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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.

This paper considers the ethical and practical issues of recruiting for, and administering a quantitative survey with marginalised populations. These issues were identified through a focus group discussion, which consolidated and expanded upon informal conversations held previously by five researchers about their experiences of conducting a face-to-face survey (using predominantly quantitative questions) with people who used amphetamine type substances in North East England, UK. Inductive and deductive thematic analysis of the focus group discussion led to the generation of three key themes: researcher positionality, emotions, and role dilemmas; study design; and ethics in practice. This paper therefore aims to extend literature which explores ethical and practical issues involved in studies with marginalised populations. It makes methodological suggestions for how work across a range of disciplines could make face-to-face survey research, and future studies with marginalised populations, more inclusive for both participants and researchers.

The COVID-19 pandemic resulted in increased parenting stress and substance use. At the same time that mental health and social service needs increased, access to services, including among those receiving treatment, decreased due to stay-at-home orders. Few programs were equipped or prepared to translate their interventions to a virtual format at the start of the pandemic. There is a critical need to identify effective adaptations to substance use and family-focused treatment during the COVID-19 pandemic. Effective program adaptations have continued relevance for the expansion of access to family-focused addiction services beyond the pandemic itself, particularly for rural or other hard to reach populations. Seventy-three semi-structured interviews were conducted with the five agencies participating in the implementation of the In-Home Recovery Program (IHRP), an in-home, substance use disorder (SUD) treatment program. Using a rapid analysis approach two coders analyzed interviews for recurring concepts and themes. Facilitators for adapting services included: (1) the introduction of virtual toxicology screens, (2) helping parents access technology, (3) assisting parents with non-identified children to decrease their stress, and (4) anticipating reoccurrences of substances during the pandemic. Barriers to adapting services included: (1) engaging young children in virtual treatment, (2) privacy, and (3) engaging in telehealth with parents experiencing domestic violence or reoccurrence of substances. Findings reveal virtual substance use treatment is possible. Facilitators to adaptation such as providing access to technology and virtual toxicology screens demonstrate the feasibility and acceptability of utilizing telehealth interventions for substance use. Barriers to adaptations were primarily related to the infant mental health component. Telehealth is likely not appropriate for children below the age of five. Individual sessions focusing on caregiving, rather than dyadic treatment may be more suitable to virtual formats.

This paper draws on findings from the From Adversity to University project, a unique widening participation initiative developed by one university to support a diverse range of people into Higher Education through engagement with a 12-week bridging module. This small-scale case study presents an in-depth exploration of how learning space shaped students' experience of a bridging module during the COVID-19 pandemic. Space is conceptualised through a theory of embodied cognition which recognises the complexity of social, cultural, and cognitive inter-relations between space and students' learning experience. An interpretative narrative methodological approach was taken, drawing on the Listening Guide [LG]. Semi-structured interviews were carried out with five students who completed the bridging module during the start of the COVID-19 pandemic. All had been affected by homelessness and most were in recovery from alcohol and/or drug addiction. For all participants, there was a complex and dynamic interconnectivity between learning spaces and their experience of the bridging module. The findings demonstrate for the five students how learning spaces (including the flexibility of the space) contributed to participants' sense of belonging, recovery from drugs and alcohol addiction, mental health and well-being. Implications of the study point towards the need for further research into the connection between learning space and the creation of a sense of belonging particularly for students from marginalised groups.

Counselor trainees in recovery from substance use often have a foundational recovery identity; they also develop a professional counselor identity through their training. This study utilized narrative inquiry to explore the integration of professional identity and recovery identity. Resonant threads and narrative tensions emerged from the storied experiences of participants.

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.

