Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Isabel Byon (00:00):
The New York State Office of Addiction Services and
Supports, or OASAS, providesthis podcast as a public service
.
Opinions expressed do notnecessarily reflect those of the
agency or state.
This is Addiction (00:12):
The Next Step.
Jerry Gretzinger (00:16):
Hello, once again, I'm Jerry Gretzinger,
your host for Addiction (00:19):
The Next Step, brought to you by the
New York State Offices ofAddiction Services and Supports,
and you know so.
We talk about the four pillars,right, that OASAS has, and it's
prevention, treatment, harmreduction and recovery.
And prevention, you know, isthe first thing there, because
it's the first thing we canreally do when we talk about
giving people the tools to beable to address addiction before
(00:41):
there is an addiction, right.
So today we're talking aboutreally a cutting-edge program
that is happening here in NewYork State.
We've got a school districtthat's participating and it
really is a new way of doingthings and we love that sort of
thing.
Talk us through it and explainwhat it's all about is Jennifer
Quinn.
She's the preventioncoordinator at Hope for Youth
and SIPEP, which is the CompleteYouth Prevention Education
(01:03):
Program liaison, and she joinsus from the Wyandanch School
District.
Jennifer, thanks so much forjoining us.
Jennifer Quinn (01:09):
Thank you so much for having me.
Jerry Gretzinger (01:11):
So I do.
I want to get into this.
We talk about prevention andhow important that is, and this
is a whole new way of thinkingabout prevention, and this
really looks to get to youngpeople very, very early on, and
sometimes we don't even talkabout substances or addiction
because it's teaching them howto make good decisions.
(01:32):
Am I right?
Jennifer Quinn (01:33):
Correct, yep.
Jerry Gretzinger (01:34):
All right, so tell us more about you know.
Tell us first, kind of what theimpetus for this was, what made
us think that this is what weneeded to do, so that they get
to a point later in life and cansay, hey, you know what, I've
got the skills to make the rightcall here.
Jennifer Quinn (01:48):
Perfect, yeah.
So when we first spoke aboutprimary prevention and we look
back on it, it typically wasonly for middle school and
mainly high school looking atthat substance use.
So when we started to kind oflook further we said why can't
we start at an early age, asearly as pre-K?
So we go into the schools pre-Kto senior year and our first
(02:11):
couple of years pre-K toelementary is really social,
emotional learning and teachingthem how to set goals, how to
make friends, how to deal withconflict, so that when they get
into that middle school and highschool then we start to include
that substance use preventionaspect so we can look at that
and we can protect them fromthose risk factors as well.
Jerry Gretzinger (02:30):
So I mean again.
So you know, we think a lot oftimes when we talk as an agency
about, you know, prevention ofsubstance use and addiction.
Certainly I think a lot ofpeople would assume well, how do
you do that?
Do you need to have somemention of these substances and
how they can be misused?
So talk about thesocial-emotional learning aspect
(02:52):
of it, what you do in theclassroom to give kids these
skills that you know you'll thenbe able to build on in those
later years.
Jennifer Quinn (02:59):
Yeah, absolutely so.
My job actually is to coach theteachers.
So we go into the school andthere are six different programs
part of the FIPAP program,right, and for four of them I'm
the coach.
So we go in, we teach theteachers how to do the actual
curriculum.
It's turnkey, right, and weteach them so it's for longevity
(03:20):
.
So when, if one day, I leave oryou know the, they want to
continue it without me, they'reable to do that and teach each
other.
So the reason we're doing it inthe classroom and having the
teachers do it is so that whenwe're talking about social
emotional learning, we'retalking about building those
friendships.
You know how to just doclassroom management and make
(03:43):
healthy decisions for the kids.
They can use real lifesituations to say they're
talking about, you know, doingsomething that happened in math
and there was a discussion or anargument about what the correct
answer was.
They can bring that socialemotional learning piece, that
something they took from asecond step right or something
they took for an incredibleyears's lesson, and actually
(04:04):
talk about that math lesson andwhat the conflict was there and
how can we resolve it.
So we want to start at thatyoung age.
We want to start with thatsocial-emotional learning piece,
because we know that a lot ofthe risk factors that sometimes
go into substance use start atthat early age right Of not
knowing how to set goals, notknowing how to do that conflict
(04:27):
resolution, not knowing how totalk to somebody or what is a
healthy decision.
