Implementation of NIAAA College Drinking Task Force Recommendations: How Are Colleges Doing 6 Years Later?

Nelson, Toben F.; Toomey, Traci L.; Lenk, Kathleen M.; Erickson, Darin J.; Winters, Ken C.

doi:10.1111/j.1530-0277.2010.01268.x

Cited by 79 publications

(70 citation statements)

References 15 publications

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“…NIAAA (2007) reports that examine morbidity and mortality trends related to college alcohol use suggest that almost 20% of undergraduates meet DSM-IV criteria for alcohol dependence or abuse, and less than 5% seek alcohol treatment or counseling. Effort continues to be dedicated to the identification of psychological factors and mechanisms that interventions might effectively target (e.g., Malloy, Goldman, & Kington, 2002; Nelson, Toomey, Lenk, Erickson, & Winters, 2010). Additional research is needed to understand how to further translate scientific knowledge to a reduction in alcohol behaviors and consequent harm (Hingson, 2010).…”

Section: College Drinkingmentioning

confidence: 99%

I think I can't: Drink refusal self-efficacy as a mediator of the relationship between self-reported drinking identity and alcohol use

Foster

Yeung

Neighbors

2014

Addictive Behaviors

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This study examined the relationship between self-reported drinking identity (SRDI), defined as how closely individuals believe drinking is a crucial aspect of their identity (Conner, Warren, Close, & Sparks, 1999), and alcohol use by considering drink-refusal self-efficacy (DRSE) as a potential mediator. Based on previous findings, we expected that SRDI would be negatively associated with DRSE and positively associated with drinking, and that DRSE would be negatively linked with drinking. Further, we expected that DRSE would mediate the association between SRDI and drinking. Participants included 1069 undergraduate students (M age = 22.93 years, SD = 6.29, 76.25% female) from a large southern university who completed computer-based study materials. Gender was associated with SRDI, each of the DRSE subscales, and drinking, indicating that males report greater SRDI, lower DRSE, and increased alcohol consumption. Consistent with expectations, SRDI was negatively linked with DRSE and positively linked with drinking. DRSE subscales were negatively associated with drinking. Further, four measurement models for latent variables were tested for SRDI and each of the three DRSE subscales. Results showed that the emotional relief and social subscales of DRSE mediated the association between SRDI and drinking, however this mediating relationship did not emerge for the opportunistic subscale. Implications of these results are discussed.

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Section: College Drinkingmentioning

confidence: 99%

I think I can't: Drink refusal self-efficacy as a mediator of the relationship between self-reported drinking identity and alcohol use

Foster

Yeung

Neighbors

2014

Addictive Behaviors

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“…Of growing popularity are web-based interventions designed to reduce both hazardous drinking and alcohol-related problems on college campuses (Nelson et al, 2010). Online courses such as AlcoholEdu for College are modeled in part on effi cacious multicomponent interventions led by trained clinicians (e.g., Brief Alcohol Screening and Intervention for College Students [BASICS]; Dimeff et al, 1999).…”

mentioning

confidence: 99%

Effects of AlcoholEdu for College on Alcohol-Related Problems Among Freshmen: A Randomized Multicampus Trial

