Sex and Relationships – read an extract from Sex, Drugs and Asperger’s Syndrome by Luke Jackson

 

 

 

 

 

 

 

 

Read an extract from the chapter on sex and relationships in Luke Jackson’s new book, Sex, Drugs and Asperger’s Syndrome: A User Guide to Adulthood

The 13 year old author of the bestselling Freaks, Geeks and Asperger Syndrome, Luke Jackson is all grown up, and in his own words –

“[I’ve] literally had a lifetime of experience since then, and to read back through what I wrote at that time renders me incredulous – I was a different person.
Since then, I have struggled with a myriad of issues, been through the darkest of times, come through the highest of highs and the lowest of lows, but the point is, I’m still here.”

 

With his follow up Sex, Drugs and Asperger’s Syndrome (now available in paperback) Luke tackles all of the difficult subjects that a young person on the autism spectrum is likely to face as they mature into adulthood. In the following extract Luke offers no-nonsense brotherly advice about dating drawn from his own experiences as well as those of his friends, all shot through with a healthy dose of candid humour.

You can read the extract taken from the chapter Sex and Relationships by CLICKING HERE

 

 

Buy Sex, Drugs and Asperger’s Syndrome: A User Guide to Adulthood in paperback from Jessica Kingsley Publishers here

Read an extract from Luke Jackson’s brilliant new book Sex, Drugs & Asperger’s Syndrome (ASD): A User Guide to Adulthood

luke jackson

14 years after the publication of his bestselling book Freaks, Geeks & Asperger Syndrome, Luke Jackson is back with the sequel, Sex, Drugs & Asperger’s Syndrome (ASD): A User Guide to Adulthood and you can read an extract from the book only on the JKP blog.
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Young People and Drugs – What can adoptive parents do?

Julian Cohen, author of All About Drugs and Young People, is a writer, educator, counsellor and consultant who has specialised in drug and sex education work with children, young people, parents, carers and professionals for nearly 30 years. In this blog post he covers tips and advice for adoptive parents who may be concerned about their child and drugs, and there is a free extract from the book for you to read at the end of the post. 

National Adoption Week is highlighting the fact that over 4,000 children in England are waiting for adoptive parents. A significant number of these children are older, have had particularly distressing childhood experiences and have additional and complex needs. They need adoptive parents who will help them overcome their troubled backgrounds. This means consistently sticking by them through the good times and the bad, helping them to make sense of who they are and to grow up feeling safe and secure.
These children may use a range of drugs not just to have fun but in an attempt to escape from unpleasant feelings they have about themselves, past experiences and anxieties about their futures.
Adoptive parents need to be drug aware and sensitive and relaxed about how they deal with young people’s involvement with drugs. How can they go about doing this? Here are 10 suggestions to help you be prepared.

1. Be aware that we are all drug users and have a lifetime drug career. If we think of drugs as mood altering substances they include alcohol, tobacco, caffeine and medicines, as well as illegal drugs, ‘legal highs’ and other socially taboo substances such as solvents. We all self- medicate throughout our lives. The key is to promote a relatively healthy and safe drug career, rather than a damaging one. Cohen_All-About-Drugs_978-1-84905-427-0_colourjpg-web

2. Be informed – learn about drugs and their use. You don’t need an encyclopedic knowledge but you do need to know something about various drugs, the different ways they are used, possible effects and dangers. At the same time you need to avoid the many myths that often surround discussion of drugs. Read books, look on the internet and talk to other adults and to young people.

3. Be aware of your own use of drugs, both past and current, and your particular feelings about drug use. What messages is your use giving your child, why do you feel as you do and how do your views compare with and other adults you know and with young people?

4. Be realistic. Be clear about what you can expect of children of a particular age, development and background. Drug use can be dangerous but avoid exaggerating the risks. Going over the top about dangers is a sure way of closing down communication with young people. And don’t think that they always will be deterred by risky behaviours. Risk can be attractive to them. Rather than expecting they will never use drugs adopt a harm reduction approach where you can have an honest dialogue with them about what they are up to and help to ensure their safety.

5. Talk with young people and make drug use a normal topic of conversation. Use opportunities that arise from watching TV and films. Don’t rush in and tell them what to feel, think or do. Take it gently and listen to what they have to say. You may sometimes need to bite your tongue and agree to disagree.

