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.     

Harassment at work? Empowerment and autonomy as coping strategies of young workers

There is a considerable number of researches about workplace violence, but few relate young workers and work harassment. This study aimed to investigate the reported perceptions of young apprentices and trainees about moral harassment at work and related coping strategies. Forty adolescent workers (22 men and 18 women) between 15 and 20 years old who received training by a non-governmental organization in S?o Paulo, Brazil, participated in the study. Data collection included individual and collective interviews. It was used an in-depth semi structured interview protocol. The discourses were analyzed using the hermeneutic-dialectic frame. Results showed that young workers reported little or no knowledge of strategies to cope with moral harassment at work, showing vulnerability to the effects of aggression. Effective coping strategies at work should embrace two important concepts of health promotion: empowerment and autonomy.     

A cognitive-behavioral plus exercise intervention for older adults with chronic back pain: race/ethnicity effect?

This pilot study examined the feasibility and potential efficacy of a self-management program for seniors with chronic back pain and assessed for possible race/ethnicity differences in program impact. Sixty-nine seniors (24 African Americans, 25 Hispanics, and 20 non-Hispanic Whites) enrolled in the 8-wk community-based program. Efficacy outcomes included pain-related disability as measured by the Roland Morris Disability Questionnaire (RMDQ), pain intensity, pain self-efficacy, depressive symptoms, social activity, and functional status. Eighty percent of enrollees completed the program. Clinically important decreases in RMDQ scores were found for non-Hispanic White (adjusted change score = -3.53), African American (-3.89), and Hispanic (-8.45) participants. Improvements in all other outcomes were observed, but only for Hispanic participants. Results confirm that implementation of the protocol in urban senior centers is feasible, and the program shows potential efficacy. The race/ethnicity differences observed in the current study merit further investigation.     

Reactions to resistance: the role of contextual factors in sex offending

Upon encountering victim resistance during the commission of a sexual assault, an offender makes a decision as to how to react to the resistance via the use of varying degrees of coercive or noncoercive tactics. Exhaustive chi-squared automatic interaction detection (CHAID) analyses were performed on a sample of 369 criminal events to detect the significant situational and crime-specific factors, the pertinent interactions between these factors, and how these affect an offender's reaction to victim resistance depending on whether the victim is a child or an adult. Findings show that multiple interactions do occur and, moreover, factors affecting the offender's reaction to victim resistance are very different depending on whether the victim is a child or an adult. Planning and preparation variables, such as the offender's attack strategy, were found to be significant in the child victim model, whereas reactive variables, such as the type of victim resistance, were found to be significant in the adult victim model. The findings lend support to the social interac-tionist perspective and the importance of victim-offender dynamics.     

Consensual Victim–Perpetrator Intercourse after Nonconsensual Sex: The Impact of Prior Relationship

Some female victims of nonconsensual sex subsequently have consensual sexual intercourse with the perpetrator and are more likely to do so if intercourse occurred during the nonconsensual sex than if it did not. Some evolutionary psychologists have postulated that there is something significant about nonconsensual intercourse that causes women to subsequently have a sexual relationship with the perpetrator (e.g., risk of pregnancy). In this study, we investigated a parsimonious explanation that has previously been overlooked: Intercourse is more likely during nonconsensual sex when the victim and perpetrator have previously had a sexual relationship; thus, subsequent consensual intercourse may simply be a continuation of that prior relationship. A sample of 945 women completed an Internet-based survey, of whom 41% had experienced nonconsensual sex since age 14. As expected, victims who had intercourse with perpetrators prior to the nonconsensual sex event were significantly more likely than other victims to experience nonconsensual intercourse and to engage in subsequent consensual intercourse with the perpetrator. When considering only the small subsample of victims who never had a prior romantic or sexual relationship with the perpetrator, the odds of subsequent consensual intercourse were still significantly greater following nonconsensual sex with intercourse versus without intercourse.     

A Further Evaluation of Response Cards: Teaching Direct Care Staff Basic Behavioral Principles

Numerous studies have demonstrated the efficacy of response cards for teaching students in educational settings; however, the effectiveness of response cards has yet to be examined in organizational settings where such strategies may be very useful (i.e., in staff training). The purpose of this study was to evaluate the utility of response cards during in-service training to teach basic behavioral principles to direct care staff working in a human service setting. Results indicated that individuals who received the response card training participated more during training and were able to retain more information over time relative to those who received a standard in-service training.