adapted from talking with college students about alcohol: motivational strategies for reducing abuse...

Adapted from Talking with College Students about Alcohol: Motivational Strategies for Reducing Abuse by Scott T. Walters and John S. Baer. © 2006 The Guilford Press. Permission to display this slide is granted to purchasers of this book for personal use only. All rights reserved.

Scott T. WaltersJohn S. Baer

Talking with College Students about Alcohol


What’s Happening

on Campus?


Ways to Measure Drinking

• Standard Drinks

• Quantity

• Frequency

• Heavy Episodes

• Drinking-Related Consequences


Do College Students Drink More Than Other Young Adults?

• Yes!• Young adults tend to accelerate drinking

upon entrance to college.• Young adults enrolled in college drink

more than those not enrolled.• In high school, college-bound students

drink less than their non-college-bound peers, but their drinking accelerates upon college matriculation.


Has College DrinkingGotten Worse?

• Maybe, maybe not …• Rates appear to be stable over the last

20 years.• There is some evidence of a

“polarization” of drinking over the last decade.

• Since the 1950s, heavy drinking rates have increased greatly for women, somewhat for men.


Does Drinking Vary from College to College?

• Yes!

• By region—Southern schools, the lowest; Northeast schools, the highest

• Campus factors—Males, younger student body, residential, “Greek” system, white students

• Campus and community norms can generate a “party school” reputation.


How Different Is College Drinking from Older Adult Drinking?

• The majority of students reduce heavy-drinking episodes after leaving college.

• Heavy drinking becomes less common, but daily drinking doesn’t decline much.

• Heavy episodes are still relatively common among otherwise moderate-drinking adults.


What Isn’t Said

• Not every student drinks heavily—one-third don’t drink at all; many others drink moderately.

• Not all heavy drinkers drink frequently—19% drink heavily and frequently.

• Heavy drinking in college, for the most part, does not lead to chronic problems later in life.


What Do Students Think about Drinking?

• In general, students are less concerned about alcohol than older community members.

• Some amount of alcohol-related consequences is tolerable to most students.

• Most students have mixed feelings about alcohol but see drinking as a normal college experience.


Responding to College Drinking


What Causes Alcohol Problems?

• Models help explain why people drink in ways that cause problems.

• Beliefs about etiology may also determine a problem-solving approach.

• Models include moral, spiritual, disease process, genetic, biology, learning history, character, and society and culture.

• The public health model looks at the problem broadly, taking into account agent, host, and environment.


What Factors Influence Drinking during College?

• Demography—male, white, or belong to a fraternity, sorority, or athletic team

• Personality—more impulsive, depressed, or social

• Environment—permissive norms and easier access to alcohol

• Genetic factors are not strongly related to drinking during college.

• Individual and environmental factors may interact.


How Does Development Relate to Drinking?

• “Emerging adulthood” stage, ages 18–25

• College drinking is a window of risk.• Drinking may help students to act and

feel independent.• Drinking may help to manage stress of

life transitions.• Most students reduce risky use over

time (especially after graduating).


What Makes People Change?

• Most people change drinking habits without formal assistance, even those with more severe problems.

• When students change, they usually do so on their own; they don’t ask for help.

• Change does not usually occur all at once. For most, it’s a gradual process.

• “Stages of change” describe how people progress in thinking about change.


The “Stages-of-Change” Model

Change tends to happen in

predictable stages:

1. Precontemplation

2. Contemplation

3. Preparation

4. Action

5. Maintenance


Implications for Intervention

• Effective interventions move students along stages of change and target stage-specific needs.

• Programs that address only one risk factor, assume readiness for change, or tell students what to do will be less effective.

• Effective interventions are developmentally appropriate and target multiple risk factors.


Which InterventionsReduce Drinking?

• Effective with college students:– Cognitive-Behavioral Skills Training– Motivational Counseling Approaches– Alcohol Expectancy Challenges

• Program length unrelated to outcome—in some cases the briefest show excellent outcomes.

• National Institute on Alcohol Abuse and Alcoholism (NIAA) Task Force Report Tiers


• Effective in General Population– Minimum-age laws, retail restrictions, DWI

enforcement, increased price, beverage-service policies, campus–community coalitions

• Promising Prevention Approaches– Alcohol-free residences, banning alcohol at alumni

and faculty events, alcohol policy enforcement, and social norms campaigns.

