module 2 - texas christian universityibr.tcu.edu/wp-content/uploads/2013/09/module2policy.pdf ·...

Team Awareness Training For Workplace Substance Abuse Prevention

Module 2

Team Ownership of Policy: The Risks & Strengths Game

Developed by

Joel B. Bennett, Ph.D. Norma G. Bartholomew, M.A.

G. Shawn Reynolds, M.S. Wayne E. K. Lehman, Ph.D.

Principal Investigator

TThhee WWoorrkkppllaaccee PPrroojjeecctt

IInnssttiittuuttee ooff BBeehhaavviioorraall RReesseeaarrcchh TTeexxaass CChhrriissttiiaann UUnniivveerrssiittyy FFoorrtt WWoorrtthh,, TTeexxaass,, 7766112299

This manual was developed as part of a NIDA Grant (DA04390), Drug Use in the Workplace: A Prevention Training Program, to the Institute of Behavioral Research, Texas Christian University. The contents are solely the responsibility of the developers and do not necessarily represent the official views of NIDA. This Team Awareness training module and all related data collection forms may be used freely for personal, educational, research, and/or information purposes only. Permission is hereby granted to reproduce and distribute copies of content material (except reprinted passages from copyrighted sources) for nonprofit educational and nonprofit library purposes, provided that copies are distributed at or below costs and that credit for author, source, and copyright are included on each copy. No part of any material may be copied, downloaded, stored in a retrieval system, or redistributed for any commercial purpose without the express written permission of Texas Christian University. For more information, please contact: Institute of Behavioral Research Texas Christian University P.O. Box 298740 Fort Worth, TX, 76129 (817) 257-7226 (817) 257-7290 (FAX) Email: [email protected] Web site: www.ibr.tcu.edu © Copyright 2002 TCU Institute of Behavioral Research, Fort Worth, Texas. All rights reserved.

VISIT OUR WEB-SITE www.ibr.tcu.edu

The purpose of this 3-year project was to refine, implement, and evaluate a team-based substance abuse prevention program for work settings. The program is designed to increase employee awareness of issues relating to workplace alcohol and other drug use and its consequences. Because these issues and consequences occur within an organizational context, the training addresses specific factors that aggravate employee substance use and prevent effective policy implementation.

OVERVIEW OF THE TCU DRUGS IN THE WORKPLACE PROJECT

The Drugs in the Workplace Project at Texas Christian University has studied the prevalence, antecedents, and consequences of employee substance use for over 12 years. Results have emphasized the importance of work environments, policies, and employee characteristics in understanding the pervasiveness and impacts of substance use in the workplace.

In recognizing the changing social contexts in today’s workforce, Principal Investigator Dr. Wayne Lehman and researcher Dr. Joel Bennett spearheaded the development of two prevention programs. This manual contains material from the participatory "team-based" program and emphasizes the impact of substance use problems on all team members in a work group (in terms of lost productivity, having to cover for absent co-workers, and work-place safety). The approach promotes awareness of group dynamics that serve to condone or create tolerance for drinking or drug use in a workgroup. Issues such as stress management, communication, risk identification, and how to gently "nudge" a troubled co-worker to seek professional help are discussed. The second program is an enhanced "informational" training that primarily uses didactic presentations to familiarize employees with their workplace substance abuse policy, the effects of alcohol and various drugs of abuse, and Employee Assistance Programs (EAP).

Both programs have been evaluated in two municipal workforces -- a medium-sized suburban city in which work groups from all city departments (except uniform fire and police) were included, and departments that had previously been identified as "at-risk" for substance abuse problems from a larger urban city.

Work groups were randomly assigned to receive either the team-based or informational training, or were assigned to a no-training control group. Work groups were assessed two weeks before and after the trainings, and again at six months post-training. Overall, employees who attended either of the two training conditions showed improve-ments in important areas comparesults at 6-month follow-up fosupportive group climate, stress the EAP. Arrows from the trainingarrows indicate more substantial

The 6 components of Team oriented training are:

1) risk identification2) policy awareness

3) stress management4) understanding tolerance

5) communication6) peer referral skill training









red to employees in the control condition. Figure 1 summarizes the r both cities. Five domains of outcomes were examined, including a and coping, drinking norms, policy knowledge, and information about condition to the outcome domain indicate a positive change. The bold change.

http://www.ibr.tcu.edu/projects/workplac/prevention.html

TTEEAAMM AAWWAARREENNEESSSS –– TTAABBLLEE OOFF CCOONNTTEENNTTSS TTOO AALLLL MMOODDUULLEESS

In its original form, the Team Awareness program was delivered as two 4-hour (half-day) sessions, each session delivered a week apart. Session I consisted of Modules 1 and 2. Session II consisted of Modules 3 through 6. We used slightly different steps in different work sites and so the length of the modules here are longer, if facilitators choose to use all the steps provided. These different options and an overview are explained in the manual titled “Introduction and Facilitator Overview.” Each module has (1) an accompanying manual in Acrobat/PDF format and, (2) overheads and speaker notes as separate PDF files.

Module Manual Overheads/Speaker Notes

Introduction & Facilitator Overview

Teamaware.pdf None

Session 1

(1) Relevance to you and your work group: Orientation and Risk Identification

Module1(Relevance).pdf Module1(Relevance)ho.pdf

Module1(Relevance)ho-notes.pdf

(2) Team Ownership of Policy: The Risks & Strengths Game

Module2(Policy).pdf

Module2(Policy-Part1)ho.pdf

Module2(Policy-Part1)ho-notes.pdf Module2(Policy-Part2)ho.pdf

Module2(Policy-Part2)ho-notes.pdf Module2(gameboard).pdf

Session 2

(3) Reducing Stigma & Tolerance and Increasing Responsiveness

Module3(Tolerance).pdf Module3(Tolerance)ho.pdf

Module3(Tolerance)ho-notes.pdf

(4) Work Stress, Problem Solving, and Substance Use

Module4(Stress).pdf Module4(Stress)ho.pdf

Module4(Stress)ho-notes.pdf

(5) Improving Workplace Communication

Module5(Communication).pdf

Module5

(Communication)ho.pdf Module5

(Communication)ho-notes.pdf

(6) Encouragement: The NUDGE Model Module6(NUDGE).pdf

Module6(nudge)ho.pdf

Module6(nudge)ho-notes.pdf Module6(casestudies)ho.pdf

Module6(casestudies)ho-notes.pdf

1

Module 2

Team Ownership of Policy: The Risks & Strengths Game

Participants will: ObjectivesObjectives

Understand how substance use policy protects employees

Identify ways that policy can enhance team or

work group health as well as reduce risks Understand that effective policy requires shared

responsibility

Facilitator Overview and Session Map:

• On the following page (Page 2), you will see a map of the different steps in this module.

• We wanted to give different options or different

tools for delivering this module.

• Take a moment to review the map and get familiar with the SEQUENCE of STEPS. Notice that there are 6 general steps You may skip steps if under time constraints Notice you have Options and Tools ( )

Team Awareness: Policy & “Risks & Strengths” Game

2

SESSION MAP

1. H

ow P

olic

y W

orks

Slid

es #

1 -

#4

2. P

olic

y Q

uiz

Slid

es #

5-8

(Han

dout

1)

3. P

olic

y Co

mpo

nent

s

Slid

es #

9 -

#13

5. O

ther

Com

pone

nts

Slid

es #

15 -

#17

1

4. G

ettin

g H

elp/

Get

ting

Caug

htSl

ide

#14

(H

ando

ut 2

)2

6. R

isks

& S

tren

gths

Gam

eR

emai

ning

Slid

es/M

ater

ials

3

Tool

1 -

#5-

#8

Pol

icy

Qu

izTo

ol 2

-#

14G

etti

ng

Hel

p/C

augh

t

Tool

3R

isks

& S

tren

gths

Boar

d G

ame

Map

of

Sess

ion

Map

of

Sess

ion

––Po

ssib

le A

ltern

ativ

e Pa

ths

Poss

ible

Alte

rnat

ive

Path

s

•En

tire

Ses

sion

(1

hr,

45

min

.)

Tool

s

•A

lter

nati

ve 1

(P

olic

y tr

aini

ng a

lrea

dy d

one)

If p

artic

ipan

ts a

lread

y kn

ow p

olic

y ba

sics

,th

ese

thre

e ac

tiviti

es m

ay b

e su

ffic

ient

Tool

1To

ol 2

Tool

3

1 H

our,

15

min

. (F

ocus

on

Act

ivit

y)

Activ

ity f

ocus

ed

•A

lter

nat

ive

2 (

Boa

rd G

ame

Onl

y)If

you

hav

e lim

ited

time

Tool

1

45 m

in.

(F

ocus

on

Gam

e)

Activ

ity foc

used

1. H

ow P

olic

y W

orks

Slid

es #

1 -

#4

2. P

olic

y Q

uiz

Slid

es #

5-8

(Han

dout

1)

3. P

olic

y Co

mpo

nent

s

Slid

es #

9 -

#13

5. O

ther

Com

pone

nts

Slid

es #

15 -

#17

1

4. G

ettin

g H

elp/

Get

ting

Caug

htSl

ide

#14

(H

ando

ut 2

)2

6. R

isks

& S

tren

gths

Gam

eR

emai

ning

Slid

es/M

ater

ials

3

Tool

1 -

#5-

#8

Pol

icy

Qu

iz

Tool

1 -

#5-

#8

Tool

1 -

#5-

#8

Pol

icy

Qu

izTo

ol 2

-#

14G

etti

ng

Hel

p/C

augh

t

Tool

2 -

#14

Get

tin

g H

elp/

Cau

ght

Tool

2 -

#14

Get

tin

g H

elp/

Cau

ght

Tool

3R

isks

& S

tren

gths

Boar

d G

ame

Map

of

Sess

ion

Map

of

Sess

ion

––Po

ssib

le A

ltern

ativ

e Pa

ths

Poss

ible

Alte

rnat

ive

Path

s

•En

tire

Ses

sion

(1

hr,

45

min

.)

Tool

s

•A

lter

nati

ve 1

(P

olic

y tr

aini

ng a

lrea

dy d

one)

If p

artic

ipan

ts a

lread

y kn

ow p

olic

y ba

sics

,th

ese

thre

e ac

tiviti

es m

ay b

e su

ffic

ient

Tool

1To

ol 2

Tool

3

1 H

our,

15

min

. (F

ocus

on

Act

ivit

y)

Activ

ity f

ocus

ed

•A

lter

nat

ive

2 (

Boa

rd G

ame

Onl

y)If

you

hav

e lim

ited

time

Tool

1

45 m

in.

(F

ocus

on

Gam

e)

Activ

ity foc

used

•A

lter

nati

ve 1

(P

olic

y tr

aini

ng a

lrea

dy d

one)

If p

artic

ipan

ts a

lread

y kn

ow p

olic

y ba

sics

,th

ese

thre

e ac

tiviti

es m

ay b

e su

ffic

ient

Tool

1To

ol 1

Tool

2To

ol 2

Tool

3To

ol 3

1 H

our,

15

min

. (F

ocus

on

Act

ivit

y)

Activ

ity f

ocus

ed

•A

lter

nat

ive

2 (

Boa

rd G

ame

Onl

y)If

you

hav

e lim

ited

time

Tool

1To

ol 1

45 m

in.

