College Alcohol Risk Assessment Guide

ENVIRONMENTAL APPROACHES TO PREVENTION

The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention Funded by the U.S. Department of Education College Alcohol Risk Assessment Guide Environmental Approaches to Prevention

Barbara E. Ryan / Tom Colthurst / Lance Segars College Alcohol A publication of the Higher Education Center for Alcohol and Other Drug Abuse Risk Assessment and Violence Prevention Guide Funded by the U.S. Department of Education.

The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention Funded by the U.S. Department of Education This publication was funded by the Office of Safe and Drug-Free Schools at the U.S. Department of Education under contract number ED-04-CO-0137 with Education Development Center, Inc. The contracting officer’s representative was Richard Lucey, Jr. The content of this publication does not necessarily reflect 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 organizations. 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, timeliness, or completeness of this outside information. Further, the inclusion of information or a hyperlink or URL does not reflect the importance of the organization, nor is it intended to endorse any views expressed or products or services offered. U.S. Department of Education Arne Duncan Secretary Office of Safe and Drug-Free Schools Kevin Jennings Assistant Deputy Secretary 2009 This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Safe and Drug-Free Schools, Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention, College Alcohol Assessment Guide: Environmental Approaches to Prevention, Washington, D.C., 2009.

This publication and other resources are available on the Web site for the U.S. Department of Education’s Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention: http:/www.higheredcenter.org Table of Contents

Acknowledgements IV Introduction ...... 1

Problem-Oriented Prevention 8

Scanning 10

Analysis ...... 14

Response ...... 18

Assessment ...... 32

APPENDICES

A: Scanning Exercises ...... 38

B: Analysis Exercises ...... 45

C: Response Tool—R1 72

D: Selected Publications and Resources . . . 74

About the Authors ...... 76 Acknowledgements

We wish to thank the individuals listed for assistance in the development of this publication. We appreciate the comments they provided to help the authors assure that this Guide has a solid scientific foundation and contains clear messages. To the extent that we achieved that goal, the credit is theirs. To the extent that we didn’t, the fault is ours.

Connie Boehm, Ohio State University

Eric S. Davidson, The BACCHUS Network

William DeJong, PhD, Boston University School of Public Health

Robert F. Saltz, PhD, Prevention Research Center

Special thanks go to members of the San Diego Area Intercollegiate Consortium for the Prevention of Alcohol and Other Drug Problems and to students at San Diego State University who provided valuable insight and direction for the development of this Guide.

IV College Alcohol Risk Assessment Guide Introduction

The College Alcohol Risk to understand why problems Assessment Guide will help you occur and how they can make a identify and modify risks that difference. contribute to alcohol-related The Guide can help you meet that problems within college and challenge. Its four goals are to: university communities. 1. Help you gather information on The Guide describes methods the extent of problems related and exercises you can employ to to alcohol use at your college or gather and organize information university; about alcohol use and associated adverse consequences at 2. Help you understand and describe institutions of higher education environmental factors within your campus community that promote or discourage high-risk alcohol use;

3. Assist you in organizing information on alcohol-related problems in an intelligible way, so that you can articulate concerns and generate a prevention support network at your college;

4. Prepare you for strategic planning and implementation of policies and practices for reducing and within surrounding alcohol-related problems. communities.

Despite general agreement What Is Prevention? among campus officials and This Guide focuses on alcohol students alike that alcohol problem prevention, defined as the use contributes to a range of avoidance of problems (the 5 Ds) problems confronting colleges related to alcohol use, such as social and universities, prevention often Disruption—including lost academic does not command a high priority opportunities­—injury, property for students, faculty, and staff. Damage, Disability and physical Making the case for prevention Disorder, and premature Death. can be frustrating work, posing Although problems related to the the challenge of getting people use of illicit drugs and non-medical

Introduction 1 use of prescription drugs challenge A Public Health Approach and help determine its economic colleges and universities, alcohol The strategies to prevent availability (see The Price of has long been the drug of choice or reduce alcohol problems Alcoholic Beverages). A public among college students, who described in the Guide reflect health approach acknowledges drink at higher rates than their a public health perspective. that alcohol problems are noncollege counterparts.1 Forty A distinctive feature of public ultimately linked to the larger percent of college students report health is that it focuses mainly on social and economic system. binge drinking (consuming five or communities, not individuals. A Beginning in the 1970s, new more drinks on a single occasion) public health perspective stresses information on the nature, within the prior two weeks, a that problems arise through magnitude, and incidence of rate virtually unchanged since reciprocal relationships among an alcohol problems showed that 1993.2 Surveys of campus officials, individual (host), a direct cause alcohol can be problematic students, and faculty find that (agent), and the environment. when used by any drinker, alcohol problems rank high among In the case of alcohol problems, depending on the situation or campus-life issues of greatest the direct cause is alcohol, and context of drinking.4 There was concern.3 the environment is the social and renewed emphasis on the diverse However, this focus on alcohol physical context in which drinking consequences of alcohol use— problems is not meant to diminish occurs. Public health prevention particularly trauma associated or discount problems related to strategies place particular with drinking and driving, fires, other drug use. And while the emphasis on ways to shape the and water sports, as well as long- Guide specifically addresses risks environment to reduce alcohol- term health consequences. for alcohol problems, some of related problems. Over the next three decades the approaches and exercises Environmental factors influencing increasing information on presented are also applicable individual drinking decisions the role that alcohol plays in to the prevention of other drug include how, where, and when various types of problems among problems. But fundamental alcohol is made available in a college students, including differences in public policies given community or setting. injuries—both intentional and governing the sale and use of These factors are often governed unintentional—social disruption, alcoholic beverages—in contrast by formal and informal policies, sexual assault, and poor academic with illicit and prescription such as customs, traditions, and performance has underscored drugs—allow for a wider range of norms. For example, federal the importance of prevention. prevention strategies. and state tax policies influence One study estimated that 1,700 the price of alcoholic beverages college students die per year from alcohol-related unintentional

1 Johnston, L.D., O’Malley, P. M., Bachman, J.G., and Schulenberg, J. E. Monitoring the Future: National Survey Results on Drug Use, 1975-2006. Volume II: College students and adults ages 19-45 (NIH Publication No. 07-6206). Bethesda, MD: National Institute on Drug Abuse, p. 22, 2007. 2 Presley, C.A., Cheng, Y. and Pimentel, E. Alcohol and Drugs on American College Campuses: A Report to College Presidents, Fourth in a Series, 1998, 1999, and 2000 Carbondale, IL: The Core Institute, p. 11, 2001. 3 National Institute on Alcohol Abuse and Alcoholism National Advisory Council Task Force on College Drinking. How to Reduce High-Risk College Drinking: Use Proven Strategies, Fill Research Gaps. National Institute on Alcohol Abuse and Alcoholism. Rockville, MD. p. 1, 2002. 4 Beauchamp, D.E., Beyond Alcoholism: Alcohol and Public Health Policy, Philadelphia: Temple University Press, 1981. 2 College Alcohol Risk Assessment Guide injuries, the majority in motor there are no easy answers. focus on student drinking on vehicle crashes.5 However, findings from a body campus, or should it also cover of research studies suggest off-campus behavior?7 The impact of college student that certain actions can reduce alcohol misuse is not limited to The approaches described in the certain problems. The key to the drinkers themselves. The Guide are based on a number of successful prevention initiatives term “secondhand effects” research reports from sources is matching up a specific problem refers to the ways that student such as the National Institute on with actions that have been drinking behaviors harm others. Alcohol Abuse and Alcoholism found to be successful in reducing For example, students who and the Institute of Medicine, that problem. attended schools with high rates demonstrating that increases of binge drinking experienced a The problem—student drinking—is in alcohol availability lead to greater number of secondhand obvious, but exactly which increases in alcohol consumption, which in turn lead to increases in A complex set of cultural, social, economic, and alcohol problems8 (see Alcohol in political interactions contribute to the level of alcohol the Environment). availability in a given society, community, or even Patterns of consumption neighborhood.10 and problems in the general population similarly vary in relation to the physical, effects, including disruption of goals and objectives should psychosocial, and normative sleep or study, property damage, be specified to guide campus environment9 in which individual and verbal, physical, or sexual prevention efforts is not. Is drinking decisions occur, as violence, than those attending the goal to eliminate college influenced by the retail, public, schools with low binge drinking student drinking? Limit excessive and social availability of alcohol. rates.6 consumption of alcohol? In general, alcohol availability Eliminate underage student refers to the manner in which Research Basis drinking? Eliminate alcohol- alcohol is served and sold in a What do we know about related behavior problems? given community or society. For preventing alcohol-related Protect student drinkers from example, if beer is priced lower problems? Because alcohol- harm? From second-hand effects? than sodas during happy hour related problems are complex, Should the prevention effort at a campus pub, the result is

5 Hingson, R., Heeren, T., Winter, M., and Wechsler, H. “Magnitude of alcohol-related mortality and morbidity among U.S. college students ages 18-24: Changes from 1998 to 2001.” Annual Review of Public Health 26: 259-279, 2005. 6 Wechsler H, Lee J.E., Kuo M, Seibring, M., Nelson, T.F., and Lee, H. “Trends in college binge drinking during a period of increased prevention efforts: Findings from 4 Harvard School of Public Health College Alcohol Study Surveys: 1993–2001.” Journal of American College Health 50(5), 2002. 7 Saltz, R., and DeJong, W. Reducing Alcohol Problems on Campus: A Guide to Planning and Evaluation. National Institute on Alcohol Abuse and Alcoholism, p. 7, 2002. 8 Babor, T.F., Caetano, R., Casswell, S. et al. Alcohol: No Ordinary Commodity—Research and Public Policy. New York: Oxford University Press, 2003. 9 Wagenaar, A.C., Toomey, T.L., and Lenk, K.M., “Environmental influences on young adult drinking.” Alcohol Research & Health, National Institute on Alcohol Abuse and Alcoholism, Rockville, MD, 26(4), 2004/2005. 10 DeJong, W., and Langford, L.M. “Typology for campus-based alcohol prevention: Moving toward environmental management strategies.” Journal of Studies on Alcohol Supplement 14:140–147, 2002. Introduction 3 an increase in the economic account for the majority of determinants of behaviors that availability of alcohol11 harms. This is known as the may appear benign individually (see The Price of Alcoholic “prevention paradox.” while seemingly ignoring the Beverages). easily identified problems The preventive paradox for of persons with more acute prevention strategies suggests The Prevention Paradox symptoms or disease. That is why that we moderate consumption National survey data show that it is important to examine the among the majority using the bulk of drinking-related interrelationships of consumption environmental approaches, which harms reported by college and harms, and the impacts of may result in substantial benefits students accrue to drinkers who prevention program models that to the community but relatively consume at nonextreme levels, take their cue from the logic of small gains to specific individuals. the groups some might consider the prevention paradox.12 As a consequence, these types to be at less than “high-risk.” of prevention strategies may be While a given individual’s Problem Identification and both controversial—by seeking risk for experiencing harms Analysis to incrementally change the increases with consumption, For many years traditional behavior of a majority who most drinkers do not consume prevention efforts on college may correctly perceive they extreme amounts of alcohol campuses, for the most part, are at low individual risk of (frequent consumption of six focused on providing individuals harm—and counterintuitive—by or more drinks on an occasion) with information and skills to investing prevention resources These extreme heaviest help them avoid problems. A and attention toward changing drinkers, are at greatest risk pamphlet on alcohol use and for alcohol-related problems. However, because their Unless the university “steps up to the plate” and makes reductions in number is relatively few they generate proportionately small alcohol problems among students a campus priority and adopts and amounts of all drinking harms. enforces policies aimed at student conduct, the community is not Nevertheless, the risk for likely to be enthusiastic about joining in the effort. Despite criticism alcohol-related problems is not zero among lower level college from some community members that get-tough measures would drinkers and even nondrinkers push problems off-campus and into the surrounding neighborhoods, experience secondhand problems related to drinking. communities generally appreciate a university’s crackdown on student Because lower level drinkers misbehavior. This also enables the communities to begin examining are more numerous, they their own role in the problems.13

11 Chaloupka, F.J., Grossman, M., and Saffer, H. “The effects of price on alcohol consumption and alcohol-related problems.” Alcohol Research & Health, National Institute on Alcohol Abuse and Alcoholism, 26(1):22–34, 2002. 12 Weitzman, E.R., and Nelson, T.F. “College student binge drinking and the ‘prevention paradox’: Implications for prevention and harm reduction.” Journal of Drug Education, 34(3):247-266, 2004. 13 A Matter of Degree Initiative to Reduce Binge Drinking at Colleges and Universities: Lessons Learned. The Robert Wood Johnson Foundation, May 2008.

