How Substance Use Impacts Student Success, on and off the field, and What to Do About It !

2. Moderator – Mary Wilfert, NCAA SSI Panelists – Kari Eckheart, GustavusAdolphus Denisha Hendricks, Kentucky State David Wyrick, UNC Greensboro How Substance Use Impacts Student Success, on and off the field, and What to Do About It!

3. Most Student-Athletes Don’t Use/AbuseNCAA 2013 Substance Use SurveyPercent of Student-Athletes Reporting “Never Used” Ephedrine – 99.1% Anabolic Steroids – 99.0% Cocaine – 96.8% Synthetic Marijuana – 94.3% Amphetamines – 93.9% Spit Tobacco – 79.6% Cigarettes – 83.5% Marijuana – 67.1% Alcohol – 14.8%

4. Emerging and Re-emerging Drug Issues • Alcohol • Marijuana and synthetic cannabis • Prescription drugs • Narcotics • Stimulants

5. Alcohol

6. Alcohol

7. Alcohol

8. Alcohol

9. Alcohol

10. Alcohol and GPA

11. Alcohol on Athletic Performance • Constricts aerobic metabolism and endurance • Requires increased work to maintain weight • Inhibits absorption of nutrients which leads to: • Reduced endurance • Decreased protein synthesis for muscle fiber repair • Decreased immune response • Increased risk of injury

12. Lingering Effects of Alcohol • Alcohol use 24 hours before athletic activity significantly reduces aerobic performance • Weekly alcohol consumption doubles the rate of injury O’Brien & Lyons (2000) Sports Medicine Yusko, et al. (2008) Addictive Behaviors

13. The Hangover Effect The day after, effects can include… • Increased heart rate • Decreased left ventricular performance • Increased blood pressure • Decreased endurance performance • Dehydration

14. Marijuana and Synthetic Cannabis

15. Marijuana Synthetic cannabis was a new substance surveyed in 2013. When we combined marijuana and synthetic cannabis use, “overall” marijuana use it was only a fraction off from marijuana use, because a very small number of people had used synthetic cannabis without also using marijuana. For this reason, we include marijuana only here so we can more appropriate compare trends.

16. Marijuana Effects/NIDA • euphoria and relaxation • slowed reaction time • distorted sensory perception • impaired balance and coordination • increased heart rate and appetite • impaired learning and memory • anxiety, panic attacks, psychosis • cough, frequent respiratory infections • possible mental health decline • addiction

17. Marijuana

18. U MD College Life Study 2013 The study followed 1,200 college freshmen over a 10-year period. Found that substance use, "especially marijuana use," contributed to "college students skipping more classes, spending less time studying, earning lower grades, dropping out of college, and being unemployed after college." Early chronic use can lower IQ as many as eight points.

19. Prescription Medication

20. Narcotics Narcotic analgesics (pain killers) block pain and cause sleepiness, and at higher doses affect breathing, heart rate and blood pressure. Narcotics are not banned by the NCAA, but are controlled substances and should be obtained only from qualified medical personnel through a prescription.

21. Stimulants This group of drugs includes a wide variety of chemicals, ranging from caffeine and ephedrine to Ritalin and Adderall (amphetamine). Stimulant abuse can cause anxiety, panic, paranoia and delusions. Stimulant use during exercise can contribute to increased body temperature and dehydration. Stimulants are BANNED by the NCAA – a medical exception procedure is available for demonstrated medical need.

22. Drug Use and Grades

23. Co-occurring Mental Health Concerns Excessive drinking, drug us and mental health problems tend to cluster together among the same students. The presence of psychiatric disorder makes a student significantly less likely to complete college. Research shows a strong association between early and chronic marijuana use and mental health problems such as depression, anxiety. The academic consequence of drinking can be more pronounced when the drinker also had mental health problems.

24. Cascade of effects on Academic Outcomes Center on Yong Adult Health and Development, University of Maryland 2013

25. Effective Prevention David L. Wyrick, PhD Associate Professor Director of the Institute to Promote Athlete Health & Wellness Faculty Athletics Representative University of North Carolina at Greensboro

27. Ecological Approach Social /Interpersonal environment Alcohol-free events Peer leader training (SAAC) Friday classes Training for coaches Legal environment (Policy) Escalating sanctions for repeat offenders Drug testing Economic environment (Organizational) Stable funding for prevention • Individual programs • myPlaybook • Speakers • Physical environment (Community) • Substance-free housing • Clearly posted policies • Living learning communities

28. Campus Strategies • Strategies: address supply and demand • Educate physicians about proper prescribing practices to avoid risks of diversion. • Promote staff awareness of diversion and risk of nonmedical use • Educated Counseling center staff to recognize signs of mental health issues and drug problems. • Screen for illicit drug use and educate patients about risks • Develop multidisciplinary campus action plans to reduce illicit use • Consider option for enforcing sanctions against diversion • Need to address mental health to address substance abuse.