6. Know how to assess the risks involved with young people using drugs. Take into account the particular drug they may be using, how much and how often, how they are feeling in themslef and also who they may be using with, when and where. Don’t assume the worst and be aware that heavy, regular drug use is often motivated by a desire to blank out painful emotions.

7. Negotiate sensible, age appropriate drug rules. Rather than impose rules discuss with young people what they think might be best. Start with alcohol, cigarettes, caffeine and medicines. If, what, how much and often, when, where and who with can be discussed. You can consider sanctions for breaking the rules and might also put the spotlight on your own drug use as well as theirs.

8. Educate young people about drugs. Learn together by talking and looking at drug pamphlets, books and the internet. Include learning about basic first aid so they can help other people in any emergency situations. Support their school to deliver relevant drug education.

9. Respond to situations where young people become involved with drugs without panicking, being aggressive or overly draconian. Rather than rushing to act, whenever possible create time to think carefully and find out more before responding.

10. Know where to get help, if needed. The Frank website – www.talktofrank.com – can point you to local drug services that offer information, advice and support for young people and for yourself. They also have a telephone helpline on 0300 123 6600. If you need help or advice also consider talking to your local adoption support groups and workers, other adoptive parents and your family and friends.

Remember, most young people who use drugs, including illegal and other socially taboo substances, do so without getting into serious problems. And many of those who do have problems with drugs will, in time, grow out of it. Supportive parenting can make a huge and positive difference to young people’s drug careers and their lives.

Julian Cohen

Read a free extract from Julian’s book here.

Find out more in Julian’s book All About Drugs & Young People – Essential Information and Advice for Parents and Professionals. Julian can also be contacted via his website www.juliancohen.org.uk

Browse our latest collection of new and bestselling titles in counselling and psychotherapy

Here are our new and bestselling titles in counselling and psychotherapy. For more information on any of the books inside, simply click the title or cover image to view the full book page.

Julian Cohen on ‘All About Drugs and Young People.’ (Part 2)

In the first part of this interview, All About Drugs and Young People (Part 1), JKP author, educator and counsellor Julian Cohen shared some of the insight and experience he has gained whilst working to educate young people about drugs over the past 30 years. In this second and final part, he talks about legal highs, how the internet has affected young people and drug use and offers more advice on what parents and professionals can do to support young people who are or may be using drugs. 

Cohen_All-About-Drugs_978-1-84905-427-0_colourjpg-web6. In your experience, how significant is the advent of legal highs and the internet? How do you think they have impacted young people’s experiences of drugs and drug use?

Both are very significant. As I explain in some detail in my book there are now hundreds of different legal highs being sold in this country. They can sometimes be sourced from dealers who sell illegal drugs but the main supply is through the many and growing number of headshops in cities and larger towns, from other retail outlets including some garages and even car boots and over the internet. This means young people have much easier access to a wide range of relatively cheap drugs, often without any contact with drug dealers or putting themselves at risk of breaking the law.

Many legal highs will be unfamiliar to young people who use them and some have dangerous effects, especially if taken in large quantities and/or with other drugs. We have started to see more deaths related to legal highs, many it would seem when young people have not been clear about what they have taken, how much it is safe to take or the implications of combining use of legal highs with other drugs.

Buying drugs over the internet has increased significantly, especially, but not only, for legal highs. All it takes is a credit card order and the drugs are delivered in a package to your door by mail or courier very soon, possibly the next day. There is also a growing market for buying illegal drugs over the internet, often using encrypted websites that make it very difficult for the authorities to trace sellers or buyers. The internet is likely to become an increasing feature of drug supply and markets in the future.

Ease of availability of legal highs and of drugs through the internet raises serious questions about our existing drug laws because there are now so many ways to obtain drugs without breaking the law or by reducing the likelihood of being caught. Countries such as Portugal, Uruguay and New Zealand and also some American states are beginning to experiment with new and less draconian drug controls. Hopefully, more informed debate about new ways of controlling drugs, and finding sensible ways of reducing the harm that can follow from using drugs, will develop in the UK.

7. Is addiction or dependency on drugs a common problem for young people? Why do you think some young people develop drug dependency?

The first thing I want to stress is that the majority of young people who use drugs have a good time and do not come to serious harm. Most go on to moderate use or give up altogether as they grow older and take on adult responsibilities. It is only a small minority of young users who become dependent on drugs.

