Effectiveness of an Electronic Booster Session Delivered to Mandated Students
| Autor: | Gloria T. DiFulvio, Elaine Puleo, Sally A. Linowski, Diane Fedorchak |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Male
050103 clinical psychology Health (social science) Adolescent Formative Feedback Universities education Population 030508 substance abuse Poison control Booster session Suicide prevention Occupational safety and health Education Motivational interventions 03 medical and health sciences Young Adult Injury prevention Medicine Humans 0501 psychology and cognitive sciences Students Health Education Medical education education.field_of_study Internet Motivation business.industry 05 social sciences Public Health Environmental and Occupational Health Human factors and ergonomics General Medicine United States Female 0305 other medical science business Alcoholic Intoxication |
| Zdroj: | International quarterly of community health education. 36(2) |
| ISSN: | 0272-684X |
| Popis: | College student drinking continues to be a problem in the United States. Students who have violated campus alcohol policy are at particularly high risk for dangerous drinking. While Brief Alcohol Screening and Intervention for College Students (BASICS) has been found to be an effective strategy in reducing high-risk drinking and associated consequences, questions remain about ways to further reduce risk or sustain changes associated with a face-to face intervention. The purpose of this study was to assess the effectiveness of a computer-delivered personalized feedback (electronic booster) delivered to policy violators who completed a mandated BASICS program. At 3-month post-intervention, 346 participants (60.4% male and 39.6% female) were randomized to one of two conditions: assessment only ( n = 171) or electronic booster feedback ( n = 175). Follow-up assessments were given to all participants at 3, 6, and 12-month post-initial intervention. Both groups showed reductions in drinking after the in-person BASICS intervention, but no additional reductions were seen with the addition of an electronic booster session. Findings suggest that although brief motivational interventions delivered in person to mandated students have been shown to be effective with mandated students, there is no additional benefit from an electronic booster session delivered 3-month post-intervention for this population. |
| Databáze: | OpenAIRE |
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