EVERFI: Understanding the Impact of State Marijuana Laws on Campus Prevention

November 9, 2017

How State Marijuana Laws Do – and Don’t – Change the College Prevention Landscape

Kimberley Timpf

Senior Director of Prevention Education

ScopeoftheChallenge

Source: ThoughtCo.: Decriminalization Versus Legalization of Marijuana: The Terms Are Not Interchangeable in the Debate over Pot; USLegal.com; Canna Law Blog

DECRIMINALIZATION:

LEGALIZATION:

MEDICALIZATION:

Manufacture and sale is illegal, personal use does not qualify as criminal conduct and can only be treated as a civil infraction.

Lifts or abolishes laws banning the possession and personal use of marijuana. Government allowed to regulate and tax marijuana sales.

Use of cannabis or marijuana and its constituents as a physician-recommended form of medicine or herbal therapy.

“Drug problems will not be completely eliminated as a result of any particular position. Rather, we are at a new juncture where we will be choosing which types of drug problems we will have (Gruber, et al., 2016).”

Distinctions Important to Our Understanding

I

Source: SAMHSA (2015)

Impact of Laws on Perceptions of Risk

Legalized for recreational & medical use ALASKA

HAWAII

COLORADO

NEW MEXICO

CALIFORNIA

ARIZONA

NEVADA

OREGON

WASHINGTON

MONTANA NORTH DAKOTA

FLORIDA LOUISIANA

MINNESOTA

ARKANSAS

MICHIGAN

NH VT

MA

PENNSYLVANIA

OHIO

MAINE

ILLINOIS

R.I.

DELAWARE MD

NEW JERSEY

CONN

NEW YORK

COLORADO

OREGON

WASHINGTON MAINE

Federally Illegal

Medical use only

Marijuana use in the past month among youths aged 12 to 17, by state: annual % averages, 2013-2014

8.88-12.56%

MA R.I. CONN

ALASKA

7.75-8.74% NEW MEXICO

ARIZONA

MONTANA

MICHIGAN

NEW YORK

WASHINGTON, D.C.

CALIFORNIA

NEVADA

Lowest perceptions of great risk of harm from smoking marijuana among youths aged 12 to 17, 2013-2014

ALASKA

4.98-5.60%

NORTH DAKOTA

I

How often do you think the typical person your age used marijuana for recreational purposes?

56%

20% 7% 10% 6% 2%

17% 28%

44%

9%

Never Yearly Monthly Weekly Daily

Actual use

Perceived use by same age group

Normative Perceptions

56% do not use marijuana 53% Estimate typical person their

age uses at least weekly.

Source: Kilmer (2015)

Is Marijuana Different Today?

SPECIFIC CHALLENGE IN WASHINGTON STATE

0

2

4

6

8

10

12

14

TH

C (%

)

Source: Changes to Cannabis Potency Over the Last 2 Decades (1995-2014): Analysis of Current Data in the United States (ElSohly et al., 2016)

National Seattle

Average Potency: 13.18% 21.62%

Concentrates: 55.85% 71.71%

TRACKING AVERAGE THC LEVELS OVER THE YEARS

BRAIN FUNCTION HEALTH AND SAFETY

ACADEMICS

SOCIAL

THC changes the level of neurotransmitters in the brain

Brain compensates by reducing receptors, which creates tolerance

Slowed reaction time contributes to dangerous driving

Can cause a delay in sexual development, disrupt menstrual cycles

Damage to immune system increases risk of infections and slows healing

Correlation between marijuana use and skipping classes, lower semester GPA, and delayed graduation.

