Recovery High Schools: Students and Responsive Academic and Therapeutic Services

Moberg, D. Paul; Finch, Andrew J.; Lindsley, Stephanie M.

doi:10.1080/0161956x.2014.895645

Cited by 20 publications

(18 citation statements)

References 21 publications

(33 reference statements)

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“…Recovery high schools were ideal as a recruitment site because they offer scholars a rare concentration of youth in recovery from SUD and specialize in providing students with both academic resources and recovery support such that adolescents can work toward recovery in a safe and supportive environment while also meeting state educational requirements for a diploma Moberg et al, 2014). Recovery high schools vary in the number of enrolled students, financial support, location of the school (i.e.…”

Section: Methodsmentioning

confidence: 99%

“…Recovery high schools vary in the number of enrolled students, financial support, location of the school (i.e. within a local school or standing as its own entity; Finch et al, 2014;Moberg et al, 2014). For the current study, students were recruited from two stand-alone recovery schools that both rely on blended public/private funding streams.…”

Section: Methodsmentioning

confidence: 99%

“…There is very little peer-reviewed literature on the students served by recovery high schools (Moberg & Finch, 2007) and few rigorous comparisons of what program qualities promote success for which students (White & Finch, 2006). From this small literature we learn that across recovery school, students tend to have similar risk factors including mental health diagnoses (beyond SUD), involvement in the juvenile justice system, and poor school attendance (Moberg, Finch, & Lindsley, 2014). Further, Moberg and colleagues (2014) mention that in addition TAM use, a majority of the recovery school students (78%) also had a history of opioid or other narcotic use (including amphetamines, hallucinogens, cocaine, and club drugs).…”

Section: Introductionmentioning

confidence: 92%

“…Research conducted by Finch, Moberg, and Krupp (2014) as well as by Moberg et al (2014) indicates that typically recovery schools enroll students who have been sober for > 30 days, however, with enrollment numbers generally low, recovery high schools cannot always enroll selectively based on sobriety and often accept students in a more contemplative stage of their recovery (Prochaska & DiClemente, 1983). Students enter recovery schools through a variety mechanisms including on the recommendation/requirement of parents, probation officers, social workers, or previous school staff.…”

Section: Introductionmentioning

confidence: 97%

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Social Influence on Adolescent Polysubstance Use: The Escalation to Opioid Use

Russell

Trudeau

Leland

2015

Substance Use & Misuse

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Youth who begin their substance use as young as age 8 are often pressured by peer culture to do so and come from substance-using families. Their escalation in polysubstance use to a pattern including opioids was also most often attributed to peer influence over several years. Conclusions/Importance: This paper is one of scant few that address patterns of use in high school students. Perhaps most salient from this study are the tertiary prevention implications: similar to their adult counterparts, students enrolled in recovery high school programs are likely from substance-using families and have combined complex constellations of substances including opioids by dint of their relationships with substance-using peers.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 97%

See 2 more Smart Citations

Social Influence on Adolescent Polysubstance Use: The Escalation to Opioid Use

Russell

Trudeau

Leland

2015

Substance Use & Misuse

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“…Although the structure and format of recovery schools can vary widely, they typically include academic classes integrated within a curriculum that focuses explicitly on substance abuse issues and recovery support, thereby targeting success in both education and recovery (Association of Recovery Schools, 2013). For a more thorough description of Recovery High Schools (RHSs), please see the article by Moberg and Finch (2014/this issue) or Finch and Wegman’s (2012) review of the topic.…”

mentioning

confidence: 99%

Data Collection Strategies and Measurement Tools for Assessing Academic and Therapeutic Outcomes in Recovery Schools

Botzet

McIlvaine

Winters

et al. 2014

Peabody Journal of Education

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Accurate evaluation and documentation of the efficacy of recovery schools can be vital to the continuation and expansion of these beneficial resources. A very limited data set currently exists that examines the value of specific schools established to support adolescents and young adults in recovery; additional research is necessary. The following article outlines the methodology utilized in a current quasi-experimental study evaluating both academic and therapeutic outcomes of adolescents attending recovery high schools as compared to traditional (non-recovery-based) high schools. The developmental considerations in assessing adolescents in recovery and their parents is delineated in this article, which underscores the need for extensive knowledge of adolescent substance abuse and other mental health issues. In addition, sensitivity around privacy among adolescents, parents, schools, and health providers is highlighted, as well as the validity of assessment. Key assessment strategies, including protocol of recruitment and interviewing techniques, are also presented along with a list of parent and adolescent assessment instruments and their corresponding interpretive variables. Protocol recommendations for future research are also outlined.

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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

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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 (

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Recovery High Schools: Students and Responsive Academic and Therapeutic Services

Cited by 20 publications

References 21 publications

Social Influence on Adolescent Polysubstance Use: The Escalation to Opioid Use

Social Influence on Adolescent Polysubstance Use: The Escalation to Opioid Use

Data Collection Strategies and Measurement Tools for Assessing Academic and Therapeutic Outcomes in Recovery Schools

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

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