I believe that drug use, in whatever form, is always functional. That is, rather than just thinking that drugs do things to people, people choose to use drugs, as they do, to obtain certain outcomes relating to increasing pleasure and relaxation and/or reducing distress, anxiety and pain.

A lot of people think of addiction or dependency as a lifelong disease or that certain people have ‘addictive personalities’ that mean they will inevitably become dependent and cannot do much about it. Having studied these issues for many years I do not think there is much good evidence to support these views, despite the fact that a lot of people believe them.

In contrast, I see dependent drug use as a symptom of deeper, underlying problems that people face. Dependency is an attempt by users to keep negative feelings about themselves, other people and the world around them at bay and to get through a life they are having difficulty coping with. It is a way of trying to deal with emotional distress and pain that is grounded in people’s past and current life experiences and situations. In the words of the author Bruce Alexander, dependent users experience a ‘poverty of the spirit’ and have become ‘dislocated’ from themselves, their communities and wider society.

8. What are some of the main things parents and professionals can do to support young people when it comes to drugs?

I have called one of the major parts of my book ‘Be Prepared’ and suggest ways both parents and professionals can help and support young people. The first thing I emphasise is the need to inform ourselves and to learn facts, rather than myths. I also stress that both parents and professionals can be proactive in helping to make sure that young people have a good drug education. Ideally we can learn alongside young people and also from them as well. It is also important to be aware of, and to question, our own use of drugs and our feelings and attitudes about drug use.

Most of all we need to develop our ability to listen to, and openly communicate with, young people, rather than lecture them. I also suggest that both parents and organisations that work with young people will benefit by negotiating sensible drug rules and sanctions, rather than imposing them or being overly draconian.

To ‘be prepared’ it also helps if we anticipate situations where young people may be using in ways we find acceptable and/or having difficulties with their drug use. This includes being clear about whom you might want or need to inform and involve, about any legal obligations you may be faced with and, for professionals, clarity about the boundaries of confidentiality. Both parents and professionals will find it useful to know how to make a sensible assessment of what is happening, why a young person may be using as they are and what risks are involved. It is also useful to know some basic drug-related first aid and about where and how to access specialist help for young people and also for yourself.

We need to be realistic about situations when young people are involved with drugs and the changes we can expect of them. Where young people are likely to continue to use drugs, whatever we may hope or say to them, it is crucial to adopt a harm reduction approach whereby we can help to ensure their safety and keep channels of communication open. I cover all these issues and more in my book.

9. How can we help young people who develop serious problems with their drug use?

As I explained before, if young people develop serious problems with their drug use they will be experiencing significant difficulties in their lives. If we are going to help them we need to empathise with them, listen to what they have to say, understand the difficulties they are experiencing in their life, help them to explore their options and help them to make realistic changes. We might also sometimes have to hold up our hands and appreciate ways we may have contributed to the problems they are facing.

Rather than castigating or demonising them we need to support them as best as we can. Ideally we will do so in the ways I have already described above and by helping them to access good, specialist services, when needed. However, we should appreciate that young people cannot be helped by such services unless they are willing to engage with them.

It can be difficult for us to be consistent in our support for young people who have developed serious drug problems. It can be very taxing, especially for parents. I have devoted a specific chapter to this and also written chapters giving advice about what we can do if young people become violent or steal money or possessions to buy drugs or supply drugs and situations where young people may be using drugs but do not see any harm in it and will not stop.

In such situations it will help if we can avoid panicking, are patient and realistic about what we can expect from young people. It is important to be clear about our own boundaries regarding what is and is not acceptable to us and what we are, and are not, prepared to do for young people. All this can be very difficult to do. There are no magic wand solutions. So I want to emphasise that neither parents nor professionals are on their own and that, where necessary, they should seek support for themselves so that they are better able to help young people.

But in a wider sense it is not just down to parents and professionals. If we are to reduce the number of young people who experience serious problems with their drug use we need to make sure that we have appropriate and well-resourced education and support services that engage well with young people. I am concerned that funding for such services has been declining. And we also need to address wider community, societal and political issues so that all young people have opportunities to develop meaningful and fulfilling lives in the future.

