The document outlines the development of an anti-drug program called CADAP at a college in the Philippines. It discusses establishing the need for a program, taking responsibility through a collaborative council approach, and creating a responsive three-pronged program focused on prevention, testing, and intervention. Key aspects include random drug testing 25% of students, counseling for non-dependents, and referring dependent students to rehabilitation centers. The program underwent structural changes to better achieve its goals in a caring manner focused on student wellness.

1. The Road to Responsiveness: The path to creating a collaborative and comprehensive program to address the drug problem among students A presentation by Carolyn Pile Natividad, M.A. Ed 23 November 2010 8th AFTC Conference

2. Outline Introduction Necessity Responsibility Responsiveness Post-partum update Assertions

4. School Council approval: 2007

9. Anecdotal reports

10. Discipline data

13. Even if they have class, it may not be in the assigned room

14. No make-up work

17. Responsibility: Birthing Pains Formed a Council composed of representatives from various sectors/stakeholders who would collaborate jointly to address the problem from multiple perspectives: Student Affairs Ofc (non-academic; may involve discipline) LS Guidance & Counseling Ofc (source of info; helping professionals) Ateneo Wellness Center (psychologists) LS Health Services Ofc (Health issue) Health Sciences Program

18. Responsibility: Birthing Pains Residence Halls (cases with absent parents) Communication Department (get the message across) InTACT Program (Freshman homeroom as a venue for info dissemination and source of positive influence) Sanggunian/School Council (voice of the students) ASPAC/Parents Council (voice of the parents)

20. School is obliged to employ every reasonable means to provide a healthy and drug-free environment to its populace.

22. Personal responsibility for choices made

23. Communal responsibility for student welfare

26. Venues for dialogue

31. Drugs used by students*:*School Drug Testing Program Statistical Report for 2004 of the Asia Pacific Medical and Diagnostics, Inc (APMD)‏

34. Includes not just the test kit but overhead costs (e.g. Hiring)

35. Part of enrolment fees

38. Individual summoning (go to class to hand them their DTOS)

39. More than 50% failure rate  only a 10min window at the start of class that you could disturb to summon a student from that class.

40. Students were frequently late or absent

41. Required a massive number of ushers

42. There are “peak periods” where classes tended to gravitate so sometimes 1 usher had to deliver 4 notices within the same 10 minutes, in different buildings (since the campus is quite large)

43. Settled on the use of cellphones since more than 95% had themTexted in the morning to get a letter from our office They need to present themselves at the infirmary during their next free period (before 5:00pm)

45. Review of past health history

46. Review of drug history

47. Vital signs monitoring

48. Physical Examination

49. Follow-up Drug testing

50. Clinical Correlation

51. Interventions & RecommendationsWHO Definition of Drug Dependence: Cluster of physiological, behavioral and cognitive phenomena of variable intensity, in which the use of a psychoactive drug takes on high priority, thereby involving, among others, a strong desire or a sense of compulsion to take the substance, and the difficulties in controlling substance-taking behavior in terms of its onset, termination, or levels of use Medical: 3-Month Observation & Counseling (By law)‏ (Confined or treated on an out-patient basis, depending on the assessment and recommendation of attending physician)‏ (If assessed to be a drug dependent)‏ Administrataive: Refer to Student Handbook / Manual of Regulation for Private Schools

53. Competent and accurate diagnosis

54. Counseling for non-dependents

55. Referral to a reputable rehabilitation center in cases of dependence

58. Responsiveness: The CADAP Program Level II Intervention: Drug Rehabilitation for the Drug Dependent Provide options (of rehab services) to the student and family concerned Sept 2006: CADAP Council Roadshow of Rehab Centers March 2007: 3 separate, whole-day site visits to rehab centers to the south, north and around Metro Manila

61. Lack of articulation of the merits of one versus another

62. Deplorable state of even some of those accredited by the government

65. Added offense against order  compliance w/ procedures

66. Added to the “Student Responsibility”, not just “Student Offenses”Communal responsibility to keep the school drug free Keep their information updated

69. Assertions It is necessary for an educational institution to address the drug question among its student population, no matter its complexity. This includes: the promotion of a healthy, drug-free lifestyle, the safeguarding of the common good through random drug testing and the institutionalization of responsibilities and rules that govern behavior, and support of those in recovery by enabling wellness given the various levels of the problem, within the context of a caring learning community.

70. Assertions The core of an effective anti-drug abuse campaign in the tertiary level is responsibility. This means regarding students: as agents who have the capacity to govern their responses, apart from mere compliance to a set of rules, who should also be accountable for those responses.

71. Assertions No anti-drug program will succeed without the provision of structural support: the identification of the capable individuals who are in the best position to lead the program, the allotment of resources, and the amendment of internal legislation in support of the spirit and letter of the anti-drug initiative.

72. Assertions It is not enough to be responsible; one must be responsive – which is to say that we need to continually account for real needs, consider real constraints, and aim at concrete results.

73. Assertions The journey to responsiveness is one of continual evolution.