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Concealable stigmatized identities (CSIs) are identities that can be kept hidden and carry negative stereotypes. To understand the potential influence instructors have as role models, we must first explore the identities instructors have and whether they disclose those identities to undergraduates. We surveyed national samples of science instructors (n = 1248) and undergraduates (n = 2428) at research institutions to assess the extent to which instructors hold CSIs, whether they reveal those identities to undergraduates, how the prevalence of CSIs among instructors compares to their prevalence among undergraduates, and the reasons instructors reveal or conceal their CSIs. The most common CSIs instructors reported were having anxiety (35%) and being a first-generation college student (29%). Relatively few instructors revealed CSIs to students. The largest mismatches of CSI prevalence were for struggling academically in college (-30%) and having anxiety (-25%); all mismatches grew when accounting for instructor CSI disclosure, highlighting that students perceive fewer role models of scientists with CSIs than actually exist.

Substance use and other addictive behaviors can last throughout the lifespan and lead to other health issues. Adolescents are not immune to addiction or addictive behaviors and are more likely to experience curiosity and to engage in experimentation. Historically, addiction has been a topic that has been avoided or stigmatized. Further, the use of stigmatizing language can be detrimental to those seeking help for addiction or addictive behaviors. Thus, discussing addiction or addictive behaviors may be difficult even for those in the helping professions due to worry about stigmatizing language. The purpose of this brief report is to provide school counselors with resources associated with current addiction terminology and definitions. Specifically, this report will address a list of essential terminology associated with addictions and a list of destigmatizing terminology and replacement language for outdated stigmatizing addictions terminology.

Drug addiction and misuse have long plagued communities throughout the country, with drug overdose claiming more than 750,000 lives over the past two decades. As the crisis is multifaceted, it requires and beckons all sectors to respond, including the public, private, and nonprofit sectors. This creates unique data sharing challenges. In response to those challenges and recognizing the need for more accurate and timely data, the Washington Baltimore HIDTA created the Overdose Detection Mapping Application Program (ODMAP). This platform provides near real-time suspected overdose surveillance data across jurisdictions to support public health and safety response efforts. This article discusses the utility and functionality of ODMAP, and shares perspectives and practices established from the ODMAP stakeholder community, providing insight about effective information sharing and partnership, the use of ODMAP, and putting data into action.

As the interconnectedness of the world grows, the need to prepare college students capable of addressing complexity likewise grows. In this context, the University of Dayton has developed and tested a transdisciplinary model for education. This model links multiple classes from different disciplines via a common theme and within a common space. It also employs an educational model premised on the following trajectory: disciplinary content development / transdisciplinary observation (empathy); transdisciplinary disruption leading to "A-Ha" observations which transform the disciplinary directions; and lastly transdisciplinary informed design and research. Central to this model is a 3,500 square foot common space used only by the classes participating in the experience. In this space classes share their reflections and content with other classes via both personal linkages and analog communications. The other classes respond to these from their disciplinary and personal perspectives. Thirteen classes, fourteen faculty, and over three-hundred students participated in a themed experience centered on the addiction crisis in Dayton, Ohio. Participants included faculty in applied creativity, engineering, health and sport science, education, theater, and religious studies. Also serving as co-teacher were community stakeholders. Assessment of the experience revealed variable student takeaways. Most prominent among these was student recognition that the experience had expanded their perspectives of the other disciplines. Most suggested that it had improved their ability to collaborate in a transdisciplinary environment and that it had significantly impacted their career aspirations. Fewer acknowledged the experience had improved their ability to create.

The purpose of Science Education Against Drug Abuse Partnership (SEADAP) is to use the planarian animal model to develop an inquiry-based program to teach the science of drug addiction and pharmacology of drugs being abused. Upon completion of a SEADAP teacher professional development, study data reveals a favorable increase in teacher awareness of careers related to biomedical research, knowledge of the hazards of using addictive substances, knowledge about the science of drug addiction and skills related to the use of animals in scientific research. Additionally, SEADAP supported professional development (PD) for teachers is of high quality, relevant to their needs, and meets their expectations in providing important resources for teaching and learning. SEADAP teacher participants gain relevant knowledge about drug addiction and abuse to incorporate it into instruction about the scientific process. Teacher SEADAP participants administered a pretest to middle school students prior to SEADAP-related instruction and a posttest was administered to student participants after SEADAP-related instruction had concluded. Student mean posttests scores on knowledge about drugs, biomedical careers and animal model research significantly increased from pretest scores. This indicates that the implemented lessons of the SEADAP teachers impact students.

