The Whole College Catalog About Drinking: a Guide Alcohol Abuse Prevention

DOCUMENT RESUME

ED 140 1 2 CG 01 429

AUTHOR Hewitt Keith IITLE The Whole College Catalog About Drinking: A Guide Alcohol Abuse Prevention. INSTITUTION National Inst. on Alcohol Abuse and Alcoholism (DBEW/PRS), Rockville, Md. TEPORT NO DHEW-ADM-76-361 EUB DATE 76 NOTE 143p.; Pages 103A and 116 of the original document are copyrighted and therefore not available. AVAILABLE FRCM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock Number 017-024-00515-1, $2.15) EDES PRICE ME-$0.63 HC-$7.35 Plus Postage. DESCRIPTOR_ Alcohol Education; *Alcoholism; Catalogs; *College Students; *Drinking; Drug Abuse; *Drug Education; *Prevention; Program Descriptions; Program Guides

ABSTRACT This Whole College Catalog tries to encourage fresh thinking and experimentation regarding alcohol abuse prevention. The aim was to make it as comprehensive, interesting, 'understandable, -provocative, and useful as possible. Each section is a separate-unit that can be used independently to meet distinct needs. Part one presents a general overview of such topics as campus attitudes and behaviors concerning alcohol, needs assessment planning, implementation and evaluation, resources and referral. Part Two offers both specific and nonspecific strategies, and a section on descriptions cf programs and pxojects operating on various campuses around the country. (Author/J1,1)

Documents acquired by ERIC include many informal unpublished materials.not available from other sources. ERIC makes every effort * * to..Obtaim the best cdpy available. Nevertheless, items of marginal reproduoitility are often encountered and this affects the quality * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS). EDRs is not * responsible far the quality of the original document. Reproductions * supplied by EDRS are the best that can be made from the original. * ************************ ********* ******************************** Nahonel Institute on Acohol Abuse a nd Alcoholism

DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL IN3TITUTE OF EDUCATION THIS DQCUMENT HAS BEEN REPRO= DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORDANIZATIQN ORIGIN- ATING IT POINTS or VIEW DR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF C71 EDUCATION POSITION OR POLICY a guide to alcoholabuse prevention 2

. DEPARTMENT OF HEALTH.EDUCATION, AND WELFARE Public Hc2lth Service Alcohol. Drug Abuse and MEOtBI Health Administration U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE -Public Health Service Alcohol, Drug Abuse, and Mental Health Administration National Institute on Alcohol Abuse and Alcoholism 5600 Fishers Lane Rockville, Maryland 20852 DHEW Publication No. (ADM) 76-361 PRINTED 1976

Publication of copyrighted material in this volume does not placeitinthe public domain; further reproduction is prohibited without permission of the copyright holder.

Foi by ttSp tondont of C000nonts. V.S. Governrnont Printing Othce asSngton, o.c. 20402- Plice $2.15 Stock NO. 13 I 7-024=0051 5-1 CONTENTS

Page

Preface

Me bers of the Editorial Board XI

Purpose of the Whole College Catalog . . ... xii

PART ONE. FACTS AND FIRST STEPS:A PROGRAMING OVERVIEW

I. What's Happening and Why Bother? (Alcohol: A Two-Sided Isri.J'.'4°- University 5O + 1 2 Project 2- Attitude and Behavior Findings 2 Why Do Prevention Work at the College Level? 4 Conclusions 4

11.What Do We Know? (Basic Facts) 6 Ethyl Alcohol 7 How Does Alcohoi Act in the Body? Sobering up 8 Hangover 8 Alcohol and Other Drugs 9 The Drinking Scene Where Does All This Leave Us? == 9

How Do We Get Started? (Needs Assessment and Planning) 11 Gathering Data 11 Establishing Priorities 11 Planning Prevention Strategies 12 Identifying Resources 12 Cultivating Support of Key Personnel 12

Ill IV. How Do We Do It? (Implementation) General Principles to Keep in Mind 13 Organizational Options 14 Problem-Solving Methods 15 Tools and Techniques 16 Media Utilization 17

V. Who Can Help Us? (Resources) 20 Basic Information and Ideas 20 Additional Materials 21 Financial Resources 21

VI. How Do We Tell if It's Any Good? (Evaluation 25 Why Should the Program Be Evaluated 7 25 What Is Evaluation Anyway? 25 How Do We Develop a Program Evaluation? ...... 26 What Data Should We Gather.? . 26

What Indicators of Success Can We Use?. = .

VII. What if Someone Has a Drinking Problem?

(Intervention and Referral) ...... ,.. What if Someone Is Drunk' 28 What Can We Do to Help a Person With a Drinking Problem? 29

PART TWO. PRO J ECTS: IDEAS AND REALITIES

VIII. What Can We Do? (Project Ideas) 3 Personal Development 34 Environmental Change 34 Categorical OverlapA Word of Caution 34

Specific Strategies ...... 35

Specific Strategies Personal Alcohol Information Dissemination 36 Alcohol Awareness Campaigns or Days 37 Symposia 37 Film Festivals 37 Speakers Bureau 37 Drug Analysis Centers 37 Role Modeling 38 Academic Courses 38 Seminars 38 Individual Research 38 Workshops Focusing on Drinking Attitudes 38 Small Group Educational Programs 39

6 Peer Counseling/Peer Alcohol Educators 39 Volunteer Projects 39 Breathalyzer Campaign 39

Specific Strategies - Environmental Changing the Cultural Meaning of Drinking 40 Transportation for Off-Campus Drinking 40 Pleasure Enhancement Ideas 40 Freshmen Orientation Student Handbooks 43 Drinking Policies and Regulations 44 Living Unit Programs 44 Alcohol Use and Abuse Surveys 44 Student Jobs 44 Serving Alcohol on Campus 45 Modification of Community Drinking Environments 45 Programs to Get Intoxicated Persons Home Safely 46 Bartender Training 46 Lobbying for Changes in Liquor Laws 46 Police Training 46

Nonspecific Strategies 47

Nonspecific StrategiesPersonal Creativity Building 48 Physical Activities 48 Enioying Another Person 48 Meditation 48 Biofeedback 48 Values Clari fication 49 Assertiveness Training and Power Needs 49 Exploration of Human Sexuality and Sex Roles ...... 49 Activities Directed at Is, lated Students 50 Team Building 50 Intramural Sports and Games 50

Nonspecific Strategies Environmental Humanistic/Affective Education 51 Enriching Student Jobs 51 Creative Outlets 52 Student Services and Opportunities for Volunteerism 52 Alternate Social Events 52 Community Services and Activities 52 Improving Relations Between the College and the Co munity . 52 Community Volunteer Efforts 52

IX. What About.Nonresidential Schools? (Community and Commuter Colleges 53 Community (Junior) Colleges 53 Commuter Colleges 54 Strategies 54 X. What's New? (Recent Programs and Projects) 56

University of Massachusetts: Demonstration Alcohol Project Description . 56 Southern Methodist University: Student Senate Resolution Motion to Establish an Alcohol Education Committee 58 California Polytechnic State University: Survey of Alcohol Use 59 Moorhead State University: Alcohol Awareness Program 63 IndianaUniversity:AlcoholEducationTaskForce/Student Alcohol Questionnaire 64 South Carolina: School of Alcohol and Drug Studies 69 Florida Technological University: Alcohol A Symposium on the Pleasures and Problems 71 University of Washington: Map of "Haunted by Spirits" Exhibit 75 University of Wisconsin: Drug Information Center 76 Morgan State University: Drug Information Center 76 University of Notre Dame: Campus Drinking Establishment and Bus Service for Off-Campus Drinking 77 Kent State University: Proposal for a Free Breathalyzer Service 77 Mental Health on Tap in Racine's Saloons 79 University of Colorado: Developing Alcohol and Drug Programs to Assist in Handling Behavior Problems 79 University of Puerto Rico:EducationalExperiences Focusing on the

Prevention of Alcohol Problems...... 80 University of Delaware: Procedures for the Treatment of Employees Whose

Use of Alcohol Affects Their Job Performance ...... 80 Haskell Indian Junior College: Alcohol Education Prevention and Treatment Program 82

Louisiana State University: Committee on Responsibility in Drinking .. 83

APPENDICES

Appendix A Examples of Training Programc and Courses Offered..... 85 University of Massachusetts Training Program for Peer Counselors 86

University of Massachusetts Training Program for Peer Alcohol Educators . 89 University of California at Berkelcy"Alcohol and Other Drugs: Prevention and Social Policy Issues" 91 University of Wisconsin at Madison="Social Work 453" 91 RutgersUniversityLivingston College"Introduction to Alcohol Pro- grams" 93

"Offering the Wine 'n' Dine Program"...... 95

Appendix B Examples of Media Materials: Poster, Pamphlets, . ... .97

Poster Created by North Philadelphia Student Demonstration Project ... 98 California Polytechnic State University"If You Choose to Drink, Drink Responsibly" 99 University of Texas "What is Responsible Drinking?" 101 University of Michigan "About Drugs Again" . .. 103 Films 107 Trigger Films 108

VI Appendix C Alcohol Facts and ;deas ...... 109

National University Seminar Student Panel . - 110 Alcohol-Drug Interactions 112 What Is the Alcohol Content of Beer in Your State? 115 The Meaning of "Proof" 116

Appendix D Recipes 117 Party Recipes 118 The Counter Cock tail 119 Cooking With Wine and Beer 120

Appendix E References and R'soi,ras 122 Selected References 123 State Alcohol Agencies 124 State Prevention Coordinator Program 127 Summer Schools of Alcohol/Drug Studies 127 Drug Dependence Institute 128 Area Alcohol Education and Training Programs 129 Alcohol Industry Publications 129

V I I PREFACE

"I would like to think that most people you did last night and you're a cause of can drink in a gracious and joyful way, difficulty for everybody who knows and and that they can do it with some kind likes you. I'd just like to ask you three of reasonable moderation. There may be questions. Have you ever known in your people who simply can't and shouldn't whole life a sucsessful lawyer who has drink, and it's up to them to decide that been a drunk? You know, a chronic early in life on the basis of their own drunk the way you are? And do you experience." know any successful marriage where the husband has been a chronic drunk? And ThusspokeFatherTheodoreHesburghto finally do you know any father of students and faculty from around the country in children, who has been a good father, November 1975 ata meeting held to review the who has been a chronic drunk?" contents of this Whole College Catalog. The Uni- The student had to admit that the answer was versity of Notre Dame president went on to call "no" to all three questions, alcohol abuse "one of the great enormous problems of ourtimes," and spoke of twoilluminating "Well, you just got through telling rne experiences from his own life. The first involved his what you wanted to be, and then you learning how to drink in a "civilized manner," mostly tell me that you don't know anybody with meals, while studying in pre-World War II Italy. who can be that if he's like you.I think He recalled that in 3 years in that country he saw there's something goofy in your life that only three people drunkand two of them were you better sort out because you're Americans! (And he had seen hundreds of thousands acting in a way that makes it impossible of Italians during those 3 years.) to be what you want to be." The second incident involved a law student he experiencesofFatherHesburgh knew at Notre Dame after the war. Every time this Thesetwo night hc would illustrate some important points about alcohol abuse fellow would go downtown at to American society andtous as inevitably come back to the residence hall in an asitrelates individuals. While drunkenness and the accompanying intoxicated state; and usually someone had to put social damage arc perhaps not unique to the United him to bed. On one particular occasion it was Father States,they do tend to be more prevalent and Hesburgh who gave assistance and, in parting, asked destructiveinthis country thanin many others. the student to see him the next day. The following Fortunately, therearesocieties where individuals morning the student arrived looking a bit sheepish have learned to use alcohol in a mature, nondestruc- and expecting a stern reprimand. Instead, he was tive,"gracious and joyful" way. We can look at these asked what he wanted out of life. The student cultures and perhaps find help for our own future. responded that he wanted to be a successful lawyer, Despite what we see on television and read in have a good marriage, and be a good father. Father magazines, drinking does not solve our problems it Hesburgh then asked "Okay, do you know what you is not the key to success and happiness. For those of are right now?" The student said, "Yeah,I'm a law us who have set personal goals and who seekhuman student at Notre Dame." dignity and happiness, it might be well worthwhile to "No, beyond that. IfIthink of your reexamine our use of alcohol and our behavior, as name, one thing comes to mind: per- well as that of those we love, to see if there is petual drunk,You never leavethis something "goofy" in our lives, campus except that you come home like This Catalog is dedicated to that reexamination.

IX 10 Editorial Advisory Board for

The Whole College Catalog About Drinking:

A Guide to Alcohol Abuse Prevention

Susan K. Maloney Rachel E. Bell Graduate Student, Public Health Student, Business Education The Johns Hopkins University Texas Southern University

Thomas G. Goodale, Ph.D. Brad Martisius Dean for Student Services Student, journalism University of Florida Michigan State University

David P. Kraft, M.D. Staff Psychiatrist Diana R. Merten University Health Services Student, Economics and Philosophy University ef Massachusetts University of Notre Dame

Paul Leung, Ph.D. Henry Wilcox Associate Professor Student, Community Educati n College of Education Federal City College University of Arizona

Prepared by Keith Hewitt National Clearinghouse for Alcohol Information of the National Institute on Alcohol Abuse and Alcoholism PURPOSE OF THE WHOLE colleges around the country; not allare necessarily COLLEGE CATALOG endorsed by the National Institute on Alcohol Abuse and Alcoholism,

The purpose of this Whole College Catalog isto The College Catalog does not pretend togive any encourage fresh thinking and experimentation final answers. The best programs will be the ones that regarding alcohol abuse prevention. The aimas to you develop. Some of the efforts described here were make it as comprehensive,interesting,under- not complete successes; others are just getting understandable,provocative, and last but not least,as way. The important thing is that different approaches useful as possible. Each section is a separate unit that are being tried and that we can learn from each can be used independently to meet distinct needs. othcr's experience. Use any part of this Catalog that The ideas and program concepts found in these pages you feel appropriate or that fits the needs of your were contributed by students and staff from various college community. Good Luck!

XII PART ONE FACTS AND FIRST STEPS:- A PROGRAMING OVERVIEW

1 3 Alcohol: A Two-Sided Issue

"Drinkingis O.K, but getting smashed and effect no better than people did 2,000 years ago. kicking in walls is not okay. Social norms say it is not Alcohol has been a source of both pleasure and only okay to get smashed; you're supposed to. That's destruction since the beginning of mankind. It has just not intelligent or sensible." been commended through the ages as a source of "I see a number of kids drink until they black relaxation, pleasure and conviviality, nourishing the out at night and then start drinking again in the body, restoring and preserving health. Yet history is morning. We're so .used to it being a normal part of also a long and sad chronicle of the destruction which life that we don't recognize the alcoholic." the irresponsible use of alcohol has wrought upon "Everybody is driving you to 'Come on drink, individuals, families, and sc:ieties. drink.' But you also do it because you want to get IntheUnitedStates,alcoholabuse was a drunk, and at the particular moment itis socially problem as early as 1619. The Massachusetts Bay .acceptable to get plastered out of your mind." Colony punished drunkenness by whipping, fines, and "Getting drunk isn'tjustsocially acceptable confinement in the stocks. At times, total abstinence here it's encouraged." has been sought as the solution, as with the 18th amendment to the U.S. Constitution. This amend- These comments come from numerous college ment, passed in 1919, made it illegal to manufacture articles written on alcohol and the campus. The views or sell any alcoholic beverages in the UnitedStates. expressed makeitappearthattoday's drinking The law emotionalized drinking, produced a con- population probably understands alcohol andits tempt lor the laws of the land, and helped finance

1 4 organized crime. During its 14 years of existence this About 45 percentofallfatallyinjured law probably did more harm than good for the drivers have FMC's IA 0.10 or more.' drinking issue. Temperance leaders were rebuffed in An association with alcohol has been found 1933 when the law was repealed. in 64 percent of all murders.' Since the number of drinkers inthe United Anassociationwithalcohol hasbeen States has increased noticeably since 1940, it is _not recorded in 41 percent of all assaults.' surprising that the drinking frequency among young An association with alcohol has been found people increased greatly between 1970 and 1973. The in 34 percent of all forcible rapes.' Second Special Report to theU.S. Congress on Alcohol figures in approximately one-half of Alcohol and Health from the Secretary of Health, all arrests in the United States.2 Education, and Welfare, reveals that a substantial O One-third of all suicides are alcohol related.2 proportion of teenagers drink. Furthermore, a larger Alcoholmisuse and alcoholism cost the proportion of drinkers is consistently found in the American society an estimated $25 billion younger age groups 21 to 24 years. Campus surveys annuallyinlostproduction, health and report that from 71-96 percent of college students medical costs, property damage, welfare, and drink. criminal justice systems costs.2 This does not imply that the college population The numbers speak for themselves. Yet how is composed of alcoholic persons or problem drinkers. many people will read the statistics and shake their It does mean that there is a substantial number of heads? How many of us will see or hear ofa fatal young people drinking who give very little thought to accident caused by alcohol abuse and comment, "No, what their use of alcohol can mean in terms of that could never happen to me." How much more alcohol-related disruptions and costs. As the Second inducement do we need before we recognize the Special Report on Alcohol and Health states, "The seriousness of the problem and the way it affectsso wide range of devastating problems associated with many of today's human and social concerns? the use of alcohol allrelate to excessiveness, not moderation, to misuse, not responsibility." Modera- University 50 4- 12 Project tion is the key. The impetus for this Catalog came from a project Many of us are aware of people on campus carried out by the National Institute on Alcohol whose use of alcohol, whether continuous or peri- Abuse and Alcoholism (NIAAA) duringthe odic, results in behavior that disrupts their relation- 1974-1975 school year. The "University 50 + 12" ships with school, family, or society. Whether this project involved visits to one college or university in abuse is manifested in vandalism, fights, driving while each of the 50 States, plus 12 minority and private drunk, or health problems, it can have an impact on institutions. The objectives of the project were: all of us. And, in turn, our own actions while drinking To gather information about drinking prac- can cause difficulties for ourselves and those around tices and attitudes on the campus and about us. existing programs and needs in this area; Look for a moment beyond the campus and To disseminate information about alcohol, consider where prolonged ignorance and neglect of alcohol use, and alcohol abuse; alcohol problems have brought us as a society. To encourage the university community to Persons with alcohol problems now number focus on the issue of alcohol use and abuse, an estimated 10 million.' and to stimulate new education and commu- Atleast36 millionAmericanscan be nication efforts. regarded as caught in the web of alcohol Attitude and Behavior Findings abuse unhappy marriages, broken homes, . desertion,divorce,impoverishedfamilies, Most collegesvisited saw alcohol abuse as a deprived and displaced children, etc.2 serious problem on the campus in terms of student About one-third offatallyinjuredadult drunkenness and the social, physical, and property pedestrians have, a blood alcohol concentra- damageorinjurythatresulted.Approximately tion (BAC) of 0.10 percent or higher.' 15 percent of the schools visited had already become involved 1Nadonal Institute on Alcohol Abuse and Alcoholism. in alcohol education or abuse prevention Alcohol end Health: New Knowledge, 1974. DHEW Publica. activities hut the vast majority were looking for ideas don No. (ADM) 75-212. Washington, D.C.: Superintendent and guidance. They wanted to know what other of Documents, U.S. Government Printing Office, 1975. universities were doing. In part, the Catalog isan attempt to satisfy that need. National Institute on Alcohol Abuse and Alcoholism. Facts About Alcohol and Alcoholism. DF1EW Publication No. Some schools expressedlittleconcern about (ADM) 75-31. Washington, D.C.: Superintendent of Docu- drinking on campds and other schools felt there was a ments, U.S. Government Printing Office, 1974. problem but did not know how to take action to

2 minimize the problem, but it was clear that often things as, "When an intoxicated student vomits, who alcohol abuse because of its very commonness cleans it up, the resident assistant or the student?" remains a hidden problem._ Antisocial behavior, which Also, many residence hall staff found themselves in a if committed by a sober person would never be quandaryinregard totheconflict between the tolerated, is often readily accepted if the person is practice of drinking in the dorms and the law (or the drunk. Probably the greatest impediment to action on university policy).At IndianaUniversity,for the problem on many campuses is that drunkenness is example, where the legal drinking age is 21, a survey looked upon as normal, and thus, it tends to be an reported that 81.4 percentof freshmen and accepted state of affairs. 88 percent of sophomores drank alcoholic beverages. Another problem encountered at some schools is At most schools where this was an issue, residence the tendency to focus solely on alcoholism, totally hall assistants stated they looked the other way unless blocking out any recognition of other aspects of it got "out of hand." alcohol use and abuse At health centers a common Many schools had tried alternative social activi- comment was that very few persons had "reported to ties where alcohol was not present but they had the health center" saying they were alcoholic. This generally been unsuccessful. At one college where was no surprise, of course, and it was stressed that no alcohol had, in fact, been forcibly banned from the one was suggesting that alcoholism was rampant on residence halls, one staff member indicated that this the campus. (It is interesting to note however, that action had virtually eliminated all social life in the student AA chapters had been established at at least dorms and hadnegativelyaffected staff/student two universWes) relationships. But, again, a majority of the schools did see the Many of the people interviewed substantiated the need to do something. thesis that there had been a switch from other drugs It was within the residence halls that the problem to alcohol over the last few years and that there had of alcohol abuse was most acutely perceived been an increase in alcohol use and abuse. More creatinga greatinterestininitiating educational graphically, a survey printed in the Maine Campus at efforts and learning about counseling techniques. theUniversityof Mainein May 1974 gave the Often the concern of the staff involved such simple following results: Question: "Do You Drink Alcoholic Beverages?" 1968 1969 1970 1971 1972 1973 1974

Yes: 76.1 81 82.7 88.3 83.5 88.5 92.2 No: 18.6 18.6 17.3 11A 16.5 10.5 7.1

This trend is not present at all schools. For example, California Polytechnic State University, 20 percent of at the University of Massachusetts at Amherst, a 1971 those surveyed said they drink "frequently or occa- surveyreportedthat92 percentoftheunder- sionally to get drunk," and 35 percent "to get high." graduates drank more than twice a year while this Another interesting statistic was that 46 pueent of figure dropped to 90 percent in 1974. The various the students said that an occasional drunk is "okay as surveys encountered during the campus visits showed long as it doesn't interfere with grades or responsibil- that 71 to 96 percent of college students drink at ities," and 28 percent felt that "it's nobody's business least occasionally. At most schools the range was how much anyone else drinks as long as he or she from 87 to 93 percent. doesn'tbotheranyone."(Thisentiresurvey is Thesurveysalsoindicatedthatmoderate- reprinted beginning on page 59.) to-heavy drinking was relatively common. At the The feelings of large numbers of students that Universityof Minnesota a surveyindicatedthat drinking and drunkenness are acceptable or even 26 percent of male students drank beer at least "three "second-nature" behaviors seem to support the need or four times a week," and approximately 10 percent for positive and low-key program approaches to curb drank beer every day or nearly every day. At the abusive use of alcohol. And indeed, the schools that same school 16.9 percent of the males consumed at hadalready begunprojects agreed withthis leastfiveservings (12 oz. of bmr, 5 oz. wine, or approach some to the point of thinking it best to 11A oz. of liquor) at a sitting, while only 3.3 percent put the main stress on making alcohol information the female students consumed five servings or available. more. Another positive but more activist approach was At the University of Massachusetts at Amherst, represented by those universities that decided to 65.6 percent of the students surveyed indicated that allow alcohol to be served on campus while maintain- they had been "drunk" during the past month. At ing somecontrolover where and howitwas

16 consumed. For example, many of the "pubs" in dents will -not be easy. Theyare not worried about student unions were well run and generallyrepre- alcoholism, nor with the long-term effectsof heavy sented an environment which discouraged getting drinking. As une dean said, students at thisage feel intoxicated (or which at least discouraged drunken relatively indestructible, and discussions about what and unruly behavior). At the University of Notre they might be feeling in 20 (or even 19)years are not Dame, a"seniorbar" was renovated underthe too meaningful to them. Some faculty and staff auspices of the Office of the Dean of Students, and at members may also resist attention to alcohol prob- the time of our visit it was running smoothly (which lems because of their own drinking patterns. was not the case before the renovation). As noted, people generally do not see anything Thusit would seem that where "alcohol on wrong with getting drunk. But here arises a semantic campus" is an issue, there should be less attention problem. To somethe word "drunk" has very given to the pro and con, and more to the how and negative connotations; it impliPs aggressive, slovenly, where alcoholic beverages can he served to discourage anti-social behavior. But to 0,.iers it appears notto. alcohol abuse. There seems to be a very thin line between getting Why Prevention Work at the College Level? "high" and getting "drunk," and if not viewed by all as okay, intoxicationisatleast seen by most as It has been suggested that prevention programing relatively innocuous. Yet, if we focus on some of the at the college level is not worthwhile because drinking negative behavioral aspects of intoxication,everyone attitudes have already been established by the time a usually condemns them. Most people whenques- person enters college. This is probably true in most tioned will agree that driving when drunk iswrong, cases, and in fact a recent study by Drs. Shirley and that beating up a friend or abusing a child when Richard Jessor of the University of Colorado con- intoxicatediswrong, and that a person who gets firms that alcohol useisalmost universal on the drunk on Friday and doesn't sober up until Monday college campus. The lessors point out though that, definitely has a problem. while the decision Ic drink or not to drink has Soallthisleans usfacedwiththebasic, already been made by most college students, the two-sidedissue:Flow can the two countervailing choice of how to drink remains. They have suggested realities of alcohol the widespread use and wide- that campus prevention efforts should focus on spread raisuse, the pleasure and the destruction be providing "good role models for learning how to be reconciled? WHAT IS THE ANSWER? responsible drinkers." Other reasons for doing prevention work at the Certainly prohibition is not the answer, Why? First,itdoesn't college can be summarized as follows: really solvethe above dilemma. Second, based on historical experience Drinking problems do exist on the campus. it simply The above study by Drs. Jessor showed that doesn't work. Thkd, and most important, prohibition missesthepoint:There is about 1/3 of their sample of college students nothing "evil" or "good" about the substanc, alcohol. had had drinking problems during the pre- It makes as vious year in at least two of the following much sense to say a rock is "bad" as it is to say alcohol isbad. Ratheritis areas:'frequent drunkenness (5or more only each particular human use of alcohol that can be viewed as beneficial times), social complications such as censure or detrimental. from family and friends,difficulties with The answer then school work, trouble with the law, or driving and itisreally more of a challenge than an answer after having had teo- much to drink. is to create an awareness of the risks and consequences of alcohol abuse and Prevention means much more thanjust to create projects and programs which will prevent or at changingattitudes.Modificationsofthe least minimize these negative aspects. This is really socialenvironment,for example, can do what we mean by prevention. muchtoencourageresponsibledrinking behavior and to reduce alcohol related de- When confronted with the facts, most students struction. are interested arid concerned. Often it is the first time College graduates have a tremenclous.influ- they .have thought about or really focused on the ence in society. It's really a chicken and egg alcohol issue. The annual $25 billion economic cost, argument: in order to get to the children we the association of alcohol with crimes of violence, the first have to get to the parents, the teachers, figures dealing with alcohol and death on the high- and to those who set our societal priorities ways, etc. = these are staggering realities of which (i.e., college graduates). students are generally ignorant. Facts by themselves may not change behavior, but they can make people Conclusions aware of the magnitude and ramifications of alcohol Getting the attention and parti :ipation of stu- -abuse in our society and may lead to reduction of the

17 toll that alcohol abuse takes. It would appear, then, those who choose to drink, while fully respecting and that the development of a -consensus in regard to reinforcing the prerogative of those who choose to_ behavioral standards within groups on the campus is abstain. As thc old song goes, we have to "accentuate not as hopeless as it might seem. the positive," and not allow our project initiatives to One conclusion a person reaches after visiting become a series of "no's." Such negative approaches 62 universities is that never has so little been said or arc doomed to failure. so little been done in response to a problem which hurts so many so deeply_ There truly seems to bc, as Thus The Whole College Catalog About Drinking. This is an idea book, one which was developed to Nevitt Sanford wroteinWhere Colleges Fail,a "generalconspiracy of silence."In view of the focus on the issuci-to make us think, and to suggest widespread devastation associated with alcohol abuse, some tentative strategies for affecting the problem. it is particularly ironic that at almost every campus The goal should be that, upon graduation, today's visited students were quick to point out how Playboy students will know a little more about alcohol than or Penthouse ranked their college as the top drinking how to chug-a-lug, or how their alma mater ranks in a school in the Nation in such and such a year. Itis drinking poll. They should know what alcohol is, how , truly a source of pride to them. it acts in the body, and what a serious national issue But looking at alcohol abuse anditsrelated its abuse represent5; and they should have reexamined human and social devastation is only one side of the their own drinking attitudes and behavior. coin. The efforts we initiate must allow for or even Approached with patiLnce and facts, and without enhance theresponsible aspects of drinking for moralizing, this goal is aclqevable.

5 Basic Facts

Or more precisely, what do we know, what do So if we're going to get started on a program that we think ..vc- -know, what don't we know, and what is truly effective, we'll have to use an approach that concepts are we trying to get across? We've noted cuts through the persistent prejudices and conven- that alcohol has been used by man since ancient tional wisdom that surround the subject of alcohol. times, andithas providedpleasure and created And we'll have to do it in a way that avoids redrawing problems for equally as long. Yet myths and mis- the same old battle lines that follow the exclusively conceptionssurroundingits usc andabuse "pro" and "con" approaches to discussions about Continue to abound. drinking. We'll also have to skip the moralizing and For much of history, drinking has been closely scare tactics that cause people to turn off and tune tied to ethical, moral, and religious considerations. out. The drinking issue has raised heated questions, and it What'sthealternative?Asabasisfor our has dividedsocieties. Againstthis background of activities, we can be honest about what we know and ignorance, dcepseated values, and long-held beliefs, don't know. We can try to reach people on the basis it's not surprising that much of what has been said or of one concerned human being caring for another and writtcn about alcohol has been self-serving and a concentrate on providing people with the knowledge distortion of thefacts. And despite increasing re- they need so they can make their own (hopefully search and new knowledge in recent .years about responsible) decisions. alcohol, as one scholar has ouscrved, "Man has an Let's start with some basics about alcohol incredible talent for processing new facts in such a what it is, how it works, what its effect is and don't way that his prior conclusions remain intact." start yawning yet, because we'll include a number of

6 c4 9 facts that may surprise a lot of people who think everyone would place them highonthelist of they're pretty knowledgeable about drinking (which American concerns ovcr the past 10 years. Yet, young includes, unfortunately, just about everybody). or old, when we talk about our drug-oriented culture .Ethyl Alcohol we seldom think about the Nation's number one drug: alcohol. It's the most used and most misused Ethyl alcohol (chemical formula CH3CH2OH) is drug and is related to more human, economic, and the active and desirable (for many) ingredient in social devastation than all the other drugs combined. distilled spirits, beers, and wines.' It provides little of Fully two-thirds of all American adults use alcohol, thetaste,butallof theintoxicating effect of whileone-thirdabstainentirely.But whenthe alcoholic beverages. Strictly speaking, itis a food 100 million American drinkers take this drug alcohol, becauseitcontains calories; however,ithas no comparatively few recognize that they are introduc- nutritive value. Alcohol is a natural substance formed ing a central nervous system depressant into their by the reaction of fermenting sugar with yeast spores. bodies. Different alcoholic beverages are produced by using Depressant? What about those people who drink differentsources of sugarforthe fermentation and change from being quiet-spoken to talkative? process beer from malted barley, wine from grapes How about the ones who report that z drink or two or berries, whiskey from malted grains, vodka from makes them more alert behind the wheel? How about potatoes (sometimes) or grain (usually), rum from those couple of belts that do wonders for the old love molasses, and tequila from agave (a cactus-like plant). I ife? American beers contain from 3 to 6 percent alcohol Every one of these notions needs to be carefully by volume. Dinner wines such as Beaujolais or Chablis examined. They are based on subjective experiences usually contain about 12 percent alcohol. Dessert and which either do not conform to reality, do not hold -appetizer wines such as sherry and port are made by true for all people, or are transitory -in nature. The the addition of pure grape brandy to wine to stop following may helpto explain these paradoxical fermentation and produce certain desired qualities. experiences: Their alcohol content ranges, in general, from 17 to When we takealcohol,20 percentofitis 21 percent. absorbed directly through the stomach walls into the Another process for raising the alcoholic content bloodstream and reaches all organs and tissues of the is distillation. Distilling is possible because alcohol has body within moments. The other 80 percent isn't far a lower boiling point than water. The fermenting behind, although itis processed through the gastro- mixture (the mash) is heated, and the vapor it gives intestinal system. When alcohol reaches the head, off (with a higher proportion of -alcohol)is then higher and higher levels of alcohol in the blood cooled into a liquid with higher potency. Distilled anesthetize deeper and deeper layers of the brain. The beverageslikewhiskey, vodka, rum, andtequila upper or "newer" parts that store learned behavior typically range from40 percent(80 proof)to patterns, such as self-control and judgment, are the 50 percent (100 proof) alcohol. (See page 116 for some first affected. Thus with a little alcohol in the system, background about proof.) some of us shed some inhibitions and become the life Now hereis what many people don't realize: of the party, while others of us become depressed or Drinks which contain the same amount of alcohol aggressive. We think we're driving better, when in fact will have a similar effect on the drinker. That is, a we'redriving much worse.And'sexually, as 12-ounce can of beer, an average 4-ounce glass of Shakespearehaswritten,"Drink provokeththe wine, or a highball or cocktail with an ounce of desire, but taketh away from the performance." 100 proof alcohol, all contain about one-half ounce Higher and higher levels of alcohol in the blood of alcohol and, other things being equal, will pack depress brain activity further and further. In general about the same punch. (So much for that old myth terms, we can relate what happens functionally to a about beer as "the beverage of moderation!") numerical value called blood alcohol concentration How Does Alcohol Act in the Body? (BAC) or blood alcohol level (BAL), which is the proportionalweight of alcoholper 100 units of Let's face it: Young or old, we're Nation of drug blood, expressed as a percentage. Alcohol starts to be takers. We take drugs to get up, and we take drugs to a factor in automobile crashes at a BAC as low as come down. We take them to help us feel better and 0.05 percent. Would you care to take a guess at how to avoid feeling worse. Mention drugs and nearly few drinks that really is?It's the approximate level reached in the average 160-pound person who con- sumesthreedrinksof 86 proof whiskey within 2 hours after a meal. In almost all States, driving Howeverconnoisseursofwinewouldprobably maintain that it is really the color, taste, aroma, and boucviet while intoxicated is defined as driving with a BAC of wine that are important to its appreciation. greater than 0.10 percent. At this BAC, voluntary

7 2 0 motor actions usually become perceptibly clumsy. At concentrations of alcoholthroughout his 0.20 percent the entire motor area of the brain is blood stream and body than the lighter depressed, and emotional behavior is also individual will. affected an individual staggers or lies down and Where they drink. The setting and circum- may easily become angry, may shout or weep. At stances play a part in people's reaction to 0.30 percent, the more primitive areas of the brain alcohol.Forinstance,iftheyare com- aresignificantly affected a personis commonly fortably sitting down and relaxed, having a confused, or may become stuporous. At 0.40 to drink with a friend, alcohol will not have as 0.90 percent,the deepestlevels of the brain are much effect as when they are standing and impaired, a person is no longer aware of the surround- drinking at a cocktail party. On the other ing environment, and coma, respiratory arrest and hand, if they are emotionally upset, under death can occur. stress, or tired, alcohol may have a stronger So alcoholis indeed a central nervous system impact than normal. People's expectations depressant that works like other anesthetic drugs. In willalso have an influence.If they think fact, alcohol was used as an anesthetic by surgeons in they are going -to become drunk, the ease ancient times, but is not used as such today because and speed with which they will feel intoxi- the band between unconsciousness and death is too cated will indeed be increased. narrow. Another fact about alcohol usage is that chronic

Itis important to note that the rapidity with consumption of large amounts of alcohol over long which alcohol enters the blood stream and exerts its periods of time seems to alter the sensitivity of the effect on brain and body depends on several things. central nervous system to the effects of alcohol. As a People should know this includes: result,larger amounts of alcohol are required to a How fastthey drink. The half-ounce of produce the same effect. The pharmacological ,term alcohol in an average highball, can of beer, for this central nervous systern sensitivity is "toler- or glass of wine, can be burned up (oxidized) ance." Toleranceisthe phenomenon common to in the body in about 1 hour. If they sip a chronic us2 of addictive drugs and allows the alcohol- drink slowly and do not have more than one dependent person to consume large quantities of drink an hour, the alcohol will not "jolt" the alcohol without the impairment the nonaddicted brain and will not have a chance to build up personexperiences.Anotherway thealcohol- intheblood, andtheywillfeellittle dependent person differs from other drinkers is that unpleasant effect. Gulping drinks, on the the abrupt removal of alcohol causes dramatic behav- other hand, will produce immediate intoxi- ior and perception changes known as the alcohol cating effects and depression of deeper brain withdrawal syndrome. centers. Sobering Up Whether their stomachis empty orfull. Eating, especially before drinking or while When someone really"tics one on" and gets drinking, will slow down the absorption rate drunk, what goes on in the sobering process? The of alcohol into the bloodstream and the alcohol that has accumulated in the blood stream has body will have a more even response to the to be burned upoxidized by the liver. That's a alcohol. bodily function which occurs at a pretty constant What they drink. Wine and beer are absorbed rate of about M to1 ounce of alcohol per hour. less rapidly than hard liquors because they There's no practical way around itso let's knock contain small amounts of nonalcoholic sub- down more myths: Coffee merely turns a sleepy stances that slow down the absorption pro- drunk into a more awake drunk. Oxygen and exercise cess. The substances have been removed have negligible effect in helping the liver do its work from liquor in the distillation process. Dilut- any quicker. A cold shower doesn't help either. There inganalcoholicbeveragewithanother is a technique of speeding up the process, but it isn't liquid, such as water, also helpsto 51w-if-- too popular: dialysis. The only thing that will sober down absorption, but mixing with carbon- people once they have gotten drunk is time. atedbeveragescanincreasetherateof absorption. Hangover How much they weigh. The same amount of Ah, yes the retribution thatis often visited alcoholcanhave agreater effect on a upon those who get drunk, smashed, blit2ed, zonked, 120-pound personthan on a 180-pound ripped, blasted, and otherwise bombed out, of their person. Alcohol is quickly distributed uni- gourds. The miseries of nausea, gastritis, anxiety, and formly within the circulatory system. There- headache may vary by individual case, but a universal fore the heavier person will have smaller characteristic of all hangovers is extreme fatigue. The 21 8 exact physiological causes of_ hangover haven't yet to rely on facts and logic as the basis for what we do. been pinned down, but obviouslyit'sthe body's The fact of the matter is that we have identified reaction to too much alcohol particularly if taken and documented comparatively safe ways of drinking. while tired or under stress. There are almost as many There are many cultures which use alcohol and suffer alleged "cures" for hangovers as for hiccups: coffee, few problems as aresult: Orthodox Jews, native raw eggs, vitamins, etc., etc., etc. But they don't Italian , Spaniards, Greeks, Lebanese, and work. What does work is time -- along with aspirin, Chinese these are groups which enjoy the benefits rest, and solid food. of alcohol, and in some cases use it heavily, without the devastating related problems that afflict most Alcohol arid Other Drugs societies. These cultures experience the same stresses Okay, "too much" of a drug such as alcohol (like and strains of modern life that we do; no peculiar too manyof alotofthings) is a causeof genetic characteristics have been found that set them distress -- but the same is true of "too many" drugs. apart. What we have found is a marked similarity in There has been a marked trendin recent years, the way they drink.In these societies, alcoholis especially among young people, toward using alcohol typically consumed under clear, well-defined guide- in combination with other drugs. This can be danger- lines, as an adjunct to other activities within a relaxed ous in either of two ways.- The firstis synergism; social or family environment. Alcohol is generally that's when oneplusone- equalsthreeinth takenwithfood,and no specialsignificanceis combined effect of two drugs on the body. The other attached to the ability to consumelarge amounts of is potentiation; that's when a second drug intensifies alcohol. That stands in sharp contrast to the singular or alters the effect of the first. A chart is enclosed focus of the American bar or the tense atmosphere of thatindicates somesynergisticandpotentiating the American cocktail party. Alcohol is not used as a combinations of alcohol and other drugs.2 Some problem solver or as an escape from life. And ab-bve combinations resultin severe, bizarre, and unpre- all, drunkenness is condemned and drunken behavior dictable reactions. Some have d ingerous side effects_ is not tolerated in these cultures. Some are lethal. On the other hand, consider the concentration The Drinking Scene on drinking at the college beer bust and how often our search for something to do includes the sugges- Enotigh physiology. Let's use this background to tion: "Let's go out drinking." Not only are we merely provide some perspective as we examine what we preoccupied with drinking as a pastime, our drug- know abouttheways oftheAmericandrink- oriented society uses alcohol as a universal solvent for ing environment, including the pluses and human problems. Without clear guidelines on what minuses and then, hopefully, we'll have enough constitutesrelativelysafeversus unsafe drinking information to begin to consider some intelligent practices, those Americans who do get in trouble with approaches to prevention. alcohol are a long way down, the road to chronic As we have seen, alcohol likeevery other alcoholism before either they, or those close to them, substance which exerts an effect on the brain - has recognizea problem developing. And insteadof the potential to be dangerous. Yet the vast majority recognizing drunkenness as a potentially serious state of people who drink do so without harm to them- to be avoided, we view it as a humorous condition selves and for a variety of positive, beneficial reasons: and make jokes about it. The plain fact is that every to relax, to stimulate appetite, to complement the time we get drunk, we have 0,D.'d that's right, taste of food, to enhance a party or other social taken an overdose of a drug! occasion, as part of areligious ceremony, or for medical purposes. Most of us who choose to drink Where Does All This Leave Us? recognize that somewhere between "praying at the It leaves us,in a basic sense, with the task of porcelainalter"andtotalabstentionthereisa coming up with the mechanisms for communicating reasonable,relativelysafe way of using alcoholic concepts and information and influencing behavior in beverages. such a way that fellow human beings may better be But isit enough for us to simply appeal to an able to help themselves and eac,h other to avoid arbitrary definition of reason, or responsibility, or potential problems. The possible ways of targeting at common sense, or whatever else we care to label it? prevention in a campus setting are, of course, limited And what about the unfortunate 10 percent who, for only by our imaginations, but let's summarize three whateverreasons,may bedeveloping a chronic basic approaches that many of our prevention efforts pattern of alcohol abuse? If we expect our prevention will share: efforts to have any impact at all, we are going to have lVe state the facts as we know them so people can make Ihe personal, private deci- page I1 2. 2 2 sion whether to drink or not in an informed,

