Substances And Me - Facilitator Guide

Students will...

... feel acknowledged and supported
... raise their awareness of underlying personal issues or external circumstances that may be contributing to their substance use
... consider the long-term and short-term consequences of their substance use
... develop healthier habits and strategies for managing their feelings and behaviours
... be aware of avenues for help-seeking and professional support.

Students can...

... reach out for help if and when they need it
... better understand why they use substances
... feel they are able to make alternative choices and have knowledge of what these alternatives are.

Make the learning intentions and success criteria visible for students throughout this lesson.

Facilitator notes

The STOP the Coward Punch campaign

STOP the Coward Punch by Danny Green aims to eliminate the coward punch from society and save lives in the process. Since 2000, over 172 Australians have been killed by a coward punch and many more were injured. The coward punch leaves a devastating ripple through society, mentally and physically scarring family, friends and survivors for life. The STOP the Coward Punch campaign began in 2012 to raise awareness of the devastating impact of this scourge in our society. It aims to educate people about the risks, so they don’t make a choice they’ll regret for the rest of their lives.

The STOP the Coward Punch education package

The STOP the Coward Punch education package aims to spread awareness about the devastating effects of the coward punch on our community. This education package was developed by a team of experts, including a youth worker, education specialist and specialist teachers and references the latest research and laws on coward punches.

Your role

Regardless of your professional status, unless you are a qualified lawyer, psychologist or psychiatrist, it is not your job to give legal or life advice, recommend medications or diagnose issues. You do not have all the answers this person needs. Your job is to focus on trying to understand the young person you are talking to and help them better understand themselves and their own behaviours. You can also provide some education on the topics of feelings and coping strategies. Some ideas have been provided for you.

Remember that the young person you're talking to probably doesn't want to be acting out the way they are. Their unproductive behaviours are most likely defence mechanisms that they have developed in response to a lifetime of challenges. Start by 'seeking to understand' and you should be able to build the trust and rapport you need to take the next steps. Don't try to jump into problem-solving too soon.

Guilt vs shame

Something to keep in mind is that guilt is a positive response to destructive behaviours and can help a person learn and grow. It means they are taking responsibility for their actions. Shame, however, can be highly damaging and lead to further disengagement, suicidal ideation and destructive behaviours. Part of your role will be to ensure that you offer empathy to the young person who is using substances so that they can shift their belief system from one of "I am no good" to "I sometimes do things are no good for me or hurt others". According to Dr Brené Brown, shame cannot survive in the presence of empathy - this is where you can play a vital role in supporting this young person to recover and move forward. To learn more about shame vs guilt, read this article by Dr Brené Brown.

The GROW model

You may like to apply the GROW model of looking at coaching conversations. Whilst it is commonly used in workplaces, it can provide a valuable framework for important conversations like this one. Learn more about The GROW Model (Mindtools).

Using reflective and clarifying statements

Reflective statements are an important strategy that lets people know that you are listening to them and have understood what they have said. This ultimately assists them to open up more. Clarifying statements help you unpack anything you might have misunderstood or want to learn more about.

For example:

Young person: I got so mad off when Johnny said I was fat.
Coach: I can hear that you felt really angry at Johnny when he put you down. (Reflective statement)
or
Coach: So what you're saying is that Johnny called you fat and it really affected you? (Clarifying statement)

Reflective statements can start with:

It sounds like…
I can hear/see that...
So what you're saying is...
Would I be right in saying...?

Using scales

A good strategy for helping young people identify their feelings or desires is to use scales. A simple zero to ten (0-10) scale works well, with zero being not at all and ten being a lot. You could use these kinds of questions:

On a scale from 0-10, how in control of your feelings do you think you are?
On a scale from 0-10, how much do you want to change your behaviour?
On a scale from 0-10, how much damage do you think you have caused?
On a scale from 0-10, how capable do you feel of making positive changes?

