The co-occurrence of alcohol use and gambling activities in first-year college students.

OBJECTIVE: Both alcohol use and gambling are behaviors that can be problematic for many college students; however, it is not clear whether the relationship between the 2 exists for students who have recently entered college. PARTICIPANTS: The sample included 908 first-year college students who were surveyed in fall 2005, approximately 1 month after entering college. METHODS: Participants completed Web-based surveys on alcohol use and gambling behaviors. RESULTS: Alcohol use and alcohol-related risks were significantly related to both gambling frequency and peak gambling loss. CONCLUSIONS: These findings have implications for researchers and clinicians working in the area of addictive behaviors among college students, suggesting that those presenting with problems in 1 domain may also be at risk for problems in the other.

Implementing a screening and brief intervention for high-risk drinking in university-based health and mental health care settings: reductions in alcohol use and correlates of success.

The purpose of this study was to assess the efficacy of a screening and brief intervention program for college students in a naturally occurring university-based primary health and mental health care setting. One-hundred seventy five students who met our screening criteria (>8 for men or >7 for women on the Alcohol Use Disorders Identification Test) enrolled in the project, and six-week follow-up data were collected from 120 (69%) of them. Results indicated that after receiving the intervention students reported decreased alcohol use, more accurate perceptions of other students' drinking, and increased use of protective behavioral strategies. Results also indicated that the individual-level changes in alcohol use were positively correlated with changes in the students' perceptions of drinking among their peers. Implications of the findings for clinicians, administrators, and researchers in the college drinking intervention and prevention field are discussed.

Reducing High-Risk Drinking Among Student-Athletes: The Effects of a Targeted Athlete-Specific Brief Intervention.

OBJECTIVE: This study examined the effects of a single-session motivational interviewing-based in-person brief alcohol intervention that contained student-athlete-specific personalized drinking feedback. PARTICIPANTS: Participants were 170 National Collegiate Athletic Association Division I student-athletes meeting screening criteria for heavy episodic drinking. METHODS: Baseline assessments of alcohol use frequency and quantity, norm perceptions of peers' alcohol use, experiences of negative consequences, and use of protective behaviors were administered to student-athletes prior to a 1-session brief intervention containing personalized feedback highlighting the relationship between alcohol use and athletic performance. Follow-up assessment was conducted 3 months post intervention. RESULTS: Student-athletes participating in the athlete-specific brief intervention showed significant reductions in their alcohol use and alcohol-related negative consequences, increases in use of protective behavioral strategies, and corrections in norm misperceptions at 3 months post intervention relative to a no-treatment comparison group. CONCLUSIONS: Student-athlete-specific brief alcohol interventions show promise in addressing high-risk drinking, reducing associated harms, and supporting health.

Implementing an early intervention program for residential students who present with suicide risk: a case study.

OBJECTIVE: This case study examined the effects of an early intervention program designed to respond to residential college students demonstrating risk for suicide. PARTICIPANTS: Participants were 108 undergraduates at a large northeastern public university referred to an early intervention program subsequent to presenting with risk factors for suicide between Fall 2004 and Spring 2011. METHODS: Data were collected from archival records to examine quality of early intervention services, student retention, and grade point average (GPA) during the semesters prior to, during, and subsequent to the referral incident. RESULTS: Program implementation was timely and responsive to student needs; students successfully completing the early intervention program remained in school and demonstrated small but significant rebounds in GPA the semester subsequent to the incident. CONCLUSIONS: There are benefits associated with the implementation of early intervention programs designed to respond to students manifesting risk for suicide, such as connecting the student to vital services and support networks.

Implementing an audience-specific small-group gatekeeper training program to respond to suicide risk among college students: a case study.

OBJECTIVE: This case study evaluated the effectiveness of an audience-specific, single-session, small-group interactive gatekeeper training program conducted at a large northeastern public university. PARTICIPANTS: Participants were 335 faculty, staff, and students completing gatekeeper training programs tailored to their group needs. METHODS: Baseline assessments of knowledge about suicide, risk factors, resources for assistance, and comfort in intervening with a student in distress were administered to participants prior to the small-group training sessions; posttest assessments of knowledge and comfort in intervening with students in distress were administered upon completion of training and at 3-month follow-up. RESULTS: There was a statistically significant increase in knowledge and comfort upon completion of training for both faculty/staff and student groups, although degradation of training effects at 3-month follow-up was evident. CONCLUSIONS: There are benefits associated with the implementation of audience-specific gatekeeper training programs. Booster training sessions to address skill degradation over time are recommended.