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![Page 1: Using Peer-Facilitated Interventions With High-Risk Drinkers: Successes, Challenges, and Lessons Learned M. Dolores Cimini, Ph.D. University at Albany,](https://reader034.fdocuments.us/reader034/viewer/2022051401/56649e7d5503460f94b7fb60/html5/thumbnails/1.jpg)
Using Peer-Facilitated Using Peer-Facilitated Interventions With High-Risk Interventions With High-Risk
Drinkers: Successes, Challenges, Drinkers: Successes, Challenges, and Lessons Learnedand Lessons Learned
M. Dolores Cimini, Ph.D. M. Dolores Cimini, Ph.D. University at Albany, State University of New YorkUniversity at Albany, State University of New York
The 2007 National Conference for Advisors of Peer Education GroupsThe 2007 National Conference for Advisors of Peer Education GroupsThe BACCHUS NetworkThe BACCHUS Network
June 17-20, 2007June 17-20, 2007Marriott City Center - Denver, ColoradoMarriott City Center - Denver, Colorado
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Learning ObjectivesLearning Objectives
Participants will identify the key components that can lead Participants will identify the key components that can lead to the successful implementation of peer-facilitated alcohol to the successful implementation of peer-facilitated alcohol interventions for college students;interventions for college students;
Participants will outline the challenges that are associated Participants will outline the challenges that are associated with the decision to implement peer-facilitated alcohol with the decision to implement peer-facilitated alcohol interventions;interventions;
Participants will discuss the importance of training, Participants will discuss the importance of training, supervision, and ongoing data collection and evaluation to supervision, and ongoing data collection and evaluation to assess progress, and most importantly, changes in target assess progress, and most importantly, changes in target behaviors, such as student drinking rates.behaviors, such as student drinking rates.
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Why Involve PeersWhy Involve PeersTo Deliver Interventions?To Deliver Interventions?
Peer influence is a key factor in determining the Peer influence is a key factor in determining the behavior of college studentsbehavior of college students
College students regard their peers as a credible College students regard their peers as a credible and trusted source of information (National and trusted source of information (National College Health Assessment, 2000)College Health Assessment, 2000)
Studies have shown that peers can bet as Studies have shown that peers can bet as effective as professionals in delivering alcohol effective as professionals in delivering alcohol interventions to college students (Fromme & interventions to college students (Fromme & Corbin, 2004)Corbin, 2004)
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Presidential LeadershipCampus AOD Task ForceStudent Involvement/LeadershipSocial Norms Marketing Campus-Community CoalitionsRestricting Alcohol Marketing/PromotionAlcohol-Free OptionsEducationEarly InterventionPolicy Evaluation/EnforcementParental InvolvementTreatment & ReferralResearch and Program Evaluation
Co
mp
rehen
sive P
rog
ramComponents of UAlbany
Comprehensive AOD Program
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Middle Earth Program ProfileMiddle Earth Program Profile
HistoryHistory 36 year longevity36 year longevity
StaffingStaffing Professional DirectorProfessional Director 1 Psychology Intern, 3 Graduate Assistants1 Psychology Intern, 3 Graduate Assistants 140 undergraduate students140 undergraduate students
Program ComponentsProgram Components HotlineHotline Outreach Program, including peer theater, interfaces with Outreach Program, including peer theater, interfaces with
newspaper and radio, workshops, and media campaignnewspaper and radio, workshops, and media campaign Program InterfacesProgram Interfaces
University affiliation, academic courses, and fundingUniversity affiliation, academic courses, and funding Student government affiliation and fundingStudent government affiliation and funding Local, State, and Federal GrantsLocal, State, and Federal Grants
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To increase the percentage of University at To increase the percentage of University at Albany students who believe that their peers Albany students who believe that their peers drink at least once a week or less by 10 percent drink at least once a week or less by 10 percent through exposure to social norms within peer through exposure to social norms within peer theatertheater
To disseminate information concerning the To disseminate information concerning the effective components of the Middle Earth model effective components of the Middle Earth model peer theater program to colleges and peer theater program to colleges and universities on a local, state, and national leveluniversities on a local, state, and national level
(Funded by Model Program Grant,(Funded by Model Program Grant,
U.S. Department of Education)U.S. Department of Education)
Our First Study:Our First Study:Model Program Grant ProjectModel Program Grant Project
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Model Program GrantModel Program Grant Evaluation Plan Evaluation Plan
Hypothesis:Hypothesis:Trained peer educators can have an additive Trained peer educators can have an additive effect in carrying out social norms interventions effect in carrying out social norms interventions when compared to media campaigns alonewhen compared to media campaigns alone..