Mandatory reporting

Ensure you are aware of any policies or systems in place for mandatory reporting in your context. For teachers, it will be to report to the wellbeing team or school principal. In a community organisation, you may be obliged to report directly to children's services or the police, or not at all. Let the young person know towards the beginning of the conversation that you will respect their right to privacy, but that there may be situations where you will need to talk to someone else, such as if you reasonably believe they are at risk of grave harm or harming others. Ensure they understand that they do not need to consent to your reporting, but that they are able to opt out of this conversation, or choose what they share with you if that is an issue for them. If the young person confesses to criminal behaviours such as the distribution of illegal substances, make sure you find out what your responsibilities are and think very carefully before you make any reports of illegal behaviours as this may have a huge impact on the young person's life.

Timing

This session may in fact take place over a series of sessions or conversations. They can be casual or formal. The most important thing is that the various elements come at the right time for the young person in question. Sometimes a young person will approach you to get help, but often it will be you who approaches them with concerns. If they aren't ready to talk, focus on building trust and rapport and take your time. It can take quite a bit for a young person to open up to an adult, especially if they have had untrustworthy adults in their life before this point. You might find that you'll need to mix up the order of the components and that's completely fine. Referrals will often need to be made early while you continue to provide support (if you're in a position to see the young person more regularly than a counsellor or other professional). Most important is making sure you focus on building rapport first and foremost. That is why we highly recommend that these sessions are only conducted by someone with a pre-existing positive relationship with the young person

Conversation Structure

Work through this resource material in the following sequence:

Part A

Build Rapport

Part B

Understand Substance Use

Part C

Risk-Taking Behaviours

Part D

Validate Feelings

Part E

Strategies For Managing Substance Use

Part F

Referral Avenues

Part A: Build rapport

If you are approaching a young person with concerns about their substance use (rather than them coming to you), refer to this resource for additional advice:

Starting the conversation when you are concerned about drug and alcohol use (https://positivechoices.org.au/parents/starting-the-conversation-about-drug-use)

The most important thing you can do in a situation where a young person is using substances is to make them feel seen and validated. This doesn't mean telling them that their unproductive behaviours are ok, it is more about letting them know that their feelings are important and you care about them as a person. If you don't already have a strong rapport with the young person you can use these steps to build a foundation of respect:

Step 1

Take time at the start of (or before) this conversation to build rapport and empathy with the young person. Ensure they understand that you will show them respect and not be judgemental. It's ok to demand respect in return. You might like to take this opportunity to set some boundaries of your own - such as what you want to be called, language you won't accept, or that you won't talk to them while they're under the influence of substances. Don't do this as a list of rules. That can be overwhelming. It's better to address each individual behaviour as, and only if, it comes up. Assume the best of them and hopefully, you'll get the best in return. Also make sure that you make clear that what they share with you will remain private (confidential), but also let them know that if you have a genuine concern that they are going to harm themselves or another, you may need to tell someone who can help.

Step 2

Listen. At all times, try to respond with care and empathy. You may not agree with their behaviour, lifestyle or choice of friends, but it's not helpful to judge them. This young person needs an ally. Spend as much time as you can listening and then keep listening some more. If they don't feel ready to talk, draw them into activities like basketball, dancing, music or art, if appropriate. Make sure it's an activity they relate to or enjoy. Some of the best relationships are built while playing sports, making art or building something together.

Step 3

You might like to share your own stories if you feel comfortable, although it's not always recommended to share too much personal information, depending on your role in their life. Choose stories that relate directly to the experiences of the young person. Use your stories to demonstrate that you understand their feelings and to model any mistakes or good choices you have made. Do not use stories to pressure them down a particular path or to offer advice. Use stories sparingly and remember not to talk too much - you are primarily here to listen.

