By Stephanie Brill and Caitlin Ryan, PhD, ACSW

What Is Transgender?

Everyone has a gender identity. Gender identity is our internal sense of being male or female. For most people, our basic awareness that we are male or female matches our physical body. When we’re born, people decide if we’re male or female based on our genitals. But for children and adults who are transgender, their basic sense of being male or female – their gender identity – does not match their body. So a transgender person may have a male body, but feel inside that they are female. Or a transgender person may have a female body, but feel inside that they are truly male.

Can a Child Be Transgender?

Children and adolescents can be transgender, just like adults. In fact, a small percentage of all children are transgender. Children understand gender differences from a very early age. And transgender children strongly identify with the other gender, often from age two or three. Because we don’t talk about transgender people with children, adolescents or even adults, children who are transgender lack basic information about who they are, and struggle with feeling like they were born in the wrong body. And adults typically react as if there were something wrong with these children, as well.

In truth, there is nothing wrong with these children. But since very few people understand that it is natural for a small percentage of the population to be transgender, people don’t know that you can have male genitals and still be female or have female genitals and be male.

Transgender children who express their “real” gender identity can become extremely unhappy and depressed when adults try to prevent them being their true selves. Being transgender is not the cause of their distress. Instead, not being understood and feeling like there is something wrong with them causes them to suffer. And pressure to change their core sense of who they are causes emotional suffering, as well.

What Makes a Child Transgender?

Many parents are concerned that something they did made their child become transgender. This is not true. Nothing that a parent or anyone else does can change a child’s gender identity. Being transgender is not caused by divorce, neglect, wishing you had given birth to the other sex, using fertility drugs to conceive, encouraging your child to play sports too often or not enough, or other parental thoughts, behaviors or experiences. We don’t know exactly why some people are transgender. But science is showing that transgender children are most likely born that way, right from the start. Even before children can verbalize their sense of gender, they start to tell us who they are through their play and choices for clothing, hair styles, and toys. Once they are old enough to talk, transgender children strongly insist that they are “really” a boy, or “really” a girl. (more…)

Infertility is an experience that strikes at the very core of one’s life. Reproduction is considered the most basic of human needs, propelled by powerful biological and psychological drives. When the ability to reproduce is thwarted, a crisis ensues and impacts relationships with others, life goals, social roles, and sense of self. A host of emotions emerge in a somewhat predictable and repetitive process as one moves through medical diagnosis and treatment. Feelings of disbelief, anger, sadness, guilt, blame, anxiety and depression can be overwhelming and finding appropriate avenues to express these emotions is important.

For most people, in vitro fertilization (IVF) is not the first course of treatment for their infertility—it is the last, best option for having a child. It occurs after long months and sometimes years of treatment failure, often at tremendous emotional, physical and financial cost. Couples beginning IVF usually do so with the burden of grief and disappointment from infertility, and may feel depressed, angry, tired, and anxious. Although emotionally depleted, couples are attracted to a technology that offers hope where none may have existed. They find themselves drawn into new emotional turbulence of contrasting feelings of hope and despair, which seems to be generated in part by the experience of the technology itself.

The opportunities that IVF creates brings with it significant challenges. IVF is considered by patients to be the most stressful of all infertility treatments. Patients have rated the stress of undergoing IVF as more stressful than or almost as stressful as any other major life event, such as a death of a family member and separation and divorce. While general assumptions may be made about stress levels during IVF, the experience for infertility patients will be personal and unique—each patient will experience the stress differently based upon his or her own personality and life experiences.

The aspects of IVF that are perceived stressful to patients are multifaceted and affect all parts of their life: marital, social, physical, emotional, financial, and religious. Time is stressful, both in the time commitment to an intense treatment which leads to disruption in family, work, and social activities, and for some, in long waiting periods for treatment services. IVF stress impacts the marital relationship with an emotionally laden experience and, by removing the conjugal act of procreation, sexual intimacy is lost. Couples, also, are stretched financially paying for the high cost of IVF treatment with a relatively low probability of success. Dealing with the medical staff and with the side effects or potential complications of medical treatment has its own stress: hot flashes, headaches, mood fluctuations, shots, sonograms, future health concerns, and decision making about embryos and multiple pregnancies. Religious, social, and moral issues may also make IVF stressful, especially for those dealing with third party reproduction, when these values are in conflict with the choice of treatment.

