Commentary: The Crucial Role of Alcohol Awareness Month

April is Alcohol Awareness Month. Deann Jepsen, MS, gives some compelling commentary on what this month means and what we can do to make a lasting impression when it comes to alcohol awareness. Jepsen is particularly helpful in laying out statistics to help debunk some misconceptions about alcohol misuse and abuse.  Much of his commentary can also be applied to college students because he talks a lot about the influence of underage drinking. Check out the full commentary here.

Photo credit: The Partnership at DrugFree.org

Common Mistakes Made by Prevention Practitioners

If you haven’t seen it yet, there’s a new blog out there called the SCOPE Blog. According to the blog’s website, SCOPE, the School and College Organization for Prevention Educators,  is an independent, not-for-profit membership association for prevention educators and professionals.

Every week they post what they call the SCOPE Thought Piece, a question regarding best practices for the prevention field that’s answered by a number of professionals (all of whom do amazing work in the field – hello Beth DeRicco and Linda Langford!). This week’s question is, “What are some common mistakes made by prevention practitioners that should be avoided?” Here are some brief tidbits from the responses, but go to the blog for the full discussion.

Michelle N. Issadore, M.Ed., says, “We must break out of the cycle of reacting to crises…” Read more.

Beth DeRicco, Ph.D., says, “Common mistakes include: Not linking their issue to the particular needs or concerns of the power brokers of the constituent they are working with…” Read more.

Jane Stapleton, M.A., says, “While prevention practitioners are well-intentioned, they sometimes don’t teach people the skills to prevent the problem at hand…” Read more.

Linda Langford, Sc.D., says, “One common mistake is continuing to implement prevention efforts in a way that research suggests isn’t effective…” Read more.

Alan Berkowitz, Ph.D., says, “Among the most common mistakes are lack of planning and not creating the foundation or infrastructure necessary for success…” Read more.

Photo credit: www.MyStudentBody.com

April Can Be the Cruelest Month

Spring is a time of year when students may be at higher risk for stress and suicide.

The spring semester brings increased academic pressure in the form of final papers, final exams, and final grades. Students approaching graduation may worry about finding jobs, getting into graduate programs, and losing friends as they head their separate ways.

Drugs and alcohol can add to the dangers of spring. Some students drink or take drugs in an attempt to cope with stress. Others will try “study drugs” in the hope of improving their performance on exams, auditions, and job interviews. But using these drugs can trigger irrational behavior in people for whom they haven’t been prescribed, and drugs and alcohol are frequently involved in suicide attempts.

MyStudentBody’s Student Center has information for students on managing stress, the risks of study drugs and self-medication. We’ve also recently updated entries on coping with depression and what to do about suicidal thoughts—your own or someone else’s. We also have information for campus administrators on intervention programming for depression and suicide.

To access the information, go to www.mystudentbody.com, login with your username and password, and click on the Student Center tab at the top of the page.

Additional questions? Contact us.

Photo credit: http://pnhw.psychiatryonline.org/content/45/16/7.1.full

Filtering Sexual Health Content on MyStudentBody

A note from Amy Cavender, MyStudentBody Implementation Specialist

We started a new era in March—we combined all of our health content into our core website. Content from the “wellness sites” relating to stress, sexual health, nutrition, and tobacco was moved into the Student Center portion of the site (accessible by clicking the Student Center tab on the My Stuff page in the student portion of the site).

For schools that do not wish to provide their students with content about condoms, other forms of birth control, and sexually-transmitted infection prevention at this time, we offer a filter function that will remove that content from the site. To make sure that this filter is on, use your school’s super-administrator account to log in, and then go to the Customization area, and review your School Profile using the menu on the left.

Photo credit: www.MyStudentBody.com

Achieve a 90% Response Rate to Your Alcohol & Drug Survey

The typical response rate for college alcohol and drug surveys is somewhere between 25 and 35%. But at Stetson University, more than 90% of the freshman class completes the MyStudentBody Essentials course—even though it’s not mandatory. What strategy produces those results?

The answer is: lots of strategies – and the key is to use more than one.

Working with Stetson’s Director of Health Education and Wellness, Lynn Stadelman, MyStudentBody product coordinator Tyler Achilles determined four elements that, used together, encourage the best possible response rate. “Most of these strategies are things prevention professionals are already doing. We found that what was most important was to do all of these things,” Achilles explained. “But we also found some small tweaks that could really improve a strategy’s effectiveness.” Some examples:

1) Advance notification: Sending advance notification by [snail] mail is especially useful in getting students to take Web-based surveys. It literally gives more weight to the request. Achilles notes it’s also an opportunity to send an incentive.

2) Incentives: Surprisingly, offering a guaranteed low-cost incentive—such as a free soda at the college café—to everyone who takes your survey raises response rates more effectively than offering a chance at a higher-value prize that only a few will win.

3) Reminders: The magic number for emailed reminders turns out to be three. After that, reminders don’t generate much further response, and may start to seem intrusive.

4) Sharing the results: Students want to know how their responses contribute to shaping policy; they also want to see how their answers compare to those of their peers. Knowing they’ll see group results increases student participation.

To see more of Achilles and Stadelman’s advice, view the poster they presented in January at NASPA’s Alcohol and Other Drug Abuse Prevention and Intervention Conference in Atlanta.