Innovative Alcohol Education Program for College and University Judicial Sanctions

A group Motivational Interviewing intervention reduces drinking and alcohol-related negative consequences in adjudicated college women

College students who violate campus alcohol policies (adjudicated students) are at high risk for experiencing negative alcohol-related consequences and for undermining campus life. Further, college women may be especially at-risk due to differential intoxication effects and sexual consequences experienced mainly by female students. Research on interventions for adjudicated students, especially adjudicated females, has been limited. One hundred and fifteen college women who received a sanction for violating campus alcohol policies participated in the study. The two-hour group intervention focused on female-specific reasons for drinking and included decisional balance, goal setting and other exercises. Participants completed follow-up surveys for 12 weeks following the intervention and answered questions regarding alcohol consumption and alcohol-related negative consequences. Findings support the use of an MI-based intervention to reduce both alcohol consumption and consequences among adjudicated females. Specifically, alcohol use was reduced by 29.9% and negative consequences were reduced by 35.87% from pre-intervention to 3-month follow up. Further, the intervention appeared to successfully initiate change in the heaviest drinkers, as women who drank at risky levels reduced alcohol consumption to a greater extent than women who drank at moderate levels.

Development and validation of the college drinking influences survey

OBJECTIVE

The authors developed and validated measures of college drinking expectations, psychosocial influences, and values.

PARTICIPANTS

Freshmen at college entry (N = 320) and the end of freshman year (N = 420) participated.

METHODS

The College Drinking Influences Survey, administered in paper and Web-based versions, consists of 3 distinct scales: (1) the College Drinking Expectations Scale assesses expectations for drinking norms and consequences; (2) the Psychosocial Drinking Inventory evaluates social influences, stress, and sensation seeking; and (3) the Drinking Values Scale assesses drinking decisions based on personal choice, social responsibility, and institutional obligation.

RESULTS

Factor analysis, interitem reliability, and correlations with existing instruments demonstrated validity and reliability. Differences between the sexes were in predicted directions, and multiple regression using subscale scores as predictors accounted for significant variance in drinking behaviors across the freshman year.

CONCLUSIONS

Data support the usefulness of the scales for identifying student alcohol risk and protective factors.

Mandatory alcohol intervention for alcohol-abusing college students: A systematic review

Most colleges and universities in the United States have programmatic responses for alcohol policy violators that commonly include some form of mandatory alcohol education or counseling. The purpose of this study was to conduct a review of intervention programs for college students who are required to attend alcohol education or counseling. MEDLINE, PsycINFO, and ERIC databases were searched for reports of college-based mandatory interventions offered on American campuses. When possible, within-group and between-group effect sizes were calculated. Sixteen reports were identified, including three randomized controlled trials. Most of the reviewed studies used qualitative or quasi-experimental designs, did not include comparison or control groups, had small or selective sample sizes, lacked behavioral measures of alcohol consumption, and/or had no follow-up, low follow-up rates, or short follow-up intervals. Recommendations for future research include testing different modes and types of interventions and sanctions, evaluating long-term efficacy, and establishing cost-effectiveness.