There is no "magic potion" or vaccine to prevent youth from using alcohol or other drugs. Adolescent substance abuse prevention programs have been largely ineffective because the messaging is taken for granted. Efforts based on theories of growth and development patterns, and are inclusive of strategies beyond the classroom and home, have demonstrated encouraging findings particularly when members of the community are involved. This paper will explore factors behind illicit substance use among youth in Staten Island, New York and how Wagner College is playing an important part of a collective impact initiative that is starting to make a difference.

This paper describes an undergraduate course in addictions within the health science sector linking theory with practice at a university in New Zealand. The essence of this addiction course includes both a strong theoretical basis and public health focus. The theoretical and practical content is described with examples of the students' pedagogical journey in the course. Three conceptual elements lay at the foundation of this course and are easily explained by employing the symbolic allegory found in "The Wizard of Oz" (Baum, 1900): that of the heart (the Tin Woodman), the brain (the Scarecrow) and courage (the Cowardly Lion).

This content analysis includes 210 articles that focused on addictions topics published between January 2005 and December 2014 in the journals of the National Board for Certified Counselors (NBCC), Chi Sigma Iota (CSI), the American Counseling Association (ACA), and ACA member divisions. Results include the types of addictions content and behaviors studied as well as the populations and data analytic techniques used in the addictions research articles. Whereas most articles discussed addictions counseling techniques, addictions issues among non-clinical populations, and professional practice issues, fewer articles addressed clients in treatment, utilized clinical populations, or analyzed intervention outcomes. Implications for addictive behaviors and addictions counseling scholarship in professional counseling are discussed.

The study was conducted to find out the relationship between parenting styles and secondary students' drug addiction among adolescents in secondary schools in Obio-Akpor Local Government Area (L.G.A.) of Rivers State Nigeria. The study was guided by three research questions and similar number of null hypotheses. The study adopted a correlation research design. The population of the study consisted of all the 12,000 senior secondary students in thirteen public secondary schools in Obio-Akpor L.G.A. The study had a sample of 1200 students. A proportional stratified sampling technique was used to draw the sample size. Two instruments called Parenting Styles Questionnaire (PSQ) and Adolescent Drug Addiction Questionnaire (ADAQ) were used for the study. The instruments face and content validities were determined. The reliability coefficients of the two instruments were 0.93 for PSQ and 0.89 for ADAQ respectively. Correlation statistics by Pearson was used to answer the research questions, and test the null hypotheses. Result of the study among others is that authoritarian and authoritative parenting styles have a very low positive relationship with adolescents' drug addiction. It was recommended among others that parents, counselors, teachers and all those involved in character formation should try and be more authoritative in their attitude towards children, especially the adolescents.

This study investigated the relationship between dyslexia, homelessness, and drug use and dependency based on data from the Multiple Exclusion Homelessness Across the United Kingdom Survey, a national survey of 443 respondents who had experienced some form of homelessness in the U.K. Of particular interest was a comparison of the various experiences involving drug and dependency of homeless people with dyslexia vs. homeless people without dyslexia. The study revealed that individuals with dyslexia were overrepresented within the survey's homeless population. Furthermore, the findings indicated higher dependency problems as well as significant mental health problems for respondents with dyslexia compared to the nondyslexic homeless control group. Specifically, the dyslexic respondents were more likely to use methadone, were more susceptible to self-harm, and reported a higher rate of suicide attempts than the nondyslexic control group.