What does that look like, right?
So that's why we're startingwith that social emotional piece
.
Jerry Gretzinger (04:37):
All right, so I'm going to put you on the spot
.
Give me a scenario, right.
So let's say, I know you saidyou're sort of the trainer for
the teachers.
You tell them how to go aboutthis, but what type of a
situation might a teacherencounter where she can then
take what she's learned from youand say, oh okay, this is a
social, emotional learningmoment that I can make out of
(04:57):
this, right, so tell us what thescenario would be and how the
teacher kind of works that intosomething to be learned.
Jennifer Quinn (05:05):
Perfect.
So a scenario that we commonlysee in, maybe, say, middle
school, elementary school, aretwo friends fighting, right,
they're upset because one friendwent to the mall with her
friend and didn't invite thethird friend.
Right, so these friends arefighting.
So we might see that happen inthe school as well.
(05:28):
They continue that fight fromoutside to the school to inside
the school and the teacher mightget involved and they might
have them sit down and break itdown and say, okay, so what were
the decisions being made here?
You know what can.
How can we talk about thistogether?
Because a lot of times when kidsare in middle school or
elementary school, the firstthing that they're going to do
(05:49):
is go find a teacher.
Right, not a bad decision,right, still a good decision.
But can we get these kids tostart resolving these problems
on their own Right?
So the teacher might sit themdown and say, ok, here's a
worksheet, or let's do this inperson and have a classroom
discussion.
Right, they might not bringthat specific.
(06:10):
These three kids are fighting,but, know, use a reading from
one of the curriculums that area very similar idea and talk
about how could this person saythis differently?
How can this person you know,have a different behavior.
What do you think was goingthrough this person's mind?
How did that person feel whenthey were left out?
(06:32):
So it's a lot of questions thatare eliciting emotional
responses, having themcritically think about the
situation and build empathy forthe kids.
Jerry Gretzinger (06:43):
So, as I'm listening to you explain it, it
sounds like we're trying toteach children at this very
early age that when there is aconflict and I think even many
adults react this way.
Right, there's a conflict andyou think about how I feel, what
motivated me to feel the way Ido.
It sounds like it's trying togive them an opportunity to
think about the other person'spoint of view and be able to see
(07:06):
it holistically that way andnot just the emotions that it's
made me feel.
Jennifer Quinn (07:10):
Exactly right, Perfect.
Jerry Gretzinger (07:12):
All right, all right, good.
So now we're kind of layingdown that groundwork, that
baseline, early on, you saidlater on, middle school,
elementary school even.
We get to the point where westart introducing specific
topics.
How does that suddenly get kindof, you know, put into the mix?
Jennifer Quinn (07:29):
Yeah.
So we start with a puppetprogram in our pre-K which is
really focusing on thatclassroom management and
friendship building.
From there we go intoelementary, which is second step
, and that really focuses ongoal setting.
There we get into middle schoolwhere we're doing positive
action and that's all about howwe're making decisions, how
(07:51):
we're setting goals.
Then from there we're reallygetting more into high school
and doing the drug substance useright.
So we're building on all ofthese things.
We're taking what we learned inpre-K and carrying it with us
throughout the whole time untilwe get into that high school and
middle school where we'retalking about substance use.
So when we get into substanceuse, we really take this harm
(08:13):
reduction lens right.
We're not here telling childrenthat they're bad for doing
things.
We're here saying this is howit's going to affect your body.
This is the choices that youcan make, right?
How does it affect your brain?
How does it affect your body,right?
What do you think it's going tofeel like?
What do you think?
Why do you think somebody'susing?
So they are using thesecritically thinking skills that
(08:34):
they learned from earlier on toapply it now to substance use.
Jerry Gretzinger (08:38):
Got it.
So they've learned how to thinkagain more holistically about a
situation, and now we can applyit elsewhere
Jennifer Quinn (08:44):
Exactly.
Jerry Gretzinger (08:45):
And so, and if I'm not mistaken, Wyandanch was
the first OASAS- funded schoolto work this program into the
curriculum, right?
Jennifer Quinn (08:53):
Yep, the very first.
Jerry Gretzinger (08:54):
How many years has it been?
Jennifer Quinn (09:02):
So we are going on.
We had one planning year tosign the contract and kind of
figure out what programs wewanted to include, and now we're
going into our secondimplementation year.