Evaluation Method:Evaluation Method:Experimental vs. control group designExperimental vs. control group designPre-post evaluations with ACHA and CORE Pre-post evaluations with ACHA and CORE
Social Norms surveysSocial Norms surveys
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Significant decrease in frequency of alcohol useSignificant decrease in frequency of alcohol use Significant decrease in driving after drinking any Significant decrease in driving after drinking any
amount of alcohol (f=9.47, p.<.01) and after amount of alcohol (f=9.47, p.<.01) and after having more than 4 drinkshaving more than 4 drinks
Significant decrease in behaviors that were later Significant decrease in behaviors that were later regretted regretted
Significant decrease in students’ definition of Significant decrease in students’ definition of acceptable drinking in terms of occasions per acceptable drinking in terms of occasions per week week
Middle Earth Peer TheaterMiddle Earth Peer TheaterOverall FindingsOverall Findings
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Middle Earth: Evaluation
• Increase in participant engagement in protective behaviors, including • use of a designated driver• pacing drinks to one or fewer per hour• keeping track of how many drinks
• Decrease in participant engagement in high risk behaviors, including• missing classes• physical injury to self• having unprotected sex.
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Middle Earth: EvaluationMiddle Earth: Evaluation
27
56
29
13
31
18
0
10
20
30
40
50
60
ME Players Academic Lecture
Pre-TestPostDifference
Project Goal: To increase the percentage of 1st year students who perceive that their peers drink once per week or less by 10%.
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-9
9
-10
-5
0
5
10
ME Player AcademicLecture
% Increase in Frequent Binge Drinking
ME PlayerAcademic Lecture
Middle Earth: Evaluation
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The Next Step:The Next Step:“The Effects of Peer “The Effects of Peer Facilitated Alcohol Facilitated Alcohol
Interventions”Interventions”
Funded by the Funded by the
National Institute on Alcohol Abuse and Alcoholism National Institute on Alcohol Abuse and Alcoholism (NIAAA)(NIAAA)
$890,000$890,000
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Selecting Our Interventions:Selecting Our Interventions:
The NIAAA Report The NIAAA Report on College Drinkingon College Drinking
April 2002April 2002
http://www.collegedrinkingprevention.gov/http://www.collegedrinkingprevention.gov/
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NIAAA Recommendations forNIAAA Recommendations forClassifying Intervention EffectivenessClassifying Intervention Effectiveness
Tier 1:Tier 1: Evidence of effectiveness among Evidence of effectiveness among college studentscollege students
Tier 2:Tier 2: Evidence of success with general Evidence of success with general populations that could be applied to populations that could be applied to college environmentscollege environments
Tier 3:Tier 3: Promising: Evidence of logical and Promising: Evidence of logical and theoretical promise, but require more theoretical promise, but require more comprehensive evaluationcomprehensive evaluation
Tier 4:Tier 4: Ineffective: No Evidence of Ineffective: No Evidence of EffectivenessEffectiveness
From: “A Call to Action: Changing the Culture of Drinking at U.S. Colleges,” NIAAA Task Force
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Aims of Our ProjectAims of Our Project
Test the efficacy of three Test the efficacy of three peer-led, grouppeer-led, group interventionsinterventions in reducing alcohol consumption and in reducing alcohol consumption and alcohol-related problems among “high-risk” alcohol-related problems among “high-risk” judicially referred studentsjudicially referred students
Examine possible mediators of intervention Examine possible mediators of intervention effectiveness (e.g., normative beliefs)effectiveness (e.g., normative beliefs)
Examine possible moderators of intervention Examine possible moderators of intervention effectiveness (e.g., parental alcoholism, effectiveness (e.g., parental alcoholism, psychological distress)psychological distress)
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Testing the effectiveness of three peer-Testing the effectiveness of three peer-facilitated alcohol interventions for facilitated alcohol interventions for judicially referred students:judicially referred students:Peer-TheaterPeer-TheaterGroup Motivational InterviewingGroup Motivational InterviewingEducational LectureEducational Lecture
Several secondary questions: Several secondary questions: What Peer-Facilitated Interventions Work Best What Peer-Facilitated Interventions Work Best
With Which Students?With Which Students?
