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BHAN490 “Lose the Booze” Intervention Program
Travis Sackman, Brandon Hughes, Sergio Parra, Akwasi Owusu, Kyle Valeski
University of Delaware

Lose the Booze Intervention Program2
Executive Summary
The “Lose the Booze” program will address binge drinking among University of
Delaware students aged 18-25. “Lose the Booze” is a 12-month program with five, eight-week
interventions focusing on knowledge of negative effects of binge drinking, social pressure to
drink, and alcohol accessibility/proximity. The overall goal of this program is to decrease alcohol
use among University of Delaware students aged 18-25 by providing them with knowledge and
strategies to deal with drinking situations. The program will use role playing activities, behavior
change activities, video modules, and online quizzes and assessments in order to increase
knowledge of negative binge drinking effects, control social pressure to drink, and control
alcohol use in highly accessible environments. The program will consist of an eight-week online
course and four bi-weekly seminars in order to be fully beneficial to students. The program will
need $122,123 to operate.
Social and Epidemiological Diagnosis
College is a time in life in which individuals are free to be their own person and
experience freedoms in which they could not experience at home. Many students have never had
the opportunity to live away from their guardians, and are now surrounded by a magnitude of
new peers, each with their own ideas and beliefs. This creates a world of choices for any new
student, whether these choices be positive or negative. Many students will choose to engage in
negative health behaviors, which may seem fun and sociable in the moment, but can cause long
lasting health issues that can ultimately make one's life more difficult.
According to the CDC, children and students are prone to suicide and depression, as well
as anxiety disorders. As many as 8% of adolescence can suffer from forms of depression,

whether it be mild or severe in form (http://www.aafp.org/afp/2000/1115/p2297.html). What
seems to be commonly associated with many stressors is college students is a lack of sleep.
Students will choose social events over sleep or procrastinate assignments until the night before,
thus being forced to complete assignments instead of sleeping. These stressors and effects of
sleep deprivation can eventually build up and lead to long lasting mental disorders, such as
anxiety and depression (College Health and Safety, 2015). The National Institute of Mental
Health states that multiple types of anxiety can stem from stressors, including lack of sleep, such
as GAD (Generalized Anxiety Disorder), Panic Disorders, and Social Phobias. Once someone is
diagnosed with a stress related disease, there is a chance that this disease will carry over until
after college, possibly for the rest of that individual’s life (Anxiety Disorders, 2015). According
to The CDC also makes claims that alcohol, a commonly abused substance on college campuses,
can lead to a great number of health issues, including mental diseases. Heavy drinkers are also
more prone to developing high blood pressure and heart diseases (College Health and Safety,
2015). Alcohol also encourages an increase in risky behaviors one might not take when sober,
such as unprotected sex. This issue seems to not bother some people, as most do not stop to
consider all the risks involved with unprotected sexual relations. Sexual transmitted infections
and diseases are more common than people want to believe, and some STD’s are incurable.
Developing any form of STI or STD can greatly alter one's health, even if the disease is treatable.
The major health conditions experienced by 18 to 25 year olds are conditions caused by
binge drinking, anxiety due to issues in sleep patterns, and Sexually transmitted diseases. By the
time a college student has reached their senior year they have usually become experienced in the
act of engaging in these various poor health behaviors. These behaviors seem to commonly stem
from a sense of immortality that is felt by college age individuals, which then leads to a disregard

for risk. One of the most popular behaviors that is displayed by late teen to mid-20 year olds is
alcohol abuse. A combination of intrinsic and environmental factors feeds this regularly
practiced activity, particularly in the college setting. It is when this becomes a nightly ritual and
the amount of alcohol consumed exceeds a safe level that this behavior leads to inevitable
negative health conditions. Not only can this binge drinking lead to negative health conditions,
but risky and irrational behavior as well. In particular, the chance for risky sexual behaviors is
often increased which can lead to practices such as unsafe sex. Unsafe sex is a main contributor
to the major problem of sexually transmitted diseases. While indulging in these social activities
may seem to serve as stress relief, they can often add to the issue. High stress levels affect many
people in this age range and can commonly lead to anxiety disorders. The busy lives of a college
students tends to leave very little time to get an adequate amount of sleep activity it can affect a
wide array of other factors in a person’s life. Diseases including depression, diabetes,
hypertension, and obesity are more likely to be developed by individuals who are sleep deprived.
The decisions a person makes at the college age end up being very significant later in life.
Due to the environments these individuals are in and the lifestyles they maintain this concept
seems to be often forgotten. Alcohol abuse, anxiety, and sexually transmitted infections are
constantly a result of this, and will unfortunately present further complications later in life. The
unhealthy behaviors that lead to these conditions should not only be thought of in regard to their
present effect, but also the long lasting effect they will have.
A literature review was conducted to explore the leading health conditions in young
adults. These health conditions are sexually transmitted infections, anxiety caused from sleep
deprivation, and alcohol abuse. A review of the causes, treatments, etiology, and epidemiology
are discussed in the following sections.

Prevalence estimates suggest that young people aged 15–24 years acquire half of all new
STDs and that 1 in 4 sexually active adolescent females have an STD(Forhan, 2009). Among
many college students sexual activity is very high and with that leads to the spread of sexually
transmitted infections. There are two main types of STIs which are bacterial and viral. Bacterial
can be cured with antibiotics and viral have no cure but their symptoms can be lessened with
treatment. The reason why the word STI vs. STD is used is because the term “infection” brings
less of a social stigma to people than the term “disease” does. Of the many STIs that are around
today there are three that affect the majority of college students are HPV, Chlamydia, and
Genital herpes (Upchurch, 2004).
Chlamydia is a common STI in both men and women. If a woman is infected it could
lead to serious damage of her reproductive system with chances of difficulty of becoming
pregnant and possibly loss of ability to produce an offspring (O’Farrell, 2008). Chlamydia is
spread through vaginal, anal, and oral sex with no symptoms. Most symptoms don’t appear till at
least several weeks after the infection. In men the long term effects of an untreated infection are
a lot less severe than women. Men will still have the ability to have children, while women will
not. Along with the possibility to not have kids it could lead to pelvic inflammatory disease
(Wiesenfeld, 2005). Other symptoms include abnormal discharge from the penis/vagina, burning
sensation when urinating, and pain or swelling in the testicles for men(Berger, 1978). Chlamydia
can be cured through the use of medication.
Nearly all sexually active men and women will get HPV at some point in their lives
(Brody,2012). HPV is short for Human papillomavirus. Health problems that coincide with HPV
are genital warts and cancers which can be easily treated with vaccines. Again this can be spread
through vaginal, anal, and oral sex and can be easily prevented by getting vaccinated. This

vaccination can prevent against diseases such as cancer. Those who should get vaccinated are
boys and girls between the ages of 11 and 12 years old. For those who did not receive a
vaccination at a young age should get a “catch-up” vaccine through the age of twenty one and for
women it’s twenty six. (Brody,2012)
There are two types of viruses that cause genital herpes: herpes simplex type 1 and herpes
simplex type 2. Almost one out of every six people aged fourteen to forty nine years have genital
herpes. This can be spread through vaginal, anal, and oral sex with someone who has the disease.
The worst thing is most people do not know they have the disease so even if they don’t show any
symptoms such as fluids in herpes sore(Mertz, 2008). It can still be spread through skin to skin
contact. To avoid it you must abstain from sexually activity and to lessen the chances it is best to
use a condom the right way every time or be in a long term mutually monogamous relationship
with a partner who has been tested with negative STI results(Martin, 2009).
According to the Kinsey Institute of Advancing Sexual Health and Knowledge
Worldwide about thirty eight to forty five percent of men and women between the ages of
eighteen and twenty four used a condom in their past ten intercourse acts (table 1). In a
population of about ten thousand students who were single had sex a few times within the past
month only four thousand one hundred ninety six of them used a condom (table1). A population
with STI’s having such a high incidence rate raises the question of why more young adults don’t
use condoms. It comes down to loss of erection. Twenty eight percent of those men had lost an
erection while putting it on and forty percent of men reporting erectile loss prematurely pulled
the condom off in order to finish. As well all know that young men of this age have high levels
of hormones, these men will do anything to satisfy their pleasures even if it means risking the
conception of an STI. (NSSHB,2006)