Step 4

Spend time getting to know more about this young person. Find out how they think. Maybe they will open up about their home life, challenges or activities they participate in. The more you can learn, the more you will be able to help them help themselves. You are listening out for any clues or tips that might become potential strategies for moving away from numbing activities and towards self-acceptance. Try to identify people or activities that make the young person feel good about themselves and when the time is right, you will be able to remind them. You could explore this using the Positive And Negative Feelings Chart on the Substances And Me Worksheet. You'll learn more about this chart in Part D.

Step 5

Acknowledge the young person's strengths. Helping the young person understand that there is a lot they are doing well and capable of is very empowering for them. Sometimes people with substance use issues have low self-esteem and need reminding that they have a lot to offer. Start and end all conversations in a positive light by focusing on how much you enjoy their company, or highlighting moments where they showed care or concern for others or achieved something they could be proud of.

Step 6

Check with the young person that the conversation or time spent with you is valuable to them. Invite them to offer you feedback or to speak up when something is or isn't working for them. This will prevent them from feeling powerless and will help keep them calm and respectful.

Possible questions:

How are you?
What's happening in your life at the moment?
What's been going well?
What's been going not so well?
When do you feel most at peace?
What do you get up to in your spare time?
Where's your favourite place to hang out?
What do you enjoy doing?
What do you wish you could do more of?
What do you wish you could do less of?
Who's in your life at the moment?
Which relationships are important to you and why?
Who do you feel good around?
Who do you feel not so good around?
What makes you special?
What are you good at?

What to do:

Walk and talk - moving or participating in an enjoyable activity together can help the young person open up. Some people might feel intimidated or trapped sitting in a small or uncomfortable room, such as a counselling space or gym. You want them to feel as comfortable as possible. You may also need to make sure you have sufficient privacy, so use outdoor spaces with caution.

What not to do:

Sit behind a desk - this can create an uneasy power dynamic. Young men generally prefer having someone sit beside them rather than facing them, or to share activities together.
Never participate in any form of substance use (including smoking or alcohol) while you are around the young person. You want to try to model that it's possible to go without substances, even if for a short time. While it might seem innocent enough to share a cigarette with them, you are actually reinforcing the message that people need substances to deal with discomfort, which is the opposite of what you want to achieve.

Part B: Understand substance use

Some of the following topics or resources may be worth investigating with the young person or can simply offer some additional information for yourself.

How drug abuse affects the brain

How Drug and Alcohol Abuse Affect the Brain (https://youtu.be/WXbttnDkp7E)

About addiction

How Addiction Affects The Brain (https://www.youtube.com/watch?v=eVLpnMHHEPU)

How Addiction Happens (https://youtu.be/HDfSxQ7_Yk)

Stories of recovery

Kids Meet A Kid in Recovery From Addiction | Kids Meet | HiHo Kids (https://www.youtube.com/watch?v=yl_7qSgrf3Y)

Teens and Parents React To & Meet Survivors Of Addiction (https://youtu.be/6WNjlc_P6O4)

Drugs and the law

If the young person is in trouble with the law or has been caught in possession of or distributing illegal substances, it's important they contact a lawyer for help. We have provided some referral links in Part F. In the meantime, you can check out these resources for some information:

Possible questions:

Do you use substances at particular times, or is it all the time?
Do you notice you use more in particular situations, or with particular people?
What's not so good about using substances?
What do you notice about the good and bad aspects of using substances?
Are you aware of how you behave under the influence of substances?
If you weren't using substances, what would you be doing instead?
Do you know how the substances you use affect your brain or body?
How does your substance use affect those who care about you?
What do you know about substance abuse and addiction?
Is there anything you would like to learn?

Part C: Risk-Taking Behaviours

The teenage brain is built to take risks. It loves them! Risks help teens to grow, explore their boundaries and build connections with their peers. Some risk-taking behaviours make them feel like they belong. Depending on the group they identify with, the behaviours could be riskier than others.

What is going on for a young person who is using substances is that they are involved in risky behaviours that might have a permanent impact on their brains and lives. At some point, it may be worth exploring with the young person whether their risky behaviours could be related to their peer group and whether it might be possible to consider alternative positive risk-taking behaviours, or consider a new group of friends. Don't jump into problem-solving too early, but it may be helpful for the young person to simply understand why they are more likely to take risks than adults and what the potential payoffs (and dangers) might be.