9 intelligentmanner.This means acknowl- lems:It's right now! Many checklists have edging both the positive and negative aspects been devised to detect developing drinking of drinking. For example, we know that problems, but sincethe exact causes of moderate drinkers as a group live longer than problemdrinking,includingalcoholism, heavy drinkers, ex-drinkers, or abstainers, appear to be as varied as the life problems but we also know that certain groups, such that afflict human beings, here is a set of as the children of alcoholics, are at higher very general criteria: risk of developing problems. It also means 1. Anyone who must drink in order to function or we admit what we don't know including to cope with life has a drinking problem. the fact that how alcohol actually intoxi- 2. Anyone who by his or her own personal defini- catesand howitcreatesaddictionare tion, or that of his family and friends, frequently questions that remain unanswered. It also drinks to a state of intoxication has a drinking means that we recognize the fact that many problem. people for many legitimate Anyone who goes to work or school intoxicated reasons choose not to drink at all, and has a drinking problem. that abstaining should be presented asa 4. Anyone who is intoxicated while driving a car responsible, perfectly acceptable alternative. has a drinking problem. We communicate what constitutes compara- 5. Anyone who sustains a bodilyinjury which tivelysafedrinking practicesforthose requires medical attention as a consequence of an people who choose to drink, so they can intoxicated state has a drinking problem. minimize the risks to themselves and society 6. Anyone who comes into conflict with the law as and develop a sense of social responsibility a consequence of an intoxicated state has a in their attitudes toward drinking. drinking problem. We alert people to watch for the warning 7. Anyone who, under the influence of alcohol, signals of a developing alcoholism problem. does something he avows he would never have Too often we wait until someone hits rock done without alcohol has a drinking problem. bottom the chronic, physiologically In short, a drinking problem exists if we need addicted stage before offering a helping alcohol in order to function, or if we use alcohol in hand. Alcoholism is an insidious, progressive such a way that it impairs our functioning. illness and, as with many other pr Jessive illnesses, the earlier we reach the victim the This section has attempted to sketch the basic better the prognosis for recovery. Surpris- facts and concepts which can be used as grist for ingly, , the largest incidence of alcoholism and the prevention mill we are thinking about building. other problem drinking behaviors occurs not But whatever approach or programisfinally in older people, but in young men in their decided on, we must keepin mind that our 20's. And the rates among young women are ultimate success or failure in influencing attitudes also beginning to increase. Since alcoholism and behavior will rest fundamentally on our ability typically takes many years to develop, it's to relate to others as concerned, caring human not hard for us to deduce the typical time beings and not simply as lecturers or preachers. when alcohol abuse begins to cause prob-

10 23 Needs Assessment and Planning

We know there is a problem, and we know there get us the same resultsatlesscost. Or maybe is information to transmit that we hope will diminish someone has looked into the issue before, and the the problem. Now we want to do something. Before findings are gathering dust somewhere. Ifwe do running out and setting up a "drinking awareness decide to implement a survey we should keep in mind day" or whatever, we first need to figure what the that this is our first communication with the student particular problem is on our campus and wh .. would body, and we have to insure that the impact ofit will be the best means of reducing alcohol-relateu prob- be positive and not negative. An example ofa survey lems. used on one campus can be fr.y.lid onpage 59. Gathering Data Establishing Priorities Before a problem can be dealt with, it's helpful to know as much about it as possible. What are the What are the most serious or damaging aspects of existing drinking patterns on campus and in the the problem? What are the most important things we community? What are the existing attitudes people wanttoaccomplish?Representatives of faculty, haveinregardtodrinking?Whereare alcohol students, and staff can work together to answer these problems most prevalent? Arc they in fact perceived questionsand,based on what information they as problems by students or staff? gather, can develop objectives they want to accom- Data can be gathered through a student survey, plish. The project ideas can then be prioritized based or bytalkingwithkeypersonsinthecollege on their usefulness, effectiveness, and feasibility and community. Perhaps a smaller, random sample will can be extremely useful in ,planning what to do first.

11 2 4 (For more information see Prob m- olving Methods, Specific Prevention Strategies page 15.) Personal (examples: dissemination of alcohol information; small discussion workshops to Planning Prevention Strategies examine drinking attitudes). Environmental (examples: staff training 'n Prevention strategies are simply ways of decreas- dealing with alcohol problems; establishment withdrinking,decreasing ing damage associated of"responsibledrinking"policiesand chances of people developing an overdependence on standards;taxi service forintoxicated alcohol; and increasing people's knowledge of what is safe or pleasurable drinking. These strategies obvi- persons). Nonspecific Prevention Strategies ously should follow from the analysis of the issue and Personal(examples:assertiveness training; our priorities. (Of course, in some cases it maybe creativity building; values clarification). that a strategy will be determined by the resources at Environmental (examples: increased volun- our disposal or by the personnel who are backing our teer opportunities for students; encouraging efforts.) andpublicizingcommunityrecreational Prevention strategies fallinto two main group- opportunities; relaxing tensions between the ings: Specific and Nonspecific. Nonspecific strate- university and the community). gies are those which do not deal directly with alcohol A complete exposition of program ideas and or drinking. Basically they are strategies which say:If activities is found in the "What Can We Do?- section, a person isn't bored, has something todo, is capable beginning on page 33. of making intelligent decisions, has friends, is confident, and creative = then it is less likely that he or she Identifying Resources will be abusing alcohol. Many, but not all,non- Resource identification simply means taking a specific strategies are involved with alternatives. good look at what or whom we have to help us, what Specific strategies deal directly with alcohol and is already available, and what we are going to need to drinking. These strategies are quite varied and involve develop programs. When we talk about resources, we such things as alcohol education, modification of are obviously talking about more than money; we are drinking patterns, and influencing the behavior of referring to manpower, materials, audiovisual sup- those who drink. They also include legislation dealing port, technical assistance, media, and other facilities. with the "when" and "where" of alcohol consump- Cultivating Support of Key Personnel tion. Who are the decision-makers? Whose support do Prevention strategies can be divided into personal wc need on the campus or in the community to and environmental categories. (As discussed in part implement our chosen strategy? Whose support is two, the more comprehensive a strategy is, thebetter. essential and whose would bc valuable and helpful? Ideally,anoverallstrategywould contain both informed as yourplans specific and nonspecific components.) Following is a Keeptheseindividuals develop. Often a powerful person's interest will lead listing of the broad prevention strategies with an others to help with program development. example of each:

2 5 12 Implementation

Now we're down to the nitty gritty. How do we minimize drinking problems before they get do it? How do we put our plan into effect? How do started.) we go about taking our first steps? The following are There has to be student involvement. This some important project principles,organizational cannot be emphasized too much. Without it options, problem solving methods, and tools which our chances for success are minimal. Solu- we can use in implementing our strategies. (Project tions imposed on students (or any other ideas are found in part two ) target group) are not likely to be very well received or effective. Sometimes there is the General Principles to Keep in Mind inclinationto avoid seeking student sup- We must have agreement on the overall goal port "It's too much trouble." "They don't and on the strategies chosen to reach that careaboutresponsibledrinking,they'd goal. rather get drunk." "What do they know Our objectives must be specific enough so about prevention programing?" Many of us that they can be evaluated. (See page 25: have discovered just how wrong these kinds "How Do We Tell If It's Any Good?") of impressions are. A youth panel at a recent We have to have leadership which has credi- alcohol conference served to demonstrate bility with students and staff and which has how much students have to offer both in a real interest in primary prevention. (Pri- terms of their perceptions of the issue and in mary prevention refers to an attempt to terms of specific project ideas. (Some of

13 2 6 their more cogent and provocative com- but, rather than viewing this as a problem, ments can be found inthe appendix on we should view it as an opportunity. There page 11 0.) are so many aspects of alcohol use and abuse Itisimportant that we look at existing in this country hundreds and resources on the campus and in the com- hundreds and every one of them repre- munity; there may bc no need for additional sents a chalice to do something different and resources. Are there existing programs or creative. facilities with which we can work? Can they provide us with manpower, office space, or Organizational Options money' Are there monies already allocated for projects of this nature? Are academic Thereisno one best mechanism or way to support and technical assistance available? If initiate a program. Below arc listed a few possibilities the answer to some of these questions is no, that have been tried; but there are many others. So, see page 20, "Who Can Help --Lls?"! auain, be creative. Community Developwent is essential to get Task Force people's interest and keep it. As mentioned A task force is usually set up by someone earlier, alcohol abuse tends to be a hidden or within the administration in response to a "accepted" problem. To have any chance of problem or conflict. Members appointed to success in affectin. this issue, the first thing the task force normally represent a variety we have to do is shake people out of their of disciplines or a cross section of the college lethargy.Itisn'teasy, but it has to be community. done and done ina way that willstir An exploratorytaskforce is the most people to action. We have to increase the common type. Its goal is usually to investi- awareness of our constituency and ft.en help gate a problem and then make recommenda- various groups look at what's needed and tions in regard to possible action. This sort how to meet those needs. It can't be done of effort should not be shortchanged. It can with a lot of admonitions and prohibitions. give us a clear picture of the problem, get us To be effective, it also has to include more the support of key people, and do a lot to than just a public relations campaign. increase constituency awareness. Let people know we're doing something! It An implemental task force is a more ambi- is very important to maintain high visibility, tious enterprise, and though it usually has an and to keep key people informed; otherwise exploratory component, it also is involved in we'lllosewhatever support we received aetually setting up and perhaps even running initially. This is especially true of those who a program. Task forces recently created at provided resource assistance: provide people Indiana University and at the University of Massachusetts at Amherst are implemental in withareport,a carbon copy,a phone nature. The evolution of the one at Indiana, call anything that letsth,_person know that he wasn't forgotten as soon as we got chaired by Dr. Ruth Engs of the Department what we wanted from him. of Health and Safety Education, is described Anothervitalelement that must be an in "What's New?" beginning on page 64. objective of our strategy is continuity. The TheMassachusettsAlcoholTaskForce, continued operation of a worthwhile pro- coordinated by Dr. David Kraft of Univer- gram shouldnotbe dependent on our ci: Health Services,ischarged with the presenceorthepresenceof any other ng responsibilities: person. This is vital on a campus where an I. Assessing the extent of alcohol-related active student's graduation might mean the problems in the university community end of a program. We have to build the 2. Designing an alcohol program aimed at program into the system and, as much as community-wide education to promote possible,institutionalizeit.For example, responsible drinking once an alcohol education component is 3. Developing a mechanism for early iden- introduced into the freshmen orientation, it tifkation of people with drinking prob- will not easily be removed. lems The last general principle to keep in mind is: Identifying and making recommenda- Be creative!Let's not come on with the tions concerning treatment alternatives same old drug scare tactics routine; let's 5. Developing an ongoing evaluation pro- come on with something fresher and more2 cess inventive. Drinking permeates our society, The overall goal of thistask forceisto

14 "reduce alcohol misuse at the Universityof Iowa where James Sueppel, of theMid- Massachusetts." Eastern Communities Councilon Alcohol- Interdisciplinary Committee ism, has the support of faculty and adminis- The interdisciplinary committee generally tration in setting up a programon the Iowa has a moreacademicandtreatment/ campus. rehabilitation orientation, but itmay also be Through Existing Programs involved in community prevention projects. A related project or programmay already At the University of Arizona, Dean Willis exist to which an alcohol educationcompo- Brewer of the College of Pharmacy is the nent could be tied. An illustration of this chairman of the Interdisciplinary Committee would be a drug information center (which on Alcoholism (IDC) which was formed in formerly had little or no alcohol material) 1969 through the office of the Vice Presi- adding alcohol information to its collection. dent for Health Sciences, The appointment Regardless of which organizational optionis -of this co-twilit-tee was "inrecognition ot chosen it remains imperative that recommendation made by the Governor's our program have a broad base of support. Students and faculty, adminis- Advisory Council on Alcoholism that the tration and community, drinkers and nondrinkers University become an active participant in theyallhave a role to play. Treatment-oriented the State alcohol program by developing professionals and recovered alcoholicscon contribute education and research programs in thearea much to a comprehensive prevention of alcoholism." program, but IDCis administratively they are not necessarily the best housed in the College of Pharmacy, and its persons to "carry the ball." For example, it has been suggested membership includes that the faculty from Public recovered alcoholic is excellent in dealing with Administration, those Rehabilitation,Medicine, who are experiencing problems with alcohol Community Services, Pharmacy, and but is a spe- not as effective in reinforcing the positive behavior of cial training programcalled Community the moderate drinket. Resources Specialistin Alcoholism. The Another important point isthat the campus Committee meets weekly and "providessup- group which initially develops an interest in port and direction for University education, prevention activities may not be the bestgroup to sponsor a research, and service programs relatedto the program. In other words some organizations have addictions." more clout and support than others, and it might be Program Designation a good tactical move to enlist the leadership of,say, the Quite simply, program designation involves most respected activist student group oncampus. the naming or setting up of a program within On the other hand, it is also importantto enlist an existing office or department. A good the help of individuals who havea vested interest in a example of thisisattheUniversity of prevention program. We do have manpower needs, Florida, where the Dean of Student Services, and we will probably get more mileage fromcommit- Dr. Thomas Goodale, appointedone of his tee or task force members who are motivated bya assistants to work on the problem of alcohol reward of some kind. This can be professionally abuse on the campus. through research and writing, asan extension of a Student-initiated Program resume, or personally and emotionally. Such a program could have been setup by a student government or by a student health Problem-Solving Methods advisory committee. Thelatthrtype of organization is quite active on manycamp- \ahen people first come together to discussan uses and isa good group with which to issue such as "Alcohol Use on Our Campus,"tempers work. may flare, some individuals may feel uncomfortable Outside-initiated Program presenting their ideas to the group and consequently Sometimes a person or group in the outside little is accomplished. If such roadblocksare likely, it community starts a program on campus,or a may be helpful for us to be armed with one of the program directedatthe college and the following methods for a structured problem-solving surrounding community. This approach has session.Be sureto check thereferences before been very successful at the University of conducting such a session. Force Field Analysisl 1Pfeiffer, LW., and Jones, I.E., cds. A Handbook of This group is agreed on the problem and is Structured Experiences for Human Relations Training,Vol, brainstorming to find a workable solution. 2,UniversityAssociationsPublishersandConsultants, The process includes: LaJoila, Calif., 1974. p. 79. 28 I. Statement of the problem 15 2. Outline of thepositive and negative skills, to examine attitudes, or to estab- forces that affect the solution lisha network of people or facilities, 3. Brainstormwaysto overcome each andencouragetheircooperationin negative force attaining agreed upon ends. 4.Testing the usefulness and feasibility of Who should come? The choice of partic- each solution offered ipants should be related to the 5. Prioritizing the solutions objectives of our workshop. We may Nominal Group Process2 wanttoinvitethose who needthe The planning group is to come to agreem nt information,orthosewho possess on the problem and develop strategies to desired perspectives and experience, or resolve it. The work proceeds silently with those who have the authority to imple- each person speaking only in turn, round- ment the changes we hope to accom- robinfashion. Nominalgroup process plish, or a mix of people. Generally, in includes: order to have the benefit of as many 1. Introduction of the issue points of view and ideaS as pOssible, iis 2.Recording of individual responses to the desirable to have an age, skill, sex, and problem on index cards ethnic mixthatreflectsthose your 3. Listingofideas on aflipchartor program will serve. blackboard (each individual reading one How much money do we need? Given a of his or her cards) little ingenuity on our part and assum- 4. Discussion of the ideas in the order they ing that we're not looking for a room appear that will hold 500 people, the physical facilities shouldn't cost anything. (For Break 5. example, free space could be arranged at Ranking of thelisted ideas on index 6. one of the religious centers.) The main cards, again done silently by each mem- expense item could be staff, but unless ber we'rebringinginpeoplefromoff- 7. Listing of the rankings round-robin style campus,thistoo can bekeptto a 8. Discussion of each idea as it was ranked minimum. Many of the staff roles can 9.Re-ranking the solutions be handled by one person, and if we Tools and Techniques have solid faculty, administration and community support, the necessary staff Two methods we might use in implementing the strategies we have chosen are (1) workshops and may volunteer their time. Who is going to do it? Hopefully we and (2) staff training. others in the community can do it. As Workshops mentioned above, some individuals can A workshop usually involves a small group fill multiple roles. The basic staff roles of people meeting for a brief period of time. are: educationalprocesswherethe It isan to be responsi- emphasis is on an exchange of ideas and workshop director ble for the major decisions information among the participants. (Much of the information found below is taken workshop coordinator to be res- from a monograph entitled, "So You Want ponsible for coordinating the logis- To Hold A Drug Workshop?" by Scott tics of the workshop to help clarify the work- Nelson, M.D.; Morton Schaevitz, Ph.D.; and planner shop's objectives and suggest alter- Richard MacKenzie, M.D.3 ) In planning a workshop we have to deter- natives for its design content trainer to provide alco- mine the following: hol information to the participants 1. What are our goals or objectives?.Possi- ble objectives might be to share infor- from a specific area of knowledge mation, to solvea problem, to build or expertise process trainer to facilitate group _2Delbecq, A.L., and Van de Ven, A. A Group Process interaction exercisesand teach M-zidelfor Problem Identification and Program Planning. communication skills Journal ofApplied BehavioralScience Vol. 7.1971. team builder = tohelpthestaff pp 466-492. relate to each other and channel 3This monograph was devclopcd for the Job Corps, U.S. their needs and skills to the overall Department of Labor. objectives of the workshop

kni .1- evaluator to measure whether or Present audiovisual material to the not the objectives of the workshops group as a whole and break down have been met into small groups for discussion. S. When do we do it? Assuming we are not It is very important that at the end of talking about a3to5 day seminar the workshop we present a summary of format, we could do it on a Saturday what pointS were made and relate thc and/or a Sunday, or we could run a i n formation gained to situations series of workshops over soferal even- encountered by the participants. "What ings. The important thingis that we next?" should not be left up in the air. consider the convenience of the time for Staff Training our target audience. Many of the comments made in regard to 6. How do we set it up? The two basic workshops apply also to staff training. Pre- elementsthat must be resolvedare sumably we are training people to handle content and process. The objectives we _ various aspects of alcohol use_ and abuse:_ have agreed on, along with the needs of how to serve alcohol responsibly, how to the participan LS, define the content. The identify and guide someone with a drinking workshop design determines the pro- problem to treatment, how to deal with an cess. incident of alcohol abuse, how to initiate What we really arc talking about are projectsto encourage responsibleuse of various educational formats for alcohol, etc. exchanging ideas and information. Not 1. Whom would we train? Well, who could wishingtobelabortheobvious,it use training? How about R.A.'s, security should be stated that not too much real people, student paraprofessionals, aca- exchange can occur among the partici- demicadvisors,healthprofessionals/ pants if there are 50 or 60 persons in counselors, studentaffairsstaff, bar- the group. If there are this many partici- tenders and bar owners, student pants in the program, a large session can ministry staff, or police officers. serve to give information or state the 2. How would we train them? What format problem and be followed by breaking would be most useful? The answers up intosmallergroupsof8 to depend greatly on our objectives, our 12 persons. If at all possible, no group resources, and our audience. A few should have more than 12 participants. possibilitiesinclude:formalcourses, 7. What format should we use? A few orientation programs, inservice training possibilities arc: and workshops. Present the material to be learned A description of a training program for and allow time for questions and student peer counselors and a training discussion. program for student peer alcohol educa- Present the issue and encourage the torscan be foundinthe appendix sharing of attitudes and values. beginning on page 86. Instead of having an expert speak first, use small groups to generate Media Utilization questions before the!_alkbegins; Use of the media is an example of a methodor the expert either responds to the technique that could become the whole strategy we questionsinfront of the whole use in our efforts to minimize alcohol-related prob- group or spends time with each lems. A comprehensive media campaign is a viable small group. educational strategy though it is limited by its lack of Use the role-playing technique or personal contact. criticalincidenttechnique;for However, the value of any program or activity we example, a staff member or partici- may develop on campus will be enhanced by the pant could portray a drunk stu- proper use of the available mass media. There arc dent trying to get served in a bar, likely to be many more people on our campus and in with the other participants reacting thesurroundingcommunitywho needtobe intherole of the bartender or informed, helped, and involved with whatwe are owner; or present a situation where doing beyond the group that is already committed. a student has just thrown up in the By informing as many people as possible of our residence hall lobby. What should efforts. we will uncover resources and organizational the resident assistant (R.A.) do7 support we didn't know were available. In the long

17 3 0 run,, public understanding andaction-oriented com- needs areto attack it and by asking munity mobilization will not come about unless the them for their ideas now, we will be media become anintegralpartof our planning helping them and obtaining for our- process right from the beginning. Althoughthere are selves the best coverage in the future. many different kinds of media(campus, community, An integral part of this cultivation, and is press, and broadcast) that weshould learn to work theultimate working relationship, with, they all have common rules and proceduresfor finding out from them what they need obtaining their help. and how they operate before we present them with a story or news item for print ell Determining Media Potential or broadcast. This will be much appre- 1. Investigate. Depending on our previous ciated by them in turn, for by having experience with the media, the best first ourstoriessmoothlyfitintotheir expertise. step is probably finding some anddeadlines,andhaving is a public service/ formats Since our effort impact at the same time, we will make iSsue, wo Lan often frnd epi .or their jobs much easier. organizations willing to help. An initial Obtaining Media Coverage visit to our college's public/community to explain what our Media contacts and knowledge of procedures relations office alone will not secure good coverage of our plans and needs are will usually result in event or program. We must first define our a goodpictureof whothelocal project in terms of what it will offer the community-based and campus media are reader, viewer or listener and tailor it to the ( and how they can be tapped. In addi- chosen media. If it is a news item, it should tion, university departments of journalism, communications, and public rela- be a "firstor have some significant, timely, or.dramatic interest. An announcement that tions often have staff people with par- auniversity groupismeeting to disci. ticular knowledge in this area (and skills typically not a "newsy to help us plan and produce a cam- alcoholissuesis theresultsofa paign). These groups,together with item,"butreleasing taskforce local alcohol organizations, can help us campus-widesurveywitha make an assessment of the media avail- appointed by the president to study the issue probably would be. able to us. Assess. Some of the things we will need If we are seeking more in-depth coverage of 2. issue through a newspaper series or to know about the campus/community the we print and broadcast media are: Who arc televisionfeaturesegment/program, should make sure that our activity has some the key contact people (news, feature dramatic aspect to it, and that it has wide editors, colUmnists for print and news, human interest appeal. If, for instance, wc public service and program directors, are looking into the need for residencehall forradioand TV talk show hosts advisors to be trained in peer counseling, we interviews)? Which reporters cover what might gather up all the beer cans from a educational,youth, beats (medical, Saturdays night's "blast" and place them in What aretheirdeadlinesfor etc.)? a huge pile in front of the dormfor a news stories and shooting/taping schedules photograph the next day. We should resist for programs? What types of programs what might bc called "staging," but wc have and columns are regularly scheduled and a product to sell that Competeswith a lot of what type of stories do they likeand itwilltakeallthe use most often? From here, we can other products, and ingenuity we can muster to make that story tailor our events and program totheir a dramatic and interesting one.This will needs and begin to cultivate their sup- often determine whether or not we get the port. Cultivate. Set up appointments to visit coverage we want. 3. As we plan our conference or event, we need the key media people we've identified as which being important to our effort and get to determine which of our contacts at their backing. They are in the business media would be most interested in covering of reporting things of interest, concern it (without telling them you've got something you really haven't) and follow these and value to their audience and community and can be asked for help. By time-proven guidelines: explaining to them the seriousness of 1. The news release. When preparing the than the problem locally, what our plansand news release, be brief (no more

Vs only to what exists and the thoroughness of twodouble-spacedpages,preferably our preparation. Below is a list of some of one) and give the reader the essential the more common media that shouldn't be factsright away (who, what, when, overlooked when planning your event. where,why,andhow),Givethe "grabber" or most significant item of interest as soon as possible. (If it's an 1. The Campus Media item for television, tell them what the Campus newspapers95 percent of visual or moving aspects of the program all students read theirs regularly) are). Then fill in details and background O Campus-operated radio-TV stations in descending order of importance. Be (regularly scheduled interview sure to include the name and telephone programs, campus news, and public number of the contact person who can service messages) be reached for further information. The O Campus magazines (news, humor, news release ought to be sent early literary,off-campus underground enough before the event so the assign- newspapers) ment editors can log and file it for the Officiai college publications appropriate day. (orientationflyers,health service 2. Followup. A few days prior to the event publications, catalogs, football (or even again the day before) person- programs) ally call or visit the media contacts to o Newsletters (alumni, student orga- encourage them to attend the event. nizations,fraternities,administra- Tell them what thc event is about and tion) what will make itinteresting. Ask if Other (slogans on posters, book theyneed anyfurtherinformation. jackets,public address announce- Make sure they know how to get there ments) and the times for the key happenings. The Community Media Before the event make sure the meeting Daily,weekly,suburbannews- facility and program lend themselves to papers (editorials, features, column- coverage and that the room has space ists, news) forreporters and equipment (check Television (commercial and educa- wattage for camera lights). tionalfor news,features,public 3. The event. Meet the media when they service announcements, community arrive aiiil fill them in on what's taking affairs programing, special coverage, place wher and where. Provide them talk shows) with furlr information on the back- Radio (news, prepared tape inter- ground of the organizations, the issue, views and public service announce- etc., and line up key spokespersons for ments) interviews. Other(minority press,business billboards,placards, The Available Media publication, The media we will have access to on our newsletters of community organiza- campus and in our community are limited tions)

19 Resources

As indicated previously, we should first look to alcohol abuse agency. Usually this agency is existing resources on our campus and in our commu- located in the Department of Health, Mental nity. Not only are they apt to be more accessible, but Health, and/or Social Services. A complete they may even be bigger and better than any we listof State agency officesis found on could get from outside. In any event, here are a few page 124. (A helpful resource person within ideas of where to go for help_ the State office might be the prevention coordinator. A description of this NIAAA Basic Information and Ideas grant program is on page 127.) Information about alcohol, the alcoholfield, National Clearinghouse for Alcohol Informa- alcohol use, alcohol abuse, primary prevention, early tion (NCALI) identification, etc., can be gained from many sources. P.O. Box 2345 Below are just a few: Rockville, Maryland 20852 University faculty and professional staff The Clearinghouse is an information service University and community libraries of the National Institute on Alcohol Abuse Student health and counseling centers and Alcoholism (NIAAA). itisa central Local alcoholism and alcohol abuse organiza- point where alcohol information is gathered tions from worldwide sources books, journals, Local drug information centers newsletters, abstracts, conference State alcohol agency proceedings and disseminatedinappro- Ineach Statethereisan alcoholism or priate forms. These include: notification of

20 3 3 recent publications, a monthly newsletter, a New York, New York 10010 quarterly magazine, books, pamphlets, post- o Council of State and Territorial Alcoholism ers,responses to technicalrequests, and Authorities replies to all personal inquiries. 1101 15th Street, N.W., Suite .205 NationalCenterforAlcoholEduc tion Washington, D.C. 20005 (NCAE) Rutgers Center of Alcohol Studies 1601 North Kent Street Smithers Hall Arlington, Virginia 22209 Rutgers University Do It Now Foundation New Brunswick, New Jersey 08903 National Media Center The Alcoholism Report P.O. Box 5115 JSL Reports Phoenix, Arizone 85015 1120 National Press Building The Do It Now Foundation has some pam- Washington, D.C. 20045 phlets relating to alcohol and nutrition and The Alcoholism Report is a newsletter which poly-drug-abuse-that-ace unique.... is Alublished bi:monthly forprofessionals in The United States Jaycees thefieldof alcoholism.Itcontainsup- "Operation Threshold" to-dateinformation inregard to what is Box 7 occurringatthenationallevel(alcohol Tulsa, Oklahoma 74102 organization activities, Federal policy The Jaycees have developed some excellent changes, legislation, etc.). alcohol education/prevention materials. o Addiction Research Foundation Information in regard to these, as well as 33 Russell Street potentialprogrammatic support,can be Toronto 179, Ontario, Canada gotten from local and State Jaycees offices; Additibnal Materials or write to the above address. Films O National Council on Alcoholism (NCA) 2 Park Avenue A selective list of films relating to alcohol New York, New York 10016 use and abuse is found in the appendix on The Student Association for the Study of page 107. Many films are available for rental, Hallucinogens, Inc. (STASH) and some for free loan. A more complete 118 South Bedfore Street catalog of films, Audiovisual Materials on Madison, Wisconsin 53703 Alcohol and Alcoholism, is available from U.S. Department of Transportation the National Clearinghouse for Alcohol In- National Highway Traffic Safety Adminis ra- formation. tion Radio and TV Commercials (spots) Washington, D.C. 20590 Limited copies of radio spots and scripts, Alcoholics Anonymous and/or TV spots,are available from the P.O. Box 459 National Highway Traffic Safety Administra- Grand Central Station New York, New York 10017 tion of the U.S. Department of Alcohol and Drug Problems Association of Transportation, Washington, D.C., and from North America (ADPA) the Clearinghouse. These are often an excel- 1101 15th Street, N.W., Suite 204 lent means of publicizing a local program Washington, D.C. 20005 since a logo can be added at the end of thc An especially valuable item available from . . spots. ADPA is the Guide To Alcohol and Drug Financial Resources Problem Informational Resources: United States, Canada, and Mexico. This document The funds available at the State and Federal level gives brief descriptions of what over 100 for alcohol programing are quite limited. This is not differentorganizations,agencies, andin- necessarily to say that the availability of Federal and dustry sources have to offer in the way of State funds should not be explored, but rather that information. Also, ADPA puts out annually we should not allow the viability of our program or a list of current summer schools and the strategy to depend on these monies. We should dates they will be held. remember that more local sources of funding do All-Anon Family Group Headquarters exist, and that finding these sources requires inven- P.O. Box 182 tiveness and initiative. Furthermore, many strategies Madison Square Station can beimplementedthroughexistingprojects,

21 agencies, or departments, so additional funding may anything. A few potential local contacts are not be needed. listed below. Developing a Grant Proposal The Importance of Time But suppose we do decide that we want to Time is one type of resource that shouldn't be forgotten in this context. Time is money. submit a grant proposal to the State Govern- So if we're going out looking for contri- ment,theFederal Government, a foun- butions we should keep an eye oper for dation, or an organization, where do we good people who can donate time if not begin? We begin 6 months to a year ago. money. This time could involve help with This is to say if we want substantial funding program development or implementation, it behooves us to plan ahead . (It is important but it could also involve people giving their to investigate and find out what dollars will time for the express purpose of fundraising. be available a year from now rather than 'The latter could take various forms. Faculty, next month). For example if we need money department chairmen, college fundraisers or for July, and we are looking to State funds, e-ven- the-college ptesidera could-help-us-look-- we_ Aould _get _to_ the_ State_ people by for funds, or we could set up a local board September of the year before. For most of directors, or an advisory council, which State budgets, even November of the year would assume the responsibility of seeking before is too late. For Federal funding, a and providing funds for our project. 9-month lead time should probably be anticipated assuming there are Federal funds Inthinking about time, we should not available. neglect a thorough analysis of where our Secondly, a proposal should never be written own time would be spent best. Do we want in a vacuum. The people to whom a proposal to develop a grant proposal for 6 months is be1ng submitted muct be consulted prior and then wait another 6 months to find out toinitiatingthe preparation of a grant whether or riotit's going to be funded? proposal. Itis absolutely essential that we (Keepin mind thatif we seek Federal know where the funding agency people are money, we may get larger dollar amounts, coming from, and that we discover whether but such activitieswillgenerallyrequire or not our ideas do, in fact, fit in with that substantial amounts of our time in preparing agency's ability to put money into that area. grantapplicationsandwaitingforthe Are they interested in what we want to do? Federal Government to act on these re- All proposals should be custom tailored to quests.) Do we want to work on setting up a the funding prospect, emphasizing areas of local advisory council for the program? Or mutual concern. While Federal and State would it be better to simply put our time in governments have formal application forms, on the project itself? most foundations do not. For the latter, o Local Sources proposals should be brief, written reports. Money is raised best when it is requested Any visuals or lengthy description of past personally from the smallest number of activities should be included onlyifre- people, in the shortest period of time, at the quested or if necessary to present the case, least expense. Generally, the further away a and thenonly as addenda.Proposals source gets, the more difficult it is to get generally should include the following: money. 1. Rationale: A clear statement and over- Basically, this means that we should consider viewoftheneedorproblem;for our college or university as the first and best example,theextent of the alcohol source. Most schools have adivision of problemspecificallyrelatedtothe resource development with full-time fund- community and/or target group to be raisers. We should go to these people to see served by our program and of interest to if they can help us and to find out what the prospect. funding sources they are in contact with. 2. Objectives: A precise, realistic statement Beyond this we should look for people, on and/orlisting of what we expect to or off the campus, who have been successful accomplish by our program. Thisis in raising money, and contact these persons becoming increasingly important as a to seeif they can assistus.If they are basis for evaluation and periodic grant convinced that our project is orth their reviews. time if they think what we want to do is a Focus: An indication of whom the good idea they probably will not charge us project will serve, how many, etc.

22 4.Methodology: A step-by-step This is one of the best single documents description of how the activity is to be now available on fundraising; it deals carried out, including timing, location, primarilywithyouth programingin persons or organizations to be involved. general, but is also relevant for alcohol When possible, back up with research funding. Chapter headings include Some and/or reasonsforbelieving these Facts of Life(fundingisessentially methods will be effective. We should be political in nature), Foraging at the Fed, honest about unknowns and limitations. and The Foundation Route. 5.Competence: Evidenceofqualified 3. Warner, Irving, The Art of Fundraising, personnelto carry out the proposed Harper and Row, New York, 1975. activity. This text concentrates on local fund- 6.Evaluation: A procedure for evaluating raising: how to establish a board of or measuring the impact of the grant. directors or advisory council that can 7. Finances: Itemization of all estimated and will effectively raise funds, how to project costs with_ indications of how do the necessary homework prior to each will be covered.If variousre- asking a prospect for funds, and how to sourcesarebeing approached, these implement avarietyoffundraising shduld be indicated. if our project is strategies ranging from art shows to part of an ongoing organization, both pledge campaigns to the development of theannualbudget andtheproject mailing lists for solicitations of monies. should be included. If the program is to 4. Lewis, Marianna, ed., The Foundation be ongoing or duplicated elsewhere, we Directory.The FoundationCenter, should indicate some evidence of the New York, 1975. possibility of funding beyond the term This is an absolutely essential resource if of the proposed grant. Any possibility we are looking for foundation funding. of the proposed grant generating addi- Itis organized by State and includes tional or matching funds also should be information on the objectives, officers shown. and trustees, projects previously funded, Importance: The value of the project to and assets of each foundation. "society,"i.e.,itwillprovide new 5. National Clearinghouse for Alcohol In- knowledge, or demonstrate new formation, Foundation Guide for methods, orserve asacatalystto A kohol Program Planning , 1976. stimulate similar additional or expanded This recent study provides profiles of efforts. We should discuss future pos. numerous foundations which were con- sibilities and/or plans for dissemination. tacted by the Clearinghouse; many of The next step is to submit our proposal. them had had no previous involvement However, both during the proposal develop- in alcohol-related programs. It also dis- ment and at the time of its submission, it is cusses foundation procedures and vital that we keep in touch with the State organizationand suggests waysof alcohol office. identifying andresearchingpotential Publications That Can Help Us foundation prospects. The following are names of some important 6, "Fund Raising Management," published publications that provide many fundraising every other month by Hoke ideas, help identify appropriate sources, and Communications, Inc., 224 7th supply information on how to develop a St., Garden City, N.Y. 11535, for $8 proposal. Most of these can be found in the per year. library; some should probably be purchased. This magazine provides up-to-date infor- of fundraising 1. Human Resources Network. How To mation onavariety Get Money For: Arts and Humanities, campaigns andstrategies.Advertisers Drug and Alcohol Abuse, and Health. include fund development consultant Chilton Book Company, Radnor, Pa., firms, compilers of mailing lists and 1975. publishers of miscellaneous grantsman- chin rnarprilt 2. Adler, Marty, Stalking The Large Green Funding Source Ideas Giant: Advice on Fundraising for Alter- Finally, here are a few specific funding native Social Services. National Youth sources or means; but remember, the im- Alternatives Project, 1830 Connecticut portant thing is to be creative! Ave., N.W., Washington, D.C. 20009.

