Campus Recovery Programs

Transcription

1 Campus Recovery Programs LISA LAITMAN MSED, LCADC TERESA JOHNSTON MA, LPC MAY 31, 2013

2 Recovery: A voluntary maintained lifestyle characterized by sobriety, personal health and citizenship* (*Betty Ford Institute, JSAT 2007)

3 What is a Collegiate Recovery Community A Supportive Environment within the campus culture that reinforces the decision to disengage from an addictive behavior. Educational opportunity alongside recovery support to ensure that students do not have to sacrifice one for the other. Accountability for recovering students that comes from both higher education staff and peers. Collegiate Recovery Communities are designed to provide: A normative college experience for individuals with addictive disorders apart from the culture of drinking that is present on today's campuses.

4 Recovery Support to College Students: The Need

5 Why work with students in recovery?

6 Spectrum of Intervention Response: Alcohol Environmental Management Social Norms & Social Marketing Campaigns Peer Services On-line programs Alcohol Free activities Policy & enforcement Gatekeeper training Campus and Community Coalitions Parent/Caregiver involvement Abuse Prevention Early Intervention Screening & Brief Motivational Interventions (BMIs) BASICS Thresholds for Action Specialized Treatment Short term counseling Campus Recovery Support Referrals

7 A Model Comprehensive Campus Alcohol/Drug Program includes: Prevention, Training, Enforcement, Intervention, Treatment and Recovery Support Environmental supports for low risk students Policies for referral and training front line staff to identify students at risk (including students with co-occurring disorders) Screening and brief interventions Short term counseling with AOD trained professionals to address students with a pattern of problems Referral for treatment: Intensive Outpatient Programs or Inpatient Campus Recovery Support

8 Models of Campus Recovery Programs Common Characteristics Unique Characteristics Campus professional responsible for developing a support network Outreach and publicity about program Recovery House Campus 12- Step meetings Academic credit available Facilities dedicated to recovery program Length of recovery prior to admission Funding sources & oversight of program Availability of scholarships

9 College Students in Recovery: Campus Challenges Many college peers are engaging in alcohol and other drug experimentation while students in recovery: Are learning how to maintain abstinence Restructuring their daily lives to avoid behaviors and social triggers that may lead to use Balancing the demands of recovery and academics Making new friends and finding a place of belonging

10 Admission Criteria for Campus Recovery Programs Admissions to university Stabilization of any co-occurring mental health disorders Interview with recovery program Regular attendance at 12 Step meetings - sponsor 3 months 1 year of continuous abstinence Successful completion of treatment program

11 Administrative Challenges Where does the initiative to create a Campus Recovery Program come from? Academic Department vs. student services? Funding and institutional support over time One collegiate recovery model does not fit all campuses Recovery as the positive side of addiction

12 National CRC Research Database Participating Institutions: Texas Tech University (administrative organization) Augsburg College University of Texas-Austin University of Mississippi Kennesaw State University Southern Oregon University University of Vermont Penn State University Ohio University

13 Demographics Fall Survey, 2010 New Survey Fall, 2011 Total N = 129 Gender = women 47%, men 53% Ethnicity = 87% white, African American 3%, Hispanic, 3%, Native Am/Alaskan 3%, Other 4% Average length of recovery is 2.75 years Total N = 68 Gender = women 53%, men 47% Ethnicity = 91.2% white, African American 2.9%, Native Am/Alaskan 1.5%, Asian 1.5%, Other 2.9% Average length of recovery is 3.3 years Average G.P.A. = 3.34 Average age of our sample, 24.8 years Primary Addiction 48% Alcohol 46% Drugs 6% Eating Disorders and Other Average age of our sample, 23.5 years Primary Addiction 40% Alcohol 51% Drugs 9% Eating Disorders and Other

14 Problems Associated With Use Severity of Trouble Alcohol 9.5 Drugs Problems Associated With Use We asked students to assess how much trouble they experienced as a direct result of using alcohol and drugs. Specifically they were asked about not being able to fulfill responsibilities, getting in trouble with the law, and having physical problems associated with using. 1 = trouble in 1 area 11 = trouble in all 11 areas

15 Survey Outcomes For the Fall semester of 2011, CRC students who participated in the survey had a 97% Recovery Rate. 83% of the participants reported being diagnosed with a Mental Health illness prior to enrollment in the CRC, 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 participation in a CRC was very helpful to their recovery. Students who participate in CRC programs have low risk factors for relapse. Overall, CRC students rate their sense of wellbeing extremely high, which shows that they feel safe, supported and highly productive.

