Substance Abuse Policy Adaptation in Florida Municipal Government
Drug abuse is one of America's major public policy concerns. Problems associated with drug and alcohol abuse have not escaped America's workforce. Public sector human resource managers, like their counterpart in private industry, are faced with the challenge of developing policies that protect the interests of their organization while preserving the rights of those they employ or seek to consider for employment. This article examines emerging substance abuse policy in Florida municipal governments. A model of substance abuse policy development is presented and then assessed based on data collected in 1988 and 1990. The research indicates that Florida cities are progressing beyond the application of drug testing towards rehabilitative intervention and educational awareness initiatives.
The Drug-Free Workplace Act of 1988
With the influx of the 80's anti-drug movement into the workplace, in the fonm of the Drug-Free Workplace Act of 1988, private contractors concerned about compliance with the Act may turn in increasing numbers to Employee Assistance Programs. To determine if such a trend already exists, a survey of 44 small businesses was completed, to discover if an awareness of the Act and its requirements, along with the perceived need or intent to comply, would be associated with the increased presence of EMS, drug testing, drug policies or drug awareness programs. The participants were also asked how they would respond to an identified drug user in the workplace. As predicted, the results showed that companies who were aware of the Act and its requirements, or who believed they are accountable, were more likely to implement various drug program elements, such as EAPs. Also as predicted, the combined use of both treatment and discipline in response to workplace drug abuse was more likely to be found in companies that ...
The Counselor and the Individualized Educational Program.
This article reviews the requirements of Individualized Educational Programs (IEPs) for handicapped students, including descriptions of the interdisciplinary team that develops the IEP, IEP components, and evaluation procedures. Kameen and McIntosh propose an ideal counselor role that includes developing, implementing, and evaluating IEPs in the affective domain. Counselors receive suggestions for their involvement in defining annual goals and short-term objectives, devising appropriate educational strategies, providing direct and indirect services for handicapped youth, and evaluating the affective components of IEPs.