Drop out rates higher among marijuana users

Source: Harris (2016); Arria et al. (2015)

Decreased motivation, increased legal problems, lower achieving educationally and occupationally

Individual Impact

Research with college students shows impact on attention, concentration, and memory even 24 hours after last use (Pope & Yurgelum-Todd, 1996) After daily use, takes 25 days for impact on attention, concentration and memory to go away (Pope, et al., 2001) •  Deficits on verbal learning no

longer significant at two weeks

•  Deficits in verbal working memory no longer significant at 2 weeks

•  Deficits I attention all still present at 3 weeks

HEALTH AND SAFETY

SOCIAL

Slowed reaction time contributes to dangerous driving

Can cause a delay in sexual development, disrupt menstrual cycles

Damage to immune system increases risk of infections and slows healing

Source: Harris (2016); Arria et al. (2015)

Decreased motivation, increased legal problems, lower achieving educationally and occupationally

Individual Impact

Source: National Survey on Drug Use and Health (2015); CPN Summit Interview (2017); Heroin Cape Cod (2015); Brady & Li (2014)

Marijuana drugged driving going up (+63% since 1999), drunk driving going down

ED visits from marijuana on the rise: psychosis & heart attack symptoms due to potency

Accidental ingestion of edibles by children on the rise

Perception of harm declining Opioid use

increasing: drug cartels making up for lost revenue?

Use in WA and CO increasing since 2010

Source: Maggs et al., Journal of Adolescent Health. 2015;57:205-211

Monitoring the Future Survey: 4,925 12th graders followed longitudinally into their mid-20’s

Brady J E , and Li G Am. J. Epidemiol. 2014;179:692-699

Public Health Impacts

Almost half of young adults who have used marijuana in

the past 30 days, report they have driven a car within

three hours of using marijuana (YAHS, 2014).

“…traffickers are sending a flood of cheap heroin and methamphetamine across

the U.S. border...

…a new sign that marijuana decriminalization

is upending the North American narcotics trade.”

- Washington Post, 2015

The more potent the product, the opposite of relaxation:

agitation, aggression, increased heart rate, and narrowing

arteries mimic a heart attack.

$

$ What are we missing?

$

RELATIONSHIP

COMMUNITY

SOCIETAL

INDIVIDUAL

Implications for Campuses

Managing Federal v. State Law “Federal law has not changed, and marijuana still

remains classified as a Schedule I drug. As a result,

regardless of state and local law changes,

institutions of higher education are expected to

continue to abide by the Drug Free Schools and

Campuses Act (Edgar Part 86) by maintaining

policies which prohibit marijuana possession, use,

or distribution by students, staff, and faculty.”

ON THE RADAR Students who have legitimate prescriptions. Students who use cannabis to offset symptoms and side effects of opiate withdrawal.

What Does the Data Tell Us?

Recreational States

Source: EVERFI AlcoholEdu SQS Survey Database 2016-2017 (n=122,450)

Student attitudes and behaviors related to marijuana are influenced more by laws of the state they are coming from than laws of the state they are going to.

No difference in use patterns of students attending college in states where marijuana is recreationally or medically legal versus those in other states.

TEXAS

OKLAHOMA

IDAHO

SOUTH DAKOTA

NEBRASKA

KANSAS

SOUTH CARLOINA

GEORGIA

MISSOURI

TENNESSEE NORTH CAROLINA

W.V.

VIRGINIA KENTUCKY

IND.

WISCONSIN

I

IOWA

UTAH

WYOMING

ALASKA

HAWAII

COLORADO

NEW MEXICO

CALIFORNIA

ARIZONA

NEVADA

OREGON

WASHINGTON

MONTANA NORTH DAKOTA

FLORIDA LOUISIANA

MINNESOTA

ARKANSAS

MICHIGAN

NH VT

MA

PENNSYLVANIA

OHIO

MAINE

ILLINOIS

R.I.

DELAWARE MD

CONN

NEW YORK

WASHINGTON, D.C.

ALABAMA

What Does the Data Tell Us?

