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

2. 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

3. 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.

4. 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

6. 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

7. 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” s from admin to students
High risk weekend planning and info
Language – who’s visible who’s not; who matters, who doesn’t

8. 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” s.
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.

9. 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

10. 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.

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

12. 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?

13. 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.

14. Contact Us: Amy Boyd Austin University of Vermont 802.656.0236
Educate
Act
Advocate
Amy Boyd Austin
University of Vermont
Matt Statman
University of Michigan