs (handout)

Handout and review the Seven Cs with students.

Discuss separating the disease of addiction from their loved one. Discuss separating what they can control
versus what they cant control about their family situation. Discuss concepts listed in the Seven Cs and
process how they can learn to take care of themselves even though they cant change the situation they are
faced with. Help them to recognize that loved ones illness is not their fault.

Closing

Repeat chosen group ending from previous week.

13

Its difficult to concentrate in school when a loved one

drinks or drugs too much at home. We worry about them
even when were trying to concentrate on other things.

We want to learn as much as we can about alcohol and

other drugs. We are concerned about someone we love.

14

We live in difficult situations and feel as though not too

many people would understand our situations or our
feelings.

We are sick and tired and angry!

We think we have experience which might

benefit other people.
15

Someone talked us into this group.

Were going to give it a try.

We feel frustrated, alone, sad and scared by the way

things are happening in our lives.

We need a place to come and talk about our feelings.

16

We think it will be a good way to make some new friends

who understand us and who understand our situations.

We get blamed for everything, and we dont think its

our fault.
We cant be quiet any longer!

The Seven Cs
~

I didnt CAUSE it
17

I cant CURE it
I cant CONTROL it
I can help take CARE of myself by
COMMUNICATING my feelings
Making healthy CHOICES and
CELEBRATING myself

www.nacoa.org

Week 3
18

Goals:

To promote understanding of the 5 levels of drug/alcohol use

To help students better understand the concept of having an illness as it relates to their loved one and their loved ones substance dependence
To introduce students to the disease model of addiction.

Format:

Check-In
Ice Breaker- The 5 Levels of Use
Activity- Im Sick Drawing
The Disease of Chemical Dependence
Closing

Lesson Outline:
Check In

Check in with students: How was their week? Is there anything they want to share?

Ice Breaker- The Five Levels of Use (signs- Handouts/Activities section)

Have five volunteers stand in front of group. Randomly hand out the 5 levels of use signs: No use, Use, Misuse, Abuse, Dependence/Addicted (one
to each student).
Have students line up in order on a scale of least amount of use to most amount of use (relating to the use of drugs or alcohol- a specific drug or
alcohol can be mentioned to help students visualize better).
Go over the 5 levels of use with the students, correcting the line if needed. Discuss examples of each.
o No Use- Person does not use drugs or alcohol. Ex: Dont like taste, religious reasons, not legally allowed, have seen negative consequences
relating to use in others, athletes, etc.
o Use- Using drug/alcohol to enhance already pleasurable event. Ex: social use, wedding, party, nursing a drink or two.
o Misuse- Experience occasional problems related to use. Ex: a person gets drunk at a wedding reception and doesnt mean to. Often will
learn from the mistake and not repeat behavior.
o Abuse- Regular problems related to use. Ex: Same person that got drunk at wedding reception and experienced negative consequences
(hung over, embarrassed, drove home when shouldnt have) keeps repeating behavior and making mistakes over and over again. Person can
still move back up to misuse, use or no use. They still have control.
19

o Dependence/Addicted- Person loses control over their ability to use or not use. They can no longer move back up to abuse, misuse or use.
In order to prevent the progression of the disease (early, middle, late stages) they can ONLY go back no use.
o Refer to For Your Information handout in Handouts/Activities section of curriculum.
**This exercise can be done in teams with two sets of signs and made into a race (prizes can be awarded if they get the order correct). The
race/game can be fun, then lead into the educational aspects.

The Disease of Chemical Dependence/Addiction (handouts- Handouts/Activities section)

Have activity lead into discussion about the disease model of addiction. There is a lot of valuable information in handouts and it is a good resource
for students to take with them. Information should be highlighted in group as facilitator deems appropriate.
See For Your Information insert under Handouts/Activities section of curriculum and discuss the following attributes that characterize
addiction as a disease:
o Addiction is compulsive & obsessive
o Addiction is a primary disease
o Addiction is a progressive disease
o Addiction is a chronic disease
o Addiction is a fatal disease
o Addiction is a treatable disease

Activity- Im Sick Drawing (markers, crayons, paper, etc.)

Have students recall a time when they were sick. Ask them to draw a picture of themselves, describing their symptoms.
Ask students to go around and share their picture and describe their experiences.
Parallel their illnesses/pictures to addiction.
Discuss differences between their illness and addiction.
Help students process their experience of being ill (feelings, symptoms, no control) to their loved ones experience of being addicted (many of the
same symptoms). Help them to process that their loved one is separate from the disease of addiction.

Closing

Repeat chosen group ending from previous week.

