Prescription stimulants, including methylphenidate (e.g., Ritalin) and amphetamine compounds (e.g., dextroamphetamine; Adderall), have been approved by the U.S. Food and Drug Administration for the treatment of attention-deficit/hyperactivity disorder (ADHD) and are classified by the United States Drug Enforcement Administration as Schedule II medications because of their high potential for abuse and dependence (Drug Enforcement Administration, U.S. Department of Justice, 2015). Despite the potential health and judicial consequences, misuse of prescription stimulants, typically defined as taking stimulants without a valid prescription, or use of stimulants other than as prescribed, has become a serious problem in the United States and abroad, especially on college campuses. The purpose of the present article is to review historical information concerning prescription stimulants and to summarize the literature with respect to misuse among adults, particularly college students, including risk factors, mediators and moderators, and motivations for prescription stimulant misuse. In addition, evidence is presented concerning the question of whether prescription stimulants truly enhance cognitive functioning in individuals with and without ADHD, and the ethical and professional implications of these findings are explored. Lastly, recommendations for addressing prescription stimulant misuse and suggestions for future research are advanced. (PsycINFO Database Record

Misuse of prescription opioids has substantially increased in the past decade among the general population, including among university students. Relative to the literature concerning opioid misuse among the general population, little information is available regarding the college student population. Objective: The purpose of the present study was to conduct a systematic review of the literature concerning the prevalence of prescription opioid misuse among the university student population. Results: The lifetime estimate for prescription opioid misuse among general populations of students ranged from 4% to 19.7%, with higher estimates for special student populations. Students most at risk for misuse of prescription opioids are those who report higher rates of psychological distress, depression, and suicidal thoughts and behaviors, and white, male students who use alcohol and illicit drugs. Conclusions: Findings from this study underscore the need for opioid prevention and intervention programs on university campuses.

Nonmedical use of prescription opioid medication (NMPO) in the United States is a public health crisis, resulting in high rates of emergency room visits, morbidity, and mortality. The purpose of this study was to explore prevalence estimates and correlates of NMPO among a convenience sample of college students in the northeast and southeast regions of the US to help generate directions for future research. Motivations for misuse, age of onset, access, concomitant substance use, and individual factors were investigated among a sample of undergraduate students from two universities. Participants (N = 847) completed a battery of various self-report measures. Findings revealed that 7.7% (Southeastern University) and 12.8% of students (Northeastern University) reported lifetime NMPO, whereas past-month NMPO was reported by 0.8% and 0.9% of participants, respectively. Lifetime history of regularly using alcohol, nonmedical use of benzodiazepine medication, nonmedical use of prescription stimulants, symptoms of depression and anxiety, and executive functioning (i.e., metacognition and behavioral regulation) were significantly related to lifetime history of NMPO in this college sample. These findings offer several potential subsequent lines of investigation regarding the associations between various demographic and psychological factors and NMPO. Future research is needed to help identify college students who are at risk of NMPO.

Objective: Effective school-based interventions for youth with ADHD are critical to their success. We examined whether teacher application of such interventions and perceptions of professional support related to greater well-being, including fewer burnout symptoms. Method: Teachers in primary schools in Iceland were invited to participate in an online survey, including questions about professional support and the Maslach Burnout Inventory (MBI). The sample comprised N = 592 (88.5% female) participants. Results: Regression analyses indicated that use of recommended ADHD interventions was positively associated with MBI-Personal Achievement (PA). Greater satisfaction with professional support related to lower MBI-Emotional Exhaustion and MBI-Depersonalization, and higher MBI-PA. Level of professional support was positively associated with use of recommended interventions. Conclusion: Effective interventions and support for students with ADHD may enhance teacher well-being. Icelandic teachers require further training and professional support in best practices for ADHD, to help promote teacher and student success.

Árangursríkar forvarnir og stuðningur fyrir börn og ungmenni með taugaþroskaraskanir, svo sem athyglisbrest með/án ofvirkni/hvatvísi (ADHD), eru nauðsynleg til að styðja við farsælan þroska þeirra. Starfsfólk skóla gegnir gjarnan lykilhlutverki við að veita þann stuðning og er því mikilvægt að það hafi tækifæri, þekkingu og færni til að sinna honum á besta mögulega hátt. Markmið þessarar rannsóknar var að meta hvaðan þekking starfandi grunnskólakennara á Íslandi sem kenndu að lágmarki einum nemanda með frum- eða staðfesta greiningu á ADHD um röskunina kæmi, hversu vel undirbúnir þeir teldu sig vera fyrir kennslu þessa nemendahóps, áherslur þeirra og aðferðir við stuðning þessara nemenda og fleira. Öllum meðlimum í Félagi grunnskólakennara var sendur tölvupóstur með boði um þátttöku í rafrænni könnun og úrtak þessarar rannsóknar samanstóð af N = 592 grunnskólakennurum sem uppfylltu fyrrgreind þátttökuskilyrði (svarhlutfall 13%). Niðurstöður sýndu að flestir þátttakendur (91%) byggðu þekkingu sína um ADHD á reynslu af kennslu nemenda með röskunina sem er í samræmi við niðurstöður fyrri rannsókna. Marktæk tengsl komu fram milli ýmissa svara þátttakenda og starfsaldurs þeirra. Meðal annars kom í ljós að fleiri kennarar með styttri starfsaldur (60–66%) sögðust sækja þekkingu á ADHD til náms síns en kennarar sem starfað höfðu lengur (29–44%). Meirihluti þátttakenda sagðist beita einhverjum þeirra aðferða sem teljast árangursríkar í stuðningi við nemendur með ADHD og virtust þeir einnig hafa nokkra þekkingu á gagnreyndum úrræðum. Niðurstöður bentu jafnframt til þess að kennarar gætu haft gagn af starfsþróun á þessu sviði, sérstaklega ráðgjöf og handleiðslu í gagnreyndum aðferðum við stuðning og mat á árangri innan skóla fyrir nemendur með ADHD. Farið er yfir helstu takmarkanir rannsóknarinnar og tillögur settar fram um næstu skref í rannsóknum á þessu efni.