Alcohol abuse among college students is a poor health behavior despite its social
acceptance amongst young adults. Binge drinking in particular is extremely widespread amongst
college students. The Substance Abuse and Mental Health Services Administration (SAMHSA)
defines binge drinking as reaching a blood alcohol concentration level of 0.08 g/dL which is
usually 5 or more drinks on the same occasion for men and 4 or more drinks on the same
occasion for women. Binge drinking has various negative consequences that many students are
either unaware of or do not take seriously. Nearly all college students are affected by alcohol
whether they drink or not. College students tend to view excessive drinking as harmless fun and
somewhat of a ritual, despite the many negative consequences it is associated with. These
consequences include but are not limited to death, assault, date rape, driving under the influence,
and numerous reports of risky sexual behavior. According to SAMHSA, 25% of college students
report having academic consequences due to drinking, yet alcohol consumption continues to be a
social norm.
A national survey conducted by The National Institute on Alcohol Abuse and Alcoholism
(NIAAA) revealed that in 2013, 59.4% full time college students aged 18-22 drank alcohol in the
past month compared to 50.6% of non-college peers. 39% of college students engaged in binge
drinking in the past month compared to 33.4% of non-college peers. 12.7% of students engaged
in heavy drinking compared to 9.3% of non-college peers (College, n.d). Prevalence rates for
alcohol consumption are high amongst young adults but there is a higher prevalence of binge
drinking and heavy drinking among students in college compared to peers not in college. These
statistics are concerning because of the abundant factors that can encourage binge drinking
among college students. This in turn potentially leads to an abundance of poor health behaviors
and consequences that would usually not occur without the consumption of alcohol. To

elaborate, data collected by the NIAAA claim there are 400,000 reports of unsafe sex while
under the influence of alcohol. There are 100,000 students per year that report being too
intoxicated to know if they consented to sex, providing a prime example of how alcohol
consumption leads to risky behaviors (College, 2015). Research shows that alcohol consumption
is highest amongst students in fraternities and sororities. Consumption is lowest amongst
students that live at home and there is not a significant difference in drinking rates between
males and females (Danielson, 453).
The statistics mentioned previously suggest that social aspects of college life may cause
students to drink more heavily compared to peers not in college. Involvement in a Greek
organization can further influence excessive drinking. Although the majority of students already
have experience with alcohol prior to college, aspects of college life are likely to intensify
drinking habits and lead to more episodes of excessive drinking. These aspects include
unstructured time, widespread availability of alcohol, inconsistent enforcement of underage
drinking laws, limited interactions with parents and other adults, social pressure, and coping with
academic stress (College, 2015). Prominent athletic programs can also lead to mass alcohol
consumption. It is seen as a social norm to drink in groups in support of college sports such as
football and basketball games. The majority of college students are bound to experience a large
combination of the aspects that go along with college life. Frequently, these aspects often
provide motivation for alcohol consumption along with risky behavior.
There are a range strategies and programs to help prevent or treat binge drinking but most
college students are unfamiliar with such strategies or have little interest in them. Parents can
help the problem by talking to their children about the significant dangers of excessive alcohol
use including violence and academic failure (Fall, 2012). A report from The World Health

Organization (WHO) suggests that regulating serving practices at bars and restaurants and
raising global awareness of alcohol abuse risks could potentially lower drinking amongst young
adults. Health professionals are also available to provide brief interventions, counseling, and
pharmacotherapy if necessary in treating alcohol abuse (Global, 2014). Involved campus
communities and comprehensive programs with evidence-based strategies can also help address
harmful drinking among college students (College, 2015). The issue resides in improving
motivation for involvement in these type of programs and services.
Many young adults in college complain about how lethargic they are throughout the day,
that seems to be a real problem for people in their demographic. Sleep deprivation is going
through periods of time without getting any or the sufficient sleep for the body to function. There
may be several different reasons for the student’s lack of sleep, be it from anxiety, insomnia, or
stress, it comes from the person’s lifestyle (Orzel-Gryglewska, J.). This may be an acute or
chronic problem, depending on the student. It is all down to the individual to decide how to treat
the issue, from self-efficacy to clinical procedures.
Both genders suffer from sleep deprivation, as it’s recommended that they get 7-9 hours
of sleep, however, statistics show that 25% to 50% of college students do not get the sufficient
sleep, this is shown by their significant levels of daytime sleepiness and drowsiness (Hamilton,
L. & Salafsky, D.). This is backed up by the CDC whom state that about 31% of people aged 18
to 24 get less than 7 hours of sleep (Morbidity and Mortality Weekly Report). Aside from the
obvious side effect of feeling drowsy and lethargic, not getting a well night’s sleep will have
other effects. A lack of adequate sleep can affect judgment, mood, ability to learn and retain
information, and chronic sleep deprivation may lead to a host of health problems such as
depression, anxiety, stress, cardiovascular disease or mental problems (Orzel-Gryglewska, J.).

This was proven by psychologist Matthew Walker of the University of California,
Berkley, when he took 26 healthy subjects aged 24 to 31 and stripped them of sleep for 35
continuous hours. They then, compared the amygdala of the sleep deprived versus those of
people that weren’t and noticed that the amygdala of the young adults that went a day and a half
without sleep, seemed to have their amygdala “rewired”, Walker and his team determined that
there seemed to be a causal relationship between deprivation of sleep and some psychiatric
disorders (Swaminathan, N). Similarly, Orzel-Gryglewska tested individuals for 72 hours,
without letting them sleep, the results of the project showed that the brain’s metabolic rate
decreased on an average of 6-8%, and in some areas of the brain, the decreased function
increased to up to 15%, mainly in thalamus, and participants showed an increase in aggression
and frustration. Both these experiments tested what sleep deprivation does to the brain and
showed a negative health correlation.
It can be very easy to blame the everyday college student for losing sleep due to their
partying stereotypes of going out every single night and drinking all night long to then go to
class hung over, but there are truly other causes, one of them being stress/anxiety, as a college
student you are expected to juggle a scholar/social/working life and, for 1% of students, an
athletic life. Here is where it will be very conclusive how sleep and stress have a perpetual
relationship, which brings misery for these students. The consequences of sleep loss may
include; illness or a weakened immune system, feeling more stressed out, putting on undesired
weight, a drop in the student’s GPA and in their academic performance, mental health issues
such as depression and anxiety, and a drop in athletic performance (Durmer, J., & Dinges, D). In
comparison, the signs that a person may be stressed may be being depressed, trouble sleeping,
tension, anxiety, and poor concentration (Orzel-Gryglewska, J.). The two work almost

interchangeably, as not getting sleep will cause them to be stressed, or being so stressed will
cause them to lose their sleep, bringing the student more nonessential problems and stressors.
Take poor time management such as procrastination, which according to the American
Psychological Association, “between 80 and 95 percent of college students procrastinate on their
schoolwork”, and if that many students procrastinate, that could mean that theoretically it just
take one thing to put them in this vicious circle of losing sleep and receiving all the negative side
effects.
For those seeking to get back to a well rested sleep cycle there are many different
alternatives as to how to approach solving the problem. One option to preventing sleep
deprivation is by means of self discipline, there are some things that must be kept in mind. It’s
important to remember the most to relax, both the mind and body, especially when there are so
many stressors. Going hand in hand with that is exercising, making sure that the student is doing
it as early as possible since studies have shown that late workouts will make sleeping at night
more difficult (Scullin, C.). The study “The State of Sleep Among College Students at a Large
Public University” also recommends other means to address the issue, by creating a low-costing
program that serves as an educational campaign that aside from educating the student body also
uses an intervention strategy to help those who suffer from sleep deprivation. When the
individual is trying to maintain that sleeping ritual it may be helpful to keep track of the overall
total hours slept, to make sure that they are still getting enough sleep throughout the week, and
keeping in mind what may be the most important tip, to only use the bed for sleeping in order for
the brain to associate the bed as a place to rest rather than a place to do other activities.
There are a range of factors that contribute to receiving a sexually transmitted infection,
anxiety, and engaging in alcohol abuse among college students. These poor health behaviors and

conditions are accompanied by numerous consequences whether they are physical, social, or
psychological. However, these behaviors and conditions can be treated or prevented with the
proper interventions, knowledge about risks, and programs with strong leaders and community
involvement.
To assess the quality of the lives of the students on campus, one has to find multiple point
of interest to assess the common issues regarding health in the desired age group. While finding
the opinions of health issues among students is the primary goal, other sources play a key role in
assessing the health situations on campus. The two groups that have the greatest source of
information is a focus group composed of multiple students from a variety of majors, and key
informants, individuals who are involved on campus and are associated with students on a daily
basis.
Our methodology for both our key informants and our focus group followed the same
guidelines, with minor alterations to fit each of their needs. To identify these individuals we
explored the University’s staff who are qualified in the health behavior field and chose who we
believed to be the most knowledgeable in the areas in which we studied. Our key informants
were asked a short questionnaire of four questions, all pertaining to the barriers and facilitators
regarding college health issues. What we wanted to obtain from our key informants was the
main health issues derived from what they have seen around campus or have some background
knowledge about. The key informants were chosen based on how involved they were around
campus. The key informants, Doctor Dominick and Doctor Obrusnikova are professors, student
advisers, are highly active in other campus settings and were able to provide more information
than a professor that only teaches a few classes a week and is not active much around campus.
From here, the next task was to derive the key informants personal beliefs to what barriers the

campus has in regards to these stated health issues. If the key informant thought the barriers in
regard to this issue are scarce, then the topic is shifted to the facilitators. The reason that barriers
is mentioned before facilitators is that the issue at hand is the health issues and what can be
improved around campus, instead of focusing what is already being done. At the end of the key
informant interview, the informant was asked to tie up all thoughts pertaining to everything we
had discussed, to make sure all thoughts were the same as during the interview.
The focus group was set up with the same questions, but was more open ended. each
member of the focus group came from a different background, and majors ranging from
Engineering to Social Sciences. The question was present the same way in which it was
presented to the key informant, yet the members of the focus groups were asked to all speak their
opinion and then retaliate to each other's opinions. The goal of this was to allow focus group
members to provide a deeper understanding of their stated opinion on the subject at hand. This
allows the participants to have more time to think about further questions, and the next question
was asked only when the participants did not have anymore to say about the subject. The focus
group would be put back on track if the participants when too long on a subject, and would be
asked another follow up question if the previous was unanswered.
During our research we discovered multiple perspectives of the major health issues
among the 18-25 year old demographic, particularly those around a college campus. We first
aimed to gather information from key informants on campus who both have seen the unhealthy
behaviors first hand and are extremely knowledgeable about these behaviors. Our key informants
were professors, as well as a student advisor that are involved in a health oriented major. We
asked Dr. Obrusnikova and Dr. Dominick about four structured questions regarding unhealthy
behaviors of the demographic and the possible related health conditions. Our informants