• Ineffective Prevention Approaches– Informational, knowledge-based, values

clarification, or providing BAC feedback—when used alone.

NIAAA Task ForceReport Findings


How Does Brief Counseling Fit In?

• Individual and group interactions can help in formal and opportunistic settings.

• Can be structured to leave a lasting impact.

• Can support other prevention and intervention efforts.

• Techniques not only for therapists in counseling centers but also for “nonspecialists” and concerned others.


Assessing Drinking

and Related Behaviors


Why Assess Drinking?

• Helps us direct students to appropriate services

• Allows us to tailor how we might best intervene

• Sincere and candid questions show the student that we care


How Much Time Is Available?

Kind and number of questions depend on available time and purpose of contact.

•Brief (1–5 minutes)

•Moderate (5–15 minutes)

•Lengthy (>15 minutes)


Purpose of Assessment

• Brief (1–5 minutes): Assess key patterns of use and risks to support brief advice

• Moderate (5–15 minutes): Assess more dimensions to support longer consultations

• Lengthy (>15 minutes): Assess details of use and consequences to support counseling and feedback sessions


Alcohol Consumption

• Brief (1–5 minutes): Quantity–Frequency Questions

• Moderate (5–15 minutes): Daily Drinking Questionnaire

• Lengthy (>15 minutes): Time Line Follow-Back


Negative Consequences

• Brief (1–5 minutes): College Alcohol Problems Scale—Revised (CAPS-r)

• Moderate (5–15 minutes): Young Adult Alcohol Problems Screening Test (YAAPST; 20-items)

• Lengthy (>15 minutes): 20-item YAAPST


Alcohol Screening

• Brief (1–5 minutes): Alcohol Use Disorders Identification Test (AUDIT) (AUDIT-C; first three questions from the AUDIT)

• Moderate (5–15 minutes): AUDIT

• Lengthy (>15 minutes): AUDIT


Motivation

• Brief (1–5 minutes): Importance and Confidence Rulers

• Moderate (5–15 minutes): Readiness to Change Questionnaire (RTCQ)

• Lengthy (>15 minutes): RTCQ


Alcohol Expectancies

• Moderate (5–15 minutes): Comprehensive Effects of Alcohol Scale (CEOA)

• Lengthy (>15 minutes): Comprehensive Effects of Alcohol Scale (CEOA)—full version


Family History of Alcoholism

• Brief (1–5 minutes): “Number of blood relatives” question

• Moderate (5–15 minutes): “Number of blood relatives” question

• Lengthy (>15 minutes): Family Tree Questionnaire (FTQ)


Conclusions• Regularly screen students for alcohol

use and problems. • A few key questions can be asked in

fewer than 3 minutes.• Select measures that are based on

available time and purpose of contact.• Discuss alcohol use without judgment

or embarrassment. • Use an open, honest, and calm

assessment style.


Style of the Interaction


Motivation and Change

• Motivation is malleable, rather than fixed.

• Provider, student, and the interaction between them all influence desire to change.

• Motivation includes components of estimated importance of change and confidence in ability.

• How you talk to a student about alcohol makes a difference.


What Is Motivational Interviewing?

Motivational interviewing (MI) is a person-centered, directive method of communication for enhancing intrinsic motivation

to change by exploring and resolving ambivalence.

From Miller and Rollnick (Motivational Interviewing, Guilford Press, 2002)


Motivational Interviewing

• Person-centered—Each student has the capacity and responsibility for making choices in how to behave.

• Directive—Counselor guides the conversation in a particular direction to influence outcome.

• Ambivalence—Students have mixed feelings about alcohol.


Principles of Motivational Interviewing

• Express Empathy

• Develop Discrepancy

• Roll with Resistance

• Support Self-Efficacy


Simplified Motivational CategoriesImportance of Change

Confidence in Ability

Low High

Low

Group 1—Little interest in change; don’t think they could even if they wanted to.

Group 2—Want to change but don’t think they are able.

High

Group 3—Believe they could change but not interested right now.

Group 4—Want to change and believe they have the ability.


Working with Motivation

• Listen for the two dimensions of motivation—importance and confidence.

• Tailor plans based on importance and confidence.

• Most students are in Group 3—they think they could (or will) change but aren’t interested at this time.


Core Techniques: “OARS”

•Open-Ended Questions•Affirm•Reflect•Summarize


Ask Open-Ended Questions

• “Tell me a little bit about your drinking.”• “What are some things that you like about

your drinking? Don’t like about it?”• “Tell me about a recent time where you

had too much to drink.”• “In what situations is it hardest for you not

to drink?”

