The purpose of this qualitative study was to determine from the treated students' perspective what teacher behaviors facilitate recovery and what teacher behaviors inhibit recovery. Study participants included 16 high school students who had completed treatment for alcohol and drug dependency in grades 9-12, and 112 teachers. Students and teachers were interviewed to better explain the phenomenon from their perspectives. Data gathered from student interviews, student journal recordings, observer notes, and teacher interviews were used as corroborating data. The constant comparative method was used to analyze data (Glaser & Strauss, 1967).Five major themes emerged from the data analysis explaining the effects of teacher behavior on students who had completed treatment for drug and alcohol dependency. The data were segmented into themes using a bi-polar structure. These themes were: (1) student performance; (2) student communication; (3) student relations: security; (4) student: affective; and, (5) authority: student behavior. These themes yielded student identified causal conditions, intervening conditions, and action/reaction strategies that either inhibited or facilitated recovery.The data showed students did not have neutral feelings; they had either negative or positive feelings about their personal interactions with teachers or their observations of teachers' interaction with other teachers and/or other students. Teacher behaviors which resulted in negative student behavior consequences in each of the five major theme categories were not helpful to students and inhibited their recovery. Teacher behaviors which resulted in positive student behavior consequences in each of the five major theme categories helped students and facilitated their recovery.

The purpose of this study was to gather insights from recovering (from addictions) Adult Children of Alcoholics (ACA) at Pathway to Recovery, Inc., Indianapolis, IN, who have participated in a pilot family addictions treatment group. This research gives evidence on the group counseling support that ACA group members reported they received and/or determined they needed to receive regarding: their (1) addictions and recovery; (2) specific family of origin roles; and (3) basic ACA issues; as well as information needed to continue living a healthy, productive, drug-free life-style, and; the assistance counselors/therapists could give in this endeavor.A case study methodology was used for this research. Eight informants were purposively selected from a total of 45 ACA group members. Three interviews were conducted with each of the eight informants. Retrospective, structured, and semi-structured interviews, as described by Fraenkel and Wallen (1996) were utilized. Since an interview guide was unavailable for use in this study, one was created.The following four conclusions were drawn from the results of this study:1. The evidence collected suggests that the eight informants benefited from the three-pronged (addictions, ACA issues, specific family role) Recovery, Inc.2. The evidence (detailed in Chapter Four) indicated that many of the actions described herein assisted informants after leaving the ACA group and that the group was responsible for many of the positive changes.3. Accepting oneself was identified most often as the step needed to achieve and maintain sobriety.4. Learning about family issues and studying childhood behaviors may be painful as well as helpful.Results of this study were not generalized beyond these eight informants. However, this study contributed new information to the field of addictions and family roles research by describing the actions, behaviors, thoughts and feelings of these eight informants. / Department of Educational Leadership

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