AlcoholEdu. Jason L Gillman, MSPH, CHES Director of the Wellness Center

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1 AlcoholEdu Jason L Gillman, MSPH, CHES Director of the Wellness Center jgillman@siu.edu

2 Why AlcoholEdu? Unfunded Mandate alcohol prevention and sexual assault prevention NIAAA and NASPA recommended as part of a comprehensive alcohol prevention program Proven to significantly reduced the frequency of past 30-day alcohol use Proven to significantly reduced the frequency of binge drinking Proven to significantly reduced the risk of past 30- day alcohol-related problems

3 What is AlcoholEdu? Electronic Alcohol and Sexual Assault Prevention & Intervention Program Neutral non-moral stance regarding alcohol consumption Uses evidence-based interventions and messaging (social norms) Will aid additional alcohol and

4 What is AlcoholEdu? (cont.) AlcoholEdu incorporates the latest evidence-based prevention methods to create a highly personalized user experience that inspires students to reflect on and consider changing their drinking behaviors. The course does three things: 1. Builds Baseline Knowledge 2. Motivates Action 3. Supports Decisions

5 What is AlcoholEdu? (cont.) AlcholEdu is a two phase program with three opportunities to collect data. Survey s measure attitudes and behaviors related to alcohol. Entire course is electronic and completed outside the classroom 2 Phase Process Phase 1 ( hours) Pre-test Program Content (AlcoholEdu course) Post-test Phase 2 (15 mins) Post-test

6 AlcoholEdu Timeline Pre-test AlcoholEdu Course Post-test 30 Day Intersession Post-test

7 The Student Experience Builds Baseline Knowledge Interactive lessons incorporate multiple evidence-based learning theories in order to achieve specific behavior change objectives. Correct social norms messaging is emphasized using real student survey data and analysis of media and advertisements. Real-life student success stories encourage participants to adopt positive behaviors and build self-efficacy. Entertaining format engages students in a meaningful way, featuring a story narrative and activities that reflect the way millenials communicate

8 The Student Experience Motivates Action Survey-Driven Personalization: a personalized experience to all types of students (committed non-drinkers, situational non-drinkers, light/moderate drinkers, high-risk drinkers, etc.), based on their responses to the course s initial survey. User-Driven Personalization: What would you do? scenarios help students practice and reinforce safe decision-making; blood alcohol concentration (BAC) exercise allows students to examine their own drinking habits; policy debates and other discussions boost student interest and engagement.

9 The Student Experience Supports Decisions Personal Plan tool allows students to set personal goals based on their drinking choices and provides highly specific strategies and suggestions to help them achieve these goals. Booster s delivered to students throughout the year connect them back to their Personal Plan to help them monitor their progress. Students know these s as AlcoholEdu Check-Ins.

10 What is UCOL 101 Faculty s Role? The Wellness Center will facilitate the program from start to finish. Faculty need to communicate with students about the course and answer questions Make the students aware of the amount of time require to complete and the due date Faculty needs to understand the timeframe If you have questions or concerns that you can t answer, please refer to the Wellness Center staff.

11 Timeline Aug 20 th classes begin Aug 22 nd or 23 rd AlcoholEdu assignment given (Phase 2) Aug 27 th or 28 th AlcoholEdu assignment due Soft deadline students can still complete after this date Sept 7 th Hard deadline Phase 1 closed no more completions are allowed Oct 11 th Invitation for Phase 2 Oct 19 th Phase 2 closed (soft deadline) Oct 26 th Phase 2 hard deadline

12 Talking Points Perceptions vs. Norms College Effect Animal House Effect (College Effect) Majority of students drink moderately or not at all Situational Abstainers

13 Social Norming Students consistently state that they believe everyone is doing it. Continually perpetuating incorrect drinking norms creates an environment of TOLERANCE and EXPECTATION Report good statistics and don t overstate consequences Most harms are considered rare events

14 Talking Points (cont.) Point of Diminishing Returns Rising to BAC.06 Buzz, euphoria BAC at.06 Peak euphoria BAC over.06 Loss of good feelings sloppy

15 Talking Points (cont.) Avoid Scare Tactics Rarely have any lasting effect Teenagers have a sense of immortality Lose credibility

16 Talking Points (cont.) Abstinence Abstainers need support 33% no alcohol in the past 30 days When abstainers begin drinking, help them stay low risk Harm Reduction Moderate drinkers need harms reduction messages Ask them what they do to stay safe Heavy and frequent drinkers need interventions

17 Resources on Campus The Wellness Center Counseling Center

18 Thank you! Jason L Gillman, MSPH, CHES Director of the Wellness Center jgillman@siu.edu