The first treatment cycle has been found to be the most stressful for patients, with high levels of confusion, bewilderment, and anxiety. This may be due to inexperience with the process or possibly inadequate preparation of the patient by staff in terms of information and discussion of care. While experience seems to help the stress level in the next cycle, if it is unsuccessful the stress level rises again with the third cycle as the “stakes” have been raised. For many couples, IVF can feel like gambling where the stakes are high and the chance of success unknown. Like gamblers, some IVF patients may have unrealistically high expectations of success or feel compelled to try “just one more time” finding it difficult to end treatment after having already invested so much physically, emotionally, and financially to have a child.

Within a treatment cycle, patients view IVF as a series of stages which must be successfully completed before moving onto the next phase of treatment: monitoring, oocyte retrieval, fertilization, embryo transfer, waiting period, and pregnancy test stages. The level of stress, anxiety, and anticipation raises with each stage, peaking during the waiting period. Research has shown that in order of perceived stress for patients, waiting to hear the outcome of the embryo transfer is the most stressful, followed by waiting to hear whether fertilization had occurred, and then the egg retrieval stage. Patients are aware of the importance of these key phases in the IVF process and the uncertainty of the outcome is highly distressing.

Despite the stressful consequences of infertility and IVF, it is important to note that research has shown that the vast majority of patients are well adjusted. Further, there seems to be no long-term impact on the marital relationship and individual functioning. In fact, some research has shown that the crisis of infertility may actually improve marital communication and emotional intimacy. Couples may learn coping skills and communication patterns that provide life-long benefit.

IVF has the potential to be an emotionally, physically, and financially exhausting experience due to the “high stakes” and “end of the line” nature of this treatment. Thus, patients need to consider thoughtful preparation before beginning the process. If you are a patient about to begin a cycle, here are some tips to help get ready for IVF. (more…)

If you find that your child does, indeed have ADHD, it’s important to educate yourself as much as possible. There are numerous books on the subject. Consulting with a mental health professional to help you with the many challenges ADHD can present, is invaluable. Finding support by attending local groups such as CHADD (Children and Adults with Attention Deficit Disorder) also are immensely helpful in not only learning more about ADHD, but also to connect with other families who are struggling.

Since the treatment of ADHD often includes parenting strategies, it is imperative that you work with a professional to help you learn new techniques to not only help manage your child’s behavior, but to also help him learn organizing strategies, homework management, social skills and more.

Treatment also often includes medication to help quiet the hyperactivity and impulsivity and/or improve attention. Many parents are reluctant to give their child medications, but stimulants (the most common and beneficial medication for ADHD) are safe when given as directed. Still, all parents have concerns. Here are some questions to ask your doctor to help you in making the decision as to whether medication is right for your child:

• What are the risks vs benefits?
• What side effects might I observe?
• Which medications will work best for my child?
• What options do I have if I don’t want to use medications for my child?
• How will I know if the medications are working?

For more information visit www.helpstartshere.org.

From About Schools and Communities - HelpStartsHere.org
Reviewed by NASW Office of Social Work Specialty Practice Staff and Center for Workforce Studies Staff

Studies show that between 15-25 percent of U.S. students are bullied with some frequency. Bullies use aggressive behavior to show that they have power over another student. Bullying may be physical, involving hitting or punching; verbal, such as teasing or name calling; or psychological, involving social exclusion or spreading rumors about another child. Boys most often use name calling and teasing, while girls are more likely to socially exclude other girls. Youth with disabilities or special needs, and those who are gay or bisexual are at a higher risk of being bullied then other children.

Bullying is not just an unpleasant passage of childhood. Not only does it often interfere with school work, but bullied children are more likely to feel depressed, lonely, and anxious, and to think about suicide. It is common for bullied children to pretend to be ill or skip school to avoid their tormentor.

