A meta-analysis of effectiveness of E-interventions to reduce alcohol consumption in college and university students.

Prosser, T.; Gee, Kate; Jones, F. W.

doi:10.1080/07448481.2018.1440579

Cited by 39 publications

(39 citation statements)

References 56 publications

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“…HED has been associated with deleterious effects including increased risk of injury and involvement in the incidence of interpersonal violence and social disorder, and poor academic outcomes (NHMRC, 2009;WHO, 2018). The over-representation of university students engaging in HED and the consistently small effects of interventions aimed at curbing student HED (Prosser, Gee, & Jones, 2018) emphasizes the need to identify the determinants and associated mechanisms driving this behaviour in this population. The over-representation of university students engaging in HED and the consistently small effects of interventions aimed at curbing student HED (Prosser, Gee, & Jones, 2018) emphasizes the need to identify the determinants and associated mechanisms driving this behaviour in this population.…”

Section: Statement Of Contributionmentioning

confidence: 99%

“…Definitions of HED vary by country and organization, but according to the WHO (2018) it is defined as consuming more than six 'standard' drinks (any alcoholic beverage containing 10 g of alcohol) in one session, at least monthly (WHO, 2018). The over-representation of university students engaging in HED and the consistently small effects of interventions aimed at curbing student HED (Prosser, Gee, & Jones, 2018) emphasizes the need to identify the determinants and associated mechanisms driving this behaviour in this population. Recent research has applied social cognition theories to identify the psychological correlates of risky alcohol consumption behaviours, including HED, and the processes involved (Caudwell, Keech, Hamilton, Mullan, & Hagger, 2019).…”

Section: Statement Of Contributionmentioning

confidence: 99%

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Reasoned and implicit processes in heavy episodic drinking: An integrated dual‐process model

Hamilton

Gibbs

Keech

et al. 2019

British J Health Psychol

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Objectives. University students commonly engage in heavy episodic drinking (HED), which contributes to injury risk, deleterious educational outcomes, and economic costs. Identification of the determinants of this risky behaviour may provide formative evidence on which to base effective interventions to curb HED in this population. Drawing from theories of social cognition and dual-process models, this study tested key hypotheses relating to reasoned and implicit pathways to action for HED in a sample of Australian university students who drink alcohol. Design.A two-wave correlational design was adopted.Methods. Students (N = 204) completed self-reported constructs from social cognition theories with respect to HED at an initial time point (T1): attitude, subjective norm, perceived behavioural control, intentions, habit, past behaviour, and implicit alcohol identity. Four weeks later (T2), students self-reported their HED behaviour and habit.Results. An initial path model indicated attitude and subjective norm predicted intentions, and intentions and implicit alcohol identity predicted HED. Inclusion of past behaviour and habit revealed direct effects of these on HED. Effects of T1 habit on HED were indirect through T2 habit, and there were indirect effects of past behaviour on HED through habit at both time points and the social cognition constructs. Direct effects of intentions and implicit alcohol identity, and indirect effects of attitude and subjective norm, on HED, were attenuated by the inclusion of past behaviour and habit.Conclusion. Results indicate that university students' HED tends to be governed by non-conscious, automatic processes than conscious, intentional processes.

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Section: Statement Of Contributionmentioning

confidence: 99%

Section: Statement Of Contributionmentioning

confidence: 99%

Reasoned and implicit processes in heavy episodic drinking: An integrated dual‐process model

Hamilton

Gibbs

Keech

et al. 2019

British J Health Psychol

View full text Add to dashboard Cite

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“…Another perspective to take on songwriting interventions, is to examine existing support services within university environments. More often than not these services are often overstretched, and so there is a tendency within institutions to look toward technology or “E-solutions” for health and wellbeing difficulties in this population (Prosser et al, 2018). In contrast, however, this project suggests that there is clear and special value in face-to-face, relational, group work with this particularly vulnerable population.…”

Section: Discussionmentioning

confidence: 99%

Blue Notes: Using Songwriting to Improve Student Mental Health and Wellbeing. A Pilot Randomised Controlled Trial

