Preferred Name
Emily L. Davis
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
8-2024
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Deborah Kipps-Vaughan, Psy.D.
Tammy Gilligan, Ph.D.
Joseph LeBlanc, Ph.D.
Abstract
This study aimed to gain a comprehensive understanding of the perspective’s professionals have around providing adolescents using substances with an alternative to drug culture. For this study, a semi-structured interview was conducted as the method of collecting phenomenological data. To capture a broad understanding of professional’s viewpoints and understanding of drug culture, professions across the area of mental health support in both the school and community-based setting were considered. In total, three school-based professionals and four community-based professionals participated in the research. Professionals ranged from school counselors, school administrators, mental health professionals, community-based substance use therapists, and health educators. The analysis of the data was guided by Braun and Clarke’s (2006) model of thematic analysis. The researcher found major themes such as education, collaboration, feelings of belongingness and purpose, as well as intentional space for student voices. These alternatives to drug culture need to be student led and student heard in hopes to provide the most success. Allowing youth and adolescents to build an alternative to drug culture surrounding their own values, rules, and activities is perceived to promote an abundance of success for them.
Recommended Citation
Davis, Emily L., "Professional’s Perspectives for Supporting Alternatives to Drug Culture for Adolescents" (2024). Educational Specialist, 2020-current. 85.
https://commons.lib.jmu.edu/edspec202029/85
