Alcohol and Drug Education and Prevention Programming at Seven Private Institutions

Transcription

1 STUDENT AFFAIRS LEADERSHIP COUNCIL Alcohol and Drug Education and Prevention Programming at Seven Private Institutions Custom Research Brief June 24, 2011 TABLE OF CONTENTS RESEARCH ASSOCIATE Lady Adjepong RESEARCH MANAGER Josh Albert I. Research Methodology II. Executive Summary III. Structure of Alcohol and Drug Programs IV. Alcohol and Drug Programming V. Collaborations for Education and Prevention VI. Safe-Ride Programs Networking Contacts THE ADVISORY BOARD COMPANY WASHINGTON, D.C.

2 II. EXECUTIVE SUMMARY Project Challenge: Leadership at a member institution approached the Council with the following questions: Where are alcohol and drug prevention programs housed at institutions? Is there a specific office dedicated to these programs? What is the staffing structure of alcohol and drug prevention programs? (including professional staff, graduate staff, and peer educators) How are peer education programs organized? Are peer educators paid or do they volunteer? What kind of training does staff receive? What kind of programming has been most successful in terms of intervention efforts? What educational efforts have been successful for prevention of drug and alcohol use? What new initiatives have been undertaken to educate students on drug use? Have institutions collaborated with any organizations either on campus or beyond to educate students about alcohol and drug use? Do schools provide transportation for students to and from areas on campus or within the city as part of alcohol safety programs? Project Sources: Education Advisory Board s internal and online ( research libraries The Chronicle of Higher Education ( National Center for Education Statistics [NCES] ( Research Parameters: The council reached out to alcohol and drug educators at private institutions. A Guide to Institutions Profiled in this Brief Enrollment Institution Location (Total / Undergraduate) Classification University A Midwest 9,700 / 4,2000 University B Northeast 11,200 / 5,800 University C South 12,900 / 7000 University D Northeast 43,400 / 21, 600 University E South 11,500 / 7,200 University F Northeast 10,000 / 5,400 University G West Coast 34,800 / 16,800 2

3 II. EXECUTIVE SUMMARY Key Observations: Alcohol and drug education programs at contact institutions are overseen by an office of health and wellness promotion. The office of health and wellness promotion is typically part of university health services or directly managed by the office of student life, and provides programming on topics including nutrition, sexual health, and stress management. According to contacts, organizing alcohol and drug education as part of health promotion encourages a holistic approach to overall student health. The majority of contact institutions employ paid peer educators as part of drug and alcohol education programming. Peer educators receive training from professionals and then share health information with other students on behalf of the health promotion office; some of the programming undertaken by peer educators include hosting residence hall discussions, staffing educational tables or booths, and conducting individual discussions of alcohol and other health issues with students. All contact institutions use BASICS (Brief Alcohol Screening and Intervention of College Students), a preventative alcohol abuse intervention program to address initial alcohol abuse problems among students. BASICS reinforces information that students may already know from freshman orientation programming. Students are typically referred to BASICS following a violation of the alcohol policy, and must complete the program as part of the repercussions for violating the policy. Institutions also use programs such as e-toke (electronic THC Online Knowledge Experience), an online marijuana specific assessment and feedback tool, and e-chug (electronic Check-Up to Go) an online alcohol education tool, for intervention and education programming. Educational efforts at contact institutions include poster campaigns, discussions in residence halls hosted by peer educators and residence advisors, alternate weekend events that emphasize fun without alcohol, and AlcoholEdu. AlcoholEdu is an online alcohol prevention program that incoming college freshmen are typically asked to complete prior to arriving on campus. The program educates them on standard drink sizes, BAC levels, and other alcohol-specific information. In some cases, contact institutions augment AlcoholEdu with other programming to educate students on the dangers of alcohol abuse. Drug programs at contact institutions are exclusively intervention-based; no institution has any prevention or educational programs that focus specifically and exclusively on drug use, although several are considering developing this type of program. At University D, for example, leadership is undertaking a study of prescription drug use on campus to determine what steps are necessary to educate students and curb abuse. Similarly, at University F, the health promotion office intends to spend the summer exploring different approaches to addressing illegal drug use on campus. 3