Middle school and high school students among the sexual minority may be the most vulnerable to victimization from school bullies. A 2001 survey found that 83 percent of gay, lesbian, bisexual, and transgender (GLBT) students experienced verbal, physical, or sexual harassment and assault at school, according to the National Mental Health and Education Center.

A majority of GLBT students feel unsafe at school because of their sexual orientation. As a result, nearly 30 percent drop out of school, and the rates of suicidal ideation, attempts, and suicide by sexual minority students are two to three times higher than for heterosexual youth.

Students may not tell their parents that they are being bullied because they are embarrassed, ashamed, or afraid. If you suspect that your child is a victim, ask questions about what has happened, where the bullying occurred, and how your child responded. Do not ask your child to ignore bullies or encourage retaliation, which may only escalate the problem.

Contact the school principal, social worker, or your child’s teacher and describe the problem. Ask school authorities to talk with other adults who interact with your child to find out if they have witnessed any bullying behavior. Many school districts omit sexual orientation from anti-bullying programs, so parents of GLBT students may suggest that the sexuality issue is addressed and that school activities are available to all students, regardless of sexual orientation. School social workers can act as advocates for students who are victimized and identify a support network of caring adults.

Finally, encourage your child to make friends with students in the classroom or outside of the school environment. Children can become more resistant to bullying when they develop confidence and other positive attributes.

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By Stephen Erich, PhD, LCSW

Introduction

The numbers of gay and lesbian adults and couples who are adopting children is increasing dramatically; at the same time, the number of adoption agencies willing to place children with gay and lesbian adults and couples is also increasing notably. What does this mean for children in need of healthy family environments? What does the research tell us about families with gay or lesbian parents, including those created through adoption?

First, a little background information about children awaiting adoption and the size of the adopter pool (parents interested in adopting). The number of children not living with their biological parents is at unacceptably high levels. Research suggests that there were 542,000 children in foster care in the United States in 2001 and as many as one third of these children may be eligible for adoption.

Many gay and lesbian adults and couples are interested in adopting children. However, discrimination has made it difficult for gay and lesbian adults and couples to complete the adoption process (Brodzinsky, 2003). Excluding gays and lesbians as potential adopters is not only discriminatory but it limits the number of potential adults available to adopt the thousands of children eligible for adoption.

Research on Families With Gay and Lesbian Parents

Although it is not commonly known, the research regarding parenting by gays and lesbians is very positive. The following list shows the important findings from research on families with gay and lesbian parents:

• Lesbian mothers have been found comparable to heterosexual mothers in their desire to be parents (Kirkpatrick, Smith, & Roy, 1981; Lewin & Lyons, 1982; Osterweil, 1991).
• Lesbian mothers have been found comparable to heterosexual mothers in their warmth toward children (Golombok, Tasker, & Murray, 1997).
• Lesbian mothers have been found comparable to heterosexual mothers in their parental behaviors (Harris & Turner, 1986).
• Lesbian couples have been found equal to or superior to heterosexual couples in dividing responsibility for chores equally, in financial cooperation, decision-making, relationship satisfaction and emotional expression (Brewaeys, Ponjaert, Van Hall, & Golombok, 1997; Chan, Brooks, Raboy, & Patterson, 1998).
• Gay fathers have been found comparable to heterosexual fathers in involvement with their children, intimacy with their children, provision of recreation, encouragement of autonomy, problem-solving and parental satisfaction, but superior in the way they respond to child needs, and communication of reasons for appropriate behavior (Bigner & Jacobsen, 1989a; 1989b; 1992; Peterson, Butts & Deville, 2000).
• Gay and lesbian couples value and desire commitment in relationships to the same extent that heterosexual couples do (Kurdek, 1995; Peplau, Veniegas, & Campbell, 1996)
• Children raised by gay and lesbian parents have no apparent adjustment problems that have been found to be related to their parent’s sexual orientation (Chan, Raboy, & Patterson, 1998; Flaks, et al., 1995; Patterson, 1994; 1997).
• In comparison to children raised by heterosexual parents, children raised by gay and lesbian parents have been found comparable in intelligence, behaviors, moral development, and peer relationships (Allen & Burrell, 1996; Falk, 1994; Flaks, et al, 1995; Tasker & Golombok, 1995; 1997).

