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The stigmas associated with recovery and addiction prevent a number of students
from accessing the services they need to support them in their recovery journey. A
number of colleges and universities rely solely upon the counseling center to provide
support for students navigating addiction and recovery. However, researching other
possible avenues that have been offered at local higher education institutions would
provide a better foundation for understanding how we support students in recovery.
Furthermore, stepping outside of the local area and determining best practices at
other institutions and non-profits would provide a more holistic understanding
of supports we could offer as student affairs professionals.

Instead of focusing on providing space to discuss drug addiction and the support
programs, our society tends towards hiding that these issues exist. There are
typically feelings of shame and low self-esteem associated with using
drugs. Furthermore, individuals who are navigating drug addictions are frequently
seen as lacking self-control since drug use is generally seen as a constant choice
instead of a disease with which individuals are wrestling. These misconceptions build
upon one another to create an atmosphere of secrecy, shame, and helplessness for
individuals with addictions and their families.
These reactions are further exacerbated by the fear of facing legal charges, which
would create even more barriers moving forward and marginalize this population
even further.

These mindsets remind me of the article we read by Susan Opotow that discussed
moral exclusion, particularly the concepts of dehumanization and fear of
contamination. Through common misconceptions, much of society sees individuals
with addictions as undeserving of compassion and outreach. Since addiction is
typically seen as a choice, society deems individuals with addictions as responsible
for their current path and refuses the acknowledge the circumstances surrounding
each individual's addiction.
Instead of acknowledging that there were outside influences and that individuals
battling addiction are deserving of basic human dignity, society places them in the
"other" category so they are better able to separate individuals with addictions from
their reality. Through "othering," society does not see a responsibility to deal with
the larger issue of the systemic oppression of individuals with addictions.

The challenge appears to be navigating the territory of supporting students in

recovery and pointing out an "issue" that the campus may not want to
acknowledge. This mindset may stem from the stigmas that surround drug addiction
in the larger society. Generalizations such as "drug addicts are dangerous" and
"addicts make the conscious choice to use drugs" foster negative perceptions of the
recovery population, which causes higher education administration to question
whether having an outward facing program or office devoted to supporting students
in recovery reflects positively on an institution. This quote from an Inside Higher Ed.
article, "Students in Recovery," briefly summarizes this concept:

Another challenge that surrounds the ability to establish support structures for
students in recovery is the lack of addiction focused research on college
campuses. While we attempt to study the present use of drugs and alcohol by
college students, we neglect to gain a holistic understanding of how students have
been and still are impacted by addiction. There's a distinct focus on the current issue,
instead of addressing prior issues and offering support for individuals who navigating
addiction prior to college. Widening this framework would provide opportunities for
higher education institutions to take additional pre-emptive measures for students in
recovery to prevent relapses.

When attempting to evaluate how we serve students in recovery currently at SU, I

found the institution lacking in resources and even in the connection of students to
resources in the area. As evidenced by the photo behind me, these are the only
references on Seattle Universitys website to recovery services. Over the next couple
of slides, Ill discuss an area resource that I had the opportunity to work at, along with
another higher education institution that has created an expansive support program
for students in recovery.
One takeaway from this research is that we have yet to address the unique needs of
this student population at Seattle U.

The Caf focuses on providing a supportive space for individuals in recovery. Instead
of utilizing a formal, institutionalized model for recovery support, the Caf leans
towards a therapeutic, community model. By creating space and opportunities for
building community, the Caf fosters a social safety net for individuals on the margins
of our society. The fostering of relationships amongst Caf members, staff, and
volunteers establishes a deep commitment to one another and provides the
emotional support that a number of individuals in recovery need.
Additionally, the Caf works to address the larger societal issues surrounding
individuals in recovery. Some examples would be holding forums to discuss stigmas
surrounding the population, showing films focused on and mental health, advocating
for policy reform at public forums, and providing opportunities for Caf members to
learn job skills.

Their approach utilizes a Social Connection Model framework discussed by Young

(2013), in that it takes the mentality that each of our decisions impact the other. As a
community, we must work to address the larger, systemic issue of addiction and alter
the mentality towards individuals in recovery. We all contribute to the growing issue
in our nation, so how will we each work towards change? Caf members are
empowered to work towards changing the system with the support of the Caf staff
and volunteers.

Texas Tech University has acknowledged the growing need to support students in
recovery through their Center for Collegiate Recovery Communities. Their model
focuses on providing a supportive community that empowers students, while holding
them accountable to their sobriety. Through academic supports, community
engagement, and a 12-step model, the program emphasizes the importance of
expanding the social safety net of students in recovery.

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As an institution, Texas Tech has show a prioritization of supporting students in their

recovery journeys. Through these actions, they are working to address the larger
stigmas associated with addiction, while offering a supportive environment for their
students to thrive. These initiatives seem to be an example of transformative
justice since the institution has not only focused on being a support to the students,
but to disseminate these practices to other higher education institutions to address
the larger societal oppression of students in recovery (Capeheart & Milovanovic,
2007).
Their curriculum used in the recovery communities is available electronically on their
website for any institution who would like access. Additionally, the program offers
opportunities to visit and discuss the model they have enacted.

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Professional Support Services student affairs professionals should be aware of the

wider array of substance abuse issues, not solely binge drinking or marijuana use.
Fostering this knowledge better positions professionals to address student needs and
support students in recovery.
Clinical Services provide intervention services on an individual or group level.
Providing opportunities to engage in 12-step programs and other support services.
Psychosocial Support attempt to lower the risk of relapse through promotion of
healthy lifestyle choices. By addressing other components of students lives, student
affairs professionals improve relapse prevention.

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Peer Supports through engagement in a supportive community environment,

particularly in regards to peer-to-peer relationships, students form a sense of
belonging that improves overall substance abuse prevention and reduces the risk of
relapse.
Community Campus Partnerships addressing the overall campus environment and
engaging in the larger recovery community outside of an institution, which provides
additional support and promotes a safer environment for students in recovery.

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Social justice means addressing the issue of inequity in our society, not only a small,
community scale but a large, institutional scale as well. Social justice is not only
becoming more aware and knowledgeable about systemic oppression but taking
action to address the marginalization of different populations in our
society. Furthermore, there's a need to reflect upon how our own power, privilege,
and decisions impact the world around us. Through these dynamics, we must ask
ourselves how we're contributing to the institutions that uphold injustices.

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As a future student affairs professional, I hope to enact the points I discussed in my

social action plan. Instead of passively allowing higher educational institutions to
disregard the needs of students in recovery, I plan on drawing attention to the ways in
which the current system oppresses and dissuades students in recovery from
attending and finishing their degree. By creating programming that addresses the
needs and supports students in recovery, I believe we can improve their experience in
higher education and set them up to succeed after they graduate.

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To address these issues, I believe in utilizing the growing array of research about
addiction and what factors influence more addictive personalities. Changing the
mindset that drug and alcohol use is solely a personal choice and establishing that
there are influences outside of an individual's control in regards to
addiction. Furthermore, as we read about in the Capeheart and Milovanovic text
(2007), we need to address how we label individuals based upon one wrong decision
instead of taking a more holistic approach.

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