Wage and Non-Wage Compensation Among Young Alcoholic and Heavy Drinking Women: A Preliminary Analysis

The association between drinking and selected job characteristics among women aged 24 to 31 is examined. Using the 1989 NLSY, women are classified as alcohol abusers or dependent based on DSM-III-R criteria or as heavy drinkers based on reported frequency of six or more drinks. Heavy drinking is negatively associated with wage and non-wage compensation. These effects diminish when human capital measures are controlled. Current alcoholism and current and past heavy drinking are strongly negatively associated with years of schooling. The association between alcoholism and job compensation and characteristics is not as strong as that seen for heavy drinking. It is not known if this is a consequence of errors in identifying alcoholic women in population-based surveys.     

Development of a Questionnaire to Assess University Students’ Intentions to Use Behavioral Alcohol-Reduction Strategies

Abstract

Objective: To evaluate the psychometric properties of a new self-report questionnaire designed to assess college students’ intentions to employ 31 specific alcohol-reduction strategies. Method: Students attending a large public university were recruited to complete alcohol-reduction, drinking history, and personality questionnaires online. Results: Based on item–total correlations and principal components analysis, the authors eliminated 3 items and calculated average intention ratings across the remaining 28 items. The resulting scale had appropriate unidimensionality and excellent internal consistency. Correlations of intention questionnaire scores with measures of drinking history, alcohol outcome expectancies, sensation seeking, and impression management provided some support for criterion and discriminant validity of the questionnaire. Conclusion: This questionnaire could be employed as an outcome measure to evaluate prevention programs and as a clinical tool to identify clients who have little intention to employ drinking reduction strategies in heavy drinking situations.     

Drinking Game Participation Among Undergraduate Students Attending National Alcohol Screening Day

Abstract

Objectives, Participants, Methods: Drinking game participation has increased in popularity among college students and is associated with increased alcohol consumption and alcohol-related problems. The current study investigated drinking game participation among 133 undergraduates attending National Alcohol Screening Day (NASD) in April of 2007. Results: A large percentage of the sample reported lifetime (77%) and recent (52%) drinking game participation. Males were more likely to report recent participation and reported higher levels of consumption while playing drinking games. Drinking game participants were more likely to experience a range of alcohol-related problems, and the relationship between drinking game participation and alcohol-related problems was mediated by weekly alcohol consumption. Conclusions: These results suggest that drinking game participation is a risk factor for elevated levels of alcohol consumption and alcohol-related problems. Programs should be developed to educate students about the risks of drinking game participation, and prevention programs like NASD should address drinking games.     

A Comparison of an Assessment/Information-Based Group versus an Assessment-Only Group

Abstract

The use/abuse of alcohol leading to impaired driving, accidents and even fatalities is a major social concern. National data sets demonstrate that college students abuse alcohol. This research paper outlines a program designed to reduce levels of drinking and presents a format for evaluating its effectiveness. An experimental study (n = 55) was conducted to examine drinking patterns among full-time college students at four-year institutions to observe whether exposure to a personalized feedback pamphlet would reduce the amount of alcohol consumption between a treatment and nontreatment control group. The posttreatment drinking, as defined by the number of times a week participants consumed five or more drinks per setting, between groups was not statistically significant. However, posttreatment drinking, as defined by the average number of drinks consumed in a sitting, between groups was significant. While the treatment group demonstrated a greater decrease in the number of subscales, this difference was not statistically significant.     

Advance Medical Directives for College Students: It's Not Your Father's Living Will

Abstract

Educators and researchers strive to use terms that reflect a replicable measure of behavior. A term commonly used to describe drinking of a problematic nature is binge drinking. Binge drinking defines behavior by a number of drinks of an alcoholic beverage consumed in a space of time. The authors argue that the term does not describe drinking behavior that students believe is problematic. They claim that students define problem drinking not in terms of quantity, but rather by the outcome (and occasionally by frequency), and attribute different negative connotations to the term binge. They suggest using a term that has shared meaning with students, such as dangerous drinking, to describe the drinking behavior that results in undesirable or unintended consequences.     

