Substance Use Disorders, Cognitive Dysfunction, and Neurodivergence in Emerging Adulthood

Substance Use Disorders, Cognitive Dysfunction, and Neurodivergence in Emerging Adulthood Posada, D., Herbert, J., Weingast, L., Holliday, E. Cognitive functioning in college students with substance use disorders (SUD) has been widely researched, however, discussions have largely concentrated on executive functions (EF) such as working memory, flexible thinking, and self-control. Literature on the relationship between cognitive dysfunction and SUD has largely underreported the influence of Attention Deficit/Hyperactivity Disorders (ADD/ADHD) and other neurodivergent characteristics. The current review explores the state of the literature on the relationship between neurodivergence, cognitive dysfunction, and SUD in emerging adulthood. More specifically, it speculates whether college students who are 18-25 years old with ADD/ADHD are at a higher risk of developing and maintaining an SUD. The field’s understanding of emerging adults is evolving due to technological advances in research and the increasing awareness of neurodiversity. The current review will focus on the age bracket of emerging adults due to the critical neurological development that occurs during this developmental window. Methodology includes systematically searching several databases to ensure that the widest scope of relevant literature on these topics is reviewed including PubMed, Google Scholar, and Psych INFO. Keywords include terms selected to capture the specificity and depth of the areas of interest. It is hypothesized that there are critical gaps in the understanding of cognitive dysfunction and SUD in college students with ADD/ADHD. However, there may be preliminary literature that suggests there is a relationship between these phenomena. The current review aims to inform future practice and research through presenting the state of the literature on emerging adulthood, neurodivergence, and SUD. Key Words: Cognitive Dysfunction, College Students, Emerging Adulthood, Substance Use Disorders, Attention Deficit/Hyperactivity Disorder, ADD, ADHD, Executive Functio

Trajectory of Substance Use Disorders and Collegiate Recovery in Emerging Adults

Abstract Collegiate Recovery Programs (CRPs) provide services to support emerging adults achieve academic success, while maintaining substance use disorder recovery. College and university campuses can often be considered abstinence-hostile environments, giving rise to the need of support services for students in recovery. A nationwide survey to understand the efficacy of services provided by CRPs was conducted to assess the demographics and academic profiles of students involved with CRPs. Co-occurring disorders including mental health issues, criminal histories, utilizations of recovery services and 12-step groups, and work histories of students were also assessed. CRPs can provide services and an environment to students that increase recovery capital domains. Recovery capital domains such as spirituality, health and wellness, academics, critical thinking and discernment, personal achievement, and service opportunities may be related to metrics of academic success such as grade point average. However, measuring success for those in substance use disorder recovery through academics metrics alone could present a barrier to improving recovery services. Assessing the effectiveness of CRP programs through the lens of recovery capital offers a strengths-based, wholistic approach to improving services for students in recovery. Future directions include administering comprehensive measurements for recovery success, in addition to academic metrics, for students that are members of CRP. Keywords: Substance Use Recovery; Emerging Adults; Collegiate Recovery Program