Paschall¹,

Antin²,

Ringwalt³

et al. 2011

J. Stud. Alcohol Drugs

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ABSTRACT. Objective: AlcoholEdu for College is a 2-to 3-hour online course for incoming college freshmen. This study was the fi rst multicampus trial to examine effects of AlcoholEdu for College on alcohol-related problems among freshmen. Method: Thirty universities participated in the study. Fifteen were randomly assigned to receive AlcoholEdu, and the other 15 were assigned to the control condition. AlcoholEdu was implemented by intervention schools during the summer and/or fall semester. Cross-sectional surveys of freshmen were conducted at each university beginning before the intervention in spring 2008/2009; post-intervention surveys were administered in fall 2008/2009 and spring 2009/2010. The surveys included questions about the past-30-day frequency of 28 alcohol-related problems, from which we created indices for the total number of problems and problems in seven domains: physiological, academic, social, driving under the infl uence/riding with drinking drivers, aggression, sexual risk taking, and victimization. Multilevel Poisson regression analyses were conducted to examine intent-to-treat and dosage effects of AlcoholEdu for College on these outcomes. Results: Multilevel intent-to-treat analyses indicated signifi cant reductions in the risk for past-30-day alcohol problems in general and problems in the physiological, social, and victimization domains during the fall semester immediately after completion of the course. However, these effects did not persist in the spring semester. Additional analyses suggested stronger AlcoholEdu effects on these outcomes at colleges with higher rates of student course completion. No AlcoholEdu effects were observed for alcohol-related problems in the other four domains. Conclusions: AlcoholEdu for College appears to have benefi cial short-term effects on victimization and the most common types of alcohol-related problems among freshmen. Universities may benefi t the most by mandating AlcoholEdu for College for all incoming freshmen and by implementing this online course along with environmental prevention strategies. (J. Stud. Alcohol Drugs, 72, 642-650, 2011)

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“…Thus, social norms intervention programs have attempted to correct students’ misperceptions regarding the prevalence and acceptability of heavy drinking by providing students with information regarding the actual prevalence and acceptability of drinking among peers (Larimer & Cronce, 2007). Overall, research supports the efficacy of social norms interventions to correct individual misperceptions and subsequently modify students’ drinking behaviors (e.g., DeJong et al, 2006; Nelson, Toomey, Lenk, Erickson, & Winters, 2010; for a review, see Zisserson, Palfai, & Saitz, 2007). …”

Section: Dad-related Attitudes and Injunctive Normative Beliefsmentioning

confidence: 81%

Injunctive Peer Misperceptions and the Mediation of Self-Approval on Risk for Driving After Drinking Among College Students

Kenney

LaBrie

Lac

2013

Journal of Health Communication

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Of the alcohol-related risks faced by college students, it is arguable that none presents a greater public health hazard than driving after drinking (DAD). The present study examined the extent to which students’ injunctive misperceptions toward DAD predicted the likelihood to engage in DAD and how this relation was mediated by self-approval of DAD. Participants were 2,848 college students (59.1% female, 64.6% Caucasian) from two U.S. West Coast universities who completed confidential web-based surveys assessing DAD beliefs and behaviors. Results revealed that respondents tended to overestimate their peers’ approval toward DAD. Moreover, the subgroups likely to engage in DAD—men, 21+ years of age, Greek affiliated students, Caucasians, students with a family history of alcohol abuse—were also more likely to misperceive (i.e., overestimate) their peers’ level of approval toward DAD. Using binary logistic regression analyses, self-approval of DAD emerged as an important statistical mediator in the relation between misperception of typical student approval toward DAD and engagement in DAD. Results point to the considerable role injunctive peer misperceptions may play in the pathways leading to drinking-driving risk. These findings provide preliminary support for DAD-specific social normative interventions, either complementing or supplementing existing alcohol interventions. By targeting high-risk student subgroups and communicating accurate drinking-driving norms, these proposed interventions have the potential to reduce self-approval and incidence of DAD.

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Implementation of NIAAA College Drinking Task Force Recommendations: How Are Colleges Doing 6 Years Later?

Abstract: Many colleges offer empirically supported programs for high-risk drinkers, but few have implemented other strategies recommended by NIAAA to address student drinking. Opportunities exist to reduce student drinking through implementation of existing, empirically based strategies.

Cited by 79 publications

References 15 publications

I think I can't: Drink refusal self-efficacy as a mediator of the relationship between self-reported drinking identity and alcohol use

I think I can't: Drink refusal self-efficacy as a mediator of the relationship between self-reported drinking identity and alcohol use

Effects of AlcoholEdu for College on Alcohol-Related Problems Among Freshmen: A Randomized Multicampus Trial

Injunctive Peer Misperceptions and the Mediation of Self-Approval on Risk for Driving After Drinking Among College Students

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