4 College Alcohol Risk Assessment Guide problems distributed in student strategies and decisions by helping Colleges and universities orientation packets is one example you identify opportunities for have developed a wide range of individual-centered prevention intervention and environmental of creative and innovative activities. These activities focus on change. By sharing information approaches for imparting the who of alcohol problems. with the larger campus community, information and raising awareness you not only raise awareness about alcohol use and problems. This Guide will help you collect but also spark discussion and For example, many campuses information to understand debate and generate interest use online education programs to and respond to the what, and involvement of community get alcohol prevention messages where, when, why, and members. across to their classmates. HOW surrounding alcohol use and related problems. What are the problems at our college? Hobart and William Smith Colleges use an online program that gives Where and when do they occur? students information on campus issues, including alcohol, in small Responses to those questions help you gain a better understanding info-bytes called “Factoids.” Some are amusing, some are surprising, of why problems occur. Then and some are disturbing. Each “Factoid” is accompanied by a brief you can determine how to make description of the source of the data that the fact is based upon. Short environmental changes to reduce problems video clips of student presentations on related matters as well as

Once you collect information, graphs, charts and photos, can be displayed by clicking on buttons at the findings can serve several the bottom of the window. Students can submit reactions or “Reactoids” purposes. Most important, to “Factoids” by clicking on a button at the bottom of the window. information informs prevention Prevention on Campus: A Broader View14 Individual ENVIRONMENTAL Behavior and behavior change Policy and policy change

Relationship between individuals and their alcohol- Social, political, and economic context of alcohol- related problems related problems

Short-term program development Long-term policy development

People remain isolated and focused on self People gain power by acting collectively

Individual as audience Individual as advocate

Professionals make the decisions Professionals help create avenues for citizens to develop and express their voice

14 Adapted from a James F. Mosher presentation at the FIPSE New Grantee Training Institute, February 1993. Introduction 5 Many campuses have developed By moving away from a singular How to Use This Guide cadres of peer educators who focus that tends to blame Changes in institutional make presentations about individual drinkers, we can look environments surrounding alcohol awareness and problem to broader influences in our alcohol use require the broadest avoidance in classrooms and at environments that contribute involvement of those affiliated residence halls and fraternities. both to individual and community with the institution, including alcohol problems.16 students, parents, staff, Alcohol education activities are a faculty, alumni, and members necessary part of alcohol problem Students making the transition to of surrounding communities. prevention efforts. However, they adulthood often live in a learning The challenge for environmental are insufficient by themselves to environment that supports prevention is generating and achieve substantial reductions in experimentation and limits adult alcohol problem.15

Alcohol problems are matters of public policy and not just individual habits and lifestyles. It’s not just a matter of the right people making the right decisions—whether to drink and when to drink and where to drink—it’s more than that. It’s the rules and regulations—formal as well as informal—and the No Lone Rangers environment that surround those decisions. responsibility. Not surprisingly, sustaining coalitions committed many experiment with alcohol, to making changes. A single staff Prevention is more likely to drink heavily, and are at high risk person cannot do it sitting in an be successful when efforts for alcohol-related problems.17 office.18 directed at altering individual behavior operate in tandem with But there are ways for colleges The key to sustaining an interest those directed at altering the and universities to both examine in prevention is energizing new environment. That is, making the risk levels and introduce changes or existing campus organizations, environment consistent with the to mitigate those risks. especially students, to take messages. an interest in prevention.

15 Wallack, L. and Corbett, K. Illicit Drug, Tobacco, and Alcohol Use, Youth and Drugs: Society’s Mixed Messages. OSAP Prevention Monograph-6. ed. Hank Resnik. Rockville, MD: Office for SubstanceAbuse Prevention, pp. 5-29, 1990. 16 Allamani, A., Casswell, S., Graham, K., Holder, H., Holmila, M., Larsson, S., and Nygaard, P. “Introduction: Community action research and the prevention of alcohol problems at the local level.” Substance Use & Misuse, 35:(1 & 2), 2000. 17 High-Risk Drinking in College: What We Know and What We Need To Learn—Final Report of the Panel on Contexts and Consequences, National Institute on Alcohol Abuse and Alcoholism National Advisory Council on Alcohol Abuse and Alcoholism Task Force on College Drinking, April 2002. 18 U.S. Department of Education, Office of Safe and Drug-Free Schools, Higher Education Center forAlcohol and Other Drug Abuse and Violence Prevention, Experiences in Effective Prevention: The U.S. Department of Education’s Alcohol and Other Drug Prevention Models on College Campuses Grants, Washington, DC, 2007.

6 College Alcohol Risk Assessment Guide Sometimes linking campus efforts This Guide helps you develop with prevention activities in relationships through an surrounding communities helps information-driven process that stimulate interest. Coordination draws the attention of campus with state and national members to those factors in your organizations or activities can environment that contribute to generate local interest. alcohol-related problems.

At most colleges and universities, Use the exercises in the Guide alcohol problem prevention issues to expand the circle of people are not a very high priority. Often interested in and committed to the limited resources available reducing specific alcohol-related

Everyone is in charge of prevention. And prevention is not a program. Rather, it is an informed commitment. The process described in the Guide gives you the information you need to generate that commitment on your campus.

are bounded by time constraints problems at your school. The of a specific government grant. To exercises give people a better imbue prevention values within an understanding of what problems institution, those concerned with are occurring on campus. prevention must become brokers— By examining campus and that is, they become agents for community environments, they issues that are important and learn where and when problems market them to campus resources. occur, which in turn helps them understand why problems You and your group can be agents occur. If they understand the for prevention by building and environmental factors influencing sustaining relationships with problems at their school, they others who may have an interest then feel they know how to in the numerous social, cultural, make changes to reduce those and economic issues surrounding problems. alcohol use in our society. You can help them refocus those interests to support prevention efforts.

Introduction 7 Problem-Oriented Prevention

Problem-oriented prevention Problem-oriented prevention targets attention and action borrows the SARA method on specific consequences of (scanning, analysis, response, alcohol use. assessment), a community policing technique growing in use College administrators and for several decades. This method students report a range of helps police officers move from alcohol-related problems at merely responding to incidents in colleges and universities. an isolated manner to analyzing National surveys recount underlying problems and response aggregate problem levels (see options in collaboration with sidebar). But individual campuses community groups.

Some problems related to alcohol use reported by U.S. college students:19

• Missed classes

• Performed poorly on a test

• Had hangover

• Been hurt or injured

• Fights or arguments may differ based on factors such SARA readily transfers to as the mean age of the student prevention efforts in a range of • Trouble with authorities body, employment status, communities. For colleges and • Arrest ethnicity, religious beliefs, and universities, it promotes campus extent of fraternity/sorority collaboration and information • Damaged property involvement. The Guide includes as a logical way to develop and a series of information collection • Taking sexual advantage monitor problem-reduction exercises that will help you strategies in an understandable • Sexual Assault define specific problems at your process. institution and understand your • Drinking and driving or being In scanning you look beyond own culture of alcohol use and a passenger with an impaired immediate incidents or issues driver adverse consequences. to determine if they are part

19 Wechsler H, Lee J.E., Kuo M, Seibring, M., Nelson, T.F., and Lee, H. “Trends in college binge drinking during a period of increased prevention efforts: Findings from 4 Harvard School of Public Health College Alcohol Study Surveys: 1993–2001.” Journal of American College Health 50(5), 2002. 8 College Alcohol Risk Assessment Guide of a broader problem. If so, problem but also the resources to underlying problems. Then you then engage in problem to help solve the problem. You you assess, or evaluate, whether analysis, through the gathering of are then ready to implement a your strategy has been successful information from a wide variety response intended to provide and make any necessary changes of sources, to determine not long-range, strategic, solutions following the same approach. only the nature and scope of the SARA Scanning Develop a campus profile Look around Have conversations Recruit allies Analysis Identify information needs Collect information Define problems Response Strategically decide what to do Implement actions to reduce problems Assessment Collect information on changes in problem indicators Measure impact of responses Reassess priorities

Problem-Oriented Prevention 9 Scanning

Scanning is both the first step poisoning death of a student21—to in understanding the nature take a look at the environment to of alcohol use and adverse see what kinds of problems exist. consequences and a way to Scanning is something most of us identify potential areas of do everyday. We walk around to support for prevention efforts. get a sense of what a community Scanning helps you think about is like. What are the issues for your institution’s environment community members surrounding from a risk-indicator perspective. alcohol use and adverse Most problems related to alcohol consequences? We talk to people. use are not identified as such What kinds of problems are we seeing out there? Where do we start?

But scanning for college alcohol risk assessment is a bit more formalized by expanding the area and focusing on things that may point to the when, where, and how of alcohol use and related problems. We scan every day but within a limited area and with a limited perspective of what we are looking for and whom we talk to. But in addition to talking to until they attain community people, in scanning we can also visibility. Indicators of alcohol take some photos or use a video problems often go unnoticed camera to record information. until the problems become so severe that they can no longer Enlisting Allies be ignored. But campuses don’t While one person could scan a have to wait for a riot—like campus, these exercises are a the 2008 event at a large state good way to get others involved. university that resulted in 28 Scanning is easy, interesting, and emergency medical rescue runs, even entertaining. 52 arrests, and 48 citations20 or Group members can compare a tragedy—such as the alcohol impressions and information

20 2008 Cedar Fest Information, East Lansing Police Department, www.cityofeastlansing.com/cedarfest. 21 “NU student found dead in dorm room,” EvanstonNow.com, June 10, 2008.

10 College Alcohol Risk Assessment Guide gained through scanning to gauge preliminary agreement A picture is worth a thousand words. Recruit student photographers on problems and contributing and cinematographers to document the environment. Images or videos factors. Scanning exercises can help you develop a core group of on- and off-campus alcohol outlets, social events, billboards, social of interested individuals and networking Web sites, and other activities can describe eloquently generate discussion on your the alcohol environment on your campus. Use photos and videos campus by highlighting alcohol issues in the environment. Forms to raise environmental issues and generate campus dialogue about for the following exercises are environmental messages. included in Appendix A.

student lounges. Though you Scanning Exercise want to get opinions about issues A-1 A Quick Profile, helps that you and your group think you develop a quick profile are important, be attentive for of your campus to highlight other issues raised. You don’t environmental factors that may always need to talk to the person be contributing to alcohol use in charge. Those in the so-called and adverse consequences. You trenches of campus life can and members of your group note often provide valuable insights your impressions and opinions into alcohol use and adverse at your institution. This exercise consequences. helps initiate discussion and generate interest in prevention. conversations help you confirm Scanning Yields Preliminary A-2 Looking Around, gets your or negate your impressions, Information group out and about on your they will also help you identify It’s important to talk to a variety campus and in surrounding potential allies and opponents, as of people on campus. You want communities to look for problem well as resources for prevention to get a representative picture indicators. You record what you efforts. of widely held values on your see when looking at your campus campus regarding alcohol use and A-3 Having Conversations, lists and community and compare your measures to reduce problems. those on campus who are both impressions with others in your Go where students congregate potential allies and sources of group. and just talk to them. Scanning information. Talk to some or doesn’t have to be strictly Once you and your group have all of these people. For some formal. developed some impressions of conversations you might want problems related to alcohol use to make an appointment. Other Use conversations to identify at your school, a simple way to conversations might be more existing campus information find out what other people think informal, such as at receptions, resources on alcohol-related is to talk with them. Not only will around a cafeteria table, or in Scanning 11 as rowdy behavior and curfew Look around and talk to people violations. While many problems were alcohol-related, alcohol Students complain that there wasn’t mentioned unless the is nothing to do when they are incident was directly related to not studying or in class, and cite drinking. Minor changes in the way incidents were recorded resulted boredom and stress as reasons for in a clearer understanding of the drinking. One way to determine role of alcohol in residence hall problems, suggesting points for opportunities for socializing is intervention. through a quick scan of the campus Scanning can also encompass newspaper, bulletin boards and social networking Web sites. online social networks to see what Police in East Lansing, Michigan, learned about the potential types of activities are advertised and promoted. Things to look for are for disturbances at the April extracurricular activities that are alcohol-related, such as “student 2008 Cedar Fest by monitoring night” drink specials at local taverns, and those that are not, such as Facebook, used to organize the event that ultimately lectures, concerts, film festivals, or sports activities. Are students’ attracted 4,000 revelers, many perceptions of the campus environment correct? Is more information of them Michigan State University 22 needed before changes can occur? students. You may find that others who collect campus information—such problems and to encourage as campus security and health others to get involved with your group. George Mason University is one of a number of campuses that Counting Problems convenes Monday morning meetings with participation from student Having quantitative information is useful to support your scanning life, residence halls, campus police, counseling center, and Greek life results. But such counts are to assess campus health and safety experiences and to anticipate and often not available. Sometimes prepare for upcoming campus events that may pose alcohol-related simple solutions can be found. For example, residence life risks. advisors at one college kept routine records of incidents, such

22 “Mich. Police Bust Up Party Promoted on Facebook,” All Things Considered. National Public Radio, April 7, 2008. 12 College Alcohol Risk Assessment Guide services—can make small Make it easy: Ask residence hall advisors to place one check mark for changes in the way they record an incident report if the perpetrator had been drinking, two check information that will help your efforts. marks if the victim had been drinking. Three check marks signify that both had been drinking.

✔✔✔ Information gained from scanning However, scanning usually exercises serves multiple doesn’t provide you with enough purposes. You and your group information to understand fully can: the nature of the problems. Further analysis is often • identify specific problems on necessary for your campus to your campus; agree on problem definition. • discover high-risk drinking Scanning helps narrow the field environments on your campus of interest by directing your and in your community; attention to specific issues on • enlist new allies by using your campus. information to establish relationships with a cadre of students, faculty, and campus officials; and

• stimulate informed consideration of problems and contributing environmental factors on campus. Scanning 13 Analysis

The goal of analysis is to are a common way to collect collect accurate information problem information. And on indicators of problems with new technologies, such related to alcohol use. Indicators surveys are becoming more cost are measures of the nature, effective. But surveys often magnitude, or incidence of provide only a partial picture. problems. Analysis provides Surveys often focus exclusively you with information you need on which individuals report which to understand environmental problems, excluding information influences on alcohol use and on where, when, and how adverse consequences on your problems occur. Other methods campus. Use this information to are less traditional.

For example, counting the number of reported incidents of underage drinking in residence halls is one way to measure the magnitude of underage drinking on your campus. It also provides information on when these problems are most likely to occur.