Week 4
Goals:
20

To help students understand that addiction is a family disease (affects every person).
Describe character roles family members take on in an addicted family.
To educate students on potential risk factors associated with being a member of an addicted family.

To introduce students to the concept of self-care

Format:

Check-In
Ice Breaker- Balloon Exercise
Activity- Character Roles
Risk Factors
Closing

Lesson Outline:
Check In

Check in with students: How was their week? Is there anything they want to share?

Ice Breaker- Balloon Exercise (3 different colored balloons & 1 black balloon)

Have students stand in circle, holding hands. Depending on size of group you can have them form a couple groups (will need one set of balloons

for each group). Tell group(s) that they represent a family.

Give each group the first balloon, explaining that it represents school and work life. The Family must keep it in the air to manage successfully,

without breaking their grasp on one another.

When this balloon has been in the air awhile, add another balloon, which represents family life. Tell them to keep both balloons in the air while

their hands are still attached.

Now add the third balloon, saying that it represents social/community life (friends, neighbors, hobbies, civic responsibilities) and explain that most

families have all this to deal with and that it is a lot to manage. It takes hard work to keep up with all these responsibilities.
Now add the fourth balloon (a black colored one would be best), and tell them that this represents one family members addiction. Explain that this
is a very important balloon, and it must stay in the air at all costs. Let the students watch as family life, work life, and community all fall to the
ground in an effort to keep the addiction balloon afloat.
21

**Option or addition: Designate one person in each group as the chemically dependent one and tell them that it is their job to keep this balloon in

the air at all costs (even if this means breaking apart from the rest of the family)
Process exercise with students. Some examples of discussion questions:

1. How difficult was it in the beginning to work as a family unit to keep the balloons in the air?
2. What did it require in order for everyone to keep the balloons in the air? (team work, cooperation, communication, everyones commitment,
watching others-modeling)
3. How difficult was it to keep up with the first 3 balloons. Do you believe that families without addiction have a lot of trouble managing the normal
aspects of family life?
4. What happened to all the aspects of family life when we added in the addiction balloon?
5. How did it feel to watch your friends, schoolwork and priorities fall to the ground to make room for the family members addiction? (Angry?
Unimportant? Frustrated? Defeated?) Have you felt this way in your real life?
6. What important activities in your life have been affected by your loved ones addiction?
7. How has the level of dysfunction in your family affected your friendships? School or work life? Your idea of family life? The formation of your
own identity?

Explain to students that addiction is a family disease. Everyone is affected within the family system (as demonstrated by exercise). All families are
trying to maintain a sense of balance or homeostasis. Family members take on character roles in order to cope with situation and as a way to try to
balance what is happening within the family system.

Activity- Character Roles (character role cards, poster paper, markers, crayons, handout, paper, pens/pencils)

Have students work in groups of two. Assign each student a character role by giving them a character role card with some characteristics on it. Ask
students to draw a picture of a hypothetical student that would fit the following descriptions: hero (ex: popular student, athletic, high academics.),
scapegoat (rebel, trouble maker.), mascot (class clown, practical joker, humorous), and lost child (quiet, loner, creative, emo). Give them some

direction, but allow them to be creative with their perception of this type of student.
Have students introduce their character and describe their picture.

22

Handout The Alcoholic Family sheet located under Handouts/Activities section of curriculum and process. Educate students on the various roles
(enabler, hero, scapegoat, lost child, mascot) family members take on as a way to cope and to try to balance family system (refer back to balloon
exercise) ** the handout is written for the alcoholic family. Inform students that the same roles are true for families struggling with any

addiction.
Have students individually write down what role(s) they identify with and the role(s) each of their family members fit into. Ask for volunteers or
go around and have students share information. Keep in mind that family members can fluctuate between roles at various times in their lives.

Risk Factors (source: Children of Alcoholics Foundation)

During discussion regarding character roles, handout will indicate the ways in which children/family members of addicts may continue to behave

into adulthood. Take opportunity to discuss these and other risk factors students should be aware of.
At higher risk for emotional, physical and mental health problems
Higher prevalence of depression, anxiety, eating disorders, suicide attempts.
6 times more likely to witness domestic violence
More prevalence of child abuse (physical, sexual, emotional) & neglect
Higher risk of being re-victimized in future (ex: women more likely to become involved with substance abusing partner, thus cycle continues).
* Important* 3-4 times more likely to become addicts themselves (biological and environmental factors contribute to this).

When reviewing risk factors, stress that they do not have to fall into these patterns. It is important to be aware and take steps to take care of
themselves. They are already taking a step by participating in the group! Inform students that they will be learning more ways to take care of
themselves in the next few sessions.

