Loyola
University
Drug
Free Schools Act Amendments of 1989
Memorandum
Documenting Effectiveness and Consistency Reviews
September
2012
This
memorandum documents review of Loyola UniversityÕs alcohol and other drug (AOD)
harm reduction and enforcement programs, and intervention, referral, and
support services, for effectiveness and consistency. This review applies to
programs and services for students only. The UniversityÕs Student Development
Division through efforts of the Office of Student Life, Campus Police, and the
Alcohol and Drug Education and Support Services Department (ADESS), is
primarily responsible for AOD services and enforcement of sanctions for drug
and alcohol related violations of community standards by its students. The
CollegeÕs AOD programs and policies for employees, including its Employee
Assistance Program, are the responsibility of the institutionÕs Department of
Human Resources and are not documented here.
Consistency of Alcohol and Other Drug Programs
The
College continues (evidence of consistency) its multi-faceted approach to address
drug and alcohol use, summarized here:
I.
Since
2008, through use of AlcoholEdu, an interactive, online educational
program that is used by over 400 colleges in the U.S. Loyola has committed to use of this
program for at least two more years;
II.
Through
our social norms campus wide educational program that seeks to reduce
irresponsible alcohol or other drug (AOD) use by correcting studentsÕ
perceptions that irresponsible use is a Loyola norm;
III.
Through
our ongoing use of the disciplinary system to provide students with
consequences for AOD related violations of community standards such as the
underage drinking laws and laws prohibiting use of illegal psychoactive drugs;
IV. Through our
use of the disciplinary system to mandate students found responsible for AOD
related violations of community standards to the Alcohol and Drug Education and
Support Services Department (ADESS) for AOD harm reduction education, for
evaluations as to the presence or not of a diagnosable problem with AOD, and
treatment for those with AOD abuse or dependence diagnoses; and
V. Through
multiple opportunities offered by the college to become involved in pro-social
activities, such as retreats, service work, recreational sports, clubs, plus
fun events including dances, theater, movies, Orioles games, and free food late
at night on weekends.
VI. Through the
campus-wide Loyola AOD Committee: This
committee was active especially in developing a foundation for policies related
to alcohol overdose situations and studentsÕ reactions to seeking help that may
be influenced by fear of judicial consequences. A student subcommittee has been
working on data compilation on which to base a recommendation to the VP for
Student Development.
VII. Athletics: ADESS supported
the Athletic DepartmentÕs new random urine drug screen
Program (Jan Williams of
ADESS helped Athletic Director Jim Paquette in developing the Program last year),
evaluating six athletes who had positive urine drug screens. The six athletes
were provided education and counseling.
Attached
is the annual report of ADESS for 2011-2012 (Appendix I).
All
students responsible for violating the Drug policy are required to complete a
Drug Screening with ADESS. If
needed, students will be referred for additional drug treatment on and off
campus. All students offenders are
required to complete mandatory drug tests, which are done multiple times
throughout an academic year. The
tests are random and students are not made aware of when the tests will be
scheduled. Students may also be
sanctioned to complete Marijuana 101,
an online marijuana education program.
With
regards to the consistency of disciplinary sanctions for alcohol and drug
violations, all students who are found responsible for a simple alcohol
violations, typically underage possession of alcohol, are sanctioned to
complete alcohol education at ADESS, the first such violation being a 90 minute
group education session; a second alcohol violation will result in the student
being mandated to a two session individual intervention with a counselofr at
ADESS, utilizing the evidence based BASICS program. A third violation of
alcohol policy typically will result in a mandate for an evaluation by an ADESS
counselor as to the presence or not of alcohol abuse or dependence diagnosis
with the requirement that the student follow treatment/education interventions
prescribed by ADESS. All students who are found responsible for drug violations
are sanctioned to complete an evaluation by an ADESS counselor as to the
presence or not of a drug abuse or dependence diagnosis with the requirement
that the student follow treatment/education interventions prescribed by ADESS.
Students who are frequent or habitual drug users are suspended from the
University, with the condition for return to the University being completion of
a drug/alcohol treatment program. Students who are found responsible for drug
distribution are expelled from the University.
