Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.17
Leah J Singer, John A Shiflet
Students entering universities while in recovery from addiction face unique challenges, such as transitioning from a high school to a university, adapting to life after treatment, and/or transferring from a junior college or different university setting. Students in recovery also encounter challenges upon graduation including addressing gaps of employment on resumes, interviewing skills, and general professionalism. Cougars in Recovery offers support to students in recovery at the University of Houston in their academic journey through the use of programs including Source of Strength, offering peer to peer mentorship within the community and Career Ready Coogs, providing support for students approaching graduation with professional development resources. Longitudinal data is still being collected to demonstrate the influence of Source of Strength on Cougars in Recovery member retention and how Career Ready Coogs influences professional growth and preparation for graduation. Peer mentorship and professional development programs can help students in recovery navigate the challenges of the collegiate experience and entering the professional world.
在戒毒期间进入大学的学生面临着独特的挑战，例如从高中过渡到大学，适应治疗后的生活，和/或从专科或不同的大学环境转学。康复中的学生在毕业时也会遇到挑战，包括解决简历、面试技巧和一般专业精神方面的就业差距。Cougars in Recovery通过使用“力量之源”（Source of Strength）和“职业准备协调员”（Career Ready Coogs）等项目，为休斯顿大学（University of Houston）的康复学生提供学业支持，为即将毕业的学生提供专业发展资源。纵向数据仍在收集中，以证明力量来源对美洲狮恢复期成员保留的影响，以及职业准备型美洲狮如何影响职业成长和毕业准备。同伴指导和专业发展计划可以帮助康复中的学生应对大学经历的挑战，进入职业世界。
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Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.12
Sonia M Roschelli, T. J. Smith
Treating and overcoming co-occurring disorders can be complex and challenging for clinicians and clients. In the past, the field has attempted to treat co-occurring disorders separately, but evidence in recent years suggests that treating both disorders at the same time yields the best results. This presentation will offer an overview of the challenges and clinical issues that are present in helping people with dual diagnoses. Recommendations for assessment and treatment of co-occurring disorders will be provided, and a case example will be presented to assist with application of information.
{"title":"Co-Occurring Disorders: An integrated approach to treatment","authors":"Sonia M Roschelli, T. J. Smith","doi":"10.31886/JORS.12.2018.12","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.12","url":null,"abstract":"Treating and overcoming co-occurring disorders can be complex and challenging for clinicians and clients. In the past, the field has attempted to treat co-occurring disorders separately, but evidence in recent years suggests that treating both disorders at the same time yields the best results. This presentation will offer an overview of the challenges and clinical issues that are present in helping people with dual diagnoses. Recommendations for assessment and treatment of co-occurring disorders will be provided, and a case example will be presented to assist with application of information.","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42813785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.32
J. R. Harris, Kristine De Jesus
Now, more than ever, many students' first contact with your program very well could be from your social media presence. This roundtable will explore helpful communicating tips and tools to bridge the intergenerational gap between staff and students that will help participants engage students and introduce their program to a broader audience.
{"title":"Social Media: The Meeting Before the Meeting","authors":"J. R. Harris, Kristine De Jesus","doi":"10.31886/JORS.12.2018.32","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.32","url":null,"abstract":"Now, more than ever, many students' first contact with your program very well could be from your social media presence. This roundtable will explore helpful communicating tips and tools to bridge the intergenerational gap between staff and students that will help participants engage students and introduce their program to a broader audience.","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48196043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.18
S. Sills, Chase N Holleman, K. Gruber
There were over 700 overdoses and 180 deaths from opioids in Guilford County, NC in 2017. The Guilford Solution to the Opioid Problem (GSTOP) project leverages funds allocated by the STOP-Act to design, implement, and evaluate a rapid response program intended to decrease mortality from opioid overdoses. The program engages citizens who overdose in harm reduction practices, distributes naloxone kits to high-risk users, conducts community health education, coordinates community resources through the CURE Triad collaborative, and builds relationships focused on ending opioid overdose. This presentation will review the development of the partnership between Guilford County Emergency Medical Services and the University of North Carolina at Greensboro that has resulted in the GSTOP demonstration project. The presentation included background on the opioid epidemic in Guilford County, the development of CURE Triad (a community coalition to address overdoses) and the implementation of GSTOP, the unique features of hosting such a program within a university, the evaluation design, and preliminary outcomes of the program.
