The Role of Low Risk Drinking in the Treatment of Alcohol Problems: A Commentary

Sobell, Mark B.; Sobell, Linda C.

doi:10.1159/000079431

Cited by 5 publications

(1 citation statement)

References 31 publications

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“…The TLFB is a calendarbased measure assessing daily drinking (and abstinence) over a designated period of time and provides memory aids to support participant recall. The validity of the TLFB has been extensively and favorably evaluated in several different formats for periods of up to 1 year (Searles et al, 2002;Sobell & Sobell, 2004). We have recently adapted the TLFB to a 90day web-based format with optional memory cues including all holidays, Spring Break, major sporting events, important academic dates, homecoming, among others, and up to 10 personally significant events.…”

Section: Outcome Measuresmentioning

confidence: 99%

Guilt and expressive writing for reducing alcohol use in college students: Study protocol for a randomized control trial

Neighbors

Riggs

Young

et al. 2020

Contemporary Clinical Trials

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The current proposed study aims to evaluate expressive writing as a novel intervention for reducing problematic drinking among college students. College students are at increased risk for alcohol misuse compared to other adults, and the development of efficacious intervention approaches is an urgent priority. The vast majority of individually focused brief interventions targeting college drinking have focused on personalized feedback approaches and recent innovations have largely been limited to refinements of this paradigm, which require large-scale assessment and intricate programming for implementation. The present research proposes expressive writing as a novel alternative, which has been used extensively in other domains but not as an alcohol intervention strategy. We propose a theoretically-based approach that incorporates expression of the self-conscious emotion of guilt and the written analogue of change talk as proposed mechanisms of intervention efficacy. We will also examine individual differences in guilt-proneness as a moderator of intervention efficacy. Heavy drinking college students (N=600) will be randomly assigned to one of six expressive writing conditions based on a 2 (alcohol vs. distress) × 2 (guilt vs. no guilt) + 1 (control writing) + 1 (personalized feedback) design. Participation in the study involves completion of a screening assessment, a baseline assessment, three in-lab intervention sessions, post-intervention assessments, and follow-up assessments onemonth, three-months, six months, and twelve-months later. If effective, this novel intervention approach would not require any pre-assessment or programming of personalized feedback, and would serve as a more easily disseminable alternative to existing approaches.

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Section: Outcome Measuresmentioning

confidence: 99%