Browsing by Author "Young, Chelsie Marie"
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Item Incorporating Expressive Writing into a Personalized Normative Feedback Intervention to Reduce Alcohol Use among College Students(2016-05) Young, Chelsie Marie; Neighbors, Clayton; Lu, Qian; Woods, Steven P.; Reitzel, Lorraine R.This study combines personalized normative feedback (PNF) and expressive writing into a brief intervention to reduce drinking among undergraduates. Limitations of PNF interventions include reactance, defensiveness, and a lack of attention to and adequate processing of the information. Adding a writing component to PNF interventions may compensate for these limitations and boost intervention efficacy. The present study evaluated whether increasing cognitive processing and reducing defensiveness and reactance in response to PNF through an expressive writing task would improve the efficacy of this brief intervention tool. Participants included 244 University of Houston students who met screening criteria, correctly answered two out of three check questions, and were randomized to receive either: 1) PNF about their alcohol use; 2) expressive writing about a heavy drinking occasion; 3) PNF plus expressive writing; or 4) attention control feedback about their technology use. One month post-baseline, 169 participants completed a follow-up survey asking about their past month alcohol use and alcohol-related problems. Results revealed that the PNF plus writing condition significantly reduced drinking via the AUDIT-C and reduced alcohol-related consequences at follow-up compared to control. Further, intervention effects were moderated by factors such as readiness to change, intentions for drinking, depth of processing of the feedback, and cognitive processing language in the narratives. Findings have implications for future alcohol intervention efforts among college student drinkers.Item Integration of Social Influence Interventions to Reduce Risky Drinking Among College Students(2022-12-15) Angosta, Joanne; Neighbors, Clayton; Derrick, Jaye L.; Woods, Steven P.; Young, Chelsie MarieThe prevalence of alcohol misuse among college students and its related consequences has led to a search to understand the unique processes specific to this population and thus prevent negative outcomes. Because college drinking is so commonly done socially, the effects of social influence on undergraduate alcohol consumption, as well as the incorporation of social influence in drinking interventions, have been widely researched. Social influence concepts and theories have been used to understand and design alcohol misuse interventions. However, the sources of social influence in most college student alcohol interventions have focused on distal referent groups, rather than more concrete sources of social influences, like specific individuals in one’s social network in actual drinking contexts. The current study evaluated a brief alcohol intervention for college students that integrated elements of event-specific feedback and social network interventions to focus on more concrete sources of social influence on student drinking. The current intervention provided feedback on one’s specific drinking occasions, including who was present or absent within one’s close network, the number of drinks consumed, consequences experienced, and protective behavioral strategies used. Furthermore, the study evaluated whether this intervention works better for those who received more feedback information, based on those who had more events with alcohol-related consequences and had more peers present during those events. College students (n = 207) identified ten individuals whom they drank with and were close to and completed measures of their most recent drinking events and their typical drinking behavior. Participants were then randomized to receive either (1) the social context feedback on their recent drinking events, including who was there, the negative consequences they experienced, and the protective behavioral strategies they used, or (2) the attention-control feedback on their recent exams, which consisted of their studying behaviors and who they studied with. Participants then completed a measure of their drinking intentions. One month after completing baseline materials, participants completed an online follow-up survey to determine changes in drinking behaviors. Results indicated that those who received the social context feedback intended to consume fewer drinks over the next month relative to control (b = -0.214, p = 0.038), and that they also reported consuming fewer drinks at the one-month follow-up (b = -0.344, p = 0.028). However, receiving more feedback did not strengthen the effects of the intervention. The findings provide support for the social influence-based intervention, which shifted the focus from general, abstract others and typical drinking behavior to specific individuals the participants know and personally risky drinking events.