Another indicator of underage drinking is the number of beer cans discarded in trash bins at a residence hall for first-year formulate prevention strategies students. Counting beer cans on aimed at altering environments different days can tell you when to reduce risks associated drinking occurs. with drinking on your campus. A structured way to collect and Surveys of campus populations report indicators of alcohol problems helps you develop an accurate profile of your campus. Accuracy is especially valued in More and more campuses are using online technology to conduct academic settings. For example, student surveys. Does your school do yearly quality-of-life surveys? scanning may lead you to think Check to see if responses include problem indicators. Does your school that cheap drink promotions at local bars contribute to conduct exit surveys or interviews with graduates or with those who drinking and driving. Skeptics leave before graduation? might wonder if drinking and 14 College Alcohol Risk Assessment Guide driving is really a problem. Other sources of information to generate community support for How do we know cheap drinks help you understand alcohol- change. are at fault? Problem analysis related problems include: For example, alcohol use, produces credible support for drinking and driving statistics, especially binge drinking, is prevention initiatives. For campus and emergency room a problem at colleges and example, communities have injury reports, and reports of universities. Binge drinking is developed “place of last drink”’ disorderly conduct and public a behavior with a high risk for surveys for those convicted of intoxication incidents and adverse consequences, from driving under the influence. The arrests. social disruption and vandalism San Diego Community-Collegiate Information also helps generate to academic failure and injury Alcohol Prevention Partnership, campus agreement on the (What’s the problem?). It is the University of Delaware, the also a behavior influenced by environmental factors (Where Garbology is like archaeology. Trash and litter are and when does it occur?). physical evidence of human activities. Garbage and litter indicate what people are drinking, and where and Disaggregating problems helps when drinking occurs. you identify specific problems. Analysis helps organize information logically in order to understand contexts of binge Tampa Alcohol Coalition, and the definition in order to begin drinking and associated adverse University of Nebraska, among responding to problems. consequences (Why do problems others, have used such surveys Information that you collect occur?). You can then formulate and information to link alcohol- during problem analysis becomes responses to alter environments impaired drivers to specific baseline data. This gives you to reduce risks and ultimately locations and promotional events. a way to monitor changes in change behavior (How can we Analysis differs from scanning problems over time and to make changes?). in that it is more structured, assess the impact of prevention or formal, and it can both activities. Student, faculty, be replicated and withstand and staff participation in this scrutiny. Scanning gives you process is indispensable for impressions and preliminary gaining credibility for prevention information. Analysis gets you measures. more specific and problem- oriented information. Disaggregate Problems Disaggregating problems means Information gained from formal separating them into specific and informal surveys of students, components. Disaggregating faculty, and staff and from other helps clarify why problems sources helps you target and occur; then you can fashion define specific discrete problems. specific prevention strategies and Analysis 15 Impressions into Definitions relationship with the person, or something, for example, leap to Analysis helps you translate office, collecting the information problem responses right away. scanning impressions into problem so that you can routinely get The challenge is to identify ways definitions. Analysis doesn’t always copies of reports. to collect needed information in confirm initial impressions. For an expedient and cost-efficient It takes time to develop those example, cheap drink promotions manner that can also withstand relationships. Some colleges are may have little to do with drinking academic scrutiny. reluctant to release information and driving problems. Analysis for fear that making problems Appendix B provides information may determine that drinking and public will harm their reputation. collection forms to assist in your driving is not a big problem at One way to alleviate those fears analysis of problems. Each form is your campus. is to invite those who are the designed for ready reproduction. Perhaps public records on drinking and driving find low rates of arrests for students, or observation at the tavern finds Collect information. Establish relationships with people that students and the owner who can help collect information. embrace the designated driver concept. Students may report low levels of drinking and driving in campus surveys. Maybe cheap sources of information to be a The forms include: drink promotions contribute to part of your efforts. They then B-1: What’s the Problem? other problems such as public can be assured that information Different behaviors pose different drunkenness. Use analysis to get will be presented accurately, risks for adverse consequences, a better grasp of problems, not to within the context of efforts to depending on where and when prove your case beyond a shadow reduce problems and in a manner drinking occurs. This exercise of a doubt. consistent with the welfare of helps you understand the five the institution. Appendix B includes an analysis Ds of alcohol-related problems, exercise to assist you in If information necessary to problem indicators, and potential determining what information you support your efforts is not information sources. need on your campus to identify currently available, you will have and analyze problems. to collect it. However, collecting Alcohol availability is affected information can sometimes Once you have identified the by: be problematic. Some see the important information needs time and effort of collecting • Price for your campus, you can begin information as unnecessary to collect that information. • Product because they think that they As some information may be already know what the answers • Place readily available, it may be are. Others are anxious to do • Promotion merely a matter of establishing a 16 College Alcohol Risk Assessment Guide B-2: CORE Instrument. B-8: Risk Assessment-Onsale Many institutions use this Outlets. instrument to collect information This exercise analyzes the alcohol on the nature and extent environment at bars, taverns, of student alcohol use and pubs, and restaurants frequented other drug use and adverse by students. Observers record consequences. The benefit the alcohol serving and patron in using a national survey is monitoring practices at licensed comparability with national establishments to assess levels of information risk.

B-3: Context of Drinking. B-9: Party Risk Assessment. A companion questionnaire to This exercise identifies high-risk the CORE instrument can help practices regarding the service of you collect information on the alcoholic beverages at on- and off- context of drinking to help campus social events. It helps you identify high-risk environments. identify specific service practices that may lead to problems so that B-4: Bulletin Boards. you can work with party planners A methodology for monitoring on campus to reduce risks. campus bulletin boards or posting kiosks and a form for recording B-10: Place of Last Drink Survey. information. This exercise can help identify problem outlets. It is used in B-5: Print Media. convicted drinking driver programs A methodology and form for to determine the circumstances monitoring the print media on of the “last drink” consumed by campus. offenders. B-6: Radio. A methodology for monitoring alcohol messages and ads on radio stations that target student audiences.

B-7: Price of Alcohol. Use this form to collect local pricing information for alcoholic and nonalcoholic beverages at both on- and off-campus alcohol outlets.

Analysis 17 Response

Through scanning and • an acceptance that identified analysis, you have identified problems are, in fact, environmental risk factors for your problems; campus. Naturally, environmental • a common understanding of risks will vary from institution the level of problems; and to institution. However, you now have a better idea of campus • a consensus that identified risk and community environments indicators are associated with surrounding alcohol use and how alcohol-related problems. environmental factors contribute Without that agreement, to adverse consequences for all environmental measures campus members. This information may face opposition or have unintended consequences that increase problems rather than reduce them. However, disagreement is not always a problem. It can lead to discussion and debate, which in turn can lead to action on a campus (see Creating Controversy and Public Chatter).

Because environmental factors contributing to problems are complex and occur within the helps you identify specific broader social, cultural, physical, responses aimed at altering the and economic environment, environment to reduce risks and, responses to reduce problems ultimately, problems. must take into account the broader implications of any The relationships cultivated change implemented and with people during scanning whether these changes give and analysis are important for students mixed messages. reaching agreement on prevention responses. Environmental change For example, policies to requires some agreement within eliminate alcohol in residence the campus community that halls have pushed drinking off change is necessary. Agreement in campus in some places, which this case means: raises concerns about drinking and driving. At one western 18 College Alcohol Risk Assessment Guide university, party planners activities to support alcohol to look for information arranged for sober drivers and problem identification and that might prove to be mini-vans to transport students reduction. controversial, as prevention to and from off-campus parties measures often are, and The idea is to identify people to reduce the risk of drinking can help generate public who are more likely to pay and driving. When vans returned conversation regarding campus attention to indicators of groups of intoxicated passengers alcohol issues. problems or environmental back to campus, security influences—the campus • Economics, sociology, personnel had to contend stakeholders for prevention. anthropology, and political with intoxicated pedestrians For some on campus it’s part of science students and faculty: navigating toward residence their job. For example, campus Alcohol use, related problems, halls, some of whom passed out police officers are charged with and prevention measures in in bushes along the way. maintaining safety on campus and our society are influenced by Some people view policies to are on the lookout for potential many of the factors studied reduce alcohol-related problems problems. in these fields. Social science through controls on alcohol students and faculty members availability as neo-prohibitionist. Potential Allies often have academic interests If they perceive themselves • Student activity directors that can support campus to be the target of those and planners: Whether prevention efforts. Their activities, they often dismiss they be campus officials training in observing human them out of hand. By promoting or students, those charged behavior within specific wide participation in response with helping student groups contexts can add credibility to development from the campus develop campus activities are information collected through community, SARA reinforces concerned that those activities scanning and analysis. For a shared responsibility for a are safe and enjoyable. example, an economics class campus environment that reduces Successful and well-attended could take on an annual survey the risks associated with alcohol activities must match of alcoholic beverage prices use. prevailing interests. in relationship to the price of • Student journalists: other goods and services for Getting Campus Journalists are on the students. Involvement lookout for stories. Given • Marketing and Research is at the heart of the role that alcohol plays communications students academic life. By virtue of on most campuses, it’s likely and faculty: Because the their participation in academic that alcohol-related stories environments surrounding life, students and faculty share will come up. Students trained drinking decisions and an interest in learning. The as investigative reporters are behavior on any particular challenge for those concerned especially good prospects for campus are heavily with prevention is how to channel involvement in prevention influenced by the media and that natural inquisitiveness into efforts. They are more likely Response 19 communications messages on students, especially those financial problems, which are that campus, those trained in activities that are not officially often related to alcohol use. understanding and formulating sanctioned by the college, those messages are potential such as off-campus hotel Organizing Strategies allies for prevention measures. parties. They can also spot The diversity of colleges and environmental clues such as universities means that strategies • Health sciences students, alcohol container litter, flyers for recruiting allies will differ faculty, and professionals: and posters promoting alcohol- for each campus. For example, Health sciences, especially related events, or even students and faculty in a political public health, is a natural patterns of student hangovers. science department at one constituency to engage in Residence life advisors also college may be activists, sparking prevention. Those working in hear about student problems, controversy and debate on a campus health services, where such as sexual violence, range of issues affecting campus prevention programs are often academic problems, or life. On another campus the housed, are also potential resources.

• Social work students and faculty: A major emphasis Karen Holbrook had barely settled in as president of The Ohio State of the field of social work University in the fall of 2002 when she was confronted with the is the link between human behavior and physical and outbreak of rioting after the OSU-Michigan game and embarrassing cultural environments. As a national publicity for her school and for the city. She made a public result community activism and community organizing are apology and promptly appointed a broad-based campus and community important to both students Task Force on Preventing Celebratory Riots, persuading the Columbus and faculty. Channeling mayor to join her in a leadership role. Starting in 2003, both campus these interests into alcohol prevention can provide useful and city police began issuing tickets for violation of open-container resources. laws. This threw a wet blanket on alcohol-fueled tailgate parties • Residence life advisors: that had been a popular prelude and postlude to athletic events. The Because they live in close number of arrests and citations for drunkenness and disturbances on proximity to students, and are often students themselves, game-days at OSU dropped substantially during the 2003 and 2004 residence life advisors are football seasons. Fans indicated they were more likely to consider good sources of information. 23 They are more likely to know football games a family occasion. about the social scene for

23 “Taking a stand in Ohio.” Prevention File: Alcohol, Tobacco and Other Drugs, 20(2):11-12, 2005. 20 College Alcohol Risk Assessment Guide voices of change may emanate under the Safe and Drug Free- But environmental prevention from the campus newspaper. On Schools and Communities Act.25 strategies also challenge the yet another it may come from status quo. You may face The danger in relying on task student body officials. opposition from those on your forces and committees to drive campus or in your community The hard part of getting started prevention initiatives is that they with an interest in keeping is making your issues their are often creations of campus issues—that is, enlisting the officials, with limited student interest and support of campus involvement in the formulation of Target environments, not community members. The the group’s mission. Sometimes individuals. traditional approach is to set up a this results in an us versus them task force, with members drawn conflict that undermines a from the usual sources: health collaborative approach to problem and counseling services, student reduction. life, campus police, students themselves, and the designated Recruiting Stakeholders prevention coordinator. One of the most important elements of prevention is In fact, almost 40 percent participation—getting people to of campuses responding to participate and to feel confident a 2008 senior administrators about their ability to change survey conducted by the U.S. their environment. Prevention Department of Education’s Higher is not about just giving people a Education Center for Alcohol and message, it is also about providing Other Drug Abuse and Violence a means for people to become Prevention said that they have a visible and gain a voice in their task force that focuses on alcohol community. and other drug abuse prevention. things the same. The key is And over 24 percent said that Generating interest in to promote mechanisms for they have worked with a campus environmental prevention efforts broad participation in problem and community coalition for may be less contentious when definition, to demonstrate how alcohol and other drug abuse the targets are problematic alcohol use contributes to a prevention in 2008.24 And virtually environments—unhealthy and range of problems affecting all campuses have an alcohol unsafe policies and practices— campus life, and to demonstrate and other drug prevention rather than individuals. People can positive ways community effort, perhaps spurred by the take specific action to moderate members can work together to requirements of federal law those environments and reduce alter environmental factors that risks for all community members. contribute to problems.

24 DiFulvio, G. Senior Administrators Survey of American Colleges and Universities: Survey Analysis and Report. Contract # ED-04-CO-0137. The U.S. Department of Education’s Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention, June 2008. 25 Drug-Free Schools and Communities Act of 1989 (PL99-498, Sect. 487, A10). See www.ed.gov/programs/dvpformula/guidance.doc Response 21 Challenges oriented prevention. Because your actions worked. It’s not an One of the challenges on college this approach requires you to easy task for problems that are campuses is that the students understand and focus on specific often complex and ingrained may not be as apparently problems at your school, you may in the campus culture. Nothing interested in alcohol issues as encounter resistance from some breeds success like success. In campus officials. Some issues who see your efforts as negative, developing responses you are that students care about are with the potential for doing better off, initially, selecting academics, looking good, fitness, more harm than good for the those activities that focus on nutrition, and relationships. institution. Broad participation a specific problem and that When students define their issues in prevention from the outset is are immediate, doable, and or concerns, you can show how important. Clearly articulate your achievable. they may relate to alcohol use. motives to those who may resist For example, your campus might public discussion of problems and One way to involve students experience problems around engage their support. in prevention is to identify festival drinking. Certain times the areas that students are SARA can reduce the risks for of the year or events, such as passionate about—and then opposition to prevention because orientation week, Halloween, develop opportunities for it helps you present information Homecoming, Saint Patrick’s Day, them to become involved in a to define specific problems at Winterfest, Valentine’s Day, or meaningful way. For example, your campus within the context the end of finals week, may be the social norms research project of specific actions that can be occasions at your campus for at 32 campuses found the vast taken to reduce problems. Your high-risk drinking and problems. majority of students wanted message is optimistic: changes Rather than mounting activities something done about alcohol- to reduce the risks for problems to change these events, you can, related violence. Publicizing are achievable. Your process is instead, choose one where you those findings and talking about inclusive: everyone has a role in think you can make a difference. policies within that context prevention. Your success in one area lends make it easier for students to credibility to your overall efforts step forward and volunteer to Immediate, Doable, and provides the groundwork for be part of prevention efforts Achievable environmental changes at other because they see themselves as Most colleges and universities events in the future.27 representing the views of the experience a range of alcohol The following section majority, not just an isolated problems—and they didn’t summarizes the research basis perspective.26 happen overnight. Nevertheless, for environmental prevention you may feel pressure to solve Institutional loyalty may pose strategies and includes a range those problems in a short time another challenge for problem- of intervention points aimed at period and demonstrate that