Objective: The current study examined the mediating role of distress tolerance on the association between pain-related disability and addiction to opioids, past-month opioid use, and risky opioid use among an ethno-racially diverse sample of young adults with current pain. Methods: Participants were 141 undergraduate college students (78.7% female, M age = 22.50, SD = 5.41) who reported experiencing current pain. Results: Results indicated that distress tolerance statistically significantly explained the relationship between pain-related disability and addiction to opioids, past-month opioid use, and risky opioid use after controlling for the variance accounted for by pain intensity, negative affectivity, gender, and other substance misuses. Conclusions: Clinical implications are discussed in terms of targeting distress tolerance in the context of pain-related disability among young adults with pain who are at risk for opioid misuse.

The Alternative DSM-5 Model for Personality Disorders (AMPD) consists of level of personality functioning (Criterion A) and maladaptive personality traits (Criterion B). The brief scale versions of these are understudied, while often being used by clinicians and researchers. In this study, we wanted to investigate the overlap and predictive validity of Criterion A and B. Participants (N = 253) were measured on level of personality functioning (LPFS-BF) and maladaptive personality traits (PID-5-BF), as well as internalizing outcomes such existential meaninglessness (EMS) and externalizing outcomes such as substance and behavioral addictions (SSAB). Data analysis was conducted with principal component analysis (PCA) and regression analyses. The results showed over 50% overlap between the brief versions of Criterion A and B, while Criterion B slightly outperformed Criterion A in outcomes of EMS and SSAB. We discuss the potential redundancy and usefulness of personality functioning and maladaptive personality traits.

Objective: This study assessed undergraduate unhealthy substance use, levels of knowledge about opioid pharmacology, unhealthy use and safety, and students' perceptions about their level of knowledge. Participants: Participants were undergraduate students at a large, private university in the Northeast. Methods: This study employed a cross-sectional study design using an online survey. A convenience sample of undergraduate students (N = 317) described their actual and perceived levels of opioid knowledge and their self-reported substance use. Results: Objective answers to quiz-style questions about opioids showed knowledge deficits. Participants rated themselves as slightly less knowledgeable than the "average student." Ten percent of students surveyed had used opioids unhealthily at some point in their lifetime. Those reporting unhealthy opioid use had higher subjective and objective opioid knowledge scores. Conclusions: University students' subjective and objective knowledge of opioids warrants more effective and engaging substance use education on college campuses.

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.

Background: E-cigarette prevention education aims to mitigate adolescent e-cigarette use. Such education is increasingly delivered through virtual/video-based teaching platforms (e.g. Zoom, Google Classrooms). However, there is little evidence about the effectiveness of virtual e-cigarette education compared to in-person education on adolescents' knowledge about e-cigarettes, perceived addictiveness and intent to try e-cigarettes, cigarettes, and marijuana. Objective: To evaluate the effectiveness of virtual e-cigarette education compared to in-person education on student knowledge and perceived addictiveness of e-cigarettes and intent to try e-cigarettes. Design, Setting and Method: We conducted a pre- and post-education evaluation among 10 middle and high school students in the Greater Birmingham area, Alabama, who were non-randomly assigned to receive either virtual (n = 745) or in-person e-cigarette education (n = 286) (mean age: 14.36 years). The study used a 25-minute educational presentation about the health effects of e-cigarettes, the risks of second- and third-hand smoke, the addictive nature of nicotine, and marketing strategies of e-cigarette companies. Participants completed a 10-minute self-administered survey immediately before and after the presentation. Results and conclusion: Except for certain e-cigarette knowledge-related items, our study shows that both virtual and in-person education had similar effects on improving knowledge about e-cigarettes, increasing perceived addictiveness and reducing intent to try e-cigarettes, cigarettes and marijuana among participants. Virtual education may be applied where in-person education is not feasible (e.g. in rural communities).

