Scheduled highlights for #ARHE2021 Conference Day 3 on Wednesday, June 23rd
|
|
|
| Engaging Peer Educators in Delivering Evidence-Based Brief Motivational Interventions: Innovative Training Models, Benefits, and Challenges M. Dolores Cimini, PhD, University at Albany, SUNY |
|
| Research indicates that peer educators, when well-trained and supervised, can deliver evidence-based brief motivational interventions just as well, if not better, than trained professionals. This workshop will explore several innovative peer education training models derived from evidence-based brief motivational interventions, including peer coaching and peer educator-delivered Screening and Brief Intervention (SBI) addressing a variety of concerns. The strengths of training models that involve classroom instruction and computer simulations will be discussed. Challenges and potential risks associated with engaging peers in delivering evidence-based brief interventions will be identified and explored. Benefits of engaging in evidence-based peer education best practices, both to students receiving collegiate recovery services and to peer educators themselves, will be identified. | |
|
|
|
| Fostering an Inclusive and Anti-Racist School Culture Rebecca Bonner, M.Ed, MUPP, The Bridge Way School Angela Smith, MSOLM, The Bridge Way School |
|
| One of the most important functions of a school administrator is to craft a school’s identity and develop a healthy school culture. In all schools, but particularly in recovery high schools, this includes collaboration, relationship building, support, and trust among and between various school constituents. When serving a student population that includes Black, Indigenous and people of color (BIPOC), it is imperative that educators and school leadership change the lens through which school culture is viewed. They must be intentional and consistent in creating safe spaces to acknowledge and address explicit and implicit biases, generational trauma, and systematic racism. Equally, school faculty and staff must be dedicated to removing barriers to social justice and achieving equity. | |
|
|
|
| Student Ignite Talks Facilitated by: Alexandra (Ali) Clements, CPRS-R |
|
| Listen as 10 students in recovery share their experience, joys, lows, and what makes them, well, them! A collection of 6 minute stories designed to keep you on your toes and keep you energized. These students will have the chance to have their voices and stories heard in a platform they may have never experienced before. | |
|
|
|
| Centering Equity and Justice in the Development of Collegiate Recovery Communities: Centering the Most Marginalized People and Communities in Program Development Kristine De Jesus, Psy.D., Montclair State University Sara Fudjack, RCSW, University of British Colombia |
|
| This session will focus on building capacity related to equity, justice, and inclusion when developing collegiate recovery communities. The session will be centered in recognizing the role of systemic oppression and how it has limited access to particular groups in higher education, and how to create a program that creates access for students who have been systematically disenfranchised from the collegiate recovery and in society. | |
|
|
|
| Recovery as an Identity: Implications for Collegiate Recovery Professionals and SUD Clinicians Dr. Gerard A Love, EdD, University of Alabama Brent Alcaraz, MFT, University of Alabama |
|
| Recovery as a construct is presented as an identity status that is developmental in nature. This session focuses on recovery as a complex and rich process of identity formation. The development of an identity as a person in recovery is one that is grounded in a unique and clear understanding of self as different from one’s past or using self. This presentation will focus on a description of the model, results of a CRC identity exploration exercise and case studies designed to highlight understanding of the process of transformation. Implications for practice as a collegiate recovery professional will be explored. | |
| Making Space for Foster Youth and their Challenges Towards Recovery Rachel Sage Brand, MA UCSD, MSW candidate UCLA |
|
| Mental health and substance use disorders are the leading causes of global disability in children and youth (Marquez and Saxena 2016). Mental health services in public schools in the U.S. have systemically shown deficits and barriers, specifically in addiction, for students to access. Peer and community programs collectively show positive quantitative data about the success rates of teens and young adults in education. Evidence shows there is a lack of treatment options after short-term biomedical care for young adults in recovery. Psychological services offered by schools have statistically demonstrated little to no involvement, in building and supporting peer-run groups. The barriers to treatment are present because of stigma and how it affects young adolescents and adults in addiction from receiving treatment. This thesis engages in a targeted review that shows positive impacts of recovery access for individual’s education outcomes. These barriers are even more insurmountable for foster youth. | |