Closing

Repeat chosen group ending from previous week.

23

Week 5
Goals:
24

 To educate students regarding family rules within the addicted family system
To help students identify feelings and learn to express them appropriately

Assist students in developing healthy communication skills

Format:

Check-In
Ice Breaker- Rules Brainstorm
Family Rules Discussion
Activity- Feeling Rocks
Closing

Lesson Outline:
Check In

Check in with students: How was their week? Is there anything they want to share?

Ice Breaker- Rules Brainstorm (chalkboard or whiteboard or poster board & writing utensil)

Draw a line down middle of board. On one side title it Community/School on other side Home/Family.
Have students brainstorm various rules at school, in the community, at home and in families. Students can take turns writing them on board or have
one designated writer. Examples:
o Community- stop at red lights, no loitering, no littering, must be 16 to drive, must be 21 to drink alcohol,
o School- no cell phones, no iPods, no bullying, must wear uniform
o Home/family- chores, wash dishes, no shoes in house, homework must be done before playing video games, curfew, must visit Grandma on
Sundays

Family Rules Discussion (handout, pens/paper)

Discuss that most rules are meant to protect us (safety), keep order or are for our benefit. We may not like them at times, but there would be chaos
without them. What would happen if we didnt have traffic rules?
Explain that not all rules are beneficial especially in homes where addiction is present. Most families with substance abuse problems operate with
the family rule, Dont talk, dont trust, and dont feel. This is often unspoken, but clearly enforced. Family members feel shame, guilt and fear
and do not want others to learn about their family secret.
25

Using handout, Some Typical Rules of Play in Families where There is Addiction found in the Handouts/Activities section of curriculum,
discuss some common family rules found in these families. Have them write personal experiences, share if appropriate.

Activity- Feeling Rocks (rock bag- various rocks with different feeling words on them) *Adapted from Jerry Moes Stuffed Problems and Feelings activity

Have students form a circle. Place the bag of rocks in the center of the circle.
Ask each student to lift the bag to feel the weight of it. Describe that each student that comes to group has been carrying a similar bag around on
the inside. Questions to ask: How does it feel to carry around all this stuff? When you carry around a heavy load what are you thinking of? Can
you feel free to be a kid/teen and laugh and play/hang out?
Each student takes a turn picking out a rock, sharing the feeling on it, and sharing a time when they have felt that way. Other students can take
turns relating to the feeling and the student that shared.
After everyone has shared (and the rocks are gone) ask students to feel the bag. Discuss how much lighter it feels and how sharing feelings can
make them feel lighter inside too.

Closing

Repeat chosen group ending from previous week.

26

Week 6
Goals:

To assist students in recognizing unhealthy family situations

To promote problem solving strategies and resolving problems in a healthy manner
To assist students in developing safety plans

Format:

Check-In
Ice Breaker- Would You Rather?
Activity- Wheel of Misfortune
Safety Plans
Closing

Lesson Outline:
Check In

Check in with students: How was their week? Is there anything they want to share?

Ice Breaker- Would You Rather? (Would you rather activity list- Handouts/Activities section, paper bag)
Resource: More Would You Rather by Youth Specialties www.youthspecialties.com

Have various scenarios on individual sheets of paper in a bag or use index cards listing individual would you rather scenarios. Each student takes
a turn picking a scenario and answering it. Some scenarios will be funny, some gross, some are more in depth. Age/group appropriate scenarios can
be picked out ahead of time. Ex: Would you rather drink Coke or Pepsi? Would you rather be blind or deaf? Would you rather always eat from
dirty dishes or always wear dirty clothes? Each student can get several turns depending on time. Discussions will result from game.

Activity- Wheel of Misfortune (wheel and scenario key- found under Handouts/Activities section)

27

As a transition from the ice breaker to the activity, explain that everyone has decisions to make on a daily basis. Some choices are easier then
others. Some we have to think about and others seem automatic. In homes where addiction is present family members have to make hard choices at
times.
Explain to the group that the activity, Wheel of Misfortune is going to give scenarios that are common among addicted families. They will have
the opportunity to brainstorm different ways to react/problem solve in these situations.
Have students take turns spinning the wheel and brainstorming/problem solving what they would do when faced with the situation.

Safety Plans (handout- Handout/Activities section)

Explain to students that healthy decision making and problem solving are ways to take care of themselves. Having a safety plan is another way to
empower students that may feel out of control at times. They cant control their loved one, their actions or their addiction, but they can take steps
toward keeping themselves physically, mentally and emotionally safe.
Pass out the Safety Plan handout. Explain the concept and have students work on this independently or as a group. This will look different for each
student. Someone could choose to share a situation and it can be used as an example for the group.
Handout Resource List from Resources section of curriculum- local/national phone numbers and website information.

