John has been a resident at Sober College three times in the past three years for addiction treatment. Prior to that, he was a client of five other facilities, including a long-term therapeutic boarding school. John has been on depression medication for several years, and despite the excellent care he has received, he has relapsed a dozen times and attempted suicide twice.

Although it is unique, John’s story is not uncommon. Since 1988, the likelihood of a college student suffering depression has doubled and suicidal ideation has tripled (Kadison, 2004). Suicide is the second leading cause of death among college students (NMHA, 2009). Prozac is the number-one prescribed drug for college students, followed by anti-anxiety agents and all other anti-depressant serotonin reuptake inhibitors (SSRIs) combined (Marano, 2002). Because of their inability to cope, many students turn to alcohol and drugs.

About 10.9 million young people ages 12 to 20 are currently using alcohol to cope—nearly 30 percent of the population in that age group. Of them, nearly 7.2 million are binge drinkers and 2.3 million are heavy drinkers (Curie, 2005). Forty percent of college students meet diagnostic criteria for either alcohol abuse or alcohol dependence (NCASA, 2003a) and nearly 8,000 people are trying drugs for the first time every day, the majority of them are younger than 18, and more than half of them are female (Curie, 2005).

These statistics are disheartening—and they beg the question, “What is going on?!” Why are adolescents and young adults suffering from depression and addiction? Is it biology and genetics? Is it pressure and high expectations from parents and teachers? Is it spiritual disconnect or messages from the media? Is it all of these factors combined?

As the Academic Director at Sober College, I spend more than 15 hours a week with John and am aware of his passions, fears, goals and struggles. I know that John wants to pursue music while his parents are still holding onto the dream of him becoming a lawyer. I know that despite being very bright, funny, charming and creative, John feels like he is inadequate. John shuts down when I talk to him about his future. He can’t see a future that will make him happy and satisfy his parents at the same time. He complains about the world and the ­people in it.  He thinks that success is “selling out” and rejects the American Dream. He listens to the song by Asher Roth, I Love College, on the local hip-hop station which proclaims:

Time isn’t wasted when you’re
getting wasted.
Woke up today and all I could say is,
That party last night was awfully crazy I wish we taped it.
I danced my ass off and had this one girl completely naked.
Drink my beer and smoke my weed, but my good friends is all I need.
Pass out at 3. Wake up at 10. Go out to eat then do it again.

Many of the students at Sober College aspire to live like these song lyrics. One student recently confessed that he became a drug addict after reading the autobiography of Anthony Kiedis, the lead singer of the band Red Hot Chili Peppers, who was doing coke and going to strip clubs with his drug-dealing father when he was 12 years-old. This student wanted to live a “crazy” life like that, so he started smoking marijuana.

Rarely do we attempt to make sense of young people’s emotional problems and health-risk behavior by taking into account all of the contributing factors.  We tend to look at the situation through the lens of a therapist, counselor, teacher or parent.  We tend to see only pathology or disease when dealing with addiction and often the person and their relationship to the world at large becomes diminished.
Research says that the classic concerns of college students—leaving home, forming relationships, finding the right career, f­itting in, doing well—have been complicated by more lifestyle choices, the alienating effects of technology, the constant bombardment of information, more split families, a shrinking economy and more academic pressure (Berger, 2002). On the individual level, genetics, biology, personality and poor life skills contribute to depression and substance abuse. Dis­connect, conflict, pressure, high expectations and abuse at home creates significant stress which leads to high-risk behavior and mental illness. Society and the media also play a role by glorifying alcohol, drugs, sex and violent behavior.

But more importantly than the theories about why teenagers are depressed and why young adults are using drugs and alcohol to cope is the question, “What are we doing to change it?”

Prevention programs

Prevention programs are one way to target depression and addiction. Most prevention programs with adolescents have been conducted in schools and have focused on skills training, including: cognitive restructuring, anxiety management, relaxation, problem-solving skills, emotional coping skills and assertiveness (Horowitz &Garber, 2006). The most effective programs seem to target high-risk individuals such as individuals who come from families with divorce, death, depression, alcoholism or poverty.

Treatment programs are another aspect of how to handle depression and addiction. The National Institute on Drug Abuse (1999) says that drug treatment reduces drug use by 40 to 60 percent. There are hundreds of treatment programs that employ a number of different strategies ranging from behavioral ­therapy to medications to holistic healing modalities. In order to be effective, treatment needs to be customized to the individual; be readily available; attend to the multiple needs of the individual, not just his or her drug use; and last an adequate period of time, not just the initial detoxification. Components that have been identified to help reduce the likelihood of alcohol and drug use for adolescents and young adults include: life-skills development, connectedness to constructive peers and adults and self-examination (USDHHS, 2002).

Effective treatment also needs to address the family of the individual suffering from addiction or mental illness. Research shows that parents contribute to depression and substance abuse in children with behaviors such as criticism, rejection, withdrawal and intrusiveness, and by failing to provide an environment conducive to the development of interpersonal skills, communication skills and independent living skills (Horowitz & Garber, 2006; McKenzie, Pinger, & Kotecki, 2008). For families, there is a need to focus on interventions that reduce stress and conflict and improve communication, coping strategies, and family harmony (Horowitz & Garber, 2006). One organization has been providing respected treatment for families for more than 55 years is Al-Anon. Al-Anon offers strength and hope for families of problem drinkers by practicing the 12 Steps, welcoming and giving comfort to the families of alcoholics, and giving understanding and encouragement to the alcoholic (Al-Anon, 2009).