Project DesignProject Design
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MethodologyMethodology
Subjects: Any students living in Subjects: Any students living in residence who violate the University’s residence who violate the University’s alcohol policy is eligible to participatealcohol policy is eligible to participate
Data Collection: Baseline, 6-month Data Collection: Baseline, 6-month follow-up, 12-month follow-upfollow-up, 12-month follow-up
Compensated $25.00 for completing Compensated $25.00 for completing each round of questionnaireseach round of questionnaires
Randomly assigned to interventionRandomly assigned to intervention
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Baseline Data:Baseline Data:Spring 2005-Fall 2007Spring 2005-Fall 2007
N = 590 who completed the baseline N = 590 who completed the baseline measures and participated in the measures and participated in the interventionsinterventions The vast majority of students we contacted The vast majority of students we contacted
ended up participatingended up participating
63% male63% male
83% white83% white
Average age: 18.8 yearsAverage age: 18.8 years
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Alcohol ConsumptionAlcohol Consumption
Average drinks per week: 18.8Average drinks per week: 18.8Males: 20.7Males: 20.7Females: 16.1Females: 16.1
National norms are about 5-6 for National norms are about 5-6 for males, 3-4 for femalesmales, 3-4 for females
Also higher than campus norms, and Also higher than campus norms, and campus norms for other “at-risk” campus norms for other “at-risk” groupsgroups
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MenMen WomenWomen TotalTotal
Peak Peak Drinks Drinks Past 30Past 30
11.911.9 9.09.0 10.710.7
>>6 6 Drinks Drinks Past 30Past 30
5.65.6 4.54.5 5.15.1
>>9 9 Drinks Drinks Past 30Past 30
3.83.8 2.22.2 3.13.1
Friend Friend Per/WeePer/Weekk
25.025.0 22.022.0 23.723.7
Typ. Typ. Stud.Stud.
Per/Per/WeekWeek
28.628.6 22.422.4 26.026.0
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Preliminary Findings & Preliminary Findings & TrendsTrends
Overall, we’re finding small Overall, we’re finding small reductions in alcohol use, but few reductions in alcohol use, but few between group differencesbetween group differences
The MI and Peer Theatre Groups may The MI and Peer Theatre Groups may be more effective at reducing alcohol-be more effective at reducing alcohol-related problems, but more related problems, but more comprehensive analyses are ongoing. comprehensive analyses are ongoing.
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More About OurMore About OurPeer Intervention ProgramsPeer Intervention Programs
Peer TheaterPeer Theater
Social-norms based approachSocial-norms based approach Uses theatre presentations by peers (i.e., Uses theatre presentations by peers (i.e.,
undergraduate students) to address topical scenarios undergraduate students) to address topical scenarios related to college student alcohol userelated to college student alcohol use
Discussions occur after the theatre performancesDiscussions occur after the theatre performances
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Can You Hear Us Now?Can You Hear Us Now?
87% of UAlbany Students 87% of UAlbany Students have have notnot
allowed alcohol to affect their allowed alcohol to affect their academic performanceacademic performance
(Source: Spring 2006 ACHA Survey)(Source: Spring 2006 ACHA Survey)
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Can You Hear Us Now?Can You Hear Us Now?
73% of UAlbany students 73% of UAlbany students eateat
before or whilebefore or while drinking alcohol drinking alcohol
(Source: Spring 2006 ACHA Survey)(Source: Spring 2006 ACHA Survey)
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Peer-FacilitatedPeer-FacilitatedIntervention ProgramsIntervention Programs
(continued)(continued)
Small-Group Motivational Interviewing Small-Group Motivational Interviewing InterventionIntervention
Small group motivational interviewing-based Small group motivational interviewing-based program led by peersprogram led by peers
One session, two-hour interventionOne session, two-hour intervention Program components include values clarification Program components include values clarification
exercises, social norms evaluations, expectancies exercises, social norms evaluations, expectancies related to alcohol use, and personal evaluation of related to alcohol use, and personal evaluation of alcohol consumptionalcohol consumption
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5 Principles of Motivational 5 Principles of Motivational InterviewingInterviewing
Express EmpathyExpress Empathy
Develop DiscrepancyDevelop Discrepancy
Roll w/ ResistanceRoll w/ Resistance
Avoid ArgumentationAvoid Argumentation
Support Self-EfficacySupport Self-Efficacy
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Using Effective “O.A.R.S.”Using Effective “O.A.R.S.”
Open-ended questionsOpen-ended questions
AffirmAffirm
ReflectReflect
SummarizeSummarize
Examples: Examples:
““So on the one hand you’re planning to go to grad So on the one hand you’re planning to go to grad school, but school, but your your grades are being effected by going out so grades are being effected by going out so much.” much.”
““There’s nothing that concerns you about your drinking.”There’s nothing that concerns you about your drinking.”