Jerry Gretzinger (09:08):
Okay
Jennifer Quinn (09:08):
So it's been about three.
Jerry Gretzinger (09:09):
Three.
Okay, so I know we've got acouple of other school districts
who've come on board since,which is great to see it growing
.
But so where do you think we'reat right now?
I know you said third year, butas far as like the impact that
it's having, so those first kidsyou know they've got a couple
of years in how do you see itworking?
Jennifer Quinn (09:28):
So my favorite part about this program is when
I get to go and observe theclasses.
So we'll be in the pre-K classesand we're hearing the kids from
the beginning of the year right, they're new, they're finding
their way.
And at the end of the yearthey're able to incorporate the
actual puppet that we use as aclassmate.
At the end of the year theyactually teach the lessons to
(09:49):
the puppet.
And then, if we move up intothe elementary school, we're
hearing the kids use words likeempathy.
We're hearing them solveproblems on their own or even
teach other kids like whenthey're in their own problem,
walk them through these steps ofoh well, how do you think that
person felt and how do you thinkyou know why do you think they
did that behavior?
(10:10):
Because they felt that way,right.
And then when we get into thathigh school and middle school,
we're doing a little bit moresubstance use.
We're doing a little bit moregoal setting.
We're seeing really a change inbehavior.
These curriculums are what isthe word I'm looking for.
They have so many greatlong-term Sorry.
Jerry Gretzinger (10:36):
It's all right Happens to me all the time.
Jennifer Quinn (10:38):
They have so many great long-term outcomes
right.
So, especially for our positiveaction, when you walk into a
positive action school, you cantell it's a positive action
school by the posters that theyhave.
They have these papers thatthey fill out If they do
something good or if they had anegative behavior, and then
they're supposed to fill out.
Okay, what is my behavior goingto look after this, and why did
(10:59):
maybe?
Why did I do this Right?
So we're seeing a lot ofchanges in the actual kids,
specifically in their vocabularyand how they're behaving, which
is a great thing to see.
And what's great is that also,now they learned second step in
elementary and they're going onto the middle school.
We're seeing the growth fromthat and we're seeing that
they're already prepared to dothese SEL programs when they get
(11:22):
to the middle school.
Jerry Gretzinger (11:24):
You know, you just kind of touched a little
bit on what I wanted to ask next, so I first kind of got into
that topic about.
You know, how are you seeingthose kids who are first exposed
to it early on?
You know learning the very,very basics about better
decision-making.
How do you see them grow?
But so this is also when thisstarted.
We also went right intoelementary, middle and high
school and you were working withstudents who didn't have that
(11:48):
baseline.
I guess that we're setting upwith the really young students
now.
What are you seeing as far asthe change in the older age
groups?
Seeing that they didn't havethis, you know, so many years
ago back in, you know, firstgrade, whatever it may have been
.
What's the change like in them?
Are they a little moreresistant because they didn't
have that beginning line likeeveryone else who's younger now?
Jennifer Quinn (12:11):
From what I've seen in the high school and
really the middle school is,there's always going to be a
little resistance in thebeginning right, it's a new
program or it's something thatthey're not always used to.
But because the way that theprogram is set up is it's so
collaborative with the teacherand the child and that's why
it's important to have theteacher teach it.
And also it's there for it'sreally community-based almost
(12:36):
the kids are encouraged to askquestions and when we're able to
do that in the classroomthey're not as scared anymore.
Usually, when we're seeingsubstance use and we're going
into the classroom when we'reworking with teens, they're
sometimes almost like they don'twant to ask the questions
(12:59):
because they're worried thatthere's going to be a stigma of
oh, somebody's going to thinkthat I'm smoking or somebody's
going to think that I'm doingthese things or I'm going to get
made fun of for asking maybe aquestion that somebody already
knows.
But from what we've seen,really specifically in the high
school, is these questionsaren't as stigmatized anymore
and it's helping the kids almostspeak freely.
Jerry Gretzinger (13:22):
So there's all kinds of benefits that are
coming out of this for all thedifferent age groups.
Jennifer Quinn (13:26):
Exactly.
Jerry Gretzinger (13:27):
You know, and I think this is terrific because
I know one of the reasons thatyou know obviously this started
is because we want to be able to, you know, exercise prevention
for substance use, you know, andhelp kids be able to think
about addiction before it's toolate, to the point where they
may be dealing with one.
