This document summarizes research on state marijuana laws and their impact on college prevention efforts. It finds that while legalization and decriminalization have not significantly impacted college student use patterns, they have decreased perceptions of risk. The document also notes that marijuana has increased in potency in recent years, with implications for student health, cognitive function, and academic performance. It concludes that colleges need more resources and training to effectively address marijuana use among students.

1. November 9, 2017
How State Marijuana Laws Do
– and Don’t – Change the
College Prevention Landscape
Kimberley Timpf
Senior Director of Prevention Education

2. Scope of the Challenge

3. 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

4. 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

5. 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)

6. Is Marijuana Different Today?
SPECIFIC CHALLENGE IN
WASHINGTON STATE
0
2
4
6
8
10
12
14
THC(%)
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

7. 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

8. 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

9. 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
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.

10. $
$
What are we missing?
$

11. Implications for Campuses

12. 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.

13. What Does the Data Tell Us?
Source: EVERFI AlcoholEdu SQS Survey Database 2016-2017 (n=122,450)
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

14. What Does the Data Tell Us?
% 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%

15. Key Findings From A New Poll

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

17. 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)

18. 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).
Source: Mary Christie/Hazelden Betty Ford Inst. Poll (2017)

19. 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.
Source: Mary Christie/Hazelden Betty Ford Inst. Poll (2017)

20. Considerations for Creating Your College Program

21. 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

22. 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

23. 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%

24. 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

25. 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?

26. 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%

27. 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.

28. 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

29. 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

30. 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
Source: EVERFI AlcoholEdu Marijuana SQS 2016 - 2017; CPN Summit Interviews (2017)
Medium Risk “Defined”
Among students who have
ever used marijuana,
did so within the last 30
days.
13%

31. 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.”
Source: EVERFI AlcoholEdu Marijuana SQS 2016 - 2017; CPN Summit Interviews (2017)
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%

32. 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%

33. Creating Your Campus Prevention Plan

34. 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.

35. 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?

36. 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.

37. 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

38. 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

39. 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-

40. 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.

41. 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.

42. 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