29. Effective Prevention • Enhance protective factors and reverse or reduce risk factors • Typically accomplished through educational programs (e.g., myPlaybook) • Tailor educational programs on gender when possible • E.g., males hold more positive alcohol-related expectancies than females • Interactivity is essential • Personalized feedback • Address areas of risk specific to student-athletes (e.g., heavy episodic drinking) • Target key transition points (e.g., matriculation; in-season vs. out-of-season) • Reach student-athletes in multiple settings • Prevention programs should be long-term

30. Risk and Protective Factors Attitudes Skills Communication skills Goal setting skills Decision making skills Stress management skills Assistance skills • Social Norms • Expectancies • Self-efficacy • Values Clarification • Motives • Beliefs about consequences

31. Social Norms Focuses on students' perceptions of acceptability and rates of drug and alcohol use. Adolescents tend to overestimate prevalence and acceptability of use and availability of drugs within their peer groups. • Descriptive Norms • Perceptions of prevalence • Injunctive Norms • Perceptions of acceptability/approval

32. Correcting Social Norms Dynamic Example

33. Expectancies • Outcome expectancies are beliefs about the effects of alcohol and other drugs. • Positive expectancies • Beliefs in the positive effects of alcohol and other drugs (i.e., tension reduction, liquid courage) • Encourages alcohol or other drug use • Negative expectancies • Beliefs that drinking produces undesirable or negative effects (i.e., cognitive impairment, risk and aggression) • Discourages alcohol or other drug use

34. Challenging Expectancies Dynamic Example

35. Self-Efficacy • Belief in one’s ability to complete tasks and reach goals. • Does the student-athlete believe they have the power to affect alcohol and other drug situations? • Often applied in harm prevention programs • Prevent harm for self • Prevent harm for others • Important for all skills

36. Values Clarification • Individuals make decisions based on their idealized future and see that alcohol and drug abuse is incompatible with their values/goals they hope to achieve. • Demonstrates to student-athletes that their ideal future is incongruent with alcohol and drug abuse.

37. Positive Motives • Enhancement • Drinking or using drugs to enhance positive mood • Internally generated • Social • Drinking or using drugs to obtain social rewards • Externally generated • Indirect association with alcohol problems via heavy consumption

38. Negative Motives • Conformity • Drinking or using drugs to avoid social rejection • Externally generated • Coping • Drinking or using drugs to reduce negative emotions • Internally generated • Direct relationship with alcohol problems

39. Beliefs about Consequences • Focuses on the consequences of using or abusing drugs and the likelihood of experiencing social and/or physical harm from drug use. • Long-term • Short-term • Physical • Psychological • Social • Personal susceptibility is the key!

40. Effective Prevention • NCAA Recommends the Following Elements of Promising Prevention: • Leadership • Consistent and comprehensive policies • Student-athlete involvement • Inclusive practices • Comprehensive and targeted • Supportive environment • Cooperation with broader community

41. Motivational Enhancement

42. Division II Initiative Dr. Denisha L. Hendricks Director of Athletics Kentucky State University

43. Overall Goal • To encourage student-athletes to make good choices when it comes to their overall health, well-being, stress management, and safety • Seek help within a multidisciplinary health team rather than trying to relieve stress by using drugs • Focus on educating student-athletes on the consequences derived from poor decision making

44. Four Prong Approach Branding Testing Education Awareness

45. Branding Engage in a branding initiative related to the overall well-being of student-athletes Naming opportunity Logo development

46. Testing Include street drugs in the NCAA year-round drug testing program Increase NCAA testing prior to championships Diversify sports that are tested and increase the number of student-athletes tested in Championship and year-round drug testing programs

47. Education • Provide grants to institutions to start/ continue drug education programs • Promote engaged educational programs • Creation of “Programs that Work” resource • Division II Apple Conference—Spring 2015 • SAAC Peer-to-Peer Education Initiatives

48. Awareness • Identify ways to better share: • With Institutions current resources and programs • With student-athletes the consequences of using drugs, including the penalties for positive drug tests • Update current resources: • Video related to drug-testing • Best practices for implementing drug testing and education program • Drug policy brochure

49. DIII NASPA Collaborative – 360proof

50. 360proof http://www.youtube.com/watch?feature=player_embedded&v=uq9jpfDl6nA