16 Program Philosophy, model or theory 12 step Eclectic Biopsychosocial None Peer/social

17 Growth of CRP Models Cummulative Growth

18 38 assets for building collegiate recovery capacity The Stacie Mathewson Foundation 2013

19 Lifecycle of a recovery community The Stacie Mathewson Foundation

20 3 8 communitybased assets that can help students in recovery to thrive in the fullness of the college experience. Research methodology Literature Review Developmental assets, environmental assets, protective factors and community capacities known to contribute to healthy and productive lifestyles among young adults. Assets from recovery-oriented systems of care and best practices from agespecific recovery communities 116 potential assets to a set of 34 unique potential assets Expert Interviews Eleven interviews with behavioral, policy and programmatic experts 34 potential assets revised to set of 38 hypothetical assets Collegiate Recovery Program Survey Forty-two self-identified programs in U.S. surveyed with a 45% response rate 38 categorized community-based assets The Stacie Mathewson Foundation

21 1 1 assets critical to start 11 assets indicated by 66% or more of respondents or the thriving subset as critical to start serving and supporting college students in recovery. One asset noted by 100% of respondents as critical to start - Mutual aid support groups near or on campus for students in recovery. These are the 11 assets that are viewed as critical to start any collegiate recovery effort. Individuals available for 1:1 recovery support (coaching, guiding, supporting, mentoring). Individuals who are dedicated staff for a collegiate recovery program (faculty, staff, students; full or part-time). Individuals who are influential within the University and/or in the broader community and are interested in advocating for students in recovery. Individuals who can help students in recovery build self-efficacy (confidence, social skills, budgeting, general life-skills, etc.). Individuals who can serve as positive mentors (professional, recovery or as a general role model) for students in recovery. Mutual aid support groups near or on campus for students in recovery (i.e. AA, NA, GA, and other 12-Step meetings in addition to groups such as Celebrate Recovery, SMART Recovery, eating disorder recovery, Teen Challenge, etc.). Organizations, departments and services that a collegiate recovery program can refer students who need outside services (treatment centers, mental health professionals, counselors, psychologists, etc). Physical space for students to get together socially, soberly and safely (organized meals, dances, bowling or other age-appropriate activities). Physical space that is dedicated for students in recovery to gather and meet. Students in recovery who are interested in growing the recovery community on-campus. Students in recovery who are interested in mentoring other students in recovery (vocational, recovery or as a general role model). The Stacie Mathewson Foundation

22 1 3 assets that can contribute 13 more assets that can contribute to a healthy and thriving community of students in recovery. These are 13 more assets that can contribute to the community of students in recovery. Departments within the University involved in or supporting ongoing research on addiction and recovery. Departments within the University that offer courses on subjects related to addiction and recovery for course credit. Individuals available to assist with fundraising in support of a collegiate recovery program (i.e. write grants, solicit donations, run fundraisers, etc.). Individuals licensed or trained to support both mental health (ADHD, anxiety, depression, etc.) and substance use disorders (alcohol and other drugs). Individuals trained as drug and alcohol counselors in the areas of addiction and recovery. Individuals who can provide students in recovery with academic guidance (i.e. tutoring, counseling, etc.). Individuals who can provide students in recovery with legal assistance (i.e. consultation for referrals, expungment of records, etc.). Individuals who can provide students in recovery with spiritual guidance where spiritual guidance is defined as the exploration of personal values and development of a purposedriven life. Organizations, departments and services that can help students meet basic needs (food, safe shelter, etc.). Organizations, departments and services that can provide operational support to a collegiate recovery program (endowments, foundations, University departments, institutional funds, etc.). Organizations, departments and services that can provide the general population (students, faculty and staff) with education and training to increase understanding of substance abuse and recovery (presentations, newsletters, events, orientations, new hire training, etc.). Organizations, departments and services that can refer students to a collegiate recovery program (judicial affairs, academic counselors, mental health counselors, treatment centers, etc.). Students in recovery who are trained to lead and facilitate groups. The Stacie Mathewson Foundation