immediately started to explain their thoughts on why these unhealthy behaviors are being
performed in general. Dr. Dominick believed that the college age group has a severe immortality
complex which leads to a disregard for risks and a lack of thinking about long term
consequences. The concern to be aesthetically pleasing was said to usually take priority over the
thought of future risks or repercussions. Substance abuse was one of the first unhealthy
behaviors the participants both directly addressed. They talked about how binge drinking can
lead to other severely unhealthy behaviors and cause major health problems later on in life. Dr.
Dominick referred to their friends from college and health problems such as high blood pressure,
cancer, and obesity that they are experiencing today as a result of an excessive amount of
drinking. The next form of substance abuse that was discussed was of prescription ADD/ADHD
medication such as Adderall. This too, has potential to create long term problems when used
without a prescription such as cardiovascular problems, according to our participants. Dr.
Obrusnikova explained how both of these substances tend to lead to secondary problems like
sleep deprivation. In turn, the mental health of the person can be at risk and lead to conditions
like anxiety or depression. Anxiety and other mental health problems related to stress were also
considered to be a common health conditions in the college aged population. Lastly, Dr.
Obrusnikova explained how there are a plethora of factors at this time in a person’s life which
can lead to these conditions.
Our second method of gathering information was conducting a focus group which
included participants that fell into the 18-25 year old age group. Within this group there were
three males and two females. Among the focus group three participants were Caucasian, one was
African American, and one as Asian. The participants engaged in a lively discussion about the
major unhealthy health behaviors and conditions regarding the 18-25 year old population. All of

the individuals seemed to agree that in this demographic, alcohol abuse was the leading problem
behavior. They reinforced this by discussing the conditions that could result from it, including
liver problems, obesity, and high blood pressure. Just as our key informants did, the participants
talked about how behaviors such as these could derive from a sense of immortality. They went
on to discuss the irrational and risky behaviors that come along with the over consumption of
alcohol. One result of alcohol abuse that was emphasized was unprotected sexual interactions
and the diseases that can be spread from it. The participants thought that a sense of optimism was
responsible for this because of the common, “it won’t happen to me” mentality. They also
believed that individuals are more likely to be embarrassed and hide a condition from their
partner, rather than inform them. The third topic brought up was the prevalence of stress and
what it can lead to. The participants agreed that people between 18 and 25 usually have very high
stress levels because of school, or the pressure to enter the workforce. In addition, they talked
about how the previous behaviors of binge drinking and practicing unsafe sex are contributors to
amount of stress and anxiety disorders that are present.
Based on our findings regarding unhealthy behaviors and conditions in the 18-25 year old
demographic we have identified three prevalent health behaviors that lead to negative long term
health conditions. Through our series of key informant interviews, focus group interventions, and
research these three behaviors have been consistent themes. The first of these three themes
would be alcohol abuse. It is common knowledge the excessive consumption of alcohol is a
problem among student aged individuals, but the actual risks associated are often
underestimated. The next behavior that was commonly mentioned was sleep deprivation which
can cause mental stress and disorders. In the college context this is a problem of major concern
because of a plethora of stress factors that this age group must endure. Often, as a result of these

stressors and excessive alcohol abuse, students will engage in risky sexual activities. Risky
sexual behavior is a quietly spoken negative behavior that is too often minimized and is often
overlooked in regards to its consequences.
A college student’s life is full of stressors which can come from all different angles.
School, work, social lives, and the pressure to prepare for a future can create a large amount of
mental stress and even lead to anxiety. To cope with these various stress factors, it is extremely
common for college students to use the over consumption alcohol. This seems like a harmless
ritual, but the level at which it is done leads to a number of hazardous situations. With this being
the time in a person’s life where most are likely to be sexually promiscuous, risky sexual
behavior including unprotected sex is often the outcome. All of these behaviors tend to run in a
full circle and play off of each other. Because of the high rate of connection that these behaviors,
changing one aspect of the cycle will often also lead to the changed perception of another and the
health belief the person has about it. Our perceived need to address these problem behaviors was
very similar to the real need based on our findings, although we were shocked to see how much
more the real need was and the severity of these unhealthy behaviors.
Needs Assessment/Survey Development
Target Health condition: Alcoholism
To assess the use of alcohol throughout the University of Delaware, students were asked
to complete a short questionnaire through the online site Survey Monkey. Students were asked
questions pertaining to their drinking habits throughout the week, their perceived knowledge
about drinking and its health risks, social pressures that influence drinking habits, and how easily
alcohol is around campus. Once all the survey responses were collected, the program SPSS was

used to analyze the data. From this data analysis, one will determine if there is a correlation
between a student's lifestyle choices on campus and their drinking habits.
Cause of health issue: Binge Drinking
The target cause of alcoholism in which we focused on was binge drinking. Binge
drinking behaviors at the University of Delaware were assessed by using a questionnaire based
on questions from previously formulated surveys. These questions addressed the participants
drinking habits, knowledge about aspects of alcohol use and outside factors which would
contribute to these. The surveys in which we gathered our questions from were the “2015 State
and Local Youth Risk Behavior Survey” the survey “The Coping Strategies Scale; Adapted for
Alcoholism Treatment”, and the survey “College Alcohol Survey: Harvard School of Public
Health”.
Predisposing factors: Knowledge
The survey items used to address our predisposing factor were questions 6, 7, 8, 9, 21, 22,
23, and 24. These questions were based on questions from a previously developed survey titled
“2015 State and Local Youth Risk Behavior Survey.” Questions 6, 7, 8, 9, and 21 were multiple
choice questions used to address knowledge of negative effects of binge drinking. Questions 22,
23, and 24 were likert scale questions used to assess the amount of knowledge of negative effects
of binge drinking.
Reinforcing Factors: Social Influence
The survey items used to address the reinforcing factor of social influence included
questions about how alcohol use affected their perception of a good time, the participants habits
and actions when drinking with others, and the perceived views of their peers on alcohol

consumption. Questions 11, 12, 13, 14, 15, 16, 17 asked about these factors and included
multiple choice, likert scale, and free response questions to record the data. This data was later
analyzed using the SPSS software to interpret the results. These questions were taken from the
previously formulated survey, “The Coping Strategies Scale; Adapted for Alcoholism
Treatment”.
Enabling Factors: Accessibility/Proximity
The items used to measure the proximity and accessibility in this survey were questions
5, 10, 18, 19 and 20. These questions focused on how easily accessible on can obtain alcohol,
whether it be through a bar, restaurant, or liquor store. These questions were apart of a survey
under the name “College Alcohol Study” by the HArvard School of Public Health. Question 5
was a simple yes or no question asking about involvement in Greek Life, while question 10
(During the past 30 days, what is the largest number of alcoholic drinks you had in a row, that is,
within a couple of hours?) gives the students five choices to choose from in a multiple choice
format. Question 18 is an open ended response, asking for a numerical value (How many drinks
of alcohol do you think the typical student at your school had the last time he/she
“partied”/socialized? (If you think the typical student at your school did not drink alcohol, please
enter 0). Questions 19 and 20 were another two multiple choice style questions, giving five
choices for question 19 and two choices for question 20 (Harvard).
Survey Analysis and Report Generation

Introduction:
The sample used for this study was composed of 101 full-time male and female
University of Delaware students aged 18- 25. The sample consisted of white, black or African
American, Asian or Pacific Islander, American Indian or Alaska Native, and Hispanic or Latino
students. There were a mix of freshmen, sophomore, junior, and senior students whom were
either involved in Greek life or not. 96% of college students report drinking alcohol within the
past 30 days while 91.1% of these students report binge drinking within the past 30 days. Higher
frequency of binge drinking contributes to the prevalence of alcoholism. Knowledge about the
negative affects of drinking, social pressure to drink, and alcohol accessibility were assessed to
determine whether these factors increase binge drinking. Sex, ethnicity, college year, and greek
life involvement were not significantly associated with binge drinking, knowledge regarding
negative effects of alcohol consumption, social pressure to drink, and alcohol accessibility.
Methods:
Study Design and Procedures
A cross-sectional survey consisting of 24 questions was designed to assess drinking behaviors
and alcoholism among University of Delaware students. The purpose of the survey was to
explore the relationship between binge drinking and alcoholism and whether knowledge about
negative effects of alcohol, social pressure to drink alcohol, and alcohol accessibility affects this
relationship. Each question falls into the category of either predisposing, reinforcing, and
enabling factors. The survey was developed using Survey Monkey, a website that allows the
user to develop surveys, track the results from each individual,and analyze results. The survey

was pilot-tested to 5 University of Delaware students prior to distribution to check for reading
comprehension and other unforeseen comprehension issues that can be corrected before mass
distribution.
Study Participants
Surveys were distributed using a convenience sample to college students through individual
emails that asked if they were willing to complete a survey regarding alcohol consumption.
Participants had to be University of Delaware students aged 18-26. There were 101 University of
Delaware students recruited and all 101 students completed the survey. Responses were
collected online via Survey Monkey over a three-day time period. All participants responses
were confidential.
Study Measures
Knowledge: Four multiple choice and four likert scale questions were used to assess student’s
knowledge of the negative effects of alcoholism. Responses to these questions assessed amount
of alcohol consumption and days spent drinking. Higher answers to the multiple choice questions
(5+ drinks or 4+ days/week) indicated low knowledge of the negative effects of alcohol and
lower answers chosen (2 drinks or less or 0-3 days/week) indicated higher knowledge of the
negative effects of alcohol consumption. For the likert scale responses, answers towards the right
of the likert scale (occasionally or frequently) indicated higher knowledge of negative alcohol
effects and lower responses indicated lower knowledge of negative alcohol effects. Answers
toward the left of the likert scale (never or seldom) indicated lower knowledge of the negative
effects of alcohol