10. What did you learn from writing the book?

I learnt more about young people’s drug use and realistic and practical ways of responding to and supporting them. There is always more to learn. The book involved a lot of research using published sources and also talking with people. It was a challenge to organise my ideas and to reflect on, and learn from, my personal and professional experiences. Above all I had to question what I think and believe and why.

The process of writing re-enforced in me that we still too often focus on substances to the detriment of understanding and having empathy for people – young people, parents and professionals – and the reasons and ways we use drugs and also respond to other people’s use. In this sense it is important that we see drug use as more of a symptom, rather than a cause, of the issues we face in our lives.

 

You can read a free extract from Julian’s book, All About Drugs and Young People, in this blog post.

Julian Cohen is a writer, educator, counsellor and consultant who has specialised in drug and sex education work with children, young people, parents, carers and professionals for nearly 30 years. He has written extensively on drugs and young people, ranging from teaching and training packages to educational games, pamphlets and books for young people, parents and professionals. Find out more about Julian including his training courses and consultancy work on his website, here: http://www.juliancohen.org.uk/ 

Julian Cohen on ‘All About Drugs and Young People.’

In the first of a two-part interview, JKP author, educator and counsellor Julian Cohen  shares some of the insight and experience he has gained whilst working to educate young people about drugs over the past 30 years.

Cohen_All-About-Drugs_978-1-84905-427-0_colourjpg-web1. Your book emphasises that nearly all of us use drugs and have a lifetime drug career. Can you explain what this means and why it is something we need to be aware of?
If we define drugs as mood-altering substances we have to include medicines, caffeine and alcohol as well as illegal and other socially taboo drugs. This means that, in today’s world, we nearly all take drugs from a very early age. You might even say that we experience drug use before birth because many substances taken by pregnant mothers cross the placenta and can affect a foetus.

Too often we tend to think of drugs as only being illegal or other socially taboo substances. Yet medicines, caffeine and alcohol can also affect our moods, stimulate or depress our body systems and sometimes cause us problems. Medicines and caffeine play any increasing role in the lives of young children and are present throughout our lives. In fact many young children expect and sometimes demand medicines when they do not feel well or cannot easily get to sleep. Inadvertently we are teaching young children that, if you want to change the way you feel, you buy a drug and take it. You could almost say this is like an apprenticeship for future social drug use. At the other end of the age spectrum many elderly people take a plethora of mood-altering medicines.

We nearly all self-medicate on an array of mood-altering substances throughout our lives. When things are going relatively well for us our drug use tends to be more moderate. But when we experience difficulties our drug use tends to increase in an attempt to keep difficult feelings at bay. The real issue is not whether we take drugs or not, but whether we have a relatively successful, safe and pleasurable, what I call, drug career or a more damaging one.
And when it comes to understanding young people’s drug use, and their motivation for using as they do, it helps if we reflect on our own drug careers and the lessons we can learn from them.  In the introduction to my book I have written about my own drug career, and those of significant people in my life, and how reflecting on that has helped form my own attitudes and views about drug use.

 

2. One of the most commonly asked questions when speaking about drugs is; how easy is it to spot the signs of drug use? How do you know if someone is using drugs?
Following on from my answer to the previous question you can see that we nearly all use drugs and often there are unlikely to be anyway give-away signs that we do. Most people ask this question with regard to young people using illegal and other socially unacceptable drugs. The difficulty here is that unless you are with a young person when they are actually under the influence of drugs you may have no idea that they use drugs at other times. And even if they are behaving strangely or out of character they may be doing so for reasons that may have nothing to do with drug use. For example, they could be ill or have had an emotionally traumatic experience. Some publications list changes in behaviour that may indicate drug use but most of these things could be due to other things. The danger of looking for set signs and symptoms is that we will jump to the wrong conclusion and even start accusing young people in a way that prevents honest and open communication with them.

You might also find what you think is a drug or drug paraphernalia. Whilst this may indicate drug use it can be difficult to know exactly what you have found and whether a substance is actually the drug you suspect. Pills, powders and herbal-type mixtures are often not easily identifiable. They may not be what you first think they are and might be for purposes other than you assume or fear. And similarly what you think may be drug paraphernalia could be things that have other, non-drug uses.

My main point is that looking for signs and symptoms of drug use is no substitute for communicating with young people. And to do this effectively we need to avoid assuming the worst, keep calm and actually listen to them.