23 Fundraising activities programsisbeing proposed in many Student fees (such as student health States) fees) 18. Foundations Student governmen t 19. NationalInstitute on Alcohol Abuse "Tax" on campusliquorsales(for and Alcoholism (NIAAA) example, if there is a pub in the student 20. Area Alcohol Education and Training union, a portion of its profits could go Program (AAETP). The address of the towardpreventionprojects orim- four regional offices and a description provingthe environment of the pub ofthisprogram canbefound on itself). page 129. 5. University departments 21. Drug Enforcement Association 6. Campus ministries 22. Department of Transportation, National 7. U.S. Jaycees or other local service clubs Highway Traffic Safety Administration. Local pledge campaign Also check with local Alcohol Safety 9._ Fra_tarnities.and.sororWes... Alcohol Programs .(ASAP)._ 10. Local hospitals 23. National Institute of Education 11. Local educational districts 24. Office of Education 12. Private fundraising agencies (such as the 25. National Council on Alcoholism (NCA). local United Fund) For those interested in a small amount 13. Alumni associations of money for a public awareness type 14. Industry and business (local, State or program, it might be worth contacting national) NCA. They have a one page (I) grant form 15. National Education Associations (such which can be requested from their New as the American Association for Higher York office (the address is listed under Education) "Basic Information and Ideas") or from 16. State authorities one oftheir regional offices. A 17. Taxes on State and local liquor sales (in wordofcautionthough: NCAis some areas this may not be too feasible, primarily interestedin alcohol issues, buttheideaof earmarking alcohol and the grant program referred to above beverages sales taxes for State alcohol is limited solely to alcohol.

24 Evaluation

When a college administrator asks Us, "How are they, in turn, must justify the way their money is you goir.gto determine your program has been distributed. successful?" we most not dc .;.air lnd decide that we Another reason for evaluation is to gather infor- need to hire consultants to Jcinp complex instru- mation for internal program needs. Lots of time and ments to evaluate our progi aro. Ts chapter can help energy have gone into planning. Evaluation can help us get started on program evaluatiG:.. determine if objectives are being met and if staff, funds, and other resources are being used in the best Why Should the Program Bz Lvaluated? possible way. We may have decided to try several First, external forces such as Cie college admini- different approaches on our campus Finding out strator may demand evaluation. Our project is just which methods had the best results and the least one of many on campus, and we ,ill be called upon expenditure of time and money will help us make to show that the program is needed and that itis needed improvements and changes in the program. doing what we saidit would do. In other words, What Is Evaluation Anyway? evaluation is a tool to help us justify the program's Evaluation has been defined as a process of existence. Information on the program's effectiveness rational decisionmaking.I It allows the program staff is also really important to our func!:ng source since abasis for making desirable program changes and 'Mandell, M.:-Ace. "Purposes of Evaluation for Mental provides factual information for "selling" the pro- Hopkins Health Programs' i.,,ipublishccl material, The lohns gramtoothers. An evaluation consists of data University, Sch(,oir%c Hygiene ar,d Public Health, Mental Hygiene 5,1/23/75). organizedto answer certain questions about the

25 program'spurpose,whatactivitiestheprogram drinking patterns. This objeci-e can then be elab- carried out, and what the results of the activities have orated in more specific terms, such as meeting with been. dormitory residents during the first semester. Ifwe To bemost usefultous andtooutsiders expect to meet 75 percent of them, say so. Then interestedinour work, evaluation should be an count the number of dorm residents who attend the integralpart of program planning, development, meetings and we have data to evaluate part of our implementation, and completion.Ifevaluationis project. We might get a little more complicated and built into the program, gathering the data is routine show a film at some meetings and have a speaker at rather than a mad scramble when we are called upon others, then check which receives a better response. to report the program's progress. The data are also Alsoweshouldn't neglecttojotdownour useful in determining whether we are meeting our observations andfeelings about the groups. That objectives and in adjusting activities as we go along. If oftenproducesvaluableinformationtousein careful records have been maintained, a final report planning. on the experiences of the program can be developed The example issimplebut should get our and shafed with others-trying-similar efforts. In this thinking -started-on objective-wriling: jislreniimbcr regarditis important that we get "baseline" data to include what the program is going to do, how or before our program gets underway; this givesus with whom, and what we consider an acceptable something against which to compare the results of outcome. So our example of one objective for an our project as it progresses. educational campaign could read something like this: The actual form and sophistication of the evalu- To stimulate public discussions about ation will be determined by the nature of the task we alcohol use on campus by holding small are undertaking. If the counseling center wants to group discussions with 75 percent of the develop a multifaceted program that continues over dormitoryresidentsduringthefirst several yearsandhas substantiaifunding,the semester. evaluation design will probably be complex. Infor- The data must then be organized in a form thatcan mationincludedmightbe obtainedbytesting be used for our purposes and potentially could be participants' personality characteristics and attitudes useful to others beginning prevention programson before and after the program or by looking for their campuses. changes in records of campus security, dormitories, We should not overlook resource people onour disciplinaryagents,andmedicalfacilities.Many own campus to help with evaluation. A faculty people will be involved in gathering the data, and a member or graduate student might be looking fora computer might be utilized for analyzing it. On the human service or educational program to work with other hand, if our program is smaller in scope, the in developing his or her own evaluation skills. Also evaluation should reflect what we are trying to do. graduatestudentsneedingthesisordissertation We may only be attempting to stir up interest in the topics,especiallyinthefieldsofpsychology, issue of drinking on campus; in that case, we should counseling, sociology, social work, health, and educa- lookforsignsof a developing awareness of the tion, would be good persons to approach. So check problem, not changes in people's behavior! the possibilities for some help. How Do We Develop a Program Evaluation? What Data Should We Gather? The program objectives must first be stated in The types of information that we can gather have measurable terms. This process of writing under- beencategorized by one group2foruseinthe standable objectives requires careful consideration. programatthe/Universityof Massachusettsat The goalstatement isthe commitment of the Amherst. program to what it is going to try to do. We should be EFFORT WHAT WAS DONE? Effort realistic. A goal of"reducing the negative may include the number of programs held, consequences of alcohol usage and enhancing its pamphlets distributed, or films shown; how pleasures" is admirable and may be our long-range many persons were contactedduring mission,but,forevaluation,less encompassing planning and implementing the projects; or objectives are more useful. For example, as part of how manystudentsandfacultywere our educational campaign, we may. want to stimulate questioned, sampled, etc. Program reports, public discussion about alcohol use on campus for the memos, calendars, etc., should all contain purpose of having people examine their own attitudes information on effort. toward drinking and discovering the community's PROCESS -- HOW WAS IT DONE? Process S. Department of Health, Education and Welfare, considers who was contactedwhen, with National Institute on Alcohol Abuse and Alcoholism, Grant what information, with what results; what 4O45-364O6l, Principal Investigator David P. Kraft, M.D. were the perceptions ofparticipants;

25 desaiptions of methods used; observations other's drinking behavior over a period of about strengths and weaknesses of time. approachesused; or why activities were Data on changes in attendance at morning chosen in terms of goals for the group, time, classes, or on the amount of money spent on and budget considerations. One example for alcohol, could be recorded and aggregated measuring process in small discussion groups for a group of program participants. isa postgroup questionnaire orreaction o Videotape could be used to record human sheet. relations training sessions, and outside raters EFFECT DOES IT WORK? Effect could view the tapes and report changes. includes what changes, if any, occurred in Another source of information might be student group and individual attitudes or behavior logs which could describe, over a period of time, how regarding alcohol. Were the changes the ones the students are using decision-making or other newly that were expected to occur? Were the effort learned skills; Logs could also describe changes in the and process worth thetime and money useof alcohol,behavior atparties, and general spent? Periodic surveys arc useful in many attitude changes. _ _ situations to measure effect. Those programs,aimedatmodifyingthe The evaluation is answering the questions: What environment in which people live and drink in hopes did the program set out to do? What did the program of encouraging responsible use of alcoholic beverages, do? Why was it done? How did it affect the program can measure: participants? What changes did it stimulate in the Changes in school policy on use of alcohol program? When compared with the stated objectives on campus. of the program, this information is what is needed to Decreases in vandalism, drivingwhile judge our successes and failures as well as plan for intoxicated, or other drinking-related arrests. improvements. Dcreases in deaths due to alcohol abuse. I nu eases in the:-,;mherofactivities What Indicators of Success Can We User available as alterrw.".'t....- drinking in bars. Decreases in the nu .dents treated Choosing something measurable to indicate the for alcohol related _.t the college success of our program calls for careful consideration health center. and all our creative thinking. Some projects will be Changesinstudent-initiateaactivity and aimed at individuals, and indicators of success might changes in students' undertaking come from a participant's report of how the project responsibility for planning, cleanup, etc. affected him or her. Some of these indicators might Increases in number of requests for training be: sessions concerning alcohol. For an alcohol education project, increased Decrease in rowdy behavior ina campus awareness of individual drinking patterns pub. For a programstressingalternativesto Theselistsareonly abeginning, and each drinking, a participant might report changes program can choose indicators that they feel measure in grades or career plans, success with a what they are trying to accomplish. We should not newly acquired skill, or changes in give up our ideas simply because evaluation expertise self-concept such as more self-confidence, isnot available. As can be seeninreading this more assertiveness, or decreased tension. Catalog, many prevention strategies are very simple, The program might use observer's reports of changes practicalprojects; andtheevaluationtechniques in an individual's behavior: employed can reflect the same unique approach used o Two or three friends could report on each throughout our project development.

3Collins. Jake (NCALI) and Rasmussen, Betty (Office of Education), Evaluation Workshop,University SO + 12 Seminar, 11/22/75. 4 0

21 a

Intervention and Referral

Development of an alcohol education or pre- not every situation requires the same action. In other vention program on campus wil: '.vitahly lead to words, be ready for the unexpected. inquiries about what to do with tne person who is What if Someone Is Drunk? having problems with alcohol. This section provides some suggestions for handling two alcohol problem Not everyone who is intoxicated needs help, but situations. The firstinvolvesthe person whois some do. If the person smells of alcohol, is unsteady, obviouslydrunk orintoxicated, and the second slurs words and appears sick, it is best to find a bed involves the person who isdeveloping an alcohol for him. If the individualis rowdy and aggressive, problem. In either situation, do not be afraid to seek speak to him or her in a clear, firm manner not further help from professional or medical sources. laughing, ridiculing, or otherwise provoking anger. (See "Who Can Help Us?" for what these resources Before approaching or touching the person, explain might be.) what you intend to do. It is important to reassure the Perhaps the soundest advice regardless of the individual that you are there to help. If it is necessary situation is to keep calm and not to panic. It is almost to physically restrain someone, more than one person always best to take deep breath and clearly think should be involved. If the person passes out and is not throughthesituationbeforeacting.Appearing breathing, which might occur from taking a com- nervous will probably transfer die anxiety. Acting bination of alcohol and other drugs,it may be upset will make it much harder to help the individual. necessarytoperformartificialrespirationwhile A second guideline is that each person iclifferent and waiting for help to arrive.

4 1 What Can We Do to Help a Person With a not be afraid to talk about it or, in the other extreme, Drinking Problem? do not punish, threaten, or preach to the drinker or argue with someone who is drunk. Neitherapproach The question may come up during a presentation is very helpful. Do be a friend and provide concern about alcohol or we may wonder about someone we and support. This does not mean covering up for the know: We suspect he or she is having difficulties with person and thus shielding him or her from theactual alcohol, but is there anything we should look for to consequences of drinking. We should also refuse to support our feelings. Some of the signsbf alcohol ride with the drunk individual who insists on driving. problems are: We should learn about alcohol and the helping Blackouts: A temporary loss of memory in resources available in our area so that if a crisis occurs which the individual cannot remember What we can guide the person to a helping agency.Another he did, said, or where he was while drinking. good idea is to talk over the situation with someone Drinkingbehaviorchanges: Usuallythe we trust an alcohol counselor from a local program, person startsdrinkingmoreoftenor someone from the campus mental health center, a consumes more at one time than usual. clergy member experienced with alcohol Avoidance: The person does not like to talk problems who canhelpusintervene withthe about his or her drinking. drinker and refer him or her to treatment services. (A Chronichangovers:Thatmorningafter set of "Procedures for the Treatment of Employees becomes a habit or the person frequently has Whose Use of AlcoholAffects Their jobPer- an "eye-opener" to relieve the hangover. formance" was recently developed at the University in"What's New?" Theperson hasdifficultystudyingor ofDelaware.Itisdescribed working because of drinking. beginning on page 80.) While these signs may be helpful to identify a If a friend does seek help for a drinking problem, person's alcohol problem, much of what we do our continued encouragement and concern are im- depends on how well we know that individual and the portant. The threat of losing our friendship may have relationship that has been established. Frequently been one of the reasons the drinker decided alcohol friends of the person can be enlisted to assist in was causing difficulties in his or her life, so weshould bringing the individual to help. include the drinker in our activities and show that we If someone close to us does have a problem, do are still interested.

4 2

29 PART TWO PROJECTS: IDEAS AND REALITIES Project Ideas

When an ill of man results from multiple causes, outcome of our drinking patterns, our prohibitionist history, our drinking environments, and our alcohol itisnot sensibletoseeka"magic bullet" approach. Rather, the approach to prevention advertising. Itis a result of all of these things and should delineate its multiple causes and more. Therefore our approach to this problem must thenattempttominimizetheirdestructive be as inclusive and comprehensive as possible. The effects. various aspects of the issue are interrelated, and all need to be dealt with. The strategies in this chapter Morris E. Chafe tz, M.D. are some ways of doing so. Former Director of the National Institute on This chapter is divided into two major sections: NonspecificStrategies. Alcohol Abuse and Alcoholism Specific Strategies and Specific strategies arc those which deal specifically In our society problems related to drinking occur with al,,hol or drinking. Nonspecific strategies have for many and varied reasons. Some maintain that to do with broader aspects of life and do not deal "problem drinking" is only a symptom of an under- specifically with alcohol or drinking. These two basic istrue in some lying personal problem. While this categories are described further at the beginning of cases, it is also a very narrow and simplistic point of view. Alcohol-related destruction involves not only each section. Within each of these two sections the strategies persons with personal problems, but also "normal" (or project ideas) are broken down into two sub- people like us. The damage we incur is a consequence categories: Personal and Environmental. In seeking to of our transportation system, our affluence, our laws, minimize the destructive effects of alcohol abuse we our alienation, and our educational priorities.It is an areattemptingtochangeor modifybehavior. ties tends to slow down the speed with which alcohol Behavior is a function of personality and environment is consumed. If in a given situation drinking is the and their interrelationship. Thus, in attempting to only possible activity, or if itis the activity most modify behavior we have to look to both the personal encouraged, it seems clear that a greater amount of development of an individual and to the environment drinking will occur. This gets into the question of in which he or she is living. attemptingtochangetheculturalmeaningof drinking and trying to make drinking part ofa larger Personal Development context rather than an end in itself. An individual's social skills and strengths, as well The overall environment, orthe community environment, as knowledge; will influence his or her ability to make is equally important. While personal responsible decisions about the use or nonuse of development is involved with strengthening individual alcohol in a variety of situations. A student who feels resources, here we are interestedin strengthening good about himself around others isless likely to community resources. An individual can be extremely abuse alcohol than his peer who does not have this creative, but if there are no outlets for that creativity it is positive self-image. The person who is aware of meaningless. Similarlyathletics can be differences in people's value systems and is clear on encouraged as an alternative activity, but if thereare what is expected of him by his family is less likely to no sports programs or recreational facilities available in be confused by the variety of influences impacting his the communityitwillobviously reduce the drinkingchoices. The individual who has some likelihood of this alternative being used. In short knowledge about the effects of alcohol in his body is there must be opportunity within the community, less likely to be swayed by folk myths surrounding opportunity to grow, to experiment, and to find alcohol or to use alcohol in a way that will interfere fulfillment. Strategies dealing with the environment are also found in this chapter. with meeting his other obligations. A student who has developed various interests and responses to frus- Categorical Overlap A Word of Caution trationisless likely to seek out social situations where the only activity is drinking. All of the above categories are offered as an aide Certainly this perspective suggests a variety of in conceptualizing the programmatic options open to programing efforts that can be aimed at individuals or us. As we plan our overall prevention strategy these groups. One that comes immediately to mind is concepts may serve as a framework for our project educatingparents(andparents-to-be)and em- ideas and will help us to discuss and analyze these phasizing the importance of positive role models. ideas in a more rational manner. However, in some Others would include educating people in regard to cases ihe decision to put a particular project idea the facts about alcohol and how it acts in the body, within a certain categoryalcohol specific or non- providing information on how to consume alcohol in alcohol specific, personal or environmentalis rather ways that minimize its effects, encouraging creativity, arbitrary. This is not so true in deciding if a strategy teaching alternative methods of relaxing, training is alcohol specific or nonalcohol specific, but it is people to be assertive, etc. Many project ideas along often truein decidingif a strategyis principally these lines are explored in this chapter. involved with personal development or the environment. For example, freshmen orientation can be Environmental Change viewedasan educational effort which aidsthe personaldevelopment ofincomingstudents by When we talk about the importance of the providingthemwithfactualinformation about environment we are referring both to the drinking alcohol which thcy can utilize in making decisions environment and the overall living environment. In which relate to drinking. However, freshmen orienta- regard to the former, those of us who drink have tion can also be seen as an introduction to the norms, certainly experienced different reactions to alcohol rules, and regulations of college lifein short, the ondifferentoccasions. ,Variousaspectsofthe broad framework or environment in which they will drinking environmentthe lighting, noise level, avail- be living for the next 4 years. So it can be viewed not ability of food and "mixers," fiiendliness of those only as an introduction to the existing environment we're drinking with, etc,influence the way we but also as a potential vehicle for modifying that consume alcohol and the way in which the alcohol environment. affects us. A relaxed comfortable setting can con- So a word of caution isin order here. These tribute to the leisurely sipping of drinks for example; categories do overlap. Many of the project ideas this minimizes the likelihood of intoxication. On the foundinthischapter cannot be compartmenta . other hand, a more strident setting can result in thc lizedtheyaremuch too broadforthat.The gulping of drinks, which in turn leads to a rapid important thing, again, is that our overall strategy be increase in the blood alcohol level. comprehensive and that itis suited to the college Also, drinking in conjunction with other activi- community where it is to be implemented. 34 SPECIFIC STRATEGIES

Alcohol specific strategies, as noted before, are cational vehicles, to modify their drinking behavior. those which deal directly with alcohol in some sense. They can attempt to change drinking patterns by They are strategies that attempt to influence what we modifying the social environment. Or they can try to drink, if we drink, when we drink, how much we mitigate the destructive consequences of irresponsible drink, where we drink, and even why we drink. They drinking patterns. can take the form of legal sanctions designed to prohibit intoxicationor to prohibit drinking for that In general, alcohol specific strategies accept the matter. They can involve laws which regulate the fact that many people do drink, and that they enjoy alcohol content of beverages. They can attempt to drinking. These strategies concentrate on reducing the persuade people, through the media or other edu- abusive aspects of drinking in our society.

YOUV: NEVER MI5

35 SPECIFIC STRATEGIES-PERSONAL

Alcohol Information Dissemination university library and represents a collaborative effort of thc College of Edu- Alcohol education and information cation (Dr. Paul Leung), theUniversity dissemination are scoffed at by many. "It doesn't do Library (Edith Farrell), and the State. The any good!" they say. And yet, since we live in a spaceforthecenteris provided by the pluralistic democratic society, what is the alternative? library, and the ambience of the center is Our political system is based on the premise that an academic rather than clinical. Students doing informed electorate will, at least most of the time, research or working on papers use the Drug make the proper decision; and that, whatever the Abuse Center regularly. level of failure,it must be tolerated because the The Wisconsin Drug Information Center alternativeauthoritarianismis not acceptable. If we sharesitsfacility with the Campus Assis- raise the issue of other drugs versus alcohol in terms tance Center which answers people's of relative destructive impact on society,it seems questions on such varied subjects as regis-- clear that society does not make its decisions on tration, voting, V.D., Junior Year Abroad, health issues alone. And the point can be argued that, tatoos,housing,pregnancytests,health with our society's experience over the past few years, food,and campus movies! A complete the use of "drug information" to fight drug misuse in description of the Wisconsin Drug Informa- the minds of many has been a failure. But if the drug tion Center is found on page 76. information campaign was in fact a failure, was it because of the use of information per se, or was it Media because the information was biased, exaggerated, and Media disseminationefforts often play a even false? On the other hand, our society has chosen support role, but they can also be projects to use the drug alcohol, and in the final analysis every themselvesand can facilitate the acceptance individual has to make his or her own private decision of a later project initiative. A full discussion in regard to alcohol use, level of use, and non-use. It of mediatoolsandstrategyis found is our responsibility to give people accurate infor- beginning on page 17. mation on which to base that decision. Advertisements Too often liquor, wine, and beer industry Information Centers advertisingis something less than respon- The most common format is a Drug Infor- sible, and we can combat this with counter- mation Center.Isthere already onein ads or by contacting or,in some cases, existence on our campus? Do they have pressuring the industry. Recently, staff at information on alcohol? Are they aware that California PolytechnicState University the most used and abused drug by faris succeeded in getting a brewer to modify alcohol? advertisements which supported "the use of There are a variety of ways and locales in alcohol as a solution to problems." On the which an information center can be set up. other hand, one well-known liquor company The main thing to keep in mind is that there has put out ads which state that alcohol should bc easy access to the material and should be used for celebrating solutions and that there should be no stigma involved in not for avoiding problems. the acquiring of alcohol information. Two Posters and pamphlets good examples of this are the centers at the Someofthebestandmostcreative University of Wisconsin and the University brochures and pamphlets directed at college of Arizona. student audiences have been developed on Arizona's drug center is loca ed in the main the campus. A simple but excellent two-page

4 7 flyer, found on page 101, was done at the An excellent symposium was recently held at University of Texas at Austin. It attempts to Florida Technological University. It was sponsored by answer a very difficult question: "What is theDivision of Student Affairs,the Division of responsible drinking?" UniversityPersonnelServices,andtheStudent There truly is a need for better and more Government. "Alcohol--ASymposium on the positiv,osters (i.e., ones that don't just say Pleasures and Problems" ran over a 4-day period and "don't drink"). A poster deveLoped by a included a number of interesting speeches and films. m ior i ty de mons tration project in The program, which is shown on page 71, was a very Philadelphia is reproduced on page 98. Its attractive one; and yet the attendance was poor. Why? theme is not negative and can perhaps give It's difficult to say. It appears that where alcohol or us some ideas. drinking isthe sole topic and where attendance is Open House/Displays totally voluntary, students tend to shy away. Those These one-shotkinds of effortscan be who do show up often have or have had serious useful, and they allow for a lot of creativity. drinking problems. An open house can bc used to demonstrate One suspects that if the film Cat On a Hot Tin the responsible serving of alcoholic beverages. Roof or Lady Sings The Blues had been shown as an Be sure such a demonstration is legal on your isolated event, rather than as part of an alcoholism campus beforeattemptingthis!Another symposium, the attendance would have been much approach would beto experiment with better: All of thisis not to say that we shouldn't social functions where alcohol is not served. consider the symposium format, but that perhaps the Recently an alcohol use and abuse exhibit focus should bc expanded or that new methods was designed and operated by students in should be tried to guarantee better attendance by the theAlcoholismNursing Program atthe general student body. University of Washington. This was done in conjunction with a Health Services Open Film Festivals House, and the student reaction was quite Many of the preceding comments also apply to favorable. The exhibit, entitled "Haunted by film festivals. This type of project format has not Spirits?" was set up with the support of been tried too often, and of course there aren't too Joan Baker of the School of Nursing and many good alcohol films directed at the university emphasized the belief that alcohol plays a community. But with the development of better significant role in physical and emotional films, perhaps on your own campus, it should have a health. Factual, objective information was lot of potential. A listing of some films that might be presented, and visitors were encouraged to useful begins on page 107. examine and clarify their own attitudes in regard to drinking. Those departing went by a comment box which allowed for direct Speakers' Bureau feedback about the exhibit. A map of the Getting people to speak is not that difficult, but exhibit can be found on page 75. establishing a well-run, well-known, and broad-based speakers' bureau is something else again. It can be a Alcohol Awareness Campaigns or Days very effective educational strategy for us todevelop. An awareness week or day typically involves The first step is to get commitments to speak from a setting up a booth in a high traffic area; the entrance good cross section of the community and to be sure tothe main library orthe student unionis an that we have people who can address the different excellent location. Pamphlets and brochures can be aspects of theissue (the pharmacological effects, passed out and questions answered. At the University community services, the legal system, youth per- of Rhode Island a booth was set up by a health spectives, cultural comparisons, etc.). The second step educator from Health Services. At Arizona an aware- is P.R. and publicity. ness campaign was coordinated with the statewide awareness week, andthe booth was staffed by Drug Analysis Centers University Studies studentsfromthe AleOhol While analysis centers relate mainly to drugs Program. other than liquor, they can nevertheless provide a Obviously an awareness campaign can include If a some of the other projects discussed in this section. servicein regard to alcoholic beverages too. student wants to know the alcohol content of the Symposia beer he is drinking, or wants to confirm that a certain A symposium is a series of speakers or presenta- liquor is in fact ethyl alcohol of a drinkable proof, tions addressing a particular topic. If that topic is there should bc a place where this information can be alcohol alone, it may not he appealing. gained.

4 8 Role Modeling course, or "I'm on a diet"; or "I don't feel well." The simplest, and yet most difficult, strategy is Her students then have to write a paper on their role modeling. It really is no more than setting a good reactions and those of the other people at the party examplea model which can be followed. In some tothis"deviant behavior." Some of the papers written have been extremely interesting. Apparently respects there is no project more effective than role modeling since we learn behavior from each other. the major thing discovered by the participants is just And young people, including college students, are how difficultitisto abstain; the pressures, both very impressionable. They do model their behavior directandindirect,put on them todrink are after people they look up to: upperclassmen, teaching tremendous. They learned that people tend to feel assistants, professors, etc. Thus it is vital that we all uncomfortable when someone around themisn't do tryto practice what we preach. This doesn't drinking. Professor Owens feels that persons forced to necessarily mean that we don't drink, but it does go through such an exercise will be more sensitive to mean that we don't push drinks at parties, that we the rights of those who do wish to abstain. don't drive after drinking heavily, and that we do Seminars show concern for someone who has drunk too much. In a very real sense, role modeling is the most Seminars and summer schools which focus on drug individual of strategies but it also can be promulgated and alcohol problems are relatively common. These in workshops, training sessions, etc. sessions usually last 1 to 2 weeks, and often represent a collaborative effort between the college, the commu- Academic Courses nity, and the State. They tend to be directed at A primary strategy that we should consider is professionals in the field, though, and the emphasis is .one which takes a look at how and if alcohol issues on treatment and rehabilitation. Nevertheless, they are dealt with in various disciplines on our campus. represent excellent educational vehicles, and we should One does not haveto getintoaphilosophical encourage the development of seminars that are open discussion about the role of the university to make to the general student body and/or which deal with thepointthata courseincontemporarysocial primary prevention more fully. A brief description of a seminar held at the problems should cover alcoholabuse, orthat a management course should touch on methods of Universityof South Carolinacan be found on handling employees who have drinking problems. We page 69. This seminar was open to both under- do not want to suggest necessarily that there should graduate and graduate students and discussed drug and be a course devoted solely to alcohol use and abuse, alcohol problems in the community. but it is apparent that our number one drug problem Individual Research is too often neglected. This is a very delicate area, and we do not want to make demands on departments Very little research has been done in the area of and professors; rather, by involving faculty in our primary prevention. Even less has been done in looking activities, meeting with department heads, and publi. at how modifications of the social environment can cizing academicapproacheswhich have been alter drinking patterns and/or reduce alcohol-related is undertaken on other campuses, and we can havea destruction. This a gold mine interms of its real influence. investigatory possibilities. Are there viable alternatives Drinking is involved in so many aspects of life to drinking? TM? Music? Painting? What is the effect of that it is difficult to think of a subject where it could drinking regulations and laws? What differentiates the not be covered in some way. However, the following abstainer orlightsocialdrinker from the heavy departments and schools are those where alcohol drinker? Does the shape of the bar (the counter) or research and evaluation have generally taken place: lighting in a drinking establishment have any influence Health, Physical Education, and Recreation, on the level of conversation and drinking going on? Psychology,Sociology,SocialWork,Education, These are just a few of the issues that need to be Business, Law, Medicine, Nursing, Public Health, and explored. Certainly a comprehensive prevention strat- Pharmacy.Courseoutlines and descriptionsare egy should make us look at how research in this area' provided on pages 91 to 94. They represent some can be encouraged on our campus. possible approaches to the subject, A very interesting class project has been tried at Workshops Focusing on Drinking Attitudes the University of Wisconsin in the School of Social Workshops are an excellent format for getting Work.ProfessorEvelyn Owens givesthesocial people to examine their attitudes in regard to drinking drinkers in her class the following assignment: They and nondrinking. The important point here is that with have to go to a drinking party of some kind and awareness of our attitudes toward drinking we can conspicuously not drink. They are prohibited from hope fora clearer understanding of our drinking offering explanations such as:"It's required for a behavior and possibly modification if necessary.

4 9 The use of the workshop as a strategy tool is for constructive intervention by on peers. discussed on page 16. Studen t Speakers/Volunteer Groups Small Group Educational Programs On many campuses there already exist volunteer or service groups. We need to try to get Rap sessions can be used in a variety of situations these persons involved in prevention activi- and with different types of individuals. Perhaps a ties. College students tend to have much faculty member would like to take part in a rap credibility among younger high school and session with students. junior high students and would be ideal Do there already exist "free university" or extra people to discuss alcohol abuse and use with curricular courses on our campus? If so, can we get teenagers. Possibly a student speakers' bureau alcoholintroduced as one of the subjects to be could be set up, utilizing a screening process covered? Or is there already a related minicourse that for selecting speakers. discusses drinking? For example the Union at the University of Wisconsin has a "Bartending at Home" Breathalyzer Campaign min icourse. Peer Counseling/Peer Alcohol Educators As Dr. Joel Fort has written: "Breath analysis is Clearlythetraining andutilizationof peer absurdly simple; one merely breathes into a tube." counselors and peer alcohol educators can be a crucial Breathalyzers are not expensive and can be easily part of any comprehensive program aimed at lessening mass-produced. Certainlyifeverydrinking estab- alcohol abuse. These are steps which, by definition, lishment had a breathalyzer it would be an excellent offer more than lip service to the concept of student use of "specific" biofeedback.' Perhaps it could be participation. provided like a pay phone or a pinball machine, and Peer counselors and alcohol educators are not cost little to use. Of course, there would be those limited to the "dorms"; they can, in fact, serve the who would try to see how high they could raise their entire campus. The University of Massachusetts has blood alcohol concentration (BAC), but for most developed a training program for both peer counselors peopleitwouldprovide arealserviceanda and peer alcohol educators; they are described fully in protection.Plus,itwould beinstructionaland the appendix beginning on page 86 and page 89. provide feedback which could lead them to modify their drinking habits. Volunteer Projects On a more limited level a breathalyzer can be used Student Detoxification Teams to educate and collect dataperhaps in conjunction Such teams could be created in the commu- with an awareness week or survey. Some time ago an nity, on the campus, or within a living unit, to imaginative student at Kent State University, Joseph take care of individuals who have become DiFeo, took a breathalyzer into some student bars and intoxicated. Such a team would present an did some interesting research. His data, rough as it is, is option to the local police. It also would allow reproduced on page 77...

5 0 See page 48.

39 SPECIFIC STRATEGIES ENVIRONMENTAL

Changing the Cultural Meaning of Drinking realistic dialog needed to achieve responsible drinking norms and to remove the ambiguity which surrounds As we discussed earlier, too often drinking is alcohol in the United States. This is not to say that viewed as a means of problem solving; too often it is the everyone should drink; indeed, pleasure for many does prime focus of our leisure time activities; and too often not involve the use of alcoholic beverages. But, for the getting drunk is the very reason we drink. What we majority of students who drink at least occasionally, must attempt to doismodify these destructive alcohol can be used pleasurably and relatively safely. tendencies by encouraging attitudes and behavior This section is devoted to enhancing those pleasures. which are more positive and responsible. In other What is pleasure? A gratification of the senses, a words, one way of increasing the level of responsible feeling of pleasantness, an agreeable sensationthese drinking is to encourage the use of alcohol as an adjunct are some of the common definitions. Let us state at the to other activities. One method of doing this is by beginning that there are many sources of pleasure in permitting drinking in recreational settings. Suppose life, and that a dependence on one to the exclusion of we recommend that beer be allowed, on an experi- all the rest is not only unhealthy but also rather boring mental basis, in the student bowling alley or pool room. and usually less pleasurable. Furthermore, when the It is, at the least, very difficult for beer to be the prime pleasure source tends to become an end in itself rather focus when you are engaged in a competitive game. than contributing to other aspects of one's life, such as Another variation of this strategy has been tried at friendship, creativeness, productivity, sexual fulfill- the University of Florida where theme nights or dinners ment, etc., it actually diminishes the overall pleasure have been introduced during which beer is just one of and the quality of life. This applies not only to the beverages served. In this context the theme activity drinkingbut to eating, meditation, sex, sports, or or the dinner remains the focal point. whatever pleasure turns us on. Transportation for Off-Campus Drinking Generally speaking, pleasurable drinking means moderate drinking. But here we get into problems of Students should not have to drive their cars to be definition. What is moderate drinking? Heavy drinkable to drink. Yet in many areas, and for different ing? Drinking to get high? Drinking to get drunk? reasons, they do have to. One of the best responses to Certainly thereis nothing pleasurable about being this problem took place at the University of Notre completely intoxicated; unable or hardly able to walk, Dame. Notre Dame is located in Indiana where the unable to converse coherently with friends, senses minimum drinking age is 21. Knowing that students dulled, blacked out, unable to perform sexually. In would be driving up to Michigan where the drinking age fact, some students who say they are drinking to get is 18, the student government set up a commuter bus drunk imbibe a variety of liquids beforehand so that service so that private automobiles would not have to they don't get drunk. They recognize that they do be used, This project (which is described on page 77) not really want to get drunk and realize that being is an excellent example of a prevention strategy which drunk is neither pleasurable nor responsible. does absolutely nothing to change the way people With the above considerations in mind, let's look drink, but which has a direct impact in reducing at some ideas for making drinking more pleasurable, alcohol-related destruction, more responsible, and safer. Pleasure Enhancement Ideas Students drink, as do most people, because they Importance of the Setting enjoy drinking. To deny that there are pleasurable Ideally alcoholis sipped slowly, consumed aspects to drinking is not only hypocritical for the with food, and partaken in the company of majority of us who do drink, bot it also impedes the others in a relaxed, comfortable environment.

