@article{ref1,
title="Training first-year college students to intervene in alcohol-related emergencies: addressing bystander beliefs and perceived consequences of intervening",
journal="Journal of alcohol and drug education",
year="2017",
author="Anthenien, Amber M. and Neighbors, Clayton and Rosa, Juliana",
volume="61",
number="3",
pages="17-36",
abstract="A bystander program to increase knowledge and self-efficacy for intervening in alcohol-related emergencies, and increase the ratio of perceived benefits to barriers for intervening, was evaluated. Incoming first-year students participated in small group motivational interviewing sessions. Surveys were emailed two weeks before scheduled orientations and post-intervention surveys were administered one week following program delivery. Participants included students who completed either the pre-test (n = 419), the post-test (n = 329) or both (n = 140). <br><br>RESULTS indicated improved self-efficacy, knowledge and perceived benefits for intervening. Students with the largest increases in self-efficacy and knowledge reported greater increases in perceived benefits. <br><br>FINDINGS provide support for the use of peer-led motivational interviewing as a format for training students to intervene in alcohol-related emergencies. https://www.jadejournal.org/?page_id=26<p /><p>Language: en</p>",
language="en",
issn="0090-1482",
doi="",
url="http://dx.doi.org/"
}