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 of Relevant Financial Relationships
Disclosure of Relevant Financial Relationships
CE Learning Systems, LLC is an independent provider of continuing medical education. CE Learning Systems, LLC has no proprietary or financial interest in medical or healthcare products over which the FDA (USA) or EMA (EU) has regulatory authority.
In accordance with our disclosure policies, CE Learning Systems, LLC is committed to ensuring balance, independence, objectivity, and scientific rigor for all accredited continuing education. These policies include assigning relevance to, and mitigating, all perceived or real conflicts of interest between any individual with control over the content and any ineligible company (commercial interest).
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any investigational, off-label, or non-FDA approved content or discussion
CE Learning Systems, LLC has reviewed these disclosures, assigned relevance based on the relationship and scope of content, and identified those with the potential to compromise the goals and educational integrity of the education. Relevant relationships, or lack thereof, are shared with the learner.
Education has been independently peer-reviewed to validate content, mitigate identified conflicts of interest, and ensure:
All recommendations involving clinical medicine is based on evidence that is accepted within the medical profession as adequate justification for their indications and contraindications in the care of patients.
All scientific research referred to, reported, or used in accredited continuing education in support or justification of a patient care recommendation conforms to the generally accepted standards of experimental design, data collection, and analysis.
Content is appropriate, fair and balanced, unbiased, referenced, and non-promotional.
The planners have reported the following: There are no relevant disclosures.
Course Material Authors
The authors have disclosed any disclosures within the material.
Course Creator: Dan Rebek, Ph.D.
There are no relevant disclosures.
There is no commercial support for this distance-learning course.
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