It`s Time to Talk About the TRUTH - eRaven

Transcription

It’s Time to Talk About
the TRUTH
Compiled and Edited by
The Fitzwater Center Alcohol and Other Drugs (AOD) Team 2015
Fitzwater Center AOD Team
Juliana Wilson
Editor-in-Chief and Layout/Design
Madison Earle
Editor
Bradley Ouellette
Layout/Design
Chris Johnson
Senior Experience Director/ Chair of the AOD Committee
Sarah Sutherland
Project Director
Cheshire County Partnership For Success II Grant
Dr. Kristen Nevious
Director of the Marlin Fitzwater Center for Communication
Dr. Jim Earle
Vice President for Student Affairs
Original Cover Art by Juliana Wilson
Copyright © 2016 by The Partnership for Success Cohort II Grant. Made posssible by funding
through the Department of Health and Human Services Substance Abuse and Mental Health
Services Administration. All rights reserved. This book or any portion thereof may not be
reproduced or used in any manner whatsoever without the express written permission of the
publisher except for the use of brief quotations in a book review.
Printed in the United States of America
First printing, 2016. Second printing, revised edition 2016.
Franklin Pierce University
40 University Drive
Rindge, NH 03461
www.franklinpierce.edu
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Contents
Introduction............................................................................. Page 4
Chapter 1
An Honest Reflection.............................................................. Page 5
Chapter 2
Community Conversation................................................... Page 15
Chapter 3
An Academic Conversation................................................. Page 35
Chapter 4
Students Have a Voice........................................................... Page 77
Chapter 5
Hear to Listen......................................................................... Page 91
Chapter 6
Listen To Your Body ........................................................... Page 103
Chapter 7
Visually Speaking ............................................................... Page 113
Index..................................................................................... Page 119
Resources.............................................................................. Page 123
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Introduction
Over the past two years there have been a lot of conversations regarding alcohol and other drugs
on the Franklin Pierce University - Rindge Campus. These conversations have yielded some
insightful research, useful information and the potential for even more conversations to happen.
When the idea for this book was proposed, it was originally going to be a simple collection of
student writings about alcohol and other drugs. Since that initial idea, the book has grown into
much more than a collection of anecdotal stories; it has grown into a resource for the entire
community. As Nelson Mandela once said, “Education is the most powerful weapon which you
can use to change the world.” Whether the goal is to change the world, or to simply begin a
dialogue, the collected information in this book is a great place to start.
I would be remiss if I did not take a moment to thank everyone who contributed to this great
work. Many people submitted materials that have been included in this book. Without their
inclusions this book would not be possible, so THANK YOU!
A lot of time and effort went into creating this wonderful resource. As you read it, please keep an
open mind. Being receptive to the information will make this resource more valuable to you. Use
it to help shape your opinions about substance use, make your own choices and be happy with
the lifestyle you choose to live.
Happy Reading!
- Chris Johnson on behalf of the FPU AOD Committee
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Chapter 1
An Honest
Reflection
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What Happened?
The personal story of how one girl went from rowing on Pearly Pond, to walking through
Europe, to being placed in shackles and isolated from her peers.
By: Anonymous
The morning of what was scheduled to be my college graduation from Franklin Pierce, I should
have been bobby-pinning my cap into my hair to make sure it did not get messed up by the wind.
I should have been double checking to make sure I actually remembered to shave my legs in
case I brushed up against the person next to me. I should have been posing for pictures with my
friends as we waited to march down to the field and then I should have heard my name called out
loud as I walked across stage to shake the hands of my professor and the Dean . . .
Instead I woke up in a hospital room, seven hours south of Rindge, unable to leave the 10-foot
hallway I had been residing in for the previous nine days.
I walked to the nurse behind the Plexiglas window and asked her to let me leave so I could go
receive my Bachelor’s degree. She told me to go back to my room and said that she’d be in to
give me my medication shortly. I didn’t want meds, I wanted to graduate.
It had been almost four years since I first set foot right outside New Hampshire Hall in August
2002. My eyes lit up as I saw kids with bongos and dreadlocks moving boxes into their dorms. I
turned to see my brothers’ faces; they looked slightly horrified. My oldest brother leaned in and
whispered, “Do not bring someone like that home for Thanksgiving. This is not Son-in-Law [the
movie].” The kid he was referring to would later become one of my good friends.
Growing up in New Jersey I was fairly sheltered. My two older brothers did a good job of
keeping dangerous or risky things away from me. I played sports, was active in school clubs and
was in the Honor Society. I looked at my feet when I walked down the halls of high school and I
said very little. I had chosen Franklin Pierce because, out of the three schools I had applied to, it
was the farthest from my hometown. Distance was basically the only requirement I had. College
was smaller than my high school and I was not used to everyone knowing everything, which
made me a little nervous.
The first time in high school that I drank intentionally, it was nothing too crazy. A couple of my
girlfriends and I shared swigs of vodka while we hung out at a playground after dark. It tasted
disgusting at first, but when it settled in the pit of my stomach something changed. I did not
know what it was at the time, but I knew I would never be the same again.
Back then my brain was constantly moving a million miles a minute and 99.99% of those
thoughts were negative towards me. When I sipped that vodka, then gulped it, my brain slowed
for the first time. The usual thoughts of ‘Am I wearing the right thing?’ or ‘Am I standing the
right way?’ slowly evaporated with each sip I took. It was as if I could finally breathe for the first
time.
The same night that I drank the first time, I also got my first real kiss. My girl friends had
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arranged for a boy from the neighborhood to come by the playground a little while after we had
started drinking. I am not sure which one of my friends it was, but someone had basically told
him that I wanted to make out. Normally my entire body would have been frozen by fear at the
thought of getting close to a guy, but the new me, the buzzed awesome me, played it cool. I
got the kiss that night and I felt like a hundred bucks (I would say a million but I hadn’t seen a
hundred bucks at that point since Holy Communion, so a hundred was almost unimaginable).
The next morning my first thought was, “I cannot wait to do that again!” One of my friends said
she was hung over and the other one giggled with nerves. We talked about how drunk we all got.
I felt like I fit in. I had found the secret to life that none of the adults wanted to tell us about.
Once I decided to go away to college after high school, I made the summer before I left my
training period. I needed to learn how to be a great drinker so that when I made all new college
friends they would see how cool I was and be impressed with my tolerance level. That summer I
drank a lot, I threw up a lot, I lied a lot, and I blacked-out a lot.
I found the perfect combination of drugs that worked for me and could keep me going:
Budweiser and weed. Throughout high school I made it a point to never do drugs. I wanted
nothing to do with them. I had seen that commercial with the egg in a frying pan and I knew I did
not want to get one bug eye like that. A couple weeks before high school graduation I thought I
would just try to smoke a little weed with my one friend and no one would have to know. He and
I went for a walk in his neighborhood and we smoked. Nothing happened.
The night of graduation I went to the same friend’s house and his brother decided to take me
under his wing and teach me how to do it correctly. At the risk of sounding like Bill Clinton,
I had smoked marijuana but didn’t inhale that first time. But the second time...oh my... I had
forgotten that I did not want people to know I smoked (because my two best friends were straight
edge at the time) and in a few hours I was sitting in a recliner in front of the TV completely
zoned out while the house continued to fill up with my fellow classmates also celebrating
graduation. My best friend hit me on the shoulder and proceeded to yell at me and call me a pot
head, and then she left. At least I didn’t have to pretend I wasn’t high anymore, I thought.
I made sure no one from my high school would be attending Franklin Pierce; that was the other
biggest factor, second to being far away from home, on my requirement list. I did not want
anyone to know where I came from or who I was. I wanted a blank slate. I wanted to be carefree
and popular; to have friends and be comfortable. And I knew I needed to drink for that to happen.
On move-in day I had brought with me four mini Poland Spring bottles filled with vodka tucked
in my luggage. I scoped my hallway to see who I would be able to share the drinks with. I found
someone who had some other stuff for us to mix and we became quick friends. College was
amazing. I finally became who I wanted to be!
Two weeks into school I came out of a blackout and woke up in a hospital. This was new. I
did not know why I was there or even how I got in that room. I tried to scan my arms and legs,
the parts of my body I could see without moving around too much, but nothing appeared to be
missing or bleeding. A large blurry man came into the room in a white coat and began to speak
another language to me: Medical terminology. He said something about blood alcohol level and
IVs. My head was pulsating. His voice changed to the teacher in Charlie Brown, “waaaahhh...
wahhh...wahhh.” I just stared and waited for the gibberish to end on a higher note (assuming that
was a question) and I would nod at him. I had never been in a hospital before this incident.
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The hospital arranged for Campus Safety to come get me and bring me back to campus, because
I did not know who else I could call. I had just met these people at college and I would’ve rather
not had everyone know about my embarassing hospitalization. On the ride back to school I
remember thinking that I would have to take a break from drinking, in public, for a little while.
I would just drink in my room until this blew over. When I got back to school though it was too
late, the entire world already knew that I had been in the hospital. People came by my room to
see how I was and others came, I think, to fact-check the gossip that they had heard. This was not
exactly the popularity I had in mind for my freshman year.
The house I had been drinking at the night I blacked-out and got alcohol poisoning belonged
to a handful of upper classmen athletes. A few weeks later they had lost their housing and they
blamed me. I was brought up to never be a rat and that “snitches get stitches.” I was called to
Campus Safety a day or two after the hospital and asked to retell exactly what had happened that
night. I told them I could not remember. They showed me pictures of students and asked me to
point out who was there. I told them I did not remember. Then they handed me pamphlets on
rape and told me that since I was a blackout drinker I had probably already been violated against
my will and that I was lucky I wasn’t killed. I said nothing. I wanted to cry, but I said nothing.
The Campus Safety staff showed me pictures of students again and asked me who invited me,
who drove me, who gave me the alcohol? I said I walked; I found it and drank it myself. No one
else heard that though. My peers and the athletes looked at me as a rat. Several members of this
athletic team would call me names when they passed me on campus. One of the guys from the
team actually hung out with me one night a few weeks later and we seemed to hit it off, until the
following morning when he laughed at me in front of his friends. I would find out seven months
later that he told people I was the ugliest girl he had ever kissed.
College was weird. I made friends and I kept friends but those negative thoughts I had about
myself came back and kept getting louder. It did not help that other people were giving me
additional fuel now. I looked into transferring colleges because I was convinced Franklin Pierce
was too small and that I would never be able to live down the shame I felt from the alcohol
poisoning incident. I was too lazy to finish the applications for the other schools and so I stayed.
The first week of my sophomore year in 2003, I received prank phone calls from those same
athletes. I thought it had passed by then and it really sucked to start off a new year that way. To
brush it off I got drunk. I got angry on the inside, but I got hilarious (or so my friends told me)
on the outside. I rowed the first two years of college, which kept my drinking to the weekends
and early afternoons. Then I went on The Walk in Europe in 2004, and that is when I found true
freedom, or so I thought.
My blackouts on The Walk were increasing to one to two times a week and it was apparent that
my friends no longer wanted to tell me what I did the night before. Living in a tent with 25 other
people made it difficult to brush off my behaviors and emotions. People would get mad at me
and then I would apologize incessantly without knowing what I was sorry for.
The Walk changed my life in many ways, but my one regret was that I do not remember too
much from the trip. I was able to drink legally in Europe and I did, almost everyday. There was
one day I made a pact with myself not to drink. I walked alone because I knew if I was with
someone else I would need a social lubricant to help me feel comfortable around them. I made it
until 6 pm when I showed up at the local bar to meet my group. Someone had bought me a drink
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and had it waiting for me. I saw that as a sign that it was okay to have that one. Two hours later I
was hammered again.
When I got back to school they had placed me in a Tower dorm with another junior and two
seniors. My roommates were all very happy and neat and clean. I was not. There were posters
and pink everywhere, with wall-to-wall flowers and pop music. Signs were posted on things in
the fridge with smiley faces and there were notes above the sink to remind us to keep it clean. It
was as if Hello Kitty vomited everywhere, yet it smelled of fresh roses. It really pissed me off.
I was no longer rowing and I did not have to worry about someone smelling the booze at
practice. I knew that I wanted to drink and so I did. I made friends with people from The Walk
and they were now my people. I had a boyfriend for over a year who I truly loved, but the second
he questioned me about what I was doing or where I was going I forgot the love I had for him. I
started to view him as a drag. Years later I can see he was genuinely concerned and rightly pissed
off with the blatant disregard I had for his feelings.
I agreed to meet with my boyfriend to talk about us and I couldn’t stand to do it sober. When I
went to meet with him he asked me if I was high. I lied and got defensive, then used that as my
out. Without him I could do whatever I wanted. I wouldn’t have to answer to anyone anymore. I
could go all-in with alcohol, my true love.
The months following were straight humiliating. I became the crying girl at parties as I saw my
ex with his new girl. I was constantly apologizing to people again, and more and more of my
friends stopped answering their phones or their IM’s. I couldn’t wait for spring semester to end.
I stayed on campus the summer before senior year in 2005 to take a couple of classes and make
sure I could graduate on time. I loved that summer. I got to party and school was easy. I tried
different things. I experimented with mushrooms and cocaine, which I had been afraid to do
before and I really liked them, so much so that I do not remember most of those occasions either.
My mentality of ‘If I don’t remember, it didn’t happen’ was really, really not true.
The core friends from that summer also ended up living in the Sawmill Apartments with me
my senior year. One thing I noticed (only after getting sober) was that it was crucial for me to
have someone who had a problem worse than mine in my group, so that when I did something
humiliating I could say, well look at so and so, they just lit that couch on fire. . . I am not that
bad. I became friends with a kid who lived close to me back in Jersey. He was very quiet but
when he drank he spoke a little louder. He was one of my friend’s roommates and they lived right
above me. He used to drink whiskey, so he was worse than me. I just drank beer…
Winter break of my senior year I went to Atlantic City with a friend of mine. I was finally 21.
We were in a hotel room with a group of people I never met. I got a phone call from someone
at school. I ignored it, as I did most calls when I drank. At this point I had begun trying to take
preventative measures, because I knew I was a black-out drinker. I thought that not plugging the
computer in my senior year or not answering my phone at night or early in the morning would
help to minimize the detective game that I had to play the following day. It was really tiring
trying to figure out why people no longer looked me in the eye, or worse yet, when they had that
look on their face of pure disappointment and disgust when they saw me. The phone rang again
and it was a different person from school. Then again and again, four different people.
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I listened to my voicemail and found out that my friend, the quiet one from upstairs, had
committed suicide on Christmas Day. I fell to the floor in the bathroom of the hotel room as my
world began to fall apart. That night in Atlantic City I went downstairs and I sat at the bar. I did
not go play the slot machines or try my hand in poker. I went to the bar and I ordered two Buds
and two shots of Jack. From that day until the day I had my last drink, I drank for both of us, my
late friend and myself.
My roommate at the time had lost several friends in her past to suicide but it was my first. She
told me she could not live there anymore and that she had found a place off campus. I viewed
it as her abandoning me, and I decided to completely shut her out. Now there was no one - no
boyfriend, no roommate, and no friend worse than me … I was totally free.
I went to my friend’s funeral but I still couldn’t believe it. His parents asked to talk with me
afterwards but I left. I did not know what to say. I was so angry and incapable of seeing that
they had just lost their son. He didn’t kill himself to leave me and everyone here alone. I was too
selfish to see that this was not about me.
When I got back to school at the beginning of 2006, after winter break for the last semester of
my senior year, I was now living alone, right below my dead friend’s apartment. People asked
me if I knew what had been wrong with him. Why would he do that? I kept playing it back in
my mind over and over and over again. He came to see me the night before he left for Christmas
break and he gave me a hug, which was weird because he did not like people touching him. I was
drunk at the time, obviously, but I just kept seeing him in my mind. Wishing I could have done
something.
I told people he was depressed. He was an alcoholic, but I did not know what that actually was
at the time. I would think about it all the time, horrible thoughts of his family finding him and
it would cause me to vomit. Every morning I would come to and look up at the ceiling tiles and
wonder why I was still here. I did not want to kill myself because I knew how shitty that would
be for my family and friends. I wouldn’t do what he did . . . but I was hoping if I drank enough
I would never wake up. It would be ‘accidental.’ I would replay and replay it over in my mind,
trying to think of how it went down for him. Was he in a blackout? Did he come to at the Pearly
Gates? Or worse?
I entered into a terrible, dark, cold, lonely place and stayed there. One of my friends would come
and check in on me to make sure I was okay, but at night I would be drunk again and blackout.
It was no longer about drinking to be social and feel okay about myself, it was about drinking
to be completely numb and forget everything. I loved blacking-out because I never wanted to
participate in my life anymore. I did not know how to process feelings. The only thing I knew
was that drinking helped me feel better.
I had to put up a one-act play if I was going to graduate with my class that spring. I decided that I
needed to stop sleeping to get all my studying done. I used some Adderall to assist me in staying
awake, which I always said I’d never do. Then one day I stood up after not being able to fall
asleep. I had been awake for at least two to three days. I walked over to the calendar on my wall
to see where I was supposed to be and what day it was. I heard someone commentating on my
every move. I thought someone was in my apartment watching me. Then there were two other
voices, talking about me and watching my every move. The voices began to narrate my life,
which really started to freak me out.
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I went text book crazy . . . but then I decided to go on with my day. I drove to campus to go
to work and I passed one of my professors driving the opposite way. This professor had made
special arrangements to meet with me one-on-one once a week. He was technically on sabbatical
that semester, but knew that I needed the class to graduate. I read the calendar wrong and had
stood him up. In the two seconds of us driving past each other I could see the disappointment on
his face and so I turned around to go back to my apartment. I needed a drink.
My friends intervened and tried to help me. I did not know what was happening. I talked with
someone on campus and barely remember it. I went to the hospital and they gave me meds. I did
not know what would happen and I started to think I was dying. The blackouts were nonstop and
I couldn’t remember if I showered or not. I wore the same clothes day in and day out. The voices
got louder.
My mom came up Easter weekend and took me to a hotel. She wanted to watch me sleep but I
had already started drinking that day and I needed to keep drinking. I was restless and angry. I
had milked the dead-friend-card for four months and it was no longer working. I couldn’t feel
that relief I sought with drinking anymore. I would go from restless to blacked-out and then
come-to hours later angry and ready for another drink.
I ran out of the hotel room away from my mother and into the streets of Keene in the dark. The
cops kindly escorted me to the ER where I was placed in a white room with a camera on the
ceiling for at least four hours. There was a security guard sitting outside of the room and I began
twitching all over. Eventually, I was taken upstairs and given a room with a folder on the bed
of handouts about anger management and mental health disorders. They clearly had the wrong
person and it ticked me off.
The next day my old roommate and a couple of friends came to visit me at the hospital. There
were two sets of locked doors and I managed to slip into the hall between the two sets of doors.
My friends looked worried, not knowing what they would do to me because I tried to run away…
They did not get to come in to say hi, but they did bring me some candy and goodies I was
allowed to keep. A few hours later my mom and dad were there. My dad had driven through the
night. They talked about where they would take me because I was not allowed to stay since I
tried to run. Two cops came in and shackled my ankles, then my wrists to my stomach and placed
me in a wheel chair. I was taken out the back service elevators of the hospital and put into the
back of the cop car.
They drove me to Manchester, NH where I was wheeled upstairs to another double locked hall.
A week of lies later I was discharged to my family with a plan to see a therapist at home in Jersey
to help me with my eating disorder and depression. Within five days I was in another psych
ward. At this new one I decided not to cooperate at all and so they would hold me down to inject
my meds a few times a day. I was not permitted to eat with the other patients and persisted to act
as if I was in prison. I was terrified and turned into someone no one had ever seen before. I was
diagnosed paranoid schizophrenic and placed on heavy meds. They told my family they could
no longer help me and transferred me to another facility. This time I was restrained to a stretcher
and taken out the front entrance. I kept thinking, ‘This can’t be happening to me… I am about to
graduate college.’
I later found out the third hospital called a family meeting and told them I would never get better.
No my life was similar to Russell Crowe’s in It’s a Beautiful Mind, and I would be medicated the
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rest of my life. What a jerk…
At the fourth hospital I decided to get honest and told them about my drinking and drug use.
Actually what happened was my brother broke down crying one night during visiting hours and
begged for me to please get honest with everyone, including myself. I had never seen him so torn
and upset before. I was not capable of crying at that time but my soul tugged on me, hard, and at
that point I had not felt anything in over a year.
After a week they discharged me to an outpatient rehab and that is where I was introduced
to recovery. I was told to attend at least two AA (Alcoholics Anonymous) or NA (Narcotics
Anonymous) meetings each week and given papers for the chairperson at the meetings to sign.
I had a case manager for 18 months. I was not allowed to drive or work. I was picked up in a
van three mornings a week and brought to outpatient. I colored pictures and talked in groups. I
peed in a cup once a week while someone watched me. I constantly tried to figure out what went
wrong and why. Then I met people who had gone through what I had. I thought I would never
tell anyone what had happened to me or the things I had done. Then I heard strangers saying
those exact things and laughing because they now had true freedom and acceptance with their
past.
In the beginning, I did not see what I had in common with the other people at these meetings.
They were much older than me and dressed professionally. They had jobs and families, and it
was hard for me to imagine them being where I was. I went through waves of judging others,
thinking I was not as bad as them, and then to the other side of the spectrum and thinking I was
worse than anyone else. Eventually, I started to hear more and more stories and experiences that I
could relate to.
The recovery groups had certain sayings that were annoying at first but really helped me get
through the beginning. They told me to try to take it one day or even one hour at a time, and that
‘This too shall pass.’ That one was the most annoying to me when I was in deep self-pity. The
one that got me to jump all in was the fact that I had nothing to lose. I literally had nothing. Of
course they had a saying for that too, ‘We will gladly refund your misery if it does not work for
you.’
I got a sponsor who took me through the steps and guided me on how to live sober. I was
instructed to go to meetings, to try to help others, to pray in the morning for a sober day and to
thank God at night for getting through another day. My sponsor shared with me things about her
past which allowed me to build trust with her. Talking about my feelings, emotions and getting
completely honest was the opposite of everything I had learned, but it was necessary for me to
stay sober.
Nine months after I left Franklin Pierce I almost killed someone that I rear-ended in rush hour
traffic. His car flipped and my world stopped. I had been lying to everyone about the side effects
of the meds that I was on because I knew they would not let me drive. Because of that tiny lie I
almost killed someone. As a result of that they weaned me off of the antipsychotic medication.
It has now been well over eight years, and it turned out I was not paranoid schizophrenic. There
are many people who do need medication for the rest of their lives. The farther away I got from a
drink and the other drugs, the clearer my mind became and things came back together. I took the
suggestions I was given by those in my sober network.
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When I had been six months sober I got a full-time job and was able to get off of welfare. I was
thrilled when I got to call and tell them that I was now fully employed. I received my last welfare
check in December and I was able to get Christmas presents for my family which was amazing.
At 18 months sober I moved into my own apartment in a city and conquered another fear I had of
living alone.
Franklin Pierce had agreed to allow me to finish my degree online over that first sober summer.
I was able to graduate in September of 2006. I had felt so much pity over missing my graduation
but they offered for me to come back in May 2007 and walk for graduation. I was over a year
sober when I finally walked across that stage and shook the hand of the Dean. I got to look him
straight in the eye and genuinely smile, with clear and honest eyes.
I did not think that some beer and weed could steal my sanity, my self respect, or my life from
me. I always pictured an alcoholic as a homeless man drinking out of a paper bag, under a
bridge. I was very, very wrong. What I came to find out, as I stayed in the network that helped
me to get sober, is that alcoholism and drug addiction are so much more than just abusing
substances. There was a lot of work that I had to do, and still continue to do, in order to find the
real reasons that I am wired this way.
At first, I was not capable of grasping the whole idea of having to change as a person in order
to stop drinking the way that I was. What I was able to understand was that surrendering or
accepting that I needed help was not the end of the world. My life is so different and completely
amazing now. It has been a very long time since I sat alone in the dark, feeling sorry for myself
as I hated the world.
Not everyday is sunshine and rainbows but the difference today is that I now have the option to
participate in my own life. I did not know how I would be able to talk to people, boys especially,
without being hammered. It was nice to have the excuse that I was drunk if I was about to
be rejected. Sobriety is so raw and makes everything real, which now I would not change for
anything.
Something that I found on my path to sobriety is a Higher Power. It was relieving to me that no
one tried to sell me a religion. It is important for me to say that. I need to remember that the only
reason I was able to have accomplished x, y or z is because something intervened and I did not
die. I would not wish my experience on my worst enemy; however I am forever grateful today
that I was able to get through it alive, yet beaten down enough to listen to others.
Here is the braggy part: I am aware I did not do these things on my own, but rather that my
Higher Power directed me and basically carried me. I have run three marathons, two ultra
marathons. I am a super slow runner but wanted a challenge. Try running, it is a very intense
brain battle at times. I traveled to Ireland, France, and Disney World. I have been employed full
time for over eight years. In 2010, I went back to school for five years, part-time. I had to retake
a few courses, and it was not a straight road but very rewarding and humbling. In 2015, I got my
Bachelor’s in Nursing. I even got into photography and have had a few pictures selected to hang
in the hospital I work at. I got engaged to someone who knows the real me, not just the football
watching, beer pong playing, tough girl I pretended to be for so many years.
I had nail marks up and down my arms years ago from the nurses who tried to stop me from
running away. Today I am a nurse. God (what I call my Higher Power) is weird and very
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unpredictable.
I have been asked whether I regret my time at Franklin Pierce because of how it ended. I can
answer without ever missing a beat, absolutely NOT! The people I spent countless nights with,
the professors who shared wonderful unique knowledge with me, the advisors who bent over
backwards to assist me, the teammates I survived early mornings with and every challenge I
encountered along the way made me who I am today. I love my Franklin Pierce family. I had a
funny way of expressing it when I was drunk around the clock, but once I left and have looked
back, I can see clearly what a wonderful place it is.
The sucky part about the small school was that people knew—typically before I found out from
my blackouts—all the dumb things that I did as soon as they happened. The good part was that
my professors, my boss at my campus job, my advisors, my Walk leaders, and all of the staff
really got to know me. They cared about what happened to me. My campus coworkers all signed
a card and mailed it to my home after I got out of the hospital. My teachers emailed me with their
well wishes opposed to lectures on my incomplete papers and projects. My friends came that day
to visit me, before I even understood where I was or why I was there. People truly cared for me
and my well being. I am not sure that would have been my experience anywhere else.
