Alcohol Literacy Challenge Alcohol Literacy Challenge Summarized Class

Alcohol Literacy Challenge

Alcohol Literacy Challenge Summarized Class room based curriculum Goals = - Alter expectations of alcohol/ correct erroneous beliefs about the effects of alcohol, decreasing positive and increasing negative expectancies. - Reduce frequency of alcohol use in high school and college - Reduce quantity of alcohol use in high school and college Taught in one 90 minute class or two 45 minute classes by a thoroughly trained presenter. Can be implemented in middle, high school and college

The Theory Behind Alcohol Literacy Challenge Expectancy Theory One of the most wildly accepted theories of what motivates us to engage in a behavior. Began with Tolman in 1932 - theory that animals (including humans) develop expectancy or anticipation of rewards for completing behaviors they have learned, and this expectancy functions as an internal incentive or motivation Expanded by Mac. Corquodale and Meehl in 1953 - the relationship between a stimulus, response and outcome does not have to be performed in order to be learned BASICALLY…. YOU DO NOT NEED TO HAVE EXPERIENCED SOMETHING TO LEARN A CAUSE AND EFFECT RELATIONSHIP…. SIMPLY SEEING IT CREATES A STRONG LEARNING EXPERIENCES THAT GETS DEEPLY INGRAINED IN THE BRAIN. WHAT THIS MEANS IS…. A CHILD’S BRAIN THAT TAKES IN HOW COOL DRINKING IS THROUGH MILLIONS OF REPETITIONS OF ADVERTISEMENT WILL LEARN THAT COOL= DRINKING JUST LIKE PAVLOV’S DOG LEARNED BELL= FOOD.

Why Talk About Expectancies in Alcohol Prevention……. • Expectancies correlates with drinking (Goldman & Dunn 1996) • Appear in children before they being drinking (Goldman & Dunn 1998) • Change in a direction that encourages drinking when approaching adolescence (Goldman & Dunn 2000) Expectancy manipulation results in increase or decrease in drinking (Darkes & Goldman 1993 & 98, Dunn 2000, Stein 2000) • Predicts drinking prospectively for as much as nine years (Newcomb 1988, Stacy 1991) • When measured with treatment predicts post treatment outcome (Conners 1993) • Expectancy changes parallel changes in drinking behavior (Sher 1996) • Expectancies rather than chemical effects appear responsible for some behavior changes when drinking (Martin & Sayette 1993)

EXPECTANCIES ARE A SORT OF PLACEBO EFFECT (IF you believe it. . it will occur. ) Here are other ways the placebos work and are used in the industry

What occurs during ALC implementation Students get to learn about expectancies and other psychological processes Students learn the true effects of alcohol Students learn how the media can skew perceptions Students are challenged to identify inaccuracies in media Students learn to deconstruct ads Students learn to think critically about media messaging, how and why particular advertisements are created Students learn that they can get all the positive effects that they think come from alcohol…without drinking Students learn the power they have over how they experience something.

Efficacy of This Program This program is listed in NREPP (National Registry of Evidence Based Programs and Practices) Research indicates that it reduces positive alcohol expectancies when implemented in Elementary School (Cruz, I. Y. & Dunn, M. E. 2003) High School (Cruz, I. Y. 2006 )and College (Sivasithamparam, J. , Hall, T. V. , Dunn, M. E. June, 2008)( Schreiner, A. , Fried, A. , Sivasithamparam, J. , & Dunn, M. E. August, 2009)(Sivasithamparam, J. Schreiner, A. , Boucher, A. , Dunn, M. E. , & Hall, T. V. November, 2010) Research indicates that it reduces alcohol consumption in high school students (Cruz, I. Y. 2006), College students (Sivasithamparam, J. , Hall, T. V. , Dunn, M. E. June, 2008) (Schreiner, A. , Fried, A. , Sivasithamparam, J. , & Dunn, M. E. August, 2009) Research indicates that it reduces binge drinking episodes (Sivasithamparam, J. , Hall, T. V. , Dunn, M. E. June, 2008)

NOTE While ALC studies in middle school have been completed, they have not been able to be published on account of sample size being impacted by school drop out or student drop out. However, results with the available sample sizes have been positive as per Dr. Debenedittis expressed interest in working with Tykes and Teens Prevention Services in hopes to support future studies on ALC with middle school students here in Martin County.

Why we want to implement this program vs. other…. It decreases the burden on our teachers and school personnel Fidelity rises as program implementation is provided by specialized Tykes and Teens staff The program moves beyond simple awareness and education but impacts cognitive systems Allows us to impact children at various developmental levels Provides the opportunity to have more of a reach in our community as research shows its impact up into college Cost effective with greater reach Allows opportunity to expand on other prevention endeavors

For More Information Contact Ms. Dot Brooking Prevention Coordinator 772 -220 -3439 Dot@tykesandteens. org