26 DeJong, W., Towvim, L.G., and Schneider, S.K. “Support for alcohol control policies and enforcement strategies among U.S. college students at 4-year institutions.” Journal of American College Health, 56(2): 231-236, 2007. 27 Neighbors, C., Walters, S.T., Lee, C.M., Vader, A.M., Vehige,T., Szigethy,T. and DeJong, W. “Event-specific prevention: Addressing college student drinking during known windows of risk.” Addictive Behaviors, 32(11): 2667-2680, 2007. 22 College Alcohol Risk Assessment Guide environmental changes to affect surrounding use and reducing Colleges and universities have a the where, when, why, and how alcohol-related problems in number of opportunities to influence of alcohol use and reduce adverse various communities, including the price of alcoholic beverages, consequences. This list is by no colleges and universities. both on and off campus. means exhaustive. You will find additional, and more detailed, Research shows that the best prevention programs use multiple information on these and other environmental strategies in the approaches. One such multicomponent approach, the “A Matter of resources listed in Appendix C. Degree” program (AMOD), was launched in 1997 at ten colleges in the

Alcohol in the Environment United States. AMOD focused on reducing alcohol availability, raising The ready availability of alcohol prices, and limiting alcohol promotions and advertising on and around leads to increases in consumption campus. It found that when colleges and communities focus their and adverse consequences. This research finding tells us that prevention efforts on key environmental influences, they can produce social, economic, and physical measurable declines in alcohol consumption and harms among both factors governing how alcohol drinkers and those around them. 29 is promoted, served, and sold can contribute to adverse The Price of Alcoholic Most colleges and universities consequences related to alcohol Beverages have some degree of control or use in any community.28 Alcohol is a price-elastic product, influence over on-campus alcohol Research also tells us that there which is especially significant for outlets. Sometimes that control are specific environmental young people, who usually have can be as formal as owning and actions we can take to reduce limited discretionary income. operating the outlet or negotiating risks for a range of alcohol- Cost plays a role in decisions a lease or contract with the outlet related problems. Environmental to purchase alcohol. Research operator. One way to use price strategies focus on altering how studies have shown that increases as a prevention strategy includes alcohol is promoted, served, in alcohol prices can result in restrictions on discounts for and sold in order to moderate decreases in consumption levels, alcoholic beverages, such as happy high-risk consumption and reduce especially for young people. hours, two-for-one specials, and problems. Decreases in consumption levels “all you can drink for a fixed price” result in decreases in the risk of promotions. While colleges may The following research-based adverse consequences.30 not have control over off campus strategies have shown promise outlets they can use restrictions in both altering the environment on advertizing on campus to limit promotion of discounts.

28 Babor, T.F. et al.Alcohol: No Ordinary Commodity. Research and Public Policy. Oxford University Press, 2003. 29 Weitzman, E.R., Nelson, T.F., Lee, H., and Wechsler, H. “Reducing drinking and related harms in college: Evaluation of the “A Matter of Degree” program.” American Journal of Preventive Medicine. 27(3). 2004. 30 Cook, P.J. Paying the Tab: The Costs and Benefits of Alcohol Control, Princeton University Press, 2007. Analysis 23 Another approach is to make sure alcohol sold on campus, such as a You and your group can also that alcoholic beverages are at nickel a drink. Revenue from the work with local governments and least as expensive, if not more surcharge could be earmarked to regulatory agencies—including expensive, than nonalcoholic support prevention efforts or to alcoholic beverage control beverages.31, 32 The idea is to underwrite safe and sober social (ABC)—regarding alcohol outlets base individual decisions to and recreational activities. that target students with price purchase alcohol on something reductions or other promotional Off-campus alcohol outlets other than price. The Campus practices. include bars, restaurants, and Alcohol Policies and Education taverns that sell alcoholic Program (CAPE)33 recommends Serve Alcohol Responsibly beverages for consumption the following pricing policies for Responsible beverage service, on-site, as well as grocers, on-campus outlets: or RBS, is an environmental

• Establish an alcohol base price at parity with off-campus Increase the price of alcohol. Do not permit free prices. or inexpensive drinks on campus. Urge bars around campus not to compete on the basis of lower price. • Ensure that nonalcoholic Charge a nickel-a-drink tax on each drink served on beverages are priced lower campus and use the money for prevention. than the least expensive alcoholic beverage.

• Develop differential pricing according to alcohol content liquor stores, and other retailers prevention strategy promoting (that is, charge less for low- selling alcoholic beverages for ways to satisfy the needs of social alcohol alternatives). consumption off-site. guests or patrons in commercial establishments while providing a • Ensure that complete price Some alcohol outlets in college safe and comfortable environment. lists are available to allow and university communities patrons to understand the market directly to the campus The first question to consider is price differential between community, often using price whether alcohol belongs at an regular alcohol, low-alcohol, reductions to entice patrons to event or in a particular setting or and nonalcoholic beverages. their establishments. Your group environment. If the answer is yes, might urge alcohol outlets in then you can do a number of things Another way to keep alcoholic the campus area not to compete to reduce the risk for problems, beverage prices higher than on the basis of lower price or including: nonalcoholic beverages and restrict the advertising for those support prevention efforts is to • Provide low-alcohol and who do. assess a modest surcharge on nonalcoholic beverages

31 Cook, P.J. and Moore, M.J. “The economics of alcohol abuse and alcohol-control policies.” Health Affairs, 21(2), 2002. 32 Chaloupka, F.J., Grossman, M., and Saffer, H. “The effects of price on alcohol consumption and alcohol-related problems.” Alcohol Health & Research, National Institute on Alcohol Abuse and Alcoholism, 26(1), 2002. 33 Hart, D. et al., Campus Alcohol Policies and Education (CAPE): A Program Implementation Manual, Toronto, Canada: Addiction Research Foundation of Ontario, 1986. 24 College Alcohol Risk Assessment Guide harm, injury, or death—such as as a way to reduce risk when driving, in conjunction associated with the sale and with sports, when operating service of alcoholic beverages machinery, and when in both commercial and social underage. settings—on and off campus. For example, the University of • Discourage intoxication and Nebraska helped create an online do not serve an intoxicated server-training curriculum to person. facilitate a reduction of risks • Provide proper supervision of associated with the sale and activities with people who are service of alcohol. The University properly trained and informed of Arizona’s overhaul of on how to maintain control Homecoming in fall 2007 removed over the environment, and control of alcohol service out encourage responsible drinking of the hands of students in decisions by all guests. whenever alcoholic beverages favor of catering employees, resulting in problem reduction. are sold or served. • Comply with all social and legal obligations for the University staff and the • Whenever possible provide appropriate consumption of Tucson-Pima County Commission foods that help prevent alcoholic beverages, including on Addiction Prevention and intoxication and encourage not permitting service to Treatment used that experience their consumption when in their publication “What alcoholic beverages are sold or served.

• Encourage the creation of an Increased availability leads to increased consumption atmosphere that promotes and increased problems. group social interaction among men and women of all ages, and provide activities other than drinking. or consumption by those Makes a Special Event,” a guide • Encourage increased under the age of 21 and recommending best practices for awareness of the risk involved not permitting service to or planning and managing events with the consumption of consumption by an intoxicated permitted to sell and serve 34 alcoholic beverages in person. alcohol. association with activities and Campuses across the country situations that might result in have adopted RBS strategies

34 Model Programs Case History: Lessons from the Field, U.S. Department of Education, in review. Response 25 Control Access Controlling physical access to alcoholic beverages is another strategy aimed at altering the environment. Policies limiting the amount of alcoholic beverages allowed at parties or events is one way to control access to alcohol. Other strategies include limits on the hours of sale at on-campus outlets or designing procedures to prevent alcohol service to underage drinkers, such as color coded wrist bands.

Colleges have attempted different approaches to control access to alcohol. Some colleges have restricted or eliminated keg parties to control the amount of alcohol available at parties. approach as a result of problems environments if they were Others, like Rutgers University, or in response to liability or legal available.36 allow only kegs as part of concerns. registered on-campus social Does your campus provide events. The reasoning behind Leisure Activities opportunities to do something entirely different at times when this approach is that it is more A popular environmental strategy drinking might otherwise occur? difficult to smuggle kegs into on some campuses is promoting residence halls, and once the safe and sober leisure time Break-Away is an alternative keg is empty no more beer is activities. Usually this means no Spring Break program that available. alcoholic beverages are available. matches students with Still other campuses are dry. Surveys of students find that communities to work on public 37 They do not permit any sale or many would prefer alcohol-free service projects. service of alcoholic beverages on campus. Some dry campuses The University of Florida offers GatorNights, an alcohol-free have been dry as a long-standing alternative program at its student center the Rietz Union. tradition, or as the result of their Approximately 1,500 students attend this program every Friday night charters. Others adopted this throughout the school year.35 35 “Collaboration is the key to combating binge drinking.” The Gainesville Sun, August 2, 2008. 36 DeJong, W., Towvim, L.G., Schneider, S.K. “Support for alcohol-control policies and enforcement strategies among US college students at 4-year Institutions.” Journal of American College Health, 56(2): 231-236, 2007. 37 “Students break away from spring break.” Prevention File: Alcohol, Tobacco and Other Drugs, 8(4):18-20, Fall1993. (www.alternativebreaks.org/) 26 College Alcohol Risk Assessment Guide Media and Communication Create realistic, popular, affordable, and timely alternative Messages about alcohol use, from national advertising and recreational activities. promotional campaigns by the big alcohol producers to articles Keep campus swimming pools, basketball courts, movie theaters, and on alcohol issues in campus libraries open after midnight. newspapers, influence the environment surrounding alcohol use and individual drinking decisions.

The media and communication environment on campus also influences perceptions about the role of drinking in college life. Research on student perceptions of alcohol and other drug use by their peers consistently find that students overestimate both the number of heavy drinkers and the San Diego State University’s Some campuses have designed acceptance of drunken behavior Midnight Run attracts runners and alternative environments, such as on their campuses.40 walkers for a late-night athletic Boston College’s The Chocolate Campus media and event. Some campuses have Bar, with its soft seating, small communication channels range expanded hours for on-campus entertainment venue, new from the formal channels of recreational facilities, such as lighting, tables, chairs, computer on- and off-campus newspapers, gymnasiums and swimming pools. kiosk, and a menu featuring radio, and television broadcasts West Virginia University’s Up All all-chocolate-all-the-time to the informal word-of-mouth Night combines free food—including offerings.39 Alcohol-free pubs that communications that reflect a midnight breakfast buffet—and look like campus taverns and are campus norms and values. entertainment, such as dances, open the same hours as alcohol a make-your-own video booth, outlets are springing up. Other The message environment concerts, movies, and comedy campuses have opened coffee surrounding alcohol use and clubs attracting some 1,000 to houses to provide attractive drinking at most campuses is 4,000 students to the Mountainlair environments for socializing influenced enormously by the student union most Thursday during late-night hours. marketing and promotional through Saturday nights.38

38 Colleges That Encourage Character Development: A Resource for Parents, Students, and Educators, page 128.,Templeton Foundation Press, 1999. 39 “Weekends at the Chocolate Bar.” Boston College Magazine, Winter 2006. 40 Perkins, H. Wesley. “Social norms and the prevention of alcohol misuse in collegiate contexts.” Journal of Studies on Alcohol: College Drinking, What It Is, and What To Do about It: A Review of the State of the Science, National Advisory Council on Alcohol Abuse and Alcoholism Supplement No.14, March 2002. Response 27 activities of the alcoholic law enforcement to increase ID the correct information on beverage industry,41 from mass checks at local bars and liquor drinking patterns.46 media marketing activities of the stores and with community beer producers to flyers posted members and bar owners in an Multiple Approaches on campus kiosks touting college effort to reduce drink specials No single strategy will be night drink specials at local bars that attract college students.44 sufficient to alter campus and taverns. In fact, according to Strategies to alter the media environments to reduce risks. The the Federal Trade Commission, and communication environment idea is for your group to identify alcohol companies reported just range from policies controlling those strategies most likely to over $3 billion in advertising the advertising and promotional have an impact on problems, and promotional expenditures in activities of the alcoholic and then select those you can 2005.42 beverage industry to counter- implement on your campus.

In the face of such an onslaught of well-financed, pro-alcohol messages, you may feel that altering the media and communication environment is a daunting task. However, there are a number of ways you can begin to level the intellectual playing field by using campus and community media and communication channels to support prevention messages. advertising campaigns providing Prevention advocates For example, students wrote an a countervailing voice to pro- have developed a set of editorial for The News Record, drinking messages.45 complementary tactics to support the independent student response strategies. They are: Social marketing media newspaper at the University of • media advocacy campaigns have been Cincinnati, opposing calls for • creating controversy and successful in changing student lowering the minimum drinking public chatter misperceptions of the prevalence age.43 Students in the University of binge drinking. Articles of Central Florida’s UMADD Media Advocacy and paid ads in the campus (University Mothers Against In an increasingly crowded newspaper, as well as flyers Drunk Driving) worked with message environment, you are distributed on campus, present

42 Alcohol Marketing and Self-Regulation, Federal Trade Commission, 2007. 43 Staff editorial: Changing drinking laws unwise, The News Record, April 15, 2008 44 College students get MADD, Prevention File: Alcohol, Tobacco, and Other Drugs, Vol. 20, No. 2, Spring 2005 45 Saffer, H. “Alcohol advertising and youth.” Journal of Studies on Alcohol: College Drinking, What It Is, and What To Do about It: A Review of the State of the Science, National Advisory Council on Alcohol Abuse and Alcoholism Supplement No. 14, March 2002. 46 U.S. Department of Education, Office of Safe and Drug-Free Schools, Higher Education Center forAlcohol and Other Drug Abuse and Violence Prevention, A Multifaceted Social Norms Approach to Reduce High-Risk Drinking: Lessons from Hobart and William Smith Colleges. Washington D.C., 2002. 28 College Alcohol Risk Assessment Guide faced with stiff competition Mass media become the arena media involves watching for for the eyes and ears of your for debating public policies. opportunities. News creates new campus. And unlike commercial Advocates ask themselves how opportunities. You need to be advertisers, such as the alcohol a media opportunity can best alert to developing national or industry, you rarely have a big serve to advance policy goals and local news stories that furnish advertising budget to get out shift debate from an individual opportunities at the local level your health messages. focus to collective decisions for reactive piggybacking. affecting policies, norms, and Media advocacy has been National studies on alcohol use environments. successful in raising public at colleges and universities often interest and debate about You can use media advocacy lend themselves to local spins or alcohol issues. Media advocacy techniques to generate campus angles. For example, a national is not just another form of study on alcoholic beverage advertising in college newspapers Media advocacy uses the media strategically to apply can be localized by monitoring pressures for changes in policy to promote public ads in your campus paper and health goals. then presenting those findings to local media, or by staging a media event.