Recreational States

% SMOKED OR INGESTED MARIJUANA IN THE PAST 30 DAYS

% OF STUDENTS WHO HAVE EVER SMOKED OR INGESTED MARIJUANA

Source: EVERFI AlcoholEdu SQS Survey Database 2016-2017 (n=122,450)

46%

MEDICALLY LEGAL STATES

RECREATIONALLY LEGAL STATES

ILLEGAL

43%

34%

24%

MEDICALLY LEGAL STATES

RECREATIONALLY LEGAL STATES

ILLEGAL

22%

15%

Student attitudes and behaviors related to marijuana are influenced more by laws of the state they are coming from than laws of the state they are going to.

Key Findings From A New Poll

About the Poll

Survey of Campus Administrators 744 professionals in academic affairs, student affairs and student health Conducted between September 4th and 25th, 2017

How have things changed?

Over the past three years, the number of students who perceive that marijuana is safe has…

Prevention and treatment approaches will need to address perceptions of risk.

54%

23% 22%

Increased Stayed the same

Decreased Unsure

1%

Source: Mary Christie/Hazelden Betty Ford Inst. Poll (2017)

Lack of Familiarity with Latest Science

Gaps in knowledge can be addressed through training and information sharing, especially the impact of marijuana use on student health, well-being, and academic success.

% correct

% unsure

The earlier the age that marijuana use begins, the worse the cognitive effects are. 78% 16%

More frequent marijuana use is associated with more cognitive problems. 73% 16%

Marijuana can be physically addictive. 71% 10%

Students who use marijuana are more academically disengaged than non-users 63% 16%

Students who use marijuana are at risk for other forms of substance use. 62% 12%

Students who use marijuana skip more of their classes than non-users. 61% 24%

Marijuana is related to an increased risk of mental health problems. 56% 22%

Marijuana use is an effective way to reduce stress.* 45% 19%

Marijuana use is associated with fewer academic problems than excessive drinking.*

40% 27%

A substantial proportion of marijuana users do not consume alcohol excessively.* 35% 33%

Students who use marijuana are much more likely to be excessive drinkers than non-users of marijuana.

34% 28%

*Agreement with the statement was the correct response o n all items except those with asterisks, where disagreement was the correct response (aligning with scientific research).


Lack of Resources and Information How much of a barrier do each of the following present to successful marijuana prevention and enforcement policies on your campus?

Most respondents (49%) were unsure if their campus collected student level data on marijuana use.

16% do not collect data.

14% collect data every year.

12% collect data every two years.

23%

28%

31%

31%

51%

51%

58%

62%

33%

38%

33%

39%

22%

25%

20%

11%

31%

21%

25%

16%

15%

6%

6%

13%

Lack of resources for enforcement

Lack of information about effective marijuana policies

Lack of coordination across campus departments

Opposition from students

Lack of support from campus administration

Opposition from faculty members

Opposition from staff

Marijuana is legal in the area where the campus is located

Not a barrier Minor barrier Major barrier

46% indicated that “not very much” emphasis is placed on preventing marijuana use on their campus.


Considerations for Creating Your College Program

34%

30%

34%

Male Female Other

33% 31% 31%

28%

18 19 20 21

31% 29%

44% 40% 40% 46%

39%

Heterosexual Asexual Bisexual Lesbian Gay Queer Questioning

31% 35% 29%

19%

33% 34%

Black/ African American White/ Caucasian Hispanic/Latino Asian Native American Native Hawaiian

Demographics Matter: Past 12-Month Use SEX SEXUAL ORIENTATION

RACE/ETHNICITY AGE

Source: EVERFI AlcoholEdu, Marijuana SQS 2016 - 2017, n = 122,423

Marijuana Still the Drug of Choice

Source: National Institute on Drug Abuse (2015); Harris (2016)

2015: PAST YEAR DRUG USE AMONG 12TH GRADERS

35%

5% 4% 4% 3% 2% 2% 8% 8% 5% 5% 5% 4% 4% 4% 2%

ILLICIT DRUGS

PRESCRIPTION DRUGS A risk for college marijuana use is high school use Negative impacts on cognitive function and structure in adolescent brain may be permanent