Social Pressure: Five likert scale questions and two free response were used to assess social
pressure to drink alcohol. Likert scale responses (strongly disagree = low social pressure,
strongly agree = high social pressure) were used to assess the amount of social pressure to drink
alcohol among participants. The two free response questions allowed participants to report the
exact number of drinks that they had consumed in certain social situations and time frames.
Accessibility/Proximity: Alcohol accessibility was interpreted based on five varied assessment
questions and the responses to these questions, including likert scales, free response, and
multiple choice. Researchers intended to find trends in where students received their alcohol
from, the method in which they attained alcohol, and how difficult it was to attain the alcohol
they drank.
Statistical Analysis
Descriptive analyses were conducted in order to answer research questions. The study variables
among the sample were described using means and standard deviations for continuous variables.
The count (N), proportion (%), and mode were generated for categorical and likert variables.
SPSS was used to examine the association between study variables and alcoholism.
Results
Participant Characteristics
The sample was comprised of 101 college students aged 18-25. The mean age was 21.4. The
study was predominately female (53.5%) and white (87.1%). Of the sample 78.2% were not
involved in Greek life. The sample had 4% freshmen, 17.8% sophomores, 23.8% juniors, and
42.6% seniors.
Descriptive Characteristics of binge drinking, knowledge about negative effects of binge
drinking, social pressure to drink, alcohol accessibility, and alcoholism

Out of 101 study participants who participated in our data collection survey, 70 of these
individuals or 69.31% reported that they consumed 5 or more drinks of alcohol in one sitting,
within a couple of hours within the last 30 days, while only 30.69% (31 people) did not. When
diving into the predisposing factors of binge drinking we looked in the knowledge of our survey
participants on the behavior. It was reported that 66.34% (67 people) of participants never would
seek out groups of people to increase their awareness about the problems of binge drinking.
When assessing the reinforcing factors which possibly contributed to the behavior of binge
drinking we focused on social influence presented to our participants. We discovered that 62%
(62 people) of individuals agreed that drinking large amounts of alcohol enhances social
activities. Also, 60% (61 people) of individuals agreed that alcohol makes it easier to have a
connection with their peers. Another aspect that 52.48% (53 people) agreed on was that binge
drinking enabled people to have more fun. Lastly, over half of the participants, 56.44% (57
people) agreed that the consumption of alcohol gives people something to do in general.
For enabling factors, it was found that 38.6% of the sample bought alcohol in a store,
22.8% gave someone else money to buy it, and 22.8% bought alcohol in a restaurant, bar, or club
in the past 30 days. With the mean age being near 21, many of the participants in the sample are
able to be present in liquor stores, meaning these participants have more access to alcohol than
someone who is under 21. These participants fall within the 23% (23 people) that marked the
answer pertaining to someone else buying the alcohol for them.
In the question regarding ID checks and proof of age, 79% (80 people) of the sample
claimed that it would be very likely to have their identification checked upon entering a liquor
store or bar. This shows that the liquor laws are strictly enforced, making the purchasing of
alcohol under 21 to be very difficult. This would not affect those who are above 21, yet those

under 21 in the sample must resort to other methods to obtain alcohol. This question does not
take into consideration the amount of students with a fake ID claiming they are 21 or older.
The last enabling factor builds on the issue of the acceptance of fake identification in
liquor store and in the bar setting. From the survey, 49% (49 people) stated that it would be very
likely for them to be refused a sale if caught trying to use fake identification. At less than half
percent, this leaves a large portion of the sample that could possibly get away with an underage
purchase in a liquor store around campus. From the sample alone, this leaves a decent amount of
underage students having access to binge drinking.
Discussion & Conclusion:
After reading and analyzing the results of this study, it can be said that the information
gathered from the interviews was accurate, as they hypothesized that one of the problems that
current college students deal with is related to their alcohol use. It can’t be said that there are any
connections or correlations with ethnicities for alcohol usage, as the majority of the responses
came from a white population (87.1%), however, it can assumed that the problem lies within the
student population, as they were the targeted audience. While people may excuse this behavior
by just saying that binge drinking is a typical college behavior, or that it’s always been known
that college students drink in larger amounts, this data will support that students are abusing
alcohol.
The vast majority of the population in the survey had a drink in the past 30 days (96%),
an expected statistic, and one that by itself may seem insignificant, since it asked if they had at
least one drink in the past 30 days. It also comes into play when the survey asked, “in the past 30
days how many days did you have 5 or more drinks (men)/4 or more drinks (women) of alcohol
in a row, that is, within a couple hours.” This question measured actual binge drinking of the

students, to which 91.1% of them reported to have done so in the past months time. That means
that of the 96% that had a drink in the past month, 37.6% had binge drink for 6 or more day, only
4.9% did not binge drink, a significantly low statistic. A national survey conducted by the
National Institute on Alcohol Abuse and Alcoholism in 2013 reports almost 60% of students
ages 18-22 drank alcohol in the past month. The results from this study show that alcohol use
within the past month is significantly higher among University of Delaware students compared
to the national average (NIAAA). The national survey also reports 2 out of 3 college students
aged 18-22 (66.7%) engaged in binge drinking during the past month (NIAAA). This data
reveals that binge drinking is also significantly higher among University of Delaware students
compared to the national average.
There also seemed to be a pattern to the drinking habits, as the participants believed that
drinking would enhance social activities (62%), make it easier to make connections (60%),
would give them something to do (56.4), and enables them to have more fun (52.5%), and about
one third of the drinking took place at off campus parties (37.6%) and nearly one quarter at
Greek life events/parties, where according to the student’s point of view drinking would
influence and benefit all the discussed activities. These results suggest that the students are
drinking not for a simple responsible and social enjoyment, but for the mere purpose of getting
extremely intoxicated, to enhance the possibility of a stronger social connection with peers.
The prevalence of their binge drinking along with the student’s perception about alcohol would
bring us to the conclusion that there needs to be a program set in place to improve the knowledge
and awareness connected with binge drinking. The program would be set in place, not to
eliminate the total alcohol consumption, but to help the participants be aware of the danger that
comes with drinking heavily, prove to them that they do not have to be under the influence to

make connections with others, and even provide them with new means to of socializing that they
would not have thought of before.
Table: Characteristics of the Sample
Variable M(SD) or N(%)
Age Mean: 21
Sex
Male 46.53% (47)
Female 53.47% (54)
Race
White 87.13% (88)
Black 11.88% (12)
Asian or Pacific Islander 4.95% (5)
American Indian or Alaska Native 0.99% (1)
Hispanic or Latino 2.97% (3)
Greek Life
Yes 21.78% (22)
No 78.22% (79)

College Year
Freshman 4 (3.96%)
Sophomore 18 (17.82%)
Junior 24 (23.76%)
Senior 43 (42.57%)
Health Condition
Alcoholism
Yes 69.31%
No 30.69%
Predisposing Factor
Knowledge
School’s policy about alcohol use
on campus
Mode: 52.48% (53) Alcohol prohibited
for everyone under 21
I seek out groups of people who can
increase my awareness about the
problems of drinking.
Mode: 66.34% (67) Never
Reinforcing Factor

Social Factors
Enhances social activities Mode: 62% Agree (62)
Make a connection with peers
easier
Mode: 60% Agree (61)
Enable people to have more Mode: 52.48% Agree (53)
Gives people something to do Mode: 56.44% Agree (57)
Enabling Factor
Proximity/Accessibility
During the past 30 days, how did
you usually get the alcohol you
drank?
Mode: 38.61% I bought it in a store
such as a liquor store, convenience
store, supermarket, discount store, or
gas station (39)
Would be asked for an ID for proof
of age?
Mode: 79.21% Very Likely (80)
Would be refused sale of alcohol? Mode: 49.49% Very Likely (49)
Program Development and Evaluation

The current program is designed to help lower the rate of alcoholic consumption by
college students between the ages of 18 and 25 at the University of Delaware. As well as
increase their knowledge of the risks and potential dangers of such high alcohol consumption.
This program will take place over twelve months, six of which will be focused on the actual
cohort studies. Each cohort will take place over two months each with each following cohort
overlapping one another. With a given budget of $150,000, there should be enough capital to
help successfully run this program from start to finish.
Critique of Previous Programs
Upon the research conducted, numerous intervention based studies were reviewed in
order to obtain results which would pertain to the “Lose the Booze“ program. This was a critical
step in developing an intervention program which may yield significant results because it allows
the possibility of identifying the stronger and weaker points of previous attempts, which could be
taken into consideration while creating this new program. Looking at existing programs that have
been implemented gives insight on where past studies may have went wrong or better yet,
thrived. The intervention programs that were selected directly relate to the target audience and
outcomes in which the “Lose the Booze” program aims to address and have shed light on past
failures and successes.
The article “Level of Response to Alcohol as a Factor for Targeted Prevention in College
Students” was assessed by the methods and effectiveness of its programs toward binge drinking
and alcohol use. Specifically, the purpose of this intervention was to increase the awareness of
risks that are associated with heavy drinking, teaching skills to combat risky drinking behaviors,
and correcting myths about social norms aimed at drinking.