With
regards to recommendations for revising AOD prevention programs and/or
policies, the ADESS Office, Student Life, Campus Police, and Student Government
Association have been discussing implementing a Responsible Action Protocol
which outlines how students should intervene when made aware that someone has
consumed too much alcohol. In addition, the alcohol policies are reviewed
annually during the Community Standards review process.
Effectiveness
The
combined disciplinary, education and treatment interventions are considered to
be highly effective, particularly in reducing recidivism. For example, during the 2011-2012
academic year, 29 students were required to complete mandatory drug testing as
part of their sanction. Of the 29
students, only 1 student tested positive for using a prohibited drug. As a result of the positive test, the
student received further treatment, which was successfully completed.
93%
of all sanctions assigned to students for drug violations were completed. These sanctions include Drug Screening
with ADESS, on and off campus drug treatment, mandatory drug testing, and
online education programs. The
recidivism rate for students who receive disciplinary sanctions for Drug policy
violations is less than 2%.
Additionally, the retention rate for students who receive sanctions for
Drug policy violations is 94%.
In terms of effectiveness of the UniversityÕs
programs in addressing the culture of irresponsible or binge drinking, note
Appendix G of Attachment I where the data show that Binge drinking (5 or
more by men and 4 or more by women during a drinking event) has dropped from
71% in 2008 to 57% in 2011. Similarly, Attachment H of Appendix I shows some
positive effects of our AlcoholEdu interventions since 2008: The percentage of
high risk drinkers has dropped from 49% in 2008 to 44% in 2011 and the number
of abstainers has increased from 32% in 2008 to 38% in 2011.
Areas for Investigation
and Revision
Over this past year
there has been discussion with the Student Government Association in regard to
the perceived (but not yet validated by data) obstacle to student intervention
in the case of drug or alcohol overdose based on fear of judicial consequences.
Data is being compiled to devise strategies based on science rather than
perception.
Educational
interventions and revision of policies are planned to address issues arising in
the residence halls where there are students who are underage and those who are
21 and can drink legally.
Jan
Edward Williams, MS, JD, LCADC
Director
ADESS
September
2012
Appendix I
Annual Report 2011-2012:
Alcohol and Drug Education and Support Services (ADESS)
Executive
Summary
Mission
and Core Values
Alcohol
and drug abuse adversely affects student physical, spiritual, emotional growth,
learning and development, and impedes pursuit of the UniversityÕs core values
such as academic excellence, integrity and honesty, and community. ADESS
educational and counseling interventions are designed to help students to make
healthy and responsible choices in regard to drug and alcohol use and to reduce
the negative environmental consequences associated therewith (see Attachment
A).
Continuing Accomplishments that Support Core Values
ADESSÕ
certified outpatient treatment program provides addictions counseling and
education to students needing same, including access to 12 Step meetings on and
near campus. See Attachment B for Explanation of ADESS educational
Interventions and Appendices C and D for data about such interventions (CHOICES
(234 students), BASICS (41 students), and Evaluations (156 students)). ADESS,
posted online the Drug Free Schools Act annual ÒStandards and Sanctions, Health
Information and ServicesÓ for undergraduate and graduate students, and helped
Human Resources to do the same for college employees; presented to FE classes
and participated in summer and fall orientations for first year students. ADESS
distributed to parents Conversations for the Car Ride Home.
Highlights:
- AlcoholEdu was continued, with
completion by 100% of the Class of 2015. Data from AlcoholEdu show a drop
in percentage of high risk drinkers from 49% in 2008 to 44% in 2011 and an
increase in abstainers from 32% in 2008 to 38% in 2011 (Attachment G).
- Stick Figure Campaign (Attachment
E): The stick figure campaign was continued, with information about safety tips for alcohol use, helping others
(alcohol poisoning, bystander intervention, and sexual decision making),
and abstaining from alcohol.
- Loyola AOD
Committee: This committee was active especially in developing a foundation
for policies related to alcohol overdose situations and studentsÕ
reactions to seeking help that may be influenced by fear of judicial
consequences. A student subcommittee has been working on data compilation
on which to base a recommendation to the VP for Student Development.