40%

Connecting Marijuana and Stimulant Misuse

Among Those Reporting NO Past Year Non-Medical Use of Prescription Stimulants:

Among Those Reporting Past Year Non-Medical Use of Prescription Stimulants:

39%

PAST 30-DAY MARIJUANA USE

PAST YEAR MARIJUANA USE

SKIPPED AT LEAST ONE CLASS

23%

35%

86%

PAST 30-DAY MARIJUANA USE

PAST YEAR MARIJUANA USE

SKIPPED AT LEAST ONE CLASS

66%

54%

Source: Kilmer (2017)

due to alcohol/other substances due to alcohol/other substances

9%

Edibles have a delayed onset of effect, so people consume more of the product

Increase in accidental ingestion among kids and adults due to package labeling

Can lead to serious levels of intoxications and ED visits

Absorption of the substance takes longer through the stomach vs. lungs

Highlights the need for greater vigilance by student staff and others to recognize different forms of marijuana and cannabis as well as signs of overdose.

Source: Gruber et al. (2016); CPN Summit Interviews (2017)

All About the Edibles

Treating the Symptoms Instead of the Problem?

Source: Kilmer (2015); Lee, Neighbors & Woods (2007); CPN Summit Interview (2017)

MOTIVATIONS FOR USE

Enjoyment/fun Social enhancement/bonding Boredom Altered perception Activity enhancement Image enhancement Celebration Anxiety reduction Coping/relieve stress Food enhancement

WITHDRAWAL SYMPTOMS

Diagnostic Criteria: Anxiety Trouble sleeping/staying asleep Trouble focusing Decreased appetite Decreased motivation and drive Depressed mood

Are those in health, counseling and psychological services screening for marijuana use?

Intervention and Referral a Critical Component

Source: Kilmer (2015); Lee, Neighbors & Woods (2007); CPN Summit Interview (2017); Mary Christie/Hazelden Recovery Institute Poll (2017)

of schools have physicians that specialize in addiction medicine and/or substance use counselors. 10%

Are students routinely assessed when visiting the following: Yes, for alcohol

Yes, for marijuana

Health center wellness visits 31% 22%

Health center mental health visits 38% 27%

Counseling center 42% 34%

Student conduct/judicial office after violating campus policy 33% 24%

of schools refer students with identified marijuana problems to off-campus treatment services. 60%

ALCOHOL

Sex-Specific Guidelines 1 drink per day for women; up to 2 drinks for men

Difficult to Identify Parameters For Use

Source: Centers for Disease Control and Prevention (2016); Ghosh et al. (2016)

Standard Drink Defined 12 oz of beer = 8 oz of malt liquor = 5 oz of wine = 1.5 oz or a shot of 80 proof Distilled spirits or liquor

MARIJUANA

? Prevention and early interventions that address beliefs about minimal or infrequent use may help reduce the likelihood of chronic or heavy use.

Casual High Risk

“Casual” Versus “High Risk” User

Source: CPN Summit Interview (2017)

Frequent Use More than once a week

Academics Impacted Decrease in grades

Self-Medicates Use for anxiety, emotional/physical pain

Uses in Isolation Does not use in social settings

Lack of Motivation Inability to function, perform day-to-day tasks

Uses to Help Sleep Restless, unable to sleep (usually due to use)

Infrequent Use Less than weekly use

Minimal Consequences Little to no impact on social life or academics

Experimental Generally in social settings, for no real reason

ü  Used once, but won’t use at a party.

ü  Uses once a week or less.

ü  CRAFFT score of 0 (no risk).

ü  Depends on context, impact on life, health consequences.

ü  Do not really have an answer, but could be weekly, daily, or monthly use.

Source: EVERFI AlcoholEdu Marijuana SQS 2016 - 2017; CPN Summit Interviews (2017)

Low Risk “Defined”

Among students who have EVER used marijuana, have not used within the last 12 months.