Ask questions that have more than one possible answer; encourage student to think about and elaborate on concerns.


Affirm the Person

• “Thanks for talking to me today.”• “You bring up a good point.” • “You certainly see a number of areas

where drinking is affecting your schoolwork.”

• “That’s a good idea.” • “You really do want to do the right thing

here.”

Talk about positive things the student has done or intends to do.


Listen Reflectively

• Listen to the student and reflect back what he or she said, verbally and nonverbally.

• Use reflections to roll with resistance, highlight something, or encourage more talk like it.

• Initiate conversation with an open question and reflect the response.

• Try to use more reflections than questions.


• Repeat—Repeat an element of what the student said.

• Rephrase—Restate content using different words.

• Emotive—Paraphrase the emotional dimension using feeling statements, metaphor, and the like.

• Double-Sided—Make explicit a contradiction or mixed feelings.

Kinds of Reflections


“I don’t know why this is such a big deal for everyone else. All my friends drink like I do.”

Repeat: “It doesn’t seem like that big a deal when what you see is people basically drinking like you do.”

Reword: “Others have some concerns, but it hasn’t been an issue for you.”

“Everyone should just relax. If I’m old enough to vote, I’m old enough to drink.”

Emotive: “It angers you because it feels like others are telling you how to live your life.”

“I guess it would probably help my grades, but there’s more to the college experience than classes.”

Double-Sided: “Part of you thinks that drinking is causing you all these problems, but at the same time, you think that you might be missing out on something if you don’t drink.”

Examples of Reflections


• “Let me pull together what you’ve said and you can tell me if I’ve missed anything.”

• “What I see you saying so far is that . . .”• “You said . . .” “You thought that . . .” • “Is that a pretty good summary? Did I miss

anything?” • “We’ve talked about . . .”

SummarizeFeed back information to let students hear what they have been saying and that you understand what they have said.


Change Talk: What to Look For

• Discomfort/disadvantages of status quo– Consequences, personal concerns, others’ concerns

• Advantages of change– Good things (or reduction in negatives) about change

• Optimism/ability to change– Personal resources, skills, confidence

• Intention/commitment to change– What change would look like; concrete or

hypothetical plans


Eliciting Change Talk

• Ask the student about his or her concerns, or share your own.

• Provide nonjudgmental feedback or information.

• Look for signs of discomfort with the status quo; interest in or ability to change.

• Use reflections, questions, and summaries to draw out “change” talk.


Brief Individual Interactions


What Motivates in Brief Interactions?

• Quick arguments or advice are rarely persuading.

• People become more committed to an idea they feel they have authored.

• The style of the interaction—concern, empathy, and reflective listening—predicts outcome.


Broaching the Subject• Share your concerns

– “I noticed that . . . I wonder if . . . ”– Use clear language and specific

examples.– Avoid pejorative terms.– Do not assume initial readiness.

• Ask about the student’s own concerns – “What concerns do you have about

your . . .?”– Include a screening or checklist.


Giving Advice and Suggestions

• Ask for permission.– “There’s something that concerns me. Would it

be okay if I asked you about . . .?”

• Preface advice with permission to disagree.– “This may or may not apply to you, but . . .”

• Give a small amount of essential information.– “The main thing I’m concerned about is . . .”


One Format: Elicit, Provide, Elicit

• ELICIT readiness and interest.–“What do you know about the effects of . . .?”–“What concerns do you have about . . .?”

• PROVIDE clear information or feedback.–“What happens to some people is that . . .?”–“As your doctor/counselor/nurse, I’m recommending that you . . .”

• ELICIT the interpretation or reaction.–“What do you think?”–“How do you think you might . . .?”


Providing a Menu of Options

• Ask the student what might be helpful or offer a menu of alternatives. – “What have you thought of?” – “There are a few things that might work…(provide

a list). Which of these would you like to try?”

• Reflect the response. – “So that might work for you. How would (will) you

go about that?”– “That sounds like a good idea. What would (will)

that look like?”


Exploring Change in the Abstract

Conditional Statement Plan of Action

“If you wanted to . . .”“If you decided you

wanted to . . .”“If the time were

right . . .”

“How would you do it?”“How would you go

about it?”“What would you do?”


On a scale of 1–10, how important is it for you to make a change in your drinking?

