Sleep quality associated with alcohol consumption among

college students

HSCI 6240

Thomas Hernandez

Proposal Draft

Abdoulaye Aziz Zerbo

Abhinav Kumar Reddy Gopu

Kuan-Ting Lin

Roze Akter Dipti

 Table of Contents

Title Page no

INTRODUCTION 1-4

PROGRAM DESIGN AND 5-14

IMPLEMENTATION

REFLECTION 14-20

APPENDIX 21-22

REFERENCES 23-29
Introduction:
College Alcohol Use

The college years represent a crucial developmental stage during which there is a marked

rise in alcohol usage and risky drinking habits (Windle, 2003). Due to this, individuals throughout

this time have the highest rates of heavy alcohol consumption when compared to other drinking

groups at risk (Campbell & Demb, 2008). This high-risk level of alcohol use is linked to numerous

alcohol-related effects that are unique to this significant life change (such as low academic

functioning) (Beck et al., 2008). More importantly, studies consistently show that the incidence of

alcohol use disorders (AUDs) rises in the years before and after college ( Hagman, Cohn,

Schonfeld, Moore, & Barrett, 2014).

Sleep and Alcohol

One of the biggest factors that can affect the quality and quantity of sleep is alcohol.

Alcohol can disturb several sleep stages and have a negative impact on the physiological and

chemical processes that contribute to sleep, among other things. Many research looking at the

physiological consequences of sleep employ methods for administering alcohol while keeping

track of how the alcohol impacts the subsequent sleep cycle. The participants will typically have

one to six standard drinks, depending on their body weight, between 30 and 60 minutes before

bedtime, resulting in blood alcohol concentrations (BAC) that are typically around 0.10%.

According to studies, participants typically fall asleep more quickly than those who don't consume

alcohol, although heavier alcohol use has been linked to shorter overall sleep durations (Peeke et

al., 1980). Additionally, other studies have demonstrated a rise in wakefulness, particularly during

stage one of NREM sleep, which takes place in the second half of the night (Williams et al., 1983).

Only if the subject reached a peak BAC of 0.10% did this phenomenon, known as the "rebound

effect," occur in the second half of sleep since the alcohol had been totally digested by that point.
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After the alcohol has been cleared from the body and loses its sedative effects, one theory for the

"rebound effect" is that it is the body's attempt to return to normal sleep (Roehrs & Roth, 2001).

The issue is that several physiological components have a tendency to shift in the opposite

direction from how they would for typical sleep, leading to an overcompensation that disrupts

sleep and promotes early awakening. The fact that alcohol leaves the body at a fairly steady pace

(about 0.015% per hour) and that it is entirely digested five hours into sleep, which coincides with

sleep disruption related to the "rebound effect," lends support to this notion.

Alcohol influences the duration of each stage of sleep in addition to interfering with the

second half of sleep. The most common observation is that alcohol causes REM sleep to be

suppressed, especially in the first half of sleep (Ebrahim et al., 2013). Additionally, it is important

to note that because alcohol is being digested, there is less alcohol in the blood, even though REM

disruption in the second half of sleep is less severe than in the first. Studies have revealed increases

in SWS (stage 3 of NREM sleep), maybe as a counterbalance to less REM sleep (Ebrahim et al.,

2013). Research has also discovered that the rise in SWS correlates with people's typical SWS

timings, so results could be deceptive (e.g., people with insomnia generally have less SWS than

normal sleepers; Roehrs, Yoon, & Roth, 1991).

Aside from its physiological impacts on sleep, alcohol also disrupts important hormone

functions crucial to sound sleep. Melatonin is one of the main hormones the brain produces to

regulate sleep. Melatonin secretion varies in amount and is mostly controlled by circadian rhythms,

which cause production to rise in the evening and fall just before awakening. Alcohol use right

before bed has been found to have sedative effects and make people sleepy (Chan et al., 2013). As

a result, the brain produces less melatonin because it is no longer necessary to produce additional

sleep-inducing substances. Because the alcohol has been digested and there is insufficient
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melatonin in the system to sustain regular sleep patterns, this causes sleep disruption and premature

awakening in the second part of sleep.

