Pathways of Risk and Resilience for Substance Use and Mental Health Among College Students

College students face a unique set of environmental changes and developmental contexts, such as leaving home and forming new peer groups and romantic relationships. The transition to college can have a profound positive or negative impact on students’ subsequent achievements, and risk for problems. While many students enjoy the college years with success in many domains (academic, personal and interpersonal), others may struggle with substance use and mental health problems. Indeed, alcohol and substance use are prevalent in college campuses and risk for developing alcohol and substance use disorders peak during young adulthood. During this time, we also see a rapid rise in mental health problems such as depression and anxiety. Understanding pathways of risk and resilience is important to inform prevention and intervention efforts aimed at promoting college health and wellbeing. In this group-based research experience, students in the online Neuroscience major and/or Barrett online students will engage in secondary data analysis examining risk and protective factors that predict substance use and mental health outcomes across the college years. Working remotely, students will 1) conduct a literature review on pathways of risk and resilience for college students’ substance use and mental health, 2) develop a research proposal that outlines research questions, hypotheses, and proposed data analytic approach based on the literature review, 3) conduct statistical analysis using existing data from the Pathways to College Health Study [PI: Dr. Jinni Su], a longitudinal study that follow over 700 first-year college students throughout their college years with in-depth assessments of their substance use and mental health, personality, social relationships, family dynamics, cultural values, academic experiences, etc., to address the research question, and 4) write a research report for the study and deliver an oral presentation to present and discuss the findings. Students will be guided by the faculty mentor, one graduate student, and two advanced undergraduate research assistant (URAs) through all 4 phases of the research experience. Work will be conducted remotely, but students can come in to the lab to conduct work in-person if needed. Participants will receive 3 research course credits (NEU 499 or Barrett Honors credits).