Target Audience:
The audience in which this intervention targeted was comprised of college students,
particularly in the younger age range and were considered eligible based on their responses to
previously implemented surveys. These surveys which were previously implemented were the
“Spit for Science” survey and the “Self-Rating of Effects of Alcohol Scale” which measured the
participants average number of drinks needed to feel intoxicating effects. The surveys mentioned
were given to all incoming freshman students of the University of California at San Diego in
attempts to judge their level of response to alcohol. Out of the participants considered, 231 were
selected to be enrolled in the study and assigned to four different groups to be compared
throughout. Out of the 231 participants, 165 were females and 66 were males. The ethnic
demographics of the participants were 0.4% American Indian/Native American, 6.9% Asian,
11.3% Black/African American, 5.6% Black/African American, 5.6% Hispanic/Latino, and
75.8% White.
Program:
This program included a 50 minute internet based video once a week for 4 consecutive
weeks as a part of the response based prevention programs employed by the researchers. At the
end of the videos a short comprehensive quiz was filled out by the participants in order to
evaluate the results of the video interventions. The results of these were compared to the results
of previously employed reports based on intervention methods referred to as state of the art
prevention programs. The participants were broken into 4 different groups including Low LR
(Levels of alcohol response)-LRB (Levels of response based prevention program), Low LR-
SOTA (State-of-the art prevention program), High LR-LRB, and High LR-SOTA for
comparison. A set of control participants were selected who participated in the Spit for Science

survey but did not participate in either of the intervention programs, response based or state of
the art. These groups were used so that a comparison could be made during a further 6 month
period on alcohol use to assess the effectiveness of each type of program compared to the others
and the control.
As stated before, this study included a 50 minute online video module, once a week for a
4 week long period. Each of the modules was followed up by a short quiz which assessed their
progress. All of the group’s video programs were based around general information about
alcohol, which included the dangers of heavy drinking and information about the standard drink
size, as well as debunking social norm myths regarding alcohol. Also, these modules included
ways to refuse and cope with drinking habits, and statistics about alcohol use. Each group’s
video modules were specially designed for the type of program in which they were assigned
though. The individuals that were in the level of response based intervention programs videos
were aimed more towards low levels of alcohol response as a risk factor and included
information on alcohol expectancies, peer substance use, and coping mechanisms, as well as
included instructions on how to calculate their own SRE score. By covering such a wide variety
of variables, these interventions addressed individual, social, and environmental level
determinants. During the first and last video modules the participants used a self-report
assessment to find out about the changes between alcohol uses that the participants displayed
throughout the program. A follow up questionnaire was used 30 days after the program to obtain
specific information on participant’s activities regarding their drinking habits, not only after the
program but during and before. The participants were rewarded with a $100 compensation
depending on their completion of the video interventions and surveys.
Program Results:

As for the results of this intervention, the results were based upon 5 different levels of
criteria. These levels included the number of days participants drank alcohol, the participant's
usual number of drinks per day, their maximum number of drinks within 24 hours, the number of
days the participants drank 4 or more alcoholic drinks, and the AUD symptoms that were
displayed. It was revealed that participants in the LRB programs had a decrease in the number of
days in which they drank alcohol during the program, followed by a return towards the baseline
(3.79 to 4.45 for low LR and 2.39 to 3.04 for high LR), and while the participants in the SOTA
programs number of days consuming alcohol changed very little (2.38 to 3.71 for high LR and
4.11 to 4.09 for low LR. As for the usual drinks per day, across both program types, the
individuals with a high LR drank less than the individuals with a low LR throughout the
programs but from baseline this did not drastically change with standard deviations never going
beyond 2.96. As well as number of days in which participants consumed alcohol, the LRB
program individuals decreased their maximum drinks in 24 hours more than the individuals in
the SOTA program, but the differences were not significant with the maximum dropping from .
12.55 to 9.64 by the low LR/LRB. In regards to number of days drinking more than 4 alcoholic
drinks, throughout both programs, participants with high LR decreased this act less than
individuals with low LR. As for AUD symptoms, the only group that decreased were individuals
with low LR in the LRB programs. Based on the control group, significant differences in the
effects of the LRB programs and SOTA program were not found to occur and neither produced
substantial changes in alcohol use patterns of their participants with almost no significant
differences occurring.
Program Strengths/Weaknesses:

One main weakness that I would say that this intervention had would be the lack of
information about the state of the art program interventions in which they were using as a
comparison. Also, the limited number of intervention types being limited to just online videos
and self-reporting probably limited the motivation to pay much close attention by the
participants. One strength of this study was the fact that they used a good baseline by having the
participants in the control complete the same exact surveys as the program participants to get a
correct idea of what was due to the programs and what was not. The sample from which the
participants were taken was also a strength because of the high interest in alcohol use when
entering a college setting.
Take away points:
One point that can be used to inform the design of the “Lose the Booze” program
approach would be the lack of changes which resulted from strictly online intervention,
indicating that other measures should be taken. Another point would be to include assessments as
the beginning to record past alcohol use, so that trends from more than just the duration of the
study can be taken into consideration. Lastly, offering a substantial reward for thorough
completion of interventions may spike participation rates and maintain interest.
Our second article review was titled “Effectiveness of the Brief Alcohol and Screening
Intervention for College Students (BASICS) Program With a Mandated Population” conducted
by Gloria T. DiFulvio, PhD, MPH; Sally A. Linowski, PHD, MSPH; Janet S. Mazziotti, MSW,
MS; Elaine Puleo, PhD. The primary purpose of this study was to examine the effects of the
BASICS (Brief Alcohol Screening and Intervention for College Students) Program. This
program was designed to be a large-scale intervention, having over 3500 complete its was

composed of two-session course. While over 3500 have completed this course, this total was not
used in the study. The study was composed of 1390 students who were apart of the intervention
group, and 508 students who were apart of the comparison group. The study took place from
January 2006 to December 2008.
Target Audience:
This program was implemented using the quasi-experimental design, which was
approved by the University in which the study was conducted. BASICS, the core construct of
the study, consisted of two sessions for each student. The program could be accessed in several
ways, such as violations to the University's alcohol policies. This method involved the majority
of the participants. Others were referred from student centers, residence staff, or individuals
concerned about their alcohol use. All participants were at least 18 years of age, and were asked
to complete an evaluation both before their involvement in BASICS and during a six month
follow up. A twenty-dollar gift card was given to anyone who completed the follow up
evaluation. The comparison sample was randomly chosen by a variety of characteristics similar
to the intervention group, such as age gender, residential status, race, and year of graduation.
1500 students were invited to partake in the comparison group, with gift cards as an incentive for
completing the follow ups. Out of the 1500 invited to participate, 908 agreed to participate. The
age group was the same for the comparison group as the intervention group. These involved in
the comparison group have had no previous association with the BASICS program. Out of the
908 that agreed to participate, 648 met the criteria for inclusion; while 506 completed the 6-
month follow up.
Program:

The basis of the BASICS Program is one-hour face-to-face sessions, two times. The
individuals in which the participants communicate with are specialists trained with techniques
involving motivational interviewing. During the first face to face session, individuals became
acquainted with their interviewer, learn the basics of alcohol education, track patterns of binge
drinking use, consequences of that individual's drinking habits, and other associated health risks.
Students were asked to complete an online survey, which could be measured by a self assessment
tool that was implemented in between sessions. Two weeks later, the students were to attend the
second session. This second session consisted of evaluating the students alcohol consumption
and behaviors associated with said drinking activities. At the end of this session, the students
received a full feedback report. This report compared their drinking habits to campus norms, and
featured personal strategies for minimizing alcohol related consequences.
For measurement data, the baseline analysis was comprised of data that was self-reported
by the participants. The next set of data was taken six months after the program was completed.
Data from this group was also collected for the next 2 and half years. For the comparison group,
their data was measured at baseline and 6 months. If the students in the comparison group have
ever been referred to BASICS Program, their data was dropped from the survey. Alcohol use in
this study was assessed in two ways, average number of drinking during an event and average
number of drinks in one week. BAC levels were also calculated using a specific formula, which
would take the participant’s number of drinks, hours of consumption, total body water volume,
and hourly decrease rate of BAC. The RAPI (Rutgers Alcohol Problem Index) was used to
evaluate both physical and psychological consequences of their alcohol within the last 30 days.
To categorize students into different risk levels, the program made use of the AUDIT. AUDIT

scores range from 0-40, low level drinkers ranged from 0-7, moderate level drinker were ranged
from 8-15, and high risk drinkers ranged from 16-40.
Program Results:
The effectiveness of the BASIC program was determined by changes in in single episode
BACs and peak BACs, weekly alcohol consumption, high-risk behaviors, and negative
consequences related to drinking compared to the RAPI. Bivariate data analysis was used to
generate linear models of time, group, and time by each group’s interaction within the gender
categories. This data revealed that the intervention group showed decreases in drinks per
occasion, typical and peak BACs, binge-drinking episodes, and cumulative drinks during a one
week period. When the data is compared by gender, males decreased BAC, drinks per occasion,
and drinks in one week. Besides one individual in the comparison group, each individual’s
variables increased or remained the same for drinks per occasion, drinks per week, and binge
drinking at the 6 month follow up. During the baseline measurements, the intervention groups
had higher levels of drinking, yet decreased significantly by the 6 month follow up. Both groups
of women showed decreases in their BAC count, yet the intervention group showed decreases in
all categories while the comparison group remained the same in all other categories. The
drinkers that benefit most from the program were both male and female participants that fell into
the moderate drinkers across all categories.
Strengths/Weaknesses:
One for the main weaknesses found within this program is the lack of randomization of
the clients. Each intervention and comparison group had specific guidelines in which they had to
fit to be qualified for participation in the BASICS Program, meaning many of the participants all
fit similar drinking characteristics. Without a level of randomization, the data will become

skewed towards one degree, which will create a biased outcome. Another issue about this article
pertains to the lack of follow up information relating to the two and a half-year follow up. There
is data on each group’s progress up to about two and a half years after the six-month follow up,
yet no data is presented on the results. The strengths of this survey focused primarily on their
incentives and their face-to-face regiment. By having some type of gift card presented as a
reward for those who complete the six month follow up, there is an increased chance of
participants completing all follow up work instead of forgetting about the programs follow up.
Having an incentive also created a reward to work towards at the baseline evaluation. Face to
face interaction was another strong point in this program's guidelines. While online classes were
a part of the program, the face-to-face interactions created a more personal environment.
Specialists teaching the classes can also provide more accurate and direct feedback towards their
concerns and questions.
From this survey, we found many points that somewhat mirror aspects of our program.
Similar to the program mentioned above, our program also offered an incentive upon completing
the follow up session. Our program offers multiple incentives throughout the program, both for
small amounts and larger amounts towards the end of the program. Our program also offers both
online courses and face-to-face sessions. Our program offers around the same number of online
courses as the above survey, yet offers more face-to-face interactions per cohort. Our baseline
and follow up guidelines are similar to this study, yet our follow up is a two month span.
Overall these two articles created a solid guideline for helping us develop our current
program. Article one introduced us to the use of online interventions, while article two furthered
the idea of different methods of intervention with the introduction of face-to-face assessments.
By reviewing both articles, we were able to forge a program which implements a variety of

intervention techniques and informational cues. Our program is meant to take the strong suites
of each type of program and merge them into an altered version of each article.
Part 3 : Program Goals and Objectives and Evaluation Plan
Program Goals:
1. Increase knowledge and awareness of binge drinking among college students.
2. Decrease the prevalence of binge drinking among college students.
Process Objectives:
1. Four weeks prior to intervention start date, 90% of participants will have been recruited
and signed up for the program.
2. One week prior to the start of online intervention assessments, 85% of participating
University of Delaware students aged 18-25 will have submitted the baseline evaluation
forms
3. By the end of the second week of the program, 90% of participating UD students will
receive alcohol awareness and prevention pamphlets.
4. By the midpoint of each cohort group, 60% students will participate in all interactive
behavior change activities during each of the bi weekly seminars.
5. By the end of the program period, 75% of participating University of Delaware students
aged 18-25 will have participated in all bi-weekly seminars.
Impact Objectives:
1. By the end of the first bi-weekly seminar, there will be a 40% increase of knowledge on
how much alcohol is in standard alcoholic drink (one serving in ounces for beer, wine
and liquor).

2. By the end of the second online course, there will be a 40% increase of participating
University of Delaware students aged 18-25 that know definition of binge drinking
compared to the baseline evaluation.
3. By the midpoint of the program, there will be a 40% increase of participant knowledge
regarding alternatives to alcohol use compared to the baseline evaluation.
4. By the third intervention seminar, 60% participants will be able to identify three risky
behaviors associated with binge drinking.
5. By the end of the program, there will be a 60% reduction in number of drinks consumed
in the last week compared to baseline evaluation.
Outcome Objectives:
1. One month after the program 60% of participants will report consuming fewer alcohol
beverages in the last week as compared to baseline.
2. By 2 months following the program, 60% of individuals will have reduced at least 2 risky
health behaviors associated with alcohol use as compared to baseline.
3. By 2 months following the program, 60% of participants will show increased knowledge
of negative effects of alcohol on the body.
Table 1: Objectives and Evaluation Plan
OBJECTIVE MEASURES/ TOOLS DATA NEEDED METHODS
Process Objectives
By 4 weeks prior to
intervention start date,
Email enrollment
requests/flyers/
Number of
participants
Web link for program
allows student to sign

90% of participants
have been recruited
and signed up for
program.
pamphlets distributed
among target
population.
registered to take
part in intervention
program.
up, shows number of
registered participants,
and assigns them
numerical identity.
By the end of the
second week of the
program, 90% of
participants will
receive pamphlets on
alcohol awareness and
prevention.
Generation of
pamphlet count
between pre and post
distribution times.
A count of the total
number of
pamphlets being
distributed and
received by
participants will be
recorded.
A count of the starting
number of pamphlets
will be noted and an
additional count after
distribution has
occurred.
By one week prior to
the online intervention
assessments 85% of
participants will have
submitted the baseline
evaluation form.
Online tracking of
participants baseline
assessments in the
program
Complete listing of
all baseline
assessments
completed
Anonymous tracker of
all online submissions
which tracks based on
the numerical value
assigned at baseline
By the midpoint of
each cohort group,
60% students will
participate in all
Measured through
participation based on
a likert scale (1-5)
based on their in class
Individual likert
scale scores
compared to their
baseline likert scale
In class activities
relating to resisting
social influence to
binge drink and

interactive behavior
change activities
during each of the bi
weekly seminars.
participation. responses. change activities
related to resisting
binge drinking in a
highly accessible
environment.
By the end of the
program 75% of
participants will have
participated in all bi-
weekly seminars.
Program attendance
sheet will be used to
track attendance.
A count and overall
attendance
percentage of the
program will be
generated.
A sign in sheet will be
distributed and
attendance will be
counted after each
session.
Impact Objectives
By the end of the first
bi-weekly seminar,
there will be a 40%
increase of knowledge
on how much alcohol
is in standard
alcoholic drink (Know
one serving in ounces
for beer, wine and
liquor)
Demonstrations and
hands- on assessments
of pouring correct size
drinks.
Percentage of
individuals who
correctly
demonstrate
accurately pouring
a standard drink.
Setting up groups
trials before and after
demonstration to
practice and test
standard drink
identification and
pouring.

By the end of the
second online course,
there will be a 40%
increase of knowing
definitions of binge
drinking compared to
the baseline
evaluation.
Lesson released online
at the end of the first
seminar as a study
guide followed by a
short quiz.
Individual scores
from small online
quiz needed to
measure
knowledge of
binge drinking
definitions
Online quiz that
focuses on knowledge
of binge drinking and
binge drinking habits
By the third
intervention seminar,
60% participants will
be able to identify
three risky behaviors
associated with binge
drinking.
Short response role
play activities
involving students and
instructors.
Individuals who
can accurately tell
an instructor three
accurate risky
behaviors
associated with
binge drinking.
Online video modules
and online seminars
showing dangers of
binge drinking.
By the midpoint of the
program, there will be
a 40% increase of
participant knowledge
regarding alternatives
to alcohol use
compared to the
Follow up questions
pertaining to
knowledge of alcohol
alternatives and
influence of social
environment in short
answer format.
Short answer
responses to
alcohol alternative
questions.
Responses to alcohol
alternative quiz
questions will be
compared to responses
to alcohol alternative
baseline questions to
assess increase in

baseline evaluation. knowledge of alcohol
alternatives.
By the midpoint of the
program, there will be
a 60% reduction in
number of drinks
consumed in the last
week compared to
baseline evaluation.
Follow up assessments
which ask about a
student’s drinking
behaviors and
reactions to access to
alcohol in the past
week will be submitted
to students
Statistics generated
from the follow up
analysis proving
there was a
decrease in drinks
per week.
Participants will have
access to the follow up
assessments online
and are responsible to
self report
Outcome Objectives
By the end of the 8
week program 60% of
participants will report
lower overall alcohol
use.
Follow up data
regarding alcohol
accessibility, social
influence, and
knowledge of binge
drinking compared to
the baseline data
Numerical data
showing statistical
data comparing
baseline and follow
up assessment data
Online modules and
online seminars
regarding control of
social drinking
situations and coping
with highly accessible
alcohol environments
By 2 months
following the program
60% of individuals
Self report
questionnaires issued
after program has
Percentage of
participants who
successfully
Online modules with
online reports
including behaviors