The relevance of the study is due to the development of a new stage of prevention and the need to justify new educational goals and objectives of the pedagogical prevention of addictive behavior in the educational environment. The purpose of this article is to examine the totality of the necessary and sufficient individual resources, that are protective factors for teenagers from different types of addictions. The leading method of research is the analysis of psychological and educational literature and legal acts in the field of prevention of addictive behavior, psycho diagnostic methods. The paper theoretically justifies the formation of the person's resilience as a task of pedagogical prevention of addictive behavior in the educational environment, shows the results of psychodiagnostics for coping strategies, personal resources and resilience of adolescents, reveals the relationship between the models of coping behavior, the development level of the individual resources and the level of teenagers' resilience. The article presents theoretical and practical significance for teachers, social workers and psychologists involved in the development and implementation of educational programs of addictive behavior prevention in the educational environment.

The urgency of this study has become vivid in the light of the growing problem of prevalence and use of new synthetic drug types. Lately there has been a tendency of expanding the range of psychologically active substances (PAS) used by addicts with the purpose of their illegal taking. The aim of this research is an attempt of systematizing and classifying "design" drugs according to their chemical structure, neurochemical mechanisms of action and clinical manifestations. As a result, we have found that they can be divided into ten big groups. This classification will allow to better arrange new clinical phenomenology in modern addictology. This paper would be useful for psychiatrists, experts in narcology, as well as for personnel of institutions and agencies engaged in anti-drug activity.

This study examined how science teachers' knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre- and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and/or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.

Approximately 70% of 67,367 drug overdose deaths involved opioids with rates 4 times higher than in 1999. The purpose of this systematic review is to assess the effectiveness of psychosocial interventions in opioid cessation. The search criteria for this review were: (a) published in English language between 2014 and 2019; (b) indexed in MEDLINE/PubMed, CINAHL, AltHealthWatch, and SCOPUS. Articles were selected based on predetermined criteria. 11 interventions with a combined total of 916 individual and 52 dyad participants met the eligibility criteria. The present evidence indicates that psychosocial interventions may lead to opioid cessation and improved quality of life. More large scale, rigorous randomized control trials using behavioral health theories are needed.

Illicit drug use is a persistent health problem among Nigerian youths. Social media platforms currently facilitate online illicit drug markets in the sub-Saharan Africa state. The current qualitative study investigates the influence of social media platforms on the sale and use of illicit drugs among undergraduates in selected tertiary institutions in Lagos State, Nigeria. Thirty undergraduate students completed semi-structured interviews sharing their experiences with purchasing illicit drugs through social media platforms. Researchers analysed data using thematic content analysis. Participants mean age was 26.33 years (SD=5.13). Findings show that online drug accessibility is technical but easy with links from friends. The process is organized with the aid of online commerce. The commonly used social media networks were Facebook, Twitter, Instagram, and WhatsApp, while delivery is done with motorcycles, bicycles, and walking across the street without law enforcement agents being able to track them. However, there exist the possibility of victimisation both from vendors and platform administrators, because of the illegality. How social media owners and youth stakeholders will control these channels to impede criminal activities remains a challenge.

In obsessive-compulsive disorder (OCD), functional behaviors such as checking that a door is locked become dysfunctional, maladaptive, and debilitating. However, it is currently unknown how aversive and appetitive motivations interact to produce functional and dysfunctional behavior in OCD. Here we show a double dissociation in the effects of anxiogenic cues and sensitivity to rewarding stimuli on the propensity to develop functional and dysfunctional checking behavior in a rodent analog of OCD, the observing response task (ORT). While anxiogenic manipulations of perceived threat (presentation of threat-associated contextual cues) and actual threat (punishment of incorrect responding on the ORT) enhanced functional checking, dysfunctional checking was unaffected. In contrast, rats that had previously been identified as "sign-trackers" on an autoshaping task--and therefore were highly sensitive to the incentive salience of appetitive environmental cues--selectively showed elevated levels of dysfunctional checking under a range of conditions, but particularly so under conditions of uncertainty. These data indicate that functional and dysfunctional checking are dissociable and supported by aversive and appetitive motivational processes, respectively. While functional checking is modulated by perceived and actual threat, dysfunctional checking recruits appetitive motivational processes, possibly akin to the "incentive habits" that contribute to drug-seeking in addiction.

