proceedings from the u.s. department of education’s higher education center for alcohol, drug...
TRANSCRIPT
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7/31/2019 Proceedings from the U.S. Department of Educations Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention Training Institute, If You Build It, They Will Co
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Title&Below&please&list&the&title&of&this&resource.& &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
!Proceedings!from!the!U.S.!Department!of!Educations!Higher!Education!Center!for!Alcohol,!Drug!Abuse,!and!
Violence!Prevention!Training!Institute,!If!You!Build!It,!They!Will!Come:!Building!and!Sustaining!Effective!Campus!Recovery!Programs!
!Author&Below&please&list&the&author(s)&of&this&resource ."
!U.S.!Department!of!Education!
!
Citation&Below&please&cite&this&resource&in&APA&style.&For&guidance&on&citation&format,&please&visit&http://owl.english.purdue.edu/owl/resource/560/01/&
!U.S.!Department!of!Education.!(2012).!Proceedings"from"the"U.S."Department"of"Educations"Higher"Education"
Center"for"Alcohol,"Drug"Abuse,"and"Violence"Prevention"Training"Institute,"If"You"Build"It,"They"Will"Come:"
Building"and"Sustaining"Effective"Campus"Recovery"Programs .!Washington,!D.C.!
!
Summary&Below&please&provide&a&brief&summary&of&this&resource.&If&an&abstract&is&available,&feel&free&to©&and&paste&it&here.&
!The U S Department of Educations Higher Education Center for Alcohol Drug Abuse and Violence
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The U S Department of Education s Higher Education Center for Alcohol Drug Abuse and Violence
Collegiate Recovery Communities inNational Policy
Training Institute: If You Build It, They Will ComeBuilding and Sustaining Collegiate Recovery Communities
August, 2012 DuPont Circle Hotel Washington, DC
Peter Gaumond
Chief, Recovery BranchOffice of National Drug Control Policy
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National Drug Control Strategy
NDCS delivered toCongress annually
Coordinates Federal drugcontrol activities across
agencies
Reports on trends,summarizes progress, andsets goals
A balanced public health-public safety approach todrug policy
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Demand Reduction
Stopping drug use before it begins saves lives andmoney.
Effective drug prevention happens on the locallevel.
Comprehensive:
evidence-based interventions in multiple settings
tested public educational campaigns
sound public policies
Prevention
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Demand Reduction
Integrating substance use disorder treatment intobroader health care systems
Training mainstream health care practitioners to screenfor SUDs
Fostering adoption of universal screening for substanceuse problems in primary care and other health caresettings
Expanding access to SUD services and establishing themas part of mainstream health care systems (e.g., Medicaidexpansion, SBIRT, and provision of treatment services in primary caresettings)
Early Intervention & Treatment
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Demand Reduction
2010 Obama Administration brings recovery tothe center of national drug control policy for firsttime
2010, 2011, and 2012 National Drug ControlStrategies lay out specific action items in therecovery domain, including:
Expanding and sustaining the Access to Recovery program
Identifying and addressing laws and rules that impede recovery Expanding community-based recovery support services (e.g.,
recovery community centers, recovery high schools andcollegiate recovery programs) & fostering the adoption of theROSC framework
Recovery
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Principles of Recovery
Recovery transforms individuals, families, andcommunities
Recovery is anchored in community and culture
Peers have a unique legitimacy and authenticity
as mentors, guides and coaches; autonomous
peer-led services are an indispensible component
of a treatment and recovery system
There are many pathways to recovery
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Defining Recovery
ONDCP does not have an official definition forrecovery, but recognizes that it:
Is a process by which a individuals overcome a substanceuse disorder, achieving improved health, wellness, and
quality of life (SAMHSA, 2005)
Is a voluntary lifestyle characterized by sobriety (Schwarzlose ,McLellan, et al. 2007) and civic engagement (Faces and Voices ofRecovery, 2012)
Has individual, family and community dimensions and canbe transformative on all three levels
Supports a purposeful and self-directed life (SAMHSA, 2012)
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Recovery-focused systems & services:
Reduce use of high-cost services
Increase first-time admissions & use of outpatient
Save money while expanding access
Recovery support services (RSS):
Non-clinical services that:
Can be provided prior to, during, after, and sometimes, in lieu of
treatment
Help individuals & families achieve stable, long-term, recovery
Reduce the need for repeat admissions to treatment
Supporting Recovery
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Supporting Recovery
Recovery-oriented policies improve public health &
public safety by eliminating unnecessaryimpediments to full participation in society
Recovery Community Organizations
Provide peer recovery support services Serve as a link across systems and between them and
the community
Benefit both those providing and those receiving them
Recovery high schools and collegiate recoverycommunities provide a pathway from addiction tohealth, wellness, and success
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From Sick Care to Health Care