Additionally, alcohol interferes with the neurotransmitters glutamate and GABA in the

central nervous system, which is linked to sleep. The principal inhibitory neurotransmitter in the

brain, GABA, has been demonstrated to be amplified by alcohol, which has an even more

significant effect on the suppression of neuronal signals (Mihic & Harris, 1997). Many studies

believe that GABA can be one explanation for increased SWS while under the influence of alcohol

because it is found in several areas of the brain implicated in SWS (such as the thalamus,

hypothalamus, and brainstem). In contrast to GABA, glutamate serves as the brain's primary

excitatory neurotransmitter and works to encourage the activation of neurons. Alcohol appears to

work as glutamate's antagonist, preventing it from doing its intended role of stimulating neurons.

This acts as a method to promote sleep initially when combined with the improvement in GABA

function, but it is still vulnerable to the "rebound effect" in the second half of sleep (Kubota et al.,

2002).

Additionally, alcohol has negative impacts on several facets of cognitive function. According to

research, even losing one or two hours of sleep each night can hurt one's attentiveness and

performance. These negative impacts can also compound over the course of several nights (Roth

& Roehrs, 2000). Even though both groups' blood alcohol concentrations (BAC) were at zero

percent during the test, one real-world application revealed that pilots who had consumed alcohol

the night before performed noticeably worse than those who drank a placebo (Yesavage & Leirer,

1986). In addition to the several well-known negative effects of sleep deprivation on health, studies

have indicated that college students' grades can suffer when they miss sleep due

to alcohol usage (Singleton & Wolfson, 2009).

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Drinking alcohol and having trouble sleeping both have negative consequences on general

health and cognitive performance. Alcohol use has a direct impact on sleep function by reducing

the quantity and quality of sleep as well as indirectly by interfering with important hormones that

are necessary for sleep. Additionally, alcohol has an impact on the neurotransmitters that send both

excitatory and inhibitory signals to regions of the brain crucial for cognitive function. Although

there is a surprising lack of studies that looked at all three factors simultaneously, there is ample

evidence to show the detrimental effects of alcohol usage and sleep disruption on cognition.

For a number of reasons, college students consume alcohol at unusually high rates and have

especially strong odds of participating in the dangerous pattern of consumption known as binge

drinking. Unfortunately, not all colleges provide adequate resources for binge drinking treatment

and other forms of alcohol treatment. Let’s look at the types of treatment resources available for

college students.

College Drinking Essentials, Alcohol use is generally high among young adults. However,

even within this group, college students have particularly high chances of consuming alcohol.

Statistics consistently show that people enrolled in colleges and universities get drunk more often

than their peers who are not enrolled in school. People enrolled in school also have a higher level

of involvement in binge drinking, a practice that produces rapid intoxication and impairment. The

National Institute on Drug Abuse reports that in 2015 (the last year with available figures), roughly

32% of all college students participated in binge drinking in a typical two-week period. Just 24%

of young adults in the same age range who were not enrolled in college binged on alcohol in the

same span of time.

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3- Program design and implementation

a- Need assessment

i- Target Population,

Our target population is the students of California State University, San Bernardino. It is a
university that is run as a public university in San Bernardino, California.

As of Fall 2022, CSUSB has a student population of 19,467 (FTES 16,146), 86% from San
Bernardino and Riverside counties, 5% from other countries, 8% from other California counties,
and <1% from out-of-state; 2,201 (11%) students take at least 1 unit at the Palm Desert Campus.
Of the 19,467 students, 12,181 (63%) are female and 7,286 (37%) are male. Eighty-six percent of
students are seeking an undergraduate degree, 77% attend on a full-time basis, 80% are first-
generation college students (parents without a bachelor's degree); 67% are Hispanic, 11% are
White, 5% are non-resident foreign students, 5% are African American, 5% are Asian, 3%
Unknown, 2% are Two or More Races, and <1% are Native American/Alaskan Native or Native
Hawaiian/Pacific Islander. Eighteen percent of our students are freshmen, 9% are sophomores,
28% are juniors, 31% are seniors, 3% are post-baccalaureate students, 10% are masters, and <1%
are doctoral students. Fifty-seven percent of our undergraduates are low-income students (Pell
Grant recipients). Average age for our undergraduate students is 23 and 31 for our graduate/post-
baccalaureate students. Our current student success measures are as follows: first-to-second year
retention rate of first time full-time freshmen is 80%, four-year graduation rate is 25% and six-
year graduation rate is 54%. “Office of Institutional Research | CSUSB.”

