L I S A L A I T M A N M S E D , L C A D C

T E R E S A J O H N S T O N M A , L P C

M A Y 3 1 , 2 0 1 3

Campus Recovery Programs

Recovery:

A voluntary maintained lifestyle characterized by sobriety, personal health

and citizenship*

(*Betty Ford Institute, JSAT 2007)

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.

A normative college experience for individuals

with addictive disorders apart from the culture of

drinking that is present on today's campuses.

Collegiate Recovery Communities are

designed to provide:

What is a Collegiate Recovery Community

Recovery Support to College Students: The Need

Why work with students in recovery?

Specialized Treatment• Short term counseling• Campus Recovery Support• Referrals

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

Early Intervention• Screening & Brief

Motivational Interventions (BMIs)

• BASICS

Thresholds for Action

Spectrum of Intervention Response: Alcohol Abuse Prevention

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

Common Characteristics

Campus professional responsible for

developing a support network

Outreach and publicity about

program

Facilities dedicated to recovery program

Unique Characteristics

Recovery House

Campus 12-Step meetings

Academic credit available

Length of recovery prior to admission

Funding sources & oversight of

program

Availability of scholarships

Models of Campus Recovery Programs

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

Admission Criteria for Campus Recovery Programs

Admissions to university

Interview with recovery program

Successful completion of

treatment program3 months – 1

year of continuous abstinence

Regular attendance at

12 Step meetings -

sponsor

Stabilization of any co-occurring

mental health disorders

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

Participating Institutions:

Texas Tech University (administrative organization)Augsburg College

University of Texas-AustinUniversity of Mississippi

Kennesaw State UniversitySouthern Oregon University

University of VermontPenn State University

Ohio University

National CRC Research Database

Demographics

Fall Survey, 2010 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

Average age of our sample, 24.8 years

Primary Addiction 48% Alcohol 46% Drugs 6% Eating Disorders and Other

New Survey Fall, 2011 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, 23.5 years

Primary Addiction 40% Alcohol 51% Drugs 9% Eating Disorders and Other

123456789

1011

Alcohol Drugs

Seve

rity

of T

roub

le

ProblemsAssociated WithUse

9.5

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

10.5

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.

Survey Outcomes

Program Philosophy, model or theory

12 stepEclecticBiopsychosocialNonePeer/social

Growth of CRP Models

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assets

The Stacie Mathewson Foundation © 2013

for building collegiate recovery capacity

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Lifecycle of a recovery community

The Stacie Mathewson Foundation © 2013 19

community-based assets

Literature ReviewDevelopmental 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 age-specific recovery communities

116 potential assets to a set of 34 unique potential assets

Expert InterviewsEleven interviews with behavioral, policy and programmatic experts

34 potential assets revised to set of 38 hypothetical assets

Collegiate Recovery Program SurveyForty-two self-identified programs in U.S. surveyed with a 45% response rate

38 categorized community-based assets

that can help students in recovery to thrive in the fullness of the college experience.

Research methodology38

The Stacie Mathewson Foundation © 2013 20

assets critical to start11 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.

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The Stacie Mathewson Foundation © 2013 21

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).

assets that can contribute13 more assets that can contribute to a healthy and thriving community of students in recovery.

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The Stacie Mathewson Foundation © 2013 22

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 purpose-driven 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.

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

Managing Relapse

Managing the anxiety that relapses create within the recovery community with open and direct communication

Balancing confidentiality with transparency 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 put in writing

Alcohol and Other Drug Assistance Program

1983

ADAP Counseling Brief Intervention

AOD Counseling

Recovery Support

Assessment 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 at risk

Availability of Campus12–Step Meetings –AA, NA and GA

4/20 Group Referral to Treatment

Recovery Housing

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.

