AlcoholEdu: The Cornerstone of an Effective Prevention Program

Survey 1 Pre-Test Chapter 1: Shaping Our Decisions Exam Survey 2 Intro Student Experience Personalized Feedback 1 Chapter 2: Knowing the Facts (Test/Opt Out) Chapter 3: When it Matters Personalized Feedback 4 Personalized Feedback 3 Interactive Case Study Personalized Feedback 2 Reassess SOC Intro and Chapters 1, 2, 3

Survey 3 Chapter 4: Deciding For Yourself Notebook Personalized Feedback Summary 45 days later: Chapter minutes Students reflect on their personal experiences since taking the program Review of key strategies –Which strategies to use –When to use them

Survey 1 Pre-Test Chapter 1: Shaping Our Decisions Survey 3 Chapter 4: Deciding For Yourself Intro Student Experience Personalized Feedback 1 Personalized Feedback 3 Notebook Personalized Feedback Summary 45 days Interactive Case Study Personalized Feedback 2 Exam Survey 2 Chapter 3: When it Matters Personalized Feedback 4 Reassess SOC Chapter 2: Knowing the Facts (Test/Opt Out) Curriculum Structure

Students’ Social Expectations DDrinking will help you have more fun DDrinking will help you meet people DDrinking will help you “break the ice” DDrinking will make you more attractive or interesting DDrinking will facilitate sexual opportunities...and reduce resistance

The Key Question: Does It Work? Of people who have thought about what they learned from Alcohol.edu…  More likely to choose not to drink alcoholic beverages (77% vs. 68%)  More likely to choose a drink with less alcohol/more mixer (54% vs. 32%)  More likely to choose not to drink when alcohol is available (77% vs. 68%)  More likely to think about their BAC level (70% vs. 49%)  More likely to pace drinks (1 or fewer per hour (34% vs. 20%)  Consumed fewer drinks per week (8.5 vs. 13.3) Miami University AlcoholEdu First-Year Results: 1,758 students, 2004

AlcoholEdu Pedagogy AlcoholEdu is a non-opinionated, science-based course. It is the first and only population-level prevention program. Personalization and customization Review and personal feedback delivered with Follow-up Survey Web portal (AlcoholEdu Notebook) Web-based tracking capability Mission-critical data reports AlcoholEdu features: Evidence-based prevention strategies Science-based education Motivational interviewing with personalized feedback Expectancy challenges Media literacy Rethinking social norms

Personalized and Interactive  Students have year-long access to key features & resources.

Students’ Experience with the Course Overall, students’ experience with the course was favorable. Post-Survey

Students’ Experience with the Course Which of the following best describes your experience with AlcoholEdu? The proportion of students who were enthusiastic about the course quadrupled after taking the course.

Students’ Experience with AlcoholEdu In the Post-Survey, students are asked to evaluate their experiences with AlcoholEdu. In general, your students rated the course very favorably. Post-Survey

Students’ Experience with the Course Which of the following best describes your experience with AlcoholEdu? 91% of students paid attention to the course. Post-Survey

Alcohol Use in High School Half of all students had at least one drink in a typical week during their final year of high school High School Consumption: ¹ Students who had five or more drinks on a day at least once in the past weeks. ² Students who had ten or more drinks on a day at least once in the past weeks. Pre-Survey

Current Reported Consumption ¹ Students who had five or more drinks on a day at least once in the past weeks ² Students who had ten or more drinks on a day at least once in the past weeks Alcohol consumption data was collected for each day of the week. The following results are based on the two weeks prior to when the students took the Pre-Survey:

Risk Factors In the past two weeks did you … Base: Drinkers Only Pre-PartyPlay drinking games Do shots Risk Factors: Behaviors that are likely to increase the probability of experiencing alcohol problems. Chug alcohol

So….. AlcoholEdu for College succeeded in challenging students’ alcohol-related expectancies. Additionally, students who completed the program demonstrated increased levels of knowledge and readiness to change their alcohol-related behaviors. Students also reported positive experiences with AlcoholEdu for College. AlcoholEdu for College protected Miami’s entering class against the full force of the College Effect. Protective factors were stabilized or increased. Risk factors and negative consequences continue to present Miami University with opportunities for increased alcohol prevention programming.

Prochaska & DiClemente’s Stages of Change Model Relapse Contemplation Determination Action Permanent Exit? Precontemplation

Five Basic Motivational Principles 1. Express Empathy 2. Develop Discrepancy 2. Develop Discrepancy 3. Avoid Argumentation 3. Avoid Argumentation 4. Roll with Resistance 4. Roll with Resistance 5. Support Self-Efficacy 5. Support Self-Efficacy