4 II. EXECUTIVE SUMMARY Several institutions collaborate with external and internal groups to provide education and programming for students, and to remain informed on the issues surrounding drug and alcohol use on university campuses. For example, University A partners closely with Alcoholics Anonymous and the local hospital to treat students with alcohol problems, and University D and University F are each part of consortia of colleges and universities, which meet regularly to report trends on campus, discuss how they are addressing alcohol and drug use, and determine strategies to counteract dangerous behavior. At contact institutions where students typically drive and are thus likely to drive under the influence of drugs or alcohols, safe ride programs are available to transport students, and to prevent drinking and driving. Although institutions may not necessarily identify these programs as a part of alcohol and drug programming, students are aware that rides are available to keep them safe when they have been drinking. 4

5 III. STRUCTURE OF ALCOHOL AND DRUG PROGRAMS Alcohol and drug education and prevention programs are typically located in an office of health promotion. The office of health promotion addresses health-related topics from an integrated and holistic perspective, ensuring that students learn how to create an environment in which they remain healthy and safe. The role of the office of health promotion is to ensure that students receive necessary information to guide their healthy living on campus, and to provide necessary interventions to keep students safe. Information is provided to students on nutrition, safe sex practices, stress management, and drug and alcohol use. The office of health promotion is typically overseen by the office of student affairs, and may collaborate closely with university health services. Health promotion or alcohol and drug education offices may use peer educators to supplement programming provided for students. Peer educators at contact institutions are typically paid. The table below provides information on where the office of health promotions is located at contact institutions and how many people staff these offices. Overview of Health Promotion Office Locations and Staffing Levels Institution University A University B Location of Health Promotion / Alcohol Education Office Student Affairs Health Services Staffing Levels 1 Substance Abuse Specialist 1 Health Promotion Specialist 1 Substance Abuse Counselor University C Health Services 1 Coordinator of Alcohol and Other Substance Abuse Services 1 Assistant Director University D Health Services 3 Health Educators 1 Administrative Aid University E Campus recreation 1 Director 2 Health Educators 1 Associate Director University F Health Services 1 Health Educator 1 Administrative Aid University G Health Promotion 1 Director 3 Health Educators Use Peer Educators Yes Yes No Yes Yes No No 5

6 III. STRUCTURE OF ALCOHOL AND DRUG PROGRAMS Staff Qualifications for Alcohol and Drug Programs Staff that work on alcohol and drug education and programming at contact institutions are typically licensed social workers who focus on substance abuse issues. For example, the office of health promotion at University C is staffed by a Licensed Professional Counselor (LPC), and a Licensed Clinical Social Worker (LCSW). Similarly, the director of the office of health promotions at University E is an LCSW. Using Peer Educators for Alcohol and Drug Education and Intervention Programming Peer educators are typically employed at contact institutions to provide information to students on an informal basis. Peer educators facilitate freshman discussion groups, meet with Greek groups to share information on safe drinking practices, host alternate programming to keep students engaged without drinking, and also mentor individual students. Peer educators do not limit the information they share to drug and alcohol, but also provide information on all the topics that the office of health promotion addresses. Of the four contact institutions that employ peer educators to provide education and intervention programming in the health promotion office, only one institution, University E, does not pay peer educators. Indeed, contacts at University E report that this is because the alcohol and drug program does not have enough funding to pay peer educators. Choosing not to Employ Peer Educator Although not all contact institutions use peer educators, institutions have different reasons for not doing so. The primary reason provided by University F is that the office of health promotion does not have sufficient resources to provide peer educators with the level of support and training that they would need to be effective in that role. Conversely, contacts at University G explain the decision not to use peer educators by citing a recent NIAAA (National Institute on Alcohol Abuse and Alcoholism) report, which identifies the use of peer educators as an ineffective method in addressing alcohol use among college students. Instead of hiring and training peer educators, the health promotion office collaborates with several organizations on campus to provide information for students and to create a safe environment for students. 6