(F

ocus

on

Gam

e)

Activ

ity foc

used

Texas Christian University – Workplace Project at IBR (www.ibr.tcu.edu)

3

Module 2

Team Ownership of Policy: The Risks & Strengths Game Participants will:

ObjectivesObjectives Understand how substance use policy protects

employees Identify ways that policy can enhance team or work

group health as well as reduce risks Understand that effective policy requires shared

responsibility Procedure Step

Segment Name

Time

1 Overview: How Policy Works 5 minutes

2 Policy Knowledge: Quiz 10 minutes

3 Policy Components 10 minutes

4 Getting Help/Getting Caught 15 minutes

5 Other Components (e.g,. EAP) 5 minutes

6 Risk & Strengths Board Game 60 minutes

Module Length 1 hr 45 min.


SessionStructureSessionStructure

4

Materials

• Flip Chart or chalkboard Facilitator Materials and

Preparation• Overhead or LCD projector and screen

• Markers or chalk

• Pencils for participants

• Slides or handout of slides for participants to follow

• Handout materials (see below)

• Risk & Strength Game Board and Materials (see Appendix)

o See page 6 for materials/assembly

o Risk & Strengths Game board

o 8 to 10 pairs of dice

o 30 Red and 30 Green Poker chips

Prepare before class

Slides/Overheads

NOTE. The PDF companion version of this module is available at "Module2(Policy)ho.pdf." To view speaker notes, open the "notes" PDF file forModule 2 which is "Module2(Policy)ho-notes.pdf."

Handouts There are two handouts: 1. Handout 1 is the “Policy Quiz” (see Step 2, p. 11) 2. Handout 2 is the “Getting Help/Getting Caught”

activity (see Step 4, p. 18)

Be creative if you need to:

Note. We encourage you to customize the policy quiz (Handout 1) and the “Risks & Strengths” game spaces (see Appendix). You can make up questions that will be most relevant to your participants. Also, preview Step 5 (page 19). Make sure you bring any materials (handouts, pamphlets, newsletters) that explain wellness programs, health benefits, or alternative paths to getting help for substance abuse (e.g., alcoholics anonymous). If possible, incorporate this information into Step 5 overheads. Provide summary of any drug testing policy.


5

Ideas

Behind This Module

This overview, while not part of the training material, may help facilitators better understand the current approach. This Module (#2) of the Team Awareness Training looks at workplace policies from a personal, social, informal, and customized perspective. In contrast, most employee training views policy exclusively as an impersonal document, designed to inform individuals about the formal procedures that administrators will follow in dealing with substance abuse.

Team Awareness Versus Traditional Views of Policy

The following table shows the different emphases of the current training versus standard or traditional training programs. This is not a hard and fast distinction but rather a different emphasis or continuum through which workplaces implement policies.

Team Awareness Standard or Traditional

Personal – Policies address the personal reality of employees: past experience with alcohol and drugs; exposure to other’s use; attitudes toward employer attempts to control, punish, educate, or help users.

Impersonal – Policies are tools of accountability so that employers do not have to deal with individual workers on a case-by-case basis. They provide rules that apply equally to all workers.

Social – Policies are enacted according to relationships in the workplace. Abusers may be seen “at risk” by coworkers, who share responsibility for getting help.

Individual – Policies require that individuals understand the rules and follow them so that alcohol or drug abuse does not occur.

Informal – Policies work according to how they are interpreted in informal ways in the day-to-day setting of personal and social activities at work.

Formal – Policies work according to how well they follow legal protocol and adhere to federal, state, or other regulations.

Customized – To be most effective, training on policy should be sensitive to the personal, social, and informal process of policy interpretation and enactment at the local level.

General – Policy training is effective if it adheres to guidelines and includes certain standard and core components, regardless of the particular work setting.

“Ideas Behind This Module ” occur here on pages 5, 6, 7. Feel free to skip this overview and go to Step 1 on page 8
“Ideas Behind This Module ” occur here on pages 5, 6, 7. Feel free to skip overview and go to Step 1 on page 8

6

TCU Workplace Process Model of Policy Over several years of research, our team developed a model to help understand social aspects of policy.1 This model describes—in three steps—a different approach to policy training. STEP 1. Generally speaking, policies develop because the federal government, employers, and other stakeholders in companies are concerned that an employee may abuse alcohol or drugs. This concern is represented in the first step of the process model, shown above. From the standard view, policies develop to regulate individual and problematic substance use. As mandated by law, policies are presumed to be effective if they have four components: (1) drug testing, (2) discipline for violations, (3) availability of counseling (e.g., Employee Assistance Program), and (4) educational training for employees, especially supervisors.

Individual & ProblematicSubstance Use


POLICY• Testing• Discipline• EAP (counseling)• Education


leads to

regulates

STEP 1





leads to

regulates

STEP 1

Policy is only as effective as the people who manage it and work climate supporting it.

STEP 2. In an ideal and rational world, this model should work. Put simply, substance abusers who are educated about policy should “get help” before they “get caught”. Alternatively, if caught, they should then get help…prevent this ideal from wodiscussed as “risks” in Mo1, there are also protectivemore effective. For exampwork groups that have lowAs shown above, risk and (2) policy implementation,

STEP 2STEP 2

1 For a complete review of thJ.B., Lehman, W.E.K., Reynosubstance abuse prevention:training program. Prevention

Texas Christian Un

and get better. Unfortunately, many factors rking so smoothly. Some of these factors were dule 1 of this training. As discussed in Module factors or “strengths” that can make policy le, policy is more likely to work for cohesive er behavioral risks (see STEP 5 in Module 1).

protective factors influence: (1) substance use, and (3) the effectiveness of policy.





leads to

regulates

RISKS STRENGTHS





leads to

regulates

RISKS STRENGTHS

is model, see the following reference: Bennett, lds, G.S.,(2000) Team awareness for workplace The empirical and conceptual development of a Science, 1 (3), 157-172

iversity – Workplace Project at IBR (www.ibr.tcu.edu)

7

STEP 3. The process model suggests that workplace training on policy would be more effective if it helps employees address these risk and protective factors. There are three different types of risk and protective factors. There are risk and strengths in (1) the individual, (2) the work group, and (3) the organization. For example, individual risk factors include all those psychological, physiological, and experiential risks that lead someone to use drugs in the first place and that keep someone dependent on alcohol or drugs. Organizational protective factors include healthy work practices, good benefits for employees, and a positive work environment. The focus of the Team Awareness training is to help work groups and relationships at work to increase group strengths and reduce group risks. Specifically, this module emphasizes the importance of the work group as a major factor in helping policy to succeed or fail. One objective of this module is to increase team or work group knowledge about policy and substance abuse. Another objective is to help improve work group decision-making about how to use policy as a tool for prevention. Because this model focuses on group interpretation of policy, it is important that facilitators thoroughly read and understand substance use policy. Before delivering this module we encourage you to become familiar with workplace substance use policies—in general—as well as the particular policy in the workplace where the training will be delivered. If the workplace does not have a policy, then a general knowledge of policies and some review of specific policies can be very helpful. The appendix to this module provides some resources for facilitators to review.





leads to

regulates

STEP 3

RISKS STRENGTHS

OrganizationalOrganizational

GroupGroup

IndividualIndividual





leads to

regulates

STEP 3

RISKS STRENGTHS

OrganizationalOrganizational

GroupGroup

IndividualIndividual

Become familiar with policies in the

workplace where the

training will be delivered


8

Step 1

55
Overview: How Policy Works SOME IMPORTANT TIPS FOR THIS MODULE
This module was originally designed and implemented to address the specific policy components of the worksite in which the trainees worked. We encourage you to become familiar with current policy before providing this training.

IF THERE IS NO POLICY IN PLACE* -- than you may use this module to help the employer and workers see the value of having a policy. You may possibly involve some workers in a task force or committee to help in policy development.

IF YOU HAVE A POLICY IN PLACE -- VERY IMPORTANT. The Team Awareness training places a great deal of emphasis on GETTING HELP for problems and contrasts the awareness and initiative in self-help (GETTING HELP) with the disciplinary policy and surveillance of drug-testing (GETTING CAUGHT). Please review your policy for any and all indications where employees are:

• Encouraged to get help • Given unrestricted and confidential access to an employee

assistance program or counseling professional • Provided access to alcohol or drug treatment as part of a

health benefits plan

Also, note that while the QUIZ (OVERHEAD 5) and the “RISKS & STRENGTHS” Board Game (OVERHEAD 18) use standard questions that should apply to different work settings, facilitators should be prepared to answer any questions about the specific policy at the worksite.

WE ALWAYS RECOMMEND DEVELOPING YOUR OWN QUESTIONS AND KEEPING A COPY OF THE POLICY WITH YOU IN THE TRAINING CLASSROOM.

* A number of helpful guides and booklets are available from the Center for Substance Abuse Prevention at http://wmcare.samhsa.gov/frames/frame_resource.htm. See “Drug Free Workplace Policy- Program Development.” A good starting place is “Making Your Workplace Drug Free: A Kit for Employers”.


http://wmcare.samhsa.gov/frames/frame_resource.htm

9

…Step 1 Continued… INTRODUCE THE SESSION

Overhead 2

Purpose

Show Overhead 2. Read overhead and explain that this is the

purpose of Module 2 on policy. Show Overhead 3. >>Say: There are two basic components to the

module. The first component focuses on understanding policy. The second component is the “Risks & Strengths” board game.

Overhead 3

Components

>>Ask: What does the term “policy” mean? >>Say: Policy is usually understood as a written document or set of

rules and guidelines that we follow when governing and managing affairs. One definition reads “prudence or wisdom in the management of affairs”. In this training, we make the distinction between (1) this written document and (2) how policy actually gets used, implemented, or acted on in the day-to-day realities of your workplace. There is often a difference between “formal” policy and the “informal” reality of daily work life. Explain:

>>Ask: Do you always do everything by the book? Do you follow all

rules and guidelines like you are supposed to every day? (Some will say yes, but note that many adapt, accommodate, and find ways of doing things without having to dot every “I” and cross every “T.” Moreover, some even “bend” the rules. )

>>Say: For this training, we see that policy really has three basic

components:

1. It tells you what the problems are and how you should avoid substance abuse

2. It encourages you to get help for problems (GETTING HELP – A STRENGTH)

3. It tells you what happens if you don’t get help; substance abuse either effects your performance or you are drug tested positive (GETTING CAUGHT – A RISK)

>>Say: In the first part of the module we will learn about policy, in the

second part we will explore how policy is a TEAM EFFORT and that it requires SHARED RESPONSIBILITY. You will play a game that looks at team risks and strengths and teaches about substance abuse and policy at the same time.


10

…Step 1 Continued… EXPLAIN HOW POLICY WORKS

Overhead 4

How Policy Works

1010

Show Overhead 4. Read overhead and explain that this is the purpose of Module 2 on policy.