I do not regret my past, because it has made me who I am, however of course I think about what
my life would have been like had I taken advantage of all the opportunities Franklin Pierce
provided. I am able to report that while working towards my recent degree, I did fully take
advantage of the opportunities given. God gave me an entire redo in a different time and place.
This entire story aside, the main thing that I was gifted with when getting sober was finding out
who I truly am and letting go of the fear that no one will love me. My family is awesome and my
friends are incredible. I hope that I can help others to see that if I was able to go from not being
able to read well, unemployed and on welfare to graduating and writing this lengthy story, all
without craving a drink, you can absolutely do it too, if you are willing, open-minded and honest.
For more information about alcohol resources see pages 73-76.
14
Chapter 2
Community
Conversation
15
16
Abstaining from Alcohol and Other Drugs
and De-Stressing During the School Year
By Samantha Marshall, CA Class of 2018
College has always been described as
the time to experiment and find yourself,
however many students interpret that as a
time to go out and party every chance that
they get. I personally do not want to take
this route with my college experience here
at Franklin Pierce University. Sure I had one
or two drinks during my first semester but
it was in a friend’s dorm room and it only
happened once or twice. I’ve never been
into partying and drinking because I grew
up being aware of the dangers of going to a
party, getting drunk, and having no one to
help you back to your room.
As second semester began I knew that
partying was not for me, but sadly the
friends that I had made in the first semester
only wanted to drink. I wanted to get away
from that. So, as the semester progressed, there was a Community Assistant search and I applied
for it with the help of my previous CA. The process was quick and about a week later I was
informed that I had the job and that I would be moving rooms. Part of me was sad to leave my
roommate because we had become close, but the other part of me was happy to start something
new and to meet new people.
I was instantly welcomed into this group of workers and became close with a few of them very
quickly. It was a new group of friends who didn’t go out and party and found other activities to
do in our spare time. We’ve had random trips to Keene that we lovingly call adventures, gone to
the movies, and done a bunch of other random things together. We didn’t need alcohol to have a
good time.
Many students on campus think that our sole job is to make sure that they are not drinking in the
dry areas on campus, but that is only part of our job. A large part of the job is being there for
residents when they need something, whether it is to talk together, let them vent to us, or just to
say hi. Community Assistants are there to help make college less stressful. Yes, we are supposed
to make you get rid of alcohol if we see you with it in the dry areas, but we are not walking
around trying to find everyone that is drinking in underclassmen areas.
College can be very stressful and I believe that many students use alcohol as a way of relieving
that stress. I do things a bit differently. My main stress reliever has always been music. Whatever
17
mood that I am in, there’s always some genre or song that fits it perfectly. Music is what got me
through my high school years, which is why I’ve grown such a passion for it. Even if it’s blasting
music through my headphones to block out the world, there has always been music to get me
through the stressful times.
There are many other activities that are fun and can relieve the never-ending stress of college
life. Some of these activities include: Board games, movie nights, hiking, bowling, community
service projects, video games, bike rides, go for pizza, dress up and go out, go to the mall, do a
scavenger hunt with friends, explore the campus or do art. These are just a few things that come
to mind readily but the possibilities are only as limited as your imagination.
I have found different ways to relieve my stress rather than going out and drinking to forget
about what happened during the week. Overall this has been more beneficial to me because I
have been able to work through my stress rather than mask it. Everyone can find their own stress
reliever that isn’t alcohol, or any other drugs for that matter, as long as the time is taken to find
out what it is.
18
Residential Life
University and Residential Life staffs are committed to providing safe and healthy living
communities that foster students' personal and interpersonal growth. The goal is to provide an
environment that enhances academic life and helps students achieve their potential as individuals
and participants in society.
Residential Life at Franklin Pierce
Residence hall living can be one of the most meaningful experiences in your time at Franklin
Pierce University. The time you spend in your living community with other students will provide
you with many lasting memories and friendships. The Residential Life staff is here to assist you
in making the transition from your home to your residence hall and then, once you have "settled
in," to continue to be of assistance to you throughout your residential experience.
Wellness Housing is offered for new and returning students who are committed to making
positive choices about their personal health and well-being. In choosing to reside in Wellness
Housing, students will live without the presence of alcohol, tobacco, and non-prescribed
drugs. Please understand that the decision to live in Wellness Housing means that each
student abides by the wellness lifestyle whether they are residing at the University, socializing
in the community, or living at home. This community is designed to ensure a wellness lifestyle
where students will actively support each other and participate in activities that promote an
alcohol, tobacco, and drug-free philosophy.
All class levels are housed separately, by designations defined as first year, sophomore, junior
and senior. This is meant to promote community development within the same class and to
meet the academic and social needs of each group. Besides living with peers, this arrangement
allows staff from Residential Life and Student Activities to provide community events to bridge
classroom learning to residential living. This intentional engagement helps students establish
meaningful relationships with their peers through shared activities.
Experience Directors are professional staff members that live in the residence halls and oversee
the development of their residents. Each has the experience and skill to supervise, provide
leadership and act as a role model for their respective staff. Experience Directors are responsible
for establishing a civil and respectful living community while promoting student involvement in
the University community. They also serve as a Judicial Officer and are responsible for meeting
with their residents when alleged policy violations occur.
Community Assistants are carefully selected upper-class student leaders who assist in
developing a safe and healthy community. Community Assistants fulfill many roles including
programming, administration and policy enforcement. They are familiar with the University's
goals, services, policies and procedures. Community Assistants and Graduate Assistants are
directly supervised by the Experience Directors.
19
Alcohol and Other Drugs
The following are excerpts taken from the Student Code of Conduct.
(http://eraven.franklinpierce.edu/s/dept/judicialaffairs/index.htm)
7. Alcohol Policy and Regulation
a. Underage possession or use of alcoholic beverages is prohibited. By state law, no one
under 21 years of age is permitted to consume, purchase, transport, or possess any
alcoholic beverage. The University does not condone violation of criminal law,
including underage drinking. All matters relating to alcohol on university premises, or
at university sponsored events, are governed by laws of the State of New Hampshire.
As members of the general public in this state, students are charged with full
knowledge of these laws.
Additionally, the University has designated certain residence halls (such as Mt. Washington, New
Hampshire, Granite, Monadnock, Edgewood, Cheshire and any residential housing designated
as “Wellness Housing” by the Director of Residential Life) as alcohol-free, or as “dry,” as
these buildings primarily house students under 21. No student, regardless of age, may possess
or consume alcoholic beverages in these buildings or other residential areas designated by the
Director of Residential Life.
b. Open containers of alcohol are prohibited in public areas (i.e. residence hall lounges,
hallways, stairwells, parking lots, courtyards, etc.).
c. Intoxication as exhibited by impaired behavior or excess consumption that could cause
personal injury is prohibited and will subject the student to disciplinary action.
d. Common sources of alcohol are prohibited by the University. “Common source” is
defined as a large amount of alcohol present which is in excess, or beyond a reasonable
amount, for the number of people present who are 21 years of age or older. Common
sources include, but are not limited to kegs, beer balls, and “around the world parties.”
This regulation is due to the University’s recognition that too often common sources of
alcohol contribute to irresponsible consumption and associated negative behaviors.
e. Consumption of alcohol should at all times be responsible. Therefore, the University
will not tolerate irresponsible and potentially dangerous actions such as, but not limited
to, the use of “funnels,” drinking contests/games, “keg stands,” “beer pong tables,” etc.
Devices for this purpose will be confiscated by the University. [See Student Handbook
confiscated items]
f. All policies related to social gatherings (parties) involving alcohol in the residence halls
20
or the Raven’s Nest are administered by the Director of Residential Life (for residence
halls) or the Assistant Dean for Student Involvement and Co-Curricular Programs (for
Raven Nest). Students shall adhere to these stated policies. The University may
prohibit social gatherings in designated residence halls without warning.
g. A student’s presence where any aspect of the alcohol policy is being violated, even if
he/she is not directly involved in the specific act, constitutes a violation of university
policy.
h. The involvement of alcohol and/or other drugs is not considered a legitimate excuse for
violation of university policy. Irresponsible behavior related to alcohol use will be
regarded as a violation of the Student Code.
i. Providing, distributing or selling alcohol to a person under the age of 21 or a person
impaired by alcohol is prohibited.
j. Alcohol Education Policy-Franklin Pierce University’s policy is clear with regard to a
student’s possession/use/abuse of alcohol and any controlled substance. Respecting
state and federal laws, the University’s policies govern alcohol use on university
premises and at off-campus events sponsored by the university. The University is also
fully committed to the education of students in all aspects of their lives. Therefore, as a
part of the University’s Student Code, the University is governed by the following.
Any student, who is involved in a violation of university policy related to the student’s
possession/use/abuse of alcohol or controlled substance, may be required to enroll in
the following program in addition to any disciplinary sanction issued:
1. The student shall be required to attend an on-campus educational program
related to alcohol/drug use and abuse;
2. Attendance at the educational program must comply with the date indicated by
the judicial body issuing the sanction;
3. Any cost associated with any educational program (Approximately $100.00), is
the responsibility of the student and must be paid before the assigned date of
attendance at the workshop (the fee will be used to cover the cost of the
program as well as campus-wide educational activities);
4. The student may be required, in addition to the educational program, to meet
with either an outside mental health professional or a member of the Outreach
staff for an assessment of his/her alcohol use. The student shall be required to
comply with the recommendation(s) of the provider. It will be up to the student
to make all the arrangements.
5. Any student who fails to complete the above, or who does complete the above
21
and again violates the University’s alcohol policy, shall expect further
disciplinary action which may include suspension from the residence halls, or
for commuter students, suspension from non-academic activities, or suspension
from the university.
8. Use, possession, or distribution of narcotics or other controlled substances, except as expressly
permitted by law (e.g. prescription drugs), is forbidden. Federal and state law regarding narcotics
and controlled substances shall be strictly observed and enforced. Ordinarily when University
Officials encounter what they suspect to be a violation of this policy notification will be made to
the local law enforcement agency.
It shall also be considered a violation of this code to sell any substance believed to be a drug/
narcotic by either the “seller” or “buyer,” which is not a controlled substance.
Drug related devices are forbidden on university premises; in addition to being university
policy, this is in accordance with state law. A student’s physical presence, where any aspect of
the narcotics or other controlled substances policy (including alcohol) is being violated, even if
he/she is not directly involved or does not participate in the specific act, constitutes a violation
of university policy provided that the student knew that such violations were occurring in his/
her presence. This policy is in recognition of the responsibility every student has to uphold
community standards, including the Student Code and Honor Code, a student who passively or
actively supports another’s violation of university policy is not upholding such standards.
This information was obtained through the Franklin Pierce University Rindge Campus Student
Code of Conduct. http://eraven.franklinpierce.edu/s/dept/judicialaffairs/index.htm
22
Social Gathering Policy
Students residing in Junior and Senior residences have the privilege to host a Social Gathering.
This is a pro-active, responsible decision by upper-class students seeking permission to have
additional guests at their residence on a Friday or Saturday night while adhering to all Federal
and State laws, as well as Franklin Pierce University policies.
Criteria to having a Social Gathering if alcohol is present:
1. At a minimum, 50% of the residence must be at least 21 years of age.
2. As hosts, you will not supply alcohol to anyone.
3. Requests can only be made for Friday and Saturday.
4. You must have a door monitor. This person selected does not have to be a resident of
the apartment or condo but must be a resident of the University.
5. Only one exterior door must be used to gain entrance to your residence.
6. An official Social Gathering ends at 1:00 am.
*Max w/o Petition *Max w/Petition Max # in One Night
Mountain View Northwoods Sawmills Lakeview 10 10 10 20 20 20 20 30 2
2
1
2
* In addition to residents of specified residence
Procedures that must be followed:
1. The petition, which can be picked up at the Residential Life Office, must be
completely filled out and brought to your meeting.
2. Fifty percent of the host residence along with all door monitors must meet with the
Experience Director who is scheduled for community rounds the night of your
proposed gathering no less than forty-eight hours before.
3. You are responsible for all your guests, including the door monitor, and their
actions. It is imperative that university policy is followed specifically, but not limited
to any trash, damage, noise, or other violations that could occur.
The responsibilities of the Door Monitor:
• Must not be under the influence of alcohol on the night of the registered Social
Gathering.
• Ultimately decides who is allowed access to your gathering.
• Regulate the number of people entering the party.
• Check ID’s and visibly stamp the hands of guests who are not twenty-one.
• Highly recommended to record the names of all guests for your protection.
23
• Prevent anyone from leaving the gathering with open containers of alcohol.
• Contact Campus Safety of any issues that may arise.
A representative of Residential Life will routinely visit to insure the hosts are abiding by the
regulations set forth in this policy as well as university policies. The Department of Residential
Life in conjunction with Campus Safety, reserves the right to end any Social Gathering if at any
time they feel that it is in the best interest and well being for the students and/or the University.
NH House Party Law
RSA 644 Section 18
Approved 4/12/04 - Effective 1/1/05
A p erson shall b e guilty of a misd emeanor for facilitating a drug or und erag e
alcohol house party if such p erson owns or has control of the occupie d
structure, dwelling, or curtilag e, where a drug or und erag e alcohol house party
is held and such p erson knowingly p ermits the occurrence of the party.
A p erson shall b e guilty of a misd emeanor for facilitating a drug or und erag e alcohol
house party if such p erson, with a purp ose that a drug or und erag e alcohol house
party occur, agre es with one or more p ersons to host such party at any occupie d
structure, dwelling, or curtilag e, and an overt act in furtherance of the agre ement is
committe d by any party to the agre ement.
It is an affirmative d efense to prosecution und er this section if a p erson gives timely
notice to a law enforcement official of the occurrence of the drug or und erag e alcohol
house party or engag es in other conduct d esigne d to prevent the occurrence of such
party, or takes action to terminate such party once und erway, provid e d in so d oing,
that p erson exercises due care to ensure the safety of the party's participants.
In this section, " drug or und erag e alcohol house party " means a gathering of 5 or
more p e o ple und er the ag e of 21 at any occupie d structure, dwelling, or curtilag e,
where at least one p erson und er the ag e of 21 unlawfully p ossesses or consumes an
alcoholic b everag e or controlle d drug. " O ccupie d structure " has the same meaning
as in RSA 635:1, and " dwelling " and " curtilag e " have the same meaning as in RSA
627:9.
The provisions of this section shall not ap ply to the use of alcoholic b everag es at
le gally protecte d religious o bservances or activities, or to those p ersons using a
controlle d drug und er a physician's care where the use of the drug is consistent with
the directions of a physician.
24
Judicial Sanctions and Hearings
The following exceprts are from the judicial sanctioning policy that relate directly to alcohol
and other drug use and are taken directly from the Student Code of Conduct.
The complete document can be found at:
http://eraven.franklinpierce.edu/s/dept/judicialaffairs/index.htm
H. SANCTIONS
1. Determination of an appropriate sanction shall be based upon the seriousness of the
violation and the student’s previous disciplinary record. Students are expected to learn
sufficiently from the disciplinary process so as not to have repeated violations of the
Student Code. Should a student repeatedly violate other sections of the Student Code,
the minimum sanction imposed would be at least as severe as the previous sanction.
2. Repeated violations of policies relating to underage possession/consumption of alcohol
or irresponsible use of alcohol will result in progressively more severe sanctions.
Sanctions will generally result in: a warning and educational sanction for first offense,
conduct probation and work hours for a second offense, and university suspension for a
third offense. [Passed by SGA, 1999]
3. Violations relating to damage and/or vandalism will result in a minimum of restitution
and a 25% fine. A repeat violation will likely result in a residence hall suspension.
[Passed by SGA, 2002]
4. Violations regarding the false activation of a fire alarm system may result in fines.
5. More than one sanction listed below may be imposed for any single violation.
6. With the exception of University Expulsion, disciplinary sanctions shall not be
recorded on the student’s permanent academic transcript, but shall become part of the
student’s personal record maintained in the Office of Student Affairs. Upon graduation,
the student’s personal record may be expunged of disciplinary sanctions with the
exception of University Expulsion, upon written application by the student to the Vice
President for Student Affairs.
7. Failure to comply fully with the conditions of any imposed sanction shall lead to more
serious disciplinary action, including the possibility of suspension or expulsion from
the residence halls and or suspension or expulsion from the University.
8. A written record of all disciplinary sanctions issued to a student will be maintained in
the student’s personal record maintained in the Office of Student Affairs.
9. The following sanctions may be imposed upon a student who has violated the Student
Code.
a. Written Warning consists of formal notification that the student has violated the
Student Code and advises that repetition will result in a more severe sanction. A
written record of the warning is made.
b. Educational Sanction is a non-punitive sanction usually imposed in conjunction
with another sanction. Educational sanctions may include, but are not limited
to, professional counseling, change in residence hall, participation in an
25
educational program, writing a research paper, a supervised work project, etc.
The educational sanction must be completed within the manner and time stated
as part of the sanction. Participation in certain programs may be withheld or
restricted until educational sanctions are completed (e.g. participation in room
lottery).
c. Restitution is full payment for the cost of damage(s), as determined by the
University, of materials and labor for repair or replacement of damaged,
destroyed, or stolen university property.
d. Fines may be assessed by the University for certain actions such as (but not
limited to) false activation of a fire alarm.
e. Censure is an official reprimand for violation of the Student Code; repeated
violations of the Student Code shall result in a more severe sanction; may be
attached to the loss of specified privileges; an educational sanction is normally
attached to Censure.
f. Conduct Probation is a serious reprimand for a violation of a specific university
policy. The loss of specified privileges may also be involved. Conduct
Probation is for a specified period of time, and more severe disciplinary
sanction(s) will be imposed should the student further violate any university
policy.
g. Residence Hall Suspension separates a student from the residence halls for a
specified period of time, or until specified conditions are met. A student
suspended from the residence halls may continue to attend classes and utilize
the University’s dining hall. However, he/she shall not enter, nor be in the
immediate vicinity of, any residence hall; this includes lawn areas, sidewalks,
parking lots near the residence halls, etc.
h. Residence Hall Expulsion is a permanent separation of the student from the
residence halls. A student expelled from the residence halls shall also lose all
future visitation privileges and utilization of the University’s dining hall; the
rational for this is that a student permanently separated from the residence halls
and associated group activities shall also lose the privilege of gathering in the
dining hall with other students. The student may not enter, nor be in the
immediate vicinity of any residence halls.
i. Suspension from Non-Academic Activities is a separation of the student from
all nonacademic activities and functions (e.g. visitation to the residence halls,
student activities and programs, sport events, intramural/recreation programs,
recreation facilities, athletics, etc.) for a specified period of time.
j. Expulsion from Non-Academic Activities is a permanent separation of the
student from all nonacademic activities and functions (e.g. visitation to the
residence halls, student activities and programs, sport events, intramural/
recreation programs, recreation facilities, athletics, etc.).
k. University Suspension is a separation of the student from the University and all
university premises, for a specified period of time, or until certain
predetermined conditions are met. Readmission after university suspension is
not automatic and must have the approval of the Assistant Dean of Student
Affairs.
26
l. University Expulsion is the permanent separation of the student from the
University, and all university premises. The expulsion will be noted on the
student’s academic transcript as follows “Expelled per Student Code of
Conduct,” and the effective date of the expulsion will be noted. This notation
will be a permanent part of the student’s academic transcript.
Below is Article III of the Judicial Authority.
The complete document can be found at :
ARTICLE III: PRESCRIBED CONDUCT
A. JURISDICTION OF THE UNIVERSITY
Generally, university jurisdiction and discipline shall be limited to conduct which occurs on
university premises or at university-sponsored events off university premises, or which adversely
affects the university community and/or the pursuit of its objectives.
Off-Campus Study - Students who participate in any university or university-affiliated program
off the Rindge Campus (i.e. Study Abroad, The Walk, Internships) are subject to student conduct
regulations described in this Code of Conduct, in addition to any laws governing the country
where they are studying. Authority for the code may be delegated to Field Directors/Advisors by
the Assistant Dean of Student Affairs. In addition, students attending foreign universities are also
subject to the conduct regulations of that university.
B. CONDUCT - RULES AND REGULATIONS
Any student found to have committed the following misconduct is subject to the disciplinary
sanctions outlined in Article IV.
Sections 1-6 can be found under Article III sections B. Conduct-Rules and Regulations within the
full document.
7. Alcohol Policy and Regulations
a. Underage possession or use of alcoholic beverages is prohibited. By state law,
no one under 21 years of age is permitted to consume, purchase, transport, or possess any alcoholic beverage. The University does not condone violation of
criminal law, including underage drinking. All matters relating to alcohol on
university premises, or at university- sponsored events, are governed by laws of
the State of New Hampshire. As members of the general public in this state,
students are charged with full knowledge of these laws.
“Additionally, the University has designated certain residence halls (such as Mt.
Washington, New Hampshire, Granite, Monadnock, Edgewood, Cheshire and any
residential housing designated as “Wellness Housing” by the Director of Residential Life)
as alcohol-free, or as “dry,” as these buildings primarily house students under 21. No
student, regardless of age, may possess or consume alcoholic beverages in these buildings
or other residential areas designated by the Director of Residential Life.”
b. Open containers of alcohol are prohibited in public areas (i.e. residence hall
27
lounges, hallways, stairwells, parking lots, courtyards, etc.).
c. Intoxication as exhibited by impaired behavior or excess consumption that
could cause personal injury is prohibited and will subject the student to
disciplinary action.
d. Common sources of alcohol are prohibited by the University. “Common
source” is defined as a large amount of alcohol present which is in excess, or
beyond a reasonable amount, for the number of people present who are 21
years of age or older. Common sources include, but are not limited to kegs,
beer balls, and “around the world parties.” This regulation is due to the
University’s recognition that too often common sources of alcohol contribute to
irresponsible consumption and associated negative behaviors.
e. Consumption of alcohol should at all times be responsible. Therefore, the
University will not tolerate irresponsible and potentially dangerous actions such as, but not limited to, the use of “funnels,” drinking contests/games, “keg
stands,”“beer pong tables,” etc. Devices for this purpose will be confiscated by
the University. [See Student Handbook confiscated items]
f. All policies related to social gatherings (parties) involving alcohol in the
residence halls or the Raven’s Nest are administered by the Director of
Residential Life (for residence halls) or the Assistant Dean for Student
Involvement and Co-Curricular Programs (for Raven Nest). Students shall
adhere to these stated policies. The University may prohibit social gatherings in
designated residence halls without warning.
g. A student’s presence where any aspect of the alcohol policy is being violated,
even if he/she is not directly involved in the specific act, constitutes a violation
of university policy. This policy is in recognition of the responsibility every
student has to uphold community standards, including the Student Code and the
Honor Code; a student who passively, or actively, supports another’s violation
of university policy is not upholding such standards. Students are referred to
#23 below for further clarification of what is expected. This provision also
applies to actions of student’s guest(s), as specified in paragraph # 22 below.
h. The involvement of alcohol and/or other drugs is not considered a legitimate
excuse for violation of university policy. Irresponsible behavior related to
alcohol use will be regarded as a violation of the Student Code.
i. Providing, distributing or selling alcohol to a person under the age of 21 or a
person impaired by alcohol is prohibited.
j. Alcohol Education Policy-Franklin Pierce University’s policy is clear with
regard to a student’s possession/use/abuse of alcohol and any controlled
substance. Respecting state and federal laws, the University’s policies govern
alcohol use on university premises and at off-campus events sponsored by the
university. The University is also fully committed to the education of students
in all aspects of their lives. Therefore, as a part of the University’s Student
Code, the University is governed by the following.
Any student, who is involved in a violation of university policy related to the student’s
28
possession/use/abuse of alcohol or controlled substance, may be required to enroll in the following program in addition to any disciplinary sanction issued:
1. The student shall be required to attend an on-campus educational
program related to alcohol/drug use and abuse;
2. Attendance at the educational program must comply with the date
indicated by the judicial body issuing the sanction;
3. Any cost associated with any educational program (Approximately
$100.00), is the responsibility of the student and must be paid before the
assigned date of attendance at the workshop (the fee will be used to
cover the cost of the program as well as campus-wide educational
activities);
4. The student may be required, in addition to the educational program, to
meet with either an outside mental health professional or a member
of the outreach staff for an assessment of his/her alcohol use. The
student shall be required to comply with the recommendation(s) of the
provider. It will be up to the student to make all the arrangements.
5. Any student who fails to complete the above, or who does complete the
above and again violates the University’s alcohol policy, shall expect
further disciplinary action which may include suspension from the
residence halls, or for commuter students, suspension from
non-academic activities, or suspension from the university.
8. Use, possession, or distribution of narcotics or other controlled substances, except as
expressly permitted by law (e.g. prescription drugs), is forbidden. Federal and state law
regarding narcotics and controlled substances shall be strictly observed and enforced.
Ordinarily when University Officials encounter what they suspect to be a violation of
this policy notification will be made to the local law enforcement agency.
It shall also be considered a violation of this code to sell any substance believed to be a
drug/narcotic by either the “seller” or “buyer,” which is not a controlled substance. Drug
related devices are forbidden on university premises; in addition to being university
policy, this is in accordance with state law. A student’s physical presence, where any
aspect of the narcotics or other controlled substances policy (including alcohol) is
being violated, even if he/she is not directly involved or does not participate in the
specific act, constitutes a violation of university policy provided that the student knew
that such violations were occurring in his/her presence. This policy is in recognition of
the responsibility every student has to uphold community standards, including the
Student Code and Honor Code, a student who passively or actively supports another’s
violation of university policy is not upholding such standards, see #23 below. This
provision also applies to actions of a student’s guest(s), as specified in paragraph #22
below.
Sections 9-17 can be found under Article III sections B Conduct- Rules and Regulations within
the full document.
18. Violation of published University policies, rules, or regulations. Included in this
29
policy, but not limited to are:
a. All regulations published by Residential Life or Judicial Affairs such as, quiet
hours, registration of guests, residence halls closing, spring weekend policies,
senior week policies, etc.
b. All regulations contained within the College at Rindge Student Handbook,
University Catalog, College at Rindge Code of Conduct and any other
University publication.
c. The University Honor Code. The signing of this document is ceremonial. In
accepting admission and matriculating in the University, one agrees to uphold
and abide by the Honor Code. It is every student’s responsibility to read,
understand, and abide by these principles.
d. Smoking is prohibited within 10 feet of any dwelling egress or window. [passed
by SGA, 2003]
19. Violation of any federal, state or local law. As the University is part of a larger
community, students are expected to observe all federal, state and local laws, in
addition to university policies.
