A recent article reviewed the available literature on collegiate recovery programs (CRPs) and provided a case study on the development of a theory-based CRP at the University of North Carolina at Greensboro (UNCG). The authors viewed substance abuse among college students within a social ecological system and applied social cognitive theory to explain the process through which students in recovery navigate this system. They argued recovery-oriented systems of care and peer support are important supports for students in recovery. CRPs are unique to the campuses on which they are located, which makes it difficult to evaluate their effectiveness, yet they have been associated with higher grade point averages (GPAs), retention rates, and graduation rates than the general student body, as well as reduced relapse rates. The article details the development of UNCG’s CRP and provides examples of its services at the individual, interpersonal, institutional, and community levels. Initial outcomes of this program are promising: UNCG CRP members (n = 19) had higher mean GPAs, retention rates, and graduation rates, in addition to increased social connections to the university and their peers in recovery. The authors also described their experiences developing and implementing a recovery ally training program. Participants in this program reported significant gains in desired knowledge and behavioral intentions.

Take away: Collegiate recovery programs are a promising strategy to support students in recovery from substance use disorder. This article reviews existing literature and provides a guide to developing and implementing one such program.

Citation: Beeson ET, Whitney JM & Peterson HM. (2017). The development of a collegiate recovery program: Applying social cognitive theory within a social ecological framework [published online ahead of print May 19 2017].  American Journal of Health Education. doi: 10.1080/19325037.2017.1317304