Choices Inc

CHOICES, INC.'S (CHOICES) MISSION IS TO CREATE A SAFE, SUPPORTIVE, RESPECTFUL RECOVERY COMMUNITY WHERE ADOLESCENTS STRUGGLING WITH ADDICTION AND CO-OCCURRING DISORDERS CAN RECLAIM AND RESTORE ALL ASPECTS OF THEIR LIVES.

THE POSITIVE ALTERNATIVES TO STUDENT SUSPENSION (PASS PROGRAM) IS AN EFFECTIVE EARLY-INTERVENTION MODEL AND ACTS AS A LEVER FOR REFERRAL TO SERVICES THAT ADDRESS THE MOUNTING ADOLESCENT SUBSTANCE USE AND MENTAL HEALTH CRISIS. CHOICES PASS PROGRAM IS THE 4TH PASS PROGRAM TO OPEN IN MASSACHUSETTS.SCHOOLS LACK THE CAPACITY TO ASSESS, OFFER INTERVENTIONS, AND CONNECT TO SERVICES THE YOUTH POPULATION WHOSUFFER FROM MENTAL HEALTH AND SUBSTANCE USE DISORDER. CHOICES HAS THE INTERNAL CAPACITY TO ASSESS, CONNECTAND INTERVENE, AS WE INTERRUPT THE TRAJECTORY FOR SUSPENDED STUDENTS WHO THEN BECOME ENTANGLED WITHIN THEJUVENILE JUSTICE SYSTEM. THE PROBLEM BEHAVIOR THAT LEADS TO SUSPENSION CAN INDICATE AN UNDERLYING ISSUE. THEMOMENT OF SUSPENSION IS ALSO A MOMENT FOR INTERVENTION AND A VITAL OPPORTUNITY TO CHANGE OUTCOMES FORSTUDENTS.DURING THE PASS PROGRAM, STUDENTS WITH SUBSTANCE USE, MENTAL HEALTH AND CO-OCCURRING DISORDERS AREIDENTIFIED AND CONNECTED TO SERVICES, INCLUDING RESOURCES FOR SUBSTANCE USE TREATMENT AND RECOVERY. THEASSESSMENT STEP OF THE PASS PROGRAM IS CRUCIAL. TYPICALLY, STUDENTS DO NOT SELF-IDENTIFY AS NEEDING SUPPORT FORMENTAL HEALTH OR SUBSTANCE USE ISSUES, AND THE SCHOOL ENVIRONMENT IS NOT STRUCTURED IN A WAY THAT DRAWS OUTTHESE ISSUES. THUS, AT THE NORTH SHORE PASS PROGRAM, OF THE 88% OF STUDENT PARTICIPANTS IDENTIFIED AS HAVINGMENTAL HEALTH AND/OR SUBSTANCE USE ISSUES, ONLY 30% HAD RECEIVED SERVICES FOR THOSE ISSUES PRIOR TO PASS.DURING THE PASS PROGRAM ASSESSMENT, THE LICENSED CLINICIAN MAY BE THE FIRST PERSON TO ASK STUDENTS ABOUTMENTAL HEALTH AND SUBSTANCE USE. STUDENTS MAY, FOR THE FIRST TIME, SEE THAT THEY CAN TAKE ACCOUNTABILITY ANDMAKE AMENDS WITHOUT THE SHAME AND BLAME SO FAMILIAR TO THEM. RATHER THAN A POTENTIALLY HARMFUL ANDUNPRODUCTIVE PUNISHMENT, SCHOOL DISTRICTS WILL HAVE AN OPTION FOR STUDENTS THAT PROVIDES THEM WITH A WAYFORWARD.PROGRAM STRUCTURE: STUDENTS FROM AREA SCHOOL DISTRICTS WHO ARE FACING SUSPENSION WILL BE OFFERED THEOPPORTUNITY TO PARTICIPATE IN THE PASS PROGRAM, WHICH THEY WILL ATTEND FOR AN AVERAGE OF FIVE DAYS FROM 9:00 AMTO 2:00 PM. PASS IS OPEN MONDAY-FRIDAY AND WILL ACCEPT A MAXIMUM OF 20 STUDENTS PER DAY. STUDENTS MAY REMAIN AT PASS BEYOND THE TYPICAL SUSPENSION PERIOD WITH AGREEMENT FROM THAT STUDENT'S SCHOOL