Sections 20-21 can be found under Article III sections B Conduct- Rules and Regulations within
the full document.
22. Actions of a student’s guest(s) which violate any university policy are the
responsibility of the host student. Therefore, if a student’s guest(s) violates university policy, the guest(s) shall be required to leave university premises
immediately, be forbidden on university premises in the future, and the host student
may face disciplinary action as if he/she himself/herself had violated the policy.
23. Actively or passively supporting another individual to violate any University
policy. The intent of this policy is to advise students of their responsibilities within
the campus community. All students are expected to behave in a responsible manner
while enrolled at Franklin Pierce University, as well as in the course of normal
participation in any community. In the circumstance that a student becomes aware of
real or potential violation(s) of university policy, then specific behavioral responses
are expected to include advising others that such action is a violation of policy,
informing a university official of the violation and not participating in the violation by
remaining passively present.
C. VIOLATION OF LAW AND UNIVERSITY DISCIPLINE
1. If a student is charged with an off-campus violation of federal, state, or local law, this
may constitute a violation of the Student Code (see #19 in previous section).
Displinary action may be taken and sanctions imposed.
2. University disciplinary proceedings may be instituted against a student charged with
violation of a law, which is also a violation of the Student Code. For example, if a
student violates the Student Code with an action which also results in criminal and/or
30
civil charges, university disciplinary proceedings will be followed. The University’s
proceedings are separate and distinct from criminal proceedings; therefore, action by
the University will not be impeded by, nor influenced by, criminal or civil litigation.
Proceedings under the Student Code may be carried out prior to, simultaneously with,
or following civil or criminal proceedings off-campus.
3. When a student is charged by federal, state, or local authorities with a violation of law,
the University will not request or agree to special consideration for that individual
because of his/her status as a student. If the alleged offense is also the subject of a
proceeding before a judicial body under the Student Code, however, the University
may advise off-campus authorities of the existence of the Student Code and of how
such matters will be handled internally within the university community.
4. If a student is the victim of any crime, the student is encouraged to report it to law
enforcement officials. Campus Safety, Residential Life or Judicial Affairs Staff can
assist the student in contacting the local law enforcement agency.
Article IV: Judical System and Process can be found in its full version in the complete Student
Code of Conduct. The complete document can be found at:
Violating the Alcohol or Drug Policy
34 Students during the 2012-2013 academic
year sanctioned to some level of suspension
for an alcohol or drug related incident.
AOD
Franklin Pierce Alcohol and
Other Drugs Committee
Promoting
Health & Wellness
Franklin Pierce
Cares About
Your safety.
Funded by NH DHHS Bureau of Drug and Alcohol Services.
31
NH State Law Regarding Alcohol
Under 21 Laws
No person under 21 shall possess, transport, procure, furnish, give away or consume alcohol. If
you are under 21, you cannot be in a vehicle with alcohol, even if you are a passenger. You may
be arrested for possession of alcohol.
Internal Possession
Internal Possession is defined as having consumed alcohol with no external proof of
consumption. Possible consequences for violating these include, but are not limited to, fines,
court appearance, loss of license and possibly a criminal record.
Driving While Intoxicated (DWI)
Anyone who drives any motorized vehicle with a Blood Alcohol Content (BAC) of .08 (over 21)
/ .02 (under 21) or higher can be charged with Driving While Intoxicated. If convicted, you will
have your license suspended, as well as other penalties, regardless of age.
Social Host Law
It is against state law to knowingly allow persons under the age of 21 to possess or intend to
consume alcoholic beverages or use controlled drugs at a house party. Any gathering of five
(5) or more people who are unrelated to the person is considered a house party and the adults
charged with this violation can be fined up to $1,200.
http://socialhost.drugfree.org/state/new-hampshire
State of NH Liquor Enforcement: http://www.nh.gov/liquor/enforcement
32
State of New Hampshire Laws
Trafficking Controlled Drugs
Any person who manufactures, sells,
prescribes, administers, or transports, or
possesses with intent to sell, dispense, or
compound any controlled drug, controlled drug
analog or any preparation containing a
controlled drug, except as authorized in this
chapter; or manufactures, sells, or transports,
or possesses with intent to sell, dispense,
compound, package or repackage (1) any
substance which he represents to be a
controlled drug, or controlled drug analog, or
(2) any preparation containing a substance
which he represents to be a controlled drug, or
controlled drug analog, shall be subjected to
the following penalties. For a definition of
Schedule I,II,III, IV, and V substances see RSA
318B:1-b.
Representation of any substance to be a
controlled drug or controlled drug analog.
Possessing Controlled Drugs
Any person who knowingly or purposely obtains,
purchases, transports, or possesses actually or
constructively, or has under his control, any
controlled drug or controlled drug analog, or any
preparation containing a controlled drug or
controlled drug analog, except as authorized in
this chapter, shall be subjected to the following
penalties.
1st Offense
2nd Offense
Not more than 30 years,
fine of not more than
$500,000, or both.
Not more than life, fine of
not more than $500,000,
or both.
$300,000, or both.
$500,00, or both.
$100,000, or both.
$200,000, or both.
Any Schedule V Substance
less than 1 oz.
less than 5 gm
No specific amount
$25,000, or both.
$50,000, or both.
N/A
ANY
Misdemeanor
Class B felony.
Cocaine
LSD
PCP
Substance
Amount
5 oz. or more
100 mg or more
10 gm or more
Heroin
5 gm or more
Cocaine, LSD, PCP, Heroin
LSD
PCP
Heroin
Methamphetamine
Marijuana
Flunitrazepam ( Rohypnol)
Hashish
Cocaine, LSD, PCP, Heroin
Methamphetamine
Heroin
Marijuana
Flunitrazepam ( Rohypnol)
Any Other Schedule I, II, III or IV
controlled drug
Marijuana
Hashish
1/2 oz. or more, but less than 5 oz.
less than 100 mg
less than 10 mg
more than 1 gm less than 5 gm
1 oz. or more
5 lb. or more
500 mg or more
1 lb. or more
less than 1/2 oz.
less than 1 oz.
less than 1 gm
1 oz. or more but less than 5 lb.
Less than 500 mg
No specific amount
Substance
Amount
1st Offense
Schedule I, II, III or IV Substance
No specified amount
Class B felony, fine of not
more than $25,000.
Schedule V substance
No specified amount
$15,000, or both.
Hashish
5 gm or more
Misdemeanor, fine of not
more than $5,000 may be
imposed.
Marijuana, Hashish
less than 5 gm
2nd Offense
Class A felony, fine of not
more than $50,000
Class B felony, fine of not
more than $25,000.
Class A Misdemeanor.
Page: 1
Updated: 7/13/2010
Updated July 2010
To view the complete document go to :
http://www.franklinpierce.edu/studentlife/drugfreepdfs/New_Hampshire_Laws_Chart.pdf
33
Federal Trafficking Penalties
Description
CSA
2nd Offense
1. Not less than 20 years, not more than life.
2. If death or serious injury, not more than life.
3. Fine not more than $8 million $20 million other than individual.
Marijuana
1,00 kg more mixture;
or 1,000 or more plants
Marijuana
100 kg to 999 kg mixture;
or 100-999 plants
1. Not less than 5 years, not more than 40 years.
2. If death or serious injury, not less than 20 years, not more
than life.
3. Fine not more than $2 million individual, $5 million other
than individual.
3. Fine not more than $4 million individual, $10 million other than
individual.
Marijuana
50 to 99 kg mixture
or 50 to 99 plants
1. Not more than 20 years.
2. If death or serious injury, not less than 20 years, not more
than life.
3. Fine $1 million individual, $5 million other than individual.
3. Fine $2 million individual, $10 million other than individual.
Marijuana
Hashish
Hashish Oil
Less than 50 kg mixture
10 kg or more
1 kg or more
2. Fine not more than $250,000, $1 million other than
individual.
2. Fine $500,000 individual, $2 million other than individual.
Drug
Quantity
Methamphetamine
10-99 gm pure or
100-999 gm mixture
Heroin
Cocaine
I Cocaine Base
and
II PCP
LSD
Fentanyl
Fentanyl Analogue
CSA
1st Offense
2. If death or serious injury, not less than 20 years,
not more than life.
3. Fine not more than $4 million individual, $10 million other
than individual.
Quantity
Drug
100-999 gm mixture
500-4,999 gm mixture
5-49 gm mixture
2. If death or
serious injury, not
less than life.
2nd Offense
1. Not less than 10
years, Not more
than life.
2. If death or
serious injury, not
less than life.
10-99 gm pure or
100-999 gm mixture
1-9 gm mixture
40-399 gm mixture
10-99 gm mixture
Quantity
3. Fine of not more
than $2 million
individual $5 million
other than
individual.
3. Fine of not more
than $4 million
individual $10
million other than
individual.
I
and
II
Others (law does
not include
marijuana, hashish,
or hash oil)
Any
III
All (includes
anabolic steroids as
of 2/27/91)
Any
IV
All
Any
V
All
Any
OTHER RELEVANT FEDERAL INFORMATION:
1st Offense
1. Not less than 5
years. Not more
than 40 years.
Quantity
1st Offense
2nd Offense
100 gm or more pure or
1 kg or more mixture
1. Not less than 10 years. Not more
than life.
1. Not less than 20 years.
Not more than life.
50 kg gm more mixture
2. If death or serious injury, not less
than 20 years or more than life.
2. If death or serious injury,
not less than life.
100 gm or more pure or
10 gm or more mixture
3. Fine of not more than $4 million
individual, $10 million other than
individual.
3. Fine of not more than
$8 million individual, $20
million other than individual.
1st Offense
1. Not more than 20 years
2. If death or serious injury, not less than 20 years, not more than life.
3. Fine $1 million individual, $5 million not individual.
2nd Offense
2. If death or serious injury, life.
3. Fine $2 million individual, $10 million not individual.
2. Fine not more than $250,000 individual, $1 million not individual.
1. Not more than 10 years
1. Not more than 1 year.
2. Fine not more than $100,000 individual, $250,000 not individual.
2. Fine not more than $200,000 individual, $500,000 not individual.
Drug-Related Convictions and Student Ineligibility – Title IV eligibility is suspended for a student convicted of violating any Federal or State drug possession or state law.
For a drug possession conviction, eligibility is suspended one (1) year for a first offense; two (2) years for a second offense and, indefinitely for a third offense. For a drug sale conviction, eligibility if
suspended: two (2) year for the first offense and indefinitely for the second offense. A person’s Title IV eligibility may be resumed before the end of the ineligibility period if (1) the student satisfactorily
completes a drug rehabilitation program that complies with criteria established by the Secretary and such program includes two unannounced drug tests or (2) the conviction is reversed, set aside, or
otherwise rendered nugatory.
Updated July 2010
To view the complete document go to:
http://www.franklinpierce.edu/studentlife/drugfreepdfs/Federal_Trafficking_Penalties_Chart.pdf
34
Chapter 3
An Academic
Conversation
35
36
Franklin Pierce Honors Program
The Honors Program at the University’s College at Rindge is intended to reflect the value the
University places on academic achievement. It is meant to provide students of exceptional
academic ability with an opportunity to work closely with their peers and faculty members to
explore a wide range of subjects in new ways and to develop skills needed to pursue independent
scholarship.
A select number of freshman applicants are invited to join the Honors Program when they
are offered admission to the University. Selection will be based on high school academic
performance, standardized test scores, and evidence of potential for academic excellence at the
College at Rindge.
Students who have completed at least one semester at Franklin Pierce with a cumulative grade
point average (GPA) of 3.40 or higher will also receive invitations to join the Honors Program.
Outstanding transfer students will be considered, and faculty members may nominate students
for the Honors Program.
Successful completion of the Honors Program requires:
• A cumulative grade point average of 3.40 or higher
• Completion of six honors courses (18 or more credits)
-At least two of which are at the 300 or 400 level (6 or more credits).
Completion of the Honors Program will be designated on the student’s transcript and diploma,
and students will receive a commemorative Honors Medal at graduation.
Honors courses and sections are taught by a select group of faculty and vary from year to year.
Honors sections provide low teacher to student ratio, emphasize student participation and
discussion, and seek to examine subjects from new or interdisciplinary perspectives. The Honors
Program offers a variety of extracurricular academic and social events as well.
Want to Know More?
Please contact Dr. Kristen Nevious at 603-899-1039 or neviousk@franklinpierce.edu
37
Honors Program FYI Research
The Honors Program at the University’s College at Rindge provides students of exceptional
academic ability with an opportunity to work closely with their peers and faculty members to
explore a wide range of subjects in new ways and to develop skills needed to pursue independent
scholarship.
All Franklin Pierce University students start their academic careers in a Freshman Year
Inquiry (FYI) course that is designed to meet three of the goals of a Franklin Pierce education:
Information literacy, inquiry and analysis, and career exploration. Each FYI section is designed
to meet these goals within a unique subject, such as “The Hero/Heroine Within,” “The
Neuroscience of Teaching & Learning,” and “Making Meaning of School Shootings.”
In Fall 2014, students enrolled in the Honors FYI: WONK framed their inquiries around the
Internet and its thousands of digital sources. They were told that their “parents” generation
defined networks as ABC, NBC and CBS, and it relied on reporters like Walter Cronkite to tell
it, every night during the evening news, what was important enough to know. You, however,
define your own news. Your network is grounded in the Internet, and you use social media tools
to gather data from and interact with thousands of digital sources 24/7 in search of the data that
explains the dimensions that frame your life.”
The dimension that the class chose as the focus of its inquiry was that of alcohol and other
drugs, specifically as used by America’s youth and on college campuses. We dove into the data
that helped us understand the breadth and depth of the issues of abuse, studied the effectiveness
of a variety of methods of prevention, and searched the literature on a wide-range of effects,
including on health, families, education and careers.
“And when we turned to a discussion about how our personal narratives intersected with the
national statistics, we were all enlightened, I believe,” said Dr. Kristen Nevious, Director of the
Honors Program. “Students shared stories of alcohol and drug abuse in their hometowns, and
sometimes within their personal spheres, which demonstrated a wide-range of experiences, from
those with minimal impact to those that were profoundly disturbing.”
“I was struck by how sophisticated they were overall about the issue of alcohol and other drug
abuse,” Nevious added. “The majority of the class members demonstrated that the ‘Just Say No’
campaigns they had been exposed to their whole lives had registered. What they wanted now, in
this class, was to go beyond that campaign and learn more.”
As a final project, each student conducted an inquiry into a dimension of the broad topic of
alcohol and other drug abuse about which they felt a personal need to learn more. Several of
those papers are included here.
38
Adderall on a College Campus
By Logan Sherwood
Most will agree with the belief that competition is a good thing. This is especially true with
students in the 21st century. Most people are taught, at a young age, that good isn’t good enough
and one must strive to be the best. Being the best can come in a variety of categories: sports,
instruments, comedy, etc. More often than not, children are taught to be the best in school.
School and good grades set up a future in college and in the work force.
Along with the pressure to be the best, specifically in school, comes stress. As the work load
gets more demanding in high school, the stress level goes up. This competition and stress carries
out and maximizes in a student’s college years. According to A Drug Free World, “Stimulants,
sometimes called ‘uppers,’ temporarily increase alertness and energy” (2014). Adderall and
Ritalin are prescribed stimulants that allow the brain to focus, increasing alertness and production
in school, sports, and any activity that requires focus and attention. According to “Adderall
Abuse on College Campus: A Comprehensive Literature Review,” the article states that “Middle
schools, high schools, and especially colleges are encountering students who abuse prescription
narcotic stimulants such as Adderall, Ritalin, and others, in hopes of achieving higher grades,
getting ‘high,’ or other effects” (Varga, p.2). This article also states, “Prescription stimulant abuse
has dramatically increased over the past 10 years” (Varga, p.1).
Prescription stimulants such as Adderall and Ritalin are widely abused on college campuses
due to the pressures of getting good grades in school and the lack of knowledge of the harmful
side effects that abusing such prescription stimulants has on the human body. “The drugs
most commonly used for cognitive enhancement at present are stimulants, namely Ritalin
(methylphenidate) and Adderall (mixed amphetamine salts), and are prescribed mainly for the
treatment of Attention-Deficit-Hyperactivity-Disorder (ADHD)” (Greely, p.2). The process of
the medication results in a chemical reaction in the brain. “Amphetamine causes the release of
dopamine and norepinephrine, stress chemicals that make people alert, powerful, and impulsive,
the high can come on like a rush of invincibility” (High Times 2014). In not so many words,
stimulants such as Adderall and Ritalin balance neurotransmitters in the brain, allowing one
to focus. Although such stimulants help disorders such as ADHD, they are often times taken
advantage of by college students who do not necessarily need the drugs, but use them instead for
other purposes.
Several factors can lead to the abuse of these kinds of prescription drugs. “There are four main
factors contributing to Adderall abuse: (a) pressure to succeed; (b) socio-cultural expectations;
(c) college lifestyle; (d) and accessibility to prescription stimulants” (Varga, p.4).
The non-medical use of prescription stimulants among U.S. college students from a national
survey questioned 10,904 randomly selected college students to find that, “Past year rates on
non-medical use ranged from zero to 25% at individual colleges” (McCabe, p.4). Furthermore,
“The findings of the present study provide evidence that non-medical use of prescription
stimulants is more prevalent among particular sub-groups of U.S. college students and types of
39
colleges” (McCabe, p.4).
The results of a different study done by The Monitoring the Future Study (MTF) reported that,
“[C]ollege students (5.7%) reported higher rates of non-medics use of methylphenidate (Ritalin)
than their same-age peers not attending college (2.5%) in the past year” (McCabe, p.5). A 2005
study, “[R]eported that 90% of students denoting such use indicated that they were not ADHD”
(Varga, p.4). More statistics show that, “[A]ccording to the 2004 National Survey on Drug
Use and Health (NSDUH), young adults between the ages of 18 and 25 years self-reported
the highest incidence of illicit prescription use (14.8%)” (Varga, p.3). All this data means that
students, who do not necessarily need them, are taking these unprescribed drugs.
Based on evidence, college students abuse prescription stimulants more than any other group,
but why? The answer is pressure. College students are, arguably, under more pressure than any
other age group. Students are pressured to take a significant amount of classes and crave an “A”
on every assignment. Often times, students feel overwhelmed by the work load they have to
complete and they look for alternative ways, often through drug use, to keep up.
The pressure for success comes, not only from the college student themselves, but also from
several external factors such as, parents and high school expectations. Some parents put the
most unbearable stress on their children. In this generation, “Parents are deemed ‘good parents’
by society if their child is successful” (Varga, p.5). Parents push their children to get the
highest grades, perform the best in sports, do the most community service, all to please their
own expectations. Based on this pressure, it is not a surprise that reports indicate that “55% of
students ‘work really hard in school’ to please their parents and 44% do it in response to parental
pressure” (Varga, p.4). Because of this extra pressure, “College students may feel ‘forced to
cope’ by abusing performance enhancing drugs like Adderall, or other drugs, to deal with the
resulting stress and anxiety” (Varga, p.5).
The expectation for success, leading to stimulant abuse, also comes from high school expectancy
in addition to the parental pressures. One study, “[A]rgues that 79% of students work hard just to
earn the grades needed to get into college” (Varga, p.5). Students are not working hard to learn
and grasp new information, but rather they are working hard in order to move onto college. With
this desire to get accepted, comes competition. Over the past decade, college applications have
been getting more and more impressive and getting accepted into college is becoming harder
than ever before. The reason for this is because colleges only want the best of the best out of high
school students. This is where competition comes into play in high school academics. “Students
quickly learn that good is not good enough; and that using prescription stimulants is sometimes
interpreted as one means to get the edge on the competition” (Varga, p.5). Stimulants such as
Adderall and Ritalin are looked at as yet another coping method and a tool to solve high school
pressures.
Socio-cultural factors and pressures are often looked at as more of a threat in terms of stimulant
abuse. One of the biggest threats is that “College students typically perceive recreational
prescription drug use, including the use of Ritalin and Adderall, as acceptable compared to the
use of other drugs” (Varga, p.6). High school and college students are judged by society if they
do not participate in as many extracurricular activities as possible. From sports, to community
service, to clubs and extracurricular activities, students are pressured to participate and be
successful from a cultural standpoint. To deal with all of the socio-cultural pressures, college
40
students take stimulants to accomplish all the tasks they possibly can, instead of using alternative
coping strategies. “More often than not students believe that using prescribed drugs is not illegal
or that legal sanctions can be easily avoided if caught with the medications” (Varga, p.8). As this
shows, students often use without even realizing the consequences of their illegal actions.
Fitting into the college lifestyle is yet another pressure that leads to stimulant abuse. New
freshman often struggle to fit in, leaving them to turn to what is viewed as “cool” or “popular.”
So, if doing Adderall is considered cool, to adapt to the new college lifestyle, then incoming
students may be inclined to take such stimulants. After all, “Adderall and other controlled
stimulants may be particularly valued as a means of engaging in this culturally acceptable
behavior” (Varga, p.10). Also, “Students may abuse Adderall to cope with juggling multiple
extracurricular activities while maintaining academic standards” (Varga, p.9). Because students
are so busy trying to please parents, along with factors of stress, they feel the pressure to take on
as many extracurricular activities as possible and take the most challenging courses. Due to all of
this pressure and stress that students encounter during college, “Adderall becomes, for [students
who are overwhelmed] an ideal way of ensuring academic success and assisting them through a
structured day of classes, extracurricular activities, and sometimes work” (Varga, p.9).
Due to the accessibility of stimulants such as Adderall and Ritalin, college students are more apt
to use and abuse them. “The increase in students coming to college with this medication allows
for ready access, as is the ability to obtain a prescription for it from campus health centers,
family physicians and parents, and to purchase the medication illegally from other students”
(Varga, p.10). The problem with this is that often times the student does not actually suffer
from the disorders for which the drugs, Adderall and Ritalin, are prescribed. “Recent estimates
suggest that ADHD occurs in approximately 3% to 7% of school-aged children” (Bianca, p.2).
Yet, “Current estimates suggest that approximately 56% of youths aged 4 to 17 receive these
Fig. 1
“Illicit Use Of Prescription ADHD Medications on a College Campus:
A Multimethodological Approach.”
41
medications for ADHD” (Bianca, p.2). These numbers do not correlate respectively.
There seems to be a disconnect between actually having ADHD and the frequency of children
being diagnosed with this disorder and needing medication, or being a regular kid who is
struggling to focus, having a hard time listening, and being forgetful. However, when students
go off to college they are smacked with a readily accessible amount of prescription stimulants.
Why else do students in college use Adderall? Many alternative answers are suggested on the
graph from DeSantis’ “Illicit Use of Prescription ADHD Medications on a College Campus: A
Multimethodological Approach.” See Fig. 1 (page 41).
Some believe that the use of cognitive stimulants such as Adderall and Ritalin give students an
advantage and are unfair to those who do not take the drugs. “Many people see such penalties
as appropriate, and consider the use of such drugs to be cheating, unnatural or dangerous”
(Greely, p.1). The drugs provide enhancement that may be seen as cheating in sports, school, and
the work place. Although “cheating” in sports, school, and the work place may be considered
dangerous, the real danger of abusing stimulants is far greater than most college students think.
The short term physical side effects of Adderall may not be as severe as the long term effects, but
they are still dangerous. After the energy and focused feeling runs out, “Adderall users can feel
tired, depressed and irritable”(“The Effects of Adderall,” 2014). Other short term side effects
can inlcude:
• Headache, weakness, dizziness, blurred vision;
• Feeling restless, irritable, or agitated;
• Sleep problems (insomnia);
• Dry mouth or an unpleasant taste in your mouth;
• Diarrhea, constipation, stomach pain, nausea, vomiting;
• Fever;
• Fast, pounding, or uneven heartbeats;
• Pain or burning when you urinate;
• Talking more than usual;
• Feelings of extreme happiness or sadness;
• Tremors, hallucinations, unusual behavior, or motor tics (muscle twitches);
• Dangerously high blood pressure (severe headache, buzzing in your ears, anxiety,
confusion, chest pain, shortness of breath, uneven heartbeats, seizure);
• Hair loss, loss of appetite, weight loss;
• Loss of interest in sex, impotence, or difficulty having an orgasm (Drug Center, 2014).
In addition to the short term side effects, abusing stimulant drugs such as Adderall can cause
severe long term side effects. One major long term effect is getting addicted to the drug,
“Adderall is classified as a Schedule II drug because of the potential for abuse and dependence”
(Adderall Dependence 2014). With dependence and addiction comes a hard toll on the human
body and mind. “Long-term side effects of using Adderall can include feeling hostile or paranoid.
Serious cardiovascular issues can occur if a person takes high doses over a period of time. This
includes strokes from overdosing” (Adderall Dependence, 2014).
42
Similarly to Adderall, Ritalin has some side effects. WebMD states side effects for using Ritalin
such as:
• nervousness;
• trouble sleeping;
• loss of appetite;
• weight loss;
• dizziness;
• nausea;
• vomiting;
• or headache (WebMD).
For those who need to take prescription stimulants for any amount of time, drugs.com warns
those to not take Adderall if the following cases apply. A person should contact their doctor or
healthcare provider right away if any of the following apply:
• you are allergic to any ingredient in Adderall or to similar medicines;
• you have severe hardening of the arteries; active heart or blood vessel disease;
moderate, severe, or uncontrolled high blood pressure; an overactive thyroid; glaucoma;
or agitation, anxiety, or tension;
• you have serious heart problems (ex: heart defect, irregular heartbeat);
• you have a history of alcohol or other substance abuse;
• you have taken Furazolidone or a monoamine oxidase inhibitor (MAOI);
(ex: Phenelzine) within the last 14 days;
• you are taking Guanethidine or Guanadrel.
If an individual is suspect to have overdosed, they should contact 1-800-222-1222, the American
Association of Poison Control Centers. Additionally, a person can contact their local poison
control center, or the closest emergency room. (Drugs.com, 2014)
Fig. 2 on page 44 contains a chart from the Center for Medicare and Medicaid Services. This
chart encompasses the appropriate dosage for a majority of the stimulants, including Adderall
and Ritalin.