Emphasis on prevention, screening, early intervention
(e.g., SBIRT) Focus on strengths, solutions, health, wellness, and
quality of life rather than on pathology
Leveraging recovery community; emphasis on peer
recovery support services (PRSS)
Use of chronic care/recovery management approachesrather than brief doses of treatment
Integrated systems and services emphasizingclient/patient choice and self-management
Care anchored in community (campus) rather than inprogram or center
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CRCs in Context: What the DataShow
In 2010, 23.1 million
Americans aged 12 or older(9.1%) needed drug oralcohol treatment
2.6 million (1.0 percent ofpersons aged 12 or olderand 11.2 percent of thosewho needed treatment)received specialty treatment
Past-year abuse ordependence among youngadults was nearly 20%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
Adolescents
(12-17)
Young Adults
(18-25)
Adults (26 or
older)
7.3%
19.8%
7.0%Prevalence
Past-year Abuse or DependenceDisorder by Age Cohort
(NSDUH, 2011)
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What the Data Show
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%
Any Illicit Drug
Marijuana
Cocaine
Heroin
Methamphetamine
Nonmedical Use - RX
Cigarettes
Alcohol
Binge Alcohol Use
22.0%
19.5%
1.3%
0.1%
0.1%
5.0%
24.8%
63.3%
42.2%
23.5%
20.2%
1.5%
0.3%
0.4%
7.0%
39.9%
52.4%
35.6%
Percent Reporting Past Month Use - Persons 18-22 by College
Enrollment Status
Others Aged 18-22
Full-Time College Students
(NSDUH, 2011)
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
< 1 Year 1-3 Years 4-7 Years
36%
66%
86%
Perce
ntAchievingAdditionalYearofAbstinence
Continuous Abstinence at Time of Baseline Interview
Percent Remaining Abstinent During 12 Months
Following Baseline
What the Data Show
Dennis, Foss & Scott (2007)
Recovery takes place incommunity and recovery
skills are best learned there
Risk of relapse greatlyreduced after one year ormore of continuousabstinence
College campus is high-risk
environment for individualsin early recovery
Collegiate recoverycommunity may not onlysupport students inrecovery, but may haveother beneficial impacts:
Improved retention,academic performanceand graduation rates
Expanded social optionsand changed socialnorms
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What the Data Show Age of first use is associated with likelihood of developing a
substance use disorder:
Adults 21 or older reporting first use of alcohol before age 15 weremore than 5 times as likely to report past year alcohol dependence orabuse than persons who first used alcohol at age 21 or older
Among the 14 million adults aged 21 or older who were classified ashaving past year alcohol dependence or abuse, more than 13 million(95 percent) had started using alcohol before age 21 (NSDUH, 2004)
12.8 percent of those reporting first trying marijuana at age 14 oryounger had an illicit drug dependence or abuse disorder
2.6 percent of adults who had first used marijuana at age 18 or olderhad a substance use disorder. (NSDUH, 2011)
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What the Data Show: Preliminary Findings
Average GPA of Texas Tech (TTU) community 3.18, compared to2.93 for the campus as a whole (Harris et al., 2007)
Augsburg college StepUP program GPA: 3.2 (Augsburg College, 2012)
93% of students served from 2006 to 2010 in the StepUPprogram did not relapse (Augsburg College, 2012) and 92% of TTU
students did not relapse (Harris et al., 2007)
TTU community found to have 70% graduation rate, comparedto a 60% campus-wide average, a Texas average of 48.5% , andthe national average of 55.9% (Harris et al., 2008; National Center forHigher Education, 2012)
American College Health Association 2012 Best Practices inCollege Health Award honors UT Austin Center for Students inRecovery (CSR).
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Where CRCs Fit in National Policy Historically, youth recovering from/exiting treatment for SUDs
have had few resources/supports
CRCs fill a critical gap and provide recovery support services at adevelopmental stage when their potential benefit to theindividual, family, and broader society is at its greatest.
CRCs are part of a multi-pronged approach to demand reductionthat includes prevention, treatment, and recovery supportservices
They may help prevent drug use before it begins, and they do
provide a mechanism for intervening early and effectivelysupporting youth and young adults in recovery
Youth/young adults in recovery serve a community-widepreventive function
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StepUP
Program
Augsburg College
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Collaboration
Working with existing Campus Services
Residence Life
Admissions - Financial AidEnrollment Center
Counseling Center
Faculty and Staff
Academic Advising
CLASSAccommodations
Campus Ministry
Career and Internship Services
DevelopmentInstitutional Advancement
Administration
President, VP, Deans
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Community Services
12-step meetings
Psychologists, Psychiatrists
Treatment Centers, Halfway and Sober Houses
Hospitals
Drug Testing Facilities
Eating Disorder TreatmentGambling Addiction
High Schools with Recovery Support roups
Recovery High Schools
Leaders in community that support recovery and
are willing to help students with resumes, mock
interviews, internships, and employment
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Take Home Questions
Think about a typical week in the life of a student and list all the
departments they come in contact with. What plans can you maketo collaborate with those departments on various levels?
