Disparities in Youth Access to Substance Abuse Treatment and Recovery Services: How One Recovery School Initiative is Helping Students “Change Tracks”

Oser, Roger; Karakos, Holly L.; Hennessy, Emily A.

doi:10.1080/1556035x.2016.1211056

Cited by 5 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Oser et al noted that youth of color often lack access to treatment prior to enrolling in RHS. 10 Glaude et al found high rates of drug use among Hispanic youth, yet they lack access to interventions tailored for them. 11 RHS that include culturally specific elements may represent a promising setting for this population; however, additional research is warranted to determine the effectiveness of RHS among Hispanic youth.…”

Section: Recovery High Schoolsmentioning

confidence: 99%

The Emergence, Role, and Impact of Recovery Support Services

Jason

Salomon‐Amend

Guerrero

et al. 2021

ARCR

View full text Add to dashboard Cite

Various community recovery support services help sustain positive behavior change for individuals with alcohol and drug use disorders. This article reviews the rationale, origins, emergence, prevalence, and empirical research on a variety of recovery support services in U.S. communities that may influence the likelihood of sustained recovery. The community recovery support services reviewed include recovery high schools, collegiate recovery programs, recovery homes, recovery coaches, and recovery community centers. Many individuals are not provided with the types of environmental supports needed to solidify and support their recovery, so there is a need for more research on who may be best suited for these services as well as when, why, and how they confer benefit.

show abstract

Section: Recovery High Schoolsmentioning

confidence: 99%

The Emergence, Role, and Impact of Recovery Support Services

Jason

Salomon‐Amend

Guerrero

et al. 2021

ARCR

View full text Add to dashboard Cite

show abstract

“…Recovery school programs in the United States are now operating with a substantial infrastructure and both private and government funding are made available for these supports ( Finch et al, 2016 ; Moberg & Finch, 2008 ; Oser et al, 2016 ). Globally, there is also increased attention to building more comprehensive, developmentally‐appropriate continuing care supports to break the cycle of relapse and return to treatment that many youth experience ( Daddow & Broome, 2010 ; Sussman, 2010 ; White, Kelly, & Roth, 2012 ).…”

Section: Objectivesmentioning

confidence: 99%

Recovery schools for improving behavioral and academic outcomes among students in recovery from substance use disorders: a systematic review

Hennessy¹,

Tanner‐Smith²,

Finch³

et al. 2018

Campbell Systematic Reviews

Self Cite

View full text Add to dashboard Cite

This Campbell systematic review examines the effects of recovery schools on student behavioral and academic outcomes, compared to the effects of non‐recovery schools. The review summarizes evidence from one quasi‐experimental study (with a total of 194 participants) that had potential serious risk of bias due to confounding. Sizable portions of youth are in recovery from substance use disorders, and many youth will return to use after receiving substance use treatment. Youth spend most of their waking hours at school, and thus schools are important social environments for youth in recovery from substance use disorders. Recovery schools have been identified as educational programs that may help support youth in recovery from substance use disorders. This review focused on two types of recovery schools: RHSs, which are schools that award secondary school diplomas and offer a range of therapeutic services in addition to standard educational curricula; and CRCs, which offer therapeutic and sober support services on college campuses. This review looked at whether recovery schools (RHSs or CRCs) affect academic success and substance use outcomes among students, compared to similar students who are not enrolled in recovery schools. Plain language summary There is insufficient evidence to know whether recovery high schools and collegiate recovery communities are effectiveEvidence that recovery high schools (RHSs) may improve academic and substance use outcomes is based on the findings from a single study with a serious risk of bias. The review in briefVery limited evidence addresses the effectiveness of recovery high schools (RHSs). There is no rigorous evidence on the effectiveness of collegiate recovery communities (CRCs).It is unclear whether CRCs are effective in promoting academic success and reducing substance use among college students. What is the aim of this review?This Campbell systematic review examines the effects of recovery schools on student behavioral and academic outcomes, compared to the effects of non‐recovery schools. The review summarizes evidence from one quasi‐experimental study (with a total of 194 participants) that had potential serious risk of bias due to confounding. What are the main findings of this review?Sizable portions of youth are in recovery from substance use disorders, and many youth will return to use after receiving substance use treatment. Youth spend most of their waking hours at school, and thus schools are important social environments for youth in recovery from substance use disorders. Recovery schools have been identified as educational programs that may help support youth in recovery from substance use disorders.This review focused on two types of recovery schools: RHSs, which are schools that award secondary school diplomas and offer a range of therapeutic services in addition to standard educational curricula; and CRCs, which offer therapeutic and sober support services on college campuses.This review looked at whether recovery schools (RHSs or CRCs) affect academic succes...