40 Kingsley Amis, in his book On Drink2 writes: we're having a large party and serving a variety "The human race has not devised any way of of alcoholic and nonalcoholic beverages, we dissolving barriers, getting to know the other should consider the following: chap fast, breaking the ice, that is one-tenth as High protein edibles are especially good handy and efficient as letting you and the because they stay in the stomach longer. other chap, or chaps, cease to be totally sober A few relatively inexpensive snack sug- at about the same rate in agreeable surround- gestions are cheese and crackers; Swedish ings." (It should be added that many people meatballs; hard-boiled, pickled, or devil- are able to cease being "sober" without using ed eggs; cheese fondue; ham or sausage alcohbl). Perhaps the epitome of disagreeable biscuits; broiled chicken livers; cheese drinking surroundings is the cocktail party pizza; and bite-size cold cuts. If we have a where drinkingisusually done standing, little more to spend, sliced turkey and where alcoholic beverages are gulped rapidly beef are good, as are shrimp and crab with the barest minimum of food, where meat with a dip. Another possibility is a people do not listen to each other, and where tray 4-,f crisp vegetables such as carrots, the only objective is to drink and get drunk. celery, cauliflower, and radishes with a To truly engender the pleasurable responses protein dip such as cream cheese or sour of relaxation and socialization that alcohol cream. (A few simple party food recipes can provide, we should encourage a safer are found on page 118.) drinking atmospherewhether we're talking Suppose we're just serving beer. Well, about a bar, a home, a party, or a pubwhich anyone from Wisconsin will tell you that includes the following: bratwurst goes with beer, but if we can't 1. The atmosphere should be relaxing, i.e., find any "brats," then the plain old people should be greeted and spoken to, American hot dog will doand what's a and if appropriate, introduced to other more universally liked or less expensive people; they should be able to sit down, food? J ust Make su-rel-ot mustard and or at least the room should not be overly onions are available; the latter may not crowded. help the socialization process, but there 2. There should be no pressure to take or is always some risk no matter what you order a drink; nonalcoholic beverages serve! Kingsley Amis also feels that beer should be available. goes well with eggs and bacon, eggs and 3. The room should not be so dark that chips, baked beans, sausages, and curry. people can't see where they're walking or Other basic and simple things that i well what they're eating and drinking!I t with beer are hamburgers, fried chit., should not be so bright as to be glaring barbecue sandwiches; tacos, and "soul and uncomfortable. food." 4. Admittedly people have different tastes On the other hand, if our tastes run to in music, but hopefully the volume level wine, we have some other options. will at least not inhibit socialization. Spaghetti and garlic bread, or pizza, go 5.There should be varied and ample food great with Chianti. And, or course, a available; this doesn't mean that one has variety of natural cheeses go well with a to serve expensive food, but it does mean variety of wines. White dinner wines serving more than a bowl of potato chips. (Chablis, Rhine Wine, Sauterne, etc.) 6.There shouldbe activitiesgoing on bring out the best in chicken, seafood, besides drinking; minimally this means and other light meats. Red dinner wines real conversation (i.e., communication), (Burgundy, Claret, Chianti,- etc.) go ad- but it also could mean dancing, games, mirably withheartier foods suchas and (in the case of a picnic or somebody steaks, chops, roasts, and stews. Virtually with a big yard) sports. any food goes well with Rosa wines and What Food With What Drinks? sparkling wines (Champagne, Sparkling Serving food with drinks is not only more Burgu ndy, Cold Duck, etc.) sensible (in that it can slow the rate at which For more on wine, see the following the body absorbs alcohol and thus help avoid section. drunkenness), but it also truly enhances the Wine Courses pleasure of both the drinks and the food. If According to the Wine Institute, over 200 2Amls, Kingsley, On Drink, New York: Harcourt Brace ; campuses now havewineappreciation lovanovich Inc., 1973, page 12. courses, and as many as 600 schools have wine 41 52 studies of some sort going on. Certainly a wine nonalcoholic beverages. Some people, for appreciation course can add a positiveand a variety of reasons, do not wish to drink responsiblenote to any prevention strategy on all occasions (maybe there's a final we might try. A "wine tasting" can be used as exam tomorrow), and a person'should be a fundraising activity as well as demonstrating able to get a soft drink without a lot of a responsible use of alcohol. hassle. The Wine Institute, whose address can be 5. Food is vital. found on page 129, offersa variety of The nonalcoholic beverages should not materials such as "Teaching the Introductory be so "blah" as to turn off all but the Coursein Wine Appreciation," "Wine in strictestof abstainers. A couple of Home Economics," and "The Proper Use of counter-cocktail ideas (i.e.,without Wine." The latter maintains that "almost any alcohol) are found On page 119. program in wine appreciation will also be a Unless our party is somewhat formal, the course in the responsible use of wine. When guestswillprobably mix their own information is offered on the sensory plea- drinks. Happily this precludes the possi- sures of wine, on the taste harmonies it bility of our pushing drinks on people produces in combination with other foods, on who don't want to drink, but it also the color, bouquet, aroma, and pleasures of makes it incumbent on us to have several slowly savoring wine, this information is sure jiggers at the bar so that guests can to promote the safe, responsible use for which measureexactly how much alcohol the beverage is intended." It also stressed that they're putting in their drinks. drinking is a matter of personal choice, and If we're going to serve an alcoholic that "wine should not be urged on those who punch, we should make it with a non- choose not to drink it." carbonated base. Alcohol is absorbed by Finally, on page 95, thereis a description the body much faster when combined of a "Wine n' Dine Program" (provided by the with a carbonated mixer such as ginger Wine Institute) which was initiated at the ale. Fruit juice or tea is a preferable base University of Northern Iowa. This appears to for party punches; one recipe can be be another kind of positive project that we found on page 119. could get going. We should be sure that noncarbonated Cooking With Wine and Beer mixers (such as plain water) are readily Related to the above is the art of cooking with available at the bar. wine and beer. Certainly this is a responsible 10. A really good party centers on good and pleasure enhancing use of alcohol, and conversation, good music, and people one suspects that a course teaching how to interacting and enjoying one another's cook with wine and beer, or perhaps a French company. Fostering this interactionis cooking class, would meet with great accept- part of our job as hosts.If we see ance on campus. someone alone, especially a person who is Just to give us some ideas, a few recipes are drinking too much, we should engage him included in the appendix on page 120. or her in conversation and try to get him Entertaining and Serving Etiquette or her involved with the group. Besides the suggestions offered in the above 11. We should stop serving alcohol about an section on the "Importance of the Setting" hour before the party is to end. Sure, a the following guidelines can make our social few people might get upset, but, by occasions more pleasurable,proper,and offering food or nonalcoholic beverages responsibleforbothourselvesand our (such as coffee) during the last hour, we guests. arc giving the guests extra time for their 1. Don't make "booze" the primary attrac- bodies to absorb the alcohol they have tion of the party. If all we have to offer consumed. In turn they will be less likely our guests are drinks, then it doesn't say to have a hangover the next day; and, for much for us or our party. those driving home, it will be safer with a 2. Try to make people "feel at home." This lower alcohol content in their blood. does not require that we immediately put 12.If we really care about the people we have a drink in someone's hand. invited to our party, we must concern 3. Encourage activities other than ourselves with how they get home. This is drinkinggames, music, talking, eating. especially true for those that have had 4. Give equal time to both alcoholic and too much to drinktoo much of the

42 alcohol we provided them. If one of our at California Polytechnic State University for guests is intoxicated, we should ur freshmen is found on page 99. person to stay overnight, or call a L Credit take the person home. It may sound Another possibilityistooffer incoming drastic, but in extreme cmes we should students drinking information (as well as take or hide the keys from a person who other related information) via a one or two has been drinking excessively. It is not credit course open to lowerclassmen. The only the drinker's life that is in danger, chance to earn credit would certainly increase but also the lives of others on the road. the orientation's appeal to students. At the 13. Finally, keep in mind that when we and present time a graduate student named Arch our guest wake up the next day without Moore is attempting to get such a course a bad hangover and remembering that initiated at North Dakota University. we had a good time, ate some good food,and,yes,drank some good Student Handbooks drinksthen we can be sure that we This is another very basic_information item, and were serving alcohol in a truly proper one which usually achieves a high circulation. Some- and pleasure-enhancing fashion. times alcohol information is included in the general Fresh en Orientation student handbook which describes student activities, As mentionedearlier,thereare tremendous student housing, academic policies, etc. However, pressures to drink on the campus and some drinking when it is, it usually is limited to a statement of the practices are less than responsible and constructive. university regulations. For example, the University of Vermont handbook contains the following: More than anyone else, the entering freshmanis susceptible to these pressures. This, of course, is not to say that he or she has not experimented with CONSUMPTION OF ALCOHOLIC BEVERAGES alcohol before, but rather that the desire to belong WITHIN STUDENT ROOMS INUNIVERSITY and be accepted is so strong for a new student that RESIDENCE UNITS IS A PRIVILEGE ACCORDED ANY STUDENT WHO IS 18 YEARS OF AGE OR responsibledecisionmaking may not occur,and alternatives may not be considered. Some lower- OLDER. classmenthinkthey haveto get drunk every Permission for use weekend. of alcoholic beverages at The purpose of the freshmen orientation in University student social functions may be arranged on request to the Office of the Dean of Students so relation to drinking should be to communicate relevant long as the following stipulations shall be observed: administration policies, to give incoming students solid information about alcohol and drinking practices on 1. No alcoholic beverages may be possessed or the campus and to make them aware that there exists a consumed at any sponsored event open to variety of options from which they can choose._The the public, at any all University event, or on drinking information we provide does not have to be a Universitypropertyexceptinresidence series of negatives; we can view our role as providing units. them a real positive service. For example, are there 2. No student under 18 years of age shall places where drinks arc sold that a female can safely possess, use or be served alcoholic beverages; person whodeliberatelyor enter without an escort? Where is the best food? andany knowingly facilitates violation of this regu- Non-Credit lation by minors shall be held accountable Freshmen orientation sessions generally are for disciplinary action. held during registration and tendtobe Itis desirable that the university policy in regard to informal..However, in attempting to convince drinking be spelled out in the handbook, and if this is the administration that drinking information not the case at our school, it is a situation which should be furnished during these sessions, we requires our attention (see below). But it would even should not ignore other possibilities. We could be betterifinformation and/or guidelines were pass out leaflets during registration activities included with the policy, or undeT student activities. (and probably get to a lot of students who To the credit of the University of Vermont, it should would pass upthe voluntary orientation be pointed out that they do have a section in their activities); or we could try to get drinking handbook which describes bars and restaurants in the information published in the special orienta- community and indicates whether they are inexpen- tion issue of the student newspaper. sive (I), moderate (M), or expensive (E). A pamphlet developed by Michael A. Looney Another kind of handbook where alcohol infor-

43 5 4 mation can be included is that for a student health concentratingon drinkingbehavior. It service or the counseling center. A very excellent drug should not be impossible to get some agree- handbookwasdevelopedattheUniversityof ment on what kinds of drinking behaviors Michiganby the Drug InformationProject. The are appropriate or acceptable, and which introduction to this handbook, along with the section onesarenot,withinlivingunits.And on alcohol, is found on page 103. certainly any success in this area can give us hopethat asocietalconcensuscan be Drinking Policies and Regulations achieved given time and effort. There i5 This is a very touchy and difficult project area, program along these lines at Moorhead State and yet one which can be important. We first have to University in Minnesota which has had some consider what the policies are (assuming there are success.Itisbased on the occupational any), and whether they are known and enforced. Model and is described on page 63. Often the university policy is a reflection of the State Fraternity/Sorority Projects laws, and before we start pushing the administration Greeks are often thought of, correctly or to make changes, we should be sure that it is within not,in terms of their drinking traditions, its power to do so. However, where contradictory and and thus they represent a population that questionable policies do exist, we should encourage may not be very open to discussion about their modification or elimination. theirdrinkingbehavior.However,even Another possibility isto develop regulations, among Greeks some houses have a with the administration approval, which focus on reputationfor irresponsible drinking; and drinking behavior rather than the drinking per se. many people are less than enthusiastic about Often this can be tied in with existing policies relating spending every Saturday night in a fraternity to gudent conduct. Obviously, student participation basement with two inches of beer on the in the development of these regulations is vital, and floor. These two circumstances should con- what we are really after are not negative regulations, vince us that there are project possibilities in but agreed upon behavioral norms. sororitiesandfraternities,andthatthe Living Unit Programs development of behavioral standards is not impossible. Training/Alcohol Education for Living Unit Ithas been suggested that something as Staff simple as posting "Rules of the House- in By living unit staff we mean resident hall each Greek house would be a good way to directors, resident assistants (R.A.'s), peer get people to think about drinking behavior, counselors, etc. We also mean anyone who and at the same time it could help deter would perform similar functions in fratern- property damage. ities and sororities. These are people who have to deal on a day-to-day basis with the Alcohol Use and Abuse Surveys use and abuse of alcohol. During the initial training or ohentation sessions in September A drinking survey is a valuable device to get a (or whenever) we could encourage the in- better understanding of the issue, to help resolve our corporation of a module into the program. priorities, and to get publicity and support. Basically such a program should give factual An example of a good alcohol use survey that information and some tentative guidelines was done recently at California Polytechnic State Universityis found in the appendix, beginning on abouthowtoapproachdrinkingand It was conducted on the San Luis Obispo drinking problems in the dorms. (A 2-hour page 59. module is part of the program at Indiana campus by Leo W. Pinard, Ph.D., with the assistance of health educator Michael A. Looney. The survey University; see page 64.) was an attempt to "identify where, when, why, what, Drinking Behavior Standards and how much certain groups and populations drink We have previously discussed the need to in an attempt to identify those specific groups which develop a societal consensus in regard to willhurt themselves or others by their drinking."' drinking and drinking behavior. To approach Another questionnaire, developed by Dr. Ruth Engs the. issue in isolated terms of how much one of Indiana University,is reproduced on page 66. should drink, or whether one should drink at all, tends to be counter-productive because Student Jobs there are so many variables relating to the One project that might be tried relates to student ,idividual, the place, the circumsLnces, etc. jobs, work-study programs, etc. Isn't it possible to get 41e can avoid these problems and develop a the administration and the faculty to allocate some of more constructive dialog with students by these jobs to prevention efforts and research? With so

44 many students complaining about make-work,it does not open until 4 p.m. shouldn't be hard for us to get son-ie jobs diverted to o Effortsshouldbe madetoinsurethat more constructive and meaningful tasks. drinking per se is not the principal or only Serving Alcohol on Campus activityoccurring; minimallythis means peoplearealsoeating and talking,but Assuming alcohol beverages are not already sold ideally it also means they're dancing, playing on campus, this is clearly one of the most popular poolorpinball,reading the newspaper, project ventures we could initiate popular at least drinking coffee, or even studying. from the point of view of most students. Twoextremely different,but responsible, A recent survey by the Licensed Beverage In- drinking environments are represented by the Senior dustries of 429 colleges (approximately one-fifth of ClubattheUniversity of Notre Dame and the those in the Nation) found that 102 had a place on Rathskellerat theUniversityofWisconsinat campus where students can drink. This is a trend Madison. which will probably continue due to the fact that it is The "Ratin a lot of respects looks like a large now legal to drink at least 3.2 beer at 18 years of age open cafeteria. At the end of a long food line, along in 30 States, and at 19 in 7 more States. (In 20 States with soft drinks and coffee, are a couple of beer taps. thelegal age for the purchase and consumption This is the student meeting place on campus. Itis of all alcoholic beverages is 18). frequented from early Morning until late at night. First,it should be emphasized that there is oo Students study there, read the newspaper, talk, argue, one best way, place, time, or environment- to serve sit out on the terrace, and some even drink beer. No beer and wine on campus. (At most schools, beer big deal is made of beer. It's just another beverage. and/or wine are the only alcoholic beverages sold). Can you get a beer with your breakfast? Sure, but This is because there arc so many factors involved and just as students tend not to order cola at 9a.m., it is because varying formats have seemed to work at as unusual for someone to order a beer that early. different schools. Second, the overall impact of the And the only unruly behavior that has ever occurred drinkingenvironmentondrinkingpatterns and in the "Rat" has had to do with student activism,not behavior is a subject which requires further investi- with student drinking. gation and analysis. Colleges which are considering The Senior Club at Notre Dame is a completely establishment of drinking places on campus should different environment and shows what can poten- view this as an opportunity to experiment with more tially be done in a State where the minimum drinking responsibledrinking environments.Itshouldbe ageis21. Certainly drinking is one of the major added that the majority of schools that have tried activities, but it is controlled and responsible. A brief serving alcohol beverages on campus appear to be description of the Senior Club is provided by Diana satisfied with the way it has worked out; problems Merten, a student from Notre Dame. Itappears on have generally been negligible. page 77. Though varying formats do work, there never- ,Modification of Community theless isgeneralagreementthatthefollowing elements canresultina more positivedrinking Drinking Environments environment: Taverns and bars sell themselves (or at least the The room or hall where alcoholic beverages organizations representing them do) as the are served should not be cramped; patrons "friendliest place in town" neighborhood centers should be able to sit down and relax. where people can go to talk with their friends and o Food should definitely be served. (This is a have agoodtime.Most of them do notsell serious omission at many colleges.) themselves as dens of iniquity, not only because of If there is music, it should not be playedso potential problems with the law, but also because it is loud that people are unable to converse. not apt to increase their clientele or profit margin. In Those in charge (managers, bartenders,or short, the vast majority of drinking establishments are whoever) must in fact be in control, and it opentomessages about how toservealcoholic must be made clear that unruly behavior and beverages in a way that encourages enjoyment of the drunkenness will not be tolerated. establishment as well as the drinks. The illumination should belight(fora cafeteria location) to semi-dim (fora pub Manyofthecommentsfoundinthe style location), but not bright or dark. discussionofdesirabledrinking environ- Unless food is the prime focus, the hours ments on campus applyjustas well to (availability) should be controlled insome community establishments. Food, for respect; at the University of Maine at Orono, example, can not only decrease the likeli- the place where students drink in the Union hood of drunkenness, but can also increase

45 5 6 the popularity of a bar. Activities such as forustoget some "positive" drinking material pool and pinball can do the same. incorporated into that training. This training in many Drunken patrons can cause as much damage casesalreadydoescover how todealwith an to a bar as they can to the community at intoxicated patron, and it can easily be expanded into large; thus some kind of low-key educational crisisintervention,counseling,andreferral- tech- effort on our part 1.0 discourage irresponsible niques_ The training could also include guidelines as drinking and irresponsible drinking behavior to when further drinks should be denied to a patron, may very well be welcomed by owners and and methods lor maintaining control and bartenders. discouraging drunkenness. Two other project areas which relate to the In Pittsburghthe Bartender Institute,- through drinking environment are the development the efforts of the United Mental Health Agency in of methods to get intoxicated customers thatcity, has been involvedina program which home without their having to drive, and the "educatesbartendersinways ofidentifyingthe training of bartenders (or "beverage hosts") warning signs of alcoholism, teaches them techniques in how to deal with problem drinkers. Those for primary counseling, and briefs them on various arc dealt with in the following section. agencies to which they can refer individuals." A more Another important point tor us to keep in mind recentprogramalongthisline is described on in attempting to initiate programs in this area: service page 79. clubs and organizations representing the bar owners are very good groups to work with. Lobbying for Changes in Liquor Laws Itis generally agreed that the laws, ordinances, Programs to Get Intoxicated Persons and regulations that relate to drinking in this country Home Safely are a hodgepodge of varying approaches and contra- dictions. What is suggested here is that we simply take This can be a very valuable kind of project; it a look at the laws in our State and community and doesn't change drinking patterns butit obviously analyze them, and, if wc sec room for improvement, does alot to cut down potential destruction and communicate our views LO the persons who represent death on the road. There are a lot of ways that this us.The student government at Notre Dame, for has been tried, and others that we could attempt. example, has been involved in a lobbying effort to get Here are a few: the drinking age lowered to 18. But, obviously, when Encourage the police to take persons home we talk about liquor laws wc are referring to much who have had too much to drink. more than the legal drinking age. The references on Work out an arrangement with taxi page 1 23 include an article by Mark Keller on this companies to get drunk persons home and subject. be reimbursed later by some cooperating Another thing to keep in mind is that we should civic group(thisservicecan become an use the publicity generated from such efforts to expensiveoperationunlesswemaintain advance related prevention activities. some control over its use, or unless some portion of it is donated). Police Training Encourage bar owners to set up a small fund (a "kitty") in each of their establishments; More than any other group, itusuallyisthe customers could contribute to the fund and police, both the campus and the city, who get stuck it would be used to pay the taxi fares of with handling drunk and unruly students (as well as others), Policema,./get some trainingin how to persons unable to drive_ control violent behavior, but what we suggest here is O Set up a student volunteer program which training which would make policeofficers more would provide this service. sensitive and knowledgeable inregard to alcohol- Bartender Training related problems. At Indiana University the campus More and more bartenders do receive training police assisted in making a filmconcerning these days, and it should not bc that difficult a task responsible use of alcohol.

46 NONSPECIFIC STRATEGIES

As discussed previously, nonspecific strategies are alcohol will be abused! those which offer alternatives to drinking, attempt to The project ideas that follow are meant to show f ac ilita te interpersonalrelations, encourage the broad scope of things we might get into. Some of responsible decisionmaking, etc. They do not deal them may seem far afield from the alcohol issue, and directly with alcohol and drinking, but rather with others are of such magnitude that they could over- other aspects of life which may inturn influence whelm our alcohol-oriented objectives. But if we are whether or not people drink, and how much and how serious about setting up a comprehensive program, oftentheydrink.Therationalebehindthese then we cannot ignore the nonspecific strategies. For strategies is that if people have friends, if they aren't to do so would be to ignore the very roots of much of bored, if they are confident in themselves, if they are the alcohol abuse in our society. At the very least, we capable of making intelligent decisions that are in must examine the quality of life on our campus and their own best interests, if alternative ways exist to in our community and try to deal with those aspects relax and reduce_ tension then it is less likely that that we find most lacking.

3T hereisan excellentpublication put out by the National Institute on Drug Abuse (11400 Rockville Pike, Rockville, Md. 20852) which could be a great help to us In doing programing In this area. It Is called Alternative Pursuits for America's 3rd Century: A Resource Book on New Perceptions, Processes and Programs with Implications for the prevention of drug abuse. Some of the ideas in this Catalog section were taken from that resource book.

47 NONSPECIFIC STRATEGIES PERSONAL

"drug-less high." Two of the most popular are: Creativity Building 0 Yoga an ancient mind-body philosophy As most of us know, there is a real pleasurein whose roots are in India. Oversimplifying, it Creation. Unfortunately for a generation of young isthe effort to liberate oneself from the people brought up in front of the "the tube,"the "illusory world of sense perception, seeking skills (as well as the opportunities) needed to create union with the universalsoul," through have never been developed. Are there not waysfor us cleanliness,concentration,andexercises. to teach and encourage students tobuild and make Self-awareness and volitional control over things? Cannot the creative disciplines beopened up? neurophysiological processes (ordinarily One college president, Richard Payton,has suggested beyondthereach of conscious manipu- that the arts faculties of campuses"become the focal lation) are achieved by way of a meditative points of positive action," with "workingartists and State of highly concentrated, inwardfocused artisans" guiding young people "into activity thatis attention.4 in itself fulfilling and purposeful." Transcendental meditation (TM) is a simple procedure in which an individual sits with Physical Activities eyes closed and mind somewhatpassively Couldn't we put out a pamphlet on the values of focused inward on a repeated sound for jog? What jogging? Are there places where people can about 20 minutesatatime. Profound about exercising? Is our college gymnasiumand/or feelings of relaxation and well-beingare pool open to all students? Can't wepublicize their reported by many, and it has even been bicycle paths, hours? What about swimming lessons, possible toscientifically measurethe tennis lessons, movement workshops, massageclubs, physiological effects. TM has great appeal etc.? for students, as well as professionals and Enjoying Another Person businesspeople, and has been linked in many cases to a diminuation or abandonmentof loneliness, Much alcohol abuse is attributed to drug abuse.5 social inhibitions, and sexual frustration.Are there opportunitiesforencounters between males and females? If a person is without a date onSaturday Biofeedback night, is a local bar his onlyoption? Do we have a Biofeedback, in some respects like yoga and Tivl, dating service on campus?For persons who have isa way for us to get into contactwith ou:selves. is thei-e More specifically, biofeedback (or physiological feed- seriousproblemsrelatingtoothers, isthe use of counseling available? back orinstrumental conditioning) electrical or mechanical devices to present to people Med i tati on information about theirinternalphysiological Various forms of meditationrepresent con- functions (which are usually considered involuntary) a so tl-at they can learn to controlthose functions. We structivewaysof achievingself-awarenessor are really saying two things: (1) a person can become 4Gattozzi, Antoinnette A. Voluntary controlof internal aware of a formerly unknown internal statethrough Alternative states,inNational Institute on Drug Abuse, mechanical means, and (2) a person can be trained or Pursuits for America's 3rd Century, 1974, page64. conditioned to produce the subjective state which sGattozzi,. Antoinnette A, and Luce, Gay, A Meditation will influence or control that physiological process. Technique to Curb Drug Abuse, in NationalInstitute on.Drug Third Century, It would appear that biofeedback can be a very Abuse, Alternativd Pursuits for America's fective means of getting in touch with oneself, and 1974, p. 69. 5 9 48 this has pole 1 alternative ineans of achieving specific actions" intheir "personal plan for future relaxation. growth and development." Values Clarification In other words what we have to do, at least in part,is make young people realize that they can Values clarification does not mean imposing our control their own destiny that they can in fact have ideas, thoughts, or values on other people. According an influence on their lives and their society. We have to Dr. Ruth Engs, itis helping people to discover to show them at every opportunity that fatalism as a their own attitudes or feelings about an issue so they personal philosophy is the supreme cop-out. can choosefreelyfromalternativesafter careful Closelyrelatedtothe aboveisassertiveness consideration of the consequences of each alternative. training. Assertiveness training is normally directed at women becauseofthesexistupbringing which The assumption here, of course, is that when teaches themto be beautiful, feminine, alluring, people think about the consequences of their actions, passive, supportive, and which strongly discourages they will behave more responsibly = in relation to any behavior which smacks of assertiveness. Thus the alcohol as well as in other areas. skills needed to assert oneself are never developed. A What we are really talking about, at least in part, continuing education Assertiveness Training Course at is showing people how to avoid indoctrination and Georgetown University is described as follows: how to think clearly. This surely should be a fertile Many people recognize the need for project area on the college campus! Does buffered appropriate assertiveness, but the insight aspirin really reach your headache faster than plain alone produces no change. This course old aspirin? When a certain beer is alleged to provide will emphasize learning more effective us real "gusto" are they implying more than just ways to express both positive and nega- enjoyment (which may be present)? Or are thoy tive feelings in an honest and direct suggesting instantaneous vitality and vigor (which are manner. The differences between not provided or, at least, arc very shortlived)? unassertive,assertive,andaggressive But attemptedindoctrination is not only a behaviors will be discussed and illus- Madison Avenue phenomenon. As Dr. Sidney Simon trated.Behaviortherapytechniques has written: including hierarchy construction, social We desperately need men and women modeling, behavior rehearsal, coaching, who know who they are, who know and relaxation training will be employed what they want out of life, and who can to facilitate the use of this course as a nametheirnames when controversy -laboratory" in which group members rages. We need people who know what is can freely experimentwith new significant and what is trash, and who interpersonal behaviors. Themajor are not so vulnerable to demagoguery, objective will be the teaching of socially Kindness, or safety. appropriate, self-enhancing approaches Assertiveness Training and Power Needs tolifesituationswhichwillassist women to become assertive in ways of It has been theorized by researcher Richard E. their own choosing. Boyatzis that people drink to fulfill their power needs One aspect of the above approaches that due to "cultural wide concerns,- one's -place isskill building, but another is remedying a submissive state structure,"or-social demands," -a inthesocial of mind. When someone is turned down for a credit person seeks "outlets which will make him feel more card, or ripped off by an automobile salesman, or It appears thatdrinkingalcoholic powerful.- turned off by a congressman, or denied a promotion beveragesis certainly one of the easiest ways for a thereare ways and methods to rectifythese personto satisfyhis need tofeelimportant and situations. strong, butitis not the only way, ,nor the most constructive way. Exploration of Human Sexuality and While this theory has been discussed largely in Sex Roles terms of treatment,itclearly can be related to primary prevention. Power Motivation Training a Probably no project we could initiate would concept advanced by Boyatzis asks people to think achieve more popularity than one involving human about "ways to act and thingsto do" to make sexuality.Students may not be interestedin themselves feel more powerful or in control. It also attending a lecture or a workshop, or picking up a gets them to "practice skillsin ways of handling brochure about alcohial; but make the subject sex and arguments, conflicts, tension, pressure, and boredom" we've probably got a packed house. This is as it which make them feel powerful, and to "describe should be sinceitisunlikelythat there exists a

49 6 0 greater alternative satisfaction than sex, accompanied get information and counseling. with its effect on one's feelings of self-fulfillment and Start a class on child raising and perhaps self-esteem and the related satisfaction of achieving a stress the "gender role"' issue. deepandmeaningfulrelationshipwithanother Initiate a survey directed at students who human being. commute, andfindout whatkinds of Despite the so-called "sexual revolution" many activitiesthey'reinterestedin, and what people still feel ill at ease with theirsexuality. There days and hours are most convenient for them. exists unconscious guilt "we grew up feeling that sex was bad or dirty in some way,which keeps us A second approach is for us to publicize existing from actively finding out why our sexisn't better."6 projects or activities in places and ways that will get This may inhibit the openness and honestywhich are tothese students. How about ads on the buses, graduatelevelclasses,apress necessary for A satisfyingrelationship, and in some announcementsin release to the local daily newspaper, or posters in cases it may repress all meaningfulsexual activity. No manual or workshop can teach someonehow to enjoy grocerystores, day-care centers and pediatricians' offices? sex,but througha sharingofexperiences and problems, people can gain a knowledgeof their own Team Building sexuality and develop a sensitivity tothe needs of The satisfaction of working in a group can be those they love, enhanced and developed with team building activities. Related 1.0 the above isthe need to examine Team building exercises and workshops are not only sexual (or gender) roles and become aware of how inherently fulfilling to those participating in them, these roles repress all of us and limit our behavioral but they also can he of great programmatic value in optcons. The gender constraints whichlimitthe achieving the goals of an organization. In fact they freedom of both women and men to develop their may be a good "first step" for persons who wish to capacities to the fullest will continue until the initiate prevention strategies. emotionalandpsychological(nottomention Robert Theobald,inhis book Futures Con- political) foundations of these restricted roles are ditional,suggests the following elements as important broken down. Through open and honest discussions in "creating group integration" and are meant to be we can perhaps begin to break down such restraints; applied to situations where goals have not already and, through our children, we can perhaps see to it been set: that they are never put up in the first place. Make sure that people know each other well Activities Directed at Isolated Students before any dialogue begins. Limit the size of the group to between eight Whatever strategy or strategies we choose, we and two! must do our best to involve all types of students. Don't oussion leader; and don't Obviously, older students, minority students, ..ularclass of people to veterans, married students, students who commute, dominate (such as males between 45 and students who have children, etc., are hard to get to 65). but they are often the very ones who feel MOSE Allowfor thecreationof"colic tive isolated from the university campus and its social life. experience" on the part of the group. thisalienation can facilitate And in many cases O Don't try to keep people on the team who abusive drinking patterns. [It should be interjected are not really interested in what is being here that these comments relate largely to residential developed. colleges with predominantly undergraduate student bodies. The context clearly decides who might feel Intramural Sports and Games "isolated"; for example, a commuter student at a It is often said, and there is much truth behind it, commuter school would certainly not feel out of that we are a Nation of spectators. Whether it be in ourlivingroom, wesitpas- place. See chapter IX: "What About Nonresidential thestadiumor sively ...staring.Partof our prevention strategy Schools? (Community and Commuter Colleges).1 should be to encourage students to get involved in One approach to this problem is thc development intramuralsports and games. Perhaps such programs of programs which are specifically directed at those already exist on our campus but are all groups groups of students for example: encouraged to participate? Is so much emphasis put Establish a center where Vietnam-era veterans of the armed smices can meet and on winning that less athletically inclined students are afraid to take part? Is there sexual or age discrim- 6 Hawley, Nancy P. Sexuality in the Boston Wornen's inationinterms of who can play? These are the Health Book Collective, Our Bodies, Ourselves. New York: Simon and Schuster, 1973. things we must look at, for sports and games cannot he pleasure alternatives unless the playing truly brings 7Theobald, RobertFutures Conditional, New York: The Bobbs - Merrill Co., 1972. fun and joy to all the players and potential players. 50 6 1 NONSPECIFIC STRATEGIES ENVIRONMENTAL

Humanistic/Affective Education emotional resources that will serve as abiding interests in his life so that he will not be so The terms affective education and humanistic dependent on external incentives and educationrefertoavarietyof responsestoa programs. generalized complaint against what Douglas H. Heath, It involves experiencing the immediacy of Professor of Psychology at Harverford College, calls one's body now not just talking about academicismthathas "excessiveandexclusive one's feelings yesterday or about what one dominated our education values since Sputnik." might encounter tomorrow. This is obviously a very complex issue one It means that teachers learn how to help which does not lend itself to easy answers. And even children communicate; how to work out if the answers were there, one suspects that they personal problems that block their develop- would not be readily accepted given the tremendous ment; how to reflect about their variance in educational priorities and philosophies relationships with others. that exists in this country. Finally, Dr. Heath gives "fourinterrelated Nevertheless it seems clear to most independent educationaltrends whichcapture" thespirit of observers that the pendulum has swung too far one affective education: way that human and emotional needs have tended returning of values back into the curriculum to be neglected, and that some redress isin fact making the learning process less abstract and necessary. deductive and more concretely experiential It is a complex issue, but also a very powerful and inductive one, and one which we cannot ignore. We are, of o viewingthelearningprocess asa more course, assuming that drug abuse (including alcohol) organismicexperienceratherthanmere will increase when emotional needs are not met. But cerebral exercise more thanthat, wc are suggesting that abusive recognizing that manis fundamentally a drinking behavior willincrease when people stop social being whose humanity needs to be caring fortheir fellow-man, and when theyare nurtured alienated from their neighbors, their parents, their This probably represents our greatest challenge. children, and their society. If there is any one strategy that deeply needs the Enriching Student Jobs support of college administration and faculty, this is Aretherenot waysthatstudent jobs and it_ But it also needs the support of the community, work-study programs can be made more meaningful? the State, and the elected officials. Directions that we Cannot at least a percentage of student employment cangowithsuchan open-endedstrategy are be directed at relevant projects and research? multitudinous. In order to give us some food for thought, we list below a few statements by Dr. Heath Another idea would be for us to get some employers,bothonand thecampus,to on whattheaffectiveeducationmovementis off atternpting to do: experiment with "gliding time." Gliding time, which It seeks to release and nurture a youth's has beentriedinGermany,involvesallowing emotions, not to block and cripple them to employees to work their shift (whether it be 4 hours, fit a social stereotype or adult hangup. 8 hours, or whatever) whenever they want to during It emphasizes the importance of the day. Presumably people would go to work when experiencing the abstractionsofedu- they were more "in the mood" or able to work, and cation in the gut and in action. productivity would thus increase. Many objections It seeks to help a youth develop stronger may be raised to this kind of project such as saying it

51 12" would encourage malingering), but given the fact that try something else. We need to experiment to see diminished productivity due to problem drinking what will work not necessarily to exclude alcohol, coststhis Nation an estimated $9.35 billionper since this is a rather negative motivation, but rather year,8 it is certainly an area worth looking at. to expand the options and allow for more yariety in what people do in their leisure time. Creative Outlets People must not only know how to be creative, Community Services and Activities but they must actually have the opportunity to be Whilein some cases community services and creative. Arts and crafts, music, writing these are all activities may not be open 1.0 students, in many more activities that offer satisfaction and which can be cases students are simply not aware of the broad encouraged. Are there academic courses inthese range of activities, services, and recreational areas? Are they open to the general student body? Do opportunities that the community has to offer. Thus, we have a literary publication? Choral groups? Are part of our overall strategy could be to publicize studentsinvitedtocontributetotheirstudent community resources and encourage students to use newspaper? How about an open arts and crafts room them. The other side of the coin, of course, is to in the union? There are innumerable possibilities in include the community in campus activities. this area. Student Services andOpportunitiesfor Improving Relations Between the College and Volunteerism the Community Relaxing "town and gown" tensions Arc student services adequate? Does our school is tied in with the above comments, but it is also related to the promote extracurricular activities? Are there channels for "volunteerism?" Are the needs of all groups on overall need to foster a "sense of community" and cooperation. Problems do not end or begin at the campus considered? border of the campus, and neither can adequate Alternate Social Events solutions be found if either the town or the college is excluded from the process needed to find those This relates to the above and is touched on in solu tions. other parts of this catalog. But what is suggested here is a need to examine the overall socialization process. Community Volunteer Efforts Are there ways that we can successfully facilitate socialization without alcohol, or at least with alcohol Taking advantage of community services and playing only a minor role? How can we concretely activities is one side of the coin. There is a correspon- help those who have trouble making friends? How ding need for us to encourage those on the campus to caninhibitions be reduced or gotten around?If take a look at the needs of the town and to volunteer having a square dance without beer was a faure, let's their efforts wherever they can.

8Second Special Report to the U.S. Congress on Alcohol and Health from the Secretary of Health, Education, and Welfare. 6

52 A

Community and Commuter Colleges

Much of the information found in this Catalog with expeditiously. Community colleges and was obtained through visits to 63 colleges around the commuter schools are a different matter though. country; most of these colleges were large residential schools with predominantly undergraduate student Community (Junior) Colleges bodies. Nevertheless, the majority of the prevention In 1975, nearly 45 percent of all students who strategies described here could be employed in any were attendingthefirst2 years of college were college community. enrolledin community orjunior collegesinthe There appearstobeaconsensusthatthe United States. Many more adults were enrolled in problem of alcohol abuse is at least as great at small continuing education, adult education, or community residentialcollegesas it isatlarger ones == the servicesclassesinthose more than1,200 higher primary difference may in fact be that there exist education institutions. greater opportunities at smaller schools. Thereis Typically, these students are neighbors to the generally a greater sense of community at small community college campus or live within commuting colleges, and there is a greater likelihood of a personal distances. Entrance requirements emphasize an "open relationship between students, faculty, and door":prospectivestudentsneedonlytohave administration. Small group sessions are much more reached the age of 18 and possess a high school feasible in this type of environment; and it is much diploma. more probable that serious abuse problems will be, Often these colleges, dedicated exclusivelyto recognized at an earlier stage and thus can be dealt instruction,serve both academic and vocationally inclined students. The colleges' curricula, by design, training courses for bartenders, are comprehensive. Tuition, if charged, is frequently restauranteurs and others associated with the less than required by surrounding 4-year colleges or "beverage dispensing industry." The universities. These are "the people's colleges." Wisconsin Board of Vocational, Technical The community college emerges as an indigenous and Adult Education has published an over American institution whose mission, nurtured by 200-page Beverage Host Training Manual concepts from modern behavioralsciences,isto which includes a chapter entitled enhance the quality of life within the community. "Counseling Service and the Problem The students in most of the Nation's community Drin ker." collegesreturntotheirhomes eachdayafter Drinking Establishments: Many commuter attending classes. Theyarcinvolvedwiththe schools do have student centers and unions, community's daily activities. What happens on the and these not only represent places where campus each day may have an immediate impact we can focus educationaleffortsand upon the community.Thestudentsprobably alternative activities, but also where representeveryadjacentresidentialarea (with alcoholicbeveragesare served. The ideas additional numbers of students from more distant found in chapter VIIIin regard to "modi- places and from foreign countries included). Every fication of Drinking Environments" can be age, from 18 years through advanced years, may use implemented. theservicesofthecommunitycollege as an But beyond this we could also encourage the educational or cultural resource. patronage of specific drinking establishments which seem more cooperative in maintaining Commuter Colleges a responsible drinking environment. Much ofthe above description would apply Speakers Bureau: In this kind of setting it equally to what are referred to as commuter schools; should not be difficult for us to develop a indeed junior colleges are commuter schools. How- broad-based speakers' bureau composed of ever the term commutercollegewould also people from the college community and the encompass many 4-year institutions, as well as those local community. that offer graduate degrees. These schools vary in size Work-StudyPrograms:Withinthecom- tremendously; many are quite small, but some (such munity there are numerous relevant projects asthe City University of New York system) have in which students could work, and many of huge student bodies. The principalcommon them are alcoholrelated.For example denominator of these colleges is that students do not work-study students could be assigned to reside on campus; they live off campus or at home. community detoxification centers to assist Strategies counselors and gain practical knowledge of thosewith alcoholproblems. Counseling As mentioned previously, most of the strategies practicumstudentscouldalso usethis found inthis Catalog are applicable to community atmospheretogainvaluableexperience and commuter colleges.Ifthere isa difference, which could be employed in State alcohol however, prevention efforts initiated here should be p rogr a ms and institutions, veterans' doubly effective because these schools are so much a hospitals, etc. part of the community in which they're located. The Continuing Information Program: An mosteffectivestrategiesvirtually have to be advertising/information project with a rnOst comprehensiveFurthermore the resources of the relevant emphasis on the relationship entire cOrnallinity tend to be more accessible to those between alcohol and traffic accidents would working in this setting. seemidealfora commuter college. The For those of us who are part of this environment, placement of such information in locations the following project ideas and strategies are ones frequented by commuters such as parking which may (depending on the specific situation) lots,busstops,thecafeteria,the main deserve special emphasis. administrationbuilding,etc. would be Academic Courses/Seminars: This is clearly very effective. A parallel campaign could be the best way to reach students directly_ conducted within the community with the Media: A well-planned community media same emphasis. campaign is an excellent method for getting CommunityEducation:Giventhecom- to students and nonstudents alike. munity college emphasis on enhancing the Vocational Courses: Information regarding quality of lifewithinthe community,it alcohol and alcohol abuse is relevant to a would be logical for us to try to initiate an variety of vocations. One obvious example is ongoing community alcohol education

54 project. We could attempttoreach the the suffering and destruction associated with public through libraries, super markets, local alcohol abuse; for example, a combination radio and TV stations, and through night of gerontology, public health, and courses at the college itself. responsible drinking perspectives. This kind a Outreach: Related to the above would be of program could be designed to utilize thedevelopmentofoutreachprograms members ofthe community aswellas which could combine a multiplicity of con- members of the college in the planning of cepts and approaches in seeking to alleviate the program.

