DOCSLIB.ORG

Evaluation of an Online Alcohol Education Program for First-Time-In-College Students" (2010)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Evaluation of an Online Alcohol Education Program for First-Time-In-College Students University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2010 Evaluation Of An Online Alcohol Education Program For First-time- in-college Students Elayne Reiss University of Central Florida Part of the Educational Leadership Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Reiss, Elayne, "Evaluation Of An Online Alcohol Education Program For First-time-in-college Students" (2010). Electronic Theses and Dissertations, 2004-2019. 4195. https://stars.library.ucf.edu/etd/4195 EVALUATION OF AN ONLINE ALCOHOL EDUCATION PROGRAM FOR FIRST-TIME-IN-COLLEGE STUDENTS by ELAYNE R. REISS B.S. University of Central Florida, 2003 M.S. University of Central Florida, 2005 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Research, Technology, and Leadership in the College of Education at the University of Central Florida Orlando, Florida Spring Term 2010 Major Professor: Rosa Cintrón © 2010 Elayne Reiss ii ABSTRACT Alcohol use among college students has maintained its place as a major issue in American higher education since its inception. Although dangerous drinking has always proliferated among college students, institutions have only provided alcohol and other drug (AOD) education and interventions encouraging students to adapt less harmful habits for a much shorter period of time. During this relatively short history of postsecondary alcohol interventions, colleges and universities have shifted away from abstinence-only, education- based methods. Instead, institutions have begun to adapt cognitive behavior- centric, motivational enhancement-based strategies emphasizing harm reduction through the use of protective behaviors. In order to reach a greater number of students, alcohol intervention programs have been developed combining the harm reduction ideology with internet-based dispersion at a population level. This research study addressed the behavioral changes that occurred among an entire class of first-time-in-college freshmen at a large public university before and after mandatory participation in AlcoholEdu for College, an online, population-level, harm reduction-based alcohol intervention. The study expanded upon previous evaluations of the program, which addressed program efficacy among the population as a whole but did not further explore differences in effect upon students engaging in different levels of drinking. Other iii demographic factors, such as gender, ethnicity, family history of alcohol issues, and age of first consumption, were also taken into account. Pre-test surveys taken by students prior to the intervention at the beginning of the academic year were matched to follow-up surveys taken four to six weeks after program completion, providing the necessary data for conducting a quantitative study. The specific areas of interest within the study included (a) willingness to complete the program in a timely and complete fashion, (b) levels of consumption, (c) use of protective behavioral strategies (PBS), and (d) incurrence of negative alcohol-related consequences. A combination of analytical procedures was utilized, including descriptive statistics, chi-square tests for independence, exploratory factor analysis, repeated measures ANCOVA, and nonparametric inferential tests. Results were described within the framework of social cognitive theory (Bandura, 2004) as well as the CIPP program evaluation framework (Stufflebeam & Shinkfield, 2007). The analysis uncovered that three major factors determined willingness to complete the mandatory program in a timely and complete fashion: gender, age of first alcohol consumption, and drinker group. Specifically, students who were male, started drinking prior to high school, or were identified as heavy episodic drinkers were less likely than peers to complete all portions of the AlcoholEdu program. Both moderate and heavy episodic drinkers reduced their levels of consumption between pre-test and follow-up. A large percentage of abstaining iv students maintained this status later in the semester. Light and moderate drinkers either maintained or slightly reduced their use of PBS, while heavy episodic drinkers showed increases in use of most types of PBS over time. All students indicated low levels of incurrence of negative consequences in both the pre-test and follow-up periods. However, while students experienced an increased number of most of these consequences between the pre-test and follow-up surveys, heavy drinkers cited a decreased rate of drinking and driving-related consequences as of the follow-up. Throughout all of the analyses, important controlling factors included gender, ethnicity, and age of first alcohol consumption. The results of this study can guide future development and refinement of the AlcoholEdu program, as well as provide higher education administrators and AOD education program staff with additional baseline knowledge of the change process first-time-in-college freshmen undergo when engaged in the program. v This dissertation is dedicated to my parents. vi ACKNOWLEDGMENTS Although the cover of any dissertation holds the name of only one author, many people typically hold important roles in the process. This dissertation is no exception and I would like to specifically acknowledge those individuals who have aided me in the completion of this project. I would like to give my deepest respect, appreciation, and gratitude to my adviser and committee