The number of deaths caused by the use of heroin or prescription pain killers nationwide has increased annually over the past decade with some of the most rapid growth occurring in the nation's most rural areas. This qualitative study examines the responses of districts and superintendents to this growing health crisis in twelve rural school districts in western Pennsylvania, an area heavily affected by the recent opioid epidemic. I analyze how superintendents in these districts worked with their local school boards and communities to develop district programming to address local opioid misuse and addiction. I find that the capacity of superintendents to respond to the opioid crisis in their districts was at times limited by local perspectives of place and drug addiction, which justified limited support for district efforts to target this crisis. This research, however, also finds that the capacity of educational leaders to respond to this crisis expanded when community perspectives changed, typically after a community incident that stirred public support for responses to this crisis. However, despite these constraints or supports for leadership action, district responses to this crisis largely predicated on the ability of superintendents to successfully act on and within their unique zone of tolerance.

The PReventing Opioid Misuse In the SouthEast (PROMISE) Initiative team conducted a needs assessment to explore Mississippians' perceptions of the emerging issue of opioid misuse and to identify ways Extension professionals can assist in opioid misuse prevention. In this article, we describe the assessment process that included a series of community forums and a statewide electronic survey. Additionally, we explain how we used the assessment findings to define participants' involvement in opioid misuse prevention and to develop messages to be disseminated by Extension professionals. Information presented here may be of use to Extension personnel in other states interested in engaging in opioid misuse prevention.

Stimuli conditioned with a substance can generate drug-approach behaviors due to their acquired motivational properties. According to implicit theories of addiction, these stimuli can decrease cognitive control automatically. The present study (n = 49) examined whether reward-associated stimuli can interfere with cognitive processes in the absence of knowledge about stimulus--outcome contingencies. Conditioned stimuli (CS) were paired with high-reward (HR) or low-reward (LR) probabilities of monetary reward using a Pavlovian learning task. Participants were categorized as Aware or Unaware of contingencies using a Bayesian analysis. CS were then used as task-irrelevant distractors in modified flanker and N-back tasks. Results show HR CS can generate increased interference in the flanker task for participants Unaware of contingencies, contributing further evidence for the existence of implicit Pavlovian conditioning. For the N-back task, working memory performance was affected by HR CS, albeit only for Aware participants. These results suggest that CS can interfere implicitly with cognitive processes in a similar way to drug-related stimuli. Such an effect could occur in a stimulus-driven fashion, devoid of top-down goal-directedness. These findings have implications for the conceptualization and study of implicit processes in addiction and highlights the necessity to reconsider the measurement of such phenomena.

The high rates of comorbidity with substance use disorders in general psychiatry patients demand enhanced competences from psychiatry residents in addiction medicine. The aim of this article is to improve knowledge, skills and attitudes in psychiatric residents in treating patients with comorbid substance-related disorders (SUD). Four seminars with all residents on relevant and actual knowledge on substance-related disorders and a small group experience of five sessions on improving skills and attitudes in dealing with patients are described and evaluated quantitatively and qualitatively. Both quantitative evaluations show that seminars and small group experiences are highly appreciated. Concerning the seminar, residents appreciated, in particular, to study and present selected up-to-date literature and the positive learning environment. The small group experience resulted in sharing feelings and thoughts about patients with SUD and mutual support. The results show that the goals of these two methods of education have been met. This means that these two methods can be integrated in the training of residents in psychiatry to increase knowledge, skills and attitudes concerning addiction.

Heroin users are a stigmatized group of learners on the edge of society, whose struggle for recognition remains largely ignored. Drug treatment in the form of methadone and prescription drugs has only served to further stigmatize and disrespect their rights. Adult education aspires to be a discourse of resistance and a social movement for the creation of a diverse and just society. The work of Axel Honneth and his "Theory of Recognition" can help to advance those aspirations and radically shift our understanding of the drug user and the recovery process.