But it sounds like there's alot more benefits that can come
(13:47):
out of this for them.
Jennifer Quinn (13:48):
Absolutely.
It's not just about substanceuse anymore.
Prevention really was when wefirst started in our OASAS time
of prevention, where we go intoall different schools and do
these programs, it really wasthat focus of substance use.
Substance use, how do weprevent this?
How do we teach these kids?
But now we're seeing that weneed to start with the, you know
(14:10):
, ground level, that baseline ofhow do we just talk about
making healthy decisions andwhat do those look like, and
then from that obviously we cangrow on.
How do we make good friendships?
What do healthy friendshipslook like?
How do I, you know, even set agoal?
What is a realistic goal for me?
Look like Right?
So there are so many otherbenefits besides just that
substance use prevention.
Jerry Gretzinger (14:31):
Well, I'll tell you what.
As a father who's had five kidsgo through the school systems,
I totally would have applauded aprogram that said, hey, we're
going to teach your kids how tomake better decisions, make
better friendships and all thatkind of stuff and more power to
you.
And that's what I say to you andthe other districts who are
already involved, and I want toencourage others who are
(14:53):
interested, you know, find outmore information.
Again, this is an OASAS-fundedprogram and we're real excited
to hear about what you're sayingto us today, Jennifer, about
what it is, how it's working,the impact you're seeing it make
.
So keep up the great work andwe're just real thrilled about
it.
Jennifer Quinn (15:08):
Thank you so much.
Jerry Gretzinger (15:09):
All right.
So again, that's Jennifer Quinnfrom the Wyandanch School
District.
She is the PreventionCoordinator at HOPE for Youth
and SIPEP Community YouthPrevention Education Programs.
This was a great topic and ifyou want more information about
this or anything else anotherOASAS program you can go to our
website, oasas.
ny.
gov, and if you have questionsabout addiction, obviously our
(15:33):
HOPE line 877-8-HOPE-NY.
Thanks for checking out thisepisode of the podcast Addiction
.
The Next Step.
I'm your host, Jerry Gretzinger, and until we see you again, be
well.
The New York State Office of Addiction Services and
Supports, or OASAS, providesthis podcast as a public service
.
Opinions expressed do notnecessarily reflect those of the
agency or state.
This is Addiction (00:12):
The Next Step.
Jerry Gretzinger (00:16):
Hello, once again, I'm Jerry Gretzinger,
your host for Addiction (00:19):
The Next Step, brought to you by the
New York State Offices ofAddiction Services and Supports,
and you know so.
We talk about the four pillars,right, that OASAS has, and it's
prevention, treatment, harmreduction and recovery.
And prevention, you know, isthe first thing there, because
it's the first thing we canreally do when we talk about
giving people the tools to beable to address addiction before
(00:41):
there is an addiction, right.
So today we're talking aboutreally a cutting-edge program
that is happening here in NewYork State.
We've got a school districtthat's participating and it
really is a new way of doingthings and we love that sort of
thing.
Talk us through it and explainwhat it's all about is Jennifer
Quinn.
She's the preventioncoordinator at Hope for Youth
and SIPEP, which is the CompleteYouth Prevention Education
(01:03):
Program liaison, and she joinsus from the Wyandanch School
District.
Jennifer, thanks so much forjoining us.
Jennifer Quinn (01:09):
Thank you so much for having me.
Jerry Gretzinger (01:11):
So I do.
I want to get into this.
We talk about prevention andhow important that is, and this
is a whole new way of thinkingabout prevention, and this
really looks to get to youngpeople very, very early on, and
sometimes we don't even talkabout substances or addiction
because it's teaching them howto make good decisions.
(01:32):
Am I right?
Jennifer Quinn (01:33):
Correct, yep.
Jerry Gretzinger (01:34):
All right, so tell us more about you know.
Tell us first, kind of what theimpetus for this was, what made
us think that this is what weneeded to do, so that they get
to a point later in life and cansay, hey, you know what, I've
got the skills to make the rightcall here.
Jennifer Quinn (01:48):
Perfect, yeah.
So when we first spoke aboutprimary prevention and we look
back on it, it typically wasonly for middle school and
mainly high school looking atthat substance use.