Research on Children Adopted by Gay and Lesbian Adults

There is a limited number of studies involving children adopted by gay and lesbian adults and couples but once again the results are very positive. (more…)

By Sharon Covington, LCSW-C

Introduction

A woman once told me of the painful dilemma she experienced following her miscarriage. She had been longing to be pregnant, hoping for years to hear the words, “You’re going to have a baby.” When it finally happened, her spirits soared. But the elation quickly turned to despair when she started to bleed. The confirmation that there was “only an empty sack” was the final blow. She grieved intensely for many months over the loss of this precious baby. Also hurting, her husband felt powerless to help her. She poignantly reflected that she did not want to stop mourning, as it was her only tie to her baby. Resolving her grief would mean letting go of the biological child she might never have.

A miscarriage is an event full of dilemmas and conflicting emotions. If you are involved in the organization called RESOLVE (the National Infertility Association) and have had a pregnancy loss, you may wonder where you fit in. Having conceived, are you part of the fertile world or do you belong to the infertile world, not having given birth to a live baby? Others may try to minimize your pain by saying, “At least you can get pregnant.”

If you have had difficulty conceiving and then miscarried or if you have had repeated miscarriages, the dilemma grows. You continue to grieve for the wished-for child, while grieving at the same time for the baby you have lost. You feel you are so near and yet so far. For some, the pain is too great to consider trying again. For others, the hope generated from having conceived can be addictive, keeping them in treatment indefinitely. They struggle with the decision over when to stop trying and move on. Unlike other experiences that get easier to handle with repetition, having recurrent miscarriages makes it harder. It becomes especially difficult when you find support from family and friends diminishing with each loss, even though you need it more than ever.

New Technologies

Diagnostic and therapeutic technology available today make the miscarriage dilemma even more complex. During in vitro fertilization (IVF) eggs are retrieved and united with sperm in a laboratory, so that you know conception has taken place within hours of the event. When the embryo transfer fails to result in pregnancy, it can feel like a miscarriage.

With fertility treatment called gamete intrafallopian transfer or GIFT, the procedure is similar to IVF, but allows fertilization to occur naturally inside the woman’s fallopian tubes.

A third procedure called zygote intrafallopian transfert or ZIFT is similar to GIFT but the woman’s eggs are fertilized in a laboratory before they are inserted into her fallopian tubes.

With any pregnancy loss following IVF/GIFT/ZIFT, there is profound sadness and grief. And yet you may be instructed to undergo another cycle almost immediately. This can thwart your chance to grieve.

In addition, the new technologies used in early pregnancy often facilitate bonding and attachment to a developing baby. Blood tests can confirm a pregnancy before you have missed a period. Sonography enables you to see a heart beating or your tiny baby moving before others are even aware of the pregnancy. This visualization helps to confirm and make the pregnancy a reality. Finally, amniocentesis and chorionic villi sampling can provide information about your baby, including its sex, even before you are wearing maternity clothes. Each unique detail strengthens your feelings about your baby and can make a miscarriage feel like a death.

Grief and Loss After a Miscarriage

Yet miscarriage is enigmatic. Even though it can feel like a death, there is nothing tangible to mourn. There are no burials or memorial services to facilitate grieving. You may find yourself suffering intense emotions, often in isolation, as others may not understand the impact of your loss. The manner in which you grieve is highly individualistic and follows no predictable course; there are no instructions to follow. Much depends upon your own personality and life experiences.

Grief can feel like a tidal wave that sweeps over you with force and fury. Shock, anger, rage, guilt, blame, sadness and depression can engulf you, growing and cresting with time. It peaks somewhere between one to six months following a miscarriage. Nevertheless, swells of grief can be triggered long after the waters have settled. Difficult times include your first menstrual period, due date, Mother’s/Father’s Day, holidays, the anniversary of your miscarriage. It can be especially painful when a friend with whom you were pregnant delivers a healthy baby. As years pass, seeing this child can continue to trigger feelings as you recall what your child might have done at this age. Your triggers are unique and relate to memories and dreams about your baby. For some, triggers may be a song, holiday or time of the year, while for others it may be walking into the doctor’s office or passing a hospital.