Prescription stimulants such as Adderall and Ritalin are too often abused by college students
due to the lack of knowledge about the harmful effect of abusing these drugs and the many
pressures of getting good grades in school. Pressure to succeed and to fit into socio-cultural
expectations and the college lifestyle are a couple other reasons college students take prescription
drugs. Students push themselves to be the best at everything: sports, school, their jobs, etc.
Unfortunately, not many students know how to cope with the stress that comes with pushing
themselves. It is important to remember that although college comes with various pressures,
drug use is not a safe method to deal with such stress because Adderall and Ritalin abuse
comes with many threatening consequences and harmful side effects. Competition is good as
it motivates humans; however, illegally taking prescription stimulants to have an edge over the
competition is not healthy, yet college students currently use them too often.
43
Fig. 2
Stimulant and Related Medications: U.S. Food and Drug Administration-Approved Indications and Dosages for Use
in Pediatric Patients
The therapeutic dosing recommendations for atypical antipsychotics are based on U.S. Food and Drug Administration (FDA)-approved product
labeling but the dosing regimen is adjusted according to a patient’s individual response to pharmacotherapy. The FDA-approved adult indications
and dosages for atypical antipsychotics are provided in this table. All doses are for oral administration; dosing information for injectable atypical
antipsychotics is not included in this document. Information on the generic availability of the atypical antipsychotics can be found by searching
the Electronic Orange Book at http://www.accessdata.fda.gov/scripts/cder/ob/default.cfm on the FDA website.
Medication
Indication
Age or Weight
amphetamine mixed salts
(Adderall®)[1]
ADHD
3 to 5 years old
(Adderall®)
ADHD
6 years old
and older
(Adderall®)
narcolepsy
(Adderall®)
narcolepsy
Dosing Information
Other Information
Generic
Availability
Initial dose: 2.5 mg per day;
Maximum dose: 40 mg per day
May increase daily dose by 2.5 mg at weekly intervals until
optimal response is achieved; give first dose on awakening.*
Yes
Initial dose: 5 mg once or twice a day;
May increase daily dose by 5 mg at weekly intervals until
Only in rare cases will it be necessary to exceed a total of
40 mg per day.
Yes
6 to 12 years old Initial dose: 5 mg per day;
Usual dose: 5 mg to 60 mg per day in
divided doses;
Yes
Initial dose: 10 mg per day;
Usual dose: 5 mg to 60 mg per day in
divided doses;
Yes
12 years old
and older
amphetamine mixed salts ER
(Adderall XR®)†[2]
ADHD
6 to 12 years old Initial dose: 10 mg once a day;
Maximum dose: 30 mg once a day
May increase daily dose by 5 mg or 10 mg at weekly intervals.
An initial dose of 5 mg once a day may be given based on
clinical judgment. Give dose on awakening.
Yes
amphetamine mixed salts ER
(Adderall XR®)†[2]
ADHD
13 to 17 years old Initial dose: 10 mg once a day
May increase to 20 mg once a day after 1 week if symptoms
are not controlled; there was no adequate evidence that
doses greater than 20 mg per day conferred additional
benefit. Give dose on awakening.
Yes
atomoxetine (Strattera®)‡[3]
ADHD
6 to 17 years old Initial dose: 0.5 mg per kg per day;
May increase after 3 days to target dose; dose may be given
and up to 70 kg Target dose: 1.2 mg per kg per day;
once a day in the morning or twice a day, evenly divided, in
Maximum dose: 1.4 mg per kg per day the morning and late afternoon or early evening.
up to 100 mg per day
Yes
1 of 6
44
Work Cited
“Adderall Dependence – Signs of Adderall Use vs. Abuse. Tolerance.” Adderall Dependence –
Effects of Adderall Abuse – Adderall Addiction Treatment. N.p., n.d. Web. 02 Dec. 2014.
“Adderall Tablets: Indications, Side Effects, Warnings – Drugs.com.” Adderall Tablets:
Indications, Side Effects, Warnings – Drugs.com. N.p., n.d. Web. 05 Dec. 2014.
DeSantis, AD, EM Webb, and SM Noar. “Illicit Use of Prescription ADHD Medications on A
College Campus: A Multimethodological Approach.” Journal of American College
Health 57.3 (2008): 315-323. CINAHL Complete. Web. 02 June 2015.
“The Effects of Adderall Use.” The Effects of Adderall Use. N.p., n.d. Web. 02 Dec. 2014.
Greely, Henry, et al. “Towards responsible use of cognitive-enhancing drugs by the healthy.”
Nature 11 Dec. 2008: 702+. Academic Search Complete. Web. 23 Nov. 2014.
Jardin, Bianca, Alison Looby, and Mitch Earleywine. “Characteristics of College Students with
Attention-Deficit-Hyperactivity-Disorder Symptoms Who Misuse Their Medications.”
Journal of American College Health 59.5 (2011): 373-377. Academic Search Complete.
Web. 23 Nov. 2014.
Kent J. L. “Adderall: America’s Favorite Amphetamine.” (2013, May 09) High Times. N.p., n.d.
Web. 03 Dec. 2014.
Maynard, W. Barksdale. “Thoreau’s House at Walden.” Art Bulletin 81.2 (1999): 303. Academic
Search Premier. EBSCO. Web. 19 Nov. 2002.
McCabe, Sean Esteban, et al. “Non-Medical Use of Prescription Stimulants Among U.S. College
Students: Prevalence and Correlates From A National Survey.” Addiction 100.1 (2005):
96-106. Academic Search Complete. Web. 23 Nov. 2014.
“Ritalin Oral: Uses, Side Effects, Interactions, Pictures, Warnings & Dosing – WebMD.” Web
MD. WebMD, n.d. Web. 05 Dec. 2014.
“Side Effects of Adderall (Amphetamine, Dextroamphetamine Mixed Salts) Drug Center – Rx
List.” RxList. N.p., n.d. Web. 04 Dec. 2014.
Varga, Matthew D. “Adderall Abuse on College Campuses: A Comprehensive Literature
Review.” Journal of Evidence-Based Social Work 9.3 (2012): 293-313. Academic Search
Complete. Web. 23 Nov. 2014.
“What Are Stimulants? List of Stimulant Drugs & Their Side Effects – Drug-Free World.” N.p.,
n.d. Web. 04 Dec. 2014.
45
The Effects of Prescription Stimulants
• 
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Short Term Effects Fast, pounding, or uneven heartbeats Feeling like you might pass out Fever, sore throat, and headache with a severe blistering, peeling, and red skin rash Aggression, restlessness, hallucina(ons, unusual behavior, or motor (cs (muscle twitches) Easy bruising, purple spots on your skin Dangerously high blood pressure (severe headache, blurred vision, buzzing in your ears, anxiety, confusion, chest pain, shortness of breath, uneven heartbeats, seizure). Numbness Pain Skin color change Sensi(vity to temperature in the fingers or toes Fast pounding irregular heartbeat Mental/mood/behavior changes (such as agita(on, aggression, mood swings, abnormal thoughts) Uncontrolled muscle movements (such as twitching, shaking) Sudden outbursts of words/sounds that are hard to control Vision changes (such as blurred vision). Painful prolong erec(ons Loss of appe(te Increased heart rate, blood pressure, body temperature Dila(on of pupils Disturbed sleep pa4erns Nausea Bizarre, erra(c, some(mes violent behavior Hallucina(ons, hyperexcitability, irritability Panic and psychosis Convulsions, seizures and death from high doses • 
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Long Term Effects Permanent damage to blood vessels of heart and brain, high blood pressure leading to heart a4acks, strokes and death Liver, kidney and lung damage Destruc(on of (ssues in nose if sniffed Respiratory (breathing) problems if smoked Infec(ous diseases and abscesses if injected Malnutri(on, weight loss Disorienta(on, apathy, confused exhaus(on Strong psychological dependence Psychosis Depression Damage to the brain including strokes and possibly epilepsy Informa(on Provided By: Drew Benne4 Designed By: Chris Johnson 46
Other Drugs
Other Drugs
DRUGS
COMMON NAMES
DATE RAPE DRUGS
Flunitrazepam
Rohypnol, Roofies, The Rape Drug
Gamma-hydroxybutyrate
GHB
Ketamine
Hydrochloride
Kat
HEALTH RISKS OF DRUG USE
Flunitrazepam is a sedative, hypnotic, amnesiac marketed under the trade
name “Rohypnol”. It is sometimes called “The Rape Drug” because rapists
have administered it to victims, who may not retain memory of the event. It
has no acceptable medical use in the United States. Rohypnol causes
drowsiness, confusion, impaired motor skills, dizziness, disinhibition,
impaired judgement, and reduced levels of consciousness. You may look
and act like someone who is drunk. Your speech may be slurred and you
may have difficulty walking. Or, you may be completely unconscious.
GHB is a chemical additive that acts as a depressant on the central nervous
system. GHB can cause dizziness, nausea, vomiting, confusion, seizures,
respiratory depression, intense drowsiness, unconsciousness, and coma.
DEPRESSANTS
Alcohol
Chloral Hydrate
Barbiturates
Benzodiazepines
Methaqualone
Glutethimide
Other Depressants
Ketamine is a veterinary anaesthesia that in humans leads to severe psychic
or physical dependence.
Alcohol consumption causes a number of marked changes in behavior.
Booze, Brewski, Shot, Hard Liquor
Even low doses significantly impair the judgment and coordination
required to drive a car safely, increasing the likelihood that the driver will be
involved in an accident. Low to moderate doses of alcohol also increases
the incidence of a variety of aggressive acts, including spouse and child
abuse. Moderate to high doses of alcohol cause marked impairments in
higher mental functions, severely altering a person's ability to learn and
remember information. Very high doses cause respiratory depression
and death. If combined with other depressants of the central nervous
system, much lower doses of alcohol will produce the effects just described.
Repeated use of alcohol can lead to dependence. Sudden cessation of
alcohol intake is likely to produce withdrawal symptoms, including severe
anxiety, tremors, hallucinations, and convulsions. Alcohol withdrawal
can be life threatening. Long-term consumption of large quantities of
alcohol, particularly when combined with poor nutrition can also lead to
permanent damage to vital organs such as the brain and the liver. Mothers
who drink alcohol during pregnancy may give birth to infants with fetal
Noctec
alcohol syndrome. These infants have irreversible physical abnormalities
Amytal, Butisol, Fiorinal, Lotusate,
and mental retardation. In addition, research indicates that children of
Nembutal, Seconal, Tuinal, Phenobarbital alcoholic parents are at greater risk than others for developing alcoholism.
Ativan, Dalmane, Diazepam, Librium,
Xanax, Serax, Valium, Tanxexe,
The effects of depressants are in many ways similar to the effects of alcohol.
Verstran, Versed, Halcion, Paxipam,
Small amounts can produce calmness and relaxed muscles, but somewhat
Restoril
larger doses can cause slurred speech, staggering gait, and altered
Quaalude
perception. Very large doses can cause respiratory depression, coma,
Doriden
and death. The combination of depressants and alcohol can multiply the
Equanil, Miltown, Noludar, Placidyl,
effects of the drugs, thereby multiplying the risks. The use of depressants
can cause both physical and psychological dependence. Regular use over
Valmid
time may result in a tolerance to the drug, leading the user to increase the
quantity consumed. When regular users suddenly stop taking large doses,
they may develop withdrawal symptoms ranging from restlessness,
insomnia, and anxiety to convulsions and death. Babies born to
mothers who abuse depressants during pregnancy may be physically
dependent on the drugs and show withdrawal symptoms shortly after
they are born. Birth defects and behavior problems also may result.
http://www.franklinpierce.edu/studentlife/drugfreepdfs/otherdrugs.pdf
47
CANNABIS
Marijuana
Pot, Acapulco, Gold, Grass, Reefer,
Sinsemilla, Thai Sticks
Tetrahydrocannabinol
THC, Marinil
Hashish
Hash
Hashish Oil
Hash Oil
INHALANTS
Nitrous Oxide
Laughing Gas, Whippets
Amyl Nitrite
Butyl Nitrite
Chlorohydrocarbons
Hydrocarbons
STIMULANTS
Cocaine
Immediate negative effects of inhalants include nausea, sneezing,
coughing, nosebleeds, fatigue, lack of coordination, and loss of appetite.
Solvents and aerosol sprays also decrease the heart and respiratory rates,
Poppers, Snappers
and impair judgment. Amyl and butyl nitrite cause rapid pulse,
headaches, and involuntary passing of urine and feces. Long term use
Rush, Bolt, Locker Room, Bullet, Climax may result in hepatitis or brain hemorrhage. Deeply inhaling the vapors, or
using large amounts over a short period of time, may result in
disorientation, violent behavior, unconsciousness, or death. High
Aerosol Sprays
concentrations of inhalants can cause suffocation by displacing the oxygen
in the lungs or by depressing the central nervous system to the point that
breathing stops. Long term use can cause weight loss, fatigue, electrolyte
Solvents
imbalance, and muscle fatigue. Repeated sniffing of concentrated vapors
over time can permanently damage the nervous system.
Coke, Snow, Flake, White, Blow, Nose
Candy, Big C, Snowbirds, Lady
Crack
Crack, Freebase Rocks, Rock
Methamphetamine
Ice
Amphetamines
Biphetamine, Delcobese, Desoxyn,
Dexedrine, Obetrol
Phenmetrazine
Preludin
Methylphenidate
Other Stimulants
All forms of cannabis have negative physical and mental effects. Several
regularly observed physical effects of cannabis are a substantial increase in
the heart rate, bloodshot eyes, a dry mouth and throat, and increased
appetite. Use of cannabis may impair or reduce short-term memory and
comprehension, alter sense of time, and reduce ability to perform tasks
requiring concentration and coordination, such as driving a car.
Research also shows that students do not retain knowledge when they are
"high." Motivation and cognition may be altered, making the acquisition of
new information difficult. Marijuana can also produce paranoia and
psychosis. Because users often inhale the unfiltered smoke deeply and then
hold it in their lungs as long as possible, marijuana is damaging to the
lungs and pulmonary system. Marijuana smoke contains more cancercausing agents than tobacco. Long-term users of cannabis may develop
psychological dependence and require more of the drug to get the same
effect. The drug can become the center of their lives.
Cocaine stimulates the central nervous system. Its immediate effects include
dilated pupils and elevated blood pressure, heart rate, respiratory rate,
and body temperature. Occasional use can cause a stuffy or runny nose.
While chronic use can ulcerate the mucous membrane of the nose. Injecting
cocaine with unsterile equipment can transmit hepatitis and other diseases,
as well as the HIV virus which can lead to AIDS. Preparation of freebase,
which involves the use of volatile solvents, can result in death or injury from
fire or explosion. Cocaine can produce psychological and physical
dependency, a feeling that the user cannot function without the drug. In
addition, tolerance develops rapidly. Crack or freebase rock is extremely
addictive, and its effects are felt within 10 seconds. The physical effects
include dilated pupils, increased pulse rate, elevated blood pressure,
insomnia, loss of appetite, tactile hallucinations, paranoia, and seizures.
The use of cocaine can cause death by disrupting the brain's control of the
heart and respiration.
Stimulants can cause increased heart and respiratory rates, elevated
blood pressure, dilated pupils, and decreased appetite. In addition, users
Ritalin
may experience sweating, headache, blurred vision, dizziness,
sleeplessness, and anxiety. Extremely high doses can cause a rapid or
Adipex, Cylert, Didrex, Ionamin, Melfiat, irregular heartbeat, tremors, loss of coordination, and even physical
Plegine
collapse. An amphetamine injection creates a sudden increase in blood
pressure that can result in stroke, very high fever, or heart failure. In
addition to the physical effects, users report feeling restless, anxious, and
moody. Higher doses intensify the effects. Persons who use large amounts
of amphetamines over a long period of time can develop an amphetamine
psychosis that includes hallucinations, delusion, and paranoia. These
symptoms usually disappear when drug use ceases.
48
HALLUCINOGENS
LSD
Acid, Microdot
Mescaline and Peyote
Mexc, Buttons, Cactus
Amphetamine Variants 2,5-DMA, PMA, STP, MDA, MDMA,
TMA, DOM, DOB
Phencyclidine
Analogues
PCP, Angel Dust, Hog
Other Hallucinogens
PCE, PCPy, TCP
Bufotenine, Ibogaine, DMT, DET,
Psilocybin,
Psilocyn, (Mushrooms, 'Shrooms)
DESIGNER DRUGS
Analogs of Fentanyl
(Narcotic)
Phencyclidine (PCP) interrupts the functions of the neocortex, the section of
the brain that controls the intellect and keeps instincts in check. Because the
drug blocks pain receptors, violent PCP episodes may result in selfinflicted injuries. The effects of PCP vary, but users frequently report a
sense of distance and estrangement. Time and body movement are slowed
down. Muscular coordination worsens and senses are dulled. Speech is
blocked and incoherent. Chronic users of PCP report persistent memory
problems and speech difficulties. Some of these effects may last six
months to a year following prolonged daily use. Mood disorders,
depression, anxiety, and violent behavior also occur. In later stages of
chronic use, users often exhibit paranoid and violent behavior and
experience hallucinations. Large doses may produce convulsions and
coma, heart and lung failure, or ruptured blood vessels in the brain.
Lysergic acid (LSD), mescaline, and psilocybin cause illusions and
hallucinations. The physical effects may include dilated pupils, elevated
body temperature, increased heart rate and blood pressure, loss of appetite,
sleeplessness, and tremors. Sensations and feelings may change rapidly. It
is common to have a bad psychological reaction to LSD, mescaline, and
psilocybin. The user may experience panic, confusion, suspicion, anxiety,
and loss of control. Delayed effects, or flashbacks, can occur even after
use has ceased.
Illegal drugs are defined in terms of their chemical formulas. To circumvent
these legal restrictions, underground chemists modify the molecular
structure of certain illegal drugs to produce analogs known as designer
drugs. These drugs can be several hundred times stronger than the drugs
Analogs of Meperidine Synthetic Heroin, MPTP(New Heroin),
they are designed to imitate. The narcotic analogs can cause symptoms
(Narcotic)
MPPP, PEPAP
such as those seen in Parkinson's Disease; uncontrollable tremors,
drooling, impaired speech, paralysis, and irreversible brain damage.
Analogs of
MDMA (Ecstasy, XTC, Adam, Essence), Analogs of amphetamines and methamphetamines cause nausea,
Amphetamines
MDM, STP,
blurred vision, chills or sweating, and faintness. Psychological effects
and
PMA 2 5-DMA, TMA, DOM, DOB
include anxiety, depression, and paranoia. As little as one dose can cause
Methamphetamines
brain damage. The analogs of phencyclidine cause illusions,
(Hallucinogens)
hallucinations, and impaired perception.
Analogs of
Phencyclidine
(PCP)
(Hallucinogens)
Synthetic Heroin, China White
PCPy, PCE, TCP
NARCOTICS
Opium
Dover's Powder, Paregoric Parepectolin
Morphine
Morphine, MS-Contin, Roxanol,
Roxanol-SR
Codeine
Tylenol w/Codeine, Empirin w/Codeine,
Robitussin A-C,
Fiorinal w/Codeine
Heroin
Diacetylmorphine, Horse, Smack
Hydromorphone
Dilaudid
Narcotics initially produce a feeling of euphoria that often is followed by
drowsiness, nausea, and vomiting. Users also may experience constricted
pupils, watery eyes, and itching. An overdose may produce slow and
shallow breathing, clammy skin, convulsions, coma, and possibly death.
Tolerance to narcotics develops rapidly and dependence is likely. The use
of contaminated syringes may result in diseases such as AIDS,
endocarditis, and hepatitis. Addiction in pregnant women can lead to
premature, stillborn, or addicted infants who experience severe
withdrawal symptoms.
Meperidine (Pethidine) Demerol, Mepergan
Methadone
Other Narcotics
Dolophine, Methadone, Methadose
Numorphan, Percodan, Percocet, Tylox,
Tussionex, Fentanyl, Darvon, Lomotil,
Talwin
49
Generation “Rx”
How Prescription Drugs are Changing the
Face of a Generation
By Anna Haynes
At this point in medicine, after years of advancement and breakthroughs, there is a drug for
almost anything and everything. From heart problems and arthritis to mental disorders, one
simple pill can treat symptoms and manage pain. The only problem with having so many
lifesaving drugs in the world is that it can lead to misuse. In 2013, the Monitoring the Future
Survey, given to 8th, 10th, and 12th graders showed that 15% of all high school seniors, almost half
a million, had used a prescription drug non-medically in the past year. It also presents that there
is an abuse of prescription stimulants, “...with 7.4 percent of seniors reporting taking Adderall for
non-medical reasons” and “...2.3 percent of seniors reporting abuse of Ritalin.” Also shown is an
“...abuse of the opioid pain reliever Vicodin…measured at 5.3 percent for high school seniors”
(DrugFacts). Much easier to obtain than marijuana and other street drugs, prescription drugs have
become the choice for the younger generation.
With so many different variations, uses, and after effects, Generation Y has discovered the
different highs as well as alternative ways to manipulate the pharmaceuticals. There are three
types of prescription drugs used: stimulants, sedatives, and opioid analgesics (opiates). Each has
a wide range of different prescription use for different treatments, and they come with different
side effects on the body and brain. One source explains that, “As the number of prescriptions…
increases, the number of patients using them…increases, and thus more drugs can…be shared
with other people who do not have a prescription” (Montagne). This increase in illegal use of
the medicines will have a negative effect not only on the individuals themselves but also on
the whole of the generation. This paper discusses the different types of pharmaceuticals most
prevalent in today’s generation, the manipulative uses of them, and their effects on the body
when misused, setting out to prove that prescription drugs are currently extremely dangerous on
the college generation.
Stimulants are used more by the youth population because of the diagnosis for which they are
prescribed. Some of the more popular stimulants prescribed to children and young adults include
Adderall, Ritalin, and Methamphetamine. All three are prescribed in order to help reduce the
symptoms of ADD (Attention-Deficit-Disorder) and ADHD (Attention-Deficit-HyperactivityDisorder) by stimulating certain parts of the brain that allow them to focus and stay calm during
normal and everyday routines. After taking the medication, the user will feel more alert because
of an increased amount of brain activity, accompanied by a steady rise in heart rate and blood
pressure. The typical signs of the two disorders are discovered around the ages of seven to nine.
There is a rising concern about the prevalence of them because of the large increase in diagnosis
rates found in the older generation in college populations. In an article in the Michigan Daily, the
author writes that college physicians “feel uncomfortable making the diagnosis, because it’s just
not the general notion that people present as adults” (Dillingham). Dillingham goes on to explain
50
that physicians do not want to be responsible for misdiagnosing the patient because of the risk
it may cause them when they start to take medications. The physicians do agree to help to treat
already diagnosed students, but most refuse to diagnose themselves.
As stated, the numbers of the diagnosed have soared and are overwhelming professionals
everywhere. A Center for Disease and Disorder Survey cited the increase as a “41 percent rise in
the past decade” in the amount of people diagnosed and “about two-thirds of those with a current
diagnosis receive prescriptions for stimulants” (Schwarz). The majority of those were diagnosed
in their teenage years, prior to college.
As most people know, college has become more of a competitive atmosphere because having
a bachelor’s degree does not seem to be enough. Many are looking to graduate and then
immediately move on to an even higher education level to receive their masters or even a
doctorate degree. This means that undergraduate students need to work harder, leading to all-nighters and studying as much as possible in order to ace their exams. In the case of one
college student, “Angela, a bleary-eyed junior, had already pulled a pair of all-nighters…her
stamina was beginning to fade…She said, ‘I could use a little help’” (Jacobs). She then popped
an Adderall, pulled her third night with no sleep, and passed the test with an ‘A’ the next day.
Another student states that “when he feels the need to ‘really get work done,’ he buys Adderall
from a friend…making him act ‘normally’ but with high productivity levels” (Dillingham).
This is how many college students feel about using non-prescribed Adderall. In a survey of
4,580 random college students, “the past-year prevalence rates for illicit use of prescription
stimulants were…5.9% (269 students)…three fourths (75.8%) of the 269 past-year illicit users
of prescription stimulants reported using…Adderall…and approximately one fourth (24.5%)
reported using…Ritalin” (LaGrange).
Many students believe that there cannot be any harm done to the body when it is just one pill.
What they soon understand is that one pill a month can quickly turn into a couple a week
and then into taking several a day. Quoted in an article by Carissa Miller, an Adderall addict
explains how she feels that her “dependency on Adderall to be more psychological than physical.
Specifically, she said she feels that if she stopped using Adderall, her motivation would decrease
and it would be harder for her to study” (Miller). Stimulants are very addictive because of the
alterations of brain and body chemistry in order for them to have an effect. As with any other, the
more an individual takes, the level of tolerance increases, causing them to need more to have the
desired effects.
Drugs like Adderall and Ritalin have many side effects when they are taken without proper
cause. At first, the user will only have the wanted effect of more focus and burst of directed
energy. After prolonged use, it could have less beneficial effects. In Buzzed: The Straight Facts
About the Most Used and Abused Drugs from Alcohol to Ecstasy, it states that “Lethal doses of
amphetamine sometimes causes seizures but more often can cause lethal cardiac effects and/or
hyperthermia (fever)” (Kuhn 267). This occurs because of the excess amount of energy produced
in the body due to the use of stimulants trying to escape. The excess energy first tries to escape as
heat energy, hence the fever. When this happens, the individual will break out into a sweat and
get very fatigued. The second result of the excess energy makes the heart pump faster and harder.
In doing so, there are several complications such as heart attack or cardiac arrest that could
occur. Either of these will cause the person’s heart to stop, resulting in death. These are the most
51
extreme physical cases and other side effects are more common, including dizziness, nausea, a
very prominent crash, and the inability to fall asleep.
There are several uses for Adderall and Ritalin but it is obvious that some are more significant
than others. In the study conducted by LaGrange, the survey also showed the motives for taking
the drugs. The top motives were to “help with concentration (65.2%), help study (59.8%), and
increase alertness (47.5%). Other common motives were to get high (31.0%) and to experiment
(29.9%).”