Learn more about teens and risk-taking behaviours together:

Teens and Risk Taking (https://www.youtube.com/watch?v=kh4-R9xFAys)

Why do we take risks? – BBC Bitesize Key Stage 3 Learning for Life and Work (https://www.youtube.com/watch?v=I0IKYrMNM0M)

Read:

The positive side of risk-taking (https://bold.expert/the-positive-side-of-risk-taking/)

Possible questions:

Do you feel allowed to take risks in your life?
What positive risks have you taken?
What negative risks have you taken?
Why do you think you take risks?
Do you think there is a difference between risk-taking and risky behaviour?
Do you take more risks on your own, or around other people?
Who are you most likely to take risks around? Why?
When are you most likely to take dangerous risks?
Do you know why you participate in risky behaviours?
Would you like to change the types of risks you take to healthier ones?

Part D: Validate feelings

Substance use often (but not always) becomes an issue for people who are trying to escape their feelings. They may have high levels of anxiety or despair. Facing into their feelings may be very challenging and it might be more appropriate for them to do so with the help of a trained therapist. Whether their substance use is driven by deeper feelings or not, it can be helpful to develop some emotional literacy so that they can start to think more about what drives their substance use and what they might really be seeking.

Keep in mind that the young person you are talking to is the expert in their own feelings. Empower them to identify what's going on for them when they turn to substances. They may have blind spots or not quite understand how their emotions work, but nonetheless, no one knows what goes on inside them better than they do.

Note: If the young person has experienced trauma, they may not be aware of their sensations, feelings or thoughts. Talking about events or feelings may be a slow process and not appropriate to pursue in this relationship. We advise you to refer them to a registered psychologist if you believe trauma might be involved.

Step 1

Introduce the topic of feelings gently and gradually. Some young people aren't comfortable talking about their feelings or may not have the words to describe them. You might find it useful to use images, puppets, emojis, emotion toys or feelings charts. If you have built a strong rapport with the young person you might find they start to open up about their feelings naturally. Let them guide you. Validate the young person's feelings and acknowledge that the way they have been feeling must be hard for them. Help them feel seen in their feelings and acknowledge that having difficult feelings is normal and relatable. While you will not want to encourage their use of substances, it may help build trust with them to say, "I can understand from what you're saying why you might have turned to (X)".

Normalise and acknowledge their feelings. Explain that being a teenager is challenging as there are lots of feelings that come up because of hormones and brain remodelling. It can be challenging when emotions feel overwhelming, but it is possible to learn to deal with them in a healthy way. Help them understand the difference between healthy expressions and destructive expressions of their feelings.

Step 2

Help the young person identify activities and people that bring on positive and negative feelings. You might like to use the Positive And Negative Feelings Chart on the Substances And Me Worksheet. Explain to them that it's possible to feel more positive more often by choosing how we spend our time. Maybe we could spend less time with the people who drag us down and more time on the things we enjoy. This isn't always possible - but when it is, it's a really empowering way to get the young person to realise that they have choice and agency over their life. Hopefully, they will come to see that there is a way to make things at least a little bit better. A simple recipe for feeling better is to achieve something every day and enjoy something every day. Even if it's just one thing, it might make all the difference between the young person feeling hopeless or feeling empowered.

Step 3

Now that we've learned a bit about feelings more generally, it can be helpful to hone in on the feelings that drive the young person to use substances. Substance use can help to numb challenging feelings or thoughts. These feelings may make the young person feel very out of control. Perhaps they feel powerless, lonely, depressed, anxious, angry or any other number of things. The more they can understand what drives them to use, the better. They may initially think that it's just to have fun, or peer pressure - and in some instances that may be true. Substances are known to be addictive, so it's quite possible they have just built up a bad habit for themselves. That said, if their substance use is causing them problems and they are finding it difficult to manage, it is very likely that there might be more going on.