CSUSB Student Population by Race/Ethnicity

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ii. At least two types (expressed, normative, perceived, relative) of needs assessment for the

target population and, if not available, about general college students.

Needs assessment engages in the identification of what students are able to do currently and

what they have to do in order to complete the instruction (Burton & Merrill. 1991). Based on this,

it is not hard to find that a need is regarded as a discrepancy between what people currently are

and what people would like things to be. There is no doubt that students of California State

University, San Bernardino, have to experience needs assessment in order that the whole program

can be carried out smoothly.

First and foremost, the expressed need will be illustrated. The more detailed condition is that

the expressed need occurs when people put what they want into action (Burton & Merrill. 1991).

For instance, administrators have to consider the need for more faculty and sections if more

students sign up for an online course than the seat limit. Put the expressed need into this case; the

expressed need will occur if CSUSB students begin to pay attention to their alcohol consumption

in order to manage their sleep. In the meantime, the expressed need will occur if CSUSB students

may turn to the program or other faculty for help in order that their sleeping quality and quantity

can be improved.

Secondly, the normative need will follow. As a matter of fact, a normative need appears when

an individual or group is unable to fulfill some established criteria (Burton & Merrill. 1991). For

instance, the normative need occurs when the score of a student is lower than the national criterion

or average. Also, the generation education courses at a college are unable to satisfy the state

requirements, which is as well a condition for the normative need to happen. Putting normative

need to this case, it is obvious that the normative need will occur because CSUSB students’ alcohol
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usage and drinking habits are risky, and they are far away from normal alcohol use. Apart from

that, the normative need can also occur because the sleeping quality and quantity of CSUSB

students cannot satisfy that for healthy sleeping habits.

3- b Program purpose and rationale

College students commonly consume alcohol, and it has been shown to have negative

effects on sleep quality. College students often struggle to maintain a healthy lifestyle that includes

proper sleep and balanced diets; however, it is difficult to predict which individuals are prone to

developing poor sleep quality due to alcohol use. The Alcohol-Related Sleep Disturbance[1]

(ARSD) study was designed to identify factors that predict poor sleep quality among individuals

who report drinking alcohol three or more times per week. The study included a total of 104

participants who were randomly selected from a large university in the Midwest. Participants were

interviewed at the beginning of the study and then followed up at three and six months to track

changes in their sleep quality.

During the study, participants were asked how often they drank alcohol and what type of

alcohol they consumed. They were also asked to rate their sleep quality on a seven-point scale.

The study found that alcohol use[2] was independently associated with decreased sleep

quality, even after controlling for age, gender, race/ethnicity, marital status, education status,

level of stress, and use of tobacco or illicit drugs. Those who reported drinking more than three

times per week had worse sleep quality than those who reported drinking less often. A regression

analysis also showed that the amount of alcohol consumed was associated with poorer sleep

quality after controlling for other confounding factors. These findings support existing evidence

that excessive alcohol use is associated with impaired sleep quality.

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There is a need for a health education intervention for the target population and to

develop effective strategies to reduce excessive alcohol use. Such an intervention should focus

on both the individual’s attitudes and behaviors in order to reduce his or her risk of alcohol-

related sleep disturbance. In addition to reducing the overall prevalence of excessive alcohol

consumption on college campuses, such a program should also help reduce the incidence of

alcohol-related sleep disorders among students.

Baer (1993) found that 1-hour motivational interviews reduced heavy drinking in college

students, especially among those who reported drinking four or more drinks five times per week.