show abstract

“…Recovery school programs in the United States are now operated with a substantial infrastructure and both private and government funding are made available for these supports (Finch et al, 2016; Moberg & Finch, 2007; Oser et al, 2016). Globally, there is also increasing attention to building more comprehensive, developmentally‐appropriate continuing care supports to break the cycle of relapse and return to treatment many youth experience (Daddow & Broome, 2010; Sussman, 2010; White, Kelly, & Roth, 2012).…”

Section: Objectivesmentioning

confidence: 99%

“…For example, male college students have higher annual prevalence rates of use of marijuana and most other drugs than female college students (Dennhardt & Murphy, 2013). There are also differences between males and females on mental health comorbidity and level of juvenile justice involvement (Stevens et al, 2004), which may interact with level of substance use and/or level of care received for that use (Oser, Karakos, & Hennessy, 2016). Mental health, specifically diagnoses of mental illness comorbidities, has also been studied in this population and found important to outcomes (Hersh, Curry, & Yaminer, 2014;Yu, Buka, Fitzmaurice, & McCormick, 2006).…”

Section: Factors That Affect Youth Experience Of Recovery Schoolsmentioning

confidence: 99%

Protocol for a Systematic Review: Recovery Schools for Improving Well‐Being among Students in Recovery from Substance Use Disorders: A Systematic Review

Hennessy

Tanner‐Smith²,

Finch

et al. 2017

Campbell Systematic Reviews

Self Cite

View full text Add to dashboard Cite

In support of this contention, addiction literature has documented different relapse precipitants for adolescents than for adults, with adolescents more likely to relapse under social pressure and also exhibiting greater complexity in relapse patterns (Ramo & Brown, 2008). Adolescents often use multiple substances and may use a broader array of substances than adults (Deas et al., 2000). Although not all experimentation with substances leads to problematic use, problematic use can transition to a substance use disorder (SUD), i.e., "a maladaptive pattern of substance use leading to clinically significant impairment or distress" (American Psychiatric Association, 1994). Substance abuse and dependence were originally diagnosed separately with substance abuse considered an early phase and dependence the more severe manifestation; however, the Diagnostic and Statistical Manual of Mental Disorders-V (DSM-V) modified the definition of an SUD to combine abuse and dependence into one category with different levels (American Psychiatric Association, 2013). An SUD is manifested in multiple ways, including substance use that repeatedly impacts school or work performance or contributes to legal problems. Individuals with an SUD demonstrate an increasing need for more of the substance to achieve the same effect (i.e., tolerance) and taking the substance for longer or in larger doses and experience unsuccessful attempts to quit using the substance. Thus, recovery from an SUD is a process involving many factors, the hallmark of which is reduction or complete abstinence of use. Recovery also refers to overall healthy functioning and has been defined as "voluntarily sustained control over substance use, which maximises health and wellbeing and participation in the rights, roles and responsibilities of society" (UK Drug Policy Commission, 2012). Approaches for Addressing Youth in Recovery from Substance Use Disorders Given the biological, psychological, and social developmental changes in adolescence, it is important to attend to distinct developmental issues of adolescence when focusing on adolescents in recovery (Weisz & Hawley, 2002). Thus, for youth diagnosed with an SUD there are a variety of adolescent-specific treatment options available, which fall within a spectrum of varying intensity from early intervention, such as screening, brief intervention, and referral to treatment (SBIRT: Bien, Miller, & Tonigan, 1993; Madras et al., 2009) to intensive inpatient treatment (American Society of Addiction Medicine [ASAM], 2013). However, SUDs are often experienced as chronic conditions; thus, multiple treatment episodes and ongoing recovery supports after treatment are often necessary to assist with the recovery process (

show abstract

Disparities in Youth Access to Substance Abuse Treatment and Recovery Services: How One Recovery School Initiative is Helping Students “Change Tracks”

Cited by 5 publications

References 17 publications

The Emergence, Role, and Impact of Recovery Support Services

The Emergence, Role, and Impact of Recovery Support Services

Recovery schools for improving behavioral and academic outcomes among students in recovery from substance use disorders: a systematic review

Protocol for a Systematic Review: Recovery Schools for Improving Well‐Being among Students in Recovery from Substance Use Disorders: A Systematic Review

Contact Info

Product

Resources

About