>> Read the overhead as shown. If you have a copy of the actual workplace policy with you, take a minute to point to phrases or clauses that illustrate or exemplify any of the points in the overhead. For example, read any part that identifies “RESPONSIBLE BEHAVIORS” – most policies have a statement that says employees may not report to work under the influence of alcohol or illicit drugs or use substances while at work. Find the statement in the policy and read it. Also, read any part that identifies “DISCIPLINE” – most policies have a statement that says employees who are found to violate the policy will be subject to disciplinary action of some sort. Find the statement in the policy and read it.

Step 2 Policy Knowledge: Quiz

Distribute Handout 1 (“POLICY KNOWLEDGE QUIZ”) and give trainees five minutes to complete.

Option: You can ask trainees to team up with each other to complete the quiz. Show Overhead 5 and Overhead 6. These are overhead versions of

Distribute Handout 1

Overheads 5/6

Quiz

Handout 1. Note. Overheads #5 and #6 are useful if you do not have handouts or if you want to read each question out loud as participants complete at their seats. Note. The answers to Statements 3 and 4 will depend on policies in the training site. Again, we encourage facilitators to develop their own policy questions that are important and unique to the worksite involved. Please see the appendix for samples of quizzes used in other worksites and how they refer to policy.


11

Notequalidrugin EADOT Notequaliwithoalcohdevelthe wused

Team Awarenes

Policy Knowledge

1. True False The most important part of workplace policyis an effective drug testing program.

2. True False Your policy can limit the work of employeeswho use prescription drugs.

3 True False Treatment for alcoholism or substance abuseis covered in your insurance benefits.

4. True False Cocaine use may lead to restlessness and mood swings but it does not result in performance problems on the job.

5. True False The “EAP” stands for Employee Addiction Profile.

6. True False Employees must report to their supervisors before theycan utilize the EAP.

7. True False Employees who are aware of a coworker who is under theinfluence of alcohol or drugs should tell that coworker togo home.

8. True False An employee may be drug tested for alcohol at any time during working hours.

9. True False The most important part of supervisor training is knowingsigns/symptoms of alcohol/drug use.

10. True False Employees who directly utilize the service of an EAP counselor or psychologist are assured of confidential treatment

(sH

. The answer to Statements 6, while False, may require some fications. For instance, if EAP referral is based on a positive -test, the disciplinary policy may require supervisor involvement P. Statements 7 (should be False) and 8 (should be True for employees) will also vary from worksite to worksite.

. Worksites that have a peer referral program may have some fications that are relevant to coworker referral. Worksites ut any DOT or safety-sensitive positions may not have an ol testing policy in place. Again, we encourage facilitators to op their own policy questions that are important and unique to orksite involved. Please see the appendix for samples of quizzes

in other worksites and how they refer to policy.

s: Policy & “Risks & Strengths” Game

Handout 1

ee Appendix for andout 1 and

for alternative items or create

your own)

Tool 1

12

Providing Feedback on Quiz (Overhead 7).

Overhead 7

Feedback

Encourage Participants to Give Answers

1 ha3 whre 2 drsegudr 3 alcrefro 4 pe

If a policy exists, have a

copy available to clarify any

points 5 Pralcademsesere

E

NOTES ON ANSWERS Polic K

7

11 False

FalseFalse

FalseFalse

55 False

FalseEffective policies require ways employees can get helpEffective policies require ways employees can get help11

beforebefore they get caughtthey get caught22, , as well asas well as educationeducation33, trained , trained supervisorssupervisors44, and written document, and written document55

EAP stands for EAP stands for EEmployee mployee AAssistance ssistance PProgram or rogram or PProfessional rofessional –– EAPs provide a variety of counseling APs provide a variety of counseling services; not just for alcohol/drugsservices; not just for alcohol/drugs

22 TrueTrue

33 True True

44

False

y Knowledge 1 – FEEDBAC

Policy

Some policies prevent workers in safetySome policies prevent workers in safety--sensitive jobs from sensitive jobs from using drugs that can effect performance; Drs. note required using drugs that can effect performance; Drs. note required and provision of alternative work and provision of alternative work Good policies outline a basic treatment that is provided for Good policies outline a basic treatment that is provided for employees and, when possible, initial treatment should not employees and, when possible, initial treatment should not require extra cost to employeerequire extra cost to employee

• Check your policy


??

Cocaine can lead to lapses in attention, increase accidents, as Cocaine can lead to lapses in attention, increase accidents, as well as performance problems like forgetfulness, absenteeism, well as performance problems like forgetfulness, absenteeism, & tardiness. & tardiness. GenerallyGenerally iincluded in testing along with marijuana, ncluded in testing along with marijuana, opiates, amphetamines, PCPopiates, amphetamines, PCP (“NIDA(“NIDA--5”)5”)


FALSE – The “Drug free Workplace act” stipulates that policy should ve five components: 1 – Access to counseling/EAP, 2 – Drug testing, – Employee training/awareness, 4 – Supervisor training (especially en reasonable suspicion policy exists), 5 – A written policy that is

ad and signed by workers as a condition of employment.

CHECK YOUR POLICY – BUT GENERALLY TRUE – Prescription ug use can interfere with performance; workplaces that have safety nsitive jobs (machinery, tools, equipment) should have some idelines for the use of prescription drugs (e.g., may cause owsiness, effect coordination).

CHECK YOUR POLICY – Many health plans cover treatment for ohol/drug dependence; Know your Health plan policy and bring

levant information to training. It helps to read the actual statement m the Health Plan that pertains to drug/alcohol treatment.

FALSE – Cocaine use can lead to many problems that affect work rformance.

FALSE - EAP stands for Employee Assistance Program or ofessional – EAPs provide a variety of counseling services; not just for ohol/drugs. IMPORTANT: If you have an EAP, provide some ditional information at this point: (1) Number of sessions an ployee can be seen; (2) Whether spouse/dependents can use the

rvice; (3) Confidentiality, (4) Level of Professionals providing the rvice (e.g., Phd in Counseling), (5) Phone number to contact. You will peat this information later (Overhead 16) but it is worth repeating.


13

Providing Feedback on Quiz (Overhead 8).

6 FALSGETTINconfideis CAUG 7 CHECshouldpoliciestake th 8 CHECunder t.08). Sono alco 9 FALSdrug/asuperviand symdo (or n 10 FAL6 abovinformain dangsafe anprogramor outre

Team Awarene

NOTES ON ANSWERS 8

Employees who seek help Employees who seek help on their ownon their own need not tell need not tell ANYONE; however, EAPs may suggest or sometimes ANYONE; however, EAPs may suggest or sometimes require a contract w/supervisorrequire a contract w/supervisor

66

Under Department of Transportation Under Department of Transportation regsregs., cannot operate ., cannot operate within 4 hrs of use (8 flight personnelwithin 4 hrs of use (8 flight personnel--“bottle“bottle--toto--throttle” throttle” rule). Postrule). Post--accident is mandatory; policies vary because of accident is mandatory; policies vary because of forensic validity (within 2 hrs. after use is ideal)forensic validity (within 2 hrs. after use is ideal)

77

88 True True

99

1010

Supervisors need to know how to encourage employees to Supervisors need to know how to encourage employees to get help and how to approach problems as much (if not get help and how to approach problems as much (if not more) as they need to know signs/symptomsmore) as they need to know signs/symptoms

Unless they endanger themselves or others treatment is legally Unless they endanger themselves or others treatment is legally required to be confidential; no one at work needs to knowrequired to be confidential; no one at work needs to know

Policy Knowledge 2 – FEEDBACK

Policy

If intoxicated worker is in accident or endangers/hurts on If intoxicated worker is in accident or endangers/hurts on way home, company and referring employee may be liableway home, company and referring employee may be liable• Check your policy


Overhead 8

Feedback

FalseFalse

FalseFalse

FalseFalse

FalseFalse

FalseFalse

E – It is important to stress the wisdom and courage of G HELP before anyone else has to know about it. The EAP is

ntial. The only time a supervisor should know is AFTER a worker HT. Check policy for detail on supervisor involvement in EAP.

K YOUR POLICY – BUT GENERALLY FALSE – Coworkers (as appropriate) encourage an employee to get help; Some require that a coworker notify the supervisor, who is required to e worker for a drug test and follow reasonable suspicion policy.

K YOUR POLICY – DOT regulations require employees be he alcohol limit which may vary from state to state (.04 to me policies only provide alcohol testing post-accident; some do

hol testing, only drug testing.

E – Supervisors have certain responsibilities with regards to lcohol policy. The TEAM AWARENESS training emphasizes sors take action/encourage employees to get help. Knowing signs ptoms is part of this. MORE IMPORTANT, it is what supervisors

ot do) with that knowledge.

SE – This reaffirms the importance of Confidentiality in Item e – Laws require that psychologists and counselors provide tion IF AND ONLY IF the client puts him/herself or someone else er. The key to this item is that employees need to know there are d confidential ways of getting help. You may also mention 12 step s (AA, AL-Anon) and any family service/community mental health ach centers.

ss: Policy & “Risks & Strengths” Game

14

Step 3

Policy Components

Overhead 9

Components (general)

1010

>>Show Overhead 9. This overhead shows THREE CORE ASPECTS of Policy and provides an overview to the next overhead. >>SAY: In general terms, we can look at policy as having three primary goals, all with the objectives of helping employees to GET BETTER. The three objectives are: 1. To know what problems are or identify when alcohol or drug use

has become a problem 2. To know how to get help and to reduce barriers to getting help, and 3. To know about consequences of not getting help and any drug

testing procedures associated with GETTING CAUGHT

Knowledge

Overhead 10

Components(detail)

>>Show Overh >> SAY: Let’s l (top panel)

1. Differen2. Job Wa3. Risks a

Texas Chr

10

Risks &Risks &HazardsHazards

Levels of Levels of UseUse

Job Warning Job Warning SignsSigns

of Problems

Identify& RecognizeIdentifyIdentify& Recognize& Recognize

Getting Caught

Weigh Costs& BenefitsWeigh CostsWeigh Costs& Benefits& Benefits

Supervisor Supervisor Supervisor

Warning &Warning &DocumentDocument

DisciplineDiscipline

Drug testDrug test

ReferralReferral(e.g., EAP)(e.g., EAP)

Self-aware SelfSelf--aware aware

CoCo--workersworkers& Others& Others

Getting Help

Weigh Costs& BenefitsWeigh CostsWeigh Costs& Benefits& BenefitsSelf Help Self Help

Understanding Policy

ead 10.

ook at each of these three components in more detail.

KNOWLEDGE OF PROBLEMS requires understanding:

t levels of use– USE >>> MISUSE >>> ABUSE rning Signs and what they MAY mean nd Hazards associated with misuse or abuse

istian University – Workplace Project at IBR (www.ibr.tcu.edu)

15

…Step 3 Continued… (middle panel) GETTING HELP requires understanding that you

have alternatives, options, or different ways of getting help:

1. If we are SELF-AWARE, we may be able to help ourselves (SELF HELP) or we can go to the EAP, a counselor or 12 step program (SELF REFERRAL).

