"It Has Made College Possible for Me": Feedback on the Impact of a University-Based Center for Students in Recovery

Objective: The authors aimed to gain information on (1) the challenges for recovering students on a university campus and (2) the most helpful components of a collegiate recovery program.

Participants: The 15 students in the study were all in recovery from substance abuse. They entered the university and also entered the campus recovery program either in fall 2002 or fall 2003.

Methods: Semistructured interviews were conducted with students multiple times during their first academic year.

Results: Participants identified several challenges on the university campus. Many believed they would have dropped out of school or relapsed without the support of the recovery program, and they described aspects of the program that were particularly important to them.

Conclusions: Support from a campus recovery program is essential for many recovering students. There are a variety of recovery program components that can foster the sense of community that was so important to the students in this study.     

Perspectives of college students and their primary health care providers on substance abuse screening and intervention

The authors conducted a needs assessment among students and health-care providers of a southwestern university health center with the goal of developing health-care-provider training addressing substance-abuse screening and intervention. They collected data from focus groups of undergraduate students and structured interviews and questionnaires with health-care providers. They identified gaps in provider and student perspectives on the extent of substance abuse on campus and the perceived roles of health-care providers and patients in screening and conducting interventions for substance abuse. These findings suggest that training for college health-care providers regarding substance-abuse brief screening and intervention should emphasize confidentiality of student medical records, the importance of nonjudgmental attitudes toward students, and the role of the provider as one who is competent and appropriate to address substance abuse. Such training should also educate providers about the types of substances students are using.     

HEADS UP! A nested intervention with freshmen male college students and the broader campus community to promote responsible drinking

The National Institute on Alcohol Abuse and Alcoholism developed several guidelines for effective interventions in dealing with problematic college student drinking, including targeted individual interventions paired with broader campus community involvement. The project Heads UP! combines these suggestions in an effort to intervene with high-risk first-year male college students. The objective of the program is to reduce campus alcohol-related negative events and prevent these high-risk students from developing dangerous drinking patterns throughout college. The project provides an environment that supports students in actively following the goals outlined by the intervention, and it actively impacts the overall campus by helping students make responsible drinking decisions. Promising results are forthcoming, and the authors encourage other universities to design and adopt similar campus-supported programs nested within the broader campus community that target high-risk populations on campus.     

My Student Body: Effects of an Internet-Based Prevention Program to Decrease Obesity Among College Students

Abstract

Objective: To determine the impact of My Student Body (MSB)–Nutrition, an Internet-based obesity prevention program for college students. Participants: Three hundred and twenty ethnically diverse undergraduate students were randomly assigned to 1 of 3 conditions: MSB-Nutrition program, an on-campus weight management course, and a comparison group. Methods: Students completed baseline and follow-up surveys regarding their nutrition and physical activity behaviors, self-efficacy, stress, attitudes, and body weight. Results: Compared with the on-campus course and a comparison group, the MSB-Nutrition program increased fruit and vegetable consumption, reduced stress, and increased fruit and vegetable self-efficacy but had no significant effect on students’ exercise self-efficacy, exercise behavior, or weight loss. Conclusions: The MSB-Nutrition program was effective in changing students’ nutrition behaviors but had no effect on physical activity behaviors or weight loss. Suggestions for improving Internet-based interventions aimed at decreasing obesity rates among college students are offered.     

Perceptions of Substance Abuse on College Campuses: Proximity to the Problem,Stigma, and Health Promotion

For college students recovering from substance addiction, the path to sobriety is fraught with challenges. Many campuses offer recovery support resources, but students indicate stigma associated with recovery prevents them from using these services. This problem could be ameliorated through communication campaigns addressing misperceptions of substance abuse and recovery. The purpose of this study was to understand how students’ perceptions of addiction and recovery vary based on their experience and background. A quantitative survey was employed to examine stigma beliefs among 2 subpopulations of college students at a large Southwestern university. Findings indicate students with exposure to issues surrounding substance abuse and recovery held fewer stigmatized beliefs, emphasizing the importance of identifying and researching a target audience before developing a health promotion campaign.     

Mens Sana: The Growth of Mental Health in the American College Health Association

Abstract

In 1910, the first college mental health service sought to help college students with personality development and building a healthy mind. In 1920, the meeting that founded the American College Health Association (ACHA) identified “mental hygiene” as important, although a separate Mental Health Section was not established in ACHA until 1957. Between 1920 and 1960, a series of national meetings helped define the role and functioning of college mental health and counseling services. Most colleges employed a multidisciplinary staff of psychologists, psychiatric social workers, and psychiatrists to provide clinical services for students and consultation and education for faculty and staff. Mental health services on college campuses grew rapidly in the 1960s and 1970s, leading to discussions in the late 20th century of the use of brief psychotherapies, prevention and treatment of drug and alcohol abuse, prevention of suicide and homicide, the use of psychotropic medications, and effective campus interventions.     