38%

Car Relax Alone Forget Friends Trouble

ü  Use at a party, once a month

ü  Anything below a CRAFFT of 2 = medium risk

ü  Frequency and amount, method of use

ü  Everything in between, very broad category


Medium Risk “Defined”

Among students who have ever used marijuana, did so within the last 30 days.

13%

ü  Daily use to multiple times a day

ü  “Never thought about it before”, but probably would be quantity and dealing

ü  Use alone

ü  Determine by using a sliding scale with the Alcohol Use Disorder Identification Test (AUDIT) and Cannabis Use Disorder Identification Test (CUDIT).

“A student might score a 7, which may seem low, but at this school I would be concerned about that.”


High Risk “Defined”

Among students who have ever used marijuana,

report using daily.

12%

[Most students won’t fall into this category]

use alone.

8%

q  Online SBIRT

q  Can be customized with campus and community resources

q  Reporting: •  Aggregate data •  Comparison data •  Tracking completion

q  10 session program: weekly education/counseling

q  Helps students identify and implement safer, healthier choices re: marijuana use

q  Topics: self-awareness; personal responsibility; self-motivation; identification and restoration of personal values

q  Screening and brief intervention for youth and young adults in pediatric emergency department

Evidence-Based Intervention Options Marijuana Intervention Meeting (MIM)

Promising Approaches

Source: ScreenU Website; CASICS Website; Harris (2015); Walker et al. (2011); Dennis et al. (2003); Bernstein et al. (2009); Walton (2013)

Cannabis Screening and Intervention for College Students

q  Utilizes core components of BASICS.

q  Can be used for college and high schools students.

of schools use an online intervention 24%

of schools use a single in-person intervention session. 44%

Creating Your Campus Prevention Plan

INSTITUTIONALIZATION

CRITICAL PROCESSES

POLICY

PROGRAMMING

Framework for Comprehensive Prevention Campus Prevention Network

www.campuspreventionnetwork.com

The degree of system-wide buy-in, visible commitment, and

meaningful investment in effective prevention initiatives.

The strategic, collaborative, and research informed translation of

resources (staff/budget) into effective policies and programs.

The values and expectations of the institution and its community,

and the system of accountability to uphold and enforce them.

The intentional development, multi-modal design, and targeted delivery

of prevention programs and messages that will maximize impact.

INSTITUTIONALIZATION

CRITICAL PROCESSES

POLICY

PROGRAMMING

Framework for Comprehensive Prevention Campus Prevention Network

www.campuspreventionnetwork.com

Where do the majority of your marijuana-related programs fall: universal, selective, or indicated? If resources were not an issue, what additional strategies would you implement? What would you prioritize?

Do you have sufficient support in terms of resources and staffing to support prevention efforts for marijuana use?

How would you effectively engage senior leadership to support additional resources?

Do you feel you have a strong understanding of the scope of the problem on your campus?

What additional data sources would be helpful and what, if any, are the potential roadblocks to getting that data?

What would you change about your current marijuana policies and procedures? If marijuana is legalized in some form in your state, how do you balance state law,

federal law, and university policy?

Final Thoughts for Addressing Student Marijuana Use

CONTINUUM OF CARE •  Work to develop a continuum of

services that includes prevention, intervention, treatment, and recovery.

•  Hire staff who specialize in substance abuse and addiction.

ASSESS AND PLAN §  Collect sufficient data to understand the

scope of the problem on your campus, including social and/or cultural risk factors.

§  Stay attuned to the research – identify “go to” sources (Hint: see Resources slides).

POLICY CONSIDERATIONS §  Federal law supersedes state law.

§  Campus policies and sanctions: Zero tolerance or harm reduction?

§  Balance education, accountability, and support for behavior change.

EDUCATION •  Increase campus competence: train

students and staff on latest research and campus trends, federal v. state laws v. campus policies, etc.

•  Educate parents early and often.

SCREENING & INTERVENTION •  Define levels of use to inform

appropriate screening processes.