55 Recent Programs and Projects

This chapter presents recent programs, or aspects Amherst, concentrated on issues related to alcohol of programs, that have been developed on different use at its campus of 23,500 students. As a result of campuses. Generally these are ongoing efforts, and the conference, an Alcohol Task Force was formed to what is found here should perhaps be viewed as steps assessindepth how alcohol-related problems are in their development. The name of a key contact being dealt with at the University of Massachusetts. person for each of the projects has been included. Ingeneral,the Task Force reconfirmed previous More up-to-date information regarding any of these observations that: (1) a large proportion of students projects could potentially be obtained by writing to used alcohol to some extent, although a much smaller these individuals. Also the editing of material in this proportionconsumedlargeamounts ofalcohol chapter has been kept to a minimum in order to frequently; (2) a variety of treatment resources were preserve the original style and sometimes even the available for problem drinkers both on-campus and in format. thesurroundingcommunity; and(3) farfewer resources were available to work with the university 1.UNIVERSITY OF MASSACHUSETTS community in a preventive educational approach, to Demonstration Alcohol Project Description promote responsibility in alcohol use. David P. Kraft, M.D, Principal Investigator As a responsetotheAlcohol Task Force findings, three units of the University Health Services In July, 1974, a two-day Conference on Alcohol with extensive experience in peer counseling and Program Planning at the University of Massachusetts, education approaches applied for a Federal Grant

5 6

6 7 which would focusits programs on a preventive with alcohol-related problems to find alcohol educationeffort. A three-year grant was effective treatment resources as soon as awarded by NIAAA and began funding possible. September 1975. Program Evaluation to assess all project efforts thoroughly and I. General Design: continuously, to provideconstant The demonstration project: (1) focuses on projectfeedback and ameasure of fostering collective and individualesponsibility results. in alcohol use; (2) involves a systemswide design; 9.Dissemination toshareinformation (3) combines an extensive focus, to expose all gained fromthe project with other students to issues concerning responsibility and universities. irresponsibility in alcohol use, with an intensive Specific Modalities a combinationof focus, to explore with certain selected groups of various methods will be used in the project students some of the complex issues related to to accomplish the objectives described under alcohol use in small discussion sessions; extensive and intensive approaches. (4) involves students in every phase of its design 1. Printed, visual, andaudiomedia and implementation, especially a small cadre of materials, including pamphlets, tapes, carefully selected and trained peer educators; and and production of four trigger films. (5) attempts to develop program models useful LecturelPanel Presentations at other universities besides the University of Single Session Discussion Groups (Work- Massachusetts. shops) Multiple Session Discussion Groups II.Specific Design: 5.Special Academic Courses A.Goals and Objectives The goal of the DAEP 5.Presentations Within Existing Courses is: to promote a campus environment which and Seminars . is conducive to responsible alcohol use and 7. In-Service Training, especially for discourages irresponsible use. various groups of health professionals Specific objectives to reach the goal included and for residence hall staff. the following items. III. Results: 1. Community Development to el icit As a result of project efforts, a number of effects active participation of students and staff are anticipated. indesigning programmatic endeavors 1. A general decrease in alcohol-related tailor-made to their needs. problem behaviorsat the Universityof 2.Needs Assessment to assess alcohol- Massachusetts. related knowledge, attitudes, and 2. An increased acceptance of people who behavior in an ongoing fashion. choose not to drink. 3. Peer Resources to select,train, and 3. A decreased tolerance for disruptive usca group of students invarious behaviors related to excessive alcohol use by project endeavors. Such peer resources the student community. will be especially skilled in leading small 4. An increase in the frequency and depth of groupeducationaldiscussions which discussions related to issues of responsibility explorealcohol-relatedattitudes and in alcohol use, including open discussion of use. They will also be experienced in special problems faced by persons who learn peer counseling techniques. they cannot "handle" or do not enjoy the 4. Extensive Approaches to raise drug alcohol to any extent. community awareness of issues related 5. An increased awarenessofalternative to responsible and irresponsible alcohol beverages and activities besides drinking, as use by a variety of means. well as alternative ways of using alcohol. 5. Intensive Approaches to assist small 6. A test of a primary prevention strategy when groups of students to explore their own appliedtoalcoholuse on auniversity alcoholattitudes and usethrougha campus. variety of means. 7. A program model adaptable in whole or part 6 Special concerns to focus particular at other university campuses. attention on certain special groups, e.g. Working full time on this project with Dr. Kraft Evelyn Duston, M.S., Community studentparents,veterans, and Third has been Health Education Coordinator, and E.T. Mellor, World groups. M.Ed., Peer Education Coordinator. 7. Early Identification to assist persons

57 6 SOUTHERN METHODIST UNIVERSITY knowledgeability concerning alcohol abuse at SMU,a Stuaent Sinate Resolution- Motion to Establish committee on alcohol education is needed; and, an Alcohol Education Committee WHEREAS, this committee will report results of Mary M. Horton, Alcohol Education Specialist researchand work withthe Alcohol Education Southern Methodisthas an on-going Alcohol Specialist in an advisory capacity; therefore, Education Program which has,among other things, BE IT MOVED, that the Student Senate estab- initiatedin-service training for resident assistants, lishes an Alcohol Education Committee; and, made alcohol education presentations to living units, BE IT FURTHER MOVED, that this committee the Student Senate, and theInterfraternity and be composed of fivestudents, two faculty, two Panhellenic Councils, and implementedan alcohol administrative staff (including the Alcohol Education education program for DWI offenders. Steps have also Specialist as an exifficio member), with a student as been taken to implement alcohol education within Chairperson. the university curriculum. In Sept. of 1975a survey The Executive Committee of 250 randomly selected studentswas conducted; MOTION TO CHARGE THE one finding was that during the previous six months ALCOHOL EDUCATION COMMITTEE 26.4% of those questioned had been intoxicated ("such that you could not get home by yourself")at WHEREAS, The Student Senate has established least once. Finally an Alcohol Education Committee an Alcohol Education Committee and must charge ha$ been created which is composed of eight students, this committee with responsibilities; therefore, fourstaff,fourfaculty, and two alcoholfield BE IT MOVED, that the Student-Senate hereby professionals. charges the Alcohol Education Committee to work STUDENT SENATE RESOLUTION with the Alcohol Education Specialist inan advisory MOTION TO ESTABLISH AN capacity in the planning;implementation, and evalu- ALCOHOL EDUCATION COMMITTEE ationofalcoholeducationfortheuniversity community. WHEREAS, to raise consciousness and promote The Executivc Committee

6 9

58 CALIFORNIA POLYTECHNIC STATE UNIVERSITY Survey of Alcohol Use Michael A. Looney, Health Educator

SURVEY OF ALCOHOL USE

Dear Respondent: You have been selected from a random sample to participate in this survey. Please take a few minutes of your time to answer and return this questionnaire. There are no "right" or "wrong" answers. Your cooperation is needed if we are to understand the part alcohol plays in our lives. BE ASSURED, YOU WILL REMAIN ANONYMOUS; DO NOT SIGN THE QUESTIONNAIRE. Sincerely, 1259 returned (63%) of original 2000 Leo W. Pinard II, Ph.D. Please read each questiorrearefully. You may voluntecr additional information if you feel the coded r sponses do not fit your circumstance,

78% (1) Age (2) Sex: Male 66% Fem I 33% (3) Marital Status: Married 20% Single

(4) Acadernic Standing: Freshman 16% Sophomore 17% Junior 26% Senior 33% Graduate 8%

(5) Religious Preference: Protestant 31% (if so, state denomination Catholic 15

. . . 3 Jewish . .. e ..... = .. Other (specify) 10

(6) Major (i.. Crop Sci., Mech.Eng.):

(7) Check situation which best describes your livi, Ig accomriiod atins: Dorm on campus ...... Dorm style off campus (i.e. Tropicana, Stenner Glen ) ...... 8 Room or apartment off campus 35 . 2 Fraternity or sorority house ...... House 28 Parents or relatives 5 Other (specify) 1

(8) How many others share these accommodations with you? Living alone 7% One 46 Two 17 Three 21 Four 3 Five or more 5

If you arc living with othe s are you sharing accommodations with persons -f the: Same sex 57% Opposite sex 20

Both sexes . . 13

59 7 0 9 Check any of the statements below that represent your feelings toward drinking alcoholic beverages. Drinking is never a good thing to do ...... 7% Drinking is all right, but a student should never get high or drunk 14% An occasional "drunk" is okay as long as it doesn't interfere with grades or responsibilities 46% It's nobody's business how much anyone else drinks as long as he or

she doesn't bother anyone ...... = . .. 28%

(10) If you never drink alcoholic beverages, not ever beer, check here ...... 11% and go to question 22

(11) Think back over the past week:

0 1 2-3 4-10

how many 12 oz. cans of beer did you drink? 37 12%20%11%

how many 6 oz. glasses of wine did you drink? 55 9 13 10 1 how many shots (1 oz.) or mixed drinks did you drink?54 8 13 10 3

_heck any of _the following reasons which negatively influence your consumption of beer, wine, liquor.

Beer Wine Liquor Don't like taste 14% 9% 9% Makes you ill 3% 7% 5% Detrimental to general health 1% 1% 8% Parents disapprove 0% 0% 3% Friends disapprove 0% 0% 1% Moral or religious reasons 0% 0% 1% Friends never use 0% 2% 1% Can't afford it 0% 1% 19% Other (specify)

Now go back to each of the columns and circle the most important reason for each beverage.

(13) On the average, how many times per month do you attend parties, TG's, where alcoholic bev ra- s are consumed 7 0 1 2 3-5 5+ 22% 23% 13% 18% 10% (14) Check the time or times of the day and week when most of your drinking takes place. Morning (wake-up to noon) 0% Afternoon (noon to 5:00 P M ) 3% Everyday-- 6% Night (after 5:00 P.M.) 76% --Weekend-60% - Mon Tues Wed Thur Fri Sat Sun__

(15) What kind of alcoholic beverage do you drink most frequently? Beer 42% Wine 19% Liquor 17%

7 1

60 (16) Please indicate the frequency with which you drInk when accompanied by each of the following groups:

Groups Frequently Occasionally Seldom Never

30% 11% Family ...... ,...... 9% 37% One person, same sex . 12 38 26 10 One person, opposite sex ...... 14 44 22 6 Small groups, same sex ...... 16 34 24 10 18 3 * Small mixed groups ...... 20 44 Large mixed groups (more than 10) ..... 16 30 27 11 Fraternity or Sorority 5 9 12 52 Church Groups . 0 2 6 67 Special interest clubs and organizations except fraternities and church ...... 3 13 16 44

°Now go back and check the one group situation in which you drink most frequently.

(17) Please indicate the frequency of the places where you drink:

Places Frequently Occasionally Seldom Never

Own house or apartrnent ...... 28% 32% 17% 6% 19% 5% Friends' house or apartment ...... 17% 43% Dorm 4% 7% 11% 54% Night clubs and bars ...... 10% 29% 23% 20% 31% 17% Restaurants...... 3% 30% Other (Specify)

(18) How often do you drink for the following reasons?

Reasons for Drinking Frequently Occasion Ily Seldom Never

To facilitate study 0% 2% 8% 72% To get along better on dates 2% 9% 17% 54% To relieve fatigue or tension 7% 28% 22% 27% 17% 11% Sociability ...... 18% 39% For aches and pains 1% 5% 15% 61% . 30% 35% 11% 9% Emjoyment of taste ...... In order not to be shy 2% 10% 18% 52% For a sense of well-being 3% 13% 16% 50% As an aid in forgetting disappoinents .. 2% 10% 17% 53% To get high 13% 22% 15% 33% To get drunk 7% 13% 22% 42%

(19) Have you ever worried about the long range consequences of your drinking?

3% Frequen tly . Occasionally 15%

...... 24% Seldom ...... Never 44%

7 2

61 (20) Have you ever worried that you might become dependenton alcoholic beverages?

Frequently 2% Occasionally 6 Seldom 17 Never 61

(21) How often has your drinking ever:

Frequently Occasionally Seldom Never

interfered with your class attendance 0% 2% 14% 71% interfered with your preparation for exams... . . 0 5 16 66

caused conflict with close friends of opposite sex 1 5 19 63 caused conflict with close friends of same sex 0 4 16 68 damaged other friendships...... 0 1 9 77

caused you to miss appointments 0 1 6 80

caused you to lose a job...... 0 0 1 87 caused accident or injury 0 1 11 75 caused you tp forego other things because of the

expense of liquor 1 5 11 71

(22) What percentage of the students at Cal Poly, in your opinion:

hardly drink drink occasionally drink frequently...... drink to excess ......

0 - 9% 10 - 24% 25 - 60% 100% 29% 51% 11% (23) How many times per month do you find yourself in situations where you are encouraged to drink more than you would like to? 66% said never

62 MOORHEAUSTATE UNIVERSITY on in those situations. With the use of Alcohol Awareness Program that data we will then be able to ask Kit Christensen, Program Coordinator studentswhatthey see as being appropriate or inappropriate behavior in Through observation of student life generally at those situations. Allthis information MSU, and through interaction with students can be used to help students identify themselves, a number of assumptions have been their own, and their peers', drinking derived which will serve as the underlying basis context and behavior guidelines. of the perspective and subsequent direction this 2. We can use seminars, meetings on dorm program will take: floors,andclassroomsassituations A.From the standpoint of the college student, where evaluation and identification of thereoftenseemstobeanapparent student values concerningstudent dichotomy between the college environment and the community at large (which here drinking can take place. with abodyof would include the student's "home town"). B.Topresentstudents knowledge and information which B. Students tend to feel somewhat insulated from tangible confrontations with what is constitutes the perspective of professional clinicians, counselors, and others involved in going on in the world outside the school the fields of chemical dependency realm,which manytimesincludesthe prevention, mental health, family life, etc. dynamics of the family life they come from. and who service the community at large C.As the student social context constituted by ("outside" the college environment). This thecollegeenvironmentcentersmainly body of knowledge will be compared to the around a student's dealings with his or her knowledge and value systems derived from peers, and because it seems that one's social thestudent context,sothatboththe context is the primary factor involved in the student realm of understanding and the determination of one's activity,it would "professionals" realm of understanding- will then follow that new value systems and be_viewed as legitimate, yet distinct entities. behavior guidelines are constructed through C.To enable students to develop or articulate a students' interaction with other students. their own approach to the use of alcohol D.Students define the use of alcohol in terms based on the availableknowledge as of their peer group frame of reference when represented by the two above perspectives. itis seen as part of "college life" or the 1. Through comparison and contrast of the college environment so that "acceptable" student outlook on drinking and the and "unacceptable" drinking is seen from "professionals" outlook on alcohol use that persepctive. and abuse, an attempt will be made to E. If there is a drinking "problem" within the reconcile these two different college community, students need to perspectives, or at least to understand identify it as such before the "problem" can why or why not such reconciliation is be dealtwith.Ifrepresentatives of the possible. "outside world" come intothe"college 2. Students willalso be thus put ina world" andtellstudents that thereisa position to realize the variety of options drinking- problem, on- campusi-and -if from open to thcm in the construction of the student frame of reference the situation value standards or behavior guidelines is not defined in the same way, the student concerning the use of alcohol, that response to this "outside" perspective will thereis not only one way to "enjoy either be negative or there will not be a drinking" in an acceptable manner at significant response at all. M5U. II.Program Approach: As a teaching process. 3. Throughidentificationofthevalue A. To enable students to develop an awareness system/frameorreferencethatthe of, and be able to identify, the current student uses as an index in determining student perspective on the use of alcohol his or her drinking activity, and along and alcohol-related behavior. with outside information on the subject, 1. There is in progress now a sociological our goal would be to enable students to study that has asked MSU students for make more "conscious" decisions con- their own perceptions concerning the cerning their drinking and be better able types of situations drinking takes place to identify and be aware of their own within and what sort of behavior goes behavior, motivations, etc. in drinking

7 4 situations. Also, through development mores, 88.0; juniors, 90.8; and seniors, 91.0 per cent of of such awareness, it would hopefully respectively. Many of those individuals were con- followthat consequencesofone's suming alcoholic beverages "illegally" as the drinking actions related to drinking would be age in this state is 21 years of age. taken more into consideration. With these facts in mind, this task force was III. Program Approach: Follow-up. formed to attempt to educate the student body about A. To make known and available an already various aspects of alcohol consumption. set-up counseling and informational assistance referral center comprised .of profes- Impetus: sional and paraprofessional staff, arstu- The formation of a task force to plan an alcohol dents and others who seek help, ,vice, or education package was encouraged by the National further information concerning alcohol use InstituteonAlcohol Abuse and Alcoholism.In or abuse. November 1974, Keith Hewitt from the National B. We haveestablished arelationship with Clearinghouse for Alcohol Information, visited the outside agenciesinthe surrounding com- Bloomington campus and spoke of possible support munity to whom we can refer those indi- and encouraged the formation of such a project. viduals whq need further professional assis- Composition of Task Force: tance if a definite problem is identified. This constitutes the third and final level of our Ruth C. Engs, R.N., Ed.D. (Chairperson) Asst. Prof. overall approach, as the program's orienta- of Health and Safety Education tionis ultimately preventative rather than David DeCoster, Ed.D., Assistant Dean of Students remedial. for Residential Programs Note: This program has been developed and is James Greenlee, M.D., University Physician being carried out with the active support of the Dean William Chestnut, Ph.D., Director, Counseling and Psychological Services of Student Personnel at Moorhead. Thomas Schreck, Ed.D., Dean of Students Phillip Chamberlain, Ph.D., Assistant Director, Office 5. INDIANA UNIVERSITY of Institutional Research AlcoholEducation Task Force and Program RobertBorkenstein,Ph.D.,Director, Center for Module Dr. Ruth C. Engs, Chairperson Forensic Studies Phillip McPheron, M.S., Resident Counselor Mary Jane Reilly, M.A. Resident Counselor INITIAL TASK FORCE STATEMENT Margaret Martin, Law Student Alfred Edyvean, Audio Visual Student Rationale: Ralph Larson, Ph.D, Continuing Education One ofthebiggestsocial problem on our TASK FORCE ACCOMPLISHMENTS campus and in the country today is the abuse of AS OF 9/8/75 alcohol. It is estimated that approximately 25 young Americans are killed and 125 are maimed or dis- A.Philosophy and Purpose of Alcohol Aware- figured every day as the result of drunken drivers. For ness Program were developed: people under 30 years of age, automobile accidents To help students clarify their values about afethegieaWeatiie d[death and alcohol is involved alcoffol use in more than half of these tragedies. (Young Amer- To helpstudents who choosetodrink icans: Drinking, driving, dying, U.S. Department of determine mature and responsible drinking Transportation.) behavior for themselves The proportion of American youth who drink To acquaint students withtherange of has been increased so thatitis almost universal. drinking behavior in our society (completed Alcohol is the drug of choice of 93% of all university February, 1975) students. The highest scores on an index of possible B. Funding: problem-drinking behaviors were recordedinthe 1. A proposal wassubmittedtothe youngest age group for which data are available, the Spencer Foundation at Indiana Univer- 18-20 year olds. (Alcohol and Health, DHEW Publi- sity. However, it was turned down for cation No.,(ADM) 74-31, June 1974.) funding duetotheunusuallylarge At Indiana University a survey of 4225 students number of proposals submitted. It was in 1973 reported that 87.1 per cent of all students suggested that we contact the commu- drank alcoholic beverages. Of freshmen, 81.4; sopho- 7 5 nity for funding. (March 1975).

64 2.Possibilityof funding was explored course students during May 1975 was through Region 10, Subcommittee on completed. Addictions. We were listed seven on a 4. The pilot run indicated a reliability of listof 13priorities;however, only .75 using the Kuder-Richardson and .84 enough funding was available for the using the Spearman-Brown formula for first _few projects. It was suggested that the knowledge questions. we contact the University or NIAAA The mean for the total group on the 37 (April 1975). k n ow I e dge questions was 23.06 3.The possibility of funding was explored (N = 108). Mean for males (N42) was. through NIAAA training branch. How- 23.84 and mean for females (N = 66) ever, they suggested that we contact the was 22.52. university for such a project (March and A Chi square was carried out for various April, 1975). behavior components to determine possible 4. Funding for this project has to date difference between behavior exhibited by been taken from "out of pocket" and male and female students. The students were from a very modest budget for program asked the number of times from zero to development from the residentiallife more than four times during the past year in programs and from the Dean of Stu- which a particular behavior resulting from dents Office. drinking was exhibited. A Chi square be- C.AlcoholEducation Package "Booze and tween males and females showed no signifi- You's": cant difference. However, males in most 1. Film (completed September 1975) - F cases didindicate a high figure of their 13-minutefilmcalled"Booze and behaviors. You's" made by the Task Force on a Residential Assistants at the residential life $400 'budget and much student volun- center were asked to volunteer for group teertime.Itfeaturesa W.C. Fields leaders in the program. cartooncharacter who gives a brief history of alcohol, drinks, drinking pat- RESULTS OF PRELIMINARY terns, effects of alcohol on the body and hints, for responsible drinking. It is EVALUATION (1 0/1 0/75) low-keyed and "nonpreachy." Students A.General: The results of the first phase of the who have seen it say it is entertaining pilot program to test the effectiveness of the and that they have learned information alcohol education program in increasing al- they did not know previously. cohol knowledge and changing irresponsible 2.Valuesclarificationexercises com- drinking behavior were analyzed. The find- pleted May1975) - fiveexercises ings were very encouraging as the students whichpromptstudentstodiscuss appeared to have gained a highly significant responsiblevs.irresponsible drinking; increase in the number of alcohol knowledge their own values regarding drinking; questionsansweredcorrectlyafter the why, where, how, and with whon they "Booze and You's" program. might or might not choose to drink. B. Briefspecificresearchmethodology and D. -'9-raining Manuar-for--training-residential results: --In September,male and female assistants for presenting program (completed students in one residential life center were July 1975) asked to volunteer forresearch program E.Evaluation Instrument (completed about topics concerning college students June 1975) such as drinking and sex. They were not told 1. A knowledge and behavior inventory the exact topic of their section. Out of 200 was developed for testing the possible students agreeing to participate in the pro- effects of the program. gram, 66 appeared forthe experimental 2. The questionnaire's face validity was group section and 55 appeared forthe determinedbyfeedbackfromthe control group section. Both groups were followi ng people: R. Borkenstein, administeredthe STUDENT ALCOHOL S . Wilssaack, H. J ones, R. McClain, QUESTIONNAIRE (SAQ) (it is now being J. Sefferin, all involved in alcohol pro- tested for national reliability) which con- grams. tainsknowledge and behavioral questions 3. A pre-pilot run with 109 personal health and is included later in this section. After

65 7 6 thequestionnaire was administered,the STUDENT ALCOHOL QUESTIONNAIRE 13-minute "Booze and You's" film was by Ruth C. Engs showntothe experimentalsection and "About Sex," a 20-minute film on human Depart ent of Health and Safety Education sexuality, was shown to the control section. School of HPER Indiana University Students in both groups were then randomly assigned to a small group of 13. The experi- Bloomington, Indiana 47401 mental group received the 4 values clarifi- Copyright Ruth C. Engs 1975 cation exercises led by trained residential All rights reserved. Copies may be made for classroom assistants. The control group received the 4 purposes values clarification exercises led by trained PrintedinU.S.A.,Ruth C. Engs, Bloomington, planned parenthood volunteers. After an Indiana hour discussing the film and these exercises, both sections were administered an alterna- Reprinted with permission of author tive form of the knowledge questionnaire. The knowledge questions on the SAQ (36 (Mean correct on 400 students as of 10/75 was 21. questions) administered immediately before Spearman-Brown reliability.81.Questions1-6, and after the program to both the experi- page 1, adopted from Jessor and Jessor)

mental and control groups have been ana- Please go to IBM sheet No. 1 and answer these lyzed with the following results: questions on it. We will be asking you about your current drinking patterns. 1. Let's first take beer. How often, on the average, (N=66) Experimental (N=55) Control do you usually have a beer? (If you do not drink Group Group beer at all, go to question 3) Mean SD Mean SD a. every day Number Number b. at least once a week but not every day Correct Correct c. at least once a month but less than once a wee k Pre-test 20.29 5.00 20.18 5.47 d. more than once a year but less than once a Post-test 28.21 4.77 20.00 5.75 month once a year or less 2. When you drink beer, how much, on the ave age, do you usually drink at any one time? As can be seen from this table, there was a a. more than 1 six pack (6 or more cans or gain of a mean of 8 questions correct after tavern glasses) the program for the experimental group. The b. 5 or 6 cans of beer or tavern glasses t-test indicated a significant (p. <.001) in- c. 3 or 4 cans of beer or tavern glasses crease in knowledge about alcohol for the d. 1 or 2 cans of beer or tavern glasses experimental group after the "Booze and e. less than 1 can of beer or tavern glass You's" program. Now let's look at table wine. If you do not drink Therefore, we have initially-concluded that wine at aU, go to question 5. How often do you the "Booze and You's" program is effective usually have wine? in increasing knowledge about alcohol for a. every day Indiana University students in a residential b. at least once a week but not every day life center. c. at least once a month but less than once a After 3 months have passed, both groups week will again be administered the SAQ contain- d. more than once a year but less than once a ing the krrowledge and behavior items to month determine the effectiveness of the program . once a year or less ineffecting possible long-term change in When you drink wine how much, on the average, knowledge and behavior concerning alcohol. do you usually drink at any one time? a. over 6 wine glasses b.5 or 6 wine glasses (Note: Results of the follow-up administra- c. 3 or 4 wine glasses tion of the questionnaire were not available d. 1 or 2 wine glasses when the manuscript went to print. 7 7 e less than 1 wine glass of wine

66 Next we would like to ask you about liquor or 21. gotten into a fight after drinking spirits (whiskey, gin, vodka, mixed drunks, etc.). 22. thought you might have a problem with your If you do not-drink liquor at all, go to page 4. drinking How often do vou usually have a drink of liquor? 23. damaged property, pulled falsefire alarm, or a. every day other such behavior after drinking b. at least once a week but not every day c. at least once a month but less than once a Go to your other IBM answer sheet which you have week labeled #2 to answer the following questions. d.more .than once a year but less than once a month e. once a year or less WE WOULD NOW LIKE TO ASK YOU SOME . When you drink liquor how many, on the INFORMATION ABOUT ALCOHOL average, drinks do you usually drink at any one time? The questions will either be TRUE OR FALSE. If a. over 6 drinks you do not know the answer to the question DO b. 5 or 6 drinks NOT GUESS. Mark a line in space "E". c. 3 or 4 drinks If you think the answer is TRUE, mark the "a" 41 1 or 2 drinks for true. . less than 1 drink If you think the answer is FALSE, mark the "b" The following are common results of drinking for false. that other studer.!s have reported. If you have never If you do not know the answer mark the "e". had a drink at all go to next section. If you currently Mark on your IBM answer sheet #2 beginning with drink or have drunkinthe past put the letter question 1. corresponding to the frequency of the occurences in 1. Drinking milk before drinking an alcoholic the blank on your IBM answer sheet. beverage will slow down the absorption of a. at least once during the past two months and alcohol into the body. at least one additional time during the past 2.Wines are made by fermenting grains. year. 3. Alcoholic beverages do not provide weight b. at least once within the past two months but increasing calories. not during the rest of this past year. 4. In America drinking is usually considered an c. not during the past two months but at least important socializing custom in business, for once during the past year. relaxation and for improving interpersonal d. has happened at least once in my life but not relationships. during the past year. 5. Gulping of alcoholic beverages is a common- e. has not happened to me. ly accepted drinking pattern in this country. 6. Alcohol is usually classified as a stimulant. 7. Alcohol is not a drug. 7. have had a hangover 8. A blood alcohol concentration of 0.1% is the 8.have gotten nauseated and vomited from drink- legal definition of alcohol intoxication in ing most states in regards to driving. 9. driven a car after having several drinks 9. Approximately 10% of fatal highway acci- -10. driven a car when you know you have had too dents-are alcohol related. much to drink 10. Alcohol was used for centuries as a medicine 11. drinking while driving a car in childbirth, sedation, and surgery. 12. come to class after having several drinks Table wines contain from 2-12% alcohol by 13. "cut a class" after having several drinks volume. 14. missed a class because of a hangover 12.Itis estimated that approximately 85% of 15. arrested for DWI (Driving While Intoxicated) the adult Americans who drink misuse or 16. been criticized by someone you were dating abuse alcoholic beverages. because of your drinking 13. Many people drink to escape from problems, 17. trouble with the law because of drinking loneliness, and depression. 18. lost a job because of drinking 14. Liquor mixed with soda pop will alfect you 19. got a lower grade because of drinking too much faster than liquor drunk straight. 20. gotten into trouble with the school administra- 15. The most commonly drunk alcoholic bever- tion because of behavior resulting from drinking ages in the United States are distilled liquors too much (whiskey, gin, vodka). 7

67 16. A 150 pound per on, to keep his blood 27. Proof on a bottle of liquor represents half alcohol concentration below the legally in- the per cent of alcohol contained in the toxicated level, would have to drink less bottle. than 3 beers in an hour. 28. The United States lacks a national consen us 17. A person cannot become an alcoholic by just on what constitutes the responsible Use of drinking beer. alcoholic beverages. 18. To prevent getting a hangover one should sip 29. There is usually more alcoholism in a society his drink slowly, drink and eat at the same which accepts drunken behavior than in a time, space drinks over a period of time, and society which frowns on drunkenness. don't over drink for your limit. 30. Beer usually contains from 2-12% alcohol by 19. Responsible drinking can result inrelax- volume. ation, enhanced social interactions, and a 31. Eating while drinking will have no effect on feeling of well-being. slowing down the absorption of alcohol in 20. Distilled liquors (gin, whiskey, vodka, etc.) the body. usually contain about 15-20% alcohol by 32. Drinking coffee or taking a cold shower can volume. be an effective way of sobering up. 21. Moderate consumption of alcoholic bever- 33. Wines throughout history have been ages is gerre-rally not harmful to the body. commonly drunk at religious ceremonies and 22. It takes about as many hours as the number family gatherings. of beers drunk to completely burn up the 34. Drinking of alcoholic beverageshas been alcohol ingested. common inthe U.S.A. since the Puritans 23. An ounce of whiskey contains about 60 cal- first settled here. ories. 35. Alcohol has only been used in a very few 24. Many people drink for social acceptance, societies throughout history. because of peer group pressures, and to gain 36. Liquor taken straight will affect you faster adult status. than liquor mixed with water. 25. A blood alcohol concentration of .02 usually causes a person to be in a stupor. 26. Liquors such as gin, scotch, and whiskies are usuallydistilled from mashes made from Thank you for your help. If you wish to make any fermenting grains. comments please put them here.

7 9 SOUTH CAROLINA SCHOOL OF ALCOHOL AND DRUG STUDIES in cooperation with the University of South Carolina, Earl Griffith, Director

Alcohol and Drug_Studles will be held June 16-21 on ADMINISTRATIVE the University of-South Carolina campus In Columbia. In brief. the School will provide STAFF ... the facts necessary to understand the fieldof alcohol and drug problems and to develop and Earl W. Griffith. Director implement strategies for dealing with these Benjamin P. Bradley, Associate Director problems In the community. Peter C. LeCouras, Assistant Director ... an environment for exploring issues and attitudes Julia B. Trent. Administrative Assistant about alcohol and drug abuse, and James M. needling. Coordinator of Discussion Groups .,. Information about resources available in the Larry D. Milne, Ph.D., Faculty Representative. USG community. Gerald Costello, Ph.D., Facuity Representative, USC Discussion groups will parTnit students to deal with David E. Stenmark. Ph.D., Faculty Representative, USC attitudes and feelings about alcoholism and drug abuse J. IMy Hayes, J.r.. 12h.D Director of Special Activities and to explore areas of mutual Interest and conCern. Assignments to discussion groups will be made at the time of registration. The faculty will be made up of outstanding speakers SPONSORED NY and special consultants in the field of alcohol and drug South Carolina Commission on Alcoholism studies. South Carolina Commission on Narcotics and Controlled Substances FACILITIES Dormitory and classroom space has been reserved for IN COOPERATION WITH the School in Capstone House on the USC campus. The School will also use the auditorium and conference Division of Educational Services, rooms In the University's new Business Administration University of South Carolina building adjacent to Capstone. Department of Psychology, U.S.C. College of Pharmacy, U.S.C. School of Health and Physical Education, U.S.C. CREIHT Students may receive three hours of academic credit Job Placement Service (undergraduate or graduate) at additional time and A professional job placement service will be cost For more Information, write to the South Carolina featured at SCSADS. This service is available for School of Alcohol and Drug Studies in care of the both employers and lob applicants attending the Division of Educational Services, University of South school. Carolina 29208. Experienced personnel specialists will be available during the week to assist job seekers and potential employers, A file of applications for FEES employment will be maintained for review by employers, and descriptions of all lob openings Tuition for the School is $40. On-campus housing will be available to applicants seeking positions. (double occupancy) will cost $e par day per person. On-site Interviews will be conducted between Participants will have the choice of dining in the employers and applicants throughout the week, University's cafeteria facilities or at local restaurants. Food costs are of course, governed by individual Interested applicants and employers are urged to appetite, but $6 per person per day Is average (total, register in advance with the Placement Service as approximately $30). soon as possible using the standard forms. Completed forms are to be mailed to: Placement Coordinator. S.C. School of Alcohol and Drug Studies, P.O. Box 4616, Columbia, SCHOLARSHIPS S.C. 292 . A limited number of full and partial scholarships are available to cover the cost of tuition, room and board. Scholarship requests should be mailed to the South Carolina School of Alcohol and Drug Studies (Mtention: Scholarship Committee), P.O. Box 4616, PURPOSE Columbia, South Carolina 29240. Planned to meet the needs of professional and non- rofessional persons seeking a better understanding of For additional information, write: Earl Griffith, Director. he many problems related te the use and abuse of South Carolina School of Alzohol and Drug Studies, alcohol and other drugs, the South Carolina School of P.O. Box 4616, Columbia, South Carolina 29240.

69 8 0 Wednesday (cont.) Thursday (cont.) 10:20 a.m."The Structural and Cultural Determinants 9:46 a.m."Something Old and Something New, of Drug Addiction- Something Borrowed and SoMething Lee Marken Blue: A Psychological Review of Why Seminar #8 Keystone Room Capstone People Abuse Substances" Bill Moore, Presiding David E. Stenmark, Ph.D. 8:30 a.m.-Family Therapy" 10:48 am ."The World of the Alcoholic" Bud Edge Robert L. Stevens 9:25 a.m.-Healthy Helping- a.m."Body Ego Clarification in Prevention and James M. Readling Intervention Phases of Chemical 10:20 a.m.-The Local Commission and the Church- Addiction" Larry W. Abernathy and Willette Dr Rev. Harold C. War lick. Jr. Seminar fr _olumbia Hall Seminar #9 Columbia Hall Bill Moore, Presiding Scott Walker, Presiding 9:45 a.m."Education as a Means of Prevention" 8:30 a.m."Judicial Responsibility for Alcohol H. R. Barwick. Jr. Abusers- 10:40 a.m.-The Impact of Media on Alcohol and Drug Judge Larry Thomas Black Abuse' 9:25 a.m.-Making Drunk Drivers Want Help" Vivian C. Jackson Charles A. Weagly, Jr. 11:35 a.m.'Hangover Cures and Other Recipes" 10:20 a m Psychosocial Approach to the Treatment Sue M. Weston and of the Problem Drinker-Driver- Charles A. Weagly, Jr. Diane L Thompson Seminar #14 Keystone RoomCapstone Seminar #10 TV RoomCapstone John Magill, Presiding Clarence Hucks. Presiding 9:45 a.m.-Values Clarification: A Humanistic 8:30 a.m."The Parish Minister Counsels the Approach to Drug Education and Problem Drinker" Prevention" Rev. James Bowers Mary Ann Lawson 9:25 a.m."The Role of the Local Church In Pri 10:40 a.m.-Social Seminar" Prevention- Jim Neal and Dale Gurnell Rov. Thomas A. Stallworth 11:35 a.m.-The Black Alcoholic- 10:20 a.m.-The Role of the Church in Treatment- Ginnie S. Wilkins Rev. Jamas L. Medley Seminar #15 Campus Room West Rev. Ernest Kennedy Capstone 11:05- Scott Walker. Presiding 12:15 a.m.Group Discussion 9:45 a.m."Viable Alternative Approaches to Drug 12:15- Abuse Prevention In Minority 1:30 p.m.Lunch Communities- :30- Bobby J. Hill and Bunny Jones 3:00 p.m.GENERAL SESSIONBelk Auditorium 10:45 a.m."Activities of the State Department of -Techniques of Communication" Education Substance Abuse Unit" H. Stephen Glenn W. Robert Banks -Personal Responsibility In Alcohol and 11:35 a.m."High School Youth Rap Action Groups: Drug Abuse and Abstinence- A Program In Substance Abuse Thomas E. Price, Ph.D. Prevention and Early Detection" 3:00- Ron Rocz 3:30 p.m.Coffee BreakRap Session 12:20- 3:3°- 1:30 p.m.Lunch 5:00 p.m. Groups 1:3°- 7:00 p.m. AA Meeting and CC1 Drama 3:00 p.m.Discussion Groups Belk Auditorium 3:00- 3:30 p.m.Coffee Break 13°- THURSDAY, June 20, 1974 5:00 p.m.GENERAL SESSIONBelk Auditorium "Teenagers and Dru 8:30- George H. Orvin, M. . 9:30 a.m. GENERAL SESSIONBelk Auditorium -Techniques of Communication- (cont.) "Education/PreventionOverview of H. Stephen Glenn Education and Prevention Techniques" Marvin R. Levy. Ph.D. 9:45- FRIDAY, June 21, 1974 12:20 p.m. SEMINARS RELATING TO EDUCATION AND PREVENTION OF ALCOHOL AND :30- DRUG ABUSE 9:30 a.m.DISCUSSION GROUPS Seminar #11 TV RoomCapstone 9:30- 10:30 a.m. GENERAL SESSIONBelk Audirium Clarence Hucks, Presiding "Community in Action" 9:45 a.m.-Occupational Alcoholism: Its History, James A. Greene Philosophy and Techniques" 10:30- C. Ridgell 11:00 a.m.Coffee Break 10:40 a.m."Occupational Programs in the Work 11 :00- World" 11:45 a.m.Regional Groups E. C. Ridge!! and Robert R. Charles NOON Closing Lunchson 1 "Military Industrial Alcoholism Program- Masters of Ceremonies Col, Arthur R. Datnoff, USA(R) William J. McCord and John K. Durst Seminar #12 Campus Room East -Communication" Capstone William H. Hale, Jr., Ph.D. Ed McMillian. Presiding Presentation of Certificates

70 FLORIDA TECHNOLOGICAL UNIVERSITY, Alcohol A Symposium on .Plea- sures and Problems, Deborah Wheatley, Program Director of Village Center

A SYMPOSIUM ON THE PLEASURES AND nomENS

FEBRUARY 18, 9 20,21

FLORIDA TECHNOLOGICALUNIVERSiTY

71 ^=21-MAIMMWSMONEMEMMRSIMMUNI..11'.712=IM

"Alcohol: A Symposium on the Pleasures and Problems" February 18, 19, 20, 21 Florida Technological University

Tuesday, February 18 8:30 p.m. - VCAR - "The Days of Wine and Roses"

Wednesday, February 19

10:00 - 11:30 a.m. - MPR -Seminar: -A Relative Thing: Alcoholism and the Family" Ms. BettyJoMcLeod,ExecutiveDirectorofthe Mid-Florida Center for Alcoholism, Inc. Rev, Jim Allen, St. Christopher's Episcopal Church, United Campus Ministry of Florida Technological University Film: "Alcoholism in the Family: The Summer We Moved to Elm Street" 11:00 - 12:00 noon - Village Center Knight Room - Shortfilms on Alcohol 12:00 noon - 2:00 p.m. - VCARFilm: "Cat On A Hot Tin Roof" 12:00 noon - 1:00 p.m. - Village Center Cafeteria - R icMasten: Poetry, Song. and Philosophy 2:00 p.m. - 4:15 p.m.VCAR - Film: "Long Days Journey Into Night" 7:45 - 8:15 p.m. - -Return to Normalcy?" - a multi-media presentation 8:30 - 11:00 p.m. VCAR Film: "Lady Sings :he Blues"

Thursday, February 20 10:00 -11:30 a.rn.- MPR - Panel: -Bodies and Anti ies: Physiologic's! Impacts of Alcohol and Some Remedies" Ms. Marge LeBarge, Director of THEE DOOR Dr. Backus M.D. - psychiatry Film: 11:00 - 12:45 p.m.-Village Center Knight Room "Cop-Out"

0 - 1:30 p.m.- MPR Seminar: "The FittSolution: Drinking and Driving" Con't

Various video taped spot public service announcements will be shown throughout the days on T.V. monitors located in several places on the F.T.U. campus.

