Motivational Intervention Paper

Binge drinking and consumption of alcohol by minors has long been a problem on college campuses. According to the 2013 National Survey on Drug Use and Health, 59.4% of college students between the ages of 18-22 consumed alcohol within the past month (Prevalence. The same survey found that 39% of students in the same age group reported binge drinking (five or more drinks in a short period of time) within the past month. Given these numbers, institutions have created many programs to both deter drinking and encourage safer drinking. This literature review will analyse and discuss current literature regarding prevention programs, professional standards, and statistics about college age drinkers.

Motivation is a key aspect in the organization or workplace, and it is imperative to know the basic theory application and methods dealing with any problems that usually unavoidable for the employee and will come up in any work environment. This is a mandatory skills for a leader or future manager to know how important on how to motivate his or her employee to work more efficient. Motivating employees is a big dilemma for managers. To produce a higher level of performance and productivity, manager’s today are obliged to pay more attention on this matter. Every employee needs different types of motivation. In this paper will elaborate three motivational methods that a

Drinking has become a tradition amongst college students, and drinking is portrayed as a vital part of the college experience. Most incoming college freshman come into college with a preexisting tendency to drink, and the college campus life can be a significant influence on alcohol consumption and the rate at which alcohol is consumed. Binge drinking is so common that it is expected of a college student to drink once getting into the university. The reasons in which students decide to binge drink can vary from students

In Henry Wechsler’s, “Getting Serious about Eradicating Binge Drinking”, he discusses the issue of binge drinking. Binge drinking is an extensive problem on college campuses. The majority of colleges merely focus on the student, rather than what encourages students to drink. Fraternities, sororities, and athletics are huge sources of the students on campus who drink. There are many approaches colleges can take to decrease the problem, and many colleges are already getting a head start. It is also important to not ignore how often colleges indirectly encourage students to drink (20).

The theories relating to the motivational methods and techniques I have chosen to reinforce the information are the two-factor and expectancy theory. The two-factor theory was developed by Frederick Herzberg’s and falls under two categories the satisfier and hygiene factors. The two are linked and are identified as being turned

Alcohol abuse is a serious health problem when it comes to college students. "The average amount of binge drinkers on college campuses is 50% of men and 39% of women" (<a href="http://www.oregoncounseling.org/ArticlesPapers/">http://www.oregoncounseling.org/ArticlesPapers/</a>). There are various reasons why students drink and serious short and long term effects on the body and mind. Alcoholism is a serious problem for college students and there are many actions being taken to try to lessen the problem among colleges throughout the country.

Binge drinking is defined as a drinking consumption of over 5 drinks at a time (Presley, Meilman and Lyerla, 1995; Wechsler, Davenport, Dowdall, Moeykens, & Castillo, 1994, cited in Fillmore, M.T. 2001), and there is an increase in frequent drinking and alcohol-related problems among students (Mohr et al 2005). With this severe impact, Kuntsche, Knibbe, Gmel and Engels (2006) points out that there is a long tradition about research on drinking motivations for young people.

In the article “Determining the Relative Importance of the Mechanisms of Behavior Change Within Alcoholics Anonymous: A Multiple Mediator Analysis” the authors conducted research to determine what techniques used in Alcoholics Anonymous (AA) aid in relapse prevention. According to the National Institute on Alcohol Abuse and Alcoholism (2016) alcohol is the fourth leading cause of death in the United States that is preventable. In 2014 alone, thirty-one percent of all traffic fatalities were alcohol related (NIAAA, 2016). The study participants suffered from Alcohol Use Disorder (AUD) and attended AA. NIAAA (2016) states the Diagnostic and Statistical Manual of Mental Disorders IV has integrated alcohol abuse and alcohol dependence into a single alcohol-related disorder, AUD with mild, moderate, and severe classifications. AUD is diagnosed when a client’s drinking causes themselves or others anguish or injury AA began in the 1930’s and is an informal organization of men/women who have a drinking problem (AA, 2016). AA is based upon anonymity along with twelve steps/principles and meetings for those seeking help with sobriety. Research has shown that participating in AA reduces risk of relapse and this article aims to understand the techniques that empowers those to remain sober.