23 Relapse rates for drug-addicted patients as compared with those suffering from other chronic illnesses

24 Managing Relapse Relapse prevention strategies are an integral component Procedures for addressing relapse are discussed with all students and are put in writing Response is therapeutic (not punitive) and rapid Response to individual relapses are determined depending on severity Managing the anxiety that relapses create within the recovery community with open and direct communication Balancing confidentiality with transparency Administrative review

25 Alcohol and Other Drug Assistance Program 1983

26 ADAP Counseling Brief Intervention Assessment and Personal Feedback- three sessions Marijuana Check-Up AOD Counseling ACOA- Individual, group and referral to Al- Anon Motivational Counseling for students who are at risk Recovery Support Early Recovery group and Individual Counseling Availability of Campus12 Step Meetings AA, NA and GA 4/20 Group Referral to Treatment Recovery Housing

27 Rutgers Recovery House In 1988 Rutgers became the first university to offer an on-campus residence hall for students in recovery. Safe haven for recovering students. 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 the 30 s- 50 s with up to 29 years of sobriety. Rutgers Recovery Reunions in 1993, 2003, 2008, and 2013 In 2008 Rutgers received a grant from the NJ Division of Addiction Services to enhance our recovery support services.

28 Rutgers Recovery Students Problem (prior to recovery) Demographics General Problems caused by drugs/alcohol Yes No Family complain about use? 26/27 (96.29%) N/A Did it ever create problems with close relationships? 27/27 (100%) N/A Neglected family, school or work obligations for 2 + days? 27/27 (100%) N/A Trouble at school/work because of use? 27/27 (100%) N/A Arrested for DUI? 04/27 (14.81%) 23/27 (85.18%) Arrested because of other use-related behaviors? 19/27 (70.37%) 08/27 (29.63%) Been on a spree/binge that lasted 3+ days? 23/27 (85.18%) 04/27 (14.81%) Felt things crawling on you as a result of substance use? 12/27 (44.44%) 15/27 (55.55%) Had shakes/tremors during or after use? 18/27 (66.66%) 09/27 (33.33%) Used substances 2+ times a day to keep high going? 24/27 (88.88%) 03/27 (11.11%)

29 Recovery Support at both Rutgers Newark and New Brunswick Campuses is housed within Counseling Services CAPS New Brunswick Counseling, Alcohol and Other Drug Assistance Program (ADAP) and Psychiatry Services Rutgers Newark Counseling Center/ Alcohol and Other Drug Assistance

30 Recovery Activities: ADAP Staff 2012 Graduates 2012 Alumni Event 2010 Recovery Walk 2009 Alumni-Student Softball Game 2012

31 2013 Rutgers Recovery Graduation 5/21/13

32 Rutgers Recovery Community Enhancements Full-time Recovery Counselor-Rutgers Newark and New Brunswick Life skills training Academic support services Coordinated admissions process Housing scholarships Sober Spring Break, Halloween, New Year s Eve and Super Bowl Parties Recovery Graduation held annually since We had 50 in attendance our first year, now have 220; including parents, close friends and sponsors. Importance of having fun (to fill the time that students used to spend using)intramurals, speaking opportunities, sporting events, hikes, plays, museums Service work and internships Opportunities to bond with others in recovery