These findings suggest that brief counseling interventions can play an important role in

preventing alcohol-related sleep disturbances and reducing the rate of excessive drinking among

college-age individuals. However, follow-up studies are needed to determine whether reductions

in alcohol-related sleep disturbances and decreases in heavy drinking rates are sustained over

time. The need for having a health education intervention for the target population.

c) Theoretical Justification for Program:

College of California State University at San Bernardino (CSUSB) , provides the evidence-

based information you need to compare a broad range of alcohol interventions. So that this

information remains current, CSUSB is updated periodically to include recent scientific findings.

This edition of CSUSB was completed in 2019 and included scientific literature published through

the end of 2017.

By rating the relative effectiveness and other characteristics of more than 60 strategies, College of

California State University at San Bernardino strategies are following below-

-Identify strategies most likely to reduce drinking and its harmful consequences.

-Current strategies compare with other options.

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-Different research-based strategies to consider.

-Select a combination of approaches that meets the needs of students and campus.

College of California State University at San Bernardino, with its matrix-based guide, website,

and related resources, is meant to be used in conjunction with processes for anticipating and

responding to the needs of the student body, campus environment, and surrounding community.

A variation of these steps for college prevention programs:

-Assess the problems on campus and set priorities.

-Select strategies by exploring evidence-based interventions.

-Implement the chosen strategies, evaluate them, and refine the program.

-An appropriate mix of effective, evidence-based interventions, CSUSB contains two matrices of

interventions that target individual students, including those in higher-risk groups, such as first-

year students, student-athletes, members of Greek organizations, and mandated students; and the

other for Environmental interventions which target the campus community and student population

as a whole.

-Beyond rating the relative effectiveness of these strategies, the matrices provide estimates for

anticipated costs, barriers to implementation, and other factors. For each intervention, citations for

related research, as well as potential resources.

d. Map determinants to theory:

Step 1: Logic Model of the Problem

Create a group of students to work on planning, and work with them.

Make a needs analysis and list your goals.

Define the population to be acted upon.

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Step 2: Program Outcomes and Objectives: Logic Model of Change

Describe the anticipated results of the program.

Establish performance goals for the results.

Outcomes are defined by targeting the factors.

Make a logical model of change.

Step 3: Program Design

Create the theme, scope, and sequencing for the program.

To implement change strategies, pick and create applications

Decide who the program's most crucial participants will be.

Step 4: Program Production

Program structure and organization should be improved.

Prepare the program's materials and procedures.

Draft documents

Step 5: Program Implementation Plan

Put program initiatives in place

Participants should be educated using program materials

Step 6: Evaluation Plan Implementation

For the procedure, develop evaluation questions

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Indicators of goals and objectives are used to measure results.

Create an evaluation strategy.

e- Program Description

A five-year planning program for health promotion strategies for the target population:

health promotion programs and strategies should be developed and implemented on a community-

wide basis to address health problems that are considered to be critical in the target area. A five-

year plan would be most appropriate in addressing the sleeping problem among college students

because this type of program would take a longer period of time to evaluate the impact the program

would have on the population of college students. Also, a five-year time frame would provide

sufficient time to collect data and evaluate the effectiveness of the program in order to determine

whether to continue with the program or not.

i- Health education program/model. One possible model for this program would be a health

education model based on the social cognitive theory. This model suggests that a five-year plan

would be appropriate because college students, being in a transitional stage in life, are still learning

how to interact with other people and develop healthy habits while they are still in school.

Implementing a health education model would be very effective in helping these students to

develop healthy behaviors and habits, which could help to reduce the effects of sleep deprivation

due to alcohol consumption. This model could also be used to help decrease the number of students

abusing alcohol.

ii- Intervention strategies. Intervention strategies could include mental health literacy approaches,

particularly designed to improve students' knowledge of their own symptoms, as a way to alter at-
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risk students' perception of their problems as being more urgent. Students who are heavy alcohol

users might also benefit from interventions that include a discussion of the relationship between

their drinking and adverse outcomes to increase problem recognition and motivation to reduce

drinking. Finally, it should be emphasized that these kinds of interventions can only be effective

if conducted on a regular basis with follow-ups to ensure that the students are making the necessary

adjustments to improve their health behaviors and avoid relapse.