One of my favorite things to teach to both the young adult addicts at Sober College and adult learners at UCLA and California Institute of Integral Studies is stress-management through yoga and meditation. According to the Mayo Foundation for Medical Education and Research (1998-2008), exercise, relaxation and staying spiritually connected are among the things that are most important for physical and mental health. Yoga and meditation combine exercise, relaxation and spiritual connection to improve a broad range of medical problems including depression and addiction (Grossman, Niemann, Schmidt, & Walach, 2004). In my yoga workshops and videos (Healthy, Sexy, Beautiful Kundalini Yoga & Kundalini Yoga on the Ball), I teach people how to restore some of the balance in their lives and so they can have better physical and mental health.

Just like nothing breaks my heart more than a troubled teenager, nothing makes me happier than seeing someone heal from devastating effects of depression and addiction. One of the best parts of working at Sober College is seeing how much fun the kids are having and how they are learning to play and laugh again without the use of drugs and alcohol. I witness a lot of success and feel a great deal of hope for future. Even John smiles when he talks about his music and tells me how he wrote a great song on the guitar today. 
We have made some progress, but we can and must do more to save our kids from depression and addiction. We must continue our efforts to make it possible for even more young people who are battling addiction and struggling with mental illness to get the help they need; and we must continue to work in partnership with schools, treatment centers, government agencies and communities to help troubled teens enjoy a healthy and addiction-free life. 

Gabrielle Pelicci, PhD is the Academic Director at Sober College and teaches in the Personal and Professional Development program at UCLA Extension, the Transformative Leadership Program at the California Institute of Integral Studies and the Ethics Center in the UCLA Health System.  Dr. Pelicci presents at national educational and therapeutic conferences and assists individuals in creating personal and professional success through workshops and individualized coaching.  To purchase her videos or learn more about her work, please visit her website at http://Enerje.com. 

References

AL-Anon (2009). What is Al-Anon? Retrieved on 2/12/2009 from http://www.al-anon.alateen.
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Berger, L. (2002). The therapy generation. New York Times. Jan. 13, 2002.
Curie, C. (2005). Statement on Substance Abuse Prevention Programs of the Substance Abuse and Mental Health Services Administration (SAMHSA) before Subcommittee on Criminal Justice, Drug Policy and Human Resources. Retrieved on 2/12/2009 from http://www.hhs.gov/asl/testify/
t050427.html
Grossman, P., Niemann, L., Schmidt, S. & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57 (1), 35-43.
Horowitz, J.L.  & Garber, J. (2006). The Prevention of Depressive Symptoms in Children and Adolescents: A Meta-Analytic Review. Journal of Consulting and Clinical Psychology, 74 (3), 401–415
Kadison, R. (2004). College of the Overwhelmed. San Francisco: Jossey-Bass.
Loma Linda University. (2001). Laughter research conducted at LLUMC. Loma Linda University School of Medicine News, March 11, 1999. Retrieved
1/3/2009 from http://www.llu.edu/news/today/mar99/
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Marano, H. (2002) What’s in a pill? Psychology Today, May 2002, 4. 
Mayo Foundation for Medical Education and Research (MFMER) (7/26/2007). Exercise: 7 benefits of regular physical activity. Retrieved 2/7/2009 from http://www.mayoclinic.com/health/exercise/ HQ01676
Mayo Foundation for Medical Education and Research (MFMER) (1998–2008). Relaxation Techniques. Retrieved 12/30/2008 from http://www.
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Mayo Foundation for Medical Education and Research (MFMER) (1998—2008). Spirituality and Stress-Relief. Retrieved 1/3/2009 from http://www.mayoclinic.com/health/stress-relief/SR00035
McKenzie, J.F., Pinger, R.R.,&  Kotecki, J.E. (2008). An introduction to community health, 6th edition. Sudbury, MA: Jones & Bartlett Publishers, Inc.
National Center on Addiction and Substance Abuse at Columbia University (NCASA). (2003a).  Depression, Substance Abuse and College Student Engagement: A Review of the Literature. Retrieved on 2/20/2009 from http://www.bringingtheory
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National Center on Addiction and Substance Abuse at Columbia University (NCASA). (2003b). The Formative Years: Pathways to Substance Abuse Among Girls And Young Women Ages 8-22. Retrieved on 2/20/2009 from http://www.
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U.S. Department of Health and Human Services. (2002). The National Cross-Site Evaluation of the High-Risk Youth Demonstration Program study.  Retrieved on 2/2/1009 from http://www.doe.state.in.us/
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National Institute on Drug Abuse (NIDA) at the National Institutes of Health (1999). Principles of Drug Addiction Treatment: A Research Based Guide.  Retrieved on 2/12/2009 at http://www.nida.nih.gov/
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National Mental Health Association (NMHA) (2009). Finding hope and help: College Student and Depression Pilot Initiative fact sheets.  Retrieved February 14, 2009 from the World Wide Web http://www.ncstac.org/content/projects/
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This article is published in Counselor, The Magazine for Addiction Professionals, June 2009, v.10, n.3, pp.20-24.

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Judy Bregante  - mother of a drug addicted son of 26   |70.143.90.xxx |2009-11-10 19:27:59 I loved your article. I am presenting sober college to my son who will not let go of med marijuana. He is under the illusion that there is treatment for someone's other drug and psych issues that will accept the use of mj. He is so adamant about this that he may pass up the last opportunity to go to a place like sober college. Interventionist are not sure if they could get him to you or much less keep him there. He has been in many treatments several years ago. I wish I could turn the switch in his brain that would give him the courage to want to change. Any suggestions?? He attempted a violent suicide last week, was locked up for 72 hours, but has still not reached any kind of real rock bottom. Reply 0   0

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