Comprehensive Prevention Plan

Research/Theory Based Programming

Thesis: Part of DOE-funded project (Grant CFDA Number #84.184H) ran in partnership with the Alcohol and other Drug Office and Substance Use Research Group in the clinical psychology program (PI's:Michael E. Dunn, Ph.D., Thomas V. Hall, LCSW). The project involved the implementation and evaluation of an Expectancy Challenge Curriculum (what is now referred to as the ECALC) in reducing high-risk alcohol use among college students when modified for large class sizes. It involved over 1000 student participants.

Dissertation: Part of DOE-funded project, “Models of Exemplary, Effective, and Promising Alcohol and Other Drug Abuse Prevention Programs on College Campuses” (CFDA #84.184N)and in partnership with the Alcohol and other Drug Office and Substance Use Research Group in the clinical psychology program (PI's:Michael E. Dunn, Ph.D., Thomas V. Hall, LCSW). This project is currently underway through Wellness and Health Promotion. It involves implementation and evaluation of a recently developed digital version of the Expectancy Challenge Alcohol Literacy Curriculum (ECALC) in reducing high-risk alcohol use with incoming first year students enrolled in SLS classes.

Dissertation: This project involves evaluating effectiveness of the digital version of the Expectancy Challenge Alcohol Literacy Curriculum (ECALC) with moderate to high-risk mandated college student drinkers as compared to "treatment as usual." This is being run through alcohol and other drug services where "treatment as usual" involves a minimum three session brief intervention focused on a variety of alcohol information as well as strategies to reduce alcohol-related risk. The ECALC focuses almost entirely on alcohol expectancy information.

Ongoing Relationship with Department of Clinical Psychology: Wellness and Health Promotion Services has had a working relationship with the Clinical Psychology Doctoral program for many years (Tom could tell you more specifically how long since I am not sure). Clinically, doctoral students have been placed there as alcohol and substance use intervention providers to receive training outside the psychology department and provide services to students. Beginning in the fall, there will also be a mechanism in place to make referrals to relapse prevention / moderation management groups and individual services for students seen at Wellness and Health Promotion that need different level of care. The office has also worked more specifically with associate professor Michael Dunn, PhD and his research lab on research endeavors related to college drinking prevention and interventions.

DOE Award: In August 2010, we were awarded the DOE grant entitled “Models of Exemplary, Effective, and Promising Alcohol and Other Drug Abuse Prevention Programs on College Campuses” (CFDA #84.184N). The grant was applied for as a partnership between Wellness and Health Promotion services and the clinical psychology department with Michael E. Dunn, Ph.D. and Thomas V. Hall, LCSW serving as Principal Investigators and Amy Schreiner, M.S. serving as project evaluator. It involved UCF being designated Exemplary status for its alcohol and substance use programming which included the brief intervention services and the ECALC program. It also provided funding for dissemination and continued development.

Development of ECALC: The ECALC developed out of bar-lab studies on alcohol expectancies that showed that through challenging people's beliefs about alcohol's effects, the amount they drink can be decreased. The ECALC is the product of efforts to take the effectiveness of changing drinking through challenging alcohol expectancies out of the bar-lab and into the classroom to increase the practicality of its use as an intervention program for college drinking. The ECALC is now a 50-minute curriculum that can be implemented in classroom setting and has been shown to decrease high-risk alcohol use 1-month after it is given.

Ongoing Program Evaluation Studies: Wellness and Health Promotion Services maintains a rigorous ongoing evaluation program to demonstrate efficacy of programs and services provided.

Preventive Education

The goals of educational programming are to:

  • Increase students' knowledge regarding the effects and the potential safety, health, social, academic, and legal consequences of alcohol and other drug misuse
  • Increase awareness regarding the signs and symptoms of alcohol and other drug abuse and dependency
  • Assist students in evaluating their expectancies regarding and motivations for high-risk drinking and other drug use
  • Define and encourage low-risk, responsible drinking
  • Assist students in exploring alternatives to drinking
  • Assist students in knowing how to help a friend in trouble
  • Correct mis-perception regarding norms for alcohol use at UCF
  • Provide students with information about campus and community alcohol and other drug prevention, student assistance, and wellness and health promotion resources

Educational activities include:

  • Online Population Level Prevention Education for all FTIC and Transfer students
  • Experiential workshops
  • Information tables/Health Huts with interactive activities
  • Bulletin board displays / posters / pamphlets / promotional items
  • SIDNE: Simulated impaired driving experiences
  • Newspaper articles
  • Monthly Campus Alcohol Screenings
  • On-line educational resources e.g. websites and blogs as well as messaging through Facebook, twitter and Pinterest

Assessment & Evaluation

Assessment & Evaluation helps us define prevention strategies and determine successful approaches to decrease alcohol and other drug abuse on and around campus. Sources of assessment and evaluation data include:

  • The CORE survey is implemented annually to identify student perceptions, attitudes and behaviors relative to alcohol, tobacco, marijuana and a variety of other substances.