So far sixty universities have implemented this program for their students. Student engagement in this program is high. Their record shows that between the period of March 15 and April 26, 2009, nearly 100 Stony Brook students were trained but there is no formal evaluation about the knowledge and skills gained by students about binge drinking and its consequences on body. The purpose of doing this evaluation is to study the impact of RWB on students knowledge, skills and confidence to intervene in the times when every seconds

Binge or excessive drinking is the most serious problem affecting social life, health, and education on college campuses today. Binge or excessive drinking by college students has become a social phenomena in which college students do not acknowledge the health risks that are involved with their excessive drinking habits. Furthermore college students do not know enough about alcohol in general and what exactly it does to the body or they do not pay attention to the information given to them. There needs to be a complete saturation on the campus and surrounding areas, including businesses and the media, expressing how excessive drinking is not attractive and not socially

There are various prevention programs for college students’ lifestyle routine, but the prevention program recommended is the MyStudentBody program created by Hazelden Betty Ford Foundation. This program offers incoming college students the opportunity to make conscious efforts in maintaining healthy decisions with alcohol and drugs. According to the Foundation website a hefty “71% of U.S. college students reporting” (Hazelden’s Prevention Program for College Students 1) intoxication resulting from overindulge drinking. With the assistance of the program, students will gain a better understanding of their situation; whether previous actions may lead to potentially harmful future problems or developing a conscious awareness of situations that

Motivational Enhancement Therapy is a treatment approach I resonate with for the treatment of alcohol disorders. The use of this approach will allow the individual to engage exploring the internal motivations for their behavior and resolving any ambivalence. Using this intervention is effective but short in duration and will reduce any possible risk of abrupt termination of treatment by the client. Nonetheless, using this type of therapy will build and strengthen motivation to change drinking behavior, while achieving moving forward in set goals. In addition,

The purpose of this study is to investigate undergraduates expectancies of consuming alcohol on its own and consuming alcohol combined with energy drinks. An individual’s beliefs regarding what will happen as a result of consuming alcohol are referred to as “Alcohol Expectancies” (Brown, Goldman, Inn, & Anderson, 1980). These are often tested on an scale called the Anticipated Effects of Alcohol Scale (AEAS) assessing individuals against criterion which varied in positive and negative valence and low and high arousal (Morean, Corbin, & Treat, 2012). Prior to this scale, the alcohol expectancy theory concluded that individuals are more at risk of excessive alcohol consumption if they believe that consuming alcohol will lead to low levels of

The cognitive behavioural therapy and relapse prevention aim at improving social skills and self-control and are repeatedly found effective in reducing drinking, therefore making them ideal for treatment of alcohol abuse (79, 1090, 1092–1094). Cognitive behavioural therapy treatment, comprising of behavioural self-control training (including self-monitoring, goal setting, goal achievement rewards, analysis of drinking triggers and learning to cope with those triggers) and stress management interventions have produced better results than that of control treatments in fifty percent of studies (79, 1090, 1095–1097). Follow up studies also show better outcomes for the individuals who display improved self-efficacy at the conclusion of treatment (184, 1098–1100) as well as for those who used mastery or problem solving as a coping mechanism instead of avoiding triggering situations (43, 265, 959, 1101).

In this paper, the effects of alcohol awareness programs on college students will be discussed. The discussion and study will be based on the before and after effects of alcohol awareness programs on college students. The study presents a CBT (Cognitive Behavior Therapy), or an Alcohol 101 Psych-Education CD-ROM to a randomly assigned group of 113 college students with prior history of alcohol consumption. In comparison to the college students who receives CBT, the post-prevention program Alcohol 101 have a greater likelihood of being cautious while in a dangerous environment involving alcohol, as well as greater alcohol awareness in understanding the consequences involved in engaging in that behavior. However, when comparing the two prevention programs a month before and after treatment, they both showed significant reduction of equal reduction regarding the number of alcoholic drinks consumed by students per drinking occasion. As compared with the Alcohol 101 program, the CBT proved to have a greater reduction in total number of days consuming alcohol, and the number of drinks consumed. The results of the study will show the implications of these results (Donohue, Allen, Maurer, Ozols, & DeStefano, 2004).