will reduce at least 2
risky health behaviors
associated with
alcohol use.
ended. reduced risky
behaviors
following program
following program
end date.
By the end of the 8
week program
60% of participants
will show increased
knowledge of negative
effects of alcohol on
body
Assessment given at
the end of the last
seminar, follow up
analysis.
Percentage of
participants with
increased
knowledge of
binge drinking
effects compared to
baseline
assessments.
Online modules and
online seminars
Program Description “Lose the Booze”
A. Introduction
The goal of “Lose the Booze” will be to increase the knowledge about the dangers and
problems that come with binge drinking (BD), while simultaneously attempting to lower the rate
at which 125, 18 through 25 year old students from the University of Delaware, participate in
binge drinking. The participants are to meet every other week in 116 Gore Hall where they will
stay for 30 to 45 minutes, while they will be required to do an online intervention and report
once per week, for 8 weeks. There will be a total of 5 cohorts that that will participate for 8

weeks each in the program, each of the cohorts will be made up of 25 students. Once the
program is finished the goal is for 60% of the participating members to decrease their alcohol use
while have an increased knowledge of BD.
B. Program Framework and structure
The program is expected to run from January 2016 through December 2016, where it’s
broken down in detail in Table 1. Each cohort is expected to run 2 months (8 weeks) each, with a
total of 5 cohorts, while the next cohort will overlap with the previous one, making it run from
April through September, the participants will meet on a biweekly basis, and will spend roughly
30 to 45 minutes in 116 Gore Hall each time they report. Each cohort will be made up of 25
participants, with a total of 125 total participants. Once the first 125 participants have signed up,
they will be randomly selected to go into each group using systematic sampling, every 5th name
on the list gets placed in a cohort until each cohort has been randomly assigned 25 participants.
The participants will be subject to activities while in the program, activities such as role playing
where they may refuse to drink excessively or pouring accurate shots and alcoholic drinks, they
will be given a baseline assessment and follow-up surveys, write realistic goals on how they will
be more responsible about the choices they make while drinking, they will do online courses, do
group discussions, be present during informational sessions, and play reward games. The
program will require some special materials and equipment, that include gift cards that will be
given out at the end point as grand prizes, as well as $10 valued gift cards for those who join the
program, DVD players/projectors, printers, office supplies, iPads and a storage unit to hold the
iPads. Alcoholic related materials are very important to assist the activities, that include shot
glasses, regular pint glasses, and multiple water jugs to use as the liquid that will represent the
alcoholic beverage.

Table 1: Program Timeline for “Lose the Booze”
Activity Jan
2016
Feb Mar Apr May June July Aug Sept Nov Dec
UD facilities
Approval
X X
Hire Staff X X
Order
Materials
X
Train Staff X X
Design
Baseline
Assessment
X X
Design social
media tools
X
Design Online
campaign
X X

Program
Recruitment
X X X X X
Implement
Baseline
Assessment
X
Implement
Online
Intervention
Campaign
X
Program
Cohort 1 X X
Cohort 2 X X
Cohort 3 X X
Cohort 4 X X
Cohort 5 X X
Program
Evaluation
X X X X X X X X X X
Participant
Follow up
X X

C. Program Activities
The health problem that Lose the Booze program will be focusing on is binge drinking.
Binge drinking can result from low knowledge of negative effects of binge drinking, social
influence to drink alcohol, and accessibility and proximity to alcohol. By altering the amount of
knowledge an individual has on each of these subsections, individuals will show a decrease in
their binge drinking behaviors and associated risk factors.
Table 2: Intervention Targets for “Lose the Booze”
Target
Health
Behavior
Program Education
Components
Social Influence
Program
Components
Accessibility/Proximity
Program Components
Binge
Drinking
--Lack of awareness of
negative effects of binge
drinking
-- Lack of knowledge of
alcohol alternatives
--Lack of knowledge of
alcohol prevention techniques
--Lack of knowledge of risky
behaviors associated with
binge drinking
-Lack of behavior
changes strategies
to decrease social
influence
-Lack of self
efficacy to control
own decisions, Ie.
giving into peer
pressure on a
weekly basis
-Controlling alcohol use
in a highly accessible
environment

-Poor reactions to
social pressure to
drink
Educational Components
In line with the “Level of Response to Alcohol as a Factor for Targeted Prevention in
College Students” study, video modules and quizzes will be used to assess and increase
knowledge of the negative effects of binge drinking. The video modules will include facts and
statistics regarding binge drinking. Online quizzes will be used throughout the program in order
to track the progression of knowledge gained about binge drinking. Powerpoint lectures will be
used during the seminars to cover further topics on binge drinking not covered in the video
modules. Bi-weekly meetings will be conducted to provide hands-on learning experiences for
students. These experiences will include learning to pour accurate alcoholic drinks and shots
(using water) and verbally expressing current behaviors associated with drinking and comparing
them to healthy behaviors. Pamphlets will be distributed to students. They will contain a list of
prevention techniques, phone numbers for help hotlines, and testimonials about alcohol abuse.
The methods used for education are appropriate for University of Delaware students aged 18-25
because they address behaviors common at the University of Delaware campus based on survey
research.
Social Support Program Components
In line with the “Effectiveness of the Brief Alcohol and Screening Intervention for
College Students (BASICS) Program With a Mandated Population” study, face to face group

discussions will be used to assess social influence to drink alcohol. These discussions will
include tracking patterns of alcohol use and identifying alcohol use triggers. We will use role
playing to assess and improve student reactions to real-life drinking situations. Role playing
activities will be delivered through short response activities and interactive behavior change
activities. Participation will reveal the amount of social influence to drink alcohol for each
student and how well students can react to these drinking situations that involve friends and
peers. These methods are appropriate for our target audience it will allow them to interact with
one another, which will aid the intervention process.
Environmental Components
Both articles did not have a large focus on extrinsic factors relating to alcohol abuse and
associated risks. The article “Level of Response to Alcohol as a Factor for Targeted Prevention
in College Students” focused mainly on intervention through online programs and self reported
intrinsic responses. The article “Effectiveness of the Brief Alcohol and Screening Intervention
for College Students (BASICS) Program With a Mandated Population” also focused on intrinsic
factors, yet featured both online programs and face-to-face interactions. Due to the fact that
neither of these programs had a large quantity of questions pertaining to proximity, our program
will have in class and online sessions that focus on proximity. These proximity lessons will
discuss the various locations on campus where alcohol can be obtained, such as bars, restaurants,
and liquor stores. Participants in the program will view statistics and college norms pertaining to
how likely individuals are to drink when alcohol is more readily available, as well as how
restaurant and bar drink specials influence drinking habits. Activities will allow participants to

view “hot spots” of alcohol use on campus, and total number of bars and liquor stores, and
restaurants on campus.
D. Marketing for the Program
1. The aim of the marketing plan will primarily be to recruit the 125 University of Delaware
participants (aged 18 through 25) needed to conduct the program, while also informing the non-
participating student body about the negative effects of binge drinking. One of marketing tools
will come from social media, more specifically, Instagram, Twitter, Facebook, and the UD e-
mail. The next, will come using flyers, pamphlets, and posters, lastly, there will be merchandise
giveaways.
2. Description of marketing types
a. The first type of marketing that will be launched and used will be using social media. In
the social media campaign a Facebook, Instagram, and Twitter will be created for the program,
along with using the UD e-mails of the student population. The UD e-mail will be one of the
main ways that the program will attempt to recruit participants by e-mailing the student body
with details of the objective and the incentives for participating. For the other part of the social
media marketing we will promote a following to create awareness for the 3 pages, by similarly
having small incentives for following the pages and sharing them with something simple like a
25-50 dollar raffle for the first 250 followers. This approach is fitting for the target audience for
two main reasons, the first being that students are advised to check their e-mail everyday
meaning that a big percentage of the students will at the very least be aware of the program and
will possibly aspire to be in the program. The second reason behind using social media is due to

the large amount of time that people spend on their phones and internet based devices, it’s only
logical to advertise where they spend much of their free time.
The second marketing tool will be based on visually stimulating marketing, which is,
using flyers, pamphlets and posters. The flyers will be placed in the bulletin boards that are
available all over campus, the pamphlets would be given out in highly populated and transited
locations such as Trabant, Perkins, The Green, East Delaware, and the Little Bob (CSB), and
finally, posters would be hung up in Resident Halls and classrooms. For those walking to class
and pass these locations it will constantly remind them about the program, and will also lead
them to the social media campaign, so for those who don’t fully read the email they can be aware
for the coming program and may decide to sign up or can simply follow the pages for more
information.
The final marketing implement is based on merchandise giveaways. The giveaways
would not be like the rewards given for doing the program, instead they would be things such as
t-shirts water/ protein bottles, and other small miscellaneous items such as stickers. All of the
items given out will have the name of the program, along with the information to how to find the
program on social media by putting the social media name on them. With these free items
floating around campus with the name of the program being the center of attention it will raise
awareness of the program creating a buzz for the program. This is also an ideal marketing
campaign to use in the college campus as students are attracted to free things, especially if they
can use it in their everyday lives.
3. Conclusion