 

3. The book also talks about how the dangers of drugs are often exaggerated; what do you mean by this and why you think it is an unhelpful approach?
As I explain in some detail in my book there is a long history of us exaggerating the dangers of illegal and other socially taboo drugs whilst underplaying the risks of alcohol, medicines and other more socially acceptable substances. We also tend to ignore the dangers of non-drug activities that we often encourage young people to participate in, such as outdoor pursuits and extreme sports. Statistically such activities are often far more likely to result in injury or death, than using drugs. In this sense we can be very hypocritical about young people’s use of drugs.

We also tend to take extreme examples of cases where young people have died using drugs and try to present these as norms and as a warning not to use drugs. The problem here is that many young people find out from their own use and by hearing from others, that drug use is not as risky as we make out. In fact it may well be an exciting and fun experience for them. They then distrust adult sources of information about drugs and feel we are lying to them. The result is little open dialogue between us and young people. Drug use can be dangerous but we need to be honest with young people and keep the risks in perspective.

 

4. Similarly, you talk about how a lot of people have inaccurate ideas or information about drugs. What are some of the main or most damaging myths?
There are so many commonly believed myths about the effects and harms of particular drugs, about the people who use drugs and why they use as they do, about how drugs are obtained and how much they cost, about dependence and addiction and about what we can realistically do about drug use. In fact there are so many myths that I will not go through them here. Many of them are listed in my book where I invite readers to think about and discuss particular myths they may think are true and to be aware of the lack of evidence for them.

The difficulty for us all is that many of these myths are commonly used and re-enforced in the media and by politicians and other social commentators. In many cases we seem to be so anxious about drugs that we lose our capacity to think sensibly and rationally and instead latch on to soundbites and mythology. This creates unnecessary fear and is not a good basis on which to have meaningful discussions with young people about drugs or for parents and professionals to make decisions about how to respond to their drug use. And, of course, it is also not a good foundation on which to make decisions about drug laws and wider drug policies in our society.

 

5. You have specialised in educating young people about drugs for many years. In what ways do you think drug use by young people has changed in recent years?
The large scale surveys that are carried out on a regular basis do not give an accurate picture of overall drug use among young people but they do give us some indicators. It is clear that, more recently, fewer young people have been smoking cigarettes and slightly fewer have been drinking alcohol. The figures for those who have tried most illegal and other socially unacceptable drugs have also fallen.

However, new trends and new substances are emerging that give a different picture. Cocaine use is now more common amongst young people than 20 years ago and although ecstasy use has declined the recent trend to more use of powder, rather than just pills, may see numbers using increasing again. Use of ‘newer’ drugs such as GHB, ketamine, mephedrone, nitrous oxide and PMA has emerged and, as I emphasise in my book, there has been a very significant increase in the use of legal highs, substances that mimic the effects of illegal drugs but are not (yet) controlled under drug laws.

So whilst there may have been a decline in the number of young people using certain drugs, many young people are still using and they now have access to, and are selecting from, a broader range of drugs. We also know that young people in the UK tend to drink more alcohol and use other drugs more often and in greater quantities than many of their European counterparts.

There are also questions as to whether or not more of the young people who do use drugs are using in greater quantities and/or becoming dependent. The evidence is not clear but there are concerns that the ongoing recession, high youth unemployment and lack of opportunities for many young people may mean that more of them may become involved with heavy use of drugs.

The other point I wish to highlight is that young people’s drug use has increasingly become part of the general pattern of commercialisation and consumption that is now such a feature of life in the UK. In this sense drug use has become both more individualistic and more mainstream. Some commentators now talk of the normalisation of drug use amongst many young people.

You can read the second part of this interview, in which Julian talks more about legal highs, as well as how parents and professionals can support young people, how we can help if a young person develops a serious problem with their drug use, and what he himself learned whilst writing the book, here.
You can also read a free extract from Julian’s book,
All About Drugs and Young People, in this blog post.

Julian Cohen is a writer, educator, counsellor and consultant who has specialised in drug and sex education work with children, young people, parents, carers and professionals for nearly 30 years. He has written extensively on drugs and young people, ranging from teaching and training packages to educational games, pamphlets and books for young people, parents and professionals. Find out more about Julian including his training courses and consultancy work on his website, here: http://www.juliancohen.org.uk/ 

All About Drugs and Young People – a free extract

Cohen_All-About-Drugs_978-1-84905-427-0_colourjpg-webIn this extract from All About Drugs and Young People author Julian Cohen provides a brief summary of the subjects he covers in the book, and includes a drug knowledge quiz which will help you to challenge myths and misconceptions about drugs.