How do you currently collaborate with other campus services eitherfor referrals or for support services for your students?
What areas of your program development and maintenance will bemost strengthened through collaboration with other campusrecovery programs?
Are you being charged with developing an integrated campusmodel? Discuss the steps you need to take to collaborate with otherstaff and professionals, increase awareness of the need for recoveryservices and the benefits of supporting students in recovery.
Create coalitions of staff and faculty have interest in recovery.
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Housing
Community is what defines our program
Safe and supportive housing
Separate drug and alcohol free housing
Community Advisors
Peer Leaders
Work closely with Residence Life
Transitional Housing
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Take Homes Questions
What are the advantages of having or not having recovery housing
on your campus?
Is there a need for supportive living environments for yourstudents in recovery? Explore the pros and cons of on-campusRecovery Housing vs. off-campus housing.
Do you have resources to manage a living environment?
How could living in community in a residence hall enhance astudents academic success and recovery program?
Discuss gender inclusive housing versus single gender housing. Anybenefits or concerns?
Are there any student needs that could not be addressed in a
residence hall setting?
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Social Support:
Need to find a sober social support mechanism whileattending college/university
Peer Group:
Finding a peer group that supports an individualsidentity and the values and beliefs that accompany it
Identity:
Need to find their autonomy and create an identity,outside of parental or treatment supervision
Academic and Financial:
Academic and financial planning is often overwhelmingto recovering students
(Harris, Baker, Kimball & Shumway, 2007)
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Enhancement of Quality, Long-term
Development of
Providing Facilitation of
AndLastly
that
Impacts the way RECOVERY is
viewed
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Recovery
Emotional
Companionship
Information
Instrumental
empathy, love,
caring andconcern
Peer
support
Advice,
guidance
Material
assistance
(Harris,Baker, Thompson, 2005)
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25%
46%
15%
14%
Emotional
Companionship
Instrumental
Informational
Sense of community and
fellowship because a shared
struggle is barely a struggle
at all. Emotional
To stay in a sober
environment to finish my
undergraduate degreewith a focus on recovery
goals with those around
me. Companionship
They offer extremely large
amounts of support academically,
mentally, physically, spiritually,emotionally, and much more, like
scholarships. Instrumental
I was an addict who just got
out of rehab and wanted to
go back to school and be
successful. - Informational
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33%38%
11% 18%Emotional
CompanionshipInstrumental
Informational
That I can feel connected to
people my age with similar
goals without having to
explain or defend myself for
my choices. Emotional
My roommates and other people
who are serious about school
and recovery in the program.
Companionship
Having friends in recovery
on campus and taking
classes with them.
Instrumental
Provides support network of
employees and students without
having to seek them out on your
own. - Informational
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For Spring semester of 2012, CRC students who
participated in the survey had a 95% RecoveryRate
77% of the participants reported being diagnosedwith a Mental Health illness prior to enrollment in theCRC, however, Mental Health distress is at a
minimum level for CRC students 4 out of 5 students who participated in the survey,
reported that their participating in a CRC was veryhelpful to their recovery
Students who participate in CRC programs havelow risk factors for relapse
Overall 97% of CRC students rate their quality oflife extremely high
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With CollegiateRecovery Programs:
Students basic needs aremet
Students access
academic resources thathelp in their success
Students learn to buildmeaningful social support
Students are staying
sober while in a universitysetting which shows thatthey feel safe, supportedand highly productive
Supporting Students =Student Success
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Building, Engaging and Sustaining the
Rutgers Recovery Community
Lisa Laitman
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Brief
Intervention
AOD
Counseling
Recovery
SupportAssessment and
Personal
Feedback- three
sessions
ACOA-
Individual, group
and referral to Al-
Anon
Early Recovery
group and
Individual
Counseling
Marijuana
Check-Up
Motivational
Counseling for
students who are
not yet ready forrecovery
Availability of
Campus12Step
MeetingsAA,
NA and GA
4/20 Group Referral to
Treatment
Recovery Housing
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Rutgers Recovery Community Beginning in 1983 the recovery community were four students who wanted to
meet other college students in recovery at Rutgers.
Through intervention services through ADAP, students went into treatment and
the recovery community grew.
In the first five years, the Thursday night recovery support group grew from the
original 4 to 48 students.
In 1988 we opened the Recovery House with 12 students who had begun theirrecovery at Rutgers.