Figure 1 and Figure 2 found in the Appendix, shows the trends of different Adderall Google
searches, organized by when they are made using Google correlation. It depicts a sudden and
predictable increase when it reaches final exam periods. Because the data shown has no bias due
to the anonymity of Google, it can be concluded that most of the searches made were because
the one searching wanted to use Adderall for the motives previously listed. Even when changing
the search to be more specific, the trend is still the same. The desired effects of stimulants are to
help with the pressures of college and the workload, but without prior knowledge of the negative
consequences, the individual could easily lose everything that they worked for due to the
negative health consequences associated with abusing stimulants.
The second type of prescription drugs widely used illegally are sedatives and tranquilizers. There
is much more diversity among the drugs in this group because of the wide range of medical
uses for them. Sedatives and tranquilizers have two main categories: barbiturates and sleep
aids. Barbiturates are prescribed in order to calm a person’s anxiety, panic attacks, and tension.
They are used by someone who exhibits these symptoms on a daily basis. Sleep aids are selfexplanatory: they help people to sleep who have disorders that may cause insomnia. However,
both work in a similar way. According to one source, “When CNS [Central Nervous System]
depressant agents are used, the breathing and heart slow down…When a person uses a CNS
depressant, they do not feel as anxious and they are more able to sleep” (Signs and Symptoms).
The CNS is the main connection between the brain and the rest of the body. When the CNS is
calmed, this causes a decrease in stress level and the ability for less thought. Calming this part
of the nervous system will cause a person to relax and go about their normal activities or to fall
asleep. Although it sounds very simple, the same source states, “If [breathing and heart rates]
slow down far enough, the person loses consciousness and can go into a coma or die” (Signs
and Symptoms). They do have very beneficial effects for people with an overactive CNS, but
with normal, healthy college students, they can have very detrimental effects if used without a
prescription.
There are several different medications in this catergory that are used on college campuses but
the most common ones includes Valium, Xanax, Ativan, and several others. In the majority of
surveys, sedatives are grouped together as one category and not as separate drugs because they
are all extremely similar to one another. In a research survey from a book written by Christopher
J. Correia, it states that, “6.0% of college students used barbiturates and related sedatives and
9.2% used tranquilizers non-medically in the past 30 days.” Although not as prevalent as other
drugs on college campuses, they are still being used illegally.
Unlike Adderall that students use to stay awake and concentrate, sedatives and tranquilizers have
other varied uses. According to a study done by the University of Missouri surveying all college
students in the state, the leading motivation for using these drugs were “Stress Reduction 30%,
52
Mood Enhancement 26%, to have a good time 21%, [and] Sleep Aids 24%” (Non-Medical Use).
Stress reduction is a huge desire in college. With five classes, an extremely demanding course
load, and the need to constantly fit in with everyone, college students are some of the most
stressed out age group. In order to reduce this stress and enhance their mood into something
more personable and fun-going, students will take the sedative to calm their brain so it will not
be able to constantly think about other things, such as deadlines and fitting-in. One student who
uses a sedative explains, “It was just a really stressful time in my life and my job was really
stressful on top of that, so my boss just gave it to me, really with just the intention of helping me
sleep” (Quintero 912). It is very common for a user to start by someone giving them a couple
pills just to calm them down and “help them sleep.”
Mixing sedative with alcohol is extremely toxic and can easily overload someone’s CNS and
cause it to fail. One student states that:
If you just mix Xanax with alcohol it has a bad effect. It would
make you pass out or black out, or do things that you don’t
remember. But using them with other drugs, you can get a happy
medium. You could pretty much control it. You could take one
Xanax, see how you feel when you’re drinking and using other
drugs. Do you feel okay? Alright, take another one. So you can
moderate Xanax better than the harder drugs (Quintero 920).
Another student from the same source states, “If you have friends over or if you go out it’s just
a really great money saver because you take one and you have a beer, then you’re pretty much
good for the rest of the night, instead of buying like seven or eight beers or something” (Quintero
920).
These uses are very different from that of stimulants. They generally want to improve their
grades, while sedative users want to have a good time. The two students here are using the drugs
to put themselves into a drunken, intoxicated state without using alcohol. One reason is because
you can control the use of Xanax and other sedatives, unlike other drugs, and also in order to
save money. This seems to make sense but looking into it, this kind of un-prescribed drug use
can cause a serious addiction.
There are several consequences of abusing sedatives, “One of the most marked effects of
sedatives is their potential for…addiction. A person can quickly develop a tolerance, meaning
that more of the drug is needed to create the desired effects” (Signs and Sedatives). The main
problem with this dependency is that it can easily cause major problems in the body, especially
in the central nervous system. As said by one source, the main effects include, “Slurred speech,
loss of balance, impulsivity, loss of self-control, impaired vision and hearing, blackouts, slow
heart rate and difficulty breathing, loss of energy, memory loss [and] reclusive behavior,” which
then leads to the long term effects such as, “Damage to the nervous system, dizziness, impaired
response time and cognitive function, amnesia, and extreme depression as a result of a developed
chemical dependence” (College Student Guide). Because most of the students are unaware of
these effects, they use the drugs over and over to help them. Many believe that an occasional
use will not lead to an addiction. This is false. The active ingredients in the prescriptions
mainly affect the CNS, resulting in the brain needing the drugs in order to do everyday things
53
and function normally. Sedatives and tranquilizers are also known as depressants because they
“depress” or lower the level of certain chemicals in the brain and raise others. By shifting the
chemical balance in the brain, the drugs become needed. This fuels the addiction because there is
no other way for the brain to change these chemicals after they have already been affected.
The last types of prescription drugs that are found in the college community are opiates. These
are very strong pain medications that are usually prescribed after a very painful surgery or
accident. When used correctly, opiates are able to block the most intense of pain signals, enabling
the user to reduce their pain and focus on other things in their life. When used correctly, the
opiates affect three parts of the body. In an article on the NIDA for Teens website, it outlines the
three different areas and their effects:
• The limbic system, which controls emotions. Here, opioids can create feelings of
pleasure, relaxation, and contentment.
• The brainstem, which controls things your body does automatically, like breathing.
Here, opioids can slow breathing, stop coughing, and reduce the feelings of pain.
• The spinal cord, which receives sensations from the body before sending them to the
brain. Here too, opioids decrease feelings of pain, even after serious injuries (How Do
Opiates Work?).
These are three very important parts of the human body. When they are being affected by opiates
in a negative way or are constantly being disturbed and changed by the opiates, then there will be
major problems with the rest of the body.
Opiates are one of the most used types of prescription drugs on campus because they provide a
longer and more euphoric high. One source states that, “Vicodin and OxyContin have the highest
lifetime prevalence rate (14%)”, compared to other over the counter drugs, “In the past year
(2012), 7.3% of college students report using OxyContin and 8.4% using Vicodin” (Correia).
Although these seem like low numbers, when applied to the number of college students in one
major university of 35,000 students, there would be about 2,550 using OxyContin and 2,950
using Vicodin. Now applying it to the 10.5 million that were enrolled in four year colleges in
2013, this totals to 882,000 using Vicodin and 776,500 using OxyContin, a total of 1,648,500
students abusing these specific drugs.
These are not the only two known sedatives used by college students. Another large concern is
heroin. It is one of the most deadly drugs because of the concentration levels and how easy it is
to overdose, but not many use the direct form of the drug. According to one article, “Only 0.1
percent of college students used heroin in the past 30 days in 2012,” but many like Robert Reff,
chair of Alcohol and Other Drugs division, argues that “the numbers are too small” to reflect
the reality (Weinburg). This is probably the case in most of the heroin-use surveys done because
not too many people want to admit that they use the highly illegal drug. Unlike other drugs
mentioned in the paper, heroin is not something prescribed and given out at the local pharmacy.
Like morphine, medical heroin can only be found in the hospital settings because of how intense
its effects are and the circumstances for which it is prescribed. Students would not risk that much
in order to help with a survey.
Figure 3 of the Appendix shows the percentage of users of illegal opiates based on age in
2009 (blue) and 2010 (red). The highest of the age groups is aged 18-20 followed closely by
54
21-25, which are the ages of the majority of students enrolled in full-time colleges. From this
information, it shows that this is the prime time for someone to use the drugs because their
bodies are able to handle more of an intake of the drugs. From age 18-20, a student in college
is usually a senior in high school up until a sophomore in college. During this time in an
individual’s life, they are trying their best to fit in and have the best years of their life, based
on the standards of others. They want to be the life of the party and not the book worm, holed
up in their room every weekend. The decrease from this age on can be contributed to many
different factors including less peer pressure, not as much prevalence in that age group, as well
as rehabilitation.
Opiates are all extremely addictive. This is because the high becomes harder and more difficult
to feel when the person has used the drug over and over again because of the tolerance that is
created. Not only does the body of the individual get hooked on the drug but the user keeps
trying for the high that they had the first time. In Kuhn’s book Buzzed, she explains what the
person using opiates in a liquid form feels and what the other forms do. It states:
People who inject opiates experience a rush of pleasure and then
sink into a pleasant, dreamy state in which they have little sensitivity
to pain. Their breathing slows, and their skin may flush… Opiates
taken in other ways than injection have the same effect, except that a
pleasant drowsiness replaces the rush… People who take opiates by
mouth experience the same effects, but the pleasure has a slower onset
and is less intense (221-222).
The worst part about this type of drug is that after the first use, the parts that have been affected
will crave more of it because of the shift in function. The limbic system, brainstem and spinal
cord are all affected and will continue to be affected even when the user has not used the drugs in
a week or sometimes even a month. Because of the addiction, the user will be unable to control
themselves and they become impaired in those distinct areas of the body from the side effects
of the drugs. The pleasant numbing that is experienced will intensify creating a loss of memory,
lack of emotional feeling and loss of physical feeling in most parts of the body because the drug
inhibits brain function dealing with nerves and emotions. Opiates have become one of the most
dangerous drugs on college campuses because of their ability to completely damage the body and
its normal functions.
Prescription drugs have become a large part of the world of a college student. Many use it to
take the edge off on the weekend, while some try to stay focused during the critical times of the
school year. From Adderall, to Xanax, to Heroin, college students are trying to use these drugs
to their advantage to have four years that they will never forget. In Figure 4 it shows the average
starting age of certain drugs. The majority fell into the college ages of 18-25 years old. By
experimenting and using prescription drugs to do work or get high, college students are slowly
poisoning their bodies and minds into addiction. In an interview with a graduating senior, the
student was asked if he was going to stop using the prescription drugs once he was done with
college and responded with, “I think it probably depends with what I’m doing with my life, like
if I am going to be rooted out of college and get some serious career… probably once I get a
career I’m going to change some habits. It’ll probably decrease” (Quintero 922).
55
Another summarized it as, “Drug use has a time and a place and when you enter the
professional world, that time and place becomes this big <makes a small space between thumb
and forefinger> as opposed to college when it’s vast <spreads arms wide>” (Quintero 922).
Both perspectives show that these drugs live within the college world and that if they can be
eliminated there, then later in life it will be easier for the generation to stop using them. If this
problem is targeted now and faced then Generation Y may no longer exist as Generation Rx.
56
Appendix
Figure 1. Trends in Google Searches of the Keywords “Taking Adderall” and “Adderall”
http://www.rehabs.com/explore/drugs-on-campus/assets/images/012-adderall-google-correlatetrend-1.png
Figure 2. Trends in Google Searches of the Keywords “Snort Adderall” and “30 mg Adderall”
http://www.rehabs.com/explore/drugs-on-campus/assets/images/014-adderall-google-correlatetrend-2.png
57
Figure 3. Percentage of Age Groups Using Prescription Opiates Illegally
http://www.samhsa.gov/data/sites/default/files/NSDUHNationalFindingsResults2010web/2k10ResultsRev/gifs/Fig2-4.gif
Figure 4. Mean Age of First Use of Illegal Drugs
http://images.slideplayer.us/1/4126/slides/slide_20.jpg
58
Work Cited
“College Students Guide to Drug Abuse & Addiction.” College Drug Abuse & Addiction Guide/
List of Controlled Substances/Sober College. Sober College, 2014. Web. 26 Nov. 2014.
Correia, Christopher J., James G. Murphy, and Nancy P. Barnett. College Student Alcohol Abuse:
A Guide to Assessment, Intervention, and Prevention. Hoboken, NJ: John Wiley & Sons,
2012. Print.
Dillingham, Ian. “Study Strong: How Students on Campus Misuse Stimulants.” The Michigan
Daily. University of Michigan, 11 Mar. 2013. Web. 18 Nov. 2014.
“Drug Facts: High School and Youth Trends.” National Institute on Drug Abuse (NIDA).
National Institute on Drug Abuse, Jan. 2014. Web. 22 Nov. 2014.
“How Do Opioids Work?” NIDA for Teens. National Institute on Drug Abuse, 26 Sept. 2014.
Web. 28 Nov. 2014.
Jacobs, Andrew. “The Adderall Advantage.” The New York Times. The New York Times, 30 July
2005. Web. 19 Nov. 2014.
Kuhn, Cynthia, Scott Swartzwelder, and Wilkie Wilson. Buzzed: The Straight Facts About the
Most Used and Abused Drugs From Alcohol to Ecstasy. New York: W.W. Norton, 2014.
Print.
LaGrange, Kristy, Christian J. Teter, Sean E. McCabe, James A. Cranford, and Carol J. Boyd.
“Illicit Use of Specific Prescription Stimulants Among College Students: Prevalence,
Motives, and Routes of Administration.” Pharmacotherapy 26.10 (2006): 1501-510.
Wiley Online Library. Web. 20 Nov. 2014.
Miller, Carissa. “Rx for Success.”The Michigan Daily. University of Michigan, 18 Apr. 2005.
Web. 20 Nov. 2014.
Montagne, Michael. “Prescription Drug Abuse.” Encyclopedia of Drug Policy: “The War on
Drugs” Past, Present, and Future. Thousand Oaks: Sage Publication, 2011. Credo
Reference. Web. 23 Nov. 2014.
“Non-Medical Use of Prescription Drugs Among Missouri College Students.” Missouri’s
Higher Education Substance Abuse Consortium 1.17 (2013): n. pag. Partners in
Prevention. University of Missouri, 2013. Web. 27 Nov. 2014.
Quintero, G., J. Peterson, and B. Young. “An Exploratory Study of Socio-Cultural Factors
Contributing to Prescription Drug Misuse among College Students.” Journal of Drug
Issues 36.4 (2006): 903-31. Sage Journals. 1 Oct. 2006. Web. 26 Nov. 2014.
Schwarz, Alan, and Sarah Cohen.“A.D.H.D. Seen in 11% of U.S. Children as Diagnoses Rise.”
The New York Times. The New York Times, 31 Mar. 2013. Web. 18 Nov. 2014.
“Signs and Symptoms of Sedative Use.” Drug Abuse. Narconon International, 2012.Web. 26
Nov. 2014.
59
Taking Action to Prevent & Address Prescription Drug Abuse. National Council on Patient
Information and Education, 28 Sept. 2010. Web. 18 Nov. 2014.
Teter, Christian J., Sean Esteban McCabe, James A. Cranford, Carol J. Boyd, and Saliy K.
Guthrie. “Prevalence and Motives for Illicit Use of Prescription Stimulants in an
Undergraduate Student Sample.” Journal of American College Health 53.6 (2010): 253
62. Taylor and Francis Online. Web. 18 Nov. 2014.
Weinburg, Corey. “Heroin on Campus.” Colleges Confront an Increase in Use of Heroin by
Students. Inside Higher Education, 28 Apr. 2014. Web. 30 Nov. 2014.
Zacny, James, George Bigelow, Peggy Compton, Kathleen Foley, Martin Iguchi, and Christine
Sannerud. “College on Problems of Drug Dependence Taskforce on Prescription Opioid
Non-medical Use and Abuse: Position Statement.” Drug and Alcohol Dependence 69.3
(2003): 215-32. Science Diet. Elsevier Science, 12 Dec. 2012. Web. 20 Nov. 2014.
60
Heroin: Know The Facts
Heroin is a white to dark brown powder or tar-like substance. This highly addictive drug is made
from morphine, a substance from the opium poppy that quickly enters the brain. It affects the
brain’s pleasure systems and interferes with the ability to perceive pain.
Heroin has many street and slang terms. The drug is known often as Big H, Black Tar, Brown
Sugar, Dope, Horse, Junk, Mud, Skag, and Smack.
Heroin can be used many ways. Snorting (popular with new users), injecting into a vein
(“mainlining”) or into a muscle, smoked in a pipe or water pipe, mixed in a marijuana joint or
regular cigarette, and inhaled as smoke through a straw (know as “chasing the dragon”). Any
method of use - snorting, smoking, swallowing, or injecting the drug can lead to mental and
physical addiction. Breaking the habit is extremely difficult!
Heroin use can have tragic and deadly consequences. It slows the way you think, react, your
memory, and the strength of heroin can vary making it unpredictable and deadly. There are also
risks from sharing needles such as HIV, hepatitis B and C, and other diseases.
The signs of heroin use: A person might appear drowsy, have nausea, impaired mental
functioning, slowed down respiration, and constricted pupils. Signs of an overdose are shallow
breathing, pinpoint pupils, clammy skin, convulsions and coma.
Prolonged heroin abuse can cause serious health conditions. Collapsed veins, infection of the
heart, abscesses, pneumonia, liver disease, infectious diseases and/or a fatal overdose (even
when first used) can happen. In addition, street heroin may have been “cut” (mixed with other
dangerous ingredients) that can be poisonous and result in clogging blood vessels that lead to
the lungs, liver, kidneys or brain possibly causing infection or even death of cells in these vital
organs.
Prevention Works
Talk with a professional if you are concerned about a friend or loved one that is using.
Treatment is Effective
Research shows that both behavioral and pharmacological (medication) therapy treatments work
well in combination to treat heroin addiction and restore a degree of normalcy to brain function
and behavior. Medication is helpful in the detoxification stage as well as it eases cravings and
other symptoms until the person can get into a treatment facility.
Recovery is Possible
Support groups such as Narcotics Anonymous and Smart Recovery can be invaluable to those in
61
recovery. There are also other support systems that can help too and those are your family, your
faith group and your peers.
Resources:
Monadnock Voices for Prevention (Keene, NH): www.monadnockvoices.org
National Substance Abuse Treatment Facility Locator: http://www.findtreatment.samhsa.gov/
TreatmentLocator
NH Treatment Facility Locator: http://nhtreatment.org
www.drugabuse.gov
www.nhbdas.gov
www.drugfreenh.gov
Adapted from drugabuse.gov, nhbdas.gov, drugfreenh.gov, dhhs.nh.gov
62
COLLECTIVE ACTION
COLLECTIVE IMPACT
NH’s Strategy for Reducing the Misuse of Alcohol and Other Drugs and Promoting Recovery 2013–2017
The Heroin
Epidemic
NH
Collective
Action
Issue Briefin#5–Updated
June 2014
HEROIN IN NEW HAMPSHIRE: A DANGEROUS RESURGENCE
Heroin is one of the most dangerous and addictive drugs on the illicit drug market. Even though
the dangers are well known, it is on the rise in many communities in New Hampshire (NH)
and across theHeroin is one of the most dangerous and addictive drugs on the illicit drug market. Even though the country. Contrary to public perception that heroin must be injected, it can also
be snorted ordangers smoked,are making
it moreit likely
people
who oppose
usingin needles
will try and across the well known, is on that
the rise in many communities New Hampshire it. Heroin usecountry. Contrary to public perception that heroin must be injected, it can also be snorted or smoked, is also linked to the increase in the use of prescription pain medications. With
making it more likely that people who oppose using needles will try it. Heroin use is also linked to increased availability
of prescription opiates through valid prescriptions or illicit access, many
the increase in the use of prescription pain medications (
please see Issue Brief #2: Prescription Pain Medication people are becoming addicted. Some of them substitute or supplement
their medications with
Misuse). With increased availability of prescription opiates through valid prescriptions or illicit access, many people are heroin,
an
opiate
that
is
less
expensive
and
contributes
to
the
progression
of their addiction.
becoming addicted. Some of them substitute or supplement their medications with heroin, an opiate that is less expensive Heroin, being illegal, is not regulated, so people who use it cannot be certain of the quality,
and contributes to the progression of their addiction. Heroin, being illegal, is not regulated, so people who use it cannot be dosage or added harmful ingredients, leading to increased risk of overdose and death.
certain of the quality, dosage or added harmful ingredients, leading to increased risk of overdose and death. WHAT WE KNOW
?
##"
The U.S. Drug Enforcement Administration classifies drugs and other substances into five
medical use and potential for abuse and dependency. Heroin is a Schedule I drug, a category which includes drugs with no categories according to the drug’s medical use and potential for abuse and dependency. Heroin is
currently accepted medical use and a high potential for abuse and for severe psychological and/or physical dependence. a Schedule I drug, a category which includes drugs with no currently accepted medical use and a
In spite of these dangers, heroin and
use for
has severe
been increasing in NH. As graph below depicts, according to the National high
potential
for abuse
psychological
and/orthe physical
dependence.
Survey on Drug Use and Health (NSDUH), the rate of NH residents who report having used heroin at least once in their lifetime has increased since 2004-2005, from 1.2% in 2004-2005 to 3.3% in 2010-2011. The 2012 NSDUH reports that the In spite of these dangers, heroin use has been increasing in NH. As the graph below depicts,
#!
according to the National Survey on Drug Use and Health (NSDUH), the rate of NH residents
"
who report having used heroin at least once in their lifetime
has increased since 2004-2005, from
number of individuals seeking treatment for prescription opiate and heroin use disorders. In the last ten years, the number of 1.2% in 2004-2005 to 3.3% in 2010-2011. The 2012 NSDUH reports that the average age of
people admitted to state funded treatment programs rose by 90% for heroin use and by 500% for prescription opiate abuse. first use of heroin nationally is 23. Evidence of heroin’s re-emergence, and probable correlation
The sharpest increase has been between 2012 and 2013.
with prescription drug abuse, is also apparent in a rise in the number of individuals seeking
NUMBER OF ADMISSIONS TO STATE-FUNDED TREATMENT PROGRAMS FOR HEROIN AND PRESCRIPTION OPIATES, 2004-2013
PERCENTAGE OF NH RESIDENTS 12 AND OLDER REPORTING EVER HAVING USED HEROIN 2004-2005 TO 2010-2011
2000
1,540 Heroin
1500
1,297 Rx Opiates
1000
1.2%
2.3%
3.0%
500
3.3%
213
0
2004-05
2006-07
805
2008-09
2010-11
Source: 2012 National Survey on Drug Use and Health
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Source: NH Bureau of Drug and Alcohol Services
63
1
treatment for prescription opiate and heroin use disorders. In the last ten years, the number of
people admitted to state funded treatment programs rose by 90% for heroin use and by 500% for
prescription opiate abuse. The sharpest increase has been between 2012 and 2013.
COLLECTIVE ACTION
COLLECTIVE IMPACT
NH’s Strategy for Reducing the Misuse of Alcohol and Other Drugs and Promoting Recovery 2013–2017
From overdose deaths to large scale sale networks being uncovered, heroin is raising warning
flags within the state’s medical and law enforcement communities. As an example, in 2012,
Manchester police were involved in a drug raid that was one of the largest on record for the
state, with over 300 grams of heroin recovered with an approximate street value of $30,000
(Union Leader, 8/30/13). According to the New Hampshire State Police Forensic Laboratory, of
all traffic stops and
arrests
2012 that led to a blood or urine test 13%, or 704 arrests, involved
%#!#)%#&'&'#
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& in
"'*#%&"("#)%%#"&%&"*%""/&*'"
'&''-&!
"
*"#%!"'#!!("'&&"+!$
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*%
heroin. Local law enforcement has also reported increases
in property crimes, burglaries,
involved in a drug raid that was one of the largest on record for the state, with over 300 grams of heroin robberies, and assaults associated with drug seeking.
WHY IT MATTERS
recovered with an approximate street value of $30,000 (Union Leader, 8/30/13). According to the New !$&%''# #%"&#%'#%,#'%.&'#$&"%%&'& "'# ###%(%"'&'
In addition to crime and safety concerns related to the use of the drug, heroin’s greatest toll is the
in 2012, 13%, or 704 arrests, involved heroin. Local law enforcement have also reported increases in number of deaths attributable to the drug. According to the New Hampshire Medical Examiner’s
property crimes, burglaries, robberies, and assaults associated with drug seeking.
Office, the number of heroin-related deaths rose substantially between 2010 and 2013. In that
" '#"
%! "
&', #"%"&
% increased
' '# 'from
(& #
%(
%#"-&
'# increase.
& ' "(!%
time'#period,
the number
of deaths
13 '
to 70,
a more
than%'&'
fivefold
This # '&
''%(' '#'%(#%"'#'*!$&% +!"%-&.'"(!%#%#"% ''&
rise in heroin-related deaths is most prevalent among 20-29 year olds and the rate of increase was
rose substantially between 2010 and 2013. In that time period, the number of deaths increased from 13 to 70, a more than similar for both males and females.
.)# "%&&%&"%#"%
''&&!#&'$%) "'!#",%# &"'%'#"%&*&
similar for both males and females. Heroin use poses significant risk for contracting HIV and Hepatitis, leading to other health
%#" (& $#&& &"."' %& #% #"'%'" " $''& " '# #'% ' problems. This exposure
to other health threats affects not only the user but others who may
problems. This exposure to other health threats affects not only the user but others who may interact with the user.
interact with the user.
* !$&%
#&$' & %
&# %$#%'"
&"."'
"%&
' "(!%
New Hampshire hospitals
are also reporting
a significant
increase
in the number
of"babies
being # &
being born with symptoms of opiate withdrawal related to maternal drug use.
born with symptoms of opiate withdrawal related to maternal drug use.