So when we started to kind oflook further we said why can't
we start at an early age, asearly as pre-K?
So we go into the schools pre-Kto senior year and our first
(02:11):
couple of years pre-K toelementary is really social,
emotional learning and teachingthem how to set goals, how to
make friends, how to deal withconflict, so that when they get
into that middle school and highschool then we start to include
that substance use preventionaspect so we can look at that
and we can protect them fromthose risk factors as well.
Jerry Gretzinger (02:30):
So I mean again.
So you know, we think a lot oftimes when we talk as an agency
about, you know, prevention ofsubstance use and addiction.
Certainly I think a lot ofpeople would assume well, how do
you do that?
Do you need to have somemention of these substances and
how they can be misused?
So talk about thesocial-emotional learning aspect
(02:52):
of it, what you do in theclassroom to give kids these
skills that you know you'll thenbe able to build on in those
later years.
Jennifer Quinn (02:59):
Yeah, absolutely so.
My job actually is to coach theteachers.
So we go into the school andthere are six different programs
part of the FIPAP program,right, and for four of them I'm
the coach.
So we go in, we teach theteachers how to do the actual
curriculum.
It's turnkey, right, and weteach them so it's for longevity
(03:20):
.
So when, if one day, I leave oryou know the, they want to
continue it without me, they'reable to do that and teach each
other.
So the reason we're doing it inthe classroom and having the
teachers do it is so that whenwe're talking about social
emotional learning, we'retalking about building those
friendships.
You know how to just doclassroom management and make
(03:43):
healthy decisions for the kids.
They can use real lifesituations to say they're
talking about, you know, doingsomething that happened in math
and there was a discussion or anargument about what the correct
answer was.
They can bring that socialemotional learning piece, that
something they took from asecond step right or something
they took for an incredibleyears's lesson, and actually
(04:04):
talk about that math lesson andwhat the conflict was there and
how can we resolve it.
So we want to start at thatyoung age.
We want to start with thatsocial-emotional learning piece,
because we know that a lot ofthe risk factors that sometimes
go into substance use start atthat early age right Of not
knowing how to set goals, notknowing how to do that conflict
(04:27):
resolution, not knowing how totalk to somebody or what is a
healthy decision.
What does that look like, right?
So that's why we're startingwith that social emotional piece
.
Jerry Gretzinger (04:37):
All right, so I'm going to put you on the spot
.
Give me a scenario, right.
So let's say, I know you saidyou're sort of the trainer for
the teachers.
You tell them how to go aboutthis, but what type of a
situation might a teacherencounter where she can then
take what she's learned from youand say, oh okay, this is a
social, emotional learningmoment that I can make out of
(04:57):
this, right, so tell us what thescenario would be and how the
teacher kind of works that intosomething to be learned.
Jennifer Quinn (05:05):
Perfect.
So a scenario that we commonlysee in, maybe, say, middle
school, elementary school, aretwo friends fighting, right,
they're upset because one friendwent to the mall with her
friend and didn't invite thethird friend.
Right, so these friends arefighting.
So we might see that happen inthe school as well.
(05:28):
They continue that fight fromoutside to the school to inside
the school and the teacher mightget involved and they might
have them sit down and break itdown and say, okay, so what were
the decisions being made here?
You know what can.
How can we talk about thistogether?
Because a lot of times when kidsare in middle school or
elementary school, the firstthing that they're going to do
(05:49):
is go find a teacher.
Right, not a bad decision,right, still a good decision.
But can we get these kids tostart resolving these problems
on their own Right?
So the teacher might sit themdown and say, ok, here's a
worksheet, or let's do this inperson and have a classroom
discussion.
Right, they might not bringthat specific.
(06:10):
These three kids are fighting,but, know, use a reading from
one of the curriculums that area very similar idea and talk
about how could this person saythis differently?
How can this person you know,have a different behavior.
What do you think was goingthrough this person's mind?
How did that person feel whenthey were left out?
(06:32):
So it's a lot of questions thatare eliciting emotional
responses, having themcritically think about the
situation and build empathy forthe kids.
Jerry Gretzinger (06:43):
So, as I'm listening to you explain it, it
sounds like we're trying toteach children at this very
early age that when there is aconflict and I think even many
adults react this way.
Right, there's a conflict andyou think about how I feel, what
motivated me to feel the way Ido.