If the young person identifies that their substance use is primarily about escaping from negative feelings, then it might be helpful to complete steps 4 and 5:

Step 4

Support the young person to identify and reflect on how their feelings move through their body, mind and actions. You might like to use the Triggers activity on the Substances And Me Worksheet to help them structure their thinking around their substance use. This is focused on learning about feelings - not trying to solve them. Resist the urge to try to solve anything - that will be up to the young person to do themselves. You are merely helping them learn about themselves and feel supported. Make the connection between the physical sensations and thoughts that go on in their head. These internal processes are what can cause their external behaviour. You will learn more about triggers in Part D.

Note: If you think it would be worthwhile exploring what the young person's triggers are, you can refer to Coward Punch: 1 On 1 - Anger And Me, Parts B and D. Although this information focuses on triggers for anger, it is also useful and relevant to consider how triggers might contribute to substance use.

Possible questions:

How do you feel about your substance use?
What do you want to feel?
What don't you want to feel?
What positive feelings do you experience when you use?
What negative feelings do you experience when you use?
What feelings do you have when you don't use?
Do your feelings get heavier or lighter after you stop using again?
Are there any feelings you are trying to escape from when you use?
How does your substance use affect these feelings?
Are these feelings new or have you felt them for a long time?
When did you last feel this way?
When else do you feel this way?
Have you been able to stop or manage these feelings in another way? How?
How did you cope with life before using substances?
What feelings would you most like to explore?
What else do you know about your feelings?

Part E: Strategies for managing substance use

You might like to share some of this information directly with your young person through a printout or email. You could also use the Strategies activity on the Substances And Me Worksheet to help them think about alternative responses to external stimuli.

Breathing and mindfulness practices

Deep breathing is the most effective way to quickly change the impact of feelings on the body. Mindfulness and meditation can also make changes to the way we respond to incidents over time. By gaining awareness and control over our thoughts, we can learn to relax the physical systems.

Exploring the senses

It can be very grounding to explore each of your five senses. By focusing on what we can hear, see, smell, taste or touch, we can learn to enter the present moment. Our senses help us re-enter our body and distance ourselves from our internal world and the constant chatter in our minds. A type of mindfulness, it can help us reduce anxiety. Tuning into our senses is a fact-based exercise. We can only see what is actually in front of us or hear what is actually making noise. We do not need to interpret this stimulus as good or bad - it just is what it is. Removing this judgement can slow down the mind.

You could choose to take this activity even further by focusing on particular sounds or sights, etc. For example, you could try to find and count triangles or circles around you or identify objects of a certain colour, such as purple or yellow.

Journalling

Some people find it helpful to keep a journal of their feelings. You might want to write in different colours depending on your mood or include photos, drawings or clippings. This is a great visual way of flipping back through time to see which feeling is dominating your life. Another strategy could be to write or draw in a way that expresses your feelings - hard, sharp lines might indicate anger while smaller, shaky letters could indicate fear. Be creative with it and try to keep it somewhere safe where no one else can read it. You might like to take your journal to therapy or re-read it to better understand your triggers. You might find it helpful to burn it to let go of your uncomfortable feelings (and keep your secrets safe).

Building healthy habits

Extreme emotions can respond to diet and exercise programs and healthy self-care. You might not always feel you are in an environment where you can take the best care of yourself, but becoming more conscious of how caffeine, sugar and substances affect your mood and behaviour is the first step to understanding the relationship between your habits and your feelings. You might find that getting up earlier each day to go for a run helps to discharge some of your energy before the day. Find habits that work for you and learn how to better communicate and address your feelings before they get out of hand. Don't bottle things up until you explode. A therapist can help you find strategies for this.

