QUESTION:
I had a student who was diagnosed with ADD. As he progressed through his high school years there were indications that he was using pot. I confronted him but I could not get him to understand that his use of medications for ADD and his use of marijuana would make a difference in his behavior. What arguments could I have used to make it more clear to him? Are there statistics or research that would have been easy for him to understand?
ANSWER:
In my research I am coming up short on information specific to the use of marijuana and ADD medications. However, there is no shortage of information about the ill effects of marijuana use for adolescents. Side effects of marijuana use include trouble remembering things, slowed reaction time, difficulty concentrating, sleepiness, anxiety, paranoia, altered time perception, tremors, nausea, headache, decreased coordination, breathing problems, increased appetite, reduced blood flow to the brain, and changes in reproductive organs.(http://familydoctor.org/online/famdocen/home/common/addictions/drugs/485.html)
Research also finds adolescents using alcohol have lower achievement in school than non-users; they exhibit more delinquent behavior, aggression, and rebelliousness; have poorer relationships with parents; and, in general, will get into more trouble. (http://parentingteens.about.com/gi/o.htm?i=1/XJ&zTi=1&sdn=parentingteens&cdn=parenting&tm=108&gps=413_338_1520_639&f=20&su=p284.9.336.ip_p504.3.336.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.theantidrug.com/drug_info/marijuana-mental-health-connection.asp)
Adolescents with ADD often have issues with anger, and turn to marijuana to reduce that anger. The marijuana then gets in the way of the teen developing appropriate coping skills. (http://www.tools4families.com/adhd-add/why-kids-with-adhd-self-medicate-with-marijuana.htm)
Combining marijuana with the symptoms of ADD makes for a teen who is going to have an even harder time concentrating and getting necessary tasks completed. A person diagnosed with ADD often fails to give close attention to details, or makes careless mistakes in schoolwork, work, or other activities; often has difficulty sustaining attention in tasks or play activities; often does not seem to listen when spoken to directly; often does not follow through on instructions, and fails to finish schoolwork or chores; often has difficulty organizing tasks and activities; often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework); often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools; is often easily distracted by extraneous stimuli; and is often forgetful in daily activities. (DSM IV-TR)
Teenagers, however, will often not respond to a lecture, or someone trying to be an authority on something the teen thinks they have figured out. He may even find his own statistics to counter your own. It may be more beneficial to find the underlying cause for the marijuana use. Is he using to cope with ADD symptoms? If so, maybe a different medication is needed. Are there new stressors in his social life or at home?
What is your goal with the teen? Is it making him understand the possible interaction of his prescribed medication and marijuana, or is it to help him stop his drug use? Working together you can come up with a better picture of what is really going on with this teen. You could have a great argument about how marijuana is bad for the teen, and how it is affecting his health and social emotional growth. But the teen must be getting something out of his use of it; that is what needs to be identified. Then work with the teen on how to better address his need.
Dr. Ross Greene has a method of working with children/teens called Collaborative Problem Solving. His "Plan B" technique would work well in this situation, and many others. The "Plan B" technique has three main steps:
1. The Empathy Step. In this step the goal is to find out the teen's concern. This step may take a bit of time since the teen may not immediately be able to identify what the concern or problem is. Drilling, asking additional, non-judgmental, questions will help you to clarify the teen's concern/problem.
2. Identify the teen's problem, along with what your goal is. Get both problems on the table.
3.Finally, brainstorm solutions and try to come up with a collaborative solution that meets both the teen's needs and yours.
See the website listed for a video of how to complete each step. (http://www.livesinthebalance.org/)