>> ASK: What can be the problem with GETTING HELP on one’s own, if you are addicted or have dependence on a drug?

2. If Coworkers or others (friends or family) are aware, they may also encourage us to get help; OR they may ask the EAP what to do. Explain:

>> SAY: We will do an exercise that asks you to weigh the costs & benefits of getting help in a few minutes.

[[TIP. READ/REVIEW any portion of policy on EAP or getting help]] (bottom panel) GETTING CAUGHT can happen in several ways:

1. Supervisor observes JOB WARNING SIGNS and decides to drug

test (REASONABLE SUSPICION). 2. Other types of drug testing pick up use of drugs; What are these

other types of testing? (POST ACCIDENT; RANDOM; Or PRE-EMPLOYMENT (if you leave here to work somewhere else).

3. Also note that there is often, if not ALWAYS, some form of

DISCIPLINE involved w/getting caught.

>> SAY: We will do an exercise that asks you to weigh the costs & benefits of getting caught in a few minutes. [[TIP. READ/REVIEW any portion of policy on drug testing/discipline]].

Overhead 11

Levels of Use

>> Show Overhead 11 >> SAY: Generally speaking, we can distinguish three levels of use. ((Invite participants to read each of the three from the overhead). >> ASK: What does policy say about each of these? >> EMPHASIZE (If appropriate): Your policy says nothing about the use of alcohol when you are not at work or in ways that do not affect your work. So… USE of alcohol and legal drugs is generally permissible under policy. It is when such use can impair your performance at work that you may be MISUSING.


16

…Step 3 Continued…

12

Things to Know Things to Know 1. Understand these are problems whether or not drugs are involved

2. Assess how relevant to group/team performance

3. Focus on performance not on addiction - DON’T DIAGNOSE

4. Focus on patterns and incidents rather than single signs

Types of SignsTypes of Signs1.1. UNSAFEUNSAFE (inattentive, not concerned about safety rules)

2.2. INEFFICIENTINEFFICIENT (wastes material, misses deadlines, indecisive)

3.3. UNCOOPERATIVEUNCOOPERATIVE (resists requests/sharing, avoids contact)

4.4. WITHDRAWNWITHDRAWN (loner, long breaks, distracted, much sick leave)

5.5. DISCIPLINARYDISCIPLINARY (breaks or bends rules, non-compliant)

6.6. SOCIALSOCIAL PROBLEMPROBLEM (hostile, causes friction, blames, complains)

Warning SignsWarning SignsWarning Signs

Overhead 12

Warning Signs

>>Show Overhead 12.

Option: Copy and distribute hand-outs of this slide.

>> SAY: Generally speaking, we can distinguish six types of signs that someone MAY be misusing alcohol or drugs. >> Invite a participant to read each one and then comment on each. 1. Understand these are problems whether or not drugs are involved. ((Comment: It is not necessarily that drugs are the issue; rather,

employees who exhibit any of the following six problems may be having difficulty in need of counseling regardless of whether alcohol/drugs are involved))

2. Assess how relevant to group/team performance. ((Comment: Ask participants to indicate whether/how much any of

the six are relevant to team work)) 3. Focus on performance not on addiction - DON’T DIAGNOSE.

Encourage Participants to Read from Slide

((Comment: Just because someone has these problems does not

mean that alcohol/drugs are involved)) 4. Focus on patterns and incidents rather than single signs. ((Comment: One sign by itself is not as powerful a problem

indicator as several signs that show up together)) >> Invite Participation: Go around the room and ask 6 participants to

each read a line from the Overhead under “Types of Signs.”


17


Recognizing Recognizing

>>Show Overhead 1Briefly display this odiscussed in Module26) to Risks of Comm >> SAY: This overheainjury; a dangerous eor likelihood of such Risk increases in two

1. As we go fromand

2. As warning sig

>> ASK: Look at the yourself: “If you haveyour self or others?”

Option: If the grdiscussion; get partic ((You may invite comthat there are risks adependence ))

Team Awareness: Policy & “R

13

Levels of Use

RecognizingRisk &Hazard

The possibility of loss or injury; a dangerous element or factor; the chance of loss or the degree

or likelihood of such loss

Never felt that I was at risk because of own

or coworker misuse

I have been directly put at risk because of own

or coworker misuse

1 2 3 4 5 6 7 8 9 101 2 3 4 1 2 3 4 55 6 7 6 7 8 9 108 9 10

Warning SignsRisks &Risks &HazardsHazards

Overhead 13

Risks & Hazards

3. verhead to review the concept of risk. RISK was 1. In Module 1, see Exploring Risks (Overhead unicating (Overhead 30).

d defines Risk as “The possibility of loss or lement or factor; the chance of loss or the degree loss”

ways:

USE to MISUSE and MISUSE to DEPENDENCE,

ns increase in quantity or intensity

scale at the bottom of the overhead and ask ever been at risk because of substance abuse in

Option: Encourage Dialogue on Riskoup seems open to sharing, you may encourage

ipants own ideas and experiences about risk.

ments or use this overhead to make the point ssociated with substance use, misuse, and

isks & Strengths” Game

18

Step 4

Getting Help / Getting Caught

1515

Getting Help/Caught

>>Show Overhead 14 and Distribute Handout 2.

Tool 2

This exercise requires (1) a handout of the overhead, and (2) a flip chart or overhead erasable marker. Follow the above steps in conducting this exercise.

Overhead 14

Help/Caught

1. Distribute the handout so that each table (of 2 to 5 participants) has one.

2. Divide the room in half or random

GETTING HELP and the other hal

3. Ask the participants (at their tabland benefits that they can think o

4. Ask for feedback and have a volun

answers on the flipchart or overhe

5. Ask participants to weigh costs anbetter to get help or get caught.

Ask the two groups if their lists are similar

GettGett

• Lif• Les• Kee• Sa• Ne• Se

• Em• Fee• Ta• Ma

frie• Lif

GettGett

• Lif• Les• Kee• Sa• Ne• Se

• Em• Fee• Ta• Ma

frie• Lif

6. Ask why people do not get help, eto outweigh the costs

Here is an example of previous responses seen in this exercise…………….

Texas Christian University – W

14

COSTS

BENEFITS

ly ask half the room to focus on f to do GETTING CAUGHT.

es) to write out and list as many costs f to their assigned list (5 minutes).

teer/participant write down the ad (using erasable marker).

d benefits and decide whether it is

ing Help Getting Caught ing Help Getting Caught ing Help Getting Caught ing Help Getting Caught

ven when the benefits of doing so seem

• You’ll get help! • Save money• Get rid of problem• No sneaking• May help others

e savings stressp job

ve familyw friendst example

• FIRED• Loss of family• Embarrassment• Maybe Jail• Revoke license• Lose reputation

barrassmentl judged

kes timey “cost” you the nds who use

estyle change

• You’ll get help! • Save money• Get rid of problem• No sneaking• May help others

e savings stressp job

ve familyw friendst example

• FIRED• Loss of family• Embarrassment• Maybe Jail• Revoke license• Lose reputation

barrassmentl judged

kes timey “cost” you the nds who use

estyle change

orkplace Project at IBR (www.ibr.tcu.edu)

19

Step 5

Additional Components and Complementary Supports

55

Note. It is important to include additional information that is vital to employee understanding of policy, especially in the areas just discussed: Getting Help and Getting Caught. The next three overheads are provided as examples of the type of information we suggest you review with participants. These overheads will require customization depending upon your worksites’

• Drug testing policy (Overhead 15) • Employee Assistance Program (Overhead 16) • Wellness/Health Promotion Program (Overhead 17)) Drug Testing Policy (Overhead 15). For this overhead, simply review the policy that is in place regarding drug testing. These policies vary greatly from workplace to workplace. A general description of each is given below. We encourage you to read information on drug testing policy provided at the following websites. Initial (applicant or pre-employment): Employees who apply for certain jobs or any job in certain organizations are required to test. Random: A certain percentage of employees (e.g., 50% to 100%) are randomly selected from a roster to receive a test. Post-accident: When there is an accident, involved workers are tested. Reasonable Cause: Supervisors who suspect use and have documented clear behavioral problems may ask for testing. Return-to-duty: After an employee has been tested positive and comes back to work. Post rehab: After an employee has gone through some treatment, there may be a protocol for how often they should be tested by the employer.


Overhead 15

Testing Policy

Explain:

Tip! If testing is part of policy, make a handout summarizing key points

20


Employee Assistance and/or Other Counseling/Self-Help (Overhead 16). In making the case for supporting GETTING HELP instead of GETTING CAUGHT, it is important to provide additional information about the Employee Assistance Program.

Overhead 16

EAP

Overhead 17

Wellness

Check with your EAP to provide brochures or other handouts that explain the EAP services that are available. TIP. If possible have an EAP representative come to the session to provide a five minute overview of services that are available. Very often, the EAP will provide a phone number (sometimes TOLL-FREE) that employees and their dependents can use. Be sure to provide this information as well. (If there are other community services, Alcoholics Anonymous, or other 12 step programs you may also want to have literature on hand for these groups as well) Wellness/Health Promotion (Overhead 17). This overhead is an example of Wellness Programs that were offered at one of the sites where the Team Awareness program was first delivered. TIP. It is very helpful to include an overhead that reviews any Health Promotion or Wellness Program offered at the work site where the training is being delivered.

Substance Abuse is A Wellness Issue


21

Step 6

6060Preparing “Risks & Strengths” Board Game for Teams Part 1. Preparation. To prepare for the game, you will need to

take the following steps.

1. Print out 5 or 6 color versions of the Risks and Strengths Game Board. See instructions in the Appendix of this module for printing and formatting the game board.

2. Use overheads of the different questions as well as overheads

that display the portion of the Game Board that follows each question.

Tool 3

3. Purchase a box of Red and Green Poker Chips. You should have

at least 50 chips of Green and 50 of Red.

4. Purchase 6 pairs of dice, preferably 6 red-colored dice and 6 green-colored dice.

5. Design or purchase a set of playing pieces or tokens that a team

can use to distinguish itself from other teams (e.g., different colored beads, parts of a charm bracelet, or Monopoly pieces). We recommend

you do some “test runs,”

playing a full game before

actual use with employees in

training.

6. Use a piece of paper to hide the bottom half of the overheads

that displays the answer to the questions. You will want to hide the answer until all teams have provided their response.

Part 2. Set-up Room for Play.

1. Divide participants evenly into three to six teams, depending

upon number attending the session, so that that there are 3 (bare minimum) to 6 in a team.

2. Ask participants of each team to sit around their own table. 3. Provide each team with a game board, and two dice, and ask

them to choose a playing piece.


22

…Step 6 Continued… Part 3. Explaining the Rules.

Overhead 19

The Rules

Explain the rules of the game in the following steps, referring to overhead: 1. Questions drive the game. All

teams will be asked a question, the same question. I will show you the question on the overhead. After you are asked a question, discuss the answer with your team and decide on the correct answer by writing it down. Think quickly, you will have 30 seconds.