Extreme Ritualistic Alcohol Consumption Among College Students on Game Day

Abstract

Alcohol use and the related consequences associated with college football games are a serious public health issue for university communities. Objective: Examining “Extreme Ritualistic Alcohol Consumption” (ERAC), defined as consuming 10 or more drinks on game day for a male, and 8 or more drinks for a female, is the focus of this study. Participants: In the fall of 2006, college students ages 18 to 24 were randomly selected to complete the Game Day Survey. Methods: Researchers utilized a cross sectional research design to collect data. Results: Sixteen percent of the respondents engaged in ERAC on game day, whereas 36% drank 5 or more drinks (4 or more for females). Male, Caucasian, Greek (members of a social fraternity or sorority), and students of legal drinking age consumed alcohol at disproportionately high rates. Conclusion: Alcohol use is common on game day, with a significant percentage of students placing themselves at risk by drinking large amounts of alcohol.     

Personalized boosters for a computerized intervention targeting college drinking: The influence of protective behavioral strategies

ABSTRACT

Objective: Computerized interventions are cost-effective and can quickly deliver individual feedback to many students. However, in-person interventions are more efficacious. The current study sought to improve the efficacy of a popular online intervention via e-mailed boosters with personalized feedback. Participants: Participants were 213 student drinkers at a southeastern public university, ages 18–24. Methods: Students were randomized into (1) intervention only, or (2) intervention plus booster. Alcohol consumption and related problems were assessed at baseline, 2 weeks post, and 4 weeks post. Results: Boosters yielded reductions in drinking, but not alcohol-related problems. Boosters were associated with significant reductions for drinking frequency, heavy drinking days, peak drinks, and associated blood alcohol concentration (BAC). Protective behavioral strategies (PBS) moderated this effect, with significant reductions for students low in PBS, but not students already highly engaged in PBS use. Conclusions: Easy dissemination and low cost make e-mailed boosters a very efficient way to promote student health.     

An Examination of Risky Drinking Behaviors and Motivations for Alcohol Use in a College Sample

Abstract

Objective: The current study examined (1) drinking motives as a mediator of risky drinking behaviors (ie, pregaming and drinking games) and alcohol-related problems and (2) whether gender moderates the association between risky drinking behaviors and negative consequences. Participants: Participants (N = 368; 68% female) were drinkers aged 18 to 25. Data were collected from September to November 2010 and January to May 2011. Methods: Participants completed measures regarding typical pregaming and drinking game alcohol consumption, drinking motives, and alcohol-related consequences. Results: Social, coping, and enhancement motives partially explained relationships, with enhancement motives explaining the most variance for pregaming (31%) and drinking games (44%). Relationships between risky drinking and consequences were not moderated by gender. Conclusions: Drinking to enhance positive affect may be the most salient motivation for drinking related to pregaming and drinking games for college drinkers. Findings have implications for interventions tailored to students engaging in various heavy drinking practices.     

A Night to Remember: A Harm-Reduction Birthday Card Intervention Reduces High-Risk Drinking During 21st Birthday Celebrations

Objective: In collaboration with Residence Life, the Heads UP research team developed a 21st birthday card program to help reduce the risky drinking often associated with these celebrations.

Participants: 81 students (28 males, 53 females) completed a post-21st birthday survey. Of these, 74 reported drinking during their 21st birthday and were included in the analyses.

Methods: During the 2005-2006 school year, the authors assigned students celebrating 21st birthdays to either receive an alcohol risk-reduction birthday card or to a no-card condition. The students completed a survey after their birthday.

Results: Students who received the card consumed fewer drinks and reached lower blood alcohol content (BAC) levels on their birthday than did students who did not receive it. Female students who received the card consumed 40% fewer drinks and reached nearly 50% lower BAC levels than women who did not receive it.

Conclusion: This program is easily replicated, inexpensive, and may be used by universities to reduce risk related to celebratory alcohol consumption.     

The Utility of a Gender-Specific Definition of Binge Drinking on the AUDIT

Abstract

Objective: Although binge drinking is commonly defined as the consumption of at least 5 drinks in 1 sitting for men and 4 for women, the Alcohol Use Disorders Identification Test (AUDIT) defines binge drinking as the consumption of 6 or more drinks in 1 sitting for both men and women. This study examined the effect of using gender-specific binge drinking definitions on overall AUDIT scores. Participants: Participants were 331 college men and 1224 college women. Methods: Participants completed a self-report questionnaire, which included the AUDIT. Results: Findings showed that defining binge drinking as 4 or more drinks for women, rather than 6 or more, does impact their AUDIT scores and could affect the percentage of women classified as hazardous users. Among men, AUDIT scores were unaffected by the use of a gender-specific definition of binge drinking. Conclusions: Results suggest that the AUDIT might be underidentifying hazardous users among college women.     