Those who are addicted to substances face increased psychological emotional, social and economic problems which can potentially have negative impacts on marital satisfaction and sexual self-esteem and efficacy. Routine activities are often displaced by the need to satisfy the physiological urges. Within a marital union, this along with other variables can distract many from their expected marital responsibilities and daily activities. This study investigated quality of life, marital satisfaction, and sexual self-efficacy in couples who were both addicted to substances within an identified treatment period. The number of participants was 40 ("N" = 40). Participants were randomly assigned to two of four treatment conditions. Each group was comprised of 10 people undergoing treatment for addiction. All participants were couples entering treatment together who agreed to participate in a treatment program in Qazvin city. Instruments utilized in this investigation included the Enrich marital satisfaction questionnaire (short form) and the Reynolds' sexual self-efficacy scale. Treatments consisted of eight sessions of training in the form of group therapy, which were conducted by trained clinicians. The control group consisted of those who were waiting for training. No treatment/ training was given. After intervention both groups were tested. Descriptive and inferential statistics were used to analyze data. The results indicated that training significantly improved marital satisfaction and sexual self-efficacy. Scores obtained in the treatment and control group showed a significant difference (p less than 0.05). The conclusion of this study suggests that couples where both partners are addicted to substances can increase their levels of satisfaction and efficacy within the marital union. Quality of life therapy empowers people to actualize their knowledge, attitudes and values. These skills can enable partners to have increased motivation for starting healthy behaviors which will have significant impacts on their marital satisfaction and sexual function. Trainings designed to enhance communication and collaboration can improve the quality of the marital union despite the influence of substance and addiction within both marital partners.

The Minnesota Indian Women's Resource Center offers harm reduction programming to at-risk adolescent American Indian girls, including outreach, case management, advocacy, healthy sexuality education, and support groups. To evaluate program impact, participants are assessed at intake and every 6 months afterward for current vulnerability to commercial sexual exploitation, violence, and addiction. Evaluation results indicate frequent exposure to sex traffickers and suggest that harm reduction methods can help girls reduce risk of commercial sexual exploitation. (Contains 1 table.)

Since the early 1970s, neuroscientists recognized that it was possible for patients to re-regulate brain wave activity. Much of this early work focused on helping persons with epilepsy control their seizures and was later extended toward helping children with attention deficit hyperactivity disorder (ADHD) with concentration. This brainwave training is called quantitative electroencephalography (QEEG) biofeedback or neurofeedback. Today, there is increasing scientific evidence that neurofeedback training can help address a variety of cognitive and behavioral issues in children and adults; particularly in the area of ADHD. In addition, neurofeedback is being employed in the treatment of those persons with alcohol and drug dependency, anxiety disorders, traumatic brain injury, chronic pain, depression, and autism spectrum disorders. Further, there appears to be a growing public awareness and support of this technology. This article explores the history of QEEG, reviews the biological basis for neurofeedback training, identifies how this technology appears to help clients with a variety of psychological and physiological disorders, and offers a critique concerning the state-of-research regarding neurofeedback efficacy. Strategies on the part of health educators to responsibly engage emergent developments in the field of neurofeedback are offered. (Contains 2 tables.)

Health care researchers and practitioners are increasingly asked to work across disciplines (or, in keeping with the conference theme, "Between the Tides") to deal with complex health issues. But working with individuals from different fields is more challenging than it sounds. Working across disciplines can result in tension and miscommunications. Furthermore, to explore interactions among disciplines requires breaking down disciplinary boundaries and creating a common framework and language to define, analyze, and develop new approaches. This paper explores the benefits and challenges of teaching transdisciplinarity in a discipline-centred world, including a description of the journey of one post-graduate research training program as it strives to help student researchers break down disciplinary borders and develop a common framework to approach a particular health issue--in this case, the problem of substance misuse and addictions.

In this investigation, the authors surveyed graduate students (n = 129) in counseling and psychology regarding the extent to which addiction was present in their families. A high percentage of respondents, particularly females, reported that their families had alcoholism/drug addiction present. A statistically significant difference was yielded between the self-reported presence of alcoholism/drug addiction between Hispanic and Anglo females. Hispanic females reported a higher percentage of their families having alcoholism/drug addiction (86%) than was reported by Anglo females (78%). Implications of these findings are discussed.