2. Red (incorrect) and Green (correct) S

board, and you will notice there are REteam gets the answer correct you will agame board to a GREEN Square. Yourpoker chip. (Hold up chip and say “Thi

Project a fun attitude! Play like a game-show host

3. Red and Green Chips. If your team ge

advance your token on the game boardwill also get a RED poker chip. (Hold u

4. Reading the space. I will ask one of th

the space that you landed on. 5. Getting Help (Roll One Dice). You wa

chips or RISKS. One way to do so is bythe very top of your Game Board. You on the board where you have the oppoLevel 3; 6B; 7F). THERE IS NO PENALchoose to get help, someone on your tewhat the DICE tells you to do at the to

6. Getting Caught (Roll One Dice). You w

indicate that you have to go for TESTINGGET CAUGHT you will look at the bottoDICE to determine what action to take r

7. Objective of Game. Your objective—a

and moves from space to space—is to STRENGTHS OVER RISKS. That is, mCHIPS than RED CHIPS. Ultimately, yby the end of the game.

Texas Christian University – Workp

19

RISKRISKRISK

STRENGTHSTRENGTH

STRENGTHSTRENGTHSTRENGTH


RISKRISKRISK


RISKRISKRISK

RISKRISKRISK

RISKRISKRISK

STAR

TST

ART

? H

ERE

? ?

HER

E ?


INCO

RR

ECT

INCO

RR

EIN

COR

RE

CTCT

COR

RE

CTCO

RR

ECO

RR

ECTC

T

Leve

l 0

RO

UN

D 1

Leve

l 1


Leve

l 2


Leve

l 3

RISKRISKRISK

RISKRISKRISK

Getting Help ?Getting Help ?2 3 4 5 61

Find alternatives for help (e.g., AA, EAP, religious)

Lose 1

Read/Listen to self-help book or tape

Gain 1 Lose 1

Aware of problems but too much resistance

to getting help

Go to EAP or counselor

Gain 2

Many co-workers supportidea of getting help

Gain 1

As a result of counseling and self-help, you have good health!

Lose 2

2 3 4 5 61

Employee denies problem exists & keeps using

Lose 1

Supervisor looks the other way or is won over

by “hard luck” story

Add 1

Employee tests positive for alcohol (1 STRIKE!)

Lose 2

Employee ignores warning from supervisor

Add 2

Refer to TESTINGChart & Roll Dice

Employee Gets Help afterco-worker encourages

Go to Get Help

1. AFTER ASKED A QUESTION, DISCUSS WITH TEAM & WRITE DOWN ONEANSWER (30 seconds)

++ --

THE RULESTHE RULES

STRENGTHSTRENGTHSTRENGTH2. CORRECT ANSWER EARN A

RISKRISKRISK3. INCORRECT ANSWER EARN A

4. AVOID RISK ACCUMULATION BYGETTING HELP GAIN A STRENGTH + READ

OTHER BENEFITS)

5. AVOID GETTING CAUGHT

6. KEEP A POSITIVE BALANCE OF STRENGTHSSTRENGTHS VERSUS RISKSRISKS

19Getting Caught ?Getting Caught ?

paces. Look at your game D and GREEN spaces. If your dvance your token on the

team will also get a GREEN s is a strength”)

ts the answer incorrect you will to a RED Square. Your team p chip and say “This is a risk”).

e teams to read what it says in

nt to AVOID accumulating RED GETTING HELP. Take a look at will notice that there are spaces rtunity to get help (e.g., after TY FOR GETTING HELP. If you am will roll ONE DICE and read p of the game board.

ill note that some RED spaces or to GETTING CAUGHT. If you

m of your game board and roll ONE egarding GETTING CAUGHT.

s your team answers questions keep a positive balance of ake sure you have more GREEN ou should have no RED CHIPS

lace Project at IBR (www.ibr.tcu.edu)

23

…Step 6 Continued… DRUG DRUG (& ALCOHOL)(& ALCOHOL) TESTINGTESTING

Test forTest forPromotionPromotion

Possibletampering

Gain 1Risk

TestPositiveAlcoholGain 2Risks

TestPositiveDrugsGain 4Risks

TestNegative

Lose 1Risk


TestNegative

TestNegative

TestNegative

Lose 1Risk

TestNegative

Lose 2Risks

TestNegative

TestNegative

Employeeuses

alcoholshortlyafter

accidentGain 1Risk

TestNegative


ViolationPrescrip-

tion DrugsGain 3Risks

The chance of getting a positive test increasesThe chance of getting a positive test increasesif your group has more risks than strengths!if your group has more risks than strengths!

Count your GREEN CHIPS (STRENGTHS)

Count your RED CHIPS (RISKS)

TOTAL RISK = RISKS - STRENGTHS

0 1 2+

4

2

3

56

7

89

1011

12

Roll Dice to see outcome of testing by using chart

SUM OF

DICE

Random Test Refer to TESTINGchart & Roll Dice.Use current # ofrisks to determineoutcome.

POST-ACCIDENTRefer to TESTINGchart & Roll Dice.After the test, GetHelp if you wish.

Reasonable Suspi-cion: Workers share speed pills on a late night shift. A supervi-sor finds out. Refer to TESTING & Roll Dice.


TYPES OF TYPES OF TEST

DRUGDRUG--TESTINGTESTING

# OF TOTAL RISKS*

Part 4. Drug Testing.

Note that there are several spaces on the board where a team may be required to go for a drug test. If a team lands on a drug test space they are required to ROLL TWO DICE and use the chart at the right hand side to determine the outcome of the drug test. Overhead 20 explains how testing works in the context of the Risks & Strengths Game.

Overhead 20

The Rules

TEST

Use overhead 20 whenever a team requires

testing

1. KNOW THE TYPES OF TESTS:

20

20 There are four types of tests:

(1) Post-accident (game space 6B) (2) Random Test (game space 7F and 10B) (3) Reasonable Suspicion (game space 10D and 11F) (4) Test for Promotion (required as the final question.

There are also other ways of getting tested (see Getting Caught Dice roll 5 and 6 at bottom of board).

Example of how to balance chips2. SUBTRACT RISKS FROM STREGNTHS: The grid at the right of the

game board shows that a teams’ chance of getting a POSITIVE TEST depends on the Total Number of Risks when they get tested. As the board indicates “The chance of getting a positive test increases if your group has more risks than strengths.” To determine # of risks, the team should subtract the number of RED CHIPS from the number of GREEN CHIPS and give to the facilitator all the green and red chips that are subtracted. For example, if a team had 5 green chips and 3 red chips, they would turn in the 3 red chips and 3 green chips and would be left with 2 STRENGTHS (5 – 3 = 2 GREEN CHIPS). Thus, they would have NO or ZERO RISKS left and would roll TWO DICE and look at the result on the right hand chart.

5 Green 2 Red

2 Green

5 Green 2 Red

2 Green

5 Green 2 Red

2 Green

5 Green 2 Red

2 Green

3. READ THE RESULTS OF THE DICE TOSS: As Overhead 20

indicates, a team with 0 or ZERO risks can never get a positive test, but a ROLL of “2” (Snake eyes) shows “Possible Tampering” and the team gains an additional risk. With 1 Risk, a team has two chances of getting a positive test (a roll of “2” or “12”). With 2 or more risks, a team can gain a positive test (a roll of “2” “3” “4” “5” or “6”).

4. TESTING POSITIVE. Any team that tests positive twice for drugs is

immediately disqualified from the game. 5. END OF GAME. Every team has to roll the dice at the very end of the

game to test for promotion.


24

…Step 6 Continued… Part 5. Winning the Game: Gain Strengths/Avoid and Lose

Risks. Be sure to indicate that teams should get as many strengths (GREEN CHIPS) as possible and explain below.

1. SUBTRACTING RISKS (red chips) FROM STRENGTHS (green

chips): There are three places on the game board where you can remind participants to determine their tally of risks versus strengths. These occur at the end of ROUND 1 (level 4 or column 4 on the game board); the end of ROUND 2 (level 8), and at the end of the game (Test for Promotion). Overhead # 29 helps you guide participants in assessing their overall level of risk. For example, if a team ends up on Space 3B, they will have answered 2 questions correctly (2 green chips) and 1 question incorrectly (1 red chip). This means that overall they have no risks and 1 strength because 2 green – 1 red = 1 green. The message here is that STRENGTHS BALANCE OUT RISKS. You can have teams accumulate all risks and strengths to the end of the game or keep balancing them out by turning in the subtracted green or red chips after ROUND 1 and ROUND 2.

Show Overhead 29 at the end of

Round 1 to explain how risks and strengths are

tallied

29

Getting Help?

Groups with2 risks canchoose toget help

Groups with3 risks arerequired to

get help

Your workplace offers classes on health & well-ness. Some co-workers begin an exercise program.

Your workplace offers classes on health & well-ness. Some co-workers begin an exercise program.

3A3A

Your group has jobs whereabuse of drugs are difficult to detect (e.g., work alone,

travel a lot).

Your group has jobs whereabuse of drugs are difficult to detect (e.g., work alone,

travel a lot).3B3B

Some co-workers go to a class on smoking cessation. Some stopped

smoking for a week.

Some co-workers go to a class on smoking cessation. Some stopped

smoking for a week.3C3C

You refuse to go drinking after work with a co-workerwho is a problem drinker.

You refuse to go drinking after work with a co-workerwho is a problem drinker.

3E3E

Your work group has “safety sensitive” jobs. Abuse can bemore of a problem in jobs

w/ risk or loss

Your work group has “safety sensitive” jobs. Abuse can bemore of a problem in jobs

w/ risk or loss3F3F

Your team works with machinery. Each day you all check to review safety

concerns.

Your team works with machinery. Each day you all check to review safety

concerns.3G3G

DEPENDENCE: A co-workercomes in to work with a hangover and falls asleep at

his/her desk.

DEPENDENCE: A co-workercomes in to work with a hangover and falls asleep at

his/her desk.3H3H

Group members spend toomuch time loafing, talking about when you got drunk

together.

Group members spend toomuch time loafing, talking about when you got drunk together.

3D3D

Note. The “Risks & Strengths” game has some built-in flexibility. Please see the appendix for how to customize the game board and include questions of your own.

2. ENDING THE GAME. How you decide to end the game will

depend on how much time you have, what the participants want, and how much fun they are having. Generally, the game ends when, after the last question and answer, all teams test for promotion and the final tally of GREEN CHIPS is taken.

3. DETERMINE FINAL TALLY: Ask each team to subtract the RISKS

from STRENGTHS. The team with most STRENGTHS wins.

4. IN CASE OF TIE: You have the option of providing participating teams with an extra question to break the tie or you can declare the tying teams as both winners.

5. AWARDS/GIFT CERTIFICATES: We encourage you to provide

winning team participants with some sort of award for winning. We have found that participants enjoy a choice of gift certificates from local restaurants, department stores, and movie rental outlets.


25

Step 7

Green Chip to Team (s)

with Right

Answer

Red Chip to

Team (s) with

Wrong Answer

Distribute Chips

Question 1Correctly classify the following situations aseither use, misuse, or dependence.