- Athletics: ADESS supported the
Athletic DepartmentÕs new random urine drug screen program (Jan Williams
helped Athletic Director Jim Paquette in developing the Program last
year), evaluating six athletes who had positive urine drug screens. The
six athletes were provided education and counseling.
Learning Outcomes (see Attachment F)
AlcoholEdu
and ADESS educational and counseling interventions help students reflect on and
assess their alcohol consumption and the ways that it affects their decisions
and impacts others, and can directly result in retaining a student at Loyola,
and indirectly help with retention of students adversely impacted by a
disruptive alcohol use environment.
Summary Description of Year
This
past year can be described as challenging. ADESS was without an associate
director. We used our budget to pay for a graduate assistant to help provide
educational interventions for judicial referrals. Additional challenges stem
from the refractory nature of the drinking culture. However, there are
encouraging signs of a reduction in irresponsible drinking since 2003. See Attachments
G and H.
Goals
Goals
include providing education to faculty, including core advisers, about
studentsÕ alcohol use and developmental issues driving such use; continue to
develop educational programming regarding drug and alcohol overdose situations;
develop intensive intervention for judicially referred students who have done
CHOICES and BASICS; develop approaches at ADESS to make the Office more
inviting to students of color; and work with ALANA Services on issues related
to impact of drinking culture on students of color.
Jan
Edward Williams, MS, JD, LCADC
June 2012
Attachment A
ADESS Mission
Statement
The mission of Loyola UniversityÕs Department of
Alcohol and Drug Education and Support Services (ADESS) is consistent with
Loyola UniversityÕs Jesuit traditions in seeking to aid in creating a campus
community that facilitates and enhances student physical, emotional, and
spiritual growth and learning and development. Abuse of alcohol and use of
other psychoactive substances can seriously impede such student growth,
learning, and development. ADESS is committed to helping students to make
healthy and responsible choices in regard to drug and alcohol use and to
reducing the negative consequences associated with alcohol and other drug use
some students may experience.
Attachment B
Explanation of ADESS Interventions for
Judicial Referrals
The ADESS Department seeks to foster an environment that
supports responsible decision-making regarding alcohol and other drug use, on
the Loyola campus and in the Baltimore community. Alcohol and Drug Education
and Support Services office provides a number of services, supports, and
programs to fulfill this philosophy. Below are lists of interventions offered
to students with alcohol or other drug use concerns, and for students who are
sanctioned through the judicial system.
|
Service |
Explanation of Service |
Criteria |
|
CHOICE (choosing
healthy options in campus environment) |
CHOICE is a 90 minute
session. Students who go
through the CHOICE program will:
|
á
First time underage drinking sanction |
|
BASICS (Brief Alcohol
Screening and Intervention for College Students) |
BASICS is an evidenced based program designed to reduce harm associated drinking, conducted in two individual 60 minute session with a trained counselor. Students that go through the BASICS program will: á
Examine their alcohol use through the personalized
feedback report á
Debunk myths and increase the their base of accurate
information about alcohol and its effects á
Devise strategies to minimize risks associated with
alcohol use. á
Increase motivation to change current risky behaviors, and
problem solving about potential barriers that might compromise initiation or
maintenance of change á
Identify realistic strategies to reduce their risk of
future problems and make safer choices. á
Obtain
comparison of their alcohol use with other students at Loyola University
Maryland. |
á Second underage
drinking sanction |
|
Evaluations |
Students will be evaluated by a licensed
counselor to identify what program will best meet the needs of that student.