Closing
Repeat chosen group ending from previous week.

28

My Safety Plan

Important people to call when (name & contact info):

I need emotional/mental support

I need physical safety

When my loved one needs physical safety

When my loved one needs emotional/mental care

When I need more information about addiction

When I need someone to talk to that cares

What will I do if I find myself in the following situations:

If I am home or at my loved ones house and they start to drink/use I will
29

If my loved one is picking me up in the car and they are drunk/high I will

If I am feeling alone and isolated I will

If I feel sad, depressed or have suicidal thoughts I will

If I find myself behaving in a specific character role (enabler, hero, scapegoat, lost child, mascot) I will

If my loved one asks me to lie for them I will

If my loved one asks me for money I will

If my loved one hurts me or another family member I will

If my loved one or another individual offers me drugs/alcohol I will

If my sibling needs cared for and no one is taking care of him/her I will

30

Situations specific to me and my family:

Other

Other

Self Care techniques I can use (ex: read, play basketball, take bath) :

Week 7
Goals:

To introduce students to the concept of resiliency

To encourage positive self-esteem building
To educate students on the topic of treatment and recovery

Format:

Check-In
Ice Breaker- The Farmer and the Donkey Story
Activity- Uniquely Me
Treatment and Recovery Q&A
Closing
31

Lesson Outline:
Check In

Check in with students: How was their week? Is there anything they want to share?

Ice Breaker- The Farmer and the Donkey Story (Handouts/Activities section)

Select volunteers from the group to act as characters in the story. Read the story out loud to group. Volunteers will act out various parts of the
story.
Discuss the following questions with students:
o Do you ever feel like the world (problems) is piling up on you? More than you can handle?
o What is resilience?
o Why are some people able to use struggles to make them stronger and some fall victim to their problems and get swallowed up by them?
o Do you feel like your family problems have made you stronger? More vulnerable?
o What are some resiliency skills we have discussed in previous groups? (review resilience/self care strategies: knowing what you can/cant
control- Seven Cs, education/understanding- info on disease of addiction, learning about self & being aware of potential risk factorscharacter roles/risk factors, knowing when to share with someone safe- family rules, expressing feelings in a healthy way, problem solving,
physical/emotional safety plans & self care techniques.

Activity- Uniquely Me (paper, pens/pencils)

See Uniquely Me Activity under the Handouts/Activities section of the curriculum. Follow instructions and discussion questions.
Explain to students that liking themselves and working on building a positive self-esteem (or viewing themselves as unique and special) is another
way to build resiliency.
** Interesting and Unique Exercise can also be utilized- Have students write down a statement about themselves that no one else in the room
knows about and something they think is so unique that no one else in the room could make the same statement. Facilitator collects statements and
reads them aloud, making the group guess who wrote the statement after each one is read. Allow for discussion and elaboration regarding each
statement.

Treatment & Recovery Q&A (index cards, pens/pencils, box)

32

Students may have questions about drug & alcohol treatment and recovery. Some students loved ones may have participated in treatment or are in
recovery. Some students may have had a loved one that experienced relapse. Group members may be unfamiliar with terminology used or the
overall treatment process. Take time to review information with them.
Ask students to write down any questions they have related to treatment or recovery on an index card. The cards can be placed in a box/basket.
Group members will take turns pulling out a question and reading it out loud. The group and/or facilitator can answer these questions.
Discussing treatment and recovery can instill a sense of hope in students. Remind students that although they cant control if their loved one
continues to use, their addiction is a TREATABLE disease. With proper help/tools loved ones and families can live productive, healthy and
rewarding lives. If students loved one is in recovery remind them that their recovery is a process for the whole family.
** The following is a list of important treatment & recovery topics that can be discussed:
o Levels of treatment: outpatient, intensive outpatient, partial program, detox, inpatient
o AA/NA/Alanon/Alateen Meetings
o Relapse
o Sponsor
o Sobriety
o 12 steps
o Recovery Houses

Closing

Repeat chosen group ending from previous week.

Week 8
Goals:

To reinforce lessons learned over past 7 weeks

To affirm each student and the relationships they made during group
To bring closure to group

Format:

Check-In
Ice Breaker- Lesson Review Game
Activity- Pat on the Back
Bracelet Handout & Certificates
33

Evaluations
Closing

Lesson Outline:
Check In

Check in with students: How was their week? Is there anything they want to share?