It sounds like it's trying togive them an opportunity to
think about the other person'spoint of view and be able to see
(07:06):
it holistically that way andnot just the emotions that it's
made me feel.
Jennifer Quinn (07:10):
Exactly right, Perfect.
Jerry Gretzinger (07:12):
All right, all right, good.
So now we're kind of layingdown that groundwork, that
baseline, early on, you saidlater on, middle school,
elementary school even.
We get to the point where westart introducing specific
topics.
How does that suddenly get kindof, you know, put into the mix?
Jennifer Quinn (07:29):
Yeah.
So we start with a puppetprogram in our pre-K which is
really focusing on thatclassroom management and
friendship building.
From there we go intoelementary, which is second step
, and that really focuses ongoal setting.
There we get into middle schoolwhere we're doing positive
action and that's all about howwe're making decisions, how
(07:51):
we're setting goals.
Then from there we're reallygetting more into high school
and doing the drug substance useright.
So we're building on all ofthese things.
We're taking what we learned inpre-K and carrying it with us
throughout the whole time untilwe get into that high school and
middle school where we'retalking about substance use.
So when we get into substanceuse, we really take this harm
(08:13):
reduction lens right.
We're not here telling childrenthat they're bad for doing
things.
We're here saying this is howit's going to affect your body.
This is the choices that youcan make, right?
How does it affect your brain?
How does it affect your body,right?
What do you think it's going tofeel like?
What do you think?
Why do you think somebody'susing?
So they are using thesecritically thinking skills that
(08:34):
they learned from earlier on toapply it now to substance use.
Jerry Gretzinger (08:38):
Got it.
So they've learned how to thinkagain more holistically about a
situation, and now we can applyit elsewhere
Jennifer Quinn (08:44):
Exactly.
Jerry Gretzinger (08:45):
And so, and if I'm not mistaken, Wyandanch was
the first OASAS- funded schoolto work this program into the
curriculum, right?
Jennifer Quinn (08:53):
Yep, the very first.
Jerry Gretzinger (08:54):
How many years has it been?
Jennifer Quinn (09:02):
So we are going on.
We had one planning year tosign the contract and kind of
figure out what programs wewanted to include, and now we're
going into our secondimplementation year.
Jerry Gretzinger (09:08):
Okay
Jennifer Quinn (09:08):
So it's been about three.
Jerry Gretzinger (09:09):
Three.
Okay, so I know we've got acouple of other school districts
who've come on board since,which is great to see it growing
.
But so where do you think we'reat right now?
I know you said third year, butas far as like the impact that
it's having, so those first kidsyou know they've got a couple
of years in how do you see itworking?
Jennifer Quinn (09:28):
So my favorite part about this program is when
I get to go and observe theclasses.
So we'll be in the pre-K classesand we're hearing the kids from
the beginning of the year right, they're new, they're finding
their way.
And at the end of the yearthey're able to incorporate the
actual puppet that we use as aclassmate.
At the end of the year theyactually teach the lessons to
(09:49):
the puppet.
And then, if we move up intothe elementary school, we're
hearing the kids use words likeempathy.
We're hearing them solveproblems on their own or even
teach other kids like whenthey're in their own problem,
walk them through these steps ofoh well, how do you think that
person felt and how do you thinkyou know why do you think they
did that behavior?
(10:10):
Because they felt that way,right.
And then when we get into thathigh school and middle school,
we're doing a little bit moresubstance use.
We're doing a little bit moregoal setting.
We're seeing really a change inbehavior.
These curriculums are what isthe word I'm looking for.
They have so many greatlong-term Sorry.
Jerry Gretzinger (10:36):
It's all right Happens to me all the time.
Jennifer Quinn (10:38):
They have so many great long-term outcomes
right.
So, especially for our positiveaction, when you walk into a
positive action school, you cantell it's a positive action
school by the posters that theyhave.
They have these papers thatthey fill out If they do
something good or if they had anegative behavior, and then
they're supposed to fill out.
Okay, what is my behavior goingto look after this, and why did
(10:59):
maybe?
Why did I do this Right?
So we're seeing a lot ofchanges in the actual kids,
specifically in their vocabularyand how they're behaving, which
is a great thing to see.
And what's great is that also,now they learned second step in
elementary and they're going onto the middle school.
