This study provides preliminary support for the efficacy of this intervention at reducing short-term drinking among at-risk students.

Motivational Interviewing (MI) is a counseling style that has been shown to reduce heavy drinking among college students. To date, all studies of MI among college students have used a format that includes a feedback profile delivered in an MI style. This study was a dismantling trial of MI and feedback among heavy drinking college students. After an initial screen, 279 heavy drinking students were randomized to: 1) Web feedback only, 2) a single MI session without feedback, 3) a single MI session with feedback, or 4) assessment only. At 6 months, MI with feedback significantly reduced drinking, as compared with assessment only (effect size = .54), MI without feedback (effect size = .63) and feedback alone (effect size = .48). Neither MI alone nor feedback alone differed from assessment only. Neither sex, race/ethnicity, nor baseline severity of drinking moderated the effect of the intervention. Norm perceptions mediated the effect of the intervention on drinking. MI with feedback appears to be a robust intervention for reducing drinking, and may be mediated by changes in normative perceptions.

Previous research has suggested that motivational interviewing (MI) may affect client language, which in turn predicts client drinking outcome. This study examined the relationship between counselor language and client language, personalized feedback and client language, and client language and client drinking outcome, in a sample of heavy drinking college students. MI was delivered in a single session with or without a personalized feedback report (MI with Feedback (MIF); MI Only (MIO)). Sessions were coded using the Motivational Interviewing Skill Code 2.1. A composite drinking outcome score was used, consisting of drinks per week, peak blood alcohol concentration, and protective drinking strategies. We found three main results. First, in the MIF group, MI consistent counselor language was positively associated with client change talk. Second, after receiving feedback, MIF clients showed lower levels of sustain talk, relative to MIO clients. Finally, in the MIF group, clients with greater change talk showed improved drinking outcomes at 3 months, while clients with greater sustain talk showed poorer drinking outcomes. These results highlight the relationship between counselor MI skill and client change talk, and suggest an important role for feedback in the change process.

The unique drinking patterns of college students call for Event-Specific Prevention (ESP) strategies that address college student drinking associated with peak times and events. Despite limited research evaluating ESP, many college campuses are currently implementing programming for specific events. The present paper provides a review of existing literature related to ESP and offers practical guidance for research and practice. The prevention typology proposed by DeJong and Langford (2002) provides a framework for strategic planning, suggesting that programs and policies should address problems at the individual, group, institution, community, state, and society level, and that these interventions should focus on knowledge change, environmental change, health protection, and intervention and treatment services. From this typology, specific examples are provided for comprehensive program planning related to orientation/beginning of school year, homecoming, 21 st birthday celebrations, spring break, and graduation. In addition, the University of Connecticut's efforts to address problems resulting from its annual Spring Weekend are described as an illustration of how advance planning by campus and community partners can produce a successful ESP effort. KeywordsCollege; Alcohol; Prevention; Intervention; Policy OverviewOver the past decades, college student drinking has received significant attention from students, parents, campus administrators, and public health officials. As a result of this process, a range of prevention and intervention programs have been developed to address heavy or high-risk drinking. Most of these interventions seek to reduce students' overall level of alcohol

Previous studies have suggested that college students who use protective strategies while drinking are at a lower risk for drinking-related consequences. This study evaluated the correlates of protective behavior utilization in a group of 281 heavy-drinking college students. Students who reported heavier drinking were less likely to use protective behaviors, even after adjusting for covariates. Male gender and perceived history of parental alcohol abuse also predicted lower protective behavior score. The most frequently endorsed strategies among females were "Knowing where your drink has been at all times" and "Going home with a friend," whereas the most frequently endorsed strategies among males were "Knowing where your drink has been at all times" and "Using a designated driver." For females, the factor structure of the protective behaviors measure was consistent with previous studies; however, for males, the results suggest a four-factor solution. Findings are discussed in terms of their implications on future research and prevention programming.