:-14.11;$',

72 ***

Sul Jim Humphries Safety Officer of the Florida Highway Patrol Depar tment Mr. Grant Clarke - Executive Director of the Central Florida Safety Council Mr, Don KeirnSafety Director of the Division Drivers' Licenses

12:00 noon 12:30 MPR -Return to Normalcy?" a multi-media presentation

1:30 - 5.00 p.m.- VCAR Seminar: "Troubled Employee Counseling- (all persons interested in attending this session must call Mr. Jim Cherepow at 275-2771.) Mr. Chuck Rabaut, Occupational Program consultant Division of Mental Health, Florida Department of Health and Rehabilitative Services, Tallahassee 2:003: 0 p.m. MPR Film: "Magnificent Obsession" 7:00 - 8:00 p.m. - VCAR AI McCoy, Magician and Speaker Alcohlics Anonymous 9:30 p m VCAR Guest Speaker, Dr. Joyce Brothers

Friday. February 21 11:00 - 12:00 noon - Village Center Knight Room - Short Films on Alcohol 12:00 noon -1:30 a.m.- MPR - Seminar: -The Way I Prohibition in the U.S." A local representative from Women's Christian Temperance Union Professor Richard Crepeau, Department of Histxy, Florida Technological University Film: -Wets versus Drys" 2:00 - 3:30 p.m, - MPR - Film: "The Bank Dick- featuring W.C. Fields 8:0010:00 p.m, VCAR -W.C. FiL;ds 80 Proo - A stage play - $2.00 admission for General Public

All events are opened to the public and with the exception of -W.C.Fields. 80 Proof-, are free.

'4:1

73 Otinelizr,=1Zrzqatcr=rissriffraLL,. 7=22--/?=..,-177711212213E- nr:..rlhz=

This symposium is sponsored by the Division of Student Affairs, the DivisionofUniversity PersonnelServices, and the Student Government of Florida Technological University.

Symposium Coordinators: MichaelBisesi -Assistant for Student Development, Florida Technological University Deborah Wheatley - Program Director of Village Center, Florida Technological University

Symposium Planning Consultants:

Dr.Charles Unkovic - Chairman of Sociology Depa Florida Technological University Mr. Jerry Kinzler and Mr, Bill Chambers- Mid-Florida Center fr Alcoholism, Inc. Mr. Jim Cherepow - Training and Development Manager, Division of Personnel Services, Florida Technological University.

Symposium programdesignby Thomas Bowers, Graphic Design Student, Art Department, Florida Technological University.

This symposium was made possible by a grant from the Student Government of Florida Technological University.

Facilities Key: VCAR - Village Center Assembly Room

MPR - Village Center Multi-purpose Room

This public document was promulgated at a cost of $265.00 or .03 cents per copy to inform the University community of the Symposium on Alcohol.

74 UNIVERSITY OF WASHINGTON, Map of "Haunted By SpiritsExhibit, Joan Baker, Assistant Professor, Alcoholism Nursing Program

ENTIRA_HCE

extra chairs

Comment Box

'Sill and PaperGhosts Community Susp ded from Ceiling Resource 4 A Handouts A* % NIAAA Posters on wall Bo

0 Comparative Chart on the 0 Alcohol Contents Progression of Chart Beer, Wine, Whiskey Alcoholism

Blood Alc 1 . Levels Cumulative Closed-Circuit Effects Television Li Monitor

Main Table: Pamphlets Handouts, Posters Student Staffing

75 9. UNIVERSITY OF WISCONSIN placement students front various disciplines, includ- Drug Information Center ing: social work, rehabilitation counseling, sociology Judie LaForme, Director and pharmacy were supervised while working in the Drug Information Center.

DRUG INFORMATION CENTER OPEN Staff 420 North Lake Street 263-1737 The rIC staff consists of GIDirector, Program Coordinator, Secretary and several part-time Special- Hours: 9:00 a.m. - 9.00 p.m., weekdays ists (all of whom are college age or recent graduates, and all of whom have experience in peer advising and Services drug education), and volunteers. Physicians and other A phone-line and drop-in center: A rambling professionalswithspecialexpertiseinthisfield house at 420 North Lake Street(just off State provide staff training and continuing back-up of the serves as the headquarters for the Drug Information DIC staff. Center (DIC).Itprovides an informal atmo'iere where anonymityisassured and where personal Organization and Purpose one-to-one consultation can occur. The Drug Information Center was createdin Referral service: The DIC refus those in need of August, 1970, whentheUniversityof Wisconsin treatment or other services the Center cannot pro- Regents accepted a one-year grant from the Univer- vide. Primaryreferral agencies are; Dane County sity Foundation to fund this pilot project for drug Mental Health Center, city hospitals, Blue Bus free education on the Madison campus. A Student-Faculty clinic, University of Wisconsin Counseling Center, Advisory Drug Education Committee, created a year Student Psychiatry, Legal Aid, Awareness House, etc. earlier, advises the Center. The second and third years Outreach education: The DIC provides programs the Center was funded by the Wisconsin Council on of unbiased factual drug information. The focus of Criminal Justice and supplementary State funds. discussion isindividualresponsibility, values and The purpose of the DIC has been to make honest attitudes toward drug use or non-use. Small informal factual drug information available for people to use in groups arc used in most programs. Programs range making decisions of benefit to themselves and soci- from one-time to ongoing over a series of sessions. ety. Drug education should be directed to the general A library: Specialized books, research reports, objective:the kind of understanding that will permit journal articles, etc. are maintained. Also an up-dated an individual to live wisely, in harmony with himself set of handouts and pamphlets arc available upon and.his environment. inquiry. They are selected or written with accuracy and to answer most frequently askedquestions. Recently the Center has compiled information on 10. MORGAN STATE UNIVERSITY specializedfieldsof interesttovarious Madison Drug Information Center groups, such as: drugs and industry, drug treatment Lisa Williams, Director and the military, etc. Correspondence on drug problems: The DIC The Drug Information Center of Morgan State receives letters from all over Wisconsin and beyond University, directed and staffed by students, is an inquiring about drugs and their effects. information and referral service to the Morgan com- Preparation of drug education materials: This munity.Startedin1972,theCenterhas been includes: preparing, writing, publishing, critiquing, responsible for dispensing literature on various drug- reviewing and recording of drug information material, relatedtopics, conducting seminars and providing including: pamphlets, films, tapes, directories, etc. film series. Our referral file has increased and is able Publications of the Center include: "Drugs and the to provide a wider range of services to the commu- Law" (which contains reference to the Wisconsin and nity. Federal drug laws), "Drug Use and Drug Abuse: A Guide for Parents," "Library Starter Kit," "First Aid Atpresent,we have scheduled a seriesof for a Bad Trip," etc. informal drug-related talks with area agencies. One of Consultationwith other drug programs: The thesewillbe conducted bytheBaltimore Area DIC staffisavailableto other communities and Council on Alcoholism_ The staff is aware of the fact organizations for consultation with iegard to how that alcoholisthe most widely abused drug. As a their local needs can best be satisfied. method of preventing alcohol abuse, we see education A supervised learning laboratory for field place- as vital. This is provided by means of literature, visual ment students and volunteers: Duringtheyear aids and workshops. 1971-72, 20 volunteers and 5 practicurn and field As a culminating event for this year (1975-1976),

76 we are planning a Health Symposium in which the the Student Aff is staff in long range planning and problem of alcohol-use and abuse will be discussed, decision-making. along with other health-related areas. THE QUICKIE" 11. UNIVERSITY OF NOTRE DAME In September of 1974 the student Ombudsman Campus Drinking Establishment and Bus Service for Off-Campus Drinkers Service at the University of Notre Dame, with the Mary Clare McCabe, Director of Student Devel- cooperation of the Student Affairs Office,set up a opment "Quickie Shuttle Service." The Quickie provides transportation on week-ends for students wantingto SENIOR CLUB go up to Michigan pubs and restaurants. The legal drinking age at Notre Dame (Indiana) is 21, while in Since the 1974-1975 school year, the Student Michigan, it is 18, and thus this service elimites the Affairs Office of the University of Notre Dame has necessity of students having to drive their been actively involved in the operation of an on- own cars up to Michigan and back a disiance of 16 miles. campus- bar called Senior Club. Membership in the Students are charged 50it for a one-way bus trip and Senior Club is limited to seniors who are 21 and over 75ct for a round trip. and its operating hours are limited, in keeping with an academic atmosphere, The clubis operated by a The Quickie, which was student-initiated and general manager and two assistant managers (stu- student-run, has been quite a success. According to an dents) who are authorized to make decisions about Ombudsman representative the "Quickie has gone the day to day operation of the bar. Long range plans smoothly without any reports of disturbances or and decisions involving the operating philosophy of excessive rowdiness by students." In this context it Senior Club are made by the general manager in should be pointed out that another integral part of conjunction with the Student Affairs staff. the shuttle service are student "bus stewards" who The purpose of the Senior Club is to create an ride the busses and help sick students on a volunteer basis, receiving no pay. environmentinwhichstudentscandrinkina comfortable and relaxed manner. The Student Affairs The Quickie does provide safe and economical staff recognizes the fact that students drink and that transportation to MiChigan for Nlotre Dame under- they will continue to do so, and the staff feels that it graduates. Earlier this year, the success and feasibility of the program proven, is important to provide an atmosphere conducive to the Ombudsman Service turned the Quickie over to the University Social responsibiledrinking. The studentsincharge of Commission as an on-going student service. Senior Club are responsible for keeping order and maintaining the desired atmosphere. Furthermore, studentbartendersarealsoresponsibleforthe 12. KENT STATE UNIVERSITY amount of alcohol they serve to individuals. They arc Proposal for a Free Breathalyzer Service encouraged to be aware of the attitudes of the people Joe DiFeo, Student they serve and bartending is expected to be a matter This ingenious experiment, conducted bya stu- of conscience. dent named Joseph DiFeo, is not all that polished but In evaluating the first year of the Senior Club's itis the kind of effort that might be expandedon and new approach to management, the largest problem refined. was one of finances. Before the opening of the club, Proposal: I would like to show a need fora free $10,000 worth of renovation was done to make the breathalyzer service and drunk delivery in the Kent club attractive and comfortable. Furthermore, the District at all lounges and bars. Club is run on a break-even basis and prices at Senior Procedure: Using the Krazy Horse Lounge, and Club are relatively low. Senior Club is not a "money- Outpost Lounge, I would test free, individual drinkers making" project. While finances may be a problem, for certain variables on Friday and Saturdayevenings the Student Affairs staffis concerned with being throughout the quarter. competitive enough to attract student patronage to Shows kinds of drink, how many, time lapse Senior Club from local bars and itis not primarily from last drink, time sincelast food intake, and concerned with large profits. However, in an attempt alcohol %. to make Senior Club more financiallyviable, a Thursday night 23 tested 11 over legal limit. member of the University's accounting department 49%+ over legallimit on this night. May 2, 1974 has been asked to work with the student manager and between 9:0012:30.

77 8 8 Sex Kind & No. of Drinks Time Lapse Alcohol % Food Last Drink

Male 1/5 Mad Dog, 2 Beers 10 min. .141

Male 2 Beers 10 min. .015

Male 1/5 Mad Dog ,2 Beers 10 min. .125

Male 215 gal. Wine 10 min. .082 4 hrs.

Male 6 Beers 10 min. .061 2 hrs.

Male 5 Beers 2-5 hrs. .01

Male 10 Beers 10 min. 2 hrs.

Male 10 Beers 15 min. .145

Male 4 shots, 8 Beers 10 min. .130

Male 25 draft i 0 min. .185

4 hrs. Male 6 Rolling Rock, 1 Scotch 10 min. .13

Female 2 Tequila Sunrise 10 min. .05 1 Gin & Tonic

Female 3 Beers 10 min. .025

Male 8 glasses Beer 1/2 hr. .041

5 hrs. Female 5 glasses Beer, 3 can 15 min. .115

Male 10 Beers 10 min. .159

Male 5rs 10min. .021 5 h Male 6 Beers 10 min. .041

7 hrs. Male 5 Beers 15 min. .069

Male 8 Beers 10 min. .081

.16 Male 3 Pitchers 10 min.

Male 10 Beers 45 min.. .092

Male 4 Beers, 8 shots 3 hrs. .139

8 9

78 13. MENTAL HEALTH ON TAP IN selected students from the general University popula- RACINE'S SALOONS tion and survey group 2 consisted of 200 male dorm Racine, Wisconsin residents (primarily freshmen and sophomores) who I- ad not participated in survey group 1. The Mental Health Association of Racine County Both groups were given a modified version of the in Wisconsin has developed a unique program which Drinking History Questionnaire designed and used by provides training to bartenders in how to help people the State of Colorado Division of Highway Safety, do something about their troubles. The aim of the Alcohol-Driving Countermeasures Unit. This program accordingto Ruth Weyland,theHealth questionnaire is a synthesis of items from the MMPI, Association Director, is not to make psychiatrists out the 16PF, the Michigan Alcohol Screening Test, and of bartenders, but rather to give them four training various drinking history questionnaires that have been sessions which will show them how to spot problems used by alcohol treatment programs throughout the and where to refer people. She says, "A tavern is a country. It was designed to look at indicators like non-threatening setting for people who have prob- those indicators used for other national norms. There lems. Bartenders hear more problems than a minister does. It boils down to th:m doing a thing they've was approximately 70% return rate in both group I and group 2. done for years but being a little more aware." The analysis of the Drinking History Question. One Racine tavern owner says that he Can detect naire desitned by the Division of Highway Safety was sickness and emotionalstressby changesin his developed in such a manner as to have an increased customers' drinking habits. "I can tell a man doesn't chance of identifying problem drinkers. Clearer dis- feel good when he switches from a shot and a beer to tinctions of existence or non-existence of a problem whiskey and water." were made evident through personal interviews and Racine is an industrial city of 100,000 between blood-alcoholtests administered at Chicago and Milwaukee. Its 160 taverns play a large the time the subject was arrested for drinking and driving. Because role in the city's siaciallife. Workers eat lunch in of thestructure of our survey, lack of personal them, play cribbage in them, shoot pool in them and interviews and no arrest and blood-alcohol indicators, take their wives to the Friday night fish fries in them. But Racine apparently has more than its share of the analysis criteria were refined so that we required twice as many indicators on the University's modified alcoholics. As Ruth Weyland says, "When you find an industrial community, you are going to find heavy version of the questionnaire to identify a problem drinking.It'sa monotonous thing to be on the drinker than the original questionnaire designed by the Colorado Division of Highway Safety. assembly line. Drinking is their only form of release." Group 1and group 2 were divided into (1) no Tavern owners clearly avoid telling people that problem, (2) problem, (3) need for short term treat- they have troubles for fear of losing customers. But in ment, (4) therapy program should be instituted, and many situations a full knowledge of the social services (5) severe problem categories. The two groups were offered in Racine can come in handy and this is one found to be highly similar (Chi square 6.569694 with of the major lessons provided in the training session. 4df, not significant at the .10 level). The two groups There are 22 different referral agencies in Racine, were then combined and measured against national offering guidance in such varied areas as budgeting, norms for problem drinkers vs. no drinking problem. drinking, drug use and teenage rebellion. Many tavern Comparison of University group(s)withnational owners posta list of referral numbers near the norms tesulted in our survey group(s) having signifi- telephone or beer coolers. It's not unusual to see it- cantly higher frequency of problem drinkers. (Chi being studied by customers_ square 58.040464, 1 df, significant beyond the .001 14. UNIVERSITY OF COLORADO level). This finding suggests that there might bea Developing Alcohol and Drug Programs to Assist considerably larger problem related to alcohol and in Handling Behavior Problems drugs on the University campus particularly in com- Edward E. Mayo, Coordinator, Student Conduct parison to national study than previously anticipated and that there The Office of Student Conduct Policies and is need for further study to better identify and understand the kinds of alcohol prob- Standards at the University of Colorado has taken a lems that exist on campus. particularinterestin how alcohol and drugs are Beginning with the fiscal year, July 1, 1975, the playing arolein student discipline problems on Office of Student Conduct started keeping a record campus. of cases received that were alcohol or drug-related. Spring semester 1975, the office conducted two From the beginning of the fiscal year to the present pilot surveys of University students to help determine date this office has received a total of 42 cases in whether or not a problem w;''- alcohol existed on this which 35.72% were in violation of University conduct campus. Survey group 1ccsisted of 100 randomly policy occurring while the student was under the

79 9 0 influence of alcohol, 26.19% of casesreferred were in Plans for the 1975-76 academic year include some way connected withdrugs, and 38.09% were another series of educational activities for the student other than drug or alcohol-related. population. Peer-group discussion as well as dialogue with professionals will be encouraged. An Alcohol Taking into account the information from the Information Center will be developed on campus with survey, the high number ofalcohol and drug-related the help of the State Prevention Coordinator. The ases referred to the Officeof Student Conduct, inconjunctionwiththe informal information from residence hallstaff, Uni- Prevention Coordinator police, and a number of agencies inthe Alcohol Safety Action Program (ASAP) will provide versity students a means of determining their blood alcohol University area, this office is designing two programs levels. to deal with alcohol and drug-related casesreferred to by The Dean of Students Office is concerned that the office. The programs will be educational the students, many of whom come from econom- providing factual information about the physical and ically and culturally deprived homes, are likely to psychological effects and the legal implications of hoped that these education alcohol and drugs, as well as giving the students abuse alcohol.Itis activities can help students through the stressful involved in these groups an opportunity to communi- college years without developing alcohol problems. cate with others who are experiencing similardifficul- ties. Discussions will center around how they became involved and give the student a chance to take a look 16. UNIVERSITY OF DELAWARE at his/her personal development at this pointin time Employee Assistance Program and Task Force as well as where he might beheaded. Activity This project is designed specifically for students David Butler, Associate Director of Residence will be who have had conduct problems. The groups Life guided by a facilitator and a paraprofessional assistant and will have educational films, informational mate- Beginning in February of 1974 the University rials, and discussions of behavior of theparticipants instituted a procedure for treatment of employees visiting to discuss legal as well as professional experts whose use of alcohol affects their job performance. implications and psychological and physiological as- Through these procedures .the Universityis actualiz- employeesin pects of drugs and alcohol. ingitscommittmenttoassistits resuming productive lives. If it is determinedby the 15. UNIVERSITY OF PUERTO RICO Provost or the Vice President for EmployeeRela- Educational Experiences Focusing on the Preven- tions, the employee's supervisor, and the University tion of Alcohol Problems Psychiatrist that the employee has a drinking problem Juanita Carrillo-Diaz, Dean of Students whichadversely affects his/her job performance, effortswillbe made toassistthe employee to he The University of Puerto Rico, Rio Piedras rehabilitate him or herself. If the employee agrees, of or she may be Sent to a selected treatmentcenter for Campus, has been able to involve many members covered by the Addiction up to 30 days. The expenses are its community and the Department of University. A complete outline of this procedure Servicesin alcohol education efforts. Twenty-five trainedunderthePreventive appears below. professionalswere As a broader effort a task force onresponsible Health Program of the Dean of Students Officeand drinking has been formed. This task force is com- have participated in information-giving anddiscussion posed of representatives of the various segmentsof sessions with students. Topics have includedalcohol its effects; prevention of alcohol excessand theUniversitycommunity,individualsrepresent- and CounciloftheStateof related problems; drunkennesS; traffic deathsdue to ingtheAlcoholism Servicesof the State of alcohol; alcoholism, causes and treatment;and alco- Delaware,Alcoholism Delaware, and Drug Abuse Services of the State of hol problemsinindustry.Sessionsareheldin is on two different locations on campus in hopes ofinvolving Delaware.Thetaskforce focusing orimarv areas.(11 Treatment: Attempts are beine many ofthe 26,000 students. Emphasis was on made to locate agencies that can handle students who various promoting discussion between students and have severe alcohol problems. In addition efforts are professionals following the showing of a film,distri- exhibit or being made to develop a program of peer counselors bution of a brochure, presentation of an who can assist students in working through alcohol information other alcohol education method. Alcohol related problems. (2) Prevention: Efforts are being is also included in various psychology,rehabilitation madetomount a media campaign usingfilms, counseling, human welfare, education andsocial work In addition programs on concentration in posters, pamphlets, etc. courses. Alcoholism is offered as a alcohol use and alcoholism are being prepared for the Graduate School of Social Work. presentation to student groups. which may include treatment by a It is hoped through the above efforts that we will psychiatrist retained by the employee at his begin to have a positive impact on this very important or her own expense. The role of the Uni- area of alcoholism and alcohol use. versity Psychiatrist is to assist the University administrationin evaluating the employee PROCEDURES FOR THE TREATMENT OF and the circumstances surrounding the case EMPLOYEES WHOSE USE OF ALCOHOL and to assist and advise the employee in AFFECTS THEIR JOB PERFORMANCE making appropriate treatment arrangements. The University Psychiatrist is not available (February, 1974) for treating employees under this policy. If the employee elects to attempt rehabili- When a University employee's performance is tation with the assistance of the University adversely affected by the use of alcohol, the Univer- Psychiatrist, or promptly retains an outside sity's commitments to excellence and the general psychiatrist, the employee mayelect health and welfare of the University eommunity admission, at the University's expense, to a require that corrective action be taken to rehabilitate University-selected treatment center for not such employee or to terminate his or her services if more thanthirtydays.If the eniployee rehabilitation cannot be accomplishedwithin a elects admission to the treatment cer ter, he reasonable length of time. or she shall be placed on a leave-with-pay It shall be the policy of the University to assist, status. Where applicable, the employee shall whenever possible, in the rehabilitation of any such utilize accumulated sickleave, earned or employee. accrued vacation days, or approved vacation Employees with an alcohol problem are strongly days. encouraged to discuss the matter with their supervi- An employee undergoing rehabilitation shall sors, in order that assistance may be provided towards continuenormaldutiesof employment the goal of continued employability. except during the time, if any, when under- When it appears that an employee's job perfor- going treatment at a treatment center. mance is adversely affected by the use of alcohol, the lf, during the period of rehabilitation, the Provost, with respect to the members of the faculty, employee's jobperformanceis and the Vice President for Employee Relations, with adversely affected because of the use of alcohol, leave respect to all other employees, shall conduct such of absence without pay for ninety days shall investigation as is necessary to determine if there are be given.During suchleave sufficient job performance problems to indicate that of absence, corrective action is required. employees who have not previously availed themselves of treatment ina University- 7. Employees With More than Two Years of Service selected treatment center are eligible for this (or With Tenure) option for a period not to exceed thirty When the Provostorthe Vice President for days, but without pay.If the employee Employee Relations is satisfied from his investi- rejects suchleave of absence orfailsto gation that correctiveactionisrequired with satisfy the Provost or the Vice President for respect to an employee with more than two years EmployeeRelationsandtheUniversity of service, he shall: Psychiatristthatheorshe has become a. Arrange one or more conferences among the rehabilitated during this ninety-day period, employee, the University Psychiatrist, and terminationfor cause shall occur in the Provost or Vice President for Employee accordance with the University procedures Relations to discuss the employee's established for the employee. During, or at problems and the kinds of assistance which the conclusion of said ninety-day period, if, are available. in the opinion of the Provost or the Vice b. lf, in the opinion of the Provost or the Vice President for Employee Relations and the President for Employee Relations, the em- University Psychiatrist, the employee ployee'ssupervisor,andtheUniversity demonstrates adequate evidence of rehabili- Psychiatrist, the employee has a drinking tation, the employee shall be permitted to problem whichisadversely affecting job return to his or her position of employment, performance, the employee shall become with the understanding that a recurrence of rehabilitated within a reasonable time, either drinking problems such asto affect job pursuant to counseling and treatment under performance shall be cause for termination the auspices of the University Psychiatrist, inaccordance with established University or through a program of self-rehabilitation, procedures.

SI 9 2 students who have been previously recognized by f. If the employ e, after rehabilitation, again Haskell officials as having particular problems with demonstrates that his or her job performance is adversely affected by use of alcoholor drug abuse. The dormitorystaffhas alcohol, the case shall be handled on an receivedtraininginthis area so as to assist the program staff. When the need for special counseling ad hoc basis. and/or special programs arises, the problem student is g. The University will assume financial respon- sibilityforconfinementtoanalcoholic referred to the program. Students in Minoka Hall are treatment center once only. encouraged to live openly, sharing and helping each other with problems. The dormitory is equipped to h. If terminated for cause under this policy, the employee may apply for reemployment not provide for male and female students. earlier than one year following termination, The Alcohol Program has a full-time staff and and reemployment shall be considered based eight student counselors on a part-time basis. Student on circumstances at that time. counselors serve as a peer group as well as a liaison between students and staff. A director, a counselor, 2. Employees With Less Than Two Years of Service full-time (and Who Do Not Have Tenure) an educator, and a secretary make up the When the Provost or the Vice President for staff. Employee Relations is satisfied from his investi- The primary objectiveforthe programisto gation that corrective actionisrequired with educate about alcohol and prevent alcoholism and respect to an employee with less than two years drug abuseatHaskell. Our philosophyistotal of service, each case shall be handled on an abstinence, which is accepted by students because individual basis takingintoaccount the traditionally Native Americans did not use alcohol seriousness of the problem and the potential and other drugs for any activities except for religious value of the employee if rehabilitated. Such an ceremonies. employee may be terminated for cause without Therearefour compon ntsattheHaskell attempted rehabilitation, but ordinarily an effort Alcohol Program: willbe made to assist such an employee to I.Education and prevention creditand become rehabilitated, utilizing the procedures informal educational programs for Haskell outlined above, except that the University will students and other selected groups; notordinarilyundertake the expense of 2.Cul tural - Alternatives utilizing culture, treatment at a treatment center and ordinarily traditions, spirituality, etc., promoting willterminaterather than grantaleaveof student involvement; absence to an employee whose job performance Staff development - Alcohol program staff, is adversely affected by the use of alcohol during Haskell residence hall staff, counseling staff the period of probation. andinstructionalstaff,aswellasother Nothing in these procedures abrogates selected staff groups; established University policies and procedures for 4. Research and evaluationStudies to explore dismissal. possible cause and/or correlational relationships and evaluations on all phases of the program. 17. HASKELL INDIAN JUNIOR COLLEGE An additional component, which came out of#4 Alcohol Education, Prevention and Treatment above, is the legal aid. In our first three months of Program operation it was found that fifty (50%) percent of Sandi Golden, Program Director our caseload was crime-related due tothe excessive use of alcohol. Thus, we found the need toexplore The Haskell Indian Alcohol Education and Pre- the possibilities of establishing a working relationship vention Program is located in a dormitory onthe with the law enforcement agencies, the court system campus of Haskell Indian Junior College inLawrence, and the correctionalinstitutions. With combined Kansas. efforts, we are in a position to help more students in Haskell officials became interested in establishing school in addition to creating a stronger communi- such a program over three years ago. The widespread cation with the community. awaren,J.;andknowledgeofIndianalcoholism Since our program isnot equipped witha became a concern, as HI JC has a populationof treatmentfacility, we have established areferral approximately 1200 Native American youth from all system with local medical facilities aswell as state overthe country. Through the efforts of several facilities. When necessary, we utilize halfway facilities interested persons, a proposal was submitted and also. Each referral is designed to fit the needs of the funded October 1974. individual with followup counseling by the program The dormitory, Minoka Flail, houses fifty (50) staff.

82 9 3 Many different projects are created to encourage mid-I975, has been extremely active. The committee, studentinvolvement;i.e.,visitstoLeaven wur th chaired by Dr. Paul Koenig, has not only secured the Penitentiary;pow-wows;fried breadandbean involvement of students, faculty, and administration, dinners; youth alcoholism and drug abuse confer- but it has also been effective in utilizing the state and ences;rapsessions;Ildianmusicians;etc. Many community alcoholism programs as resources. Four youth, even college youth, feel that boredom is an subcommittees havebeencreated:Information underlying factor of drinking and drug abuse. We Dissemination, Education, Counseling, and Research. encourage participation in alternative activities which Among the activities which have been undertaken r in essence is sponsoring a positive outlet instead of J arc being planned) are a term paper contest (with th negative one. We have also found that in many cases state providing the prize monies); a documentary of drinking is an incidental problem due to increased the drinking problem on campus; an alcohol Neminar; frustrations and "problems with no answers.- At any trainingfur dorm counselors;articlesincampus rate, any service provided by ourprogram publications; a counseling service; a survey to provide components is geared toward relieving the pressures baselin_ data; and the development of a pool of to help a particular individual in his/her endeavors to persons who would he interested in doing research on succeedineducation and,especially,toplana alcoholism. brighter future. Our hope isin our old people, our future is in our youth.

18. LOUISIANA STATE UNIVERSITY Committee on Responsibility in Drinking Dr. Paul Koenig, Vice Chancellor for Academic Affairs

The Louisiana State Committee on Responsi- bilityinDrinking, which came into existencein

83 APPENDIX A EXAMPLES OF TRAINING PROGRAMS AND COURSES OFFERED

9 5 UNIVERSITY OF inicreased sensitivity and awareness of special groups MASSACHUSETTS such as minorities, women, veterans, and gay people. Drug andalcoholcounselingstrategiesarcalso Training Program for emphasized. Peer Counselors Selection Process for Peer Counselors At the beginning of the fall semester, people Peer counsdors can be an important part of a interestedinworking as counselors for the year broad based mentalhealthdelivery systemina complete an application questionnaire and arc inter- universitysetting.Basically, peer helpers may be viewed by one of the experienced Room-to-Move more acceptable with certain clientele and certain staffmembers.A groupofstaffreviewthe problem areas to understand and relate directly to the applications and interview notes to determine the concerns of these clients. Peer counselors can act as a applicant's previousexperienceandtrainingin base of support for the client who feels the helper is counseling and to evaluate the person's openness, more in tune with the context of his or her life than a warmth, interpersonal communication and maturity helpingprofessional.Theycanprovide aviable during the initial interview. Approximately half of alternative form of mental health assistance for a the initial applicants are invited for the final selection large segment of the student population. process. The peer counseling program at the University of The final selection is based largely on impressions Massachusetts, Amherst, is part of Room-to-Move, a from a group interviewin which small groups of student-staffed alcohol, drug, and crisis counseling applicants meet with successive groups of staff until and educationcenter.Room-to-Move isaffiliated each staff has met with each student group for at with the University Health Services which offer the least 30 minutes Questions frequently asked by staff 23,500 students a comprehensive health program in in the interviews include: How do you help someone? which peer counseling and educationefforts are How do you define drug or alcohol abuse? What is integrated with the other health services. The peer important to you in life? What would you do in a counseling staff receives advice on the training pro- situation you felt you couldn't handle? gram and limited assistance from the professional Following the group interviews, approximately a staff of the Mental Health, Medical, and Community quarter of the initial applicants arc selected to be Health Education Divisions of the Health Services as trained as new peer counselors. Final selections are well as from certain academic departments. Referrals based on the following criteria: a person's sense of occurbetween peercounselors andthe various con fidence/personal security, positive energy, professional helping agencies according to the needs openness and interpersonal warmth, skills at relating of clients. tootherpeople as evidencedintheinterviews The counselor training program is divided into (listens to others, asks quesitons of others, speaks pre-service andin-servicetraining. The pre-service with clarity), awareness of personal strengths and training is designedtoprovidenewlyselected weaknesses and finally the person's ease with self counselors with a conceptual and practical under- disclosure. The selections arc also made with consid- standing of the counseling process and the helping eration of the need for a balance of men and women role. The peer counselors receive training inbasic andforadequate minority representation on the counseling theory and skills, crisis telephone work overall staff. and referralskills, crisis intervention principles and drug and alcohol related problems. Pre-Service Training for Peer Counselors The ongoingin-servicetrainingisaimed at Pre-service trainingconsistsof a two-hour helpingstaff members refinetheirhelpingskills meeting every week for a semestel% During the first through weekly workshops and counseling super- semester, new counselors also work in the counseling vision.Specialemphasis is giventotrainingin center along with experiencedstaffinorderto

86 9 oecome 1,11111111M WWI WU Vi a,,u 1111v,,k4 tii center's business theclient discover perspectives,alternatives, and action plans to make a difference in his/her life. Assumptions Underlying the Training: The beginning training sessionsaregenerally Certainassumptions underliethe method of more structured to help set the norms and working training employed. definitions of the group. For example, the trainer 1. People have natural ways of helping. Part of the asks each group member to talk briefly about how he training is to help the counselor name and refine or she is feeling today in order to make contact with those basic helping skills. each person and set that kind of expression as a 2.People learn counseling by doing counseling; norm. After everyone has responded, the trainer therefore experiential learning is emphasized in introduces a crisis role play situation. Later training the training. sessions become less specifically structured by the 3.People can help others examine their problems to trainer and more directed by group member needs. the extent that they have examined and gone Specific content issues get dealt with in the context through the process of understanding their own of people's personal experience or ineir experiences problems. working in the center. An environment or relationship that builds trust, recognizes the uniqueness' of the individual and Class Learning Structures allows for people to feel free to be who they are Structures usedintraining sessions are most will encourage risk taking and growth in human often ones where trainees have a chance to actually beings. counsel each other and receive comments and feed- 5.People learn the counseling process by experienc- back on their counseling. These structures provide for ing both the counselor and client roles. freedom and experimentation so that people can 6. The trainer'sroleisvitaland powerful and work on counseling, gain some clarity on their own people will pick up and model the ways in which problems by playing the client role and fill out their that person goes about helping others in the own ideas and understandings of counseling. training group. a. Role Play = Trainees play client add counselor roles and do actual counseling sessions in front of Goals of the Training: the group. Immediate feedback and discussion follow. 1. To help new people become effective counselors b. Experiential Triads In a group of three, one 2. To help new people know how to deal with person varieties of crises is the counselor, another the client and thethird a processobserver. The clientis 3. To help new people feel integrated into the work instructed to actually work on some real issues. and relationships at Room-to-Move 4. To help peer counselors know their limits and Following the session the observer helps feed- where to get further help. back and process the counseling session. Triads may then share with other triads. Process and Content c. Short Position Papers Papers can deal with Generally, a group learning process is used to Notions of Counseling, Definition of a Healthy encourage each new counselortovoicelearning Person, the Nature of Humankind. Such papers needs, personal issues, working concerns or desires for are used asabasis of discussion for a given specific content areas. These needs are responded to session by the group. A climate of learning is created to d.Short Mini-!ectures, = When requested and foster an environment where needs and conflicts can needed by the group, such areas as models for be freely expressed. Interpersonal and group isSues crisis intervention and a general model for peer counselorarepresentedina more didactic arealsomade explicit anddealtwith aslive experiences of problem and conflict explication and fashion. resolution. In-Service Peer Training The leader or trainer of the group tries to create an open, warm, supportive, caring atmosphere that is As part of the ongoing training process, the in weeklycounseling found in the peer counseling relationship. As facili- whole staffparticipates tator, the trainer models qualities and approaches supervision groups with new and old staff members in within the training group which are useful in the each small group. In these groups, the new counselors see how the more experienced counselors talk about counseling relationship:a counselor is open, helps draw out theclient's concerns, helps theclient androleplaytheirwork withspecificclients. articulate needs, clarify issues, take responsibility for Counselors gain insight into how to handle specific his/her ownactions,confrontstheclientwith issues that come up in counseling by explaining the

87 9 case to the group and receiving help in analyzing Opening Statements Do you have any his/her approach. These groups alsoserve as support information about alcohol? I've been going out with groups for the staff. Occasionally, supervision sessions friends four or su .:,4,hts a week to drink. Sometimes I with experienced mental healthprofessionals are wonder if I'm drinking too much. Some weird things provided by staff groups. have been happening, like we broke some furniture in Much of the in-service ti-aining consists of weekly the dorm and friends got me to scream out. ofa workshops on such issues as racism, sexism, values window. Feel like maybe 1 made an ass of myself. clarification for drugs, alternatives in counseling, or alcohol counseling. The following is a design that can ObservationsbyCounselor Clientunclear, be used for training in alcohol counseling. This is an hesitant, not sure what he/she wants, seems depen- example of the kind of in-service training workshop dent on the judgment of the counselor about his/her that Room-to-Move trainers present to all counseling drinking behavior (too much?), Person says he/she staff throughout the year. feels like a sheep going along with the crowd. Person seems very unsure of hire terself, Alcohol, A Specific Training Approach The following is a summary of !earnings, issues aridresultant counseling approachesfor problem drinkersthat emerge from the above workshop The following isan outline of a two session design. workshop (each session lasting about two hours)on 1. Look at person's loss of control over behavior alcohol counseling. Three different kinds of alcohol and icsultant tendency tolet other's control clients are identified, him/her. Chronic Drinker person who is considered an 2. Have person look at his/her responsibility for alcoholic, meaning :hat the person is psychologically being in this position with alcohol. and physically dependent on alcohol and uses it daily 3. Help person clarify and identify drinking pattern. in great amounts. What is person getting from this pattern? Problem Drinker = person who is potentiallyan 4. Help person clarify what choices, options or alcoholic, whoisexperiencing difficulties and/or alternatives are available to him/her regarding exhibits destructive behaviors while drinking. his/her drinking problem. SignificantOther With Alcohol 5. Look at social, environmental context, i.e. dorm Problem person who is being affected by a close situation, that person is involved in to see how friend or relative who has a drinking problem. Person thisrelatestooraffectshis/herdrinking possiblyfearshe/she might developadrinking problem. problem. 6. Have problem drinker view the drinking asa The workshop design is as follows: symptom of another problem or group of 1. Read tothegroupanopening presenting problems, i.e. drinking as a coping device. statement made by each kind br alcohol client. 7. What short term goal or contract can be made 2. For each statement, the trainees are asked to list with problem drinker to help him/her change three assumptions he/she makes about that par- his/her drinking behavior. ticular client and three issues that he/she as a From the above workshop, peer counselors can counselor would check out. get a better understanding of how to work with 3. These assumptions and issues arc then shared in someone who has a drinking problem. the large group. 4. Trainees are divided into groups of five and each Summary kind of alcohol client is role played by one of the trainees while another trainee takes the counselor role. After each role play the session is processed A brief description is given of thepeer counselor by an experienced trainer or counselor. Pertinent trainingprogramofferedbyRoom-to-Move, a issues and approaches related to the specific student-staffed alcohol, drug and crisis counseling alcohol client are discussed center at the University of Massachusetts. Selection 5. When all groups arc finished working with each procedures, pre-service and in-service trainingmodels kind of alcohol client, the group as a whole lists are explained. An example of a training workshop in specific issues and !earnings appropriate to each alcohol counseling is also included. A model ofpeer kind of alcohol problem. From this, different counselor training is presented whichcan be repli- counselingstrategiesaredevelopedforthe cated in similar settings. various alcohol clients. Submitted by: Example of opening line and role play informa- Lawrence L. Ruhf, M.Ed. tion for the problem drinker. Training Coordinator at Room-to- ove

