Drug abuse and Assessment Katholiek Hogeschool Kempen

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Drug abuse and Assessment

  • Katholiek Hogeschool Kempen

  • Department of Health Science

  • Herentalsstraat 70

  • 2300 Turnhout – Belgium

  • rita.dries@khk.be


  • Which behaviour or changing in behaviour you observe?

  • Is their a reason to be worry?

  • How are you going to react?

  • Observe

  • Something attract my attention

  • Recognise

  • This behaviour is not normal for this person

  • Interpretation

  • I think this person has a problem, may be drugs?

  • Test

  • What do my colleagues think about this, the same?

  • Communication

  • Does, what I observe, communicate with the persons’ meaning?

  • Analyse

  • What’s really going on? Who has a problem and which one?

Plan of assessment

  • Make arrangements

  • Define limits

  • Make agreements about treatment and reportages of addiction, support, network

  • Trace the activities of concerned persons

  • Lay down sanctions


  • Focus on the individual

  • React: Immediately, effective, efficient, no panic, discretion, respect…

  • Together: structure everyone knows what’s going on and how

  • WHO is doing WHAT, WHEN and WHERE?

Circle of motivation


  • Period of pre-reflection

  • No sense of problems

  • Resistance against change

  • Stress by environment


  • Interventions:

  • - make the balance

  • - try to discuss in every possible way

  • do - open questions don’t - oppress

  • - empathy - heavy confrontation

  • - reflect - moralize

  • - summarize


Considering - reflection



  • Period of active change

  • - therapy

  • Interventions

  • - believe

  • - confirm


  • Period of maintenance

  • Consolidate new behaviour

  • Integration


Trans theoretical Model of International behaviour change

  • 4 Dimensions:

  • Stage of change

  • Process of change

  • Markers of change

  • Context of change

Stage of change

  • Pre-contemplation

  • Contemplation

  • Preparation

  • Action

  • Maintenance

Process of change

  • Cognitive/experiential

  • -consciousness raising

  • -self re-evaluation

  • -environmental

  • re-evaluation

  • -emotional arousal

  • -social liberation

Markers of change

  • Decisional balance

  • Self-efficacy

  • Temptation

Context of change


  • Try to recognise in which phase of behaviour changing the person stays.


  • Sander is a 17 years old boy. Since last year he has some problems at school: his marks declines and he skipped school several times. Regularly he used hasj at noon.

  • He is boring school, teachers and students. He don't likes school, sometimes he even don’t likes live anymore. It seems as he can't do anything good and nobody likes him.

  • He has to change his live otherwise he’s afraid they won’t like him at school anymore. Slowly her remarks that it becomes difficult to concentrate after blowing.


  • Anna likes dancing in the disco. She goes every weekend and the more and more the weekends are growing in length. She needs all the week to recuperate. She has no other occupation anymore.

  • To stay awake for dancing she started using XCT.

  • The last few weeks she feels bored. She even don’t watch television anymore. She feels depressed and the only thing she wants is sleeping. Anna gets afraid and wants to change her situation.


  • Toby, 18 years, likes as thin as a rake. He uses speed and cocaine for 7 years. Now he is using joints daily. For him this is not a problem. He don’t feel the need to talk about this.

  • He said his mother is the problem and you can't change her.


  • Last school year during the examinations Dave started to use energy drinks and peppers. Afterwards they gives him a good feeling and nowadays when he feels tired he use them regularly.

  • His parents bring him to the ambulant centre for drug abuse. Dave had to come every week to talk about his way of living and thinking with the therapist. In the beginning Dave said he didn’t need this but now he sees that it helps him to get his addiction under control.


  • Since Helena is sixteen she spends lunchtime together with friends in the pubs around the school.

  • One of her teachers contact her because of the alcohol smell she gives out during the lessons in the afternoon. Helena tells him it’s normal to drink a glass of wine with your salad, he don’t has to think this will be a problem.

  • Her boyfriend is worrying about her and ask her to go to the school doctor.


  • Questions?

  • Thanks!

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