  • The American College Health Association’s National College Health Assessment was administered in the Fall of 2012 to UCF students. This survey examines student attitudes, perceptions and behavior relative to alcohol and other drugs, stress, anxiety, depression, sexual behavior, suicidal ideation, violence and safety

  • Annual Environmental Audits to identify campus-wide efforts that support substance use education, assessment, early intervention

  • Alcohol and other drug prevention and intervention strategies utilized by the university are evaluated annually to determine effectiveness. Assessment results include:

Effects of WHPS Clinical Interventions on Use of Protective Factors, Mean and Peak BAC Levels Post Intervention

  • From pre- to post-intervention, results showed a 26% increase in the use of health protective behaviors from 19.40 to 24.44.
  • Students referred for alcohol use counseling services reported a 38% decrease in peak BAC from .08 to .05 and a 40% decrease in mean BAC from .05 to .03 as measured by the Timeline Follow-Back calendar (i.e., p<.05).

Wellness Workshops and Motivation to Change Behavior

Students attending sexual health education workshops were questioned on changes in key factors effecting motivation to change behavior.

  • 72.1% of students who identified a need to make a behavioral change indicated the program caused them to feel the behavior change is more important.
  • 67% of students who identified a need to make a behavioral change indicated the program caused them to feel more confident in their ability to make the behavior change.
  • 65% of the students who identified a need to make a behavioral change indicated the program caused them to feel more ready to make the behavior change.

Effects of Biofeedback-Assisted Relaxation Training

  • 85% of students who participated in at least 4 sessions (mid-test), showed a decrease in the overall perceived stress scale measure. Mean for Pre-: 29, Mean for Mid-: 22 & Mean for Post-: 18
  • 95% of students completing the program evaluation indicated they had applied the newly learned techniques to cope with stress-related symptoms.
  • 43% of students reported an increase in frequency of successfully dealing with irritating life hassles.

WHPS Survey Research Team

The specific goal of the survey research team is to provide support to the Wellness and Health Promotion Services (WHPS). The survey research team currently boasts 25 undergraduate volunteers and 5 graduate assistants. All members of the team have a background in social science and have a deep understanding of survey methodology. The survey team conducts wellness assessments and gauges attitudes and behaviors directly related to the services WHPS currently provides: sexual wellness, massage therapy, nutrition education, relaxation training, stress management, and alcohol and drug prevention, to name a few. Furthermore, the survey team is able to collect data before new services and workshops are implemented to calculate the need of new and existing programs.

  • To date, the Survey Team has implemented 14 surveys reaching 3718 students.

Of students participating in monthly optional alcohol screening:

  • 76% of students scoring in the moderate-risk range, reported an intentionto use a health protection strategy if they choose to consume alcohol in the future.

  • 59% of students scoring in the high-risk range reported an intention to use a health protection strategy if they choose to consume alcohol in the future

  • 60% of students scoring in the very high-risk range reported an intention to use a health protection strategy if they choose to consume alcohol in the future.

Of students referred to this office for alcohol use counseling:

  • Pre-to-post-intervention results indicated a 38% decrease in peak BAC from .08 to .05

  • Pre-to-post-intervention results indicated a 40% decrease in mean BAC from .05 to .03

  • From pre- to post-intervention, results showed a 26% increase in the use of health protective behaviors from 19.40 to 24.44.

Leadership and Environmental Management

Environmental Management emphasizes the importance of the social, legal, and economic environment in shaping health-related behaviors. Campus & Community Alliances bring together diverse individuals, agencies, and associations to collaborate and share responsibilities for developing communities and environments that encourage responsible, low-risk alcohol use.

Groups that address alcohol and other drug issues on campus and in the community include:

  • Orange County Coalition for A Drug-Free Community
  • UCF Healthy Knights 2020 Initiative
  • UCF Cares-Peer Advocacy
  • Underage Drinking Task Force

Policy Review

Policy Review insures that UCF has clear and appropriate guidelines for alcohol use that are widely disseminated and consistently enforced.

Late Knight Programming

Late Knights is a monthly event at the University of Central Florida providing free food, fun, games, giveaways and alcohol and drug-free activities for UCF students! The program has been a great success and continues to attract over 2000 students at each event.

Evaluation findings indicate that:

  • Attendees include a mix of high-risk drinkers, low-risk drinkers, and non-drinkers.
  • Students are pleased with the quality of events.
  • A third of students who attend report that they drink less than normal due to attending Late Night events.