Interventions to reduce sleep disturbance associated with alcohol use could include sleep

hygiene education, medication, cognitive behavioral therapy, and even healthy lifestyle coaching

to help foster positive attitudes towards drinking in moderation. While the results of these types of

interventions cannot be evaluated immediately, they are likely to be most effective in the long run

by helping students develop healthier habits and reducing the likelihood of using alcohol as a

means of coping with stress.

f. Implemented changes:

It is obvious that the program implemented can help bring a series of changes. The first

stakeholder is the student population mentioned in the part of the target population, which is the

CSUSB students. The interest/ expectation of the first stakeholder is that an alcohol abstinence

platform has to be set up in order that a large number of CSUSB students can gradually give up

alcohol drinking in the end. At the same time, the interested CSUSB students have to be identified

first and then send questionnaires. If possible, a series of social media platforms will be used to

take the best advantage of the alcohol abstinence platform. In so doing, students can lower the risk

of getting drunk so as to improve their sleep quantity and quality.

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The second stakeholder is the zoom workshop, which will be used for a group of drinkers to

stay together with one another during the process of giving up drinking. It can be understood in

this way that an individual may fail in the giving-up drinking process while a group of people can

motivate one another to keep sustaining to the last minute. In the end, they can all successfully

give up drinking with the help of mutual motivation.

The third stakeholder is the programs where a lot of doctors and nurses can be invited to the

classes to introduce the great harm of drinking too much so that students can personally feel the

necessity to give up drinking themselves. From the perspective of students, doctors and nurses are

quite professional, and they would like to listen to the doctors and nurses more when compared

with teachers and parents. In so doing, they can really take action to give up drinking on their own,

which can help improve their success possibility for them at last.

g. Program Evaluation SWOT analysis

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4) Reflection.

a- The subject of a team project is vast and requires a lot of preparation before starting. It is crucial

that you share your ideas and opinions with the rest of the team to ensure the project is successful.

Having a team leader also helps keep everyone motivated and helps the project run smoothly. In

our group, all team members were delegated different tasks. Each person was assigned a particular

role based on their strengths and area of expertise. Overall, I would say that our group worked well

together and was able to finish our project within the deadline we set for ourselves. However, we

had to struggle to complete specific tasks that some of our teammates were unfamiliar with. By

the end of the project, I think our teamwork improved, and our communication and leadership

abilities improved as well. By doing a project as a group, I learned the value of having good

communication skills and having a strong leader to keep everyone on track. I also learned the

benefit of working together as a team to overcome challenges and achieve our goals.

b) New tools/software/skills you learned (practical skills)

Planning programs for health promotion strategies for the target population: health promotion

Programs and strategies should be developed and implemented on a community-wide basis to

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address health problems that are considered critical in the target area. 1) Assessment Collect,

assemble, analyze, and translate health information. Data collection skills: collect data and

evaluate the effectiveness of the program. The data collection on the target population has helped

to organize the program in such a way that it gives summarised numerical data of how many

students are affected and how many are not to sleep quality associated with alcohol consumption.

2) Assurance: necessary health services provided by public health or another public or private

entity that collects, assembles, analyzes, and translates health information. It helped in analyzing

the target population and the behavior of sleep affected associated with alcohol consumption. Even

for the further organizing program for reducing alcohol consumption. 3) Policy Development:

Develop public health policies that use scientific knowledge, which helped in understanding

patterns of the target population, to draw conclusions and provide necessary suggestions for

organizing the program.

Health education program or model. One possible model for this program would be a health

education model based on social cognitive theory, as it describes the influence of individual

experiences, the actions of others, and environmental factors on individual health behaviors. It

helped in categorizing people in the separation of sleep affected due to alcohol consumption.

1) Interpersonal skills: interact with other people. Skills may be defined at different levels of

abstraction, ranging from general, broadly defined abilities (e.g., intelligence, interpersonal skills)

to narrower, more specific abilities (verbal reasoning, persuasive ability). We, as a team, have no

barriers to exchanging ideas. It helped us in group discussions for analysis and drawing.