88 UNIVERSITY OF and alcohol or other drug programs. c. Demonstrated individual abilities or qualities are MASSACHUSETTS judged most important. Applicants who demon- strateanabilitytotalk comfortably about Training Program for alcohol and other drugs, an ability to listen well, Peer Alcohol Educators and a high 'ham factor" (defined as the ability to capture and reta'n the interest andattention of a group and enjoy the process) are sought. In Peer AlcoholEducators canbeimportant general,successful peereducatorsarealso resources in campus efforts to foster responsibility in assertive, articulate, and able to elicit trust and alcohol use among students. They function most help develop a group climate where other people effectively as part of comprehensive campus efforts feel comfortable dealing with personal issues of a to deal with alcohol use and abuse. At the University threatening nature. To assess such abilities, small Amherst, the peeralcohol of Massachusetts, group interviews are used as part of the selection educators ofRoom-to-Move (a student.staffed drop-in center) are part of a comprehensive Uni process. Most of the people who are rated high on the above versityHealthServicesprograminwhichpeer factors have career goals in the human service field. counseling and education efforts are integrated with For the peer alcohol educator program, high the other health services offered the 23,500 students. priority is placed on choosing an equal proportionof The efforts of the peer alcohol educators are actively males and females, and an adequate number ofThird assisted by both the other Room-to-Move staff and staff of the Community Health World students, veterans and former alcohol abusers. the professional Importance is also placed on selecting students who Education and Mental Health Divisions of the Health havedevelopedresponsibleways of integrating Thepeeralcoholeducationprogram Services. alcohol into their lives. expands the preventive thrust of other health service Selections arc made by staff experienced in peer for students with programs which provide treatment counseling and educational activities. The selection drinking problems. process includes: screening of initial applicantsby Peer Alcohol Educators are students selected and staff personnel; interviewing of final applicants in trained to work with groups of students in alcohol of , both individual and group settings, with ratings education programs. They are mainly responsible for applicant on the above criteria; and final single and multiple sessiondiscussion each facilitating selections based on both the applicants available and groups (workshops) which aim to increaseknowledge program needs for a diverse staff. about alcohol anditseffects, encourage attitude examination, and foster responsible decision making II.Training concerning the personal and collective use of alcohol. involvesa number of tasks of Thetrainingprocess The peereducatorsalsoassistinthe approaches. Since all peer educators are considered community development and the ongoing evaluation staff members of a campus peer counseling and of other program activities. education program, Room-to-Move, each educator is I. Selection responsible for attending the peer counselor training limited amount of The identification of capable persons who can sessions and for providing a counseling. The peer educators also attend a special isofparamount function as peereducators training course on peer education techniquesfor of programefforts. importancetothesuccess three hours a week for the entire year. This courseis Applicants are rated on a number of factors involving supplemented with field experience. knowledge, experience, and demonstrated abilities. In general, specific knowledge is far less important than Peer Education Training Course experience and demonstrated abilities related to small The training course begins with an orientation to group facilitation. the objectives, staffing patterns and design of the a. Knowledgeabout valuesclarificationskills, counseling techniques, community health edu- program. In the initial session the peer educators also cation and/or community mental health participate in a sample alcohol education discussion principles, and small discussion group leadership group. As participants, they begin to experience the is helpful Some familiarity with issues involving same type of process they will later be facilitating for alcohol and other drugs is also useful. others. The early experiential focus also begins to build an atmosphere of trust and rapport within the b. Experience in small discussion group leadership and facilitation is very desirable. Applicants are group. sought with related experience in values clarifica- The peer educators are given a broad background tion, group counseling or educational programs, in drug use, including basic physiology, to enable

89 them to see alcohol in relation to the larger drug intent of giving them a first hand look at what they spectrum.Along withthis,psychologicalissues will be expected to do. As the trainingprogresses, the related to drug use such as motivation, dependence, peer educator begins to co-lead discussion groups and the experience of altered states of consciousness with the staff, which permit peer educatorsto use are discussed. Different types of problem drinking their skills gradually without feeling the burden of behavior aredescribed andthe major types of being totally responsible for the group. Theyare intervention used with problem drinkers are intro- encouraged to explore how the leadership theory duced: legal, mental health, medical and educational. presented in the course fits with their experience of The peer educators are given material on the different their leadership in the group and to receive feedback peer approaches used in dealing with alcohol use and on this from the staff. abuse, etiological factors concerning groups which are Finally, peer educators take total responsibility at greater risk of becoming problem drinkers, and the for running student discussion groups while staff causes of that greater risk. observe and supervise the sessions as the basis for Time isspent exploring various sociocultural feedback about the process and leadership style. issues such as the interrelationship between alcohol Evaluation/reactionsheets aresolicitedfrom the and: family/parenting issues, male/female sex roles, participants of workshops as a further means of socio-economic factors, racial and ethnic concerns, providing feedback to the peer educators about the and special interest concerns of gays, veterans and content, process and leadership style. youths. Other Skills The peer educators discuss material concerning mpus drinking norms and behaviors. They also Individual skills concer ing referrals, counseling learn about on and off-campus referrals and resources and crisis intervention are also highlighted,as the for problem drinkers aswell'asfor edueational educators must know how to make a referralas well efforts. as where to refer. They must be able to be helpful In order to develop the per.r educators' skills and supportive to any member of agroup who needs necessary for this work, four hours of class time are some personal attention without disrupting the group spent on the different theories of identity formation process. There are other times when the educator will and human growth and their implications for group have to handle a personal crisis situation which arises work.Peer educators also exploreSOilleof the in a group and arrange an appropriate referral. dynamics behind peer pressure and social norms so As the peer educators assist in the process of that they can help students work effectively with community development, they are presented with these issues. Different theories and styles of group both the philosophy and practical approachesto leadership are explored in the course and the areas of perform the task. They also assist in the adminis- smallgroupdynamics,processobservation and trationof some evaluationinstruments and are alternative interventions are discussed. The theory exposed to an overview of the evaluation scheme in and use of value clarification is seen as an important order to understand its importance to the education part of the training. The course serves as a place for effort. the peer educators to develop their interpersonal skills and to receive feedback and reflect on personal III. Summary leadership styles. A brief description of a peer alcohol education Concurrently with all of the facets covered in the training program is given, including the selection and course, the peer echkators are asked to design their training of such persons. The model seems most own workshop concerning alcohol and to present this useful for peer leadership of small group discussions duringclasstimetothe other educators asa about alcohol use and related issues, "practice" session. The whole group then discusses Submitted by: the content and leadership style evident in the session as well as sharing their personal reactions. E. T. Mellor, M.Ed. Peer Education Coordinator Field Experience Demonstration Alcohol Education Project in the beginning, peer educators observe the staff University of Massachusetts leading small group discussions for students with the Amherst, Massachusetts

100 UNIVERSITY OF CALIFORNIA AT BERKELEY

SPRING QUARTER 1974 ALCOHOL AND OTHER DRUGS: PREVENTION AND SOCIAL POLICY ISSUES

Open Upper-division and graduate students, particularly those in behavioral sciences fields such as anthropology, criminology, psychology, public health, social welfare, or sociology. Course: Public Health 191E. Three units. Meets Tuesday I 0:00-12.00, 522 Warren Hall. Instruct s: Don Cahalan, Ph.D., Professor of Behavioral Sciences in Residence Richard Seiden, Ph.D., M.P.H., Assoc. Professor of Behavioral Sciences in Residence Robin Room, Lecturer in Public Health Course Content:1. How do social and health "problems" get to be "problems"? 2. History of preventive and educational rneam.tres to control use and misuse of alcohol and other drugs. Policy issues in control of alcohol: social pressures, health appeals, laws and regulations. Policy issues in control of other drugs. Planning and assessment of educational and preventive meas res for control of misuse of alcohol and other drugs. Seminar/discussion format. Participation by experts in the field. For further information: Call Don Cahalan or Richard Seiden, 549-1284, 642 4861 This course is supported by Training Grant MH-12821 from the Natibnal Institute on Alcohol Abuse and Alcoholism, National Institute on Mental Health,

UNIVERSITY OF WISCONSIN AT MADISON

SOCIAL WORK 453 REQUIRED READINGS AND OUTLINE

List of Readings: Drugs from A to Z - R.R. Lingem n A New ConnectionJohn Frykman Mystification & Drug Abuse - H.L. Lennard, et.al. Society and Drugs - Richard Blum and Assoc. Alcoholism: Modern Psychological Approaches to Treatment - Richiard Blum & Eva Marie Blum Frontiers of Alcoholism - Morris E. Cha feta The Disease Concept of Alcoholism - E.M. jellinek Society, Culture and Drinking Patterns - David I. Pitiman and Charles R. Synder Quarterly Journal on Alcoholism Alcoholism and the Helping Profession - Edited by Richard Buckley - University of Wisconsin Extension These readings may be found in the bookstore or any university library including the Memorial Library.

Outline of Subject: I. An Overview - Prehistory to Present A.Definition of Terms 1. World Health Organization definitions a. Alcoholism b. Drug Dependence I.Physical 2. Psychological 101 c. Tolerance 91 B.Pathology and Etiological Theories 1. Medical Model - Disease concept 2. Criminal Model - Drug abuser as criminal member of society 3.Social Work Model C.Ethnic and Cultural Influences 1. Patterns of drug and alcohol abuse a. England b. France c. Italy d. United States 2. Treatment programs in foreign countries II.Mystification, Myths and Realities A.Mythology B. Jargon C. Facts Research A.Methodological Problems 1. Sample groups 2. Biased reporting B. Social Impact of Research Findings 1. Professional Attitudes 2. Popular Opinion 3. Legislation ' IV. Physical, Psychological Aspects of Drug Abuse A.Medical Research Finding on Effects of Certain Drugs on Physiological Functioning B.Factors of Withdrawal C.Altered States of Consciousness D.Psychological Dependence V. Social Influence A.Society's Influence on Use B. Social Costs 1. Family disruption, children & youth 2.Unemployment & non-performance 3. Friendship ties 4. Economic VI. Legislation A.Historical Factors B.Current Legislation and Trends C.Lobbying D.Related Laws 1. Motor vehicle statutes 2. Civil and criminal statu 3. Insurance coverage VII. Community Education and Resources A.Drug Information and Referral Centers B.Education 1. Public Schools 2. Professional Schools C. Resource and Referral Systems VIII.Treatment Modalities A.Intake Procedures B.Detoxication C.Aftercare 1. Mental health centers 2. Halfway houses

1 0 D.Intervention Techniques 1. Groups 2. Individuals 3. Communities E.Research IX. Professional Attitudes and Behaviors A.Responsibilities of Professional Personnel B. Establishing a Helping Relationship C.Code of Ethics for Social Workers X. Drug Dealing A.Advertising - The 'Good Drugs" B.Other Media Influences C. Peddling and Pushing the "Bad Drugs" Xl. Course Summary and Conclusion

RUTGERS UNIVERSITY LIVINGSTON COLLEGE DEPARTMENT OF PSYCHOLOGY

INTRODUCTION TO ALCOHOL PROGRAMS COURSE NUMBER 367 4 CREDIT HOURS JAY N. CROSS

Objectives: 1. To enable students to work through their own attitudes about drinking and drinkers. 2.To provide a basis for understanding the problem of alcoholism in society. 3. To provide factual information about the effects of alcohol in the body. 4. To provide a perspective on the problems related to alcohol use in society. S. To identify different patterns and customs related to alcohol use. 6. To sensitize students to the problems and needs of special groups. 7. To provide information concerning the methods of community assessment. 8. To provide basic information in alcoholism program development. 9. To promote understanding of the interrelationships between agencies providing services for alcoholics. Topic Teaching Method References Ways of Thinking About Alcohol Use and Alcohol Problems. Lecture-discussion Pittman & Snyder, Chapter 6. Cross, pp. 32-33 Socio.cultural Aspects Of Alcohol Use. Functions of Drinking. Small-group discussion Pittman & Snyder, Chapters 1 and 5. Cross, pp. 15-21 Drinking Controls. Lecture-discussion Pittman & Snyder, Ch. 31. McCarthy, Ed., Drinking and Intoxication, pp. 369-382. Cross, pp. 28-32 Drinking Patterns. Lecture-discussion Cross, pp. 38-41 Cahalan, Cisin, Crossley, American Drinking Practices. Types of Community Alcohol Problems Cross, pp. 27-38, 4547. Juvenile Drinking Film-discussion Bacon & Jones, Teen-Age Drinking, pp. 1-62 Maddox & McCall, Drinking Among Teen-Agers. 93 r 1Ut) Drinking-Driving Lecture-discussion Quarterly Journal of Studies on Alcohol, Supplement 4. Law and Alcohol Use. Lecture-discussion Cahn, Chapter 3 or Pittman & Gordon, Revolving Door. - McCarthy, Alcohol Education in Clssroom and Community, pp. 167-172 Alcoholism. Lecture-discussion Cahn, Chapter 1 Other. LectOre-discussion Unpublished Material by CAS Staff. Nature and Extent of Alcoholism, Definitions, Lecture-discussion Cross, pp. 47-57 Small-group discussion Pittman & Snyder, Chapter 17, Quiz Cahn, Chapter 2 The Disease Concept of Alcoholism. Lecture-discussion Jellinek, The Disease Concept of Alcoholism. Pittman & Snyder, Chapter 34. Etiology of Alcoholism. Lecture-discussion Cross, pp. 57-61 Tahka, V., The Alcoholic Personality, pp. 1-45 Gordon, "The Epidemiology of Alcoholism" The New England Journal of Med. Loss of Control and Addiction. Lecture-discussion Pittman & Snyder, Chapter 20. Effects of Alcohol on the Human Body. Lecture-discussion Cross, pp. 21-28. MID-TERM Alcoholism as a Community Problem. Discu sion-group exercise Cross, pp. 45-47 (Review) National Commission on Community Health Services, Health is a Community Affair, pp. 1-16. Mattism, "Development and Acceptance of New Community Health Programs," Concepts of Community. Lectu e-discussion Relationship to Alcohil Problems. Assessment of Community Alcohol Proh1ems : Concepts and Class Reports Techniques Lecture, Cross, pp. 86-88.

Development, of Alcohol Program Go Is and Priori ies. Lecture-group exercise Cross, pp. 8 I -84 Cohen, Chapters 11 and 12, Elements of Comprehensive Alcoholism Programs. Lecture Cross, pp. 99-107 Cahn, Chapters 5,6,7,8,9, and 10. Community Resources for Alcohol Programs. Lecture-discussion (2) Cross, pp. 84-86, 88-89 Am. Public Health Ass'n, A Guide to Medical Care AdrniniIstration, Volume 1. Concepts and Principles. National Commission on Community Health Services, Health Care Facilities, pp. 21-39.

Ferguson, "Selected Community- Sources of Help and Approaches to Alcoholism." Pittman & Snyder, Chapter 33. Paper Due A Pcsment of Program Effectivpness. Lec ure-discussion (2) "Fundamentals and Perspectives in Alcoholism Program Evaluation," American Journal of Public Health,

1 FINAL EXAM

94 accompanied by wine in a private dining room of a ' OFFERING THE UNI cafeteria. The program was so successful that it prompted the complete remodeling of the two rooms WINE 'NJ' DINE PROGRAM used for the dinners and other special events. The six epicurian menus for students and their Administrators at the University of Northern guests includes entrees such as crab and shrimp Iowa,conscious oftheirresponsibilitytooffer stuffedflounder,Szekely Gulyas, and breast of students social skills and information on responsible chicken on ham with champignon sauce: The soup drinking, have initiated a "Wine 'n' Dine" program on course may be a consomme' or tomato bisque, with their campus. Each week, a group of students dine desserts ranging from Black Forest torte to cherries withfaculty members oversixgourmet courses flan-1[36. accompanied by wine. "If we am going to teach students something Thisunique approach toincluding wine on about responsible drinking," Davis said, "then I think campus may fit the needs of your institution, club, or the best way is to introduce them to good wine with extra-curricular organization. goodfood. Wineisthetraditionalbeverage of Hero's how they put it together at the University moderation, and of course it's most enjoyable and of Northern Iowa: appropriate with food." UNIresidence halls directorRuss Davis, an Reaction to the program has been almost entirely epicure and wine.- loverwith some extraordinary favorable. Davis said he received very few letters of cookingskills,was troubled bythe dining and complaint. "Most of those were from people who drinkinghabitsof some students. The levelof really didn't understand the program. After I answer gastronomic attainment at the dorm cafeterias and at each letter personally, everything seems to be all the drinking and eating places adjacent to campus left right." Davis quite unsatisfica. Davis said student response was best summed up "I could see that tight schedules and limited by a Cedar Falls junior who told him, "It's perfect for opportunities were forcing students into some drink- our age group. We'll be running into similarsituations ing and eating habits that they themselves didn't more often as we get into careers. A lot of us were really like," Davis recalls. brought up in rural areas. How else are we going to So he took up his concerns with campus admin- learn this stuff?" To help students prepare for the "Wine 'n' Dine" istrators."Collegesareteaching everything from canoeing to quantum mechanics, but at no point do sessions, and for a lifetime of gastronomic enjoyment, guidelines on KV offer students an opportunity to develop respon- participantswereofferedprinted sible, adult skills in dining and the use of alcohol restaurant etiquette, wine selection and service and beverages," he explained. Davis' proposals fell on the the responsible use of wine.Davis suggests that friendly ears of some administrators who shared his similar programs can be initiated on other campuses. interest in wine and food, and the "Wine 'n' Dine" All it takes is an instructor or organizer interested in program was launched. wine and food, willing administrators, and a receptive Davis began inviting 34 students from a sign-up food service department or caterer. Special student waiting list and four to six special guests from the fees can cover the costs, which can be low if meals are University each week to a candle-lit six-course meal prepared in campus cafeterias.

9 5 105 APPENDIX B EXAMPLES OF MEDIA MATERIALS: PQSTER, PAMPHLETS, FILMS

106 LET'l GET-- IT: TOGETREIU:..

IS OF THE LIVER,

OCESSIVE AND PROLONGED-- ABUSE.

£110F4 PROJECT

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that the 'drinking behavior you observe

and practice in the next few years You

will determine that. Rather, we are interested in having you live fully Doose

Howl Respagble drinking may be An

adjunct to your life as a new student . TO ORINI irresponsible drinking may'caute yot To

interfere to mist classes, exams, OR

with important relationships, it

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accident, IS NOT

The image is changing, It used to

be that you were as rough and toueL Tili OESTION Drink and "popular" as you could drink,

Now respect is gained by being

respectful of yourself and others - ResP011sibly

Join the new crowd of responsible

drinkers! CALIFORNIA POLYTECHNIC STATE UNIVERSITY

Alcohol Abuse Di the number one drag

problem in the nation; in this regard

or other healthand/or personal

metal, ple-ie feel free to contact

me,

41.114

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Mental Realth/Teim

109 1.08 drink. 90Z of the -Social drinking is: students of this

campus drink, meat

of the administratora

faculty and staff

drink; to drink or

not to drink is NOT

the question, .211,100 using akohol as a beverage a glac: of wine to enhance a meal IR one of the imp-

ortant decisions

yal will takeASa t freshman is how,

when, where, why

you drink should

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drink. We feel that drinking and talking with friends you will benefit more

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responsible drinking.

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the Jaycees and PTA for use t.1.1

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1 UNIVERSITY OF TEXAS social relationships,ratherthan impairingor destroying theni. 2. Make sure the use of alcohol is an adjunct to WHAT IS RESPONSIBLE DRINKING? an activity rather than being the primary focus of Responsible drinkingisthe use of alcohol in action. ways which harm neither the individual nor society. 3. Make sure alcohol is used carefully in connec- tion with other drugs. GUIDELINES FOR RESPONSIBLE DRINKING 4. Make sure human dignity is s rved by the use 1. Make sure that the use of alcohol improves of alcohol.

There are some actions one can take to en- drunken driving as his guests. courage responsible drinking by others. For example: Responsible drinking results from a combination 1. Respect the person who choosesto take many factors, none of whichisessentialor alcohol in moderation or who abstains; do not be sufficientbyitselfandallof whichvaryin insistent about "refreshing" or refilling, and keep importance from one individualtoanother. But down the amount of alcohol he drinks. whatever the particular combination of influences 2. Providefoodwithalcoholatalltimes, from self, family, associates or society responsible especially proteins such as dairy products, fish, and drinking is the use ofalcohol in ways meats. which harmneithertheindividualnorsociety. 3. Provide transportation or overnight accommo- Responsible drinking practices can prevent alcoholism dations for those unable to drive safely, recognizing in many people even if the reasons for drinking differ that the host is just as responsible for preventing from personto person. For others, standards of

to common usage can serve to identify alcohol problems 1. Gulping drinksforthe effect that rapid early. drinking produces. The responsible use of alcohol is not the answer 2. Starting the day with a drink. to all alcohol problems, nor isit meant to be so. 3. Drinking alone, from a desire to escape reality Much of the causation of alcoholism remains un- or boredom or loneliness. known. There will always be persons who arc unable, 4. Alcohol-takingbehaviorcriticizedbyan for various reasons, to Siistain safe drinking practices employer, spouse, or others, and absenteeism or regardless of how intense social and other pressures impaired job performance because of drinking. may be upon them. In such cases, abstinenceis 5. Rationalizing in regard to drinking behavior, necessary in order for these individuals to protect characterized by such comments as "I just need crie theirhealth andwell-being.Nevertheless, the more to relax," or "How about one for the road?" approach through responsible drinking practices is 6. Marked personality or behavioral change after intended to aid the majority of people, both those taking one or more drinks. who drink alcohol and those who choose not to 7. Frequent overdosing with alcohol,or drink, by reducing the incidence of problem drinking drunkenness. in the population as a whole. 8. Experiencing"blackouts"alcohobinduced amnesia. WHAT-IS IRRESPONSIBLE DRINKING? 9. DrinkinL to relieve hangovers and, thereby, perpetuating a vicious zycle: the more one drinks, the Thereareclearindicationsof irresponsible worse one feels, and the more one drinks-. drinking. Within this category there is a distinction 10. Requiring meOlcal or hosPital attention or between those who drink irresponsibly at times and having frequent minor accidents or physical com- those who have a drinking problem, but both are plaints, as a result of alcohol taking. social problems. The first are a danger to themselves Thismuerialhasbeen adapted fromthe and others when drinking; the latter are in serious SECOND SPECIAL REPORT TO THEU.S. trouble a good part of the time. CONGRESS ON ALCOHOL AND HEALTH, (U.S. Any one or more of the following signs may Department of Health, Education, and Welfare), indicate a drinking problem: 1974, by the Texas Commission on Alcoholism.

1 1

102 aeut grogsaIli

(THIS SECTION ISSXCE.RPTEO FROM A BOOKLET, ABOUT DRUGS AGAIN,

197E, ONIVERSITy OF MICHIGAN, 409 EAST JEFFERSON; ANN ARBOR;

MICHIGAN, 49109, IT WAS WRITTEN BY STAFF GE THE MG EDUCATION

PROJECT, COUNSELING SERVICES, OFFICE OE STOW' SERVICES, WITH AssIsTANCE oE THE ul ()EKE OF EDUCATION, FEDERAL GRANT

080,041.1304, UNDER THE DRUG ABUSE PREVENTION ACT op 1970,

IT DOES NOT NECESSARILY REFLECT THE VIEWS OF THE OrFICE OF

EDUCATIONJ

booklet of drug information was prepared as an alternative lo books, pamphlets, and materials whkh seek to persuade their readers to a particular point of view about drug use, There is of course,II question as to whether anyone (including the writers of this booklet) can bo free of a prejudiced view in the area of drug use, While this sciety has perhaps gone beyond the climate of the late 1900s when marijuana Use tila$ the badge of an emerging counterculture drug use today remains an important and emotional. lycharged socialissue, The controversy extends ovenlothe scientific hteratureso that One can find factual support for al. most any point of view about drugs, We have tried to give a balanced And HGCUrilIB description of drugs and their effects, allowing that din Use has certain uppeals (which clearly it does, for why else would so many lieop(e use drugs] and, at the same time, clarifying and evaluating the associated risks. We have made an 400 to avoid the propagan, disk lone of the anti.drug literature without, hopefully, taking un pro4lrug bia, Our interest is in providing a helpful reference fer anyone who for any reason wishes to know more about drugs. We acknowledge, hal do not advocate, the use of &Up Each person NiUsI in lho final analysis limb his or her OR decision about what drugs it is oppropriole to oso and under what circumstances,

Marjorie Schuman Tom Greenfield

Pal Clayton lane Hassinger

jeff Gumbiner Drug Education Project

115 ollet

about drugs again 3 I the abience of reliable informadon about drugs, Ihe risks in . SUM general information__ _4 volved is using Ihem are greatly increased, Excessive dosage, mixing

solvents__ 28 of drugs ignorance of ihe dangers, and confused expectations, all conlribule to Ihe Iragedies we read about, aften anribuled too simply M drug use,per.se, However, in giving basic drug information, general . oanoillns--.5 izations are not always easily mode: Especially wilh greet drugs, generalizations must always be qualified with the reminder that ihe actual contents of ihe drogSare unknown and variable. laughing gas_29 People vary a great deal Nib physically and psychologically in Viny3 which affect their responses iodrugs, These differences are by no means trivial: For example, a drug which has stimulant effects for alcohol most:people may pul others to sleep. Set and settingthe circum .

stances under which a person Wes a drug, why he lakes iiwhal he nmeriea; expects from ikalso have imOrtant influences on the outcome or the the drug culture_30 experience, Aside from individual differences in sensilivitv to drug effecis: dose downeh_i is another critical variable in determining a person's response lo a references 36 drug, Ai the exiremes, too little of any dreg will have no egg!, while too much may be disastrous The effects of a given dose of a

drug will often be modified if other drugs are simultaneously used, summary of drug Mixing drug or taking drugs when on8 is drinking without regard le inforriatiod_ 38 .the poem effects of the drog alcoholoften leads to unpredicted stimulants 14 effects sometimes dangerous ones: A special note should also he made

of iho faci ihal the uso of any drugs during pregnancy, particularly With- me books, out the advice, of a physician, is ill advised since il.is impassible lo services, and other assess the effects on 111.0 unborn child. helpful resources _40 Repeated use of n drug adds another dimension of complexitY narcotics With repeated use of many types of drugs, 0, person may come in require a higher dose to achieve the sante effect; this phenomenon is known as tolerance. For some typos of drugs, tolerance is closely

related to the development of physical dependence, which occurs when for further reading-43 the body becomes occusiomed to the presence of drugs in the system. hallucinogens 2O A porson who is physically dependent upon a drug becomes quite sick ifthe drug is withdrawn (withdrawal or abstinence syndrome), psychological dependence, which often develops al the same time is quite real in its own right and independent of physical dependence. Psychological dependence can, and does, occur with iast about every the drug haws-44 type of drug, in sOnie individualscaffeine, marijuana: aspirin, or adulleranis-- heroin: The information which follows is arranged according to different acknowledgemenis----46 classes of drugs: The final section, America. The Drug Culture, gives an overview ,of some broader issues. A summaryof drug information Revised August tallThe UM, in k17 t Charles Spray, an., 1570, repaid withpermis. inchartformaswellasinformalion about drug lawscorn . Illustrations on covers and pagn rnunity resources, and a bibliography for further reading are in . sion:

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9 611 811 IDIOT

Many studies have pointe.' to increasing use of alcohol by youngpea- ple in recent years. At The University of Michigan in 19744 Drug Education Project survey indicated that 89% of first-year students

drink, In 1971 a national study found that the highestscores On a test measuring problem drinking were those of persons in the 18. lo 20-year. 01111 old group. Aud it 13 not just those who are down and out who have

problems; those with the most education and the highest job statueare also the people most prone to difficulties with alcohol. Since the majority of people today do drink alcohol; it is important to

have an understanding of certain signs whichcan indicate that a person may be headed for problems with this bamboozling liquid. it is much AGAIN easier to change drinking patterns sooner than later, and problemsare compounded by waiting until the situation has become serious,

Warning signs that pito indicate problem drinkingare the need to drink before facing certain situations, frequent drinkingsprees, a steady increase in intake, solitary drinking, early morning drinking, and the occurrence of liblackeute or pedods during the time one has been drinking that cannot later be remembered An excellent and useful

booklet on the subject, Facts About Alcohol end Alcoholism,is aveilable from the Superintendent of Documents, D. S. Government Printing Office, Washington, DC 20401 for 310 (stock number 1724.

The Information in this CM. 00351), tar Insti reflects the latest For answers to spedf lc questions about alcohol abuse and alcoholism finding and understemdiege and for hots of treatment facilities write to the National Clearinghouse bent drugs es of mess thee for Alcohol Information,BQX 2345,Rockville, Maryland; 20852, for tha third edition. The ma. tedal presented here supple=

moots and updates the text in the respective sections of the booklet

One point which needs to be clarified about downers is that it is not only in a hospital that a major tranquilizer such as Thorazine* or Stelazinet may be prescribed. As a general rule, a person should talk to the doctor about whatever she or he prescribes ind be sure that any poisible side effects are mode clear. If the responses to questions are not satisfactory, a second opinion or the advice of a reliable community agency or Independent resource such as those listed in Appendix B should be sought. It is now known that tolerance to the sedative effects of the major tranquilizers does occur (see Appendix Al. One further finding isthat the spoiled minor tranquilizer meprobamate NINO, Equenill is more dengerons than other minor tranquilizers when mixed with alcohol. "Problem Drinking: A Callto Action" The FILMS film reveals a typical day in one community's fight againstalcoholism. Theprogramin Many films about alcohol and alcoholism aro Reading, Pa., combats alcoholism through edu- available from a variety of sources. Some are good cation and rehabilitation and is directed at all and some are not so good. Those listed here have segments of the community:youth, adults, been recommended either through a survey of films professionals,police,courts,andindustry. done by Alex Sareyan and Pamela Wilson of the A va i I able from Association I nstructional Mental Health Materials Center in New York City or Materials, 866 Third Ave., New York, N.Y. from members of the Catalog editorial board. If you 10022. know-of-a- -that -you would 4ii,te- to. see added to- "US"Ths.fJtm.pinrs.a backgcioundof the the listing, please let us know and it will be included frenetic, ugly environment in which most of us in What's New? have chosen to pass our lives, while the voices of 1."TheDrinkingAmerican" Thishour-long the air waves drone their daily fare of violence, documentary provides alookatthe many war and inhumanity. In the midst of thisthe different types of American drinking experi- audience is faced with women who deplore drug .ences. Scenes are shot at a party in the"Bible use by their children, yet discuss the "pick me Belt," in a black bar in Harlem, in a singles bar, up" they get from their amphetamines; husbands inanall-malebarinSan Francisco,inan worried about their wives' overuse of pills as they avantgarde "intellectuals" bar. Throughout the themselves are partaking of an abundance of film, pleas are made for responsible drinkir ;. alcohol. The irony of the way we all choose to Available from NET FieldServices,Indiana pollute our lives is very vivid and real. Available University, Audio-Visual Center, Bloomington, from Churchill Films, 662 N. Robertson Blvd, Ind. 47401. Los Angeles, Calif. 90069. a unique 2. "Alcohol and You" This film examines the 7. "Alcohol, Drugs and Alternatives" reasons why 80 million Americans drink and film aimed at youth and teenage audiences that is what makes 1 out of every 15 American drinkers definitely not the old scare tactics. The film uses of alcoholic. Much of the information is presented a high school class's comments; statements humorously. Available from BEA Educational former drug er alcohol abusers; and the talent of Tommy Smothers to discuss bad feelings about Media, 2211 Michigan Ave., Santa Monica, yourself, how you got them, the fact others have Calif. 90404. the same feelings, and how alcohol or drugs are "A NewLookattheOld Sauce"This animated filmstrip depicts the history of alcohol used to cope with these feelings. Alternatives to usage and explains how drinking affects behavior. drugs to make you feel good about yourself are then discussed andpracticalsuggestions for One partisconcerned withthe effects of drinking on driving; another deals with individual finding your own alternatives are made. Available differences in drinking habits; there is also a fromSandlerInstitutionalFilms,1001 N. discussion of alcohol as a disease and the myths Poinsetta Place, Hollywood, Calif., 90046. surrounding it. Ethyl Agent C2 H5OH is the "American on the Rocks" The middle class is allegorical female who represents the potential the target of this documentary on alcoholism and dangers of alcohol. Available from the Texas the point Ifectively made. Narrator Robert Commission on Alcoholism, 809 Sam Houston Mitchum L.iiaIns that alcohol is such a problem State Office Building, Austin, Tex. 78701. in this country partly because, as a society, we 4. "To Your Health"An informational film on have ro general ground rules on drinking. Seg- the nature of alcohol and the alcoholic, this film ments J f subcultures, such as Orthodox Jews, underscores the medically accepted view that the make the point that where the role bf alcohol is compuslive drinker suffers from a disease, one clearlydefined,withdefiniteoccasionfor which he cannot control alone. Animated images drinking a --(Inot drinking, alcoholism is rare. help to explain the action of alcohol in the Available rum National Audio-Viival Center, human body. Available from Center for Mass General vicesAdministration, Washington, Communications, ColumbiaUniversityPress, D.C. 204, 562 West 113th St., New York, N.Y. 10025. "A Snort History" The subject of drinking and

107 122 drivingistreatedinaninteresting, softsell Trigger Fil5 for Health (Drugs) manner, utilizing both cartoon and live action. The filmstressesthe point that driving an Universityof Michigan Television Center, 400 S. automobile is a series of risk-taking decisions; it Fourth Street, Ann Arbor Mich. 48103, then illustrates, by means of animation, how the 313/763-1134. abilityto judge the reality of these risksis LINDA A mother-daughterconflict affected by alcohol- The film's application is not over playing theradio too limited to drinking-driving situations. The risk- loudly; subtle, yet recogniz- taking aspect could be a basic element in any able signs point to drug use. alcohol education program, eliminating the need THE DOOR Theme of peer pressureis to separate drinking-driving from other alcohol p re se n ted during party- educationconcepts.AvailablefromDenver within-a-party;some guests Alcohol Safety Action Project, 1845 Sherman are invitedinto another St., Denver, Colo. 80203. room, some are excluded. THE WIND -Loneliness,- --boTedom, TRIGGER FILMS depression of a boy alone in his room; he gazes out of his These short (usually about a minute) films depict window, hastily grabs some an open-ended situation with alcohol. Since there is money and rushes off. no resolution of the case, people can put themselves AddictionResearchFoundation,33RussellSt., in the situation and begin to understand the conflicts Toronto, Canada M55 251, 416/595-6000, U.S. and mixed emotions surrounding alcohol use. These distributor: Association-Sterling Films, are excellent to use in small groups to "trigger" 512 Burlington Ave., LaGrange, Ill. 60525, thoughts and discussion. 312/352-3371. Trigger Films for Health (Series AE) EVERYONE A Familyconflict leads to WINNER dependencyondrinkand University of Michigan Television Center, 400 S. mother. Fourth St., Ann Arbor, Mich. 48103, 313/763-1134. CHEERS! Adult misperceptions about ANEY She'slonely,andallthe youths' drinking. others are drinking and AFTER HOURS A helpingagencycanbe having fun. strangled by rules. SIX CANS, None of the others can drink PRIME OF LIFE Coping with job frustrations. .COUNT'EM that much, can they? SCHOOL DAYS A teacher is quick to hassle THE TOAST Why not join in drinking on a students. festive occasion? PARTY SCENE The boss expects wives to be THE GAME A kidcanjoinhisolder part of the group. friends for basketball, but not BUILDING A daughterwantstobe for a beer. BRIDGES wanted. THE BUDDIES He finds some wine and dares BEFORE AND Conversation doesn't seem to his friend to drink. AFTER go without a drink. MAIN STREET There'snotmuchtodo LOSING TOUCH How to increase the gena- except kick a can until you're tion gap. old enough to drink. COVER JOE Everyone protects a drinker. D.C.Pelz, Survey Research Center, University of I'M OKIT'S Job frustration leads to wife Michigan, Ann Arbor, Mich. 48104, 313/764-8397. abuse. PA RTY He tells his date he's sober enough to drive 5.A. Stewart, Oakland County Health Department, THE KEY Car-key gets drunk at a key 27725 GreenfieldRd.,Southfield,Mich. 48076, party and is bawled out. 313/557-1400. THE BLONDE Humiliated in a bar, he speeds BOB! Everyone's bugging him, and into the night. the tavern is an escape.

123

108 APPENDIX C ALCOHOL FACTS/IDEAS

124 NATI NAL UNIVERSITY SEMINAR no one tells you how, or why, or where, or with STUDENT PANEL whom. There is no institution in our society that has taken it upon itself to introduce young people to (A National University Seminar, co-sponsored by alcohol. Most families do not do it. Studentsare forced to drink behind closed doors or to sneak it theNationallnstituteonAlcoholAbuseand Alcoholismarc!theUniversityof Notre Dame out, or parents must lock up their liquor cabinets and Student Government, was held on the Notre Dame things like that. All this does is form a real mystique about drinking." campus in November1975.A studentpanel discussion was one of the highlights of the seminar; Diana Merten below are some of the students' more enlightening University of Notre Dame and stimulating comments.) "Another negative role model group that most people don't usually think of isthe faculty or adminis- "Freshmen do look up to seniors... there is a double tration. ,Thereareproblems with alcohol abuse standard, seniors say 'boy,Ididn't do that when I among the faculty. These are people that students are fres-hman did and-ye-et-hey -don't-realize -that -supposed -to be looking up to and identifOrig with, they could very well be setting the standards that and when you see articles in the paper about staff freshmen are following." getting charged with DWI, or assault and battery,or Ed Byrne beingin a bar and Creating adisturbanceor Notre Dame Student Body something, what do you have to look forward to?" President Lavonne Chenault "Students tend to feel insulated when they are in Haskell Indian Junior College colleges, they tend to feel insulated from the expec- "1 think that facts can create an awareness about tations of the outside world. This means then that alcohol, and what's going to happen whenyou do what isrelevantorconsideredappropriateor drink alcohol. For example the fact that alcohol isa inappropriate in theoutsideworldmay not drug; the ways that alcohol affects your body; the necessarily apply to the college world... drinking kinds of things that can influence the rapidity with norms and values are derived through the interaction which alcohol is absorbed into your system what with your peers and that's how you drink while you you mix your drink with, your body weight, how fast are in college." you drink. Tnese are facts that can help people make Kit Christensen theirdecisionsaboutdrinking,or,indrinking Moorhead State Univsity situations can temper their drinking so that they're not going to experience some of the unpleasant side "We are all familiar with prohibition. If you take a effects that. we have probably all found with alcohol look at history you can sec how it really did change at one time or another." the way that Americans were using alcohol. It took Susan Maloney drinking out of the home and out of the community The Johns Hopkins University taverns (which were centers of the community life), and put it into the cocktail lounges and turned it into "You go to a college party and it's veryrare that you ai forbiddenevil something to keep away from will find food. So what I started doing is bringingmy young people." own food. Or if someone is having a Party that I hear Susan Maloney about,I'll suggest that maybe I could bring some The Johns Hopkins University food or that they might want to include that in their thing. I've noticed that a lot of my friendsnow, after "If 'you look at American society two things are told I've talked to them, have begun to demand things of to young adults: one is that you can't drink until you their hosts and hostesses, and of themselves. They are 18 or 21, and then the next thing you hear is that will go up to someone that's throwinga party and you can drink because you are 18 or 21. In betwcen say:'Ithinkitwas very impolite not to serve a

110

125 non-alcoholic beverage for those of us who prefer not "On our campus the approach that we are trying to to ...I think that you can throw something use is to go in and through group discussions and a like a BYOF bring your own food, or have TGIF variety of other means, help students understand parties thank God it's food, or things like that. their student frame of reference, what influences are Someone threw a party in my room and there were brought to bear on them, what norms they live under, about 50 people and we went through about three and things like that. We are going to try to have quartos of a case of vodka, but we also went through studentslocatethemselves within that particular 30 pounds of ham, 12 loaves of bread, W pounds of frame of reference, see how they fit into it, and help cheese and tons of crackers; and it just happened that them realize that they do have options. There might people that were coming back from other parties be social forces, but students can be made conscious would stop in and eat, and pretty soon the party had of the fact that they are just social farces, they aren't expanded to about 80 and the last 30 or 40 people some sort of absolute mandates; and that they do did not drink at all, they just came to eat. have options, people do have alternatives." Diana Merten Kit Christensen University of Notre Dame Moorhead State University

"College especiallyis a time you start questioning "One thing that we did on our campus was to relate a what you'vebelievedallalong,and you make poster to our students, the language that th;..y use, decisions that will probably affect you the rest of and some of the habits that they have. We took a yourlife.Your peers do influence you inthese posterandit says 'Drinkingdoesnotmake decisions. The question really isn't whether or not to you' and it has a picture of some Indian dancers drink anymore because by the time you reach college dancing, some guys sitting around a drum drumming you've already decided whether or not you're going and then it has some Indians in their tribal outfits, to drink. You have to decide how much you are going and at the end it has a guy and these two chicks. And to drink, when you are going to drink, and how you the poster says 'drinking does not make you dance are going to drink, and your peer group reallydoes better, more traditional,orsnag easier'. On our influence these decisions." campus the word snag means pick up or whatever, Georgia Strorner and the Indian students there really related to the Indiana University poster." Lavonne Chenault "We don't have to just talk about encouraging the Haskell Indian College responsible use of alcohol, we can also talk about personal development that is going to give people -We should deal with college people. Mistakeshave other things to do besides go out drinking. You can been made, you can't change what has been,but you help enhance peoples' self-concept, or get into the can change what will be. Collegestudents will be alternatives area and offer activities on campus that leaders, they will be parents, and Ithink if you look I think there's an un- don't encourage drinking. at college, things you've learnedin class and the believable amount of activities you can get into." papers you write and the tests youtake you forget. Susan Maloney But the things that you do when you liveeveryday The Johns Hopkins University you don't forget because theybecome part of you. I "I think we can afford to be offended by obnoxious think that this whole idea of responsibledrinking, and damaging drug behavior. There is nobody that and patterns for making responsible decisions on any won't support you in these situations. And there's level, are things you should live. Any kind of program also no reason why, if you see somebody that you that you'd want to start should be somethingthat can tellis just blown away, you can't speak to him students don't learn but that they live. I think that and say, 'Well, let me take you home.' These are just something like this will continue on and hopefully actions you can do yourself that can really do a lot in some day all the people that graduatefrom college terms of raising other people's awareness. And you're will go on to be parents that do positive things not preaching, you're just doing it yourself and no towardsteachingtheirchildrenhowtomake one is going to get down on you forth'at." responsible decisions and how to use alcohol " Ed Byrne Diana Merten University of Notre Dame University of Notre Dai

126

111 ALCOHOL-DRUG INTERACTIONS

Drugs Involved with Alcohol Possible Effects & Clinical Significance Analgesics Narcoticsmorphine, codeine meperldine, metha- Acute ingestion increased CNS depression and pos- done, etc.) sible respiratory arrest. Well documented. Chronic ingestion tolerance develops to depressant effects but not to effects on respiratorysystem. _ . Non-narcotic analgesics ficylates and other related Increased likelihood of GI irritation withpossibility compounds) of increased blood loss from GI tract.

