Policy, Politics, Advocacy and Inclusion ARHE 7th Annual national conference – April 2016 Matt Statman, University of Michigan Amy Boyd Austin, University of Vermont

Who, What and Why . . . All voices being in the room – please say what’s on your mind. Solicit from the job – what’s the job Each say a little something . . . What we think about the topic, why important to us Evolution of the job

General message Get a seat at the table, every table you can When you can’t get your own seat, find/make an ally/advocate Use your voice Educate about the reciprocal relationship between the AOD Culture and the Collegiate Recovery Program Advocate that recovery is an identity that is a part of our campus culture, and as such, needs to be counted, considered, respected, and valued.

Culture AOD Culture impacts recovering students Collegiate Recovery impacts AOD Culture Having abstinent, health-oriented students in recovery who are out and visible on a college campus can impact other college students Not our students job to make other students healthier; it is a direct consequence of a CRP on a campus. Provide hope, inspire, service, visibility

University of Michigan : mapping prevention efforts Knowledge, attitudes, behaviors & intentions Public Policy Community Institution Group Individual Environmental Changes Alcohol Free Options Normative Experience Alcohol Availability Marketing & Promotions Law/Policy Development & Enforcement Health Protection Intervention/Treatment Recovery Support

Get a seat at the table(s) What tables are important to be at? Find Advocates and Allies if you can’t be there Get the CRP/CRC on the radar Demonstrate how CRP is connected to overall AOD culture Examples of tables: Pain as an indicator Pharmacy CRP as part of a continuum of substance free options – influences overall culture Examples of systems where AOD as dominant discourse is maintained – needs the voice of the underrepresented Opening weekend conversations “Safety” emails from admin to students High risk weekend planning and info Language – who’s visible who’s not; who matters, who doesn’t

Use your voice Students can’t/ shouldn’t have to self advocate alone Decisions made about the University/College impact CRP students and overall culture Can’t just sit at the table. Demonstrate impact Educate about the dominant discourse of AOD – how its pervasive – how we are colluding with it when we send out “safety” emails. Illustrate how the AOD culture is perpetuated throughout our systems, and that we are complicity with it unless we are not. Very similar to any other subordinated identity – something you just don’t see unless it’s pointed out again and again, and connected to negative impact (RETENTION) Can’t lose faith in the importance, relevance, and validity of recovery and its relevance to the AOD culture on college campuses.

Recovery as an Identity We all hold multiple identities Some of those identities hold power, some are marginalized Recovery, is an identity that our students hold on a college campus. It is a hidden identity It is a misunderstood identity It is a stigmatized identity It is an internalized identity It is a subordinated identity

Characteristics of Dominant and Subordinated Identities Dominant Group Membership – Drinking/Using Subordinated Group Membership – recovering, substance-free, abstinent Considered normal Considered abnormal, different, deviant, less than World is organized to benefit them; suit their needs They have to find a way to accommodate themselves to the world in the way its structured Their life of privilege is considered “just the way things are” Underprivileged Make rules, determine what is right and wrong, good and bad, normal and abnormal Adapt to the rules, or face consequences Able to limit access to resources or the behavioral options of others May be or feel invisible Advantages and privileges they didn’t earn, but have by virtue of their group identity Struggle to access resources, or controlling their behavioral options Don’t think of themselves as oppressors or oppressive Have a sense of solidarity from shared struggle Have myths or culturally-accepted stories about why they are superior and deserve the advantages and benefits they have. May share myths or culturally-accepted stories based on their collective trauma or victimhood Offer examples of each step in the Dominant and Subordinated. Expenditure of resources – reduce harm as opposed to build up/reward the healthy choices.

How do we create an equity based system for students in recovery?

What is the Job? Creation, development, holding the community CRP School Town/State National Creation, development, holding the community Environment, policy, advocacy, culture Solicit from the audience?

Take Away Messages Get a seat at the table, every table you can When you can’t, find/make an ally/advocate Use your voice Educate about the reciprocal relationship between the AOD Culture and the Collegiate Recovery Program Advocate that recovery is an identity that is a part of our campus culture, and as such, needs to be counted, considered, respected, and valued.

Contact Us: Amy Boyd Austin University of Vermont 802.656.0236 Educate Act Advocate Amy Boyd Austin University of Vermont 802.656.0236 Amy.boyd.austin@uvm.edu Matt Statman University of Michigan 734.647. Matt.stat@umich.edu