1 10Not at all Extremelyimportant important

Importance and Confidence Rulers

a. “What makes it that important?”b. “Why are you at a xx and not a 1?”c. “What else?”

(page 1 of 2)


On a scale of 1–10, how confident are you that you could change if you wanted to?

1 10Not at all Extremelyconfident confident

Importance and Confidence Rulers

a. “What makes you that confident?”b. “Why are you at a xx and not a 1?”c. “What would it take to raise your score to a xx?”d. “How can I help you get there?” (page 2 of 2)


Closing the Interaction

• Offer a brief summary.

• Affirm desire or plans to change.

• End on a positive note!– “Thanks for talking with me. You came up with a

number of really good ideas.”– “It seems to you that things are okay, but I do

have some concerns about . . .”– “Thanks for agreeing to think about this. I’d like

to call you in a week and follow up.”– “I think your plans to . . . will really help you out.”


Assess Drinking

Share Concerns

Advise &

Provide Options

Arrange Follow-Up or

Referral

Sample Brief Advice

3–10 minutes


Assess Drinking

Assess Importance

& Confidence

Arrange Follow-Up or

Referral

Sample Behavioral Consultation

Build Confidence

Explore Importance

10–30 minutes

Advise & Provide Options


ExtendedIndividual

Interactions


The First Few Minutes

• Assume the student will be defensive.

• Thank the student for being there and acknowledge potential awkwardness.

• Ask an open-ended question.– “Tell me a little bit about your drinking.”– “From your perspective, what happened to

bring you here?”


The Last Few Minutes

• Offer a brief summary.

• Affirm desire or plans to change.

• End on a positive note!– “Thanks for talking with me. You came up

with a number of really good ideas.”

– “It seems to you that things are okay, but I do have some concerns about . . .”

– “Thanks for thinking about this. I’d like to call you in a week and follow up.”


Talking about Change

• Look for signs of readiness.

• Test the waters.– “What are you thinking you’d like to do

about this?”– “Where does this leave you in terms of

your drinking?”

• Leave the responsibility for change with the student.


Good/Not-So-Good Things

• What are some of the good things about your drinking?

• What are some of the not-so-good things?

Social interactionFit in with friendsHelps me relaxMeet peopleLike tasteHelps me to sleep

Causes hangoversMakes me fatterCosts moneyGirlfriend nags me RA lectures mePeriods of blackout


“CHUG” Motivational Feedback• Drinking profile

- Amount consumed in week and month- Amount and percent of income spent on

alcohol- Comparison to adult drinking norms

• Peak weekly and monthly BAC• Risk factors

- Tolerance, dependence, risk of alcoholism- Drinking and driving

• Drinking compared to peers• Drinking perception compared to actual

amounts• Campus and community resources


Presenting Feedback

• Give student a copy of the feedback sheet.

• Present each section slowly, giving background information necessary to interpret results.

• Let the feedback speak for itself; do not argue with the student or defend the information.

• Reflect and summarize the student’s reaction.


New Roads Activity

Triggers Effects

Tension Fall asleep

Afraid Courage

Tongue-tied Fit in

Insomnia Feel relaxed

Thirsty Talkative

Shyness Quench thirst

Peer pressure(page 1 of 2)


New Roads Activity

Effects Alternative Strategies

Fall asleep Wake up on time

Courage Ask friend for an introduction

Fit in Just be yourself

Feel relaxed Enroll in yoga class

Talkative Exercise

Quench thirst Drink water(page 2 of 2)


Values Cardsort Exercise

• Help student identify own values, priorities, and reasons for change.

• Ask for elaboration—stories to “flesh out” values.

• Look for clusters, themes.• Ask for connection to alcohol use

(what helps/hinders student from getting that value?).


God’s willFamilyAcceptanceRespectGenuinenessAdventureCompassionPurposeHumorFun

Prioritized Values


FunHumor PurposeCompassionAdventureGenuinenessRespectAcceptanceFamilyGod’s will

+ 0 -


Self-Monitoring Cards (Two Visits)• Track what, how much, and during what

circumstances alcohol is consumed.• First interaction: Give the student the

cards; explain how to complete them.• Follow-up: Discuss with the student.

– “How did the diary cards go?”– “In general, what times of the week do you drink

the most?”

• Ask if student would like to set a new goal and encourage repeating the exercise.