2019

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Higher Education is a period of transition. Students try out identities, develop skills, and explore their shifting sense-of-self. Recent evidence suggests an increase in mental distress in this population, pressurising in-house support schemes. Therapeutic songwriting is a music therapy technique, which can reduce mental distress and improve social engagement in a range of clinical populations; yet it is also an accessible art form, possibly an ideal vehicle for supporting students in distress. This paper examines whether participation in a weekly songwriting program could make a suitable RCT to support wellbeing within the HE environment. We used a methodologically rigorous pre-registered parallel wait-list pilot RCT design. Trial registration: ISRCTN11180007. Participants self-identifying as stressed, anxious, or depressed, or with a pre-existing mental health condition, were randomly allocated to the experimental group (5 weeks, songwriting) (n = 6) or to the wait-list control group (5 weeks, no intervention) (n = 6). Measures were taken at baseline and at the start (Time 1) and end (Time 2) of the intervention. Measures included: depression and anxiety scales, social identification, loneliness, and friendship. Change scores were calculated and a Mann–Whitney U revealed that depression levels in songwriters (Mdn = -1.0) differed significantly from wait-list controls (Mdn = 8.5) at T2, U = 5.00, z = -2.085, p < 0.041, r = 2.66. Songwriters’ levels of social connection (Mdn = 2.50) also differed significantly from wait-list controls (Mdn = 3.00) at T2 U = 3.00, z = -2.441, p < 0.015, r = 0.524. There were no other significant differences between control and intervention groups. A therapeutic songwriting intervention may have individual and group level benefits for a student population, alongside possible institutional benefits in student retention. Effects may be seen within depression and social connection metrics, and future RCTs should consider expanding measures for self-efficacy, social isolation, and wellbeing. This type of program illustrates a space for cost-effective, group, face to face additions institutional mental health support provision as part of a package of support for students.

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“…Groups appear to be a cost‐effective alternative to individual format in delivering PNF interventions on college campuses. Recent research is increasingly focused on electronic delivery methods (e.g., Cadigan et al, 2018; Dotson et al, 2015; Prosser et al, 2018) and thus has overlooked the potential therapeutic benefits of using groups to provide PNF interventions. In the extant literature, there is little depiction of PNF interventions in a group format with novel components, except for one published (Alfonso et al, 2013) and a few unpublished (e.g., Henry et al, 2004; Wilson et al, 2005) studies.…”

Section: The Present Studymentioning

confidence: 99%

“…Recent research on PNF interventions has mainly focused on the delivery methods. PNF interventions have demonstrated effectiveness in addressing risky drinking through web‐based (Prosser et al, 2018), text‐messaging (Cadigan et al, 2018), mailing (Larimer et al, 2007), computerized (Dotson et al, 2015), and face‐to‐face (Borsari & Carey, 2005) delivery. Although contemporary methods include only the stand‐alone PNF component, conventional face‐to‐face methods such as individual or group interventions typically combine PNF with MI, alcohol education, and protective behavioral strategies (PBS; Martens et al, 2005).…”

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confidence: 99%

AWARE: A Personalized Normative Feedback–Based Group Intervention for Mandated College Students

Ulupinar

Kim

2021

J of College Counseling

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AWARE is a brief group intervention that was built upon the principles of personalized normative feedback with novel components (Penn State Altoona, n.d.). The purpose of this study was to pilot test the intervention with mandated college students who were referred for alcohol‐related violations (N = 283). Results showed significant postintervention changes. Significant interaction effects between time and race and between time and gender were found. Reduction in the consumption of alcohol use and perception of peer alcohol use were significantly different among non‐White and female participants.

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A meta-analysis of effectiveness of E-interventions to reduce alcohol consumption in college and university students.

Abstract: E-Interventions show a small, significant effect at reducing mean alcoholic DPW. Personalised feedback E-Interventions showed the strongest effect.

Cited by 39 publications

References 56 publications

Reasoned and implicit processes in heavy episodic drinking: An integrated dual‐process model

Reasoned and implicit processes in heavy episodic drinking: An integrated dual‐process model

Blue Notes: Using Songwriting to Improve Student Mental Health and Wellbeing. A Pilot Randomised Controlled Trial

AWARE: A Personalized Normative Feedback–Based Group Intervention for Mandated College Students

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