Evaluating two brief substance-use interventions for mandated college students.

White, Helene Raskin; Morgan, Thomas J.; Pugh, Lisa A.; Celinska, Katarzyna; Labouvie, Erich W.; Pandina, Robert J.

doi:10.15288/jsa.2006.67.309

Cited by 130 publications

(117 citation statements)

References 46 publications

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“…This body of literature generally supports the short-term efficacy of personalized normative feedback interventions for mandated students whether delivered in person (Barnett et al, 2004;Borsari & Carey, 2005;White et al, 2006), by mail (White et al, 2006), or online (Doumas, McKinley, & Book, 2009;Doumas, Workman, Smith, & Navarro, in press). Results of studies with longer follow-up periods, however, are mixed.…”

Section: Introductionmentioning

confidence: 72%

Reducing high-risk drinking in mandated college students: Evaluation of two personalized normative feedback interventions

Doumas

Workman

Smith

et al. 2011

Journal of Substance Abuse Treatment

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This is an author-produced, peer-reviewed version of this article. © 2009, Elsevier. Licensed under the Creative Commons AttributionNonCommercial-NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by-nc-nd/4.0/). The final, definitive version of this document can be found online at Journal of Substance Abuse Treatment, doi: 10.1016Treatment, doi: 10. /j.jsat.2010 1 NOTICE: This is the author's version of a work accepted for publication by Elsevier. Changes resulting from the publishing process, including peer review, editing, corrections, structural formatting and other quality control mechanisms, may not be reflected in this document.Changes may have been made to this work since it was submitted for publication. Abstract This study evaluated the efficacy of two brief personalized normative feedback interventions aimed at reducing heavy drinking among mandated college students (N = 135). Students were randomly assigned to one of two conditions: web-based assessment with self-guided personalized normative feedback (SWF) or web-based assessment with counselor-guided personalized normative feedback (CWF). Results indicated students in the CWF condition reported significantly greater reductions in weekly drinking quantity and binge drinking frequency than those in the SWF group at follow-up (M = 8 months). Students in the CWF group also reported significantly greater reductions in estimates of peer drinking from baseline to the follow-up assessment than students in the SWF group. Additionally, changes in estimates of peer drinking partially mediated the effect of the intervention on changes in drinking. Results suggest that counselor-guided feedback may be more effective in reducing drinking among mandated students relative to self-guided feedback in the long-term.

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Section: Introductionmentioning

confidence: 72%

Reducing high-risk drinking in mandated college students: Evaluation of two personalized normative feedback interventions

Doumas

Workman

Smith

et al. 2011

Journal of Substance Abuse Treatment

View full text Add to dashboard Cite

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“…Additionally, the majority of studies examining the efficacy of programs for mandated students have used a single-group design (see Barnett & Read, 2005), limiting the ability to determine whether changes in drinking and alcohol-related problems are related to the intervention or to the alcohol sanction itself. To date, only three studies examining brief motivational interventions for mandated students using a randomized controlled design with a comparison group have been published (Barnett et al 2004;Borsari & Carey, 2005;White et al, 2006); two of these also published data from long-term follow-up assessments (Barnett, Murphy, Colby, & Monti, 2007;White, Mun, Pugh, & Morgan, 2007). Overall, these studies suggest brief interventions providing personalized normative feedback are effective in reducing drinking and alcohol-related problems in mandated students.…”

Section: Introductionmentioning

confidence: 99%

“…In another large-scale study with a long-term follow-up, White et al (2006;2007) examined the efficacy of a two-session brief personalized feedback program, comparing BASICS (Dimeff, Baer, Kivlahan, & Marlatt, 1999) delivered either in an inperson motivational feedback session (n = 118) or in a written feedback condition (n = 104). At a 3-month follow-up, both groups decreased the total number of drinks per week, the frequency of binge drinking, and alcohol-related problems.…”

Section: Introductionmentioning

confidence: 99%

“…Although Barnett et al (2004;2007) used a computerized program, the program was primarily educational and it is not clear from the study whether or not an optional personalized feedback component available in the program was viewed by the students. Similarly, although White et al (2006;2007) examined differences between in-person and written feedback, for both, the feedback was given during a second session occurring approximately one week after the assessment session. Web-based feedback differs from written feedback in that web-based feedback is delivered immediately to students once they complete the alcohol assessment.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of two Web-based alcohol interventions for mandated college students

Doumas

McKinley

Book

2009

Journal of Substance Abuse Treatment

112

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“…MI is a directive, client-centered counseling style for eliciting behavior change by helping clients to explore and resolve ambivalence (Miller and Rollnick, 2002). Most of these studies found reduced drinking among students (Baer et al, 2001;Cronce, 2002, 2007;Murphy et al, 2004;Schaus et al, 2009;Tevyaw et al, 2007;Turrisi et al, 2009;Walters et al, 2009;White et al, 2006), and some found reduced drinking among freshmen specifi cally (e.g., Baer et al, 2001).…”

mentioning

confidence: 99%

Cost-Effectiveness Analysis of Motivational Interviewing With Feedback to Reduce Drinking Among a Sample of College Students

Cowell

Brown

Mills

et al. 2012

J. Stud. Alcohol Drugs

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ABSTRACT. Objective: This study evaluated the costs and costeffectiveness of combining motivational interviewing with feedback to address heavy drinking among university freshmen. Method: Microcosting methods were used in a prospective cost and cost-effectiveness study of a randomized trial of assessment only (AO), motivational interviewing (MI), feedback only (FB), and motivational interviewing with feedback (MIFB) at a large public university in the southeastern United States. Students were recruited and screened into the study during freshman classes based on recent heavy drinking. A total of 727 students (60% female) were randomized, and 656 had suffi cient data at 3-months' follow-up to be included in the cost-effectiveness analysis. Effectiveness outcomes were changes in average drinks per drinking occasion and number of heavy drinking occasions. Results: Mean intervention costs per student were $16.51 for MI, $17.33 for FB, and $36.03 for MIFB. Cost-effectiveness analysis showed two cost-effective interventions for both outcomes: AO ($0 per student) and MIFB ($36 per student). Conclusions: This is the fi rst prospective cost-effectiveness study to our knowledge to examine MI for heavy drinking among students in a university setting. Despite being the most expensive intervention, MIFB was the most effective intervention and may be a cost-effective intervention, depending on a university's willingness to pay for changes in the considered outcomes. (J. Stud. Alcohol Drugs, 73, 226-237, 2012)

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Evaluating two brief substance-use interventions for mandated college students.

Cited by 130 publications

References 46 publications

Reducing high-risk drinking in mandated college students: Evaluation of two personalized normative feedback interventions

Reducing high-risk drinking in mandated college students: Evaluation of two personalized normative feedback interventions

Evaluation of two Web-based alcohol interventions for mandated college students

Cost-Effectiveness Analysis of Motivational Interviewing With Feedback to Reduce Drinking Among a Sample of College Students

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