1 – An individual drinks a beer with dinner everynight after work.

A) Use B) Misuse C) Dependence2 – Upon waking and before going to work each

morning, an individual craves and smokes a marijuana cigarette.

A) Use B) Misuse C) Dependence

3 – An employee has a few beers at lunch on a Friday afternoon before going back to work.

A) Use B) Misuse C) DependenceAnswer

Show top of Overhead and Read Question

23

Question 1Correctly classify the following situations aseither use, misuse, or dependence.

1 – An individual drinks a beer with dinner everynight a

A) Us ce2 – Upon wakin rk each

morning, a okes a marijuana


3 – An employee has a few beers at lunch on a Friday afternoon before going back to work.


Each team discusses answer

and reports

fter work.

e B) Misuse C) Dependeng and before going to won individual craves and smcigarette.

Then Read Answer

AnswerThe Best Answers are:

1 – A. Use (Beer is legal and there is no sign of dependence)

2 – C. Dependence (craving each morning upon waking suggests a dependency)

3 – B. Misuse

24

STA

RT

STA

RT

HER

EH

ERE

INC

OR

REC

TIN

COR

REC

TIN

CO

RR

ECT

CO

RR

ECT

CO

RR

ECT

CO

RR

ECT

Leve

l 0

RO

UN

D 1

Leve

l 1

Leve

l 2

A co-worker tells you he is stressed with a supervisor. You listen and help to solve

the problem.


the problem. 1A1A

USE & POSSIBLE MISUSE:Your team deals with stressby drinking together.

USE & POSSIBLE MISUSE:Your team deals with stressby drinking together.

1B1B

Leve

l 3

Show Game board Slide and Ask a volunteer to read

space aloud

Actual play of “Risks & Strengths” Board Game

Familiarize yourself with the game board, questions, and answers: In order to make the game fast-paced, exciting, and fun, it is important to become familiar with the following factors:

(1) Your Role as Facilitator (2) Set-up of Game (3) Actual Play (4) Debriefing

Your Role as Facilitator. Your role when facilitating the actual play of the Risks and Strengths game is like that of a game show host or radio announcer (think “Bob Barker”). You should become very familiar with the sequence and speak clearly but quickly.

Question Answer Hand out Chips Game board Question Answer Hand out Chips Game board …

Set-up of Game. • Make sure you place all overheads in sequence. • Make sure you have your red and green poker chips. • Prepare to move very quickly from reading the answer -- to the

question -- to the next overhead – and use the overhead to show where participant teams move on the board.

Actual Play. The following sequence for the first question is generally repeated throughout the game.

1. READ THE QUESTION WHILE HIDING THE ANSWER. After

the first question is asked (Overhead 23), prepare to ready overhead 24.

2. GIVE PARTICIPANT TEAMS 30 SECOND TO DISCUSS

ANSWER (Some teams take a little longer but try to keep it less than 45 seconds before answers are given).

3. ONLY AFTER ALL TEAMS ARE READY, HAVE THEM GIVE

THEIR ANSWER.


26


4. SHOW THE ANSWER. 5. PASS OUT CHIPS. ACCORDING TO WHETHER THE ANSWER

IS CORRECT (GREEN) OR INCORRECT (RED). Test for promotion after

last round

6. MOVE TO NEXT OVERHEAD. 7. ASK A TEAM THAT RECEIVED THE CORRECT ANSWER TO

READ THE GREEN SPACE (e.g., 1A). After they read say “that is a strength”.






0 1 2+

4

2

Possibletampering

Gain 1Risk



TestNegative

Lose 1Risk


TestNegative

3

56

7 TestNegative

TestNegative

Lose 1Risk

TestNegative

Lose 2Risks

TestNegative

89

1011

TestNegative

Employeeuses

alcoholshortlyafter

accidentGain 1Risk

TestNegative


ViolationPrescrip-


12

Roll Dice to seeoutcome of testing byusing chart

SUM OF

DICE






0 1 2+

4

2

Possibletampering

Gain 1Risk



TestNegative

Lose 1Risk


TestNegative

3

56

7 TestNegative

TestNegative

Lose 1Risk

TestNegative

Lose 2Risks

TestNegative

TestNegative

Lose 1Risk

TestNegative

Lose 2Risks

TestNegative

89

1011

TestNegative

Employeeuses

alcoholshortlyafter

accidentGain 1Risk

TestNegative


ViolationPrescrip-


12

Roll Dice to seeoutcome of testing byusing chart

SUM OF

DICE


# OF TOTAL RISKS


# OF TOTAL RISKS

8. ASK A TEAM THAT RECEIVED THE INCORRECT ANSWER TO

READ THE RED SPACE (e.g., 1B). After they read say “that is a risk”.

9. PROCEED TO NEXT QUESTION.

After the Last Round of Play. Please note that there are three rounds of play. Following the last round of play, you may have teams “Test for Promotion,” (see left) especially if the green/red chip count is close between the teams. After this final “test” and last question, the game should be over unless there is a tie.

Debriefing. After the game is over, take a moment to ask participants the following questions:

• What does this game teach us about getting help?

• What does it teach about getting caught?

• How does team knowledge about policy help you gain strengths?

• What else did you notice about the game?


Appendix I

Risks and Strengths Game Board The Risks and Strengths of Policy game is provided as a PowerPointTM file. If desired, trainers can customize the game’s content. The trainer will need to print, and preferably laminate the game board before playing the game. This section will explain how to format and print the game board. The files “R&S GAMEBOARD” and “R & S GAMEBOARD 2” contain two versions. “R&S GAMEBOARD” fits the game board onto one page, which requires enlargement. “R & S GAMEBOARD 2” shows the fully expanded version in the suggested 24.5” by 18.5” format. Directions below explain how to print this version. Content of the Game Board: Risk & Strength Squares Various spaces on the game board contain text that describes actions taken by the team as a result of their move. Some actions are strengths (e.g., “Your work team decides to go to a class on stress management.”), and some actions are risks (e.g., “An employee spreads rumors about a coworker’s addiction to hard drugs.”). Some risk squares also contain text that directs the players to the top of the game board where they “get help” after testing, and some risk squares--“get caught”--directs players to the bottom of the board.

Example of Strength Space Example of Risk Space

Members in your work groupbelieve that getting help is a sign of weakness and loss of control. This keeps some from talking about problems.

Members in your work groupbelieve that getting help is a sign of weakness and loss of control. This keeps some from talking about problems.2B2B

Members in your work groupbelieve that getting help is a sign of weakness and loss of control. This keeps some from talking about problems.

Members in your work groupbelieve that getting help is a sign of weakness and loss of control. This keeps some from talking about problems.2B2B


the problem.


the problem. 1A1A


the problem.


the problem. 1A1A

Example of Get Help Space Example of Get Caught Space

POST-ACCIDENT TESTRefer to TESTING chart & Roll Dice. After the test,

Get Help if you wish.


Get Help if you wish.6B6B


Get Help if you wish.


Get Help if you wish.6B6B

A team member fails to tella supervisor when taking medications that affect work.

Refer to Getting Caught


Refer to Getting Caught6D6D


Refer to Getting Caught


Refer to Getting Caught6D6D

Some facilitators and/or organizations might wish to change the content of these squares to personalize the game for their particular situation. Information on the following pages explains how you can print the “Risks & Strengths” game board as well as modify and customize the information in the different spaces.


Printing the Game Board Printing the Game Board requires the use of an oversized printer available at your local copying services store. Contact your local copying services store, and explain that you need to print a copy that is 24.5 inches by 18.5 inches in size. They should direct you to save the PowerPointTM Game Board file onto a floppy disk and bring it to the copying services store. A Word of Caution. When picking-up your printed game board, remember to look over the copy thoroughly for formatting mistakes, which often occur during the printing process. The text should be well aligned and inside the boundaries of each text box. The various lines, text boxes, and “floating text” should be properly aligned, etc… Reformatting the Size of the Game Board For various reasons, the trainer might desire to reformat the size of the game board.

You lose a turn and roll one You lose a turn and roll one die to determine the outcomedie to determine the outcomeof your decision to get help, of your decision to get help, 2 3 4 5 61


Lose 1

Read/Listen to Self-Help book or tape

Gain 1 Lose 1

Growing Awareness of costs & benefits

Lose Turn Only

Go to EAP

Gain 2

Co-workers Supportidea of getting help

Gain 1Getting HelpGetting Help

As a result of self-help, you enjoy good health

Lose 2

You lose a turn and roll one You lose a turn and roll one die to determine the outcomedie to determine the outcomeof your decision to get help, of your decision to get help, 2 3 4 5 61


Lose 1

Read/Listen to Self-Help book or tape

Gain 1 Lose 1

Growing Awareness of costs & benefits

Lose Turn Only

Go to EAP

Gain 2

Co-workers Supportidea of getting help

Gain 1Getting HelpGetting Help

As a result of self-help, you enjoy good health

Lose 2

Your group has jobswhere abuse of drugsare difficult to detect(e.g., work alone,travel a lot). Thiscan be a RISK later.


Your team works with machinery. Eachday you all check toreview all safetyconcerns before operations begin.


Some co-workers goto a class on smokingcessation. As a result, some were able to stop smokingfor a week.


Your workplace offersclasses on health & wellness. As a result, some co-workers begin an exerciseprogram.


Your work group has“safety sensitive” jobs: driving, operating machines, work w/chemicals). SU can bemore of a problem in jobs w/ risk or loss


You refuse to godrinking after work with a co-worker whois a problem drinker.Co-workers supportyour decision.


Group members spend too much timeat work doing nothing,loafing, talking aboutwhen you gotdrunk together.


DEPENDENCE:A co-worker comes in to work severalweekday morningswith a hangover andfalls asleep at his/her desk.


You do key tasks at work: handle lots of $, monitor equipment, deal w/public. SU canbecome more of a problem in jobs withgreater risk or loss.


USE & POSSIBLEMISUSE: Your teams’job is stressful. You develop the habit of drinking together as the main way to relieve the stress.


Due to sombetween cyour work ment is aliecold. As a productivit

Due to sombetween coyour work ement is aliecold. As a rproductivity

A team madrinks of band return

Refer to GCaught &

A team madrinks of beand returns

Refer to GeCaught & R

A supervisa co-workehim/her to after an acco-worker policy requ

A supervisoa co-workehim/her to gafter an accco-worker upolicy requ

You approach a sup-ervisor because ofyour concern about aco-worker who isrestless, avoids work& smells of alcohol.

A team member fails to inform supervisorwhen taking medica-tions that could affectwork. Refer to Getting Caught


A co-worker isolatesfrom others, becomeshostile when stressed& is often late to work.All workers avoiddoing anything about this.

A co-worker isolatesfrom others, becomeshostile when stressed& is often late to work.All workers avoiddoing anything about this.22

RISKS!RISKS!Choose to Choose to GetGetHelp Help or moveor moveto Next Level to Next Level

with with

3 3 RISKS!RISKS!Refer toRefer toTestingTestingChart &Chart &

Roll DiceRoll Dice

22RISKS!RISKS!

