Multi-component education-focused programs (MCEFP): Miscellaneous
MCEFP approaches target alcohol misuse by teaching students an array of alcohol-related skills (e.g., drink refusal, monitoring alcohol use, spacing drinks, advanced planning) and providing associated education to support skill use. Programs in this category not identified by name are highly variable in content and have not been sufficiently studied to draw strong conclusions about any individual program.
Effectiveness: X = Too few studies to rate effectiveness
Cost: $$ = Mid-range
Barriers: # = Lower
Research Amount: * = 3 or fewer studies
Public Health Reach: Broad
Primary Modality: Online
Staffing Expertise Needed: Coordinator
Target Population: Individuals, specific groups, or all students
Duration of Effects: Short-term (< 6 months) effects for most programs; two separate programs each assessed for long-term (≥ 6 months) effects: one found effects at 12 months, one did not.
Effectiveness ratings are based on the percentage of studies reporting any positive outcomes. Strategies with three or fewer studies did not receive an effectiveness rating due to the limited data on which to base a conclusion. Cost ratings are based on the relative program and staff costs for adoption, implementation, and maintenance of a strategy. Actual costs will vary by institution, depending on size, existing programs, and other campus and community factors. Barriers to implementing a strategy include cost and opposition, among other factors. Public health reach refers to the number of students that a strategy affects. Strategies with a broad reach affect all students or a large group of students (e.g., all underage students); strategies with a focused reach affect individuals or small groups of students (e.g., sanctioned students). Research amount/quality refers to the number of randomized controlled trials (RCT) that evaluated the strategy. Duration of effects refers to the timeframe within which the intervention demonstrated effects on alcohol-related behavioral outcomes; follow-up periods for short-term effects were <6 months; follow-up periods for long-term effects were ≥6 months.
Strategies are listed by brand name if they were evaluated by at least two RCTs; strategies labeled generic/other have similar components and were not identified by name in the research or were evaluated by only one RCT; strategies labeled miscellaneous have the same approach but very different components.
Cronce, J.M.; and Larimer, M.E. Individual-focused approaches to the prevention of college student drinking. Alcohol Research and Health 34(2):210–21, 2011.
- Bersamin, M.; Paschall, M.J.; Fearnow-Kenney, M.; and Wyrick, D. Effectiveness of a Web-based alcohol-misuse and harm-prevention course among high- and low-risk students. Journal of American College Health 55(4):247–54, 2007. (CollegeAlc)
- Carey, K.B.; Carey, M.P.; Henson, J.M.; et al. Brief alcohol interventions for mandated college students: Comparison of face-to-face counseling and computer-delivered interventions. Addiction 106(3):528–37, 2011. (AlcoholEdu for Sanctions)
Additional studies not identified in prior reviews
- Bingham, C.R.; Barretto, A.I.; Walton, M.A.; Bryant, C.M.; Shope, J.T.; and Raghunathan, T.E. Efficacy of a Web-based, tailored, alcohol prevention/intervention program for college students: Initial findings. Journal of American College Health 58(4):349–56, 2010. (M-PASS)
- Bingham, C.R.; Barretto, A.I.; Walton, M.A.; Bryant, C.M.; Shope, J.T.; and Raghunathan, T.E. Efficacy of a Web-based, tailored, alcohol prevention/intervention program for college students: 3-month follow-up. Journal of Drug Education 41(4):405–30, 2011. (M-PASS; same sample as Bingham et al., 2010)
References from 2019 update
- Donovan, E.; Das Mahapatra, P.; Green, T.C.; et al. Efficacy of an online intervention to reduce alcohol-related risks among community college students. Addiction Research & Theory23(5):437–447, 2015. (MyStudentBody)
Resources are only identified for programs with sufficient research support for CollegeAIM to rate as effective at any level (higher, moderate, or lower).