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Higher” Education Jacqueline Daniels, LCSW Indiana University Office of Alternative Screening and Intervention Services (OASIS) Division of Student Affairs

"Higher Education"

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Page 1: "Higher Education"

“Higher” Education

Jacqueline Daniels, LCSWIndiana University

Office of Alternative Screening and Intervention Services (OASIS)

Division of Student Affairs

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General History of Marijuana

Brief Physiology, Epidemiology, Myths and Facts

Implications for Higher Education, Prevention Strategies and Collegiate Programming

Evidence-Based Treatment Strategies

Indiana University Marijuana Intervention Program Evidence-Based Practice Policy, Referral, Method Reactive VS. Proactive Intervention

OVERVIEW

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Myth #1

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Prevalence

28% of IN College Students report smoking past year (IUB= 40.5, decrease from 2010)

19% past month (IUB=29%, decrease from 2010)

Avg. age 1st use IN= 17.3 Most frequent

consequences Combining substances Guilt and Shame Driving

Declined 1980’s 2000, annual

prevalence 30-35% By 2001, 5%

population using marijuana on monthly basis- avg 18.7 joints)

Gateway?

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Cannabinoid characterized by chemical compound THC Hashish (resin or sap), Hash Oil (oil in plant) and

Marijuana (leaves and flowers) is smoked, cooked or in drink (tea)

THC enters through lungs, reaches brain in 14 seconds Short Term? Appetite, Blood Pressure, Coordination,

Perception, Memory Long Term? Emotional Maturation, Hormonal Effects,

Cancer(?), Addiction (?) THC concentration of today 4-15% 1960’s 1-3% WHAT ABOUT SPICE and K2?

Physiology

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It is possible to overdose on marijuana.

Myth #2

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Prevention

Be research based and theory driven

Integrate multiple parts of student life

The primary goals are to: Reduce, Delay, Decrease Transition from “use” to “abuse”, Harm Reduction

Levels of Prevention: Before it starts, as it develops, or after it has developed as a problem (i.e. Primary, Secondary or Tertiary)

Levels of Intervention: Focus for the strategy (e.g., community-focused, systems-focused (e.g., families, peers), or individual-focused)

Protective Factors

Cannabis Specific Considerations:

Risk: Transition Periods (middle school- high school- college)Role Model Beliefs/Drug Use: Acceptability

Protection: Parents- clear boundaries and limits, expectationsEducatorsCommunity Leaders

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Assorted Prevention and Intervention

Programs Exist prior to College Entrance (D.A.R.E., Drug Education, Speakers, Health Classes) PSA Example

College Level? E-Toke Refusal Skills Training Normative Education Participation=Protective Factors Scare Tactics? NO

Prevention and Programming

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Marijuana is Addictive.

*Mark Lundholm

Myth #3

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Models of Addiction Treatment Admissions

1 in 11 will develop dependence (NIDA, 2010) Evidence-based Marijuana Interventions

Brief Interventions can Work Motivational Enhancement and CBST Family Involvement

Treatment

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43,000 Students (33,000 Undergrad, 10,000 Grad)

55.2% 49 states and D.C. 165 Countries Greek Life accounts for 17% of student body 52% Female

Liberal Arts, Athletics, Greek, Extracurricular Kinsey Institute, Kelley School of Business, Jacobs

School of Music International Student Population Surrounded by Bloomington and Monroe County, IN

Indiana University

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Basic Structure of OASIS and Referrals from Office of Student Affairs,

Admissions Office Continuum of Users Campus and Community Partners

Student Life and Learning, Student Advocates, IUHC CAPs, Student Legal Services

IUPD, Monroe County Prosecutor’s Office IU Code of Conduct and A-Z Guide

On and Off Campus Violations (Confusing for Students)

Common Sanctions and Policy Violations 2011-2012 Arrests, IUPD 2011-2012

214 Marijuana Intervention Referrals 194 Marijuana Seminar Referrals

17 Repeat Offenders, 6 Suspensions

Marijuana Intervention Program

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The Indiana Promise

Student Responsibility

H. Be responsible for their behavior, and respect the rights and dignity of others both within and outside of the university community.

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Survey

SCID-IV Non-Alcohol Use SUDs Questionnaire (DSM) MSI-X (Marijuana Screening Inventory) Marijuana Effect Expectancies Reasons for Quitting AUDIT (Alcohol) Stages of Change Assessment

Session I= 1 hour, relationship development, motivational interviewing and assessment

Psychoeducational, Individualized Feedback, Case Management and Referral (if necessary)

Components

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Help students take ownership of behavior, choices

and consequences Develop critical and abstract thinking ability

around these choices, physical health and psychological well-being, examine academic and community standing

Develop awareness of values and ethical beliefs, how these shape decision-making

Advance self-efficacy and identity Assess for more serious problems and refer for

counseling/treatment/campus resources

Goals of M.I.P.

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NREPP-SAMHSA National Registry of EBP and Practices Center for Study and Prevention of Violence- University of

Colorado National Institute on Drug Abuse (NIDA) Cannabis Youth Treatment Motivational Interviewing Resources Office of Alternative Screening and Intervention Services-

M.I.P. National Cannabis Prevention and Information Centre Indiana Prevention Resource Center Substance Abuse and Mental Health Administration

(SAMHSA)

References