chair, Dr. Rosa Cintrón, not only for challenging and supporting me through every step of the process, but also for setting such high standards for the quality of this program as a whole. Your enthusiasm made me love the field of higher education even more than I already did. I am honored to continue my research as a graduate of this program, in no small part due to your leadership. Many thanks are also due to Dr. Tammy Boyd, Dr. Bernadette Jungblut, and Dr. Pat Lancey for their exceptional service as committee members. Dr. Boyd, thank you for your careful review and consistently thoughtful feedback. Dr. Jungblut, thank you for being so excited and interested in my work—and equally excited that I provided you with an excuse to discuss statistics at great length! Dr. Lancey, I am not sure if either of us knew back in my master’s-level graduate assistant days that you would have the opportunity to serve as my doctoral dissertation committee member, but I am so glad you agreed to hold vii this important role. I appreciate your genuine interest in my academic and professional growth over these past few years. Although not a member of my committee, I would also like to thank Dr. Lorrie Hoffman for introducing me as a very young undergraduate to the many unique professional possibilities that I could attain with a degree in Statistics— specifically, the opportunities in the field of education. Your open invitation to assist with research so early in my postsecondary career unquestionably led to where I am today. I am quite glad that even today I have such a knowledgeable statistical colleague (and great person) in my corner. This study would not have been possible without the help of two wonderful AOD professionals. Tom Hall, thank you for entrusting me with the privilege of analyzing the results of UCF’s AlcoholEdu implementation and for your willingness to provide advice and suggestions throughout the study. Todd Wyatt, the research that you have engaged in with the rest of the team at Outside the Classroom is an extremely important contribution to the field of student affairs and I greatly appreciate your openness to allow student researchers such as myself to assist in this work. From my perspective as a statistician, thank you for providing me with such well-formatted data! To my colleagues at University Analysis and Planning Support, Operational Excellence and Assessment Support, and Institutional Research at UCF, thank you for the never-ending stream of encouragement throughout this viii process. Even during the times when I was marginally awake and/or functional, you never stopped reminding me that before I knew it, this would be all over. I look forward to truly enjoying my working days ahead with all of you. My loyal contingency of friends, thank you for understanding why I have essentially disappeared from the planet over the past year. I am excited about regaining a future of asking “where should we obtain FDA-approved consumables.” Additionally, I owe much gratitude to my extended family, near and far. Knowing how overjoyed all of you would be when I finished was a much-needed driving factor in the completion of this project. To my brother, Dr. Jeffrey Reiss: it was totally worth four (or actually, eight, counting pre-doctoral studies) years of having professors and classmates assume that two opposite-gendered individuals in their classes with the same last name who kind of look alike must be married. You did an amazing job yourself; I could not have asked for a better teammate with whom to go through this program. Last, but certainly not least, much love and gratitude to my parents. Mom, thank you for keeping me calm and serving as
Load more

Recommended publications
  • Designing Alcohol and Other Drug Prevention Programs in Higher Education BRINGING THEORY INTO PRACTICE
    Designing Alcohol and Other Drug Prevention Programs in Higher Education BRINGING THEORY INTO PRACTICE U.S. Department of Education Designing Alcohol and Other Drug Prevention Programs in Higher Education BRINGING THEORY INTO PRACTICE U.S. Department of Education Additional copies of this book can be obtained from: The Higher Education Center for Alcohol and Other Drug Prevention Education Development Center, Inc. 55 Chapel Street Newton, Massachusetts 02158-1060 http://www.edc.org/hec/ 800-676-1730 Fax: 617-928-1537 Production Team: Kay Baker, Judith Maas, Anne McAuliffe, Suzi Wojdyslawski, Karen Zweig Published 1997 This publication was produced under contract no. SS95013001. Views expressed are those of the authors. No official support or endorsement by the U.S. Department of Education is intended or should be inferred. ■ Contents A Social Role Negotiation Approach to Campus Prevention of Alcohol and Other Drug Problems by Thomas W. Blume • 1 The Web of Caring: An Approach to Accountability in Alcohol Policy by William David Burns and Margaret Klawunn • 49 An Integrated Theoretical Framework for Individual Responsibility and Institutional Leadership in Preventing Alcohol and Drug Abuse on the College Campus by Gerardo M. Gonzalez • 125 A Social Ecology Theory of Alcohol and Drug Use Prevention among College and University Students by William B. Hansen • 155 College Student Misperceptions of Alcohol and Other Drug Norms among Peers: Exploring Causes, Consequences, and Implications for Prevention Programs by H. Wesley Perkins •177 Institutional Factors Influencing the Success of Drug Abuse Education and Prevention Programs by Philip Salem and M. Lee Williams • 207 ■ Preface From Fiscal Year 1988 through Fiscal Year 1991 the Fund for the Improvement of Postsecondary Education (FIPSE) of the U.S.