Another aspect of the dilemma relates to the difference between men and women and the way they deal with grief following a miscarriage. A woman is usually more attached to the developing baby. The loss of the baby can feel like a loss of a part of herself, shattering her self-esteem and self-image. Her emotions may be more apparent as she tearfully needs to continue to talk about the experience. She may take longer than her spouse to heal emotionally from the miscarriage…Click here for the rest of this article.

By Brenda Rodstrom, LCSW

Introduction

Summer is winding down, and anticipation of a new school year is all around us. Kids are wondering about new teachers, new classes, and the myriad of school activities. Some of these activities will involve parents. For parents who are divorced, this can be a time loaded with difficult emotions.

As a stepfamily coach and counselor, I hear many single mom’s dread the times when they will have to be in the same space as their ex. Worse than that, they eventually have to share that space with the ex’s new wife. Here is one case scenario.

The School Play

Stephanie’s daughter Sarah is in a school play. Stephanie has been coaching Sarah on her lines. mother and daughter are very excited. However, as the night of the play approaches, Stephanie feels a knot growing in her stomach. Her ex-husband, Charles, will be there – with his new wife. She cannot bear to be in the presence of the woman who ruined her marriage. She does not plan on speaking to her. She will stay as far away from both of them as possible.

What Should Stephanie Do?

Stephanie’s feelings are understandable. It is painful to see her ex-husband with “the other woman.” But, it would be damaging to Sarah to see so much friction between her parents.

Getting Through the Night

Stephanie’s situation is similar to many that I have helped women get through. Here are a few ideas that have helped others.

1. Invite a friend or relative to accompany you to school events when your ex will be there. The friend serves as a buffer and support.
2. It is important that Stephanie does talk to her “ex” – and his wife. They don’t have to sit together, but civility is required. Children who fare best after a divorce are those whose parents make a real effort to form a co-parenting relationship.
3. After that very difficult task, Stephanie deserves a treat! A massage the next day, a good movie, or a night out with friends.

For the rest of this article, click here.

By Frederic G. Reamer, PhD, and Deborah Siegel, PhD, LICSW, ACSW, DCSW

Introduction

The adolescent years can be very challenging for some teenagers and their families. While adolescence can be an emotionally intense, stormy phase for virtually all teenagers, sometimes a teen’s struggles require special intervention. Many teens struggle with issues related to mental health, family relationships, friends, school performance, substance abuse, sexuality, and other high-risk behaviors.

Warning Signs

Struggling teens usually show signs of distress. Common warning signs include:

• Low self-esteem
• School failure and truancy
• Defiance towards authority (such as parents, teachers, police)
• Running away from home
• Choosing the “wrong” friends
• Impulsive behavior (such as speeding, taking other unsafe risks)
• Getting in trouble with the law
• Depression
• Abusing alcohol or drugs
• Social isolation
• Eating disorders (overeating, not eating, self-induced vomiting)
• Self injury (such as cutting)

There is help for these youngsters and their families through many avenues.

How to Find Help

There are many ways to locate and access programs and services for struggling teens. Initially parents can seek help by contacting school personnel (guidance counselors, social workers, administrators), family service agencies, community mental health centers, other community-based social service programs designed specifically for at-risk youngsters and their families, public child welfare agencies, family and juvenile courts, and specialty courts (such as truancy and drug courts).

Social workers can help parents and struggling teens identify and explore difficult and challenging family issues. Individual, family, and group counseling provided by clinical social workers may help parents and teens improve their communication skills and relationships, resolve conflicts, and address important mental health issues.

Professionals called “educational advocates” and “educational consultants” may be able to help parents and teens obtain needed services. Educational advocates, who are often attorneys, help people obtain specialized educational services. Educational advocates charge parents a fee and work with local, state, and federal education officials to ensure that students receive the services and “special accommodations” to which they are entitled by law. Advocates may file claims in court to force school districts to provide or pay for special-needs services and programs outside the school district.