For a free sneak peak, just click the link below to read the extract in full.

All About Drugs & Young People – free extract

You can find out more about the book, read reviews and order your copy here.

 

 

 

 

C’mon everybody – get writing!

Vanessa Rogers is the author of Working with Young Women, Working with Young Men, Let’s Talk Relationships, 101 Things to Do on the Street amongst others. In this article she gives her writing tips for aspiring authors. And, if you’re feeling inspired feel free to send in your proposals to post@jkp.com


They say that there is a book in all of us, and judging from the number of emails and Tweets I get from people in the youth work and social education field inspired to write their own, it would certainly seem to be true. So this is a collective response to those of you who have asked me for ideas of how to start writing, and to share my personal experiences of writing a book. I hope it is useful – but please remember this is only my way, which I made up as I stumbled along the way.

When I start a new resource book it is because the subject holds a compelling fascination for me. For example, Working with Young Women (Jessica Kingsley Publishers ISBN 9781849050951) came out of lots of girls’ groups that I was facilitating at the time. The young women came to the group because they had been identified as at risk of offending and aggressive behaviour, but the more I got to know them the more I thought that a lot of their behaviour was actually a response to the bad relationships they had with their peers, parents and boy/girlfriends. It seemed to me that their anger and aggression was a coping mechanism that until now had worked for them. So, this made me question how young women can build a sense of self, gain confidence and assertiveness, look at the role models they have and their aspirations for life – in a way that is interesting, non-judgemental and fun. After all, through the group work I was basically asking them to change their existing coping behaviour, (which whilst not necessarily socially acceptable to all, gave them the kudos and ‘respect’ they sought), to take a chance of being vulnerable and exploring things that hurt to find a better way with me. But it seemed that this was the foundation for everything else – e.g. if you value yourself and your body you are more likely to respect it and look after it.

So from here, as for every other book I have written, I devised a series of questions that I wanted to answer. These help me keep focused and distill the essence of what I am trying to do.

After that, I spend about 3 months researching the topic. I do this by reading around the subject and trawling the Internet for ethical and correct data and statistics, but also by speaking with other practitioners and as many young people, or in the example above as many young women, as I can, to ask my questions and test out some of my theories. By now I usually have at least one box file filled with clippings and stuff, as well as my trusty notebook (I always have at least one hardback notebook on the go) filled with points to remember and ideas for games, quizzes or activities.

One thing; all of my session plans have to be tried out with young people before I will include them. For me, this part is one of the rules of my work to keep it ethical and grounded – it has to have been tried and tested and I have to know that young people will learn from it and more importantly enjoy doing so.

As I write constantly this means that I often have ideas stashed on my computer that are developed later when the opportunity presents itself. I try my best to include lots of learning styles in the activities and this might mean that I write the same learning outcomes three times, with three different ideas for delivering them. So, as I try them out with young people I use the one that goes best and dump the rest. I also ask young people to give me feedback as the book comes together, which I value as they don’t hold back if they think it won’t work!

Once this is done, I stick my main points on bits of paper around my desk and tell everyone that I am going to be ‘writing’. To my family this means that I am likely to be distracted, a bit bad tempered and the dinners will be rubbish for a while – but the good news is that I will be in the house for days on end and easily tempted to buy take-aways!! To my friends it means that if I do see them I am probably going to bore them witless by obsessing over my blossoming (or not) book. All training and other work is put on hold. And then – I write it.

I tend to write ‘all over’ my books – meaning that I might write part of the intro, then get a bit stuck so move on to one of the later chapters.  It may look chaotic but it isn’t – more like putting a jigsaw together, because by this stage I know exactly what I want to write and how it will look at the end. I tend to really get into this bit so write day and night, with no adherence to office hours – I actually prefer working through the night so it is pretty usual for me to be writing between 2 and 5 a.m.

Once it is done – which usually takes about 7 days end to end – I put it away for at least 3 days before getting it out and editing / doing the final writing.

Then it is off to Jessica Kingsley Publishers …… and I miss it like mad …… get a bit sad, like at the end of any relationship …… do any edits or re-writes asked of me by the editors and proof readers ….. and leave the printers to get on with it. In my head it is over.