Making amends

When you have an outburst or behave in an unpredictable manner (due to substance use or otherwise), this can have quite an impact on people around you or in the firing line. Consider whether your behaviour has affected others and think about how you can 'make amends' or make it up to them. Sometimes an apology is enough. If you choose to apologise you should be specific about what you are sorry for and acknowledge how it would have made them feel. If you feel able, you might want to share that you're working on developing strategies to stop this from happening again and you will try to be more aware of how your behaviour impacts on others. When you are making amends, you should do it sober! Sometimes making amends will need to be more than just an apology. You might consider what actions you can take to give back to the person you have harmed. Perhaps it is by helping them around their house, promising to stay away from them, giving up substances or seeking help for yourself. If you're not sure what will help this person feel that you genuinely are sorry and want to change, ask them what they need from you, then make sure you follow through. Taking responsibility and facing up to the things you have done while using may make you question whether you want to do it next time. The more you practise making amends, the easier it will get, and the bigger impact it can make on your ability to manage your substance use.

Addiction support

If you believe you might be addicted to (a) substance/s, you will need to get help. We have provided some referral services below, but the first step would be to reach out to a GP or drug and alcohol counselling service. They will have an understanding of how addiction affects the brain and will be able to support you properly in your recovery. Do not expect to do this alone. Be brave - and ask for help.

Possible questions:

Do you have any sense of what makes you use substances?
If you didn’t use substances what would you do instead with your time?
If you didn’t use substances what would be different in your life?
Does using substances hold you back from doing anything in your life?
Is there anything in your life other than substances that helps you feel the way you want to feel?
Do you believe you can control your substance use?
Do you have any strategies for managing your substance use? Do they work?
If you continue your substance use, where might you expect to be in your life in three months, six months, two years?
Do you have a long-term goal of where you want to be? Will substances get you there?
Do you have anyone you need to apologise to?
What could you do to make amends?
What has worked for you in the past, other than substance use?
What are you doing differently when your life is going well?
What strengths or inner resources do you have?
Do you think you struggle with addiction?

Part F: Referral avenues

When to get help

If the young person identifies that their substance use is becoming destructive, hard to control, is constant or is causing negative consequences in their life (such as getting them into trouble, hurting others or interfering with their usual activities), it's definitely time to seek some help. The most important thing to keep in mind, though, is that you can't force anyone to get help. They need to be willing. Sometimes that might take a little while, or unfortunately, for a particularly bad event to occur. Be patient, but ensure that they know where they can go if and when they decide they are ready. Sometimes people will reach out in the middle of the night or when they are experiencing a high level of distress, so it is important for the young person to have this information on hand so they can go to it at any time.

It can also be useful for them to have a list of four or five names and phone numbers of trusted people in their life, such as family, friends, teachers, coaches or religious leaders that they can call in case they require urgent assistance.

Where to go for help

You can provide the young person with any or all of the below referral services at any time. You could also encourage them to speak with a counsellor at school, a youth worker, social worker or any other local service provider that you are aware of who could assist. Ensure that anyone you refer them to has the appropriate qualifications to deal with complex social, emotional and/or legal issues. Keep in mind that alcohol and drug counselling is quite different from other forms of counselling and is usually delivered by those who have recovered from substance addiction themselves.

Explain to the young person that if at any time, they feel that person they have chosen to speak to (or program) isn't suiting their needs, they are able to find someone else at any time. They don't have to stay in any situation that makes them uncomfortable or isn't working for them, but that doesn't mean they should quit when things get hard. Explain that dealing with our problems can be difficult and can bring up a range of feelings and that seeking help takes courage and persistence. You may like to offer them support as they go through this process so they feel they can explore with you what they are learning and whether they find it helpful or not.

A good starting point for a referral to a psychologist is via the school wellbeing team or a local GP who can write up a mental health plan for free access to psychological services (if they have access to Medicare). In some instances, the young person may not be willing to share their full story with a GP (who could be bound by mandatory reporting laws) so may need to consider how they wish to communicate their needs with the GP.