Educational consultants help parents locate programs and services designed to meet their child’s needs. Educational consultants charge parents a fee, assess each teen’s unique strengths and needs, and help the family find the most appropriate schools or programs for their teen. Many educational consultants monitor students’ progress in the new program or school and, when necessary, advocate for the teen with that program or school when challenging issues arise.

Cost of Programs and Services

Programs and services for struggling teens can be very expensive. Some families are able to pay for these programs and services “out of pocket.” Some families have health insurance that pays for all or part of the program, or the public school system may pay the cost.

Many families cannot afford needed programs and services, do not have adequate insurance, and are unable to obtain funding from their public school department. In some instances families that cannot afford needed services agree to give legal custody of their teen to the local public child welfare agency, which then funds the services or programs (in several states the public child welfare agency will fund services without requiring that parents hand over legal custody). In still other circumstances, desperate parents may turn to the juvenile or family court and formally request that the teen be declared “wayward,” thus enabling the court to require the child to accept intervention. In these cases the state typically pays for needed services and programs. Some parents may be reluctant to use this route to services because the court, not they, determine where the child goes for help.

There is a wide range of services and programs run by private and public agencies for struggling teens and their families. Some programs may be available locally; however, some programs may be in other communities or states, which means that the teen must live away from home in order to receive needed services.

Crisis Intervention

A broad range of professionals and agencies offer crisis intervention and follow-up counseling services to teens and families. These services may be available through family service agencies, community mental health centers, hospital outpatient clinics, public child welfare departments, and psychotherapists in private practice (such as clinical social workers, clinical and counseling psychologists, mental health counselors, pastoral counselors, psychiatric nurses, and psychiatrists).

Many communities offer comprehensive counseling and family-intervention programs specifically for teens and families in crisis. These programs – known by names such as “comprehensive emergency services” or “comprehensive intensive services” – provide home-based assessment, emergency counseling, information, and referrals for longer term help.

Special Schools and Programs

A variety of alternative schools, therapeutic schools, and treatment programs serve teens who struggle with significant behavioral, emotional, mental health, and substance abuse issues. Some programs, such as alternative high schools, focus primarily on education while being sensitive to students’ mental health and behavioral challenges. Other programs, such as residential treatment programs, therapeutic boarding schools, and wilderness therapy programs, focus primarily on mental health, emotional and behavioral issues, while including an educational component. “Emotional growth” boarding schools address mental health, emotional, behavioral, and educational issues simultaneously. Other boarding schools focus on specific learning disabilities while also paying attention to the whole student. In short, different programs give different degrees of emphasis to personal and academic issues.

Parents of struggling teens – particularly teens who are oppositional and defiant – may be tempted to place their child in a school or program that promises to impose needed discipline and structure. Often these schools and programs – such as some military boarding schools and those that advertise their mission as “character education” – do not provide the mental health services many struggling teens need. These schools and programs can cause more harm than good for struggling teens who have personal and mental health issues that contribute to their challenges.

Prominent program options include:

• Alternative high schools provide education, including special education services to teens who have floundered academically or socially in traditional high schools. These schools may be freestanding or sponsored by a community mental health center, family service agency, school district, or a “collaborative” composed of several social service and educational programs.

• Youth diversion programs typically attempt to help struggling teens who have had contact with the police avoid more formal involvement in the juvenile justice system (juvenile courts and correctional facilities). Typical youth diversion programs offer first offenders individual and family counseling, links to other needed services (such as psychiatric medication), and education.

• Independent living programs are designed to help adolescents develop the skills they need to live independently. These programs primarily serve teens who do not have stable families and are in the state’s custody. Some independent living programs also serve teens whose families are able to pay for these services privately. Typical services include practice in daily living skills, money management, career and educational planning, mental health services, housing assistance, recreational, and social activities and case management.