Source: http://www.dhhs.nh.gov/dcbcs/bdas/documents/issue-brief-heroin.pdf
EMERGENCY ROOM VISITS RELATED TO HEROIN USE BY AGE RANGE, 2012-2013
EMERGENCY ROOM VISITS RELATED TO HEROIN USE BY GENDER, 2012-2013
250
224
250
2012
200
2012
150
148
150
2013
118
106
106
100
100
76
72
57
50
50
Female
Male
Total
64
54
28
34
0
0
224
2013
200
0
0
0-10 yrs
3
12
11
11-19 yrs
20-29 yrs
30-39 yrs
21
40-49 yrs
6
16
50-59 yrs
0
4
60+ yrs
Totals
The Heroin Epidemic
By Jenna Rodriguez
Drug addiction has a huge impact on the lives of millions of people world-wide. Drug addiction
is a rising problem nationwide. Many drug addicts try to get to the high that they first felt when
they began using drugs. This causes the addict to lose interest in their social lives; they spend
hundreds of dollars a week, and lose interest in school. Addiction is a problem that takes a toll
on not only the individual who is doing the drugs, but also on the family members, friends, and
people who care about them. When people think of the word “addiction” what first pops into
their mind is usually alcohol, nicotine, or marijuana. These drugs are all to be looked at with
concern, but recently there has been a spike in the amount of young adults beginning to use more
hard drugs. One of these drugs rising in popularity among young adults and even teenagers is
heroin. It is seeing a huge increase in the states of New Jersey, New York, and Vermont, as well
as on college campuses around the nation.
Heroin is part of the drug group called opiates, scientifically known as opioids. Opiates are
classified by the rush of pleasure they exude, which then turns into a dreamy, pleasant state
where users have very little sensitivity to pain or become numb. Users of this drug also
experience slow breathing and have flushed skin. Another common characteristic found amongst
opiate users are their pinpoint pupils. Most of the time opiates, such as heroin and morphine,
are injected, which gets into the blood stream quicker. Opiates can also get ingested by the
mouth or snorted through the nose (Kuhn). It is estimated that around 13.5 million people take
opioids worldwide. In 2007, it was estimated that 93% of the world’s opium supply came from
Afghanistan, having a total export value of about $4 billion (Truth About Heroin).
Heroin is a highly addictive illegal drug used by millions of addicts around the world. Heroin,
similar to opium and morphine, is made out of the resin from poppy plants. To manufacture
heroin, the opium from the poppy plants is refined to make morphine, which is then refined again
into heroin. Most forms of heroin are injected into the body, getting into the blood stream more
quickly than if it was taken by mouth, although both ways have equal efficiency when it comes
to getting high. Because most of the heroin addicts do inject the drug, they are not only at risk of
overdose, but also AIDS and other infections such as Hepatitis B and C.
Heroin was first invented in 1898 by the German pharmaceutical company, Bayer, as a treatment
for addiction to morphine and to treat diseases such as tuberculosis. After heroin had been
used to try and treat morphine it was discovered that heroin was even more addictive than its
counterpart. At the time when this drug was invented they did not know that in Europe it would
be involved in four out of five drug related deaths (Truth About Heroin).
The short-term effects of heroin can include slowed breathing, clouded mental function, nausea
and vomiting, drowsiness, and possibly even coma or death. Often times the heroin user is
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hooked after the first time they try it. The long term effects can be very destructive to the
addict. By injecting the drug it can cause blood vessels and heart valves to collapse. Other long
term effects include bad teeth, inflammation of the gums, cold sweats, itchiness, weakening
in the immune system, coma, depression, insomnia, loss of appetite, and loss of memory and
intellectual performance. Not only does using heroin affect the body, but it also ruins the person’s
entire life. Heroin addicts are always trying to chase the original high they achieved the first time
they took the drug. Before they know it they are using it throughout the day, many times to put
themselves to sleep at night (Truth About Heroin). It has also been seen that heroin can cause
deterioration of the white brain matter after being used for a long period of time. This can affect
an individual’s decision making, response to stress, and regulation of behavior (Drug Facts).
Heroin is portrayed at as “fashionable” by the media. It used to be looked at as frightening, but
now in magazines they use models that look as if they were on the drug. They use images of
women who have blank expressions and waxy complexions. These models also have dark circles
under their eyes, sunken in cheeks, excessive thinness, and greasy hair. The magazines present
this “heroin image” as chic and presenting it to the younger generations as a new look.
The effects of heroin can be seen through a woman named Alison who is a former drug addict
from New Jersey. Alison described her addiction:
From the day I started using, I never stopped. Within one week I had gone from
snorting heroin to shooting it. Within one month I was addicted and going through
all my money. I sold everything of value that I owned and eventually everything
that my mother owned. Within one year, I had lost everything. I sold my car,
lost my job, was kicked out of my mother’s house, was $25,000 in credit card
debt, and living on the streets of Camden, New Jersey. I lied, I stole, I cheated.
I was raped, beaten, mugged, robbed, arrested, homeless, sick and desperate. I
knew that nobody could have a lifestyle like that very long and I knew that death
was imminent. If anything, death was better than a life as a junkie (Truth About
Heroin).
Heroin is becoming an increased problem around the United States, but particularly in New
Jersey. In New Jersey the heroin problem is looked at as the epidemic, which is occurring around
the country. “The Task Force on Heroin and Other Opiate Use by New Jersey’s Youth and Young
Adults identifies heroin and opiate abuse as ‘the number one health care crisis’ confronting
the state. It notes a five-year increase of more than 200 percent in the number of admissions to
licensed or certified treatment programs for prescription drug abuse, and a 700 percent increase
over the last decade” (A Heroin Epidemic).
Now many legislators believe that the root of the heroin problem is the wide spread over-prescription of painkillers. Many people get hooked on prescription drugs such as oxycontin
or oxycodone and then turn to heroin because it is cheaper, sometimes going for $5 a dose.
Another reason why people are attracted to heroin in New Jersey is that street samples can have
a purity of up to 95% although the average heroin dose bought on the street is around 58% pure,
according to the Monmouth County prosecutor’s office. The purity of the heroin being sold has
risen by twelve percent in the last three years. The heroin found in New Jersey is so pure because
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it is the center of the world’s largest import zone for heroin, much of which enters through Port
Newark-Elizabeth Marine Terminal. Much of the drugs that come into New Jersey originate from
Columbia and Peru, and work its way into the country through Mexican drug cartels. Within the
last year there have been a total of 557 deaths that have been contributed to heroin, 112 of these
deaths occurred in Ocean County.
The New Jersey Legislature recognizes the problem and has been trying to find ways in which
to combat the epidemic. Recently they have introduced 21 bills which will expand funding
for treatment, reevaluate how the educational community addresses prevention and recovery,
and increase oversight of state facilities and physicians (With Heroin Purity). Since the bills
have been passed there have only been 53 deaths in Ocean County compared to the 88 which
had occurred by this time in 2013. They have also introduced other ways in which to combat
overdose and heroin addiction in New Jersey. It is now mandatory to report each time the
prescription painkiller antidote Narcan is administered in order to reverse an overdose. This
has been put into action so that officials can analyze the effectiveness of the drug. Another
important law put into place was that health care professionals now have to share information
with the newly formed Prescription Fraud Investigative Strike Team, which investigates and
prosecutes professionals who illegally supply prescription drugs for profits. New Jersey is also
enforcing new requirements to make prosecutors actively identify offenders who are candidates
for the Drug Court Program which diverts nonviolent drug offenders into court-supervised drug
treatments. New Jersey is also acting stricter when it comes to the training of officers and the
way they handle overdoses. They have made stronger penalties for drug traffickers who sell
dangerous prescription painkillers and other drug mixtures or those who sells both heroin and
prescription pain killers (Action on Heroin Use).
Figure 1: This graph represents the increase of heroin addicts in the state of New Jersey from the
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year 2006 to the year 2011. Within this five year period the state has seen a significant increase in
the amount of heroin seen throughout the entire state. This shows how much this heroin epidemic
is hurting the state.
Not only is New Jersey presently facing a heroin epidemic, but the state of Vermont is also
facing its own crisis. Vermont has the most heroin addicts per capita. In January 2014 Vermont’s
Governor, Peter Shumlin, addressed this issue as what he called Vermont’s “full-blown heroin
crisis”. It has been found that since 2000, Vermont has had an increase of about 250 percent
in addicts receiving treatment. The amount of people caught for heroin trafficking has also
increased a significant amount in the last couple of years, rising 135 percent in the last decade
(Eidelson). “The state has the highest rate of illicit drug use in the country with 15% of people
surveyed saying they have used within the past month, according to 2010-2011 surveys from
the Substance Abuse and Mental Health Services Administration” (Engel). In the last 12 years
the amount of people treated for heroin abuse went from 399 to 3,479 people. In a survey they
found that people ages 25 to 35 were the ones who used heroin the most, with 18 to 24 year olds
coming in second. Some researchers believe that Vermont is a big drug trafficking area because
of its location. The state is close to Montreal, so many of the drug dealers coming from Canada
can easily stop and sell in Vermont on their way to the bigger cities such as Boston and New
York. Also it was found that because Vermont has a greater deal of small towns, the cost of a bag
or heroin can go for about $30, where as in a bigger city the price for a bag of heroin is about $5
(Engel).
As a way to combat this heroin problem that Vermont is currently facing, they have decided to
take more legal action. Legislatures have made a law in which individuals who are caught using
or possessing heroin will not immediately be arrested. Instead of immediately being taken into
custody they instead will get the opportunity to avoid prosecution if they enroll in treatment.
Also the state is offering greater access to synthetic heroin substitutes for prisoners and other
individuals who are using the drug so that it can help them get rid of their dependency on the
drug. Additionally, Vermont has incorporated a Good Samaritan law in which it will shield
heroin users from arrest if they call an ambulance and report an overdose, rather than just leaving
the person to die. The state is also allowing state troopers, cops, and EMTs to carry the drug
Naloxone, which, like Narcan, reverses the effects of a heroin overdose. This drug is also going
to be sold at pharmacies without an individual needing a prescription (Eidelson).
Another state being affected by the heroin epidemic which is currently sweeping the nation is
New York. In 2013, New York saw the most overdose related deaths last year than they had seen
in any year since 2003. A total of 420 people died from overdosing on heroin out of a total of
782 overdoses that were recorded by the state. This death rate has doubled in the last three years,
showing that the heroin epidemic is growing rapidly. From recent surveys it has been found that
heroin is spreading most quickly amongst, white, higher-income New Yorkers and also older
Hispanic. In the city of Queens alone there were 81 people who died from heroin overdoses
compared to the 53 which had been killed by the drug the previous year. Hispanic users in the
Bronx showed the greatest increase in overdose deaths – to 146 last year, from 64 in 2010. New
York alone accounts for 20 percent of the heroin abusers In the United States (Goodman). In
2013 there were 89,269 admissions for individuals who needed treatment for heroin abuse. It is
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so popular in the city because instead of having to get expensive prescription opiates to relieve
pain or feed their addiction, they can get a bag of heroin for only five dollars.
To fight against this heroin epidemic, New York Governor Andrew M. Cuomo launched the
campaign “Combat Heroin”. This campaign was designed to inform and educate the residents
of New York about the risk of heroin and where they can go if they are in need of treatment for
addiction. In June of 2014 Governor Cuomo also signed in new laws which he predicts will
help fight the heroin epidemic. These laws included, “insurance reforms, new models of care to
divert people into community-based treatment and to support people after they have completed
treatment, allowing parents to seek assessment of their children through the PINS diversion
services, and expansion of opioid overdose training and increased availability to Naloxone, a
medication which reverses an opioid overdose” (Governor Cuomo Launches “Combat Heroin”
Campaign).
Figure 2: This graph relates to the amount of heroin users in Vermont.
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Figure 3: This graph represents the number of heroin related deaths that occur in New York. In
2003 the state saw the highest death rate out of any other year. In 2013, only a decade later it had
again began to increase to this number. In 2010 New York had seen a significant decrease, the
lowest number of deaths within a decade, and then it again began to grow significantly.
When people imagine the drugs most commonly used in the college culture they will frequently
think of drugs such as marijuana, tobacco, and alcohol. Although these drugs are widely used,
there are more dangerous drugs also being used by college students, and heroin is one of them.
“In a 2012 National College Health Assessment, 19.2% of survey participants said the typical
student at their university had abused the opiate, and nearly 1,300 out of the 76,481 surveyed
admitted to using heroin at least once” (Looking at Heroin Use). It was found that heroin is
being used by college students more often than drugs such as hallucinogens and ecstasy, which
are considered “fad drugs”.
Some professionals believe that students start to do heroin in college because marijuana does not
live up to the expectations that they had about the drug. The college students then go on to try
stronger, more dangerous drugs so that they can achieve a greater high. Not only is heroin used
on college campuses but the drug use is often hidden or not commonly known amongst parents,
students, faculty and staff. They have heard about the drug, but they do not know many specifics
about the drug which makes it especially dangerous in a college setting. Students doing the drug
for the first time are doing it without realizing how addictive it truly is. Many college students’
heroin addictions develop from their addiction to prescription drugs, such as Percocet, Vicodin,
or Oxycodone. It has been found that prescription drugs are the second most used drug amongst
college students. These drugs can get very costly at times and then students are no longer able
to pay the money to get the prescription drugs. Heroin is a cheaper alternative that they turn
to achieve the same or similar high for a cheaper price. Recent surveys conducted by the drug
authorities have shown that close to 500,000 Americans between the age of 12 and 24 have used
heroin at least once in a year.
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A college student named Emily stated,
Heroin is a very powerful drug. It takes over a person’s life and becomes their
life. Heroin is killing people left and right. People do not realize how strong it is
and can overdose very easily. Many young adults are dying because of heroin
addiction. There is also a stigma associated with heroin. Many people see it as a
terrible thing, so instead they abuse other opiates because they think it is not as
bad, such as pain killers. However, what happens to most people is they start out
doing pain killers, such as Oxycontin and they can no longer afford it and switch
to heroin (Truth About Heroin).
Emily herself had been a heroin addict and would rob, steal, and do whatever it took for her to
get money to get high again. These college students are many times unable to find a way out of
the addiction by themselves. Heroin is a very strong, addictive drug and abusers need immediate
treatment to recover. Many students are afraid of getting the help in which they need. Many
stories of college aged students all sound the same. They began their addiction using prescription
drugs or other opiates, which were not supposed to be as addictive or as dangerous. When they
began to run low on the money and resources needed to keep buying the pills, they turned to the
cheaper alternative, heroin.
http://www.usnews.com/news/blogs/washington-whispers/2012/06/21/chart-what-the-dea-refuses-to-admit-about-drugs
Figure 4: This graph represents the amount of deaths and injuries that occur on college campuses
from illegal drugs. The highest drug which causes harm to college students is alcohol with heroin
coming in second.
Heroin is a growing problem throughout the country. This epidemic is sweeping the country,
hurting many individuals and families. In particular, the states of New Jersey, New York, and
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Vermont have been getting hit hard by this epidemic. Many people first begin their heroin addiction with the thought, “I will only try this once” or “addiction will not happen to me.”
People see heroin addicts as dirty, homeless people who only get high all day. This is untrue. In
reality, most of these first time users will become addicted, always chasing the original high they
had gotten the very first time. Many of the users are white, middle to high class individuals. Not
only is this epidemic sweeping the nation, but it is also overtaking college students. Although it
is not as commonly used amongst college students as alcohol or marijuana, heroin has started to
become an increased problem.
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Work Cited
“Drug Facts: Heroin.” National Institute on Drug Abuse (NIDA). N.p., n.d. Web. 02 Dec. 2014.
Eidelson, Josh. “Vermont Quits War on Drugs to Treat Heroin Abuse as Health Issue.”
Bloomberg Business Week. Bloomberg, 21 Aug. 2014. Web. 03 Dec. 2014.
Engel, Pamela. “Here Are The Charts Behind Vermont’s ‘Full-Blown Heroin Crisis’” Business
Insider. Business Insider, Inc. 10 Jan. 2014. Web. 04 Dec. 2014.
Goodman, J. David. “Heroin’s Death Toll Rising in New York, Amid a Shift in Who Uses It.”
The New York Times. The New York Times, 27 Aug. 2014. Web. 03 Dec 2014.
“Governor Cuomo Launches “Combat Heroin” Campaign.” Governor Andrew M. Cuomo.
N.p., n.d. Web. 02 Dec. 2014.
“A Heroin Epidemic Is Plaguing New Jersey | VICE News.” VICE News RSS. N.p., n.d. Web. 03
Dec. 2014.
“Inside N.J.’s Historic Push to Tackle Heroin Epidemic.” NJ.com. N.p., n.d. Web. 03 Dec. 2014.
Kuhn, Cynthia, Scott Swartzwelder, Wilkie Wilson, Leigh Heather. Wilson, and Jeremy Foster.
Buzzed: The Straight Facts about the Most Used and Abused Drugs from Alcohol to Ecstasy. New York: W.W. Norton, 1998. Print.
“Long-Term Side Effects of Heroin – Physical Effects on the Body & Brain – Drug-Free
World.” Long-Term Side Effects of Heroin – Physical Effects on the Body & Brain –
Drug-Free World. N.p, n.d. Web. 02 Dec 2014.
“Looking at Heroin Use on College Campuses.” USA TODAY College. N.p., n.d. Web. 04 Dec.
2014.
“Take Action on Heroin, Prescription Drug Abuse.” NJ.com. N.p., n.d. Web. Acting N.J. Attorney
General Orders Police Web. 01 Dec. 2014.
“Truth About Heroin Video – Real Life Stories on Effects of Heroin, Skag, Hell Dust.”
TRUTH ABOUT HEROIN VIDEO – Real Life Stories on Effects of Heroin, Skag, Hell
Dust. N.p., n.d. Web. 02 Dec 2014.
“With Heroin Purity Among Highest In Nation, Toms River, Ocean County Fight Back.” Toms
River, New Jersey Patch. N.p., n.d. Web. 03 Dec. 2014.
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The Effects of Alcohol
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Short Term Effects Slurred speech Drowsiness Vomi(ng Diarrhea Upset stomach Headaches Breathing difficul(es Distorted vision and hearing Impaired judgment Decreased percep(on and coordina(on Unconsciousness Anemia (loss of red blood cells) Coma Blackouts (memory lapses, where the drinker cannot remember events that occurred while under the influence) Long Term Effects •  Uninten(onal injuries such as car crash, falls, burns, drowning •  Inten(onal injuries such as firearm injuries, sexual assault, domes(c violence •  Increased on-‐the-‐job injuries and loss of produc(vity •  Increased family problems, broken rela(onships •  Alcohol poisoning •  High blood pressure, stroke, and other heart-‐related diseases •  Liver disease •  Nerve damage •  Sexual problems •  Permanent damage to the brain •  Vitamin B1 deficiency, which can lead to a disorder characterized by amnesia, apathy and disorienta(on •  Ulcers •  Gastri(s (inflamma(on of stomach walls) •  Malnutri(on •  Cancer of the mouth and throat Informa(on Provided By: Drew Benne4 Designed By: Chris Johnson 74
NIAAA
St. Edward’s University
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THINK BEFORE YOU DRINK IT COULD SAVE YOUR LIFE BLOOD ALCOHOL CONTENT (BAC) BAC Approximate # of Drinks in an Hour .02% You cannot legally drink alcohol products until you are 21 Years-‐old .03% 1 drink Effects of Alcohol LEGALLY INTOXICATED IN NH (Under 21 Years-‐old) You can be charged with DWI No overt effects Slight feeling of muscle relaxation Slight mood elevation Under 21 drivers may have license suspended Usually a feeling of well being Feeling of muscle relaxation .05% Judgement impaired 1-‐2 drinks Coordination and level of alertness lowered Slight decrease in reaction time Increased risk of collision while driving .08% 2-‐4 drinks LEGALLY INTOXICATED IN NH (21 Years-‐old or older) You can be charged with DWI Coordination and balance becoming difficult Reaction time significantly slowed .10% Muscle control and speech impaired 3-‐5 drinks Limited night and peripheral vision Loss of self-‐control Crash risk greatly increased Major impairment of mental and physical control .14-‐.15% Slurred speech, blurred vision 5-‐7 drinks Lack of motor skills Consistent and major decrease in reaction time .15% 380 TIMES MORE LIKELY TO BE IN A FATAL CRASH THAN IF YOU ARE SOBER .20% 7-‐10 drinks Loss of equilibrium and technical skills Must have assistance in moving about Mental confusion Double vision and legal blindness 20/200 Unfit to drive for up to 10 hours .20% BLACKOUT LIKELY TO OCCUR .25-‐.30% 10-‐14 drinks Staggering severe motor disturbances Severe intoxication Not aware of surroundings Minimum conscious control of mind and body .30% and above 14 drinks and above DEATH WILL OCCUR IN MOST PEOPLE *BAC is dependent on many factors, including weight, gender, emotional and physical condition and health, and what you have recently ingested (including food, water, medications and other drugs). This information in this chart is a general estimate and should be used for informational purposes only. 76
Chapter 4
Students Have a
Voice
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78
2015/2016
Recognized Clubs and Organizations
Students at Franklin Pierce are actively involved in approximately 25 social and educational
clubs that receive funding from the Student Government Association (SGA).
Students interested in forming a new club should contact Bill Beardslee, Associate Director of
Student Involvement at beardsleeb@franklinpierce.edu
Anime
Anthropology
Best Buddies*
Criminal Justice
Class of 2016
Class of 2017
Class of 2018
Class of 2019
Education
Gamers
Gay Straight Alliance
Glass Blowing
Health Sciences*
International Club
Literary Society*
Love of the Universal Spirit
Psychology
Pierce Students for Political Action*
Raven Theatre Association*
Raven Thunder
Round Table History Club*
SISTUHS
Sports & Recreation
Pierce Activities Council
Relay for Life
*These clubs were formed in 2014/2015 school year and their description has not yet been added
on Eraven.
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Recognized Clubs
Anime Club: The club provides a forum for those who enjoy ANIME, cosplay, Japanese art and
culture.
Contact: anime@franklinpierce.edu
Anthropology Club: The club works to culturally enrich the lives of the Franklin Pierce
Students. We allow all students to experience different cultures through museum trips and
lectures.
Contact: anthropologyclub@franklinpierce.edu
Criminal Justice Club: This is an educational club that formed to provide contacts and
opportunities for career networking for Criminal Justice Majors and those interested in the field.
Contact: cjclub@franklinpierce.edu
Education Club: They offer opportunities for education majors and interested others. The club
sponsors speakers and projects that appeal to the wider campus.
Contact: edclub@franklinpierce.edu
Gamers Club: The club provides a forum on this campus for those individuals who enjoy role playing and other types of related games as a form of entertainment.
Contact: gamersclub@franklinpierce.edu
Gay/Straight Alliance (GSA): Our mission is to pursue equality in a safe college setting, to
promote understanding, and to reduce prejudice and fear towards Gay Men, Lesbians, Bisexual
Men and Women, Transgender people and those questioning sexual identity.
Contact: gsaclub@franklinpierce.edu
Glass Blowing Club: Students are able to enjoy the fun activity of glass blowing in the Franklin
Pierce University glass blowing hut.
International Club: The club seeks to introduce students of the Franklin Pierce Community to
a diversity of cultures, customs, and ways of living. The club aids in providing opportunities for
friendship between American and International students.
Contact: internationalclub@franklinpierce.edu
LOTUS (Love of the Universal Spirit): A spiritual club that welcomes all individuals in the
FPU community. Perfect stress reliever when finals time arrives and they practice the act of
meditation.
Medical Club: A majority of our members are interested in Medicine, Dental, Veterinary, or
fields pertaining to medicine or science. The club is open to any interested students no matter
their major or course studies.
Contact: medicalclub@franklinpierce.edu
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Psychology Club: The club provides up-to-date information in the field of psychology, career
and internship possibilities and was instrumental in bringing the National Honor Society of
Psychology (Psi-Chi) to Franklin Pierce.
Contact: psychologyclub@franklinpierce.edu
Raven Thunder Dance Club: The Dance Team’s purpose is to promote and uphold school
spirit, sportsmanship, to support all athletic teams and develop a positive relationship within the
community of Franklin Pierce.
Contact: ravensthunder@franklinpierce.edu
SISTUHS Club: The club is comprised of women with the intention to provide support for all
women in the Franklin Pierce community. This is accomplished through positive sharing and
building of social, cultural and educational issues.
Contact: sistuhs@franklinpierce.edu
Sports and Recreation Club: The purpose of this club is to further the exchange of information
and cooperation between members to promote knowledge and conduct, club programs and
activities in order to advance the general interest and welfare of the sport and recreation industry
within the campus community.
Contact: sarclub@franklinpierce.edu
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Recognized Organizations
A.L.A.NA.: The A.L.A.NA organization stands for African American, Latino (a), Asian, and
Native American. A.L.A.NA is a term that is creative, unique and symbolic of pride. The purpose
of the A.L.A.NA Center is to provide a physical space for students, faculty and staff to use for
public/educational functions, meetings and social gatherings. Most importantly the A.L.A.NA
Center is a place where Multiculturalism is front and center.
Emergency Medical Services (EMS): Franklin Pierce EMS is a non-transport; New Hampshire
State licensed Emergency Medical Service that serves the campus community. The organization
works closely with Health Services, FP Campus Safety, FP Fire Department, Monadnock
Community Hospital and local rescue and ambulance services to provide the best level of care to
any person on the Franklin Pierce University campus.
Contact fpcems@franklinpierce.edu.
Franklin Pierce Fire Fighters: The Franklin Pierce University Fire Department is a private,
volunteer Fire Department located in Rindge, N.H. and is one of the few fully student-run fire
departments in the country.
Contact firedept@franklinpierce.edu
Pierce Activities Council (PAC): The Pierce Activities Council (PAC) was established to offer
a wide variety of high quality and fun on and off campus programs. Through the entirely student
run organization, the Pierce Activities Council invites students to create, plan and implement all
of their events.
Contact Derek Scalia by email at scaliad@franklinpierce.edu
Pierce Media Group (PMG): The Pierce Media Group includes the campus newspaper, TV
station, and radio station. The Pierce Arrow is a student-run newspaper, which reports on
campus and community issues and events. The student-run TV station produces and cablecasts
to the campus a diverse range of programming, including: Roommatez, Bullseye, The Boot,
and the weekly newscast. Students serve as members, producers, Station Manager, and as
Executive Board members. Students, faculty, and staff serve as DJs for the student-run radio
station. 105.3WFPC-LP is a 100 watt lower power FM station with approximately a 7-10 mile
broadcast radius. Programming for the station runs 24-7, and can be heard on campus, and in the
surrounding communities of Jaffrey, Rindge, and Peterborough, NH, and also Winchendon, MA.
Contact neviousk@franklinpierce.edu
Student Government Association (SGA): The SGA is dedicated to the vision of being the
agents of change for the Franklin Pierce University community. Comprised of class officers,
class senators, club senators and executive board officers, the SGA meets weekly as they discuss
topics of community interest and concern, budgeting and campus policy initiatives. Meetings are
open to the student body.