Anesthetics General anesthetics (thiarnylal sodium hohexital Additive CNS depressant effects inacute stage of sodium, etc.) intoxication. Antialcohol Prepara ions Disulfiram Well documented "Antabuse Reaction" Calcium carbamide resulting in nausea, vomiting, headache, increased bloodpressure and possible severe cardiac arrhythmias. Canresult in death.

Antianginal Preparations Nitrates, nitrites & other coronary vasodilatorsand Can produce an increased peripheral peripheral vasodilators vasodilitation and possible excessive lowering inblood pressure resulting in fainting, dizzinessor lightheadedness. Antidiabetic Agents Insulin, oral sulfonylure (tolbutarnide, tolazamide, Alcohol can recultin an indirect increase inthe acetohexamide, chlorni ,,pamide), phenformin effects of insuliA may induce severe hypoglycemia. Alcohol inhibits gluconeogenesis and inducesa hypoglycemia when this mechanism is neededto maintain normal glucose levels (i.e., inadequatecarbohydrate reserves). It also inhibits the usualrebound of glucose afterhypoglycemia. With the oral sulfonylureas, alcohol may stimulate their metabolismresulting in a decreased hypoglycemic activity. A possible disulfirarn-like effect may be produced incertain diabetics. With phenformin,a severe state of lactic acidosis may be produced with alcohol andshould therefore be avoided. Antihistamines Ethylenediamines (tripelennarnine,methapyrilene, etc.), Increased sedative effects with thecombination but Ethanolamines (diphenhydramine, diphenyl- will vary with the class of_antihistamine. pyraline,etc.),Propylamincs(brompheniramine maleate, chlorpheniramine maleate, triprolidineHC1, etc.), Phenothiazines (prornethazine,etc.)

112 127 AntihypertensiveAgents Rauwolfiaalkaloids(reserpine,deserpidine, .) An increase in the blood pressure lowering effects Guanethidine, Alpha-methylodopa, Ganglionic b uck- may benoted withthiscombination with the ing agents (mecalyarnine, etc.), Hydralazine, pargyline possibility of producing postural hypotension. Addi- tionally, an increased CNS depressant effect may be seen with the rauwoltla alkaloids and alpha methyl- dopa.

Anticoagulants Enolic (bishydroxycoumarin, warfarin sodium, phen- procoumon, acenocoumarol) lndanediones (phenin- Alcohol may decreasetheanticoagulanteffects dione, anisindione, diphenadione) through enzymatic stimulation. Alcohol also may decrease liver function when consumed chronically and may lead to a decreased clotting factor synthesis.

Anbconvulsants Diphenylhydantoin The anticonvulsant activity of diphenylhydantoin has been reported to be decreased through enzymatic stimulation by alcohol.

Antidepressants Tricyclic (imipramine, desipraminc, norpramine, ami- With the tricyclic antidepressants and doxepin, in- triptyline, protriptyline) Doxepin creased CNS depression. Alcohol may also adversely Monoamine Oxidase Inhibitors (tranylcypromine affect motor skills particularly during the 1st few !amide, phenelazine, isocarboxazid, pargyline) days of TCA therapy. With the monoamine oxidase inhibitors, increased sedative effects with a possibility of a disulfiram-like effect. Certain alcohol preparations(Chiantiwine,inparticular) may also be responsible for precipitating a hypertensive crisis.

Antiinfective Agents Sulfonamides Possible disulfiram-like effect. Metronidazole Possible disulfiram-like effect. Nitrofurans (furazolidone, nifu oxime Possible disulfiram-like effect.

Cycloserine Possible precipitating of convulsions when combined with alcohol.

Central Nervous System Stimulants

Amphetamines, caffeine, me thylphenidate, etc. Possible antagonism of CNS depressant effects of alcohol but no improvement of impaired motor coordination. May result in false sense of security.

Diuretics Thiazide (chlorothiazide, hydrochlorothiazide, meth- May produce an increase in blood pressure lowering possibly yclothiazide,etc.),Thiazide-like(chlorthalidone, effectsfrom the diureticsandmay quinethazone,etc.)Furosemide, Ethacrynic Acid, precipitate postural hypotension. etc.

Sedative-Hypnotics Barbiturates(phenobarbital,pentobarbital, seco- Combination can result in increased CNS depression barbital, amobarbital,butabarbital,etc.) Non- with possible coma and respiratory arrest. Chronic barbi turates (glutethimide, chloral hydrate, alcohol consumption can produce a cross-tolerance to chlorbetaine, methaqualone, ethchlorvynol, sedative effects but NOT to the respiratory depressive flurazepam, etc.) Bromides effects. Possible fatal results.

113 128 Tranquilizers Minor (chlordiazepoxide, diazepam, oxazepam, Increased CNS depression, particularly during the meprobamate, tybamate,phenaglycodol,hydro- first few weeks of therapy with tranquilizers. Very -xyzine, etc.) well documented. Major (phenothiazines, etc.) Increased CNS depression with impairment of motor skills, particularly during first few weeks of therapy.

Vitamins Cyanocobolamin (B12), Thiamine HC1 (B Folic Chronic alcohol consumption can result in decreased acid, Fat-soluble Vitamins (A, Co, E, K) absorption from GI tract. Reversible when alcohol is withdrawn.

developed by the Texas Pharmaceutical Association

114 WHAT IS THE ALCOHOL CONTENT OF BEER IN YOUR STATE?

USDA SPECIAL INFORMATION Revised 2/70 ALCOHOLIC CONTENT ALCOHOLIC CONTENT Beer and Other Malt Beverages Minimum Maximum ALA .5% by volume 4% by weight ALASKA I% by volume no limit ARIZ .5% by volume no limit ARK no minimum 5% weight (over 5%; higher licenses, lower tax) CAL .5% by volume beer, 4% by weight; ale, etc., no maximum COLO no minimum 3.2% wt.; over 3.2% ("Malt Liquor"), higher licenses CONN .5% by volume no limit DEL .5% by volume no limit D.C. .5% by volume no limit FLA I% by weight dry counties 3.2% Wi., elsewhere no limit GA no minimum 6% by volume HAWAII -.5%6Y-Válume no Iiiiiii IDA no minimum 4% by weight (over 4%, state stores) ILL .5% by volume no limit (local option may limit to 4% by weight) IND no minimum no limit IOWA no minimum 4% by weight KANS no minimum 3.2% wt., over 3.2 inliquor stores, package only KY I% by volume no limit (local option may limit to 3.2% by weight LA .5% by volume 6% by volume (over 6%, higher licenses); dry areas, 3.2% by weight ME .5% by volume no limit MD .5% by volume no limit (except Harford County; 6% by volume) MASS .5% by volume 12% by weight MICH .5% by volume no limit MINN .5% by volume 3.2% by weight; over 3.2% higher licenses and tax MISS no minimum 4% by weight MO .5% by volume 3.2% wt.; "malt liquor" (over 3.2%), 5% by wt. MONT no minimum 4% by weight (over 4%, state stores) NEBR no minimum no limit NEV .5% by volume no limit N.H. 1% by volume 6% by volume (over 6%, state res) N.J. .5% by volume no limit N.M. .5% by volume no limit N.Y. (Tax Law) .5% by volume no limit N.C. .5% by volume 5% by weight ND. no minimum no limit OHIO .5% by weight 32% by wt.; malt liquor over 3.2, max. 7% wt. OKLA .5% by volume 3.2% by wt.; over 3.2 in liquor stores, package only ORE .5% by volume beer, 4% wt.; other malt beverages, 8% wt. PENN .5% by volume no limit R.I. .5% by weight no limit S.C. no minimum 5% by weight S.D. no minimum "non.intoxicating," 3.2% wt. 'high point," 6% wt. TENN no minimum 5% by weight (over 5%, higher licenses and tax) TEX .5% by volume 4% by wt. (over 4%, higher licenses and tax) UTAH .5% by weight 3.2% by wt. (over 3.2%, state stores) VT 1% by volume 6% by volume (over 6%, state stores) VA .5% by volume dry area 3.2% by wt., elsewhere no limit WASH .5% by volume 4% wt. (over 4%, state stores and liquor licenses) W. VA' no minimum 3.2% by weight WIS .5% by volume 5% by wt. (over 5%, higher licenses, same tax) WYO 1% by volume no limit

130 APPENDIX D RECIPES

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131 PARTY RECIPES

First here are some party food and drink recipes vegetables radishes,carrots,celery, etc. that_ we_ m ight want _to _try when entertaining. _These chips, crackers, or bread sticks. are just to get us thinking though let's use some culinary imagination!! The amounts called for in these recipes can be Bacon Snacks adjusted (doubled or whatever) according to the size of the group we're expecting. 2 slices bacon Y2 green pepper, chopped Hot Meat Balls 1/4 cup sharp Cheddar cheese, grat d 1/2 small onion, finely chopped teaspoon dry mustard 1 pound ground beef 1 teaspoon Worcestershire sauce Y4 pound ground pork Ih cup diced bread crumbs Mix all ingredients. Spread on party rye bread 1/2 cup minced parsley 11/2 teaspoons salt Bake at 32$°-350° for 15-20 minutes. Serve hot. IA teaspoon black peeper 1/8 teaspoon tabasco 1 teaspoon basil Hammed-up Mushrooms 'A teaspoon minced garlic 3 eggs Wash and remove stems from 4 dozen medium- 2 tablespoons grated Parmesan cheese sized mushrooms. Sautie caps in 3 tablespoons butter. Make a mixture of 2 cups ground ham (or ham and Mixalltheingredientstogetheruntilwell mushroom stems), Yi cup sour cream, 'A teaspoon salt, blended. Shape into walnut-sized balls. Arrange on a and ¼ teaspoon pepper. Stuff caps and refrigerate. greased baking pan. Bake in a 4000 oven 30 minutes. When ready to serve, sprinkle with bread crumbs or Serve hot, on toothpicks, with mustard or a cocktail Parmesan cheese. Heat at 350° for 10 minutes. sauce. Makes about 42. Duchess Crab Liverwurst Dip Blend the following ingredients: Mash1 pound of liverwurst and thin it down 8 oz, canned or frozen crabmeat .with sour cream. Add one onion grated, 2 tabfe- 8 oz. cream cheese spoons of finely chopped-dill pickle and a tablespoon dash Worcestershire sauce of sharp prepared mustard. Add salt and pepper to 1 tablespoon minced shallots or onions ptional) taste. Mix for cocktail sauce: Blue Cheese Dip Catsup Horseradish Mash ½ pound of sharp blue cheese and thin it Lemon juice with 1 cup of sour cream. Add a medium size grated onion and 1 teaspoon of freshly ground black pepper. Place crabmeat spread in small bowl andpour sauce The two above dips can be served with raw, crisp on top. Place on hors d'oeuvre tray with crackers.

118 Appetizer Chicken have the fun of ordering "Zombies" and "Pink Ladies" and "Stingers" and"Grasshoppers," the hapless Blend the following ingredients: teetotaler is left with losers like "tomato juice" and 1 cup cooked chicken, chopped "ginger ale" and "root beer on the rocks." 5 tablespoons mayonnaise It must be admitted, however, that most non- 2 tablespoons sweet picklerelish' , alcoholic drinks served at parties really deserve their 1 tablespoon finely chopped. ame titles. After all, does plain old tomato juice onion really merit any other name? To give nonalcoholic 1 teaspoon capers (optional) beveragesthestatustheydeserve and togive salt and pepper to taste nondrinkersa chancetoorder something more seductive than gingerale some "alternative" drinks Mix well. Chill. Serve as a spread with crackers. have been created with names that do them justice. Who knows, maybe even a few drinkers will get Curried Salmon Spread interested...

1 can(41/2oz.) Salmon Carioca Fizz (Irish Coffee's booze-less cousin 1 tablespoon finely chopped onion 3 tablespoons sour cream (2 servings) tablespoon mayonnaise 'A teaspoon instant coff e 1/2 teaspoon curry powder Vi .teaspoon grated orange rind 'A teaspoon sweetened chocolate-flavored drink mix Discard any bones from salmon and mash well_ IA teaspoon sugar with a foi k. Add all other ingredients. Mix. Chill in 'A cup water covered bowl for one hour. Serve with toast rounds 1 bottle (10 ounces) bi er-lemon or crackers. carbonated beverage 4 orange slices If we are going to serve an alcoholic punch, it 4 maraschino cherries should bmade wirll A non-cat ted base. Here is one idea: Combine instant coffee, chocolate flavored drink mix, sugar, and water in a cup, stir until sugar is fully dissolved. Pour over ice (2 glasses), fill with bitter- "lea eunch lemon, garnish with orange and cherries.

'h cup ins:a Pilgrim's Progress 2 quarts wyttr (What to imbibe when ye abstain) 1 643z.c::r. ::zen eade (3 servings) 1 6-oz. can frozen lemonade 1 6-oz. can frozen pineapple 16-ounce bottle cranberry juice juice concentrate 1 pint 2 ounces pineapple juice(1 can 1 pint cranberry juice cocktail Lemon slices

In a punch bowl, combioe inrtant tea, water, Mix pineapple and cranberry juices in large pitcher, concentrates and cranberry juire_ it before serving, pour over crushed ice intall glasses, garnish with add ice. Makes more than 1 gallon 25 five-ounce lemon slices. servings. Houdini Cocktail (The alcohol has escaped) The Counter-Cockudi (2 servings) Spirited Drinks 'A pint strawberry ice cream Without the Spirits 1 cup milk 4 teaspoons bottled grenadine syrup Why isit that only alcoholic drinks have exotic, Whole strawberries devil-may-care merles? Somehow there's the impli- cation that nonal.holic beverages are simply too dull Beat ice cream and milk until foamy-thick in blender, and drab to zingy titles. So while drinkers pour into glasses. Pour 2 teaspoons grenadine syrup

119 133 from spoon down inside each glass (forms a bright fondue bubbling slowly. If fondue becomes thick add crimson layer at thc bottom). Garnish with straw- a little hat wine. berries. Wine Cube Gelatin Mohave (Manhattan's dry alternative) 1 envelope unflavored gelatin (8 to 10 servings) 1/2 cup Rhine wine cup sugar

1% cups 5ugar 1/1 cups Rhine wine 4 cups water 1 pint strawberries, halved and sweetened % cup bottled lemon juice 'A cup bottled lime juice Sprinkle gelatin over 'A CUp wine in saucepan. Place 2 bottles (12 ounces) ginger ale over low heat and stir constantly till dissolved, about Mint sprigs 3 min. Remove from heat and add sugar and 11/4 cups Limiesiice vine. -Stir -with -dear: Pmir into 9X5-ioaf -pan. Chili until firm. Cut into cubes. Layer in parfait glasses Heat and stir Sugar and water in saucepan until sugar with strawberries and chill. is dissolved, cool to lukewarm. Stir in lemon and lime glazed chicken with rice stuffing` juices and pour into large pitcher. Mix in ginger ale, [makes 6 servings] pour into tall glasses filled with ice. Garnish with sprig of mint and lime slice. 1 chicken, 5-6 pounds 1 [7 oz.] package chicken flavor rice and vermicelli COOKING WITH WINE 3/4 cup beer AND BEER 1 cup water 2 tablespoons butter or margarine cup finely chopped celery Frank's Mushroom Sauce 1 tablespoon instant minced onion 1 teaspoon poultry seasoning Y4 lb. butte Glaze: 3 oz. beef marrow (optional) V2 cup pineapple juice 1 lb. chopped mushrooms % cup beer 10 green onions (chopped) 1 teaspoon curry powder Dry Red Wine Prepare chicken and sprinkle inside and out with salt Saute until tender, add wine to taste, and simmer. and pepper. Cook rice mix according to package directions using beer, water and butter-. When rice is Cheese Fondue tender and liquid is absorbed, stir in celery, onion and poultry seasoning. Use rice mixture to stuff chicken. clove garlic Skewer opening and place chicken on a rack in a cups Dry White Wine shallow pan. Roast in a preheated 350°F. oven for 2# coarsely grated swiss cheese 1% hours or until drumstick moves up and down easily. Combine pineapple 'A cUp all-purpose flour juice,beer and curry powder. Brush chicken with glaze frequently during Y2 tsp. salt roasting period. % tsp. dry mustard dash nutmeg fast meat loaf' Y4 cup Cognac, light rum, or Kirsch [makes 6 servings] 2 med. size loaves French bread in cubes 2 pounds lean ground beef Rub a 2 qt. chafing dish or electric skillet with garlic. 2[ .8 oz.] envelopes spaghetti Add wine, heat slowly over med. heat until tiny sauce mix

bubbles begin to form. Mix cheese lightly with flour; 1 cup beer add cheese handful at a time, stirring after each 1 tablespoon instant minced onion addition until cheese is melted. Add seasonings and 1/4 teaspoon garlic powder Cognac, stirwell. Keep heat low enough to keep 1 cup bread stuffing mix 'The United States Brewer's Association, The Secret Combine meat with all other ingredients and mix Ingredient in Cooking. well. Shape into a loaf and place in a shallow baking

120 134 pan. Bake in a preheated oven at 359°F. for 1 hour 1 quart beer or until richly browned. If desired, after 30 minutes 4 tablespoons lemon juice loaf may be covered with 4 strips bacon. Let cool for 2 teaspoons salt

10 minutes before slicing. [This makes a firm meat 1 teaspoon whole peppercorns

loaf which can be cut into thin slices, hot or cold. 1 teaspoon dried tarragon Excellent cold for sandwiches. Mixture can also be 2 pounds raw shrimp in shells shaped into meatballs or hamburgers.] Combine beer with seasonings in a saucepan. Bring to a boil and simmer 10 minutes. Add shrimp and bring beery green beans2 backto aboil.Lower heat and simmer 2 to [makes 6 servings] 5 minutes, until shrimp turn pink. Drain, cool and 3[9 oz.] packages frozen shell shrimp. cut green beans 2 red onions, sliced --- Y4 -c-t-c-idc-r- vi-negar brewed cocktail franks2 3 tablespoons beer [makes about 26 franks] 2/3 cup salad oil 2 cups beer 1 [.8 od envelope blue cheese 2 onions, sliced salad dressing mix 2 carrots, sliced 1 small head Iceberg lettuce 1 celery stalk, sliced

Cook green beans as directed on package. Drain and 1 teaspoon Worcestershire sauce chill. Combine cool. Toss with onion rings and 1 pound cocktail franks vinegar, beer, oil and salad dressing mix. Beat until smooth. Line a salad bowl with lettuce leaves. Mix Place beer, vegetables and Worcestershire sauce in green beans, onions and salad dressing. Pour mixture large saucepao. Bring to aboil and when foam subsides, simm..:r for 10-15 minut; to blend flavors. into lined salad bowl. Serve at once. Add franks and bring back to "I'Irn off heat; shrimp in beer' cover and let stand for 5 to Remove [makes 4-6 servings] franks and serve hot.

2The United States Brewer's Association, The Secret Ingredient in Cooking.

121 APPENDIX E REFERENCES & RESOURCES

136 SELECTED REFERENCES

-Mi [gram, Gail Gleason. Alcohol Education Materials. The following papers may be obtained from the Publications Division,Rutgers Center of Alcohol address after each Citation. Studies, New Brunswick, N.J., 1975. Plaut,.Thomas. Alcohol Problems: A Report to the Beauchamps, Dan."BeyondAlcoholism:Public Nation. Oxford University Press, N.Y., 1967. Health Perspectives on .Alcohol Problems." Depart- Wilkinson,Rupert.The Prevention of Drinking ment of Health Administration, School of Public Problems, Alcohol Control and Cultural Influences. Health, University of North Carolina, Chapel Hill, -Oxford University Press, N.Y., 1970. N.C. 27514. Jessor, Richard, and Jessor, Shirley L. Adolescent Edwards, Griffith. "Alternative Strategies for Mini- Development and the Onset of Drinking. Journal of mizing Alcohol Problems." Addiction Research Unit, -Studies on Alcohol, Vol. 36, No. 1, 1975. Institute of Psychiatry, 101 Denmark Hall, London, The following four publications are available from: S.E.S., England. Superintendent of Documents,U.S. Government Gusfield,Joseph."ThePreventionofDrinking Printing Office, Washington, D.C. 20402. Problems." University of California, San Diego, Calif. Alcohol and Health.U.S. Department of Health, Keller, Mark. "Alcohol. . .Because" The Center of Education, and Welfare, 1971, Stock #1724-0193. Alcohol Studies, Rutgers University, New Brunswick, N.J. 08903. Alcohol and Health; New Knowledge. U.S. Depart- ment of Health, Education, and Welfare, 1974. Stock Operation Threshold: The Grassroots Manual on the #1724-0399. Prevention of Alcohol Problems. 1974. U.S. Jaycees, Box 7, Tulsa, Okla. 74102.. Alternative Pursuits for America's Third Century: A Resource Book on Alternatives to Drugs, U.S. Depart- Small, Jacqueline. "Becoming Naturally Therapeutic: A Handbook on the Art of Counseling with Specific ment of Health, Education, and Welfare, 1974. Stock Applications to Alcoholism Counselors." 809 Sam #1724-00333. Houston Building, Austin, Tex. 78701. Jessor,Richard. Remarks on drinkinginyouth. Proceedings of the First Annual Alcoholism Con- This next publication is available from: ferenceWashington, D.C.,NationalInstituteon Public Communication Group Alcohol Abuse and Alcoholism, June 25-26, 1971. Highway Safety Research Institute pp. 258-261. University of Michigan The following four publications are available from: Ann Arbor, Mich. 48105 SocialResearch Group, School of Public Health, Grimm, Ann C., AlcohollSafety Public Information University of California, Berkeley, Calif. 94720 MaterialsCatalog, Number3. HighwaySafety Research Institute, Ann Arbor, Mich. 1975. Cahalan, Donald. Implications of American Drinking Practices and Attitudes for Prevention and Treatment The Materials Catalog is designed for use by persons of Alcoholism. developing new publicinformation programs on alcohol and highway safety. It lists materials pro- Room, Robin. Prevent/on Of What? duced for previous campaigns along with journal Room, Robin. Governing Images and Prevention of articles and reports describing and evaluating such Alcohol Problems. programs. Materials and reports listed in the catalog Room, Robin. Minimizing Alcohol Proble s. may be borrowed free of charge. 137

123 STATE ALCOHOL AGENCIES

Alabama'State Alcoholism Program Divisicm of Mental Health 145.Moulton Street Bureau of Alcoholic Rehabilitation Montgomery, Alabama 36104 1309 Winewood Boulevard, Room 3 6 Phone: : (205) 265-2301 Tallahassee, Florida 32301 Phone: (904) 488-9955 Division of Family and Childrens' Services Office of Alcoholism Guam Memorial Hospital Pouch HOSE Agana, Guam 96910 Juneau, Alaska 99801 Phone: (907) 586-6201 Division of Mental Health Alcohol and Drug Abuse Services Section Division of Behavioral Health Services 618 Ponce DeLeon Ave., N.E. Alcoholism Program Atlanta, Georgia 30308 2500 East Van Buren Street Phone: (404) 894-4785 Phoenix, Arizona 85008 Phone:- (602) 2714525 Substance Abuse Agency. 1270 Queen Emma Street Office on Alcohol Abuse and Alcoholism Room 404 1515 West 7th Street, Suite 202 Honolulu, Hawaii 96813 Little Rock, Arkansas 72202 Phone: (808) 548-7655 Phone: (501) 371-2003 Bureau of Substance Abuse Office of Alcohol Peograrn Management Statehouse, LB) Building 825 - 15th Street Boise, Idaho 83720 Sacramento, California 95814 Phone: (208) 384-3340 Phone: (916) 445-1940 Department of Mental Health and Developmen al -Disabilities Alcohol and Drug Abuse Division Alcoholism Division 4210 East 11th Avenue 188 West Randolph Street, Room 1900 Denver, Colorado 80220 Chicago, Illinois 60601 Phone: (303) 388-6111 Phone: (312) 793-2907

Connecticut State Alcohol Council Division of Addiction Services 90 Washington Street Five Indiana Squ-are Hartford, Connecticut 06115 Indianapolis, Indiana 46204 Phone: (203) 566-3464 Phone: (317) 633-4477

Alcoholism Services Division on Alcoholism 3000 Newport Gap Pike 'Lucas State Office Building Wilmington, Delaware 19808 Des Moines, lowa 50319 Phone; (302) 998-0483 Phone: (515) 281-5604

BiirèiàfAlcohblism arid Prevention Alcohol Aluse Unit 1875 Connecticut Avenue, N.W. 535 Kansas Avenue, Room 1106 Washington, D.C. 20009 Topeka, Kansas 66603 Phone: (202) 629-3025 Phone: (913) 296-3991

124 138 Bureau far Health Services Division of Alcoholism .275 East Main Street Box 94728 Frankfort, Kentucky 40601 Lincoln, Nebraska 68509 Phone: (502) 564,3970 Phone: (402) 471-2231

Bureau of Substance Abuse Bureau of Alcohol and Drug Abuse 200 Lafayette Street 505 E. King St., 5th Floor Seventh Floor, Weber Building Kinkead Building Baton Rouge, Louisiana 70801 Carson City, Nevada 89701 Phbne: (504) 389-2534 Phone: (702) 885-4790

13-ureiu of Rehabilitation Program on Alcohol and Drug Abuse Office of Alcoholism and Drug Abuse Prevention 61 South Spring Street 32 Winthrop Street Concord, New Hampshire 03301 Augusta, Maine 04330 Phone: (603) 271-5531 Phone: (207) 289-2141 Alcoholism Control Program Division of Alcoholism Control P.O. Box 1540, John Fitch Plaza 201 .W. Preston Street Trenton, New Jersey 08625 Baltimore, Maryland 21201 Phone: (609) 292-8947 Phone: (301) 383-2784 _.New Mexico Commission on Alcoholism Division of Alcoholism 113 Washington Avenue 755 Boylston Street Santa Fe, New Mexico 87503 Boston, Massachusetts 02116 Phone: (505) 827-2595 Phone- (617) 536-6983 Division on Alcoholism Office of Substance Abuse Services 44 Holland Avenue 3500-North Logan Street Albany, New York 12208 Lansing, Michigan 48914 Phone: (518) 474-5417 Phone: (517) 373-8600 Division on Mental Health Services Chemical Dependency Program Division Alcohol and Drug Services Metro Square Building, Room 402 P.O. Box 26327 St. Paul, Minnesota 55101 Raleigh, North Carolina 27611 Phone: (612) 296-4610 Phone: (919) 829-4670

Division of Alcohol Abuse and Alcoholism Division of Alcoholism and Drug Abuse 125 Lelia Court 909 Basin Avenue Jackson, Mississippi 39216 Bisrnarck, North Dakota 58505 Phone: (601) 982-6436 Phone: (701) 224-2767

Division of Alcoholism and Drug Abuse Alcoholism Unit P.O. Box 687 450 East Town Street 2002 Missouri Boulevard P.O. Box 118 Jefferson City, Missouri 65101 Columbus, Ohio 43216 Phone: (314) 751-4122 Phone: (614) 446-3445

Addictive Diseases Bureau Division on Alcoholism - 1539 11th Avenue 408-A North Walnut Sir Helena, Montana 59601 Oklahoma City, Oklahoma 73105 Phone: (406) 449-2827 Phone: (405) 521-2811

12 139 Mental Health Division Division of Mental Health -Progiams for Alcohol and Drug Problems Saipan, Mariana Islands 96950 2570 Center Street, N.E. Salem, Oregon 97310 Phone: (503) 378-2163 Division of Alcoholism and Drugs 554 South 300 East Street Governor'5Council on Drug and Alcohol Abuse Salt Lake City, Utah 84111 Office ,of the Governor Phone: (801) 328-6532 Commonwealth of Pennsylvania 2101 North Front Street Harrisbtirg, Pennsylvania 17110 Alcohol and Drug Abuse Division Phone: (717) 787-9857 81 River Street Montpelier, Vermont 05602 State Alcoholism Program Phone: (802) 828-2721 BOX B-Y Rio Piedras, Puerto Rico 00928 Phone: (809) 763-7575 Bureau of Alcohol Studies and Rehabilitation James Madison Building Services for Alcoholics 109 Governor Street The Aime J. Forand Building Richmond, Virginia 23219 600 New London Avenue Phone: (804) 770-3082 Cranston, Rhode Island 02920 Phone: (401) 464-3291 Mental Health Services Comprehensive Health Planning P.O. Box 1442 Pago-Pago, American Samoa St. Thomas, U.S. Virgin Islands 00801 Phone: (809) 7 74-01 17 South Carolina Commission on Alcohol and Drug Abuse P.O. Box 4616 Office of Alcoholism Landmark East P.O. Box 1788 3700 Forest Drive, Suite 300 Olympia, Washington 98504 Columbia, South Carolina 29240 Phone: (206) 753-5866 Phone: (803) 758.2521

Division of Alcoholism Division on Alcoholism and Drug Abuse Office Building No. 2 State Capitol State Capitol Charleston, West Virginia 25305 Pierre, South Dakota 57501 Phone: (304) 348-3616 Phone: (605) 224-3459

Section on Alcohol and Drugs Bureau of Alcoholism and Other Drug Abuse Capitol Blvd. Building 1 West Wilson Street 226 Capitol Blvd. Madison, Wisconsin 53702 Nashville, Tennessee 37219 Phone: (608) 266-3442 Phone: (615) 741-1921

Texas Commission on Alcoholism Mental Health and Mental Retardation Services 809 Sam Houston State Office Building State Office Building Austin, Texas 78701 Cheyenne, Wyoming 82001 Phone: (512) 475-2577 Phone: (307) 777-7351

140

126 STATE PREVENTION COORDINATOR San Diego Summer School of Alcohol Studies PROGRAM University of California Extension, Department of Alcohol Studies P.O. Box 109 The goal of this program is the reduction of La Jolla, California 92307 drinking problems through positive measures directed at how people drink, their attitudes toward drinking, Delaware institute on Alcoholism and their welfare while drinking. A majority of the States presently have prevention coordinators. antinuing Education-Clayton Hall C In the NIAAA prevention training University of Delaware program, the Newark, Delaware 19711 State coordinators are prepared for giving direction to programingrelatedtopubliceducation,public discussion, a communitystudyofitsdrinking Florida School of Alcohol Studies patterns, the development of strategies to prevent Alcoholism Treatment & Research Center drinking problems, and other actions designed to P.O. Box 1147 minimizethe abuse ot alcoholicbeverages. The Avon Park, Florida 33825 training program highlights the importance of primary prevention, the need for community organi- Kentucky School of Alcohol Studies zational skills and the significance of strategies that Alcohol Section, Room 201 modify the social environment. 275 E. Main To contact your State prevention coordinator, Frankfort, Kentucky 40601 write or call the State alcohol authority in your State capital. Maryland Institute of Alcohol Studies Division of Alcoholism Control 201 West Preston Street SUMMER SCHOOLS OF Baltimore, Maryland 21-201 ALCOHOL/DRUG STUDI ES Minnesota School on Chemical Dependency Alcohol/Drug Authority These schools, which are not all necessarily held 402 Metro Square Building in the summer, usually run for a duration of 1to St. Paul, Minnesota 55101 2 weeks. Thespecificdates,as well asother information,canbesecured by writingtothe Johnson Institute Workshop on Alcohol and Drug school(s) of your choice. Thislist,in which the Abuse schools are listed in alphabetical order by State, is not 7325 Wayzata Boulevard meant to be inclusive. Information regarding summer Minneapolis, Minnesota 55426 schools can also be obtained by writing to individual State alcohol agencies. Nebraska School on Alcohol Studies Southwestern School of Alcohol Studies University of Nebraska Extension Division College of Pharmacy Box 94728 University of Arizona Lincoln, Nebraska 68598 Tucson, Arizona 85721 Nevada School on Alcohol Studies & Drug Abuse Mid-South Summer School on Alcohol Problems Bureau of Alcohol/Drug Abuse 7th & Hooper Streets 1803 N. Carson Street Little Rock, Arkansas 72201 Carson City, Nevada 89701

Summer School on Alcohol & Other Drugs Rutgers Summer School of Alcohol Studies Berkeley Center for Alcohol Studies Rutgers Center of Alcohol Studies 1798 Scenic Avenue Smithers Hall Berkeley, California 94709 New Brunswick, New Jersey 08903

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141 Institute on Alcohol Studies West Virginia School of Alcohol & Drug Abuse Western New Mexico University Studies Silver City, New Mexico 87061 Division of Alcoholism & Drug Abuse Department of Mental Health-State Capitol New York State Alcohol Institutes Charleston, West Virginia 25305 Division of Alcoholism 44 Holland Avenue Carthage Addiction Institute, Alcoholism Center Albany, New York 12229 Carthage College Kenosha, Wisconsin 53140 International School of Alcohol Studies Division of Alcoholism/Drug Abuse Summer Institute on Community Alcoholism 320 Avenue B, East Programming Bismarck, North Dakota 58505 University of Wisconsin 322 Lowell Hall Kathryn Cornell School of Alcohol & Other Drug 610 Langdon Street Studies Madison, Wisconsin 53706 School of Sociology and Anthropology

University of Tulsa . Annual Conference of Canadian Federation on 2121 S. Columbia Alcohol & Drug Dependencies Tulsa, Oklahoma 74114 33 Russell Road Toronto, Canada M5S 2S1 Southern Oregon Institute of Alcoholic Studies 1650 Fruitdale Drive Summer School on Alcohol & Drugs Grant Pass, Oregon 97526 Alcohol/Drug Abuse Commission 812 16th Avenue, S.W. Eastern Pennsylvania Institute of Alcohol Studies Calgary 2101 N. Front Street Alberta, Canada T2R OT2 Riverside Building #1 Harrisburg, Pennsylvania 17110 DRUG DEPENDENCE INSTITUTE South Carolina School of Alcohol & Drug Studies P.O. Box 4616 Columbia, South Carolina 29240 The Drug DependenceInstitute(DDI) isa component of the Yale University Department of Psychiatry. Administratively, the Institute is also part Texas Institute of Alcohol Studies of the Connecticut Mental Health Center, Training Texas Commission on Alcoholism and Consultation Division. 809 Sam Houston State Office Building DDI's support comes through grants and awards Austin, Texas 78701 from the National Institute on Drug Abuse (NI DA). Its principal charge is to offer training related to the University of Utah School on Alcoholis Other treatment and prevention of drug dependence. Drug Dependencies P.O. Box 2604 The Training Program Salt Lake City, Utah 84110 Forthepast5 yearsthe Drug Dependence Institute has been running drug dependence orien- Annual Middle Atlantic Institute for Alcohol tation and training programs for educators, students, & Other Drug Studies (Also, Alcoholism Institute medical personnel, community workers and leaders, for Professionals) lawyers,socialworkers and supportive personnel. 3202 W,Cary Street These trainees return to their communities to act as Richmorid,-Virginia 23221 change agents changing the practices and structures that breed self-destructive behavior. Virginia Commonwealth University Major emphasisisgiven to 1-week, full-time Department of Rehabilitation Counseling, Alcohol internshipprograms.Traineesspend1 weekin Education Program New Haven studying and working in a demanding, 812 W. Franklin Street intensiveprogram.Traineesarcexposedtothe Richmond, Virginia 23284 pertinent literaturein the field, to ex-addicts and

128 142 addictsintreatment,to many of theleading EAST theoreticians and practitioners in the field of drug EAAETP dependence, and to new skillsrelatedtotheir Box 512 employment. Bloomfield, Conn 06002 A typical day begins at 9:00 a.m. and ends at 203/243-8326 5:30 p.m. Training groups normally consist of 24to MIDWEST 36 people which may !tide educators, adolescents, MAAETP administrators, physicians, psychologists, social 180 N. Michigan Avenue workers, clergy, probation officers,recreation Chicago, Illinois 60601 supervisors; housewives and policemen. Othergroups 312/782-0073 arecomposedchieflyofclinicians,counselors, WEST women or administrators. WAAETP 128 Terminal Way Registration Suite 120

Regular training programs are offered throughout Reno, Nevada 89502 702/786-3610 the year and special programs are offeredupon request. Applications are evaluated on the basis of SOUTH need and commitment. DDI courses are tuition-free, SAAETP 776 B juniper StreetiN.E, but a $10 reservation fee is required. This feeis returnable upon completion of the program. Atlanta, Georgia 30309 404/875-7196 Course schedules, application forms, and fur her information can be obtained by writing to: ALCOHOL INDUSTRY PUBLICATIONS Yale University Drug Dependence Institute _Much information on alcohol and drinking can 1211 Chapel Street be obtained from industry sources. Many of their New Haven, Connecticut 06511 brochures and booklets are well done and stress responsible drinking themes. Wine Institute AREA ALCOHOL EDUCATION AND 717 Market Street TRAINING PROGRAMS San Francisco, California 94103 United States Brewers Association, Inc. 1750 K Street, N.W. Created to meet the needs for training personnel Washington, D.C. 20006 for alcohol prevention and treatment programs, the four Area Alcohol Education and Training Programs Distilled Spirits Council of the United States , (AAETPs) may be a resourceto check with to (DISCUS) discover what training programs operate in your area, 1300 Pennsylvania Building who couldassistyou witha program you are Washington, D.C. 20004 planning, or possibly provide financial support in the National Licensed Beverage Association(NLBA) form of a mini-grant for your education or training 1025 Vermont Avenue, N.W., Suite601 project. Washington, D.C. 20005

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