"Natural recovery" from alcohol abuse among college students

As they progress through college, a significant number of students reduce their abusive alcohol consumption without formal interventions on the part of the university, other agencies, or counseling/mental health services. Such "natural recovery" may offer important clues as to both the etiology and reduction of alcohol abuse on campus. The author reviews factors hypothesized to play a significant role in facilitating natural recovery and offers suggestions about how such findings might be used to shape campus structures and activities so as to reduce excessive alcohol consumption by college students.     

"Natural Recovery" From Alcohol Abuse Among College Students

As they progress through college, a significant number of students reduce their abusive alcohol consumption without formal interventions on the part of the university, other agencies, or counseling/mental health services. Such "natural recovery" may offer important clues as to both the etiology and reduction of alcohol abuse on campus. The author reviews factors hypothesized to play a significant role in facilitating natural recovery and offers suggestions about how such findings might be used to shape campus structures and activities so as to reduce excessive alcohol consumption by college students.     

School-based programs to prevent and reduce alcohol use among youth

Schools are an important setting for interventions aimed at preventing alcohol use and abuse among adolescents. A range of school-based interventions have been developed to prevent or delay the onset of alcohol use, most of which are targeted to middle-school students. Most of these interventions seek to reduce risk factors for alcohol use at the individual level, whereas other interventions also address social and/or environmental risk factors. Not all interventions that have been developed and implemented have been found to be effective. In-depth analyses have indicated that to be most effective, interventions should be theory driven, address social norms around alcohol use, build personal and social skills helping students resist pressure to use alcohol, involve interactive teaching approaches, use peer leaders, integrate other segments of the population into the program, be delivered over several sessions and years, provide training and support to facilitators, and be culturally and developmentally appropriate. Additional research is needed to develop interventions for elementary-school and high-school students and for special populations.     

The Political,Social, and Public Health Problems of Binge Drinking in College

Abstract

Despite extensive efforts to decrease alcohol abuse among college students, prevention approaches have had limited success. This study attempted to clarify reasons for this limited success and to identify directions for future interventions by directly interviewing college students on this topic. Five issues were discussed in the focus group interviews: (1) reasons for drinking alcohol, (2) reasons for not drinking alcohol, (3) circumstances surrounding overconsumption of alcohol, (4) topics and methods for prevention, and (5) gender differences in drinking patterns.

The focus group interviews were found to be a valid tool for elucidating sensitive aspects of these issues and the relative importance of these issues to each other. The students revealed how susceptible they are to societal pressures to drink alcohol and how the limitations of their intrapersonal skills affect their alcohol consumption, most notably regarding sexuality issues. The authors contend that improving intrapersonal skills should be a major focus of programs to prevent alcohol abuse.     

ADHD,depression, and substance abuse risk among beginning college students

Abstract

Objective: This study examined differences in substance use, depression, and academic functioning among ADHD and non-ADHD college students. Participants: Included 1,748 students (ages 18–25; women 68.4%; Caucasian 71.3%) with and without history of ADHD. Methods: We assessed the relationship of ADHD to substance use variables, controlling for depressive symptoms and examined relationships with GPA. Results: ADHD students were more likely to have engaged in frequent alcohol use, binge drinking, regular marijuana use and to have used other drugs in the last year. They reported higher depression symptoms than non-ADHD students, although substance abuse risk remained high even when controlling for depressive symptoms. ADHD students had lower overall GPA than those without ADHD. However, this difference was no longer significant when controlling for depression and marijuana use. Conclusions: College campuses should consider programing aimed at identifying ADHD students at risk for developing substance abuse problems and emotional difficulties.     

Cigarette Smoking and Cessation Among Trade or Technical School Students in Texas

Although students enrolled in trade or technical colleges are at an elevated risk for tobacco use, virtually no information exists regarding their smoking behaviors. Objective and Participants: In the present study, the authors examined (1) the prevalence of smoking and quitting among 617 students in 2 trade or technical colleges in East Texas and (2) on-campus media exposure to antitobacco messages. Methods: Students voluntary completed the 42-item Texas Trade and Technical School Tobacco Survey during a required introductory-level class. Results: Of the participating students, 34% reported past-30-day smoking (current smoking). Of current smokers, 74% reported a previous quit attempt and 64% wanted to quit before graduation. Although most current smokers expressed a desire to quit smoking, the antitobacco message they were least likely to see on campus was that regarding how to quit. Current smokers cited their own health as the most likely reason to quit smoking, and most reported wanting to quit on their own, without the use of resources. However, of the 9 listed resources, students were most likely to report the possible use of medication. Conclusions: Given that most smoking students desire to quit smoking—and that they are enrolled in trade or technical schools for an extended period of time—additional research should examine how successful interventions can be delivered at the trade or technical school itself.     

On-Campus Programs to Support College Students in Recovery

Abstract

The author argues that referral of alcohol-abusing college students to off-campus treatment services, although necessary for some, is not optimal for many. He advocates the implementation of comprehensive on-campus services for students committed to recovery in order to optimize their treatment while allowing them to remain in school and work towards their degree. The author suggests that such on-campus recovery services provide additional benefits to the college or university as well as to other students, and he proposes that on-campus alcohol-abusing students in recovery can serve as important opinion leaders and role models for their peers.     