Within a few years students were transferring to Rutgers to live in the Recovery
House and part of the recovery community
In special circumstances we will advocate for a student in recovery to be
admitted either as a nonmatriculated student (NB) or matriculated student. (N).
Today our community is a combination of students who begin recovery throughADAP and students who transfer to Rutgers already in recovery.
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Recovery Rally NYC September 2009
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Rutgers Recovery Housing
Lisa Laitman
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Rutgers Recovery House In 1988 Rutgers became the first university to offer an on-campus residence hall for
students in recovery.
Safe haven for students who started recovery through on-campus AOD counseling
program. Students in recovery began transferring to Rutgers because of Recovery
House and support services.
Recovery House is not a halfway house but a residence hall for students in recovery.
Emphasis on self governance and accountability to the community.
Alumni now include individuals in their 30s-50s with up to +27 years of sobriety.
Rutgers Recovery Reunions in 1993, 2003, 2008 and our 30th anniversary coming up in
2013 .
In 2008 Rutgers received grant funding for the last 4 years from the NJ Division of
Mental Health and Addiction Services to enhance our recovery support services.
Recovery Housing exist on both the Newark and New Brunswick campuses.
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Rutgers RH Requirements
(1) At least 90 days of sobriety at move-in
(2) 2+ Interviews at Counseling Center by ADAP
(3) Accepted by Rutgers (Admissions)
(4) Full-time student
(5) Sponsor in the area by September 30th
(6) Attend 2+ area 12-step meetings a week
(7) 8+ individual counseling sessions 1st semester (Additionalrequirements for less than one year of sobriety)
(8) Weekly attendance at Early Recovery Group for at least the 1stsemester
(9) Looking for those with the fierce urgency of now
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Recovery House Alumni Event
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Rutgers Recovery House data 2008-2012
S h l
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School
yr,
divided
by
semester
StudentsLiving inthe RHYearly*
RelapseNumber Yearly
Avg.YearlyAbstinence Rate
Avg.RelapseRate GPA
GraduatedorReturned
Graduatedor Return%
AlumniParticipation Graduated
2008, Fall 12 1 91.60% 8.40% 2.61 11 91.66% N/A 92009,Spring &Summer 13 1 92.30% 7.70% 2.79 13 100% 6 10
2009, Fall 21 0 100% 0% 3.09 20 95.24% 23 132010,Spring &Summer 21 0 100% 0% 3.08 20 95.24% 17 14
2010, Fall 23 0 100% 0% 3.08 22 95.65% 29 82011,Spring &Summer 24 4 83.33% 16.7% 3.05 22 91.66% 33 8
2011, Fall 30 1 96.66% 3.44% 3.25 29 96.66% 33 52012,Spring 31 0 100% 0% 3.21 3Avg., Fall08 toSpring 12 22 .9 95.49% 4.53% 3.05 95.16% 17 total
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Lesson Learned
Lisa Laitman
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Lessons Learned:Recovery vs. Substance Free Housing
The need to create a Recovery CampusCommunity not only a substance free one
Changing the campus norm with a
community of students in recovery while
protecting confidentiality Support for students on a campus who do
not drink or use for a variety of reasons,
including recovery
The unique challenges of a creating a
Recovery Campus Community on apredominantly commuter campus
Rutgers-Newark
Recovery Housing
began 1993
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Lessons Learned: Counseling Staff/Student Ratios
Why staff/student ratios are important?
Consequences of insufficient staff /student ratios
Building supports on campus: RAs, Counseling
Groups,Academic Services, Alumni, 12 Step Meetings &
Sponsors
Relapse and the Recovery Community; Fear, Healing
and Reputation
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Lessons Learned: Consensus of CommunityGuidelines Based on the Values of Recovery
Going to 12 Step Meetings
What problems occur when some residents dont go to
meetings
How to help the community reach consensus on
meeting attendance
Keeping Your Eye on the Prize
Promoting the identity of being a good student and
learning the self discipline of academics
Reducing Relapse by Promoting Accountability tothe Community
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Managing Relapse
Managing the anxiety that relapses create within therecovery community with open and direct communication
Balancing confidentiality withtransparency
Administrative review
Response is therapeutic (not punitive) and rapid
Response to individual relapses are determined depending on severity
Relapse prevention strategies are an integral component
Procedures for addressing relapse are discussed with all students and are putin writing
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Lessons Learned: Fun and Activities
How college students in recovery experiencethe stigma of addiction
Understanding how students in recovery can
sometimes feel they are missing out on the
normal college experience
The importance of fun (to fill the time that oneused to spend using)
Service work and internships
Activities and fun in Recovery:
Intramurals, Speakers, Sporting Events,
Hikes , Plays, Museums Bonding with others in recovery!!