We're seeing the growth fromthat and we're seeing that
they're already prepared to dothese SEL programs when they get
(11:22):
to the middle school.
Jerry Gretzinger (11:24):
You know, you just kind of touched a little
bit on what I wanted to ask next, so I first kind of got into
that topic about.
You know, how are you seeingthose kids who are first exposed
to it early on?
You know learning the very,very basics about better
decision-making.
How do you see them grow?
But so this is also when thisstarted.
We also went right intoelementary, middle and high
school and you were working withstudents who didn't have that
(11:48):
baseline.
I guess that we're setting upwith the really young students
now.
What are you seeing as far asthe change in the older age
groups?
Seeing that they didn't havethis, you know, so many years
ago back in, you know, firstgrade, whatever it may have been
.
What's the change like in them?
Are they a little moreresistant because they didn't
have that beginning line likeeveryone else who's younger now?
Jennifer Quinn (12:11):
From what I've seen in the high school and
really the middle school is,there's always going to be a
little resistance in thebeginning right, it's a new
program or it's something thatthey're not always used to.
But because the way that theprogram is set up is it's so
collaborative with the teacherand the child and that's why
it's important to have theteacher teach it.
And also it's there for it'sreally community-based almost
(12:36):
the kids are encouraged to askquestions and when we're able to
do that in the classroomthey're not as scared anymore.
Usually, when we're seeingsubstance use and we're going
into the classroom when we'reworking with teens, they're
sometimes almost like they don'twant to ask the questions
(12:59):
because they're worried thatthere's going to be a stigma of
oh, somebody's going to thinkthat I'm smoking or somebody's
going to think that I'm doingthese things or I'm going to get
made fun of for asking maybe aquestion that somebody already
knows.
But from what we've seen,really specifically in the high
school, is these questionsaren't as stigmatized anymore
and it's helping the kids almostspeak freely.
Jerry Gretzinger (13:22):
So there's all kinds of benefits that are
coming out of this for all thedifferent age groups.
Jennifer Quinn (13:26):
Exactly.
Jerry Gretzinger (13:27):
You know, and I think this is terrific because
I know one of the reasons thatyou know obviously this started
is because we want to be able to, you know, exercise prevention
for substance use, you know, andhelp kids be able to think
about addiction before it's toolate, to the point where they
may be dealing with one.
But it sounds like there's alot more benefits that can come
(13:47):
out of this for them.
Jennifer Quinn (13:48):
Absolutely.
It's not just about substanceuse anymore.
Prevention really was when wefirst started in our OASAS time
of prevention, where we go intoall different schools and do
these programs, it really wasthat focus of substance use.
Substance use, how do weprevent this?
How do we teach these kids?
But now we're seeing that weneed to start with the, you know
(14:10):
, ground level, that baseline ofhow do we just talk about
making healthy decisions andwhat do those look like, and
then from that obviously we cangrow on.
How do we make good friendships?
What do healthy friendshipslook like?
How do I, you know, even set agoal?
What is a realistic goal for me?
Look like Right?
So there are so many otherbenefits besides just that
substance use prevention.
Jerry Gretzinger (14:31):
Well, I'll tell you what.
As a father who's had five kidsgo through the school systems,
I totally would have applauded aprogram that said, hey, we're
going to teach your kids how tomake better decisions, make
better friendships and all thatkind of stuff and more power to
you.
And that's what I say to you andthe other districts who are
already involved, and I want toencourage others who are
(14:53):
interested, you know, find outmore information.
Again, this is an OASAS-fundedprogram and we're real excited
to hear about what you're sayingto us today, Jennifer, about
what it is, how it's working,the impact you're seeing it make
.
So keep up the great work andwe're just real thrilled about
it.
Jennifer Quinn (15:08):
Thank you so much.
Jerry Gretzinger (15:09):
All right.
So again, that's Jennifer Quinnfrom the Wyandanch School
District.
She is the PreventionCoordinator at HOPE for Youth
and SIPEP Community YouthPrevention Education Programs.
This was a great topic and ifyou want more information about
this or anything else anotherOASAS program you can go to our
website, oasas.
ny.
gov, and if you have questionsabout addiction, obviously our
(15:33):
HOPE line 877-8-HOPE-NY.
Thanks for checking out thisepisode of the podcast Addiction
.
The Next Step.
I'm your host, Jerry Gretzinger, and until we see you again, be
well.
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