1. Home
  2. Welfare and Inclusion
  3. Addiction
Welfare and Inclusion

Addiction

Case study

Rob is a third-year student. He achieved good results in the first years of his studies. This academic year, his study progress is stagnating. His grades are significantly lower and he regularly fails to show up to classes. The learning team supervisor talks to him. During this conversation, it appears that he may have addiction problems. Rob is embarrassed to mention this, but reveals that he drinks a lot of alcohol and gambles. He notices that this is having a bad impact on his studies. How to stop, he does not know.

What do we mean by addiction?

In addiction, a person has lost control over the use of a particular substance or behaviour. Another word for addiction is dependence. Addiction can involve certain substances such as tobacco, alcohol or drugs. But you can also become addicted to gambling or food, for example. Compared with peers who are not studying or the population as a whole, students drink more alcohol and they use more drugs, especially cannabis and XTC (Trimbos, 2021)

Both students and teachers may have (been) affected by addiction in various ways. It is important that this topic can be discussed. People with a background in addiction of themselves and/or their family members or friends, are sometimes confronted with this on a daily basis. This can have (serious) consequences. It is important to look at the effects of addiction on a person and on their profession.

How can you offer support as a counsellor in addiction issues?

DOs

Go into conversation

Does a student tell you that he/she may be struggling with addiction? Try to engage in conversation with the student. Conduct the conversation in confidence and without judgement. With addiction problems, (self)stigma sometimes plays a big role. It is important that a counsellor offers space for openness.

Seek advice

.
The counsellor can seek advice from a colleague with experience. There is expertise in this area within the Institute of Social Work. The counsellor discusses the extent to which the personal situation affects the study, and considers possible handles with the student.

Refer

Are there any serious addiction problems, or signs of them? The counsellor can refer the student both internally and externally. Consider your own GP to discuss the situation there. There are also HU facilities for supporting the student.

Do you want to discuss (a suspicion of) addiction with a student?

You can do these steps in an individual conversation:

  1. Prepare the conversation with your student well:
    * List the facts and think about what you want to achieve with the conversation.
    * Discuss the content of the interview with a colleague beforehand.
  2. Arrange a quiet meeting room at a quiet time, and make sure you have enough time.
  3. Acknowledge that it often takes several signals from the environment, or conversations, before someone acknowledges needing help.
  4. Start the conversation with that you are concerned about the student
  5. Discuss observed facts and behaviour without judgement or subjective statements.
  6. Give the student the opportunity to respond and express emotions. The student may deny, get angry or otherwise react emotionally. Allow silences to fall, which creates the possibility of the other person opening up.
  7. Be aware of your own emotions and non-verbal communication.
  8. Keep in mind two scenarios:
    * Does the student deny the problem? Try to clarify the background of the possible problem and ask about the facts. Make a new appointment at short notice.
    * Does the student acknowledge the problem? Insist on seeking help quickly. Discuss possible next steps, such as an appointment with the GP.
  9. Discuss how you will record the agreements and agree on confidentiality.
  10. Close the conversation as you started it, namely that you are concerned about him/her. Be aware that the conversation was intense for both of you. Also be open and honest about your own feelings on closing.

Follow-up case study

In the end, Rob discussed the issue in confidence with the learning team supervisor. In doing so, he was able to seek support. Rob chose to share his addiction issues in the learning team, and also that this is a mark on his studies. This provides him with more understanding within the learning team. The problem has not been solved, but the student does feel supported by fellow students in the learning team and the learning team supervisor. Through the GP, Rob has been referred to addiction services and is working on his recovery with therapy. It has been agreed with the learning team supervisor which study components are currently succeeding and which are not. There is also contact with the dean about this.

Extra information:

nlNederlands