Opening Strategies

Arrange Follow-Up Session(s)

Sample Motivational Intervention

60–75 minutes

Present & Discuss

Feedback

Negotiate Action?

Good/ Not-So- Good

Things


Talking with College Drinkers

in a Group


Why Use Groups?

• Potentially cost-effective; may be necessary given limited resources

• May generate much more material than individuals alone

• Can provide social affirmation, modeling of appropriate behaviors

• Relief from sense of isolation; opportunity for social contact

• Opportunity to practice new behaviors


Why Groups Are Different• Groups require additional facilitator skills.

– Greater number of interpersonal transactions

– Manage different personalities at the same time

• People act differently in groups.– Amplified affect and need to defend– Greater reluctance to share

• Group “re-norming” may improve or detract from goals.


Structure and Spirit of the Group

• Use core MI techniques: open-ended questions, affirmation, reflection, and summary.

• Specific tasks:– Establish and stick to an agenda.– Maintain an empathic, nonargumentative tone.– Assertively reflect and summarize group talk.– Enhance individual and collective discrepancy.– Monitor and engage key group members.


Establish and Stick to an Agenda

• The facilitator is a timekeeper, historian, and the one who provides summaries and transitions.

• Some benevolence and flexibility is required. Different topics will require more or less time depending on group composition.


Establish an Empathic,Nonargumentative Group Tone

• Demonstrate empathic, nonjudgmental listening.– Eye contact, smile, and welcome each group

member.

• Define ground rules:– Respect viewpoints of all members.– Be willing to participate.– Be willing to give feedback to others when

appropriate.– Share time with all members.– Maintain confidentiality.


Maintain an Empathic,Nonargumentative Group Tone

• Avoid arguing with group members.– One facilitator can present material, while

the other gives the counter side.

• Facilitator does not have to agree with inaccurate statements.– “You said . . . and there are a lot of students

who think that. What do others think?”– “Okay, so that is definitely one side. What’s

the flip side?”


Assertively Reflect and Summarize Group Talk

• Use reflections to highlight individual comments or common themes from the group.

• Reflect contrasting opinions of group members and try to draw out points the group does agree on.

• Reflect and then “invite” discussion on a group member’s statement.


Method for Increasing Discrepancy

Advantages Disadvantages

Brainstorming pros and cons of alcohol use

May raise awareness of potential drawbacks to heavy drinking.

Members may be dishonest in responses and/or generate more pro-alcohol statements.

Exploring the relationship between drinking and personal values

May highlight a discrepancy between drinking and personal values.

Members may be dishonest in identifying values or indicating how drinking relates to them.

Brainstorming alternate strategies to drinking (e.g., New Roads)

May raise awareness of acceptability of alternative strategies to drinking.

No likely drawbacks.

Enhance Individual and Collective Discrepancy


Method for Increasing Discrepancy

Advantages Disadvantages

Giving feedback on individual or group consumption

May raise awareness of consumption.

If members are all heavy drinkers, may reinforce a heavy-drinking status quo.

Giving feedback on others’ consumption

May highlight that other people drink less than the individual thinks.

For most drinkers, no likely drawbacks. For abstainers, may highlight that most people drink more than they do.

Giving feedback on other group members’ receptivity toward cutting down

May highlight that other group members would be receptive toward those who want to cut down.

No likely drawbacks.

Gaining a group consensus on support for abstinence or low-risk drinking

More likely to produce lasting change.

Difficult to achieve.


Engage Key Members• Someone who makes “derailing”

comments. – Remind members of ground rules.– Use standard motivational techniques, rolling

with resistance, or simple time-out.– Look for natural stopping point, summarize,

and ask for comments.• Someone who tells humorous stories

about drinking exploits.– Gently redirect group to more balanced

discussions, acknowledging the humor but noting that it can also promote risky behavior.

(page 1 of 2)


Engage Key Members

• Someone reluctant to participate.– In general, active members benefit more. – Invite members to share opinions or experiences.

Pay attention to nonverbal cues and pave a way to enter the conversation.

• Those who speak with authority because of age, experience, or interpersonal qualities.– May be social leader who drinks moderately.– Listen and watch other members for clues of

leadership.– Allow this person to make statements you might

otherwise make yourself. (page 2 of 2)


Group Participants

• Avoid aggregating high-risk, coerced, or precontemplating participants into a group.

• If possible, screen for motivational readiness or another characteristic and then form groups.

• Little other research to suggest how these groups should be formed.