    [Show full text]
  • Alcohol and Drug Abuse in Medical Education. INSTITUTION State Univ
    Doman RESUME ED 192 216 CG 014 672 AUTHOR Galanter, Marc. Ed. TITLE Alcohol and Drug Abuse in Medical Education. INSTITUTION State univ. of New York, Brooklyn., Downstate Medical Center.: Yeshiva univ.. Bronx, N.Y. Albert Einstein Coll. of Medicine. PONS AGENCY National Inst. on Drug Abuse (DBZW/PHS), Rockville, Md. REPORT NO ADM-79 -891 PUP EATS SO GRANT TO1-DA-00083: T01-CA-00197 NOTE 128p. AVAILABLE Pint superintendent of Documents, O.S. Government Printing Office, Washington, DC 20402 EDES PRICE mF01/FC06 Plus Postage. DESCRIPTORS *Alcohol Education: *Drug Abuse: *Drug Education: Higher Education: *Medical Education: medical School Faculty; Medical Services; *Physician Patient Relationship: Physicians: *social Responsibility: State cf the Art Reviews ABSTRACT This book presents the state of the art of American medical education in alcohol and drug abuse,and is the culmination of a four-year collaborative effort among the medicalschool faculty, of the Career Teacher Program in Alcohol and DrugAbuse. The first part contains reports, curricula, andsurvey data prepared for the medical education community, focusingon drug abuse and alcoholism teaching in medical/osteopathic schools, icourse on alcoholism for physicians, the Career Teacher Program andResource Handbook, and the role of substance abuse attitudes in_treatment.The second part is-- the proceedings of the NationalConference on Medical Education and Drug Abuse, November 1977. The conference sessionsaddress issues such as: (1) the physician's role in substance abuse treatment;(2) physicians' use of drugs and alcohol:(3) drug abuse questions on the National Board Examinations: and (4)an overview of the Career Teacher Program activities. (Author/HLM) * *s * * * * * * * * * * * * * * ** ***************** * * * * ** * * * * * * * * * * * * * * * * * * * * * * * *0 Reproductions supplied by EDRS are the best thatcan be made from the original document.
    [Show full text]
  • Alcohol Effects on People; 00 Social Responsibility for the Control of the Use of Beverage; and (5) the Social Responsibility for the Treatment of Individuals
    DOC- NT RESUME ED 140 180 CG 011 461 TITLE Alcohol Education: Curriculum Guide for Grades 7-12. INSTITUTION New York State Education Dept., Albany. Bureau of Drug Education. PUB DATE 76 NOTE 144p.; For relat d document, see CG 011 462 EERS PRICE MF-$0.83 BC-$7.35 Plus Postage. DESCRIPTORS *Alcohol Education; *Alcoholic Beverages; Class Activities; Curriculum Guides; *Drinking; Drug Education; Health Education; *Learning Activities; Recreational Activities; *Secondary Education; Socially Deviant Behavior; Teaching Guides AB TRACT This curriculum guide is designed as an interdisciplinary resource on alcohol education for teachers of Grades 7-12. tevelopmental traits are discussed, and objectives and learning experiences are presented. The following topics are covered: ro the nature of alcohci;(2) factors influencing the use of alcoholic beverages; (3) alcohol effects on people; 00 social responsibility for the control of the use of beverage; and (5) the social responsibility for the treatment of individuals. A division is made between Grades 7-9 and 10-12, with each set of three grades considered separately. (Author/OLL)' Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility 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 for
    [Show full text]
  • E63694.Pdf (‎5.127Mb)
    FIRST SECTION Experiences of the Lahti project Marja Holmila Introduction The Lahti Project is a multi component community action programme aimed at the prevention of alcohol related harms. The project site is the city of Lahti in Finland. The project relies to a great extent on the work of local professionals. It includes work in developing local alcohol policy discussion, education and information, health care intervention for heavy drinkers, youth work, support for family members and server training. Formative, process and outcome evaluation research are being conducted in order to assess the impact of the project (Holmila 1992; 1995). The programme is an experimental one, and its purpose is to obtain information about the feasibility and possibilities of local prevention. For that reason research has an important role in the project. The programme started during the autumn of 1992, and was mostly finished by the end of 1994, even if some parts are still being continued. The final report is currently being written, and will contain description of the processes, research results of the community's life- styles, responses to alcohol use and evaluation of the project (Holmila 1996). This paper will not be a comprehensive presentation of the Lahti project. The paper gives a short summary of the project’s main features, and discusses in more detail some issues related to the process of working and the relations between research and action. Starting the project The initiative to start Lahti project came from several sources simultaneously. When the wish to start such action had developed independently both in the city of Lahti, among alcohol educators and among researchers, the project began without difficulties.
