PUBLICATION EXPECTED IN 2026

TREADWAY:

A Diversionary Curriculum for PreAdolescents, Ages 11-13 At Risk of Developing a Future Substance Use Problem

Amy Carrison, PsyD, LP, LADC

Treadway is an innovative educational resource aimed at supporting preadolescents ages 11 to 13 in making informed decisions regarding the use of mood-altering substances. As such, the curriculum takes a transtheoretical approach and is a preventive curriculum designed for implementation in diverse settings, including schools and juvenile detention centers. Although primarily intended for group settings, it may also be used and adapted in individual contexts, such as therapy sessions.

Developed by a Licensed Alcohol and Drug Counselor as part of their doctoral dissertation, Treadway is a curriculum, unlike many others. It is designed with a focus on preadolescents to serve as a knowledge base for working with mood-altering substances, developing therapeutic alliances, identifying stakeholders, and working through decision-making models. Furthermore, this manual is intended to provide a knowledge base for providers to understand how preadolescents meet the Diagnostic and Statistical Manual criteria for substance dependence, thus serving as a roadmap to guide professionals in working with this demographic.  This manual serves as a comprehensive chemical health guide, filled with assessments, activities, and research to support the treatment process and to understand when to make referrals. 

Treadway provides a nine-unit curriculum specifically designed to address the developmental and cognitive needs of preadolescents. Each unit in the Treadway manual includes an educational component for the facilitator that outlines the activity’s purpose, required materials, and estimated duration. Henceforth, this text has been created for use by mental health professionals, health care professionals, educators, and others concerned about preadolescent chemical use. Furthermore, this curriculum does not require facilitators to hold any particular licensure or undergo extensive training. The only prerequisites are that facilitators possess a genuine desire to assist preadolescents, maintain a non-judgmental approach when engaging with them, and have a fundamental understanding of childhood and early adolescent development.