Choose to GetChoose to GetHelp or moveHelp or moveto Next Level to Next Level

with with

22RISKS!RISKS!


with with

3 3 STRENGTHSSTRENGTHS

Advance toAdvance toLevel 5 Level 5

ImmediatelyImmediately

2 2 STRENGTHSSTRENGTHSFree QuestionFree Question--If wrong go toIf wrong go to

Level 4 as normal.Level 4 as normal.If right go toIf right go to

Level 5.Level 5.

then resume play.then resume play.


Keep Keep & Move to& Move toNext LevelNext Level

STAR

TST

ART

? H

ERE

? ?

HER

E ?

Your supervisor has a healthy leadershipstyle (e.g., seeksfeedback, confrontsconflict, is flexible,uses power to help).


INCO

RR

ECT

INCO

RR

ECT

INCO

RR

ECT

COR

REC

TCO

RR

ECT

COR

REC

TLe

vel

0

MISUSE: A co-worker uses cocaineon weekends. It’s a work issue as cocaine can lead to: lapses in attention & memory; lateness & absence.


21

Supervisor looksthe other way

Lose Turn Only

Random TestIf more than go back to LV 4,otherwise go to

next ? on next turn

RandomIf more refer to TE

otherwito next q

Members onteam decideclass on stragement offEAP progra

Your workpciates the vbackgroundall employecreates a beof team wor

Your workpa good worprogram & to the needhours, famiother benef

Employee Gets Help afterConstructive Confrontation

Go to Get Help & Loseonly 1 turn

There is a lcommunicawork. Co-wwilling to exideas and oabout thing



PRO

CEE

DPR

OC

EED

with

1st

with

1st

ques

tion

ques

tion

RO

UN

D 1

RO

UN

D 2

Leve

l 1

A co-worker tells youhe is stressed with a supervisor. You listen. This helps to solve the problem. Coping withstress works better than doing nothing.


Leve

l 2

Your work team goesto a drug & alcoholawareness class. As a result, co-workersshow less tolerancefor use by employees.


Leve

l 3

Leve

l 4

Leve

l 5

Leve

l 6

Leve

l 7

A co-worker has hadmany marital problemsthat have interfered with work. He/she de-cides to get counselingand things improve.

Your team works welltogether for group ob-jectives & goals.You can count on each other to help solveproblems that come up.





















Due to sombetween cyour work ment is aliecold. As a productivit

Due to sombetween coyour work ement is aliecold. As a rproductivity

A team madrinks of band return

Refer to GCaught &

A team madrinks of beand returns

Refer to GeCaught & R

A supervisa co-workehim/her to after an acco-worker policy requ

A supervisoa co-workehim/her to gafter an accco-worker upolicy requ




A co-worker isolatesfrom others, becomeshostile when stressed& is often late to work.All workers avoiddoing anything about this.

A co-worker isolatesfrom others, becomeshostile when stressed& is often late to work.All workers avoiddoing anything about this.22

RISKS!RISKS!Choose to Choose to GetGetHelp Help or moveor moveto Next Level to Next Level

with with

3 3 RISKS!RISKS!Refer toRefer toTestingTestingChart &Chart &

Roll DiceRoll Dice

22RISKS!RISKS!


with with

22RISKS!RISKS!


with with


Advance toAdvance toLevel 5 Level 5

ImmediatelyImmediately

2 2 STRENGTHSSTRENGTHSFree QuestionFree Question--If wrong go toIf wrong go to

Level 4 as normal.Level 4 as normal.If right go toIf right go to

Level 5.Level 5.

then resume play.then resume play.



STAR

TST

ART

? H

ERE

? ?

HER

E ?



INCO

RR

ECT

INCO

RR

ECT

INCO

RR

ECT

COR

REC

TCO

RR

ECT

COR

REC

TLe

vel

0



21

Supervisor looksthe other way

Lose Turn Only


next ? on next turn


next ? on next turn


otherwito next q


otherwito next q

Members onteam decideclass on stragement offEAP progra

Your workpciates the vbackgroundall employecreates a beof team wor

Your workpa good worprogram & to the needhours, famiother benef

Employee Gets Help afterConstructive Confrontation

Go to Get Help & Loseonly 1 turn

There is a lcommunicawork. Co-wwilling to exideas and oabout thing





PRO

CEE

DPR

OC

EED

with

1st

with

1st

ques

tion

ques

tion

RO

UN

D 1

RO

UN

D 2

Leve

l 1



Leve

l 2



Leve

l 3

Leve

l 4

Leve

l 5

Leve

l 6

Leve

l 7

A co-worker has hadmany marital problemsthat have interfered with work. He/she de-cides to get counselingand things improve.

Your team works welltogether for group ob-jectives & goals.You can count on each other to help solveproblems that come up.

Getting CaughtGetting CaughtYou lose a turn, roll one die toYou lose a turn, roll one die todetermine the outcome of you being determine the outcome of you being under suspicion, then resumeunder suspicion, then resumeplay.play.

Getting CaughtGetting CaughtYou lose a turn, roll one die toYou lose a turn, roll one die todetermine the outcome of you being determine the outcome of you being under suspicion, then resumeunder suspicion, then resumeplay.play.

Texas Christian Univers

24.5”


Reasonable Suspi-cion: A supervisorfinds a marijuana cigarette on a co-worker’s desk. Refer to TESTING & Roll Dice.


You have a choice:

• Start at this level as before

• If you have risks, you can Get Help to reduce risks& gain strengths. You may get help as much as you wantbut you lose a turn each time.

Random TestRefer to TESTINGchart & Roll Dice.Use current # ofrisks to determineoutcome.

You smell marijuanaat work and see a co-worker hide some-thing quickly.This maybe reasonable causebut you do nothing.


e hostility o-workers,environ-nating and

result, worky suffers.

e hostility -workers,nviron-nating andesult, work suffers.

te has 3 eer at lunch s to work.

ettingRoll Die.

te has 3 er at lunch to work.

ttingoll Die.

or enablesr by tellinggo home cident. Theused drugs;ires testing.

r enablesr by tellingo home ident. Thesed drugs;

ires testing.

3 4 5 6


Lose 1

Employee drug-tested &placed on leave of absence

Lose 2


Gain another


Test than STING

se gouestion

your work to go to a

ess man-ered by them at work.

lace appre-ariouss ofes. This tter sensek for all.

lace hask-family is sensitive for flexiblely leave & its.

0 1 2 3+Do not

go to teston timeLoseturn

Yourefuse tobe tested

Lose turn

TestPositiveBack

2 levels

TestPositiveBack

2 levels

*

TestPositiveBack

2 levels

TestPositiveBack

2 levels

TestNegative

TestNegative

Super-visor

ConfrontsLose turn

TestPositiveBack

2 levels

TestNegative

TestNegative

TestNegative

TestPositiveBack

2 levels

TestNegative

TestNegative

TestNegative

TestNegative

TestNegative

TestNegative

Super-visor

ConfrontsLoseturn

TestPositiveBack

2 level

TestNegative

TestNegative

Super-visor

ConfrontsLoseturn

TestPositiveBack

2 level

TestNegative

Off-dutyDWI

arrestLose 2turns

TestPositiveBack

2 levels

TestPositiveBack

2 level

PostAccident

TestNegative

Possessdrug paraphenaliaLose 2turns

TestPositive

Back2 levels

TestPositiveBack

2 level

PostAccident

TestNegative

UnusualResults

Lose turn& Repeat

Test

TestPositiveBack

2 levels

TestPositiveBack

2 level

Evidenceof

tamperingLose turn

TestPositiveBack

2 levels

TestPositiveBack

2 levels

TestNegative

ot of goodtion atorkers arepress pinions s.


2

3

4

5

6

7

8

9

10

11

12

Employees in your work group are awareof your EmployeeAssistance Programand see it as usefuland a good benefit.

* Whenever you are tested, you lose one risk aftertesting.

*

*

*

*

Every time your workdepartment has picnicsor parties, much freealcohol is served. Every time, employeesare too drunk to drive.


As part of a wellnessprogram, employeesget discounts at healthcenters, day care, andcertain heart healthymeals in local dining.

An employee iscaught dealing drugs to customers. Refer to Getting Caught& Roll Die.




An employee spreadsrumors about anotherworkers addiction to hard drugs. True or false; the gossip leads to problems.


A co-worker often wastes materials, andmisses deadlines. He also has problems at home. You encouragehim to get help.

Several co-workers gettogether to go walkingduring the lunch houra few days a week.Every day, they also take a stretch break

TWO POSITIVE TESTSReceiving two positivedrug-tests result in immediate loss and dismissal from game.

RO

UN

D 3

TestNegative

TestNegative

Leve

l 8

Leve

l 9

Leve

l 10

Leve

l 11

Your work group does work at an evenpace & meets dead-lines. You are not a bunch of workaholics.

Your work group goes to a workshop conducted by the EAPon how to deal with alcohol use in the family(e.g., codependence).

To determine number of risks.

• Take your stack ofboth risks & strengths.

• Remove 1 risk forevery strength youhave.

• The number of risksremaining equalsthe number of risksyou have for testing.

• If you have an equal number of risks & strengths, your # of risk for testing equals 0.

• If you have more strengths than risks, your # of risks also equals 0.

BACK LEVELSWhenever you go backlevels, you return on the path you came.




You have a choice:

• Start at this level as before

• If you have risks, you can Get Help to reduce risks& gain strengths. You may get help as much as you wantbut you lose a turn each time.

Random TestRefer to TESTINGchart & Roll Dice.Use current # ofrisks to determineoutcome.



e hostility o-workers,environ-nating and

result, worky suffers.

e hostility -workers,nviron-nating andesult, work suffers.

te has 3 eer at lunch s to work.

ettingRoll Die.

te has 3 er at lunch to work.

ttingoll Die.

or enablesr by tellinggo home cident. Theused drugs;ires testing.

r enablesr by tellingo home ident. Thesed drugs;

ires testing.

3 4 5 6


Lose 1

Employee drug-tested &placed on leave of absence

Lose 2


Gain another


Test than STING

se gouestion

Test than STING

se gouestion

your work to go to a

ess man-ered by them at work.

lace appre-ariouss ofes. This tter sensek for all.

lace hask-family is sensitive for flexiblely leave & its.