    [Show full text]
  • Spread' Community Toolkit Campaign Assets and Resources for You to Use in Your Community and Workplace
    Alcohol and Health 'Spread' Community toolkit Campaign assets and resources for you to use in your community and workplace. October 2020 The resources and materials within this toolkit are designed for the purpose of supporting local alcohol and other drug prevention and health promotion activities in Western Australia. These materials should not be used in such a way or associated with a brand, service or organisation that may reduce the effectiveness and/or integrity of the materials; may damage the reputation of the Alcohol.Think Again brand, or supports, promotes or utilises sponsorship by companies that produce or promote alcohol beverage products or brands. Contact your Community Support and Development Program team member for assistance interpreting the appropriate use of these materials. Contents CAMPAIGN 04 BACKGROUND KEY MEDIA 05 MESSAGES STATEWIDE CAMPAIGN 06 SCHEDULE TELEVISION DL BROCHURE CAMPAIGN MATERIALS & SOCIAL MEDIA VIDEOS FACTSHEETS RESOURCES TO USE LOCALLY SOCIAL MEDIA POSTS EMAIL SIGNATURES 07 RESOURCES TO USE LOCALLY WEBSITE MATERIALS DIGITAL MATERIALS A3 POSTER INFOGRAPHIC EXTENDING THE CAMPAIGN 13 IN YOUR LOCAL COMMUNITY USEFUL 14 CONTACTS ALCOHOL.THINK AGAIN | COMMUNITY KIT 3 Alcohol and Health 'Spread' campaign ABOUT THIS TOOLKIT ABOUT THIS CAMPAIGN This toolkit provides information, campaign materials and ideas The Alcohol.Think Again public education program aims Key messages of strategies for professional and community groups to assist in to reduce alcohol-related harm in the Western Australian • Alcohol causes cancer. decreasing risky drinking in Western Australia. community by using a mass reach social marketing strategy to • Reduce your drinking to reduce your risk. provide information about health risks from drinking alcohol, These resources have been developed to assist you to extend consistent with the National Health and Medical Research Council.
    [Show full text]
  • Why Educational Strategies Are Ineffective
    Why Educational Strategies are Ineffective Research has shown that educational interventions such as school-based programs, counter- advertisements, and warning labels simply do not work.1, 2, 3 These methods do not reduce consumption or alcohol-related harm, nor do they change drinking behavior among youth. Moreover, many programs have not been studied for their effectiveness. School-based Education • Although school-based alcohol education can increase knowledge about alcohol and improve attitudes in the short run, there is no sustained effect on behavior and no reduction in consumption or alcohol-related harm among youth.4 Social Marketing • A systematic review of 15 social marketing programs noted 8 of 13 programs had some significant effects on alcohol use in the short term (up to 12 months), while 2 of 4 programs had some effect over 2 years.5 Long-term reviews, however, concluded that social marketing programs are ineffective overall.4 Public Information Campaigns • Little scientific evidence exists to show that public information campaigns are effective.1 Because high quality pro-drinking messages appear far more frequently as paid advertisements in the mass media, public service announcements are usually ineffective in reducing alcohol-related harm.2 Counter-advertising • Counter-ads against alcohol are infrequently broadcast, of poorer quality due to lack of funding, and placed at unappealing time slots or on unpopular programming, making them generally ineffective.6 Meanwhile, cable television is now home to 95% of all alcohol ads on national networks.7 Industry-funded Programs • Industry-funded programs such as the “drink responsibly” campaign are ineffective in reducing alcohol-related harm.