Possible outcomes include recommendations to: á
CHOICE program á
BASICS á
BASICS plus- up to 6 week personalized program designated
for college students to reduce harm associated with drinking by developing
strategies, goal setting and increasing motivation to change. á
AOD Counseling á
Group programs á
Referral to Loyola University Maryland Counseling center á
Referral to outside AOD program á
12 step program |
á
Third underage drinking sanction á
Underage drinking with negative behavior á
Drug violation á
Alcohol transport á
High risk alcohol use á
A student experiencing consequences from their alcohol
use: o
Behaviors against values o
Blacking out o
Taken foolish risks o
Neglected obligations o
Missed classes o
Drinking has created problems with friends, family. |
Attachment
C
ADESS Fall 2011 Data on
Education and Evaluations
BASICS
(2 individual sessions) CHOICE
(90 min. Group) Evaluations
|
Total
Students: 20 |
Total
Students: 163 (23 classes) |
Total
Students: 70 |
|
6
females
14 males |
95
males 68
females |
Gender
& class data lost on switch to digital records |
|
2
freshmen |
71
freshmen |
Follow
up sessions: 64 |
|
12
sophomores |
49
sophomores |
11
were students from area universities (MICA, JHU) |
|
5
juniors |
23
juniors |
|
|
1
Senior |
16
seniors (4
unknown) |
|
ADESS Spring 2012 Data
Summary
BASICS
(2 individual Sessions) CHOICE (90 min. Group) Evaluations
|
Total
Students: 21 |
71
Students (18 classes) |
Total
Students: 86 |
|
5
females 16 males |
19
females 52
males |
29
females 57 males |
|
7
freshmen |
36
freshmen |
26
freshmen |
|
9
sophomores |
16
sophomores |
15
sophomore |
|
3
juniors |
12
juniors |
21
juniors |
|
2
seniors |
6
seniors |
18
seniors (unknown 4) |
|
|
1
unknown |
Follow
up sessions: 24 |
Attachment D
The
significance of the reductions in use and consequences in the data below is difficult to
assess, as the pre-assessment data covered the entire past year; while the
post-education data covered the past 30 days. However, it is known that first
year students are at risk to develop abuse problems during their first weeks in
the residence halls.
CHOICES Program
Data: Pre-assessment and 4-6 week
follow-up after educational intervention
|
Behavior |
Pre
– experienced within past year (N = 234) |
Post
– experienced in past 30 days (N = 81) |
|
Used
marijuana |
36.3% |
12.3% |
|
Used
cocaine |
2.8% |
1.2% |
|
Used
prescription stimulants |
13.2% |
3.9% |
|
Used
prescription pain meds |
3.3% |
2.5% |
|
Had
a hangover |
73.4% |
79.1% |
|
Blacked
out |
48.3% |
37.2% |
|
Performed
poorly at school |
22.2% |
7.0% |
|
Damaged
property |
11.9% |
4.7% |
|
Had
unwanted sex |
13.7% |
4.7% |
|
Gone
to ER |
2.8% |
2.3% |
|
Family History
Alcoholism= 49% (35-40% of students
have such a history per summer orientation data) |
|
|
CHOICES Program Data: Mean number of drinks consumed Pre= before
education, and Post=4-6 weeks after
session
|
Day
of week |
Pre
– Mean number of drinks consumed (past
30 days). N= 212 |
Post
– Mean number of drinks consumed (past 30 days) N=81 |
|
Sunday |
0.35 |
0.37 |
|
Monday |
0.23 |
0.15 |
|
Tuesday |
0.34 |
0.09 |
|
Wednesday |
1.27 |
0.69 |
|
Thursday |
1.35 |
1.46 |
|
Friday |
5.34 |
4.94 |
|
Saturday |
5.40 |
5.01 |
BASICS Program
Data: Pre-assessment and 4-6 week
follow-up
|
Behavior |
Pre
– experienced within past year (N = 41) |
Post
– experienced in past 30 days (N = 13) |
|
Used
marijuana |
31.0% |
15.4% |
|
Used
cocaine |
4.8% |
7.7% |
|
Used
prescription stimulants |
28.4% |
15.4% |
|
Used
prescription pain meds |
4.8% |
7.7% |
|
|
|
(N
= 8) for following |
|
Had
a hangover |
78.6% |
100%% |
|
Blacked
out |
56.1% |
50%% |
|
Performed
poorly at school |
35.7% |
12.5% |
|
Damaged
property |
14.3% |
12.5% |
|
Had
unwanted sex |
9.5% |
0% |
|
Gone
to ER |
7.1% |
0% |
|
Family History
Alcoholism= 59.5%. (35-40% of students have such a history per summer
orientation data) |
|
|
Attachment E
Stick Figure Campaign
The stick figure
campaign, a risk reduction poster campaign, was continued.