Getting media coverage for an public information campaigns. interest in seeking changes in issue can also help you in gaining Mass media’s traditional role in alcoholic beverage industry community support. For example, promoting health has been to promotional practices, media you can use a survey of alcoholic direct messages at individuals, policies, social policies, campus beverage promotions at your urging them to change their norms, or other factors that may campus to highlight concerns and behavior, such as alcohol and contribute to alcohol use and possible responses. The resulting 48 tobacco use. Media advocacy, adverse consequences. media coverage can lead other however, shifts from seeking Media advocacy is more like a groups and individuals to join a individual behavior change to political campaign, in which prevention coalition to monitor seeking change in collective competing forces continuously the campus environment, address behavior conditions, for example, react to unexpected events, other alcohol policy issues, and social norms and public policies.47 breaking news, and opportunities. develop interventions. Challenging conventional They are not static, predesigned Techniques of media advocacy wisdom and public thinking is public education programs. include the creative use of important in media advocacy. Gaining access to the information and framing issues to

47 Wallack, L., et al. Media Advocacy and Public Health: Power for Prevention: Sage Publications, 1993. 48 A Matter of Degree Advocacy Initiative, A Project of The Robert Wood Johnson Foundation, National Program Office of A Matter of Degree at the American Medical Association, October 2003. Response 29 promote your policy goals. In any interests on Intercollegiate about alcohol problems in new controversy, both sides attempt athletics or higher education.”49 ways. to frame the issue in a way that Often the pithy or witty quote or Environmental interventions are makes their position seem most media bite gets the most attention. often controversial. Very few people reasonable. For example, efforts And the use of humor helps to would argue about the value of to regulate alcoholic beverage dispel the notion you or your group including a pamphlet about alcohol advertising directed at college are temperance-driven fanatics. and other drug use in student students are met with attempts You will find resources for learning orientation packets. Many more by manufacturers to frame their more about media advocacy would have something to say about position in constitutional free- techniques in Appendix D. a proposal to impose restrictions on speech terms. The debate shifts promoting the sale of cheap alcohol from targeting college students Creating Controversy and at student drinking venues. by beer companies to protecting Public Chatter First Amendment rights and For example, in 2002 students at Public talk about alcohol freedom of commercial speech. the University of Wisconsin sued 24 problems and solutions is a way taverns and bars for a voluntary ban You can reframe issues that the to keep alcohol problems on on drink specials. They maintained alcohol industry has used to the intellectual, emotional, and that the bar owners were forced its own advantage by focusing administrative agenda of the entire into agreeing to the ban only after attention on promotional academic community. they received pressure and demands practices, not the behavior of Proposals of dramatic, if not from the City of Madison and the individual drinkers. You can also draconian, solutions for campus University of Wisconsin. Students address industry practices that debate, campus demonstrations, protested that the rule violated appear unethical. For example, and attacks on alcohol industry their constitutional rights and advertisements for beer at support of institutions calls mounted a petition drive to have National Collegiate Athletic for more action, and dramatic the rule revoked.50 Association (NCAA) events appeal examples of problems can get the to millions of underage students community talking and thinking and link athletic completion to drinking, in seeming violation The first Stanford student protest, in 1908, was over an alcohol policy. of NCAA’s own standards. Those standards state that advertisers In 2003, protesters took to the Internet to protest a policy prohibiting and advertisements associated the service of alcoholic beverages at all-freshmen house events in with NCAA events should not “cause harm to student-athlete common spaces. Four students collected more than 2,300 signatures health, safety and welfare, from students on an online petition that asked administrators to or negatively impact the best reconsider their decision.51

49 see www.ncaa.org/wps/ncaa?ContentID=636 50 “Judge dismisses drink special suit.” The Badger Herald, April 8, 2005. 51 Stanford Magazine, July/August 2003. 30 College Alcohol Risk Assessment Guide Stir the pot strategies implemented. It does • helps monitor progress Proposed policies often generate not necessarily favor any one • provides a framework for debate about the role of alcohol strategy or group of strategies, evaluation in the campus community, but follows the maxims that stimulating people to think about “either is better than neither” Creating a project logic model the environment. People begin and “more prevention is better can be a useful process for to question the status quo. Why than less.” bringing stakeholders together. are things the way they are? Who By involving stakeholders in the gains from the current situation? The Logic of Prevention development of your logic model Is this the environment we really Just as pictures can assist you can assure that everyone want at our campus? Should we in emphasizing problems, a has an understanding of the consider alternatives? Often graphic representation of the basis upon which project actions factors associated with campus are taken. In addition it forces alcohol problems can assist in all involved to think about the communicating needed actions. assumptions they make about the A graphic representation of causes of alcohol problems and the logic behind your efforts is their solutions. often useful in both describing Regardless of your program issues and eliciting support for strategies or your intended goals, your efforts. These graphic all prevention programs can be representations are called logic described as attempts to use models. Logic models describe specific prevention strategies what a program is expected to to affect causal factors that achieve and link together project lead to alcohol use resulting in goals, activities, services, and the discussion is more useful consequences. The logic model assumptions. in shaping campus norms than is an attempt to describe this proposed policies themselves. There are several potential sequence in a simple graphic benefits to creating a logic model format. Response Tool R-1 Colleges have a wealth of issues for your efforts. outlines a process for developing on which the community can your project logic model. focus. The objective for this • develops understanding approach is to stir the pot, • exposes assumptions to keep the issue on as many agendas as possible. It’s a tactic • promotes communication aimed at getting response

Response 31 Assessment

Everyone wants to know whether you need to alter your whether actions taken to priorities. respond to problems are Assessment is at the heart of achieving the intended results problem-oriented prevention as it in actually reducing campus is the way you measure changes alcohol problems. Assessment in problem levels. It helps you relies, over time, on monitoring answer the often-asked question: the information collected during How far have we come? the analysis phase to determine changes in problem levels and the In analysis you collected environment surrounding alcohol information about alcohol-related use, thus providing a feedback problems at your college or university. In assessment, you revisit those information sources on a regular basis to see whether changes are occurring in the intended direction.

For example, during analysis you may have identified alcohol-related adverse health consequences as a problem at your campus through a combination of self-report information from a survey and an examination of records loop to assist in evaluating from campus health services. actions. One way of assessing whether How far have we come? your responses have had any Scanning and analysis helps you impact on reducing the level and your group identify specific of health consequences is to alcohol-related problems as revisit those information sources well as points for environmental by conducting another survey interventions. Your responses are and examining health services aimed at reducing the levels of records. those problems, which is, after But it’s important not to be all, the objective of prevention. singular in your approach to Assessment is the process for assessment, as many factors determining whether you have influence problem levels. While achieved your objectives or assessment gets you outcome 32 College Alcohol Risk Assessment Guide information in terms of problem change has occurred, but at a low Changing environments to levels, it also can tell you whether level. Or you may find substantial reduce risks is also a long-term your response strategies have changes in promotional activities, process. Unfortunately, all too been effective in altering the but not necessarily in problem often community members campus environment. Assessing levels. expect quick solutions to only problem measures will not alcohol problems, which Information gained in assessment give you sufficient information to are usually complex and not tells you if you are accomplishing assess the effectiveness of your readily amenable to short-term what you intended, both in terms response strategies. solutions. of altering the environment to For example, if the information reduce risks as well as reducing Assessment also gives you the collected in the analysis phase the alcohol-related problems opportunity to rethink prevention found high levels of campus specific to your campus. If you priorities and alter your activities in response to shifting environments and concerns. Using SARA, prevention is an ongoing process of scanning, analysis, response, and assessment, promoting critical examination of the campus environment and involvement of the whole campus community.

Interest in sustaining prevention efforts can wane if people don’t see some positive message promoting high risk are not meeting your objectives, results. Assessment should drinking practices, such as flyers assessment information helps you occur routinely to monitor or radio advertising, and your make changes in programs and problem levels and campus and response to reduce alcohol-related policies that may not be working. community environments. How health consequences included Assessment also helps you often is routinely? That can measures to reduce such alcohol determine whether you are being vary from campus to campus, promotional messages, you need successful in building a sense of but annual assessment will to assess the environment to campus community in responding sustain interest in prevention determine whether you were to problems by helping you issues in general and aid in the successful in meeting your learn who is now participating in development of specific programs objective. That means you need prevention. and policies to reduce or control to collect analysis information on problems. bulletin board and radio station When to Assess? You don’t necessarily need all the messages again. You may find Assessment is a long-term, information you collected during that nothing has changed or that strategic, and ongoing process. Assessment 33 analysis in order to assess your fashion. You have already to support prevention efforts, effectiveness. Some information established baselines for problem they increased their awareness collected during analysis may levels and environmental of alcohol issues, enjoyed not be relevant to the problems measures as part of your earlier themselves, and found the you are targeting on campus. For analysis of campus problems. assignment to be the most example, your initial analysis of You have also established interesting in the course. bulletin boards may have found relationships with others who The idea is to involve students that, on your campus, postings can now participate in continuing and faculty in an ongoing do not promote alcohol use. information surveillance to study of their institutional Therefore, you don’t need to monitor interventions and culture in a way that supports replicate that activity as part of outcomes over the long term. problem-oriented, environmental your assessment of the alcohol approaches to prevention. environment unless, of course, Harness Academics with scanning suggests things have Prevention To be useful for prevention, changed. Students are an invaluable findings from assessment resource for information information collection activities Assessment activities may not collection in all phases of SARA. need to be organized. Where that necessarily occur at the same The most promising way to assure occurs and by whom depends time. Annual surveys of students, ongoing campus monitoring is to on the campus structure. faculty, and/or staff may be institutionalize those activities Nevertheless, there needs to be conducted in the fall, while within academic life. For a stable office or organization other information collection may example, for a San Diego State with the overall responsibility occur around specific events. University course on human for prevention. It could be in For example, if your campus has behavior in the environment, the office of the president, experienced alcohol problems student teams selected scanning student affairs, health services, around Homecoming, you may and analysis exercises from the counseling services, or associated wish to collect environmental Guide, collected information, students. measures and problem indicators and reported their findings in during that period to see whether class. Not only did the students Using Information problem levels are changing. contribute important information Routine information collection Decisions about what information to collect and when to collect are made by you and your group Glance through your campus catalogue to identify courses that may based on problem definitions and response strategies. incorporate your information needs in class assignments. Talk to professors and instructors. Find out whether they are involved with Who Is Involved? any information collection activities on your campus. See if they will Assessment requires resources to monitor the environment and routinely include alcohol problem and environmental indicators in problem levels in an organized their activities. Start with allies, then widen your circle. 34 College Alcohol Risk Assessment Guide through analysis and assessment Your campus may decide to use campuses. Whether they are helps you keep prevention issues information gained through commuter students rushing to on the public agenda at your assessment to develop annual classes before or after work campus. But information about reports on the state of the or those who live on campus alcohol problems and issues is campus that highlight successes for four or more years of their often controversial, especially if in reducing problems, those lives, students are reasonably your assessment activities find that problems that remain a campus entitled to a safe and healthy problems persist. Therefore, how concern, and alternative environment conducive to getting you use information gained from prevention strategies for an education. And increasingly, assessment depends on a number consideration. Annual reports they’re becoming more vocal of factors. The most important can be opportunities for media about their expectations that factor is the level of institutional coverage to stimulate public campus life reinforces the academic mission that attracted them to college in the first place.

When it comes to alcohol problems at colleges and universities, all too often students are considered to be the problem and become the target of well-meaning prevention efforts designed by campus administrators. But, students themselves are now more willing to engage in organized commitment to both understanding conversation and debate on what initiatives to reduce the adverse and reducing problems. can be done to reduce problems consequences of alcohol use. (see Media Advocacy). If you and your group have been Making a Difference successful in involving your Burlington and the University Let Students Have a Say in campus community in all stages of Vermont are very involved in Prevention of SARA, you are more likely to setting up a system of restorative Students are the largest have support for using information justice that focuses on concepts constituency group on college in ways that promote discussion, of fairness and equity. One debate, and program and policy development to reduce problems. In 2003 students at Louisiana State University wanted to clean up a The SARA approach is information driven, and it is the campus blighted area near campus. They worked with law enforcement, the community that can best decide city council and social service agencies very successfully, using all the how to use that information to elements of environmental management.52 support prevention efforts. 52 Annual Narrative Report: Louisiana State University Campus-Community Coalition for Change. A Matter of Degree: Assessment Reducing High-Risk Drinking Among College Students. September 1, 2003-August 31, 2004 35 example is the “Have a Heart” non-drinkers and non-heavy in addressing impaired driving. program, which asks students to drinkers to “stand up for their • Student teams at four behave civilly as they pass through rights and resist being the Southern California campuses residential neighborhoods when recipients of secondary heavy pursued the SARA method they walk back to campus after drink effects.”53 described in this Guide in a night in Burlington. It is based Nor is student activism, when it planning and implementing on a grassroots philosophy that comes to alcohol and other drugs, impaired driving reduction involved conferring with neighbors limited to mere protest. Students projects on their campuses. and students. Students felt can take the lead in data Team members, recruited empowered through the concept surveillance, peer education, from all majors and facets of active citizenship.52 community partnerships,and of campus life, participated Student Voices Can and Should Be Heard Student attempts to counter offensive beer ads and to contribute to campus and community health and well-being are prevalent, and recent Harvard research provides even more evidence for transforming the college drinking environment.