• Wilderness therapy programs offer highly structured intensive short-term (three to six weeks) therapy in remote locations that remove adolescents from the distractions available in their home communities (such as television, music, computers, cars, drugs and alcohol, movies, delinquent peer groups). The challenges of living full-time outdoors and developing wilderness survival skills help teens develop self-confidence and pro-social behaviors. Often, families are advised to send their struggling teen first to a wilderness therapy program and then to a therapeutic or emotional growth boarding school, rather than return the teen to their home community environment.

• Boarding schools for teens with significant learning disabilities offer structured academic programs that focus on education and learning while addressing relevant emotional and behavioral issues.

• Emotional growth boarding schools offer structured academic programs and focus on emotional development and personal growth but do not provide the intensive treatment services offered by therapeutic boarding schools.

• Therapeutic boarding schools focus intensively on students’ mental health, substance abuse, and behavioral needs while also providing an academic educational program.

• Residential treatment centers offer highly structured treatment addressing substance abuse, family, and other mental health issues. In contrast with therapeutic boarding schools, residential treatment centers are more like a psychiatric hospital than a school, although they may have an academic/educational component in their program.

Substance Abuse and Truancy Courts

Many communities run substance abuse courts (sometimes known as drug courts) and truancy courts. These specialty courts use a supportive and nurturing approach rather than a punitive one to help struggling teens. Using case management, counseling, tutoring, mentoring, and parent education, the courts’ goal is to prevent future problems and more formal involvement with the juvenile justice system.

How Social Workers Help

Social workers can provide struggling teens and their families with:

• Assessment of the teenager’s and family’s needs and strengths
• Information about and referral to needed programs and services
• Information about financial and legal issues and resources
• Names of reputable educational advocates and educational consultants
• Crisis intervention counseling services
• On-going psychotherapy for the teen, the parents, and the family as a whole
• Case management (helping staff from multiple agencies coordinate and communicate on behalf of the teen, and advocating for the family with these providers)
• Information about important “warning signs” of teens who are on a downward spiral and the steps needed to get help

Resources

Information about services and programs for struggling teens and families is available from social workers, schools, public child welfare agencies, juvenile and family courts, family service agencies, community mental health centers, educational advocates, educational consultants, and lawyers. Useful Web sites include:

• Adventure and Wilderness Therapy Treatment Programs (http://www.wilderness-therapy.org/)
• Alcoholics Anonymous (http://www.alcoholics-anonymous.org/)
• The Association of Boarding Schools (http://www.schools.com/)
• Cocaine anonymous (http://www.ca.org/)
• The Drug Court Clearinghouse (http://spa.american.edu/justice/drugcourts.php)
• The Independent Educational Consultants Association (http://www.educationalconsulting.org/)
• Narcotics Anonymous (http://www.na.org/)
• National Association of Therapeutic Schools and Programs (NATSAP): (http://www.natsap.org/)
• The National Independent Living Association (http://www.nilausa.org/)
• The National Youth Court Center (http://www.youthcourt.net/)
• The Substance Abuse Treatment Facility Locator, Center for Substance Abuse Treatment, Substance Abuse and Mental Health Services Administration (http://findtreatment.samhsa.gov/)
• Woodbury Reports – a guide to programs for struggling teens (http://www.strugglingteens.com/)

Dr. Reamer and Dr. Siegel are the authors of Finding Help for Struggling Teens, A Guide for Parents and the Professsionals Who Work for Them available through the NASW Press. Dr. Reamer is also the author of The Pocket Guide to Essential Human Services which contains diverse resources compiled into a user-friendly guidebook appropriate for use by professionals, volunteers, and consumers.

### The opinions expressed in this article are those of the writer, and do not necessarily reflect those of the National Association of Social Workers or its members.Frederic G. Reamer, Ph.D., is professor at the School of Social Work, Rhode Island College, Providence, RI. His research, teaching, and social work practice focus on criminal justice, professional ethics, risk management, and mental health. Deborah H. Siegel, Ph.D., LICSW, DCSW, ACSW is professor at the School of Social Work, Rhode Island College, Providence, RI. Her research, teaching, and social work practice focus on clinical work with children and families, focusing especially on ADHD and adoption.