•  Increase competence in areas of deficiency: study skills, social skills, self-control.

CULTURAL & SOCIAL COMPETENCE •  Integrate ethnic values and practices

based on cultural differences.

•  Develop educational approaches that consider the needs of underrepresented populations on campus.

References

Alcohol and Public Health (2106). Retrieved May 1, 2017 from Centers of Disease Control and Prevention: https://www.cdc.gov/alcohol/faqs.htm

Arria, A. M., Caldeira, K. M., Bugbee, B. A., Vincent, K. B., O’Grady, K. E. (2015). The Academic Consequences of Marijuana Use During College. Journal of Psychology of Addictive Behavior, 29(3): 564-575. doi: 0.1037/adb0000108

Bernstein, E., Edwards, E., Dorfman, D., Heeren, T., Bliss, C., & Bernstein J. (2009). Screening and Brief Intervention to Reduce Marijuana Among Youth and Young Adults in a Pediatric Emergency Department. The Journal of Academic Emergency Medicine, 16(11); 1174-1185. doi:10.1111/j.1553-2712.2009.00490.x.

Charpentier, E., Cullen, A., L., Hamann, B., and Mallory, S. (2014). Alcohol and Substance Abuse in Higher Education: Suggestions for Student Affairs Professionals. Parameters of Law in Student Affairs and Higher Education (CNS 670). Paper 13. http://digitalcommons.wku.edu/cns_law/13

Decriminalization Versus Legalization of Marijuana (2014). Retrieved March 21, 2017 from ThoughtCo: https://www.thoughtco.com/decriminalization-versus-legalization-of-marijuana-3368393

References

Dennis, M., Godley, S. H., Diamond, G., Tims, F. M., Babor, Donaldson, J., …Funk, R. The Cannagis Youth Treatment (CYT) Study: Main findings from two randomized trials (2004). The Journal of Substance Abuse Treatment 197-213.

Dierker, L., Mendoza, W., Goodwin, R., Selya, A. Rose, J. (2017). Marijuana use Disorder Symptoms Among Recent Onset Marijuana Users. Journal of Addictive Behavior, 68:6-13. Doi: 10.1016/j.addbeh.2017.01.009

Dryden-Edwards, R. (2015). Marijuana. Retrieved April 20, 2017 from:http://www.medicinenet.com/marijuana/page5.htm

EverFi AlcoholEdu, Marijuana SQS 2016 - 2017

Ghosh, T. Van Dyke, M., Maffey. A., Whitley, E., Gillim-Ross, L,. Wolk, L. (2016). The Public Health Framework of Legalized Marijuana in Colorado. American Journal of Public Health, 106(1): 21-27. doi: 0.2105/AJPH.2015.302875

Gruber, S., Palm Reed, K. M., Connery, M. D., & Smith, H. (2016). Chemical Reactions: Marijuana, Opioids, and Our Families. Clark University. Retrieved February 14, 2017 from wordpress.clarku.edu: http://wordpress.clarku.edu/dhines/files/2016/10/Family_Impact_Seminar_2016_web.pdf

References

Harris, S.K. (2016). Clearing Away the Smoke [PowerPoint slides] #44.

Heroin, Cape Cod USA (May 18, 2016). Heroin, Cape Cod USA.

Hopfer, C. (2014). Implications of Marijuana Legalization for Adolescent Substance Abuse. Journal of Substance Abuse, 35: 331-335. doi: 0.1080/08897077.2014.943386

Hughes, A., Lipari, R., & Williams, M. (2015, December 17). State Estimates of Adolescent Marijuana Use and Perceptions of Risk of Harm from Marijuana Use: 2013 and 2014 (Rep.). Retrieved June 2, 2017, from Substance Abuse and Mental Health Services Administration website: https://www.samhsa.gov/data/sites/default/files/report_2121/ShortReport-2121.html

Kilmer, J. (2015). Young Adult Health Survey: Marijuana (from Center for the Study of Health and Risk Behaviors, University of Washington). Retrieved June 8, 2017, from: http://learnaboutmarijuanawa.org/factsheets/YAHS%20Marijuana.pdf

Kilmer, J. (2016). Considering the Context: Overlapping and Co-Occuring Health Issues in Our Communities [Power Point slides] #28-30.

