How can we support an adolescent who struggles to believe they are capable of making different choices?
Adolescents living with challenges related to substance use present very diverse realities. Some use substances to manage their emotions, others to belong to a group, escape a difficult situation, or simply because they do not see other solutions.
Intervention objectives can be numerous: developing motivation for change, strengthening the sense of competence, learning to ask for help, improving emotion management, developing problem-solving skills, or making choices more favorable to their well-being.
As with any intervention, an important question arises:
Will integrating an animal bring real added value to the pursued goal?
Why integrate an animal?
The animal allows the adolescent to have concrete experiences where their choices have a direct impact on the interaction.
The animal does not judge, but reacts to what is happening in the present moment. It thus offers a context where the adolescent can experiment, try different strategies, observe their effects, and experience successes without substance use being constantly at the center of the exchanges.
The interaction then becomes a foundation for developing skills that can support their journey.
For these experiences to be meaningful, the choice of animal partner is essential.
At Synergie Plumes et Poils, we prioritize an animal motivated to participate in interactions. An engaged partner makes it possible to create varied experiences while respecting their well-being, even when activities evolve or unexpected situations arise.
A concrete example
Consider the example of an adolescent who often expresses that they are “not capable,” who quickly gives up when faced with difficulties, and who believes they have little control over what happens to them.
The professional’s objective is to develop their motivation for change and their sense of being able to act on the situations they encounter.
Before designing activities, the professional observes the interactions that naturally engage the young person with the animal.
Are they more engaged when guiding the dog? When solving a challenge with the dog? When participating in a search game? When they need to think about different strategies to reach an objective?
These observations make it possible to choose the interactions that foster their engagement.
Throughout the activities, the professional then supports the young person in their reflection.
What allowed you to succeed in this challenge?
What did you try when your first strategy did not work?
At what point did you feel like giving up?
What helped you to continue?
The goal is not only to succeed in an activity with the dog.
The objective is for the young person to discover, through concrete experiences, that they possess resources, that they are capable of adjusting their strategies, asking for help when necessary, and persevering despite difficulties.
These realizations then become levers for addressing other challenges in their life.
Transfer to daily life
The professional supports the young person in making connections between the experiences with the animal and the situations they encounter in daily life.
How could the strategies used during the activities help you when you feel a strong urge to use substances?
Who could you ask for help when you are experiencing a difficult situation?
How can you recognize the moments when you need to take a break or make a different choice?
The objective is for the skills developed during interactions with the animal to gradually become resources that the young person can draw upon in their personal journey.
Professional practice relies on quality training
Human-animal interactions offer tremendous potential, but they require much more than just the presence of an animal.
Professional practice requires understanding the adolescent’s needs, determining whether the animal represents real added value to the objectives being pursued, selecting an animal partner whose characteristics match the proposed activities, and designing meaningful interactions.
It also requires recognizing the animal’s needs, preserving its well-being, and ensuring the safety of all involved.
Being a professional also means recognizing the limits of one’s scope of practice. When an adolescent is experiencing issues related to substance use, the professional must work in collaboration with the relevant professionals and refer when the needs exceed their scope of competence.