Contact sgapresident@franklinpierce.edu
All information on Franklin Pierce University clubs and organizations was taken from:
http://www.franklinpierce.edu/studentlife/todo/clubs/index.htm
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NEW ENGLAND CENTER FOR CIVIC LIFE Lindsay Sweet
Design
By Zan Walker-Goncalves, NECCL Fellow
In Spring 2014 three undergraduate researchers, Sarah Rodriguez Mass Communications major, Brennan
Whalen from Criminal Justice major, and Tom Rhodes from Psychology major, guided by the New England
Center for Civic Life met with many, many student groups, classes, as well as faculty and staff to find out what
concerns us about alcohol and drug use and abuse at Franklin Pierce University’s Rindge Campus. Here’s what
we found concerned YOU regarding the use and abuse of alcohol and drugs on this college campus
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Sexual assault
Aggression
Mental illness and stress
Tensions between freshman and upperclassmen
Tensions between drinkers and non-drinkers
Tensions between/among roommates/hall mates
Conflicts with Campus Safety and Rindge Police Department
Tensions with Residential Life staff
Tensions with Peer Leaders (upperclassmen advisors to freshmen)
Public perceptions
Pressure to fit in
Ambivalence about drug use that includes differing perceptions between students and college staff or
health professional
Physical illness and accidents
Based on what was said, Sarah, Brennan and Tom together with the New England Center for Civic Life staff
composed an issue guide based on our concerns and ideas for addressing those concerns. We named the issue
TENSIONS and asked our community to deliberate on the following question:
What Should We Do About the Tensions Created by Alcohol and Drug Use or Abuse?
In over 16 forums last spring, people began by considering three possible options to think through:
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Option 1: Make Rational
Decisions
Option 2: Put Health and
Safety First
Option 3: Promote the
Common Good
Freedom without
responsibility diminishes the
quality of everyone’s college
experience. To protect our
freedom, individuals should
make well-reasoned
decisions. But . . . while some
students make well-reasoned
decisions, not everyone does. If
we were to go this route, we
would need to accept the costs
and consequences of
irresponsible behavior by some
students.
The first responsibility of
every college is to protect the
safety and well-being of its
students, so the excessive
use of alcohol and drugs
must not be allowed. But . . .
while as a community we would
be safer if drug and alcohol use
were reduced, we would forfeit
some of the individual freedoms
associated with college life. This
can create to distrust and
antagonism between individuals
and groups.
A college campus should be a
place where everyone can
thrive. No one should put
their own personal pleasures
ahead of the well -being of all.
But . . . many students believe
that college is a time when they
should be free to experiment
and enjoy personal freedom.
Students may resent and resist
this approach.
Community members in over 16 forums last spring deliberated over these three options and came up with the
following strategies to consider. In response to these ideas plans are already being made: NECCL has trained a
new group of moderators and is offering more forums. Some of these new moderators are from residential life,
both Education Directors and Community Assistants. A moderator training will also be held for more student
leaders in August before the Fall 2016 term begins.
Please join us to consider the following ideas in our next forums in order to make decisions together and take
action to reduce these Tensions. We need your voice because a “college campus should be a place where
everyone can thrive.” •
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More forums like this where people talk about the negative effects of alcohol on you and your family and the
people around you.
I feel like we should bring up Campus Safety (CS) in these types of talks. We barely see them.
Some CS should be around when it isn’t just about punishment or talking about punishment.
I feel like if CS would come and interact more and then people would be less afraid and more comfortable. I
have never seen half the CS people
Don’t have the alcohol and drug-talk the first day in a big group, have it in smaller groups where people can
talk instead of just listening to one person talk. You just zone out in a large group.
Students need to know the law before they go to college; education is the first step.
Maybe the drug and alcohol meeting more often and maybe coming from a peer leader. Students listen to
their peers more
Peer programs where people mentor people. This is good.
Integrating upper and lower classmen is a great relationship builder. It made me feel like I was a part of
something. This could help.
Maybe extend rides off campus, two busses and one goes off campus. “Safe rides” is super successful and
the students respect it.
My sister goes to some college and they have a club for 18 and up and a special area for 21 and over. So
everyone can party but there is an area for “of-age” people.
The opinions offered were a result of a dialogue and do not reflect the opinions of FPU or BDAS. 85
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Alternative Spring Break Program
The Alternative Spring Break Program enhances the co-curricular experience by placing
leadership in the context of civic responsibility and service to the global community. The aim
is to develop a global perspective, promote leadership, critical thinking, social action, and
community involvement by combining experiential education and direct service. Each year
Student Involvement staff members bring together a group of dedicated students who want to
help make a difference in the lives of others. Students have the opportunity to put theory into
practice, while learning about issues facing the broader world around them. In the midst of hard
work, they have a lot of fun and develop lasting friendships. The experience consists of regular
meetings, team building, project preparation, followed by a direct service trip and reflection.
“ASB provides a unique opportunity for service minded students to experience a different part of
the country, while giving back to the host community.”
– Scott Ansevin Allen, Assistant Dean of Student Involvement
Alternate Break Trips
• 1999 Habitat Restoration - Nature Conservancy: Hobe Sound, FL
• 2000 Trail Building - Tennessee Trails: Appalachian Mountains, TN
• 2001 Art in the Schools - National School
and Community Corps, PA
• 2002 After School Programs – Boys and
Girls Club: Jacksonville, FL
• 2003 Home Building – Delta Cultural
Center: Clarksville, MS
• 2004 Youth Work – Delta Cultural Center:
Mound Bayou, MS
• 2005 Building Handicapped Ramps –
RAMP: San Antonio, TX
• 2006 Habitat Restoration – Virginia State
Parks: Northeast, VA
• 2007 Hurricane Katrina Relief – Operation
TLC: Pascagoula, MS
• 2008 Trail Building - Tennessee Trails: Appalachian Mountains, TN
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• 2008 Hunger & Homelessness – All Faiths Community Outreach: Goodyear, AZ
• 2009 Hunger, Shelter, Community and Affordable Housing: Goodyear & Prescott, AZ
• 2011 Hunger, Shelter, Community and Affordable Housing: Goodyear & Prescott, AZ
• 2012 Affordable Housing: Habitat for Humanities Collegiate Challenge: Monroe, NC
• 2013 Affordable Housing: Habitat for Humanities Collegiate Challenge: Wilmington, DE
• 2014 Affordable Housing: Habitat for Humanities Collegiate Challenge: Beaumont, TX
• 2014 Affordable Housing: Tutoring Children & Civil Rights Immersion: Lowndes County,
AL
• 2015 Affordable Housing: Habitat for Humanities Collegiate Challenge: Maryville, TN
Want to Know More?
For more information about the Alternative Spring Break Program contact
Scott Ansevin-Allen
Assistant Dean of Student Involvement and Co-Curricular Programming
1.603.899.4151
ansevis@franklinpierce.edu
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Pierce Activities Council (PAC)
The Pierce Activities Council (PAC) was
established to offer a wide variety of high quality
and fun on and off campus programs. Through
the entirely student run organization, the Pierce
Activities Council invites students to create,
plan and implement all of their events. PAC
is required to plan and host at least one event
each week throughout the academic year. Past
events have included music, comedy, travel
trips, novelty giveaways and many more exciting
programs. PAC is also responsible for planning
the Fall Feature Performer, Spring Concert and
other signature events.
PAC is comprised of six event chair positions
that collaborate with the general members to
organize and run weekly meetings and events. Each chair position is up for re-election during the
spring semester. All students on the Rindge campus are invited to join this dynamic organization.
Meetings are held weekly in the Campus Center.
For More Information
Contact Derek Scalia by email at scaliad@franklinpierce.edu
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Student Affairs Leadership & Philosophy
Leadership
At Franklin Pierce, leadership is part of the social process, something that happens between
people. It occurs in every day settings, balancing involvement and personal aspirations. Students
are encouraged to find experiences on the campus that will help develop their leadership
style. They gain and enhance leadership skills through active participation within the campus
community. Student leaders are challenged and supported by professional staff members and
peers to make the most of their experience. There are numerous avenues for students interested
in making a positive impact.
Philosophy
The Division of Student Affairs embraces an inclusive model of leadership in an effort to
enhance student learning and facilitate positive social change. “Inclusive Leadership” is based
on a commitment to dignity, civility, equality, democracy and transformation of people. It is
the ability of a person to work with others and requires strengths and abilities not normally
associated with patriarchal leadership:
Assuming a leadership role helps define them as individual members of this community, and
contributes to an evolving definition of what this community will be.
Leadership Opportunities
Emergency Medical Technician (EMT)
Members of the EMS Squad (EMTs) are nationally certified volunteer students that provide
appropriate medical care for the campus community. Students are on call 24 hours a day, and
assigned regular duty shifts. Volunteers render aid to any student in need, from routine or referral
services up to management of life threatening situations. The Squad is supervised by the Director
of Health Services. They are trained to follow protocols from the State of New Hampshire.
Peer Leader (PL)
Peer Leaders are an integral part of the new student experience. These volunteer leaders work
with first year students through Orientation and assist professors with the Freshman Seminar
Class. Recruitment and training begins in the spring and continues in late August. In September,
PL’s play an integral role in coordinating and executing Orientation events, which are designed
for fun, teaching, and the development of lasting friendships as freshmen begin a new life here
at Franklin Pierce. They model to their individual groups how to learn from and listen to others,
as well as how to live and act responsibly in the midst of a world of new choices. They provide
opportunities for first year students to connect with each other, the campus, and surrounding
community. Candidates must be in good social standing and have a minimum cumulative GPA
of 2.5 to be eligible. 90
Community Assistant (CA)
Community Assistants play an integral part in the residential experience of our students. They
assist in the transition to college and the overall growth of the student by providing social,
developmental, and educational programs. Besides building a residential community, each CA
serves as a role model for his/her residents. Candidates must be in good social standing and have
a minimum GPA and cumulative GPA of 2.5 to be eligible.
Student Government Association (SGA)
The Franklin Pierce University Student Government Association is made up of dedicated student
representatives working to make positive change for the student body. As student representatives,
members of the SGA are concerned with the issues and policies that affect the campus
community. In addition to being an advocate for the student body, the SGA also funds the
programs, speakers, conferences and trips put on by recognized clubs and classes which enrich
campus life and the Franklin Pierce experience. Membership size is approximately 60 students
and meets weekly.
Pierce Activities Council (PAC)
The Pierce Activities Council is dedicated to planning and implementing a wide variety of social
and educational activities for the community. Membership to PAC is open to all current students
on the Rindge Campus. Some of the events that PAC puts together include: comedians, concerts,
bus trips, guest speakers, special events, Frankie P Fridays and more.
Other Opportunities
• Institutional Committees (SGA Appointed)
• Club Leadership
• Student Judicial Board
• Community Service Student Manager
• Alternative Spring Break Team Leader
• Franklin Pierce Fire Company
• Student Leader Athletes
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Community Service Programs
The Office of Community Service, founded in 1993, provides opportunities for our students to
get involved in public service. For some, community service is the continuation of a previous
volunteer experience, but for many others, it is a new opportunity to open their world in positive
ways that they make volunteering a part of their lives. The positive energy of their involvement
is felt throughout the community. Staffed by Student Managers, the Office offers a wide variety
of supported volunteer opportunities in the region that are suited to student’s interests and
available time including:
Boynton Buddies: A mentoring program that pairs Franklin Pierce students with
“buddies” at Boynton Middle School in nearby New Ipswich, NH. Franklin Pierce
students serve as positive role models and as engaged listeners.
Senior Computer Tutoring: A mentoring program that provides computer tutoring to the
elderly.
Jaffrey After School Program: A mentoring program that assists in providing youth
activities.
Jaffrey Head Start Center: A mentoring program that assists in providing Preschool
Activities.
Kitty Rescue and Adoption: A program that provides love and support to kittens and
cats prior to being adopted.
Good Sheppard Nursing Home: A mentoring program that assists in providing
companionship to the elderly.
Alternative Spring Break: A one week service project.
Telephone Tales: A mentoring program that provides over the phone reading to children.
The Community Service Office Team is willing to help students initiate their own volunteer
projects and events. Everyone is encouraged to participate. For further information, stop by the
office, call the office at 603-899-4166 or email commserve@franklinpierce.edu.
All information in regard to the Franklin Pierce University community service programs was
taken from: http://www.franklinpierce.edu/studentlife/comsrvce.html
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Chapter 5
Hear to Listen
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That Word ‘Abuse’
By Lauren Caduto
“You’re not going to Dave’s house! He smokes pot and I’m not letting you go there, END OF
DISCUSSION.”
It started with a simple argument between my mom and me. I didn’t think smoking pot was bad
but she just thought it was the worst possible thing I could ever do. It didn’t affect my
intelligence and, it didn’t affect my grades. I earned a 3.1 GPA my first year of college, which is
pretty good if you ask me, considering I was high the whole time. But that simple argument
would soon enough become a pivotal moment in my life in which things were about to
dramatically change. Something that night told me I should have kept my cell phone close by me
as I slept but I foolishly left it on my bureau, where she had easy access to it.
The next morning I woke up to find my phone missing from my bureau. I knew my mother
had taken it; I knew she read my texts. I knew that whatever she read, I was fucked. I went
downstairs to find her stone-cold pissed at me and I asked why she took my phone.
“I could tell something was up with you! You’ve been different since you came back from school
and I wanted to find out just what it was!” she yelled. “Not only were you smoking pot, you were
fucking dealing too!?”
Shit.
I wouldn’t get my phone for the rest of the day for my mother had to investigate to get to the
bottom of this, as if she was a member of the forensic team on those crime shows she loves to
watch on television.
The next day I found myself sitting in front of a drug therapist with my blue flannel-garbed arms
crossed and my mouth shut tight. I didn’t want to talk to him. I didn’t need to be there. All I
needed to do was to get high and forget about it. “This is bullshit,” I thought.
We were sitting in this square room with white walls and an overwhelmingly large potted plant
that looked like one of its tendrils were about to reach out and grab my leg. It sat just below a big
abstract painting with yellows and reds and oranges splattered on the canvas. The longer I sat in
that room, the more that I felt like I was going to vomit a similar composition on the carpet-canvas under my feet.
We were caught in a staring contest. He, watching me tap my red Ked’s on the floor frantically,
waiting for him to break the ice. I wasn’t going to make a peep until then. And there I was,
staring at his Nike sneakers and flannel shirt, similar to the one that I was wearing. The sleeves
were rolled up displaying illustrations and words, the story of his own drug addiction and
recovery laid out on his own skin for the world to interpret. His name was Chris.
“So what brings you in here today, Lauren?” asked Chris.
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“I sold dope,” I retorted, uninterested in having a conversation with this clown.
“And you smoked it too?”
“Yes, I smoked it. I do smoke it. And I love smoking it.”
“Okay, well…I’m gonna have to ask you for a urine sample.”
“Oh yeah? Bring it on.”
So he handed me the cup and showed me to the restroom. I had no choice.
After ten minutes of trying to generate even a droplet of urine for this stupid sample, which
was obviously going to be a failure, I returned to Chris’ office. He was aware that I had no
interest in being there. So, to get me to think a bit more, Chris asked me some questions about
my marijuana use and then spit out some facts. Normally I would have just blown the numbers
off because I knew they were meant to scare pot smokers, but having Chris tell it all to my face
actually did scare me, and made me reevaluate what I was getting so heavily involved in.
“How much do you smoke a week?” Chris asked.
“I don’t know, anywhere between three and a half to five grams a week, sometimes
seven?” I answered uncertainly, but I knew it was in that range.
“Well heavy marijuana abuse is considered using one gram a week.”
Abuse?
Abuse.
That word. Abuse. I had been abusing drugs. I had been abusing my body? I had been abusing
my wallet, and my parents, and my friends, and my academics. And what for? To feel a little bit
happier for fifteen minutes? He could have told me that I was responsible for a 10 car pile-up on
Route 295 and I probably would have thought nothing of it. But abuse? I lost it.
When I realized what I had been doing, I broke down and cried in front of this stranger that I had
only known for a half hour or so. I didn’t want to smoke anymore. I didn’t want to be scraping
up quarters to buy a dime bag anymore or calling up my parents every week to put money I
knew they didn’t have in my bank account. I didn’t want to skip class anymore to hang out and
get high with “friends” who just associated with each other for the sole purpose of using drugs. I
vocalized this to Chris and that’s when he said, “I am going to help you.” And the beginning of a
profound relationship was formed.
Week after week I visited Chris and we worked together and he listened to me and helped me
grow into a strong individual who had regained her power. Although we were supposed to focus
on my drug use and recovery, we talked about everything under the sun, from my relationship
with my parents to balancing things at school, to my troubles with anxiety and even as far as my
sex life. Chris knew everything. He wasn’t just a drug counselor anymore, not even my therapist;
he was now a friend whom I could trust and confide in.
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Chris told me his story. He began with his drug use that started in high school, selling pounds
of marijuana, to his falling deep into heroin addiction, then his stints in rehab, and eventually
serving prison time. Finally, Chris found faith and realized that being happy and alive is better
than being addicted to drugs and potentially dead today. He told me about his wife and baby and
that he was now going back to college to earn a Master’s in Clinical Social Work and holding
seminars about drug abuse to college students. Chris guided me to a healthy and happy life of
sobriety, taking me through each step along the way.
Nearly nine months after that first meeting with Chris, I was able to handle the ups and downs
of recovery with all the tools he gave me. Living on a college campus comes with many
temptations, but Chris is perpetually in the back of my brain helping me make the right decisions
for myself. Although I had no intentions of returning to his office after that first session, I am so
grateful for having Chris as a part of my life. He became my oasis of wisdom and guidance when
I thought I would give in or turn back to such an unhealthy habit.
My boyfriend recalls me saying after that first appointment, “Had it been anybody other
than Chris in that office, I would have sparked a pipe as soon as I walked out.” But it is the
relationship with Chris that formed that first day and the strength he helped me discover within
myself over the weeks I spent with him that encouraged me to make positive decisions, stay true
to myself, and find happiness that will stay with me for the rest of my life.
This story was first written in February 2014 and published in the Pierce Arrow the
following month.
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The Center for Spiritual Life
It is said that addiction is a physical, mental,
emotional and spiritual disease. In fact, many
would argue it is because of our lack of spiritual
meaning that a deep wound and hole exists in
the heart of our person. We are hungry, thirsty,
and longing for meaning, purpose, belonging and
being. When this deep, empty well is dry, when
all one can feel is the dull throb of pain, shame,
or depression, there develops a compelling desire
to be filled, an urge to satisfy the hunger and
thirst, an involuntary reach for any momentary
euphoria, or an obsession to forget the emptiness,
longing, loneliness and pain. Then we tend to
find ways to dull, numb or otherwise fill the void
with addictions to substances, relationships, sex
and other behaviors, or even thoughts, to take off
the edge and to avoid responsibility to make and
find meaning.
Alcoholics Anonymous was founded on the
principle understanding that at the core we all
seek grounding in the life of the Spirit rather than
a life of spirits (alcohol) however that comes to
be manifest in one’s life. The Twelve Steps become a behavioral path to wholeness and meaning.
Christina Groff, author of “The Thirst for Wholeness,” calls the Twelve Steps “the yoga of the
west.” The Twelve Steps embody 12 distinct practices to cut through personal defenses and
illusions and lead one to sanity, sobriety and spiritual meaning. They provide a light that can guide
one to discover their own spiritual way in the world.
The Center for Spiritual Life is a space within the Campus Center at Franklin Pierce University for
you to use for personal times of quiet, meditation, spiritual study and discussion. The Center offers
occasional opportunities for the exploration of spiritual practices or discussion groups. Sometimes
students of various faith traditions or spiritualities offer such opportunities for their peers. The
Center offers no formal religious or spiritual services at this time. Yet, if interest demands, such
opportunities can attempt to be created.
Bill Beardslee, Associate Director of Student Involvement and Director of Spiritual Life, is
equipped to offer individual or group spiritual guidance if it is desired. He has been trained as a
spiritual guide and counselor and holds a deep commitment to a multi-faith approach to spirituality.
You can drop by Bill’s office in the Campus Center just down the hall from the information desk
or contact him at 899-4188 or beardsleeb@franklinpierce.edu.
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Alcoholic Anonymous (A.A.)
Here is a list of things that A.A. IS NOT and DOES NOT…
• IS NOT a religious movement
• IS NOT a temperance movement
• IS NOT a social service organization (it has no paid social workers or professional field
workers)
• IS NOT an educational agency
• IS NOT a cure or “cure-all”
• IS NOT an employment agency
• DOES NOT solicit or accept funds from outside sources; voluntary contributions from
members and groups support A.A. services
• DOES NOT run hospitals, rest homes, clubhouses, or any outside enterprises
• DOES NOT prescribe treatment for alcoholics
• DOES NOT pay for treatment of alcoholics
The sole purpose of A.A. is to help the alcoholic who wants to stop drinking and stay stopped.
(http://nhaa.net/useful-links/is-not-does-not/)
Local area A.A. meetings that are open to anyone who wants to stop drinking.
Sunday
8:00am Monadnock Community Hospital Peterborough
10:00am Serenity Center Keene
5:00pm Serenity Center Keene
5:00pm St James Church Keene
7:00pm Meadowood Assembly Hall Fitzwilliam
7:30pm Monadnock Community Hospital Peterborough
Monday
7:00am Union Congregational Church Peterborough
7:00am Keene Unitarian Universalist Church Keene
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5:30pm Ruck-Up Keene
6:00pm United Church Jaffrey
7:00pm Unitarian Church Peterborough
7:00pm Keene Unitarian Universalist Church Keene
Tuesday
10:30am Unitarian Church Peterborough
11:00am Monadnock Peer Support Keene
7:00pm Episcopal Church Peterborough
7:00pm Franklin Pierce University (Northwoods) Rindge
Wednesday
7:00am Keene Unitarian Universalist Keene
7:00pm Trinity Evangelical Church West Peterborough
8:00pm First Church Jaffrey
8:00pm St James Church Keene
Thursday
11:00am Monadnock Peer Support Keene
5:30pm
Keene Unitarian Universalist Church Keene
7:00pm
Franklin Pierce University (Northwoods) Rindge
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7:00pm Union Congregational Church Peterborough
Friday
7:00am Keene Unitarian Universalist Keene
Saturday
9:00am Trinity Evangelical Church Peterborough
7:00pm Monadnock Full Gospel Rindge
7:00pm Monadnock Community Hospital Peterborough
7:30pm St Bernard’s Church Keene
More Information about Alcoholics Anonymous and a complete list of meetings in New
Hampshire can be found at nhaa.net or by calling:
New Hampshire: 1-800-593-3330
Eastern Massachusetts: 1-617-426-9444
Maine: 1-207-774-4335
Vermont/White River Jct.: 1-802-658-4221
Email questions to office@nhaa.net
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Health Services
Franklin Pierce University Health Services provides a full range of primary care, referrals and
educational services tailored to the individual and unique needs of college students. Health
Service professionals offer initial diagnosis and treatment for a broad spectrum of illnesses and
injuries and appropriate follow-up care. They can refer students to a variety of specialists. Some
care is offered on-site, while other services are provided by a network of local experts. Students
are encouraged to consult the Health Services staff for counseling and advice on any topic related
to general health.
Franklin Pierce Health Services is a member of the American College Health Association, New
England College Health Association, and the New Hampshire College Health Association, and
is licensed as an educational health facility by the New Hampshire Department of Health and
Human Services.
Health Services is staffed by experienced Health Care Professionals comprised of Registered
Nurses, Nurse Practitioners, and Medical Doctors. They offer initial diagnosis and treatment for a
broad spectrum of illnesses and injuries and appropriate follow-up care. University Health
Services can also refer students to a variety of specialists. Some care may be offered on-site,
while other services are provided by a network of local experts.
The University considers health teaching and preventative medicine to be as important to the
student as addressing health problems. Students are encouraged to consult the Health Service
staff for counseling and advice on any topic related to general health.
Students are asked to call ext 4130 to set up appointments at Health Services. By calling for
an appointment in advance, you can decrease waiting time and allow adequate time with the
appropriate health care provider. Walk-in acute care situations and emergencies are given priority
attention. Health Service hours are Monday - Friday 8AM- 4:30PM during the academic year.
EMT coverage is available after hours. For emergencies call ext. 5555.
Health Education/Wellness Programs
We offer individual help on a variety of topics such as alcohol, tobacco, and other drugs; sexual
health; fitness and nutrition; eating disorders; and stress management. Programs are provided to
resident student housing, organizations, and academic classes.
National Clearing House for Alcohol and Drug Information
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800-622-HELP (4357)
Outreach Education & Counseling
The Center for Outreach Education & Counseling manages student development programs and
services in such areas as college adjustment, communication and relational skills, leadership
skills, alcohol and other drug prevention, and sexual ethics. The Center also offers limited
individual counseling and assistance to students, maintains contact with local mental health
providers and assists students in finding suitable off-campus treatment providers.
The Center for Outreach Education & Counseling exists to help Franklin Pierce students make
a healthy adjustment to college life and make wise choices in all areas of their residential
and academic experience. The Center is open during the fall and spring semesters when
the University is in session. The Director of Outreach Education & Counseling works with
individual community members and established campus groups to:
• Provide leadership within the Division of Student Affairs for Franklin Pierce
University student development programs and services in such areas as college
adjustment, communication and relational skills, leadership skills, alcohol and other
drug prevention, and sexual ethics.
• Work closely with the Offices of Residential Life, Student Activities, Campus Safety,
and Spiritual Life to provide for the needs of the Franklin Pierce student community.
• Utilize a variety of outreach & therapeutic methods to educate students, including
group sessions, residence hall workshops, classroom presentations, the department’s
web page and telephone/e-mail consultation.
• Develop and present sessions on a variety of student development topics, based on
student and community needs.
• Provide limited individual counseling and assistance to students.
• Identify, initiate and maintain contact with local mental health providers.
• Assist students to find suitable off-campus treatment providers.
• Develop a series of passive educational campaigns intended to address community and
individual student needs.
• Create promotional material for the Outreach Education & Counseling Center in
conducting outreach programs for students, and maintain connections with student
groups such as the Student Government Association, Community Assistants, and
clubs.
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• Manage crisis situations while the University is in session.