7 IV. ALCOHOL AND DRUG PROGRAMMING Alcohol and drug programs are typically divided into two areas of focus education and intervention. Each is explored below. Education Programming Contact institutions employ various techniques to prevent alcohol abuse, teach students safe drinking habits, and explain the dangers of excessive drinking. Below are various avenues for education. Online Educational Programming Tools Institutions typically provide some level of alcohol and drug education online for students. At most contact institutions, the health promotion office uses BASICS (Brief Alcohol Screening and intervention of College Students) to educate students on alcohol use. University B and University E, however, use AlcoholEdu, and require that freshmen complete it upon arrival on campus. AlcoholEdu provides information to students on BAC levels, the size of one drink, and how too much alcohol impairs judgment, effectively arming students with the tools to drink responsibly. Contacts also report using e-chug and e-toke, although most agree that BASICS is the most effective online tool for education about alcohol use. In-Person Education and Campaigns The health promotion office at contact institutions employs both active and passive methods of educating students including tabling in high-traffic locations (e.g., events, outside of dormitory buildings, in the student center), conducting poster campaigns promoting alcohol awareness and safe drinking habits, and hosting discussions and meetings with athletic teams, Greek life organizations, and other student groups. Peer educators help provide much of the in-person education programming for the health promotion office. They typically host discussions and group meetings, and also train student leaders and resident advisors to lead discussions with their individual constituents. Educational programming is also provided in the form of alternate activities that serve to prevent irresponsible drinking among students. Contacts report that these activities help to show students that they can have fun without alcohol or while drinking safely. Alternate Activities For example, at University B, students who may legally drink are invited to participate in wine-tastings hosted by dormitories. These events encourage moderate drinking. Similarly, the health promotion office at University D hosts an event on the first Friday of every month, which serves as an opportunity to provide students with other basic information about alcohol consumption, including standard drink size. University E also organizes two major programs near Mardi Gras and spring break to encourage students to drink responsibly during these festivities. 7

8 IV. ALCOHOL AND DRUG PROGRAMMING Intervention Programming Students are typically recommended for intervention as a result of a violation of an institution s alcohol policy, although there are instances when a student may seek intervention without prompting. Below are various levels of intervention employed at contact institutions. Online Intervention Programming With the exception of University B, which uses the AlcoholEdu sanction course online for education and prevention programming, all other contact institutions use BASICS to provide intervention for students. Contacts describe BASICS as a risk-reduction education and counseling program. Using BASICS, students complete an online assessment, which helps them to determine what their drinking habits are in comparison to their peers, and in comparison to what are considered safe levels of drinking. Following the assessment, students meet with a BASICS-trained counselor or educator to discuss and develop a personalized plan to change the student s alcohol use. Contacts report that there is a low rate of recidivism with BASICS intervention. At University A, students recommended for BASICS are required to complete an e-chug assessment after their initial BASICS session. Six weeks after the assessment, students meet with a health educator to discuss their level of progress. Counseling Counseling is typically required for students who have already taken BASICS, or who may be in violation of alcohol policies and are viewed as needing more support than BASICS training alone. All institutions provide counseling for students, either based on the results of their BASICS assessments or based on initial conversations with health educators. Intervention Classes At University A and University B, students may be referred to complete an intervention class depending on the severity of their alcohol-related policy infraction. These sessions are in-person courses with approximately ten students per course. Sessions are typically offered at least once a semester at University B and monthly at University A. Course curriculum provides information about drinking responsibly, social norms, reasons why people may drink excessively, and how to prevent excessive drinking. 8

9 IV. ALCOHOL AND DRUG PROGRAMMING Drug Education and Prevention Programming Although there are no specific programming initiatives at contact institutions for drug use, several contact institutions are undertaking efforts to more specifically address drug use on campus. Prescription Drug Abuse Contacts at University C report that initiatives to educate students about substance abuse include education on drugs as well as alcohol. Indeed, the office of health promotion often provides specialized education about marijuana, cocaine, Adderall, and other prescription drug abuse. Likewise, at University D, leadership recently administered the American College Health Association survey to determine the level of prescription drug abuse on campus. With the results of this survey, leadership plans to determine the best ways to prevent this kind of drug use on campus. Marijuana Use With regard to marijuana use on campus, University D relies on the city s no-smoking ban to ensure that students do not smoke in forbidden areas. However, contacts report that it is more difficult to regulate marijuana use since some students may come from states where there are few restrictions on smoking marijuana. Indeed, at University G, though the health promotion office distributes information about the dangers of smoking, the office focuses primarily on alcohol abuse. However, contacts at University F contacts report a recent increase in marijuana use, and the institutions are establishing a taskforce at the end of the academic year to determine ways in which to address this matter. Tools for Educating Students about Drug Use and Preventing Drug Abuse Institutions typically use the same tools for drug education and prevention as for alcohol education and prevention. University F is the only contact institution that uses e-toke, a marijuana-specific online program similar to e-chug that provides students with insight into risks associated with marijuana-use by collecting personalized information about students behaviors and risk factors. 9