The Harvard Alcohol Study found heavy episodic drinking—sometimes called policy development. For example: in orientation training. They were able to call upon binge drinking—has secondary • The BACCHUS (Boost Alcohol a specific campus mentor effects on non-drinkers and/or Consciousness Concerning the (faculty or staff member) and non-heavy drinkers, such as being Health of University Students) an overall project organizer pushed, hit, or assaulted; being Network (www.bacchusnetwork. for guidance, but otherwise the victims of property damage, org/) is a university and set their own directions, unwanted sexual advances, and community based network including response selection verbal assaults; having study/ focusing on comprehensive and communication strategies, sleep interrupted; getting into health and safety initiatives. within their respective campus arguments; and taking care Individual campus chapters have communities. of impaired students. Such been instrumental in adopting experiences give cause for the risk-management practices and • At Kansas State University the Student Senate organized 52 Reducing Alcohol-Related Problems on College Campuses: A UMADD Expert Panel Report, Mothers Against Drunk Driving, June 2007. 53 Weschler, H., Moeykens, B., Davenpot, A., Castillo, S., and Hansen, J. “The adverse impact of heavy episodic drinkers on other college students.” Journal of Studies on Alcohol. 56(6): 628-634, 1995 36 College Alcohol Risk Assessment Guide its own committee, including of community and affiliate with alcohol and other drug problem administration representatives, various campus organizations prevention. such as the University Counsel, to be with kindred spirits who • Citizenship. During the college to develop and now enforce the are engaged in meaningful years students confront issues campus alcohol policy. activities. of social justice and public • Building résumés. In an responsibility and begin to define Student Incentives increasingly competitive job their own civic values. Why would students want to climate the college graduate get involved in an organized • Leadership opportunities. who can claim outside-of- prevention initiative? For some Students involved in prevention class experience and muster clues, let’s look at the growing learn that they can be leaders and testimonial letters from a wider momentum for service learning make a difference in campus and range of campus references is and campus and community community life. likely to be more attractive to service in higher education. Such prospective employers. • Learning by doing. Students can national organizations as Campus augment the cognitive learning Opportunity Outreach League • Career exploration. Through of academic life with the (COOL), Campus Compact, and the involvement in prevention experiential learning of being National Society for Experiential activities students can explore involved in real-life issues of Education identify a range of a range of fields for prospective importance. reasons why students value service graduate education or work, opportunities: such as communication, • Work study. Five percent of marketing, political science, federal work study financial • Academic credit. Students often public health, theater arts, assistance must be connected to look for ways to earn academic or any of the other academic service learning. For most college credit that are relevant to disciplines or professional students, paying the bills is often real-life issues. For example, fields that can contribute to the top priority. graduate students in one school of social work earned credit for engaging in Scanning and Analysis Sober Socializing for Students exercises (and class report) from this Guide. At another The University of Michigan-Flint boasts Students Organizing Fun campus, a faculty member in the Activities Sober, a club that promotes activities that provide alternatives communication department, who to social drinking. SOFAS holds activities, for both the entire student taught a course about theories of persuasion used in commercial body and its members, which require participants to be sober. SOFAS, an advertising, had her students independent, non- profit organization is a haven for college students who work on a campus prevention want to have a social life on campus without alcohol, and have great campaign. lasting relationships with countless others on campus like themselves • Affinity. Students want a sense who just want to get a “natural high” out of life. Assessment 37 Appendix A: Scanning Exercises

A-1: A Quick Profile A-2: Looking Around A-3: Having Conversations

Appendix 38 SCANNING EXERCISE A-1: A Quick Profile of Risks for Alcohol Problems WHAT is your campus like? Colleges and universities have different cultures and risk factors for alcohol problems. Do certain areas quickly come to mind when you think about the role of alcohol in problems at your school? Are there factors that are specific to your campus that make the risk for problems higher or lower? USE this exercise to record your impressions of your campus to highlight environmental factors that may be contributing to alcohol use and adverse consequences. Take a moment to contemplate the state of your campus and note your impressions on this form. Use the scale from low to high to rate your impressions of the visibility, influence, or awareness of the following activities and issues on your campus. Share your impressions with a group of others concerned with campus health and well being. Sit around a table to talk about your campus environ- ment and the things you think can be changed to reduce risks for problems. WHEN should you use this excercise? Scanning to identify risks can help: • new prevention coordinators get started • organize or reinvigo- rate campus committees • involve students and faculty by gaining academic (extra) credit as part of discipline-specific course work • annual cycles of campus review.

CAMPUS LIFE

What are your impressions of the visibility and level of opportunities for socializing on your campus? PLACE AN X TO INDICATE YOUR INITIAL IMPRESSION OF THE The lack of on-campus social and recreational activities may be an environmental risk factor for isolated VISIBILITY OF EACH campuses but less important for urban institutions. LOW MODERATE HIGH On-campus social activities (e.g., dances, social hours, concerts, movies, things to do) Nearby campus-oriented commercial services (e.g., restaurants, bars, coffee houses, shops, theaters) Athletic activity (e.g., inter- and intramural sports, sports facilities, opportunities for exercising) Special events (e.g., Winterfest, Halloween, Spring festivals, fairs) Greek life is an indicator of high-risk drinking practices. How active are fraternities and sororities (e.g., Rush Week, Greek-sponsored parties and events)? Alumni activity: Alumni often influence the campus culture, through contributions and involvement in campus life (e.g., Homecoming, alumni parties). Health and counseling services: How visible are campus health services? Health promotion activities: How visible are activities such as smoke-outs and alcohol or AIDS awareness weeks? Alcohol and other drug prevention responsibilities: Level of awareness of persons whose job descriptions include these responsibilities.

ALCOHOL ISSUES

What level of visibility do alcohol problems and issues command on your campus? LOW MODERATE HIGH Awareness of alcohol policies: Do people know what your campus policies are? Support for alcohol policies: Do people support campus policies? Enforcement of alcohol policies: Do people believe they will suffer consequences if they violate campus policies? Do they think policies are consistently enforced? Communicating alcohol policies: How easy is it to learn your campus policies (e.g., in orientation materials, residential life information, etc.)? Influence of alcohol task force: If you have a campus task force, how influential is it? Is it a force on campus? Perceptions that alcohol contributes to problems: Do people think alcohol use contributes to problems on your campus? Visibility of alcohol use: Do people drink in public places on campus? Is visible intoxication accepted on the part of faculty, staff, or students? Are there environmental indicators of drinking (e.g., party promotions, alcohol litter)?

Other impressions: ______Appendix A-1 Scanning Exercise A-1: A Quick Profile—page 39 1 of 1 SCANNING EXERCISE A-2: Looking Around Your Campus and Community WHAT does your campus and surrounding community look like? An easy way to gauge issues surrounding alcohol use at your school is to look around to find indicators regarding alcohol use. USE this exercise to help you develop a picture of your campus environment regarding alcohol use and problems. Take time to walk around campus and neighboring areas to look for environmental indicators of alcohol use. Carry a camera and take photographs. The environment may vary by time of day, day of the week, or around special times like Spring Break. Changes can be instructive, so vary the times you scan your campus. Jot down what you see so you can share your impressions with others. Note the date:______and time:______you scanned your campus.

ALCOHOL AVAILABILITY AND PROMOTION

How is alcohol promoted and made available to campus members? YES NO N/A Do bulletin boards sport party notices, banners, or posters advertising or promoting alcohol-related activities? Are they for on-campus events? Off-campus events? Are they from commercial alcohol outlets such as bars, taverns, restaurants, liquor stores, or grocery stores? Do people distribute handouts for parties or other social events? If so, do the messages focus on alcohol consumption rather than the event itself? Are high-risk activities part of the message? Do most of the postings appear to be alcohol-related? Is alcohol sold on campus? If so, do on-campus alcohol outlets promote or advertise alcohol sales? Are there alcohol outlets near campus or in neighborhood with large concentrations of student residents? If so, do they target the campus through advertisements and promotions?

Other impressions: ______

MEDIA ENVIRONMENT Pick up an assortment of papers and periodicals distributed on campus, including official and underground publications. Glance through them to find out how alcohol is covered. (See also Appendix C-2, C-3, C-4.) YES NO N/A Do they advertise or promote alcohol-related activities? If so, are they for on-campus events? If so, are they for off-campus events? Do the messages focus on alcohol consumption rather than the event itself? Are high-risk activities part of the message? Does the editorial content of the publication address alcohol use and/or adverse consequences? Are there advertisements for alcoholic beverages or alcohol-related activities on the campus radio station? Do messages focus on alcohol consumption or high-risk drinking? Do community radio stations target your campus? If so, do they advertise alcoholic beverages or alcohol-related activities? Does the campus media include health promotion messages?

Other impressions: ______Scanning Exercise A-2:Appendix Looking Around—page A-2 40 1 of 3 WHAT'S ON THE WALLS? Walk the residence halls to get a feel for student living environments; Glance in open doors to student rooms to see how they are decorated. YES NO N/A Do posters, banners, and flyers decorate the walls and ceilings, including common areas and doors to student rooms? Are they alcohol-related (e.g., party promotions, beer advertising posters)? Are there health promotion posters or banners? Do students decorate their rooms with alcohol-related items (e.g., neon beer signs, beer posters)? Do room window shelves sport pyramids of beer cans or beer advertisements? Are doors to student rooms decorated with beer posters? Are trash cans filled with beer cans and bottles after the weekend? Do residence halls appear damaged (e.g., holes in walls, graffiti)? Are there health promotion posters or banners?

Other impressions: ______

STUDENT NEIGHBORHOOD ENVIRONMENTS

Walk around neighborhoods where students live, whether immediately adjacent to campus or not. YES NO N/A Do beer banners hang from apartments and houses? Are there pyramids of beer cans in the windows? Are notices and posters advertising or promoting alcohol-related activities posted on telephone poles? Are there alcohol outlets in the neighborhood? Do they target students in their advertisements and promotions? Do messages focus on alcohol or high-risk drinking (e.g., price discounts, student happy hours)? Are there alcohol billboards or other messages on the paths that approach campus?

Other impressions: ______

DRINKING ENVIRONMENTS Stop by student-oriented drinking environments such as taverns, bars, or clubs, both on- and off-campus. Pick times when students gather. YES NO N/A Are walls decorated with alcohol promotional material (e.g., posters, neon beer signs)? Do servers check for identification? Does the ambience appear to encourage drinking? Are other activities available (e.g., pool tables, newspaper racks, air-hockey tables, darts, dancing)? Do servers appear to monitor drinking rates of patrons?

Other impressions: ______

______

Appendix A-2 Scanning Exercise A-2: Looking Around—page 241 of 3 NEIGHBORHOODS AROUND CAMPUS

Take a walk through neighborhoods and commercial areas around your campus. YES NO N/A Is there a wide variety of retailers tailored to the campus? Are there alcohol outlets (e.g., liquor stores, mini-marts, restaurants, taverns, bars, pubs)? Do they target students with ads or flyers? Are there billboards or other types of advertisements for alcohol products?

Other impressions: ______

______

PARTIES AND EVENTS Stop by on- and off-campus activities such as openly advertised parties, receptions, dances, and residence hall parties. Consider stopping by later in the event to get a sense of how it went. YES NO N/A Is alcohol permitted at events? Are other activities such as non-drinking games, dancing, or other recreational activities available? Is appetizing food available? Are nonalcoholic beverages available? Is faculty drinking with underaged students condoned? Are sober monitors present? Are measures taken to prevent underage drinking?

Other impressions: ______

CAMPUS BOOKSTORES

Stop by the campus bookstore or bookstores near campus. Walk the aisles. YES NO N/A Does it carry a variety of campus-related merchandise? Does it carry alcohol-related merchandise (e.g., beer mugs, shot glasses)? Does alcohol-related merchandise sport your school's name, crest, or mascot? Do posters or clothing sport pro-drinking messages? Do posters or clothing sport health promotion messages?

Other impressions: ______

WHAT ELSE? Does anything stand out as contributing to problems on your campus?

List those indicators picked up by scanning your environment. ______

Appendix A-2 Scanning Exercise A-2: Looking Around—page 42 3 of 3 Appendix A-3 43 Appendix A-3 44 Appendix B: Analysis Exercises

B-1: What’s the Problem? B-2: FIPSE Core Instrument B-3: Context of Drinking Surveys B-4: Campus Message Environments—Bulletin Boards B-5: Campus Message Environments—Print Media B-6: Campus Message Environments—Radio B-7: Price of Alcohol B-8: Risk Assessment— On-Sale Outlets B-9: Party Risk Assessment Survey B-10: Place of Last Drink Survey

Appendix 45 Appendix B-1 46 Permission to use from the Core Institute Permission

Appendix B-2 Analysis Exercise B-2: FIPSE Core Instrument—page 47 1 of 2 Appendix B-2 48 Analysis Exercise B-2: FIPSE Core Instrument—page 2 of 2 ANALYSIS EXERCISE B-3: Context of Drinking Surveys Surveys can provide much useful information concerning student characteristics and behavior. What is often missing from student surveys is information that can assist in understanding which types of drinking locations may be associated with campus alcohol problems. The following survey items were developed by Robert Saltz, Prevention Research Center, for surveys of students in California. The items are intended to focus on specific locations where students are known to drink. The extent to which alcohol use results in problems such as underage drinking, binge drinking, and other consequences occurs within various settings, represents an important component in understanding the alcohol environment on your campus. The first item is intended to indicate which of six settings the respondent is familiar with. The remaining questions are asked concerning each settting. For simplicity questions for settings are presented for only one of the six potential settings. These questions can be easily modified by changing the setting for each question. These surveys are included with permission of Saltz.

There are many different types of settings where alcohol is consumed. Have you been to any of the following settings since you came to school this semester/quarter at which students sometimes drink alcohol? Yes No A fraternity or sorority party at a Greek house.

At a party somewhere in a university residence hall

A campus sporting event, concert or dance

At a party at someone’s house or apartment off campus

At a pub, bar or restaurant or within a few blocks of campus where students might go to drink In an outdoor setting (park, beach, car, etc.) where students might go to drink

For each of these questions consider a fraternity or sorority party at a Greek house. How many times this semester/quarter have you been in such a setting?