• Train other professional and paraprofessional staff, so that they may be prepared to
deal with crisis situations as they arise.
• Sexual Misconduct Prevention and Support
Contact:
Rob Koch
Director of Outreach Education & Counseling
Granite Hall Lower Level (Health Services)
603.899.4133
kochr@franklinpierce.edu
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Chapter 6
Listen To
Your Body
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North Fields Activity Center
“The Bubble”
“The recreational facility and the enclosed programs provide a positive source of opportunity for
students to diversify their schedules during their academic life. The programs and resources are
designed to be a healthy outlet for students on many levels, providing a social atmosphere where
students are able to meet new faces, the ability for employment and mentorship, and promoting
activities that encourage a healthy lifestyle.”
– Doug Carty, Director of Campus Recreation
Recreational Facility “The Bubble” Hours for Students, Faculty & Staff:
Monday-Friday: 6:15 a.m.-11:00 p.m.
Saturday-Sunday: 9:00 a.m.-8:00 p.m.
Adventure Recreation
Adventure Recreation at Franklin Pierce is designed to enhance your interaction with natural
surroundings, drive personal passion, push your limits and help you develop leadership skills and
confidence that will serve you in your personal and professional life. Our goal is to create quality
programming that caters to the needs of a diverse student body while focusing on the elements
that define personal and group “adventure”. Our Adventure Recreation staff is highly skilled,
conscientious and well-experienced in bringing out the best in each participant.
Fitness/Wellness
North Fields Activity Center, or “The Bubble”, as it is referred to by the University and
surrounding community, covers 72,000 square feet and rises to a height of seven stories. The
Bubble is home to a complete cardio/strength area, free weight area, two full tennis courts, multipurpose area, two full basketball/volleyball courts, a 50-yard turf field and a two-lane track. The
facility is available to students, employees, alumni, community members as well as community
groups. This building is the hub for Campus Recreation programming which includes: Adventure
Recreation, Intramurals, Fitness/Wellness, Informal Recreation and Recreational Clubs.
Intramural Sports
Our Intramural Program, known as “Recreation Nation” is the largest in the Northeast region,
with over 40 programs/activities offered year round! One of the primary goals of the program is
to offer a wide variety of options for students when classes have finished for the day. With over
40% of the University population getting involved in Intramurals annually, Recreation Nation is
the program to join on campus.
The Intramural Sports Program at Franklin Pierce allows students to enjoy healthy competition
and a camaraderie that develops on and off the field. Recent offerings include campus leagues
in flag football, softball, and dodge ball. Single-time competitions have been offered in kayak
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relays, three-on-three basketball, four-on-four volleyball, punt-pass-and-kick football, oozeball,
and table tennis. If you’re interested in more sedate activities, the Intramural Program also has
organized competitions for checkers, Madden PS2, and Mario Kart.
2015/16 Intramural Sports
Dodgeball
Softball
Flag Football
Table Tennis
Floor Hockey
Ultimate Frisbee
Indoor Soccer
5v5 Basketball
Oozeball (Mud Volleyball)
Streetball
4v4 Volleyball
3-point Contest
Beach Volleyball
Billiards
Wiffle Ball
Punt Pass and Kick Football
Badminton
Adventure Recreation On-Campus
Tree Climbing
Mountain Biking
Trail Hiking
Kayaking
Canoeing
Paddle Boarding
Tubing
Sailing
Bouldering
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Adventure Recreation Off-Campus
Downriver Kayaking
Mountain Biking
Skiing Snowboarding
Whitewater Rafting
Caving
Rock Climbing
Ice Climbing
Indoor Sky Diving
Hang Gliding
Zip Line Canopy Tours
Hiking
Backpacking
Large Scale Programs
Oozeball Tournament
Rail Jam Terrain Park Competition
Mountain Road Slaler Longboard Competition
Slip-n-Slide
Bouldering Competition (Frozen Finger Fest of Fury)
Monster Dash Halloween Fun Run
Learn more about Campus Recreation by contacting
Doug Carty
(603) 899-4383
cartyd@franklinpierce.edu.
All information in regard to the Franklin Pierce University campus recreation was taken from:
http://www.franklinpierce.edu/studentlife/todo/campus_recreation.htm
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2014-15 NCAA Banned Drugs
It is your responsibility to check with the appropriate or designated athletics staff before using
any substance
The NCAA bans the following classes of drugs:
• Stimulants
• Anabolic Agents
• Alcohol and Beta Blockers (banned for rifle only)
• Diuretics and Other Masking Agents
• Street Drugs
• Peptide Hormones and Analogues
• Anti-estrogens
• Beta-2 Agonists
Note: Any substance chemically related to these classes is also banned.
The institution and the student-athlete shall be held accountable for all drugs within the banned
drug class regardless of whether they have been specifically identified.
Drugs and Procedures Subject to Restrictions:
• Blood Doping
• Local Anesthetics (under some conditions)
• Manipulation of Urine Samples
• Beta-2 Agonists permitted only by prescription and inhalation
• Caffeine if concentrations in urine exceed 15 micrograms/ml
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NCAA Nutritional/Dietary Supplements Warning
Before consuming any nutritional/dietary supplement product, review the product with the
appropriate or designated athletics department staff!
• Dietary supplements are not well regulated and may cause a positive drug test result.
• Student-athletes have tested positive and lost their eligibility using dietary supplements.
• Many dietary supplements are contaminated with banned drugs not listed on the label.
• Any product containing a dietary supplement ingredient is taken at your own risk.
Note to Student-Athletes: There is no complete list of banned substances. Do not rely on this list
to rule out any supplement ingredient.
Some Examples of NCAA Banned Substances in Each Drug Class
Stimulants
Amphetamine (Adderall); caffeine (guarana); cocaine; ephedrine; fenfluramine (Fen);
methamphetamine; methylphenidate (Ritalin); phentermine (Phen); synephrine (bitter
orange); methylhexaneamine, “bath salts” (mephedrone) etc. Exceptions: phenylephrine and
pseudoephedrine are not banned.
Anabolic Agents (sometimes listed as a chemical formula, such as 3,6,17-androstenetrione)
Androstenedione; boldenone; clenbuterol; DHEA (7-Keto); epi-trenbolone; etiocholanolone;
methasterone; methandienone; nandrolone; norandrostenedione; ostarine; stanozolol; stenbolone;
testosterone; trenbolone; etc.
Alcohol and Beta Blockers (banned for rifle only)
Alcohol; atenolol; metoprolol; nadolol; pindolol; propranolol; timolol; etc.
Diuretics (water pills) and Other Masking Agents
Bumetanide; chlorothiazide; furosemide; hydrochlorothiazide; probenecid; spironolactone
(canrenone); triameterene; trichlormethiazide; etc.
Street Drugs
Heroin; marijuana; tetrahydrocannabinol (THC); synthetic cannabinoids (eg. spice, K2, JWH018, JWH-073)
Peptide Hormones and Analogues
Growth hormone(hGH); human chorionic gonadotropin (hCG); erythropoietin (EPO); etc.
Anti-Estrogens
Anastrozole; tamoxifen; formestane; ATD; clomiphene; etc.
112
Beta-2 Agonists
Bambuterol; formoterol; salbutamol; salmeterol; etc.
Additional examples of banned drugs can be found at www.ncaa.org/drugtesting.
Any substance that is chemically related to the class, even if it is not listed as an example, is also
banned!
Information about ingredients in medications and nutritional/dietary supplements can be obtained
by contacting the Resource Exchange Center, REC, 877-202-0769 or www.drugfreesport.com/
rec password ncaa1, ncaa2 or ncaa3.
Last Updated: Nov 7, 2014
This information was taken from the NCAA official website:
http://www.ncaa.org/health-and-safety/policy/2014-15-ncaa-banned-drugs
113
Student Health and Wellness:
Life of an Athlete
What does it mean for students to be healthy and well? What is your peak performance and lifestyle?
To help students understand what their peak performance could be and what a healthy lifestyle is,
Life of an Athlete came to the campus of Franklin Pierce University in the spring of 2013 and again
in the fall of 2014 to speak with coaches and student leader athletes about peak performance and
peer student leadership. John Underwood spoke about how leadership through health and fitness
will provide opportunities for every student to get better grades and perform better athletically,
while Anthony Page, a Navy Seal, put the student leader athletes through a rigorous team workout
and discussed how to communicate effectively with teammates.
How do you live your life through diet, nutrition, and sleep? Are you able to live life to your peak
performance?
So, what do the statistics say about alcohol and other drugs affecting your lifestyle?
• The age of onset to try alcohol is 11.9 years for boys
• The age of onset to try alcohol is 13.1 years for girls.
• The average age at which Americans begin drinking regularly is 15.
(Data from EUDL http://www.udetc.org)
• Binge drinking: Nearly 20% of those aged 18-25 report that they are alcohol dependent
or abuse alcohol
(http://www.nhcenterforexcellence.org/pdfs/State_Epi_Profile_4.23.12.pdf)
• Every night you get drunk, you will lose 14 days of athletic training
• If an athlete pulls an “all-nighter”, speed, power and endurance capacities can decrease.
• On Average:
Students who pull all-nighters:
Students who do not pull all-nighters:
2.95 GPA
3.20 GPA
• Minimal sleep (six hours or less) for four days has been shown to affect cognitive
(thinking) function and mood.
• When you drink your brain shrinks. Alcohol alters the brain chemically and over
time it will structurally deteriorate.
What lifestyle do you want? What goals do you want to achieve in your college years
academically and athletically?
Text adapted from Life of an Athlete.
For more information:http://www.lifeofanathlete.us/home/4569535651
114
Franklin Pierce Athletics
2015/2016
Men’s Athletics:
Women’s Athletics:
Baseball
Basketball
Head Coach: Jayson King
Head Coach: Jennifer Leedham
Basketball
Bowling
Head Coach: David Chadbourne
Head Coach: Kim Berit
Cross Country
Cross Country
Head Coach: Zach Emerson
Golf
Field Hockey
Head Coach: Tyler Bishop
Head Coach: Zoe Adkins
Ice Hockey
Golf
Head Coach: Bruce Marshall
Head Coach: Tyler Bishop
Lacrosse
Ice Hockey
Head Coach: Rick Senatore
Head Coach: David Stockdale
Soccer
Rowing
Head Coach: Roy Fink
Head Coach: David Deiuliis
Sprint Football
Soccer
Head Coach: Peter Ewald
Head Coach: Jeff Bailey
Tennis
Softball
Head Coach: Marty Morrissey
Head Coach: Mike Pelland
Track & Field
Tennis
Head Coach: Marty Morrissey
Track & Field
All information on Franklin Pierce
University Athletics was taken from:
http://athletics.franklinpierce.edu/landing/
index
Volleyball
Head Coach: Stephanie Dragan
115
Chapter 7
Visually
Speaking
116
AOD Sponsored
Public Service Announcement (PSA)
Video Project
Imagine it: You are wearing your best “Jake” hat and your grandfather’s vintage Saville Row
tuxedo, and your production partner is by your side as you walk onto the red carpet at the New
England Chapter of the Academy of Television Arts & Sciences EMMY ceremonies. Smile.
Flash, flash. You are ushered to your table in a dramatically lit, cavernous space which is filling
with the region’s top media professionals. You have just started to sit down, and a handler comes
and sweeps you backstage, where rows of the golden statuettes are lined up on a table. Cue
music and lights, and you step out in front of hundreds of clapping people. You and your team
had swept the Student Excellence Award public service announcement category, and this is your
moment.
For Carlo Falitico ’15, then a media production major, and Lauren Caduto, a senior in English
education, the work and creative thinking that led to that moment started a year earlier in
Franklin Pierce University’s Marlin Fitzwater Center for Communication.
They formed a team and went into pre-production, investing considerable time researching the
dimensions of alcohol and other drug abuse by their generation in general and on the Rindge
campus specifically. They considered how the Millennials, a generation of sophisticated multimedia consumers, processed information that challenges their lifestyles. They talked with
counselors, addicts, and peers. When they could have been socializing with their peers or
chilling in the dorm (Let’s be clear: they drew the line at skipping rugby matches!), they were
often found in the Fitzwater computer lab writing scripts, a process peppered by a few creative
disagreements. Facts were checked, approvals sought.
And then Falitico and Caduto entered production—more creative disagreements, technical
consultations, and playing with clay. They cast voices, secured permissions, checked copyrights,
shot footage, edited tape, and tweaked audio.
This student team’s investment of hundreds of hours of critical thinking and creative effort in the
campus’s AOD program yielded a series of public service announcements that speaks directly to
the students of Franklin Pierce University.
“Carlo and Lauren demonstrated a professional commitment to the mission of the AOD
program, and the messages they crafted are profound and speak directly to their peers,” said Dr.
Kristen Nevious, the production team advisor and Director of the Marlin Fitzwater Center for
Communication. “We are so incredibly proud of them and their work. They sought to make a
difference on this campus, and I believe they succeeded.”
“And,” Nevious added, “sweeping the student EMMY public service announcement category
was a wonderful surprise that will stand out on their resumes.”
117
PSCLAY: A Message About Hallucinogens
Directed by: Carlo Falitico
Storyboard by: Lauren Caduto
One Saturday night, Bob was at a
party when his buddy Rob came
over to him.
“Try these hallucinogens I just
got!” Rob told Bob.
So Bob took them and waited for
their effects.
“Did they kick in yet?” asked Rob.
“I don’t feel anything,” Bob said,
“Maybe drugs don’t affect me.”
“Holy $#!+, a Dragoncorn!” exclaimed Bob, falling deep into
halluncination.
“You bet I’m a m$*&^f@!%ing
Dragoncorn!”
“Let’s go on a trip, I know another
party.” said the Dragoncorn, leading Bob further into his hallucination.
Just when it seemed like Bob was
enjoying himself, he fell dangerously deep into his trip.
And puked up blood and died.
~FIN~
https://www.youtube.com/watch?v=oAjBQdEhKMw
118
PSMDMA: A Student’s Experience
Directed by: Carlo Falitico
Storyboard by: Lauren Caduto
“One weekend, my friends and I
went to a dubstep show,” an anonymous student told us. “My mom
was nice enough to let us use her
car.”
“I had already been smoking a
bunch of dope, and I bought a half
of a gram of Molly [MDMA].”
“I’d been ‘parachuting’ it to get it
into my system quicker.”
“I snorted some lines of it too, and
began ‘rolling’ before we even got
into the concert,” the student said.
“I felt invincible.”
“After getting out of the concert
around 2am, I bought a bottle of
rum. I probably finished that bottle
in fifteen minutes.”
“We got in my mom’s car and
started going 70mph on a straightaway,” the student confessed. “I
should not have been driving.”
“The scariest part was when I hit
a guardrail. I looked behind me
and the police were there. I didn’t
remember driving at all.”
“The next thing I know, the ambulance shows up...”
Mixing drugs and alcohol is a
deadly concoction. Do not operate
a motor vehicle under any of these
conditions.
~FIN~
119
AOD Video Public Service Announcements
Fall 2014, seven Franklin Pierce University Mass Communication students created video PSAs
encouraging healthier choices regarding alcohol and drugs. Derek Scalia and Chris Johnson,
from the AOD committee, came to Professor Heather Tullio’s MC332 Multi-Camera class,
and spoke with the students about the goals of the grant, the goals of the PSAs, and provided
online resources for the students to research their topics. Scalia and Johnson returned on several
additional days, giving feedback on student scripts and rough cuts of the videos.
The four completed PSAs:
• Have screened extensively on FPTV-25, our student-run TV station, as commercials in-between
programming. They have been running for three semesters, and will continue to run.
• Are currently posted on ERaven.FranklinPierce.com (the Franklin Pierce internal website) so
students and community members can view them.
• Links to the videos are also being added to the Franklin Pierce AOD Resources page.
• All four videos can be viewed at: https://www.youtube.com/user/HeatherTullio
Playlist: Drug and Alcohol PSAs
1) Don’t Waste Your Workout
Directed by: Stephen Keimig and Cat Purdy
https://www.YouTube.com/watch?v=YuJvNbnN-Ys&feature=youtu.be
2) Don’t Let Alcohol Slow You Down
Directed by: Matt Scoville And Allie Klipp
https://www.YouTube.com/watch?v=iY8JlaWzfOI&feature=youtu.be
3) Don’t Let Your Nights Haunt Your Morning
Directed by Stephen Keimig and Pat Delaney
https://www.YouTube.com/watch?v=H2VGzGwc3_U&feature=youtu.be
4) Think Before You Drink
Directed by Mike Black and Samantha Hulme
https://www.YouTube.com/watch?v=K7kWWpUkHY4&feature=youtu.be
The opinions offered were a result of a dialogue and do not reflect the opinions of FPU or BDAS.
Federal funds were not used in the creation of these PSAs.
120
AOD Radio Public Service Announcements
Fall 2015, nine Franklin Pierce University Mass Communication students created radio PSAs
encouraging healthier choices regarding alcohol and drugs. Chris Johnson, from the AOD
committee, came to Professor Heather Tullio’s MC273 Writing for the Media class, and spoke
with the students about the goals of the grant, the goals of the PSAs, and provided online
resources for the students to research their topics. Johnson returned on several additional days,
giving feedback on student scripts and rough cuts of the radio projects.
The nine completed radio PSAs:
• Have been played extensively on The Talon 105.3FM WFPC-LP Radio Station., our studentrun radio station, as commercials in-between programming. They have been running for two
semesters, and will continue to run.
• Have been posted on YouTube, so the students can share with the PSAs with family and friends.
• Links to the audio projects are also being added to the Franklin Pierce AOD Resources page.
• A selection of the PSAs can be found at: https://www.youtube.com/user/HeatherTullio
Playlist: Drug and Alcohol - Radio PSAs
1) My Son, The Successful Dropout PSA – directed by Matt Scoville
https://www.YouTube.com/watch?v=Aldr3mEJ2Uo&feature=youtu.be
2) Smell that Fresh Air – directed by John Tibbetts
https://www.YouTube.com/watch?v=LF0pbzWbyBs&feature=youtu.be
3) Selling Alcohol to a Minor – directed by Greg Cormier
https://www.YouTube.com/watch?v=Xvh5kekKnMw&feature=youtu.be
4) I Drink When I’m Stressed – directed by Rachel Shunamon
https://www.YouTube.com/watch?v=wjVUm0JrvRc&feature=youtu.be
5) Day Jim and Night Jim – directed by Elizabeth Franciamore
https://www.YouTube.com/watch?v=jn0m4MqvrME&feature=youtu.be
6) Party Central Promo (and the Consequences) – directed by John Viaes
https://www.YouTube.com/watch?v=2wtK26WDO1E&feature=youtu.be
121
7) Spending More on Textbooks or on Drinking? – directed by Elora Philbrick
https://www.YouTube.com/watch?v=TxpIolVfk7c&feature=youtu.be
8) College Partying (and What Can Go Wrong) – directed by Samantha Marshall
https://www.YouTube.com/watch?v=QBJhhrI2D-4&feature=youtu.be
9) Binge Drinking – directed by Dimitry Legagneur
https://www.YouTube.com/watch?v=wklRukPQ_eE
The opinions offered were a result of a dialogue and do not reflect the opinions of FPU or BDAS.
Federal funds were not used in the creation of these PSAs.
122
What is the AOD Committee?
The AOD Committee is a group of dedicated staff, faculty, students, and community partners and
members who share the common goal of helping the Franklin Pierce University students be safe
and educated in relation to alcohol and other drugs. This committee meets monthly to examine
how alcohol and drugs are effecting our community, what can be done to educate the community
regarding topics relating to alcohol and other drugs, implement educational opportunities and
gather, share and disseminate resources that are important to keeping our community both safe
and healthy in relation to alcohol and other drugs.
Who is on the AOD Committee?
• Chris Johnson, Senior Experience Director/AOD Committee Chair
• Austin Christopher, Student
• Dan Anair, Sergeant - Rindge Police Department
• Derek Scalia, Assistant Director of Student Involvement
• Hope Driscoll, Regional Network Coordinator - Monadnock Voices for Prevention
• Jeff Ogden, Coordinator of Student Accessibility Services - Center for Academic Excellence
• Jessica Davies, Student
• Jim Earle, Vice President for Student Affairs
• John Nguyen, Student
• Julie Zahn, Director of Alumni and Parent Relations
• Kate Masson, Student
• Lee Potter, Director of Health Services
• Lauren Caduto, Student
• Maddy Flannery, Student
• Mary Call, Administrative Coordinator of Residential Operations - Residential Life
• Maureen Sturgis, Director of Campus Safety
• Rachel Malynowski, Officer - Rindge Police Department
• Rob Koch, Director of Outreach Education & Counseling
• Zan Goncalves, Faculty
123
What has the AOD Committee done?
• Compiled data from various on-campus and off-campus resources
• Established an alcohol and other drugs lending library, located in Residential Life
• Collected various resources for the University (DVDs, Books, etc.)
• Facilitated social norms campaigns around campus to educate the community about alcohol
and prescription drugs
• Worked with the Keene media collaborative and the Monadnock Ledger-Transcript on the
Good Neighbor Program, Did You Know? and Street Talk
• Designed, ordered, and distributed various marketing items to publicize the AOD Committee
• Created the AOD website on eRaven
• Promoted the Franklin Pierce Substance Survey in March 2014 and 2015
• Participated in the Franklin Pierce University Health & Safety Fair
• Participated in the Franklin Pierce University Employee Benefits Fair
• Developed and distributed brochures for students and parents to educate them about NH State
Laws regarding alcohol
What does the AOD Committee want to do in the future?
• Continue to educate the Franklin Pierce Community on topics relating to alcohol and other
drugs
• Continue to assess the campus surrounding alcohol and other drugs and the misuse of
prescription drugs
• Evaluate all programming to assess the effectiveness of the programming and environmental
strategies on campus
• Research sustainable options moving forward after the grant ends in June 2016
• Continue community conversations with students in all settings to encourage their voices are
heard
• Evaluate the committee membership to ensure the committee is best suited to assist the
Franklin Pierce community
• Participate in a variety of university educational events
124
Index
Abuse; Alcohol and Other Drugs, 6-14, 20-21, 25-31, 39-44, 46, 47-49, 50-58, 61-62, 63-64, 65
72, 74, 75, 76, 95-97, 98, 99-101, 102, 103-104, 110-112, 113,
117, 118, 119-121, 122-123
Adderall, 10, 39-44, 46, 47, 50-59, 111
Addiction; Alcohol and Other Drugs, 6-14, 39-44, 46, 50-58, 61-62, 63-64, 65-72, 95-97, 98
Alcohol, 6-14, 17-18, 19, 20-22, 23-24, 27-29, 31, 32, 33, 34, 53, 74, 75, 76, 98, 99-101, 102,
103, 110, 112, 113, 117, 118, 119-121, 122-123
Alcoholics Anonymous (AA), 12-13, 98, 99-101
Alternative Spring Break Program, 84-85
Athletes, see Athletics
Athletics, 26, 40, 44, 79, 81, 90, 106, 107-109, 110-112, 113, 114
Cocaine, 9, 33, 34, 48, 71, 111
Community Service, 85, 86-87, 89, 90, 91, 92
Counseling, 11-12, 95-97, 102, 103-104, 122-123
Ecstasy, (see MDMA)
FPU Policy, 20-22, 23-24, 25-31
Heroin, 33, 34, 49, 54, 58, 61-62, 63-64, 65-73, 97, 111
Honors Program, 37, 38
Marijuana, 7, 9, 33, 34, 48, 50, 58, 65, 71, 72, 95-97, 111, 118
MDMA, 49, 58, 118
Molly, (see MDMA)
NCAA, 110-112
NH State Law, 20-22, 24, 25-31, 32, 33, 34, 76
Opiates, 50, 54-60, 63-64, 65-73
Presciption Drugs, 10, 39-44, 46, 47-49, 50-59, 110-112
Recreational Activites, 16, 18, 79, 80, 81, 106, 107-109
125
Recognized Clubs, 80-81
Recognized Organizations, 82, 83-84, 88, 89-90
Residential Life 17-18, 19, 20-22, 23-24, 25-30, 78, 90
Social Gathering Policy, 23-24
Social Host Law 32
Spiritual Life 98
Sports, see Athletics
Stimulants 6-14, 33, 34, 39-44, 46, 47-51, 54, 56-62, 110-112, 118
Student Code of Conduct 20-22, 25-31
Therapy (see Counseling)
Volunteering (see Community Service)
126
RESOURCES Resources on Campus The Center for Outreach Education & Counseling Women’s Crisis Center The Center for Spiritual Life Health Services Residential Life Student Affairs 603-‐899-‐4133 603-‐899-‐4284 603-‐899-‐4188 603-‐899-‐2190 603-‐899-‐4176 603-‐899-‐4160 Monadnock Community Hospital Behavioral Health www.monadnockcommunityhospital.com Monadnock Family Services – Keene www.mfs.org Monadnock Voices for Prevention www.monadnockvoices.org Monadnock Crisis & Prevention Center (Domestic Violence/Sexual Assault Agency) 24 hr. Crisis line http://www.mcvprevention.org/ 603-‐924-‐7191 603-‐357-‐4400 603-‐357-‐1922
1-‐888-‐511-‐MCVP (6287) 1-‐800-‐593-‐3330 1-‐617-‐426-‐9444 1-‐207-‐774-‐4335 1-‐802-‐658-‐4221 Community Organizations Treatment NH Alcohol and Other Drug Treatment Locator www.nhtreatment.org Recovery AA Group Meeting on FPU Rindge Campus: Tuesday and Thursday evenings -‐ 7 pm (Northwoods) Alcoholics Anonymous http://www.aa.org/ § New Hampshire § Eastern Massachusetts § Maine § Vermont/White River Jct. National Websites: Rethinking Drinking Alcohol & your health http://rethinkingdrinking.niaaa.nih.gov/ College Drinking Prevention – Changing the Culture http://www.collegedrinkingprevention.gov/CollegeStudents/Default.aspx How Alcohol Travels Through Your Body http://www.pouted.com/wp-‐content/uploads/2013/11/1.png How Alcohol Attacks the Brain https://healthmatter.files.wordpress.com/2012/05/untitled.jpg 127
Notes
AOD
Franklin Pierce Alcohol and
Other Drugs Committee
Promoting
Health & Wellness

It`s Time to Talk About the TRUTH - eRaven

Transcription

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