Social Marketing

A variety of social marketing campaigns are developed and implemented to persuade campus community members to adopt behaviors conducive to health and safety. These may include but are not limited to:

  • Smoke-Free UCF
  • Do the Knight Thing: Party Smart

Assessment and Early Intervention

WHPS-Alcohol and Other Drug Intervention Services provides support services for students who experience physical, psychological, social, academic, and/or legal issues related to alcohol and other drug use. Services include:

  • Screening services are provided to all students during their first session with a trained clinical provider. The screening session is a confidential face-to-face session where the student completes a battery of screening questionnaires Once the screening is complete the clinical provider will determine an appropriate level of care based on the student’s individual needs.

Levels of Care

  • Brief Intervention: Consists of a confidential face to face individual session that focuses on the student’s personalized feedback which results from their completion of the electronic Check-Up to Go (e-CHUG) (See below for more information on the e-CHUG). During the student’s intervention information related to a student’s beliefs and behaviors regarding alcohol use are discussed. In addition, information related to the potential risks of alcohol consumption, and strategies that can be implemented to reduce the likelihood of experiencing negative consequences and maximize protective behaviors related to alcohol are also discussed.

  • Assessment and Brief Intervention: Consists of a confidential face to face individual session where a trained clinical provider completes a comprehensive psychosocial assessment and substance use evaluation with the student. During a separate session(s), students will receive personalized feedback which results from their completion of the electronic Check-Up to Go (e-CHUG) (See below for more information on the e-CHUG). During the student’s intervention information related to a student’s beliefs and behaviors regarding their substance use are discussed. In addition, information related to the potential risks of their substance use and strategies that can be implemented to reduce the likelihood of experiencing negative consequences and maximize protective behaviors related to substance use are also discussed.

  • Assessment and Brief Treatment: Consists of a confidential face to face individual session where a trained clinical provider completes a comprehensive bio-psychosocial assessment and substance use evaluation with the student. During a separate session(s), students will receive personalized feedback which results from their completion of the electronic Check-Up to Go (e-CHUG) (See below for more information on the e-CHUG). During the student’s episode of care information related to a student’s beliefs and behaviors regarding their substance use are discussed. Information related to the potential risks of their substance use and strategies that can be implemented to reduce the likelihood of experiencing negative consequences and maximize protective behaviors related to substance use are also discussed. In addition to these services clinical providers work with students to create a relapse prevention plan as part of their brief treatment.

Information on the electronic Check-Up to Go (e-CHUG)

  • electronic Check-Up to Go (e-CHUG) an electronically-delivered intervention that incorporates motivational interviewing and social norms feedback theories designed to motivate students to reduce their alcohol consumption using personalized information about their own drinking and risk factors. The e-CHUG is a NASPA evidence-based approach, with four controlled studies on three different campuses all having demonstrated significant reductions in high-risk alcohol use among college students completing the e-CHUG online intervention.

  • electronic Check-Up to Go (e-CHUG) for Marijuana is an electronically-delivered marijuana-specific brief assessment and feedback tool designed to reduce marijuana use among college students. Modeled after the e-CHUG for alcohol the e-CHUG for marijuana draws on social norms marketing and motivational interviewing theories to motivate students to reduce their level of marijuana use using personalized information about their own behavior and risk factors.

Student Involvement

Students should be included in the process of planning, implementing, and evaluating alcohol and drug prevention strategies. Faculty, staff, and others should empower and encourage students to become advocates for responsible alcohol use and should support student-led prevention initiatives.

Student involvement is facilitated through:

  • HLP 2701: Peer Education Training Course

    This three credit elective course is the foundation for Peer Advocate training. This course allows students to examine various theoretical models applicable to peer advocacy. Information on contemporary college health issues such as alcohol and other drugs, sexual assault, HIV/AIDS, sexually transmitted infections, and diversity are discussed. Students explore ways to assist their peers with life skills development when dealing with these issues. Instruction is given on development and implementation of health promotion and peer advocacy skills, strategic planning, confidentiality, presentation skills, listening skills, assertion skills and group facilitation skills. Students have an opportunity to utilize these skills and knowledge to present valuable information and act as a resource and referral source to other peers on campus.

  • Wellness & Health Promotion Services Peer Advocates
  • Health Huts
  • Clinical training work group
  • HIV Testing

Faculty Involvement

Faculty can:

  • Incorporate alcohol and drug prevention education into the classroom
  • Serve as an important link to resources and services for students they believe are having difficulty with alcohol and other drugs
  • Provide expertise needed to develop effective alcohol and drug prevention programs

Faculty involvement has been promoted through:

  • UCF CARES: A new program aimed at helping staff and faculty recognize and respond appropriately to students perceived to be struggling with AOD related issues.
  • Curriculum Infusion: Alcohol education around expectancies and social norms is facilitated in freshman academic success classes