Effective prevention programming for reducing alcohol-related harms experienced by first year college students: Evaluation of the expectancy challenge alcohol literacy curriculum (ECALC).
Effective prevention programming for reducing alcohol-related harms experienced by first year college students: Evaluation of the expectancy challenge alcohol literacy curriculum (ECALC).
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DOI：
10.1016/j.addbeh.2022.107338
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发表时间：
2022-08
影响因子：
4.4
通讯作者：
Dvorak, Robert D.
中科院分区：
文献类型：
--
作者：
Dunn, Michael E.;Schreiner, Amy M.;Flori, Jessica N.;Crisafulli, Mark J.;Willis, Emy A.;Lynch, Gabrielle T.;V. Leary, Angelina;Dvorak, Robert D.
近年来，预防计划可能是导致大学生饮酒人数小幅下降的原因之一，但负面后果仍然普遍存在。一年级大学生(FYCS)尤其脆弱，显然需要更有效的方法来降低风险。集中在预期挑战(EC)上的荟萃分析发现，这种方法是有效的，但包括饮酒锻炼在内的“体验式”EC不适合大多数FYCS，他们中的许多人还未成年。另一种非经验性的替代方案--预期挑战酒精素养课程(ECALC)--在广泛实施方面是可行的。ECALC对强制学生和兄弟会成员一直很有效，在本研究中，我们重点评估了FYCS的效果。在一组随机试验中，为FYCS设计的课程的48个班级接受了ECALC或注意力匹配的对照演示。ECALC与酒精综合效应量表(CEOA)的6个预期分量表上的显著变化相关。结构方程模型被用来检验干预通过酒精期望对酒精相关伤害的中介作用。环境对饮酒(IND=−0.04，p<；.001)和酒精伤害(IND=−0.07，p<；.001)有显著的间接影响。这一模型解释了酒精使用差异的54%和酒精相关伤害差异的46%。这些发现表明，ECALC是一个有效的、单节课小组授课的项目，可以纳入课堂课程。
Prevention programs may have contributed to modest declines in alcohol use among college students in recent years, but negative consequences continue to be pervasive. First year college students (FYCS) are particularly vulnerable, and there is clearly a need for more effective methods to reduce risk. Meta-analyses focused on expectancy challenge (EC) have found this approach to be effective, but “experiential” EC that includes a drinking exercise is not suitable for most FYCS, many of whom are underage. A non-experiential alternative, the Expectancy Challenge Alcohol Literacy Curriculum (ECALC), is practical for widespread implementation. ECALC has been effective with mandated students and members of fraternities, and in the present study, we focused on evaluating effects with FYCS. In a group randomized trial, 48 class sections of a course designed for FYCS received either ECALC or an attention-matched control presentation. ECALC was associated with significant changes on six expectancy subscales of the Comprehensive Effects of Alcohol Scale (CEOA). Structural equation modeling was used to examine the mediated effects of the intervention on alcohol-related harms via alcohol expectancies. There were significant indirect effects from condition to alcohol use (IND = −0.04, p < .001) and alcohol harms (IND = −0.07, p < .001). This model accounted for 54% of the variance in alcohol use and 46% of the variance in alcohol-related harms. These findings suggest ECALC is an effective, single session group-delivered program that can be incorporated into classroom curricula.
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