The campaign included 10 prevention messages, four posters provide safety tips for people who choose to drink
alcohol (setting limits, serving size, blood alcohol concentration, and
combination of alcohol and energy drinks), three posters were aimed at friends
helping friends in the face of a potential dangerous situation with alcohol
(alcohol poisoning, bystander intervention, and sexual decision making) and two
posters supported not drinking alcohol, whether that is a decision one makes
from time to time or all the time. An additional presented signs of a more
serious problem with alcohol. A
sign that this campaign was successful was evidenced again this year by the
fact that students took down posters for their residence hall rooms. A number
students contacted the office seeking copies of the posters. Here are some of
the posters used:
Attachment F
Learning
Outcomes
ADESS
is certified by the State of Maryland, Department of Health and Mental Hygiene
(No. 316) for outpatient treatment of alcohol and other drug abuse or
dependence, and, therefore, its programs, processes, files, charts, and
policies and procedures are regulated by the State. The Program is subjected to
accreditation by the State every two years.
An
Educationally Purposeful Environment: Demonstrate Behaviors that foster
personal/ interpersonal health and well being
AlcoholEdu
gives students the tools to foster their personal health and well-being as a
priority prior to coming onto campus. Education interventions (CHOICES BASICS,
and evaluations and counseling) allow students to reflect on and assess their
alcohol consumption and the ways that it affects their health and wellbeing
with discussion of balanced social life, meaning of moderation, and discussion
of healthy choices and strategies.
Peer
Educators (ADAPT) are challenged through trainings, meetings and activities to
focus on choices to develop their mind, body and spirit, and also to challenge
others to do the same with a wellness focus.
These
Interventions (CHOICES, BASICS and evaluations and counseling) also have
students reflect on what role their alcohol consumption plays in identifying
the person that they are, who they hope to be, and what they plan to accomplish
during their time at Loyola. Students also reflect on the ways in which their
consumption affects others and what that means in regard to relationships.
Caring
Community: Develop and Maintain healthy interpersonal relationships
Education
interventions (CHOICES, BASICS and evaluations and counseling) provide students
with the skills for healthier alcohol consumption and for assessing the balance
in their social lives. Students
also assess the way that their consumption affects those around them.
Peer
Educators (ADAPT) communicate their thoughts, opinions, and ideas and encourage
students on campus to do the same through facilitated discussion about wellness
in relationship to alcohol and other drugs through classroom presentations,
residence hall programming, awareness week events, and campus messaging. ADAPT
peer educators encourage ongoing discussion on campus for students to share
thoughts and ideas about the campus culture, and their experiences.
Peer
educators (ADAPT) advocate for positive community standards and norms by
educating themselves about what is going on at Loyola, and educating their
peers about this information. Peer educators also educate professors,
administrators, and staff as well as students to cultivate change in the
community. Peer educators educate through classroom presentations, residence
hall presentations, awareness week events, as well as general conversations and
modeling behaviors.
Challenges
The
challenges stem from the refractory nature of the culture that it is a norm for
students to drink irresponsibly several times a week. Contributors to this
refractory culture are faculty, administrators and staff; therefore, ADESS will
continue its efforts to educate all members of the University community.
Attachment G
Summary of Alcohol Use
Trends 2003-2011
First Year Students
Binge
drinking (five or more by men and four or more by women during a drinking
event) has dropped from 71% in 2008 to 57% in 2011. The reason for the decline
are unclear. Perhaps the increase in diversity of the student population in
recent years may play a role
Attachment H
AlcoholEdu Data
Data
represents student responses collected in Survey 3, 30-45 days after completing
AlcoholEdu for College. The percentage of high risk drinkers has dropped from
49% in 2008 to 44% in 2011 and the number of abstainers has increased from 32%
in 2008 to 38% in 2011.
Drinking
Related risk Behaviors
Anecdotally
it has been clear that Loyola students do a lot of Òpregaming" (drinking
before going out to bars) and shots of liquor. The data below show Loyola
students exceeding National Averages for shot and pregaming.
After
completing AlcoholEdu, Loyola Maryland students reported an increase in several
positive behavioral intentions. Programming efforts aimed at further promoting
these behaviors can reinforce the messages students received through
AlcoholEdu.
ADESS.Annual.Report.2011-2012