"Study Drugs": The Rest of the Story

As important as the issue of off-label and "self-prescribed" use of psychostimulants, Adderall and Ritalin, is for all in higher ed to consider, the focus has historically and unfortunately remained stubbornly on the user of these drugs rather than the student who provides access. True, these drugs can be purchased "on the street," as can any other psychoactive substance, but all to frequently, access is via a friend or known peer. Although higher ed is appropriately concerned about this issue, its focus in addressing it is routinely--and all but exclusively--on the risks associated with that use, and then only for the user, not the purveyor. As there is much written about both of these issues--the use of psychostimulants and the associated risks for the user of "study drugs" (for an excellent overview, read this 9 June 2012 NY Times article on the subject, "In Their Own Words: 'Study Drugs'),  I will restrict my comments to what Paul Harvey used to call, “the rest of the story.”

1. The literature shows that when approaching collegians regarding losses associated with high-risk drinking as opposed to the gains realized by avoid such consumption, students respond more and better to gains-based information than to loss-based info. Although anecdotal information, my experience and that of colleagues across the country is that loss-based prevention efforts all but ensure that a prevention message is ignored. 
• Recommendation: Identify the benefits of avoiding the use of psychostimulants unless prescribed and then focus on these. If including any information about risks, make this a secondary focus; an almost, “oh, by the way,” type after thought. 
2. Focus on the legitimate user who has the prescription if not make this the primary focus on at least ’some’ prevention messages. Many students with legitimate prescriptions are hounded by peers for these drugs because of their perceived mythical ability to enhance cognition and academic prowess. "Assertively challenged" students are ill equipped to resist the manipulation of a determined, aggressive collegian.
• Recommendation #1: Again, focus on the gains of not sharing rather than the losses, either for the provider or the user
• Recommendation #2: Provide tips on basic refusal skills. This may be as simple as the printed handout with suggested ways to resist the insistent friend or roommate to the more formal production of BRIEF video clips (no more that 1.5 – 2-min) for YouTube, demonstrating a series of professionally scripted and well produced demonstrations of refusal skills, for example: Something that informs students that “Faux excuses” for not doing something high-risk are lies God lets you tell and still get into Heaven :)

As with so many issues of social significance, addressing something as provocative as the off-label use of prescription drugs is rarely as simple as just dealing with its most obvious elements. All social problems are complex. They are the result of what epidemiologists so often discover are multiple factors: the host or in this case the student who uses psychostimulants off-label, the agent or the psyhcostimulants themselves, and the environment, again in our case, the college campus. Consequently, the resolution of the problem is going to take a concerted effort that addresses each of these elements and its contributions to the problem with an integrated strategy. 

Regarding the "host," student's view these drugs as legitimate "study aids" that can enhance their cognitive performance and provide the competitive edge believed necessary to succeed. This is why there seems to be a correlation between the proportion of students reporting the use of these drugs and institutions with the most competitive entrance requirements. Regarding the "agent," there are significant numbers of students legitimately taking these drugs to effectively control an otherwise debilitating disorders that seriously challenges the academic performance of otherwise capable students. Lastly, regarding the "environment," college and university campuses represent a unique culture complete with its own attitudes, values, and beliefs. Affecting this culture in any significant fashion, let alone trying to completely change it, is a task that has challenged administrators and student affairs professionals since institutions of higher education were chartered in the 17th century.

Addressing the use of "study drugs," as with collegiate drinking, sexual behavior, or any other behavior, necessitates taking a comprehensive look at student perceptions regarding impossibly complex social issues--what middle aged administrators see and what traditionally aged collegians believe are frequently "horses of a different color." As such, many of the strategies designed to prevent high-risk and dangerous drinking are likely to be as useful in changing student perceptions regarding "study drugs." Social Norms campaigns, environmental management strategies, and harm reduction techniques employing evidence-based intervention strategies such as BASICS--Brief Alcohol Screening and Intervention for College Students--hold promise. In addition higher education is advised to address the issue of student understanding of these drugs and their use. As with alcohol and drinking, students ascribe meaning to psychostimulants based on their interactions with peers who use them and others who pass along their beliefs regarding these drugs. Until and unless we are able to change the way these drugs are viewed by students, we are not going to change the way they are used.

