The Ecological and Developmental Role of Recovery High Schools

Finch, Andrew J.; Frieden, Gina

doi:10.1080/0161956x.2014.897106

Cited by 14 publications

(16 citation statements)

References 16 publications

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“…RHSs are typically small: most schools have average enrollments of 30-40 students (ARS, 2016c; Finch, Karakos, & Hennessy, 2016; White & Finch, 2006). RHSs aim to promote recovery from SUDs by providing a safe and supportive learning environment that promotes sobriety and academic success (Finch & Frieden, 2014; Finch, Moberg, & Krupp, 2014). Although enrollment requirements vary across schools, most RHSs do not require students to have previously attended or completed substance use treatment.…”

Section: Introductionmentioning

confidence: 99%

Who attends recovery high schools after substance use treatment? A descriptive analysis of school aged youth

Tanner‐Smith

Finch

Hennessy

et al. 2018

Journal of Substance Abuse Treatment

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Recovery high schools (RHSs) are an alternative high school option for adolescents with substance use disorders (SUDs), designed to provide a recovery-focused learning environment. The aims of this study were to examine the characteristics of youth who choose to attend RHSs, and to compare them with local and national comparison samples of youth in recovery from SUDs who were not enrolled in RHSs. We conducted secondary analysis of existing data to compare characteristics of youth in three samples: (1) adolescents with SUDs who enrolled in RHSs in Minnesota, Texas, and Wisconsin after discharge from treatment (RHSs; n = 171, 51% male, 86% White, 4% African American, 5% Hispanic); (2) a contemporaneously recruited local comparison sample of students with SUDs who did not enroll in RHSs (n = 123, 60% male, 77% White, 5% African American, 12% Hispanic); and (3) a national comparison sample of U.S. adolescents receiving SUD treatment (n = 12,967, 73% male, 37% White, 15% African American, 30% Hispanic). Students enrolled in RHSs had elevated levels of risk factors for substance use and relapse relative to both the local and national comparison samples. For instance, RHS students reported higher rates of pre-treatment drug use, past mental health treatment, and higher rates of post-treatment physical health problems than adolescents in the national comparison sample. We conclude that RHSs serve a population with greater co-occurring problem severity than the typical adolescent in SUD treatment; programming offered at RHSs should attend to these complex patterns of risk factors. SUD service delivery policy should consider RHSs as an intensive recovery support model for the most high-risk students with SUDs.

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Section: Introductionmentioning

confidence: 99%

Who attends recovery high schools after substance use treatment? A descriptive analysis of school aged youth

Tanner‐Smith

Finch

Hennessy

et al. 2018

Journal of Substance Abuse Treatment

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“…Though many models of recovery involve changes that occur at the individual and interpersonal level, Bronfenbrenner' s (1994) ecological model suggests that in addition to these influences, individuals are impacted by, and impact, social systems in which they are a part. Through an ecological systems lens, recovery and student recovery identity development is not a static process; rather, they occur within interconnected systems that play a facilitative or nonfacilitative role in developing and maintaining a recovery identity (Finch & Frieden, 2014). Student service professionals have the opportunity to provide education and interventions at multiple levels, thus acknowledging the individual recovery person in their social context as they continue to develop their recovery identity.…”

Section: Resultsmentioning

confidence: 99%

“…Individual. Genetic predisposition and gene expression impact students who have experienced substance abuse in their lifetime (Dinwiddie, 1992). Family history of substance abuse and mental health diagnoses increase the likelihood of developing these diagnoses throughout a student' s life.…”

Section: Recovery Identity Developmentmentioning

confidence: 99%

College Student Recovery and Identity Development

Rosenthal

Buckalew‐Hedin

2020

New Drctns for Student Srvcs

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“…A large majority of the sample also reported that close friends did not disapprove of marijuana use or drinking, indicating barriers to social recovery capital through social networks comprised of members who may not support their friends’ sobriety. This finding indicates that practitioners must continue to address adolescent social networks by helping youth to locate sources of sober peer supports in their communities, for example, alternative peer groups (Collier, Hilliker, & Onwuegbuzie, ) or recovery high schools (Finch & Frieden, ; Finch, Moberg, & Krupp, ), so they can build new social recovery capital via community recovery capital supports. These youth‐specific supports may be necessary for this population given the finding that community substance use programs, such as 12‐Step meetings, were infrequently attended.…”

Section: Discussionmentioning

confidence: 99%

A latent class exploration of adolescent recovery capital

Hennessy

2018

Journal Community Psychology

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Recovery capital, an ecological model, has been primarily used to study substance use disorder recovery among adults; however, as adolescents comprised 5.1% of substance treatment admissions in 2015 (Substance Abuse and Mental Health Administration, 2016), it is worth empirically exploring this model with specific attention to this population. Conditional latent variable mixture model analysis using the 2012 National Survey on Drug Use and Health explored whether there were observable classes of recovery capital among adolescents who needed treatment (N = 1,171) and whether sex, race, age, and history of substance use treatment differentiated class membership. The analysis revealed a 5‐class model of recovery capital classes: resource‐wealthy; strong social, weak community; religious, resource‐poor; strong community; secular, weak community. The religious, resource‐poor class was more likely to be a minority than all other classes and to be older. There were 5 qualitatively distinct patterns of recovery capital among adolescents, including a group who may be particularly vulnerable to relapse given their few capital resources.

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The Ecological and Developmental Role of Recovery High Schools

Cited by 14 publications

References 16 publications

Who attends recovery high schools after substance use treatment? A descriptive analysis of school aged youth

Who attends recovery high schools after substance use treatment? A descriptive analysis of school aged youth

College Student Recovery and Identity Development

A latent class exploration of adolescent recovery capital

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