Lori Simons

Childhood Trauma, Avoidance Coping, and Alcohol and Other Drug Use Among Women in Residential and Outpatient Treatment Programs

Abstract This study evaluates the different types of childhood trauma, avoidance coping, and patterns of drug and alcohol use among 112 alcohol and drug abusing females in outpatient and residential treatment. A passive research design with self-report surveys was administered to female participants during treatment to assess the relationship between childhood trauma, coping methods, and alcohol and drug use. A multiple regression analysis demonstrated that women with a history of emotional abuse were more likely to engage in avoidance coping skills than those without a history of emotional abuse, which provides some support for the theory that alcohol and drug abuse may be an avoidance coping method for childhood trauma.

The relationship between social-contextual factors and alcohol and polydrug use among college freshmen.

Abstract This article summarizes results from a survey on social-contextual risk factors and drinking and polydrug use among 317 undergraduate college students. Retrospective alcohol use was a primary predictor for prospective heavy alcohol use and drinking game participation was a primary predictor for prospective alcohol occurrences, while social-contextual factors were primary predictors for prospective drug use. Primary and secondary predictors differed for prospective alcohol severity, alcohol frequency and drug use, suggesting that there are specific risk factors associated with each type of drinking and drug-using pattern. There were also significant differences in monthly over-the-counter medication, prescription medication and drug use among students who participated in drinking games, collegiate sports, and Greek organizations. These results suggest that students who have experimented with alcohol and drug use prior to entering college may be more likely to engage in social and recreational activities where alcohol and drugs are available; therefore college prevention programs should focus on increasing alternative activities to deter alcohol and drug use.

The Significance of Gender and Ethnicity in Collegiate Gambling and Drinking

A survey was used with 293 male and female college students to examine problem gambling and binge drinking. The results indicate that males are more likely to engage in gambling activities, experience more consequences from gambling, and meet the criteria for problem gambling compared with females. The results further indicate that white male athletes are more likely to engage in binge drinking compared with their female counterparts. We detected both similarities and differences in correlates for gambling and drinking and found a consistent theme of gender differences for alcohol consumption, binge drinking, and gambling behavior. Implications for gender-specific prevention are discussed.

Alcohol and Other Drug Use among College Students: Intimate Partner Violence and Health-Compromising Behaviors

ABSTRACT A survey was conducted with 400 male and female college students to examine the relationships among intimate partner violence (IPV), alcohol and other drug use, and health-compromising behaviors. The results indicated that IPV was directly related to alcohol use. The results further indicated that alcohol and drug use are directly and IPV is indirectly associated with risky sexual behaviors. Victimized male and female students had higher rates of alcohol and drug use and other health-compromising behaviors compared to nonvictimized male and female students. Implications are suggested for collegiate prevention programs.

Characteristics of Drug-Abusing Women With Children in Residential Treatment: A Preliminary Evaluation of Program Retention and Treatment Completion

ABSTRACT An ex post facto study was conducted to investigate treatment outcomes for 80 women and 168 children admitted into a residential substance-abuse treatment program. The results indicated childhood emotional neglect is a barrier for remaining in and completing treatment for African-American women with comorbid psychological disorders but not for those with crack cocaine dependent disorders. African-American women with comorbid psychological disorders were also three times more likely to dropout of treatment. In addition, there were relatively few differences for between drug-exposed and nonexposed children. However, the results indicated that children of substance-abusing women who completed treatment were more likely to have behavioral problems, to receive early intervention services, and to have mothers as legal guardians by the end of treatment. Implications for gender-specific interventions for African-American women and their children in residential treatment are discussed.

The Value of Certification in the Era of Licensure: An Exploratory Study of Professional Identity Development in Alcohol and Drug Professionals

ABSTRACT A total of 276 certified addiction professionals participated in an electronic survey about professional roles and responsibilities. A multivariate ANOVA was conducted to measure differences in professional responsibility, exposure to and comfort levels for counseling diverse consumers, and counseling approaches for alcohol and drug professionals with a certification, licensed, certification and licensure, and licensure and certification identity. Alcohol and drug professionals with a certification identity facilitated group counseling and used reinforcement techniques more often compared to professionals with a licensure and certification. Alcohol and drug counselors were less comfortable counseling consumers with mental health issues compared to alcohol and drug counselors with advanced training and other addiction professionals. The professional identity development of alcohol and drug counselors differs from professionals who are licensed/certified and other addiction professionals. Implications for state credentialing boards are discussed.

The Influence of Gender, Race, and Education on Professional Responsibility of Addiction Professionals: Implications for Multicultural Practice

ABSTRACT A secondary analysis was conducted on 276 certified addiction professionals. The results indicate that White male addiction professionals and female addiction professionals of Color use different counseling techniques and work with clients diagnosed with different conditions in addiction treatment. Addiction professionals with a doctorate degree had less exposure counseling clients with alcohol and drug disorders compared to professionals with a bachelor degree. Addiction professionals with 20 years of employment experience and those professionals with 20 years of certification were also less likely to work directly with clients diagnosed with alcohol and drug disorders compared to professionals with five to 10 years of employment experience and certification. Gender, race, education, employment, and certification are key components associated with the career lifespan of addiction professionals. Implications about gender, racial, and professional identity for further study and professional development are discussed.

A Pilot Study of Addiction Professionals’ Views of Certification

A survey was conducted on the perceived value of certification with 157 certified addiction professionals in the State of Pennsylvania. An overwhelming number of professionals appraised certification as necessary for work in the substance abuse treatment field. The results from a discriminant analysis separated addiction professionals who did and did not advocate for hiring a certified professional. Certified addiction professionals’ level of advocacy was closely related to their perceptions of certification. The results further indicate that certified addiction professionals have different motivations for certification and recertification. Sex and years of experience were related to motivation for recertification. Implications for certification boards are discussed.

A Multidisciplinary Assessment of "Chesteropoly" as an Academic-Service Experience.

Because service-learning challenges participants to widen perspectives on social issues, we designed and assessed a multi-semester, multidisciplinary project with both academic and service objectives. In this project, undergraduate students developed a script and video centered on a board game designed to educate high-school students about their community, Chester, Pennsylvania. The script and video featured undergraduate students playing Chesteropoly, with deeded properties reflecting Chesters current community agencies, as well as business, educational, entertainment, and government groups from past and present days. Next, students enrolled in an educational-psychology independent-study class developed a content-knowledge test; this test, along with assessments of social skills and self-concept, was administered to local high-school students from this disadvantaged community. Undergraduate participants assessed experiences through reflection journals, surveys, and focus-group interviews. Overall, the types of outcomes that we observed for our high-school and undergraduate participants reflected development of civic values, improvement of academic learning, and self-motivation.