{"title":"Guilford County Solution to the Opioid Problem (GCSTOP): A Model for University/Community Partnerships","authors":"S. Sills, Chase N Holleman, K. Gruber","doi":"10.31886/JORS.12.2018.18","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.18","url":null,"abstract":"There were over 700 overdoses and 180 deaths from opioids in Guilford County, NC in 2017. The Guilford Solution to the Opioid Problem (GSTOP) project leverages funds allocated by the STOP-Act to design, implement, and evaluate a rapid response program intended to decrease mortality from opioid overdoses. The program engages citizens who overdose in harm reduction practices, distributes naloxone kits to high-risk users, conducts community health education, coordinates community resources through the CURE Triad collaborative, and builds relationships focused on ending opioid overdose. This presentation will review the development of the partnership between Guilford County Emergency Medical Services and the University of North Carolina at Greensboro that has resulted in the GSTOP demonstration project. The presentation included background on the opioid epidemic in Guilford County, the development of CURE Triad (a community coalition to address overdoses) and the implementation of GSTOP, the unique features of hosting such a program within a university, the evaluation design, and preliminary outcomes of the program.","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47505796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.29
J. McElrath
This session will guide you through the step by step accreditation standards for running the business side of Recovery High Schools. Learn from the best as you navigate selecting the model, identifying leadership, energizing a Board of Directors, building community partners and much more. 1. Business Planning: How do high schools operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for longterm survivability and viability, 2. Board of Directors: How does the school have a functional and involved Board of Directors?, 3. School Leadership: How does the school have a recognized and fully trained leader or leaders who operate with a level of autonomy and flexibility within the larger organizational system?, 4. Community Partnerships: How does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?, 5. Public Relations & Privacy Issues: How does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?, and 6. Program Evaluation: How does the school regularly evaluate the academic and therapeutic programs for continuous program improvement?
{"title":"ARS Accreditation Framework – School Organization","authors":"J. McElrath","doi":"10.31886/JORS.12.2018.29","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.29","url":null,"abstract":"This session will guide you through the step by step accreditation standards for running the business side of Recovery High Schools. Learn from the best as you navigate selecting the model, identifying leadership, energizing a Board of Directors, building community partners and much more. 1. Business Planning: How do high schools operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for longterm survivability and viability, 2. Board of Directors: How does the school have a functional and involved Board of Directors?, 3. School Leadership: How does the school have a recognized and fully trained leader or leaders who operate with a level of autonomy and flexibility within the larger organizational system?, 4. Community Partnerships: How does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?, 5. Public Relations & Privacy Issues: How does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?, and 6. Program Evaluation: How does the school regularly evaluate the academic and therapeutic programs for continuous program improvement?","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46184533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.24
Emmy L Henley
The journey of students in a Collegiate Recovery Program (CRP) begins with early recovery and continues towards a well-developed mental, spiritual, emotional, and physical state. Much emphasis is placed on mental, emotional, and spiritual healing through traditional recovery programs. Though all of these aspects are vital to flourishing in recovery, nourishing the physical state is often overlooked. The “missing link” within CRPs, the role of nutrition, can significantly impact physical well-being in recovery and a student’s reconnection with their body. Delivering information to CRP staff and students on the many aspects impacted from nutritional deficiencies and imbalances (neurobiological, gastrointestinal, emotional, mental), particularly in early recovery, will provide a means to evaluate inclusion of nutritional and physical health emphasis at their CRP. Appropriate implementation, not only knowledge, of resources to support this “missing link” is also crucial in a student’s journey to flourishing in recovery.
{"title":"A Missing Link: Nutritional Healing in Recovery","authors":"Emmy L Henley","doi":"10.31886/JORS.12.2018.24","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.24","url":null,"abstract":"The journey of students in a Collegiate Recovery Program (CRP) begins with early recovery and continues towards a well-developed mental, spiritual, emotional, and physical state. Much emphasis is placed on mental, emotional, and spiritual healing through traditional recovery programs. Though all of these aspects are vital to flourishing in recovery, nourishing the physical state is often overlooked. The “missing link” within CRPs, the role of nutrition, can significantly impact physical well-being in recovery and a student’s reconnection with their body. Delivering information to CRP staff and students on the many aspects impacted from nutritional deficiencies and imbalances (neurobiological, gastrointestinal, emotional, mental), particularly in early recovery, will provide a means to evaluate inclusion of nutritional and physical health emphasis at their CRP. Appropriate implementation, not only knowledge, of resources to support this “missing link” is also crucial in a student’s journey to flourishing in recovery.","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45418626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.25
Lindsay Montgomery, J. McDaniel
CRPs are uniquely positioned to be valuable assets for universities to address substance-related issues in the collegiate environment. Utilizing the experience of students and staff members engaged in recovery support services empowers CRPs to implement alcohol and other drug (AOD) programming for the general student population. This presentation will outline how CRPs can implement education programs within their university in order to provide wider support and resources as well as challenge injunctive norms on campus. By employing various education initiatives, CRPs can reach a broader range of students while also attaining sustainability within the university structure.
