This study examined the effectiveness of three peer-facilitated brief alcohol interventions—small group motivational interviewing, motivationally enhanced peer theater, and an interactive alcohol-education program—with students engaging in high-risk drinking who were referred for alcohol policy violations. Six-month follow-up data were collected on drinking frequency and quantity, negative consequences, use of protective behaviors, and perceptions of peers’ drinking norms.
This course is based on the reading-based online article, Assessing the Effectiveness of Peer-Facilitated Interventions Addressing High-Risk Drinking Among Judicially Mandated College Students created by Matthew P. Martens, Ph.D., Mary E. Larimer Ph.D., Jason R. Kilmer, Ph.D., and Clayton Neighbors, Ph.D., and Dolores Cimini, Ph.D., and Joseph M. Monserrat, Psy.D. in 2009.
National Institute on Alcohol Abuse and Alcoholism
Journal of Studies on Alcohol and Drugs, Supplement No. 16, July 2009
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Matthew P. Martens, Ph.D.
Matthew P. Martens is with the Department of Counseling, Educational Psychology, and Research, University of Memphis, Tennessee.
Mary E. Larimer Ph.D., Jason R. Kilmer, Ph.D., and Clayton Neighbors, Ph.D.
Mary E. Larimer, Jason R. Kilmer, and Clayton Neighbors are with the Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle.
Dolores Cimini, Ph.D., and Joseph M. Monserrat, Psy.D.
Dolores Cimini and Joseph M. Monserrat are with the University Counseling Center, University at Albany, State University of New York.
Dan Rebek, Ph.D.
This course is recommended for health care professionals, especially addiction counselors, psychologists, mental health counselors, social workers, and nurses who seek knowledge about peer-facilitated interventions addressing high-risk drinking among college students. It is appropriate for all levels of participants' knowledge.
After taking this course, you should be able to:
Explain the rationale for using peer-facilitated interventions to address high-risk drinking among college students.
Describe the method employed by researchers examining the effectiveness of peer-facilitated motivational interviewing, an interactive alcohol-education program, and peer theater.
Discuss study results, including data analysis, time and treatment effects, and correlates of change.
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Faculty: Dan Rebek, Ph.D.
There are no relevant disclosures.
There is no commercial support for this distance-learning course.
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