Substance Abuse in Charlotte, North Carolina


Charlotte in North Carolina is in the lead regarding drug and substance abuse. Therefore, there are many rehabilitation centers located in the city. Among the drug users are high school girls and boys, and those between the ages of the 18-26 that are the most affected group (Test et al., 2009). North Carolina State has approximate population of 10 million people and the Charlotte city alone has 30 percent of the population which means the most of Carolina’s drug addicts are the residents of the city, and its environs (Marlatt et al., 2011). Therefore, assessment of the drug users and the program offered to them for rehabilitation is critical (Marlatt et al., 2011). This research paper will explore how the drug users in North Carolina are taken through a series of recovery to overcome addiction. The mainly abused drugs are cigars, alcohol, and black heroine. The research paper will use MAP-IT approach to determine the rehabilitation process and the capacity of the centers in North Carolina in rehabilitating substance addicts.


MAP-IT is an approach that is used in the project implementation and monitoring. Drug addiction is a problem in North Carolina. Rehabilitation process can be viewed as a project of restoring the drug addicts to normal life (Test et al., 2009). The method determines the extension and the magnitude at which the drug addicts are mobilized and rehabilitated to reduce the usage of substances and recover from addiction. First, the drug addicts are mobilized to the centers where they are tested to confirm that the type of substance they have been abusing and the severity of damage to their health system.

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The rehabilitation centers in North Carolina have personnel responsible for outreach to the entire North Carolina population. The team identifies the drug addicts with the help from teachers and parents in the case of students and the adult drug addicts by means of well-wishers calling them (Test et al., 2009). The first phase of rehabilitating drug addicts is by mobilizing them to the centers. The approach includes convincing them on the importance of reducing or avoiding hard drugs such as cigars and alcohol and the health implications it has on them (Bowen et al., 2006). After the drug addicts have been mobilized and willingly accept to be rehabilitated, they are invited to the center. At the center they are tested and the drug level in their body system determined.


Assessment process involves determination of the addicts group and categorization of the addicts. The process ensures that drug addicts of the same type are grouped together for easy management (Bowen et al., 2006). For instance, alcohol addicts are grouped together, such that they can share their experience and be treated together. The next step is to plan how to treat them.


The groups mainly affected are teenagers brought by their parents by force to the rehab centers, planning is crucial to ensure the short period is used in the rehabilitation process. The planning process includes determining the number of the drugs that will be administered to them until the entire process elapse (Test et al., 2009). The test undertaken in the mobilization stage is use to determine the magnitude of addiction and subsequently the time it will take for the addicted individual to be rehabilitated in the center. The addicted individual usually undergoes six months of rigorous and medical treatment to help eliminate drug addiction (Bowen et al., 2006). The plan involves financial implications and duration of the time in the rehab center.


After the project has been designed the next phase is the implementation of the rehabilitation and management of the drug addicts. The addicts are then trained on how to overcome addiction and make sound choices in life. In most cases, the process involves psychological counseling and training of the users to gain life principles and build hope (Bowen et al., 2006). Most of the drug addicts have other problems that lead them to use drugs such as peer pressure, stress from the family members and life challenges such as school programs. These life problems are unavoidable, and ,thus, psychologist trains them how to overcome such problems and focus on their career ambitions.


During the process of rehabilitation, drugs addicts are monitored to ensure that they are responding to the program and that the desired plan and objectives are achieved. Tracking method includes a measure of the amount of substance in the body about their health conditions and the extent of real perception as seen from the interview of the rehabilitators (Test et al., 2009). In the rehabilitation process, tracking is a continuous process and becomes more pronounced when the addicts are about to be releases especially the teenagers.

Phase four of the rehabilitation process entails monitoring of the release drug addict. The process involves checking on the lifestyle of the rehabilitated individual and whether he or she is still using the drugs (Bowen et al., 2006). Phase four comes after the recovery processes in the rehab center have been completed. Subsequently, entire phase four falls under monitoring and evolution of the rehabilitated drug users (Bowen et al., 2006).

Conclusively, the rehab process takes five steps for the drug addict to be rehabilitated. The steps are mobilization, assess, plan, implementation and tracking. North Carolina leads the pack with teenagers who abuse drugs, and ,thus, most of the rehab centers are located in North Carolina. The process takes place step by step and requires close monitoring of the rehabilitators to adopt the program so that drugs abuse be completely eradicated.



Bowen, S., Witkiewitz, K., Dillworth, T. M., Chawla, N., Simpson, T. L., Ostafin, B. D., … & Marlatt, G. A. (2006). Mindfulness meditation and substance use in an incarcerated population. Psychology of Addictive Behaviors, 20(3), 343.

Marlatt, G. A., Larimer, M. E., & Witkiewitz, K. (Eds.). (2011). Harm reduction: Pragmatic strategies for managing high-risk behaviors. Guilford Press.

Test, D. W., Fowler, C. H., White, J., Richter, S., & Walker, A. (2009). Evidence-based secondary transition practices for enhancing school completion. Exceptionality, 17(1), 16-29.