How many of those times did you have some kind of alcoholic drink? (use “0” for none)

Of those times, how many times would you say you drank enough to be drunk?

For this question consider a fraternity or sorority party at a Greek house. Since the beginning of the semester/quarter, have you experienced any of the following either during or shortly after being at a fraternity or sorority party at a Greek house? I got drunk when I didn’t want to I passed out I damaged someone’s property (e.g., wall, window furniture, car, vending machine) Someone criticized my drinking behavior I got into a physical fight with someone I was physically assaulted by someone I got hurt or injured I was harassed because of my race/ethnicity, gender, sexual orientation or religion I felt unsafe because of my own or others’ drinking I had sex with a new partner I had sex with someone I just met I had risky sex (e.g., sex without a condom; sex without any form of birth control) I had sex when I was too intoxicated to know what I was doing I felt pressured to have sex with someone Appendix B-3 49 I was concerned that I pressured someone to have sex with me I was sexually assaulted or raped I was concerned that I may have sexually assaulted or raped someone I drove after I had too much to drink I rode with a driver who was drunk

None of these

For this question consider a fraternity or sorority party at a Greek house. You reported that you have experienced the following situations either during or shortly after being at this setting. Please indicate approximately how many times you have experienced each situation since the beginning of the semester/quarter. Once Twice 3-5 times 6-9 times 10 or more times I got drunk and didn’t want to

I passed out

I damaged someone’s property (e.g., wall, window, furniture, car, vending machine) Someone criticized my drinking or behavior

I got into a physical fight

I was physically assaulted by someone

I got hurt or injured

I was harassed because of my race/ethnicity, gender, sexual orientation or religion I felt unsafe because of my own or others’ drinking I had sex with a new partner

I had sex with someone I just met

I had risky sex (e.g., sex without a condom; sex without any form of birth control) I had sex when I was too intoxicated to know what I was doing I felt pressured to have sex with someone

I was concerned that I pressured someone to have sex with me I was sexually assaulted or raped

I was concerned that I may have sexually assaulted or raped someone I drove after I had too much to drink

I rode with a driver who was drunk

For these questions consider a fraternity or sorority party at a Greek house.

Now think about the last time you have been in this setting… How many weeks ago was that? (Use 1 if less than a week) weeks

Appendix B-3 50 About how many hours were you at this setting? (Use 1 if less than 1 hour) hours

How many drinks did you have… before you got there? while you were there? after you left there?

Did you have enough to be drunk or intoxicated? Yes No

For this question consider a fraternity or sorority party at a Greek house. About how many people altogether were at this setting? (If you are not sure, your best estimate is fine)

About how many people at this setting do you think might have been intoxicated? (If you are not sure, your best estimate is fine)

For this question, consider a fraternity or sorority party at a Greek house. Were any of the following in effect at this setting? (Please select all that apply.) People under the legal drinking age were not admitted People under the legal drinking age were identified at the door People were drinking from a keg (or kegs) of beer There was a cover charge to get in the door There was a promotion going on(e.g., $10 for unlimited drinks or ½ price drinks before 10 p.m., etc.) Anyone asking for a drink was asked for proof of age There was no way of knowing who was of legal age Drinks were refused to anyone who was intoxicated or impaired There was a system in place to look after anyone who became intoxicated (e.g., safe ride home) None of the above

Repeat items for each setting. For each of these questions consider a campus sporting event, concert, or dance. Repeat questions form previous section. For each of these questions consider a party at someone else’s house or apartment off campus. Repeat questions form previous section.

For each of these questions consider a pub, bar, or restaurant on or within a few blocks of campus where students might go to drink. Repeat questions form previous section.

Appendix B-3 51 For each of these questions consider a party somewhere in a university residence hall. Repeat questions form previous section.

For each of these questions consider an outdoor setting (park, beach, car, etc.) where students might go to drink. Repeat questions form previous section.

Alcohol Availability In addition to the settings in which alcohol is used many surveys provide limited information concerning how students obtain alcohol and how available alcohol is. The following questions may provide additional information concerning these issues.

Since you arrived on campus this semester/quarter, how often have you… 1-5 Days 6-10 About Not at This Days This 2-3 Days 1-2 Days 3-4 Days 5-6 Days Every Once a all School School a Month a Week a Week a Week Day Month Year Year Purchased alcohol at a grocery, liquor, or convenience store near campus Purchased alcohol at a bar or restaurant near campus Purchased alcohol for a friend or acquaintance near campus Asked an older youth or adult to purchase alcohol Drank alcohol before or after a concert or sporting event (e.g., a football game)

How easy or difficult would it be for you to find the following establishments or other sources within two miles of campus where you could buy alcohol without showing an ID? Neither Easy Nor Very Easy Easy Difficult Very Difficult Difficult A bar A restaurant A liquor, grocery, or convenience store

How easy or difficult would it be for you to find the following activities where you could go to drink? Neither Easy Nor Very Easy Easy Difficult Very Difficult Difficult An on-campus party An off-campus party

How easy or difficult would it be for you to find the following kind of person who would purchase alcohol for you? Neither Easy Nor Very Easy Easy Difficult Very Difficult Difficult A friend or acquaintance A stranger

Appendix B-3 52 ANALYSIS EXERCISE B-4: Analyzing Campus Message Environments Regarding Alcohol Use—Bulletin Boards WHAT are the messages on your campus regarding alcohol use? Campus norms and attitudes regarding drinking behavior are often shaped or reinforced through the messages on flyers, advertisements, and announcements posted on campus bulletin boards. USE this exercise to collect and analyze alcohol-related messages on your campus and understand how alcohol use is presented on college bulletin boards. This exercise helps you monitor the campus message environment regarding alcohol use in a structured way on an ongoing basis so your group can make informed decisions about needed changes, if any, in the way alcohol use is portrayed or promoted on your campus.

INSTRUCTIONS FOR MONITORING CAMPUS PRINT MEDIA Step 1: Where are messages posted? First obtain a campus map. Walk around and note on the map the location of each bulletin board or post- ing. Take pictures of each location. Step 2: Select at least five bulletin boards for monitoring. Boards should be in public access areas, including at least one located in the main area of your campus and others in high pedestrian traffic areas. Step 3: Establish a monitoring schedule. You may wish to monitor boards as often as once a week, or less frequently. Thursdays or Fridays are good days to catch postings for weekend social events. Your group may also want to monitor boards around special events, such as Halloween, Homecoming, or Spring Break. Step 4: Go to each board on scheduled monitoring days. First, count the total number of messages on the board. Then count all postings that contain alcohol messages, such as advertisements for local taverns or bars, social activities, both on and off campus where alcohol is available, advertisements for specific brands of alcoholic beverages, and other alcohol messages. If postings include tear-offs or multi- ple copies, take one and attach it to the Bulletin Board Analysis form. Step 5: Record information on the Bulletin Board Analysis form. Things to look for are recurring messages for high-risk drinking contexts and activities, such as all-you-can-drink parties and promotions, college night drink specials, and other messages that emphasize drinking.

Bulletin Board Analysis WHAT is the dominant message about alcohol use on campus bulletin boards? Do people get the idea that alcohol is a necessary part of the campus social life? USE this form to record information on the number and content of alcohol-related messages on flyers posted on your campus bulletin boards. Make multiple copies of this form for use by your group members in monitoring the campus message environment. List messages by content (include drink price, if mentioned), number, and size of posting. Date: ______Time:______Location: ______Total number of messages: ______Total number of pro-drinking messages: ______Total number of prevention/safe and sober activity messages: ______Divide pro-drinking messages by total messages to get the percentage of pro-drinking messages: ______Divide prevention messages by total messages to get the percentage of prevention messages: ______

1. Alcohol industry messages, including ads and promotions by producers and local retailers, both on and off campus, specifically men- tioning alcohol and/or drinking.

MESSAGE CONTENT SIZE COMMENTS

Analysis Exercise B-4: Campus Message Environments—Bulletin Appendix Boards—page B-4 1 53of 2 2. Alcohol-related messages, including flyers for concerts, parties, social events, or other activities where alcohol is promoted as part of the event (e.g., keg parties).

CONTENT SIZE COMMENTS

3. Prevention messages/safe and sober activities, including Alcohol Awareness Week and flyers for campus services.

CONTENT SIZE COMMENTS

Attach alcohol-related pull-off messages. List your impressions regarding the bulletin board message environment from this round of monitoring.

HOW TO USE THIS INFORMATION: Identifying sources of pro-drinking messages can help you learn more about the environments where high-risk drinking occurs and can help your group design interventions to change those environments. You can also use this information to generate community discussion on how alcohol is portrayed on your campus.

Analysis Exercise B-4: Campus Message Environment—Bulletin Appendix Boards—page B-4 254 of 2 ANALYSIS EXERCISE B-5: Analyzing Campus Message Environments Regarding Alcohol Use—Print Media WHAT are the messages on your campus regarding alcohol use? Campus norms and attitudes regarding drinking behavior are often shaped or reinforced through the messages in campus newspapers and other publications. USE this exercise to collect and analyze alcohol-related messages on your campus and understand how alcohol use is presented in campus publications. This exercise helps you monitor the campus message environment regarding alcohol use in a structured way on an ongoing basis so your group can make informed decisions about needed changes, if any, in the way alcohol use is portrayed or promoted on your campus.

INSTRUCTIONS FOR MONITORING CAMPUS PRINT MEDIA Step 1: Collect a sample of newspapers and other publications routinely distributed on your campus. Collect both official publications, such as campus newspapers, and others, such as underground publications or community newspapers. Step 2: Identify which publications your group will monitor. You need not monitor all publications. Some may not accept any paid advertise- ments or may be special-interest publications. Step 3: Establish a monitoring schedule. If your campus has a daily newspaper, you may decide to review at least one issue per week. Include in your schedule periodic publications, such as homecoming magazines, or other special event publications. Step 4: Record information on the Newspaper/Publications Analysis form. Messages regarding alcohol use include advertisements, news stories, editorials, and cartoons. Are pro-drinking messages dominant?

Newspaper/Publications Analysis WHAT messages regarding alcohol use do people get when they read campus publications? USE this form to record information collected in monitoring newspapers and publications distributed on your campus. Note the date of the publication, where alcohol is mentioned (ad, article, editorial, etc.), the content of the materials (education, alcohol-related injury, etc.),the number of columns of copy, the size (in inches) of the piece, whether there was a picture/graphics, and a summary of the message. Use the codes at the bottom for type and content of materials.

Publication:______Total # of ads______

DATE TYPE CONTENT COLUMNS SIZE PICTURE/GRAPHICS SUMMARY

Publication:______Total # of ads______

DATE TYPE CONTENT COLUMNS SIZE PICTURE/GRAPHICS SUMMARY

Legend TYPE: AD advertisement/promotion CONTENT: GM general alcohol mention LE law enforcement Place one asterisk in CONTENT column ART article INJ alcohol-related injury AP alcohol promotion* for pro-drinking messages. CAL calendar of activities DIS alcohol-related disruption PP prevention Place two asterisks in CONTENT column ED editorial POL alcohol policy SA social activity ** for health and safety messages. LT letter to editor HR high-risk consumption UA underage consumption (Some will be neither)

Analysis Exercise B-5: Campus Message Environment—Print Appendix Media—page B-5 155 of 2 Publication:______Total # of ads______

DATE TYPE CONTENT COLUMNS SIZE PICTURE/GRAPHICS SUMMARY

Publication:______Total # of ads______

DATE TYPE CONTENT COLUMNS SIZE PICTURE/GRAPHICS SUMMARY

Publication:______Total # of ads______

DATE TYPE CONTENT COLUMNS SIZE PICTURE/GRAPHICS SUMMARY

Publication:______Total # of ads______

DATE TYPE CONTENT COLUMNS SIZE PICTURE/GRAPHICS SUMMARY

Legend TYPE: AD advertisement/promotion CONTENT: GM general alcohol mention LE law enforcement Place one asterisk in CONTENT column ART article INJ alcohol-related injury AP alcohol promotion* for pro-drinking messages. CAL calendar of activities DIS alcohol-related disruption PP prevention Place two asterisks in CONTENT column ED editorial POL alcohol policy SA social activity ** for health and safety messages. LT letter to editor HR high-risk consumption UA underage consumption (Some will be neither)

HOW TO USE THIS INFORMATION: Tally up the ads and determine the percentage of alcohol ads and messages to other ads. Alcohol ads Health messages All ads = ______% Alcohol ads = ______%

Use this information to generate campus discussion on how alcohol is portrayed in campus publications. Messages may also lead to a better understanding of where and when high-risk drinking occurs. Use the information to help develop environmental interventions to reduce risks. Analysis Exercise B-5: Campus Message Environment—Print Appendix Media—page B-5 256 of 2 ANALYSIS EXERCISE B-6: Analyzing Campus Message Environments—Listening to the Radio WHAT messages regarding alcohol use do people hear when they listen to the radio? Do local radio stations target your campus? Is there an on-campus radio station? Find out whether there are particular radio stations that are popular on your campus. Check with local rating ser- vices to see which stations aim their programming at college students and young adults. USE this form to monitor the alcohol messages on campus-focused radio. Establish a schedule for monitoring messages on popular stations. Pick one hour to record the number of advertisements in general, and alcohol ads in particular. Note the tone of the ads. Consider late-night listening, especially on or just before the weekend.

RADIO STATION CALL LETTERS AND FREQUENCY: ______

DATE: ______TIME:______

AD/MESSAGE SPONSOR CONTENT COMMENTS

RADIO STATION CALL LETTERS AND FREQUENCY: ______DATE: ______TIME: ______

AD/MESSAGE SPONSOR CONTENT COMMENTS

LEGEND CONTENT: GM general alcohol mention LE law enforcement Place one asterisk in CONTENT column INJ alcohol-related injury AP alcohol promotion * for pro-drinking messages. DIS alcohol-related disruption PP prevention Place two asterisks in CONTENT column POL alcohol policy SA social activity ** for health and safety messages. HR high-risk consumption UA underage consumption (Some will be neither)

HOW TO USE THIS INFORMATION: Tally up the ads and determine the percentage of alcohol ads and messages to other ads. Alcohol ads Health messages All ads = ______% Alcohol ads = ______%

USE this information to generate discussion on your campus regarding the message environment. Ads may also lead you to identify high-risk drinking environments and help your group develop interventions for environmental change. You can also take this information to the station manager as a starting point for negotiation on advertising policy.