33 Rutgers Recovery House data

34 School yr, divided by semesters Students Living in the RH Yearly* Relapse Number Avg. Yearly Yearly Abstinence Rate Avg. Relapse Rate GPA Graduated or Returned Graduated or Return % Alumni Participation Graduated 2008, Fall % 8.40% %N/A , Spring & Summer % 7.70% % , Fall % 0.00% % , Spring & Summer % 0.00% % , Fall % 0.00% % , Spring & Summer % 16.67% % , Fall % 3.44% % , Spring & Summer % 3.66% % Fall % 0.00% % Spring & Summer % 3.22% % 29 7 Avg., Fall 08 to Spr % 4.31% % 20 total *Duplicated count as students continue year to year

35 Center for Young Adult Addiction and Recovery

36 Collegiate Recovery Community Established January 2007 To enhance the collegiate experience and access to programs at Kennesaw State University for students in recovery from addiction.

37 Goals of the Collegiate Recovery Community - To provide a mainstream college experience in a safe and nurturing environment - To improve retention, progression and graduation rates - Develop opportunities for broader education and leadership for student in recovery - Engage the local, state and national community in recovery through outreach and service

38 Social Model Of Support Academic Advisement Counseling Scholarship Instrumental support Informational support Seminar Group Health and Wellness Financial Aid Campus Info

39 Social Model Of Support Community Emotional support Registered Student Organization Service Outreach Peer Educators Student Government Leadership 12-step program ANAD SMART Mentoring Seminar Celebration Ropes Course

40 12 Step Programs and the College Student One of the most misunderstood, underutilized support networks is free and available on nights and weekends One of the most important components to successful recovery is making new friends and developing a new recovery support network. Understanding, translating and working through resistance to 12 Step Recovery. Many concepts within 12 Step Recovery are harm reduction and motivational in nature. Many studies on adolescent treatment outcomes point to increased abstinence rates with AA/NA engagement Universality, support and instillation of hope are primary attractions for youth at 12 Step meetings.

41 Course Work Number of Students Number of Students Full Credit Load Part Time Credit Load

42 Collegiate Recovery Community Employment Gender Number of Students 15 Number of Students Working Not Working 0 Men Women

43 10 Age of First Marijuana Use 8 Number of Students Age

44 8 Age of First Alcohol Use Number of Students Age

45 CYAAR Statistics Rate of Abstinence Rate of Releapse Average GPA Fall 08/ % 0.00% Spring 08/ % 15.38% Summer 08/ % 0.00% Fall 09/ % 10.53% Spring 09/ % 11.11% Summer 09/ % 6.67% Fall 10/ % 0.00% Spring 10/ % 2.56% Summer 10/ % 4.17% Fall 11/ % 2.33% Spring 11/ % 1.92% Summer 11/ % 3.70% Fall 12/ % 7.27% Data Fall 2012

46 CYAAR Recovery Outcomes Students Served Yearly Student Relapses

47 Academic Counseling within Recovery Support Intelligent, creative, and adapting to sharing and/or renewing these attributes without the influence of substances. Many slightly older with prior college experience Prevalence of co-occuring disorders More acute difficulties with sleep patterns and morning classes Tighter schedules with recovery program requirements (12-step meetings, sponsor meetings, counselor sessions)

48 Desired End Result Help the student become a more informed, independent, strategic, competent learner who: Understands their strengths Pursues areas for improvement Feel they have the tools and connections to help them achieve academic progress

49 Additional Resources Association of Recovery Schools ARS: recoveryschools.org Association of Recovery in Higher Education: collegiaterecovery.org Stacie Mathewson Foundation: staciemathewson.org

50 Thank you TO COUNTLESS STUDENTS WHO HAVE TAUGHT US ALL SO MUCH ABOUT HOW TO HELP THEM

51 The End Lisa Laitman, MSED, LCADC Director, Alcohol and Other Drug Assistance Program, CAPS Rutgers, The State University of New Jersey (848) Teresa Johnson, MA, LPC Director, Center for Young Adult Addiction and Recovery Kennesaw State University (678)