A local council or youth service may be able to make recommendations about where the young person can go for legal support, social workers or community assistance programs, such as rehabilitation programs or support groups (if relevant). Legal support may be required if the young person has been (or is likely to be) found in possession of illegal substances, or involved in their distribution.

Drug and alcohol support

Youth Support and Advocacy Service (YSAS)
https://ysas.org.au/resources/assessing-your-drug-and-alcohol-use/

Drugs and Alcohol Advice (YODAA)
http://yodaa.org.au/

National Alcohol and Other Drug Hotline
For free and confidential advice about alcohol and other drugs, call the National Alcohol and Other Drug Hotline. It will automatically direct you to the Alcohol and Drug Information Service in your state or territory. This local alcohol and other drug telephone services offers support, information, counselling and referral to services.
Phone: 1800 250 015

Drug Help
This Australian Government website provides information about illicit drugs and campaign resources.
campaigns.health.gov.au/drughelp

Cracks in the Ice
"Cracks in the Ice" is an online toolkit providing trusted, evidence-based, and up-to-date information about crystal methamphetamine (ice) for the Australian community.
www.cracksintheice.org.au

Counselling Online
Counselling online allows you to communicate with a professional counsellor about alcohol or drug-related concerns using text interaction. This service is free for anyone seeking help with their own drug use or the drug use of a family member, relative or friend. Counselling Online is available 24 hours a day, 7 days a week across Australia.
www.counsellingonline.org.au

Drug Information Network
This website provides a directory of places in all states and territories in Australia, where it is possible to seek information and services to assist with alcohol and other drug-related issues.
www.adin.com.au

Drug Info
Drug Info provides information about alcohol and other drugs.
www.druginfo.adf.org.au
Phone: 1300 85 85 84

Family Drug Support
Family Drug Support provides information and support for families of drug and alcohol users, including a 24-hour support line.
www.fds.org.au
Phone: 1300 368 186

Legal support

Youth Law Australia
Youth Law Australia is a community legal service that is dedicated to helping children and young people in Australia and their supporters to find a legal solution to their problems.
https://yla.org.au/

Legal Aid
Legal Aid provides a number of free legal services which are available to anyone in the community. These include legal information and referral services and, in some cases, minor assistance (for example, telephone advice). Legal Aid in Australia is legal assistance provided by the Government. Each state and territory has its own Legal Aid Commission, which is responsible for administering Legal Aid. There are Legal Aid offices in cities, suburbs and towns across Australia.
https://www.probonocentre.org.au/legal-help/legal-aid/

Mental health support

Kids Helpline
Kids Helpline telephone, web and email counselling is available 24 hours a day, 7 days a week to children and young people of Australia aged between 5 to 25 years of age.
www.kidshelpline.com.au
Phone: 1800 55 1800

Reach Out
This website has information about drugs, where to seek help, how to help a friend and many other youth-related issues.
www.au.reachout.com

Headspace
Headspace provides information and counselling services with anything to do with alcohol, drugs, education, employment and general or mental health. It’s for 12 to 25-year-olds and has centres all around Australia.
www.headspace.org.au

Beyond Blue (https://www.beyondblue.org.au/)
Beyond Blue provides information and support to help everyone in Australia achieve their best possible mental health, whatever their age and wherever they live.
1300 22 4636

Lifeline
A 24-hour phone and online counselling service designed to help anyone through all problems.
www.lifeline.org.au
Phone: 13 11 14

Sane Australia
Sane has a helpline and website that provides information and support for mental health issues.
www.sane.org
Phone: 1800 18 7263

Possible questions:

Do you want to stop or reduce your substance use?
Do you want to learn new strategies for managing your feelings and behaviours?
Do you need any legal support?
What might be two reasons for changing your behaviour?
Would you be willing to talk to someone trained in these issues?
Can I help you with accessing any services?
What kind of help do you most need right now?
How will you look after yourself if you get sober/clean?

Coward Punch - 1 On 1 - Substances and Me

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