Ice Breaker- Lesson Review Game (Handouts/Activities section- answer key & game cards)

Review Information from previous group sessions. This can be accomplished by asking students to share two or three concepts they learned
throughout group, creating a game using information from various weeks (Jeopardy, Wheel of Fortune, Q&A), or developing a creative way to
highlight important information learned.
Lesson Review Game
o Lay games cards out on table, point side up
o Have students play individually or in teams
o Determine who will start first and how the points will be scored (students can draw numbers to determine order, go by age, etc.).
o Have students answer the question on the card to receive the point value- review information learned in group
o *Game can be played in a variety of ways

Activity- Pat on the Back (paper, markers, crayons, tape)

Give students a piece of paper (81/2 x 11 works well). Have them trace one of their hands onto the paper.
Have students tape their hand to the back of their shirt.
Instruct students to walk around and write a positive statement about each person on their respective hand. Every student should write on every
group members hand, facilitator included.
Have students take their paper off their back and read comments. Go around and ask them to read the statements out loud.
Allow time for discussion, reinforcement of positive statements, etc.
Inform students that this is their, Pat on the Back. If they ever need encouragement they can look at their pat (hang in locker at school, hang on
bedroom wall at home, etc.).

Bracelet Handout (bracelets & certificates)

Provide some positive feedback to group members and hand out Kids of Promise bracelets & completion certificates.
34

Example: Put one student on the hot seat in middle of circle. Have each group member pass around a bracelet and say something positive about
the person on the hot seat. The last person gives the bracelet to the individual in the middle and they get a certificate.

Evaluations (handout- Handouts/Activities section)

Ask students to complete an evaluation for group. This is confidential and students do not need to put their name on it. Facilitator should review to
gain insight on skills and group material.

Closing

Repeat chosen group ending from previous week or brainstorm an appropriate way to bring final group to a close. ** Facilitators may choose to
celebrate by having a mini-party. Any food or beverage brought to group should be pre-approved by the school/agency and would be at-cost to the
facilitator.

Post Group Assessment

1) On a scale of 1 to 5, how would you rate
The group experience as a whole?

Poor
1

The ability of the leader to guide the group?

The level of support you felt from the leader?

2
1

Average
3
2

35

Excellent

4
4

5
5

The level of support you felt from other group

and feelings?

The relevance of the topics presented?

members?
The level of safety you felt to share thoughts
4
4

2) Would you recommend this group to a friend?

YES

NO

3) After attending this group, do you feel you will

make better decisions for yourself?

YES

NO

5
5

4) After attending this group, I feel that I have improved in the following areas:
(check all that apply)
a) Handling my feelings ______
b) Peer relationships ______
c) Family relationships ______
d) Behavior/attitude ______
e) Please list any other areas of improvement _________________________________________
5) What was your favorite part of your group experience?
6) What changes would you suggest for future groups?
7) Additional Comments?

Handouts/Activities
36

The Handouts/Activities section includes handouts and directions for specific activities throughout the curriculum. The lessons will
refer specifically to this section for the information needed.

37

Addendum

The addendum includes various activities that can be added or substituted during the group sessions. If groups choose to run longer
than 8 weeks, these activities can be used to make sessions longer.

38

Survey

The facilitator should fill this out after completing every group they facilitate. This includes all grade levels. Submit to person
responsible for collecting the survey.

39

Survey
Group Type:

High School

Middle School

Elementary School

Ages/Number of Students:
Completion Date:
Curriculum Utilized:

KO-P Grades 9-12

KOP- Grades 7&8

KOP- Grades 5&6

KOP- Grades 2, 3, & 4

40

Week 1:

What worked well?

What didnt work well and why? Suggestions for improvement:

Week 2:

What worked well?

What didnt work well and why? Suggestions for improvement:

Week 3:

What worked well?

41

What didnt work well and why? Suggestions for improvement:

Week 4:

What worked well?

What didnt work well and why? Suggestions for improvement:

Week 5:

What worked well?

42

What didnt work well and why? Suggestions for improvement:

Week 6:

What worked well?

What didnt work well and why? Suggestions for improvement:

Week 7:

What worked well?

43

What didnt work well and why? Suggestions for improvement:

Week 8:

What worked well?

What didnt work well and why? Suggestions for improvement:

Was the curriculum easy to follow? Yes/No, Why/Why not- Suggestions for improvement:

Were the resources helpful to you/students? Would you add/remove any?

44

Was the COA information helpful to you/students? Why/why not?

Was the addendum section helpful? Did you utilize/substitute? How often? What activities?

Other Comments:

45