I try and build a break in at this point so that I can have fun with friends and family and shake off the topic that has been all consuming for what might have been up to a year. And then, just when I think that I have had enough of writing, something sparks my interest – and the whole cycle begins again.

I hope this helps – but as I say all writers are different and I am sure you will find your own way of working. My only advice would be, write for you and choose a subject you feel passionate about – if you aren’t at the start, you definitely won’t be at the end! My very best wishes and good luck with it – let me know how you get on.

 

Working with drug and alcohol users by Tony White

In this short piece Tony White introduces his new book Working with Drug and Alcohol Users: A Guide to Providing Understanding, Assessment and Support. Using transactional analysis theory, this book explains why some people use substances, exploring different personality types, and covers the basic components of drug counselling.


This book is designed for counsellors and those who come into contact with drug and alcohol users as part of their work or in someway in their life. It provides a somewhat new look at drug and alcohol use using the theory of Transactional Analysis as the underlying approach. Other approaches are also discussed, including the Gestalt approach and cognitive behavioral therapy as these also contribute significantly when working with substance users.

Customary areas including a theory of addiction, the assessment of the drug user and different motivations as to why people use drugs are covered. This different approach allows for the development of new and innovative approaches to well known counselling problem areas.

Central to the transactional analysis approach is the idea of therapeutic contracts. From this is described a technique called the harm reduction contract. This describes how the client and counsellor work together to develop a contract for the implementation of harm reduction strategies. It describes a four step process by which the drug user can make a harm reduction contact with the help of the counsellor. Also covered in the area of harm reduction is self harm and drug use, suicide and drug use, dealing with defense mechanisms in harm reduction counselling and so forth.

Another very common area in drug counselling is motivational interviewing which is covered in this book. By using Transactional Analysis one can develop two different types of motivational interviewing. The usual techniques involving the behavior approach are covered and this could be seen as the adult ego state approach to this area. In addition to this, the child ego state can be used as an avenue of motivational interviewing. This book describes a variety of child ego state approaches. It opens up a whole new approach to motivational interviewing that has rarely been discussed before.

The most problematic type of drug user is the dependent drug user who is usually seen as the drug addict. Considerable time in the book is spent looking at how this person functions and what counselling approaches may be successful with them. The approach in this book emphasises the relationship between the drug and the drug user again using the Transactional Analysis principles of symbiosis and dependency. The drug dependent user develops a symbiotic relationship with the drug in the same way a person can develop a dependent relationship with a partner. Indeed this person will have a pattern of relationships in their life that tend to be dependent in nature such that the relationship they have to the drug is the same in nature. The approach described in my new book looks at how one can end the dependent relationship with the drug and a variety of strategies are described.

In Search of Youth Work by JKP author Vanessa Rogers

An interesting and thought provoking article from JKP author, Vanessa Rogers on what it is to be a youth worker today. Vanessa is the author of a number of titles on working with young people including, Working with Young Women, Working with Young Men, Let’s Talk Relationships, 101 Things to Do on the Street, and new from JKP the Little Books on Alcohol, Drugs and Tobacco Set.


What is Youth Work?

Today I realised that I have been a youth worker for over 15 years, yet I still struggle to explain exactly what that means, especially to someone outside of the profession. It is not a simple answer and I have even been known to say, ‘social worker’ in certain social settings just because it is easier.

The irony is not lost on me; that I am prepared to betray my profession, even though I feel so passionately about it, because I can’t be bothered to explain what I do and that it involves more than playing pool and sorting out squabbles about which track to play next on the iPod in the youth club. Explaining detached youth work is even harder, and has even been met with snorts of laughter at the thought of being paid to wander the streets talking to unknown young people. ‘But what is the point?’ is a constant refrain.

It has not always been so. There was a time not that long ago when it would be hard for me not to weigh in with my views. In fact, many of my ex-students could stand testament to the fact that, ‘what is youth work?’ is one of my favourite assignment titles, and the 500 words produced in response are a constant source of interest and heated debate.

Then it dawned on me that perhaps the sinking heart I get whenever someone asks me what I do for a living is not merely personal apathy, but because I have had the conversation one too many times. The sense of justifying what youth work is, why it matters and the unique place it has in supporting young people – not only amongst friends, family and strangers but also with youth workers and other professionals – has become habitual. I realised that I am a bit tired of the struggle and don’t want to spend time any more time analysing the process at a cost of actually doing it less.