Alcohol Consumption Among University Students in North Rhine–Westphalia,Germany—Results From a Multicenter Cross-sectional Study

Abstract

Objective: To assess alcohol use and problem drinking among university students in the German Federal State of North Rhine–Westphalia (NRW) and to examine the associated factors. Method: A multicenter cross-sectional study was conducted in 16 universities in 2006–2007 in NRW by a standardized questionnaire and 3,306 students provided information (response rate of 88%). Problem drinking was measured by the CAGE questionnaire. Results: Alcohol consumption in the last 3 months was reported by >90 % of students. About 80% reported heavy drinking, and 20% displayed problem drinking. Male students, students living in residence halls, and students from sport faculties had a higher risk of heavy drinking and problem drinking. When students were compared across study years, frequency of heavy drinking decreased with higher semesters. Conclusions: Overall, heavy drinking and problem drinking are common among university students in this sample. Intervention programs should be designed for students at a particularly high risk.     

When Do First-Year College Students Drink Most During the Academic Year? An Internet-Based Study of Daily and Weekly Drinking

Abstract

Objective: The authors investigated the alcohol consumption trajectories among first-year university students. Participants: A sample of 415 students attending a large university in Southwestern Ontario, Canada, was recruited. Methods: Students completed a baseline questionnaire and 26 weekly brief Internet surveys assessing alcohol consumption from September 2006 to April 2007. Results: Findings indicated that alcohol consumption varies considerably as a function of time of the academic year. Overall trends indicate that students drink more heavily at the beginning of each semester and less during exam periods. Daily patterns indicate that most drinking occurs on weekends. The highest drinking days in the first academic year included Halloween, New Year's Eve, and St. Patrick's Day. Conclusions: The present study provides evidence that periods of high and low alcohol consumption are contingent upon specific events and the time of the year.     

An Intervention to Decrease Heavy Episodic Drinking in College Students: The Effect of Executive Function Training

Abstract

Objective: To develop and test a planning-ability, executive function (EF) intervention to reduce heavy episodic drinking (HED). Participants: Fifty-five heavy-drinking, first-year college students, recruited from May to October 2012. Methods: Participants were randomly allocated to an experimental or active control group and then completed the Alcohol Use Disorders Identification Test–Consumption and demographic questions. Over 1 week, the experimental group completed 4 progressively harder planning tasks, whereas the control group completed 4 easier, consistent-difficulty planning tasks. Participants then recorded their daily alcohol consumption for 2 weeks. Results: As hypothesized, both mean and maximum per-occasion alcohol consumption was significantly reduced in the experimental group compared with the control group. There were no significant differences in frequency of HED. Conclusions: These results provide initial support for the use of a planning-ability intervention in decreasing per-occasion alcohol consumption. Future researchers can examine the mechanism of effect, the long-term efficacy, and the specific EFs involved in other aspects of alcohol consumption.     

Pregaming: An Exploratory Study of Strategic Drinking by College Students in Pennsylvania

Abstract

Objectives: This exploratory study examined pre-event drinking, or pregaming, by US college students. Participants: 112 undergraduates from 10 Pennsylvania colleges participated. Method: A focus group, including a written questionnaire, was conducted at each institution. Results: Only 35.7% of the participants had not pregamed during the last 2 weeks. Pregamers consumed an average of 4.9 (SD = 3.1) drinks during their most recent session. Gender, class year, and other demographic variables did not predict pregaming. Heavier drinkers, and those stating that the average student pregamed 3+ times in the last 2 weeks, were more likely to report pregaming in the last 2 weeks. How much students drink when pregaming is influenced by how much they expect to drink later on. Conclusion: Pregaming presents a growing challenge for campus officials. Additional research is needed on the nature of the problem and which combination of prevention strategies might best address this behavior.     

Results of a Social Norm Intervention to Prevent Binge Drinking Among First-year Residential College Students

Abstract

The effects of a primary prevention social norm intervention on binge drinking among 1st-year residential college students were examined. Six hundred thirty-four students attending a medium-sized public university in the South were randomly assigned to receive a two-phase social norm intervention or the standard campus psychoeducational prevention program. At posttest, no differences were found between intervention and control group students on any of the alcohol use and alcohol-use risk factor measures. Significant subgroup differences were found by stage of initiating binge drinking behaviors, for frequency of alcohol use, F(3, 507) = 3.69, p = .01; quantity of alcohol use, F(3, 507) = 2.51, p = .05; and social norms, F(3, 505) = 2.53, p = .05. These findings suggest the need for tailoring social norm binge drinking interventions to students' stage of initiating heavy drinking and carefully monitoring for potential negative, as well as positive, effects of norm-based prevention messages.     