The Effect of International Social Work Education: Study Abroad Versus On-Campus Courses

Despite a growing emphasis on international offerings within social work education, researchers have conducted few outcomes studies regarding the implications of these courses for students’ professional development. This study addressed this gap by analyzing data from a survey of 122 social work students at Rutgers, the State University of New Jersey, before and after they completed (a) a guided study-abroad course or (b) an on-campus course on international social work. Results indicated that students in both courses demonstrated gains across multiple domains, including self-rated skills, understanding of international service, identification as a global citizen, and empowerment. Students in the study abroad courses demonstrated greater gains in self-rated skills than students in the on-campus course.     

Look Again: Research,Uncertainty, and Understanding

Abstract

An outbreak of measles (rubeola) occurred on the Bloomington campus of Indiana University in February 1983, resulting in 179 clinically diagnosed cases. An aggressive, voluntary immunization program followed by the possibility of sanctions against nonimmunized students returning to campus after spring break resulted in 23,000 vaccinations, with other students submitting verifications of previous history of disease or live-vaccine immunization.

The factors that may have contributed to the outbreak were less natural immunity in this age group, absence of school legislation when these individuals were entering school, and use of killed vaccine which did not provide immunity.     

A Population-Wide Screening and Tailored Intervention Platform for Eating Disorders on College Campuses: The Healthy Body Image Program

Abstract

Objectives: This article presents a new approach to intervention for eating disorders and body image concerns on college campuses, using a model of integrated eating disorder screening and intervention. Formative data on implementation feasibility are presented. Participants: College students enrolled at 2 universities between 2011 and 2012. Methods: The Healthy Body Image program is an evidence-based screening and intervention platform, enacted via community and online resources. An online screen was used to identify students at varying levels of risk or eating disorder symptom status; responses were used to direct students to universal or targeted online interventions or further evaluation. Universal prevention programs to improve healthy weight regulation and body image culture were offered to all students. Results: Formative data from 1,551 students illustrates the application of this model. Conclusions: The Healthy Body Image program is feasible to deliver and provides a comprehensive system of screening, evidence-based intervention, and community culture change.     

Evidence-Based Social Work Practice with Mentally Ill Persons who Abuse Alcohol and Other Drugs

Abstract

The current article outlines a comprehensive approach to evidence-based social work practice, and applies it to persons with severe and persistent mental illness who also abuse alcohol and other drugs. Representative empirical literature is summarized within a framework that delineates the three major functions of evidence-based social work practice: assessment, intervention and evaluation. Assessment protocol, which incorporates the use of valid scales to complement the qualitative interview, is based on domain-specific research that outlines relevant psychosocial risk factors, and highlights those that are amenable to change. Intervention strategies are derived from the growing body of controlled research findings, but flexibility in implementation is recommended to accommodate clients' individual needs and the vagaries of daily practice. Naturalistic evaluation methods are used to capitalize on the use of brief, valid process and outcome measures to augment individual qualitative evaluation and to aggregate data for program evaluation. The implications of this integrated evidence-based strategy for social work practice are discussed.     

Perceived Built Environment Characteristics of On-Campus and Off-Campus Neighborhoods Associated With Physical Activity of College Students

Abstract

Objective: To identify differences in neighborhood environment and their association with physical activity (PA) levels of on-campus compared with off-campus students. Participants: Participants were 822 undergraduate students at a mid-sized mid-Atlantic university. Methods: Students completed the Neighborhood Environment Walkability Scale–Abbreviated and the International Physical Activity Questionnaire in October 2013. Results: Lower residential density, traffic safety, and crime scores and higher land-use mix diversity, aesthetics, and lack of parking scores were reported among on-campus residents. On-campus residents reported higher levels of active transportation PA, leisure PA, and total PA. Land-use mix diversity, aesthetics, and lack of cul-de-sacs were associated with physical activity level. Conclusion: The on-campus and off-campus environments differ in ways that may impact the ability of undergraduate students to be physically active. Strategies to promote continued active transportation and leisure PA are discussed.     

Engaging substance-affected families in child welfare: parent perspectives of a parenting intervention at program initiation and completion

Families affected by substance abuse are at an increased risk of child welfare involvement and poor child welfare outcomes. One strategy to improve outcomes among these families is evidence-based parenting interventions. While these interventions show the potential for advancing the child welfare field, they have not been widely and rigorously evaluated with birth parents, especially those affected by substance abuse, who face marked vulnerability and marginalization. We sought to draw on parents’ expertise and to understand their first and changing impressions throughout involvement in a parenting intervention, as well as overall impressions at program completion. Semi-structured interviews were conducted with a purposive sample of 10 parents who were involved in child welfare and a family drug treatment court. All parents were affected by parental substance use and had recently completed the Strengthening Families Program. Interviews were transcribed verbatim and analyzed for prominent themes. The study’s findings showed that parents described four key themes that influenced their perspectives of the parenting intervention: program reputation as communicated by peers, relevance and applicability of the program, children’s involvement and enjoyment of the program, and program structure issues that pointed to the need for high-quality group facilitation. Implications for practice and research are discussed.