Background: Exercise has been recognized as a promising and emerging treatment for individuals recovering from addiction. The purpose of this article was to systematically review scientific studies using exercise as a means to improve, sustain, or treat addictions, and to provide suggestions for the future use of exercise as a treatment method for addiction. Methods: Using PRISMA guidelines, a database search was conducted for articles that tested the impact of exercise interventions on addiction-related outcomes. To be included, peer-reviewed experimental design studies had to use human subjects to investigate the relationship between exercise and the treatment of or recovery from addiction. Garrard's Matrix Method was used to extract data from reviewed articles (n = 53). Results: Nearly three quarters of the studies reviewed documented a significant change in addiction-related outcomes (e.g., more days abstinent, reduced cravings) in response to exercise exposure, particularly while someone was receiving treatment at an in or outpatient clinic. Many studies investigated the effect of acute bouts of exercise on nicotine dependence, and many studies had small sample sizes, leaving room for future research on how exercise might benefit people recovering from substance and process addictions. Conclusion: Results affirm that exercise can be a helpful aspect of addiction treatment. Future researchers should investigate different exercise settings (e.g., group-based exercise vs individual) and explore exercise maintenance and the long-term outcomes following discharge from treatment facilities.

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.

Introduction: Opioid use disorder (OUD) is a critical health issue in the USA. Pennsylvania has the third highest number of drug overdose deaths per year, with the COVID-19 pandemic worsening these trends. Stigmatising beliefs towards OUD are associated with negative health outcomes, and there is a need for a larger evidence base on OUD stigma reduction strategies. This study reports on the creation and implementation of "Life Unites Us," a digital media campaign which uses a collective impact framework to address OUD stigma reduction across Pennsylvania. Method: "Life Unites Us" consists of various components, including a general public media campaign which uses education and contact-based strategies; engagement with stakeholders and advocates in community-based organisations across the state; and a data sharing website to inform the public of previously unavailable OUD stigma statistics. Each campaign component contributes to the overall collective impact framework. Results: Digital metrics showed 755 followers across the "Life Unites Us" social media pages, and 2,826 total website users with an average of 565 users per month. The campaign has partnered with 60 community based organisations, 921 individuals receive the monthly email and 11 influencers have posted 23 times and achieved over 13,000 engagements and a reach of 661,000. The campaign hosted 5 webinars with 520 attendees and an overall 64.1% attendance rate. Conclusion: This study fills a gap in the need for evidence-based digital interventions to address OUD-related stigma. The positive process metrics from the first 6 months suggest that this model may be an important addition to research on approaches to reduce OUD stigma.

This article presents a modified version of the bridge drawing assessment administered to a substance use disorder population at admission and discharge from a residential addiction treatment center. Following an overview of the bridge drawing assessment and method, the authors present two case descriptions that illustrate how the modified task enabled clients to visualize and understand their transition process, as well obstacles they were less consciously aware of, such as fears and de-motivators. Equally, clients' strengths, aptitudes, and hopes were brought into more conscious awareness.

An autobiographical, narrative art therapy approach to treat drug addiction was co-developed at the Methadone Clinic of Muhimbili National Hospital, Dar-es-Salaam, Tanzania. The 10-session art therapy intervention included a group of 7 men. The protocol, as illustrated with a case example, suggests that it could help resolve deep-seated pain, decrease shame, and increase self-esteem.

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 prospective longitudinal study examined how maternal prenatal substance use disorder (SUD) and early mother-infant interaction quality are associated with child social cognition (emotion recognition and mentalization) at school age. A sample of 52 poly-substance-using mothers receiving early interventions and 50 non-users, along with their children, was followed from pregnancy to school age. First-year mother-infant interaction quality was measured with EA scales. At school age, child facial emotion recognition was measured with DANVA and mentalization with LEAS-C. SUD group children did not differ from comparison children in social cognition, but higher severity of maternal prenatal addiction predicted emotion recognition problems. High early mother-infant interaction quality predicted better emotion recognition and mentalization, and mother-infant interaction quality mediated the effect of prenatal SUD on emotion recognition. The results highlight the need for early treatments targeting both parenting and addiction, as well as long-term developmental support for these children.