10 IV. ALCOHOL AND DRUG PROGRAMMING Assessments of Alcohol and Drug Prevention Programming Most contact institutions do not currently have formal assessments to determine the success of alcohol and drug prevention and intervention programs, but several institutions are developing assessments. Assessment Tools at Contact Institutions Tracking Online Assessment Tools ACHA/NCHA Tool Developing In-House Assessment Tools Institutions that use BASICS typically also use the program for assessments. At the conclusion of a BASICS program, students typically complete an exit interview either online or with a counselor to determine how much information a student retains from the process. Contacts report a low rate of recidivism following BASICS training. Similarly, contacts report that students who participate in AlcoholEdu show lower rates of irresponsible drinking. The health promotion office at University G uses the American College Health Association-National College Health Assessment to measure the successes of all of its programming. Contacts report that although the version of the tool they use may be a little outdated, the data provides information from a broad enough cross-section of the student population that contacts consider the tool an accurate assessment. University B and University F are both developing an in-house comprehensive tool that will measure the success of programming. The tools are still in the early developmental stages, but contacts expect to be able to track large populations to determine the relevance of educational efforts and to measure the success of interventions. 10

11 V. COLLABORATIONS FOR EDUCATION AND PREVENTION Health promotion offices at contact institutions collaborate with a range of internal and external organizations to enact programming to determine best practices for prevention and education efforts. This is everyone s concern and we work across campus to ensure that all departments are involved. - Council Interview Below is an overview of several collaborative groups at contact institutions and the tasks they undertake. Contacts universally agree on the need for internal departments to collaborate in an approach to alcohol and drug policies. Collaborate with On-Campus Groups Across contact institutions, the health promotion office works closely with resident advisors to ensure that new or at-risk students receive information about healthy drinking habits. Health promotion also works with athletics departments, the office of Greek Life, Campus Recreation, and Student Life to provide programming and to successfully disburse information to all student groups. University D and University F both participate in regional groups that specifically focus on substance abuse on campus. Participate in Regional Consortia At University F, the consortia comprises administrators from colleges and universities in the region, participants from the sheriff s office, local drug and alcohol offices, as well as bar owners. University D participates in a group of colleges and universities in the city. The groups meet to discuss trends on campus and identify successful programming. For example, contacts at University F report that it was through the consortia that they learned about Four Loko, a caffeinated alcoholic beverage, and its rising popularity among college students. Work with Local Hospitals and Organization The health promotion office at University A has a relationship with hospitals in the area, the local Alcoholics Anonymous group, and the rape crisis center. Contacts highlight the relationship with AA because there is a recovery house on campus, where students can voluntarily choose to live if they are overcoming alcoholism. University A is a member of the Association of Recovery Schools which advocates for students recovering from alcohol abuse. Students in the recovery house are held to standards of abstinence from alcohol and must participate in group counseling sessions as part of the support the house provides. 11

12 VI. SAFE RIDE PROGRAMS Some contact institutions provide safe-ride programs to safely transport students to and from locations on campus and beyond. Safe-ride programs may not necessarily be part of alcohol and drug programming, but students are encouraged to use rides when they are too inebriated to drive. Institutions that provide a safe-ride program include: Institution University A University C University F University E University G Safe-Ride Program The program is organized through the institution s police department, and although it is not advertised specifically as a way to avoid drunk driving, students know to use it in this way. The service goes to places off-campus where students live. The student council initiated the safe-rides program at University C to transport students off campus for substance-free activities. Fraternities and sororities also provide safe-driving services for members to avoid allowing students to drive under the influence. University buses transport students, and the institution has also negotiated rates with taxi companies that students may call when they are too drunk to drive. Although students pay for the taxis themselves, they receive a discounted fare when traveling from locations far from campus. Although the safe-rides program is not part of the alcohol program budget, students under the influence receive rides to designated locations on campus, so that they do not have to drive. Students may call campus shuttles to transport them to and from campus after dark. This program is not part of the alcohol budget, but students can use it to avoid drinking and driving. Some contact institutions do not provide safe-ride programs. University B does not have a saferide program because not many students drive on campus, and most use public transit. The institution therefore does not promote its transit system as an alternative to drinking and driving. Similarly, University D does not advertise public safety as an alternative to drinking and driving, although students may use the service for exactly this purpose. Contacts report that the program is not advertised in this way because parents may falsely misinterpret the availability of rides as the institution encouraging students to drink. 12

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