Zobraziť v EDS

Barriers and facilitators to recovery among college students without access to a collegiate recovery program.

Uložené v:
Podrobná bibliografia
Názov: Barriers and facilitators to recovery among college students without access to a collegiate recovery program.
Autori: Broman, Michael J., Pasman, Emily, Brown, Suzanne, Resko, Stella M.
Zdroj: Drugs: Education, Prevention & Policy; Dec2025, Vol. 32 Issue 6, p660-671, 12p
Predmety: SUBSTANCE abuse, HEALTH services accessibility, RESEARCH funding, MENTAL health, SELF-management (Psychology), QUALITATIVE research, UNDERGRADUATES, SUBSTANCE abuse treatment, INTERVIEWING, DESCRIPTIVE statistics, PSYCHOLOGICAL adaptation, THEMATIC analysis, CONVALESCENCE, RESEARCH methodology, TREATMENT programs, STUDENT attitudes, COUNSELING, SOCIAL support, DATA analysis software, SOCIAL stigma, SOCIAL isolation, DRUG abstinence, VIDEO recording
Abstrakt: Background: Undergraduate students pursuing substance use recovery face multiple barriers, including widespread substance use on campus, stigma, and limited support. A small number of campuses have collegiate recovery programs to support students. Most students in recovery lack access to such programming, and little research has explored their experiences. Methods: This study, framed by the recovery capital perspective, utilized thematic analysis to illuminate students' experiences in recovery without a collegiate recovery program on a Midwestern US campus. Seventeen students participated in semi-structured interviews. We sought to understand the barriers to recovery these students faced and how students overcame them. Results: Barriers exemplified limited or negative recovery capital. Students described substance use and mental health challenges, being overwhelmed with responsibilities, feeling isolated, and negative twelve-step group experiences. Students gained personal recovery capital by mobilizing personal strengths, coping, and self-care strategies. To build family/social capital, they engaged various supports (e.g. mutual aid or activist groups). Community capital was limited to campus counseling services or supportive professors. Notably, not all students chose abstinence. Conclusion: This study augments the literature about how students in recovery overcome barriers without a collegiate recovery program. Universities should offer services to accommodate the range of recovery preferences and experiences. [ABSTRACT FROM AUTHOR]
Copyright of Drugs: Education, Prevention & Policy is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Databáza: Complementary Index
Popis
Abstrakt:Background: Undergraduate students pursuing substance use recovery face multiple barriers, including widespread substance use on campus, stigma, and limited support. A small number of campuses have collegiate recovery programs to support students. Most students in recovery lack access to such programming, and little research has explored their experiences. Methods: This study, framed by the recovery capital perspective, utilized thematic analysis to illuminate students' experiences in recovery without a collegiate recovery program on a Midwestern US campus. Seventeen students participated in semi-structured interviews. We sought to understand the barriers to recovery these students faced and how students overcame them. Results: Barriers exemplified limited or negative recovery capital. Students described substance use and mental health challenges, being overwhelmed with responsibilities, feeling isolated, and negative twelve-step group experiences. Students gained personal recovery capital by mobilizing personal strengths, coping, and self-care strategies. To build family/social capital, they engaged various supports (e.g. mutual aid or activist groups). Community capital was limited to campus counseling services or supportive professors. Notably, not all students chose abstinence. Conclusion: This study augments the literature about how students in recovery overcome barriers without a collegiate recovery program. Universities should offer services to accommodate the range of recovery preferences and experiences. [ABSTRACT FROM AUTHOR]
ISSN:09687637
DOI:10.1080/09687637.2024.2415313