It hasn’t always been so difficult, although I am in no way harping back to some mythical golden age of youth work. I am simply pointing out that if you had asked me 15 years ago what I did my answer would have been pretty easy – an area youth worker for the Youth & Community Service responsible for developing girls work, work with young parents and managing a large and busy youth wing on the site of a school in an area described as ‘deprived’. So far, so clear.

The role of a Youth Worker

Fast forward and my role, but not my professional title, has changed so many times that writing a CV can be a daunting thing. Terminology for the young people, or ‘client group’, has changed from young people ‘at risk’ through ‘vulnerable’ to ‘targeted’; youth services have dropped the ‘ & community’ tag and been variously part of the education, leisure, Connexions and social care departments.

Responsibilities have changed to include meeting parents, undertaking social care assessments, creating community profiles and measuring work by the number of accredited outcomes achieved.
What constitutes ‘youth work’ has changed so many times that it can now be tagged on to virtually any service that works with young people.

But is this a good or bad thing? Is the increase in those using traditional youth work skills to engage with young people something to be celebrated or lamented? All I know is that ‘youth work’ is a notoriously difficult term to describe, and it isn’t getting any easier. The task of trying to find a pithy one-liner to sum up the collective aims of so many different clubs, societies and detached projects is almost impossible.

Perhaps it is that so many people now describe themselves as ‘youth workers’, whilst working in areas more traditionally associated with social workers or youth justice? I have even spoken with police officers that say they do ‘youth work’. Really? Are the professional boundaries so completely enmeshed? Please note this isn’t about professional qualifications, or even the lack of them, more a questioning of how the ethos of voluntary participation and the gradual process of building positive relationships and engaging and empowering young people fits within a law and order or social care framework.

The ethos at the heart of Youth Work

Historically, youth work did not develop just to ‘keep people off the streets’ or to provide aimless amusement, it has always offered social and political education in an informal environment. Good youth work may look as if it just ‘happens’ but the success of it actually depends on good planning, clear aims and measurable outcomes. This ethos should be at the heart of all youth work – especially detached projects. Surely an exciting detached project that motivates young people to get involved should result in more, not less, youths on the street? And that should constitute success?

Put simply, providing young people with a ‘good time’ is not enough. Effective youth work should offer young people the opportunity to meet, socialise, develop new skills, explore the world around them and learn to question and challenge what they see effectively. Detached projects should not be about forcing young people off the streets and away from adult eyes, but more about building trust and developing interesting projects that are relevant to their needs, reflecting the things of importance to them. Which is unlikely to be the same as the media focus on demonizing young people as part of a lawless counter-culture.

As I see it the need to build two-way respect between young people and other members of their community is paramount – after all it is hard to encourage young people to take up their responsibilities and become active citizens if they are treated like social outcasts. Why would you want to be part of something that clearly doesn’t want you?

Perhaps the answer is purely financial. In the struggle to chase funding and secure projects we have been forced to chase the pound, rather than offer what young people truly want. Or maybe as numbers dwindle in traditional old-style youth clubs what’s on offer is simply outdated and no longer meets the needs of teenagers. In that case let’s stop hanging on to the solutions of the past and try new ideas.

Listening to Young People

Young people can be innovative and visionary, with energy and enthusiasm to shape and change the world. To do this they need to find ways to get their voices heard and be able to see that their participation in things like youth councils, forums and consultations actually makes a difference. To be honest, as an adult I am happy to give my opinion on things that matter to me but I get disheartened and then disinterested if nothing ever comes of it and I don’t receive any feedback. Too often I think young people are let down because although they are told that their opinions count, when it comes to money and budgets, they don’t. Participation has to be more than a paper exercise or a way to ‘tick boxes’.

Reclaiming Youth Work

So I think it is time for youth workers to stand up and reclaim youth work by celebrating how different it is to other work with young people. It should be seen as a whole, not as a useful pick’n’mix to compliment other services, and defined in our own terms – whether that is through a Youth Work Academy or some other collective process – before someone else does it for us.

In another 15 years time I don’t want to still be ducking the question, ‘what do you do for a living?’ – I want to be able to say (still with pride), ‘I am a youth worker’, and for that to mean something.