With the main purposes of the marketing campaign being to increase the awareness and
help recruit participants, we are very confident that the 3 marketing tools presented will fulfill
these requirements as they would be created based on the lives of the students.
E. Budget
Project “Lose the Booze” Budget
Direct Cost
· Personnel
o Salaries
§ Position FTE
Cost
Project Director 0.5 $ 40,000
Health Coach 0.5 $ 20,000
§ Benefits @ 35% $ 21,000
Total Personnel $ 81,000
· Non-Personnel
o Consumable Supplies
Office Supplies
Markers $ 35
Pens $ 16

Poster Board $ 20
Paper $ 30
Educational Material
200 Brochures @ $.35 each $ 70
Promotional materials
125 T-shirts @ $13 each $ 1,625
3 WaWa Gift cards @ $100 each $ 300
125 WaWa Gift cards @ $10 each $ 1,250
Total Consumable Costs $ 3,316
o Travel
100 miles/week @ $.15/mile x26 weeks (3) $ 1,170
Parking Fees (3 parking passes) $ 480
Total Travel Cost: $ 1,650
o Capital Equipment
TV $ 250
DVD Player $ 50
Printer $ 50
Printer toner $ 40
Ipad Rental $120/month for 6months (15) $ 3,600
TOTAL EQUIPMENT COSTS: $ 3,990
o Other Costs:
Insurance
Liability: 26 weeks @ $100/week $ 2,600

Property: 26 weeks @ $50/week $ 1,300
TOTAL OTHER COSTS: $ 3,900
TOTAL DIRECT COSTS: $ 93,856
Indirect Costs
Negotiated Indirect cost rate: 30% $ 28,157
TOTAL PROGRAM COSTS $ 122,0123
Conclusion
The “Lose the Booze” program will address binge drinking throughout a variety of
methods over the course of the intervention. These methods include online educational programs
to increase the participants knowledge and gather information, as well as in person seminars to
further educate, demonstrate, and test this knowledge. Through the research that has been
conducted, binge drinking has shown to be a detrimental behavior, especially among our target
population of 18-25 year old individuals. Due to this being so prevalent among this age group,
this program aims to decrease the acts which contribute to it through an increase in knowledge
and decrease of risky behaviors which lead to it.
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Appendices
a. Survey
“This survey is intended for UD class experience only. Your participation is strictly voluntary
and will remain anonymous. All information will be confidential and will not be used for any
other purposes. Your cooperation is greatly appreciated. PLEASE DO NOT PUT YOUR NAME
ON THIS SURVEY”
Target health condition: Alcohol Abuse
Behavioral Risk factors: Engages in risky behaviors, enjoys feeling of intoxication, uses alcohol
for coping
Environmental Risk Factors: Accessibility to alcohol (parties, bars, liquor stores), high proximity
to alcohol
Key Risk Factors:

Binge Drinking
Predisposing factors: Low knowledge about negative effects of binge drinking
Reinforcing factors:Social peer pressure to drink heavily
Enabling factors: Alcohol accessible environments, high proximity to alcohol

1. What is your age?
o Under 18
o 18-20
o 21-25
o 26+
2. What is your gender?
o Male
o Female
o Other
3. What is your ethnicity? (Please select all that apply.)
o Other
o Caucasian
o Hispanic
o African American
o Asian
o American Indian or Alaska Native
4. What year of college are you in?
o Freshman
o Sophomore
o Junior
o Senior
o Fifth year/other
5. Are you involved in Greek life?

o Yes
o No
6. In the past 30 days, how many days did you have 5 or more drinks(men)/ 4 or more
drinks(women) of alcohol in a row, that is, within a couple hours?
o 0 days
o 1 day
o 2 days
o 3 to 5 days
o 6 to 9 days
o 10 or more days
7. In the past 30 days, how many days did you have 5 or more drinks(men)/ 4 or more
drinks(women) of alcohol in a row, that is, within a couple hours?
o Everyday
o 4 to 6 times a week
o 1 to 3 times a week
o 0 to 3 times a month
8. During the last 6 months, how often did you usually have any kind of drink containing
alcohol? By a drink we mean half an ounce of absolute alcohol (e.g. a 12 ounce can or
glass of beer or cooler, a 5 ounce glass of wine, or a drink containing 1 shot of liquor)
Choose only 1
o 13+ drinks
o 9-12 drinks
o -8 drinks

o 5
o 1-4 drinks
o none
9. During the last 6 months, how many alcoholic drinks did you have on a typical day when
you drank alcohol?
o I did not drink alcohol in the past 30 days
o 1-2 drinks
o 3 drink
o s
o 4 drinks
o 5+ drinks
10. During the past 30 days, what is the largest number of alcoholic drinks you had in a row,
that is, within a couple of hours?
o I did not drink alcohol in the past 30 days
o I bought it in a store such as a liquor store, convenience store, supermarket,
discount store or gas station
o I bought it at a restaurant, bar or club
o I bought it at a public event such as a concert or sporting event
o I gave someone else money to buy it for me
o Someone gave it to me
o I took it from a store or family member
o I got it some other way
11. During the past 30 days, how did you usually get the alcohol you drank?

o Strongly Disagree
o Disagree
o Neither Disagree or Agree
o Agree
o Strongly Agree
12. Enhances Social Activities
o Strongly Disagree
o Disagree
o Agree
o Strongly Agree
13. Make a connection with peers easier
o Strongly Disagree
o Disagree
o Agree
o Strongly Agree
14. Enable people to have more fun
o Strongly Disagree
o Disagree
o Agree
o Strongly Agree

15. Gives people something to do
o Strongly Disagree
o Disagree
o Agree
o Strongly Agree
16. Improves sexual activities
o Strongly Disagree
o Disagree
o Agree
o Strongly Agree
17. The last time you “partied”/socialized, how many drinks of alcohol did you have? (If you
did not drink alcohol, please enter 0)
18. How many drinks of alcohol do you think the typical student at your school had the last
time he/she “partied”/socialized? (If you think the typical student at your school did not
drink alcohol, please enter 0)
19. What is your school's policy about alcohol use on campus by students, staff, and faculty?
o Alcohol is prohibited by everyone, regardless of age
o alcohol is prohibited for all students, regardless of age
o Alcohol is prohibited for everyone under 21
o Alcohol is allowed for those over 21 but only in designated locations or special
events

o No school policy
o Do not know the school policy
20. If a student under 21 years of age attempted to purchase alcohol in the city or town where
your college is located, how likely is it that he or she... (Choose one answer in each row)
o Would be asked for an ID for proof of age?
o Very Unlikely
o Unlikely
o Likely
o Very Likely
o Don’t know
o Would be refused sale of alcohol?
o Very Unlikely
o Unlikely
o Likely
o Very Likely
o Don’t know
21. In the past 30 days, how many drinks did you have the last time you attended any of the
following events? (Choose one answer in each row)
o Residence hall social event or party
o Did not Attend
o Did not drink
o 1 or 2 drinks
o 3 drinks

o 4 drinks
o 5 Or more Drinks
o Fraternity or sorority event or party
o Did not Attend
o Did not drink
o 1 or 2 drinks
o 3 drinks
o 4 drinks
o 5 Or more Drinks
o On campus pub
o Did not Attend
o Did not drink
o 1 or 2 drinks
o 3 drinks
o 4 drinks
o 5 Or more Drinks
o Off campus party
o Did not Attend
o Did not drink
o 1 or 2 drinks
o 3 drinks
o 4 drinks
o 5 Or more Drinks

o Off campus bar
o Did not Attend
o Did not drink
o 1 or 2 drinks
o 3 drinks
o 4 drinks
o 5 Or more Drinks
22. I consider how people would be better off if I didn't drink.
o Never
o Seldom
o Occasionally
o Frequently
23. I stop to think about how my drinking is hurting people around me.
o Never
o Seldom
o Occasionally
o Frequently
24. I seek out groups of people who can increase my awareness about the problems of
drinking.
o Never
o Seldom
o Occasionally
o Frequently

25. I try to tolerate frustration without depending on drinking.
o Never
o Seldom
o Occasionally
o Frequently
b. Codebook
c. Codebook
Q.1 - What is your age Label
1 Under 18
2 18-20
3 21-25
4 26+
Q.2 What is Your Gender 1 Male
2 Female
3 Other
Q.3 What best describes your ethnicity 1 American Indian or Alaska Native
2 Asian
3 African American
4 Hispanic
5 Caucasian
6 Other
Q.4 What year are you 1 Freshman
2 Sophomore

3 Junior
4 Senior
5 Fifth year/other
Q.5 Greek Life 1 Yes
2 No
Q.6 In the past 30 days, how many days did you
have 5 or more (men)/ 4 or more (women) drinks of
alcohol in a row, that is, within a couple hours 1 0 days
2 1 day
3 2 days
4 3 to 5 days
5 6 to 9 days
6 10 or more days
Q.7 during the past 6 months, how often did you
usually have any kind of drink containing alcohol? 1 Everyday
2 4 to 6 times a week
3 1 to 3 times a week
4 0 to 3 times a month
Q.8 during the last 6 months, how many alcoholic
drinks did you have on a typical day when you
drank alcohol 1 13+ drinks
2 9-12 drinks
3 5-8 drinks

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