Youth Alcohol Abuse Prevention Programs From a Different Angle | 21st Century Brain Research and SECONDHAND DRINKING

Youth Alcohol Abuse Prevention Programs in schools, when conducted from a different angle – that of 21st Century Brain Research and SECONDHAND DRINKING (SHD) – opens a host of opportunities for the information to be heard differently and to spread the information beyond just the student. How?

Three Key Reasons To Use 21st Century Brain Research and SECONDHAND DRINKING as the basis for Youth Alcohol Abuse Prevention Programs in Schools

1) Because all children intersect with school at some point in their lives, schools and teachers working with youth provides an excellent opportunity to impart this information to the greatest number of young people and to have that information embraced as important for success.

Youth Alcohol Abuse Prevention Programs from a different angle: 21st Century Brain Research and SECONDHAND DRINKING - offers a host of new opportunities!

Youth Alcohol Abuse Prevention Programs from a different angle: 21st Century Brain Research and SECONDHAND DRINKING – offers a host of new opportunities!

2) The messaging imparted through schools, teachers, health education programs and the like not only impacts the young person, but depending on the program or product vehicle, it also reaches a broader audience. Take-home handouts or YouTube videos, for example, exponentially increase opportunities for others to understand this new research and self-elect change, if necessary. Examples of extended reach outcomes include:

  • young adults changing “at-risk” drinking patterns before they suffer a serious consequence, such as a DUI, unprotected/unwanted sex, developing alcohol abuse or alcoholism.
  • parents understanding how the brain develops and why the developmental changes occurring during the teen years causes alcohol to work differently in the teen brain than it does in the adult brain, thereby giving parents better tools for discussions and their own positions on underage drinking and moderating their own drinking patterns, if necessary.
  • all to understand SHD, as well as the connections between bullying, violence, anxiety, depression and suicide and the brain changes caused by mental illness, heavy drinking patterns or repeated exposure to stress or SHD.

3) Addresses the broader issues of mental illness, suicide, violence, adolescent addiction treatment,
SHD and bullying by helping youth to:

  • become their best selves through understanding the power they can exert over their brains, thereby helping them to avoid becoming “victims” of situations.
  • understand what influences and/or changes how their brains work, such as: mental illness, ADHD, SHD, traumatic brain injury, depression, substance abuse, being bullied, parental alcohol abuse, family violence, as examples.
  • recognize that sometimes they are not capable of changing their brains on their own, as in the case of mental illness or bullying, for example, and to appreciate that seeking help (such as that from a Health Teacher) is, in fact, a sign of a healthy brain.
  • learn to care for and protect their brain – even in the face of negative experiences, such as a family member’s alcohol abuse and the resulting SHD.
  • avoid alcohol or drug use until their brains are more fully developed because of the unique impact of alcohol and drugs on the developing brain.

If your school or school district would like such a program (these are customized to meet specific target audience requirements, for example: students, staff development programs, volunteer leaders, parents) or for further information, please give Lisa Frederiksen a call at 650-362-3026 or email her at Note: this program can adjusted to include prescription and illegal drugs, as well. And, I’ll leave you with one attendee’s reaction to this program:

Lisa was absolutely amazing at our [San Mateo Union High School District Health Education Teachers and Department Heads] staff development day with health teachers in the district. We all learned so much about second hand drinking. It’s great to be able to apply all our knowledge into the class this semester. Kudos to you for a great in-service. We all felt it was time and money well spent. Sincerely, Barbara Beaumont

©2012 Lisa Frederiksen,

Lisa Frederiksen

Lisa Frederiksen

Author | Speaker | Consultant | Founder at
In 2015, Lisa Frederiksen celebrated 34 years recovery from anorexia and bulimia and 12 years recovery from secondhand drinking. She is the author of nine books, including "If You Loved Me, You'd Stop!", and is a national keynote speaker, consultant and founder of She has spent more than 12 years researching, writing, speaking and consulting on substance misuse prevention, intervention and treatment; mental illness; addiction as a brain disease; effective co-occurring disorders' treatment; secondhand drinking | drugging; help for the family and related subjects – all centered around 21st century brain and addiction-related research. In 2015, she founded SHD Prevention, providing training and consulting to companies and public agencies to address the workplace impacts of secondhand drinking - the other side of alcohol misuse - something that affects up to 40% of a workforce and costs hundreds of thousands dollars each year in absenteeism, safety risks, health care expenses, distraction and poor performance costs.

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  1. How I wish you were more local Lisa! Your program is so important in educating and empowering the next generation. And that’s the only way to break they cycle of addiction within families.

    • Thanks, Carolyn!! I was “talking” with others in Britain – perhaps there’s a way for several groups/leaders to pull together a conference on all of this in England and Ireland or one for both or …. I’ll email you!

  2. Lisa, what happens with children who are homeschooled? Do their parents get a curriculum? Are they supposed to teach the kids about substance and alcohol abuse, as well?

    • As with school districts who individually decide their curriculum, it would be up to a home schooling parent and/or parent group to decide how they would like to handle this. Thanks for your comment, Simona.