0 1 2 3+Do not

go to teston timeLoseturn

Yourefuse tobe tested

Lose turn

TestPositiveBack

2 levels

TestPositiveBack

2 levels

*

TestPositiveBack

2 levels

TestPositiveBack

2 levels

TestNegative

TestNegative

Super-visor

ConfrontsLose turn

TestPositiveBack

2 levels

TestNegative

TestNegative

TestNegative

TestPositiveBack

2 levels

TestNegative

TestNegative

TestNegative

TestPositiveBack

2 levels

TestNegative

TestNegative

TestNegative

TestNegative

TestNegative

TestNegative

TestNegative

TestNegative

TestNegative

TestNegative

Super-visor

ConfrontsLoseturn

TestPositiveBack

2 level

TestNegative

TestNegative

Super-visor

ConfrontsLoseturn

TestPositiveBack

2 level

TestNegative

Off-dutyDWI

arrestLose 2turns

TestPositiveBack

2 levels

TestPositiveBack

2 level

PostAccident

TestNegative

Possessdrug paraphenaliaLose 2turns

TestPositive

Back2 levels

TestPositiveBack

2 level

PostAccident

TestNegative

UnusualResults

Lose turn& Repeat

Test

TestPositiveBack

2 levels

TestPositiveBack

2 level

Evidenceof

tamperingLose turn

TestPositiveBack

2 levels

TestPositiveBack

2 levels

TestNegative

ot of goodtion atorkers arepress pinions s.


2

3

4

5

6

7

8

9

10

11

12

Employees in your work group are awareof your EmployeeAssistance Programand see it as usefuland a good benefit.

* Whenever you are tested, you lose one risk aftertesting.

*

*

*

*



As part of a wellnessprogram, employeesget discounts at healthcenters, day care, andcertain heart healthymeals in local dining.







A co-worker often wastes materials, andmisses deadlines. He also has problems at home. You encouragehim to get help.

Several co-workers gettogether to go walkingduring the lunch houra few days a week.Every day, they also take a stretch break

TWO POSITIVE TESTSReceiving two positivedrug-tests result in immediate loss and dismissal from game.

RO

UN

D 3

TestNegative

TestNegative

Leve

l 8

Leve

l 9

Leve

l 10

Leve

l 11

Your work group does work at an evenpace & meets dead-lines. You are not a bunch of workaholics.

Your work group goes to a workshop conducted by the EAPon how to deal with alcohol use in the family(e.g., codependence).

To determine number of risks.

• Take your stack ofboth risks & strengths.

• Remove 1 risk forevery strength youhave.

• The number of risksremaining equalsthe number of risksyou have for testing.

• If you have an equal number of risks & strengths, your # of risk for testing equals 0.

• If you have more strengths than risks, your # of risks also equals 0.

BACK LEVELSWhenever you go backlevels, you return on the path you came.

# OF RISKS


# OF RISKS*

# OF RISKS


# OF RISKS*

ity – Workplace Project at IBR (www.ibr.tc

18.5”

u.edu)

To increase the size of the game board:

1. Open the game board file with the Microsoft PowerPointTM software program. This file is titled “R&S GAMEBOARD.ppt.”

2. Save the game board as a new file by selecting from the Menu Bar File, then Save As. In the File Name: field, type a new name for your resized board, and click Save.

3. On the Menu Bar select File, then Page Setup. 4. In the Slides sized for: field select Custom. 5. In the Width: field enter the desired width in inches. (24.5” suggested) 6. In the Height: field enter the desired height in inches. (18.5” suggested] 7. Click OK. The “white space” under the game’s content expands to the new

width and height. 8. Each square, line, and image of the game board’s content has been “grouped” as

one large image. Select this image by clicking once on the image in a non-text area (e.g., on the blue space between strength and risk squares). As described above, clicking on text will only activate a cursor in the clicked-on textbox.

9. Use the mouse to position the cursor over the lower right corner of the image. The cursor changes to the “resize” cursor.

10. Click and hold the left mouse button on the corner or the image. Drag the corner down and to the right until the desired size of the game board’s content is approximated. Release the left mouse button.

11. After resizing the game board’s content image to match the newly resized game board, some of the objects within the game board’s content image might need reformatting.

12. Increase the font size by selecting the game board’s content image (See # 8), and select from the Menu Bar Format, then Font.

Reformatting Content of the Game Board To reformat the content of the strengths and risks squares:

1. Open the game board file with the Microsoft PowerPointTM software program. This file is titled “R&S GAMEBOARD.ppt.”

2. Locate the square that will be changed by clicking on the up-down scroll bars on the right of the computer screen and the right-left scroll bars on the bottom of the screen.

3. Click once on the text that you wish to change. This will activate a cursor in the textbox containing the text you wish to change.

4. Press the delete and backspace keys until the existing text is deleted, or highlight all the existing text and press the delete key once.

5. Type the new text that you wish to appear in the game board space. 6. Note that only a certain number of characters will fit in the space provided.

If only a few characters flow outside of the space’s boundary you might try and resize the font of your text, but it is recommended that you shorten the amount of new text. Font sizes less than 12 will be difficult to view by the team of players during training.

7. After you have reformatted the content, save the new game board. From the Menu Bar select File, then Save.


Appendix II

Alternative Policy Quiz Samples

I. Test Your Knowledge of Substance Use Policy

For each of the following items, please circle True (T) or False (F).

1 T F Any employee who uses illegal drugs may be considered to have a dependence to that drug.

2 T F An employee with a prolonged and erratic pattern of absences is

probably having a drug or alcohol problem. 3 T F The use of one’s own prescribed or over-the-counter drugs is not

prohibited as long as performance is not impaired. 4 T F To best deal with an employee who may have a problem with drug

abuse, you should directly confront the employee and say he or she has a dependency problem.

5 T F Substance use warning signs may include inefficient and

uncooperative work habits. 6 T F Employees are provided 6 free visits to an EAP counselor. 7 T F Exposure at work to an employee with drug problems is a greater

risk for those who work in team-oriented work groups rather than less cooperative groups.

8 T F Employees who suspect that another co-worker is high at work

should tell that co-worker to go home. 9 T F When an employee returns to work after being drug-tested, the

supervisor should assign another employee to watch him or her closely.

10 T F Documentation of poor work performance should contain

descriptions of other employees’ opinions.


II. Test Your Knowledge of Substance Use Policy

For each of the following items, please circle True (T) or False (F).

1 T F Employees have 30 days to obtain medical documentation that a positive drug-screen was the result of a legitimate or legal use of a prescription drug.

2 T F Cocaine use may lead to heightened energy, restlessness, and mood swings, but it does not result in performance problems on the job.

3 T F Any employee may be randomly drug-tested for alcohol at any time while the employee is at work for the City.

4 T F Treatment for alcoholism and substance abuse is covered only by the City’s HMO Insurance Benefits (not the PPO or self-funded plans).

5 T F A supervisor who has reasonable cause to believe that another employee has ingested, inhaled or injected an illegal drug is required to document in writing any behavior that gave rise to the suspicion.

6 T F Any applicant or employee who tampers with a urine drug screen or provides a false sample is subject to termination.

7 T F There is nothing in city policy that says employees will be disciplined if they are intoxicated in public when off the job (not working).

8 T F Saying “city-sensitive” jobs means the same as saying employees who work with machinery or drive vehicles.

9 T F Employees must report to their supervisors before they can utilize the EAP program.

10 T F Employees who are aware of another employee who is under the influence of alcohol or illegal drugs when at work should tell that employee to go home.

11 T F The Employee Assistance Program focuses mainly on alcohol and drug problems for city employees and their family members.

12 T F The primary way to contact the EAP is by calling a 1-800-EAPCARE number.


Appendix II

Resources for Facilitators

There are a number of drug-free workplace resources available for free on the World Wide Web. The following list offers a good starting place. Center for Substance Abuse Prevention - Workplace Resource

Center

http://wmcare.samhsa.gov/

1. Click on “Resources & Tools” 2. Click on “Drug Free Workplace” and then “Assistance in Developing a

DFWP” 3. Click on “Guidance in Developing a DFWP”

The National Clearinghouse for Alcohol and Drug Information - Publications for Workplace

http://www.health.org/workplace/

This will take you to a page “Publications for Workplace” with materials in these five areas

Information for

Employees

Information for

Employers

Information for Small

Businesses

Federal Managers

Federal Agencies


http://wmcare.samhsa.gov/

http://www.health.org/workplace/

http://www.health.org/workplace/employees/index.htm



http://www.health.org/workplace/employers/index.htm



http://www.health.org/workplace/smallbusinesses/index.htm



http://www.health.org/workplace/fedmanagers/index.htm

http://www.health.org/workplace/fedmanagers/index.htm

OVERHEADS AND HANDOUTS

There are a total of 51 slides or overheads. All of these overheads are located in the accompanying Part 1 and Part 2 PDF files for this module. There are 2 pages of handout material: (1) Policy Quiz, (2) Getting Help/Getting Caught.

Overheads # 1 through # 18 are landscape view and are associated with Steps 1 through Steps 5 Overheads # 19 through # 41 are profile view and are the slides used for the “Risks & Strengths” game. Overheads # 42 through # 51 provide additional and alternative questions.

STEP 1 STEP 6 1. Title 18. Risks & Strengths Title Slide 2. POLICY: TEAM OWNERSHIP 19. The Rules 3. SESSION COMPONENTS 20. Drug Testing 4. How Policy WORKS! For YOU 21. Winning

STEP 2 22. Create a Team Name 5. Policy Knowledge 1 – Use Handout 1 STEP 7 6. Policy Knowledge 2 – Use Handout 1 23. Question 1 7. Policy Knowledge 1 – FEEDBACK 24. Level 1 of Board 8. Policy Knowledge 2 – FEEDBACK 25. Question 2

STEP 3 26. Level 2 of Board 9. Understanding Policy 1 27. Question 3 10. Understanding Policy 28. Level 3 of Board 11. Levels of Use 29. Getting Help Option 12. Warning Signs 30. Question 4 13. Recognizing Risks & Hazards 31. Level 5

STEP 4 32. Question 5 14. Getting Help/Caught 33. Level 6

STEP 5 34. Question 6 15. EAP Services Available 35. Level 7 16. Wellness Programs 36. Question 7

37. Level 9 38. Question 8 Handout 1 follows on next page 39. Level 10 40. Question 9 41. Level 10 42 to 51. Question 10 (ALTERNATIVE) to

Question 17 52. Version of Risks & Strengths

Game Board

Policy Knowledge (Handout 1)

1. True False The most important part of workplace policy is an effective drug testing program. 2. True False Your policy can limit the work of employees who use prescription drugs. 3 True False Treatment for alcoholism or substance abuse is covered in your insurance benefits. 4. True False Cocaine use may lead to restlessness and mood swings but it does not result in performance problems on the job. 5. True False The “EAP” stands for Employee Addiction Profile. 6. True False Employees must report to their supervisors before they can utilize the EAP. 7. True False Employees who are aware of a coworker who is under the influence of alcohol or drugs should tell that coworker to go home. 8. True False An employee may be drug tested for alcohol at any time during working hours. 9. True False The most important part of supervisor training is knowing signs/symptoms of alcohol/drug use. 10. True False Employees who directly utilize the service of an EAP counselor or psychologist are assured of confidential treatment

Slides/Overheads/Handouts/ Board Game

Note that a version of the Risks & Strengths Game board is included on Slide 52 in the Part 2 handout PDF file. We suggest using the accompanying PDF file -- "GAMEBOARD” for this module — and using the instructionsin the Appendix of this file to print out the game board with the help of your local printer.

module 2 - texas christian universityibr.tcu.edu/wp-content/uploads/2013/09/module2policy.pdf ·...

Documents