Drug Prevention for Teens Using Process Recording

Process recording is a self reflection method used by social workers for interviewing clients. Drug prevention for teens incorporates process writing as a skill and a tool for expression. Development of the teenager's brain chemistry will vary from one age group to another. Process recording allows the teen to access an authentic voice and communicate from a place of safety and acceptance.

Drug Prevention

• Take a course in process recording prior to teaching it in a drug prevention program. Address risk and protective factors among teens from different communities with culturally sensitive teaching methods. Access the risk and protective factors with accuracy through process recording. Major risk factors include "access to marijuana, friends who drink, opportunities for involvement in activities outside the classroom and parents taking away privileges when students misbehave," according to a National Institute of Drug Abuse study on culturally sensitive drug prevention for children. Teens have their own experiences regarding drug use and prevention activities that can be incorporated into your writing projects. Do not minimize the knowledge the teens have previously acquired with an overload of biased negative information about alcohol or drugs.

Age Appropriate

• Assess whether young teens are prepared to write or reflect. Each writing activity needs to be engaging to be effective. Incorporate self-reflection writing experiences into drug prevention programs only when the students are capable of introspection.

  Give teens a writing assignment where they divide the page into two columns. On the right side, they give details of the actual activity (such as a presenter showing slides of an auto accident involving alcohol or addiction forums). In the left column require them to process their reactions, thoughts or ideas while listening to the presentation. Give an example of how you would like the students to complete this exercise before they begin process recording. Present drug use information that is accurate, and avoid fear-based instruction that is highly motivated by shock value. The writing exercise can be developed into other collaborative projects, or continued in peer mentoring trainings.

Authentic Voice

• Practice self-reflection exercises when talking to students. Teens are exposed to a variety of influences regarding drugs and drug use. Expose your own conflicting perspectives through process recording. Your imagined results of how teens perceive drug use and what their personal experiences might be can influence the direction of their activities. Allow teens to bring to the writing process some degree of what drug use really means in their personal experience. Provide them with the process recording template and a forum for discussion.