Conclusions based on the collected data. The exchange of technical skills is concerned with the

use of things such as tools and equipment. 2) Interpersonal skills, on the other hand, are social
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skills that involve people. It gives us the advantage of being vocal with the team during the

exchange of ideas and plans to be implemented for further improvements. 3) Conceptual skills are

cognitive and are based on concepts and ideas. The ideas and concepts related to Sleep quality are

associated with alcohol consumption in students. Various types of programs are introduced.

Intervention strategies: Intervention strategies could include mental health literacy approaches,

particularly designed to improve students’ knowledge of their symptoms as a way to alter at

students’ perception of their problems as being more urgent.

Students who are heavy alcohol users might also benefit from interventions that include a

discussion of the relationship between their drinking and adverse outcomes to increase problem

recognition and motivation to reduce drinking. Finally, it should be emphasized that these kinds

of interventions can only be effective if conducted regularly with follow-ups to ensure that the

students are making the necessary adjustments to improve their health behaviors.

c. New theories or concepts learned (academic skills)

I have to admit that I have really learned a lot of new theories and concepts, which will be

elaborated on below. The first theory that I have learned is alcohol use disorders (AUDs). In the

past, I simply knew that too much alcohol use might result in many negative impacts, while I didn’t

know there was a professional term used to describe a series of negative impacts brought by too

much alcohol use, which is alcohol use disorders (AUDs).

The second theory is the blood alcohol concentrations (BAC), which is completely new to me.

In fact, I paid little attention to alcohol use in the past because I didn’t consume alcohol myself,

resulting in my having no interest in exploring it at that time. Thus this project enabled me to

understand that blood alcohol concentration (BAC) means the amount of alcohol in the blood that
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originates from alcoholic beverages drinking, whose levels can vary from 0% to larger than 0.4%

(Stanford University. 2022). A level of BAC of more than 0.4% is actually a potentially fatal level.

In so doing, I can later know clearly about the fatal level of BAC so that I can use that number to

inform people around me to control well their amount of alcohol drinking.

Thirdly, I also learned the new theory concerning stage one of NREM sleep, the rebound

effect, as well as SWS. As for me, I knew well that there were various different phases of one’s

sleep at night; however, I didn’t know how to describe those phases. Owing to this project, I

learned that stage one of NREM sleep would take place in the first half of the night. Also, this

project as well allowed me to understand that the rebound effect tends to occur in the second half

of sleep. SWS means stage 3 of NREM sleep, which can be recognized as a counterbalance to less

REM sleep. In this way, I can later describe different stages of sleep at night on my own afterward.

Apart from that, I learned the idea that melatonin is one of the primary hormones produced by

the brain to regulate sleep. There is no doubt that it is hard for me to remember the detailed term

of the hormone. Personally speaking, I belong to the type of people that are weak at remembering

some professional terms so you can have a fair knowledge that I won’t have known the term

“melatonin” before this project.

d) Other terms would like to learned or covered in the program

Evaluation is another critical aspect of program implementation with benefits that include:

Increasing the likelihood of program effectiveness, enabling program improvement,

focusing the program on defined endpoints and objectives, optimizing the use of college or

university resources, enhancing program credibility, and contributing to the overall knowledge

base about what works in reducing high-risk drinking among college students. Despite the
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evaluation’s value, researchers who reviewed college alcohol interventions implemented during

the previous two decades identified only a handful of programs with any appreciable evaluation.

Nonetheless, college and university administrators, State boards, and legislatures governing

multiple campuses are in a particularly strong position to encourage the development of evaluation

activities on their campuses by insisting that prevention planning be guided by clearly articulated

goals, objectives, and activities, all informed by research. Providing resources and incentives for

systematically collecting data and conducting evaluation, and Fostering a supportive atmosphere

where evaluation is used as a learning tool, not as a weapon to threaten programs or positions.

“How To Reduce High-Risk College Drinking.”

The paper on planning and evaluation commissioned by the Task Force provides step-by-

step guidance for the integrated processes of program and evaluation planning. The authors

provide examples that illustrate how both programs and evaluations are strengthened when

programs are based on explicit theoretical frameworks with logic models that relate their strategies

to measurable objectives. “How To Reduce High-Risk College Drinking.”