Analysis Exercise B-6: Campus Message Environment—Radio—page Appendix B-6 1 of57 1 Appendix B-7 58 60 ANALYSIS EXERCISE B-8: Onsale Outlets ANALYSIS Appendix B-8 59 aPPENDix B 61

Appendix B-8 60 62

Appendix B-8 61 aPPENDix B 63

Appendix B-8 62 66

Appendix B-8 63 aPPENDix B 67

Appendix B-8 64 72 Party observation forms a major emphasis of the SIG efforts changes over time observational tools for included a focus on alcohol use in social parties are under development. While situations. This included issues related to these tools were developed for research underage house parties and loud parties by assessments within college environments ANALYSIS EXERCISEyoung B-9: adults. Party In order Risk toAssessment both assess theSurvey they may be useful as prototypes for characteristics of parties and to monitor community based assessment tools.

Appendix B-9 65 aPPENDix B 73

Appendix B-9 66 74

Appendix B-9 67 aPPENDix B 75

Place of last drink survey assessments were used individually to another mechanism for assessment and highlight particular problem outlets. More evaluation is the use of Place of Last drink recently attempts have been made to Surveys. These surveys have been used in develop reporting mechanisms to support many areas to monitor locations of drinking environmental change. priorANALYSIS to dUI EXERCISE arrests. B-10: The Placeresults of Lastof these Drink Survey

Permission to use from:

Appendix B-10 68 76

Appendix B-10 69 aPPENDix B 77

Appendix B-10 70 78

Appendix B-10 71 Appendix C: Response Tool—R1

Creating a Logic Model As a result of answering these and to whom questions. Based Creating a logic model for questions you then develop on your scanning and analysis your project is a good way to a graphic representation of work discuss your findings as summarize your understanding how your campus views the to where problems occur. Is of the factors that you believe relationship of project actions binge drinking a problem in the are related to solving alcohol to causal factors to contexts and dorms or more likely to occur problems on your campus. As finally to the consequences you at off-campus parties? Do fights suggested throughout this guide, hope to reduce. Note that in the and injuries occur at athletic this activity is best accomplished end the graphic should move events or community events? Are as a group. Use a meeting of from left to right (strategies to there certain times of day, days your coalition or advisory group consequences) but development of week or times of year when to begin the process. Bring should begin from right to left problems peak? Are problems the results back to the group (consequences to strategies). associated with drinking at periodically to review and revise specific locations? based on new information. Consequences Again place each context on a Start by listing the specific piece of paper and place these to The project logic model is based alcohol-related problems you the left of the consequences list. on describing four areas of are interested in impacting. Draw arrows from the contexts interest: Examples might include to the consequences to indicate binge drinking, driving while Consequences which contexts are associated intoxicated, fights and injuries, What are the specific alcohol- with which consequences. or sexual assaults. Note that related problems you are trying generally drinking is not a Try to focus attention on where, to reduce? problem unless it results in some when and how these problems negative consequences. While occur rather than who has Contexts there may be many consequences problems. For example, problems When, where, how, and to whom to drinking on your campus, can be viewed as a result of do these problems occur? focus your attention on those you drinking at fraternity parties Causal Factors intend to impact. As your group (which includes non-members) develops a consequence list put rather than as a result of What are the risk and protective the items on a piece of paper and fraternity members. factors that you see as important post it for the group to see. to creating the problem At this point you may choose to situations? remove some consequences that Context you see as not being amenable Once your group has developed Strategies to change through your project. a list of specific consequences What are the specific strategies Remember, you can’t do it all. to be addressed you can begin that will be used to change the a discussion of the contexts in causal factors? which these consequences occur. This is the where, when, how, 72 College Alcohol Risk Assessment Guide Causal Factors Try and develop consensus. Causal factors represent the risk While all participants may not and protective factors that are completely agree with your logic seen as supporting contexts that try to at least get concurrence result in problems. Problems that everyone understands resulting from drinking in bars the logic behind your efforts. for example may be described Take your results and create as related to poor training of a graphic logic model for your managers and servers and/or lack group. Present the results back of law enforcement. to the group and refer back to it regularly to assure that all You may also want to consider participants are familiar with protective factors. That is, are your projects logic. there factors that keep the problems from getting worse?

Strategies Finally, list the specific prevention strategies you plan to implement. These should be linked by arrows to the risk and protective factors that they are intended to impact. Be sure to discuss how you see the strategy as reducing a risk factor or supporting a protective factor. Try to be specific. For example, don’t just say media will be used but instead how media will be used to support policy change.

Throughout this process edit your results. Discussion of causal factors may lead to expansion of problem contexts or addition of consequences. Similarly, specification of strategies may result in deleting certain consequences as not amenable to change through your project.

Appendix C 73 Appendix D: Selected Publications and Resources

Print Resources Alcohol Policy and the Public succinctly outlines how these Good analyses are to assist in the by Griffith Edwards, Peter making of informed policy Alcohol: No Ordinary Anderson, Thomas F. Babor, Sally choices. Commodity—Research and Casswell, Roberta Ferrence, Media Advocacy and Public Public Policy. Thomas F. Babor, Norman Giesbrecht, Christine Health: Power for Prevention, Raul Caetano, Sally Casswell, et Godfrey, Harold D. Holder, Paul Lawrence Wallack, Lori Dorfman, al. New York: Oxford University H. M. M. Lemmens, Oxford David Jernigan, and Makani Press, 2003. University Press, USA, 1995. Themba. Sage Publications, This book describes recent Written by some of the world’s Newbury Park, CA, 1993. advances in alcohol research leading researchers on alcohol This book is an excellent which have direct relevance for problems, and produced in resource for learning how to the development of effective collaboration with the World use media advocacy to support alcohol policies at the local, Health Organization, this the development of healthy national and international levels. book presents a critical and public policies, including alcohol It covers the search for policies highly informed perspective on policies. Written in a lively and that protect health, prevent alcoholism and its management. down-to-earth style, it includes disability, and address the social It provides an appraisal of the sections on the theoretical problems associated with the nature and extent of society’s and practical aspects of media misuse of alcohol. This book is, alcohol problems and then advocacy, the role of community at its core, a scientific treatise explores how scientific findings organizing in media advocacy, on alcohol policy: what alcohol assist in the design of more and case studies documenting policy is, why it is needed, which effective policy responses. Topics media advocacy in action. interventions are effective, covered include international how policy is made, and how trends in alcohol consumption, Paying the Tab: The Costs and scientific evidence can inform the understanding the relationships Benefits of Alcohol Control, policy-making process. It includes between alcohol consumption Philip J. Cook, Princeton the international and national and multiple types of harm, both University Press, 2007. policy environment as it affects as regards individual drinking and This first comprehensive analysis the policy-making process, and population consumption. With of this complex policy issue calls provides a synthesis of what is the epidemiological evidence for broadening the approach to known about evidence-based established, the text turns to a curbing destructive drinking. This interventions for translation into view of the efficacy of different well-researched and engaging policy. types of prevention strategy, account chronicles the history including pricing, licensing of our attempts to “legislate and control of access, drunk morality,” the overlooked lessons driving counter-measures, public from Prohibition, and the rise education, and the treatment of Alcoholics Anonymous. It contribution. A final chapter provides a thorough account 74 College Alcohol Risk Assessment Guide of the scientific evidence that A Matter of Degree Advocacy among college students. It has accumulated over the last Initiative. The Robert Wood includes the seminal report A Call twenty-five years of economic Johnson Foundation, 2003. to Action: Changing the Culture and public-health research, which of Drinking at U.S. Colleges http://www.rwjf.org/files/ demonstrates that higher alcohol (2202), among other resources. research/111703amod.initiative. excise taxes and other supply pdf Alcohol Policies Project, restrictions are effective and Center for Science in the Public underutilized policy tools that The A Matter of Degree (AMOD) Interest. can cut abuse while preserving Advocacy Initiative was a two- the pleasures of moderate year project with a goal of helping http://www.cspinet.org/booze/ consumption. the ten campus-community pdbooze.htm partnerships of AMOD more This project was initiated in 1981 WEB RESOURCES effectively test the environmental to help focus public and policy management model to prevent A Matter of Degree Initiative maker attention on high-leverage high-risk drinking among college to Reduce Binge Drinking at policy reforms to reduce the students. This model seeks to Colleges and Universities: devastating health and social alter the physical, social and Lessons Learned. The Robert consequences of drinking. Since economic environments that Wood Johnson Foundation, 2008. then, the project has worked influence student drinking with thousands of organizations http://www.rwjf.org/files/ decisions through policy and and individuals to promote a research/051308matterofdegree. enforcement measures. Four of comprehensive, prevention- pdf the ten grantees were chosen oriented policy strategy to to receive sustained, on-site Drawing from a decade of change the role of alcohol in technical assistance and training experience at AMOD sites, this society. The Website includes to broaden coalition members’ guide will assist colleges and a number of resources, from understanding of the model and universities and surrounding policy papers, fact sheets, and expand their capacity to achieve communities to get a sense of reports to support alcohol policy its objectives. what needs to be done through initiatives and advocacy. campus and community coalitions College Drinking: Changing the Reducing Alcohol-Related in order to reduce alcohol Culture, National Institute on Problems On College Campuses: problems. Those results may not Alcohol Abuse and Alcoholism. A UMADD Expert Panel Meeting necessarily be reductions in binge http://www. Report, Mothers Against Drunk drinking per se, but can also be collegedrinkingprevention.gov Driving, 2006. reductions in alcohol problems related to drinking by students, This site was created by NIAAA http://www.madd.org/ i.e., harms to the drinker and as a one-stop resource for getattachment/9a4a0759- second-hand effects. comprehensive research-based 37d0-44c1-8d7f-bcfe966b080c/ information on issues related to Reducing-Alcohol-Related- alcohol abuse and binge drinking Problems-on-College-Campu.aspx Appendix D 75 About the Authors

In 2003, Mothers Against Drunk and provides a series of learning Barbara E. Ryan is a senior Driving (MADD) launched the opportunities, or trainings, to advisor at the Higher Education UMADD program, which is institutions of higher education. Center for Alcohol and Other Drug designed to help alleviate In addition to the information Abuse and Violence Prevention alcohol-related problems on provided on this Web site that is and is editor of its newsletter, college campuses. UMADD intended primarily for prevention Catalyst. was looking for new strategies professionals and administrators to activate college students in higher education, there is Web to change the campus and content developed for specific Tom Colthurst is associate community environment through additional audiences. director of the Higher Education a focus on enforcement and Center for Alcohol and Other Drug policies taking an environmental Abuse and Violence Prevention. prevention approach. It convened the Expert Panel Meeting where participants were asked to Lance B. Segars, PhD, is a provide information on their lecturer, School of Social Work, experiences working with San Diego State University and students on college campuses and senior evaluator at the Higher provide advice on how UMADD Education Center for Alcohol and can draw from current research Other Drug Abuse and Violence findings to advance its evidence- Prevention. based strategies to prevent alcohol-related problems.

U.S. Department of Education’s Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention. http://www.higheredcenter.org

The Higher Education Center helps campuses and communities address problems of alcohol, other drugs, and violence by identifying effective strategies and programs based upon the best prevention science. The Higher Education Center provides general information and assistance, develops publications, 76 College Alcohol Risk Assessment Guide Publications available from . . .

The Higher Education Center for Alcohol and Other Drug ABUSE and Violence Prevention

Please contact us (see back cover) for information on obtaining the following materials:

A Practical Guide to Alcohol Abuse Prevention: A Campus Case Study in Implementing Social Norms and Environmental Management Approaches

Be Vocal, Be Visible, Be Visionary: Recommendations for College and University Presidents on Alcohol and Other Drug Prevention

Building Long-Term Support for Alcohol and Other Drug Prevention Programs

Campus and Community Coalitions in AOD Prevention

Environmental Management: An Approach to Alcohol and Other Drug Prevention

Environmental Management: A Comprehensive Strategy for Reducing Alcohol and Other Drug Use on College Campuses

Evaluating Environmental Management Approaches to Alcohol and Other Drug Abuse Prevention

Experiences in Effective Prevention: The U.S. Department of Education’s Alcohol and Other Drug Prevention Models on College Campuses Grants.

Last Call for High-Risk Bar Promotions That Target College Students: A Community Action Guide

Lehigh University’s Project IMPACT: An Environmental Management Case Study

Prevention File: Alcohol, Tobacco and Other Drugs (Special Editions: Prevention in Higher Education)

Raising More Voices than Mugs: Changing the College Alcohol Environment through Media Advocacy

Safe Lanes on Campus: A Guide for Preventing Impaired Driving and Underage Drinking

The Role of State, Community, and Institutional Policy in the Prevention of College Alcohol Problems

Which Alcohol Policies Work? Efforts to Curb Campus-Drinking Excesses Have Stagnated The Higher Education Center For Alcohol and Other Drug Abuse and Violence Prevention

Our Mission The mission of the U.S. Department of Education’s Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention is to assist institutions of higher education in developing, implementing, and evaluating alcohol, other drug, and violence prevention policies and programs that will foster student’s academic and social development and promote campus and community safety. How We Can Help The U.S. Department of Education’s Higher Education Center offers an integrated array of services to help people at colleges and universities adopt effective prevention strategies: • Resources, referrals, and consultations • Training and professional development activities • Publication and dissemination of prevention materials • Assessment, evaluation, and analysis activities • Web site featuring online resources, news, and information • Support for The Network Addressing Collegiate Alcohol and Other Drug Issues Read the Center’s Newsletter Keep up to date with Catalyst. Learn about important developments in AODV prevention in higher education. Get in Touch Additional information can be obtained by contacting: The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention Education Development Center, Inc. 55 Chapel Street Newton, MA 02458-1060 Website: http://www.higheredcenter.org Phone: 800-676-1730; TDD Relay-friendly, Dial 711 E-mail: [email protected]

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