Monitoring the Future 2015 Survey Results (2015). Retrieved April 15, 2017 from National Institute on Drug Abuse: https://www.drugabuse.gov/related-topics/trends-statistics/infographics/monitoring-future-2015-survey-results

References

National Survey on Drug Use and Health (2015). Retrieved May 23, 2017 from SAMHSA: https://www.samhsa.gov/data/sites/default/files/NSDUH-FFR1-2015/NSDUH-FFR1-2015/NSDUH-FFR1-2015.pdf

Prevention programs that Address Marijuana Use (2014). Retrieved April 13, 2017 from SAMHSA: https://www.samhsa.gov/capt/sites/default/files/resources/prevention-youth-marijuana-use.pdf

Rosenbaum, M. (2106). New Perspectives on Drug Education/Prevention. Journal of Psychoactive Drugs, (48)1:28-30. doi:10.1080/02791072.2015.1117690.

Walker, D. D., Stephens R., Roffman. R., DeMarce, J., Lozano, B., Towe. S., & Berg, B. (2011). Randomized Controlled Trial of Motivational Enhancement Therapy with Non-treatment Seeking Adolescent Cannabis Users: A Further Test of the Teen Marijuana Check-Up. The Journal of Psychology of Addictive Behavior, 25(3): 474-484. doi:10.1037/a0024076.

Walton, M. A., Bohnert, K., Resko, S., Barry, K. L., Chermack, S. T., Zucker, R. A., … Blow, F. C. (2013). Computer and Therapist Based Brief Interventions Among Cannabis-Using Adolscents Presenting to Primary Care: One Year Outcomes. The Journal of Drug and Alcohol Dependence 646-653.

References

CPN Summit Interviews

Alex Howard, DrPH, Director, Department of Wellness and Prevention Services, Appalachian State University. April 2017.

Dan Perry, Director of Alcohol & Other Drug Prevention Education, North Carolina State University. April 2017.

Don Camelio, LICSW, M.S., Assistant Dean, Student Support and Wellbeing, Director, Office of Community Development and Substance Abuse, Massachusetts Institute of Technology. April 2017

Katharine Mooney, MPH, CHES, Director, Wellness &Prevention Services, Boston University and Leah Barison, LHMC, LADC, Wellness Counselor. April 2017.

Mara Trionfero, MSW, Center for Student Well-Being, University of Notre Dame. April 2017.

Patrick Gordon, Coordinator – Alcohol & Other Drug Prevention, Partnership for Success (PFS) Grant Coordinator Carleton College. April 2017.

References

CPN Summit Interviews

Sion Kim Harris, PhD, CPH , Assistant Professor of Pediatrics at Harvard Medical School and Co-Director of the Boston Children’s Hospital Center for Adolescent Substance Abuse Research (CeASAR). April 2017.

Terry Koons, M.Ed, Associate Director, Campus Involvement Center, Ohio University. April 2017.

Hughes, A., Lipari, R., & Williams, M. (2015, December 17). STATE ESTIMATES OF ADOLESCENT MARIJUANA USE AND PERCEPTIONS OF RISK OF HARM FROM MARIJUANA USE: 2013 AND 2014 (Rep.). Retrieved June 2, 2017, from Substance Abuse and Mental Health Services Administration website: https://www.samhsa.gov/data/sites/default/files/report_2121/ShortReport-2121.html

EVERFI: Understanding the Impact of State Marijuana Laws on Campus Prevention

Education

Transcript of EVERFI: Understanding the Impact of State Marijuana Laws on Campus Prevention