Rutgers Recovery Students’ Problem (prior to recovery)Demographics 2010-11

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%)

Recovery Support at both Rutgers Newark and New Brunswick Campuses is housed within Counseling Services

CAPS New Brunswick

Rutgers Newark Counseling Center/Alcohol and Other Drug Assistance

Counseling, Alcohol and Other Drug Assistance Program (ADAP) and Psychiatry

Services

Recovery Activities:

Graduates 2012

ADAP Staff 2012

Recovery Walk 2009 Alumni-Student Softball Game 2012

Alumni Event 2010

2013 Rutgers Recovery Graduation 5/21/13

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 2010. 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

Rutgers Recovery House data 2008-2013

School yr, divided by semestersStudents Living in the RH Yearly*

Relapse Number Yearly

Avg. Yearly Abstinence Rate

Avg. Relapse Rate GPA Graduated or Returned Graduated or Return % Alumni Participation Graduated

2008, Fall 12 1.0 91.60% 8.40% 2.61 11 91.66%N/A 9

2009, Spring & Summer 13 1.0 92.30% 7.70% 2.79 13 100.00% 6 11

2009, Fall 21 0.0 100.00% 0.00% 3.09 20 95.24% 23 18

2010, Spring & Summer 21 0.0 100.00% 0.00% 3.08 20 95.24% 17 18

2010, Fall 23 0.0 100.00% 0.00% 3.08 22 95.65% 29 12

2011, Spring & Summer 24 4.0 83.33% 16.67% 3.05 22 91.66% 33 12

2011, Fall 30 1 96.66% 3.44% 3.25 29 96.66% 33 11

2012, Spring & Summer 31 1 96.77% 3.66% 3.23 28 90.00% 33 11

2012 Fall 32 0 100.00% 0.00% 3.34 32 100.00% 35 7

2013 Spring & Summer 32 1 96.88% 3.22% 3.13 32 100.00% 29 7

Avg., Fall 08 to Spr 11 23.9 0.9 95.75% 4.31% 3.02 94.51% 20 total

*Duplicated count as students continue year to year

Center for Young Adult Addiction and Recovery

Collegiate Recovery CommunityEstablished January 2007

To enhance the collegiate experience and access to programs at Kennesaw State University for students in recovery from addiction.

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

Social Model Of Support

Instrumental support

Informational support

Academic AdvisementCounselingScholarship

Seminar Group

Health and Wellness

Financial Aid Campus Info

Social Model Of Support

Emotional supportCommunity

Registered Student OrganizationService OutreachPeer EducatorsStudent GovernmentLeadership

12-step programANAD

SMART Mentoring

SeminarCelebration

Ropes Course

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.

Course Work

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CYAAR Statistics

Rate of Abstinence Rate of Releapse Average GPA

Fall 08/09 100.00% 0.00% 3.015

Spring 08/09 84.62% 15.38% 2.894

Summer 08/09 100.00% 0.00% 3.051

Fall 09/10 89.47% 10.53% 2.790

Spring 09/10 88.89% 11.11% 2.792

Summer 09/10 93.33% 6.67% 2.441

Fall 10/11 100.00% 0.00% 2.918

Spring 10/11 97.44% 2.56% 2.936

Summer 10/11 95.83% 4.17% 3.141

Fall 11/12 97.67% 2.33% 3.026

Spring 11/12 98.08% 1.92% 3.093

Summer 11/12 96.30% 3.70% 3.162

Fall 12/13 92.73% 7.27% 3.149

Data Fall 2012

CYAAR Recovery Outcomes

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Students Served Yearly

Student Relapses

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)

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

Additional Resources

Association of Recovery Schools ARS:recoveryschools.org

Association of Recovery in Higher Education:collegiaterecovery.org

Stacie Mathewson Foundation:staciemathewson.org

TO COUNTLESS STUDENTS WHO HAVE TAUGHT US ALL SO MUCH ABOUT HOW

TO HELP THEM

Thank you

The End

Lisa Laitman, MSED, LCADCDirector, Alcohol and Other Drug Assistance Program, CAPS Rutgers, The State University of New Jerseyllaitman@echo.rutgers.edu(848) 932-7884

Teresa Johnson, MA, LPCDirector, Center for Young Adult Addiction and RecoveryKennesaw State Universitytjohnst8@kennesaw.edu(678) 797-2538