    [Show full text]
  • Talk About Alcohol Teacher Workbook
    TALK ABOUT ALCOHOL TEACHER MANUAL AND GUIDANCE Delaying the onset of drinking and reducing alcohol-related harm by building resilience and life skills for 11 to 18 year-olds Talk About Alcohol - Teacher manual and guidance page 1 TABLE OF CONTENTS Foreword 1 Acknowledgements 3 Getting started 3 The ideal intervention: The Alcohol Education Trust evaluation 6 Section 1 Assessing knowledge - How much do you know about alcohol? 7 Section 2 Units and guidelines – Responsible drinking 21 Section 3 Alcohol and its effects (physical and social) 35 Section 4 Alcohol and the law 57 Section 5 Staying safe – Avoiding risk taking 69 Section 6 Resources suitable for older students (16+) 87 Section 7 Top up sessions, myth busters and quiz 95 Section 8 Facts, figures and commonly asked questions 103 Section 9 Involving parents 106 Appendix 1 School Alcohol Policy notes 107 Appendix 2 Lesson plans and activities by year group 108 Useful contacts and sources of information 113 Talking to your class about alcohol can be tricky, but it’s essential that young people learn the facts. This easy to use workbook of lesson plan ideas, worksheets and games, provides engaging activities for 11 to 18 year-olds (with extra resources specifically aimed at 16+ ). Each chapter covers a key topic, the resources are designed in such a way that you can ‘pick and mix’ different ideas and each activity is stand alone. All resources are downloadable as pdfs from alcoholeducationtrust.org teacher area (organised by Year Group options too). Whether the lessons succeed is largely dependent on the way children exchange their ideas and feelings in groups.
    [Show full text]
  • Alcohol and Other Drug Prevention on College Campuses
    bklet cvr 2008 color 235Final 9/26/08 7:48 AM Page 1 Model Programs The Department of Education's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal ac c e s s . www.ed.gov U.S. Department of Education Alcohol and Other Drug Prevention on College Campuses Model Programs U.S. Department of Education Offi ce of Safe and Drug-Free Schools This publication was funded by the Offi ce of Safe and Drug-Free Schools at the U.S. Depart- ment of Education under contracts number ED-99-CO-0094 and ED-04-CO-0137 with Education Development Center, Inc. The contracting offi cer’s representative was Richard Lucey, Jr. The content of this publication does not necessarily refl ect the views or policies of the U.S. Department of Education, nor does the mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. This publication also contains hyperlinks and URLs for information created and maintained by private orga- nizations. This information is provided for the reader’s convenience. The U.S. Department of Education is not responsible for controlling or guaranteeing the accuracy, relevance, timeli- ness, or completeness of this outside information. Further, the inclusion of information or a hyperlink or URL does not refl ect the importance of the organization, nor is it intended to endorse any views expressed, or products or services offered. U.S. Department of Education Margaret Spellings Secretary Offi ce of Safe and Drug-Free Schools Deborah A.
    [Show full text]
  • Six Alcohol Education Lesson Plans
    The Alcohol Education Trust Six Alcohol Education Lesson Plans 4 lessons to be delivered at age 12-14 (Year 8 or 9 / S1 or S2) with two top up lessons at age 13-15 (Year 9 or 10 / S3 or S4) TABLE OF CONTENTS Foreword 1 Acknowledgements 3 Getting started 4 Model Lesson 1 Assessing knowledge - How much do you know about alcohol? Model Lesson 2 Units and guidelines – Responsible drinking Model Lesson 3 Alcohol and its effects (physical and social) Model Lesson 4 Alcohol and the Law - The consequences Model Lesson 5 The effects of drinking too much Model Lesson 6 Reflect and recap - making safer choices Talking to your class about alcohol can be tricky, but it’s essential that young people learn the facts. This collection of lesson plans provides engaging activities for 11 to 15 year-olds. The initial unit of work is designed to be delivered across an academic year and consists of 4 lessons, with each focussing on a key topic. The two ‘top up’ lessons should follow a year later to build spirals of learning and embed safer decision making as the children get older. Each lesson consists of selected activities, with suggestions for possible variation, depending on the characteristics of the class and time available. All resources are downloadable as pdfs from alcoholeducationtrust.org teacher area. Whether the lessons succeed is largely dependent on the way children exchange their ideas and feelings in groups. The activities involve discussion-based work, group work, true or false ‘myth busters’ and links to the interactive games, quizzes and activities in the Online Learning Zone talkaboutalcohol.com.