ANDCOMMUNITY TEAM. KEY COMPONENTS OF THE PASS PROGRAM INCLUDE:1) INTERVENTION: STUDENTS FACING SUSPENSION WILL BE OFFERED THE OPTION TO ATTEND AN OUT-OF-SCHOOL THERAPEUTICPROGRAM IN A SUPPORTIVE, DIGNIFIED SPACE WHERE THEY WILL RECEIVE THE SOCIAL AND EMOTIONAL SUPPORT THEY NEEDAND ACCESS THEIR SCHOOLWORK THROUGH REMOTE PLATFORMS DIRECTLY FROM THEIR HOME SCHOOL.2) ASSESSMENT & INDIVIDUAL COUNSELING: STUDENTS WILL BE ASSESSED FOR MENTAL HEALTH AND SUBSTANCE USEDISORDERS BY A LICENSED CLINICIAN ON THEIR FIRST DAY OF ATTENDANCE. STUDENTS WILL ALSO RECEIVE SUBSTANCE USE ANDMENTAL HEALTH EDUCATION, COUNSELING FOR HEALTHY COPING SKILLS, DECISION MAKING, NAVIGATING DIFFICULT SITUATIONS,AND SPECIFIC SUBSTANCE USE DISORDER TREATMENT IF NEEDED. STUDENTS WILL ENGAGE WITH RESTORATIVE PRACTICE TRAININGAND IMPLEMENTATION AND TECHNIQUES FOR SELF REGULATION AND SOCIAL EMOTIONAL LEARNING.3) REFERRAL TO SERVICES: STUDENTS WHO NEED MENTAL HEALTH OR SUBSTANCE USE SUPPORT WILL BE REFERRED TO CMCAFOR CLINICAL INTERVENTIONS, INCLUDING 1:1 COUNSELING, IN HOME BEHAVIORAL THERAPY, THERAPEUTIC MENTORING,RECOVERY COACHING AND FAMILY COUNSELING.4) MEANINGFUL PROGRAMMING IN A SAFE, SUPPORTIVE SPACE: STUDENTS WILL RECEIVE SUPPORT TO COMPLETE DAILYSCHOOLWORK AND TESTS, AS WELL AS ACADEMIC PLANNING. THIS SUPPORT IS PROVIDED BY A LICENSED SPECIAL EDUCATOR.THROUGH GROUP ACTIVITIES AND LEARNING SESSIONS, STUDENTS WILL WORK ON SOCIAL SKILL BUILDING, INCLUDING TOOLS FOR COMMUNICATING WITH PARENTS AND TEACHERS; RESTORATIVE PRACTICE STRATEGIES FOR AVOIDING REACTIVITY AND REBUILDINGTRUST; AND SELF-REFLECTION, IDENTITY, AND SELF-AWARENESS. THEY WILL ALSO HAVE THE OPPORTUNITY FOR PHYSICAL ACTIVITIES,RECREATION, AND ARTISTIC EXPRESSION.5) RE-ENTRY PLAN: AN INDIVIDUAL RE-ENTRY PLAN IS CREATED WITH THE STUDENT AND INCLUDES A SUMMARY OF THESTUDENT'S ENGAGEMENT WITH THE PASS PROGRAM, THE REASONS FOR SUSPENSION AND WAYS TO AVOID FUTURESUSPENSIONS, IDENTIFICATION OF IN AND OUT OF SCHOOL SUPPORTS, WAYS THE SCHOOL CAN HELP THE STUDENT MOVINGFORWARD, AND ANY CONCERNS THE PASS STAFF HAS ABOUT RE-ENTRY. THE RE-ENTRY PLAN IS SHARED WITH THE SCHOOL ANDFAMILIES.6.) FOLLOW UP: CHOICES STAFF WILL FOLLOW UP WITH THE SCHOOL, FAMILY AND STUDENT ON REGULAR INTERVALS (1 MONTH, 3MONTHS, 6 MONTHS) UNLESS THE STUDENT ATTENDS OUR AFTER SCHOOL PROGRAM (SEE THE APG PROGRAM DESCRIPTION BELOW)AND/OR RECEIVES ONGOING CLINICAL INTERVENTION WITH OUR CLINICAL PARTNER. EVERY EFFORT WILL BE MADE TO ENGAGE THESTUDENT IN OUR APG PRIOR TO RETURNING TO SCHOOL.

