For Those Supporting a Loved One in Recovery

The substance use of a friend, family member, or loved one often causes ripple effects, leading to heightened distress for those close to them. Recognizing this, our campus offers dedicated support for students grappling with the impact of a loved one's substance use. You're not alone in this struggle, and help is available to navigate these challenging circumstances

• Al-anon-  Al-Anon provides a supportive community for those dealing with the effects of a loved one's alcoholism, offering tools and strategies for personal growth and healing.
• Counseling and Psychological Services – We understand that a loved one's substance use can deeply affect your well-being and academic life. If you're struggling with the impact of a family member's addiction, you're not alone. CAPS offers confidential support services tailored for students in your situation. For more information or to schedule a consultation, please contact CAPS at 513-556-0648.

The transition to college often brings students face-to-face with decisions about substance use. Research consistently shows that parents wield significant influence over their children's choices, even at this stage. Engaging in open, ongoing dialogues with your student about alcohol and other drugs isn't just helpful—it's a crucial tool in preventing high-risk behaviors and fostering overall health and well-being. Below are some tips and resources to help engage your student in these conversations.

Why is this important to you, and where does it fit into your hopes for your student's college experience? Whether it be your values, beliefs, personal experiences etc., connect the topic of substance use to other conversations you have had with your child about transitioning into college life.

Allow your student to speak without interruption. Listen to what s/he has to say. Sometimes a way to show you are listening is to paraphrase what you think s/he has said, “Let me see if I am understanding this. It sounds like you feel…”

Ask open-ended questions and encourage your student to talk about feelings, thoughts, and any anxiety/worries about starting college.

Whenever you can in the conversation, affirm your respect for your student. People who feel respected are often willing to talk more. Tell your student you are proud of him or her for being able to handle situations in the past around alcohol and drugs, or let your student know that you respect his or her thinking about these things ahead of time.

It is best to find a time when your student is not going to feel rushed or trying to go elsewhere. Wait until you are both calm and have enough time to have a discussion. It could be over dinner, or you could take your student out for lunch or some other activity so you have him or her alone to sit and talk and listen to each other.

Make sure there are not a lot of distractions. It is okay to talk over a meal. However, if someone is watching television or reading or doing dishes, it becomes more difficult to talk without being distracted.

Show that you care about your student’s health, wellness, and success. Discuss how alcohol and drugs may impact these things. Young adults are more likely to listen when they know you are on their side. Remind your student that you want him or her to get the most out of his or her college experience and that includes happiness and safety.

Show that you are a reliable source of information about alcohol and drugs. In order to make responsible and informed decisions about alcohol, you want your student to know s/he can come to you and ask questions. Showing that you can be impartial by providing unbiased information encourages students to take responsibility for their own decisions while acknowledging facts. One way to show that you can be impartial is to acknowledge the reasons why people choose to use alcohol and drugs, as well as the reasons that people choose not to.

Recognize that your student might disagree with you and that some conflict is natural. You are not identical to each other. Reframe conflict as an opportunity to listen to each other about your experiences and learn from each other.

You do not have to keep pushing through if the conversation becomes unproductive or defensive in nature. You can agree to temporarily stop the conversation and say that you want to think things over a bit more and have the conversation later.

Even positioning yourself in a more open stance can help your student feel like you are open to his or her thoughts and ideas. Sometimes we have gut reactions to things and that is okay, but being aware of what your face or body language is telling your student is important.

Sometimes these conversations can become debates. If you sense that your student is getting defensive, try suggesting that you want to approach this from another angle. Use “I” (I am worried about…) statements instead of “you” (“you did this…) statements to prevent putting him or her on the defensive.

Your student may ask you questions about your experiences. “Did you drink alcohol when you were my age? If it was okay for you to do, why is it not okay for me to do? Did you ever get drunk? Did you ever smoke marijuana?” You will need to be prepared to answer these questions in ways that your student will not decide that it's permissible to misuse alcohol.

Talking about a family history with alcoholism or drug addiction can be very difficult. However, it is important for your student to know. Studies show that there are some genetic influences when it comes to addiction. This is not the only factor, but students who know about a family history will be better prepared to make informed decisions about alcohol and drugs.

• NIAAA Facts for Parents/Guardians
• Song for Charlie (Real Talk About Fake Pills)
• Al-Anon Family Groups
• SAMHSA’s National Helpline
• Put the Shovel Down

• Till the Wheels Fall Off