This article is an account of a return to education course set up to cater to the needs of recovering heroin addicts in a Dublin rehabilitation project in the summer of 2008. It begins with a brief outline of the HSE Soilse rehabilitation and recovery programme and the rationale for seeking association with the Department of Adult and Community Education NUI Maynooth as a way of bridging both the structural and individual gaps that recovering people have en route to educational progression. A full account is presented of the actual Return to Learning (RtL) course, which employed a functional context education methodology and integrated literacy approach, from the refections of the tutors who delivered the course. The Soilse/NUIM RtL is unique in terms of an adult education programme in Ireland in that it tried to grapple with two distinct yet interrelated issues; recovery from drug addiction and educational progression. The following article attempts to give a full and honest account of the programme and its outcomes. (Contains 4 footnotes and 2 figures.)

We compared two strategies of prize-based contingency management (CM) in methadone-maintained outpatients. Urine was tested thrice weekly for 5 weeks pre-CM, 12 weeks CM, and 8 weeks post-CM. Participants were randomly assigned to a cocaine contingency (four prize draws for each cocaine-negative urine, N = 29) or an opiate-cocaine contingency (one draw for each urine negative for opiates or cocaine, four draws if negative for both, N = 38). There were no group differences in cocaine abstinence during CM or post-CM and no differences in opiate abstinence during CM. Opiate abstinence was greater in the opiate-cocaine group post-CM, and heroin craving was reduced in this group during and post-CM. Draws earned per cocaine-negative urine (four vs. one) did not affect cocaine use. (Contains 1 table and 3 figures.)

This article describes the process by which one study utilized qualitative methods to create items for a multi dimensional scale to measure twelve step program affiliation. The process included interviewing fourteen addicted persons while in twelve step focused treatment about specific pros (things they like or would miss out on by not being involved in twelve-step programs) and cons (things they dislike or would benefit from if they did not engage in twelve-step programs). The triangular process used in qualitative research is described, which generated items for the subsequent instrument to measure ambivalence toward recovery programs. Mixed-method strategies included qualitative interviewing to inform scale development and three analytical approaches to produce specific codes, themes, and domains. (Contains 1 table.)

High-magnitude and long-duration abstinence reinforcement can promote drug abstinence but can be difficult to finance. Employment may be a vehicle for arranging high-magnitude and long-duration abstinence reinforcement. This study determined if employment-based abstinence reinforcement could increase cocaine abstinence in adults who inject drugs and use cocaine during methadone treatment. Participants could work 4 hours every weekday in a workplace where they could earn about $10.00 per hour in vouchers; they were required to provide routine urine samples. Participants who attended the workplace and provided cocaine-positive urine samples during the initial 4 weeks were invited to work 26 weeks and were randomly assigned to an abstinence-and-work (n = 28) or work-only (n = 28) group. Abstinence-and-work participants had to provide urine samples showing cocaine abstinence to work and maintain maximum pay. Work-only participants could work independent of their urinalysis results. Abstinence-and-work participants provided more (p = 0.004; OR = 5.80, 95% CI = 2.03-16.56) cocaine-negative urine samples (29%) than did work-only participants (10%). Employment-based abstinence reinforcement can increase cocaine abstinence. (Contains 4 tables and 5 figures.)

Introduction: There is scarcity of Indian data on substance dependence in children and adolescents. Methods: Case records of 85 adolescents with the final diagnosis of substance dependence were analyzed (out of 115 registrations during 1978-2003). Results: Time trends showed an increase in individuals with good social support and higher family income, a decrease in individuals with psychiatric comorbidity. Intravenous drug use was prominent during 1988-1997. Conclusions: Clinic attendance may reflect secular trends in the community. (Contains 1 table.)

This paper critically examines methadone treatment from the perspective of adult and community education and questions the absence of rehabilitation. It identifies biomedicine and the methodology of evidence based medicine as the discourses that determine our understanding of addiction and treatment. It is especially critical of psychiatry for the over medicalisation of addiction treatment and the communities uncritical acceptance of the assumptions of medicine. The paper then looks at the Crinan project, as a model of good practice in drug treatment and asks what makes adult and community education an effective component of treatment that works uniquely in a way that medical model does not?