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Peer-FacilitatedPeer-FacilitatedIntervention Programs Intervention Programs
(continued)(continued)
Educational Lecture on Alcohol and Its Educational Lecture on Alcohol and Its Effects (Control Condition)Effects (Control Condition)
Standard alcohol lecture on factors such as Standard alcohol lecture on factors such as prevalence rates, physiological implications, blood prevalence rates, physiological implications, blood alcohol level, tolerance, protective factors, and social alcohol level, tolerance, protective factors, and social normsnorms
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Managing Resistance to Social Managing Resistance to Social NormsNorms
““Who did you survey to get these stats?”Who did you survey to get these stats?”
““People must be lying on those surveys!”People must be lying on those surveys!”
““Based upon what I’ve seen around here, Based upon what I’ve seen around here, there’s no way these numbers are there’s no way these numbers are accurate!” accurate!”
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Group Dynamics IssuesGroup Dynamics Issues
Group sizeGroup size
Gender make-up of the groupGender make-up of the group
Friends randomly assigned to same groupFriends randomly assigned to same group
Group “spokesman”Group “spokesman”
4 types of Pre-contemplaters4 types of Pre-contemplaters
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Recruiting Peer EducatorsRecruiting Peer Educators
Select the best and the brightest student leadersSelect the best and the brightest student leaders
Consult colleagues who know students wellConsult colleagues who know students well
Send candidates special letter of invitationSend candidates special letter of invitation
Link peer education opportunity to future career-related Link peer education opportunity to future career-related opportunitiesopportunities
Interview potential candidates using role-play scenariosInterview potential candidates using role-play scenarios
Assess candidate attitudes toward alcohol use among Assess candidate attitudes toward alcohol use among college students and request permission to check judicial college students and request permission to check judicial office records and Facebook/MySpace profilesoffice records and Facebook/MySpace profiles
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Training Peer EducatorsTraining Peer Educators
Schedule and conduct weekly supervision Schedule and conduct weekly supervision
Provide a theoretical foundationProvide a theoretical foundation
Demonstrate interventions using videotaped sessions by expert Demonstrate interventions using videotaped sessions by expert professionalsprofessionals
Offer modeling of skillsOffer modeling of skills
Conduct role-plays during supervisionConduct role-plays during supervision
Discuss challenges, concerns of peers and consider student feedback in Discuss challenges, concerns of peers and consider student feedback in making modifications in intervention strategiesmaking modifications in intervention strategies
Provide both group and individual pre and post-intervention feedbackProvide both group and individual pre and post-intervention feedback
Review videotaped interventions during supervision sessionsReview videotaped interventions during supervision sessions
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Retention of Peer Retention of Peer EducatorsEducators
Maintain highly selective recruitment and retention Maintain highly selective recruitment and retention standardsstandards
Compensate peer educators for their work and project Compensate peer educators for their work and project participationparticipation
Offer opportunities for face-to-face training and workshops Offer opportunities for face-to-face training and workshops from leading researchers and practitioners in the alcohol from leading researchers and practitioners in the alcohol abuse prevention fieldabuse prevention field
Maintain career-enhancing motivation opportunities Maintain career-enhancing motivation opportunities (graduate school and job recommendations, etc.)(graduate school and job recommendations, etc.)
Discuss special leadership role of student facilitators within Discuss special leadership role of student facilitators within the broader peer education organizationthe broader peer education organization
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Challenges and PitfallsChallenges and Pitfalls
Scheduling of supervision meetings and intervention sessionsScheduling of supervision meetings and intervention sessions
Peer facilitator “drift”Peer facilitator “drift”
Peer facilitator difficulty accepting feedback and constructive Peer facilitator difficulty accepting feedback and constructive criticismcriticism
Interpersonal conflicts among peer facilitatorsInterpersonal conflicts among peer facilitators
Peer Facilitator non-compliance with supervision Peer Facilitator non-compliance with supervision requirementsrequirements
Peer facilitator boredom with intervention program over timePeer facilitator boredom with intervention program over time
Peer facilitator personal issues behavior (alcohol use or other Peer facilitator personal issues behavior (alcohol use or other judicial violation) runs counter to project goalsjudicial violation) runs counter to project goals
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Q & AQ & A
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For Further InformationFor Further Information
M. Dolores Cimini, Ph.D.M. Dolores Cimini, Ph.D.Assistant Director for PreventionAssistant Director for Prevention
and Program Evaluationand Program EvaluationUniversity Counseling CenterUniversity Counseling Center
Director, Middle Earth ProgramDirector, Middle Earth Program
University at Albany, SUNYUniversity at Albany, SUNYAlbany, NY 12222Albany, NY 12222
518-442-5800518-442-5800
Email AddressEmail [email protected]@uamail.albany.edu
Web Address:Web Address:http://www.albany.edu/counseling_center/http://www.albany.edu/counseling_center/