There is no easy fix; any effective effort is likely to necessitate a consideration of both those who choose to use these substances and those from whom these users procure them. Further, higher education's efforts to affect how each party views its role is likely to result from efforts to motivate change by showcasing gains-based incentives rather than engaging in the more traditional loss-based approach.

What do you think?

Dr. Robert

Writing as a Counseling Skill

Writing IS a counseling skill. Think what you may, but it is and that is that! Need proof: What will that doctor, lawyer, judge, probation office, employer, or any other professional think about your clinical recommendations for a client if the letter, report, or discharge summary you have written to outline such

includes misspelled words—“there” when you meant to write “their”—or run-on or incomplete sentences; poor grammar—too many or too few commas or their use in the wrong places—or improperly employed pronouns—“Me and her got along well in group…”? The last thing a professional counselor wants or needs is someone second guessing his or her clinical recommendations simply because they are discounted when the reader of a report questions the writer’s clinical judgment because of the quality of the written report.

Here are a few thoughts—and recommendations—from a professor of counseling who once read on a student’s end-of-term course evaluation; Dr. Chapman seems to have forgotten that this was a counseling course and NOT a writing course!

As many of my students have heard me say so often in class, “you do best what you do most,” so “doing” more writing will help improve one's writing skills. That said, you need to get feedback on this writing that you will do. Certainly, should a student ask a professor, he or she may be willing to be particularly critical on any papers submitted and provide feedback on what a student has written, perhaps even including referrals to an online tutorial related to the indicated issue. For example, pointing out instances where specific writing issues occur, as in the use of the “passive voice” or “split infinitives” and proffer a suggestion regarding how best to correct the issue as well as perhaps suggesting a link to resources online where you can learn more.

Another option, of course, is to frequent your university’s writing center. At Drexel, the Center’s website is - http://drexel.edu/engphil/about/DrexelWritingCenter/

Another option—and this may sound like work, but it simply involves paying a different sort of attention to the reading assignments you have for your courses—is to read professional writing in a critical fashion. By this I mean, paying particularly close attention to “how” what you are reading was written. Notice the phrasing, sentence structure, and syntax. Pay particular attention to those reading assignments that seem “effortless” and those that are quite tedious. I suspect that the way an article or chapter is written will affect how easy or difficult it is to read. By this I mean, does it hold your interest? – ask yourself why and what it is about the writing that makes it so clear; is it easy or difficult to concentrate on the writing – again, ask yourself why and what the author(s) do to facilitate or frustrate your concentration.

Next, look for and complete at least one or more workshops on APA style. NO ONE will ever know all there is to  know about APA style, and by the time you think you have a handle on it, APA will come out with a new edition. You can, however, familiarize yourself with the basics and then turn to online resources if not the actual manual itself for the details or info on some obscure challenge you face in your writing. Your library likely has workshops, perhaps even an online webinar, and there are numerous resources available online that can be very helpful. The APA itself has an online tutorial regarding the “basics” of APA style.

Lastly, in this missive that is, as there are obviously many more ideas and suggestion that can be pursued, take the time necessary to construct a well written paper. To do so, consider these suggestions:

• ·         Never EVER sit down, write a draft, and then turn that in as your paper…EVER. Enough said!
• ·         Read what you have written out loud. You will discover most of the problems, especially those related to syntax, when doing so. If it does not “sound right,” chances are it is not, and there is a problem you can fix
• ·         Let some time pass between “writing” and “proofreading” your document. If you review immediately after you have written something, the fact that you know and understand what you were thinking can result in your prose “seeming” clear when they actually are not. Remember: Your familiarity with your subject may lead to “filling in the gaps” in the logic and reasoning as you proofread your manuscript.
• ·         Set up your word processor to check grammar as well as to check the document’s readability. NOTE: The links here are to instructions regarding the use of Microsoft Word 2010, but such instructions likely exist for whatever word processing program you employ.
• ·         Invest in a “pocket handbook” on writing, something like Kirszner & Mandell’s, The Pocket Handbook for Psychology, 2^nd Edition. You can find it used for as little as $4 – click the link to check online for used copies via addall.com.

These are just a couple ideas related to improving your professional and academic writing. Feel free to leave additional suggestions or writing resources as comments.

Best regards,

Dr. Robert