The Panel recommends that colleges and universities: Be critical consumers of alcohol

prevention strategies. Use programs with demonstrated effectiveness, such as those recommended

in this report. Take a strategic, outcome-driven approach to planning that reflects the campus

situation and recognizes the need for the alignment of alcohol programs and policies with other

aspects of institutional policy. Evaluate policies and programs and share the results with other

colleges and universities. Recognize that college student drinking prevention programs require a

long-term (10- to15-year) commitment. Set realistic objectives for change that are based on

institutional assessment and national experience. Establish a system for collecting data regularly
 19

on alcohol consumption and related problems. Report information objectively on campus and in

the community, and update progress regularly. “How To Reduce High-Risk College Drinking.”

Adopt and integrate complementary approaches rather than focusing only on one. For

example, when combined, social norms and policy enforcement efforts can enhance each other.

Involve students in developing and implementing activities to reduce high-risk drinking. Involve

a broad base of campus and community groups in prevention efforts, and reward students and

others for supporting these programs. Use social marketing approaches to create and market

programs to students. Encourage presidents, administrators, and other campus leaders to

communicate the message that reducing harmful alcohol use is an institutional priority. Have

alcohol prevention interventions in place before freshmen arrive in the fall and sponsor related

activities frequently during the first weeks of the academic year. Train those who conduct

prospective student tours and interviews to explain the institution’s alcohol policies and desired

norms. Help move the field forward. Be willing to participate in alcohol-related research programs,

for example, or to become a State or national policy advocate on college drinking issues. “How

To Reduce High-Risk College Drinking: Use Proven Strategies, Fill Research Gaps.”

Panel Recommendations: The Panel recommends that researchers address the following

questions to fill key apps in knowledge:

1. Planning structure or process is most effective in developing campus Alcohol policies and

programs.

2. The relative effectiveness of different accountability structures for managing college

alcohol programs.
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3. The costs and effects of alcohol prevention interventions, including campus-based and

comprehensive campus-community effort.

4. Alcohol policies and programs most benefit the college and university in terms of student

recruitment, student quality and academic performance, student diversity, student

retention, faculty behaviors, fundraising, and alumni relations.

5. The most effective strategies for involving presidents, administrators, faculty, students,

other staff, and boards of directors in alcohol prevention programs.“How To Reduce High-

Risk College Drinking.”

6. Effective in making prospective students aware of alcohol policies during the marketing or

admissions process.

7. The most effective ways of engaging, optimizing, and maintaining the involvement of

different student subgroups, including ethnic and racial minorities.“How To Reduce High-

Risk College Drinking.”

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APPENDIX

Number of minutes worked on the project.

TOPIC DATE DURATION

BRAINSTORMING OF THE HEALTH TOPIC WE 10/21/2022 1 HOUR

WERE GOING TO CHOOSE

FINALIZED PROGRAM PROPOSAL 10/28/2022 4 HOURS

DESIGNED AND CREATED PROGRAM 11/05/2022 4 HOURS

DESCRIPTION, ACTION PLAN, SWOT ANALYSIS 11/07/2022 3HOURS

FINALIZED DRAFT OF PROGRAM AND DID CRITICS 11/14/20202 3 HOURS

FINALIZED DRAFT FOR SUBMISSION 11/20/2022 6 HOURS

Picture: demonstrates the interaction between global sleep quality and coping motives.

Interactions were graphed according to established guidelines in which the predictor and
 22

moderator variables were plotted at one standard deviation below (low) and above (high) the

respective. Although reporting poorer (as compared to better) sleep quality was associated with

greater levels of alcohol-related consequences overall, poor sleep emerged as particularly risky for

those reporting high levels of coping motives. Among participants reporting high levels of coping

motives, reporting poorer (as compared to better) sleep quality was associated with significantly

greater levels of alcohol-related consequences. Simple slope analyses were determined to be

significant among participants with high (t = 9.07, p < .001) and low (t = 3.23, p = .001) levels of

coping motives.
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