Contextual Use of Protective Behavioral Strategies for College Drinking

Datos Bibliográficos

ID21645441
AutoresTricia H Witte (0000-0003-2102-5111, Human Development and Family Studies, The University of Alabama, Tuscaloosa, Alabama, USA, autor de correspondencia), Meagan Heilman (0000-0002-9178-5995, Psychology, The University of Alabama, Tuscaloosa, Alabama, USA), Chuong Bui (0000-0001-6589-1025, Alabama Life Research Institute, The University of Alabama, Tuscaloosa, Alabama, USA), Shelton Owen (Engineering, The University of Alabama, Tuscaloosa, Alabama, USA), Alyson Giordano (Psychology, The University of Alabama, Tuscaloosa, Alabama, USA), Alicia Gallo (0000-0003-4460-7448, Psychology, The University of Alabama, Tuscaloosa, Alabama, USA)
Año2023
Volumen58
Número2
Páginas229-237
Fecha de publicación2023-01-28
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaSubstance Use & Misuse (JOURNAL)
Identificadores de la revistaISSN: 1082-6084 • E-ISSN: 1532-2491
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10826084.2022.2155476
PMID36522302
OpenAlexW4311595715
IdiomaEN
Referencias citadas47

Background: Alcohol use on college campuses in the United States is a public health concern. Some students engage in protective behavioral strategies (PBS) before, during, or after their alcohol consumption (e.g., designated driver) to try to mitigate negative alcohol-related negative consequences. There is a gap in the literature on the use of different PBS in different situations commonly experienced by students (e.g., game day). The goal of the present study was to determine whether students would use different PBS for different situations, and to determine which PBS they would encourage their peers to use in these same situations. Objectives: A total of 182 undergraduate students were presented with three different hypothetical drinking scenarios (i.e., a friend’s 21st birthday celebration, football game day, and a house party) and asked which PBS they would use (i.e., limit drinking, change their manner of drinking, serious harm reduction strategies) and which they would recommend to their friends. They were also given the option to not drink at all. Results: Overall, students chose different strategies for different situations: they chose to limit their drinking at their friend’s 21st birthday or the game day tailgating event, to alter the manner of their drinking for the game day tailgating event, to reduce the potential of harm at the house party, and to not drink at their friend’s 21st birthday or the house party event. Students’ personal choices matched their recommended choices for their friends. Conclusions: Results may have implications for prevention programs that teach harm reduction strategies such as PBS

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