Download
1 / 18
180 likes | 190 Views
This exploratory case study delves into the experiences of undergraduate students in recovery reentering college after an approved leave of absence. The study investigates how these students develop and maintain recovery capital in relation to the college setting and campus culture. Findings highlight the importance of implementing learned habits, utilizing university support resources, and redefining relationships for successful reentry. Implications for theory and practice are discussed, emphasizing the significance of considering recovery capital in supporting this population of students. Limitations include challenges in identifying and involving participants, particularly alumni instead of current students, and the selectivity of the university.
E N D
An Exploratory Case Study of Undergraduate Students in Recovery: An Application of Recovery Capital during Reentry Christine Pesetski, Ph.D. Assistant Dean of Students Duke University Higher Education Case Managers Association Emory University June 18, 2015
Overview • Background • Research Questions • Study Design • Findings • Conclusions • Implications • Limitations
Why this study? • Students are returning to college campuses and their experiences in recovery matter. • There is no literature that acknowledges this group of students. • Research focuses on the problem of substance abuse for colleges and universities, but not on the student experience. • This study adds to what is known about reentry and college substance abuse.
Research Questions • How do undergraduate students in recovery who are reentering the university after an approved leave of absence experience the first year of reenrollment? • How do undergraduate students in recovery develop and maintain recovery capital? • How does the college setting and campus culture influence undergraduate students’ ability to maintain their recovery?
Literature • Substance abuse prevalence • College environment and substance abuse • Sub-cultures • Athletes • Greek life • Peer relationships • Academic impact • College Life Study at the University of Maryland (Arriaet al., 2012a, Arriaet al., 2013) • Recovery
Recovery Definition Recovery is defined as a reduction in substance abuse to moderate levels (or abstinence) and changing the negative behaviors associated with the individual’s substance abuse (White, 2007).
Study Design • Case Study Design • 4 cases • 4 employee experts • Data Collection • Interviews • Document Analysis • Data Analysis • Basic Interpretive (Merriam, 1998) • Theory driven coding (axial coding) • Case Narratives • Cross-Case Analysis
Employee Experts • Michal G.: • Substance Abuse Treatment Provider • 20 plus years at SPU • IOP for young adults • Insider to recovery community • Provides treatment for SPU students • Winston: • Academic Dean • Over 40 years at SPU • Responsible for drop and add, leave of absence • Mentor students upon return Case • Bob: • Wellness Center Director • Environmental Management • Harm reduction approach • Trying to start a recovery community • Phoenix: • Residential Dean • 3 year live on requirement • 20 plus years at SPU • Manages substance free residence hall
Findings • Implementing habits learned during leave of absence for reentry success. • Utilizing university support resources to maximize reentry success. • Strategies that enhanced or undermined mental and physical health. • Redefining peer, dating, and parental relationships.
Conclusions • Developing quality relationships with others supports reentry success. • Students must implement lessons learned during leave of absence to ensure continued growth during reentry. • Fitting into the university social environment involves substance use. • Recovery capital provides a compelling lens to understand reentry for this population of students.
Implications for Theory Developed using a grounded theory approach from three studies with drug and alcohol addicted men (Cloud & Granfield, 1994; Granfield & Cloud, 1996, 2001).
Implications for Future Research • Exploring recovery capital among college students. • Applying recovery capital to new and returning students. • Using the broader definition of recovery in future studies involving college students. • This work should be connected to the work being done in Neuroscience regarding brain development.
Implications for Practice • Consider the environment and ways to manage the high-risk substance users. • Harm Reduction Models • Environmental Management • Parental Involvement • Develop and/ or evaluate leave of absence policies. • Sharing departure and return information broadly (within FERPA and culture). • Time away is valuable (recommend at least 2 semesters) • Provide reorientation and welcome back events. • Initial return events • On-going events including mentorship
Limitations • Alumni participants instead of currently enrolled students. • SPU is a highly selective university in the South and students want to return to this school and earn their degree. • Identifying this population of students is very difficult.
