2. Using Web-based Programs to Enhance Student Health & Safety Gail Farmer, Director Wellness farmer@cwu.edu NWACUHO Getting to The Core of It Yakima,WA February 8, 2010

3. 1.Gain an understanding of the similarities & differences between e-CHUG & Alcohol Wise. 2.Become familiar with CWU research findings comparing these two programs. 3.Be able to discuss the pros and cons of the two on-line alcohol programs. 4.Become familiar with the Student Health 101 content and application to the first year student population. 5.Identify how students can participate and customize SH101 content to be school specific and relevant.

4. First Year Expereince

5. Alcohol & Drug Use Violence Prevention Health & Safety?

6. Web-Based Programs

7. e-CHUG is a brief (15-20 minutes) web-based alcohol assessment that provides students with personalized feedback regarding quantity and frequency of use (including peak blood alcohol concentration), norms, physical health information (including caloric intake and family history risk), consequences (including tolerance level and money spent on alcohol), and drug interactions. Additional information about alcohol can be obtained through short video clips offered throughout the feedback. short video clipsthroughoutthe feedback.short video clipsthroughoutthe feedback. http://www.echeckuptogo.com/usa/

8. Alcohol Wise is a 90 minute, knowledge- based, online alcohol education program that addresses expectancies, alcohol’s cognitive impact, recognizing and responding to alcohol emergencies, blood alcohol concentration, normative clarification, and strategies to reduce risks. The program incorporates personal reflection for active processing of information, and includes electronic CHECKUP TO GO (e-CHUG) feedback into the program

9. Alcohol Wise/e-CHUG The data on students’ perception of the behavior of typical first year students demonstrate that in an online intervention in which information about norms was accompanied by active processing of information by participants (i.e., Alcohol Wise), estimates of behavior by the typical student were significantly impacted more so than through simple norms clarification provided in personalized graphic feedback (i.e., e-CHUG) The data on students’ perception of the behavior of typical first year students demonstrate that in an online intervention in which information about norms was accompanied by active processing of information by participants (i.e., Alcohol Wise), estimates of behavior by the typical student were significantly impacted more so than through simple norms clarification provided in personalized graphic feedback (i.e., e-CHUG)

10. Main Findings Students’ own use Analyses on baseline abstainers (n=58) indicated that 74.1% continued to abstain at follow-up. Chi-square analyses indicated no difference in initiation of drinking by intervention group ( 2 (1) =0.81, n.s.). Analyses on baseline abstainers (n=58) indicated that 74.1% continued to abstain at follow-up. Chi-square analyses indicated no difference in initiation of drinking by intervention group (  2 (1) =0.81, n.s.). Analyses then examined those reporting any past drinking at baseline (n=85). Analyses then examined those reporting any past drinking at baseline (n=85). Repeated measures analyses indicated no differences by time or by intervention group on typical weekly drinking total, peak number of drinks in the past month, or days drunk/extremely intoxicated. Repeated measures analyses indicated no differences by time or by intervention group on typical weekly drinking total, peak number of drinks in the past month, or days drunk/extremely intoxicated.

11. Main Findings continued There was a main effect of time for consequences, with the number of reported consequences going down over time (M=2.65 at baseline, M=1.78 at follow-up, (F(1,65)=5.817, p<.05)).There was a main effect of time for consequences, with the number of reported consequences going down over time (M=2.65 at baseline, M=1.78 at follow-up, (F(1,65)=5.817, p<.05)). Reports of drinking 5+ in an occasion doubled over time (from 20% at baseline to 40% at follow-up), however, intervention group did not differently affect the initiation of this behavior nor did it affect the number of individuals that reported a decrease of this behavior at follow- up.Reports of drinking 5+ in an occasion doubled over time (from 20% at baseline to 40% at follow-up), however, intervention group did not differently affect the initiation of this behavior nor did it affect the number of individuals that reported a decrease of this behavior at follow- up.

12. Alcohol Wise/e-CHUG Both have a number of peer reviewed studies that demonstrate effectiveness Alcohol Wise involves more active processing of information – more info on norms, expectancies…more education & curriculum CWU study, although limited, did not find significant difference in negative outcomes or quantity/frequency Needs further study to make conclusive remarks We may consider using e-CHUG for universal application and Alcohol Wise for targeted groups (athletes, greeks)

13. Alcohol Incidents 200420052006200720082009 Students cited252286352218296242 Number of Incidents166189246150167128 First Year Students132914471532153417671829

14. Alcohol Incidents 200420052006200720082009 Students cited252286352218296242 Number of Incidents166189246150167128 % First Year72.22%79.02%75.57%81.19%78.38%71.49%

15. Success!!! e-TOKE fall 2010

16. Student Health 101 CWU

17. Student Health 101 Incredible marketing support Key is to utilize promotional tools

19. 1.Gain an understanding of the similarities & differences between e-CHUG & Alcohol Wise. 2.Become familiar with CWU research findings comparing these two programs. 3.Be able to discuss the pros and cons of the two on-line alcohol programs. 4.Become familiar with the Student Health 101 content and application to the first year student population. 5.Identify how students can participate and customize SH101 content to be school specific and relevant.

20. Thank You