Different forms of spirituality and heavy episodic drinking among college students

Objective: The current study examined prospective, bidirectional relationships between 3 measures of spirituality (Daily Spiritual Experiences, Positive Religious Coping, and Negative Religious Coping) and frequency of heavy episodic drinking. Participants: Three hundred ninety-one students attending a large, public university in the Midwest. Methods: Electronic surveys assessing predictors of college alcohol use were sent to participants in the winter of their freshman and sophomore years. Structural equation modeling was used to analyze data. Results: A latent factor comprised of Daily Spiritual Experiences and Positive Religious Coping (ie, “positive spirituality”) was negatively related to future frequency of heavy episodic drinking. Negative Religious Coping was unrelated to heavy episodic drinking. Additionally, heavy episodic drinking did not prospectively predict any measures of spirituality. Conclusions: Data are supportive of continued efforts to integrate positive spirituality into interventions for collegiate heavy episodic drinking.     

Effectiveness of a Web-based Alcohol-Misuse and Harm-Prevention Course Among High- and Low-Risk Students

Objective: In the current study, the authors assessed whether a new online alcohol-misuse prevention course (College Alc) is more effective at reducing alcohol use and related consequences among drinkers and nondrinkers. Participants: The authors compared incoming college freshmen who reported any past 30-day alcohol use before the beginning of the semester with those who did not. Method Summary: The authors randomly assigned students who completed a precollege baseline survey to either complete a 3-hour noncredit version of College Alc or serve as members of a control group. The authors conducted a follow-up survey 3 months later. Results: Findings indicated that among freshmen who were regular drinkers before college, College Alc appeared to reduce the frequency of heavy drinking, drunkenness, and negative alcohol-related consequences. Among freshmen who did not report any past-30-day alcohol use before college, College Alc did not appear to have any beneficial effects. Conclusions: Results suggest that College Alc may be an effective program for students with a history of alcohol use.     

Differences in College Student Typical Drinking and Celebration Drinking

Abstract

Objective: The purpose of the study was to determine whether students consume alcohol in greater quantities when drinking in celebration of an event or holiday versus typical drinking use. Celebratory occasions include tailgating during football games, holidays, and the beginning and ending of academic semesters. Participants: Traditional undergraduates, ages 18 to 24, who attended the university full time in the Fall 2007 and the Spring 2008. Methods: Eight hundred participants were randomly selected to participate in the study. A stratified random sample was drawn according to class rank and sex. A total of 287 survey responses were collected. Results: Alcohol consumption was greatest during typical weekend drinking, followed by celebration drinking and then by typical weekday drinking. Conclusions: Celebration drinking was expected to be greater than typical drinking; however, typical weekend drinking episodes were greates than celebratory drinking. Intervention efforts should focus on reducing weekend alcohol consumption.     

In Praise of Feedback: An Effective Intervention for College Students Who Are Heavy Drinkers

Abstract

The efficacy of brief motivational feedback to reduce drinking among college students has been reported by several researchers. As an extension of this theoretical and applied framework, the author tested the use of mailed feedback to influence the drinking behavior of students self-identified as moderate-to-heavy drinkers in two randomized trials. A 6-week follow-up of the efforts suggested the efficacy of the feedback intervention at reducing alcohol consumption. The feedback mechanism used in the studies is described in detail and possible reasons for its efficacy are explored. In light of the cost-effective nature of this intervention, it may warrant a place in larger campus prevention programs.     

Boards of trustees must assume responsibility for making alcohol prevention on campus a top priority

ABSTRACT

Few colleges have made the prevention of alcohol-related injuries and deaths an institutional priority, and even fewer have implemented prevention strategies with a solid evidentiary base. We look to presidents to provide leadership on this issue, but those who do are atypical. Boards of trustees should step in by asserting that student wellness be a primary focus in the institution's strategic plan, with specific, measurable goals; holding the president accountable for progress in reducing high-risk drinking and its consequences; and mandating a line item in the annual budget, with adequate staffing and revenues to put evidence-based practices in place. Boards will be more likely to respond when led to focus on the cost implications of the campus alcohol problem; the link between high-risk drinking and mission-critical institutional objectives such as academic performance, student engagement, and retention; and the institution's potential liability if evidence-based prevention strategies are not in place.