THE ALTERNATIVE PEER GROUP (APG) IS A RECOVERY SUPPORT SERVICE FOR ADOLESCENTS EXPERIENCING SUD AND CO-OCCURRING DISORDERS. POSITIVE RECOVERING PEERS SUPPORT RECOVERY BY REINFORCING RECOVERY AND PROSOCIAL BEHAVIORS. ONE OF THE FIRST LESSONS PEER ROLE MODELS TEACH NEW ADOLESCENTS IS HOW TO HAVE FUN IN RECOVERY. APG YOUTH STAFF MEMBERS (I.E: YOUNG PEOPLE IN RECOVERY) ASSIST THE COUNSELORS IN SHAPING RECOVERY NORMS BY ENGAGING WITH CLIENTS AS MENTORS AND COACHES, FACILITATING PEER- LED GROUPS, AND ENGAGING IN AND MONITORING PRO-RECOVERY SOCIAL ACTIVITIES AND AFTERSCHOOL HANGOUTS. AS NEW APG MEMBERS GAIN TIME IN THE PROGRAM, THEY ARE TAUGHT AND HELD RESPONSIBLE FORBECOMING A LEADER. THESE ADOLESCENTS ARE ASKED TO SIT ON COMMITTEES THAT MAY PLAN AND ORGANIZE WEEKENDPRO-RECOVERY SOCIAL FUNCTIONS OR RETREATS. AS THE ADOLESCENT DEVELOPS FRIENDSHIPS AND BECOMES MORE INVESTED INTHE COMMUNITY, THE SOCIAL PRESSURE TO MAINTAIN PROSOCIAL BEHAVIOR GROWS. MANY ADOLESCENTS REPORT THEIR DESIRETO BE HONEST ABOUT RELAPSES AND BEHAVIORAL REGRESSIONS. NEW FAMILIES ARE ENCOURAGED TO LISTEN AND LEARN FROMFAMILIES WHO HAVE ''BEEN THERE'' WITH THEIR CHILDREN THROUGH PARENT GROUPS AND INFORMAL COFFEE CONVERSATIONS.MORE EXPERIENCED FAMILIES MODEL AND REINFORCE NEW FAMILY NORMS THAT SUPPORT RECOVERY. MANY APG COUNSELINGSTAFF MEMBERS ARE PERSONS IN LONG-TERM RECOVERY FROM ADOLESCENT SUD. THUS, THEY PROVIDE EXAMPLES OFSUCCESSFUL ADULT LIVES BORN FROM A TUMULTUOUS ADOLESCENCE.

THE EDUCATION AND RECOVERY ACADEMY (ERA) IS A FLEXIBLE, CREATIVE PROGRAM THAT AFFORDS ADOLESCENTS STRUGGLING WITH SUBSTANCE USE AND CO-OCCURRING DISORDERS, THE OPPORTUNITY TO TO PREPARE AND TAKE THE HISET OR GED, OR TO ENROLL IN ONE OF 2 MASSACHUSETTS DIPLOMA GRANTING VIRTUAL HIGH SCHOOLS, WHILE GAINING BOTH ACADEMIC AND PSYCHO-SOCIAL SUPPORT. CHOICES ERA PROVIDES A TREATMENT FOCUSED ENVIRONMENT WITH EMBEDDED ACADEMIC PREPARATION FOR ADOLESCENTS AND YOUNG ADULTSTHROUGH AGE 21. MANY OF OUR STUDENTS HAVE EXPERIENCED SCHOOL FAILURE, INVISIBILITY AND SHAME AT THE HANDS OF A SYSTEM THAT IS NOT CRAFTED TO MEET SIGNIFICANT MENTAL HEALTH AND SUBSTANCE ABUSE ISSUES.STUDENTS WHO ARE 16 PLUS, ARE ELIGIBLE TO TAKE THE GED (GENERAL EQUIVALENCY DEGREE) OR THE HISET (HIGHSCHOOL EQUIVALENCY TEST) EXAM, AND PREPARE FOR AND TAKE THESE EXAMS AT CHOICES, WHILE RECEIVINGSOCIAL/EMOTIONAL SUPPORT AND MENTORING WITHIN THE FRAMEWORK OF A RECOVERY ENVIRONMENT. FINANCIALLITERACY, CAREER EXPLORATION AND JOB COACHING ARE EMBEDDED WITHIN THE SCHEDULE.THE ERA PROGRAM ISOPEN FROM 10:00-6:00 PM, MONDAY-FRIDAY, AND THE SCHEDULE IS INDIVIDUALIZED BASED ON EDUCATIONAL ANDPSYCHO-SOCIAL NEED.