Teach-Ins have historically been used as a way for educators to raise knowledge and awareness around an urgent social problem. We report findings from an action evaluation of the Bowling Green State University (BGSU) Opioid Awareness Teach-In, which was designed to (a) make clear that the BGSU community believes we can work to change the story of the opioid epidemic in northwest Ohio and (b) raise awareness of resources available for those struggling with opioid dependence in our community. Campus wide, anonymous questionnaires administered to students, faculty, and staff before (n = 275) and after (n = 140) the Teach-In indicated positive, and statistically significant, changes in knowledge of resources available, treatment options, and the attitude that BGSU is a community that cares about those struggling with opioid addiction. Qualitative feedback suggests that the Teach-In was helpful as a step toward changing the story and inspiring hope. In particular, our work to facilitate communication and awareness around opioid addiction, and reduce the silence and stigma associated with addiction, appears to have resonated strongly with participants.

This article offers a longitudinal computational-rhetorical analysis of biomedical writing on opioids. Using a corpus of 1,467 articles and essays published in the "New England Journal of Medicine" and the "Journal of the American Medical Association" between 1959 and May 2019, this study evaluates diachronic shifts in (a) the framing of opioid pharmacology, (b) the relative attention paid to pain management versus opioid dependence risks, and (c) the distribution of statements related to physicians' primary ethical obligations. The results of these analyses largely disconfirm different current accounts of shifting physician rhetoric around opioids and pain management leading up to the recognition opioid epidemic. Most notably, the results also suggest that biomedical debates surrounding opioids are serving as proxy arguments for shifting primary bioethical obligations from individual patients to public health.

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.

Drug Outreach, Promoting Awareness (DOPA) is an undergraduate outreach program for local high school students designed to convey the neurobiological basis, risks, and addictive potential of commonly abused drugs. Here we describe DOPA and evaluate the program, including its impact on high school student attitudes about drug harm risk and addiction. Undergraduate neuroscience students versed in the neurobiology, physiology, and policy of drugs are trained in active learning methods, enabling them to create engaging and interactive classroom-based educational materials. Survey results showed that participation in DOPA increased high school student perceptions of the addictive potential and harm risk of drugs, which studies have shown to be inversely correlated with drug-taking. High school students also responded positively to the interactive nature of the program. These findings demonstrate how extensively trained undergraduates who are close peers to high school students can effectively lead science outreach initiatives and shift adolescent attitudes about drugs.

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.

In this article I discuss how drug counselling can be transformed through "aesthetic documentation": a hybrid of art with narrative practice. After outlining the concepts of performance and standards, and a critique of "customising" counselling through formalised feedback, five claims are made about "aesthetic documentation": The art works are prototypes rather than rigid standardisations; they represent collaboration rather than individualised performance; they both display and enact substantial meaning; they objectify and achieve recognition of clients and professionals; they facilitate flexible, diverse and transformative attributions of meaning and value; they address social problems rather than individualised malfunctions. This may help overcoming stigmatisation, and suggest a kind of trans-disciplinary knowledge that is different from the dominant scientific forms.

As health-related mobile apps have proliferated in recent years in USA and Australia, counsellor opinions were solicited to aid development of therapeutic apps. After being informed of the therapeutic potential of time and location-based reminders, 33 drug and alcohol counsellors from New Zealand and Australia answered an anonymous online survey. Counsellors were willing to use timed and location based reminders to assist clients with their sobriety, but were concerned about running costs. Less experienced counsellors may be less willing to use mobile technology therapeutically. Counsellors could be willing to use location services on mobile phones therapeutically, but training may be required to address concerns about privacy and the ability to engage with clients about their spatial and temporal vulnerabilities.

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.

College recovery services are designed to provide necessary supports for college students with issues related to substance use disorders to be successful in postsecondary education. However, as a still emerging form of student supports, major issues remain such as funding, the utilization of evidence-based interventions, effective program evaluations, and the need for more empirical research. This article provides a historical overview of Collegiate Recovery Programs (CRPs) and an examination of current issues facing the field; it concludes with recommendations for program administrators, researchers, and rehabilitation counselors.

This chapter outlines the unique identity transformation needs of college students in recovery and suggests ways universities can support this evolving recovery identity.

This chapter details the rationale for and factors important to establishing a collegiate recovery program on campus.