{"title":"Recovery-Informed Education as a Means of Institutional Sustainability for CRPs","authors":"Lindsay Montgomery, J. McDaniel","doi":"10.31886/JORS.12.2018.25","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.25","url":null,"abstract":"CRPs are uniquely positioned to be valuable assets for universities to address substance-related issues in the collegiate environment. Utilizing the experience of students and staff members engaged in recovery support services empowers CRPs to implement alcohol and other drug (AOD) programming for the general student population. This presentation will outline how CRPs can implement education programs within their university in order to provide wider support and resources as well as challenge injunctive norms on campus. By employing various education initiatives, CRPs can reach a broader range of students while also attaining sustainability within the university structure.","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49197731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.16
A. Cheney, Danielle A. Cravalho
Young adults increasingly enter college with substance use addiction. Some may achieve recovery before setting their foot on a college campus whereas others during their college years. These students often struggle to maintain sobriety as they act out their daily lives because they find themselves in abstinence-hostile environments (Bugbee et al., 2016; Harris et al., 2008). This presentation will discuss students’ collegiate recovery experiences and will report on a photovoice project documenting students’ recovery experience and recovery management and support needs. Photovoice is a participatory social action method that uses photography to answer research questions (Wang, 2006); a photovoice exhibit, involving a gallery of participants’ photographs and linked narrative text to explicate the photos’ meaning, disseminates the findings. The presentation will focus on the narratives of students in recovery and attendees will obtain an in-depth understanding of recovery students’ experiences of stigma, shame and isolation, and marginalized social positions, which are intimately tied to their addiction histories. Students in recovery represent an invisible student group that struggles to access resources and needed healthcare services. The photovoice method can act as a powerful tool to empower marginalized students to share their recovery experiences and articulate their needs; ultimately providing a vehicle for structural-level and systemic change.
{"title":"Students Voicing Collegiate Recovery","authors":"A. Cheney, Danielle A. Cravalho","doi":"10.31886/JORS.12.2018.16","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.16","url":null,"abstract":"Young adults increasingly enter college with substance use addiction. Some may achieve recovery before setting their foot on a college campus whereas others during their college years. These students often struggle to maintain sobriety as they act out their daily lives because they find themselves in abstinence-hostile environments (Bugbee et al., 2016; Harris et al., 2008). This presentation will discuss students’ collegiate recovery experiences and will report on a photovoice project documenting students’ recovery experience and recovery management and support needs. Photovoice is a participatory social action method that uses photography to answer research questions (Wang, 2006); a photovoice exhibit, involving a gallery of participants’ photographs and linked narrative text to explicate the photos’ meaning, disseminates the findings. The presentation will focus on the narratives of students in recovery and attendees will obtain an in-depth understanding of recovery students’ experiences of stigma, shame and isolation, and marginalized social positions, which are intimately tied to their addiction histories. Students in recovery represent an invisible student group that struggles to access resources and needed healthcare services. The photovoice method can act as a powerful tool to empower marginalized students to share their recovery experiences and articulate their needs; ultimately providing a vehicle for structural-level and systemic change.","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49127533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.23
Emmy L Henley, Diana L Monsour
Eating disorder (ED) recovery is often difficult to define, which may leave those offering recovery support feeling lost and discouraged when determining ED services in their Collegiate Recovery Program (CRP). Although CRPs primarily support substance use disorders (SUD), research demonstrates 35% with a SUD recovery report also having an ED, thus making it imperative that CRPs understand and consider means for an ED supportive culture. Providing information to staff of CRPs on the state of ED recovery research and how to incorporate strategies for support, despite the size, tenure, or financial status of a CRP, is important for inclusion. Texas Tech offered their experience in their CRP and the evolution of ED support and culture within.
{"title":"Eating Disorder Recovery: Fostering an Inclusive Culture","authors":"Emmy L Henley, Diana L Monsour","doi":"10.31886/JORS.12.2018.23","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.23","url":null,"abstract":"Eating disorder (ED) recovery is often difficult to define, which may leave those offering recovery support feeling lost and discouraged when determining ED services in their Collegiate Recovery Program (CRP). Although CRPs primarily support substance use disorders (SUD), research demonstrates 35% with a SUD recovery report also having an ED, thus making it imperative that CRPs understand and consider means for an ED supportive culture. Providing information to staff of CRPs on the state of ED recovery research and how to incorporate strategies for support, despite the size, tenure, or financial status of a CRP, is important for inclusion. Texas Tech offered their experience in their CRP and the evolution of ED support and culture within.","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43595824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-22DOI: 10.31886/JORS.12.2018.21
Bob V Hennen
With the continuous growth of the collegiate recovery movement, treatment providers are considering a return to school a viable option for people in early recovery and it is often the goal of the student to return to school as quickly as possible following treatment. The barriers to and skills needed for recovery maintenance and school completion are interconnected and should be addressed simultaneously in treatment with students planning to return to school. This presentation is designed to address the treatment provider’s role in preparing a student to return to school by exploring methods to assess for developmental barriers and resources and build skills for both substance use recovery maintenance and the successful navigation of higher education.
{"title":"Treatment provider’s role: Preparing students to return to school","authors":"Bob V Hennen","doi":"10.31886/JORS.12.2018.21","DOIUrl":"https://doi.org/10.31886/JORS.12.2018.21","url":null,"abstract":"With the continuous growth of the collegiate recovery movement, treatment providers are considering a return to school a viable option for people in early recovery and it is often the goal of the student to return to school as quickly as possible following treatment. The barriers to and skills needed for recovery maintenance and school completion are interconnected and should be addressed simultaneously in treatment with students planning to return to school. This presentation is designed to address the treatment provider’s role in preparing a student to return to school by exploring methods to assess for developmental barriers and resources and build skills for both substance use recovery maintenance and the successful navigation of higher education. \u0000 ","PeriodicalId":73928,"journal":{"name":"Journal of recovery science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44760978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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