    [Show full text]
  • Alcohol 101 Nearly 14 Million Americans - 1 in Every 13 Adults Abuse Alcohol Or Are Alcoholic
    Alcohol 101 Nearly 14 million Americans - 1 in every 13 adults abuse alcohol or are alcoholic. Several million more adults engage in risky drinking that could lead to alcohol problems. These patterns include binge drinking and heavy drinking on a regular basis. Heavy drinking can increase the risk for certain cancers, and can also cause liver cirrhosis, immune system problems, brain damage, and harm to the fetus during pregnancy. In addition, drinking increases the risk of death from automobile crashes as well as recreational and on-the-job injuries. In purely economic terms, alcohol-related problems cost society approximately $185 billion per year. (NIH Publication No. 96 4153, Revised 2001) Alcohol 101 Despite continuing scientific discoveries and emphasis on increasing the number of primary care practitioners, there has not been a commensurate increase in alcohol competency or training. The University of Florida Alcohol Education Center was established to meet the critical national need to improve health practitioner competency in understanding alcohol use, abuse and dependence, by providing information and training that will increase the ability of physicians to recognize and treat alcohol problems. Alcohol 101 is intended to provide a fundamental understanding of alcohol use and abuse. The objective of this CME activity is to provide physicians with knowledge on: 1) Characteristics of alcohol abuse and dependence, together with screening instruments, brief intervention and treatment; 2) Harmful and beneficial effects of alcohol consumption; and, 3) Core alcohol competency items (standard drink, FAS, metabolism, etc.). This educational activity is approved for 1 hour of Category 1 CME credit towards the AMA Physician’s Recognition Award.
    [Show full text]
  • Clinical Guidelines on Identification and Brief Interventions
    _final_1.FH10 Wed Nov 30 08:27:10 2005 Page 1 C M Y CM MY CY CMY K Alcohol and Primary Health Care Clinical Guidelines on Identification and Brief Interventions Composite _final_1.FH10 Wed Nov 30 08:27:10 2005 Page 2 C M Y CM MY CY CMY K This document has been prepared by Peter Anderson, Antoni Gual and Joan Colom on behalf of the Primary Health Care European Project on Alcohol (PHEPA) network and is a result of the PHEPA project. The Phepa project has been co-financed by the European Commission and the Department of Health of the Government of Catalonia (Spain). The project has the participation of representatives of 17 European countries. The responsibility of the content of this document lies with the authors, and the content does not represent the views of the European Commission; nor is the Commission responsible for any use that may be made of the information contained herein. For more information and the electronic version of the document, see: http:www.phepa.net. This document should be quoted: Anderson, P., Gual, A., Colom, J. (2005). Alcohol and Primary Health Care: Clinical Guidelines on Identification and Brief Interventions. Department of Health of the Government of Catalonia: Barcelona. Health Department of the Government of Catalonia Barcelona, Layout and cover design by Xavier Cañadell Printed in Spain Composite _final_1.FH10 Wed Nov 30 08:27:10 2005 Page 3 C M Y CM MY CY CMY K INDEX Summary I. Introduction 11 II. Methods to prepare the guidelines 15 III. Describing alcohol consumption and alcohol related harm 17 IV.
    [Show full text]
  • Systematic Review of Alcohol Screening Tools for Use in the Emergency Department Lucy a Jones1,2
    Downloaded from http://emj.bmj.com/ on April 11, 2015 - Published by group.bmj.com Review Systematic review of alcohol screening tools for use in the emergency department Lucy A Jones1,2 1Emergency Department, ABSTRACT Department of Health was given £32 million to Northern General Hospital, To ascertain which alcohol screening tool is most spend on these new initiatives.8 Sheffield, UK With this in mind, Patton et al9 surveyed emer- 2Medical Care Research Unit, accurate in identifying alcohol misuse in patients in the School of Health and Related emergency department a systematic review of diagnostic gency departments in England in 2006 to assess the Research, University of cohort studies of appropriate alcohol screening tools was extent to which these recommendations had been Sheffield, Sheffield, UK performed. A thorough search of medical databases and adopted. They had a 98.9% response rate to their relevant peer journals was conducted. Citation and questionnaire. Their results showed that 73.9% Correspondence to Dr Lucy A Jones, Emergency author tracking was also utilised due to an initial paucity offered advice on alcohol and 44.4% offered treat- Department, Northern General of relevant literature. Seven relevant papers were ment for alcohol problems, but only 16.9% had Hospital, Herries Road, Sheffield identified from this search, which allowed a review of the access to an alcohol health worker. However, only S5 7AU, UK; quality of the following alcohol screening tools: the fast four departments were using a formal screening [email protected] alcohol screening tool (FAST), the Paddington alcohol tool to identify these patients (2.1%).9 Accepted 26 April 2010 test (PAT), the rapid alcohol problem screen (RAPS-4) At present there does not appear to be a gold Published Online First and the TWEAK (where TWEAK is an acronym of the first standard tool for screening for alcohol misuse 14 October 2010 letter of the key words in the questions of this screening within the emergency setting.
    [Show full text]