Use Two Facilitators

• Allows more observation and interaction with group members.

• Helps keep agenda on track.• One presents material, while the other

offers an alternate view.• Meet prior to group to determine if styles

are compatible, set an agenda, and decide responsibilities.

• Debrief after group, give feedback to one another, and make improvements for the next group.


Strategies for Groups

• Opening strategies– Introduce yourself and thank members for

attending.– Ask members to share feelings honestly and

respect other members.– Encourage confidentiality.– Ask group members to introduce themselves

and share additional information.• “What brought you to the group?”• “What do you hope to get out of the group?”

(page 1 of 5)


• Group Forced Choice– Around the room post the words: alcohol,

marijuana, crack cocaine, ecstasy, tobacco, and heroin

– “Which of the posted substances is the most addictive (or dangerous) to the user?”

– “Which of the posted substances is the most dangerous to society?”


(page 2 of 5)



• Good Things, Not-So-Good Things– Simple Brainstorm: Share answers with

group.– Personal Brainstorm: Have members

privately write answers. Ask group for ways to maximize positives and minimize negatives.

– Paradoxical Brainstorm: Group members argue against heavy drinking, while facilitator argues for heavy drinking.

(page 3 of 5)



• Group Alcohol Pop Quiz– Have group members complete the quiz.

Discuss and present additional information.

• Group Feedback– Can be difficult. Constant attempts to

“abduct” the norm.– Present myths about college drinking and

adult and college norms.– Reflect responses as in individual feedback.

(page 4 of 5)



• Group Values Cardsort– Each student picks his or her top 10 values.– Ask a student to share his or her list and then

discuss it.

• Group Problem Solving– Group discusses how it would handle specific

scenarios, such as:“You are at a party and see a friend passed out on the couch. This is the first time you’ve seen him tonight, so you’re unsure how much he’s had to drink. What do you do?”

– Provide information on campus services and other information about alcohol, as appropriate. (page 5 of 5)


Forced Choice

Alcohol Quiz &

Info

Drinking Norms

Sample Group Intervention

120–180 minutes

Pros & Cons

Problem Solving & Training

Intro, Orien-tation


Service Integration

and Training


How Students Receive Services

• Alcohol prevention can be integrated into many contexts.

• Levels of prevention programs:– Universal– Selective – Indicated

• Face-to-face conversations should be integrated with environmental and policy efforts.


Integrating Services

• Train broadly.• Develop and maintain a continuum

of services.• Campus providers should know the

types of services other college service workers provide.

• Routinely screen students for alcohol problems.


Delivering Servicesand Following Up

• Matching students to treatment based on severity can be difficult in the college environment.

• Despite the student’s need, availability may determine what services he or she receives.

• Few data support the idea that heavier drinkers benefit more from intensive interventions.

(page 1 of 2)


Delivering Services and Following Up

• Stepped-Care Model– Try to intervene with the least complicated

and/or least costly intervention. – Proceed to the next level of intervention

only if the student fails to respond to the first.

– Requires follow-up to determine if the intervention was effective.

(page 2 of 2)


Training and Evaluation

• Effective conversations hinge on provider behavior, making training a priority.

• Providers may learn at different speeds or be at different levels of motivation and willingness to adopt new strategies.

• Feedback on positive outcomes can encourage and facilitate efforts.

(page 1 of 4)



• Shorter interventions, such as brief advice and behavioral consultation:– Training usually involves 2–3 hours of

instruction.– With more time, providers can be trained to

conduct the Importance–Confidence Rulers or other exercises.

– Include time to watch and practice skills.– Continued supervision by a trained

professional.(page 2 of 4)



• Longer interventions, such as MI— Training usually involves 2–3 days with

common elements:1. Didactic material on MI theory2. Videotaped and/or live demonstrations3. Skill-building practice4. Specific instructions for conducting sessions

— Continued supervision by a trained professional.

(page 3 of 4)



• Motivational groups– Instruction and supervised experience in

leading groups in addition to basic MI training.

– 2–4 hours of training specifically about group interventions.

– Pair beginning group leader with an experienced one.

– Continued supervision by a trained professional.

(page 4 of 4)


Final Comment

• Your work with college students around risky drinking makes a difference.

• Input from students is important in the effort to reduce high-risk drinking.

• Keep an open mind to what students can teach you.

adapted from talking with college students about alcohol: motivational strategies for reducing abuse...

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